Mathematics v lp 1 st to 4th grading......

MATHEMATICS V
FIRST GRADING
PERIOD
Date: ___________
I. Objectives:
 Give the place value of each digit in a 6 or more digit number
II. Learning Content
Reading and writing numbers through billions in figures and in words
References: BEC PELC 1 A 1
Enfolding Mathematics V
Materials: Place value chart, number cards
III. Learning Experiences:
A. Preparatory Activities:
1. Drill: Writing numbers in expanded form to standard form
Strategy: Think and Share (Working back)
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 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.
2. Review:
Reading smaller group of numbers written on recycled materials.
B. Developmental Activities:
1. Motivation:
Start playing “Guess what number”. The teacher places the following statements on the
board.
a. My telephone number is “III II IIII – II II IIII III”
b. I traveled “CDLXXIV” kilometer by motorcycle.
Do you think the sentences are easy to read and understand? Why?

2. Presentation:
Strategy : 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:
1. How is this number written in numerals?
2. In writing a numeral consisting of many digits, how are the digits divided?
3. Where do we start grouping the number by 3?
4. How are the three-digit number group separated from the other number groups?
5. Where do the value of each period as well as each digit in the periods depend?
3. Practice Exercises
Write the following numbers in words.
1. 2 750 000
2. 3 716 513
3. 43 000 210
4. Generalization:
How many periods are there in billion? What are the periods in billion? Where do you
start reading numbers?
5. Application:
Write the value of the underlined digits.
1. 3 100 423 000
2. 9 2 7 657
3. 412 876 010 051
4. 234 145 687 921
IV. Evaluation:
Write each number in standard form.
1. 75 billion, 84 million, 26 thousand75 billion, 84 million, 26 thousand
2. 149 million, 400 thousand, twelve
3. 4 billion, 180 thousand
4. Thirty-five million, ten thousand
5. Sixty billion
V. Assignment:
Write the number words in numerals
1. 436 510 210
2. 2 004 716
3. 14 287 000
4. 8 286 000 450
5. 3 012 428 000

MATHEMATICS V
Date: ___________
I. Objectives:
 Read and write numbers through billions in figures and in words correctly
II. Learning Content:
Reading and writing numbers through billions in figures and in words
References: BEC PELC 1 A 1
Materials: Number cards with number 0-9 written on recycled materials like boxes of milk.
1. Drill: Writing numbers in expanded form to standard form
Strategy: Formatting Numbers (Game)
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 nurr0ers prepared by the teacher have been all
dictated.
e. The group with the highest points wins.
2. Review:
Reading smaller group of numbers written on recycled materials.
1. Motivation
Show and discuss the place value chart. Chalk and board.
2. Presentation:
Strategy : Picking Flowers Relay (Game)
Materials: Paper flowers clipped on a cartolina tree
Mechanics:
1. Divide the class into 2 groups 10 boys and 10 girls.
2. Teacher post a tree on the board with flowers having numbers on them.
3. As the teacher says a number, the first set of participants rush to the board to pick the
flowers corresponding to the dictated number.
4. The participant who gets the right flower keep the flower and gets the point for
his/her group.
5. The game goes on until all the flowers are picked. The group that has the most
flowers wins.
Write the numerals of the following.
1. Three million seven hundred twenty three thousand, one hundred twenty
2. Five hundred thirty five million two hundred forty four

3. Six hundred eighty thousand eight hundred two
4. Eight hundred forty seven million three hundred fifty six thousand four hundred
fifteen
4. Generalization:
How is each period separated from each other?
When writing numbers in words, what is placed after each period?
5. Application:
Write the following numbers in words.
a. 123 456
b. 200 321 345
c. 245 062 556
IV. Evaluation:
Write the value of the underline digit in each number
1. 3 10 423 000 __________________
2. 9 287 600 __________________
3. 412 875 010 051 __________________
4. 17 386 001 000 __________________
5. 234 126 143 __________________
V. Assignment:
In the numeral 927 814 760 537, write each digit in the proper place according to value.
________ a. thousands
________ b. ten millions
________ c. billions
________ d. hundreds
________ e. ones
________ f. ten thousands
________ g. hundred millions
________ i. hundred thousands
________ j. ten billions
________ k. millions
________ l. tens

MATHEMATICS V
Date: ___________
I. Objectives:
 Identify the properties of addition used in an equation
Using the properties of Addition to Help Find the Sum
References: BEC PELC 1 A 2.a
Materials: flashcards
1. Materials: Set the flashcards with 3-6 digit addends that are complete
1. Teacher prepares flashcards with numbers that are compatible - where properties of
addition are easy to use.
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.
2. Review:
How do we read numbers? Where do we start reading numbers?
Give examples. Read the following orally.
a. 245 132 150
b. 256 314 557
1. Motivation:
Ana picked 9 white roses and 8 red roses. How many roses did she picked?
2. Presentation:
a. Teacher posts severalcards on the board to be used as example.
b. Ask from student’s ways of finding the sum of a set of numbers quickly.
Example: 12 + 7 + 8
c. Teacher probes if such techniques are possible
d. Elicit reason why the strategies mentioned by students Commutative, Associative and
Identity
e. Define and illustrate each. Mention that zero is the identity in addition.
Name the properties used;
1. 4 + (7 + 6) = 4 + (6 + 7) 4. (5 + 1) + 2 = 5 + (2 + 1)
2. (5 + 3) + 7 = 5 + (3 + 7) 5. 3 + 9 = 9 + 3
3. (7 + 8) + 2 = 7 (8 + 2)
4. Generalization:
What are the properties of addition?

5. Application:
Name the properties used.
a. (7+8)+2=7+(8+2)
b. 3 + 9 = 9 + 3
c. 14 + 0 = 0
d. 5 x ( 6 + 7 ) = (5 x 7)+(5 x 6)
e. 5 x 1 = 5
IV. Evaluation:
Find each missing addend. Name the properties you used.
1. (12 + 3 ) + 5 =  + ( 3 + 5 ) 4. 35 + 0 +  = 35 + 9 + 0
2. 27 +  = 27 5. ( 4 +  ) + 16 = 4 + ( 16 + 12 )
3. (32 +  ) + 8 = 32 + ( 8 + 7 )
V. Assignment
Use the properties to complete each sentence
1. 24 + 12 + 6 = 
2. 65 + 20 + 115 = 
3. 0 + 574 = 
4. 0 + 45 + 7 = 
5. 479 + 0 = 

MATHEMATICS V
Date: ___________
I. Objectives:
 Add numbers using properties
Using the properties of Addition to Help Find the Sum
References: BEC PELC A 2.a
1. Materials: Set the flashcards with 3-6 digit addends that are complete
1. Teacher prepares flashcards with numbers that are compatible - where properties of
addition are easy to use.
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.
2. Review:
What are the properties of addition?
1. Motivation:
How will you learn better? If you want to learn better then group yourselves.
How can your groups perform well in an activity? What does each member of the group
need?
2. Presentation:
Cooperative learning activity Rally Table
1. Group class into groups of 4. Provide each group with worksheet with 10 items.
2. Person 1 answers question 1 mentally.
3. After time limit, teacher ring the bell and the paper is passed on person #2 of each
group.
4. Person #2 answers question 2.
5. This pattern continues with person #1 answering question 5.
Name the properties used;
1. 4 + (7 + 6) = 4 + (6 + 7) 4. (5 + 1) + 2 = 5 + (2 + 1)
2. (5 + 3) + 7 = 5 + (3 + 7) 5. 3 + 9 = 9 + 3
3. (7 + 8) + 2 = 7 (8 + 2)
4. Generalization:
What is the commutative property of addition? Associative property?
5. Application:
1. 1 235 + 0 =  3. 20 + 20 + 35 =  5. 45 + 60 + 10 = 
2. 17 + 13 + 9 =  4. 18 + 40 + 12 = 

IV. Evaluation:
Find each missing addend. Name the properties you used.
1. 35 + 0 +  = 35 + 9 + 0
2. (4 +  + 16) = 4 + (16 + 12 )
3. ( 2 + 19 ) +  = ( 2 + 9 ) + 19
V. Assignment
3. 479 + 0 =  3. 30 + 20 + 15 =  5. 25 + 35 + 10 = 
4. 15 + 12 + 9 =  4. 16 + 30 + 14 = 

MATHEMATICS V
Date: ___________
I. Objectives:
 Identify the properties of multiplication
Identifying and showing the properties of multiplication
References: BEC PELC I A 2.b
Materials: Objects or bottle caps
1. Drill on Basic Facts of Multiplication
7 x 8 9 x 7 8 x 2 5 x 5 6 x 6 4 x 9 6 x 4 4 x 4
2. Review: Name the properties used:
1. (5 + 7 ) + 4 = 5 + ( 7 + 4 ) 4. 12 + 0 = 12
2. 6 + 3 = 3 + 6 5. (7 + 1) + 2 = 7 + (2 + 1)
3. 2 + (5 + 3) = 2 + (3 + 5)
1. Motivation:
Who among you collect something for your past time like caps, stamps or coins?
Why do you do that? Elaborate answers of the pupils.
2. Presentation
Strategy : Using Concrete Object
Mechanics:
1. Distribute 24 counters to each pair.
2. Partner 1 uses counters to show a 6 by 2 array. Partner 2 shows a 2 by 6 array.
3. Partners discus similarities and differences in arrays.
4. They write multiplication sentence for each array.
5. Pair repeat activity for these arrays:
6. Teacher asks what pupils say about the product.
7. This is the Commutative Property of Multiplication
Write true or false. If true, identify the property of multiplication illustrated
i. 8 x 4 = 4 x 8
ii. ( 3 x 4 ) + ( 4 x 5 ) = ( 3 x 4 ) x 5
iii. 7 x (4 + 2 ) = ( 7 x 4 ) + 2
4. Generalization:
What are the properties of multiplication?
5. Application:
Name the property of multiplication used.
a. 9 x 14 = 14 x 9
b. 25 x 1 = 25
c. 6 x (7 + 3) = (6 x 7) + (6 x 3)

d. 248 x 0 = 0
e. 6 x (8 x 10) = (6 x 8) x 10
IV. Evaluation:
Identify the property of multiplication illustrated. -
1. 4761 x 0 = 0
2. 8 x 27 = 27 x 8
3. 956 x 1 = 956
4. 8 x (4 x 9) = 8 x (4 x 9)
5. 4 x (3 + 6) = (4 x 3) + (4 x 6)
V. Assignment
Name the property of multiplication illustrated.
1. 9x14=14x9
2. 25 x 1 = 25
3. 6 x (7 + 3) = (6 x 7) + (6 x 3)
4. 248 x 0 = 0
5. 6 x (8 x 10) = (6 x 8) x 10

MATHEMATICS V
Date: ___________
I. Objectives:
 Find out the product using the properties of multiplication
Identifying and showing the properties of multiplication
Materials: Flashcards
1. Drill: Divide the class in groups of two or form diads.
1. Teacher flashes card like 426, 859, 206, 357
2. Each diads or each partner has only one answer sheet. One player writes the answer
in number one.
3. The first player of each diads passes the answer sheet to his/her partner who in turn
answers number two.
4. This game continues up to the 10th
round.
5. Each diads exchange answer sheets for checking.
6. The diads or partners with the most number of correct answers are winners. There
maybe more than one winner in this kind of game.
2. Review:
1. Motivation:
How will you learn better? If you want to learn better then group yourselves.
How can your groups perform well in an activity? What does each member of the group
need?
2. Presentation
Strategy : Whole Class Activity
Mechanics
a. Divide 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 I & 2 32 x 1 = N
1 x 32 = N
Group 3 & 4 29 x 0 = N
0 x 29 = N
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 assigned to each.
d. Each group reports
e. Why do some groups finish their work earlier than others?

