2nd Grading LP Math (1SEPT.

2nd Grading
Mathematics 5
Lesson 1: Giving the place value and the value of a digit of a given
decimal
number through ten thousandths
I.
Learning Objectives
Cognitive:
Psychomotor:
Give the place value and the value of a digit of

a given decimal number through ten thousandths.
Perform the assigned task
Affective: Realize the importance of asking permission

when doing something at all times
II.
Learning Content
Skill:
Giving the place value and the value of a digit of

a given decimal number through ten
thousandths
References:
Mathematics Curriculum Guide M5NS-IIa-101.2

Lesson Guide in Elementary Mathematics 5
Grade School Mathematics 5
http://www.decimalsquares.com/tcherwkshT12.jpeg
http://thumbs.dreamstime.com/
Materials:
flash cards, picture of a swimmer, place value

chart, manila paper, pentel pen, piece of paper, d ice,
charts, work sheets of group activities
Value:
III.
consent from the parents/asking permission
Learning Experiences/Instructional Procedure
A. Preparatory Activities
1. Drill: Expressing fractions with denominators of 10,100 or 1000
in decimal form
Matching Game:
Select pupils to perform the game.
Allow them to stay in a

designated area each
provided with card labelled either fraction or decimal.
As the teachers flash the phrase (such as sevent

tenths), two pupils will come forward and post the
fraction and its equivalent decimal form on the board.
2nd Grading
Mathematics 5
Column A
Column B
0.4
0.5
0.35
0.9
0.09
0.143
0.27
2. Review
Review on the place value of whole numbers
3. Motivation
(Show a picture of a swimmer.
Who among you loves to go for swimming? Why?

Do you go swimming without the consent or guidance
of your parents? Why?
Is it important to ask permission from your parents
when doing something? Why?
2nd Grading
Mathematics 5
B. Developmental Activities
1. Presentation
Arjan and Don Don were chosen to be in a

swimming competition, so they asked
permission from their parents to join from it.
Both swimmers swam in 100-metre long
swimming pool and reached a distance of
50.4962 metres . What is the value of each
digit in 50.4962?
2. Discussion/Analyzing the problem presented
Guide the pupils in understanding the place value and value of

each digit through the place value chart below.
ONES
How do we find the answer to the problem?
TENS
3. Group Activity/Guided Practice

Differentiated Activity Approach
Group 1 : Give the place value of the underlined digit
1.
2.
0.49
42. 036
3
_______________
_______________
2nd Grading
Mathematics 5
3.
4.
5.
68.2455
146. 0224
0.4487
_______________
_______________
_______________
Group 2 : Write the digit of the decimal number with the given
place value
1.
2.
3.
4.
5.
15.35
0.3445
4.345
498.0345
25.94
tenths
hundredths
hundredths
hundreds
tens
__________
__________
__________
__________
__________
Group 3: Decimal Place Value game
Group 4: Give the value of the underlined digit

1.
2.
3.
4.
5.
0.2334
0.12
0.4567
1.459
42.453
__________
__________
__________
__________
__________
4. Group Reporting/Processing the Activities

Let the groups present their output one at a time.
2nd Grading
Mathematics 5
After all groups have presented, ask, How were you
able to determine the place value and value of a digit
in a decimal number?
5. Generalization
How do we determine the place value of a
decimal? value of a certain digit of a decimal?
C. Post Activities
1. Fixing Skills/Independent Practice:
Complete the table. Give the place value and the
value of the underlined digit in each number.
NUMBER
23.242
0.654
714.0702
5.5667
980.05
PLACE VALUE
VALUE
2. Summarizing
What have you learn from todays lesson?
IV. Evaluation
Choose the letter of the correct answer.
1. In the decimal 7.485, what is the place value of 5?
a. ones
b. tenths
c. hundredths
d. thousandths
2. Which of the following decimals has a value of 0.003?

a. 0.341
b. 0.23
c. 1.304
d. 0903
3. What is the place value of the digits 2 and 8 in the decimal 34.3218?
a. tens and tenths
b. hundredths and ten thousandths
c. tens and ten thousandths d. ones and thousandths

4. What is the place value of the digit after digit 3 in 21.0375?
a. hundredths
b. tenths
c. thousandth
5. In 0.8912, which digit has the greatest value?

a. 8
b. 9
c. 1
5
d. 2
d. tens
2nd Grading
Mathematics 5
V. Assignment
Answer the following problem:
1.)
I am a decimal number. My thousandths digit is two

times my hundredths digit. If my tenths digit is 4 and
my hundredths digit is 3,what decimal number am I?
2.)
I am decimal number. My ones digit is twice bigger than my

tenths digit and my tenth digit is two less than my hundredths
digit. If my hundredths digit is 4, my thousandths digit is 5 and
my ten thousandths digit is 6, what decimal number am I?
Prepared by:
DEMMIS ARIAN D. LUCANA
Victory Village ES Teacher
Lesson 2: Reading and Writing Decimal Numbers through Ten

Thousandths
I. Learning Objectives
Cognitive:
Read and write decimal numbers through ten
thousandths
Psychomotor: Write decimals clearly and legibly
Affective: Manifest awareness of the current issues or events that affect
our country
II.
Learning Content
Skill:
Reading and writing decimal numbers through ten
thousandths
References:

Materials:
Value:
flash cards, place value chart, manila paper,

pentel pen, charts, work sheets of group activities
awareness/vigilance to current issues
2nd Grading
Mathematics 5
III.

1. Drill:
Rename the following fractions to decimal form (flash cards) .
1.
2.
3.
4.
5.
2. Review:
a. Checking of pupils preparation.
b. Give the place value and value of the following.
Place Value
Value
1.
0.234
_____________
____________
2.
0. 3451
_____________
____________
3.
2. 983
_____________
____________
4.
45.094
_____________
____________
5.
95.1123
_____________
____________
b. Checking of assignment
3. Motivation:
Do you know of someone who works in Kuwait? Whats his/her
work there? Do you think he/she receives salary in Peso? Why?
Whats the currency in Kuwait?
C. Developmental Activities
2. Presentation
Arions father works in Kuwait where he

receives the salary in Kuwaiti dinars. One
Kuwaiti dinar is equivalent to 154.8512
Philippine peso. How do we read 154.8512
properly?
3. Discussion/Analyzing the problem presented:
What is the value of 1 dinar to peso?

7
2nd Grading
Mathematics 5
How do we really read decimals properly? Do we simply

read it 154 point 8512?
If you have pure decimals ( without whole numbers) how

do you read them? Example, 0.4506, do we read it as 0
point 4506?Discuss the following
decimal
0.8512
0.23
0.407
reads as..
Eight thousand five hundred twelve ten
thousandths
Twenty-three hundredths
Four hundred seven thousandths
decimal
154.851
2
reads as..
One hundred fifty-four and eight thousand
five hundred twelve ten thousandths
8.3
15.64
eighth and three tenths

Fifteen and sixty-four hundredths

Looking for patterns
Observe the chart carefully. Complete the chart
observing a pattern.
by
Group 1
FRACTION or Mixed
Number (in tenths)
25
DECIMAL
Reads as..
0.1
0.2
0.3
one tenth
two tenths
25.4
_______
twenty-five and fou
tenths
8.5
eight and five tenth
_______
_______
_______
_______
78
_______
145
_______
_______
One hundred forty-fiv
and nine tenths
2nd Grading
Mathematics 5
Group 2
FRACTION (in
hundredths)
DECIMAL
Reads as..
0.08
eight hundredths
0.09
____________hundredths
20.11
41.12
___________________
forty-one and twelve
hundredths
_________
thirteen hundredths
2.69
____________________
15.70
36.____
Fifteen and _________

____________ and ninetyeight ________
0.99
___________________
20
41
2
15
36
Group 3
FRACTION(in
thousandths )
23
8
Decimal Form
Reads as..
_______
0.068
_________ and ______

thousandth
_______________
_____ thousandths
Sixty-eight thousandths
__.___
__________________
________
0.155
_________
one hundred fifty-five
thousandths
10.783
_____________________
_____________
___________________
_____________
___________________
8.005
56
10
358
Group 4
9
2nd Grading
Mathematics 5
FRACTION(in
ten
thousandths )
2
18
Decimal
form
Reads as
_______
_________ and ______ ten

thousandth
__________and
________ten thousandths
one thousand seven hundred
sixty-eight ten thousandths
18.005
0.1768
86
__._____
__________________
________
_____________________
0.3158
__________________
145.0583
_____________________
145
67
___________
___________________
_______________ and
___________
___________________
958
Let groups present their output one at a time.

With the activity you did, was there a pattern so you
could easily get the answer?
5. Generalization
How do we read and write decimals through ten
thousandths?
C. Post Activities
Write the following in words.
1) 0.23
2) 0.679
3) 13.0569
4) 145.322
5) 6.3492
2. Summarizing the lesson
What have you learned from todays lesson?
IV. Evaluation:
Given the decimal numbers at Column A, match it with the way
to read and write it found at Column B.
Column A
Column B
1) 0.45
a.) Seven hundred fourteen

thousandths
10
2nd Grading
Mathematics 5
2.) 12.075
b.) Five and one thousand one

hundred two ten thousandths
c.)One hundred thirty-seven
eighty-four
3.) 0.714
and
hundredths
4.) 5.1142
d.) Forty-five hundredths
5.)137.84
seventy-five
e.)Twelve and
thousandths
f.)Five and one thousandth one
hundred forty-two tent
thousandths
V. Assignment:
A. Write the following decimals in standard form.
1. forty-six thousandths
2. thirty-seven ten thousandths
3. fifty-five and six hundredths
4. seven and three thousand five hundred ten thousandths
5. one hundred eighty-one and seven hundred twenty-three ten
thousandths
B.
Based on the given clues, write the correct decimal for each.
1) 6 in the ones place
8 in the hundredths place
3 in the tenths place
2 in the thousandths place
2) 5 in the tenths place
0 in the ones place
3) 9 in the tenths place
0 in the thousandths place
Prepared by:
11
2nd Grading
Mathematics 5
Lesson 3:
I.
Rounding decimal numbers to the nearest hundredth and

thousandth
Learning Objectives
Cognitive:
Round decimal numbers to the nearest

hundredth and thousandth.
Psychomotor:
Write numbers correctly when rounding off decimals.
Affective:
Realize the importance of making wise decision
II.
Learning Content
Skill:
References:
Rounding decimal numbers to the nearest

hundredth and thousandth
New Challenges: A Worksheet in Math 5
Materials:
III.
cards, place value chart, manila paper, pentel

pen, charts, work sheets of group activities
Value:
wise decision-making
D. Preparatory Activities
1. Drill:
12
2nd Grading
Mathematics 5
Select 8 pupils and provide each with one card labeled

from 0-6 and a decimal point.
Let them arrange themselves as the teacher dictates the

decimal numbers
Ex.
Three hundred five and one thousandth two
hundred sixty-four ten thousandths
3
1)
2)
3)
4)
5)
2164.0563
.
104. 2356
652.0341
521.4036
43502.16
3. Review
a. Checking of assignment
b. Recalling rounding of whole numbers
Round to the nearest hundreds.
1.)
642 ______________
2.)
184 ______________
3.)
3,473 ______________
4.)
618 ______________
5.)
964 ______________
3. Motivation
Have you been told by your mother to go to a market to buy
groceries after class? What did you buy? If your are to buy food
for snacks, what would you prefer, junk foods or biscuits?
Pineapple juice or soft drinks? Is it important to buy wisely?
Why?
2. Developmental Activities
4. Presentation
Cynthia and Rico were given by their mother

Php 40.00 to buy either papaya, jackfruit or
ampalaya vegetables in a supermarket after
their class which will be cooked for their
dinner. These were their findings in buying
the vegetables for every kilo:
papaya
=
Php 39.75
jackfruit
=
Php 40.50
ampalaya =
Php 40.25
13and Rico, which vegetable
If you were Cynthia
will you buy ?Why?
2nd Grading
Mathematics 5
5. Discussion/Analyzing the problem presented:

How will you find which vegetable is cheaper to buy? Is 40.25
greater than 40.5? How are place value important in telling the
value of decimal numbers? Did you know that through a number
line or rounding off numbers we can answer the problem?
Illustration through a number line
Through observation from it, which decimal is close to

40.00?
Explain well how to round decimals through place
value chart.
ONES
14
2nd Grading
Mathematics 5
Give other examples to further explain rounding off

decimals through hundredths and thousandths

Give each group one problem to solve. Tell them that reporting
will be done in an interesting manner like role playing, dancing,
singing, talk show, etc..
Group 1- Isabel exercised for 0.59 hour. About how long did she
exercise/ Round your answer to the nearest tenths.
Group 2- Ronny drank 0.1127 litre of water every after 5
minutes of jogging. How much water did Ronny drink? Round
your answer to the nearest thousandths.
Group 3- Tristan went to Mt. Makiling for hiking at a distance of
0.4175 kilometre. Round this distance being hiked to the nearest
hundredths.
Group 4- Denise and Arianne are playing a number game. They
try to round 628.5348 to the nearest hundredths.
Let the groups present their output one at a time.
After all groups have presented, ask, How did you find
the activity? How did you round decimals to the
nearest whole number, tenths, hundredths or
thousandths?
Expected answer is:
By using number line
By following the process of rounding numbers

using the place value
5. Generalization
o
How do you read off decimal numbers?
What is the rule to be followed when rounding

decimals?
To round decimals:
1. Determine the rounding place.
2. Look at the digit at its right. If it is less than 5 round
down. If more than 5 , round up.
15
2nd Grading
Mathematics 5
C. Post Activities
a. Round each decimal to the nearest tenths.
1.
2.
3.
4.
5.
12.58
0.408
16.983
0.455
10.03
____________
____________
____________
____________
____________
b. Round to the nearest hundredths.

1.
0.4093
____________
2.
5.093
____________
3.
0.8122
____________
4.
0.008
____________
5.
145.895
____________
c. Round to the nearest thousandths.
1.
85.8978
____________
2.
2.0823
____________
3.
0.86302
____________
4.
0.6048
____________
5.
3.0522
____________
2. Summarizing the lesson
What have you learn for todays lesson.
IV. Evaluation
Round the following decimal numbers to the place value of the
underlined digit.
1) 0. 863 to the nearest tenths
2) 0.8955 to the nearest thousandths
3) 1.247 to the nearest tenths
4) 4.5783 to the nearest hundredths
5) 154.3547 to the nearest thousandths
V. Assignment
Round each decimal to the nearest tenths, hundredths and
thousandths.
16
2nd Grading
Mathematics 5
Decimal
1) 0.4236
2) 0.8165
3) 0.71925
4) 0.5378
5) 0.0441
6) 4.3824
7) 0.1943
8) 0.7612
9) 45. 3225
10)
689.0927
tenths
hundredths
Prepared by:
Lesson 4:
Compare and Arrange Decimal Numbers
I. Objectives:
a. Compares and arranges decimal numbers
b. Write decimals from least to greatest or vice versa
c. Appreciate things received.
II. Subject Matter
Comparing and Arranging Decimal Numbers
Ref.: M5NS-IIb-9-104.2
Shining Through in Mathematics 5
Materials: activity sheets, chart, flashcards
Value: Sharing with others
III. A. Pre-Activity
1. Drill on arranging numbers.
least to greatest
17
thousandths
2nd Grading
Mathematics 5
a. 3475
b. 1345
c. 86 776
3810
3451
86677
3064
5314
87767
3754
4513
87667
greatest to least
a. 4896
b. 36 767
6896
32 323
3896
c. 272 411
272 465
272 407
7896
34 545
36
565
272 488
2. Review on determining the place value and the value of a digit of a

given decimal number.
Give the place value of the underlined digit.
1. 0.543
2. 0.5439
3. 46.056
4. 25.674
5. 0.198756
B. Activity Proper
1. Problem Opener
Mrs. Ramos has twin daughter. During their 7 th
birthday, she gave them a birthday present one pen for each.
Joans pen is 0.78 dm long while Janas pen is 0.684 dm long.
Whose pen is longer?
2. Comprehension Check-up
1. Who are the twin sisters?
Joan and Jana
2. What did their mother gave them as present?
Pen
3. If you received something or a gift what is the first thing
that you
must do?
Say thank you.
4. How are we going to find out whose pen is longer?
3. Discussion
Joans pen 0.78 dm
=
78
100
Janas pen
0.684
684
1000
We compare the decimals. Both of them should have the

same
number of digits at the right of the decimal point. So, zero is added
to 0.78. Thus
Joans pen
Janas pen
0.78
780
1000
0.684
684
1000
18
2nd Grading
Mathematics 5
Whose pen is longer?
Yes, its Joans pen.
If we are going to compare the lengths of the two pens,

0.78
>
0.684 is read as 0.78 is greater than 0.693
Give more examples. 0.004

<
0.4
Compare digit 4. What
is the value of digit 4 in each decimal?
34.863 >
34.683
Compare the tenths digits. Which decimal
has
bigger tenth digit?
75.009
<
75.90 Compare digit 9. What is the value of digit
9 in
each decimal?
Since, we know how to determine the value of decimal, we
can
also arrange a set of decimals from least to greatest or greatest to
least.
Observe how decimals are arranged.
1. 0,891, 0.536, 0.254, 0.156
2. 5.743, 7.743, 4.743, 3.743
3. 6.5478, 6.5748, 6.7584, 6.8754
6.5748, 6.5478
4. 0.54,
0.084, 0.3,
0.0366
0.5400, 0.0840, 0.3000, 0.0366
0.0366
From least to greatest

0.156, 0.254, 0.536, 0.891
3.743, 4.743, 5.743, 7.743
From greatest to least
6.8754, 6.7584,
0.54, 0.3, 0.084,
In example No. 4, zeros are added to the other decimals, to make

comparison easier.
4. Fixing of Skills
Group Activity. Each group will be given sets of decimal number to
compare and arrange.
Group ICompare and arrange from least to greatest
2.485, 0.2485, 24.85, 2.584,
1.458
Group IICompare and arrange from greatest to least
5.31, 5.0032, 5.3121, 5.3,
0.53210
Group IIIGroup IV-
Compare and arrange from least to greatest

3.87, 3.0875, 3.87502, 3.807, 3.8
Compare and arrange from greatest to least
5.364, 6.0364, 5.36, 5.00364, 5.40364
19
2nd Grading
Mathematics 5
5. Reporting
The reporters of each group deliver reports in front of the
class.
6. Generalization
In comparing decimals, compare the digits with the same
place value from left to right. The decimals should have the same number
of digits to determine how big or small the decimal is. This will aid in
arranging decimals from least to greatest or vice versa.
C. Post Activity
Application:
A. Compare each pair of decimals. Write >, < or equal on the
blank.
1. 3.0042 _____ 3.0420
2. 326.34 _____ 32.634
3. 56.03 _____ 53.06
4. 74.02 _____ 47.02
5. 325.356 ______ 325. 0356
B. Arrange each set of decimals from least to greatest.
1.
44.36, 36.44, 4.436, 3.644, 346.6
2.
0.7, 0.007, 7.0, 0.00007, 0.00070
3.
65.003, 65.0003, 65.3, 65.000030,
653.0000
4.
75.748, 78.547, 74.857, 77.845, 75.487
5.
276.432, 2.76432, 2764.32, 0.276432,
IV. Evaluation
1. Which
a.
2. Which
a.
of the following is the smallest decimal number?

