mathematics v 1st rating

MATHEMATICS V

Date: ___________

I. Objectives: Give the place value of each digit in a 6 or more digit number

II. Learning Content

Reading and writing numbers through billions in figures and in words

References: BEC PELC 1 A 1Enfolding Mathematics V

Materials: Place value chart, number cards

III. Learning Experiences:A. Preparatory Activities:

1. Drill: Writing numbers in expanded form to standard form Strategy: Think and Share (Working back)

Mechanics:a. Distribute 2 copies of a number in expanded form to a boy and a girl. b. Let the two write the standard form of the number one on top of the other on the

board. c. The purpose of the game is to easily compare the places and digits of the standard

form of the number. d. Have volunteers read the first number, give the place value of each digit and the

value of each digit. e. Then have them give the place and the value of each digit in the second 'number. f. The game continues until all the five pairs' of numbers are written on the board.

2. Review:Reading smaller group of numbers written on recycled materials.

B. Developmental Activities:

1. Motivation:Start playing “Guess what number”. The teacher places the following statements on the

board.a. My telephone number is “III II IIII – II II IIII III”b. I traveled “CDLXXIV” kilometer by motorcycle.Do you think the sentences are easy to read and understand? Why?

2. Presentation:Strategy : The total student population in the Philippines according to the Philippine

Yearbook 1999 is sixteen million, three hundred nine thousand, five hundred fifty-six.

Ask the following questions:1. How is this number written in numerals? 2. In writing a numeral consisting of many digits, how are the digits divided? 3. Where do we start grouping the number by 3? 4. How are the three-digit number group separated from the other number groups? 5. Where do the value of each period as well as each digit in the periods depend?

3. Practice ExercisesWrite the following numbers in words.

1. 2 750 0002. 3 716 5133. 43 000 210

4. Generalization:How many periods are there in billion? What are the periods in billion? Where do you

start reading numbers? 5. Application:

Write the value of the underlined digits.1. 3 100 423 0002. 9 2 7 6573. 412 876 010 0514. 234 145 687 921

IV. Evaluation:Write each number in standard form.

1. 75 billion, 84 million, 26 thousand75 billion, 84 million, 26 thousand2. 149 million, 400 thousand, twelve3. 4 billion, 180 thousand4. Thirty-five million, ten thousand5. Sixty billion

V. Assignment:Write the number words in numerals

1. 436 510 2102. 2 004 7163. 14 287 0004. 8 286 000 4505. 3 012 428 000

MATHEMATICS V

Date: ___________

I. Objectives: Read and write numbers through billions in figures and in words correctly

II. Learning Content:Reading and writing numbers through billions in figures and in words

References: BEC PELC 1 A 1Enfolding Mathematics V

Materials: Number cards with number 0-9 written on recycled materials like boxes of milk.


1. Drill: Writing numbers in expanded form to standard form Strategy: Formatting Numbers (Game)

Mechanics:a. One group of 10 boys and 1 group of 10 girls will be given number cards 0-9. b. As the teacher says a number the boys' and the girls' groups will form the said

number as fast as they could by standing in front of the class. c. The group that is able to form the correct number first gets the point. d. The game will go on until all the nurr0ers prepared by the teacher have been all

dictated. e. The group with the highest points wins.

2. Review:Reading smaller group of numbers written on recycled materials.

B. Developmental Activities:1. Motivation

Show and discuss the place value chart. Chalk and board.2. Presentation:

Strategy : Picking Flowers Relay (Game)Materials: Paper flowers clipped on a cartolina tree

Mechanics: 1. Divide the class into 2 groups 10 boys and 10 girls. 2. Teacher post a tree on the board with flowers having numbers on them. 3. As the teacher says a number, the first set of participants rush to the board to pick the

flowers corresponding to the dictated number. 4. The participant who gets the right flower keep the flower and gets the point for

his/her group. 5. The game goes on until all the flowers are picked. The group that has the most

flowers wins.

3. Practice ExercisesWrite the numerals of the following.

1. Three million seven hundred twenty three thousand, one hundred twenty 2. Five hundred thirty five million two hundred forty four

3. Six hundred eighty thousand eight hundred two 4. Eight hundred forty seven million three hundred fifty six thousand four hundred

fifteen

4. Generalization:How is each period separated from each other? When writing numbers in words, what is placed after each period?

5. Application:Write the following numbers in words.

a. 123 456b. 200 321 345c. 245 062 556

IV. Evaluation:

Write the value of the underline digit in each number1. 3 10 423 000 __________________2. 9 287 600 __________________3. 412 875 010 051 __________________4. 1 7 386 001 000 __________________5. 2 34 126 143 __________________

V. Assignment:In the numeral 927 814 760 537, write each digit in the proper place according to value.________ a. thousands________ b. ten millions________ c. billions________ d. hundreds________ e. ones________ f. ten thousands________ g. hundred millions________ i. hundred thousands________ j. ten billions________ k. millions________ l. tens

MATHEMATICS V

Date: ___________

I. Objectives: Identify the properties of addition used in an equation

II. Learning ContentUsing the properties of Addition to Help Find the Sum

References: BEC PELC 1 A 2.aEnfolding Mathematics V

Materials: flashcards


1. Materials: Set the flashcards with 3-6 digit addends that are complete1. Teacher prepares flashcards with numbers that are compatible - where properties of

addition are easy to use. 2. Teacher divides the class into 3 groups. Teacher shows the class a card and asks the

pupils to solve mentally as fast as they can. Teacher may give time limit to answer (i.e. 10-15 seconds depending on how difficult/easy the items are. No other means of computation is allowed except mental computations)

3. Team with the most points wins.2. Review:

How do we read numbers? Where do we start reading numbers?Give examples. Read the following orally.a. 245 132 150b. 256 314 557

B. Developmental Activities:1. Motivation:

Ana picked 9 white roses and 8 red roses. How many roses did she picked?2. Presentation:

a. Teacher posts several cards on the board to be used as example. b. Ask from student’s ways of finding the sum of a set of numbers quickly.

