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MATHEMATICS
TEACHERS GUIDE

UNIT 4

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Lesson 81: Visualizes Area of a circle

Week 1
Objectives: Visualize the area of a circle
Identify the diameter and radius of the circle
Illustrates circle with different radii
Find enjoyment in doing the activity
Prerequisite Concepts and Skills:
Visualizing the area of a circle
Knowledge about measuring instrument
Materials: chart, ruler, real circle objects, pencil, compass
References: XL Excelling in Mathematics 5
Mathematics 5 &6 Lesson Guides
http://www.mathgoodies.com/lessons/vol2/challenge_unit2.html
http://www.slideshare.net/GradeSix1/lp-circle
Code: M5ME Iva 72

Instructional Procedure:
A. Preliminary Activities
1. Drill
Have the pupils identify which of these is a circle

2. Review
Have a review on solving problems involving circumference of a circle.
Review the formula, give examples, and then give exercises for the pupils to
do.

3. Motivation
Ask the pupils Is a circle a polygon? Why? and why not?

B. Developmental Activities
1. Presentation
A. Have the pupils observe the circles below
Take a look at each of the circles. Do you find any line segments?

A circle is a plane closed figure. That is not made out of line segments so, it is
not a polygon. A circle is named by its center.

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2. Performing the Activities
Group Activity
Divide the class into five groups. Distribute the cue card and let them answer the
cards. Let them discuss.
Use circle cero to complete the following statements:

1. The distance from point O to point F is __________.


2. The distance from point O to point M is __________.
3. The distance from point O to point G is __________.
4. If point G, O and F lie on one line, the distance from point G to F is _______.

B. Have the pupils observed the circle. Introduce the Radius and Diameter of a
circle. Show examples of radius that are connected to the tangent and from a
center. Use compass in drawing a circle.

3. Processing the Activities


After the presentations of each group, ask: how did you find the activity? Did you
able to visualize the area of the circle? What value is developed in performing the
activity?
Expected Answers:
A little bit confusing
Yes by listening to the teacher explanation
Enjoyment and Cooperation

4. Reinforcing the Concept and Skill

Ask the pupils to answer the activity under Get Moving on page ___ LM Math
Grade V. Ask them also to answer the activity under Keep Moving on page ____ LM
Math Grade V.

5. Summarizing the Lesson


Lead the pupils to give the following generalization.

A circle is a set of all points in a plane that are at fixed distance from a point called
center.
A radius is a line segment from the center to a point on the circle.
A diameter is a line segment which passes through the center of a circle whose
endpoints are on the circle.
The length of radius is one half the length of a diameter of a circle.
A compass is an instrument used to draw circles.

6. Applying to New and Other Situations


Have the pupils do the exercises under Apply your Skills on page _____ LM
Math Grade V.

3
C. Assessment
Use a real compass or an improvised one to draw circle with these given radii.
1. 1 cm
2. 1.5 cm
3. 2.5 cm
4. 6 cm
5. 5 cm

D. Home Activity
Refer to circle O. Explain why line segment OP and OQ do not form a diameter?

Remediation
Provide exercises similar to those given in the lesson. If the problem is on the
mastery of the area of a circle.

Enrichment
Use the circle O. to answer the following.
a. Name the two diameters
1.
2.

b. Name six radii.


1.
2.
3.
4.
5.
6.

Lesson 82: Derives a formula in finding the area of a circle

Week 1
Objectives: Derives a formula in finding the area of a circle
Illustrates circle with different orientation
Find enjoyment in doing the activity
Prerequisite Concepts and Skills:
Deriving a formula in finding the area of a circle
Knowledge about measuring instrument
Materials: A large, heavy-paper or cardboard circle, about 12" in diameter, scissors, rulers,
colored markers or crayons.
References: XL Excelling in Mathematics 5

4
Mathematics 5 &6 Lesson Guides
http://www.shastacoe.org/uploaded/Dept/is/scimath/scmp_resources/pdf/march09/DerivingAreaCircle.pdf
Code: M5ME IVa 73

Instructional Procedure:
E. Preliminary Activities
4. Drill
Have the pupils cut the circle in any orientation

5. Review
Have a review about the parts of the circle.

6. Motivation
Ask the pupils If the shape of the circle can be parallelogram

F. Developmental Activities
6. Presentation
1. Discuss with students practical applications for finding the area of a circle.
Explain the problems associated with partitioning a circle into unit squares to
find its area. Elicit suggestions on how the area might be determined.
2. Pass out the paper circles, scissors, rulers and colored markers or crayons.
3. Have students draw a diameter (it does not need to be exact), and use two
different colors to fill in the resulting semicircles.
4. Instruct students to cut the circle in half along the diameter. Then have them
cut each of the resulting semicircles in half again. There are now a total of
four pieces, two of each color.
5. Ask students to assemble the four pieces, alternating colors, so that they form
a shape which resembles a parallelogram

7. Performing the Activities


Group Activity. Divide the class into three groups. Distribute the activity card and let them
follow the direction written in the activity card.

Group A.Have students cut each of the sectors in half, once more, resulting in a total of
8 equal sectors, four of each color. Ask students to assemble the eight pieces,
alternating colors, so that they form a shape which resembles a parallelogram.

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Group B. Have students cut each of the sectors in half, once more, resulting in a total of
16 equal sectors, eight of each color. Ask students to assemble the sixteen pieces,
alternating colors, so that they form a shape which resembles a parallelogram.

Group C. Solicit suggestions as to how to make the shape even more like
parallelogram. (This can be achieved by cutting each of the sectors in half over and over
again). Note: Do not allow students to create more than 16 sectors since they can
become unmanageable.

Explain the following points.


This is very close to a parallelogram! You can see that the top and bottom are
still not perfectly straight they are definitely a little bumpy. Can you visualize
what would happen if we kept going? If we continued to break the circle up into
thinner and thinner sectors, eventually, the bumps would become so small that
we couldnt see them, and the top and bottom of the shape would appear
perfectly straight.

Now we can use the area formula for a parallelogram to help us find the area of
the circle.

(A=bh) The next question is, How long are the base and height of the
parallelogram we made from the circle parts?

The original circles outside perimeter was the distance around, or the
circumference of the circle:

C=2 r

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Half of this distance around goes on the top of the parallelogram and the other
half of the circle goes on the bottom. This is known as the base of the
parallelogram.

The height of the parallelogram is just the radius of the original circle.

Now lets substitute the information into the formula for the parallelogram.

8. Processing the Activities


After the presentations of each group, ask: how did you find the activity? Did you
able to derive a formula in finding the area of the circle? What value is developed
in performing the activity?
Expected Answers:
A little bit confusing
Yes by listening to the teacher explanation
Enjoyment and Cooperation

9. Reinforcing the Concept and Skill


Ask the pupils to answer the activity under Get Moving on page ___ LM Math
Grade V. Ask them also to answer the activity under Keep Moving on page ____ LM
Math Grade V.

10. Summarizing the Lesson


Lead the pupils to give the following generalization.

Now we can use the area formula for a parallelogram to help us find the area of
the circle.
The original circles outside perimeter was the distance around, or the
circumference of the circle
Half of this distance around goes on the top of the parallelogram and the other
half of the circle goes on the bottom. This is known as the base of the
parallelogram.
The height of the parallelogram is just the radius of the original circle.
Now lets substitute the information into the formula for the parallelogram.

6. Applying to New and Other Situations

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Have the pupils do the exercises under Apply your Skills on page _____ LM
Math Grade V.

G. Assessment
Do another guided activity. Let them make their own circle, cut it out into
parallelogram and try to find the area of a circle.

H. Home Activity
Find another polygon that can be derive in finding the area of a triangle.

Lesson 83: Finding the Area of a Given Circle

Week 1
Objectives: Finding the area of a circle
Manipulate and measure the diameter and radius of the circle
Find enjoyment in doing the activity
Prerequisite Concepts and Skills:
Mastery in finding the area of a circle
Knowledge about measuring instrument
Materials: chart, ruler, real circle objects
References: XL Excelling in Mathematics 5
Mathematics 5 & 6 Lesson Guides
http://www.mathgoodies.com/lessons/vol2/challenge_unit2.html
Code: M5ME Iva 74

Instructional Procedure:
A Preliminary Activities
1 Drill
Have a drill on solving multiplication, base and exponents

8x9 12 x 3 23 x 4

3
7 4 5 18 3
2 Review
Have a review on solving problems involving circumference of a circle.
Review the formula, give examples, and then give exercises for the pupils to
do.

3 Motivation
Show real circular objects, ask them to give examples of circular things, ask
them how circle differ from other objects?

B Developmental Activities
1 Presentation
Present this situation to the class. Ask the pupils to read and understand it.

Every time it rains, Mrs.Flores saves water in a big clay jar called Tapayan.
She covers them with a circular galvanized iron with a radius of 5 dm. What is
the area of the circular cover? 8
Ask: How will you solve for the problem?
1 Look at the figure of the circle.

What is the radius?

2 Explain to the pupils that the ratio of the circumference of a circle to the
diameter is the same for all circles. The circumference of any circle is about

3.14 times the diameter. The ratio is represented by the Greek letter

spelled pi and pronounced as pie.

3 Let the pupils find the area

A = r2
= 3.14 x 5 x 5
= 3.14 x 25
Area = 78.50 dm2

2 Performing the Activities


Group the pupils into six to eight members per group.
Distribute cut outs of circle with dimensions and let the pupils find the area.
Call as many pupils to solve for the area of the circle on the board.

8cm 12dm 18m

20 dm 6cm

Answers: (200.96cm2, 452.16dm2, 254.34m2, 314dm2, 113.04cm2)

3 Processing the Activities


After the presentations of each group, ask: how did you find the activity? Did you
able to find the area of the circle? What value is developed in performing the
activity?

Expected Answers:
Happy and curious
Yes by solving the area of a circle using the given formula
Cooperation and camaraderie

4 Reinforcing the Concept and Skill


Ask the pupils to answer the activity under Get Moving on page ___ LM Math
Grade V. Ask them also to answer the activity under Keep Moving on page ____ LM
Math Grade V.

5 Summarizing the Lesson


Lead the pupils to give the following generalization.
The area of a circle with pi, radius or diameter can be solved by the formula
Always remember that radius is half of the diameter.
Area of Circle = pi x radius x radius 9

A = r2
6. Applying to New and Other Situations
Have the pupils do the exercises under Apply your Skills on page _____ LM
Math Grade V.

C Assessment
Ask the pupils to solve the following:
Find the area of a given circle

8m 3c 7c
m m

12m
15cm

D Home Activity
Remediation
Provide exercises similar to those given in the lesson.

Enrichment
Ask the pupils to solve these problems.

1 What is the area of a circle with a diameter of 5 meters?


2 If a circle has a diameter of 46centimeter what is the areaof the circle?
3 Granda has an old family recipe for blueberry pancakes. She can make 8 pancakes that
are each 18 inches in diameter. What is the area of the pancake?
Answer: (78.5 square meters, 72.22 squared centimeter, 254.34 inches)

Lesson 84 : Solving Routine and Non-Routine Problems Involving the Area of a Circle

Fourth Quarter Week 2


Objective: Solves routine and non-routine problems involving the area of a circle

Value Focus: Helpfulness and Cooperation

Prerequisite Concepts and Skills:


Formula for the area of a circle in square meters and centimeters
Measuring the diameter and radius of the circle

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Problem Solving
Materials: cutouts of circles, chart, flashcards, real objects
References: M5M-IVb-75
Growing up with Math 5 pages 299-301
Ateneo Lesson Guide pages 382-386

Instructional Procedure:
A. Preliminary Activities
1. Drill
Game Ka Na Ba?
Mechanics:
a. Read the questions with choices
b. Ask: Would you like to go on P 100 or stop?
If he/she goes on, the price goes higher and higher until he/she gets the
prize.
Example: (Number to be squared should not be more than 15)
2
1. What is 12 ?

A. 100 B. 120 C. 124 D. 144


2
2. What is 15 ?

B. 250 B. 225 C. 200 D. 150

2. Review
A. Checking of Assignment
B. Identify the parts of a circle
C. Review the steps in solving word problems.

3. Motivation
Name any round objects inside the classroom or any round object that you
brought. Show the diameter and the radius.

D. Developmental Activities
1. Presentation
Present the situation under Explore and Discover on page ___, LM
Math Grade 5. Discuss the situation with the class.

2. Performing the Activities


Divide the class into four groups and instruct them to bring out the
materials that they brought like paper plate, ice cream cup cover or any
round object. Let the pupils measure the diameter. Divide the diameter by

11
2 to get the radius. Tell the pupils that the value of is approximately
2
3.14 and that the formula in finding the area of a circle is A= r

Solve for the area of the circle. Ask the leader to report their answers.