0.4981 b. 0.52
c. 0.4891
d. 0.6
of the following is the largest decimal number?
0.0231 b. 0.231
c. 0.03
d. 0.2
3. Which of the following choices list these decimals in order

from
least to greatest?
0.910 ,
0.091,
0.9
a. 0.9, 0.091, 0.910
b. 0.910, 0.9, 0.091
c. 0.091, 0.9, 0.910
d. None of the above
from
greatest to least?
3.45, 3.0459,
3.5,
3.4059
a.
3.0459,
3.4059,
b.
3.5
3.45
c.
3.4059,
3.5,
20
3.45,
3.4059,
3.0459,
3.5
3.0459
3.45
2nd Grading
Mathematics 5
from
least to greatest?
7.102, 7.0102, 7.0012, 7.00102,
7.102021
a. 7.102021, 7.00102, 7.012, 7.0102, 7.102
b. 7.00102, 7.0102, 7.012, 7.102, 7.102021
c. 7.102021, 7.102, 7.012, 7.0102, 7.00102
V. Assignment
The following table gives the height in centimeters (cm) and
weight
in kilograms (kg) of the members of a basketball team:
Marco
Joseph
Ariel
Delio
Nathan
Height (in cm)

154.305
154.517
154.242
154.432
154.559
Weight (in kg)

80.82
80.18
80.73
80.54
80.45
List the names of the players in increasing height.

List the names of the players in decreasing height.
Prepared by:
AILEEN S. TOLEDO
Teacher II
Gogon Central
School
Lesson 5: Visualizing Addition and Subtraction of Decimals
I. Objectives:
a. Visualizes addition and subtraction of decimals
b. Draw and color neatly the decimal models
c. Develop a healthy life.
II. Subject Matter
Visualizing Addition and Subtraction of Decimals
Ref.: M5NS-IIb-105
Materials: activity sheets, chart, flashcards, graphing paper
Value: Health consciousness
1, Drill:
Draw me
a. Divide the class into 4 groups
21
2nd Grading
Mathematics 5
b. Teacher flashes a card with addition or subtraction
sentence.
Example:
5 + 7 = 12
12 + 3 = 15
8 - 5 = 3
25 - 2 = 23
c. The first pupil in each group will go to the board to make
an illustration of the mathematical sentence shown.
d. Continue this until everyone in the group has participated.
e. The group with the most number of points wins.
2. Review
Using graphing paper as 100-square grid, shade the parts to
show the following decimals.
1. 0.50
2. 0.94
B. Activity Proper
1. Present a word problem.
3. 0.14
d. 0.78
Tommy rode his bike 0.75 miles in the morning and 1.10
miles in the afternoon. How many miles did he ride in all?
2. Comprehension Check-Up
1. Who among you likes to ride a bike?
1. Is it good to ride a bike?
2. What can you suggest to Tommy when he rides his
bike in the morning or in the afternoon? Why?
3. Analysis/Discussion
We can solve the word problem by representing it with grid.
What is asked in the problem?
How many miles did he ride in all?
What are the given facts?
0.75
and 1.10
Make a 100-grid in the graphing
paper.
Note: 100-grid represent 1whole
0.75
1.10
22
2nd Grading
Mathematics 5
Take one color (red) and shade
0.75. Get another color (yellow)
and use it for shading to represent
1.10
How are we going to solve the
problem? Addition
Count the total number of grids
that are shaded.
1 whole
85 grids
0.75
1.10
= 1.85
How can we show how much farther he rode in the afternoon

that in the morning?
1.10
0.75
0.35
Use another grid to show this addition
problem.
0.3 +
=
23
0.28
2nd Grading
Mathematics 5
0.30 + o.28 = 0.58

Use another grid to show this subtraction problem.
0.47 - 0.15 =
0.47 - 0.15
= 0.32
4. Fixing of Skills
Group ActivityShow the following addition or subtraction problem in a
drawing.
Group
Group
Group
Group
I
II
IIIV
I
0.85
1.36
0.19
1.80
+
+
-
0.67
1.20
0.98
1.25
=
=
=
=
5. Reporting
The reporters of each group deliver reports in front of
the
class.
6. Generalization
Addition and subtraction of decimals can be visualized
by representing it with different figures or grids. To add or
subtract decimals, arrange the decimals in column so that
the decimal points are in one line. Add or subtract like adding
or subtracting whole numbers. Regroup, if need. Put the
24
2nd Grading
Mathematics 5
decimal point in the sum or difference in line with the
decimal points.
C. Post Activity
A. Write the correct mathematical sentence using the
given models.
= 1 whole
= 1 tenths
* = 1
hundredths
1.
__________
__________
****
__________
_________
2.
*
__________
_________
B. Illustrate the following mathematical equation using the

given models and write the correct answer.
1.
2.
3.8 - 1.6
7.45 - 2.13 =
N
N
IV. Evaluation
Shade the figures to represent each mathematical problem
write your answer in the blank.
1.
25
0.43 + 1.35 = ________
2nd Grading
Mathematics 5
2.
1.62 + 0.25 = ________
3.
1.47 + 0.91 = ________
4.
1.18 - 1.10 = ________
5.
0.23 + 0.85 = ________
26
2nd Grading
Mathematics 5
V. Assignment
Make your own additional and subtraction sentence and show
it using the 100 grid.
Prepared by:
AILEEN S. TOLEDO
Teacher II
Gogon Central
School
Lesson 6:
Add and Subtract Decimal Numbers through thousandths

without and with regrouping
I. Objectives:
a. Add and subtract decimal numbers through thousandths without
and with regrouping.
b. Write the solution to the addition/subtraction equation.
c. Work with speed and accuracy
II. Subject Matter
Adding and Subtracting Decimal Numbers Through Thousandths
Without and With Regrouping
Ref.: M5NS-IIb-106.1
Materials: activity sheets, chart, flashcards,
Value: Accuracy and speed.
1. Drill on addition and subtraction of whole numbers.
Addition Relay
a. Divide the class into 2 groups. One representative from each
group stands at the back of the classroom.
b. Teacher will flash the cards on addition or subtraction and the
first number of each group give the correct answer.
c. The player who gives the correct answer first will advance
forward with one pace and is given a point.
d. The game continues till all children have participated.
27
2nd Grading
Mathematics 5
2. Motivation
Who among you have bank account? Do you save money?
Is it necessary to keep money in the bank? Why?
B. Activity Proper
1. Presentation
Mike has 4,522.08 in his bank account. At the
end of the month, he deposited another 875.50 then
withdraws 300 in cash. How much is left in his
account?
2. Comprehension Check-up
a. Who has a bank account?
b. Why do you think Mike deposited money at
the
end of the month
.
c. If you were Mike, would you do the same ?
3. Analysis/Discussion
*What is asked in the problem?
The amount of money left in Mikes account?
*What are the given facts?
4,552.08 money in the bank account
875.50 deposited at the end of the month
300.00 he withdraws
How are we going to solve for the problem? What do
we
need to know first before we compute for the amount left?
*Find out what is the total amount deposited in Mikes
account.
To get the total amount, we add 4,552.08 and 875.50.
We write the digits with the same place value in a column.
Align the decimal points, insert/add zeroes as place holders, then
add the digits like adding whole numbers. Regroup, if needed.
Put a decimal point in the sum and align it with the decimal points
in the addends.
4,552.08
+
875.50
5,427.58
the total amount deposited
Mike withdraws 300 so we are going to subtract the amount to the
total deposit.
Align the digits with the same place value. Align also the decimal
28
2nd Grading
Mathematics 5
point. If a digit or digits are missing in the subtrahend, use
the place holder zero for every digit which is missing in the
minuend, then subtract like subtracting whole numbers. Put
the decimal point in the difference in line with the decimal
points, both in the minuend and the subtrahend.
-
5,427.58
300.00
5,127.58 amount left in his account
Give similar examples in adding and subtracting decimals.

67.352
56.374
+ 3.2548
89.436
+
32.7___
34.2
- 12.836
23.2___
4. Group Work/Guided Practice
Group Iran 3.29
Matthew ran 3.56 miles in 25 minutes. Agatha

miles in 25 minutes. How much farther (in miles)
did
Jacqueline run in 25 minutes?
Group IIConchita bought 14.5 kg of beef, 8.25 kg of
fish, and 6.75 kg of chicken. How many kilograms of meat and
fish did she buy in all?
Group IIIMarks average grade is 88.6 and Rogers is
85.85. By how many points is Marks average grade higher than
Rogers?
Group IVFather bought a 4-kilogram of roasted chicken
which cost Php480.45. He gave a P1000.00 bill to the cashier. How
much was his change?
5. Reporting/Presentation of Group Output
6. Generalization
To add or subtract decimals, arrange the decimals in
column so that the decimal points are in one line. Add or
subtract like adding or subtracting whole numbers. Regroup,
if need. Put the decimal point in the sum or difference in line
with the decimal points.
C. Post Activity
1. Independent Practice
Add or subtract on your slate/show-me-board.
29
2nd Grading
Mathematics 5
1.
2.
3.
4.
5.
54.637 + 2.15
=
8.9 - 2.6512
=
0.257 + 12.3 + 2.1
9.589 - 5.34
=
8.743 + 3.4 + 14.63
=
=
2. Summary
IV. Evaluation
Write the letter of the correct answer on your answer sheet.
1. Patrick is 2.5 m tall and Shawn is 1.879 m tall. How much taller is
Patrick than Shawn?
a. 0.216
b. 0. 126
c. 0.621
d. 1.026
2. The sum of 0.43 + 0.865 + 12.7 is
a. 13.599
b. 15.993
c. 19.395
d.
13.995
3. Nita needs 1.26 meter of green ribbon and 1.5 meter of yellow
ribbon for her art project. How many meters of ribbon does she need?
a. 2.76
b. 3.76
c. 4.47
d. 2.67
4. Randy walked 0.452 km to church and 1.09 km to the market.

How
many kilometers farther did he walk to the market than to the
church?
a. 3.068
b. 0.836
c. 0.638
d. 8.830
5. Mang Tony gathered fruits from his orchard. He kept 3.05 kg for
his
family and distributed the rest to his brothers and sisters. He
gave 1.025
kg to Nilo , 1.8 kg to Nellie, and 1.36 kg to Orlan. How many
kilograms of
fruits did he gather in all?
a. 7.325
b. 5.237
c. 7.235
d. 3.725
V. Assignment
Read and solve.
Ruth sold 42 kg of fruits. Of the fruits sold 8.75 kg were
grapes, 19.5 kg were mangoes, and the rest were papayas. How many kilograms
were papayas?
30
2nd Grading
Mathematics 5
Prepared by:
AILEEN S. TOLEDO
Teacher II
Gogon Central School
Lesson 7: Estimate the sum or difference of Decimal

numbers with Reasonable Results
I. Objectives:
a. Estimate the sum or difference of decimal numbers with
reasonable
results
b. Write the estimated sum or difference.
c. Cooperate with the group.
II. Subject Matter
Estimating The Sum or Difference Of Decimal Numbers With
Reasonable Results
Ref.: M5NS-IIc-107
Materials: activity sheets, chart, flashcards,
Value: Cooperation
1. Drill on reading decimal numbers using flashcards.
Example:
0.789
2.16
0.6
81.546
2. Review
31
2nd Grading
Mathematics 5
Round off to the underlined digit.
1. 7.45
2. 1.657
3. 0.5876
4. 35.0068
5. 2.36
B. Activity Proper
1. Presentation
A singer is recording a CD. He says the recording time is 11.15 minutes.
The lengths of the three songs are 3.8 minutes, 2.86 minutes and 4.49
minutes. How can you tell his statement is reasonable?
2. Analysis and Discussion
Way of determining whether his statement is
reasonable.
10.85 minutes is the recording time
3. 8 minutes, 2.86 minutes, 4.49 minutes
How did the singer get the recording time?
By adding the length of minutes of the three songs.
What is the number sentence?
3.8 + 2.86 + 4.49
= N
Solution:
3.8
+
2.86
4.49
11.15
How can you tell that this statement is reasonable?
You can estimate to check reasonableness.
Round to the nearest whole numbers. Then, add.
3.8
4.0
2.86
3.0
4.49
4.0_
11.15
11.0
The statement is reasonable because the
estimated sum is close to the actual number which
is11.15.
+
32
2nd Grading
Mathematics 5
The same process for subtraction.
.
8.89
3.9__
4.99
Give similar examples:
9.0
- 4.0_
5.0
Estimate the sum to the nearest hundredths.

+
6.145
2.853
8.998
6.15
2.85__
9.00
Estimate the difference to the nearest tenths.

-
9.653
3.27
12.923
9.7
3.3
13.0

Each group will be provided with task card to work on.
Group I - The sum of 4.762 and 1.58 is what number?
Estimate your answer to the nearest tenths.
Group II -
46.789 - 13.653 =
Estimate your answer to the nearest
hundredths.
Group III - What will be the difference if 2.789 is
subtracted
from 5.732? Estimate your answer to the
nearest
whole number.
Group IV - If 9.534 is added to 8.765, the sum would
be____.
Estimate your answer to the nearest
hundredths.
5. Reporting/Presentation of Group Output
A representative from each group delivers report in front of
the class.
6. Generalization
To estimate sums and differences of decimals, round to
the indicated place value then add or subtract.
C. Post Activity
33
2nd Grading
Mathematics 5
1. Application/Independent Practice (using slate or show-me-board)
Estimate the sum or difference to the nearest tenths.
1.
4.637 + 2.15
=
2.
18.91 - 2.6512 =
3.
12.36 + 2.14
=
4.
7.58 - 5.34 =
5.
8.743 + 3.4
=
IV. Evaluation
Read and solve. Give your answer to the nearest whole number
1. Jerian bought 1.88 kg of chicken and 2.45 kg of pork at the
market.
About how much kg of meat did she buy altogether?
a. 7
b.
6
c. 5
d. 4
2. Gina bought a gallon of milk at the supermarket for 79.27. About
how
much change did she receive from a 100.00 bill.
a. 21
b. 0. 22
c. 0. 23
d. 1. 24
3. A butcher weighed two hogs. One hog weighed 37.45 kg. while
the
other weighed 31.75 kg. About how much is the total weight of
the two
hogs?
a. 68
b. 67
c. 69
d. 70
4. Mr. Fernandez has a 2.58 hectare land. He allotted 1.189 hectare

land
to build a poultry. About how many of the land is not allotted to
his
poultry
a. 1
b.
c. 3
d. 4
5. Arman and Juliano went fishing. They caught 2 big fishes

weighing 3.25
kg and 2.95. About how many is the total weight of the 2 fishes?
a. 3
b. 4
c. 5
d. 6
V. Assignment
Estimate the sum or difference by rounding each decimal to
the nearest whole number.
1. 59.7 - 34.9 =
2. 8.63 + 12.45 =
3. 99.3 - 23.6 =
4. 24.65 + 2.95 =
5. 89.93 10.56 =
34
2nd Grading
Mathematics 5
Prepared by:
AILEEN S. TOLEDO
Teacher II
Gogon Central School
Lesson 8: SOLVING ROUTINE OR NON-ROUTINE PROBLEMS INVOLVING

ADDITION OF DECIMAL NUMBERS INCLUDING MONEY USING PROBLEM
SOLVING STRATEGIES AND TOOLS
I- Learning Objectives
1. Solve routine or non-routine problems involving addition of decimal
numbers including money using problem solving strategies and tools
2. Write the solution to problems involving addition of decimals
3. Work accurately under time pressure
II- Learning Content
Skill :
Solving routine or non-routine problems involving addition of
decimal numbers including money using problem solving
Strategies and tools
References:
K to 12 Grade 5 Curriculum, Mathematics for a Better Life
pages 133,135
Materials :
flashcards, activity sheet, chart, manila paper
Value :
Speed and accuracy
III- Learning Experiences
A- Preparatory Activities
1. Drill
Flash card drill on addition facts
15 +
14 +
9+
20 +
21 +
12
15
10
15
2. Review 10
Give the sum of the following addition sentences
23.6 and 10.5
23.13 and 14.5
13.20 and 13.20
15.21 and 56.2
9,23 and 14.10
3. Motivation
How will you express/show thoughtfulness to your parents?
It is important to be thoughtful? Why?
B- Developmental Activities
1. Presentation
35
2nd Grading
Mathematics 5
Present this problem to the class.
It was Mothers birthday. Nina gave her a pair of
slippers that cost 55.50 and a bandana worth 27.75.
How much in all did Nina spend for the gifts?
Group the class into 3
Distribute set of questions to each group.
Group 1:
Direction: Answer the following questions:
What did Nina buy for her mother?
How much is each gift?
What is the process to be used to get the
total amount spent for the gift?
Group 2:
What operation to be used?
Group 3:
What is the process to be used?
Transform the problem into a mathematical
sentence?
Solve and label your answer.
2. Discussion
After all the group have presented
Ask
How did you find the activity? Why?
Did you observe speed and accuracy in solving the
problem?
What are the steps in solving mathematical problem?
Divide the class into 5 groups.
Beth wants to buy gift for her mother. She went
to the department store to choose 2 to 3 items.
How much will she pay in all?
Lets help Beth select the best gift for her mother
ITEMS
Blouse
115.25
Pants
566.00
Necklace
234.75
36
2nd Grading
Mathematics 5
156.50
120.25
45.25
93.00
325.50
86.25
Bag
Belt
Handkerchief
T-shirt
Perfume
Lipstick
1. What is asked in the problem?

