Lesson Plan in Mathematics 5

Second Quarter
Week 3 - Day 1
Lesson 10

I. Objective:
Solve routine or non routine problems involving with or without addition or subtraction of
fractions and whole numbers using appropriate problem solving strategies and tools.

II. Subject Matter:

A. Topic: Solving routine or non routine problems involving with or without addition or
subtraction of fractions and whole numbers using appropriate problem solving
strategies and tools
B. Materials: activity sheets, show me board, flashcards, handkerchief
C. References: Lesson Guide in Mathematics 6 Grade pp. 258- 261, Lesson Guide in
Elementary Mathematics 5 pp 214- 218, CG pp. 56
III. Procedure:
A. Preliminary Activities:
1. Drill:
Working with Partner
a. Ask the pupils to find a partner.
b. Give these instructions
- Choose a 3- digit even number
- Multiply by ½
- Subtract 17
- Subtract your number.
c. What’s your final answer?
d. What did you discover about your answer?

2. Review:
Use flashcards. Solve for the missing number.
1. 2/3 x n/2 = 2/6 = ____
2. n/4 x ½ = 2/8 = _____
3. 5/6 x n/5 = 15/30 = _____
4. 2/3 x n/4 = 6/12 = _____
5. 5/n x 3/5 = 15/40 = _____

3. Motivation:
Who among you are Boy Scouts? Girl Scouts? Is it good to join in
scouting activities? Why?

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B. Introduction/ Presentation:
There are 19 boys in section 1 and 23 boys in section 2. If 2/6 of them are boy
scouts, how many boy scouts are there?
(Let the pupils read and analyze the problem.)

C. Teaching Modeling:
Follow the steps in solving word problem.
1. What is asked?
2. What are given?
3. What is the operation to be used?
4. What is the mathematical sentence?
5. Solve the problem. (The teacher will show how to solve the problem.)
19 boys- section 1
23 boys- section 2
2/6- boy scouts
Add: 19 + 23 = 42
42 284 x =
1 6 6 or 14 (The teacher can also use the cancellation.)

7
42214
x =
1 6 1 or 14
1

Another example:
The boy scouts brought 12 metres of rope. They cut ½ of it into pieces of
2/3 metre each. How many pieces did they make?

D. Guided Practice:
Group Activity
Materials: Activity Cards
Mechanics:
a. Divide the class into 4 groups.
b. Distribute activity cards for each group with a word problem.
c. Inscribed in the activity cards are the questions that follow:
- What is asked?
- What are given?
- What is the operation to be used?
- What is the mathematical sentence for the problem?
- Solve and explain.
d. After the group work, each group is required to report in the class.
e. Teacher clarifies and responds to problems and questions raised by the pupils.

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 Group I

1. In a boat 1/5 of the passengers took first class, 3/8 had second class, and the
rest travelled third class. If 400 passengers were in a boat, how many people
took third class?
2. Remy had 3/4m long lace. She gave 1/3 of it to her classmate to decorate her
Math project. What part of the lace was given to her classmate?

Group II

1. A vendor had 108 balloons. He sold ½ of them in the morning and 1/3 of the
remaining in the afternoon. How many balloons were unsold?
2. Mang Celso caught go kilograms of tilapia. He sold 4/5 of these to his
neighbors and brought the rest to the market. How many kilograms of tilapia
were sold in the market?

Group III

1. A store has 84 blouses of three sizes. If 1/3 are small- sized, ¼ are medium-
sized and the rest are large- sized, how many blouses are large- sized?
2. Aida’s allowance for marketing was Php 300. She bought ½ kilograms of
chicken at Php 80 per kilogram. How much money did she still have for fish
and other food items?

Group IV

1. Marietta bought 1/2m of cloth for her project in school which cost Php 50.00
per metre. She gave the seller a five hundred peso bill. How much change will
she receive?
2. Rialyn has 64 stamps. Lilian has ½ times as many as Rialyn. Ely has ¾ as
many as Lilian. How many stamps do the girls have altogether?

E. Independent Practice:
Show Me Game (Individual Activity)
Materials: Show me board
1. Each pupil utilizes his/ her own show me card.
2. Show a problem to be solved by everybody through power point presentation
3. As soon as you give the signal, each pupil raises his/ her own show me card.
4. This continues until all problems are solved.
PROBLEMS:
 Remy had ¾ m long ribbon. She gave ½ of it to her classmate to decorate her
journal notebook. What part of the ribbon was given to her classmate?

