Mathematics 5

LESSON 1
Quarter 1 Week 9
Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of
Standards divisibility, order of operations, factors and multiples,
and the four fundamental operations involving whole
numbers
B. Performance The learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Visualizing Division of Fractions M5NS-Ii-95
Competencies or
Objectives
II. CONTENT Visualizing division of fractions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide Pages 36 – 37
pages Lesson Guide in Elementary Mathematics Grade 6
pages 266 – 270

2. Learners Materials
pages
3. Textbook pages 21st Century MATHletes 5 pages 84-85
4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Division Local Heritage Matrix
Resources ARTCUL-INDMAT-I-P14

258
 ARTCUL-VALPRA –III-P25
IV. PROCEDURE
A. Review previous Game (Give the reciprocal)
lesson or What are reciprocals? Let us have a game on
presenting the new giving the reciprocals of the following fractions. What
lesson 1 3 1 7 5
is the reciprocal of ? 4 ? 5 ? 5 ?4 ?
2

B. Establishing a purpose Have you experienced helping your parents in

for the lesson
earning for the family? What did you do to help your
parents? How does it feel helping them?

C. Presenting Manay Rosa has 3 kilos of malagkit. She wants to

examples/instances of the make binutong to be sold in their barangay. How
new lesson many binutong can she make if each binutong needs
1
kilo of malagkit?
12

D. Discussing new Who cooked binutong? What are the main

concepts and practicing
ingredients in making binutong?
new skills #1
What is asked in the problem? What are the
given facts? What is the operation to be used to
solve the problem?
E. Discussing new Let us use a fraction chart to answer
concepts and practicing
the problem. (The teacher can also use
new skills #2
number lines to answer the problem.)
1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12

1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12

1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12

1
Therefore, 3 ÷ 12
= 36 pieces of binutong

259
 Manay Rosa can make 36 pieces of binutong
out of 3 kilos of malagkit.

F. Developing mastery Each group will be given task cards. They will
perform the activity in 10 minutes.
Average Group 1
Use a number line to show the following.
Report to the class how your group solves for the
answer.
1
10 ÷ = _____
5

Average Group 2
Use a number line to show the following.
Report to the class how your group solves for the
answer.
5 1
÷ 3 = _____
6

Advance Group 1
Solve the problem using drawings and report to
the class how your group solves for the answer.
3
A big container is to be filled full of
4
1
water. It takes 5 minutes to fill it 4
full. How long

will it take to fill the container?

Advance Group 2
Solve the problem using drawings and report to
the class how your group solves for the answer.
Manoy Dan the baker had 2 kilograms of
1
flour. He used 8 kilogram for every sliced bread.

How many sliced bread did he bake?

G. Finding practical Use drawings or number line to solve the following.
applications of concepts 1
and skills in daily living 1. 4 ÷ = _____
6

260
 9 1
2. ÷ 12 = _____
12
1 1
3. ÷ 8 = _____
4
2
4. 12 ÷ 3 = _____
8 1
5. ÷3 = _____
12

(Note: The pupils will use slate or show

me boards to show their answers.)

H. Making generalizations How do we visualize division of fractions?

and abstractions about
(Visualizing division of fractions can be done
the lesson
using drawings/ illustrations or number lines.)

I. Evaluating learning Use number lines to illustrate the following division

sentence. (The teacher will provide ready-made
number lines for this activity.)
3
1. 12 ÷ 4 = _____
1
2. 9 ÷ 3 = _____
1 1
3. ÷ 6 = _____
2
1
4. 5 ÷ = _____
4
4
5. ÷ 3 = _____
5

J. Additional activities for 1. Enrichment

application or remediation
Solve the following problems using drawings.
a. Manay Dory had 5 kilograms of sugar. She
1
wants to repack it into 4 kilograms to be

sold in her sari-sari store. How many

pieces did she make?
3
b. Emerald allotted 4 of an hour cleaning their

261
 2
house, she spent hour for every part of
8

the house. How many parts did she clean?

