Mathematics 5 Q3 W1

PRE-TEST IN MATH 5
THIRD QUARTER
Direction: Choose the letter of the correct answer.
1. Which of the following illustrations represent 46%?
a. b. c. d.
2. It refers to the part of the whole.
a. Base b. Rate c. Percentage d. Equal
3. The total amount or whole being considered or described is the ___________.
a. Base b. Rate c. Percentage d. Equal
4. What do you call the underlined digit in this mathematical sentence,

60% of 200 = 120?
a. Base b. Rate c. Percentage d. Ratio

5. Five of the 50 pieces of mangoes in a basket are rotten. This is 10% of all the
mangoes in the basket. Which is the rate?
a. 5 b. 10% c. 50 d. 55
6. What is 25% of 20?

a. 3 b. 4 c. 5 d. 8
7. There are 40 students in a class. If 95% of them were present, how many
students attended their class?
a. 36 b. 37 c. 38 d. 39
8. Among the 400 students who attend school, 12% are left-handed. How many
are left- handed?
a. 40 b. 45 c. 48 d. 50
9. In a class of 45 pupils, 80% donated clothes for the flashflood victims. How
many pupils donated clothes?
a. 30 b. 35 c. 36 d. 40
1
10. Create a problem using the given information.
60 – numbers of pupils in Grade 5 – Diamond

10% - failed in the quarter examination in
Mathematics
No. of pupils failed
a. There are 60 pupils in Grade 5- Diamond section, 10% of them failed in the
examination in Mathematics. How many pupils failed in the examination?
b. There are 60 pupils in Grade 5- Diamond section, 10% of them failed in the
examination in Mathematics. How many pupils took the examination?
c. There are 60 pupils in Grade 5- Diamond section, 10% of them failed in the
examination in Mathematics. How many pupils are able to get the
examination?
d. If 10% of the pupils took the examination, how many pupils did not able to get
the examination?
11. What is the name of this polygon?
a. heptagon b. hexagon c. pentagon d. octagon

12. What is a 4-sided polygon?
a. square b. triangle c. quadrilateral d. undecagon
13. What do you call the polygons with equal sides?
a. regular polygons c. irregular polygons

b. congruent polygons d. similar polygons
14. Which of the following is a decagon?
a. b. c. d.
15. Which of the following polygon is congruent to the given figure on the left?
a. b. c. c. d.
16. What do you call a closed plane figure that is not made up of line segments
but with all its points at the same distance from the center?
a. triangle b. circle c. octagon d. sphere
2
R
T
Study the figure. (for items 17-18)
O P
Q
S
17. What do you call the distance from point R to point S?

a. radius b. diameter c. secant d. tangent
18. How many radii can you see in the figure?

a. 1 b. 2 c. 3 d. 4
19. These are three dimensional figures made up of plane figure whose all sides
are joined together to form a close figure.
a. polygons b. circles c. prisms d. spatial figures
20. A spacel figure with two circular bases, no edges and no vertices.
a. cone b. cylinder c. pyramid d. sphere
For numbers 21-22.

Name the space figures that are similar with the following objects below:
21. a. prism b. cylinder c. cone d.

pyramid
22.
a. sphere b. cone c. pyramid d. cylinder
23. What is the rule for this sequence? 14, 21, 28, 35........
a. (+6) b. (+7) c. (+8) d. (+9)
24. Which of the following is the rule for sequence 3, 9, 27, 81, 243, 729?
a. 3x + 2
b. 3 + 6
c. Multiply the term by 3 to get the next higher term.
d. Multiply the term by 2 and add by 3
25. What is the missing term in this number sequence 82, 81, 78, 73, 66?
a. (-1) b. (-1,-2,-3,-4) c. (-1,-3,-5,-7) d. (-1,+2,-1+2)
3
26. What are the next two terms for this sequence?
a. b. c. d.
27. Carol has written a number pattern that begins with 1, 3, 6, 10, 15. If she
continues this pattern, what are the next three numbers in the pattern?
a. 21, 28, 36 b. 17, 19, 21 c. 20. 25,30 d. 21, 27, 33
28. What is 00:00 in 12 hour clock time?

