Grade 5 Enrichment Lesson Plans Final

5
Locally Developed by
ZDS Math Coordinators
Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
Enrichment
Learning Camp
Mathematics
Lesson Plans
Provincial Government Center, Dao, Pagadian City

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Table of Contents
Mathematics Grade 5 Lesson Plan 1 .................................................................................................................. 3
Solving Real- Life Problems Involving GCF ..................................................................................................... 3
Mathematics Grade 5 Lesson Plan 2 .................................................................................................................. 7
Solving Real-Life Problems Involving LCM Of Given 2-3 Numbers ................................................................ 7
Mathematics Grade 5 Lesson Plan 3 ................................................................................................................ 11
Finding The Missing Term in A Pair of Equivalent Ratios ............................................................................ 11
Finding The Missing Term in A Pair of Equivalent Ratios ............................................................................ 14
Formulating the rule in Finding the next term in a Sequence ..................................................................... 17
Mathematics Grade 5 Lesson Plan 6................................................................................................................ 20
Formulating the Rule in Finding the Next Term in a Sequence ................................................................... 20
Using Different Strategies to Solve for the Unknown in Simple Equations Involving One Operation on
Whole Numbers and Fractions .................................................................................................................... 25
Using Different Strategies to Solve for the Unknown in Simple Equations Involving More Operations on
Whole Numbers and Fractions .................................................................................................................... 28
Mathematics Grade 5 Lesson Plan 9................................................................................................................ 31
Solving Routine and Non-Routine Problems Involving Volume of a Cube and a Rectangular Prism in Real-
Life Situations Using Appropriate Strategies and Tools (CUBE) .................................................................. 31
Mathematics Grade 5 Lesson Plan 10.............................................................................................................. 35
Finding the Volume of a Rectangular Prism ................................................................................................ 35
Mathematics Grade 5 Lesson Plan 11 .............................................................................................................. 38
Solving Routine Problems on Experimental Probability .............................................................................. 38
Mathematics Grade 5 Lesson Plan 12 .............................................................................................................. 41
Solving Non - Routine Problems on Experimental Probability .................................................................... 41

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Mathematics Grade 5 Lesson Plan 1

Solving Real- Life Problems Involving GCF
Key Idea
Solves real-life problems involving gcf of 2-3 given numbers
Component 1: Short Review ( Match Me)
Time: 7 minutes
Give the factors of the following number.

Directions:Match Column A to Column B by connecting it with a line.
Column A Column B
1.12 A. (1, 3, 9, 27 )
2.18 B. (1,3,7,21)
3.21 C. (1,5, 9,45)
4. 27 D. (1, 2, 3, 6, 18)
5.45 E. (1, 2, 3, 4, 6, 12)
ANSWERS::
1.E
2D
3.B
4.A
5.C
Component 2: Lesson Purpose/Intention

Time: 3minutes
We knew that solving for the GCF of a set of a given numbers is through Continuous Division Method.As its
name implies, it is done with repeated division until all given number are not divisible by one common divisor
other than 1. The following steps are considered in this method:
Step 1. Write the given numbers horizontally and determine a common prime factor that will divide all the
numbers.
Step 2. Write each common prime factor at the left side of the horizontal line and write the quotients below
the numbers. Repeat the process until there is no prime divisor.
Step 3. Multiply all the prime divisor, which is the GCF.

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Component 3: Lesson Language Practice

Time:5 minutes
Key words/terms are:
factor/common factor/ greatest common factor/ continuous method
Factor - a number or quantity that when multiplied with another produces a given number or
expression.
Common factor – a number or quantity that is a factor of each member of a group of numbers or
quantities.
Greatest Common Factor – the highest number that divides exactly into two or more numbers.
Continuous Method - is one of the methods in finding the GCF of numbers.
Component 4: Lesson Activity

Time:25 minutes
Component 4A
Time: 2 minutes
San Pablo Central Elementary School received a package of learning materials from the Division Office of
Zamboanga del Sur.It contains 48 Math learning materials, 80 Science learning materials, and 64 English
learning materials which will be distributed to the Kindergarten and Grade One learners.
Component 4B
Time: 8 minutes
Directions:
1. Group yourself into three (3) groups
2. Each group has a leader, then choose a secretary to write the answer.(Materials supplied by the
teacher)
3. Each group will given one minute to go around each station and answer the problem.
4. The group with the most number of correct with the shortest time wins.
QUESTIONS:
Station 1. Who receives a package of learning materials?
Station 2. To whom these materials being distributed?
Station 3.Where did these materials come from?
Station 4. How many learning materials were being distributed to the Kindergarten and Grade One
learners?

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Answers:
1. San Pablo Central Elementary School
2. Kindergarten and Grade OneLearners
3. Division Office
4. 192 learning materials(Add all the learning materials)
Component 4C (Millionaires Game)

Time:15 minutes
If there are 192 recepients of the learning materials ,how many

learning materials did each grade receive?
1. What is the answer?

2. What will be the largest possible number of learning materials of Kindergarten and Grade One
learners?
3. What is the greatest number of learning materials that the Kindergarten can use?
Instruction:
1. The teacher will write in a card Php 100,000.00, Php 1,000,000.00, Php 10,000,000.00.Thus,question
number 1 is worth Php 100,000.00, question number 2 is worth Php 1000 ,000.00, and question
number 3- is worth Php 10,000,000.00.
2. The teacher will give an allotted time to answer every question.
3. The teacher will provide meta cards or bond paper
4. The children will write their answer on the meta card and raise it when the time is up. (The students must
write their answer first in the given worksheet.)
5. The teacher will only pay to pupils who got the correct answer in a given time.
The teacher will give consolation prize to pupils who give correct answer beyond the time.
Answers:
1. 96 reading materials
2. GCF is 16
3. GCF is 8.

