Pangalan: _____________________________ Paaralan: ___________________

Guro: __________________________ Baitang at Seksyon: _______________

IKALIMANG BAITANG

UNANG MARKAHAN (WEEK 1)

Layunin:
A. Uses divisibility rules for 2,5 and 10 to find the common factors
of numbers.
Paliwanag sa Aralin:
Ang numero ay divisible sa ibang numero kapag ito ay idinivide sa
kapwa numero at ang remainder ay 0.
Upang mas maunawaan,tingnan at suriin ang tsart sa ibaba.
Divisible by Rule Example
Ang huling numero ay 20 , 22 , 36
2
nagtatapos sa 0,2,4,6,8. 108 , 204
5 Ang huling numero ay 0 at 5. 50, 20, 60, 135, 45
10 Ang huling numero ay 0. 40, 500, 120, 1,400

Pagsasanay:
A. Lagyan ng tsek ( / ) kung ang bawat bilang kung ang numero ay
divisible
sa 2.
_____1. 4,578 ____6. 987
_____2. 120
_____3. 153
_____4. 494
_____5. 56
B. Lagyan ng tsek ( / ) kung ang bawat bilang kung ang numero ay
divisible sa 5.
_____1. 1,260 ____6. 2,675
_____2. 1,000
_____3. 555
_____4. 14
_____5. 196
 C. Lagyan ng tsek ( / ) kung ang bawat bilang kung ang
numero ay divisible sa 10.
_____1. 489 ____6. 100,000
_____2. 10
_____3. 550
_____4. 210
_____5. 360

Layunin:
B. Uses divisibility rules for 3,6 and 9 to find the common factors of
numbers.
Ang numero ay divisible sa ibang numero kapag ito ay idinivide sa
kapwa numero at ang remainder ay 0.
Upang mas maunawaan,tingnan at suriin ang tsart sa ibaba.
Divisible by Rule Example
Kapag pinagsama ang mga a.) 156 = 1+5+6
numero at divisible sa 3. = 12
Kapag idinivide sa 3 at 0 12 ay divisible sa 3.
ang remainder siya ay b.) 141 = 1+4+1
divisible sa 3. =6
3
6 ay divisible sa 3.
c.) 134 = 1+3+4
=8
8 ay hindi divisible sa 3.

Ang numero ay divisible sa a.) 204 = 2+0+4

2 o 3. = 6
6 ay divisible sa 3.
b.) 5,616 = 5+6+1+6
= 18
6 18 ay divisible sa 3.
c.) 1,268 = 1+2+6+8
= 17
17 ay hindi divisible sa
2o3.
 Kapag pinagsama ang mga a.) 4,203 = 4+2+0+3
numero at ito ay divisible sa = 9
9. 9 ay divisible sa 9.
b.) 2,574 = 2+5+7+4
= 18
9 18 ay divisible sa 9.
c.) 921 = 9+2+1
= 12
12 ay hindi divisible sa
9.

Pagsasanay:
Isulat ang Oo o Hindi kung ang numero ay divisible sa pangalawang
numero.
______1. 11,007 ; 3
______2. 5,004 ; 9
______3. 21,067 ; 6
______4. 2,147 ; 6
______5. 261 ; 9
______6. 3,015 ; 6
______7. 1,353 ; 6
______8. 370 ; 9
______9. 1,272 ; 3
______10. 3,615 ; 3
Para sa katanungan kung hindi naunawaan, maaaring magtext
sa numero __________________ o private message sa FB
account na _______________________ .
Inihanda ni:

ISAAC S. BALAGTAS JR.

Guro I – FVR 2 / ES
 Name: _________________________School: ___________________

Teacher: __________________Grade & Section: _______________

GRADE 5

FIRST QUARTER- Week 2

Objectives:

 Uses divisibility rules for 4,8,12 and 11 to find common factors.