a. 12:OO PM b. 12:00 AM c. 1:00 AM d. 1:00 PM
29. Convert 1:24 pm in 24 hour clock times.
a. 0124 b. 1124 c. 1324 d. 1240
30. Doha, Qatar is five hour behind from the Philippines. If it is 12:00 noon in our
country, what time is it in Qatar?
a. 6am b. 7 am c. 8 am d. 9 am
31. A bus is leaving Cubao on Friday late afternoon and is supposed to arrive in
Legazpi at 9:30 a.m. on Saturday . If the estimated journey time is 12 hours, at
what time should the bus leave Cubao?
a. 6:30 pm b. 7:30 pm c. 8:30 pm d. 9:30 pm
32. Mackoy started working on his Math project at 6:00 pm. He finished by 8:15
pm. How many minutes did he work on his project?
a. 60 minutes b. 90 minutes c. 135 minutes d. 135
33. What is the circumference of the circle?
a. 16 b. 17 c. 18 d. 19
3m
34. Find the circumference of this circle
m
a. 6.5 m b. 8.3 m mc. 9.42 m d. 9.5
m
35. Using radius = 5.5 cm, solve for the circumference.
a. 34.54 cm b. 54.34 cm c. 34.54 m d. 50.24 m
36. Which of the following formulas will you use to find the circumference of a
circle?
a. C = 2xπxr b. C = πxd c. C = sxs d. C = P + R
37. A wheel has a diameter of 0.5 meter. What is the circumference of the wheel?
a. 1.57 m b. 1.55 m c. 1.5 m d. 1.50 m
4
38. Mitch has a circular herbal garden with a radius of 4 meters. She wants to put
up a chicken wire fence around it. How many meters of chicken wire will she
need?
a. 20.12 m b. 25.12 m c. 12.25 m d. 12. 20
39. A plate has a radius of 5 inches. What is the circumference of the plate?
a. 31.40 inches b. 41.30 inches c. 13.30 inches d. 03.14 inches
40. The diameter of a circular rug is 34 inches. What is the circumference?

a. 601.76 inches b. 676.10 inches c. 106.67 inches d. 106.76 inches
KEY TO CORRECTION (PRE TEST)

THIRD QUARTER
1. C 21. A
2. C 22. A
3. A 23. B
4. A 24. C
5. B 25. C
6. C 26. C
7. C 27. A
8. C 28. B
9. C 29. C
10. A 30. B
11. C 31. D
12. C 32. C
13. A 33. B
14. D 34. C
15. C 35. A
16. B 36. A
17. B 37. A
18. C 38. B
19. D 39. A
20. B 40. D
5
Mathematics 5
LESSON 1
Quarter 3 Week1 Day 1
I.OBJECTIVES
The learner demonstrates understanding of percent
A .Content Standards
The learner Is able to apply percent in

mathematical problems and real-life situations.
B .Performance Standards
The learner visualizes percent and its relationship to
fractions and ratios using models.
C. Learning Competencies or
Objectives M5NS- IIIa-136a
II. CONTENT Visualizing Percent and Its Relationship to

Fractions and Ratios Using Models
III. LEARNING RESOURCES
A.References
Lesson Guide in Mathematics 5 pp. 334-339

1. Teacher’s Guide pages
2. Learner’s Materials pages
21st Century MATHletes 5 pp. 182-195

Discovering Math for Global Leraners pp.199-202
Simplified Mathematics 5 pp. 207-210
3. Textbook pages Mathematics for Better Life 5 pp. 208-210
Soaring 21st Century Mathematics 5 pp. 287-293
Grade School Mathematics 5 pp. 192-197
4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
6
Strategy: Relay Game
Materials: Individual Illustration board / white board

Chalk / white board marker
Mechanics:
a. Divide the class into 4
b. Require each pupil to have a small
illustration board.
c. The teacher will show 10 x 10 grid. Then
have the pupils write on their illustration
boards the percent of the shaded part.
A. Reviewing previous lesson When you say , “ Boards Up, “ the pupils
or presenting the new lesson will raise their boards. The first player of
each group will write the answer correctly
on the board earns a point.
d. The group with the most number of point
wins.
Example:
What is the percent is shaded ?
What do you do when you have examination the

next day?
B. Establishing a purpose for
the lesson What is the importance of studying your lesson
every day?
Miguel took a written test which had 100 questions.

C. Presenting examples / He answered 95 of the questions. What percent of
instances of the new lesson the questions did Miguel answered correctly?
Who took the written test?