Example: 12 + 7 + 8 c. Teacher probes if such techniques are possible d. Elicit reason why the strategies mentioned by students Commutative, Associative and

Identitye. Define and illustrate each. Mention that zero is the identity in addition.

3. Practice Exercises Name the properties used;1. 4 + (7 + 6) = 4 + (6 + 7) 4. (5 + 1) + 2 = 5 + (2 + 1) 2. (5 + 3) + 7 = 5 + (3 + 7) 5. 3 + 9 = 9 + 33. (7 + 8) + 2 = 7 (8 + 2)

4. Generalization:What are the properties of addition?

5. Application:Name the properties used.

a. (7+8)+2=7+(8+2)b. 3 + 9 = 9 + 3c. 14 + 0 = 0d. 5 x ( 6 + 7 ) = (5 x 7)+(5 x 6)e. 5 x 1 = 5

IV. Evaluation:Find each missing addend. Name the properties you used.1. (12 + 3 ) + 5 = + ( 3 + 5 ) 4. 35 + 0 + = 35 + 9 + 02. 27 + = 27 5. ( 4 + ) + 16 = 4 + ( 16 + 12 )3. (32 + ) + 8 = 32 + ( 8 + 7 )

V. AssignmentUse the properties to complete each sentence1. 24 + 12 + 6 = 2. 65 + 20 + 115 = 3. 0 + 574 = 4. 0 + 45 + 7 = 5. 479 + 0 =

MATHEMATICS VDate: ___________

I. Objectives: Add numbers using properties

II. Learning ContentUsing the properties of Addition to Help Find the Sum

References: BEC PELC A 2.aEnfolding Mathematics V



1. Materials: Set the flashcards with 3-6 digit addends that are complete1. Teacher prepares flashcards with numbers that are compatible - where properties of

addition are easy to use. 2. Teacher divides the class into 3 groups. Teacher shows the class a card and asks the

pupils to solve mentally as fast as they can. Teacher may give time limit to answer (i.e. 10-15 seconds depending on how difficult/easy the items are. No other means of computation is allowed except mental computations)

3. Team with the most points wins.2. Review:

What are the properties of addition?B. Developmental Activities:

1. Motivation:How will you learn better? If you want to learn better then group yourselves.How can your groups perform well in an activity? What does each member of the group need?

2. Presentation: Cooperative learning activity Rally Table1. Group class into groups of 4. Provide each group with worksheet with 10 items. 2. Person 1 answers question 1 mentally. 3. After time limit, teacher ring the bell and the paper is passed on person #2 of each

group. 4. Person #2 answers question 2.5. This pattern continues with person #1 answering question 5.

3. Practice ExercisesName the properties used;1. 4 + (7 + 6) = 4 + (6 + 7) 4. (5 + 1) + 2 = 5 + (2 + 1) 2. (5 + 3) + 7 = 5 + (3 + 7) 5. 3 + 9 = 9 + 33. (7 + 8) + 2 = 7 (8 + 2)

4. Generalization:What is the commutative property of addition? Associative property?

5. Application:Use the properties to complete each sentence1. 1 235 + 0 = 3. 20 + 20 + 35 = 5. 45 + 60 + 10 = 2. 17 + 13 + 9 = 4. 18 + 40 + 12 =

IV. Evaluation:Find each missing addend. Name the properties you used.1. 35 + 0 + = 35 + 9 + 0 2. (4 + + 16) = 4 + (16 + 12 )3. ( 2 + 19 ) + = ( 2 + 9 ) + 19

V. AssignmentUse the properties to complete each sentence3. 479 + 0 = 3. 30 + 20 + 15 = 5. 25 + 35 + 10 = 4. 15 + 12 + 9 = 4. 16 + 30 + 14 =

MATHEMATICS V

Date: ___________

I. Objectives: Identify the properties of multiplication

II. Learning ContentIdentifying and showing the properties of multiplication

References: BEC PELC I A 2.bEnfolding Mathematics V

Materials: Objects or bottle caps


1. Drill on Basic Facts of Multiplication7 x 8 9 x 7 8 x 2 5 x 5 6 x 6 4 x 9 6 x 4 4 x 4

2. Review: Name the properties used:1. (5 + 7 ) + 4 = 5 + ( 7 + 4 ) 4. 12 + 0 = 122. 6 + 3 = 3 + 6 5. (7 + 1) + 2 = 7 + (2 + 1) 3. 2 + (5 + 3) = 2 + (3 + 5)


Who among you collect something for your past time like caps, stamps or coins?Why do you do that? Elaborate answers of the pupils.

