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GRADES 1 to 12DAILY LESSON LOG

School Grade LevelTeacher Learning Areas

Teaching Dates and Time July 4-8, 2016 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Find the common factors and the GCF of two – four numbers using continuous division

A. Content Standards1.understanding of whole numbers up to 10 000 000.

2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions

1.understanding of whole numbers up to 10 000 000.






Weekly Test

B. Performance Standards1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.

2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.

1. is able to recognize and represent whole numbers up to 10 000 000 in various forms and contexts.






C. Learning Competencies/ObjectivesWrite the LC code for each finds the common factors and the

GCF of 2–4 numbers using continuous division.

M5NS-Id-68.2

finds the common factors and the GCF of 2–4 numbers using continuous division.

M5NS-Id-68.2


M5NS-Id-68.2


M5NS-Id-68.2

II. CONTENT Finds the common factors and the Finds the common factors and the Skip counting and Number series Skip counting and Number series

1

GCF of two - four numbers using

continuous division

GCF of two - four numbers using

continuous division

Listing Method and Prime

Factorization

Listing Method and Prime Factorizatio

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages Code - M5NS-Id-68.2 K to 12 Grade

5 Curriculum

TM Math Grade 4 pages 118 - 122

LM Math Grade 5 pages 1 to 3

Mathematics Today and Beyond

pages 92 – 93

Code - M5NS-Id-68.2 K to 12 Grade

5 Curriculum




pages 92 – 93


5 Curriculum


LM Math Grade 5 pages ___ to ___


pages 94 – 95

Math @ work 6 page 136


5 Curriculum


LM Math Grade 5 pages ___ to ___


pages 94 – 95

Math @ work 6 page 136

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources strips of cartolina, boxes, Flaglets, flash cards

strips of cartolina, boxes, Flaglets, flash cards

flashcards, strips of cartolina, coins,

boxes, ruler

flashcards, strips of cartolina, coins,

boxes, ruler

IV. PROCEDURESA. Reviewing previous lesson or

presenting the new lessonGame – Climbing the Ladder “Reach

for the Star”

Mechanics:

Divide the pupils into 2 groups.

Flash the cards with numbers.

The pupils identify the number

whether it is prime or composite

numbers. The first pupil who

answers correctly climbs one step of

the ladder.

The group who first reaches the top

Game – Climbing the Ladder “Reach

for the Star”

Mechanics:

Divide the pupils into 2 groups.

Flash the cards with numbers.

The pupils identify the number

whether it is prime or composite

numbers. The first pupil who

answers correctly climbs one step of

the ladder.

The group who first reaches the top

Review how to use the listing

method to get the LCM of the given

number.

Review how to use the listing

method to get the LCM of the given

number.

2

is the winner. is the winner.

B. Establishing a purpose for the lesson

Compute the GCF of the given

numbers using continuous division

Compute the GCF of the given

numbers using continuous division

Identify the multiples of a given

number

Find the common multiples and LCM

of two – four numbers using

continuous division

Write the LCM of the given numbers

using continuous division

Identify the multiples of a given

number

Find the common multiples and LCM

of two – four numbers using

continuous division

Write the LCM of the given numbers

using continuous division

C. Presenting examples/instances of the new lesson

Show a picture of a girl helping her

mother in their garden. Ask the

pupils to tell something about the

picture. Elicit the value of

helpfulness.

Ask: how do you show helpfulness at

home? In school? Is it good to be

helpful? Why?

Show a picture of a girl helping her

mother in their garden. Ask the

pupils to tell something about the

picture. Elicit the value of

helpfulness.

Ask: how do you show helpfulness at

home? In school? Is it good to be

helpful? Why?

Show a picture of a boy and a girl

collecting used plastic bottles. Ask

the pupils to tell something about

the picture. Elicit the value of

recycling used objects.

Ask: What are the objects that can

be recycle? What do you do in the

used objects like plastic bottles, used

papers, glass bottles etc,. What are

the good effects of recycling in our

environment?

Show a picture of a boy and a girl

collecting used plastic bottles. Ask



recycling used objects.

Ask: What are the objects that can

be recycle? What do you do in the

used objects like plastic bottles, used

papers, glass bottles etc,. What are

the good effects of recycling in our

environment?

D. Discussing new concepts and practicing new skills #1

Present this problem to the class.

Kendra helps her mother in their garden. They sold 36 bougainvillea plants and 60 rose plants. They need to delivery those plants in the resort. What is the biggest number of bougainvillea and roses that can be placed in delivery trucks if these are of the same number?

Have the pupils read the problem.


Kendra helps her mother in their garden. They sold 36 bougainvillea plants and 60 rose plants. They need to delivery those plants in the resort. What is the biggest number of bougainvillea and roses that can be placed in delivery trucks if these are of the same number?



The Richard and Francis collected used plastic bottles for recycling. They arranged the bottles in boxes of 8 and 12. What is the least number of bottles they gathered in all?



The Richard and Francis collected used plastic bottles for recycling. They arranged the bottles in boxes of 8 and 12. What is the least number of bottles they gathered in all?


3

Then ask: How many bougainvillea

plants were sold? How many rose

plants were sold? What do Kendra

and her mother needs to do with the

bougainvillea plants and rose plants?

How will you solve for the answer to

the problem?

Using the same given numbers 36

and 60, find the GCF by using

continuous division.

Guide the pupils to get the GCF of

the given numbers.

Ask the pupil to write the number

horizontally.

36 60

What prime number can divide 36

and 60? (12)

36 60

Ask the pupils to divide the numbers

by the given prime number. Write

the quotients below the dividends.

36 60

18 30

Continue the process until none of

the numbers have a common

divisor.

36 60

18 30

Then ask: How many bougainvillea

plants were sold? How many rose

plants were sold? What do Kendra

and her mother needs to do with the

bougainvillea plants and rose plants?

How will you solve for the answer to

the problem?

Using the same given numbers 36

and 60, find the GCF by using


Guide the pupils to get the GCF of

the given numbers.

Ask the pupil to write the number

horizontally.

36 60

What prime number can divide 36

and 60? (12)

36 60

Ask the pupils to divide the numbers

by the given prime number. Write

the quotients below the dividends.

36 60

18 30

Continue the process until none of

the numbers have a common

divisor.

36 60

18 30

Then ask: What did Richard and

Francis collected? What does the

problem ask for? How will you solve

for the answer to the problem? Can

you think of ways to solve it?

Then ask: What did Richard and

Francis collected? What does the

problem ask for? How will you solve

for the answer to the problem? Can

you think of ways to solve it?

4

9 15

3 5

Therefore the GCF is 2 x 2 x 3 = 12.

What is the GCF of 36 and 60?

How did you get the GCF of 36 and

60?

By getting the product of all the

prime divisor or the common

factors, we obtain the GCF of the

given numbers.

9 15

3 5

Therefore the GCF is 2 x 2 x 3 = 12.

What is the GCF of 36 and 60?

How did you get the GCF of 36 and

60?

By getting the product of all the

prime divisor or the common

factors, we obtain the GCF of the

given numbers.

E. Discussing new concepts and practicing new skills #2

Group the pupils into 4 working

teams and have them perform the

task using continuous division.

Richard bakes 42 cupcakes and 54

cookies. He plans to pack them

separately in small boxes. What is

the biggest number of cupcakes and

cookies that can be placed in boxes

if these are of the same number?

There are 12 grade V and 18 grade

VI pupils who will join the basketball

team. What is the greatest number

of Grade V and Grade VI pupils that

can be grouped together if all pupils

are to be included?

If the numbers are 81 and 99, what

is the GCF?



task using continuous division.

Richard bakes 42 cupcakes and 54

cookies. He plans to pack them

separately in small boxes. What is

the biggest number of cupcakes and

cookies that can be placed in boxes

if these are of the same number?

There are 12 grade V and 18 grade

VI pupils who will join the basketball

team. What is the greatest number

of Grade V and Grade VI pupils that

can be grouped together if all pupils

are to be included?

If the numbers are 81 and 99, what

is the GCF?

Group the pupils into 5 groups. Give

each group a Manila paper and

pentel pen for their solutions and

answers. Tell the pupils that there

are three ways of getting the LCM

the listing, prime factorization and

the continuous division.

Group the pupils into 5 groups. Give

each group a Manila paper and

pentel pen for their solutions and

answers. Tell the pupils that there

are three ways of getting the LCM

the listing, prime factorization and

the continuous division.

5

Name the common factors of 39,

65, 11

Name the common factors of 39,

65, 11

F. Developing mastery(Leads to Formative Assessment 3)

Ask the groups to present and

discuss their answers on the board.

Expected answer:

We solved problem by continuous

division, we multiply the prime

divisors to get the GCF.



Expected answer:

We solved problem by continuous

division, we multiply the prime

divisors to get the GCF.

Let the groups present their outputs.

Ask: How did you solve the correct

answer? Which multiples are

common to 8 and 12? What is the

smallest multiple common to 8 and

12?

Expected answer:

We solved problem by listing

method

We get the LCM using prime

factorization

We solved problem using continuous

division; getting the product of all

the prime divisor and the last set of

quotients we get the Least Common

Multiples (LCM).


Ask: How did you solve the correct

answer? Which multiples are

common to 8 and 12? What is the

smallest multiple common to 8 and

12?

Expected answer:

We solved problem by listing

method

We get the LCM using prime

factorization

We solved problem using continuous

division; getting the product of all

the prime divisor and the last set of

quotients we get the Least Common

Multiples (LCM).

G. Finding practical applications of concepts and skills in daily living

Discuss the presentation on top of

page 1 of LM Math Grade 5.

Discuss the presentation on top of

page 1 of LM Math Grade 5.

Discuss the presentation on page 4

of LM Math Grade 5, and then give

the following exercises.

Find the least common multiples of

the following pairs of numbers using


25 and 50

7 and 14

4, 6, 8, and 9

6 , 9 and 18

Discuss the presentation on page 4

of LM Math Grade 5, and then give

the following exercises.

Find the least common multiples of

the following pairs of numbers using


25 and 50

7 and 14

4, 6, 8, and 9

6 , 9 and 18

6

3, 8 and 15

7, 9, 21 and 63

3, 8 and 15

7, 9, 21 and 63

H. Making generalizations and abstractions about the lesson

What is Greatest Common Factor

(GCF) of two given number?

How do we find the Greatest

Common Factor (GCF) of two given

numbers using continuous division?

What is Greatest Common Factor

(GCF) of two given number?

How do we find the Greatest

Common Factor (GCF) of two given


Summarize the lesson by asking:

What is Least Common Multiple

(LCM) of two given number?

How do we find the Least Common

Multiple (LCM) of two given



What is Least Common Multiple

(LCM) of two given number?

How do we find the Least Common

Multiple (LCM) of two given


I. Evaluating learning Find the Greatest Common Factor

(GCF) of the given pairs of numbers

by continuous division.

1. 16 and 242. 20 and 303. 21 and 35

Find the Greatest Common Factor

(GCF) of the given pairs of numbers


1. 16 and 242. 20 and 303. 21 and 35

Find the Least Common Multiple

(LCM) of the given pairs of numbers


11 and 18

11 and 99

5, 10 and 30

4, 5 and 16

9, 54, 90 and 108

Find the Least Common Multiple

(LCM) of the given pairs of numbers


11 and 18

11 and 99

5, 10 and 30

4, 5 and 16

9, 54, 90 and 108J. Additional activities for application

or remediationProvide more exercises. Provide more exercises. Provide more exercises. Provide more exercises.

V. REMARKSVI. REFLECTIONA. No. of learners who earned 80% in

the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

7

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?




Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES 1. Identify the multiples of a given number

2. Find the common multiples and LCM of two – four numbers using continuous division3. Write the LCM of the given numbers using continuous division

A. Content Standards 2. demonstrates understanding of divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions




B. Performance Standards 2. is able to apply divisibility, order of operations, factors and multiples, and the four fundamental operations involving fractions in mathematical problems and real-life situations.




C. Learning Competencies/ObjectivesWrite the LC code for each M5NS-Id-69.2 M5NS-Ie-70.2 M5NS-Ie-71.2 M5NS-Ie-84

II. CONTENT

III. LEARNING RESOURCESA. References

8

1. Teacher’s Guide pages k-12 TG MATH5 P.54 k-12 TG MATH5 P.54 k-12 TG MATH5 P.54 k-12 TG MATH5 P.552. Learner’s Material pages LM Math Grade 4 pages 122 - 125

LM Math Grade 5 pages ___ to ___ Ateneo Lesson Guide pages 44 – 48

LM MATH 5 pp.1-2 LM MATH 5 pp.1-2 LM MATH 5 pp.1-2

3. Textbook pages4. Additional Materials from

Learning Resource (LR) portalB. Other Learning Resources flashcards, strips of cartolina, coins, boxes, ruler cards with numbers pairs for

the drill activity, problem written on the chart.

flash card, drill board, chart flash card, drill board, chart

IV. PROCEDURESA. Reviewing previous lesson

or presenting the new lesson

Present “Explore and Discover” LM p.1 How do we get the LCM of numbers using the continuous division?

Have a drill on solving problems involving finding the GCF and LCM.

Have a review on how to create word problem involving GCF and LCM in of 2-3 given numbers.

A. Setting of standardsB. Giving directionsC. Administering the testD. CheckingE. Recording of scores


What is Least Common Multiple (LCM) of two given number?

Present a picture of a boy helping her mother in a flower shop. Ask the pupils to tell something about the picture. Elicit the value of helpfulness.

Discuss the Explore and Discover! On p. 1 of LM Math Grade V

Ask the pupils if they love to eat pizza?Ask: What do you notice about the size of the pizza? How it divided into parts?


Present the problem to the class. Present each problem to the class.

Ask the pupils to work on exercises under Get Moving on page ____. Check their Answers.

Present problem to the class


Have the pupils read the problem. Then ask: What did Richard and Francis collected?

How will you solve for the answer to each problem?

Process the answers of the pupils.

How will you solve for the problem?


Answer “Challenge Yourself With the Problem “ LM p. 3-4

Discuss the 4-step plan in solving word problem.Ask the pupils to solve the problems under Get Moving on p. 1 LM Math Grade V.

Present more similar problems.

Group the pupils into four working teams. Ask the groups to solve the problem.


Answer “Keep Moving (B) LM p. 3 For mastery, have them solve the problems under Keep Moving on Page_____of LM Math Grade V. Check the pupil’s answer.

For more practice, let them answer the exercises under Keep Moving on page ______ of LM Math V. Check on the pupil’s answers

Ask the groups to present and discuss their answer on the board.Ask: How did you solve for the answers?Ask the pupils to answer the activity under Get Moving on page ___ LM Math Grade V.

9


Have the pupils do the exercises under Apply your Skills on page 99 LM Math Grade V. Encourage some pupils to show and discuss the answers.

Have the pupils do the exercises under Apply your Skills on p. 2 LM Math Grade V.

Ask them also to answer the activity under Keep Moving on page ____ LM Math Grade V.Have the pupils do the exercises under Apply your Skills on page _____ LM Math Grade V.


How do we find the Least Common Multiple (LCM) of two given numbers using continuous division?

How do we solve problem solving GCF and LCM of two or three given numbers?

How do we create problem involving GCF and LCM of two or three given numbers?

“How do we add fraction and mixed fraction with and without regrouping?

I. Evaluating learning Ask pupils to work on exercises A and B under Get Moving on pages 4 and 5 LM Math Grade 5. Check the pupils’ answers

Answer “assessment” in TG Answer “assessment” in TG Answer “assessment” in TG Teacher – made Test

J. Additional activities for application or remediation

have them answer the exercises under Keep Moving on page 5 of LM Math Grade 5. Check on the pupils’ answers.

Provide more practice on finding the GCF and LCM of two numbers. Then, give problems similar to those given in the lesson.

Let the pupils copy their assignment from slide.

Let the pupils copy their assignment from slide.

Give remediation activity to those who failed to get 80% above correct responses

V. REMARKSVI. REFLECTIONA. No. of learners who earned

80% in the evaluation







10




Monday Tuesday Wednesday Thursday FridayI. OBJECTIVESA. Content Standards Subtracts fraction and mixed

fractions without and with regrouping

Solves routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.

Solves routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.

Creates problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

Weekly Test

B. Performance Standards Subtracting fraction and mixed fractions without and with regrouping

Solving routine and non- routine problems involving addition and/ or subtraction of fractions using appropriate problem solving strategies and tools.


Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

C. Learning Competencies/ObjectivesWrite the LC code for each

Curriculum Guide 5, M5NS-If-85 K to 12 Grade 5 Curriculum Guide M5NS-If-87.2

K to 12 Grade 5 Curriculum Guide M5NS-If-87.2

K to 12 Grade 5 Curriculum (M5NS-If-88.2);

II. CONTENT Subtracting fraction and mixed fractions without and with regrouping



Creating problems (with reasonable answers) involving addition and/or subtraction of fractions using appropriate strategies

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp.2. Learner’s Material pages Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp. Quarter 1 week 6 pp.3. Textbook pages4. Additional Materials from

Learning Resource (LR) portalB. Other Learning Resources flash cards, manila paper and marker

pen.Drill cards, activity sheets flash cards, paper for folding,

problem chartflash cards, paper strips, activity cards, fruit and vegetable cut-outs

IV. PROCEDURES11

A. Reviewing previous lesson or presenting the new lesson

Review on adding mixed fractions. Provide exercises written on flash cards.Changing fraction to lowest terms

Have a review on changing dissimilar fractions to similar fractions dissimilar fractions to similar fractions. .Change the following dissimilar fractions to similar fractions.

What are the steps in solving word problems? In what steps will the following questions fall?-What is asked?-What are the given facts?-What is the process to be used?-What is the number sentence?-Show the solution and complete answer

What are the steps in solving word problems? In what steps will the following questions fall?-What is asked?-What are the given facts?-What is the process to be used?-What is the number sentence?-Show the solution and complete answer


How many of you have brothers or sisters. Do you share anything with them? When you give something to somebody what happen to the things you had before? (Wait for some response). What do you feel when you share something to others? Why?

Give this situation for the pupils to think about and provide answers.Jun’s family is making sweet tamarind candies to earn extra income and sustain the family’s daily expenses. Is it important to learn how to earn extra money especially during vacation time? Why? What other income- generating projects a family may engage in to earn extra income

How often do you spend time with your family? What activities do you do together? Is it important that we spend time with our family?

Read and study the following problems.

Ask: Can we solve these problems? Why and why not?


Present the situation to the class.There was 1 1/2 melon left for dinner. At dinner time, the family ate 2/3 of the melon. What part of the melon was left for the next meal?Ask:What is asked in the situation?What are the given facts?

PresentationPresent this problem. Ask the class to read and understand it.

Justine bakes an apple cake for her mother’s birthday. Her brother ate 3/5 while her sister ate 2/4. Who ate more? How much more?

One afternoon, Mr. Cruz brought home one whole pizza. He made 8 slices. His daughters Lily, Lenie and Luz got their share. Mr. Cruz and his wife ate theirs too. How much pizza was left?

Ask the following questions:What is asked?-What are the given facts?-What is the process to be used?-What is the number sentence?-Show the solution and complete answer

Post the jumbled parts of a word problem on the board. Ask some pupils to read them.


Group the pupils into four working teams. Let them think to solve the problems.Possible Solution:1 1/2-2/3= NAfter all the groups have finished, ask them to display their output on the board and ask them to discuss their answers.

Ask the pupils to solve the problem by pairs.Expected answer : 3/5- 2/4 = 12/20- 10/20

UnderstandKnow what is asked in the

problem? Who ate more? By how much?

Tell the pupils to do paper folding/cutting to answer the problem.

Can you arrange the sentences to form a word problem?Let the pupils give different suggestions until the class arrives at the correct answer.

12

Know the given facts, 3/5 and 2/4

Plan: Determine the operation to use. Subtraction Draw a picture to represent the problem.Solve: Think of the solution to the problem


After all the groups have presented their answers, ask: “How did you find the activity? How were you able to subtract dissimilar fractions? What did you do?”

After sharing the answers, let the pupils express their thoughts about the activity. Appreciate the thoughts then ask: How did you solve the problem?

Understand the problem Plan , SolveSolution to the problemCheck and Look BackWe stated the complete answer

Ask pupils if they have other ways of solving the problem.Say: There are times some problems can be solved in other ways like: Guess and Test Strategy, Using an operation, Drawing a picture, etc.

How do we know that the problem is now correctly arranged?What must a problem have for us to know that it is complete?


Discuss the presentation under Explore and Discover on page , LM Math Grade 5. Then, give the following exercises.

Ask the pupils to subtract.

5 1/5-2/3 8 2/7-10/143 1/2- 1 5/6 6 1/6-5/9

Discuss the presentation under Explore and Discover on p. ____,LM Math Grade V. Then, ask the pupils to answer Get Moving.

Solve this problem using a strategy you may choose.Bessie baked a banana cake. Her brother ate 3/10 of the cake while her sister ate ¼.Who ate more and by how much?

Collaborative Activity1. Divide the class into three groups.2. Give each group an activity card with data to be used in creating a problem.3. All members must cooperate in creating the problem.4. The group leader will report to the class the word problem they created and the solutionand answer to it.


Ask pupils to work on items 1 to 8 under Get Moving and items 1-5 under Keep Moving on pages , LM Math Grade 5.

Ask pupils to solve the problems under Apply Your Skills on page _______LM for Grade V. Check the pupils answer after a given period of time.

Solve the following using the strategy assigned to your group.• Peter hiked 5/7 of a kilometer. Mike hiked 1/3 of a kilometer. Who covered a longer distance?

Activity: Role PlayingMaterials: Cut-outs of fruits and vegetablesMechanics:• The class will role-play going to market to buy fruits and vegetables. That they will create.• Cut-outs of fruits and vegetables will be displayed in front of the class.• Each cut-out has an indicated number of kilos.

13

• Each child will pick 2-3 fruits and vegetables.• They will use the items they picked as details in the problem


How to subtract fractions and mixed fractions without and with regrouping?

What are the steps in solving problems?

What are the steps in solving problems?

How do we create a word problem?

I. Evaluating learning Answer the followingTake away 3 1/2 from 6 1/5.6 1/8 less 2 4/5 is equal to _____

Read and understand the problems. Then solve1. Mark washed his car in 4/5 of an hour, cleaned the garage in 2/6 of an hour, and painted the garden fence in 3/4 hours. How long did it take him to do all the tasks?

Solve the following problems:1. 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?

Create a problem using the given data. Then, solve the problem.1. Given: 3 ¾ hours on Saturday, 2 1/5 hours on Sunday


Read and analyze the question then solve.

Find the difference of 4 2/3 and 2 5/6.

What is the difference between 10 1/2 and 6 4/6?

Read and analyze the question then solve.Pia spent ¾ hours in her Lolo Ben’s farm. This was 2/3 of an hour more than the time she spent at the mall .How much time did she spent at the mall?

Solve each word problem.1. Amor weighs 50 1/8 kilos.

Marife weighs 36 3/8 kilos.a. How heavy are they

together?b. Who is heavier? By

how many kilos?

Arrange the given details to create a problem. Then, answer the problem.1. -She used 2 ½ meters for her project.-How much cloth was left?-Fay bought 6 ¾ meters of cloth.


the evaluation






14





Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Visualize multiplication of fractions using modelsA. Content Standards demonstrates

understanding ofwhole numbers up to 10 000 000.

demonstratesunderstanding ofdivisibility, order of operations, factorsand multiples, and thefour fundamentaloperations involvingfractions

demonstratesunderstanding ofwhole numbers up to 10 000 000.






B. Performance Standards The learner is able to recognizeand represent wholenumbers up to 10 000000 in various formsand contexts and able to applydivisibility, order ofoperations, factors and multiples, and the four fundamental operationsinvolving fractions inmathematical problems and real-life situations.

The learner is able to recognizeand represent wholenumbers up to 10 000000 in various formsand contexts and able to applydivisibility, order ofoperations, factors and multiples, and the four fundamental operationsinvolving fractions inmathematical problems and real-life situations.



15


K-12 Grade 5 Curriculum pp. 59Code:M5NS-Ig-89

Kto 12 Curriculum Guide for Grade VCode: M5NS Ig-90.1 p. 56

Kto 12 Curriculum Guide for Grade VCode: M5NS Ig-90.1 p. 56

K to 12 Grade 5 Curriculum Guide, Code M5NS-Ig-91 p.56,

II. CONTENT Multiplication of fractions using models

Multiplying fraction and a whole number and another Fraction

Multiplying fraction and a whole number and another Fraction

Multiplies mentally proper fractions with denominators up to 10

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.2. Learner’s Material pages Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp. Quarter 7 week 6 pp.3. Textbook pages4. Additional Materials from

Learning Resource (LR) portalB. Other Learning Resources Flashcards, strips of paper,

cartolinaFlash card, chart, activity sheets, strips of paper, two cubes with all faces of numbered.

Flash card, chart, activity sheets, strips of paper, two cubes with all faces of numbered.

flash cards/window cards, charts, activity sheets



Read and SolveMother bought 5 kg of meat. She cooked 1 ½ kg on Saturday and 2 1/3 kg on Sunday. How many Kilograms of meat not cooked?

Use drawing to help you find the answer to the following

1. 3/5 of 1/3 =2. 2/3 of 1/5 =3. 3/5 of ¼ =4. 2/5 of ½ =5. 2/4 of ½ =

Use drawing to help you find the answer to the following

1. 3/5 of 1/3 =2. 2/3 of 1/5 =3. 3/5 of ¼ =4. 2/5 of ½ =5. 2/4 of ½ =

Give the multiples of the following numbers 3, 6, 9


What is ½ of a whole? Show it through your piece of pad paper. If you find ½ of that part again, what answer will you get? (Let them fold the paper once more in half and shade that part). How is the result compared with ½?

How many of you asked by your mother to go to the Market? What do you buy from the market? Did you help your mother preparing food?

How many of you asked by your mother to go to the Market? What do you buy from the market? Did you help your mother preparing food?

Who among you likes to eat pizza? What will you do to the pizza before eating it?


Using problem opener and Visual presentations

Using problem openerAsk these questions What ingredients did Caty’s buy from the market?What kind of a girl is Caty? Will you obey your mother?

Using problem openerAsk these questions What ingredients did Caty’s buy from the market?What kind of a girl is Caty? Will you obey your mother?

Present the situation to the class.

D. Discussing new concepts and Ask these questions: To answer the first problem, let us draw a To answer the first problem, let us draw a Group the pupils into five

16

practicing new skills #1 a. How big is father’s land?b. What part of it was planted with sweet corn?c. What are given in the problem?d. What is asked?

Guide the pupils in planning how to solve the problem by asking them these questions:

What is 1/3 of ¾? What is the number sentence? ( 1/3 x ¾ = N )

figure to represent 1/6 of a piece of cheese figure to represent 1/6 of a piece of cheese working teams. Tell them to think of methods on how to solve the problem mentally.


Group Work: Let the pupils to visualize the multiplication problem using model by presenting one hectare by whole piece of cartolina. Say, “ if this is 1 hectare, how will you represent the ¾ hectare piece of land owned by father?(Pupils may fold the piece into 4 equal parts and shades ¾ ).

We can also express as … 5 x 1 = 5 or we multiply 5 by 1How did you find the activity?How did you multiply the fraction to another fraction?How did you multiply fraction to a whole number?

We can also express as … 5 x 1 = 5 or we multiply 5 by 1How did you find the activity?How did you multiply the fraction to another fraction?How did you multiply fraction to a whole number?

By mental computation ½ × ⅓ - Multiply numerator to numerator and multiply denominator to denominator. ½ × ⅓ = 1/6


After performing the activity the pupils answer the following questions through the visualization multiplication of fractions using models

A. Discuss the presentation under Explore and Discover on page ____ of LM Grade FiveB. Ask the pupils to work on the exercises under Get Moving on page ____of LM Grade FiveC. For Mastery, have them answer the items under Keep Moving on page ___ of LM Grade Five

A. Discuss the presentation under Explore and Discover on page ____ of LM Grade FiveB. Ask the pupils to work on the exercises under Get Moving on page ____of LM Grade FiveC. For Mastery, have them answer the items under Keep Moving on page ___ of LM Grade Five

How did you go with the activity? How did you get the product without paper and pencil?

For the solution: We multiply both numerators and denominators to get the product of the fractions mentally.


Show the product:a. One half of one and one half of the farm is planted with corn. Illustrate the area.b. Have the pupils do their under Apply your Skills on Page --- LM Grade 5 Math.

Ask the pupils to do items 1 to 3 under Apply your Skills on page 153 of LM Grade 5

Ask the pupils to do items 1 to 3 under Apply your Skills on page 153 of LM Grade 5

A. Solve each item mentally.1. 2/3 × 4/5 = _____2. ½ × 2/3 = _____3. ¾ × 2/3 = _____4. 5/7 × 7/8=_____5. 7/10 × 1/5 = _____B. Solve for N mentally. 1. 5/6 × 7/8 = N

17

2. 3/8 × 5/6 = N3. 3/10 × ½ = N 4. 2/3 × ½ = N For more exercises, let the pupils answer exercise B under Keep Moving on page__ LM Math Grade 5.


How do we visualize multiplication of Fraction using model.Multiplication equation for each visualization by paper folding drawing and the like.

How do we multiply whole number to fraction?How do we multiply fraction to fraction?

How do we multiply whole number to fraction?How do we multiply fraction to fraction?

Lead the pupils to give the generalization by asking: How do you multiply the proper fractions with the denominators up to 10?

I. Evaluating learning A. Discuss the presentation under Explore and Discover on page ___ of LM Math Grade 5B. Let the pupils work on exercises under Get Movingon page___ on page of LM Grade 5. For more Practice give exercises under Keep Moving on page of LM Grade 5

Understand the questions carefully then write your answers in the blanks.1. In the equation 2/3 x ½ x 5 = N2. If you multiply 3 , ¼ and 2/3, what will be the product3. Multiply 2/3 , 2 and 4/5 . It will give a product of __________.4. What is the product of 2/7 , 3/8 and ½ ? _______5. Multiply 2, 5/6 and ¾. The answer is _____.

Understand the questions carefully then write your answers in the blanks.1. In the equation 2/3 x ½ x 5 = N2. If you multiply 3 , ¼ and 2/3, what will be the product3. Multiply 2/3 , 2 and 4/5 . It will give a product of __________.4. What is the product of 2/7 , 3/8 and ½ ? _______5. Multiply 2, 5/6 and ¾. The answer is _____.

Let the pupils answer exercise Aunder Apply Your Skillson page__ LM Math Grade 5


Prepare an album showing the following equations. Use paper – folding methods.

1. 21 3 x 2 =

2. 13 10 x 4 =

Find the product. Express your answer in lowest terms if possible

Dan bought 6 kilos of rice in the market. He shared 1/3 for their picnic. How many kilos of rice did he share?

Phiel planted pineapple on the ¾ of the 5/6 sq. hectares of farm, what part of the

farm was planted with pineapple?

Find the product. Express your answer in lowest terms if possible

Dan bought 6 kilos of rice in the market. He shared 1/3 for their picnic. How many kilos of rice did he share?

Phiel planted pineapple on the ¾ of the 5/6 sq. hectares of farm, what part of the

farm was planted with pineapple?

Answer exercise B underApply Your Skillson page__ LM Math Grade 5

V. REMARKSVI. REFLECTIONA. No. of learners who earned 80%

in the evaluation


C. Did the remedial lessons work? No.

18

of learners who have caught up with the lesson







Teaching Dates and Time August 1-5, 2016 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving

strategies or tools.

A. Content Standards demonstratesunderstanding ofwhole numbers up to 10 000 000.








B. Performance Standards The learner is able to recognizeand represent whole

The learner is able to recognizeand represent whole



19

numbers up to 10 000000 in various formsand contexts and able to applydivisibility, order ofoperations, factors and multiples, and the four fundamental operationsinvolving fractions inmathematical problems and real-life situations.





solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.

M5NS-Ih-92.1

solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.

M5NS-Ih-92.1

creates problems (with reasonable answers) involving multiplication of fraction

M5NS-Ih-93.1

creates problems (with reasonable answers) involving multiplication of fraction

M5NS-Ih-93.1

II. CONTENT Solving Routine or Non-routine

Problems Involving Multiplication

Without or With Addition or

Subtraction of Fractions and Whole

Numbers Using Appropriate Problem

Solving Strategies or Tools.

Solving Routine or Non-routine

Problems Involving Multiplication

Without or With Addition or

Subtraction of Fractions and Whole

Numbers Using Appropriate Problem

Solving Strategies or Tools.

Creating Problems (with reasonable

answer) Involving Multiplication of

Fractions

Creating Problems (with reasonable

answer) Involving Multiplication of

Fractions

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Grade 5 Curriculum Guide,

Code M5NS-Ih-92.1p.56

K to 12 Grade 5 Curriculum Guide,

Code M5NS-Ih-92.1p.56


M5NS-Ih-93.1

LM Grade 4 pp. 131-132


M5NS-Ih-93.1

LM Grade 4 pp. 131-132


20

B. Other Learning Resources number cards, charts, activity sheets, coin

number cards, charts, activity sheets, coin

cards with problem for the drill

activity

cards with problem for the drill

activity


presenting the new lessonUsing flash cards give the product of

the following fractions mentally.

3/5 X ½

6/7 X 1/3

7/9 X 4/5

9/10 X ¼

5. 8/10 X 3/

Using flash cards give the product of

the following fractions mentally.

3/5 X ½

6/7 X 1/3

7/9 X 4/5

9/10 X ¼

Conduct a review on solving

multistep routine and non-routine

problems involving multiplication

fractions using appropriate problem-

solving strategies and tools.

Conduct a review on solving

multistep routine and non-routine

problems involving multiplication

fractions using appropriate problem-

solving strategies and tools.


Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies or tools.

Solves routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies or tools.

Create problems (with reasonable

answer) involving multiplication of

fractions


answer) involving multiplication of

fractions


Do you know how to save your

money? How do you save your

money?

Do you know how to save your money? How do you save your money?

Show a picture of a boy/girl putting

coins on a piggy bank.

Ask: What is the boy/girl doing? Is it

necessary for a child like you to learn

how to save money? Why?

Show a picture of a boy/girl putting

coins on a piggy bank.

Ask: What is the boy/girl doing? Is it

necessary for a child like you to learn

how to save money? Why?


Present this problem. Let the pupils

read and understand it.

Marlon earned ₱150 by selling

newspapers. If he puts 25

of his money

in his piggy bank, how much did he

save?

Present this problem. Let the pupils

read and understand it.

Marlon earned ₱150 by selling

newspapers. If he puts 25

of his money

in his piggy bank, how much

did he save?

Present this problem.

Everyday Shane’s mother gives her

Php 50 for her allowance. She only

spend ¾ of it and save the rest on

her coin bank. If she saves her

money religiously every day, how

much money will she have in 4

weeks?

Present this problem.

Everyday Shane’s mother gives her

Php 50 for her allowance. She only

spend ¾ of it and save the rest on

her coin bank. If she saves her

money religiously every day, how

much money will she have in 4

weeks?

21

Ask: What is asked in the problem?

What are given in the problem?

What word clue would help you

solve the problem?

What operation needed to solve the

problem?

What is the number sentence?

Call one pupil to show his/her

solution on the board.


What are given in the problem?


solve the problem?

What operation needed to solve the

problem?


Call one pupil to show his/her

solution on the board.

Guide the pupils in solving the

problem. Refer to the questions.

What is asked in the

problem?

What are the given facts?

What is the word clue?

What is the operation to

be used?

What is the mathematical

sentence for the problem?

Solve and explain the

answer.

Allow each group to solve

the problem. Let them

post their work on the

board as soon as they are

finished with it. Let each

group discuss their

solutions.

Possible solution:

4/4 – ¾ = ¼ She saves ¼

of her money daily

(¼ of 50) x 20 = N

¼ x 50= 12.50 her daily

savings

12.50 x 20 (number of

school days in 4 weeks) =

Guide the pupils in solving the

problem. Refer to the questions.

What is asked in the

problem?


What is the word clue?

What is the operation to

be used?

What is the mathematical

sentence for the problem?

Solve and explain the

answer.

Allow each group to solve

the problem. Let them

post their work on the

board as soon as they are

finished with it. Let each

group discuss their

solutions.

Possible solution:

4/4 – ¾ = ¼ She saves ¼

of her money daily

(¼ of 50) x 20 = N

¼ x 50= 12.50 her daily

savings

12.50 x 20 (number of

22

Php 250.00 her savings in

4 weeks

Ask: Can you create a

problem similar to the given

problem?

school days in 4 weeks) =

Php 250.00 her savings in

4 weeks

Ask: Can you create a

problem similar to the given

problem?


Ask: Why do you think Marlon saved

money in his piggy bank? Is it proper

to save money? Why? What kind of

boy is Marlon?

Say: Let us have another problem.

This time you will group yourselves

into 5.

Group 1-A metro Aide can clean 10

2/3 meters of the lawn per hour.

How manymeters can he cleans in 4

½ hours?

Group 2- A man owned a parcel

of land that was 1 4/5 hectares in

area. He used 2/3 of the land for a

garden. What fraction of the land

area is the garden?

Group 3- Julius sold 3 ½ sacks of

rice. Each sack weighs 50 kilograms.

How manyKilograms of rice did

Julius sell?

Group 4- Precy answered ¾ of the

test correctly. If there is a total of 20

Ask: Why do you think Marlon saved

money in his piggy bank? Is it proper

to save money? Why? What kind of

boy is Marlon?

Say: Let us have another problem.

This time you will group yourselves

into 5.

Group 1-A metro Aide can clean 10

2/3 meters of the lawn per hour.

How manymeters can he cleans in 4

½ hours?

Group 2- A man owned a parcel

of land that was 1 4/5 hectares in

area. He used 2/3 of the land for a

garden. What fraction of the land

area is the garden?

Group 3- Julius sold 3 ½ sacks of

rice. Each sack weighs 50 kilograms.

How manyKilograms of rice did

Julius sell?

Group 4- Precy answered ¾ of the

test correctly. If there is a total of 20

Group the pupils into five working

teams. Encourage them to create a

similar problem to the one given.

Create a problem with the given

data.

15 kilograms of mangoes- harvested

by John from the orchard1/3

kilograms-shared by John to his

neighbours

5 ½ litres of paint- amount of paint

to be used for painting the fence

¾ of the total paint- the amount of

paint consume to paint the entire

fence.

Group the pupils into five working

teams. Encourage them to create a

similar problem to the one given.

Create a problem with the given

data.

15 kilograms of mangoes- harvested

by John from the orchard1/3

kilograms-shared by John to his

neighbours

5 ½ litres of paint- amount of paint

to be used for painting the fence

¾ of the total paint- the amount of

paint consume to paint the entire

fence.

23

test items, how many items did she

get correctly?

Group 5- Ricky painted 3/5 of the

side of the garage. When he

repainted ½ of this part, what part

of the side of the garage of each ad

he painted twice?

Call a representative of each

group to report the outcomes of

their activity.

test items, how many items did she

get correctly?

Group 5- Ricky painted 3/5 of the

side of the garage. When he

repainted ½ of this part, what part

of the side of the garage of each ad

he painted twice?

Call a representative of each

group to report the outcomes of

their activity.


Discuss the presentation under

Explore and Discoveron page 1 of

LM Math Grade 5.

Read and solve the problems

carefully.

Nelson wants to paint one of the

walls of his bedroom with a color

different from

that of the other walls. The wall he

will paint is 5 ½ metres long and 4 ½

metres high. What is the dimension

of the wall?

Joshua had a piece of tape 4 1/3 m.

long. He used ¾ of it. How many

metres of

Tape did he use?


