Mathematics 5 LAS Quarter 3

5
Mathematics
Third Quarter
LEARNING ACTIVTIY SHEETS

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Mathematics Activity Sheet
(Elementary-Grade 5)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
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This material has been developed for the implementation of K to 12 Curriculum through the Curriculum
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source must be acknowledged. Derivatives of the work including creating an edited version, an
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copyright is attributed. No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS, PhD., CESO IV, DepEd R02
Assistant Regional Director : JESSIE L. AMIN, EdD., CESO V, DepEd R02
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
OIC, Schools Division Superintendent : : EDUARDO C. ESCORPISO JR, EdD, CESO IV
OIC, Assistant Schools Division Superintendent :GEORGANN G. CARIASO, CESE
OIC, Chief Education Supervisor: :MARCIAL Y. NOGUERA
Development Team
Writers: OFELIA B. HOMIGOP, HERMINIA C. CABRERA, ACELA C. BARSANA, JENWARD M.
IBAÑES, CLEMENTINO RATERTA, ELEONORA A. GALANA, RAINER HENRY C.
MANANSALA, MARY JOAN F. PORLARES, AMELIA A. FADRIGA, SHIRLEY C. RUIZ,
ZENAIDA GLUTILDE V. BARSANA, ROBERT JONATHAN VERSO, ELIZABETH H. PAMA,
JULIA CAROL C. JOSE, ROXANNE D. ADAMI, JUANA V. RASCO, KARL MERVIN A.
BALDERAS, CONCORDIA BASTILLO, ANGELIE CHERYL A. GABOTERO, VANESSA A.
HONTOMIN, CHARMAINE CERVILLON, VINCENT C. ROBILLOS, GILBERT B. CULTURA
Content &
Language Editor: VIOLETA H. BINALON, ALFREDO C. TABUSO, JOYCE G. BALLON, EVANGELINE C.
AGUDO, MARITES A. AGCAOILI, JOVENCIO G. LORETO, MARITES TALOSIG, MONALIZA
ZAMBALE, NERLISA DOMINGCIL
Illustrator: WALDEN G. HABANA
Layout Artist: WALDEN G. HABANA
Focal Persons: VIOLETA H. BINALON, Education Program Supervisor-Mathematics, SDO Batanes
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ISAGANI R. DURUIN, Education Program Supervisor-Mathematics, CLMD
RIZALINO G. CARONAN, Education Program Supervisor-LR, CLMD
Printed by: Curriculum and Learning Management Division

DepEd, Carig Sur, Tuguegarao City
ii
Table of Contents
Visualizes percent and its relationship to

fractions, ratios, and decimal numbers
using models. (M5NS-IIIa-136) .......................................................................... 1
Defines percentage, rate or percent, and base.

(M5NS-IIIa-137)................................................................................................... 5
Identifies the base, percentage, and rate in a

problem. (M5NS-IIIa-138) ................................................................................... 7
Finds the percentage in a given problem.

(M5NS-IIIb-139) ................................................................................................ 10
Solves routine and non – routine problems

involving percentage using appropriate
strategies and tools. (M5NS-IIIb-140) ................................................................ 13
Visualizes names and describes polygon with 5

or more sides. (M5GE-IIIc-19) ........................................................................... 19
Describes and Compare properties of polygon

(regular and irregular polygons).
(M5GE-IIIc-20) .................................................................................................. 24
Visualizes congruent polygons. (M5GE-IIId-

22) ........................................................................................................................ 29
Identifies the terms related to circle. (M5GE-

IIId-23.2) .............................................................................................................. 34
Draws circles with different radii using compass.

(M5GE-IIIe-24).................................................................................................... 38
Visualize and describes solid figures. (M5GE-

IIIe-25) ................................................................................................................ 43
iii
Makes models of different solid figures: cube,
prism, pyramid, cylinder, cone, and
sphere using plane figures. (M5GE-IIIe-
26) ........................................................................................................................ 48
Formulates the rule in finding the next term in a

sequence. E.g 1, 3, 7, 15 possible answers
(𝑛 × 2 + 1) or (+2, +4, +8, +16).
(M5AL-IIIf-6) ...................................................................................................... 54
Uses different strategies (looking for a pattern,

working backwards, etc.) to solve for the
unknown in simple equations involving
one or more operations on whole number
and fractions. E.g. 3 × __ + 1 = 10, the
unknown is solved working backwards.
(M5AL-IIIf-14) .................................................................................................... 58
Measures time using a 12-hour and a 24-hour

clock. (M5ME-IIIg14) ........................................................................................ 65
Calculates time in the different world time zones

in relation to the Philippines. (M5ME-
IIIg15) ................................................................................................................. 72
Solves problems involving time. (M5ME-IIIg-

16) ........................................................................................................................ 78
Visualizes circumference of a circle. (M5ME-

IIIh-67) ................................................................................................................. 85
Measures circumference of a circle using

appropriate tools. (M5ME-IIIh-68) ...................................................................... 89
Finds the circumference of a circle. (M5ME-

IIIi-70) ................................................................................................................. 92
Solves routine and non-routine problems

involving circumference of a circle.
(M5ME-IIIj-71).................................................................................................... 96
iv
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________
LEARNING ACTIVITY SHEET

Visualizing Percent and Its Relationship to Fractions, Ratios, and
Visualize percent and its relationship to fractions, ratios, and decimal numbers using models. (M5NS-IIIa-136)
Decimal Numbers Using Models
Background Information for Learners
Percent is a special ratio that compares a certain number to 100. Percent is another
way of saying hundredth or in a hundred. The symbol used for percent is %. It means “out of
100”.
The symbol % replaces per hundred in a ratio and the denominator 100 or hundredths
in a fraction.
So, the statement 75% of high school graduates go to colleges means that out of 100
high school graduates, 75 graduates go to college.
Percent is a ratio whose meaning similar to a fraction whose denomination is 100.

!"
75 : 100 = #$$ = 75%
As a fraction, the percent symbol (%) takes the place of hundredths.
Look at this, illustration for 75%, which also means 75 per hundred.
There are 100 squares, and 75 squares

are shaded. So, 75 out of 100 or 75% of the
squares are shaded.
!"
75% = 75:100 = #$$ = 0.75
!"
Let us change #$$ to simplest form.
!" % ×"×" %
#$$
= (×(×"×" = )
%
Then )
= 0.75 = 75%
There are 25 squares that are not shaded. This means that 25% is not shaded.
When you compare the 25 squares that are not shaded to the total number of squares in
("
the figure above, 25% is a ratio used to represent 25:100, which is the same as the fraction #$$,
and equals 0.25 also.
Example:
Emily got a score of 80 out of 100 item math quiz. What percent of the number of items
did she get correctly?
Practice Personal Hygiene protocols at all times. 1

Answer: 80 out of 100 or 80% or 0.8
Learning Competency with Code

Visualize percent and its relationship to fractions, ratios, and decimal numbers using
models. (M5NS-IIIa-136)
Activity 1
Directions: Give the percentage of the shaded squares to the total number of squares in the
figure. Write your answer in the space provided below.
1. 2.
__________________ __________________
3.
4.
__________________
_____________________

5.
__________________
_______________________
Activity 2
Directions: Write a fraction, decimal and percent for the shaded parts. Follow the example below.
Example:
%%
Fraction - #$$
Decimal - 0.33
Percent – 33%
1.
2.
Fraction _________ Fraction _________

Decimal _________ Decimal _________
Percent ________ Percent ________
3. 4.
Fraction _________ Fraction _________

Decimal _________ Decimal _________
Percent ________ Percent ________

5.
Fraction _________
Decimal _________
Percent ________
Reflection
1. What have you learned from the activities?

_____________________________________________________________________
_____________________________________________________________________
2. What did you like most from this lesson?
_____________________________________________________________________
_____________________________________________________________________
3. What is the most challenging or least interesting from the activities?

_____________________________________________________________________
_____________________________________________________________________
References
Coronel, F. M. M., S. C., & Orosco, A. M. (n.d.). Growing Up with Math 5. FNB
Educational, Inc.
Lumbre, A. P., Ursua, A. C., Placer, D. P., & Burgos, J. R. (2016). 21st Century
Mathematics. Vibal Group, Inc
Answer Key
Activity 1
! # %
1. 51% 2. 25% 3. 59% 4. = 0.50 = 50% 5. = = 0.25 = 25%
" !$ "
Activity 2
#! !" "& %" '!
1. Fraction - %$$ 2. Fraction - %$$ 3. Fraction - 4. Fraction - 5. Fraction -
%$$ %$$ %$$
Decimal - .52 Decimal - 0.24 Decimal - 0.48 Decimal - 0.14 Decimal - 0.32
Percent - 52% Percent - 24% Percent - 48% Percent - 14% Percent - 32%
Prepared by:
OFELIA B. HOMIGOP
HERMINIA C. CABRERA
ACELA C. BARSANA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Defines percentage, rate or percent, and base. (M5NS-IIIa-137)
Meaning of Percentage, Rate and Base
These activity sheets serve as guide for the learners. It facilitates lesson comprehension
as it focuses on pupil’s mastery on percentage, rate and base.
The variable has the following characteristics which will be useful to identify them.
Percentage (or portion) is the part of a whole.
The Base is the total or whole and it is the number that usually follows the phrase
“percent of” or “% of”.
The Rate is the number written with the word “percent’ or with the symbol “%”
Formula:
Percentage = Rate × Base or P = R × B
*
Rate = Percentage /Base or R = +
*
Base = Percentage / Rate or B = ,
Example:
Find the percentage.
What is 25% of 40?
25% × 40 = n
0.25 × 40 = 10 is 25% of 40.
Find the base
75% of what number is 6?
75% of n = 6
0.75 × n = 6
N = 6 ÷ 0.75 = 8 is the base
Finding the rate
What percent of 1200Php is 300Php?
N × 1200 = 300
300 ÷ 1200 = 0.25 = 25% is the rate
Base on the given examples, how will you define base, rate and percentage in your
own words?

Defines percentage, rate or percent, and base. (M5NS-IIIa-137)

Activity 1
Directions: Which of the following statements define a base, rate and percentage? Write B if
its defines base, R if it defines rate and P, if it defines percentage.
_______ 1. The number that represents 100%

_______ 2. The part of the whole.
*
_______ 3. Ratio of a number and 100, +.
_______ 4. The number followed by percent sign.
_______ 5. Is obtained by multiplying the base by the rate.
Activity 2
Directions: Give the meaning of the following:
Base _____________________________________________________________________
Rate _______________________________________________________________________
Percentage _________________________________________________________________
Reflection
1. What are your learnings from the activities?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Camitan, A. A., Butaran, R. B., dela Cruz, M. P., Guadarrama, M. A., Riel, T. A., &
Zotomayor, Ed.D., P.A. (2015). Number Smart 5. Rex Printing Company, Inc.
https//prezi.com>percentage-portion
Answer Key
Activity 1
1. B 2. P 3. R 4. R 5. P
Prepared by:
OFELIA B. HOMIGOP
HERMINIA C. CABRERA
ACELA C. BARSANA
JENWARD M. IBAÑES
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Identifies the base, percentage, and rate in a problem. (M5NS-IIIa-138)
Identifying the Base, Percentage, and Rate
There are many practical applications of our work with Percent. All these problems
have three basic parts that need to be identified. Let’s look at some definitions that will help
with that process.
Percentage - a part, portion or share of the base, it is always without a percent sign and
is either before or after the word “is”.
Rate – defines how much or what part of the portion of the base is either a fraction
form or accomplished by a percent sign.
Base – the total value of something or the whole thing. It is found after the word “of”
and the variable without a percent sign.
Example: 5 is 10% of 50
Percentage Rate Base
Identify the base (B), rate (R) and percentage (P) in the problems.
1. Zari ate 6 out of the 8 slices of the chocolate cake. This means she ate 75% of the
chocolate cake.
P=6 R = 75% B=8
2. In a Math class of 35 pupils, 7 received a grade of 97. What percent of the class
received a grade of 97?
P= 7 R = Unknown B = 35

Identifies the base, percentage, and rate in a problem. (M5NS-IIIa-138)

Activity 1
Directions: Identify the base, rate and percentage by completing the table. Write your answers
on the columns provided for each item.
Given Base (B) Rate (R) Percentage (P)

1. 40% of 120 is 48
2. 80% of 80 is 48
3. 50% of 72 is 36
4. 50 % of 24 is 12
5. 33% of 260 is 88
Activity 2: Game Ka Na Ba?

Directions: Identify what is being asked. Write your answers on the blank provided.
______ 1. 2% of 30 is 6. What is the base?
______ 2. 75% of 40 is 30. What is the rate?
______ 3. 36 is 30% of 120. What is the percentage?
Activity 3
Directions: Identify what is asked on the problems. Write whether base, rate or percentage on
the space provided before each item.
______________ 1. Carlos Alfonso got 80% in his Math test. This is equivalent to a score of
32 correct answers. What is the total number of items in the Math test?
______________ 2. Our class of 56 pupils had a field trip to Ocean Park. Eight of my
classmates were not able to come. What percent of our class was not able
to join the field trip?
_____________ 3. There were four Grade 5 teachers in the canteen and this is 10% of the
number of all teachers in our grade school. How many grade
schoolteachers did we have?
_____________ 4. When we arrived at Ocean park, 5 buses and 15 vans were already parked
including our bus, what percent of all the vehicles were vans?
_____________ 5. I saw 18 colorful flowers, which composed 50 % of the flowers in the park.
How many flowers were in the park?
Reflection

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_____________________________________________________________________
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_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
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References
Camitan, A. A., Butaran, R. B., dela Cruz, M. P., Guadarrama, M. A., Riel, T. A., &
Zotomayor, Ed.D., P.A. (2015). Number Smart 5. Rex Printing Company, Inc.
https//nanopdf.com
Answer Key
Activity 1
Given Base Rate Percentage
1. 40% of 120 is 48 120 40 48
2. 80% of 80 is 48 80 80 48
3. 50% of 72 is 36 72 50 36
4. 50 % of 24 is 12 24 50 12
5. 33% of 260 is 88 260 33 88
Activity 2
1. 30
2. 40
3. 120
Activity 3
1. B - 40 Items
2. R - 14%
3. P - 40
4. R - 75%
5. B - 36
Prepared by:
OFELIA B. HOMIGOP
HERMINIA C. CABRERA
ACELA C. BARSANA
JENWARD M. IBAÑES
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Finds the percentage in a given problem. (M5NS-IIIb-139)
Finding the Percentage in a Given Problem
A lot of percent problems turn out to be easy to solve when you give them a little
thought. In many cases, just remember the connection between percents and fractions and
you’re halfway home.
Percents are a ratio of a number and 100. So they are easier to compare than fractions,
as they always have the same denominator, 100. A store may have a 10% off sale. The amount
saved is always the same portion or fraction of the price, but a higher price means more money
is taken off. Interest rates on a saving account work on the same way. The more money you
put in your account, the more money you get in interest. It’s helpful to understand how these
percents are calculated.
Example
A survey conducted among 110 Grade 5 pupils showed that 20% like dancing. How
many of the 110 pupils surveyed like dancing?
We need to find out how many pupils compose 20% of the 110 Grade 5 pupils.
We can find the percent of a number by using either a decimal or a fraction for the percent.
1. Write the percent as a decimal and then, multiply.
20% = 0.20, Hence 20% of 110 = 0.20,
2. Write the percent as a fraction and then, multiply.