2. What are the given facts?
3. What is the word clue?
4. What is the process to be used
5. What is the mathematical sentence?
6. What is the answer?
4. Generalization :
What are steps needed to able to solve the word problem
(Analyze the word problem by identifying what is asked,
given, operation to be used, number sentence)
C- Post Activities
1. Fixing Skills /Independence Practice
Show Me-Board
Read and solve the problem
Anton is buying supplies for his school project. The items he is
buying and their prices are listed below. What is the total cost of
the items?
Illustration board
22.45
Pentel pen
98.70
Art paper
15.65
Glue
35.95
2. Summary
What have you learned from todays lesson
IV- Evaluation
Read the problem and choose the letter of the correct answer.
At enrolment time, Mrs. Cruz paid 825.50 for Nenas fees,
637.80 for Carlitos fees and 425.75 for Cecilles fees. What
was the total amount she spent for the fees?

a. Amount spent for Nenas fees
b. Amount spent by Mrs. Cruz
2. What are given facts?
c. Amount spent for Carlilos fees

d.Total amount spent for the fees
37
2nd Grading
Mathematics 5
a. 825.50, 637.80 and 425.75
c. 825.25, 637.40 and 425.75
b. 725.50, 637.80 and 325.75
d. 855.50, 627.80 and 415.75
a. 825.50 + 637.80 - 425.75 = N
c. 825.50 + 637.80 x 425.75
=N
b. 825.50 + 637.80 + 425.75 = N
d. 825.50 - 637.80 +
425.75 = N
4. What operation to be used?
a. addition
b. subtraction
c. multiplication d. division
5. What was the total amount she spent for the fees?
a. 1, 999.05
b. 1, 899.05
c. 1, 599.05
d. 2, 999.05
V- Assignment :
Analyze and solve the problem.
Mrs. Flores bought 3 chickens weighing 2.7 kilos, 1,8 kilos and 2.2 kilos each.
What was the total weight of the three chickens?
Prepared by :
FATIMA A. RELLETA
BCS-Master Teacher I
Lesson 9: SOLVING ROUTINE OR NON-ROUTINE PROBLEMS INVOLVING
SUBTRACTION OF DECIMAL NUMBERS INCLUDING MONEY USING
PROBLEM SOLVING STRATEGIES AND TOOLS
1. Solve routine or non-routine problems involving subtraction of decimal
numbers including money using problem solving strategies and tools
2. Write the solution to problems involving subtraction of decimals
3. Give the importance of being thrifty
II- Learning Content :
Skill :
Solving routine or non-routine problems involving subtraction
of decimal numbers including money using problem solving
strategies and tools
References:
pages 133,135
Materials :
flashcards, activity sheet, chart, manila paper
Value :
Thriftiness
1. Drill:
Subtraction facts using two cubes having numbers on all faces:
Cube 1 (25, 16, 55, 36, 78, 62)
38
2nd Grading
Mathematics 5
Cube 2 (5,7,9,10, 11, 15)
Divide the class into four groups.
Call for two volunteer pupils to take charge of tossing the
cubes.
The two pupils toss the cubes simultaneously.
The first four pupils of each group will give the difference of
the two numbers that appear in the cube.
Continue the contest until everybody in the class
participated,
The first pupil to give the answer will be given a point.
The group that garnered the greatest number of points wins
in the contest.
2. Review
Find the difference
23.15
10.20
5.15
10.10
15.5 10.5
3. Motivation
How many of you gone to a vacation?
Where did you go?
When you visit a place for the first time, what do you do
before you go back home?
Do you spend all your money in buying souvenir items?
Why?
1. Presentation
Susan and Beth went to Palawan. They bought souvenir items
amounting to 350.50 . They gave 500 to the cashier. How
much change did they receive?
Analysis of the problem
Group the pupils into 4
Group 1:
THINK
What is asked?
What are given?
Group 2 :
PLAN
What operation will

be used?
39
SOLVE
What is the number

sentence?
2nd Grading
Mathematics 5
Group 3:
Group 4
CHECK
How do we check the

answer ?
2. Discussion
Ask ;
How did you come up with your answers?
What are the steps in solving a problem?
Group 1
Last Saturday, Anna went to a bookstore and
bought pocket book which cost 123.95. If she
gave 150.00, how much change did she receive?
1.What Is asked?
3. What is the answer ?
Group 2
Mang Andrew has 8.25 kg of tomatoes to sell in the
market. He sold 6.75 kg, how many kilograms of
tomatoes were left?
1. What the given facts?
Group 3
A meat vendor has 56.8 kilos of pork. She sold
40
2nd Grading
Mathematics 5
49.5 kilos. How many kilos were left?
1. What is the word clue?
2. What is the number sentence?
Group 4
In a sale, a cellphone was sold at 2,6581.25. if
its regular price was 3,575.00, how much less was
the sale price?
1. What is asked?
3. What is the answer
4. Generalization
What are steps needed to able to solve the word problem?
(Analyze the word problem by identifying what is asked, given,
operation to be used, number sentence?)
C- Post Activities
1. Fixing Skills
Read, analyze and solve the problem.
1. Mr. Salvador and his wife dined in a restaurant. Their total bill was
471.82. He gave 500 to a waiter to pay their bill and told him to keep
the change. How much tip did the waiter receive?
2. Krizzias house is 14.285 km from the school. Celines house is 16 km
from school. How much farther from school is Celines house.
2. Summary
IV Evaluation
Read and choose the letter of the correct answer.
Grace and her brother went to a grocery store to buy some
food items for their visitors. All together, the items cost
896.45. How much change they receive if they gave the
cashier a 1,000 bill?
a. change they received from 1,000 bill
b. total cost of the items
c. items received by Grace and her brother
d. amount paid by Grace
a. 1,500 and 896.45
b. 500 and 456.45
c. 1,000 and 896.45
d. 896.45 and 900
a. addition
b. subtraction
c. addition and subtraction
41
d. division
2nd Grading
Mathematics 5
4. Which mathematical sentence is correct?
a. 1,000 + 896.45 = N
c. 1,000 x 896 .45=N
b. 1,000 - 896.45 = N
d. 1,000 896.45 = N
5. How much change they received from the cashier?
a. 103.54
b. 105.54
c. 100.54
d. 103.50
V- Assignment :
Solve the following
1. JM visits his dentist every six months. He paid his dentist 500 for dental
treatment and 450 for prophylaxis. How much change did he get from
1,000.
2. Luis earned 35.50 from selling newspaper and he earned 32.50 for
selling sampaguita garlands. He paid 52.75 for pad paper and a
ballpen. How much money he left?
Prepared by :
FATIMA A. RELLETA
BCS-Master Teacher
Lesson 10: CREATING PROBLEMS (WITH REASONABLE

ANSWERS)INVOLVING SUBTRACTION OF DEMINAL NUMBERS INCLUDING
MONEY
1. Create problems (with reasonable answers)involving subtraction of
decimal numbers including money
2. Write the solution of problems involving subtraction of decimal numbers
3. Appreciate love for work
II- Learning Content :
Skill :
Creating problems (with reasonable answers) involving
subtraction of decimal numbers including money
References:

pages 74-77
Materials :
chart, activity card, manila paper
Value :
Love of work
III- Learning Experiences :
1. Drill
Flashcard drill on basic subtraction facts
23 12
34 15
49
-10
42
2nd Grading
Mathematics 5
2. Review :
Find the difference
12.50 - 6.50 =_______ 22.20 - 10.50 =_______
=_______
30.50 - 20.50 = __________
6.50 - 6.50
12.50 - 6.50 =___________
3. Motivation
What is the work of your parents?
Why do people work?
How does one show love for work?
1. Presentation
Gilberts father earns Php 6,000 a week . His mother
earns Php 4,000. They set aside Php 7,500 for their
weekly expenses. How much money is left for their
savings?
Guide the pupils in solving the problem.
What are given?
What is the hidden question?
What is the answer?
Ask :
Can you create problem similar to the given problem?
2. Performing the activity /Guided Practice
Group 1
Create a problem with the given data.
Php 3,500 amount given to the cashier as payment for groceries
amounting to Php 3, 400.75
Group 2
Create a problem with the given data
Php 155.25 -amount changed from Php 500.00 as payment for black
bag.
Group 3
Create a problem with the given data
43
2nd Grading
Mathematics 5
Php 200 amount given to the cashier for a Php 152.75 worth of
medicines
3. Processing the activity:
After all the groups have presented, ask these questions:
How did you find the activity?Why?
How were you able to create a problem?
4. . Generalization
How do you create a problem involving subtraction of decimal numbers?
To create problem involving subtraction of decimal numbers
including money, the following will serve as guide:
Familiarize yourselves with the concepts in Math.
Think of the type of problem you want to create.
Read some examples of problems and study the solution.
C- Post Activities
1. Fixing Skills/Independent Practie
Create a problem of your daily allowance and expenses.
2. Summary
IV Evaluation
Create a problem using the given information.
1. Php 2,800 earnings for selling fruits and vegetables
Php 1500 food allowance
2. 48.75 kg of fish caught by Mang Ben
23.25 kg of fish were sold
V- Assignment
Create a problem out of the information below
Monthly income of Php 15,2500
Monthly expense is Php 14,880.75
Prepared by :
FATIMA A. RELLETA
BCS
Lesson 11: CREATING PROBLEMS (WITH REASONABLE
ANSWERS)INVOLVING ADDITION OF DEMINAL NUMBERS
INCLUDING MONEY
1. Create problems (with reasonable answers)involving addition of
decimal numbers including money
2. Write the solution of problems involving addition of decimal numbers
3.Manifest the value of protecting the environment
II- Learning Content
44
2nd Grading
Mathematics 5
Skill :
Creating problems (with reasonable answers) involving

addition of decimal numbers including money
References:

pages 74-77
Materials :
chart, activity card, manila paper
Value :
Protecting the environment
1. Drill
Ask the pupils to give the sum of the numbers found on the addition wheel.
13.20
15
5.10 20
25.40
8.25
4.75
13.10
20.70
15.20
10 5.15
8.50
40
2..50
12.10
2. Review
Find the sum
23.10 +
5.50 +
12.25 +
10.00
2.50
6.00
2. Motivation :
Ask:
Do we observe proper waste segregation?
In which trash bins do we throw/dispose empty bottles?Why?
What can we make out of this material?
Do you think by doing this you are helping protect the
environment?
1. Presentation
Andrew collected 5.25 kg of plastic bottles
and 2.10 kg of bottle caps to be used in making
lanterns. How many recyclable materials were
collected?
Ask :
45
2nd Grading
Mathematics 5
Who collected recyclable materials?
What did he do with the materials?
How many recyclable materials were collected?
What operation di you use to get the answer?
Can you create similar problem involving addition of
decimal numbers?
2. Modelling and Discussion
Post the jumbled word problem on the board.
Arrange the sentences to form a word problem.
How many liters

of paint did
they use?
The Grade 5 pupils

needed paint for
masks.
they used 1.25 liters

of yellow paint
2.5 liters of white

paint
1.75 liters of
blue paint
3. Group Work /Guided Practice

Divide the class in three groups
Let them choose the leader and a secretary
Give each group an activity card with data to be used for creating a
problem.
Then let each group post its work on the board.
Activity Card 1
Project in Mathematics
Ben bought materials for
the project
Php 10.50 graphing paper
Php 18.50 glue
Php 11.20 art paper
46
2nd Grading
Mathematics 5
Amount spent by Ben
Activity Card 2
o
Kristines flower vase project
250.50 g newspaper
105.25 g bottle cap
o
o
50.75 g beads
Total grams needed for the
flower vase
Activity Card 3
Jennys costume
She used 8.25 meters ribbon
2.35 meters of red cloth
1.50 meters of yellow cloth
Total meters used for the costume
4. Generalization :
How do you create a problem involving addition of decimal numbers?
To create problem involving addition of decimal numbers
including money, the following will serve as guide:
Familiarize yourselves with the concepts in Math.
Think of the type of problem you want to create.
Read some examples of problems and study the solution.
C- Post Activities
1. Fixing Skills
Complete the problems below.
1. Rose has Php _______ while Benny has Php 35.25. How much ______
do they have?
2. Grace buys 5 meters of fabric while Maritess buys ________ meters.How
47
2nd Grading
Mathematics 5
many meters of __________________?
3.Joy bought shoes which cost Php 125.50 and blouse ___________.How much
Did she spent for her _______________
2. Summary
What have learned for todays lesson
IV Evaluation
Create a problem using the given data. Then, solve the problem
1. Given :
125.50 grams bananas cooked in the morning
249,25 grams bananas cooked in the afternoon
Asked :
Number of bananas cooked
Problem:
______________________________________________
Solution :
__________________________________________________
2. Given :
Php 1,500 donated by Mrs. Lopes
Php 4,000.50 donated by Mr. Sanchez
Php 520.75 donated by Nelia
Asked :
Total amount donated for the flood victims
Problem :
___________________________________________
Solution :
___________________________________________
V- Assignment :
Make your own problem about your project in EPP using addition of decimal
numbers.
Prepared by :
FATIMA A. RELLETA
BCS
48
2nd Grading
Mathematics 5
Lesson 12:
VISUALIZING MULTIPLICATION OF DECIMALS

USING MODELS
LEARNING OBJECTIVE
Visualize multiplication of decimals using models
II
LEARNING CONTENT
Skill :
Reference:
Materials:
Value:
III
Visualizing multiplication of decimals

BEC-PELC II. H.1.1
Lesson Guide in Elementary Math Gr. 5 pp 274 - 275
activity sheets, expression cards, show me boards,
10x10 grid
Keep ones work and work area neat and clean
LEARNING EXPERIENCES
A Preparatory Activities
1 Drill
Pairing of fractions to their corresponding illustration
Example:
=
2. Review
Review on addition of decimals using show me boards
Example:
Find the sum of o.6 and 0.25
What is 8.3 more than 0.47?
Add 7.1 and 0.236
2 Motivation
49
2nd Grading
Mathematics 5
Who among you has a garden at home? How big is your
garden? What do you have in your garden? How do you keep
your garden beautiful?
B Developmental Activities
1. Presentation
Problem Opener
A rectangular garden measures 0.4km. and 0.2 km. Find
its area.
2. Analysis
of the problem presented/Discussion

What are you asked to find in the problem?
What are the given facts
What operation will be used?
What is the final answer? Let us illustrate.
0.4 or
4
10
0.2 or
2
10
a. In the first illustration, into how many parts is the whole

divided? How is 0.4 shown?
b. How about in the second illustration? How is 0.2 shown?
c. In the third illustration, into how many parts is the whole
divided?
d. How many decimal places are there in both factors?
How about in the product?
Give one or two similar examples:
0.3
0.5
0.15
0.3 0.3 = 0.9

3. Guided practice / Group Activity
Material: 10x10 grid, crayons, activity sheet
1. Group pupils into 3
50
2nd Grading
Mathematics 5
2. Have each group give their answers to the following
situations by illustrating it using grid
Group 1
Mr. Lunas lot is 0.6 km long and 0. 7 km wide. How
big is his lot?
Group 2
Everyday Mario walks a distance of 0.9 km in going
to school and back. If he spent 0.4 of that distance
in walking home, how far did he walk in going to to
school?
Group 3
A piece of cardboard is 0.8m long and 0.6 wide. What
is the area of the cardboard?
3. Group Reporting/Presentation of outputs
4. Generalization:
How did we visualize multiplication of decimals?
Multiplying decimals can be visualized by representing
each factor with horizontal and vertical lines placed over the
other. The double shaded part represents the answer to the
equation.
C Post Activities
1 Application/ Independent practice
Using your show me boards, write the multiplication equation
for each of the following numbers represented by the shaded
region.
x
_________
x
_________
________
=
_________
x
_________
IV
=
________
________
=
________
________
2 Summary
Evaluation
51
2nd Grading
Mathematics 5
A. Choose the correct model that best represent the following
situation
1 Mother wants to cut a piece of cloth that measures
0.8 m. long and 0.7m. wide. How big will the cloth be?
a.
b.
c.
d.
Carlo has bought 0.6 of a liter of gasoline. After driving to
his office,0.3 of the gasoline was left. How much gasoline
was left?
a.
b.
c.
d.
Mang Nestor harvested 0.8 kg of cabbages in his
backyard. He cooked 0.4 of them. How many kilograms of
cabbages did he cook?
a.
b.
c.
d.
B. Write the correct multiplication sentence represented by the
shaded grid
4
a. 0.1 0.9 = 0.9
b. 0.9 0.2 = 1.8
c. 0.9 0.2 = 0.18
5
a. 0.3 0.4 = 1.2
b. 0.4 0.3 = 0.12
c. 0.4 0.4 = 0.16
V
Assignment
Illustrate the following number sentences
1. 0.4 x 0.2 = 0. 8
2. 0.6 x 0.8 = 0. 48
3. 0.3 x 0.7 = 0. 21
4. 0.2 x 0.9 = 0.18
52
2nd Grading
Mathematics 5
5. 0.5 x 0.4 = 0.25
DOREEN C. MARCO
RAWIS ELEMENTARY SCHOOL
Lesson 13:
MULTIPLYING DECIMALS UP TO 2 DECIMAL
PLACES BY 1TO2 DIGIT WHOLE NUMBERS
I.
LEARNING OBJECTIVE
Multiply decimals up to 2 decimal places by whole numbers
II.
LEARNING CONTENT
Skill :
Reference:
Multiply decimals by whole numbers

