5 Math Lesson Plan

MATHEMATICS V ( 10:00 - 11:00 )
Monday
I. Objectives:
At the end of the period, the learners should be able to:
Give the place value of each digit in a 6 or more digit number.
Value: Perseverance/Cooperation
II. Subject Matter:
Reading and writing numbers through billions in figures and in words
References: BEC PELC 1 A 1
June 02, 2014
Materials: Place value chart, number cards

III. Learning Experiences:
A. Preparatory Activities:
1. Drill: Writing numbers in expanded form to standard form
Strategy: Think and Share (Working back)
Mechanics:
a. Distribute 2 copies of a number in expanded form to a boy and a girl.
b. Let the two write the standard form of the number one on top of the other on the board.
c. The purpose of the game is to easily compare the places and digits of the standard form of the
number.
d. Have volunteers read the first number, give the place value of each digit and the value of each
digit.
e. Then have them give the place and the value of each digit in the second 'number.
f. The game continues until all the five pairs' of numbers are written on the board.
2. Review:
Reading smaller group of numbers written on recycled materials.
B. Developmental Activities:
1. Motivation:
Start playing Guess what number. The teacher places the following statements on the board.
a. My telephone number is III II IIII II II IIII III
b. I traveled CDLXXIV kilometer by motorcycle.
Do you think the sentences are easy to read and understand? Why?
2. Presentation:
Strategy : The total student population in the Philippines according to the Philippine Yearbook 1999 is
sixteen million, three hundred nine thousand, five hundred fifty-six.
Ask the following questions:
1. How is this number written in numerals?
2. In writing a numeral consisting of many digits, how are the digits divided?
3. Where do we start grouping the number by 3?
4. How are the three-digit number group separated from the other number groups?
5. Where do the value of each period as well as each digit in the periods depend?
3. Practice Exercises
Write the following numbers in words.
1. 2 750 000
2. 3 716 513
3. 43 000 210
4. Generalization:
How many periods are there in billion? What are the periods in billion? Where do you start reading
numbers?
5. Application:
Write the value of the underlined digits.

1. 3 100 423 000
2. 9 2 7 657
3. 412 876 010 051
4. 234 145 687 921
I. Evaluation:
Write each number in standard form.
1. 75 billion, 84 million, 26 thousand75 billion, 84 million, 26 thousand
2. 149 million, 400 thousand, twelve
3. 4 billion, 180 thousand
4. Thirty-five million, ten thousand
5. Sixty billion
II.
Assignment:
Write the number words in numerals
1. 436 510 210
2. 2 004 716
3. 14 287 000
4. 8 286 000 450
5. 3 012 428 000
MATHEMATICS V
Tuesday
June, 2014
I. Objectives:
At the end of the period, the learners should be able to :
Read and write numbers through billions in figures and in words correctly.
Value:
II. Subject Matter:
Reading and writing numbers through billions in figures and in words
References: BEC PELC 1 A 1
Enfolding Mathematics V
Materials: Number cards with number 0-9 written on recycled materials like boxes of milk.
Learning Experiences:
1. Drill:
Writing numbers in expanded form to standard form
Strategy: Formatting Numbers (Game)
Mechanics:
a. One group of 10 boys and 1 group of 10 girls will be given number cards 0-9.
b. As the teacher says a number the boys' and the girls' groups will form the said number as fast as they
could by standing in front of the class.
c. The group that is able to form the correct number first gets the point.
d. The game will go on until all the nurr0ers prepared by the teacher have been all dictated.
e. The group with the highest points wins.
2. Review:
Reading smaller group of numbers written on recycled materials.
1. Motivation
Show and discuss the place value chart. Chalk and board.
2. Presentation:
Strategy :
Picking Flowers Relay (Game)
Materials:
Paper flowers clipped on a cartolina tree
Mechanics:
1. Divide the class into 2 groups 10 boys and 10 girls.
2. Teacher post a tree on the board with flowers having numbers on them.
3. As the teacher says a number, the first set of participants rush to the board to pick the flowers
corresponding to the dictated number.
4. The participant who gets the right flower keep the flower and gets the point for his/her group.
5. The game goes on until all the flowers are picked. The group that has the most flowers wins.
Write the numerals of the following.
1. Three million seven hundred twenty three thousand, one hundred twenty
2. Five hundred thirty five million two hundred forty four
3. Six hundred eighty thousand eight hundred two
4. Eight hundred forty seven million three hundred fifty six thousand four hundred fifteen
4. Generalization:
How is each period separated from each other?
When writing numbers in words, what is placed after each period?

5. Application:
Write the following numbers in words.
a. 123 456
b. 200 321 345
c. 245 062 556

I. Evaluation:
Write the value of the underline digit in each number
1. 3 10 423 000
__________________
2. 9 287 600
__________________
3. 412 875 010 051 __________________
4. 17 386 001 000
__________________
5. 234 126 143
__________________
II.
Assignment:
In the numeral 927 814 760 537, write each digit in the proper place according to value.
________ a. thousands
________ b. ten millions
________ c. billions
________ d. hundreds
________ e. ones
________ f. ten thousands
________ g. hundred millions
________ i. hundred thousands
________ j. ten billions
________ k. millions
________ l. tens
MATHEMATICS V ( 10:00-11:00)
Monday
June 02, 2014
I. Objectives:
At the end of the lesson, the learners should be able to:
Identify the properties of addition used in an equation.
II. Subject Matter:
Using the properties of Addition to Help Find the Sum
References: BEC PELC 1 A 2.a
Mathematics for a Better Life, pp. 6-7
Materials: flashcards
1. Drill: Simple Addition Facts
2. Mental Problem: What is the sum of 25 and 14?
2. Review:
How do we read numbers? Where do we start reading numbers?
Give examples. Read the following orally.
a. 245 132 150
b. 256 314 5
1. Motivation/ Presentation;
Problem Opener:
Davao region or region XI has 4 provinces. CARAGA region or Region XIII has 5 provinces. How
many provinces are there althogether in Region XI and XIII?
2. Analysis/ Discussion:
6+2=8
2 +6 = 8
Name the properties used;
1. 4 + (7 + 6) = 4 + (6 + 7)
4. (5 + 1) + 2 = 5 + (2 + 1)
2. (5 + 3) + 7 = 5 + (3 + 7)
5. 3 + 9 = 9 + 3
3. (7 + 8) + 2 = 7 (8 + 2)
4. Generalization:
What are the properties of addition?
5.Application:
Name the properties used.
a. (7+8)+2=7+(8+2)
b. 3 + 9 = 9 + 3
c. 14 + 0 = 0
d. 5 x ( 6 + 7 ) = (5 x 7)+(5 x 6)
e. 5 x 1 = 5
IV.Evaluation:
Find each missing addend. Name the properties you used.
1. (12 + 3 ) + 5 = + ( 3 + 5 )
4. 35 + 0 + = 35 + 9 + 0
2. 27 + = 27
5. ( 4 + ) + 16 = 4 + ( 16 + 12 )
3. (32 + ) + 8 = 32 + ( 8 + 7 )
V. Assignment
Use the properties to complete each sentence
1.
24 + 12 + 6 =
2.
65 + 20 + 115 =
3.
0 + 574 =
4.
0 + 45 + 7 =
5.
479 + 0 =
Remark: _____________________________________________________________________________________
MATHEMATICS V
Date: ___________
I. Objectives:
Add numbers using properties
II.
Learning Content
Using the properties of Addition to Help Find the Sum
References:
Materials:
III.
BEC PELC A 2.a

flashcards
1. Materials: Set the flashcards with 3-6 digit addends that are complete
1. Teacher prepares flashcards with numbers that are compatible - where properties of addition are easy
to use.
2. Teacher divides the class into 3 groups. Teacher shows the class a card and asks the pupils to solve
mentally as fast as they can. Teacher may give time limit to answer (i.e. 10-15 seconds depending on
how difficult/easy the items are. No other means of computation is allowed except mental
computations)
3. Team with the most points wins.
2. Review:
What are the properties of addition?
1. Motivation:
How will you learn better? If you want to learn better then group yourselves.
How can your groups perform well in an activity? What does each member of the group need?
2. Presentation:
Cooperative learning activity Rally Table
1. Group class into groups of 4. Provide each group with worksheet with 10 items.
2. Person 1 answers question 1 mentally.
3. After time limit, teacher ring the bell and the paper is passed on person #2 of each group.
4. Person #2 answers question 2.
5. This pattern continues with person #1 answering question 5.
3.
4.
5.
1.
2.
Practice Exercises
Name the properties used;
1. 4 + (7 + 6) = 4 + (6 + 7)
2. (5 + 3) + 7 = 5 + (3 + 7)
3. (7 + 8) + 2 = 7 (8 + 2)
4. (5 + 1) + 2 = 5 + (2 + 1)
5. 3 + 9 = 9 + 3
Generalization:
What is the commutative property of addition? Associative property?
Application:
1 235 + 0 =
3. 20 + 20 + 35 =
5. 45 + 60 + 10 =
17 + 13 + 9 =
4. 18 + 40 + 12 =
IV. Evaluation:
Find each missing addend. Name the properties you used.
1. 35 + 0 + = 35 + 9 + 0
2. (4 + + 16) = 4 + (16 + 12 )
3. ( 2 + 19 ) + = ( 2 + 9 ) + 19
V. Assignment
3. 479 + 0 =
3. 30 + 20 + 15 =
4. 15 + 12 + 9 =
4. 16 + 30 + 14 =
5. 25 + 35 + 10 =
MATHEMATICS V ( 10:00-11:00 )
Tuesday
June 03, 2014
I. Objective:
Identify the properties of multiplication.
Value: Resourcefulness
II. Subject Matter:
Identifying and showing the properties of multiplication
References:
BEC PELC I A 2.b
Mathematics for a Better Life 5, pp. 8-9
Materials:
Objects or bottle caps
1. Drill on Basic Facts of Multiplication:
7x8 9x7 8x2 5x5 6x6 4x9 6x4 4x4
2. Mental Problem:
What is the product of 25 by 25?
3. Checking of assignment.
4. Review: Name the properties used:
1. (5 + 7 ) + 4 = 5 + ( 7 + 4 )
4. 12 + 0 = 12
2. 6 + 3 = 3 + 6
5. (7 + 1) + 2 = 7 + (2 + 1)
3. 2 + (5 + 3) = 2 + (3 + 5)
1. Motivation:
Who among you collect something for your past time like caps, stamps or coins?
Why do you do that? Elaborate answers of the pupils.
2. Presentation
Strategy : Using Concrete Object
Mechanics:
1. Distribute 24 counters to each pair.
2. Partner 1 uses counters to show a 6 by 2 array. Partner 2 shows a 2 by 6 array.
3. Partners discus similarities and differences in arrays.
4. They write multiplication sentence for each array.
5. Pair repeat activity for these arrays:
6. Teacher asks what pupils say about the product.
7. This is the Commutative Property of Multiplication
Write true or false. If true, identify the property of multiplication illustrated
1. 8 x 4 = 4 x 8
2. ( 3 x 4 ) + ( 4 x 5 ) = ( 3 x 4 ) x 5
3. 7 x (4 + 2 ) = ( 7 x 4 ) + 2
C. Generalization:
What are the properties of multiplication?
D. Application:
Name the property of multiplication used.
a. 9 x 14 = 14 x 9
b. 25 x 1 = 25
c. 6 x (7 + 3) = (6 x 7) + (6 x 3)
d. 248 x 0 = 0
e. 6 x (8 x 10) = (6 x 8) x 10
IV.
Evaluation:
Identify the property of multiplication illustrated. 1. 4761 x 0 = 0
2. 8 x 27 = 27 x 8
3. 956 x 1 = 956
4. 8 x (4 x 9) = 8 x (4 x 9)
5. 4 x (3 + 6) = (4 x 3) + (4 x 6)
V. Assignment
Name the property of multiplication illustrated.
1. 9x14=14x9
2. 25 x 1 = 25
3. 6 x (7 + 3) = (6 x 7) + (6 x 3)
4. 248 x 0 = 0
5. 6 x (8 x 10) = (6 x 8) x 10
Remarks: ________________________________________________________________________________
MATHEMATICS V
Date: ___________
I.
Objectives:
Find out the product using the properties of multiplication
II.
Learning Content
Identifying and showing the properties of multiplication
References:
Materials:
III.
BEC PELC I A 2.b

Flashcards
1. Drill: Divide the class in groups of two or form diads.
1. Teacher flashes card like 426, 859, 206, 357
2. Each diads or each partner has only one answer sheet. One player writes the answer in number one.
3. The first player of each diads passes the answer sheet to his/her partner who in turn answers number
two.
4. This game continues up to the 10th round.
5. Each diads exchange answer sheets for checking.
6. The diads or partners with the most number of correct answers are winners. There maybe more than
one winner in this kind of game.
2. Review:
1. Motivation:
How will you learn better? If you want to learn better then group yourselves.
How can your groups perform well in an activity? What does each member of the group need?
2. Presentation
Strategy : Whole Class Activity
Mechanics
a.
Divide class into 6 groups. Two groups will be doing the same equations.
b.
Teacher distributes equation cards to each group for them to solve.
For example:
Group I & 2
32 x 1 = N
1 x 32 = N
Group 3 & 4
29 x 0 = N
0 x 29 = N
Group 5 & 6
6 x (4 + 5) = N
6 x (4 + 5) = (6 x 4) + (6 x 5)
6 x __ = ____ + ____
____ = ____
c.
Every group works on the equation assigned to each.
d.
Each group reports
e.
Why do some groups finish their work earlier than others?
Write true or false. If true, identify the property of multiplication illustrated
1. ( 8 + 2 ) x 3 = ( 8 x 3 ) + ( 2 x 3 )
2. 10 x 96 = 90 x 10 + 6
3. 5 x ( 5 x 2 ) x ( 6 x 5 )
4. Generalization:
5. Application:
Identify the property of multiplication illustrated and try to find out the answer.. 1.
4761 x 0 =
2.
8 x 27 = 27 x 8
3.
956 x 1 =
4.
8 x (4 x 9) = 8 x (4 x 9)
5.
4 x (3 + 6) = (4 x 3) + (4 x 6)
IV. Evaluation:
Write true or false. If true, identify the property of multiplication illustrated.
1. 8 x 4 = 4 x 8
2. (3 x 4) + (4 x 5) = (3 x 4) x 5
3. 7 x (4 + 2) =(7 x 4) + 2
4. 7 x 82 = ( 7 x 80 ) + ( 7 x 2 )
5. 457 x 0 = 0
V. Assignment
Write true or false. If true, identify the property of multiplication illustrated.
1. (8 + 2) x 3 = (8 x 3) + (2 x 3)
2. 10 x 96 = 90 x l0 + 6
3. 5 x (2 x 6) = (5 x 2) x (6 x 5)
4. 0 x 5 = 0
MATHEMATICS V
Date: ___________
I. Objectives:
Round off numbers to the nearest indicated place value
II. Learning Content
Rounding Numbers to the Nearest Tens, Hundreds, thousands, ten thousand, etc.
References:
Materials:
BEC PELC I A 3
flashcards, cut outs, number cards

1. Drill:
Drill on reading numbers through billions.
Strategy : Game-Catching Fish
Mechanics:
a. Teacher divides class into two groups
b. Draw lots to decide who will be the first- player.
c. The first player catches fish by getting one cut out and reading the numeral correctly. Reading the
numeral accurately means one point for the group.
d. The second player comes from the other group.
f. The game continues up to the 10 rounds.
g. The group with the most number of points wins.
2. Review:
1. Motivation:
Read a news item that will show estimating large groups.
NEWS: Last week, a company managers called for a meeting. Almost 50 employees came.
- Does the actual number of employees attend the meeting?
- What word in the news express an estimate? (almost)
2. Presentation
Mechanics
a.
Draw a number line on the board. Elicit from student the whole number of points that are needed
according to the problem, ("nearest hundreds'') namely 100 and 200.
b.
Have student plot 187. Lead student to answer the problem of asking which "hundred" is 187 closer
to.
c.
Provide another number. What if we are expecting same process.
d.
Elicit from students which number would round up to 200 (150-199). Mention that when we read
the halfway mark, we round up.
e. Generalize the rule for rounding off boxed on student's observations.
f. Provide more examples and different place values.
Name the place value where the numbers are rounded.
1. 890
2. 456 000
3. 580 000 000
4. 700 000 000
5. 980 000 000
4. Generalization:
In rounding numbers to the nearest multiple of 10, look at the digit at the right of the number to be
rounded. If it is 1, 2, 3, 4 retain the digit and replace other digits that follow with zeros. If it is 5, 6, 7, 8, or
9, add one to the digit to be rounded and with zeros after it.
5. Application:
Round off the following numbers to the indicated place value.
1. 865 to the nearest hundred
2. 597 644 to the nearest ten thousand
3. 50 138 to the nearest thousand
4. 865 207 to the nearest hundred thousand
5. 71 575 to the nearest ten thousand
IV.
Evaluation:
Round each number to the nearest
Ten
1.
2.
3.
4.
5.
V.
2 368
5 059
18 656
6 542
57 558
Assignment
List 5 greatest numbers that can be rounded off to the nearest
1. Hundreds
2. Thousands
3. Ten thousands
4. Hundred thousands
Hundred
Thousand
MATHEMATICS V (10:00-11:00)
Wednesday
I. Objective:
Review the process of adding and solving large numbers with and without regrouping.
Value: Industrious
II. Subject Matter:
Review the process of adding and solving large numbers with and without regrouping.
References: BEC PELC I A 4.a
Material: Flashcards
June 04, 2014

1. Drill: Ask the pupils to give the sum of the numbers found on each slice of the pie.
2. Mental Problem:
What is the sum of 125 and 45?
2. Review: Review on the properties of addition.
Identify the property of addition and fill in each blank.
56 + 34 = ____ + 56 = ____
569 + 0 = ____
(5 + 9) + 6 = 5 + (___ + 6 ) + ____
(___ + 2) + 16 = (8+2) + 16 = ____
(32 + 8) + ___ = 32 + ( 8 + 9 ) = ___
1. Motivation:
Have you been to a poultry farm? What did you see there? Do you have an idea about the number of eggs
that can be gathered in a big poultry farm in a week?
2. Presentation:
Strategy : Problem Opener
Miss Nim's poultry farm produced 46 578 eggs in 2000 and 51 254 eggs in 2001. How many thousand
eggs were produces in two years?
1. What is asked?
2. What are the given facts?
3. What operation will be used to answer the first question?
4. Write the equation for the problem 46576 + 51 254 = __
5. Let the pupils identify the parts of the equation.
Do the indicated operation
1. 638 431 + 972 302 + 439 166 =
2. 451 384 + 618 175 + 806429 =
4. Generalization:
How do we add large numbers with regrouping? without regrouping?
5. Application:
1. 638 431 + 972 302 + 439 166
2. 451 384 + 618 175 + 806 429

IV. Evaluation:
Solve the following correctly
1. From 189 860 add 56 780
2. Find the sum between 864 466 508 and 792 648 850
3. Find the sum between 162 488 462 and 87 498 624
4. Put together 874 321 987 from 922 498 674
5. Add 146 935 975 and 371 297 465
V. Assignment:
Complete the chart. Write the sum and difference of the numbers indicated.
Numbers
1. 984 207 542
263 481 563
2. 725 983 654
336 343 459
3. 5 963 425 321
2 876 976 781
Sum
Remarks: _______________________________________________________________________________
Thursday
June 05, 2014
I. Objective:
Review the process of subtracting and solving large numbers with and without regrouping.
Value:
II. Learning Content:
Review the process of subtracting and solving large numbers with and without regrouping.
References:
BEC PELC I A 4.a

Materials:
B. Preparatory Activities:
1. Drill: Ask the pupils to give the difference of the numbers found on each slice of the pie.
2. Mental Problem:
Give the difference of 78 and 45.
2. Review:
Subtract.
56 - 34 = __
59 - 43 = ____
(12 - 9) - 2 =
(8-2) - 3 = ____
(32 - 8) =
1. Motivation:
Have you been to a poultry farm? What did you see there? Do you have an idea about the number of eggs
that can be gathered in a big poultry farm in a week?
2. Presentation:
Strategy:
Problem Opener
Miss Nim's poultry farm produced 46 578 eggs in 2000 and 51 254 eggs in 2001. How many more
eggs were produced in 2001 than in 2000?
1. What is asked?
3. What operation will be used to answer the first question?
4. Write the equation for the problem 46576 - 51 254 = __
5. Let the pupils identify the parts of the equation.
1. 638 431 - 439 166 =
2. 851 384 - 618 175 =
4. Generalization:
How do we subtract large numbers with regrouping? without regrouping?
5. Application:
1. 906 382 529 495

2. 703 800 476 247
3. 870 006 618 718
IV. Evaluation:
Solve the following correctly
1. From 189 860 take 56 780
2. Find the difference between 864 466 508 and 792 648 850
3. Find the difference between 162 488 462 and 87 498 624
4. Take 874 321 987 from 922 498 674
5. Subtract 146 935 975 from 371 297 465
V. Assignment:
Complete the chart. Write the sum and difference of the numbers indicated.
Numbers
4. 984 207 542
263 481 563
5. 725 983 654
336 343 459
6. 5 963 425 321
2 876 976 781
Difference
Remarks: ____________________________________________________________________
Tuesday
I. Objective:
Review the process of multiplying whole numbers.
Value: Industry
Reviewing the Process of Multiplying Whole Numbers
References:
BEC PELC I A 4.b
Mathematics for a Better Life 5, pp.12-13
Materials:
flashcards
1. Drill: Basic facts in multiplication through flashcards
a. 5 x 6 = ______
b. 10 x 6 = _____
c. 8 x 4 = _____
June 10, 2014
d. 9 x 3 = ____
2. Mental Computation: Perform mentally the following:

12
14
12
10
x 12
x 10
x 11
x 13
3. Checking of Assignment
4. Review on addition and subtraction of whole numbers.
1. Motivation:
Sing the song (tune: Are you sleeping)
Mathematics! Mathematics!
How it thrills, How it thrills
Addition, Subtraction
Multiplication, Division
Mental ! Math! Mental ! Math!
(Repeat)
2. Presentation
Presentation of lesson through the use of word problem
Each of the 45 Servers of Excellent Garments can make 1 325 pairs of socks in a week. How many
pairs can they make?
1. What is ask in the problem
2. What are given?
3. What operation will be used
4. What is the mathematical sentence for the problem
Solve and explain the solution
8 364
62 008
9 0009
x 53
x 13
x 23
4. Generalization
To multiply whole numbers, multiply each digit of the multiplicand by each digit of the multiplier.
Start with the ones digit of the multiplier. Add the partial products to get the final product.
5. Application:
Multiply.
5 269
9 009
x 47
x 24
31 695
x 43
10 312
x 35
IV.
Evaluation:
Find the product of the following. Be sure to solve accurately
40 306
37 715
45 618
x
27
x
53
x 13
V. Assignment:
Read each problem. Write the mathematical sentence then solve. Be sure to give the complete answer.
1.Mr. Rico sold 2 321 copies of Mathematics books. Mr. Paz sold 12 times as many. How many mathematical books
did Mr. Paz sell?
2.How much will 2 575 chairs cost at P 98.00 each?
3.A taxi uses consumes up 1 200 liters of gasoline in a month. How many liters were consumed in 12 months.
Remarks: _______________________________________________________________________________
Wednesday
June 11, 2014
I. Objective:
Review the Division of whole numbers.
Value: Cooperation
II. Subject Matter:
Reviewing the Division of Whole numbers
References:
BEC PELC I A R4.4
Materials:
Flashcards
1. Drill: Simple Division Facts
2. Mental problem:
What is the resulting number when we equally divides 48 by 6?
4. Review:
Multiply.
23
34
46
X 5
x 4
x 7
1. Motivation:
Sing the song (tune: Are you sleeping)
Mathematics! Mathematics!
How it thrills, How it thrills
Addition, Subtraction
Multiplication, Division
Mental ! Math! Mental ! Math!
(Repeat)
2. Presentation:
Problem Opener:
Three boys gathered chicos from an orchard. If there were 348 chicos in the basket, how many chicos
should each boy get as his share?
a. Ask the following:
1. What are given?
2. What are being ask?
3. How will you solve the problem?
b. Show by illustration how to divide 348 by 3.
c. Define and identify dividend, divisor to quotient.
3. Practice Exercises:
Read each problem and solve.
a. Mang Berto gathered 1 350 mangoes from his orchard. Before selling the mangoes, he placed them
equally in 6 kaings. How many mangoes were placed in each kaing?
b. A rice dealer brought 1 224 sacks of rice. He hired 8 trucks to carry the rice from the province to
Manila. How many sacks of rice were in each truck?
4. Generalization
How will you divide whole numbers?
5. Application:
Divide then check. Do not forget to add the remainder if there is any.
1. 231 359
3. 64 7 872
2. 527 332
4. 23 25 576
5. 497 532
IV.
Evaluation:
Find the quotient:
1. 2413 248
3. 48 23 9708
2. 2415 184
4. 23 10 005
5. 3144 448
V. Assignment:
Read each problem and solve
1. The cost of 24 blouses is P 4 296. What is the cost of each blouse?
2. Last December, Lolo Carlos set aside P 1 015 which he distributed equally among his 7 grandchildren. How
much did each child receive?
a. Ask the following:
1. What are the given?
2. What are being asked?
3. How ill you solve the problem?
b. Show the illustration how to solve the problem.
Remarks: _________________________________________________________________
MATHEMATICS V
Date: ___________
I. Objectives:
Solve 1 step word problem using any of the four fundamental operations
Solving 1-step word problem using any of the four fundamental operations.
References:
Materials:
BEC PELC I A 5.a

charts, flashcards

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

What is asked in the problem?
What operation are you going to use?
What are all the possible mathematical sentences?
Which 3 items cost exactly P 100.00?
Solve the following exercises
a. In 1997, Mr. Martinez sold 12 496 chicken during the first quarter, 10 724 during the second quarter,
and 23 318 chickens during the third quarter. How many chickens were sold in 3 quarters?
b. Mr. Sison sold 41 000 kilograms of copra in January and another 29 368 kilograms in June. How many
more kilograms of copra did he sell January than in June?
4. Generalization
What are the steps in solving word problems?
5.
Application:
Solve the following problem

a. In 1997, Mr. Martinez sold 12 496 chicken during the first quarter, 10 724 during the second quarter, and
23 318 chickens during the third quarter. How many chickens were sold in 3 quarters?
b. Mr. Sison sold 41 000 kilograms of copra in January and another 29 368 kilograms in June. How many
more kilograms of copra did he sell in January that in June?
IV.
Evaluation:
1. Omar collected 31 242 eggs. He sold 19 568 eggs to store owners. How many eggs were left unsold?
2. There were 4 grade levels which joined the parade in Luneta. Each grade level had 42 pupils. How many
pupils in all joined the parade?
V.
Assignment
1. During the Clean and Green Week celebration, 1 246 boy scouts and 1 038 girl scouts joined in planting tree
seedlings in Antipolo Hills. How many scouters in all joined the tree planting?
2. The Boracay Beach in Aklan had 45 362 quest last year. If 31 625 were Filipinos and the rest were foreigners,
how many foreigners went to Boracay last year?
3. Miss Lorenzo distributed 3 264 squares of cloth equally among 16 girls to make a table cover. How many
squares of cloth did each girl receive?
MATHEMATICS V
Date: ___________
I. Objectives:
Solve 2-3 step word problems involving any of the four fundamental operations.
Solving 2-3 step word problems involving any of the four fundamental operations.
References:
Materials:
BEC PELC I A 5.b

flashcards

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

1. An airplane covered the following distances in 3 trips: 1 200 miles, 1 072 mile and 1 580
miles. The average speed of the plane was 550 miles per hour. What was the average distance
covered in 3 trips?
2. An egg vendor bought 600 eggs from the Soler Farm. She paid Php 28.00 per dozen. How much did she
pay for all the eggs?