($ ($
20% = #$$. Hence, 20% of 110 = #$$ × 110 = 22
0.20
x110
000
+020
020
022.00
= 22 Grade 5 pupils like dancing
3. What is 20% of 60?
Solution:
0.20 x 60 0.20
x 60
00
+ 120
12.00

By either method, 22 of the 110 pupil’s surveyed like dancing.
In problems on percent, there are three quantities related: the base, (B) 110 in the problem,
the rate (R), 20%, and the required percent of the base, which may be called percentage or (P)
P = B × R, where R must be in decimal or fraction form.
Finds the percentage in a given problem. (M5NS-IIIb-139)
Activity 1
Directions: Find the percentage and write the answer on the space provided.
1. 80% of 60 3. 75% of 120

)
"
x 60 = _____ .75 x 120 = ______
2. 25% of 320 4. 30% of 180

#
)
x 320 = ______ .30 x 180 = ______
5. 15% of 45?
.15 x 45 = ______
Activity 2
Directions: Find the percentage. Write your answer on the space provided before each item.
_____ 1. What number is 5% of 75?
a. 2.75 b. 3 c. 3.75 d. 4.25
_____ 2. What is 43% of 150.
a. 64.5 b. 64 c. 65.5 d. 65.4
_____ 3. 8% of 650.
a. 50 b. 51 c. 52 d. 53
_____ 4. 2% of 75.
a. 1 b. 1.5 c. 1.7 d. 2.5
_____ 5. 19% of 300.
a. 57 b. 58 c. 67 d. 88
Activity 3
Directions: Answer the following problems by writing your answer on the space provided
before the number.
_____ 1. Out 30 pupils in Grade V – Castillo, only 90% submitted their modules on time.
How many pupils submitted their modules on time?
_____ 2. Among the 640 Grade 5 pupils of B. C. S, only 15% of them are in favor of Modular
distance learning. How many pupils are in favor of Modular distance learning?
_____ 3. 45% of the Ivatans do not have work during this pandemic. If there are 900 Ivatan
workers, how many Ivatans do not have work during the pandemic?
_____ 4. Athina has 600 pesos in her wallet. She spent 15% of the amount to buy the
materials for school project, how much did she spend for the materials?
_____ 5. Anthony earned 4% from his Php12 000 bank deposit. How much interest did he
get?

Reflection

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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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References
Lumbre, A. P., Ursua, A. C., Placer, D. P., & Burgos, J. R. (2016). 21st Century
Mathematics. Vibal Group, Inc.
Villamayor, A. C., Celeridad-Wright, A. D., & de Joya, E. C. (2015). Math for Life 5.
Rex Printing Company, Inc.
https//www.dummies.com.math
Answer key:
Activity 1
1. 48 2. 18 3. 90 4. 54 5. 6.75
Activity 2
1. c 2. A 3. C 4. B 5. a
Activity 3
1. 27 pupils
2. 96 pupils are in favor of Modular Distance Learning
3. 405 Ivatans
4. Php90.00
5. Php 480.00
Prepared by:
OFELIA B. HOMIGOP
ACELA C. BARSANA
HERMINIA C. CABRERA
JENWARD M. IBAÑES
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Solving Routine and Non – Routine Problems Involving Percentage
Solves routine and non – routine problems involving percentage using appropriate strategies and tools. (M5NS-IIIb-140)

This activity sheet serves as guide for the learners. It facilitates lesson comprehension
on solving routine and non-routine problems involving percentage. You can apply what you
have learned from the previous lesson in answering the following activities.
P=RxB
*
B=,
*
R = + × 100
Where P = Percentage
R = Rate
B = Base
Example of Routine Problem
In a final examination, 120 Grade 5 pupils passed. If this number is 96% of those who
took the examination, how many took the examination?
Let’s analyze the problem.
1. See/Know/Understand
What is asked?
B = The number of pupils who took the examination
What are the given facts?
P = 120 Grade 5 pupils
R = 96% took the examination or 0.96
What formula should be used?
B= P/R
2. Plan
What is the number sentence?

Using B = P/R substitute the value of P and R
B= 120/0.96

3. Solve
Solution:
#($
B = $../ = 125
125
0.96 ) 12000
-96
240
192
480
There were 125 Grade 5 students who took the final examination.
4. Check
To check, multiply one of the given from the answer.
125 × 0.96 = 120
Of the 3120 applicants who took an entrance test only 468 applicants passed. What
percent of the applicants passed the entrance test?
Solution:
R= P ÷ B
R = 468 ÷ 3120 = 0.15 0r 15%
0.15
3120 )46800
-3120
15600
-15600
0000
0nly 15% of the applicants passed the entrance test
A survey conducted among 320 Grade 5 pupils showed that 15% like Taekwando.
How many of the Grade 5 pupils surveyed like Taekwando ?
Solution:
P=BxR
= 320 x 15%
320
x 0.15
1600
+ 320
48.00
= 48 pupils like dancing.

Example of a Non – Routine Problem
The price of a handy – camera is Php 6 500.00 and the sales tax is 5%. What is the total
cost of the handy – camera?
1. See/Know/Understand
What is asked?
The total cost of the handy – camera
What are the given facts?
Sales tax = 0.05 × 6 500 Php
= 325 Php
Total cost = marked price + sales tax
= 6 500 Php + 325 Php
= 6 825 Php

Solves routine and non – routine problems involving percentage using appropriate
strategies and tools. (M5NS-IIIb-140)
Activity 1
Directions: Read and analyze the problem. Select the letter of the correct answer from the
choices given.
A. 85% of a number is 51. Find the number.
1. What is asked in the problem?
a. rate b. base c. percentage
2. Which of the following is false about the given facts in the problems?
a. R = 0.85 b. P = 51 c. B = 51
3. What is the appropriate number sentence to be used?
a. P = B x R b. B = P/R c. R = P/B
4. Which of the following is the answer to the problem?
a. 50 b. 60 c. 70
B. Ninety percent of the 50 members of Clean and Green Movement voted for the new
president. How many voted for the new president?
1. What is asked in the problem?
a. the number of members who like to joined the movement
b. the number of President
c. the number of members voted for the new President
2. Which of the following is true about the given facts in the problem?
a. R = 55% b. B = 50 c. P = 0.90
3. What is the appropriate number sentence to be used?

a. P = B x R b. B = P/R c. R = P/B
4. Which of the following is the answer to the problem?

a. 45 b. 50 c. 55

Activity 2
Directions: Solve the following problems. Write your answer on the space provided.
1. There are 60 pupils who joined the Math Quiz Competition, 40 were boys and 20 were
girls. During the awarding ceremony, it was found out that 20% of the boys and 15%
of the girls won and received prizes. How many received prize? What is asked in the
problem? ___________________________
a. What are the given facts in the problem? __________________________________
b. What is the number sentence? __________________________________________
c. What is the solution to solve the problem? ________________________________
d. What is the complete answer? __________________________________________
2. A pair of jeans is sold at 25% discount. The original price is 900Php. How much is the
discounted price of the jeans?
a. What is asked in the problem? __________________________________________
b. What are the given facts in the problem? __________________________________
c. What is the number sentence? __________________________________________
d. What is the solution to solve the problem? ________________________________
e. What is the complete answer? __________________________________________
3. Carlos sells an average of 98 000Php worth of goods a month. The company gives him
16% of his sales. How much does he earn in a month? In 6 months?
a. What is asked in the problem? __________________________________________
b. What are the given facts in the problem? __________________________________
c. What is the number sentence? __________________________________________
d. What is the solution to solve the problem? ________________________________
e. What is the complete answer? __________________________________________
Rubric for Scoring

Level 1 (.5 pt.) Level 2 (2 pt.) Level 3(4 pts) Level 4 (5 pts.)
Learners shows Learner attempted Learners only Learner shows
no attempt to do to answer the shows answer but complete solution
Amount of
any of the problem. showed partial and gives a correct
Work
problem, no work answer
answer given.
Learner shows no Learners shows Learners shows Learners shows
understanding limited partial through
Understanding on problem understanding on understanding on understanding on
solving such as problem solving problem solving problem solving
percentage such as percentage such as percentage such as percentage
Reflection

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Coronel, F. M. M., S. C., & Orosco, A. M. (n.d.). Growing Up with Math 5. FNB
Educational, Inc.
Answer Key
Activity 1
A
1. b
2. c
3. b
4. b
B. 1. c
2. b
3. b
4. a
e. 45 members of the Green Movement voted for president
Activity 2
1. a. the number of pupils who received prizes
b. 40 boys, 20 girls, 20% boys and 15% girls
c. (40 × 20%) + (20 × 15%) = N
d. 40 × .20 = 8 + 20 × .15 = 3
8 + 3 = 11
e.11 received prizes.
2. a. the discounted price of the jeans

b. original price = 900, discount = 25%
c. discount = Discount Rate × marked price
Sale Price = marked price – discount
d. D = 0.25 × 900 = N
D = 225
Sale price = 900 - 225 = N
Sale price = 675
e. discounted price of the jeans is 675.

3. a. The total amount earned in a month, and the total amount earned in 6 months.
b. -98,000Php worth of goods
-16%
c. Multiplication
d. (98,000Php × 0.16) × 6 = N
e. = 98,000Php × 0.16 = 15,680PhP
- Php15,680 × 6 = Php 94,080.00
Carlo earned Php15,680 a month and Php94,080.00 in 6 months.
Prepared by:
OFELIA B. HOMIGOP
HERMINIA C. CABRERA
ACELA C. BARSANA
JENWARD M. IBAÑES
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Visualizes names and describes polygon with 5 or more sides. (M5GE-IIIc-19)
Polygon with Five or More Sides
This material is intended for the learner to visualize, name, and describe polygons using
illustrative models. Make a self-study on the input background before working on the activities.
Make inspection on each set of figures. What visual formation of the figures make Set-
A different to Set-B?
Set A Observation/s:
_____________________________________________
_____________________________________________
_____________________________________________
Set B
Observation/s:
_____________________________________________
_____________________________________________
_____________________________________________
Set A figures possess the distinctive feature of a polygon. A polygon is a close plane
figure made up of several line segment that are joint together. The line segment is called the
sides of the polygon. They did not cross each other and exactly two sides meet at a common
end point called vertex.
Set B figures do not qualify the description of polygon. A figure or shape is not
considered a polygon if it has rounded sides, if its sides intersect at any place other than at the
ends of each side, and if the shape is not closed.

Naming Polygon
Look at the polygon below.

A The capital letters assigned on the vertices are
used to name the sides, the angles, and the polygon
B itself. Figure 1 has five sides. It has five angles which
C
are named after the vertices. We name the polygon by
identifying all its vertices in consecutive order.
Polygon in Figure 1 may be named in five ways. Look
D E at the table below.
Figure 1
Num Numb Name

Number
ber Name of Name of er of of Possible name
Figure of
of sides angles Vertic Vertic of the polygon
angles
sides es es
A
BACED
B C $$$$$ $$$$$
𝐵𝐴, 𝐶𝐴, A, ACEDB
∠𝐵, ∠𝐴, ∠𝐶,
5 $$$$$, $$$$
𝐶𝐸 𝐸𝐷, 5 B,C, CEDBA
∠𝐸, ∠𝐷,
$$$$$
𝐷𝐵 5 D, E EDBAC
DBACE
D E
Number of sides, angles, and

Name of Polygon
vertices
Triangle (also called Trigon) 3
Quadrilateral (also called Tetragon) 4
Pentagon 5
Hexagon 6
Heptagon 7
Octagon 8
Nonagon (also called Enneagon) 9
Decagon 10
Hendecagon 11
Dodecagon 12
Tridecagon 13
Tetradecagon 14
Pendedecagon 15
Hexdecagon 16
Heptdecagon 17
Octdecagon 18
Enneadecagon 19
Icosagon 20
Visualizes, names, describes and draws polygons with 5 or more sides. (M5GE-IIIc-19)

Activity 1
Directions: Name the polygons below by their number of sides.
1.____________ 2. ____________ 3. ____________
4. ____________ 5. ____________
Activity 2
Directions: Draw the polygon inside the box and fill it with its corresponding color.
1.hendecagon 3. octagon
color: red color: yellow
2.heptagon 4. Nonagon
color: blue color: green
5. pentagon
color: violet

Activity 3
Directions: Complete the table using the figures below.
C D H I
E
BRIDGE
B
BARN M L
A F G N K J
Number Number Name of Give at least possible

Figure Name of Sides
of sides of Angles Angles names of the polygon
Barn
Bridge
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
21st Century MATHletes 5, pp.210-230
Lesson Guides in Elementary Mathematics Grade 5, pp. 295-300
https://byjus.com/maths/types-of-polygon/

Answer Key
Activity 1
1. Hexagon
2. Decagon
3. Pentagon
4. Decagon
5. Dodecagon
Activity 2
Outputs may vary
Activity 3
Number Give at least

