Sie sind auf Seite 1von 17

Ateneo de Zamboanga University

GRADE SCHOOL PAASCU LEVEL III ACCREDITED

ALTERNATIVE ACADEMIC ACTIVITIES IN MATHEMATICS Grade Five

I. Learning Objectives

At the end of the lesson, the students are expected to:

a. find the Least Common Multiple(LCM) of a set of numbers and

b. solve word problems involving Least Common Multiple (LCM).

II. Time Frame:

October 16, 2013

III. Lesson:

Least Common Multiple

References:

Guerra, E. & Schenk, R. (2009). Integrative Mathematics. Quezon City. Sibs Publishing House, Inc. Fernandez, JP. & Tallod, E. (2008). Shining Through in Mathematics 5.Sampaloc Manila. Magallanes Publishing House

IV. Learning Experience

Manila. Magallanes Publishing House IV. Learning Experience Suppose your class officers prepared a simple welcome party

Suppose your class officers prepared a simple welcome party after the

semestral break and they are giving out surprises for the class. The

officers decided to give a sign pen for every fourth student to step in

the classroom and an art book for every sixth student. Which student

will receive both a sign pen and an art book first?

Analyze the data on the table below.

 

Students

Gift they will receive

1

st

None

2

nd

None

3

rd

None

4

th

Sign pen

5

th

None

6

th

Art book

7

th

None

8

th

Sign pen

9

th

None

10

th

None

11

th

None

12

th

Sign pen and art book

The table shows that the 12 th student will receive both a sign pen and an art book first.

Let’s examine the numbers closely: 4 and 6; 12. Do you see any relationship with the numbers? Yes, 12 is the Least Common Multiple of numbers 4 and 6.

How do we solve for the LCM of a set of numbers?

These are some of the ways:

1. Prime Factorization (Factor tree)

In this method, you have to list down all the prime factors of the

given numbers and then multiply them. You may use the factor tree

as shown below. In case there are common prime factors, you have

to take them as one and multiply them to all the remaining factors.

4
4

2

x

2

LCM= 2 x 2 x 3 = 12

6 2 x 3 4= 2 x 2 6= 2 x
6
2
x
3
4= 2 x 2
6=
2 x

3

2. Continuous division

2

4

6

- Divide 4 and 6 by the smallest prime number (2)

2

2

3

- Divide 2 by 2. Drop 3 since 2 does not divide 3.

3

1

3

- Divide 3 by 3. Drop 1 since 3 does not divide 1.

 

1

1

- Stop dividing when the dividends are all 1.

LCM of 4 and 6 is the product of the divisors; 2 x 2 x 3 = 12.

Tips for easy computation:

a. In case one of the numbers is a multiple of the given set of numbers, that multiple becomes automatically the LCM.

Example: 3, 5, and 15. Since 15 is a multiple of 3, 5 and 15, therefore 15 is the LCM.

b. If the given set of numbers is relatively prime, to get the LCM simply multiply them. Relatively prime numbers are numbers with a GCF of 1.

Example: 7 and 9. Since 7 and 9 are relatively prime numbers, the LCM therefore is 63.

7 x 9= 63.
7 x
9= 63.

Methods in finding the Least Common Multiple (LCM)

a. Steps in finding the LCM using the Prime Factorization Method.

List the prime factorization of each number where all common prime factors are written in column.

Bring down all prime factors whether the prime factor is common to the given numbers or not.

Multiply all the prime factors in step number 2.

b. Steps in finding the LCM using the Continuous Division Method.

Write the given numbers in the inverted division house.

Use a common prime factor as a divisor.

If there is no more common prime factor to be used as a divisor, multiply the divisors used with the quotients, the answer is the LCM.

Try to solve for the LCM of the following sets of numbers below. If you

Try to solve for the LCM of the following sets of numbers below. If you get all

correct answers, you are ready to proceed to the next activities but if not, you

have to practice more. You may use your textbook “Integrative Math”, page 166

exercises B & C for more practice.

Answers:

1. 45

2. 60

3. 125

4. 240

5. 72

1. 9 and 15

2. 20 and 30

3. 25 and 125

4. 12, 16 and 15

5. 6, 18 and 24

2. 20 and 30 3. 25 and 125 4. 12, 16 and 15 5. 6, 18

Directions: Try to solve the following problems.

1. What is the least number of rubber bands which can be divided among 15, 18, and 24 pupils?

2. A sale manager employs 3 sales wants to hold a sales meeting that all salespersons will attend. Due to the difference in their selling areas, the salespersons are in the office only in certain days. Alvin is at the office every third day. Bernard is there every fourth day. Carlo goes to the office every sixth day. If all the salespersons met yesterday, how many days will pass before they can all meet again?

3. I wash clothes every after 4 days. My neighbor washes clothes every 6 days. After how many days will we be washing clothes together?

Ateneo de Zamboanga University

GRADE SCHOOL UNIT PAASCU LEVEL III ACCREDITED

Grade Five

DAY 1 Activity A and B

Name:

Score:

Grade & Sec:

Date:

A. Finding the Least Common Multiple

Directions: Find the LCM of each set of numbers using any method.