IV.
Evaluation:
Read and Solve
1. An airplane covered the following distances in 3 trips: 1 300 miles, 972 miles and 1 580 miles. The average
speed of the plane was 550 miles per hour. What was the average distance covered in the tree trips?
2. Mr. and Mrs. Lagman bought a house and lot of Villa Calamba worth P 300 000.00. They made an initial
payment of P 60 000.00. How much was the yearly amortization if they agreed to pay for 15 years?
V.
Assignment
1. The PTA donated P 39 510 to the school to buy 15 typewriters. If each typewriter cost P 3 000.00 how much
was the schools share?
2. In the childrens store, 285 thin notebooks and 325 thick notebooks were sold and the rest were arranged in 15
shelves. How many notebooks were in each shelf?
3. The Grade V pupils went on a field trip to Tagaytay. They hired as bus for P 2 445 and a minibus for P 1 235.
The school gave P 1120 and the rest was shared equally by the 32 pupils. How much did each pupil pay?
MATHEMATICS V
Date: ___________
I. Objectives:
Differentiate odd from even numbers
Skills:
Differentiate odd from even numbers
References:
BEC PELC I A 5.1.1
Materials:
concrete objects, number cards
1. Drill :
Drill on discussing patterns
Write the missing numbers
1. 20, 22, 26, 32, ___, ___, ___, 76
2. 4321, 1432, 2143, ____
3. 68, 67, 64, 59, ___32
2. Review:
Read then do what is told.
1. Skip counting by 3 from 6 to 30
2. Skip counting by 5 between 10 to 40
3. Skip counting by 4
1. Motivation:
Do you play games? What is the importance of games? How would you show sportsmanship?
2. Presentation
Strategy: Use a game The boat is sinking
Mechanics
a. The teacher asks the pupils to stand occupying the wide space of the room. (number of pupils 36)
b. If the teacher gives the signal Group yourselves into 2, the pupils will group themselves into 2.
c. Teacher asks if everybody has a partner. The answer will recorded on the board.
d. The teacher repeats the signal giving another number, example into 3 and so on.
e. The results will be recorded on the board
f. Analysis and discussion will be done based on the results written on the board. The teacher must see to
it that it is clear to the pupils that even numbers are divisible by 2 while odd number is a number with
remainder 1 when it is divided by 2.
Write odd or even on the blank before each number.
______ 1. 3 104
______3. 4 100
______ 2. 263
______ 4. 377
______ 5. 5 778
4. Generalization
How do you differentiate an odd number from an even number?
Numbers divisible by 2 are even numbers. Even numbers end in 0, 2, 4, 6 and 8
Numbers when divided by 2 and have a remainder of 1 are odd numbers. Odd numbers end in 1, 3, 5, 7,
and 9
5. Application:
Write odd or even on the blank before each number.
1. 3 104
2. 263
3. 5 778
4. 1 345
5. 377
IV. Evaluation:
Encircle the correct answer. If y is an odd number and x is an even number then:
1. y + y = odd, even
2. x x = odd, even
3. y + x = odd, even
4. y x = odd, even
5. x x y = odd, even
V. Assignment
Answer each Question:
1. If n is an odd number and p is an even number, then p + p + n = _______.
2. What will you get if you add three odd numbers and an even number?
3. Give the difference between the two odd numbers right after 20.
4. Add the consecutive even and odd numbers after 5.
Wednesday
June 18, 2014

MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Give the common factors and the greatest common factor of a given set of number.
II. Subject Matter:
A. Topic: Common Factors and the Greatest Common Factor
B. Mathematical Concepts:
The greatest common factor ( GCF ) of two or more nonzero whole numbers is the largest whole number that is
a factor of all the given numbers.
C. Skills: Getting the common Factor and greatest common factor.
D. References: BEC PELC I A 5.1.2
Mathematics for Better life 5, pp. 26-27
E. Materials: Number cards, flashcards, grid paper, ruler, colored marker, activity sheet.
F. Value:
1. Drill: Simple Multiplication Facts
2. Mental drill on identifying prime and composite number.
Game: Flag lets race
Mechanics:
a. Divide the class into 3 groups. The leader gets the flags containing the words composite and prime
number.
b. Ask the first member of each group to stand first to answer then identify the number in the coupon bond
strips as prime or composite.
c. The teacher flashes the number.
d. The pupil who raises the flag first give the answer.
e. Continue the game until most of the learners have participated.
f. The team which reaches fist the finish line using the flag lets win the contest.
2. Review on prime and composite numbers.
1. Motivation:
Strategy: Coins Collection
- Divide the class into 2 groups. Group boys and group girls.
- Ask them to collect different denominations of Philippine coins from their pockets.
- Make a coin collection project after collecting the coins from the members of the group.
- Ask the leader of the group to present their coin collection.
- The group has the greatest number of coins wins the contest.
2. Presentation
Strategy: Listening method/making an organized list.
Using a Problem Opener
Sally has two pieces of string, one 20 m long and 10 m long. She cuts the strings of the same size,
as large as possible without waste. How long were the strings she made?
b. Help the learners understand the problem by asking some comprehension question. Then ask what are
given? What is asked?
c. Guide learners in planning what to do to solve problem by letting list all the possible cuts that can be
made.
d. Through inspection, elicit from the learners the longest possible cut that can be made for both strings.
(10)
e. Analysis and Discussion
What do you think are the possible cuts listed on the table for 20 and 10?
Find the GCF using continuous division.
1. 9
2. 12
3. 14
12
16
21
4. 12
18
5. 18
27
4. Generalization:
What are the methods of finding the GCF of numbers?
The methods for finding the GCF of numbers are list down method, prime factorization method and
continuous division.
5. Application:
Express each number as a product of its prime factors. Find the GCF.
1.18 =
2. 24 =
3. 12 =
27 =
30 =
24 =
GCF =
36 =
18 =
GCF =
GCF =
IV. Evaluation:
Give all the factors of each number then box the GCF
1. 4 = ?
2. 12 = ?
3. 38 = ?
4. 24 = ?
5. 54 = ?
8=?
30 = ?
46 = ?
64 = ?
36 = ?
20 = ?
V. Assignment
Solve each problem:
1. If the GCF of two numbers is 36, what are some of the prime factors of each number?
2. The letter N represents a number between 50 and 60. The GCF of N and 16 is 8. Find N.
Remarks; _____________________________________________________________________
June 17, 2014
Tuesday
MATHEMATICS V
( 10:00-11:00 )
I. Objectives:
At the end of the lesson, the pupils should be able to:
Differentiate prime and composite numbers.
II. Subject Matter:
A. Topic: Differentiate Prime and Composite Numbers
A prime number is a whole number greater than 1 which has exactly two factors, the number itself
and 1.
A composite number is a whole number greater than 1 which has more than two factors.
The number 1 is neither prime nor composite.
C. Skills: Differentiating prime and composite number.
D. References: BEC PELC I A 5.1.2
E. Materials: Flashcards, chart
F. Value: Worthy membership in a group
1. Drill : Simple Multiplication Facts
2. Mental Problem:
What is the product of 23 and 4?
3. Review:
Give the factors of the following numbers.
36
72
64
18
24
12
1. Motivation:
Teacher shows the Sieve of Eratosthenes and leads the class to find prime and composite numbers.
2. Presentation:
Sieve of Eratosthenes
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
100
Encircle 1 because it is neither prime nor composite. Cross out 2,3,5,7. Cross out all divisible
by 2,3,5,7.
Answer the following questions:
1. What kind of numbers are crossed out?
2. What kind of numbers are not crossed out?
3. How many numbers between 1 to 100 are primes?
4. How many numbers from 1 to 100 are composites?
List the factors of each number. Then encircle the number if it is prime.
1. 36
2. 18
3. 20
4. 45
5. 12
6. 26
4. Generalization:
What are prime numbers? Give examples.
What are composite numbers? Give examples.
5. Application:
List the factors of each number. Then encircle the number if it is prime and box the composite.
1. 28
2. 13
3. 21
4. 16
5. 31
IV. Evaluation:
Write P if the number is prime and C if it is composite.
1. 18 =
2. 12 =
3. 24 =
4. 27 =
5. 24 =
V. Assignment:
1.
Name the prime numbers between 1 100.
2.
Name the composite numbers between 50-100.
Remarks: _________________________________________________________________________
MATHEMATICS V
Date: ___________
I. Objective:
Identify prime and composite numbers
Identifying prime and composite numbers
References:
Materials:
BEC-PELC I A 5.1.3
flashcards, word problem written on manila paper
III. Learning Activities:

1. Drill: Drill on odd and even numbers
a. 89
b. 24
c. 98
d. 11
2. Review:
What are the methods of finding the GCF of numbers?
1. Motivation:
Teacher shows a pebble and leads the class to answer the following: What is this? Where do we usually
find many of this? Does it have any use?
2. Presentation:
Strategy Using Objects
1. Pupils will be grouped. Each group will be given pebbles which they will arrange into different
arrangements.
23
39
29
How many arrangements were made for each number?
Number of Pebbles
Possible arrangements
No. of possible
Arrangements
23
39
29
Example: 6
1, 2, 3, 6
3
1, 3
1. 48 _______
3. 53 _______
5. 79 _______
2. 36 _______
4. 64 _______
4. Generalization
What are the prime numbers?
5. Application:
Example: 6
1, 2, 3, 6
3
1, 3
1. 72 _______
3. 71 _______
5. 91 _______
2. 48 _______
4. 37 _______
IV. Evaluation:
Write P if the number is prime and C if it is composite
_____ 1. 28
_____ 3. 21
_____ 5. 31
_____ 2. 13
_____ 4. 16
V. Assignment:
Answers the questions
1. Name the prime numbers between 1 and 50.
2. Name the prime numbers between 50 and 100
3. Name two composite numbers that are prime.
June 19, 2014
Thursday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Find the prime factors of a number.
II. Subject Matter:
A. Topic: Finding the prime factors of a number.
Prime factors are the factors of a number that are prime numbers.
Prime factorization is a way of writing a composite number as a product of its prime factors.
C. Skill: Identifying prime factors
D. References: BEC-PELC I A 1.4
E. Materials: Chart, flashcards
F. Value: Sportsmanship
2. Mental Computation
Give the factors of the following numbers
1. 48
2. 24
3. 28
4. 32
5. 16
4. Review: Relay
Tell whether the following numerals are prime or composite use flashcards
1. 17
2. 3
3. 5
4. 21
5. 19
1. Motivation:
Give the number combinations when multiplied will give the product of 18.
2. Presentation:
Strategy 1: Making an organized list
Group Activity:
1. Use the prime numbers listed on the board (2, 3, 5, 7) as factors.
2. Name 2, 3 or 4 of the primes, multiply them and record the numbers sentence.
3. Try to find all possible products for the four numbers.
4. Chart all findings in a table.
These are some of the expected outputs:
2x3=6
2 x 3 x 5 = 30
3 x 5 = 15
2 x 7 = 14
Find the prime factors of these numbers using any method.
1. 78
2. 80
3. 48
4. 28
5. 34
4. Generalization
How do we find the prime factors of a number?
5. Application:
1. 30
2. 28
3. 24
4. 16
5. 42
IV. Evaluation:
Give the prime factors of the following numbers in exponential form.
1. 60
2. 48
3. 160
4. 95
5. 180
V. Assignment:
Write the prime factors of the following.
1. 84
2. 60
3. 90
4. 70
5. 88
Remarks: ______________________________________________________________________________
MATHEMATICS V
Date: ___________
I. Objective:
Show multiplies of a given number by 10, 100
Showing multiplies of a given number by 10, 100
References:
Materials:
BEC-PELC I A 5.1.5
flashcards

1. Drill: Finding prime and composite numbers
1. 60
2. 48
3. 160
4. 95
2. Review:
Finding on the common factors and GCF of given numbers
1. 9
2. 12
3. 18
4. 14
12
16
27
21
5. 180
5. 12
18
1. Motivation
Present a number tree.
What is the use of this tree? Do you still remember this tree?
2. Presentation
Strategy Using Prime Factorization
What is the least common multiple (LCM) of 6 and 8? Of 60 and 80?
60:
2x2x5x3
80:
2x2x5x2x2
LCM 240
- What kind of numbers are 6 and 8?
- 60 and 80 are multiples of what number?
- How do we get 24?
- What is the LCM OF 60 and 80?
Determine the LCM of these numbers.
1. 35, 63
2. 48, 72
3. 50, 60
4. 30, 40
5. 100, 200
4. Generalization
What are the multiples? What is the least common multiple?
5. Application:
Find the LCM of each pair of numbers.

1. 4:
9:
LCM
2. 6:
15:
LCM
3.
6:
12:
LCM
IV. Evaluation:
The prime factorization of each number is given. Give the LCM of each pair of numbers.
1. 6: 2 x 3
2. 9: 3 x 3
3. 8: 2 x 2 x 2
9: 3 x 3
15: 3 x 5
12: 2 x 2 x 3
LCM
LCM
LCM
V. Assignment:
Express each number as a product of prime factors. Then find the LCM
Example: 18: 2 x 3 x 3
27: 3 x 3 x 3
1. 18 =
2. 36 =
3. 54 =
4. 12 =
5. 30 =
MATHEMATICS V
Date: ___________
I. Objective:
Find the least common multiple of a set of numbers
Finding the least common multiple of a set of numbers
References:
BEC-PELC I A 5.1.6
Materials:
flashcards, paper, ruler
1. Drill: Give the next 3 numbers in the sequence.
1. 0, 3, 6, 9
2. 0, 5, 10, 15
3. 0, 7, 14, 21
2. Review: Finding the GCF of given numbers using the prime factorization:
a. 24 and 36
b. 15 and 40
c. 12 and 24
1. Motivation:
Recall the concept of multiples through skip counting. Do you know how to skip count by 6? 8? 7? 9?
2. Presentation
Strategy 1: Drawing tables/Making an organized list.
1. Divide the class into groups. Each group will be given dot papers for the activity.
2. Activity cards will be distributed among the groups as shown below:
Manipulative Activity
1. Choose a number from 3-7.
2. Show multiples of the number on dot paper by circling rows of dots. Example: if 3 is chosen, circle
rows 3, 6, 9, 12 and 15 dots.
3. Repeat the activity using different numbers.
Give the least common multiple (LCM)
1. 6 and 8
2. 3 and 6
3. 10 and 4
4. Generalization
What is the least common multiple (LCM) of a set of numbers?
5. Application:
1 30
2. 28
3. 24
4. 16
IV. Evaluation:
Give the least common multiple for each pair of numbers:
1. 6 and 15
2. 12 and 24
3. 12 and 18
V. Assignment:
Find the LCM of these set of numbers.
1. 8, 12, 30
4. 4, 10, 8
2. 12, 20, 45
5. 9, 12, 18
3. 18, 27, 35
5. 42
4. 15 and 6
5. 10 and 15
MATHEMATICS V
Date: ___________
I. Objective:
State divisibility rules for 2, 5 and 10
State divisibility rules for 2, 5 and 10
References:
Materials:
BEC-PELC I A 1.7
set of cards with number 0 to 9, flashcards

1. Drill: Mental Math Drills on Easy Division using flashcards.
Example: 126 3 = n
522 6 = n
255 5 = n
2. Review: On multiples of a number.
Give the 1st multiples of:
1. 4
2. 3
3. 5
4. 6
5. 8
1. Motivation:
Play The boat is sinking
2. Presentation
Teacher classifies numbers of students according to which are divisible by 2, 5 or 10. teacher summarizes
the numbers by writing these on a separate table.
Ask students to observe carefully the numbers divisible by 2. Ask what they notice. Continue to elicit
observations until the rule for divisibility by 2 is mentioned.
Do the same divisibility by 5 and 10.
Provide big numbers written on flashcards and have students categorize these as divisible by 2, 5 or 10.
Write on the blank before each item whether the given number is divisible by 2, 5 or 10.
____ 1. 16
____ 3. 30
____ 5. 650
____ 2. 125
____ 4. 344
4. Generalization
Recall all the divisibility rules.
For 2: All numbers ending in 0, 2, 4, 6, 8 are divisible by 2.
For 5: All numbers ending in 0 or 5
For 10: All numbers ending in 0
5. Application:
Write on the blank before each item whether the given is divisible by 2, 5 or 10.
_____1. 16
_____2. 125
_____3. 30
_____4. 444
_____5. 650
IV. Evaluation:
Encircle the numbers which are divisible by the given number before each item.
_____ 1. 17, 16, 20, 15
_____ 3. 52, 15, 60, 156
_____ 5. 35, 54, 105, 153
_____ 2. 40, 14, 25, 300
_____ 4. 38, 45, 70, 85
V. Assignment:
Put a check on the blank if the first number is divisible by the second.
864, 2 ____
606, 10 ___
108, 2 ____
405, 5 ____
700, 10 ____
MATHEMATICS V
Date: ___________
I. Objective:
State the divisibility rules for 3, 6 and 9
State divisibility rules for 3, 6 and 9.
References:
Materials:
BEC-PELC I A 1.7
flashcards, pocket chart

1. Drill: (Mental Computation)
Easy Division:
1. 366 6 = n
3. 387 7 = n
2. 148 2 = n
4. 488 4 = n
2. Review:
Review of previous lesson: Divisibility of 2, 5 and 10.
Place the check cards under the correct column by which the numbers are divisible.
2
5
10
3000
4124
775
726
1. Motivation:
Who among you are members of the student council? As a member what do you usually do to help your
co-students in school?
2. Presentation
Strategy: Use a problem Opener.
The school helpers are setting up the auditorium for the students council meeting. There are a total of 197
mono-block chairs which they have to set up in either rows of 3, 6 or 9 which are set ups.
1. Ask the student: What are given? What is being asked? How may we solve the problem?
2. Ask the student: If you were one of those who have to set up the auditorium, What would you do?
3. Have students solve the problem by actual division.
4. Tell the students that using the divisibility rules will help in identifying if a number is divisible by another
number without actual division.
Put a check under the correct column applying the rules for divisibility.
3
120
315
8640
4176
4. Generalization
What are the rules of divisibility?
5. Application:
Put a check on the blank if the first number is divisible by the second number.
261,6_____
6453,9_____
345,3_____
459,3_____
114,6_____
IV. Evaluation:
Which of the following numbers are divisible by 3, 6 or 9. write 3, 6 or 9 or which ever of the three in the blank.
______ 1. 630
______ 4. 4110
______ 2. 363
______ 5. 846
______ 3. 423
V. Assignment:
Encircle the numbers which are divisible by the given number before each item.
______ 1. 54, 261, 346, 84
______ 2. 657, 299, 846, 627
______ 3. 342, 296, 357, 477
______ 4. 843, 799, 312, 579
______ 5. 117, 378, 1953, 216
MATHEMATICS V
Date: ___________
I. Objective:
State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
References:
Materials:
BEC-PELC I A 1.7
kraft paper with chart of SW

1. Drill: On easy division (mental computation-mc)
1. 488 8 =
2. 279 3 =
3. 168 4 =
2. Review: Divisibility Rules
- Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate the rule.
1. Motivation:
Play Sa Pula, Sa Puti
Teacher will give statement regarding application of the divisibility rules. Students are given 10- 15 seconds
to determine if the statement is true or false. They are to stand in line, either in the Pula or Puti half of
the room.
Example: 51 is divisible by 3.
2. Presentation
a. Give examples of numbers divisible by 4. Use numbers that students can readily determine as divisible by
4 and some numbers that are bid and therefore would require the use of the divisibility rule rather than
actual division.
b. State the divisibility rule of 4.
c. Give examples
d. Have the students complete the chart.
2
3
4
5
6
7
8
9
10
150
4460
1816
991510
5
Put a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.
2
3
4
5
120
405
272
504
4. Generalization
For 2: All numbers ending in 0, 2, 4, 6, or 8 are divisible by 2. these numbers are called even numbers.
For 3: All numbers ending in the number is divisible by 3.
For 4: Last two digits of the number form a number divisible by 4 or the last two digits are zeros.
For 5: All numbers ending in 0 or 5.
For 6: The number is divisible by both 2 and 3

For 9: Sum of digits of the number is divisible by 9.
For 10: All numbers ending in 0.
5. Application:
Put a check under each column to tell whether each given number is divisible by 6, 9 or 10
6
10
120
315
8316
8640
4176
IV. Evaluation:
Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10.
_____ 1. 423
_____ 4. 2105
_____ 2. 5746
_____ 5. 354
_____ 3. 3000
V. Assignment:
Put a check mark on the blank if the first number is divisible by the second number.
483, 6 ______
624, 4 ______
1368, 9 ______
821, 2 ______
252, 5 ______
726, 4 ______
MATHEMATICS V
Date: ___________
I. Objective:
References:
Materials:
BEC-PELC I A 1.7
kraft paper with chart of SW

1. Drill: On easy division (mental computation-mc)
1. 488 8 =
2. 279 3 =
3. 168 4 =
2. Review: Divisibility Rules
- Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate the rule.
1. Motivation:
Play Sa Pula, Sa Puti
Teacher will give statement regarding application of the divisibility rules. Students are given 10- 15 seconds
to determine if the statement is true or false. They are to stand in line, either in the Pula or Puti half of
the room.
Example: 51 is divisible by 3
2. Presentation
a. Give examples of numbers divisible by 4. Use numbers that students can readily determine as divisible by
4 and some numbers that are bid and therefore would require the use of the divisibility rule rather than
actual division.
b. State the divisibility rule of 4.
c. Give examples
d. Have the students complete the chart.
2
3
4
5
6
7
8
9
10
150
4460
1816
991510
5
2
3
4
5
120
405
272
504
4 Generalization
For 2: All numbers ending in 0, 2, 4, 6, or 8 are divisible by 2. these numbers are called even numbers.
For 3: All numbers ending in the number is divisible by 3.
For 4: Last two digits of the number form a number divisible by 4 or the last two digits are zeros.
For 5: All numbers ending in 0 or 5.
For 6: The number is divisible by both 2 and 3

For 9: Sum of digits of the number is divisible by 9.
For 10: All numbers ending in 0.
5. Application:
6
9
10
320
315
8316
8640
4176
IV. Evaluation:
Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10.
_____ 1. 423
_____ 4. 2105
_____ 2. 5746
_____ 5. 354
_____ 3. 3000
V. Assignment:
483, 6 ______
624, 4 ______
1368, 9 ______
821, 2 ______
252, 5 ______
726, 4 ______
MATHEMATICS V
Date: ___________
I. Objective:
State divisibility rules for 2, 3, 4, 5, 9 and 10
State divisibility rules for 2, 3, 4, 5, 9 and 10
References:
Materials:
BEC-PELC I A 1.7
set of cards with numbers 0 to 9

1. Drill: basic facts of multiplication
6 x 7 9x3
5x5
8x5
7x7
3x7
4x9
6x6
2. Review:
Teacher may continue giving analysis questions like in the previous days. Teacher may also modify
questions to those answered by ALWAYS, SOMETIMES, or NEVER.
1. Motivation:
Play The boat is sinking.
2. Presentation
Promote higher order thinking skills by playing Number Scramble
Strategy 1:
a. Teacher provides each team of 4 with cards bearing numbers 0 to 9. students are to use these cards to
form the number being asked for given certain conditions.
b. Give an example. Explain that the students may use the cards to identify the number asked for.
Example: Without repeating any digit, from the least 3-digit number divisible by 2.
3
Practice Exercises
Supply the missing number to make the number divisible by the number opposite.
1. 5__1 3
3. 273__ - 4
5. 423__ - 3
2. 139__ - 2
4. 823__ - 6
4. Generalization
Recall the rules of divisibility by 2, 3, 4, 5, 6, 9 and 10.
5. Application:
483, 6 ______
624, 4 ______
1368, 9 ______
821, 2 ______
252, 5 ______
726, 4 ______
IV. Evaluation:
Supply the missing number to make the number divisible by the number opposite.
1. 712__ - 5
3. 262__ - 9
5. 216__ - 8
2. 463__- 10
4. 385__ - 6
V. Assignment:
1.
2.
3.
4.
5.
Put a check under each column where divisibility rules apply.

2
3
4
5
6
9
10
532
4554
249
6020
828
June 23, 2014
Monday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Visualizes changing dissimilar fractions to similar fractions.
II. Subject Matter:
A. Topic: Visualizing Changing Dissimilar Fractions to Similar Fractions
B. Mathematical Process;
Use unit regions and number lines to visualize changing dissimilar fractions to similar fractions.
C. References: BEC-PELC II A 1
D. Materials: flashcards
E. Value: Patience in doing work
Drill on finding the LCM of given numbers.
Example: 5, 10
2, 3
4, 6
3. Review:
Recall the rules for divisibility rules by 2, 5 and 10.
1. Motivation:
Who among you help their parents at home after school hours?
What household chore do you usually do at home?
2. Presentation:
Strategy 1: Using a problem opener.
On Saturdays, Paolo helps his mother at home. He spends 5/6 hour in washing the clothes and 2/3 hours
in cleaning the house.
1. Help the pupils understand the problem by answering some comprehension questions. Then ask: What are
given? What is asked? You may further ask: What kind of boy is Paolo?
2. Lead them in planning what to do by asking some guiding questions such as. How will you find out
which is greater 5-6 hour and 2/3 hours?
3. Let the pupils state the steps in changing / renaming dissimilar fractions to similar fractions.
4. Provide more practice exercises in renaming dissimilar fractions to similar fractions.
Rename these dissimilar fractions to similar fractions
1. 3/10, 4/6
3. 10/12, 3/6
5. 2/3, 4/5
2. 5/8,
4. 4/6, 1/8
4. Generalization
How do we rename dissimilar fractions to similar fractions?
5. Application:
Rename these dissimilar fractions as similar fractions.

1.
2.
3/10, 4/6
5/80, 3/4
3. 10/12, 3/6
4. 4/6, 1/8
5. 2/3, 4/52
IV. Evaluation:
Write as similar fractions.
1. 6/6, 3/9
2. 2/8, 10/12
3. 6/8, 3/10
4. 4/10, 5/12
5. 2/9, 2/4
V. Assignment:
Rename these dissimilar fractions as similar fractions.
1. 6/8, 2/12
3. 6/15, 4/5
5. 4/9, 3/12
2. 3/20, 4/10
4. 2/10, 1/6
Remarks: _______________________________________________________________________________
Tuesday
June 24, 2014
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Identify equal fractions.
II. Subject Matter:
A. Topic: Identifying Equal Fractions
B. Mathematical Concepts: Cross products are products obtained by multiplying the numerator of one fraction by
the denominator of the second fraction and the denominator of the first fraction by the numerator of
the second fraction.
Two fractions are equal if one fraction is a higher term or a lower term of the other, or if their cross
products are equal.
C. Skill: Identifying, listening
D. References: BEC-PELC II A 1.2 & 1.2.1
E. Materials: flashcards, fraction models, fraction strips, crayons.
F. Value: Cooperation
1. Drill: Basic facts in Multiplication.
a. 9 x 8 =
b. 8 x 5 =
c. 6 x 2 =
2. Mental Problem: What is the product of 56 and 6?
3. Checking of assignment
4. Review: changing dissimilar fractions to similar fractions.
Example: a. ( , 1/3 )
b. ( 5/9, 7/8)
d. 7 x 6 =
c. ( 7/10, 5/9 )
1. Motivation:
Have you eaten pie? What does it look likes? How many slices can you eat?
Teacher shows model of pie on the board. Elicit and 2/4.
2. Presentation
Strategy 1: Paper folding
Materials: Sheets of paper
Mechanics:
1. Divide class into 6 groups.
2. Each group is given 2 pieces of paper of the same size.
3. Request them to fold the first paper into thirds. Color 1/3. Fold the second paper into sixth. Color 1/6. Fit
the second paper to the colored part of the first paper.
4. Ask: What part is the same as 1/3?

What can you say about 1/3 and 2/6?
What can you say that 1/3 equals to 2/6?
5. Direct pupils to cross multiply
What can you say about the cross products?
Choose the set of fraction that are equal.
_____ 1. a. 5/9, 7/8
b. 4/5, 8/10
c. 2/9, 3/8
_____ 2. a. 7/10, 5/9
b. 3/5, 5/7
c. 4/5, 3/7
d. 4/5, 3/8
d. 6/15, 2/5
4. Generalization:
Equal fractions are fractions that name the same part of the whole.
5. Application:
Give the equivalent fraction of the following.
1.
2/3
2. 4/5
3. 3/5
IV. Evaluation:
On the blank before each number, write YES if the pair of fractions are equal and NO if not.
_____ 1. 1/2, 3/6
_____ 4. 1/3, 1/6
_____ 2. 2/5, 3/10
_____ 5. 5/6, 3/4
_____ 3. 1/4, 3/12
V. Assignment:
Copy then write the missing numerator and denominator to make the statement correct.
Remarks: ____________________________________________________________________
June 25, 2014
Wednesday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
At the of the lesson, the learners should be able to:
Use cross product to determine whether 2 fractions are equal.
II. Subject Matter:
A. Topic: Using cross product to determine whether 2 fractions are equal
B. Mathematical Concepts: Cross products are products obtained by multiplying the numerator of one fraction by
the denominator of the second fraction and the denominator of the first fraction by the numerator of
the second fraction.
Two fractions are equal if one fraction is a higher term or a lower term of the other, or if their cross
products are equal.
C. References: BEC-PELC II A 1.2 & 1.2.1
D. Materials: Flashcards, flower cut-outs
E. Value: Cooperation
1. Drill on basic facts in Multiplication.
a. 7 x 3 =
b. 9 x 5 =
c. 7 x 6 =
d. 8 x 2 =
2. Mental Problem:
There are 30 eggs in a tray. How many dozen of eggs are there in a tray?
4. Review on changing dissimilar fractions to similar fractions.
Example: a. ( 7/10, 5/9 )
b. ( 5/9, 7/8)
c. ( , 1/3 )
1. Motivation:
Do you love to eat cake? What type of cake do you want?
2. Presentation:
Strategy 1: Paper folding
Materials: Sheets of paper
Mechanics:
1. Divide class into 3 groups.
2. Each group is given 2 pieces of paper of the same size.
3. Request them to fold the first paper into thirds. Color 1/3. fold the second paper into sixth. Color 1/6. Fit
the second paper to the colored part of the first paper.
4. Ask: What part is the same as 1/3?

What can you say about 1/3 and 2/6?
What can you say that 1/3 equals to 2/6?
5. Direct pupils to cross multiply
What can you say about the cross products?
Choose the set of fraction that are equal.
_____ 1. a. 7/9, 4/5
b. 2/5, 8/20
c. 5/8, 3/9
_____ 2. a. 7/10, 5/9
b. 3/5, 5/7
c. 4/5, 3/7
d. 4/5, 3/8
d. 6/15, 2/5
4. Generalization
The cross product method can be used to test if fractions are equal. If the cross products are equal then the
two fractions are equal.
5. Application:
Check if the fractions are equal, use the cross product method. Then write the correct symbol in the
blanks.
5/9 , 7/8
4/5,8/10
2/9,4/18
IV. Evaluation:
Check if the fractions are equal, use the cross product method. Then write the correct symbol in the blanks.
V. Assignment:
Write the next 3 consecutive fractions that are equal to the given example.
Remarks: ________________________________________________________________________--
June 30, 2014
Monday
MATHEMATICS V
(10:00-11:00 )
I. Objective:
At end of the lesson, the learners should be able to:
Order dissimilar fractions written in different forms from least to greatest, and vice versa.
II. Subject Matter:
A. Topic: Ordering Dissimilar Fractions
B. Mathematical Processes:
To order mixed numbers and fractions with unlike denominators;
1. Write the mixed numbers as improper fractions.
2. Express them as similar fractions using their LCD.
3.compare the numerators.
4. arrange the fractions according to their numerators from least to greatest or from greatest to least.
C. Skill: Listening, arranging
D. References:
Mathematics for a better Life 5, pp. 48-49 )
E. Materials: Fraction cards, fraction strips/models, flashcards, chart
F. Value: Cooperation
1. Drill on basic division facts.
a. 12 4 =
b. 14 2 =
c. 16 4 =
What is the resulting number when we divide 72 by 9?
4. Review on finding the LCM.
Find the LCM.
a. 9 = ?
b. 12 = ?
c. 14 = ?
6=?
18 = ?
7=?
d. 56 7 =
d. 9 = ?
27 = ?
1. Motivation/ Presentation:
Problem Opener:
Aliyah has three pieces of ribbon which are 1 5/6 m, 7/9 m, and 1 2/3 m long. She wants to use the
longest ribbon for her grandfather's gift. Which is the longest ribbon? the shortest?
2. Analysis/Discussion:
To answer the problem, order the fractions. Follow these steps:
1. Write the mixed numbers as improper fractions.
1 5/6 = 11/6
1 2/3 = 5/3
2. Change to similar fraction.
11/6 = 33/18
7/9 = 14/18
5/3 =30/18
3. Compare the numerators to order the fractions.