3. Processing the Activities


After the presentation of the groups, ask:
How did you find the activity?
How did you go about the task?
What did you do with the objects before getting their areas?
How did you solve the area?

4. Reinforcing the Concept and Skill


a. Class Activity
Say: Let us solve more problems. Ask pupils to do the exercises by
pairs under Get Moving on pages _____ of LM Math 5. Check the pupils
answers.

b. Group Activity
Divide the class in four groups. Let them choose a leader and a
secretary. Give each group an activity card with problems written on it. Then
each group will post their work on the board. The leader will explain their
answers and solutions.

Activity Card 1

Problem 1: A circular basement has a radius of 6 m. If it will cost 471


per square meter to pave the basement with bricks, what will the total
cost be?

Activity Card 2

Problem 2: Lyn wants to refinish a circular table that is 2.4 meters in


diameter. If the refinishing costs 255 per square meter, how much will
she spend?

Activity Card 3

Problem 3: Carlo has a circular window with an area of approximately


4069.44 cm 2 . Find the radius of the window

Activity Card 4

Problem 4: What is the area of a circular garden whose diameter is 15


meters?
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5. Summarizing the lesson
Lead the pupils generalize the following.

Steps in solving problems involving the area of a circle


The formula in finding the area of a circle
2
A= r

6. Applying to New and Other Situations


a. Group Activity
Divide the class in two groups. Give each group an activity card with
problems written on it. Let each group post their work on the board. The
leader will report to the class the answer and solution of the problem.

Activity Card 1

Problem 1: Cellular telephones send messages within a circular area


called a cell. Suppose a cell has a radius of about 1000 meters. Find
the area of the cell.

Activity Card 2

Problem 2: You are making a design for a circular button. Your design
fits on a circle with a radius of 3 centimeters. How much area will be
covered by your design?

b. Individual Activity
For more exercises, ask pupils to do the exercises under Apply Your Skills
on page ___, LM Math Grade 5.

C. Assessment
Solve the following problems.
1. Find the area of circular playground whose radius measures 6 meters.
2. An extension of a house is semicircular in shape with a radius of 4
meters. Can you find its area?
3. A circular fountain has a radius of 12 meters. What is the area of the
circular fountain?
4. The diameter of the drum is 70 cm. What is the area covered when the
drum stands?
5. Anas circular bed cover has a diameter of 2.25 m. How many square
meters is it?

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E. Home Activity
Remediation
Find the area of the circle.
Draw and Write the measurement of the radius or diameter.
1. radius- 9.5 cm 2. diameter- 14 cm
A = _________ A = __________

3. radius- 12 cm 4. diameter- 9 cm
A = _________ A = __________

5. radius- 20 cm
A=__________

Enrichment:
Solve each problem.
1. Every time it rains, Mrs. Lapis saves water in a big clay jar called tapayan. She
covers them with a circular galvanized iron with a radius 14 m. What is the area of the
circular cover?

2. Find the area of a circular clock that has a radius of 13 cm.

3. What is the area of a circular pool with the diameter of 15 m?

Lesson 85 : Creating Problems Involving a Circle, with Reasonable Answers

Quarter 4 Week 2
Objective: Create problems involving a circle, with reasonable answers.

Value Focus: Accuracy and Cooperation

Prerequisite Concepts and Skills:


Multiplication facts
Finding the area of a circle
Steps in Solving Problems
Materials: cutouts of circles, chart, flashcards, real objects, manila paper, ruler/meter stick,
pentel pen, show me board
References: M5M-IVb-76

14
Growing up with Math 5 pages 299-301
Ateneo Lesson Guide pages 382-386

Instructional Procedure:
B. Preliminary Activities
4. Drill
Have a drill on the multiplication facts

5. Review
Have a review on solving the area of a circle. Let the pupils do the following.

6 cm

1. 10m 2.

6. Motivation
Let the pupils find any circular objects inside the classroom. Ask them to record
the area of each object.

C. Developmental Activities
4. Presentation
Let the pupils present their answers. Ask them how they got the area.
5. Performing the Activities
Divide the class into four groups. Let each group discuss how will
they make a problem based on the given situations. The groups 1 and 2
will discuss situation 1, while groups 3 and 4 will focus on Situation 2.

Situation 1:
Inside the classroom, find any circular objects, create a
problem involving area of a circle. Use a ruler/meter stick as the
measuring tool.

Situation 2:
In the school campus, find any circular objects, create a
problem involving area of a circle use a ruler/meter stick as the measuring
tool.

6. Processing the Activities


After the activities have been done, let the groups post their
formulated problems in each of the situations given and let them do the
tasks below.
1. Read the problem and ask the class to solve the problem.
2. Illustrate and solve the problem with the solution.

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4. Reinforcing the Concept and Skill
a. Class Activity
A. Ask the pupils to do the exercises in the Get Moving and Keep
Moving pages_____ and ____, LM Math Grade 5.
B. Ask the pupils to work by groups. Check the pupils answers

5. Summarizing the lesson


Lead the pupils to give the generalization by asking: How did you
create problems involving area of a circle?

Steps in Creating Problems


1. Familiarize yourself with the mathematical concepts. Think of
the application to everyday life situations.
2. Think of the type of the problem you want to make and the
formula to be used.
3. Read and study more on math problems. Study the solutions.
4. Make your own styles/strategies to justify the solutions.

6. Applying to New and Other Situations


Let the pupils do Apply Your Skills on pages ___, LM Grade 5. Check
the pupils work.

D. Assessment
Let the pupils do the exercises in Keep Moving on page ___, LM Math Grade 5.
Check pupils work.

D. Home Activity
Remediation
Create problem involving area of a circle using the given data below.
1. circular bed 2. circular plate 3. circular playground
radius- 130 cm radius- 15 cm diameter 30 m
Area=? Area = ? Area = ?

4. circular rug 5. circular placemat


radius 2.5 m radius 18 cm
Area = ? Area = ?

Enrichment:
Ask the pupils to create problems involving area of a circle.

Lesson 86: Visualizes the Volume of a Cube and Rectangular Prism

16
Fourth Quarter Day 1 Week 3
Objectives : at the end of the lesson, you will be able to;
a. Visualize the Volume of a Cube and Rectangular Prism

Value Focus: Patience, Orderliness and Cooperation

Prerequisite Concepts and Skills:


Multiplication Facts
Meaning of volume
Materials: cubes (big and small), rectangular prism, ruler, flash cards, marbles, worksheet, 1
transparent rectangular container
References: Code - M5ME-IVc-77 K to 12 Grade 5 Curriculum
TM Math Grade 4 pages 298 - 307
Ateneo Lesson Guide 5 pages 395 - 402
Diwa New High School Mathematics First Year pages 71-72
Ateneo Lesson Guide 6 Chapter IV-Volume page 8-9
Distance Education for Elementary School (Volume of a Cube and Rectangular
Prism) pages 2 - 3

Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a drill on the multiplication facts using the activity sheets.

1) 5x5 6) 7 x 7
2) 9 x 11 7) 11 x 11
3) 10 x 12 8) 9 x 12
4) 4x4 9) 8 x 5
5) 6x8 10) 4 x 12
2. Review
Have a review on the meaning of volume.
Volume is the amount of space occupied by any quantity.

3. Motivation
Show a transparent cube and rectangular prism filled with marbles. Ask pupils to
guess the number of marbles inside the cube and rectangular prism. Let a
volunteer count the marbles to find out the answer. Elicit from them how they can
make a good guess of the total number of marbles. Instill the value of patience
and orderliness. Relate this to the concept of volume.

B. Developmental Activities
1. Presentation
a. Tell the class that the number of small cubes that make up the Rubiks cube is its
volume.
b. Activity Group Work
Materials: worksheet, 1 transparent rectangular container, small cubes
Procedure: Fill the container with small cubes until its upper portion.
Example

17
Guide Questions:
1) What kind of solid figure is the container?
2) How many cubes did you put inside the rectangular container?
3) How can you find the number of cubes in the container without counting them all?
a) Count the cubes in one layer.
Example
4 x 2 = 8 cubes
b) Count the layers. Ex.: 3 layers
c) How many cubes in all? 8 x 3 = 24 cubes

4) When we get the total number of cubes that the container has, what have we
looked for? (Answer: Volume)
5) What kind of polygon is the base of the container? What are its dimensions?
) How many cubes fit the length? the width?
7) What other dimension does the rectangular container have? How many cubes fit
the height?
8) Can you give the volume of the rectangular prism by just using the dimensions
(length, width, height)? How?
(Note: Teacher must tell the pupils that by multiplying the length x width x height will
give the volume thus, Volume = L x W x H))

2. Performing the Activities


Group the pupils into 4 working teams and have them perform the task.
Activity 1. They need small cubes, big cubes and rectangular prism.

If each is a cubic unit, how many cubic units are in the figures?
How many cubic units are there in one row?
How many cubic units are there in one layer?
How many layers are there?
What have you notice in the number of layers and rows of cube and prism?
What can you say about the number of layers and rows of a cube?

18
What have you notice in the length, width and height of a cube?
What can you say about the number of layers and rows of a prism?
What have you notice in the length, width and height of a prism?

a. Have pupils count the number of cubes in the figures.


b. Define volume as the number of unit cubes in the solid figure. Mention the
correct label (cubic units)
c. Have them imagine filling up the classroom with such cubes. Then we find
the volume of the classroom. Elicit similar application of volume in daily
situations.

3. Processing the Activities


Ask the groups to present and discuss their answers on the board.
Expected answer:
Cube is a solid whose length, width and height are equal.
Rectangular prism whose length, width and height are not equal.

4. Reinforcing the Concepts/Lesson


Discuss the presentation under Explore and Discover on page 1 of LM Math
Grade 5. Ask pupils to work on exercises under Get Moving on pages 2 and
3 of LM Math Grade 5. Check the pupils answers. For mastery, have them
answer the exercises under Keep Moving on page 3 and 4 of LM Math
Grade 5. Check on the pupils answers.

5. Summarizing the Lesson


Summarize the lesson by asking:
How can we visualize the volume of cube and rectangular prism?
Lead the pupils to give the generalization.

Volume is the amount space a solid figure occupies.


We can visualize volume of cube and rectangular prism
a. using more units to fill the container (like the used of marbles,
pebbles, rice grains, seed, etc) this is what we called non-standard
units. Non standard units do not give consistent and accurate
measure of the volume of a container.

b. Using standard units, to find the volume o a space figure, count the
number of cubic units needed to fill the space. Standard units are
consistent and accurate.
6. Applying to New and Other Situations
Have the pupils do the exercises under Apply Your Skills on page 3 LM Math

C. Assessment
Ask the pupils to find the volume of each figure by counting the cubes.
1. 2.

19
(Use anon standard unit of the same material and size)

3. 4.

marbles
tamarind seeds

4.

Gravels

2. Home Activity
Remediation
Find the volume.

1. 2.

Lesson 87: Names the Appropriate Unit of Measure Used for Measuring the Volume of a
Cube and a Rectangular Prism.

Fourth Quarter Day 2 and 3 Week 3


Objectives : at the end of the lesson, you will be able to;
a Name the unit of measure for measuring the volume of cube and rectangular
prism.
b Write the value of measuring accurately

Value Focus: Accuracy

Prerequisite Concepts and Skills:


Knows different unit of measures
Meaning of volume, cube and rectangular prism
Visualize cube and rectangular prism
Materials: flash cards (mm, cm, dm, m, etc.), real objects, pictures
References: Code - M5ME-IVc-78 K to 12 Grade 5 Curriculum
Integrated Mathematics I pages 177 - 178
LM Math Grade 5 pages 1 to 3
Ateneo Lesson Guide Chapter IV Measurement/Volume pages 6 -18
https://en.wikipedia.org/wiki/Volume

Instructional Procedure:
A Preliminary Activities
1 Drill

20
Drill on Choosing the Appropriate Unit of Measure

Game: Korek Ka Ba Dyan?


Materials: flash cards (mm, cm, dm, m, etc.), real objects, pictures
Mechanics:
a. Pupils will be grouped into 4. Each group will have flashcards (mm, cm, m,
etc.)
b. Teacher will ask, What unit of measure will you use?
Ex.: Teacher will show a pencil.
c. Pupils in the group will flash their answer. (Ex. cm)
d. Teacher announces the correct answer. Repeat the process. Teacher will
show another object or picture.
e. Group with the most number of correct answers is the winner.