2. PresentationStrategy : Using Concrete Object

Mechanics:1. Distribute 24 counters to each pair.2. Partner 1 uses counters to show a 6 by 2 array. Partner 2 shows a 2 by 6 array.3. Partners discus similarities and differences in arrays.4. They write multiplication sentence for each array.5. Pair repeat activity for these arrays:6. Teacher asks what pupils say about the product.7. This is the Commutative Property of Multiplication

3. Practice ExercisesWrite true or false. If true, identify the property of multiplication illustratedi. 8 x 4 = 4 x 8

ii. ( 3 x 4 ) + ( 4 x 5 ) = ( 3 x 4 ) x 5iii. 7 x (4 + 2 ) = ( 7 x 4 ) + 2

4. Generalization:What are the properties of multiplication?

5. Application:Name the property of multiplication used.

a. 9 x 14 = 14 x 9b. 25 x 1 = 25c. 6 x (7 + 3) = (6 x 7) + (6 x 3)

d. 248 x 0 = 0e. 6 x (8 x 10) = (6 x 8) x 10

IV. Evaluation:Identify the property of multiplication illustrated. - 1. 4761 x 0 = 0 2. 8 x 27 = 27 x 8 3. 956 x 1 = 956 4. 8 x (4 x 9) = 8 x (4 x 9) 5. 4 x (3 + 6) = (4 x 3) + (4 x 6)

V. Assignment Name the property of multiplication illustrated.

1. 9x14=14x9 2. 25 x 1 = 25 3. 6 x (7 + 3) = (6 x 7) + (6 x 3) 4. 248 x 0 = 0 5. 6 x (8 x 10) = (6 x 8) x 10

MATHEMATICS V

Date: ___________

I. Objectives: Find out the product using the properties of multiplication

II. Learning ContentIdentifying and showing the properties of multiplication


Materials: Flashcards


1. Drill: Divide the class in groups of two or form diads. 1. Teacher flashes card like 426, 859, 206, 357 2. Each diads or each partner has only one answer sheet. One player writes the answer

in number one. 3. The first player of each diads passes the answer sheet to his/her partner who in turn

answers number two. 4. This game continues up to the 10th round. 5. Each diads exchange answer sheets for checking. 6. The diads or partners with the most number of correct answers are winners. There

maybe more than one winner in this kind of game. 2. Review:

What are the properties of multiplication?B. Developmental Activities:

1. Motivation:How will you learn better? If you want to learn better then group yourselves.How can your groups perform well in an activity? What does each member of the group need?

2. PresentationStrategy : Whole Class ActivityMechanicsa. Divide class into 6 groups. Two groups will be doing the same equations. b. Teacher distributes equation cards to each group for them to solve.

For example:Group I & 2 32 x 1 = N

1 x 32 = NGroup 3 & 4 29 x 0 = N

0 x 29 = NGroup 5 & 6 6 x (4 + 5) = N

6 x (4 + 5) = (6 x 4) + (6 x 5)6 x __ = ____ + ________ = ____

c. Every group works on the equation assigned to each.d. Each group reportse. Why do some groups finish their work earlier than others?

3. Practice ExercisesWrite true or false. If true, identify the property of multiplication illustrated1. ( 8 + 2 ) x 3 = ( 8 x 3 ) + ( 2 x 3 )2. 10 x 96 = 90 x 10 + 63. 5 x ( 5 x 2 ) x ( 6 x 5 )

4. Generalization:What are the properties of multiplication?

5. Application:Identify the property of multiplication illustrated and try to find out the answer.. - 1. 4761 x 0 = 2. 8 x 27 = 27 x 83. 956 x 1 = 4. 8 x (4 x 9) = 8 x (4 x 9)5. 4 x (3 + 6) = (4 x 3) + (4 x 6)

IV. Evaluation: Write true or false. If true, identify the property of multiplication illustrated.

1. 8 x 4 = 4 x 8 2. (3 x 4) + (4 x 5) = (3 x 4) x 5 3. 7 x (4 + 2) =(7 x 4) + 2 4. 7 x 82 = ( 7 x 80 ) + ( 7 x 2 )5. 457 x 0 = 0

V. Assignment Write true or false. If true, identify the property of multiplication illustrated.

1. (8 + 2) x 3 = (8 x 3) + (2 x 3) 2. 10 x 96 = 90 x l0 + 6 3. 5 x (2 x 6) = (5 x 2) x (6 x 5) 4. 0 x 5 = 0

MATHEMATICS V

Date: ___________

I. Objectives: Round off numbers to the nearest indicated place value

II. Learning ContentRounding Numbers to the Nearest Tens, Hundreds, thousands, ten thousand, etc.

References: BEC PELC I A 3Enfolding Mathematics V

Materials: flashcards, cut outs, number cards


1. Drill: Drill on reading numbers through billions.Strategy : Game-Catching FishMechanics:a. Teacher divides class into two groupsb. Draw lots to decide who will be the first- player. c. The first player catches fish by getting one cut out and reading the numeral correctly.

Reading the numeral accurately means one point for the group. d. The second player comes from the other group. e. The game continues up to the 10 rounds. f. The group with the most number of points wins.

2. Review: What are the properties of multiplication?


Read a news item that will show estimating large groups.NEWS: Last week, a company managers called for a meeting. Almost 50 employees came.

- Does the actual number of employees attend the meeting?- What word in the news express an estimate? (almost)

2. PresentationMechanicsa. Draw a number line on the board. Elicit from student the whole number of points

that are needed according to the problem, ("nearest hundreds'') namely 100 and 200. b. Have student plot 187. Lead student to answer the problem of asking which

"hundred" is 187 closer to. c. Provide another number. What if we are expecting same process.d. Elicit from· students which number would round up to 200 (150-199). Mention that

when we read the halfway mark, we round up. e. Generalize the rule for rounding off boxed on student's observations. f. Provide more examples and different place values.

3. Practice ExercisesName the place value where the numbers are rounded.1. 8902. 456 000

3. 580 000 0004. 700 000 0005. 980 000 000

4. Generalization:In rounding numbers to the nearest multiple of 10, look at the digit at the right of the

number to be rounded. If it is 1, 2, 3, 4 retain the digit and replace other digits that follow with zeros. If it is 5, 6, 7, 8, or 9, add one to the digit to be rounded and with zeros after it.