Write true or false. If true, identify the property of multiplication illustrated
1. ( 8 + 2 ) x 3 = ( 8 x 3 ) + ( 2 x 3 )
2. 10 x 96 = 90 x 10 + 6
3. 5 x ( 5 x 2 ) x ( 6 x 5 )
4. Generalization:
5. Application:
Identify the property of multiplication illustrated and try to find out the answer.. -
1. 4761 x 0 =
2. 8 x 27 = 27 x 8
3. 956 x 1 =
4. 8 x (4 x 9) = 8 x (4 x 9)
5. 4 x (3 + 6) = (4 x 3) + (4 x 6)
IV. Evaluation:
Write true or false. If true, identify the property of multiplication illustrated.
1. 8 x 4 = 4 x 8
2. (3 x 4) + (4 x 5) = (3 x 4) x 5
3. 7 x (4 + 2) =(7 x 4) + 2
4. 7 x 82 = ( 7 x 80 ) + ( 7 x 2 )
5. 457 x 0 = 0
V. Assignment
Write true or false. If true, identify the property of multiplication illustrated.
1. (8 + 2) x 3 = (8 x 3) + (2 x 3)
2. 10 x 96 = 90 x l0 + 6
3. 5 x (2 x 6) = (5 x 2) x (6 x 5)
4. 0 x 5 = 0

MATHEMATICS V
Date: ___________
I. Objectives:
 Round off numbers to the nearest indicated place value
Rounding Numbers to the Nearest Tens, Hundreds, thousands, ten thousand, etc.
References: BEC PELC I A 3
Materials: flashcards, cut outs, number cards
1. Drill: Drill on reading numbers through billions.
Strategy : Game-Catching 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 cut out 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 game continues up to the 10 rounds.
f. The group with the most number of points wins.
2. Review:
1. Motivation:
Read a news item that will show estimating large groups.
NEWS:Last week,a company managers called for a meeting. Almost 50 employees
came.
- Does the actual number of employees attend the meeting?
- What word in the news express an estimate? (almost)
2. Presentation
Mechanics
a. Draw a number line on the board. Elicit from student the whole number of points
that are needed according to the problem, ("nearest hundreds'') namely 100 and 200.
b. Have student plot 187. Lead student to answer the problem of asking which
"hundred" is 187 closer to.
c. Provide another number. What if we are expecting same process.
d. Elicit from· students 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 boxed on student's observations.
f. Provide more examples and different place values.
Name the place value where the numbers are rounded.
1. 890
2. 456 000

3. 580 000 000
4. 700 000 000
5. 980 000 000
4. Generalization:
In rounding numbers to the nearest multiple of 10, 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.
5. Application:
Round off the following numbers to the indicated place value.
1. 865 to the nearest hundred
2. 597 644 to the nearest ten thousand
3. 50 138 to the nearest thousand
4. 865 207 to the nearest hundred thousand
5. 71 575 to the nearest ten thousand
IV. Evaluation:
Round each number to the nearest
Ten Hundred Thousand
1. 2 368
2. 5 059
3. 18 656
4. 6 542
5. 57 558
V. Assignment
List 5 greatest numbers that can be rounded off to the nearest
1. Hundreds
2. Thousands
3. Ten thousands
4. Hundred thousands

MATHEMATICS V
Date: ___________
I. Objectives:
 Review the process of adding and solving large numbers with and without regrouping
Review the process of adding and solving large numbers with and without regrouping.
References: BEC PELC I A 4.a
Materials: cards, chart, cartolina, strip of paper
1. Drill: Ask the pupils to give the sum and difference of the numbers found on each slice
of the pie
2. Review: Review on the properties of addition.
Identify the property of addition and fill in each blank.
56 + 34 = ____ + 56 = ____
569 + 0 = ____
(5 + 9) + 6 = 5 + (___ + 6 ) + ____
(___ + 2) + 16 = (8+2) + 16 = ____
(32 + 8) + ___ = 32 + ( 8 + 9 ) = ___
1. Motivation:
Have you been to a poultry farm? What did you see there? Do you have an idea about the
number of eggs that can be gathered in a big poultry farm in a week?
2. Presentation:
Strategy : Problem Opener
Miss Nim's poultry farm produced 46 578 eggs in 200 and 51 254 eggs in 2001. How
many thousand eggs were produces in two years? How many more eggs were produced in
2001 than in 2000?
1. What is asked?
2. What are the given facts?
3. What operation will be used to answer the first question?
4. Write the equation for the problem 46576 + 51 254 = __
5. Let the pupils identify the parts of the equation.

Do the indicated operation
1. 638 431 + 972 302 + 439 166 =
2. 451 384 + 618 175 + 806429 =
4. Generalization:
How do we add large numbers with regrouping? Without regrouping?
5. Application:
1. 638 431 + 972 302 + 439 166
2. 451 384 + 618 175 + 806 429
IV. Evaluation:
Solve the following correctly
1. From 189 860 add 56 780
2. Find the sum between 864 466 508 and 792 648 850
3. Find the sum between 162 488 462 and 87 498 624
4. Put together 874 321 987 from 922 498 674
5. Add 146 935 975 and 371 297 465
V. Assignment:
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

MATHEMATICS V
Date: ___________
I. Objectives:
 Review the process of subtracting and solving large numbers with and without regrouping
Review the process of adding and solving large numbers with and without regrouping.
Materials: cards, chart, cartolina, strip of paper
B. Preparatory Activities:
1. Drill: Ask the pupils to give the sum and difference of the numbers found on each slice
of the pie
2. Review: Review on the properties of addition.
Identify the property of addition and fill in each blank.
56 + 34 = ____ + 56 = ____
569 + 0 = ____
(5 + 9) + 6 = 5 + (___ + 6 ) + ____
(___ + 2) + 16 = (8+2) + 16 = ____
(32 + 8) + ___ = 32 + ( 8 + 9 ) = ___
1. Motivation:
Have you been to a poultry farm? What did you see there? Do you have an idea about the
number of eggs that can be gathered in a big poultry farm in a week?
2. Presentation:
Strategy: Problem Opener
Miss Nim's poultry farm produced 46 578 eggs in 200 and 51 254 eggs in 2001. How
many more eggs were produced in 2001 than in 2000?
1. What is asked?
2. What are the given facts?
3. What operation will be used to answer the first question?
4. Write the equation for the problem 46576 - 51 254 = __
5. Let the pupils identify the parts of the equation.

1. 638 431 + 972 302 + 439 166 =
2. 451 384 + 618 175 + 806429
4. Generalization:
How do we subtract large numbers with regrouping? Without regrouping?
5. Application:
1. 906 382 – 529 495
2. 703 800 – 476 247
3. 870 006 – 618 718
IV. Evaluation:
Solve the following correctly
1. From 189 860 take 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:
Complete the chart. Write the sum and difference of the numbers indicated.
Numbers Sum Difference
4. 984 207 542
263 481 563
5. 725 983 654
336 343 459
6. 5 963 425 321
2 876 976 781

MATHEMATICS V
Date: ___________
I. Objectives:
 Review the process of multiplying whole numbers
Reviewing the process of multiplying whole numbers
1. Drill: Basic facts in multiplication through flashcards
a. 5 x 6 = ______ b. 10 x 6 = _____ c. 8 x 4 = _____ d. 9 x 3 = ____
2. Mental Computation: Perform mentally the following:
12 14 12 10
x 12 x 10 x 11 x 13
1. Motivation:
Sing the song (tune: Are you sleeping)
Mathematics! Mathematics!
How it thrills, How it thrills
Addition, Subtraction
Multiplication, Division
Mental ! Math! Mental ! Math!
(Repeat)
2. Presentation
Presentation of lesson through the use of word problem
Each of the 45 Servers of Excellent Garments can make 1 325 pairs of socks in a
week. How many pairs can they make?
1. What is ask in the problem
2. What are given?
3. What operation will be used
4. What is the mathematical sentence for the problem
Solve and explain the solution
8 364 62 008 9 0009
x 53 x 13 x 23
4. 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.

5. Application:
Multiply.
5 269 9 009
x 47 x 24
31 695 10 312
x 43 x 35
IV. Evaluation:
Find the product of the following. Be sure to solve accurately
40 306 37 715 45 618
x 27 x 53 x 13
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
mathematical books did Mr. Paz sell?
2. How much will 2 575 chairs cost at P 98.00 each?
3. A taxi uses consumes up 1 200 liters of gasoline in a month. How many liters were consumed
in 12 months.

MATHEMATICS V
Date: ___________
I. Objectives:
 Review the Division of whole numbers
Reviewing the division of whole numbers
References: BEC PELC I A R4.4
Materials: Spinner, blocks, stairs with numbers
1. Drill: Division Facts
a. Group the pupils
b. Each pupil by 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 is correct.
c. The first group to finish get the star
2. Drill: Division facts
Strategy: Reach the star
1 696 8
896 8
96 8
72 8
24 8
1. Motivation:
Sing the song (tune: Are you sleeping)
Mathematics! Mathematics!
How it thrills, How it thrills
Addition, Subtraction
Multiplication, Division
Mental ! Math! Mental ! Math!
(Repeat)
2. Presentation
Three boys gathered chicos form an orchard. If there were 348 chicos in the basket,
how many chicos should each boy get as his share?
a. Ask the following:
1. What are given?
2. What are being ask?
3. How will you solve the problem?
b. Show by illustration how to divide 348 by 3
c. Define and identify dividend, divisor to quotient.

