Math Five LP PDF

ii
Lesson Guides in Elementary Mathematics

Grade V

Copyright 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form
without a written permission from the Bureau of Elementary Education, Department of
Education.

The Mathematics Writing Committee

GRADE 5

Region 3

Nelia D. Bamba Pampanga
Magdalena P. Garcia Angeles City

Region 4

Gundalina C. Gonzales Batangas
Gerlie Ilagan Quezon
Consuelo Caringal Batangas

National Capital Region (NCR)

Emma S. Makasiray Pasig/San Juan
Ester A. Santiago Valenzuela
Milagros Juakay Pasig/San Juan
Lucia Almazan Manila
Julie La Guardia Valenzuela

Bureau of Elementary Education (BEE)

Federico L. Reyno
Noemi B. Aguilar
Ateneo de Manila University

Grace Uy

Support Staff

Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter M. Samulde
Roy L. Concepcion
Myrna D. Latoza
Eric S. de Guia Illustrator

Consultants

Fr. Bienvenido F. Nebres, SJ President,
Ms. Carmela C. Oracion Principal,
High School

Project Staff

Teresita G. Inciong Director IV
Merlita A. Nolido Chief, Curriculum Development Division
Mirla R. Olores Asst. Chief, Curriculum Development Division
Virginia T. Fernandez Project Coordinator

EXECUTIVE COMMITTEE

Edilberto C. de Jesus Secretary, Department of Education
Juan Miguel M. Luz Undersecretary for Finance and Administration
Fe A. Hidalgo Undersecretary for Programs and Projects

Printed in the Philippines.
ISBN 971-92775-4-8

iii
TABLE OF CONTENTS

Introduction............................................................................................................................. vii
Matrix .................................................................................................................................. vii-xviii

I. WHOLE NUMBERS

A. Comprehension of Whole Numbers

Reading and Writing Numbers through Billions .......................................................... 1
Properties of Addition ................................................................................................ 4
Properties of Multiplication ......................................................................................... 5
Rounding Numbers ................................................................................................... 9
Adding and Subtracting Large Numbers .................................................................... 12
Multiplying Whole Numbers ....................................................................................... 16
Dividing Whole Numbers ........................................................................................... 17
One-Step Word Problems .......................................................................................... 20
Two to Three-Step Word Problems ............................................................................ 23
Odd and Even Numbers ............................................................................................ 25
Greatest Common Factors (GCF) of Given Numbers ................................................. 27
Prime and Composite Numbers ................................................................................. 31
Prime Factors of a Number ........................................................................................ 34
Multiples of a Given Number...................................................................................... 37
Least Common Multiple (LCM) of a Set of Numbers .................................................. 41
Divisibility Rules
2, 5 and 10 .................................................................................................... 44
3, 6 and 9 ..................................................................................................... 47
Classifying Numbers as Divisible by 2, 3, 4, 5, 6, 9 and 10 ............................ 50
Classifying Numbers as Divisible by 2, 3, 4, 5, 6, 9 and 10 ............................ 52

II. RATIONAL NUMBERS

A. Comprehension of Fractions

Changing Dissimilar Fractions to Similar Fractions ..................................................... 54
Equal Fractions ......................................................................................................... 58
Changing Dissimilar Fractions to Lower/Higher Terms (LCM/GCF) ............................. 62
Estimating Fractions Close to 0, or 1 ...................................................................... 67

B. Addition

Adding Similar Fractions ............................................................................................ 71
Visualizing Addition of Dissimilar Fractions ................................................................ 76
Adding Dissimilar Fractions ....................................................................................... 81
Adding Dissimilar Fractions and Whole Numbers ....................................................... 85
Adding Whole Numbers and Mixed Forms ................................................................. 89
Adding Dissimilar Fractions and Mixed Forms ............................................................ 93
Adding Mixed Forms .................................................................................................. 96
Estimating Sums of Fractions .................................................................................... 100
Adding Mentally Similar Fractions .............................................................................. 103
Solving Problems ...................................................................................................... 106

iv
C. Subtraction

Visualizing Subtraction of Fractions ........................................................................... 111
Subtracting Whole Numbers from Mixed Forms ......................................................... 115
Subtracting Mixed Forms (Similar Denominators) ...................................................... 118
Subtracting Fractions from Whole Numbers ............................................................... 121
Subtracting Fractions from Mixed Numbers ............................................................... 125
Subtracting Mixed Number from Whole Numbers ....................................................... 130
Visualizing Subtraction of Dissimilar Fractions ........................................................... 134
Subtracting Dissimilar Fractions ................................................................................. 138
Subtracting Dissimilar Fractions from Mixed Forms .................................................... 141
Subtracting Mixed Forms ........................................................................................... 146
One-Step Word Problems .......................................................................................... 151
Two-Step Word Problems .......................................................................................... 155

D. Multiplication

Visualizing Multiplication of Fractions ......................................................................... 159
Fractional Part of a Number ....................................................................................... 164
Translating Expressions into Equations ..................................................................... 167
Multiplying Fractions
By Fractions .................................................................................................. 171
By Whole Numbers ....................................................................................... 174
By Mixed Forms ............................................................................................ 177
Multiplying Mixed Forms ............................................................................................ 182

E. Ratio and Proportion

Comparing and Writing Ratios ................................................................................... 190
Ratios in Lowest Terms ............................................................................................. 194
Equal Ratios .............................................................................................................. 196
Ratio and Proportion .................................................................................................. 200
Missing Term in a Proportion ..................................................................................... 204

F. Decimals

Renaming in Decimal Form Fractions Whose Denominators
are Powers of 10 ........................................................................................... 207
Place Value of Decimal Numbers .............................................................................. 211
Reading and Writing Decimals through Thousandths ................................................. 213
Rounding Decimals ................................................................................................... 217

G. Addition and Subtraction of Decimals

Adding Decimals ....................................................................................................... 219
Subtracting Decimals ................................................................................................. 221
Adding Mixed Decimals with Regrouping ................................................................... 223
Subtracting Mixed Decimals with Regrouping ............................................................ 227
Solving Two-Step Word Problems ............................................................................. 232

v
H. Multiplication of Decimals

Visualizing Multiplication of Decimals ......................................................................... 235
Multiplying:
Tenths by Tenths .......................................................................................... 238
Hundredths by Tenths and Vice Versa .......................................................... 241
Mixed Decimals by Whole Numbers .............................................................. 243
Mixed Decimals by Mixed Decimals .............................................................. 246
Decimals by 10 and 100 ................................................................................ 250
Decimals Mentally ......................................................................................... 252

I. Division of Decimals

Visualizing Division of Decimals Using Models ........................................................... 258
Dividing Decimals
By Whole Numbers ....................................................................................... 261
By Decimals through Hundredths .................................................................. 264

J. Percent

Visualizing Percent .................................................................................................... 270
Relationship between Fractions, Ratio and Percent ................................................... 273
Relationship between Percent and Decimal ............................................................... 277
Relating Fractions, Ratios, Decimals and Percents .................................................... 280
Meaning of Elements used in Solving Percentage Problems ...................................... 283
Determining the Percentage of a Number .................................................................. 288

III. GEOMETRY

Visualizing Polygons .................................................................................................. 292
Five or More Sided Polygons ..................................................................................... 295
Visualizing and Identifying Congruent Polygons ......................................................... 297

IV. MEASUREMENT

A. Circumference of a Circle

Formula for Finding the Distance Around a Circle ...................................................... 301
Circumference of a Circle .......................................................................................... 304
Solving Problems involving Circumference Measure .................................................. 307

B. Area

Area of Parallelogram ................................................................................................ 309
Area of Trapezoid ...................................................................................................... 313
Area of a Circle ......................................................................................................... 317

vi
C. Volume

Unit of Measure Used for Measuring Volume
of Cubes and Rectangular Prism ................................................................... 323
Converting One Cubic Unit of Measure to Larger/Smaller Unit ................................... 325
Counting Cubes to Find Volume of Cubes/Rectangular Prism .................................... 328
Solving Problems ..................................................................................................... 332

D. Temperature Measure

Parts of a Thermometer ............................................................................................. 334
Reading a Thermometer ............................................................................................ 336

V. GRAPHS

A. Line Graph

Reading and Interpreting Data Presented in a Line Graph ......................................... 342
Constructing a Line Graph ......................................................................................... 347
Finding the Average of Data Presented in a Line Graph ............................................. 350

vii

I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were
developed by the Department of Education through the Bureau of
Elementary Education in coordination with the Ateneo de Manila
University. These resource materials have been purposely
prepared to help improve the mathematics instruction in the
elementary grades. These provide integration of values and life
skills using different teaching strategies for an interactive
teaching/learning process. Multiple intelligences techniques like
games, puzzles, songs, etc. are also integrated in each lesson;
hence, learning Mathematics becomes fun and enjoyable.

The skills are consistent with the Basic Education
Curriculum (BEC)/Philippine Elementary Learning Competencies
(PELC). These should be used by the teachers as a guide in their
day-to-day teaching plans.

viii
MATRIX IN ELEMENTARY MATHEMATICS
Grade V

List of Competencies Values Integrated Strategies Used
Multiple Intelligence
Techniques
I. WHOLE NUMBERS
A. Comprehension of
Whole Numbers

1. Place Value Alertness, Accuracy Working back, Games,
Concept development
Numbers, Movements,
Cooperative groups
2. Properties of Whole
Numbers

Addition Alertness, Speed Working back, Game Cooperative groups,
Manipulative
Multiplication Cooperation, Active
participation,
Alertness
Concept development,
Game
Manipulative
3. Rounding numbers Concern for others Modeling, Skill
development
Manipulative, Charts
4. Operations of Whole
Numbers:

Adding and
Subtracting
Neatness Flowchart, Concept
development
Puzzles, Charts
Multiply Whole
Numbers
Patience Concept development Numbers
Dividing Whole
Numbers
Speed and accuracy Concept development,
Modeling, Game
Investigation, Chart,
Cooperative groups
5. Problem Solving
Involving Large
Numbers: 1-step and
2- to 3-step
Alertness, Accuracy,
Cooperation
Simplifying the
problem, Game
Reading
6. Subset of Whole
Numbers

6.1 Differentiate odd from
even numbers
Alertness Looking for patterns Numbers, Games, Chart
6.2 Give the common
factors of given
numbers
Cooperation Listing method/Making
an organized list
Reading, Speaking,
Writing, Numbers, Charts/
Tables, Games,
Simulation
6.3 Identify prime and
composite numbers
Humility Concept development,
Modeling
Games, Hands-on
activities, Reading,
Speaking, Writing
6.4 Find prime factors of
a number
Alertness

Listing, Tables, Making
an organized list
Numbers, Reading,
Speaking, Writing,
Cooperative groups,
Hands-on activities
6.5 Show multiples of a
given number by 10,
100
Willingness to join
group activities
Listing, Tables Games, Numbers, Hands-
on activities, Reading,
Speaking, Writing
6.6 Find the least
common multiple of
a set of numbers
Cooperation Listing, Concept
development
Games, Hands-on
activities
Active participation Listing, Tables Numbers, Reading,
Speaking, Writing,
Games, Simulation, Logic
6.7 Tell when a number
is divisible by
another number
(Divisibility Rules)

Active participation
Appreciation for the
use of divisibility
Looking for patterns Games, Numbers,
Reading, Speaking,
Writing, Simulation, Logic

ix
Techniques

Rules in real life
situations, Teamwork,
Sportsmanship

Tables/Listing Games, Charts, Reading,
Speaking, Writing, Log
II. RATIONAL
NUMBERS

A. Comprehension of
Fraction

1. Change dissimilar
fractions to similar
fractions
Helpfulness, Active
participation in class
activities
Drawing, Modeling
Cooperative groups,
Writing, Speaking, Writing
1.1 Visualize changing
dissimilar fractions to
similar fractions

1.2 Identify equal
fractions
Positive attitude
Towards sharing
Modeling, Concept
development
Cooperative groups,
Manipulatives
1.2.1 Use cross product
to determine
whether 2 fractions
are equal
Thoughtfulness Concept development,
Modeling
Games, Reading,
Cooperative groups,
Writing, Speaking
1.3 Change fractions to
lower/higher term
(LCM/GCF)
Diligence Listing, Modeling,
Concept development
Cooperative groups,
Hands-on activities
2. Estimate fractions
close to 0,
2
1
, or 1
Sportsmanship Modeling, Listing Games, Cooperative
groups, Writing
B. Comprehension on
Addition of
Fraction

1. Add numbers in mixed
forms with similar
and dissimilar
fractions without and
with regrouping

1.1 Add two to four
similar fractions
Proper care of ones
belongings
Modeling, Drawing
pictures
Cooperative groups,
Drawing, Reading,
Writing, Speaking, Hands-
on activities
1.2 Visualize addition of
dissimilar fractions
Peace and harmony Modeling, Guess and
check
Cooperative groups,
Hands-on activities,
Games
1.3 Add dissimilar
fractions
Obedience Concept development,
Modeling, Drawing
pictures, Simplifying
the problem
Cooperative groups,
Drawing, Reading,
Writing, Speaking,
Movement, Manipulative
1.4 Add dissimilar
fractions and whole
numbers
Industry Modeling, Listing,
Game
Manipulative, Storytelling,
Cooperation groups
1.5 Add whole number
and mixed forms
Spending time wisely Game, Drawing,
Diagram, Modeling
Painting, Cooperative
groups, Puzzles
1.6 Add mixed form and
a dissimilar fraction
Thoughtfulness Modeling, Concept
development
Use of Diagrams, Hands-
on activities, Cooperative
groups
1.7 Add mixed forms Recycling,
Cooperation
Modeling, Acting out Numbers, Reading,
Writing, Speaking,
Cooperative groups

x
Techniques
1.8 Estimate sum
1.9 Add mentally two
fractional units with
similar denominators
Helpfulness Concept development

Speaking, Hands-on
activities
2. Application of Addition
of Fractions

2.1 Solve word problems
involving addition of
similar and dissimilar
fractions without or
with regrouping
Cooperation Modeling, Flowchart,
Concept development

Cooperative groups,
Diagram, Numbers,
Reading, Writing,
Speaking, Scientific
method
2.1.1 Analyze the word
problem

2.1.1.1 Tell:
what is asked
what is/are given
the word clue
the operation to be
used

2.1.2 Transform word
problem into a
number sentence

2.1.3 Use the correct
operation

2.1.4 State the complete
answer

C. Comprehension on
Subtraction of
Fractions

1. Subtract fractions and
mixed forms with
common denominators
without and with
regrouping

1.1 Visualize subtraction
of fractions
Perseverance in ones
work
Drawing pictures,
Modeling, Acting out
the problem
Drawing, Hands-on
activities, Bodily
movements
1.2 Subtract whole
numbers from
mixed forms
Helping parents/elders Looking for patterns,
Decoding the secret
message
Reading, Writing,
Speaking
1.3 Subtract mixed
numbers from
mixed numbers
(with similar
fractions)
Thrift and economy Concept development,
Modeling
Manipulative, Cooperative
groups
1.4 Subtract fractions
from whole
numbers
Sharing Games, Concept
development, Modeling
Games, Hands-on
activities, Cooperative
groups
from mixed
numbers
Love and concern Modeling, Acting out
the problem
Diagram, Nature,
Cooperative groups, Self-
awareness activities
1.6 Subtract mixed
numbers from
whole numbers
Dignity of labor Concept development,
Drawing pictures,
Flowchart
Independent study,
Cooperative groups,
Singing

xi
Techniques
2. Subtract Dissimilar
Fractions
Cooperation Games, Modeling,
Acting out the problem
Games, Cooperative
groups, Manipulative
2.1 Visualize subtraction
of dissimilar
fractions
Sharing Concept development,
Drawing pictures
Games, Cooperative
from mixed
numbers
Love and concern Modeling, Acting out
the problem
Diagram, Nature,
Cooperative groups, Self-
awareness activities

2.3 Subtract mixed
numbers from
mixed numbers
Sharing ones
blessings
Modeling, Concept
development
Cooperative groups,
Hands-on activities
3. Subtract mentally
similar fractions

4. Application of
Subtraction of
Fractions

4.1 Solve word problem
involving
subtraction of
fractions
Positive attitude
towards body
exercise, Alertness
Drawing pictures,
Cooperative learning
Cooperative groups
4.1.1 Analyze word
problems

4.1.1.1 Tell:
what is asked
what is/are given
the word clue
the operation to be
used

4.1.2 Transform the word
problem into a
number sentence

operation

answer

5. Application of Addition
and Subtraction of
Fractions

5.1 Solve 2-step word
problems involving
addition and
subtraction of
fraction
Spend ones money
wisely
Drawing/diagram,
Modeling
Cooperative groups,
Reading, Speaking,
Writing, Hands-on
activities
D. Comprehension of
Multiplication of
Fractions

1. Multiply fractions by
whole number, mixed
form by a fraction

1.1 Visualize
multiplication of fractions
Cooperation Visualization, Modeling Diagram, Cooperative
1.2 Find a fractional part
of a number
Alertness, Active
participation
Group contest,
Simplifying the
problem
Manipulative, Drawings,
Linguistics

xii
Techniques
1.2.1 Translate
expressions such as
2
1

of
3
2
of
6
1

1.3 Multiply
1.3.1 fraction by another
fraction
Sharing, Accuracy in
computation
Concept development Manipulative, Cooperative
groups
1.3.2 fraction by a whole
number
Sharing Group games,
Modeling, Drawing
graphs

Graphs, Speaking
1.3.3 mixed form by a
fraction

Wise buying and
choosing the right kind
of food
Modeling
Cooperative groups,
Speaking, Reading,
Writing, Movements,
Reporting

1.3.4 mixed form by a
mixed form
Positive attitude
towards work
Modeling, Using grids,
Drawing picture
Speaking, Charts

2. Multiply mentally
fraction units

3. Application of
multiplication of fractions

involving multiplication of
fractions
Willingness to work Concept development Reading, Writing,
Reporting

problem
Sharing blessings with
others
Simplifying the
problem, Writing
equation
Cooperative groups,
Movements, Independent
study
3.1.1.1 Tell:
what is asked
what is/are given
the word clue
the operation to be
used

problem into number
sentence

3.1.3 Use the determined
operations

answer

4. Application of
Multiplication

E. Comprehension of
Ratio and Proportion

Reducing ratios to lowest
terms
Love for Mother Earth Modeling, Use of
tables
Global themes, Charts
1. Express the ratio of
two numbers

1.1 Visualize the ratio of
two given sets of objects
Appreciation,
Cooperation
Modeling, Use of
tables, Finding a
pattern
Tables, Self-awareness,
Cooperative groups
1.2 Express the ratio of
two numbers by using
either colon (:) or a
fraction
Appreciation Use of tables, Concept
development
Cooperative groups,
Hands-on activities

xiii
Techniques
2. Forms Proportion for
Numbers
Cooperation Cooperative learning,
Finding a pattern,
Concept development

Cooperative groups
F. Comprehension of
Decimals

1. Read and write
decimals through
thousandths
Awareness to current
issues
Drawing table, Chart,
Looking for patterns
Manipulative, Tables,
Charts
1.1 Rename in decimal
form fraction whose
denominators are powers
of 10
Accuracy, Alertness,
Speed
Using Tables,
Diagrams, Modeling,
Simplifying the
problem

Reading, Speaking,
Writing, Numbers
1.2 Give the place value
of each digit of a given
decimal
Accuracy, Orderliness Concept development Constructing charts,
Reading, Speaking,
Writing, Cooperative
groups, Individual study
2. Round decimals to the
nearest
tenths/hundredths/
thousandths
Accuracy, Speed Concept development,
Modeling, Discovering
a pattern
Body movement,
Independent study,
Speaking, Drawing
G. Comprehension of
Addition and
Subtraction of
Decimals
Accuracy, Speed Concept development,
Skill development
Reading, Speaking,
Writing, Games
1. Add and subtract
decimals through
thousandths without and
with regrouping
Accuracy, Speed Game, Concept
development
Numbers
2. Add and subtract
mixed decimals with
regrouping
Accuracy Modeling, Concept
development, Acting
out the problem
Cooperative groups,
Speaking
Subtract mixed
decimals with
regrouping
Accuracy Game, Concept
development
Charts, Cooperative
groups
Subtract mixed
decimals from whole
numbers
Dignity of labor Concept development,
Drawing, Pictures,
Flowchart
Independent study,
Cooperative groups,
Singing
3. Application of addition
and subtraction of
decimals

involving either addition
or subtraction of
decimals including
money
Accuracy, Speed,
Thoughtfulness, Thrift
Guess and check,
Educated guess,
Simplifying the
problem
Reading, Speaking
3.2 Solve 2-step word
problems involving
addition and subtraction
of decimals including
money

Appreciation Group games,
Simplifying the
problem
Movements, Cooperative
groups

xiv
Techniques
H. Comprehension of
Multiplication of
Decimals

1. Multiply mixed
decimals and whole
numbers

1.1 Visualize
multiplication of decimals
using models
Keep ones work and
work area neat and
clean
Modeling, Drawing
graphs
Cooperative groups,
Graphs
1.2 Tenths by another
tenths
Appreciation of the
beauty of nature
Modeling
Diagrams, Nature
1.3 Hundredths by tenths
and vice versa
Sharing Acting out the problem,
Looking for patterns
Diagrams
2. Generalize the step in
multiplying decimals

3. Multiply mixed
decimals with tenths and
hundredths by whole
numbers

Working well with
others
Games, Concept
development
Games, Hands-on
activities, Cooperative
groups
4. Multiply mixed
decimals by mixed
decimals with tenths and
hundredths
Health consciousness,
Accuracy
Game, Concept
development
Puzzles
5. Multiply decimals by
10 and 100
Awareness Looking for patterns,
Tables, Self-awareness
activities
6. Multiply decimals
mentally by 0.1, 0.01,
and 0.001
Helpfulness,
Cooperation
Looking for patterns,
Drawing tables
Tables, Cooperative
groups
7. Application of
Multiplication of Decimals

involving multiplication of
decimals including
money
Accuracy, Spending
money wisely
Acting out the problem,
Simplifying the
problem
Writing, Speaking, Simple
play, Cooperative groups
I. Comprehension of
Division of Decimals

1. Divides decimals
through hundredths

1.1 Visualize division of
decimals using models
Cooperation Modeling, Acting out
the problem
Cooperative groups,
Manipulative, Hands-on
Writing
1.2 Divide decimals by
whole numbers
Health consciousness Concept development,
Modeling
Independent study,
Reading, Writing,
Speaking, Graphing
1.3 Divide decimals by
decimals through
hundredths

2. Application of Division
of Decimals

involving division of
decimals
Wise spending Concept development,
Simplifying the
problem
Independent study,
Reading, Writing,
Speaking, Diagrams
problem

xv
Techniques
2.1.1.1 Tell:
- what is asked
- what is/are given
- the word clue
- the operation to be
used

problem into a
number sentence

operation

answer

J. Comprehension of
Percent

1. Relate fractions/ratios,
decimals and percent

1.1 Visualize the
meaning of percent
(%)
Cooperation,
Appreciation for the
use of percent in real-
life situations

Modeling, Drawing
pictures, Concept
development
Drawing, Hands-on
activities, Manipulative,
Cooperative groups
1.2 Give the relationship
between
fractions/ratios and
percents (with
visual models)

Health consciousness,
Showing concerns for
others
Modeling, Making
tables
Collecting data, Scientific
method, Music, Dancing,
Body movements, Using
chart
between percent
and decimal (with
visual models)
Cooperation Concept development,
Reading, Writing,
Speaking, Manipulative
among fractions/
ratios, decimals and
percents
Honesty Acting out the problem,
Modeling, Preparing a
table
Skit and play, Hands-on
Writing, Speaking,
Drawing
III. GEOMETRY
A. Comprehension of
Polygons

1. Draws 3- to 4-sided
polygons

1.1 Visualize polygons Work cooperatively in
a group, Patience
Modeling, Drawing
pictures, Acting out the
problem
Speaking, Drawing,
Cooperative groups
1.2 Identifies kinds of
polygons

1.3 Describes polygons
2. Draws 5- or more-
sided polygons e.g.
pentagon, hexagon,
etc.
Cooperation Looking for patterns,
Modeling, Drawing
pictures
Nature, Drawing,
Cooperative groups

xvi
Techniques
2.1.2 Transforms the
word problem into a
number sentence

2.1.3 Uses the correct
operation

2.1.4 States the complete
answer

IV. MEASUREMENT
A. Comprehension of
Area

1. Finds the area of other
plane figures in square
meters/centimeters
parallelograms
trapezoids
circles

2. Application of
Measurement of Area

2.1 Solves word
problems involving
area of plane figures

2.1.1 Analyzes the word
problem
Patience, Industry,
Helpfulness
Modeling, Simplifying
the problem, Writing
equation
Reading, Writing,
Speaking, Cooperative
groups, Diagrams
3. Draws congruent and
similar polygons

3.1 Visualizes
congruence/ similarity
of polygons
Willingness to do
assigned task

3.2 Identifies congruent/
similar polygons

B. Comprehension of
Circumference of
Circle

1. Finds the
circumference of a
circle in centimeter/
meter

1.1 Derives a formula for
finding the distance
around circle
Accuracy Concept development,
Acting out the problem,
Modeling, Developing
formula and writing
equation
Movements, Cooperative
2. Application of the
Concept of
Circumference

2.1 Solves word
problems involving
circumference
measure
Creativity in doing
things
Simplifying the
problem
Cooperative groups,
Reading, Writing,
Speaking
2.1.1 Analyzes the word
problem

xvii
Techniques
2.1.1.1 Tell:
what is
asked
what is/are
given
the word clue
the operation
to be used

problem into a
number sentence

operation

answer

C. Comprehension of
Volume

1. Find the volume of a
cube/ rectangular
prism

1.1 Tell the unit of
measure used for
measuring the volume
of cubes/ rectangular
prism
Accuracy Concept development Game, Manipulative,
Reading, Writing,
Speaking
1.2 Convert one cubic
unit of measure to a
larger or smaller unit
Active participation Listing Game, Numbers,
Cooperative groups,
Reading, Writing,
Speaking
1.3 Derive a formula for
finding the volume of
cube/rectangular prism
Appreciation of
application of volume
in daily life situations
Develop formula and
write equation
Game, Manipulative,
Reading, Writing,
Speaking, Diagrams
2. Application of
Measurement of
Volume

involving measurement
of volume
Sharing Guess and check,
Modeling
Scientific method, Nature
problem

2.1.1.1 Tell:
what is
asked
what is/are
given
the word clue
the operation
to be used

problem into a
number sentence

operation

xviii
Techniques
answer

D. Comprehension of
Temperature
Measure

1. Give body/weather
temperature using
degree Celsius

1.1 Identify the parts of a
thermometer
Sportsmanship Modeling, Group
games
Reading, Writing,
Speaking, Cooperative
groups
1.2 Read a thermometer Cooperation Concept development,
Modeling, Group
games
Cooperative groups,
Movements, Reading,
Writing, Speaking
2. Application of
Temperature Measure

2.1 Solve word problem
involving body/weather
temperature
Accuracy Visualization, Acting
out the problem
Nature, Scientific method
V. Graphs
A. Comprehension of
Graphs

1. Read/Interpret data
presented in a line
graph
Proper nutrition Drawing graphs Graphs, Self-awareness
activities
2. Read a line graph
3. Construct a line graph Cooperation Graphs, Tables Graphs, Cooperative
groups
3.1 Organize data
presented in a line
graph

3.2 Find the average of
data presented in a
line graph
Cooperation Graphs, Tables Cooperative groups,
Reading, Writing,
Speaking, Games,
Numbers, Graphs

1
Reading and Writing Numbers through Billions

I. Learning Objectives

Cognitive: 1. Give the place value of each digit in a 6- or more digit number
2. Read and write numbers through billions in figures and in words correctly
Psychomotor: Write numbers through billions in figures and in words
Affective: Observe accuracy in reading and writing numbers through billions in figures and
in words

II. Learning Content

Skill: Reading and writing numbers through billions in figures and in words
Reference: BEC-PELC I.A.1
Materials: place value chart, number cards
Value: Alertness, Accuracy

III. Learning Experiences

A. Preparatory Activities

1. Drill

Writing Numbers in Expanded Form to Standard Form

Strategy 1 Think and Share

Materials: expanded form of numbers written in reusable
card board like boxes of powdered soap
Mechanics:
a. Distribute 2 copies of a number in expanded form to a boy and a girl.
b. Let the two write the standard form of the number one on top of the other on the board.
c. The purpose of the game is to easily compare the places and digits of the standard form
of the number.
d. Have volunteers read the first number, give the place value of each digit and the value of
each digit.
e. Then have them give the place value and the value of each digit in the second number.
f. The game continues until all the five pairs of numbers are written on the board.

Strategy 2 Forming Numbers (Game)

Materials: Number cards with numbers 0-9 written on reusable
materials like boxes of milk, powdered detergent, etc.
Mechanics:
a. One group of 10 boys and 1 group of 10 girls will be given number cards 0-9.
b. As the teacher says a number, the boys and the girls groups will form the said number
as fast as they could by standing in front of the class.
c. The group that is able to form the correct number first gets the point.
d. The game will go on until all the numbers prepared by the teacher have been dictated.
e. The group with the highest points wins.

2. Review

Reading smaller group of numbers written on reusable materials

2
B. Developmental Activities

1. Presentation

Strategy 1: Problem Opener

The total student population in the Philippines according to the Philippine Yearbook
1999 is sixteen million, three hundred nine thousand, five hundred fifty-six.

Ask the following questions:
a. How is this number written in numerals?
b. How are the digits grouped?
c. Where do we start grouping the number by 3s?
d. How are the three-digit number groups separated from the other number groups?
e. Where does the value of each period as well as each digit in the periods depend?
f. What is the role of zero in a number?

Strategy 2: Picking Flowers Relay (Game)

Materials: Paper flowers clipped on a cartolina tree
Mechanics:
a. Divide the class into 2 groups 10 boys and 10 girls.
b. Teacher posts a tree on the board with flowers having numbers on them.
c. As the teacher says a number, the first set of participants rushes to the board to pick the
flowers corresponding to the dictated number.
d. The participant who gets the right flower keeps the flower and gets the point for his/her
group.
e. The game goes on until all the flowers are picked. The group that has the most flowers
wins.

Ask:
a. What guided you to get the right number?
b. How many periods do you see in hundred, thousand, million, and a billion?
c. What should you remember in writing and reading numbers?

Strategy 3: Posting a Place Value Chart (Concept Development)

Teacher dictates numbers and let pupils put number cards on the place value chart to
represent the dictated number. The activity is done until all the chart is filled with the dictated
numbers. Let the pupils read the numbers on the place value chart.

Ask:
a. How were you able to read the numbers?
b. What is the largest period in a four-period numeral?
c. What do you place when one of the place values is not mentioned in a period?
d. What do you call zero then?

2. Generalization

How many periods are there in a billion?
What are the periods in a billion?
Where do you start reading numbers?
How is each period separated from the other?
What is placed after each period when writing numbers in words?

3

C. Application

1. Write the following numbers in words:

a) 2 750 000
b) 3 726 513
c) 43 000 210
d) 412 876 010
e) 234 126 143
f) 1 046 287 130
g) 961 428 157 380
h) 2 704 680 415
i) 3 456 839 701
j) 258 400 007 130

2. Write the numerals of the following:
a. three million seven hundred twenty three thousand, one hundred twenty
b. five hundred thirty five million two hundred forty four
c. four thousand three
d. six hundred eighty thousand eight hundred two
e. eight hundred forty seven million three hundred fifty six thousand four hundred fifteen

IV. Evaluation

A. Write each number in standard form.

1) 75 billion, 84 million, 26 thousand
2) 149 billion, 400 thousand, twelve
3) 4 billion, 180 thousand
4) thirty-five million, ten thousand
5) sixty billion
6) twenty billion, five million, five

B. Write the value of the underlined digit in each number.

1) 3 100 423 000
2) 9 287 600
3) 412 876 010 051
4) 17 386 001 000
5) 234 126 143

V. Assignment

A. Write the following numerals in words.
1) 436 510 210
2) 2 004 716
3) 14 287 000
4) 8 286 000 450
5) 3 012 428 000

B. In the numeral 927 814 760 537, write each digit in the proper place according to value.
a. thousands g. hundred millions
b. ten millions h. hundred billions
c. billions i. hundred thousands
d. hundreds j. ten billions
e. ones k. millions
f. ten thousands l. tens

4
Properties of Addition


Cognitive: 1. Identify the properties of addition used in an equation
2. Add numbers using the properties
Psychomotor: Write the sum of a given set of numbers
Affective: 1. Appreciate the use of properties of addition for quicker computation
2. Work quickly but accurately


Skill: Using the properties of addition to help find the sum
Reference: BEC-PELC I.A.2.a
Materials: Flash cards
Value: 1. Appreciation for the use of the properties of addition
2. Working quickly but accurately



Materials: set of flash cards with 3-6 digit addends that are compatible

1. Teacher prepares flash cards with numbers that are compatible where properties of
addition are easy to use.
Example:

2. Teacher divides the class into 3 groups. Teacher shows the class a card and asks the pupils
to solve mentally as fast as they can. Teacher may give time limit to answer (i.e. 10-15
seconds) depending on how difficult/easy the items are. No other means of computation is
allowed except mental computations.
3. Team with the most points wins.


1. Presentation

a) Teacher posts several cards on the board to be used as example.
b) Ask from pupils the ways of finding the sum of a set of numbers quickly.
Example: 0 + 5 =, 4 + 6 = 6 + 4, (12 + 7) + 8 =, 12 + (7 + 8)
c) Teacher probes if such techniques are possible. Does changing the order of adding
change the sum? Verify by actual adding. 12 + 15 = 27 or 19 + 8 = 27, 0 + 5 = 5
d) Elicit reason why the strategies mentioned by students were commutative, associative
and identity.
e) Define and illustrate each. Mention that zero is the identity in addition.
f) Provide more examples.
g) Cooperative Learning Activity: Rally Table
1) Group class into groups of 4. Provide each group with worksheet with 10 items.
2) Pupil 1 answers question 1 mentally.
3) After time limit, teacher rings the bell and the paper is passed on pupil #2 of each
group.
4) Pupil #2 answers question 2.
5) This pattern continues with person #1 answering question 5.
1+5+19+15 or
12
+ 7
8

5
6) Check answers.
7) Have group discuss incorrect items and how these could be answered correctly.
8) Value Infusion: Who was able to benefit from knowing the properties? How did they
help you in computing for the sum?

2. Generalization

What are the properties of addition?
What is the commutative property of addition?
Associative property? Identity property?

C. Application

Name the properties used.

1) (7 + 8) + 2 = 7 + (8 + 2) ______
2) 3 + 9 = 9 + 3 ______
3) 14 + 0 = 14 ______
4) 4 + (7 + 6 ) = (4 + 6) + 7 ______
5) (5 + 3) + 7 = 5 + (3 + 7) ______
6) (5 + 1) + 2 = 5 + (2 + 1) ______

IV. Evaluation

Find each missing addend. Name the properties you used.

1) (12 + 3) + = . + (3 + 5)
3) 27 + . = 27
5) (32 + .) + 8 = 32 + (8 + 7)
2) 35 + 0 + . = 35 + 9 + 0
4) (4 + .) + 16 = 4 + (16 + 12)
6) (2 + 19) + . = (2 + 9) + 19

V. Assignment

Use the properties to complete each sentence.

1) 24 + 12 + 6 = .
3) 65 + 20 + 115 = .
5) 0 + 574 = .
7) 0 + 45 + 7 = .
9) 479 + 0 = .
2) 33 + 10 + 7 = .
4) 15 + 12 + 9 = .
6) 30 + 20 + 15 = .
8) 16 + 30 + 14 = .
10) 25 + 35 + 10 = .

Properties of Multiplication


Cognitive: 1. Identify the properties of multiplication
2. Find the product using the properties of multiplication
Psychomotor: Write the equation and the answer illustrating the properties of multiplication
Affective: 1. Cooperate actively with the group
2. Be alert in every activity


Skill: Identifying and showing the properties of multiplication
Reference: BEC-PELC I.A.2.b
Materials: objects or bottle caps
Value: Cooperation, active participation and alertness

6


Name the properties used.
1) (5 + 7) + 4 = 5 + (7 + 4)
2) 6 + 3 = 3 + 6
3) 12 + 0 = 12
4) 2 + (5 + 3) = 2 + (3 + 5)
5) (7 + 1) + 2 = 7 + (2 + 1)

Strategy 1: Place Value - Game

Mechanics:
a. Form dyads.
b. Teacher flashes card like 426, 859, 206, 357
c. Each dyad or each pair has only one answer sheet. One player writes the answer in number
one.
d. The first player of each dyad passes the answer sheet to his/her partner who in turn answers
number two.
e. This game continues up to the 10
th
round.
f. Each dyad exchanges answer sheets for checking.
g. The dyads or pairs with the most number of correct answers are winners. There maybe more
than one winner in this kind of game.


1. Presentation

Strategy 1: Using concrete object

Materials: Counter/bottle caps
Mechanics:
a. Distribute 24 counters to each pair.
b. Partner 1 uses counters to show a 6 by 2 array. Partner 2 shows a 2 by 6 array.
c. Partners discuss similarities and differences in arrays.
d. They write multiplication sentence for each array.
(6 x 2 = 12, 2 x 6 = 12)
e. Repeat activity for these arrays:
3 by 4, 4 by 3; 2 by 4, 4 by 2 (5 10 min.)
f. Teacher asks what pupils say about the product. (The order of the factors does not
change the product).
g. This is the Commutative Property of Multiplication.

Strategy 2: Whole class activity

Mechanics:
a. Divide the class into 6 groups. Two groups will be doing the same equations.
b. Teacher distributes equation cards to each group for them to solve.
For example:
Group 1 and 2 32 x 1 = N
1 x 32 = N
Group 3 and 4 29 x 0 = N
0 x 29 = N

7
Group 5 & 6 6 x (4 + 5) = N
6 x (4 + 5) = (6 x 4) + (6 x 5)
6 x _____ = _____ + _____
________ = ________

c. Every group works on the equation.
d. Each group reports.
The groups should come up with these:
1 and 2 The product of any number and one is the same number (Identity
Property)
3 and 4 The product of any number and zero (0) is zero (0). (Zero Property)
5 and 6 If one factor is a sum, multiplying before adding does not change the product.
e. Why do some groups finish their work earlier than others?
f. How did you participate in the activities?

Strategy 3: Show-Me Game

Mechanics:
a. Each pupil has his/her own show-me card.
b. Teacher flashes equations like: 15 x 0 = 0

7 x (5 + 4) = (7 x 5) + (7 x 4) 8 x 6 = 6 x 8,

8 x (4 x 7) = (8 x 4) x 7 29 x 1 = 29

c. Each pupil writes the property illustrated in his/her own card.
d. As the teacher shows the signal, pupils raise their show-me cards.
e. This continues up to the 10th round.

2. Generalization

The properties of multiplication are:
Commutative Property
The order of the factors does not change the product.
Associative Property
The way the factors are grouped does not change the product or a change in the
grouping of the factors does not affect the product.
Identity Property
The product of any number and one is that number.
Zero Property
The product of any number and zero is 0.
Distributive Property of Multiplication over Addition
If one factor is a sum, multiplying before adding does not change the product.

IV. Evaluation

A. Identify the property of multiplication shown in each number.

1) 4 761 x 0 = 0 2) 8 x (4 x 9) = (8 x 4) x 9
3) 8 x 27 = 27 x 8 4) 4 x (3 + 6) = (4 x 3) + (4 x 6)
5) 956 x 1 = 956 6) 9 x 14 = 14 x 9
7) 248 x 0 = 0 8) 25 x 1 = 25
9) 6 x (8 x 10) = (6 x 8) x 10 10) 6 x (7 + 3) = (6 x 7) + (6 x 3)

8
B. Write true or false. If true, identify the property of multiplication illustrated.

1) 8 x 4 = 4 x 8
3) (3 x 4) + (4 x 5) = (3 x 4) x 5
5) 7 x (4 + 2) = ( x 4) + 2
7) (8 + 2) x 3 = (8 x 3) + (2 x 3)
9) 10 x 96 = 90 x 10 + 6
2) 5 x (2 x 6) = (5 x 2) x (6 x 5)
4) 0 x 5 = 0
6) 7 x 82 = (7 x 80) + (7 x 2)
8) 457 x 0 = 0
10) 9 x (6 + 4) = (9 x 6) + (9 x 4)

C. Use the distributive property to find the product.

1) 8 x (40 + 3) = ( __ x __) + (__ x __)
= ________ + ________
= __________

2) 7 x (8 + 3) = (__ x __) + (__ x __)
= _________ + ________
= ___________

3) 4 x (20 + 6) = (__ x __) + (__ x __)
= ________ + ________
= ___________

4) 6 x (2 + 3) = (6 x __) + (6 x __)
= _______ + ________
= _________

5) 5 x (4 + 3) = (5 x __) + (5 x __)
= ________ + _______
= ___________

D. Solve for the product.

1) 3 x (5 x 6) = (3 x 5) x 6
3 x ____ = _____ x _____
______ = _______

2) 6 x (30+ 5) = (__ x __) + (__ x __)
= ________ + _________
= _________

3) 9 x 8 = ___ x 9
____ = _____

4) 8 x (7 x 5) = (8 x 7) x 5
___ x ___ = ___ x ___
________ = ________

5) 4 x (9 + 7) = (____) + (____)
= _____ + ______
= ________

V. Assignment

Solve for the product then identify the property of multiplication illustrated.

1) 9 x (6 + 5) = ____________
3) 2 657 x 1 = _____________
5) 0 x 4784 = _____________
2) 4 x (10 x 8) = (4 x 10) x 8 __________
4) 8 x (6 + 4) = ___________

9
Rounding Numbers


Cognitive: Round off numbers to the nearest indicated place value
Psychomotor: Write numbers rounded to the indicated place value
Affective: 1. Wait for ones turn in a game
2. Demonstrate consciousness of too much food wastage
3. Appreciate use of rounding off numbers in real life situations


Skills: Rounding numbers to the nearest tens, hundreds, thousands, ten thousands etc.
Reference: BEC-PELC I.A.3
Materials: Flash cards, cutouts, number line, number cards
Value: 1. Appreciation for use of rounding off numbers in real-life situations
2. Consciousness of too much food wastage



1. Drill

Drill on Reading Numbers Through Billions

Strategy 1: Game - Catching Fish

Materials: picture of an aquarium with cutouts of fishes, numbers through billions
are written in cutouts of different kinds of fish
Mechanics:
a. Teacher divides class into two groups.
b. Draw lots to decide who will be the first player.
c. The first player catches fish by getting one cutout and reading the numeral correctly.
Reading the numeral accurately means one point for the group.
d. The second player comes from the other group.
e. The two groups take their turns.
f. The game continues up to the 10
th
round.
g. The group with the most number of points wins.

Strategy 2: Group Game

Materials: flash cards
Mechanics:
a. Teacher divides the class into 4 teams.
b. Flash a number, for example, 27 000 426 598.
c. The first pupil from each team reads the numeral. The rest of the team members take
turns.
d. Team gets a point if the answer is correct.
e. The game continues until a team gains 10 points. This team is announced the winner.

10
2. Review

Strategy 1: Show Me Game
Materials: Show-Me Cards
Mechanics:
a. Each pupil has his/her own Show-Me Card.
b. Teacher dictates a numeral through billions, for example:
fifty six billion, nine million, eight billion
c. Each pupil writes the number on Show-Me Cards.
d. When the teacher gives the signal, everybody raises his/her card.
e. Every pupil makes a record of his/her score. (This develops honesty, a very important
value.)
f. This activity continues up to the 10
th
round.

3. Motivation

Problem Opener
The Cruz family is preparing food for their 187 expected guests to their town fiesta.
For how many people, to the nearest hundred, should they prepare for?
What is given? What is being asked? How do we solve the problem?


1. Presentation

Strategy 1: Use the number line (Skill Development)

Mechanics:
a. Draw a number line on the board. Elicit from the pupils the whole number of points that
are needed according to the problem, (nearest hundreds) namely 100 and 200.
b. Have pupils plot 187. Lead pupils to answer the problem by asking: Which hundred is
187 closer to?
c. Provide another number. What if we are expecting 125 guests instead? Follow the same
process.
d. Elicit from pupils which number would round up to 200 (150-199). Mention that when we
read the halfway mark, we round up.
e. Generalize the rule for rounding off based on pupils observations.
f. Provide more examples using different place values.

Strategy 2: Using members of the class
Instead of using the number line, teacher may use the pupils instead.
a. Have two pupil hold cards bearing 100 and 200 (based on the problem)
b. Call on another pupils to hold 187 and ask him to find his place between the two other
pupils.
c. Teacher asks: To which hundred is 187 closer to?
d. Provide more examples: 125, 145, 168
e. Generalize the rule by asking which would be closer to 100 and which ones will be closer
to 200. Lead pupils into looking at the tens digit.
f. What if we want to find the nearest tens of 187? (180 and 190)
g. Provide more examples using different place values.

Value Infusion
1. If you were preparing for fiesta, will it be better to prepare more or less food than the
guests expected? What would happen if you prepare too much food? Too less food?
2. Lead also the pupils in appreciating the use of rounding off/estimation in daily life.
Ask question like: When is it better to round up in real-life situations? What situations
would require you to round down instead?

11
Strategy 3

Materials: Number line, Chips
Mechanics:
a. Draw a number line on the board.
b. Show the numbers between 700 and 800.
c. Draw a special point at 750.
d. Teacher writes numbers between 700 and 800 on ten chips.
e. The pupils play with a partner. Alternately, they take turn in turning the chips over,
rounding the number of hundreds and placing the chips on the proper side of 750 on the
line.

2. Generalization

In rounding off numbers to the nearest tens, look at the digit at the right of the number to
be rounded. If it is 1,2,3,4 retain the digit and replace other digits that follow with zeros. If it
is 5,6,7,8 , or 9, add one to the digit to be rounded and with zeros after it.

C. Application

1. Name the place value where the numbers are rounded.
a) 890
c) 456 000
e) 580 000 000
b) 700 000 000
d) 980 000 000

2. Give the least number that can be rounded off to the following place values.
a) tens
c) thousands
e) hundreds
b) millions
d) hundred thousands

3. Give the greatest number that can be rounded off to the indicated place values.
a) hundred thousands
c) ten thousands
e) tens
b) hundreds
d) ten millions

IV. Evaluation

A. Round each number to the nearest.

Tens Hundreds Thousands
1) 2 368
2) 5 059
3) 6 542
4) 18 565
5) 57 558

B. Round the numbers to the nearest.

Ten thousands Hundred thousands
1) 4 315 652
2) 7 354 754
3) 6 812 563
4) 9 451 245
5) 3 645 157

12
C. Round off the following numbers to the indicated place value.
1) 865 to the nearest hundreds
2) 597 644 to the nearest ten thousands
3) 715 to the nearest ten pesos
4) 50 138 to the nearest hundred pesos
5) 865 207 to the nearest hundred thousands

D. Answer the following questions:
1. To what place value is 670 000 rounded off?
2. What is the greatest number that can be rounded off to the nearest millions?
3. Give the least number that can be rounded to the nearest ten thousands.
4. Give the greatest number that can be rounded to the nearest thousands.

V. Assignment

A. List down at least 2 numbers that can be rounded off to the nearest:
1. hundreds
3. thousands
2. ten thousands
4. hundred thousands
5. hundred millions
7. billions
6. millions
8. ten millions

Adding and Subtracting Large Numbers


Cognitive: 1. Review the process of adding and solving large numbers with and without
regrouping
2. Solve word problems involving addition and subtraction of whole numbers
Psychomotor: Write numbers in column properly
Affective: 1. Persevere in working with large numbers
2. Work cooperatively with a partner or group


Skill: Reviewing addition and subtraction of large numbers
Addition and Subtraction of large numbers with and without regrouping
Materials: cards, chart, cartolina, strips of paper
Value: Perseverance, cooperation



1. Drill

Ask the pupils to give the sum and difference of the numbers found on each slice of the pie.

20 40
18 35
70 20 15
32
22 16
50 60

13
2. Review

a. Pupils will be grouped. Each group will be given activity sheets which they will work on.
b. The following exercises are written on the activity sheets.

Identify the property of addition and fill in each blank with the correct answer.
1) 56 + 34 = _____ + 56 = ______
2) 569 + 0 = _____
3) (5+9) + 6 = 5 + ( _ + 6) + ______
4) ( __ + 2) + 16 = 8 + (2 + 16) = _______
5) (32 + 8) + ___ = 32 + (8 + 9) = ______

c. The first group to finish will be the winner.
How did you work with your group?

3. Motivation

Show a lotto card.
Let the pupils identify the use of the card.
What comes to your mind when you hear or see this card?
Can you imagine the amount of money that you can get if you own the winning lotto number
combination?


1. Presentation

Strategy: Problem Opener

Miss Nims poultry farm produced 46 578 eggs in 2000 and 51 254 eggs in 2001.
How many eggs were produced in two years? How many more eggs were produced in 2001
than in 2000?

2. Analysis and Discussion

a. What is asked?
b. What are the given facts?
c. What operation will be used to answer the first question?
d. Write the equation for the problem.
46 578 + 51 254 =
e. Let the pupils identify the parts of the equation. (addends, sum)
f. What are the steps in finding the sum of large numbers?
1) Write the addends in column. Ones under ones, tens under tens, hundreds under
hundreds up to billions.
(Prepare a place value chart. Let the pupils write the addends in appropriate column.)
2) Begin at the right, adding each figure and writing the sum underneath.
What is the answer?
The total number of eggs produced in two years, 97 832.
a) What is the other question in our problem?
b) (How many more eggs were produced in 2001 than in 2000.)
c) What operation are we going to use to answer that question?
d) What is the number sentence or equation?
57 254 - 46 578 =
e) Name the parts of a subtraction equation. (Minuend, subtrahend, difference)
f) Ask: What are the steps in subtracting large numbers with regrouping?

14
g) Teacher explains: We regroup or borrow from the digit to the left if the digit in
the minuend is smaller than the digit in the subtrahend.
h) Discuss how to check answers by performing the inverse operation.
Learning exercise.
Find the hidden message.
Find the sum and difference of the given numbers. Write in the blanks the letter for
the answer in the code.

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

Code:
A E N A I

943 899 724 40 008 921 147 925 107 85 106 730 12 886 825

A T E A M
1 403 899
265
782 112 221
4 418 256
721
1 112 489
377
318 024 218

M H L R R

2 984 259
69 518 805
390
409 139 723
1 047 742
893
257 691 311

1) 565 247
+ 12 321 578

4) 834 578 264
+ 569 321 001

7) 534 298 786
+ 247 813 435

10) 15 264 578 294
- 10 846 321 573

13) 569 246 321
- 421 321 214

2) 574 234 678
+ 538 254 699

5) 32 578 264
- 29 594 005

8) 15 254 674 78
+ 54 264 131 112

11) 674 578 246
+ 269 321 478

14) 321 578 264
- 281 569 478
3) 587 264 539
- 269 240 321

6) 154 264 784
- 69 158 054

9) 878 464 294
- 469 324 571

12) 578 464 324
+ 469 278 569

15) 789 265 578
- 531 574 267

3. Generalization

How do we add/subtract large numbers with regrouping? Without regrouping?

C. Application

Do the indicated operation.
1) 638 431 + 972 302 + 439 166 =
2) 451 384 + 618 175 + 806 429 =
3) 906 382 529 495 =
4) 703 800 476 347 =
5) 870 006 618 718 =

15
IV. Evaluation

A. Complete the Number Puzzle.

a b c d e

f

g

h

i

Across Down

a. Add 346 541 588 and a. From 88 340 864 625 subtract
231 704 733 34 578 321 411.
f. The sum of 269 595 387 b. Take away 6 254 467 from 14 599 599.
and 165 385 013
g. 39 567 434 399 + c. Find the difference between
17 175 760 280 1 380 655 679 and 946 398 895
h. What is the total of 143 321 478 939
and 113 026 788 519? d. Subtract 688 561 294 from 1 037 137 726
i. What is 299 749 123 increased by e. Deduct 7 934 567 from 9 377 915.
187 894 091?

B. Solve the following correctly.

1. From 189 860 take away 56 780
2. Find the difference between 864 466
508 and 792 648 850
3. Find the difference between 162 488
462 and 87 498 624
4. Take 874 321 987 from 922 498 674
5. Subtract 146 935 975 from 371 297 465

V. Assignment

A. Complete the chart. Write the sum and difference of the numbers indicated.
Numbers Sum Difference
1) 984 207 542
263 481 563

2) 725 983 654
336 343 459

3) 5 963 425 321
2 876 976 781

B. Read and Solve.
1. A bookstore clearance sale showed that there were 40 000 books sold during the first week
and 31 968 books sold during the second week. How many more books were sold during the
first week than the second week?
2. A certain clothes company sold the following RTW:
childrens wear 165 836; ladies wear 285 360; mens wear 214 187; and unisex
wear 293 579. How much did the company earn from the ready to wear (RTW) clothes?

16
Multiplying Whole Numbers


Cognitive: Review the process of multiplying whole numbers
Psychomotor: Write the correct solution in multiplying whole numbers
Affective: Persevere in ones work


Skill: Review the process of multiplying whole numbers
Value: Patience



1. Drill

Basic facts in multiplication through flash cards
Contest by pair

2. Mental Computation

Perform mentally the following:
12 20 10 14 12 16
12 10 13 x 10 x 11 x 11


1. Presentation

a. Present the lesson through the use of word problem.

Each of the 45 sewers of Excellent Garments can make 1 325 pairs of socks in a
week. How many pairs can they make in all?

b. Analysis or Discussion

Ask the following:
1) What is asked in the problem?
2) What are given?
3) What operation will be used?
4) What is the mathematical sentence for the problem?
1325 x 45 = n
5) Let the pupils solve the equation. Let them explain their solution on the board and
tell the complete answer.
1325
x 45
6625
5300 .
59625 pairs of socks the sewers can make in a week

17
6) Look carefully at the process:
How did we get 6 625? What is the next multiplier? Why is zero (0) placed below the
digit 2 which is in the tens place? How did we get
59 625? Which are the partial products? Which is the final product?
c. Provide additional examples and explain the process.
d. Infusion of value (Give 1 or 2 questions.)
e. Give more exercises and let pupils solve and explain the solution.

2. Generalization

To multiply whole numbers, multiply each digit of the multiplicand by each digit of the
multiplier. Start with the ones digit of the multiplier. Add the partial products to get the final
product.

C. Application

Multiply.

IV. Evaluation

Find the product of the following. Be sure to solve accurately.

1) 40 306 2) 37 715 3) 45 681
27 53 13

Give the complete solution for each problem. Be sure to give the complete answer.

4) Mother sold 321 dozens of quail eggs. How many quail eggs did mother sell?
5) There are 25 big baskets of mango for export. If each basket contains 1124 mangoes, how many
mangoes will there be for export?

V. Assignment

Read each problem. Write the mathematical sentence then solve. Be sure to give the complete
answer.

1. Mr. Rico sold 2 321 copies of mathematics books.
Mr. Paz sold 12 times as many. How many mathematics books did Mr. Paz sell?
2. How much will 2 575 chairs cost at 98.00 each?
3. A taxi consumes up 1 200 litres of gasoline in a month. How many litres were consumed in
one year?

Dividing of Whole Numbers


Cognitive: Review the division of whole numbers
Psychomotor: Find the quotient of given numbers
Affective: Perform the operation with speed and accuracy
8 364 5 022 62 008 14 342
53 14 53 34
5 629 31 695 9 009 10 312
47 43 24 35

18

Skill: Dividing whole numbers
Reference: BEC-PELC I.A.4.4
Materials: spinner, blocks, stairs with numbers
Value: Speed and accuracy



1. Mental Problem

a) We are five digit numbers and exactly divisible by 5. Who are we?
b) Guess who am I? Multiply me by myself. Im almost up to fifty; though Im a little odd, Im
a bit pretty nifty. (7)
c) Elmer saw 9 pigs and cows. He counted that there were 10 cows and horses. There
were 16 animals in all. How many cows were there? (3)
(Pigs = 6 Cows = 3 Horses = 7)

2. Drill

Strategy: Reach the Star

Note: Give more exercises.

a) Group the pupils.
b) One pupil in each group will answer one division equation. If the answer is correct, the
next pupil in the group will answer the next step. If incorrect, the next pupil will answer
the same equation until the equation becomes correct.
c) The first group to finish gets the star.


1. Presentation


Three boys gathered chicos from an orchard. If there were 348 chicos in the basket,
how many chicos did each boy get as his equal share?

1) Ask the following:

a. What are given?
b. What is being asked?
c. How will you solve the problem?

1696 8
896 8
96 8
72 8
24 8

19
2) Show by illustration how to divide 348 by 3.
3) Define and identify dividend, divisor and quotient.
4) Emphasize that speed and accuracy are necessary in dividing numbers.

Strategy 2: Investigatory

1. Use spinner, base ten blocks, chart, work mat

a) Spin the spinner two times and use the numbers to form a two-digit number. 26 for
example.
b) Model the number using the fewest possible base ten blocks for example.

c) Spin again to find the number of groups. Share the blocks equally using the number
shown by the spin, for example, 4. When necessary exchange ten blocks for one
block.
d) Record your result on the work mat or in a chart as shown below. Repeat the
activity.

Starting
Number
Number of
Groups
Drawing to Show
Equal Groups
Number in
Each Group
Number
Left Over
Tens Ones Tens Ones
2 6

4

UU UU UU UU
UU UU UU UU
UU UU UU UU

e) Describe the steps you followed to share the blocks. When did you have to
exchange blocks?
f) Compare the number of blocks left over each time with the number of groups. Are
there more groups or more blocks? Explain.

Give more exercises.

2. Generalization

How will you divide whole numbers?

IV. Evaluation

A. Find the quotient.

1) 13248 24 2)
15184 24
3)
708 239 48

4) 005 10 23 5)
488 44 31

20
B. Divide then check. Do not forget to add the remainder if there is any.
1) 1359 23 2) 52 7332 3) 64 7872
4) 23
25576
5) 47 397532

C. Read each problem and solve:
1. Mang Berto gathered 1 350 mangoes from his orchard. Before selling the mangoes, he
placed them equally in 6 kaings. How many mangoes were placed in each kaing?
2. A rice dealer bought 1 224 sacks of rice. He hired 8 trucks to carry the rice from the province
to Manila. How many sacks of rice were in each truck?
3. A team with 4 contestants received a cash prize of 2,448 from the Kuarta-O-Kahon
noontime show. How much did each contestant receive?
4. Last December, Lolo Carlos set aside 1,015 which he distributed equally among his 7
grandchildren. How much did each child receive?
5. The cost of 24 blouses is 4,296. How much is the cost of each blouse?

One-Step Word Problems


Cognitive: Solve 1-step word problem using any of the four fundamental operations
Psychomotor: Solve accurately and correctly 1-step word problems
Affective: Develop critical thinking in analyzing and solving word problems


Skill: Solving 1-step word problems using any of the four fundamental operations
Materials: Charts, flash cards
Value: Thoughtfulness, critical thinking




Drill on the basic addition, subtraction, multiplication and division facts.

Strategy 1: Relay Game Advancing Forward

Mechanics:
a. Divide the class into 2 groups.
b. One member from each group will stand at the back of the room.
c. As the teacher flashes a card, they answer and the one who gives the correct answer first
advances forward.
d. The group that reaches the finish line first wins.

Strategy 2: Critical Thinking

The half of 8 is multiplied by 3 added to a number is 16. What is the number?

21
2. Review

Review the steps in problem solving.

3. Motivation

When you visit a place for the first time, what do you do before you go back home? (Buy
souvenirs for loved ones) Why do you do such a thing? Are you happy doing it?


1. Presentation

Strategy 1: Making an Organized List (Making Patterns)

Problem opener:

Nena wants to buy 3 different souvenirs. She has 100 to spend. How many
different combinations can she choose from?

Boardwalk Souvenirs
Mug 25.00
Poster 50.00
cap 50.00
Key chain 25.00
Handkerchief 25.00
Prices include tax

a. What are the given data?
b. What is asked in the problem?
c. What operation are you going to use?
d. What are all the possible mathematical sentences? Which 3 items cost exactly
100.00?
f. If Nena wants to have a 25.00 change, which items should she buy? If she wants a
change of 50.00, which should she buy?
g. Make a pattern for the possible 3 choices.
1) mug, poster, key chain
2) poster, handkerchief, key chain
3) cap, key chain, handkerchief
4) Mug, key chain, cap
5) Mug, poster, handkerchief

Valuing: If you were Nena, which would you give to your best friend? Why?

Strategy 2: Logical Reasoning (drawing patterns)

Problem Opener:
If four people eat 4 loaves of bread in 4 days, how many loaves of bread will 20 people
eat in 20 days?
a. What are the given facts?
b. What is asked in the problem?
c. What operation are you going to use?
d. What is the correct answer?
e. (Teacher should make a pattern on how to arrive at the correct answer.)

22
Strategy 3: Using a Problem Opener Preparing Tables

Study the table below then answer each question that follows.

Capiz Fun Run
District
Grade
Levels
Number of
Participants in each
Grade Level
Total Number of
Participants
Pilar 2 135 ?
Pres. Roxas 3 128 ?
Panitan 4 154 ?
Maayon 5 148 ?

a. How many participants came from Pilar District?
b. How many participants came from Pres. Roxas District?
c. Complete the table.
d. What process did you use to get the total number of participants from each district?
e. What steps did you follow to solve the problem?

2. Generalization

What are the steps in solving word problems?

C. Application

Solve the following problems.