5. Application:Round off the following numbers to the indicated place value.

1. 865 to the nearest hundred2. 597 644 to the nearest ten thousand3. 50 138 to the nearest thousand4. 865 207 to the nearest hundred thousand5. 71 575 to the nearest ten thousand

IV. Evaluation: Round each number to the nearest

Ten Hundred Thousand1. 2 3682. 5 0593. 18 6564. 6 5425. 57 558

V. Assignment List 5 greatest numbers that can be rounded off to the nearest

1. Hundreds2. Thousands3. Ten thousands4. Hundred thousands

MATHEMATICS V

Date: ___________

I. Objectives: Review the process of adding and solving large numbers with and without regrouping

II. Learning Content:

Review the process of adding and solving large numbers with and without regrouping.

References: BEC PELC I A 4.aEnfolding Mathematics V

Materials: cards, chart, cartolina, strip of paper


1. Drill: Ask the pupils to give the sum and difference of the numbers found on each slice of the pie

2. Review: Review on the properties of addition. Identify the property of addition and fill in each blank.

56 + 34 = ____ + 56 = ____569 + 0 = ____(5 + 9) + 6 = 5 + (___ + 6 ) + ____(___ + 2) + 16 = (8+2) + 16 = ____(32 + 8) + ___ = 32 + ( 8 + 9 ) = ___


Have you been to a poultry farm? What did you see there? Do you have an idea about the number of eggs that can be gathered in a big poultry farm in a week?

2. Presentation:Strategy : Problem Opener

Miss Nim's poultry farm produced 46 578 eggs in 200 and 51 254 eggs in 2001. How many thousand eggs were produces in two years? How many more eggs were produced in 2001 than in 2000? 1. What is asked? 2. What are the given facts? 3. What operation will be used to answer the first question? 4. Write the equation for the problem 46576 + 51 254 = __ 5. Let the pupils identify the parts of the equation.

3. Practice ExercisesDo the indicated operation1. 638 431 + 972 302 + 439 166 = 2. 451 384 + 618 175 + 806429 =

4. Generalization: How do we add large numbers with regrouping? Without regrouping?

5. Application:Do the indicated operation1. 638 431 + 972 302 + 439 1662. 451 384 + 618 175 + 806 429

IV. Evaluation:Solve the following correctly1. From 189 860 add 56 7802. Find the sum between 864 466 508 and 792 648 8503. Find the sum between 162 488 462 and 87 498 6244. Put together 874 321 987 from 922 498 674 5. Add 146 935 975 and 371 297 465

V. Assignment:Complete the chart. Write the sum and difference of the numbers indicated.

Numbers Sum Difference1. 984 207 542

263 481 5632. 725 983 654

336 343 4593. 5 963 425 321

2 876 976 781

MATHEMATICS V

Date: ___________

I. Objectives: Review the process of subtracting and solving large numbers with and without regrouping

II. Learning Content:

Review the process of adding and solving large numbers with and without regrouping.


Materials: cards, chart, cartolina, strip of paper

III. Learning Experiences:B. Preparatory Activities:

1. Drill: Ask the pupils to give the sum and difference of the numbers found on each slice of the pie

2. Review: Review on the properties of addition. Identify the property of addition and fill in each blank.

56 + 34 = ____ + 56 = ____569 + 0 = ____(5 + 9) + 6 = 5 + (___ + 6 ) + ____(___ + 2) + 16 = (8+2) + 16 = ____(32 + 8) + ___ = 32 + ( 8 + 9 ) = ___


Have you been to a poultry farm? What did you see there? Do you have an idea about the number of eggs that can be gathered in a big poultry farm in a week?

2. Presentation:Strategy: Problem Opener

Miss Nim's poultry farm produced 46 578 eggs in 200 and 51 254 eggs in 2001. How many more eggs were produced in 2001 than in 2000?

1. What is asked? 2. What are the given facts?3. What operation will be used to answer the first question?4. Write the equation for the problem 46576 - 51 254 = __5. Let the pupils identify the parts of the equation.

3. Practice ExercisesDo the indicated operation

1. 638 431 + 972 302 + 439 166 = 2. 451 384 + 618 175 + 806429

4. Generalization: How do we subtract large numbers with regrouping? Without regrouping?

5. Application:Do the indicated operation

1. 906 382 – 529 4952. 703 800 – 476 2473. 870 006 – 618 718

IV. Evaluation:Solve the following correctly1. From 189 860 take 56 7802. Find the difference between 864 466 508 and 792 648 8503. Find the difference between 162 488 462 and 87 498 6244. Take 874 321 987 from 922 498 6745. Subtract 146 935 975 from 371 297 465

V. Assignment:Complete the chart. Write the sum and difference of the numbers indicated.

Numbers Sum Difference4. 984 207 542

263 481 5635. 725 983 654

336 343 4596. 5 963 425 321

2 876 976 781


I. Objectives: Review the process of multiplying whole numbers

II. Learning ContentReviewing the process of multiplying whole numbers




1. Drill: Basic facts in multiplication through flashcardsa. 5 x 6 = ______ b. 10 x 6 = _____ c. 8 x 4 = _____ d. 9 x 3 = ____

2. Mental Computation: Perform mentally the following: 12 14 12 10

x 12 x 10 x 11 x 13


Sing the song (tune: Are you sleeping)Mathematics! Mathematics!How it thrills, How it thrillsAddition, SubtractionMultiplication, DivisionMental ! Math! Mental ! Math!(Repeat)

2. PresentationPresentation of lesson through the use of word problem

Each of the 45 Servers of Excellent Garments can make 1 325 pairs of socks in a week. How many pairs can they make?1. What is ask in the problem2. What are given?3. What operation will be used4. What is the mathematical sentence for the problem

3. Practice ExercisesSolve and explain the solution

8 364 62 008 9 0009 x 53 x 13 x 23

4. Generalization To multiply whole numbers, multiply each digit of the multiplicand by each digit of the multiplier. Start with the ones digit of the multiplier. Add the partial products to get the final product.

