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DEPARTMENT OF EDUCATION

Region XI

DIVISION OF DAVAO DEL NORTE

New Corella District

STA. FE ELEMENTARY SCHOOL

THIRD GRADING

WEEK 1

DAY 2

Performance Standards: Is able to apply percent in mathematical problems and real-life.

Learning Standard: Visualizes percent and its relationship to fractions, ratios, and decimal numbers

using models.

I. Objectives:

Cognitive: Visualizes percent and its relationship to fractions, ratios, and decimal numbers

using models.

Psychomotor: Write the relationship among fractions, ratios, and decimal numbers

using models.

Affective: Practice health consciousness

Code: M5NS-IIIa-136

Subject Matter: Visualizing percent and its relationship to fractions, ratios, and decimal

numbers using Models

Lesson Guide in Mathematics pp. 402-406,

Mathematics for a Better Life pp. 208- 210.

Materials: Graphing board, manila paper, pentel pen

Value: Health consciousness

A. Preparatory Activities:

1. Drill: Using flash cards. Express each of the following in percent.

43 74

5 : 100= 62 : 100= 83 : 100= = =

100 100

2. Review:

What is percent mean?

3. Motivation:

Who among you have baby brother and sisters who still take milk from bottles?

Do you know how to prepare their milk? How many ounces of water do you use? How

many scoops of milk do you put?

(Pupils may say for every 4 ounces of water they put 2 scoop of milk before

shaking the bottle.)

Why is it necessary to follow the instruction in preparing milk for your younger

brother/sister?

B. Developmental Activities

1. Presentation of the New Lesson:

Survival Game

Mechanics:

1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is

being played the participants move around.

2. When the music stops the teacher will say “The boat is sinking group yourselves into

2.”

3. The group continues till the described players necessary to form the ratio is achieved.

Discuss the following to the pupils;

For instance, the first group there are 3 girls and 1 boy left.

Then the ratio of boys to girls is 1;3

The ratio of girls to boys is 3;1

If we are to write the ratio 1;3in fraction which will be the numerator?

the denominator?

If we are to get how many percent of the pupils are boys, in relation to the group, divide

The numerator by denominator.

.33or 33%

3 1.00 9

10

9

1

In decimal, change percent to fraction with denominator of 100. Ten express the fraction

as a decimal.

= 0.33

Or simply drop the % symbol, then move the decimal point 2 places to the left.

A. Using pictures the pupils will give the ratio of the number shaded parts to the unshaded

part. Then change them to fractions, decimal and percent.

GROUP 1

Name the part as percent.

Group 2

2. Change into decimal.

3. How will you change fraction to decimal?

Group 3

2. Change it into fraction.

3. How will you change ratio to fraction?

Post Activities

3. Analysis:

Say: Ratio is a comparison between two or more quantities. It can also be expressed as

fraction, the first number being the denominator. Through ratios and fractions we

can get the percent equivalent by dividing the numerator by the denominator. The

result is a decimal but move the decimal point two places the right and affix the percent sign.

4. Abstraction:

What is the relationship of ratios to fractions? To percent?

If your data is written in ratio form, can you write it in fraction form? How can we get

percent equivalent of a ratio and a fraction?

as fraction, the first number being the denominator. Through ratios and fractions we

can get the percent equivalent by dividing the numerator by the denominator. The

result is a decimal but move the decimal point two places the right and affix the

percent sign.

5. Application:

Mrs. Ramos bought 100 pieces of cartolina with different colors. She has 40 red, 10 yellow,

15 green, 5 blue, 20 violet and 10 white .

What percent of the cartolina is blue? what about red?

Write the name for each shaded part as fraction, ratio, percent and decimal

1. 2. 3.

V. Home Activity/Assignment:

2. The set of odd numbers from 1 to 20.

3. The set of composite numbers from 1 to 20.

4. The set of prime numbers from 1 to 20.

______ _______ ______ ______

______ _______ ______ ______

______ _______ ______ ______

______ _______ ______ ______

Prepared by:

RITCHELLE C. SOCIA

Teacher II

Noted:

GIOVANNI G. QUIOCHO

School Head

ACTIVITY SHEET

Group 1:

Read and solve the problem.

“Help Me Find”

Mother paid Php 195.30 for 6.2 kg of carrots. How much did a kilogram of carrots cost?

A-

G-

O-

N-

S-

A-

Group 2:

“In the Market”

Mykho is a fruit vendor. He sold 122.5 kg of rambutan. If each pack of rambutan weighs about 1.75 kg, how many

packs of rambutan did Audrey sell?

A-

G-

O-

N-

S-

A-

Group 3:

Read and answer the problem below.

“Party,Party”

For a birthday party, Mother budgeted Php 1, 041.25 for ice cream. If one liter of ice cream costs Php 148.75,

how many liters of ice cream can Mother buy?

A-

G-

O-

N-

S-

A-

Group 4:

“Oh! You’re So Sweet”

Sendie loves to eat chocolates, if one chocolate costs Php 10.85, how many chocolates can she buy if she

has Php 54.25?

A-

G-

O-

N-

S-

A-

Rubrics for Group Activity

Performs Performs Performs Attempts an

computations computations but computations answer but

completely and may make 1-2 but may make places too

1. Content correctly and minor errors 3 were much unrelated

labeled the answered strategies to

answer correctly incorrectly solve the

problem

Everybody 1-2 members did 3-4 did not Only the leader

participated in not participate participate do the activity

2. Team Work the group

activity

Finish the work Finish the work Didn’t finish No output

3. Timeliness before the given on time the work on presented

time the given time

Ideas were Ideas were clearly Ideas were Ideas were not

4. Reporting of clearly presented but clearly clearly

Output presented in a miss one idea presented but presented

fluently manner misses 1-2

ideas

TOTAL SCORE

G-IVEN

A-SK

P-ROCESS/OPERATION TO BE USED

E-XPRESSION/NUMBER SENTENCE

S-OLUTION

A-NSWER

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