Explore and Discoveron page 1 of

LM Math Grade 5.

Read and solve the problems

carefully.

Nelson wants to paint one of the

walls of his bedroom with a color

different from

that of the other walls. The wall he

will paint is 5 ½ metres long and 4 ½

metres high. What is the dimension

of the wall?

Joshua had a piece of tape 4 1/3 m.

long. He used ¾ of it. How many

metres of

Tape did he use?

A. Discuss the presentation

on page ___of LM Math

Grade V.

B. Have the pupils create a

problem with the

information given.

1. Php 25,000- Ericka’s

monthly salary from her

online tutorial class

1/8 - she puts on

her savings every month

2. 5/6- part of the house to

be cleaned

½- part of the house

finished in cleaning

C. Discuss the presentation

on page ___of LM Math

Grade V.

D. Have the pupils create a

problem with the

information given.

3. Php 25,000- Ericka’s

monthly salary from her

online tutorial class

1/8 - she puts on

her savings every month

4. 5/6- part of the house to

be cleaned

½- part of the house

finished in cleaning


How do you find with the activity?

Did you enjoy doing it?

How do you find with the activity?

Did you enjoy doing it?

After all the groups have presented

their work, ask the following

After all the groups have presented

their work, ask the following

24

How were you able to solve it? How were you able to solve it? questions:

How did you find the activity?

How were you able to create a

problem?

questions:


How were you able to create a

problem?


How do we solve routine and non-

routine word problem?

The steps in solving routine

problems are:

Understand – Know what is asked,

what are given.

Plan – Know what operation. Write

the number sentence.

Solve – Write the correct units/label

your answers.

Check and Look back – Review and

check your answers.

To solve non- routine problems

involving multiplication without or

with

addition or subtraction of fraction

and whole numbers, read and

analyze

the problem carefully. Tell what is

asked and what are given. Then, use

other

strategies like act out the problem,

listing/table method, guess and test,

drawing/making a diagram, using

patterns, working backwards, etc. to

How do we solve routine and non-

routine word problem?

The steps in solving routine

problems are:

Understand – Know what is asked,

what are given.

Plan – Know what operation. Write

the number sentence.

Solve – Write the correct units/label

your answers.

Check and Look back – Review and

check your answers.

To solve non- routine problems

involving multiplication without or

with

addition or subtraction of fraction

and whole numbers, read and

analyze

the problem carefully. Tell what is

asked and what are given. Then, use

other

strategies like act out the problem,

listing/table method, guess and test,

drawing/making a diagram, using

patterns, working backwards, etc. to


How do we create problems

involving multiplication of fractions?

We familiarize ourselves

with the different

Mathematical concepts.

Analyse the data first and

think of the type of

problems you want to

create.

Study some sample

problems and be familiar

with the organization of

data on the problem.


How do we create problems

involving multiplication of fractions?

We familiarize ourselves

with the different

Mathematical concepts.

Analyse the data first and

think of the type of

problems you want to

create.

Study some sample

problems and be familiar

with the organization of

data on the problem.

25

solve. solve.

I. Evaluating learning Read and solve carefully.

1. Albert is taking a 60-

item multiple choice

test. He knows the

correct answers to

all,

xxcept 1/5 of the

items. If he guesses

correctly on ¾ of

these questions, how

many items will he

answer correctly?

2. A farmer has 3 sons and

10 ¾ hectares of rice

field. He gave 2/7 of

the land to the

oldest, 3/5 of what

remained to the next

oldest, and what still

remained to the

youngest. How much

land did each son

receive?

3. Mang Celso caught 50

kilograms of fish. He

sold 4/5 of these to

his neighbors and

brought the rest to

Read and solve carefully.

1. Albert is taking a 60-

item multiple choice

test. He knows the

correct answers to

all,

xxcept 1/5 of the

items. If he guesses

correctly on ¾ of

these questions, how

many items will he

answer correctly?

2. A farmer has 3 sons and

10 ¾ hectares of rice

field. He gave 2/7 of

the land to the

oldest, 3/5 of what

remained to the next

oldest, and what still

remained to the

youngest. How much

land did each son

receive?

3. Mang Celso caught 50

kilograms of fish. He

sold 4/5 of these to

his neighbors and

brought the rest to

Have the pupils do the exercises

under Apply your Skills on page

____, LM Math Grade V. Encourage

some pupils to show and discuss the

answers.

Have the pupils do the exercises

under Apply your Skills on page

____, LM Math Grade V. Encourage

some pupils to show and discuss the

answers.

26

the market. How

many kilograms of

fish were sold in the

market?

4. Jose harvested 45 ½ kg

of squash from his

garden. He gave 5/8

of these to the

visitors. How many

kilograms of squash

were left?

5. A car travel at a speed

of 2 ¼ kph. How far

can it go in 3 1/3

hours?

the market. How

many kilograms of

fish were sold in the

market?

4. Jose harvested 45 ½ kg

of squash from his

garden. He gave 5/8

of these to the

visitors. How many

kilograms of squash

were left?

5. A car travel at a speed

of 2 ¼ kph. How far

can it go in 3 1/3

hours?


Let the pupils answer exercise A under Apply Your Skills on page_ LM Math Grade 5

Let the pupils answer exercise A under Apply Your Skills on page_ LM Math Grade 5

Write a question for the given

problem.

1. Rudy earns Php 500 each

day working in an office.

He spends 3/4 of it for

food.

2. Jen bought 3 ¼ meter

ribbon for her dress. The

dressmaker used only 2/3

of it.

Write a question for the given

problem.

1. Rudy earns Php 500 each

day working in an office.

He spends 3/4 of it for

food.

2. Jen bought 3 ¼ meter

ribbon for her dress. The

dressmaker used only 2/3

of it.


27

the evaluation










Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Visualizes division of fraction

A. Content Standards demonstratesunderstanding ofwhole numbers up to 10 000 000.








Weekly Test

B. Performance Standards The learner is able to recognize The learner is able to recognize The learner is able to recognize The learner is able to recognize

28

and represent wholenumbers up to 10 000000 in various formsand contexts and able to applydivisibility, order ofoperations, factors and multiples, and the four fundamental operationsinvolving fractions inmathematical problems and real-life situations.





visualizes division of fractions

M5NS-Ii-95

visualizes division of fractions

M5NS-Ii-95

divides- simple fractions- whole numbers by a fraction and vice versa

M5NS-Ii-96.1

divides- simple fractions- whole numbers by a fraction and vice versa

M5NS-Ii-96.1

II. CONTENT

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages M5NS-Ii-95, Lesson Guide in

Mathematics VI p. 266-270,

Our World of Math 5 p.202-204, XL

Excelling in Mathematics 6 p.172-

173

M5NS-Ii-95, Lesson Guide in

Mathematics VI p. 266-270,

Our World of Math 5 p.202-204, XL

Excelling in Mathematics 6 p.172-

173

M5NS-Ii-96.1, LG in Math 6 p. 270- 277, Our World of Math 5 p. 202-207,XL Excelling in Mathematics 6 174-176

M5NS-Ii-96.1, LG in Math 6 p. 270- 277, Our World of Math 5 p. 202-207,XL Excelling in Mathematics 6 174-176


B. Other Learning Resources Geometric figures, fraction chart,

flash cards

Geometric figures, fraction chart,

flash cards

flash cards, number line, activity cards

flash cards, number line, activity cards


presenting the new lessonConduct a review on multiplication

of fraction using flash cards.

Conduct a review on multiplication

of fraction using flash cards.

Write the following as mixed numbers or whole numbersGroup 1

Write the following as mixed numbers or whole numbersGroup 1

29

1. 23× 34=¿ 2.

45× 67=¿

3. 13× 56=¿ 4.

29× 34=¿

5. 38× 45=¿

1. 23× 34=¿ 2.

45× 67=¿

3. 13× 56=¿ 4.

29× 34=¿

5. 38× 45=¿

123

2. 234

3. 134

4.194

5.145

123

2. 234

3. 134

4.194

5.145


Visualizes division of fraction Visualizes division of fraction Divides simple fraction and whole number by a fraction and vice versa

Divides simple fraction and whole number by a fraction and vice versa


Present a picture of a girl sharing a

slice of bread to her playmate. Ask



sharing.

Present a picture of a girl sharing a

slice of bread to her playmate. Ask



sharing.

Present a picture of a boy helping his parents in doing household chores. Ask the pupils if they also help their parents at home in doing household chores. Elicit the value of helping.

Present a picture of a boy helping his parents in doing household chores. Ask the pupils if they also help their parents at home in doing household chores. Elicit the value of helping.


Present each problem to the class.

Grace has 4 meters of cloth. She

wants to make hand towels for her

EPP project. How many hand towels

can she make if each hand towel

measures 12

meter?

Analyze the problem. Ask “What are

the given facts?”

What is asked? What is the

operation to be used?


Grace has 4 meters of cloth. She

wants to make hand towels for her

EPP project. How many hand towels

can she make if each hand towel

measures 12

meter?

Analyze the problem. Ask “What are

the given facts?”

What is asked? What is the

operation to be used?


A 56

m wire is to be cut into pieces

Lito helps his father cutting it into 112 meter long. How many pieces

can he cut from the wire?

Analyze the problem:

What is asked?What facts are given?What is the needed operation?Write the equation.


A 56

m wire is to be cut into pieces

Lito helps his father cutting it into 112 meter long. How many pieces

can he cut from the wire?

Analyze the problem:

What is asked?What facts are given?What is the needed operation?Write the equation.


Group the pupils and have them

perform the task.

Group the pupils and have them

perform the task.

Group the pupils and have them perform the task.

Group the pupils and have them perform the task.

30

Find each quotient.23

÷13

= n 2. 56

÷18

= n 3. 6.

65

= n 4. 5 84

= n 5. 24 86

= n

6. 34

÷14

= n 7. 12 ÷45

= n

8. 9 ÷ 16

Find each quotient.23

÷13

= n 2. 56

÷18

= n 3. 6.

65

= n 4. 5 84

= n 5. 24 86

= n

6. 34

÷14

= n 7. 12 ÷45

= n

8. 9 ÷ 16



How did you find the activity? Were

you able to visualize division of

fraction? In how many ways were

you able to show the answer?


How did you find the activity? Were

you able to visualize division of

fraction? In how many ways were

you able to show the answer?

Let the pupils present their work.How did you find the activity? How did you find the quotient of simple fraction? whole number and fraction vice versa?

To divide simple fractionsChange the divisor to its reciprocal.Change the division sign to multiplication sign.Multiply the numerators then multiply the denominators.Express in lowest terms if necessary. To divide whole number and a fraction vice versa:Step 1. Write the number sentence.Step 2. Rename the whole number in fraction formStep 3. Get the reciprocal of the divisor then proceed to Multiplication of fractions.Step 4. Write the product of the numerators over the product of the denominators; and

reduce the fractions if needed..

Let the pupils present their work.How did you find the activity? How did you find the quotient of simple fraction? whole number and fraction vice versa?

To divide simple fractionsChange the divisor to its reciprocal.Change the division sign to multiplication sign.Multiply the numerators then multiply the denominators.Express in lowest terms if necessary. To divide whole number and a fraction vice versa:Step 1. Write the number sentence.Step 2. Rename the whole number in fraction formStep 3. Get the reciprocal of the divisor then proceed to Multiplication of fractions.Step 4. Write the product of the numerators over the product of the denominators; and

reduce the fractions if needed..


Discuss the presentation. On page

___ of LM Math Grade V,

Have the pupils solve the following




Discuss the presentation. On page ___ of LM Math Grade V,Have the pupils solve the following problems.

Discuss the presentation. On page ___ of LM Math Grade V,Have the pupils solve the following problems.

31

problems.

Use a fraction chart to show:

a) 3

13b) 5

21

c) 6

23

d) 96

31

e) 128

31

Ask the pupils to solve the problems

under Get Moving on page ____ LM

Math Grade V. Check their Answer.

For mastery, have them solve the

problems under Keep Moving on

Page _______ of LM Math Grade V.

Check the pupil’s answer.

problems.

Use a fraction chart to show:

a) 3

13b) 5

21

c) 6

23

d) 96

31

e) 128

31

Ask the pupils to solve the problems

under Get Moving on page ____ LM

Math Grade V. Check their Answer.

For mastery, have them solve the

problems under Keep Moving on

Page _______ of LM Math Grade V.

Check the pupil’s answer.

Lita found 35

of a big birthday cake

in the refrigerator. She served 15

piece of the cake to each of her friends. How many of her friends ate the cake?

How many 52

-meter long pieces can

be cut from an 108

-meter ribbon?12 ÷ ¼6 ÷ 4/53 ÷ 2/8

Lita found 35

of a big birthday cake

in the refrigerator. She served 15

piece of the cake to each of her friends. How many of her friends ate the cake?

How many 52

-meter long pieces can

be cut from an 108

-meter ribbon?12 ÷ ¼6 ÷ 4/53 ÷ 2/8


Lead the pupils to generalize that:

To visualize division offraction we

use the illustration, fraction chart

and number line

Lead the pupils to generalize that:

To visualize division offraction we

use the illustration, fraction chart

and number line

Lead the pupils to generalize that:To divide simple fraction:Change the divisor to its reciprocal.Change the division sign to multiplication sign.Multiply the numerators then multiply the denominators.Express in lowest terms if necessary. To divide whole number and a fraction vice versa:Step 1. Write thee number sentence.Step 2. Rename the whole number in fraction formStep 3. Get the reciprocal of the divisor then proceed to

Lead the pupils to generalize that:To divide simple fraction:Change the divisor to its reciprocal.Change the division sign to multiplication sign.Multiply the numerators then multiply the denominators.Express in lowest terms if necessary. To divide whole number and a fraction vice versa:Step 1. Write thee number sentence.Step 2. Rename the whole number in fraction formStep 3. Get the reciprocal of the divisor then proceed to

32

Multiplication of fractions. Step 4. Write the product of the num numerators over the product of the den denominators; andreduce the fractions if needed.

Multiplication of fractions. Step 4. Write the product of the num numerators over the product of the den denominators; andreduce the fractions if needed.

I. Evaluating learning Solve the problem using illustration:

1) Jayra bought 3 pineapples. She

cut each into ½ pieces. How many

halves did she have?

2) Rico has to pack 4 kg. of rice in

bags that can contain 4/5 kg per bag.

How many bags will he need to pack

the rice?

Solve the problem using illustration:

1) Jayra bought 3 pineapples. She

cut each into ½ pieces. How many

halves did she have?

2) Rico has to pack 4 kg. of rice in

bags that can contain 4/5 kg per bag.

How many bags will he need to pack

the rice?

Find the quotient:

1. 58

÷13

= n 2. 910

÷12

= n

3. 78

÷12

= n 4. 10 ÷18

= n

5. 8 ÷23

=

Find the quotient:

1. 58

÷13

= n 2. 910

÷12

= n

3. 78

÷12

= n 4. 10 ÷18

= n

5. 8 ÷23

=


Illustrate the following division

problems. Write the answer in your

notebook.

1.) 6 43

= N

2.) 12 32

= N

3.) 1/3 ÷ 1/6

Illustrate the following division

problems. Write the answer in your

notebook.

4.) 6 43

= N

5.) 12 32

= N

6.) 1/3 ÷ 1/6

Find the quotient. Write the answer in your notebook.

1.13

÷59

= n 2. 45

÷12

= n 3. 6

÷ 13

=n 4. 24 ÷ 14

=n 5. 3 ÷

710 =n

Find the quotient. Write the answer in your notebook.

2.13

÷59

= n 2. 45

÷12

= n 3. 6

÷ 13

=n 4. 24 ÷ 14

=n 5. 3 ÷

710 =n


the evaluation


C. Did the remedial lessons work? No. of learners who have caught up with the

33

lessonD. No. of learners who continue to require

remediation







Monday Tuesday Wednesday Thursday FridayI. OBJECTIVESA. Content Standards demonstrates

understanding ofwhole numbers up to 10 000 000.




REVIEW PERIODICAL TEST PERIODICAL TEST

B. Performance Standards The learner is able to recognizeand represent wholenumbers up to 10 000000 in various formsand contexts and able to apply

The learner is able to recognizeand represent wholenumbers up to 10 000000 in various formsand contexts and able to apply

34

divisibility, order ofoperations, factors and multiples, and the four fundamental operationsinvolving fractions inmathematical problems and real-life situations.

divisibility, order ofoperations, factors and multiples, and the four fundamental operationsinvolving fractions inmathematical problems and real-life situations.

C. Learning Competencies/ObjectivesWrite the LC code for each solves routine or non-routine

problems involving division without or with any of the other operations of fractions and whole numbers using appropriate problem solving strategies and tools

M5NS-Ij-97.1

creates problems (with reasonable answers) involving division or with any of the other operations of fractions and whole numbers.

M5NS-Ij-98.1

II. CONTENT

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages M5NS-1j-97.1, Elementary

Mathematics 6 p. 126M5NS-1j-98.1

Module in Mathematics 6 Lesson 89-91

pages 123-127


B. Other Learning Resources flashcards of basic division facts,

activity cards, charts of word

problems

flashcards , activity cards, charts of

word problems, activity cards


presenting the new lessonChecking of Assignment

Review the steps in solving word

problems.

Ask: What are the steps in solving a

Checking of Assignment


problems.

Ask: What are the steps in solving a

35

word problem word problem

In what steps will the following

questions fall?

What is asked?


What is the process to be used?


Show the solution and complete

answer.


Solves routine or non-routine

problems involving division without

or with any of the other operations

of fractions and whole numbers

using appropriate problem solving

strategies and tools.


answers) involving division or with any

of other operations of fractions and

whole numbers


Do you drink pineapple juice? Do you share it with your friends?

Read and study the problem.

Malou is making a placemats for her mother. How many placemats can she cut from 4 meters of linen cloth?

Ask: Can you solve the problem? Why

not? What is the needed information to

solve the problem?


Present a problem opener

Pauline prepared ¾ liter of pineapple juice for her 3 visitors. How much juice were served to each of her friends if she served equally among them?


Post the jumbled word problems on the

board.

They have 48 cups of buko salad.

How many servings can be made?

36



solve the problem?

What operation is to be used?

Ask a pupil to show his/her solution

on the board.

A cafeteria is offering buko salad for desert.

Each serving is 2/3 of a cup.

Let the pupils read the sentences written on the strips.


Ask: Which of the problems is

easier to solve? What operation did

you use to get the answer?

How were you able to solve it? Did

you work with your group

cooperatively?

When your group solved the

problem easily, how did you feel?

Ask: Get a partner and try to arrange

the sentences to form a word a

problem.

Ask: Did you arrange the sentences

correctly to form a word problem?

Say: Let the pairs solve the problem and

ask someone to show the solution on

the board.


Say: Let us solve more problems. Let the pupils answer the following problems by pairs. Check the pupils’ answers

a. Group Activity

Divide the class in four groups. Let

them choose a leader and a secretary.

Give each group an activity card with

data to be used for creating a problem.

Let each group post their work on the

board. The leader will report the

problem they have created and show

their answer and solution.

37

A cafeteria is offering buko salad for desert. They have 48 cups of buko salad. Each serving is 2/3 of a cup. How many serving can be made?


Divide the class in four groups. Let

them choose a leader and a

secretary. Give each group an

activity card with problems written

on it. Then each group will post

their work on the board. The leader

will explain their answers and

solutions.

Ask pupils to work on the exercises

under Keeping Moving on page___ of

LM Math Grade 5. Check the pupils’

answers.


Lead the pupils generalize the

following.

The steps in solving routine problems are:Understand –Know what is asked, what are givenPlan- Know the operation. Write the number sentence.Solve- Write the correct units/label your answer.Check and Look back – Review and check your answer.To solve non-routine problems involving division, read and analyze the problem carefully. Tell what is asked and what are given. Use other strategies like act out the problem, table method, drawing/making a diagram to solve.

Lead the pupils generalize the following.

To create a word problem, Be familiar with the concepts

of Math. Think of the type of problem

to be created. Read some samples of word

problems and study their solutions.The following are necessary when creating a problem.

To check if the answer to the problem you have created and solved is correct;

All the given data needed to solve the problem should be there.

The answer must be the answer to what is asked for and must be reasonable.

I. Evaluating learning Solve the following problems.

Mrs. Gibe had 4 bars of laundry

soap. In how many days did she use

the bar of soap if she used 1 1/3

bars a day?

There are 5 pieces of silk cloth. Each

Create a problem using the given data.

Then, solve the problem.

Given: 6 23

collected pails of water

3 big containers filled equally

Asked: Number of pails of water each

38

piece is 8/9 meters long. It takes

4/9 of a meter to make one décor.

How many decors can be made

from all the pieces?

A tailor has a bolt of cloth 50

meters long. If a uniform needs 2

2/3 meters of cloth, how many

uniforms can he make from the

cloth?

Rayne has 5 meters of cloth. She

will use it for making scarves. How

many scarves can she make if each

scarf needs 2/3 meter?

Mark bought 30 2/3 meters of rope

and cut it into equal pieces. If he is

to divide it equally among 16

children, how many meters of rope

will each receive?

container hold

Problem:

_________________________________

Solution and answer:

Given: 12 34

m long of stick

7 equal parts

Asked: the measure of each stick

Problem: _________________


Given: 68

of 100 pupils

3 groups

Asked: the number of members in each

group

Problem: _____________________



Solve each problem.

After harvesting 20 sacks of corn, 3

sacks were divided by Mang Jun. He

gave ¼ of a sack of corn to each of

his neighbors. How many neighbors

shared Mang Jun’s good harvest?

Mother has 6 kg of boiled peanuts.

She wants to repack these into

Create your own problems.

Problem:__________________

Solution and Answer:

39

small plastic bags which weigh 3/8

kg each. How many plastic bags

does she need?

Hannah and Mother can sew one

table cloth in ¼ hour. How many

table cloths can they finish in 5

hours?


the evaluation







40




Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Gives the place value and the value of a digit of a given decimal number through ten

thousandths.

A. Content Standards 1.demonstrates understanding of decimals.

2. demonstrates understanding of the four fundamental operations involving decimals and ratio and proportion.

1.demonstrates understanding of decimals.






Weekly Test

B. Performance Standards1. is able to recognize and represent decimals in various forms and contexts.

2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life situations.

1. is able to recognize and represent decimals in various forms and contexts.






C. Learning Competencies/ObjectivesWrite the LC code for each gives the place value and the value of

a digit of a given decimal number through ten thousandths.

M5NS-IIa-101.2

gives the place value and the value of a digit of a given decimal number through ten thousandths.

M5NS-IIa-101.2

reads and writes decimal numbers through ten thousandths.

M5NS-IIa-102.2

reads and writes decimal numbers through ten thousandths.

M5NS-IIa-102.2

41

II. CONTENT Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense Numbers and Number Sense

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Grade 5 Curriculum Guide p.

57 MN5NS-IIa-101.2 Lesson Guide in

Elementary Mathematics VI pp.38-42

K to 12 Grade 5 Curriculum Guide p. 57

MN5NS-IIa-101.2 Lesson Guide in

Elementary Mathematics VI pp.38-42

K to 12 grade 5 Curriculum p. 57. (M5NS-IIa-102), Growing Up with math pp. 163-166. Lesson Guide In Mathematics 5 pp. 310-315, MISOSA Module 6- Reading and Writing Decimals

K to 12 grade 5 Curriculum p. 57. (M5NS-IIa-102), Growing Up with math pp. 163-166. Lesson Guide In Mathematics 5 pp. 310-315, MISOSA Module 6- Reading and Writing Decimals


B. Other Learning Resources Cards, place value chart Cards, place value chart Cards, place value chart Cards, place value chart


presenting the new lessonGame- Brothers/Sisters, Where Are

You?

Different card bearing number

phrases, fractions, and decimals will

be given to pupils. Be sure to have the

complete set.

Game- Brothers/Sisters, Where Are You?

Different card bearing number phrases,

fractions, and decimals will be given to

pupils. Be sure to have the complete set.

Review on reading and writing whole numbers by presenting some statistics.

Read the numbers and write them in words (cartolina strips)Here are some facts about the Philippines

Review on reading and writing whole numbers by presenting some statistics.

Read the numbers and write them in words (cartolina strips)Here are some facts about the Philippines


Gives the place value and the value of

a digit of a given decimal number

through ten

Gives the place value and the value of a

digit of a given decimal number through ten

Reads and writes decimal numbers through ten thousands

Reads and writes decimal numbers through ten thousands


When you see 5, what does it mean

to you? (5 objects or 5 units)

How about 0.5? Do we read it simply as “point 5”?Is there a way to read it correctly?

When you see 5, what does it mean to you?

(5 objects or 5 units)

How about 0.5? Do we read it simply as “point 5”?Is there a way to read it correctly?

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 dollar exchange

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 dollar exchange

42

rate? rate?D. Discussing new concepts and

practicing new skills #1Present the problem:

Raul and Joey love studying. Even though their houses are far from their school, they still attend their classeseveryday. The distance of Raul’s house to school is 2 kilometers while joey’s house is 2.25 kilometers away.

The pupils will answer the following questions;What numbers are given in the situation?What kind of number is 2?How about 2,25?Do you know the different place value positions of a decimal?

Present the problem:

Raul and Joey love studying. Even though their houses are far from their school, they still attend their classeseveryday. The distance of Raul’s house to school is 2 kilometers while joey’s house is 2.25 kilometers away.

The pupils will answer the following questions;What numbers are given in the situation?What kind of number is 2?How about 2,25?Do you know the different place value positions of a decimal?

Problem:

Every morning Atty. Arcigalreads

the newspaper. He takes note of

the dollar exchange. One morning,

he read that the exchange rate of

a dollar is P 46.468. How does we

read this number?

Present the decimal number in a

place value chart.

Problem:

Every morning Atty. Arcigalreads

the newspaper. He takes note of

the dollar exchange. One

morning, he read that the

exchange rate of a dollar is P

46.468. How does we read this

number?

Present the decimal number in a

place value chart.


Based on the numeral 0.4786 answer

the following:

What is the position of zero? When

do we used zero?

What is the digit in the tenths place

and what is the value?

What digit is in the hundredths place?

What is the value?

What digit is in the thousandths

place, what is the value?

What digit is in the ten thousandths

place, what is the value?

Based on the numeral 0.4786 answer the

following:

What is the position of zero? When do we

used zero?

What is the digit in the tenths place and

what is the value?

What digit is in the hundredths place? What

is the value?

What digit is in the thousandths place, what

is the value?

What digit is in the ten thousandths place,

what is the value?

A. Flash cards one at a time. Let the pupil read and write decimal numbers.

7-tenths

2-hundredths

4-thousandths

5-ten thousandths8- hundredths

A. Flash cards one at a time. Let the pupil read and write decimal numbers.

7-tenths

2-hundredths

4-thousandths

5-ten thousandths8- hundredths

43

Have pupils work in pairs. Each

pair works on every station

simultaneously. Each of them will

check their answers and present

their output.

Station 1. Write five and three hundred ten thousandths in decimal form.Station 2. Write 24 and 6 hundred ten thousandths in decimal form. Then write in words.Station 3. Write 46 and sixty-three hundredths in decimal form. Then write in wordsStation 4. Write 92 ten thousandths in decimal form and write in words.Station 5. Write four thousand fifteen and forty-one thousandths in decimal

Have pupils work in pairs. Each

pair works on every station

simultaneously. Each of them will

check their answers and present

their output.

Station 1. Write five and three hundred ten thousandths in decimal form.Station 2. Write 24 and 6 hundred ten thousandths in decimal form. Then write in words.Station 3. Write 46 and sixty-three hundredths in decimal form. Then write in wordsStation 4. Write 92 ten thousandths in decimal form and write in words.Station 5. Write four thousand fifteen and forty-one thousandths in decimal


Have each group presents their

output. Check their answer.

Say; how were you able to determine

the place value and value of a digit in

a decimal number?

Have each group presents their output.

Check their answer.

Say; how were you able to determine the

place value and value of a digit in a decimal

number?

Let the class check their answers by pairs and present their outputs one at a time. After the class presented, ask, “How did you find the activity? How did you read and write decimal numbers?Say: We read decimal numbers like reading whole numbers. Then say, the place value of the last digit. The decimal point is read as “and.” We use 0 as placeholder.

Let the class check their answers by pairs and present their outputs one at a time. After the class presented, ask, “How did you find the activity? How did you read and write decimal numbers?Say: We read decimal numbers like reading whole numbers. Then say, the place value of the last digit. The decimal point is read as “and.” We use 0 as placeholder.


Discuss the presentation on Explore

and Discover on page ______ of LM

Discuss the presentation on Explore and

Discover on page ______ of LM Math Grade

Discuss the presentation on Explore and Discover on page ___

Discuss the presentation on Explore and Discover on page ___

44

Math Grade 5. Ask the pupils to work

on items 1 to 10 under Get Moving on

page ______.

Check the pupils’ answers. For the mastery, have them answer items 1 o 10 under Keep Moving of LM Math Grade 5 on page ____. Check the pupils’ answer

5. Ask the pupils to work on items 1 to 10

under Get Moving on page ______.

Check the pupils’ answers. For the mastery, have them answer items 1 o 10 under Keep Moving of LM Math Grade 5 on page ____. Check the pupils’ answer

of LM Math Grade 5.The teacher will give other exercise:Write the decimals that the teacher will dictate267.249 138.56113984.06 34.6823450.65Ask the pupils to work on items under Get Moving on page ___ of LM Math Grade 5. For mastery, have them answer the items under Keep Moving on pages ____ to ____of LM Math Grade 5.

of LM Math Grade 5.The teacher will give other exercise:Write the decimals that the teacher will dictate267.249 138.56113984.06 34.6823450.65Ask the pupils to work on items under Get Moving on page ___ of LM Math Grade 5. For mastery, have them answer the items under Keep Moving on pages ____ to ____of LM Math Grade 5.


How do you know the value and place

value of each digit in a given decimal?

How do you know the value and place value

of each digit in a given decimal?

Elicit from the pupils the rules on reading and writing decimals.Let them explain how the decimal point is to be read.

Elicit from the pupils the rules on reading and writing decimals.Let them explain how the decimal point is to be read.

I. Evaluating learning Give the place value and the value of

the underlined digit.

Number Place

Value

Value

1. 6. 08912

2. 392. 035

3. 80.5487

4. 0.96582

5. 175.6734

Give the place value and the value of the

underlined digit.

Number Place

Value

Value

6. 6. 08912

7. 392. 035

8. 80.5487

9. 0.96582

10. 175.6734

Write in words.

36.5438140. 5699.2345

Write in words.

36.5438140. 5699.2345

J. Additional activities for application Write the digit in each place Write the digit in each place Write the following in words. Write the following in words.

45

or remediation 0.34607

_______ hundredths

_______ tenths

_______ thousandths

0.00642

_______ thousandths

_______ hundredths

_______ ten thousandths

5.06789

_______ tenths


_______ hundredths

_______ thousandths

0.34607

_______ hundredths

_______ tenths

_______ thousandths

0.00642

_______ thousandths

_______ hundredths


5.06789

_______ tenths


_______ hundredths

_______ thousandths

1. Twenty-four and six thousand three hundred forty-eight ten thousandths.2. Six hundred twelve and five hundred-six thousandths3. Three hundred thirty-seven and three hundred eight thousandths4. Eighteen and nine hundred ten thousandths5. Forty-six and one thousand three hundred ninety-four ten thousandths.

1. Twenty-four and six thousand three hundred forty-eight ten thousandths.2. Six hundred twelve and five hundred-six thousandths3. Three hundred thirty-seven and three hundred eight thousandths4. Eighteen and nine hundred ten thousandths5. Forty-six and one thousand three hundred ninety-four ten thousandths.


in the evaluation







46



Teaching Dates and Time August 29- September 2, 2016 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Rounds decimal numbers to the nearest hundredths and thousandths.









Weekly Test










rounds decimal numbers to the nearest hundredth and thousandth.

M5NS-IIa-103.2

rounds decimal numbers to the nearest hundredth and thousandth.

M5NS-IIa-103.2

compares and arranges decimal numbers.

M5NS-IIb-104.2

compares and arranges decimal numbers.

M5NS-IIb-104.2



1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Grade 5 Curriculum (MN5S- K to 12 Grade 5 Curriculum (MN5S- K to 12 Curriculum Guide, LM Math K to 12 Curriculum Guide, LM Math

47

IIa-1012.3) p.57,Lesson Guide in Mathematics Grade 5 pp. 316-318, Growing Up with Math pp. 170-171, Math for Life pp.215-217

IIa-1012.3) p.57,Lesson Guide in Mathematics Grade 5 pp. 316-318, Growing Up with Math pp. 170-171, Math for Life pp.215-217

Grade 5 pagesLesson Guide in Elementary Mathematics Grade 6 p. 46-49, 271MISOSA Module Mathematics 6 No. 12Workbook in Mathematics 6, Rubio, May Ester M. p. 20-23Growing Up with Math 5 p. 167-168

Grade 5 pagesLesson Guide in Elementary Mathematics Grade 6 p. 46-49, 271MISOSA Module Mathematics 6 No. 12Workbook in Mathematics 6, Rubio, May Ester M. p. 20-23Growing Up with Math 5 p. 167-168


B. Other Learning Resources flashcards, number line flashcards, number line activity cards activity cardsIV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Write the decimals that the teacher will dictate.Mechanics:a. The teacher dictate the decimal number.b. The first pupil in a row will write his answer on a piece of paper as a group’s answer sheet.c. He pass it to his teammate next to him for his answer to the number dictate bythe teacher.d. As soon as the last pupil in a row has written his answer he submits their answer sheet to the teacher for checking.e. The group with the most number of correct answers win.

Write the decimals that the teacher will dictate.Mechanics:a. The teacher dictate the decimal number.b. The first pupil in a row will write his answer on a piece of paper as a group’s answer sheet.c. He pass it to his teammate next to him for his answer to the number dictate bythe teacher.d. As soon as the last pupil in a row has written his answer he submits their answer sheet to the teacher for checking.e. The group with the most number of correct answers win.

Arranging numbers in ascending or descending order.

a. Group the class with 5 members each.b. Each member of the group will be given cards with numbers.

Group 1

c. The teacher gives instruction to arrange themselves in ascending order; then in descending order.d. The first group to arrange themselves correctly wins the game.

Arranging numbers in ascending or descending order.

a. Group the class with 5 members each.b. Each member of the group will be given cards with numbers.

Group 1

c. The teacher gives instruction to arrange themselves in ascending order; then in descending order.d. The first group to arrange themselves correctly wins the game.


Rounds decimal numbers to the nearest hundredths and thousandths.

Rounds decimal numbers to the nearest hundredths and thousandths.

Compares and arranges decimal numbers.

Compares and arranges decimal numbers.


What percent is the molecules of carbon dioxide present in the earth’s atmosphere?

What percent is the molecules of carbon dioxide present in the earth’s atmosphere?

During the Palaro ng Bayan, Alex Soriano ran the 100 meter dash in 11.43 seconds. Jun Abad the same event in 11.58 seconds. Who is faster between the two runners?Ask:How long did it take for Alex to reach the finish line? How about Jun?

During the Palaro ng Bayan, Alex Soriano ran the 100 meter dash in 11.43 seconds. Jun Abad the same event in 11.58 seconds. Who is faster between the two runners?Ask:How long did it take for Alex to reach the finish line? How about Jun?

48

Which of the time recorded in seconds is less than? greater than?If you win the race, are you the fastest or the slowest? If you are, do you have the least or the greatest time spent?Who is faster between the two runners?

Which of the time recorded in seconds is less than? greater than?If you win the race, are you the fastest or the slowest? If you are, do you have the least or the greatest time spent?Who is faster between the two runners?


Present the problem in the class.“Of the 100% total molecules present in the total molecules present composition of the Earth’s atmosphere, only 0.0325 percent is carbon dioxide.’Ask: What number is closest to 0.0325? Why? Why not? What are the other possible numbers closest to 0.325? What are the rules in rounding off decimal numbers?

Present the problem in the class.“Of the 100% total molecules present in the total molecules present composition of the Earth’s atmosphere, only 0.0325 percent is carbon dioxide.’Ask: What number is closest to 0.0325? Why? Why not? What are the other possible numbers closest to 0.325? What are the rules in rounding off decimal numbers?

Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.


. Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

. Encourage the pupils to work in pairs. Give them time to solve for the answer to the problem by illustration.

After all groups presented their answers, ask: Which group/s was/were able to give all correct answers? Which group/s missed an answer? Which group/s was/were not able to give any correct answer?

Ask:How do we compare decimals?How do we order decimals?

After all groups presented their answers, ask: Which group/s was/were able to give all correct answers? Which group/s missed an answer? Which group/s was/were not able to give any correct answer?

Ask:How do we compare decimals?How do we order decimals?


After the group have played, ask,” How do you find the activity? How did you round decimal number nearest to hundredths and thousandths?”Expected answer:By using number lineBy following the rules in rounding off numbers.

After the group have played, ask,” How do you find the activity? How did you round decimal number nearest to hundredths and thousandths?”Expected answer:By using number lineBy following the rules in rounding off numbers.

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Emphasize the use of the number line to compare and order decimals. Let the pupils observe that the value of numbers at the right part of the number line is greater than the value of numbers on its left.

Let the pupils study Explore and Discover on page ___ of the LM Math Grade 5. Emphasize the use of the number line to compare and order decimals. Let the pupils observe that the value of numbers at the right part of the number line is greater than the value of numbers on its left.

49


Discuss the presentation on Explore and Discover and the other examples, LMMath Grade 5. Check their answer. For mastery, have them answer the answer theItems under Keep Moving on page _____ of LM Math Grade 5. Check pupils answers.

Discuss the presentation on Explore and Discover and the other examples, LMMath Grade 5. Check their answer. For mastery, have them answer the answer theItems under Keep Moving on page _____ of LM Math Grade 5. Check pupils answers.

Allow pupils to answer exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.



What is the rule to be followed when rounding decimals?1. Identify the digit to be rounded-off.2. Inspect the digit to the right of the required place. a. If the digit is greater than 5, add 1 to the digit at the required place. b. If the digit is less than 5, retain the digit at the required place. Then drop all the digits to the right of the required place. c. Copy all the digits to the left of the required place if there are any.

What is the rule to be followed when rounding decimals?1. Identify the digit to be rounded-off.2. Inspect the digit to the right of the required place. a. If the digit is greater than 5, add 1 to the digit at the required place. b. If the digit is less than 5, retain the digit at the required place. Then drop all the digits to the right of the required place. c. Copy all the digits to the left of the required place if there are any.

In comparing and ordering decimals: Line up decimals. Write

equivalent decimals if necessary.

Begin at the left. Compare to find the first place where the digits are different.

Compare the digits. Order the decimals if there

are 3 or more given decimals from least to greatest or from greatest to least.

In comparing and ordering decimals: Line up decimals. Write

equivalent decimals if necessary.

Begin at the left. Compare to find the first place where the digits are different.

Compare the digits. Order the decimals if there

are 3 or more given decimals from least to greatest or from greatest to least.

I. Evaluating learning Round off the following to the nearest place indicated.Hundredths Thousandths1. 0.823 6.58642. 1.376 35.04653. 0.937 74.30914. 0.608 49.17195. 0.381 35.0007

Round off the following to the nearest place indicated.Hundredths Thousandths1. 0.823 6.58642. 1.376 35.04653. 0.937 74.30914. 0.608 49.17195. 0.381 35.0007

B. Compare these decimals by writing <, > or = in the blank.

1. 0.162 _____ 0.1066. 0.61

_____ 0.601 2. 0.036 _____ 0.031

7. 9.2 _____ 9.200 3. 0.4 _____ 0.40

8. 10.021 _____ 0.045 4. 3.53 _____ 3.59

9.