5. Application:Multiply. 5 269 9 009 x 47 x 24

31 695 10 312 x 43 x 35

IV. Evaluation: Find the product of the following. Be sure to solve accurately

40 306 37 715 45 618 x 27 x 53 x 13

V. Assignment: Read each problem. Write the mathematical sentence then solve. Be sure to give the complete answer.1.Mr. Rico sold 2 321 copies of Mathematics books. Mr. Paz sold 12 times as many. How many

mathematical books did Mr. Paz sell?2.How much will 2 575 chairs cost at P 98.00 each?3.A taxi uses consumes up 1 200 liters of gasoline in a month. How many liters were consumed in

12 months.


I. Objectives: Review the Division of whole numbers

II. Learning Content:Reviewing the division of whole numbers

References: BEC PELC I A R4.4Enfolding Mathematics V

Materials: Spinner, blocks, stairs with numbers


1. Drill: Division Factsa. Group the pupilsb. Each pupil by group will answer one division equation. If the answer is correct, the

next pupil in the group will answer the next step. If incorrect, the next pupil will answer the same equation until the equation is correct.

c. The first group to finish get the star2. Drill: Division facts

Strategy: Reach the star

1 696 8896 8

96 872 8

24 8


Sing the song (tune: Are you sleeping)Mathematics! Mathematics!How it thrills, How it thrillsAddition, SubtractionMultiplication, DivisionMental ! Math! Mental ! Math!(Repeat)

2. PresentationThree boys gathered chicos form an orchard. If there were 348 chicos in the basket,

how many chicos should each boy get as his share?a. Ask the following:

1. What are given?2. What are being ask?3. How will you solve the problem?

b. Show by illustration how to divide 348 by 3c. Define and identify dividend, divisor to quotient.

3. Practice ExercisesRead each problem and solvea. Mang Berto gathered 1 350 mangoes from his orchard. Before selling the mangoes, he

placed them equally in 6 kaings. How many mangoes were placed in each kaing?b. A rice dealer brought 1 224 sacks of rice. He hired 8 trucks to carry the rice from the

province to Manila. How many sacks of rice were in each truck?

4. Generalization How will you divide whole numbers?

5. Application:Divide then check. Do not forget to add the remainder if there is any.

1. 23√1 359 3. 64 √7 872

2. 52√7 332 4. 23 √25 576

5. 49√7 532

IV. Evaluation: Find the quotient:

1. 24√13 248 3. 48 √23 9708

2. 24√15 184 4. 23 √10 005

5. 31√44 448

V. Assignment:Read each problem and solve1. The cost of 24 blouses is P 4 296. What is the cost of each blouse?2. Last December, Lolo Carlos set aside P 1 015 which he distributed equally among his 7

grandchildren. How much did each child receive?a. Ask the following:

1. What are the given?2. What are being asked?3. How ill you solve the problem?

b. Show the illustration how to solve the problem.


I. Objectives: Solve 1 step word problem using any of the four fundamental operations

II. Learning Content:Solving 1-step word problem using any of the four fundamental operations.


Materials: charts, flashcards


1. Mental Computation:Drill on the basic addition, subtraction, multiplication and division facts.Mechanics:1. Divide the pupils into the boys and the girls group2. One member from each group will stand at the back of the room.3. As the teacher flashes a card, they answer and the one who gives the correct answers

first advances forward.4. The groups that gets the most points is the winner.

2. Review:Review steps in problem solving


When you visit a place for the first time, what do you do when you go back home?

2. PresentationStrategy: Making an organized listProblem Opener

Nena was to buy 3 different souvenirs. She has P100 to spend. How many different combinations can she choose from?

Boardwalk SouvenirsMug P 15.00

Poster P 25.00T-shirt P 50.00

Key chain P 25.00Handkerchief P 20.00

Prices include tax

a. What are the given data?b. What is asked in the problem?c. What operation are you going to use?d. What are all the possible mathematical sentences?e. Which 3 items cost exactly P 100.00?

3. Practice ExercisesSolve the following exercisesa. In 1997, Mr. Martinez sold 12 496 chicken during the first quarter, 10 724 during the

second quarter, and 23 318 chickens during the third quarter. How many chickens were sold in 3 quarters?

b. Mr. Sison sold 41 000 kilograms of copra in January and another 29 368 kilograms in June. How many more kilograms of copra did he sell January than in June?

4. Generalization What are the steps in solving word problems?

5. Application:Solve the following problem

a. In 1997, Mr. Martinez sold 12 496 chicken during the first quarter, 10 724 during the second quarter, and 23 318 chickens during the third quarter. How many chickens were sold in 3 quarters?

b. Mr. Sison sold 41 000 kilograms of copra in January and another 29 368 kilograms in June. How many more kilograms of copra did he sell in January that in June?

IV. Evaluation: Solve the following problem

1. Omar collected 31 242 eggs. He sold 19 568 eggs to store owners. How many eggs were left unsold?

2. There were 4 grade levels which joined the parade in Luneta. Each grade level had 42 pupils. How many pupils in all joined the parade?

