Mathematics 5

LESSON 1
Quarter 1 Week 1
Day 1

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of whole
numbers up to 10 000 000
B. Performance The learner is able to recognize and represent whole
Standards numbers up to 10 000 000 in various forms and
contexts.
C. Learning Visualizes numbers up to 10 000 000 with emphasis
Competencies or on numbers 100 001 – 10 000 000. (M5NS-Ia1.5)
Objectives
II. CONTENT Visualizing numbers up to 10 000 000 with
emphasis on numbers 100 001-10 000 000
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elem. Mathematics Grade 5. 2005.
pages pp. 1-3 7.
Lesson Guide in Elem. Mathematics Grade 5. 2010.
pp. 1-4 9.
Lesson Guide in Elem. Mathematics Grade 4. 2012.
pp. 1-4 Additional
2. Learners Materials
pages
3. Textbook pages Mathematics for Everyday Life Grade 4. 2000. p. 2*

4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Division Contextualized Curriculum Matrix ARTCUL-

1
 Resources INDMAT-IV
Division Local Heritage Matrix
IV. PROCEDURE
A. Review previous lesson 1. Drill
or presenting the new Game: Forming Numbers
lesson Materials: number cards with numbers 0 to 9
Mechanics:
a. One group of 10 boys and one group of 10 girls
will be given cards with numbers 0 to 9.
b. As the teacher gives a number, the boys’ and the
girls’ groups will form the given number as fast as
they could by standing in correct order in front of
the class.
c. The group that is able to form the correct number
first gets the point.
d. The group with the highest points wins.
2. Review
What are the numbers formed by your classmates?
Who can name some? Write it on the board.
B. Establishing a purpose Ask:
for the lesson
What is your favorite tourist spot in Legazpi City?
Why is it your favorite? What are the notable
landmarks in it?
C. Presenting Present this situation to the class.
examples/instances of the Legazpi City, known as “City of Fun and Adventure”
new lesson has many tourist spots and notable landmarks. The
Ligñon Hill Natural Park, a 15 600 centimeters peak
is a place to visit in Legazpi City. Its summit offers
sightseers a panoramic 360-degree view of the
entire city.
D. Discussing new Ask:
concepts and practicing
1) What is the Legazpi City known for?
new skills #1
2) What is the place to visit in Legazpi City as

2
 mention in the situation?
3) What does its summit offer sightseers?
4) How high is its peak?
E. Discussing new Ask: Can you show how big is 15 600? How are you
concepts and practicing
going to do that?
new skills #2
Show how big is 15 600 by using number discs. Use
number discs 1s, 10s, 100s, 1 000s, 10 000s, 100
000s, 1 000 000 and 10 000 000.
(Provide other numbers and have the pupils visualize
the given numbers using the number discs. Lead the
pupils to use cut outs of number discs to visualize
the numbers).
F. Developing mastery

AVERAGE ADVANCE
Group 1 Group 1
Using number discs Draw/illustrate the
provided, show the following numbers using
number: number discs:
1 121 300. 6 186 399.

Group 2 Group 2
Using number discs Draw/illustrate the
provided, show the following numbers using
number: number discs:
2 102 412. 8 976 876.

Group 3 Group 3
Using number discs Draw/illustrate the
provided, show the following numbers using
number: number discs:
3 043 123. 7 689 976.

Group 4 Group 4
Using number discs Draw/illustrate the
provided, show the following numbers using
number: number discs:
4 003 211 9 577 896

Group 5 Group 5
Using number discs Draw/illustrate the
provided, show the following numbers using

3
 number: number discs:
5 213 142 5 678 879

a. Group Activity:
b. Group Reporting
Each group will report their output in front of the
class.
Ask: How did you find the activity? Was using
number discs helpful to you in visualizing the
number? Did you work cooperatively in your group?
G. Finding practical Put a check to the number that is between 100 001 –
applications of concepts
10 000 000.
and skills in daily living
____ 374 400 ____ 23 568
____ 35 274 200 ____ 1 572 238
____ 10 456 789 ____ 583 102
H. Making generalizations How can we better understand numbers from 100
and abstractions about the
001 – 10 000 000? (To visualize the numbers from
lesson
100 001 – 10 000 000, we can use number discs.)
I. Evaluating learning Draw number discs to show the following numbers.
1. 3 729 172
2. 2 123 343
3. 5 423 465
4. 4 589 123
5. 2 123 258
J. Additional activities for Draw number discs to show the following numbers.
application or remediation
1. 4 538 932
2. 5 164 719
3. 4 206 732
4. 5 654 037
5. 2 917 382
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the

4
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I wish
to share with other
teachers?

