Mathematics 5

SY 2022-2023

January 09-13, 2023

I. Objectives 1+1=2
1. Identify odd numbers and even numbers. 2+2=4
2. Use easier strategy to know if the number is odd or 3+3=6
even. 4+4=8
3. Understand the meaning of grouping. Aside from that, what did you learned
about the video?
II. Subject Matter Excellent! Odd numbers are 1, 3, 5, 7
A. Topic: Odd and Even Numbers and 9. They are not divisible by 2. And they
B. Reference: Math Builders 5, pp. 71-76 are number in every number. Like the given
C. Materials: copy of the Sieve of Eratosthenes, below.
Chalk and Board, Book
Odd Numbers
III. Lesson Proper 1 3 5 7 9
A. Preliminary Activities 0 2 4 6 8
Good morning Class! Even Numbers
Who are the absents for today?
Did you understand our topic for
Before we start, can you please
today?
arrange your chairs and pick-up the trashes
Very Good!
under your chairs.
E. Application
B. Motivation
Then now I know that all of you can
Class, I have here a situation, listen
answer my questions. So I will going to give
carefully so you can answer my questions
some numbers then you will going to identify
later. Okay!
if it is odd or even numbers. You will just
Trinity Christian Academy is joining
raise your right hand if your answer is odd
to a field trip. So the students is lining up in
number and raise your left hand if your
pairs. On the day of the field trip, 50 of them
answer is even number.
is joining to the said field trip.
1. 75
Does each students has a partner?
2. 89
Correct! What if they are only 49
3. 100
students, will each students have a partner?
4. 43
Very good!
5. 92
C. Presentation
F. Generalization
All even numbers make pairs. Odd
Again, if the number ends in 0, 2, 4, 6,
numbers have one without pair. What do you
8. the number is?
think will be our topic for this morning?
Correct! It is even numbers. How
Correct! We will discuss this morning,
about if it ends in 1, 3, 5, 7, 9?
the odd and the even numbers.
Very Good! It is odd numbers.
Did you understand the lesson?
D. Discussion
IV. Evaluation
I have here a short video clip, so you
Add the following and write whether it is Odd
should watch and listen carefully to the music
or Even.
video that I’m about to play.
Ex. 5 + 6 + 7 + 1+ 3 = 22 Even
(the teacher will play the music video)
1. 1 + 7 + 5 + 4 + 2 = ____ _____
Did you all enjoy the music video?
2. 6 + 4 + 7 + 1 + 2 = ____ _____
Very good! What did you learn about
3. 3 + 1 + 4 + 7 = ____ _____
the music video that I presented to you?
4. 1 + 5 + 7 + 8 + 6 = ____ _____
Correct! The video says that even
numbers are 0, 2, 4, 6, and 8. You can also
V. Assignment
split them into the middle.
Study the Prime and Composite numbers.
For example,

January 16-20, 2023

I. Objectives 2. Identify the factors of a given numbers
1. Differentiate prime from composite
numbers II. Subject Matter
A. Topic: Prime and Composite Numbers Correct! They are called Composite
B. Reference: Math Builders 5, pp. 71-76 numbers.
C. Materials: Chalk and Board, Book Composite numbers are numbers with
3 or more factors.
III. Lesson Proper Examples:
A. Preliminary Activities 1. 4 = 1x4 and 2x2
Good morning Class! 2. 24 = 1x24, 2x12, 3x18 and 4x6
Who are the absents for today?
Before we start, can you please What do you think numbers with only
arrange your chairs and pick-up the trashes one factor is called?
under your chairs. Correct! They are called Prime
Numbers.
B. Review Prime numbers are numbers with one
Do you still remember our previous factor only which is 1 and itself.
topic? Examples:
What do you mean by even numbers? 1. 11 = 1x11 2. 37 = 1x37
Can you give some examples of Take note that there are 25 prime
numbers that are even? numbers less than 100. these are 2, 3, 5, 11,
What do you mean by odd numbers? 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59,
Can you give some examples of 61, 67, 71, 73, 79, 83, 89 and 97.
numbers that are odd?
Very good! E. Application
I have here 3 petals in the board, you
C. Presentation will help each other by listing down the
I have here numbers in the board that I factors of the given number. Then, you will
will present to you. I will ask you to classify going to tell if the given number is prime or
them if they are “number with more than two composite. Did you get it?
factors” or “number with only two factors”
using the table below. You will going to paste
the number in the correct table. 25 37