 Solves routine and non-routine problems involving factors, multiples, and

divisibilityrules for 2,3,4,5,6,8,9,10,11and 12

Discussion:

 Using divisibility rules for 4,8,12,and 11 to find common factors.

"Divisible By" means "when you divide one number by another the
result is a whole number.
 Kung ang isang numero ay maididivide sa isa pang numero nang
walang matitira at eksakto ang magiging sagot, masasabi itong
divisible yung unang numero sa ikalawang numero.
 Naririto ang mga dapat tandaan upang mabilisang malaman kung
ang isang numero ay divisible sa mga ss.

 Divisibility by 4

 Kung ang dalawang numero sa dulo ay maaaring idivide sa 4.

 Kung ang dalawang dulo ng numero ay nagtatapos sa 00.

 Divisibility by 8
 Kung ang tatlong dulong numero ay maididivide sa 8.
 Kung ang tatlong dulong numero ay 000, maididivide ito sa 8
 Divisibility by 12
 Kung ang numero ay maididivide sa 3 at sa 4.

 Divisibility by 11
 Kung ang difference ng sums ng alternating numbers ay divisible sa 11.

 Solving routine and non-routine problems involving factors, multiples, and

divisibilityrules for 2,3,4,5,6,8,9,10,11and 12
 Evaluation:

A. Encircle 4, 8, 11 and 12 if the numbers at the left are factors by these

numbers.

1. 1 572 - 4 8 11 12

2. 88- 4 8 11 12

3. 160- 4 8 11 12

4. 642- 4 8 11 12

5. 2 400 4 8 11 12

B. Read and solve the problem carefully.

1. A farmer in Bulacan gathered 96 watermelons. If he would want to

distribute those 96 watermelons in baskets, how many ways can he
distribute when each basket has the same number of watermelons?

For your queries about the lesson you may contact _______________ or
make a private message in my FB account _______________________.

Prepared by:

MILDRED C. TORRES
Teacher III- NES
Pangalan: _____________________________ Paaralan: ___________________
Guro: __________________________ Baitang at Seksyon: _______________
IKALIMANG BAITANG

UNANG MARKAHAN (WEEK 3)

Layunin:
Performs a series of more than two operations on whole numbers
Applying Parenthesis,Multiplication,Division,Addition and Subtraction
(PMDAS) or Grouping, Multiplication,Division,Addition and
Subtraction (GMDAS) correctly.

Paliwanag sa Aralin:
Add: 3 + 6 x 8 ÷ 2
Sa ganyang equation,may sinusunod tayong pagkakasunud-sunod
ng operation para makuha ang tamang sagot.Ito ay tinatawag na
“Order of Operations” o GMDAS Rule.

G – grouping 1st Rule

M – multiplication
2nd Rule
D – division
A – addition
3rd Rule
S – subtraction

Narito ang paraan ng pagkuha ng tamang sagot batay sa halimbawa.

3+6x8÷2
Multiply
3 + 48 ÷ 2

3 + 24 = 27
Dahil wala tayong mga grouping symbols( ),isusunod na natin ang
2nd rule: multiplication at division.Laging tandaan na ang multiplication
at division ay isinasagawa mula kaliwa papunta sa kanan o kanan
patungo sa kaliwa o kung ano man ang mauna sa dalawa.
 Susundan ito ng operation ng addition at subtraction na kung saan
issinasagawa din mula kaliwa pakanan.
Iba pang halimbawa:
a.) 65 x 2 ÷ 5 b.) 6 ÷ 2 + 4 x 3 c.) ( 6 – 4 ) x 6 + 8 d.) 51÷ 3 x 10

130 ÷ 5 3 + 12 2 x 6+8 17 x 10
= 26 = 15 = 170
12 + 8
= 20

Pagsasanay:
Ibigay ang tamang sagot sa bawat equation sa tulong ng rule na
pinag-aralan. Ipakita ang iyong solusyon.
1. 47 – 5 + 10 ÷ 2
2. 64 x 4 ÷ 4 – 8
3. 7 + 8 x 5 -9 ÷ 3
4. 400 ÷ 20 x 10 – 30
5. (10 x 3) x 2 ÷ 7
6. (15 ÷ 3) x 5 + 8 – 7
7. 15 x 4 – 4 + 8 x 7
8. 22 – 5 + 8
9. 50 ÷ 5 x 1
10. (10 + 6) ÷ 2 – 4
Para sa katanungan kung hindi naunawaan, maaaring magtext
sa numero __________________ o private message sa FB
account na _______________________ .