2 Review
What is difference between cube and rectangular prism?
What are the dimensions of cube and rectangular prism?

3 Motivation
Richard has a rectangular box with sand inside. He wants to know the amount of
space the sand occupied. He wants to know also what unit of measure he will
use. Elicit the value of accuracy.

B Developmental Activities
1 Presentation
A Present a rectangular box with sand inside.
Ask the following questions:
a. How can we be able to measure the capacity of the box?
b. What will you use? What do you think are we looking for?
c. What unit of measure will you use?
The volume of a solid is the amount of space the solid occupies. Volume is
measured in cubic units. One way to find the volume of a rectangular prism is to
multiply the 3 dimensions:
Volume = length x width x height

Ask the pupils to measure the 3 dimensions of some objects inside the room
using cm3 and m3.
1 liter = 1 dm3

B Teacher shows a cube (box) filled with blocks 2 cm on each side. Ask a pupil
to get one block and describe it.
What can you say about the block?
What are the dimensions?
A cube is a special type of rectangular prism having equal edges. Empty the
box then let the pupils fill the box with the number of cubes. The total number
of cubes that will fill the box represents the volume of the box.
When finding volume, the units of volume are cubic units.
What are the units of volume? (cubic millimeters mm3, cubic centimeters
cm3, cubic decimeter dm3, cubic meters m3, etc.)

2 Performing the Activities

21
Group the class into four. Let them perform the give activity.
Give the appropriate unit of measure to be used in finding the volume of
(Select from the given choices: mm3, cm3, dm3, m3) :
a) room _______
b) shoe box _______
c) globe _______
d) refrigerator _______
e) ice cream cone _______
f) baseball _______

3 Processing the Activities


Ask the groups to present and discuss their answers on the board.
Expected answer:
a) room m3
b) shoe box cm3
c) globe cm3
d) refrigerator dm3
e) ice cream cone cm3
f) dice mm3

Discuss the presentation on Explore and Discover of page 1 of LM Math Grade 5. Ask
pupils to work on exercises A under Get Moving on pages 1 LM Math Grade 5. Check the
pupils answers. For mastery, have them answer the exercises A under Keep Moving on page 2
of LM Math Grade 5. Check on the pupils answers.

4 Summarizing the Lesson


Summarize the lesson by asking:
What do you call the capacity of things or the total space within a 3-dimensional
figure?
What unit of measure will you use in measuring volume?

Volume is the amount of space occupied by a space figure.


Volume measured in cubic units, such as
cubic centimeter (cm3)
cubic meter (m3)
cubic millimeter (mm3)
cubic decimeter (dm3)

5 Applying to New and Other Situations


Give the cubic unit of measure used in the following problems.
1) A piece of soap is 9 cm by 4 cm by 3cm.
2) An aquarium is 0.8 m long, 0.4 m wide, and 0.45 dm deep.
3) An iron bar 2 m long and 0.05 m in diameter.
4) An ice cream cone 2 cm in radius and 6 cm in height.

C Assessment
A Write the cubic unit of measure used.

22
1 20 mm 2) 2 dm 3) 10 cm
8 dm 3 cm
2 cm
20 mm 20mm
1 dm
3 3 3
B Use cm , m , dm to tell which cubic unit of measure is appropriate to be used.
a) box of chocolate
b) tent
c) glass
d) gymnasium
e) math book
D Home Activity
Remediation
Give the cubic unit of measure for finding the volume of the following:
a) a box 44 cm by 9 cm by 6 cm
b) a room 4m by 5m by 6 m
c) a cabinet 1.2 m by 0.9 m by 0.5 m
d) a ball with radius 10 cm
e) a cylindrical tank 25 dm long and radius 8 dm

Lesson 88: Derives the Formula in Finding the Volume of a Cube and A Rectangular
Prism Using Cubic Centimeter and Cubic Meter.

Fourth Quarter Day 4 and 5 Week 3


Objectives : at the end of the lesson, you will be able to;
c Derive a formula for finding the volume of a cube and a rectangular prism
using cubic centimeter and meter.
d Appreciation of application of volume in daily life situations.

Value Focus: Appreciate the application of volume in daily life situations

Prerequisite Concepts and Skills:


Deriving formula in finding the area
Concepts of solid dimensions.

Materials: flash cards containing questions on finding area of parallelogram (square,


rectangle, rhombus, parallelogram)

References: Code - M5ME-IVc-79 K to 12 Grade 5 Curriculum


Ateneo Lesson Guide Grade IV Measurement/Volume pages 11 -16

Instructional Procedure:

23
E Preliminary Activities
4 Drill

Mental computation/drill on finding the area or missing side of a parallelogram

Materials: flash cards containing questions on finding area of parallelogram (square,


rectangle, rhombus, parallelogram)

Finding the missing side on the given area


Mechanics:
a. Divide the class into 3 groups. Have members of the group count off. Pupils
remember their #s in the team.
b. Teacher shows card to pupils for 10 seconds or depending on the level of difficulty of
questions.

1 A= ? 3) A=?
5 cm
4 cm
6 cm

8 cm
2 L=? 4) Rectangle: Width 2 cm,
Area 10 cm2
L=?

5) Square A = 1 unit2, S = ?

c. Teacher calls out a number randomly. The three pupils having that number stand up
and call out the answer with correct units. The pupil who gives the correct answer first
gets the point for the team.
d. Teacher may do drawings first before shifting to pure numerical problems. Teacher
may also include finding area of trapezoids making sure that the dimensions can be
solved mentally.

5 Review
Memory Game
Materials: pocket chart, flash cards
Mechanics:
a. Teacher prepares flash cards with figure and dimensions on a set of cards and
the corresponding area of the figure on another set of cards. Teacher then place
the shuffled cards into pocket chart slots. At the back of each card, label them
with letters.

Ex. front back


b. Divide class into 3 groups.

24
c. Have a member of group 1 choose 2 letters corresponding to 2 cards. Teacher
turns over the cards. If the cards match (figure and its area), then the team gets
the point and the cards taken out of the pocket chart. If the cards do not match,
then the cards are turned over again in the same place/position in the pocket
chart.
d. Have a member of group 2 call out another pair of cards. Continue the game
until all the cards have been used up. Team with the most number of points wins.
e. Teacher may divide set of cards into a) finding area of parallelograms and
trapezoid making sure that the dimensions given are manageable by the pupils,
or b) finding the missing side/dimension given the area.

6 Motivation
Show a transparent plastic container filled with balls. Ask pupils to guess the
number of balls inside the container. Let a volunteer count the balls to find out the
answer. Elicit from them how they can make a good guess of the total number of
balls. Relate this to the concept of volume.

B. Developmental Activities
6 Presentation
Let a pupil fill a rectangular box with cubes. For purposes of having exact
measurements and no half-cubes, it is ideal that teacher prepares boxes/ rectangular
prisms that have corresponding measurements as the cubes that are going to be
used in the activity.
Ask the pupils the following questions:
a. How many cubes did it take to fill the prism? How many cubic units is the
length? The width? The height?
b. What similar situations require you to fill up a solid such as the
rectangular prism?
c. Define these situations as finding the volume of solids. Define volume as
the number of cubic units (unit cubes) used to fill up a space. Use correct
unit of measure.
d. Using this definition, ask the pupils the volume of the rectangular prism.
e. Ask: Without actually counting the number of unit cubes in the solid how
can you find its volume? What formula can we use to find the number of
cubic units in it or the volume of the rectangular prism?
f. Elicit from the pupils that
To find the volume of an object means to find the number of cubic units
it contains or holds
g. Lead them to state the formula for the volume of a rectangular prism as
V = l x w x h.
h. Define volume as the number of unit cubes in the solid figure. Mention the
correct label (cubic units).
i. Using this definition, ask the pupils the volume of the cube.
j. Ask: Without actually counting the number of unit cubes, how can you find
the volume of the cube? What formula can we use to find the number of
cubic units in it?
k. Try to elicit from the pupils that to find the volume of a cube, the length of
its side is multiplied by itself three times.

25
l. Lead them to state the formula for the volume of a cube as
V=SxSxS or V = S
m. Let pupils apply the rule by actually measuring and finding the volume of
some rectangular prisms and cube inside the room.
n. Present situations like how much water does it take to fill the aquarium,
how far does it take to run around the park, etc. and distinguish perimeter/
circumference from area and volume. Elicit similar applications of volume
in daily life situations.

7 Performing the Activities


Group the pupils into 4 working teams and have them perform the task.
Find the Volume write the Given, Formula and Answer
1 12 cm 3) 9 cm

9 cm
9 cm
10 cm
6 cm

2 3m 4) s = 6 m
7m V = ___________
25 cm

8 Processing the Activities


Ask the groups to present and discuss their answers on the board.
Expected answer:
1 Given:L = 6 cm W = 10 cm H = 12 cm Answer : V = 23 100 cm3
2 Given:L = 25 cm W = 3 cm H = 7 cm Answer : V = 525 cm3
3
3 Given:S = 9 cm Answer : V = 729 m
4 Given:S = 6 m Answer : V = 324 m3

9 Reinforcing the Concepts/Lesson


Discuss the presentation under Explore and Discover on page 1 of LM Math
Grade 5. Have the pupils do the activity under Get Moving on pages 1 of LM
Math Grade 5. Check the pupils answers. For mastery, have them answer the
exercises A and B under Keep Moving on page 2 and 3 of LM Math Grade 5.
Check on the pupils answers.

10 Summarizing the Lesson


Summarize the lesson by asking:
How can you find the volume of a cube and a rectangular prism?

The formula in finding the Volume of a cube is;


Volume = side x side x side or V = S x S x S or V = S3
In rectangular prism we need L = Length, W = Width and H = Height,
the formula in finding the Volume of a rectangular prism is;
Volume = Length x Width x Height V = L x W x H
Volume is measured in cubic units, such as cubic centimeters ( cm3),
26
cubic meters (m3), and millimeters (mm3)
11 Applying to New and Other Situations
Find the volume of the following figures.
1 3)

2) 4)

F Assessment
Find the volume of these solid figures
1 3)

2 4)

G Home Activity
Remediation
Draw the figure with their measurements and find their volume.
1 L=9m W=4m H=3m
2 L = 10 m W=7m H = 15 m
3 L = 14 m W = 10 m H=9m
4 S = 12 cm
5 S = 7 cm

Enrichment
Draw the figure with their measurements and find their volume.
1 L=2m W=3m H=4m
2 L = 11 m W=2m H=5m
3 S = 10 cm
4 S = 8 cm

Lesson 89: Converting cu.cm to cu.m and vice versa; cu.cm to L and vice versa

Week 4
Objective: Converts cu.cm to cu.m and vice versa; cu.cm to L and vice versa

Value Focus: Cooperation

27
Prerequisite Concepts and Skills:
Mastery of the basic conversion units
Materials: flash cards, pocket chart, problem written on the chart.
References:Curriculum Guide in Math 5
M5ME-IVd-80
Ateneo Lesson Guide Grade 5 p.392

Instructional Procedures:
I. Preliminary Activities
7. Drill: Conversation
Mother bought a dressed chicken weighing 1.3 kg. How many grams is it?

8. Review
Give the equivalent: Conversion of linear measure.
6cm= ____ mm
5m= _____cm
____dm= 4m
____cm= 9dm
____dm= 3m

9. Motivation
Which cubic unit of measure will you use to measure the following:
a.cabinet d.thumbtacks box
b.gravel and sand truck e.rectangular water tank

J. Developmental Activities
11. Presentation
Present each problem to the class.

A truck delivers sand weighing 54000 dm3 or L, what is the weight of the sand in
cubic metre (m3)? In cubic centimetre (cm3) ?

a. What is asked in the problem? What are given?


b. What must we know to be able to change 54000 dm3 to cubic
centimetres and to cubic metre?
c. Which is larger a cubic decimetre or a cubic centimetre?
d. How many cubic centimetres are there in cubic decimetres or L ?
To change cubic decimetre to cubic centimetre we multiply by 1000.
Since: 1dm=10cm
Therefore: 1dmx1dmx1dm= 10cm x 10cm x 10cm
Thus, 1dm3 = 1000cm3
54000 dm3 = ____ cm3
54,000x1,000 = 54,000,000 cm3

How will you compare cubic decimetres to cubic metres? Since a cubic
metre is larger thana cubic decimetre, we divide by 1000. Using conversion
1m3= 1000dm3
54000dm3 = 54m3
1000

12. Performing the Activities


Group the pupils into three working teams and have them perform the task.