1. 40 and 50

3. 12, 18 and 24

5. 18, 27and 90

2. 35 and 45

4. 10, 15 and 20

Ateneo de Zamboanga University GRADE SCHOOL UNIT PAASCU LEVEL III ACCREDITED SY 2013-2014 Grade Five

Ateneo de Zamboanga University

GRADE SCHOOL UNIT PAASCU LEVEL III ACCREDITED SY 2013-2014

Grade Five

Name:

Score:

Grade & Sec:

Date:

B. Word Problems Involving LCM

Directions: Solve the following problems. Show your solutions.

1. Marie goes shopping every 12 days while Joan goes shopping every 15 days. If they start shopping today, after how many days will they shop together again?

2. Xyrene can arrange her photos in rows of 9 and in rows of 6 without any extra picture left. What is the smallest possible number of photos can she have?

3. Pauleen notices an identical number of insects in their gardens. She always seems to observe butterflies in groups of 4 and dragonflies in groups of 6. What is the smallest number of insects that she could have seen?

Ateneo de Zamboanga University

GRADE SCHOOL UNIT PAASCU LEVEL III ACCREDITED SY 2013-2014

ALTERNATIVE ACADEMIC ACTIVITIES IN MATHEMATICS Grade Five

I. LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to

a. add and subtract dissimilar fractions; and

b. solve math word problems involving adding and subtracting of dissimilar

fractions.

II. TIME FRAME

October 17-18, 2013

III. LESSON

Addition and Subtraction of Dissimilar Fractions

REFERENCES:

Guerra, E. V. & Schenk, R. P. (2009). Integrative Mathematics. Quezon City, Philippines:

SIBS Publishing House, Inc. Melad, J. B., De La Paz, A. V. & Tiu, A. G. (2006). Realistic Math Worktext. Quezon City, Philippines: SIBS Publishing House, Inc. Adding Fractions (2013). Retrieved October 06, 2013 from http://www.mathsisfun.com/fractions_addition.html Sonza, M. S. (2008). Math World. Quezon City, Philippines : C & E Publishing. Inc Orosco, A. M. (2006). Growing Up with Math. Quezon City, Philippines: FNB Educational Inc. Banao, M. M., & Barron, A. O. (2007). Building New Horizon in Math. Manila City, Philippines: St. Augustine Publications, Inc. Riel, T. A. & Salamanes,T. D. (2003). Discovering Math for Global Learners. Quezon City, Philippines: REX Book Store. Mercado, E. P. (2010). Math for Smart Kids. Makati City, Philippines: DIWA Learning Systems Inc.

IV. LEARNING EXPERIENCE

LET’S REVIEW
LET’S REVIEW

Read this simple rhyme. "If adding or subtracting is your aim, The bottom numbers must be the same! "Change the bottom using multiply or divide, But the same to the top must be applied, "And don't forget to simplify, Before its time to say good bye"

LET’S STUDY
LET’S STUDY

1. Adding of Dissimilar Fractions

Your mother bought a whole pizza. She ate 3/6 and you ate 2/12 of the
Your mother bought a whole pizza. She ate 3/6 and you ate 2/12 of the
Your mother bought a whole pizza. She ate 3/6 and you ate 2/12 of the
Your mother bought a whole pizza. She ate 3/6 and you ate 2/12 of the

Your mother bought a whole pizza. She ate 3/6 and you ate 2/12 of the pizza. What parts of the pizza did you and your mother eat in all?

a whole pizza. She ate 3/6 and you ate 2/12 of the pizza. What parts of
a whole pizza. She ate 3/6 and you ate 2/12 of the pizza. What parts of

a. What is asked?

What parts of the pizza did you and your mother eat in all?

b. What are given?

The given are 3 2 6 12
The given are
3
2
6
12

c. What kind of fractions are 3/6 and 2/12 ?

3/6 and 2/12 are improper fractions with different denominators

d. What equation is needed to solve the problem?

3

6

+

2

12

=

What shall we do to find the answer? Step 1. Find the LCM of the
What shall we do to find the answer?
Step 1. Find the LCM of the denominators
LCM (6, 12 ) = 12. Therefore the LCD is 12
Step 2. Rename each fraction using LCD as the denominator. 3 3 ×2 6 3
Step 2. Rename each fraction using LCD as the
denominator.
3
3
×2
6
3 6
So,
6 =
6
×2 =
12
6 =
12
2
2 ×1
2
2 6
=
So,
=
12
12 ×1 =
12
12
12
Add the numerators then write the common denominator 6 2 6:2 8 2 + =
Add the numerators then write the common denominator
6
2
6:2
8
2
+
=
=
12
12 + =
12
12
3
Write the sum in lowest term. To rename a fraction in its lowest or simplest
Write the sum in lowest term.
To rename a fraction in its lowest or simplest term, divide the
numerator and the denominator by their Greatest Common Factor
(GCF).
Factors 8: 1,2,& 4
The GCF of 8 and 12 is 4.
Factors 12: 1,2,3,4, & 6
So we have,
8 ÷4
2
12÷4 =
3
8
Therefore, 12 in lowest term is 2
3
POINTS TO REMEMBER: To add dissimilar fractions, find the least common denominator (LCD) of the
POINTS TO REMEMBER:
To add dissimilar fractions, find
the least common
denominator (LCD) of the fractions and change them to
equivalent fractions by renaming each fraction using LCD as
the denominator. Add the fractions with the common
denominator. Lastly, write the sum in simplest form.
LET’S PRACTICE Add then express the sum in lowest term if possible. 2 8 5

LET’S PRACTICE

Add then express the sum in lowest term if possible.