B. Compare these decimals by writing <, > or = in the blank.

1. 0.162 _____ 0.1066. 0.61

_____ 0.601 2. 0.036 _____ 0.031

7. 9.2 _____ 9.200 3. 0.4 _____ 0.40

8. 10.021 _____ 0.045 4. 3.53 _____ 3.59

9.

50

0.7562 _____ 0.7559 5. 7.01 _____ 7.103

10.8.627 _____ 8.649

0.7562 _____ 0.7559 5. 7.01 _____ 7.103

10.8.627 _____ 8.649


Round 85.81267 to the nearest place

indicated.

a. hundredths

b. thousandths

Round 85.81267 to the nearest place

indicated.

a. hundredths

b. thousandths

Order the numbers from least to greatest.

1. 0.0990, 0.0099, 0.999, 0.902. 3.01, 3.001, 3.1, 3.00113. 0.123, 0.112, 0.12, 0.1214. 7.635, 7.628, 7.63, 7.6255. 4.349, 4.34, 4.3600, 4.3560

Order the numbers from least to greatest.

1. 0.0990, 0.0099, 0.999, 0.902. 3.01, 3.001, 3.1, 3.00113. 0.123, 0.112, 0.12, 0.1214. 7.635, 7.628, 7.63, 7.6255. 4.349, 4.34, 4.3600, 4.3560

V. REMARKSVI. REFLECTION

A. No. of learners who earned 80% in the evaluation





F. What difficulties did I encounter which my principal or supervisor can help me

51

solve?G. What innovation or localized materials

did I use/discover which I wish to share with other teachers?



Teaching Dates and Time September 5-9, 2016 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Visualizes addition and subtraction of decimals.A. Content Standards 1.demonstrates understanding of

decimals.








Weekly Test





52






visualizes addition and subtraction of decimals.

M5NS-IIb-105

visualizes addition and subtraction of decimals.

M5NS-IIb-105

adds and subtracts decimal numbers through thousandths without and with regrouping.

M5NS-IIb-106.1

adds and subtracts decimal numbers through thousandths without and with regrouping.

M5NS-IIb-106.1


III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Curriculum Guide, LM Math

Grade 5 pagesLesson Guide in Elementary Mathematics Grade 6 p. 48, 274 MISOSA Module Mathematics 6 No. 42

K to 12 Curriculum Guide, LM Math Grade 5 pagesLesson Guide in Elementary Mathematics Grade 6 p. 48, 274 MISOSA Module Mathematics 6 No. 42

K to 12 Curriculum Guide, LM Math Grade 5 pagesLesson Guide in Elementary Mathematics Grade 5 p. 251-254, 264-267Growing Up with Math p. 173, 176MISOSA Module Mathematics 5, Nos. 41, 42

K to 12 Curriculum Guide, LM Math Grade 5 pagesLesson Guide in Elementary Mathematics Grade 5 p. 251-254, 264-267Growing Up with Math p. 173, 176MISOSA Module Mathematics 5, Nos. 41, 42


B. Other Learning Resources activity cards activity cards flash cards, pictures, illustrations flash cards, pictures, illustrationsIV. PROCEDURESA. Reviewing previous lesson or

presenting the new lessonHave you been to a sari-sari store? Have you try to compute the amount of the things/item that you bought? Do you find it easily to compute?Ask: Do you count the change that you receive after buying? Why?Let the pupils realize that it is importance of accuracy in basic addition and subtraction in our daily

Have you been to a sari-sari store? Have you try to compute the amount of the things/item that you bought? Do you find it easily to compute?Ask: Do you count the change that you receive after buying? Why?Let the pupils realize that it is importance of accuracy in basic addition and subtraction in our daily

Add or subtract the following. Add or subtract the following.

53

2.9

+1.6

7.2

-3.8

2.9

+1.6

7.2

-3.8

routines. routines.B. Establishing a purpose for the

lessonVisualizes addition and subtraction of decimals.

Visualizes addition and subtraction of decimals.

Add and subtract decimal numbers through thousandths without and with regrouping.

Add and subtract decimal numbers through thousandths without and with regrouping.


A. Encourage pupils to use grid lines to solve the problem. Instruct the pupils to do the following:

A. Encourage pupils to use grid lines to solve the problem. Instruct the pupils to do the following:

What should you do to the things that you used in school? Do you keep it orderly and use as needed? Emphasize the value of being orderly and thrifty to the resources/ things that we have.

What should you do to the things that you used in school? Do you keep it orderly and use as needed? Emphasize the value of being orderly and thrifty to the resources/ things that we have.


Mang Dodong is an architect. He has plan to place a 100 square side by side to make his room looks elegant. He wants to have a variation on the colors of the tiles, so he puts 15 red tiles, 35 blue tiles and the remaining tiles are green? How many tiles are green?

Ask:What is the total number of tiles does Mang Dodong have? Tell the pupils that total number represents the whole which is equivalent to one. Explain to the pupil that each squares are equivalent to 0.001.What is the total number of tiles whose color are red and blue? How will you be able to find the total number?How will you know the number of tiles which are not red or blue?Make the pupils realized that the tiles left are green

Mang Dodong is an architect. He has plan to place a 100 square side by side to make his room looks elegant. He wants to have a variation on the colors of the tiles, so he puts 15 red tiles, 35 blue tiles and the remaining tiles are green? How many tiles are green?

Ask:What is the total number of tiles does Mang Dodong have? Tell the pupils that total number represents the whole which is equivalent to one. Explain to the pupil that each squares are equivalent to 0.001.What is the total number of tiles whose color are red and blue? How will you be able to find the total number?How will you know the number of tiles which are not red or blue?Make the pupils realized that the tiles left are green

Charlie decided to go to the nearest church in the succeeding town by biking. He knew that it was 7.529 km from his current location. For the first few minutes, he recorded that he had biked 2.097 km for the first 7 minutes and 3.618 km for the next 10 minutes. How far will he need to bike to reach his destination?

Ask:How far is thechurch from Charlie’s current location?What is the total distance covered by Charlie for 17 minutes?How will you know the distance he still needs to cover to reach the church?

Charlie decided to go to the nearest church in the succeeding town by biking. He knew that it was 7.529 km from his current location. For the first few minutes, he recorded that he had biked 2.097 km for the first 7 minutes and 3.618 km for the next 10 minutes. How far will he need to bike to reach his destination?

Ask:How far is thechurch from Charlie’s current location?What is the total distance covered by Charlie for 17 minutes?How will you know the distance he still needs to cover to reach the church?


1. Count a 10 x 10 squares on a graphing paper.2. Cut four sets of 10 x 10 squares to be used to solve the problem.3. Color two sets of 10 x 10 squares based from the number of squares tiles on the given problem.

1. Count a 10 x 10 squares on a graphing paper.2. Cut four sets of 10 x 10 squares to be used to solve the problem.3. Color two sets of 10 x 10 squares based from the number of squares tiles on the given problem.

Ask the pupils to work in groups in solving the problem.

2.097 km+ 3.618 km Arranged the numbers vertically. Then add the numbers from


2.097 km+ 3.618 km Arranged the numbers vertically. Then add the numbers from

54

4. For the third set of 10 x 10 squares colored it with both red and blue as indicated in the problem. Let them count the total number of square which are both red and blue.5. Let the pupils colored the remaining numbers of squares with green. Do it on the fourth set of 10 x 10 squares.

4. For the third set of 10 x 10 squares colored it with both red and blue as indicated in the problem. Let them count the total number of square which are both red and blue.5. Let the pupils colored the remaining numbers of squares with green. Do it on the fourth set of 10 x 10 squares.

5.715 km right to left. Put the decimal point on its corresponding place.Arranged the numbers vertically. Subtract the numbers from 1.814 km right to left. Put the decimal point on its corresponding place.

5.715 km right to left. Put the decimal point on its corresponding place.Arranged the numbers vertically. Subtract the numbers from 1.814 km right to left. Put the decimal point on its corresponding place.


After all groups presented their answers, ask: How did you find the activity? How did you solve the total number of red and blue square tiles? How about the green tiles? How did you do it?

Ask:What strategy was used in solving the problem?Does it help you to clearly see the addition and subtraction of decimals through visualization?

After all groups presented their answers, ask: How did you find the activity? How did you solve the total number of red and blue square tiles? How about the green tiles? How did you do it?

Ask:What strategy was used in solving the problem?Does it help you to clearly see the addition and subtraction of decimals through visualization?

After the group presented and checked their work, call on the leader to relate what they have done to solve the problem.

Ask:How do we add decimals through thousandths with or without regrouping?Did you move the decimal point of the sum of decimals?How do you subtract decimals through thousandths with or without regrouping?Did you move the decimal point of the difference of decimals?


Ask:How do we add decimals through thousandths with or without regrouping?Did you move the decimal point of the sum of decimals?How do you subtract decimals through thousandths with or without regrouping?Did you move the decimal point of the difference of decimals?


Discuss the presentation under Explore and Discover and the other examples, LM Math Grade 5 on page ___.

Ask the pupils to work on the exercises under Get Moving on page ___ of LM Math Grade 5. Check their answers. For mastery, have them answer the items under Keep Moving on page 153 of LM Math Grade 5. Check the pupils answer.

Discuss the presentation under Explore and Discover and the other examples, LM Math Grade 5 on page ___.

Ask the pupils to work on the exercises under Get Moving on page ___ of LM Math Grade 5. Check their answers. For mastery, have them answer the items under Keep Moving on page 153 of LM Math Grade 5. Check the pupils answer.

Discuss the presentation under Explore and Discover of page __, LM Math Grade 5. Then give these exercises.

Arranged the decimals vertically and does the indicated operation.

1. 2.589 + 1.0512. 16. 603 – 8.546 3. 620 – 2.9154. 20.12 + 8.6215. 12. 958 + 9.834

Allow pupils to answer exercises A and B under Keep Moving, pages


Arranged the decimals vertically and does the indicated operation.

1. 2.589 + 1.0512. 16. 603 – 8.546 3. 620 – 2.9154. 20.12 + 8.6215. 12. 958 + 9.834

Allow pupils to answer exercises A and B under Keep Moving, pages

55

____ and LM Math Grade 5. Check the pupils’ answer.

____ and LM Math Grade 5. Check the pupils’ answer.


In adding/subtracting decimals:Write the decimals in a column, aligning the decimal points. Use 0 as place holder when needed.

Add/subtract as you would add/subtract whole numbers. Regroup if necessary

Place the decimal point in the result aligned with the other decimal points

In adding/subtracting decimals:Write the decimals in a column, aligning the decimal points. Use 0 as place holder when needed.

Add/subtract as you would add/subtract whole numbers. Regroup if necessary

Place the decimal point in the result aligned with the other decimal points

In adding/subtracting decimals follow these steps:

Arrange the numbers in column. Align the decimal points. Use 0 as placeholder if needed.

Add/subtract as you would add/subtract whole numbers from right to left.

Place a decimal point in the sum/ difference. Align this with the other decimal points.

In adding/subtracting decimals follow these steps:

Arrange the numbers in column. Align the decimal points. Use 0 as placeholder if needed.

Add/subtract as you would add/subtract whole numbers from right to left.

Place a decimal point in the sum/ difference. Align this with the other decimal points.

I. Evaluating learning Complete the illustration by shading or coloring them correctly showing the given addition or subtraction statements. Take note that each squares represents 0.001.

Complete the illustration by shading or coloring them correctly showing the given addition or subtraction statements. Take note that each squares represents 0.001.

A. Perform the indicated operation. A. Perform the indicated operation.

56

1. 16.00

15.47

+ 0.324

2. 24. 63

18. 914

+ 55. 892

3. 248. 79

36.71

+42.845

1. 16.00

15.47

+ 0.324

2. 24. 63

18. 914

+ 55. 892

3. 248. 79

36.71

+42.845


Draw an illustration that will represent the following.

1. 0.085 – 0.076 2. 0.063 + 0.0093. 0.098 – 0.075 4. 0.025 + 0.018

5. 1.041 + 0. 043

Draw an illustration that will represent the following.

1. 0.085 – 0.076 2. 0.063 + 0.0093. 0.098 – 0.075 4. 0.025 + 0.018

5. 1.041 + 0. 043

A. Add or subtract. Match with the correct answer.

1. 0.257 + 0.212 a. 0.5252. 0.928 – 0.403 b. 0.7663. 0.754 – 0.22 c. 0.4694. 0.316 + 0.45 d. 0.9875. 0.863 + 0.124 e. 0.534

A. Add or subtract. Match with the correct answer.

1. 0.257 + 0.212 a. 0.5252. 0.928 – 0.403 b. 0.7663. 0.754 – 0.22 c. 0.4694. 0.316 + 0.45 d. 0.9875. 0.863 + 0.124 e. 0.534


the evaluation










Monday Tuesday Wednesday Thursday Friday

57

I. OBJECTIVES Estimates the sum or difference of decimal numbers with reasonable results.A. Content Standards 1.demonstrates understanding of

decimals.

















estimates the sum or difference of decimal numbers with reasonable results.

M5NS-IIc-107

estimates the sum or difference of decimal numbers with reasonable results.

M5NS-IIc-107

solves routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools.

M5NS-IIc-108.1

solves routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools.

M5NS-IIc-108.1


III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Gr. 5 CG M5NS-IIc-107, LM,

LG Gr.6 pp.51-54, Gr. 6, Growing Up

with Math Gr. 5 pp.160-162, Math

Connections Gr. 5 pp. 133-136

K to 12 Gr. 5 CG M5NS-IIc-107, LM,

LG Gr.6 pp.51-54, Gr. 6, Growing Up

with Math Gr. 5 pp.160-162, Math

Connections Gr. 5 pp. 133-136

M5NS-IIc-108.1, LG Grade V p. 268-270, 21st Century mathematics p.68LM Grade IV p 68-69

M5NS-IIc-108.1, LG Grade V p. 268-270, 21st Century mathematics p.68LM Grade IV p 68-69

58


B. Other Learning Resources counters, paper bag, index card counters, paper bag, index card charts, flash cards, chart of word problems activity cards

charts, flash cards, chart of word problems activity cards


presenting the new lessonTeacher flashes decimal number

and its rounded off number:

Ex.: 84.815 = 84.5 =

tenths

42.583 = 42.58 =

hundredths

1.53863 = 1.5386 =

ten thousandths

Teacher flashes decimal number

and its rounded off number:

Ex.: 84.815 = 84.5 =

tenths

42.583 = 42.58 =

hundredths

1.53863 = 1.5386 =

ten thousandths

Check the assignment

Review the steps in solving word problems.

Ask: What are the steps in solving a word problem?

In what steps will the following questions fall?

* What is asked?* What are the given facts?* What is the process to be

used?* What is the number

sentence?* Show the solution and

complete answer.



Ask: What are the steps in solving a word problem?

In what steps will the following questions fall?

* What is asked?* What are the given facts?* What is the process to be

used?* What is the number

sentence?* Show the solution and

complete answer.


Estimates the sum or difference of decimal numbers with reasonable results.

Estimates the sum or difference of decimal numbers with reasonable results.

Solve routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools

Solve routine or non-routine problems involving addition and subtraction of decimal numbers including money using appropriate problem solving strategies and tools


You were asked by your mother to

buy some groceries after class.

Without computing, how would

you know that the money given to

you is enough or not? Why?

You were asked by your mother to

buy some groceries after class.

Without computing, how would

you know that the money given to

you is enough or not? Why?

Show a picture of a hill?Ask: Have you been to a hill? What did you do there? Share some of your experiences.Ask: Is it necessary to conserve our environment?

Show a picture of a hill?Ask: Have you been to a hill? What did you do there? Share some of your experiences.Ask: Is it necessary to conserve our environment?


Role Playing

Divide the class into 2 groups.

Provide an activity card in each

Role Playing


Provide an activity card in each

A total of 357 Grades IV, V, and VI pupils of Pook Elementary School joined a tree-planting program. They planted Narra seedling that cost 1,230.67 and and Apitong seedlings

A total of 357 Grades IV, V, and VI pupils of Pook Elementary School joined a tree-planting program. They planted Narra seedling that cost 1,230.67 and and Apitong seedlings

59

group for them to act out or role

play.

Ex.:

Ron has Php.12,720 in his savings

account. He wants to buy a stereo

and speakers while they are on

sale. The stereo cost Php.9,889.99

and the speakers cost Php.915.50.

About how much of his savings will

be left after the purchase?

They have to act out also the

following:

What information is given in the

problem?(savings Php12 720, cost

of stereo Php9 889.99, speaker

Php915.50)

What should be done first so that

Ron will have an idea in the

following:

About how much will he pay?

( Php10 000 and Php900 )

About how much will be left of his

savings?

( Php13 000 – Php10 900 = Php2

100 )

group for them to act out or role

play.

Ex.:

Ron has Php.12,720 in his savings

account. He wants to buy a stereo

and speakers while they are on

sale. The stereo cost Php.9,889.99

and the speakers cost Php.915.50.

About how much of his savings will

be left after the purchase?

They have to act out also the

following:

What information is given in the

problem?(savings Php12 720, cost

of stereo Php9 889.99, speaker

Php915.50)

What should be done first so that

Ron will have an idea in the

following:

About how much will he pay?

( Php10 000 and Php900 )

About how much will be left of his

savings?

( Php13 000 – Php10 900 = Php2

100 )

cost 2,968.78 How much seedlings did they plant in all?

Ask: What is asked in the problem?What are given facts?What word clue help you

solve the problem?What operation is to be

used?Ask a pupil to show his/her

answer on the board.

cost 2,968.78 How much seedlings did they plant in all?

Ask: What is asked in the problem?What are given facts?What word clue help you

solve the problem?What operation is to be

used?Ask a pupil to show his/her

answer on the board.

60

Have them compute the actual

answer and compare it with the

estimated answer.

( Php12 720 – ( Php9 889.99 +

Php915.50 ) = Php1 914.51 )

Have each group present its work in

front.

Have them compute the actual

answer and compare it with the

estimated answer.

( Php12 720 – ( Php9 889.99 +

Php915.50 ) = Php1 914.51 )

Have each group present its work in

front.


Teacher prepares the following:

Situation card:

Your group has Php.15,395.20. You

will order 3 items from a mail order

catalog.

Mail Order Catalog

Items Prices

Stand fan Php.2,485.00

Printer Php.6,000.00

CD/Cassette player Php.5,750.00

Computer table Php.2,500.00

The class should be grouped by

column.

Provide each group by situation

card, a mail order catalog and order

card.

The first pupil in the row selects 3

items and writes these with the

corresponding prices on the order

Teacher prepares the following:

Situation card:

Your group has Php.15,395.20. You

will order 3 items from a mail order

catalog.

Mail Order Catalog

Items Prices

Stand fan Php.2,485.00

Printer Php.6,000.00

CD/Cassette player Php.5,750.00

Computer table Php.2,500.00

The class should be grouped by

column.

Provide each group by situation

card, a mail order catalog and order

card.

The first pupil in the row selects 3

items and writes these with the

corresponding prices on the order

61

card, then passes this to pupil next

to him.

The second pupil writes the

rounded off amount for each item,

then passes the order card to his

teammate.

The third pupil gives the estimated

sum of all the items.

The fourth pupil gives the

estimated difference.

The fifth pupil computes the actual

sum and difference, then, compares

it with the estimated sum and

difference.

As soon as all members of the

group are finished, they submit

their answers to the teacher for

checking.

The first group to finish with correct

answers wins.

card, then passes this to pupil next

to him.

The second pupil writes the

rounded off amount for each item,

then passes the order card to his

teammate.

The third pupil gives the estimated

sum of all the items.

The fourth pupil gives the

estimated difference.

The fifth pupil computes the actual

sum and difference, then, compares

it with the estimated sum and

difference.

As soon as all members of the

group are finished, they submit

their answers to the teacher for

checking.

The first group to finish with correct

answers wins.


How did you find the activity ? How

were you able to find the answer to

the problem?

Discuss with the pupils how to find



the problem?

Discuss with the pupils how to find

Ask: Is it necessary to conserve our environment? Why? How can you help conserve our environment?

Ask: Is it necessary to conserve our environment? Why? How can you help conserve our environment?

62

the estimated sum/difference of

decimals.

the estimated sum/difference of

decimals.


Discuss the presentation under “

Explore and Discover “ in LM.

For more practice, Have the pupils

work on “ Get Moving “

Ask the pupils to work on the

exercises under “ Keep Moving “







The pupils will form 3 groups and will be given a problem written on the bond paper. They are going to solve the problem and answer the questions on the problem.

Problem 1. Group 1Jacob brought a pair of shoes for P245 a pair of sacks for P42.75 and trousers for P 526.99. He gave the cashier a thousand –peso bill. How much change did he receive?a. What is asked?b. What are the given facts?c. What is the process to be used?d.What is the number sentence?e. Show the solution and complete answer.

The pupils will form 3 groups and will be given a problem written on the bond paper. They are going to solve the problem and answer the questions on the problem.

Problem 1. Group 1Jacob brought a pair of shoes for P245 a pair of sacks for P42.75 and trousers for P 526.99. He gave the cashier a thousand –peso bill. How much change did he receive?a. What is asked?b. What are the given facts?c. What is the process to be used?d.What is the number sentence?e. Show the solution and complete answer.


Lead the pupils to give the

following generalization by asking :

How do we find the estimated sum

or difference of decimals?


following generalization by asking :

How do we find the estimated sum

or difference of decimals?

The steps in solving routine problems are:

a. Understand- Know what is asked? What are given?

b. Plan-Know the operation. Write the number sentence.

c. Solve-Write your answer with correct units /labels

d. Check and Look back- Review and check your answer.To solve non- routine problems, read and analyze the problems.

The steps in solving routine problems are:

e. Understand- Know what is asked? What are given?

f. Plan-Know the operation. Write the number sentence.

g. Solve-Write your answer with correct units /labels

h. Check and Look back- Review and check your answer.To solve non- routine problems, read and analyze the problems.

63

Tell what is asked and what are given. Use other strategies like act out the problem,listing/table method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

Tell what is asked and what are given. Use other strategies like act out the problem,listing/table method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

I. Evaluating learningArrange the numbers in column.

Round off the numbers to the

nearest hundredths then find the

estimated sum and difference.

36.5 + 18.91 + 55.41 = N

Php.285.15 + Php.27.35 +

Php.627.30 = N

8.941 – 8.149 = N

639.27 – 422.30 = N

Arrange the numbers in column.

Round off the numbers to the

nearest hundredths then find the

estimated sum and difference.

36.5 + 18.91 + 55.41 = N

Php.285.15 + Php.27.35 +

Php.627.30 = N

8.941 – 8.149 = N

639.27 – 422.30 = N

Solve the following problems.

Study the following menu in the canteen and answer the question that follows.

MENUSpaghetti-P 23.75

Gulaman-P6.00

Palabok -P21.50

Nilaga(pork)- P22.50

Lugaw- P 8.50

Pinakbet- P 15.00

Rice- P 5.00

Fried Fish- P 12.00

Mango Juice-P7.50

Arnel paid P 50.00 for pork nilaga and rice. How much was his change?

Ayen ordered palabok and gulaman.How much was her change with her P 100 –bill.

Mrs. Lopez ordered rice,pinakbet and fried fish. She gave P100. How much was her change?


Study the following menu in the canteen and answer the question that follows.


Gulaman-P6.00

Palabok -P21.50


Lugaw- P 8.50

Pinakbet- P 15.00

Rice- P 5.00

Fried Fish- P 12.00

Mango Juice-P7.50

Arnel paid P 50.00 for pork nilaga and rice. How much was his change?

Ayen ordered palabok and gulaman.How much was her change with her P 100 –bill.

Mrs. Lopez ordered rice,pinakbet and fried fish. She gave P100. How much

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Kate gave P 50 for mango juice and spaghetti. How much is her change?

It was Tina’s birthday. She ordered spaghetti, palabok, mango juice and gulaman. If she paid P100 peso-bill and she gave a tip of P 5.00 , how much will be her change?

was her change?

Kate gave P 50 for mango juice and spaghetti. How much is her change?

It was Tina’s birthday. She ordered spaghetti, palabok, mango juice and gulaman. If she paid P100 peso-bill and she gave a tip of P 5.00 , how much will be her change?


Solve the problem.

Rhoda bought 2.5 kg of lanzones.

She found that her brother bought

home 1.75 kg of lanzones. Her

family ate around 2.75 kg. About

how many kg of lanzones were left?

Mother bought 4.75 kg of fish. She

cooked 1.25 kg of escabeche and

roasted .5 kg of fish for their family

gathering. About how many kg of

fish were uncooked?

Jethro has Php.250 for his daily

allowance. He spent Php.95.50 for

fare, Php.75.75 for food, and saved

the rest. About how much is his

savings?

Shane ran 3.75 km and Cathy ran

7.09 km. About how much farther

did Cathy ran?

Solve the problem.

Rhoda bought 2.5 kg of lanzones.

She found that her brother bought

home 1.75 kg of lanzones. Her

family ate around 2.75 kg. About

how many kg of lanzones were left?

Mother bought 4.75 kg of fish. She

cooked 1.25 kg of escabeche and

roasted .5 kg of fish for their family

gathering. About how many kg of

fish were uncooked?

Jethro has Php.250 for his daily

allowance. He spent Php.95.50 for

fare, Php.75.75 for food, and saved

the rest. About how much is his

savings?

Shane ran 3.75 km and Cathy ran

7.09 km. About how much farther

Solve the following problems.1. AJ earned P 35.50 in selling

newspapers and he earned P32.50 for selling pandesal in the morning.He paid P 52.75 for a pad paper and a ballpen. How much money had he left?

2. JM visits his dentist every six month. Hepaid his dentist P500 for dental treatment and P450 for prophylaxis. How much change did he get from P 1,000?

Solve the following problems.3. AJ earned P 35.50 in selling

newspapers and he earned P32.50 for selling pandesal in the morning.He paid P 52.75 for a pad paper and a ballpen. How much money had he left?

4. JM visits his dentist every six month. Hepaid his dentist P500 for dental treatment and P450 for prophylaxis. How much change did he get from P 1,000?

65

Mona bought a watch for

Php.1895.60 and a ring for

Php.2512.50. She gave the cashier

% Php.1000-bills. About how much

change did she received?

did Cathy ran?

Mona bought a watch for

Php.1895.60 and a ring for

Php.2512.50. She gave the cashier

% Php.1000-bills. About how much

change did she received?


in the evaluation










66

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Creating Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including MoneyA. Content Standards 1.demonstrates understanding of

decimals.








Weekly Test










creates problems (with reasonable answers) involving addition and/or subtraction of decimal numbers including money.

M5NS-IIc-109.1

creates problems (with reasonable answers) involving addition and/or subtraction of decimal numbers including money.

M5NS-IIc-109.1

visualizes multiplication of decimal numbers using pictorial models.

M5NS-IId-110

visualizes multiplication of decimal numbers using pictorial models.

M5NS-IId-110


III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages M5NS-IIc-109.1, M5NS-IIc-109.1, K to 12 Curriculum Guide, M5NS-IId-

110, Lesson Guide in Elementary 5 p.274

K to 12 Curriculum Guide, M5NS-IId-110, Lesson Guide in Elementary 5 p.274


67

B. Other Learning Resources flash cards, chart of word problems, activity cards

flash cards, chart of word problems, activity cards

flash cards, colored papers, marker(pentellpen), building blocks

flash cards, colored papers, marker(pentellpen), building blocks


presenting the new lessonCheck the assignment


Ask the learners to tell what they understand about the following essential guide questions to problem solving.



Ask the learners to tell what they understand about the following essential guide questions to problem solving.

Solve the following mentally:1.) Sophia bought 0.8 kg of hotdog. She placed 0.25 kg of it in the refrigerator and cooked the rest. How much hotdog did she cooked?

2.) A Math book is 0.6 dm thick. A Science book is 0.2 times as thick as theMath book. How thick is the Science book?

Solve the following mentally:1.) Sophia bought 0.8 kg of hotdog. She placed 0.25 kg of it in the refrigerator and cooked the rest. How much hotdog did she cooked?

2.) A Math book is 0.6 dm thick. A Science book is 0.2 times as thick as theMath book. How thick is the Science book?


Create Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money

Create Problems (with reasonable answers)Involving Addition and Subtraction of Decimal Numbers Including Money

Visualize multiplication of Decimals Using Pictorial Models

Visualize multiplication of Decimals Using Pictorial Models


Talk about fruits and vegetables grown in the school garden.Ask: Have you been to our school garden? What did you see there? What are the plants grown there? Let the pupils share their experiences in the garden.

Talk about fruits and vegetables grown in the school garden.Ask: Have you been to our school garden? What did you see there? What are the plants grown there? Let the pupils share their experiences in the garden.

Using building blocks. Try to solve this problem.Baby Isabel plays with blocks. Each block measures 3.7 inches tall. She has a collection of 41 blocks. If she could stack all the blocks up one on top of the other. How many inches tall would her tower be.

Using building blocks. Try to solve this problem.Baby Isabel plays with blocks. Each block measures 3.7 inches tall. She has a collection of 41 blocks. If she could stack all the blocks up one on top of the other. How many inches tall would her tower be.


The table shows the number of kilograms of vegetables harvested by the pupils.

Prince Mustard

5. 12 kilograms

Aldrin Pechay 8.48 kilograms

Loren Carrot 12.6 kilograms

Based on the table presented , how

The table shows the number of kilograms of vegetables harvested by the pupils.

Prince Mustard

5. 12 kilograms

Aldrin Pechay 8.48 kilograms

Loren Carrot 12.6 kilograms

Based on the table presented , how

Present this situation.Mr. Dizon’s farm is 0.3 km long and 0.1 km wide. How big is his land?

The pupils will answer in groups.a. Into how many parts is the whole divided?b. How is 0.3 shown in the grid? What about 0.1?c. How many squares are double shaded?

Present this situation.Mr. Dizon’s farm is 0.3 km long and 0.1 km wide. How big is his land?

The pupils will answer in groups.a. Into how many parts is the whole divided?b. How is 0.3 shown in the grid? What about 0.1?c. How many squares are double shaded?

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will you create problems involving addition and subtraction of decimals including money?

Ask: What is asked in the problem?What are given facts?What word clue help you solve the problem?What operation is to be used?Ask a pupil to show his/her answer on the board.

will you create problems involving addition and subtraction of decimals including money?

Ask: What is asked in the problem?What are given facts?What word clue help you solve the problem?What operation is to be used?Ask a pupil to show his/her answer on the board.

In fraction form write 1/10 of 1/3 = 1/10 x 3/10 = 3/100Another way of writing fraction is in decimal form. 0.1 of 0.3 = 0.1 x 0.3 = 0.03d. How many decimal places are there in both factors? How about in product?

In fraction form write 1/10 of 1/3 = 1/10 x 3/10 = 3/100Another way of writing fraction is in decimal form. 0.1 of 0.3 = 0.1 x 0.3 = 0.03d. How many decimal places are there in both factors? How about in product?


Group the pupils into three. Let the group work collaboratively on station 1 for group 1, station 2 for group 2 and station 3 for group 3.Let them present their output one at a time when done.

Station 1 – Addition of decimalsDirection: Based on the table of data presented, create a problem involving addition of decimals.

Station 2 – Subtraction of fractionDirection: Based on the table of data presented, create a problem involving subtraction of decimals.

Station 3 – Addition and Subtraction of fractionDirection: Based on the table of data presented, create a problem involving addition and subtraction of decimals.

Sample problemStation 1Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many kg. Of vegetables were harvested by the two pupils?

Group the pupils into three. Let the group work collaboratively on station 1 for group 1, station 2 for group 2 and station 3 for group 3.Let them present their output one at a time when done.

Station 1 – Addition of decimalsDirection: Based on the table of data presented, create a problem involving addition of decimals.

Station 2 – Subtraction of fractionDirection: Based on the table of data presented, create a problem involving subtraction of decimals.

Station 3 – Addition and Subtraction of fractionDirection: Based on the table of data presented, create a problem involving addition and subtraction of decimals.

Sample problemStation 1Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many kg. Of vegetables were harvested by the two pupils?

After all the groups have presented their answer, ask: Which group was/were able to give all correct answers? Which group/s missed an answer? Which group/s did not get any correct answer?Provide immediate feedback/remedial measures to those incorrect.

Ask: How did you find the activity? Was using horizontal and vertical lines place over theother helps you visualized multiplying decimals?

After all the groups have presented their answer, ask: Which group was/were able to give all correct answers? Which group/s missed an answer? Which group/s did not get any correct answer?Provide immediate feedback/remedial measures to those incorrect.

Ask: How did you find the activity? Was using horizontal and vertical lines place over theother helps you visualized multiplying decimals?

69

Station 2Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many more kg. of vegetables were harvested by Prince than Loren?Station 3Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. If Aldrin harvested 5 kg of Mustard, How many kg.more is his harvest than the total amount harvested by Prince and Loren

Station 2Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. How many more kg. of vegetables were harvested by Prince than Loren?Station 3Prince and Loren harvested vegetables. Prince harvested 2.5 kg of pechay and Loren harvested 1.9 kg. of carrot. If Aldrin harvested 5 kg of Mustard, How many kg.more is his harvest than the total amount harvested by Prince and Loren


After all the groups have presented, ask How did you find the activity? How did you create problems involving Addition , Subtraction or addition and subtraction of decimals.Expected answers:We familiarized ourselves with the concepts of addition and subtraction of decimals.

We taught of the problem we want to create.

We studied sample problems and studied their solutions.

After all the groups have presented, ask How did you find the activity? How did you create problems involving Addition , Subtraction or addition and subtraction of decimals.Expected answers:We familiarized ourselves with the concepts of addition and subtraction of decimals.

We taught of the problem we want to create.

We studied sample problems and studied their solutions.

a. Discuss the presentation on Explore and Discover on page ___ of LM in Math Grade 5

a. Discuss the presentation on Explore and Discover on page ___ of LM in Math Grade 5


Discuss the presentation under Explore and Discover on page of LM Math Grade V.Ask the pupils to work on the items under Get Moving LM Math Grade 5 page __ .Check the pupils answer. For mastery, have them answer items

Discuss the presentation under Explore and Discover on page of LM Math Grade V.Ask the pupils to work on the items under Get Moving LM Math Grade 5 page __ .Check the pupils answer. For mastery, have them answer items

b. Ask the pupils to work on Get Moving on page ____ of LM in Math Grade 5

b. Ask the pupils to work on Get Moving on page ____ of LM in Math Grade 5

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under Keep Moving, LM Math Grade V page __. Check the pupils answer

under Keep Moving, LM Math Grade V page __. Check the pupils answer


To create word problems involving addition and subtraction of fractions do the ff.Familiarize yourself with the conceptThink of the problem you want to create.Consider the character, cite the situation, /setting, data presented, word problem to be created, and the key question.Ensure that the word problem is clearly stated and practicalRead some sample problems and study their solutions.To solve non- routine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/table method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

To create word problems involving addition and subtraction of fractions do the ff.Familiarize yourself with the conceptThink of the problem you want to create.Consider the character, cite the situation, /setting, data presented, word problem to be created, and the key question.Ensure that the word problem is clearly stated and practicalRead some sample problems and study their solutions.To solve non- routine problems, read and analyze the problems. Tell what is asked and what are given. Use other strategies like act out the problem,listing/table method, guess and test, drawing /making a diagram, using patterns, working backwards etc.

Lead the pupils to generalize that: Multiplying decimals can be visualized by representing each factor with the horizontaland vertical lines placed over the other. The double shaded part represents the answer to the equation.

Lead the pupils to generalize that: Multiplying decimals can be visualized by representing each factor with the horizontaland vertical lines placed over the other. The double shaded part represents the answer to the equation.

I. Evaluating learning Using the data below, create 3- two step word problem involving addition and subtraction of decimals


Gulaman-P6.00

Palabok -P21.50


Lugaw- P 8.50

Pinakbet- P 15.00

Rice- P 5.00

Fried Fish- P 12.00

Mango Juice-P7.50

Using the data below, create 3- two step word problem involving addition and subtraction of decimals


Gulaman-P6.00

Palabok -P21.50


Lugaw- P 8.50

Pinakbet- P 15.00

Rice- P 5.00

Fried Fish- P 12.00

Mango Juice-P7.50

A. Write the correct multiplication equation for each of the following numbers represented by the shaded region

A. Write the correct multiplication equation for each of the following numbers represented by the shaded region


Using the data below ,create a two-step word problem involving

Using the data below ,create a two-step word problem involving

Illustrate the following number sentences.

Illustrate the following number sentences.

71

addition and subtraction of fraction.

Name Fruits bought

Quantity in Kg.

Sharon

Banana 12.65 kg.

Anna Guava 23.16kg.Josefa Lanzones 9.16kg.

addition and subtraction of fraction.

Name Fruits bought

Quantity in Kg.

Sharon

Banana 12.65 kg.

Anna Guava 23.16kg.Josefa Lanzones 9.16kg.

1.) 2 x 0.5 = N2.) 0.6 x 0.7 = N3.) 4 x 0.3 = N4.) 0.2 x 0.9 = N5.) 0.8 x 0.4 = N

1.) 2 x 0.5 = N2.) 0.6 x 0.7 = N3.) 4 x 0.3 = N4.) 0.2 x 0.9 = N5.) 0.8 x 0.4 = N


the evaluation







72



Teaching Dates and Time September 26- 30, 2016 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.A. Content Standards 1.demonstrates understanding of

decimals.








Weekly Test


2. is able to apply the four fundamental operations involving decimals and ratio and proportion in mathematical problems and real-life







73

situations. situations. situations. situations.

C. Learning Competencies/ObjectivesWrite the LC code for each multiplies decimals up to 2 decimal

places by 1- to 2-digit whole numbers.

M5NS-IId-111.1

multiplies decimals up to 2 decimal places by 1- to 2-digit whole numbers.

M5NS-IId-111.1

multiplies decimals with factors up to 2 decimal places.

M5NS-IId-111.2

multiplies decimals with factors up to 2 decimal places.

M5NS-IId-111.2


III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages M5NS-IId-111.1, MISOSA Grade 5

Module- Multiplication of Decimals and Whole Numbers.

M5NS-IId-111.1, MISOSA Grade 5 Module- Multiplication of Decimals and Whole Numbers.

M5Ns-IId-III.2, LG in Elementary Mathematics Grade 5 p.279-282, MISOSA Grade 5,Module Multiplication of Decimals ThroughHundreths

M5Ns-IId-III.2, LG in Elementary Mathematics Grade 5 p.279-282, MISOSA Grade 5,Module Multiplication of Decimals ThroughHundreths


B. Other Learning Resources Cards with whole and decimal numbers, charts, cube/dice with numbers and activity sheet

Cards with whole and decimal numbers, charts, cube/dice with numbers and activity sheet

Multiplication wheel, 10 by 10 grid (transparent plastic)

Multiplication wheel, 10 by 10 grid (transparent plastic)


presenting the new lessonTossing DiceMaterials: two dice with the following faces.1.2 , 3.5 .2.6

, 4.1 ,1.2 , 3.3

Mechanics:a. Distribute 2 cubes to each group.b. One pupil rolls the cube and the other records the face up digit.c. The group who gives the most number of correct answers wins the game.

Tossing DiceMaterials: two dice with the following faces.1.2 , 3.5 .2.6

, 4.1 ,1.2 , 3.3

Mechanics:a. Distribute 2 cubes to each group.b. One pupil rolls the cube and the other records the face up digit.c. The group who gives the most number of correct answers wins the game.

If you have three ₱ 500.00 bills, how much do you have in all? At ₱ 12.75 for each ripe mango, how much will 6 ripe mangoes cost?