1. In 1997, Mr. Martinez sold 12 496 chicken during the first quarter; 10 724 during the second
quarter, and 23 318 chickens during the third quarter. How many chickens were sold in 3
quarters.
2. Mr. Sison sold 41 000 kilograms of copra in January and another 29 368 kilograms in June.
How many more kilograms of copra did he sell in January than in June?
3. Each of the 4 officials of the Sports Club contributed 1,032.00 for the basketball uniforms.
How much was raised for the basketball uniforms?

IV. Evaluation

1. Omar harvested 31 242 eggs. He sold 19 568 eggs to store owners. How many eggs were left
unsold?
2. There were 4 grade levels which joined the parade at Luneta. Each grade level had 42 pupils.
How many pupils in all joined the parade?
3. In a singing contest, the Grade V Choir won a cash prize of 4,290.00. How much was the share
of each choir member if there were 26 members?

V. Assignment

1. During the Clean and Green Week celebration, 1 246 boy scouts and 1 038 girl scouts joined in
planting tree seedlings in Antipolo Hills. How many scouters in all joined the tree planting?
2. The Boracay Beach in Aklan had 45 362 Filipino local and foreign national guests last year.
If 31 625 were Filipinos, how many foreigners were there?
3. Miss Lorenzo distributed 3 264 squares of cloth equally among her 16 sewers to make a table
cover. How many squares of cloth did each sewer receive?

23
Two to Three-Step Word Problems


Cognitive: Solve 2- to 3-step word problems involving any of the four fundamental
operations
Psychomotor: Solve 2- to 3-step word problems correctly
Affective: Solve 2- to 3-step word problems involving any of the four fundamental
operations with accuracy


Skill: Solving 2- to 3-step word problem involving any of the four fundamental
operations
Value: Accuracy, Alertness, and Cooperation



1. Drill

Drill on basic addition facts, subtraction facts, division facts and multiplication facts through
the use of flash cards

Strategy 1: Relay Game

Mechanics:
a. As the arbiter (the teacher or a bright pupil) flashes a card, the two contestants answer as
fast as they could.
b. The pupil who gives the correct answer first, gets the point for his group.
c. The relay continues till at least 10 of the exercises on four fundamental operations are
done.


1. Presentation

Strategy: Problem Opener (Simplifying the Problem)

Problem # 1

Mang Ruben harvested a total of 11 380 kilograms of palay. He sold it to five different
rice dealers. If each dealer received equal amounts, how many kilograms did each one get?
If one kilogram costs 25, how much did he receive from each dealer?
a. What is asked in the problem?
c. What processes are involved?
d. What is the mathematical sentence?
(11 380 5) x 25 = N
e. Solve the problem.
f. What is the answer?

24
Problem # 2

Last year, these were the recorded earnings of the following laborers: Mang Ignacio
22,553; Mang Cosme 19,985; Mang Rolando 29,303; Mang Baldomero
31,058; and Mang Rosauro, 21,981. What was their average earnings?
b. What is the hidden problem?
c. What processes are involved?
d. What are the given facts?
e. What is the mathematical sentence?
[( 22,553 + 19,985 + 29,303 + 31,058 + 21,981) 5] = N
f. Solve the problem.
g. What is the answer?

2. Generalization

What steps should you follow when solving problems?
What is the most important thing to consider in problem solving?

C. Application

Read and solve.

1. There were 407 boys and 438 girls of Rafael Palma Elementary School who joined the Alay
Lakad. How many buses did they hire if 65 pupils can be accommodated in a bus?
2. An egg vendor bought 600 eggs from the Soler Farm. She paid 28 per dozen. How much
did she pay in all?

IV. Evaluation

Read and solve.

1. An airplane covered the following distances in 3 trips: 1 300 miles, 972 miles and 1 580 miles.
The average speed of the plane was 550 miles per hour. What was the average distance
covered in the 3 trips?
2. Mr. and Mrs. Lagman bought a house and lot worth 300,000 at Villa Calamba. They made an
initial payment of 60,000.00. How much was the yearly amortization if they agreed to pay for
15 years.

V. Assignment

Read and solve.

1. The PTA donated 39,510 to the school to buy 15 typewriters. If each typewriter costs
3,000.00, how much will the school share the total cost?
2. In the childrens store, 285 thin notebooks and 325 thick notebooks were delivered. Out of these,
190 notebooks were sold and the rest were arranged in 15 shelves. How many notebooks were
in each shelf?
3. The Grade V pupils went on a field trip to Tagaytay. They hired a bus for 2,445 and a minibus
for 1,235. The school gave 1,120 and the rest was shared equally by the 32 pupils. How
much did each pupil pay?

25
Odd and Even Numbers


Cognitive: 1. Differentiate odd from even numbers
2. Identify odd and even numbers
Psychomotor: Play actively in group games
Affective: Show alertness in playing group games


Skill: Differentiate odd from even numbers
Reference: BEC-PELC I.A.5.1.1
Materials: concrete objects, number cards
Value: Alertness



1. Drill on discussing patterns

Write the missing numbers.
a) 20, 22, 26, 32, ___, ___, ___, 76
b) 4321, 4311, 4301, ___
c) 68, 67, 64, 59, ___, ___, 32
d) 8, 16, ___, ___, ___, 48
e) 4, 9, 19, ___, ___, 159

2. Review: Skip counting

Read then do what is told.
a. Skip counting by 3 from 6 to 30
b. Skip counting by 5 between 10 to 40
c. Skip counting by 4


1. Presentation

Strategy 1: Use a Game The Boat is Sinking

Mechanics:
a. The teacher asks the pupils to stand occupying the wide space of the room. (Number of
pupils 36)
b. If the teacher gives the signal Group yourselves into 2, the pupils will group themselves
into 2.
c. Teacher asks if everybody has a partner. The answer will be recorded on the board.
d. The teacher repeats the signal giving another number, example into 3 and so on.
e. The results will be recorded on the board.
f. After giving several groupings (from 2-10), the teacher let the pupils sit on their seats.
g. Analysis and discussion will be done based on the results written on the board. The
teacher must emphasize that even numbers are divisible by 2 while odd number is a
number with remainder 1 when divided by 2.

26
Strategy 2: Use of Concrete Objects

a. Show 2 objects and ask, How many groups of twos are there?
b. Show 4 objects and let pupils divide them into groups of 2. Teacher asks, How many
groups of 2 are there?
c. Let the pupils do the same with 6, 8 and 10 objects and teacher asks if how many groups
of twos are there.
d. What have you noticed to 2, 4, 6, 8 and 10 when you group them by 2s? Is there a
remainder? Why? These are called even numbers.
e. Are 12, 14, 16, 18 and 20 even numbers? Why? What are the digits in the ones place?
What are even numbers?
f. Show 3 objects. Ask, How many groups of 2 are there? (groups of 2 with 1 remainder)
Do the same with 5, 7 and 9.

g. What have you noticed when you divide these numbers by 2?
These are called odd numbers.
h. Are 11, 13, 15, 17 and 19 odd numbers? Why? What are the digits in the ones place?
i. What are odd numbers? Differentiate even numbers from odd numbers.

Strategy 3: Charting

a. Teacher posts number cards on the chart.
Ask which numbers are exactly divisible by 2.
b. Let pupils get the numbers divisible by 2.
c. Teacher places these numbers in one column.
d. Do the same process for pupils to identify the odd numbers.
e. Teacher places these numbers in another column.
f. Let pupils discover the differences between the numbers in the two columns.

Infusion of value:
Do you play group games? What group games do you play? How should you play in order to
win?
Provide more exercises in differentiating even numbers from odd numbers.

2. Generalization

How do you differentiate odd numbers from even numbers?
Numbers divisible by 2 are even numbers. Even numbers end in 0, 2, 4, 6 and 8.
Numbers when divided by 2 and have a remainder of 1 are odd numbers. Odd numbers
end in 1, 3, 5, 7 and 9.

C. Application

Write odd or even in the blank before each number.
_____ 1) 3104
_____ 2) 263
_____ 3) 5778
_____ 4) 4100
_____ 5) 377

IV. Evaluation

A. Ring all even numbers and box all odd numbers.

1) 476 2) 1263 3) 7000
4) 1345 5) 8761

27
B. What kind of number will you get as an answer to each of the following. Write odd or even in the
blank.

1) 76 + 81 = _____
2) 844 + 726 = _____
3) 855 5 = _____
4) 985 x 63 = _____
5) 599 - 83 = _____

C. Encircle the correct answer:
If y is an odd number and x is an even number then

1) y + y = (odd, even)
2) x x = (odd, even)
3) y + x = (odd, even)
4) y x = (odd, even)
5) x y = (odd, even)

V. Assignment

Answer each question:
1. If n is an odd number and p is an even number, then p + p + n = ___.
2. What will you get if you add three odd numbers and an even number?
3. Give the difference between the two odd numbers right after 20. Is the difference odd or even?
4. Add the consecutive even and odd numbers between 5 and 10. Is the total odd or even?

Greatest Common Factors (GCF) of Given Numbers


Cognitive: 1. Give the common factor of a given number
2. Find the greatest common factors of given numbers
Psychomotor: Compute the GCF of given numbers using any method
Affective: Show cooperation with the group in finding factors


Skill: Finding the greatest common factors of given numbers
Materials: cards, strips of cartolina, coins, darts, boxes
Value: Cooperation



1. Drill (Mental drill on Odd and Even Numbers)

Strategy: Game Flaglets Race

Mechanics:
a. Divide the class into four groups. The leader gets the flags containing the words:
composite and prime number.
b. Ask the first member of each group to identify the number in the cartolina strips as prime
or composite.

28
c. The teacher flashes other numbers.
d. The pupil who raises the flag first gives the answer. The team gets the point if the
answer is correct. For every correct answer the flag is attached to a maze until they
reach the word finish line. If the answer is not correct, the pupil from the other team will
give his answer and get the point if his response is right.
e. Continue the game until most of the pupils have participated.
f. The team who reaches first the finish line using the flaglets wins the contest.

2. Review: Factorization (Darts)

Strategy: Darts Game

Divide the class into 3 groups. Ask the first 2 members of the group to start the game. They
are the first pair of the contestants.
Teacher gives darts to each member to hit the numbers inside the dartboard. Tossing coin
determines the first player to throw the dart on the board. The first player throws the dart to
hit the number inside the dartboard. The players give the prime factors of the numbers hit on
the dartboard.


1. Presentation

Strategy 1: Listing Method/Making an Organized List

Using a problem opener

Sally has two pieces of string. One is 20 m long and the other is 10 m long. She cuts the
strings in the same length. How long were the strings she made?
a. Help the pupils understand the problem by asking some comprehension questions. Then
ask what are given? What is asked?
b. Guide pupils in planning what to do to solve the problem by letting them list all the
possible cuts that can be made.

String Possible Lengths / Cut
20 m 1 x 20 2 x 10 4 x 5
10 m 1 x 10 2 x 5

Through inspection, elicit from the pupils the longest possible cut that can be made for both
strings. (10)

Analysis/Discussion

What do you call the possible cuts listed on the table for 20 and 10? (These are factors of 20
and 10.)
a. Lead the discussion for the pupils to see that both numbers have common factors and
the greatest / largest of these is their greatest common factor (GCF).
b. Elicit from the pupils the rule in finding the GCF using listing method.

Strategy 2: Getting GCF through Factorization Method

Using the given numbers 16 and 20, teacher guides the pupils to get the GCF using the
factorization method.

29
Puzzle
Mechanics:
a. Get 12 pupils from the class.
b. Give each pupil a letter to form the word puzzle.
c. When the teacher says start, the 12 pupils start to work together to form the puzzle.
d. What word is formed from the puzzle? (prime factor)
e. What comes to your mind when you hear the word prime factors?

Using web cluster

Prime
factors

Lead the pupils to give the GCF of 16 and 20 through factorization.
What are the factors of 20 and 16?
Ask the pupils to write down all the factors of 20 and 16.

20 16

4 5 4 4

2 x 2 x 5 2 x 2 2 x 2

What is the GCF of 20 & 16?
How did you get the GCF of 20 and 16 through factorization?

Strategy 3: Getting GCF Through Continuous Division

a. Finding GCF which involves division
b. Using the same given numbers 16 and 20, find the GCF involving division.
c. Teacher guides the pupils to get the GCF of the given numbers.
Ask the pupil to write the numbers horizontally.

16 20

What prime number can divide 16 and 20? (2)

2 16 20

Ask the pupils to divide the numbers by the given prime number. Write the quotients
below the dividends.

2 16 20
8 10

Continue the process until none of the numbers have a common divisor.

2 16 20
2 8 10
4 5

Therefore GCF = 2 x 2 = 4
What is the GCF of 16 and 20?
How did you get the GCF of 16 and 20?

By getting the product of all the prime divisor, we obtain the GCF of the given numbers.

30
2. Learning Exercises

Strategy: Card Collection

Mechanics:
a. Divide the class into 4 groups. Each group has a box. Each box contains factors of
number.
b. The teacher flashes the numbers.
c. The group members will look for the factors of the given number. They will post the cards
on the board.
d. The team leader will mark the cards containing the GCF of numbers.
e. The group which has the greatest number of correct answer wins the contest.

Strategy: Collaborative Learning

a. Group the class into 4 groups.
b. Each group is given a colored cartolina. The group will draw a pyramid to get the GCF of
a given number using factor tree.
c. The teacher gives 3 pairs of numbers.
d. When the teacher says start, the group will start the activity.
e. The group that has the greatest number of correct answers wins the contest.

Strategy: Work Individually

Find the GCF using continuous division.

1) 9
12
2) 12
16
3) 14
21
4) 12
18
5) 18
27

3. Generalization

What are the methods of finding the GCF of numbers?
The methods for finding the GCF of numbers are listing down method, prime factorization
method and continuous division.

IV. Evaluation

A. Give all the factors of each number. Then box the GCF.

1) 4 = ? 2) 12 = ? 3) 38 = ?
8 = ? 30 = ? 46 = ?
20 = ?

B. Express each number as a product of its prime factors. Find the GCF.

1) 18 = ? 2) 12 = ? 3) 24 = ?
27 = ? 18 = ? 30 = ?
GCF ? 24 = ? 36 = ?
GCF ? GCF ?

C. Find the GCF of each set of number using continuous division.

1) 36 = 2) 18 3) 20
45 12 26
GCF 36 24
GCF GCF

31
D. Read and solve the given problem.

Mr. Bautista plans to organize the PE Club of 16 girls and 36 boys. What is the biggest
number of members each group can have which would have an equal number of boys and girls?

V. Assignment

Solve each problem.
1. If the GCF of two numbers is 36, what are some of the prime factors of each number?
2. The letter N represents a number between 50 and 60. The GCF of N and 16 is 8. Find N.

Prime and Composite Numbers


Cognitive: Identify prime and composite numbers
Psychomotor: Manipulate the given objects as directed
Affective: Appreciate the importance of little things/objects around us


Skill: Identifying prime and composite numbers
Materials: cartolina strips, pocket chart, models, cutouts, real objects, geometric tiles
Value: Humility



1. Drill

Strategy: Jollibee or McDo

Materials: cartolina strips, pocket chart
Mechanics:
a. The whole class will participate in the activity.
b. Cartolina strips with written exercises will be placed in the pocket chart.
c. The pupils will flap their hands like a bee if the number is EVEN and do the Mcdo sign if
the number is ODD.
Sentences written in the strips.
Mrs. Brian lives at 136 J. Rizal Street.
The PICC can hold 1846 people.
The drivers license number of Lucy is 52487.
Marisa is 15 years old.
Mario drinks about 240 mL of milk everyday.

2. Review on Factors of a Number

Factors of a Number
Strategy:
Materials: models or cutouts of things to be bought with numbers pasted as tag price
Mechanics:
a. The class will be grouped. Each group will be provided with the articles to be sold.

32
b. Pupil will list down the articles he likes to buy on his shopping list.
c. To get them, he should be able to list down the factors of the tag price of the articles.
d. The pupil cashier of each group checks if the factors listed are correct.

3. Motivation

Teacher shows a pebble and leads the class to answer the following: What is this? Where do
we usually see many of this? Does it have any use? Where do we use it?


1. Presentation

Strategy 1: Using Objects (Pebbles)

a. Pupils will be grouped. Each group will be given pebbles which they will arrange into
different arrangements.
23 39 29 28 32

How many arrangements were made for each number?

Number of Pebbles
Possible
Arrangements
Number of Possible
Arrangements
23
39
29
28
32

b. Lead the class to answer the following questions:
How many arrangements did we make for 23? for 39? etc. What are the factors of 23? of
39? of 32?
c. Ask this question: How did we use the pebble today? Lead them to think that Big things
start from small things.
d. Other numbers will be provided and the pupils will determine the number of factors.

Strategy 2: Using Geometric Tiles

a. The pupils will be divided into groups with 5 members in each group.
b. Each group will have 20 square tiles which they will be asked to arrange into
rectangles from 2 tiles to 20.
c. They will be asked to record the number of rectangles and the number of sides and
illustrates the rectangles formed on a table.

No. of Tiles No. of Rectangles Factors Rectangle
2 1 2 x 1
3 1 3 x 1
4 2 4 x 1

20

Questions for discussion:
How many rectangles were formed with two tiles? How many tiles is the width? the
length? etc. What is the relationship between the number of tiles in the sides and the
factors?

33
Strategy 3: Using a Problem Opener with Chart

a. Present the following:

To raise funds, the PTCA had a one-day mini-tour. Ticket prices are 1; 2; 3; and
5. What are the possible ticket combinations that could be given to students with the
following amounts of money?

Amount
Possible Ticket
Combinations
Multiplication
Sentence
5 5 1 ticket
1 5 ticket
5 x 1
1 x 5
7 7 1 ticket 7 x 1
9 9 1 ticket
3 3 ticket
9 x 1
3 x 3
12 12 1 ticket
6 2 ticket
4 3 ticket
12 x 1
6 x 2
4 x 3

b. Questions for discussion

What does the column of multiplication sentence show? How many factors does 5 have?
How about 9?

2. Generalization

What are prime numbers?
Prime numbers are numbers whose only factors are 1 and itself.
What are composite numbers?
Composite numbers are numbers which has more than 2 factors.

C. Application

List the factors of each number. Then encircle the number if it is prime.
Example: 6 1, 2, 3, 6
3 1, 3
1) 48 _____ 6) 31 ______
2) 36 _____ 7) 87 ______
3) 53 _____ 8) 49 ______
4) 64 _____ 9) 67 ______
5) 79 _____ 10) 43 _____

IV. Evaluation

A. Write P if the number is prime and C if it is composite.

_____ 1) 28 ______ 6) 7
_____ 2) 13 ______ 7) 8
_____ 3) 21 ______ 8) 19
_____ 4) 16 ______ 9) 23
_____ 5) 31 ______ 10) 36

B. Write True or False.

1. The least prime number is 2.
2. All odd numbers are prime.
3. All even numbers greater than 2 are composite.

34
4. The least composite number is 4.
5. The only even prime number is 2.
6. The product of two prime numbers is a prime number.
7. The sum of any two prime numbers is a composite number.
8. When a composite number is divided by a composite, the result is a prime number.

C. Do you know me?
1. I am an odd number. I am greater than 10 but less than 30. I have three factors. Who am I?
2. I am an even number. I have only two factors. Who am I?
3. I am an even number. I am between 30 and 40. I have 9 factors. Who am I?
4. I am a three-digit number. I am the sum of the prime numbers between 40 and 60. Who am
I?

V. Assignment

A. Determine which are prime and which are composite numbers. Write prime or composite on the
blanks provided before each number.

_____ 1) 39 ___ 2) 47 ____ 3) 57 ____ 4) 49 _____ 5) 53
_____ 6) 63 ___ 7) 67 ____ 8) 70 ____ 9) 73 _____ 10) 75
_____ 11) 79 ___ 12) 81 ____ 13) 87 ____ 14) 89 _____ 15) 92
_____ 16) 97 ___ 17) 101 ____ 18) 103 ____ 19) 105 _____ 20) 109

B. Answer the questions.

1. Name the prime numbers between 1 and 50.
2. Name the prime numbers between 50 and 100.
3. Name two composite numbers that are prime.
4. Name three consecutive odd prime numbers.

Prime Factors of a Number


Cognitive: Find the prime factors of a number
Psychomotor: Write the prime factors of a given number correctly
Affective: Participate actively in the discussion


Skill: Finding the prime factors of a number
Materials: chart, flash cards
Value: Alertness



1. Drill

a. What is twice the product of 4 and 5?
b. Giving the factors of a given number.

35
Game - Climbing the Ladder Reach for the Star

Materials: flash cards, drawing of a ladder
a) The teacher groups the pupils into 2 groups.
b) He/she flashes the flashcards. The first to answer climb one step of the ladder.
c) The group who first climbed the top is the winner. (See the illustration below.)

Give the factors of the following numbers:
Materials flash cards
1) 48 4) 32 7) 36
2) 24 5) 16 8) 45
3) 28 6) 56

2. Review

Tell whether the following numerals are prime or composite.
1) 17 4) 21 7) 2 10) 11
2) 3 5) 19 8) 6
3) 5 6) 7 9) 25

3. Motivation

Give number combinations that will give the product of 18.
Expected Answers:
? x ? 2 x 9 = 18
? x ? 3 x 6 = 18
? x ? 1 x 18 = 18


1. Presentation

Strategy 1: Making an Organized List

Group Activity

a. Use the prime numbers listed on the board (2, 3, 5, 7) as factors.
b. Get combination of prime numbers. Multiply them and record the number sentence. (Ex.
2 x 3 = 6 and so on)
c. Try to find all possible products for the four numbers.
d. Chart all findings in a table.
These are some of the expected outputs.

2 x 3 = 6 2 x 7 = 14 2 x 3x 7 = 42

36
2 x 3 x 5 = 30 2 x 5 = 10 2 x 5 x 7 = 105
3 x 5 = 15 3 x 7 = 21

Analysis or Discussion:

What can you say about the factors of these products? (They are all prime numbers.)
Elicit from the pupils that those are the prime factors of the numbers.
Reverse the situations. The teacher gives the product and the pupils give the prime factors.
Given number is 36.
What are the factors of 36?
How can we write 36 as a product of prime factors?
a. Let the pupils list the factors of 36.
b. Let them list the prime factors of 36.
36 = 6 x 6
2 x 3 x 2 x 3

36 = 2 x 2 x 3 x 3
36 in exponential form is 2
2
x 3
2
.

Strategy 2: Factor Tree

a. Give each group two-digit numbers and a factor tree printed on cartolina.
b. Have the pupils determine two factors of the number. Write them on the first two boxes
of the factor tree.
c. Find two factors of the said first two factors. Write them on the next two boxes.
d. Continue extracting factors of the number until the last box contains prime numbers.

So the prime factors of 48 = 2 x 2 x 2 x 2 x 3
4
x 3.

Prime factors of 45 = 3 x 3 x 5
2
x 5.

Strategy 3: Prime Factorization Using Continuous Division

36 = 2 x 2 x 3 x 3 54 = 2 x 3 x 3 x 3 = 2 x 3
3

2 36 36 2 = 18 2 54 54 2 = 27
2 18 18 2 = 9 3 27 27 3 = 9
3 9 9 3 = 3 3 9 9 3 = 3
3 3 3 3 = 1 3 3 3 3 = 1

1 1

36 = 2 x 2 x 3 x 3 Exponential form: 2
2
x 3
2

Give other exercises on prime factorization using continuous division.

48
8 6
4 2 3 2
2 2
45
9 5
3 3

37
2. Generalization

How do you find the prime factors of a number?

We can find the prime factors of a given number through:
a. continuous division
b. factor tree

C. Application

Find the prime factors of these numbers using any method.
1) 30
2) 28
3) 24
4) 16
5) 42

IV. Evaluation

A. Give the prime factors of the following number using any method.

1) 78 2) 72
3) 80 4) 45
5) 48 6) 90
7) 28 8) 150
9) 34 10) 120

B. Give the prime factors of the following number then express in exponential form.
1) 60 2) 95
3) 48 4) 180
5) 160 6) 200

V. Assignment

Write the prime factors of the following numbers:
1) 84 2) 240
3) 60 4) 40
5) 90 6) 110
7) 70 8) 50
9) 88 10) 130

Multiples of a Given Number


Cognitive: Identify multiples of given numbers
Psychomotor: Write numbers legibly
Affective: Demonstrate willingness in doing group activities


Skill: Identifying multiples of given numbers
Materials: multiple maze, illustration of treasure hunting
Value: Willingness to join in group activities

38


1. Drill

Game: Treasure Hunting

Help! Miguels group was assigned by his scout master to find the treasure. To go to
the area where the treasure is buried, they have to pick up leaves where multiples of 2 are
printed on them. When you add the multiples, the total is 240.

(Expected multiples of 2 which Miguels group should pick up: 2, 4, 6, 8, 10, 12, 14,
16, 18, 20, 22, 24, 26, 28 and 30. The teacher should prepare an illustration of the said
activity.)

2. Review

Match the pair of numbers in Column A with their greatest common factor in Column B.

A B

1) 24, 30 a. 8
2) 25, 50 b. 18
3) 14, 49 c. 9
4) 16, 64 d. 25
5) 18, 36 e. 6
6) 81, 72 f. 7
7) 32, 36 g. 4
8) 25, 35 h. 16
9) 12, 18 i. 5
10) 14, 21

3. Motivation

Find the value of the equation to complete the paragraph.

During the first week of Maagang Pamasko campaign of Happy Bee Food
Corporation, they were able to collect the following toys:

(10 + 10) + (5 x 5) = ____ robots
(10
2
) = ____ cars
(100 19) = ____ dolls
(40 + 32) = ____ puzzles
(10 x 10) + 44 = ____ saving boxes
(7
2
) = ____ assorted animals
(5 x 12) + 3 = ____ cartoon characters

On the first day of gift-giving, (10 x 10) + (5 x 5) indigent kids were given toys. They
are still planning to give more toys to the street-children. Do you have old toys at home?
Common, give it to Maagang Pamasko of Happy Bee.

Are you willing to donate your old toys to Maagang Pamasko? Why?

39

1. Presentation

a. Elicit the numbers contained in the paragraph.

( 10 + 10 ) + ( 5 x 5 ) 45
( 10
2
) 100
( 100 19 ) 81
( 40 + 32 ) 72
( 10 x 10 ) + 44 144
( 7
2
) 49
( 5 x 12 ) + 3 63
( 10 x 10 ) + ( 5 x 5 ) 125

b. Ask the following questions:

45 is a multiple of what number?
How about 100?
81 is a multiple of what number?
How about 144? 49? 63? 125?
How did you know that 100 is a multiple of 10? 63 as multiple of 9 and 7?

c. Lead the class in giving more multiples of the numbers?
What are the other multiples of 5? 9? 10? 25? 50?

2. Fixing Skills

a. Form groups of 4 members each.
b. Ask them to do the exercises below.

List down the first 5 multiples of each pair of numbers.

1) 50 2) 30 3) 20
15 50 40

4) 50 5) 18
100 36

c. Regroup the class. This time form groups with 6 members each. Ask them to do the
multiple maze below.

12

36 81 28 16 18
11

48 60 72 96 108
15

17 19 21 25 120
192

180 168 156 144 132
204

30 35 40 45 50
216

228 240 252 264 24

Trace the path from start
to finish by passing
through the 21 multiples of
12. Be sure not to break
the path.
Start
Finish

40
3. Generalization

How do we identify multiples of given numbers?

C. Application

Encircle the numbers that are not multiple of the number at the left.

1) 11 ( 22, 37, 44, 55, 66, 78 )
2) 13 ( 36, 26, 39, 52, 64, 78 )
3) 15 ( 30, 45, 60, 76, 90, 100 )
4) 21 ( 40, 63, 75, 84, 105, 126 )
5) 25 ( 50, 60, 70, 100, 125, 150 )

IV. Evaluation

A. Box the multiples of the number at the left.

1) 23 ( 46, 69, 75, 92, 115, 138 )
2) 24 ( 48, 52, 56, 72, 96, 120 )
3) 9 ( 18, 27, 45, 54, 17, 26 )
4) 17 ( 26, 28, 34, 51, 68, 85 )
5) 18 ( 36, 54, 72, 90, 98, 106 )

B. Put a check under a number at the top if the number at the left is a multiple of it.

8 9 7 6 12 15 13
1) 96
2) 117

3) 72

4) 105

5) 117

C. Give the number.
1. It is a multiple of 9. It is less than (35 + 35 + 15) but greater than (40 x 2). The sum of its
digits is 9.
2. The sum of the digits is 9. When you combine the first two-digits and subtract the sum from
the 3
rd
digit, the difference is 1. It is less than 70 x 2 but more than 67 x 2. It is a multiple of 5
and 15.
3. It is a multiples of 21 and 9. The sum of its digits is 18. When you combine the first two
digits and subtract the sum from the 3
rd
digit, youll get zero (0) as difference. It is less than
190 but greater than 37 x 5.

V. Assignment

Answer the following.
1. Find five multiples of 9 with a sum of 9.
2. Find two multiples of 12 with a sum of 9.
3. Find three multiples of 3 with a sum of 15.
4. Find two multiples of 5 with a difference of 1.
5. Find two multiples of 4 with a sum of 6.

41
Least Common Multiple (LCM) of a Set of Numbers


Cognitive: Find the least common multiple of a set of numbers
Psychomotor: Write the multiples and least common multiple of a set of numbers
Affective: Work cooperatively with the other members of the group


Skill: Finding the least common multiple of a set of numbers
Materials: Dot paper, flash cards, strips of paper, ruler
Value: Cooperation



1. Drill
Strategy 1: Game - Number Series

Mechanics:
a. Form 2 groups of 5. Let them form lines.
b. The teacher flashes the cards one at a time and says, Give the next three numbers in
sequence. Example:

The first pupil in line who can give the correct answer earns a point.
c. The game continues until all cards have been flashed. The group with the most number
of points wins the game.

2. Review

Find the GCF of the following using the prime factorization:

a. 24 and 36 d. 18 and 24
b. 15 and 40 e. 16 and 36
c. 12 and 24

3. Motivation

Recall the concept of multiples through skip counting. Do you know how to skip count by 6?
8? 7? 9?

You may further ask: 3, 6, 9, 12, 15 and 18 are multiples of what number? Give other
examples.

0, 3, 6, 9, __, __ 0, 5, 10, 15, __, __, __ 0, 7, 14, 21, __, __, __

42

1. Presentation

Strategy 1: Drawing Tables/Making an Organized List

Mechanics:

a. Divide the class into groups. Each group will be given dot papers.
b. Activity cards like the one below will be distributed among the groups.

c. Pupils may chart their data on a table, which may be written on the board as shown:

Number Multiples
3 3, 6, 9, 12, 15, 18, 21, 24,
4 4, 8, 12, 16, 20, 24, 28,

d. Point out that the encircled numbers are the common multiples of 3 and 4 and the
smallest among the encircled numbers is the least common multiple.
e. Ask the pupils to identify the least among the common multiples. Tell the pupils that 12 is
the least common multiple of 3 and 4.
Why isnt 0 the LCM for 3 and 4? (LCM must be nonzero). Tell the class that 0 is always
a multiple of any number since 0 multiplied by any number is 0, but for simplicity and non-
absurdity, we consider only the nonzero multiples when we look for the LCM.
f. Provide more examples.
g. Ask: How did you find the group activity? What did each one in the group do to come up
with a successful activity?

Strategy 2: Modeling

Group activity

Materials: ruler, strips of paper

Mechanics:

a. Divide the class into groups. Provide them with the needed materials and activity cards.

Manipulative Activity
a. Choose a number from 3 7.
b. Show multiples of the number on dot paper by circling rows
of dots. (Example: If 3 is chosen, circle rows 3, 6, 9, 12 and
15 dots)
c. Repeat the activity using different numbers.
d. Group compares rows of dots for different numbers.
e. Circle any rows that have the same number of dots and note
which of the circled rows is less.

43

b. Let the leader from each group report their findings.
c. Point out that the numbers where the strips match are the common multiples of these
numbers and the first time the strips match after 0 is called the least common multiple
(LCM).
d. Give more examples incorporating higher order thinking skills.

Strategy 3: Game - Toss the Die

Materials: cubes labeled as follows:
cube 1: 2, 3, 4, 5, 6, 7
cube 2: 8, 9, 10, 12, 15, 16
Mechanics:
a. Form three groups.
b. The teacher tosses the cubes simultaneously.
c. The first group to give the correct LCM on the numbers shown on the cubes receives the
sum of the two numbers on the cubes as a score.
d. The winner is the group with the highest score after 5 tosses.

Strategy 4: Collaborative Learning

Mechanics:
a. Form pairs. Partners take turns. Give each pupil 4 different numbers.
b. Have them find the LCM of their first numbers, second numbers, and so on.
c. Let each pair picks up a number and find the LCM of the pair of numbers.

2. Generalization

What is the least common multiple (LCM) of a set of numbers?
The least common multiple (LCM) of a set of numbers is the smallest non-zero number that is
a multiple of all of the numbers in the set.

Group Activity
1. Using paper folding, fold a strip with 2 cm folds, and another strip
with 3 cm folds, and match them at 0, as shown:

2. Can you find where your 2-strips and your 3-strips match after 0?
3. Record your answers in a table as shown and encircle the points
where the numbers match.

Number
2 4, 6, 8,10,12, 14,
3 6, 9, 12, 15, 18, 21,

4. Where do your 2-strips and 3-strips first match after 0?
5. Repeat the activity using different numbers.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 cm

44
IV. Evaluation

A. Give the least common multiple (LCM).
1) 6 and 8 4) 8 and 10
2) 3 and 6 5) 9 and 4
3) 10 and 4

B. Name the LCM of these set of numbers:
1) 12, 18, 36 4) 10, 15, 45
2) 8, 12, 18 5) 18, 12, 30
3) 8, 12, 16

V. Assignment

A. Find the LCM of these set of numbers.

1) 8, 12, 30 2) 18, 27, 35 3) 9, 12, 18
4) 12, 20, 45 5) 4, 10, 8

B. Solve the problem.

Alicia waters her orchids every 4 days and her violets every 7 days. Not counting the first
day, when is the first time both plants are watered on the same day? When is the next time?

(Answer: day 28 and 56)

Divisibility Rules 2, 5 and 10


Cognitive: State divisibility rules for 2, 5 and 10
Classify numbers as divisible by 2, 5 and 10
Psychomotor: Post the corresponding number in the correct place in the Venn Diagram
Affective: Participate actively in class discussion


Skill: Stating divisibility rules for 2, 5 and 10. Classifying numbers as divisible by 2, 5
and 10.
Materials: set of cards with numbers 0 to 9, cards containing numbers for classifying, flash
cards for mental math
Value: Active participation

III. Learning Experience


1. Drill

126 3 = n 255 5 = n
522 6 = n 248 4 = n

45
2. Review

Give at least 5 multiples of the following numbers.
a. 4
b. 3
c. 5
d. 6
e. 8

3. Motivation

Play: The Boat is Sinking

a. Have pupils stand up. Teacher says, The boat is sinking, group yourselves into (a
particular number). For purposes of this lesson, teacher will focus on grouping by 2, 5 or
10. Teacher is encouraged to use these three numbers for grouping most of the time, but
may still give some other numbers in case the number of pupils in the class is a multiple
of 2, 5 and 10.
b. Pupils will then group themselves according to the number called out by the teacher.
Pupils who failed to group themselves according to that number sit down and will be out
of the game.
c. Teacher calls out another number and continues to do so until the number of pupils left
standing can easily be counted by sight.
d. While game is in progress, teacher writes data on the board.
Number of students Grouping Possible?
55 by 10 No, there were 5 without group
50 by 7 No, there is 1 without group

Valuing:
Did all of you participate in the game? What will happen if you will not participate in any of
the activities actively?

B. Development Activities

1. Presentation

After the game, teacher focuses the pupils attention to the data on the board. Teacher
defines divisible as a number being divided exactly by another number.
Teacher classifies numbers (of pupils) according to where they are divisible (by 2, 5 or 10).
Teacher summarizes the numbers by writing these on a separate table.
Ask pupils to observe carefully the numbers divisible by 2. Ask what they notice. Continue to
elicit observations until the rule for divisibility by 2 is mentioned.
Have pupils state divisibility rule for 2.
Do the same for divisibility by 5 and 10.
Provide big numbers written on flash cards and have pupils categorize these as divisible by
2, 5 or 10.

Promote higher order thinking skills:
a. Create a Venn Diagram. Tell pupils what the circles represent (divisible by 2, divisible by
5 and divisible by 10). Elicit from pupils what the intersection of circles mean.

divisible by 2 divisible by 5

divisible by 10

46
b. Have pupils post the numbers used in the exercises in the corresponding circles.
c. Ask the pupils analysis questions like:
Are all numbers divisible by 2 divisible by 5?
d. For every No answer show another examples of numbers divisible by the first number
but not by the second. Define this example as a counter-example, this disproves the
statement. However, an example cannot prove a statement.

2. Generalization

Recall all the divisibility rules
All numbers ending in 0, 2, 4, 6 or 8 are divisible by 2. These numbers are called even
numbers.
All numbers ending in 0 or 5 are divisible by 5.
All numbers ending in 0 are divisible by 10.

3. Practice

a. Write on the blank before each item whether the given number is exactly divisible by 2, 5
or 10.
___ 1) 16 ___ 4) 344
___ 2) 125 ___ 5) 650
___ 3) 30

b. Put a check under each corresponding column to identify whether each given number is
exactly divisible by 2, 5 or 10.

2 5 10
120
405
272
504
320

IV. Evaluation

A. Which of the following numbers are exactly divisible by 2, 5 or 10. Fill in the table as shown.
1) 438 2) 60 3) 315 4) 204 5) 36

2 5 10

B. Encircle the number(s) which is/are exactly divisible by the given number before each item.

2 a) 17, 16, 20, 15
10 b) 40, 14, 25, 300
5 c) 52, 15, 60, 156
10 d) 38, 45, 70, 85
5 e) 35, 54, 105, 153

47
C. Check the number(s) that is/are exactly divisible by 2.

28 ___ 35 ___ 40___ 27 ___

D. Check the number(s) that is/are exactly divisible by 5.

56 ___ 85 ___ 60___ 34 ___

V. Assignment

A. Put a check on the blank if the first number is exactly divisible by the second.

864, 2___
405, 5___
606, 10 ___
700, 10 ___
108, 2 ___

B. Using the first 20 counting numbers, write all numbers exactly divisible by 2, 5 or 10.

Divisibility Rules for 3, 6 and 9


Cognitive: State divisibility rules for 3, 6 and 9
Classify numbers as divisible by 3, 6 and 9
Psychomotor: Put check marks under corresponding column where divisibility rules apply
Appreciate use of divisibility rules in real life situations

Skill: Stating divisibility rules for 3, 6 and 9
Classifying numbers as divisible by 3, 6 and 9
Reference: BEC PELC I.A.1.7
Materials: flash cards, pocket chart, Venn Diagram
Value: Active participation, Appreciation for the use of Divisibility Rules in real life
situations



1. Drill

Divide mentally.

a) 366 6 = n
b) 148 2 = n
c) 287 7 = n
d) 488 4 = n

48
2. Review

Materials: flash cards and pocket chart
a. Recall the divisibility rules for 2, 5 and 10.
b. Teacher provides numbers written on cards placed in the pocket chart.
c. Teacher produces small cards with check marks. Have pupils place the check mark under
the correct column by which the numbers are divisible.

Example:
Teacher may also do this in the form of a relay game, where pupils of a team take turns
putting a check mark under the correct column. The team that finishes first with the
correct answers wins the game.

3. Motivation

Who among you are members of the pupil government? As a member what do you usually
do to help your schoolmates in school?

B. Developmental Activity

1. Presentation

Strategy: Use a Problem Opener

The boy scouts are setting up the auditorium for the Pupil Government meeting. There is a
total of 297 monoblock chairs which they have to set up in either rows of 3, 6 or 9. Which
are possible set ups?
a. Ask the students: What are given? What is being asked? How do we solve the
problem?
b. Ask the pupils: If you were one of those who have to set up the auditorium, what would
you do? Would you go ahead and try to make rows of 3 or 6 or 9? Is there an easier
way?
c. Have pupils solve the problem by actual division.
d. Tell the pupils that the divisibility rules help in identifying if a number is divisible by
another number without actual division. This helps save time and effort. (Teacher may
also elicit the importance of divisibility rules from pupils instead of stating it
himself/herself.)
e. Elicit examples of numbers that are divisible by 3 or 9. Put these in the table form on the
board. Ask for 3 digit numbers or higher to provide variety of examples.
f. Have pupils look at the sum of the digits of each of the numbers. Elicit pattern and
observations.
g. Generalize the divisibility rule for 6.
h. Provide exercises.
i. Provision for Higher Order Thinking Skills:
Ask pupils to analyze the following questions. Just like in previous days activity, elicit
counterexamples for statements that are false or not true.
Examples: Recall rules
Divisible by 3: sum of digits of the number is divisible by 3
Divisible by 6: number is divisible by both 2 and 3
Divisible by 9: sum of digits of the number is divisible by 9
2 5 10
3000
4124
775
726

49
C. Application

Put a check under the correct column applying the rules for divisibility.

3 6 9
120
315
8640
4176

IV. Evaluation

A. Which of the following numbers are exactly divisible by 3, 6 or 9. Write 3, 6 or 9 or any
combination of the three in the blank.

____ 1) 630
____ 2) 363
____ 3) 423
____ 4) 4110
____ 5) 846

B. Put a check on the blank if the first number is exactly divisible by the second.

1) 261,6
2) 345,3
3) 114,6
4) 6453,9
5) 459,3

C. Put a check under each column to identify whether each number is exactly divisible by 3, 6, or 9.

3 6 9
627
414
84
144
726

V. Assignment

A. Encircle the numbers which are exactly divisible by the given number before each item.

3 a. 54, 261, 346, 84
9 b. 657, 299, 846, 627
6 c. 342, 296, 357, 477
3 d. 843, 799, 312, 579
6 e. 117, 378, 1953, 216

50
B. Write all numbers between 200 and 300 which are divisible by 3, 6 or 9. Write them on the table
below.

3 6 9

Classifying Numbers as Divisible by 2, 3, 4, 5, 6, 9 and 10


Cognitive: State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
Classify numbers as divisible by 2, 3, 4, 5, 6, 9 and 10
Psychomotor: Form numbers satisfying given conditions
Determine if a statement is true or false
Place check marks under the correct column where divisibility rules apply
Work as member of the team


Skill: Classifying numbers as divisible by 2, 3, 4, 5, 6, 9 and 10
Materials: Kraft paper with chart of SW
Value: Active participation, teamwork



1. Drill

On easy division (mental computation)
a. 488 8
b. 279 3
c. 168 4
d. 279 9

2. Review

Have pupils recall the divisibility rules taken so far. Teacher provides 1 to 2 examples to
illustrate the rule.

3. Motivation

Play: Sa Pula, Sa Puti

a. Identify one side of the platform, corner of the room or blackboard as Pula side for the
TRUE statements, and the other side as Puti for the FALSE statements.

51
b. Teacher will give a statement regarding application of the Divisibility Rules. Pupils are
given 10-15 seconds to determine if the statement is true or false. They are to stand, in a
line, either in the Pula or Puti side/corner of the room.
Example: 51 is divisible by 3.
All numbers divisible by 2 are divisible by 10.
c. Pupils who make a wrong choice are asked to sit down and are out of the game.
d. After several questions, teacher may modify the rule. Teacher may get only the first 5
pupils who are standing in the correct line.


1. Presentation

a. Give examples of numbers divisible by 4. Use numbers that pupils can readily determine
as divisible by 4 and some numbers that are larger and therefore would require the use of
the divisibility rule rather than actual division.
b. State the divisibility rule of 4.
c. Give examples.
d. Have pupils complete the chart by pairs or by groups of 4. Encourage working with a
partner or team.
Example:
2 3 4 5 6 7 8 9 10
150
4460
1816
9915105

e. Asking pupils to check the appropriate column where divisibility rules apply.
f. If the pupils have mastered the rules, ask analysis questions like:
Are all even numbers divisible by 2?
Are all odd numbers divisible by 3?
Numbers divisible by 2 are divisible by 3, true or false?
g. Encourage the use of counter examples to disprove a statement where applicable.

2. Generalization

For 2: All numbers ending in 0, 2, 4, 6 or 8 are divisible by 2. These numbers are
called even numbers.
For 3: Sum of all digits in the number is divisible by 3.
For 4: Last two digits of the number form a number divisible by 4 or the last two digits
are zeros.
For 5: All numbers ending in 0 or 5.
For 6: The number is divisible by both 2 and 3.
For 9: Sum of digits of the number is divisible by 9.
For 10: All numbers ending in 0 (zero).

C. Application

Put a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.

2 3 4 5
120
405
272
504
320

52
Put a check under each column to tell whether each given number is divisible by 6, 9, 10.

6 9 10
120
315
8 316
8 640
4 176

IV. Evaluation

A. Determine whether these numbers are divisible by 2, 3, 4, 5, 6, 9 and 10. Write your answer on
the blank before each number.

___ 1) 423 ___ 2) 690
___ 3) 5746 ___ 4) 4124
___ 5) 3000 ___ 6) 4626
___ 7) 2105 ___ 8) 714
___ 9) 354 ___ 10) 284

B. Encircle 2, 3, 4, 5, 6, 9 and 10 if the number is divisible by these numbers.

1) 702 - 2 3 4 5 6 9 10
2) 1623 - 2 3 4 5 6 9 10
3) 1572 - 2 3 4 5 6 9 10
4) 630 - 2 3 4 5 6 9 10
5) 963 - 2 3 4 5 6 9 10
6) 8648 - 2 3 4 5 6 9 10
7) 2400 - 2 3 4 5 6 9 10
8) 9504 - 2 3 4 5 6 9 10
9) 6135 - 2 3 4 5 6 9 10
10) 13488 - 2 3 4 5 6 9 10

V. Assignment

A. Write 2 examples each for rules of divisibility by 2, 3, 4, 5, 6, 9 and 10.
B. Put a check mark on the blank if the first number is divisible by the second number:

1) 483, 6___ 2) 1368, 9____
3) 821, 2___ 4) 200, 10____
5) 726, 3___ 6) 928, 4____
7) 624, 4___ 8) 1005, 6____
9) 525, 5___ 10) 632, 3____

Classifying Numbers as Divisible by 2, 3, 4, 5, 6, 9 and 10


Cognitive: State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
Classify numbers as divisible by 2, 3, 4, 5, 6, 9 and 10
Psychomotor: Form numbers satisfying given conditions
Rearrange the number cards to form the number asked for
Affective: Work as member of the team
Demonstrate sportsmanship during the activity

53

Skill: Classifying numbers as divisible by 2, 3, 4, 5, 6, 9 and 10
Form numbers satisfying given conditions
Materials: set of cards with numbers 0 to 9
Value: teamwork, sportsmanship



Teacher may continue giving analysis questions like in the previous days. Teacher may also
modify questions to those answered by ALWAYS, SOMETIMES, or NEVER.


1. Presentation

Promote higher order thinking skills by playing Number Scramble.

Strategy 1

Mechanics:

a. Teacher provides each team of 4 members with cards bearing numbers 0 to 9. Pupils
are to use these cards to form the number being asked to satisfy given conditions.
b. Give an example. Explain that the pupils may use the cards to identify the number being
asked for. Encourage the use of logic (ie. When asked for smallest number possible, we
start with the smallest digit possible)
Example:
Without repeating any digit, form the least 3-digit number divisible by 2. (102)
c. Since the cards limit the use of the digit once in the number only, teacher should ask for
numbers without repeating digits. Teacher may also ask for a number that satisfies
divisibility rules for 2 numbers. (e.g. Divisible by both 2 and 5)
d. Give a time limit for each question. Pupils will form the number being asked for using the
number cards. They will sit down once the number is formed, which should be read
correctly from left to right. The team earns points with every correct answer.
e. When the pupils are used to such questions, teacher may now get the cards and give
conditions that may use a digit repeatedly. (i.e., What is the least 3-digit number divisible
by 4?) (100)

Strategy 2

a. Teacher shows number with a blank (or those that need replacement) for missing digit.
b. Pupils are to provide the greatest/least digit that can satisfy the given condition.
Example:
What is the greatest digit that will make 604_8 divisible by 3? (9)
What digit should replace 5 in 5746 to make it divisible by 6? (4)

C. Application

Recall the rules on divisibility by 2, 3, 4, 5, 6, 9 and 10.

54
IV. Evaluation

Supply the missing digit to make the number divisible by the number opposite it.

1) 5_1 - 3 2) 712_ - 5
3) 139_ - 2 4) 463_ - 10
5) 273_ - 4 6) 626_ - 9
7) 823_ - 6 8) 385_ - 6
9) 423_ - 3 10) 216_ - 8

V. Assignment

Put a check under each column where divisibility rules apply.

2 3 4 5 6 9 10
1) 532
2) 4554
3) 249
4) 6020
5) 828
6) 6336
7) 7225
8) 424
9) 3417
10) 2964

Change Dissimilar Fractions to Similar Fractions


Cognitive: Visualize changing dissimilar fractions to similar fractions
Rename dissimilar fractions to similar fractions
Psychomotor: Illustrate or match fractions equal to a given pair of dissimilar fractions
Affective: Demonstrate helpfulness at all times by helping with the household chores
Participate actively in class activities


Skills: Visualizing changing dissimilar fractions to similar fractions
Renaming dissimilar fractions to similar fractions
Reference: BEC-PELC II.A.1
Materials: illustrations of fractions with shaded regions, fraction cards, fraction strips, chart
Value: helpfulness, active participation in class activities




Drill on finding the LCM of given numbers.
Flash these numbers in cards:
Example: 5, 10 2, 3 4, 6

55
2. Review

Game: Pairing Game
Materials: fraction cards
Mechanics:
a. Form 2 groups. Each will be given a set of fraction cards. (Make sure each group
receives exactly the same set of cards)
b. Tell each group to reshuffle the cards and spread them on the table.
c. When the go signal starts, the pupils find 5 pairs of equivalent fractions among the
fraction cards.
d. The first group to complete 5 pairs will be declared winner.

3. Motivation

Who among you help your parents at home after school hours? What household chore do
you usually do?


1. Presentation

Strategy 1: Using a Problem Opener/Fraction Bar

On Saturdays, Paolo helps his mother at home. He spends
6
5
hour in washing the
clothes and
3
2
hours in cleaning the house. In which household chore did he spend more of
this time?

a. Help the pupils understand the problem by answering some comprehension questions.
Then ask: What are given? What is asked?

Valuing:
You may further ask: What kind of boy is Paolo?

b. Lead them in planning what to do by asking some questions such as:
How will you find out which is greater between
6
5
hour and
3
2
hour? What kind of
fractions are they? How will you compare them? Can you tell at once which of the two
fractions is greater?

c. To help pupils answer the problem present the fraction bar on the board.

- one whole

- one whole divided into 3 equal
parts. We shaded 2 equal parts.

- one whole divided into 6 equal
parts. We shaded 5 equal parts.

Using the illustration, can you easily tell which of the two is greater? (
6
5
)

56
Using the fraction bar, to what fraction is
3
2
equal to,?
What did we actually do with the dissimilar fractions
6
5
and
3
2
so as to be able to
compare them? (Find the LCM of their denominators and find a fraction equivalent to
each using the LCM as their least common denominator - LCD) In short,
6
5
and
3
2
were
renamed into similar fractions.

The LCM of these two fractions is 6. So heres how we convert dissimilar fractions to
similar fractions.

6
5
1
1
x
6
5

6
4
2
2
x
3
2

6
4
6
5
>
so
3
2
6
5
>

Ask: Which of the two fractions is greater? (
6
5
)
Can you now tell in which household chore he spent more of his time? (Yes, it is
in washing clothes.)

d. Let the pupils state the steps in changing/renaming dissimilar fractions to similar
fractions.
e. Provide more practice exercises in renaming dissimilar fractions to similar fractions.

Strategy 2: Paper Folding Activity

Use a problem opener:

Example:
Most of the earths surface is covered with water. The Pacific Ocean covers
8
3
of the
earths water surface while the Indian Ocean covers
16
2
. Which ocean is larger?

a. Help the pupil understand the problem by asking some comprehension questions. Then
ask: What are given? What is asked?
b. Help them plan on what to do to solve the problem by asking these guide questions.

What kind of fractions are
8
3
and
16
2
?
How will you find out which is larger between the two? How will you compare them?
Can you tell at once which of the two fractions is greater?

c. Ask the pupils to work in groups. Give each group circular cutouts of uniform sizes.
d. Through paper folding activities lead each group in renaming the dissimilar fractions into
similar fractions as shown.

57

1)

8
3

16
2

2)

16
6

16
2

To what fraction is
8
3
equal to as found out in the paper folding activity? (
16
6
)
What did we actually do with the dissimilar fractions
8
3
and
16
2
to be able to compare
them?
(Find the LCM of their denominators and find a fraction equivalent to each using the LCM
as their LCD (least common denominator).)
In short,
8
3
and
16
2
were renamed into similar fractions.
Ask: Which of the 2 fractions is larger? (
8
3
)
Can you now tell which ocean is larger?
(Yes, the Pacific Ocean is larger than the Indian Ocean.)

e. Elicit from the pupils the steps in changing or renaming dissimilar fractions to similar
fractions.
f. Provide more exercises in renaming dissimilar fractions to similar fractions.

2. Generalization

How do we rename dissimilar fractions to similar fractions?
Find the LCD of the two fractions.
Using the LCD, change each fraction to an equivalent fraction.

C. Application

Rename these dissimilar fractions to similar fractions.

1)
6
4
10
3
,
2)
8
1
6
4
,

3)
4
3
8
5
,
4)
5
4
3
2
,

5)
6
3
12
10
,

58
IV. Evaluation

Write as similar fractions:

1)
9
3
,
6
6
2)
12
5
,
10
4

3)
12
10
,
8
2
4)
4
2
,
9
2

5)
10
3
,
8
6

V. Assignment

Express as similar fractions.

1)
9
2
4
3
,
2)
7
5
10
6
,

3)
5
4
8
3
,
4)
3
2
7
6
,

5)
5
3
8
7
,

Equal Fractions


Cognitive: Identify equal fractions
Use cross product to determine whether 2 fractions are equal
Psychomotor: Write the cross product of a given pair of fractions
Affective: Appreciate things received


Skills: Identifying equal fractions
Using cross product to determine whether 2 fractions are equal.
Reference: BEC-PELC II.A.1.2 & 1.2.1
Materials: Flash cards, flower cutouts, BINGO card and chips, sheets of paper, apple
fruit, fractional kit
Values: Positive attitude towards sharing (equal/unequal sharing)
Thoughtfulness



1. Drill

Strategy 1: My Favorite Flower (Concept Development)

Mechanics:
a. The teacher posts the expected answers.

Example:

72
54

59
3
1
3
1
b. Divide the class into 6 groups. Make 6 columns on the board for recording scores of the
group.
c. Teacher flashes equation like 9 x 8 = N.
d. The first six pupils from each group give the name of the flower that corresponds to the
correct product and that is her favorite flower.
(e.g. [9 x 8] answer gumamela)
e. The next set of 6 pupils from each group answers the next equation.
f. This activity continues until everyone has participated.
g. The group with the most correct answers wins.

2. Review

Answer the following:

a. Luz and Noemi were both given one pizza by their cousin. Luz ate
4
3
of her pizza while
Noemi ate
7
5
of hers. Who ate more pizza?
b. Noel has a
9
7
m of lace. George has
4
3
m. Who has a longer piece of lace?
c. Mang Ambo planted
4
3
of a hectare with cassava while Mang Gaston planted
6
5
of a
hectare with the same crop. Who planted cassava on a bigger piece of land?


1. Presentation

Strategy 1: Paper Folding (Modeling)

Materials: sheets of paper
Mechanics:
a. Divide the class into six groups.
b. Each group is given 2 pieces of paper of the same size.

c. Request them to fold the first paper into thirds. Color .
Fold the second paper into sixth. Color
6
1
.
Fit the second paper to the colored part of the first paper.
3
1

6
2

d. Ask, What part is the same as ?

What can you say about
3
1
and
6
2
?
Why can you say that
3
1
equals
6
2
?

60
2
1
3
1
2
1
e. Direct pupils to cross-multiply.

) (
) (
2 x 3
6 x 1
6
6
6
2
x
3
1

What can you say about the cross products?
What kind of fractions are
3
1
and
6
2
?
f. The first group to finish the activity explains their solutions.
g. Ask the pupils to think about this: Find the cross products of
and . Are they equal? What does this show?

Strategy 2: Using story problem and concrete objects

Materials: apples
Story: Denice and Patring are twins. Their father works in an office. One day,
he arrived home with one big delicious apple. He cut the apple into two equal
parts. He gave one part to Denice. Before he gave the other part to Patring, he
cut it into two equal parts. He promised Patring that she will receive a bigger
share next time. Patring thanked with a smile. Who receives the bigger share?
Prove it.
Mechanics:
a. Ask the following questions:
What fractional part represents Denice share? Patrings share?
b. Give time for the pupils to think about this: If you were Patring, would you cry for
receiving a smaller share? Why? What would you do?
c. Check if and
4
1
are equal using the cross product method.
d. Give more sets of dissimilar fractions for them to check whether they are equal using
cross multiplication.
Example:
3
2
,
5
4

7
3
,
6
5

Strategy 3: Family of Fractions

Materials: fraction kit
Mechanics:
b. Teacher asks: What symbol should be placed in the circle?

2
1

4
2

c. The first pupil from each group answers first.
d. Request students to prove their answers by the use of the fraction kit and by the cross
product method.
e. Teacher continues giving sets of dissimilar fractions to be answered by the next members
from each group.
f. This activity continues until everyone has participated.
g. Teacher asks the following questions:
How do you identify equal fractions?

61
2. Generalization

Equal fractions are fractions that name the same part of the whole. The cross product
method can be used to test if fractions are equal. If the cross products are equal then the two
fractions are equal.

IV. Evaluation

A. In the blanks before each number, write YES if the pair of fractions are equal and NO if not.

___ 1)
6
3
,
2
1
___ 2)
6
1
,
3
1

___ 3)
10
3
,
5
2
___ 4)
4
3
,
6
5

___ 5)
12
3
,
4
1

B. Use the cross products method to check if the fraction are equal. Then, write the correct symbol
on the blanks.

1)
8
3
____
5
2
2)
4
1
____
3
2

3)
6
1
____
12
2
4)
8
5
____
7
2

5)
9
5
____
8
3

C. Choose the set of fractions that are equal. Use the cross product method. Write the letter only.

1.
a)
8
7
9
5
,

c)
8
3
9
2
,

b)
10
8
5
4
,

d)
7
3
5
4
,

2.
a)
9
5
10
7
,

c)
7
3
5
4
,

b)
7
5
5
3
,

d)
5
2
15
6
,

3.
a)
5
4
9
7
,

c)
9
3
8
5
,

b)
20
8
5
2
,

d)
9
3
8
5
,

4.
a)
5
4
10
8
,

c)
6
5
10
3
,

b)
9
8
7
5
,

d)
9
4
7
5
,

62

5.
a)
4
3
8
6
,

c)
6
5
5
10
,

b)
3
2
9
8
,

d)
9
7
12
3
,

V. Assignment

A. Copy then write the missing numerator or denominator to make the equation correct.

1) 2 V 2) 5 = 10
3
=
12 6 V
3) 1 = 7 4) 4 = 8
4 V V 14
5) 2 = V
9 27

B. Write the next 3 consecutive fractions that are equal to the given example.

1)
2
1
= ______, ______, ______ 2)
7
2
= ______, ______, ______

3)
5
2
= _______, ______, _______ 4)
8
3
= _______, ______, _______

5)
6
1
= _______, ______, _______

Changing Fractions to Lowest or Higher Terms


Cognitive: Change fractions to lowest or higher terms
Psychomotor: Illustrate the process of changing fraction to lowest terms
Affective: Demonstrate diligence in doing ones schoolwork


Skill: Changing fractions to lowest or higher terms
Reference: BEC-PELC II.A.1.3
Materials: cartolina strips, activity sheets, chart
Value: Diligence




Drill on basic division facts

63
2
1
,
4
2
,
8
4
9
6
2. Review on finding the GCF

Find the GCF of the following pairs of numbers.

a) 24 6 b) 64 24
c) 18 36 d) 57 54
e) 25 100

3. Motivation

Do you love to eat cake? What kind of cake do you want to eat?


1. Presentation

Strategy 1: Diagram (Modeling)

a. Show models of a cake of the same size. Shade
8
4
of the cake. Shade
4
2
of the cake.
Shade
2
1
of the cake.

b. Compare the parts you shaded. Do these fractions have the same parts? Of these
fractions, , which is in the simplest form? Why?
c. What fraction in the simplest form will name a part equivalent to ? (Cartolina strips will
be provided to the pupils to fold)
d. Other fractions will be provided for the pupils to work on.

Strategy 2: Listing the Prime Factors

a. The pupils will be asked to give any fraction. The teacher writes them on the board.
b. They list down the factors of the given fractions.
c. If the fraction is not in the lowest terms / simplest form they reduce them to simplest form
by listing down the prime factors of both numerator and denominator and cancel all
common factors.

Example:
9
6

3 x 3
3 x 2
so
3
2
is the simplest form of
9
6

18
15

2 x 3 x 3
5 x 3
so
6
5
18
15

63
27

7 x 3 x 3
3 x 3 x 3
so
7
3
63
27

64
d. If the fraction is in the lowest terms, they will transform it to higher term by multiplying it
by a common factor.
Example:
3
2
x
2
2
=
6
4

3
2
x
3
3
=
9
6

e. Other fractions will be provided for the pupils to work on.