2. Remediation

Use number lines to illustrate the following

division sentence.
1
a. 10 ÷ 3 = _____
1 1
b. ÷ = _____
3 4
2
c. ÷ 2 = _____
3

(Note: The teacher will choose the

appropriate assignment depending upon
the result of the evaluation.)

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I
wish to share with other
teachers?

262
 Mathematics 5
LESSON 2
Quarter 1 Week 9
Day 2

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental operations
involving whole numbers

B. Performance The learner is able to apply divisibility, order of

Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Divide simple fractions M5NS-Ii-96.1a
Competencies or
Objectives
II. CONTENT Dividing simple fractions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide Pages 36 - 37
pages
2. Learners Materials
pages
3. Textbook pages 21st Century MATHletes 5 pages 84-85
4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Division Local Heritage Matrix ARTCUL-INDMAT-
X-P18
Resources

IV. PROCEDURE
A. Review previous Drill (optional)
Divide the following. (Use flashcards for this
263
 lesson or presenting activity.)
12 ÷ 3 = N 20 ÷ 5 = N 9 ÷ 3 = N
the new lesson
6÷2=N 8÷2=N
Review
Use the number lines to illustrate the following
division sentence.
1
2÷5=

1
÷3=
2

3 1
÷2=
4

B. Establishing a purpose Who among you here have seen an abaca plant?
for the lesson
Who can describe an abaca plant? We can get
abaca fiber from it and it is woven into sinamay that
is used to make placemats, bags and other
handicraft products.(Show picture of an abaca
plant)

C. Presenting 3
Lyncelle has abaca sinamay that is 4 of a foot in
examples/instances of the 1
length. She needs to cut pieces that are 16 of a foot
new lesson
long for her project in EPP. How many pieces can
Lyncelle cut?

D. Discussing new 1. Who made a project? What material did she use
concepts and practicing to make her project?
new skills #1 2. What is asked in the problem?
What are the given facts?
3. Draw an illustration of the problem.
4. What operation should be used to
solve the problem?
5. What mathematical statement can
be drawn out of the word problem?
6. Do you think she can earn money
out of her project? How?

E. Discussing new Ask pupils to solve the problem given above

concepts and practicing
through different strategies of solving problems.
new skills #2
F. Developing mastery Each group will be given a task card. They will
perform the activity within 10 minutes in their

264
 respective groups.

Average Group 1

Solve the following equations. Look for the letter

with the correct answer. What word is formed?
1 3 1 1
T = 22 M=4 A = 13 H = 15
3
C = 34
3 1
÷ 2 = ___
8
1 1
÷ 4 = ___
3
5 1
÷ 3 = ___
6
3 1
÷ 2 = ___
5

Average Group 2
Find my partner. Solve the
equations in column A and look for
its partner in column B.

A B
2 1
÷ 3 = ___ 6
5
7 1 1
÷ 2 = ___ 15
8
3 1 4
÷ 8 = ___ 15
4
3 1 3
÷ 3 = ___ 14
5

Advance Group 1
With the use of a fraction dice
divide the pair that may appear as
you toss the dice. ( Perform at
least 3 trials)
Advance Group 2
Use fraction cards for this activity.
Divide the pair that may appear as
you flip the fraction cards. (
Perform at least 3 trials)
G. Finding practical Divide the following. (Answer the following orally
applications of concepts use flashcards.)
and skills in daily living 3 1
1. ÷ = _____
5 2
3 2
2. ÷5 = _____
8

265
 4 2
3. ÷3 = _____
5
2 1
4. ÷4 = _____
9

4 1
5. 5 ÷3 = _____

H. Making generalizations How do we divide fraction by another fraction?

and abstractions about the (Note: Elicit answers from the pupils. Write the
lesson pupil’s answer on the board.)
To divide a fraction by another fraction multiply the
dividend by the reciprocal of the divisor.
I. Evaluating learning Find the quotient in simplest form.
3 2
1. 5 ÷3 = _____
4 3
2. ÷ = _____
7 4
5 3
3. 10 4
÷ = _____
5 2
4. ÷3 = _____
9
1 7
5. 2
÷ 8 = _____