If you have three ₱ 500.00 bills, how much do you have in all? At ₱ 12.75 for each ripe mango, how much will 6 ripe mangoes cost?

74


Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.

Multiplies decimals up to 2 decimal places by 1 to 2 digit whole numbers.

Multiplies decimals with factors up to 2 decimal places.

Multiplies decimals with factors up to 2 decimal places.


Which are decimals?Which are whole numbers?

Which are decimals?Which are whole numbers?

How many of you have gone to Luneta? Fort Santiago? What do you usually see in these place?

How many of you have gone to Luneta? Fort Santiago? What do you usually see in these place?


Rudolf lives 2.4 km from school. How far does he ride in going to and from the school?

a. How far is Rudolf’s house from the school?b. What is being asked in the problem?

Rudolf lives 2.4 km from school. How far does he ride in going to and from the school?

a. How far is Rudolf’s house from the school?b. What is being asked in the problem?

The park is rectangular in shape and measures 0.3 km long and 0.2 km wide.a. What picture do you have in your mind when you read the problem?b. What are the signs that you usually see in the park?c. As a good boy or girl what must you do with signs that you see in the problem?d. What is asked in the problem?e. How shall we solve it?

The park is rectangular in shape and measures 0.3 km long and 0.2 km wide.a. What picture do you have in your mind when you read the problem?b. What are the signs that you usually see in the park?c. As a good boy or girl what must you do with signs that you see in the problem?d. What is asked in the problem?e. How shall we solve it?


After the activity, see to it that the teacher immediately sets remedial for those who got the wrong answers.

Ask: Did you learn something from the activity?How did you get the answer?Did you follow the steps?

After the activity, see to it that the teacher immediately sets remedial for those who got the wrong answers.

Ask: Did you learn something from the activity?How did you get the answer?Did you follow the steps?

To find the area, we multiply the length and the width.

Step 1:Multiply the digit as if you

are multiplying whole numbers.Step 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.

Step 3: Add zero, if necessary.

To find the area, we multiply the length and the width.

Step 1:Multiply the digit as if you

are multiplying whole numbers.Step 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.

Step 3: Add zero, if necessary.F. Developing mastery

(Leads to Formative Assessment 3) Discuss the predentstion on Explore and Discover page ___ of LM Math Grade 5.

Discuss the predentstion on Explore and Discover page ___ of LM Math Grade 5.

After the activity, check whether the answer of your pupils are correct. Put immediate action on the pupils that got the wrong answer.

After the activity, check whether the answer of your pupils are correct. Put immediate action on the pupils that got the wrong answer.


Ask the pupils to work on Get Mowing and Keep Moving page ___

Ask the pupils to work on Get Mowing and Keep Moving page ___

a. Discuss the presentation on Explore and Discover on page ___ of

a. Discuss the presentation on Explore and Discover on page ___ of

75

of LM Math Grade 5. of LM Math Grade 5. LM Math Grade 5 LM Math Grade 5


Lead the pupils to generalize that:To multiply decimals by whole numbers, multiply like whole numbers then count the number of decimal places in the factors. The sum of the number of decimal places in the factor is equal to the number of decimal places in the product.

Lead the pupils to generalize that:To multiply decimals by whole numbers, multiply like whole numbers then count the number of decimal places in the factors. The sum of the number of decimal places in the factor is equal to the number of decimal places in the product.

Lead the pupils to generalize that:In multiplying decimals with factors up to 2 decimal places, multiply like multiplying whole numbers. Place the decimal point In the product equal to the sum of the number of decimal places in both factors.

Lead the pupils to generalize that:In multiplying decimals with factors up to 2 decimal places, multiply like multiplying whole numbers. Place the decimal point In the product equal to the sum of the number of decimal places in both factors.

I. Evaluating learning Copy and give the product.

1. .76 x 4 =2. 90 x .30 =3. 34 x .5 =

Copy and give the product.

4. .76 x 4 =5. 90 x .30 =6. 34 x .5 =

Answer Apply Your Skills, page ___ of LM Math Grade 5.

Answer Apply Your Skills, page ___ of LM Math Grade 5.


Marina's car gets 44.8 miles per gallon on the highway. If her fuel tank holds 15.4 gallons,then how far can she travel on one full tank of gas?

Marina's car gets 44.8 miles per gallon on the highway. If her fuel tank holds 15.4 gallons,then how far can she travel on one full tank of gas?

A. Find the products. Write in column.

1.) 6.5 x 0.7 =2.) 0.8 x 0.3 =3.) 9.3 x 0.8 =4.) 0.9 x 0.95.) 0.7 x 0.6 =

A. Find the products. Write in column.

1.) 6.5 x 0.7 =2.) 0.8 x 0.3 =3.) 9.3 x 0.8 =4.) 0.9 x 0.95.) 0.7 x 0.6 =


the evaluation





F. What difficulties did I encounter which

76

my principal or supervisor can help me solve?




Teaching Dates and Time October 3-7, 2016 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Estimates the products of decimal numbers with reasonable results.A. Content Standards 1.demonstrates understanding of

decimals.








Weekly Test









77

C. Learning Competencies/ObjectivesWrite the LC code for each estimates the products of decimal

numbers with reasonable results.

M5NS-IIe-112

estimates the products of decimal numbers with reasonable results.

M5NS-IIe-112

solves routine and non-routine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools.

M5NS-IIe-113.1

solves routine and non-routine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools.

M5NS-IIe-113.1


III. LEARNING RESOURCESC. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages M5NS – II e – 112 pp. 59, Lesson

Guide 6 pp.70 Growing Up with Math 5 pp.197

M5NS – II e – 112 pp. 59, Lesson Guide 6 pp.70 Growing Up with Math 5 pp.197

M5NS – II e – 113.1 pp. 59 , Lesson Guide 6 pp.96

M5NS – II e – 113.1 pp. 59 , Lesson Guide 6 pp.96


D. Other Learning Resources Number Cards, problem cards Number Cards, problem cards dartboard, activity cards, dice dartboard, activity cards, dice


presenting the new lessonEstimating the sum/differenceAsk: How do you estimate the sum/difference?Round to the nearest whole number and estimate the sum/difference. How many can you do orally?Flash problem cards for the pupils to solve.

Estimating the sum/differenceAsk: How do you estimate the sum/difference?Round to the nearest whole number and estimate the sum/difference. How many can you do orally?Flash problem cards for the pupils to solve.

a. Present a problem on the board.b. Leaders will throw a die on the board placed on the table. The corresponding points if they can answer correctly the questions are the following:Bull’s eye – 10 points2nd circle – 5 pointsBig circle – 1 pointc. Failure to give the correct answer means a deduction from their points.d. Teacher gives emphasis on analyzing 2–step problems.Ex. In a class of 27 boys and 25

a. Present a problem on the board.b. Leaders will throw a die on the board placed on the table. The corresponding points if they can answer correctly the questions are the following:Bull’s eye – 10 points2nd circle – 5 pointsBig circle – 1 pointc. Failure to give the correct answer means a deduction from their points.d. Teacher gives emphasis on analyzing 2–step problems.Ex. In a class of 27 boys and 25

78

girls, 16 joined the choir.How many are not members of the choir?

girls, 16 joined the choir.How many are not members of the choir?


Estimates the products of decimal numbers with reasonable results.

Estimates the products of decimal numbers with reasonable results.

Solves routine and non-routine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools

Solves routine and non-routine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools


You were asked by your mother to buy some groceries after class. Without computing how would you know that the money given to you is enough or not? Why?

You were asked by your mother to buy some groceries after class. Without computing how would you know that the money given to you is enough or not? Why?

Present the following problem

Rico saves 4.50 on Monday, 7.25 on Tuesday, 5.15 on Wednesday, 3.90 on Thursday, and 8.20 on Friday from his daily transportation allowance for 3 weeks. From these savings, he wants to buy a t-shirt which costs P195.00. How much more must he save?

How much money was saved by Rico?How much is the t-shirt he would like to buy?How much more money must he save?What is the number sentence?How many hidden questions are there in the problem


Rico saves 4.50 on Monday, 7.25 on Tuesday, 5.15 on Wednesday, 3.90 on Thursday, and 8.20 on Friday from his daily transportation allowance for 3 weeks. From these savings, he wants to buy a t-shirt which costs P195.00. How much more must he save?

How much money was saved by Rico?How much is the t-shirt he would like to buy?How much more money must he save?What is the number sentence?How many hidden questions are there in the problem



Carlo bought 5 notebooks at ₱38.95 each. About how much did he pay in


Carlo bought 5 notebooks at ₱38.95 each. About how much did he pay in

Each group will give an activity card. They will work together in solving the problem ,following the guided questions below.

Each group will give an activity card. They will work together in solving the problem ,following the guided questions below.

79

all?

a. Ask the following questions:1) What are given?2) What is being asked?3) Do we need exact answer or just an estimate to solve the problem? Why do you think so?4) What is the number sentence?5) How do we estimate products of decimals?

b. Explain step-by-step the process of estimating products of decimals numbers. If possible, elicit this from the pupils or have them do the explaining.c. Discuss the importance of estimation and its practical applications in real life. Elicit examples of situations where estimation is needed.d. Why is it important to make sound and logical decisions? Have you done any? How did it affect you?

all?

a. Ask the following questions:1) What are given?2) What is being asked?3) Do we need exact answer or just an estimate to solve the problem? Why do you think so?4) What is the number sentence?5) How do we estimate products of decimals?

b. Explain step-by-step the process of estimating products of decimals numbers. If possible, elicit this from the pupils or have them do the explaining.c. Discuss the importance of estimation and its practical applications in real life. Elicit examples of situations where estimation is needed.d. Why is it important to make sound and logical decisions? Have you done any? How did it affect you?


GAMEMaterials: number cards, calculatorMechanics:Organize the pupils in pairs. Shuffle the number cards. Have both pupils select a number card and place them on the table. Then have each pair estimate the product of the two numbers by rounding the factors. After recording the original numbers and the product, the pupils use a calculator to check the exact answer and to determine whether the estimate is good or reasonable.

GAMEMaterials: number cards, calculatorMechanics:Organize the pupils in pairs. Shuffle the number cards. Have both pupils select a number card and place them on the table. Then have each pair estimate the product of the two numbers by rounding the factors. After recording the original numbers and the product, the pupils use a calculator to check the exact answer and to determine whether the estimate is good or reasonable.

How did you find the activity?How did you estimate product of decimals?How were you able to find the answer to the problem?In how many ways were you able to arrive at the answer?Discuss with the pupils the ways on how they were able to solve for the answer to the problems.

How did you find the activity?How did you estimate product of decimals?How were you able to find the answer to the problem?In how many ways were you able to arrive at the answer?Discuss with the pupils the ways on how they were able to solve for the answer to the problems.


How did you find the activity?How did you estimate product of decimals?

How did you find the activity?How did you estimate product of decimals?

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 42

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 42

80

Were you able to estimate the product correctly?Before getting the product, what was the first step?

Were you able to estimate the product correctly?Before getting the product, what was the first step?

b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5 .Check their answers and provide immediate remedial measures.

b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5 .Check their answers and provide immediate remedial measures.


a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 41.b. Then give the following activities.Estimate the product. Complete the table.

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 41.b. Then give the following activities.Estimate the product. Complete the table.

For more practice, have the pupils do more exercises by solving the problems under Keep Moving on LM Grade 5 page __Let the pupils show their solutions on the board.

For more practice, have the pupils do more exercises by solving the problems under Keep Moving on LM Grade 5 page __Let the pupils show their solutions on the board.


How do you estimate the products of decimal numbers?

How do you estimate the products of decimal numbers?

Lead the pupils to give the generalization

To solve routine and non-routine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools, we are guided by the following:Understand* Know what is asked* Know the hidden facts* If any, determine the hidden questionsPlan* Determine the operation to be used* Write the number sentenceSolve* Show the solutionCheck and Look Back* Check your answer* State the complete answer

Lead the pupils to give the generalization

To solve routine and non-routine problems involving multiplication without or with addition or subtraction of decimals and whole numbers including money using appropriate problem solving strategies and tools, we are guided by the following:Understand* Know what is asked* Know the hidden facts* If any, determine the hidden questionsPlan* Determine the operation to be used* Write the number sentenceSolve* Show the solutionCheck and Look Back* Check your answer* State the complete answer

I. Evaluating learning Estimate each product by rounding:

1) 22.7 2.73.82x 0.08 x 0.28

Estimate each product by rounding:

1) 22.7 2.73.82x 0.08 x 0.28

Read and analyze, then solve the following:

Mary prepared sandwiches for the

Read and analyze, then solve the following:

Mary prepared sandwiches for the

81

seminar participants. She bought 5 loaves of bread at 22.50 each, 2 bottles of mayonnaise at 55.50 a bottle, and 1.5 kilograms of ham at 240 a kilogram. If she gave the saleslady 1,000, how much change did she receive?

a) What is asked?

b) What are given?

c) What is/are the hidden questions?

d) What operation will you use to solve the problem?

e) What is the number sentence?

f) What is the answer?

seminar participants. She bought 5 loaves of bread at 22.50 each, 2 bottles of mayonnaise at 55.50 a bottle, and 1.5 kilograms of ham at 240 a kilogram. If she gave the saleslady 1,000, how much change did she receive?

a) What is asked?

b) What are given?

c) What is/are the hidden questions?

d) What operation will you use to solve the problem?

e) What is the number sentence?

f) What is the answer?


Estimate the product:1. 33 x .65 =2. 26 x 18 =

Estimate the product:3. 33 x .65 =4. 26 x 18 =

Read, analyze, and solve for the answer.

a. Mother bought 3 kg of sugar at 23.70 per kilogram and 2 kg of rice at 21.50 per kilogram. How much change did she receive from her 500 bill?

b. Roy’s allowance is 500 a week. He spent 80 for transportation and 225 for meal and snacks. How much money can he save in 4 weeks?

Read, analyze, and solve for the answer.

a. Mother bought 3 kg of sugar at 23.70 per kilogram and 2 kg of rice at 21.50 per kilogram. How much change did she receive from her 500 bill?

b. Roy’s allowance is 500 a week. He spent 80 for transportation and 225 for meal and snacks. How much money can he save in 4 weeks?

V. REMARKSVI. REFLECTION

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A. No. of learners who earned 80% in the evaluation










Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Visualizes division of decimal number using pictorial modelsA. Content Standards 1.demonstrates understanding of

decimals.








Weekly Test

B. Performance Standards1. is able to recognize and represent decimals in various forms and

1. is able to recognize and represent decimals in various forms and



83

contexts.


contexts.


contexts.


contexts.



visualizes division of decimal numbers using pictorial models.

M5NS-IIf-115

visualizes division of decimal numbers using pictorial models.

M5NS-IIf-115

divides decimals with up to 2 decimal places.

M5NS-IIf-116.1

divides decimals with up to 2 decimal places.

M5NS-IIf-116.1


III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Grade 5 Curriculum Guide

M5NS-IIf-115 p. 59, Lesson Guide inElementary Mathematics Grade 5 pp. 305 – 309Mathematics for a Better Life 5 pp180-181

K to 12 Grade 5 Curriculum Guide M5NS-IIf-115 p. 59, Lesson Guide inElementary Mathematics Grade 5 pp. 305 – 309Mathematics for a Better Life 5 pp180-181

K to 12 Grade 5 Curriculum Guide M5NS-IIf-116.1, Learners Material, Mathematics for a Better Life pp.182-183, Growing Up with Math pp. 170-172

K to 12 Grade 5 Curriculum Guide M5NS-IIf-116.1, Learners Material, Mathematics for a Better Life pp.182-183, Growing Up with Math pp. 170-172


B. Other Learning Resources Decimal models Decimal models Number cards, flash cards, chart, calculator

Number cards, flash cards, chart, calculator


presenting the new lessonDividing decimals by whole number. Dividing decimals by whole number. Strategy: Game – “ Number

Scramble”Materials: 2 sets of cards with digits 0 – 5Mechanics:Form 2 groups. Give each group a set of cards

Using the numbers on their cards, ask the groups to form a division

Strategy: Game – “ Number Scramble”Materials: 2 sets of cards with digits 0 – 5Mechanics:Form 2 groups. Give each group a set of cards

Using the numbers on their cards, ask the groups to form a division

84

equation that will satisfy the question you will dictate.

Sample questions:Form a division equation that gives the smallest possible quotient.

Form a division equation that gives the greatest possible quotient.

Form a division equation that gives a quotient multiple by 10.

Form a division equation with a number 2 in the quotient. Etc.

The group who can first give the correct answer gets a point.

The first group to earn 3 points win the game

equation that will satisfy the question you will dictate.

Sample questions:Form a division equation that gives the smallest possible quotient.

Form a division equation that gives the greatest possible quotient.

Form a division equation that gives a quotient multiple by 10.

Form a division equation with a number 2 in the quotient. Etc.

The group who can first give the correct answer gets a point.

The first group to earn 3 points win the game


Visualizes division of decimal number using pictorial models

Visualizes division of decimal number using pictorial models

Divides decimal with up to 2 decimal places

Divides decimal with up to 2 decimal places


Number ScrambleMaterials: 4 sets of cards with the following digits 0 to 9Mechanics:Divide the class into four groups.

Distribute the sets of cards to the

different groups.

Using the numbers on their cards,

ask the groups to form a division

equation that gives the smallest

possible quotient.

Go around the room to check the

Number ScrambleMaterials: 4 sets of cards with the following digits 0 to 9Mechanics:Divide the class into four groups.

Distribute the sets of cards to the

different groups.

Using the numbers on their cards,

ask the groups to form a division

equation that gives the smallest

possible quotient.

Go around the room to check the

What projects do you do in your EPP class? Do you make these yourself? Do you submit these on time?

What projects do you do in your EPP class? Do you make these yourself? Do you submit these on time?

85

group’s answers.

Repeat the activity, this time have the groups form a division equation with the greatest possible quotient.

group’s answers.

Repeat the activity, this time have the groups form a division equation with the greatest possible quotient.


Present the following situation in class.

Kiko went to the market. He bought an egg pie for his snack. He sliced the pie into ten equal parts and gave 5 parts to his friends. What decimal part of the pie was given to his friends?

Ask: What trait did Kiko show? How will you answer the question in

the problem?

Present the following situation in class.

Kiko went to the market. He bought an egg pie for his snack. He sliced the pie into ten equal parts and gave 5 parts to his friends. What decimal part of the pie was given to his friends?

Ask: What trait did Kiko show? How will you answer the question in

the problem?


Aldy bought a piece of rattan 0.36- metre long for his EPP project. He cut it into pieces of 0.12 metre each. How many pieces did he make?

Help the pupils understand the answer by asking some comprehension questions. Then ask: What is asked? What are given?

What operation should you use to solve the problem ? Why is division the operation needed to solve it?

Let the pupils write the number sentence on the board.


Aldy bought a piece of rattan 0.36- metre long for his EPP project. He cut it into pieces of 0.12 metre each. How many pieces did he make?

Help the pupils understand the answer by asking some comprehension questions. Then ask: What is asked? What are given?

What operation should you use to solve the problem ? Why is division the operation needed to solve it?

Let the pupils write the number sentence on the board.


Group Activity

Activity 1: Cooperative Learning

Activity 2: Coins Model

Activity 3: Number line Model

Group Activity

Activity 1: Cooperative Learning

Activity 2: Coins Model

Activity 3: Number line Model

Study the problem, then answer the questions .Jenny bought 0.75 meter of pink ribbon, which she will cut into 0.25 meter strips for herProject in EPP. How many pieces did she make?What is asked?

What are given?

What is the operation to be used to solve the problem?


What is the answer? Present your

Study the problem, then answer the questions .Jenny bought 0.75 meter of pink ribbon, which she will cut into 0.25 meter strips for herProject in EPP. How many pieces did she make?What is asked?

What are given?

What is the operation to be used to solve the problem?


What is the answer? Present your

86

answer in a flowchart showing the sequential steps in dividing decimal by a decimal.

Why was the decimal point moved two places to the right in both the dividend and the divisor?

answer in a flowchart showing the sequential steps in dividing decimal by a decimal.

Why was the decimal point moved two places to the right in both the dividend and the divisor?

F. Developing mastery(Leads to Formative Assessment 3) Let the groups present their output

one at a time. After all groups have presented, ask “How did you find the activity? How were you able to visualize 0.25? in how many ways were you able to show the answer?”

Expected Answer: We used blocks, grids, number lines and money to visualize

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How were you able to visualize 0.25? in how many ways were you able to show the answer?”

Expected Answer: We used blocks, grids, number lines and money to visualize

After all teams have presented their output, ask the questions : “ How did you find theActivity? How were you able to find the answer to the problem? Discus with the pupils thesteps in dividing decimal with up to 2 decimal places.

After all teams have presented their output, ask the questions : “ How did you find theActivity? How were you able to find the answer to the problem? Discus with the pupils thesteps in dividing decimal with up to 2 decimal places.


A. Illustrate the quotient using the following models below. Refer to lm.

A. Illustrate the quotient using the following models below. Refer to lm.

Discuss the presentation under “ Explore and Discover “ in LM.

For more practice, have the pupils work on items 1-5 under “ Get Moving “

Ask the pupils to work on the exercises under “ Keep Moving “using calculator.

Discuss the presentation under “ Explore and Discover “ in LM.

For more practice, have the pupils work on items 1-5 under “ Get Moving “

Ask the pupils to work on the exercises under “ Keep Moving “using calculator.


How will you divide decimals by decimals?

When dividing decimals by decimals, change the divisor to a whole number. To do this, multiply both the divisor and dividend by a power

How will you divide decimals by decimals?

When dividing decimals by decimals, change the divisor to a whole number. To do this, multiply both the divisor and dividend by a power

Lead the pupils to give the following generalization by asking :How do we divide a decimal with up to two decimal places?

In dividing a decimal with a two digit decimals :

First, make both divisor

Lead the pupils to give the following generalization by asking :How do we divide a decimal with up to two decimal places?

In dividing a decimal with a two digit decimals :

First, make both divisor

87

of 10. Then divide as with whole numbers.Note: When multiplying by power of ten, move the decimal point to the right as many places as the number of zeros in the power of ten.

of 10. Then divide as with whole numbers.Note: When multiplying by power of ten, move the decimal point to the right as many places as the number of zeros in the power of ten.

and dividend a whole number by multiplying 100 or by moving decimal point two times going to the right.

Then, divide as in dividing with a whole numbers

and dividend a whole number by multiplying 100 or by moving decimal point two times going to the right.

Then, divide as in dividing with a whole numbers

I. Evaluating learning A. Visualize the quotients. A. Visualize the quotients. Find the quotient.1). 0.24 ÷ 0.062). 0.56 ÷ 0.083). 0.88 ÷ 0.114). 4. 55 ÷ 0.05

Find the quotient.1). 0.24 ÷ 0.062). 0.56 ÷ 0.083). 0.88 ÷ 0.114). 4. 55 ÷ 0.05


A. Find the quotients using illustration model.1. 0.05 0.85 2. 0.30 9.35 3. 0.05 27.65

A. Find the quotients using illustration model.1. 0.05 0.85 2. 0.30 9.35 3. 0.05 27.65

Answer these questions:How many 0.31 meter are there in 9 61 meters?

How many 0.12 cm are there in 6.48 cm?

How many 0.26 m are there in 5.98 m?


How many 0.08 kg are there in 6.48 kg?

Answer these questions:How many 0.31 meter are there in 9 61 meters?

How many 0.12 cm are there in 6.48 cm?



How many 0.08 kg are there in 6.48 kg?


the evaluation

B. No. of learners who require additional activities for remediation who scored

88

1. 0.2 0.4 2. 0.8 0.048

3. 0.07 3.5 4. 0.009 0.027

5. 0.6 0.24

6. 0.2 0.4 7. 0.8 0.048

8. 0.07 3.5 9. 0.009 0.027

10. 0.6 0.24

below 80%C. Did the remedial lessons work? No. of

learners who have caught up with the lesson








Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Divides whole numbers with quotients in decimal form.









Weekly Test


2. is able to apply the four fundamental operations involving







89

decimals and ratio and proportion in mathematical problems and real-life situations.





divides whole numbers with quotients in decimal form.

M5NS-IIf-116.2

divides whole numbers with quotients in decimal form.

M5NS-IIf-116.2

estimates the quotients of decimal numbers with reasonable results.

M5NS-IIg-117

estimates the quotients of decimal numbers with reasonable results.

M5NS-IIg-117

II. CONTENT Numbers and number sense Numbers and number sense Numbers and number sense Numbers and number sense

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Gr. 5 CG – M5NS – IIf – 116.,

LM, LG Gr.6 pp.109-111K to 12 Gr. 5 CG – M5NS – IIf – 116., LM, LG Gr.6 pp.109-111

Curriculum Guide in Math 5, p. 59 (M5NS-IIg-117) Lesson Guide in Elementary Mathematics 6, p. 100-102

Curriculum Guide in Math 5, p. 59 (M5NS-IIg-117) Lesson Guide in Elementary Mathematics 6, p. 100-102


B. Other Learning Resources flashcards, activity cards flashcards, activity cards number cards, cut-outs number cards, cut-outs


presenting the new lessonGame Relay

Teacher prepares activity cards.

Mechanics

Divide the class into 2 with 5

members each group.

Place equal stacks of cards with

identical problems.

As the teacher says “ Go “ the first

player for each team goes to the

board and solves the first problem

Game Relay

Teacher prepares activity cards.

Mechanics

Divide the class into 2 with 5

members each group.

Place equal stacks of cards with

identical problems.

As the teacher says “ Go “ the first

player for each team goes to the

board and solves the first problem

Pick a number written on the cut-outs of flowers. Tell the place value of the underlined digit and then round it.

Pick a number written on the cut-outs of flowers. Tell the place value of the underlined digit and then round it.

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on the first card.

As soon as the first player is finished,

the second player takes the next

card and solves the problem

correctly.

The team that got the most number

of correct answer declared a winner.

Example :

Darwin will cut strips of paper 0.25

dm wide from a sheet 1.50dm wide.

How many strips of paper will he

have?

A nutritionist poured 0.70 L of honey

into 14 L plastic cups. Find the

number of plastic cups filled.

A rectangular rice field is 0.40 km

wide and has an area of2.80 sq. km.

Find the length of the field.

A city government plans to put

streetlights along its 88 km main

road. The streetlights are to be

placed 0.22 km apart. How many

streetlights will the city government

need?

on the first card.

As soon as the first player is finished,

the second player takes the next

card and solves the problem

correctly.

The team that got the most number

of correct answer declared a winner.

Example :

Darwin will cut strips of paper 0.25

dm wide from a sheet 1.50dm wide.

How many strips of paper will he

have?

A nutritionist poured 0.70 L of honey

into 14 L plastic cups. Find the

number of plastic cups filled.

A rectangular rice field is 0.40 km

wide and has an area of2.80 sq. km.

Find the length of the field.

A city government plans to put

streetlights along its 88 km main

road. The streetlights are to be

placed 0.22 km apart. How many

streetlights will the city government

need?

91

A bamboo pole 0.80 m long was cut

into pieces, each 0.05 of a meter

long. How many pieces of bamboo

were there?

A bamboo pole 0.80 m long was cut

into pieces, each 0.05 of a meter

long. How many pieces of bamboo

were there?


Divides whole numbers with quotients in decimal form.

Divides whole numbers with quotients in decimal form.

Estimate the quotients of decimal numbers with reasonable results.

Estimate the quotients of decimal numbers with reasonable results.


How many are you in the family?

Have you experienced bringing

home something which is not

enough for your family?

What did you do?

How did you share it equally to

everyone?

How many are you in the family?

Have you experienced bringing

home something which is not

enough for your family?

What did you do?

How did you share it equally to

everyone?

Present a picture of a carpenter. What do carpenters do before buying materials for building a house? Would it be alright to estimate the needed materials ahead of time? Why?

Present a picture of a carpenter. What do carpenters do before buying materials for building a house? Would it be alright to estimate the needed materials ahead of time? Why?


Group Activity( Group of 4 )

Ana brought home 3 suman. If she

has 4 sisters, how will she divide it

equally among her sisters?

Task for each group

Use strips of paper to represent the

3 suman.

Divide each strip into 4 equal parts.

Give one piece to each member of

the group. Do the same with the

other strips.

Group Activity( Group of 4 )

Ana brought home 3 suman. If she

has 4 sisters, how will she divide it

equally among her sisters?

Task for each group

Use strips of paper to represent the

3 suman.

Divide each strip into 4 equal parts.

Give one piece to each member of

the group. Do the same with the

other strips.

Present this situation to the class.

Tina and Rose volunteered to donate ballpens as prizes for a contest in school. They have ₱100. They want to know about how many ballpens they can buy if each ballpen costs ₱4.75.

Ask : What did Tina and Rose volunteered to donate in school?What kind of students are they?Are you willing to help your school? Why?Analyze the problem.What are the given facts?What is asked in the problem?What operations are you going to use?Do we need the exact/ actual answer in the problem?What words suggests that we need

Present this situation to the class.

Tina and Rose volunteered to donate ballpens as prizes for a contest in school. They have ₱100. They want to know about how many ballpens they can buy if each ballpen costs ₱4.75.

Ask : What did Tina and Rose volunteered to donate in school?What kind of students are they?Are you willing to help your school? Why?Analyze the problem.What are the given facts?What is asked in the problem?What operations are you going to use?Do we need the exact/ actual answer in the problem?What words suggests that we need

92

Answer the following :

What do you call each part? ( ¼ )

How many fourths did each one

receive? ( 3 )

How do you change ¾ to decimal?

( by multiplying both terms by 25;

that is, 3 x 25 = 75; 4 x 25 = 100 )

How will you write 75 and 100 in

fraction form? ( 75 / 100 )

How is 75 / 100 written in decimal

form? ( 0.75 )

What is the quotient of 3 ÷ 4 ?

Show your solution.

Answer the following :

What do you call each part? ( ¼ )

How many fourths did each one

receive? ( 3 )

How do you change ¾ to decimal?

( by multiplying both terms by 25;

that is, 3 x 25 = 75; 4 x 25 = 100 )

How will you write 75 and 100 in

fraction form? ( 75 / 100 )

How is 75 / 100 written in decimal

form? ( 0.75 )

What is the quotient of 3 ÷ 4 ?

Show your solution.

only to estimate? only to estimate?


Read, analyze and solve the

problem.

A dressmaker has a bolt of fabric

that is 49 meters long. She plans to

make 50 table runners. How long

will each piece be?

What is asked in the problem?

What are given?

What operation will you use to solve

it?


problem.

A dressmaker has a bolt of fabric

that is 49 meters long. She plans to

make 50 table runners. How long

will each piece be?


What are given?

What operation will you use to solve

Say : “ Estimating is an educated guess. There are times when an estimate is needed and not the actual one.”Say : “ Let us solve and analyze the solution to the problem.”₱100 ÷ 4.75 → ₱100 ÷ 5 ( the divisor is rounded to the nearest whole numberSo 100 ÷ 5 = 20 → estimated quotient

So, Tina and Rose can buy about 20 ballpens as prizes for a contest in schoolSay “ There are times when compatible numbers are used to

Say : “ Estimating is an educated guess. There are times when an estimate is needed and not the actual one.”Say : “ Let us solve and analyze the solution to the problem.”₱100 ÷ 4.75 → ₱100 ÷ 5 ( the divisor is rounded to the nearest whole numberSo 100 ÷ 5 = 20 → estimated quotient

So, Tina and Rose can buy about 20 ballpens as prizes for a contest in schoolSay “ There are times when compatible numbers are used to

93

Write the number sentence.

What is your answer ? Show your

solution.

it?

Write the number sentence.

What is your answer ? Show your

solution.

estimate quotients.” Let us study this example:625 ÷ 2.5 = N625 ÷ 2.5 → 600 ÷ 3 → 600 is compatible with 3 since 600 ÷ 3 = 200So 600÷ 3 = 200

estimate quotients.” Let us study this example:625 ÷ 2.5 = N625 ÷ 2.5 → 600 ÷ 3 → 600 is compatible with 3 since 600 ÷ 3 = 200So 600÷ 3 = 200




the problem?

Discuss with the pupils the steps in

dividing whole numbers by whole

numbers withdecimal quotients?



the problem?

Discuss with the pupils the steps in

dividing whole numbers by whole

numbers withdecimal quotients?

Ask: How is estimation done in the solution we have in the problem?What was done first to the divisor and the dividend?Then, what was cancelled in the rounded divisor and dividend? Then, what was done next?Expected answer : We round the divisor and the dividend to the nearest whole number. Cancelled zeroes in the decimal places thenproceed to dividing.Say : “ Now, let us compare the actual answer to the estimated one.”Ask: Are the quotients the same or different? How far or near is the estimated answer to the actual one? What will you do if the estimated answer is too large or too small compared to the actual one?Expected Answer:” There are times that the estimated answer is too large or small if we round both the divisor and the dividend to the highest place value. One way to make our estimated answer reasonable or close to the exact answer is by using compatible numbers.”

Ask: How is estimation done in the solution we have in the problem?What was done first to the divisor and the dividend?Then, what was cancelled in the rounded divisor and dividend? Then, what was done next?Expected answer : We round the divisor and the dividend to the nearest whole number. Cancelled zeroes in the decimal places thenproceed to dividing.Say : “ Now, let us compare the actual answer to the estimated one.”Ask: Are the quotients the same or different? How far or near is the estimated answer to the actual one? What will you do if the estimated answer is too large or too small compared to the actual one?Expected Answer:” There are times that the estimated answer is too large or small if we round both the divisor and the dividend to the highest place value. One way to make our estimated answer reasonable or close to the exact answer is by using compatible numbers.”


Discuss the presentation under “ Discuss the presentation under “ Let the pupils study Explore and Discover on page ___ of the LM

Let the pupils study Explore and Discover on page ___ of the LM

94











Math Grade 5.Ask the pupils to do exercises under Get Moving on page ___ of LM Math GradeFive.

Math Grade 5.Ask the pupils to do exercises under Get Moving on page ___ of LM Math GradeFive.


Lead the pupils to give the following

generalization by asking :

How do we divide whole numbers

with decimal quotients?

In dividing whole numbers with a

decimal quotients :

divisor must be bigger

than its dividend

write the equation in

fraction form, dividend

as numerator and

divisor as denominator

divide numerator by

its denominator, since

numerator is smaller

than denominator it

can’t be divided

add zero to the

numerator but before

that add a decimal

point before zero



How do we divide whole numbers

with decimal quotients?

In dividing whole numbers with a

decimal quotients :

divisor must be bigger

than its dividend

write the equation in

fraction form, dividend

as numerator and

divisor as denominator

divide numerator by

its denominator, since

numerator is smaller

than denominator it

can’t be divided

add zero to the

numerator but before

that add a decimal

To estimate quotients, round the divisor to the highest place value and use compatible numbers for the dividend to divide. This will make your estimated quotient reasonable.

To estimate quotients, round the divisor to the highest place value and use compatible numbers for the dividend to divide. This will make your estimated quotient reasonable.

95

quotient must then

have a decimal point.

point before zero

quotient must then

have a decimal point.

I. Evaluating learning Find the quotient. Round your

answer to the nearest place value

indicated.

Tenths Hundredths

5 ÷ 6 ________ _____

12 ÷ 18 ________ ______

15 ÷ 80 ____ ______

16 ÷ 18_____ ______

Find the quotient. Round your

answer to the nearest place value

indicated.

Tenths Hundredths

5 ÷ 6 ________ _____

12 ÷ 18 ________ ______

15 ÷ 80 ____ ______

16 ÷ 18_____ ______

Find the best estimated quotient.1. 4 308 ÷ 61.754. 559.8 ÷ 7852. 1 019 ÷ 51.55. 19 785 ÷ 30.83. 88.975 ÷ 968

Find the best estimated quotient.1. 4 308 ÷ 61.754. 559.8 ÷ 7852. 1 019 ÷ 51.55. 19 785 ÷ 30.83. 88.975 ÷ 968


Solve for N.

25 ÷ 50 = N

56 ÷ 58 = N

72 ÷ 74 = N

99 ÷ 100 = N

Solve for N.

25 ÷ 50 = N

56 ÷ 58 = N

72 ÷ 74 = N

99 ÷ 100 = N

Answer the following:1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for thejourney?2. Jay has 6 584 metres of ribbon. He wants to cut it into 25.6 metres. About how many ribbons can be cut from it?

Answer the following:1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for thejourney?2. Jay has 6 584 metres of ribbon. He wants to cut it into 25.6 metres. About how many ribbons can be cut from it?


the evaluation



D. No. of learners who continue to require

96

remediation






Teaching Dates and Time November 3-4, 2016 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVESA. Content Standards REVIEW SECOND PERIODICAL TEST SECOND PERIODICAL TEST

B. Performance Standards


II. CONTENT

97

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages4. Additional Materials from

Learning Resource (LR) portalB. Other Learning Resources


presenting the new lesson








I. Evaluating learning


98


the evaluation










Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Visualizes percent and its relationship to fractions, ratios, and decimal numbers using

Models.A. Content Standards demonstrates understanding of

polygons, circles, and solid figures.demonstrates understanding of polygons, circles, and solid figures.

demonstrates understanding of polygons, circles, and solid figures.


Weekly test

B. Performance Standards is able to construct and describe polygons, circles, and solid figures .

is able to construct and describe polygons, circles, and solid figures .



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C. Learning Competencies/ObjectivesWrite the LC code for each visualizes, names, and describes

polygons with 5 or more sides.

M5GE-IIIc-19

visualizes, names, and describes polygons with 5 or more sides.

M5GE-IIIc-19

describes and compares properties of polygons (regular and irregular polygons).

M5GE-IIIc-20

describes and compares properties of polygons (regular and irregular polygons).

M5GE-IIIc-20

II. CONTENT Geometry Geometry Geometry Geometry

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Grade V Curriculum p 61 (M5NS-

IIIa-136), Lesson Guide in Mathematics pp. 402-406,Growing Up with Math pp. 217-219, Math for Life pp. 254-257,Mathematics for a Better Life pp. 208- 210

K to 12 Grade V Curriculum p 61 (M5NS-IIIa-136), Lesson Guide in Mathematics pp. 402-406,Growing Up with Math pp. 217-219, Math for Life pp. 254-257,Mathematics for a Better Life pp. 208- 210

K to 12 Curriculum Guide Grade 5 (M5NS-IIa-137), Lesson Guide in Mathematics 6

pp.311, Growing Up with Math pp.220, Math for Life pp.256

K to 12 Curriculum Guide Grade 5 (M5NS-IIa-137), Lesson Guide in Mathematics 6

pp.311, Growing Up with Math pp.220, Math for Life pp.256


B. Other Learning Resources Chart Chart flashcards, paperclips, graphing paper

flashcards, paperclips, graphing paper


presenting the new lessonReview meaning of percent Review meaning of percent Matching Game

Materials: 3 charts (having ratio, decimal, or fraction), number cards

Mechanics: 1. Teacher post the 2 charts on the board.2. Divide the class into 3 group. Give each group a well shuffled set of a number cards.These cards are then distributed to the group members with each receiving one Card.3. When the signal is given by the teacher, a pupil from each group simultaneously goes to the board

Matching GameMaterials: 3 charts (having ratio, decimal, or fraction), number cards

Mechanics: 1. Teacher post the 2 charts on the board.2. Divide the class into 3 group. Give each group a well shuffled set of a number cards.These cards are then distributed to the group members with each receiving one Card.3. When the signal is given by the teacher, a pupil from each group simultaneously goes to the board

100

and places the number card in the correct slot.4. The pupils will go to their group and tap the next player. Continue this until the chart has been completed.5. The group that finishes first, with the most number of correct answers win.

and places the number card in the correct slot.4. The pupils will go to their group and tap the next player. Continue this until the chart has been completed.5. The group that finishes first, with the most number of correct answers win.