BEC-PELC II.H. 1.4
Lesson Guide in Elementary Math Gr. 5
pp 285-289
expression card, flashcards, answer cards, activity
sheets
Work well with others
Materials:
Value:
III.
1. Drill
Flashcard on basic multiplication facts
7
x6
9
x8
5
x5
2. Review
Multiplication of 1-2 digit decimals by another 1-2 digit
decimals
53
2nd Grading
Mathematics 5
Mechanics of the Game
1. Group the class into 2
2. The teacher will pick an expression card and show it to
the first two pupils of each team, then proceed to the next
until all pupils had the chance to answer
3. The team with the most number of correct answer wins
the game.
3. Motivation
Show real object/ a picture of a pillow case
How many metres of cloth do you think will make one pillow
case?
1. Presentation
Marina uses 0.5 m of cloth to make a throw pillow case.
How many meters of cloth does she need to make 6 throw pillow
cases?
2. Analysis of the problem /Discussion
What kind of number is 0.5? What about 6?
What is your final answer?
How do we multiply decimals and whole numbers?
What are the steps?
How many decimal places should there be in the
product?
Give more similar examples:
0.4 x 4= N
6 x 0.2= N
0.3 x 5 = N
3. Guided Practice/ Group Activity
Mechanics
2. Each group will be given problems to work on.
Group 1
Mrs. Mariano bakes a birthday cake for her youngest
daughter. She uses 0.75 kg. of flour to bake a cake. How
much flour is needed to make 9 cakes?
Group 2
Ronald can run 0.8 km in an hour. How far can he run
in 6 hours
Group 3
Anthony bought a dozen of marbles at 0.75 each.
How much did he pay altogether?
4. Group Reporting
54
2nd Grading
Mathematics 5
a.
5. Generalization
How did we multiply decimals by whole numbers?
C. Post Activities
1. Application/ Independent Practice
Using show me board or slate
Put the decimal point where it should be in the product
1. 0.9 x 4= 036
2. 3x 0.3 =09
3. 12 x 0.2 =024
4. 0.5 x 6 = 030
5. 0.4 x 20 =040
2. Summary
What have you learned today?
IV.
Evaluation
Choose the correct answer
1. If you multiply 0.9 x 4, the product will be___.
a. 3.6
b. 0.36
c. 36
d. 30.6
2. What is 10 multiplied by 0.8 equal to?
0.8
b. 8
c. 80
d. 0.08
3. The product of 0.9 x 9 is _____
a. 81 b. 0.81
c. 8.1
d.8.01
4. 2.4 is the product of what factors?
a. 6 x 0.4 b. 0.6 x 0.4 c. 6 x 4
d. 0.06x0.04
5. Give the product of15 x 0.2.
a. 3
b. 0.3
c. 0.03
d. 30
V. Assignment
Solve the following:
1. What is 9 multiplied by 0.6?
2. What is the product of 0.13 and 4?
3. What is 0.7 times 15?
DOREEN C. MARCO
55
2nd Grading
Mathematics 5
Lesson 14:
I.
MULTIPLYING DECIMALS WITH FACTORS UP TO 2

DECIMAL PLACES
LEARNING OBJECTIVE
Multiply decimals with factors up to 2 decimal places
II.
LEARNING CONTENT
Skill :
Reference:
Materials:
Value:
III.
Multiplying decimals with factors up to 2 decimal

places
BEC-PELC II.H. 1.3
pp 282-285
expression cards, answer cards, show me cards/slate
Love and concern for family
3. Drill
Drill on basic multiplication facts
4. Review
56
2nd Grading
Mathematics 5
Review on multiplication of tenths by tenths
Mechanics:
1. Group pupils into 4.
2. Teacher picks an expression cards on multiplying tenth by
tenths in a box
3. The first in each team to answer gets a point
4. The team with the most correct answer wins.
5. Motivation
Show picture of a family. What can you say about the family
in this picture? Do you also the same care for your family?
How else could you show love and concern for family
E. Developmental Activities
3. Presentation
Strategy: Using Problem Opener
A piece of chocolate bar is 0.17 dm. long. Anton shared it
with his sister. If Anton got 0.2 of the chocolate bar, how long
was for his sister?
4. Analyzing the problem/ Discussion
What kind of numbers are given?
How do we multiply decimals having 1-2 decimal places?
What is the final answer?
More practice exercises will be provided to develop the skill in
multiplying decimals with factors up to two decimal places
5. Guided Practice/Group Activity
Mechanics:
2. Each group will be provided with expression cards.
3. All answers will be taken from a group of answer cards
posted on the board.
4. The group who gets all the answer cards first and has the
most correct answers, wins.
Example:
Expression card
Answer card
0.23
X
0.5
0.11
5
0.1
4
0.030
8
X
4. Group Reporting
5. Generalization
57
2nd Grading
Mathematics 5
How do we multiply decimals with factors up to 2 decimal
places?
Lead the pupils to the following generalizations:
To multiply decimals with factors up to 2 decimal
places, multiply like a whole number. Regroup if
necessary.
Count the decimal places in the factors.
Place the decimal point in the product equal to the
sum of the decimal places in both the factors.
F. Post Activities
IV.
1. Independent Practice/Application
Teacher will read the problem orally. Let pupils answer on
their show me cards/slate
1. Arnold had a plot garden. What is its area if the length is
0.85 m and the width is 0.4 m?
2. Alice had 0.75 can of soil. She used 0.2 of the soil in the
can to fill the flower pots. What part of the can did she
use?
3. Gina has 0. 45 ream of bond paper. She used 0.12 of the
bond papers. What part of the ream did she use?
2. Summary
Evaluation
Choose the letter of the correct answer
1. )For the number sentence 0.4 x 0.92, what is N equal to?
a. 0.368
b. 3.68
c. 0.0368
d. 36
2. )If we multiply 0.53 x 0.6, what is the product?
a. 3.18
b. 0.0318
c. 0.318
3. )Multiply 0.71by 0.32, the product will be
a. 0. 02272 b. 0.2272
c. 2.272
V.
d. 318
d. 2272
4. What is 0.63 times 0.8 equal to?

a. 0.504
b. 0.484
c. 0.584
d. 484
5. Give the product of 0.91 x 0. 22 = N

a. 0.2202
b. 0.1802
c. 0.2002
d. 2202
Assignment
Write in column and multiply
1. 0.28 x 0.3 = ______
2. 0.6 x 0.36 = ______
3. 0. 42 x 0.5= ______
4. 0. 61 x 0.33 = ____
5. 0.80 x 0.12=______
58
2nd Grading
Mathematics 5
DOREEN C. MARCO
Lesson 15
VI.
:ESTIMATING THE PRODUCTS OF DECIMAL

NUMBERS
WITH REASONABLE RESULTS
LEARNING OBJECTIVE
Estimate the products of decimal numbers
VII.
LEARNING CONTENT
Skill :
Reference:
Materials:
Value:
VIII.
Estimating the products of decimal numbers

expression cards, answer cards, show me cards/slate
Cleanliness in ones work and work area
G. Preparatory Activities
6. Drill
Drill on basic multiplication facts
59
2nd Grading
Mathematics 5
7. Review
Review on multiplication of decimals using slates
Mechanics:
5. Group pupils into 4.
6. Teacher will show a decimal written on a show me card
7. Pupils will round it to the highest place value
8. The first in each team to answer correctly earns a point.
9. The team with the most correct answer wins.
8. Motivation
Have you been to a restaurant? What food do you usually
order?
H. Developmental Activities
6. Presentation
Marian is a chef at an Italian restaurant. She orders 22 boxes
of lasagna sheets. If each box costs 76.50, about how much
does her order cost?
7. Analyzing the problem/ Discussion
What phrase in the problem tells us that we do not need
an exact answer?
About how much
What do we do to solve this kind of problem?
We estimate
How do we estimate products of decimals?
More practice exercises will be provided to develop the skill in
estimating the product of decimals
8. Guided Practice/Group Activity
Mechanics:
7. Each group will pick 3 expression cards from a box
8. Each member will help in estimating the product of
decimals that they picked and write their answers on
answer cards.
9. The group who was able to finish answering first and has
the most correct answers, wins.
Example:
Expression card
Answer card
0.23
X
0.16
0.20
X
0.20
0.04
0.4
3
X
60
0.43
X
20
8.6
2nd Grading
Mathematics 5
4
2
8
4.23
X
X
1.7
4. Group Reporting
10.
Generalization
How do we the product of decimals?
Round off each decimal based on its highest place
value.
Then multiply the rounded off factors.
I. Post Activities
3. Independent Practice/Application (Using show me
boards)
Estimate each product
1. ) 0.83
X0.49
x
IX.
2.) 0.76
X 34
3. ) 1.53
X4.82
4. Summary
Evaluation
Choose the letter of the correct answer
6. ) What is the estimated product of 71.30 x 29?
b. 20
b. 24
c. 14
d.21
7. ) Estimate 4.2 x 7.3.
b. 2.8
b. 28
c. 36
d. 35
8. ) The estimated product of 0.82 x 0.37 is___

b. 16
b. 24
c. 36
d. 0.36
9. ) 0.8 is the estimated product of_______
b. 2.3 x 0.36
c. 1.3 x 0.36
c. 3.2 x 0.36
d. 0.23 x 0.36
10.)Give the estimated product of 9.2 x 4.3.
b. 0.36
b. 18
c. 36
d.45
X.
Assignment
Estimate the following
6. 7.28 x 1.3 = ______
7. 0.64 x 0.36 = ______
8. 9. 42 x 52 = ______
9. 26. 51 x 0.33 = ____
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2nd Grading
Mathematics 5
10.0.80 x 7.12=______
DOREEN C. MARCO
Lesson 16: Visualizing Division of Decimal Numbers

I.
Learning Objectives
Cognitive:
Visualize division of decimal numbers
Psychomotor: Write the quotient in the division equation
Affective:
Work cooperatively with others in the group
II.
Learning Content
Skill:
Visualizing division of decimal numbers
Reference:
K-12 Curriculum Guide Mathematics for Grade 5 # 43
p.59
Mathematics for Better Life pp. 180-181
Lesson Guide in Elem. Math Gr. 5 p.305-310
Materials:
decimal models, printed worksheets
Value:
Cooperation
62
2nd Grading
Mathematics 5
III.
Learning Experiences
1. Mental Computation
Speed Test Division of Whole Numbers
2. Review
Number Scramble Multiplication of Decimals
1. Divide the class into 4 groups.
2. Give each group number cards.
3. Let each group manipulate the cards forming multiplication
sentence.
4. The group with the most number of correct multiplication
sentence wins.
1. Presentation
Strategy 1: Number line Model
Look at the number line model of 0.25 0.05 =5
0.05
0.10
0.15
0.20
0.25
0.05
0.05
0.05
0.05
A number line can also show division with tenths.
Here is 3.6 0.6 =
3.6
0
3.0
0.5
1.0
1.5
0.05
2.0
2.5
3.5
0.6
0.6
0.6
0.6
0.6
0.6
Strategy 2: Materials: Decimal Models

Represents one and
represents one
tenth
63
2nd Grading
Mathematics 5
Mechanics:
1. Work with a partner.
2. Use blocks to find ex. 1.2 0.4
3. Place one and two tenths in your table.
4. Trade you ones block for the ten tenths
5. Separate the tenths into groups of four tenths.
6. Count the number of groups of fourth tenths
7. Finally, give the complete mathematical sentence.
(Ans. 1.2 0.4 = 3)
2. Discussion/ Analyzing the problem presented
In the first strategy, what do you notice of the divisors?
How many units of 0.6 scale are there?
What happen to the dividend?
How many unit of scales are there?
In the second example, why did you trade ones block with tenths?
Why did you separate the tenths into groups of four tenths?
How many groups of four tenths do you have?
What is the quotient of 1.2 0.4
3. Group Activity
Illustrate the quotient using the following models below.
1. 1.6 0.4 = N
1.3
0
.1
1.4 1.5 1.6
.2
.3
.4
.5
.6
.7
.8
.9
1.0
1.1 1.2
.5
.6
.7
.8
.9
1.0
1.1 1.2
2. 1.5 0.3 =N
1.3
0
1.4 1.5
.1
.2
.3
.4
3. 3.6 0.6 = N
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2nd Grading
Mathematics 5
4. 2.75 1.25 = N
4. Group Reporting/ Comparing their processes

5. Generalization
How do you decimals by decimals?
C. Post Activities
1. Fixing Skills
A. Show the following equations using models. Check the answer
with the calculator.
1. 1.5 0.5 = N
2. 0.35 0.05 = N
3. 0.30 0.05 = N
4. 0.4 0.08 = N
5. 4.5 0.9 = N
B. Illustrate the solution of the problem using a number line.
A hiker walked 5.75 kilometers in 1.25 hours. What was the average
speed?
2. Summary
IV.
Evaluation
A. Visualize the quotients. Draw a number line to find each quotient.
1. 1.5 0.5 = N
2. 3.5 0.7 = N
3. 2.4 0.6 = N
4. 0.048 0.8 = N
5. 0.027 0.009 = N
B. Find the quotient using illustration model.
65
2nd Grading
Mathematics 5
1.
2.
3.
4.
5.
V.
Divide 0.72 by 0.12

How many 0.6 are there in 0.96?
How many group of 0.15 are there in 0.105?
How many 8 tenths are there in one and six tenths?
Find the quotient of 0.56 and 0.8?
Assignment
Illustrate the quotient using a model or number line.
1. 3.6 0.3 = N
2. 2.8 0.14 = N
3. 1.8 0.9 = N
4. 2.4 0.6 = N
5. 4.5 0.5 = N
Lesson 17: Dividing Decimals by Tenths up to Two Decimal Places

I.
Learning Objectives
Cognitive:
Divides decimals by tenths with up to 2 decimal
places.
Psychomotor: Write the quotient in the division equation.
Affective:
Demonstrate punctuality in submitting school projects.
II.
Learning Content
Skill:
Divides decimals by tenths with up to 2 decimal places
Reference:
K-12 Curriculum Guide Mathematics for Grade 5 #44 p.
59
Mathematics for Better Life pp. 182 -183
66
2nd Grading
Mathematics 5
Materials:
III.
Lesson Guide in Elem. Math Gr. 5 p.318

number cards, flowchart, printed worksheets
Value:
Punctuality
Strategy: Mix Up Number Game Division of Whole Numbers
Materials: Number cards
Mechanics:
1. Divide the class into 4 groups.
2. Give each group number cards.
3. Direct each group mix-up the cards forming a division
sentence.
4. The group with the most number of correct division sentence
wins.
2. Review
Adeline has 2.8 meters of lace. She cuts it into 0.4 meter. How
many pieces of lace will she have? Illustrate by using a number
line or model to find the quotient.
1. Presentation
Strategy: Problem Opener
Cora bought a piece of rattan 0.8 meter long for her EPP project.
She cut it into pieces of 0.4 meter each. How many pieces did she
make?
2. Discussion/ analyzing the problem presented
a. Help the pupils understand the problem by asking some
comprehension questions?
What is asked?
What are given?
What operation will you use to solve the problem?
b. Let a pupil writes the number sentence on the board.
c. Show this flowchart to show the sequential steps in
dividing a decimal by a decimal.
0.8
0.4
0.8
0.4
0.8 x
10
0.4 x
d. Talk about the chart.

67
8
4
2nd Grading
Mathematics 5
What did we multiply to the dividend and the divisor?
Why do you multiply both dividend and divisor by 10?
Elicit from the pupil that once the divisor has been
changed to whole number, the equation can be simplified
just like in dividing whole numbers?
e. Ask the pupils to check their answer using multiplication
to find out whether the answer is reasonable.
Valuing
What kind of pupil do you think is Cora? Can she be a good
model to pupils like you? What should you do in order to
submit projects on time?
3. Group Activity
A. Put the correct decimal point for each answer.
1. 2.43 0.9 = 027
2. 40.6 0.7 = 058
3. 27.2 0.8 = 034
4. 56.28 0.6 = 0938
5. 11.55 5 = 0 231
B. Divide each of the following
1. 10.8 0.2
2. 3.69 0.3
3. 14.94 6
4. 6.08 0.4
5. 23.25 0.5
5. Generalization
How do you divide decimals by tenths?
C. Post Activities
1. Fixing Skills
A. Find the quotient.
1. 20.4 0.3
2. 41.5 0.5
3. 13.8 0.6
4. 71.4 0.3
5. 4.48 4
B. Read each problem then solve.
1. How many five tenths are there in 5.75?
2. Find the number of six tenths in 4.32?
3. Give the number of 3 tenths in 9.12?
4. What is 0.75 divided by 0.5?
5. How many 0.8 are there in 0.64?
2. Summary
68
2nd Grading
Mathematics 5
IV.
V.

Evaluation
A. Find the quotient
1. 0.24 0.4
2. 0.56 0.8
3. 0.72 0.9
4. 0.48 0.6
5. 0.18 0.3
B. Divide and check answer using multiplication.
1. Find the quotient when 12.09 is divided by 0.3
2. What is N in the equation 4.32 0.4 = N?
3. How many 0.7 in 4.34?
4. How many 0.8 are there in 6.64?
5. Find the value of N in 55.17 0.9 = N.
Assignment
1. 0.35 0.5
2. 0.92 0.4
3. 0.81 0.9
4. 0.72 0.6
5. 0.48 0.3
B. Read and solve. Check the answer using multiplication.
1. Julie bought a piece of ribbons 3.2 meters long. She cut it into 0.4
meter each. How many pieces did she make?
2. Emma is making doughnuts. The dough is 1.8 meter long. She cut it
into 0.3 meter each. How many pieces of doughnuts will she make?
3. Scouter San Miguel bought 9.9 meters of plastic rope for the knot
tying activity. He will cut 0.9 meter for each patrol. How many
patrols will be given?
4. Teacher Baldon has 27.6 meters of cloth for her EPP class. She cuts
0.6 meter to be distributed to each pupil for their tie and dye
activity. How many pupils does she have?
5. A 0.60 sack of fertilizer was used equally at 0.5 per field. How many
fields were covered?
Prepared by:
Sarah Jean N. Rosales
Master Teacher II
Albay Central School
Lesson 18: Dividing Decimals by Hundredths up to Two Decimal Places
I.
Learning Objectives
Cognitive:
Divides decimals by hundredths with up to 2
decimal places.
Psychomotor: Write the quotient in the division equation.
69
2nd Grading
Mathematics 5
II.
III.
Affective:
Learning Content
Skill:
Divides decimals by hundredths with up to 2 decimal
places
Reference:
K-12 Curriculum Guide Mathematics for Grade 5 #44 p.
59
Mathematics for Better Life pp. 182-183
Lesson Guide in Elem. Math 5 pp.314-318
Materials:
number cards, flowchart, printed worksheets
Value:
Drill on dividing decimals by tenths using flashcards
2. Review
How many 0.3 liter servings are there in 7.92 liters of juice?
1. Presentation
Strategy: Problem Opener
Tessie bought 0.75 meter of pink ribbon, which she will cut into 0.25
meter strips for her EPP project. How many pieces did she make?
2. Discussion/ analyzing the problem presented
a. Help the pupils understand the problem by asking
some comprehension questions?
What is asked?
What are given?
What operation will you use to solve the problem?
b. Let a pupil writes the number sentence on the board.
c. Show this flowchart to show the sequential steps in
dividing a decimal; by a decimal.
0.75
0.25
0.7
5
0.2
0.75 x
100
0.25 x
75
25
d. Talk about the chart.