Problem 1. Change to dm3


54 cm3= _____ 523cm3= ______
28
64cm3= _____
Problem 2. Change to cm3
0.023m3=_____ 3.48 m3= ______
2.53 dm3 = _____

Problem 3. Change to m3
2400 cm3 = _______ 1240cm3 =________
320 dm3= ________

3. Processing the Activities


How do we change and convert a smaller unit to a higher unit?
when converting from larger unit to a smaller unit, use multiplication
when converting from a smaller to a larger unit, use division

4. Reinforcing the Concept and Skill


Discuss the presentation. On page ___ of LM Math Grade V,
Have the pupils solve the following exercises.

Supply the missing number.


1. 6700 dm3= ____m3
2. 28 dm3= _____cm3
3. 11500 cm3 =_____ m3
4. 4 m3 =______cm3
5. 8m3 =______dm3

5. Summarizing the Lesson


In converting from a larger unit to a smaller unit, use multiplication
In converting from a smaller to a larger unit, use division

6. Applying to New and Other Situations


Have the pupils do the exercises under Apply your Skills on page LM Math Grade V.
Encourage some pupils to show and discuss the answers.

K. Assessment
Change to smaller units.
1. 15 cm3= _____mm3
2. 61 dm3= _____cm3
3. 64 cm3 = _____dm3
4. 25 cm3= _____mm3
5. 87 dm3= _____cm3

L. Home Activity
Remediation
Change these units to larger or smaller units:
1.7cm3= ______mm3
2. 5000 dm3= _____m3
3. 5m3 = _____cm3
4. 20000 cm3 = ____m3
5. 17m3= ____dm3

29
Lesson 90: Finding the volume of a given cube and rectangular prism using cu.cm and
cu.m

Week 4
Objective: Finds the volume of a given cube and rectangular prism using cu.cm and cu.m

Value Focus: Cooperation

Prerequisite Concepts and Skills:


Mastery of the basic conversion units
Area of polygons
Materials: flash cards, model cubes and rectangular prisms set, problem written on the chart.
References: Curriculum Guide in Math 5
M5ME-IVd-81
Ateneo Lesson Guide Grade 5 p.395

Instructional Procedures:
E Preliminary Activities
4 Drill
Mental computation /drill on finding the area or missing side of a parallelogram

5 Review
Find the area of the following figures. Write the answer on your
notebook.

1. 3cm
2. 5m 3. 6cm

6cm

6 Motivation
Show a transparent plastic container filled with balls. Ask pupils to guess
the number of balls inside the container. Let a volunteer count the balls to find
out the answer. Elicit from them how they can make a good guess of the total
number of balls. Relate this to the concept of volume.
F Developmental Activities
6 Presentation
Using concrete objects
a Let a pupil fill a rectangular box with cubes.
b Ask the pupils the following questions:
How many cubes did it take to fill the prism?
How many cubic units is the length/ the width? the height?
c Define these situations as finding the volume of solids. Define volume as the
number of cubic units used to fill up a space. Use correct unit of measure.
d Using this definition, ask the pupils the volume of rectangular prism.

30
e Let them state the formula for the volume of a rectangular prism as V=lxwxh.

7 Performing the Activities


Solve for the volume of these rectangular prisms, given their measurements.
1 l=9m 3. s=12cm
w=4m
h=3m

2 l= 10cm 5. s=6m
w=7cm
h=15cm

7 l=14 m
w=10m
h=9m

3. Processing the Activities


What is volume?
What is the formula in finding the volume of a cube? Rectangular prism?

4. Reinforcing the Concept and Skill


Discuss the presentation. On page ___ of LM Math Grade V,
Have the pupils solve the following exercises.

Find the volume of the following figures.

1.
8cm

4cm
10c
m
2.
15cm

25cm 12cm

30m

31

12m 8m
5. Summarizing the Lesson
Volume of a rectangular prism= L X W X H
Volume of a cube=S X S X S or S3

6. Applying to New and Other Situations


Have the pupils do the exercises under Apply your Skills on page LM Math Grade V.
Encourage some pupils to show and discuss the answers.

G Assessment
Find the volume of these solid figures..

1 3m

6m 3m

2. 10cm

5cm

15cm
3.

8cm
4

5m

5.
10m

7m
15m 32
H Home Activity
Remediation
Draw the figure with their measurements and find their volume.

1 l=4m
w=1m
h=3m

2 s=14cm

3 3=20cm

4 l=8cm
w=3cm
h=10cm

5 s=12cm

Lesson 91: Estimating and Using appropriate units of measure for volume

Week 4
Objective: Estimate and use appropriate units of measure for volume

Value Focus: Sharing

Prerequisite Concepts and Skills:


Mastery of the basic conversion units
Volume of prisms
Materials: flash cards, model cubes and rectangular prisms set, aquarium.
References: Curriculum Guide in Math 5
M5ME-IVd-82
Ateneo Lesson Guide Grade 5 p.399

Instructional Procedures:
I Preliminary Activities

8 Drill

Mental computation
Magic Square Give the next five perfect square.

9 Review
Find the volume of these prisms. Write the answer on your
notebook.

33
1 l=9m 2. s=12cm 3.l=15m
w=5m w=10m
h=4m h=6m

10 Motivation
Show a rectangular prism to each group and guess which has the greatest or
least volume.
J Developmental Activities

8 Presentation
Using concrete object (present an aquarium)
An aquarium is 35 cm. long, 25 cm wide and 33 cm high is to be filled with water.
How many cubic centimetre of water will be needed?
1.What is asked in the problem?
2.What data are given?
3. Is the unit of measure appropriate with the data given?

9 Performing the Activities


a Group the pupils. Give rectangular prism to each group.
b Have each pupil first guess which prism has the greatest and which prism
has the least volume.
c Give the unit of measure to be used. Have the students estimate the volume
of the rectangular prisms.

3. Processing the Activities


What is volume?
How do we estimate volume of a prism?

4. Reinforcing the Concept and Skill


Discuss the presentation. On page ___ of LM Math Grade V,
Have the pupils solve the following exercises.

Write the best unit of measure to find the volume of the following: (mm3, cm3, dm3, m3)
1 water in a rectangular pool
2 an ice before it melts
3 a dice
4 a blackboard eraser
5 oil in a rectangular box

5. Summarizing the Lesson


How do we use appropriate unit of measure for volume?
How do we estimate volume?

6. Applying to New and Other Situations


Have the pupils do the exercises under Apply your Skills on page LM Math Grade V.
Encourage some pupils to show and discuss the answers.

34
K Assessment
1 Marilous sewing box is 3 dm long, 2.5 dm wide and 4.3 dm high. What is its volume?
2 Find the volume of a closet which is 2.5 m long, 5m and 2m high

L Home Activity
Remediation
Draw the figure with their measurements and find their volume.
6 l=9m
w=4m
h=6m

7 s=18cm

8 3=30cm

9 l=12cm
w=5cm
h=8cm

10 s=14cm

Lesson 92: Solving Routine and Non-routine Problems Involving Volume of a Cube and
Rectangular Prism in Real-Life Situations Using Appropriate Strategies and
Tools

Week 5
Objective: Solves routine and non-routine problems involving volume of a cube and rectangular
prism in real-life situations using appropriate strategies and tools

Value Focus: Accuracy and

Prerequisite Concepts / Skills:


Multiplication Facts
Finding the Volume of a Cube Rectangular prism
Using the Steps in Solving Problem
Materials: meter stick, ruler, manila paper and marker pen
References: Mathematics for a better life 5, pages 264-265
Guide in Elementary Mathematics Grade VI pages 403 and 405
Curriculum Guide 5,

Instructional Procedure:
A Preliminary Activities
1 Drill
Have a drill on the multiplication of fractions and whole numbers using the activity
sheet.
Example:

35
1 1 1
6 8 40 6 7 9 51 7 21 4
3 3 3

2 Review
Have a review on estimating and using appropriate units of measure for volume.

3 Motivation
Group the pupils into four. Give each group a set of steps in solving problems.
Let them arrange the steps in correct order.
(This can be done in the form of game)

Example: What operation is needed to solve the problem?


What are the given facts?
What is the correct number sentence?
What is being asked?

B Developmental Activities
1 Presentation
Present these problems.

A A swimming pool is 12 m long, 9 m wide, and 1.85 m deep. How much water
can it hold?

Ask: What is the shape of the swimming pool?


Call a pupil to draw the figure of the swimming pool and put the dimensions.
How will you solve the problem?

3 3
B. A wooden cube has a volume of 500 cm . How many 4 cm cubes can
you cut from it?
Ask: What is the shape of the wooden cube?
What is its volume?
What is asked in the problem? Solve.

2 Performing the Activities


Let pupils solve the problem by pairs.
Problem A
Solution: Use the 4-step plan in solving the problem.
Understand
- Know what is asked. - The amount of water the swimming
pool can hold.
- 12 m long, 9 m wide, 1.85 m deep
- Know the given facts.
Plan
- Determine the operation or - Multiplication
V =l w h
formula to use.

Solve
- Show how the solution is done. - V =l w h
= 12 m9 m 1.85 m
3
= 199.8 m
Check and Look Back
- Use inverse operation.

36
- Verify if the answer is correct. 199.8 1.85 = 108
108 9 = 12
The answer is correct.

Problem B.

Solution: 500 cm3 4 cm3

Answer: 125 pieces

3 Processing Activities
Call some pupils to show their solutions and answers on the board.
Ask: How did you solve the problem?
Expected answers:

For Problem 1:
We used the 4-step plan in solving the problem.
We used the appropriate formula.
V =l w h

For Problem 2:
3
Since the volume of the wooden box is given, we divided it by 4 cm .

4 Reinforcing the Concept and Skill


Discuss the presentation under Explore and Discover on page , LM Math
Grade 5. Let the pupils do the activity under Get Moving on page , LM Math
Grade 5. Check the pupils work.
For more practice, let them solve the problem under Keep Moving on page ,
LM Math Grade 5.

5 Summarizing the lesson


Ask the following questions:
How do you solve problems involving a cube or a rectangular prism?
What are the steps in solving word problems?

The four-step method to solve the problem.


1 Understand
- Know what is asked.
- Identify the relevant facts.
2 Plan
- Choose the operation or formula to use.
3 Solve
- Perform the strategy.
4 Check
- Verify if the answer is correct.
- State the complete answer.
6 Applying to New and Other Situations
1 Let the pupils solve these problems.
a How much space in a room will a cabinet occupy if it is 1.9 m long, 0.61 m
wide, and 2.74 m high?
3
b A box is 3.5 dm long and 6 dm high. Its volume is 210 dm . How wide is it?

Let the pupils do items under Apply your Skills on page , LM Math Grade
5.

37
A Evaluation
Let the pupils solve the following problems:
1 A flower box is 4.3 m long, 0.6 wide, and 0.53 m high. How many cubic meters of soil
will fill the box?
2 A rectangular container is 0.4 m long, 0.3 m wide and 1 m high. What is its volume in
cubic centimeters?
3 A water tank is 0.8 m long, 0.6 m wide and 1 m high. If the tank is half full, how many
cubic centimeters of water does it hold?

B Home Activity
Analyze then solve the problems.
1 A box of milk is 9 cm long, 8 cm wide and 18 cm high. Find its volume?
2 Each book of a set of encyclopedia measures 2.85 dm by 2.15 dm by 0.4 dm. The
encyclopedia has 19 books. What is the total volume of all 19 books?
3 The toy hat of Alex is in the shape of a cone. Its base area is 72 cm2 and its

height is 21 cm. What is its volume?

Enrichment
Let the pupils solve the following problems.
1 A rectangular block of wood is 25 cm long, 20 cm wide and 15 cm thick. What is its
volume?
3
2 The volume of cube is 729 cm . What is the length of its side?
3 A school garden is 20 cm long and 3 m wide. How many cubic meters of soil will

Lesson 93 : Creating Problems (with reasonable answers) Involving Volume of a Cube


and Rectangular Prism in Real-Life Situations

Week 5
Objective: Creates problems (with reasonable answers) involving volume of a cube and
rectangular prism in real-life situations

Value Focus: Accuracy, cooperation,

Prerequisite Concepts / Skills:


Finding the Volume of a Rectangular prism
Using the Steps in Solving Problem
Materials: real object
References: Mathematics for a better life 5, pages 264-265
Guide in Elementary Mathematics Grade VI pages 403 and 405
Curriculum Guide 5,

Instructional Procedure:
C Preliminary Activities

38
4 Drill
Have a drill on the finding the volume of cubes and rectangular prism.

Example:

15 cm 15 cm

5 cm 15 cm

10 cm 15 cm

5 Review
Have a review on solving problems on volume.
Ask: What are the steps in solving word problems?
Let the pupils solve this problem.
Leo has a box measuring 15 cm long, 20 cm wide and 10 cm high. Find
its volume?