Strategy 3: Finding the GCF

Using a problem opener (concept development)

Magie, Donna and Erica are friends. Magie worked on her assigned project for
10
5
of an hour; Donna,
6
3
of an hour and Erica
4
2
of an hour. Who worked the longest?

a. Discuss the problem by asking some comprehension questions.

Valuing:
Ask further: Are these 3 girls good examples for pupils like you to follow? Do you also do
your school work? If not, what should you do to improve your work in school?

b. Ask: Does the numerator and the denominator of each fraction have a common factor?
What are the factors of 5 and 10; 3 and 6; 2 and 4?
c. Let the pupils list down the factors of each numerator and denominator and have them
encircle their greatest common factor (GCF).
d. Ask them to use this GCF in dividing both the numerator and denominator to reduce the
fraction to lowest terms as shown.

Magie
10
5
=
5 10
5 5
=
2
1

Donna
6
3
=
3 6
3 3
=
2
1

Erica
4
2
=
2 4
2 2
=
2
1

e. What is now the answer to the question in our problem? (Magie, Donna and Erica worked
on equal time.)
f. Lets do the same with
9
6
.

9
6
=
9 x 1 3 x 3
6 x 1 3 x 2
,
,
GCF= 3

9
6
=
3 9
3 6
=
3
2

g. Other fractions will be provided for the pupils to work with.

2. Generalization

How did we change a fraction to lowest terms? When do we say that a fraction is in its lowest
terms?
How can we identify fraction in its lowest terms?
A fraction in its lowest terms can be identified if,
a. The numerator is 1. Example:
10
1
,
8
1
,
6
1

65
3
2
9
8
6
5
11
5
7
3
5
2
b. The numerator and denominator are consecutive numbers.
Example: , ,
c. The numerator and denominator are both prime numbers.
Example: , ,
d. There is no common factor except 1.
Example:
9
4
,
10
9
,
15
8

To change fractions to lowest terms, we apply any of the following methods.

a. List the prime factors of the numerator and denominator. Cancel the common factors.
The remaining factors will be the numerator or denominator.
b. Divide the numerator and denominator by their greatest common factors.

IV. Evaluation

A. Box the fraction in the higher terms. Transform fractions in the lowest terms to the next higher
terms.
a)
7
3
b)
9
3
c)
10
9
d)
5
1

e)
8
6
f)
7
6
g)
20
10
h)
10
8

i)
5
4
j)
18
15
k)
8
7
l)
13
4

m)
12
9
n)
20
14
o)
24
8

B. Complete the following:

4 V 8 V 6 V
1)
8
=
2
2)
32
=
4
3)
30
=
5

1 V 16 V V 2
4)
4
=
24
5)
32
=
2
6)
49
=
7

3 V 27 3 30 V
7)
5
=
55
8)
V
=
8
9)
150
=
5

C. Reduce the following fractions to simplest form.

16 21 10 6 8
1)
20
2)
42
3)
50
4)
30
5)
10

14 6 30 9 9
6)
28
7)
27
8)
150
9)
15
10)
27

8 15 21 15 16
11)
24
12)
25
13)
45
14)
40
15)
40

66
D. Complete the set of equal fractions.

1 V V 20 40 60
1)
3
,
6
,
9
2)
60
,
V
,
V

2 V V 4 20 V
3)
5
,
10
,
20
4)
9
,
V
,
54

15 30 45 7 V V
5)
20
,
V
,
V
6)
8
,
24
,
16

30 V V 6 42 48
7)
40
,
80
,
160
8)
7
,
V
,
V

V. Assignment

A. Encircle the fraction which does not belong to the group. Give your reason.

7 6 1 8 2 3 1 5
1)
14
,
9
,
2
,
16
2)
6
,
7
,
3
,
15

8 1 4 3 6 1 4 5
3)
32
,
4
,
20
,
12
4)
35
,
5
,
20
,
25

18 27 25 9
5)
20
,
30
,
50
,
10

B. Give the GCF of each fraction, then change to its lowest terms.

2 2 3 4
1)
4
=
4
=

2)
6
=

3)
10
=

5 6 8
4)
15
=

5)
9
=

6)
10
=

4 6 15
7)
12
=

8)
10
=

9)
20
=

12 18 12
10)
18
=

11)
20
=

12)
16
=

9 14 5
13)
21
=

14)
24
=

15)
30
=

C. Change to higher terms by multiplying both the numerator and denominator by a fraction equal to
1 whose denominators are 2, 3. 4, 5, 6 and 7.

1 V V V V V V
1)
4
=
V
=
V
=
V
=
V
=
V
=
V

1 V V V V V V
2)
5
=
V
=
V
=
V
=
V
=
V
=
V

2 V V V V V V
3)
3
=
V
=
V
=
V
=
V
=
V
=
V

67
2
1
3 V V V V V V
4)
7
=
V
=
V
=
V
=
V
=
V
=
V

1 V V V V V V
5)
6
=
V
=
V
=
V
=
V
=
V
=
V

Estimating Fractions Close to 0,
2
1
or 1


Cognitive: Estimate fractions close to 0,
2
1
or 1
Psychomotor: Draw regions and/or construct number lines to aid in estimation
Affective: Demonstrate proper attitude in winning or losing a game/contest


Skill: Estimating fractions close to 0, or 1
Reference: BEC-PELC II.A.2
Materials: BINGO cards, flashcards, number line, illustration boards, chart
Value: Sportsmanship



1. Drill

Rounding Off Whole Numbers

Strategy 1: BINGO Card

Materials: BINGO cards and flashcards
Mechanics:
b. Distribute BINGO cards, one to each group. Rounded numbers are written on BINGO
cards.
c. The teacher posts the diagram of the winning BINGO.
d. Teacher starts showing a flashcard. Example:

834(nearest tens) 9426(nearest hundreds) .

e. Each group works on rounding numbers and covers on the BINGO card.
f. This activity continues until one group wins covering the winning diagram previously
shown by the teacher.

2. Review

Comparing fractions

Strategy 1: Listing Game

Materials: illustration boards

69
2
1
2
1

b. Answer the following questions:
Which fractions are close to 0?
Which fractions are close to
2
1
?
Which fractions are close to 1?
c. Each group explains their work to the class.

Strategy 2: Babys Steps on A Number Line (Concept Development)

Materials: Number line
Mechanics:
a. Teacher shows 0 to
15
15
in the number line.

b. Teacher asks the following questions:
Into how many equal parts is the number line equally divided?
Answer: 15 equal parts
Using the number line, what fractions are close to ?
Answer:
15
9
,
15
6
,
15
8
,
15
7

What fraction represents 1?
Answer:
15
15
Name the fractions that are close to 1.
Answer:
15
15
15
12
15
13
15
14
, , ,

c. What observations and insight can you make about fractions close to 0? Close to ?
Close to 1?

Strategy 3: Guessing Game

Mechanics:
S Divide class into four groups.
S Teacher gives a riddle:
Example: Im greater than
6
3
.
Im very close to
2
1
.
My denominator is 6.
Who am I?
S Volunteer group answers this way.
Are you
8
7
?
S Teacher says:
No, Im not. Guess again.

2
1

15
0

15
1

15
2

15
3

15
4

15
5

15
6

15
7

15
8

15
9

15
10

15
11

15
12

15
13

15
14

15
15

0 1

70
4
1
4
3

S Volunteer group guesses:
Are you
6
4
?
S Teacher says:
Yes, I am.

S This activity continues with one group throwing a riddle to other groups.
S The group with the most number of correct answers wins.

Valuing:
What do you usually feel when you lose in a game or contest? To be able to win, what
should you do? How about when your group wins, is it right to be boastful? Why? How
should you behave?

2. Generalization

In estimating fractions, we have to consider both numerators and denominators.

a. If the numerator is
4
1
or more but less than
4
3
of the denominator, we estimate it as close
to
2
1
.
b. If the numerator is less than of the denominator, estimate it as close to 0.
c. If the numerator is or more of the denominator, estimate it as close to 1.

IV. Evaluation
A. Estimate the following fractions if they are close to 0,
2
1
or 1. Write the correct estimate in the
blank before the number.

______ 1)
4
3

______ 2)
8
7

______ 3)
12
5

______ 4)
13
11

______ 5) 8
3

______ 6) 17
3

______ 7) 13
11

______ 8)
10
7

______ 9) 11
3

______ 10) 12
2

71
2
1

B. Put a check mark on the appropriate column that best describes the fractions.

Fraction Close to 0
Close to
2
1

Close to 1
1)
10
9
2)
12
2
3)
7
1

4)
12
9

5)
10
3

C. Answer the following questions. Choose the letter only.

1. Which fraction is close to 0?
a)
8
7
b)
10
2
c)
10
6
d)
12
11

2. Which fraction is close to
2
1
?
a)
9
2
b)
8
4
c)
15
14
d)
6
1

3. Estimate the fraction close to 0.
a)
14
8
b)
15
2
c)
14
13
d)
7
1

4. Which of the following fractions is close to
2
1
?
a)
10
2
b)
12
3
c)
8
4
d)
7
1

5. Estimate the fraction close to 1.
a)
12
9
b)
8
7
c)
15
2
d)
4
3

V. Assignment

1. Draw a number line showing
12
1
to
12
12
on an illustration board.

2. List the fractions that are close to 0, or 1.

Adding Similar Fractions


Cognitive: Add two to four similar fractions
Psychomotor: Write the sum of the given similar fractions
Affective: Show proper care of ones belongings

72
1
]
1
5
14


Skill: Adding two to four similar fractions without or with regrouping
Reference: BEC-PELC II.B.1.1
Materials: fraction cards, regions
Value: Proper care of ones belongings




Drill on changing improper fractions to mixed number or vice versa.

Strategy 1: Concentrate Game or Memory Game

This is a game for you and a friend.
Make 10 improper fraction cards and 10 mixed number cards
Mechanics:
a. Form 2 groups with 5 members.
b. Mix-up the 20 cards and lay them face down in four rows with five cards in each row.
c. Pupils take turns in turning over the cards.
d. Turn over two cards.
If an improper fraction matches the mixed number, keep the cards. If the cards do not
match, turn them over.
e. After each player has done four turns, the player with the greater number of matched
cards is the winner.

Strategy 2: Agawan ng Panyo

Materials: flashcards, handkerchief
Mechanics:
a. Ask for a tall pupil to stand in front of the class. He/She will be the arbiter. He/She holds
the handkerchief and let it dangle in his/her hand.
b. Divide the class into 2 groups. Ask the first two pupils of each team to stand in front of
the class. They are the first pair of contestants.

c. The teacher flashes an improper fraction, for example . .
d. The pupil who gets the handkerchief first gets the chance to give the answer. The team
gets the point if the answer is correct. If the answer previously given is incorrect, the pupil
from the other team will have the chance to get the point if his response is right.
e. Continue the game until most of the pupils have participated. The team with the most
number of correct answer wins.

2. Review

Put a before the number if the fraction is in the lowest terms. Simplify if it is NOT.

1)
11
9

2)
10
8

3)
15
10

4)
6
4

5)
8
7

73

1. Presentation

Strategy 1: Concept Development and Modeling

Using problem opener
Trina used
8
3
metre of plastic to cover her art portfolio and
8
2
metre for her
notebooks. How many metres of plastic cover did she use?

a. Help pupils understand the problem by asking some comprehension questions. What is
asked? What are given?

Valuing:
Ask further: What kind of pupil do you think is Trina?
Why is it important to take care of these things?

b. What operation should you use to solve the problem? What is the number sentence?
(Pupils write it on the board.)
c. Direct the pupils attention to the fraction circle posted on the board.
Then give the fraction pieces to the pupils which resemble a whole circle when put
together.
d. Next, ask pupils how many pieces they have. (8 pieces)
Continue by asking, What fraction name can you give each piece?
,
_
8
1

e. Ask one pupil to put
8
3
on the fraction circle and another to put
8
2
.

(Elicit from them that these represent the plastic cover Trina used for her art portfolio and
notebook respectively) How many pieces were there in all? Let pupils count the actual
number of pieces
,
_
8
5
.
Expected output:

Show on the board that
8
5
8
2
8
3
+
.
f. Lead the pupils in discovering the rule in adding similar fractions by asking, What did we
do with the numerators? Denominators?
g. You may ask this question for higher order thinking skills (HOTS).
Why is it incorrect to add two fractions by adding the numerators and adding
denominators?
Provide more exercises on adding similar fractions.

74
Strategy 2 Cooperative Learning

Using a Problem Opener
Rod and July had a pizza party on Friday evening. They ordered a large supreme pizza.
The pizza was cut into 8 slices. While they were waiting for their guests, Rod ate
8
1
of the
pizza and July ate
8
3
of it. How much pizza did they eat before the guests arrived?

a. Help the pupils understand the problem by asking some comprehension questions. What
is asked? What are given?
b. What operation will you use to solve the problem? Write the number sentence.
c. Group the pupils. (Cooperative Learning)
Have them ready with their grid paper and colored pens.
Write the following in activity cards.

O On your grid paper draw a rectangle showing 8 equal parts
O With a colored pen represent
8
1

O With another colored pen represent
8
3

Answer these questions:
- How many sections of the rectangle are colored?
- What fraction represents the number of colored sections of the
rectangle?

d. Let each group discuss their outputs.
Write the equation on the board.
8
4
8
3
8
1
+
or
2
1

e. Ask leading questions to elicit from the pupils the rule in adding similar fractions. See
Strategy 1 a g
f. Provide more exercises on adding similar fractions.


Using a problem opener

Aida bought
5
3
metre of blue ribbon,
5
4
metre of white ribbon and
5
2
metre of red
ribbon. How long are the ribbons when put together end to end?

a. Ask leading question as in Strategy 1 a b.
b. Direct the pupils to the model shown.

5
3

5
2

5
4

5
9
or
5
4
1

75
c. Using the model:
Let the pupils write the equation:
5
9
5
4
5
2
5
3
+ +

What kind of fraction did you get as an answer? (It is an improper fraction. It was
renamed into a mixed number.)
d. Lead the pupils to the idea that in adding similar fractions, answers must be reduced to
lowest terms or in simplest form.
e. Provide more exercises in adding 2 or more similar fractions.

2. Generalization

How do we add 2 or more similar fractions?

a. Add the numerators and write the sum over the common denominator.
b. Change the fraction sum to lowest terms when the numerator and denominator have
common factors or change it to mixed fractions if it is an improper fraction.

C. Application

Find the sum. Reduce answers to simplest forms.

1)
20
13
+
20
5
= 2)
10
8
+
10
3
=
3)
14
6
+
14
2
= 4)
14
5
+
14
2
+
14
7
=
5)
9
2
+
9
1
+
9
4
=

IV. Evaluation

A. Find the sum. Reduce answers to simplest form.

1)
8
4
+
8
1
= 2)
9
4
+
9
1
+
9
6
=

3)
4
3
+
4
3
= 4)
10
3
+
10
2
=

5)
8
3
+
8
3
=

B. Add. Reduce answers to simplest form.

1)
8
1
+
8
3
+
8
2
2)
20
12
+
20
1
+
20
5

3)
12
5
+
12
2
+
12
4
+
12
4
4)
16
8
+
16
2
+
16
2

5)
14
10
+
14
2

76
V. Assignment

Find the sum and give the answer in simplest form.

1)
5
2
+
5
8
+
5
3
=
3)
12
11
+
12
1
=
5)
12
5
+
12
2
+
12
4
=
2)
7
2
+
7
3
=
4)
15
4
+
15
1
+
15
5
=

Visualizing Addition of Dissimilar Fractions


Cognitive: Visualize addition of dissimilar fractions without and with regrouping
Psychomotor: Illustrate addition of dissimilar fractions
Affective: Work harmoniously with others


Skill: Visualizing addition of dissimilar fractions without and with regrouping
Materials: flashcards, game boards for square deal, fraction chart, strips
Values: Peace and harmony



1. Drill

Giving GCF of given numbers

2. Review

Adding dissimilar fractions with regrouping

Strategy: Square Deal

a. Form dyads.
b. Each dyad will share a game board.
c. Starting at any black square on the game board, the player connects it to a neighboring
black square with a horizontal or vertical line. The pupils may connect any two
neighboring black squares on the board.
d. Connecting black squares continues until one player completes a square if he or she is
able to give the answer to the problem inside the newly completed square. The player
then places his or her initials inside the completed square.
e. If the player is unable to answer the problem correctly, the other player has a chance to
get.
f. Play ends when all 25 squares are completed.
g. The player who has scored the most points wins.

77
A game board.

3. Motivation

Can we mix oil with water by merely pouring them together? Why?
Similarly, we cannot just put together dissimilar fractions, can we?

12
11

+
12
3

9
8

+
9
5

20
15

+
20
10

12
10

+
12
6

14
11

+
14
9

9
7
9
8

+
9
2

10
7

+
10
5

7
4

+
7
8

11
9

+
11
6

8
3
8
5

+
8
3

9
7

+
9
8

12
11

+
12
5

5
3

+
5
4

7
5

+
7
4

16
3
16
5

+
16
7

12
7

+
12
5

10
5

+
10
8

6
5

+
6
2

9
7

+
9
3

7
4

+
7
6

12
10

+
12
6

10
8

+
10
3

6
5

+
6
3

12
7
12
4

+
12
3

15
6
15
12

+
15
4

78
4
1
8
3

1. Presentation


Using a problem opener:
Mother has one whole cake. First she sliced
3
1
and then
6
1
of the cake.
What part of the cake did she slice?

a. Ask: What part of the cake had been sliced off? What was the total part of the cake that
was sliced off?

2
1

b. Provide other fractions and let the pupils answer.

4
1

2
1

8
1

8
1

2
1
+
4
1
= ______

Strategy 2: Stripping

Materials: tape, fraction chart, 8 strips consisting of two colors (example: 4 red; 4
blue). The strips should have the same size as the unit strip in the
fraction chart.
Mechanics:
a. Divide the class into groups of five.
b. Each group gets 4 red strips and 4 blue strips from the teacher. Call each strip a unit
strip.

c. Get two unit strips of different colors. Cut piece from the red, and piece from the
blue. Label these pieces. Tape them together end to end without overlapping.
d. What fractional part of the unit strip is the new strip? Use the fraction chart to find the
answer.
e. Complete the number sentence below:

4
1
+
8
3
= ____

3
1

6
1

3
1

6
1

79
2
1
4
3
+
12
19
Examine the addends and their sum as their representation in the fraction chart.
How can you arrive at
8
5
by adding
4
1
and
8
3
?
f. Rewrite the number sentence to come up with a new number sentence that contains all
similar fractions. Paste the new strip next to the number sentence.
g. Add the following pairs of fraction using the remaining strips. Make sure to change each
pair of dissimilar fractions into similar fractions.

1)
6
1
and
12
5

2)
4
3
and
12
1

3)
2
1
and
3
1

Strategy 3: Guess and Check

a. Why do you think the sums of these two sets of fractions are the same?

8
3
8
4
+

8
3
2
1
+

b. Teacher asks: Can you find another pair of fractions that have the same sum as
?
c. Let the pupils examine the following:

'
....
16
12
,
12
9
,
8
6
4
3

+
'
....
24
20
,
18
15
,
12
10
6
5

d. Ask: What is the sum? What is another name for ?

e. Let the pupils do the same with other fractions as:

+
+
+
6
5
9
4
2
1
3
2
4
3
8
3

2. Generalization

How can we add fractions? (We change the addends to similar fractions then add, express
the sum to lowest terms if necessary.)

80
IV. Evaluation

A. Complete the diagrams by shading them correctly showing the given addition statements.
Rename the answers if needed.

1)
2
1
+
5
4
= + = + =

2)
5
2
+
3
1
= + = + =

3)
3
2
+
9
4
= + = + =

4)
6
5
+
4
3
= + = + =

5)
6
1
+
8
3
= + = + =

B. Use diagrams or fraction regions to add the following:

1)
3
2
+
4
1
= 2)
8
3
+
4
1
=

3)
6
2
+
3
1
= 4)
8
5
+
2
1
=

5)
3
2
+
9
5
=

C. Add. Make the fractions similar by finding its equivalent

1)
10
3
2)
8
3
3)
3
2
4)
4
1
5)
6
1

+
5
2
+
6
5

2
1

3
2
+
9
5

+
6
1
+
2
1

D. Read and solve.

1) Walk
10
7
km. 2)
8
3
cm of paper strip
Run
2
1
km. Another
4
1
cm of paper strip.
How far in all? How long is the paper strip?

81
3) Jacks step:
4
3
metre
Sues step:
3
2
metre
How long are the two steps together?

V. Assignment

A. Use a number line to add the following:

1)
+
6
1
3
1
2)
+
4
1
8
1

3)
+
6
1
12
5
4)
+
10
7
5
1

5)
+
2
1
8
5

B. Find the sum.

1)
+
6
5
12
11
2)
+
4
3
10
7

3)
+
5
3
4
1
4)
+
5
1
6
5

5)
+
8
7
3
2

Adding Dissimilar Fractions


Cognitive: Add dissimilar fraction
Psychomotor: Illustrate the steps in adding dissimilar fractions
Affective: Form the habit of being obedient


Skill: Adding dissimilar fractions
Materials: flash card, concrete objects
Value: Obedience




Finding the LCM of some given numbers

Strategy: Relay game

82
6
3
12
2
Mechanics:
a. Divide the class into 2 groups. One representative from each group stands at the back of
the room.
b. Teacher flashes card with 2 to 3 written numbers.
c. Pupils give the LCM orally and the pupil who gives the 1
st
correct answer gets the point.
d. The game continues until all the10 participants from each group have participated.
e. The group having the most points wins the game.

2. Review

Finding the LCM through the decomposition method.

Example:
6
1
+
3
1
+
5
1

3 6 3 5 LCM = 30
2 2 1 5
5 1 1 5
30 1 1 1

Provide several combinations of numbers for the pupils to work on.


1. Presentation

Strategy 1: Problem Opener through Cutouts
(drawing picture of a circular pizza)

Faith ate of a pizza. Mark ate of the same pizza. How many parts of the
pizza did they eat in all?
a. What is asked?
b. What are given?
c. What kind of fractions are
6
3
and
12
2
?
d. What operation is needed to solve the problem?
e. Can we easily add
6
3
and
12
1
? Why?
f. How can we add them? (Rename
6
3
into a fraction similar to
12
2
)

From the drawing,

6
3
=
12
6

12
2

g. Lets solve the problem.
12
6
+
12
2
=
1
1
1
1
1
1
1
1
1
1
1

83
4
1
+
8
3
4
1
Materials: cutouts presentation using cartolina strips
(Group Work) (Modeling)
Mechanics:
a. Get 4 red strips and 4 blue strips from the teacher. Call each strip a unit strip.

b. Get 2 units strips of different colors. Cut piece from the red, and a piece from the
blue. Label these pieces. Tape them together end to end without overlapping.
c. What fractional part of the unit is the new strip? Use the fraction chart to find the
answer?
d. Complete the number sentence below.

N

e. Examine the addends and their sum as well as their representation in the fraction chart.

8
2
+
8
3
=
8
5

Strategy 3 Using the LCD

28
24
4
4
x
7
6

+
28
21
7
7
x
4
3

28
45
or
28
17
1

Discuss the steps one by one.

2. Generalization

How do we add dissimilar fractions?
In adding dissimilar fractions, find the LCD first. Then rename them to similar fractions. Add
as in adding similar fractions and reduce the answer to lowest terms.

C. Application

Find the sum.
1) 2) 3)
16
9

+
8
4

20
16

+
10
2

24
14

+
16
6

4) 5)
8
5

+
6
4

10
7

+
20
2

8
3

84
20
15

+
10
2

6
5

+
18
1

12
4

+ 10
2

9
3

+ 15
7

6
4

+
30
10

12
7

+
6
3

10
5

+ 9
4

14
6

+
9
2

Ask the pupils to step forward and write the answer (in simplest form) on each step.

IV. Evaluation

A. Rename these fractions as similar fractions. Add then express the sum in lowest terms if
possible.

1)
+
4
3
8
2
2)
+
12
1
8
2
3)
+
6
3
4
1

4)
+
4
1
8
5
5)
+
2
1
10
6

B. Add and express answers to lowest terms if possible.

1)
8
4

+
2
1

4
3

2)
12
5

+
6
3

4
1

3)
16
9

+
6
5

5
3

4)
5
1

+
4
3

9
5

5)
10
3

+
5
2

6
5

V. Assignment

Find the sum and if necessary reduce the answer in its simplest form.

1)
10
4
6
3
+
2)
9
5
12
8
+
3)
10
7
15
6
+
4)
4
3
10
2
+
5)
15
10
9
5
+

85
Adding Dissimilar Fractions and Whole Numbers


Cognitive: Add dissimilar fractions and whole number
Psychomotor: Write the answer in a number sentence through the aid of visual representations
Affective: Appreciate the importance of putting up small income generating projects


Skill: Adding dissimilar fractions and whole numbers
Materials: fraction cards, fraction strips, cutouts
Value: Industry




Drill on giving the LCD of given fractions
Example:

5
4
,
3
2

2
1

8
5

10
2
4
3

2. Review

Game: Fill Them Up

Materials: fraction cards, colored chalks
Mechanics:
a. Form 2 groups of five. Line them up.
b. Each group will be given sets of fraction cards.
Example:
8
3
=
8

2
1

8

c. When the go signal starts, the first pupil in line will pick a card and fill up the box with the
missing data using the colored chalk.
d. The pupil who first gets the correct answer earns the point.
e. Game continues until all cards are filled up.
f. The group with the most number of points wins the game.

3. Motivation

Who among you have tasted sweet tamarind candies? Do you have an idea what ingredients
they have?

86
5
3
4
1

1. Presentation

Strategy 1: Modeling Using a Brown Strip Ruler

Juns family is making sweet tamarind candies to earn extra income and sustain the
familys daily expenses.

Below are a chart of ingredients for sweet tamarind candies and their measurement in cups.

Ingredients: Measurement:

Mashed camote 2 cups

Ripe sampaloc cups

Brown sugar 3 cups

Water cups

How much mixture will you have if you put all the ingredients together?

Valuing:
You may ask further: Is it a necessity for us to learn how to earn extra money especially
during this time of crisis? Why? What other income generating projects do you know that a
family may work with so as to earn extra income?

b. Have the pupils plan on what operation they will use to find the answer. Let them write
the number sentence.
c. Lead them in solving the problem by using visual representations such as the brown strip
ruler below.

1 cup

What was actually done with the pair of dissimilar fractions? (They were changed into
similar fractions)
Evaluate the number sentence using the models.

2 2
3 3
+
5
3
+
20
12

4
1

20
5

5
20
17

5
3
or
20
12

4
1
or
20
5

88
2. Generalization

How do we add dissimilar fractions and whole numbers?

Change the dissimilar fractions to similar fractions then add following the rules in adding
similar fractions.
Add the whole numbers.
Express the answer in lowest terms if possible.

C. Application

Find the sum. Express answer in simplest form if possible.

1) 4 + 6 +
3
2
+
4
3
4) 10 +
12
6
+
3
1

2)
10
5
+
6
3
+ 15 5) 8 + 6 +
8
3
+
6
4

3)
8
2
+
2
1
+ 2 + 9

IV. Evaluation

A. Find the sum. Express the answer in lowest terms if possible.

1) 7 + 12 +
10
3
+
6
2
=
2) 9 +
12
5
+
8
4
=
3)
15
9
+
6
3
+ 7 + 11 =
4) 6 + 7 +
20
4
+
8
3
=
5) 15 +
14
9
+
7
3
=

B. Add. Express the answer in lowest terms if possible.
1) 3 + 4 +
6
2
=
2) 5 +
8
7
+
4
1
=
3)
9
3
+
3
1
+ 7=
4) 8 + 5 +
3
2
+
5
4
=
5) 11 +
10
4
+
3
2
=

V. Assignment

A. Find the sum: Write the answer in lowest terms if possible.

1) 8 + 10 +
12
2
+
9
4
= 2)
4
6
+
9
2
+ 7 + 2 + 3 =

3)
10
8
+
8
3
+ 6 + 4 = 4) 12 + 2 +
10
7
+
6
3
=

5) 18 +
15
6
+
10
4
=

89
6
2
B. Solve.

Gina ate of a chocolate bar while Mina ate . How many chocolate bars did they
eat altogether?

Adding Whole Numbers and Mixed Forms


Cognitive: Add whole numbers and mixed forms
Psychomotor: Illustrate addition of whole numbers and mixed form through a diagram
Affective: Budget ones time wisely


Skill: Adding whole numbers and mixed forms
Materials: cutouts, cardboard/cartolina, pair of scissors
Value: Spending time wisely




Drill on changing fractions to simplest form

2. Review

Adding mixed forms and similar fractions

Game: Drivers Seat

Mechanics:
a. Form 2 or more groups with 10 players in each group.
b. The first player, the driver, gives a fraction in mixed form then goes at the back of the
line.
c. The next player then becomes the driver gives a fraction similar to the first, and goes also
at the back of the line.
d. The third player is now the driver who gives the sum of the fractions given by the first two
players. If he gives a wrong answer the first two players go back to the drivers seat. If
the answer is correct the next player becomes the driver.
e. The game continues until all the members of the group become drivers.
f. The team who finishes first is the winner.

3
2

90

1. Presentation

Strategy 1: My Budget of Work (Drawing Diagrams)

Mechanics:
a. Pupils are asked to make their routinary schedule for their daily activities.
b. Remind them to list down all their activities with their corresponding length of time in
whole or in mixed form.
c. Let the pupils exchange their budget of work and analyze each others schedule.

Valuing:
Do you help you parents during Saturdays and Sundays? How many hours do you work
at home during weekends?

d. The teacher calls on two pupils to compare their schedules about the time they spent in
working at home during weekends.
Ex. Carla Donna
4 hours 3
2
1
hours
e. Draw diagrams to show the number of hours. How many hours did they spend if they
work together?

+

4 + 3
2
1
= 7
2
1

f. Ask the following questions:
What do we do to get the sum? How did we get the sum? How do we add whole
number and mixed forms?

Strategy 2: Relay

Materials: cutouts of fruits, baskets for each group
Mechanics:
b. When the signal is given, a pupil from each group will get a fruit cutout and puts it inside
his basket.
c. He goes back to his group and taps the next player who does the same.
d. The other players continue until the box is empty.
e. The secretary of each group will record the number of fruits collected by each member
using a chart.
f. The group which collected the greatest number of fruits wins the game.
A B C D

5
2
4
3

4
6
2
1

6
2
1

6
2
4
3

2

4 3 3 1

2 1 5 6

The class answers the following questions:
Which group do you think won our game? How can we find out? How do we find the
sum?

91
Strategy 3: Cut-it-Out (Modelling)

Materials: cardboard or cartolina, pairs of scissors
Mechanics:
a. The class will be divided into groups of five members.
b. Pupils will cut figures (whole and fractions) from the cartolina.
c. After cutting figures, pupils will construct problem exercises using the cutouts.
d. The groups will exchange each others work and do the exercises.

2. Generalization

What kind of numbers did we add today?
How do we add mixed forms and whole numbers?

IV. Evaluation

A. What addition sentence is shown by the diagram?

1.

__________ + _________ = _________

2.

__________ + _________ = _________

3.

__________ + _________ = _________

4.

__________ + _________ = _________

92
B. Add the following:
1)
+
8
7
2 4
2)
+
4
3
5 5
3)
+
2
1
10 5

4)
+ 3
6
5
7
5)
+
5
4
3 9

C. Color the answer with the indicated color on the exercise. (Painting)

red blue white red
+
8
5
6 9

+5
9
4
8

+
6
5
8 4

+ 9
10
7
9

V. Assignment

A. Add the following.

1)
+
10
1
3 6
2)
+ 5
5
4
3)
+
3
2
1 9

4)
+
8
3
5 18
5)
+
7
4
6

B. Think of an addition statement that would give the following as the answer. (Guess and check.)
1) ___ + ___ =
4
3
11
2) ___ + ___ =
9
4
9

3) ___ + ___ =
8
5
16
4) ___ + ___ =
10
7
16

5) ___ + ___ =
11
5
13

blue white red blue
+ 7
7
4
3

+
9
2
7 6

+
8
7
8 3

+
8
7
8 7

6
5
12

9
2
13

9
4
13

8
7
11

7
4
10

8
5
15

8
7
15

10
7
18

93
C. In the following squares, add across and down.

5 6
1
3

8
7
4

9 7
6
9

1
4

6
5
6

4 8
7
3
7

1
1
9
4
8

17
8
5
4

11
7
12

9
10
3
9

3
1

16 13
11
8

Adding Dissimilar Fractions and Mixed Forms


Cognitive: Add a mixed form and a dissimilar fraction
Psychomotor: Illustrate the number sentence using models
Affective: Demonstrate love and concern for love ones


Skill: Adding mixed forms and a dissimilar fraction
Materials: fraction cards, cutouts, number line model
Value: Thoughtfulness




Drill on adding similar fractions

2. Review

Giving LCD of 2 or more fractions

Game: Partners
Materials: fraction cards
Mechanics:
a. Work in pairs.
b. Players share the same game board.
c. Cards will be placed at random facing down the table.

94
d. Group A player turns over 2 cards. If these cards match, he takes the cards.

Example:
If Group A players turn over the two cards
1
]
1
2
1
,
4
3
, he takes these cards because
they match. (The LCD of
4
3
and
2
1
is 4). If the cards do no match, the player turns
them facedown. Group B player now turns over two cards and matches.

e. Each group alternates until all the cards are turned over or matched.
f. The player who accumulates the most cards wins.
g. The players can reshuffle the cards and play more games.


1. Presentation

Strategy 1: Modeling (Number line model)

Sally uses 2
2
1
metres of red ribbon to wrap a Christmas gift for her mother and
4
3

metre of blue ribbon to wrap another one for her father. How much ribbon did she use
altogether?


Valuing:
You may ask further: Do you also give your parents gifts during special occasions like
Christmas? What else do you do to show your love and concern for them?

b. Let them plan on how to solve the problem. Ask: What operation will you use to solve
the problem? What is the number sentence?
c. Help them represent the problem in a number line as shown.

Evaluate the number sentence:
N
4
3
2
1
2 +

Using the number line, what is N equal to? (
4
1
3
)
d. Focus on the number line. Help discuss that the dissimilar fractions must first be
renamed into similar fractions before addition takes place.
e. Provide more practice exercises for the pupils to work with.

2
1
1
2
1
1 2
2
1
2 3
2
1
3 4
0
4
1

4
2

4
3
1 1
4
1
1
4
2
1
4
3
2 2
4
1
2
4
2
2
4
3
3 3
4
1
3
4
2
3
4
3
4

95
Strategy 2: Developing a Concept Using Models

Tina and Ayen walked to their grandfathers house to visit him. It took them
4
3
of
an hour to get there and 1
2
1
hour to get back home. How much time did they spend
going both ways?

a. Do as in Strategy I letters a and b.
b. You may ask further: What kind of children do you think are Tina and Ayen? Why is it
important to remember our grandparents? What are other ways of showing our love and
concern for them?
c. Post this activity:

1) Represent
2
1
1
and
4
3
using the circular cutouts.
2) Evaluate the number sentence
N
4
3
2
1
1 +
by actually putting together
2
1
1
and
4
3

(Guide the pupils in cutting and pasting the parts together as shown.)

a) - Fractions with unlike
denominators

2
1
1

4
3

b)

paste
cut

c)

cut

3) What value did you get for N as shown by the models? (2
4
1
)
d. Using the cutouts, let the pupils discover the rule in adding a mixed form and a fraction by
asking some leading questions such as: What did we do with the pair of dissimilar
fractions before we did addition? (change/rename them into similar fractions)
e. Provide more exercises.

2. Generalization

How do we add a mixed form and a dissimilar fraction?
First, rename the fractions into similar fractions. Add as we do with similar fractions. Express
the answer in simplest form if possible.

96
C. Application

Find the sum.

a)
+
4
4
3
1
9
b)
+
3
1
6
3
4
c)
+
6
2
4
1
2

d)
+
2
1
10
2
5
e)
+
8
3
4
3
1

IV. Evaluation

A. Find the sum. Reduce answers to simplest form.

1)
+
8
3
4
1
2
2)
+
3
2
5
1
6
3)
+
2
1
8
2
4

4)
+
5
3
10
2
1
5)
+
3
1
9
3
7

B. Add. Reduce answers to simplest form.

1)
+
6
1
3
2
6
2)
+
4
1
10
5
8
3)
+
8
3
12
6
9

4)
+
6
3
8
5
10
5)
+
6
2
10
7
7

V. Assignment

Find the sum.

1)
+
3
1
7
2
3
2)
+
4
3
16
4
9
3)
+
8
3
6
3
17

4)
+
4
3
10
8
4
5)
+
8
3
12
1
7

Adding Mixed Forms


Cognitive: Add mixed forms
Psychomotor: Illustrate how to find the sum of mixed forms using actual objects such as sheets
of paper, etc.
Affective: Use things wisely and economically
Be cooperative with the other members of the group

Skill: Adding mixed forms
Reference: BEC PELC II B 1.7
Materials: Flash cards, show-me cards, pieces of art paper, fraction chart
Value: Cooperation

97



Drill on converting fractions to lowest terms

Strategy 1: Oral Contest

Materials: fraction cards wherein fractions manageable by the pupils are written
Mechanics:
a. Divide the class into 6 groups (columns).
b. The first pupil in each group gives the simplest form of the given fraction.
c. The pupil who gives the correct answer earns the point for his group.
d. Teacher continues flashing fractions to be answered by the next pupil from each group.
e. Continue the game until all the pupils have participated. The team with the most number
of points wins.

2. Review

Finding the LCD of 2 or more fractions
Game: Mix and Match (Memory Game)

Materials: fraction cards, whole number cards
Mechanics:
a. Form groups of three.
b. Cards are shuffled and laid face down on the table.
c. The first pupil will pick a card from the fraction cards and another pupil for the whole
number cards.
d. Continue until all the cards have been used up.
e. Team with the most number of points wins.

Note to the teacher: Prepare cards with pairs of fraction and another for whole number.

3. Motivation

Present the lesson through a Math Song.


1. Presentation

Strategy 1: Acting Out the problem TACTILE

Materials: fraction cards, improvised measuring cups, 2 containers, sand

a. Have the pupils work in pairs.
b. The teacher writes 5 mixed numbers on cards.
c. Each pair draws two of the cards and with an addition equation using the 2 numbers.
Example:
2
1
1
+
4
1
1
= N
d. Pupil will consider each mixed number as number of cups so they will measure both
amounts into one container.

98
4
3
2
e. Pupils measure again the combined sand into the second container and record the
amount of the combined sand.

(Expected answer is .)

f. Analyze the answer.
How was addition done? What was done with the whole numbers? (We add the whole
numbers.) How about the fractional parts
2
1
and
4
1
?
g. Elicit from the pupils that
2
1
must be renamed into
4
2
to find an equivalent fraction with
the same denominator as .
h. Provide more practice exercises.

Valuing:

What are the materials that we used? Are they new? What can we do with objects that
are old or we dont want to use anymore?

Strategy 2: Use a problem opener with concrete objects (Modeling)

Materials: pieces or strips of art papers, fraction chart

Evelyn used 2
2
1
pieces of red art paper and 1
3
1
pieces of yellow art paper to
decorate a box. How many pieces of red and yellow art papers did she use?

Mechanics:
b. Distribute strips of art papers, fraction chart to each group.
c. Ask each group to illustrate addition of dissimilar fractions using the strips of art paper
and the fraction chart.
d. Request each group to report and explain work to the class.
e. How did you cut the pieces of art paper? What should you do with the remaining strips of
paper? (Recycle)
f. Analysis of the answer.
What will you do with the fractions
2
1
and
3
1
before you can add them? How about the
whole numbers?
g. Elicit from the pupils that the LCD of both fractions must first be determined to be able to
rename them into equivalent fractions, and finally add them. Then add the whole
numbers.
h. Provide more practice items.

2. Generalization

To add mixed numbers, change dissimilar fractions into similar fractions then add as in
adding similar fractions. Add all the whole numbers.

4
1

99
C. Application

Find the sum and if necessary reduce to lowest terms.

1)
6
2
3
4
1
5 +
2)
10
4
3
6
5
7 +

3)
8
4
2
10
4
3 +
4)
8
1
2
20
5
8 +

5)
12
6
5
9
3
1 +

IV. Evaluation

A. Add the following and reduce to lowest terms if necessary.

1)
6
8
3

+ 3
5
1

2)
2
7
1

+ 8
4
3

3)
2
5
2

+ 1
4
1

4)
8
4
1

+ 10
3
2

5)
5
5
2

+ 2
2
1

B. Find the sum.

1)

6
5
10

+ 5
4
3

2)

7
4
12

+
4
3
20

3)

6
5
9

+
3
2
7

4)

8
3
15

+
6
5
10

5)

5
3
18

+
7
4
10

C. Perform as indicated.

1. Find the sum of
3
1
8
and
5
2
3
.

2. In the equation
N
5
4
5
4
3
4 +
, find for N.

3. Add
7
5
10
and
2
1
3
, what is the answer?

100

4. What is the sum if you add
7
6
12
and
3
2
13
?

5. What is the answer to the equation
N
6
5
12
4
3
6 +
?

V. Assignment

Add and reduce to lowest terms if necessary.

1)
16
9
5

+ 27
3
2

2)
18
5
4

+ 25
6
5

3)
18
7
5

+ 7
3
2

4)
12
8
3

+ 16
9
5

5)
25
4
3

+ 10
6
5

Estimating Sums of Fractions


Cognitive: Estimate sums of fractions
Psychomotor: Make use of wise guesses in estimating sums of fractions
Affective: Estimate properly when situation demands it


Skill: Estimating the sum of fractions
Materials: Fraction strips, fraction model and card
Value: Cooperation, health-wise



1. Drill

Tell whether each fraction is closer to 0, to
2
1
or to 1.
Strategy: Contest

b. Distribute piles of assorted fraction strips to each group.
c. Pupils make a recording sheet consisting of three columns labeled 0,
2
1
, 1.

101

d. Pupils take turns recording the fractions on the strips, choosing the column closest to the
fraction.
Example:
4
3
1,
6
1
0,
8
5

2
1

e. The group which completes the table first wins.

2. Review

Addition of Fractions
Strategy: Concentration Game

Mechanics:
a. Mix 20 cards and lay them face down in four rows and 5 columns in each row. Ten of the
cards contain an addition of two fractions, and the other ten contain the corresponding
sums.
b. Pupils take turns turning over two cards. If the two cards show matching addition and
sum, the pupil takes the two cards.
c. The player with the most number of cards wins.

3. Motivation

a. Are you fond of eating fruits? Do you frequently buy fruits from the market? What do you
observe about the way the vendors weigh fruits? Are they always exact or not? Why?
b. If you are asked to weigh something and there is no available weighing scale, what would
you do? How do you estimate certain measurements?


1. Presentation

Strategy 1: Using a Problem Opener (Modeling)

Mrs. Mendez is a dressmaker. She is going to sew a dress and a pants. She needs
8
7
3
m of material for the pantsuit and
9
1
2
m of material for the dress. About how much clothing
materials does she need?
Analysis and Discussion:
b. What are the given information?
c. What can you say about the given data?
d. What clue words help you determine the operation you will use in solving the problem?
e. What operations are you going to use?
f. How will you solve the problem?
g. What does the phrase about how much mean?
h. What are the steps you follow in estimating the sum of fractions?
i. Use figures to illustrate rounding off fractions:

+

3
8
7
2
9
1

102

j. What is the estimated sum?
k. Explain how you get the estimated sum.
The fraction
8
7
is closer to 1 than 0. So round it up to 1. Therefore,
8
7
3
is rounded up to
4.
The fraction
9
1
is closer to 0 that to 1. So round down. Therefore,
9
1
2
rounds down to 2.
l. How do we estimate the sum of fractions?

Strategy 2: Presentation of the Problem through a Tape Recorder

The teacher asks the pupils to listen to a tape.

Listen and analyze the problem carefully.

On Monday, Ali helped the librarian for
2
1
2
hours,
5
1
3
hours on Wednesday, and
10
2
4
hours on Friday. About how many hours did Ali help in the library during the week?

a. While listening, the pupils list down the important facts of the given problem. Then try to
solve the problem.
b. The teacher checks the answers of the pupils by playing the tape again.

Discussion follows.
What is asked in the problem?
What are the given facts?
What operation are you going to use?
What is the number sentence?
Show the solution to the problem on the board.
What is the estimated sum?
How did you get the estimated sum?
What are the steps to follow in estimating the sum of two or more fractions?

Strategy 3: Teaching Using Models

Materials: Fraction pieces

Mechanics:
a. Divide the pupils into dyads.
b. Write six addition problems on the chalkboard.
c. The first member on each team estimates the answer to the first problem. The second
member illustrates the answer to the problem using the fraction pieces. Partners take
turns in solving the six problems.

2. Generalization

How do you estimate the sum of two or more fractions?
To estimate the sum of two or more fractions, round the fractions to 0 or 1. If the fraction is
2
1

or greater, round up to 1. Add 1 to the whole number. Otherwise, round down to 0.

103
IV. Evaluation

A. Estimate the sum and explain your answer.

B. Read and Solve.
Bart bought
4
3
2
kilograms of ham,
2
1
3 kilograms of lamb, and
16
3
5 kilograms of veal.
About how much meat did he buy?

C. Estimate the sum.

V. Assignment

1. Last week, Abigail spent
3
2
11
hours cleaning some rooms in the house and
3
2
2
hours polishing
the silverware. How many hours did she work last week? Give the best estimate.
2. Ruben worked at the auto plant for
4
3
7
hours yesterday and
4
1
8
hours today. How many hours
did he work? Estimate the sum.
3. Which two numbers come closest to a sum of 1?
8
3
4
3
6
3
2
3
11
3
5
3
, , , , ,

Adding Mentally Similar Fractions


Cognitive: Add mentally two fractional units with similar denominators
Psychomotor: Participate actively in performing the activity
Affective: Show/manifest helpfulness in school beautification program

5
3
3
9
2
2
+
1)
2
1
1
6
5
4

6
1
3
+
5)
9
8
3
10
1
8
2
1
7
+
4)
6
1
4
8
5
13
+
2)
8
1
14
16
9
22
+
3)
5
3
4
6
2
3
+
1)
5
3
9
8
2
15
+
5)
10
7
5
6
3
2
+
4)
8
7
2
4
2
9
+
2)
10
3
5
6
2
7
+
3)

104

Skill: Adding similar fractions mentally
Materials: Roulette, flash cards, tic-tac-toe game board
Value: Helpfulness



1. Drill

Basic addition facts using roulette

2. Review

Game: Mix and Match
a. Teacher prepares several pairs of equations showing addition of a fraction and a whole
number in flash cards.
b. Pupils get one card.
c. As the teacher announces, Mix, pupils will move around their classmates.
d. Teacher calls Pairs. Pupils will find a partner to match their cards. The first to find a
partner is the winner.

4
+
3
2

8
+
7
5

9
8
7

4
3
2
8
7
5

9
+
8
7

3. Motivation

In one school the pupils helped to beautify their school. Lets find out on how some boys
help.

7 9
3 6
8 3
4
6 2
1
+ 7

105

1. Presentation

Strategy 1: Simplifying the problem

Some boys volunteered to paint the school fence. They painted
5
1
of the fence on the
first day and
5
3
more on the second day. What was the total part of the fence painted?
a. Without using paper and pen, who can give the answer? How did you solve mentally?
b. Do you also help to make your school beautiful?

Strategy 2: Super tic-tac-toe

8
5

+
8
1

7
3
+
7
2

2
1
+
2
1

10
5

+
10
3

12
2

+
12
4

4
3

+
4
1

5
2
+
5
4

14
4

+
14
2

5
1
+
5
3

3
2
+
3
2

8
3

+
8
7

11
4

+
11
5

9
4
+
9
2

9
4
+
9
2

14
6

+
14
1

5
2

+
5
3

6
1
+
6
3

18
7

+
18
4

7
5
+
7
4

20
9

+
20
6

6
5

+
6
1

15
3

+
15
2

5
4
+
5
3

9
8
+
9
2

8
1
+
8
3

Directions:
a. Two players (or two groups of 13 members) share the sam.e
Super Tic-Tac-Toe game board. Each player (or each group) has 13 markers (chips,
for example) of a different color than his or her opponents.
b. Each player takes a turn solving mentally and give the answer in simplest form before he
or she places a marker on that square on the game board.
c. The players try to make as many tic-tac-toe as possible by aligning their markers either
horizontally, vertically or diagonally. The players also try to block each other from making
a tic-tac-toe.
d. A marker may belong to more than one tic-tac-toe.
e. Play continues until all the squares are covered.

106
f. Each player counts his or her tic-tac-toe and total the points. Points are awarded as
follows: Three in a row 1 point; four in a row 3 points and five in a row 5 points.

2. Generalization

What are the steps in adding similar fractions mentally?
Add mentally the numerators, use the common denominator and express in simplest form.

C. Application

Solve mentally.
a)
8
2
8
5
+
b)
15
7
15
8
+
c)
20
5
20
9
+
d)
17
2
17
5
+
e)
15
2
15
8
+

IV. Evaluation

Teacher uses flash cards. Then pupils will answer orally with speed and accuracy.
a)
5
4
+
5
2
= b)
15
4
+
15
10
=

c)
12
6
+
12
8
= d)
18
6
+
18
7
=

e)
15
9
+
15
2
f)
30
12
+
30
2

g)
9
6
+
9
2
h)
12
6
+
12
2

i)
30
5
+
30
15
j)
40
10
+
40
20

V. Assignment

Find the sum mentally. Give your answer in simplest form.
a)
8
2
cup of milk and
8
5
cup of water =
b)
7
5
litre of gas and
7
1
litre of gasoline =
c)
5
4
cup of sugar and
5
1
cup of vinegar =
d)
10
4
cup of coconut oil and
10
6
cup of vegetable oil =
e)
4
3
hour in the morning and
4
2
hour in the afternoon =

Solving Problems


Cognitive: Solve word problems involving addition of similar and dissimilar fractions with or
without regrouping
Psychomotor: Write the correct number sentence for a problem
Affective: Participate willingly in school activities

107

Skill: Solving word problems involving addition of similar and dissimilar fractions with
or without regrouping
Materials: cartolina strips, chart
Value: Cooperation




Drill on adding similar fractions (Flash fraction cards. Be sure the fractions are manageable
by the pupils.)

2. Review on Adding Dissimilar Fractions

Strategy: Treasure Hunt

Mechanics:
a. The pupils will be given activity sheets with written exercises on adding dissimilar
fractions.
b. After solving, they will go around quietly and look for the answers which are written on
colored cartolina strips and placed in unnoticeable parts of the room.
c. The child who completes the answers first will be the winner.

3. Motivation

Do you join in school celebrations and activities? What occasions or events do we celebrate
in school?


1. Presentation


a. Present the following problem:

b. Analysis of the problem:

a. What is asked?
b. What are given?

a. What operation will be used?
b. What is the number sentence?
n
4
1
4
1
1 +

Luz was a participant in the program for the Buwan ng
Wika. Her mother sewed a tapis and a baksa for her costumes.
She used 1
4
1
metres and had
4
1
metre left after. How much
material did she have before she made the costume?
THINK
PLAN

108

4
1
1

+
4
1

4
2
1
or
2
1
1

a. How do we check our answer? (Using
diagrams, let us check our answers.)

4
1
1

4
1

2
1
1 or
4
2
1

c. Using the given steps, other problems will be analyzed and solved.

During rehearsals for the program, the participants practiced
5
2
1
hours on
the first day and
4
1
1
hours on the next day. How many hours did they practice for
the program?

Strategy 2: Flow chart

a. Present the following problem

Problem
What is asked? (number of litre of paint needed)
Think What are given?
(1
3
2
litres of red paint and 1
4
3
litres of white paint)
Plan What operation will be used? (addition)
What is the open number sentence?
4
3
1
3
2
1 +
=

The group of Grade 1 pupils needed paint for the masks.
They used 1
3
2
litres of red paint and 1
4
3
litres of white paint. How
many litres of paint did they use altogether?
SOLVE
CHECK

109
Solve

3
2
1
=
12
8
1

+
4
3
1
=
12
9
1

12
17
2
or
12
5
3
litres

Check - How do we check our answer?

We write:

12
8
1
12
8
9
6
6
4
3
2
1
3
2
1
'
+ ... , ,

+
12
9
1
20
15
12
9
8
6
4
3
1
4
4
1
'
+ ... , ,

12
17
2
or
12
5
3

b. Other problems will be presented and analyzed.

For her costume, Jenny bought 3
10
3
metres of ribbon for her skirt and
6
5
metre for
the blouse. How many metres of ribbon did Jenny buy?

2. Generalization

Elicit answers for the following questions from the pupils.
How do we solve problems? What are the steps in solving problems?
If the fractions involved are dissimilar, what do we do?

IV. Evaluation

A. Read the problem carefully. Write the number sentence and solve.

Sally uses 2
2
1
metres of ribbon to wrap one package and
4
3
1
metres to wrap
another. How much ribbon does she use altogether?
1. Number sentence _________
2. Solution and answer __________
Sam paints
2
1
of the wall. Jim paints
6
1
. Together, what part of the wall did they
paint?
Grace buys 5 metres of fabric. Magie buys 3
4
3
metres. How many metres of
fabric do the two girls buy?

110
B. Analyze the problems by answering the given questions.

Josh bought 1
2
1
kg of peanuts. Jill bought 2
4
1
kg for their retail merchandising
project in class. How many kilograms of peanuts did they buy?
1. asked _______
2. given ________
3. number sentence _________
4. solution and answer __________
Miss Hernandez bought cloth for her three nieces. If she gave them 1
5
2
m, 2m
and 1
2
1
m each, how many metres of cloth did she buy in all?
1. asked _______
2. given ________
3. open number sentence _________

English takes
4
3
hour; Mathematics,
3
2
hour and Science
2
1
hour. How much
time is spent for the three subjects?
1. asked _______
2. given ________
3. open number sentence _________

C. Use the diagram to solve the problem.
How far does Dino walk to reach the school?

V. Assignment

A. Read and solve.

Nelly jogged
10
7
km, walked
10
5
km, ran
10
3
km, walked another
10
7
km, then
jogged
10
6
km. How many kilometres did she travel in all?
4
1
km
3
1
km
12
1
1
km
6
1
km
Dinos House Rinas House
Tonys
House
Eds
House
School

111
My brother biked 3
8
1
km in going to market and 2
3
1
km in going to his
classmates house. How many kilometres did he bike that day?
Mrs. Gonzales used
4
1
metre of chicken wire to cover the hole of the fence and
another
3
1
metre as plant holders. How many metres of chicken wire did she use in all?

Fred used
6
5
2
litres of insecticides to disinfect his poultry house. He used
4
1
1

litres of water to dilute it. What was the total mixture?
Magie bought 10
4
1
m of printed cloth and 2
5
2
m of plain white cloth. How many
metres of cloth did she buy in all?

B. Construct your own original problems involving addition of similar and dissimilar fractions. Be
sure to solve them using the steps we learned.

Visualizing Subtraction of Fractions


Cognitive: Visualize subtraction of fractions
Psychomotor: Draw fractional parts or number line to illustrate subtraction of fractions
Affective: Manifest perseverance in doing the task assigned


Skill: Visualizing subtraction of fractions
Reference: BEC-PELC II.C.1.1
Materials: Concrete objects, fractional regions, flash cards, drill boards
Value: Perseverance in ones work



1. Drill

Drill on identifying fractional parts

Strategy 1: Lets Draw It!

Materials: drill board, chalk, eraser
Mechanics:
a. Pupils will be asked to get their drill boards, pieces of chalk and eraser.
b. The teacher gives the direction while pupils follow.
Example: Draw a circle. Shade
5
3
of it.

112
c. Pupils will show their drawings to the teacher at the count of one; to their classmates at
the count of 2 and bring down the drill boards at the count of 3.
d. Other directions or exercises will be given.

Strategy 2: Finding Partners (Modeling)

Materials: fractional regions and fractional cards
Mechanics:
a. Fractional regions and fraction cards will be distributed to the class.
b. Each child finds his or her partner by identifying the fraction regions or fraction card that
corresponds to the one he or she is holding. This is done without talking.

Ex. = =

c. The first one who gets his or her partner wins.


1. Presentation

Strategy 1: Using a Problem Opener with Concrete Objects


a) (Show a pitcher containing some juice)

Mother prepared
4
3
pitcher of juice. Her children arrived from school and drank
4
2

of the pitcher. How much juice was left on the pitcher?

b) Ask the following questions
1) What is asked?
2) What are given?
3) What operation will be used? Why?
4) What is the subtraction sentence?
c) Give more examples of problems using other concrete objects to visualize subtraction of
fractions.

Strategy 2: Using a Problem Opener with Pictorial Representations

a) Show a picture or drawing of a pie.

Benjie arrived home from school. He saw
8
7
of a pie on the dining table. He ate
8
3

of the pie. What part of the pie was left?

4
1

1
8

113
b) Ask the following questions.
1) What part of the pie did Benjie see?
2) What part of the pie did he eat?
3) Which part is bigger, the part that he ate or the part that was left? Why?
4) How shall we write the subtraction sentence?
c) Give more examples of problems using pictorial representation.

Strategy 3: Using a Problem Opener with Pictorial Representations

Grace was walking to school one morning. She has gone
9
5
kilometre from home
when she noticed that she dropped her handkerchief somewhere on the way. She walked
back
9
2
kilometre when she found her handkerchief. How far from home did she accidentally
drop her handkerchief?


1) What is asked?
2) What are given?
3) What subtraction sentence is expressed?

2. Generalization

How will you subtract similar fractions?
To subtract similar fractions, simply subtract the numerator then copy the denominator.
Express the answer in simplest form if possible.

C. Application

Show the following number sentences on the number line.

1)
12
8
-
12
3
= N 2)
10
8
-
10
3
= N
3)
15
10
-
15
5
= N 4)
14
10
-
14
5
= N
5)
11
9
-
11
3
= N

IV. Evaluation

A. Draw regions or number line to illustrate the following. Then find the difference.

1)
6
5
-
6
2
= 2)
10
9
-
10
4
=

0
9
1

9
2

9
3

9
4

9
5

9
6

9
7

9
8

9
9

114
3)
9
7
-
9
4
= 4)
8
6
-
8
3
=

5)
5
4
-
5
1
=

B. What subtraction equation does each representation show?

1. 3.

______ - ______ = ______ ______ - ______ = ______

2. 4.

______ - ______ = ______ ______ - ______ = ______

5.

0 1

__________ - ___________ = ___________

6.

0 1

__________ - ___________ = __________

V. Assignment

Illustrate the following equations by drawing fractional regions.

1)
7
5
-
7
3
= N
2)
12
9
-
12
5
= N
3)
11
6
-
11
5
= N
4)
15
12
-
15
5
= N
5)
11
9
-
11
2
= N

115
Subtracting Whole Numbers from Mixed Forms


Cognitive: Subtract whole numbers from mixed forms
Psychomotor: Write subtraction of whole numbers from mixed forms correctly
Affective: Help parents/elders at home


Skill: Subtracting whole numbers from mixed forms
Materials: charts, pentel pen
Value: Helping parents/elders



1. Drill on Subtracting Whole Numbers in Patterns

Strategy 1 Brain Wave

Materials: chart, pentel pens
Mechanics:
a. Pupils will be grouped and each group will be given a chart with the following number
game.

Complete the table.
Donna and Roxanne are playing a number game. Donna gives a number and
Roxanne gives another according to a pattern. Study the numbers they have given and
complete the table.

1) Donna 1
6
8
1
5
3
1
4
1
1
1
9
1
1
4
1
1
1
Roxanne 1
6
3
1
4
8
1
3
6
1
3
0
1
2
5
1
2
3

2) Donna 2
4
3
2
4
1
2
3
9
2
3
5
2
3
3
2
2
9
2
2
7
Roxanne 2
3
0
2
2
9
2
2
6
2
2
5
2
2
4
2
2
2

b. The groups which post the chart with the correct answers win.

Strategy 2 Reveal My Secret

Materials: chart
Mechanics:
Subtract the following numbers mentally.

116
1) 36
- 13
2) 243
- 201
3) 270
- 30
4) 298
- 7

5) 107
- 6
6) 123
- 113
7) 97
- 72
8) 167
- 135

9) 59
- 26
10) 140
- 102
11) 354
- 114
12) 33
- 23

13) 186
- 130
14) 267
- 143
15) 83
- 50
16) 257
- 224
A 25
E 101
I 23
O 240
U 56
C - 124
H 33
L 42
M 10
S - 38
T 32
V - 291
Whats my secret?


1. Presentation

Strategy 1 Use a Problem Opener

Mother prepared lunch for the family. She bought
4
1
3
kg. of chicken in the market.
She cooked 2 kg. How many kilograms of chicken were left?

1) What is asked?
2) What are given?
3) How shall we solve the problem? What is the number sentence?
b. Other problems will be provided to show subtracting whole numbers from mixed forms to
fix the skill.

Valuing:

Who usually prepares the food for the family? How can the children like you help them?

Strategy 2 Use Pictorial Representative
Aling Auring, a vendor, has
2
1
7
of bibingkas. If she sold 3 bibingkas, how many were
left?

1) How many bibingka does Aling Auring have?
2) How many did she sell?
3) What subtraction sentence will illustrate the picture?
b. Other pictorial representations will be provided to subtract whole numbers from mixed
forms to fix the skill.

Valuing:

What does Aling Auring do to earn a living? How about your parents? What do they do
to earn a living? How do you help them?
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
A B C D E F G H I J K L M N O

117

2. Generalization

When subtracting whole numbers from mixed forms, subtract the whole numbers and
affix the fraction. Always express the answer in simplest form.