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  Father’s monthly salary amounts to Php 20,000. Every time he received he deposits
¼ of it. How much is father’s monthly savings? How much is his annual savings?
 Nicole earns Php 1,000 a week from selling bibingka. She saves 1/5 of it and gives
½ of what was left to her parents. How much money was left for Nicole to spend for
herself?
 There are 24 hours in a day. Noel spends 3/8 of a day working. How much time does
Noel spend in working?
 Ana has 50 sampalok candies. She sold 9/10 of it and gave 3 of the remaining
candies to her brother. How many sampalok candies were left to Ana?

B. Solve Me
Mechanics:
a. Form dyads.
b. Let each dyad solve the following problems:
1. A five metro aides can clean 1/4 kilometers of the lawn per hour. How many
kilometers can they clean in 5 hours?
2. A man owned a parcel of land that was 4/5 hectares in area. He used 2/3 of the
land for a garden. What fraction of the land area is the garden?
3. Julius sold ½ sack of rice. Each sack weighs 50 kilograms. How many kilograms of
rice did Julius sell?
4. Precy answered ¾ of the test correctly. If there is a total 20 items, how many items
did she get correctly?
5. Ricky painted 3/5 of the side of the garage. When he repainted ½ of this part, what
part of the side of the garage had he painted twice?
c. Call for volunteer dyads to explain the solution.
d. This continues until all problems are solved and explained and are understood by
every pupil in the class.
e. The partners who get the most number of correct answers win.

F. Application:
In this lesson, I learned that _______________________________________.
This learning is important to me because _______________________________.

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 Lesson Plan in Mathematics 5
Second Quarter
Week 3- Day 2
Lesson 11

I. Objective:
Create problems (with reasonable answers) involving multiplication of fractions

II. Subject Matter:

A. Topic: Creating problems (with reasonable answers) involving multiplication of
fractions
B. Materials: activity sheets, show me board, strips of cartolina
C. References: Lesson Guide in Mathematics 6 Grade pp. 258- 261, Lesson Guide in
Elementary Mathematics 5 pp 214- 218, CG pp. 56
III. Procedure:
A. Preliminary Activities:
1. Drill:
Have a drill on solving problems involving multiplication of fractions.
Provide problems for the learners to solve. An example is given below.
Problem:
a. Last month, Gina and Susan sold candy to raise money for their project in
EPP. Susan sold ½ as much candy as Gina did. If Susan sold ½ of a box of
candy, how many boxes of candy did Susan sell?
b. Of the pupils in the mini band, 1/3 plays a snare drum. Of the pupils who play
snare drum, 2/3 plays the lyre. What fraction of the pupils in the band played the
lyre?
(Use show me board)

2. Review:
Review problem- solving steps and strategies. Ask the learners to tell what they
understand about the following essential guide questions to problem solving.

What is asked in the problem?

What are given?

What operation/s will be used?

What is the number sentence?

Is the solution or process correct?

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 What is the answer?

3. Motivation:
Why is exercise important? Is exercise helps you to grow strong and
healthy? Why?

B. Introduction/ Presentation:
Present the data below to the class.
The given below shows the number of pupils in the track team.
Given:
4/5 do jumping events
3/5 do the long jump
Based on the given presented, how will you create problems involving
multiplication of fractions?

C. Teaching Modeling:
(The teacher will show how to form a problem involving multiplication of fraction.)
Of the pupils on the __________(track team), ____(4/5) do the
________(jumping events), ____ (3/5) do the _________. What fraction of the
pupils on the track team do the _________(long jump).
(Ask the pupils to give the answer on the problem.)
Another example:
Say: Complete the problem by making a questions.
a. Mercy has 8/9 kg of sugar. She used ½ of it to cook champorado.
b. The girls volunteered to plant ½ of the ¾ part of the schools backyard with
floweing plants.

D. Guided Practice:
Group the pupils into four. Let the pupils work cooperatively.
Station I
Create a word problem involving multiplication of fraction.
Solve the problem.
Name Fruits Quantity Sold
1. Nancy Guyabano 15 pcs ¾
2. Allen Banana 50 pcs ½

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 Station II
Complete the problem by making questions, then solve.

1. The dressmaker used 7/8 metre of the 11/12 metre of cloth for her daughter
costume.
2. There are 24 hours in a day. Noel spends ¼ of a day reading.
3. Jose harvested 15 kilograms of guavas from the orchard. He gave 2/5 of them
to his neighbors.

Station III
Arrange the sentence to form a word problem, then solve.