Number Name of
Figure of Name of Angles possible names of
of sides Sides
Angles the polygon
barn 6 /////
𝐴𝐵 , /////
𝐵𝐶 , 6 ∠𝐴, ∠𝐵, ∠𝐶, (choose one)
///// /////,
𝐶𝐷 , 𝐷𝐸 ∠𝐷, ∠𝐸, ∠𝐹 ABCDEFG
𝐸𝐹 , /////
///// 𝐹𝐴 BCDEFA
CDEFAB
DEFABC
EFABCD
FABCDE
Bridge 8 ///// /////,
𝐺𝐻 , 𝐾𝐿 8 ∠𝐺, ∠𝐻, ∠𝐼, (choose one)
//// /////
𝐻𝐼 , 𝐿𝑀 , ∠𝐽, ∠𝐾, ∠𝐿 GHIJKLMN
/// //////,
𝐼𝐽 , 𝑀𝑁 ∠𝑀, ∠𝑁 HIJKLMNG
𝐽𝐾 , /////
/// 𝑁𝐺 IJKLMNGA
JKLMNGHI
KLMNGHIJ
LMNGHIJK
MNGHIJKL
NGHIJKLMN
Prepared by:
CLEMENTINO RATERTA
ELEONORA A. GALANA
RAINER HENRY C. MANANSALA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Describes and Compare properties of polygon (regular and irregular polygons). (M5GE-IIIc-20)
REGULAR AND IRREGULAR POLYGONS
After visualizing, naming, and describing polygons using illustrative models, you are
now to compare properties of polygon as regular or irregular. Study the given illustrations and
below to understand better the given concept. You will need protractor and ruler to aid you in
some of the activities.
Regular and Irregular Polygon
Regular polygon:
A polygon which has all its sides of equal length and all its angles of equal measures is called
a regular polygon.
Examples of regular polygon:
In the adjoining figure of an equilateral triangle ABC there are three sides
i.e., AB, BC and CA are equal and there are three angles i.e., ∠ABC,
∠BCA and ∠CAB are equal. Therefore, an equilateral triangle is a regular
polygon.
Equilateral Triangle
In the adjoining figure of a square ABCD there are four sides i.e., AB, BC,
CD and DA are equal and there are four angles i.e., ∠ABC, ∠BCD, ∠CDA
and ∠DAB are equal. Therefore, a square is a regular polygon.
Square
In the adjoining figure of a regular pentagon ABCDE there are five sides
i.e., AB, BC, CD, DE and EA are equal and there are five angles i.e.,
∠ABC, ∠BCD, ∠CDE, ∠DEA and ∠EAB are equal. Therefore, a regular
pentagon is a regular polygon.
Regular Pentagon

Irregular polygon:
A polygon which has all its sides of unequal length and all its angles of unequal measures is
called an irregular polygon.
Examples of irregular polygon:
In the adjoining figure of a scalene triangle ABC there are three

sides i.e., AB, BC and CA are unequal and there are three angles
i.e., ∠ABC, ∠BCA and ∠CAB are unequal. Therefore, a scalene
triangle is an irregular polygon.
Scalene Triangle
In the adjoining figure of a rectangle ABCD there are four sides i.e.,
AB, BC, CD and DA where the opposite sides are equal i.e., AB =
CD and BC = AD. So, all the sides are not equal to each other.
Therefore, a rectangle is an irregular polygon
Rectangle
In the adjoining figure of an irregular hexagon ABCDEF there are six

sides i.e., AB, AF, CD, DE are not equal with FE and BC. Its six angles
i.e., ∠ABC, ∠AFE ∠DCB, and ∠DEF are not equal with ∠CDE and
∠FAB. Therefore, an irregular hexagon is an irregular polygon.
Irregular Hexagon
The figures below have the corresponding side and angles measures.
A B
Sides Angles
//// = 1.5 cm
𝐴𝐵 ∠𝐹𝐴𝐵 = 120° ∠𝐶𝐷𝐸 = 120°
//// = 1.5 cm
𝐵𝐶 ∠𝐴𝐵𝐶 = 120° ∠𝐷𝐸𝐹 = 120°
F C //// = 1.5 cm
𝐶𝐷 ∠𝐵𝐶𝐷 = 120° ∠𝐸𝐹𝐴 = 120°
//// = 1.5 cm
𝐷𝐸
//// = 1.5 cm
𝐸𝐹
E D
Hexagon ABCDEF in Figure 1 is a regular polygon. All its
Figure 1 angles are equal, and all its sides are also equal.
G
Sides Angles
////
𝐾𝐺 = 2.5 cm ∠𝐷𝐼𝐽 = 90°
////
𝐺𝐻 = 2.5 cm ∠𝐼𝐽𝐾 = 90°
H /𝐻𝐼
/// = 1 cm ∠𝐽𝐾𝐺 = 140°
K
C
𝐼𝐽 = 3 cm ∠𝐺𝐻𝐼 = 10°
///
𝐽𝐾 = 1 cm ∠𝐾𝐺𝐻 = 120°
J I
Pentagon GHIJK in Figure 2 is irregular polygon. Measures
Figure 2 of the sides are not equal and the angle measure as well are
Practice Personal Hygiene protocols at not congruent.25
all times.
Describes and Compares properties of polygon (regular and irregular polygons).
(M5GE-IIIc-20)
Activity 1
Directions: Fill in the blanks with the correct word to complete the idea of the paragraph.
Choose your answers in the box.
A polygon is a closed two-dimensional figure made up of line segments but not

curves. The term polygon originates from a Greek word “Poly -” meaning “many” and “- gon”
meaning “angles.” A (1) _______________ polygon is a polygon in which all the interior
angles are equal and also all the sides are (2) __________. On the other hand, an
(3) ___________________ polygon is a polygon with different measure of (4)
_____________and (5) _________________.
angles regular
irregular sides
equal the same
Activity 2
Directions: Circle all the irregular polygons.
Color all the regular polygons with red.

Activity 3
Directions: Use a ruler and protractor to find the measure of the indicated sides and angles of
the given figures. Determine also if the polygon is regular or irregular.
B C 1. //// =___________
M 𝐵𝐶
2. //// =___________
M 𝐹𝐴
3. 𝑀 ∠𝐵𝐶𝐷 = ___________
A D 4. 𝑀 ∠𝐶𝐷𝐸 = ___________
5. What property of polygon is the figure?
___________
F E
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
https://www.math-only-math.com/regular-and-irregular-polygon.html
https://www.education.com/worksheet/article/what-kind-of-polygon/
https://www.storyofmathematics.com/polygons-definition

Answer Key
Activity 1
1. regular
2. equal
3. irregular
4. sides/angles
5. sides/angles
Activity 2
Activity 3
1. M 𝐵𝐶 //// = 2cm
2. M 𝐹𝐴 //// = 2cm
3. 𝑀 ∠𝐵𝐶𝐷 = 120°
4. 𝑀 ∠𝐶𝐷𝐸 = 120°
5. What property of polygon is the figure? regular polygon
Prepared by:
CLEMENTINO RATERTA
ELEONORA A. GALANA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Visualizes congruent polygons. (M5GE-IIId-22)
Congruent Polygons
The last concept regarding polygons is the congruency of figures. Study the given
discussion and some examples below to be able to answer the given activity. You will need
protractor and ruler to aid you in some activities.
Congruent Polygon
The term 'congruent' means the exact same thing. You may state that these two figures
are congruent when you have two figures of some sort that have the same size, shape and
measurement.
If you look at these two angles, you can see that both
of them are 55°. That implies that they are congruent
55 ° 55 ° angles.
Check out these two hexagons. Side lengths and

angle measurements are congruent because they
have the same number of sides, corresponding sides
are of the same length, and corresponding inner
angles are the same measure. Therefore, these two
hexagons are congruent polygons.
You have another hexagons here but they are

irregular. It means that not all side lengths and
angles are the same. They are, however,
congruent. You have equivalent sides and angles
that are the same from the first hexagon to the
second hexagon. These two irregular hexagons
are congruent polygons.

The symbol for congruency is ≅ read as “is
congruent to”. The sides and angles of two
congruent polygons above can be matched in
ten congruent statement as shown below.
Sides Angles
//// ≅ 𝐹𝐺
𝐴𝐵 ////
∠𝐸𝐴𝐵 ≅ ∠𝐽𝐹𝐺 Read as angle EAB “is congruent to” angle JFG
//// ≅ 𝐺𝐻
𝐵𝐶 ////
//// ∠𝐴𝐵𝐶 ≅ ∠𝐹𝐺𝐻
𝐷𝐶 ≅ 𝐼𝐻////
//// ≅ 𝐽𝐼
C ∠𝐶𝐷𝐸 ≅ ∠𝐻𝐼𝐽
𝐸𝐷
//// ≅ 𝐹𝐽
/// ∠𝐵𝐶𝐷 ≅ ∠𝐺𝐻𝐼
𝐴𝐸
∠𝐷𝐸𝐴 ≅ ∠𝐼𝐽𝐹
The sides that match is called corresponding sides and the angle that match are
corresponding angles. Take note that the order of the letters is very important so
∠ 𝐽𝐹𝐺 is not the same as ∠ 𝐽𝐺𝐹.
Figure 2
Figure 1
These two figures are congruent. Let’s find out their corresponding sides and angles by
answering these questions:
1. What is the length of //// //// ??
𝐴𝐵 and 𝐵𝐶
• ////
𝐴𝐵 of figure 1 corresponds to ////
𝑃𝑄 of figure 2. Therefore, ////
𝐴𝐵 is 7 cm.
//// //// ////
• 𝐵𝐶 of figure 1 corresponds to 𝑄𝑅 of figure 2. Therefore, 𝐵𝐶 is 4 cm.
2. What is angle measurements of ∠𝑄𝑃𝑆 𝑎𝑛𝑑 ∠𝑃𝑆𝑅 ?
• ∠𝑄𝑃𝑆 of figure 1 corresponds to ∠𝐵𝐴𝐷 of figure 2. Therefore, ∠𝑄𝑃𝑆 is 110°.
• ∠𝑃𝑆𝑅 of figure 1 corresponds to ∠𝐵𝐷𝐶 of figure 2. Therefore, ∠𝑃𝑆𝑅 is 70°.

Visualizes congruent polygons. (M5GE-IIId-22)

Activity 1
Analyze the pairs of polygons below and identify if they are congruent or not. Put check mark
(ü)if they are congruent and cross mark ( X ) if not.
1. _______ 2. ______
3. _______ 4. ______
5. ______
Activity 2
Directions: Given that ABCDE ≅ FGHIJ. Give the congruence statement involving
corresponding parts in the blank.
C H
3 cm
D I
B G
7 cm
4 cm
A E F J
1. ////
𝐴𝐵 = _______ = 4 cm
2. ////
𝐵𝐶 = _______ = 3 cm
3. ////
𝐸𝐷 = _______ = 7 cm
4. ////
𝐸𝐴 = _______
5. If 𝑚∠𝐸𝐴𝐵 = 90°. What is the measure of angle 𝐹𝐺 ? _________________

Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
https://www.ck12.org/book/ck-12-middle-school-math-concepts-grade-8/section/6.10/
https://www.ck12.org/geometry/corresponding-parts-of-congruent-
figures/lesson/Corresponding-Parts-of-Congruent-Figures-MSM6/

Answer Key
Activity 1
1. ü
2. X
3. ü
4. X
5. ü
Activity 2
1. ////
𝐴𝐵 = 𝑭𝑮 //// = 4 cm
//// = 𝑮𝑯
2. 𝐵𝐶 ///// = 3 cm
3. ////
𝐸𝐷 = 𝑱𝑰 C = 7 cm
//// = 𝑱𝑭
4. 𝐸𝐴 ///
5. If M ∠𝐸𝐴𝐵 = 90°. What is the measure of angle ∠ 𝐽𝐹𝐺 ? 90°
Prepared by:
CLEMENTINO RATERTA
ELEONORA A. GALANA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Identifies the terms related to circle. (M5GE-IIId-23.2)
All About Circles
In this activity sheet, you will learn to identify terms related to a circle.
Circle is the set of all points that are of the same distance from a fixed point called the
center. A circle is equivalent to 𝟑𝟔𝟎°.
The following figures show the different parts of a circle and figures related to circle.
Parts of a Circle
Radius Diameter Chord Secant
The distance The distance across A line segment A line that

from the center to the center of a whose endpoint intersects a circle in
any point on the circle and it is are on the circle two points which
circle. twice the radius contains a chord
Tangent Circumference Arc Minor Arc
A line that
intersects a circle The distance around It is any portion of It is the shortest
at exactly one point a circle. Solve by the circumference arc. Usually less
called the point of the formula of a circle. than half the
tangency. 𝐶 = 𝜋𝑑/𝜋2𝑟. circumference.
Minor Arc Semicircle Sector Segment
It is the longer It is half of the It is a part of a

arc. Usually circle made by circle enclosed by A region from a
greater than half the diameter and two radii and an circle cut by a
the circumference. a connecting arc. arc. chord.

The learner identifies the terms related to circle. (M5GE-IIId-23.2)
Activity 1: Hunting Circles

Directions: From the illustration below, identify and name the (10) objects that represent a
circle. Write your answers on the space provided.
1. ________________________________ 6. ________________________________
2. ________________________________ 7. ________________________________
3. ________________________________ 8. ________________________________
4. ________________________________ 9. ________________________________
5. ________________________________ 10. ________________________________
Activity 2: Modified True or False

Directions: Write true if the sentence is correct and if it is incorrect, change the underlined
word/s to make the sentence correct.
___________________ 1. An arc is a portion of the circumference.

___________________ 2. A tangent contains a chord.
___________________ 3. One complete rotation is equivalent to a circumference.
___________________ 4. Twice the radius is a diameter.
___________________ 5. A chord always passes through the center of the circle.
___________________ 6. Half of a circle is called a sector.
___________________ 7. All tangents pass through only one point on the circle.
___________________ 8. A straight line segment that passes through the center of a
circle to any point on the circle is called diameter.