What did we multiply to the dividend and the divisor?
Elicit from the pupil that once the divisor has been
changed to whole number, the equation can be simplified
just like in dividing whole numbers?
70
2nd Grading
Mathematics 5
e. Ask the pupils to check their answer using
multiplication to find out whether the answer is
reasonable.
3. Group Activity
A. Put the correct decimal point for each answer.
1. 0.048 0.24 =
2. 0.064 0.32 =
3. 33.62 0.41 =
4. 25.75 0.25 =
5. 64.8 0.15 =
B. Divide each of the following
1. 0.369 0.09
2. 0.434 0.07
3. 0.1152 0.18
4. 0.0588 0.14
5. 0.2093 0.23
5. Generalization
How do you divide decimals by hundredths?
C. Post Activities
1. Fixing Skills
A. Find the missing number.
1.
4.824 0.24 = ____
2.
____ = 16.2 0.04
3.
0.052 0.26 = ____
4.
____= 12.8 0.08
5.
0.903 0.15 = ____
B. Read each problem then solve.
6. How many three hundredths are there in 5.73?
7. Find the number of 0.28 in 64.4?
8. Give the number of 0.34 in 2.38?
9. What is 0.48 divided by 0.16?
10.How many 0.02 are there in 2.6?
2. Summary
IV. Evaluation
1. 0.085 0.96
2. 9.03 0.07
3. 1.6 0.16
4. 4.812 0.12
5. 0.18 0.3
71
2nd Grading
Mathematics 5
B. Solve each problem
1. A nutritionist poured 0.70 liter of honey into 0.14 liter plastic
cups. Find the number of plastic cups filled.
2. A rectangular ricefield is 0.12 kilometer wide and has an area of
0.84 square kilometer. Find the length of the field.
3. The refreshment stand sells a 0.25 liter serving of buko juice for
Php 50. How much money is made if 9.2 liters are sold?
4. Everyday Juliet drinks 0.35 liter of milk, while Cora drinks 0.25
liter. How long will 4.8 liters of milk last for both of them?
5. A city government plans to put streetlights along its 8.4 km main
road. The streetlights are to be placed 0.25 kilometer apart. How
many streetlights will the city government need?
V. Assignment
1. 0.45 0.15
2. 0.96 0.12
3. 0.81 0.03
4. 0.72 0.24
5. 0.169 0.13
B. Divide and compare the quotients. Write <,> or = in each blank.
1. 0.8 0.02 ____ 1.6 0.4
2. 9.5 0.05 ____ 12.3 0.03
3. 1.3 0.65 ____ 25.8 4.3
4. 19.6 0.07 ____ 8.4 0.03
5. 7.5 0.15 ____ 29.6 0.37
Prepared by:
Sarah Jean N. Rosales
Master Teacher II
Lesson 19: Solving Routine and Non Routine Problems Involving

Multiplication Without Addition or Subtraction of Decimals and Whole
Numbers Including Money Using Appropriate Problem Solving
Strategies and Tools
72
2nd Grading
Mathematics 5
I.
II.
Learning Objectives:
Solve routine and non routine problems involving multiplication

without addition or subtraction of decimals and whole numbers
including money using appropriate problem solving strategies and
tools.
Spend money wisely by buying nutritious food.
Write the solutions of routine and non routine problems involving

multiplication without addition or subtraction of decimals and whole
numbers including money using appropriate problems solving
strategies and tools accurately.
Learning Content:
Skill: Solving routine and non routine problems involving
multiplication without addition or subtraction of decimals
and whole numbers including money using appropriate
problem solving strategies and tools
References: K 12 Curriculum Guide Mathematics 5(p. 59),
Lesson Guide in Elementary Math 5 (p. 302),
Mathematics for Global Challenges 5(p. 116 117),
Soaring 21st Century Mathematics 5 (p. 120), Mathematics
Teachers Guide 4(p. 95), Lesson Guide in Elementary
Mathematics 5 (p. 301 305)
Materials: Flash cards, pictures, real objects, manila paper
Value Focus: Spending money wisely.
III.
Instructional Procedure:
1. Drill
Multiplication of Decimals using flash cards.
a. 0.44 x 2
b. 2.78 x 50
c. 5.04 x 6
d. 0.23 x 0.4
e. 0.63 x 0.12
2. Review
Strategy: Enough or Not Enough
a. Mechanics
73
2nd Grading
Mathematics 5
Listen as the teacher reads each word problem below.

Then decide if there is enough information in the
problem.
If there is enough information, stand straight.
If there is not enough information to solve the

problem, sit properly.
b. Exercises
A certain number when multiplied by 2.5 has a product

of 10.
Luis is 2.6 cm taller than Lito. How tall is Luis? What is

the height of Lito?
Three girls have the same weight. If one girl weighs

28. 7 kilos, what is the total weight?
Allan has 6 pieces of Php 10.00 bill. How much money

does he have in all?
Benjie has collected 75 pieces of coins. What is the

amount of the coin?
3. Motivation
Present 2 pictures:
Nutritious Foods
Junk Foods
Sandwich
Ice cream
Milk
Cheese curls
Chicken
Chocolates
apples
candies
Which group of foods will you choose? Why?
1. Presentation
Strategy: Using a Problem Opener
During recess, Ben bought 3 packages of sandwich at Php
29.50 each. How much did he pay for all the packages?
A. Solution for routine problems
a. Understand
What are given?
What is asked?
74
2nd Grading
Mathematics 5
b. Plan
What is the operation?
c. Solve
d. Look Back and Check
B. Solution for Non routine Problems
Acting out the problem
Using BMA (Block Model Approach)

P 29.50
P 29.50
P 29.50
P 29.50 x 3 = P 88.50
P 88.50 Ben pays for 3 packages of sandwich.
Listing Method
No. of Items
1 sandwich
2 sandwiches
3 sandwiches
Prize
P 29.50
P 59.00
P 88.50
3 packages of sandwich cost P 88.50

2. Discussion/Analyze the problem
Ask: How many solutions did we use in solving the
problem? What are the strategies?
(Discuss each strategy one by one. Give emphasis that there are
different solutions in problem solving.)
3. Performing the activities/Group Activities
a. Form the pupils into five groups.
b. What are the standards that we need to follow in doing the
activity?
c. The teacher posted the problem on the board.
Mother bought 4 cans of evaporated milk at P 16.50.
How much did she pay in all?
d. The pupils will show the different methods to solve problem.
Group 1 Routine solutions
Group 2 Acting out the problem
75
2nd Grading
Mathematics 5
Group 3 Using Block Model Approach
Group 4 Listing Method
Group 5 Use other non routine method
e. Give them enough time to perform the task.
f.
Let the groups present and discuss their output.
Ask: Which of the solutions is easier to use?

In which solutions did you enjoy using? Why?
How were you able to solve it?
Did you work with your group cooperatively?
C. Post Activities
1. Fixing Skills
Say: Let us solve more problems.
Ask pupils to do the exercises under Get Moving of LM
Math 5 on page ____. Check the pupils answer.
2. Generalization
How do we solve routine and non routine word
problems?
IV.
Evaluation
Solve the following problems.
A. Using routine
1. Mr. and Mrs. Alan de Jesus have 4 children. One Sunday
afternoon, they had snacks at Jollibee. Each child ordered a
value meal worth P 39.50. How much did Mr. and Mrs. De Jesus
spend for the children?
B. Using Non routine
2. Anne went to the market. She bought the following:
1.2 kilogram of onions at P 35.45 a kg
1.3 kg of tomatoes at P 25.25 a kg
1.5 kg of potatoes at P 28.30 a kg
a. Find the cost of onions
b. Find the cost of tomatoes
c. Find the cost of potatoes
V.
Assignment
Answer the exercise under Apply your skills of LM Math 5 on
page _________.
76
2nd Grading
Mathematics 5
Prepared by:
HEIDE A. LLANZANA
T III
Banquerohan Elementary School
Lesson 20: Solving Routine and Non Routine Problems Involving

Multiplication with Addition or Subtraction of Decimals and Whole
numbers Including Money Using Appropriate Problem Solving
Strategies and Tools
I.
Learning Objectives:
Solve routine and non routine problems involving multiplication

with addition or subtraction of decimals and whole numbers using
appropriate problem solving strategies and tools.
Practice thrift in the use of school materials
Write the solutions of routine and non routine problems involving

multiplication with addition or subtraction of decimals and whole
numbers using appropriate problem solving strategies and tools.
77
2nd Grading
Mathematics 5
II.
Learning Content:
Skill: Solving routine and non routine problems involving
multiplication with addition or subtraction of decimals and
whole numbers using appropriate problem solving strategies
and tools.
References: K 12 Curriculum Guide Mathematics 5 (p. 59),
Lesson Guide in Elementary Math 5 (p. 302),
Mathematics for Global Challenges 5 (p. 116 - 117),
Soaring 21st Century Mathematics 5 (p. 120), Mathematics
Teachers Guide 4 (p. 95), Lesson Guide in Elementary
Mathematics 5 (p. 301 305
Materials: Activity sheets, manila paper, real objects
Values: Being thrifty.
III.
Instructional Procedure:
1. Drill
Have a drill on multiplication of decimals with addition and
subtraction of decimals and whole number. (Series of operation)
Girls vs Boys
Mechanics:
a. There will be an activity sheets in each group.
b. The first one to show the correct answer with the solution will
get the point.
c. The group with the highest point will be the winner.
2. Review
A. Show your preparation on the board. Discuss it.
B. What are the different strategies that we use in solving word
problems?
3. Motivation
Let us sing a song.
Tune: Row, Row, Row Your Boat
Solve, solve Math problems
Work them out alone
Carefully (4x)
Work them out alone.
Think, think, think again
78
2nd Grading
Mathematics 5
Do them by yourself
Smartly (4x)
Do them by yourself
Ask: What is the song all about?
1. Presentation
Strategy: Acting Out the Problem
Mechanics:
a. Place objects like pencils, pentel pens, cartolina, crayons and
paste/glue with tag prizes on the teachers table.
b. Group the pupils by five. Each group will be given play
money. The group will decide on what to buy for their school
project. They will budget their money so that each one will
have a share.
c. Pupils will write their orders with their computation on a
paper.
d. Act as the store owner. If the computation is correct, give the
items. If incorrect, return the paper and let the group solve
again.
Pencil
Php
5.50
Pentel
pen
Php
29.50
Cartolina
Crayon
Glue
Php 6.00
Php
12.75
Php
23.25
2. Discussion/Analyze the problem

Read the problem. Discuss the problem.
Ask: How will you solve the problem? What strategy did
you use?
Values: Why did you choose these materials and why?
(Elicit from the pupils how to be thrifty.)
3. Performing the activities/ Group Activities
a. Divide the class into 4 groups.
b. What are the standards that we need to follow in doing the
activity?
c. Ask the group to solve the problem in different ways or
methods.
d. Give them enough time to perform the task.
79
2nd Grading
Mathematics 5
e. Let the group present and discuss their output.
C. Post Activities
1. Fixing Skill
A. Ask the pupils to work on items under Get Moving of LM
Math 5 on page _________. Check the pupils answer.
B. For mastery, have them answer the item under Keep
Moving of LM Math 5 on page _____. Check on the pupils
answer.
2. Generalization
How do we solve routine and non routine problems?
IV.
Evaluation
Solve the problem. Show 2 methods to solve these problems (Routine
and non routine solutions)
1. Lyn bought ribbons at P 30.50 each for her EPP project. She had P
500.00 on her pocket. How much was left if she buy 7 ribbons?
2. Mr. Yap bought 5 pieces of notebook and a math book. The book
costs P 125.75 more than the notebook. The notebook costs P
15.25. He gave the cashier P 300.00. How much change did he
receive?
V.
Assignment
Ask the pupils to answer Apply Your Skills of LM Math 5 on page
___________.
Prepared by:
HEIDE A. LLANZANA
T III
Banquerohan Elementary School
80
2nd Grading
Mathematics 5
Lesson 21; DIVIDES DECIMALS WITH UP TO 2 DECIMAL PLACES

I.
Learning Objectives
Cognitive: Divides decimals with up to 2 decimal places

Psychomotor: Write quotients of decimals correctly
Affective: Demonstrate punctuality in submitting school projects
II.
Learning Content
Skill: Divides decimals with up to 2 decimal places

References: K to 12 Grade 5 Curriculum
Lesson Guide in Mathematics 5
Making Connections in Mathematics 5
Mathematics for a Better Life 5 (TM & Textbook)
Grade School Mathematics 5 (TM & Textbook)
Mathematics in Everyday Life VI
Materials: flash cards of division of whole numbers
pictures of sample projects in EPP
VALUE FOCUS: Punctuality
III.
A. Preliminary Activities:
1. Drill
Flash cards of division of whole numbers.
Example:
80
15
40
2. Review
81
24
2nd Grading
Mathematics 5
Write the division sentence for each model.
3. Motivation
Show pictures of sample projects made in EPP.
Ask: What other projects do you do in your EPP class? Do you make them
yourself? Do you submit them on time?
Elicit the value of punctuality in submitting projects, assignments or any
activities given by the teacher.
1. Presentation
Using a problem opener:
Beth bought a piece of rattan 0.80-metre long for his EPP project. He cut it
into pieces of 0.4 metre each. How many pieces did he make?
a. Help the pupils understand the answer by asking some comprehension
questions.
b. Ask: What is asked? What are given? What operation should you use to
solve the problem?
c. Let the pupils write the number sentence on the board.
2. Analysis
Show this flowchart to show the sequential steps in dividing a decimal
by a decimal.
0.8
.4
0.8
0.4
(1)
(2)
0.8 x 10
0.4 x 10
(3)
(4)
82
(5)
2nd Grading
Mathematics 5
Source: LG
Elementary Mathematics V
3. Discussion
Talk about the chart.
Ask: What did we multiply to the dividend and the divisor?
(We multiplied them both by 10.)
To what number we actually multiply the equation 0.8 ? (see step 3)
0.4
(so that the divisor is a whole number)
Elicit from the pupil that once the divisor has been changed to a whole
number, the equation can be simplified.
To divide decimal by another decimal follow this procedure:
Multiply the divisor by a power of 10 to make it a whole number or
move the decimal point to the right of the last digit.
Multiply the dividend by the same power of 10 you make multiplied the
divisor by or move the decimal point to the right to as many places as
in the divisor.
Divide like you do with whole numbers. Place the decimal point in the
quotient directly above the decimal point in the dividend.
Source: TG Mathematics
for a Better Life V
Give more examples to the class.
4. Fixing Skills
a. Performing the Activities
Group Activity (Differentiated Activities)
Set 1: Slow Learners
Answer the problem.
Darla will cut strips of paper 0.3 dm wide from a sheet 0.6 dm wide. How
many strips of paper will have?
Set 2: Average Learners
Answer the problem.
A nutritionist poured 0.70 litre honey into 0.14 litre plastic cups. Find the
number of plastic cups filled.
Set 3: Fast Learners
Answer the problem.
The Grade 5- Magalang class collected 13.5 kilogram of old magazines
from different classes. They tied these in 1.5-kilogram bundles. How many
bundles did they make?
b. Processing the Activities
Let the groups present their outputs

83
2nd Grading
Mathematics 5
C. Post Activities
Generalization
How do you divide decimals with up to 2 decimal places?
In dividing decimals:
Multiply the divisor by a power of 10 to make it a whole number.

Multiply the dividend by the same power of 10 used in the divisor.
Then divide like dividing whole numbers.
Source: Grade School
Mathematics V
2. Application
Answer Practice to Perfect on Learners Material
3. Evaluation
Find the quotient.
1. 8.4
0.3 =
4. 6.64
2. 6.4
0.4 =
5. 24.36
3. 5.04
0.08 =
0.42 =
0.7 =
4. Assignment
Divide. Show how the decimal point is moved in the divisor and the
dividend.
1. 0.2 ) 0.4
2. 0.04 ) 0.04
4. 0.42 ) 3.36
3. 0.9 ) 0.45
5. 3.7 ) 29.6
5. Enrichment
Complete the table. Divide the decimal in the first row by the
corresponding decimal in the first column.
0.24
0.36
0.12
0.48
0.96
0.72
0.54
0.02
0.03
0.06
Prepared by:
Anna Via C. Alberto
Buraguis E/S
84
2nd Grading
Mathematics 5
Lesson 22: DIVIDES DECIMALS WITH UP TO 2 DECIMAL PLACES

Cognitive: Divides decimals with up to 2 decimal places
Psychomotor: Write quotients of decimals correctly
Affective: Being alert in solving for quotients of decimals.
II. Learning Content
Skill: Divides decimals with up to 2 decimal places
K to 12 Mathematics IV (LM & TG)
Materials: flash cards of division of decimals.
Picture of a house and lot.
VALUE FOCUS: Alertness
III. Learning Experiences

1. Review
Game: Quick Decimal
Mechanics:
Let 2 groups stand in front facing the class. Give each group the set of
number cards and the decimal point.
Flash the cards (all cards must be manageable by the pupils)
Example:
0.81
0.9
0.88
0.11 0.45
0.16
85
0.15
1.6
0.04
7.68
2nd Grading
Mathematics 5
Pupils in each group form the answer to the equation using their number
and the decimal point.
The teacher will read the answer from left to right.
The group who can give the correct answer first earns the point.
Game continues until all equation cards have been used up.
The team with the most number of points earned wins.
2. Motivation
Show picture of table runners.
Ask: Have you seen table runners? How does it look like? Where do we big
is a table runner?
1. Presentation
Present this problem on the class:
Anna is a businesswoman. One of her business is making and selling table
runners. A restaurant owner orders from her table runners 1.75 m long each.
She only has 26.25 m of cloth left. How many table runners can be made
from it?
Analyze the problem:
a. What is asked in the problem?
b. What are the given facts?
c. What operation should be used to solve the problem?
d. What is the number sentence?
e. Show the steps in dividing 26.25

2.
1.75.
Analysis
1.75 ) 26.25
Step 1: Make the divisor a whole number by

multiplying it by 10, 100, or 1000 or just move the
decimal point to the right to make the divisor a whole
number.
1.75 ) 26.25
175 ) 26.25
15
175 ) 2 625
175
875
875
Step 2: Move the decimal point in the dividend as

many as in the divisor.
Step 3: Proceed to division like whole numbers. Align
the decimal point of the quotient with the decimal
point in the dividend.
Show the algorithm: 262
175 = 1
875
175 = 5
1x 175 =
175
5 x 175 = 875
How will you check your work?
86
262 175 = 87
875 875 = 0
2nd Grading
Mathematics 5
Source: LG in
Elementary Mathematics VI
3. Discussion
To divide decimals: (Mixed decimal by a Mixed decimal)
Make the divisor a whole number by moving the decimal point to the
right of the last digit.
Move the decimal point in the dividend as many places you have
moved the decimal point in the divisor.
Then, divide as in whole numbers
Check the answer by multiplying the quotients by the divisor.
Source: Mathematics for
Everyday Use
Give more examples to the class.
4. Fixing Skills
Find the quotient.
1. 2.04
2. 5.30
2.5 = _______
2. 8.40
2.4 = _______
2. 86.50
0.20 = _____
1.2 = ______
3. 6.90
2.3
= ______
Find the quotient.
1. 4.20
0.20 = ______
3. 9.50
3. 230.50
0.25 = ______
Find the quotient.
1. 326.2
0.40 = _____
0.50 = ______
Let the groups present their outputs
A. Post Activities
1. Generalization
How do you divide decimals with up to 2 decimal places?
Make first the divisor a whole number by multiplying it by a power of 10 ;

Multiply the dividend by the same power of 10;
Place the decimal point in the quotient directly above the decimal point in the
dividend;
Divide as in whole numbers; and
87
2nd Grading
Mathematics 5
Check the answer by multiplying the quotient by the divisor.