Inihanda ni:

ISAAC S. BALAGTAS JR.

Guro I – FVR 2 / ES
Name: ________________________ School: ___________________
 Teacher: ___________________Grade & Section: _______________

GRADE 5
FIRST QUARTER - Week 4

Objectives:

 Finds the common factors, GCF, common multiples and LCM of 2-

4 numbers using continuous division method.

 Solves real-life problems involving GCF and LCM of 2-4 numbers

using continuous division.

Discussion:
Ang Pagkuha ng Greatest Common Factor GCF)

Ang Continuous Division Method ay tuluy-tuloy na pagdidivide ng mga

numero sa common factor kung saan dapat ay parepareho silang mahahati-hati
dito , kapag hindi na maididivide pare-pareho, signal na ito na ititigil na ang pag
didivide sa mga numero.
Ang common factors kung saan naidivide ang set ng numbers ay
imumultiply; ang product nito ang magiging Greatest Common
Factor(GCF). Tignan sa illustration sa taas. Ang common factors ay 2 at 3,
so, multiply, 2x3=6, kaya ang GCF ng 24,30 at 42 ay 6

hal. Ano ang GCF ng 12, 16 at 20?

Gamit ang Continuous Division Method

2 / 12, 16, 20 Ang 12, 16 at 20 ay may common factor na 2, kaya

2/ 6, 8, 10 maari silang idivide pare-pareho sa 2.
3, 4, 5 Ipagpatuloy lang ang pag didivide sa mga numbers,
hanggang ang isa sa alinmang numero ay hindi na
Maaaring maidivide.
Ang common factors ng 12, 16 at 20 ay 2 at 2. Imumultiply lang ang mga
common factors para makuha ang GCF. Kaya 2x2=4 ; GCF=4
Ang Pagkuha ng Least Common Multiple(LCM)

Ang Least Common Multiple o (LCM)ay maaari ring makuha sa pamamagitan

ng Continuous Division Method. Pagkatapos maidivide sa common factors ang
mga numero, imumultiply lahat ng common factors pati na rin yung mga
numerong natira sa ilalim. Tignan sa illustration sa taas. Ang common factor ay 3
at ang mga natirang numero sa ibaba ay 2 at 3. So, 3x2x3= 18 ; 18 ang LCM ng 6
at 9

Solving real-life problems involving GCF and LCM of 2-4 numbers

using continuous division.
Explore and Discover!

Problem 1

 Elmer wants to cut as many pieces of wood of equal lengths from three
pieces with lengths 35dm, 49dm, and 56 dm. What is the longest that
he could cut each piece? How will you solve for the answer to the
problem?

The problem is asking for the longest cut you can make for each each
piece of wood.

7 / 35, 49, 56 The numbers 35, 49 and 56 can be divided by common

factor 7.
5, 7, 8 The numbers 5, 7 and 8 cannot be divided anymore by
any common factor. So, stop dividing.
The common factor of 35, 49 and 56 is 7, therefore 7 is the GCF.
The longest cut you can make in pieces of wood is 7dm.

Problem 2

 What is the least number of candies that can be divided equally among
8, 9, and 12 children?

The problem is asking for the least number of candies.