Least to greatest
greatest to least
14 < 30 < 33
or
33 > 30 > 14
14 < 30 < 33
or
33 > 30 > 14
18 18 18
18 18 18
7/9 < 1 2/3 < 1 5/6
or
1 5/6 > 1 2/3 > 7/9
Answer: The longest ribbon is 1 5/6 m long while the shortest ribbon is 7/9 m long.
Compare the fractions. Write =, >, or < to replace each blank.
1) 5/6 ___ 6/3
2) 8/9 ___ 1 1/2
3) 4/2 ___ 1 1/2
4) 2 1/3 ___ 6/2
5) 5/9 ___ 9/5
4. Generalization:
What is the first step before you can order dissimilar fractions written in different forms?
Why do you need to change dissimilar fractions to similar fractions before comparing them?
5. Application:
Order fractions from least to greatest and greatest to least.
1) 1 2/3 , 1 2/5 , 4/2
2) 12/6 , 11/12 , 3 1/3
3) 2 1/4 , 5/2 , 9/3
4) 7/2 , 1 1/2 , 9/5
5) 8/3 , 3 1/2 , 11/12
IV. Evaluation:
Which of these fractions should come first and which should appear last if they are ordered from least to
greatest?
1) 9/10 , 4/3 , 1 5/12 , 1 2/5
2) 12/4 , 5/2 , 2 1/4 , 8/3
3) 3/2 , 2/7, 9/4 , 2 3/4
Which of these fractions should come first and which should appear last if they are ordered from greatest
to least.
4) 7/3 , 4/5 , 1 1/8 , 1/2
5) 13/3 , 12/4 , 3 1/2, 2 4/3
V. Assignment:
Order the fractions from greatest to least and least to greatest.
1) 5 2/3 , 5 4/5 , 5 14/15
2) 8/3 , 1 1/3 , 4/6
4) 1 3/8 , 1 3/4 , 5/3
5) 3 7/8 , 10/2 , 3 3 3/4
3) 7/8 , 6/4 , 1 1/3
Remarks: ___________________________________________________________________________
MATHEMATICS V
(10:00-11:00 )
I. Objective:
At end of the lesson, the learners should be able to:
II. Subject Matter:
A. Topic:
B .Mathematical Processes:
C. References:
Mathematics for a better Life 5, pp.
D. Materials:
E. Value:
1. Drill on basic
2. Review on
1. Motivation:
2. Presentation:
4. Generalization
5. Application
IV. Evaluation:
V. Assignment:
Remarks: _________________________________________________________________________________
July 01, 2014

Tuesday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Estimate fractions close to 0, or 1.
II. Subject Matter:
A. Estimating fractions close to 0, or 1
A fraction is close to
0 when the numerator is very small compared to the denominator.
1/2 when the denominator is about twice the numerator.
1 when the numerator and denominator are about the same.
C. References: BEC-PELC II A 2
D. Materials: Bingo cards, flashcards, number line, illustration boards.
1. Drill : Simple Multiplication Facts
4. Review on comparing fractions.
How did we change a fraction to lowest term?
How can we identify fraction in the lowest term?
1. Motivation:
List fractions that are less than . Factions that is greater than .
2. Presentation:
Strategy: Use of the number line
Mechanics:
1. Divide the class into 4 groups.
2. Distribute illustrations boards, one to each group.
3. Teacher request each group to show the following fractional parts in the number line.
Group 1: to 12/12
Group 2: 1/10 to 10/10
Group 3: 1/9 to 9/9
Group 4: 1/8 to 8/8
4. Tell each group to show , , and 1 in the number line.
5. Answer the following questions.
Which fractions are close to 0?
Which fractions are close to ?
Estimate the following fractions if they are close to 0, , or 1. Write the correct estimate at the blank
before the number.
_____ 1.
_____ 4. 11/13
_____ 2. 5/12
_____ 5. 3/17
_____ 3.
4. Generalization:
In estimating fractions, we have to consider both numerators and denominators.
5. Application:
Answer the following questions. Choose the letter only.
1.Which fraction is close to 0.
a. 7/8
b. 2/10
c. 6/10
d. 11/12
2.Which fraction is close to 1.
b. 2/9
b. 4/8
c. 14/15
d. 1/6
3 Which fraction is close to 1/2.
c. 8/14
b. 4/8
c. 13/14
d. 1/7
IV. Evaluation:
Put a check mark on the appropriate column that best describes the fractions.
Fraction
Close to 0
Close to
1. 9/10
2. 2/12
3. 1/7
4. 9/12
5. 3/10
Close to 1
V. Assignment:
1. Draw a number line showing 1/12 to 12/12 on an illustration board.
2. List the fractions that are close to 0, 1/2, or 1.
Remarks: _________________________________________________________________________
July 03, 2014
Thursday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Add two to four similar fractions.
II. Subject Matter:
A. Topic: Adding two to four similar fractions without or with regrouping
B. Mathematical Process:
To add two or more similar fractions, add the numerators and write the sum over the common
denominator. Reduce the sum to lowest terms whenever possible.
C. References: BEC-PELC II B 1.1
D. Materials: Fraction cards, regions
E. Value: Worthy membership in a group
1. Drill on basic division facts
a. 9 3 =
b. 8 4 =
c. 15 5 =
d. 8 2 =
What is the quotient of 125 by 5?
2. Review:
Put a star () before the number if the fraction is in the lowest term. Simplify if it is not.
_____ 1. 9/11
_____ 3. 8/10
_____ 5. 10/15
_____ 2. 4/6
_____ 4. 7/8
1. Motivation:
Have you been seen ribbon? How do we use it?
2. Presentation:
Strategy: Modeling using a problem opener.
Aida bought 3/5 meter of blue ribbon, 4/5 meter of white ribbon and 2/5 meter of red ribbon. How long
are the ribbons put together end to end?
1. Ask leading questions as in No. 1 and 2 of strategy 1.
2. Direct the pupils to the model shown.
3. Using the model.
Let the pupils write the equation:
3/5 + 2/5 + 4/5 = 9/5
What kind of fraction did you get as an answer?
4. Lead the pupils to the idea that in adding similar fractions, answer must be reduced to lowest term or in
simplest form.
5. Provide more exercises in adding 2 or more similar fractions.
Find the sum. Reduce answer to simplest form.
1. 13/30 + 5/20 =
3. 2/9 + 1/9 + 4/9 =
5. 5/14 + 2/14 + 7/14
2. 6/14 + 2/14 =
4. 8/10 + 3/10 =
4. Generalization:
How do we add 2 or more similar fractions?
5. Application:
Find the sm. Reduce answers to lowest form.
1. 13/20 + 5/20 =
2. 6/14 + 2/14=
3. 2/9 + 1/9 + 4/9 =
IV. Evaluation:
Find the sum. Reduce answers to simplest form.
1. 4/8 + 1/8 =
3. 3/8 + 3/8 =
2. + =
4. 4/9 + 1/9 + 6/9 =
V. Assignment:
Find the sum and give the answer in simplest form.
1. 2/5 + 8/5 + 3/5 =
3. 5/12 + 2/12 + 4/12 =
2. 11/12 + 1/12 =
4. 2/7 + 3/7 =
5. 3/10 + 2/10 =
5. 4/15 + 1/15 + 5/15 =
Remarks: _____________________________________________________________________________
July 07, 2014
Monday
MATHEMATICS V
( 10:00-11:00 )
III.
I. Objectives:
Visualize addition of dissimilar fractions without and with regrouping.
II. Subject Matter:
A. Topic: Visualized addition of dissimilar fractions without and with regrouping
Unit regions can be used to visualize the addition of dissimilar fractions.
C. References: BEC PELC II B 1.2
Mathematics for a Better life 5, pp. 58-59
D. Materials: Flashcards, game boards for square deal, fraction chart, strips
E. Value: Peace and harmony
What is the sum of 26 and 27?
Review on adding similar fractions.
1. Motivation:
Can we mix oil with water? Why?
Similarly, we cannot just put together dissimilar fractions, can we?
2. Presentation:
Strategy: Modeling
Using a problem opener
Mother has one whole cake. First she sliced 1/3 and then 1/6 if the cake. What part of the cake did she
slice?
1
1
3
6
Ask: What parts of the cake had been sliced off? What was the total part of the cake that was sliced off?
1
1
3
6
1
2
Use diagrams or fractions regions to add the following.
1. 2 + 1 =
3. 2 + 5 =
5. 5 + 1 =
3
4
3
9
8
2
2. 2 + 1 =
6
3
4. 3 + 1 =
8 4
4. Generalization:
How can we add fractions if they are dissimilar? (We make them similar)
5. Application:
Illustrate each addition sentence by using unit regions.
1. 1 + 1 = 2
2. 3 + 1 = 5
3. 5 + 3 = 1 3
2 6 3
8 4 8
8 4
8
IV. Evaluation:
Complete the diagrams by shading them correctly showing the given addition statements. Rename the answers if
needed.
IV.
Assignment:
Find the sum
1. 11 + 5 =
12 6
3. 2 + 7 =
3
8
2. 1 + 3 =
4
5
4. 7 + 3 =
10 4
5. 5 + 1 =
6
5
Remarks: ______________________________________________________________________________
July 08, 2014
Tuesday
MATHEMATICS V
I. Objective:
Add dissimilar fraction.
A. Topic: Adding Dissimilar Fractions
To add dissimilar fractions, express them as similar fractions by finding their least common denominator
( LCD ). Add the similar fractions. Reduce the sum to lowest terms whenever possible.
B. Skill: Computing, listening
D. Materials: Flashcards, chart
E. Values: Obedience
II. Learning Experiences:
1. Drill: Simple addition Facts
What is the resulting number when we add 230 and 45?
4. Review on visualizing addition of dissimilar fraction.
1. Presentation:
Problem opener:
Faith ate 3/6 of a pizza. Mark ate 2/12 of the same pizza. How many parts of the pizza did they eat in all?
a. What is asked?
b. What are given?
c. What kind of fractions are 3/6 and 2/12?
d. What operation is, needed to solve the problem?
e. Can we easily add 3/6 and 1/12? Why?
f. How can we add them? (Rename 3/6 into a fraction similar to 1/12)
g. Lets solve the problem.
Find the sum.
1)
9/16
+ 4/8
2)
16/20
+ 2/10
3)
14/24
+ 6/16
4)
5/8
+ 4/6
5)
7/10
+ 2/20
4. Generalization:
How do we add dissimilar fractions?
In adding dissimilar fractions, find the LCD first. Then rename them to similar fractions. Add as in adding
similar fractions and reduce answer to lowest terms.
5. Application:
Add. Reduce the sum to lowest terms whenever possible.
1) 3 + 1
2) 2 + 4
3) 7 + 3
4) 4 + 1
5) 5 + 1
4 8
3 9
10 5
5 3
8 6
IV. Evaluation:
Rename these fractions as similar fractions. Add then express the sum in lowest term if possible
1. 2 + 3 =
8 4
3. 1 + 3 =
4
6
2. 2 + 1 =
8
2
4. 6 + 1 =
10 2
5. 5 + 1 =
8
4
V. Assignment
Find the sum and if necessary reduce the answer in its simplest form.
1. 3 + 4 =
6 10
3.
2.
4. 2 + 3 =
10 4
8 + 5=
12 9
6 + 7 =
15 10
5. 5 + 10 =
9
15
Remarks: _______________________________________________________________________
July 09, 2014
Wednesday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Add dissimilar fraction and whole number.
II. Subject Matter:
A. Topic: Adding the Dissimilar Fractions and Whole Numbers
To add dissimilar fractions and a whole number, align the fractions and then align the whole numbers.
Change dissimilar fractions to similar fractions. Add the fractions. Add the whole numbers. Reduce the
sum to lowest terms whenever possible.
D. Materials: Fraction cards, fraction strips, cut-outs
E. Values: Industry
Giving the LCD of given fractions.
Example:
4 , 2
4 , 2
4 , 2
5 3
5 3
5 3
4. Review on addition of dissimilar fractions.
5. Motivation:
Who among you have tasted sweet tamarind candies? Do you have an idea what ingredients they have?
1. Presentation:
Strategy: Modeling Paper Folding
Use a problem Opener
Last week, Mr. Sanchez worked three days in his vegetable garden. He worked 1/3 hour on the
first day, 3/6 hour on the second day and 2 hours on the third day. How long did he work in all?
2. Analysis / Discussion:
a. Analyze the problem using steps in solving problem.
b. Solution:
1/3 + 3/6 + 2 = N
c. Other examples:
3 + 4 + 1/5 + 3/4 =
2/6 + 3/5 + 5 + 6 =
1/3 + 1/8 + 3 + 7 =
Find the sum. Express answer in simplest form if possible
1) 4 + 6 + 2 + 3
3) 2 + 1 + 2 + 9
5) 8 + 6 + 3 + 4
3 4
8 2
8 6
2)
5 + 3 + 15
4) 10 + 6 + 1
10 6
12 3
3. Generalization:
How do we add dissimilar fractions and whole numbers?
- Change the dissimilar fractions to similar fractions then add following the rules in adding similar
fractions.
Add the whole numbers.
- Express the answer in lowest terms, if possible.
IV. Evaluation:
Find the sum. Express the answer in lowest terms, if possible.
1) 7 + 12 + 3 + 2 =
10 6
3)
9 + 3 + 7 + 11 =
15 6
2)
4)
6+7+ 4 +3 =
20 8
9+5 +4 =
12 8
5) 15 + 9 + 3 =
14 8
V. Assignment
Find the sum. Write the answer in the lowest terms, if possible.
1) 8 + 10 + 2 + 4 =
12 9
3)
8 +3+6+4 =
10 8
2)
4)
12 + 2 + 7 + 3 =
10 6
6 +2 +7+2+3 =
4 9
5) 18 + 6 + 4 =
15 10
Remarks: ______________________________________________________________________
July 14, 2014
Monday
MATHEMATICS V
( 10:00-11:00 )
I. Objectives:
Add whole numbers and mixed forms.
II. Subject Matter:
A. Topic: Adding Whole Numbers and Mixed Forms
To add whole numbers and mixed numbers, first align the whole numbers. Bring down the fraction. Then
add the whole numbers.
C. Skill: Computing, listening
D. References: BEC PELC II B 1.5
E. Materials: Flashcards, chart
F. Values: Spending Time Wisely
Changing fractions to simplest form.
4. Review on adding mixed forms and similar fractions.
1.Motivation / Presentation:
Problem Opener:
Amir raises chickens in his backyard. One Saturday, he sold two chickens. One chicken
weighed 2 kg and the other 1 3/8 kg. Find the total weight of the chickens.
2. Analysis / Discussion;
a. Analyze the problem using steps in solving problem.
b. Solution:
2 + 1 3/8 = N
c. Other examples:
3 + 4 + 4 5/6 =
4 6/7 + 5 + 8 =
5 + 7 5/8 + 8 =
Add the following.
1) 4 + 2 7 =
8
3) 5 + 5 3 =
4
2) 5 + 10 1 = 4)
2
7 5 +3 =
6
5) 9 + 3 4 =
5
4. Generalization:
What kind of numbers did we add today?
How do we add mixed forms and whole numbers?
5. Application:
Write in column and add the following:
1) 2 + 9 2/3 =
4) 9 2/15 + 25 =
2) 3 7/10 + 12 =
5) 6 7/9 + 32 =
3) 5 3/4 + 18 =
IV. Evaluation:
Add the following.
1) 6 + 3 1 =
10
3)
9+1 2 =
3
5) 6 + 4 =
7
2)
4 + 5 = 4)
18 + 5 3 =
5
8
V. Assignment;
Think of an addition statement that would give the following as the answer.
(Guess and check)
1.
______ + ______ = 11 3
4
2.
______ + ______ = 16 5
8
3.
______ + ______ = 9 4
9
4.
______ + ______ = 16 7
10
5.
______ + ______ = 13 5
11
Remarks: __________________________________________________________________________
July 15, 2014

Tuesday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Add a mixed form and a dissimilar fraction .
II. Subject Matter:
A. Topic: Adding of Mixed Form and Dissimilar Fraction
To add mixed numbers and dissimilar fractions, first change the mixed numbers to improper fractions.
Express the fractions as similar fractions by finding their LCD. Add the fractions. Write the sum as a mixed number
in lowest terms.
D. Materials: Fraction cards, cut-outs, number line model
E. Values:
Thoughtfulness
2. Mental Computation.
Add similar fractions.
1+3=
2+4=
5+7=
6+8=
6+7=
2 2
4 4
8 8
9 9
10 10
4. Review on giving LCD of 2 or more fractions
1. Motivation / Presentation:
a. Using a Problem Opener:
Andres exercises every morning. He spends 1 1/2 hours jogging around the park and 3/4 hour
doing sit-ups. How many hours does he spend on his morning exercises?
b. Analysis / Discussion:
Analyze problem using steps in solving word problem.
Illustrate using regions.
Solution:
Find: 1 1/2 + 3/4 = N
3/2 + 3/4 = N
6/4 + 3/4 = 9/4 or 2 1/4
c. Other exercises:
Solve. 4 2/10 + 3/5 = N
6 3/4 + 5/8 = N
2 4/5 + 2/10 = N
Find the sum.
1) 9 1 + 4 =
3 4
2) 4 3 + 1 =
6 3
4) 5 2 + 1 =
10 4
5) 1 3 + 3 =
4 8
3) 2 1 + 2 =
4 6
3. Generalization:
How do we add a mixed form and dissimilar fractions?
First rename the fractions into similar fractions. Add as we do with similar fractions. Express the answer in
simplest form if possible.
4. Application:
Write in columns and add. Reduce the sum to lowest terms whenever possible.
1) 7 5/16 + 1/2 =
4) 20 2/5 + 1/3 =
2) 5 7/12 + 3/4 =
5) 12 4/15 + 2/5 =
3) 9 3/7 + 5/14 =
IV. Evaluation:
Add. Reduce answer to simplest form.
1) 6 2 + 1 =
3 6
2) 8 5 + 1 =
10 4
4) 10 5 + 3 =
8 6
5) 7 7 + 2 =
10 5
3) 2 1 + 2 =
4 6
V. Assignment:
Find the sum.
1) 3 2 + 1 =
7 3
2) 9 4 + 3 =
16 4
4) 4 8 + 3 =
10
4
5) 7 + 1 + 3 =
12 8
3) 17 3 + 3 =
6 8
Remarks: __________________________________________________________________________
July 17, 2014
Thursday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Add a mixed form.
II. Subject Matter:
A. Topic: Adding of Mixed Form
To add mixed numbers, align the fractions, then the whole numbers. Express the fractions as similar
fractions using the LCD. Add the fractions first, then add the whole numbers. Reduce the sum to lowest
terms, whenever possible.
D. Materials: Flashcards, show me cards, pieces of art paper, fraction chart
E. Values:
Cooperation
2. Mental Computation.
Drill on covering fractions to lowest terms.
Strategy: Oral Contest
Mechanics:
a. Divide the class into 6 groups (columns)
b. The first pupil in each group gives the simplest form of the given fraction.
c. The pupil who gives the correct answer earns the point for his group.
d. Teacher continues flashing fractions to be answered by the next pupil from each group.
e. Continue the game until all the pupils have participated.
f. The team with the most number of points wins.
4. Review on adding mixed number and dissimilar fraction.
Developmental Activities:
1. Presentation:
Strategy: Use a problem opener with concrete objects.
Problem:
Evelyn used 2 pieces of red art paper and 1 1/3 pieces of yellow art paper to decorate her guidance
notebook. How many pieces of red and yellow art papers did she use?
Mechanics:
2. Distribute strips of art papers, fraction chart to each group.
3. Ask each group to illustrate addition of dissimilar fractions using the strips of art paper and the fraction
chart.
4. Request each group to report and explain work to the class.
5. How did you cut the pieces of art paper? What should you do with the remaining strips of paper?
(Recycle)
6. What will you do with the fractions 112 and 1/3 before you can add them? How about the whole
numbers?
7. Elicit from the pupils that he LCD of both fractions must first be determine to be able to rename them
into equivalent fractions, and finally add them. Then add the whole numbers
8. Provide more practice items.
Find the sum and if necessary reduce to lowest terms.
1) 5 + 3 2/6
2) 3 4/10 + 2 4/8 4. 1 3/9 + 5 6/12
3) 7 5/6 + 3 4/10 5. 8 5/20 + 2 1/8
3. Generalization:
To add mixed numbers with dissimilar fractions, first find the LCD. Transform all fractions into similar
fractions then add as in adding similar fractions. Add all the whole numbers.
IV. Evaluation:
Add the following and reduce the lowest terms if necessary.
1) 6 3
2) 2 1
+ 8
+ 7
31
83
5
4
4) 8 1
+ 4
10 2
4
3) 2 2
+ 5
11
4
5) 5 2
+ 5
11
4
V. Assignment
1) 16 5
+ 9
27 2
3
2) 18 4
+ 5
25 5
6
4) 12 3
+ 8
16 5
9
5) 25 3
+ 4
10 5
6
3) 18 5
+ 7
72
3
Remarks: ___________________________________________________________________________________
July 21. 2014
Monday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Estimate sums of fractions.
II. Subject Matter:
A. Topic: Estimating the Sum of Fractions
B. Mathematical Concept: To estimate sums involving fractions, round up in the fraction is 1/2 or greater. Round
down if it is less than 1/2.
D. Materials: fractions strips, fraction model and card
E. Values:
Cooperation, health - wise
2. Mental Problem:
How many marbles in all when we put 45 red marbles and 34 green marbles in one basket?
4. Review on addition of mixed numbers
a. Problem Opener:
From her house, Tina walked 1 1/10 km to the chapel and 7/10 km from the chapel to school. About
how far did Tina walk from her house to school?
b. Analysis /Discussion:
1. Analyze the problem using steps in solving word problems.
2. Illustration:
Using number lines.
c. Solution:
11 + 7= 1 + 1 = 2
10 10
Tina walked about 2 km from her house to school.
d. Other examples:
2 4/5 + 3 5/5 =
4 1/7 + 3 3/7 =
7 3/4 + 3 1/4 =
2. Practice Exercise:
Read and solve
Bart bought 2 3/4 pounds of ham, 3 1/2 pounds of lamb, and 5 3/ 16 pounds of veal. About how much meat
did they buy?
3. Generalization:
How do you estimate the sum of two fractions?
To estimate the sum of two fractions, round the fractions to 0 or 1. If the fraction is 1/2 or greater, round
up to 1. Add 1 to the whole number. Otherwise, round down to zero
IV. Evaluation:
Estimate the sum and explain your answer.
1)
22
2) 13 5
3) 22 9
+ 9
+ 8
+ 16
33
14 1
14 1
5
8
8
4) 7 1
2
+ 81
10
38
9
5)
31
+ 6
45
6
1 1
2
V. Assignment:
Solve.
1. Last week, Abigail spent 11 2/3 hours cleaning some rooms in the house and 2 2/3 hours publishing the
silverware. How many hours did she work last week? Give the best estimate.
2. Ruben worked at the auto plant for 7 3/4 hours yesterday and 8 1/4 hours today. How many hours did he work?
Estimate the sum.
3. Which two numbers come closer to a sum of 1?
3
3
3
3
3
3
5
11
2
6
4
8
Remarks: ______________________________________________________________________________
July 22, 2014

Tuesday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Add mentally two fractional units with similar denominators.
II. Subject Matter:
A. Topic: Adding Similar Fractions Mentally
To add fractions mentally:
change fraction to a higher term or lower term to make it similar to the other fraction;
use additive compensation, wherein the same number is added to one addend and subtracted from
other addend to make one of the addends a whole number; or
use compatible fractions by applying the commutative and associative properties of addition.
D. Materials:
roulette, flashcards, tic-tac-toe game board
E. Values:
Helpfulness
1. Drill:
Basic Addition Facts.
What is the sum of 34, 23 and 13?
4. Review on estimating sums of fractions.
5. Motivation;
Who among you have joined in any painting contest? What do you do to develop or improve your skill?
In one school the learners helped to beautify their school. Let's read the problem on how some boys help.
1. Presentation:
Strategy: Simplifying the problem
Some boys volunteered to paint the school fence. They painted 1/ 5 of the fence on the first day and 3/5
more on the second day. What was the total part of the fence painted?
1. Without using paper and pen, who can give the answer? How did you solve mentally?
2. Do you also help to make your school beautiful?
Solve mentally.
1) 8 + 7
2) 9 + 5
15 15
20 20
3) 5 + 2
17 17
4) 8 + 2
15 15
5) 5 + 2
8 8
3. Generalization:
What are the steps in adding similar fractions mentally?
Add mentally the numerators, use the common denominators and express in simplest form.
IV. Evaluation:
Teacher will use flashcards. Then pupils will answer orally with speed and accuracy.
1) 5 + 2 =
2) 6 + 8 =
3) 9 + 2
4) 6 + 2
5) 9 + 15
8 8
12 12
15 15
9
9
30 30
V. Assignment:
Find the sum mentally. Give your answer in simplest for.
1) 2 cup of milk and 5 cup of water =
2) 5 liter of gas and 1 liter =
8
8
7
Remarks: ______________________________________________________________________________
July 23, 2014

Wednesday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Solve word problems involving addition of similar and dissimilar fractions without and with
regrouping, following
the steps in problem solving.
II. Subject Matter:
A. Topic: Solving Word Problems Involving Addition of Similar and Dissimilar Fractions
Follow the four-step plan in solving word problems - Understand, Plan, Solve, and Check.
C. References: Mathematics for a Better Life 5, pp. 74-77
D. Materials: Flashcards, Chart
E. Values:
Punctuality
1. Drill: Basic Addition Facts.
What is the sum of 23, 12 and 34?
4. Review on adding fractions mentally.
Problem Opener:
Orland needs four pieces of wire with lengths of 4 7/8 m, 6 1/10 m, 1 5/9, and 1 4/7 m for his
Science project. Would a spool of 12 m wire suffice for all his wire needs?
2. Analysis / Discussion:
a. Analyze using the four-step plan to solve problem.
1. Understand
- Identify the question.
- Identify the relevant facts.
2. Plan.
- Choose a strategy
3. Solve.
- Perform the strategies.
4. Check.
- Verify if the answer is reasonable.
b. Solution:
4 7 + 6 1 + 1 5 + 1 4 = 4 + 1 + 6 + 0 + 1 1/2 + 1 1/2 = 14
8
10
9
7
Solve.
1. Mang Ramon wants to cut a log into pieces. If it takes him 5 1/2 minutes to cut a piece, how long will it
take him to cut the log into 4 pieces?
2. Father mixed 3 1/5 liters of white paint with 1 2/5 liters of blue paint. How many liters of paint did he
mix in all?
4. Generalization:
How do you solve word problem involving addition of fractions?
5. Application:
1. Marta is expected to arrive in Manila from Pangasinan in less than 6 hours. Due to heavy traffic, it took
her 1 3/5 hours to get from Pangasinan to Tarlac, 2 1/6 hours to get Tarlac to Bulacan, and 2 7/12
hours to get Bulacan to Manila. Did Marta make the trip in less than 6 hours?
2. Roxanne rehearses for her dance presentation. She rehearses for 1 3/4 hours each on Monday,
Wednesday, and Friday and 3/4 hour each Tuesday and Thursday. What is her total rehearsal time for
a week?
IV. Evaluation:
Solve each problem. Use the most appropriate strategy to solve each problem.
1. William hiked 3 1/3 km on Saturday, 2 3/4 km on Sunday morning, and 1 5/6 km on Sunday afternoon. How far
did he hike in those two days?
2. Dino covered 2/5 of a wall with white paint and 2/5 of the same wall with blue paint. What part of the wall was
covered with paint?
3. Gian ate 2/5 of a pizza and Kaye ate 3/7 of a pizza that was the same size. In total, did they eat more or less than 1
pizza? Explain your answer.
4. Jimmy spent 4/5 of an hour solving his assignment in Math and 1/2 of an hour finishing his project in Science. How
much time did he spend doing both activities?
5. For her project in EPP, Leonor needs 2 m of white cloth and 1 1/4 m of red cloth. Compute the total length of cloth
Leonor needs.
V. Assignment:
Solve for the answer.
1. Dennis promised to give 1/4 of his crayons to Joshua, 2/3 to Kenneth, and 1/2 to Martha.
Can he keep this
promise? Explain.
2. A rectangular poster has dimensions of 10 1/4 cm and 18 1/2 cm. It is to be mounted on
colored paper so that
the border is 2 3/8 cm wide. What will be the dimensions of
the piece of colored paper? ( You may use
drawing a diagram strategy)
Remarks: ______________________________________________________________________________
July 30, 2014

Wednesday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Visualize subtraction of fraction from mixed numbers.
II. Subject Matter:
A. Topic: Visualize Subtraction of Fractions from Mixed Numbers
B. Mathematical Concept:
Unit regions can be used to visualize subtracting fractions from mixed numbers.
C. References:
BEC PELC II C1.1
D. Materials: Concrete objects, fractional regions, flashcards, drill boards
E. Values: Perseverance in ones work
1. Drill: Simple Subtraction Facts
2. Mental Problem:
What is the difference of 450 - 340?
3. Review on addition of fraction.
Strategy : Using a problem opener with concrete objects.
Acting out the problem
(Show a pitcher containl1g some juice)
Mother prepared pitcher of juice. Her children arrived from school and
drank 2/4 from it. How
much juice was left on the pitcher?
2) Ask the following questions.
a. What is asked?
b. What are the given?
c. What operation will be used? Why?
d. What is the subtraction sentence?
3) Give more examples of problems using other concrete objects to visualized
subtraction of fractions.
C. Practice Exercises:
Show the following numbers sentences on the number line.
1) 2 8 - 3
2) 3 10 - 5
3) 5 9 - 3
4) 7 8 - 3
5) 9 6
- 3
12 12
8
15
15
11 11
10
10
D. Generalization:
How will you subtract similar fractions?
To subtract similar fractions, subtract the numerator then copy the denominator.
Express the answer in
simplest form if possible.
E. Application:
Draw a picture to represent and solve each subtraction problem.
1) 3 4/5 - 2/5 =
2) 2 7/9 - 4/9 =
3) 1 5/6 - 2/6 =
IV. Evaluation:
Draw regions or number line to illustrate the following. Then find the difference.
1) 8 5 - 2 =
2) 7 7 - 4 =
31 4 - 1 =
4)4 9 - 4
=
5) 4 6
- 3 =
6
8
10
10
V. Assignment:
Illustrate the following equations by drawing fractional regions.
1) 3 8 - 3 =
2) 4 9 - 5 =
3) 5 6 - 6 =
4) 7 12 - 5 =
- 2 =
7
7
12 12
11 11
15 15
11 11
5)8 9
Remarks: _____________________________________________________________________________
July 31, 2014

Thursday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Subtract whole numbers from mixed forms.
II. Subject Matter:
A. Topic: Subtracting Whole Numbers from Mixed Forms
To subtract whole numbers from mixed numbers, align the whole numbers first. Bring down the
fraction,
then subtract the whole numbers.
C. References:
BEC PELC II C1.2
D. Materials:
Charts, pentel pen
E. Values:
Helping parents/elders
II.
2. Mental Problem:
Subtracting whole numbers in patterns.
Strategy: Brain Wave
Mechanics:
1. Pupils will be grouped and each group will be given a chart with the following number game.
Donna and Roxanne are playing a number game. Donna gives a number and Roxanne gives
another according to pattern. Study the numbers they have given and complete the table.
2. The groups, which post the chart with the correct answer, win.
4. Review on Visualizing subtraction of fraction from a mixed form.
Strategy: Use a problem opener
Mother prepared lunch for the family. She bought 3 kg. of chicken in the market. She cooked 2 kg.
How many kilograms of chicken were left?
1. Ask the following questions.
a. What is asked?
b. What are given?
c. How shall we solve the problem? What is the number sentence?
2. Who usually prepares the food for the family? How can the children like your help them?
3. Other problems will be provided to show subtracting whole numbers from mixed forms to fix the skill.
2. Practice Exercises;
1) 15 3
2) 26 5
3) 18 5
4) 35 3
5) 16 8
4
7
9
4
11
-2 .
-20 .
-9 .
-20 .
-7 .
3. Generalization:
The pupils will be led to think:
When subtracting whole numbers from mixed numbers from mixed forms, subtract the whole
numbers and affix the fraction. Always express the answer in simplest form.
4. Application:
Find the difference.
1) 16 2/9 - 4 =
2) 10 3/4 - 2 =
3) 25 1/9 - 16 =
IV. Evaluation:
Find the difference between the following mixed forms and the whole numbers.
1. 8 1/5 4 =
2. 9 1/3 -5 =
3. 9 4/9 1 =
4. 4 - ___ = 3
5. 3 3/7 3 =
V. Assignment:
1. Nel's mother needs 12 oranges for the fresh orange juice she is preparing. If she has only 6 oranges, how many
more does she need?
2. Mila has 13 tomatoes for the vegetable salad. She used 8 tomatoes, how many tomatoes were left?
3. Vicky needs 5 cups of flour to bake a cake. She has 3 cups in her bowl. How many more cups does she need?
Remarks : _________________________________________________________________________
August 05, 2014

Tuesday
MATHEMATICS V
( 10:00-11:00)
I. Objective:
Subtract mixed Numbers from mixed numbers (similar fractions).
II. Subject Matter:
A. Topic: Subtracting Mixed Numbers From Mixed Numbers ( Similar Fractions )
When the fraction in a mixed number minuend is less than that of the subtrahend, rename the
minuend.
Use an equivalent mixed number with a fraction similar to that in the subtrahend before
subtracting.
C. References:
BEC PELC II C1.3
D. Materials: Fraction on flashcards, fraction strips
E. Values:
Cooperation
II.
What is the difference between 67 and 45?
4. Review on subtraction of mixed number from whole number.
1. Presentation:
Problem Opener:
Alvin weekend the garden in 2 3/10 hours and watered the plants in 1 7/10 hours. How much longer
did he spend weeding the garden than watering the plants?
Find: 2 3/10 - 1 7/10 =
1 13/10 - 1 7/10 = 6/10 or 3/5
Other examples:
14 3/5 - 9 4/5 =
25 2/9 - 12 7/9 =
Perform as indicated.
1) 10 5
6
-2 7
6
2) 25 8
11
-20 9
11
3) 30 11
15
-5 12
25
3. Generalization:
What kind of fractions did we subtract? How did we subtract this kind of fractions? What do we do when
the fraction in the minuend has lesser value than the fraction in the subtrahend?
4. Application:
Rename each minuend by regrouping 1 with the fraction part.
1. 4 2/10 - 1 3/10 =
2. 9 1/4 - 5 2/4 =
3. 7 2/7 - 3 6/7 =
IV. Evaluation:
Find the difference and express it in simplest form.
1) 27 6/6 13 2/7 =
4) 96 3/29 79 7/29 =
2) 17 12/19 16 17/19 =
5) 13 7/9 9 12/9 =
3) 16 7/25 14 14/25 =
V. Assignment:
1. Amor weighs 50 1/8 kilos. Marife weighs 36 3/8 kilos. How many kilos heavier is Amor than Marife?
2. Mang Nardo has to plow his field for 3 4/9 hours. After plowing for 2 7/9 hours he rested and ate his
snacks. How many hours more does he have to work?
3. Mrs. Garcia had 5 2/5 meters of white cloth. Judith her daughter asked for 3 3/5 meters for her project
in EPP. How many meters of cloth were left?
Remarks: ____________________________________________________________________________________
August 04, 2014

Monday
MATHEMATICS V
( 10:00-11:00 )
I. Objective:
Subtract mixed numbers from whole numbers.
II. Subject Matter:
A. Topic:
Subtracting Mixed Number from Whole Numbers.
To subtract a mixed number from a whole number:
rename the whole number as a mixed number with a fraction similar to that in the subtrahend;
subtract the fractions and the whole number; and
reduce the difference to lowest terms whenever possible.
C. References:
BEC PELC II C1.4
D. Materials:
Drill and review exercises in chart, flashcards
E. Values:
Sharing
II.
Give the difference of 75 and 43.
4. Review on subtraction of whole number from mixed number.
1. Presentation:
Strategy : Problem Opener
Mr. Mariano bought 6 kilograms of lanzones for his children. He shared 4 5/ 10 kilogram with his office
helper. How many kilograms of lanzones did he have left for his children?
a. How many kilograms of lanzones did Mr. Mariano buy?
b. What did he do while in the office?
c. How can we express this in subtraction? 6 - 4 5/ 10 = N
d. How shall we do the subtraction?
e. Other examples:
9 - 5 4/7 =
10 - 4 6/9 =
12 - 5 3/4 =
Express the difference in lowest terms if possible
1) 56 3 5/25 =
2) 28 6 3/12 =
3) 92 - 7 6/8=
3. Generalization:
What did we do today? How do we subtract mixed number from whole number?
4. Application:
Subtract.
28 - 12 9/15 =
56 - 34 6/10 =
79 - 56 3/18 =
IV. Evaluation:
Read and solve
1. Ms. Sison bought 4 gallons of paint. She asked a painter to paint their wall. The painter used 4 gallons. How
much paint was left?
2. Olive and MC harvested 5 kilograms of eggplants from their school garden. They gave 3 5/ 6 kg to their teacher.
How many kilograms of eggplants did they bring home?