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Component 5: Lesson Conclusion

Time: 5 minutes
The teacher facilitates pupils reflection and discussion.
1. Complete the sentence by filling up the blank.
Today, I have learned that in order to find the GCF, we will ____________________________________
2. Did the activities help you gain more understanding about the lesson?
Answer: ____________________________________________________
3. Did you give your best effort in doing the activities?
Answer: ____________________________________________________
REFERENCES:
ALVIN C. URSUA and ANGELINA P. LUMBRE,21st Century MATHletes TExtbook, Viral Group,pp 42-47
YOU TUBE Dep ED TV -Offical.
Prepared by:
GERMILINA E. DEMISNERO
Master Teacher - III
San Pablo Central Elementary School
San Pablo District

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Solving Real-Life Problems Involving LCM Of Given 2-3 Numbers
Key Idea
Solves real-life problems involving GCF and LCM of given 2-3 numbers. M5NS-Ie-70 .2
Component 1: Short Review
Time: 7 minutes
Questions
Directions: Give the LCM of these pairs of numbers.
1. 12 and 5
2. 7 and 9
3. 12, 20 and 30
4. 15, 21 and 35
5. 6, 8 and 24
Answers:
1. 60
2. 63
3. 60
4. 105
5. 24

Time: 3 minutes
Teacher states:
When you understand and master the skill on how to find the least common multiple of two or more
numbers, it could help you solve problems involving proportional reasoning.
We can find the multiples of given numbers by using the listing method, skip counting or multiplying a
number by numbers.
We will also use these methods in solving problems involving finding the Least Common Multiple (LCM)
of given numbers. We have learned these methods from our previous lessons and we will apply the same
steps.

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Time: 5 minutes
Key words
Polya’s Four-Step Plan: Understand, Plan, Solve, Check and Reflect
Component 4 (Lesson Activity)

Time: 25 minutes
Part 4A
Problem 1:
Elsa cuts out rectangular pieces of paper and lays them out as shown in the drawing. Each
rectangular piece of black paper is 5 cm long, while the white paper is 6 cm long. What is the shortest
length which the pieces of paper will line up across both rows?
5 cm 5 cm 5 cm 5 cm 5 cm 5 cm
6 cm 6 cm 6 cm 6 cm 6 cm
Component 4B
Using Polya’s 4-Step Plan
Understand the Problem Carry out the Plan
What are given? What is the mathematical sentence?
What is asked?
Devise a Plan Look Back/Reflect

What is the operation to use? What is the answer?
Is the answer sensible?

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Answer:
a. What are given in the problem?
(6 pieces of 5 cm long black rectangular papers, 5 pieces of 6 cm white rectangular papers)
b. What is being asked?

(The shortest length which the pieces of papers will line up across both rows.)
c. What operation/s do we need to solve our problem?

(addition/multiplication)
d. How will you solve this problem?

By listing multiples
Multiples of 5: 5,10,15,20,25,30,35,40,45,50,55,60,65, ……
Multiples of 6: 6,12,18,24,30,36,42,48,54,60,66, ……
The LCM of 5 and 6 is 30.
e. What is the answer to the problem?

(30 cm)
Therefore, the shortest length at which the pieces of paper will line up across two rows is at 30 cm.
Component 4C
Problem 2:
If Elsa will add another rectangular red papers 8 cm long to the pile of white and black papers,
what is the shortest length which the pieces of paper will line up across the rows?
Using the Polya’s 4-Step Plan

Understand the Problem Carry out the Plan
What are given? What is the mathematical sentence?
What is asked?
Devise a Plan Look Back/Reflect

What is the operation to use? What is the answer?
Is the answer sensible?
Answer:
1. What are given in the problem?

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( rectangular papers 8 cm long, 6 pieces of 5 cm long black rectangular papers, 5 pieces of 6 cm white
rectangular papers)
b. What is being asked?

(The shortest length which the pieces of papers will line up across both rows.)
c. What operation/s do we need to solve our problem?

(addition/multiplication)
d. How will you solve this problem?

List the multiples for each:
5 = 5,10,15,20,25,30,35,40,45,50,55,60,65,70,75,80,85,90,95,100,105,110,115,120,125, ….
6 = 6,12,18,24,30,36,42,48,54,60,66,72,78,84,90,96,102,108,114,120,126, …….
8 = 8,16,24,32,40,48,56,64,72,80,88,96,104,112,120,128, …….
LCM = 120
e. What is the answer to the problem?
The shortest length which the black, white, and red papers will line up in rows at 120 cm.
Component 5: Lesson Conclusion-Reflection/Metacognition on Student Goals

Time: 5 minutes
Answer this question:
What do you think were the key concepts addressed in this lesson?
REFERENCES:
a. 21st Century MATHletes 5, Textbook
b. ADM CO_Q1_Math5_Module 4
Prepared by:
ALMA I. ASTILLERO
MT-II
BAYOG CENTRAL ELEM. SCHOOL-REGULAR

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Finding The Missing Term in A Pair of Equivalent Ratios
Key Idea
Finds the missing term in a pair of equivalent ratios.
Time: 7 minutes
Questions
Writes its ratio to lowest term.
1. 7:21
2. 25:10
3.14:28
4. 4:8
5. 6:3
Answers:
1. 1:3
2. 5:2
3. 1:2
4. 1:2
5. 2:1
Time: 3 minutes
Teacher states:
Like fractions, ratios can often be simplified. If you can simplify then it is easy for you to find the
equivalent ratio. Today we will be learning how to find the missing term in a pair of equivalent ratios.
In finding the missing term in a pair of equivalent ratios, use cross products method or the
multiplication of both means and extremes.

Time: 5 minutes
Key words /terms
equivalent, equal, terms, ratio, multiply, extremes, means.
➢ Equivalent: Having the same value, function, or meaning as something else.

➢ Equal: Having the same quantity, size, degree, or value as something else.
➢ Terms: In the context of mathematics or equations, terms refer to the different parts or elements
that make up an expression.
➢ Ratio: A ratio is a comparison of two quantities or values expressed in the form of a fraction
Time: 25 minutes
Component 4A