Source: Making Connections in
Mathematics V
2. Application
3. Evaluation
Find the quotient.
1. 2.5 ) 4.50
2. 0.25 ) 9.50
4. 0.36 ) 408.60
3. 0.40 )68.40
5. 0.60 ) 612.30
IV: Assignment
Read and solve. Check your answer.
1. A box containing pingpong balls weighs 67.50 grams. Each ball weighs 2.5
grams. How many pingpong balls are there in the box?
2. A rope is 70.8 metres long. How many 5.9-metre pieces can be cut from
it?
3. If a= 501.6 and b=1.9, what is a

4. If d= 143.75 and e=2.3, what is d
b?
e?
5. The quotient of 75.02 divided by 34.1 is __________.

Source: LG in
4. Enrichment
Solve the problem.
Aling Susan paid P73.50 for 3.5 kilograms of rice. How much did she pay
per kilogram of rice?
Prepared by:
Anna Via C. Alberto
Buraguis E/S
88
2nd Grading
Mathematics 5
Lesson 23: DIVIDES WHOLE NUMBERS WITH QUOTIENTS IN

DECIMAL FORM
Cognitive: Divide whole numbers with quotients in decimal form
Psychomotor: Solve equations using division of whole numbers with decimal
quotient
Affective: Share things and other stuffs to other people
Skill: Dividing whole numbers with quotients in decimal form
Materials: Flash cards
Pictures showing sharing foods and other stuffs
VALUE FOCUS: Sharing things to others

1. Drill
Flash cards in dividing whole numbers with remainder.
89
2nd Grading
Mathematics 5
Example:
32
15
40
24
2. Review
Find the quotient.
1. 0.30 ) 74.25
2. 0.25 ) 9.50
3.
2.4 ) 4.20
3. Motivation
Show pictures about people sharing things, foods, and other stuffs.
Ask: To whom you usually share your stuffs? Let the pupils share their
experience in sharing stuffs.
Is it important to share stuffs to others? Why?
Elicit the value of sharing.
1. Presentation
Use a problem opener
A group of 5 friends ordered 4 pizzas. If they each ate an equal
amount of the 4 pizzas, how much pizza did each person eat?
Ask: What is asked? What are given? What operation should we used?
2. Analysis
Using an illustration:
How do you divide the 4 pizzas equally to 5 friends?

3. Discussion
To solve the problem we need to divide the given.
In dividing whole numbers with quotients in decimal form, follow these
steps:
90
2nd Grading
Mathematics 5
Source: CA Standards
Mathematics
Give more examples.
4. Fixing Skills
Find the answer. Show your solution.
How many 5 are there in 2?
Let the groups present their outputs.
A. Post Activities
1. Generalization
How do you divide whole numbers with quotients in decimal form?
Write a decimal point in the dividend and a zero in the tenths place of the
dividend.
Divide
To write the answer without a remainder, you can add zeros in the dividend
and continue dividing.
Multiply to check your answer.
2. Application
91
2nd Grading
Mathematics 5
3. Evaluation
Find the quotient.
1.
8)5
2. 4 ) 3
4. 36 ) 32
3. 9 ) 8
5. 60 ) 52
4. Assignment
Write each quotient as a decimal number. Multiply to check.
1. 2
4 = ___________
2. 3
5 = ___________
3. 17
16 = ___________
4. 29
47 = ___________
5. 13
100 = ___________
5. Enrichment
Solve the problem.
Minda helps in the sari-sari store after her classes. If she works 16 hours
in the store for 5 days, what is the average number of hours she works there
in a day?
Prepared by:
Anna Via C. Alberto
Buraguis E/S
92
2nd Grading
Mathematics 5
Lesson 24: DIVIDES WHOLE NUMBERS WITH QUOTIENTS IN

DECIMAL FORM
Cognitive: Divide whole numbers with quotients in decimal form
Psychomotor: Solve prolems using division of whole numbers with decimal
quotient
Affective: Show fairness to all
Skill: Dividing whole numbers with quotients in decimal form
Materials: activity cards
Picture of a family
VALUE FOCUS: Fairness
93
2nd Grading
Mathematics 5
1. Review
Game Relay
a. Teacher prepares activity cards.
Mechanics:
Place equal stacks of cards with identical problems.
As the teacher says Go the first player for each team goes to the
board and solves the first problem on the first card.
As soon the first player is finished, the second player takes the next
card and solves the problem correctly.
If the solution is incorrect, the next player must solve the same
problem.
The first team to complete its stack of problems correctly answered is
the winner.
Example:
A pack of hotdogs weighs 2 kg. If there are 15 hotdogs in the
pack, what is the average weight of a hotdog?
Source: LG in
2. Motivation
Show picture of a family.
Ask: How many are you in the family? Have you experienced bringing
home which is not enough for your family?
How do you share it equally to everyone?
Let the pupils tell their stories/ experiences about it.
Elicit the value of being fair.
1. Presentation
Present this problem.
Sarah brought home 3 suman. If she has four sisters, how will she
divide it equally among her sisters?
2. Analysis
Use strips of paper to represent the 3 suman.
Divide each strip into 4 equal parts.
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3. Discussion
Answer the following:
What do you call each part?
How many fourths did each one receive? ( 4 )
How do you change
( 4
3
4
to decimal?
(By multiplying both terms by 25; that is, 3 x 25 = 75; 4 x 25 = 100)
How will you write 75 and 100 in fractional form? (
How is
What is the quotient of 3
75
100
0.75
100
written in decimal form? ( 0.75 )
4?
Show your solution.

Teacher show how to round the answer to a given place value like tenths and
hundredths.
Source: LG in
4. Fixing Skills

Solve.
Arlene used 4 litres of cooking oil in frying bananas daily for 5 days. How
many litres of cooking oil did she use each day?
Solve.
Hanah used 3 cups of sugar in cooking 5 rice cakes. How many cups of
sugar did she use to cook a rice cake?

Solve.
Joseph harvested 10 kg. of lanzones in his farm. If he distributed the
lanzones equally into 16 baskets, how many kg. of lanzones will there be in each
basket?
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2nd Grading
Mathematics 5
Let the groups present their outputs.

C. Post Activities
1. Generalization
How do you divide whole numbers with quotients in decimal form?
Write a decimal point in the dividend and a zero in the tenths place of the
dividend.
Divide
To write the answer without a remainder, you can add zeros in the dividend
and continue dividing.
Multiply to check your answer.
Source: CA Standards
Mathematics
2. Application
3. Evaluation
Find the quotient.
2.
5)4
2. 5 ) 3
4. 50 ) 49
3. 16 ) 10
5. 25 ) 24
4. Assignment
Write each quotient as a decimal number. Multiply to check.
1. 15
16 = N
2. 99
100 = N
3. 25
50 = N
4. 56
58 = N
5. 22
114 = N
5. Enrichment
Solve the problem.
A dressmaker has a bolt of fabric that is 49 metres long. She plans to
make 50 table runners. How long will each piece be?
Prepared by:
Anna Via C. Alberto
Buraguis E/S
96
2nd Grading
Mathematics 5
Lesson 24: Solves routine and non-routine problems involving division

without or with any of the other operations of decimals and whole
numbers including money using appropriate problem solving strategies
and tools.
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
Solves routine and non-routine problems

involving division without or with any of the
other operations of decimals and whole
numbers including money
using appropriate problem solving strategies
and tools.
Write the answer completely and legibly with
Proper labels/units.
Work hard to succeed
97
2nd Grading
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II.
Learning Concepts
Skill:
Reference:
Materials:
Values:
III.
Solves routine and non-routine problems

involving division without or with any of the
other operations of decimals and whole
numbers including money using appropriate
problem solving strategies and tools.
Math Textbook
flashcard, chart of word problems, activity
cards
Being cooperative
1.Drill
Have a drill on basic division facts using flashcards
2. Review
Review the steps in solving word problems
Ask: What are the steps in solving word problems?
1. What is asked?
3. What operations should be used?
4. What is the number sentence?
6. Look back
3. Motivation
a)
Have a volunteer pupil act out the short dialogues.
Situation: Tina and Rose went to the mall to buy things they
need at home.
Tina: We only have 273.50. What should we buy?
Rose: Mother said, We have to buy things that would cost
about 273.50 only. What should we buy?
Tina: We go to the kitchenware section and see if there is
an item worth P273.50.
Rose: What kind of kitchenware do you think we can buy
with P273.50?
Tina: Thats why we go there and see.
Rose: I know now what to buy.
Tina: What?
Rose: We lack plates because I accidentally broke 5
plates yesterday, remember that?
Tina: Good idea.
Rose: How many plates can we buy with 273.50?
Tina: That will depend on the kind of plate we want.
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Rose: Ok! Lets go now.
b) After the role playing, ask the following questions:
1) Who went to the mall? Why?
2) How much money do they have?
3) Do you think the girls made a wise decision? Why?
Valuing: If you were Rose, would you suggest the same? Why?
If you were Tina, would you agree with Roses suggestion? Why?
1. Presentation
Present the two problems on the board: solve these by pairs.
Problem 1
Larry bought 4 short pants and 2 pairs of shoes for P3 000.
If the short pants cost P300 each, find the cost of each
pair of shoes.
Problem 2
A farmer has some chicken and pigs in his farm. A visitor

counted 14 heads and 40 legs for those animals. How many
chickens and pigs are there in the farm?
2. Discussion/ Analyzing the problem presented
Say: Let us check your work
Which of the two problems did you find easy to solve?
Why?
On which part of the problem did you find difficult to
solve? If you work by pairs, what is the result or outcomes
of your work?
Does working together to solve problem make the task
easier? Why?
Solution for problem 1:
Step 1 Find the total cost of 4 short pants P300 X 4=
P1200
Step 2 Subtract the total cost
P 3000-P1200=P1,800
of 4 short Pants from total
amount spent
Step 3 Divide the remaining amount by 2
To get the cost of each pair
P18002= P900
Of shoes.
So, the cost of each pair of shoes is P 900
99
2nd Grading
Mathematics 5
Solution for problem 2:
Drawing method:
Draw 14 heads first
Then distribute 2 legs first to each head , 14 X 2= 28 legs used
/ \
/ \
/ \
/ \
/ \
/ \
/ \
/ \
/ \
/ \
\
/ \
/ \
/
Subtract 28 legs from 40 legs given in the problem 40-28=12

Legs still to be distributed, so, 122 = 6 . therefore 6 heads will be
added with another 2 legs .
// \\
/ / \\
/ \
/ \
/ / \\
/ \
// \\
/ \
// \\
/
/ \
// \\
/
/ \
\
So there are 6 pigs and 8 chickens.
What is the difference between the word problem we

solved?
Ask the pupils how they arrived their answer.
Compare the two problems and how they solved it.
3. Group Activity
Divide the class in 4 groups. Let them choose a leader and a
secretary. Give each group an activity card with problems
written on it. Then, let each group post their work on the board
the leader will report to the class the solution and answer on it.
Activity Card 1
Aling Dolores sews tablecloth to sell. She uses 0.6 metre of
linen for every tablecloth she makes. How many table cloths can
she make out of 18 m of linen?
Activity Card 2
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2nd Grading
Mathematics 5
Ana Maes grades in Math for the first three quarters are
92,86,and 88. What grade must she get in the fourth quarter
To get an average of 90?
Activity Card 3
Christian is a businessman. Every first week of December,
hedeposits 51,028.00 for the Christmas bonus of his employees.
Each employee receives 6,378.50. How many employees are there?
Activity Card 4
I am thinking of a number. Thrice my number minus 6

equals 66. What is my number
4. Group Reporting/Comparing their process
5. Generalization
How did we solve a routine and nonroutine problems?
Steps in solving multistep routine problems
Understand- Know what is asked, what are given
Plan- know the operation to be used
Know the hidden question
Write the number sentence
Solve solve first the operation to find the answer
To the hidden question.
Then solve for the final/last operation.
Write the correct units/label your answer
Check and look back Review and check your answer
Tips in solving nonroutine problems
Look for a pattern
Guess and check
Make and solve a simpler problem.
Work backwards.
Act it out/make a model.
Break up the problem into smaller ones and try to solve these first.
101
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Mathematics 5
C. Post Activities
1. Fixing Skills
Solve the following problems:
1. A fisherman caught 15.45 kg of fish. He distributed the fish
equally among his 5 relatives. How many kilograms did each
relative get?
2. The sum of three numbers is 264. One of the numbers is 84.
What is the average of the two numbers?
2. Summary
IV. Evaluation
1. The average of 5 even numbers is 112. What is the largest
number?
2. Robert plans to go to the province for a vacation. He
wanted to buy presents for his nephews worth P289.45
each. He allotted P1,157.80. How many nephews does he
have in the province?
V. Assignment
1. the average of five consecutive odd number s is 59. What
are the five numbers?
2. I am thinking of a number. Twice the number plus 8 equals
52. What is my number?
3. A fisherman caught 15.45 kg of fish. He distributed the fish
equally among his 5 relatives. How many kilograms did each
relative get?
Prepared by;
JOCELYN A. RAMOS
Teacher 1
102
2nd Grading
Mathematics 5
Lesson 25: Creates problems (with reasonable answers) involving

multiplication or with any of the other operations of decimals and
whole numbers including money.
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
II.
Creates problems (with reasonable answers)

involving multiplication or with any of the other
operations of decimals and whole numbers
including money.
Write accurate answers
Learning Concepts
Skill:

involving multiplication or with any of the other
including money.
Math Textbook
flashcard, graphing paper activity cards
Being cooperative
Reference:
Materials:
Values:

1.Drill
Solving multistep routine and nonroutine problems
involving multiplication and without or with any of the
103
2nd Grading
Mathematics 5
other operations of decimals and whole numbers including
money using appropriate problem solving strategies and
tools.
2. Review
Solves routine and non-routine problems involving division
without or with any of the other operations of decimals
3. Motivation
Ask: Why do people work? What is the work of your
parents?
1. Presentation
a. Activity 1 Cooperative Learning
Problem Opener:
Mrs. Ocampo makes blouses and skirts. She has 1.25 m for the
blouse and 1.35 m for the skirt. How much will 12 blouses and skirts
cost if a meter of the material used costs P45.25?
Each of the groups will analyze the problem with the following
questions:
a) What does the problem ask for?
b) What are given?
c) What process(es) will you use to solve it?
d) What are the hidden questions?
e) Translate it into a number sentence.
f) Solve for the answer and label your answer.
The first to finish, will present their answers on the board and let
them discuss their solutions.
Possible solution:
1.25 m
for blouse
1.35 m
for skirt
__________
2.60
total meters of cloth
X
12
number of blouses and skirts
__________
31.20
total meters of cloth of 12 blouses and skirts
X P45.25
cost of cloth per meter
__________
P1,411.80
total cost of 12 blouses and skirts
Ask: Can you create a problem similar to the given problem?
b. Activity 2
Divide the class into five groups. Encourage the groups to
create a problem
Ex.: 35.50 - Cris spends for food each day.
104
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12 - days
3 - weeks
2. Discussion/Analysis
After all the groups presented their work, ask the following
Question:
How did you find the activity?
* Start by becoming familiar with the general concepts your

child is learning in math.
* Once youve decided the type of word problem youre going
to create, relate the problem to a real-life situation.
* Try to devise a problem that can be solved in two or more
different ways using math concepts familiar to the child.
* Have the students justify their solutions.
3. Group Activity
a. Activity 1
1. Present the menu on the board.
MENU
Ham and cheese sandwich
Hotdog sandwich
Hamburger sandwich
Hamburger with cheese
Cheese sandwich
Juice (in tetra pack)
Juice (in can)
P12.00
P10.00
P15.00
P18.75
P8.50
P 9.00
P 15.00
2) Let each group formulate 3 word problems using the

menu for 10 minutes only.
3) Let each group exchange papers for them to answer the
problems presented by the
other group for 10 minutes.
What operation should be used?
What is the equation?
What is the answer?
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2nd Grading
Mathematics 5
4) Let each group return the paper to its owner for them to
check if it is answered correctly.
5) The group who gives a wrong answer will be deducted 2
points.
b.
Activity 2
Divide the class into 5 groups. Create a problem with the
information given:
2 notebooks P48.50 each
pad paper P 30.75
money
P200.00
Present the output by reporting from each group.
c. Activity 3
Divide the class into 4 groups.
Mechanics:
1. Teacher flash a flashcards with a given information
2. The group will create a problem out of the given, then
write their word problem in a slate board
3. The teacher checks the answer.
4. The group with the highest number of correct answers
wins the prize.
5. Generalization
How did we create a word problem out of the given
information?
C. Post Activity
1. Fixing Skills
Formulate a problem which can be
solved by the following operations:
(P27.70 5) 18 =
Create a word problem with the information given
3 kg of sugar
2 kg of rice
Money
-P 23.70 per kilogram