D. Discussing new concepts
and practicing new skills #1 How many questions are in the test?
How many questions did he answer correctly?
Refer to the hundred grid. Each square represents

1 of the 100 questions of Miguel’s test. Ninety-five
of the squares are shaded. These represents
E. Discussing new concepts Miguel’s correct answer.
and practicing new skills #2
We express the part of the correct answer to the

total number of questions in several ways.
7
95
As a FRACTION it is written as
100
To change percent to fraction, first remove the %
symbol and write the number as a fraction with 100

in the denominator.
As RATIO it is written as 91 out of 100 or 95:100
AVERAGE
Group I
F. Developing Mastery
(Leads to Formative 1. Write the fraction of the shaded part.
Assessment) 2. Change into percent.
3. How will you change fraction to percent?
Group II
8
1. Write the shaded part into ratio.
2. Change it into percent
3. How will you change ratio to percent
Group III
1. Write the shaded part into percent.

2. Change it into fraction
3. How will you change percent to fraction?
Group IV
1. Write the shaded part into percent.

2. Change it into ratio
3. How will you change percent to ratio?
ADVANCE
Group I- Illustrate through models the specified
number below.
1. 78 %
15
2.
100
Group II- Illustrate through models the specified

number below.
1. 18 %
5
2.
100
Group III- Illustrate through models the

specified number below.
1. 18 %
9
52
2.
100
Using Hundred Grids
Show the following by drawing:
NO PERCENT FRACTION RATIO

G. Finding practical application 1. 95% 95 95:100
of concepts and skills in daily 100
Living 2. 37 % 37 37:100
100
3. 24 % 24 24:100
100
4. 3% 3 3:100
100
5. 9% 9 9:100
100
What is the relationship of ratios to fractions? To
H. Making generalizations and percent?
abstractions about the lesson How can we get percent equivalent of a ratio and a
fraction?
Express each shaded as a percent, fraction and
ratio.
1. Percent :________
Fraction: ________
Ratio: ________
2. Percent :________
Fraction: ________
I.Evaluating learning Ratio: ________
3.
Percent :________
Fraction: ________
Ratio: ________
4.
Percent :________
10
Fraction: ________
Ratio: ________
5.
Percent :________
Fraction: ________
Ratio: ________
Draw 100 squares with different colors: 20 yellow, 2

red, 16 blue, 18 pink, 36 green. Answer the
following questions:
1. What percent is color yellow? How it is
J. Additional activities for
written to fraction?
application or remediation
2. What is the fraction of color red? Change it
to percent?
3. What percent is color pink ? How it is
written to fraction and ratio?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on this formative
assessment
B. No. of learners who require

additional activities for
remediation
C. Did the remedial lessons

work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I

encounter which my principal
or supervisor help me solve?
G. What innovation or localized

materials did I used/discover
which I wish to share with other
teacher?
11
Mathematics 5
LESSON 1
Quarter 3 Week1 Day 2
I.OBJECTIVES
The learner demonstrates understanding of percent
A .Content Standards
The learner is able to apply percent in mathematical

problems and real- life situations
B .Performance
Standards
The learner visualizes percent and its relationship to
decimal numbers using models.
C. Learning
Competencies or M5NS-IIIa-136b
Objectives
II. CONTENT Visualizing percent and its relationship to decimal
number using models.
III. LEARNING
RESOURCES
A.References Lesson Guide in Elementary Mathematics 5 pp. 334-

339

Discovering Math for Global Leraners pp.199-202
2. Learner’s Materials
Mathematics for Better Life 5 pp. 208-210
pages
Grade School Mathematics 5 pp. 192-197
3. Textbook pages
4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
12
Parade of Colors ( Modelling )
Materials: 4 pieces of hundred square grid cardboard

and crayons
a. Divide the class into 4 groups.

A. Reviewing previous b. Distribute cardboards for each group.
lesson or presenting the c. Let the pupil shade different portions with
new lesson different colors.
Green – 10 %, Red- 45 %, Yellow- 16 %
Pink – 4 %, Green- 25 %
d. The first group to present work accurately
done wins the game.
Shows different kind of fruits.