12 18 13 24
19 27 7 29

16

Number with Numbers with

More than Two Only One Factor
Factors
F. Generalization
Did you understand our lesson for
today?
Again, what is prime numbers?
D. Discussion How about composite numbers?
Based on the activity that we did, what Very good!
are the numbers with more than two factors?
Very good! They are 12, 18, 24, and IV. Evaluation
27. How about the numbers with only one Answer page 74-75 letter E.
factor?
Correct! They are 13, 19, 7 and 29. V. Assignment
What do you think numbers with more Answer page 75 letter F.
than two factors are called?

January 23-27, 2023

I. Objectives Materials : Book, Chalk and Board
1. Define prime factorization. 
2. Solve for the prime factorization. III. Lesson Proper
3. Explain how prime factorization is used in real life. A. Preliminary Activities
Good morning Class!
II. Subject Matter Who are the absents for today?
Topic : Prime Factorization
Reference : Math Builders 5, pp. 77-80
 Before we start, can you please As you can see, every factor us a prime
arrange your chairs and pick-up the trashes number.
under your chairs.
Example 2. What is prime factorization of
B. Motivation 147?
Before we start our class, I have here Can we divide 147 exactly by 2?
some flashcards that you need to solve for the No it can’t, the answer should be a
product. whole number, 73 ½ is not.
The one who gets the answer first will Let’s try the next prime number, 3:
be given a reward. Are you ready? 147÷ 3 = _________
1. 7 x 3 = Okay, it works, now we try factoring
2. 1 x 5 = 49 and find that 7 isthe smallest prime number that
3. 4 x 9 = works. 49 ÷ 7= 7
4. 2 x 8 = 147 = 3 x 7 x 7
5. 6 x 0 =
Very Good! You are really good in Let us try another method. Using FACTOR
solving multiplication. TREE.
Example 1. What are the prime factors of 48?
C. Presentation
I have here class, scrambled letters. I want
you to arrange the letters to form a meaningful
words.
1. R P I E M - (Prime)
2. O M C P O S T I E - (Composite)
3. A F C T R O S - (Factors)
4. F A C R O T R E E T - (Factor Tree)
Okay, Very Good! So, these words you ha
So, the factors are 2 x 2 x 2 x 2 x 3 =
ve formed are connected in our discussion.
48
Our topic for today is about, PRIME
Do you understand?
FACTORIZATION.
E. Application (Group Activity)
D. Discussion
Complete the factor tree to find the prime
Do you have any idea about our topic?
factors of each numbers.
Okay, Very Good. So, Prime Factorization
means we are going to find all the factors of a number
that are all prime.
Do you know what is a prime number?
Correct! Can you give me an example of
prime numbers?
Very Good! How about 4? Is 4
a prime number?
Okay. So what do we call a number, that has
two or more factors?
Can you give me an example of a composite
numbers?
Very Good!How about the word F. Generalization
FACTORS? What does the word FACTORS mean? How do you get the prime factorization of a
Very Good! FACTORS are numbers we number?
multiply together to get another number for example Very good! You need to start by dividing
4, the factors are 1 x 4,2 x 2. the number by the first prime number 2 and
Okay, since we identified the words given, let continue dividing by 2 until you get a decimal or
us now proceed on Prime Factorization. remainder. Then, divide by 3,5,7, etc. until the only
numbers left are prime numbers.
Example 1. What are the prime factors of 12?
It is the best to start working from the IV. Evaluation
smallest prime number, which is 2 so let’s check 12 Find the prime factors of the following numbers.
÷ 2 = 6. 1. 50
Yes, it is divided exactly by 2. We have taken 2. 20
the first step. But 6 is not a prime number, so we need 3. 45
to go further. Let’s try 2 again 6 ÷ 2 is equal to? 4. 60
Yes, that worked also, and 3 is a prime 5. 120
number, so we have the answer 12 = 2 x 2 x 3
V. Assignment
Factor the following numbers to their prime factors.
1. 34
2. 160
2nd Periodical Examination Day
I. Objectives
1. Identify the factors of a given number.
2. Find the greatest common factor of two or
more than two numbers.
II. Subject Matter
Topic : Finding the Greatest Common Factor
Reference : Math Builders 5, pp. 81-87
Materials : Book, Chalk and Board