5
 Mathematics 5
LESSON 2
Quarter 1 Week 1
Day 2

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of whole
numbers up to 10 000 000
B. Performance The learner is able to recognize and represent whole
Standards numbers up to 10 000 000 in various forms and
contexts.
C. Learning Reads numbers up to 10 000 000 in symbols and in
Competencies or words. (M5NS-Ia-9.5a)
Objectives

II. CONTENT Reading numbers up to 10 000 000 in symbols

and in words
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Whole Numbers, Gr. 5 Module 1

pages Lesson Guide in Elem. Math Gr. 4 p. 7, Gr. 5 p. 1 4.

Lesson Guide in Elem. Mathematics Grade 4. 2012. pp.
7-9

2. Learners Materials
pages
3. Textbook pages Mathematics for Everyone Grade 5. 2000. p. 8*

4. Additional materials
from Learning
Resource (LR)
Portal

6
 B. Other Learning Division Contextualized Curriculum Matrix ARTCUL-
Resources INDMAT-IV
Division Local Heritage matrix
IV. PROCEDURE
A. Review previous lesson 1. Drill
or presenting the new Conduct a drill on reading numbers using flash
lesson cards.
5 156 678 3 456 357
7 567 911 1 545 612
2. Review
Have a review on writing numbers in figures or
symbols. Dictate these numbers and ask the pupils
to write them on their “show-me-boards.”
34 567156 678 1 456 789 13 123 200
B. Establishing a purpose Ask:
for the lesson
What do you think is the government agency
responsible for counting the number of populations
in a certain place? Nowadays, what is the total
population of Legazpi City?

C. Presenting Present this situation to the class.

examples/instances of the Problem Opener:
new lesson According to the 2015 census, Legazpi City has a
population of One hundred ninety-six thousand, six
hundred thirty-nine. The said city is the regional
center and largest city of the Bicol Region, in terms
of population.

D. Discussing new Ask:

concepts and practicing
1) What is the regional center and largest city of
new skills #1
the Bicol Region in terms of population?
2) What is the population of Legazpi City in 2015
census?
3) When reading numbers, where do we begin?

7
 4) Do we need to say the word “and”?

E. Discussing new Say: A good way to read a large number when first
concepts and practicing
learning it is to use a place value chart. It is divided
new skills #2
into “families” or periods UNITS, THOUSANDS and
MILLIONS.

(Present the number given in the problem using the

place value chart)

Say: To read this number, we say the number in

each family or period box followed by the name of
the family or period itself, starting with millions then
continuing to thousands and lastly the ones family or
period.

Ask: What is the role of “zero” in the number?

Provide numbers for the pupils to read aloud,

individually or by group.

F. Developing mastery

AVERAGE ADVANCE
The class will be The class will be divided
divided into three into three groups. Each
groups. Each group group must have 5
must have 5 members. members. Using a dice,
First member of the the group member that
group to deflate the will toss a dice with the
balloon through sitting smallest number, will be
on it, will get a card on the first to get a piece of
the table which has strip paper from the
numbers to be read teacher and read aloud
aloud and correctly. If the number written on it,
read correctly the group if the member able to
will earn a point, if read the number
misread the other group correctly their group will
can have the point receive a point. And the

8
 provided that they read group that will get 5
the numbers correctly points will be declared
as well. winner.

a. Group Activity:
b. Processing the Activity
Ask: How did you find the activity? Was using
number discs helpful to you in visualizing the
number? Did you work cooperatively in your group?
G. Finding practical Answer the following questions:
applications of concepts
a. What is the number before 1 567 678?
and skills in daily living
b. What is the number after 23 567 890?
H. Making generalizations Ask: How do we read large numbers?
and abstractions about the
lesson
I. Evaluating learning Read the following numbers.
1. 3 567 000
2. 9 781 560
3. 5 456 890
4. 3 000 000
5. 4 789 089
J. Additional activities for Practice reading numbers at home.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching

9
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I wish
to share with other
teachers?