Read each problem and solve
a. 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?
b. A rice dealer brought 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?
4. Generalization
How will you divide whole numbers?
5. Application:
Divide then check. Do not forget to add the remainder if there is any.
1. 23√1 359 3. 64 √7 872
2. 52√7 332 4. 23 √25 576
5. 49√7 532
IV. Evaluation:
Find the quotient:
1. 24√13 248 3. 48 √23 9708
2. 24√15 184 4. 23 √10 005
5. 31√44 448
V. Assignment:
Read each problem and solve
1. The cost of 24 blouses is P 4 296. What is the cost of each blouse?
2. Last December,Lolo Carlos set aside P 1 015 which he distributed equally among his 7
grandchildren. How much did each child receive?
a. Ask the following:
1. What are the given?
2. What are being asked?
3. How ill you solve the problem?
b. Show the illustration how to solve the problem.

MATHEMATICS V
Date: ___________
I. Objectives:
 Solve 1 step word problem using any of the four fundamental operations
Solving 1-step word problem using any of the four fundamental operations.
Materials: charts, flashcards
1. Mental Computation:
Drill on the basic addition, subtraction, multiplication and division facts.
Mechanics:
1. Divide the pupils into the boys and the girls group
2. One member from each group will stand at the back of the room.
3. As the teacher flashes a card, they answer and the one who gives the correct answers
first advances forward.
4. The groups that gets the most points is the winner.
2. Review:
Review steps in problem solving
1. Motivation
When you visit a place for the first time, what do you do when you go back home?
2. Presentation
Strategy: Making an organized list
Problem Opener
Nena was to buy 3 different souvenirs. She has P100 to spend. How many different
combinations can she choose from?
Boardwalk Souvenirs
Mug P 15.00
Poster P 25.00
T-shirt P 50.00
Key chain P 25.00
Handkerchief P 20.00
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?
e. Which 3 items cost exactly P 100.00?

Solve the following exercises
a. 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?
b. 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 January than in June?
4. Generalization
What are the steps in solving word problems?
5. Application:
Solve the following problem
a. 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?
b. 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 that in June?
IV. Evaluation:
1. Omar collected 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 in Luneta. Each grade level had 42 pupils.
How many pupils in all joined the parade?
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 quest last year. If 31 625 were Filipinos and the rest
were foreigners, how many foreigners went to Boracay last year?
3. Miss Lorenzo distributed 3 264 squares of cloth equally among 16 girls to make a table cover.
How many squares of cloth did each girl receive?

MATHEMATICS V
Date: ___________
I. Objectives:
 Solve 2-3 step word problems involving any of the four fundamental operations.
Solving 2-3 step word problems involving any of the four fundamental operations.
1. Drill on basic: addition facts, subtraction facts, division facts and multiplication facts
through the use of flashcards.
Mechanics:
1. As the arbiter flashes a card, the two contestants answer as fast as they could
2. The pupil, who gives the correct answer first, gets the point for his group.
3. The relay continues till at least 10 of the exercises operations are done.
2. Review:
What are the steps in problem solving?
1. Motivation:
During weekends,what do you do to help your parents earn extra money? Guide the
pupils to see the value of helpfulness.
2. Presentation
Strategy: Problem Opener (Simplifying the Problem)
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 P 25, how much did he get?
a. What is asked in the problem?
b. What are the given facts?
c. What process are involved?
d. What is the mathematical sentence? (11 380 ÷ 5 ) x P 25 = N )
e. Solve the Problem
f. What is the answer
Solve the following exercises
a. There were 407 boys and 438 girls of RafaelPalma Elementary School who joined the
Alay Lakad. If 65 pupils rode in a bus, in giving to the assembly area,how many buses
were hired?
b. An egg vendor bought 600 eggs from the Soler Farm. She paid P 28 per dozen. How
much did she pay for all the eggs?
4. Generalization
What steps should you follow when solving problems?
What is the most important thing to consider in problem solving?

5. Application:
Read and Solve
1. An airplane covered the following distances in 3 trips: 1 200 miles, 1 072 mile
and 1 580 miles. The average speed of the plane was 550 miles per hour. What
was the average distance covered in 3 trips?
2. An egg vendor bought 600 eggs from the Soler Farm. She paid Php 28.00 per dozen.
How much did she pay for all the eggs?
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 tree trips?
2. Mr. and Mrs. Lagman bought a house and lot of Villa Calamba worth P 300 000.00. They
made an initial payment of P 60 000.00. How much was the yearly amortization if they
agreed to pay for 15 years?
V. Assignment
1. The PTA donated P 39 510 to the school to buy 15 typewriters. If each typewriter cost P 3
000.00 how much was the school’s share?
2. In the children’s store, 285 thin notebooks and 325 thick 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 as bus for P 2 445 and a
minibus for P 1 235. The school gave P 1120 and the rest was shared equally by the 32
pupils. How much did each pupil pay?

MATHEMATICS V
Date: ___________
I. Objectives:
 Differentiate odd from even numbers
Skills: Differentiate odd from even numbers
References: BEC PELC I A 5.1.1
Materials: concrete objects, number cards
1. Drill : Drill on discussing patterns
Write the missing numbers
1. 20, 22, 26, 32, ___, ___, ___, 76
2. 4321, 1432, 2143, ____
3. 68, 67, 64, 59, ___32
2. Review:
Read then do what is told.
1. Skip counting by 3 from 6 to 30
2. Skip counting by 5 between 10 to 40
3. Skip counting by 4
1. Motivation:
Do you play games? What is the importance of games? How would you show
sportsmanship?
2. Presentation
Strategy: 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 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. Analysis and discussion will be done based on the results written on the board. The
teacher must see to it that it is clear to the pupils that even numbers are divisible by 2
while odd number is a number with remainder 1 when it is divided by 2.
Write odd or even on the blank before each number.
______ 1. 3 104 ______3. 4 100 ______ 5. 5 778
______ 2. 263 ______ 4. 377
4. Generalization
How do you differentiate an odd number from an even number?
 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
5. Application:
Write odd or even on the blank before each number.
1. 3 104
2. 263
3. 5 778
4. 1 345
5. 377
IV. Evaluation:
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 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.
4. Add the consecutive even and odd numbers after 5.

MATHEMATICS V
Date: ___________
I. Objectives:
 Give the common factor of a given number
Finding the common factors of given numbers
Materials: Cards, strips of cartolina
1. Drill: Mental drill on identifying prime and composite
Game: Flag lets 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 stand first to answer then identify the number in
the cartolina strips as prime or composite.
c. The teacher flashes the number.
d. The pupil who raises the flag first give the answer.
e. Continue the game until most of the pupils have participated.
f. The team which reaches fist the finish line using the flag lets win the contest
2. Review:
Strategy: Dart Games ( pls. see page 27 of the lesson guide)
Divide the class into 3 groups.
1. Motivation:
Strategy: Coins Collection
- Divide the class into 2 groups. Group boys and group girls.
- Ask them to collect different denominations of Philippine coins from their pockets.
- Make a coin collection project after collecting the coins from the members of the group.
- Ask the leader of the group to present their coin collection.
- The group has the greatest number of coins wins the contest.
2. Presentation
Strategy: Listening method/making an organized list
Using a Problem Opener
Sally has two pieces of string, one 20 m long and 10 m long. She cuts the strings
of the same size, as large as possible without waste. How long were the strings she made?
b. Help the pupil understand the problem by asking some comprehension question. Then
ask what are given? What is asked?
c. Guide pupils in planning what to do to solve problem by letting list all the possible cuts
that can be made.
d. Through inspection, elicit from the pupils the longest possible cut that can be made for
both strings. (10)
e. Analysis and Discussion
What do you think are the possible cuts listed on the table for 20 and 10?

Find the GCF using continuous division
1. 9 2. 12 3. 14 4. 12 5. 18
12 16 21 18 27
4. Generalization
 What are the methods of finding the GCF of numbers?
 The methods for finding the GCF of numbers are list down method, prime factorization
method and continuous division.
5. Application:
Express each number as a product of its prime factors. Find the GCF.
1.18 = 2. 24 = 3. 12 =
27 = 30 = 24 =
GCF = 36 = 18 =
GCF = GCF =
IV. Evaluation:
Give all the factors of each number then box the GCF
1. 4 = ? 2. 12 = ? 3. 38 = ?
8 = ? 30 = ? 46 = ?
20 = ?
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.

MATHEMATICS V
Date: ___________
I. Objectives:
 Identify prime and composite numbers
Identifying Prime and Composite Numbers
Materials: Coins
1. Drill : Mental drill on identifying prime and composite
Game: Coin Collection
Mechanics:
1. Divide the class into 2 groups. Group of boys and group of girls.
2. Ask them to collect different denominations of Philippine coins from their packets.
3. Make a coin collection project after collecting the coins from the members of the
group.
4. Ask the leader of the group to present their coin collection.
5. The group that has the greatest number of coins wins the contest.
2. Review:
Give the factors of the following numbers.
36 72 64 18 24 12
1. Motivation:
Teacher shows pebble and leads the class to answer the following: What s this? Where
do we usually find many of this? Does it have any use? Where do we use it?
2. Presentation
Getting GCF through Factorization Method
Using the given numbers 16 and 20 teacher guides the pupils to gets the GCF using the
factorization method.
Game: 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)
Question:
What is the GCF of 20 and 16?
How did you get the GCF of 20 and 16 through factorization?
List the factors of each number. Then encircle the number if it is prime.
1. 36 2. 18 3. 20
4. 45 5. 12 6. 26

4. Generalization
 What are prime numbers? Give examples.
 What are composite numbers? Give examples.
5. Application:
List the factors of each number. Then encircle the number if it is prime and box the
composite.
1. 28 2. 13 3. 21 4. 16 5. 31
IV. Evaluation:
Write P if the number is composite and C if it Is composite.
1. 18 = 2. 12 = 3. 24 =
4. 27 = 5. 24 = 6. 30 =
V. Assignment:
1. Name the prime numbers between 1 – 100.
2. Name the composite numbers between 50-100.