6 Motivation
Group the pupils into four and let them read the problem and ask them to draw
the solid figure described in the problem.
A rectangular garden is 25 cm long, 15 cm wide and 10 cm thick. What its
volume?
Ask: Can you create a problem on volume similar to the one given?
Say: This time you will create problems involving the volume of a cube and a
rectangular prism.

D Developmental Activities
6 Presentation
Each group will present the solid figure formed.
Ask: What is asked in the problem?
What are the given data?
What process is needed to solve the problem?
What is the number sentence?
What is the correct answer?

7 Performing the Activities


Group Work Activity
Divide the class into four groups. Let each group discuss how they will
make a problem based on the given situations. The first two groups will discuss
situation 1 and the remaining two groups will focus on situation 2.
Situation 1:
Ana has a front yard measuring 15 m long and 8 m wide.
1
She wants to elevate it by meter .
2

Situation 2:
Litos business is to deliver water to schools.
Her water tank measures 4 meters long, 2 meters wide, and 2 meters high.
Every morning, he delivers a tank full of water to each of the schools

39
Guide and assist the pupils when doing the activity. Ask each group to show its
work and to explain its output.

8 Processing Activities
After the activities are done, let the groups post their created problems from the
given situations and let them follow the task below.
1 Read the problem and ask the class to solve the problem.
2 Illustrate and solve the problem with its solution.
Ask: How did you create problems?
Expected answer:
1 We familiarized ourselves with the mathematical concepts and their application to
real-life situations.
2 We thought of the type of problems we want to create.
3 We read and studied some problems that we have solved and their solutions.

9 Reinforcing the Concept and Skill


Discuss the presentation under Explore and Discover on page , LM Math
Grade 5. Let the pupils do the activity under Get Moving on page , LM Math
Grade 5. Check the pupils work.
For more practice, let them solve the problem under Keep Moving on page ,
LM Math Grade 5.

10 Summarizing the lesson


Ask the following questions:
What did you do to be able to create problems involving the volume of cube and a
rectangular prism?
What are the steps in creating problems?

Steps in creating problems.


1 Familiarize yourself in the concepts. Think of an explanation to everyday
life real situations.
2 Think of the type of problem you want to create and the formula to be
used. Relate the problem to real life situations.
3 Study the solution in solving the problems.
4 Make your own styles/strategies to justify the solutions.

7 Applying to New and Other Situations


Let pupils do the activity under Apply Your Skills on page , LM Math Grade 5.
Check the pupils work.

C Evaluation
Let the pupils make problems involving the volume of a rectangular prism with
corresponding answers based on the given situations.
1 In constructing a new building, a hole 4 m deep, 10 m wide, and 115 m long was
dug in the ground.
2 A room is 15 m high, 4 m wide and 10 m long.
3 A bar of gold is 25 dm long, 3 dm wide, and 2 dm high.

D Home Activity

40
Let the pupils create problems involving volume, then provide solutions.
1 Anas sewing box is 7 dm long, 4 dm wide and 3 dm high.
2 An antique wooden chest is in the form of a cube. Its edge is 20 cm.

Enrichment
Let the pupils create problems for the following situations:
1 A small gift box measures 8 cm long, 7 cm wide and 2 cm high.
2 A rectangular water tank is 5 meter high, 2 m wide and 3 m long. It contains water 2
meter high.
3 The volume of a rectangular prism is 75 cm 3 , its height is 6 cm, and its length is 4

cm.

Lesson 94 : Reading and measuring temperature using thermometer (alcohol and/ or


Digital) in degree Celsius.

FOURTH QUARTER- Week 6

Objective: Reads and measure temperature using thermometer (alcohol and/ or


Digital) in degree Celsius.

Value Focus: Accuracy

Prerequisite Concepts and Skills


Parts of a thermometer
Reading thermometer
Measures temperature

Materials: picture, thermometer, activity sheets, improvised thermometer, a glass of hot water
and cold water

References: K to 12 Curriculum for Grade 5, M5ME-IVf-85


Lesson Guide in Math V p.405
Mathematics For a Better Life 5 p. 266- 267

Instructional Procedure::
A Preliminary Activities
1 Drill
Rearrange the jumbled words to form science terms
a EPATMERETRU c. THEREMOMRTEE
b RURMCYE d. CSALE

41
2 Review
Give the equivalent. Conversion of linear measure.

5m=
___d
m
6cm=
------mm

3 Motivation

Mother wants to find out if her son has a fever.


What is the best thing mother can use to find the body temperature of her sick
son?

B Developmental Activities
1 Presentation
Present a model of an improvised thermometer. It has a movable red ribbon
which resembles the mercury in an actual thermometer.
Ask:
What does the red ribbon represents?
Give each group an improvised thermometer, announce the temperature
readings,
The pupils will reflect it in their thermometer model.
Check if the temperature reading each group is showing is correct.

2 Performing the Activities


Group Activity
Divide the class into four groups. Distribute activity sheets in each group.
Provide group 1 with digital thermometer, Group 2 with set of pictures showing
temperature readings and Group 3 using pictorials, Group 4 with alcohol
thermometer.
Group 1 - Using digital thermometer
Group 2 - Using pictures of temperature readings
Group 3 - Using pictorials
Group 4 Using alcohol thermometer

42
Let them discuss how they read and measure the temperature

Group 1- Measure and read the pupils body temperature by putting the digital
thermometer under their armpits. Record and compare the results with
the other pupils.

Group 2 - Read and record each thermometer reading


Group 3 - Give pictures and write if it is HOT or COLD
- Picture of Baguio city
- Picture of a dessert
- Picture of a glass of cold glass of water
- Picture of cup of coffee
Group 4 - Give 2 glasses of water, one has cold water and the other has hot
water, using alcohol thermometer measure the temperature of each
glasses. Read and record.

3 Processing the Activities


Ask: How did you find the activity? How were you able to read and measure the
temperature? Discuss. Emphasize that C is read as degree Celsius it is used
to express temperature. Discuss the difference between an alcohol and a digital
thermometer.

4 Reinforcing the Concept and Skill


Discuss the presentation under Explore and Discover on page _____ of LM
Math Grade 5. Then, ask the pupils to do the activity under Get Moving on page____
of Math Grade 5. For more practice, ask them to do the activity under Keep Moving
on page _______ of LM Math Grade 5.

5 Summarizing the Lesson


Ask the following questions:
What is a temperature?
How can we measure temperature?
What are the parts of a thermometer?
What is the metric unit for measuring temperature?

Temperature is the measure of hotness or coldness of an object.


We can measure temperature by using thermometer.
The parts of a thermometer are: mercury, glass tube, glass bulb, and scale.
The commonly used unit to measure temperature is degree Celsius ( C ).

43
6 Applying to New and Other Situations
Let the pupils do items 1 and 2 under Apply Your Skills on page ______, LM
Math Grade 5.

C Assessment
Ask the pupils to find the temperature of the following.
1 A kettle of water was made to boil for 5 minutes more than after it reached its
boiling point. What is the temperature of the water?
2 What is the room temperature if the red liquid (mercury) rose to 30 above
the freezing point?

Lesson 95: Estimate the Temperature (e.g. inside the classroom)

FOURTH QUARTER- Week 6


Lesson 95: Estimate the Temperature (e.g. inside the classroom)
Value Focus : Taking care of ones health
Prerequisite Concepts and Skills:
Estimating temperature
Materials : activity sheets, thermometer
References : K to 12 Grade 5 Curriculum, M5ME- IVf-86
Lesson Guide in Math 5 p.409

Instructional Procedure:
A Preliminary Activities
1 Drill
Estimate each sum.

38 83 98 78 87
+ 76 +67 +34 +43 + 65
45 34 27 29 32

2 Review
Match the parts of the thermometer with their function.
Column A Column B
1. Mercury A. holds the tube that contains the liquid
2. Glass tube B. rises and fall when there is a change
3. Glass bulb in temperature
4. Scale C. tells how far the liquid goes up and down
D. holds the liquid

44
3 Motivation
How do you know if you have a fever?
One has a fever if ones body temperature is above the normal body
temperature. The normal body temperature is 37C?
What will you do if one of the members of your family has a fever?
B Developmental Activities
1 Presentation
Present the situation to the class.
Mother wants to find out if her son Rommel has fever. She got
her thermometer and found out that the mercury level in the
thermometer is at 38.5C, If the normal body temperature is 37.5C,
how much higher is her sons temperature than the normal body
temperature?

Ask: What did Mother wants to find out?


What did she do?
What kind of mother is she?
Is your mother as kind as Rommels mother?
Why is it important to know ones temperature?

Ask: What are the given facts?


What is asked in the problem?
What operation are you going to use?
Do we need the exact/ actual answer in the problem?
What word/s suggests that we need only to estimate?

2 Performing the Activities


Say: Estimating is an educated guess. There are times when an estimate is
needed and not the actual one.
Say: Let us solve and analyze the solution to the problem.

38.5C 39C
- 37.5C -38C
1C estimated difference

So, 1C is much higher is her sons temperature than the normal body
temperature.

3 Processing the Activities


Ask: How is estimation done in the solution we have in the problem?
What was done first to the numbers?

45
Then, what was cancelled in the rounded numbers?
Then what was done next?
Say : Now, let us compare the actual answer to the estimated one.
Ask: Are the difference the same or different?
How near or far is the estimated answer to the actual one?
What will you do if the estimated answer is too large or small compared to
the actual one?
Say: There are times that the estimated answer is too long or small if we
round both the numbers to the highest place value. One way to make our
estimated answer reasonable or close to the exact answer is by using
compatible numbers.

4 Reinforcing the Concept and Skill


Let the pupils study Explore and Discover on page ________of the LM
Math Grade 4. Emphasize the estimating of temperature.
Ask the pupils to do the exercises under Get Moving on page _______
of LM Math Grade 5.
Give more activities. Group the class into two. The first group do set A
and group 2 will do set B.
SET A
1 Look at the chart of temperature readings in a day.
6:00 a.m.- 24.5 C
8:00 a.m. - 28C
10.00 a.m. - 30.4C
12:00 a.m. - 31C

a At what time was it coolest?


b Did the temperature go up or down during the morning?
c What is the estimate temperature on 6:00 a.m.?
d What was the estimate temperature on 10:00 a.m?
e What was the estimated difference in temperature at 6:00 and 8:00?
SET B
1 Choose the correct estimate of the temperature of each.
a Hot coffee 30C 85C
b Strawberry shake 5C 50C
c Distilled water 20C 75C
d High fever 40C -15C
e Air conditioned room 10C 90C

Ask : Which is the best estimated answer?


Ask pupils to work on exercises under Keep Moving on page _______
of LM Math Grade 5. Check the pupils answer.

46
5 Summarizing the Lesson
Lead the pupils to generalize as follows.

To estimate temperature, round the number to the highest place


value and use compatible numbers for the number to be estimated.
This will make your estimated temperature reasonable.

6 Applying to New and Other Situations


Do the activity by pairs.
1 At the start of the marathon the thermometer registered a temperature of
36.7C. after the marathon, the temperature dropped by 3.5C. What was
the estimated temperature after the marathon?

2 What is the estimated temperature if a 30.C temperature rises 5.5C?

For more exercises, ask pupils to do the exercises under Apply Your Skills on
page _____, LM Math Grade

C Assessment
Estimate the temperature. Give the estimated sum or difference.
1 3.5 C higher than normal body temperature
2 10.5C below 0C
3 Halfway between 78.6C and 80.2C
4 The sum of 32.4C and 33.8C
5 The difference between 98.2C and 72.8C

D Home Activity
Remediation
Estimate the temperature by rounding method.

1 36.2C
2 43.7C
3 19.25C
4 29.2C
5 18.6C

Enrichment
Find the estimated sum or difference using rounding method then compare
with the exact answer.
Equation Rounding off Estimated sum/ difference
1 45.2C + 35.5C

47
2 100.2C- 98.6C
3 73.5C- 65.2C
4 35.3C +23.4C
5 17.5 C - 10.3C

Lesson 96: Solves routine and non- routine problems involving temperature in real-life
situations.