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Stem for item 1 and 2

Read the text below:
Once upon a time, in a vibrant and enthusiastic mathematics classroom, there were five students
named Alex, Ben, Chloe, Dana, and Ethan. They were all curious and eager to solve various mathematical
problems together. One day, their teacher presented them with a set of ratios to explore and find the
missing terms.
1.The first ratio presented was 2:5 = N:10. Alex, Ben, Chloe, Dana, and Ethan pondered over this ratio.
2.Next, the class encountered the ratio 3:4 = 9: N. The students put their heads together, diligently
examining the relationship between the numbers.
3.As the class progressed, they encountered the ratio 6:9 = 18: N. Alex, Ben, Chloe, Dana, and Ethan
embarked on another mathematical adventure, examining the given numbers.
4.The next ratio presented was 1:3 = N:12. The students enthusiastically engaged with the problem,
analyzing the given information.
5.Lastly, the class encountered the ratio 4:7 = N:21. The students enthusiastically embraced the
challenge, utilizing their mathematical skills.
Throughout their journey in the mathematics classroom, Alex, Ben, Chloe, Dana, and Ethan not only
sharpened their problem-solving abilities but also developed a strong understanding of finding missing
terms in equivalent ratios. They felt accomplished and empowered, ready to face even more exciting
mathematical adventures in the future.
Component 4B
Activity 1(Game 1)
Questions:
Find the missing term.
Directions: Help Alex, Ben, Chloe, Dana, and Ethan in finding the missing term of the equivalent fractions
by doing the activity in each station. Once you have solved the ratio, shout 'Hurry!' and move on to the
next station. Continue this process until all stations have been solved.
1. 2:5=N:10
Missing term: ____________
2. 3:4=9: N
3. 6:9=18: N
4. 1:3=N: 12
5. 4:7=N:21
Answers key to Activity 1

1. 4
2. 12
3. 27

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4. 4
5. 12
Component 4C
Activity 2 (Game 2)
Directions: Use cross-multiplication to find the missing term in each equivalent ratio.(Refer to
Component A)
1. 3:4 = 9: N
2. 2:7 = N:21
3. 4:9 = N:36
4. 5:15 = 25: N
5. 8:12 = N:18
Answer key to Activity 2
1. 12
2. 6
3. 16
4. 75
5. 12

Time: 5 minutes
• What have you done in your group to finish the activity?
• Do the activities improve your skills in finding the missing term in pair of equivalent ratios? How?
• How would you apply it in your daily life?
References
21st Century MATHletes textbook, Mathematics for a better Life Textbook
Prepared by:
JOVELYN B. VLLANTEZ
MT-1
New Basak Es-Dumingag 2

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Finding The Missing Term in A Pair of Equivalent Ratios
Key Idea
Finds the missing term in a pair of equivalent ratios.
Time: 7 minutes
Write the following ratio to lowest terms.
1. 25 wins in 30 games
2. 8 red balloons to 12 blue balloons
3. 24dm to 2 dm
4. The ratio of letter O to all the letter in the word COLOR.
5. The ratio of the vowel to consonant in the word MATHEMATICS.
Answers
1. 5:6
2. 2:3
3. 12:1
4. 2:5
5. 4:11

Time: 3 minutes
Teacher States:
The purpose of finding the missing term in a pair of equivalent ratios is to improve your
understanding of ratios and develop your problem-solving abilities. By practicing this objective,
you can become better at recognizing proportional relationships and using them in different
math problems and real-life scenarios. This skill also helps enhance your analytical thinking,
critical reasoning, and overall mathematical proficiency.

Time: 5 minutes
multiply, equivalent ratio, process, reduce multiplicative additive.
Definition:
• Multiply is an arithmetic operation that combines two or more numbers to find their total
value.
• Equivalent ratios are ratios that express the same relationship between quantities, even though
the values may be different.
• A process refers to a series of actions or steps taken to achieve a particular outcome or result
sequence.
• Reduce: In mathematics, reducing refers to simplifying or expressing a number or expression
in its simplest or most concise form

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• Multiplicative refers to the operation of multiplication, which involves combining numbers or

quantities to find their total value or product.
• Additive refers to the operation of addition, which involves combining numbers or quantities
to find their sum or total value.

Time: 25 minutes
Component 4A
Stem for item 1 and 2
Lisa and Martin are twins both are grade five pupil. Their mother gave them same amount of allowance
every day. They do not spend all the money they receive. Lisa saves Ᵽ60.00 in 4 weeks while Martin saves
Ᵽ40.00 in 4 weeks.
Component 4B
Questions:
1. Lisa saves Ᵽ60.00 in 4 weeks. At this rate, how long will it take her to save Ᵽ300.00?
2. Martin saves Ᵽ40.00 in 4 weeks. If he saves the same amount of money each week, how much
money does she save in 8 weeks?
3. Lisa saves Ᵽ60.00 in 4 weeks, If Lisa continues to save at the same rate, how much money will she
save in 8 weeks?
Answer for Activity 1

1. 20 weeks
2. Ᵽ80.00
3. Ᵽ120.00
Component 4C
Questions
1. If Lisa saves Ᵽ100.00 in 8 weeks. At this rate, how long will it take her to save Ᵽ600.00?
2. If Martin saves Ᵽ80.00 in 10weeks. At this rate, how long will it take her to save Ᵽ600.00?
3. Lisa saves Ᵽ90.00 in 3 weeks, If Lisa continues to save at the same rate, how much money will she
save in 9 weeks?
Answer for activity 2

1. 48 weeks
2. 75 weeks
3. Ᵽ270.00

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Time: 5 minutes
The teacher facilitates learners’ reflection and discussion that address such questions as:
1. How can you apply the lesson in your real-life scenario?
Reference: Mathematics for A Better Life Textbook
Prepared by:
JOVELYN B. VILLANTEZ
MT-1
New Basak Elem.School-Dumingag 2

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Formulating the rule in Finding the next term in a Sequence
Key Idea
Formulates the rule in finding the next term in a sequence. eg 1,3,7.15, (15x2+1)
Time: 7 minutes
Directions: Guess ME!
1.
2. 1A, 3C,5E,7G,9I, 11K, ___________

3. 122,22333,3334444, _______________
4. 2AB, 4CD,______,8GH,________,12KL
Answer:
1.
2. 13M
3.333355555
4. 6EF,10I J

Time: 3 minutes
Pupils used the learning about identifying and applying patterns to formulate a rule in finding the next
term in a sequence. Pupils will be able to formulate the rule to find the missing terms in a sequence and
can ne used in their real life situation.
Time: 2 minutes
Key word/terms are:
Add/subtract/multiply/divide/operation/pattern/sequence/rule
Time: 28 minutes
Component 4A
Direction: Solve the given problem.
1.Teacher Janice has a written number pattern on the board that begins with 1,3,7, and 15. If this pattern
continues what is the next number next to 15 as illustrated below?
1 3 7 15 ?
2. You save P10 on Monday . Each day after that , you saved twice as you saved the day before . If this
pattern continues , how much will he save on Friday?