10
 Mathematics 5
LESSON 3
Quarter 1 Week 1
Day 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies or
Objectives
The learner demonstrates understanding of
whole numbers up to 10 000 000
The learner is able to recognize and
represent whole numbers up to 10 000 000
in various forms and contexts.
Writes numbers up to 10 000 000 in
symbols and in words. (M5NS-Ia-9.5b)

II. CONTENT Writing numbers up to 10 000 000 in

III. LEARNING RESOURCES
A .References
1. Teacher’s Guide pages
2. Learners Materials pages
3. Textbook pages
symbols and in words
Whole Numbers, Gr. 5 Module 1
Lesson Guide in Elem. Math Gr. 4 p. 7, Gr.
5 p. 1 4.
Lesson Guide in Elem. Mathematics Grade
4. 2012. pp. 7-9
Mathematics for Everyone Grade 5. 2000. p. 8*

4. Additional materials from

Learning Resource (LR) Portal
A. Other Learning Resources
IV. PROCEDURE
A. Review previous lesson or
Division Contextualized Curriculum Matrix
ARTCUL-INDMAT-IV
Division Local Heritage matrix
1. Drill

11
 presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Forming Numbers
Form 2 groups of 10 boys and 10 girls.
Each group will be given number cards (0-
10). As the teacher gives a number, each
group will form the given number as fast as
they could by standing in correct order in
front of the class. The game will go on until
all the numbers prepared by the teacher
have been formed. The group with the
highest points wins.
2. Review
Have a review in reading numbers shown
in flashcards by the teacher.
Ask:
Can you guess how big is Legazpi City?
Problem Opener:
Legazpi City is the capital of the
province of Albay and the administrative
center of Bicol region. It has a total land
area of Two hundred four thousand, two
hundred twenty square meters.
Recognized as one of the fastest-growing
and most competitive cities in the
Philippines. It has 72 barangays.
Ask:
1) What is the capital of the province of
Albay?
2) How many barangays does it have?
3) How was Legazpi City recognized in
the Philippines?
4) What is the total land area of
Legazpi City? (Ask one pupil to write
12

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
the answer on the chalkboard)
Ask: Is it correct to write the number as 204
220? Why?
What is the correct way of writing this
number?
What is placed after each period when
writing number in words?
How do we write number in words and
symbols?
What do you place when one of the place
values is not mention in a period?
What do you call zero then?
a. Group Activity:
AVERAGE ADVANCE
Write the numbers Write the numbers in
in words: words from:
Group 1: Group 1:
5 452 014 13 345 400 – 13 345
403
Group 2: Group 2:
4 148 152 15 320 506 – 15 320
509
Group 3: Group 3:
1 020 105 10 234 709 – 10 324
802
b. Processing the Activity
Ask: How were you able to do your task?
Call some pupils to read some numbers
they have written.
Call some pupils to write numbers in words
on the board or on their “show- me-
boards”
Ask: How many digits do numbers from
13

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
13 345 400 – 13 345 403 have?
In numbers 15 320 506 – 15 320 509 which
digit is in the millions place.
How did you write the numbers in symbols?
How did you separate the millions and
thousands from that of the digits of
hundreds, tens and ones?
How did you write the numbers in words?
Do you still need to write zero when writing
in words? Why?
Answer the following questions:
a. What is the number before 1 567 678?
Write it in symbols.
b. What is the number after 23 567 890?
Write in words?
Ask: How do we write large numbers?
Write the following numbers in words.
1. 3 567 000
2. 9 781 560
3. 5 456 890
4. 3 000 000
5. 4 789 089
Write the following numbers in symbols.
1. One million, twenty-seven thousand,
four hundred thirty-five
2. Six million, four hundred fifty-five
thousand, six hundred two
3. Nine million, forty-nine thousand,
three
4. Eight million, two hundred thirty-six
thousand, nine hundred forty-seven
14
 5. Two million, three hundred thousand

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use? Discover which I
wish to share with other teachers?