3. Mr. Garganta bought 5 kilograms of fertilizer. He gave 3 8/ 15 kilograms of fertilizer to his pupils. How many
kilograms of fertilizer were left?
V. Assignment:
Express the difference in lowest terms if possible.
1) 56 14 5/25=
2) 68 5 9/12 =
3) 48 15 7/12 = N
4) 48 12 7/12 = N
5) 48 16 7/12 = N
Remarks: ____________________________________________________________________________
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtract fractions from mixed numbers
Values:
Love and concern
II.
Learning Content
Skills:
Appreciate the sacrifice of the parents for their children
References: BEC PELC II C1.5
Materials: board, cutouts, fraction cards
II.
1. Drill
Drill on subtracting similar fractions.
Strategy: Board Game
Mechanics:
a. Each pupil will get his or her partner.
b. Each player shuffles the fraction cards of his or her partner and puts them in a pile face down.
c. Both players pick a card from the top of his/her pile simultaneously. They answer the exercises.
d. The player with the larger fraction colors ' the corresponding fractional part of his/her I-board.
e. Both players pick again a card from the piles and playas before.
f. If the player with the larger fraction is unable to color the factional part, each player picks a card again
from his or her pile.
g. If both players pick the same or equivalent fractions each color that fractional part of the I-board.
h. They continue playing until one player is able to color his or her I-board completely. That player wins
the game.
1. Presentation:
Using the number line (modeling)
Mr. Grasshopper jumped 2 2/6 meters, then he jumped back 5/6 of a meter.
Mr. Grasshopper is 1 meters away from the starting place.
Let us look at the solution
2 2 =
1 8
6
6
- 5
- 5
6
6
1 3 or 1 1 meters
6
2
Use the drill boards in doing the following
1) 15 3 - 8 =
2) 25 2 - 5 =
9 9
8 8
3) 18 5 - 7 =
15 15
3. Generalization:
What kind pf fractions did we subtract today? How did we subtract fractions from mixed form with renaming
or regrouping?
Lead the pupils to the following generalizations:

In subtracting fractions from mixed forms with regrouping, rename the mixed form
Subtract the fractions, then the whole numbers
Express the difference in lowest terms, if possible
IV. Evaluation:
Read and Solve
1. Aling Conching baked 24 7/9 dozens of macaroons. She reserved 7/9 of a dozen for her children.' How many
dozens were left to sell?
2. Bert sells fish ball in the university area. He bought a stock of 20 7/8 kilograms. He was able to sell 5/8 kilogram
on the first day. How many more kilograms of fish ball does he have to sell?
3. Erica weighs 42 5/12 kilos. Beverly weighs 7/12 less than Erica. What is Beverly's- weighs?
V. Assignment:
Find the difference. Change to lowest terms if necessary.
1) 10 1/18 3/8 =
2) 86 7/15 2/15 =
4) 13 4/9 6/9 =
5) 19 11/12 2 /12 =
3) 5/12 7/12 =
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtract mixed number from whole numbers
Values:
Dignity of Labor
II.
Learning Content
Skills:
Subtracting mixed number from whole numbers
References: BEC PELC II C1.6
Materials: coins, flashcards, drawing of soap bars
II.
Mental Computation
Drill on expressing a whole number as a mixed form.
Examples:
3 = 2 6 12 = 11 5
6
5
9 = 8 10 8 = 7 8
10
8
Strategy: Cara y Cruz

Players : two teams; arbiter; master
Mechanics:
a. The first two players of each team will guess what is going to come out as the coin is tossed.
b. The player who guesses what come out will answer the question of the quizmaster.
Example: "Express 11 as a mixed form"
c. If the first player is not able to answer the second player can steal and gets the point.
d. The game continues until all the players in each team has played.
1. Presentation:
Strategy: Use Pictorial presentation
1. Present the pictures
31 1=13
4
4
Isabel helped Mother in washing clothes. Last Saturday, they used 1 of a bar of soap. If there were
3 boxes, how many bars were left?
2) Let the pupils do the activity with computation.
311=n
4
3=24
4
-1 1 = 1 1
4
4
13
4
3) Lead the pupils to think about the following:
How will you describe Isabel? If you were Isabel, will you do as she did? Why?
4) Other examples will be provided for the pupils to work on
12 3 2 =
10
-2 3
9
Try to do the following exercises
1) 12
2) 20
-3 5
-4 5
8
12
3) 25
-7 1
2
4) 36
-9 2
3
5) 41
-15 8
12
3. Generalization:
Recall the process of subtracting mixed forms from whole numbers. What steps dud we follow?
Rename the whole numbers as a mixed form the fractions of which us equal to one. The denominator
of the fraction should be the same as that of the subtrahend.
Subtracts the fractions; subtract the whole numbers.
Express the answers to lowest terms if possible.
IV. Evaluation:
Follow the rule to find each missing numbers
Rule: Subtract 5 3 from the input
Rule: Subtract 6 11 from the input
Input
Output
Inpu Outpu
t
t
9
15
21 15
12
10
7
13
11
7
V. Assignment:
Subtract. Write each answer in lowest terms.
1) 18
-7 3
8
2)
9
-2 5
6
3) 14
-6 7
10
4) 10
-1 5
12
5) 9
-15 3
9
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Visualize subtraction of dissimilar factions
Values:
Sharing
II.
Learning Content
Skills:
Visualizing subtraction of dissimilar fractions
References: BEC PELC II C 2
Materials: Strips of paper, cardboard strips, transparencies
II.
1. Drill on subtractions facts.
Give a pair of numbers with a difference of 5, 9, 12, 3 etc.
2. Motivation
Strategy:
Show me Game
Materials:
Sheets of bond paper
a. Divide the class into groups Give each group strips of bond paper.
b. The teacher will show a strip similar to the one they have.
Teacher says: Let's consider 1 strip as 1 whole. If fold it into 4, what do you call one part? Use your strip
of paper to show a fraction equivalent to . Use different folds to show .
c. The group with the most number of correct answers wins the game.
1. Presentation:
Strategy : Using a Problem opener with, visual presentation
1) You may ask the following questions:
What is asked?
What are the given?
What operation will you use to solve the problem?
2) Show a visual representation of the problem through a diagram in transparencies in the following
sequence:
A.
Ask: What does the shaded part represent? (Weight of the live chicken)
B.
Ask: What does the shaded part represent? (The 1/8 kg. Lost after cleaning the chicken)
Putting the 1/8 part over the part, this will become the end result.
C.
How much is left after 1/8 -is crossed out? (5/8)
What does 5/8 represent? (The weigh of the dressed chicken which is 5/8)
3. Let the pupil discover that in order to subtract dissimilar fractions, they must be first changed into similar
fractions, as in the case of 3/ and 1/8
4. Give more examples. of problems or equations showing subtraction of dissimilar fractions.
1) 4 2 =
2) 8 1 =
5 4
10 4
3) 9 - 3 =
16 12
4) 11 - 5 =
20 15
5) 10 4 =
12 9
3. Generalization:
How do we visualize subtraction of dissimilar fractions?
With the help of an illustration, be able to rename the dissimilar fractions into similar fractions. Then find
their difference.
IV. Evaluation:
1) 3 1 =
4 2
2) 5 1 =
8 6
3) 8 - 1 =
10 4
4) 4 - 2 =
5 3
5) 7 3 =
10 5
2) 8 1 =
12 2
3) 3 - 2 =
4 12
4) 5 - 6 =
9 2
5) 5 3 =
8 6
V. Assignment:
Find the difference
1) 9 3 =
10 6
August 06, 2014

Wednesday
MATHEMATICS V
( 10:00-11:00)
I. Objective:
Subtracts dissimilar fractions.
II. Subject Matter:
A. Topic: Subtracting Dissimilar Fractions
Subtraction of dissimilar fractions can be visualized by drawing unit regions of the fractions using vertical
and/or horizontal lines.
Vertical lines are used when one of the denominators is a factor of the other.
Vertical and horizontal lines are placed over each other when the denominators of the fractions do not have
a common factor or if is not a factor of the other.
References: BEC PELC II C 2.1
Materials: Flashcards, show-me board strips, chart
Values:
Cooperation
II.
Finding N in the given equivalent fractions.
Sample:
3 =N
4 8
4. Review on subtraction of similar fraction
1. Motivation/Presentation:
Strategy: Using a problem opener with a cutouts
Grandma has meter of lace. She used meter in decorating her dress. What part of the lace was left?
1. Ask the questions
b. What are given?
c. What operation will you see to solve the problem? Why?
2. Using cutouts let the pupils represent the m lace and the m lace as shown.
3. Let the pupils put cut out B on top of the cut out A. wherein the shaded part of cutout B is directly on
top of the shaded part of cutout A.
4. Ask: What part of was left uncovered?
5. What do you think should be done first in order to subtract dissimilar fractions?
Find the difference
1) 2 1 =
2) 4 1 =
5 3
8 6
3) 3 - 2 =
4 12
4) 5 - 6 =
9 2
5) 5 3 =
8 6
3. Generalization:
How do we subtract dissimilar fractions?
First, find the least common denominator (LCD) of the two fractions and change/rename them into
similar fractions.
Subtract. Reduce the answer to lowest terms, if possible.
4. Application:
Subtract.
1) 8/10 - 2/5 =
2) 6/12 - 1/3 =
3) 5/9 - 1/2 =
4) 3/4 - 1/3 =
5) 4/5 - 3/4 =
IV. Evaluation:
Subtract.
1) 8 4 =
10 6
2) 15 2 =
20 4
3) 6 - 4 =
18 12
4) 6 - 2 =
8 5
5) 7 3 =
9 6
2) 4 5 =
6 18
3) 10 - 3 =
15 6
4) 15 - 6 =
20 8
5) 9 2 =
16 12
V. Assignment:
1) 9 2 =
10 3
Remarks:
_______________________________________________________________________________
August 07, 2014

Thursday
MATHEMATICS V
( 10:00-11:00)
I. Objective:
Subtract fractions from mixed numbers (with dissimilar fractions.
II. Subject Matter:
A. Topic: Subtracting Fractions From Mixed Numbers
When the fraction in a mixed number minuend is less than the subtrahend, rename the minuend
as an
equal mixed number with a fraction similar to the subtrahend.
C. References:
BEC PELC II C 2.2
D. Materials:
Flashcard, drill board, chart
E. Values:
Loving ones Family
II.
Find LCM of two fractions.
Ex.
4 and 6
8 and 10
9 and 6
4. Review on subtraction of mixed number from mixed number with dissimilar fraction.
1. Presentation:
Problem Opener
Strategy: Using Cutouts
Arlene needs 5 cups of flour to bake a cake, she has cup in her bowl. How many more cups of
flour does she still need?
1. You may asked those question
a. What are given?
b. What is asked?
c. What operation will you used to solve the problem?
2. Using paper cutout, let the learners represent the 5 cups of flour Arlene need an the cup of flour
she already have.
3. Let the learners post the cutouts on the board as shown and label.
4. Ask. If you will fold the cutout representing cup and put it on top of the cutout. What part of is
equivalent to ?
5. What do think shall we do first when you subtract fractions form mixed numbers whose fractions are
dissimilar fractions.
6. Other examples:
4 5/6 - 4/5 =
8 3/4 - 4/5 =
1) 7 4/5
3) 16 -
5) 8 10/12 1/3
2) 9 8/10 2/6
4) 10 6/8 3/6
3. Generalization:
How do we subtract a fraction from a mixed number whose fractions are dissimilar?
First Change the fractions into similar fraction
Subtract the fractions following the rules ill subtracting similar fractions
Bring down the whole number.
4. Application:
Subtract.
1) 4 1/3 - 11/15 =
2) 10 1/8 - 3/4 =
3) 7 1/2 - 3/5 =
IV. Evaluation:
1) 7 10/12 2/8
3) 12 9/10 8/15
5) 16 7/8 4/10
2) 4 15/20 5/10
4) 22 9/15 3/9
V. Assignment:
Solve this problem.
The original length of each roe is 6 3/6 meters. What part of each of the 3 ropes were cut?
1) 2/4 meter
2) 10/12 meter
3) 3/8 meter
Remarks:
________________________________________________________________________MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Subtract Mixed Numbers from mixed numbers (with dissimilar fractions)
Values:
Sharing ones blessing
II.
Learning Content
Skills:
Subtracting mixed numbers from mixed numbers
Materials: cutouts, transparent plastic, fraction cards.
II.
Mental Computation
Drill on giving the unknown value of N in equivalent fractions
Sample: 5 = 3
10 N
1. Presentation:
Strategy: Using a problem opener with paper cutouts.
Sample:
Mr. Carlos Harvested 8 2/3 kilogram of lanzones from his orchard he gave 2 112 kilos to his helper and
took the rest home. How many kilograms of lanzones did he take home?
1. You may ask these questions:
a. What is asked ?
b. What are given?
c. What operation will you use to solve the problem? What is the number sentence?
2. With the aid of the paper cutouts, let the pupil visualized 8 2/3 kilograms. Have the cutouts be posted
on the board.
Ask another pupil to represent 2 ki1ograms through the paper cutout being posted on the
board.
3. Ask a pupil to put on top of 2/3 Ask: What part of 2/3 will be left uncovered?
4. Let the pupils discover thru the activity that the dissimilar fractions must be changed first to similar
fractions before they can subtract mixed number from a mixed numbers whose fraction are dissimilar.
Let them discover the abstract way of subtracting mixed numbers from mixed numbers whose
fraction are dissimilar.
5. Give more practice exercises for equations involving subtraction of mixed numbers from mixed numbers.
Find the difference
1) 5 4/5 2
2) 9 8/10 6
3) 12 6/9 4 1/3
4) 8 4/8 1 2/4
5) 10 6/8 7 2/3
3. Generalization:
How do we subtract mixed numbers from the mixed numbers with dissimilar fractions?
First change the dissimilar fractions to similar fractions
Subtract the fractions following the rules in subtracting similar fractions
Subtract the whole numbers Express in simplest form, if possible.
IV. Evaluation:
Find the difference

1) 5 4/7 3
2) 11 5/6 4 3/8
3) 16 7/9 7 2/3
4) 12 3/7 4 1/5
5) 10 6/8 7 2/3
V. Assignment:
Solve this problem.
The original length of each candle is 15 cm. What part of three candles were burned?
1) 7 1/6 cm
2) 10 5/12 cm
3) 8 2/6 cm
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Solve word problem involving subtraction of fractions.
Values:
Positive attitude towards body exercise alertness
II.
Learning Content
Skills:
Solving word problem involving subtraction of fractions
Materials: activity cards, shoe me cards, chart, illustration boards.
II.
Drill on subtraction of similar fractions
Strategy:
Group Contest
Mechanics
a. Divide class into 6 groups
b. Teacher dictates expressions or equations like
c. The first pupil in each group gives the answer
d. The first pupil who gives the correct answer will be given a point
e. Continue this activity up to the 10th round.
f. The group with the most number of points wins
1. Presentation:
Strategy: Problem Opener
Mechanics:
a. Divide a class into 4 groups (in column)
b. Teacher flashes equations like: 516 - l/S = N
5/6 1/8 = N
12 1/3 4/5 = N
12 4/7 = N
15 3/5 10 = N
c. All pupils are required to solve the equation in their own show me cards.
d. Only the first pupil from each group is expected to show the answer when the teacher gives the signal.
e. The next pupil from each group will show the answer to the next equation. Every correct answer is
given a point.
f. This activity continues up to the 5th round.
g. The group with the most number of points is the winner.
Read and analyze, then solve the following problems.
1. Mother bought 18 kilos of flour. She used 10 5/8 kilos for baking cake. How many kilos of flour were
left?
2. A piece of ribbon is 8 4/5 meter long. What is the measure of the remaining ribbon if 2/5 meter is cut off
from it?
3. Generalization:
To be able to solve word problems, simply know what is asked, what are given, operation to use, and
form a number sentence for the problem. Show the solution and write the complete answer.
IV. Evaluation:
Read and Analyze, then solve the following problems.
1. Elmie had 8 1f4 meters of white cloth. Evelyn asked for 3J4 meter for her project in Science. How many meters of
cloth were left?
2. Marlon painted the poultry house using 5/6 liter of brown paint 2/3 liter of green paint. How much more brown
paint was used than the white paint.
3. Remy used 2/9 liter of oil in preparing the banana cue while 3/5 liter was used in preparing banana fritters. Which
recipe used more oil?
V. Assignment:
Analyze and solved.
1. Bessie baked a banana cake. Her brother ate 3/10 of the cake while her sister ate .Who ate more?
2. Peter hiked 5/7 of a kilometer. Mike hiked 1/3 of a kilometer. Who covered a long distance?
3. Julius and Edgar harvested 10 kilograms of star apples from the orchard. They gave 2 1/3 kilograms to their
friends. 'How many kilograms of fruits were left for the family?
4. Ruben cut 3 5/6 meters of ribbon from 15 meters of ribbon. How long is the remaining ribbon?
5. Miss Lopez bought 10 meters of cloth.
She sewed 5 3f4 meters for the classroom curtain and the remaining piece for the school clinic. How many meters
were used for the school clinic?
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Solve 2-stepword problem involving addition and subtraction of fractions.
Values:
Spending money wisely
II.
Learning Content
Skills:
Solving 2-stepword problem involving addition and subtraction of fractions.
Materials: chart, colored chalks
II.
Mental Computation
Drill on adding fractions
1. Presentation:
Strategy: Problem opener Use a diagram / drawing
Liza bought 5 112 m of white ribbon and 6 114 m of yellow ribbon to make flowers. After making 5 flowers,
she found out she had 1 314 m of ribbon left. How many meters of ribbon did she use for the flowers.
1. The teacher must first ask some comprehension question about the
problem. ,
She may ask the pupils to think about this: if you know how to make your own flowers, is it wiser to
make your own than buy expensive ones? Can you give other ways of spending ones money wisely?
2. Analyze the problem
Ask: What are given in the problem? Is there a hidden question to solve? What is asked in the
problem? What do you think are the questions we should do to solve the problem?
3. Guide the pupils through an illustration/drawing to understand the problem better.
Say: How will you show the ribbons Liza bought put together in drawing? (use color chalk if possible)
Ask: What is the total length of the two ribbons? Is it necessary to find the total length first before we
can solve the problem? Write the number sentence for the hidden question.
4. Ask. the pupils to 'Look Back" to see if the answer they got is really sensible.
5. Give more practice exercises in solving two step word problems involving addition and subtraction of
fractions.
Read and solve.
Grandma brought 16 meter of cloth. She used 8 m for curtains and 7 1/5 m for bed cover. How
many meters of cloth were not used?
3. Generalization:
How do we solve 2 step word problems involving addition and subtraction of fraction?
Read and understand the problem
Analyze it (Find what is given)
Find what the hidden question
Determined the operations to be used
Write the number sentence /Plan
Solve / carry out the plan
Look back (ask: Is the answer really sensible?)
IV. Evaluation:
Read and solve.
1. Mother brought 5 kg. of meat. She cooked 1 kg. On Saturday and 2 1/3 kg. on Sunday. How
many kilograms of meat were not cooked?
2. A big bottle contained 4 2/3 liters of vinegar into one bottle and 1 liters into another bottle. How
much vinegar was lest in the big bottle?
V. Assignment:
Read and solve.
Mr. Trono has a 2 4/6 hectare farm land. Corn is painted of the 2/3 hectare, mongo on 1/3 hectare and vegetables
on the rest. What apart of the farm is planted with vegetables?
August 11, 2014

Monday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Visualizing multiplication of fractions.
II. Subject Matter:
A. Topic: Visualizing Multiplication of Fractions
Using strip of papers, number lines, regions can visualize multiplication of fractions.
C. References: BEC PELC II D 1.1
D. Materials: Flashcard, strip of paper, cartolina
E. Values:
Neatness, cooperation
Multiply mentally.
Examples:
12
10
15
11
x4
x 10
x 2
x3
3. Motivation
Begin by asking: What is of a whole? Will you show it through your piece of pad paper?
If you find of that part again what answer will you get? (Let them fold the paper once more in half and
shade the part).
How will the result compare with ?
1. Presentation:
Strategy : Using a problem opener and visual representations
Father owns a 314 hectares land. He planted 1/3 of it with sweet corn. What part of his land was
planted with sweet corn?
The teacher asks some comprehension questions. Like: How big is father's land? What part of it was
planted with sweet corn?
Analyze the problem by asking:
What are given in the problem? What is asked?
Guide the learners in planning how to solve the problem by leading them to this question:
What is 1/3 of 3/4? And to the number sentence 1/3 x 3/4 = N.
Let the learners visualize the problem by representing one hectare by a whole piece of. paper.
Say: If this is 1 hectare, how will you represent the 3/4 hectare land owner by father?
(Pupils may
fold the piece into 4 equal parts of shade 3/4).
Ask: What do you think is represented by the double shade part?

What fraction name can you give it? (3/12)
The teacher may ask: What is the value of N in the number sentence 1/ 3 x 3/4 = N?( 3/12)
Illustrate and find the product.
1) 4/8 x =
3) 1/3 x =
5) 3/5 x =
2) 1/5 x 2/4 =
4) 2/3 x =
3. Generalization:
answer to
How do we visualize multiplication of factions?

Multiplication of fractions can be visualize by representing each fraction with horizontal and
vertical lines placed over the other and the resulting double shaded part represent the
the equation.
4. Application:
Visualize the following using regions or number lines.
1) 4/5 x 1/2 =
2) 5/6 x 2/3 =
3) 6/7 x 1/3 =
IV. Evaluation:
Illustrate the following equations.
1) 2/3 x 3/5 =
3) 1/5 x 5/7 =
5) 1/8 x 5/6 =
2) x 5/8 =
4) 4/5 x 3/8 =
V. Assignment:
Prepare an album showing the following equations. Use paper folding methods.
2/3 x =
1/10 x =
2/5 x 2/3 =
Remarks: _____________________________________________________________________________
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Find a fractional part of a number
Values:
Alertness, Active participation
II.
Learning Content
Skills:
Find a fractional part of a number
References: BEC PELC II D 1.2
Materials: Bottles or other actual objects, pictures of objects.
II.
Review on visualization of fractions
Strategy : Drawing on show-me-cards. Show the following by drawing.
1. x 5/6 = N
2. 2/3 x 4/5 = N
3. 5/6 x 2/3 = N
4. 3/4 x 2/5 = N
5. 1/8 x 3/5 = N
1. Presentation:
Strategy: Manipulating Activity
Mechanics:
a. Twelve bottles are placed on the table in front of the class.
b. Write on the board , 1/3, 2/3, 1/6, 5/6.
c. Pupils look at the first fraction written on the board and determine under the table. Repeat the activity for 1/3,
2/3, 1/6, 5/6.
d. Pupils compare and discuss answers.
Multiply. Write each answer in lowest terms.
a. 7/8 x 5 =
b. 3/7 x 21 =
c. 14 x 5/6 =
d. 8 x 5/7 =
e. 15 x 2/3 =
3. Generalization:
In multiplying a whole number by fraction, rename the whole number as fraction then multiply. Always
express the answer in lowest terms.
To multiply the whole number by7 a fraction, multiply the whole number by. the numerator. Copy the
denominator. Always express the answers in lower terms.
IV. Evaluation:
Multiply. Write each answer in lowest terms.
1. 3/7 x 120 =
2. 1/4 x 80 =
3. 12 x 2/7 =
4. 15 x 5/6 =
5. 3/7 x 35 =
V. Assignment:
Find the product. Always express answers in lowest terms.
1. 25 x =
2. 5/8 x 45 =
3. 40 x 5/6 =
4. 5/6 x 120 =
5. 27 x 3/5 =
MATHEMATICS V
Date: ___________
I.
Objectives:
Cognitive: Translating expression such as 1/2 of 2/3 of 1/6 into Equation.
Values:
Active participation and cooperation
II.
Learning Content
Skills:
Translating expression such as 1/2 of 2/3 of 1/6 into equation.
References: BEC PELC II D 1. 2.1
Materials:
Flashcards, show-me cards, medium sized, bull rectangular grid, pictures of objects
II.
Drill on visualizing multiplication of fractions
Strategy:
show me cards
Mechanics:
a. The first part of the game is visualizing multiplication of fractions. The teacher flashes a card
Example:
x 3/4
b. Pupils visualize the equation on their own show-me cards.
c. When the teacher says" go" the pupils raise their cards to show the teacher.
d. Continue this activity as the teacher shows different equations.
1. Presentation:
Strategy :
Group Game - Weakest Link
Translate these expressions into equations and give the answers.
1) Divide the class into 5 groups.
2) Teacher flashes a card, Ex. 3/5 of 112 of5/6
3) The first 5 pupil in a column will answer the first exercises. Pupils who give incorrect answers will be
excluded fro the group.
4) Continue the game until everybody has participated.
5) The group with the greatest number of remaining members will be the winner.
Form equations out of the following expressions then answer.
1) of of 1/5 =
3) 2/5 of of 2/7 =
5) 1/3 of 2/3 of 3/5 =
2) 1/3 of 2/5 of 1/3 =
4) of 4/5 of 5/6 =
3. Generalization:
In translating expression such as: of 2/3 of 1/6 is just like forming multiplication equations.
In translating expressions like 1/2 of 2/3 of 1/6" the times sign is used in . place of the preposition "of"
IV. Evaluation:
Form equation out of the following expression then answer.
1) 2/5 of of 3/5 =
2) of 1/5 of 5/6 =
V. Assignment:
3) 2/5 of 5/6 of 3/7 =

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

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

1) 2/3 x 4/5 =
2) x 2/3 =
V. Assignment:
3) x 2/3 =
4) 4/7 x =
5) 2/5 x 4/7 =
Give the product in simplest form.

1. 2/9 x 18/24 =
2. 5/8 x 3/20 =
3. 2/7 x 8/12 =,
4. 4/14 x 6/20 =
5. 5/6 x 8/10 =
August 12, 2014
Tuesday
MATHEMATICS V
( 10:00-11:00)
I. Objective:
Multiply mixed form by a fraction.
II. Subject Matter:
A. Topic: Multiplying Mixed Form by a Fraction
To multiply a mixed number by a fraction:
Rename the mixed number as an improper fraction;
Multiply the numerators and multiply the denominators; and
Reduce the product to lowest terms whenever possible.
C. References: BEC-PELC II D1.3.3
D. Materials: Flashcards, activity cards, coin, number card
E. Value:
Value of wise buying and choosing the right kind of food
III.
1. Drill on Multiplication Facts:
8x9=
9x5=
3x7 =
10 x 13 =
42 x 8 =
2. Mental Computation::
Change mixed forms to improper fraction:
Give the improper fraction of the following: (using flashcards).
7 2/3
8 5/6
30 2/5
36 2/3
24 1/5
3. Checking of assignment:
4. Review:
Visualize on Multiplication of Fractions
1/8 x =
x 1/3 =
2/5 x 2/8 =
2/5 x =
3/5 x 2/3 =
1. Presentation:
Strategy 1 : Use a problem opener with pictorials.
Sample:
Show pictures of different foods items like fruits, candies, junk food etc.
Problem:
Mother bought 1 kg of mangoes. Elsa ate 1/5 of this for recess and lunch. How many kilograms of
mangoes were eaten by Elsa?
1. Ask the following questions:
a. What are we asked to find?
c. How do we solve the problem?
What operation do we used to solve the problem?
d. How do we translate the expression 1/5 of 1 = N into a mathematical equation? What operation do
we use in place of the preposition of?
e. What shall we do with 1 first to be able to solve the problem?
f. How do we rename 1 into fraction?
2. Ask 5 volunteers pupils to solve and explain on the board, one by one.
3. What kind of food should we buy and eat for our body?
Performed an indicated:
1. 5 x 2/3 =
2. 2/5 x 6 =
3. 3 4/5 x 2/7 =
3. Generalization:
When multiplying a mixed form and a fraction, rename the first mixed form into an improper fraction.
Then, multiply the improper fractions with the given fraction. Always express the answer in simplest form.
4. Application:
Multiply the following.
1) 4/9 x 3 4/5 =
2) 2 3/4 x 4/5 =
3) 5 1/3 x 6/7 =
IV. Evaluation:
Find the products. Use cancellations if possible so that the answer is expressed in lowest terms.
1. 4/10 x 1 =
2. 1 3/5 x =
3. 1/7 x 1 =
4. 1 1/5 x 3/5 =
5. 3 2/7 x =
V. Assignment
Answer what is asked for the following:
1. If you multiply 5/6 and 3 4/5, what will you get? _________
2. Find the value of N in the equation N = 4/7 x 6 3/5.
3. the product of 5/8 and 4 5/6 is what number? ________
4. I f2/9 and 1 5/8 are multiplied together, the product is ________.
5. What is the product of 2/3 x 1/5 x 4 2/5?
Remarks: ____________________________________________________________________________
August 18, 2014

Monday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Multiply mixed form by a mixed form.
II. Subject Matter:
A. Topic: Multiplying mixed form by a mixed form
Rename the mixed number factors as improper fractions before multiplying.
C. References: BEC-PELC II D1.3.4
D. Materials: Flashcards, square grid
E. Value:
Positive attitude towards work.
III.
1. Drill on Multiplication Facts:
Fraction by fraction.
3/5 x 2/4 =
x 2/3 =
x=
4. Review on Multiplication of mixed form by a fraction.
3/5 x 1 2/3 =
1x4=
3 x 5 2/3 =
1. Presentation:
Strategy 1: Magic Square (UP and to the right) modeling
Materials: square grids
Mechanics:
1.
Teacher divides class into 6 groups.
2.
Each group is given square grid to accomplish.
3.
Teacher gives the following directions:
a. Follow the arrow directions.
b. Multiply up. Multiply cross.
c. Complete the square.
d. The first group to complete the grid wins.
e. A representative of each group explains how they were able to complete
their work.
Find the products and reduce answer to lowest term.
1. 1 2/3 x 2 =
2. 4 x 1 2/7 =
3. 1 2/5 x 3 =
3. Generalization:
In multiplying mixed form by a mixed fraction, first rename the mixed fractions as improper fractions.
Then multiply. Express the answer in lowest terms, if possible.
4. Application:
Multiply.
1) 2 1/2 x 2 2/3 =
2) 3 3/4 x 4 5/6 =
3) 5 5/6 x 6 2/7 =
IV. Evaluation:
Rename the mixed form. Then, multiply. Express the answer in lowest terms, if possible.
V. Assignment
Remarks :
________________________________________________________________________________
August 19, 2014

Tuesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Multiply fractions mentally.
II. Subject Matter:
A. Topic: Solving word problems involving multiplication of fractions.
To multiply fractions mentally:
apply the properties of multiplication; or
use convenient substitution.
C. References:
BEC-PELC III D3.1
E. Value:
Accuracy
2. Mental Problem:
Aling Anita bought 25 sacks of rice, each weighing 50 kg. How many kilograms of
rice did she buy in all?
4. Review:
Find the products express the answer in lowest term if possible.
4/5 x 2/3 = N
4 x 2/3 = N
5 3/7 x 3 4/5 = N
Here are some techniques to multiply fractions mentally.
Technique 1
Apply the properties of multiplication - commutative, associative, and distributive.
Examples:
1/3 x 14 x 9 x 1/2 = 1/3 x 9 x 14 x 1/2 Commutative property
=3x7
= 21
( 25 x 16) x 1/4 = 25 x ( 16 x 1/4 )
= 25 x 4
= 100
Associative property
8 x 3 1/8 = 8 x ( 3 + 1/8 )
Rename the mixed number.
= ( 8 x 3 ) + ( 8 x 1/8 ) Distributive property of multiplication over
addition
= 24 + 1
= 25
Technique 2
Use convenient substitution.
Example:
7 x 2 9/10 = 7 x ( 3 - 1/10 )
Think: 3 - 1/10 = 2 9/10
= ( 7 x 3 ) - ( 3 - 1/10 ) Distributive property of multiplication over
addition
= 21 - 7/10
= 21 - 7/10
= 21 3/10 -1
Add 3/10 to both minuend and subtrahend.
= 20 3/10
Find each product mentally.
1) 4 x 2 1/4 =
4) 1/4 x 8 1/2 =
2) ( 6 x 7 ) x 1/3 =
5) 1/6 x 15 x 18 x 1/5 =
3) 2 7/8 x 16 =
3. Generalization:
How to multiply fractions mentally?
4. Application:
Find each product mentally.
1) 5 x 1 3/4 =
4) ( 5/9 x 3/8 ) x 24 =
2) 1/7 x ( 3 x 7 ) =
5) 1/5 x 2/7 x 14 x 15 =
3) 8 1/8 x 10 =
IV. Evaluation:
Flash the following cards.
Have the learners write down only the answers in lowest terms.
1) 2/3 x 9/10 =
4) 5/6 x 9/20 =
2) 7/10 x 5/14 =
5) 8/15 x 3/4 =
3) 4/15 x 6/12 =
V. Assignment:
Compute mentally.
1) 4/9 x 2/3 =
4) 2/7 x 3/7 =
2) 5/6 x 1/4 =
5) 5/9 x 2/3 =
3) 3/8 x 3/5 =
Remarks:
________________________________________________________________________________
August 20, 2014

Wednesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Solve word problems involving multiplication of fractions.
II. Subject Matter:
A. Topic: Solving word problems involving multiplication of fractions.
In solving word problems, follow the four-step plan - Understand, Plan, Solve, and
Check
C. References:
BEC-PELC III D3.1
Mathematics for a better Life 5, pp. 124-129
D. Materials: flashcards, chart
E. Value:
Willingness to work, sharing blessings with others.
1. Drill; Simple Multiplication Facts
2. Mental Problem:
There are 9 persons in a conference. If each person shakes hands with others, how
many handshakes
will there be?
3. Checking of Assignment
4. Review:
Find the products express the answer in lowest term if possible.
1/4 x 2/3 = 2/5 x 3/4 = 3/7 x 1/8 =
1. Motivation:
Drill on Multiplication of Fractional Units (Concept Development)
Strategy 1: Tossing A Fraction Game
Materials: coin, number cards
Mechanics:
a. Divide the class into two teams.
b. Teacher places number cards on pocket chart like the following:
c. Teacher prepares Score Chart on the Board like this:

Score Chart
Round
Team 1
1.
2.
3.
4.
5.
d. Teacher gives the rules of the game to the class.
2. Presentation:
Materials: activity cards
Mechanics:
Team 2
2. Teacher distributes activity cards for each group with a word problem, for
example Marlon
earned P150 by selling newspaper. If he put 2/5 of his
money in his piggy bank, how much did he
save? Problem to be
distributed to each group vary.
3. Described in the activity cards are the questions that follow:
b. What are given facts?
c. What is the word clue?
d. What is the operation to be used?
e. What is the mathematical sentence for the problem?
f. Solve and explain.
g. What is the complete answer?
4. After the group work, each group is required to report in class.
5. Teacher clarifies and responds to problems and questions raised by the learners.
Write the equation then solve.
Mang Celso caught 50 kilograms of fish. He sold 4/5 of them to the neighbors
and brought the
rest to the market. How many kilograms of fish were sold in the
market?
3. Generalization:
To solve problem, analyze the problem first by knowing what is asked, what facts
are given, the
operation or process to use and the mathematical
equation for the problem. Then solve, showing the
solution. Be sure to always label
the answer.
4. Application:
Solve the following:
1. One rainy day, 1/5 of the 40 learners in Miss Lirio's class were absent. How many
learners were
absent?
2. The school band has 36 members. Three-fourths of them are girls. How many
girls are in the band?
IV. Evaluation:
Read the problems carefully. Write the mathematical equation then solve.
1. A car travels at a speed of 2 km. per hour. How far can it go in 3 1/3 hours?
2. Nelia sold 5 sacks of calamansi. How many kilograms of calamansi did she sell if a
sack weighted 4
kilograms assuming that the sacks have the same weight?
3.Lina has 5/6 of the house to clean. She has finished of it. What part of the houses has
she finished?
V. Assignment
Solve the following problems. Write the mathematical equation first.
1. Lucys mother walked in her boutique for 2 hour each day for 2 weeks. How many
hours did she work in all?
2. Fathers monthly salary amounts to P20,500. Every time, he receives his salary he
deposits 1/5 of it. How
much is fathers monthly savings? How much is his annual
savings?
3. How far can father go in 8 hours if he travels at an average speed of 15 kilometers an
hours?
Remarks: ____________________________________________________________________________
August 26, 2014

Tuesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Compare the two quantities using ratio.
II. Subject Matter:
A. Topic: Naming and Writing Ratios in Two Ways
Ratios can be written in colon form or in fraction form.
The order of the numbers in a ratio is very important and should be followed.
C. References:
BEC-PELC II E 1.1 1.2
E. Value:
Value of wise buying and choosing the right kind of food
III.
2. Mental Computation
Mental computation (MC) on reducing fractions to lowest terms as review of previous lesson
-use flashcards (pen-and-paper drill)
1. Presentation:
Strategy 1: Using Learners in Naming Ratio (Use of tables)
Mechanics:
1. Let the learners count the number of girls and boys in their respective rows.
2. Let the learners write their answers on the board ..
3. Tabulate board data as follows.
Number of
Row
Number of
Number of
number
Boys
Girls
pupils in a
Row
4. Ask:
a. How many pupils are there in each row?
b. How do you compare the number of boys to number of girls in Row 1? Row 2?
5. Introduce concept of ratio as the comparison of two quantities
Visualize the ratio of these sets of objects by using illustration or drawings.
1. 15 apples to 3 plastic bags
2. 9 boxes to 45 candies
3. 1 ball pen to 3 notebooks
4. 3 blouses to 2 skirts
5. 15 blue marbles to 10 red marbles
3. Generalization:
What is ratio?
Ratio is the comparison of two quantities or given sets of objects
What are the 2 ways of writing ratio? Using colon, fraction form.
4. Application:
Use cross multiplication to test if the ratios are equal or not.
1. 3 , 6
2. 3 , 9
3. 1 , 8
4
8
5 15
7 56
IV. Evaluation:
Write the ratio of the following:
1. 3 books, 5 bags - ratio of books to bags
2. 10 candies, 2 chocolate bars - ratio of chocolate bars to candies
3. 7 boys, 9 girls - ratio of girls to boys
4. 3 dogs, S cats - ratio of dogs to all the animals
5. 6 forks, 12 spoons - ratio of spoons to forks.
V. Assignment
Write the following in ratio:
1.
2.
3.
4.
5.
number of days in a week to the number of months in a year.

number of hours in a day to the number of hours in a week.
number of centimeters to meter .
number of eggs in a dozen to the number of eggs in 3 dozens.
number of kilograms to 1000 grams .
Remarks: ______________________________________________________________________________
August 27,2014
Thursday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Reduce ratios in lowest terms.
II. Subject Matter:
A. Topic: Writing Ratios in Lowest Terms
To reduce a ratio to lowest terms, divide both terms of the ratio by their greatest common factor (GCF).
References: BEC-PELC II E 1.3
Materials: Flashcards, cut-outs, real objects
Value: Love for Mother Earth by recycling
1. Simple Division Facts
2.Mental Computation
Mental computation on reducing fractions to lowest terms
Strategy 1: Traveling Game
Materials: flashcards
Mechanics:
a. Learner no. 1 challenges the person seating directly beside or behind him.
b. Teacher flashes a card. The learner who gives out the correct answer first moves on to challenge the
next learner. Losing learner sits on back the vacant chair.
c. Winner continues to move until he loses. In this case, he sits on the chair of the new winner.
d. Learners who has traveled the farthest from his original seat may be crowned "King or Queen" of the
Day.
4. Review:
Review definition of ratio and the two ways of writing ratio (colon and fraction form).
1. Presentation:
Strategy 2: Using learners to solve problem opener:
In the launching of the Class Recycling Day, there were 24 students present. The ratio of boys to
girls is 4:2. How many boys and how many girls are there?
1. Ask: What are given? What is being asked?
2. Ask further: Why is there a need to recycle? What things can we recycle?
3.Call on 4 boys and 3 girls to come up front. Name the ratio of boys to girls. What is another way
of naming the ratio?
4. Proceed as in Strategy 1. Ask leading questions which use in no. 4 and no. 5.
5. Solve the problem using a table or an organized list.
6. Provide more exercises.
Express the ratio of the first quantity to the second quantity in simplest form.
1. 2 teachers to 46 pupils
3. 12 flowers to 4 vases
2. 4 books to 10 students
4. 21 garbage cans to 14 classrooms
3. Generalization:
What did you learn today? How do we reduce ratios to lowest terms?
4. Application:
Reduce the following ratios to lowest terms.
1. 10:12
2. 4
3. 15
4. 24
5. 9
24
25
18
21
IV. Evaluation:
Write the following ratios in lowest terms:
1. 4/8
3. 20/10
2.
3/9
5. 10/15
4. 6/3
V. Assignment:
Express these ratios in lowest term.
1. 100 dm
2. 50 dm
10 m
500 cm
3. 200m
2km
4. 120 min
2 hr
5. 4 kg
4000 g
Remarks: _________________________________________________________________________________
August 28, 2014

Thursday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Identify equal ratios.
II. Subject Matter:
A. Topic: Identifying Equal Ratios
Equal ratios have the same lowest terms.
To produce a ratio equal to a given ratio, multiply or divide the terms of that ratio by the same
nonzero number.
C. References: BEC-PELC II E 1.4
Materials:
Flashcards, chart
Value: Appreciating the value of proper nutrition
1. Drill on Naming Ratios:
a. 5 red cars to 6 white cars
b. 3 handbags to 4 hats
c. 6 mayas to 4 eagles
d. 5 kites to 7 tops
2. Mental Problem:
The entrance fee to a circus show is P15. If the total ticket sales for the day is P7,230.00, how
many people watched the show?
4. Review:
Review on reducing ratios to lowest terms.
10:5 3:12
0:4
15:3
6:8
1. Presentation:
Strategy: Using the price list (listing)
1. Present the following price list.
P5.00
P10.00
Figure A
Figure B
2. Ask: what is the ratio of the pencils to the price in Figure A? in the Figure B?
3. Tell the learners to write the ratios as fractions.
4. If there will be the cost of 1 pencil, how do we check our answers?
2/5 = 6/ __
2/5 = 1/ __
Give the more equal ratios for each
1.
2:5
2. 4:1
3. 2:14
4. 3:8
5. 10:12
3. Generalization:
Lead the learners to answer these questions.
When are two ratios equal? How can we build a set of equal ratios? Complete the tables to build a set of
equal ratios.
4. Application:
Test if the pairs of ratios are equal. Put a check ( / )if they are equal and a cross ( x ) if they are not.
1. 4 , 16
2. 3 , 6
3. 9 , 1
4. 16 :20 , 4:5
5. 6:9 , 2:3
5
20
4
8
10 5
IV.
1.
2.
3.
4.
5.
V.
Evaluation:
Identify equal ratio. Write Yes or No.
= 12/16
__________
3/2 = 6/4
__________
4/5 = 13/15 __________
6/36 = 1/6
__________
9/2 = 72/16
__________
Assignment
Complete the equal ratios:
Remarks: _____________________________________________________________________________
September 1, 2014
Monday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Forms ratio and proportion for groups of objects/numbers.
II.
Subject Matter:
A. Topic: Forming Ratio and Proportion for Groups of Objects/Numbers
B. References: BEC-PELC II E 1.5
C. Materials: table, charts, fraction cards, colored chips, spinner
D. Value:
Cooperation
III.
1. Drill:
Drill on giving the ratio of the number of shaded parts to the number of unshaded parts.
Strategy
Game: Black or White
Materials: fractions showing shaded parts
Directions:
a. Form 2 groups. Let them form lines.
b. The teacher flashes the fraction showing shaded parts.
Example:
c. She emphasizes this code: black or shaded parts and white for unshaded parts.
e. Once she flashes fraction card and say black and white, the first learner in I . line will give the ratio of
shaded to unshaded parts. If she say white to black, learners will give the ratio of unshaded to shaded
parts.
f. The first pupils to give the correct answer earn a point for the team.
g. The team with the most number of points earned wins.
2. Review:
Finding the missing term in equal ratios
1. 2: = 9:5
2. :10 = 70:100
3. 20:32 = 5
3. Motivation:
What is your favorite ball game? Why is it your favorite?
1. Presentation:
Strategy:
Finding a Pattern/Making a Table Using a Problem Opener
Example:
Mr. Cruz found out that the can he has could contain 3 tennis balls. How many of these cans does he
need to put all his 18 tennis balls?
1. Help the learners understand the problem by asking some comprehension questions
2. Lead them in solving the problem by making a table and finding a pattern.
3. Check the answer of writing ratios using the data:

1/3 = 6/18
4. How do we check if these ratios are equal?
5. Introduce the concept of proportions.
6. Show how it is written and read.
1/3 = 6/18 or 1:13 = 6:18
Form proportions using the given set of objects:
]
3. Generalization:
What is proportion?
4. Application:
Which is proportion? Put a check before the item.
a. 3:7 = 6:8
d. 8:9 = 9:10
b. 4:8 = 8:16
e. 6:7 = 12:14
c. 4:5 = 12: 15
IV. Evaluation:
Put a check if the ratios form a proportion and x if they do not.
V. Assignment
Which is a proportion? Put a check before the item.
Remarks:
_______________________________________________________________________________
September 2, 2014
Tuesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Find the missing term in a proportion.
II.
Subject Matter:
A. Topic: Finding the Missing Term in a Proportion
B. References: BEC-PELC II E 1.6
C. Materials: flashcards, concrete objects, die
D. Value:
Cooperation
III.
Drill on finding the value of n in equal ratios (give equal ratios in flashcards which are child friendly)
= n/4
3/6 = 2/n
3/5 = n/10
3. Motivation:
What is your fathers occupation?
1. Presentation:
Strategy: Looking for Pattern/Listing use a Problem Opener
Example:
Mang Arman, Dina's father, is a painter. He used 2 cans of points for every 25 chairs. How many cans of
points did he use for 200 chairs?
1. Help learners understand the problem by asking some comprehension questions. Then ask what are
given? What is asked?
2. Makes a table of the given facts: and let the pattern and later find the answer to the problem.
Expected output:
Cans of
point
2
4
6
8
up to 16
Number of
chairs
25
50
75
100
up to 200
Find the missing term in each of the following proportions.
1. 6: n = 3:15
2. 3/8 = 6/n
3. n:4 = 15:12
3. Generalization:
How do we find the missing term in a proportion? The missing term in a proportion can be solved using
cross products.
4. Application:
Find the missing term in each of the following proportions.
1. 5:6 = n:36 2. n:21 = 8:7 3. 10:30 = 20:n
IV. Evaluation:
Find the missing term to in each proportion.
1. 4:12 = n:36
4. 5:10 = n:4
2. 25: 15 = 5:n
5. 20:50 = n:25
3. 16:n = 8:n
V. Assignment
Use fractions to write the following as proportion. Then find the missing element in each proportion.
1.
2.
3.
4.
5.
15 is to 9 as is to 3
Remarks: ___________________________________________________________________________
September 3, 2014
Wednesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Solve word problems involving ratio.
II.
Subject Matter:
A. Topic: Solving Word Problems Involving Ratios.
To solve word problems, follow the four-step plan. Understand, Plan, Solve, and Check
E. Value: Being systematic
III.
4. Review on ratio and proportion
a. Problem Opener:
If 3 mangoes can be exchanged with 8 guavas and 3 guavas can be exchanged with 4 oranges,
how many mangoes can be exchanged with 192 oranges?
b. Analysis / Discussion:
1. Analyze by using the four-step plan in solving word problem.
2. Solution:
Using tables.
m
3
6
9
a
n
g
o
e
s
g
8
16 24
u
a
v
a
s
g
u
a
v
a
s
o
r
a
12
15
18
21
24
12
16
20
24
28
32
n
g
e
s
Based on the table, 9 mangoes can be exchanged with 24 guavas and 24 guavas can be exchanged with 32
oranges. So, 9 mangoes can be exchanged with 32 oranges. Find equal ratios.
9 mangoes: 32 oranges
9 x 6 = 54
32 x 6 = 192
Therefore 9:32 = 54 : 192
Fifty-four mangoes can be exchanged with 192 oranges.
Solve each problem. Use any strategy appropriate for each problem.
a. If 3pieces of okra sell for P2, how much will you pay for 8 pieces?
b. There are 32 learners. If 3 out of 4 learners are girls, how many girls are there?
3. Generalization:
How do we solve word problems involving ratio and proportion?
4. Application:
1. At one time, the dollar exchange rate was $1 to P 47.50. Jana's father who works in the United States
sent $75. How much was this in Philippine peso.
2. For every 3 classes in the intermediate grades, there are 5 teachers. How many teachers are there for 15
classes?
IV. Evaluation:
Solve for each problem. Use any strategy appropriate for each problem.
1. Anita puts 81 roses in 27 vases. At the same ratio how many roses can she put in 9 vases ?
2. Notebooks are priced at 3 for P42. Find the cost of 12 notebooks.
3. There are 4 boys to 7 girls in a class. At the same ratio, how many boys are there if there are 42 girls?
4. four pencil erasers cost P12.60. How many erasers can you buy for P63?
5. In a class , 2 out of every 8 learners walk to school. If there are 32 learners in a class, how many of them walk to
school?
V. Assignment
Answer word problem 6 to 10on page 203, Mathematics for a better Life 5.
Remarks: ___________________________________________________________________________
September 4, 2014
Thursday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Solve word problem involving ratio.
II.
Subject Matter:
A. Topic: Solving Word Problems Involving Ratios
B. References: Mathematics for a Better Life 5, pp. 202-203
C. Materials: Flashcards, chart
D. Value:
Cooperation
III.
1. Mental Problem:
Leya has 5 more sisters than Anavelyn. Anavelyn has 3 sisters. How many sisters does Leya Have?
3. Review on ratio and proportion
Problem Opener:
Marly, Dino, Israel, and Denise collected a total of 26 big shells at the beach. Dino had the fewest and
Israel had the most. If Denise had one more shell than Dino, so do Marly than Denise, and Israel than Marly,
how many shells did each person have?
a. Analyze using the four-step plan in solving word problem.
b. Guessing and testing.
Dino
Denise
Marly
Israel
1
2
3
4
2
3
4
5
3
4
5
6
4
5
6
7
5
6
7
8
A 500 gram pack of detergent sells for P80. A 45 gram pack sells for P7.50.
1. Write the ratios of the mass of each detergent to its price.
2. Express each ratio of the mass of each detergent to its price.
3. If the detergents are of equal quality, which pack is the better buy? Why?
3. Generalization:
How do we solve word problem involving ratio and proportion?
4. Application:
The ratio of Angel's stickers to Kristel's stickers was 8:5. Angel gave half of her stickers to Kristel. When
Angel counted her remaining stickers, she found out that she had 35 fewer stickers than Kristel. How
many stickers did Angel have at first?
IV. Evaluation:
The table shows how many stamps Uzman has from five different countries. Use information in the table to answer
the following questions.
Country
Number of Stamps
Australia
Canada
Philippines
Saudi Arabia
United States
48
24
50
40
36
1. What is the ratio in lowest terms of American stamps to Australian stamps?

2. For every 5 Philippine stamps, there are 4 stamps from which country?
3. Which two countries have stamps with a ratio of 1:2?
4. How many Saudi Arabian stamps are there for every 6 Australian stamps?
5. What is the ratio in lowest terms of Canadian stamps to American stamps?
V. Assignment
Review for a test tomorrow.
Remarks: ___________________________________________________________________________
September 8, 2014
Monday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Rename in decimal form fractions whose denominators are powers of 10 and vice versa.
II. Subject Matter:
A. Topic: Rename in decimal form fractions whose denominators are powers of 10
To rename a fraction whose denominator is a power of 10 as a decimal, copy the numerator then
count as many places from the right to the left as the number of zeros in the denominator of the
given fraction. Write the decimal point there.
To rename a decimal as a fraction, move the decimal point to the right to make the decimal a
whole number. Write a denominator which is a power of 10 and has the same number of zeros as
the number of decimal places the decimal point was moved.
C. References: BEC-PELC II F 1.1
D. Materials: chart, grid
E. Value:
Accuracy, Alertness, Speed
In a group of 10 members, 3 are boys, what is the ratio of the boys to the . number of members? If you
write "that into a fraction, which is the numerator? the denominator?
3. Review:
Strategy: Filling out
Materials: 3 (word fractions - fraction symbols using table), number chart
Mechanics:
a. Teachers post the 3 chart on the board
Fraction Word .
Fractions
1. four tenths
2. six tenths
3. three tenths
4. seven tenths
5. 3 hundredths
6. 14 hundredths
7. 23 hundredths
8. 6 hundredths
9. 4 thousandths
10.35 thousandths
b. Divide the class into 2 groups. Using pentel pens let the first group fill up the second column (1-5) and the 2 nd ,
group the same column (6-10)
c. Teacher checks the work of each group. The group with the most number of correct wins.
1. Presentation:
Strategy 1: Use a problem opener: (Simplifying the problem)
Mother brought home a whole egg pie and divided it into 10 equal parts.! Marisa ate 2 parts. What
fractional part, of the egg pie was eaten by Maria.
1. Ask the following questions:
a. What are given?
b. What is being asked?
c. How will you write the eaten part of the pie in fraction?
d. If you are to write that in decimal, how is it written?
2. Tell the learners: fractions may be written in decimal form A fraction with a denomination of 10 is
equal to a one-digit decimal number.
3. Through the illustrations let the pupils get the idea that 2/10 and 0.2 have the same value.
4. Elicit from them that the number of zeros in the denominator tells the number of digits there are
in the decimal number and vice versa.
5. Provide more exercises.
Rename these decimal as fractions.
1.
0.38
2. 0.6
3. 0.752
4. 0.09
5. 0.56
3. Generalization:
How do we determine the number of decimal places when changing fractions do decimals?
4. Application:
Represent each fraction using grids and write it as a decimal.
1. 3
2. 9
3. 28
4. 76
5. 45
10
10
100
100
100
IV. Evaluation:
Express each fraction in decimal form:
1.
3/10
2. 12/100
3. 135/1000
4. 5/100
5. 24/100
V. Assignment:
Express as a fraction with a power of 10 as denominator.
1. 0.4
2. 0.13
3. 0.754
4. 0.01
5. 0.00032
Remarks: _____________________________________________________________________________________
September 9, 2014
Tuesday
MATHEMATICS V
( 10:00-11:00)
I. Objective:
Identify the place value of each digit of a given decimal.
II. Subject Matter:
A. Topic: Giving the Place Value of Each Digit of a Given Decimal.
The digit one place to the right of the decimal point has a place value of tenths.
The digit two places to the right of the decimal point has a place value of hundredths.
The digit three places to the right of the decimal point has a place value on thousandths.
D. Materials: place value charts
E. Value:
Accuracy and Orderliness
1. Simple Multiplication Facts
2. Mental Problem:
A dozen of ice pops costs 20 pesos, how much would you pay for 9 dozens?
4. Review on expressing fractions with denominators of la, 100 or 1000 in decimal form.
1.Motivation/Presentation:
Strategy 1: Using a problem opener
The distance between town A and town B is 695.324 kilometers. What does 695.324 mean? How much
bigger is it than 695?
1. Give the learners different decimal representations.
2. Let them read each decimal representation.
3. Construct a place value chart up to the hundredths place on the board, and let them write the
different decimals onto the chart.
4. Have the learners take turns in reading the decimals and stating the place value of a digit you will
choose.
5. Provide more examples of decimals less than 1.
Give the place value of the underlined digit in each decimal number.
1.
0.146
2. 0.614
3. 5.094
4. 11.4256
5. 9.0081
3. Generalization:
a. How do we determine the place value of digit in a decimal?
b. If you have a number with a whole and decimal part, how will you read it?
4. Application:
Write the place value of the digit 8 in each number.
1. 29.378
4. 908. 176
2. 86.046
5. 471.081
3. 45.801
IV. Evaluation:
Write the place value of the underlined digit.
1.
0.345
2. 0.3469
3. 0.6954
4. 0.3769
5. 0.18765
V. Assignment
Write the digit in each place
1.
0.34607
______ hundredths
______ tenths
______ thousands
2.
0.00642
______ thousandths
______ hundredths
______ hundred thousandths
3.
5.06789
______ tenths
______ hundred thousandths
______ thousandths
______ hundredths
______ ten thousandths
Remarks: ______________________________________________________________________________
MATHEMATICS V
Date: ___________
I.
Objective:
Read and write decimals through thousandths
Value: Vigilance to current issues
II.
Learning Content
Reading and writing decimals through thousandths
References: BEC-PELC II F 1
Materials:
cartolina strips, place value chart, decimal cards, 100-square grid
III.
1. Drill:
Drill on expressing fractions as decimals
2. Review:
Review on reading and writing whole numbers by presenting some statistics. Read the numbers and write
them in words (cartolina strips)
3. Motivation:
Are you all aware of what is happening in our country? Are you aware of the economic. situation in the
Philippines? What is the implication to our economy of the peso-dollar exchange rate?
1. Presentation:
Strategy 1: Use problem opener (drawing pictures tables)
1. Present the following problem.
Every morning Atty. Castillo reads the newspaper. He takes note of the dollar exchange. One
morning, he read that the exchange rate of a dollar is P54.596. How do we read this number?
2. Present the decimal number on the . problem in a place value chart.
3. Using the chart the pupils will read the given decimal, then write it also in words as: fifty-four and
five hundred ninety-six thousandths.
4. Other decimal numbers will be provided for the pupils to read and write.
0.47
0.5
0.94
Write the following as decimals
a. 4/100
b. 45/100
c. 9/10
d. 16/1000
3. Generalization:
Elicit from the pupils the rules on reading and writing decimals. Let them explain how the decimal point
is to read.
IV. Evaluation:
Based on the given clues, form the required
1. 7 in the hundredths place 5 in the ones place
8 in the tenths place
4 in the tens place
2. 2 in the tenths place
The place value of the digit 6 is 10 times the place value of 2.
The place value of the digit 9 is one-tenth the place value of 2.

3. 9 in the tenths place
7 in the thousandths place
The place value of 6 is ten times the place value of 9.
1 in the hundredths place
V. Assignment
Write the following as fraction and as decimals
1. One hundred twenty five and one hundredth
2. Sixty-four and thirty three hundredths
3. Six and nine hundredths
4. Twenty-four and one hundred sixty-seven thousandths
5. Fifty seven and six tenths
September 10, 2014

Wednesday
MATHEMATICS V
( 10:00- 11:00)
I. Objective:
Round decimals to the nearest tenths/hundredths/thousandths.
II. Subject Matter:
A. Topic: Rounding Decimals to the Nearest Tenths/Hundredths/Thousandths
When rounding off decimals,
Add 1 to the digit in the rounding place if the digit to its right is 5 or greater;
Retain the digit in the rounding place if the digit to its right is less than 5; and
Drop the digits after the rounded digit.
E. Value:
Speed and Accuracy
III.
2. Mental Problem:
Vangie baked 36 cookies on Thursday. If she bakes the same amount on Friday and Saturday,
how many cookies will she have?
4. Review on the place value of decimal numbers.
Problem Opener:
Luis climbed a 483 meter hill. If there are 1000 meters in 1 kilometer, what part of the hill and die
Luis climb? Rounded to the nearest hundredths, what number is this?
c. What is process to be used?
d. What is the mathematical sentence?
e. What other thing is asked in the problem?
f. Why is the different 517 rounded to 500?
g. What rule did you follow?
Round off to the underline digit:
1. 6.540
2. 7.35
3. .3892
4. 0.55
3. Generalization:
What is the rule to be followed when rounding decimals?
4. Application:
Complete the table.
Ite
Num
Rounded
Rounded Off to
m
ber
Off to the
the
Nearest
Nearest
Hundredths
Tenths
1
91.93
7
5. .64
Rounded Off
to the Nearest
Thousandths
2
3
4
5
72.55
2
817.0
93
423.7
29
236.1
53
IV. Evaluation:
Round off the following decimals to the nearest place indicated.
Tenths
Hundredths
Thousandths
1. .36
.823
6.5864
2. .18
1.736
35.0453
3. .23
.937
74.3092
4. .54
.608
49.1791
5. .84
.381
35.0067
V. Assignment
Round 85.81267 to the nearest place indicated:
Tenths
__________
Hundredths
__________
Thousandths
__________
Remarks: ______________________________________________________________________________________
MATHEMATICS V
(10:00-11:00)
I. Objective:
Round decimals to the nearest tenths / hundredths / thousandths.
II.
Subject Matter:
A. Topic: Rounding Decimals to the nearest Tenths/Hundredths/Thousandths
References: BEC-PELC II F 2.2
Materials:
flashcards, number cards
Value: Active participation in class discussions
III.
1. Drill:
Ordering decimals from least to greatest or vice-versa.
Strategy: Game - Number Tumble
Materials: Number cards
Mechanics:
a. Form 2. groups of five pupils each . Provide each group with five sets of cards in envelopes.
b. When the teacher says, "arrange from greatest to least", members form each group will open the envelope
and arrange the cards as specified. (Members will hold the cards and arrange themselves in front of the
class. The teacher will read from left to right)
c. The group who can give the first correct answer earns a point.
d. The group with the most number of points wins the game.
2. Review:
Review on place value of decimals.
Round the following to the nearest place indicated.
T Hundredths
Thousandths
e.
.426
.7483
.2
.375
.3912
.4
.620
.1738
8
B.
1.
Presentation:
Strategy: Modeling Use a problem opener
Sample:
Elmers house is 0.86 kilometer away from school. About how many tenths of a kilometer is the distance?
1.
The teacher asks some comprehension questions.
2.
To help the pupils solve the problem, present the number line.
3.
Ask the pupils to plot the points of the problem on the number line.
4.
Ask: In which tenths in the number line is 0.86 closer? (0.9)
5.
BY citing more examples, elicit from the pupils the rule in rounding-off decimals
6.
She may further ask: What should each pupil do to learn more during class discussions.
Round off to the underline digit:
1. 6.540
2. 7.35
3. .3892
4. 0.55
3. Generalization:
What is the rule to be followed when rounding decimals?
IV. Evaluation:
Round off the following decimals to the nearest place indicated.
5. .64
1.
2.
3.
4.
5.
Tenths
.36
.18
.23
.54
.84
Hundredths
.823
1.736
.937
.608
.381
Thousandths
6.5864
35.0453
74.3092
49.1791
35.0067
V. Assignment
Round 85.81267 to the nearest place indicated:
Tenths
__________
Hundredths __________
Thousandths __________
September 11, 2014

Thursday
MATHEMATICS V
( 10:00-11:00)
Add decimals through thousands without and with regrouping.
II. Subject Matter:
A. Topic: Adding decimals through thousands without and with regrouping
To add decimals, align the decimal points. Annex 0s to complete the number of decimal places
when necessary. Add like you do with whole numbers. Place the decimal point in the sum directly
under the decimal points in the addends.
Annexing 0s to a decimal does not change its value.
C. References: BEC-PELC II G 1A
E. Value: Accuracy and Speed
2. Mental Problem:
Diane has 3 dogs last month. One of her dogs gave birth to 4 puppies this month. How many dogs does
she have right now?
4. Review on rounding of decimal numbers
Problem Opener:
Nena learned how to cook beef sinigang. She used 0.5 kg. of radish and 0.25 kg. of okra. How
many kilograms of vegetables did she use?
What are given facts?
What operation is to be used?
How will you solve the problem?
If you are to write the given facts in the
How are the decimal points placed?
1. 24.5 + 73.23
2. 41.75 + 34.45
3. 1.2 + 3.5
3. Generalization:
In adding decimals how do we write the addends? How are the decimal points placed?
4. Application:
Write in columns and add. Annex zeros when needed.
1. 0.48 + 0.26 =
4. 0.81 + 0.91 =
2. 0.73 + 0.56 + 0.14 =
5. 0.56 + 0.8 + 0.978 =
3. 0.79 + 0.685 + 0.72 =
IV. Evaluation:
Add:
1. 25.17
2. 6.14
3. 8.53
4. 26.30
5. 63.22
+ 8.23
+ 4.76
+ 9.35
+ 24.31
+ 9.35
V. Assignment:
Find the sum.
1. 3.76
+ 4.356
2.
23.34
+ .3
3.
0.76
+ 0.23
4. 37.786
+ 2.632
5. 4.762
+1.38
Remarks: _____________________________________________________________________________________
September 16, 2014

Tuesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Subtracting decimals through thousands without and with regrouping.
II. Subject Matter:
A. Topic: Subtracting decimals through thousands without and with regrouping
To subtract decimals,
Align the decimal points;
Annex 0s to complete the number of decimal places when necessary;
Subtract like you do with whole number; and
Place the decimal point in the difference directly under those in the minuend and subtrahend.
C. References: BEC-PELC II G 1b
Value: Accuracy and speed
2. Mental Problem:
Ava has 2 turtles, 12 fishes, 4 birds and a cat. How many pets does she have?
4. Review:
Add the following:
1. 0.5 + 0.33 + 0.451 =
2. 1.81 + 3.056 + 50.3 =
Strategy : Problem opener written on a manila paper
A piece of cloth measure 0.8972 meters. Josie cut 0.3120 meters. from it for her work in patching.
How many meters of cloth were left?
(Learners answer the following questions)
1. What are we going to find out?
2. What process shall we use to get the correct answer?
3. Write the solution on the board.
4. How did you write the decimal point of the minuend, subtrahend and remainder?
5. What similarity exists between subtracting whole numbers and subtracting decimals?
Find the difference:
1. 0.762 0.36 =
2. 0.936 0.642 =
3. 0.753 0.542 =
3. Generalization:
What important points did you learn from today's lesson? What should you remember when the
minuend has less decimal places than the subtrahend?
4. Application:
Write in columns and subtract.
1) 0.9 - 0.432 =
4) 0.5 - 0.2984 =
2) 0.63 - 0.2796 =
5) 0.4 - 0.381 =
3) 0.1 - 0.0872 =
IV. Evaluation:
Solve for the difference
1. 0.3 0.18 =
2. 0.4 0.27 =
3. 0.74 0.397 =
4. 0.8 0.36 =
5. 0.4 0.187 =
V. Assignment:
Read and solve.
1. A farmer has an orchard measuring 0.82 hectare. If 0.543 hectare is planted to mangoes and the rest to
avocadoes. what part is planted to avocadoes?
2. Mr. Cruz has a 0.56 hectare land. He allotted 0.198 hectare to build a fishpond. What part of his land is not
allotted to his fishpond?
Remarks: ______________________________________________________________________________________
September 18,2014
Thursday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Add mixed decimals with regrouping.
II. Subject Matter:
A. Topic: Adding mixed decimals with regrouping
To add mixed decimals,
Add like you do in whole numbers; and
Place the decimal point in the sum directly under the decimal point in the addends.
C. References: BEC-PELC II G 2.a
Value: Accuracy
2. Mental Problem:
Rica has 123 learners in the morning and 106 learners in the afternoon. How many learners does
she have in a day?
4. Review:
Review on adding decimals without regrouping.
1. 0.2 + 0.65 + 0.308 =
2. 0.36 + 0.4 + 0.092 =
Strategy: Using Problem Opener:
Mother bought 1.5 kg of chicken and 2.25 kg of beef. How many kilograms of meat did she buy
in all?
Follow the steps:
1. Align the decimal points.
2. Add the digits in each place-value column from right to left.
3. Place the decimal point directly below the decimal points in the addends.
Arrange in columns and add:
1. 1.257 + 2.3 + 3.426 = N
2. 2.5 + 3.057 = N
3. 2.37 + 13.316 + 8.045 = N
3. Generalization:
How do we add mixed decimals with regrouping?
4. Application:
Find the sum.
1) 4.28 + 3.15 =
3) 8.235 + 1.421 =
5) 13.99 + 27.55 + 9.373 =
2) 6.314 + 5.081 =
4) 6.173 + 2.205 =
IV. Evaluation:
Arrange in column and add:
1. 8.6 + 7.4 + 9.35 = N
2. 4.521 + 1.46 + 2.8 = N
3. 2.37 + 8.56 + 3.7 = N

4. 5.6 + 3.48 = N
5. 9.2 + 10.13 + 3.5 = N
V. Assignment:
Find the missing addend or sum.
1) 33.45 + 14.25 = _____
2) ______ + 174.6 = 211
3) 5.062 + 3.095 = _____
4) 9.6 + 3.095 = ______
5) _____ + 21.99 = 41.00
Remarks: _________________________________________________________________________________
September 22, 2014
Monday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Subtract mixed decimals with regrouping.
II. Subject Matter:
A. Topic: Subtract mixed decimals with regrouping
To subtract mixed decimals,
Subtract like you do with whole numbers; and
Place the decimal points in the minuend and subtrahend.
C. References: BEC-PELC II G 2.b
E. Values:
Accuracy, working willingly, thrift
III.
1.Drill: Simple Subtraction Facts
2. Mental Problem:
Jotham saved 14 pesos less than Benedict. Benedict saved 48 pesos. How much did Jotham save?
4. Review:
Subtract the following:
1. 1.257 + 2.3 + 3.426 = N
2. 2.5 + 3.057 = N
3. 2.37 + 13.316 + 8.045 = N
Strategy: Problem Opener:
Mother has 8.5 kg of flour. She used 2.3 kg in cooking kutsinta. How many kg of flour were left?
Ask these questions:
1. What is asked in the problem?
2. What are the given data?
3. What process are you going to use?
4. What is the mathematical sentence?
5. Solve the problem. Show the solution.
1. 25.17
- 8.23
2. 6.14
- 4.76
3.
8.53
- 9.35
4. 26.30
- 24.31
5. 63.22
- 9.35
3. Generalization:
What should be done when the last two digits from the right of the subtrahend are longer than the
minuend?
4. Application:
Write in column form and subtract.
1) 8.71 - 2.932 =
4) 55.2 - 37.683 =
2) 98.2 - 39.85 =
5) 27.03 - 19.781 =
3) 46.3 - 28.756 =
IV. Evaluation:
Find the difference:
1. 0.3 0.18 =
4. 0.4 0.187 =
2. 0.68 0.485 =
5. 0.74 0. 397 =
3. 0.8 0.36 =
V. Assignment:
Read and solve:
1. Sol ran the 100-m dash 0.68 second faster than the 18.32 seconds record set by Tina last year. How many
seconds did Sol run the 100-m dash?
2. A pair of sports shoes costs P308.35. Wally has saved only P189.50. How much more does he need to buy the
shoes?
3. A barangay has a total road length of 184.53 km. If 109.97 km of this had been paved, how much more remains
to be paved?
Remarks: __________________________________________________________________________________
September 24,2014
Wednesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
At the end of the lesson, the learners should be to:
Solve word problems involving either addition or subtraction of decimals including money.
II. Subject Matter:
A. Topic: Solving Word Problems Involving either Addition or Subtraction of Decimals Including Money
Follow the four-step plan in solving word problems-Understand, Plan, Solve, and Check
C. References: BEC-PELC II G 3.1
D. Materials: Flashcards, charts
E. Values: Speed and accuracy
1. Drill: Simple Addition and Subtraction Facts
2. Mental Computation: Answer Orally
a. 24 + 13 =
b. 16 7 =
c. 82 24 =
d. 39 + 24 =
4. Review:
1. 20.11
2. 6.18
3. 9.50
- 8.22
- 3.76
- 4.33
Strategy 1: Using a problem opener.
Simplifying the problem/linguistic reading, speaking
Sample:
It was Mother's birthday. Nina gave her a pair of slippers that cost P55.50 and a bandana worth
P27.75. How much in all did Nina spend for the gifts?
1. What did Nina buy for her mother?
2. How much is each gift?
3. What is the operation to be used?
4. Can you transform the problem into a mathematical sentence? Do it.
5. Solve and label your answer.
Solve the following problems:
1. A meter measures about 39.37 inches. How much longer is a meter than a yard?
2. John drove 48.62 km. in the first hour, 38.95 kg. 2nd hour, and 41.96 km the third hour. How far did he
drive in 3 hours?
3. Generalization:
What steps did you learn to solve a mathematical problem? What clues will help, you determine the
process to be used?
4. Application:
Solve each problems using an appropriate strategy.
1. The teacher gave her learners 20 minutes to finish a test. Robert finished the test in 14..05 minutes.
How many minutes ahead of the time limit did he finish the test?
2. At recess time, Lina spent 8.50 on a sandwich, 1.25 on soup, and 3.50 on a banana. How much
did
she spend altogether?
IV. Evaluation:
Solve the following problems.
1. Ellen has P7.35 while her brother has P4.95. How much money do they have? How much more money does
Ellen have than her brother?
2. A meat vendor has 56.8 kilos of pork. She sold 49.5 kilos. How many kilos were left?
3. Joseph is 115.75 cm tall. Tomas is 4.2 cm taller than Joseph. Felix is 125.97 cm tall. How much taller is Felix
than Tomas?
V. Assignment
Analyze and solve the problem.
1. Mrs. Flores bought 3 chickens which weighed 2.7 kilos, 1.8 kg. and 2.2 kilos. What was the total weight?
2. Mrs. Alandy paid 1,895.95 for her electric bill and 970.25 for her water bill. How much was left of the
3.000.00 she had in her bag?
Remarks: _________________________________________________________________________________
September 25, 2014
Thursday
MATHEMATICS V
( 10:00-11:00)
I. Objective:
Solve word problems involving either addition or subtraction of decimals including money.
II. Subject Matter:
A. Topic: Solving Word Problems Involving Either Addition or Subtraction of Decimals Including Money
Follow the four-step plan in solving word problems-Understand, Plan, Solve, and Check
C. References: BEC-PELC II G 3.2
D. Materials: Flashcards, charts where problems are written
E. Value:
Appreciation
1. Drill: Simple Addition and Subtraction Facts
2. Mental Problem:
If your mother gives you P20.00 for your daily allowance, how much is your weekly allowance?
4. Review:
Solve the following:
A tree 10.5 meters high broke during the storm. The broken part measured 3.75 meters. How tall
was the remaining part?
Strategy 1: Problem opener
Materials: Prints from a computer
Simplifying the problem/cooperative group
Problem:
Mang Andrew has 8.25 kg of tomatoes to sell in the market. In the morning, he sold 4.75 kg. In
the afternoon, he sold 2.25 kg. How many kilograms of tomatoes were left?
1. What is asked in the problem?
3. What is the hidden information?
4. What are the processes to be used?
5. What is the mathematical sentence?
6. Solve the problem and label the answer.
7. Look back if the answer make sense.
Group the learners into 4 and give them 4 different problems written on a computer printed. Let the leader
stand to draw lots on the problem than are to solve as a group. They then explain their group work.
3. Generalization:
What are the things needed to be able to solve a problem? Do you need to solve the hidden question first?
Why? Which of the 2 operations used should be done first?
4. Application:
Guide the learners as they do the activity in this worksheet.
Worksheet
Read the problem and complete the sentences below.
Mario earned 150 by selling empty bottles and old newspapers. He bought a T-shirt for 89.75
and gave what was left to his mother. How much did his mother get?
1. The problem asks for the ___________________ Mario's mother got.
2. The given facts are ________ and __________.
3. The appropriate strategy to use is __________.
4. The complete answer is _________________
Ask: " Did you analyze the problem correctly? Did you get the correct answer?"
IV. Evaluation:
Study the following menu in a canteen and answer the question that follows:
Menu
Spaghetti P23.75
Palabok P 21.50
Lugaw P8.50
Rice P5.00
Mango Juice P7.50

Gulaman P 6.00
Nilaga (pork) P22.50
Pinakbet P15.00
Fried Fish P12.00
1. Arnel paid P50.00 for nilaga and rice. How much was his change?
2. Ayen ordered palabok and gulaman. How much did she pay?
3. Mrs. Lopez ordered rice, pinakbet and fried fish. She gave P100.00. How much was her change?
4. Kate gave P50.00 for spaghetti and mango juice. How much is her change?
5. It was Tina's birthday. She ordered spaghetti, palabok, mango juice and gulaman. If She paid a hundred
peso bill and gave off a tip of P5.00 how much is her change?
V. Assignment:
Brain twisters.
Remarks: ___________________________________________________________
September 29, 2014
Monday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Visualize multiplication of decimals using models.
II.
Subject Matter:
A. Topic: Visualizing multiplication of decimals using models
Multiplication of decimals like multiplication of fractions can be visualized using
a 10 x 10 grid.
C. References: BEC-PELC II H 1.1
D. Materials: Flashcards, colored chalk, drawings
E. Value:
Keep ones work and work area neat and clean
III.
1. Drill:
Make an illustration of the following fraction.
a.
b. 2/5
c. 7/8
d. 7/6
2. Mental Problem:
Aling Rosa -bought 0.8 kg of hotdog. She placed 0.25 of it in the refrigerator and cooked the rest. How
much hotdog did she cook?
4. Review on solving word problems involving addition and subtraction of decimals including money.
1. Presentation:
Strategy: Using a problem opener with transparent plastic.
Sample:
Mr. Dizons farm is 0.3 km long and 0.1 kg wide. How big is his land?
Into how many parts is the whole divided?
How is 0.3 shown in the grid?
What about 0.1?
Illustrate the following number sentence.
1. 2 x 0.5 = N
2. 0.6 x 0.7 = N
3. 4 x 0.3 = N
3. Generalization:
How do we visualize multiplication of decimals?
4. Application:
Use grid paper to illustrate each multiplication combination then find the product.
1) 0.2 x 0.3
3) 0.7 x 0.4
5) 0.8 x 0.9
2) 0.5 x 0.5
4) 0.6 x 0.9
IV. Evaluation:
shade the picture to represent each number sentence.
1. 0.8
2. 0.3
3. 0.9
4. 0.7
5. 0.4
0.3
0.4
0.6
0.7
0.9
V. Assignment
Prepare paper grid divided into 100 equal parts and be ready to show your own multiplication equation of
decimals.
Show the following multiplication equations by using numbers lines.
1. 0.3 x 0.6 =
3. 0.7 x 0.4 =
2. 0.5 x 0.8 =
4. 0.2 x 0.9 =
5. 2 x 0.5 =
Remarks:
_________________________________________________________________________________
September 30, 2014

Tuesday
MATHEMATICS V
( 10:00-11:00)
I. Objective:
Multiply tenths by another tenths.
II. Subject Matter:
A. Topic: Multiplying Tenths By Another Tenths
To multiply tenths by tenths,
Multiply like you do with whole numbers;
Put the decimal point in the product two places from the right; and
Write 0 before the decimal point to indicate that there are no whole numbers.
D. Materials: Multiplication wheel, 10 by 10 grid (transparent plastic)
E. Value:
Appreciation of the beauty of nature.
1. Drill:
Basic Multiplication Facts
Multiplication Wheel
a. If you have three 500-peso bills. How much do you have in all? At 12.75 each ripe mango, how much
will 6 ripe mangoes cost?
b. Rene deposits P200 every month. How much is his deposit in one year?
4. Review on visualizing multiplication of decimals using models
1.Motivation:
How many of you have gone to Luneta? Fort Santiago? What do you usually see in these places?
2. Presentation:
Strategy 1: Using a problem opener
The park is rectangular in shape and measure 0.3 km, long and 0.2 km wide the signs that you see in
parks?
- What do you picture in your mind when you read the problem?
- As a good boy and girl what must you do with signs that you see in parks?
- What is asked in the problem?
- How shall we solve it?
To find the area is to multiply the length and the width.
Steps 1: Multiply the digit as if you are multiplying whole numbers

3x2=6
Steps 2: Count the number of decimal places in the multiplicand and multiplier. The sum of the number
of decimal places in the factors is equal to the number of decimal places in the product.
Steps 3: Add zero if necessary.

0.3 x 0.2 = 0.06
Give the products:
a. 8.4 x 0.5
b. 3.6 x 0.8
c. 0.7 x 0.3
d. 0.9 x 0.5
4. Generalization:
How do we multiply tenths point in the product equal to the sum of the number of decimal places in both
factors?
5. Application:
Find the product.
1) 0.4 x 0.1
3) 0.9 x 0.2
5) 0.7 x 0.6
2) 0.8 x 0.9
5) 0.7 x 0.6
IV. Evaluation:
Copy and place the decimal point in the product.
1. 0.7 x 0.5 = 35
3. 0.96 x 0.53 = 45
5. 0.4 x 0.7 = 28
2. 0.8 x 0.6 = 48
4. 0.6 x 0.3 = 18
V. Assignment
Slow: find the products. Write in column.
1.
6.5 x 0.7 =
2. 0.9 x 0.9 =
3. 0.8 x 0.3 =
Fast: Write the following fractions to decimals then multiply.
Remarks: _________________________________________________________________________________
October 1, 2014
Wednesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Multiply hundredths by tenths and vice versa.
II. Subject Matter:
A. Topic: Multiplying Hundredths by Tenths and Vice Versa.
To multiply hundredths by tenths, or vice versa, multiply like you do with whole numbers. Put the
decimal point in the product three places from the right.
D. Materials: Flashcards, pictures of a family
E. Value:
Sharing
1. Drill:
Relay (Flashcards)
a. Let 3 learners stand on the aisle of the room
b. The learner who gets the correct answer moves one step forward.
c. The learner who reach the place of the teacher wins the game.
a. Anne bought 7 apples. If each apple cost P15.00, how much did she pay for it?
b. A bag of sugar weighs 3.5 kg. What is the weight of 3 kgs. of sugar?
4. Review on multiplying tenths by another tenths.
Activity: Using fractions
0.16 x 0.2 = 16 x 2 = 32 = 0.032
100 10 1000
- What is the product of 16/100 x 2/10 in decimal?
How does the sum of the number of zeros in the denominators of the factors compare with the number of zeros in
the product?
How does the number of decimal places in the product compare with the number of decimal places in the factors?
Change the fractions, multiply then express your answer into decimals?
1. 0.14 x 0.3 =
2. 0.22 x 0.4 =
3. 0.35 x 0.2 =
3. Generalization:
How do we multiply hundredths by tenths?
4. Application:
Find the product.
1) 0.74 x 0.8
3) 0.98 x 0.9
5) 0.6 x 0.05
2) 0.12 x 0.7
4) 0.59 x 0.3
IV. Evaluation:
Place the decimal point in the product.
1. 0.6 x 0.32 = 0192
3. 0.29 x 0.45 = 01305
5. P0.49 x 0.7 = 0343
2.0.09 x 0.45 = 00405
4. 0.9 x 0.45 = 0405
V. Assignment:
Write in column and multiply
1. 0.34 x 0.4 = ______
2. 0.93 x 0.8 = ______
3. 0.6 x 0.47 = ______
4. 0.7 x 0.23 = ______
5. 0.74 x 0.6 = ______
Remarks: ________________________________________________________________________________________
October 2, 2014
Thursday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Multiplies mixed decimals by a whole numbers.
II. Subject Matter:
A. Topic: Multiplying Mixed Decimals by Whole Numbers
To multiply a mixed decimals by a whole number, multiply like you do with whole numbers. The total
number of decimal places in the mixed decimal must be the same with the number of decimal places in
the
product.
C. References:
D. Materials: Flashcards, number cards, grid paper
E. Value:
Cooperation
1. Drill:
2. Mental Problem:
Joseph scored 10 less points than David in their basketball game. If David scored 17 points, how many
points did Joseph score?
4. Review on multiplying hundredths by tenths and vice versa.
1. Motivation:
Who among you joined a boy scouts jamborette ? What are the activities do you in camping?
2. Presentation:
a. Problem 1:
The Boy Scouts will hike 1.26 km from school to their campsite. If they will also hike from the campsite
back to the school, how far will they hike in all?
1. Analyze the problem using the four-step plan in solving word problem.
2. Solution and answer.
1.26 - 2 decimal places
x 2
b. Problem 2:
The diameter or distance across a circular table is 0.65 m while that of a centerpiece is 6 times that of the
table. Find the diameter of the centerpiece.
1. Analyze the problem using four-step plan in solving problem.
2. Illustration and solution.
c. Problem 3:
If 87 street lights are to be placed 16.83 m apart along the full length of a road, how long is the road?
1) 5.28
2) 7.25
3) 2.45
4) 8.25
5) 9.3
x 3
x 9
x 5
x 24
x 36
4. Generalization:
How do we multiply mixed decimals by a whole numbers?
To multiply mixed decimals by a whole numbers, multiply like you do with whole numbers. The number of
decimal places in the product is the same as that of the mixed decimal factor.
5. Application:
Group Work:
Answer the following:
1. Aling Dina received a remittance of 1500 dollars from her son in Singapore. The exchange rate at that time
was 1 Singapore dollar = 33.18. Find the peso value of Aling Dina's remittance.
2. Mr. Serrano weighs 90 kg. If he pull a cargo 1.75 times as much as his body weight, can he pull a cargo
weighing 160 kg?
3. A rectangular cardboard has dimension of 86.30 cm and 9 cm. What was the area of the cardboard?
4. If the price of one egg is 5.50. What is the total price of 24 eggs?
5. If another plywood has dimension 18.15 cm and 12 cm . What is the area of the plywood?
IV. Evaluation:
1) 6.5
2) 7.08
3) 2.24
4) 5.6
5) 3.28
x 9
x 6
x 7
x 12
x 24
V. Assignment:
Multiply.
1) 5.34
x 7
2) 2.15
x 8
3) 8.26
x 9
4) 4.57
x 12
5) 8.15
x 24
Remarks: ________________________________________________________________________________________
October 7, 2014
Tuesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Multiplies mixed decimals by mixed decimals.
II. Subject Matter:
A. Topic: Multiplying Mixed Decimals by Mixed Decimals
To multiply a mixed decimals by a mixed decimals, multiply like you do with whole numbers. Add the
number of decimal places in both factors. The number of decimal places in the product is the same as
the
sum of the decimal places in both factors.
D. Materials: Exercises written in manila paper, decimals written on flashcards,
E. Value: Helpful
1. Drill: Basic Multiplication Facts
If one dozen of egg is consists of 12 eggs. How many eggs in 12 dozens?
4. Review:
Find the product.
1) 1.54
2) 2.34
3) 6.45
4) 7.24
5) 5.62
x 4
x 6
x 8
x 10
x 12
1. Motivation:
Are you helping your parents at home? What will you do to help?
2.Presentation:
Problem Opener 1: Teacher
Kennedy packs sugar in 0.5 kg bags. He can pack 2.5 kg of sugar in one minute. How many kilograms of
sugar can he pack in 5.4 minutes?
Analyzing the word problem using the four-step plan.
1. Understand
- Identify the problem.
How many kilograms of sugar can he pack in 5.4 minutes?
- Identify the relevant facts.
0.5 kg; 2.5 kgs; 1 min. ; 5.4 min.
2. Plan
- Choose a strategy.
Multiplication
5.4 x 2.5 = N
3. Solve
- Perform the strategies.
2.5 - 1 decimal place
x 5.4 - 1 decimal place
100
+ 125
4. Check
- Verify if the answer is correct.
13.50 2.5 = 5.4
Problem 2: Teacher-Learners
Mr. Reyes is paid 85.50 per hour of work. He works six hours each day for five days. How much will he
receive for those five day?
Problem 3: Learners
A metre of silk costs 124.50. how much will Rita pay for 3.75 metres of silk?
1) 8.3
2) 9.4
3) 8.7
4) 9.4
5) 7.8
x 3.25
x 2.29
x 4.06
x 3.72
x 4.93
4. Generalization:
How do we multiply mixed decimals by mixed decimals?
To multiply a mixed decimals by a mixed decimals, multiply like you do with whole numbers. Add the
number of decimal places in both factors. The number of decimal places in the product is the same as the
sum of the decimal places in both factors.
5. Application:
Answer the following.
1) Luisa went to the market. She bought the following:
1.2 kgs of onions at 35.45 a kg
1.3 kgs of tomatoes at 25.25 a kg
1.5 kgs of potatoes at 28.30 a kg
Find how much Luisa spent for each item.
2) Clarissa needs 1.5 metres of lace to decorate the collar of her dress. How much will it cost
if a metre costs 8.70?
3) Ann made a rectangular doily 4.5 dm long and 3.5 dm wide. How much surface of a table can the doily cover?
4) How many pieces of ribbon each 3.2 dm long can be cut from a spool of ribbon 15.50 dm long?
5) A farmer sold 6.5 kilos of tomatoes at 12.50 a kilo, 3.4 kilos of eggplants at 9.75 a kilo, and 3.8 kilos of
ampalaya at 11.50 a kilo. How much each item did she receive?
IV. Evaluation:
1) 8.05
2) 4.35
3) 8.38
4) 8.96
5) 7.59
x 5.7
x 6.5
x 3.6
x 6.9
x 7.8
V. Assignment:
Multiply.
1) 35.50 x 6.12 =
2) 18.75 x 5.2 =
3) 20.25 x 4.56 =
4) 45.65 x 9.8 =
5) 16.20 x 3.5 =
Remarks: ________________________________________________________________________________________
October 8, 2014
Wednesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Multiplies decimals by 10 and 100.
II. Subject Matter:
A. Topic: Multiplying Decimals by 10 and 100.
Move the decimal point one place to the right when multiplying a decimal by 10 and two places to the
right when multiplying by 100. The decimal point in the product is not necessary if it comes after
the last
digit. Add zeros when necessary to complete the number of decimal places in the product.
C. References:
D. Materials: Flashcards, picture
E. Value: Initiative to earn money.
1. Drill:
What is the resulting number when we multiply 45 and 5?
4. Review on multiplying on mixed decimals by mixed decimals.
1. Motivation :
Do you know how to identify the pattern?
1. Identify the pattern. Find the next 3 numbers in the sequence below.
1 , 3 , 6 , __ , ___, ___
2. Find the next numbers in the series:
0.2 , 0.3 , 0.4 , 0.6 , 0.8 , __ , __ , ___
3. What can you see in the picture? Do you experience how to earn money by collecting and selling old
newspapers and empty bottles?
2. Presentation:
Problem Opener1:
Old newspaper sell at 8.55 per kilograms. How much will Mr. Clemente pay if he buys 10 kilograms?
100 kilograms?
a. Analyze the problem using the four-step plan in solving word problem.
b. 8.55
8.55
x
10
x 100
85.50
855.00
Problem 2:
A family's average plastic trash per day is 0.12 kg. How many kilograms of plastic trash does it have in
10 days?
Problem 3:
At one time, 1 Japanese yen was equivalent to 0.506 and 1 US dollar was was equivalent to 48.51.
Which has a greater peso value, 100 Japanese yens or 10 US dollars? Explain
Give each product orally.
1. 10 x 7.9 =
4. 100 x 0.63 =
2. 10 x 0.89 =
5. 100 x 0.97 =
3. 10 x 0.45 =
4. Generalization:
How do we multiply decimals by 10 and 100?
5. Application:
1. 10 x 4.35 =
3. 100 x 2.34 =
5. 100 x 3.67 =
2. 10 x 5.46 =
4. 100 x 4.56 =
IV. Evaluation:
Find the product of each item.
1.529.6 x 10 =
4. 100 x 52.96 =
2. 0.5296 x 10 =
5. 0.5967 x 100 =
3. 0.5635 x 100 =
V. Assignment:
Complete the table.
Decimal
X10
X100
9.12
8.35
17.08
0.98
1.37
Remarks: ________________________________________________________________________________________
October 9, 2014
Thursday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Multiplies decimals mentally by 0.1 and 0.01.
II. Subject Matter:
A. Topic: Multiplying Decimals Mentally by 0.1 and 0.01
The product when multiplying by 0.1 and 0.01 is the multiplicand itself with its decimal point moved to
the left to as many places as there are in the multiplier. Annex 0s when necessary to complete the
number
of decimal places.
C. References:
E. Value: Keen observation
1. Drill:
Give the value of N in 36 x 4 = N
4. Review on multiplying decimals by 10 and 100.
1. Motivation:
Explain that keen observation is helpful in finding patterns that often help one discover some rules in math.
2. Presentation:
Problem 1:
A pocketbook originally costs 348.50. During a book sale, its price is reduced by 0.1 of its original
value. Find its sale price.
a. Analyze the problem using the four-step plan in solving word problem.
b. Solution:
0.1 x 348.50 = 34.850 or 34.85
348.50 - 34.85 = 313.65
Problem 2:
A city government conducted a survey on 0.01 of its population. If the city's population is about 1.135
million, about how many people were surveyed?
Problem 3:
The sum of two numbers is 400. One of the numbers is hundredths of 3550.6. What is the other number?
Give each product orally.
1. 0.01 x 4.19 =
4. 0.01 x 4.2 =
2. 0.7 x 0.1 =
5. 0.1 x 0.9 =
3. 0.01 x 3.2 =
4. Generalization:
How do we multiply decimals by 0.1 and 0.01 mentally?
5. Application:
Give the product orally.
1. 0.01 x 3.6 =
4. 0.1 x 0.36 =
2. 0.1 x 4.7 =
5. 0.01 x 6.78 =
3. 0.01 x 5.36 =
IV. Evaluation:
Find each product orally.
1. 8.9 x 0.01 =
3. 4.03 x 0.1 =
5. 3.01 x 0.01 =
2. 0.1 x 0.26 =
4. 6.92 x 0.01 =
V. Assignment:
1. 4.15 x 0.01 =
2. 3.12 x 0.1 =
3. 2.25 x 0.01 =
4. 8.43 x 0.01 =
5. 8.05 x 0.1 =
Remarks: ________________________________________________________________________________________
October 13, 2014
Monday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Visualizes division of decimals using models.
II. Subject Matter:
A. Topic: Visualizing Division of Decimals
Division of decimals can easily be visualized using a number line. This is done by representing the
number on the number line and dividing the number into equal parts.
C. References:
E. Value: Carefulness and accuracy
1. Drill: Basic Division Facts
What is the quotient of 145 by 5?
4. Review on division of whole numbers.
1. Motivation:
Do you know how to cut bamboo into equal parts? This man is cutting bamboo into parts. Lets read the
problem to see what is the use of the bamboo.
2. Presentation:
Problem 1:
A bamboo pole 0.8 of a meter long was cut into pieces, each 0.2 of a meter long. How many pieces of
bamboo were there?
a. Analyze the problem using number line.
I----------I----------I----------I----------I
0.2
0.2
0.2
0.2
Use a number line to find each quotient.
1. 0.9 0.3 =
2. 1.2 0.4 =
3. 0.6 0.1 =
4. Generalization:
How to visualize the division of decimals?
5. Application:
Draw a number line. Use it to find each quotient.
1. 0.6 0.3 =
2. 1.5 0.5 =
3. 1.2 0.3 =
IV. Evaluation:
Use a number line to show each quotient.
1. 1.8 0.2 =
4. 3.6 0.9 =
2. 1.8 0.4 =
5. 4.5 0.5 =
3. 0.9 0.3 =
V. Assignment:
Draw a grid then find each quotient .
1. 2.4 0.2 =
4. 6.8 .3 =
2. 5.6 0.2 =
5. 7.2 0.8 =
3. 5.6 0.7 =
Remarks: ________________________________________________________________________________________
October 14, 2014
Tuesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Divides decimals by decimals through hundredths.
II. Subject Matter:
A. Topic: Dividing Decimals by Decimals Through Hundredths
When the dividend or divisor are both decimals or mixed decimals, make the divisor a whole number by
moving the decimal point to the right of the last digit. Move the decimal point in the dividend to
as many
places as in the divisor. Divide like you do with whole numbers. Place the decimal point
directly above
the decimal point of the dividend.
C. References:
E. Value: Carefulness
Sandra collected 90 kilos of paper for recycling. If she puts 15 kilos of paper in a box, how many boxes
will she need?
4. Review on visualizing division of decimals.
1. Motivation:
Today, we are going to divide decimals by decimals through hundredths.
2. Presentation:
Problem 1:
Darwin will cut strips of paper 0.2 dm wide from a sheet. 0.6 dm wide. How many strips of paper will he
have?
a. Analyze the problem using the four-steps plan in solving problem.
b. Solution:
Follow these steps:
1. Multiply the divisor by a power of 10 to make it a whole number.
2. Multiply the dividend by the same number with which you multiplied the divisor.
3. Divide like you do with whole numbers.
Answer: Darwin will have 3 strips of paper.
Problem 2:
A nutritionist poured 0.70 liter of honey into 0.14 liter plastic cups. Find the number of plastic cups filled.
Problem 3:
A rectangular ricefield is 0.4 kilometer wide and has an area of 0.8 square kilometer. Find the length of
the field.
Divide. Show how the decimal point is moved in the divisor and the dividend. Check by multiplication.
1. 0.4 0.2 =
4. 0.45 0.9 =
2. 0.08 0.04 =
5. 0.56 0.07 =
3. 0.25 0.05 =
4. Generalization:
What is done to a decimal divisor before performing division? Why?
Does multiplying a decimal divisor and dividend by the same power of 10 change their values? Why?
5. Application:
Divide.
1. 0.04 0.02 =
4. 0.42 0.06 =
2. 0.72 0.09 =
5. 19.6 0.07 =
3. 7.5 1.5 =
IV. Evaluation:
Find each quotient. Check the answer by multiplication.
1. 0.09 0.03 =
4. 18.6 0.02 =
2. 0.93 0.3 =
5. 2.4 0.06 =
3. 3.2 0.4 =
V. Assignment:
Complete the table. Divide the decimal in the first row by the corresponding decimal in the first column.
0.02
0.03
0.06
0.24
0.36
0.12
0.48
0.84
0.96
0.72
0.54
Remarks: ________________________________________________________________________________________
October 15, 2014
Thursday
MATHEMATICS V
(10:00-11:00)
I. Objective:
Divides decimals by whole numbers.
II. Subject Matter:
A. Topic: Dividing Decimals by Whole Numbers
To divide decimals by whole number, write the division problem in the form dividend divisor =
quotient, then place the decimal point in the quotient directly above the decimal point in the dividend.
Divide like you do with whole numbers.
C. References:
E. Value: Accuracy
A box of chalk contains 300 pieces. How much chalk will each class get if there are 15 classes?
4. Review on division of decimals by decimals through hundredths.
1. Motivation:
Discuss the value of helpfulness to the class.
2. Presentation:
Problem 1:
Luisa helps in the sari-sari store after her classes. If she works 16.25 hours in the store for 5 days, what is
the average number of hours she works there in a day?
a. Analyze problem using the four-step plan in solving word problems.
b. Solution:
1. Write the decimal point in the quotient directly above the decimal point in the dividend.
2. Divide like you do with whole numbers.
Problem 2:
If 4 pairs of socks cost 215.36, how much does a pair cost?
Problem 3:
A pack of hotdogs weighs 2.25 kg. If there are 15 hotdogs in the pack, what is the average weight of a
hotdog?
Divide. Check by multiplication.
1. 8.032 4 =
4. 0.408 12 =
2. 14.49 21 =
5. 0.1245 15 =
3. 7.84 14 =
4. Generalization:
When a divisor is a whole number and the dividend is a decimal, do you need to change the dividend to a whole
number? Why?
How do we divide decimals by a whole number?
5. Application:
Divide.
1. 0.45 3 =
4. 6.38 11 =
2. 6.25 5 =
5. 0.837 31 =
3. 0.564 3 =
IV. Evaluation:
Divide and check the answer by multiplication.
1. 0.968 8 =
4. 4.56 12 =
2. 1.83 3 =
5. 19.80 15 =
3. 0.366 6 =
V. Assignment:
Ready for a test tomorrow. Goodluck!!
Remarks: ________________________________________________________________________________________
October 27, 2014
Monday
MATHEMATICS V
(10:00-11:00)
I. Objective:
II. Subject Matter:
A. Topic:
C. References:
Mathematics for a Better Life 5, pp.
Flashcards,
D. Materials:
E. Value:
1. Drill:
4. Review on multiplying
3. Generalization:
4. Application:
IV. Evaluation:
V. Assignment:
Remarks: ________________________________________________________________________________________
October 28, 2014
Tuesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
II. Subject Matter:
A. Topic:
C. References:
D. Materials: Flashcards,
E. Value:
1. Drill:
3. Generalization:
4. Application:
IV. Evaluation:
V. Assignment:
Remarks: ________________________________________________________________________________________
October 29, 2014
Wednesday
MATHEMATICS V
(10:00-11:00)
I. Objective:
II. Subject Matter:
A. Topic:
C. References:
Flashcards,
D. Materials:
E. Value:
1. Drill:
3. Generalization:
4. Application:
IV. Evaluation:
V. Assignment:
Remarks: ________________________________________________________________________________________
October 30, 2014
Thursday
MATHEMATICS V
(10:00-11:00)
I. Objective:
II. Subject Matter:
A. Topic:
C. References:
D. Materials: Flashcards,
E. Value:
1. Drill:
3. Generalization:
4. Application:
IV. Evaluation:
V. Assignment:
Remarks: ________________________________________________________________________________________
4th
MATHEMATICS V
Date: ___________
I.
Objective:
Derive the formula for finding the circumference of a circle
Value:
Creativity; Resourcefulness
II.
Subject Matter:
Deriving a formula for finding the circumference
References: BEC-PELC A1.1 p. 36
Materials:
Cut-outs of circles of different sizes Protractors
III.
Subject Matter:
A. 1. Preparatory Activities:
a. Exercises in OBFAD/4Fs
(One Basic Fact a Day)
b. Drill: Convert the following to m
100 cm = _______ m
125 cm = _______ m
Convert the following m to cm
.7 m = _________ cm
8 m = _________ cm
c. Review:
Conduct a review of the different kinds of plane figures. Recall the parts of a circle. Have them
tell something about circle.
d. Checking of Assignment
2. Lesson Proper:
Motivation:
Give examples of things that are round. Give their uses. Do they add beauty?
B. Presentation:
a. Present this story problem written on a chart.
Mayor Ople of Hagonoy, Bulacan built a fountain in front of the town plaza. The fountain stands on a
circular pond with a diameter of 20 meters. Find the distance around the pond.
b. Distribute individual cut outs of circles of different sizes to the pupils.
c. Explain the meaning of:
circumference
distance
radius
pi
C. Generalization:
What is the meaning of circumference?
What is diameter? Radius?
What is the formula in finding the circumference of a circle?
D. Practice Exercises:
Find the circumference by using the formula
IV. Evaluation:
Find the circumference:
1. Radius 5 meters
2. Radius 7 cm
3. Diameter 12 cm
V. Assignment:
Analyze the problem then solve using the formula.