2/3 decided to take Mathematics summer classes

In a grade five class of 164 pupils

How many pupils enroll in Science summer

classes?

¼ wanted to take English summer classes and

the rest decided to enroll in Science

E. Independent Practice:
A. Create a problem using the given data. Then solve the problem.
1. Given: ¾ kg of mangoes
1/5 was eaten by Elsa
Problem: ____________________________________________
Solution:_____________________________________________
2. Given: 50 pupils
1/5 Math Club members
Problem: ____________________________________________
Solution:_____________________________________________
3. Given: ½ hectare piece of land
1/3 planted of sweet corn
Problem: ____________________________________________
Solution:_____________________________________________
4. Given: Php 500 marked price of bag
¾ paid for the bag
Problem: ____________________________________________
Solution:_____________________________________________
5. Given: area of a rectangle
7/8 m length

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 3/5 m width
Problem: ____________________________________________
Solution:_____________________________________________

B. Make your own problem.

Problem: ____________________________________________
Solution:_____________________________________________

F. Application:
In this lesson, I learned that _______________________________________.
This learning is important to me because _______________________________.

35
 Lesson Plan in Mathematics 5
Second Quarter
Week 3- Day 3
Lesson 12

I. Objective:
Show that multiplying a fraction by its reciprocal is equal to 1.

II. Subject Matter:

A. Topic: Showing that multiplying a fraction by its reciprocal is equal to 1.
B. Materials: activity sheets, show me board, strips of cartolina
C. References: Lesson Guide in Mathematics 6 Grade pp. 253- 258, CG pp. 56
III. Procedure:
A. Preliminary Activities:
1. Drill:
Mental Computation
a. Group Activity Game: Name 1 as a Fraction
1. Form four groups with equal number of members.
2. The teacher say’s, “Name 1 as a fraction.”
3. This is a relay. Each pupil is allowed to give only one fraction.
4. At the “Go” signal, pupil 1 goes to the board and writes his/ her answer,
taps the next pupil who goes to the board to write his/ her answer. This
goes on until every member has written his/ her answer.
5. The group who finishes within the time limit and gets the most correct
answer wins.
2. Review:
Find the product. (Use show me board)
1. 3/8 x 2/3
2. ¼ x 16
3. ½ x ¼
4. 5 x 2/5
5. 2/3 x ½
Problem:Camille had 1/2 kg of lanzones. Camille let her friend Jim eat 1/4 of
the lanzones. How kilogram of lanzones did Jim eat?

3. Motivation:
Do you have any left over items at home which can be used for another
purpose? Today, let’s talk about a boy who makes use of leftover materials in
making book ends and glass coasters. He found 4 pieces of wood from his
parent’s furniture shop. He cut each many pieces he will be able to cut using
different fractional parts.
Make a short discussion on the trait shown by the boy.

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B. Introduction/ Presentation:
Help Roderick tell how many pieces of wood will he have if he cuts the 8-
decimeter board into:
1. ½ dm long section
2. ¼ dmlong section
3. 1/5 dm long section
4. 1/8 dm long section

C. Teaching Modeling:
a. Ask each pair to get 4 pieces of strips to represent the wood. Let them make a
strip that is 4 dm long.
b. Guide them to make the indicated section. Let them mark the section and give
each section a name.
c. Examine the 4 pieces of paper you just folded. How many folds did you count,
when folded each decimeter into 2? What do you call each part? (1/2) How
many 1/2s were you able to count? (8) What math sentence will you make to
find how many halves are there in 4 dm? To find the answer what did you
actually do?
d. Guide the pupils to notice about the two fractions. (The denominator of 1
fraction becomes the numerator of the next fraction.
(The teacher will show how to multiply a fraction by its reciprocal.)
Ex. 1. 1 x 2 = 1 x 2 2
=
2 1 2x1 2 or 1

Ask: What do you call this number pair? (multiplicative inverse). The numbers are
reciprocals. One number is multiplicative inverse of other.
2. ¼
3. 1/5
4. 1/8

D. Guided Practice:
(Use show me board)

A. Give the reciprocal of the given numbers. (Use show me board)

1. 11/4 6. 3/4
2. 1/5 7. 5/6 x/1/4
3. 8 8. 1/3 + 2/3
4. 3/7 9. ½ - 2/3
5. 8/10 10. 3/10