C. Application
1) 15
4
3
2) 35
4
3
3) 16
11
8

- 2 - 20 - 7

4) 26
7
5
5) 18
9
5

- 20 - 9

IV. Evaluation

A. Match Column A with Column B.

Column A Column B
1. 5
7
2
1 = a. 6
7
2

2. 8
7
2
2 = b. 9
7
2

3. 9
7
2
7 = c. 12
7
2

4. 11
7
2
4 = d. 4
7
2

5. 18
7
2
6 = e. 2
7
2

f. 7
7
2

B. Solve for the missing number.

1.
5
1
8
4 = 2.
3
1
9
5 = 3.
9
4
9
1 =
4.
2
1
4
- __ = 3 5.
7
3
3
3 = 6.
8
5
2
- __ = 1
7.
11
6
5
2 = 8.
14
9
7
- __ = 4 9.
9
7
8
- __ =
9
1

V. Assignment

1. Nels mother needs
4
3
12
chupas of malagkit rice for the bibingka she is cooking. If she has only
6 chupas of malagkit rice, how many more does she need?

118
2. Mila has
2
1
13
kilos of tomatoes to sell. If she was able to sell 8 kilos, how many tomatoes were
left?
3. Vicky needs
4
3
5
cups of flour to bake a cake. She has 3 cups in her bowl. How many more cups
does she need?

Subtracting Mixed Fractions


Cognitive: Subtract mixed numbers from mixed numbers (with similar denominators)
Subtract mentally similar fractions
Psychomotor: Write subtraction of mixed numbers from mixed numbers correctly
Affective: Practice thrift in the use of school materials


Skill: Subtracting mixed numbers from mixed numbers
(similar denominators)
Materials: flash cards, flaglets, subtraction wheel, ball, string, meters stick, Manila paper,
and Activity sheets
Value: Practicing thrift and economy



1. Drill

Subtracting Similar Fractions and Subtracting Whole Numbers from Mixed Forms

Strategy 1: The Leader Frog

Materials: flash cards, flaglets
Mechanics:
a. The class will be divided into four groups.
b. The teacher flashes cards with subtraction exercises.

Example:
8
5

8
3

c. A pupil from each group answers the exercises.
d. They start from the starting area.
e. The pupil jumps when he gets the correct answer.
f. The pupil who reaches the finish line first gets a flaglet.
g. The group who gets the most number of flaglets wins the game.

119
Strategy 2: Spin-A-Wheel

Materials: a wheel of subtraction exercises, ball
Mechanics:
A ball will be thrown. The pupil who will catch the ball will spin the wheel. He will answer the
exercise where the spinner stops. (Ex. 15
5
4
9) The teacher continues throwing the ball
until all the exercises are answered.


1. Presentation

Strategy 1

Jay has a project in his art education class. He has
4
3
3
pieces of art paper. He
used only
4
1
1
pieces. How many pieces were left?

1) What are we asked to find?
2) What are given?
3) How can we obtain the answer?
4) What is our number sentence?
4
3
3
-
4
1
1
= n
b. Let the pupils understand that in subtracting mixed forms the fractions are subtracted
first, then the whole numbers.

4
3
3

-
4
1
1

4
2

4
3
3

-
4
1
1

2
4
2

2
1
2

Subtract
the fraction
Subtract
the whole
numbers
Change to lowest
terms, if possible.

Valuing:
Do you also have projects in your art education? If you were Jay, what will you do with
the art paper that you did not use?

Strategy 2 Using Concrete Object

Materials: 5-metre string, meter stick, scissors, activity sheet, manila paper, pentel pen
Mechanics:
a. The class will be divided into 5 groups. Each group will be provided with the materials.
b. Measure the string. Record the measurement.
c. If I will use
4
3
2
metres for my mosquito net, how many metres will be left?
d. What will you do to answer the question?
e. Can you answer the question without measuring? How?
1
st
2
nd
3
rd

120
After the activity, lead the pupils to do the following:

4
1
4
= 3 + 1 +
4
1
= 3 +
4
4
+
4
1
=
4
5
3

4
3
2
=
4
3
2
=
4
3
2
=
4
3
2

= 1
4
2
or 1
2
1

Other exercises to be solved.

14
20
13

- 5
20
19

20
18
17

- 6
18
3

16
16
11

- 8
16
3

2. Generalization

What kind of fractions did we subtract? How did we subtract this kind of fractions? What do
we do when the fraction in the minuend has lesser value than the fraction in the subtrahend?

C. Application

Perform as indicated.

a) 10
6
5
c) 30
15
11
e) 28
12
8

- 2
6
1
- 5
15
2
- 15
12
5

b) 25
11
8
d) 20
9
7

- 20
11
3
-15
9
2

IV. Evaluation

A. Find the difference and express it in simplest form.

1)

7
2
13
7
6
27
2)

19
7
96
19
12
127

3)

25
14
143
25
21
169
4)

29
7
79
29
13
96

5)

9
2
79
9
7
136
6)

9
3
483
9
7
782

1
st

2
nd
3
rd

121
B. Perform the indicated operations.

1)
+
8
1
4
8
2
8
8
5
19 ) (

2)
) (
16
2
6
16
5
2
16
9
13

3)
+
5
2
2
5
3
1
5
4
4 ) (

4)

12
7
1
12
5
8
12
5
16

5)
+
5
4
6
5
3
9
5
1
14 ) (

V. Assignment

Solve each problem.

1. Amor weighs
8
1
50
kilos. Marife weighs
8
3
36
kilos. How much heavier is Amor than Marife?
2. Mang Nardo has to plow his field for
9
4
3
hours. After plowing for
9
7
2
hours he rested and ate his
snacks. How many hours more does he have to work?
3. Mrs. Garcia had
5
2
5
metres of white cloth. Judith, her daughter, asked for
5
3
3
metres for her
project in EPP. How many metres of cloth were left?
4. Mr. Reyes was driving from Tanauan to Balayan, with an approximate distance of
6
1
80

kilometres. When he reached Lipa City he had a flat tire. If he had driven
6
4
24
kilometres, how
many more kilometres will he need to drive?

Subtracting Fractions from Whole Numbers


Cognitive: Subtract fractions from whole numbers
Psychomotor: Write the difference and solution in subtracting fractions from whole numbers
Affective: Show what one has to others unselfishly


Skills: Subtracting fractions from whole numbers
Reference: BEC-PELC III.C.1.4
Materials: Radio cassette, gift wrapped box, real objects, meter sticks
Value: Sharing




Drill on subtracting mixed numbers from mixed numbers
Serendipity Game

122
Materials: radio cassette, gift-wrapped box
Mechanics:
a. This game is played by the whole class.
b. A gift-wrapped box is passed from one child to another as the music is played.
c. When the music stops, the child holding the box removes the gift wrapping, an exercise
on subtracting mixed numbers from mixed numbers is uncovered.
Example: 16
7
5
- 9
7
2
=
d. The child answers the exercise.
e. The music is played again and the box is passed.
f. The game continues until all the exercises in the box are uncovered.

2. Review

Subtracting mixed numbers from mixed numbers with regrouping.

Pick-Me-Up

Materials: a drawn mango tree, mango cutouts
Mechanics:
a. The pupils will be divided into five groups.
b. The first member of the group will be given a card with an exercise.
Example: 16
5
2
- 9
5
4

c. He gives the correct answer for the equation.
d. The pupil will get a yellow mango if he is the first to answer correctly and green mango if
not.
e. He then taps the next player.
f. The group which has the most number of yellow mangoes wins the game.


1. Presentation


Mr. Mariano bought 3 kilograms of lanzones for his children. He shared
10
5
kilogram
with his office helper. How many kilograms of lanzones were left for his children?

1) How many kilograms of lanzones did Mr. Mariano buy?
2) What did he do while in the office?
3) How can we express this in subtraction? 3 -
10
5
= N
4) How shall we do the subtraction?
(The steps can be written in an improvised TV set.)
Step 1: Rename the whole number. Step 2: Subtract the fractions:

3 = 2
10
10

-
10
5
=
10
5

10
10
2

-
10
5

10
5

123
Step 3: Bring down the whole number.

2
10
10

-
10
5

2
10
5
or 2
2
1

Valuing:
b. What did Mr. Mariano do with his lanzones? Will you also do the same? Why? What do
you usually share? With whom do you share them?
c. Provide other examples.

Strategy 2: Using Activity Sheets

a. The class will be divided into 4 groups. Each group will be given materials and the activity
to be done.

Group 1
Materials: 8 pieces of paper
Q: If
8
5
will be torn off from the pieces of paper, how many pieces will be left?
How will you solve it?
Report to the class.
Clap 3 times when you finish solving.

Group 2
Materials: 2 metres of ribbon
Q: If
4
3
metre is cut off, how many metres remain?
How will you do the subtraction?
Report to the class the steps.
Say YES when you finish the activity.

Group 3
Materials: 3 dozen buttons
Q: If
9
2
of a dozen was used for the uniform, have many dozens remain?
Solve the subtraction sentence.
Report to the class.
Say: Game Na when you finish.

Group 4
Materials: 8 circular region
Q: Color
10
7
of a region. How many circles are not colored?
Solve for the equation.
Make a report of the steps that your group did.
Stamp your feet thrice when you finish the activity.
b. More exercises will be provided.

124
2. Generalization

What did we do today? How do we subtract fractions from whole numbers?

IV. Evaluation

A. Subtract. Express the answer in lowest terms, if possible.

= = 72 =

56

60

8 8 5 5 5 5
1)

15

15
2)

25

25
3)

10

10

B. Express the difference in lowest terms if possible.

1)
56
-
25
5

2)
28
-
12
3

3)
92
-
8
6

4)
56
-
25
5

5)
68
-
12
9

6)
48 -
12
7
= n

7)
48 -
12
7
= n

C. Read and solve.

1. Ms. Sison bought 4 litres of paint. She asked a painter to paint their wall. The painter used
4
3
litre. How much paint was left?
2. Olive and MC harvested 5 kilograms of eggplants from their school garden. They gave
6
5
kg
to their teacher. How many kilograms of eggplants did they bring home?
3. Mr. Garganta bought 5 kilograms of fertilizer. He gave
15
8
kilograms of fertilizer to his pupils.
How many kilograms of fertilizer were left?

V. Assignment

Subtract. List down the corresponding answers to each number and discover the hidden message.

5 -
2
1

T
2
-
8
1

R
1
-
8
3

O
3
-
6
5

N
10
- 3
6
5

L
6
-
2
1

E
4
4
3

- 1
4
3

F
4
-
7
2

I
4
-
3
3

C
6
-
9
4

I
8
-
11
5

A
6
-
4
3

V

7
5

6
6
1

8
5
5
4
1

2
1

3
1
8
7

3
4
2
1
5
9
5

8
5
2
6
1

125
Subtracting Fractions from Mixed Numbers


Cognitive: Subtract fractions from mixed numbers
Psychomotor: Write the solution in subtracting fractions from mixed numbers
Affective: Appreciate the sacrifice of the parents for their children


Skill: Subtracting fractions from mixed numbers
Materials: board, cutouts, fraction cards
Value: Love and concern



1. Drill

Drill on subtracting similar fractions

Strategy: Board Game

Materials: board for each pupil, crayons, 10 square pieces
Mechanics:
a. Each pupil will get his or her partner.
b. Each player shuffles the fraction cards of his or her partner and puts them in a pile face
down.
c. Both players pick a card from the top of his/her pile simultaneously. They answer the
exercises. They compare their answers to see who gets the larger fraction.
d. The player with the larger fraction colors the corresponding fractional part of his/her
board.
e. Both players pick again a card from the piles and play as before.
f. If the player with the larger fraction is unable to color the fractional part, each player picks
a card again from his or her pile.
g. If both players pick the same or equivalent fractions each color that fractional part of the
I-board.
h. They continue playing until one player is able to color his or her board completely and
that player wins the game.

2. Review

Strategy: Wheres My Baby?

Materials: Cutouts of mother animals and their respective baby animals, colored chalk
Mechanics:
a. This activity will be done by the whole class.
b. Cutouts of mother animals with exercises on subtracting mixed numbers from mixed
numbers will be posted on the board.
c. Cutouts of the baby animals with the answers to the exercises will be posted also.
d. The pupils will solve for the exercises and look for the cutout of the baby animal which
has the correct answer.

126
e. A pupil will be called to connect with colored chalk the baby animal with the correct
answer with the mother.
f. Jokers will be provided by having other baby animals with incorrect answers.

3. Motivation

What have we been doing this past few days? Today, we will subtract again fractions. Pay
attention and find out what kind of fractions we are going to subtract.


1. Presentation

Strategy 1: Using Problem Opener (Modeling)

Aling Rosa sold the cassava cake she made in the market. At lunch time, she
brought home the 2
8
1
cakes left. If her children ate
8
4
, how many more cakes she have left
to sell?

a. Use the regions to find the answer to

1 + 1 or
8
8
+
8
1
=
8
9
1
-
8
4
= 1
8
5

Double shade the fraction to be subtracted. Let the pupils count / name the remaining
portion.

Lets find the answer by computation:

1.
Rename 2
8
1

(Think
8
4
>
8
1
)

2
8
1
= 1 + 1 +
8
1
=
= 1 +
8
8
+
8
1
= 1
8
9

2
8
1
= 1
8
9

2. Subtract the fractions
and the whole
numbers.

2
8
1
= 1
8
9

-
8
4
=
8
4

1
8
5

3. Short
form

2
8
1
= 1
8
9

8
4
=
8
4

1
8
5

Aling Rosa had 1
8
5
cakes left to sell.
2
8
1
-
8
4
= n

127
b. Other examples:
3
2
5
3
2
3
4
5
3
2
3
1
6

c. More practice exercises will be provided to develop the skills of subtracting fractions
from mixed forms.

Valuing:
Why do you think Aling Rosa go home during lunch time. Is your mother like Aling Rosa?
As a good child, how could you show in return the love of your parents?

Strategy 2: Using Concrete Objects (Acting out the problem)

a. Show 3
4
1
transparent pitchers of palamig.

How much palamig will be left after
4
3
pitcher is drunk?
N
4
3
4
1
3

3
4
1
= 1 pitcher + 1 pitcher +
4
4
pitcher +
4
1
pitcher

b. Solution

Think of 1 pitcher as
4
4
pitcher.
3
4
1

-
4
3

=

=
2
4
4
+
4
1

-
4
3

=

=
2
4
5

-
4
3

2
4
2
or 2
2
1

So, 2
2
1
pitchers of palamig is left.

1) Other examples:
5
4
7
5
2
5
6
7
5
2
5
1
8

2) More exercises will be provided.

Strategy 3: Using the Number Line (Modeling)

Mr. Grasshopper jumped 2
6
2
metres, then he jumped back
6
5
of a metre.

2
6
2

6
5

Mr. Grasshopper is 1
2
1
metres away from the starting place.

0 1 2
6
2
3

128
Let us look at the solution.

2. Generalization

What kind of fractions did we subtract today? How did we subtract fractions from mixed form
with renaming or regrouping?

Lead the pupils to the following generalizations:

In subtracting fractions from mixed forms with regrouping, rename the mixed form.
Subtract the fractions, then the whole numbers.
Express the difference in lowest terms, if possible.

C. Application

Use the drill boards in doing the following:
1)
9
3
15
-
9
8
=
2)
8
2
25
-
8
5
=
3)
12
5
18
-
12
7
=
4)
15
5
13
-
15
10
=
5)
8
3
30
-
8
7
=

IV. Evaluation

A. Solve and reduce the answer to lowest terms.

a)

10
12
4

-
12
1

b)

16
4
3

-
4
1

c)

17
15
13

-
15
1

d)

15
6
1

-
6
5

e)

20
16
3

-
16
7

2
6
2

-
6
5

=

=
1
6
8

-
6
5

1
6
3
or 1
2
1
metres

129
B. Read and Solve.

1. Aling Conching baked 24
9
7
dozens of macaroons. She reserved
9
7
of a dozen for her
children. How many dozens were left to sell?
2. Bert sells fishball in the university area. He bought a stock of 20
8
7
kilograms. He was able to
sell
8
5
kilogram on the first day. How many more kilograms of fishball does he have to sell?
3. Erica weighs 42
12
5
kilos. Beverly weighs
12
7
less than Erica. What is Beverlys weight?

C. To balance the scale, the difference of the numbers on each side must be equal. Write the
missing fraction to balance each scale. Write the fraction in its lowest terms.

1.

2.

3.

4.

5.

12
5
8

12
7

9
7
4

9
4

17
5
8

17
8

17
5
8

17
8

24
15
21

25
8

130
V. Assignment

A. Read and solve. Use a numberline.
1) Point B is at
6
1
7 , point A is
6
5
units to the left of B. Where is A?
2)
8
1
6
km going.

8
3
km returning.
How far?
3) New candle :
2
1
2
dm
Burned:
5
4
dm
How long now?

B. Find the difference. Change to lowest terms if necessary.
1)
8
1
10
2)
15
7
86
3)
12
5
9

-
8
3
-
15
2
-
12
7

4)
9
4
13
5)
12
11
19
6)
10
7
85

-
9
6
-
12
2
-
10
3

Subtracting Mixed Number from Whole Numbers


Cognitive: Subtract mixed number from whole numbers
Psychomotor: Write the equation and solution in subtracting mixed numbers from whole
numbers
Affective: Appreciate the dignity of labor


Skill: Subtracting mixed number from whole numbers
Materials: Coins, flash cards, drawing of soap bars
Value: Dignity of labor




Drill on expressing a whole number as a mixed form
Examples: 3 = 2
6
6
12 = 11
5
5
9 = 8
10
10
8 = 7
8
8

131
Strategy: Cara y Cruz

Materials: Coins
Players: two teams; arbiter; master
Mechanics:
a. The first two players of each team will guess what is going to come out as the coin is
tossed.
b. The player who guesses what comes out will answer the question of the quizmaster.
Example: Express 11 as a mixed form
c. If the first player is not able to answer the second player can steal and gets the point.
d. The game continues until all the players in each team has played.

2. Review

Subtracting fractions from whole numbers

Strategy:
Directions: Clap once if the expression at the left is greater than that of the right; say yes, if
it is less than and sing Bahay Kubo if they are equal.
Mechanics:
a. Cards will be flashed before the class.

Example.

b. Pupils will do as the directions say.

3. Motivation

Are you familiar with the Mayflower?
(Teacher shows a picture of the ship and tells something about it.)


1. Presentation

Strategy 1: Using a Problem as an Opener

The Mayflower II is a replica of the original Mayflower. In 1957, it crossed the Atlantic
Ocean in 7
7
5
weeks. It took the first Mayflower 9 weeks to cross in 1620. How much more
time did the Pilgrims spend at sea in 1620 than in 1957?
9 - 7
7
5
= n
Step 1: Try to subtract.
Rename if necessary.
9 -
8
3

9
8
5

6 -
3
1

5
3
2

8 -
5
2

6
5
3

132

Think
7
5
>
7
0
, so rename
9 = 8 + 1
= 8 +
7
7

9 = 8
7
7

7
7
5
= 7
7
5

Step 2: Subtract. Write the difference in lowest terms.
9 = 8
7
7

- 7
7
5
= -
7
5
7

1
7
2

Present other examples as:
18 7
8
3
= 7
8
8
7
8
3
= 10
8
5

Strategy 2: Use Pictorial Presentations

a. Present the pictures.

3 1
4
1
= 1
4
3

Isabel helped Mother in washing clothes. Last Saturday, they used 1
4
1
bars of
soap. If there were 3 bars, how many bars were left?

b. Let the pupils do the activity with computation.
3 - 1
4
1
= n
3 = 2
4
4

- 1
4
1
=
4
1
1

1
4
3

Valuing:
How will you describe Isabel? If you were Isabel, will you do the same? Why?

c. Other examples will be provided for the pupils to work on.

1) 12 - 3

10
2

2) 9
9
3
2

133
2. Generalization

Recall the process of subtracting mixed forms from whole numbers. What steps did we
follow?
Rename the whole numbers as a mixed form, the fractions of which is equal to one. The
denominator of the fraction should be the same as that of the subtrahend.
Subtract the fractions; subtract the whole numbers.
Express the answers to lowest terms if possible.

C. Application

Try to do the following exercises:

1) 12 2) 20 3) 25 4) 36 5) 41

8
5
3

12
5
4

2
1
7

3
2
9

12
8
15

IV. Evaluation

A. Follow the rule to find each missing numbers.

Rule: Subtract 5
7
3
from the input.

Rule: Subtract 6
15
11
from the input.

Rule: Subtract 8
12
5 from the input.

B. Subtract. Write each answer in lowest terms.
1) 18 2) 9 3) 14

8
3
7

6
5
2

10
7
6

4) 10 5) 9

12
5
1

9
3
15

Input Output
10
7
13
11
Input Output
9
15
21
12
Input Output
17
10
14
20

134
V. Assignment

1. Start
- 3
8
1
+ 5
8
7
- 7
8
3

2. Start
- 7
10
7
+ 9
10
3
- 10
10
4

Visualizing Subtraction of Dissimilar Fractions


Cognitive: Visualize subtraction of dissimilar fractions
Psychomotor: Demonstrate subtraction of dissimilar fractions
Affective: Share ones blessings with others


Skill: Visualizing subtraction of dissimilar fractions
Reference: BEC-PELC II.C.2
Materials: Strips of paper, cardboard strips, transparencies
Value: Sharing



1. Drill

Drill on subtraction facts
Give a pair of numbers with a difference of 5, 9, 12, 3, etc.

2. Review

Review on changing dissimilar fractions to similar fractions

3. Motivation

Strategy 1: Show-Me-Game

Materials: Sheets of bond paper
Mechanics:
a. Divide the class into groups. Give each group strips of bond paper.
9
18

135
b. The teacher will show a strip similar to the one they have. Teacher says: Lets consider 1
strip as 1 whole. If I fold it into 4, what do you call one part? Use your strip of paper to
show a fraction equivalent to
4
1
. Use different folds to show
4
1
.
4
1
= = = =

Give other examples.

c. The group with the most number of correct answers wins the game.

Strategy 2: Trading Game
Materials: Die, 1 whole, fraction strips:
12
1
6
1
3
1
8
1
4
1
2
1
, , , , ,

Mechanics:
a. Divide the class into two groups. Give them the whole piece and the fraction strips. (Use
different colored strips for the different groups.) The die has these numbers on its faces:
2, 4, 3, 6, and two faces are unmarked.
b. The game starts through a toss coin. The die is rolled alternately by the two groups.
c. The number a group gets will be the denominator of the fraction strip they will trade in
with the other group. Example: If the die shows a 3, the group will trade a portion of its
3
1
-strip with two portions of
6
1
- strip from the other group.
d. The game continues until the 1 whole piece of a group is filled with the fraction strips of
the other group.
e. The first group to fill in the 1 whole piece is the winner.


1. Presentation

Strategy 1: Using a Problem Opener with Visual Representation

A live chicken weighed
4
3
kilogram. After dressing and cleaning, it lost
8
1
kilogram.
What is the weight of the dressed chicken?

a. You may ask the following questions:
What is asked?
What are given?
What operation will you use to solve the problem?

b. Show a visual representation of the problem through a diagram in transparencies in the
following sequences:

A

Ask: What does the shaded part represent? (weight of the live chicken which is
4
3
kg)

136
B

Ask: What does the shaded part represent? (The
8
1
kg lost after cleaning the chicken.)
Putting the
8
1
part over the
4
3
part, this will become the end result:
C

How much is left after
8
1
is crossed out? (
8
5
)
What does
8
5
represent? (The weight of the dressed chicken.)
c. Let the pupils discover that in order to subtract dissimilar fractions, they must be first
changed into similar fractions, as in the case of
4
3
and
8
1
.
d. Give more examples of problems or equations showing subtraction of dissimilar fractions.

Strategy 2: Using a Problem Opener with a Number Line

Alice received
6
5
of a chocolate bar. She shared
3
2
of a bar to a friend. What part of
the chocolate bar was left?

a. You may ask the following questions
What is asked? What are given? What operation will you use? What is the number
sentence?

Valuing:
If you were Alice, will you also share your food with your friend? Why?

b. Using a number line, represent the whole bar of chocolate as 1 unit.
| |
0 1
c. Let the pupils represent
6
5
and
3
2
on the number line.

3
1

3
2

3
3

0
6
1

6
2

6
3

6
4

6
5

6
6
=
1

137
d. Ask:
3
2
is equal to what fraction in the number line? How much is left after taking away
3
2

of the chocolate bar from
6
5
? (
6
1
)
e. Let the pupils discover that in order to subtract dissimilar fractions, we must first change
them into similar fractions.
Give more examples of problems and equations showing subtraction of dissimilar
fractions.

2. Generalization

How do we visualize subtraction of dissimilar fractions?
With the help of an illustration, be able to rename the dissimilar fractions into similar fractions.
Then find their difference.

IV. Evaluation

A. Illustrate and find the difference.
1)
N
4
2
5
4
2)
N
15
5
20
11

3)
N
4
1
10
8
4)
N
9
4
12
10

5)
N
12
3
16
9

B. Illustrate and find the difference.
1)
2
1
4
3
= 2)
3
2
5
4
=
3)
6
1
8
5
= 4)
5
3
10
7
=
5)
4
1
10
8
=

C. Illustrate and find the difference.
1)
N
6
3
10
9
2)
N
2
1
12
8

3)
N
12
2
4
3
4)
N
6
2
9
5

5)
N
6
3
8
5

V. Assignment

1. Solve this problem using visual representation:
Susie spent
10
8
hour doing her homework while Joan spent
4
3
hour. Who spent more time doing
her homework? How much more?
2. Using a number line, solve this problem:
Mother needs
10
8
cup vinegar to cook paksiw na bangus. She already has
4
1
cup. How much
more does she need?

138
Subtracting Dissimilar Fractions

I. Learning objectives

Cognitive: Subtract dissimilar fractions
Psychomotor: Illustrate dissimilar fractions on a number line
Affective: Appreciate the value of working cooperatively


Skill: Subtracting dissimilar fractions
Materials: paper cutouts, show-me-boards, cardboard strips
Value: Cooperation




Drill on finding N in the given equivalent fractions.
Example:
8 4
3 N

2. Review

Review on changing dissimilar fractions to similar fractions.
a.
2
1
,
10
4
b.
12
5
,
8
6
c.
6
4
,
9
2

Strategy 1: Game - Weakest Link

Mechanics:
a. Call on 5 participants from the class and give each one a show-me-board.
b. The teacher will give a pair of fractions and say, What is their LCD?
c. Pupils will be given 30 seconds to write their answers on the show-me-boards and once
the time is up, all answers will be revealed.
d. Pupils who will not get the correct answers will automatically be out of the contest.
e. The pupil who will survive the game will automatically be the winner.

Strategy 2: N is Right

Mechanics:
a. Form 2 groups of 5 pupils each. Let them fall in line. Provide each group a marker for
writing.
b. Place a box in front of each group containing 5 cards. Written in each card are equivalent
fractions with N as the missing term.
c. Once the signal go is given, the first pupil in line will pick a card and write the right value
of N in it, then raise it to the class for approval.
d. If the pupil gets the correct answer, he/she may post his card on the board and that will
signal the turn for the next pupil in line.
e. The line/group to finish first will be declared the winner.

139

1. Presentation

Strategy 1: Using a Problem Opener with Cutouts

Grandma has
4
3
metre of lace. She used
2
1
metre in decorating her dress. What part
of the lace was left?

a. Ask these questions.
What are given?
What operation will you use to solve the problem? Why? What part of the problem
tells you that you will use subtraction?
b. Using the cutouts (these must be of the same size), let the pupils represent the
4
3
m lace
and the
2
1
m lace as shown.
A B

4
3
m
2
1
m
c. Let the pupils put cutout B on top of cutout A wherein the shaded part
2
1
of cutout B is
directly on top of the shaded part of cutout A.
d. Ask: What part of
4
3
m was left uncovered? (
4
1
m)
What does this
4
1
meter suggest? (the part of the lace that was left)
e. With the use of these visual representations, what do you think should be done first in
order to subtract dissimilar fractions? (change them first into similar fractions)
f. With the teachers guidance, let the pupils discover the abstract way of subtracting
dissimilar fractions.
g. Give more practice exercises of equations showing subtraction of dissimilar fractions.


Cristy needs
5
4
kilogram of meat for her cooking class in EPP. She already has
2
1

kilogram. How much more will she need?

a. You may ask these questions.
What is asked?
What are given?
What operation will you use to solve this problem?

140
If you were Cristy, will you still complete the required amount of meat for your
cooking class? Why?
b. Call on pupils to draw a number line on the board. Let one kilogram be represented by 1
on the number line.
c. Let a pupil represent
5
4
kilogram of meat on the number line.
Call on another to represent the
2
1
kilogram of meat Cristy already has on the number
line as shown.

5
1

5
2

5
3

5
4
kg
5
5

0 1 kg

10
1

10
2

10
3

10
4

10
5

10
6

10
7

10
8

10
9

10
10

0
2
1
kg
2
2

d. Ask: What part of the
5
4
kilogram is not covered by
2
1
? What does this represent? (the
amount of meat Cristy needs to complete the
5
4
kilogram of meat for her cooking class)
e. With the use of the number line, what do you think should be done first in order to
subtract dissimilar fractions? (Change them first into similar fractions.)
f. With the teachers guidance, let the pupils discover the abstract way of subtracting
dissimilar fractions.
g. Using number sentence.

10
8
5
4

-
10
5
2
1

10
3
kilogram of meat is needed
h. Give more practice exercises of equations showing subtraction of dissimilar fractions.

2. Generalization

How do we subtract dissimilar fractions?
First, find the least common denominator (LCD) of the 2 fractions and change/rename
them into similar fractions.
Subtract. Reduce the answer to lowest terms, if possible.

C. Application

Find the difference.
1)

3
1
5
2
2)

6
1
8
4
3)

14
3
7
5

4)

2
1
12
10
5)

8
4
3
2

141
IV. Evaluation

A. Subtract.

1)

6
4
10
8
2)

4
2
20
15
3)

12
4
18
6

4)

5
2
8
6
5)

6
3
9
7

B. Find the difference.

1)

2
1
8
4
2)

3
1
6
3
3)

4
2
10
7

4)

4
1
12
10
5)

2
1
7
4

C. Solve for the answer.

1)

9
5
18
12
2)

8
4
12
9
3)

3
1
10
6

4)

4
2
5
3
5)

16
10
24
20

V. Assignment


1)

3
2
10
9
2)

18
5
6
4
3)

6
3
15
10

4)

8
6
20
15
5)

12
2
16
9

Subtracting Dissimilar Fractions from Mixed Forms


Cognitive: Subtract fractions from mixed numbers (with dissimilar fractions)
Psychomotor: Demonstrate subtraction of fractions from mixed numbers
(with dissimilar fractions)
Affective: Love ones family


Skill: Subtracting fractions from mixed numbers
Materials: board
Value: Loving ones family

142



Drill on finding the LCM of 2 fractions

2. Review

Subtracting dissimilar fraction

Strategy 1: I Game

Mechanics:
a. This is a game for 2 groups: Each group will be given an I board containing 18 small
squares, crayons and 10 square pieces of paper each containing these fractions:
2
1
,
3
1
,
6
1
,
6
2
,
9
1
,
9
2
,
9
3
,
18
1
,
18
2
,
18
3

b. The fraction cards are placed upside down and shuffled.
c. Both players simultaneously pick a card from his set of fraction cards. They compare the
cards to see who gets the larger fraction.
d. The player with the larger fraction colors the corresponding fractional part of his I board.
e. Both players pick again a card and play as before.
f. If both players pick the same or equivalent fractions, each one colors that fractional part
of his I board.
g. They continue playing until one player is able to color his I board completely. That
player wins the game.
h. If the players have used up all the cards, and nobody completely colors his I board,
they shuffle their cards again.

Strategy 2: Roll a Die

Materials: a cube with numbers in its faces, fraction cards
Mechanics:
a. Form 2 groups of 4 pupils each. Line them.
b. Each group will be given a die with numbers in its faces, and a set of fraction cards with
proper fractions written on them.
c. At the signal go the first pupil in line will roll the die and pick a fraction card. He will
subtract the fraction in the card from the number he got when he rolled the die. He
records the equation and his answer.
d. They continue playing until the last player.
e. The first group to finish and with the most number of correct answers wins the game.
Note: If one group finished later than the other but got a higher score, he will still be
declared as the winner. (Be sure to set a time limit for this game).

I - Board

143

1. Presentation

Strategy 1: Problem Opener Using cutouts

Arlene needs
4
3
5
cups of flour to bake a cake, She has
2
1
cup in her bowl. How
many more cups of flour does she still need?

a. You may ask these questions:
What are given?
What is asked?
What operation will you use to solve the problem?
b. Using paper cutouts, let the pupils represent the
4
3
5
cups of flour Arlene needed and the
2
1
cup of flour she already have.
c. Let the pupils post the cutouts on the board as shown and label.

4
3
5
cups

2
1
cup

d. Ask: If you will fold the cutout representing
2
1
cup and put it on top of the
4
3
cutout, what
part of
4
3
is equivalent to
2
1
? (
4
2
)
What will be left uncovered of the
4
3
cut out? (
4
1
)
Therefore, how much of the
4
3
5
cutouts will remain if you take away
2
1
? (
4
1
5
)
What does
4
1
5 represent? (The number of cups of flour Arlene still needs.)
e. What do you think shall we do first when you subtract fractions from mixed numbers
whose fractions are dissimilar fractions? (Change the fractions first into similar fractions.)
f. Through the guidance of the teacher, let the pupils discover the steps in subtracting
fractions from mixed numbers whose fractions are dissimilar.
g. Give more practice exercises on equations showing subtraction of fractions from mixed
numbers.

Mark received his first salary from his first job. He bought
4
1
3
kilos of grapes for his
family. While on his way home, he ate
8
2
kilo of those grapes. How many kilos did he still
bring home?
What is asked?
What are given?
What operation will you use to solve the problem? What is the number sentence?

144
Valuing:
When you grow up, would you do the same as Mark did? Is he a good example to follow?
Why?

b. Encourage pupils to represent
4
1
3
kilos of grapes in a number line. Let 1 kilo represent 1
in the number line as shown.

0
4
1

4
2

4
3
1
4
1

4
2

4
3
2
4
1

4
2

4
3
3
4
1
3 4
Call on another pupil to represent the
8
2
kilo of grapes on the number line as shown.

8
1

8
2

8
3

8
4

8
5

8
6

8
7

0 1

c. Ask: What is the equivalent of
8
2
in the number line showing
4
1
3
? (
4
1
) I f you will take
away
4
1
from the left of it? (3)
What does 3 represent? (The number of kilograms of grapes Mark will still bring home
for his family.)
d. What do you think shall we do first when a fraction is subtracted from a mixed number
whose fractions are dissimilar fractions? (Change the fraction first to similar fractions.)
e. Through the teachers guidance, let the pupils discover the rule in subtracting fractions
from mixed numbers whose fractions are dissimilar.
f. Give more practice exercises on equations involving subtraction of fractions from mixed
numbers whose fractions are dissimilar.

2. Generalization

How do we subtract a fraction from a mixed number whose fractions are dissimilar?

First, change the fractions into similar fractions.
Subtract the fractions following the rules in subtracting similar fractions.
Bring down the whole number.

C. Application


1)
5
4
7 2)
8
6
10
3)
4
3
16

-
4
3
-
6
3
-
2
1

145
4)
10
8
9
5)
12
10
8

-
6
2
-
3
1

IV. Evaluation

A. Find the difference.

1)
12
10
7
2)
15
9
22

-
8
2
-
9
3

3)
20
15
4
4)
8
7
16
-
10
5
-
10
4

5)
10
9
12

-
15
8

B. Subtract.
1)
3
2
3
2)
8
6
9
-
4
1
-
2
1

3)
5
3
14
4)
12
7
10

-
10
2
-
4
2

5)
6
5
8

-
4
1

C. Find the difference.

1)
12
8
11
2)
14
9
30

-
8
3
-
7
3

146
3)
15
5
2
4)
20
5
6

-
10
2
-
10
1

5)
8
5
14

-
4
1

V. Assignment

Solve this problem.

The original length of each rope is
6
3
6
metres. What part of each of the 3 ropes were cut?

1.

4
2
metre

2.

12
10
metre

3.

8
3
metre

Subtracting Mixed Forms


Cognitive: Subtract mixed numbers from mixed numbers
Psychomotor: Demonstrate subtraction of mixed numbers from mixed numbers
Affective: Share ones blessings with others


Skill: Subtracting mixed numbers from mixed numbers
Materials: cutouts, transparent plastic, fraction cards
Value: Sharing ones blessings

147



Drill on giving the unknown value of N in equivalent fractions
Example:
10
5
=
N
3

2. Review

Subtracting dissimilar fractions

Strategy 1: Clap It Out

Mechanics:
a. Form 2 groups of 5 pupils each. Let them fall in line.
b. The teacher posts on the board 5 pairs of fraction card.
Each pair of fraction cards will be uncovered only as soon as the teacher flashes the LCD
on the show-me-boards.
c. As the teacher flashes the LCD on the show-me-board, the first pupil from each group
claps his hands (one clap for a wrong LCD and 2 claps for the correct LCD of the pair of
fractions).
d. The pupil who will be able to clap correctly will be given a token (chip).
e. They continue playing until all the pairs of fractions are uncovered.
f. Chips from each group will be counted. The group with the most number of chips wins
the game.

Strategy 2: Toss a Fraction

Mechanics:
a. Form 2 groups of 4 pupils each. Make them form a line.
b. Give each group a box with these cards.

c. The teacher posts on the board 2 cards with an odd or an even number in each.
d. Each pupil will choose either a head or a tail, for a toss coin.
e. As the coin is tossed, the first pupil in the group will pick a card. If he gets a tail, he will
subtract the fraction in the card from the odd number. If he gets a head, he will subtract
the fraction in the card from the even number.
f. The first to get the correct answer will get a point.
g. The game continues until all the cards are drawn. The group with the highest score wins.


1. Presentation

Strategy 1: Using a Problem Opener with Paper Cutouts

Mr. Carlos harvested 8
3
2
kilograms of lanzones from his orchard. He gave 2
2
1
kilos
to his helper and took the rest home. How many kilograms of lanzones did he take home?
4
3

6
2

2
1

10
6

148
What is asked?
What are given?
What operation will you use to solve the problem? Write the number sentence.

Valuing:
If you were Mr. Carlos, will you also give some of your harvest to your helper? Why?
Are you willing to share what you have with your classmates/seatmates?

b. With the aid of the paper cutouts, let the pupils visualize 8
3
2
kilograms. Have the cutouts
be posted on the board.
Ask another pupil to represent 2
2
1
kilograms through the paper cutouts being posted on
the board.

c. Ask a pupil to put
2
1
on top of
3
2
.
Ask: What part of
3
2
will be left uncovered?
(Let the pupils discover the answer by letting them divide each
3
1
into 2 equal parts.)
How many parts are there now? (6 equal parts)

Therefore, what fraction is left uncovered? (
6
1
)
So, if you will remove 2
2
1
from 8
3
2
, how much will remain? (6
6
1
)
What does 6
6
1
represent? (The number of kilograms of lanzones Mr. Carlos brought
home.)

d. Let the pupils discover through the activity that the dissimilar fractions of mixed numbers
must be changed first to similar fractions before they can subtract.
Let them discover the abstract way of subtracting mixed numbers from mixed numbers
whose fractions are dissimilar.
e. Give more practice exercises for equations involving subtraction of mixed numbers from
mixed numbers.

Strategy 2: Using a Problem Opener with Transparent Plastics

Amalia prepared 1
6
3
litres of pineapple juice for her visitors. She served
2
1
litre. How
many litres of juice were left?

149
What is asked?
What are given?
What operation will you use to solve the problem? Write the number sentence.

Valuing:
Do you also entertain visitors at home? How do you entertain them? Should the Filipino way
of treating their visitors always be practiced? Why?

b. Present the illustration in transparent plastic.

If the whole represents 1 litre, how many litres are there in the picture? (1
6
3
)
Let this picture represent the 1
6
3
litres of juice.
Present another transparent plastic as shown:

What is represented by the picture? (
2
1
)
What does it represent in the problem? (the
2
1
litre of juice served)
c. Put the 2
nd
picture on top of the fraction
6
3
.

Ask: What do you notice?
Can we rename
2
1
as
6
3
?
How much is left in the picture now that
6
3
was covered by
2
1
? (1)
What does 1 represent? (the amount of juice left)
d. Let the pupils discover through the illustration that before you can subtract dissimilar
fractions, they must first be changed to similar fractions.
e. Help them discover the abstract way of subtracting mixed numbers whose fractions are
dissimilar.

150
f. Give more practice exercises for equations involving subtraction of mixed numbers from
mixed numbers with dissimilar fractions.

2. Generalization

How do we subtract mixed numbers from mixed numbers with dissimilar fractions?

First, change the dissimilar fractions to similar fractions.
Subtract the fractions following the rules in subtracting similar fractions.
Subtract the whole numbers.
Express in simplest form, if possible.

C. Application

a.
5
4
5
b.
10
8
9 c.
9
6
12 d.
6
4
8 e.
8
6
10

-
2
1
2
-
4
1
6
-
3
1
4
-
4
2
1
-
3
2
7

_______ _______ ________ _______ _______

IV. Evaluation

A. Find the difference.

1)
7
4
5
2)
6
5
11
3)
9
7
16
4)
7
3
12
5)
12
11
10

-
2
1
3
-
8
3
4
-
3
2
7
-
5
1
4
-
6
2
6

_______ _______ _______ _______ ________

B. Subtract.

1)
4
3
12
2)
12
11
11
3)
6
4
21
4)
3
1
27 5)
3
2
13
-
6
3
7
-
9
3
3
-
9
3
17
-
4
1
14
-
4
1
13

_______ _______ _______ _______ ________

C. Find the difference.

1)
12
7
18
2)
4
1
15
3)
15
7
17
4)
12
8
25
5)
3
2
13

-
6
5
14
-
8
6
3
-
10
8
12
-
8
6
8
-
10
6
12

_______ _______ _______ _______ ________

151
V. Assignment

Solve this problem.

The original length of each candle is
4
3
15
cm. What part of the three candles was burned?

1)
6
1
7
cm 2)
12
5
10
cm 3)
6
2
8
cm

One-Step Word Problems


Cognitive: Solve word problem involving subtraction of fractions
Psychomotor: Write the solution of problems involving subtraction of fraction
Affective: Exercise regularly to maintain fitness of the body
Be alert in all activities


Skill: Solving word problem involving subtraction of fractions
Materials: activity cards, show me cards, chart, illustration boards
Value: Positive attitude towards body exercise
Alertness



1. Drill

Subtraction of similar fractions

Strategy 1: Group Contest

Mechanics:
a. Divide class into 6 groups.
b. Teacher dictates expressions or equations like:

9
5
-
9
3
= N

15
12
-
15
8
= N

152

8
7
-
8
3
= N
c. The first pupil in each group gives the answer.
d. The first pupil who gives the correct answer will be given a point.
e. Continue this activity up to the 10th round.
f. The group with the most number of points wins.

2. Review

Subtraction of Dissimilar Fractions


Materials: Show me cards
Mechanics:
a. Divide the class into 4 groups (in column).
b. Teacher flashes equations like:
6
5
-
8
1
= N, 12 -
7
4
= N,
3
1
12
-
5
4
= N,
5
3
15
-
2
1
10
= N.
c. All pupils are required to solve the equation in their own show-me cards.
d. Only the first pupil from each group is expected to show the answer when the teacher
gives the signal.
e. The next pupil from each group will show the answer of the next equation. Every correct
answer is given a point.
f. This activity continues up to the 5th round.
g. The group with the most number of points is the winner.


1. Presentation

Strategy 1: Problem Opener (Drawing pictures)

Mechanics:
b. Teacher presents a problem. For example,

One afternoon, Mr. Cruz brought home one whole pizza pie. He made 8 slices. His
daughters Lily, Lenie and Luz got their share. Mr. Cruz and his wife ate theirs too. How
much pizza was left?

c. Teacher asks pupils to visualize the problem by paper folding and paper cutting.

d. Teacher asks the following questions:
What is asked?
What is the word clue?
What operation will be used?
How will you solve the problem? What equation is to be formed?

153
Answer: N= 1 -
8
5

What is your final answer?
e. The first group to finish solving will explain to the class.
f. Teacher asks pupils to think about this?

Valuing:
What would you do with the remaining pizza? Would you share to your friends? Why?

Strategy 2: Cooperative Learning (Simplifying the problem)

Materials: activity cards, illustration board
Mechanics:
a. Teacher provides activity cards and illustration boards to 5 groups. Five problems are
written on the cards but only one problem is assigned to each group.
b. Teacher provides problems like the following:
1) The Boy Scouts spent
6
5
of an hour doing health exercises. They used only
4
1
hour
in jogging. What part of an hour did they use for other body exercises?
2) Mother is very conscious of her health. She spends
2
1
30
minutes walking daily from
the house to the bakery then bakery to the city plaza. If she walks for
5
3
15 minutes
from the house to the bakery, how long does she walk from the bakery to the city
plaza?
3) Robert is given
6
5
3
hours to play on weekends. He spends
6
1
2
hours playing
basketball. How many hours does he spend for the other games?

c. Each group works on solving the assigned problem using this format. Use illustration
board.
Asked for: ______
Given Information: _______
Word Clue: _________
Operation to be used: _________
Number Sentence: ________
Solutions: ________
Complete Answer: ______
d. Each group shows solution and explains one at a time.

Valuing:
If you were a basketball player would you spend the whole day playing? Why? What other
body exercises can you involve yourself into to stay healthy? Is it right to waste your time
playing or exercising the whole day? Why?

Strategy 3: Show-me Game

Materials: show-me cards
Mechanics:
a. All pupils have show-me cards.
b. Teacher presents one problem at a time like:

154
During a track and field competition, Nelsons time was
4
3
36
seconds while
Edgars time was
3
2
35
seconds. Who ran faster and by how much?
c. Let pupils write the number sentence and solution on their show me cards.
d. When the teacher says Go, all pupils are expected to raise and show their show me
cards.
e. Teacher provides at least 5 problems.

Valuing:
Do you think, its beneficial to involve oneself in playing or in spending the whole time in other
leisure activities? Why?

2. Generalization

To be able to solve word problems, simply know what is asked, what are given, operation to
use, and form a number sentence for the problem. Show the solution and write the complete
answer.

IV. Evaluation

Read, analyze, then solve the following problems.
1. Mother bought 18 kilos of flour. She used
8
5
10 kilos for baking cake. How many kilos of flour
were left?

2. A piece of ribbon is
5
4
8 metres long. What is the measure of the remaining ribbon if
5
2
metre is
cut off from it?

3. Elmie had
4
1
8 metres of white cloth. Evelyn asked for
4
3
metre for her project in Science. How
many metres of cloth were left?
4. Marlon painted the poultry house using
6
5
litre of brown paint and
3
2
litre of green paint. How
much more brown paint was used than the green paint?

5. Remy used
9
2
litre of vegetable oil in preparing the banana cue while
5
3
litre was used in
preparing banana fritters. Which recipe used more vegetable oil? How much more?

V. Assignment

Analyze then solve.

1. Bessie baked a banana cake. Her brother ate
10
3
of the cake while her sister ate
4
1
. Who ate
more? How much more?
2. Peter hiked
7
5
of a kilometre. Mike hiked
3
1
of a kilometre. Who covered a longer distance? How
much longer?

155
3. Julius and Edgar harvested 10 kilograms of star apples from the orchard. They gave
3
1
2

kilograms to their friends. How many kilograms of fruits were left for the family?
4. Ruben cut
6
5
3
metres of ribbon from
2
1
15
metres of ribbon. How long is the remaining ribbon?
5. Miss Lopez bought
2
1
10
metres of cloth. She sewed
4
3
5 metres for the classroom curtain and
the remaining piece for the school clinic. How many metres were used for the school clinic?

Two-Step Word Problems


Cognitive: Solve 2-step word problem involving addition and subtraction of fractions
Psychomotor: Write the equation and solution to a 2-step word problem involving addition and
subtraction of fractions.
Affective: Spend ones money wisely


Skill: Solving 2-step word problem involving addition and subtraction of fractions
Materials: charts, colored chalks
Value: Spending money wisely




Drill on adding fractions

2. Review on

Adding and subtracting fractions

Strategy 1: Pick-Me-Up

Materials: cube with numbered faces, fraction cards
Mechanics:
a. Form 2 groups of five. Line them.
b. Each group will be given a box with fraction cards in it.
c. At the signal go the cube is tossed. The first pupil in each group will find out what
number comes out and will pick a fraction card from the box.
d. He then subtracts the fraction from the number and solve. (The number sentence must
be written with the answer.)
e. The game continues until the last pupil in the line. Correct answers will be counted.
f. The group with the most number of correct answers wins. (This game must be time
limited.)

156
Strategy 2: Hi Low Todo Panalo

Materials: Fraction cards, show me board
Mechanics:
a. Form 2 groups of five. Line them up with a show me board each.
b. Fraction cards are posted on the table with faces upside down.
c. The card in row A will be opened at the same time as the card in row B.
d. The first pupil in line will write HI if he thinks the fraction in card B is bigger than the
fraction in card A and LOW if the fraction in card B is smaller than the fraction in card A.
The pupil with the correct answer gets a point.
e. The game continues until the last pupil in line. The team / group with the most number of
points wins the game.


1. Presentation

Strategy 1: Problem Opener: Use a diagram/drawing
Liza bought
2
1
5 m of white ribbon and
4
1
6 m of yellow ribbon to make flowers. After making
5 flowers, she found out she had
4
3
1 m of ribbons left. How many meters of ribbon did she
use for the flowers?

a. The teacher must first ask some comprehension questions about the problem.

Valuing:
If you know how to make your own flowers, is it wiser to make your own than buy expensive
ones? Can you give other ways of spending ones money wisely?

b. Analyze the Problem

Ask: What is asked in the problem? What are given in the problem? Is there a hidden
question to solve? What is it? How are you going to solve the hidden question? The
final answer?

c. Guide the pupils through an illustration/drawing to understand the problem better.
Say: How will you show the ribbons Liza bought in a drawing? (Use colored chalks if
possible).

White ribbon Yellow ribbon

2
1
5 m
4
1
6 m
Ask: What is the total length of the 2 ribbons? Is it necessary to find the total length first
before we can solve the problem? Write the number sentence for the hidden question.
(
2
1
5 +
4
1
6 = N)
How will you show the ribbon that was left after making 5 flowers?
How will you represent the length of the ribbon used?

157
White ribbon Yellow ribbon

2
1
5
m
4
1
6
m

4
3
1

N
How will you solve for N?
Will you write the number sentence?

(
2
1
5
+
4
1
6
) -
4
3
1
= N
How will you solve this equation? (Add first the number inside the parenthesis and from
the total subtract
4
3
1
.)
c. Ask the pupils to Look Back to see if the answer they got is really sensible.
d. Give more practice exercises in solving 2-step word problems involving addition and
subtraction of fractions.

Strategy 2: Problem opener: Using pictorial representation
The boy scouts went camping 15 km away from their school. They hiked
6
2
4
km on the
first day and
3
2
4
km on the second day. How much farther still will they have to hike to reach
the camp?

a. The teacher must first ask some comprehension questions about the problem.

Ask the students to think about this.
What can scouting do to a pupil like you?
Do you also want to become a scout? Why?

b. Analyze the problem

Ask: What are given in the problem?
Is there a hidden question to be solved?
What do you think are the operations to be used to solve the problem?

c. Guide the pupils thru a pictorial representation to understand the problem better.
Say: Here are some pictures of those what we have in our problem. You already have an
idea of what happened in the problem.
The teacher will guide the pupils as they post each pictures on the board. She must
remind the pupils that the pictures must be posted in their proper places in order to draw
a clear picture of the problem. Label the distance to complete the pictorial representation.

School campsite

158

6
2
4 km
3
2
4 km N

1
st
day 2
nd
day

15 km

How will you represent the distance they still have to hike to reach the campsite? (by the
letter N)
How will you solve for N?
Write the number sentence
15 (
6
2
4 +
3
2
4 ) = N
How will you solve the equation? (Add first the numbers inside the parenthesis and
subtract their total from 15.)
Ask the pupils to Look back to see if the answer they got is really sensible.

d. Give more practice exercises in solving 2-step word problems involving addition and
subtraction of fraction.

2. Generalization

How do we solve 2-step word problems involving addition and subtraction of fractions?
Read and understand the problem.
Analyze it .
- what are given
- what is asked
- what is the hidden question
- determine the operations to be used
- write the number sentence/plan
Solve/carry out the plan.
Look back. (Ask: Is the answer really sensible?)

C. Application

Read and solve:
Grandma bought
4
3
16 metre of cloth. She used
2
1
8 m for curtains and
5
1
7 m for bed
cover. How many metres of cloth were not used?

IV. Evaluation

A. Read and solve
1. Mother bought 5 kg of meat. She cooked
2
1
1 kg on Saturday and
3
1
2 kg on Sunday. How
many kilograms of meat were not cooked?

159
2. A big bottle contained
3
2
4 litres of vinegar. Cely poured
3
1
1 litres of vinegar into one bottle
and
4
1
1 litres into another bottle. How much vinegar was left in the big bottle?
B. Read and solve.
1. Father brought home a pizza. Rica ate
3
1
of it and Claire ate
6
4
. How much of the pizza was
left?
2. From a 40 m roll of cloth,
2
1
10 m was cut for curtains and
5
2
12 m for bed sheets. How many
meters of cloth were left in the roll?

C. Read and solve.
1. Mr. Cruz bought
4
1
4 litres of paint. He used
2
1
1 litres in painting his sons bedroom and 2
litres in painting the salas. How many litres of paint was left unused?
2. Father harvested 25 kilograms of mangoes in the morning of Friday and
8
4
15
kilograms in the
afternoon. The next day, he sold
2
1
36 kilograms and left the rest at home for his children.
How many kilograms of mangoes did he leave for his children?

V. Assignment

Read and solve.
Mr. Trono has
6
4
2
hectares of farm land. Corn is planted on the
3
2
hectare, mongo on
3
1

hectare and vegetables on the rest. What part of the farm is planted with vegetables?

Visualizing Multiplication of Fractions


Cognitive: Visualizing multiplication of fractions
Affective: Work neatly and cooperate actively with the group


Skill: Visualizing multiplication of fractions
Reference: BEC PELC II D 1.1
Materials: Flash cards, strips of paper, cartolina
Value: Neatness, cooperation




Drill on multiplying mentally.

160
Examples:
12 10 15 11
x 4 x 10 x 2 x 3

2. Review

Strategy: Paper Folding Game

Materials: Strips of Paper
Mechanics:
b. The teacher flashes the fraction names on a show me board and the first group to show
the correct fold earns the point.
c. The first group to get a score of 5 will be the winner.

3. Motivation

What is
2
1
of a whole? Will you show it through your piece of pad paper?
If you find
2
1
of that part again what answer will you get? (Let them fold the paper once more
in half and shade the part.)
Ask: How is the result compared with
2
1
?

1. Presentation

Strategy 1: Using a Problem Opener and Visual Representations
Father owns a
4
3
hectares land. He planted
3
1
of it with sweet corn. What part of his
land was planted with sweet corn?

a. The teacher asks some comprehension questions. Like: How big is fathers land? What
part of it was planted with sweet corn?
b. Analyze the problem by asking:
What are given in the problem? What is asked?
c. Guide the pupils in planning how to solve the problem by leading them with this question:
What is
3
1
of
4
3
? What is the number sentence? (
3
1
x
4
3
= N)
d. Let the pupils visualize the problem by representing one hectare by a whole piece of
paper. Say: If this is 1 hectare, how will you represent the
4
3
hectare land owned by
father? (Pupils may fold the piece into 4 equal parts and shade
4
3
).

Guide the pupils in showing
3
1
of the
4
3
shaded part through paper folding and shade the
same using opposing lines as shown:

161

Ask: What do you think is represented by the double shaded part?
What fraction name can you give? (
12
3
)

The teacher may ask: What is the value of N in the number sentence
3
1
x
4
3
= N? (
12
3
)
Through the visual representation, guide the pupils in finding the answer to the problem
without using actual computation.

Strategy 2: Using the Same Problem Opener

Materials: Piece of cartolina, transparent plastic
a. After asking the guide questions as in Strategy 1 and coming up with the number
sentence
3
1
x
4
3
= N, the teacher may present the piece of cartolina as representing the
one hectare land.
b. Diagram A which is printed on a plastic transparency is placed over the piece of cartolina.

Di Diagram A

Ask: What does it represent in the problem? (The
4
3
hectare land owned by father.)
c. Diagram B, also printed in a plastic transparency, is placed over Diagram A and the
cartolina.
Final Output

Diagram B Diagram A
Over the cartolina

Note: Use different colors in shading Diagrams A and B.
Ask: What does diagram B represent in the problem? (The part of fathers land that was
planted with sweet corn.)

d. What fraction name can you give to the double shaded part? What does it represent?
e. Using the visual representation guide the pupils in discovering the answer to the problem
without actually doing the abstract way of solving.

162
2. Generalization

How do we visualize multiplication of fractions?
Multiplication of fractions can be visualized by paper folding, drawing and the like.

C. Application

1. Illustrate and find the product.
a.
8
4
x
2
1
=

b.
5
1
x
4
2
=

c.
3
1
x
4
3
=
d.
3
2
x
4
1
=

e.
5
3
x
2
1
=

2. Write a multiplication equation for each visualization/illustration and find the answer.
a.

X = = ________

b.

X = = ________

c.

X = = ________

IV. Evaluation

A. Write the multiplication equation for each illustration and find the answer.

1)

x = = ________

163

2)

x = = ________

3)

x = = ________

4)

x = = ________

5)

x = = ________

B. Illustrate and then give the product.

1)
3
1
x
4
3
=
2)
5
2
x
4
3
=
3)
5
3
x
4
1
=
4)
3
2
x
5
4
=
5)
4
3
x
6
5
=

C. Illustrate the following equations.

1)
3
2
x
5
3
=

2)
4
3
x
8
5
=

3)
5
1
x
7
5
=

164
4)
5
4
x
8
3
=

5)
8
1
x
6
5
=

V. Assignment

Prepare an album showing the following equations. Use paper-folding methods.
1)
3
2
x
2
1
=
2)
10
1
x
4
3
=
3)
5
2
x
3
2
=

Fractional Part of a Number


Cognitive: Find a fractional part of a number
Psychomotor: Write the equation and the solution in finding the fractional part of a number
Affective: Be alert in all class activities
Cooperate actively in the group


Skill: Finding a fractional part of a number
Reference: BEC-PELC II.D.1.2
Materials: bottles or other actual objects, pictures of objects
Value: Alertness, Active participation



1. Review

Visualization of fractions

Strategy 1: Drawing on show-me-cards

Show the following by drawing.
a) N
6
5
x
2
1
b) N
5
2
x
4
3

c) N
5
4
x
3
2
d) N
5
3
x
8
1

e) N
3
2
x
6
5

166
Mechanics:
a. Teacher asks the following questions:
What facts are given?
What operation are we going to use?
N =
5
1
of 40
N =
5
1
x 40
b. Teacher asks:
How did you get 8?
How do you change 40 into a fraction?
So, what would be the equation now?
N =
5
1
x
1
40
=
What do you do with the numerator? denominators?
How do you express your product?
Other method: N =
5
1
x 40 =
=
5
40
= 8
c. Teacher provides exercises like the following:
1)
6
5
x 20 = N 2) N =
5
4
x 30
3) N =
8
2
x 40 4)
4
3
x 60 = N
5)
8
1
x 60 = N
d. Individual pupil solves on his seat.

2. Generalization

In multiplying a whole number by a fraction:

rename the whole number as a fraction then multiply
multiply the whole number by the numerator then copy the denominator.

Always express answers in their lowest terms.

IV. Evaluation

Multiply. Write each answer in lowest term.

1)
8
7
x 5 = 2) 14 x
6
5
=
3)
7
3
x 21 = 4) 8 x
7
5
=
5) 15 x
3
2
= 6)
7
3
x 120 =

167
7)
4
1
x 80 = 8) 12 x
7
2
=
9) 15 x
6
5
10)
7
3
x 35 =

V. Assignment

Find the product. Always express answers in lowest terms.
1) 25 x
4
3
= 4)
6
5
x 120 =
2)
8
5
x 45 = 5) 27 x
5
3
=
3) 40 x
6
5
=

Translating Expressions into Equations

I. Learning objectives

Cognitive: Translate expressions such as
2
1
of
3
2
of
6
1
into an equation
Find answers to expressions or statements such as
2
1
of
3
2
of
6
1

Psychomotor: Write the mathematical equation for expressions such as

2
1
of
3
2
of
6
1

Affective: Cooperate actively with the other members of the group

Skill: Translating expressions such as
2
1
of
3
2
of
6
1
into equations
Reference: BEC-PELC II.D.1.2.1
Materials: flashcards, show-me-cards, medium-sized ball, rectangular grid
Value: Active participation and cooperation



1. Drill

Drill on visualizing multiplication of fractions


Materials: show-me-cards
Mechanics:
a. The first part of the game is visualizing multiplication of fractions
The teacher flashes a card.

168
Example:
2
1
x
4
3

b. Pupils visualize the equation on their own show-me-cards
c. When the teacher says go, the pupils raise their cards to show the teacher.
d. Continue this activity as the teacher shows different equations.

2. Review

Review on visualizing mathematical expressions such as
2
1
of
5
2
to be able to get the
answer and writing the equation for each expression.