15
 Mathematics 5
LESSON 4
Quarter 1 Week 1
Day 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of whole
Standards numbers up to 10 000 000
B. Performance The learner is able to recognize and represent whole
Standards numbers up to 10 000 000 in various forms and
contexts.
C. Learning Rounds numbers to the nearest hundred thousand.
Competencies or (M5NS-Ia-15.3a)
Objectives
II. CONTENT Rounding numbers to the nearest hundred
thousand
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide DLP Gr. 3 Module 6, Gr. 5 Module 4
pages Lesson Guide in Elem. Mathematics Grade 5. 2005.
pp. 9-12
Lesson Guide in Elem. Mathematics Grade 5. 2010.
pp. 9-13
Lesson Guide in Elementary Mathematics Grade 4.
2012. pp. 13-18
2. Materials pages
3. Textbook pages Mathematics for Everyday Life Grade 4. 2000. 10-
13*Grade School Mathematics Grade 4. 2003. p. 16*
4. Additional
materials from

16
 Learning
Resource (LR)
Portal
B. Other Learning Division Contextualized Curriculum Matrix ARTCUL-
Resources INDMAT-IV
Division Local Heritage matrix
IV. PROCEDURE
A. Review previous lesson 1. Drill on Reading numbers through 10 000 000
or presenting the new Group Game:
lesson Materials: flashcards
Mechanics:
a. Divide the class into 4 teams.
b. Flash a number.
c. The first pupil from each team reads the numeral.
The rest of the team members take turns.
d. The team gets a point if the answer of its member
is correct.
e. The game continues until a team earns 10 points.
This team is announced as winner.
2. Review
Materials: show me boards, marker
The teacher flashes the cards with numerals written
on it. Each pupil will write the numbers in words.
(Observe correct spelling of the words)
B. Establishing a purpose for Ask:
the lesson
When is Legazpi City fiesta? Who is the patron saint
of Legazpi City? As Legazpeños, how do you
celebrate its fiesta?
C. Presenting Problem Opener:
examples/instances of the Tiya Ising is preparing food for 1 687 expected
new lesson guests to the upcoming Legazpi City Fiesta. How
many people to the nearest thousand should they

17

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
prepare for?
Ask:
1) What is given?
2) What is being asked?
3) How do we solve the problem?
4) Will it be better to prepare more or less food than
the guests expected? What would happen if you
prepare too much food? Less food?
5) When is it better to round up in real-life situations?
What situations would require you to round down
instead?
Guide the pupils to find the answer by estimation.
Say: Let us use a number line. Label it from 1 000 to
2 000.
*Find 1 687.
Ask: To what number is it closer? 1 600 or 1 700?
Since it is closer to 1 700 round it up.
Ask: Find 1 435. Where is it located?
To what number is it closer? 1 000 or 2 000?
Since it is closer to 1 000 round it down.
Provide more examples of rounding numbers using
the number line.
Guide pupils to see the pattern when to round up
and when to round down.
AVERAGE ADVANCE
With the use of a Round each number to
number line, find out the nearest hundred
where the number is thousand:
nearer to. Group 1: 5 392 778
Group 1: 897 564
With the use of a Group 2:
number line, find out 812 352
18

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
where the number is
nearer to.
Group 2: 543 765
With the use of a Group 3:
number line, find out 4 178 015
where the number is
nearer to.
Group 3: 129 578
a. Group Activity:
b. Group Reporting
Each group will report their output in front of the
class.
c. Processing the activities
Say: Let us look at your work.
Ask:
What is the rounding place if a number to be
rounded to the nearest hundred thousand?
What digit should be at the right of the digit in the
rounding place in order to round down?
What digit should be at the right of the digit in the
rounding place in order to round up?
Round to the nearest hundred thousand.
Hundred Thousand
1. 4 315 652
2. 7 354 754
3. 6 812 563
4. 9451 245
5. 3 645 157
How do we round numbers? To round a number, do
the following:
19
 a) Look at the digit immediately to the right of the
digit in the rounding place.
b) If the digit to the right of the digit in the rounding
place is less than 5, retain the digit in the rounding
place, drop all the digits to its right and replace them
with zeros.
c) If the digit immediately to the right of the digit in
the rounding place is 5 or more, add 1 to the digit in
the rounding place and replace all the digits to its
right by zeros.
I. Evaluating learning Round the following numbers to the nearest hundred
thousand.
1. 4 567 892
2. 5 231 457
3. 9 875 120
4. 2 105 478
5. 6 547 210
J. Additional activities for Round the following numbers to the nearest hundred
application or remediation
thousand.
1. 5 478 612
2. 2 587 452
3. 1 245 268
4. 8 457 120
5. 4 587 147
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the

20
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I use?
Discover which I wish to
share with other teachers?