2

8

5

8

1

4

4

8

1

5

3

1. + 4 =

1

2. + 4 =

3

3. + 6 =

 

1

3

+

 

2

3

5

+

4

+ 2

4. + 4 =

5. =

APPLY YOUR SKILLS
APPLY YOUR SKILLS

Solve the following word math problems:

1. Nicole and her sister are weaving a mat. Nicole has finished weaving

1

3

of the mat,

1

while her sister has finished weaving 4 weaving?

of the mat. What part of the mat did they finish

7

9

2. Diana needs 6 m of cloth to make table napkins and 18 m of cloth to make a

matching place mat. How much cloth does she need?

2. Subtracting of Dissimilar Fractions

ANALYZE THIS PROBLEM: Let say you, are going to sell cupcakes at a market. Then,
ANALYZE THIS PROBLEM:
Let say you, are going to sell cupcakes at a market. Then, you get
paid 6 of total sales but you have to pay 5 3 of total sales for the market
stall.
5
you have to pay 5 3 of total sales for the market stall. 5 Step 1.
Step 1. Find the LCM of the denominators LCM (6, 5 ) = 30. Therefore
Step 1. Find the LCM of the denominators
LCM (6, 5 ) = 30. Therefore the LCD is 30.
Step 2. Rename each fraction using LCD as the denominator. 5 5 ×5 25 5
Step 2. Rename each fraction using LCD as the
denominator.
5
5
×5
25
5
25
=
.
So,
=
6
6
×5 =
3
6
3
3
3
×6
18
3
18
=
So,
=
5
5
×6 =
3
5
3
Subtract the numerator then write the common denominator. 5 3 25─18 7 5 + =
Subtract the numerator then write the common denominator.
5
3 25─18
7
5 + =
=
6 ─
3
3
Write the difference in lowest term. 7 We don’t need to simplify 3 because it
Write the difference in lowest term.
7
We don’t need to simplify 3
because it is already in its simplest form.
POINTS TO REMEMBER: To subtract dissimilar fractions, find the least common denominator (LCD) of the
POINTS TO REMEMBER:
To subtract dissimilar fractions, find the least common
denominator (LCD) of the fractions and change them to
equivalent fractions by renaming each fraction using LCD as the
denominator. Subtract the fractions with the common
denominator. Lastly, write the difference in simplest form.
LET’S PRACTICE
LET’S PRACTICE

Subtract then express the answer in lowest term if possible.

6

4

1. 8 12 =

7 2

2. 4 =

1

3.

1

15

3

6 =

2

4. 5

1

6 =

5.

8

9

1

6 =

APPLY YOUR SKILLS
APPLY YOUR SKILLS

Solve the following word math problems:

3

1

1. A farmer planted vegetables on 4 hectare of his farm. He planted ginger on 3 hectare

and on the rest he planted gabi , garlic and onion. On what part of a hectare did he plant gabi, garlic, and onion?

3

1

2. In order to win a palosebo, a boy has to climb 4 of the pole. If he already climbed 2 of

the pole, how far up should he go?

Optional: If you want to practice more while having fun, try to visit this website

Ateneo de Zamboanga University

GRADE SCHOOL UNIT PAASCU LEVEL III ACCREDITED S.Y. 2013-2014

Mathematics V

Day 3 Adding and subtracting of dissimilar fractions.

Name:

Date:

Grade & Sec:

Score:

Part 1 (Computation)

A. Add the fractions and simplify the answer if needed.

1. 1

7 + 13

4 =

2. 3 + 3

8

3. 3

2

3 +

4 =

8 =

4. 3

1

1

+

4 =

5. 8 =

4

5 + 1

B. Subtract the fractions and simplify the answer if needed.

1. 6 =

2

5 1

8

9 1

6

1 5

13

11

2. 6

=

3. 2 =

4. 8 5

4 =

5. 5

1

1 =

Part II (Problem solving) Direction: Read and solve. (Show complete solution)

1. Andrew read 1 8 of a book on Monday, 1 4 of the book on Tuesday, and 1 2 of the

book on Wednesday. What fraction of the book did he read during the three days?

2. Mother bought 1 3 kilo of garlic and 1 2 kilo of onions. Together, how much garlic

and onions did Mother buy?

3. Beatrice spent 1 2 of her allowance for her lunch. She spent 2 5 for her project. What

part of her allowance did she spend in all?

4. When 1 5 is subtracted from a fraction, the result is 9 1 . What is the fraction?

5. Simon mailed four letters that weighed a total of 3 grams. One letter weighed 1 2 of a

gram, another weighed 3 4 of a gram, and a third weighed 7 8 of a gram. How much did the fourth letter weigh?