MATHEMATICS V
Date: ___________
I. Objective:
 Identify prime and composite numbers
Identifying prime and composite numbers
References: BEC-PELC I A 5.1.3
Materials: flashcards, word problem written on manila paper
III.Learning Activities:
1. Drill: Drill on odd and even numbers
a. 89 b. 24 c. 98 d. 11
2. Review:
 What are the methods of finding the GCF of numbers?
1. Motivation:
Teacher shows a pebble and leads the class to answer the following: What is this? Where
do we usually find many of this? Does it have any use?
2. Presentation:
 Strategy Using Objects
1. Pupils will be grouped. Each group will be given pebbles which they will arrange
into different arrangements.
23 39 29
How many arrangements were made for each number?
Number of Pebbles Possible arrangements No. of possible
Arrangements
23
39
29
Example: 6 1, 2, 3, 6
3 1, 3
1. 48 _______ 3. 53 _______ 5. 79 _______
2. 36 _______ 4. 64 _______
4. Generalization
What are the prime numbers?
5. Application:
Example: 6 1, 2, 3, 6
3 1, 3

1. 72 _______ 3. 71 _______ 5. 91 _______
2. 48 _______ 4. 37 _______
IV. Evaluation:
Write P if the number is prime and C if it is composite
_____ 1. 28 _____ 3. 21 _____ 5. 31
_____ 2. 13 _____ 4. 16
V. Assignment:
Answers 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.

MATHEMATICS V
Date: ___________
I. Objective:
 Find the prime factors of a number
Finding the prime factors of a number
References: BEC-PELC I A 1.4
Materials: Chart, flashcards
1. Drill: Mental Computation
Give the factors of the following numbers
1. 48 2. 24 3. 28 4. 32 5. 16
2. Review: “Relay”
Tell whether the following numerals are prime or composite – use flashcards
1. 17 2. 3 3. 5 4. 21 5. 19
1. Motivation:
Give the number combinations when multiplied will give the product of 18.
2. Presentation
Strategy 1: Making an organized list
Group Activity:
1. Use the prime numbers listed on the board (2, 3, 5, 7) as factors
2. Name 2, 3 or 4 of the primes, multiply them and record the numbers sentence.
3. Try to find all possible products for the four numbers
4. Chart all findings in a table.
These are some of the expected outputs:
2 x 3 = 6 2 x 3 x 5 = 30 3 x 5 = 15 2 x 7 = 14
Find the prime factors of these numbers using any method.
1. 78 2. 80 3. 48 4. 28 5. 34
4. Generalization
How do we find the prime factors of a number?
5. Application:
1. 30 2. 28 3. 24 4. 16 5. 42

IV. Evaluation:
Give the prime factors of the following numbers in exponential form.
1. 60 2. 48 3. 160 4. 95 5. 180
V. Assignment:
Write the prime factors of the following.
1. 84 2. 60 3. 90 4. 70 5. 88

MATHEMATICS V
Date: ___________
I. Objective:
 Show multiplies of a given number by 10, 100
Showing multiplies of a given number by 10, 100
1. Drill: Finding prime and composite numbers
1. 60 2. 48 3. 160 4. 95 5. 180
2. Review:
Finding on the common factors and GCF of given numbers
1. 9 2. 12 3. 18 4. 14 5. 12
12 16 27 21 18
1. Motivation
Present a number tree.
What is the use of this tree? Do you still remember this tree?
2. Presentation
Strategy – Using Prime Factorization
What is the least common multiple (LCM) of 6 and 8? Of 60 and 80?
60: 2 x 2 x 5 x 3
80: 2 x 2 x 5 x 2 x 2
LCM 240
- What kind of numbers are 6 and 8?
- 60 and 80 are multiples of what number?
- How do we get 24?
- What is the LCM OF 60 and 80?
Determine the LCM of these numbers.
1. 35, 63 2. 48, 72 3. 50, 60 4. 30, 40 5. 100, 200
4. Generalization
What are the multiples? What is the least common multiple?
5. Application:
Find the LCM of each pair of numbers.
1. 4: 2. 6: 3. 6:
9: 15: 12:
LCM LCM LCM

IV. Evaluation:
The prime factorization of each number is given. Give the LCM of each pair of numbers.
1. 6: 2 x 3 2. 9: 3 x 3 3. 8: 2 x 2 x 2
9: 3 x 3 15: 3 x 5 12: 2 x 2 x 3
LCM LCM LCM
V. Assignment:
Express each number as a product of prime factors. Then find the LCM
Example: 18: 2 x 3 x 3
27: 3 x 3 x 3
1. 18 = 2. 36 = 3. 54 = 4. 12 = 5. 30 =

MATHEMATICS V
Date: ___________
I. Objective:
 Find the least common multiple of a set of numbers
Finding the least common multiple of a set of numbers
Materials: flashcards, paper, ruler
1. Drill: Give the next 3 numbers in the sequence.
1. 0, 3, 6, 9 2. 0, 5, 10, 15 3. 0, 7, 14, 21
2. Review: Finding the GCF of given numbers using the prime factorization:
a. 24 and 36 b. 15 and 40 c. 12 and 24
1. Motivation:
Recall the concept of multiples through skip counting. Do you know how to skip count by 6?
8? 7? 9?
2. Presentation
Strategy 1: Drawing tables/Making an organized list.
1. Divide the class into groups. Each group will be given dot papers for the activity.
2. Activity cards will be distributed among the groups as shown below:
Manipulative Activity
1. Choose a number from 3-7.
2. 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.
3. Repeat the activity using different numbers.
Give the least common multiple (LCM)
1. 6 and 8 2. 3 and 6 3. 10 and 4
4. Generalization
What is the least common multiple (LCM) of a set of numbers?
5. Application:
1 30 2. 28 3. 24 4. 16 5. 42
IV. Evaluation:
Give the least common multiple for each pair of numbers:
1. 6 and 15 2. 12 and 24 3. 12 and 18 4. 15 and 6 5. 10 and 15

V. Assignment:
Find the LCM of these set of numbers.
1. 8, 12, 30 4. 4, 10, 8
2. 12, 20, 45 5. 9, 12, 18
3. 18, 27, 35

MATHEMATICS V
Date: ___________
I. Objective:
 State divisibility rules for 2, 5 and 10
State divisibility rules for 2, 5 and 10
Materials: set of cards with number 0 to 9, flashcards
1. Drill: Mental Math Drills on Easy Division using flashcards.
Example: 126 ÷ 3 = n 522 ÷ 6 = n 255 ÷ 5 = n
2. Review: On multiples of a number.
Give the 1st
multiples of:
1. 4 2. 3 3. 5 4. 6 5. 8
1. Motivation:
Play “The boat is sinking”
2. Presentation
Teacher classifies numbers of students according to which are divisible by 2, 5 or 10.
teacher summarizes the numbers by writing these on a separate table.
Ask students 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.
Do the same divisibility by 5 and 10.
Provide big numbers written on flashcards and have students categorize these as divisible
by 2, 5 or 10.
Write on the blank before each item whether the given number is divisible by 2, 5 or 10.
____ 1. 16 ____ 3. 30 ____ 5. 650
____ 2. 125 ____ 4. 344
4. Generalization
Recall all the divisibility rules.
For 2: All numbers ending in 0, 2, 4, 6, 8 are divisible by 2.
For 5: All numbers ending in 0 or 5
For 10: All numbers ending in 0
5. Application:
Write on the blank before each item whether the given is divisible by 2, 5 or 10.
_____1. 16 _____2. 125
_____3. 30 _____4. 444
_____5. 650

IV. Evaluation:
Encircle the numbers which are divisible by the given number before each item.
_____ 1. 17, 16, 20, 15 _____ 3. 52, 15, 60, 156 _____ 5. 35, 54, 105, 153
_____ 2. 40, 14, 25, 300 _____ 4. 38, 45, 70, 85
V. Assignment:
Put a check on the blank if the first number is divisible by the second.
864, 2 ____ 606, 10 ___ 108, 2 ____ 405, 5 ____ 700, 10 ____

MATHEMATICS V
Date: ___________
I. Objective:
 State the divisibility rules for 3, 6 and 9
State divisibility rules for 3, 6 and 9.
Materials: flashcards, pocket chart
1. Drill: (Mental Computation)
Easy Division:
1. 366 ÷ 6 = n 3. 387 ÷ 7 = n
2. 148 ÷ 2 = n 4. 488 ÷ 4 = n
2. Review:
Review of previous lesson: Divisibility of 2, 5 and 10.
Place the check cards under the correct column by which the numbers are divisible.
2 5 10
3000
4124
775
726
1. Motivation:
Who among you are members of the student council? As a member what do you usually
do to help your co-students in school?
2. Presentation
Strategy: Use a problem Opener.
The school helpers are setting up the auditorium for the students’ council meeting. There
are a total of 197 mono-block chairs which they have to set up in either rows of 3, 6 or 9
which are set ups.
1. Ask the student: What are given? What is being asked? How may we solve the problem?
2. Ask the student: If you were one of those who have to set up the auditorium, What
would you do?
3. Have students solve the problem by actual division.
4. Tell the students that using the divisibility rules will help in identifying if a number is
divisible by another number without actual division.

Put a check under the correct column applying the rules for divisibility.
3 6 9
120
315
8640
4176
4. Generalization
What are the rules of divisibility?
5. Application:
Put a check on the blank if the first number is divisible by the second number.
261,6_____ 6453,9_____
345,3_____ 459,3_____
114,6_____
IV. Evaluation:
Which of the following numbers are divisible by 3, 6 or 9. write 3, 6 or 9 or which ever of the
three in the blank.
______ 1. 630 ______ 4. 4110
______ 2. 363 ______ 5. 846
______ 3. 423
V. Assignment:
Encircle the numbers which are divisible by the given number before each item.
______ 1. 54, 261, 346, 84
______ 2. 657, 299, 846, 627
______ 3. 342, 296, 357, 477
______ 4. 843, 799, 312, 579
______ 5. 117, 378, 1953, 216

MATHEMATICS V
Date: ___________
I. Objective:
 State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
Materials: kraft paper with chart of SW
1. Drill: On easy division (mental computation-mc)
1. 488 ÷ 8 = 2. 279 ÷ 3 = 3. 168 ÷ 4 =
2. Review: Divisibility Rules
- Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate
the rule.
1. Motivation:
Play “Sa Pula, Sa Puti”
Teacher will give statement regarding application of the divisibility rules. Students are given
10- 15 seconds to determine if the statement is true or false. They are to stand in line,
either in the “Pula” or “Puti” half of the room.
Example: 51 is divisible by 3.
2. Presentation
a. Give examples of numbers divisible by 4. Use numbers that students can readily
determine as divisible by 4 and some numbers that are bid 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 the students complete the chart.
2 3 4 5 6 7 8 9 10
150
4460
1816
9915105
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