Strategy 1: Use of mathematical expression

Sample:
2
1
of
5
2
;
3
1
of
6
5

a. Ask the following questions for each expression:

2
1
of what fraction are we going to get?
What part of
5
2
are we going to find?
b. Let the pupils show
5
2
using rectangular regions.
c. Pupils show
2
1
of
5
2
through illustrations. They also indicate the answer
d. Teacher asks, what operation takes the place of the word of in
2
1
of
5
2
?
e. Ask the pupils to write the equation and the answer.

f. Teacher gives more expressions for pupils to visualize and to write the corresponding
equations.

Strategy 2: Agawan Bola

Materials: one medium-sized ball
Mechanics:
a. Ask for a tall student to stand in front at the center to hold the ball and toss it up during
the game.

b. Divide the class into 4 groups. Ask the first four students of each group to stand at the
center aisle. They are the first players.
c. The teacher flashes an expression, Example:
4
3
of
3
2
= N
d. The pupil who catches the ball first gives the answer. The group gets a point if the
answer is correct.
e. Continue the game until every member of the group has participated. The team with the
most number of points wins.

Strategy 3: Pass-It-On

Materials: flashcards, pieces of paper, ballpens
Mechanics:

170
f. Teacher asks the following:
1) What operation is used in place of the word of?
2) Can you translate
2
1
of
3
2
of
6
1
into an equation?
3) What is the answer?
Expected answer:
2
1
of
3
2
of
6
1
can be written as
2
1
x
3
2
x
6
1
=
36
2
or
18
1
(with the use of cancellation)
g. Continue giving at least 5 expressions.

Strategy 2: Group Game Weakest Link

Translate these expressions into equations and give the answers.
Mechanics:
b. Teacher flashes a card, Example:
5
3
of
2
1
of
6
5

c. The first 5 pupils in a column will answer the first exercise.
Pupils who give incorrect answers will be excluded from the group.
d. Continue the game until everybody has participated.
e. The group with the greatest number of remaining members will be the winner.

Strategy 3: Constructing Line Graph Game

Give the equation and answer the mathematical expressions.
Mechanics:
a. Divide the class into 4 rows.
b. Teacher starts giving expressions like
5
4
of
6
5
of
8
7
.
Teacher presents the expression to one member of every row to answer.
c. One member of the row answers. Afterwards, he/she gives another mathematical
expression to the other row to be answered.
d. This activity/game continues until everybody in the class has participated.
e. The group with the greatest number of correct answers wins.

2. Generalization

Translating expressions such as
2
1
of
3
2
of
6
1
is just like forming multiplication equations.
In translating expressions like
2
1
of
3
2
of
6
1
, the times sign is used in place of the
preposition of.

IV. Evaluation

Form equations out of the following expressions then answer.

1)
2
1
of
4
1
of
5
1
= 2)
3
1
of
5
2
of
3
1
= 3)
5
2
of
4
3
of
7
2
=
4)
4
1
of
5
4
of
6
5
= 5)
3
1
of
3
2
of
5
3
= 6)
5
2
of
4
1
of
5
3
=
7)
4
3
of
5
1
of
6
5
= 8)
5
2
of
6
5
of
7
3
= 9)
7
1
of
8
5
of
5
4
=

171
10)
7
3
of
6
5
of
8
2
= 11)
7
3
of
6
5
of
3
2
= 12)
4
1
of
3
2
of
8
5
=
13)
6
5
of
9
1
of
7
4
= 14)
7
3
of
5
2
of
6
5
= 15)
4
3
of
8
5
of
9
5
=

V. Assignment

Translate the following expressions into equations then write your answers.

1)
9
5
of
4
3
of
7
2
= 2)
7
4
of
9
5
of
5
3
= 3)
9
2
of
8
5
of
8
7
=
4)
6
5
of
9
4
of
8
3
= 5)
8
7
of
2
1
of
9
5
=

Multiplying Fraction by another Fraction


Cognitive: Multiply fraction by another fraction
Psychomotor: Write the equation and the solution of finding the product of two fractions
Affective: Multiply accurately
Share your blessings to others


Skill: Multiplying fraction by another fraction
Materials: 2 cubes (dm) with faces all numbered activity sheets, strips of paper, flashcards,
chart
Value: Sharing, Accuracy in computation



1. Drill

Multiplication facts using two cubes

(1 dm cube) as shown.

Materials: 6 9
Two cubes 5 4
(1 dm each)

Strategy 1: Group contest

a. Divide the class into four groups.
b. Call for two volunteer pupils to take charge of tossing the cubes. One pupil takes hold of
one cube.
c. The two pupils toss the cubes simultaneously. The first four pupils of each group will give
the product of the two numbers that appear in the cube.
8 7

172
d. Continue the contest until everybody in the class has participated.
e. The first pupil to give the correct product will be given a point.
f. The group that garnered the greatest number of points wins the contest.

2. Review

Translating expressions into equations and answering them right away

Strategy 2: Round Robin Activity

Mechanics:
a. Teacher flashes cards with expressions such as
2
1
of
5
3
of
3
2
.
b. Individual pupil takes turns in answering. Start either from left to right or vice versa on
from the front to the back.
c. Continue the activity until each one has participated.


1. Presentation

Strategy 1: Use a Problem Opener (Concept Development)
Linda received
2
1
slice of a pizza from her friend. She gave
3
1
of this to her
seatmate who had no money to buy food for recess. What part of the whole pie did Linda
share to her seatmate?

What are given?
What is asked?
How will you solve the problem?
What equation can you make to solve the problem?
b. Ask the pupils to think about this: If you were Linda, would you do the same? Why?
c. Call for volunteer pupils to write their equations and solutions on the board.

Strategy 2: Group Activity

Implement Cooperative learning

Materials: Activity sheets
Mechanics:
a. Divide pupils into groups of 5.
b. Group Activity
Teacher distributes activity sheets with the content as follows:
(Different problem for each activity sheet)
Example of a problem:
Nelia has
2
1
piece of a cartolina. She shares
3
1
of it to Joe who needs it very
badly for his Science project. What part of the cartolina did Nelia share?
What equation can you make to solve the problem?
Solve and explain.

c. The reporters of each group deliver reports in front of the class.
d. Reporting continues until every group has participated.

173
Strategy 3: Ping Pong Game

a. Divide the class into groups of two or form dyads.
b. Draw lots to know whom of the two will answer first.
c. Teacher flashes card example N
3
2
x
6
5
, N
6
5
x
5
4
, etc.
d. Each pair has only one sheet of paper numbered 1 to 10.
e. One member writes the answer of the equation for number 1 then passes the answer
sheet to the other member to answer number 2.
f. This game continues until all the equations are answered.
g. The pair or dyad with greatest score is the winner.

2. Generalization

To multiply fractions, multiply the numerators to get the product of the numerators. Multiply
the denominators to get the product of the denominators. Always reduce the answers to their
lowest terms or simplest forms. When we multiply fractions, the product is less than the
original number.

C. Application

Find the product. Express your answer in lowest terms if possible.

1)
7
5
x
20
11
=
3)
5
4
x
40
30
=
5)
10
6
x
12
5
=
2)
6
1
x
12
10
=
4)
10
9
x
15
2
=

IV. Evaluation

A. Find the product.
1)
3
2
x
5
4
= N 2)
2
1
x
3
2
= N
3)
4
3
x
3
2
= N 4)
7
4
x
4
3
= N

5)
5
2
x
7
4
= N

B. Solve for N.
1)
6
5
x
8
7
= N 4)
8
3
x
6
5
= N

2)
5
4
x
8
7
= N 5)
7
4
x
8
7
= N

3)
8
7
x
3
2
= N

174
C. Understand the questions carefully then write your answers in the blanks.

1. In the equation
4
1
x
2
1
x
3
2
= N, what is the value of N?

2. If you multiply
4
1
,
3
2
and
6
5
, what will be the product?

3. Multiply
5
2
,
4
3
and
5
4
. It will give a product of ___.

4. What is the product of
7
2
,
8
3
and
2
1
? ____

5. Multiply
3
2
,
6
5
and
4
3
. The answer is ___.

V. Assignment

Give the product in simplest form.

1)
9
2
x
24
18
=

2)
8
5
x
20
3
=

3)
7
2
x
12
8
=

4)
14
4
x
20
6
=

5)
6
5
x
10
8
=

Multiplying Fraction by Whole Numbers


Cognitive: Multiply fraction by a whole number
Psychomotor: Write the equation and solution in multiplying fractions by whole numbers
Affective: Share ones blessings to others


Skill: Multiplying fraction by a whole number
Materials: Show-me-cards, number line
Value: Sharing

175


1. Drill

Translating expressions into equations and giving answers to them

Strategy 1: Individual Activity

Materials: Show-me-cards
Mechanics:
a. Teacher flashes an expression such as
3
1
of
2
1
of
3
2
= ___.
b. Individual pupil uses show-me-card to write his or her answer.
c. When a signal is given by the teacher, the pupils show their show-me-cards.
d. This activity continues within 3 minutes.
(Five exercises are enough for drill)

2. Review

Multiplication of Fractions by Fractions

Strategy 2: Pass It On

Mechanics:
a. One pupil from Row I creates her own multiplication equation like
3
2
x
6
5
= N. Find for N. He passes or throws the equation to Row II for one member to
answer.
b. The pupil from Row II gives his equation to be answered by one from Row III.
c. This activity continues until every row has participated.
d. The row which gives the most number of correct responses is the winner.


1. Presentation

Strategy 1: Introductory Activity

Multiplying Fractions by Whole numbers

Mechanics:
a. Six pupils stand in front in group.
b. Write on board:
2
1
,
3
1
,
3
2
,
6
1
,
6
5

c. All pupils (including those standing) look at the first fraction on board and determine how
many pupils would be left standing if
2
1
of them returned to their seats.
d. Pupils compare and discuss answers.
e. Ask volunteer pupils to write the equation and answer on the board.
f. They repeat the activity for the remaining fractions on the board.

176
Strategy 2: Use a Problem Opener
Nilda has 10 friends. She gave
2
1
of an apple to each of her friends. How many
apples did she share to her friends?

1) What does 10 refer to?
2) How many apples did Nilda give to each of her friends?
3) How will you solve the problem? What equation can you make to solve the problem?
b. Ask the pupils to think this over: If you were Nilda, would you do the same? Why or why
not?
c. Call for volunteer pupils, at least 5, to solve on the board and let them explain.

Strategy 3: Use a Number Line (modeling)

Problem:
Solve: 10 x
2
1
= N
Mechanics:
a. Call for one pupil from each row to show the given equation in the number line.

b. Teacher asks the following questions:
1) How many jumps are made? Answer: 10
2) How many times did you multiply
2
1
?
3) What is the answer of the equation?
4) How did you get your answer?
5) Solve the equation 10 x
2
1
= N then explain.
2. Generalization

To multiply a fraction by a whole number, change the whole number to a fraction with a
denominator of 1. Multiply the numerator, then the denominator. Express fractions in
simplest form.

C. Application

1. 10 x
2
1
=
2.
5
2
of 20 =
3.
9
2
of 18 =
4.
5
1
of 35 =
5.
10
7
of 30 =

1 2 3 4 5 6

2
1

2
2

2
3

2
4

2
5

2
6

2
7

2
8

2
9

2
10

2
11

2
12

177
IV. Evaluation

A. Find the product.
1) 6 x
3
2
= 2)
6
5
x 4 =
3) 5 x
4
3
= 4)
7
3
x 5 =
5)
5
3
x 6 =

B. Find the value of N.
1) 10 x
6
5
= N 2) 12 x
4
3
= N
3)
7
4
x 5 = N 4)
7
6
x 8 = N
5)
5
3
x 6 = N

C. Answer each question carefully.
1. Find the product of 6 x
8
5
. The answer is _______.
2. Find the value of N in the equation
12
5
x 10 = N.
3. If you multiply 12 and
10
6
, the answer would be ____.
7
3
multiplied by 5?

V. Assignment

Find the product. Reduce the answers in their lowest terms if possible.
1)
4
3
x 4 =
3)
12
11
x 8 =
5) 12 x
16
4
=
2) 9 x
12
5
=
4) 40 x
12
10
=

Multiplying Fractions by Mixed Forms


Cognitive: Multiply mixed form by a fraction
Psychomotor: Write the equation and solution in multiplying mixed form by a fraction
Affective: Choose nutritional food for ones body
Avoid impulsive buying of unnecessary things

178

Skill: Multiplying mixed form by a fraction
Materials: Flash cards, activity cards, coin, number card
Value: Value of wise buying and choosing the right kind of food



1. Drill

a. On Multiplication Facts

Strategy 1: Traveling Game

Materials: Mathematics Wheel
Mechanics:
1) Divide the class into 4 groups.
2) Let one pupil from each group stand on the aisle at the back of the classroom.

The mid-number can be changed every now and then.

3) As the teacher points two numbers in the Math wheel, the first four contestants give
the product.
4) The game continues until one contestant reaches the front line. Whenever this
happens, his or her group gains 1 point.
5) Continue the game for a few more rounds until everyone has participated. The group
with the most number of points wins.

b. On Changing Mixed Forms to Improper Fraction

Strategy 2: The Fastest Group Game


Mechanics:
1) Divide the class into 6 groups (per column).
2) Teacher flashes, for example, 7
3
2
, 8
6
5
, etc.
3) The first pupil in each group gives the improper fraction for 7
3
2
.
4) The first one to give the correct response gains 1 point for the group.

5) Continue the game until one group has gained 5 points, in which this group is
considered the winner.

5 9
2 7
3
8 4
6
8

179
2. Review

Multiplication of Fractions

Strategy 1: Game: Toss A Fraction

Materials: coin, number cards

Cards numbered: 2
4
3
6
1
8
3
6
4
8
6
9

5
1

3
2

3
1

5
2

9
1

5
3

Mechanics:
a. Divide the class into two groups.
b. Let the first two players draw lots to determine the first player.
c. Teacher sets the following rules of the game:
1) Take turns.
2) Pick a card and toss the coin.
3) If the coin lands head up, find one-half of the number on the card.
4) If the coin lands tail up, find one-third of the number on the card.
5) Write the answer on the score card.
d. The group with the greatest total score after six rounds is the winner.

Score Card
Round Group
1
Group
2
1
2
3
4
5
6
Total


1. Presentation

Strategy 1: Use a Problem Opener with Pictorials

Show pictures of different food items like fruits, candies, junk food, etc.

Mother bought 1
4
3
kg of mangoes. Elsa ate
5
1
of this for recess and lunch. How
much were eaten by Elsa?

1) What are we asked to find?
2) What are the given facts?
3) What shall we do to solve the problem? What operation shall we use to solve the
problem?

180
4) How do we translate the expression
5
1
of 1
4
3
= N into a mathematical equation?
What operation shall we use in place of the preposition of?
5) What shall we do with 1
4
3
first to be able to solve the problem?
6) How do we rename 1
4
3
into fraction?
b. Ask for 5 volunteer pupils to solve and to explain on the board, one by one.
c. What kind of food should we buy and eat for our body?

Strategy 2: Group Work (Cooperative Learning)

Materials: 5 activity cards with 5 exercises like the one below:
Find the Product
Exercises: a)

4
1
x 3
4
1
=
b)

5
2
x 5
2
1
=
c)
4
3
1
x
5
2
=
d)
2
6
5
x
4
1
=
e)

5
3
x 5
3
2
=
Mechanics:
a. Divide the class into five groups.
b. Teacher distributes activity card to each group.
Number one exercises will be solved cooperatively by Group I.
Number two exercises will be solved by Group II and so forth and so on.
c. One member from each group reports in class.
d. He explains to the class how to multiply mixed numbers by fractions.
e. Reporting continues until every group has participated.

Strategy 3

Materials: flash cards with written equations such as

Mechanics:
b. Teacher flashes an equation, for example,
8
1
x 4
7
5
= N.
c. The first pupil in each group writes the value of N on a piece of paper.
d. When the teacher says Pass, the first pupil passes the paper to the next one in his/her
group, who in turn, solves for N in the equation that will be shown by the teacher.
e. Continue this until everyone in the group has participated.
f. The group with the most number of correct answers wins.

8
1
x 4
7
5
= N

8
3
2
x
5
2
= N
etc.

181
2. Generalization

When multiplying a mixed form by a fraction, rename first the mixed form into an improper
fraction. Then, multiply the improper fractions with the given fraction. Always express the
answer in simplest form.

C. Application

Perform as indicated:
1)
2
1
5
x
3
2
= 2)
5
2
x
2
1
6
=
3)
5
4
3
x
7
2
= 4)
8
3
x
6
4
5
=
5)
7
2
3 x
9
5
=

IV. Evaluation

A. Find the products. Use cancellations if possible so that the answer is expressed in lowest terms.
1)
10
4
x 1
2
1
= 2) 1
5
1
x
5
3
=
3) 1
5
3
x
4
3
= 4) 1
3
2
x
2
1
=
5)
7
1
x 1
4
3
=

B. Multiply. Express the answer in lowest terms, if possible.
1) 2
4
3
x
3
2
=
3)
4
3
x 4
4
1
=
5) 2
8
3
x
4
3
=
2) 1
5
2
x
7
5
=
4)
5
2
x 3
8
2
=

C. Answer what is asked for in the following:
1. If you multiply
6
5
and 3
5
4
, what will you get? ____
2. Find the value of N in the equation
7
4
6
5
3
= N.
3. The product of
8
5
and 4
6
5
is ____.
4. If
9
2
and 4
8
5
are multiplied, the product is ___.
3
2
x
5
1
x 4
5
2
?
D. What important value did you learn in our lesson?
What kind of food should we buy for the family and for our health? Why?
Why should we avoid buying junk foods?

182
V. Assignment

1. Perform this exercise.

WHY DID THE FARMER CALL HIS PIG INK?

a. Find the hidden words in the clues.
b. The fraction tells you what part of the word to circle.
c. The circled letters make a word.
d. The first one is done for you.

1)
3
2
of Be e
2
1
of ca mp
4
3
of use d

2)
2
1
of itch

3)
3
2
of key
3
1
of pet
4
1
of tone

4)
4
3
of runt
4
3
of nine
4
1
of goat

5)
7
3
of outside

6)
5
2
of often

7)
11
3
of thermometer

8) the last
2
1
of happen

Because it kept running
1 2 3 4

out of the pen
5 6 7 8

Multiplying Mixed Forms


Cognitive: Multiply mixed form by a mixed form
Psychomotor: Write the equation and the solution in multiplying mixed form by mixed form
Affective: 1. Help in household activities
2. Be patient in performing ones task


Skill: Multiplying mixed form by a mixed form
Materials: Flash cards, show-me-cards, square grid, picture of a forest, number cards, chart
Value: Positive attitude towards work

183


1. Drill

Multiplication of fractions

fraction by fraction
fraction by a whole number


a. Individual pupil uses his or her own show-me-card.
b. Teacher flashes equation, for example:

c. When the teacher gives her signal, the pupils raise their show-me-cards.
d. This activity continues for 3-5 minutes.

2. Review

Multiplication of mixed form by a fraction

Strategy 2: Individual Activity

Solving Using show-me-card

Materials: show-me-cards
Mechanics:
a. Pupils get ready with their own show-me-cards.
b. Teacher flashes cards with equation, for example,

c. Each pupil solves the equation on her or his show-me-card.
d. When the teacher says Go everybody raises his or her show-me-card.
e. This continues after giving 10 equations.
f. Teacher checks pupils answers.


1. Presentation

Strategy 1: Use a Problem Opener with Visualization
(Concept development)

Litos work at home is to fetch water for cooking needs. He needs 4
2
1
litres of water
to fill one jar. How many litres of water are needed to fill 1
2
1
jars of the same size?

5
3
x
4
2
= N
5
3
x 1
3
2
= N

184

1) What does the problem ask you to find?
2) What information or facts are needed to solve the problem?
3) How will you solve the problem?
4) What operations are we going to use to solve the problem?
5) What equation can you make to solve the problem?
6) What kind of fractions are 4
2
1
litres and 1
2
1
?
7) What do you think should we do with these fractions to be able to multiply?
b. Teacher calls for 5 volunteer pupils to solve on the board. One of them explains to the
whole class.
c. Teacher settles problems and questions raised by pupils if there are any.
d. What kind of boy is Lito? Do you also help your parents at home? How? In this manner,
what trait do we develop?

Strategy 2: Magic Square (UP and to the Right) Modeling

Materials: Square grids
Mechanics:
a. Teacher divides the class into 6 groups.
b. Each group is given square grid to accomplish.
c. Teacher gives the following directions:
1) Follow the arrow directions.
2) Multiply up. Multiply across.
3) Complete the square.
4) The first group to complete the grid wins.
5) A representative of each group explains how they were able to complete their work.

M
u
l
t
i
p
l
y

b
y

3
1
3

2
1
1

2
1
2

2
1
3

Multiply by
2
1
2

Strategy 3: Game: A Hunting We Will Go (Drawing pictures)

Materials: Picture of the forest with different animals
(Expected product of mixed numbers are written in the pictures of animals) Cutout of animals
are detachable from the main picture.
?
4
2
1
litres

185
Mechanics:
a. Teacher divides the class into 6 groups.
b. Teacher flashes cards, for example:
3
2
1 x
2
1
2 = N

2
1
1 x
4
1
3 = N

3
1
4 x
4
1
2 = N
c. The first player in each group solves the equation and looks for the correct product in the
cutouts of animals.
d. Continue this until everyone in the group has participated.
e. The team with the most number of correct answers wins.

2. Generalization

In multiplying mixed form by a mixed form, first rename the mixed forms as improper
fractions. Then multiply. Express the answer in lowest terms, if possible.

C. Application

Find the product and reduce answer to lowest term.
1)
3
2
1
x
2
1
2
=
3)
2
1
4 x
7
2
1 =
5)
5
2
1 x
2
1
3 =
2)
5
3
2
x
8
5
1
=
4)
4
1
3 x
5
3
4 =

IV. Evaluation

A. Rename the mixed form. Then, multiply. Express the answer in lowest term, if possible.
1) 1
5
2
x 2
9
1
= 2) 3
4
1
x 5
3
2
=
3) 5
2
1
x 1
5
2
= 4) 2
5
3
x 4
2
1
=
5) 2
5
3
x 2
5
1
=
B. Find the product. Express the answer in lowest term, if possible.
1) 4
5
3
x 2
4
3
= 2) 5
3
2
x 4
7
1
=
3) 3
6
5
x 6
3
2
= 4) 8
6
1
x 3
5
4
=
5) 5
7
3
x 8
3
2
=
C. Answer the following questions carefully.
1) What is the product of 5
3
2
and 3
5
4
in lowest terms? ____
2) What do you do first with the mixed numbers before multiplying?
3) Find the product value of N in the equation 7
2
1
x 3
6
5
= N?
4) Find the product of 6
2
1
and 8
3
2
. ____
5) Three and four-fifths multiplied by 5
3
2
and 6
4
1
gives a product of ____ in lowest terms.

186
V. Assignment

Do the following exercises. Reduce answers to lowest terms.

1) 6
5
4
x 5
7
3
= 2) 8
3
2
x 4
6
5
=
3) 4
7
6
x 5
4
3
= 4) 9
2
1
x 4
8
7
=
5) 5
7
2
x 2
7
3
=

Solving Problems


Cognitive: Solve word problems involving multiplication of fractions
Psychomotor: Write the equation and the solution of word problems involving multiplication
Affective: 1. Work with enjoyment
2. Share ones blessings with others


Skill: Solving word problems involving multiplication of fractions
Reference: BEC-PELC III.D.3.1
Materials: Coin, number cards, flash cards, handkerchief, activity cards
Values: Willingness to work (Positive attitude towards work), sharing blessings with
others



1. Drill

Multiplication of Fractional Units (Concept development)

Strategy 1: Tossing A Fraction Game

Materials: coin, number cards
Mechanics:
a. Divide the class into two teams.
b. Teacher places number cards on pocket chart like the following:

9
1

3
1

8
1

10
1

5
1

(Use fractional units)

187
c. Teacher prepares Score Chart on the board like this:

Score Chart
Round Team 1 Team 2
1
2
3
4
5
6
7

d. Teacher gives the rules of the game to the class.
Rules:
Take turns.
Pick a card and toss the coin.
If the coin lands heads up, find
5
1
of the number on the card.
If the coin lands tails up, find
3
1
of the number on the card.
The team with the greatest total score after 7 rounds is the winner.
The first two players in a column will start the game.
Continue the game until reaching the 7 rounds.

2. Review

Strategy 2: Agawan ng Panyo

Materials: flash cards, handkerchief
Mechanics:
a. Ask for a tall pupil to stand in front, at the center of the platform. He is the arbiter. He
holds the handkerchief and let it dangle in his hand.
b. Divide the class into 2 teams.
The first two pupils of each team are the first pair of contestants.
c. Teacher flashes an equation such as N
3
2
x
5
4

d. The pupil who gets the handkerchief first will be the first to answer. One correct
response is a point for the team. Once the answer is incorrect, the player from the other
team may get the point if he answers the question correctly.
e. Continue the game up to the 10
th
round.
f. The team with the most number of points wins.


1. Presentation

Strategy 1: Group Activity (Cooperative Learning)

Materials: activity cards
Mechanics:

188
b. Teacher distributes activity cards for each group with a word problem.
Marlon earned 150 by selling newspaper. If he put
5
2
of his money in his piggy
bank, how much did he save? (Problems to be distributed to each group vary.)

c. Inscribed in the activity cards are the questions that follow:
3) What is the word clue?
4) What is the operation to be used?
5) What is the mathematical sentence for the problem?
6) Solve and explain.
7) What is the complete answer?
d. After the group work, each group is required to report in class.
e. Teacher clarifies and responds to problems and questions raised by the pupils.

Strategy 2: Partnership Activity

Mechanics:
a. Teacher forms dyads.
b. Let each dyad solve the following problems:
1) A Metro Aide can clean 10
3
2
metres of the lawn per hour. How many meters can he
clean in 4
2
1
hours?
2) A man owned a parcel of land that was 1
5
4
hectares in area. He used
3
2
of the land
for a garden. What fraction of the land area is the garden?
3) Julius sold 3
2
1
sacks of rice. Each sack weighs 50 kilograms. How many kilograms
of rice did Julius sell?
4) Percy answered
4
3
of the test correctly. If there is a total of 20 test items, how many
items did she get correctly?
5) Ricky painted
5
3
of the side of the garage. When he repainted
2
1
of this part, what
part of the side of the garage had he painted twice?

c. Teacher calls for volunteer dyads to explain the solution.
d. This continues until all problems are solved and explained and are understood by every
pupil in the class.
e. The partners who get the most number of correct answers wins.

Strategy 3: Show-Me Game (Individual Activity)

Materials: show-me cards
Mechanics:
a. Each pupil utilizes his/her own show-me card.
b. Teacher shows a problem strip to be solved by everybody.

189
Sample: Nelson wants to paint one of the walls of his bedroom with a color different
from that of the other walls. The wall he will paint is 5
2
1
meters long and
4
2
1
meters high. What is the dimension of the wall?
c. When the teacher gives the signal, each pupil raises her/his own show-me card.
d. This continues until 5 problems are given.
e. All pupils with perfect score of 5 are rated 85 and those pupils with a score of 4 are given
80.

2. Generalization

To solve word problem, analyze the problem first by knowing what is asked, what facts are
given, the operation or process to use and the mathematical equation for the problem. Then
solve and check. Be sure to always label the answer.

C. Application

Write the equation then solve.
1. Mang Celso caught 50 kilograms of fish. He sold
5
4
of them to the neighbors and brought the
rest to the market. How many kilograms of fish were sold in the market?
2. Jose harvested
2
1
45 kg. of squash from his garden. He gave
8
5
of them to the visitors. How
many kilograms of squash were left?

IV. Evaluation

A. Read the problems carefully. Write the mathematical equation and then solve.
1) A car travels at a speed of 2
4
1
kph. How far can it go in 3
3
1
hours?
2) Nelia sold 5
2
1
sacks of calamansi. How many kilograms of calamansi did she sell if a sack
weighed 4
2
1
kilograms assuming that the sacks have the same weight.
3) Myra filled the water jug with 4
2
1
pitchers of pineapple juice. If each pitcher holds 5
3
2

glasses of water, how many more glasses of pineapple juice is needed to fill the water jug?
4) Lina has
6
5
of the house to clean. She has finished
2
1
of it. What part of the house has she
finished cleaning?

5) Two-thirds of the Grade V pupils helped in cleaning the school ground. One-half of them are
Math club members. How many pupils helped clean the school ground?

190
B. Read, analyze and solve. Write the mathematical equation first before solving.

1) Jose harvested 15 kilograms of guavas from the orchard. He gave
5
2
of them to his
neighbors. How many kilograms of guavas were shared to the neighbors? If you were Jose,
would you do the same thing? How many kilograms of guavas would you share? Why?

2) One-fourths metre of the cloth was left from Evelyns uniform. Her friend asked
5
3
of it for her
Science project. What part of the cloth did her friend get?
3) Mrs. Albano gathered 50 eggs from her poultry. She shared
8
4
of these to her co-teachers.
How many eggs were given to her co-teachers?

4) Nelson had 3
2
1
litres of paint. He used
3
2
of it to paint their fence. What part of the paint did
he use?

5) Remy had
4
3
metre long lace. She gave
3
1
of it to her classmate to decorate her Science
project. What part of the lace was shared to her classmate?

V. Assignment

Solve the following problems. Write the mathematical equation first.

1. Lucys mother worked in her boutique for 2
2
1
hours each day for 2 weeks. How many hours did
she work in all?

2. Fathers monthly salary amounts to 20,500. Every time he receives his salary, he deposits
5
1

of it. How much is fathers monthly savings? How much is his annual savings?

3. How far can father go in 8
2
1
hours if he travels at an average speed of 15 kilometres an hour?

Comparing and Writing Ratios


Cognitive: Compare the two quantities using ratio
Psychomotor: Write ratios in 2 ways
Affective: Appreciate use of ratio in real-life situations


Skill: Naming and writing ratios in two ways
Reference: BEC-PELC II.E.1.1-1.2
Materials: flash cards, cutouts, real objects
Value: Appreciation for use of ratio

191



Reducing fractions to lowest terms as review of previous lesson

Use flash cards (pen-and-paper drill)


1. Presentation

Strategy 1: Using Actual Pupils in Naming Ratio (Use of tables)

Mechanics:
a. Let the pupils count the number of girls and boys in their respective rows.
b. Let the pupils write their answers on the board.
c. Tabulate the data on the board as follows:
Row number Number of Boys Number of Girls Number of Pupils in a Row

d. Ask:
1) How many pupils are there in each row?
2) How do you compare the number of boys to the number of girls in Row 1? Row 2?
e. Introduce the concept of ratio as the comparison of two quantities.
f. More examples:
1) Compare the number of boys in Row 1 and 2.
2) Compare the number of girls in Rows 3 and 4.
3) Compare the number of pupils in Rows 2 and 4.
g. Suggested answers to be written on the board:
1) The ratio of girls to boys in Row 2 is 3 to 8.
2) The ratio of the pupils in Row 1 to the pupils in Row 2 is 10 to 11.
h. Lead pupils to state that ratios can also be written in other ways:
i. Going back to the examples used in class activity:
Ask: If I ask for the ratio of boys to girls in Row 1 and Row 2, can I interchange the
numbers in the ratio? Why or why not?
j. Lead pupils to conclusions that the terms of a ratio are not commutative.
k. Give more examples or have pupils form other ratios by using objects in the classroom.

Strategy 2: Use of Concrete Objects or Cutouts (Modeling)

Materials: concrete objects or cutouts
a. Teacher places different objects on the table like notebooks, pencils, crayons, and sheets
of paper.
b. Ask pupils to count the number of objects in each set and write their answers on the
board.

Colon Form Fraction Form
The ratio 3 to 8 can also be written as
3:8
8
3

The ratio 10 to 11 can also be written as
10:11
11
10

192
Sample answers:
Set 1 2 notebooks, 3 pencils
Set 2 5 crayons, 10 sheets of paper
c. Ask: How will you compare the number of notebooks with the number of pencils? (There
are 2 notebooks for every 3 pencils.)
d. The teacher introduces the term ratio.
e. The ratio of notebooks to pencils is 2 to 3.
f. Define ratio as the comparison of two quantities.
g. Can we interchange the terms in a ratio? Why or why not?
h. Write the ratios in 2 ways (Refer to letter h of Strategy 1)
i. Give more examples or have pupils form ratios using actual objects.
Example: objects in the classroom

2. Generalization

What is ratio?
Ratio is the comparison of two quantities or given sets of objects.
What are the 2 ways of writing ratio?
We write ratio using colon or in fraction form.
As an extended lesson:
Ratios can also be defined as a comparison of 2 or more quantities. The teacher may cite
these quantities being compared such as 2 ball pens to 3 notebooks to 5 pencils. Which
can be written as 2:3:5 in colon form but seldom used or written in fraction as
5
3
2
.

C. Application

1. Write the ratio in two ways. (colon or fraction form)

a) 5 , 6 1) ratio of balls to balloons =

b) 2 C , 8 7 2) ratio of triangles to circles =

2. Visualize the ratio of these sets of objects by using illustrations or drawings.

a. 15 apples to 3 plastic bags
b. 9 boxes to 45 candies
c. 1 ball pen to 3 notebooks
d. 3 blouses to 2 skirts
e. 15 blue marbles to 10 red marbles

IV. Evaluation

A. Write the ratio of the following in 2 ways. (colon form and fraction form)

1. 3 books, 5 bags ratio of books to bags
2. 10 candies, 2 chocolate bars ratio of chocolate bars to candies
3. 7 boys, 9 girls ratio of girls to boys
4. 3 dogs, 8 cats ratio of dogs to cats
5. 6 forks, 12 spoons ratio of spoons to forks

193
B. Read the word problem and answer the questions that follow.

In a field trip by the Grade V class, 10 children took the caterpillar ride, 15 took the merry-
go-round, 3 took the Condor ride, 5 took the roller coaster and the rest just walked around. If
there are 35 pupils in the Grade V class, express the following ratios:

1. The number of pupils who took the caterpillar ride to the number of pupils who took the roller
coaster.
2. The number of pupils who did not take any ride to the total number of pupils in class.
3. The number of pupils who took the Condor ride to the number of pupils who took the merry-
go-round.
4. The total number of pupils to the number of pupils who took the caterpillar.
5. The number of pupils who took the merry-go-round to the number of pupils who did not take
any ride.

C. Write the ratio in 2 ways.

1. ratio of unshaded to shaded parts

2. ratio of all the parts to unshaded parts

3. ratio of all the parts to unshaded parts

4. ratio of apples to mangoes
5. ratio of all the fruits to apples

6. ratio of vowels to consonants in the English alphabet

V. Assignment

Write the following ratios in 2 ways.

1. number of days in a week to the number of months in a year.
2. number of hours in a day to the number of hours in a week
3. number of centimeters to meter
4. number of eggs in a dozen to the number of eggs in 3 dozens
5. number of kilograms to 1000 grams

194
Ratios in Lowest Terms


Cognitive: 1. Reduce ratios to lowest terms
2. Solve word problems using ratios
Psychomotor: Write ratios in lowest terms
Affective: Demonstrate love for Mother Earth by recycling


Skill: Writing ratios in lowest terms, solving word problems
Reference: BEC-PELC II.E.1.3
Materials: flash cards, cutouts, real objects
Value: Love for Mother Earth by recycling



1. Drill

Mental computation on reducing fractions to lowest terms


Mechanics:
a. Pupil no. 1 challenges the person seating directly beside or behind him.
b. Teacher flashes a card. The pupil who gives out the correct answer first moves on to
challenge the next pupil. Losing pupil sits on the vacant chair.
c. Winner continues to move until he loses. In this case, he sits on the chair of the new
winner.
d. Pupils who has traveled the farthest from his original seat may be crowned King or
Queen of the Day.

2. Review

Review definition of ratio and the two ways of writing ratio (colon and fraction form)


1. Presentation

Strategy 1: Use Concrete Objects or Cutouts to Answer Problem Opener (Modeling)

Materials: several bottles of soft drinks or cutouts

Joel and Josie went to the park to help clean up by picking up discarded bottles of
softdrinks to be recycled. Joel picked 4 for every 2 bottles Josie got. Together, they
gathered 24 bottles. How many bottles did each of them pick?

a. Teacher shows to class the bottles. Ask what are given? What is being asked?
b. Ask further: Would you have done the same thing as what Joel and Josie did? In what
ways can you help Mother Earth? Cite some ways of recycling. Why do we recycle?

195
c. Have a pupil show the number of bottles Joel and Josie each got. Lead pupils to give the
ratio.
Ask: How else can we represent the ratio of the number of bottles of Joel to the number
of bottles of Josie?
d. Lead pupils to seeing that 4:2 is the same as 2:1 or for every bottle Josie gets, Joel gets
2.
e. Tell pupils that like fractions, ratios may be reduced to lowest terms by dividing the
numerator and denominator by a common factor. Take note, though, that 2:1 or
1
2

cannot be written as simply 2 because ratio is a comparison of a two quantities. Mention
also that we do not write ratios as mixed numbers (e.g.
8
1
1
).
f. Solve the problem by making a table or an organized list. Write the table on the board.
Have pupils use the bottles to find the data for the table.

g. Solve the problem.
h. Provide more exercises in reducing ratios to lowest terms and problem solving.

Strategy 2: Using Pupils to Solve Problem Opener

In the launching of the Class Recycling Day, there were 24 pupils present. The ratio
of boys to girls is 4:2. How many boys and girls were there?

Ask: What are given? What is being asked?
Ask further: Why is there a need to recycle? What things can we recycle?
Call on 4 boys and 3 girls to come up front. Name the ratio of boys to girls. What is another
way of naming the ratio?

Proceed as in Strategy 1. Ask leading questions which were used in letters d-e.
Solve the problem using a table or an organized list.
Provide more exercises.

2. Generalization

What did you learn today? How do we reduce ratios to lowest terms?
We divide the numerator and denominator by a common factor until the two numbers have
the number 1 as the only common factor.

C. Application

Express the ratio of the first quantity to the second quantity and reduce to simplest form.

1) 2 teachers to 46 pupils
2) 4 books to 10 students
3) 12 flowers to 4 vases
4) 21 garbage cans to 14 classroom
5) 36 glasses of juice to 30 sandwiches

Softdrink bottles
Joel 4
Josie 2
Total 6

196
IV. Evaluation

A. Reduce these ratios to lowest terms.

1) 10: 5
2) 3: 12
3) 20: 4
4) 15: 3
5) 6: 8

B. Write the following ratios to lowest terms:

1)
8
4
2)
3
6

3)
9
3
4)
15
10

5)
10
20

V. Assignment

A. Express these ratios in lowest terms.

1)
10
100
2)
2
120

3)
500
50
4)
4000
4

5)
2
200

B. Write these ratios in lowest terms.

1) 14: 10 2) 24: 16
3) 6: 9 4) 20: 20
5) 12: 18

Equal Ratios


Cognitive: 1. Identifying equal ratios
2. Find the missing term in equal ratios
Psychomotor: Write equal ratios in two ways
Affective: Appreciate the value of good nutrition to ones health

197

Skill: Identifying equal ratios
Materials: pictures
Value: Appreciating the value of proper nutrition



1. Drill

Naming Ratios

Strategy: Buhay Reporter

Materials: pictures for each of the following ratios will be posted in different parts of the room
a. (5) red cars to (6) white cars
b. (3) handbags to (4) hats
c. (6) mayas to (4) eagles
d. (5) kites to (7) tops
Mechanics:
a. The teacher will tell the pupils that they will be acting as reporters. They will go around
the room and look for something to report on.
b. They will specifically report on the news items related with ratios.
c. Remind them that they will name the ratios in 3 ways.
d. At the teachers signal, the pupils will go around. After 2 minutes they will be asked to
report individually.

2. Review

Reducing ratios to lowest terms

Let the pupils recall the ratios used in the drill. Teacher may ask, Which ratio is not in the
lowest terms? Other ratios aside from 6 is to 4 will be provided for the pupils to identify.

3. Motivation

Teacher asks the following questions:
Do you know how to cook? What recipes can you cook?
Let them express that it is important to maintain the ratio of the amount of each ingredient to
preserve the good taste of the food and its nutritional value.


1. Presentation

Strategy 1: Use of Tables (Looking for Patterns)

a. Present the following:

Two eggs are needed to make 7 pancakes. How many eggs will be consumed
for 28 pancakes?

198
b. Make a table like this:

Eggs 2 4 6 8
Pancakes 7 14 21 28

c. Remind the pupils that the table can be completed by finding equivalent fractions. What is
the missing number in

7
2
=
28
8

d. What other fractions are equivalent to
28
8
?
e. Lead the pupils to discover the pattern on the table.
f. Remind them that equivalent fractions / ratios are not only for the higher term but also for
the lower term.
g. Give more tables to complete.

Boys 8
Girls 3 6 9 12

Strategy 2: Using of Price List (Listing)

a. Present the following price list:

5.00 10.00
Figure A Figure B

b. Ask: What is the ratio of the pencils to the price in Figure A? In Figure B?

Expected answers: A. 2 : 5 or A.
5
2
B.
10
4

B. 4 :10
c. Tell the pupils to write the ratios as fractions.

Ask: What can you say about the ratios
5
2
and
10
4
?
How did you know they are equal?

5
2
=
10
4

2 4 = 20
5 10 = 20

2. Generalization

Lead the pupils to answer these questions.
When are two ratios equal? How can we build a set of equal ratios?

199
C. Application

Complete the table to build a set of equal ratios.

Petals 5 20
Leaves 12

IV. Evaluation

A. Identify which of the following is an equal ratio. Write Yes or No on the blank.

1)
4
3
=
16
12
______ 2)
8
5
=
54
35
______
3)
2
3
=
4
6
______ 4)
24
8
=
18
6
______
5)
5
4
=
15
13
______ 6)
7
5
=
42
35
______
7)
36
6
=
6
1
______ 8)
15
12
=
10
8
______
9)
2
9
=
16
72
______ 10)
20
25
=
8
10
______

B. Give three more equal ratios for each.

1) 2 : 5
2) 4 : 1
3) 2 : 14
4) 3 : 8
5) 10 : 12

C. Complete the equal ratios.

1)
3
2
=
6
2) 2 : = 9 : 5
3)
3
=
3
2
4) : 21 = 8 : 3

5)
12
24
=
12
6) 20 : 32 = 5 :

7)
4
=
4
16
8) : 10 = 70 : 100

9)
9
7
=
36
10) 2 : 3 = : 9

200
V. Assignment

A. Complete the table. Write the unit rate.

1.
Tomatoes 27
Packages 3 4

Unit rate = tomatoes per

2.
Tables 2
Chairs 8 4

Unit rate = chairs per

B. Form ratios equal to the given ratios.

Ratio and Proportion


Cognitive: 1. Form ratio and proportion for groups of objects/numbers
2. Check if 2 ratios form a proportion
Psychomotor: Write proportions in two ways
Affective: Cooperate in doing group activities


Skill: Forming ratio and proportion for groups of objects/numbers
Materials: table, charts, fraction cards, colored chips, spinner
Value: Cooperation



1. Drill

Giving the ratio of the number of shaded parts to the number of unshaded parts

Strategy: Game Black or White

2:7 5 to 3

201
Materials: Fractions showing shaded parts
Mechanics:
a. Form 2 groups. Let them form lines.
b. The teacher flashes the fraction showing shaded parts.

Example:

c. She emphasizes this code: black for shaded parts and white for unshaded parts.
d. Once she flashes fraction card and say black to white, the first pupil in the line will give
the ratio of shaded to unshaded parts.
e. If she say white to black, pupils will give the ratio of unshaded to shaded parts.
f. The first pupil to give the correct answer earns a point for the team.
g. The team with the most number of points earned wins.

2. Review

Finding the missing term in equal ratios.
a. Teacher flashes cards and pupils compute for the missing term and write answer on their
show-me-board.
b. Once the teacher says, Go, pupils flash the answer on their show-me-board. Teacher
checks the answers.
(Note: This activity will involve all the pupils in the class.)

3. Motivation

What is your favorite ball game? Why is it your favorite?


1. Presentation

Strategy 1: Finding a Pattern/Making a Table Using a Problem Opener

Mr. Cruz found out that the can he has could contain 3 tennis balls. How many of
these cans does he need to put all his 18 tennis balls?

a. Help the pupils understand the problem by asking some comprehension questions.
b. Lead them in solving the problem by making a table and finding a pattern.
Cans Number of balls
R R
c. Check the answer of writing ratios using the data:
3
1
=
18
6

d. How do we check if these ratios are equal?
(By using cross-products)

202
e. Introduce the concept of proportion. Ask: How are the terms ratios and proportion
related? Elicit from them that a proportion is a statement that shows 2 equal ratios.
f. Show how it is written and read.

3
1
=
18
6
Or 1 : 3 = 6 : 18
This is read as 1 is to 3 as 6 is to 18.
g. Identify the parts of the proportion, the means and the extremes.
h. You may further ask: When is a proportion true? (Cross-products are equal or one ratio
is the result of multiplying or dividing both terms of the other ratio by the same non-zero
number. Also, the product of the outer terms (extremes) is equal to the product of the
inner terms (means).
i. Provide more practice exercises in forming ratio and proportion for groups of objects.

Strategy 2: Acting Out, Making a Table/Listing

Group Activity
Materials: 2 colors of chips, improvised spinner (numbers 2 6)
Mechanics:
a. A pupil from the group makes 2 stacks of chips in each color.
b. Another pupil spins to find a number by which to multiply the number of chips. They then
must make new stacks.
c. Record results in a table as shown:
Example:
Chips x 2 x 4
Red 3 6 12

Blue 5 10 20
d. Write the numbers in all 4 piles in ratio.

5
3

10
6

e. What can you say about these ratios? (They are equal.)
f. How do you check if these 2 ratios are equal? (by using cross-products)
g. Introduce the concept of proportion.
h. Ask: How are the terms ratios and proportion related?
i. Elicit from the pupils: A Proportion is a statement showing that 2 ratios are equal.
Show how a proportion is written or read:

5
3
=
10
6
or 3 : 5 = 6 : 10
Point out the equal sign (=) is read as in both fraction and colon form.
Identify the parts of the proportion, the means and extremes.
j. Let the pupils examine the proportion, and elicit from them how to check if 2 ratios form a
proportion. (See STRATEGY I letter h.)
k. Provide more exercises in forming proportions for groups of objects.
l. Lastly, ask pupils: What should each member of the group do to come up with a
successful activity?

2. Generalization

What is a proportion?
A proportion is a statement showing that 2 ratios are equal.

203
C. Application

Form proportions using the given set of objects:

>

- -

1
*****

IV. Evaluation

A. Form proportions using the sets of objects.

7 7 7 7 7
1.

O O O O O

E E
1 1 1 1 1

- - -

B. Put a if the ratios form a proportion and x if they do not.
________ a) 2: 6 = 6: 2
________ c)
10
5
=
6
3

________ e) 7: 1 = 14: 2
________b)
2
8
=
3
12

________d)
10
8
=
5
8

V. Assignment

A. Which is a proportion? Put a check before the item.
___ 1) 9 : 6 = 6 : 4
___ 2)
9
3
=
6
9

___ 3)
9
6
=
3
2

___ 4) 9 : 15 = 3 : 5
___ 5) 2 : 12 = 6 : 4

204

B. Fill in the table. Write 5 proportions using the pair of numbers.

Missing Term in a Proportion


Cognitive: Find the missing term in a proportion
Psychomotor: Write the missing term in a proportion


Skill: Identifying the missing term in a proportion
Materials: flash cards, concrete objects, die
Value: Cooperation




Drill on finding the value of n in equal ratios
(Give equal ratios in flash cards which are child friendly.)
Example:
2
1
=
4
n

6
3
=
n
2

2. Review

Strategy: Game - SA PULA, SA PUTI

Mechanics:
a. Form 2 group of 5. Line them up.
b. Say: If the card flashed is not a proportion, shout pula. If it is a proportion, shout
puti.
c. As the teacher flashes the cards, the first pupil in line will give the answer. (He/she
shouts either pula or puti.)
d. The first pupil who can give the correct answer earns a point for his team.
e. The team with the most points earned wins.
3. Motivation

What is your fathers occupation?

A B C D E F
3
4

205

1. Presentation

Strategy 1: Looking for Pattern/Listing use a Problem Opener

Mang Arman, Dinas father, is a painter. He used 2 cans of paint for every 25 chairs.
How many cans of paint did he use for 200 chairs?

a. Help pupils understand the problem by asking some comprehension questions. Then
ask what are given? What is asked?
b. Make a table of the given facts. Let the pupils discover pattern and later find the answer
to the problem.
Expected output:

Cans of paint Number of chairs
2 25
4 50
6 75
8 100
up to up to
16 200

c. Without using table, is there any other way of solving for the answer?
d. Lead the pupils to write a proportion for the problem:
25
2
=
200
n

Say: Knowing the other three numbers, how can we solve for the missing term?
e. Remind pupils that 2 equal ratios form a proportion and elicit from them that the unknown
term can be solved using cross products.
25
2
=
200
n
2 x 200 = n x 25 400 = n x 25 n =
25
400
n =
f. Let pupils check the answer by:
1) Substituting back into the original proportion.
2) By checking it against the answer found in the table where finding pattern is used.
g. Provide more practice exercises in finding the missing term in a proportion.

Strategy 2: Acting out, Listing method

Group Activity:
Materials: marbles, pebbles, die with faces numbered 2,3,4,5,6,7
Mechanics:
a. A pupil from each group makes a stack of the materials available (ex. 2 marbles, 3
pebbles).
b. Another pupil tosses the die to find a number by which to multiply the number of objects
in each set. They then must make new stacks and record data on the table as shown.
Example:
Objects
Marbles
Pebbles

c. Ask: What can you say about the ratios formed? (They are equal, they form a proportion).
d. Post this problem: What if there were 4 marbles in a stack and 6 pebbles in another stack
and the number of marbles were tripled? How many pebbles should there be in the other
stack?
16

206
e. Pupils will do the actual activity and record their answer on a table.

Objects
Marbles
Pebbles

f. Through actual counting, let the pupils find the value of n in the table, bearing with them
the concept of proportion as introduced in the preceding activity.
g. Say: Without actually using counters, can you find the value of n?
Let the pupils write the proportion

6
4
=
n
12

h. Elicit from them that the missing term in a proportion can be solved using cross products
as what is being done with finding the unknown number in 2 equal ratios.
i. Check the answer by 1. Substituting back into the original proportion and 2. By using
actual counters.
j. Provide more exercises in finding the missing term in a proportion.
k. Finally, ask: What should each member in a group do to finish an activity as expected?

2. Generalization

How do we find the missing term in a proportion? The missing term in a proportion can be
solved using cross products.

C. Application

Find the missing term in each of the following proportions.
1) 6 : n = 3:5 2)
9
n
=
3
8

3)
8
3
=
n
6
4) n : 4 = 15:12
5)
7
2
=
21
n

IV. Evaluation

A. Find the missing term in each proportion.

1)
6
4
=
18
n
2) 2 : 6 = n:9
3)
12
4
=
n
1
4)
10
5
=
n
2

5)
9
3
=
12
n

B. Find the missing term in each proportion.

1)
4
5 1.
=
2 5
n
.
2) 5 : 10 = n : 4
3) 1.5 : 2 = 0.75 : n 4)
50
20
=
25
n

5)
10
4 0.
=
n
8

207
V. Assignment

A. Find the missing term to complete each proportion.

1)
10
8
=
50

2)
5
=
30
25

3)
15
=
2
3

4)
6
5
=
12

5)
7
2
=
21

B. Use fractions to write the following as proportion. Then find the missing element in each
proportion.

1) 15 is to 9 as E is to 3

C. Solve the problem by finding the missing term in the proportion.
The ratio of electric fans to rooms is 3:1. There are 54 rooms. How many electric fans are
needed?

Renaming in Decimal Form Fractions whose Denominators are Powers of 10


Cognitive: Rename in decimal form fractions whose denominators are powers of 10 and
vice versa
Psychomotor: Write in decimal form fractions whose denominators are powers of 10
Affective: Rename fractions to decimals accurately


Skill: Rename in decimal form fractions whose denominators are powers of 10
Reference: BEC-PELC II.F.1.1
Materials: Chart, grid
Value: Accuracy, Alertness, Speed




In a group of 10 members, 3 are boys, what is the ratio of the boys to the number of
members? If you write that into a fraction, which is the numerator? the denominator?

208
2. Review

Strategy 1: Filling Out

Materials: 3 (Word fractions fraction symbols using table), Number chart
Mechanics:
a. Teacher posts the 3 charts on the board.

Fraction Word Fractions
1. four tenths
2. six tenths
3. three tenths
4. seven tenths
5. 3 hundredths
6. 14 hundredths
7. 23 hundredths
8. 6 hundredths
9. 4 thousandths
10. 35 thousandths

b. Divide the class into 2 groups. Using pentel pens let the first group fill up the second
column (1-5) and the 2nd group the same column (6-10).
c. Teacher checks the work of each group. The group with the most number of correct
answers wins.


1. Presentation

Strategy 1: Use a problem opener: (Simplifying the problem)

Mother brought home a whole egg pie and divided it into 10 equal parts. Marisa ate
2 parts. What fractional part of the egg pie was eaten by Marisa?

1) What are given?
2) What is being asked?
3) How will you write the eaten part of the pie in fraction?
4) If you are to write that in decimal, how is it written?
b. Tell the pupils that fractions may be written in decimal form.
A fraction with a denominator of 10 is equal to a 1-digit decimal number.
c. Present this idea using a grid board (or a fraction strip).

209
d. Through the illustrations let the pupils get the idea that 2/10 and 0.2 have the same
value.
e. Elicit from them that the number of zeros in the denominator tells the number of digits
there are in the decimal number and vice versa.
f. Provide more exercises.

Strategy 2: Using Grid

A B

Figure A

10
4
Figure B
100
35

Ask the following:

a. In figure A what is the total number of squares. How many are shaded? How do you
write this in fraction?
b. In figure B how many squares do you see? How many squares are shaded? How do
you write this in fraction form?
c. If we are to write
10
4
in decimal from, how do we write it? (.4)
d. How is the decimal form derived?
e. If
100
35
is to be written in decimal, how is it done? (.35)
f. Through the illustration, let the pupils visualize that decimals are fractional parts whose
denominators are powers of 10, and that these numbers name the same amount.
g. Let them discover the pattern through several examples that a fraction with a
denominator of 10 is equal to a 1-digit decimal number and a fraction with a denominator
of 100 is equal to a 2-digit decimal number.
h. Elicit from them that the number of zeros in the denominator tells the number of digits
there are in the decimal number and vice-versa.

2. Generalization

How do we determine the number of decimal places when changing fractions to decimals?
The number of zeros in the denominator tells us the number of digits there are in the decimal
number and vice-versa.

C. Application

1. Rename these decimals as fractions.
a. 0.38
b. 0.6
c. 0.752
d. 0.09
e. 0.56

210
2. Rename as decimals.
a.
10
3
b.
100
5

c.
100
56
d.
10
8

e.
1000
35

IV. Evaluation

A. Express each fraction in decimal form.

1)
10
3
2)
1000
82

3)
100
12
4)
000 , 10
57

5)
1000
135
6)
1000
4

7)
100
5
8)
1000
31

9)
100
24
10)
000 , 10
9

B. Express as fraction.

1) 0.25
2) 0.7
3) 0.821
4) 0.06
5) 0.0735

V. Assignment

A. Express as a fraction with a power of 10 as denominator.

1) 0.4 2) 0.0275
3) 0.13 4) 0.085
5) 0.754 6) 0.0002
7) 0.01 8) 0.585
9) 0.00032 10) 0.018

B. Rename the following fractions in decimals.

1)
1000
8
2)
100
60

211
3)
10
9
4)
1000
153

5)
100
15

Place Value of Decimal Numbers


Cognitive: Identify the place value of each digit of a given decimal
Psychomotor: Write the place value of each digit in a decimal number
Affective: Manifest accuracy in giving the place value of a given decimal


Skill: Giving the place value of each digit of a given decimal
Materials: Place value charts
Value: Accuracy and orderliness




Expressing fractions with denominators of 10, 100 or 1000 in decimal form

Strategy 1: Matching Game

A B
10
2

0.9
10
9

0.04
100
4

0.64
100
64

0.135
1000
135

0.2

Mechanics:
a. Divide the class into 2 groups. Group A is holding the fraction form and Group B the
decimal form.
b. As the teacher flashes the decimal word, the member of each group holding the
equivalent fraction or decimal form stands. The first pupil with the correct card to stand up
gets the point.
c. The group with the most points wins.

212
2. Review

Review on place value of whole numbers.


1. Presentation

Strategy 1: Using a problem opener

The distance between town A and town B is 695.324 kilometres. What does 695.324
mean? How much bigger is it than 695?

a. Give the pupils different decimal representations.
b. Let them read each decimal representation.
c. Construct a place value chart up to the thousandths place on the board, and let them
write the different decimals onto the chart.
d. Have the pupils take turns in reading the decimals and stating the place value of a digit
you will choose.
e. Provide more examples of decimals less than 1.


Materials: 2 place value charts posted or drawn on the board
Mechanics:
a. Divide the class into two groups, A and B.
b. Ask the pupils to write in the place value chart each decimal number representation of the
decimal words that the teacher will post on the board. Example:
1) five and eight tenths
2) sixty-three hundredths
3) three hundred and one-tenth
4) five tenths
5) one hundred twenty-seven and four tenths
c. The group that fills up their chart correctly first wins.

Strategy 3: Place Value Game

Materials: individual illustration boards
Mechanics:
b. Require each pupil to have a small illustration board.
c. Have the pupils write on their illustration boards the decimal number that the teacher will
describe.
d. When the teacher says boards up, the pupils will raise their boards. The teacher then
checks their answers.
Example:
1) 7 in the hundredths place
2) 5 in the ones place
3) 4 in the tenths place
e. The group with the most number of correct answers wins the game.

2. Generalization

How do we determine the place value of digit in a decimal?
If you have a number with a whole and decimal part, how will you read it?

213
C. Application

(To be answered orally)
Give the place value of the underlined digit in each decimal number.
a. 0.146 b. 10.306 c. 11.4256
d. 0.614 e. 0.529 f. 9.0081
g. 5.094 h. 7.035 i. 17.946
1. Which represents part of the whole?
2. Which element has the symbol %?

IV. Evaluation

Write the place value of the underlined digit.

1) 0.345 2) 46.036
3) 0.3469 4) 32.075
5) 0.6954 6) 46.538
7) 0.3769 7) 19.567
9) 0.18765 10) 32.859

V. Assignment

Write the digit in each place.

1) 0.34607
____ hundredths
____ tenths
____ thousandths

2) 0.00642
____ thousandths
____ hundredths
____ hundred thousandths

c) 5.06789
____ tenths
____ hundred thousandths
____ thousandths
____ hundredths
____ ten thousandths

Reading and Writing Decimals through Thousandths


Cognitive: Read and write decimals through thousandths
Psychomotor: Draw models of given decimals
Affective: Be aware of the current issues/events that affect our country


Skill: Reading and writing decimals through thousandths
Reference: BEC-PELC II.F.1
Materials: cartolina strips, place value chart, decimal cards, 100-square grid
Value: Vigilance to current issues

214


1. Drill

Drill on expressing fractions as decimals

2. Review

Review on reading and writing whole numbers by presenting some statistics

Read the numbers and write them in words (cartolina strips).
Here are some facts about the Philippines:

Total land area:
299 404 square kilometres

Total water area:
(within territorial limits):
150 759 282 hectares

Population (2002 census):
76 971 000

Foreign debt (1999):
28 380 700 000 dollars (US)

3. Motivation

Are you all aware of what is happening in our country? Are you aware of the economic
situation in the Philippines? What is the implication to our economy of the peso-dollar
exchange rate?


1. Presentation

Strategy 1: Use problem opener (drawing pictures tables)

a. Present the following problem:

Every morning Atty. Castillo reads the newspaper. He takes note of the peso-
dollar exchange. One morning, he read that the exchange rate of a US ($) dollar is
54.596. How do we read this number?

b. Present the decimal number on the problem in a place value chart.

Tens Ones Tenths Hundredths Thousandths
5 4 . 5 9 6
c. Using the chart the pupils will read the given decimal, then write it also in words as: fifty-
four and five hundred ninety-six thousandths.
d. Other decimal numbers will be provided for the pupils to read and write.
0.47
0.5
0.94

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Strategy 2: Use of ten 100-square grids (modeling)

a. Present a set of ten 100-square grids.
Ask: How many pieces of 100-square grids do I have? (10 pieces) If I put together all the
squares, how many squares will there be? (1000 squares)

The ten-square grids should be shaded with different colors of red, green, yellow, blue,
etc.
What part of the squares in the grid is red?
Write the answer on the board. (
1000
100
)
How do we write
1000
100
as a decimal? (0.100) Write this on the board.
Emphasize that 0.100 means there is zero in the ones place and that the decimal point
separates the whole number from the fractional part of the number.
What part of 1000 squares are red and green?
1000
200
. Write the equivalent decimal,
0.200. The decimal is read as two hundred thousandths.
Continue developing the decimal fractions up to
1000
900
, using the square grids.
b. Expected tabulation:
Fraction Decimal How to read
1000
100

0.100 One hundred
thousandths
1000
200
0.200 Two hundred
thousandths
1000
300

0.300 Three hundred
thousandths
Continue up to
1000
900
.
c. Other numbers will be provided for the pupils to include in the tabulation or let them write
in decimal form.

100
55

10
6

100
1

1000
58

Strategy 3: Use of chart presentation (Looking for patterns)
a. Direct the pupils attention to the different decimal representation written on a chart.
b. Let them identify and read the decimal.