III. Lesson Proper
A. Preliminary Activities
Good morning Class!
Who are the absents for today?
Before we start, can you please
arrange your chairs and pick-up the trashes
under your chairs.
B. Motivation
Okay class, before we start our new
lesson, I give them two pairs of numbers, for
example is 24 and 36 or 15 and 40. Then, you
will going to list all common factors for the
given numbers.
(The teacher will call one pair of her
pupils to answer the given example)
Now, I have a questions what do you
think what is the term of the (GCF)?
Very Good! GCF is Greatest Common
Factor.
C. Presentation
Now, I give a problem every one will
listen carefully! Get ready to listen first and
later on I will ask questions.
Problem:
Dennis has 30 badminton shuttlecocks
and 24 rackets. He wants to sell common
sized packages containing both shuttlecocks
and racquets. What is the greatest number of
packages he can sell with no left over
shuttlecocks or rackets?
(The teacher will give 2 questions and
the pupils will have the choices.)
Question no.1
What is Asked?
Correct! The question is “What is the
greatest number of packages he can sell with
no left over shuttlecocks or rackets?” IV. Evaluation
Question no. 2
What is the given facts? numbers shown.
Correct! The given facts is Dennis has
30 badminton shuttlecocks and 24 rackets.
3. 150
4. 200
5. 124
January 30-31, 2023
February 1-3, 2023
D. Discussion
Our topic for today is all about “ The
Greatest Common Factor” What is the the
greatest common factor? Anyone have an
idea?
The greatest common factor is the
largest factor that the given numbers have in
common.
For example: What is the GCF of 8
and 24?
The factors of 8 are 1, 2, 4, and 8. The
factors of 24 are 1, 2, 3, 4, 6, 8, 12, and 24.
The largest factor that is in both these
lists is 8.
The factors common to both 8 and 24
are 23=8
Another example: What is thee GCF
of 4 and 16?
The factors of 4 are 1, 2 and 4. The
factors of 16 are 1, 2, 4, 8 and 16.
The largest factoe that is in both these
lists is 4.
Did you understand what is the GCF?
and how do you find the GCF also?
Ok before we proceed to our activity
get your white board I give you an example
and answer it and we will check did you
understand?
E. Application
I will group you into two. Then, I will
give you pair of numbers and find the GCF of
it. The first group who gets the GCF will be
given plus points.
1. 32 and 40
2. 12 and 36
3. 15 and 60
F. Generalization
Again what is the term of GCF?
How to get GCF?
Very good! You will just list all the
factors of the number and see the largest
number pair.
Find the greatest common factor of the two
1. 12 and 26
2. 30 and 40
 3. 35 and 28
4. 21 and 15
5. 33 and 5
Mid-Year Break
I. Objectives
1. Illustrate fractions as division of two
numbers.
2. Identify kinds of fractions
II. Subject Matter
Topic: Fractions and Kinds of Fractions
Reference: Math Builders 5, pp. 88-93
Materials: Book, Chalk and Board
III. Lesson Proper
A. Preliminary Activities
Good morning Class!
Who are the absents for today?
Before we start, can you please
arrange your chairs and pick-up the trashes
under your chairs.
B. Motivational Questions
Who among you have already
celebrated your birthday year?
Can you share your experiences to us?
(The student will share their
experiences in front of the class)
How would you like to celebrate your
next birthday?
C. Presentation
I have here a short selection about
birthday celebration. Are you ready to listen
to my short selection?
(The teacher will ready the selection
on page 88)
Who celebrated his birthday?
What did mother buy for his birthday?
How many part of the cake was kept
for the family and relatives?
D. Discussion
Based on our birthday cake here in
selection, how many equal parts does a cake
is divided?
Correct! It is 4 equal parts. And how
many part does mother kept for the family and
relatives?
Very Good! It is 1 part. If we going to
make it a fraction, how can we make it?
V. Assignment
Answer letter A page 85.
February 6-10, 2023
February 13-17, 2023
Corrrect! It will become 1/4 or one-
fourths. Because the shaded part will always
at the top of a fraction or the numerator and