4. 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: All numbers ending 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.
5. Application:
Put a check under each column to tell whether each given number is divisible by 6, 9 or 10
6 9 10
120
315
8316
8640
4176
IV. Evaluation:
Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10.
_____ 1. 423 _____ 4. 2105
_____ 2. 5746 _____ 5. 354
_____ 3. 3000
V. Assignment:
Put a check mark on the blank if the first number is divisible by the second number.
483, 6 ______ 624, 4 ______ 1368, 9 ______
821, 2 ______ 252, 5 ______
726, 4 ______

MATHEMATICS V
Date: ___________
I. Objective:
 State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
State divisibility rules for 2, 3, 4, 5, 6, 9 and 10
Materials: kraft paper with chart of SW
1. Drill: On easy division (mental computation-mc)
1. 488 ÷ 8 = 2. 279 ÷ 3 = 3. 168 ÷ 4 =
2. Review:Divisibility Rules
- Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate
the rule.
1. Motivation:
Play “Sa Pula, Sa Puti”
Teacher will give statement regarding application of the divisibility rules. Students are given
10- 15 seconds to determine if the statement is true or false. They are to stand in line,
either in the “Pula” or “Puti” half of the room.
Example: 51 is divisible by 3
2. Presentation
a. Give examples of numbers divisible by 4. Use numbers that students can readily
determine as divisible by 4 and some numbers that are bid 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 the students complete the chart.
2 3 4 5 6 7 8 9 10
150
4460
1816
9915105
2 3 4 5
120
405
272
504

4 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: All numbers ending 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.
5. Application:
6 9 10
320
315
8316
8640
4176
IV. Evaluation:
Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10.
_____ 1. 423 _____ 4. 2105
_____ 2. 5746 _____ 5. 354
_____ 3. 3000
V. Assignment:
483, 6 ______ 624, 4 ______ 1368, 9 ______
821, 2 ______ 252, 5 ______
726, 4 ______

MATHEMATICS V
Date: ___________
I. Objective:
 State divisibility rules for 2, 3, 4, 5, 9 and 10
State divisibility rules for 2, 3, 4, 5, 9 and 10
Materials: set of cards with numbers 0 to 9
1. Drill: basic facts of multiplication
6 x 7 9x3 5x5 8x5 7x7 3x7 4x9 6x6
2. Review:
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. Motivation:
Play “The boat is sinking”.
2. Presentation
Promote higher order thinking skills by playing “Number Scramble”
Strategy 1:
a. Teacher provides each team of 4 with cards bearing numbers 0 to 9. students are to use
these cards to form the number being asked for given certain conditions.
b. Give an example. Explain that the students may use the cards to identify the number
asked for.
Example: Without repeating any digit, from the least 3-digit number divisible by 2.
3 Practice Exercises
Supply the missing number to make the number divisible by the number opposite.
1. 5__1 – 3 3. 273__ - 4 5. 423__ - 3
2. 139__ - 2 4. 823__ - 6
4. Generalization
Recall the rules of divisibility by 2, 3, 4, 5, 6, 9 and 10.
5. Application:
483, 6 ______ 624, 4 ______
1368, 9 ______ 821, 2 ______
252, 5 ______ 726, 4 ______

IV. Evaluation:
Supply the missing number to make the number divisible by the number opposite.
1. 712__ - 5 3. 262__ - 9 5. 216__ - 8
2. 463__- 10 4. 385__ - 6
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

MATHEMATICS V
Date: ___________
I. Objective:
 Change dissimilar fractions to similar fractions
Change dissimilar fractions to similar fractions
References: BEC-PELC II A 1
1. Drill: Mental Computation
Drill on finding the LCM of given numbers.
Example: 5, 10
2, 3
4, 6
2. Review:
Recall the rules for divisibility rules by 2, 5 and 10.
3. do?
1. Motivation:
Who among you help their parents at home after school hours?
What household chore do you usually
2. Presentation
Strategy 1: Using a problem opener.
On Saturdays, Paolo helps his mother at home. He spends 5/6 hour in washing the clothes
and 2/3 hours in cleaning the house.
1. Help the pupils understand the problem by answering some comprehension questions.
Then ask: What are given? What is asked? You may further ask: What kind of boy is
Paolo?
2. Lead them in planning what to do by asking some guiding questions such as. How will
you find out which is greater 5-6 hour and 2/3 hours?
3. Let the pupils state the steps in changing / renaming dissimilar fractions to similar
fractions.
4. Provide more practice exercises in renaming dissimilar fractions to similar fractions.
Rename these dissimilar fractions to similar fractions
1. 3/10, 4/6 3. 10/12, 3/6 5. 2/3, 4/5
2. 5/8, ¾ 4. 4/6, 1/8
4. Generalization
How do we rename dissimilar fractions to similar fractions?

5. Application:
Rename these dissimilar fractions as similar fractions.
1. 3/10, 4/6 3. 10/12, 3/6 5. 2/3, 4/52
2. 5/80, 3/4 4. 4/6, 1/8
IV. Evaluation:
Write as similar fractions.
1. 6/6, 3/9 2. 2/8, 10/12 3. 6/8, 3/10 4. 4/10, 5/12 5. 2/9, 2/4
V. Assignment:
Rename these dissimilar fractions as similar fractions.
1. 6/8, 2/12 3. 6/15, 4/5 5. 4/9, 3/12
2. 3/20, 4/10 4. 2/10, 1/6

MATHEMATICS V
Date: ___________
I. Objective:
 Identify equal fractions
Identifying equal fractions
References: BEC-PELC II A 1.2 & 1.2.1
Materials: flashcards, flower cut-outs
1. Drill: basic facts in Multiplication.
a. 9 x 8 = b. 8 x 5 = c. 6 x 2 = d. 7 x 6 =
2. Review: changing dissimilar fractions to similar fractions.
Example: a. ( ½, 1/3 ) b. ( 5/9, 7/8) c. ( 7/10, 5/9 )
1. Motivation:
Have you eaten pie? What does it look likes? How many slices can you eat?
Teacher shows model of pie on the board. Elicit ½ and 2/4.
2. Presentation
Strategy 1: Paper folding
Materials: Sheets of paper
Mechanics:
1. Divide class into 6 groups.
2. Each group is given 2 pieces of paper of the same size.
3. Request them to fold the first paper into thirds. Color 1/3. Fold the second paper into
sixth. Color 1/6. Fit the second paper to the colored part of the first paper.
4. Ask: What part is the same as 1/3?
What can you say about 1/3 and 2/6?
What can you say that 1/3 equals to 2/6?
5. Direct pupils to cross multiply
What can you say about the cross products?
Choose the set of fraction that are equal.
_____ 1. a. 5/9, 7/8 b. 4/5, 8/10 c. 2/9, 3/8 d. 4/5, 3/8

_____ 2. a. 7/10, 5/9 b. 3/5, 5/7 c. 4/5, 3/7 d. 6/15, 2/5
4. Generalization
Equal fractions are fractions that name the same part of the whole.
5. Application:
Give the equivalent fraction of the following.
1. 2/3 2. 4/5 3. 3/5
IV. Evaluation:
On the blank before each number, write YES if the pair of fractions are equal and NO if not.
_____ 1. 1/2,3/6 _____ 4. 1/3,1/6
_____ 2. 2/5,3/10 _____ 5. 5/6,3/4
_____ 3. 1/4,3/12
V. Assignment:
Copy then write the missing numerator and denominator to make the statement correct.

MATHEMATICS V
Date: ___________
I. Objective:
 Use cross product to determine whether 2 fractions are equal
Using cross product to determine whether 2 fractions are equal
Materials: flashcards, flower cut-outs
1. Drill on basic facts in Multiplication.
a. 7 x 3 = b. 9 x 5 = c. 7 x 6 = d. 8 x 2 =
2. Review on changing dissimilar fractions to similar fractions.
Example: a. ( 7/10, 5/9 ) b. ( 5/9, 7/8) c. ( ½, 1/3 )
1. Motivation:
Do you love to eat cake? What type of cake do you want?
2. Presentation
Strategy 1: Paper folding
Materials: Sheets of paper
Mechanics:
1. Divide class into 6 groups.
2. Each group is given 2 pieces of paper of the same size.
3. Request them to fold the first paper into thirds. Color 1/3. fold the second paper into
sixth. Color 1/6. Fit the second paper to the colored part of the first paper.
4. Ask: What part is the same as 1/3?
What can you say about 1/3 and 2/6?
What can you say that 1/3 equals to 2/6?
5. Direct pupils to cross multiply
What can you say about the cross products?
Choose the set of fraction that are equal.
_____ 1. a. 7/9, 4/5 b. 2/5, 8/20 c. 5/8, 3/9 d. 4/5, 3/8
_____ 2. a. 7/10, 5/9 b. 3/5, 5/7 c. 4/5, 3/7 d. 6/15, 2/5

4. Generalization
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.
5. Application:
Check if the fractions are equal, use the cross product method. Then write the correct
symbol in the blanks.
5/9 , 7/8 4/5,8/10 2/9,4/18
IV. Evaluation:
Check if the fractions are equal, use the cross product method. Then write the correct symbol in
the blanks.
V. Assignment:
Write the next 3 consecutive fractions that are equal to the given example.

MATHEMATICS V
Date: ___________
I. Objective:
 Change dissimilar fractions to lower or higher term.
Changing dissimilar fractions to lower or higher term.
Materials: cartolina strips, activity sheets,chart
1. Mental Computation
Drill on basic division facts
a. 9 ÷ 3 = b. 8 ÷ 4 = c. 15 ÷ 5 = d. 8 ÷ 2 =
2. Review on finding the GCF
Find the GCF
a. 9 = ? b. 12 = ? c. 14 = ? d. 18 = ?
12 = ? 16 = ? 21 = ? 27 = ?
1. Motivation:
Do you love to eat cake? What type of cake do you want?
2. Presentation
Strategy 1: diagram
1. Show models of the same size of cake. Shade 4/8 of the cake. Shade 2/4 of the cake.
Shade ½ of the cake.
2. Compare the parts you shaded.
3. What fraction in the simplest form will name a part equivalent to 6/9?
4. Other fractions will be provided for the pupils to work on.
Reduce the following fractions to simplest form.
1. 16/20 = 3. 8/24 = 5. 6/27 =
2. 14/28 = 4. 21/24 =
4. Generalization
How did we change a fraction to lowest term?
How can we identify fraction in the lowest term?