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3. My grade IV pupil Jessa save part of her allowance in her piggy bank everyday. On the first day she saved
P5. On the second day she save P6. On the third day she saved P8, and on the fourth day she saved P11.
If she continues saving using this pattern, How much money she will saved on the fifth day?
4.Aimje had many stamps coming from her aunt from Cebu City. He plan to give the stamps to his
classmates in Grade IV SSES close friends.He give 18 to Job, 20, to Frances,24 to Romeo. How many stamps
will he give to Gabriel using the pattern?
5.The Girl Scout of Tabina Central Elementary School will go to Regional Summer Camp In Dipolog. All
interested girls were assigned numbers and the District GSP Coordinator has started reading off the
numbers for the girls who will attend with the following pattern:
12,27,42,57…..
Rarah’s number is 82. Do you think she will be chosen to go on the said camping?
Component 4B
Question:
What are the missing numbers illustrated in 4A?
Answer:
1.31
2. Monday 10
Tuesday 20
Wednesday 40
Thursday 80
Friday 160
3. 5, 6, 8, 11, 15
4. 18, 20, 24,30
5.Consider 27 and 42,
If u add 15 and 27 you get 42.
12,27,42,57,72,87, therefore 82 was not chosen.
Component 4C
1. What are the rules of the following given situation given in 4A?
Answer:
1.Rule: Multiply by 2 and add 1. ( x2+ 1)
2nd term 1x2+ 1 =3
3rd term 3x 2+1=7
4th term 7x2+1=15
5th term 15x 2+1= 31
so, the 5th term is 31.
2. Rule: x2
3. Rule: +1,+2+3+4
4. Rule: +2,+4,+6,+8
5. Rule: +15

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Time: 5 minutes
The teacher facilitates student and discussion that addresses such questions as:
• Can you find a formula that represents the pattern or rule in the sequence?
• Can you think of real -life examples or situations where understanding and applying sequences
would be useful?
• How can knowing to formulate the rule in finding the next term in a sequence help you solve
more complex math problems?
References:
https://www.freepik.com/premium-vector/happy-star-emoji_34294270.htm
https://en.wikipedia.org/wiki/Smiley
-https://www.youtube.com/watch?v=4pn_e37ArN0
-https://www.youtube.com/watch?v=mBRVDUnGunI&t=8s
Prepared by:
JANICE MILDRED L. CAGAS

Master Teacher 1
Tabina Central Elementary School-Tabina District

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Formulating the Rule in Finding the Next Term in a Sequence
Key Idea
Formulates the rule in finding the next term in a sequence.
Time: 5 minutes
Questions:
1. 2, 4, 6, 8, ___
2. 5, ___ 15, 20, 25
3. 10, ___, 30, 40, ____, 60
4. 2, 4, 16, 256, ____
5. Nora is asked to think a sequence of numbers. The first term was 1 and the the fifth term was 31. How
did it happen? What do you think is the rule?
Answers:
1. 10, every term in the sequence follows by adding 2 in the next term/s.
2. 10, every term in the sequence follows with an addition of 5 to the next term.
3. 20, every term sequence follows with an addition of 10 to the next term/s.
4. 65 536, the next terms in the sequence is the perfect square of the preceding term.
5. Multiplied by 2 plus 1

Time: 2 minutes
Teacher States:
We know that numbers in series follow certain pattern as its rule, such as, 1, 2, 3, 4, that is adding 1
to every succeeding term, 2, 4, 6, 8 that’s is adding by 2’s and so on, depending on the rules each pattern
follows. Today, we will be formulating more rules followed by each term of more complicated sequence
of numbers. For us to easily determine the next term in a number sequence we have to have determined
how each term came upon, thereby formulate a rule to be followed through all the terms in a sequence.
At the end of the lesson, you will be able to:

Formulate the rule in finding the next term in a sequence

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Time: 5 minutes
Key Words/Terms are
Sequence/rule/pattern/formula/ term
Time: 28 minutes
Component 4A ( 7 minutes)
Stem
Seven days before his mother’s birthday, Clark gave her gifts. On the first day he gave one gift. On
the second day, he sent three gifts. On the third day, he sent five gifts, and so on until the seventh day as
shown below.
First Day Second Third Day Fourth Fifth Day Sixth Day Seventh
Day Day Day Day
No. of
Gifts 1 3 5 7 9 11 13
This sequence follows the Add 2 rule
Try to determine the rule or formula used in each term of the number sequence.
Component 4B
Game 1: Strategy: Cooperative Learning
Time: 7 minutes
(1 minute preparation, 30 seconds instruction, 2 minutes answering, 30 seconds submission, 3
minutes random group reporting)
MECHANICS
1. Teacher divides the pupils in 5 groups
2. Each group selects leader, recorder, presenter…etc.
3. One problem on number sequence to answer will be assigned to each of the five groups
Sample Problems Solution
1.) 2 , 5 , 8 , 11 , __ , 17 … 2 , 5 , 8 , 11 , 14 , 17 …
Rule: Add 3 to each term to get the next term +3 +3 +3 +3 +3

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2.) 21, 21, 25, 24, 28, 27, ___… 21, 21, 25, 24, 28, 27, 31…
Rule: Add 3 to alternate terms +3 +3 +3
3.) 1, 3, __, 15, …. 1 , 3 , 7 , 15 …
Rule: Multiply by 2 plus 1 x2+1 x2+1 x2+1
4.) 7, 13, 25, 45, 75, ___ 7, 13, 25, 45, 75, 117
+6 +12 +20 +30 42
+6 +8 +10 +12
Rule: (3-file rule)
Bottom sequence : Add by 2s, the first term is the same with first term middle sequence
Middle sequence : the first term is the number that when added to the first term of the top
sequence the sum is the second term of the top sequence. The succeeding terms of middle sequence are
the sum of the preceding terms of bottom and middle sequence
Uppermost Sequence: the succeeding terms are the sum of the preceding terms in middle and
uppermost sequence.
Game 2: Strategy: Gallery Walk (8 minutes)