B. Establishing a purpose What is your favourite fruit?
for the lesson Why is it important to eat fruit?
Nelia bought 100 lanzones. She ate 35 lanzones
C. Presenting examples /
instances of the new lesson What part of the 100 lanzones did she eat?
D. Discussing new concepts Who bought lanzones?

and practicing new skills #1 How many lanzones did she buy?
What part of the 100 lanzones did she eat?
What percent of the lanzones did she eat?
Percent means hundredths, so it can be written as a

decimal.
E. Discussing new concepts
and practicing new skills #2 To change percent to decimal, omit the percent
symbol and move the decimal point two places to the
left.
A decimal in hundredths can be expressed as

percent.
To change decimal to percent, move the decimal

points 2 places to the right then write the percent sign
( % ) after it.
Provide more examples to master the lesson.
AVERAGE-
Group I- Write the name of each shaded part as a
decimal and as percent.
(Leads to Formative
Assessment)
13
Group II- Write the name of each shaded part as a
Group III- Write the name of each shaded part as a

ADVANCE
Group I- Read and illustrate your solution

through models .
0.95 of a class rides in public vehicles on their way to
school. What percent of the class is this?
Group II Read and illustrate your solution

through models .
Nestor is selling 30 apples. Ten are green and twenty
are red. What percent of the apples are red? Change
it to decimal form.
Group III- Read and illustrate your solution

through models .
I am a decimal. When written as percent, i am
halfway between 50% and 60 %. What decimal am I?
G. Finding practical
application of concepts and
skills in daily
Living
Write the decimal and percent equivalent of each

figure.
14
Figure Percent Decimal
1
2
3
4
5
H. Making generalizations
and abstractions about the How will you change percent to decimal? Decimal to
lesson percent ?
Express each shaded part as percent and as

decimal.
1.
Percent : ______
Decimal: ______
I.Evaluating learning 2.
Percent : ______
Decimal: ______
3.
Percent : ______
Decimal: ______
4.
Percent : ______
Decimal: ______
15
5.
Percent : ______
Decimal: ______

application or remediation
Write the shaded part into percent and as decimal
1. Green- ________
2. Red - ________
3. Yellow- ________
4. Blue- _______
Violet- _______
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on this
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work?
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
principal or supervisor help
me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teacher?
16
Mathematics 5
LESSON 2
Quarter 3 Week1
Day 3
I.OBJECTIVES
A .Content Standards The learner demonstrates understanding of
percent.
B .Performance The learner is able to apply percent in
Standards mathematical problems and real – life situations
C. Learning The learners defines percentage, rate and base

Competencies or
Objectives M5NS-IIIa-137
II. CONTENT Defining percentage, rate and base
III. LEARNING
RESOURCES
A.References
1. Teacher’s Guide Lesson Guide in Elementary Mathematics Grade

pages 5,2010 pp. 339-344
pages
Discovering Math for Global Learners 5 pp.241-
242
Shining Through in Mathematics 5 pp. 301-310
3. Textbook pages
Simplified Mathematics 5 pp.211-213
4Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Drill on Percent- ( Parade of Colors )
Materials: 5 pieces of hundred square grid

cardboard and crayons.
A. Reviewing previous a. Divide the class into 4 groups

lesson or presenting the b. Distribute cardboards, one for each group.
new lesson c. Let the pupils shade different portions with
different colors.
Example:
Group 1- 25 %- yellow, 10% - blue, 35 %
green, indicate the % for the unshaded
part.
17
Group 2. 10% - blue, 20 %- red , 35 % -
green , indicate the % for the unshaded
part.
Group 3- 15% - blue, 18 %- red , 25 % -
green , indicate the % for the unshade.
Group 4- 22% - blue, 2 %- red , 15 % -
green , indicate the % for the unshaded
d. The first group to present work accurately
done wins the game.
B. Establishing a
purpose for the lesson What is / are your favorite subjects ? Why?
C. Presenting examples / Eighty percent of the 50 pupils of Mrs. Ragual like

instances of the new Mathematics. Therefore , 40 of them are Math
lesson lovers.
How many pupils does Mrs. Ragual have in all?

D. Discussing new
concepts and practicing How many percent of the pupils love
new skills #1 Mathematics?
So, 80 % of 50 is 40
The given problem is an example of a problem on

percentage.
Teacher will guide the pupils in determining three

E. Discussing new
concepts and practicing quantities.
new skills #2
Rate –the ratio of the percentage to the base.
- The number with a percent symbol ( % )
Base – the whole or total.
Percentage is a part of a whole.
AVERAGE
Group I. What is rate? __________________

(Leads to Formative 50 is 50% of 100. Which is the rate?____
Assessment) Group II. What is base?__________________
Which is the base in 25 % of 88 is

22?___
Group III. What is percentage? _____________
18
Which is the percentage in 25 is 10% of
250 ?
ADVANCE
Group I- Define percentage and give 2 examples.
Group II- Define rate and give 2 examples.
Group III- Define base and give 2 examples
Match Column A with Column B.