The wheel of Paolo's bicycle has a diameter of 20 cm. How far can it travel when the wheel makes 10 complete
turns?
MATHEMATICS V
Date: ___________
I.
Objective:
Find the circumference of each circle using the formula.
Value:
Show respect in making ones home beautiful and orderly
II.
Subject Matter:
Circumference of a Circle
References: BEC-PELC III A.1 p.36
Materials:
Cylindrical figures like cans, wheels and bottle cups, cut outs of circle of different sizes, protractors
III.
Subject Matter:
b. Drill: Identify polygon drown bellow
c. Review:
What is the name of the part of the circle drawn bellow?
2. Lesson Proper:
Motivation:
Have you seen plants named crotons? Describe them. Discuss with the pupils how they can help in
beautifying their school. Have them give examples of plants that can beautify one's school, house or yard.
B. Presentation:
1.
Present this problem written on the chart.
Mrs. Ramiro planted dwarf crotons around her circular flower garden which has a diameter of 8 meters.
How many meters will be planted with dwarf crotons?
2. Have them analyze the word problem. Lead them to discover the circumference by placing a meter-marked
string around the circle and counting the meter marking. Let them study how to find the circumference by
computation.
C = 8 x 3.14
= 25.12 m
C. Generalization:
What is the formula in computing the circumference, if the diameter is given? If the radius is given?
Copy and complete the table. Use pi
= 3.14
R
Di
Circumf
a
a
erence
d
m
i
et
u
er
s
1
3
c
m
1
0
m
3
4
12
c
m
8
m
IV. Evaluation:
Find the circumference of each circle.
2. Radius = 14 m
V. Assignment:
Read and solve.
1. The girl scouts helped plant medicinal herbs around the circular town plaza with a 40 m diameter. Find the
circumference of the town plaza?
2. The diameter of a circular garden in the park is 18 m. Find the circumference of the garden.
MATHEMATICS V
Date: ___________
I.
Objective:
Tell what is asked/are given/word clues/operation(s) to solve the problem
Value:
Critical Thinking
II.
Subject Matter:
Problem Solving
References: BEC III A.2.1.1.1. p.36
Materials:
Chart on problem solving
III.
Subject Matter:
b. Drill: Identify the following polygons
c. Review:
What is the formula for finding circumference?
2. Lesson Proper:
Motivation:
Your mother asked you to buy a kilo of avocado. When you reached the market, you saw class A avocado
for P 40.00 a kilo. Overly ripped avocados cost P 20.00 a kilo. Which would you buy? Infuse the value of
critical thinking.
B. Presentation:
1. Present this story problem written on a chart. (Discuss critically)
Sta. Monica Elementary School has a circular playground with a radius of 18 meters. How many meters
of wire are needed to enclose the playground?
2. Call on the pupils to answer each step in analyzing the word problem. For step 1 have the pupils read the
problem aloud. For step 2, have the pupil repeat the question to be answered. For step 3 have a pupil relate
what information(s) is/are given. For step 4 in dealing which process to use, have the pupil reread the word
problem for key words to give them the clue.
C. Generalization:
How do we analyze word problems? Give the steps that must be followed in solving word problems.
Analyze this problem. Tell what is asked/ is/are given and the operation to be used. One day, Justin and
Joseph made a kite. They placed a big circle on the body of the kite. The circle is trimmed around with colorful
strings. How long is the string if the radius of the circle is 40 cm?
IV. Evaluation:
Read carefully. Give your answers to
a. What is asked?
b. What are given?
c. What operation is needed in solving the problem?
1. Mr. Villanueva wants to fence his circular bamboo field with cyclone wire. How much cyclone wire does he need
to use if the field has a radius of 15 meters?
2. Find the circumference of a circular lagoon if the radius is 8 meters.
V. Assignment:
Read the problem your answers to
1. What is asked?
2. What are given?
3. Operation needed problem
Trina and Paulo painted the scenery for the class play. For the moon, they drew a circle. Then they trimmed it
around with a string of sequins. If the diameter of the moon is 120 cm., how long was the string of sequins that
they used?
MATHEMATICS V
Date: ___________
I.
Objective:
Analyze the word problem
Value:
Initiate in doing things
II.
Subject Matter:
Analyzing Word Problems
References: BEC-PELC A2.1.1 p. 36
Materials:
chart with steps in problem solving
III.
Subject Matter:
b. Drill:
Drill on giving names to the different polygons
c. Review:
Recall how to find the circumference of a circle.
Find the circumference:
1. Radius = 5 cm
2. Radius = 3 cm
2. Lesson Proper:
Motivation:
Show to the class a sample of a crochet circular doily. Ask there if they have also crocheted items at
home. Discuss with the pupils how they can initiate projects at home and in school.
Infuse the value of having initiative in doing things.
B. Presentation:
Alice is making a circular table cloth. It has a diameter of 1.4 meters. How many meters of lace are needed to
decorate the sides of the table-cloth?
Let them read and analyze the problem. Ask a pupil to read the question and another to answer it.
C. Generalization:
What are the steps in analyzing word problems?
Read carefully and answer each question.
Rita made a circular placemat which has a radius of 3 cm. How many centimeters of lace trimmings are
needed to put around the placemat?
IV. Evaluation:
Analyze the problem carefully.
The members of the Barangayette are helping the teachers plant medicinal plants around the circular Science
Garden of the school. The Science Garden has a diameter of 2 meters. Find the circumference of the Science Garden.
V. Assignment:
Analyze the problem. Follow the steps learned in analyzing word problems.
Joan would like to out ribbon around a centerpiece that is circular in shape. If it has a diameter of 20 cm, how
long will the ribbon be?
MATHEMATICS V
Date: ___________
I.
Objective:
Transform the word problem into number sentence
Value:
Wise use of leisure time
II.
Subject Matter:
Problem Solving
References: BEC-PELC A 2.1.2 p.36
Materials:
III.
Subject Matter:
b. Drill: Identifying plane figures
c. Review: Steps in analyzing word problems
2. Lesson Proper:
Motivation:
You were already in school when classes were suspended due to very inclement weather condition. What
will you do to make your time worthwhile?
Infuse the value of using the using the leisure time wisely
B. Presentation:
1. Present this word problem for analysis.
Mr. de Rivera sewed a white round veil for her daughters first communion. She needs a five lace around
the veil. How long was the lace that she used if the radius of the veil was 80 cm?
2. Have the pupils analyze the word problem orally.
3. Provide additional practice exercises as may be needed.
C. Generalization:
How would you be able to give the mathematical sentence of certain word problem?
D. Practice Exercies:
Give the mathematical sentence for each problem.
1. Angel would like to put lace around a circular centerpiece. If the centerpiece has a diameter of 15 cm, how
long will the lace be?
2. What is the circumference of a table with a 25.5 cm diameter?
IV. Evaluation:
Give the mathematical sentence.
1. Mrs. Lazaro crocheted the top cover of their dining table, then she sewed the trimmings on the edges. If the
diameter of the finished table cloth cover is 3 meters, how many meters of trimmings were used?
2. Mr. Ramiro fenced his circular vegetable garden with chicken wire. The radius of the garden is 7.5 meters. How
many meters of chicken wire did he use?
V. Assignment:
Give the mathematical sentence.
1. A circular swimming pool has a diameter of 18 m. Find the distance the pool.
2. The wheel of Paolo's bicycle has a diameter of 20 cm. How far can it travel when the wheel makes 10 compete
turns?
MATHEMATICS V
Date: ___________
I.
Objective:
Use the correct operation
Value:
Cleanliness, Orderliness
II.
Subject Matter:
Problem Solving
References: BEC-PELC A 2.1.3 p.36
Materials:
Chart on problem solving
III.
Subject Matter:
b. Drill: Drill on the identification of the different polygons.
c. Review: Review the steps in Problem Solving
2. Lesson Proper:
Motivation:
You are a member of Family I assigned to clean the H.E.'s kitchen. How can you help to make the task
easier?
Infuse the value of cleanliness and orderliness in the discussion.
B. Presentation:
Go over the different word problems involving finding the circumference that have been presented on the
chart. Call pupils to analyze each problem. Then let them solve the problem using the correct operation either on
the board or in their seats. Have them show their solution to the problem. Remind the pupils to label the given
facts correctly.
C. Generalization:
What must you remember in order to analyze and solve word problems correctly?
Solve by using the correct operation. Show your solutions.
1. The diameter of a circular garden is 18 meters. Find its circumference.
2. A telescope has a lens with a diameter of 102 cm. What is the distance around the lens?
IV. Evaluation:
Read carefully. Solve the problem by using the correct operation. Label the numbers properly.
1. The boy scouts helped plant medicinal herbs around the circular town plaza which has a diameter of 40 meters.
Find the circumference of the town plaza.
V. Assignment:
Read carefully. Then answer the questions.
Nanette's circular garden is 5 meters in diameter. How many meters of chicken wire are needed to fence it?
1. The problem asks for the of meters of chicken wire needed to put a fence around the garden.
2. The given facts are 5 m and _______.
3. The mathematical sentence is _______.
4. The solution is _______.
5. The answer is _______.
Monday
January 13, 2014
I. Objective:
State the complete answer.
Value: Initiate in doing things
II.
Subject Matter:
Stating the Complete Answer
References: BEC-PELC A. 2.1.4 p.36
Materials:
Chart, flashcards, show-me-card
III.
Learning Activities:
a. Drill: Multiplication facts (using flashcards)
b. Mental Problem:
c. Checking of Assignment
d. Review: Read and answer the questions after this problem.
A circular garden has a radius of 4.5 m. What is its circumference?
What is asked?
What is/are given?
The word clue/s?
What is the operation to be use?
What is the number sentence?
1. Motivation:
Have some pupils describe a circular table cloth they may have at home or in school. Discuss with the
pupils how they can initiate projects at home or in school.
2. Presentation:
1. Present this -problem on the board
Nice is making a circular table cloth. It has a diameter of 1.4 meters. How many meters of lace are needed
to decorate the sides of the table cloth?
2.Discussion:
What are the given facts?
How do you make the diagram for the problem?
What is the formula for finding the circumference?
What is the mathematical sentence?
What is the complete answer?
Solve. State the complete answer.
Patricia made a circular cloth placemat as her project in H.E. It has a diameter of 30 centimeters. How
many centimeters of bias binding are needed to put around the cloth?
D. Generalization:
How will you state the complete answer in solving word problems?
E. Application:
Solve.
A telescope has a lens with a diameter of 102 cm. What is the distance around the lens?
IV. Evaluation:
Solve each problem. State the complete answer.
1. Mr. Cabral wants to fence his circular bamboo field with cyclone wire. How much cyclone wire does he need to
use if the field has a radius of 15 m?
2. Marina wants to measure the circumference of her dinner plate. She got a ruler and found its radius. The plate's
radius is 12 cm. What is the circumference?
V. Assignment:
1. Mrs. Caparas crocheted the top cover of their round dining table. Then she sewed trimmings on the edges. If the
diameter of the finished table cover is 3 meters, how many meters of the trimmings were used?
2. Mr. Bautista fenced his circular vegetable garden with chicken wire. The radius of the garden is 15 meters. How
many meters of chicken wire did he use?
Remarks: _______________________________________________________________________________
MATHEMATICS V( 9:40-10:40)
Thursday
December 19, 2013
I. Objective:
Solves word problems involving circumference measure.
Value: Wise use of leisure time
II.
Subject Matter:
Solving Word Problems Involving Circumference Measure.
References: BEC-PELC A.2.1
Materials:
Chart o n problem solving
III.
a. Drill: Simple Multiplication Facts
b. Mental Problem: What do you call this angle?
c. Checking of assignment
d. Review: Find the circumference given the following data.
1. D = 5 cm
2. R = 3 cm
3. R = 8 m
1. Motivation:
Classes are suspended due to bad weather. What will you do so that your time will be worthwhile?
Infuse the value of using their leisure time wisely.
2. Presentation:
1. Present this problem. Trina has a project in EPP-HE. She plans to make a circular table cloth. It
has a diameter if 1.4 How many meters of lace will she need to decorate sides of the table
cloth?
2.Discuss with the pupils how the problem will be solved. Have them take note of the steps used in
analyzing and solving word problems.
Read carefully and solve.
1. Linda is making a circular veil which has a radius of 7 cm. How many centimeters of lace trimmings does she
need to put around the veil?
2. The diameter of a circular garden in the park is 15 m. Find its circumference?
D. Generalization:
What are the steps that you must remember in analyzing and solving word problem?
E. Application:
Read and solve.
A circular flower bed has a radius of 3.8 meters. The gardener wants to plant 40 roses bushes around
the circumference. About how far apart should he plant them?
IV. Evaluation:
1. Tito Celing needs some old tires in making flower pots. What is the circumference of each flower pot if the radius
is 25 cm?
2. If the radius of the Ferris Wheel is 12 m, what is its circumference?
V. Assignment:
Read and solve.
1. Bebs would like to put ribbon around a centerpiece that is circular in shape. If it has a diameter of 23 cm, how
long will the ribbon be?
2. The skating rink at a mall has a diameter of 12 m. How many meters of railing are needed to surround the skating
rink?
Remarks: _________________________________________________________________________________
Monday
December 16, 2013
I. Objective:
Find the area of parallelograms in square meters/centimeters
Value: Promote community responsibility
II. Subject Matter:
Finding the Area of Parallelogram
References:
BEC III B.1 p. 37
Materials:
Flashcards, illustrations
III.
A. 1.Preparatory Activities:
a. Drill: Multiplication facts (using flashcards)
b. Mental Problem:
d. Review: What are the different plane figures?
2. Lesson Proper:
Motivation:
Talk about the role of farmers in food production. Let them appreciate the role of farmers to our country.
Then discuss about the responsibilities of every citizen in the community.
B. Presentation:
1. Present this lesson for discussion
A field has nearly the shape of a parallelogram in which the base is 65 meters and the height is 48 meters.
What is the area of the field?
2. Discussion:
Solution:
Base = 65 m
Height = 48 m
Formula: base x height = area of parallelogram
Area of parallelogram = 65 x 48 = 3220 m2
The field has an area of 3220 m2
Solve for the area of parallelogram. (Group Activity)
1. b = 12 m; h = 15 m A = ________
3. b = 25 m; h = 8 m
A = _______
2. b = 18 m; h = 20 m A = ________
4. b = 8.5 cm; h = 4 cm A = _______
D. Generalization:
What is the formula in finding the area of parallelogram?
E. Application:
Solve the area of parallelogram.
1. b = 14 cm ; h = 21 cm
3. B = 2.3 m ; h = 3.4 m
2. b = 6.1 dm ; h = 5.2 dm
IV. Evaluation:
Solve for the area of the following.
1. b = 51 m
h = 26 m
A = _____
2. b = 15 cm
h = 9.5 cm
A = _____
3. b = 12 m
h=8m
A = _____
V. Assignment:
Solve the following problems.
1. Mrs. dela Paz has a sugarcane field in the shape of a parallelogram. Its base is 500 meters and its altitude is 200
meters. What is its area?
2. A parallelogram lot is for sale P 1,200.00 per square meter. How much is the cost of a lot with 320 m base and
210 m height?
Remarks: _____________________________________________________________________________________
Tuesday
December 17, 2013
I. Objective:
Find the area of trapezoids in square meters/centimeters.
Value: Eating fish is good for the body
II. Subject Matter:
Finding the Area of Trapezoids
References:
BEC III B.1 p.37
Materials:
Cut-outs, illustrations, flashcards
III.
a. Drill: Basic multiplication facts (using flashcards)
b. Mental Problem:
d. Review:
What is this figure?
Let us place two of these triangles together like this. What figure is formed? Is one triangle equal to
one-half of the parallelogram?
2. Lesson Proper:
Motivation:
Motivate the children by asking them what kind of food they like to eat. Encourage them to eat fish than
meat by discussing the food nutrients we get from fish. Also discuss the money our mothers can save if the
family will eat more fish than meat.
B. Presentation:
1. Present this example written on the board.

Since we know that parallelogram consist of 2 triangles, let us solve for the areas of 2 triangles in the
trapezoid.
2. Discussion: (illustrated written on the board)
Find the area of these trapezoids.
D. Generalization:
What is the formula in finding the area of a trapezoid?
E. Application:
Find the area of a trapezoid.
1. b1 = 3cm ; b2 = 5cm ; h = 6 cm
2. b1 = 2.6 dm ; b2 = 6.4 dm ; h = 4 dm
3. b1 = 3.5 m ; b2 = 6.1 m ; h = 5 m
IV. Evaluation:
Find the area of these trapezoids.
Base 1
Base 2
Height
Area
1. 7 m
8.5 m
4.5 m
2.
12 10 cm
7.5 cm
cm
3.
15 11 cm
6 cm
cm
4. 10 m 15 m
9 cm
5. 25 m 20 m
16 m
V. Assignment:
Find the area of this trapezoids.
Remarks: _______________________________________________________________________________________
Wednesday
2013
December 18,
I. Objective:
Find the area of a circle.
Value: Sharing
II. Subject Matter:
Finding the Area of a Circle
References:
BEC III B.1 p.37
Materials:
Cut-outs, illustrations, flashcards
III.
b. Mental Problem:
the product of two numbers is 144, what is the other number if the one is 12?
d. Review:
A circle is a closed plane figure. It is not formed by line segments. Is a circle a polygon? What is the
formula in finding the circumference of a circle?
2. Lesson Proper:
Motivation:
Discuss the meaning of herbs. Discuss also how to make one's pace beautiful. Let them give examples of
plants that can beautify one's home or yard. Let them give other ways to make a certain place beautiful.
B. Presentation:
1. Present this problem written on the board.
A rectangular lawn is 18 m by 12 m. At each end of the lawn, there is a circular flower plot with a radius
of 3 rn. Find the area of the two circular flower plots.
2. Discussion
What is the solution using the formula: A = r 2?
Area of the 2 flower is 56.52 m2
Solution: (illustrated on the board)
Find the missing data.
1. Radius = 12 cm Area = _______
2. Diameter = 18 m
Area = _______
3. Radius = 31.6 cm
Area = _______
D. Generalization:
Give the formula in finding the area of a circle.
E. Application:
Find the area of each circle.
1. r = 4 cm
2. r = 7 cm
3. d = 24 cm
4. d = 60 dm
5. r =12 m
IV. Evaluation:
Find the area of these circles:
1. r = 18 cm
2. r = 16.4 cm
3. d = 7.6 cm
4. r = 12 cm
5. d = 19 m
V. Assignment:
Complete the table. An example is done for you.
Radius
12.3 cm
12.25 m
_________
3.5 cm
Diameter
24.6 cm
_________
18 dm
_________
Circumference
77.244 cm
_________
_________
21.98
Area
475 cm2
_________
_________
_________
Remarks: ______________________________________________________________________________
Monday
January 6, 2014
I. Objective:
Analyze the word problem.
Value: Appreciate Filipino sports and games
II Subject Matter:
Analyze the Word Problem
References: BEC III B.2.1.1 p.37
Materials:
Flashcards, chart with word problems
III.
b. Mental Problem:
The quotient of two numbers is 125. What is the dividend if the divisor is 5?
d. Review: What are the steps to solve word problems easily?
2. Lesson Proper:
Motivation:
What is your a favorite sport or game? Why do you like it? Does it help to make your body strong and
healthy? Do you know other Filipino sports and games? Give examples. Lead the children to the appreciation
of Filipino sports and games.
B. Presentation:
1. Present this problem
The bases of a trapezoid are 6.5 cm and 3.7 cm, Find the area if its height is 7.3 cm.
2. Discussion
What is asked?
What is/are given?
What is/are the word clue/s Give the operation to be used? What is the mathematical sentence?
3. Give more word problems to be analyzed by the pupils.
Read and answer the following questions.
1. A circular park has a radius of 70 meters. What is its area?
What is asked? .
What is the word clue?
What is the operation to be used?
2. Each morning, Rudy jogs 6 times around the Memorial Circle. If he covers a distance of 2827 m, what is the
radius of the Circle? What is its area?
What is asked?
What is the word clue?
What is the operation to be used?
D. Generalization:
What should we remember in analyzing word problems?
E. Application:
Solve.
A parallelogram has a base of 6 dm and a height of 5 dm. A circle has a radius of 5 dm. Which of the two has a
smaller area? How much smaller?
IV. Evaluation:
Read and analyze the following problems:
1. Manuel cut a circle from a piece of red paper. Its diameter is 3.5 centimeter. What is its area?
2. A lot is in the form of a triangle. The base is 38 rn and the height is 25 m. What is the area of the lot?
V. Assignment:
Analyze this problem:
The area of a circular antenna is 19.625 m2. Find its radius.
Remarks: _____________________________________________________________________________
Tuesday
January 7, 2014
I. Objective:
Solves word problems involving area of plane figures.
Value: Appreciate the beauty and ways of life in the farm
I. Subject Matter:
Solving Word Problems Involving Area of Plane Figures
References:
BEC B 2.1 p. 37
Materials:
Flashcards, chart with word problems
III.
b. Mental Problem:
d. Review: What should we remember in analyzing word problems?
2. Lesson Proper:
Motivation:
Ask them if they have seen grain stalks swaying in the fields. Have them narrate their experiences in the
fields. Ask them if they want to live in the farm? Why and why not? Ask the pupils what beautiful spots can
be seen in the farm? Lead them to appreciate the ways of life in the farm.
B. Presentation:
1. Present this problem.
The bases of a trapezoid are 5.4 cm and 7.2 cm. Find its area if the height is 3.5 cm.
2. Discussion:
What is asked?
What is/are the operation/s to be used?
What is the formula in finding the area of a trapezoid?
Show the solution on the board.
Read and solve.
A dinner plate has a diameter of 25.8 cm. What is its radius, circumference and area?
D. Generalization:
What would we remember in solving the area of a plane figures?
E. Application:
Read and solve.
Lots in Lakeville subdivision cost Php 3,500 per square meter. How much will Mrs. Vargas pay for a
trapezoidal lot with parallel sides 12 m long and 15 m long, if the sides are 18 m apart?
IV. Evaluation:
Read and solve:
1. How many square meters of carpet are needed to cover a room of 7.85 m by 9.5 m?
2. The length of a rectangle is 2.75 m and its width is 3.15 m. What is its area?
V. Assignment:
Read and solve.
A circle graph in the book has a radius of 4.9 cm. Find the area.
Remarks: _______________________________________________________MATHEMATICS V(9:40-
10-40)
Wednesday
January 8, 2014
I. Objective:
Tell what is asked given, word clue and operation to be used.
Value: Industry, Productivity
II.
Subject Matter:
Telling what is asked, given, word clue and operation to be used (problem solving)
References:
BEC III B.2.1.1.1 p. 37
Materials:
Word problem chart, flashcards, show me card
III.
b. Mental Problem:
Tell what kind of plane figures are the following.
d. Review:
Write the formula in finding the area of the following polygons.
1. circle
2. square
3. trapezoid
4. rectangle
5. triangle
2. Lesson Proper:
Motivation:
Who among you have a backyard? Can you describe to us what we can find in your backyard? What can
you do to make it Productive?
B. Presentation:
1. Mr. Perez wanted to plant some vegetables at his triangular backyard. Together with his brother they cleaned
the area with a base of 60 dm and a height of 30 dm. What was the total area that they cleaned?
2. Discussion:
What are given?
What are the word clues?
What operations will be used to solve the problem?
Read and analyze.
Mang Daniel's tilapia fishpond is in the shape of a trapezoid. Its upper base is 6 m, while its lower base is
8 m.What is the area of the trapezoid if its height is 4 m?
1. What is asked?
2. What are given?
3. What are the word clues?
4. What are the operations to be used?
D. Generalization:
How do we analyze word problems?
E. Application:
Tell what is ask, given, operation to be used, and number sentence.
A beach resort in Boracay earned Php 975,867 in March, Php 3,465,981 in April and Php 456, 879 in May.
What was the resort's total earnings in three months?
IV. Evaluation:
Read the problem and supply the needed information.
Janica wants to buy a new carpet for their living room which is 9 meters long and 5 meters wide. What is the area
of the carpet that she needed?
Ask:
________________________
Given:
________________________
Word clues:________________________
Operation: ________________________
V. Assignment:
Read and analyze.
Mrs. Mariano has a lot which is shaped like a trapezoid. The dimensions of the lot are b l = 12 m; b2 = 17 m; s
= 10 m and h = 8 m. What is the area of the lot?
Ask:
________________________
Given:
________________________
Word clues:________________________
Operation: ________________________
Remarks: _____________________________________________________________________________
Thursday
January 9, 2014
I. Objective:
Transform the word problem into a number sentence
Value: Creativity
II.
Subject Matter:
Problem Solving
References:
BEC IV B.2.1.2; 2.1.3; 2.1.4 p. 37
Materials:
Word problem chart, show-me-card
III.
b. Mental Problem:
The area of a rectangle is 56 m2. If the length is 8 m. What is the width?
d. Review: Review the steps in analyzing word problems.
2. Lesson Proper:
Motivation:
If you have an old scarf, are you going to throw it away? Use it as rag? (Infuse the value of being
creative)
B. Presentation:
Raiza covered her old triangular scarf with sequins and beads. What is the area covered if the scarf has a base
of 130 cm and a height of 70 cm?
1. Discussion:
What are the word clues?
- What is the formula for finding the area of a triangle?
- What is the number sentence?
- What operations are we going to use?
- What is the complete answer?
Read and analyze
Two brothers, Patrick and Dennis inherited a piece of land from their parents. Patrick's lot has a base of
140 m and a height of 80 m., while Dennis' has a base of 125 m and a height of 75 m. What is the area of
Patrick's lot?
The operation/s needed ___________________
The number sentence ___________________
The complete answer ___________________
D. Generalization:
In solving word problems involving area,

How do we transform word problem into a number sentence?
How are we going to know the operation/operations to be used?
How do we state the complete answer in solving word problem?
E. Application:
Read and analyze.
Mang Lucio picked 112 mangoes from one tree and 73 mangoes from
another tree. How many mangoes did he pick in all?
IV. Evaluation:
A. Read the problem and supply the needed information.
Bianca bought a corner lot in the shape of a trapezoid. The upper base is 45 m, the lower base is 60 m and the
height is 30 m. What is the area of the lot?
The operation/s needed ___________________