MECHANICS
a. Divide the pupils in 3 groups
b. Have each group choose a leader, recorder, timekeeper, presenter, checker
c. Each group alternately visit each of the 4 galleries prepared ahead to complete the number series and
record their answer and the rule or formula the number series follow/s within 1.5 minutes (90) seconds).
(2 minutes preparation and final instruction are given before the gallery walk starts at the teachers signal,
one minute is spent per gallery).
Instruction: Complete the number sequence and identify the formula/rule used each sequence follows.
Record your answers in a clean sheet
Gallery 1) 10, 25, 13, 28, 16, 31, ___, ____,
Gallery 2) 4, 11, 32, 95, 284, ____, ____, ____…..
Gallery 3) 10, 16, 26, 30, ____, ____

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Gallery 4) Read the situation below and give the result for the remaining days in tabular form.
Rose collected coconut fruits from his farm. In day 1, she was able to collect 3 fruits. In day 2, 7
fruits. In day 3, 15 fruits. In the same pattern of increase of collection how many fruits do you think will
she be able to collect in days 4 and 5? What do you think is the formula followed by this situation?
Key Answers:
1. Answer: 10, 25, 13, 28, 16, 31, 19, 34…

Rule: Add 3 to alternate terms
2. Answer: 4, 11, 32, 95, 284, 851, 2552…

Rule: Multiply by 3 and subtract 1
3. Answer: 10, 16, 26, 30, 38, 60…

Rule: (3- sequence rule:)
Upper most Sequence: the succeeding terms are the sum of the preceding terms in middle and
uppermost sequence.
4. Answer:
Days Day 1 Day 2 Day 3 Day 4 Day 5
No. Of Coco
fruits collected 3 7 15 31 63
Rule: multiply by 2 plus 1
Component 4C
Time: 5 minutes
Direction: Give the pattern rule of the following sequences. Use the blank provided.
1.) 1, 4, 7, 10, 13,

Rule: _____________________
2.) 5, 15, 45, 135

Rule: _____________________
3.) 1, 10, 100, 1000

(062) 214 – 1991
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Rule: _____________________
4.) 1, 5, 25, 125, 15625
Rule: ______________________
5.) 10, 16, 26, 42, 66, 100

Rule: ___________________
Key Answers:
1. Rule: Add 3
2. Rule: Multiply by 3
3. Rule:Multiply by itself
4. Rule:Multiply by itself
5. Rule: (3- sequence rule:)
Upper most Sequence: the succeeding terms are the sum of the preceding terms in middle and
uppermost sequence.

Time: 5 minutes
⚫ How did you find the term in a number sequence?
References
K to 12 Curriculum Guides
Lumbre, Angelina B., et. Al. (2016)21st Century Mathematics 5 PP. 250-257
Published by Vival Group, Inc. With Main Office at 1253 G. Araneta Ave.,
QC Phils.
Prepared by:
LEONORA S. GABISAN
Master Teacher II
RMCES- Ramon Magsaysay District

(062) 214 – 1991
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Using Different Strategies to Solve for the Unknown in Simple Equations Involving One Operation on
Whole Numbers and Fractions
Key Idea
The learners use different strategies to solve for the unknown in simple equations involving one operation
on whole numbers and fractions.
Time: 5 minutes
Identify which of the mathematical statements are equations and not equations.
Direction: Write your answer on the given table.
1 2
1. a + b 2. 5p - 4q 3. 4d – 8x – 10 4. c + 1 = 9 5 . 3
+n =3 6. 2x + 2 = 10
Answer:
Equations Not equations
c+ 1=9 a +b
2x + 2 =10 5p - 4q
1 2 4d – 8x – 10
+n =3
3

Time: 5 minutes
Teacher states:
Our lesson for today tells us that an equation is a sentence in mathematics that contains “=” sign. this
equals sign tells that the expression on the left is equivalent to the expression on the right.
The solution of an equation is a number that makes the sentence true. The process of finding the
solution is called solving an equation.
To solve the equation, the following steps are to be followed:
a. Write the equation.
b. Group similar terms in one side.
c. Perform the indicated operation.
d. simplify your answer.
e. check.
And by using the following Properties:
➢ Addition Property of Equality
➢ Multiplication Property of Equality

(062) 214 – 1991
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Time: 5 minutes
Key words/ terms are:
times a number is the same as increased by decreased by twice the number
times a number - another word for multiply

is the same as - is equal to
increased by - means the new value will be double the original value
decreased by - become less
twice the number - two times a number

Time: 25 minutes
Component 4A: (Role Play)
Time: 10 minutes
Vinshylle bought a pack of biscuits in a grocery store. The regular price of the biscuits is decreased by
P8.00. Vinshylle paid P220 for the pack of biscuits.
Component 4B.(Millionaires Game)

Time: 15 minutes
Vinshylle bought a pack of biscuits in a grocery store. The regular price of the biscuits is decreased by
P8.00. Vinshylle paid P220 for the pack of biscuits. What was the regular price?
Questions:
1. what is asked in the problem?
2. What are the given facts?
3. What will be the equation formed?
Answers:
1. The regular price of the biscuits
2. The regular price of the biscuits is decreased by P8.00. Vinshylle paid P220 for the pack of biscuits
3. n-8 = 220
n – 8 +8 = 220 +8
Component 4C ( Gallery Walk)

Time: 10 minutes
If Vinshylle has P300 and bought a pack of biscuits in a grocery store which the regular price of the
biscuits is decreased by P8.00 how much will be her change?

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Questions:
Station 1. What is the answer ?
Station 2. What did you do to solve for the unknown ?
Station 3. What strategy did you use to get the answer?
Answers:
1.Vinshyll received a change of P80.00
2. To solve for the unknown , we should follow the steps in solving it.
3. To get the answer , either of the two strategies will be used; Addition Property of Equality and
Multiplication Property of Equality.
Mechanics: Gallery Walk:
1. Group pupils into 3.
2.Each group will choose a leader and a secretary to write the answer .
3. The group will be given 3 min. to go around each station and answer the questions.
4. The group with the most number of correct will be the winner.

Time: 5 min
1. How do you feel about the activity?