2 / 8, 9, 12 In this example you can divide at least two numbers in the
set of numbers.
2/ 4, 9, 6 You will just bring down 9 because it cannot be divided by 2.
3/ 2, 9, 3 Since 9 and 3 can be divided by 3.
2, 3, 1 Bring down 2, since it is not divisible by 3.

Multiply all the common factors and the remaining numbers below.
2x2x3x2x3x1= 72 is the LCM; 72 is the least number of candies

Evaluation:

A. Find the common factors and the Greatest Common Factor(GCF) of the
following numbers.

1. /_24,__32 GCF =_____ 2. / 12, 30, 42 GCF= _____

Common Factors Common Factors

_____________ _____________

2. / 4, 6, 20 GCF= ______ 4. /28, 32, 40 GCF=_____

Common Factors Common Factors

______________ ______________
B. Find the Least Common Multiple (LCM) of the given sets of numbers
using continuous division.

A. 1) 3, 15, 21 LCM = ________ 2) 4, 8, 16, 20 LCM = ________

3) 5, 10, 25, 30 LCM = _______ 4) 6, 12, 15, 60 LCM = ________

B. Read each problem carefully and answer the questions that follow.

1. Mr Ramos has to prepare a number of exercises for his lesson for the
day. He has three classes. One class has 48 students, another class has
50, and another has 46. What must be the largest number of exercises he
should prepare so that each class will have the same number of students
working on different problems?

2. Evelyn is packing equal numbers of apple slices and grapes for snacks.
Evelyn bags the apple slices in groups of 18 and the grapes in groups of
9. What is the smallest number of grapes that she can pack?

For your queries about the lesson you may contact CP# _______________ or
make a private message in my FB account _______________________.

Prepared by:

MILDRED C. TORRES
Teacher III- NES
Pangalan: __________________________ Paaralan: ___________________

Guro: ______________________Baitang at Seksyon: __________________

 IKALIMANG BAITANG

UNANG MARKAHAN (WEEK 5)

Layunin:
Adds and subtracts fractions and mixed fractions with and
without regrouping.
Paliwanag sa Aralin:
Problem No.1:
Nag-eensayo nang husto ang isang musikero para sa isang
3 2
konsyerto.Gumugol siya ng 5 6 oras kahapon at 5 oras ngayon.
Ilang oras ang nagugol niya sa loob ng 2 araw?
Ang mathematical sentence para sa problem na ito ay:
3 2
5 6+ 5=N
Step 1. Hanapin ang LCD o Least Common Denominator ng
given fractions. Maaaring gamitin ang “listing method” sa pagkuha
ng LCD.
Kunin ang pinakamaliit na LCD na magkapareho.
Step 2. Kapag nakuha na ang LCD, i-divide ito sa
denominator ng bawat fraction at i-multiply sa numerator ang
sagot.Kaya makukuha mo na ang similar fraction para dito.
Step 3. I-add na ang similar fraction/ fractional parts.
Step 4. I-add ang whole number at i-reduce ang sagot sa
lowest term.

Narito ang solusyon:

3 15
5 6 = 30 6=6,12,18,24, 30
+ +
2 15
5= 30 5= 5,10,15,20,25, 30

5 27
30

Para mai-reduce sa lowest term ang sagot,umisip ng numero na

pwedeng i-divide sa numerator at denominator o ang GCF.Idagdag
ang whole number.

5 27
30 ÷3= 5 9
10

Iba pang halimbawa:

1 4
4 3 = 12 3=3,6,9,12,15
+ +
1 3
2 4= 12 4= 4,8,12,16,20,24

6 7
12

 Kung similar fraction naman,i-add lang ang bawat numerator at

denominator ng 2 fraction at i-add din ang whole number.
 I-reduce din ang sagot kung maaari.
Halimbawa:
4
10 10

2
+ 3 10

6 3
13 10 o 13 5 6= 2,3,6

10= 2,5,10

Pagsasanay:
Ibigay ang tamang sagot. I-reduce ang sagot sa lowest term
kung maaari.
 14
1. 12 20