J. Additional activities for Enrichment

application or remediation Divide the following and reduce your answer to
lowest term whenever possible.
4 2
1) 9 ÷7 = _____
4 3
2) ÷ = _____
7 4
2 1
3) ÷ = _____
4 7
6 3
4) ÷ = _____
11 6
1 6
5) 2
÷3 = _____

Remediation
Find the quotient of the following:
1 1
1. 4 ÷ 2 = _____
3 1
2. ÷ = _____
4 8
2 1
3. ÷ = _____
6 12
2 1
4. ÷ 3 = _____
5
4 2
5. ÷ 3 = _____
9

(Note: The teacher will choose the appropriate

assignment depending upon the result of the
evaluation.)
V. REMARKS
VI. REFLECTION

266
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I wish
to share with other
teachers?

267
 Mathematics 5
LESSON 3
Quarter 1 Week 9
Day 3

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental operations
involving whole numbers

B. Performance The learner is able to apply divisibility, order of

operations, factors and multiples, and the four
Standards
fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Divide whole numbers by a fraction and vice versa
M5NS-Ii-96.2
Competencies or
Objectives
II. CONTENT Dividing whole numbers by a fraction and vice
versa
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide Pages 36 – 37
pages
2. Learners Materials
pages
3. Textbook pages 21st Century MATHletes 5 pages 84-85
4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Division Local Heritage Matrix ARTCUL-INDMAT-
Resources V-P16
IV. PROCEDURE

268
 A. Review previous How do you divide simple fractions? What are the
steps in dividing fraction by a fraction? Let us
lesson or presenting
check the assignment given yesterday. Write your
the new lesson solutions on the board and be able to explain your
answer.
B. Establishing a purpose What is your favorite merienda after school? Do
for the lesson
you eat kakanin? What are the kakanin that you
want to eat?

C. Presenting Mother cooked linukay for merienda. She divided it

examples/instances of the into two equal parts. One part was eaten by her
new lesson and her husband and the other half was set aside
for her daughter. What part of the linukay will
mother and her husband receive?

D. Discussing new Who cooked linukay for merienda? Who ate the
concepts and practicing linukay?
new skills #1 What is asked in the problem? What
are the given facts? What is the operation to be
used to solve the problem?

E. Discussing new Let us draw a rectangular figure to

concepts and practicing represent the linukay.
new skills #2 1 1
2 2

1 1 1 1
4 4 4 4

1 1
Therefore, 2 ÷2 = 4
1
of the linukay was eaten by mother and the other
4
1
was eaten by her husband
4

F. Developing mastery Distribute the activity cards and the

pupils will work by group.
Average Group 1
Solve for the following division sentence. Report
to the class how your group solves for the
answer.
4
16÷ 8 = _____

Average Group 2
Solve for the following division sentence. Report

269
 to the class how your group solves for the
answer.
6
24÷ 8= _____

Advance Group 1
Solve the problem and report to the class how
your group solves for the answer.
3
How many 7 can you get
from 21

Advance Group 2
Solve the problem and report to the class how
your group solves for the answer.
What is the value of N in 6 ÷
3
= N?
4
G. Finding practical Divide the following. (Use your show-me-boards in
applications of concepts writing your final answers.)
and skills in daily living 1
1. 20 ÷ 2 = _____
2
2. 16 ÷ 5 = _____
2
3. 8 ÷ 3 = _____
1
4. 7 ÷ 4 = _____
1
5. 10 ÷ 3 = _____

H. Making generalizations How do we divide a whole number by a fraction?

and abstractions about the
lesson
I. Evaluating learning Find the quotient in simplest form.
2
1. 4 ÷ 3 = _____
3
2. 7 ÷ 4 = _____
3
3. 10 ÷ 4 = _____
1
4. 5 ÷ = _____
4
4
5. 3÷ = _____
5

J. Additional activities for 1. Enrichment

application or remediation Read and solve the following:
a. How many fifths are there in 20?
b. How many thirds are there in 12?
1
c. How many 7 are there in 30?
3
d. How many 4 are there in 40?
4
e. How many 9 are there in 15?