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 B. Write “YES” if the second number is the reciprocal of the first. If not, write the
reciprocal of the first number.
1. 1 ½ x 2/3 6. 3/17 x 5 2/3
2. 8 2/5 x 5/42 7. 2¼ x 4/9
3. 2 3/8 x 8/10 8. 3 2/4 X 4/13
4. 3 2/3 x 11/2 9. ½ + 1/3 X 5/6
5. 4 1/6 x 6/24 10. ¾ - ¼ x 2/1

E. Independent Practice:
A. Make the sentence true.
1. 5 x ___ = 1 6. ___x 1/6 x 1
2. 3/5 x ___ = 1 7. ___x 2 1/3 = 1
3. 6 x ___ =1 8. ___ x 2/3 = 1
4. 8 1/10 x ___ = 1 9. 19 x ___ = 1
5. 3/100 x ___ = 1 10. ___ x 1/7 + 2/7 = 1

B. Which pairs of fraction are reciprocals. If they are not, explain why.
1. 1/5 and 5/1 6. 3 2/3 and 8/3
2. ¾ and ¼ 7. 15 and 1/5
3. 3/9 and 1/3 8. 4/5 and 1 1/4
4. 3/12 and 2/13 9. 18 and 18/1
5. 1 7/8 and 8/7 10. 5 ¼ and 4/20

C. Answer the following:

1. Find the product of 2/4 and 6/8, then give its reciprocal.
2. What is the reciprocal of the difference between 5/6 and ½?
3. Multiply ½ by 4, then give the multiplicative inverse of the product.
4. The sum of ½ and ¼ is ___. What is its reciprocal?
5. Give the reciprocal of 1/6.

F. Application:
In this lesson, I learned that _______________________________________.
This learning is important to me because _______________________________.

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 LESSON PLAN IN MATHEMATICS 5

SECOND QUARTER
Week 3 – Day 4
Lesson 13: Visualizing Division of Fractions

I. Objective
Visualize division of fractions

II. Subject Matter

Topic : Visualizing division of fractions
Materials : pictures, fraction chart
References : Lesson Guide in Elementary Mathematics 6, page 266
CG page 56

III. Procedure
A. Preliminary Activities
1. Drill
a. Answer the following orally.
1. How many 5s are there in 45?
2. How many 10s are there in 120?
3. How many 9s are there in 72?
4. How many 12s are there in 60?
5. How many 15s are there in 75?

b. Change to mixed number.

= ___ = ___ = ___

2. Review
Here are pictures of different kinds of foods. Name the parts that were eaten.

a. c.

b.

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 3. Review
Have you ever experienced being given a slice of cake and still have to share that slice
to someone?
How does it feel sharing the things given to you with someone?

B. Introduction/Presentation
In this lesson, you are going to learn how to visualize division of fractions.

Problem Opener

Nica has 2 metres of cloth. She wants to make hand towels for her EPP project.
How many hard towels can she make if each hand towel measures
metre?

Ask:
What are the given facts?
What is asked?
What is the operation to be used?

C. Teaching/Modeling

Let us illustrate the equation 2 ÷ .

This line shows 2 units.

0 1 2

Suppose we divide each unit into fourths.

How many fourths will there be in all?

1 2 3 4 5 6 7 8

0 1 2
Let us count the fourths.
We have 8 fourths. Therefore, 2 ÷ = 8

Another example:

Nica’s family has a big orchard. Nica’s father waters hectare of the orchard in hour
using a machine. How many hectares could he water in 1 hour using the same machine?

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Analyze the problem.

Possible solution: The number sentence is ÷ = n

Let the square represent 1 hectare (ha)

ha

Divide the square into 4 equal parts and shade the parts representing ha to show how much of
the orchard can be watered in hr.

ha
hr

Add the number of hectares plowed in hr trice to get the number of hectares plowed in 1 hour.

ha

hr

hr

hr

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The drawing shows that Nica’s father could water or ha in 1 hour.
Therefore ÷ = or .

D. Guided Practice

Find the answer to the following questions from the Fraction Chart.

1 whole

a. How many halves are there in 1 whole?

1÷ =n

b. How many eights are there in 1 whole?

1÷ =n

c. How many sixths are there in ?

÷ =n

d. How many twelfths are there in ?

÷ =n

e. How many sixths are there in ?