Fourth Quarter-Week 6
Objective: Solves routine and non- routine problems involving temperature in real-life
situations.
Value Focus: Awareness, alertness
Prerequisite Concepts and skills :
Steps in solving word problems
Concept of four basic operations
Materials: improvised thermometer, digital or liquid thermometer, activity sheets/cards
References: K to 12 Grade 5 Curriculum Guide, M5ME- IVf-87
Lesson Guide Grade 5 page409
Mathematics For A Better Life 5 p.268- 269

Instructional Procedure:
A Preliminary Activities
1 Drill
Using improvised thermometer, show the following temperature readings.
a 32.5C 18.6C 39C
b 57.3C 20C 59.2C
c
2 Review
Give the temperature when the liquid or digital thermometer is:
1 at the freezing point of water
2 10C below the normal body temperature
3 25C above the boiling point of water
4 between 30C to 40C
5 at the boiling point of water

3 Motivation
Show 2 glasses of water, one has cold water and the other has hot water.
Let the pupils get the actual temperature of the 2 glasses of water. Record the
results.
Ask: Which of 2 has a higher temperature? lower temperature?
How much higher is the temperature of one glass than the other?
Valuing: Getting the actual temperature of ones body is important.

48
Why should we read the thermometer with accuracy?

B Developmental Activities
1 Presentation
Present a problem opener.
Problem A
The weather report in one newspaper predicted the lowest
temperature for the day to be 24C and the highest at 32C. What was
the difference in the predicted temperatures for that day?

Problem B
Marina has a fever. At 12 noon, her temperature increased by 1.8C
from her temperature at 7 A.M. Then her temperature went down by
1,3C at 5 P.M. At 11 P.M., her temperature rose again by 1.1 C. If her
temperature at 11 P.M. was 39.7C, what was her temperature at 7 A.M.?

Ask: How are you going to solve each problem?

2 Performing the Activity


Group the pupils into four learning teams. Ask the groups to work together in
Solve for the answer to each problem. Give the learning teams enough time to do
the task.
Solution to Problem B : Using the 4- Step Plan
Understand : Know what is asked : What was Marinas temperature at 7 A.M.?
Know the given facts : At 12 noon, her temperature increased by 1.8C from her
temperature at 7. A.M .Then it went down by 1.3C at 5 P.M.
The temperature at 11 P.M. was 39.7C.

Plan: Determine the operation to be used: Addition and subtraction


Write the number sentence: 39.7C - (1.8C-1.3C+1.1C) = N
Solve: Show your solution (Illustrate the problem by using a diagram)
39.7C - (1.8C-1.3C+1.1C) =38.1C Marinas temperature at 7 A.M.

Check and Look back: 38.1C + 1.8C = 39.9C


39.9C - 1.3C = 38.6C
38.6C + 1.1C= 39.7C

3 Processing the Activities


After all groups have presented their output, ask these questions.
How did you find the activity?
How were you able to find the answer to the problem?
In how many ways were you able to arrive at the answer?

49
Discuss with the pupils the ways on how they were able to solve for the answer to
The problems. ( Use the 4- step plan and illustrating a diagram)

Ask: Are there was by which you can solve the given problems?
The first problem is an example of a routine problem. Routine problem solving
concerns solving problems that are useful for daily living ( in the present or future).

The second problem is an example of a non routine problem. Non routine


problem solving is mostly concerned with developing pupils mathematical reasoning
power and fostering the understanding that mathematics is a creative endeavor.
This kind of problem helps the teacher to motivate and challenge their
pupils. Some strategies used in this kinds of problem are Guess and Check,
Drawing Diagram,
Using patterns, Working Backwards.

4 Reinforcing the Concept and Skill.


A Discuss the presentation under Explore and Discover on page ______ of LM
Math 5. Then ask the learners to think of ways on how to solve the following
problems.

1 At 1:00 pm, the air temperature was 31.9C. By 5:30 pm, it was recorded to
be 20.6C. Is there a change in temperature? By how much?

2 Enzos temperature lowered by 1.75c after he was given a sponge bath.


Before the bath, his body temperature was 40.25C.What is his body
temperature now?

5 Summarizing the Lesson


Lead the pupils to give the generalization by asking
How do you solve routine and non- routine word problem solving involving
temperature in real life situation?
To solve routine problems involving temperature in real life situations,
follow these steps:
Understand
know what is asked
Know the given facts
If any, determine the hidden questions
Plan
Determine the operation to be used
Write the number sentence
Solve

50
Use the operation to solve
Check and Look Back
Write the correct answer

Non routine problems can be solved without using a standard procedure.


They can be solved by drawing a picture, using a number line, acting out,
making a table, and others.

6 Applying to New and Other Situations


Ask the pupils to do items 1 and 2 under Apply Your Skills on page _____
LM, Math Grade 5

C Assessment
Solve the following problems:

1 The recorded temperatures for 5 days were 21C, 27C, 29.2C,29.8C and
30C.What was the average temperature?
2 A freezer is set at 0C. Corina reset it to 8.5C. Did the temperature in the freezer rise
Or drop? By how many degree?

D Home Activity
Remediation
Solve the following problems; show the solution in your notebook.

1 From the normal body temperature, Josephs temperature rose by 2,5c due to high
fever. What is Josephs body temperature?
2 The temperature reading is 42C. It changed to 53.5C.by how much temperature
was increased?

Enrichment
Solve the problem.
Upon reaching the top of the mountain, a group of mountain climbers boiled water.
They observed that the water started to boil at a temperature 6.5C lower than the
boiling point of water at sea level. What is the boiling point of water at the top of the
mountain?

51
Lesson 100: Interpreting Data Presented in Different Kinds of Line Graphs (Single to
Double-Line Graph)

Week 8
Objective: Interpretsdata presented in different kinds of line graphs (single to double-line graph)

Value Focus: Cooperation

Prerequisite Concepts and Skills:


Interpreting data in a bar graph.
Mastery on skip counting by 2s, 5s, 10s and so on.
Materials: graph, grid board
References: K to 12 Grade 5 Curriculum Guide, M5SP-IVh-3.5
Lesson Guide in Elementary Mathematics V pp.501-507

Instructional Procedure:
M Preliminary Activities
11 Drill
Drill on skip counting by 2s, 5s, 10s, etc.
12 Review
Conduct a review on interpreting data presented in a bar graph.

Gemmas First Quarter Grade on the Major Subjects

89

87

85

83

81

79

77

75
English Math Science Filipino HEKASI

a In what subject did Gemma have the highest grade?


b In what subject did she have the lowest grade?
c In what subjects did she get the same average grade?
d What is the difference between the highest and lowest grade she got on the first
quarter?
e What was her average score on the five subjects?

13 Motivation
How many of you are observant with the days temperature?
Why does a weatherman inform us about temperature readings?

52
Why do you think there is a need to check the days temperature from time to
time?

N Developmental Activities
10 Presentation
Present a line graph with complete parts and let the pupil interpret the
data.

Temperature Readings Taken in a Day


40

38

Temp36
erat 34
ure
(C) 32
30

28

26

24

22

20
8:00 a.m. 10:00 a.m. Tim
12:00 a.m. 2:00 p.m. 4:00 p.m. 6:00 p.m.
7:00 a.m. 9:00 a.m. 11:00 a.m.e 1:00 p.m. 3:00 p.m. 5:00 p.m.

Ask:
1 What are the parts of a line graph?
2 Looking at the data, can you interpret what is presented by the graph? How?
3 How does a line graph help in data presentation?
4 Is it important to have an accurate data? Why?

11 Performing the Activities


Group the pupils into five.
Give activity sheets involving line graph to each group for interpretation.
Ask each group to work together in interpreting the data on the graph. Once
finished, the assign member will post their work on the board and discuss their
answer.

53
Mrs. Albas Monthly
Sales
45,000

40,000

Sale
s in35,000
Peso
30,000

25,000

20,000

15,000
Jan Feb Mar Apr May Jun
Month
s

B.
Gregorio Elementary
School Enrolment from S.Y.
2010-2015
2,100

2,000

1,900

1,800

1,700

1,600

Nu 1,500
mb
er 1,400
of 2010 2011 2012 2013 2014 2015
Enr
Year
oll
ees
C.
ShielasWeight for 6
Months

54
40

39

38

37

Wei 36
ght
35
(Kg)
34

33

32
Jun Jul Aug Sept Oct Nov
Month
s
D.

Carla's Height for 6 Months


86

84

82
Heig
ht 80
(cm)
78

76

74
Jan Feb Mar Apr May Jun

E.

55
Grade V- Narra's Attendance for Five Days

50

49

48
Number
47
of Pupils
46

45

44

43
Mon Tue Wed
Day Thur Fri
s

3. Processing the Activities


Each group will present their interpretation of the graph. Then ask:
a How did you find the activity?
b How were you able to interpret the graph?
Discuss with the pupils how to use the data to interpret the graph.

4. Reinforcing the Concept and Skill


A Discuss the presentation under Explore and Discover on pages ___of LM Math Grade V.
B Have the pupilswork on items under Get Moving and the items under Keep Moving on
pages ____, LM Math Grade 5. Check the pupils answers.

5. Summarizing the Lesson


Lead the pupils to give the generalization of the lesson by asking: What are the parts of
a line graph? Why is it useful? How do we interpret data presented on a line graph?

A line graph has a title, information on the x-axis (horizontal axis) and
information on the y- axis (vertical axis).
Changes in the data presented are easily seen on a line graph.
To read and interpret the data presented in a line graph, we usually
compare the data in terms of size and amount.

6. Applying to New and Other Situations


Have the pupils do the items under the activity on Apply Your Skills on page ____, LM
Math Grade 5

C Assessment
Study the line graph, and then answer the question below.

56
Ramon's Weekly Mango Harvest

70

Quanti 65
ty
60
Harve
55
sted
50

45

40

35 Wee
1 2 3k 4 5 6

a What is the title of the graph?


b How many mangoes were harvested for the first two weeks?
c In what week was there the greatest amount of harvest?
d What is the least amount of mango harvested?
e What is the total amount of harvest for six weeks?

D Home Activity
Remediation
Study this graph carefully, and then answer the questions that follow.

Kiana's Monthly Deposit

Amount 1,600
1,400
Deposit
1,200
in Peso 1,000
800
600
400
200
0
Sept Oct Nov Dec Jan Feb
Mont
1 What is the graph about? h
2 How much was her initial deposit?
3 In which month was her bank deposit greatest?
4 What was her average deposit??
5 What was her total deposit for six months?

Enrichment
Use the graph to answer the following.

57
Average Daily Sales at Aling Eva's Store
900
800
700
600
Pesos 500
400
300
200
100
Mon Tues Wed Thurs Fri Sat Sun

Day
s

1 What is the title of the graph?


2 How much was the sale on Wednesday?
3 On what day was the highest sale?
4 What is the stores average sale for the week?
5 How much was the total sale?

Lesson 101: Solving Routine and Non-routine Problems Using Data Presented in a Line
Graph

Week 8
Objective: Solves routine and non-routine problems using data presented in a line graph.

Value Focus: Perseverance

Prerequisite Concepts and Skills: Interpreting data in a line graph


Materials: graph, grid board
References: K to 12 Grade 5 Curriculum Guide, M5SP-IVh-4.5
Mathematics Teachers Guide IV pp. 346

Instructional Procedure:
O Preliminary Activities
14 Drill
Conduct a drill on reading and interpreting a graph.

58
Mark's Score in Math Summative Test
5

Score 3

1
Mon Tues Wed Thurs Fri

Days

1 What is the graph about?


2 On what day did he get the lowest score in Math?
3 On what days were his scores the same?
4 When did he get a perfect score?
5 What was his average score for the week?
15 Review
Conduct review onthe parts of a line graph.
Have them construct a line graph using the following data:

Results in an Experiment
Weeks Height of Plant
1 1 cm
2 2 cm
3 2.5 cm
4 3.5 cm
5 4 cm
6 6 cm

16 Motivation
Is it important to keep track of your performance in school? What do you do in order to
maintain good performance track?

P Developmental Activities
12 Presentation
Present a line graph to the class.

59
86 Ellas Grade in
Math

85

84

83
Grade

82

81

80
1st Quarter 2nd Quarter Quarter 3rd Quarter 4th Quarter

Ask: In what quarter did Ella get the lowest grade? What about the highest grade?
Why do you think Ella got the lowest grade during the 2nd Quarter?
What will you do in order to get good grades?

13 Performing the Activities


Divide the class into groups. Give them enough time to solve problems using the
data presented in a line graph. After few minutes, they are required to present
their output.
45000
Mr. Sanchezs Monthly
Sales
40000

35000

30000

Sales
25000

in
20000
Pesos
15000

10000
Jan Feb Mar Apr May Jun

Use the data in the line graph to answer the following questions.
1 What was the sale for the first three consecutive months?
a What is asked?
b What facts are needed to solve the problem?
c What operation will you use?
d What is the number sentence?
e What is the complete answer?
2 How much more was his sale in March than in February?
a What is asked?
b What facts are needed to solve the problem?