2
+ 2 20

1
2. 18 3

1
+ 4

2
3. 8 3

5
+ 15 12

5
4. 8

3
+ 6

3
5. 13 10

2
+ 2 5

5
6. 5 8

1
+ 1 2

Problem No.2:
 3 1
Si Karen ay bumili ng 4 na kilo ng lansines at 2 kilong saging.Gaano
karaming kilo ng lansones ang binili niya kaysa sa saging?
Paliwanag:
1 3
Para masagot ang tanong,i-subtract ang 2 sa 4 .
3 1
Ang number sentence ay 4 -2 = N
Tandaan:
Step 1:Bago mag-subtract ng fractions,dapat alamin kung ito ba ay
3 1
similar o dissimilar. Ang 4 at 2 ay dissimilar dahil magkaiba ang numero
sa ibaba o denominator.
Step 2:Hanapin muli ang LCD gamit ang listing method.
4 = 4 , 8 , 12 ,16 , 20…
2 = 2 , 4 , 6 , 8 , 10 , 12…
4 ang LCD .
Step 3: I-subtract na ang similar fractions.
3 3
4 = 4

1 2
-2 4

1
4

1
Samakatuwid, mas marami ng 4 kilo ng lansones ang binili ni
Karen kaysa sa saging.
Iba Pang Halimbawa:
Step 1: Kunin ang LCD.
Step 2: I-subtract ang whole number at ang similar fractions.
2 4
A. 62 3 = 62 6 3= 6 , 9 , 12 ,15…
1 3
- 59 2 = 59 6 2= 2 , 4, 6 , 8 ,10 , 12 ,14…
v
1
3 6
 1 3
B. Ano ang difference sa pagitan ng 23 4 at 1 6 ?
Step 1: Kunin ang LCD.
Step 2: I-subtract ang ang similar fractions.
3 6
Step 3: Dahil ang 12 ay maliit kaysa 12 , i-regroup sa
pamamagitan ng pag-subtract ng 1 mula sa whole number na
12 3
23 at idagdag ang sa 12 . 12
Step 4: I-reduce ang sagot sa lowest term.
1 3
23 4 = 23 12 4= 4 , 8 , 12 ,16…
3 6 vv
- 15 6 = 15 12 6= 6 , 12 , 18 ,24…
vv

3 12 3 15
23 12 22 12 + 12 = 22 12

6 6
- 15 12 - 15 12

9 3
7 12 o 7 4

Pagsasanay: Find the difference. Isulat ang sagot sa lowest term.

5
1. 9

2
- 9

3 1
9 o 3

5
2. 9 6

2
- 7 3

1
3. 11 5

1
- 8 2
 3
4. 4

1
- 3

9
5. 10

4
- 10

10
6. 11 12

4
- 5 12

1
7. 30 6

4
- 24 6

7
8. 29 8

4
- 12 8

4
9. 23 9

2
- 12 9
 1
10. 23 9

4
- 18 9

6
11. 7

1
- 2

Para sa katanungan kung hindi naunawaan, maaaring magtext sa

numero _______________ o private message sa FB account na
_______________________.

Inihanda ni:

ISAAC S. BALAGTAS JR.

Guro I – FVR 2 / ES

Name: _____________________________ School: _________________

Teacher: ________________________Grade & Section: _______________

GRADE 5
FIRST QUARTER - Week 6

Objectives:

 Visualizes multiplication of fractions using models.

 Multiplies a fraction and a whole number and another fraction.
 Multiplies mentally proper fractions with denominators up to 10.
Discussion:
 Visualizing multiplication of fractions using models.
 Para maipakita ang pagkuha ng 1/5 x 1/2;
Una, titiklupin ang isang papel sa gitna nang patayo upang mahati
sa 2, kukulayan ang 1/2 o kalahati ng papel,lalagyan din ng guhit
yung bahaging natiklop. Pagkaraan nito, titiklupin naman ng pahiga
sa 5 bahagi ang papel, lagyan uli ng guhit ang mga bahaging
natiklop at kulayan naman ng ibang kulay yung 1/5 na bahagi.
Ang bahaging nadoble ang kulay ang magiging sagot. Ito ay 1/10.