2. What will happen if you will not follow the steps in solving a mathematical expression?
3. Did you find difficult in answering the activity?
Reference:
ALVIN C. URSUA and ANGELINA P.LUMBRE, 21st Century MATHletes textbook ,Viral group , pp 248-
257.
Prepared by:
LINDY G. BALANCAR
Master Teacher 2
Bulanit ES – Labangan I

(062) 214 – 1991
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Using Different Strategies to Solve for the Unknown in Simple Equations Involving More Operations on
Whole Numbers and Fractions
Key Idea
Use different strategies to solve for the unknown in simple equations involving more operations on whole
numbers and fractions.
Time: 5 minutes
Direction:
Arrange the steps in solving an equation. Pick the fruit that bear the first, second until the fifth step in
column B and put it in column A.
Column A Column B
Group the terms in one side.
Simplify your answer.
Check the operation
Write the equation
Perform the indicated

operation
Answers:
1. 2. 3. 4. 5.

Time: 3 minutes
To solve an equation means to find a value of the variable which will make the equality statement true. A
basic technique in solving equations is to place the variable on one side of the equation. However, some
equations have more than variable term, one on each side, such as 4c + 17 = 6c + 5. To solve such
equations, we must combine the variable and the terms to make it as a single term before we can truly
find the value of the variable using the following strategies:
Strategy 1 : Solve the problem by forming an equation
Strategy 2: Solve the problem by using Guess and Check

Time: 5 minutes

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Key words/ terms are:
strategy additional cheaper
strategy - method, technique

additional - add on , added extra
cheaper - lesser cost

Time: 25 minutes
Component 4A
Mrs. Alison wanted to rent a car. A car rental agency has two plans. Under plan A, a car is rented for P80.00
plus P20.00 for each additional day. Under plan B, a car is rented for P120.00 plus P15.00 for each
additional day.
Component 4B
Questions:
1. How many plans was offered in a Car Rental Agency?
2. Which plan is cheaper?
3. If you are to rent a car which plan will you choose?
Answers:
1. 2
2. Plan A
3. Plan A
Component 4C
Questions:
1. If Mrs, Alison chose Plan A and rented the car for 5 days. How much will she pay?
2. What about if she chose Plan B and rented for 10 days. How much will she pay?
Answers:
1. P180.00
2. P270.00

(062) 214 – 1991
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Time: 5 mins
1. How do you feel about the activity?

2. What will happen if you will not follow the steps in solving a mathematical expression?
3. Did you find difficult in answering the activity?
Reference:
ALVIN C. URSUA and ANGELINA P.LUMBRE, 21st Century MATHletes textbook ,Viral group , pp 268-
275.
Prepared by:
MARILOU I. ALISON
Master Teacher - II
San Jose Elementary School - Mahayag South District

(062) 214 – 1991
www.suresasur.net

Solving Routine and Non-Routine Problems Involving Volume of a Cube and a Rectangular Prism in Real-
Life Situations Using Appropriate Strategies and Tools (CUBE)
Key Idea
Solves routine and non-routine problems involving volume of a cube and a rectangular prism in real-life
situations using appropriate strategies and tools. (Cube)
Lesson Component 1: Short Review
Time: 8 minutes
Questions
1. 2 x 2 x 2 =
2. 5 x 5 x 5 =
3. (3.1)3 =
4. (4.2)3 =
5. 5.3 cm
Answers
1. 8
2. 125
3. 29.791
4. 74.088
5. 148.877 cm3
Lesson Component 2: Lesson Purpose/Intention

Time: 3 minutes
The teacher will state:

(062) 214 – 1991
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In this lesson we will be able to use our prior knowledge about volume of a cube, unit of measurements,
multiplication of decimal numbers and polya's four steps in problem solving in solving for the volume of a
cube.
Lesson Component 3: Lesson Language Practice

Time: 3 minutes
Key words/Terms are:
cube/cube-shaped/edge/multiply/add/decimal point/unit of measurement/operation/product

/steps in problem solving.
Lesson Component 4: Lesson Activity
Time: 28 minutes
Component 4A
Stem for items 1 to 4
My mother and I went to the mall to buy a few things for our house. First, she got me a rubik's cube
because I told her I want one. Next she picked up 2 cube-shaped flower pots. When we're done at the
counter, the bagger put our things inside a carton box.
Component 4B
Items 1 (Game 1 - By pair)

Instructions: Find a partner and use Polya's Four Steps In Problem Solving to solve the volume of the
following items below.
Questions
Item 1
What would be the volume of the rubik's cube if its edges are 4 inches?

(062) 214 – 1991
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A. Understand
1. What is asked?
B. Plan
3. What operation is needed?
4. What is the correct number sentence?
C. Solve
D. Look back
Answers to item 1
A.
1. What is the volume of the rubik's cube?
2. Rubik's cube (edge - 4 inches)
B.
3. Multiplication
4. V = s x s x s or V=s3
V = 4 in x 4 in x 4 in
C.
5. 64 in3
D.
6. The volume of the rubik's cube is 64 in 3
Component 4C
(Send a problem)
Teacher will state: I will only give you 4 minutes to solve the problem. After the time runs out give the
problem to the next group.
Instructions: Using Polya's Four Steps In Problem Solving, solve the volume of the following problem below
with your group.
Questions
What would be the total volume of the 2 cube-shaped flower pots if the sides of Pot A measure 14 cm and
Pot B measure 12.6 cm respectively?
A. Understand
1. What is asked?

(062) 214 – 1991
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B. Plan
3. What operation is needed?
4. What is the correct number sentence?
C. Solve
D. Look back
Answers
A.
1. What is the total volume of Pot A and Pot B?
2. Pot A (14 cm) and Pot B (12.6 cm)
B.
3. Multiplication and addition
4. N = V of Pot A + Volume of V of pot B
N = (14 cm x 14 cm x 14 cm) + (12.6 cm x 12.6 cm x 12.6 cm)
C.
5. 4744.376 cm3
D.
6. The combine volume of Pot A and Pot B is 4744.376 cm3
Lesson Component 5: Lesson Conclusion

Time: 3 minutes
Express your thoughts and feelings about this activity by answering the following questions below.
1. Did you find the activity easy? Yes or No?
2. What can the teacher do to help you in the next activity?
I would like my teacher to ___________________
References:
Grade 5 Mathematics Module Quarter 4 Week 4
https://en.wikipedia.org/wiki/Optimal_solutions_for_Rubik%27s_Cube
https://m.indiamart.com/proddetail/square-frp-planter-22981312555.html
https://www.dunelm.com/product/foldable-grey-cube-ottoman-1000111409
https://www.tinyboxcompany.co.uk/one-piece-cube-mailing-box-kraft-natural-fmkrcu
Prepared by:
ERNIE KIM S. PARAGAS

Teacher - I
Tininghalang ES - Lapuyan District

(062) 214 – 1991
www.suresasur.net

Finding the Volume of a Rectangular Prism
Key Idea
Solves Routine and Non-Routine Involving Volume of a Rectangular Prism
Time: 7 minutes
Directions: Read the questions carefully. Encircle the letter of the correct answer.
1. Which of the following shapes is a rectangular prism?
A. B. C. D.
2. What is the formula in finding the volume of a rectangular prism?