___________________ 9. Sector is a part of a circle that is enclosed by two radii and an
arc.
___________________ 10. Radii intersect a circle at a fixed point.
Activity 3: Identify My Parts

Directions: Label the parts of the circle. Write your answers inside the box.
5. 6.
7.
4.
8.
3.
9.
2. 10.
1.
6. ___________________ 1. ___________________
7. ___________________ 2. ___________________
8. ___________________ 3. ___________________
9. ___________________ 4. ___________________
10. ___________________ 5. ___________________
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References
Department of Education. K to 12 Grade 5 Learner’s Material in Mathematics.
Retrieved from https://idoc.pub/download/k-to-12-grade-5-learners-material-
in-mathematics-q1-q4-9n0oky12m3nv
Fruit Tree Lodge. Fruit Tree Coffee Shop. Retrieved from google:
http://www.fruittreelodge.com/Fruit_Tree_Lodge/Coffee_Shop.html
Answer Key
Activity 1
1. Table 6. Coffee maker
2. Chair 7. Tea pot
3. Chair pad 8. Teacup
4. Plant pot 9. Countertop display
5. Lamp shade 10. Cake
Activity 2
1. True 6. False, semi-circle
2. False, secant 7. True
3. True 8. False, chord
4. True 9. True
5. False, sometimes 10. False, tangent/s
Activity 3
5. Circumference 6. Segment
7. Chord
4. Tangent
8. Semicircle
3. Diameter
9. Arc
2. Radius 10. Sector
1. Secant
Prepared by:
MARY JOAN F. PORLARES

AMELIA A. FADRIGA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Draws circles with different radii using compass. (M5GE-IIIe-24)
Drawing a Circle
After knowing the different parts of a circle, you are going to develop your skill in
measuring the radius and the diameter of a circle and how to draw circles with different radii
using a compass.
For you to draw circles, you need to have the following materials.
1. Compass
2. Ruler
3. Pencil
4. Paper
5. Eraser
Steps on how to make a circle using a compass.

1. Use a ruler to set the distance from the point of the compass to the pencil’s
lead at any prescribed distance/ measurement.
2. Place the point of the compass at the center of the circle.
3. Draw the circle by turning the compass through 360°.
Illustrative Example
Drawing a circle with 1.5-centimeter (cm) radius.

The learner draws circles with different radii using compass. (M5GE-IIIe-24)
Activity 1: Discover My Length

Directions: Using a foot rule, find the length of radius (r) and diameter (d) of the following
circles. Measure using the centimeter (cm) as unit of measurement.
𝑟 = ______________
𝑑 = ______________
𝑟 = ______________
𝑑 = ______________
𝑟 = ______________
𝑑 = ______________
𝑟 = ______________
𝑟 = ______________ 𝑑 = ______________
𝑑 = ______________

Activity 2: Circle Art Project
Materials Needed: Pencil, Ruler, Compass, Crayon/Coloring, Eraser
Directions:
1. Draw five circles using the following measurements of radius.
a. 1 cm
b. 2.5 cm
c. 3 cm
d. 5.5 cm
e. 4 cm
2. Out of the circles, make your own “Circle Art” using the given figure below as
your pattern.
Note: Repetition of circles is not allowed.
3. Draw your “Circle Art” on the next page.
Rubrics for Scoring:

CRITERIA OUTSTANDING SATISFACTORILY DEVELOPING BEGINNING RATING
Goes over and above Includes all of the Missing one or more Several required
all the required required elements as of the required elements are
Required
elements stated in the stated in the elements as stated in missing from the
Elements
directions & directions/instructions the directions/ project
instructions instructions
(4 points) (3 points) (2 points) (1 point)
Correctness of All solutions show Most presented Some of the solutions Very few correct
the Solution/ accuracy and with solutions are accurate and answers are solution and
Answers correct answers. and answers and correct answer presented
complete
Exceptionally clever Thoughtfully and A few original touches Shows little
and unique in showing uniquely presented; enhance the project to creativity,
deep understanding clever at times in show some originality and/or
Creativity
showing understanding understanding of the effort in
of the material material understanding the
material
Exceptionally attractive Attractive and neat in Acceptably attractive Distractingly
and particularly neat in design and layout but may be messy at messy or very
Neatness and
design and layout times and/or show lack poorly designed.
Attractiveness
of organization Does not show
pride in work.
Output is engagingly Output is somewhat Output is disorganized Output is
organized and presents organized, complete and incomplete at incomplete and not
Over-all
material that is and holds the attention times and is somewhat easy to follow
Impact
captivating for the of the viewer able to hold the
viewer. attention of the viewer
OVERALL RATING

Circle Art Project

Reflection
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
References
Bautista, J. (2017). Drawing of Circles with Different Radii Using a Compass. Retrieved from
https://www.scribd.com/presentation/337038079/Drawing-of-Circles-With-Different-
Radii-Using-a-Compass
Department of Education. K to 12 Grade 5 Learner’s Material in Mathematics. Retrieved from
https://idoc.pub/download/k-to-12-grade-5-learners-material-in-mathematics-q1-q4-
9n0oky12m3nv
Mills, K. Free Circle Art Activity: Perfect for Pi Day (Grade 6-8). Retrieved from
https://www.teacherspayteachers.com/Product/Free-Circle-Art-Activity-Perfect-for-
Pi-day-Grade-6-8-1156576
Real Size Ruler. Retrieved from
https://www.ursupplier.com/tools/measurement/online_real_size_scale_ruler.html
Westmark School. Creative Project Assessment Rubric. Retrieved from
https://www.westmarkschool.org/uploaded/photos/1617/Summer_Reading/Creative_
Project_Assessment_Rubric.pdf
Answer Key
Activity 1
1. Circle H 2. Circle E 3. Circle I 4. Circle R 5. Circle S
𝑟 = 2.0 cm 𝑟 = 4.0 cm 𝑟 = 2.8 cm 𝑟 = 3.5 cm 𝑟 = 2.2 cm
𝑑 = 4.0 cm 𝑑 = 8.0 cm 𝑑 = 5.6 cm 𝑑 = 7.0 cm 𝑑 = 4.4 cm
Activity 2
Refer to Rubrics for Scoring
Prepared by:
MARY JOAN F. PORLARES

AMELIA A. FADRIGA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Visualize and describes solid figures. (M5GE-IIIe-25)
Visualizing and Describing Solid Figures
This activity sheets serve as a self-learning guide for the learners. It facilitated
comprehension for students’ mastery on visualizing and describing solid figures.
Objects that occupy space are called solid shapes. Their surfaces are called faces. Faces
meet at edges and edges meet at vertices. Some examples of solid shapes: cone, rectangular
prism, sphere, cylinder, cube. Solid figures are three-dimensional figures that have length,
width and height. See some examples of three-dimensional figures below.
Cube rectangular Pyramid

Cylinder Sphere Cone
(Rubik’s prism (Pyramid of
(tin can) (basketball) (party hat)
cube) (Shoe box) Giza)

Visualizes and describes solid figures. (M5GE-IIIe-25)
Activity 1
Directions: Associate the following objects of Column A with the given solid figure in Column
A. Write the letter of your answer on the space provided before each item.
COLUMN A COLUMN B
_____ 1. ice cream cone a.
_____ 2. volleyball ball b.
_____ 3. milk can c.
_____ 4. the great pyramid of Egypt d.
_____ 5. dice e.
_____ 6. chalk box f.

Activity 2
Directions: Give the mathematical name of the following figures. Write your answer on the
space provided.
1. __________________
6. __________________
2. __________________
7. __________________
3. __________________ 8. __________________
4. __________________
9. __________________
5. __________________ 10. __________________
Activity 3
Directions: Fill-in the table with the correct data being asked.
Number of
FIGURE
Faces Edges Vertices
1.
2.

3.
4.
5.
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Lumbre, Angelina P. et. al. (2016), 21st Century MATHletes Grade 5 textbook. Vibal
Group Inc.
Solid Figures, https://www.basic-mathematics.com/solid-figures.html Y
Solid Figures Examples,
https://www.google.com/search?q=solid+figures+examples&sxsrf=ALeKk00hQ8
TivhJjc-
hhInRiyFISlMu7nQ:1594599361531&source=lnms&tbm=isch&sa=X&ved=2ah
UKEwiZ64LE-
cjqAhVkyYsBHULuDCAQ_AUoAXoECA0QAw&biw=1094&bih=518

Solids in real life,
https://www.google.com/search?q=solids+in+real+life&sxsrf=ALeKk03dZCVw
O6JmDFkT7e8OXey1l38KiQ:1594599176698&source=lnms&tbm=isch&sa=X
&ved=2ahUKEwj_w_Hr-
MjqAhXiyIsBHV6RC8cQ_AUoAXoECAsQAw&biw=1094&bih=518
Answer Key
Activity 1 Activity 2
1. e 1. cube 6. Triangular prism
2. d 2. cone 7. cylinder
3. a 3. pyramid 8. sphere
4. f 4. sphere 9. cone
5. b 5. rectangular prism 10. pyramid
6. c
Activity 3
Number of
FIGURE
Faces Edges Vertices
1 6 12 8
2 5 8 5
3 6 12 8
4 4 6 4
5 5 9 6
Prepared by:
SHIRLEY C. RUIZ
ZENAIDA GLUTILDE V. BARSANA
ROBERT JONATHAN VERSO
ELIZABETH H. PAMA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures. (M5GE-IIIe-26)
Making Models of Different Solid Figures
This activity sheets serve as a self-learning guide for the learners. It facilitated
comprehension for students’ mastery on visualizing and describing solid figures.
Objects that occupy space are called solid shapes. Their surfaces are called faces. Faces
meet at edges and edges meet at vertices. Some examples of solid shapes: cone, rectangular
prism, sphere, cylinder, cube. Solid figures are three-dimensional figures that have length,
width and height. See some examples of three-dimensional figures below.

Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and
sphere using plane figures. (M5GE-IIIe-26)

Activity 1
Directions: Write the letter of the correct net for each of the following solids on the blank
provided.
Item
Solids A B C
Number
1. ____
2. ____
3. ____
4. ____
5. ____

Activity 2
Directions: Determine which solid will be formed by the following nets.
1. 2. 3.
____________________ ____________________ ____________________
4. 5.
____________________ ____________________
Activity 3
Directions: Construct the following nets with the given dimensions in a cardboard and form
the solid required.
10 cm 4 cm
4 cm
4 cm
4c 4 cm
m m 4 cm
4 c 4 cm 4 cm
4 cm 4 cm
10 cm 4 cm

Rubrics for Scoring
Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)
Amount of Learner shows Learner only Learner only Learner
Work no attempt to shows answer. shows answers completed each
really do any of but showed step and gave
the problems, no partial work. complete
answer given. answers.
Understanding Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
understanding understanding understanding understanding
of constructing of constructing of constructing of constructing
nets with the nets with the nets with the nets with the
given given given given
dimensions in a dimensions in a dimensions in a dimensions in a
cardboard and cardboard and cardboard and cardboard and
form the solid form the solid form the solid form the solid
required. required. required. required.

Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Lumbre, Angelina P. et. al. (2016), 21st Century MATHletes Grade 5 textbook. Vibal
Group Inc.
3D SHAPES AND 3D NET FORMS,
https://www.pinterest.ph/champakalkar/3d-shapes-and-3d-net-forms/
Hexagonal Prism 3D Shape Net Worksheet,
https://www.twinkl.co.uk/resource/t2-m-2094-hexagonal-prism-3d-shape-net-
activity-sheet
NETS - Prisms and Pyramids, https://www.math-salamanders.com/3d-geometric-
shapes.html
Answer Key
1. a 1. cylinder
2. b 2. tetrahedron
3. b 3. triangular pyramid
4. a 4. triangular prism
5. b 5. cone

Activity 3
Triangular Prism Cube Square Pyramid
Hexagonal Prism Cone
Prepared by:
SHIRLEY C. RUIZ
ZENAIDA GLUTILDE V. BARSANA
ROBERT JONATHAN VERSO
ELIZABETH H. PAMA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Formulates the rule in finding the next term in a sequence. E.g 1, 3, 7, 15 possible answers (𝑛 × 2 + 1) or (+2, +4, +8, +16). (M5AL-IIIf-6)
Sequences
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for pupils’ mastery on formulating rule in finding the
next term in a sequence.
Sequence - a set of numbers or objects in a defined or logical order.

Pattern – a repetitive sequence.
Example 1: Find the next two terms of the sequence 4, 7, 10,__, __,…
4, 7, 10, ___, ___,… Solution:

The rule is to add 3.
+3 +3 +3 +3 +3
4+3=7
7 + 3 = 10
The answer for this sequence is 4, 7, 10, 13, 16, … 10 + 3 = 13
13 + 3 = 16
Example 2: Find the next three terms of the sequence 1, 2, 4, 8, __,__,__,…
1, Solution: 2, 4, 8,___, ___, ___,…

The rule is to multiply by 2.
×2 ×2 ×2 ×2 ×2 ×2
1×2=2
2×2=4
The answer for this sequence is 1, 2, 4, 8, 16, 32, 64, … 4×2=8
8 × 2 = 16
16 × 2 = 32
32 × 2 = 64
Example 3: find the next three terms of the sequence 1,4,10,22, __,__,__,…
1, 4, 10, 22, ___, ___, ___,…

× 2 + 2 × 2 + 2 × 2 + 2 × 2 + 2 × 2 + 2 × 2 + 2
Solution:
The rule is to multiply by 2 and add 2.
1×2+2=4

4 × 2 + 2 = 10
10 × 2 + 2 = 22
22 × 2 + 2 = 46
46 × 2 + 2 = 94
94 × 2 + 2 = 190
The answer for this sequence is 1, 4, 10, 22, 46, 94, 190,…

The learner formulates the rule in finding the next term in a sequence. E.g. 1, 3, 7, 15
possible answers (𝑛 × 2 + 1) or (+2, +4, +8, +16). (M5AL-IIIf-6)
Activity 1
Directions: Find the missing terms of the sequence. Write your answer on the space provided.
1.) 3, 6, 9, ____, _____, ______ 6.) 6, 8, 12, ______, 26, ______, ______
2.) 2, 4, 8, 16, ____, ____, _____ 7.) 2, 4, ______, ________, 240,1440
3.) 5, 6, 8, 11, ____, _____, _____ 8.) 3, _____, 27, ________, 243, 729
4.) 4, 7, 10, 13, ____, _____, _____ 9.) 73, 67, ______, _______, 49, ______ 37
5.) 80, 70, 60, 50, _____, _____, _____ 10.) 30, 24, ______, 15, _______, ________, 9
Activity 2
Directions: Give the pattern rule of the following sequences.
1) 45, 46, 47, 48, 49, 50 6) 6, 7, 9, 12, 16, 21, 27
Rule: ____________________ Rule: ____________________
2) 67, 66, 65,64,63, 62 7) 4, 8, 16, 32, 64, 128

Rule: ____________________ Rule: ____________________
3) 2, 7, 12, 17, 22, 27 8) 21, 28, 35, 42, 49

Rule: ____________________ Rule: ____________________
4) 35, 38, 41, 44, 47, 50 9) 2, 10, 50, 250, 1250

Rule: ____________________ Rule: ____________________
5) 51, 46, 41, 36, 31, 26 10) 5, 10, 20, 40, 80

Rule: ____________________ Rule: ____________________

Activity 3
Directions: Complete the Table. Find the missing terms of the sequence on the space provided
in the first column and give the rule in the second column.
SEQUENCE RULE
1.) 5, 9, 13, ____, _____, ______
_________________________________
2.) 2, 6, _____, 30, _____, 126
_________________________________
3.) 20, 18, _____, ______, 130, 258
_________________________________
4.) 3, _____, 15, 42, _____, 366, 1095
_________________________________
5.) 4, 12, ____, 60, _____ 252, 508
_________________________________
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Ursua, Alvin & Lumbre, Angelina (2016). 21st Century MATHletes Textbook Grade 5.
Vibal Group Inc.