V. AssignmentSolve the following problem1. During the Clean and Green Week celebration, 1 246 boy scouts and 1 038 girl scouts joined

in planting tree seedlings in Antipolo Hills. How many scouters in all joined the tree planting?

2. The Boracay Beach in Aklan had 45 362 quest last year. If 31 625 were Filipinos and the rest were foreigners, how many foreigners went to Boracay last year?

3. Miss Lorenzo distributed 3 264 squares of cloth equally among 16 girls to make a table cover. How many squares of cloth did each girl receive?


I. Objectives: Solve 2-3 step word problems involving any of the four fundamental operations.

II. Learning ContentSolving 2-3 step word problems involving any of the four fundamental operations.




1. Drill on basic: addition facts, subtraction facts, division facts and multiplication facts through the use of flashcards.Mechanics:1. As the arbiter flashes a card, the two contestants answer as fast as they could2. The pupil, who gives the correct answer first, gets the point for his group.3. The relay continues till at least 10 of the exercises operations are done.

2. Review:What are the steps in problem solving?


During weekends, what do you do to help your parents earn extra money? Guide the pupils to see the value of helpfulness.

2. PresentationStrategy: Problem Opener (Simplifying the Problem)

Mang Ruben harvested a total of 11 380 kilograms of palay. He sold it to five different rice dealers. If each dealer received equal amounts, how many kilograms did each one get? If one kilogram costs P 25, how much did he get?a. What is asked in the problem?b. What are the given facts?c. What process are involved?d. What is the mathematical sentence? (11 380 ÷ 5 ) x P 25 = N )e. Solve the Problemf. What is the answer

3. Practice Exercises

Solve the following exercisesa. There were 407 boys and 438 girls of Rafael Palma Elementary School who joined the

Alay Lakad. If 65 pupils rode in a bus, in giving to the assembly area, how many buses were hired?

b. An egg vendor bought 600 eggs from the Soler Farm. She paid P 28 per dozen. How much did she pay for all the eggs?

4. GeneralizationWhat steps should you follow when solving problems?What is the most important thing to consider in problem solving?

5. Application:Read and Solve1. An airplane covered the following distances in 3 trips: 1 200 miles, 1 072 mile

and 1 580 miles. The average speed of the plane was 550 miles per hour. What was the average distance covered in 3 trips?

2. An egg vendor bought 600 eggs from the Soler Farm. She paid Php 28.00 per dozen. How much did she pay for all the eggs?

IV. Evaluation: Read and Solve

1. An airplane covered the following distances in 3 trips: 1 300 miles, 972 miles and 1 580 miles. The average speed of the plane was 550 miles per hour. What was the average distance covered in the tree trips?

2. Mr. and Mrs. Lagman bought a house and lot of Villa Calamba worth P 300 000.00. They made an initial payment of P 60 000.00. How much was the yearly amortization if they agreed to pay for 15 years?

V. AssignmentSolve the following problem1. The PTA donated P 39 510 to the school to buy 15 typewriters. If each typewriter cost P 3

000.00 how much was the school’s share?2. In the children’s store, 285 thin notebooks and 325 thick notebooks were sold and the rest

were arranged in 15 shelves. How many notebooks were in each shelf?3. The Grade V pupils went on a field trip to Tagaytay. They hired as bus for P 2 445 and a

minibus for P 1 235. The school gave P 1120 and the rest was shared equally by the 32 pupils. How much did each pupil pay?


I. Objectives: Differentiate odd from even numbers

II. Learning ContentSkills: Differentiate odd from even numbersReferences: BEC PELC I A 5.1.1

Enfolding Mathematics VMaterials: concrete objects, number cards


1. Drill : Drill on discussing patternsWrite the missing numbers1. 20, 22, 26, 32, ___, ___, ___, 762. 4321, 1432, 2143, ____3. 68, 67, 64, 59, ___32

2. Review:Read then do what is told.1. Skip counting by 3 from 6 to 302. Skip counting by 5 between 10 to 403. Skip counting by 4


Do you play games? What is the importance of games? How would you show sportsmanship?

2. PresentationStrategy: Use a game “The boat is sinking”Mechanicsa. The teacher asks the pupils to stand occupying the wide space of the room. (number of

pupils 36)b. If the teacher gives the signal “Group yourselves into 2, the pupils will group

themselves into 2.c. Teacher asks if everybody has a partner. The answer will recorded on the board.d. The teacher repeats the signal giving another number, example into 3 and so on.e. The results will be recorded on the boardf. Analysis and discussion will be done based on the results written on the board. The

teacher must see to it that it is clear to the pupils that even numbers are divisible by 2 while odd number is a number with remainder 1 when it is divided by 2.

3. Practice ExercisesWrite odd or even on the blank before each number.

______ 1. 3 104 ______3. 4 100 ______ 5. 5 778______ 2. 263 ______ 4. 377

4. GeneralizationHow do you differentiate an odd number from an even number? Numbers divisible by 2 are even numbers. Even numbers end in 0, 2, 4, 6 and 8

Numbers when divided by 2 and have a remainder of 1 are odd numbers. Odd numbers end in 1, 3, 5, 7, and 9

5. Application:Write odd or even on the blank before each number.1. 3 1042. 2633. 5 7784. 1 3455. 377

IV. Evaluation:Encircle the correct answer. If y is an odd number and x is an even number then:1. y + y = odd, even2. x – x = odd, even3. y + x = odd, even4. y ÷ x = odd, even5. x x y = odd, even

V. AssignmentAnswer each Question:1. If n is an odd number and p is an even number, then p + p + n = _______.2. What will you get if you add three odd numbers and an even number?3. Give the difference between the two odd numbers right after 20.4. Add the consecutive even and odd numbers after 5.