5. Application
Reduce the following fractions to lowest form.
1. 16/20 2. 14/28 3. 8/24
IV. Evaluation:
Box the fraction in the higher term. Transform fractions in the lowest terms.
1. 3/7 2. 3/9 3. 9/10 4. 1/5 5. 6/8
V. Assignment:
Encircle the fraction which does not belong to the group. Give your reason.

MATHEMATICS V
Date: ___________
I. Objective:
 Estimate fractions close to 0, ½ or 1
Estimating fractions close to 0, ½ or 1
References: BEC-PELC II A 2
Materials: Bingo cards,flashcards, number line, illustration boards.
1. Drill on rounding off whole numbers
Strategy 1: BINGO card
Materials: BINGO cards and flashcards
Mechanics:
a. Divide the class into 5 groups.
b. Distribute BINGO cards, one to each group. Rounded numbers are written on BINGO
cards.
c. Teacher posts the diagram of the winning BINGO.
d. Teacher starts showing a flashcard, example,
834 (nearest tens)
9426 (nearest hundreds)
2. Review on comparing fractions.
How did we change a fraction to lowest term?
How can we identify fraction in the lowest term?
1. Motivation
List fractions that are less than ½. Factions that is greater than ½.
2. Presentation
Strategy 1: use of the number line
Mechanics:
1. Divide the class into 6 groups.
2. Distribute illustrations boards, one to each group.
3. Teacher request each group to show the following fractional parts in the number line.
Group 1: ½ to 12/12
Group 2: 1/10 to 10/10
Group 3: 1/9 to 9/9
Group 4: 1/8 to 8/8
4. Tell each group to show ½, ¼, ¾ and 1 in the number line.
5. Answer the following questions.
Which fractions are close to 0?
Which fractions are close to ½?

Estimate the following fractions if they are close to 0, ½, or 1. Write the correct estimate
at the blank before the number.
_____ 1. ¾ _____ 4. 11/13
_____ 2. 5/12 _____ 5. 3/17
_____ 3. ¾
4. Generalization
In estimating fractions, we have to consider both numerators and denominators.
5. Application
Answer the following questions. Choose the letter only.
1. Which fraction is close to 0.
a. 7/8 b. 2/10 c. 6/10 d. 11/12
2. Which fraction is close to 1.
a. 2/9 b. 4/8 c. 14/15 d. 1/6
3. Which fraction is close to 1/2.
a. 8/14 b. 4/8 c. 13/14 d. 1/7
IV. Evaluation:
Put a check mark on the appropriate column that best describes the fractions.
Fraction Close to 0 Close to ½ Close to 1
1. 9/10
2. 2/12
3. 1/7
4. 9/12
5. 3/10
V. Assignment:
1. Draw a number line showing 1/12 to 12/12 on an illustration board.
2. List the fractions that are close to 0, 1/2, or 1

MATHEMATICS V
Date: ___________
I. Objective:
 Add two to four similar fractions
Adding two to four similar fractions without or with regrouping
References: BEC-PELC II B 1.1
Materials: Fraction cards,regions
Drill on basic division facts
a. 9 ÷ 3 = b. 8 ÷ 4 = c. 15 ÷ 5 = d. 8 ÷ 2 =
2. Review:
Put a star () before the number if the fraction is in the lowest term. Simplify if it is not.
_____ 1. 9/11 _____ 3. 8/10 _____ 5. 10/15
_____ 2. 4/6 _____ 4. 7/8
1. Motivation
Have you been seen ribbon? How do we use it?
2. Presentation
Strategy: Modeling using a problem opener.
Aida bought 3/5 meter of blue ribbon, 4/5 meter of white ribbon and 2/5 meter of red
ribbon. How long are the ribbons put together end to end?
1. Ask leading questions as in No. 1 and 2 of strategy 1.
2. Direct the pupils to the model shown.
3. Using the model.
Let the pupils write the equation:
3/5 + 2/5 + 4/5 = 9/5
What kind of fraction did you get as an answer?
4. Lead the pupils to the idea that in adding similar fractions, answer must be reduced to
lowest term or in simplest form.
5. Provide more exercises in adding 2 or more similar fractions.
Find the sum. Reduce answer to simplest form.
1. 13/30 + 5/20 = 3. 2/9 + 1/9 + 4/9 = 5. 5/14 + 2/14 + 7/14
2. 6/14 + 2/14 = 4. 8/10 + 3/10 =
4. Generalization
How do we add 2 or more similar fractions?

5. Application
Find the sm. Reduce answers to lowest form.
1. 13/20 + 5/20 = 2. 6/14 + 2/14= 3. 2/9 + 1/9 + 4/9 =
IV. Evaluation:
Find the sum. Reduce answers to simplest form.
1. 4/8 + 1/8 = 3. 3/8 + 3/8 = 5. 3/10 + 2/10 =
2. ¾ + ¾ = 4. 4/9 + 1/9 + 6/9 =
V. Assignment:
Find the sum and give the answer in simplest form.
1. 2/5 + 8/5 + 3/5 = 3. 5/12 + 2/12 + 4/12 5. 4/15 + 1/15 + 5/15
2. 11/12 + 1/12 = 4. 2/7 + 3/7 =

MATHEMATICS V
2ND
GRADING
PERIOD
Date: ___________
I. Objectives:
Cognitive: Visualized addition of dissimilar fractions without and with regrouping
Values: Peace and harmony
Skills: Visualized addition of dissimilar fractions without and with regrouping
References: BEC PELC II B 1.2
Materials: flashcards, game boards for square deal, fraction chart, strips
III.Learning Experiences:
C. Preparatory Activities:
1. Drill on adding similar fractions will be flashed to the class. The pupils give the correct
answer.
2. Motivation:
Can we mix oil with water? Why?
Similarly, we cannot just put together dissimilar fractions, can we?
D. Developmental Activities:
6. Presentation:
Strategy: Modeling
Using a problem opener
Mother has one whole cake. First she sliced 1/3 and then 1/6 if the cake. What part of the
cake did she slice?
1. 1
3 6
Ask: What parts of the cake had been sliced off? What was the total part of the cake that was
sliced off?
1 1
3 6
1

2
Use diagrams or fractions regions to add the following.
1. 2 + 1 = 3. 2 + 5 = 5. 5 + 1 =
3 4 3 9 8 2
2. 2 + 1 = 4. 3 + 1 =
6 3 8 4
8. Generalization:
How can we add fractions if they are dissimilar? (We make them similar)
IV. Evaluation:
Complete the diagrams by shading them correctly showing the given addition statements.
Rename the answers if needed.
V. Assignment
Find the sum
1. 11 + 5 = 3. 2 + 7 = 5. 5 + 1 =
12 6 3 8 6 5
2. 1 + 3 = 4. 7 + 3 =
4 5 10 4

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Add dissimilar fraction
Values: Obedience
Skills: Adding dissimilar fractions
Materials: flashcards, concrete objects
II. Learning Experiences:
Drill on finding the LCM of some given numbers.
Strategy: Relay game
Mechanics:
a. Divide the class into 2 (boys and girls). One representative from each group stands at he
back of the room.
b. Teacher flashes card with 2 to 3 written numbers. (Be sure numbers are manageable by
the pupils)
c. Pupils give the LCM orally6 and pupil who gives the 1st
correct answer gets the point.
d. The game continues until all the 10 participants from each group have participated.
e. The group having the most points wins the game.
a. Presentation:
Problem opener through cut outs (drawing picture of a circular pizza)
Faith ate 3/6 of a pizza. Mark ate 2/12 of the same pizza. How many parts of the pizza did
they eat in all?
1. What is asked?
2. What are given?
3. What kind of fractions are 3/6 and 2/12?
4. What operation is, needed to solve the problem?
5. Can we easily add 3/6 and 1/12? Why?
6. How can we add them? (Rename 3/6 into a fraction· similar to 1/12)
7. Let’s solve the problem.
Find the sum
1) 9/16 2) 16/20 3) 14/24 4) 5/8 5) 7/10
+ 4/8 + 2/10 + 6/16 + 4/6 + 2/20
3. 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 answer to lowest terms.

IV. Evaluation:
Rename these fractions as similar fractions. Add then express the sum in lowest term if possible
1. 2 + 3 = 3. 1 + 3 = 5. 5 + 1 =
8 4 4 6 8 4
2. 2 + 1 = 4. 6 + 1 =
8 2 10 2
V. Assignment
Findthe sum andif necessaryreduce the answerinitssimplestform.
1. 3 + 4 = 3. 6 + 7 = 5. 5 + 10 =
6 10 15 10 9 15
2. 8 + 5 = 4. 2 + 3 =
12 9 10 4

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Add dissimilar fraction and whole number
Values: Industry
Skills: Adding the dissimilar fractions and whole numbers
Materials: fraction cards, fraction strips, cut-outs
Drill on giving the LCD of given fractions
Example:
4 , 2 4 , 2 4 , 2
5 3 5 3 5 3
2. Motivation:
Who among you have tasted sweet tamarind candies? Do you have an idea what
ingredients they have?
1. Presentation:
Strategy: Modeling Paper Folding
Use a problem Opener
Last week, Mr. Sanchez worked three days in his vegetable garden. He worked 1/3 hour
en the first day, 3/6 hour on the second day and 2 hours on the third day. How long did he
work in all?
1. Do as in strategy l-numbers 1 and 2 you may further as: What good trait do you think has
Mr. Sanchez for having a vegetable garden at home? How can such garden help in
sustaining a family's day to day expenses? What other benefits can you get for
maintaining such garden at home?
2. Divide the class in-groups. Give each group circular cutouts of uniform sizes.
3. Focus their attention on the number sentence they have written on the board.
4. Let your represent each addend using the circular cut-outs
5. Lead the pupils to notice that the fractions have ' different denominators and are therefore
unlike fractions.
Find the sum. Express answer in simplest form if possible
1) 4 + 6 + 2 + 3 3) 2 + 1 + 2 + 9 5) 8 + 6 + 3 + 4
3 4 8 2 8 6
2) 5 + 3 + 15 4) 10 + 6 + 1
10 6 12 3

3. 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 tem of possible
IV. Evaluation:
Find the sum. Express the answer in lowest term of possible
1) 7 + 12 + 3 + 2 = 3) 9 + 3 + 7 + 11 = 5) 15 + 9 + 3 =
10 6 15 6 14 8
2) 9 + 5 + 4 = 4) 6 + 7 + 4 + 3 =
12 8 20 8
V. Assignment
Findthe sum: Write the answerinthe lowesttermif possible
1) 8 + 10 + 2 + 4 = 3) 8 + 3 + 6 + 4 = 5) 18 + 6 + 4 =
12 9 10 8 15 10
2) 6 + 2 + 7 + 2 + 3 = 4) 12 + 2 + 7 + 3 =
4 9 10 6