Answer Key
1.) 12, 15, 18 1.) Rule: Add 1

2.) Rule: Subtract 1
2.) 32, 64, 128
3.) Rule: Add 5
3.) 15, 20, 26 4.) Rule: Add 3
4.) 16, 19, 22 5.) Rule: Subtract 5
5.) 40, 30, 20 6.) Rule: Add 1, 2, 3, 4,5,6
6.) 18, 36, 48 7.) Rule: Multiply by 2
7.) 12, 48 8.) Rule: 7 Multiply by 3, 4, 5, 6
8.) 9, 81, 9.) Rule: Multiply by 5
10.) Rule: 5 Multiply by 2, 4, 6, 8
9.) 61, 55, 43
10,) 19, 12, 10
Activity 3
1.) 17, 21, 25 Rule: x2 + 1

2.) 14, 62 Rule: x2 + 2
3.) 34, 66, 258 Rule: x2 – 2
4.) 6, 123 Rule: x3 – 3
5.) 28, 124 Rule: x2 + 4
Prepared by:
JULIA CAROL C. JOSE

ROXANNE D. ADAMI
JUANA V. RASCO
KARL MERVIN A. BALDERAS
CONCORDIA BASTILLO
Writers

MATHEMATICS 5
Name: _____________________ Grade Level: ____
Date: ______________________ Score: __________

Using Different Strategies to Solve for the Unknown in Simple Equations
Uses different strategies (looking for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving one or more operations on whole number and fractions. E.g. 3 × __ + 1 = 10, the unknown is solved working backwards. (M5AL-IIIf-14)

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for pupils’ mastery on using different strategies (looking
for a pattern, working backwards, etc.) to solve for the unknown in simple equations involving
one or more operations on whole numbers and fractions.
An equation is a sentence in mathematics that contains an equal “=” sign. The equal
sign tells you that the expression on the left side of the equation is equivalent to the expression
on the right side of the equation.
Example: 3 + 2 = 6 - 1
Variable – an unknown value which is represented by any letter of the alphabet which
may take on different values.
Example: n, y, g, x, p
Constant – a fixed value (number) that does not change.

Example: 1, 8, 19, 35
The solution of an equation is a number that makes the sentence true or equal. The
process of finding a solution is called solving an equation.
Consider the following equations:

1. 3 + 𝑛 = 7
n = 7–3 3 + n is on the left side of the equation, 7 is on the
right side. n is the variable and 7 and 3 are the
constant terms.
n = 4 4 is the solution
When we substitute the value of n to the equation we get:

3+n=7
3+4=7
7=7 this makes the equation true or equal.

HOW TO SOLVE FOR THE UNKNOWN BY WORKING BACKWARD
Remember that the opposite of addition is subtraction and multiplication is division.
E.g. 1. 3 x ___ + 1 =10 solve by working backward
(10 – 1 ) ÷3 = _____
9 ÷3 = 3 is the solution or the answer.
2. ___ x 8 = 16 by working backward

16 ÷ 8 = 2 is the solution
3. ___ ÷ 4 = 6
6 x 4 = 24 is the solution
In solving an equation, we can use the following steps:

1. Write the equation.
2. Group similar terms in one side
3. Perform the indicated operation.
4. Simplify the answer.
5. Check
Properties of Equality
1. Addition Property of Equality
If a=b, then 𝑎 + 𝑐 = 𝑏 + 𝑐, where a, b, c are whole numbers.
Example let us assume that a=3+2 and b=5. The expression on each side of the equal
sign is equal so we can add the same value to each side.
3+2=5
If c has a value of 6, then adding the value a or b will equal to 11.
𝑎+𝑐 =𝑏+𝑐
3+2+6=5+6
11 = 11
In the addition property of equality, if two expressions are equal, and you add
the same value to both sides of the equation, the equation will remain equal.
Subtraction can be written as addition (adding the opposite), so the addition
property of equality can be used for subtraction as well.
Example 1: solve for n in the equation n - 2=8

Solution:
𝑛−2=8
𝑛−2+2=8+2 add 2 to both sides of the equation.
𝑛 + 0 = 10
𝑛 = 10
Checking:
𝑛−2=8
10 − 2 = 8
8=8

% 0
Example 2: solve for x in the equation 𝑥 + #( = #(
Solution:
% 0
𝑥 + #( = #(
% % 0 % %
𝑥 + #( − #( = #( − #( subtract #(
to both sides of the equation.
"
𝑥 + 0 = #(
"
𝑥 = #(
Checking:
% 0
𝑥 + #( = #(
" % 0
#(
+ #( = #(
0 0
#(
= #(
2. Multiplication Property of Equality

If 𝑎 = 𝑏, then 𝑎𝑐 = 𝑏𝑐, where a, b, c are whole numbers.
Example: Solve for the value of p in the equation 3𝑝 = 21
Solution:
3𝑝 = 21
Divide both sides of the equation by 3 to get the
3𝑝 21
= value of p. Dividing by 3 is the same as
3 3 #
𝑝=7 multiplying %, which is the reciprocal of 3.
Checking:
3𝑝 = 21
3 × 7 = 21
21 = 21
We can also combine the properties of addition and multiplication in an equation.
Example: Solve for y in the equation 5𝑦 − 10 = 5
Solution:
5𝑦 − 10 = 5
5𝑦 − 10 + 10 = 5 + 10
5𝑦 = 15
5𝑦 15
=
5 5
𝑦=3

Checking:
5𝑦 − 10 = 5
(5 × 3) − 10 = 5
15 − 10 = 5
5=5

The learner uses different strategies (looking for a pattern, working backwards, etc.) to
solve for the unknown in simple equations involving one or more operations on whole number
and fractions. E.g., 3 × __ + 1 = 10, the unknown is solved working backwards. (M5AL-
IIIf-14)
Activity 1
Direction: Solve the value of the square (£).
1) £ + 6 = 20 6) 3£ = 27
£ = ____ £ =____
2) £ − 10 = 12 7) 60 = 6£
£ =____ £ =____
% ()
3) 12 + £ = 15 8) £ + =
0 0
£ =____
£ =____
) #
4) 2 + £ = 16 9) £ = +
" "
£ =____
£ =____
0 #(
5) £ − 5 = 10 10) + £ =
) )
£ =____
£ =____
Activity 2
Direction: Solve for the value of the variable n. Write your solution on the space provided. 4
points each.
1. 𝑛 − 5 = 15

2. 𝑛 + 6 = 18
3. 5𝑛 + 4 = 24
4. 2𝑛 − 1 = 7
5. 4𝑛 + 3 = 11
Rubrics for Scoring

Level 1 (0pt.) Level 2 (1pt.) Level 3 (2pts)
Amount of The learner shows no The learner shows only The learner shows the
Work attempt to give solution the answer without correct answer without
and answer to equation solution solution
Under- The learner shows no The learner shows The learner shows
standing understanding of solving partial understanding of thorough understanding of
for the unknown in solving for the solving for the unknown in
simple equation unknown in simple simple equation
equation

Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Ursua, Alvin & Lumbre, Angelina (2016). 21st Century MATHletes Textbook Grade 5.
Vibal Group Inc.
Answer Key
Activity1
(#
1. 14 5. 15 8. 0
2. 22 6. 9 "
9. " 𝑜𝑟 1
3. 3 7. 10
)
4. 14 10. ) 𝑜𝑟 1
Activity 2
1. 𝑛 − 5 = 15
𝑛 = 15 + 5
𝑛 = 20
2. 𝑛 + 6 = 18
𝑛 = 18 − 6
𝑛 = 12

3. 5𝑛 + 4 = 24
5𝑛 + 4 − 4 = 24 − 4
5𝑛 = 20
5𝑛 20
=
5 5
𝑛 = 4
4. 2𝑎 − 1 = 7
2𝑛 − 1 + 1 = 7 + 1
2𝑛 = 8
2𝑛 8
=
2 2
𝑛 = 4
5. 4𝑛 + 3 = 11
4𝑛 + 3 − 3 = 11 − 3
4𝑛 = 8
4𝑛 8
=
4 4
𝑛 = 2
Prepared by:
JULIA CAROL C. JOSE

ROXANNE D. ADAMI
JUANA V. RASCO
KARL MERVIN A. BALDERAS
CONCORDIA BASTILLO
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Measures time using a 12-hour and a 24-hour clock. (M5ME-IIIg14)
The 12-Hour and a 24-Hour Clock
The 12-hour clock is a time convention in which the 24 hours of the day are divided
into two periods: a.m. (from Latin ante meridiem, translating to before midday) and p.m. (from
Latin post meridiem translating to after midday). Each period consists of 12 hours numbered:
12 (acting as zero), 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11. The 24 hour/day cycle starts at 12 midnight
(usually indicated as 12 a.m.), runs through 12 noon (usually indicated as 12 p.m.), and
continues just before midnight at the end of the day.
The 24-hour clock, popularly referred to in the United States and some other countries
as military time, is the convention of time keeping in which the day runs from midnight to
midnight and is divided into 24 hours. This is indicated by the hours passed since midnight,
from 0 to 23.
Table A.

Study the examples below.
Example 1. It is 10:00 p.m. in the clock (12-hr clock time), what is its equivalent time in the
24-hr clock time (military time)?
Answer: 22:00 H
Using table A or the clock illustration, it is 22:00 H in the 24-hr clock time.
Example 2. In the digital clock it is 16:05 H (24-hr clock time). What time is it in the 12-hr
clock time?
Answer: _4:05 p.m._
Following the pattern in the clock illustration or table A, 16:05 is the equivalent time
of 4:05 a.m. in the 12-hr clock.
Example 3. What does this time equation mean?
06:00 H ⁼ 6:00 a.m.
Table A shows that 06:00 and 6:00 a.m. lies on the same row, which means they are
equivalent time.
Example 4. 10:10 p.m. = __________ H
Answer: 22:10 H
You can get the answer by counting the hour hand and minute hand of the clock.
Using the clock illustration, the hour hand points to 10 (which is parallel to 22) and
the minute hand points to 2(which means 10 mins) in the 12hr clock time.

Example 5. The concert at the Park usually begin around 19:30. Express the time in a.m. or
p.m.
Answer: 7:30 p.m.
Use the equivalent table (Table A) to get your answer.
Example 6. Use the clues to find the correct clock from the given possibilities in Challenge A
& B.
A B C D
Challenge A
• I am between 3 o’clock and 6 o’clock.
• I am not an o’ clock time.
• I am later than 4 o’clock.
What time am I? ____C_____
Challenge B
• My big hand does not point to 12.
• I am earlier than 5 o’clock.
• My hour hand is between 2 and 3.
What time am I? ____A______

Measures time using a 12-hour and a 24-hour clock. (M5ME-IIIg14)

Activity 1
Directions: Read each analog clock and write the time in 24-hour format. Refer to table A or
to the clock illustration above.
Example: 3:15 p.m. = _____ 3:15 p.m. (12-hr time) = 15:15 (24-hr time)
The time 3:00 p.m. in the 12-hr clock time is equivalent to 15:00 in the 24-hr
clock time. Then, just write the 15 minutes which is indicated in the given.
Activity 2
Directions: Read each digital time and give its 12-hour format. Refer to table A or to the clock
illustration above.
Example: 14:28 = _____ 14: 28(24-hr time) = 2:28 p.m. (12-hr time)
The time 14:28 in the 24-hr clock time is equivalent to 2:28 p.m. in the 12-hr
clock time. Then, just write the 28 minutes which is indicated in the given.
1. 2. 3. 4.
15:58 02:46 18:24 23.18
__________ __________ __________ __________

5. 6. 7. 8.
19:55 00:12 23:35 17:12
__________ __________ __________ __________

Activity 3
Directions: Match the times in Column A and B. Write only the letter before each item number.
Refer to table A or to the clock illustration above to find its equivalent time.
Column A Column B
24-hour clock 24-hour clock
_____1. 20:00 a. 4:00 p.m.
_____2. 13:00 b. 8:00 p.m.
_____3. 11:00
c. 3:00 a.m.
_____4. d.
16:00 11:00 a.m.
1:00 p.m.
_____5. 03:00 e.
Activity 4
Directions: Convert these times into 24-hour clock times. You may refer your answer to the
clock illustration above or to table A.
Example: 6:10 p.m. = _____ 6:10 p.m. (12-hr time) = 18:10(24-hr time)
6:00 p.m. in the 12-hr clock time is equivalent to 18:00 in the 24-hr clock
time. Write 18 and just copy 10 as indicated in the given.
12-hour 24 hour
1) 7:30 a.m.
2) 8:05 p.m.
3) 12:51 a.m.
4) 10:42 p.m.
5) 1:16 a.m.