÷ =n

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E. Independent Practice

Group Work

Group 1
Use a fraction chart to show:
a. 3 ÷
b. 10 ÷
c. 8 ÷

d. ÷
e. ÷

Group 2
Use number line to show:

a. 7 ÷
b. 4 ÷
c. 9 ÷
d. 10 ÷
e. 3 ÷

Group 3
Show the equation using strip of papers.

a. 4 ÷
b. 8 ÷
c. 2 ÷
d. ÷
e. ÷

Group 4
Solve the problem using a drawing:

a. An aquarium is to be filled full of water. It takes 1 minute to fill it . How long will it take
to fill the aquarium?
b. Doring had 5 kilograms of sugar. She used kilogram for every cake she baked. How
many cakes did she bake?
c. Of the hour that Ely allotted for cleaning his room, he spent hour for each activity.
How many cleaning activities did he have?

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F. Application

Continue the statement:

I am happy today because

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

LESSON PLAN IN MATHEMATICS 5

44
 LESSON PLAN IN MATHEMATICS 5

SECOND QUARTER
Week 3 – Day 5
Lesson 14: Dividing Simple Fractions

I. Objective
Divide simple fractions

II. Subject Matter

Topic : Dividing simple fractions
Materials : flashcards
References : Lesson Guide in Elementary Mathematics 6, page 273
Activity Book in Mathematics 6, page 20
CG page 56

III. Procedure
A. Preliminary Activities
1. Drill– Multiplying Proper Fractions
Have the pupils answer the following orally.

x x x x x

2. Review
Find the answer of the questions below from the fraction chart.

_____1. How many halves are there in 1 whole?

_____2. How many fourths are there in 1 whole?
_____3. How many fifths are there in 1 whole?
_____4. How many sevenths are there in 2 wholes?
_____5. How many sixths are there in 3 wholes?

3. Motivation
What is the importance of trees? Why should we take care of them?
How many trees are we going to use to make furniture like beds?

B. Introduction/Presentation
Today, we are going to discuss Division of Simple Fraction.

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Problem Opener

A bed factory ordered ton of kapok. If each delivery truck can contain ton of
kapok, how many trucks will be needed to load the order?

Analyze the problem:

a. What is asked?
b. What facts are given?
c. What is the needed operation?
d. Write the equation.

C. Teaching/Modeling
Let us solve the problem?.

Divide:
÷ =?

Multiply by the reciprocal of the divisor.

REMEMBER:
multiplication
RECIPROCAL is the
÷ x inverse of the given
fraction.
Example:
reciprocal The reciprocal of is .

Multiply the fractions

2 62 4
x = or 4
31 1 1

2 1 2 62 4
So it means: ÷ = x = or 4
3 6 31 1 1

Ask: According to our solution, how many delivery trucks are needed to load the order?
Say: We need 4 delivery trucks.

Give another sample equation.

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D. Guided Practice
A. Pair and Share
Read and answer the following.
1. divided by is equal to __________.
2. What will be the quotient when you divide by ?
3. grouped into equals N. What is N?
4. Mother bought of a cake. She gave each to her children. How many children shared
with cake?
5. How many sack of sugar are there in sack?

B. Look for Top 3 Students

Whoever gets an answer equal to among the following students belong to the top 3
students of the class? Who are they?
1. Bert: ÷
2. Vans: ÷
3. Timothy: x ÷
4. Francis: ÷
5. Eric: ÷ ÷
6. Tommy: ÷

E. Independent Practice

Group Work

Group 1
A. Find the quotient. Express the answer in lowest term.
Dividend x Divisor = Quotient
(Give the reciprocal)
1. ÷ _______ x _________ = ________
2. ÷ _______ x _________ = ________
3 ÷ _______ x _________ = ________
4. ÷ x
5. ÷ +

Group 2
Write the problem in equation form with N as the missing factor:
Ex. ÷ =N
Nx =
N= x

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 N=

1. divided by = N
2. grouped by = N
3. split into = N
4. sectioned into = N
5. The sum of and divided by = N

Group 3
Write equation from each word problem then solve.

1. Edna keeps m of lace. She wants to make veils which are m long. How many veils will her
able to make?

2. A pan of cassava cake needs cups of coconut milk. How many pans of cake can be made
out of cups of coconut milk?

3. Ana mailed 3 packages weighing kg, kg, kg. What was the average weight of the
packages?

Group 4
Solve the problem.

1. Kaye found of a big birthday cake in the refrigerator. She served piece of the cake to each
of her friends. How many of her friends ate the cake?

2. How many metre long pieces can be cut from an metre ribbon?

3. The quotient of 2 numbers is . If the dividend is , what is the divisor?

F. Application

Math Journal

What have you learned in today’s lesson? Write it on your journal.

______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_____
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