-P 21.50 per kilogram.
-P 500-peso bill?
2. Summary
IV. Evaluation
Create 3 word problems out of this given:
106
2nd Grading
Mathematics 5
Bag
Umbrella
Cap
Slippers
Pair of shoes
Shirt
Money
P 259.75
P 109.50
P 89.00
P 150.25
P 1 250.00
P 99.75
P 1 500.00
V. Assignment
Create a word problem out of this given then find the answer
2 t-shirts
P 249.95 each
pair of pants
P 675.95.
Money
P1,000 peso bill?
Prepared by;
JOCELYN A. RAMOS
Teacher 1
107
2nd Grading
Mathematics 5
Lesson 26: Creates problems (with reasonable answers) involving

division or with any of the other operations of decimals and whole
numbers including money.
I.
Learning Objectives
Cognitive:
Psychomotor:
Affective:
II.

involving division or with any of the other
including money.
Write accurate answers
Learning Concepts
Skill:
Reference:
Materials:
Values:

involving division or with any of the other
including money.
Math Textbook
flashcard, activity cards
Being cooperative

1.Drill
Solving multistep routine and nonroutine problems
involving multiplication and without or with any of the
other operations of decimals and whole numbers including
money using appropriate problem solving strategies and
tools.
2. Review
Solves routine and non-routine problems involving division
without or with any of the other operations of decimals
108
2nd Grading
Mathematics 5
3. Motivation
Ask: Do you want to get high grades?
What will you do?
1. Presentation
a. Activity 1
1) Read the problem:
Two pupils compared their average scores in 3 subjects after
three grading
periods.
Grading Period
1st
2nd
3rd
Melba
88.38
87.13
85.88
Rose
88.75
86.75
86.88
2) Answer the following

questions, using the table above:
a) What was Melbas rating in the first grading?
b) What was Roses rating in the first grading?
c) Who performed better in the first grading?
d) What was Melbas rating in the second grading? Roses
rating?
e) Who worked harder in the second grading?
f) Who worked harder in the third grading?
Do you want to do what Melba and Rose are doing?
3) Group pupils into two.
Group 1 - Find Melbas average score in the 3 grading
periods.
Group 2 - Find Roses average score in the 3 grading
periods.
4) Discussion
a) What did you do to find the average?
b) What did you add?
c) What else did you do?
d) What operations are involved?
e) How will you write the correct equation?
f) What operation will you perform first? last?
g) Whats the answer? Describe your answer in a complete
sentence.
Ask: Can you create a problem similar to the given problem?
b. Activity 2
Post the jumbled phrases problem on the board.
109
2nd Grading
Mathematics 5
Tina and Rose went to the mall to buy plates seen by their
mother yesterday
How many plates can they with the money?

Each plates costs
P54.50 .
Mother gave them 490.50.
Ask some pupils to read the sentences written on the strips .
Can you arrange the sentences to form a word problem? Can
you do it by pairs?
Give 3 minutes for the pupils to work on the activity.
Solution: Tina and Rose went to the mall to buy plates seen by
their mother yesterday which cost P54.50 each. Mother
gave them 490.50. How many plates can they buy with
the money?
2. Discussion/Analysis
After all the groups presented their work, ask the following
Question:
How did you find the activity?
3. Group Activity
Divide the class into four groups. Give each group an activity
card with data to be used for creating a problem, Then let
each group post its work on the board. With their created
problem and the solution and answer to it.
110
2nd Grading
Mathematics 5
Activity Card 1
Cris is planning to buy a new CD player.
P 4,595.25 cost of CD player
P 306.35 savings per week.
Number of weeks
Activity Card 2
Dessa, Anne, and Dy bought materials for their project
P 276.45 cost of materials
Share of each girl
Activity Card 3
P 38.50 left in her purse

She has to buy ribbons for the gifts
P 5.50 cost of each meter of ribbon
Toatal meters of ribbon
Activity Card 4
Mang Tony has 7.5 hectares of land.

1.5 hectares each for hi sons
Total sons does Mang Tony have

5. Generalization
How did we create a word problem out of the given
information?
C. Post Activity
1. Fixing Skills
Formulate a problem which can be
solved by the following operations:
111
2nd Grading
Mathematics 5
(P49.50 5) + 90 =
Create a word problem with the information given
Jon saves 105.35 a week.
Number of weeks
Total savings- P1,264.20
2. Summary
IV. Evaluation
Create a word problems out of this given:
1. 380 pupils to join the schools field trip
20 pupils per bus
Number of buses needed
2. Film showing to be held at the gymnasium
300 chairs in the gymnasium
30 chairs in the row
Number of rows can be made
3. P 90.50 total money
P 1.50 cost of candies
Number of candies
V. Assignment
Create a word problem out of this given then find the answer
400 math books
10 boxes
Total of books per box
Prepared by;
JOCELYN A. RAMOS
Teacher 1
Lesson 27:Visualize the ratio of 2 given numbers)

I.
OBJECTIVES:
1. Visualizes ratio of2 given numbers.
112
2nd Grading
Mathematics 5
2. Appreciate the importance of animals.
SUBJECT MATTER:
Visualizing ratio of given numbers.
Reference: K to 12 Basic Education Curriculum Guide pg.60 of 109
Materials: picture of pets, cut out of shapes, Self-Instructional
Materials Math5, Toward Excellence in Math 6, Math For Life 5
III.
INSTRUCTIONAL PROCEDURE:
1. Drill:
Count the number of the shapes inside the box. Write them inside
the shapes that will be posted on the board.
II.
2. Review:
Give the fractional part of the shaded region.
3. Motivation:
Show a picture of pets. Ask, Do you love pets? What are your pets
at home? How do you take care your pets? Why should you do this?
B. Developmental Activities:
1. Presentation:
Read and act out the dialogue:
Chen: Do you have pet at home?
Liam: Yes I have!
Chen: Can you tell something about your pet?
Liam: Of course Chen, I have a pet dog. Its name is Jumbo. It
has 9 puppies. Four were black and 5 were white. They
were all healthy and beautiful but I have a problem.
Chen: Why? Whats your problem?
Liam: I do not know on how to compare numbers. I want to
compare the number of black puppies to white
puppies. How will I write that so I can include that in my
letter to my friend.
Chen: Dont worry! We will try to study comparing
numbers.
2. Discussion:
113
2nd Grading
Mathematics 5
Who has a pet dog? How many puppies that Jumbo has? How
many black and white puppies are there? What is the problem of
Liam and Chen? Can you help them?
Look at the picture below :
There are 4 black puppies and 5 white puppies. We compare the

number of black puppies to white puppies by doing that we use
ratio.
The ratio of black puppies to white puppies is 4 to 5 or 4 : 5.
The ratio of white puppies to black puppies is 5 to 4 or 5: 4.
The ratio of black puppies to the total number of puppies is 4 : 9.
The ratio of black puppies to the total number of puppies is 5 : 9.
The ratio of the total number of puppies to black puppies is 9 : 4.
The ratio of the total number of puppies to white puppies is 9 :
5.
Notice that the terms in the ratio follow a certain order to show the
comparison among the numbers.
(* Note: the ratio is always written in lowest terms.)
Sometimes ratio involves more than two numbers.
The ratio of dogs to cats to

3:2:4
The ratio of cats to rabbit to dogs is 2 : 4 : 3.
The ratio of rabbits to dogs to cats is 4 : 3 : 2.
(Provide more exercises. You can refer to LM)
3. Group Activity:
rabbit is
Group 1: Slow Learners

Draw the following ratio.
a. 2 cats to 3 dogs
b. 1 cow to 2 carabaos
Group 2: Average Learners
Compare the number of carabaos to number of cows to the
number of dogs. Write the ratios.
114
2nd Grading
Mathematics 5
_____ carabaos to _____ cows _____ to dogs ____ is to _____

_____ dogs to _____ cows _____ to carabaos is to _____
_____ cows to _____dogs ______to carabaos is to _______
Group 3: Fast Learners
Write the ratio of the following pictures or illustrations.
a.
b.
c.
d.
ratio
ratio
ratio
ratio
of
of
of
of
brown rabbit to white rabbit ________

white rabbit to brown rabbit ________
brown rabbit to the total number of rabbit _____
white rabbit to the total number of rabbit _____
C. Post Activities:
1. Fixing Skills:
Write the ratio of the following:

a. Number of birds to doves
b. Number of doves to birds
c. Number of birds to the total number of animals
d. Number of doves to total number of animals
e. Total number of animals to number of doves
For additional exercises you can refer to LM.
2. Summary:
What is a ratio?
Ratio is an ordered pair of numbers used to compare
two or more quantities with the same units.
115
2nd Grading
Mathematics 5
IV.
EVALUATION:
Write the ratio of the following.
1. ratio of
a. lion to tiger
b. Tiger to lion
c. Tiger to the total number of
and tiger.
d. Lion to the total number of
and tiger
e. Total number of lion and tiger to tiger.
lion
lion
2. a. ratio of hens to rooster _________

b.ratio of rooster to hens __________
V.
ASSIGNMENT:
Draw/ illustrate the following ratios
1. 20 apples to 10 mangoes - ratio of mangoes to apples
2. 3 dogs and 5 cats - ratio of dogs to cats.
3. 1 hen to 10 eggs ratio of hen to eggs to total number of hen and
eggs.
Prepared by:
VIOLETA D. MANGAMPO
Homapon ES
Lesson 28: Expresses ratio using either the colon or fraction

I.
OBJECTIVES:
1. Expresses ratio using either the colon(:)or fraction .
116
2nd Grading
Mathematics 5
2.Use spare time for hobbies.
SUBJECT MATTER:
Expresses ratio using either the colon(:)or fraction .
Materials: cut out of shapes, Math for Life 5, Self-Instructional Material
5, Simplified Mathematics 5, Soaring 21 st Century Mathematics 5
III.
INSTRUCTIONAL PROCEDURE:
1. Drill:
Shade the illustrations as the given fraction:
II.
1
4
1
2
3
4
2. Review:
Write the ratio of the following:
a.
eggs
to baskets
b. baskets to eggs
c. eggs to number of things
d. basket to total things
3. Motivation:
Do you have a favorite collection? What do you collect for your
hobby?
B. Developmental Activities:
1. Presentation:
Divine and her friends hobby is collecting stamps. Every
weekend they meet to collect stamps. After a month they had
collected 189 US stamps and 217 Philippine stamps. What is the
ratio of US stamps to the total of stamps collected?
2. Discussion:
Have the pupils read the problem, then answer the question.
Ask, What is the hobby of Divine and her friends?
How many US stamps they collected? Philippine stamps?
How many stamps did they collect altogether?
What is the ratio of US stamps to Philippine stamps? What is the
ratio of US stamps to the total of stamps collected?
117
2nd Grading
Mathematics 5
Problem Solution:
Ratio is an ordered pair of numbers used to compare
between two or more quantities with the same units.
189 US Stamps
217 Philippine Stamps
Therefore, the ratio of US Stamps to Philippine Stamps is 189
to 217.
There are two ways to which one can express ratio.
189 : 217
189
217
fraction form
(colon form)
The ratio of US Stamps to total number of stamps is

189 : 406 or
189
406
The ratio of Philippine Stamps to US Stamps is
217 : 189
or
217
189
The ratio of Philippine Stamps to total number of stamps is
217 : 406
or
217
406
( * Ratio is always expressed to lowest terms)
(Provide more practice exercises, you can refer to LM)
3. Group Activity:
Group I. Slow Learners
Complete sentences below using the pictures. Express
the ratio in two ways.
There are _______ atis and _____ guyabanos.

Together, there are ______ fruits. The ratio of atis to
guyabano in colon is _____ and in fraction is ______.
Group 2. Average Learners
Express each ratio in 2 ways. Refer to the pictures below.
118
2nd Grading
Mathematics 5
a.
b.
c.
d.
Ratio
Ratio
Ratio
Ratio
of
of
of
of
guavas to mangoes is ________ or _______

oranges to mangoes is ________ or ______
guavas to oranges is ______ or _________
oranges to total number of fruits is _____or ____
Group 3. Fast Learners

Write a ratio for this problem.
In a basket there are 10 apples 2 pine apples.
a. What is the ratio pine apple s to apples in colon form?
b. What is the ratio of apples to pine apples in fraction form?
c. If 1 apple is eaten, what will be the ratio of apples to
pineapples
C.Post Acivity:
1. Fixing Skills:
John collected 50 foreign stamps and 45 Philippine
Stamps. What is the ratio of foreign stamps to Philippine
Stamps in fraction form?
For additional activities, refer to LM.
2.Summary
How do we express ratios?
Ratio can be expressed in two ways: (a) colon form;
(b) fraction form; Since ratio is another way of fraction,
therefore, we can also reduce ratio to its lowest term.
IV.
EVALUATION:
1. Jonathan has 48 red marbles, 80 green marbles and 52 yellow marbles.
What is the ratio of green marbles to the number of red marbles?
Express the ratio in fraction form.
A. 48 : 52
B. 52 : 48
C. 48
D. 52
52
48
2. One Saturday afternoon, there were 100 children and 90 women who
went to Wild Life Park. What is the ratio of women to children in colon
form?
A. 100 : 90
B. 90 : 100
C. 100D. 90
90
100
3. A bread recipe calls for 7 cups of flour to 4 loves of bread. What is the
ratio of loves to bread to cups of flour in colon form?
A. 4 : 7
B. 7 : 4
C. 4 : 11
D. 7 : 11
119
2nd Grading
Mathematics 5
4. A volleyball team won 8 games out of 12 games it played. What is the
ratio of wins to loses in fraction form?
A. 8
B. 12
C. 8
D. 20
12
8
20
8
5. A machine produces 158 items in 12 minutes. Write the ratio of the
number of items produced to the number of minutes when
The machine is used. Express your answer in colon and fraction form.
A. 12 : 158 or 12
C. 158 : 12 or 158
158
12
B. 12 : 170 or 12
170
V.
D. 170 : 12 or 170
12
ASSIGNMENT:
Write the ratio in 2 ways
1. 10 pencils, 6 erasers and 8 crayons
a. pencils to erasers
b. erasers to pencils
c. crayons to pencils
d. erasers to pencils
e. erasers to crayons to pencils
f. pencils to erasers to crayons
Prepared by:
VIOLETA D. MANGAMPO
Homapon ES
Lesson 29: Identifies and writes equivalent ratios

VI.
OBJECTIVES:
1. Identifies and writes equivalent ratios.
2.Appreciate the importance of nutritious food.
VII.
SUBJECT MATTER:
Identifying and Writing equivalent ratios .
Materials: picture of nutritious food, Math for life 5, Self- Instructional
Materials 5
VIII. INSTRUCTIONAL PROCEDURE:
1. Drill:
120
2nd Grading
Mathematics 5
Game: Finding a partner.
a. Call 10 pupils to join the game.
b. Give each with pictures
c. Let them find their partner using the given ratios on the
board.
d. Let them give the ratio of the pictures.
2. Review:
Express the following in colon and fraction form.
1. Ratio of
to
is _____ or ______.
2. Ratio of
to
is _____ or ______.
3. Ratio of
4. Ratio of
to
to
is _____ or ______.
is _____ or ______.
3. Motivation:
Show a picture of fruits and vegetables. Ask, Why are this
importance in our body?
1. Presentation:
One day Dolly is preparing a fruit drink recipe. She
wants to surprise her mother for her birthday. She mixes 2
cups of sugar crystals with 6 cups of water and the ratio is 2 :
6. When she doubles the recipe, she uses 4 cups of sugar
crystals and 12 cups of water, the ratio is 4 : 12. Her mother
likes and enjoy drinking the fruit drink that she had made.
2. Discussion:
Why is Dolly preparing fruit drink recipe? Did her mother
liked the fruit drink? What is the ratio of the first mixed sugar
and water? The second mixes of water and sugar?
The ratio of the first mixture is 2 : 6
The ratio of the second mixture is 4 :12.
121
2nd Grading
Mathematics 5
We can say that there are 2 cups of sugar for every 6 cups of
water. There are 4 cups of sugar, so there are 12 cups of
water. We double the ratio,2 : 6 the result is 4 : 12.
2 x2 =4
2=4
6
2 12
6 12
We say that 2 : 6 and 4 : 12 are equal to each other. 2 :
6 and 4 : 12 are equivalent ratio.
( You can refer on the LM for additional information.)
Provide more exercises.
3. Group Activity:
Group I: Slow Learners
Write 3 consecutive ratios that are equal to the given
example.
a. 1 = _____, ____, ____
2
b. 2 = _____, ____, ____
5
c. 1 = _____, ____, ____
6
d. 2 : 7 = ____, ____, ____
e. 3 : 8 = ____, ____,_____
Group I: Average Learners
Write the missing term to form an equivalent ratio.
a. 1 . 2 , 3
2
__ 6
b. 12 ,
,
20 10
3
5
c. 2 , 4 , 8
4
8
___
Group 3: Average Learners
Complete the table to build a set of equal ratios.
Petals
Leaves
15
9
C. Post Activities:
1. Fixing Skills:
A. Write YES if each pair of ratios are equal and NO if not.
____a. 4 : 7 and 8 : 14
____b. 3 : 5and 5 : 3
____c. 6 : 7 and 7 : 6
____ d. 5 : 4 and 6 : 5
____e. 6 : 3 and 5 : 2
122
2nd Grading
Mathematics 5
B. Write 3 consecutive ratios that are equal to the given
example.
a. 1 = _____, ____, ____
2
b. 2 = _____, ____, ____
5
c. 1 = _____, ____, ____
6
d. 2 : 7 = ____, ____, ____
e. 3 : 8 = ____, ____,_____
2. Summary :
What have you learned today? How do we find
equivalent ratios?
Finding equivalent ratios is the same as finding
equivalent fractions.
To get the equivalent ratios with the same value,
multiply or divide both numbers by the same number.
IV. EVALUATION:
1. Which is equivalent to 3?
9
A. 6
B. 35
18
56
C. 40
65
D. 5
14

18
A. 8
B. 14
12
24
C. 8
15
D. 16
45
3. Which is NOT the equivalent of 8?

32
A. 2
B.
4
C. 7
8
16
28
D. 9
32

20
A. 21
B. 18
30
28
D. 8
15
C. 3
5
5. Which of the following shows equal ratios?

A. 6 = 12
B. 3 = 6
C. 1 = 1
D. 4 = 1
12 24
4 9
2 4
5 80
V.ASSIGNMENT:
Write 5 pair of equal ratios in any form.
123
2nd Grading
Mathematics 5
Prepared by
VIOLETA D. MANGAMPO
Homapon ES
Lesson 30: Express Ratios in their Simplest Form

I.
Learning Objectives
1. Express ratios in their simplest form.
2. Write the ratios in simplest form.
3. Demonstrate love for Mother Earth by recycling.
II.
Learning Content
Skill
: Expressing Ratios in Simplest Form.
Reference : M5NS- IIi-125 , Soaring 21st Century Mathematics 5

pp. 254-258, Mathematics for Better Life 5 pp.198-199,
Grade School Mathematics 5 pp. 148
Materials
: chart, activity sheets, flash cards, pictures.