Visualizes percent and its relationship to fractions, ratios, and decimal numbers usingModels.

Visualizespercent and its relationship to fractions, ratios, and decimal numbers usingModels.

Defines percentage, rate or percent and base.

Defines percentage, rate or percent and base.


Who among you have baby brother and sisters who still take milk from bottles? DoYou know how to prepare their milk? How many ounces of water do you use? How many scoops of milk do you put? (Pupils may say for every 4 ounces of water they put 2 scoop of milk before shaking the bottle.)Why is it necessary to follow the instruction in preparing milk for your youngerbrother/sister?

Who among you have baby brother and sisters who still take milk from bottles? DoYou know how to prepare their milk? How many ounces of water do you use? How many scoops of milk do you put? (Pupils may say for every 4 ounces of water they put 2 scoop of milk before shaking the bottle.)Why is it necessary to follow the instruction in preparing milk for your youngerbrother/sister?

Showing a paper clips. Where do we used these paper clips?

Showing a paper clips. Where do we used these paper clips?


Survival GameMechanics:1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is being played the participants move around.2. When the music stops the teacher will say “The boat is sinking group yourselves into2.”3. The group continues till the described players necessary to form the ratio is achieved.Discuss the following to the pupils;For instance, the first group there are 3 girls and 1 boy left.Then the ratio of boys to girls is 1;3The ratio of girls to boys is 3;1If we are to write the ratio 1;3in fraction

Survival GameMechanics:1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is being played the participants move around.2. When the music stops the teacher will say “The boat is sinking group yourselves into2.”3. The group continues till the described players necessary to form the ratio is achieved.Discuss the following to the pupils;For instance, the first group there are 3 girls and 1 boy left.Then the ratio of boys to girls is 1;3The ratio of girls to boys is 3;1If we are to write the ratio 1;3in fraction

Problem OpenerRafaela has 10 paper clips. She gives 2 paper clips to her seatmate and keeps the rest for the future use. Is it right for her to say that she keeps 80% of the paperclips?Questions to answer:1. Who has 10 paper clips?2. To whom does she give 2 paper clips?3. if you were Rafaela will you also keep materials for the future? Why?a. Get 2 paper clips from 10 paper clips. Express in fraction form the paper clips partedin relation to the total paper clips. Change the

Problem OpenerRafaela has 10 paper clips. She gives 2 paper clips to her seatmate and keeps the rest for the future use. Is it right for her to say that she keeps 80% of the paperclips?Questions to answer:1. Who has 10 paper clips?2. To whom does she give 2 paper clips?3. if you were Rafaela will you also keep materials for the future? Why?a. Get 2 paper clips from 10 paper clips. Express in fraction form the paper clips partedin relation to the total paper clips. Change the

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which will be the numerator? the denominator?If we are to get how many percent of the pupils are boys, in relation to the group, divideThe numerator by denominator.

There are 33% in relation to the girls in the group. In decimal, change percent to fraction with denominator of 100. Ten express the fraction as a decimal.

Or simply drop the % symbol, Then move the decimal point 2 places to the left.

which will be the numerator? the denominator?If we are to get how many percent of the pupils are boys, in relation to the group, divideThe numerator by denominator.

There are 33% in relation to the girls in the group. In decimal, change percent to fraction with denominator of 100. Ten express the fraction as a decimal.

Or simply drop the % symbol, Then move the decimal point 2 places to the left.

fraction form to rate or percent. Relate the number of 2s in 10. Let them think aloud on the number of 20% in 100% and in relation to 2s in 10. b. Ask them what part of the total number of paper clips describing the number of paperclips for future use. Require them to relate 80% to the number of paper clips for future use. c. Let the pupils identify rate, base and percentage.The rate is the percent of the whole. It has the percent symbol (%).The base is the whole we’re talking about. It is written after the word “of” or thephrase “percent of”.The percentage is the portion of the whole based on the rate. It is usually followed by the word “is”.

fraction form to rate or percent. Relate the number of 2s in 10. Let them think aloud on the number of 20% in 100% and in relation to 2s in 10. b. Ask them what part of the total number of paper clips describing the number of paperclips for future use. Require them to relate 80% to the number of paper clips for future use. c. Let the pupils identify rate, base and percentage.The rate is the percent of the whole. It has the percent symbol (%).The base is the whole we’re talking about. It is written after the word “of” or thephrase “percent of”.The percentage is the portion of the whole based on the rate. It is usually followed by the word “is”.


A. Using pictures the pupils will give the ratio of the number shaded parts to the unshadedpart. Then change them to fractions, decimal and percent.

A. Using pictures the pupils will give the ratio of the number shaded parts to the unshadedpart. Then change them to fractions, decimal and percent.

A.Let the pupils work in pair. Each pair works on every station simultaneously. Each ofthem will check their answers and present their output.

Station 1: 5 is what percent of 50?What is the rate? ______

Station 2: 40% of 60 is what?

What is the percentage? _______

Station 3: 16 is 25% of 64The base is ________

Station 4: 15% of total sales is P 8 910.The rate is _________

A.Let the pupils work in pair. Each pair works on every station simultaneously. Each ofthem will check their answers and present their output.

Station 1: 5 is what percent of 50?What is the rate? ______

Station 2: 40% of 60 is what?

What is the percentage? _______

Station 3: 16 is 25% of 64The base is ________

Station 4: 15% of total sales is P 8 910.The rate is _________

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Station 5: 43% of 150 is 64.5The base is ___________

Station 5: 43% of 150 is 64.5The base is ___________


Let the group present their output and answer the questions one at a time. After all thegroup presented, ask, How did you find the activity? How can you change ratio to fraction?to decimal? Topercent?Say: Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions wecan getthe percent equivalent by dividing the numerator by the denominator. Theresult is a decimal but move the decimal point two places the right and affix the Percent sign.

Let the group present their output and answer the questions one at a time. After all thegroup presented, ask, How did you find the activity? How can you change ratio to fraction?to decimal? Topercent?Say: Ratio is a comparison between two or more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions wecan getthe percent equivalent by dividing the numerator by the denominator. Theresult is a decimal but move the decimal point two places the right and affix the Percent sign.

Let the class the class check their answers by pairs and present their outputs one at a time. After all pairs have presented, ask “What is the meaning of percentage? Rate?Base? How will you determine the base in a given problem? The rate?and thePercentage? Say: The percentage is the portion of the whole based on the rate. It is usually followedBy the word “is”. The rate is the percent of the whole. It has the percent symbol (%).The base is the whole we are talking about. It is written after the word “of” or the phrase “percent of”.

Let the class the class check their answers by pairs and present their outputs one at a time. After all pairs have presented, ask “What is the meaning of percentage? Rate?Base? How will you determine the base in a given problem? The rate?and thePercentage? Say: The percentage is the portion of the whole based on the rate. It is usually followedBy the word “is”. The rate is the percent of the whole. It has the percent symbol (%).The base is the whole we are talking about. It is written after the word “of” or the phrase “percent of”.


Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5 Ask the pupil to work on Get Moving on page ____ of LM Grade 5. Check the pupils’answers. For mastery, have the pupils answer the items under Keep Moving on page____ of LM math Grade 5.

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5 Ask the pupil to work on Get Moving on page ____ of LM Grade 5. Check the pupils’answers. For mastery, have the pupils answer the items under Keep Moving on page____ of LM math Grade 5.

Discuss the presentation on Explore and Discover on page____ of LM Math 5. Ask thepupils to work on items 1 to 5 under Get Moving on page ___ of LM Math 5. Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page_____ of LM Math Grade 5. Check the pupils’ answers.

Discuss the presentation on Explore and Discover on page____ of LM Math 5. Ask thepupils to work on items 1 to 5 under Get Moving on page ___ of LM Math 5. Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page_____ of LM Math Grade 5. Check the pupils’ answers.


Lead he pupils to give the following generalization by asking: What is the relationship of ratios to fractions? Topercent?If your data is written in ratio form, can you write it in fraction form? How can we get percent equivalent of a ratio and a fraction?

Ratio is a comparison between two or

Lead he pupils to give the following generalization by asking: What is the relationship of ratios to fractions? Topercent?If your data is written in ratio form, can you write it in fraction form? How can we get percent equivalent of a ratio and a fraction?

Ratio is a comparison between two or

What is the meaning of percentage? Rate?Base?

Percentage is a part of a whole. It is the resulting fractional part of the base. Rate is the number written with the word “percent” or with the symbol “%”. Base is the total or whole and it is the number that usually follows the

What is the meaning of percentage? Rate?Base?

Percentage is a part of a whole. It is the resulting fractional part of the base. Rate is the number written with the word “percent” or with the symbol “%”. Base is the total or whole and it is the number that usually follows the

103

more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can get the percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the percent sign.

more quantities. It can also be expressed as fraction, the first number being the denominator. Through ratios and fractions we can get the percent equivalent by dividing the numerator by the denominator. The result is a decimal but move the decimal point two places the right and affix the percent sign.

phrase “percent of” or “% of”. phrase “percent of” or “% of”.

I. Evaluating learningWrite the name for each shaded part as fraction, ratio, percent and decimal.

Write the name for each shaded part as fraction, ratio, percent and decimal.

Ask the pupils to do the activity under Apply Your Skills on page ___ of LM Math 5.

Ask the pupils to do the activity under Apply Your Skills on page ___ of LM Math 5.

J. Additional activities for application or remediation Remediation

Complete the table below using the given data

1. The set of even numbers from 1 to 20.2. The set of odd numbers from 1 to 20.3. The set of composite numbers from 1 to 20.4. The set of prime numbers from 1 to 20.

Ratio Fraction Decimal Percent

RemediationComplete the table below using the given data

1. The set of even numbers from 1 to 20.2. The set of odd numbers from 1 to 20.3. The set of composite numbers from 1 to 20.4. The set of prime numbers from 1 to 20.

Ratio Fraction Decimal Percent

Identify the R, B, and P in the following statements:1. 180% of 200 is 3602. 35% of 90 is 31.5 3. P100 is 4% of P2 500 4. 20% of 50 is 10

Identify the R, B, and P in the following statements:1. 180% of 200 is 3602. 35% of 90 is 31.5 3. P100 is 4% of P2 500 4. 20% of 50 is 10


in the evaluation





104






Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Identifies the base, percentage, and rate in the problem.A. Content Standards demonstrates understanding of




Weekly test





C. Learning Competencies/ObjectivesWrite the LC code for each draws polygons with 5 or more

sides.

M5GE-IIIc-21

draws polygons with 5 or more sides.

M5GE-IIIc-21

visualizes congruent polygons.

M5GE-IIId-22

visualizes congruent polygons.

M5GE-IIId-22


III. LEARNING RESOURCESA. References1. Teacher’s Guide pages

105

2. Learner’s Material pages K to 12 Curriculum Guide (M5NS-IIIa-138) Lesson Guide in Mathematics 5 pp. 417 Lesson Guide in Math 6 p 311

K to 12 Curriculum Guide (M5NS-IIIa-138) Lesson Guide in Mathematics 5 pp. 417 Lesson Guide in Math 6 p 311

K to 12 Curriculum Guide, LM Math Grade 5 pages Building New Horizon in Math: A Simplified Approach p. 302-305Growing Up with Math 5 p.220-222 Lesson Guide in Elementary Mathematics Grade 6 p. 316-319 Workbook in Mathematics 6 Third Quarter, Rubio, May Ester M. p. 16-18Workbook on Math (Grade 6), Cayanan, Remedios p.140

3. Textbook pages4. Additional Materials from

Learning Resource (LR) portalB. Other Learning Resources hundred grid cardboards, crayons,

fraction stripshundred grid cardboards, crayons, fraction strips

strips of cartolina, flash cards strips of cartolina, flash cards


presenting the new lessonConcept DevelopmentMaterial: fraction stripsMechanics:a. Form 5 groups.b. Distribute fraction strips equally among the groups and place them face down in a pile.c. Pupils look at the top card, name fraction and the name percent for the fraction.d. The group with the most number of correct responses wins the game.

Concept DevelopmentMaterial: fraction stripsMechanics:a. Form 5 groups.b. Distribute fraction strips equally among the groups and place them face down in a pile.c. Pupils look at the top card, name fraction and the name percent for the fraction.d. The group with the most number of correct responses wins the game.

a. Divide the class into 4 groups. One representative from each group stands at the back of the classroom.b. Flash the strips of cartolina with a short problem written on it. The representative from each group will identify the missing/unknownpart in the problem.

c. The first one who gives the correct answer will get the point.d. The game continues until all the pupils from each group have participated.e. The group with the most number of points wins.

a. Divide the class into 4 groups. One representative from each group stands at the back of the classroom.b. Flash the strips of cartolina with a short problem written on it. The representative from each group will identify the missing/unknownpart in the problem.

c. The first one who gives the correct answer will get the point.d. The game continues until all the pupils from each group have participated.e. The group with the most number of points wins.


Identifies the base, percentage, and rate in the problem.

Identifies the base, percentage, and rate in the problem.

Finds the percentage in given problem.

Finds the percentage in given problem.


Action Song (Body Exercise)Tune: Are you Sleeping

Action Song (Body Exercise)Tune: Are you Sleeping

What’s your target score in a 20-item test? What passing grade is it?

What’s your target score in a 20-item test? What passing grade is it?

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Title: Fraction to Percent

(One-fourth) 4x (Twenty-five) 2x(One-fourth change to percent) 2x(Twenty-five percent) 2x

One-half = 50%One-fifth = 20%Three-fourths = 75%Two-fifths = 40%

Title: Fraction to Percent

(One-fourth) 4x (Twenty-five) 2x(One-fourth change to percent) 2x(Twenty-five percent) 2x

One-half = 50%One-fifth = 20%Three-fourths = 75%Two-fifths = 40%

(75%, 80%, 90% or 100%? The pupils have the freedom to choose.

Ask: Do you study your lesson every day? Do you listen well and participate in class discussion?Ask: Why do you need to study? Will it help you prepare for your future?Emphasize the value of being studious and participative.

(75%, 80%, 90% or 100%? The pupils have the freedom to choose.

Ask: Do you study your lesson every day? Do you listen well and participate in class discussion?Ask: Why do you need to study? Will it help you prepare for your future?Emphasize the value of being studious and participative.


Acting Out: My Favorite FruitMechanics;1. Divide the class into 8

groups.2. Teacher will presents a

question: If you were to choose which fruits would you like to eat

everyday?3. Each group decides on

their favourite fruit among the fruits posted on the board.

4. Teacher request the 8 group leaders to stand at the back of the classroom.

5. As the teacher gives the signal, the leaders go to the fruit the fruit chose.

6. The teacher ask the leaders to explain their choices.

7. Let the pupils form the ratios for each fruit chosen: number of groups who chose the fruit

To the total number of groups.

8. Convert the ratios to fractions then to percent.

Discussion a. How many group are

there? 8 b. How many chose

apple? 6

Acting Out: My Favorite FruitMechanics;1. Divide the class into 8

groups.2. Teacher will presents a

question: If you were to choose which fruits would you like to eat

everyday?3. Each group decides on

their favourite fruit among the fruits posted on the board.

4. Teacher request the 8 group leaders to stand at the back of the classroom.

5. As the teacher gives the signal, the leaders go to the fruit the fruit chose.

6. The teacher ask the leaders to explain their choices.

7. Let the pupils form the ratios for each fruit chosen: number of groups who chose the fruit

To the total number of groups.

8. Convert the ratios to fractions then to percent.

Discussion a. How many group are

there? 8 b. How many chose

apple? 6

Vincent, a boy from a fishing village is a diligent and studious pupil. He goes to school and every day and does his work well. He never skips studying his lesson every night. When he took their 50-item quarter examination he got 96% of it correctly? What is his score?Ask:Who is the boy from the fishing village?How is he as a pupil?Did he do well in school? How do you know?How many items is their test?What rating does Vincent get in the test? Is this a high rating? How do you know?Will you do the same? Why?

Vincent, a boy from a fishing village is a diligent and studious pupil. He goes to school and every day and does his work well. He never skips studying his lesson every night. When he took their 50-item quarter examination he got 96% of it correctly? What is his score?Ask:Who is the boy from the fishing village?How is he as a pupil?Did he do well in school? How do you know?How many items is their test?What rating does Vincent get in the test? Is this a high rating? How do you know?Will you do the same? Why?

107

c. How do we write it in percent? 75%

Say: We can write:75% of 8 = 6

We deal with the three elements: rate, base and percentage:

The relationship among the three is:

R x B = p or P = R x B75% is the rate. The

number written with the word “percent” or with the symbol “%”

It can be expressed as

a ratio of fraction

75100 .

8 is called the base. The total or whole and it is the number that usually follows the phrase

“percent of” or “% of”.

6 is called percentage. It is the part of the whole.

We can also use the Techan’s Triangle to identify rate, base and percentage.

c. How do we write it in percent? 75%

Say: We can write:75% of 8 = 6

We deal with the three elements: rate, base and percentage:

The relationship among the three is:

R x B = p or P = R x B75% is the rate. The

number written with the word “percent” or with the symbol “%”

It can be expressed as

a ratio of fraction

75100 .

8 is called the base. The total or whole and it is the number that usually follows the phrase

“percent of” or “% of”.

6 is called percentage. It is the part of the whole.

We can also use the Techan’s Triangle to identify rate, base and percentage.


A. Using flashcards. Identify the rate, base and percentage.

B. Have the pupils work in group. The teacher gives problem statements wherein the pupilsIdentify the rate, base and percentage:

Group 1:Paolo listen very well to the teacher during the discussion of the lesson.

A. Using flashcards. Identify the rate, base and percentage.

B. Have the pupils work in group. The teacher gives problem statements wherein the pupilsIdentify the rate, base and percentage:

Group 1:Paolo listen very well to the teacher during the discussion of the lesson.



108

When they were given a 5-itm test he got 4 correct answer. He has a grade of 80%.

Group 2:There are 40 pupils in a class. Seventy-five percent of them are present. 30pupils are present.

Group 3:Monique invited 300 kids to her party. Only 15% of the kids did not showed up.Forty-five kids did not attend the party.

Group 4:

Shiela got 90% of a 20-item test in Science. She answers 18 item correctly.

When they were given a 5-itm test he got 4 correct answer. He has a grade of 80%.

Group 2:There are 40 pupils in a class. Seventy-five percent of them are present. 30pupils are present.

Group 3:Monique invited 300 kids to her party. Only 15% of the kids did not showed up.Forty-five kids did not attend the party.

Group 4:

Shiela got 90% of a 20-item test in Science. She answers 18 item correctly.


Let the group present their output. Check their work one at a time. How did you find the activity? How can we identify the rate? base? Percentage? Say: We can identify the rate easily because it is the number with the symbol % or number with the word “percent”. Base is the whole number which you take thepercent while percentage is the part of the whole. We can also use Techan’sTriangle to identify the rate, base and percentage.

Let the group present their output. Check their work one at a time. How did you find the activity? How can we identify the rate? base? Percentage? Say: We can identify the rate easily because it is the number with the symbol % or number with the word “percent”. Base is the whole number which you take thepercent while percentage is the part of the whole. We can also use Techan’sTriangle to identify the rate, base and percentage.


Ask:How do we solve for the percentage?Did you move the decimal point of the rate from right to left?How many move of decimal point do we move?


Ask:How do we solve for the percentage?Did you move the decimal point of the rate from right to left?How many move of decimal point do we move?


Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5.Ask the pupils to work on items 1 to 10 under Get Moving, on page ___ of LM Math 5

Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5.Ask the pupils to work on items 1 to 10 under Get Moving, on page ___ of LM Math 5



109

Check the pupils’ answers. For mastery, have them answer the items under KeepMoving on page _____ of LM Math Grade 5.

Check the pupils’ answers. For mastery, have them answer the items under KeepMoving on page _____ of LM Math Grade 5.


Lead the pupils to give the following generalization by asking:How can you identify the rate, base and percentage?Rate is the number written with the word “percent”. It is express in percent form.Base is the total or whole and it is the number that usually follows the phrase “percent”.Percentage is the part of the whole.Techan’s Triangle is also used in identifying rate, base and percentage.

Lead the pupils to give the following generalization by asking:How can you identify the rate, base and percentage?Rate is the number written with the word “percent”. It is express in percent form.Base is the total or whole and it is the number that usually follows the phrase “percent”.Percentage is the part of the whole.Techan’s Triangle is also used in identifying rate, base and percentage.

Lead the pupils to generalize as follows:

In finding the percentage of a given number follow these steps:

Find the rate in the given problem.

Arrange the numbers in vertically.

Move the decimal point of the given rate twice from right to left.

Multiply the numbers following the steps in multiplication.

Count the number at the right of the decimal point which will decide where to put the corresponding decimal point


In finding the percentage of a given number follow these steps:

Find the rate in the given problem.

Arrange the numbers in vertically.

Move the decimal point of the given rate twice from right to left.

Multiply the numbers following the steps in multiplication.

Count the number at the right of the decimal point which will decide where to put the corresponding decimal point

I. Evaluating learning Identify the rate, base, or percentage in the following problems.1. 50% of 78 = 392. 10% of 60 = 63. A 20% or P 4 600 is the down payment for a brand new TV set. The original price of the TV set is P 23 000.

4. Carlo invest P 750 000 at 6

12 %

simple interest a year. His interest is P 48 750.5. Melissa has 120 kilograms of rice. Her mother sold 105 kilograms. Is

Identify the rate, base, or percentage in the following problems.1. 50% of 78 = 392. 10% of 60 = 63. A 20% or P 4 600 is the down payment for a brand new TV set. The original price of the TV set is P 23 000.

4. Carlo invest P 750 000 at 6

12 %

simple interest a year. His interest is P 48 750.5. Melissa has 120 kilograms of rice. Her mother sold 105 kilograms. Is

B. Solve the following percentage problems.

1) Forty-six percent of people surveyed said that they exercised on a fairly regular basis. If 12 100 people were surveyed, how many of them exercise?

2) The price of gasoline decreased by 18%. If a liter of gasoline sold P 21.15 before the decrease, what was the amount of the decrease?

3) In a certain city, about 25% of the

B. Solve the following percentage problems.

1) Forty-six percent of people surveyed said that they exercised on a fairly regular basis. If 12 100 people were surveyed, how many of them exercise?

2) The price of gasoline decreased by 18%. If a liter of gasoline sold P 21.15 before the decrease, what was the amount of the decrease?

3) In a certain city, about 25% of the

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she right to tell her mother sold 87.5% of what she sold?

she right to tell her mother sold 87.5% of what she sold?

people are between the ages of 20 and 40 years. If the city population is 1 430 000, how many people are between those ages?

4) The Jimenez family planned to save at least 7.5% of their monthly income of P 12 500. How much did they plan to save?

5) Marvin, a basketball player, usually scores 80% of his field shots. If he attempted 40 field shots during a game, how many did he score ?

people are between the ages of 20 and 40 years. If the city population is 1 430 000, how many people are between those ages?

4) The Jimenez family planned to save at least 7.5% of their monthly income of P 12 500. How much did they plan to save?

5) Marvin, a basketball player, usually scores 80% of his field shots. If he attempted 40 field shots during a game, how many did he score ?


Identify the R, B, and P in the following statement.1. 180% of 200 is 3602. 35% of 90 is 31.53. P 100 is 4% of P2 500

4. 51 children, 66

23 % of them are

boys, 34 are boys5. 16 is 20% of 80

Identify the R, B, and P in the following statement.1. 180% of 200 is 3602. 35% of 90 is 31.53. P 100 is 4% of P2 500

4. 51 children, 66

23 % of them are

boys, 34 are boys5. 16 is 20% of 80

A. Answer the following.

1. What is 25% of 4? 2. N is 50% of 2. 3. 200 % of 3 is what number? 4. 75% of 12 is ____?5. 60% of 30 is N. 6. 30% of 600 is what number?7. 230% of 90 is N.8. 150% of P 400 is _____. 9. 36% of 95 is N. 10. 48% of 290 is what number?

A. Answer the following.

1. What is 25% of 4? 2. N is 50% of 2. 3. 200 % of 3 is what number? 4. 75% of 12 is ____?5. 60% of 30 is N. 6. 30% of 600 is what number?7. 230% of 90 is N.8. 150% of P 400 is _____. 9. 36% of 95 is N. 10. 48% of 290 is what number?


the evaluation




111







Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Solves routine and non-routine problems involving percentage using appropriate strategies and tools.

A. Content Standards demonstrates understanding of polygons, circles, and solid figures.




Weekly test






visualizes and describes a circle.

M5GE-IIId-23.1

visualizes and describes a circle.

M5GE-IIId-23.1

identifies the terms related to a circle.

M5GE-IIId-23.2

identifies the terms related to a circle.

M5GE-IIId-23.2


112

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Curriculum Guide, LM

Math Grade 5 pagesLesson Guide in Elementary Mathematics Grade 6 p. 316-319Workbook in Mathematics 6 Third Quarter, Rubio, May Ester M. p. 16-18Workbook on Math (Grade 6), Cayanan, Remedios p.140

K to 12 Curriculum Guide, LM Math Grade 5 pagesLesson Guide in Elementary Mathematics Grade 6 p. 316-319Workbook in Mathematics 6 Third Quarter, Rubio, May Ester M. p. 16-18Workbook on Math (Grade 6), Cayanan, Remedios p.140

K to 12 Curriculum Guide, LM Math Grade 5 pages Lesson Guide in Elementary Mathematics Grade 6 p. 316-319


B. Other Learning Resources strips of cartolina, flash cardsIV. PROCEDURESA. Reviewing previous lesson

or presenting the new lessonA. Checking of Assignment B. Review the steps in solving word problems.Ask: What are the steps in solving a problem?In what steps will the following questions fall?What is asked?What are the given facts?What is the process to be used?What is the number sentence?Show the solution and complete answer.

A. Checking of Assignment B. Review the steps in solving word problems.Ask: What are the steps in solving a problem?In what steps will the following questions fall?What is asked?What are the given facts?What is the process to be used?What is the number sentence?Show the solution and complete answer.

Conduct a review on solving routine and non-routine problems involving percentage using appropriate strategies and tools.

Conduct a review on solving routine and non-routine problems involving percentage using appropriate strategies and tools.


Solves routine and non-routine problems involving percentage using appropriate strategies and tools.

Solves routine and non-routine problems involving percentage using appropriate strategies and tools.

Create problems involving percentage with reasonable answers.

Create problems involving percentage with reasonable answers.


How much money do you spend in school every day? Do you save some of it for future use? Why did you do it? Share your experience. Let the pupils realize

How much money do you spend in school every day? Do you save some of it for future use? Why did you do it? Share your experience. Let the pupils realize

What is your plan/ dream in the future? How do you plan to achieve it?

Ask: Is it important to make plan before doing any activity?


Ask: Is it important to make

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theimportance of being thrifty. theimportance of being thrifty. Ask: Does making a plan contribute in achieving one’s goal? Why?Lead the pupils to appreciate planning ahead of time in any activity.

plan before doing any activity?Ask: Does making a plan contribute in achieving one’s goal? Why?Lead the pupils to appreciate planning ahead of time in any activity.


Reyes family has a monthly income of P 15 850. They allotted 40% of for food, 25% for education, 15% for water and electricity fare, 8% for transportation, 7% for miscellaneous expenses and 5% for savings. How much money is allotted for their savings?

Ask:What is asked in the problem?What are the given facts?What is the operation to be used?

Reyes family has a monthly income of P 15 850. They allotted 40% of for food, 25% for education, 15% for water and electricity fare, 8% for transportation, 7% for miscellaneous expenses and 5% for savings. How much money is allotted for their savings?

Ask:What is asked in the problem?What are the given facts?What is the operation to be used?


Ask: Is it important to make plan before doing any activity?Ask: Does making a plan contribute in achieving one’s goal? Why? Why not?Lead the pupils to appreciate planning ahead of time in any activity.

Guide the pupils in solving the problem. Refer to the questions.What is asked in the problem?What are given?What is the operation to be used?What is the number sentence?What is the answer? Does it make sense?


Ask: Is it important to make plan before doing any activity?Ask: Does making a plan contribute in achieving one’s goal? Why? Why not?Lead the pupils to appreciate planning ahead of time in any activity.








After the group presented and checked their work, call on the leader to

After the group presented and checked their work, call on the leader to


After the group presented and checked their work, call on the leader to relate what they

114

relate what they have done to solve the problem.

Ask:Which of the two problems is easier to solve?In which problem did you enjoy solving? Why?How many operations did you use to solve problem 1?What operation is it? How did you solve it?What is your number sentence? What is your final answer?What about problem number 2?How were you able to solve it? Do you have a number sentence to solve it?Did you work in group cooperatively?When your group solved the problem easily, how did you feel?

relate what they have done to solve the problem.

Ask:Which of the two problems is easier to solve?In which problem did you enjoy solving? Why?How many operations did you use to solve problem 1?What operation is it? How did you solve it?What is your number sentence? What is your final answer?What about problem number 2?How were you able to solve it? Do you have a number sentence to solve it?Did you work in group cooperatively?When your group solved the problem easily, how did you feel?

Ask:How did you find the activity?How were you able to create a problem?How many move of decimal point do we move?

have done to solve the problem.

Ask:How did you find the activity?How were you able to create a problem?How many move of decimal point do we move?


Say: Let us solve more problems.Ask pupils to do the exercises by pairs under Get Moving on page ___ 69 of LM Math Grade 5. Check the pupils’ answer.

Say: Let us solve more problems.Ask pupils to do the exercises by pairs under Get Moving on page ___ 69 of LM Math Grade 5. Check the pupils’ answer.

A. Discuss the presentation under Explore and Discover of page __, LM Math Grade 5.

B. Ask pupils to create problems with the information given.

1. P 18 920 – monthly income of Guevarra Family15% - allotted for clothing20% - allotted for transportation 25% - allotted for education4o% - allotted for food

2. 600 – total number of farm animals65% - four-legged animals


A. Discuss the presentation under Explore and Discover of page __, LM Math Grade 5.

B. Ask pupils to create problems with the information given.

1. P 18 920 – monthly income of Guevarra Family15% - allotted for clothing20% - allotted for transportation 25% - allotted for education4o% - allotted for food

2. 600 – total number of farm animals65% - four-legged animals

Allow pupils to answer

115

exercises A and B under Keep Moving, pages ____ and LM Math Grade 5. Check the pupils’ answer.



The steps in solving routine problems involving percentage are:

Understand – Know what is asked, what are given.

Plan – Know the operation. Write the number sentence.

Solve – Write the correct units/ label your answer.

Check and Look back – Review and check your answer.

To solve non-routine problems involving percentage, keep in mind:

Read and analyze the problem carefully.

Tell what is asked and what are given.

Then, use other strategies like act out the problem, listing/table method, guess and test, drawing/ making a diagram, using patterns, working backwards, etc.


The steps in solving routine problems involving percentage are:

Understand – Know what is asked, what are given.

Plan – Know the operation. Write the number sentence.

Solve – Write the correct units/ label your answer.

Check and Look back – Review and check your answer.

To solve non-routine problems involving percentage, keep in mind:

Read and analyze the problem carefully.

Tell what is asked and what are given.

Then, use other strategies like act out the problem, listing/table method, guess and test, drawing/ making a diagram, using patterns, working backwards, etc.

Lead the pupils to give the generalization by asking: How do create problems involving percentage with reasonable answers.

Lead the pupils to give the generalization by asking:How do create problems involving percentage with reasonable answers.

Lead the pupils to give the generalization by asking: How do create problems involving percentage with reasonable answers.

Lead the pupils to give the generalization by asking:How do create problems involving percentage with reasonable answers.

116

to solve to solve

I. Evaluating learningA. Directions: Solve the following percentage problems.

1. On their family budget, Mariano family allotted 45% for the education of their children. If the family has a monthly income of P 13, 540.00, how much is allotted for the education of their children?

2. If 25% of 80 is 10% of a number? What is number?

3. A regular fare of P 8.00 is implemented in a public jeepney. Students are given a 12.5% discount. If the jeepney drivers have 12 student passengers, how much discount are given to all 12 student passengers?

4. A group of 150 students are asked as to their favorite pets. 36% chose cat as their favorite, 48% chose dog, 12% chose birds and 4% chose fish. How many students chose birds as their favorite pet?

5. Jenny has a monthly allowance of P 4, 800.00. She allotted 60% of it for his studies. From this 60%, she allotted 25% of for his books. How

A. Directions: Solve the following percentage problems.

1. On their family budget, Mariano family allotted 45% for the education of their children. If the family has a monthly income of P 13, 540.00, how much is allotted for the education of their children?

2. If 25% of 80 is 10% of a number? What is number?

3. A regular fare of P 8.00 is implemented in a public jeepney. Students are given a 12.5% discount. If the jeepney drivers have 12 student passengers, how much discount are given to all 12 student passengers?

4. A group of 150 students are asked as to their favorite pets. 36% chose cat as their favorite, 48% chose dog, 12% chose birds and 4% chose fish. How many students chose birds as their favorite pet?

5. Jenny has a monthly allowance of P 4, 800.00. She allotted 60% of it for his studies. From this 60%, she allotted 25% of for his books. How

A. Directions: Create a problem using the given information.

1. 50 – numbers of pupils in Grade 5 – Jose Rizal 12% - failed in the quarter examination in Mathematics

2. P 480.00 – weekly allowance of Jed 7% - savings per week 3. 500 – number of people included in the survey about the new shampoo product. 12% - nurses 35% - teachers 15% - policemen 24% - vendors 14% - government official

4. 2000 – number of people asked as to their favorite ice cream flavor

58% - chocolate 26% - mango 12% - strawberry 4% - avocado

5. 300 – number of high school students interviewed as to what course to pursue in college 32% - education 24% - engineering 15% - nursing 20% - tourism 9% - agriculture

A. Directions: Create a problem using the given information.

1. 50 – numbers of pupils in Grade 5 – Jose Rizal 12% - failed in the quarter examination in Mathematics

2. P 480.00 – weekly allowance of Jed 7% - savings per week 3. 500 – number of people included in the survey about the new shampoo product. 12% - nurses 35% - teachers 15% - policemen 24% - vendors 14% - government official

4. 2000 – number of people asked as to their favorite ice cream flavor

58% - chocolate 26% - mango 12% - strawberry 4% - avocado

5. 300 – number of high school students interviewed as to what course to pursue in college 32% - education 24% - engineering 15% - nursing 20% - tourism

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much is allotted for books? much is allotted for books? 9% - agriculture


A. Solve the following problem.

1. Of the 40 members of Mathematics club, 35% are also member of Science Club.How many members of the club are also members of Science Club?

2. In a group of 200 teachers, 72% are right-handed. Of these numbers 25% are musically inclined. How many teachers are musically inclined?

3. There are 580 pupils enrolled as Grade Six pupils in Labangan Elementary School. If 15% of them are members of Pantawid Pamilyang Pilipino Program, how many pupilsare not members of the Pantawid Pamilyang Pilipino Program?

A. Solve the following problem.

1. Of the 40 members of Mathematics club, 35% are also member of Science Club.How many members of the club are also members of Science Club?

2. In a group of 200 teachers, 72% are right-handed. Of these numbers 25% are musically inclined. How many teachers are musically inclined?

3. There are 580 pupils enrolled as Grade Six pupils in Labangan Elementary School. If 15% of them are members of Pantawid Pamilyang Pilipino Program, how many pupilsare not members of the Pantawid Pamilyang Pilipino Program?

A. Study the story problem given below. Complete the problem by creating a question for what is asked. Then solve the problem.

1) Kenneth took a 200-item high school entrance test. He got 85% of the test correctly. Question: __ Solution and Answer:

2) Father harvested 500 kilograms of different kinds of vegetables. 28% of it were tomatoes,64% of it were egg plant and the rest were squash?Question:__ Solution and Answer:

B. Create a word problem by completing the data needed. Fill in the data to complete the problems below. Then solve the problems.

3) There are _____ books in the bookshelves. ______ of it are literary books? How many books were not literary books?

4) 150 respondents were asked to what they do as a form of exercise. _____ said that they enjoy biking, _____ said that they go on swimming, _____ said that spent walking and ___ likes running. How many chose swimming as a form of exercise?

5) Mira asked her 60 classmates as to their favorite color. ____ chose red, ____ chose blue, ____ chose green, ___ chose yellow and ____ chose pink. How many chose blue as their favorite color?

A. Study the story problem given below. Complete the problem by creating a question for what is asked. Then solve the problem.

1) Kenneth took a 200-item high school entrance test. He got 85% of the test correctly. Question: __ Solution and Answer:

2) Father harvested 500 kilograms of different kinds of vegetables. 28% of it were tomatoes,64% of it were egg plant and the rest were squash?Question:__ Solution and Answer:

B. Create a word problem by completing the data needed. Fill in the data to complete the problems below. Then solve the problems.

3) There are _____ books in the bookshelves. ______ of it are literary books? How many books were not literary books?

4) 150 respondents were asked to what they do as a form of exercise. _____ said

118

that they enjoy biking, _____ said that they go on swimming, _____ said that spent walking and ___ likes running. How many chose swimming as a form of exercise?

5) Mira asked her 60 classmates as to their favorite color. ____ chose red, ____ chose blue, ____ chose green, ___ chose yellow and ____ chose pink. How many chose blue as their favorite color?


in the evaluation







119



Teaching Dates and Time November 28- December 2, 2016 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Draws circles with different radii using a compassA. Content Standards demonstrates understanding of




Weekly test





C. Learning Competencies/ObjectivesWrite the LC code for each draws circles with different radii

using a compass.

M5GE-IIIe-24

draws circles with different radii using a compass.

M5GE-IIIe-24

visualizes and describes solid figures.

M5GE-IIIe-25

visualizes and describes solid figures.

M5GE-IIIe-25


III. LEARNING RESOURCES

120

A. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Grade 5 Curriculum Guide, p

61Lesson Guide in Elementary Mathematics 5, p. 350-357

K to 12 Grade 5 Curriculum Guide, p 61Lesson Guide in Elementary Mathematics 5, p. 350-357

M5GE- IIIe – 25 pp.62, Lesson Guide 6 pp.360



B. Other Learning Resources compass, ruler, pencils, activity cards

compass, ruler, pencils, activity cards

paper robot , ball, funnel, art paper, scissors , real objects

paper robot , ball, funnel, art paper, scissors , real objects


presenting the new lessonLet them identify the name of line in a circle shown below.

Let them identify the name of line in a circle shown below.

Review the previous lesson. Give 2 examples.

Review the previous lesson. Give 2 examples.


Drawing of circles with different radii using a compass

Drawing of circles with different radii using a compass

Visualizes and describes solid figures Visualizes and describes solid figures


Let the pupils sing a song, about circles like(Note: Teacher draws while pupils sing.)

Let the pupils sing a song, about circles like(Note: Teacher draws while pupils sing.)

Play the "Concentration Game."Teachers prepares 12 cards consecutively numbered.b) Teacher divides the class into 2 groups. c) A student from a group chooses 2 numbers, say 1 and 9. Teacher opens the number cards and finds out if the drawing word match. If they match, another student from the same group chooses another pair of numbers and so on. e) If the contents of the numbers don't match, the teacher flips the cards again to show the numbers (not the word ordrawing). Then a player from another group chooses the next pair of numbers, and so on. f) The group with the most number

Play the "Concentration Game."Teachers prepares 12 cards consecutively numbered.b) Teacher divides the class into 2 groups. c) A student from a group chooses 2 numbers, say 1 and 9. Teacher opens the number cards and finds out if the drawing word match. If they match, another student from the same group chooses another pair of numbers and so on. e) If the contents of the numbers don't match, the teacher flips the cards again to show the numbers (not the word ordrawing). Then a player from another group chooses the next pair of numbers, and so on. f) The group with the most number

121

of correctly matched pairs wins. of correctly matched pairs wins.