10
9
= 0.9
100
4
= 0.04
1000
65
= 0.065
c. Let the pupils realize that the number of zeros in the denominator tells the place of the
decimal point.
d. The teacher should have prepared cards with decimals up to hundredths written on them.
e. Each pupil should have prepared a grid with 100 squares on a piece of blank cartolina.
f. Mix the cards and place them in an envelope.
g. Draw a card from the envelope and show it to the class.
h. Call a volunteer to read aloud the decimal on the card.
i. Have the pupils shade their grids to show the decimal.
j. Let them show their work to their classmates for checking.

2. Generalization

Elicit from the pupils the rules on reading and writing decimals.
Let them explain how the decimal point is to be read.

216
C. Application

1. Write the following as decimal.
a.
1000
4
b.
100
45
c.
10
9
d.
1000
16

2. Write the decimals that the teacher will dictate.

a) 267.249 b) 839.305
c) 1383.561 d) 7113.432
e) 39347.06 f) 315.6
g) 811329.502 h) 2140.72
i) 15347.039 j) 381.009

IV. Evaluation

A. Based on the given clues, write the correct decimal number for each.

1) 7 in the hundredths place
5 in the ones place
8 in the tenths place
4 in the tens place
The place value of the digit 6 is 10 times the place value of 2.
The place value of the digit 9 is one-tenth the place value of 2.
7 in the thousandths place
The place value of 6 is ten times the place value of 9.
1 in the hundredths place
4) 8 in the ones place
9 in the tenths place
The place value of 2 is one-tenth the place value of 9.
3 in the thousandths place
5) 7 in the tens place
3 in the tenths hundredths place
2 in the ones place
The place value of 5 is one-tenth the place value of 3.

B. Write as decimals.
1)
1000
4
2)
1000
9
3)
1000
23
4) 3
1000
14
5)
1000
28

6)
1000
164
7)
1000
532
8)
1000
281
9)
1000
47
5
10)
1000
6
165

C. Read and answer.

1. The distance between the town church and the market is one and eighty-nine thousandth
kilometres. Write the distance as a decimal number.
2. Ester and Irma are vying for first honors. The difference in their general average is only
twenty-three thousandths. Write the difference as a decimal number.
3. There are 1000 pupils in Lanauan North Central School. Ninety-five are Grade Six pupils.
What part of the total number of pupils are grade six pupils. Write the answer as a decimal
number.

217
4. Six hundred forty-eight out of the 1000 pupils are girls. Write this as a decimal.
5. The boy scouts hiked ten and twenty-eight thousandth kilometres during the neighborhood
camping. Write this as a decimal.

V. Assignment

A. Write the following as fractions and as decimals.

1. One hundred twenty-five and one hundredth
2. Sixty-four and thirty-three hundredths
3. Six and nine hundredths
4. Twenty-four and one hundred sixty-seven thousandths
5. Fifty seven and six tenths
6. Three hundred thirty-seven and three hundred eight thousandths
7. Four hundred eight and two hundred five thousandths
8. Fifty and eighty-one hundredths
9. Six hundred twelve and five hundred-six thousandths
10. Eighteen and nine hundredths

B. Using graphing paper as 100-square grid, shade the parts to show the following decimals.

1) 0.40 2) 0.94 3) 0.55 4) 0.14 5) 0.78

C. Write in words.

1) 2.12 ___________________________
2) 1.03 ___________________________
3) 14.109 ___________________________
4) 36.524 ___________________________
5) 743.67 ___________________________
6) 9.24 ___________________________
7) 5.316 ___________________________
8) 4.058 ___________________________
9) 12.704 ___________________________
10) 68.923 ___________________________

Rounding Decimals


Cognitive: Round decimals to the nearest tenths/hundredths/thousandths
Psychomotor: Round decimals to the nearest tenths/hundredths/thousandths
Affective: Round off decimals through tenths/hundredths/thousandths with speed and
accuracy


Skills: Rounding decimals to the nearest tenths/ hundredths/ thousandths

218


1. Mental Computation (MC)

Drill on rounding off

Strategy 1: Agawan Panyo

Materials: flash cards, handkerchief

Mechanics:
a. Ask for a tall volunteer to stand in front. He or she is the arbiter. He or she holds the
handkerchief and lets it dangle on his/her hand.
b. Divide the class into 2 groups. Ask the first two pupils of each team to stand in the center
aisle at the back of the room. They are the first pair of contestants.
c. Teacher flashes a number for example 65.
d. The pupil who gets the handkerchief will round the number to the nearest place indicated.
The team gets the point if the answer is correct. The pupil from the other team may get
the point if the answer previously given is incorrect.
e. Continue the game until most of the students have participated. The team with the most
number of points wins.

Strategy 2: Oral Drill

Read the following decimals:

0.25 0.7483
0.46 0.3912
0.82 0.1738


1. Presentation

Problem 1:

Luis climbed a 483-metre hill. If there are 1000 metres in 1 kilometre, how many
more metres does he need to climb? Rounded to the nearest hundreds, what number is
this?


c. What process is to be used?
e. What other thing is asked in the problem?
f. Why is the difference 517 rounded to 500?
g. What rule did you follow?

Problem 2

A roll of rope is 0.435 diameter long. It is divided equally into sections of 0.1535 dm.
How can we round 0.435 to the nearest hundredths and 0.1535 to the nearest thousandths?

219

a. In what hundredths is 0.435 nearest? Did we round up and down? What is the rule that
we followed?
b. What about 0.1535 rounded to the nearest thousandths? What is the answer? (0.154)
What is the rule? (Add 1 to the digit in the rounding place if the number to the right is 5
and above. If it is less than 5, round down and drop all the digits after the rounding
place.)

2. Generalization

Again, what is the rule to be followed when rounding decimals?

Enrichment.
Round off to the underlined digit:

a) 6.540 b) 0.3892 c) 0.64
d) 7.35 e) 0.055

IV. Evaluation

Round off the following decimals to the nearest place indicated.

Tenths Hundredths Thousandths
a) 0.36 0.823 6.5864
b) 0.18 1.736 35.0453
c) 0.23 0.937 74.3092
d) 0.54 0.608 49.1791
e) 0.84 0.381 35.0067

V. Assignment

Round 85.81267 to the nearest place indicated:

1. Tenths _____ 2. Hundredths ____ 3. Thousandths ____

Adding Decimals


Cognitive: Add decimals through thousandths without or with regrouping
Psychomotor: Write the sum of decimals
Affective: Add accurately with speed


Skill: Adding decimals through thousandths without or with regrouping
Reference: BEC-PELC II.G.1.a
Values: Accuracy and speed



220
1. Mental Computation/Drill
Addition of Whole Numbers

Strategy 1: Name the Baby Game

Mechanics:
a. Divide the children into group A and B. Each group is subdivided into 4. Each group of 4
stands in one line to give 4 possible pairs of addends of a given sum dictated by the
teacher.
b. The teacher says the last name of the baby was 15. The 4 children then takes turn in
writing the addend like 8 + 7, 6 + 9, 10 + 5, 11 + 4.
c. The first group to give the correct addends without duplication gets the point.
d. The game continues until all the groups have participated.
e. The group that has the most number of points wins the game.


Mechanics:
a. Divide the class into 2 groups. One representative from each group stands at the back of
the classroom.
b. Teacher will flash the cards on addition and the first member of each group gives the
sum.
c. The player who gives the correct answer first will advance forward with one pace and is
given a point.
d. The game continues till all children have participated.
e. The group with the most number of points wins.


1. Presentation


Nena learned how to cook beef sinigang. She used 0.5 kg of radish and 0.25 kg of
okra. How many kilograms of vegetables did she use?

c. What operation is to be used?
d. How will you solve the problem?
e. If you are to write the given facts in the columns as addends, how do they appear?
f. How are the decimal points placed? in one line or disaligned?

Strategy 2: Tossing Dice

Materials: Improvised dice made from leftover wood
Mechanics:
a. Put the following decimals on the four sides of the two dices (1.2, 3.5, 2.6, 4.1, 1.2, 3.3,
1.8, 1.6)
b. Toss the two dice together and ask pupils to give the sum of the decimals seen on the
top side of the 2 dice.
c. Continue the game for 10 minutes.
d. Ask the following: What did you do with the decimals that appeared on the top side of the
2 dice? If you are to add them on the board or on your paper, how do you write them?

221
2. Generalization

In adding decimals, how do we write the addends? How are the decimal points placed?
In adding decimals, arrange the numbers in column, align the decimal point, add like whole
numbers then put the decimal point directly below the decimal point in the addends.

IV. Evaluation

Add.
1) 2) 3) 4) 5)
25.17
+ 8.23
6.14
+ 4.76
7.32
+ 5.21
8.53
+ 9.35
24.5
+ 73.23

V. Assignment

A. Find the sum.
1) 2) 3) 4) 5)
3.76
+ 4.356
23.34
+ 0.3
0.76
+ 0.23
37.786
+ 2.632
4.762
+ 1.38

B. Read and solve.

A butcher weighed two hogs. One hog weighed 35.45 kg, while the other weighed 41.75
kg. What is the total weight of the two hogs?

Subtracting Decimals


Cognitive: Subtracting decimals through thousandths without or with regrouping
Psychomotor: Write the difference of decimal numbers
Affective: Manifest accuracy and speed in subtracting decimals


Skill: Subtracting decimals through hundredths without or with regrouping
Reference: BEC-PELC II.G.1.b
Value: Accuracy and speed



1. Mental Computation/Drill

Mental computation/drill on basic subtraction facts


Mechanics:
a. Divide the class into 4 groups of equal numbers each and form 4 lines at the aisle
between the desks.

222
b. As the teacher flashes the cards one after the other, the members take turn in giving the
correct answer. The member who had answered will go to the end of the line.
c. The group that returns to its original formation first is the winner.

Strategy 2: Pass-It-On

Materials: flash cards, small illustration board, chalk
Mechanics:
a. Divide the class in 4 groups (in column).
b. Flash a subtraction equation like 12 4 = n.
c. The first pupil in each group writes the value of n in the illustration board.
d. When the teacher says PASS, the student passes the illustration board to the next one
in his/her group, who in turn solves for n in the equation that will be shown by the
teacher.
f. The group with the most number of correct answer wins.

2. Review

Add the following:
0.5 + 0.33 + 0.451 =
1.85 + 3.056 + 5.03 =


1. Presentation

Strategy 1: Problem opener written on a manila paper

A piece of cloth measures 0.8972 metres. Josie cut 0.3120 m from it for her work in
patching. How many metres of cloth were left?

Pupils answer the following questions:
a. What are we going to find out?
b. What process shall we use to get the correct answer?
c. Write the solution on the board.
d. How did you write the decimal point of the minuend, subtrahend and remainder?
e. What similarity exists between subtracting whole numbers and subtracting decimals?

Strategy 2: Solving subtraction equation using exploration and discovery

a) b)
0.76
- 0.42
146.200
- 21.642

Ask these to the pupils:
How do we subtract decimals? How are the decimal points written?
What will you do if the minuend has lesser number of decimal places than that of the
subtrahend?
Subtract like whole numbers and place the decimal point in the difference under the decimal
point in the minuend and subtrahend.

2. Generalization

What important points did you learn from todays lesson? What should you remember when
the minuend has less decimal places than the subtrahend?

223
C. Application

a) b) c) d) e)
0.762
- 0.36
0.936
- 0.642
0.753
- 0.542
0.763
- 0.582
0.963
- 0.57

IV. Evaluation

Solve for the difference.
a) b) c) d) e)
0.3
- 0.18
0.4
- 0.27
0.74
- 0.397
0.8
- 0.36
0.4
- 0.187

V. Assignment

Read and solve.
1. A farmer has an orchard measuring 0.82 hectare. If 0.543 hectare is planted to mangoes and the
rest to avocadoes, what part is planted to avocadoes?
2. Mr. Cruz has a 0.56 hectare land. He allotted 0.198 hectare to build a fishpond. What part of his
land is not allotted to his fishpond?

Adding Mixed Decimals with Regrouping


Cognitive: Add mixed decimals with regrouping
Psychomotor: Write mixed decimal addends properly in column
Affective: Value importance of lining up of decimal points accurately


Skill: Adding mixed decimals with regrouping
Reference: BEC-PELC II.G.2.a
Materials: Flash cards, coins
Value: Accuracy


1. Mental computation

Drill on addition of whole numbers


Example: 23
+ 8
41
+ 26
35
+ 12
70
+ 28

2. Review

Adding decimals without or with regrouping


224
Provide pupils with addends having different number of digits.
Example: a) 0.2 + 0.65 + 0.308
b) 0.36 + 0.4 + 0.092

3. Motivation

Game: Find the whole

Materials: Picture cards
Mechanics:
a. Form 2 groups of five. Line them.
b. Each group will be
given cards showing
shaded parts.

Example:

c. The teacher will say: Each card is a part of a whole consisting of ten parts.
d. The first pupil in each group will pick a card and the teacher dictates the question.
Example: How many more tenths would have to be added to make a sum greater than
one?
e. The first pupil who can give the correct answer earns the point.
f. The game continues until the last pupil in line.
g. The group earning more points is declared the winner.


1. Presentation

Strategy 1: Using concrete objects

Game: Money Matters

Materials: Coins of different denominations
Mechanics:
a. Form 2 groups of 3.
b. Give each group 3 pairs of envelopes.
c. At the signal go, the first pupil will open the amount in each and add the coins to get the
total amount.
Note: Each envelope should have coins totaling more than 1.00.
d. The first pupil to give the correct total amount earns a point.
e. The group with more points earned wins the game.

Discussion of the Activity:

Going back to the examples used in the class activity:
What amounts have you recorded for the 1st pair of envelopes? What total amount did you
get for the two?
Teacher reflects the answers on the board.

225
Teacher reflects the answers on the board.
Example: 2.25
+ 1.75
4.00
The teacher continues asking same set of questions for the next 2 pairs of envelopes and at
the same time reflecting the answers on the board.
The teacher may ask:
What did you notice with the digits that have the same place value?
What about the decimal points?
Do we add decimal numbers the way we add whole numbers? Was there regrouping done?
Lead the pupils in discovering the rules to follow in adding mixed decimals with regrouping.
For Higher Order Thinking Skills (HOTS), the teacher may ask:
Why is it so important to line up decimal points accurately?
(To keep the proper place value of the digits in the number.)

Materials: Grid papers (Flats 100 squares)
Armani and Julius went fishing. They caught 2 big fishes weighing 2.15 kg and 1.95
kg. What is the total weight of the 2 fishes?
a. The teacher may ask some comprehension questions.
b. Guide the pupils in analyzing the problem by asking: What are given? What is being
asked?
c. Help them plan what to do. Ask: What should you do to find the answer to the
questions? What is the number equation?
d. Let the pupils write their equation on the board. (2.15 + 1.95 = N)
e. Show a flat and say: If this represents 1 kg, how will you represent 2.15 kg? 1.95 kg?
(For 2.15 2 flats and shade 15 of the 100 squares or .15, for 1.95 1 flat and shade 95
of the 100 squares or .95)
f. Elicit from the pupils; to find the total, the flats must be put together and also the shaded
parts. (As shown in the figure A.)
1 2

0.95 0.15

Figure A

226
Put together the 95 and 15 shaded squares, by crossing out five squares from the 15 squares
and combining them with the 95 squares.
Ask: What did we actually do (we regroup). What did we form?
(1 flat and 10 shaded squares.)

1 flat 10 out of 100 or .10

Figure B

Using the models, what is the sum of 1.95 and 2.15? (4 flats and 10 shaded squares)
This means in symbol 4.10.
Write the equation on
the board:
The teacher asks some analysis questions:
What did you notice with the digits with the same place value?
What about the decimal points?
How are they arranged?
Do we add decimal numbers just like adding whole numbers?
Was there regrouping done?
Lead the pupils in discovering the rules in adding mixed decimals with regrouping.
Give some additional practice exercises.

2. Generalization

How do we add mixed decimals with regrouping?
Write the numbers in column putting the digits that have the same place value in one
column.
Line up decimal points.
Start adding the digits with the least place value. Regroup if the sum of the figures in one
column exceeds 10. Add the numbers the way you add whole numbers.

C. Application

Arrange in column and add.
1) 1.257 + 2.3 + 3.426 = N
3) 2.5 + 3.057 = N
5) 2.37 + 13.316 + 8.045 = N
2) 3.25 + 1.6 + 32.043 = N
4) 7.25 + 213.09 + 7.39 = N

IV. Evaluation

A. Arrange in column and add:

1) 8.6 + 7.4 + 9.35 = N
2) 4.521 + 1.46 + 2.8 = N
3) 2.37 + 8.56 + 3.7 = N
4) 5.6 + 3.48 = N
5) 9.2 + 10.13 + 3.5 = N
1.95
+ 2.15

227
B. Write the missing numbers in each column.

1) 9.86L 2) 2.890
+ 2.L47 1.L5L
1L.211 L.261

8.4L4
3) 5.6L4 4) 3.L34
+ 4.L96 L.3LL
10.00L 4.201
9.063
5) L.LL2
1.27L
2.978
9.614

V. Assignment

A. Find the sum:
1) 38.66 + 52.87 =
2) 42.03 + 909.5 =
3) 71.68 + 12.338 =
4) 67.009 + 40.992 =
5) 347.21 + 2.098 + 92.3 =

B. Write the missing addend or sum.
1) 33.45 + 14.25 =
2) ____ + 174.6 = 211
3) 5.062 + 3.095 = ____
4) 9.6 + 3.095 = ____
5) ____ + 21.99 = 41.00

Subtracting Mixed Decimals with Regrouping


Cognitive: Subtract mixed decimals with regrouping
Psychomotor: Write the difference of the given mixed decimals
Affective: Subtract mixed decimals with and without regrouping with accuracy


Skill: Subtract mixed decimals with regrouping
Reference: BEC-PELC II.G.2.b
Value: Accuracy, working willingly, thrift




228
Drill on subtraction from multiples of 10

Strategy 1: Concentrate Game

Materials: 10 Subtraction cards with minuends of multiples of 10 like the examples
below

50
- 27
30
- 16
20
- 12
60
- 23
40
- 18
80
- 48
70
- 56
90
- 56
10
- 4
50
- 25
10 answer cards for the subtraction cards above

23 14 8 37 22 32 14 34 6 25

Mechanics:
a. Mix up the 20 cards and lay them face down in four rows with five cards in back row.
b. Take turns.
c. Turn over two cards. If the subtraction sentence card matches with the answer card,
keep the cards.
d. If the cards do not match, turn them over.
e. After each player has had four turns, the player with the greater number of cards is the
winner.

Strategy 2: Traveling game. Drill on basic subtraction facts.

Mechanics:
a. Pupils are grouped into four. (in column)
b. A pupil arbiter will flash a subtraction card and the first representative from each group
stands at the back of the room to answer the equation.
c. The first to answer correctly among them takes one pace forward.
d. The pupil who reaches the front first wins and the group gets a point.
e. The game continues until all the members have participated.
f. The group with most points wins.


1. Presentation

Strategy 1: Problem opener (written on a manila paper)

Mother has 8.5 kg of flour. She used 2.3 kg in cooking kutsinta. How many kg of
flour were left?

Ask these questions:
2) What are the given data?
3) What process are you going to use?
4) What is the mathematical sentence?
5) Solve the problem. Show the solution.
8.5
- 2.3
6.2
What is the first step done? Align first the decimal points.
What is step 2? Subtract the decimal, starting from the right most digits.

229
Strategy 2: Comparing the height of 2 girls

Milas height is 89.2 cm. Emilys height is 78.6 cm. By how many centimetres is Mila
taller than Emily?

Ask the following:

1) What is asked?
3) What process is to be used?
4) What is the mathematical sentence?
5) Solve the problem.
8 12
89.2
- 78.6
6) What did you do to be able to subtract?

2. Generalization

What should be done when the last two digits from the right of the subtrahend are greater
than the minuend? (Regrouping is done)

C. Application

Subtract.

IV. Evaluation

A. Find the difference:

B. Two groups of fifth grades had a softball-throwing contest. The tables show how each pupil threw
the ball.

Group I Group 2
Name Distance Name Distance
John
Mary
Jun
Bob
Cathy
10.68 m
11.56 m
11.459 m
8.09 m
7.6 m
Lisa
Carol
Mike
Amy
Jack
9.993 m
12.834 m
13.1 m
10.3 m
8.29 m

1) 0.6
- 0.4
2) 0.75
- 0.32
3) 0.84
- 0.32

4) 0.762
- 0.36
5) 0.936
- 0.642
6) 0.936
- 0.642
a) 0.3
- 0.18
b) 0.68
- 0.485
c) 0.8
- 0.36

d) 0.4
- 0.187
e) 0.74
- 0.397
f) 0.652
- 0.397

230
Use the table to find each answer.

1. How much farther did Jun throw than Bob?
2. How much farther did Jun throw than Cathy did?
3. Who threw the ball farther than Jun?
4. How much shorter was Lisas throw than Johns?
5. How much shorter was Marys throw than Carols?
6. What was the difference between the longest and the shortest throw in group 2?

V. Assignment

Read and solve.

1. Sol ran the 100-m dash 0.68 seconds faster than the 18.32-seconds record set by Tina last year.
How many seconds did Sol run the 100-m dash?
2. A pair of sports shoes costs 308.35. Wally has saved only 189.50. How much more does
he need to buy the shoes?
3. A barangay has a total road length of 184.53 km. If 109.97 km of this had been paved, how
much more remains to be paved?

Solving Problems


Cognitive: Solve word problems involving either addition or subtraction of decimals including
money
Psychomotor: Write the correct equation in solving a given problem involving either addition or
subtraction of decimals including money
Affective: Work accurately under time pressure, thoughtfulness, thriftiness


Skill: Solving word problem involving either addition or subtraction of decimals
including money
Reference: BEC-PELC II.G.3.1
Materials: charts



1. Drill

Mental Computation: Answer orally

24 + 13 =
16 7 =
82 24 =
39 + 25 =
65 27 =

Strategy 1: Decision Making

Guess and check educated guess
Materials: Problems written on a Manila Paper

231
Mechanics:

a. The teacher will group the pupils into 2. To one side of the board is the addition sign and
on the other side is the subtraction sign.
b. As the teacher posts a problem on a Manila paper, the pupils will decide whether they will
use addition or subtraction. Those who think that they will use addition, will go to the
addition side and those who think the process to be used is subtraction, will go to the
subtraction side.
c. Analysis of the problem will follow to determine which of the 2 groups is correct.
d. The process goes on till at least 5 problems were presented.


1. Presentation


Simplifying the problem/linguistic reading, speaking

It was Mothers birthday. Nina gave her a pair of slippers that cost 55.50 and a
bandana worth 27.75. How much in all did Nina spend for the gifts?

a. What did Nina buy for her mother?
b. How much is each gift?
c. What is the operation to be used?
d. Can you transform the problem into a mathematical sentence? Do it.
e. Solve and label your answer.

Strategy 2

The distance from Vigan to Laoag is 82.29 km. The distance from Vigan to Baguio is
195.6 km. How much farther is Baguio than Laoag from Vigan?

a. What is the process to be used?
b. What is the mathematical sentence?
c. Show the solution on the board and solve.
d. If you are asked to travel which of the two places do you want to visit? Why?

Strategy 3

Aling Auring charged Mrs. Santos 257.25 for the uniforms of her children. Mrs.
Santos paid 300. How much is her change?

c. What is the process to be used?
e. Solve the problem.
f. What is the answer?

2. Generalization

What steps did you learn to solve a mathematical problem? What clues will help you
determine the process to be used?

232
C. Application

Solve the following problems:

1. A metre measures about 39.37 inches. How much longer is a metre than a yard?
2. John drove 48.62 km in the first hour, 38.95 km in the 2
nd
hour, and 41.96 km in the third
hour. How far did he drive in 3 hours?

IV. Evaluation

Solve the following problems:

1. Ellen has 7.35 while her brother has 4.95. How much money do they have? How much more
does Ellen have than her brother?
2. A meat vendor has 56.8 kilos of pork. She sold 49.5 kilos. How many kilos were left?
3. A tree 10.5 metres high broke during the storm. The broken part measured 3.75 metres. How
tall was the remaining part?
4. At enrolment time, Mrs. Cruz paid 825.50 for Nenas fees, 637.80 for Carlitos fees, and
425.75 for Cecilles fees. What was the total amount she spent for the fees?

V. Assignment

Analyze and solve the problem.

Mrs. Flores bought 3 chickens weighing 2.7 kilos, 1.8 kilos and 2.2 kilos each. What was the
total weight of the three chickens?

Two-Step Word Problems


Cognitive: Solve word problems involving either addition or subtraction of decimals including
money
Psychomotor: Write the equation and solution in solving two-step word problems involving
addition and subtraction of decimals including money
Affective: Appreciate different ways of solving a problem


Skill: Solving word problems involving addition or subtraction of decimals including
money
Reference: BEC-PELC II.G.3.2
Materials: Charts where problems are written
Value: Appreciation




If your mother gives you 20.00 for your daily allowance, how much is your weekly
allowance?

233
2. Review or Drill

Strategy: Agawan ng Panyo

Materials: Flash cards, handkerchief
Mechanics:
a. Ask for a tall volunteer pupil to stand in front, at the center. He or she is the arbiter. He
or she holds the handkerchief and lets it dangle in his or her hand.
b. Divide the class into 2 groups. Ask the first two pupils of each team to stand at the center
at the back of the room. They are then the first to give the answer.
c. Teacher flashes an equation like 42 + 20 = 62.
d. The pupils who get the handkerchief first will give the answer. The team gets the point if
his answer is correct. The pupils from the other team may get the point if the answer
previously given is incorrect.


1. Presentation

Strategy 1: Problem opener

Simplifying the problem/cooperative group

Materials: written on manila paper

Problem Number 1

Jacob bought a pair of shoes for 245, a pair of socks for 42.75 and trousers for
526.99. He gave the cashier a thousand-peso bill. How much change did he receive?

c. What is the hidden information?
d. What are the processes to be used?
f. Solve the problem and label the answer.
g. Look back if the answer makes sense.

Problem Number 2

Mang Andrew has 8.25 kg of tomatoes to sell in the market. In the morning, he sold
4.75 kg while he sold 2.25 kg in the afternoon. How many kilograms of tomatoes were left?


234
Problem Number 3

Last Saturday, Anna went to a bookstore and bought the following items: a pocket
book which cost 23.75, a set of colored pens which costs 36.20 and a liquid paper which
costs 23.95. If she gave a 100-bill to the cashier, how much change did she receive?


2. Generalization

What are the things needed to be able to solve a problem? Do you need to solve the hidden
question first? Why? Which of the 2 operations used should be done first?

C. Application

Group the pupils into 4 and give them different problems written on strips of paper. Let the leader
stand to draw lots on the problem that are to be solved by each group. They then explain their
group work.

IV. Evaluation

Study the following menu in a canteen and answer the question that follows:
1. Arnel paid 50.00 for nilaga and rice. How much was his change?
2. Ayen ordered palabok and gulaman. How much was her change with her 100-bill?
3. Mrs. Lopez ordered rice, pinakbet and fried fish. She gave 100. How much was her change?
4. Kate gave 50 for spaghetti and mango juice. How much is her change?
5. It was Tinas birthday. She ordered spaghetti, palabok, mango juice and gulaman. If she paid a
hundred peso-bill and gave a tip of 5.00, how much will be her change?

V. Assignment

Brain twisters.

d) 52.3
- LL.L
e) L.LL
- 4.65
39.1 0.05
Menu
Spaghetti 23.75 Mango Juice 7.50
Palabok 21.50 Gulaman 6.00
Lugaw 8.50 Nilaga (pork) 22.50
Rice 5.00 Pinakbet 15.00
Fried fish 12.00
a) 1L.4
+ L6.L
b) L.2L
+ 3.L7
c) LL.L
+ 27.3
24.6 5.32 40.3

235
Visualizing Multiplication of Decimals


Cognitive: Visualize multiplication of decimals using models
Psychomotor: Draw and color neatly the decimal models
Affective: Appreciate the value of clean work


Skill: Visualizing multiplication of decimals
Reference: BEC-PELC II.H.1.1
Materials: Flash cards, colored chalk, drawings
Value: Keep ones work and work area neat and clean



1. Drill

Strategy: Draw me

Materials: Flash cards, colored chalk

Mechanics:

b. Teacher flashes a card with a fraction written on it.

Example:

c. The first pupil in each group will go to the board to make an illustration of the fraction.
d. The one who drew the correct drawing gets the point.
f. The group with the most number of points wins.

2. Review or Mental Computation

Aling Rosa bought 0.8 kg of hotdog. She placed 0.25 kg of it in the refrigerator and
cooked the rest. How much hotdog did she cook?
A Math book is 0.6 dm thick. A science book is 0.2 times as thick. How thick is the
science book?


1. Presentation

Strategy 1: Using a problem opener with transparent plastic

Mr. Dizons farm is 0.3 km long and 0.1 km wide. How big is his land?

4
3

5
2

8
7

6
7
etc.

236
0.1 or
10
1

0.3 or
10
3

100
3
10
3
x
10
1

Into how many parts is the whole divided?
How is 0.3 shown in the grid?
What about 0.1?
How many squares are double shaded?
In fraction form write
10
1
of
100
3
10
3
x
10
1
10
3
.
Another way of writing fraction is in decimal form.0.1 of 0.3 = 0.1 x 0.3 = 0.03
How many decimal places are there in both factors? How about in the product?

Strategy 2: Coloring (Using paper grid)

(Group Work) [2 x 0.8 = N]

=

0.8 0.8 1 + 0.60
2

How many grid did we use to show 0.8? Why?

Strategy 3: Use of number line

2 x 0.8 = N

0.8
0.8
1 2 3 4 5 6 7 8 9 10

237

0.8 0.8

The number line above shows that when we joined the two eight tenths, we completed one
line of 10 and up to 6 on the line of 10. Therefore, 2 x 0.8 = 1.6.

2. Generalization

How do we visualize multiplication of decimals? Multiplying decimals can be visualized by
representing each factor with the horizontal and vertical lines placed over the other. The
double shaded part represents the answer to the equation.

IV. Evaluation

A. Write the correct multiplication equation for each of following numbers represented by the shaded
region.

=

_____ x ______ = ______

=

_____ x ______ = ______

=

_____ x ______ = ______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
0 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
C ?

238
B. Shade the figures to represent each number sentence.

1) 0.8 2) 0.3 3) 0.9
x 0.3 x 0.4 x 0.6

4) 0.7 5) 0.4
x 0.7 x 0.9

C. Illustrate the following number sentence.

1) 2 x 0.5 = N
2) 0.6 x 0.7 = N
3) 4 x 0.3 = N
4) 0.9 x 0.2 = N
5) 0.8 x 0.4 = N

V. Assignment

Prepare paper grid divided into 100 equal parts and be ready to show your own multiplication
equation of decimals.

Show the following multiplication equations by using number lines.

1) 0.3 x 0.6 =
2) 0.5 x 0.8 =
3) 0.7 x 0.4 =
4) 0.2 x 0.9 =

Multiplying Tenths by Tenths


Cognitive: Multiply tenths by another tenths
Psychomotor: Write decimal point in the product correctly
Affective: Appreciate the beauty of nature


Skill: Multiplying tenths by tenths
Materials: Multiplication wheel, 10 by 10 grid (transparent plastic)
Value: Appreciation of the beauty of nature

239


1. Drill

Basic Multiplication Facts
Multiplication wheel


a. If you have three 500-peso bills, how much do you have in all? At 12.75 for each ripe
mango, how much will 6 ripe mangoes cost?
b. Rene deposits 200 every month. How much is his deposit in one year?

3. Motivation

How many of you have gone to Luneta? Fort Santiago? What do you usually see in these
places?


1. Presentation


The park is rectangular in shape and measures 0.3 km, long and 0.2 km wide. What is its
area?
What do you picture out in your mind when you read the problem?
What are the signs that you usually see in parks?
As a good boy and girl what must you do with signs that you see in parks?
How shall we solve it?

To find the area, we multiply the length and the width.

Width w = 0.2 km

L = 0.3 km

Step 1: Multiply the digit as if you are multiplying whole numbers

= 6

3 x 2
4
10
2
8
5 3
6
9
1
7
9 x

240
Step 2: Count the number of decimal places in the multiplicand and multiplier. The sum
of the number of decimal places in the factors is equal to the number of decimal
places in the product.

Step 3: Add zero if necessary.

Strategy 2

Using fractions:
10
3
x
10
2
=
100
6
so 0.3 x 0.2 = 0.06

Strategy 3: Use of Grid

Into how many equal parts is the whole divided?
How many parts are double-shaded?
The double shaded part is the product of 0.2 and 0.3.

2. Generalization
How do we multiply tenths by another tenths?
In multiplying tenths by another tenths, multiply like multiplying whole numbers.
Place the decimal point in the product equal to the sum of the number of decimal places in
both factors.

IV. Evaluation

A. Copy and place the decimal point in the product.

B. Give the products.

C. Copy and complete each table.

x 0.3 0.4 0.5
1. 0.6
2. 0.7
3. 0.8
1) 0.7
0.5
2) 0.8
0.6
3) 0.9
0.5
4) 0.6
0.3
5) 0.4
0.7
35 48 45 18 28
1) 8.4
0.5
2) 3.6
0.8
3) 0.7
0.3
4) 0.9
0.5
5) 7.9
0.8
0.3 x 0.2 = 0.06

241
x 0.6 0.7 0.8
1. 3.4
2. 1.2
3. 0.6

V. Assignment

Slow: Find the products. Write in column.

1) 6.5 x 0.7 = 2) 0.8 x 0.3 = 3) 9.3 x 0.8 =
4) 0.9 x 0.9 = 5) 0.7 x 0.6 =

Fast: Write the following fractions to decimals then multiply.
1)
10
8
x
10
4
= N 2)
10
6
x
10
5
= N 3)
10
8
x
10
8
= N
4)
10
7
x
10
8
= N 5)
10
9
x
10
6
= N 6)
10
3
x
10
9
= N

Multiplying Hundredths by Tenths and Vice Versa


Cognitive: Multiply hundredths by tenths and vice versa
Psychomotor: Apply the rule in multiplying decimals
Affective: Appreciate the value of helping one another


Skill: Multiplying Hundredths by Tenths and Vice Versa
Materials: Flash cards, pictures of a family
Value: Sharing



1. Drill

Basic Multiplication Facts

Relay (Flash cards)
a. Let 3 pupils stand on the aisle of the room.
b. Teacher flashes card on basic multiplication facts then the pupils answer.
c. The pupil who gets the correct answer moves one step forward. (One step for every right
answer.)
d. The pupil who reaches the place of the teacher first wins the game.

2. Review /Mental computation

a. Anne bought 7 apples. If each apple cost 15.00, how much did she pay for it?
b. A bag of sugar weighs 3.5 kg. What is the weight of 3 bags of sugar?

242
3. Motivation

(Show a picture of a family)
What can you say about the family in the picture? Why do you think the family looks happy?
How do you show your care for your younger brother or sister?


1. Presentation

Strategy: Problem opener (Acting out the Problems)

Activity 1

A piece of chocolate bar is 0.16 dm long. James shared it with his sister. If James
got 0.2 of the chocolate bar, how long was for her sister?

How do you find James and his sister in the story?
In the school, how will you show your care for others?
What are we going to find in the problem?
What are given?
What operation will we use?
How will you state the number sentence?

Study the following solutions:
Multiply the decimals as if they are whole numbers: 16 2 = 32
Count the number of decimal place in both factors. The number of decimal places in the
factors is equal to the number of decimal places in the product. 0.16 x 0.2 = 0. 0 3 2

Activity 2

Using fractions:
0.16 x 0.2 =
100
16
x
10
2
=
1000
32
= 0.032
What is the product of
100
16
x
10
2
in decimal?
How does the sum of the number of zeros in the denominators of the factors compare with
the number of decimals in the product?
How does the number of decimal places in the product compare with the number of decimal
places in the factors?

2. Generalization

How do we multiply hundredths by tenths?
To multiply hundredths by tenths, multiply like whole numbers and count as many decimals
places in the product as there are in the multiplicand and multiplier together.

C. Application

1. Multiply and place the decimal point correctly in the product.

0.41 0.24 0.11 0.12 0.32
x .2 x 0.3 x 0.6 x 0.4 x 0.3

243
2. Change to fraction, multiply then express your answer into decimals.

a) 0.14 0.3 =
b) 0.22 0.4 =
c) 0.35 0.2 =
d) 0.41 0.5 =
e) 0.62 0.6 =

IV. Evaluation

A. Place the decimal point in the product.

1) 0.6 0.32 = 0192 2) 0.9 0.45 = 0405
3) 0.09 0.45 = 00405 4) 0.49 0.7 = 0343
5) 0.29 0.45 = 01305

B. Multiply and place the decimal point in the product.

1) 0.34 0.4 = 2) 0.93 0.8 =
3) 0.6 0.47 = 4) 0.7 0.23 =
5) 0.74 0.6 =

V. Assignment

A. Write in column and multiply.

1) 0.28 x 0.3 = ________
2) 0.6 x 0.36 = ________
3) 0.7 x 0.95 = ________
4) 2.4 x 0.04 = ________
5) 0.24 x 0.6 = ________

B. Think of your own decimal numbers in hundredths and in tenths, multiply them. Construct at least
three problems.

Multiplying Mixed Decimals by Whole Numbers


Cognitive: Multiply mixed decimals with tenths and hundredths by whole numbers
Psychomotor: Act promptly on given work
Affective: Work well with others


Skill: Multiply mixed decimals with tenths and hundredths by whole numbers
Materials: cards with whole and decimal numbers, charts, cubes with numbers, activity
sheets
Value: Working well with others

244


1. Review

Strategy: Tossing Dice

Materials: Two dice with the following faces: 1.2, 3.5, 2.6, 4.1, 1.2 and 3.3
Mechanics:
a. Distribute 2 cubes to each group.
b. One pupil rolls the cube and another records the face up digits.
c. The group who gives the most number of correct answers wins the game.

2. Motivation

Which are mixed decimals?
Which are whole numbers?

2 7.44 0.61 3.789 15 891

Whats the difference between a whole number and mixed decimal numbers? Can we
multiply the two numbers?


1. Presentation

Get a card with a whole number and another one with a mixed decimal. Lets multiply.
Example: 7.44 x 2 = L

Strategy 1: Number Cards

The answer is 14.88. How many number of decimal places in the multiplicand? (Two) Then
put the same number of decimal places in the answer.

Strategy 2: Problem opener

A faucet can fill a large drum in 1.15 hours. How many hours will it take to fill 3
drums?

a. What is the problem asking us to find?
b. How can we solve for the answer?
Multiply 1.15 by 3.
c. What kind of number is 1.15? What about 3?
d. How many decimal places are there in 1.15?
e. How many decimal places should there be in the product?
Therefore P 1.15 x 3 = 3.45

7.44
x 2

14.88 2 x 4 = 8

2 x 4 = 8
2 x 7 = 14
Multiply like whole numbers:

Multiply each digit of the multiplicand
with the multiplier.
Start from the hundredths to the
tenths and whole number.

245

Strategy 3: Use activity Sheets

Materials: Activity Sheets with the following problems.

a) 2.78 b) 50.04 c) 153.62
x 46 x 93 x 21

d) 10.49 e) 5.68
x 6 x 32

a. Divide the class into groups with 5 members each.
b. They will work on the activity sheets.
c. Remind the pupils to estimate first the products. Tell them that estimating the products
before performing actual multiplication will help them place the decimal point correctly in
the final product. Remind them also to count the decimal places in the product starting
from the right. Emphasize that in multiplying decimal, there is no need to line up the
decimal points.
d. After doing the activity, the members of the group will exchange work for checking.

Strategy 4

Rudolf lives 2.4 km from school. How far does he ride in going to and from school?

To find our answer we multiply 2.4 by 2.
Solution:
2. Generalization

How do we multiply mixed decimals by a whole number?
To multiply mixed decimals by a whole number, multiply like whole numbers then count the
number of decimal places in the factors. The factors and the product must have equal
decimal places.

C. Application

Multiply each number in the given magic square by 46.

2.8 3.17 5.9
9.1 1.56 4.12 x 46
7.8 5.64 2.09

IV. Evaluation

A. Tell whether the decimal point is written on the proper place.
Put a check mark (-) in the box to indicate correct answers.

1) 2.3
x 2
2) 3.6
x 4
3) 54.12
x 7

.46 14.4 37.884

2.4
x 2

4.8 2 x 4
2 x 2
Steps:
Multiply like whole numbers.
Count the decimal places in the
factors.
Do the same in the product.

246
4) 29.14
x 82
5) 3.42
x 9
6) 18.6
x 7

2389.48 30.78 16.74

B. Copy and complete the following:

1) 0.76 2) 0.12 3) 16.57 4) 0.93 5) 38.2
x 4 x 5 x 6 x 8 x 7

C. Give the missing numbers.

1. If 367 x 28 = 10276, what is 36.7 x 28 equal to?
5. 1637 x 7 = 11459, what is 1.637 x 7 equal to?

V. Assignment

A. Write the product with the decimal point in the correct place. Then be ready to read your answers
aloud.

1) 6.48 2) 20.6 3) 7.644 4) 3.65 5) 348.1
x 32 x 18 x 24 x 23 x 5

B. Draw pictures or grid to show your multiplication

1) 1. 8 2) 2.7 3) 3.16 4) 1.6
x 2 x 4 x 3 x 2

Multiplying Mixed Decimals by Mixed Decimals


Cognitive: Multiply mixed decimals by mixed decimals with tenths and hundredths
Psychomotor: Tell the rules in multiplying decimals
Affective: Appreciate the importance of exercise to stay fit


Skill: Multiplying mixed decimals by mixed decimals with tenths and hundredths
Materials: pictures, flash cards, number cards
Value: Health consciousness, accuracy



1. Drill

Multiplication of Decimal Fractions

Procedure:
a. Place number cards, face down on table.

247
b. Pupils take turns selecting two cards.
c. For each pair of cards, all in group writes the multiplication equation and gives the
answer.
d. Pupils check each others answer.

2. Review


a. If 1 kg of onions cost 25.10, how much is 1.5 kg of onions?
b. Anne uses 0.75 metre of cloth to make a pillowcase. If she finished 5 pillowcases, how
many metres of cloth did Anne use?

4. Motivation

What do you understand of the saying Health is Wealth?
How do you keep yourself healthy?


1. Presentation


Chet burns 7.5 calories of food energy per minute while jogging. How many calories
does she burn if she jogs for 6.75 minutes?
Why do you think Chet jogs every morning?
What are the importance of exercise to our body?

Lets find out the number of calories Chet burned in 6.75 minutes.
How shall we do it?

Strategy 2: Short Way

6.75
x 7.5
P
P
2 decimal places (multiplicand)
1 decimal place (multiplier)
3375
4725

50.625 P 3 decimal places (product)

How many decimal places are there in the multiplicand? in the multiplier? How many
decimal places are there in the product? What did you do to find the number of decimal
places in the product?

a) 4.3 P 1 decimal place b) 21.4 P 1 decimal place
2.6
P 1 decimal place .32
P 2 decimal places
258
86
428
642

11.18 P 2 decimal places 6.848 P 3 decimal places
Ex:
10
3

100
2

=
10
3
x
100
2
= N

1000
6

Multiply: 2.3
x 4
5.13
x 2
16.2
x 3
7.11
x 5
8.6
x 2

248
Strategy 3: Using a Puzzle

In the problem, select the multiplication problem that is described by the clues.

[Puzzle 1]
Clues:
a. The first partial product is 57.
b. The second partial product is 38.

After which clue helped you know the answer? Put a check (-).
Clue #1 ____
Clue #2 ____
What is the answer?

[Puzzle 2]
Clues:
a. The first partial product is 2128.
b. The second partial product is 608.

After which clue helped you know the answer?
Clue #1 ____
Clue #2 ____
What is the answer _____

2. Generalization

How do we multiply mixed decimals by mixed decimals?

When multiplying mixed decimals by mixed decimals, multiply them as if they are whole
numbers. Then, sum up the number of decimal places in both mixed decimals. The number
of decimal places in the product should be equal to that in the sum. If one or more zeros are
needed to complete the needed number of decimal places in the product, we write the zero
before the number.

C. Application

Get The Message
1) 7.02
2.5
2) 6.39
4.1
3) 12.6
.35
4) 35.18
0.3
A = 24.628
C = 10.675
D = 8.388
5) 11.07
2.5
6) 7.02
2.5
7) 7.02
2.5
8) 7.02
2.5
E = 26.199
I = 24.448
L = 10.554
9) 7.02
2.5
10) 7.02
2.5
M = 51.992
O = 17.550
U = 5.410
V = 1.183
1.9
2.3
2.4
1.6
3.2
1.8
A B C
2.58
2.6
4.61
2.8
3.04
2.7
A B C

249
Message:
6
I

4
L
1
O
7
V
2
E

3
U

IV. Evaluation

A. Copy and place the decimal point in the product.

1) 2.3 4.09 = 9407
2) 3.6 5.28 = 19008
3) 4.8 6.79 = 32592
4) 5.6 8.95 = 5012
5) 1.2 2.46 = 2952

B. Encircle the letter of the best answer.

1) 74.12 6.3 = a. 486.956 b. 476.855 c. 486.956
2) 5.49 4.6 = a. 23.244 b. 24.254 c. 242.54
3) 13.7 .56 = a. 7.561 b. 76.72 c. 7.672
4) 12.63 3.2 = a. 40.416 b. 41.416 c. 404.16
5) 4.26 2.5 = a. 11.650 b. 10.650 c. 10.550

C. Find the product.

1) 3.3 7.15 =
2) 2.34 2.5 =
3) 6.1 .9.28 =
4) 15.4 7.42 =
5) 63.8 4.98 =

V. Assignment

A. Locate the decimal point in the product.

1) 8.70 1.5 = 13050
2) 1.3 2.6 = 338
3) 4.28 1.3 = 5564
4) 6.05 5.2 = 31460
5) 8.65 x 7.6 = 65740

B. Multiply and locate the decimal point in the product.

a) 2.64
3.5
b) 3.85
4.6
c) 4.95
2.5
d) 8.65
6.4

e) 3.50
1.8
f) 24.64
2.5
g) 86.75
3.6
h) 98.47
4.7

C. Find the products.

1) 6.3 10.25 = N
2) 18.4 35.15 = N
3) 16.76 7.7 = N
4) 22.12 4.8 = N
5) 11.11 x 19.6 = N

250
Multiplying Decimals by 10 and 100


Cognitive: Multiplying decimals by 10 and 100
Psychomotor: Write the product of decimals by 10 and 100
Affective: Recite with ease and confidence


Skill: Multiplying decimals by 10 and 100
Reference: BEC-PELC II.H1.6
Materials: Flash cards, charts
Value: Awareness



1. Drill

Multiplication of whole numbers by 10, 100 and 1000.

The Weakest Link
a. Group the class into 4, each with 5 members.
b. The teacher flashes a card, for example:
63 x 100
c. The pupil is given 1 second to answer. If he or she cant give the right answer, he or she
is the weakest link and should be out of the line.
d. Continue the game until everybody in the group has participated.
e. The pupil left in the line is called the strongest link. He is the winner.


How much is 2 hankies at 5.25 each?
How much is 3 pairs of socks at 32.00?


1. Presentation


The diameter of Earth is about 12.56 thousand kilometres. The diameter of Jupiter is
more than 10 times that of Earth. Estimate Jupiters diameter.

a. Teacher will discuss the lesson:
Multiply 12.56 and 10 to solve the problem.
12.56 x 10 = 125.6
Look at the multiplier and the product.
b. What happened to the decimal point in the product?
c. The decimal point is moved 1 place to the right.
d. Jupiters diameter is more than 125.6 thousand kilometres.

251
Strategy 2: Looking for the Pattern

Study each set of examples. Observe the pattern.

A
0.8 x 10 = 8
2.5 x 10 = 25
17.3 x 10 = 173
0.26 x 10 = 2.6
4.28 x 10 = 42.8

B
64.8 x 100 = 6 480
75.2 x 100 = 7 520
18.5 x 100 = 1 850
2.87 x 100 = 287
9.162 x 100 = 916.2
7.468 x 100 = 746.8
Look at box A.
What is our multiplicand? Compare the multiplier and the product.
In what direction did we move the decimal point? If the decimal
point is after the number, is it necessary to use zero as a placeholder?

Look at box B.
The numbers are multiplied by 100. Why do you think zero is added to the product?

Strategy 3: Acting-out

Mila received a birthday gift of $ 10 from her daughter. How much would she get in
peso if the exchange rate is 53.30 to a dollar.

How much is the rate of $ 1?
What can you say about it?
What are the effects of the weakening of the peso against the dollar on our economy?
How will you find the value of $ 10 at 53.30 to dollar?

Pupils will act out using play money. One will act as Mila and one pupil as the
moneychanger.

2. Generalization

How will you write the product of 10, 100 and a decimal?

a. To write the product of 10 times a decimal, move the decimal point one (1) place to the
right.
b. To write the product of 100 times a decimal, move the decimal point two (2) places to the
right use zero as a placeholder if necessary.

C. Application

1. Tell the number of decimal places in the product then multiply. Use the pattern to help you.

a) 2.147 x 10 = n b) 0.05 x 10 = n c) 0.003 x 10 = n
d) 35.86 x 10 = n e) 0.418 x 10 = n f) 0.4 x 10 = n
g) 0.7 x 100 = n h) 32.15 x 100 = n

2. Give the answer orally.
a) 10 x .8 = b) 10 x 27.64 =
c) 10 x 2.93 = d) 100 x 1.876 =
e) 10 x 4.632 = f) 100 x 22.76 =

252
IV. Evaluation

A. Multiply.

B. Write 10 or 100 in the .

1) x 0.06 = 6
2) x 7.8 = 78
3) 3.7 x = 370
4) x 638 = 63.8
5) .125 x = 12.5

C. Find the product.

1) 73.8 x 10 = _____
2) 16.73 x 10
1
= _____
3) 94.6 x 10 = _____
4) 276.7 x 10
1
= _____
5) 5.948 x 10 = _____

V. Assignment

A. Copy the table and complete.

B. Multiply.

1) 4.36 x 10 = 2) .7132 x 10
3
=
3) 37. 5 x 10
1
= 4) .0765 x 10 =
5) 6.035 x 10
3
= 6) 26.179 x 10
1
=
7) 18.61 x 10 = 8) 1.76 x 10
1
=

Multiplying Decimals Mentally


Cognitive: Multiply decimals mentally by 0.1, 0.01 and 0.001
Affective: Be a worthy member of a group


Skill: Multiplying decimals mentally by 0.1, 0.01 and 0.001
Reference: BEC-PELC II.H 1.7
Materials: Chart, straw, boxes and show-me-board
Value: Helpfulness/Cooperation
0.9 ___ 75.46 ___
0.06 ___ 4.08 ___
0.75 ___ 56.79 ___
4.96 ___ 4.32 ___
10 x

10 x
.8317 ___
x 0.9 0.46 x 0.33 0.04 0.96 8.73
10 10
100 100

253


1. Drill

Multiply decimals mentally by 0.1, 0.01 and 0.001

Mechanics:
a. Teacher prepares questions written on manila paper.
Example: 2.25 x 10 =
b. Pupils in each group write their answers on their show board. They are given 30 seconds
to answer.
c. The group with the most number of correct answers wins the game.


a. Each of the 100 families in a certain community will share 12.50 for the cleaning of
their drainage. How much will the community raise?
b. A barangay chairman bought 100 pieces of plastic chairs at 185.75 each. How much
was the total cost of all the plastic chairs?
c. If you are a member of this community, how will you react to the problem?
d. What kind of community do you see?
e. Are the members of the community helping one another? How will you prove it?


1. Presentation

Strategy 1: Looking for the Pattern

Activity 1

Study each set of examples. Observe the pattern.

A B C
0.7 x .1 = 0.07 0.4 x .01 = 0.004 0.9 x .001 = 0.0009
3.2 x .1 = 0.32 7.2 x .01 = 0.072 0.47 x .001 = 0.00047
45.6 x .1 = 4.56 54.3 x .01 = 0.543 6.2 x .001 = 0.0062
17.19 x .1 = 1.719 69.87 x .01 = 0.6987 84.73 x .001 = 0.08473
30.45 x .1 = 3.045 47.05 x .01 = 0.4705 65.08 x .001 = 0.06508

Look at box A. Compare the multiplier and the product. In what direction did we move the
decimal point? Why do you think zero is added to the product? Do we always add zero?
Why not?
Analyze box B. How many decimal places did we move the decimal point? To what
direction? How about box C?

Activity 2

Joey
said
Joy answered Joey said Joy Answered Joy said Joey
Answered
0.3 0.03 33.86 0.3386 548.3 0.5483
8.4 0.84 46.9 0.469 92.27 0.09227
9.7 ___ 58.47 ___ 48.63 ___
___ 0.42 ___ 0.032 ___ 0.9214
___ 0.09 8.4 ___ 6.9 ___

Guess each rule. Then give the missing numbers.

254
Strategy 2: Tossing Dice

Mechanics:
a. Each group is divided into 2 competing teams with 4 members each.
b. Each team is to have a set of straws with accompanying holder.
(Green for 1 place decimal, red for 2 places and yellow for 3 places)
c. The first team rolls the dice and multiplies the two decimal numbers.
Example:
1) If the product is two decimal places the team will put the red straw in their straw
holder.
2) The teacher checks their answers and give the score of 5 for correct answers and 0
for wrong answer.
3) The activity goes on with the team taking turns in throwing the dice.

2. Generalization

How do we multiply decimals by 0.1, 0.01 and 0.001 mentally?
When multiplying decimals by:
a. 0.1 simply move mentally the decimal point in the multiplicand one place to the left
b. 0.01 move 2 places to the left
c. 0.001 move 3 places to the left. Use zero as a place holder if necessary

IV. Evaluation

A. Use of flash cards (Orally)
Multiply: 0.12 x .01 = n 2.15 x .1 = n
0.8 x .001 = n 65.75 x .01 = n
0.748 x .1 = n 97.125 x .01 = n
2.34 x .001 = n

B. Calculator (Printed on Manila Paper)
PRESS 0.1 2.215 =

0.1 0.213 =

0.1 34.16 =

0.1 0.246 =

PRESS 0.01 0.781 =

0.01 7.9 =

0.01 5.32 =

0.01 2.5 =

PRESS .001 3.82 =

.001 10.3 =

3 2 1

255
.001 2.7 =

.001 .86 =

C. Multiply the following mentally.

1) 2.8 x 0.1 2) 16.506 x 0.1
3) 197.64 x 0.1 4) 0.001 x 0.1184
5) 0.01 x 30.8 6) 0.01 x 0.89
7) 35.678 x 0.1 8) 6.5 x 0.001

V. Assignment

A. Make flash cards showing multiplication of decimals by 0.1, 0.01 and 0.001. Practice multiplying
at home.
B. Practice multiplying bigger decimal numbers by 0.1, 0.01 and 0.001.

Solving Problems


Cognitive: Solve word problems involving multiplication of decimals including money
Psychomotor: Solve problems step by step
Affective: Exhibit accuracy and wise spending of money


Skill: Solving word problems involving multiplication of decimals including money
Materials: Pictures, concrete objects, chart, show board
Value: Accuracy or spending money wisely



1. Review

Enough or not enough

Mechanics:
a. Get a partner, listen when your partner read each word problem below. Then decide if
there is enough information in the problem.
b. If there is enough information, write (enough) on your show board.
c. If there is not enough information to solve the problem write (not enough).

Example: A certain number when
multiplied by 2.5 has (Enough)
a product of 10.

Luis is 2.6 cm taller than Lito. How tall is Luis?
Three girls have the same weight. If one girl weighs 28.7 kilos, what is the total weight?
Allan has 6 pieces of 10.00 bill. How much money does he have in all?

256

1. Presentation

Strategy 1: Acting Out the Problem

Mechanics:
a. Place objects like bananas, sandwiches, biscuits, juice, cup cakes with tag price on the
teachers table.
b. Group the pupils by five. Each group will be given play money. The group will decide on
what to buy for snacks. They will budget their money so that each one will have a share.
c. Pupils will write their orders with their computation on a paper.
d. The teacher acts as storeowner. If the computation is correct, she will give the items. If
incorrect, she will return the paper and let the group solve again.
Bananas Sandwich Juice Biscuits
2.50 29.50 6.00 5.00

Strategy 2: Using a problem opener (Simplifying the problem)

Cherrys aunt has arrived from America. She gave Cherry a $10-bill and Cherrys
mother a $100-bill. How much will Cherry get in pesos if the exchange rate of one US dollar
is 53.217? How much will her mother get in pesos?


What are given?
What is asked?
How will you solve the problem?
What is the number sentence or equation?
Write the number sentence.
Solve for N.
State the complete answer.
Look back if the answer makes sense.

b. Copy and complete the chart below.
The first and second column show the name and cost of each item.

COST OF ITEMS
1 2 3 4
Pencil 4.50 9.00
Ball pen 8.35
Notebook 23.40
Pad & Paper 12.50
Eraser 5.60

c. Solve the following problems and state the complete answer.

1. If a car travels 55.6 kilometres an hour, how far will it travel in 8 hours?
2. If 1 metre of cloth costs 72.95, how much would 6.4 metres cost?
3. A cone of ice cream costs 16.25. How much will the 6 children spend on ice
cream?
4. A kilo of rice is 21.50. What is the cost of a sack of rice containing 50 kilos?

257
d. Analyze and solve the problems. Remember to write an equation.
Show your solution and label your answer.

1) During recess, Romeo bought 3 packages of toasted bread at 6.50 each. How
much did he pay for all the packages?
2) Mother bought 4 cans of evaporated milk at 16.50 each. How much did she pay in
all?
3) Mrs. Moran bought a whole dressed chicken weighing 2.2 kilograms. If a kilogram of
chicken costs 72.50, how much did she pay for the chicken?

2. Generalization

What must we follow in solving problems involving multiplication of decimals?

C. Application

Solve the following:
1. Arnel plays volleyball with his friends for 1.5 hours every practice day. How many hours does
he play in 5 days?
2. Father needs 25.6 metres of barbed wire to fence each of his chicken coops. If he has 10
coops, how many metres of barbed wire does he need?

IV. Evaluation

A. Write the mathematical sentence then solve.
1. Ms. Sison bought 5 bags of refined sugar each weighing 2.5 kilograms. What is the total
weight of 5 bags of sugar?
2. Lyn bought ribbons at 30.50 each. How much did she pay for 7 ribbons?
3. Mr. and Mrs. Alan de Jesus have 4 children. One Sunday afternoon, they had snacks at
Jollibee. Each child ordered value meal worth 39.50. How much did Mr. and Mrs. De
Jesus spend for the children?
4. Anne went to the market. She bought the following:
1.2 kg of onions at 35.45 a kg
1.3 kg of tomatoes at 25.25 a kg
1.5 kg of potatoes at 28.30 a kg
a. find the cost of onions
b. find the cost of tomatoes
c. find the cost of the potatoes

B. Read and solve.
1. Stephanie pays 2000 a month for her piano lessons. How much does she pay for one
year?
Answer __________
2. Rommy bought 6 bags of apples. If each bag weighs 1.5 kg, how many kilograms of apples
did he buy?
Answer __________
3. At 18.35 a litre, what is the cost of 7.5 litres of gasoline?
Answer __________

V. Assignment

1. Elvie has 2.85 metres of ribbon. She used 0.75 of it to make her project in EPP. What part of the
ribbon did she use?
2. Princess uses 0.85 metre of cloth to make a pillowcase. If she finished 75 pillowcases, how many
metres of cloth did she use?

258
Visualizing Division of Decimals using Models


Cognitive: 1. Visualize division of decimals using models
2. Divide decimals by decimals through hundredths
Psychomotor: Write the quotient in the division equation
Affective: Work cooperatively with others in the group


Skills: 1. Visualizing division of decimals by decimals using models
2. Dividing decimals by decimals
Reference: BEC-PELC II.I.1.1, 1.3
Materials: Decimal models
Value: Cooperation




I have 100.00. If I give it to my 4 children, how much will each get?

2. Drill

Dividing decimals by whole numbers.

Strategy: Number Scramble

Materials: 4 sets of cards with the following digits 0 to 9, a decimal point and a division sign
Mechanics:
Divide the class into four groups. Distribute the sets of cards to the different groups. Using
the numbers on their cards, ask the groups to form a division equation that gives the smallest
possible quotient. Go around the room to check the groups answers. Repeat the activity,
this time have the groups form a division equation with the greatest possible quotient.


1. Presentation

Strategy: Cooperative Learning

Materials: decimal models

Activity 1

P represents one and represents one
tenth

259
Mechanics:
Work with a partner.
Use your blocks to find 1.2 0.4.
Place one and two tenths in front of you.

Trade your ones block for the ten tenths.

Separate the tenths into groups of four tenths.

What do you think?
a. Why did you need to trade ones block for tenths?
b. Why did you separate the tenths into groups of four tenths?
c. How many groups of your tenths do you have?
d. What is the quotient of 1.2 0.4?
e. Use decimal models to divide 2.6 by 0.2.

Activity 2: Coins Model

Materials: 0.25; 0.05 / 25 5 coins
How many five centavos are there in twenty-five centavo coins?
To find the answer, divide: 25 5 = 5
0.25 0.05 = 5
0.25 0.05 = 5
0.25 = 0.05, 0.05, 0.05, 0.05, 0.05

The division expression 0.25 0.05 might not look so easy without thinking of money.

Activity 3: Number line Model

Look at this number line model of 0.25 0.05:

0.0 0.05 0.10 0.15 0.20 0.25 0.30
0.05 0.05 0.05 0.05 0.05
0.25

260
A number line can also show division with tenths.
Here is 3.6 0.6:

Summing it up. (Look back)

1.2 0.4 = 3 0.25 0.05 = 5 3.6 0.6 = 6

. 3
2 . 1 4 . 0
.
. .
5
25 0 05 0
. 6
6 . 3 6 . 0
12 25 36
0 0 0

Without using the models, observe that the divisor is changed to a whole number. Whatever
you do to your divisor, you do it also to the dividend. How will you make your divisor a whole
number? What is the short way of multiplying decimals by 10,000 and 1,000?