Activity 5
Directions: Read each situation and do what it asks you to do. Refer to the clock illustration
or on Table A.
1) The flight to Baguio will depart at 7:45 pm. Express this time in a 24-hour clock
format. __________
2) Annie’s Music lesson ends at 6:18 p.m. Use the 24-hour clock and write at what
time the class ends. __________
3) Jaren ate his lunch at 12:10 p.m. Write the time in a 24-hour format. __________
4) Nanet boards the train at 17:45 and is on her way to Bicol. Write the time in a 12-
hour format. __________
5) Jovan went to bed at 23:15 last night. Use the 12-hour clock and write at what time
he went to bed. __________
Activity 6: Time Riddles

Directions: Use the clues to find the correct clock from the given possibilities in Challenge A
& B.
1. A B C D
8:27 am 2:50 pm 1:17 pm 8:41 pm
E F G H
10:03 am 7:35 pm 11:39 am 9:54 pm
Challenge A
• I am between 8 o’clock in the morning and 3:00 in the
afternoon.
• My number of minutes is odd.
• I am more than half an hour away from the next o’clock.
• I am closer to 5p.m. than to 5a.m.
What time am I? __________
Challenge B
• I am less than 5 hours away from 3 pm.
• My nearest hour is not 1p.m.
• In less than half an hour, I shall reach the next o’clock.
• My number of minutes is a multiple of 3.
What time am I? __________
Reflection

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
References
https://en.m.wikipedia.org/wiki/24-hour-clock
https://en.m.wikipedia.org/wiki/12-hour-clock
https://www.amazon.ca
https://math-salamanders.com/time-worksheet.html
https://nzmaths.co.nz/sites/default/files/12and24hourtime.pdf
https://www.mathworksheets4kids.com
https://militarytimechart.com
https://www.mathworksheets4kids.com/time/12-24-clock/match_1.pdf
Answer Key
Activity 1
1. 13:30 4. 11:50
2. 04:28 5. 15:11
3. 20:47 6. 12:06
Activity 2
1. 3:58 p.m. 5. 7:55 p.m.
2. 2:46 a.m. 6. 12:12 p.m.
3. 6:24 p.m. 7. 11:35 p.m.
4. 11:18 p.m. 8. 5:12 p. m.
Activity 3
1. b 4. a
2. e 5. c
3. d
Activity 4
1. 07:20 4. 22:42
2. 20:05 5. 01:16
3. 12:51
Activity 5
1. 15:45 4. 5:45 p.m.
2. 20:20 5. 11:45 p.m.
3. 12:40
Activity 6
1. A- a B- c
ANGELIE CHERYL A. GABOTERO

Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Calculates time in the different world time zones in relation to the Philippines. (M5ME-IIIg15)
World Time Zone and the Time in the Philippines
Philippine Standard Time (Pamantayang Oras ng Pilipinas,
abbreviated PST or PhST), also known as Philippine Time (PHT), is the official name for
the time in the Philippines. The country only uses one time zone (UTC+08:00), and for a short
period, it also used daylight saving time.
The Philippines shares the same time zone with China, Taiwan, Hong
Kong, Macau, Malaysia, Singapore, Western Australia, Brunei, Irkutsk,
Central Indonesia and most of Mongolia.
Illustrations below show world time zone and the world clock.

Different times at different places in the world are caused by the movement of the Earth,
15 degrees longitude every hour. Since there are 24 hours in a day, there are 24 standard time
zones. (24 hours x 15˚=360˚)
Time zones are counted from the Prime meridian or at 0˚ longitude and each time zone
is counted at 15˚ intervals and extends 7½ ˚ to the left and right of a central meridian. For
example, if it is 5:07 a.m. in London, UK it is also 5:07 a.m. in the places 7½ ˚ to the left and
right London, UK.
Table A- This shows the relationship of time in certain places to the time in our country.
Difference from Philippine Example

Standard Time (PST)
Manila, Philippines PST Tuesday, 14:00
Atlanta, Georgia, US -12 hours Tuesday 02:00
Baghdad, Iraq -5 hours Tuesday 09:00
Geneva, Illinois, US -6 hours Tuesday 08:00
Havana, Cuba -12 hours Tuesday 02:00
Jerusalem, Israel -5 hours Tuesday 09:00
Kansas City, Missouri, US -13 hours Tuesday 01:00
Osaka-shi, Japan +1 hour 15:00, Tuesday
Pune, India -2:30 hours 11:30, Tuesday
Yaren, Nauru +4 hours 18:00, Tuesday
Yuzhno-Sakhalinsk, Russia +3 hours 17:00, Tuesday
Rabat, Morocco -7 hours 07:00, Tuesday
Praia, Cape Verde -9 hours 05:00, Tuesday
Legend: (-) means behind, (+) means ahead

Calculates time in the different world time zones in relation to the Philippines. (M5ME-
IIIg15)
Activity 1
Directions: With the given time in the Philippines, determine the equivalent time in the given
country using table A. Express your answer in 12-hour clock format. Use the clock
illustration to help you calculate time.
Example 1: PST is 2:30 p.m. = _____ in Atlanta, Georgia

Solution: Convert the time to 24-hr time and subtract the given since it is behind.
Convert the time to 24-hr
2:30p.m. - (12-hr time) =14:30 (24-hr time)

14:30 - 12 (hrs) = 2:30 a.m. (Atlanta is 12 hours behind PST based on table A or in
the clock)
Therefore, it is 2:30 a.m. in Atlanta, Georgia.
Example 2: PST is 7:00 a.m. = _____ in Sakhalinsk, Russia
Solution: Add the given since it is ahead.

7:00 a.m. + 3 (hrs) = 10:00 a.m. (Sakhalinsk, Russia is 3 hours ahead PST based
on table A or in the clock)
Therefore, it is 10:00 a.m. in Sakhalinsk, Russia.
Philippine Standard Time (PST) Country 12-hour time

1. 3:30 p.m. Atlanta, Georgia, US
2. 4:00 a.m. Baghdad, Iraq
3. 1:30 p.m. Geneva, Illinois, US
4. 9:30 p.m. Havana, Cuba
5. 6:00 p.m. Jerusalem, Israel
6. 3:00 a.m. Kansas City, Missouri, US
7. 7:30 a.m. Osaka-shi, Japan
8. 2:00 p.m. Pune, India
9. 5:30 a.m. Yaren, Nauru
10. 8:00 a.m. Yuzhno-Sakhalinsk, Russia
Activity 2
Directions: With the given time in the Philippines, determine the equivalent time in the given
country using table A. Express your answer in 24-hour clock format.
Use the clock illustration.
Example 1: PST is 10:00 = _____ in Japan

Solution: Based on table A, Japan is 1 hour ahead in PST. Just add 1 hour to 10:00
which becomes 11:00. While the answer is 11:00 just simply write 11:00 since
it same based on table A or in the clock.
Example 2: PST is 14:00 = _____ in Geneva, US
Solution: Based on table A, Geneva is 6 hours behind in PST. Just subtract 6 hours from
14:00 and you will arrive at 8:00. Therefore, your answer is 08:00 since it is
how to write it in 24-hr time based on table A or in the clock.
PST Country 24-hour time
1. 00:30 Kansas City, Missouri, US
2. 11:00 Osaka-shi, Japan
3. 01:30 Pune, India

4. 19:30 Yaren, Nauru
5. 16:00 Yuzhno-Sakhalinsk, Russia
6. 13:00 Geneva, Illinois, US
7. 17:30 Havana, Cuba
8. 12:30 Jerusalem, Israel
9. 15:30 Atlanta, Georgia, US
10. 18:00 Baghdad, Iraq
Activity 3
Directions: Calculate the PST of the given time in the different countries. Use the clock
illustration to count the time in 12-hr clock time.
Example 1: It is quarter past 9:00 p.m. in Baghdad, what time is it in the Philippines?
Solution: Count 5 steps clockwise of the hour hand or add 5 hours to 9:15 and you will
arrive at 2:15 a.m., the time in the Philippines
9:15(quarter past 9:00) + 5 hours = 2:15 a.m.
Example 2: It is 5 minutes to 2:00 a.m. in Yaren, Nauru, while it is _____ in the Philippines.
Solution: Count 4 steps counterclockwise of the hour hand or subtract 4 hours from
2:00 a.m. and you will arrive at 9:55 p.m., the time in the Philippines.
1:55 a.m. (5 minutes to 2:00) – 4 hours = 9:55 p.m.
Clues: half – 30 minutes

quarter – 15 minutes
to – before
after – add
before – subtract
past – after
Time in other countries Difference from Time in the

PST Philippines
1) Quarter past 10:00 p.m. in Baghdad -5 hours
2) half past 12:00 p.m. in Havana -12 hours
3) quarter before 15:00 in Kansas City -13 hours
4) 10 to 09:00 in Osaka Pune, India -2:30 hours
5) 40 past 17:00 in Geneva -6 hours
6) quarter after 10:00 p.m. in Atlanta -12 hours
7) quarter to 11:00 a.m. in Jerusalem -5 hours
8) 5 minutes to 3:00 a.m. in Yaren, Nauru +4 hours
9) 3 hours to 16:00 in Praia, Cape Verde -9 hours

10) half past midnight in Yuzhno-Sakhalinsk, +3 hours
Russia
Activity 4
Directions: Using the clocks shown in the illustration below, give five sentences that tell
about the time in the Philippines compared to the time in other countries.
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
http://luv2go.blogspot.com/2013/05/world-time-zones.html
https://www.timeanddate.com/worldclock/
https://www.amazon.ca
https://en.wikipedia.org/wiki/Philippine_Standard_Time
https://www.timeanddate.com/time/difference/philippines/manila

Lumbre, A. P., Ursua, A. C., Placer, D. P., Burgos, J. R., & Sy, R. A. Jr. (2016). 21st
Century Mathletes 5. pp. 285-286,289-290: Vibal Group, Inc.
Answer Key
Activity 1
1. 3:30 a.m. 6. 2:00 p.m.
2. 11:00 p.m. 7. 8:30 a.m.
3. 7:30 a.m. 8. 11:30 a.m.
4. 9:30 a.m. 9. 9:30 a.m.
5. 1:00 p.m. 10. 11:00 a.m.
Activity 2
1. 23:30 6. 07:00
2. 12:00 7. 05:30
3. 23:30 8. 20:30
4. 23:30 9. 03:30
5. 19:00 10. 13:00
Activity 3
1. 3:15 a.m. 6.10:15 a.m.
2. 12:30 p.m. 7. 3:45 p.m.
3. 3:45 a.m. 8. 10:55 p.m.
4. 11:20 a.m. 9. 10:00 p.m.
5. 11:40 a.m. 10. 11:30 p.m.
Activity 4 (Answers will vary.)
1. Time in the Philippines is advance by 12:21 compared to New York.
2. Time in the Philippines is advance by 7:21 compared to London.
3. Time in the Philippines compared to time in Tokyo is late by 1:21.
4. Daytime in Baguio, Philippines is night time in New York.
5. Baguio and Tokyo have shortest difference of time.
ANGELIE CHERYL A. GABOTERO

Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Solves problems involving time. (M5ME-IIIg-16)
Solving Word Problems Involving Time
In this activity sheet, you will apply the concept you learned in measuring time using
a 12-hour and a 24-hour clock. This will help and prepare you to solve real world problems.
In order to solve time measurement problems, you first need to know what the units
of time are and what they are equivalent to.
Units of Measurement Equivalent

(Time)
1 millennium 1000 years
1 century 100 years
1 decade 10 years
1 year 12 months
1 month 28-31 days
1month 4 weeks
1 week 7 days
1 day 24 hours
1 hour 60 minutes
1 minute 60 seconds
Quarter of an hour 15 minutes
Half an hour 30 minutes
Three Types of Questions Asked on Time:

1. Time Interval:
Given: Start time and End time
Find: Duration
Do: Subtraction
2. Given: Start time and Duration
Find: End time
Do: Addition
3. Elapsed Time:
Given: End time and Duration
Find: Start time
Do: Subtraction

Read, understand and analyse the word problems below:
Example 1: Peter worked on his homework, and it took him 1 hour and 24 minutes to finish.
If he started his homework at 8:45 p.m., what time did he finish his homework?
Adding Time
Follow these steps:
1. Add the minutes
2. If the minutes are 60 or more, subtract 60 from the minutes and add 1 to hour
3. Add the hours
Solve using addition:

Duration: 1hr. 24 min.
Start time: 8hr. 45 min.
69
– 60
9hr. 9 min
+1
10hr. 9 min.
Explanation:
1. The total minutes are 69 which is more than 60, so we need to subtract
69 – 60 = 9 minutes
2. Add the hours 8 + 1= 9
3. Add 1 to hours 9+ 1= 10 hours
Answer: Peter finished his homework at 10:09 p.m.
Example 2: Julia starts her homework at 4:23 p.m. She finishes at 5:00 p.m. How much time
does Julia spend doing homework?
Subtracting Time
Follow these steps:
1. Subtract the minutes
2. If the minutes are negative, add 60 to the minutes and subtract 1 from hours
3. Subtract the hours
Solve using subtraction:

5 10
End time: 5:00 = 4: 60
Start time: 4:23 = 4: 23
0: 37
Explanation:
1. The minutes are negative if we subtract 4:23 from 5:00, so add 60 to the
minutes and subtract 1 from hours, so it will become 4:60

2. Subtract the minutes of 4:23 from 4:60
3. Subtract the minutes 60 – 23 = 37 minutes
4. Subtract the hours 4 – 4 = 0 hour
Answer: Julia spends 37 minutes doing homework.
Example 3: Melisa started practicing piano at 3:34 p.m. She practiced until 5:17 p.m. How
long did she practice for?
Subtracting Time
Follow these steps:
1. Subtract the minutes
2. If the minutes are negative, add 60 to the minutes and subtract 1 from hours
3. Subtract the hours
Solve using subtraction:
Minutes: 17 – 34 = –17 5:17+ 60 5hr. 77 min

Hours: 5 – 3 = 2 3:34 3hr. 34 min
2hr. 43 min
– 1hr.
1hr. 43 min.
Explanation:
1. Since we can’t have negative minutes, add 60 to the minutes
60 +17 = 77 – 34 = 43
2. Subtract 1 from the hours (2 – 1 = 1)
Answer: 1 hour and 43 minutes
Example 4: A bus leaves Manila at 22:10 H on Thursday and arrives in Baguio 6 ½ hours
later. At what time and day did the bus arrive in Baguio? Express your answer
both in 12-hour and 24-hour clock formats.
Understand:
a. What is asked in the problem?
• At what time and day did the bus arrive in Baguio?
• Express your answer both in 12-hour and 24-hour clock formats.
b. What are the given facts?