A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form the perimeter of the circle.

The radius is the distance from the centre of the circle to any point on its perimeter.

The circumference of a circle is the perimeter of the circle.

These parts of a circle are indicated in the accompanying diagram.

a. Ask the pupils to be ready to draw a circle using compass.

b. Tell them that compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.

c. Draw a circles using compass and label its part.




These parts of a circle are indicated in the accompanying diagram.

a. Ask the pupils to be ready to draw a circle using compass.

b. Tell them that compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.

c. Draw a circles using compass and label its part.

a) Showing videos introducing spatial figuresb) Activity1) Introduce the different spatial figuresLet the pupils describe the characteristics of each figure.2) Ask what is common among all the spatial figures?3) Present a paper robot whose parts are made3 up of spatial figures.4) Ask the pupils to identify the spatial figures represented by each part completing the chart below.

a) Showing videos introducing spatial figuresb) Activity1) Introduce the different spatial figuresLet the pupils describe the characteristics of each figure.2) Ask what is common among all the spatial figures?3) Present a paper robot whose parts are made3 up of spatial figures.4) Ask the pupils to identify the spatial figures represented by each part completing the chart below.


GAMEMaterials: number cards,

calculatorMechanics:

Organize the pupils in pairs. One member will draw a circle using compass, and the other one will label its part completely. After they finish their work one member will present their work in front of the class3. Processing the Activities

GAMEMaterials: number cards,

calculatorMechanics:

Organize the pupils in pairs. One member will draw a circle using compass, and the other one will label its part completely. After they finish their work one member will present their work in front of the class3. Processing the Activities

Use of Real Situation Problem1) Bring the students outside the classroom.2) Let them observe their surroundings and jot down the different spatial figures they see.3) Let them tabulate the answers.4) Afterwards they go back to the classroom and share what they have listed on paper.5) Discuss the importance of being aware of different spatial figures as

Use of Real Situation Problem1) Bring the students outside the classroom.2) Let them observe their surroundings and jot down the different spatial figures they see.3) Let them tabulate the answers.4) Afterwards they go back to the classroom and share what they have listed on paper.5) Discuss the importance of being aware of different spatial figures as

122


How did you draw a circle (or arc) with a compass?

Were you able to draw a circle (or arc) with a compass correctly?

Did you follow the proper handling of compass?


How did you draw a circle (or arc) with a compass?

Were you able to draw a circle (or arc) with a compass correctly?

Did you follow the proper handling of compass?

seen and experienced through the environment.

seen and experienced through the environment.


a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 68.

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 68.

How did you find the activity?How did you visualize spatial figures?Were you able to differentiate spatial figures correctly?Did you identify the common characteristics of spatial figures?

How did you find the activity?How did you visualize spatial figures?Were you able to differentiate spatial figures correctly?Did you identify the common characteristics of spatial figures?


b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extrapractice, give the exercises under Keep Moving on LM Grade 5 page __

b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extrapractice, give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 69.b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extrapractice, give the exercises under Keep Moving on LM Grade 5 page __

a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 69.b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extrapractice, give the exercises under Keep Moving on LM Grade 5 page __


REMEMBER:




REMEMBER:




What are the different spatial figures. Describe each one.What are their common characteristics?Give examples of real life objects that represent each spatial figure.

What are the different spatial figures. Describe each one.What are their common characteristics?Give examples of real life objects that represent each spatial figure.

123

The name of a line in a circle depends on its position in the circle.

A secant is a line that passes through any two points on a circle.

A chord is a line that joins two points on the circumference of a circle.

The diameter is a chord that passes through the centre of a circle.

A tangent is a line that touches the circle at only one point.

Parts of a Circle

An arc is a part of the circumference. A sector is the part of a circle between two radii.

A segment is the part of a circle that is between a chord and the circumference.

A semicircle is a half of a circle.

Compass

A compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.

Note that a compass is also called a pair of compasses.

The name of a line in a circle depends on its position in the circle.

A secant is a line that passes through any two points on a circle.

A chord is a line that joins two points on the circumference of a circle.

The diameter is a chord that passes through the centre of a circle.

A tangent is a line that touches the circle at only one point.

Parts of a Circle

An arc is a part of the circumference. A sector is the part of a circle between two radii.

A segment is the part of a circle that is between a chord and the circumference.

A semicircle is a half of a circle.

Compass

A compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.

Note that a compass is also called a pair of compasses.

124

I. Evaluating learning 1. Use a compass to draw a circle of radius 5.5 cm.2. Draw a diameter and label it PQ.3. Draw a triangle PQR where R is on the semicircle.4. Use a protractor to measure the size of angle PRQ.

1. Use a compass to draw a circle of radius 5.5 cm.2. Draw a diameter and label it PQ.3. Draw a triangle PQR where R is on the semicircle.4. Use a protractor to measure the size of angle PRQ.

B. Name the spatial figures that resemble the following objects below:

1) box

2) ball

3) dice

4) ice cream cone

5) globe

B. Name the spatial figures that resemble the following objects below:

1) box

2) ball

3) dice

4) ice cream cone

5) globe

J. Additional activities for application or remediation 1. Use a compass to draw a circle of

radius 5 cm.2. Use a compass to draw a circle of diameter 12 cm.3. Use a compass to draw a circle of radius 4.5 cm.4.. Draw the diameter of the circle; and use a ruler to measure the

1. Use a compass to draw a circle of radius 5 cm.2. Use a compass to draw a circle of diameter 12 cm.3. Use a compass to draw a circle of radius 4.5 cm.4.. Draw the diameter of the circle; and use a ruler to measure the

Bring objects that resemble to the following Spatial Figures:1. Cube 2. Cylinder 3. Pyramid 4. Cone 5. Rectangular prism

Bring objects that resemble to the following Spatial Figures:1. Cube 2. Cylinder 3. Pyramid 4. Cone 5. Rectangular prism

125

length of the diameter.5. Write an equation to represent the relation between the radius, r, and the diameter, d.

length of the diameter.5. Write an equation to represent the relation between the radius, r, and the diameter, d.


the evaluation









Teaching Dates and Time December 5-9, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

126

I. OBJECTIVES Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure

A. Content Standards demonstrates understanding of polygons, circles, and solid figures.




Weekly test






makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.

M5GE-IIIe-26


M5GE-IIIe-26


M5GE-IIIe-26


M5GE-IIIe-26


III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages M5GE- IIIe – 26 pp.62, Lesson Guide

6 pp.363M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363




B. Other Learning Resources cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief

cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief




presenting the new lesson What are the different spatial figures? Give examples of real objects that are models of spatial figures.

What are the different spatial figures? Give examples of real objects that are models of spatial figures.




Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure





1) Group the pupils into Learning Barkada 2) Provide each group pieces of




127

used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials. 4) The first to make 3 will be declared the winner.





Present the lesson through this activity:a) Call the winner1) Let them show their finished products to the class.2) Have them describe each and identify its parts. b) Call the 2nd placer.1) Let them show the spatial figures they made that are different from the first group.2) Have them describe each and identify its parts.c) Do the same with the other group.Valuing: Did you make use your materials wisely? How?What are the things you have that can still be recycled? Why? In what way can you recycle them?





Matching Game1) Divide the class into 2 groups.2) The first group will be given activity cards with the name of spatial figures.3) The second group will be given activity cards with descriptions of particular spatial figures.4) Let the activity card holders raise the activity cards they holding.5) Each of them will try to find their partner.6) The first to match their cards correctly wins.7) Let each pair stand in front and read their activity cards.




128


How did you find the activity?How did you make spatial figures?Were you able to create spatial figures correctly?Did you give the description of particular spatial figures?





a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70.b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __





What is prism? What are the kinds of prisms? Describe each?What is pyramid? What are the kinds of pyramids? Describe each.




I. Evaluating learning



the evaluation




129







Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Formulates the rule in Finding the next term in a sequence.A. Content Standards demonstrates understanding of the

concept of sequence and solving demonstrates understanding of the concept of sequence and solving

demonstrates understanding of the concept of sequence and solving

demonstrates understanding of the concept of sequence and solving

Weekly Test

130

simple equations. simple equations. simple equations. simple equations.

B. Performance Standards 1. is able to apply the knowledge of sequence in various situations.

2. is able to use different problem solving strategies.

1. is able to apply the knowledge of sequence in various situations.







formulates the rule in finding the next term in a sequence.

e.g.1, 3, 7,15, (15 x 2+1)Possible answers:(x 2 + 1)(+2, +4, +8, +16)

M5AL-IIIf-6



M5AL-IIIf-6



M5AL-IIIf-6



M5AL-IIIf-6

II. CONTENT Pattern and Algebra Pattern and Algebra Pattern and Algebra Pattern and Algebra

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Gr. 5 CG M5AL-IIIf-6, LM,

Math for Life 6 pp. 107 - 112

K to 12 Gr. 5 CG M5AL-IIIf-6, LM, Math for Life 6 pp. 107 - 112

K to 12 Gr. 5 CG M5AL-IIIf-6, LM, Math for Life 6 pp. 107 - 112

K to 12 Gr. 5 CG M5AL-IIIf-6, LM, Math for Life 6 pp. 107 – 112


B. Other Learning Resources drawings of patterns, picture cards drawings of patterns, picture cards drawings of patterns, picture cards drawings of patterns, picture cards


presenting the new lessonGuessing Game


Show them the picture cards. Let

them guess the name of the figure.

131


Formulates the rule in Finding the next term in a sequence.





Have a game on identifying whether

a number is odd or even.

Group the pupils into 2. As group 1

gives a number, Group 2 answers

odd or even, then have them do it

vice-versa.

Ask: Have you tried answering a

number pattern with missing terms?

Let them know that odd or even

numbers are used in number

patterns.






vice-versa.





patterns.






vice-versa.





patterns.






vice-versa.





patterns.


Mrs. Reyes presented these number

patterns to his Math class.

1, 3, 7, 15, 31, 63

Ask : What do you think is the

rule/pattern used to find the 2nd

term? 3rd ? 4th? 5th? 6th?

1 x 2 + 1 = 3

15 x 2 + 1 = 31

3 x 2 + 1 = 7

31 x 2 + 1 = 63

7 x 2 + 1 = 15

Patterns : ( x 2 + 1 ) or ( +2, +4,

+8, +16, +32 )



1, 3, 7, 15, 31, 63




1 x 2 + 1 = 3

15 x 2 + 1 = 31

3 x 2 + 1 = 7

31 x 2 + 1 = 63

7 x 2 + 1 = 15

Patterns : ( x 2 + 1 ) or ( +2, +4,

+8, +16, +32 )



1, 3, 7, 15, 31, 63




1 x 2 + 1 = 3

15 x 2 + 1 = 31

3 x 2 + 1 = 7

31 x 2 + 1 = 63

7 x 2 + 1 = 15

Patterns : ( x 2 + 1 ) or ( +2, +4,

+8, +16, +32 )



1, 3, 7, 15, 31, 63




1 x 2 + 1 = 3

15 x 2 + 1 = 31

3 x 2 + 1 = 7

31 x 2 + 1 = 63

7 x 2 + 1 = 15

Patterns : ( x 2 + 1 ) or ( +2, +4,

+8, +16, +32 )


Group the pupils into 4. Let them

answer items a to d by







132

formulating/finding the rule in

finding the next term in a sequence.

Group 1 will answer a, Grp.2 for b,

Grp. 3 for c, Grp. 4 for d. Let the

pupils present their work on the

board.

2, 5, 14, 41, 122 ( x 3 – 1 )

1, 5, 13, 29, 61 ( x 2 + 3 )

1, 12, 34, 78, 166 ( +5 x 2 )

6, 9, 15, 27, 51 ( - 2 x 2 + 1 )






board.

2, 5, 14, 41, 122 ( x 3 – 1 )

1, 5, 13, 29, 61 ( x 2 + 3 )

1, 12, 34, 78, 166 ( +5 x 2 )

6, 9, 15, 27, 51 ( - 2 x 2 + 1 )






board.

2, 5, 14, 41, 122 ( x 3 – 1 )

1, 5, 13, 29, 61 ( x 2 + 3 )

1, 12, 34, 78, 166 ( +5 x 2 )

6, 9, 15, 27, 51 ( - 2 x 2 + 1 )






board.

2, 5, 14, 41, 122 ( x 3 – 1 )

1, 5, 13, 29, 61 ( x 2 + 3 )

1, 12, 34, 78, 166 ( +5 x 2 )

6, 9, 15, 27, 51 ( - 2 x 2 + 1 )




the

number pattern?

Expected answers :

Determine the order of numbers if it

is ascending or descending.

Find the difference between the

consecutive terms.

To find the rule of the next term, use

the difference between terms.



the

number pattern?

Expected answers :




consecutive terms.





the

number pattern?

Expected answers :




consecutive terms.





the

number pattern?

Expected answers :




consecutive terms.












133




















How do we find / formulate the

rules in finding the next term in a

sequence?




consecutive terms.







sequence?




consecutive terms.







sequence?




consecutive terms.







sequence?




consecutive terms.



I. Evaluating learning Write the rule used for each

sequence, then write the missing

number.

3, 7, 11, 15, ____ 19

( +4 )

5, 9, 17, 33, ____ 65 ( x

2 – 1 )

20, 12, 8, 6, ____ 5 ( ÷

2 + 2 )

2, 8, 26, 80, ____ 242

( x 3 + 2 )

Write the rule used for each


number.

3, 7, 11, 15, ____ 19

( +4 )

5, 9, 17, 33, ____ 65 ( x

2 – 1 )

20, 12, 8, 6, ____ 5 ( ÷

2 + 2 )

2, 8, 26, 80, ____ 242

( x 3 + 2 )



number.

3, 7, 11, 15, ____ 19

( +4 )

5, 9, 17, 33, ____ 65 ( x

2 – 1 )

20, 12, 8, 6, ____ 5 ( ÷

2 + 2 )

2, 8, 26, 80, ____ 242

( x 3 + 2 )



number.

3, 7, 11, 15, ____ 19

( +4 )

5, 9, 17, 33, ____ 65 ( x

2 – 1 )

20, 12, 8, 6, ____ 5 ( ÷

2 + 2 )

2, 8, 26, 80, ____ 242

( x 3 + 2 )134

36, 69, 135, 267, ____ 531 (

x 2 – 3 )

36, 69, 135, 267, ____ 531 (

x 2 – 3 )

36, 69, 135, 267, ____ 531 (

x 2 – 3 )

36, 69, 135, 267, ____ 531 (

x 2 – 3 )



the evaluation










135

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and

fractions..

A. Content Standards demonstrates understanding of the concept of sequence and solving simple equations.

demonstrates understanding of the concept of sequence and solving simple equations.

demonstrates understanding of the concept of sequence and solving simple equations.

CHRISTMAS BREAK CHRISTMAS BREAK

B. Performance Standards 1. is able to apply the knowledge of sequence in various situations.






C. Learning Competencies/ObjectivesWrite the LC code for each uses different strategies (looking for

a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.

e.g.3 x _ + 1 = 10(the unknown is solved by working backward.

M5AL-IIIf-14

uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.


M5AL-IIIf-14

uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions.


M5AL-IIIf-14

II. CONTENT Pattern and Algebra Pattern and Algebra Pattern and Algebra

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Gr. 5 CG M5AL-IIIf-14, LM, K to 12 Gr. 5 CG M5AL-IIIf-14, LM, K to 12 Gr. 5 CG M5AL-IIIf-14, LM,


B. Other Learning Resources number patterns, flashcards number patterns, flashcards number patterns, flashcards

136


presenting the new lessonGuessing Game


Teacher will flashes cards with

number pattern. Let them guess the

missing term.

The group that first guess the

correct answer will get a point.

The group with the highest score

wins the game.

Guessing Game




missing term.




wins the game.

Guessing Game




missing term.




wins the game.


Uses different strategies ( looking for a pattern, working backwards, etc ) to solve for the unknown in simple equations involving one or more operations on whole numbers and fractions..




Who will give you your daily

allowance? How much was it? Did

you spend them all? Why or why

not? What character traits did you

show?





show?





show?


Carla received a weekly allowance of

Php250.00 from her parents. She

wants to save some money for her

future use. On Monday, she

deposited Php15.00 in her piggy











137

bank. She deposited twice as much

on Tuesday and Friday. How much

money did Carla deposit?

Do you think Carla can easily solve it showing a solution? Let us try to help Carla to show the complete solution. Let’s do it backwards.Friday twice as much - ( 2 x Php15.00 )Tuesday twice as much - ( 2 x php15.00 )Monday - ( Php15.00 )( 2 x 15 ) + ( 2 x 15 ) + 15 = n 30 + 30 + 15 = Php75.00Carla deposited/saved Php75.00 from her allowance.What kind of pupil was Carla? Are you doing the same of what Carla did?











answer this problem. Write your

solution and present your work

when all the groups have done.

At a bake sale Mrs. Smith sold 6

dozen cookies before lunch. After

lunch, Mrs. Smith sold another 7

dozen cookies. When it was time to

leave, they had 2 dozen cookies left.

How many cookies did she have at

the start of the bake sale?

2 + 7 + 6 = 15

She had 15 dozen of cookies at first.












2 + 7 + 6 = 15













2 + 7 + 6 = 15


138




How did you find the activity? How

do you solve the problem?































How do we solve a problem using a

working backwards strategy?









I. Evaluating learning Read, analyze and solve the

problems carefully.

After finishing her shopping, Chelsea

wants to have Php25 left. She plans

to buy sandals for Php45 and a purse

for Php20. How much money does

she need?

Hannah ordered 2 suits for Php175

each and a pair of shoes. The total

cost was Php395. What was the cost


problems carefully.





she need?





problems carefully.





she need?




139

of the shoes?

It snowed twice as much in January

as in December. December had 1

inch less snowfall than March.

March had 4 inches of snow. How

much snow fell in January?

Jack walked from Santa Clara to Palo

Alto. It took 1 hour 25 minutes to

walk from Santa Clara to Los Altos.

Then it took 25 minutes to walk

from Los Altos to Palo Alto. He

arrived in Palo Alto at 2:45 P.M. At

what time did he leave Santa Clara?

Mary has some jelly beans. Joan had

3 times as many as Mary but ate 4

and now she has 5. How many jelly

beans does Mary have?

of the shoes?

















of the shoes?


















Show your solution in solving this

problem.

Dave, Nora, Tony, and Andrea are members of the same family. Dave is 2 years older than Andrea, who is 21 years older than Tony. Tony is 4 years older than Nora, who is 7 years old. How old are Dave, Tony, and Andrea?


problem.



problem.


140


the evaluation









Teaching Dates and Time January 2-6, 2017 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Measuring time using a 12-hours and 24-hours clockA. Content Standards demonstrates understanding of time

and circumference.demonstrates understanding of time and circumference.

demonstrates understanding of time and circumference.


Weekly Test

B. Performance Standards is able to apply knowledge of time and circumference in mathematical problems and real-life situations.

is able to apply knowledge of time and circumference in mathematical problems and real-life situations.



C. Learning measures time using a 12-hour and a 24-hour measures time using a 74. calculates time in the 74. calculates time in the

141

Competencies/ObjectivesWrite the LC code for each

clock.

M5ME-IIIg-14

12-hour and a 24-hour clock.

M5ME-IIIg-14

different world time zones in relation to the Philippines.

M5ME-IIIg-15

different world time zones in relation to the Philippines.

M5ME-IIIg-15

II. CONTENT measurement Measurement measurement measurement

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K-12 Grade 5 Curriculum Guide pp. 62

Code: M5ME-IIIg-14K-12 Grade 5 Curriculum Guide pp. 62Code: M5ME-IIIg-14

K to 12 Grade 5 Curriculum Guide, Code M5ME—IIIg-15 p.62 ,

K to 12 Grade 5 Curriculum Guide, Code M5ME—IIIg-15 p.62 ,


B. Other Learning Resources Clock, Activity sheet, picture, cartolina strips

Clock, Activity sheet, picture, cartolina strips

Real/improvised Clock, Table of the World Clock

Real/improvised Clock, Table of the World Clock


presenting the new lessonHow many hours in 1 day have?According to the 12 hours clock system, each day is divided into two, how many parts of 12 hours each?

How many hours in 1 day have?According to the 12 hours clock system, each day is divided into two, how many parts of 12 hours each?

Checking of assignment

Showing of Word Clock (Table of Different Times of Countries)

Checking of assignment

Showing of Word Clock (Table of Different Times of Countries)


Measuring time using a 12-hours and 24-hours clock

Measuring time using a 12-hours and 24-hours clock

Calculates time in the different world time zones in relation to the Philippines

Calculates time in the different world time zones in relation to the Philippines


Show a picture of a bus station. Have you been to a bus station ? What did you do there? Share some of your experiences.

Show a picture of a bus station. Have you been to a bus station ? What did you do there? Share some of your experiences.

How many among you loves to travel? Do you know that when you travel to other country you will notice that there time is different from our time. So, today we will find out how are these things happened?

How many among you loves to travel? Do you know that when you travel to other country you will notice that there time is different from our time. So, today we will find out how are these things happened?

142


Present a dialog in the class “In the bus station”.

In 24 hours clock system, time is written as the number hours that have passed since midnight. In the 24 hours system the day is not divided into 2 parts of 12 hours each but it’s a continues periods of 24 hours. The 24 hours system of time written in 4 digits.

Present a dialog in the class “In the bus station”.

In 24 hours clock system, time is written as the number hours that have passed since midnight. In the 24 hours system the day is not divided into 2 parts of 12 hours each but it’s a continues periods of 24 hours. The 24 hours system of time written in 4 digits.

Present the time zone map. Let the pupils read and understand it.

Present the time zone map. Let the pupils read and understand it.


Lets help Jessie find the answer in his problem.Lets the pupils work by pairs. Give them enough time to answer the activity. Let the pupils show and explain their findings.In the 24 hours system of time –time starts at 12 o’clock midnight 00.00 (zero hour )1 am 0100 hours 2 am 0200 hours 4 am 0400 hours In 4:30 am ,how could it write that in 24 hours time format ? What time is it in the 24 hours format when it is 8:15 pm? What is the equivalent time of 17.24 in the 12 Hours Clock System ?

Lets help Jessie find the answer in his problem.Lets the pupils work by pairs. Give them enough time to answer the activity. Let the pupils show and explain their findings.In the 24 hours system of time –time starts at 12 o’clock midnight 00.00 (zero hour )1 am 0100 hours 2 am 0200 hours 4 am 0400 hours In 4:30 am ,how could it write that in 24 hours time format ? What time is it in the 24 hours format when it is 8:15 pm? What is the equivalent time of 17.24 in the 12 Hours Clock System ?

Group Activity: Tell the time of the countries given.

Group Activity: Tell the time of the countries given.


Let the pupils present their answerAsk: How did you find the answer?

5:30 a.m. in a 12 hours clock system will be written as 05.30 (5 and 30 hours) in the 24 hours clock system.(In 24 hours clock system, the time is written in 4 digits)9:15 p.m. in a 12 hours clock system will

Let the pupils present their answerAsk: How did you find the answer?

5:30 a.m. in a 12 hours clock system will be written as 05.30 (5 and 30 hours) in the 24 hours clock system.

Disscuss the presentation under Explore and Discover on page of LM Math Grade 5.

Disscuss the presentation under Explore and Discover on page of LM Math Grade 5.

143

be 21.15 (20 and 15 hour) in the 24 hours clock system.(In transforming 12 hours time format to 24hours time format add 12 to the hours and keep the minute same.)17:24 time is the equivalent of 5:24 time in the 12 hours clock system.( In transforming 24 hours time format to 12 hours time format subtract 12 from the hours and keep the minute same )

(In 24 hours clock system, the time is written in 4 digits)9:15 p.m. in a 12 hours clock system will be 21.15 (20 and 15 hour) in the 24 hours clock system.(In transforming 12 hours time format to 24hours time format add 12 to the hours and keep the minute same.)17:24 time is the equivalent of 5:24 time in the 12 hours clock system.( In transforming 24 hours time format to 12 hours time format subtract 12 from the hours and keep the minute same )


Ask the pupils to do exercises under Get Moving on page ….. LM Grade 5For further practice, ask the pupils to work on exercises under Keep Moving on page..LM Grade 5.

Ask the pupils to do exercises under Get Moving on page ….. LM Grade 5For further practice, ask the pupils to work on exercises under Keep Moving on page..LM Grade 5.

Have the pupils perform the exercise under Get Moving __ LM Math Grade 5.

Have the pupils perform the exercise under Get Moving __ LM Math Grade 5.


Let the pupils to generalize

If the two digit to left is less than 12 time shows the morning hours that is before 12 o’ clock noon or am. But if the digits are more than that, means the time is the 12 noon or pm.While converting 12 hours time to 24 hours time, add 12 to the hours and keep the minutes sameWhile converting 24 hours time to 12 hours time, subtract 12 hours from the hours and keep the minute same.

Let the pupils to generalize

If the two digit to left is less than 12 time shows the morning hours that is before 12 o’ clock noon or am. But if the digits are more than that, means the time is the 12 noon or pm.While converting 12 hours time to 24 hours time, add 12 to the hours and keep the minutes sameWhile converting 24 hours time to 12 hours time, subtract 12

Lead the pupils to give the generalization by asking :How to calculate time in the different world time zones in relation to the Philippines?To calculate time in the different world time zones in relation to the Philippines, we need to use the world time zone map for as to easily understand their time differences.

Lead the pupils to give the generalization by asking :How to calculate time in the different world time zones in relation to the Philippines?To calculate time in the different world time zones in relation to the Philippines, we need to use the world time zone map for as to easily understand their time differences.

144

hours from the hours and keep the minute same.

I. Evaluating learning Ask pupils to answer exercise under Apply your Skills on page…of LM Grade 5

Ask pupils to answer exercise under Apply your Skills on page…of LM Grade 5

Let the pupils answer exercise A under Apply Your Skills on page__ LM Math Grade 5

Let the pupils answer exercise A under Apply Your Skills on page__ LM Math Grade 5


Change the following time from 24 hour system.

1. 07152. 04003. 12324. 16455. 1315

Change the following time from 24 hour system.

6. 07157. 04008. 12329. 164510. 1315

Tell the time difference and the actual time of the following countries. USA – Australia - Indonesia

Tell the time difference and the actual time of the following countries. USA – Australia - Indonesia


in the evaluation







145




Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Measures the circumference of a circleA. Content Standards demonstrates understanding of

time and circumference.demonstrates understanding of time and circumference.



Weekly Test






solves problems involving time.

M5ME-IIIg-16

visualizes circumference of a circle.

M5ME-IIIh-67

measures circumference of a circle using appropriate tools.

M5ME-IIIh-68

derives a formula in finding the circumference of a circle.

M5ME-IIIi-69

II. CONTENT Measurement Measurement Measurement Measurement

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages Curriculum Guide Grade Five

Math pp.63Surfing Internet :Website: Education World

K to 12 Grade 5 Curriculum Guide M5NS-IIIh-67 p. 63, Lesson Guide inElementary Mathematics Grade 5 pp. 362Mathematics for a Better Life 5 pp.242-243 Grade School Mathematics 5 page 226

K to 12 Grade 5 Curriculum Guide M5NS-IIIh-68 p. 63, Lesson Guide in Elementary Mathematics Grade 5 pp. 362Mathematics for a Better Life 5 pp.242-243Growing Up with Math 5 page 284

K to 12 Grade 5 Curriculum, M5ME-IIIi-69, Lesson Guide - Gr.5 pp. 362 - 366, Mathematics for a Better Life Textbook p. 242 - 243


B. Other Learning Resources Activity SheetFlash Card

cut outs of circles, real objects inside the classroom and at

circular covers of lids of cans, jars, real objects, coins, string,

flash cards, charts, calculator, circular objects

146

home, compass. string tapemeasure, ruler, meter stick



Conduct a review about calculates times in the different world time zones in relation to the Philippines

Identify the parts of a circle (flash a model with parts numbered)

Have a review on visualizing circumference of a circle by “Checking of Assignments”.

Identify the parts of a circle (flash a model with parts numbered)


Solving Problems Involving Time

Visualizes circumference of a circle

Measures circumference of a circle using appropriate tools.

Derives a formula in finding the circumference of a circle


Show a picture of a boy reading in a study table.Talk about the boy show in the picture.Ask: What do you usually do as a student before going to bed at night? How do you manage doing all the assignments. Projects and other home activities ?( Connect the value of proper time management )

Sing this song about circles. (Note: Teacher draws while pupils sing)

Present this problem opener.

In the middle of the park, there is circular flower garden that has a diameter of 10 meters. What is the distance around the garden?

Ask: How can we protect the garden in a park?What is ask in the problem?What is/are given/s? How will you answer the

question in the problem?

Let the pupils sing a song, about circles like.(Note: Teacher draws while pupils sing)



Jeffrey started his homework at 7:21 pm. Jeffrey finished his homework at 8:40 pm. How much time did Jeffrey work in his homework?

Present the problem under Explore and Discover on page __, LM Math Grade 5.Have them read the problem

a. Values IntegrationAsk: How can you show your care and concern to santan plants? What is ask in the problem? What is/are the given/s?How will you answer the

question in

Cooperative Learning

Divide the class into four

groups. Each group will have 3

different sizes of jars or cans.

See to it that each group will

have all the required materials

for the activity.

With a piece of string, measure

around each circle to find its

circumference.

Present a situation to the class.

Celso wants to find the distance around their circular table. He measured its diameter to be 1.4 m. Can you help him?

Ask:What is the shape of the table?How long is its diameter?What will you do to solve the problem?

147

the problem? Then, measure the string with

your ruler and enter the data in

the table.

Measure also the diameter and

enter the measure in the table.

Compare the measures of

diameter to each

circumference.


Ask: What did Jeffrey do ? At what time did she start making her homework?At what time did he finished ?How do we solved the problem ?Is there a need to follow a procedure ?What are the usual steps we use to solve the problem ?

Divide the class into three

groups. See to it that each group

has all the required materials

Let the pupils draw a circle with

a diameter of 2 meters

representing the circular garden.

(See to it that pupils get the

correct measurement for the

diameter by letting them trace

the circular object on a piece of

manila paper and fold it in half.)

Place the string around the

circle.

Using a string with meter

markings on it, Count the

number of meter markings.

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How will you measure the circumference of a circle? Does the circumference of the circle increases as the diameter increases? Is it easy to measure the circumference of a circle?

Let the pupils find the distance around the circular garden.

Divide the class into groups. See to it that each group has all the required materials for the activity.

Let the pupils measure the distance around the circular objects by winding the string on a tape around the object. Let them also measure the diameter of the object. Allow them to use a calculator to solve for c ÷ d or the ratio of the circumference to the diameter.

Note: For any circle, the ratio of the circumference to the diameter is

about 3

17 or

227 or a number

very close to 3.14.)


Group the pupils into four groupsLet the group work together to find the answers to the given problems with the following guide questions:

Let the groups present their output one at a time. After all groups have presented, ask “How did you find the activity? How many markings were there?

Discuss the presentation under Explore and Discover on page ___ of LM Math Grade 5

How did you find the activity?How were you able to find the answer to the problem?Discuss with the pupils the formula in getting the circumference of a circle.

148

What is asked in the problem ?What are the given ?What operation will be use ?What is the mathematical sentence ?How is the solution done ?What is the answer to the problem ?

How were you able to visualize the number of meters Mrs. Alejandro planted with santan?”

Expected Answer:: We used string and wind it around the circle.


After all the groups have presented, ask,” How did you find the activity? How were you able to find the answer ? What were the steps followed to come up with the answer ?Encourage the pupils to check if their answers make sense by checking their answer.

Discuss the other examples under Get Moving on page ___ of LM Math Grade 5.

For extra practice, give exercises under Keep Moving on pages __to __, LM Math 5.

For extra practice, give exercises under Get Moving and Keep Moving on pages __to __, LM Math 5.

Ask pupils to answer A and B exercises under Get Moving, pages ____ LM Math Grade 5. After the given time, check the pupils’ answers.Allow pupils to answer exercise A under Keep Moving, page ___ LM Math Grade 5. Check the pupils’ answers.


Lead the pupils to give the following generalization by asking :How do we solve word problems involving time ?

To solve word problems involving time, we follow the steps in solving word problems. Use the different ways to find the time such as subtracting / adding the time started from time ended, using a number line, and counting the minutes or seconds from the time started to the time ended.

Lead the pupils give the following generalization by asking: How do you visualize circumference of a circle?

To visualize the circumference of a circle, we use string to wind around the circle and count the number of markings on it with the help of its diameter..

Lead the pupils to give the following generalization by asking: How do you measure the circumference of a circle? What tools were use in measuring circumference of a circle?

To measure the circumference of a circle, we can use string, ruler, meter stick or tape measure.


The formula in finding the circumference of a circle are: C = 3.14 x d or C = πd or C = 2πr

(The circumference is equal to π times the diameter.)(The circumference is equal to π multiplied by twice the radius.)

I. Evaluating learning Solve the problem:Carla left school at 3:15 pm. She walked to the school library to work on her assignment .It took 15 minutes

A. Visualize the circumference of the following circles with

Measure the following objects (or any available objects) inside the classroom using appropriate tools then, record the results in the table.

Find the circumference of these circles using π = 3.14.

1. 6cm2. 15cm

149

to walk to the school library. Carla’s mother picked her up at the school library one hour after he arrived. What time did Carla’s mother pick her up ? ( 4:30 pm )

What time is 4 hours after 6:30 am ? ( 10:30 am )

A plane landed in Cebu at 4:47 pm. It departed from Manila at 2:15 pm. How long did it take the plane to fly from Manila to Cebu ? ( 2 hours and 32 minutes )

Irene had two exams today in Mathematics and English . The first exam lasted from 8:30 am to 9:15 am. She had to wait 3 hours and 25 minutes from the end of the last exam to the beginning of the next exam. What time did the second exam begin ? ( 12:40 )

Trisha had a swimming lesson after school. School let out at 2:55 pm and it took Trisha 15 minutes to walk to her lesson. She made it just in time. After the 1- hour lesson it took Trisha 20 minutes to walk home. What time did she arrive home ?

( 4:30 pm )

1.electric fan2. number wheel3. wall clock4. speaker5. jar

a.

3. 14cm4. 2m5. 150 cm


Read and solve the problem using number line

Visualize the circumference of Measure 5 circle objects at home using the appropriate

Using = 3.14, find the circumference:

150

11. d – 2.5 cm 12. d – 5 cm

13. d – 6 cm14. r - 1.5 cm

Emily is driving to Cabuyao City. She leaves at 5:50 am. She arrives at 9:20 pm. How long did she drive for ?

the following:

1. plate

2. basin

3. water jag

4. cup

5. saucer

tools and record the results in the table.

1) d = 10 cm2) r = 4.5 cm3) r = 6 m4) d = 9 m5) d = 2.5 m


in the evaluation







151




Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Finds the circumference of a circleA. Content Standards demonstrates understanding of time

and circumference.demonstrates understanding of time and circumference.

REVIEW PERIODICAL TEST PERIODICAL TEST



C. Learning Competencies/ObjectivesWrite the LC code for each finds the circumference of a circle.

M5ME-IIIi-70

finds the circumference of a circle.

M5ME-IIIi-70

II. CONTENT Measurement Measurement

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages K to 12 Grade 5 Curriculum, M5ME- M5ME- IIIj- 71, Lesson Guide in

152

IIIi-70, Lesson Guide - Gr.5 pp. 366 - 369, Mathematics for a Better Life Textbook p. 244 - 245

Elementary Mathematics 5, Lesson Guide in Elementary Mathematics 6, Growing Up With Math 5


B. Other Learning ResourcesIV. PROCEDURESA. Reviewing previous lesson or

presenting the new lessonFill in the blanks with the correct answer.Choose the number of the correct answers below and place it on the blanks.

The distance around a circle is ________.A line that passes through the center of a circle is ______.An estimate of the value pi (π) is _______.One half of the diameter of a circle is ______.

radiusarea diameter circumference

Fill in the blanks with the correct answer.Choose the number of the correct answers below and place it on the blanks.a. The distance around a circle ________.b. A line that passes through the center of a circle is _______.c. An estimate of the value of pi is _______.d. One half of the diameter of a circle is _______.e. The formula in finding the circumference of a circle is ______.

1. radius2. diameter3. circumference4. C= πxd5. area6. 3.14


Written (Use drill boards for maximum participation)Write the product.

Solves routine and non-routine problems involving circumference of a circle.


Present the problem.

Mrs. Nicolas planted dwarf santan around her circular flower garden which has a diameter of 8 metres. How many metres did she plant withdwarf santan?

Let the pupils sing an action song about circles like.

Small circle, small circle, big circle

Small circle, small circle, big circle

153

Ask:What did Mrs. Nicolas planted in her garden?What is the shape of the garden of Mrs. Nicolas?How will you solve the problem?

There’s mama, there’s papa waiving at me

There’s mama, there’s papa smiling at me

6 x 6 is 36, 6 x 6 is 366 x 6, 6 x 6, small pig


Group the pupils in 5 working teams. Ask the teams to work together in looking for the solution to the problem.Expected answersSolution 1:To find the circumference, multiply the diameter by 3.14d = 8 mC = π x d= 3.14 x 8 m= 25.12 m planted with dwarf santan

Solution 2:If radius is given use this formula, C = 2πrGiven: 4 metres radiusC = (2 x 3.14) 4 = 6.28 x 4 = 25.12 m

Alice is making a circular table cloth. It has a diameter of 2 meters. How many meters of lace are needed to decorate the sides of the table cloth?

Know: What is asked?What are the

given?Decide: What will you do

to answer the problem?C= πxdSolve: Show the solution

C=πxd= 3.14 x 2= 6.28 meters

Check: How will you check it?


How did you find the activity?How were you able to find the answer to the problem?Discuss with the pupils the formula in getting the circumference of a circle.

Group Work- Give each group an activity card and different sizes of circles.a. Find the center of the circle.b. Measure the diameter of the circle.c. Find the radius of the given circle.d. Solve for the circumference.e. Report to the class how you found the answer.


Discuss the presentation under Explore and Discover on page _____

Analyze and solve for the answer. (To be done in pair)

154

of LM Math Grade 5. Then, give the following activities:Ask the pupils to answer the activity under the Get Moving on page ____,

LM Math Grade 5.

1. Mr. Reyes is laying out a circular playground. Its radius is 50 meters. What is its circumference?2. What is the circumference of the circle if the diameter is 24 meters?3. A bicycle tire has a radius of 30 cm. Find the distance around the tire.


Ask them also to answer the activity under Keep Moving on page ___, LM Math Grade 5.

Group Activity


Lead the pupils to give the following generalization by asking: “What is the formula in finding the circumference of a circle?”

To find the circumference of the circle, use the formula:C = 2πr orC = πd

How do we solve problems on circumference?

In solving problems involving circumference measure, know the diameter/radius and the formula,C= πxd or C= 2 xπxr

I. Evaluating learning Find the circumference of the circle with the following radius or diameter.1) r = 11 m4) r = 9.5 m2) d = 2 cm5) d = 16 cm3) d = 20 m

Read, analyze and solve.1. Lorna’s circular garden is 5 meters in diameter. How many meters of wire are needed to put a fence around it?2. The diameter of a tricycle tire is 60 cm. How far will the tire go in one rotation?3. Find the circumference of a circle with a diameter of 21 meters.4. Your friend is finding the circumference of a circle with a radius of 25 cm. help him solve for the answer.5. If the circumference of a circle is 250 meters, how long is its radius?