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Add whole numbers and mixed forms
Values: Spending Time Wisely
Skills: Adding whole numbers and mixed forms
Materials: cut-outs, cardboard/cartolina, pair of scissors
Drill on changing fractions to simplest form
2. Review on adding mixed forms and similar fractions.
1. Presentation:
Strategy: Cut-it-Out (Modeling)
Mechanics:
1. The class will be divided into groups of five members.
2. Pupils will cut figures (whole and fractions) from the cartolina.
3. After cutting figures, pupils will construct problem exercise using the cutouts
4. The groups will exchange each others work and do the excises.
Add the following
1) 4 + 2 7 = 3) 5 + 5 3 = 5) 9 + 3 4 =
8 4 5
2) 5 + 10 1 = 4) 7 5 + 3 =
2 6
3. Generalization:
What kind of numbers did we add today?
How do we add mixed forms and whole numbers?
IV. Evaluation:
Add the following.
1) 6 + 3 1 = 3) 9 + 1 2 = 5) 6 + 4 =
10 3 7
2) 4 + 5 = 4) 18 + 5 3 =
5 8

V. Assignment
Thinkof an additionstatementthatwouldgive the followingasthe answer.
(Guessandcheck)
1. ______ + ______ = 11 3
4
2. ______ + ______ = 16 5
8
3. ______ + ______ = 9 4
9
4. ______ + ______ = 16 7
10
5. ______ + ______ = 13 5
11

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Add a mixed form and a dissimilar fraction
Values: Thoughtfulness
Skills: Adding of Mixed Form and Dissimilar Fraction
Materials: fraction cards, cut-outs, number line model
1. Mental Computation.
Drill on adding similar fractions.
2. Review on giving LCD of 2 or more fractions
1. Presentation:
Strategy: Developing a concept Using Models
Using a Problem Opener
1. Do as in Strategy I - numbers 1 and 2
2. You may ask further: What kind of children do you think are Tina and Ayen? Why is it
important to remember our old folks? What are other ways of showing our love and
concern for them?
3. Post this activity:
a. Represent 1 112 and 3f4 = N by actually putting together 1 1/2 and 3f4 (Guide the
pupils in cutting and pasting the parts together as shown)
b. What value did get for N as shown by the models? (2 1/4 )
4. Using the cut-outs, 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)
5. Provide more exercises.
Find the sum
1) 9 1 + 4 2) 4 3 + 1 3) 2 1 + 2
3 4 6 3 4 6
4) 5 2 + 1 5) 1 3 + 3
10 4 4 8
3. Generalization:
How do we add a mixed form and dissimilar fractions?
First rename the fractions into similar fractions. Add as we do with similar fractions.
Express the answer in simplest form if possible.

IV. Evaluation:
Add. Reduce answer to simplest form.
1) 6 2 + 1 = 2) 8 5 + 1 = 3) 2 1 + 2 =
3 6 10 4 4 6
4) 10 5 + 3 = 5) 7 7 + 2 =
8 6 10 5
V. Assignment
Find the sum.
1) 3 2 + 1 = 2) 9 4 + 3 = 3) 17 3 + 3 =
7 3 16 4 6 8
4) 4 8 + 3 = 5) 7 + 1 + 3 =
10 4 12 8

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Add a mixed form
Values: Cooperation
Skills: Adding of Mixed Form
Materials: flashcards, show me cards, pieces of art paper, fraction chart
1. Mental Computation.
Drill on covering fractions to lowest terms.
Strategy: Oral Contest
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.
f. The team with the most number of points wins.
1. Presentation:
Strategy:Use a problem opener with concrete objects.
Problem:
Evelyn used 2 ½ pieces of red art paper and 1 1/3 pieces of yellow art paper to
decorate her guidance notebook. How many pieces of red and yellow art papers did she
use?
Mechanics:
1. Divide the class into 5 groups.
2. Distribute strips of art papers,fraction chart to each group.
3. Ask each group to illustrate addition of dissimilar fractions using the strips of art paper
and the fraction chart.
4. Request each group to report and explain work to the class.
5. How did you cut the pieces of art paper? What should you do with the remaining strips
of paper? (Recycle)
6. What will you do with the fractions 112 and 1/3 before you can add them? How about
the whole numbers?
7. Elicit from the pupils that he LCD of both fractions must first be determine to be able to
rename them into equivalent fractions, and finally add them. Then add the whole
numbers
8. Provide more practice items.

Find the sum and if necessary reduce to lowest terms.
1) 5 ¼ + 3 2/6
2) 3 4/10 + 2 4/8
3) 1 3/9 + 5 6/12
4) 7 5/6 + 3 4/10
5) 8 5/20 + 2 1/8
3. Generalization:
To add mixed numbers with dissimilar fractions, first find the LCD. Transform all
fractions into similar fractions then add as in adding similar fractions. Add all the whole
numbers.
IV. Evaluation:
Add the following and reduce the lowest terms if necessary.
1) 6 3
+ 8
3 1
5
2) 2 1
+ 7
8 3
4
3) 2 2
+ 5
1 1
4
4) 8 1
+ 4
10 2
4
5) 5 2
+ 5
1 1
4
V. Assignment
1) 16 5
+ 9
27 2
3
2) 18 4
+ 5
25 5
6
3) 18 5
+ 7
7 2
3
4) 12 3
+ 8
16 5
9
5) 25 3
+ 4
10 5
6

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Estimate sums of fractions
Values: Cooperation, health - wise
Skills: Estimating the sum of fractions
Materials: fractions strips, fraction model and card
1. Drill
Tell whether each fractions is closer to 0, to ½ or to 1.
Strategy: Contest
a. Divide the class into 4 groups.
b. Distribute piles of assorted fraction strips to each group.
c. Pupils make a recording sheet consisting of three columns labeled 0, 1/2, 1.
d. Pupils take turns recording the fractions on the strips into the columns, choosing the
column closest to the fraction.
e. The group which first completes the table correctly wins.
2. Motivation
a. Are you fond of eating fruits? Do you frequently buy fruits from the market? What do
you observe 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
could you do? How do you estimate certain measurements?
1. Presentation:
Teaching Modality
Mechanics:
1) Divide the class into teams of two pupils.
2) Writ e six addition problems on the chalkboard.
3) 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.
Read and solve
Bart bought 2 3f4 pounds of ham, 3 112 pounds of lamb, and 5 3/16 pounds of veal. About
how much meat did they buy?
3. Generalization:
How do you estimate the sum of two fractions?
To estimate the sum of two fractions, round the fractions to aor 1. If the fraction is 112 or
greater, round up to 1. Add 1 to the whole number. Otherwise, round down to zero

IV. Evaluation:
Estimate the sum and explain your answer.
1)
2 2
+ 9
3 3
5
2) 13 5
+ 8
14 1
8
3) 22 9
+ 16
14 1
8
4) 7 1
2
+ 8 1
10
3 8
9
5) 3 1
+ 6
4 5
6
1 1
2
V. Assignment
1. Last week, Abigail spent 11 213 hours cleaning some rooms in the house and 2 213 hours
publishing the silverware. How many hours did she work last week? Give the best estimate.
2. Ruben worked at the auto plant for 7 3f4 hours yesterday and 8 1f4 hours today. How many hors
did he work? Estimate the sum.
3. Which two numbers come closet to a sum of 1?
3 3 3 3 3 3
5 11 2 6 4 8

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Add mentally two fractional units with similar denominators
Values: Helpfulness
Skills: Adding similar fractions mentally
Materials: roulette, flashcards, tic-tac-toe game board
1. Drill
Basic addition facts using roulette.
2. Motivation
Who among you have joined in any painting contest? What do you do to develop or
improve your skill? In one school the pupils helped to beautify their school. Let's read the
problem on how some boys help.
1. Presentation:
Strategy: Simplifying the problem
Some boys volunteered to paint the school fence. They painted 1/5 of the fence on the
first day and 3/5 more on the second day. What was the total part of the fence painted?
1. Without using paper and pen, who can give the answer? How did you solve mentally?
2. Do you also help to make your school beautiful?
Solve mentally
1) 8 + 7 2) 9 + 5 3) 5 + 2 4) 8 + 2 5) 5 + 2
15 15 20 20 17 17 15 15 8 8
3. Generalization:
What are the steps in adding similar fractions mentally?
Add mentally the numerators, use the common denominators and express in simplest
form.
IV. Evaluation:
Teacher will use flashcards. Then pupils will answer orally with speed and accurary.
1) 5 + 2 = 2) 6 + 8 = 3) 9 + 2 4) 6 + 2 5) 9 + 15
8 8 12 12 15 15 9 9 30 30
V. Assignment
Find the sum mentally. Give your answer in simplest for.
1) 2 cup of milk and 5 cup of water = 2) 5 liter of gas and 1 liter =

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Visualize subtraction of fraction
Values: Perseverance in one’s work
Skills: Visualize subtraction of fractions
References: BEC PELC II C1.1
Materials: concrete objects, fractional regions, flashcards, drill boards
1. Drill
Drill on identifying fractional parts.
Strategy: Let’s Draw It!
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 3/5 of it
c. Pupils will show their drawings to the teacher at the count of one to their classmates and
the count' of two and bring down the drill boards at the count of 3.
d. Other directions or exercises will
1. Presentation:
Strategy : Using a problem opener with concrete objects.
Acting out the problem
1) (Show a pitcher containl1g some juice)
Mother prepared ¾ pitcher of juice. Her children arrived from school and drank 2/4
from it. How much juice was left on the pitcher?
2) Ask the following questions
a. What is asked?
b. What are the given?
c. What operation will be used? Why?
d. What is the subtraction sentence?
3) Give more examples of problems using other concrete objects to visualized subtraction of
fractions.
Show the following numbers sentences on the number line.
1) 8 - 3 2) 10 - 5 3) 9 - 3 4) 8 - 3 5) 6 - 3
12 12 15 15 11 11 10 10 8 8

3. Generalization:
How will you subtract similar fractions?
To subtract similar fractions, subtract the numerator then copy the denominator.
Express the answer in simplest form if possible.
IV. Evaluation:
Draw regions or number line to illustrate the following. Then find the difference.
1) 5 - 2 = 2) 7 - 4 = 3) 4 - 1 = 4) 9 - 4 = 5) 6 - 3 =
6 6 9 9 5 5 10 10 8 8
V. Assignment:
Illustrate the following equations by drawing fractional regions.
1) 8 - 3 = 2) 9 - 5 = 3) 6 - 6 = 4) 12 - 5 = 5) 9 - 2 =
7 7 12 12 11 11 15 15 11 11