LM Math Grade 5
Mathematical Ideas:
Ratio is a comparison of two quantities
To reduce a ration to simplest form, divide both terms of
the ratio by their greatest common factors.
124
2nd Grading
Mathematics 5
Value
III.
: Love for Mother Earth by recycling
1. Drill- Travelling Game
(Mental Computation on reducing fractions to lowest
terms. )
Materials: Flash cards
Mechanics:
a. Pupil no. 1 challenges the person seating directly
beside or behind him.
b. Flash a card with fractions to be reduced to lowest
terms.
c. The pupil who gives out the correct answer moves to
the seat of the losing pupil and competes with the next
pupil. The losing pupil sits on the vacant chair.
d. The winner continues to move until he / she loses. In
this case, he / she sits on the chair of the new winner.
e. Pupils who have traveled the farthest from his original
seat is crowned King or Queen of the Day.
2. Review
What is a ratio?
What are the two ways of writing ratio?
3. Motivation
Showing of picture of children helping each other in
cleaning and recycling materials.
What benefits can we derived from the recycling
campaign activity?
1. Presentation
Dana and Don went to the park to help clean and to pick
discarded bottles of soft drinks to be recycled. Don picked
20 bottles while Dana got 10 bottles. What is the ratio of
the number of bottles gathered by Don to the number of
bottles gathered by Dana in lowest term?
What are given?
What is being asked?
What can you say about Dana and Don?
Would you have done the same thing as what Dana and
Don did?
In what ways can you help save the Mother Earth?
Why do we recycle?
Teacher will show pictures of bottles
125
2nd Grading
Mathematics 5
Don
Dana
Teacher will ask the pupil: How can we represent the

ratio of bottles collected by Don to the number of bottles
collected by Dana?
Say :Like fractions, ratios can be reduced to lowest
terms by dividing the numerator and denominator by a
common factor.
Who can solve?
What is the final answer?
( Teacher will provide more exercises in reducing ratios
to lowest terms.)
3. Group Activity
Materials : Activity Cards
Mechanics:
b. Distribute activity cards for each group.
126
2nd Grading
Mathematics 5
Group 1. Reduce each ratio to its lowest term. Write

your answer on the manila paper.
a) 24 m. : 12m.
b) 615 in. : 18 in.
c) 2 pt. 10 pt.
Group 2. Read and solve. Write each ratio in its
simplest form. Write your answer on the manila
paper.
c.
1) 8 m : 12 m
2) 15 cm. :45 cm.
3) 16 in. : 14 in.
Group 3
Read and solve. Write your answer on the manila
paper.
1) Evelyn bought two fish tanks with the
capacity of 15 gallons and 30 gallons each.
Write the ratio of the capacity of the smaller
tank to the capacity of the larger tank.
Reduce the ratio to its lowest term.
2) 16 yards of scotch tape is used and 24 yards
is left. What is the ratio of unused tape to
used tape? Reduce the ratio to its lowest
term.
3) 30 ml. espresso and 90 ml milk are mixed
together to make a cup of latte. What is the
ratio of espresso to milk? Reduce the ratio to
its lowest term.
Group 4
Write the ratio of each of the following. Give each
lowest terms. Write your answer on the manila
paper.
1) 15 boys to 30 girls-_____________
2) 5 boxes to 60 oranges =___________
3) 2 jeeps for 44 passengers=_________
Group 5
Write the following ratios to lowest terms.
Write your answer on the manila paper.
1) 25 wins in 30 games
2) 8 red balls to 12 blue balls
3) What is the ratio of Saturday and Sunday
to the days in a week?
Setting Up of Standards
d. Doing the Activity
e. Presentation of Output of each group.
127
2nd Grading
Mathematics 5
Did all of you participate in the group activity?
What will happen if you will not cooperate or
participate in any of the activities actively?
4. Generalization
How do we write the simplest form of the ratios?
C. Post Activities
1.Application
Discuss the presentation on LM Math Grade 5. Ask the
pupils to work on items under Get Moving. For mastery
have the pupils do the exercises under Keep Moving on
and Apply Your Skill . Check the pupils answer.
2.Summarizing the Lesson
IV.
Evaluation
Write each ratio in its simplest form. Encircle the letter of the correct
answer.
V.
1.
2.
3.
4.
5.
12ft. : 24 ft
18 g : 27 g.
24 cm : 30 cm
14 m. : 21 m
8 ml : 10 ml
a.
a.
a.
a.
2 ft. : 4 ft
8 g : 27 g
2cm:2cm
1m:3m
b. 1ft. : 2 ft
b. 2 g : 3 g
b. 12 cm : 15 cm
b. 7m : 3m
a. b.4ml:5ml
c. 12ft. : 24 ft
c. 9 g : 9 g
c. 4 cm : 5 cm
c. 2m:3m
c.2ml:5ml
As
sig
nm
ent
Collect 2 empty bottles. Do recycling. Make your own design.
Prepared by:
Maria Racquel Ragual
Legazpi Port Elementary School
Lesson 31: Find the missing term of Equivalent Ratios

I.
Learning Objectives
1.Find the missing term in a pair of equivalent ratios.
128
2nd Grading
Mathematics 5
2. Use cross product to find the missing term in a pair of
equivalent ratios.
3.Appreciate the value of good nutrition to ones health
II.
Learning Content
Skill
: Finding the missing term in a pair of equivalent
ratios.
Reference : M5NS- IIi-126 , Soaring 21st Century Mathematics 5
pp. 253-254, Mathematics for Better Life 5 pp.200,
Integrative Mathematics 6 pp. 198-200
Materials : charts, activity sheets, flash cards, pictures,
multiplication wheel, LM Math Grade 5
Mathematical Idea:
To solve missing term in a proportion, multiply the means
and the extreme called the cross product method.
Value
III.
: Appreciating the value of proper nutrition.
1.Drill
Multiplication facts using multiplication wheel.
2.Review
Reduce each ratio to its lowest term.
1) 28:7
2) 25:10
3) 24:15
4) 14:28
5) 25:35
3.Motivation
Showing of pictures
Do you know how to cook? What recipes can you cook?
1.Presentation
Two eggs are needed to make 7 pancakes. How many
eggs will be needed for 28 pancakes?
129
2nd Grading
Mathematics 5
What are given?
What is being asked?
How are we going to solve the problem.
Teacher will help the pupil make a table like this:
Eggs
2
4
6
8
Pancakes
7
14 21 28
The table can be completed by finding the equivalent
fractions.
What is the ratio of egg to pancake?
2:7 = N: 28
Teacher will lead the pupils how to find the missing
term using cross product.
Teacher will provide more exercises.
3. Group Activity
b. Giving of Instructions
Each group is given a show- me- board and
chalk. The teacher will flash a card contains pair of
ratios, then the group will write the value of the
missing term. When the teacher says, Start , the
group will start to answer. The group with the greatest
number of correct answers wins the contest.
c. Setting Up of Standards
d. Doing the Activity
Did all of you participate in the group activity?
What will happen if you will not cooperate or
participate in any of the activities actively?
4. Generalization
When are two ratios equal?
How can we build a set of equal ratios.
IV.
C.Post Activities
1.Application
Discuss the presentation on LM Math Grade 5. Ask the
pupils to work on items under Get Moving. For mastery
have the pupils do the exercises under Keep Moving on
and Apply Your Skill . Check the pupils answer.
2. Summarizing the Lesson
Evaluation
Find the missing term in a pair of equivalent ratios. Choose the

letter of the correct answer.
1)N:24 =7:6 =
2) 14: N = 2:9 =
3) 8 : N = 4:3 =
a.28
a. 154
a. 12
b.20
b. 63
b.18
130
c.37
c. 252
c. 6
d.1008
d. 3
d.24
2nd Grading
Mathematics 5
4) 3:5 = N : 10=
5) 21 : N = 7 : 4=
V.
a.30
a.12
b.24
b.24
c.12
c.36
d.6
d.21
Assignment
Complete the table.
Petals
Leaves
20
12
Prepared by:
Maria Racquel Ragual
Leagazpi Port Elementary School
I.
II.
Lesson 32: Defines and Describes a Proportion

Learning Objectives
Cognitive: Understanding a proportion
Psychomotor: Define and describe a proportion
Affective: Appreciate the things around us
Learning Content
Skill: Defining and describing a Proportion
Reference: K to 12 Basic Education Curriculum PELC 2.2.54
Growing Up with Math 5, pages 205-208
Mathematics for Everyday Use 6, pages 133 - 134
Materials: flash cards, activity sheets, charts
131
2nd Grading
Mathematics 5
III.
Value: Appreciation of the things we have

1. Drill
Write the ratio in simplest form. Use flash cards.
1) 5 apples to 12 orange
2) 3 tables to 24 people
3) 6 chairs to 4 tables
4) 7 boys to 35 marbles
5) 10 scouts to 40 doughnuts
2. Review
In a group of students, 32 wore white socks and the rest
wore black socks. If the ratio of students who wore white
socks to those who wore black socks is 1:2, how many wore
black socks? How, many students were there in the group?
3. Motivation
Who among you here rent a house? Do you want to have
a house of your own?
1. Presentation
Problem Opener:
Mr. Reyes and his family are discussing the model of the
house they are going to build. The house will be 18 m long
and 12 m wide. The model is 48 cm long and 32 cm wide.
a. Analysis and Discussion
1) What is the ratio of the length of the model to that of the
house?
2) What about the widths?
3) How can you say that the ratio of the width is equal to the
ratio of the length?
4) Is the model proportional to the house?
2. Guided Practice
a. Group Activity
Problem:
In a Grade 5 class, the ratio of boys to girls is 4:5. How
many girls are there if there are 20 boys in the class?
(The class will be grouped into 4 each group will find the
answer to the problem)
b. Group Reporting
Each group will report their output in front of the class.
c. To further understand the lesson, let the pupils read the
problem on the Learners Material and let them do the
exercises 1-3 under Begin.
132
2nd Grading
Mathematics 5
IV.
V.
3. Generalization
How can we say that ratios are proportion? (Ratios are
equal or proportion if the product of the means is always
equal to the product of the extremes.)
C. Post Activities
1. Application
Put a check (/) if it shows a proportion and a cross (x) if it is
not.
______
4:3=8:6
______
2 : 5 = 7 : 24
______
9 : 12 = 3 : 4
______
1 : 8 = 7 : 56
______
1 : 5 = 10 :12
For more exercises, ask the pupils to do items 1 -5 under Move
On and items 1-3 under Move Beyond of their Learners Material.
Evaluation
Solve for the missing part of the ratio to make it a proportion.
Prove why is it considered a proportion.
1. Three candies cost 2.00. How many candies can be bought
with 14.00?
2. A typist can finish a 300-word article in about 6 minutes. At the
same rate, how long will it take her to type a 4 500-word report?
Assignment
Solve each problem.
1. A 75-meter long rope is to be cut into 3 pieces in the ratio 4 : 5 :
6. How long is the longest piece?
2. Two numbers have a ratio of 4 : 7. If their sum is 143, what are
the numbers?
3. The ratio of Petes money to that of George is 3 : 4. If together
they have 630.00, how much money does each boy have?
Prepared by:
JELYN D. MEDIAVILLO
Lesson 33: Recognizes When Two Quantities are in Direct Proportion
I.
Learning Objectives
Cognitive: Recognizes when two quantities are in a direct proportion
Psychomotor: Solve word problems involving direct proportion
Affective: Appreciate the value of good nutrition to ones health
II.
Learning Content
133
2nd Grading
Mathematics 5
Skill: Recognizing two quantities in a direct proportion
Reference: K to 12 Basic Education Curriculum PELC 2.2.54
Growing Up with Math 5, pages 209-212
Materials: flash cards, show me boards, marker
Value: Appreciating the value of proper nutrition
III.
4. Drill
Write P if the pair of ratio is a proportion and NP if it is not
proportion.
1) 3 : 15 = 7 : 35
2) 1 : 6 = 18 : 3
3) 8 : 20 = 2 : 5
4) 6 : 5 = 10 : 8
5) 6 : 15 = 2 : 5
5. Review
Can we form a proportion if n=2? Write Yes if it is a
proportion and No if it is not a proportion.
_____ 1) n : 6 = 28 : 84
_____ 2) 3 : 5 = n : 25
_____ 3) 6 : n = 24 : 8
_____ 4) 5 : 10 = 13 : n
6. Motivation
Do you know how to cook? What recipes can you cook?
(Let them express that it is important to maintain the ratio of
the amount of each ingredient to preserve the good taste of the
food and its nutritional value.)
E. Developmental Activities
4. Presentation
Problem Opener:
Two eggs are needed to make 7 pancakes. How many eggs
will be needed for 28 pancakes?
b. Analysis and Discussion
1) What are given?
2) What is being asked?
3) How do we solve the problem?
4) What are other ways to solve the problem?
5. Guided Practice
134
2nd Grading
Mathematics 5
IV.
V.
d. Group Activity
Problem:
Three eggs are needed for seven pieces of puto. Aling
Nita wants to make 49 pieces of puto. How many eggs does
she need?
(The class will be grouped into 3. Each group will find the
answer to the problem in different ways.)
Group 1 Use of tables or listing method
Group 2 Cross multiplication or getting the product
of the means and the extremes.
Group 3 Use of drawings or illustrations
e. Group Reporting
Each group will report their output in front of the class.
6. Generalization
How can you say that a proportion is a direct proportion?
(Two quantities are in direct proportion if an increase in one
quantity produces the same rate of increase in the other
quantity.)
F. Post Activities
2. Application
Solve the following.
1) Alma can type 165 words in 2 minutes. How many words can
she type in 8 minutes?
2) A car consumes 5 liters of gasoline for 65 kilometer trip. How
far can it go on 12 liters?
For more exercises, ask the pupils to do items 1- 4 under
Move On and items 1-3 under Move Beyond of their Learners
Material.
Evaluation
Tell whether the proportion is direct or not. Then, solve it.
1. During the Science Fair, one of the exhibits shows that a person
who weighs 60 kg on earth would weigh 10 kg on the moon. If a
person weighs 75 kg, what would be the weigh on the moon?
2. If 8 men can do a job in 5 days, how long will it take 4 men to do
the job at the same rate?
3. Five bags of flour with equal weight weigh 35 kg. How many bags of
flour are needed to weigh 56 kg?
4. Ten mountain climbers brought enough food for 14 days. If 4 more
joined them on the way as they started, how long did the food last?
5. Five men can produce 20 armchairs in 1 day. How many armchairs
can be made by 7 men in a day?
Assignment
Read, analyze and solve.
135
2nd Grading
Mathematics 5
1. In a basketball game, a team scores 49 points in the first 21
minutes. How many points are they likely to score in 27 minutes of
ball play?
2. If 4 men can do a job in 6 days, how many men are needed to do
the job in 8 days?
Prepared by:
JELYN D. MEDIAVILLO
136
2nd Grading
Mathematics 5
137

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2nd Grading

Give the place value and the value of a digit of

Affective: Realize the importance of asking permission

Giving the place value and the value of a digit of

Mathematics Curriculum Guide M5NS-IIa-101.2

flash cards, picture of a swimmer, place value

consent from the parents/asking permission

Learning Experiences/Instructional Procedure

Select pupils to perform the game.

Allow them to stay in a

As the teachers flash the phrase (such as sevent

Who among you loves to go for swimming? Why?

Arjan and Don Don were chosen to be in a

Guide the pupils in understanding the place value and value of

How do we find the answer to the problem?

3. Group Activity/Guided Practice

Group 3: Decimal Place Value game

Group 4: Give the value of the underlined digit

4. Group Reporting/Processing the Activities

2. Which of the following decimals has a value of 0.003?

b. hundredths and ten thousandths

c. tens and ten thousandths d. ones and thousandths

5. In 0.8912, which digit has the greatest value?

I am a decimal number. My thousandths digit is two

I am decimal number. My ones digit is twice bigger than my

Lesson 2: Reading and Writing Decimal Numbers through Ten

Mathematics Curriculum Guide M5NS-IIa-102.2

flash cards, place value chart, manila paper,

Learning Experiences/Instructional Procedure

Arions father works in Kuwait where he

3. Discussion/Analyzing the problem presented:

What is the value of 1 dinar to peso?

How do we really read decimals properly? Do we simply

If you have pure decimals ( without whole numbers) how

eighth and three tenths

3. Group Activity/Guided Practice

eight and five tenth

Fifteen and _________

_________ and ______

_________ and ______ ten

Let groups present their output one at a time.

a.) Seven hundred fourteen

b.) Five and one thousand one

d.) Forty-five hundredths

Rounding decimal numbers to the nearest hundredth and

Round decimal numbers to the nearest

Rounding decimal numbers to the nearest

cards, place value chart, manila paper, pentel

Select 8 pupils and provide each with one card labeled

Let them arrange themselves as the teacher dictates the

Cynthia and Rico were given by their mother

5. Discussion/Analyzing the problem presented:

Through observation from it, which decimal is close to

Give other examples to further explain rounding off

6. Group Activity/Guided Practice

By using number line

By following the process of rounding numbers

How do you read off decimal numbers?

What is the rule to be followed when rounding

b. Round to the nearest hundredths.

Compare and Arrange Decimal Numbers

2. Review on determining the place value and the value of a digit of a

We compare the decimals. Both of them should have the

Yes, its Joans pen.

___ and

___ and ten