Answer activity on LM. Copy and solve this problem.1. Rixen’s bicycle wheel has a diameter of 70 cm. What is the circumference of the wheel?

155

2. A circle is half the radius of a larger circle. If the circumference of a larger circle is 100 meters, what is the radius of the smaller circle?a. number sentenceb. solutionc. complete answer


the evaluation










156

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Identify the diameter and radius of the circleA. Content Standards demonstrates understanding of area,

volume and temperature.demonstrates understanding of area, volume and temperature.

demonstrates understanding of area, volume and temperature.


Weekly test

B. Performance Standards is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.




visualizes area of a circle.

M5ME-IVa-72

visualizes area of a circle.

M5ME-IVa-72

derives a formula in finding the area of a circle .

M5ME-IVa-73

derives a formula in finding the area of a circle .

M5ME-IVa-73


III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages XL Excelling in Mathematics 5

Mathematics 5 &6 Lesson Guides

http://www.slideshare.net/GradeSix1/lp-

circle

M5ME –Iva 72

XL Excelling in Mathematics 5


http://www.slideshare.net/GradeSix1/lp-

circle

M5ME –Iva 72



Code: M5ME –IVa 73



Code: M5ME –IVa 73


B. Other Learning Resources chart, ruler, real circle objects, pencil, compass

chart, ruler, real circle objects, pencil, compass


presenting the new lessonHave a review on solving problems

involving circumference of a circle.

Review the formula, give examples, and

then give exercises for the pupils to do.

Have a review on solving problems


Review the formula, give examples, and

then give exercises for the pupils to do.

Have a review about the parts of

the circle.

Have a review about the parts of

the circle.

157


Visualize the area of a circle

Illustrates circle with different radii

Find enjoyment in doing the activity

Visualize the area of a circle

Illustrates circle with different radii


Derives a formula in finding the

area of a circle

Illustrates circle with different

orientation

Find enjoyment in doing the

activity

Derives a formula in finding the

area of a circle

Illustrates circle with different

orientation

Find enjoyment in doing the

activity


Ask the pupils Is a circle a polygon? Why?

and why not?

Ask the pupils Is a circle a polygon? Why?

and why not?

Ask the pupils If the shape of the

circle can be parallelogram

Ask the pupils If the shape of the

circle can be parallelogram


Have the pupils observe the circles below

Take a look at each of the circles. Do you

find any line segments?

A circle is a plane closed figure. That is not made out of line segments so, it is not a polygon. A circle is named by its center.

Have the pupils observe the circles below

Take a look at each of the circles. Do you

find any line segments?

A circle is a plane closed figure. That is not made out of line segments so, it is not a polygon. A circle is named by its center.

iscuss with students practical

applications for finding the area of

a circle. Explain the problems

associated with partitioning a

circle into unit squares to find its

area. Elicit suggestions on how

the area might be determined.

Pass out the paper circles,

scissors, rulers and colored

markers or crayons.

Have students draw a diameter (it

does not need to be exact), and

use two different colors to fill in

the resulting semicircles.

Instruct students to cut the circle

in half along the diameter. Then

have them cut each of the

resulting semicircles in half again.

iscuss with students practical

applications for finding the area

of a circle. Explain the problems

associated with partitioning a

circle into unit squares to find its

area. Elicit suggestions on how

the area might be determined.

Pass out the paper circles,

scissors, rulers and colored

markers or crayons.

Have students draw a diameter (it

does not need to be exact), and

use two different colors to fill in

the resulting semicircles.

Instruct students to cut the circle

in half along the diameter. Then

have them cut each of the

resulting semicircles in half again.

158

There are now a total of four

pieces, two of each color.

Ask students to assemble the four

pieces, alternating colors, so that

they form a shape which

resembles a parallelogram

There are now a total of four

pieces, two of each color.

Ask students to assemble the four



resembles a parallelogram


Group Activity

Divide the class into five groups.

Distribute the cue card and let them

answer the cards. Let them discuss.

Use circle cero to complete the following

statements:

The distance from point O to point F is

__________.

The distance from point O to point M is

__________.

The distance from point O to point G is

__________.

If point G, O and F lie on one line, the

distance from point G to F is _______.

Group Activity

Divide the class into five groups.

Distribute the cue card and let them

answer the cards. Let them discuss.

Use circle cero to complete the following

statements:

The distance from point O to point F is

__________.

The distance from point O to point M is

__________.

The distance from point O to point G is

__________.

If point G, O and F lie on one line, the

distance from point G to F is _______.

Group Activity. Divide the class

into three groups. Distribute the

activity card and let them follow

the direction written in the

activity card.

Group A.Have students cut each

of the sectors in half, once more,

resulting in a total of 8 equal

sectors, four of each color. Ask

students to assemble the eight



resembles a parallelogram.

Group Activity. Divide the class

into three groups. Distribute the

activity card and let them follow

the direction written in the

activity card.

Group A.Have students cut each

of the sectors in half, once more,

resulting in a total of 8 equal

sectors, four of each color. Ask

students to assemble the eight



resembles a parallelogram.


After the presentations of each group,

ask: how did you find the activity? Did

you able to visualize the area of the

circle? What value is developed in

performing the activity?

Expected Answers:

A little bit confusing

After the presentations of each group,

ask: how did you find the activity? Did

you able to visualize the area of the



Expected Answers:


After the presentations of each

group, ask: how did you find the

activity? Did you able to derive a

formula in finding the area of the



Expected Answers:



activity? Did you able to derive a

formula in finding the area of the



Expected Answers:

159

Yes by listening to the teacher

explanation

Enjoyment and Cooperation


explanation




explanation




explanation



Ask the pupils to answer the activity

under Get Moving on page ___ LM Math

Grade V. Ask them also to answer the

activity under Keep Moving on page

____ LM Math Grade V.


under Get Moving on page ___ LM Math

Grade V. Ask them also to answer the

activity under Keep Moving on page

____ LM Math Grade V.

Ask the pupils to answer the

activity under Get Moving on

page ___ LM Math Grade V. Ask

them also to answer the activity

under Keep Moving on page ____

LM Math Grade V.

Ask the pupils to answer the

activity under Get Moving on

page ___ LM Math Grade V. Ask

them also to answer the activity

under Keep Moving on page ____

LM Math Grade V.


A circle is a set of all points in a plane that are at fixed distance from a point called center.A radius is a line segment from the center to a point on the circle.A diameter is a line segment which passes through the center of a circle whose endpoints are on the circle.The length of radius is one half the length of a diameter of a circle.A compass is an instrument used to draw circles.

A circle is a set of all points in a plane that are at fixed distance from a point called center.A radius is a line segment from the center to a point on the circle.A diameter is a line segment which passes through the center of a circle whose endpoints are on the circle.The length of radius is one half the length of a diameter of a circle.A compass is an instrument used to draw circles.

Now we can use the area formula for a parallelogram to help us find the area of the circle.The original circle’s outside perimeter was the distance around, or the circumference of the circleHalf of this distance around goes on the top of the parallelogram and the other half of the circle goes on the bottom. This is known as the base of the parallelogram.The height of the parallelogram is just the radius of the original circle.Now let’s substitute the information into the formula for the parallelogram.

Now we can use the area formula for a parallelogram to help us find the area of the circle.The original circle’s outside perimeter was the distance around, or the circumference of the circleHalf of this distance around goes on the top of the parallelogram and the other half of the circle goes on the bottom. This is known as the base of the parallelogram.The height of the parallelogram is just the radius of the original circle.Now let’s substitute the information into the formula for the parallelogram.

I. Evaluating learning Use a real compass or an improvised one

to draw circle with these given radii.

1 cm

1.5 cm

Use a real compass or an improvised one

to draw circle with these given radii.

1 cm

1.5 cm

Do another guided activity. Let

them make their own circle, cut it

out into parallelogram and try to

find the area of a circle.

Do another guided activity. Let

them make their own circle, cut it

out into parallelogram and try to

find the area of a circle.

160

2.5 cm

6 cm

5 cm

2.5 cm

6 cm

5 cm


Provide exercises similar to those given

in the lesson. If the problem is on the

mastery of the area of a circle.

Provide exercises similar to those given

in the lesson. If the problem is on the

mastery of the area of a circle.

Find another polygon that can be

derive in finding the area of a

triangle.

Find another polygon that can be

derive in finding the area of a

triangle.


in the evaluation







161



Teaching Dates and Time January 30-February 3, 2017 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Finding the area of a circle

A. Content Standards demonstrates understanding of area, volume and temperature.




Weekly test






finds the area of a given circle.

M5ME-IVa-74

finds the area of a given circle.

M5ME-IVa-74

solves routine and non-routine problems involving the area of a circle.

solves routine and non-routine problems involving the area of a circle.

162

M5ME-IVb-75 M5ME-IVb-75

II. CONTENT Measurment Measurment Measurment Measurment

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages XL Excelling in Mathematics 5

M5ME –Iva 74


M5ME –Iva 74

M5M-IVb-75

Growing up with Math 5 pages 299-

301

Ateneo Lesson Guide pages 382-386

M5M-IVb-75


301



B. Other Learning Resources chart, ruler, real circle objects chart, ruler, real circle objects cutouts of circles, chart, flashcards,

real objects

cutouts of circles, chart, flashcards,

real objects




Review the formula, give examples,

and then give exercises for the

pupils to do.



Review the formula, give examples,

and then give exercises for the

pupils to do.


Identify the parts of a circle


problems.


Identify the parts of a circle


problems.


Manipulate and measure the

diameter and radius of the circle


Manipulate and measure the

diameter and radius of the circle


Solves routine and non-routine

problems involving the area of a

circle

Solves routine and non-routine

problems involving the area of a

circle


Show real circular objects, ask them

to give examples of circular things,

ask them how circle differ from

other objects?

Show real circular objects, ask them

to give examples of circular things,

ask them how circle differ from

other objects?

Name any round objects inside the

classroom or any round object that

you brought. Show the diameter and

the radius.

Name any round objects inside the

classroom or any round object that

you brought. Show the diameter and

the radius.

163


Present a problem.

Every time it rains, Mrs.Flores saves water in a big clay jar called “Tapayan”. She covers them with a circular galvanized iron with a radius of 5 dm. What is the area of the circular cover?

Ask: How will you solve for the

problem?

Look at the figure of the circle.

Explain to the pupils that the ratio of

the circumference of a circle to the

diameter is the same for all circles.

The circumference of any circle is

about 3.14 times the diameter. The

ratio is represented by the Greek

letter π spelled pi and pronounced

as pie.

Let the pupils find the area

A = πr2

= 3.14 x 5 x 5

= 3.14 x 25

Area = 78.50 dm2

Present a problem.

Every time it rains, Mrs.Flores saves water in a big clay jar called “Tapayan”. She covers them with a circular galvanized iron with a radius of 5 dm. What is the area of the circular cover?

Ask: How will you solve for the

problem?

Look at the figure of the circle.

Explain to the pupils that the ratio of

the circumference of a circle to the

diameter is the same for all circles.

The circumference of any circle is

about 3.14 times the diameter. The

ratio is represented by the Greek

letter π spelled pi and pronounced

as pie.

Let the pupils find the area

A = πr2

= 3.14 x 5 x 5

= 3.14 x 25

Area = 78.50 dm2

Present the situation under Explore

and Discover on page ___, LM Math

Grade 5. Discuss the situation with

the class.

Present the situation under Explore

and Discover on page ___, LM Math

Grade 5. Discuss the situation with

the class.


Group the pupils into six to eight

members per group.

Distribute cut outs of circle with

Group the pupils into six to eight

members per group.

Distribute cut outs of circle with

Divide the class into four groups and

instruct them to bring out the

materials that they brought like

Divide the class into four groups and

instruct them to bring out the

materials that they brought like

164

dimensions and let the pupils find

the area.

Call as many pupils to solve for the

area of the circle on the board.

dimensions and let the pupils find

the area.

Call as many pupils to solve for the

area of the circle on the board.

paper plate, ice cream cup cover or

any round object. Let the pupils

measure the diameter. Divide the

diameter by 2 to get the radius. Tell

the pupils that the value of π is

approximately 3.14 and that the

formula in finding the area of a circle

is A= πr2

Solve for the area of the circle. Ask

the leader to report their answers.

paper plate, ice cream cup cover or

any round object. Let the pupils

measure the diameter. Divide the

diameter by 2 to get the radius. Tell

the pupils that the value of π is

approximately 3.14 and that the

formula in finding the area of a circle

is A= πr2

Solve for the area of the circle. Ask

the leader to report their answers.




activity? Did you able to find the

area of the circle? What value is

developed in performing the

activity?

Expected Answers:

Happy and curious

Yes by solving the area of a circle

using the given formula

Cooperation and camaraderie



activity? Did you able to find the

area of the circle? What value is

developed in performing the

activity?

Expected Answers:

Happy and curious

Yes by solving the area of a circle

using the given formula

Cooperation and camaraderie

After the presentation of the groups,

ask:


How did you go about the task?

What did you do with the objects

before getting their areas?

How did you solve the area?

After the presentation of the groups,

ask:


How did you go about the task?

What did you do with the objects

before getting their areas?

How did you solve the area?

165



under Get Moving on page ___ LM

Math Grade V. Ask them also to

answer the activity under Keep

Moving on page ____ LM Math

Grade V.


under Get Moving on page ___ LM

Math Grade V. Ask them also to

answer the activity under Keep

Moving on page ____ LM Math

Grade V.

Say: Let us solve more problems.

Ask pupils to do the exercises by

pairs under Get Moving on pages

_____ of LM Math 5. Check the

pupils’ answers.

Say: Let us solve more problems.

Ask pupils to do the exercises by

pairs under Get Moving on pages

_____ of LM Math 5. Check the

pupils’ answers.



generalization.

The area of a circle with pi, radius or diameter can be solved by the formulaAlways remember that radius is half of the diameter.Area of Circle = pi x radius x radiusA = πr2


generalization.

The area of a circle with pi, radius or diameter can be solved by the formulaAlways remember that radius is half of the diameter.Area of Circle = pi x radius x radiusA = πr2


following.

Steps in solving problems involving the area of a circleThe formula in finding the area of a circleA = πr2


following.

Steps in solving problems involving the area of a circleThe formula in finding the area of a circleA = πr2

I. Evaluating learning Ask the pupils to solve the following

Find the area of a given circle

Ask the pupils to solve the following

Find the area of a given circle


Find the area of circular playground

whose radius

measures 6 meters.

An extension of a house is

semicircular in shape with a radius

of 4 meters. Can you find its area?

A circular fountain has a radius of 12

meters. What is the area of the

circular fountain?

The diameter of the drum is 70 cm.

What is the area covered when the

drum stands?

Ana’s circular bed cover has a

diameter of 2.25 m. How many

square meters is it?


Find the area of circular playground

whose radius

measures 6 meters.

An extension of a house is

semicircular in shape with a radius

of 4 meters. Can you find its area?

A circular fountain has a radius of 12

meters. What is the area of the

circular fountain?

The diameter of the drum is 70 cm.

What is the area covered when the

drum stands?

Ana’s circular bed cover has a

diameter of 2.25 m. How many

166

square meters is it?


Ask the pupils to solve these

problems.

Ask the pupils to solve these

problems.

Solve each problem.

Every time it rains, Mrs. Lapis saves

water in a big clay jar called

‘tapayan’. She covers them with a

circular galvanized iron with a radius

14 m. What is the area of the

circular cover?

Find the area of a circular clock that

has a radius of 13 cm.

What is the area of a circular pool

with the diameter of 15 m?

Solve each problem.

Every time it rains, Mrs. Lapis saves

water in a big clay jar called

‘tapayan’. She covers them with a

circular galvanized iron with a radius

14 m. What is the area of the

circular cover?

Find the area of a circular clock that

has a radius of 13 cm.

What is the area of a circular pool

with the diameter of 15 m?


the evaluation


C. Did the remedial lessons work? No. of

167

What is the area of a circle with

a diameter of 5 meters?

1. If a circle has a diameter of

46centimeter what is

the areaof the circle?

2. Granda has an old family

recipe for blueberry

pancakes. She can make 8

pancakes that are each 18

inches in diameter. What

is the area of the pancake?

Answer: (78.5 square

meters, 72.22 squared

centimeter, 254.34 inches)

What is the area of a circle with

a diameter of 5 meters?

3. If a circle has a diameter of

46centimeter what is

the areaof the circle?

4. Granda has an old family

recipe for blueberry

pancakes. She can make 8

pancakes that are each 18

inches in diameter. What

is the area of the pancake?

Answer: (78.5 square

meters, 72.22 squared

centimeter, 254.34 inches)

javascript:def('/Glossary/glossaryterm.aspx?word=Area',%20500,%20500);

javascript:def('/Glossary/glossaryterm.aspx?word=Circle',%20500,%20500);

javascript:def('/Glossary/glossaryterm.aspx?word=Diameter',%20500,%20500);

javascript:def('/Glossary/glossaryterm.aspx?word=Area%20of%20a%20Circle',%20500,%20500);

javascript:def('/Glossary/glossaryterm.aspx?word=Area',%20500,%20500);

javascript:def('/Glossary/glossaryterm.aspx?word=Circle',%20500,%20500);

javascript:def('/Glossary/glossaryterm.aspx?word=Diameter',%20500,%20500);

javascript:def('/Glossary/glossaryterm.aspx?word=Area%20of%20a%20Circle',%20500,%20500);

learners who have caught up with the lesson







Teaching Dates and Time February 6-10, 2017 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Create problems involving a circle, with reasonable answers.A. Content Standards demonstrates understanding of

area, volume and temperature.demonstrates understanding of area, volume and temperature.



Weekly test






creates problems involving a circle, with reasonable answers.

M5ME-IVb-76

creates problems involving a circle, with reasonable answers.

M5ME-IVb-76

visualizes the volume of a cube and rectangular prism.

M5ME-IVc-77

visualizes the volume of a cube and rectangular prism.

M5ME-IVc-77



168

1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages M5M-IVb-76


301


M5M-IVb-76


301


Code - M5ME-IVc-77 K to 12 Grade

5 Curriculum


Ateneo Lesson Guide 5 pages 395 -

402

Diwa New High School Mathematics

First Year pages 71-72

Ateneo Lesson Guide 6 Chapter IV-

Volume page 8-9

Distance Education for Elementary

School (Volume of a Cube and

Rectangular Prism) pages 2 –

3


5 Curriculum


Ateneo Lesson Guide 5 pages 395 -

402

Diwa New High School Mathematics

First Year pages 71-72

Ateneo Lesson Guide 6 Chapter IV-

Volume page 8-9

Distance Education for Elementary

School (Volume of a Cube and

Rectangular Prism) pages 2 –

3


B. Other Learning Resources cutouts of circles, chart, flashcards,

real objects, manila paper,

ruler/meter stick,

pentel pen, show me board

cutouts of circles, chart, flashcards,

real objects, manila paper,

ruler/meter stick,

pentel pen, show me board

cubes (big and small), rectangular

prism, ruler, flash cards, marbles,

worksheet, 1 transparent

rectangular container

cubes (big and small), rectangular

prism, ruler, flash cards, marbles,

worksheet, 1 transparent

rectangular container


presenting the new lessonHave a review on solving the area of

a circle.

Have a review on solving the area of

a circle.

Have a review on the meaning of

volume.

Volume is the amount of space

occupied by any quantity.

Have a review on the meaning of

volume.


occupied by any quantity.

169


Create problems involving a circle, with reasonable answers.

Create problems involving a circle, with reasonable answers.

Visualize the Volume of a Cube and

Rectangular Prism

Visualize the Volume of a Cube and

Rectangular Prism


Let the pupils find any circular

objects inside the classroom. Ask

them to record the area of each

object.

Let the pupils find any circular

objects inside the classroom. Ask

them to record the area of each

object.

Show a transparent cube and

rectangular prism filled with

marbles. Ask pupils to guess the

number of marbles inside the cube

and rectangular prism. Let a

volunteer count the marbles to find

out the answer. Elicit from them

how they can make a good guess of

the total number of marbles. Instill

the value of patience and

orderliness. Relate this to the

concept of volume.

Show a transparent cube and

rectangular prism filled with

marbles. Ask pupils to guess the

number of marbles inside the cube

and rectangular prism. Let a

volunteer count the marbles to find

out the answer. Elicit from them

how they can make a good guess of

the total number of marbles. Instill

the value of patience and

orderliness. Relate this to the

concept of volume.


Let the pupils present their answers.

Ask them how they got the area.

Let the pupils present their answers.

Ask them how they got the area.

a. Tell the class that the number of

small cubes that make up the

Rubik’s cube is its volume.

b. Activity – Group Work

Materials: worksheet, 1 transparent

rectangular container, small cubes

Procedure: Fill the container with

small cubes until its upper portion.

Guide Questions:

1) What kind of solid figure is the

container?

2) How many cubes did you put

inside the rectangular container?

a. Tell the class that the number of

small cubes that make up the

Rubik’s cube is its volume.

b. Activity – Group Work

Materials: worksheet, 1 transparent

rectangular container, small cubes

Procedure: Fill the container with

small cubes until its upper portion.

Guide Questions:

1) What kind of solid figure is the

container?

2) How many cubes did you put

170

3) How can you find the number of

cubes in the container without

counting them all?

a) Count the cubes in one layer.

Example

4 x 2 = 8 cubes

b) Count the layers. Ex.: 3 layers

c) How many cubes in all? 8 x 3 = 24

cubes

4) When we get the total number of

cubes that the container has, what

have we looked for? (Answer:

Volume)

5) What kind of polygon is the base

of the container? What are its

dimensions?

6) How many cubes fit the length?

the width?

7) What other dimension does the

rectangular container have? How

many cubes fit the height?

8) Can you give the volume of the

rectangular prism by just using the

dimensions (length, width, height)?

How?

(Note: Teacher must tell the pupils

that by multiplying the length x

width x height will give the volume

thus, Volume = L x W x H))

inside the rectangular container?

3) How can you find the number of

cubes in the container without

counting them all?

a) Count the cubes in one layer.

Example

4 x 2 = 8 cubes

b) Count the layers. Ex.: 3 layers

c) How many cubes in all? 8 x 3 = 24

cubes

4) When we get the total number of

cubes that the container has, what

have we looked for? (Answer:

Volume)

5) What kind of polygon is the base

of the container? What are its

dimensions?

6) How many cubes fit the length?

the width?

7) What other dimension does the

rectangular container have? How

many cubes fit the height?

8) Can you give the volume of the

rectangular prism by just using the

dimensions (length, width, height)?

How?

(Note: Teacher must tell the pupils

that by multiplying the length x

width x height will give the volume

171

thus, Volume = L x W x H))


Divide the class into four groups. Let

each group discuss how will they

make a problem based on the given

situations. The groups 1 and 2 will

discuss situation 1, while groups 3

and 4 will focus on Situation 2.


each group discuss how will they


situations. The groups 1 and 2 will

discuss situation 1, while groups 3

and 4 will focus on Situation 2.



task.

Activity 1. They need small cubes,

big cubes and rectangular prism.

If each is a cubic unit, how

many cubic units are in the figures?

How many cubic units are there in

one row?


one layer?

How many layers are there?

What have you notice in the number

of layers and rows of cube and

prism?

What can you say about the number

of layers and rows of a cube?

What have you notice in the length,

width and height of a cube?


of layers and rows of a prism?


width and height of a prism?

Have pupils count the number of

cubes in the figures.

Define volume as the number of unit



task.

Activity 1. They need small cubes,

big cubes and rectangular prism.

If each is a cubic unit, how

many cubic units are in the figures?


one row?


one layer?

How many layers are there?

What have you notice in the number

of layers and rows of cube and

prism?


of layers and rows of a cube?


width and height of a cube?


of layers and rows of a prism?


width and height of a prism?

Have pupils count the number of

cubes in the figures.


172

cubes in the solid figure. Mention

the correct label (cubic units)

Have them imagine filling up the

classroom with such cubes. Then we

find the volume of the classroom.

Elicit similar application of volume in

daily situations.


the correct label (cubic units)

Have them imagine filling up the

classroom with such cubes. Then we

find the volume of the classroom.

Elicit similar application of volume in

daily situations.


After the activities have been done,

let the groups post their formulated

problems in each of the situations

given and let them do the tasks

below.

Read the problem and ask the class

to solve the problem.

Illustrate and solve the problem with

the solution.

After the activities have been done,

let the groups post their formulated

problems in each of the situations

given and let them do the tasks

below.




the solution.



Expected answer:

Cube is a solid whose length, width

and height are equal.

Rectangular prism whose length,

width and height are not equal.



Expected answer:

Cube is a solid whose length, width

and height are equal.

Rectangular prism whose length,

width and height are not equal.


Ask the pupils to do the exercises in

the Get Moving and Keep Moving

pages_____ and ____, LM Math

Grade 5.

Ask the pupils to do the exercises in

the Get Moving and Keep Moving

pages_____ and ____, LM Math

Grade 5.


Explore and Discover on page 1 of

LM Math Grade 5. Ask pupils to

work on exercises under Get Moving

on pages 2 and 3 of LM Math Grade

5. Check the pupils’ answers. For

mastery, have them answer the

exercises under Keep Moving on

page 3 and 4 of LM Math Grade 5.

Check on the pupils’ answers.


Explore and Discover on page 1 of

LM Math Grade 5. Ask pupils to

work on exercises under Get Moving

on pages 2 and 3 of LM Math Grade

5. Check the pupils’ answers. For

mastery, have them answer the

exercises under Keep Moving on

page 3 and 4 of LM Math Grade 5.

Check on the pupils’ answers.


Lead the pupils to give the Lead the pupils to give the Summarize the lesson by asking: Summarize the lesson by asking:

173

generalization by asking: How did

you create problems involving area

of a circle?

Steps in Creating Problems1. Familiarize yourself with

the mathematical concepts. Think of the application to everyday life situations.

2. Think of the type of the problem you want to make and the formula to be used.

3. Read and study more on math problems. Study the solutions.

4. Make your own styles/strategies to justify the solutions.

generalization by asking: How did

you create problems involving area

of a circle?

Steps in Creating Problems5. Familiarize yourself with

the mathematical concepts. Think of the application to everyday life situations.

6. Think of the type of the problem you want to make and the formula to be used.

7. Read and study more on math problems. Study the solutions.

8. Make your own styles/strategies to justify the solutions.

How can we visualize the volume of

cube and rectangular prism?


generalization.

Volume is the amount space a solid figure occupies.

We can visualize volume of cube and rectangular prism

using more units to fill the container (like the used of marbles, pebbles, rice grains, seed, etc) this is what we called non-standard units. Non standard units do not give consistent and accurate measure of the volume of a container.

Using standard units, to find the volume o a space figure, count the number of cubic units needed to fill the space. Standard units are consistent and accurate.

How can we visualize the volume of

cube and rectangular prism?


generalization.

Volume is the amount space a solid figure occupies.

We can visualize volume of cube and rectangular prism

using more units to fill the container (like the used of marbles, pebbles, rice grains, seed, etc) this is what we called non-standard units. Non standard units do not give consistent and accurate measure of the volume of a container.

Using standard units, to find the volume o a space figure, count the number of cubic units needed to fill the space. Standard units are consistent and accurate.

I. Evaluating learning Let the pupils do the exercises in

Keep Moving on page ___, LM Math

Grade 5. Check pupils’ work.

Let the pupils do the exercises in










Ask the pupils to create problems involving area of a circle.





the evaluation

174










Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Name the unit of measure for measuring the volume of cube and rectangular prism.

Write the value of measuring accurately





Weekly Test





C. Learning Competencies/Objectives

175

Write the LC code for each names the appropriate unit of measure used for measuring the volume of a cube and a rectangle prism.M5ME-IVc-78

names the appropriate unit of measure used for measuring the volume of a cube and a rectangle prism.M5ME-IVc-78

derives the formula in finding the volume of a cube and a rectangular prism using cubic cm and cubic m.

M5ME-IVc-79

derives the formula in finding the volume of a cube and a rectangular prism using cubic cm and cubic m.

M5ME-IVc-79


III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages Code - M5ME-IVc-78 K to 12 Grade

5 Curriculum

Integrated Mathematics I pages 177

- 178


Ateneo Lesson Guide Chapter IV

Measurement/Volume pages 6 -18


5 Curriculum


- 178


Ateneo Lesson Guide Chapter IV

Measurement/Volume pages 6 -18


5 Curriculum


- 178


Ateneo Lesson Guide Chapter IV Measurement/Volume pages 6 -18


5 Curriculum


- 178


Ateneo Lesson Guide Chapter IV Measurement/Volume pages 6 -18


B. Other Learning Resources flash cards (mm, cm, dm, m, etc.), real objects, pictures

flash cards (mm, cm, dm, m, etc.), real objects, pictures




presenting the new lessonWhat is difference between cube

and rectangular prism?

What are the dimensions of cube


What is difference between cube


What are the dimensions of cube


Memory Game

Materials: pocket chart, flash cards

Mechanics:

a. Teacher prepares flash cards with

figure and dimensions on a set of

cards and the corresponding area of

the figure on another set of cards.

Teacher then place the shuffled

cards into pocket chart slots. At the

Memory Game

Materials: pocket chart, flash cards

Mechanics:

a. Teacher prepares flash cards with

figure and dimensions on a set of

cards and the corresponding area of

the figure on another set of cards.

Teacher then place the shuffled

cards into pocket chart slots. At the

176

back of each card, label them with

letters.

Ex. front back

b. Divide class into 3 groups.

c. Have a member of group 1 choose

2 letters corresponding to 2 cards.

Teacher turns over the cards. If the

cards match (figure and its area),

then the team gets the point and the

cards taken out of the pocket chart.

If the cards do not match, then the

cards are turned over again in the

same place/position in the pocket

chart.

d. Have a member of group 2 call

out another pair of cards. Continue

the game until all the cards have

been used up. Team with the most

number of points wins.

e. Teacher may divide set of cards

into a) finding area of parallelograms

and trapezoid making sure that the

dimensions given are manageable by

the pupils, or b) finding the missing

side/dimension given the area.

back of each card, label them with

letters.

Ex. front back

b. Divide class into 3 groups.

c. Have a member of group 1 choose

2 letters corresponding to 2 cards.

Teacher turns over the cards. If the

cards match (figure and its area),

then the team gets the point and the

cards taken out of the pocket chart.

If the cards do not match, then the

cards are turned over again in the

same place/position in the pocket

chart.

d. Have a member of group 2 call

out another pair of cards. Continue

the game until all the cards have

been used up. Team with the most

number of points wins.

e. Teacher may divide set of cards

into a) finding area of parallelograms

and trapezoid making sure that the

dimensions given are manageable by

the pupils, or b) finding the missing

side/dimension given the area.


Name the unit of measure for

measuring the volume of cube and

rectangular prism.

Name the unit of measure for

measuring the volume of cube and

rectangular prism.

Derive a formula for finding the

volume of a cube and a rectangular

prism using cubic centimeter and

Derive a formula for finding the

volume of a cube and a rectangular

prism using cubic centimeter and

177

meter.

Appreciation of application of volume in daily life situations

meter.

Appreciation of application of volume in daily life situations


Richard has a rectangular box with

sand inside. He wants to know the

amount of space the sand occupied.

He wants to know also what unit of

measure he will use. Elicit the value

of accuracy.

Richard has a rectangular box with

sand inside. He wants to know the

amount of space the sand occupied.

He wants to know also what unit of

measure he will use. Elicit the value

of accuracy.

Show a transparent plastic container

filled with balls. Ask pupils to guess

the number of balls inside the

container. Let a volunteer count the

balls to find out the answer. Elicit

from them how they can make a

good guess of the total number of

balls. Relate this to the concept of

volume.









volume.


Present a rectangular box with sand

inside.

Ask the following questions:

a. How can we be able to measure

the capacity of the box?

b. What will you use? What do you

think are we looking for?

c. What unit of measure will you

use?

The volume of a solid is the amount

of space the solid occupies. Volume

is measured in cubic units. One way

to find the volume of a rectangular

prism is to multiply the 3

dimensions:

Volume = length x width x height

Present a rectangular box with sand

inside.


a. How can we be able to measure

the capacity of the box?

b. What will you use? What do you

think are we looking for?

c. What unit of measure will you

use?

The volume of a solid is the amount

of space the solid occupies. Volume

is measured in cubic units. One way

to find the volume of a rectangular

prism is to multiply the 3

dimensions:

Volume = length x width x height

Let a pupil fill a rectangular box with

cubes. For purposes of having exact

measurements and no half-cubes, it

is ideal that teacher prepares boxes/

rectangular prisms that have

corresponding measurements as the

cubes that are going to be used in

the activity.

Ask the pupils the following

questions:

How many cubes did it take to fill

the prism? How many cubic units is

the length? The width? The height?

What similar situations require you

to fill up a solid such as the

rectangular


cubes. For purposes of having exact

measurements and no half-cubes, it

is ideal that teacher prepares boxes/

rectangular prisms that have

corresponding measurements as the

cubes that are going to be used in

the activity.


questions:


the prism? How many cubic units is

the length? The width? The height?

What similar situations require you

to fill up a solid such as the

rectangular

178

prism?

Define these situations as finding the

volume of solids. Define volume as

the number of cubic units (unit

cubes) used to fill up a space. Use

correct unit of measure.

Using this definition, ask the pupils

the volume of the rectangular prism.

Ask: Without actually counting the

number of unit cubes in the solid

how can you find its volume? What

formula can we use to find the

number of cubic units in it or the

volume of the rectangular prism?

Elicit from the pupils that

→ To find the volume of an object

means to find the number of cubic

units it contains or holds

Lead them to state the formula for

the volume of a rectangular prism as

V = l x w x h.



the correct label (cubic units).


the volume of the cube.


number of unit cubes, how can you

find the volume of the cube? What

prism?



the number of cubic units (unit

cubes) used to fill up a space. Use

correct unit of measure.


the volume of the rectangular prism.


number of unit cubes in the solid

how can you find its volume? What


number of cubic units in it or the

volume of the rectangular prism?

Elicit from the pupils that

→ To find the volume of an object

means to find the number of cubic

units it contains or holds


the volume of a rectangular prism as

V = l x w x h.



the correct label (cubic units).


the volume of the cube.


number of unit cubes, how can you

find the volume of the cube? What

179


number of cubic units in it?

Try to elicit from the pupils that to

find the volume of a cube, the length

of its side is multiplied by

itself three times.


the volume of a cube as

V = S x S x S or V = S³

Let pupils apply the rule by actually

measuring and finding the volume of

some rectangular prisms and cube

inside the room.

Present situations like how much

water does it take to fill the

aquarium, how far does it

take to run around the park, etc. and

distinguish perimeter/circumference

from area and volume. Elicit similar

applications of volume in daily

life situations.


number of cubic units in it?

Try to elicit from the pupils that to

find the volume of a cube, the length

of its side is multiplied by

itself three times.


the volume of a cube as

V = S x S x S or V = S³

Let pupils apply the rule by actually

measuring and finding the volume of

some rectangular prisms and cube

inside the room.

Present situations like how much

water does it take to fill the

aquarium, how far does it

take to run around the park, etc. and

distinguish perimeter/circumference

from area and volume. Elicit similar

applications of volume in daily

life situations.


Group the class into four. Let them

perform the give activity.

Give the appropriate unit of

measure to be used in finding the

volume of(Select from the given

choices: mm3, cm3, dm3, m3) :

Group the class into four. Let them

perform the give activity.

Give the appropriate unit of

measure to be used in finding the

volume of(Select from the given

choices: mm3, cm3, dm3, m3) :

Group the pupil into four working team and let them do the tasks.

Group the pupil into four working team and let them do the tasks.

180

a) room _______

b) shoe box _______

c) globe _______

d) refrigerator _______

e) ice cream cone _______

a) room _______

b) shoe box _______

c) globe _______

d) refrigerator _______

e) ice cream cone _______




Expected answer:

a) room m 3

b) shoe box cm 3

c) globe cm 3

d) refrigerator dm 3

e) ice cream cone cm 3

f) dice mm 3



Expected answer:

a) room m 3

b) shoe box cm 3

c) globe cm 3

d) refrigerator dm 3

e) ice cream cone cm 3

f) dice mm 3






Ask pupils to work on exercises A under Get Moving on pages 1 LM Math Grade 5.

Ask pupils to work on exercises A under Get Moving on pages 1 LM Math Grade 5.

Answer the exercises A and B under

Keep Moving on page 2 and 3 of LM

Math Grade 5. Check on the pupils’

answers.

Answer the exercises A and B under

Keep Moving on page 2 and 3 of LM

Math Grade 5. Check on the pupils’

answers.


What do you call the capacity of

things or the total space within a 3-

dimensional figure?

What unit of measure will you use in

measuring volume?


occupied by a space figure.

Volume measured in cubic units,

such as

What do you call the capacity of

things or the total space within a 3-

dimensional figure?

What unit of measure will you use in

measuring volume?


occupied by a space figure.

Volume measured in cubic units,

such as

How can you find the volume of a

cube and a rectangular prism?

The formula in finding the Volume of

a cube is;

Volume = side x side x side or V = S

x S x S or V = S3

In rectangular prism we need L =

Length, W = Width and H = Height,

the formula in finding the Volume of

a rectangular prism is;

How can you find the volume of a


The formula in finding the Volume of

a cube is;

Volume = side x side x side or V = S

x S x S or V = S3

In rectangular prism we need L =

Length, W = Width and H = Height,

the formula in finding the Volume of

181

cubic centimeter (cm3)

cubic meter (m3)

cubic millimeter (mm3)

cubic decimeter (dm3)

cubic centimeter (cm3)

cubic meter (m3)

cubic millimeter (mm3)

cubic decimeter (dm3)

Volume = Length x Width x Height

V = L x W x H

Volume is measured in cubic units,

such as cubic centimeters ( cm3),

cubic meters (m3), and millimeters

(mm3)

a rectangular prism is;

Volume = Length x Width x Height

V = L x W x H

Volume is measured in cubic units,

such as cubic centimeters ( cm3),

cubic meters (m3), and millimeters

(mm3)

I. Evaluating learning Use cm3, m3, dm3 to tell which cubic

unit of measure is appropriate to be

used.

a) box of chocolate

b) tent

c) glass

d) gymnasium

e) math book

Use cm3, m3, dm3 to tell which cubic

unit of measure is appropriate to be

used.

a) box of chocolate

b) tent

c) glass

d) gymnasium

e) math book

Draw the figure with their

measurements and find their

volume.

L = 9 m W = 4 m H = 3

m

L = 10 m W = 7 m H = 15

m

L = 14 m W = 10 m H = 9

m

S = 12 cm

S = 7 cm



volume.

L = 9 m W = 4 m H = 3

m

L = 10 m W = 7 m H = 15

m

L = 14 m W = 10 m H = 9

m

S = 12 cm

S = 7 cm


Give the cubic unit of measure for

finding the volume of the following:

a) a box 44 cm by 9 cm by 6 cm

b) a room 4m by 5m by 6 m

c) a cabinet 1.2 m by 0.9 m by 0.5 m

d) a ball with radius 10 cm

e) a cylindrical tank 25 dm long and

radius 8 dm

Give the cubic unit of measure for

finding the volume of the following:

a) a box 44 cm by 9 cm by 6 cm

b) a room 4m by 5m by 6 m

c) a cabinet 1.2 m by 0.9 m by 0.5 m

d) a ball with radius 10 cm

e) a cylindrical tank 25 dm long and

radius 8 dm



volume.

L = 2 m W = 3 m

H = 4 m

L = 11 m W = 2 m

H = 5 m

S = 10 cm



volume.