 Multiplying a fraction and a whole number and another fraction.

Numerators

Denominators
Sa pagmumultiply ng fraction at whole number o vice versa, gawing fraction ang
whole number, lagyan ito ng 1 na denominator. Pagkatapos lagyan, imultiply ang
mga numerators o yung mga numero sa itaas ng fraction bar at imultiply rin ang
denominators o yung mga numero sa ibaba ng bar. Isagawa ang pagsisimplify
hanggat maaari. Kapag ang naging sagot ay improper fraction, gawin itong mixed
number.

 Multiplying fraction and another fraction.

Numerators

Denominators

Sa pagmumultiply naman ng fraction at fraction/s. Imultiply lahat ng mga

numerators at imultiply lahat ng denominators. Isimplify ang sagot hanggat maaari.
 Multiplying mentally proper fractions with denominators up to 10.
 Para sa mabilisang pagmumultiply ng fraction na may denominators na
hanggang 10, tandaan lamang ang basic multiplication facts. Imultiply ang
numerators, imultiply and denominator. Isagawa ang pagsisimplify hanggat
maaari.

3 2 6 Isimplify, 6 ÷ 2 = 3
x = 20 ÷ 2 10 3
; Answer
4 5 20 10

Evaluation

A. Find the product using the area model.

B. Find the product. Simplify your answer if possible

3. 3/5 x 5 = Idivide
5. 1/2 x sa
2 =GCF na 2
4. 9/10 x 6 = 6. 3 x 3/6 =

C. Find the product. Simplify your answer if possible.

7. 3/5 x 2/3 = 9. 3/7 x 4/10 =
8. 1/8 x 6/9 = 10. 7/10 x 5/7 =

For your queries about the lesson you may contact CP# _______________ or
make a private message in my FB account _______________________.

Prepared by:

MILDRED C. TORRES
Teacher III- NES
Name: _____________________________ School: ___________________

Teacher: __________________________ Grade and Section: _________

GRADE 5

FIRST QUARTER (WEEK 7A)

Objective:
Solves routine or non-routine problems involving
multiplication without or with addition or subtraction of fractions
and whole numbers using appropriate problem solving strategies
or tools.
Explanation:
Problem 1: Lucy’s mother worked in her boutique for 2 ½ hours
each day for 2 weeks.
How many hours did she work in all?

You can solve the problem using the steps below:

 Understand
Know what is asked: No. of hours she worked in all.
Know the given facts: 2 ½ hours and 14 days = 2
weeks
 Plan
Determine the operation to be used: Multiplication
Write the number sentence: 2 ½ × 14 = N
 Solve: Show your solution:
2 ½ × 14 = N
2 ½ × 14/1 = N
5/2 × 14/1 = N
1 7
5/1 × 7/1 = 35/1 or 35 hours
Lucy’s mother worked 35 hours in 2 weeks or 14
days.
 Check and look back: Did I do the operation correctly?
Is my answer reasonable? Did I write my answer in a
complete sentence?

Exercises:
Solve the following problems.

1. A recipe for doughnuts needs 1 ¼ cups of flour. Mother will

prepare 1 1/3 times the recipe. How much flour will she
need?

1 1
1 4 x 1 3 = N

5 4 20 5 1
4 x 3 = 12 or 3 or 1 3
2. On Jenny’s birthday, her mother prepared 48 cupcakes. If ¾
of the cupcakes were served, how many cupcakes were
served?

3. Nelson had 3 ½ liters of paint. He used 2/3 of it to paint their

fence. What part of the paint did he used?

4. Remy had ¾ meter long of lace. She gave 1/3 of it to her

classmate to decorate her Science project. What part of the
lace was given to her classmate?