2. Generalization

How will you divide decimals by decimals?

When dividing decimals by decimals, you usually change the divisor to a whole number. To
do this, multiply both the divisor and dividend by a power of 10. Then divide as with whole
numbers.

Note: When multiplying by powers of ten, move the decimal to the right as many places
as the number of zeros in the power of ten.

C. Application

Show the following equations using models. Solve for the answers.

1) 1.55 = N
3) 0.300.05 = N
5) 4.55 = N
2) 0 35 05 . .
4) 0.08 4 .

IV. Evaluation

A. Find the quotients.

1)
4 0 2 0 . .
2)
048 0 8 0 . .

3) 5 . 3 07 . 0 4)
027 . 0 009 . 0

5) 24 . 0 6 . 0

0.0 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40
0.06 0.06 0.06 0.06 0.06 0.06
3.6

261
B. Divide.

1) 8 . 0 4 . 0 2)
9 . 0 03 . 0
3) 01 . 0 01 . 0
4) 6 . 0 2 . 0 5)
86 . 0 04 . 0

C. Divide.

1)
68 . 0 17 . 0
2)
86 . 0 02 . 0

3)
95 . 0 05 . 0
4) 99 . 0 3 . 0

5)
78 . 0 12 . 0

V. Assignment

Find the quotients.

1) 0 85 05 . .
2) 0 35 9 30 . .
3) 0 65 27 05 . .
4) 0 30 20 15 . .
5) 0
25 40 25 . .

Dividing Decimals by Whole Numbers


Cognitive: Divide decimals by whole numbers
Psychomotor: Write the correct solution to a number sentence
Affective: Show creativity in ones work


Skills: Dividing decimals by whole numbers
Reference: BEC-PELC II.I.1.2
Materials: Number cards, actual objects, grid paper
Value: Creativity




Drill on basic division facts using flash cards.

262
2. Review

Division of whole numbers

Strategy: Number Scramble

Materials: 2 sets of cards with digits 0 5
Mechanics:
a. Form 2 groups. Give each group the set of cards.
b. Using the numbers on their cards, ask the groups to form a division equation that will
satisfy the question the teacher will dictate.
Sample questions:
1) Form a division equation that gives the smallest possible quotient.
2) Form a division equation that gives the greatest possible quotient.
c. The group who can first give the correct answer gets a point.
d. The first group to earn 3 points wins the game.


1. Presentation

Strategy 1: Concept Development

Materials: beads of different colors, real coins
a. Show sets of different color of beads.
Example:
1) yellow beads 2 for 0.50
2) red beads 3 for 0.90
3) white beads 2 for 0.80
4) green beads 2 for 0.90
b. Ask: How much will each bead cost?
Let the pupils show the price of each bead using actual coins.
Example:
1) 0.50 2 = 0.25
2) 0.90 3 = 0.30
Ask: Which bead do you like most? If you are to make a bracelet using beads, what
color/s are you going to choose?
c. Through some guide questions, lead the pupils in discovering that in dividing decimals by
whole numbers, the only difference is the decimal point in the dividend.
The teacher may ask this question:
When there is a decimal point in the dividend only, where do you place the decimal
point in the quotient?
Elicit from the pupils that the first step in dividing decimals by whole numbers is placing
the decimal point directly above the decimal point in the dividend.
Stress out that the decimal point is not brought down in the computation.
d. Provide more practice exercises.


Materials: grid paper, crayons or colored chalk

Mr. Luarca has a 0.9 hectare land which he planned to divide among his 2 sons.
How much land will each son get?

263
a. Discuss the problem by asking some comprehension or analysis question.
Ask further: What kind of a father do you think is Mr. Luarca? What good qualities
does he possess? Is he worth emulating?
b. Make a plan. Ask the pupils to think of a process to use to solve the problem and write
the number sentence.
c. Ask the pupils to use some models to represent the given facts in the problem.
d. Let them represent 1 hectare for a grid of 100 squares.
e. The teacher instructs the pupils to represent the 2.50 hectares on their graphing paper
and divide as the number sentence suggests. (See Figure A.)

Figure A

(Note: Pupils representations may vary but they must have the 250 squares as one
whole piece)

f. What answer did you get? (1.25) See Figure B. What does this represent? (the size of
land each son will get)

Figure B

g. Proceed as in Strategy 1. Ask the same leading questions to let pupils discover the rule.
h. Provide more practice exercises in dividing decimals by whole numbers.

2. Generalization

How do we divide a decimal by a whole number?

First, place the decimal point in the quotient directly above the decimal point in the dividend.
Then divide the numbers like whole numbers.

C. Application

1. Find the quotient. 2. Divide.
a) 0.35 7 =
b) 0.744 8 =
c) 0.64 4 =
d) 0.048 3 =
e) 0.235 5 =
a) 0.9984 16 =
b) 0.345 15 =
c) 0.286 22 =
d) 0.525 35 =
e) 0.524 14 =

264
IV. Evaluation


1) 0.207 9 =
2) 0.235 5 =
3) 0.135 15 =
4) 0.796 4 =
5) 0.406 7 =

B. Perform as directed.

1) Solve for N in the equation, 0.805 9 = N.
2) Find the quotient of 0.945 5.
3) If you divide 0.258 by 6, what is the answer?
4) 3.6515 = N, N = _________
5) The quotient if you divide 0.416 by 6 is _____

V. Assignment

A. Answer the following:

1) What is 0.3963 3?
2) What is the quotient if you divide 0.4926 by 2?
3) What is N in 0.855 3 = N?
4) Find the quotient of 0.268 4.
5) If you divide 0.3999 by 2, what is the answer?

B. Find the quotient.

1) 0.6307 7 =
2) 0.2418 6 =
3) 0.1640 8 =
4) 0.384 12 =
5) 0.529 23 =

Dividing Decimals by Decimals through Hundredths


Cognitive: Divide the decimals by decimals through hundredths
Psychomotor: Write quotient in dividing decimals by decimals with accuracy
Affective: Demonstrate punctuality in submitting school projects


Skill: Dividing decimals by decimals through hundredths
Materials: number cards, chart, and flash cards
Value: Punctuality

265



Drill on easy division

Example:
a. 324 4
b. 168 2
c. 567 7
d. 248 8

2. Review

Review on dividing decimals by whole numbers

Strategy: Game - Number Scramble

Number cards 0-9 and a decimal point
Mechanics:
a. Let 2 groups stand in front facing the class. Give each group the set of number cards
and the decimal point.
b. The teacher flashes the cards (all cards must be manageable by the pupils).
Example:
6 3 4 .

66 3 3 .

25 0 5 .

84 0 2 .
c. Pupils in each group form the answer to the equation using their number and the decimal
point.
d. The teacher will read the answer from left to right.
e. The group who can give the correct answer first earns the point.
f. Game continues until all equation cards have been used up.
g. The team with the most number of points earned wins.

3. Motivation

What projects do you do in your EPP class? Do you make them yourself? Do you submit
them on time?


1. Presentation

Strategy 1: Using a problem opener with flowchart

Aldy bought a piece of rattan 0.80-metre long for his EPP project. He cut it into
pieces of 0.4 metre each. How many pieces did he make?

a. Help the pupils understand the answer by asking some comprehension questions. Then
b. Talk this out with the pupils: What operation should you use to solve the problem?
(division) Why is division the operation needed to solve it?
c. Let the pupils write the number sentence on the board.
0.8 0.4 = N

266
d. Show this flowchart to show the sequential steps in dividing a decimal by a decimal.

0.8 .4
4 0
8 0
.
.

10 4 0
10 8 0
* .
* .

4
8

2
[1] [2] [3] [4] [5]

e. Talk about the chart.

What did we multiply to the dividend and the divisor? (We multiplied them both by 10.)
To what number did we actually multiply the equation
4 0
8 0
.
.
? (see step [3]) (Answer 1)
Why do you multiply both dividend and divisor by 10? (So that the divisor is a whole
number)
f. Elicit from the pupil that once the divisor has been changed to a whole number, the
equation can then be simplified just like in dividing whole numbers.
g. You may ask the pupils: Is your answer reasonable? How can you use multiplication to
check your answer?
h. You may further ask: If you were Aldy, would you also exert such an effort in order to be
able to submit your project on time?

Strategy 2: Flowchart

Use a problem opener

Tessie bought 0.75 metre of pink ribbon, which she will cut into 0.25 metre strips for
her project in EPP. How many pieces did she make?

b. Let the pupils decide on what operation to use to solve the problem. (division)
Ask: What made you decide to use division to solve it?
c. Let them write the number sentence:
0.75 0.25 = N
d. Present this flowchart to show the sequential steps in dividing a decimal by a decimal.

0.75 0.25
75 0 25 0 . .

75 0 25 0 . .

75 25

3
[1] [2] multiply both [4] [5]
by 100
[3]

e. Talk about the chart:
Why was the decimal point moved two places to the right in both the dividend and the
divisor? (They were both multiplied by 100 or a power of 10.) Why do you think these
numbers were multiplied by 100? (To make the divisor a whole number.)

f. Using the flowchart, elicit from the pupils that once the divisor has been changed into a
whole number, the equation can then be simplified just with whole numbers.
g. Ask the pupils to check their answer using multiplication to find out whether the answer is
reasonable.
h. Lastly, focus pupils attention on the problem opener. Ask: What kind of pupil do you
think is Tessie? Can she be a good model to pupils like you? What should you do in
order to submit your projects on time?
i. Provide more exercises in dividing decimals by decimals.

267

2. Generalization

How do we divide a decimal by a decimal?

In dividing a decimal by a decimal, first make the divisor a whole number by multiplying
both the divisor and dividend by the power of 10.
Divide as in dividing with whole numbers.

C. Application

Find the quotient.

1)
81 0 9 0 . .
2)
88 0 11 0 . .

3)
56 0 7 0 . .
4) 54 0 06 0 . .
5)
45 0 15 0 . .

IV. Evaluation


1) 24 0 4 0 . .
2)
56 0 8 0 . .

3)
72 0 9 0 . .

4) 48 0 8 0 . .

5)
18 0 3 0 . .

B. Divide and check answer using multiplication.

1) 0 2 37 31 . .
2) 0 6 73 23 . .
3) 0 5 94 15 . .
4) 0 93 6 11 . .
5) 0 28 9 29 . .

V. Assignment

Answer these questions:

1. How many 0.31 metres are there in 96.1 metres?
2. How many 0.12 cm are there in 6.48 cm?
3. How many 0.26 cm are there in 59.8 cm?
4. How many 0.47 m are there in 61.1 m?
5. How many 0.8 kg are there in 6.4 kg?

268
Solving Problems on Division of Decimals


Cognitive: Solve word problems involving division of decimals or whole numbers by
decimals
Psychomotor: Write the correct number sentence for a word problem involving division of
decimals
Affective: Spend money wisely


Skills: Solving word problems involving division of decimals
Materials: Flash cards, number line model and colored chalk
Value: Wise spending




Drill on dividing decimals by whole numbers in flash cards.

a) 3.6 4 b) 0.56 7
c) 0.45 5 d) 0.25 5
c) 0.8 2

2. Review

Review on dividing decimals using pen and paper.

a) 0.04 6 . 1 b) 0.16 68 . 7
c) 0.08 60 . 1


1. Presentation

Strategy 1: Choosing the Operation

Simplifying the Problem

At a department store, mens socks sell at 3 pairs for 97.50. How much does each
pair of socks cost?

a. Help the pupils understand the problem better by asking some comprehension questions.
b. Let them plan on how they will solve the problem.
Ask: What operation should you use to solve the problem?
c. Have them carry out the plan by solving the equation. Ask pupils to recall the steps in
dividing decimals by whole numbers.

269
d. Ask them to check their answers. Does it make sense? If you will add that amount 3
times, would you get back 97.50?

As a continuation of problem no.1 you can state another problem saying that.

If the same kind of socks are sold by sidewalk vendors at 6 pairs for 172.50, which is
cheaper to buy?

a. Proceed as in problem no.1 with steps 1 4.
b. For higher order thinking skills. (HOTS)
Ask the pupils to compare the prices from the department store and the sidewalks.
Which is cheaper? If you were to buy this kind of socks in which place will go? Why?
Discuss further the value of spending money wisely and also other material needs.

Strategy 2: Modeling (Number line model)

A pharmacist is filling a prescription that call for 0.20 gram of a vitamin. The vitamin
is only available in 0.05 gram tablets. How many tablets should he put in the container?

a. Start by asking some comprehension questions and unlocking difficult words such as
pharmacist and prescription.
Ask: What is asked?
What are given?
b. Help the pupils plan what to do to solve the problem. What operation should you use to
solve the problem? Write the number sentence.
c. Tell the pupils that this type of problem can also be solved through the use of a model a
number line model.
Guide the pupils in representing the problem through a number line as shown.

Ask: You have actually divided 0.20 by 0.05. How many 0.05 are there in 0.20? (4)
d. Ask pupils to look back and check their answer using the abstract way of dividing
decimals. Let them recall the steps in dividing decimals.
e. Did you get the same answers as when you solved the problem using the number line?
f. Provide more sample problems on dividing decimals.

2. Generalization

How do we solve word problems involving division of decimals?
Word problems involving decimals may be solved using the steps in problem solving which
are:
a. Understand the problem What is asked? What are given?
b. Plan what to do Determine the operation to use. Determine which strategy to use to
solve the problem. Write the number sentence.
c. Carry out the plan Solve/Think of a way on how you can carry out your plan.
d. Look back. Does the answer make sense? Is there other strategy that you could use to
find the answer?

0.0 0.5 0.10 0.15 0.20
0.05 0.05 0.05 0.05
0.20

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C. Application

1. A group of 5 pupils signed up for a weekend computer course. They paid a total of 315.50.
How much did each pupil pay?
2. In an EPP class, Ian made 8 hamburgers for lunch using 1.36 kg of ground beef. How much
ground beef was used in each hamburger?
3. Mrs. Martin had 0.81 metre of gold ribbon which she cut into pieces. If each piece measured
0.09 metre, how many pieces of ribbon were cut?

IV. Evaluation

Read and solve.

1. The Boy Scouts planted Narra trees along a 0.90 km river bank. For every 0.05 km distance, a
Narra tree seedling is planted. How many seedlings were planted along the river bank?
2. A 0.60 sack of fertilizer was used equally at 0.12 sack per field. How many fields were covered?
3. Mrs. Aldaba bought 5 mangoes for 45.50. How much did each mango cost?

V. Assignment

A. Solve.

1. Harry used 0.72 m of silver ware to repair 8 bracelets. How much ware did he use for each
bracelet?
2. Alex bought a piece of rattan 2.8 m long. He cut it into pieces of 0.4 m each. How many
pieces did he make?

B. Create you own word problem involving division of decimals.

Visualizing Percent


Cognitive: Visualize the meaning of percent
Name the percent illustrated by shaded region
Psychomotor: Shade the percent, fraction or decimal given
Affective: Work cooperatively with groupmates
To appreciate the use of percent in real-life situations


Skill: Visualizing percent
Reference: BEC-PELC II.J.1.1
Materials: 10 x 10 guides, acetate, grid books, geoboard, graphing paper, crayons, signs or
posters or advertisement or newspaper cutouts with percent
Value: Cooperation, appreciation for use of percent in real-life situations



1. Mental Math

271
Multiplying and dividing by multiples of 10 and 5

Strategy: Pinball Wizard

Materials: 4 pinball machine for each group,
paper for recording score
Mechanics:
a. Divide class into groups of 4. Provide each group with copy of the pinball machine.
b. Beginning at start, travel along paths in any direction, doing the Math mentally as you go.
c. The goal is to find route/path that gives the highest score.
d. Record the score of each member of the team.
e. Teacher may vary the game by asking each group to come up with a path. The team that
will produce the highest number wins.

2. Review

Review previous lesson.
Give 1-2 examples.


1. Presentation

a. Ask pupils where they encounter percent.
b. Show pupils advertisements, posters, pictures or cutouts showing use of percent. Ask
what they mean.
c. Show also misleading drawing like.

T-shirt made of
50% cotton
50% polyester

Strategy 1: Using model of shaded region

Materials: crayons, grid 10 x 10, grid board or acetate with number pens, colored chalk

a. Teacher defines percent as per hundred or for every hundred. It comes from the Latin
words per and centum. The symbol used is %.
b. Teacher shows 10 x 10 grid. Ask pupils how many 1 x 1 squares are in the grid (100).
c. Teacher shades 5 1 x 1 squares. Ask pupils what percent is shaded. (5%)
Show 10 squares shaded; 50 squares; 100 squares. Elicit the correct percent shaded.
d. Teacher then shows 150 squares shaded and then ask what percent is shaded.

Greatest
Sale ever
100% off

272
e. Give more examples.
f. Reverse roles. Teacher gives percent and let pupils shade the corresponding region in
the grid.

Strategy 2: Geoboard

a. Give geoboard by group.
b. Let them do the following;
a) get a rubber band and enclose the 100 squares
b) get another rubber band (red) and enclose 40 squares
c) get yellow rubber band and enclose 75 squares etc.
c. Teacher defines percent as per hundred. The symbol is (%) percent.
d. If the 10 x 10 squares enclosed is considered 1 whole, the 40 squares enclosed by red
rubber band is 40%. Ask pupils what % is represented by the squares enclosed by
yellow rubber band?
e. Have pupils show 5% using the geoboards. Check answers.
f. Give more examples.

Strategy 3: Geoboard

a. Drawing, cutouts or real leaves. Big - 28, medium 30, small 42. How many leaves
are small? Medium? Big? What percent of the leaves are small? Medium? Big?
b. Drawing or cutouts of 10 red balls; 22 yellow balls; 16 green ball; 36 blue balls and 16
orange balls. How many balls are there in all? What percent of the balls are red?
yellow? blue? orange? green?

2. Generalization

What is the meaning of percent? What is the symbol for percent?

C. Application

Using Hundred Charts

Show the following by drawing:
1) 25%
2) 16%
3) 40%
4) 15%
5) 12%

IV. Evaluation

A. Drawing or cutouts of 26 atis, 25 apples, 22 oranges, 27 mangoes.
1. How many fruits are there in all?
2. What percent of the fruits are atis?
3. What percent of the fruits are apples?
4. What percent of the fruits are oranges?
5. What percent of the fruits are mangoes?

B. Drawing or 100 squares with different colors: 10 yellow, 36 green, 23 blue, 15 pink, 16 red.
Answer the following questions:
1. 15% is represented by (red, pink, green, blue)
2. 10% is represented by (blue, red, pink, yellow)
3. 23% is represented by (green, blue, pink, yellow)
4. Green is (10%, 36%, 15%, 16%)
5. Red is (23%, 10%, 15%, 16%)

273
C. Drawing or 100 squares wherein 42 squares are shaded. (Figure I)
Drawing or 100 squares wherein 63 squares are shaded. (Figure II)

1. How many small squares are there in Figure I?
2. What percent is shaded in Figure I?
3. How many squares are there in Figure II?
4. What percent is not shaded in Figure I?
5. What percent is not shaded in Figure II?

V. Assignment

A. Clip advertisement from magazine/newspapers that shows use of percent.
B. Show the following by drawing:

1) 10%
2) 45%
3) 71%
4) 60%
5) 85%

Relationship between Fractions, Ratios and Percent


Cognitive: Give the relationship between fractions/ratios and percents (with visual models)
Psychomotor: Show relationship between fractions/ratios and percents
Affective: Show concern for others


Skill: Giving the relationship between fractions/ratios and percents
(with visual models)
Reference: BEC-PELC II.J.1.2.a
Materials: Cassette player, real objects inside the room
Value: Health consciousness



1. Review

Review meaning of percent

Strategy: Relay Game

Materials: cardboard strips representing 10s and 1s
Mechanics:
a. Divide children into 4 groups.
b. Cardboard strips representing 10s and 1s will be distributed to the four groups.
c. The teacher gives a problem and the pupil from each group hurriedly answers the
questions using the cardboard strips like (85% of the plants were watered. How many
percent were not watered?) Pupils having the strips with 10 division and 5 one division
each to represent 15% as the answer will go in front to show the answer.

274
d. The group that answers first correctly gets the point.
e. Game continues until all the participants have participated.
f. The group with the most points wins the game.
Using a reference grid explain further the meaning of percent.
Reference Grid

75%

Thus, 75% can be shown by shading 75 squares.

2. Motivation

Who among you have baby brothers and sisters who still take milk from bottles? Do you
know how to prepare their milk? How many ounces of water do you use? How many scoops
of milk do you put?
(Pupils may say for every 4 ounces of water they put 2 scoops of milk before shaking the
bottle.)


1. Presentation

Strategy 1: Survival Game (Concept Development)

Materials: Cassette tape (Modeling)
Mechanics:
a. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is being
played the participants move around.
b. When the music stops the teacher will say The boat is sinking, all aboard by 2. The
participants then group themselves by 2.
c. The group continues till the players form a ratio.

Discuss the following to the pupils:

For instance, in the first group there are 3 girls and 1 boy left. Then the ratio of boys to girls
is 1:3.

The ratio of girls to boys is 3:1.

If we are to write the ratio 1:3 in fraction, which will be the numerator? the denominator?
If we are to get how many percent of the pupils are boys, in relation to the group, divide the
numerator by the denominator.
0.33 or 33%
00 . 1 3
9
10
9
1
The boys are 33% in relation to the girls in the group.

275
Strategy 2: Collecting Data (Making Tables)

Let the pupils interview their own classmates and complete the table. Then write ratios,
fractions and percent gathered from the data.

Student Data
Category No. of Pupils
10 yrs. old
11 yrs. old
Tricycle riders
Walkers
Buy lunch
Bring lunch

Ratio Fraction Percent
a. 10 yrs, old to 11 yrs, old
b. tricycle riders to walkers
c. pupils who buy lunch to those who bring lunch
d. 10 yrs, old to tricycle riders
e. 11 yrs, old to tricycle riders

After completing the data the discussion follows. What is the relationship of ratios to fraction?
to percent?
If your data is written in the ratio form, can you write it in fraction form? How can we get
percent equivalent of a ratio and a fraction?

2. Generalization

Ratio is a comparison between two or more quantities. It can also be expressed as a fraction
the first number being the denominator. Through ratios and fractions we can get the percent
equivalent by dividing the numerator by the denominator. The result is a decimal but move
the decimal point two places to the right and affix the percent sign.

C. Application

1. For each figure, give the ratio of the number of shaded parts to the unshaded parts. Then
change them to fractions and decimals.

Ratio________ Fraction ________ Decimal ________

2. Ratio of circle to triangles _____ fraction form ____ percent ____

O O O O
7 7 7 7 7 7

276
3. Shaded to the unshaded.

Ratio ____ Fraction _____ Percent ______

IV. Evaluation

Use the chart below to name each ratio, fraction and percent.

1. J. Rizals Team Ratio Fraction Percent
wins to loses
loses to wins
wins to games played
loses to games played

2. M.L. Quezons Team
wins to loses
loses to wins
wins to games played
loses to games played

V. Assignment

Complete the table below using the given data.

1. The set of even numbers from 1 to 20.
2. The set of odd numbers from 1 to 20.
3. The set of composite numbers from 1 to 20.
4. The set of prime numbers from 1 to 20.

District Chess Tournament
Team Games Played Wins Loses
Jose Rizal 10 6 4
M.L. Quezon 10 7 3
P. Burgos 10 5 5
Lakandula 10 8 2
Ratio Fraction Percent

277
Relationship between Percent and Decimal


Cognitive: Give the relationship between percent and decimal (with visual models)
Psychomotor: Change percent to decimal or vice versa
Affective: Manifest cooperation among members of the group


Skill: Giving the relationship between percent and decimal
Reference: BEC-PELC II.J.1.2.b
Materials: Geoboard, rubber band
Value: Cooperation




Give the ratio of girls to boys inside the classroom. If the girls doubled and the boys ratio
increased by 8, what is the ratio of girls to boys?

2. Review

Changing fractions to decimals or vice versa

Strategy: Relay

a. Pupils will change fractions to decimals or vice versa

b. Ask questions:

1) How will you change fractions to decimals with denominators of 10, 100, 1,000 to
decimals?
2) How will you change common fractions like
4
3
,
2
1
,
5
3
, etc. to decimals?
3) How will you change decimals to fractions?

Fractions Decimals
10
7

5
3

5
3

4
3

2
1

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1. Presentation

Strategy 1: Manipulative Geo Board

a. Use rubber band in your geoboard to show the number of squares to be enclosed for the
given decimal number.

Example: 85%, 25%, 3%, 5%, 7%, etc.

How will you write in decimals? How many decimal places are there for hundredths?
Complete the table:

b. If the decimal number is in the tenths, what will you add to make it hundredths?
Example: 0.5 0.7 0.3
Show in your geoboard using rubber band. What percent is it?
Complete the table:
0.5 = 0.50 = 50%
0.3 = 0.30 = 30%
0.7 = 0.70 = 70%


a. The school garden is about 25% of the total land area of the school. How will you write
25% in decimals?

Percent (Think) Decimal
25%
100
25

0.25

b. Of the 100 mangoes 30% are still unripe. What part of the mangoes are unripe? What
part of it are ripe?

c.
Give more examples.

Percent (Think) Decimals
85%
100
85

0.85
25%
100
25
0.25
3%
100
3

0.03
5%
100
5

0.05
Percent (Think) Decimal
Unripe 30%
10
3
100
30

0.3
Ripe 70%
10
7
100
70

0.7

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2. Generalization

How will you change percent to decimals?
To change a percent to decimal, think of the percent as a fraction with a denominator of 100.
Write the fraction as 2 place decimals or hundredths or simply move the decimal point 2
places to the left and drop the % sign.

How will you change decimals to percent?

To change decimals to percent, think of the decimal as a fraction with a denominator of 100.
Then write the fraction as a percent or simply move the decimal point 2 places to the right,
then affix the % sign.

C. Application

Change to decimal.

1) 86% = ______ 2) 17% = ______
3) 32% = ______ 4) 9% = ______
5) 5% = ______

Change to percent.

1) 0.04 = ______
2) 1.2 = ______
3) 0.6 = ______
4) 0.41 = ______
5) 0.7 = ______

IV. Evaluation

A. Write each as a decimal.

1) 45% 2) 21% 3) 8%
4) 39% 5) 90%

B. Write each as a percent.

1) 0.17 2) 0.02 3) 0.6
4) 0.70 5) 0.12

C. Compare, use >, < or =.

1) 0.50 C 50%
3) 0.2 C 2%
5) 23% C 0.023
2) 78% C 0.78
4) 9% C 0.09

D. Read and answer:

1) The school building occupies 65% of the schools land area. Express 65% as a decimal.
____
2) In a Grade IV class 20% are boys while in grade V class, 0.2 are boys. How does 20%
compare with 0.2? ___
3) 90% out of 100 guavas were sold. How will you write 90% in decimals?
4) 5% out of 100 workers were absent? Write 5% in decimals.
5) Nora got 80% of a 50-item test. How will you write the 80% in decimals?

280
V. Assignment

Write answer briefly.

1) 15% of the class of Miss Ramos are absent. Write 15% in decimals.
2) How do you write 6.5 to percent?
3) Compare 0.9 and 9% by converting each to the other.
4) 27 % of the fruits are ripe. How do you write 27% in decimals?
5) Construct your own mathematical situation.

Relating Fractions/Ratios, Decimals and Percent


Cognitive: Give the relationship between fractions/ratios, decimals and percent (with visual
models)
Psychomotor: Change fractions to decimals and percent or vise versa
Affective: Manifest honest and wise choice of food


Skill: Giving the relationship between fractions/ratios, decimals and percent
Reference: BEC-PELC II.J.1.2.c
Materials: fruits, vegetables, grid, colored crayons
Value: Honesty



1. Mental Problem

There are 550 chairs in the hall. Two hundred forty-six are occupied. How many
chairs are vacant? What is the ratio of the number of chairs occupied to vacant chairs?
What is the ratio of occupied chairs to the total number of chairs?

2. Drill

Changing fractions to decimals

Strategy1: Relay Matching Game

Each group will match the fraction with denominator of 10, 100 and their equivalent in
decimals.

Example:
100
7
= 0.07
100
75
= 0.75
10
8
= 0.8

100
15
= 0.15
10
4
= 0.4
10
9
= 0.9 etc.

281

1. Presentation

Strategy 1: Relay - Matching Game (Acting Out)

a. Teachers table will be the market with plenty of fruits and vegetables.
b. Each group will be given a basket. They will buy/get a total of 50 fruits and 50 vegetables
of different kinds.
c. Each group will report (post in chart or manila paper) the fractional part of each kind of
fruit or vegetables they have in their basket.
Note: Compare using part and part to whole.
Example: We are happy to report that our group have in our basket a total of 50
fruits and 50 vegetables or 100 pieces in all.
10
3
of the 50 fruits or 15 pieces are mangoes or
100
15
.
10
1
100
5
.
5
3
100
30
.
10
1
of the 50 vegetables or 5 pieces are eggplant =
100
5
.
25
1
of the 50 vegetables or 2 pieces are upo or
100
2
.
5
1
of the 50 vegetables or 10 pieces are carrots or
100
10
.
25
4
of the 50 vegetables or 8 pieces are carrots or
100
8
.
5
2
of the 50 vegetables or 20 pieces are beans or
100
20
.
10
1
of the 50 vegetables or 5 pieces are pechay or
100
5
.

d. Complete the table by changing the given fractions to decimals to percent.

Ratios/Fractions Decimals Percent
10
3
=
100
30

100
5

100
2

e. Ask the following questions:
f. What is the other way of changing common fraction to decimals?
Divide the numerator by the denominator
e.g.
5
1
=
2 . 0
10
10 5 etc.
g. How will you change decimal to percent?
Move the decimal point 2 places to the right 0.2 = 20%

282
Strategy 2: Visualization using Grid (Modeling)

Pupils will be given grid per group. Use color to show the following then complete the chart.

Color Number of Squares Fraction Decimal Percent
Red 6 out of 100
Blue 35 out of 100
Green 20 out of 100
Yellow 9 out of 100
Pink 30 out of 100

Pupils per group will report their answer. Give more exercises.

2. Generalization

How will you change fractions to decimals? or vice versa?
How will you change fractions to percent? or vice versa?
How will you change decimal to percent? or vice versa?

C. Application

Change the following fractions to decimals and then to percent.

Decimal Percent
1)
3
2
= ______ ______

2)
8
1
= ______ ______

3)
5
3
= ______ ______

Change to decimals and then to fractions.

Decimal Fraction
4) 60% = ______ _______
5) 70% = ______ _______

IV. Evaluation

A. Complete the chart.

Fraction Decimal Percent
100
13

0.04
90%
35%
5
4

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B. Change the given fraction to decimal and to percent.

C. Change the given percent to decimal and to fraction in the lowest terms.

D. Changing decimal to percent and to fraction in the lowest terms.

V. Assignment

Change each number in percent to a fraction in its simplest form and then to decimal.
Fraction Decimal
1) 66% _________ _________
2) 75% _________ _________
3) 90% _________ _________
4) 15% _________ _________
5) 60% _________ _________
6) 120% _________ _________
7) 100% _________ _________
8) 180% _________ _________
9) 200% _________ _________
10) 80% _________ _________

Meaning of the Elements used in Solving Percentage Problems


Cognitive: Give the meaning of the elements used in solving percentage problems such as
percentage, rate and base
Psychomotor: Write the meaning of percentage, rate and base
Affective: Choose nutritious food to maintain health
Cooperate with group members

Decimal Percent
1)
2
1

2)
6
4

3)
4
3

Decimal Fraction
1) 85%
2) 12%
3) 70%
Percent Fraction
1) 0.26
2) 0.8
3) 0.95

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Skill: Giving the meaning of percentage, rate and base
Materials: Hundred grid cardboards, crayons, fraction strips
Value: Proper choice of food, cooperation, alertness



1. Drill

Drill on Percent

Strategy 1: Parade of Colors (Modeling)

Materials: 5 pieces of hundred square grid cardboard and crayons
Mechanics:
b. Distribute cardboards, one for each group.
c. Let pupils shade different portions with different colors. Example: green 12%, yellow
25%, blue 20%, red 35%, indicate the % for the unshaded part.
d. The first group to present work accurately done wins the game.

Strategy 2: Making Predictions (Guess and check)

Situation:
Father owns a vegetable farm. Let us make intelligent guesses on the portion of the farm (in
percent form) planted with different kinds of vegetables.
Materials: 5 pieces of hundred square grid board.
Mechanics:
b. Before the activity, ask each group to make predictions on the percentage of areas
planted with different kinds of vegetables in Fathers farm.
c. Provide each group with hundred grid board which look like this:

d. Open the cardboard and make a record of actual data.
e. Make a table on the board in which data is to be recorded.

Fathers Farm Data
Percentage of Vegetables Planted Vegetables
Planted Predictions Actual

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I II III IV V
1. Tomatoes
2. Eggplants
3. Squash
4. Okra
5. Ampalaya
Total

f. Each group records actual/accurate data on the board.
g. Compare predictions and actual data.
h. The group with the most number of correct answers and accurate predictions wins the
game.

2. Review

Review on converting fractions and decimals to percent


Materials: fraction strips

Mechanics:

a. Form groups of 6.
b. Distribute fraction strips equally among the groups and place them face down in a pile.
c. Pupils look at the top card, name the fraction, and name the percent for the fraction.
d. Activity continues till the last card.
e. The group with the most number of correct responses wins the game.

Strategy 2: Use common percents

Materials: decimal squares (10ths)

Mechanics:

a. Distribute assorted squares, face down in a pile to groups.
b. Pupils take turns drawing squares.
c. All represent the shaded areas as fractions, decimals and percents.
d. The group with the most number of correct answers wins.

3. Motivation

Action Song (Body Exercise)

Tune: Are you Sleeping, Dong, Ding, Dong

Title: Fraction to Percent
(One-fourth) 4x (Twenty-five) 2x
(One-fourth changed to percent) 2x
(Twenty-five percent) 2x

One-half = 50%
One-fifth = 20%
Three-fourths = 75%
Two-fifths = 40%

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1. Presentation

Strategy 1: Acting out (concept development)

My Favorite Fruit
Mechanics:
a. Divide the class into 8 groups. Each group chooses a leader.
b. Present this question: If you were to choose, which fruits would you like to eat everyday?
c. Let each group decide on their favorite fruit among the fruits posted on the board.
d. Request the group leaders to stand at the back of the classroom.
e. When the teacher gives the signal, the leaders will go to the fruit the group chose.
f. Let the leaders explain their choices.
g. Let the pupils form the ratios for each fruit chosen: number of groups who chose the fruit
to the total number of groups.
h. Convert the ratios to fractions and then to percents.
i. Lead the discussion by asking the questions such as:
How many groups are there? 8
How many chose papaya? 2
How do we write this in percent? 25%
We can write: 25% of 8 = 2
We deal with three elements: rate, base, percentage:
25 % of 8 = 2

The relationship among the three is:
R x B = P or P = R x B
25 % is the rate. It is given as a percent. It can be expressed as a ratio or fraction
100
25
.
8 is called the base. It is a whole number of which you take the percent.
2 is called the percentage, meaning a part of the whole. It is the resulting fractional
part of the base.
Other examples are given, like:
15% of 575 = N
The teacher will ask:
Which is the percent? 15%
Which is the whole? 575
Which is the part of the whole? N
What do you call 15%? Rate.
What do you call 575? Base.
What does N stand for? Percentage.

Strategy 2: Using A Problem Opener

Problem:
Seventy-five percent of the 40 pupils of Mrs. Santiago like Mathematics. How many
pupils are Math lovers?

Rate

Base
Percentage

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Mechanics:
1) How many pupils does Mrs. Santiago have in all?
40 is the base.
2) How many percent of the pupils like mathematics?
75% is the rate which can be expressed as a ratio or a fraction.
3) How may pupils love mathematics?
We are going to solve for this, we represent it by N.
4) How do we translate the problem into an equation?
75% of 40 = N
Rate = 75%
Base = 40
Percentage = ?
b. Give other problem statements where pupils will identify the rate, base and percentage?
1) 50 % of 40 is what number?
2) 25% of 900 = N
3) 10 is what percent of 100?
4) 85% of 900 = N
Which element is missing in the problem?


Mechanics:
1) Divide the class into 5 groups.
2) Teacher will flash mathematical statements or equations like:
80% of 9,475 = N
40 is 50% of what number?
What number is 16% of 25?
25 is what percent of 800?
3) Ask the pupils to identify the given elements in the problems and determine which
elements are missing.
4) Define percentage, rate and base.
5) Give more examples of percent problems and let the pupils identify the elements and
translate them into equations.
6) The group with the most number of correct answers wins.

2. Generalization

Rate is the number written with the word percent or with the symbol %.
Base is the total or whole and it is the number that usually follows the phrase percent of or
% of.
Percentage is the part of the whole.

C. Application

Answer the following questions:
1. Which element represents the whole?
2. Which represents part of the whole?
3. Which element has the symbol %?

IV. Evaluation

A. Which statement describes the given element?

1. Rate
a. It gives the total of the whole.
b. It always has the % sign.
c. It gives part of the whole.

288
2. Percentage

a. It names part of the whole.
b. It is always written with the percent sign.
c. It represents the total number or the whole.

3. Base

a. It is the whole from which you take a portion.
b. It a part or portion of the whole.
c. It is termed as percent.

B. Complete the following sentences to make them true:

1. In the statement 65% of 780 = N, 65% is called the rate because ____________.
2. In 25% of 800 = 200, 200 is the percentage because _________.
3. In the statement in No. 2, 800 is the base. It tells __________.

V. Assignment

Write 3 short statements that define rate, base and percentage in your own words.

Determining the Percentage of a Number


Cognitive: Determine the percentage of a given number
Psychomotor: Write the percentage of a given number
Affective: Be an instrument in the conservation of the environment


Skill: Determining the percentage of a given number
Materials: cloth bag, plastic balls, cassette player, percent cards, cards of one-digit number
Value: Conservation



1. Drill

Drill on giving the equivalent fraction for number express in percent.

Ex. 20% = _____ 50% = _____ 100% = _____
70% = _____ 25% = _____ 120% = _____

2. Review

Review on finding the fractional part of a number
Ex.
2
1
of 80 =
4
3
of 56 =

289
Strategy 1: In the Bag!

Materials: cloth bag, plastic balls with exercises, cassette player

Mechanics:
The game is modified Passing the Bouquet. When the music starts, the bag of plastic balls
is passed from one pupil to another. When music stops, the pupil holding the bag gets a ball,
and answer the exercise. He gets the ball if his answer is correct and returns the ball inside
the bag if the answer is wrong. The game continues until all the balls are taken.

3. Motivation

Show a picture of an eagle to the class. Relate the countrys problem about the near
extinction of some endangered species in our forest particularly the Philippine eagle.
Elicit from the pupils the importance of protecting the endangered species found in our local
environment.


1. Presentation

Strategy 1: Use a problem opener (Simplifying the problem)

a. Almost 70% of the 40 species of Philippine eagle is in danger of extinction. How many
species is endangered?
b. Let the pupils transform the problem into a simplified form.
c. What is 70% of 40?
d. Ask them to rename 70% as a fraction or as a decimal. They can solve the problem in
two ways.
0.70 x 40 = 28.00

2
100
70
x
1
40
=
5
140
or 28

5
e. Provide pupils with more examples. Emphasize the importance of estimation in
determining whether their answers are reasonable. Let them see that 70% is more than
half so their answer should be more than 20 (
2
1
of 40).

Strategy 2: Use of A Pie Graph (Graph and Listing)

a. Present the following pie graph of the Gonzales family budget.
food
60% school
supplies
15%
savings
17%
fare
8%

Gonzales family weekly budget of 2000.

290
b. Ask the pupils how they are going to compute for the actual amounts.
c. Let them list down the different items and their corresponding allotment.
Food - 60% of 2000 = _______
School supplies - 15% of 2000 = ______
Fare - 8% of 2000 = _______
Savings - 17% of 2000 = _______
d. Let them rename and present as decimal or as a fraction to compute for the actual
amounts.
e. Divide the class into four groups and assign an item to each.
f. Emphasize the importance of estimation in solving.
g. Give more examples of statements with missing percentage.

Strategy 3: Use of concrete objects

a. Present the following situation.

Elmo picked 16 guavas. He sold 25% of them. How many guavas did he sell?

b. Ask a volunteer to draw a picture about the situation.
Expected illustration

c. Ask: How many guavas did Elmo sell?
What percent of the guavas was sold?
What is the equivalent fraction / decimal of 25%?
d. Based on the given fraction into how many equal subsets or small groups should the set
of guavas be divided?
e. Let the pupils separate the guavas into 4 subsets.
Ask: How many are there in each subset?
How many guavas did Elmo sell?
What elements are given?
What element is missing?
What formula did we use?
f. To enhance their knowledge let them solve other exercises.

2. Generalization

Elicit from the pupils the ways of finding the percent of a given number. Guide them to
generalize that finding the percent of a whole is also finding part of the whole.

C. Application

Strategy: Card Game

Materials: percent cards; one-digit cards from 0-9
Mechanics:
Divide the pupils into teams. Have a member of each team choose a percent card and two
number cards to form a two-digit number. Ask the teams to find the percent of the two-digit
number they formed. If a team answers correctly, the value it obtains automatically becomes its
score. If not, the members of the other teams have the chance to solve the problems and earn
the score for the team. The first team to earn a score of 100 or more wins.

291
IV. Evaluation

A. Copy and complete.

1) 20% of 15
5
1
x 15 =

3) 30 % of 50
10
3
x 50 =

5) 35% of 120

0.35 x 120 =

2) 90% of 40
10
9
x 40 =

4) 15% of P 26000
0.15 x P 26000 =

6) 85% of 60
0.85 x 60 =

B. Find the value of n.

1) 5% of 50 = n
3) 2% of 8 = n
5) 10% of 90 = n
7) 25 % of 60 = n
9) 12% of 150 = n
2) 48% of 250 = n
4) 20% of 80 = n
6) 95% of 326 = n
8) 92% of 50 = n
10) 100% of 21 = n

V. Assignment

A. Copy and complete each table.

Rate Base Percentage
1) 3% 400 ?
2) 6% 75 ?
3) 15% 20 ?
4) 55% 800 ?
5) 64% 50 ?

Rate Base Percentage
4% 45 ?
8% 37 ?
32% 105 ?
87% 90 ?
98% 76 ?

B. Compute for the actual amount using the given data.

Castillo Family income : 12,000.00
Food 60%

Other expenses 35%

Savings 5%

292
Visualizing Polygons


Cognitive: Visualize 3 4 sided polygons
Identify 3 4 sided polygons
Describe 3 4 sided polygons
Psychomotor: Draw 3 - 4 sided polygons
Affective: Observe patience in doing assigned task.
Work cooperatively


Skill: Visualizing, identifying and describing, and drawing 3 4 sided polygons
Reference: BEC-PELC III.1
Materials: cutouts or 3-4 side polygons, tape measure, geo-board
Value: Patience and cooperation



Line segments form closed figures on a plane. Closed plane figures formed by line segments are
called polygons. A three-sided polygon is called triangle and a four-sided polygon is called
quadrilateral.

1. Drill

Korek ka ba dyan?
Mechanics:
a. Group the pupils into 4s.
b. Distribute envelopes with geometric figure to each group such as drawings of parallel
lines, intersecting lines, ray, line segment, perpendicular lines.
c. As the teacher flashes the words, the pupils will get from the envelope the geometric
figures and put it on the board assigned for the groups.

2. Review

What am I kinds of angles.
The teacher flashes a card with the following questions. Let it be answered by the pupils.
a. I measure less than 90.
b. I measure 110.
c. I measure 18.
d. I measure 90.
e. I measure more than 90 but less than 180.


How many angles are there in the figure?

A B
C
D

0 E

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1. Presentation

What do you call this figure?

What polygons can you see in the picture?

Strategy 1:

Materials: cutouts of 3 and 4-sided polygons, ruler, manila paper - protractor
The teacher will group the pupils into 4.
He or she will distribute envelopes with 3 and 4-sided polygons.
Let the pupils do what is written in the activity card.
a. Separate the 3-sided polygons from the 4-sided polygons.
b. Number the 3 and 4-sided polygons separately as 1, 2, 3, 4.
c. Measure the length of each side of the polygon. Record them.
Example: All sides measure 15 centimetres.

1)

2)

d. Ask the question what can you say about 7 1, 2, 3, 4. Describe them.
e. What can you say about 4-sided polygons 1, 2, 3, 4. Describe them.
f. Let the pupils repeat by group.
g. Let the pupils answer exercises on the different kinds of triangles and quadrilaterals.
h. Draw the different kinds of 3 and 4-sided polygons and identify them.

Strategy 2: Acting out

Materials: tape measure
a. Call 3 pupils to stand in front of the class with their tape measure.
b. Let them look for 60 cm (in the tape measure). Let the pupils stand in three corners
in a shape of a triangle and connect the tape measure. What do you notice about the
triangle form? What can you say about the side? What do you call this triangle?
c. The teacher will do this with isosceles triangle with measurement of 2 sides 50 cm
each and the other side is 35 cm. Also with scalene triangle with no side equal.
d. The teacher will do the activity with 4-sided polygons such as square rectangle,
trapezoid, parallelogram and rhombus. (This time, 4 pupils will be called.)
e. Let the pupils answer exercises on the different kinds of 3 and 4-sided polygons.

1
15 cm 15 cm
15 cm
1
10cm 10 cm
15 cm
15 cm

294

Identify the following.

1) 2) 3)

4) 5) 6)

7) 8)

2. Generalization

What are the kinds of 3-sided polygons?
Describe each.
What are the kinds of 4-sided polygons?
Describe each.

Three-sided polygons are called triangles.
Equilateral triangle three sides are equal or congruent
Isosceles triangle two sides are congruent
Scalene triangle no two sides are congruent

Four-sided polygons are called quadrilaterals.
Rectangle two sides are equal. It has four right angles
Square all sides are equal. It has four right angles.
Rhombus has four equal side.
Parallelogram has both pairs of opposite side parallel.
Trapezoid it has 1 pair of opposite side parallel

C. Application

Show models of polygons and let them identify and describe each.

IV. Evaluation

Match column A with column B.

Column A Column B
1. It has 4 equal sides and 4 right angles. a. Trapezoid
2. Three sides are congruent. b. Parallelogram
3. A 3-sided polygon with two sides equal. c. Equilateral 7
4. A four-sided polygon with one pair of parallel side. d. Isosceles
5. A 4-sided polygon with 2 pairs of parallel sides. e. Rectangle
f. Square

V. Assignment

Draw the following:

1. equilateral triangle 2. square
3. trapezoid 4. rectangle
5. rhombus 6. scalene triangle
7. isosceles triangle

295
Five or More Sided Polygons


Cognitive: Identify 5- or more sided polygons (e.g. pentagon, hexagon, heptagon, etc.)
Psychomotor: Draw 5- or more sided polygons
Affective: Find enjoyment in drawing 5- or more sided polygons
Work cooperatively in a group


Skill: Visualizing, identifying, describing and drawing 5- or more sided polygons
(e.g. pentagon, hexagon etc.)
Reference: BEC PELC III 2
Materials: cutouts, drawings, real objects
Value: Cooperation



1. Drill

Identify the different geometric figures.

2. Review

a. Checking of assignment.
b. Game: What am I?
1) I am a 3-sided polygon with congruent sides.
2) I have one pair of parallel sides.
3) All my sides are congruent and no right angles.
4) I am a 3-sided polygon with 2 congruent sides.
5) My 4 sides are equal. All my sides form right angles.

3. Motivation

The teacher shows different cutouts and real objects.

What do you see class?
How many sides are there in the picture?

105
45
90

296

1. Presentation

Strategy 1: Geoboard Game (Looking for Pattern)

Materials: geoboard, rubber band
The teacher uses a geoboard in presenting the lesson.

How many sides are there in the polygon shown in the geoboard?
What do you call a polygon with 5 sides? 6 sides? 7 sides? etc.
Let the pupils show 5, 6, 7, etc. sided polygon using the geoboard and let them
identify it. Let them draw 5 12 sided polygon and name them.

Strategy 2: Activity work

Materials: Cutouts of 5-12 sided polygons
a. The teacher groups the pupils into four.
b. She or he distributes cutouts placed in an envelope.
c. Let the pupils paste the cutouts intended for the different column as shown
below.

Cutout Number of sides Name of Polygon
5 sides

d. Call a leader to report for the group.
e. Let the pupils draw 5-12 sided polygons and identify them.
What values were shown when you work as a group.

2. Generalization

What do you call a polygon with 5 sides? Polygon with 6 sides? etc.
Polygon with 5 sides is called pentagon.
Hexagon 6 sides Decagon 10 sides
Heptagon 7 sides Undecagon 11 sides
Octagon 8 sides Dodecagon 12 sides
Nonagon 9 sides

IV. Evaluation

A. Match column A with Column B.

A B
_____ 1. polygon with 5 sides a) pentagon
_____ 2. polygon with 10 sides b) octagon
_____ 3. polygon with 8 sides c) nonagon

297

_____ 4. d) hexagon

_____ 5. e) heptagon

_____ 6. polygon with 9 sides f) decagon
_____ 7. polygon with 7 sides g) dodecagon

B. Draw the following polygon

1. octagon 4. decagon
2. nonagon 5. hexagon
3. heptagon

V. Assignment

1. Name some objects in your house, in the school, in your surrounding which are: 5-12 sided
polygons.

2. Encircle the polygons. Explain why the others are not polygons.

a. b. c.

d. e. f.

g.

Visualizing and Identifying Congruent Polygons


Cognitive: Visualize congruence of polygons
Identify congruent polygons
Draw congruent polygons
Psychomotor: Draw congruent polygons
Affective: Show enthusiasm in performing any assigned task


Skills: Visualizing congruence of polygons
Identifying congruent polygons
Reference: BEC PELC III.3
Materials: cutouts of different polygons, graphing paper, ruler, pencil, scissors,
chart, flash cards
Value: Willingness to do assigned task

298



Mother bought
8
5
piece of cake. She gave
8
3
piece to her children. How much cake
was left?

2. Drill

Climbing the ladder
Mechanics:
a. The teacher groups the pupils into 2 boys and girls.
b. He or she flashes the geometrical figures written on the flash cards and let it be identified
by the pupils.
c. The pupils who answer the question will step one ladder up. The first group to reach the
top is the winner.

Write the following drill exercises on the flash card.

3. Review

Guessing Game What am I?

a. I am a 3-sided polygon with congruent side.
b. I am a 4-sided polygon with congruent sides.
c. I have 10 sides.
d. I am a four-sided polygon with 1 pair of parallel side.
e. I have 8 sides.

@

?

299
4. Motivation

Look at our blackboards. Do they have the same size and shape? Look around the
room. What objects have the same shape and size?


1. Presentation

Strategy 1: Looking for the correct pair

Materials: cutouts of polygons, ruler, protractor
Mechanics:
a. Group the pupils into 4s.
b. Distribute envelopes with cutouts of polygons, two of which are pair.
c. Instruct the pupils to look for the pair of the polygons as shown below. Let them
measure the sides and the angles. Let them paste the polygons in pair on
manila paper.

d. Ask the pupils. What can you say about the
sides of each pair of polygons? What can
you say about the shape? What can you say about the angles?
e. Let the pupils draw congruent polygons and identify them.

Strategy 2: Drawing Congruent Polygons

Materials: graphing paper, ruler
Mechanics:
a. Group the pupils into 4 groups.
b. Let them bring out their ruler and graphing paper.
c. Instruct the pupils to draw the different polygons using the graphing paper. Draw
1 pair of polygons with the same side and shape.
Group 1 all 3 sided polygons like equilateral, isosceles and scalene
Group 2 all 4 sided polygons
Group 3 5 to 8 sided polygons
Group 4 9 to 12 sided polygons

Example: Group II

d. Let the pupils compare the rectangle formed as the case may be. Ask: What
can you say about the rectangles?
e. Guide the pupils to answer that the pair of rectangle has the same size and that
they are congruent.
f. Let the pupils post their work on the board to see if the polygons that they have
drawn are all correct.
g. What values is shown when you performed the activity?

Strategy 3: Tracing Out

Materials: cutouts of different polygons, pencil or cartolina, pair of scissors, protractor

300
Mechanics:
b. Distribute envelopes with cutouts of different polygons.
c. Let the pupils trace the polygons inside the envelope and cut it with scissors.
d. As soon as the group has finished tracing, call one pupil from the group and
report what they have found using the guide questions.
1) What polygon have you traced and cut?
2) What can you say about the shape?
3) What can you say about the size?
4) Measure the angle. What can you say about the angles?

What value is developed when you performed the activity?

2. Generalization

When do you say that two polygons are congruent?

Two polygons are congruent if:
a. Both have the same shape and size.
b. Tracing of one fits the other.
c. Their corresponding angles and sides are congruent.

IV. Evaluation

Check the letter of the figure that is congruent to the first figure.

1) a) b) c) d)

2) a) b) c) d)

3) a) b) c) d)

4) a) b) c) d)

5) a) b) c) d)

V. Assignment

Draw 2 congruent figures of the following polygons.

1. trapezoid
2. octagon
3. pentagon
4. isosceles triangle
5. decagon

40 40
35
88
50

301
Formula for Finding the Distance Around a Circle


Cognitive: 1. Derive a formula for finding the distance around a circle
2. Find the circumference of a circle in metre and centimetre
Psychomotor: Write a formula for the circumference of a circle


Skill: Deriving a formula for finding the distance around a circle
Reference: BEC PELC IV.A.1
Materials: circular covers or lids of cans, jars, bottles etc., string, tape measure
Value: Cooperation



1. Drill

Drill on identifying different kinds of plane figures.
Flash models of plane figures like:

2. Review

a. Identify the parts of a circle (flash model with parts numbered)

2

1

3

b. Review on finding the diameter and radius of a circle.
Game: Flash and Tell
Mechanics:

1) Form groups of five: Let them form lines.

2) As the teacher flashes card like

pupil in line will give the value of the radius r.
If the card flashed has the value of the radius r like ,
pupil in line will give the value of the diameter d.
3) The pupil who can give the correct answer first earns point.
4) The group with the most number of points earned wins the game.

d = 10
r = 4

302
3. Motivation

Let the pupils sing a song, about circles like.
(Note: Teacher draws while pupils sing.)

small circle, small circle, big circle

small circle, small circle, big circle

theres mama, theres papa waving at me

theres mama, theres papa smiling at me

6 x 6 is 36 6 x 6 is 36

36 36

6 x 6, 6 x 6, small pig

36 36


1. Presentation

Strategy: Develop Formula and Write Equation

Use a Problem Opener:

Celso wants to find the distance around their circular table. He measured its
diameter to be 1.4 m. Can you help him?

a. Discuss and analyze the problem. What are given? What is asked?
b. Divide the class into groups. See to it that each group has all the required materials
for the activity.
c. Let each group make the sample table on the chalkboard as shown:

303
Circle Circumference Diameter C d (ratio of
d
c
)
1
2
3
d. Let the pupils measure the distance around the circular objects they have by winding
the string on a tape around the object. Let them also measure the diameter of the
object. (See to it that pupils get the correct measurement for the diameter by letting
them trace the circular object on a piece of paper and fold the circle in half.

d

e. Tell the pupils to list down the measurements they have made. Let them fill in the
table of their data.
f. Allow them to use a calculator to solve for c d or the ratio of the circumference to
the diameter.
g. Ask: What did you observe from the quotients / ratio derived from their varied
measurements?
(For any circle, the ratio of the circumference to the diameter is about
7
1
3
or
7
22
or a
number very close to 3.14.)
h. Point out that Greek Mathematicians used the Greek letter (pi) to name this
number, and it has a decimal value whose digits do not end and repeat.
i. Tell them that for purposes of convenience, the number 3.14 is usually used as the
value for pi ().
j. Using this relationship
d
c
= 3.14 or
d
c
= , elicit from the pupils the formula
C = 3.14 x d or C = d.
k. Ask: What if the radius is given? What formula will you have for the circumference?
(Elicit from the pupils, that if the radius is given, multiplying pi and twice the radius is
equal to the circumference, too. C = 2r)
l. Remind pupils to label their answers with the correct units.
m. You may ask: How did each member in the group work to come up with a
successful group activity?
n. Go back to the problem opener:
Now that you know the formula for finding the circumference of a circle, can you help
Celso solve his problem?
Given the diameter, d = 1.4 m, let the pupils solve for the circumference of the round
table.
Note: Require pupils to write the formula first then substitute values before computing for
the answer.

2. Generalization

What is the formula for the circumference of a circle?
C = 3.14 x d or C = d or C = 2r
(The circumference is equal to times the diameter.)
(The circumference is equal to multiplied by twice the radius.)

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C. Application

Using 3.14 for , find the circumference of a circle with
a. d = 12 cm
b. d = 5 cm
c. r = 1 m
d. r = 2.5 m
e. d = 3.5 cm

IV. Evaluation

A. Find the circumference of these circles using = 3.14.

1) 2) 3)
14 cm
15cm
6 cm

4). 2 m 5) 150 cm

B. Using = 3.14, find the circumference of these circles:

1. r = 2.5 m
2. d = 8 cm
3. d = 11 cm
4. r = 0.5 m
5. r = 1.25 cm

V. Assignment

A. Using = 3.14, find the circumference:

1. d = 9 cm
2. r = 2.5 cm
3. r = 4 m
4. d = 3 m
5. d = 1.5 m

B. Draw a diagram to help you solve the problem:

Barky, a puppy, made a path by walking at the end of his chain, which is 6 metres long.
What is the distance around Barkys path?

Circumference of a Circle


Cognitive: Find the circumference of a circle in centimetre or metre
Psychomotor: Write the formula for finding the circumference of a circle
Measure the distance of a circle accurately
Affective: Observe accuracy in ones work

305

Skill: Finding the circumference of a circle in centimetre or metre
Materials: cutouts of different sizes of circles
Value: Accuracy



Aling Meding delivers 200 sampaguita garlands daily to each of her 10 customers in
Quiapo. How many garlands does she deliver everyday?

2. Drill

Identify the different polygons.

3. Review

Finding the perimeter

Find the distance around each given figure
a. A rectangle with a length of 12.5 cm and a width of 9.5 cm
b. A square whose side is 12.75 cm.
c. An isosceles triangle whose base is 25.25 cm and whose legs measure 18.5 cm each.
d. A right triangle whose sides are 22.5 cm; 18 cm and 13.5 cm.


1. Presentation

Strategy 1: Acting Out

Tell pupils to form circles by groups of 8, 10 or 12 then let each group form a straight
line.
Ask: How many pupils are there in a circle?
How many pupils are there in the line?
The number of pupils in the line is the distance around the circle.

Strategy 2: Identifying the Parts

Materials: cutouts of circles
Mechanics:
a. Hold your circle. Put your fingers around the edge of the circle. The edge is the
circumference.
b. Fold your circle at the center.
The line that passes through the center of the circle is the diameter. One-half of
the diameter is the radius.

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Strategy 3: Use a problem opener

Mrs. Nicolas planted dwarf santan around her circular flower garden which has a
diameter of 8 metres. How many metres did she plant with dwarf santan?

- What is asked?
- What are given?
- How will you solve the problem?
- What is the formula in finding the circumference of a circle?
- Visualize on how to find the circumference using a string with metre markings on
it.
Place the string around the circle. Count the number of metre markings. There are
more than 25 spaces or metres. Why do we have to measure accurately? To find
the circumference, use Pi () a mathematical constant. Its value is 3.14. It is the ratio
of the circumference to the diameter of a circle.
=
d
c
so C = x d or C = 2r
To find the circumference, multiply the diameter with 3.14.
d = 8 m
C = x d
= 3.14 x 8 m
= 25.12 m planted with dwarf santan

If radius is given use this formula, C = 2r
Given: 4 metres radius
C = (2 x 3.14)4
= 6.28 x 4
= 25.12 m

2. Generalization

To find the circumference of the circle, use the formula:
C = 2r or C = d

C. Application

Find the circumference of each circle below.

7 m 9.5 cm

4.5 cm 15 m

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IV. Evaluation

Find the circumference of the circle with the following radius or diameter.

1. r = 11 m
C =
2. r = 9.5 m
C =

3. d = 2 cm
C =
4. d = 16 cm
C =

5. d = 20 m
C =

V. Assignment

A. Complete the table below:

Circle Radius Diameter Circumference
A 24 cm
B 40 m
C 35 cm
D 34.5 m

B. Find the circumference of each circle (use = 3.14).

1. r = 16 cm
C =
2. d = 3.7 m
C =

3. r = 21 m
C =
4. d = 26 m
C =

Solving Problems involving Circumference Measure


Cognitive: Solve word problems involving circumference measure
Psychomotor: Write solutions of word problems
Affective: Participate actively in the class activities


Skill: Solving word problems involving circumference measure
Materials: printed strips, copies of word problems, flash cards, drill boards
Value: Creativity in doing things



1. Mental Problem

A teacher-made problem is drawn from a box and read to the class by a pupil or leader. The
pupils will explain their individual strategy to solve the problem mentally.

308
2. Drill

a. Oral The teacher flashes the cards using socialized recitation.

b. Written (Use of drill boards for maximum participation)
Write the product.

3. Review

Fill in the blanks with the correct answer.
Choose the number of the correct answers below and place it on the blanks.

a. The distance around a circle is ___.
b. The line that passes through the center of a circle is ___.
c. The value of pi () is ___.
d. One half of the diameter of a circle is ___.
e. The formula in finding the circumference of a circle is ___.