I. Objectives: Give the common factor of a given number

II. Learning ContentFinding the common factors of given numbers

References: BEC PELC I A 5.1.2Enfolding Mathematics V

Materials: Cards, strips of cartolina


1. Drill: Mental drill on identifying prime and compositeGame: Flag lets raceMechanics:a. Divide the class into four groups. The leader gets the flags containing the words

composite and prime number.b. Ask the first member of each group to stand first to answer then identify the number in

the cartolina strips as prime or composite.c. The teacher flashes the number.d. The pupil who raises the flag first give the answer.e. Continue the game until most of the pupils have participated.f. The team which reaches fist the finish line using the flag lets win the contest

2. Review:Strategy: Dart Games ( pls. see page 27 of the lesson guide)Divide the class into 3 groups.


Strategy: Coins Collection- Divide the class into 2 groups. Group boys and group girls.- Ask them to collect different denominations of Philippine coins from their pockets.- Make a coin collection project after collecting the coins from the members of the group.- Ask the leader of the group to present their coin collection.- The group has the greatest number of coins wins the contest.

2. PresentationStrategy: Listening method/making an organized listUsing a Problem Opener

Sally has two pieces of string, one 20 m long and 10 m long. She cuts the strings of the same size, as large as possible without waste. How long were the strings she made?b. Help the pupil understand the problem by asking some comprehension question. Then

ask what are given? What is asked?c. Guide pupils in planning what to do to solve problem by letting list all the possible cuts

that can be made.d. Through inspection, elicit from the pupils the longest possible cut that can be made for

both strings. (10)e. Analysis and Discussion

What do you think are the possible cuts listed on the table for 20 and 10?

3. Practice ExercisesFind the GCF using continuous division1. 9 2. 12 3. 14 4. 12 5. 18

12 16 21 18 27

4. Generalization What are the methods of finding the GCF of numbers? The methods for finding the GCF of numbers are list down method, prime factorization

method and continuous division.5. Application:

Express each number as a product of its prime factors. Find the GCF.1.18 = 2. 24 = 3. 12 = 27 = 30 = 24 =

GCF = 36 = 18 =GCF = GCF =

IV. Evaluation:Give all the factors of each number then box the GCF1. 4 = ? 2. 12 = ? 3. 38 = ?

8 = ? 30 = ? 46 = ?20 = ?

V. AssignmentSolve each problem:

1. If the GCF of two numbers is 36, what are some of the prime factors of each number?2. The letter N represents a number between 50 and 60. The GCF of N and 16 is 8. Find N.


I. Objectives: Identify prime and composite numbers

II. Learning ContentIdentifying Prime and Composite Numbers

References: BEC PELC I A 5.1.2Enfolding Mathematics V

Materials: Coins


1. Drill : Mental drill on identifying prime and compositeGame: Coin CollectionMechanics:

1. Divide the class into 2 groups. Group of boys and group of girls.2. Ask them to collect different denominations of Philippine coins from their packets.3. Make a coin collection project after collecting the coins from the members of the

group.4. Ask the leader of the group to present their coin collection.5. The group that has the greatest number of coins wins the contest.

2. Review:Give the factors of the following numbers.

36 72 64 18 24 12B. Developmental Activities:

1. Motivation:Teacher shows pebble and leads the class to answer the following: What s this? Where

do we usually find many of this? Does it have any use? Where do we use it?

2. PresentationGetting GCF through Factorization MethodUsing the given numbers 16 and 20 teacher guides the pupils to gets the GCF using the factorization method.Game: PuzzleMechanicsa. Get 12 pupils from the classb. Give each pupil a letter to form the word puzzlec. When the teacher says start, the 12 pupils start to work together to form the puzzle.d. What word is formed from the puzzle (prime factor)Question:

What is the GCF of 20 and 16?How did you get the GCF of 20 and 16 through factorization?

3. Practice ExercisesList the factors of each number. Then encircle the number if it is prime.1. 36 2. 18 3. 20

4. 45 5. 12 6. 26

4. Generalization What are prime numbers? Give examples. What are composite numbers? Give examples.

5. Application:List the factors of each number. Then encircle the number if it is prime and box the

composite.1. 28 2. 13 3. 21 4. 16 5. 31

IV. Evaluation:Write P if the number is composite and C if it Is composite.

1. 18 = 2. 12 = 3. 24 = 4. 27 = 5. 24 = 6. 30 =

V. Assignment:1. Name the prime numbers between 1 – 100. 2. Name the composite numbers between 50-100.

MATHEMATICS V

Date: ___________

I. Objective: Identify prime and composite numbers

II. Learning Content:Identifying prime and composite numbers

References: BEC-PELC I A 5.1.3 Enfolding Mathematics V

Materials: flashcards, word problem written on manila paper

III. Learning Activities:A. Preparatory Activities:

1. Drill: Drill on odd and even numbersa. 89 b. 24 c. 98 d. 11

2. Review: What are the methods of finding the GCF of numbers?


Teacher shows a pebble and leads the class to answer the following: What is this? Where do we usually find many of this? Does it have any use?

2. Presentation: Strategy Using Objects

1. Pupils will be grouped. Each group will be given pebbles which they will arrange into different arrangements.23 39 29How many arrangements were made for each number?