A. V = S x S x S
B. V = l x w x h
C. V = 𝜋r2
1
D. V= 2 bh
3. Which of the following could be done to get the volume of a rectangular prism?
A. add all the given numbers
B. get the average of the given numbers
C. multiply the length, width, and height.
D. find the product of its length, width and height
Answer:
1. B
2. B
3. C

Time: 3 minutes
Teacher states:
We already know how to find the volume and solve real- life problems involving a cube. Now let’s study
rectangular prisms, finding its volume and solving real life situations using appropriate strategies and tools.
At the end of the lesson, you will be able to;
• Find the volume of a rectangular prism

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• Solve routine and non-routine problem involving a rectangular prism in real-life situations using
appropriate strategies and tools.

Time: 5 minutes
Volume/ rectangular prism

Time: 28 minutes
Im
2m
3m
The Grade V pupils of Aurora Regional Pilot School want to fill up their sand box that will be used in their
science experiment tomorrow. The box measures 2 m wide, 3 m long and 1 m high. How much sand do
they need to fill the box?
Activity : Ping pong Game 1m

Component 4B
1m
1. What are the given facts in the problem?
2. What is asked? 2m
3. How to determine the amount of sand to fill in the sandbox?
4. What is the volume of the sandbox?
Answer:
1. box measures 2 m wide, 3 m long and 1 m high
2. How much sand do they need to fill the box?
3. By multiplying, length, width, and height
4. 6 m3

(062) 214 – 1991
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Component 4C
If the teacher adds another box which measures 2m wide, 1 m long and 1 m high for their experiment,
What is the total volume of the two boxes?
1. What is asked in the problem?

2. What are the given facts in the sandbox?
3. How to determine the amount of sand to fill in the two boxes?
4. What is the volume of the additional sandbox?
5. How much space occupied by the two boxes used in the experiment?
Answer:
1. What is the total volume of the two boxes?
2. 2m wide, 1 m long and 1 m high
3. Solve for the volume of box 2, then Add volume of box 1 and volume of box 2
4. 2 m3
5. 8 m3

Time: 2 minutes
What learning did you get from today’s lesson?
References:
https://www.teachhub.com/classroom-activities/2019/10/fun-review-activities-and-classroom-
games-to-do-now/
Math5_Q4Module6_Finding the volume of a given cube and rectangular prism
Prepared by:
MARIA MARGARITA R. MINGO

Teacher-III
Aurora Regional Pilot School Regular with SSES/Aurora East District

(062) 214 – 1991
www.suresasur.net

Solving Routine Problems on Experimental Probability
Key Idea
Solves routine problems involving experimental probability.
Time: 7 minutes
Questions:
1. In tossing a coin, what is the probability or chance of getting a head?

2. Drawing numbers 1, 2,3, 4, 5, 6, 7, 8, 9 and 10 inside a box, what is the chance of getting the
number 5?
3. Found in a spinner are 5 colors namely red, blue, green, yellow and red. What are the chances of
selecting red?
Answers:
1 1 2
1.) 2.) 3.
2 10 5
Component 2: (Lesson Purpose/Intention)

Time: 3 minutes
Teacher states:
Our activity earlier talks about the possible chances or the probability of an event happening. Our lesson
for today will focus on solving problems that involve experimental probability. Learning this concept is
very useful as you will face different real-life experience probabilities.
Component 3: (Lesson Language Practice)

Time: 5 minutes
Probability – is t the branch of Mathematics that deals with the likelihood of the occurrence of a given
event.
- Is the Mathematics of chance.
Experimental Probability – is the ratio between the number of times an event occurs and the total number
of trials made.
Experiment – is the process of generating observations from a controlled set up.
number of unfavorable outcomes – is the number of outcomes that is not that of what we want to get.

(062) 214 – 1991
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Component 4: (Lesson Activity)
Time: 25 minutes
Part 4A
Stem for items 1 and 2
A group of students played a game called “Free the Animal Game”. As they play, they recorded their
activity according to the game mechanics. After the game, they were able to come up with a consolidated
record consisting of the data from every group. What is the probability of the face value of the dice?
Table 1: Sample consolidated record and sample probability answers.
Players Trials made for Die Rolling

1 2 3 4 5
Group A 3 6 5 6 6
Group B 5 5 1 2 4
Group C 3 2 2 3 4
Group D 5 6 5 5 6
Table 2: Answers based on the sample consolidated record
Group Probability for each face value.

1 2 3 4 5 6
Group A 0 0 1/5 0 1/5 3/5
Group B 1/5 1/5 1/5 1/5 2/5 0
Group C 0 2/5 2/5 1/5 0 0
Group D 0 0 0 0 3/5 2/5
Part 4B
Item 1 (Try out)
Table 3: Actual data from the game.

Group to answer Trials made for Die Rolling
1 2 3 4 5
Group A
Group B
Group C
Group D
Table 4: Probability answers (refer to Table 3 for data)

(062) 214 – 1991
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Group to answer Question: What is the probability of the face values of the die
for each group in the whole duration of the game?
1 2 3 4 5 6
Group A
Group B
Group C
Group D
Component 4C
Item 2 (Probabilities)
1. Given the number of participants, what is the probability that Group C will win the game?
2. The dice is tossed 20 times during the game. What is the probability of the face value 3 during the
whole duration of the game?
Answers:
1. ¼ 2. Depends on the data from Table 4 under the face value 3
Time: 5 minutes
Asked the following questions.
1. How do you feel about the activity that we have done?