• A bus leaves Manila at 22:10 H on Thursday and arrives in Baguio 6 ½
hours later
Plan:
Add 6 ½ to 22:10 H, then express the answers both in 12-hour and 24-hour
clock formats.
Solve:
22:10 H is the same as 10:10 p.m.
6 ½ hours is the same as 6 hours and 30 minutes

Explanation:
24-Hour Clock 12-Hour Clock

When hours end up less than zero: add 24.
When hours end up more than 23: subtract 24.
Add the hours: 22+ 6 = 28 – 24 = 4 hr. Add the hours: 10+ 6 = 16 – 12 = 4 hr.
Add the minutes 10 + 30 = 40 minutes Add the minutes 10 + 30 = 40 minutes
Hours: 22 + 6 = 28 – 24 = 4 Hours: 10 + 6 = 16 – 12 = 4
There cannot be 28 hours, so we subtract 24 from There cannot be 16 hours in a 12- hour
28, which means a day has passed, and it is clock so, we subtract 12 from 16
already Friday which means p.m. has passes already;
minutes:10 + 30 = 40 it is already a.m. of the following day,
Therefore, the bus arrived in Baguio at that is Friday.
04:40 H, Friday minutes: 10 + 30 = 40
So, the bus arrived in Baguio at 4: 40
a.m. Friday
Answers:
24-hour clock 12-hour clock
04:40 H Friday 4: 40 a.m. Friday

Solves problems involving time. (M5ME-IIIg-16)
Activity 1
Directions: Read carefully and solve the following problems. Choose the letter of the correct
answer.
1. Jimmy started taking his Math test at 11:03 AM, and he finished at 12:29 PM. How many
minutes did it take Jimmy to finish the test?
a. 86 min b. 26 min c. 106 min d. 60 min
2. If you lie down to take a nap at 2:30, and you napped for 73 minutes, what time will it be
when you wake up?
a. 3:03 b. 3:33 c. 3:43 d. 3:37
3. If Andrew leaves his house at 2:31pm and it took him exactly two hours and fourteen
minutes to his office, and then another eight minutes to get to his desk, at what time will he
be in his desk?
a. 4:45p.m. b. 4:43p.m. c. 4:44p.m. d. 4:53p.m.
4. Tobias started his Math, English, Science and Filipino homework at 3:00 p.m. It took him
45 minutes to finish his Math homework, 23 minutes to finish his English homework, 47
minutes to finish his Science homework, and 32 minutes to finish his Filipino homework.
What time did Tobias stop doing his homework?

a. 5:27p.m. b. 6:33p.m. c. 5:33p.m. d. 6:27p.m.
5. Mr. Arellano put a roast on the oven at 2:45p.m. He cooked the roast for 3 hours and 48
minutes. What time did Mr. Arellano take the roast out of the oven?
a. 6:27p.m. b. 6:33p.m. c. 5:33p.m. d. 7:27p.m.
Activity 2
Directions: Read carefully the problems and then solve. Choose and underline your answer
from the choices given in the parentheses.
1. Rafael leaves for school at 6:00 a.m. It took him 1 hr. 10 min. to reach the school. At what
time will he reach the school? (7:15 a.m., 8:10 a.m., 7:10 a.m.)
2. A bus leaves for Baguio at 4:30 p.m. It takes 1 hr. and 25 minutes to reach there. At what
time will it reach at Baguio? (5:55 p.m., 4:55 p.m., 5:56 p.m.)
3. The flight from Manila arrived in Cagayan de Oro at 5:35 A.M. The flight took 1 hour and
45 minutes, including stopover. What time did the plane leave Manila? (4:55a.m., 3:50
a.m., 5:56 a.m.)
4. The duration of a film show is 3 hr. and 15 minutes. It will start at 6:30 P.M. When will it
end? (9:55 p.m., 9:45 p.m., 5:56 a.m.)
5. Rica does her workout for 45 minutes every day. Today, she started at 5:30 A.M. At what
time will she finish? (5:15 a.m., 7:15 a.m., 6:15 a.m.)
Activity 3
Directions: Read and solve the following problems. Choose the correct answer from the box.
Write the complete answer on the space provided.
3 hours & 15 minutes 7 hour & 30 minutes

1 hour & 50 minutes
3 hour & 45 minutes 3 hours & 10 minutes
1. Max travelled 2 hours and 45 minutes by bus and 4 hours and 45 minutes by train. Calculate
the time he spent in travelling. ______________
2. Sarah started her homework at 5:30 p.m. and finished it at 9:15 p.m. How much time did
she take to finish her homework? ______________
3. Tom started playing at 5:05 p.m. He played till 8:15 p.m. How long did he play?
___________
4. Maya started to draw a picture at 2:45 p.m. She competed it at 4:35 p.m. How much time
did she take to draw the pictures? _____________
5. A circus show started at 6:15 p.m. and ended at 9:30 p.m. What was the duration of the
show? _____________
Activity 4
Directions: Read and solve the following problems. Write the complete answer on the space
provided.
1. David left for his school at 6:35 a.m. He reached the school at 7:05 a.m. How much time
did David take to reach the school? _____________

2. Therese started her home work at 5:30 p.m. She finished it at 8:05 p.m. How long (in
minutes) did it take her to do her homework? _______________
3. Vann started working on his Math projects at 3:00 p.m. He finished by 4:20 p.m. How
many minutes did he work on his projects? ____________
4. Joan’s internet café opens at 8:30 a.m. and closes at 9:30 p.m. every day. How long is the
café open? ____________
5. Toby left his home at 4:30 p.m. to play basketball. He came at 6:15 p.m. How long was
he away from his home? ___________
Activity 5
Directions: Read and solve the following problems. Express your answer both in 12- hour and
24-hour clock formats. Write the complete answer on the given table.
1. David left home at 16:30H to meet his friend. He came back after 3 hr. 25 min. At what
time did he come back? Express your answer both in 12- hour and 24-hour clock formats.
2. Dad says dinner will be ready in 35 minutes. Its 17:30H now. What time will dinner be
ready?
3. Kyla put cupcakes in the oven at 3: 41p.m. The directions say that the cupcakes need to
bake for 38 minutes. What time will Kayla need to take them out of the oven?
4. Mother arrives home at 16:50 H. He left work 40 minutes ago. What time did mother get
off work?
5. Natasha had a dentist appointment at 10:40 a.m. It should last 35 minutes. What time will
she finish?
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Lumbre, Angelina P. (2016).21st Century Mathletes 5

https://www.math-only-math.com/worksheet-on -word-problems-on-measurement of
time.html
https://www.smartickmethod.com/blog/math/learning-resources/time-measurement-
problems
https://www.varsitytutors.com/basic_arithmetic-help/addition-and-subtraction-with-
time
https://www.thoughtco.com/elapsed-time-word-problems-4176604
https://www.math-only-math.com
https://www.onlinemathlearning.com
https://www.mathsisfun.com/time-add-subtract.html
https://www.eduplace.com
Answer Key
Activity 5
Activity 1 Activity 2 Activity 3 Activity 4 24-hour 12-hour
clock clock
1. A 1. 7: 10 1. 7 hr. & 30 min. 1. 30 min. 1.19:55 H 7:55 p.m.
a.m.
2. C 2. 5:55 p.m. 2. 3 hr. & 45 min. 2. 155 min. 2.18:05 H 6:05 p.m.
3. D 3. 3:50 a.m. 3. 3 hr. & 10 min. 3. 80 min. 3.16:19 H 4:19 p.m.
4. A 4. 9:45 p.m. 4. 1 hr. & 50 min. 4. 13 hours 4.16:10 H 4:10 p.m.
5. B 5. 6:15 a.m. 5. 3 hr. & 15 min. 5. 1hr. & 45 5.11:15 H 11:15 a.m.
min.
Prepared by:
VANESSA A. HONTOMIN
Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Visualizes circumference of a circle. (M5ME-IIIh-67)
Visualizing Circumference of a Circle
Circle is a closed plane figure with a set of points that has equal distance from its center
point.
Circumference is the distance around the circle.

Radius is a line segment from the center of the circle to any point on the circle. This is
half the diameter.
Diameter is a line segment passing through the center of the circle with both its
endpoints on the circle. This is twice the radius.
Example:
The circle at the right has

a radius of 3 cm
a diameter of 6 cm
a circumference of 18.85 cm.
As stated in the definitions, diameter is twice the radius while

radius is half the diameter. Thus, if the circle has a diameter of 6 cm,
just divide it by two or its half to get the radius which is equal to 3
cm. And given the circle has a radius of 3 cm, just multiply it to two
or double it to get the diameter which is equal to 6 cm.

The learner visualizes circumference of a circle. (M5ME-IIIh-67)

Activity 1
Directions: Compute for the radius of the following given the diameter. Write your answer on
the space provided.
Diameter Radius
1. 15 in __________________
2. 32 dm __________________
3. 8 m __________________
4. 4.6 cm __________________
5. 11 mm __________________
Activity 2
Directions: Compute for the diameter of the following given the radius. Write your answer on
the space provided.
Radius Diameter
1. 5 in __________________
2. 3.5 dm __________________
3. 2 m __________________
4. 7.23 cm __________________
5. 21.7 mm __________________
Activity 3
Directions: Look at the figures below. Analyze and answer the questions that follow.

1. Based on the figures shown, state the relationship between the circumference and the
diameter of the circle.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. If you divide the circumference by its diameter, what value will you get? Fill out the
table below. (Round up your answer to two decimal places.)
Circle 1 Circle 2 Circle 3 Circle 4 Circle 5
Circumference
Diameter
Circumference ÷Diameter
3. Are the values you got when circumference was divided by the diameter the same?
What do you call that value?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Based on the activities above, write a mathematical equation on how to get the
circumference of a circle.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References
https://www.mathsisfun.com/geometry/circle.html#:~:text=Radius%2C%20Diameter%20and
%20Circumference,distance%20once%20around%20the%20circle.
Answer Key
1. 7.5 in 1. 10 in
2. 16 dm 2. 7 dm
3. 4m 3. 4 m
4. 2.3 cm 4. 14.46 cm
5. 6.5 mm 5. 43.4
Activity 3
1. The circumference of the circle increases as its diameter increases.
2. If the circumference is divided by its diameter, then we get 3.14.
Circumference 3.14 cm 6.28 cm 9.42 cm 12.57 cm 15.71 cm
Diameter 1cm 2cm 3cm 4cm 5cm
Circumference ÷ Diameter 3.14 cm 3.14 cm 3.14 cm 3.14 cm 3.14 cm

3. Yes. The number is called Pi.
4. 𝐶 = 2𝜋𝑟 or 𝐶 = 𝜋𝑑
Prepared by:
CHARMAINE CERVILLON
Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Measures circumference of a circle using appropriate tools. (M5ME-IIIh-68)
Measuring Circumference of a Circle Using Appropriate Tools
Circumference is the distance around the circle.
To draw a circle, you may use a compass or a string with one end tied to a pin and the
other end tied to a pen.
Compass Pin, String, Pencil
To measure the circumference of a circle, you may use a tape measure or a string and a
ruler.
Tape Measure String and Ruler

The learner measures circumference of a circle using appropriate tools. (M5ME-IIIh-
68)

Activity 1
Directions: Follow the instructions below and record your data in the table.
A. Things you need:

tape measure or ruler and string
marker
1 peso coin
5 peso coin
10 peso coin
B. When measuring:
(If using tape measure)
Wrap the tape measure around the coin to measure the circumference. To
measure the diameter, lay it straight at the middle top of the coin.
(If using a string and a ruler)

Use the ruler to measure the diameter. To measure the circumference, wrap the
string around the coin, mark where the strings meet, and then take the string, stretch it
and measure it using a ruler.
C. Record the results to the nearest millimeter in the table below.
Coin Diameter Circumference
1 peso coin
5 peso coin
10 peso coin
Activity 2
Directions: Look at the objects around you. Measure the diameter and circumference of any
three circular objects you see. List them on the table below.
Object Diameter Circumference

Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
https://www.videocopilot.net/forum/viewtopic.php?f=34&p=257799
https://www.mathsteacher.com.au/year8/ch10_geomcons/03_circles/comp.htm
https://www.aliexpress.com/item/32838972138.html
https://www.superteacherworksheets.com/blog/going-around-in-circles-
http://art-design-glossary.musabi.ac.jp/tape-measure/
https://thehomeschoolscientist.com/demonstrating-pi-string/
https://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-material-in-mathematics-q1q4
Answer Key:
Activity 1
Coin Diameter Circumference
1 peso coin 23 mm 72.26 mm

Activity 2
Teacher assesses the work of the learner.
Prepared by:
CHARMAINE CERVILLON
Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Finds the circumference of a circle. (M5ME-IIIi-70)
Finding the Circumference of a Circle
Is there any other way to determine the circumference of a circle without measuring it?
Yes, there is. We can compute for the circumference of a circle using a formula.
Look at the table below.
Circumference (C) 3.14 cm 6.28 cm 9.42 cm 12.57 cm 15.71 cm
Diameter (d) 1cm 2cm 3cm 4cm 5cm
Circumference ÷Diameter
3.14 cm 3.14 cm 3.14 cm 3.14 cm 3.14 cm
(C÷d)
Based on our previous activity, the ratio of the circumference of any circle to its radius
22
is 3.14 or 7 . This value is called Pi represented by the greek letter 𝜋.
If circumference divided by diameter is equal to 𝜋, then let us try to get the reverse to
derive the formula for circumference.
If C ÷d = 𝜋 then C = 𝜋 ×d (because multiplication of the inverse of division).

Since diameter d is also equal to twice the radius r or d = 2r, then we can also replace d with
2r making it C = 𝜋 ×2 ×r or C = 2𝜋𝑟.
Therefore, the formula for the circumference of a circle is
C=𝜋×d
or
C = 2 × 𝜋 × r

Example:
1. Find the circumference of the circle at the right.
Since the given 6 cm is the radius, we will use C = 2 × 𝜋 ×r.

C = 2 × 𝜋 × r
C = 2 × 3.14 ×6
C = 37.68 cm
2. What is the circumference of a circle with a diameter of 10 inches?

C = 𝜋 × d
C = 3.14 ×10
C = 31.40 inches
3. Compute for the diameter and radius of a circle with a circumference of 37.68 mm.
C = 𝜋 ×d
37.68 = 3.14×d
37.68 ÷3.14 = d divide the circumference by pi to get the diameter
12 mm = d
1
r = 2 × d multiply the diameter by ½ or divide it by 2 to get the radius
1
r = 2 × 12
r = 6 mm

The learner finds the circumference of a circle. (M5ME-IIIi-70)
Activity 1
Directions: Find the circumference of each of the following circles. Round your answers to
the nearest hundredths. Use 𝜋 = 3.14.
1. 2. 3.
4. 5.