The number sentence ___________________
The complete answer ___________________
V. Assignment:
Read and answer the questions that follow.
Mr. dela Cruz has a triangular field of a palay, the base which is 20 meters and the altitude is 16 meters. Find the
area of the triangular field.
What is the number sentence?
What operations are needed?
Remarks: _____________________________________________________________________________
MATHEMATICS V 9:40-10:40
Friday
January 17, 2014
I.
Objective:
Tell the unit of measure used for measuring the volume of cubes/rectangular prisms.
Value: Being well organized
II.
Subject Matter:
Telling the unit of measure used for measuring the volume of cubes/rectangular prisms
References: BEC III C.1.1 p. 38
Materials: ruler, real objects such as dice, shoebox, hollow block, powdered milk box, illustrations,
show-me-card
III.
1. Drill: Simple Multiplication Facts.
2. Mental Problem:
What do we call the figure with 5 sides and 5 angles?
3. Checking of assignment:
4Review:.
Tell what spatial figures are the following
1.
_______
2.
_______
3.
_______
4.
_______
2. Lesson Proper:
Motivation:
What are the things or toys that you often play with? After playing, what will you do with the toys? Is it
important to keep them in a safe place and to be well-organized? (Infuse the value of being well-organized)
Problem Opener:
Janna is playing a dice and a shoebox. She wants to know what unit of measure she is going to use
in measuring the volume of the dice and the shoe box. Can you help Janna?
Show the dice and the shoe box to the class, with the use of their ruler. Ask a pupil to measure the edges
of the dice. Ask what unit of measure did he use in measuring the dice.
Call another pupil and ask him to measure the shoebox and ask him to measure the edges of the shoebox.
3. Solution:
Edge - 5cm
(With the use of show-me-card) What unit of measure are you going to use in measuring the volume of the
following?
1. Television
2. box
3. divan
4. lunch box
5. dice
D. Generalization:
What is the unit of measure are we going to use in measuring the volume of smaller cubes and rectangular
prism?
E. Application:
What is the unit of measure are we going to use in measuring the volume of the following?
a. chalkbox
b. a rectangular cabinet
c. a box of cigarette
IV. Evaluation:
1. What unit of measure are you going to use in measuring the volume of the following?
a. aquarium
b. shoebox
c. dice
d. gulaman bar
V. Assignment:
Write the unit of measure used in measuring the volume of the following.
1. gift
2. hollow block
3. soap
Remarks: ________________________________________________________________________
Monday
January 20, 2014
I. Objective:
Convert one cubic unit of measure to a larger or smaller unit
Value: Be concerned about the health of the family members
II. Subject Matter:
Converting one cubic unit of measure to a larger or smaller unit
References:
BEC III C.1.2 p. 38
Materials:
show-me-card, flashcards
III.
2. Mental Problem:
What is the unit of measure in volume?
4. Review:
Have the children answer their exercises in their show-me-cards.
2 x 100 =
5000 1000 =
4 x 1000 =
7000 1000 =
3.5 1000 =
What do you usually drink at breakfast? Talk about the importance of milk to our body.
Problem Opener:
Floriane bought a box of milk with a net weight of 250 milliliters, a can of powdered milk with
250 milliliters and another big box of milk with 500 milliliters. How many liters or milk did she buy?
a. Analyze the word problem
b. Ask for the number sentence 250 ml + 250 ml + 500 ml = 1000mIc. To convert milliliters to liters of milk, we divide. Since there are 1000 ml in a liter, divide:
1000 = 1 liter
1000
Write the missing number for each.
1. 2.5 liters = _____ ml
2. 3000 ml = _____ liters
3. 7.8 liters = _____ ml
D. Generalization:
How do we convert one cubic unit of measure into a larger on smaller unit?
D. Application:
Write the missing number for each.
4. 23 liters = _____ ml
5. 4000 ml = _____ liters
6. 8.7 liters = _____ ml
IV. Evaluation:
Change each of the following to the unit given in parenthesis.
1. 7 liters (ml)
2. 1250 ml (ml)
3. 8.5 liters (L)
V. Assignment:
Find the total. Then write the answer in the unit written in parenthesis.
1. 640 ml + 395 ml (L)
2. 3.8 L 8.75 L (mL)
3. 6350 ml + 2765 mL (L)
Remarks: _________________________________________________________________________
Wednesday
I.
Objective:
January 22, 2014

Derive a formula for finding the volume of cube
Value: Accuracy
II. Subject Matter:
Deriving a formula for finding the volume of cubes.
References: BEC III C. 1.3 p.38
Materials:
cube, flashcards, box, show-me-card
III.
a.Drill: Simple Multiplication Facts
b.Mental Problem:
Giving the name of special figures and describing them
c. Checking of assignment:
d.Review:
Fill in the blanks to complete the equivalent measures.
1) 3.5 L = ______ ml
2) 3.5 L = _____ ml
3) 4000 ml = _____ L
1.Motivation:
In Grade IV, you have learned that the measure of the space occupied by a solid is called its volume.
Today, we will discover the formula for finding the volume of a cube.
2. Presentation:
Show a box 4 cm long, 4 cm wide and 4 cm. high. Let them measure the box (the length, width and
height) Emphasize the value of accuracy in measuring. Then count the number of cubes.
3. Discussion:
a. How many rows of cubes are there?
b. How many cubes are there in each row?
c. How many layers of cubes are there?
Make a formula to find the volume of a cube using the given data.
1. side = 3.5 cm
2. side = 83 cm
3. side = 4.28 cm
D. Generalization:
How do we find the volume of a cube?
E. Application:
Divide the class into 3 group. Derive a formula to find the volume of a cube.
1. side = 5.4 dm
2. side = 6.5 dm
3. side = 7.6 dm
IV. Evaluation:
Derive a formula to find the volume of a cube.
1. side = 6 dm.
2. side = 3.2 cm.
3. side = 63 cm.
4. side = 4 m.
5. side = 7.4 cm.
V. Assignment:
Find the volume of the following cubes with the given sides
1. side = 5.2 cm.
2. side = 4.6 cm.
3.side = 9 cm.
Remarks: _________________________________________________________________________
MATHEMATICS V 9:40 10:40

Tuesday
2014
January 21,
I.Objective:
At the end of the period, the learner should be able to:
Find the volume of cube/rectangle prism.
Value: Get into the habit of eating fish rather than meat
II.Learning Content:
Finding the volume of a cube/rectangular prism
References: BEC III C.1 p. 38
Mathematics for a Better Life 5, pp. 251Materials: Show-me-card, real solids (cube and rectangular prism)
III.Subject Matter:
A.1.Preparatory Activities:
a. Simple Multiplication Facts
b. Mental Problem:
d. Review on the parts of a cube
2.Lesson Proper:
Motivation:
What kind of food do you like to eat? Do you like to eat more fish than meat? Why?
What are the food nutrients we get from fish?
B. Presentation:
1. Problem Opener:
Mr. dela Cruz used a square-shaped /and to construct his fish pond which is 5 meters
on each side and
5 meters deep. How much soil was dug up to construct the fish pond
2. Discussion / Analysis:
a. Analyze the word problem.
b. Ask for the number sentence 3 x 5 x 3 = N
c. To find the volume of a cube, multiply the 3 sides. To find the volume of a multiply
the length, width and height.
d. What is the volume of a cube/rectangular prism?
Find the volume of each cube and rectangular prims.
1. s = 6 cm 2. s = 4.2 cm
3. s = 5 dm 4. l = 6 dm 5. l = 9 m
V=
V=
V=
h = 2.5 dm
h = 4.2 m
V=
V=
C. Generalization:
How do we find the volume of a cube/rectangular prism?
D. Application:
Find the volume.
1. S = 8 dm
2. s = 6 m 3. l = 10 m
V =
V=
w=5m
h=8m
IV. Evaluation:
Find the volume of each solid.
1.
s = 8 cm
2. s = 4 dm 3. l = 12 dm 4. l = 10 m 5. l = 5.4 m
V=
V=
w = 6 dm
w=6m
w = 2.3 m
h = 8 dm
h=4m
V=
V=
V=
h = 1.3 m
V. Assignment:
Find the volume
1. l = 9 m
w=7m
h = 10 m
V = ____
4. l = 2.6 m
w = 3.2 m
h = 2.3 m
2. s = 12 dm
V = _____
3. s = 15 m
V = ____
5. l = 4.5 m
w = 6.2 m
h = 1.3 m
Remarks:_________________________________________________________________________
Friday
January 24, 2014
I. Objective:
At the end of the lesson, the learner should be able to:
Analyze the word problem
Tell:
- What is asked
- What is/are given
- The word clue/s
- The operation to be used
Value: Caring for animals/fishes
II.
Subject Matter:
Analyzing word problems
References:
BEC III C.2.1.1 p. 38
Materials:
Flashcards, show-me-cards, word problem chart
III.
b. Mental Problem:
Each of the members of Math club in grade 5 agreed to contribute Php 10 to buy various cleaning
equipments for their cleanliness project. How much was collected if there were 21 members?
d. Review: Finding the volume of cube a/rectangular prism.
1. Motivation:
Who among you have an aquarium at home? What should you do to protect the fishes in your aquarium?
2. Presentation:
Janet's rectangular aquarium is 8 dm long, 5 dm wide and 6 dm high. How much water on the aquarium
hold?
3. Discussion;
c. What is the word clue?
d. What operation will be used?
Read and analyze the word problem.
Mrs. Mateo made a box for his sons toys. One of the 4 equal sides of the boxes measures 1.5 m. What is the
volume of each box?
1. What is asked?
2. What is given?
3. What is the word clue?
4. What operation will be used?
D. Generalization:
How do we analyze word problems involving measurement of volume?
E. Application:
Solve.
A school garden is 30 m long 25m wide and 13 m high. How many cubic meters of soil will need to fill
the
garden?
IV. Evaluation:
Read and analyze each word problem.
1. Mr. Lagmay bought a rectangular water tank to collect water during the rainy days. It measures 3m long, 2m wide
and 4m high. How many cubic meters of water can it had?
2. At the corner of his yard, Patrick has a tilapia pond which measures 20 dm. long, 12 dm. wide and 9 dm. high.
What is its when filled with water?
V. Assignment:
1. Tess wants to find the volume of her shoe box. It has a length of 25 cm, width of 14 cm, and height of 8.5 cm.
What is the volume of the shoe box?
a. what is asked?
b. what are given?
c. what is the word clue? .
d. what operation will be used?
Remarks: _______________________________________________________________________
Wednesday
January 29, 2014
I. Objective:
Solve word problems involving measurement of volume.
Value: Cleanliness
II. Subject Matter:
Problem solving involving measurement of volume.
References: BEC III C. 2.1
Materials:
show-me-card, word problem chart
III.
b. Mental Problem:
Mother sold 3 orchid plants at Php 125, How much is the three orchids plants?
d. Review: What are the steps in analyzing word problems?
1. Motivation:
What materials are considered wastes and should be disposed of? Should we disposes of these waste
materials properly? How and why?
2. Presentation:
The dump truck that hauls garbage in 4 m long, 3 m wide and 3 m high. How much garbage can it hold?
3. Discussion:
a. What is asked?
b. What are given?
c. What s-the word clue?
d. What is the number sentence?
Read and solve
Mrs. Mariano's rectangular water tank is 6m long, 4m wide and 4m. high. What is the total capacity of the
water tank?
D. Generalization:
How do we solve word problems involving measurement of volume?
E. Application:
Read and solve.
Janna's bed is box-type with a foam which is 178 cm long, 86 cm wide and 14 cm thick. What is the volume
of the foam?
IV. Evaluation:
Solve each word problems.
1. How much soil is in a hole that is 4 m long, 3 m wide and 7 m deep?
2. Danica placed some ube pastillas in a square box measuring 40 cm long, 30 cm wide and 15 cm high. How
many cubes of ube pastillas can the box hold?
V. Assignment:
Solve:
Cherry used a box measuring 5 dm long, 4 dm wide and 3 dm high in packing powdered fruit price mix. Every
cubic dm of space can contain 3 packages of powdered fruit mix. How many packages are inside the box?
Remarks: ______________________________________________________________________
MATHEMATICS V
Date: ___________
I.
Objective:
Transform the word problem into number sentence
Value:
Concern others/Helpfulness
II.
Learning Content:
Transforming Word Problem Into Number Sentence
References:
Materials:
BEC III C.2.1.2 p. 39

flashcards, chart, show me card
III.
Subject Matter:
b. Drill:
Supply the missing number.
1. 300 cm = _____ dm
2. 4.5 m = _____ cm
3. 250 dm = _____ m
c. Review:
Review the different steps in analyzing word problem.
2. Lesson Proper:
Motivation:
Do you help our brothers and sisters from far places especially the victims of calamities? How?
B. Presentation:
1. Present this word problem
Jasmin has two big boxes. She will use the bigger box to hold the old clothes that she will give to the
poor. The first box is 6 dm long, 5 dm wide and 4.5 dm high the second box has a square bottom 5 dm on
each side. Which box should she use?
2. Have pupils read and analyze the problem
3. Have them transform the word problem into number sentence. Use the formula
C. Generalization:
What makes up a number sentence?
The teacher will dictate the word problems. Have the pupils write the number sentence on their show me card.
IV. Evaluation:
Transform the following word problem into number sentence.
1. An aquarium filled with water is 43 cm long, 28 cm wide and 22 cm high. What is the volume of the aquarium?
2. The container part of the garbage truck is 5 meters long, 2.7 m. wide and 1.9 m high. How many cubic meters of
garbage can it contain?
V. Assignment:
Write a word problem involving volume of solid and transform it into number sentence.
Monday
January 13, 2014
I. Objectives:
Use the correct operation.
State the complete answer.
Value: Industry, Resourcefulness, Thrift
II.
Subject Matter:
Using the correct operation
Stating the complete answer
References:
BEC III C.2.1.3, IV C.2.1.4
Materials:
models of geometric figures, flashcards, chart
III.
Subject Matter:
b. Mental Problem:
Andres and Teresa helped their mother pick string beans. Andres picked 124 string beans and Teresa
picked 132. How many string beans did they pick in all?
d. Review: Answering of assignment.
1. Motivation:
Which is cheaper, to buy a ready to use material or just make the needed material by yourself? (Infuse the
value of industry, being resourcefulness and being thrifty)
2. Presentation:
Jessa made a box for her siopao. The box measures 3.5 dm long 3 dm wide and 2 dm high. What is the
volume of the box? Every cubic dm of space can contain 2 siopao. How many siopao are inside the box?
2. Reading and analyzing the problem
3. Have pupils solve the problem using the correct operation.
4. Let them state the complete answer.
5. Give more exercises to achieve mastery.
Solve this problem using the correct operation then state the complete answer.
A bar of gold is 11 dm long 3 dm wide and 2.5dm high. How many cubic dm of gold are in the bar?
D. Generalization:
How do you state the complete answers?
E. Application:
Read and analyze.
Aling Aida boiled 125 ears of corn and 132 bananas to sell. How many ears of corn and bananas did she boil
in all?
IV. Evaluation:
Read and solve. Use the correct operation and state the complete answer.
The grade V boys are digging a pit 3 m by 4 m by 7 m. How much soil will be dug from the ground?
Value: Did you join your group activity willingly?
V. Assignment:
Solve this problem using the correct operation and state the complete answer.
How many cubic meters of space are there in a room of 9m long 7m wide and Earn high?
Remarks: ____________________________________________________________________________
Monday
February 03, 2014
I. Objective:
Identify the parts of a thermometer.
Value: Interest in learning how and why things work/Curiosity
Identifying Parts of Thermometer
References: BEC III D.1.1
Mathematics for a Better life 5, pp. 266-267
Materials: Clinical thermometer, room thermometer, enlarged drawing of thermometer
III.
b. Mental Problem:
There are 9 persons in a conference. If each person shakes hands with each others, how many handshakes
Will there be?
c\d. Review:
What is temperature? What instrument is used to measure temperature?
2. Lesson Proper:
Motivation:
What instrument does the doctor put in a patients mouth to determine if he or she has a fever?
B. Presentation:
(Infuse the value in having interest in learning how and why things work)
1. Show the clinical thermometer and room thermometer.
2. Have the pupils describe the similarities of the two thermometers.
3. Guide them in identifying the parts of the thermometer.
4. Discussion about its parts and functions
Identify the part described.
1. It goes down the tube when put in a cool place.
2. It helps us tell how far up the mercury rises n how far down it goes.
3. It is a liquid found inside the bulb.
4. Its end in shaped liked a bulb.
D. Generalization:
What are the parts of a thermometer?
E. Application:
Write the letter of the better estimate of the temperature of each.
1. Hot coffee
a. 30 oC
b. 85 oC
2. Strawberry shake
a. 5 oC
b. 50oC
o
3. Distilled water
a. 20 C
b. 75 oC
IV. Evaluation:
Draw a thermometer and label the parts
Value: How did you show your interest in learning how and why things work.
V. Assignment:
Make an improvised thermometer with movable mercury.
Remarks: ___________________________________________________________________________
Tuesday
I.
February 04, 2014

Objective:
Read a thermometer
Value: Handle materials/tools with care
II.
Subject Matter:
Reading Thermometer
References: BEC III D. 1.2
Materials:
Clinical thermometer, glass with warm water, glass with cold water, cardboard thermometer, show me
cards.
III.
a. Drill: Simple Multiplication Facts (using flashcards)
b. Mental Problem:
Ther are 4 consecutive odd numbers which when multiplied together yield 105. What are the numbers?
d. Review:
What are the parts of thermometer?
2. Lesson Proper:
Motivation:
What instrument is used in measuring the hotness and coldness of a body object?
Infuse the value of handling materials/tools with care.
B. Presentation:
1. Ask volunteer to soak the bulb of the thermometer in warm water. Let him/her read the temperature.
2. Have other pupil soak the same thermometer in cold water and read the temperature.
3. Have them compare the two readings
4. Discussion on the rising and falling of the mercury when placed on warm and cold water.
5. Give more exercises in reading thermometer
Contest in reading thermometer using the improvised thermometer?
D. Generalization:
How do we read thermometer?
E. Application;
Write the letter of the better estimate of the temperature of each.
1. High fever
a. 40 oC
b. 15 oC
2. Air conditioned room
a. 10 oC
b. 90 oC
3. Sunny day
a. -3 oC
b. 39 oC
IV. Evaluation:
Give the reading of the thermometer if the mercury is
1. 3C above the normal body temperature
2. 15C lower than the boiling point of water
3. 38C above the freezing point of water
4. Three line above the normal body temperature
V. Assignment:
Do exercises 1 - 5 on page 239 of Grade School Mathematics 5.
Remarks: __________________________________________________________________________
Wednesday
February 05, 2014
I. Objective:
Give the body temperature using degree Celcius.
Value: Work independently
II.
Subject Matter:
Giving the Body Temperature Using Degree Celsius
References:
BEC III D.1
Materials:
Flashcards, cardboard thermometer with movable mercury
III.
Learrning Experiences:
a. Simple Subtraction Facts
b.Mental Problem:
What do you call the liquid inside a thermometer?
c.Checking of Assignment
c. Review:
Contest in reading thermometer
2. Lesson Proper:
Motivation:
Who was Andres Celcius? What was his contribution to Science?
B. Presentation:
1. Present this situation
Rogelio has a fever. His temperature is 2.7 0C higher that the normal body temperature. What is his body
temperature. What is the body temperature.
2. Reading and analyzing the situation.
3. Call on pupil to give the normal body temperature.
4. Guide pupil in finding/giving the body temperature.
5. Give more exercises /exercises to achieve mastery.
Roque is not feeling well. What is his temperature if it is 1.9 0C higher than normal body temperature?
D. Generalization:
How do you determine the body temperature?
E. Application:
The recorded temperature for five days were 21 oC, 24oC, 28oC, 26oC and 28oC. What was the average
body temperature of Roger?
IV. Evaluation:
Cris has a fever. His temperature is 39.8C. After 3 hours upon taking medicine his temperature has lowered by
2.5C. What is his body temperature now?
Value:
Did you work independently?
V. Assignment:
1. Write a word problem involving body temperature.
2. Solve the problem.
Remarks: ____________________________________________________________________________
Thursday
February 06, 2014
I. Objective:
Solve word problems involving body/water temperature.
Value: Promote health and body standards
II. Subject Matter:
Solving Word Problems
References: BEC-PELC A1.1 p. 36
Materials:
III.
a. Drill: Basic Multiplication Facts
4x5=
5x4=
6x7=
7x6=
b. Mental Problem:
The prime factor of two- digit number are 2, 5, and 7. What is the number?
d. Review:
What is the normal body temperature?
What are the boiling and the freezing points of water?
2. Lesson Proper:
Motivation:
Talk about the school personnel who take care of the health of the children.
Infuse respect and health care.
B. Presentation:
1. Present this problem to the pupils
Maricel was sent home by the school doctor because of high fever after giving her some medicine. Her
temperature was 38.5C. How many degrees higher is her temperature from the normal body
temperature?
2. Analysis/Discussion
Ask the pupil to read the question and have another pupil answer it.
a. What is asked?
Difference between Maricel's temperature and normal body temperature.
b. What facts are given? 38.5C 37C
c. What operation will you use? Subtraction
d. What is the mathematical sentence?
Solve this problem:
It was cold in Tagaytay. The temperature reading in the morning temperature reading in the morning was 20.8
C. In the afternoon, it rose to 25.4 0C. How many degrees was the change in temperature?
D. Generalization:
How do we solve word problem involving body/weather involving?
E. Application:
Solve.
A freezer is set at 0oc. Corina reset it to 8oc. Did the temperature in the feezer rise or drop? By how many
degrees?
IV. Evaluation:
Solve this problem:
Vilma baked a chicken in the oven with a temperature of 350 C. After 15 minutes, she lowered it to 175 C for
slow cooking. What is the difference in temperature?
0
V. Assignment:
Solve:
The temperature in Baguio is 16C while the temperature in Manila is 30C. How much warmer is it in Manila
than in Baguio?
Remarks:
___________________________________________________________________________________
Monday
February 10, 2014
I. Objective:
Read/Interpret data presented in a line graph.
Value: Make time for family get together.
II. Subject Matter:
Reading/Interpreting Data Presented in a Line Graph
References: BEC III V A.1 p.41
Materials:
chart, graphing paper
III.
A. 1. Preparatory Activities
a.Drill: Basic multiplication facts
b. Mental Problem:
d. Review: Measuring temperature
1 .Motivation:
Discuss with the children the importance of family reunion.
Ask: How, do members of the family share quality time together?
2. Presentation:
Present the following problems and line graph to the pupils.
Mrs. Gonzales save some money to put up a poultry busine3s. She made a monthly deposit for ten
months. Below is a graphical report of her monthly deposits.
What is the title of the graph?
What information do the vertical axis and the horizontal axis give?
How much money did Mrs. Gonzales deposit in January?
How many months did she save?
In what months did she make the same deposit?
In what months did she make the largest deposit?
Find the total deposits made in ten months indicated.
Study the line graph showing Mrs. Cruz monthly sales, then answer the questions below.
MRS. CRUZ MONTHLY SALES
Answer the following:

1. In what month did Mrs. Cruz has the biggest sales?
2. In what month did she has the lowest sales?
3. How much did she earn each month?
D. Generalization:
How do we read and interpret data presented in a line graph?
E. Application:
IV. Evaluation:
Use the line graph to answer the questions.
REYS VIDEO RENTAL
1. What is the title of the line graph?

2. How many drama tapes were borrowed?
3. How many suspense tapes were rented from the action tapes?
V. Assignment:
Use the line graph bellow to answer the questions.
HABIBS SCORE
MATHEMATICS V
Date: ___________
I.
Objective:
Read a line graph
Value:
Thoughtfulness
II.
Learning Content:
Reading a Line Graph
References: BEC V A.2
p.41
Materials:
Chart, graphing paper
III.
Subject Matter:
b. Drill: Basic multiplication facts
9x8=
8x9=
7x8=
8x6=
c. Review:
How can you interpret data presented in a line graph?
2. Lesson Proper:
Motivation:
What is your favorite fruit?
What vitamins can you get from fruits?
Emphasize the vitamins the fruits can give to our body.
Explain to them the importance of being thoughtful by giving little things like fruits especially for the
family.
B. Presentation:
1. Present the following to the pupils.
Mr. Tan bought different kinds of fruits in the market. He prepared all of these for his family for food
consumption. He listed the cost of each fruit.
Cost of the Fruits
a. Guide the pupils to read the line graph.
b. Tell the children that the line graph presents information through points and lines.
c. Ask: What is the cost of pineapple? How about apple?
3. Give more exercises to the pupils.
C. Generalization:
How do we read the line graph?
Rea the following graph.
IV. Evaluation:
Read this line graph.
V. Assignment:
Construct a line graph. Be ready to read it in class.
Wednesday
February 12, 2014
I.
Objective:
Organized data presented in a line graph.
Value: Neatness and accuracy
II.
Subject Matter:
Organizing Data Presented in a Line Graph
References:
BEC V A.3.1 p.41
Materials:
chart, graphing paper
III.
a. Drill: Basic Multiplication facts
5x9=
9x5=
6x9=
9x6=
b. Mental Problem:
What is the remainder when we divide 45 by 7?
d. Review: Reading a line graph
B. Learning Activities:
1. Motivation:
Did you record your scores in spelling for the month of July?
Infuse the value of neatness and accuracy in reading scores for the different subject areas.
2. Presentation:
1.
Present the line graph and the data to the pupils.
Cristy's Average Score in Spelling in July
Week 1
50
Week 2
48
Week 3
46
Week 4
49
Organize the following information in a line graph.
A construction company building the skyway from Manila to Alabang has this number of workers.
Study the table and make a line graph
Morning Shift
30
Afternoon Shift
25
Night Shift
20
Foreman
5
D. Generalization:
How do we organize data presented in a line graph?
E. Application:
Arrange the given data in a table or chart.
Mr. Roxas posted these sales in his grocery store for a period of 5 months: May-Php 300,000, JunePhp250,000, July-Php 400,000, August-Php 350,000, September-Php 450,000.
IV. Evaluation:
Organize the following data in a line graph.
A school has a contest on these games. Make a line graph for these data
School Contest
Game
Contestant
Sipa
10
Yoyo
8
Table Tennis
4
Tennis
5
V. Assignment:
Some tourists visited these places. Construct a line graph for each of the following data.
Tourist Spots
Scenic Spot
Tourist
Tagaytay
20
Boracay
25
Hidden Valley
10
Baguio
20
Corregidor
15
Subic
5
Remarks:
____________________________________________________________________MATHEMATIC
S V (9:40-10:40)
Thursday
February 13, 2014
I. Objective:
Constructs a line graph.
Value: Wise use of leisure time
II. Subject Matter:
Constructing a Line Graph
References: BEC V. A.3 p.41
Materials:
Chart, graphing paper, chalkboard
7x8=
7x9=
6x8=
8x6=
b. Mental Problem:
d. Review:
What is a line graph?
What are the parts of line graph?
1. Motivation:
What do you mean by the acronym DA?
Did you know that without framers we can't be able to have a meal in our everyday life?
Stress the importance of farmers in our lives.
Infuse the value of being industrious.

2. Presentation:
Donna prepared a table of her monthly reading speed.
My Reading Speed
Month
No. of Words/minute
June
125
July
129
August
140
September
147
October
150
November
154
December
164
January
168
Let the pupils make and analyze a graph.
What information can you get from the graph you made?
Which is the vertical axis? The horizontal axis?
What are the information used to complete the table?
Make a line graph using the information given below.

Monthly Electric Consumption.
Month
Electric Consumption
January
3149
February
3468
March
3579
April
3680
May
3995
D. Generalization:
How do we construct a line graph?
E. Application:
Construct a line graph that will represent the daily temperature in a week.
Day
Temperature (in oC )
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
IV. Evaluation:
Construct a line graph using the following given data.
Height of Tree
Height in M
Week
0
1st
1
2nd
2
3rd
3
4th
4
5th
5
6th
V. Assignment:
Construct a survey among your classmates find out their favorite subjects. Construct a line graph using the data
gathered.
Fill up a table with these headings.
Favorite Subject
Number
Remarks: _____________________________________________________________________________________
Monday
I. Objective:
Find the average of data in a line graph.
Value: cooperation
II. Subject Matter:
Finding the Average of Data in a Line Graph
References: Mathematics for a Better Life 5, pp.282-284
Materials:
a sample of line graph, math scores .
7x8=
7x9=
6x8=
8x6=
b. Mental Problem:
d. Review:
Daily Temperature in Baguio in a Certain Week

20
15
Temperature (oC )
10
5
0
Sun Mon Tues Wed Thur
Fri
Sat
Day
Find the average of data presented in the graph.
Find the average of data in each graph. Then graph the average data.
February 17, 2014
Height of a Plant
12
10
8
Height ( in centimeter )
6
4
2
0
1
4
Day
D. Generalization:
How do we find the average of data presented in a line graph?
E. Application:
Height of the Shadow of a Tree

( 6-hour period )
60
50
40
30
20
10
0
Time
IV. Evaluation:
Answer the accompanying questions about the graph.
Number of hours Judy Slept in One Week

9
8
7
6
5
Number of Hours
4
3
2
1
0
Mon
Tues
Wed
Thurs
Fri
Sat
Sun
Day
1. What is the graph about?

2. On what days did Judy sleep for 8 hours?
3. On what day she get the shortest sleep/
4. What is Judy's average number of hours of sleep in a week?
V. Assignment:
How is averaging the data in a line graph similar to averaging the data in a bar graph?
Remarks: _____________________________________________________________________________________
Wednesday
I. Objective:
Value: cooperation
II. Subject Matter:
Materials:
7x8=
7x9=
6x8=
8x6=
b. Mental Problem:
d. Review:
Philippine Population
( Census Period: 1970-2007)
100
80
60
Population (in Millions )
40
20
0
1970197519801990199520002007
Census Year
February 19, 2014
Projected Male Population in the Philippines: 2010-2035

80
70
60
50
Male Population ( in Millions )
40
30
20
10
0
2010 2015 2020 2025 2030 2035
Year
D. Generalization:
E. Application:
Height of the Shadow of a Tree

( 6-hour period )
70
60
50
40
30
20
10
0
Time
IV. Evaluation:
Answer the accompanying questions about the graph.
Number of hours Kyla Slept in One Week

14
12
10
8
Number of Hours
6
4
2
0
Mon
Tues
Wed
Thurs
Fri
Sat
Sun
Day
1. What is the graph about?

2. On what days did Judy sleep for 8 hours?
3. On what day she get the shortest sleep/
4. What is Judy's average number of hours of sleep in a week?
V. Assignment:
Remarks: _____________________________________________________________________________________
Thursday
I. Objective:
Value: cooperation
II. Subject Matter:
Materials:
7x8=
7x9=
6x8=
8x6=
b. Mental Problem:
d. Review:
February 20, 2014
Mr. Manuel's record of Deposits

3000
2500
2000
Money ( P )
1500
1000
500
0
June
July
August
Sept.
Month
Oct.
Nov.
Height of Plant
70
60
50
40
30
Height ( in centimeter ) 20
10
0
Week
D. Generalization:
E. Application:
Habib's Score
20
15
Points
10
5
0
Tennis
Sipa
Table Tennis Baseball

Game
IV. Evaluation:
Find the average data in a line graph.
Monthly rice Consumption of the Reyes Family

30
25
20
weight ( in Kg )
15
10
5
0
Week 1 Week 2 Week 3 Week 4
week
V. Assignment:
Remarks: _____________________________________________________________________________________

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MATHEMATICS V ( 10:00 - 11:00 )

June 02, 2014

Materials: Place value chart, number cards

Write the value of the underlined digits.

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

c. 245 062 556

June 02, 2014

BEC PELC A 2.a

June 03, 2014

BEC PELC I A 2.b

III. Learning Experiences:

June 04, 2014

III. Learning Experiences:

2. 451 384 + 618 175 + 806 429

BEC PELC I A 4.a

1. 906 382 529 495

June 10, 2014

2. Mental Computation: Perform mentally the following:

BEC PELC I A 5.a

III. Learning Experiences:

What are the given data?

Solve the following problem

BEC PELC I A 5.b

III. Learning Experiences:

Read and Solve

pay for all the eggs?

June 18, 2014

June 17, 2014

III. Learning Activities:

June 19, 2014

III. Learning Activities:

Find the LCM of each pair of numbers.

III. Learning Activities:

III. Learning Activities:

III. Learning Activities:

For 6: The number is divisible by both 2 and 3

III. Learning Activities:

For 6: The number is divisible by both 2 and 3

III. Learning Activities:

Put a check under each column where divisibility rules apply.

June 23, 2014

Rename these dissimilar fractions as similar fractions.

June 24, 2014

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

What can you say about the cross products?

June 25, 2014

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

What can you say about the cross products?

June 30, 2014

3. Compare the numerators to order the fractions.

5) 5/9 ___ 9/5

2) 12/4 , 5/2 , 2 1/4 , 8/3

3) 3/2 , 2/7, 9/4 , 2 3/4

5) 13/3 , 12/4 , 3 1/2, 2 4/3

2) 8/3 , 1 1/3 , 4/6

4) 1 3/8 , 1 3/4 , 5/3

5) 3 7/8 , 10/2 , 3 3 3/4

3) 7/8 , 6/4 , 1 1/3

July 01, 2014

July 03, 2014

5. 4/15 + 1/15 + 5/15 =

July 07, 2014

July 08, 2014

July 09, 2014