2. Do you think you did well in the activities performed?
3. What is the best thing that you would do if you got a low score during the activities?
REFERENCES
https://depedtambayan.net/solving-routine-and-non-routine-problems-on-experimental-probability/
http://www.mathwire.com/games/freetheanimals1.pdf
Prepared by:
MAE JEAN D. CAMACHO

Master Teacher – I
Mahayag North District

(062) 214 – 1991
www.suresasur.net

Solving Non - Routine Problems on Experimental Probability
Key Idea
Solves non-routine problems involving experimental probability.
Time: 7 minutes
Questions:
4. The word Mom has 3 letters. What is the probability or chance of getting a letter M?
5. Three colored cards are placed in a paper bag which are red, blue and green. What is the
probability of red to be drawn?
6. A slipper is thrown upward. What is the chance that the slipper will land in an upside-down
position?
Answers:
2 1 1
1.) 2.) 3.
3 3 2
Component 2: (Lesson Purpose/Intention)

Time: 3 minutes
Teacher states:
Our activity earlier talks about the possible chances or the probability of an event happening. Our lesson
for today will focus on solving problems that involve non-routine experimental probability. Learning this
concept is very useful as you will face different real-life experience of probabilities.
Component 3: (Lesson Language Practice)

Time: 5 minutes
Probability – is t the branch of Mathematics that deals with the likelihood of the occurrence of a given
event.
- Is the Mathematics of chance.
Experimental Probability – is the ratio between the number of times an event occurs and the total number
of trials made.
Experiment – is the process of generating observations from a controlled set up.
number of unfavorable outcomes – is the number of outcomes that is not that of what we want to get.

(062) 214 – 1991
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Component 4: (Lesson Activity)
Time: 25 minutes
Part 4A
Stem for items 1 and 2
On a table are two boxes with balls painted with numbers from 1-10.Each box has equal number of balls.
Five random pupils are selected to draw a ball in each box.
Table 1:
Box Name Number of Pupils
Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5
Box A 7 10 7 6 8
Box B 2 10 1 3 1
Part 4B
Item 1
1. Look at table 1, What is the probability of drawing balls having the same number in Box A and B?
2. What is the probability of drawing balls that are of different numbers Box A and B?
Answers:
1 4
1. 2.
5 5
Part 4C
Item 2
Supposed the number of pupils in Table 1 is increased from 5 pupils to 15, and at trial 9 and 11, the balls
drawn from the boxes matched (same number). What is the probability of matched balls? Show the
possible data in tabular form (like the table above) to visualize the information. (Data may vary).
Complete the data needed in the table to answer the problem above.
Box Number of Trials

Name Pupil 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

(062) 214 – 1991
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Box A 7 10 7 6 8
Box B 2 10 1 3 1
Answers:
3
The probability of the matched balls is .
15
Box Number of Trials

Name Trial 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Box A 7 10 7 6 8 1 4 5 2 7 3 2 6 3 1
Box B 2 10 1 3 1 0 1 8 2 9 3 5 10 8 3

Time: 5 minutes
Ask the following questions.
4. How do you feel about the activity that we have done?

5. Do you think you did well in the activities performed?
6. What is the best thing that you would do if you got a low score during the activities?
REFERENCES
https://depedtambayan.net/solving-routine-and-non-routine-problems-on-experimental-probability/
http://www.mathwire.com/games/freetheanimals1.pdf
Prepared by:
MAE JEAN D. CAMACHO

Master Teacher – I
Mahayag North District

(062) 214 – 1991
www.suresasur.net

Grade 5 Enrichment Lesson Plans Final

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5

Provincial Government Center, Dao, Pagadian City

Provincial Government Center, Dao, Pagadian City

Mathematics Grade 5 Lesson Plan 1

Give the factors of the following number.

Component 2: Lesson Purpose/Intention

Step 3. Multiply all the prime divisor, which is the GCF.

Provincial Government Center, Dao, Pagadian City

Component 3: Lesson Language Practice

factor/common factor/ greatest common factor/ continuous method

Component 4: Lesson Activity

Provincial Government Center, Dao, Pagadian City

Component 4C (Millionaires Game)

If there are 192 recepients of the learning materials ,how many

1. What is the answer?

Provincial Government Center, Dao, Pagadian City

Component 5: Lesson Conclusion

The teacher facilitates pupils reflection and discussion.

1. Complete the sentence by filling up the blank.

Provincial Government Center, Dao, Pagadian City

Mathematics Grade 5 Lesson Plan 2

Component 2: Lesson Purpose/Intention

Provincial Government Center, Dao, Pagadian City

Component 3: Lesson Language Practice

Component 4 (Lesson Activity)

Devise a Plan Look Back/Reflect

Provincial Government Center, Dao, Pagadian City

b. What is being asked?

c. What operation/s do we need to solve our problem?

d. How will you solve this problem?

e. What is the answer to the problem?

Using the Polya’s 4-Step Plan

Devise a Plan Look Back/Reflect

1. What are given in the problem?

Provincial Government Center, Dao, Pagadian City

b. What is being asked?

c. What operation/s do we need to solve our problem?

d. How will you solve this problem?

Component 5: Lesson Conclusion-Reflection/Metacognition on Student Goals

Provincial Government Center, Dao, Pagadian City

Mathematics Grade 5 Lesson Plan 3

Component 3: Lesson Language Practice

➢ Equivalent: Having the same value, function, or meaning as something else.

Provincial Government Center, Dao, Pagadian City

Stem for item 1 and 2

Answers key to Activity 1

Provincial Government Center, Dao, Pagadian City

Component 5: Lesson Conclusion

Provincial Government Center, Dao, Pagadian City

Mathematics Grade 5 Lesson Plan 4

Component 2: Lesson Purpose/Intention

Component 3: Lesson Language Practice

Provincial Government Center, Dao, Pagadian City

• Multiplicative refers to the operation of multiplication, which involves combining numbers or

Component 4: Lesson Activity

Answer for Activity 1

Answer for activity 2

Provincial Government Center, Dao, Pagadian City

Component 5: Lesson Conclusion

Reference: Mathematics for A Better Life Textbook

Provincial Government Center, Dao, Pagadian City

Mathematics Grade 5 Lesson Plan 5

2. 1A, 3C,5E,7G,9I, 11K, ___________

Component 2: Lesson Purpose/Intention

3. 10, _, 30, 40, __, 60

Gallery 1) 10, 25, 13, 28, 16, 31, _, __,

Gallery 2) 4, 11, 32, 95, 284, , , …..

Gallery 3) 10, 16, 26, 30, ,