270
 2. Remediation
Divide the following. Write the answer in simplest
form if possible.
1
1. 5 ÷ 5 = _____
2
2. 4 ÷ 5 = _____
3
3. 3 ÷ 4 = _____
2
4. 2 ÷ 3 = _____
3
5. 12 ÷ 6 = _____
(Note: The teacher will choose the
appropriate assignment depending
upon the result of the evaluation.)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I wish
to share with other
teachers?

271
 Mathematics 5
LESSON 4
Quarter 1 Week 9
Day 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental operations
involving whole numbers

B. Performance The learner is able to apply divisibility, order of

operations, factors and multiples, and the four
Standards
fundamental operations involving fractions in
mathematical problems and real-life situations.
C. Learning Divide whole numbers by a fraction and vice-versa
M5NS-Ii-96.1c
Competencies or
Objectives
II. CONTENT Dividing whole numbers by a fraction and vice-
versa
III. LEARNING
RESOURCES
A. References
1) Teacher’s Guide pages Teacher’s Guide Pages 36 – 37
2) Learners Materials
pages
3) Textbook pages 21st Century MATHletes 5 pages 84 – 85
4) Additional materials
from Learning Resource
(LR) Portal
B. Other Learning Division Local Heritage Matrix ARTCUL-INDMAT-
Resources V-P16
IV. PROCEDURE
A. Review previous lesson How do you divide whole numbers by a fraction?
or presenting the new

272
 lesson
B. Establishing a purpose What are the foods or kakanin sold in our school
for the lesson
canteen? What do you do with the extra food or
baon that you have during recess time?
3
C. Presenting Mrs. Cruz brought of maja blanca in a pan to her class
4
examples/instances of the then she divided it equally to her 12 pupils. How much
new lesson maja blanca did each pupil receive?

D. Discussing new Who brought the maja blanca?

concepts and practicing
new skills #1 What did she do with it?

What is asked in the problem?

What are the given facts?

What is the operation to be used to solve the

problem?

Who can write the number sentence?

E. Discussing new Solve the problem using a diagram.

concepts and practicing
new skills #2 1 1 1
4 4 4

3 1
Therefore, 4 ÷ 12 = 16
1
Each pupil will receive 16 of maja blanca

F. Developing mastery Distribute the activity cards and the pupils will work
by group.
Average Group:
Group 1
Solve for the division sentence. Using short method
1
÷ 8 = ________
16

Group 2
Solve for the division sentence. Using a diagram.
Advance Group

273
 Group 1
Solve the problem and report to the class how your
group solves for the answer.
7
Divide: Divide 18
by 21?

Group 2
Solve the problem and report to the class how your
group solves for the answer.
3
How many part can you get from 8 if equally
divided into half
G. Finding practical 1
1. ÷20 = _____
2
applications of concepts 2
and skills in daily living 2. ÷ 8 = _____
5
2
3. 3
÷ 10 = _____
1
4. 4
÷ 5 = _____
1
5. ÷ 5 = _____
4

H. Making generalizations How do we divide s fraction by a whole number.

and abstractions about the
lesson
I. Evaluating learning Find the quotient in simplest form.
2
1. ÷ 12 = _____
3
3
2. 4
÷ 9 = _____
3
3. ÷ 6 = _____
4
1
4. ÷ 8 = _____
4
4
5. 5
÷ 4 = _____

J. Additional activities for Divide the following. Write the answer in simplest
application or remediation form, if possible.
1
1. ÷ 5 = _____
5
2
2. ÷ 16 = _____
5
3
3. ÷ 24 = _____
4
2
4. ÷ 20 = _____
3
7
5. ÷ 28 = _____
19

V. REMARKS

274
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use? Discover which I wish
to share with other
teachers?

275