60
c What operation will you use?
d What is the number sentence?
e What is the complete answer?
3 What was the difference between the highest and lowest sale?
a. What is asked?
b What facts are needed to solve the problem?
c What operation will you use?
d What is the number sentence?
e What is the complete answer?
4 What was his total sale from January to June?
a What is asked?
b What facts are needed to solve the problem?
c What operation will you use?
d What is the number sentence?
e What is the complete answer?
5 What was his average sale for six months?
a What is asked?
b What facts are needed to solve the problem?
c What operation will you use?
d What is the number sentence?
e What is the complete answer?

3. Processing the Activities


Allow each group to present their output.
Ask: How did you find the activity?
How did you solve the problem?
Expected Answer:
Using the four-step plan in solving the problem
Understand
Plan
Solve
Check and Look Back
Discuss how to solve routine and non-routine problems.

17 Reinforcing the Concept and Skill


Discuss the presentation under Explore and Discover on pages ___of LM Math
Grade V.
Have the pupils work on items under Get Moving and the items under Keep Moving on
pages ____, LM Math Grade 5. Check the pupils answers.

5. Summarizing the Lesson


Lead the pupils in generalizing the following:
Routine problems are problems that follow standard procedure in solving word problems:
Understand:
What does the problem ask for?
What are the given data?
What is the word clue?
Plan
What operation is/are to be used?
What is the mathematical sentence?

61
Solve
Show how the solution is done using the operation.
Check
Check if the answer is correct.
State the final answer.
Nonroutine problems are problems that can be solved even without following the steps or
procedure.

6. Applying to New and Other Situations


Let the pupils do the problems under Apply your Skills on page ___, LM Math5.
Q Assessment
Use the data in the line graph to answer the following questions.

50 Ramons Electric
Consumption
45

40
Number
35
Of
30
Kilowatts
25

20
Mont
15 hs
Jan Feb Mar Apr May Jun

1 What is the total electric consumption from January to June?


a What is asked?
b What facts are needed to solve the problem?
c What operation will you use?
d What is the number sentence?
e What is the complete answer?
2 If the cost of electricity per kilowatt is Php. 14.00, how much would Ramon pay for the
month of May?
a What is asked?
b What facts are needed to solve the problem?
c What operation will you use?
d What is the number sentence?
e What is the complete answer?

R Home Activity
Remediation
1 What is the total number of immigrants starting 2010 up to 2015?
2 What is the average number of immigrants for the last three years?

Immigrants Admitted in One Country

62
Numb
er of
Immi
grant
s

Year

75000

70000

65000

60000

55000

50000

45000

40000
2010 2011 2012 2013 2014 2015

Enrichment
1 About how many immigrants are there during the fifth year than during the second
year?
2 Would the number of immigrants increase for 2016 or decrease? Why do you say
so?

Lesson 102: Drawing Inferences Based on Data Presented in a Line Graph

63
Fourth Quarter Week 8
Objective: Draws inferences based on data presented on a line graph.

Value Focus: Perseverance in studies

Prerequisite Concepts and Skills:Interpreting data in a line graph


Materials: graph, grid board
References: K to 12 Grade 5 Curriculum Guide, M5SP-IVh-5.5
Mathematics Teachers Guide IV pp. 346

Instructional Procedure:
S Preliminary Activities
18 Drill
Each group will use the grid board to plot several points on the graph.
At the signal Go, they will start plotting. The first group to finish will win the
game. Let the first group describe the figure they form based on the points they
plotted on the graph.
(1, 20)
(3, 40)
(4, 60)
(5, 120)
(7, 120)
(7, 60)
(4, 60)

160
140
120
100
y-axis 80
60
40
20
0
1 2 3 4 5 6 7 8 9 10
x-axis

19 Review
Which of the following line graphs below best describe the height of a
child? Defend your answer.

64
3 Motivation
Is it important to get good grades in school?
What will you do in order to attain it?

T Developmental Activities
1 Presentation

Anas Grade in
Math
86

85
Gra
84
de
83

82

81

80 Quarte
1st Quarter 2nd Quarter r 3rd Quarter 4th Quarter

a At what quarter did Ana get the highest grade in Math?


b What is the lowest grade she got?
c Why do you think Ana got low grade on the second quarter?

2 Performing the Activities


Give each group activity sheets involving line graph for interpretation. Ask the group to
work together in interpreting the data and make inferences out of it. After they have
finished, the leader of each group will display the output on the board and discuss their
answers.

Paulos
Weight

65
44

43

42

41
Weight
in 40

Kg
39

38

37
Jan Feb Mar Apr May

Month

3 Processing the Activities


Each group will discuss their work. After all the groups have presented their
answers to the task given, ask:
How did you find the activity?
How did you make inferences based on the data observed on the line graph?
Discuss with the pupils how to make inferences based on the data.

4 Reinforcing the Concept and Skill


Discuss the presentation under Explore and Discover on page __, LM Math Grade 5.

5 Summarizing the Lesson


Guide the pupils to give the following generalization.
To draw inferences it is important to:
observe the parts of the graph
understand the relationship being illustrated on the graph
make prediction based on the describe situation presented by the data on the
graph

6. Applying to New and Other Situations


Ask the pupils to work on items under Apply your Skills on page ___, LM Math Grade 5

U Assessment
Study the line graph them answer the question below.

Baskets made During


Practice

66
78

76

74
Number
72
of
Marco
Shoots 70 Series 3

68

66

64
1 2 3 4 5

Session
a How many baskets did each one make during the third session?
b Who made more baskets on the fourth session?
c What is their average number of baskets during the five-day session of
practice?
d How many baskets did each one make all throughout the session?
e Who is more successful in making a basket?

V Home Activity
Remediation
Study the graph and answer the questions below.

Angelo and Angelas Journey in Going


to School 300
200
100
Dis 0
tan
ce
in
(m)
1 What is the distance covered by each at 60 seconds? 80 seconds?
2 What is the difference in the distance they covered at 100 seconds?
3 What is Angelos speed at 40 seconds? Angelas speed?

Enrichment
4 How do you compare the speed of the two?
5 What makes it possible that the other one reach school faster the other? Explain.

Time
(sec)
Lesson 103 : DESCRIBING EXPERIMENTAL PROBABILITY

67
Fourth Quarter Week 9
Objective: Describes experimental probability

Value Focus: Love of Nature

Prerequisite Concepts and Skills


Telling whether an event is sure to happen, likely to happen or impossible to happen
Materials: Coins, die spinner, playing cards
References: K-12 Grade 5 Curriculum M5SP-IVi-14, SRA Real Math pp. 336 - 339

Instructional Procedure:
A Preliminary Activities
1 Drill
Tell whether the following is sure to happen, likely to happen or impossible to
happen.
a The baby cooks for the family.
b The lost cellular phone was found.
c The teacher teaches the pupils.
d The man collapses during the rally.
e The cat drives the car.

2 Review
Conduct a review on drawing inferences based on data presented in a line graph.
MONTHLY WAGE OF AN EMPLOYEE
12 000
Wa
ges 10 000
of 8 000
an
Em 6 000
plo 4 000
yee
2 000
0
Jan Feb Mar Ap May Jun Jul
r

What does the line graph tell about the wage of the employee in seven months?
3 Motivation
Have the class listen to the song Kapaligiran.
Discuss the message of the song relating to prediction. Which line in the song tells
something that will likely happen? Will unlikely happen ? Is it impossible to happen?
or certain to happen?

B Developmental Activities
1 Presentation

68
Present to the class a number cube.
Ask:
If you roll a 0-5 number cube, what is the probability that you will roll 7?
If you roll a 0-5 number cube, what is the probability that you will roll a number less
than 7?
If you roll a 0-5 number cube, what is the probability that you will roll an even
number?
If you roll a 0-5 number cube, what is the probability that you will roll an odd number?

2 Performing the activities


Pair-Share Activity
For each of the following spinners, give the probability that the pointer will stop on A.

B
A
A B
A A
A
B
B
A B
A
A

3 Processing the activities


Ask the pair to put their output on the board.
Ask: How did you find the activity?
How did you perform the simple probability experiment?
How did you express the outcomes of your probability experiments?
Say:
A probability tells us how likely something is to happen.

We use fractions to describe probability. For example, if you flip a coin it has an
equal chance to land on either of its two faces. The probability that the coin will land
heads up is 1 result out of two possible outcome, or . Since it is likely that the coin
will land tails up, that probability is also .

Even though we might imagine the coin landing on its edge, this event is so unlikely
that we dont usually consider it. We expect a coin to land heads up half of the time
and tails up the other half. Nothing else is likely to happen.

If something cannot possibly happen, the probability is 0. If something is certain to


happen, the probability is 1.

4 Reinforcing the Concept and Skill


a Discuss the presentation on top of page ___ LM Math Grade 5.
Then give the following activity.
Which spinner gives a probability of landing on red?

69
b Have the pupils do the items under Get Moving, page ___ of LM math Grade 5.
Check the pupils answers and provide corrective measures if needed.
To further reinforce the skill, ask the pupils to answer items under Keep Moving,
page ____ of LM Math Grade 5.

5 Summarizing the Lesson

A probability tells us how likely something is to happen.


If something cannot possibly happen, the probability is 0. If something is
certain to happen, the probability is 1.

6 Applying to New and Other Situations


Describe three instances where the probability of those events happening are 0 .
Describe three instances where the probability of those event happening is 1.
C Assessment
Answer the following questions.
Jimmy and Naomi are rolling a regular 0-5 number cube. Jimmy wins if 0 is rolled.
Naomi wins if 1,2,3,4 or 5 is rolled.
1 Who do you think will win more often?
2 What fraction of the time do you think Jimmy will win?
3 What is Naomis probability of winning?
4 If they roll the cube 6 times, how many times would you expect Jimmy to win?
What is 1/6 of 6?
5 Should you be surprised if Jimmy did not win exactly 1 time out of 6 tries?

D Home Activity
Remediation
Write 0 for impossible to happen, for equally likely to happen and 1 for certain to
happen.
_____1. From a class of 30 boys and 30 girls, what is the probability that a girl is
chosen as a leader?
_____ 2. Without looking, what is the probability that a green pen is drawn from a box of
green pen?
_____ 3. What is the probability that a tomato is drawn from a box of apples and
oranges.
______ 4. From tossing a coin, what is the probability that the head shows up?
______ 5. What is the probability that an odd number of dots show up if a die is rolled?

Lesson 104 :PERFORMING AN EXPERIMENTAL PROBABILITY AND RECORDS RESULT


BY LISTING
Week 9
Objectives: Performs an experimental probability and records result by listing

Value Focus : Acknowledgement on the contributions of some European


Mathematician
Prerequisite Concepts and Skills
Describing experimental probability
Materials: Calendar , marbles, strips of cartolina, box

70
Reference: K-12 Grade 5 curriculum M5SP-IVi- 15, Integrative Mathematics 6 pp.443 447

Instructional Procedure
A Preliminary Activities
1 Drill
a Spin the spinner
b Put a mark in the tally column for each color where the spinner stops.
Do this experiment for 10 times
c Add the tally marks for each column and write the number in the frequency
column.
color tally frequency

Blue
Yellow
Green

2 Review
If you roll a die, what is the probability that you will roll 2? 1? 8? Even numbers? Odd
numbers?

3 Motivation
Show the pictures of the Great European Mathematician like Gerolamo Cardano,
Pierre de Fermat, Blaise Pascal and Christian Huygens.
Say: Did you know that they began to analyse simple games of chance involving
cards and dice?

B Developmental Activities
1 Presentation
Show a calendar to the class.
Say: Consider the days of the week. If you choose a day at random, the probability that it
is a Monday is 1 out of 7 of 1/7. The probability that you choose begins with the letter T
is 2 out of 7 or 2/7. The probability that the day you choose has less than 15 letters is 7
out of 7 or 1. The probability of an impossible event, such as choosing a day with only 3
letters is 0 out of 7 or 0.

2 Performing the Activity


Group the class into four. Ask the class to perform the task assigned to them.
Require them to write the results of the simple experiments on manila paper using
the table.
PICK A COLOR
Materials: a box, 6 marbles, ( 3 green, 2 blue, 1 red)
Groups : four
Procedure:
a Put the marbles in the box. Without looking, draw one marble from the box and
record the color in the table below.
color tally number
Green
Blue
red

71
b Put the marble back in the box. Do more 19 trials. Replace the marble each time
after recording the color.
c How many times out of 20 did you draw a blue marble?