the number of parts is in the lower of a
fraction or denominator.
Can you name the fraction that I will
draw?
1. (6/12 or six-
twelfths)
2. (2/6 or 2 sixths)
3. (4/8 or four-eighths)
Let’s now proceed to the kinds of
fractions. We have four kinds of fractions.
Can you name those 4 kinds?
Very Good! The four kinds of
fractions are proper fraction, improper
fractions, similar fractions and dissimilar
fractions.
1. Proper Fractions
Given Samples : 3/4, 2/6,
2/4,1/3, 2/3
What did you notice about the
numerator of each fraction compared to
denominator?
Very good! The numerator is less than
the denominator. So, in a fraction, if the
numerator is less than the number in
denominator that is called Proper Fractions.
Can you give me more examples of
proper fractions?
2. Improper Fractions
Given Samples : 5/4, 3/2, 6/6,
10/4
What did you notice about the
numerator of each fraction compared to
denominator?
Very Good! The numerator is greater
than the denominator. So, in a fraction, if the
 numerator is greater than the denominator that
is called Improper Fractions.
Can you give me more examples of
improper fractions?
3. Similar Fractions
Given Sample : 1/7, 3/7, 2/7,
4/7 5/7
What do you notice about the
denominators?
Correct! If the denominators are all the
same they are called Similar Fractions.
Can you give me more examples of
similar fractions?
4. Dissimilar Fractions
Given Sample: 1/3, 3/4, 4/5,
6/6, 8/7
What do you notice about the
denominators?
Correct! If the denominators are
different to each other denominator they are
called Dissimilar Fractions.
Can you give me more examples of
dissimilar fractions?
I. Objectives
1. Change improper fractions to mixe
numbers and vice versa.
2. Simplify fractions.
II. Subject Matter
Topic: Improper Fractions and Mixed
Numbers
Reference: Math Builders 5, pp. 94-99
Materials: Book, Chalk and Board
III. Lesson Proper
A. Preliminary Activities
Good morning Class!
Who are the absents for today?
Before we start, can you please
arrange your chairs and pick-up the trashes
under your chairs.
B. Review
Who among you still can remember
our topic yesterday?
What is our previous topic?
Very good! Who among can say the
fraction in this drawing?
Correct! It is 4/5. how about this?
Very good! It is 6/6. and this picture?
Correct! It is 10/12
C. Motivation
I have here a short selection about
buko pie. Who among you loves to eat buko
pie?
Is it delicious?
Did you understand our topic?
E. Application
I will group you into three and we will
be having a math quiz bee about what we
tackled earlier. The group that got the highest
number of correct will be given a plus points.
Are you ready?
F. Generalization
Did you understand our lesson for
today?
Again, what do you call to the number
in top of a fraction?
How about lower number of a
fraction?
How many kinds of fraction do we
have?
Very good!
IV. Evaluation
Answer page 91-92 letter A, B and C
V. Assignment
Answer page 93 Valuing
February 20-24, 2023
Okay please listen carefully and please
be attentive.
Letty’s buko pie is the best pie in town.
Many passersby cannot resist its special taste.
She sells layers of pie every day. She sells it
by layes and by piece. Each layer is divided
into 6 slices. Last Sunday, she was able to sell
57 slices to the churchgoers aside from the
layers that were purchased.
D. Presentation
Based on our short selection, what
does letty sells?
Correct! She sells buko pie. How
many slices does she divide each layer?
How many slices was she able to sell
last Sunday?
How do you write it in fraction form?
Very Good! It will become .
E. Discussion
Look our fraction in the board. Can
you say again the fraction?
Correct! Do you know how to make
this fraction write as a mixed number?
So, our topic for today is changing
improper fraction to mixed number and
changing mixed number to improper fraction.
In our given, we will going to
divide the numerator by the denominator to
get a whole number. The remainder becomes
 the numerator of the remaining fraction. Affix
the denominator. 2.
57 divided by 6 is equals to 7. 7 times 2 multiply by 8 is equals to 16
6 is equals to 56 and the remainder is 1. so, and add 1 to 16. it will become 17. so