1) radius 2) C = d
3) diameter 4) area
5) circumference 6) 3.14


1. Presentation

a. Exploration and Discovery

Alice is making a circular tablecloth. It has a diameter of 2 metres. How many
metres of lace are needed to decorate the sides of the tablecloth? (In the analysis,
develop here the value of creativity.)

Know: What is asked?
What are given?
Decided: What will you do to answer the problem?
C = d
Solve: Show the solution
C = x d
= 3.14 x 2
= 6.28 metres
Check: How will you check it?

b. Abstraction and Organization

- Pupils will form groups and has one problem each to solve.
(Problems in the textbook)
- Groups report on their answers.

3 3 4 14
4 8 6 10
N N N N
3.14 3.14 3.14 3.14
4 8 6 23
N N N N

309
2. Generalization

In solving problems involving circumference measure, know the diameter/radius and the
formula,
C = x d or C = 2r

C. Application

(in pair using drill board)
Analyze and solve for the answer.

1. Mr. Reyes is laying out a circular playground. Its radius is 50 metres. What is its
circumference?
2. What is the circumference of the circle if the diameter is 24 metres?
3. A bicycle tire has a radius of 30 cm. Find the distance around the tire.

IV. Evaluation

Read the problem carefully. Fill in the blanks with the correct answer. Write your answers neatly.

Lornas circular garden is 5 metres in diameter. How many metres of wire are needed to put a
fence around it?

1. The problem asks for the ___ of metres of wire needed to put a fence around the garden.
2. The given fact is ___.
3. The formula in finding the answer is ___.
4. The mathematical sentence is ___.
5. The complete answer is ___.

Valuing:

What have you learned today?
How do you feel about the activity?
What value have you shown?

IV. Assignment

Copy and solve this problem.

Fredericks bicycle wheel has a diameter of 70 cm. What is the circumference of the wheel?

1. number sentence
2. solution
3. complete answer

Area of a Parallelogram


Cognitive: Find the area of a parallelogram in square metres and centimetres
Psychomotor: Write the area of a parallelogram
Affective: Work cooperatively in a group

310

Skill: Area of a parallelogram
Value: Cooperation




What is the area of a rectangular lot whose length is 12 metres and the width is 8 metres?

2. Drill

Strategy: Agawan ng Panyo

Materials: Flash cards, handkerchief

Mechanics:

a. Ask for a tall volunteer pupil to stand up front, in the center. He/she holds the
handkerchief and lets it dangle in his/her hand.
b. Divide the class into 2 groups. Ask the first two pupils of each team to stand at the center
aisle at the back of the room. They are the first pair to play.
c. The teacher flashes a mathematical sentence or asks a question about the different
quadrilaterals. Pupils will then name the figure. Example:
1) A figure with 4 equal sides and 4 right angles. (square)
2) A figure with 4 equal sides but no right angles. (rhombus)
3) Quadrilaterals with opposite pairs of sides parallel. (parallelograms)
4) A parallelogram with 4 right angles (rectangle or square)
5) A figure with 2 sides parallel. (trapezoid)
d. The pupil who gets the handkerchief first gets the chance to give the answer. The team
gets the point if the answer is correct. The pupil from the other team may steal the point
if the answer previously given by the other group is incorrect.

3. Review

a. Checking of assignments
b. Complete the table.

Length Width Area
12 cm 11 cm _____
17 m _____ 204 m
2

6.5 cm 9 cm _____
_____ 10 dm 230 dm
2

8 m _____ 76 m
2

4. Motivation

What do you call a quadrilateral with 2 pairs of parallel sides?

312
e. Ask what quadrilateral is formed? (rectangle)
f. If the length is the base and the height becomes the width, how do you find the
area of the parallelogram?
A = b x h
g. Let the pupils answer the problem and report what they learned in the activity.

Valuing:
What value is shown by Roy in the problem? What value is developed when you
work cooperatively?

Strategy 3: Puzzle Game

Materials: cutouts
Mechanics:
a. The teacher distributes cutouts of parallelograms.
b. Paste on a manila paper a whole parallelogram.
c. Paste on a manila paper a parallelogram cutout on the dotted line.
d. Paste on a manila paper a rectangle showing the dotted line.
e. What have you discovered? Parallelograms are similar to rectangles.
f. How do you find the area of a parallelogram?
g. The pupils answer exercises on finding the area of a parallelogram.

2. Generalization
How do you find the area of a parallelogram?
Area = b x h (base x height)

IV. Evaluation

A. Find the area of the parallelogram.
1) 2) 3)

12 cm 10.5 m 7 cm

15 cm
15 cm

6.8 m

4) 5)

6.8 cm
7.5 m
3.8 m
6 cm

B. Complete the table.

Length or Base Width or Height Area
1) 9 cm 15 cm _____
2) 12 m _____ 84 m
2
3) 13 cm 7.4 cm _____
4) 2.5 m _____ 62.5 m
2
5) 30 m 25 m _____

313
V. Assignment

Find the area, base or height of the parallelogram.

1) b 10cm 2) b 13.5 m 3) b - _____ 4) b 11cm 5) b 9.5m
h 6.8cm h 16m h - 5m h - _____ h 12.3m
A - _____ A - _____ A - 65 m
2
A 126 cm
2
A - _____

Area of a Trapezoid


Cognitive: Find the area of a trapezoid in square metres and centimetres
Psychomotor: Manipulate and measure the bases and height of a trapezoid
Affective: Show enthusiasm in any given task


Skill: Finding the area of a trapezoid
Reference: BEC PELC IV A 5
Materials: cutouts of trapezoid, chart, flash cards
Value: Show enthusiasm in any assigned task



A triangular garden has a base of 10 metres and an altitude of 11 metres. What is the
area of the garden?

2. Drill

Game: Ring the Bell
a. Put a bell on a table in front of the class.
b. Divide the class into 2 groups. Ask the first two pupils of each team to stand on the
center aisle at the back of the room. They are the first pair of players.
c. Teacher flashes a number sentence.
Give the value of N orally.
(5 + 10) x 5 = N
(2 + 4) x 5 2 = N
(6 + 9) 2 = N
(4 + 3) x 6 2 = N
(2 + 4) x 8 2 = N
d. The pupil who first rings the bell gives the answer. The team gets the point if the
answer is correct. The pupils from the other team may steal the point if the answer
previously given by the other team is incorrect.

3. Review

b. Fill in the blanks.

314
Triangle Base Height Area
1 6 cm 8 cm _____
2 12 m _____ 90 m
2

3 5 cm _____ 45 cm
2

4 _____ 16 m 30 cm
2

5 25 cm 18 cm _____

4. Motivation

What do you call this figure? Is it a quadrilateral?
8 cm

4 cm

12 cm
Which is the height?
Which is the upper base?
Which is the lower base?


1. Presentation

Strategy 1: Using a problem opener with illustration

Mr. Reyes has a trapezoidal field of palay, the bases of which are 8 metres and
12 metres. The height is 4 metres. Find the area of the trapezoidal field.
8 m

4 m

12 m


- How long is the shorter base?
- How long is the longer base?
- What is the height?
- How do you find the area of a trapezoid?

b. Elicit possible solutions.
c. Show how to find the area of a trapezoid.
A =
2
1
(b
1
+ b
2
) x h
b
1
= 8 m
b
2
= 12 m
h = 4 m
A = (8 + 12) 2 x 4 = N
(20 2) x 4 = N
Area = 40 m
2

315
d. Give exercises on finding the area of trapezoid.

Example: 7 cm 5 m

6 cm 6 m

11 cm 10 cm

e. Give more exercises on finding the area of a trapezoid.


Materials: cutouts of trapezoid, manila paper
b. Distribute envelopes with cutouts of trapezoid.
c. Let them trace it on a grid paper or graphing paper and let them find the height, the
upper base and the lower base as shown below.

B C
Base 1 = 4 units

Height = 4 units

Base 2 = 8 units

A D

d. Divide the trapezoid into 2 triangles.
Find the area of the 2 triangles as
Base 1 = 4, Height = 4
A =
2
1
bh
=
2
1
(4 x 4)
=
2
16

= 8 square units

Base 2 = 8, Height = 4
A =
2
1
bh
=
2
1
(8 x 4)
=
2
32

= 16 square units
Total area = 8 sq. units + 16 sq. units = 24 sq. units

e. Emphasize that a trapezoid can be separated into 2 triangles.
Therefore, Area of a Trapezoid:

316
A =
2
1
(b
1
+ b
2
) x h
(4 + 8) 2 x 4=
12 2 x 4 =
6 x 4 = 24 square units

f. Let the pupils answer exercises on finding the area of the trapezoid
Examples:
6 cm 12.5 cm

5 cm 8 cm

9 cm 15.5 cm

Strategy 3: Practical Works Group Work

Materials: cutouts of trapezoid, blocks of wood with shape of trapezoid, ruler, tape
measure, etc.

Mechanics:
a. The teacher groups the pupils into 4 groups.
b. Distribute cutouts and blocks of wood in the shape of a trapezoid.
c. Let them measure the 2 bases and the height of the trapezoid.
d. Give the formula in finding the area of the trapezoid.
A =
2
1
(b
1
+ b
2
) x h
e. Solve for the area of the trapezoid.
Example:
11 cm

6 cm

15 cm

A =
2
1
(b
1
+ b
2
) x h
(11 + 15) 2 x 6 =
(26 2) x 6 =
13 x 6 = 78 cm
2

f. Let the pupils solve for the area of the trapezoid on the board by groups.

Valuing:
Did you enjoy doing the activity? What value is developed when you performed the
activity?

2. Generalization

What is a trapezoid? How many bases are there in a trapezoid? How many triangles can be
formed in a trapezoid? What is the formula in finding the area of a triangle?
A trapezoid has one pair of parallel side. It has 2 bases the upper base and the lower base. It
has 2 triangles. The formula for finding the area of a trapezoid is A =
2
1
(b
1
+ b
2
) x h.

317
IV. Evaluation

A. Find the area of the trapezoid.

1. 12 m 2. 7 m 3. 9.6 m

6 m 7.5 m 8 m

7 m 12 m 16.4 m

4. 11 m 5. 11.5 cm

6 m 8 cm

16 m 6.5 m

B. Complete the table.

Trapezoid Base 1 Base 2 Height Area
1 8 cm 10 cm 5 cm _____
2 2.5 m 4.5 m 3 m _____
3 8 _____ 6 60 m
2

4 15 cm 21 cm _____ 126 cm
2

5 9.5 10.5 7 _____

V. Assignment

Find the area of the trapezoid.

1. b
1
16 cm 2. b
1
9 m 3. b
1
6 m
b
2
7 cm b
2
7 m b
2
11 m
h 10 cm h 4 m h 9 m
A - _____ A - _____ A - _____

4. b
1
21.5 cm 5. b
1
8.2 m
b
2
18.5 cm b
2
12.8 m
h 20 cm h 10 m
A - _____ A - _____

Area of a Circle


Cognitive: Find the area of a circle in square metres and centimetres
Psychomotor: Manipulate and measure the diameter and radius of the circle
Affective: Find enjoyment in doing the activity


Skill: Finding the area of a circle
Materials: cutouts of circles, chart, flashcards, real objects
Value: Enjoyment in doing the activity

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1. Drill

Game Ka Na Ba?
a. The teacher reads the question with choices.
b. The teacher will ask: Would you like to go on for 100 or stop?
If he/she goes on, the price goes higher and higher until he/she gets the prize.
Example: (Numbers to be squared should not be more than 15)
1) What is 12
2
?
a. 100 b. 124 c. 144 d. 120
2) What is 152?
a. 150 b. 200 c. 250 d. 225

2. Review

b. Identify the parts of a circle. A C B

1) Line segment AB is called _____
2) Line segment CD is called _____ D
3) The measure of the region enclosed by the circle is called _____

3. Motivation

Name any round object inside the classroom or any round object that you brought. Show the
diameter and the radius.


1. Presentation

Strategy 1: Practical Work Group Activity

Materials: real objects such as plate, ice cream cup cover of any size or any round
object, ruler, tape measure.
Mechanics:
a. Instruct the pupils to bring out the materials that they brought like paper plate, ice
cream cup cover or any round object.
b. Let the pupils measure the diameter as shown below.

24 cm
8 cm

c. Divide the diameter by 2 to get the radius.

319
d. Tell the pupils that is equal 3.14 or
3
1
of the circumference of the circle.
The area of a circle = r
2

e. Solve for the area of the circle.

A = x r
2

= 3.14 x 4
2

= 3.14 x 16
A = 50.24 cm
2

f. Call as many pupils in front and solve for the area of the circle.
What value is developed when you perform the activity?

Strategy 2: Use a problem opener

Materials: cutouts of circles

Every time it rains, Mrs. Flores saves water in a big clay jar called tapayan.
She covers them with a circular galvanized iron with a radius of 5 dm. What is the
area of the circular cover?

a. Look at the figure of the circle.

What is the radius?

5 dm

b. Explain to the pupils that the ratio of the circumference of a circle to the diameter
is the same for all circles. The circumference of any circle is about 3
7
1
or 3.14
times the diameter. The ratio is represented by the Greek letter spelled pi and
pronounced as pie.

c. Let the pupils find the area.
A = r
2

= 3.14 x 5 x 5
= 3.14 x 25
Area = 78.50 dm
2

d. Distribute cutouts of circle with dimensions and let the pupils find the area.
e. Call as many pupils to solve for the area of the circle on the board.

Valuing: What value is developed in performing the activity?
What value is developed when you save water?

2. Generalization

What is the formula in finding the area of a circle?
Area = r
2

320
IV. Evaluation

Find the area of the circles.

1) 2) 3)

6 cm 11 cm 6.5 cm

4) 5)

8 m 11.5 m

V. Assignment

Find the area of the circle.
Draw and write the measurement of their radius or diameter.

1. radius 9.5 cm 2. diameter 14 cm 3. radius 12 cm
A - _____ A - _____ A - _____

4. diameter 9 m 5. radius 20 cm
A - _____ A - _____

Solving Problems on Area of Plane Figures


Cognitive: Solve word problems involving area of plane figures
Psychomotor: Solve word problems accurately
Affective: Show patience in solving word problem


Skill: Solving word problem involving area of plane figures
Materials: flash cards, chart, and drawing
Value: Industry and helpfulness




I am thinking of a number. If I add 10 to it then multiply the sum by 4, the product is 60. What
is my number? (Give at least 5 similar exercises.)

321
2. Drill/Review

Recall the different formula for finding the area of plane figures.

Strategy: Game Matching Pairs

Materials: Drawing of the different polygons with given measurements, or formula or
answers written on index cards.
Mechanics:
a. Distribute the question cards equally to the players. Place the answer cards on the table
face down to form a deck of cards. Put the top card face up. The player who has the
question card that corresponds to this answer card keeps both cards and earns a point;
thus, starting the game.
b. The second player draws a card from the deck of answer cards. If the card he/she draws
corresponds to any of his/her question cards, he/she keeps the cards and earns a point.
If the cards do not match, he/she loses both the cards.

Example:

Question Cards

Formula for Finding the
area of Trapezoid

A =
2
1
(b1+b2)h

Formula for Finding the
Area of Parallelogram
A = b x h

Area of Square Where
Side S = 20 cm
A = 400 cm

Area of Triangle
b = 15 cm
h = 9 cm
A = 67.5 cm

Give more examples.

c. The play continues until all the answer cards have been drawn. The player with the most
number of cards at the end of the game is declared the winner.


1. Presentation


Ramon has a vegetable garden in their backyard. He planted it with pechay and
eggplant. The garden is in the shape of a parallelogram with a base of 8 metres and a
height of 6 metres. What is the area of the garden?

Who planted vegetables in their backyard?
Will the family have an abundant supply of vegetables?
What do you get from eating vegetables? Do you think Ramons family will be healthy?
Why?

322
Let us analyze the problem.
What is the formula in finding the area of a parallelogram?
What is the number sentence for the problem?

Area = b x h = N
6m = 8 x 6
Area = 48 m

8m

Let the pupils answer the exercises on problem solving by groups.
What should you do with your vacant lot? If you were Ramon, would you do the same?
Why?

Strategy 2: Visualization of the Problem (Drawing Pictures)

Solve the problem. Draw a diagram first to aid you in computation.

a. The flower garden of Mrs. Torres is in the form of a parallelogram with an altitude of
4.5 metres. What is the area of the garden if the base is 3 metres.
b. A calamansi farm is in the shape of a trapezoid with the bases of 18 metres and an
altitude of 10 metres. Find the area.

2. Generalization

To solve the problem:
understand the word problem
think and analyze
find what is asked
use the right formula for the figure

C. Application


1. Mrs. Espinosas bathroom is in the form of trapezoid with bases 4.5 metres and 3.5
metres and a height of 5 metres. Find the area.
2. Find the area of a bulletin board, which is parallelogram in shape with a base of 4 metres
and a height of 3.2 metres.

IV. Evaluation

Solve the problems.

1. Ariel prepaid a rectangular seedbed measuring 8 metres long and 4 metres wide. What is the
area of the seedbed?
2. Mr. Garces had a trapezoidal field planted with mongo. If the field has bases of 12 metres and 15
metres and a height of 7 metres. What is the area of the field?
3. Find the area of a circular pool whose radius is 2 metres.
4. Mr. Perez has a fishpond in a shape of a parallelogram. If the base is 6 metres and the height is
3 metres, what is the area of the fishpond?
5. Cris wanted to cover their sala with linoleum. If their sala measures 7 m long and 5 m wide, how
many square metres of linoleum will be used?

323
V. Assignment


1. Mikes vegetable garden is in the shape of a parallelogram with a base of 10.8 metres and a
height of 9 metres. Find the area of the garden.
2. Find the area of a cornfield with bases 65 metres and 55.5 metres and a height of 48.5 metres.
What is the area of the field?
3. A flower garden has a base of 12 metres and a height of 6 metres. If the garden is parallelogram
in shape, what is the area?

Unit of Measure used for Measuring the Volume of Cubes or Rectangular Prism


Cognitive: Tell the unit of measure used for measuring the volume of
Psychomotor: Write the correct unit of measure used for measuring the volume of
Affective: Manifest the value of measuring accurately


Skill: Identifying the unit of measure in volume of cube/rectangular prism
Reference: BEC IV.B.1.1
Materials: flash cards, real objects like blocks, cubes, pictures
Value: Accuracy



1. Drill

Drill on Choosing the Appropriate Unit of Measure

Strategy 1 Game: Korek Ka Ba Dyan?

Materials: flash cards (mm, cm, dm, m, etc.), real objects, pictures
Mechanics:
a. Pupils will be grouped into 4. Each group will have flashcards (mm, cm, m, etc.)
b. Teacher will ask, What unit of measure will you use?
Ex.: Teacher will show a pencil.
c. Pupils in the group will flash their answer. (Ex. cm)
d. Teacher announces the correct answer. Repeat the process. Teacher will show another
object or picture.
e. Group with the most correct answers is the winner.

2. Review

Read and solve.
a. Mrs. Julie Cruz wants a wall to wall carpeting of the sala. If her sala measures 8 by 10
metres, what is the area of the sala?
b. The square bedroom of Abegail is 7.5 cm on one side. What is the area of the bedroom?

324

1. Presentation

Strategy 1 Use of Concrete Objects

Present a rectangular box with sand inside.
a. How can we be able to measure the capacity of the box?
b. What will you use? What do you think are we looking for?
c. What unit of measure will you use?
The weight or volume of things or the total space or region within a 3-dimensional solid
figure is called volume. Help them understand that the volume of a prism is the product
of the three dimensions, thus it is measured in cubic units, such as m
3
, cm
3
, dm
3
. Ask
the pupils to give the unit of measure to be used for some objects inside the room. Let
them do the actual measuring. You may ask further, why is it so important that we
measure things accurately? Will you cite some situations wherein accurate
measurement is needed?

Strategy 2 Use of Concrete Objects

Teacher shows a cube (box) filled with blocks 2 cm on each side. Ask a pupil to get one
block and describe it. What can you say about the block? What are the dimensions? A
cube is a special type of rectangular prism having equal edges. Empty the box then let
the pupils fill the box with the number of cubes. The total number of cubes that will fill the
box represents the volume of the box. When finding volume, the units of volume are
cubic units. What are the units of volume? (cubic millimetres mm
3
, cubic centimetres
cm
3
, cubic decimetre dm
3
, cubic metres m
3
, etc.)

What unit of measure will you use to find the volume of the following?
a) shoe box b) container van c) store room, etc.

Give more examples.

2. Generalization
What do you call the capacity of things on the total space within a 3-dimensional figure?
(Volume)
What unit of measure will you use in measuring volume? (cubic units such as mm
3
, cm
3
,
m
3
, dm
3
)

IV. Evaluation

A. What appropriate unit of measure will you use to find the volume of the following (Select from the
given choices: mm
3
, cm
3
, dm
3
, m
3
):

1. water in a rectangular pool
2. an ice cube before it melts
3. a dice
4. a pack of juice
5. oil in a rectangular box

B. Write the best unit of measure for the following:

1. water in an aquarium
2. a bag of cement
3. a box of milk
4. wooden alphabet block
5. gasoline in a container

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C. Give the unit of measure for the following:
1. a truckload of cement
2. a container van
3. warehouse
4. brick of butter
5. refrigerator freezer

V. Assignment

What unit of measure will you use to find the volume of these objects?
1. a hollow block filled with cement
2. a soap box
3. match box
4. wall cabinet
5. a piece of domino

Converting One Cubic Unit of Measure to a Larger/Smaller Unit


Cognitive: Convert one cubic unit of measure to a larger or smaller unit
Psychomotor: Write the conversion of one cubic unit of measure to a larger or smaller unit
Affective: Participate actively in group activities


Skill: Converting one cubic unit of measure to a larger or smaller unit
Reference: BEC PELC IV.B.1.2
Materials: cutouts, strips of cartolina
Value: Active participation



1. Drill in Conversion

Mother bought a dressed chicken weighing 1.3 kg. How many grams is it?

2. Review

Give the equivalent. Conversion of linear measure.

Strategy: Game - Best Farmer

6cm = ___ mm 25 dm = ___ m
5m = ___ cm 50 cm = ___ d
___ dm = 4m 80 mm = ___ cm
___ cm = 9 dm 350 cm = ___ mm
___ dm = 3 m 20 mm = ___ cm

80 mm
= _ cm
5 m =
_ dm
90 cm
= _ dm
6 cm =
_ mm
5 cm =
_ mm
__ dm
= 4 m
350 cm
= __mm
50 cm
= __ dm

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Mechanics:
a. Each pupil by group will pick a fruit from the tree then read and answer. If the answer is
correct, they will place the fruits in the basket. If not he or she will return the fruit to the
tree.
b. The winner or best farmer is the group with the most number of fruits in the basket.

3. Motivation

Which cubic unit of measure will you use to measure the following:

a. thumbtacks box b. cabinet
c. square jewelry box d. gravel and sand truck
e. rectangular water tank made of cement


1. Presentation

Strategy 1: Cooperative Learning

Pupils will be grouped. Present the strip of cartolina. Let them match the correct pair.
Convert 438 cm
3
to dm
3
.
438 cm
3
x
3
3
cm 1000
dm 1
= 0.438 dm
3

Which is bigger cm
3
or dm
3
?
When we change cm
3
to dm
3
is it smaller unit to larger unit or larger unit to smaller
unit? What process will you use?
Convert 6.3 cm
3
to dm
3
.
6.3 cm
3
x
3
3
m 1
dm 1000
= 6300 dm
3

Look at the example, what did we change, smaller unit to bigger unit or bigger unit to
smaller unit? What process did we use?
Provide more exercises for each group.
Elicit from the pupils the rule in converting a larger unit to a smaller unit and a smaller
unit to a larger unit.
You may ask them this question after the activity. What did each member in the
group do to finish the activity on time?

Strategy 2: Use a problem Opener

A truck delivers sand weighing 54 000 dm
3
, what is the weight of the sand in
cubic centimetre (cm
3
)? In cubic metre (m
3
).

a. What is asked in the problem? What are given?
b. What must we know to be able to change 54 000 dm
3
to cubic centimetres and to
cubic metre?
c. Which is larger cubic decimetre or cubic centimetre?
d. How many cubic centimetres are there in cubic decimetres?

To change cubic decimetre to cubic centimetre we multiply by 1 000. Since: 1 dm =
10 cm

Therefore: 1 dm x 1 dm x 1 dm = 10 cm x 10 cm x 10 cm
Thus 1 dm = 1000 cm

54 000 dm
3
= ___ cm
3
54 000 x 1000 = 54 000 000 cm
3

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How will you compare cubic decimetres to cubic metres? Since a cubic metre is
larger than a cubic decimeter, we divide by 1 000. Using the conversion 1 m = 1 000
dm

1000
dm 54000
3
= 54m
3

Supply the missing number.

a) 6700 dm = ____ m
b) 28 dm = ____ cm
c) 11 500 cm = ____ m
d) 4 m = ____ cm
e) 8 m = ____ dm

Strategy 3: Use of mathematical sentence:

How many cubic centimetres are there in 42 cubic millimetres?
42 cubic millimetre
1000 cubic millimetres
= 0.042 cubic centimetres
How many cubic centimetres are there in 10 cubic decimetres?

2. Generalization

What process will you use when we change or convert smaller unit to higher unit? What
process will you use when we change or convert higher unit to smaller unit?
When converting from a larger to a smaller unit, multiply.
When converting from a smaller to a larger unit, divide.

IV. Evaluation

1. Easy: Change to smaller units Change to larger units:

15 cm
3
= ___ mm
3
65000 dm
3
= ___ m
3

61 dm
3
= ___ cm
3
23000 mm
3
= ___ cm
3

46 cm
3
= ___ dm
3

2. Average: Convert to dm
3
Convert to cm
3

54 cm
3
= ___

0.045 m
3
= ___
627 cm
3
= ___

2.73 dm
3
= ___
46 cm
3
= ___

3. Difficult: Fill in the blacks to complete the equivalent measures:

1) 198 cm
3
= dm
3
2) 1268 dm
3
= __ m
3

3) ___ cm
3
= 53 m
3
4) ___ cm
3
= 25 dm
3

5) 98 m
3
= ___ dm
3

V. Assignment

Change these units to larger or smaller units:

1) 4 cm = ____ mm
3) 8 000 dm =______ m
5) 3 m = ______ cm
2) 20 000 cm = ______ m
4) 12 m = _____ dm

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Volume of a Cube/Rectangular Prism


Cognitive: Derive a formula for finding the volume of a cube/rectangular prism
Find the volume of a cube/rectangular prism
Psychomotor: Count unit cubes in a solid, in particular, model cube/rectangular prism
Affective: Appreciation of application of volume in daily life situations


Skill: Counting cubes to find volume of a cube/rectangular prism
Reference: BEC PELC IV.B.1.3
Materials: flash cards, model cubes and rectangular prisms set, dice for filling up
the model cubes
Value: Appreciate application of volume in daily life situations



1. Drill

Mental computation/drill on finding the area or missing side of a parallelogram

Strategy 1 Square Off!

Materials: flash cards containing questions on finding area of parallelogram (square,
rectangle, rhombus, parallelogram)
Finding the missing side on the given area
Mechanics:
a. Divide the class into 3 groups. Have members of the group count off. Pupils remember
their #s in the team.
b. Teacher shows card to pupils for 10 seconds or depending on the level of difficulty of
questions.

1) A = ? 2) A = ?

8 cm

3) L = ? 4) Rectangle: Width 2 cm,
Area 10 cm
2

L = ?

5) Square A = 1 unit
2
, S = ?

c. Teacher calls out a number randomly. The three pupils having that number stand up and
call out the answer with correct units. The pupil who gives the correct answer first gets
the point for the team.
4 cm
6 cm
5 cm
6 cm

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d. Teacher may do drawings first before shifting to pure numerical problems. Teacher may
also include finding area of trapezoids making sure that the dimensions can be solved
mentally.

2. Review

Memory Game
Materials: pocket chart, flash cards
Mechanics:
a. Teacher prepares flash cards with figure and dimensions on a set of cards and the
corresponding area of the figure on another set of cards. Teacher then place the shuffled
cards into pocket chart slots. At the back of each card, label them with letters.
Ex. front back

b. Divide class into 3 groups.
c. Have a member of group 1 choose 2 letters corresponding to 2 cards. Teacher turns
over the cards. If the cards match (figure and its area), then the team gets the point and
the cards taken out of the pocket chart. If the cards do not match, then the cards are
turned over again in the same place/position in the pocket chart.
d. Have a member of group 2 call out another pair of cards. Continue the game until all the
cards have been used up. Team with the most number of points wins.
e. Teacher may divide set of cards into a) finding area of parallelograms and trapezoid
making sure that the dimensions given are manageable by the pupils, or b) finding the
missing side/dimension given the area.

3. Motivation

Show a transparent plastic container filled with balls. Ask pupils to guess the number of balls
inside the container. Let a volunteer count the balls to find out the answer. Elicit from them
how they can make a good guess of the total number of balls. Relate this to the concept of
volume.


1. Presentation

Strategy 1: Using Concrete Objects

Let a pupil fill a rectangular box with cubes. For purposes of having exact measurements
and no half-cubes, it is ideal that teacher prepares boxes/ rectangular prisms that have
corresponding measurements as the cubes that are going to be used in the activity.
Ask the pupils the following questions:
a. How many cubes did it take to fill the prism? How many cubic units is the length? The
width? The height?
b. What similar situations require you to fill up a solid such as the rectangular prism?
c. Define these situations as finding the volume of solids. Define volume as the number
of cubic units (unit cubes) used to fill up a space. Use correct unit of measure.
d. Using this definition, ask the pupils the volume of the rectangular prism.
2 cm
A

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e. Ask: Without actually counting the number of unit cubes in the solid how can you find
its volume? What formula can we use to find the number of cubic units in it or the
volume of the rectangular prism?
f. Elicit from them that to find the volume of a rectangular prism, they first multiply the
length by the width and then multiply the product by the height.
g. Lead them to state the formula for the volume of a rectangular prism as V = l x w x h.
h. Let pupils apply the rule by actually measuring and finding the volume of some
rectangular prisms inside the room.
i. Present situations like how much water does it take to fill the aquarium, how far does
it take to run around the park, etc. and distinguish perimeter/ circumference from area
and volume.

Strategy 2: Visualization through drawing/counting cubes

Mechanics:
a. Show figures such as the one below:

If each is a cubic unit, how many cubic units are
in the figure? How many cubic units is the side of the
cube?
b. Have pupils count the number of cubes in the figure.
c. Define volume as the number of unit cubes in the solid figure. Mention the correct
label (cubic units).
d. Have them imagine filling up the classroom with such cubes. Then we find the
volume of the classroom. Elicit similar applications of volume in daily life situations.
e. Using this definition, ask the pupils the volume of the cube (27 cubic units)
f. Ask: Without actually counting the number of unit cubes, how can you find the
volume of the cube? What formula can we use to find the number of cubic units in it?
g. Try to elicit from the pupils that to find the volume of a cube, the length of its side is
multiplied by itself three times.
h. Lead them to state the formula for the volume of a cube as
V = S x S x S or V = S
i. Have the pupils apply the rule by actually measuring the sides of some cubes found
in the classroom and find their volume.
j. Present situations and elicit if the described situation calls for finding perimeter, area
or volume.

2. Generalization

What is volume?
Volume is the number of cubic units contained in a solid figure.
What is the formula in finding the volume of a cube? rectangular prism?

C. Application

Find the volume of the following figures.

1) 2) 2 m
5 m

S = 4 m
3 m

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h = 5 cm
3) 4) S = 10 cm
w = 4 cm

l = 10 cm

IV. Evaluation

A. Find the volume of these solid figures.

1) 2)
4 cm 3cm

3 cm 2cm
8 cm 4cm

3) 4) 5. 12cm

3cm 15cm
9cm
10cm

B. Solve for the volume of these prisms. Given their measurement.

1. l = 9 m 2. S = 12 cm
w = 4 m
h = 3 m 3. S = 6 m

4. l = 10 cm 5. l = 14 cm
w = 7 cm w = 10 cm
h = 15 cm h = 9 cm

V. Assignment

A. Draw the figure with their measurements and find their volume.

1. l = 4 m 2. L = 8 cm
w = 1 m w = 3 cm
h = 7 m h =10 cm

3. S = 14cm 4. S = 11m
5. S = 20cm

B. Challenge

The volume of this figure is 6 and the surface area is 22. Give the letter of the cube that should
be removed so that the volume would be 5 and the surface area would still be 22.

A
B
C D
E
F

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1. Presentation

Strategy 1: Problem opener using pictorial (Modeling)

Sample:
The ABS-CBN Foundation donated boxes of canned goods to the typhoon
victims. The boxes were placed in a container van. There are 6 layers of 5 boxes in
each 4 rows. How many boxes are there in all? What is the volume of the container van
using the boxes?

a) What are given?
b) What are being asked?
c) How will you solve the problem?
d) What formula will you use? Write the equation.
e) Solve the problem and state the complete answer.

Ask the pupils: Do you also give or share to the needy?
Why? How do you share to the needy?

Strategy 2: Problem opener using concrete object

(Show an aquarium.)

An aquarium is 35 cm long, 25 cm wide, and 33 cm high is to be filled with water.
How many cubic centimetre of water will be needed?

1. What is asked in the problem?
2. What data are given?
3. What process is needed to solve the problem?
4. What is the number sentence or equation?
5. What is the complete answer?

Show how to solve the problem using formula V = l x w x h

2. Generalization

How will you find the volume of a cube or rectangular prism?
What is the formula?
What are the steps in solving word problems?

IV. Evaluation

A. Read, think and solve.

1. Marilous sewing box is 3 dm long, 2.5 dm wide and 4.3 dm high. What is its volume?
2. How many cubic metres of water does a swimming pool contain if it measures 8.5 m long, 6
m wide and 5.5 m deep?
3. Find the volume of a closet which is 2.5 metres long, 3 m wide and 2 metres high.
4. An antique wooden chest is in the form of a cube. If its edge is 15 cm, how much space does
it occupy?
5. A small gift box has these dimensions: L = 8.1 cm; W = 8 cm and h = 1.8 cm. What is its
volume?
6. If the perimeter of the square base of a cube is 20 cm, what is the volume of the cube?
7. The swimming pool when filled to capacity contains 240 cubic metre of water. If it measures
8 m across and has a depth of 2 m, how wide is the pool?

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V. Assignment

A. Read and solve.

1. Mr. Gonzales has a front yard measuring 10 m long and 5 m wide. He wants it elevated by
0.75 m. How much soil is needed?
2. Mang Sergios business is to deliver water in a subdivision. His water tank measures 2
metres long, 1.5 metres wide and 1.2 metres high. Every morning, he delivers a tank full of
water to each of his 3 customers. How many cubic metres of water does he deliver every
morning?
3. The Castillo family made a fish pond in their backyard measuring 6 metres long, 4 metres
wide and 3 metres deep. They sold the soil dug up for 45 each cubic metre. How much did
they receive for the sale of the soil?

B. Construct your own original problem using the dimensions of the following:

1. Our classroom
2. A match box
3. A book in Math

Parts of the Thermometer


Cognitive: Identify the parts of the thermometer
Psychomotor: Draw and label the parts of a thermometer
Affective: Tell the importance of being a good sport


Skill: Identifying the parts of the thermometer
Reference: BEC PELC IV.C.1.1
Materials: thermometer (actual or improvised), picture puzzle
Value: Sportsmanship



1. Drill

Vocabulary Development or Word Drill

Rearrange the jumbled words to form 2 science terms.

a. EPATMERETRU (Temperature)
b. RURMCYE (Mercury)

2. Motivation

Mother wants to find out if her son has a fever.
What is the best thing mother can use to find the body temperature of her sick son?

335

1. Presentation

Strategy 1: Using an actual thermometer (Modeling)

a. Present the lesson with a real thermometer or model thermometer
b. Teacher points to the different parts of the thermometer as the following:

glass tube holds the glass bulb

glass bulb contains the mercury

scale tells how far the mercury rises and goes down

mercury liquid inside the bulb which rises
when hot and goes down when it is cool

c. Teacher asks the following questions:

Does each part of a thermometer have its own use? Teacher guides the pupils in
identifying the parts and functions of thermometer.
- What are the parts of a thermometer?
- What holds the glass bulb?
- What holds the liquid?
- What goes up and down when the temperature changes?
- What tells how far the mercury goes up or down?
- What instrument helps you to determine the body temperature?
- Why is it important to know the parts of a thermometer?

Strategy 2: Using a model thermometer

Teacher points to the parts of the thermometer and the pupil identify it and tell its uses.

Strategy 3: Game: Bits and Pieces

Materials: Picture Puzzles (Thermometer)
Mechanics:
a. Divide the class into 3 groups. The first 4 members of the group will be the players to
form the puzzle.
b. When the teacher says Go, the players will start forming the puzzle.
c. The fifth and sixth members of the group will label the parts of thermometer.
d. The group that finishes first and has labeled the parts of the thermometer correctly
wins the game.
Ask: What important value should you remember when playing games?

2. Generalization

What are the parts of a thermometer and their functions?
a. glass tube holds the glass bulb
b. glass bulb contains the mercury
c. scale tells how far the mercury rises and goes down
d. mercury the liquid inside the bulb which rises when hot and goes down when it is cold

336
IV. Evaluation

A. Match Column A with Column B. Write the letter only.
A B
____ 1. mercury a. holds the tube that contains the liquid
____ 2. glass tube b. rises and falls when there is a change
in temperature
____ 3. glass bulb c. tells how far the liquid goes up and down
____ 4. scale d. holds the liquid
____ 5. thermometer e. device that measures body temperature

B. Label the parts of the thermometer.

1.

2.

3.

4.

V. Assignment

A. On a bond paper, draw and color a thermometer with its parts.
B. Make an improvised thermometer with all parts visible.

Reading a Thermometer


Cognitive: Read a thermometer
Psychomotor: Write the temperature reading shown in the thermometer
Affective: Work actively in groups


Skills: Reading a thermometer
Reference: BEC PELC III.D.1.2
Materials: actual and improvised thermometer
Value: Cooperation



1. Drill

Identify the parts of a thermometer by arranging the jumbled letters.

a. LASCE b. ULBB
c. ECYMRRU d. LATEGSBUS

337
2. Review
What is a thermometer?
What is temperature?

3. Motivation

Strategy 1: Nurses Relay

Materials: an improvised thermometer, nurses cap, gloves
a. Form 2 groups with 5 pupils each. Let them line up. Provide a post for each group.
b. Give each group the set of materials they need.
c. At the signal Go, the first pupil will put on the gloves, the nurses cap and bring the
thermometer. She will then run to the post, turn around it, go back in the line and pass
the gloves, cap and thermometer to the 2
nd
pupil.
d. The 2
nd
pupil will do the same as what the first pupil did.
e. The game continues up to the last pupil in the line. The first group to finish wins the
game.

Strategy 2: Game Hi-Low Todo Panalo

Materials: pictorials, show-me-board
Mechanics:
a. Form groups of five. Let them form a line.
b. Each group will be given a show-me-board.
c. At the signal Go, the teacher will flash the pictures and the first pupil in the line will write
whether it is hot or cold. (HI for hot and LOW for cold.)
Example: picture of Baguio City
picture of a dessert
picture of a cold glass of water
picture of a country, during winter
picture of a newly cooked hotdog
d. The first to give the correct answer gets a point.
e. The game continues up to the last pupil in the line. The group with the most number of
points wins the game.


1. Presentation

Strategy 1: Actual Group work

a. Group the pupil into 4 and give each a clinical thermometer.
b. Tell them to choose their leader and recorder.
c. Ask them to get their body temperature by putting the thermometer under their
armpits. (Guide the pupils to read the temperature on the thermometer.)
d. Compare the results with the other groups.
e. What can you say about the temperatures you have recorded? (They are almost
similar.)
f. What do you think this temperature suggest? (37.5 C is the normal body
temperature.)
Note: Emphasize that C is read as degree Celsius and it is the symbol used to
express temperature. Discuss the difference between a clinical and a room thermometer.

Post Activity:
Have the pupils read important temperature readings such as the freezing point of water
which is 0C and its boiling point which is 100C.

338
Strategy 2: Using an improvised thermometer

a. Present a model of an improvised thermometer. It has a movable red ribbon which
resembles the mercury in an actual thermometer.
b. Form the pupils into groups. Give each group an improvised thermometer.
c. As the teacher announces the temperature readings, the pupils will reflect it in their
thermometer model.
d. The teacher will check if the temperature readings each group is showing is correct.
e. Give more practice exercises on this activity.

Activity 3: Using picture of thermometer readings

a. Form the pupils into groups.
b. Give each group a set of pictures showing temperature readings.
c. The group will read each thermometer reading and have it recorded.
d. Once all had finished, the group leader will report their findings in front of the class at
the same time showing to the class the pictures of the thermometer readings for them
to check.
e. Give more exercises on reading a thermometer.

2. Generalization

What is the metric unit for measuring temperature? [The metric unit for temperature is the
degree Celsius (C)] How do you read the thermometer?

C. Application

Strategy: Group work

1. Give each group an actual thermometer.
2. Have the pupils in each group read it and record the temperature reading.
3. Provide each group glasses of tap, cold and hot water.
4. Instruct them to put the thermometer in each glass and record the readings.
5. Allow one from each group to discuss their findings and observations with the class.

IV. Evaluation

A. Give the temperature when the mercury is:

1. at the freezing point _____
2. at the boiling point ____
3. 10C below the normal body temperature ____
4. between 30 to 40C _____
5. 25C above the freezing point _____

B. Circle what you think is the temperature of the following:

1. hot water a) -10 C b) 30 C c) 70 C
2. a person with fever a) 30 C b) 35 C c) 40 C
3. ice cold tea a) 10 C b) 20 C c) 40 C
4. bread in oven a) 50 C b) 150 C c) 290 C
5. ice candy a) 100 C b) 35 C c) 0 C

C. Solve:

1. A kettle of water was made to boil for 5 minutes more after it reached its boiling point. What
is the temperature of the water?

339
2. What is the room temperature if the red liquid (mercury) rose to 30 above the freezing point?

3. Read the temperature shown in each thermometer.
C C C
a. b. c.

V. Assignment

A. 1. Take the temperature of hot tap water.
2. Take the temperature of cold tap water.
3. Get their differences in temperature.

B. 1. Take the temperature inside a refrigerator.
2. Take the temperature inside a freezer.
3. Compare the readings.

C. 1. Take the outdoor temperature.
2. Take the indoor temperature.
3. Get the differences in the temperature readings.

D. 1. Take the temperature of the people in your house and get their average temperature.

Solving Problems on Temperature


Cognitive: Solve word problems involving body or weather temperature
Psychomotor: Write number sentences for word problems involving body or
weather temperature
Affective: Give accurate thermometer readings


Skills: Solving word problems involving body or weather temperature
Reference: BEC PELC III.D.2.1
Materials: picture of thermometer, concrete objects
Value: Accuracy

340


1. Drill

Game of Chance Sum or difference

Materials: 3 dice (2 are numbered, 1 marked + and -)
Mechanics:
a. Form 2 groups. Let them fall in line.
b. Another pupil will be assigned to toss the 3 dice at the same time.
c. At the signal Go, the pupil will toss the 3 dice at the same time. First pupils in line will
either add or subtract the numbers that appeared from the two numbered dice.
d. The first one who gives a correct answer gets a point.
e. Game continues up to the last pupil in the line. The group with the most number of points
wins the game.

2. Review

Reading temperature using an improvised thermometer

3. Motivation

Which of these are sensible?
Answer: Yes, Yes, Yo or No, No, No.
a. Bryan has fever. His temperature is 20C.
b. The water is boiling. Its temperature is 100C.
c. People feel comfortable when the air temperature is 38C, etc.

The teacher may ask:
In statement number 3, how many C should the temperature be lowered for people to feel
comfortable? What is the normal room temperature?


1. Presentation

Strategy 1: Using concrete objects (Visualization)

a. Divide the class in-groups. Each group will be given 2 glasses of water, one cold and
the other is hot.
b. Let each group get the actual temperature of the 2 glasses of water. Record results.
c. The teacher posts this problem:
Which of the 2 has a higher temperature? Lower temperature? How much higher is
the temperature of one glass than the other?
d. The teacher asks these analyses questions: What are given? What is being asked?
What data did you get?
e. Plan: What should you do in order to solve the problem?
f. Let each group write their number sentence and solve the problem.
g. Ask them to look back and check their answer. Ask, Does your answer make
sense? Why?
Note: Getting the actual temperature of pupils is also an option for this strategy:
Emphasize accuracy in reading the temperature.
h. Ask: Why should we read the thermometer with accuracy?

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Strategy 2: Use a Problem Opener

Mother wants to find out if her son has fever. She got her thermometer and
found out that the mercury level in the thermometer is at 38.5C. If the normal body
temperature is 37C, how much higher is her sons temperature than the normal body
temperature?

a. The teacher asks some comprehension questions about the problem. Like: What
did mother want to find out? What did she do? What data did she get?
b. What are given in the problem?
What is asked?
c. Knowing all these facts, what do you plan to do in order to find the answer to the
question?
d. Let the pupils write the number sentence and solve.
e. Look back. Does your answer make sense? Why? Using Higher Order Thinking
Skills the teacher may ask this question: Without actually solving, can you tell at
once if the boy has a fever or not? How?

2. Generalization

Let the pupils recall the different steps in problem solving:
a) Understand the problem.
What is / are given?
What is being asked?
b) Plan what to do.
What process will you use to solve the problem?
c) Carry out the plan/Solve for the answer.
d) Look back or check if the answer makes sense.

C. Application

Solve these word problems following the steps in problem solving:
1. If the temperature at six oclock in the morning is 26.5C and became 31C, what was the
average temperature?
2. The temperatures on four different days were 29C, 28C, 27C and 30C. What was the
average temperature?
3. The conference room received the afternoon sun. The room temperature was found to be
35C. The janitor turned on the air-conditioner unit. After a few minutes the thermometer
recorded it to be 25C. What was the change in temperature?

IV. Evaluation

A. Solve these problems showing the steps in problem solving.
1. Maximum temperature of 31.9C was at 1:00 pm.
Minimum temperature of 20.6C was at 5:30 am.
What was the difference between the highest and lowest temperature?
2. Linos temperature this morning was 38.2C. After 2 hours his temperature was 39.5C. Did
he get better or worse? How many degrees did his temperature rise?

B. Solve these word problems:
1. What is the new temperature if a 30C temperature rises by 5C?
2. The weather report in one newspaper predicted the lowest temperature for the day to be
24C and the highest temperature at 32C. What was the difference in the predicted
temperature for that day?

342
V. Assignment

A. Solve the problem:
1. At the start of the marathon the thermometer registered a temperature of 36C. After the
marathon, the temperature dropped by 4C. What was the temperature after the marathon?
2. Look at the chart of temperature readings taken in a day.
a. At what time was it coolest?
b. Did the temperature go up or down during the morning?
c. What was the difference in temperature at 6:00 oclock and 8 oclock?

6:00 a.m. - 24.5C
8:00 a.m. - 28C
10:00 a.m. - 30.4C
12:00 a.m. - 31C

Reading and Interpreting Data Presented on a Line Graph


Cognitive: Read and interpret data presented on a line graph
Psychomotor: Write data presented on a line graph
Affective: Choose the right kind of food


Skill: Reading and interpreting data presented on a line graph
Reference: BEC PELC V A.1
Materials: graph, pocket charts, grid board
Value: Proper nutrition



1. Drill: Plotting of Points on the Grid

Strategy 1 Game: What Am I?

Mechanics:
a. Form 2 groups. Each will be given a grid board and a piece of chalk.
b. From the given reference point, pupils will plot the points that the teacher will announce.
Example. From the reference point, locate point 2 at the right of the horizontal line
Note: Use the last point as the point of reference for the succeeding points.
c. As soon as the last point is plotted on the grid, the last pupil will then connect all the
points on the grid.
d. The team who can identify first the figure formed is the winner.

Strategy 2 Name a Point

Mechanics:
a. Form 2 groups. Each will be given a Show-Me-Board.
b. The teacher plots a point on the grid board and asks how many units it is from the vertical
axis and from the horizontal axis.

343
Note: Emphasize that a point is determined by ordered pairs (x, y).
The first number is the number in the x-axis which matches the point and the 2
nd

is the number in the y-axis which corresponds to the same point.
c. Each group flashes their answers on the grid.
d. The group with the most number of points wins the game.


1. Motivation

Here is a graph which you have learned before. Use the graph to answer the questions
about it.

Answer the questions.

a. What was the lowest temperature of the
day? the highest temperature?
1.
b. At what time of the day the temperature was
coolest? warmest?

c. How many degrees is the difference
between the highest and lowest
temperature?

d. What do you call this kind of graph?

2. Presentation

a. Present the grid with numbers 1 to 10 on the x-axis and numbers 20 to 140 on the y-axis
as shown:
0
20
40
60
80
100
120
140
160
1 2 3 4 5 6 7 8 9 10
x-axis
y-axis

0
5
10
15
20
25
30
35
6:00 8:00 10:00 12:00

Temperature Readings Taken in a Day
Time of the Day
T
e
m
p
e
r
a
t
u
r
e

R
e
a
d
i
n
g

(
C
)

344
b. Call on pupils to plot these points on the grid:

(x, y)
1) (0, 40)
3) (1, 60)
5) (2, 80)
7) (3, 90)
9) (4, 100)
2) (5, 110)
4) (6, 120)
6) (7, 130)
8) (8, 140)
10) (9, 150)

c. Call on a pupil to connect all the plotted points on the grid.
d. Label the data presented on the x and y axes and put a title.
e. Teacher asks: What do you think will be formed? (The output must be the graph below.)
MARICEL'S HEIGHT
0
20
40
60
80
100
120
140
160
1 2 3 4 5 6 7 8 9 10
Age
H
e
i
g
h
t

i
n

C
e
n
t
i
m
e
t
r
e
s

Explain why such is called a line graph. Guide the pupils to see these features: titles,
the x and y-axes and what data are presented in each of the axes.
Let them read and interpret the line graph by answering the following questions about
the graph.
1) What is the title of the graph?
2) What was Maricels height when she was 2 years old?
3) What were her fast growing years?
4) How many centimetres was the increase in height from age 4 to 7 years?

f. Answer more questions about the graph.
1) How tall was Maricel when she was 6 years old?
2) How old was Maricel when she was 110 cm tall?
3) What was the difference between Maricels height when she was 3 years old and
7 years old?
4) What was the total increase in Maricels height from the time she was born until
the time she was 9 years old?
5) What do you think made Maricel taller than other children of her age? What kind
of food does she eat?

3. Generalization

Why are line graphs useful?
Line graph helps one see easily and clearly the changes in the data presented.
What are the parts of a line graph?

345
A line graph has a title, one kind of information on the x-axis and another kind of information
on the y-axis.
How do you interpret data presented in a line graph?
In reading and interpreting the data presented in a line graph, we usually compare the data in
terms of size and amount or quality presented.

C. Application

The graph shows Carlos weight in kilograms for six months. Study the graph and answer the
following questions.

1. During what month did Carlo gain weight the most/the least?
2. What was the range of the recorded gains in weight between June and July?
3. In what month did Carlo lose weight?
4. Why do you think he lost weight?
5. How many kilograms did Carlo weigh in September?

IV. Evaluation

A. Study this graph carefully, then answer the questions that follow.

a) What is the title of the graph?

1. On what day was the highest sale?
2. On what days were the sales the same?
3. How much was the total sales?

Carlo's Weight for 6 Months
30
32
34
36
38
40
May Jun Jul Aug Sept Oct
Month
K
i
l
o
g
r
a
m
s

Average Daily Sales at Mang
Ben's Sari-Sari Store
0
100
200
300
400
500
600
700
Sun Mon Tues Wed Thurs Fri Sat
Days
P
e
s
o
s

346
B. Study this graph carefully, then answer the questions that follow.

1. What is the graph about?
2. How much was the sales on Monday?
3. On what days were the sales the same?
4. On what day was the highest sale?
5. How much was the total sales for the week?

C. Use the graph to answer the following.

1. How many schools were constructed in 1996?
2. How many more schools were constructed in 1998 than in 1997?
3. How many schools were constructed from 1996 to 2000?

V. Assignment

A. Use the graph on average sales. Provide questions other than those given below.

1. How much was the sale on Sunday?
2. On what day was the least sales?

B. Have them cutout graphs from old magazines and newspapers. Ask them to prepare questions
about the graphs for their classmates to answer.

Average Daily Sales at Chona's Sari-
Sari Store
0
100
200
300
400
500
600
700
Sun Mon Tues Wed Thurs Fri Sat
Days
P
e
s
o
s

0
50
100
150
200
250
300
1996 1997 1998 1999 2000
Year
N
u
m
b
e
r

o
f

S
c
h
o
o
l
s

347
Janno's Score
0
2
4
6
8
10
12
14
16
Tennis Sipa Ping Pong Baseball
Games
S
c
o
r
e
s
Constructing a Line Graph


Cognitive: Construct a line graph based on organized data presented
Psychomotor: Construct a line graph based on organized data presented
Affective: Work cooperatively in-groups


Skills: Constructing a line graph based on organized data presented
Reference: BEC PELC V.A.3.1
Materials: Graphing paper, grid board, colored chalk
Value: Cooperation



1. Drill on plotting points on a grid board

1) (1, 2) 4) (3, 6)
2) (4, 5) 5) (5, 7)
3) (8, 12) 6) (9, 3)

Strategy:

a. Form groups of five. Give each a grid board, a piece of chalk and cards wherein the
ordered pairs are written.
b. At the signal Go, pupils will plot the points on the grid board.
c. The group who finishes first and with the most number of correct items wins the game.

2. Review

Study the line graph on the next page, then answer the questions that follow.

a. In what games did Janno get the highest points? How many points?
b. In what games did he get the same points. How many points?
c. How many more points did he get in sipa than in tennis?
d. Find his total points in all the games.
e. What is the line graph all about?

348
3. Motivation

Discuss what data are suitable to present on line graph.
Point out that line graphs are best for data that show trends such as increases and
decreases.


1. Presentation

Strategy 1: Using a Grid Board

a. Let the pupils plot the x and y axes on the grid.
b. Discuss how to select a scale or interval suitable in presenting the data given below.

Results of an Experiment

Height of Plant Weeks
1 cm 1
st

2 cm 2
nd

2.5 cm 3
rd

3.5 cm 4
th

4 cm 4
th

6 cm 6
th

Note: Point out that the choice of scale can make a difference on how the graph
would look like.

c. The teacher guides the pupils how the vertical and horizontal sides of the graph
should be labeled. (Note: Explain that the dependent quantity occupies the y-axis)
d. Have them mark the points where the weeks and the height of plants intersect.
e. Then, have them connect with a ruler the points on the grid.
f. Emphasize neatness and orderliness in making their graphs.
g. Discuss with the pupils the constructed line graph by answering the comprehension
questions.
What is the title of the graph?
In which week was the greatest increase in height?
What is the height of the plant after 3 weeks?
What data was presented on the x-axis? y-axis?

Strategy 2: Using Grid Papers (Cooperative Learning)

Class will be divided into groups.
a. Each group will be given an organized data to work on.
b. Pupils will mark their horizontal and vertical axes.
c. Select a scale or interval in presenting the given data.
d. Teacher guides pupils what data should be presented in each axes. (Note: The
dependent quantity occupies the y-axis.)
e. Let them mark the points using the tabulated data.
f. Ask them to connect the plotted points.
g. Each group take turns in presenting or discussing their line graph.
After the activity the teacher may ask: How did you work with your groupmates to
make the activity a success?

349
2. Generalization

What steps have you learned in making or constructing a line graph?

a. Organizing the data in a chart or table.
b. Select a scale to fit the data.
c. Draw and label the horizontal and vertical sides of the graph.
d. Plot the points and connect all points using line segments.
e. Write the title of the graph.

C. Application

1. Using your graphing papers construct a line graph. Use the data below.

Month Deposit
Nov 550
Dec 800
Jan 400
Feb 500
Mar 450
Apr 650

2. Jane would like to make a line graph about her scores in Math for the month of July as shown
below. Can you help her construct the graph?

Week Score
1 50
2 47
3 46
4 49

IV. Evaluation

A. Study these data. Organize them in table form. Decide what interval to use then make a line
graph.

These are the eggs sold by Nancy in one week: May 3 40 dozens; May 4 50 dozens;
May 5 60 dozens; May 6 50 dozens; May 7 25 dozens; May 8 65 dozens; May 9
dozens.

B. Below are the results of a 20-item test in English taken by Grade V pupils. Present these results
on the line graph.

Number of Grade V pupils Number of items answered correctly

25 14
30 12
10 9
20 16
40 15
15 11
5 20

350
V. Assignment

A. Construct a line graph based on the organized data below:

Age Number of Children
10 25
11 36
12 15
13 9
14 3

B. Study these data: Organize them in table form. Decide what interval to use then make a line
graph.

The librarian made this report on the number of pupils by grade level who used the library
for a period of one month. Grace 1 50; Grade 2 80; Grade 3 75; Grade 4 110; Grade 5
125 and Grade 6 150.

C. Do the following activities.

1. Measure your room temperature by the hour for 5 hours then present this data on a line
graph.
2. Chart your own scores in your 5 Math quizzes. Present this data on a line graph.

Finding the Average of Data Presented in a Line Graph


Cognitive: Find the average of data presented in a line graph
Psychomotor: Compute the average of the data presented in a line graph
Affective: Cooperate with the other members of the group


Skills: Finding the average of data presented in a line graph
Reference: BEC PELC V.A.3.3.2
Materials: Graphs, activity cards
Value: Cooperation




Drill on finding the average of sets of numbers
Strategy: Game

Materials: numbers in cards, which are manageable by the pupils
Mechanics:
a. Form groups of five. Each will be given a show-me-board.
b. As the teacher flashes the numbers written in cards, the pupils will write their average
and flash them on their show-me-board.
c. The group who gives the correct answer first gets a point.
d. The group with the most number of points is declared the winner.

351
2. Review on interpreting data presented in a line graph

Interpret the graph below by answering the questions that follow.

Room Temperature in 5 Days

a. What is the title of the graph?
b. What data is presented on the vertical axis? horizontal axis?
c. Which day has the hottest temperature? the coldest?
d. Was there a drop of temperature from the first day to the third day? By how much?

3. Motivation

Do you want to know if we can also find averages using the data presented on a line graph?


1. Presentation


(Divide the class into groups.)

The teacher gives each group activity cards wherein graphs are reflected and let them
interpret the graph and answer questions such as:
a) What data is presented on the x and y-axis?
b) Which is the dependent quantity? On what axis will you find it?
c) How will you find the average of this given quantities in the line graph?
d) Each group will present their solution on a manila paper followed by a short
discussion or explanation of their findings.
Teacher Asks: What did each member in the group do in order to come up with a
successful activity?

Strategy 2

(For Average and Slow pupils)
Using a Problem Opener

The principal plotted on a graph the enrolment in each grade during the SY 2002-
2003. Using the graph, she wanted to know the average enrolment of the school, can
you help her?

34

33

32

31

30

0
1 2 3 4 5 6 7
Days
T
e
m
p
e
r
a
t
u
r
e

i
n

C

352
Enrolment in a School for the SY 2002-2003

a. Interpret the graph by answering the following questions:
1) What is the title of the graph?
2) What kind of graph is shown?
3) What data is presented in the x and y-axes?
4) What grade has the smallest enrolment?
5) Which is the dependent quantity? On which axis can you find it?
6) What grades are reflected on the graph? How many grades are there?
7) What is the total enrolment for the year?
8) What is the average enrolment?
b. Lead the pupils to the idea that the total enrolment must be divided by the number of
grades in order to find a number which will represent the enrolment for each grade, or
in short the average enrolment.
c. Provide other graphs and let pupils find the average of the data presented in them.

2. Generalization
How do you find the average of data presented in a line graph?
- Find the sum of the dependent data (data on the y-axis)
- Divide the sum by the number of points plotted on the graph or the number of data on the
x-axis.

C. Application

1. Using the given graph, find Juns average harvest.

Juns Harvest

700

600

500

400

300

200

100
1 2 3 4 5 6
Grade
E
n
r
o
l
l
m
e
n
t

100

80

60

40

20

0
1 2 3 4 5
Weeks
P
a
p
a
y
a

H
a
r
v
e
s
t

353
2. The graph below shows the number of visitors who arrived in the Philippines from 1994 to
1998. Can you find the average visitors in the country from 1994-1998?

IV. Evaluation

A. Given this graph, find the average number of pupils using the computer room from Monday to
Friday.

Pupils Using the Computer Room

14

13

12

11

10

9

0
M T W T F
Day
N
u
m
b
e
r

o
f

P
u
p
i
l
s

3 000 000

2 500 000

2 000 000

1 500 000

1 000 000

500 000

0
1994 1995 1996 1997 1998
Year
N
u
m
b
e
r

o
f

V
i
s
i
t
o
r
s

354
B. Find the average sales of the Barangay Cooperative Stores for the week given the graph below.

Barangay Coop. Store Sales Record for the Week

C. Using the line graph below, find Bobbys average points for the ballgames he played.

Bobbys Score

V. Assignment

Make a line graph showing the following data and find the average number of typhoons from
1996 2001.

Number of Typhoons from 1996 2001.

1996 18 1999 21
1997 21 2000 14
1998 26 2001 12

900

800

700

600

500

400

0
M T W T F Sat S
Days of the Week
T
O
T
A
L

S
A
L
E

(
P
)

14
12
10
8
6
4
2
0
Tennis Sipa Ping Pong Baseball
Game
P
o
i
n
t
s

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Lesson Guides in Elementary Mathematics

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