21
 Mathematics 5
LESSON 5
Quarter 1 Week 1
Day 5

I. OBJECTIVE
A. Content The learner demonstrates understanding of whole
Standards numbers up to 10 000 000
B. Performance The learner is able to recognize and represent whole
Standards numbers up to 10 000 000 in various forms and
contexts.
C. Learning Rounds numbers to the nearest millions.
Competencies or (M5NS-Ia-15.3b)
Objectives
II. CONTENT Rounding numbers to the nearest millions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide DLP Gr. 3 Module 6, Gr. 5 Module 4

pages Lesson Guide in Elem. Mathematics Grade 5. 2005.

pp. 9-12
Lesson Guide in Elem. Mathematics Grade 5. 2010.
pp. 9-13
Lesson Guide in Elementary Mathematics Grade 4.
2012. pp. 13-18
2.Learners Materials
pages
6. Textbook Mathematics for Everyday Life Grade 4. 2000. 10-13*
pages Grade School Mathematics Grade 4. 2003. p. 16*
7. Additional
materials

22
 from
Learning
Resource
(LR) Portal
8. Other Division Contextualized Curriculum Matrix ARTCUL-
Learning INDMAT-IV
Resources Division Local Heritage Matrix

IV. PROCEDURE
A. Review previous Review the rules in rounding off numbers.
lesson or presenting
the new lesson
B. Establishing a purpose Ask: Can you tell the exact number of people in a
for the lesson
basketball game?
Say: Sometimes there is no need for us to give the
exact number. Instead We just estimate how many
people or things are there.”
Ask: Why is it important to estimate?
C. Presenting Guide the pupils to find the answer by estimation. Use
examples/instances of a number line and label it from 8 000 000 to 16 000
the new lesson 000.
Find 8 933 789.
Ask: To what number is it closer?
Are we going to round it up or round it down?
D. Discussing new Find 15 249 345. (Repeat the process)
concepts and practicing
Provide more examples of rounding numbers using the
new skills #1
number line.
Guide pupils to see the pattern when to round up and
when to round down.
E. Discussing new AVERAGE ADVANCE
concepts and practicing With the use of a number Round each number to
new skills #2
line, find out where the the nearest millions:
number is nearer to. Group 1:

23

F. Developing mastery
6 6 786 124
G. Finding practical
applications of concepts
and skills in daily living
Group 1: 3 897 564 5 392 778
With the use of a number Group 2:
line, find out where the 9 812 352
number is nearer to.
Group 2: 1 543 765
With the use of a number Group 3:
line, find out where the 3 178 015
number is nearer to.
Group 3: 4 129 578
a. Group Reporting
Each group will report their output in front of the class.
b. Processing the activities
Say: Let us look at your work.
Ask:
 What is the rounding place if a number to be
rounded to the nearest million?
 What digit should be at the right of the digit in the
rounding place in order to round down?
 What digit should be at the right of the digit in the
rounding place in order to round up?
c. Reinforcing the Concept and Skill
Encircle the number that could be round of to 7 000
000.
6 890 560 7 546 678
6 083 456 7 867 156
7 412 345
Solve each problem.
a. In fishponds of Aling Lulu, there were 1 567 890
tilapia fingerlings in the first pond, 567 890 in the
second pond and 5 678 909 in the third pond. About
how many fingerlings are there in all?
b. Mang Oyong harvested 234 678 kilograms of
24
 calamansi. About how many kilograms of calamansi
were harvested?
H. Making How do we round numbers? To round a number, do
generalizations and
the following:
abstractions about the
lesson a) Look at the digit immediately to the right of the digit
in the rounding place.
b) If the digit to the right of the digit in the rounding
place is less than 5, retain the digit in the rounding
place, drop all the digits to its right and replace them
with zeros.
c) If the digit immediately to the right of the digit in the
rounding place is 5 or more, add 1 to the digit in the
rounding place and replace all the digits to its right by
zeros.
I. Evaluating learning Round the following to the nearest millions:
1. 9 123 451 __________________
2. 3 451 678 __________________
3. 7 987 567 __________________
4. 3 567 678 __________________
5. 7 789 123 __________________
J. Additional activities for Round the underlined digit to the nearest millions.
application or remediation
1. 3 6789 853
2. 4 567 432
3. 8 671 002
4. 5 671 035
5. 9 999 999

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.

25
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use? Discover which I
wish to share with other
teachers?

26