The probability can be approximated by the fraction


P( event) = number of times an event occurred
Number of times the experiment was performed

Such a fraction is called the experimental probability of an event.


Give your experimental probability for each event.

P(green) = ______ P(blue) = ______ P (red) = ______


20 20 20
The greater the probability of an event, the more likely it will occur. The smaller the
probability of an event, the less likely the probabilities.
3. Processing the Activities
Instruct the group to post their outputs on the board.
Ask; How did you find the activity?
How did you perform the probability experiment?
How did you express the outcomes of your probability experiment?
What did you notice in the results of your probability experiment?
Lead the discussion on using the formula in expressing outcomes of probability
experiments
4.Reinforcing the Concept and Skill
Discuss the presentation under Explore and Discover on page _____LM Math 5,
Then let the pupils do the activities under Get Moving and Keep Moving on pages _____
LM Math Grade 5
4 Summarizing the Lesson
Lead the pupils in generalizing the following:
Ask: How do you record prediction?

By doing probability experiment, we can determine the number


of times an event occur. We use a table and record the outcome of
probability experiment.
The probability can be approximated by the fraction
P( event) = number of times an event occurred
Number of times the experiment was performed
5 Applying to new and other Situations
Lorraine puts cards with letters of her name into a box. What is the probability that
the card she pulls out is _____

a L? ______
b O? ______
c R? ______
d A? ______
e I? ______
f N? ______
g E? ______
C Assessment
Express the outcomes of your prediction. Write your answer in your notebook.

72
1 What is the chance that you will get a perfect score in you Math quiz?
2 What is the probability that a newly born puppy is a girl?
3 Toss a die, what is the probability that you will get 4 on top?
4 What is the probability that Claire chooses a rose from a flower shop selling
sunflower, tulips, and dahlia?
5 Toss a coin. What is the probability that neither the head not the tail shows up?

D Home Activity
Remediation
What is the probability that this spinner will land on ___?

a.

b.

c.

d.

Lesson 105 :ANALYZING DATA OBTAINED FROM CHANCE USING EXPERIMENTS


INVOLVING LETTER CARDS (A TO Z) AND NUMBER CARDS ( 0 20)

Week 9
Objectives: Analyzing data obtained from chance using experiments involving letter cards (a to
z) and number cards ( 0 20)

Value Focus : Have faith in life

Prerequisite Concepts and Skills


Telling the number of favourable outcomes/chances
Writing the ratio of favourable outcomes/ chances to the total number of
outcomes/chances
Materials: letter cards (A to Z), number cards ( 0-20 )
Reference: K-12 Grade 5 curriculum M5SP-IVi- 16, Elementary Mathematics VI p. 330 - 333

Instructional Procedure
E Preliminary Activities
1 Opening Song Pagdatingng Panahon sung by Aiza Seguerra
1 Drill
Game ka na ba?
Materials: 4 rolled papers numbered ( 1 to 4 )
8 hidden questions on situations to be predicted
Mechanics:
a Form 4 teams having equal number of members. The leader of the team
draws and gets 2 questions to be predicted by the team in terms of:

73
Likely to happen
Impossible to happen
Unlike to happen
Certainty to happen
Equally likely to happen
b Output of each team will be presented on the board.
c The class, together with the teacher, processes the responses of teams.

2 Review : Writing Ratio


Find my Partner
Materials: 25 cards with ratio expressed in fraction
25 cards with ratio expressed in colon equal to the former sets
of cards
Mechanics:
a Form 4 teams. Have the cards distributed to the class.
b The first team will stand and look for the partner of the ratio. The next team
follows.
c The team with the highest number of partner wins

3 Motivation
How many sides does a coin have?
If you are to toss a coin, what is the chance that your coin will land head?

4 Developmental Activities
3 Presentation
PICKING A CARD

J B F D E A G H I C
a Have each member of the team pick a letter without looking . Let them find the
probability of picking letter G.
b Ask them to find the number of possible outcomes.
c Let them answer on the prediction card. Encourage them to determine the probability
of picking G.
d Lead them to come up with G is 1out of 10 or 1/10
e Ask them to symbolize the probability as P(G) = 1/10
Let us use the number line to show the probability of an event.
LIKELY
UNLIKELY

1/10
impossible
0
We can see on the number line that50%
if probability is less than , an event is certain
1/2 1
unlikely to happen. If the probability is more than the event is likely to happen. A
probability of 1 means the event will certainly happen and a probability of 0 means
the event is impossible to happen.

4 Performing the Activity


Alphabet cards of the same size and shape were put in a bag. 3 cards have letter M,
4 cards have letter A, 2 cards have letter T, and 1 card has letter H.
1. What is the total number of possible outcomes? ______________
2. What is the probability of picking a:
a. card with letter M ________
b. card with letter A ________

74
c. card with letter T ________
d. card with letter H ________
e. card with a vowel ________
f. card with a consonant ________
g. card with M or T ________
h. card with letter J ________
i. card with T of H ________
j. card with letter A or T ________

3. Processing the Activities


Instruct the group to post their outputs on the board.
Ask; How did you find the activity?
How did you perform the probability experiment?
How did you express the outcomes of your probability experiment?
What did you notice in the results of your probability experiment?
Lead the discussion on using the formula in expressing outcomes of probability
experiments.
4.Reinforcing the Concept and Skill
Discuss the presentation under Explore and Discover on page _____LM Math 5,
Then let the pupils do the activities under Get Moving and Keep Moving on pages _____
LM Math Grade 5

5 Summarizing the Lesson


Lead the pupils in generalizing the following:
Ask: How do you tell the number of favourable outcomes/chances?

A favourable outcome is the result we want to happen in an


event.

6 Applying to new and other Situations


There are 4 different letters to match with 6 different numbers. If you look for the
probability of getting 1 letter and 1 number combination, what will be your total number f
possible outcomes?

C Assessment
Study the cards with letters.

I L O V E M A T H
One card is drawn from a well-shuffled 9 letter cards. What is the probability of
drawing a card having the following letter/s?
a L,O,V,E
b M, A, T
c I
d V, E
e Y

D Home Activity
Remediation
There are 4 strawberries flavoured candies and 5 cherry-flavoured candies in a jar. If
Kristine picks first and Randy picks next, what is the probability of picking a strawberry-
flavoured candy? What is the probability of picking cherry- flavoured candy?

75
Lesson 106: Solving Routine and Non-routine Problems Involving Experimental
Probability

Week 10
Objective: Solves routine and non-routine problems involving experimental probability

Value Focus: Awareness

Prerequisite Concepts and Skills:


Solving routine and non- routine on simple probability
Materials:coin, spinner, dice,
References: M5SP-IVj-17, LM IV p. 266-268 & TG IV p. 352-354
Lesson Guide in Mathematics VI p.349-353,Simplifying Mathematical
Challenges 6 p.454-457, XL Excelling in Mathematics 6 p.116-120,
Math for Todays Generation 5 p.344-347

Instructional Procedure:
W Preliminary Activities
20 Drill
Have a drill on:
Conduct a game on recording and expressing outcomes of experimental
probability

21 Review
Conduct a review on how to solve routine and non- routine problems.
Ask the learners to say something about the 4- step plans in solving problems.
Ask them to give some strategies in solving problems.

3 Motivation

M A T H
Ask the class of the probability of picking letter A without looking. Return the card if it is
not letters A, do this 10 times.

X Developmental Activities
14 Presentation
Present the situation to the class.

A bag contains 12 apples and 4 oranges. What is the probability of pulling


apples?

Ask the pupils to read, and let them solve the problem by groups.
15 Performing the Activities

76
Group the pupils and have them perform the task.
Understand
Know what is asked: The probability of pulling apples
Know the given fact: There are 16 fruits in the bag
Plan: There are 16 fruits inside the bag. Twelve are apples.
Use the formula, and then substitute.
P(E) = number of times the event occurs
Total number of Trials
Solve:
12 3
The probability of pulling an apple is: 16 = 4 or 0.75 = 75%

Check and Look Back:


Since the bag contains 16 fruits and 12 are apples, the probability of

3
pulling an apple is = 4 or 0.75 = 75%

3. Processing the Activities


Let the groups present their outputs. Encourage the children to share to the class
how they felt doing the activity.
How did you solve the problem?
Expected answers:
We used the 4- step plan in solving the problem: Plan, Solve, check and look
back.

4.Reinforcing the Concept and Skill

Discuss the presentation under Explore and Discover on page ___ of LM Math Grade V
Ask the pupils to solve the problems under Get Moving on page ____ LM Math Grade V. Check
their Answer. For mastery, have them solve the problems under Keep Moving on Page
_______ of LM Math Grade V. Check the pupils answer.

5. Summarizing the Lesson


Lead the pupils to generalize that :
To solve problems, use the 4-step plan: Plan, Solve, Check and Look Back.

6. Applying to New and Other Situations


Have the pupils do the exercises under Apply your Skills on page ___LM Math Grade
V. Encourage some pupils to show and discuss the answers.

Y Assessment

77
1 A die is thrown 100 times out of which 4 appears 30 times. Find the experimental
probability of getting the number 4?
2 A Box contains 15 red balls, 12 blue balls and 13 green
marbles. Find the experimental probability of not getting a green ball?

Z Home Activity
Remediation
Give the answer to the question.
A bag contains 3 red lollipops, 3 green lollipops and 3 orange lollipop. What is the
probability of picking a green lollipop?

Enrichment
1.If a coin tossed 15 times, head appears 3 times. Find the experimental probability of
getting a head?

Lesson 107: Creating Routine and Non- Routine Problems Involving Experimental
Probability

Week 10
Objective: creates routine and non- routine problems involving experimental probability

Value Focus: Awareness

Prerequisite Concepts and Skills:


Solving routine and non- routine problems involving experimental probability
Materials: spinner, coins, manila papers, pens
References: M5SP-IVj-18, LM IV p. 269-270 & TG IV p. 355-356
Lesson Guide in Mathematics VI p.349-353,
XL Excelling in Mathematics 6 p.116-120
Math for Todays Generation 5 p.344-347

Instructional Procedure:
A Preliminary Activities
1 Drill
Record your prediction on simple probability. Write
0= impossible to happen
= equally likely to happen
1= certain to happen
1) When one writes, he is writing a love song.
2) When one reads his notes, he can pass the test tomorrow.
3) Once a teacher always a teacher.
4) Covering the book makes the owner orderly.
5) A first honor in Grade I will graduate valedictorian in Grade VI.

2 Review
Have a review on solving experimental probability

78
A bag has 1 blue, 3 green, 2 red, and 2 yellow marbles.
Find the probability of drawing:
a 1 blue marble
b 3 green marbles
c 2 red marbles
d 2 yellow marbles
e 2 black marbles

3 Motivation
Show a picture of a stormy weather. Ask the pupils, what would likely to
happen?

B Developmental Activities
1 Presentation
Present to the class this information. Have the class create a problem on
experimental probability.

In a bag, there are 15 M & Ms chocolate 4 red, 5 yellow, 3 blue and 3 brown.

2 Performing the Activities


Group the pupils and have them perform the task.
Sample Answer based on the situation above:
1. What is the probability of picking blue M & Ms?
.
3 Processing the Activities
How did you create a problem?
We familiarized the concept and its application to real-life situation.
We thought of the problem we created.
We studied some problems and their solutions.

4 Reinforcing the Concept and Skill


Discuss the presentation under explore and discover on page ___ of LM Math Grade V,
Have the pupils perform the exercises under Get Moving on page ____ LM Math Grade V.
Check their Answer. For mastery, have them solve the problems under Keep Moving on Page
_______ of LM Math Grade V. Check the pupils answer.

5 Summarizing the Lesson


Lead the pupils to generalize that:
In creating a problem, we do the following.
Familiarized ourselves with the concept and its application to real-life situations.
Think of the types of problems we want to create.
Read some problems and study their solutions.

6 Applying to New and Other Situations


Have the pupils do the exercises under Apply your Skills on page ___LM Math Grade
V. Encourage some pupils to show and discuss the answers.

79
C Assessment
Create a problem on experimental probability for the following information.
Anna conducted a survey of the students on her classes to observe the
distribution of notebooks. The table shows the results of her survey.
Notebooks Blue Green Red Pink
Number 12 14 8 16

D Home Activity
Remediation
Create a problem for the information below.
1 There is a bowl containing blue, black, red and green marbles. There are 2 blue, 6
black, 4 red and 3 green marbles.

Enrichment
Create a problem for the information below.
1 I record 40 different vehicles that pass my house. The result are shown in the
table below.
Vehicles Jeep Tricycle Motorcycle car
Frequency 15 18 4 3

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