G. Finding practical
application of concepts Column A Column B
1. Rate a.Part of a whole
and skills in daily
2. Base b.The number with a
Living percent symbol ( % )
3. Percentage c. the whole or total.
What is percentage? Base ? Rate?

H. Making Percentage is the part of the whole.
generalizations and
abstractions about the Base- whole or total.
lesson
Rate - the ratio of the percentage to the base.
The number with a percent symbol ( % )
Encircle the letter of the correct answer.

1. Which refers to the whole quantity?
a. base c. rate
b. percentage d. ratio
2. What is the result obtained by taking the
hundredths part of the base?
a. base c. proportion
3. The ratio of the percentage to the base is ____.
I. Evaluating learning a. base c. proportion
4. 50 % of 100 is 50. Which is the rate?

a. 50 c. 50%
b. 100 d. 100 %
5. 15 of the 50 pupils in the class were absent. 30%
of the pupils were absent. Which is the base?
a. 30% c. 50
b. 35 d. 40

application or
remediation
V. REMARKS
19
VI. REFLECTION
earned 80% on this
require additional
activities for remediation
C. Did the remedial
lessons work?
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor
help me solve?
used/discover which I
wish to share with other
teacher?
20
Mathematics 5
LESSON 3
Quarter 3 Week1
Day 4
I.OBJECTIVES
A .Content Standards The learner demonstrates understanding of
percent.
B .Performance The learner is able to apply percent in
Standards mathematical problems and real – life situations.
C. Learning The learner identifies the rate in a problem.

Competencies or
Objectives M5NS-IIIa-138a
II. CONTENT Identifying the rate in a problem.
III. LEARNING
RESOURCES
A.References
Lesson Guide in Elementary Mathematics 5. 2010

pp 345- 349
pages
Discovering Math for Global Learners 5 pp.241-
242
3. Textbook pages Shining Through in Mathematics 5 pp. 301-310
4Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
1.Drill on Reading Decimal Number
Game: Relay
Materials: flashcards
Mechanics:
1. The class will be divided into four groups
2. Have each group hold white board and a
A. Reviewing previous marker
lesson or presenting the 3. Give percent of the shaded part.
new lesson Example:
1.
2.
21
4. The first group to answer correctly earns a
point.
What is you ambition in life?
B. Establishing a purpose If you will have a job, will you share your
for the lesson blessings / salary to your parents? How much will
you share to them?
C. Presenting examples / Jay earns a monthly salary of ₱ 30,000.00. He

instances of the new gives ₱ 7,500.00 to his mother for her monthly
lesson allowance. This is 25 % of his salary.
Who gives money to his mother?

D. Discussing new
concepts and practicing What kind of son is Jay?
new skills #1
How much does he gives? What percent of his
salary?
How do we translate problems into equation?
We can write:
25% of ₱ 30,000.00 is ₱ 7,500.00
E. Discussing new
concepts and practicing Which is the rate in the problem?
new skills #2 What is a rate?
The rate or the number % symbol in the problem

is 25 %
Teacher will provide more examples to master the
lesson.
AVERAGE
Group I- Identify the rate
1 % of 100 is 1 Rate : __________
75 is 25 % of 300 Rate : __________
Group II- Identify the base.

F. Developing Mastery 6 is 2% of 300 Rate : __________
(Leads to Formative
Assessment) 40 % of 300 is 120 Rate : __________
Group III- Identify the base
45 is 30 % of 150 Rate : __________
10 % of 150 is 15 Rate : __________
22
ADVANCE
Identify the base in the problem.
Group I- Mrs. Ragual has 50 pupils in her class.

56 % of it are boys. Therefore, 28 are boys.
Group II- Rebekah spent 1 ½ hours which is

fifteen percent of her 10 working hours for rest.
Group III- Nestor raises 150 hens out 300

chickens which is 50 %.
Let the pupils work in pair. Each pair works on

every station simultaneously. Each of them will
check their answers and present their output.
Station 1: 5 is 10 % of 50?
G. Finding practical What is the rate? ______
application of concepts Station 2: 10% of 60 is 6.
and skills in daily What is the rate ? _______
Living Station 3: 48 is 75% of 64
The rate is ________
Station 4: 25% of ₱40,000 is ₱10,000.00.
The rate is _________
Station 5: 4% of 150 is 6
The rate is ___________
H. Making generalizations How do we identify rate in the problems?
and abstractions about the
lesson
Identify the rate in the given problem.