L = 2 m W = 3 m

H = 4 m

L = 11 m W = 2 m

H = 5 m

S = 10 cm

182


the evaluation







183




Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Converts cu.cm to cu.m and vice versa; cu.cm to L and vice versa





Weekly Test





C. Learning Competencies/ObjectivesWrite the LC code for each converts cu. cm to cu. m and vice

versa; cu.cm to L and vice versa.

M5ME-IVd-80

converts cu. cm to cu. m and vice versa; cu.cm to L and vice versa.

M5ME-IVd-80

finds the volume of a given cube and rectangular prism using cu. cm and cu. m.

M5ME-IVd-81

finds the volume of a given cube and rectangular prism using cu. cm and cu. m.

M5ME-IVd-81

II. CONTENT


184

1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages Curriculum Guide in Math 5

M5ME-IVd-80

Ateneo Lesson Guide Grade 5 p.392

Curriculum Guide in Math 5

M5ME-IVd-80



M5ME-IVd-81



M5ME-IVd-81



B. Other Learning Resources flash cards, pocket chart, problem

written on the chart.

flash cards, pocket chart, problem


flash cards, model cubes and

rectangular prisms set, problem



rectangular prisms set, problem



presenting the new lessonGive the equivalent: Conversion of

linear measure.

6cm= ____ mm

5m= _____cm

____dm= 4m

____cm= 9dm

____dm= 3m

Give the equivalent: Conversion of

linear measure.

6cm= ____ mm

5m= _____cm

____dm= 4m

____cm= 9dm

____dm= 3m

Find the area of the following

figures. Write the answer on your

notebook.

Find the area of the following

figures. Write the answer on your

notebook.


Converts cu.cm to cu.m and vice

versa; cu.cm to L and vice versa

Converts cu.cm to cu.m and vice

versa; cu.cm to L and vice versa

Finds the volume of a given cube and rectangular prism using cu.cm and cu.m

Finds the volume of a given cube and rectangular prism using cu.cm and cu.m


A truck delivers sand weighing

54000 dm3 or L, what is the weight of

the sand in cubic metre (m3)? In

cubic centimetre (cm3) ?

What is asked in the problem? What

are given?

A truck delivers sand weighing

54000 dm3 or L, what is the weight of

the sand in cubic metre (m3)? In

cubic centimetre (cm3) ?

What is asked in the problem? What

are given?

What must we know to be able to















185

What must we know to be able to

change 54000 dm3 to cubic

centimetres and to cubic metre?

Which is larger a cubic decimetre or

a cubic centimetre?

How many cubic centimetres are

there in cubic decimetres or L ?

To change cubic decimetre to cubic

centimetre we multiply by 1000.

Since: 1dm=10cm

Therefore: 1dmx1dmx1dm= 10cm x

10cm x 10cm

Thus, 1dm3 = 1000cm3

54000 dm3 = ____ cm3

54,000x1,000 = 54,000,000 cm3

How will you compare cubic

decimetres to cubic metres? Since a

cubic metre is larger thana cubic

decimetre, we divide by 1000. Using

conversion 1m3= 1000dm3

54000dm 3 = 54m3

1000

change 54000 dm3 to cubic

centimetres and to cubic metre?

Which is larger a cubic decimetre or

a cubic centimetre?

How many cubic centimetres are

there in cubic decimetres or L ?

To change cubic decimetre to cubic

centimetre we multiply by 1000.

Since: 1dm=10cm

Therefore: 1dmx1dmx1dm= 10cm x

10cm x 10cm

Thus, 1dm3 = 1000cm3

54000 dm3 = ____ cm3

54,000x1,000 = 54,000,000 cm3

How will you compare cubic

decimetres to cubic metres? Since a

cubic metre is larger thana cubic

decimetre, we divide by 1000. Using

conversion 1m3= 1000dm3

54000dm 3 = 54m3

1000


volume.


volume.


Group the pupils into three working


task.

Group the pupils into three working teams and have them perform the task.

Using concrete objects


cubes.


questions:


the prism?

Using concrete objects


cubes.


questions:


186

How many cubic units is the length/

the width? the height?



the number of cubic units used to fill

up a space. Use correct unit of

measure.


the volume of rectangular prism.

Let them state the formula for the

volume of a rectangular prism as

V=lxwxh.

the prism?

How many cubic units is the length/

the width? the height?



the number of cubic units used to fill

up a space. Use correct unit of

measure.


the volume of rectangular prism.

Let them state the formula for the

volume of a rectangular prism as

V=lxwxh.


How do we change and convert a

smaller unit to a higher unit?

when converting from larger unit to

a smaller unit, use multiplication

when converting from a smaller to a

larger unit, use division

How do we change and convert a

smaller unit to a higher unit?

when converting from larger unit to

a smaller unit, use multiplication

when converting from a smaller to a


Solve for the volume of these

rectangular prisms, given their

measurements.

l=9m

s=12cm

w=4m

h=3m

l= 10cm

s=6m

w=7cm

h=15cm

l=14 m

w=10m

h=9m

Solve for the volume of these

rectangular prisms, given their

measurements.

l=9m

s=12cm

w=4m

h=3m

l= 10cm

s=6m

w=7cm

h=15cm

l=14 m

w=10m

h=9m

187


Group Activity Group Activity What is volume?

What is the formula in finding the

volume of a cube? Rectangular

prism?

What is volume?

What is the formula in finding the

volume of a cube? Rectangular

prism?





exercises.

Supply the missing number.

1. 6700 dm3= ____m3

2. 28 dm3= _____cm3

3. 11500 cm3 =_____ m3

4. 4 m3 =______cm3

5. 8m3 =______dm3




exercises.

Supply the missing number.

1. 6700 dm3= ____m3

2. 28 dm3= _____cm3

3. 11500 cm3 =_____ m3

4. 4 m3 =______cm3

5. 8m3 =______dm3






In converting from a larger unit to a

smaller unit, use multiplication

In converting from a smaller to a


In converting from a larger unit to a

smaller unit, use multiplication

In converting from a smaller to a


Volume of a rectangular prism= L X

W X H

Volume of a cube=S X S X S or S3

Volume of a rectangular prism= L X

W X H

Volume of a cube=S X S X S or S3

I. Evaluating learning Change to smaller units.

1. 15 cm3= _____mm3

2. 61 dm3= _____cm3

3. 64 cm3 = _____dm3

4. 25 cm3= _____mm3

5. 87 dm3= _____cm3

Change to smaller units.

1. 15 cm3= _____mm3

2. 61 dm3= _____cm3

3. 64 cm3 = _____dm3

4. 25 cm3= _____mm3

5. 87 dm3= _____cm3



volume.

1. l=4m

w=1m

h=3m

2. s=14cm



volume.

6. l=4m

w=1m

h=3m

7. s=14cm

188

3. 3=20cm

4. l=8cm

w=3cm

h=10cm

5. s=12cm

8. 3=20cm

9. l=8cm

w=3cm

h=10cm

10. s=12cm


Change these units to larger or

smaller units:

1.7cm3= ______mm3

2. 5000 dm3= _____m3

3. 5m3 = _____cm3

4. 20000 cm3 = ____m3

5. 17m3= ____dm3

Change these units to larger or

smaller units:

1.7cm3= ______mm3

2. 5000 dm3= _____m3

3. 5m3 = _____cm3

4. 20000 cm3 = ____m3

5. 17m3= ____dm3

Measure object at home and find their volume.

Measure object at home and find their volume.


the evaluation






G. What innovation or localized materials did I use/discover which I wish to share

189

with other teachers?



Teaching Dates and Time February 27-March 3, 2017 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Estimate and use appropriate units of measure for volume





Weekly Test





C. Learning Competencies/ObjectivesWrite the LC code for each estimates and uses appropriate units

of measure for volume.

M5ME-IVd-82

estimates and uses appropriate units of measure for volume.

M5ME-IVd-82

solves routine and non-routine problems involving volume of a cube and rectangular prism in real-life situations using appropriate strategies and tools.

M5ME-IVe-83

solves routine and non-routine problems involving volume of a cube and rectangular prism in real-life situations using appropriate strategies and tools.

M5ME-IVe-83

II. CONTENT

III. LEARNING RESOURCES

190

A. References1. Teacher’s Guide pages2. Learner’s Material pages3. Textbook pages Curriculum Guide in Math 5

M5ME-IVd-82



M5ME-IVd-82


Mathematics for a better life 5,

pages 264-265

Guide in Elementary Mathematics

Grade VI pages 403 and 405

Curriculum Guide 5,


pages 264-265



Curriculum Guide 5,


B. Other Learning Resources flash cards, model cubes and

rectangular prisms set, aquarium.


rectangular prisms set, aquarium.

meter stick, ruler, manila paper and marker pen

meter stick, ruler, manila paper and marker pen


presenting the new lessonFind the volume of these prisms.

1. L=9m

W=6m

H =3m

Find the volume of these prisms.

2. L=9m

W=6m

H =3m

Have a review on estimating and

using appropriate units of measure

for volume.

Have a review on estimating and

using appropriate units of measure

for volume.


Estimate and use appropriate units

of measure for volume

Estimate and use appropriate units

of measure for volume

Group the pupils into four. Give each

group a set of steps in solving

problems. Let them arrange the

steps in correct order.

(This can be done in the form of

game)

Example: What operation is needed

to solve the problem?


What is the correct number

Group the pupils into four. Give each

group a set of steps in solving

problems. Let them arrange the

steps in correct order.

(This can be done in the form of

game)

Example: What operation is needed

to solve the problem?


What is the correct number

191

sentence?

What is being asked?

sentence?

What is being asked?


Show a rectangular prism to each

group and guess which has the

greatest or least volume.

Show a rectangular prism to each

group and guess which has the

greatest or least volume.

Present these problems.

A swimming pool is 12 m long, 9 m wide, and 1.85 m deep. How much water can it hold?

Ask: What is the shape of the

swimming pool?

Call a pupil to draw the figure of the

swimming pool and put the

dimensions.

How will you solve the problem?

Present these problems.

A swimming pool is 12 m long, 9 m wide, and 1.85 m deep. How much water can it hold?

Ask: What is the shape of the

swimming pool?

Call a pupil to draw the figure of the

swimming pool and put the

dimensions.

How will you solve the problem?


Using concrete object (present an

aquarium)

An aquarium is 35 cm. long, 25 cm

wide and 33 cm high is to be filled

with water. How many cubic

centimetre of water will be needed?

1.What is asked in the problem?

2.What data are given?

3. Is the unit of measure appropriate

with the data given?

Using concrete object (present an

aquarium)

An aquarium is 35 cm. long, 25 cm

wide and 33 cm high is to be filled

with water. How many cubic

centimetre of water will be needed?

1.What is asked in the problem?

2.What data are given?

3. Is the unit of measure appropriate

with the data given?

Let pupils solve the problem by

pairs.

Problem A

Solution: Use the 4-step plan in

solving the problem.

Let pupils solve the problem by

pairs.

Problem A

Solution: Use the 4-step plan in

solving the problem.


Group the pupils. Give rectangular

prism to each group.

Have each pupil first guess which

prism has the greatest and which

prism has the least volume.

Give the unit of measure to be used.

Have the students estimate the

Group the pupils. Give rectangular

prism to each group.

Have each pupil first guess which

prism has the greatest and which

prism has the least volume.

Give the unit of measure to be used.

Have the students estimate the

Call some pupils to show their

solutions and answers on the board.

Ask: How did you solve the

problem?

Call some pupils to show their

solutions and answers on the board.

Ask: How did you solve the

problem?

192

volume of the rectangular prisms. volume of the rectangular prisms.


What is volume?

How do we estimate volume of a

prism?

What is volume?

How do we estimate volume of a

prism?

the presentation under Explore and Discover on page , LM Math Grade 5.

the presentation under Explore and Discover on page , LM Math Grade 5.





exercises.

Write the best unit of measure

to find the volume of the

following: (mm3, cm3, dm3, m3)

1. water in a rectangular pool

2. an ice before it melts

3. a dice

4. a blackboard eraser

5. oil in a rectangular box




exercises.

Write the best unit of measure

to find the volume of the

following: (mm3, cm3, dm3, m3)

1. water in a rectangular pool

2. an ice before it melts

3. a dice

4. a blackboard eraser

5. oil in a rectangular box

Let the pupils do the activity under Get Moving on page , LM Math Grade 5.

Let the pupils do the activity under Get Moving on page , LM Math Grade 5.


How do we use appropriate unit of

measure for volume?

How do we estimate volume?

How do we use appropriate unit of

measure for volume?

How do we estimate volume?


How do you solve problems

involving a cube or a rectangular

prism?

What are the steps in solving word

problems?


How do you solve problems

involving a cube or a rectangular

prism?

What are the steps in solving word

problems?

I. Evaluating learning Answer the following:

1. Marilou’s sewing box is 3

dm long, 2.5 dm wide and

4.3 dm high. What is its

volume?

2. Find the volume of a

Answer the following:

1. Marilou’s sewing box is 3

dm long, 2.5 dm wide and

4.3 dm high. What is its

volume?

2. Find the volume of a

Let the pupils solve the following

problems:

A flower box is 4.3 m long, 0.6 wide,

and 0.53 m high. How many cubic

meters of soil will fill the box?

A rectangular container is 0.4 m

Let the pupils solve the following

problems:

A flower box is 4.3 m long, 0.6 wide,

and 0.53 m high. How many cubic

meters of soil will fill the box?

A rectangular container is 0.4 m

193

closet which is 2.5 m

long, 5m and 2m high

closet which is 2.5 m

long, 5m and 2m high

long, 0.3 m wide and 1 m high. What

is its volume in cubic centimeters?

A water tank is 0.8 m long, 0.6 m

wide and 1 m high. If the tank is half

full, how many cubic centimeters of

water does it hold?

long, 0.3 m wide and 1 m high. What

is its volume in cubic centimeters?

A water tank is 0.8 m long, 0.6 m

wide and 1 m high. If the tank is half

full, how many cubic centimeters of

water does it hold?




volume.

1. l=9m

w=4m

h=6m

2. s=18cm

3. 3=30cm

4. l=12cm

w=5cm

h=8cm

5. s=14cm



volume.

1. l=9m

w=4m

h=6m

2. s=18cm

3. 3=30cm

4. l=12cm

w=5cm

h=8cm

5. s=14cm

Analyze then solve the problems.

A box of milk is 9 cm long, 8 cm wide

and 18 cm high. Find its volume?

Each book of a set of encyclopedia

measures 2.85 dm by 2.15 dm by 0.4

dm. The encyclopedia has 19 books.

What is the total volume of all 19

books?

The toy hat of Alex is in the shape of

a cone. Its base area is 72cm2 and

its height is 21 cm. What is its

volume?

Analyze then solve the problems.

A box of milk is 9 cm long, 8 cm wide

and 18 cm high. Find its volume?

Each book of a set of encyclopedia

measures 2.85 dm by 2.15 dm by 0.4

dm. The encyclopedia has 19 books.

What is the total volume of all 19

books?

The toy hat of Alex is in the shape of

a cone. Its base area is 72cm2 and

its height is 21 cm. What is its

volume?

V. REMARKSVI. REFLECTIONH. No. of learners who earned 80% in

the evaluation

I. No. of learners who require additional activities for remediation who scored below 80%

J. Did the remedial lessons work? No. of learners who have caught up with the

194

lessonK. No. of learners who continue to require

remediation

L. Which of my teaching strategies worked well? Why did these work?

M. What difficulties did I encounter which my principal or supervisor can help me solve?

N. What innovation or localized materials did I use/discover which I wish to share with other teachers?



Teaching Dates and Time March 6- 10, 2017 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real-life situations





Weekly Test






creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real situation

M5ME-IVe-84

creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real situation

M5ME-IVe-84

reads and measures temperature using thermometer (alcohol and/or digital) in degree Celsius.

M5ME-IVf-85

reads and measures temperature using thermometer (alcohol and/or digital) in degree Celsius.

M5ME-IVf-85

II. CONTENT Measurement Measurement Measurement measurement

III. LEARNING RESOURCESA. References1. Teacher’s Guide pages2. Learner’s Material pages

195

3. Textbook pages Mathematics for a better life 5,

pages 264-265



Curriculum Guide 5,


pages 264-265



Curriculum Guide 5,

K to 12 Curriculum for Grade 5,

M5ME-IVf-85

Lesson Guide in Math V p.405

Mathematics For a Better Life 5 p.

266- 267

K to 12 Curriculum for Grade 5,

M5ME-IVf-85

Lesson Guide in Math V p.405

Mathematics For a Better Life 5 p.

266- 267


B. Other Learning Resources real object real object real objects real objects



on volume.

Ask: What are the steps in solving

word problems?

Let the pupils solve this problem.

Leo has a box measuring 15 cm long,

20 cm wide and 10 cm high. Find its

volume?


on volume.

Ask: What are the steps in solving

word problems?

Let the pupils solve this problem.

Leo has a box measuring 15 cm long,

20 cm wide and 10 cm high. Find its

volume?

Give the equivalent. Conversion of

linear measure.

Give the equivalent. Conversion of

linear measure.


Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real-life

Creates problems (with reasonable answers) involving volume of a cube and rectangular prism in real-life

Reads and measure temperature

using thermometer (alcohol and/ or

Digital) in degree Celsius.

Reads and measure temperature

using thermometer (alcohol and/ or

Digital) in degree Celsius.


Group the pupils into four and let

them read the problem and ask

them to draw the solid figure

described in the problem.

A rectangular garden is 25 cm long,

15 cm wide and 10 cm thick. What

its volume?

Group the pupils into four and let

them read the problem and ask

them to draw the solid figure

described in the problem.

A rectangular garden is 25 cm long,

15 cm wide and 10 cm thick. What

its volume?

Mother wants to find out if her son

has a fever.

What is the best thing mother can

use to find the body temperature of

her sick son?

Mother wants to find out if her son

has a fever.

What is the best thing mother can

use to find the body temperature of

her sick son?

196

Ask: Can you create a problem on

volume similar to the one given?

Say: This time you will create

problems involving the volume of a

cube and a rectangular prism.

Ask: Can you create a problem on

volume similar to the one given?

Say: This time you will create

problems involving the volume of a

cube and a rectangular prism.


Each group will present the solid

figure formed.


What are the given data?

What process is needed to solve the

problem?


What is the correct answer?

Each group will present the solid

figure formed.


What are the given data?

What process is needed to solve the

problem?


What is the correct answer?

Present a model of an improvised

thermometer. It has a movable red

ribbon which resembles the mercury

in an actual thermometer.

Ask:

What does the red ribbon

represents?

Give each group an improvised

thermometer, announce the

temperature

readings,

The pupils will reflect it in their

thermometer model.

Check if the temperature reading

each group is showing is correct.

Present a model of an improvised

thermometer. It has a movable red

ribbon which resembles the mercury

in an actual thermometer.

Ask:

What does the red ribbon

represents?

Give each group an improvised

thermometer, announce the

temperature

readings,

The pupils will reflect it in their

thermometer model.

Check if the temperature reading

each group is showing is correct.



each group discuss how they will


situations. The first two groups will

discuss situation 1 and the

remaining two groups will focus on

situation 2.

Situation 1:

Ana has a front yard measuring 15 m


each group discuss how they will


situations. The first two groups will

discuss situation 1 and the

remaining two groups will focus on

situation 2.

Situation 1:

Ana has a front yard measuring 15 m

Divide the class into four groups.

Distribute activity sheets in each

group.

Provide group 1 with digital

thermometer, Group 2 with set of

pictures showing temperature

readings and Group 3 using

pictorials, Group 4 with alcohol

Divide the class into four groups.

Distribute activity sheets in each

group.

Provide group 1 with digital

thermometer, Group 2 with set of

pictures showing temperature

readings and Group 3 using

pictorials, Group 4 with alcohol

197

long and 8 m wide.

She wants to elevate it by

12meter .

Situation 2:

Lito’s business is to deliver water to

schools.

Her water tank measures 4 meters

long, 2 meters wide, and 2 meters

high.

Every morning, he delivers a tank full

of water to each of the schools

Guide and assist the pupils when

doing the activity. Ask each group to

show its work and to explain its

output.

long and 8 m wide.

She wants to elevate it by

12meter .

Situation 2:

Lito’s business is to deliver water to

schools.

Her water tank measures 4 meters

long, 2 meters wide, and 2 meters

high.

Every morning, he delivers a tank full

of water to each of the schools

Guide and assist the pupils when

doing the activity. Ask each group to

show its work and to explain its

output.

thermometer.

Group 1 - Using digital thermometer

Group 2 - Using pictures of

temperature readings

Group 3 - Using pictorials

Group 4 – Using alcohol

thermometer

Let them discuss how they read and

measure the temperature

Group 1- Measure and read the

pupils body temperature by putting

the digital

thermometer under their armpits.

Record and compare the results with

the other pupils.

Group 2 - Read and record each

thermometer reading

Group 3 - Give pictures and write if it

is HOT or COLD

Picture of Baguio city

Picture of a dessert

Picture of a glass of cold glass of

water

Picture of cup of coffee

Group 4 - Give 2 glasses of water,

one has cold water and the other

has hot water,

using alcohol thermometer measure

thermometer.

Group 1 - Using digital thermometer

Group 2 - Using pictures of

temperature readings

Group 3 - Using pictorials

Group 4 – Using alcohol

thermometer

Let them discuss how they read and

measure the temperature

Group 1- Measure and read the

pupils body temperature by putting

the digital

thermometer under their armpits.

Record and compare the results with

the other pupils.

Group 2 - Read and record each

thermometer reading

Group 3 - Give pictures and write if it

is HOT or COLD

Picture of Baguio city

Picture of a dessert

Picture of a glass of cold glass of

water

Picture of cup of coffee

Group 4 - Give 2 glasses of water,

one has cold water and the other

has hot water,

using alcohol thermometer measure

198

the temperature of each

glasses. Read and record.

the temperature of each

glasses. Read and record.


After the activities are done, let the

groups post their created problems

from the given situations and let

them follow the task below.




its solution.

Ask: How did you create problems?

After the activities are done, let the

groups post their created problems

from the given situations and let

them follow the task below.




its solution.

Ask: How did you create problems?


were you able to read and measure

the temperature? Discuss.

Emphasize that ◦C is read as “degree

Celsius” it is used to express

temperature. Discuss the difference

between an alcohol and a digital

thermometer.


were you able to read and measure

the temperature? Discuss.

Emphasize that ◦C is read as “degree

Celsius” it is used to express

temperature. Discuss the difference

between an alcohol and a digital

thermometer.


Discuss the presentation under Explore and Discover on page , LM Math Grade 5.

Discuss the presentation under Explore and Discover on page , LM Math Grade 5.


Explore and Discover on page _____

of LM Math Grade 5


Explore and Discover on page _____

of LM Math Grade 5



What did you do to be able to create

problems involving the volume of


What are the steps in creating

problems?


What did you do to be able to create

problems involving the volume of


What are the steps in creating

problems?


What is a temperature?

How can we measure temperature?

What are the parts of a

thermometer?

What is the metric unit for

measuring temperature?


What is a temperature?

How can we measure temperature?

What are the parts of a

thermometer?

What is the metric unit for

measuring temperature?

I. Evaluating learning Let the pupils make problems

involving the volume of a

rectangular prism with

corresponding answers based on the

given situations.

In constructing a new building, a

hole 4 m deep, 10 m wide, and 115

Let the pupils make problems

involving the volume of a

rectangular prism with

corresponding answers based on the

given situations.

In constructing a new building, a

hole 4 m deep, 10 m wide, and 115

Ask the pupils to find the

temperature of the following.

A kettle of water was made to boil

for 5 minutes more than after it

reached itsboiling point. What is the

temperature of the water?

What is the room temperature if the

Ask the pupils to find the

temperature of the following.

A kettle of water was made to boil

for 5 minutes more than after it

reached itsboiling point. What is the

temperature of the water?

What is the room temperature if the

199

m long was dug in the ground.

A room is 15 m high, 4 m wide and

10 m long.

A bar of gold is 25 dm long, 3 dm

wide, and 2 dm high.

m long was dug in the ground.

A room is 15 m high, 4 m wide and

10 m long.

A bar of gold is 25 dm long, 3 dm

wide, and 2 dm high.

red liquid (mercury) rose to 30◦

above the freezing point?

red liquid (mercury) rose to 30◦

above the freezing point?


Let the pupils create problems

involving volume, then provide

solutions.

Ana’s sewing box is 7 dm long, 4 dm

wide and 3 dm high.

An antique wooden chest is in the

form of a cube. Its edge is 20 cm.

Let the pupils create problems

involving volume, then provide

solutions.

Ana’s sewing box is 7 dm long, 4 dm

wide and 3 dm high.

An antique wooden chest is in the

form of a cube. Its edge is 20 cm.

Record your body temperature

every hour.

Record your body temperature

every hour.


the evaluation







200



Teaching Dates and Time March 13-17, 2017 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Solves routine and non- routine problems involving temperature in real-life





Weekly Test






estimates the temperature(e.g. inside the classroom).

M5ME-IVf-86

estimates the temperature(e.g. inside the classroom).

M5ME-IVf-86

solves routine and non-routine problems involving temperature in real-life situations

M5ME-IVf-87

solves routine and non-routine problems involving temperature in real-life situations

M5ME-IVf-87

II. CONTENT


M5ME- IVf-87

Lesson Guide Grade 5 page409

Mathematics For A Better Life 5

p.268- 269


M5ME- IVf-87



p.268- 269


M5ME- IVf-8



p.268- 269


M5ME- IVf-8



p.268- 269


B. Other Learning Resources activity sheets, thermometer activity sheets, thermometer improvised thermometer, digital or liquid thermometer, activity sheets/cards

improvised thermometer, digital or liquid thermometer, activity sheets/cards

201


presenting the new lessonIdentify the part of the thermometer.

Identify the part of the thermometer.

Review about thermometer. Review about thermometer.


Estimate the Temperature (e.g.

inside the classroom)

Estimate the Temperature (e.g.

inside the classroom)

Solves routine and non- routine

problems involving temperature in

real-life

Solves routine and non- routine

problems involving temperature in

real-life


How do you know if you have a

fever?

One has a fever if one’s body

temperature is above the normal

body temperature. The normal

body temperature is 37◦C?

What will you do if one of the

members of your family has a fever?

How do you know if you have a

fever?

One has a fever if one’s body

temperature is above the normal

body temperature. The normal

body temperature is 37◦C?

What will you do if one of the

members of your family has a fever?

Give the temperature when the

liquid or digital thermometer is:

at the freezing point of water

10◦C below the normal body

temperature

25◦C above the boiling point of

water

between 30◦C to 40◦C

at the boiling point of water

Give the temperature when the

liquid or digital thermometer is:

at the freezing point of water

10◦C below the normal body

temperature

25◦C above the boiling point of

water

between 30◦C to 40◦C

at the boiling point of water



Mother wants to find out if her son Rommel has fever. She got her thermometer and found out that the mercury level in the thermometer is at 38.5◦C, If the normal body temperature is 37.5◦C, how much higher is her son’s temperature than the normal body temperature?

Ask: What did Mother wants to find

out?

What did she do?

What kind of mother is she?

Is your mother as kind as Rommel’s

mother?


Mother wants to find out if her son Rommel has fever. She got her thermometer and found out that the mercury level in the thermometer is at 38.5◦C, If the normal body temperature is 37.5◦C, how much higher is her son’s temperature than the normal body temperature?

Ask: What did Mother wants to find

out?

What did she do?

What kind of mother is she?

Is your mother as kind as Rommel’s

mother?

Show 2 glasses of water, one has

cold water and the other has hot

water.

Let the pupils get the actual

temperature of the 2 glasses of

water. Record the results.

Ask: Which of 2 has a higher

temperature? lower temperature?

How much higher is the temperature

of one glass than the other?

Valuing: Getting the actual

temperature of one’s body is

important.

Show 2 glasses of water, one has

cold water and the other has hot

water.

Let the pupils get the actual

temperature of the 2 glasses of

water. Record the results.

Ask: Which of 2 has a higher

temperature? lower temperature?

How much higher is the temperature

of one glass than the other?

Valuing: Getting the actual

temperature of one’s body is

important.

202

Why is it important to know one’s

temperature?

Ask: What are the given facts?


What operation are you going to

use?

Do we need the exact/ actual

answer in the problem?

What word/s suggests that we need

only to estimate?

Why is it important to know one’s

temperature?

Ask: What are the given facts?


What operation are you going to

use?

Do we need the exact/ actual

answer in the problem?

What word/s suggests that we need

only to estimate?

Why should we read the

thermometer with accuracy?

Why should we read the

thermometer with accuracy?


Say: Estimating is an educated

guess. There are times when an

estimate is needed and not the

actual one.

Say: Estimating is an educated

guess. There are times when an

estimate is needed and not the

actual one.

Present a problem opener.

The weather report in one newspaper predicted the lowest temperature for the day to be 24◦C and the highest at 32◦C. What was the difference in the predicted temperatures for that day?

Marina has a fever. At 12 noon, her temperature increased by 1.8◦C from her temperature at 7 A.M. Then her temperature went down by 1,3◦C at 5 P.M. At 11 P.M., her temperature rose again by 1.1 ◦C. If her temperature at 11 P.M. was 39.7◦C, what was her temperature at 7 A.M.?

Ask: How are you going to solve

each problem?

Present a problem opener.

The weather report in one newspaper predicted the lowest temperature for the day to be 24◦C and the highest at 32◦C. What was the difference in the predicted temperatures for that day?

Marina has a fever. At 12 noon, her temperature increased by 1.8◦C from her temperature at 7 A.M. Then her temperature went down by 1,3◦C at 5 P.M. At 11 P.M., her temperature rose again by 1.1 ◦C. If her temperature at 11 P.M. was 39.7◦C, what was her temperature at 7 A.M.?

Ask: How are you going to solve

each problem?


Ask: How is estimation done in

the solution we have in the

problem?

What was done first to the

Ask: How is estimation done in

the solution we have in the

problem?

What was done first to the

Group the pupils into four learning

teams. Ask the groups to work

together in

Solve for the answer to each

Group the pupils into four learning

teams. Ask the groups to work

together in

Solve for the answer to each

203

numbers?

Then, what was cancelled in the

rounded numbers?

Then what was done next?

Say : Now, let us compare the

actual answer to the estimated one.

Ask: Are the difference the

same or different?

How near or far is the estimated

answer to the actual one?

What will you do if the estimated

answer is too large or small

compared to

the actual one?

Say: There are times that the

estimated answer is too long or

small if we round both the numbers

to the highest place value. One way

to make our estimated answer

reasonable or close to the exact

answer is by using

compatible numbers.

numbers?

Then, what was cancelled in the

rounded numbers?

Then what was done next?

Say : Now, let us compare the

actual answer to the estimated one.

Ask: Are the difference the

same or different?

How near or far is the estimated

answer to the actual one?

What will you do if the estimated

answer is too large or small

compared to

the actual one?

Say: There are times that the

estimated answer is too long or

small if we round both the numbers

to the highest place value. One way

to make our estimated answer

reasonable or close to the exact

answer is by using

compatible numbers.

problem. Give the learning teams

enough time to do the task.

Solution to Problem B : Using the 4-

Step Plan

Understand : Know what is asked :

What was Marina’s temperature at 7

A.M.?

- 1.3◦C

problem. Give the learning teams

enough time to do the task.

Solution to Problem B : Using the 4-

Step Plan

Understand : Know what is asked :

What was Marina’s temperature at 7

A.M.?

- 1.3◦C


Let the pupils study Explore and

Discover on page ________of the

LM Math Grade 4. Emphasize the

estimating of temperature.

Let the pupils study Explore and

Discover on page ________of the

LM Math Grade 4. Emphasize the

estimating of temperature.

After all groups have presented their

output, ask these questions.


How were you able to find the

answer to the problem?

In how many ways were you able to

arrive at the answer.

After all groups have presented their

output, ask these questions.


How were you able to find the

answer to the problem?

In how many ways were you able to

204

Discuss with the pupils the ways on

how they were able to solve for the

answer to

The problems. ( Use the 4- step plan

and illustrating a diagram)

Ask: Are there was by which you can

solve the given problems?

The first problem is an example of a

routine problem. Routine problem

solving concerns solving problems

that are useful for daily living ( in the

present or future).

The second problem is an example

of a non routine problem. Non

routine problem solving is mostly

concerned with developing pupil’s

mathematical reasoning

power and fostering the

understanding that mathematics is a

creative endeavour.

This kind of problem helps the

teacher to motivate and challenge

their pupils.

Some strategies used in this kinds of

problem are Guess and Check,

Drawing Diagram,

Using patterns, Working Backwards.

arrive at the answer.

Discuss with the pupils the ways on

how they were able to solve for the

answer to

The problems. ( Use the 4- step plan

and illustrating a diagram)

Ask: Are there was by which you can

solve the given problems?

The first problem is an example of a

routine problem. Routine problem

solving concerns solving problems

that are useful for daily living ( in the

present or future).

The second problem is an example

of a non routine problem. Non

routine problem solving is mostly

concerned with developing pupil’s

mathematical reasoning

power and fostering the

understanding that mathematics is a

creative endeavour.

This kind of problem helps the

teacher to motivate and challenge

their pupils.

Some strategies used in this kinds of

problem are Guess and Check,

Drawing Diagram,

Using patterns, Working Backwards.

H. Making generalizations and Lead the pupils to generalize as Lead the pupils to generalize as Lead the pupils to give the Lead the pupils to give the

205

abstractions about the lesson follows.

To estimate temperature, round the number to the highest place value and use compatible numbers for the number to be estimated. This will make your estimated temperature reasonable.

follows.

To estimate temperature, round the number to the highest place value and use compatible numbers for the number to be estimated. This will make your estimated temperature reasonable.

generalization by asking

How do you solve routine and non-

routine word problem solving

involving temperature in real life

situation?

generalization by asking

How do you solve routine and non-

routine word problem solving

involving temperature in real life

situation?

I. Evaluating learning Estimate the temperature. Give the

estimated sum or difference.

3.5 ◦C higher than normal body

temperature

10.5◦C below 0◦C

Halfway between 78.6◦C and 80.2◦C

The sum of 32.4◦C and 33.8◦C

The difference between 98.2◦C and

72.8◦C

Estimate the temperature. Give the

estimated sum or difference.

3.5 ◦C higher than normal body

temperature

10.5◦C below 0◦C

Halfway between 78.6◦C and 80.2◦C

The sum of 32.4◦C and 33.8◦C

The difference between 98.2◦C and

72.8◦C

Solve the following problems:

The recorded temperatures for 5

days were 21◦C, 27◦C, 29.2◦C,29.8◦C

and 30◦C.What was the average

temperature?

A freezer is set at 0◦C. Corina reset it

to 8.5◦C. Did the temperature in the

freezer rise Or drop? By how many

degree?

Solve the following problems:

The recorded temperatures for 5

days were 21◦C, 27◦C, 29.2◦C,29.8◦C

and 30◦C.What was the average

temperature?

A freezer is set at 0◦C. Corina reset it

to 8.5◦C. Did the temperature in the

freezer rise Or drop? By how many

degree?


Estimate the temperature by

rounding method.

36.2◦C

43.7◦C

19.25◦C

29.2◦C

18.6◦C

Estimate the temperature by

rounding method.

36.2◦C

43.7◦C

19.25◦C

29.2◦C

18.6◦C

Solve the following problems; show

the solution in your notebook.

From the normal body temperature,

Joseph’s temperature rose by 2,5◦c

due to high fever. What is Joseph’s

body temperature?

The temperature reading is 42◦C. It

changed to 53.5◦C.by how much

temperature was increased?

Solve the following problems; show

the solution in your notebook.

From the normal body temperature,

Joseph’s temperature rose by 2,5◦c

due to high fever. What is Joseph’s

body temperature?

The temperature reading is 42◦C. It

changed to 53.5◦C.by how much

temperature was increased?


the evaluation

206









Teaching Dates and Time March 20-24, 2017 Quarter

Monday Tuesday Wednesday Thursday FridayI. OBJECTIVES Interprets data presented in different kinds of line graphs (single to double-line graph)A. Content Standards demonstrates understanding of

area, volume and temperature.demonstrates understanding of area, volume and temperature.

REVIEW FOURTH PERIODICAL TEST FOURTH PERIODICAL TEST



C. Learning Competencies/ObjectivesWrite the LC code for each interprets data presented in

different kinds of line graphs (single to double-line graph).

M5SP-IVh-3.5

interprets data presented in different kinds of line graphs (single to double-line graph).

M5SP-IVh-3.5

207

II. CONTENT Statistics and probability Statistics and probability


M5SP-IVh-3.5

Lesson Guide in Elementary

Mathematics V pp.501-507


M5SP-IVh-3.5

Lesson Guide in Elementary Mathematics V pp.501-507


B. Other Learning Resources Conduct a review on interpreting

data presented in a bar graph.

Conduct a review on interpreting



presenting the new lessonConduct a review on interpreting


Conduct a review on interpreting



Interprets data presented in different kinds of line graphs (single to double-line graph)

Interprets data presented in different kinds of line graphs (single to double-line graph)


How many of you are observant with

the day’s temperature?

Why does a weatherman inform us

about temperature readings?

Why do you think there is a need to

check the day’s temperature from

time to time?

How many of you are observant with

the day’s temperature?

Why does a weatherman inform us

about temperature readings?

Why do you think there is a need to

check the day’s temperature from

time to time?


Present a line graph with complete

parts and let the pupil interpret the

data.

Present a line graph with complete

parts and let the pupil interpret the

data.

208

Ask:

What are the parts of a line graph?

Looking at the data, can you

interpret what is presented by the

graph? How?

How does a line graph help in data

presentation?

Is it important to have an accurate

data? Why?

Ask:

What are the parts of a line graph?

Looking at the data, can you

interpret what is presented by the

graph? How?

How does a line graph help in data

presentation?

Is it important to have an accurate

data? Why?


Group the pupils into five.

Give activity sheets involving line

graph to each group for

interpretation.

Ask each group to work together in

interpreting the data on the graph.

Once finished, the assign member

will post their work on the board

and discuss their answer.

Group the pupils into five.

Give activity sheets involving line

graph to each group for

interpretation.

Ask each group to work together in

interpreting the data on the graph.

Once finished, the assign member

will post their work on the board

and discuss their answer.


Each group will present their

interpretation of the graph. Then

ask:


How were you able to interpret the

graph?

Discuss with the pupils how to use

the data to interpret the graph.

Each group will present their

interpretation of the graph. Then

ask:


How were you able to interpret the

graph?

Discuss with the pupils how to use

the data to interpret the graph.



Explore and Discover on pages ___of


Explore and Discover on pages ___of

209

LM Math Grade V.

Have the pupilswork on items under

Get Moving and the items under

Keep Moving on pages ____, LM

Math Grade 5. Check the pupil’s

answers.

LM Math Grade V.

Have the pupilswork on items under

Get Moving and the items under

Keep Moving on pages ____, LM

Math Grade 5. Check the pupil’s

answers.



generalization of the lesson by

asking: What are the parts of a line

graph? Why is it useful? How do we

interpret data presented on a line

graph?


generalization of the lesson by

asking: What are the parts of a line

graph? Why is it useful? How do we

interpret data presented on a line

graph?

I. Evaluating learning Study the line graph, and then answer the question below.

What is the title of the graph?

How many mangoes were harvested

for the first two weeks?

In what week was there the greatest

amount of harvest?

What is the least amount of mango

harvested?

What is the total amount of harvest

for six weeks?

Study the line graph, and then answer the question below.

What is the title of the graph?

How many mangoes were harvested

for the first two weeks?

In what week was there the greatest

amount of harvest?

What is the least amount of mango

harvested?

What is the total amount of harvest

for six weeks?


Make a bar graph on your own. Make a bar graph on your own.


the evaluation

210







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