Activity 2
Directions: Complete the table below. Round your answers to the nearest hundredths.
Use 𝜋= 3.14.
No. Radius Diameter Circumference
1. 5m
2. 12.5 in
3. 14 mm
4. 25 cm
5. 11 cm
6. 17 dm
7. 3.8 mm
8. 4.2 cm
9. 7 cm
10. 16 in
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References
https://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-material-in-mathematics-q1q4
Answer Key:
Activity 1
1. 15.70 m
2. 65.94 cm
3. 94.20 dm
4. 43.96 cm
5. 69.08 m
Activity 2
No. Radius Diameter Circumference
1. 5m 10 m 31.40 m
2. 1.99 in 3.98 in 12.5 in
3. 7 mm 14 mm 43.96 mm
4. 12.5 cm 25 cm 78.5 cm
5. 1.75 cm 3.50 cm 11 cm
6. 17 dm 34 dm 106.76 dm
7. 3.8 mm 7.6 m 23.86
8. 2.1 cm 4.2 cm 13.19 cm
9. 1.12 cm 2.23 cm 7 cm
10. 16 in 32 in 100.48 in
Prepared by:
CHARMAINE CERVILLON
Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Solving Routine and Non-Routine Problems Involving Circumference of a
Circle
Solves routine and non-routine problems involving circumference of a circle. (M5ME-IIIj-71)
This is a self-learning activity which serves as a guide for you as a learner. This will
facilitate your critical thinking abilities and enhance skills in using different mathematical
operations which will lead you to solve simple to more complex routine and non-routine word
problems involving circumference of a circle. But how can you determine whether the given
problem is routine or non-routine problem?
Routine problems –it is a type of problem which has an immediate solution
Non-routine problems – it is a type of problem which has no immediate or direct
solution.
The process of solving word problems involves comprehensive imagination. You can
use different strategies just like trial and error or guess and check, working backwards and the
like. In solving word problems, you have to use step by step procedures.
Plan
• What is • Solve the
asked in problem using Check
the • What operations appropriate
problem will be used to formula. Write • Check
and what solve the problem? your answer in your
are the What are the complete final
given facts hidden questions? sentence answer
Write the
Understand mathematical
sentence.
Solve/Solution
The table below shows the important terms and symbols needed to be able to solve the
problems involving circumference of a circle.
Term (Name) Symbol/s Meaning

Pi - read as 𝜋 (equal to - It is the ratio of the circumference of a circle to its
“pie” 3.14) diameter
Circumference C - This is the distance around the circle
radius r - It is a line segment from the center to any part on the
circle
diameter d - A chord that passes through the center of a circle

The formula in finding the circumference of a circle is
C = 𝜋𝑑 (if the given is in diameter) or C = 2𝜋𝑟 (if radius is given)

The learner should be able to solve routine and non-routine problems involving
circumference of a circle. (M5ME-IIIj-71)
Activity 1
Directions: Read the problems carefully. Identify whether the given problem is routine or non-
routine. Write your answer inside the cloud shape.
Problem 1
Mike is finding the
circumference of a bicycle
tire with radius of 20 cm.
Problem 2
Roni Jogs around a circular park
with a radius of 28 meters. What is the
distance covered by Roni if he jogs around
the park two times?
Problem 3
Mr. Reyes is laying out a circular
playground. Its radius is 50 meters. What
is its circumference?
Problem 4
If the circumference of
a circle is 250 meters, how long is its
radius?
Problem 5
Lorna’s circular garden is 5
meters in diameter. How many meters of wire
are needed to put a fence around?
Problem 6
How much greater is
the circumference of a circle with a
diameter of 11 meters than another
circle with a radius of 4 meters?

Activity 2
Directions: Draw the parts of a circle being used in solving circumference of a circle inside
the box.
Circumference (C)
Diameter (d)
Radius (r)
Rubrics for Scoring

Level 1 (0 pt.) Level 2 (2 pt.) Level 3 (3 pts.) Level 4 (5 pts.)
Understanding Learner shows no Learner only Learner only Learner
attempt to really draw the draw the completely
do the given circumference circumference illustrate the
activity and the parts of the
diameter. circle needed to
solve the
circumference
Activity 3
Directions: Determine the appropriate formula to be used in solving the given problem
involving circumference of a circle. Write your answer in the box.
1. A flagpole stands in the middle of a circular

platform. The distance from the flagpole to the edge of
the platform is 2 m. What is the circumference of the
platform?

2. Mr. Castro had a circular lagoon built. The distance
cross the lagoon is 20 m. what is the distance around
it?
3. What is the circumference of a circular plaza that

has a diameter of 75.25 ft?
4. Alice bought a circular mirror that has a

circumference of 28.26 cm. find the radius of the
circular mirror.
5. Mrs. Nicolas planted dwarf santan around her

circular flower garden which has a diameter of 8
meters. How many meters did she plant with dwarf
santan?
6. A bicycle tire has a radius of 30 cm. find the

distance around the tire?
Activity 4
Directions: Read the problem carefully. Complete the table below with the correct answer.
Write your answers neatly.
A flagpole stands in the middle of a circular platform. The distance from the flagpole to
the edge of the platform is 2 m. What is the circumference of the platform?
Understand Plan Solve Check

Activity 5
Directions: Read the problem very carefully. Make a simple illustration in the box to solve the
problem.
Rico bought a circular cake with a circumference of 78.5 cm for her daughter’s
birthday party. Find the diameter of the circular cake.
Understand:
What is asked in the problem? ______________________________________

What are given? _________________________________________________
Plan:
Solution:
Check:

Activity 6
Directions: Read and solve the problem very carefully. Write your answers on the blank /
box provided.
A goat is tied to a mango

tree in the backyard. The
stretched rope is 3 m long. Up to
how many meters around the tree
can the goat walk?
Understand:
What are given? _________________________________________________
Plan: Solution:
Check:

Activity 7
Directions: Read and solve the problem carefully. Write your answers on the blank / box
provided.
A circular pond is surrounded by a

fence. The radius of the pond is 3.2 m.
What is the circumference of the pond?
s
eter
m
3.2
Understand:

What are given? _________________________________________________
Plan: Solution:
Check:

Activity 8
Directions: Read and solve the problem very carefully. Write your answers on the blank /
box provided.
Kyle jogs six times around the

circular plaza every morning. If
the radius of the plaza is twice
the number of times he jogs.
What is the distance covered by
Kyle in meters?
Understand:
What are given? _________________________________________________
Plan: Solution:
Check:

Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Mahinan, Francisca R. (2003). Mathematics in Action: Problem Solving Application.
Quezon City, Philippines: Abiva Publishing House Inc., p. 205
Lesson Guide in Elementary Mathematics Teacher’s Guide for Grade 5
21st Century MATHletes Learner’s Material for Grade 5
Coronel, Carmelita C. and Bamba, Nelia D. (2010). Mathematics for a Better life:
Solving Word Problems Involving Circumference.Quezon City, Philippines: SD
Publications, Inc., p. 246-247
https://youtu.be/1ivkmFcgLvQ. Difference between Routine and Non-Routine Problem

in Mathematics. Published on April 25,
Answer Key
Activity 1
1. Routine Problem
2. Non-Routine problem
3. Routine Problem
4. Routine Problem
5. Routine Problem
6. Non-Routine Problem

Activity 2
Circumference
(C)
diameter (d)
radius (r)
Activity 3
1. C = 2𝜋𝑟
2. C = 𝜋 × 𝑑
3. C = 𝜋 × 𝑑
4. C = 2𝜋𝑟
5. C = 𝜋 × 𝑑
6. C = 2𝜋𝑟
Activity 4
Understand Plan Solve Check
What is Since the given is Use the formula for
asked? - The radius, we use the circumference
circumference is formula when the radius is
- What is the the distance given.
circumference around the 𝐶 = 2 × 𝜋 × 𝑟
of the platform r=2m
platform? 12.56 m = 2 × 3.14
- the distance × 2m
What are the C = 2 × 3.14 × 2 m
from the flagpole
given? to the edge of the = 6.28 × 2 m 12.56 m = 6.28 ×
platform is the 2m
-2m = 12.56 m
radius
(distance of 12.56 m = 12.56 m
the flagpole - radius is equal The circumference
to the edge of to 2 meters of the platform is Thus, your answer
the platform) 12.56 meters is correct
Activity 5
Understand:
a. What is asked?
Answer: What is the diameter of the circular cake?
Answer: The circumference is equal to 78.5 cm.

Plan:
Simple illustration:
78.5 cm
?
Since the circumference is given, we solve for the value of the diameter (d).
Solution:
78.5 cm = 𝜋 × 𝑑
78.5 cm = 3.14 × 𝑑
78.5 cm = d
3.14
25 cm = d ; The diameter of the cake is 25 cm
Check:
Use the formula for the circumference when the diameter is given.
d = 25 cm; 78.5 cm = 𝜋 × 𝑑
78.5 cm = 3.14 × 25 𝑐𝑚
78.5 cm = 78.5 cm
Therefore, your answer is correct.
Activity 6
Understand:
a. What is asked?
Answer: The distance around the tree the goat can walk.
Answer: 3 m long
Plan:
The circumference is the distance around the tree can goat walk.
Solve for the Circumference (C); radius is equal to 3 meters.
Solution:
C = 2𝜋𝑟 C = 2𝜋𝑟
= 2 × 3.14 × 3 𝑚 = 2 × 3.14 × 3 𝑚
= 6.28 × 3 𝑚
or
= 2 × 9.42 𝑚
= 18.84 𝑚 = 18.84 m
The circumference is 18.84 meters.

The goat can walk up to 18.84 m around the tree.

Check:
Use the formula for the circumference when the radius is given
r=3m
C = 2𝜋r
18.84 m = 2 x 3.14 x 3 m
18.84 m = 6.28 x 3 m
18.84 m = 18.84 m thus, your answer is correct
Activity 7
Understand:
a. What is asked?
Answer: What is the circumference of the pond?
Answer: The radius of the pond is 3.2m
Plan:
The circular pond is surrounded by a fence. The circumference is unknown
and radius is 3.2m.
Solve for the Circumference (C)
Solution:
C = 2𝜋r
= 2 x 3.14 x 3.2 m
= 2 x 10.048 m
= 20.096 m
The circumference is 20.096 m
The circumference of the pond is 20.096 m
Check:
r = 3.2 cm; C = 2𝜋r
20.096 cm = 2 x 3.14 x 3.2 cm
20.096 cm = 6.28 x 3.2 cm
20.096 cm = 20.096 cm
Activity 8
Understand:
a. What is asked?
Answer: What is the distance covered by Kyle
Answer: Kyle jogs six times every morning
Radius is twice the number of times he jogs

Plan:
The plaza is circular, the distance around the plaza is the circumference. Since
the radius is twice the number of times he jogs, thus the radius is equal to 12 meters.
Solve for the Circumference (C)
Solution:
C = 2𝜋r
= 2 x 3.14 x 12 m
= 2 x 37.68 m
= 75.36 m
The circumference is 75.36 meters
The distance covered by Kyle around the plaza is 75.36 meters
Check:
r = 12 m; C = 2𝜋r
75.36 m = 2 x 3.14 x 12 m
75.36 m = 6.28 x 12 m
75.36 m = 75.36 m
Prepared by:
VINCENT C. ROBILLOS
GILBERT B. CULTURA
Writers

Mathematics 5 LAS Quarter 3

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5

LEARNING ACTIVTIY SHEETS

Printed by: Curriculum and Learning Management Division

Visualizes percent and its relationship to

Defines percentage, rate or percent, and base.

Identifies the base, percentage, and rate in a

Finds the percentage in a given problem.

Solves routine and non – routine problems

Visualizes names and describes polygon with 5

Describes and Compare properties of polygon

Visualizes congruent polygons. (M5GE-IIId-

Identifies the terms related to circle. (M5GE-

Draws circles with different radii using compass.

Visualize and describes solid figures. (M5GE-

Formulates the rule in finding the next term in a

Uses different strategies (looking for a pattern,

Measures time using a 12-hour and a 24-hour

Calculates time in the different world time zones

Solves problems involving time. (M5ME-IIIg-

Visualizes circumference of a circle. (M5ME-

Measures circumference of a circle using

Finds the circumference of a circle. (M5ME-

Solves routine and non-routine problems

LEARNING ACTIVITY SHEET

Percent is a ratio whose meaning similar to a fraction whose denomination is 100.

There are 100 squares, and 75 squares

Practice Personal Hygiene protocols at all times. 1

Learning Competency with Code

Practice Personal Hygiene protocols at all times. 2

Fraction _________ Fraction _________

Fraction _________ Fraction _________

Practice Personal Hygiene protocols at all times. 3

1. What have you learned from the activities?

3. What is the most challenging or least interesting from the activities?

Practice Personal Hygiene protocols at all times. 4

LEARNING ACTIVITY SHEET

Learning Competency with Code

Practice Personal Hygiene protocols at all times. 5

_______ 1. The number that represents 100%

1. What are your learnings from the activities?

Practice Personal Hygiene protocols at all times. 6

LEARNING ACTIVITY SHEET

Percentage Rate Base

Learning Competency with Code

Practice Personal Hygiene protocols at all times. 7

Given Base (B) Rate (R) Percentage (P)

Activity 2: Game Ka Na Ba?

1. What have you learned from the activities?

2. What did you like most from this lesson?

Practice Personal Hygiene protocols at all times. 8

Practice Personal Hygiene protocols at all times. 9

LEARNING ACTIVITY SHEET

2. Write the percent as a fraction and then, multiply.

Practice Personal Hygiene protocols at all times. 10

1. 80% of 60 3. 75% of 120

2. 25% of 320 4. 30% of 180

Practice Personal Hygiene protocols at all times. 11

1. What have you learned from the activities?

2. What did you like most from this lesson?

Practice Personal Hygiene protocols at all times. 12

LEARNING ACTIVITY SHEET

Background Information for Learners

Example of Routine Problem

Let’s analyze the problem.

Fraction _ Fraction _

Fraction _ Fraction _

1. 2. 3.