1. Nestor raises 20 hens out of 50 chickens
which is 40 %.
2. Miguel got 93 % in a Math test. This
means she got 93 out of 100 item test.
I. Evaluating learning
3. Nelly harvested 100 calamansi from her
garden. He gave 50 % of it to his
relative.Therefore 50 calamansi were
given to his relatives.
4. 60 % of 300 id 180.
5. 44 is 22% of 200 .
Identify the rate.

Expression Rate
J. Additional activities for 1)45 % of 100 is 45
application or remediation 2)110 of 22% of 500
3)25% of 88 is 22
4)42 is 20% of 210
5)250 is 50 % of 500
V. REMARKS
VI. REFLECTION
23
earned 80% on this

require additional activities
for remediation
C. Did the remedial

lessons work?
continue to require
remediation
Why did these work?

encounter which my
principal or supervisor
help me solve?
used/discover which I wish
to share with other
teacher?
24

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PRE-TEST IN MATH 5

Direction: Choose the letter of the correct answer.

1. Which of the following illustrations represent 46%?

2. It refers to the part of the whole.

a. Base b. Rate c. Percentage d. Equal

3. The total amount or whole being considered or described is the ___________.

a. Base b. Rate c. Percentage d. Equal

4. What do you call the underlined digit in this mathematical sentence,

a. Base b. Rate c. Percentage d. Ratio

6. What is 25% of 20?

60 – numbers of pupils in Grade 5 – Diamond

11. What is the name of this polygon?

a. heptagon b. hexagon c. pentagon d. octagon

a. square b. triangle c. quadrilateral d. undecagon

13. What do you call the polygons with equal sides?

a. regular polygons c. irregular polygons

14. Which of the following is a decagon?

a. triangle b. circle c. octagon d. sphere

17. What do you call the distance from point R to point S?

18. How many radii can you see in the figure?

For numbers 21-22.

21. a. prism b. cylinder c. cone d.

a. sphere b. cone c. pyramid d. cylinder

a. (+6) b. (+7) c. (+8) d. (+9)

a. (-1) b. (-1,-2,-3,-4) c. (-1,-3,-5,-7) d. (-1,+2,-1+2)

a. 21, 28, 36 b. 17, 19, 21 c. 20. 25,30 d. 21, 27, 33

28. What is 00:00 in 12 hour clock time?

29. Convert 1:24 pm in 24 hour clock times.

a. 0124 b. 1124 c. 1324 d. 1240

a. 6:30 pm b. 7:30 pm c. 8:30 pm d. 9:30 pm

a. 60 minutes b. 90 minutes c. 135 minutes d. 135

33. What is the circumference of the circle?

35. Using radius = 5.5 cm, solve for the circumference.

a. 34.54 cm b. 54.34 cm c. 34.54 m d. 50.24 m

a. C = 2xπxr b. C = πxd c. C = sxs d. C = P + R

a. 1.57 m b. 1.55 m c. 1.5 m d. 1.50 m

a. 20.12 m b. 25.12 m c. 12.25 m d. 12. 20

40. The diameter of a circular rug is 34 inches. What is the circumference?

KEY TO CORRECTION (PRE TEST)

The learner Is able to apply percent in

II. CONTENT Visualizing Percent and Its Relationship to

III. LEARNING RESOURCES

Lesson Guide in Mathematics 5 pp. 334-339

2. Learner’s Materials pages

21st Century MATHletes 5 pp. 182-195

4. Additional Materials from

B. Other Learning Resources

Materials: Individual Illustration board / white board

What do you do when you have examination the

Miguel took a written test which had 100 questions.

Who took the written test?

How many questions did he answer correctly?

Refer to the hundred grid. Each square represents

We express the part of the correct answer to the

symbol and write the number as a fraction with 100

As RATIO it is written as 91 out of 100 or 95:100

1. Write the shaded part into percent.

1. Write the shaded part into percent.

Group II- Illustrate through models the specified

Group III- Illustrate through models the

Using Hundred Grids

Show the following by drawing:

NO PERCENT FRACTION RATIO

Draw 100 squares with different colors: 20 yellow, 2