is equals to . is equals to .
Another example; F. Application
I will group you into 3. Each group
1. will pick one paper inside my box. You will
15 divide by 6 is equals to 2. 2 going to change the following improper
times 6 is equals to 12 and the fraction into mixed numbers or mixed
numbers into improper fractions. The first
group who get the correct anwer will be given
remainder is 3. so, is equals to
an additional points.
.
G. Generalization
Did you understand our lesson earlier?
2. What the topic all about?
18 divide by 4 is equals to 4. 4 Again, how can we change improper
times 4 is equals to 16 and the fractions to mixed numbers?
Correct! We will going to divide the
remainder is 2. so, is equals to numerator by the denominator to get a whole
. number. The remainder becomes the
numerator of the remaining fraction. Affix the
Did you understand changing denominator. How about change mixed
improper fraction to mixed numbers? numbers to improper fractions?
Very Good! Let’s now proceed to Very good! We will going to multiply
changing mixed numbers to improper the denominator and the whole number, then
fractions. add the product to the numerator to get the
For example: numerator of the fraction. Affix the
denominator.

1. IV. Evaluation
In changing mixed number to Answer your book page 96-97 letter A and B.
improper fractions, we will going to multiply
the denominator and the whole number, then V. Assignment
add the product to the numerator to get the Change the following into improper fraction
numerator of the fraction. Affix the or mixed number.
denominator.
4 multiply by 2 is equals to 8
and add 3 to 8. it will become 11. so, 1.

is equals to . 2.

3.