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Subtract Whole Numbers from mixed forms
Values: Helping parents/elders
Skills: Subtracting Whole Numbers from Mixed Forms
Materials: charts, pentel pen
Drill on subtracting whole numbers in patterns.
Strategy: Brain Wave
Mechanics:
1. Pupils will be grouped and each group will be given a chart with the following number game.
Donna and Roxanne are playing a number game. Donna gives a number and Roxanne
gives another according to pattern. Study the numbers they have given and complete the
table.
2. The groups, which post the chart with the correct answer, win.
1. Presentation:
Strategy: Use a problem opener
Mother prepared lunch for the family. She bought 3 ¼ kg. of chicken in the market. She
cooked 2 kg. How many kilograms of chicken were left?
1. Ask the following questions.
a. What is asked?
b. What are given?
c. How shall we solve the problem? What is the number sentence?
2. Who usually prepares the food for the family? How can the children like your help them?
3. Other problems will be provided to show subtracting whole numbers from mixed forms
to fix the skill.
1) 15 3 2) 26 5 3) 18 5 4) 35 3 5) 16 8
4 7 9 4 11
-2 . -20 . -9 . -20 . -7 .
3. Generalization:
The pupils will be led to think:
When subtracting whole numbers from mixed numbers from mixed forms, subtract
the whole numbers and affix the fraction. Always express the answer in simplest form.

IV. Evaluation:
Find the difference between the following mixed forms and the whole numbers.
1. 8 1/5 – 4 =
2. 9 1/3 -5 =
3. 9 4/9 – 1 =
4. 4 ½ - ___ = 3
5. 3 3/7 – 3 =
V. Assignment:
1. Nel's mother needs 12 ¾ oranges for the fresh orange juice she is preparin9. If she has only 6
oranges, how many more does she need?
2. Mila has 13 ½ tomatoes for the vegetable salad. She used 8 tomatoes, how many tomatoes were
left?
3. Vicky needs 5 ¾ cups of flour to bake a cake. She has 3 cups in her bowl. How many more cups
does she need?

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Subtracting mixed Numbers from mixed numbers (similar fractions)
Values: Cooperation
Skills: Adding of Mixed Form
Materials: Flashcards, flag lets, subtraction wheel, and ball, string meters, stick Manila paper,
and activity sheets
Drill on subtracting whole numbers in patterns.
Strategy: Brain Wave
Mechanics:
1. Pupils will be grouped and each group will be given a chart with the following number game.
Donna and Roxanne are playing a number game. Donna gives a number and Roxanne
gives another according to pattern. Study the numbers they have given and complete the
table.
2. The groups, which post the chart with the correct answer, win.
1. Presentation:
1. Drill on subtracting Similar Fractions and Subtracting Whole Numbers from Mixed
Forms
Strategy: The Leader Frog
a. The class will be divided into four groups
b. The teacher flashes the cards with subtraction exercises
c. A child from each group answers the exercises
d. They start from a starting area.
e. He / she makes a jump when he gets the
f. The child who reaches the finish line first gets the flag lets.
g. The group who gets the most. number of flag lets will win the game.
Perform as indicated
1) 10 5 2) 25 8 3) 30 11
6 11 15
- 2 1 -20 3 -5 3
6 11 25
3. 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?
IV. Evaluation:
Find the difference and express it in simplest form.
1) 27 6/6 – 13 2/7 4) 96 13/29 – 79 7/29
2) 127 12/19 – 96 7/19 5) 136 7/9 – 79 2/9
3) 169 21/25 – 143 14/25
V. Assignment:
1. Amor weighs 50 1/8 kilos. Marife weighs 36 3/8 kilos. How many kilos h~avier is Amor than
Marife?
2. Mang Nardo has to plow his field for 3 4/9 hours. After plowing for 2 7/9 hours he rested and ate
his snacks. How many hours more does he have to work?
3. Mrs. Garcia had 5 2/5 meters of white cloth. Judith her daughter asked for 3 3/5 meters for her
project in EPP. How many meters of cloth were left?
4. Mr. Reyes was driving from Tanauan to Balayan, an approximate distance of 80 1/6 kilometers.
When he reached Lipa City he had a flat tire. If he had driven 24 4/6 kilometers, how many more
kilometers did he· need to drive?

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Subtract fractions from whole numbers
Values: Sharing
Skills: Subtracting fractions from whole numbers.
Materials: Radio cassette, gift wrapped box, real objects, meter sticks
1. Mental computation
Drill on subtracting mixed numbers from mixed numbers.
Strategy: Serendipity Game
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, and exercise
on subtracting mixed numbers from mixed numbers is uncovered.
Example: 16 5 - 9 2
7 7
d. The child answer the exercise.
e. The music is played again and the box. is passed.
g. The game continues until all the exercise s on the box are uncovered
1. Presentation:
Strategy :Problem Opener
Mr. Mariano bought 6 kilograms of lanzones for his children. He shared 5/10 kilogram
with his office helper. How many kilograms of lanzones did he have left for his children?
a. How many kilograms of lanzones did Mr. Mariano buy?
b. What did he do while in the office?
c. How can we express this in subtraction? 3 - 5/10 = N
d. How shall we do the subtraction?
Express the difference in lowest terms if possible
1) 56 – 5/25 = 2) 28 – 3/12 = 3) 92 - 6/8
3. Generalization:
What did we do today? How do we subtract fractions from whole numbers?

IV. Evaluation:
Read and solve
1. Ms. Sison bough 4 gallons of paint.She asked a painter to paint their wall. The painter used ¾
gallons. How much paint was left?
2. Olive and MC harvested 5 kilograms of eggplants from their school garden. They gave 5/6 kg to their
teacher. How many kilograms of eggplants did they bring home?
3. Mr. Garganta bought 5 kilograms of fertilizer. He gave 8/15 kilograms of fertilizer to his pupils. How
many kilograms of fertilizer were left?
V. Assignment:
Express the difference in lowest terms if possible
1) 56 – 5/25 2) 68 – 9/12 3) 48 – 7/12 = N
4) 48 – 7/12 = N 5) 48 – 7/12 = N

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Subtract fractions from mixed numbers
Values: Love and concern
Skills: Appreciate the sacrifice of the parents for their children
Materials: board, cutouts, fraction cards
1. Drill
Drill on subtracting similar fractions.
Strategy: Board Game
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.
d. The player with the larger fraction colors ' the corresponding fractional part of his/her I-
board.
e. Both players pick again a card from the piles and playas before.
f. If the player with the larger fraction is unable to color the factional 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 I-board completely.
That player wins the game.
1. Presentation:
Using the number line (modeling)
Mr. Grasshopper jumped 2 2/6 meters, then he jumped back 5/6 of a meter.
Mr. Grasshopper is 1 ½ meters away from the starting place.
Let us look at the solution
2 2 = 1 8
6 6
- 5 - 5
6 6
1 3 or 1 1 meters
6 2

Use the drill boards in doing the following
1) 15 3 - 8 = 2) 25 2 - 5 = 3) 18 5 - 7 =
9 9 8 8 15 15
3. Generalization:
What kind pf 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
IV. Evaluation:
Read and Solve
1. Aling Conching baked 24 7/9 dozens of macaroons. She reserved 7/9 of a dozen for her children.'
How many dozens were left to sell?
2. Bert sells fish ball in the university area. He bought a stock of 20 7/8 kilograms. He was able to
sell 5/8 kilogram on the first day. How many more kilograms of fish ball does he have to sell?
3. Erica weighs 42 5/12 kilos. Beverly weighs 7/12 less than Erica. What is Beverly's- weighs?
V. Assignment:
Find the difference. Change to lowest terms if necessary.
1) 10 1/18 – 3/8 = 2) 86 7/15 – 2/15 = 3) 5/12 – 7/12 =
4) 13 4/9 – 6/9 = 5) 19 11/12 – 2 /12 =

MATHEMATICS V
Date: ___________
I. Objectives:
Cognitive: Subtract mixed number from whole numbers
Values: Dignity of Labor
Skills: Subtracting mixed number from whole numbers
Materials: coins, flashcards, drawing of soap bars
Mental Computation
Drill on expressing a whole number as a mixed form.
Examples:
3 = 2 6 12 = 11 5 9 = 8 10 8 = 7 8
6 5 10 8
Strategy: “Cara y Cruz”
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 come 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.
1. Presentation:
Strategy: Use Pictorial presentation
1. Present the pictures
3 – 1 1 = 1 3
4 4
Isabel helped Mother in washing clothes. Last Saturday, they used 1 ¼ of a bar of
soap. If there were 3 boxes, how many bars were left?
2) Let the pupils do the activity with computation.
3 – 1 1 = n
4
3 = 2 4
4
-1 1 = 1 1
4 4
1 3
4
3) Lead the pupils to think about the following:

How will you describe Isabel? If you were Isabel, will you do as she did? Why?
4) Other examples will be provided for the pupils to work on
12 – 3 2 =
10
- 2 3
9
Try to do the following exercises
1) 12 2) 20 3) 25 4) 36 5) 41
-3 5 -4 5 -7 1 -9 2 -15 8
8 12 2 3 12
3. Generalization:
Recall the process of subtracting mixed forms from whole numbers. What steps dud we
follow?
 Rename the whole numbers as a mixed form the fractions of which us equal to one.
The denominator of the fraction should be the same as that of the subtrahend.
 Subtracts the fractions; subtract the whole numbers.
 Express the answers to lowest terms if possible.
IV. Evaluation:
Follow the rule to find each missing numbers
Rule: Subtract 5 3 from the input Rule: Subtract 6 11 from the input
7 15
V. Assignment:
Subtract. Write each answer in lowest terms.
1) 18 2) 9 3) 14 4) 10 5) 9
-7 3 -2 5 -6 7 -1 5 -15 3
8 6 10 12 9
Input Output
10
7
13
11
Input Output
9
15
21
12

Mathematics v lp 1 st to 4th grading......

Mathematics v lp 1 st to 4th grading......

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

En vedette

En vedette (12)

Similaire à Mathematics v lp 1 st to 4th grading......

Similaire à Mathematics v lp 1 st to 4th grading...... (20)

Plus de EDITHA HONRADEZ

Plus de EDITHA HONRADEZ (20)

Mathematics v lp 1 st to 4th grading......