5. Everyday Alvin spends 3 ½ hours reading books. How many

hours does he spend in a week reading books?

6.Joanne signed up for 24 dancing lessons. She took ¾ of

them by April. How many dancing lessons did she take by
April?

Para sa katanungan kung hindi naunawaan, maaaring

magtext sa numero _______________ o private message sa
FB account na _______________________.
 Inihanda ni:

ISAAC S. BALAGTAS JR.

Teacher I – FVR 2 / ES

Name: _____________________________ School: ___________________

Teacher: __________________________ Grade and Section: _________

GRADE 5
FIRST QUARTER (WEEK 7B)
Objective:
Show that multiplying a fraction by its reciprocal is equal to
1.

Explanation:
Janice shared the pizza she made among her 5 friends.
 1
Each one received 5 of the pizza. Nothing was left for her.
How much pizza did she make?

1
Find: 5 x 5
Solution:
1 5 1 5
5x 5= 1 x 5= 5 =1
Answer: Janice made 1 whole pizza divided among her five
friends.
Study some more examples:

1 4 1 4
4x 4 = 1 x 4 = 4 =1

2 3 5 3 15
 Two numbers whose 1
3
xproduct
5
= 3
is
x 15
are
= reciprocals
15
=1 of each other.
 To find the reciprocal of a fraction make the numerator of the
fraction the denominator of the reciprocal and the denominator of
the fraction the numerator of the reciprocal.
3 1 3 7 21
 Mixed fractions must x 2 3 =be7 converted
7 first
x 3 = 21 to = 1improper fractions before
the method can be applied.
 Write the reciprocal of a whole number as fraction.
Exercises:
A. Give the reciprocal of each fraction.
5 9
1. 9 = 5

7
2. 12 = ❑
❑

3
3. 8 = ❑
❑

6
4. 7 = ❑
❑
 8
5. 11 = ❑
❑

2
6. 12 3 = ❑
❑

B. Write the missing factor.

7 12 1
1. 12 x 7 =1 6. x 18 =1

❑ 25 1
2. 25 x 8 =1 7. 45 x =1

❑ 9 1 1
3. 9 x 5 =1 8. 5 15 x ❑ =1

❑ 7
4. 15 x ❑ =1 9. 26 x =1

12 27 54
5. 27 x ❑ =1 10. x 8 =1

Para sa katanungan kung hindi naunawaan, maaaring magtext sa

numero _______________ o private message sa FB account na
_______________________.

Inihanda ni:

ISAAC S. BALAGTAS JR.

Teacher I – FVR 2 / ES

Name: _____________________________ School: _________________

Teacher: ________________________Grade & Section: _______________

GRADE 5
FIRST QUARTER - Week 8

Objectives:

 Visualizes division of fractions.

 Divides simple fractions and whole numbers by a fraction and vice

versa.

Discussion:
 Visualizing division of fractions.

Sample Illustration 1

First, show 1/2.

Then draw lines or trade pieces to
show the division of the whole unit by
1/6.
The answer is 3.
There are 3 1/6s in 1/2.

Sample Illustration 2

First, show 3/4.

Then, draw lines to show the division
by 1/4.
The answer is 3.
There are 3 1/4s in 3/4.

 Dividing simple fractions and whole numbers by a fraction and

vice versa.

Nathan wants to share his buko pie with his friends. He has 2/3 of the
buko pie, and he wants to give each friend 1/6 of the buko pie. How many
friends can Nathan feed?