February 28-March 1, 2023

3rd Monthly Examination Day

March 6-10, 2023

I. Objectives Topic: Addition of Fractions and Mixed
a. Add similar fractions and dissimilar Numbers
fractions Reference: Math Builders 5, pp. 106-112
b. Add mixed numbers with similar fractions Materials: Book, Chalk and Board
c. Add mixed numbers with dissimilar
fractions III. Lesson Proper
A. Preliminary Activity
II. Subject Matter Good morning Class!
Who are the absents for today?
 Before we start, can you please
arrange your chairs and pick-up the trashes
under your chairs.
B. Motivation
Now, class I have here some
flashcards of fractions. All you need to do
is to guest if it is similar or dissimilar
fractions. Is it clear?
1. 5/9 + 2/3
2. 5/3 + 2/3
3. 2/3 + 1/5
4. 3/4 + 1/4
Very Good!
C. Presentation
What can you notice in our flashcards
earlier?
What operation did you see?
Today we will be discussing addition
of fraction.
Who among you can add numbers?
D. Discussion
Now, I will discuss to you the addition
fractions.
Who wants to define similar fraction?
Very good! What about the dissimilar
fraction?
Very good! So, how to add similar
fraction?
Correct! To add similar fraction,
simply simplify by adding the numerator then
copy the denominator.
For example.
1. 4/8 + 6/8 + 5/8 + 7/8 = _______
We will going to add the numerator. 4
+ 6 + 5 + 7 is equals to 22.
And after you add the numerator just
copy the denominator because it is
similar fraction.
So, 4/8 + 6/8 + 5/8 + 7/8 is equals to
22/8
Our answer is improper fraction so we
will going to make this fraction into
mixed number.
To get the simplest answer. 22 divided
by 8 will become 2 and 6 over 8 or
simply 2 and 3/4.
The final answer will become 2 and
3/4.
How about to add dissimilar fraction?
So, to add a dissimilar fraction, you
will going to find first the LCD or the
LCM of the denominators. After that,
you will divide the LCD by the
denominator of each given addend,
then multiply the quotient to the
numerator. Next is add the numerators
then copy the common denominator.
And if necessary you should simplify
it.
For example
2. 3/4 + 5/6 + 1/2 + 2/3 = ______
First step is get the LCD. The LCD of
4, 6, 2 and 3 is 12.
Second step: divide the LCD to the
denominator then multiply by the numerator.
12 divide by 4 is 3 times 3 is
equals to 9. So, 3/4 will become 9/12
12 divide by 6 is 2 times 5 is
equals to 10. So, 5/6 will become
10/12
12 divide by 2 is 6 times 1 is
equals to 6. So, 1/2 will beome 6/12
12 divide by 3 is 4 times 2 is
equals to 8. So, 2/3 will become 8/12
Third step: add the numerator and
copy the denominator
9 + 10 + 6 + 8 is equals to 33
9/12 + 10/12 + 6/12 + 8/12 = 33/12
Fourth step: simplify the answer
33 divide by 12 is 2 and 9/12 or 2 and
3/4
The final answer will become 2 and
3/4
How about addition of mixed numbers
with similar fraction?
For example
3. 24/5 + 33/5 + 52/5 = ___________
For us to solve the mixed numbers,
you will just add the whole number also the
numerator then copy the denominator.
For whole number: 2 + 3 + 5 =
10
For numerator: 4 + 3 + 2 = 9
The answer will become 109/5. But it is
not the final answer because the fraction is
improper fraction. So you will going to divide
9 by 5.
9 divide by 5 is 14/5. the whole
number 1 will be added to the whole number
10.
The final answer will become 11 4/5.
How about addition of mixed number
with dissimilar fraction?
For example
4. 32/3 + 47/9
First step: get the LCD. The LCD of 3
and 9 is 9.
Second step: divide the LCD to the
denominator then multiply by the numerator.
9 divide by 3 is 3 times 2 is
equals to 6. So, 2/3 will become 6/9
9 divide by 9 is 1 times 7 is
equals to 7. So, 7/9 will become 7/9
Third step: add the numerator and add
the whole number then, copy the
denominator.
 For whole number: 3 + 4 is
equals to 7
For numerator: 6 + 7 = 13
32/3 + 47/9 = 7 13/9
Fourth step: simplify the answer
13 divide by 9 is 14/9. add 1 to
the whole number 7.
The final answer of 32/3 + 47/9 = 8 4/9
Did you understand our lesson?
E. Application
I will group you into 4 and each group
will pick one equation to solve. It is either
addition in similar fraction, addition in
dissimilar fraction, addition in mixed number
with similar fraction or addition in mixed
number with dissimilar fraction. After you
pick, I will give you 10 mins to solve and
after that you will going to discuss it in the
front.
F. Generalization
Again , what is our topic all about?
How to get the sum of addition in
similar fraction?
How about the sum of addition in
dissimilar fraction?
How about addition in mixed number
with similar fraction?
And for addition in mixed number
with dissimilar fraction?
IV. Evaluation
Answer your book page 108-109 letter A
V. Assignment
Answer page 109 letter B on your math
notebook.

March 13-17, 2023