Solution:
Dividend ÷ Divisor = Quotient
2/3 ÷ 1/6 = n
2/3 ÷ 1/6 = n Write the reciprocal of the divisor .1/6 6/1
2/3 x 6/1 = n Change the division sign ÷ into multiplication sign x
2/3 x 6/1 = 12/3 Multiply the numerators then the denominators.
12/3 ÷ 3/3 = 4 Express in lowest terms if necessary. Divide both
numerator and denominator by its GCF.
Therefore; 2/3 ÷1/6 = 4 ; Nathan can feed 4 of his friends
Evaluation:

A. Illustrate to find the quotient.

1. 3/4 ÷ 1/4 = 4. 6/10 ÷ 2/3 =

2. 5/6 ÷ 1/2 = 5. 3/8 ÷ 1/5 =

3. 4/5 ÷ 1/5 =

B. Find the quotient. Simplify your answer if possible.

6. 6/7 ÷ 5/6 = 9. 5 ÷ 1/5 =

7. 10 ÷ 2/3 = 10. 4/5 ÷ 2/5 =

8. 9/10 ÷ 3/4 =

For your queries about the lesson you may contact CP# _______________ or
make a private message in my FB account _______________________.

Prepared by:

MILDRED C. TORRES
Teacher III- NES

Name: _____________________________ School: ___________________

Teacher: __________________________ Grade and Section: _________

GRADE 5
FIRST QUARTER (WEEK 9)
Objective:
Solves routine or non-routine problems involving division
without or with addition or subtraction of fractions and whole
numbers using appropriate problem solving strategies or tools.

Explanation:
 Read the problems below.
A 4-meter piece of wood Nicole has 42 meters of
is to be divided into 1
ribbon. She uses 2 3
pieces, each 2/3 m long.
meters for every box she
How many pieces can be
makes. How many
cut from it?
boxes can she make
from the ribbon?
Can you solve the problem? Here are the steps in analyzing
and solving the problems.
Study the solution below.

Problem 1
 Understand
Know what is asked: Number of pieces that can be cut.
Know the given facts: 4 meter piece of wood
2
3 m each long
 Plan
Determine the operation to be used: Division
2
Write the number sentence: 4 ÷ 3 = n
 Solve
Show your solution:
2 4 3 12
4 ÷3 = n 1 x 2 = 2 or 6
 Check and Look back
Review and check your answer
Answer: There were 6 pieces of wood

Problem 2
 Understand
Know what is asked: The number of boxes that can
be make from the ribbon
Know the given facts: 42 meters of ribbon
1
2 meters for each boX
3
 Plan
Determine the operation to be used: Division
1
Write the number sentence: 42 ÷ 2 3 = n
Solve
Show your solution:
1 42 7 42 3 126
42 ÷ 2 3 = n 1
÷ =
3 1
x
7 = 7 = 18

Using cancellation
42 3 6 3 18
x = x = or 18
Exercises:
Solve the following problems. Write your solutions and
answers in your notebook.
1
1. Jeff has 9 4 meters of rope. He wants to make 3
pieces of clothes hanger out of it. How long will
each clothes hanger be?

1
9 4 ÷3 =N
1 37 1 37 1
9 4 ÷3= 4 x 3 = 12 or 3 12

2
2. A farmer bought 23 3 kilograms of fertilizer for his
rice, camote, and potato crops. If the fertilizer will
be used equally on the three crops, how much will
be used for each crop?

3. Mr. Reyes has a coconut plantation that measures

1
42 hectares. If the entire plantation is to be
2
subdivided among 36 tenants, how much would be
each tenant’s share?

4. Donald was able to harvest 2 ¼ kg of tomatoes

from each of 4 plots. Then he divided them equally
 into 6 piles. How many kilograms of tomatoes did
each pile have?

5. Lucy equally poured 4/5 liter of lemonade into 6

cups. How much lemonade did each cup have?

6. Mrs. Gibe has to pack 50 kg of rice. How many

1
plastic bags are needed if each bag can contain 1 4 kg
of rice?

Para sa katanungan kung hindi naunawaan, maaaring magtext sa

numero _______________ o private message sa FB account na
_______________________.

Inihanda ni:

ISAAC S. BALAGTAS JR.

Teacher I – FVR 2 / ES