Number of Pebbles Possible arrangements No. of possible Arrangements

233929

3. Practice ExercisesList the factors of each number. Then encircle the number if it is prime.

Example: 6 1, 2, 3, 63 1, 3

1. 48 _______ 3. 53 _______ 5. 79 _______2. 36 _______ 4. 64 _______

4. GeneralizationWhat are the prime numbers?

5. Application:List the factors of each number. Then encircle the number if it is prime.

Example: 6 1, 2, 3, 63 1, 3

1. 72 _______ 3. 71 _______ 5. 91 _______2. 48 _______ 4. 37 _______

IV. Evaluation:Write P if the number is prime and C if it is composite

_____ 1. 28 _____ 3. 21 _____ 5. 31_____ 2. 13 _____ 4. 16

V. Assignment:Answers the questions

1. Name the prime numbers between 1 and 50.2. Name the prime numbers between 50 and 1003. Name two composite numbers that are prime.

MATHEMATICS V

Date: ___________

I. Objective: Find the prime factors of a number

II. Learning Content:Finding the prime factors of a number

References: BEC-PELC I A 1.4 Enfolding Mathematics V

Materials: Chart, flashcards


1. Drill: Mental ComputationGive the factors of the following numbers

1. 48 2. 24 3. 28 4. 32 5. 162. Review: “Relay”

Tell whether the following numerals are prime or composite – use flashcards1. 17 2. 3 3. 5 4. 21 5. 19


Give the number combinations when multiplied will give the product of 18.

2. PresentationStrategy 1: Making an organized listGroup Activity:1. Use the prime numbers listed on the board (2, 3, 5, 7) as factors2. Name 2, 3 or 4 of the primes, multiply them and record the numbers sentence. 3. Try to find all possible products for the four numbers4. Chart all findings in a table.

These are some of the expected outputs:2 x 3 = 6 2 x 3 x 5 = 30 3 x 5 = 15 2 x 7 = 14

3. Practice ExercisesFind the prime factors of these numbers using any method.1. 78 2. 80 3. 48 4. 28 5. 34

4. GeneralizationHow do we find the prime factors of a number?

5. Application:Find the prime factors of these numbers using any method.1. 30 2. 28 3. 24 4. 16 5. 42

IV. Evaluation:Give the prime factors of the following numbers in exponential form.

1. 60 2. 48 3. 160 4. 95 5. 180

V. Assignment:Write the prime factors of the following.

1. 84 2. 60 3. 90 4. 70 5. 88

MATHEMATICS V

Date: ___________

I. Objective: Show multiplies of a given number by 10, 100

II. Learning Content:Showing multiplies of a given number by 10, 100




1. Drill: Finding prime and composite numbers1. 60 2. 48 3. 160 4. 95 5. 180

2. Review:Finding on the common factors and GCF of given numbers

1. 9 2. 12 3. 18 4. 14 5. 1212 16 27 21 18


Present a number tree.What is the use of this tree? Do you still remember this tree?

2. PresentationStrategy – Using Prime Factorization

What is the least common multiple (LCM) of 6 and 8? Of 60 and 80?60: 2 x 2 x 5 x 380: 2 x 2 x 5 x 2 x 2LCM 240

- What kind of numbers are 6 and 8?- 60 and 80 are multiples of what number?- How do we get 24?- What is the LCM OF 60 and 80?

3. Practice ExercisesDetermine the LCM of these numbers.1. 35, 63 2. 48, 72 3. 50, 60 4. 30, 40 5. 100, 200

4. GeneralizationWhat are the multiples? What is the least common multiple?

5. Application:Find the LCM of each pair of numbers.1. 4: 2. 6: 3. 6:

9: 15: 12: LCM LCM LCM

IV. Evaluation:The prime factorization of each number is given. Give the LCM of each pair of numbers.1. 6: 2 x 3 2. 9: 3 x 3 3. 8: 2 x 2 x 2

9: 3 x 3 15: 3 x 5 12: 2 x 2 x 3 LCM LCM LCM

V. Assignment:Express each number as a product of prime factors. Then find the LCM

Example: 18: 2 x 3 x 3 27: 3 x 3 x 3

1. 18 = 2. 36 = 3. 54 = 4. 12 = 5. 30 =

MATHEMATICS V

Date: ___________

I. Objective: Find the least common multiple of a set of numbers

II. Learning Content:Finding the least common multiple of a set of numbers


Materials: flashcards, paper, rulerIII. Learning Activities:

A. Preparatory Activities:1. Drill: Give the next 3 numbers in the sequence.

1. 0, 3, 6, 9 2. 0, 5, 10, 15 3. 0, 7, 14, 21

2. Review: Finding the GCF of given numbers using the prime factorization:a. 24 and 36 b. 15 and 40 c. 12 and 24


Recall the concept of multiples through skip counting. Do you know how to skip count by 6? 8? 7? 9?

2. PresentationStrategy 1: Drawing tables/Making an organized list.1. Divide the class into groups. Each group will be given dot papers for the activity.2. Activity cards will be distributed among the groups as shown below:

Manipulative Activity1. Choose a number from 3-7.2. Show multiples of the number on dot paper by circling rows of dots. Example: if 3 is

chosen, circle rows 3, 6, 9, 12 and 15 dots.3. Repeat the activity using different numbers.

3. Practice ExercisesGive the least common multiple (LCM)1. 6 and 8 2. 3 and 6 3. 10 and 4

4. GeneralizationWhat is the least common multiple (LCM) of a set of numbers?

5. Application:Find the prime factors of these numbers using any method.1 30 2. 28 3. 24 4. 16 5. 42

IV. Evaluation:Give the least common multiple for each pair of numbers:

1. 6 and 15 2. 12 and 24 3. 12 and 18 4. 15 and 6 5. 10 and 15

V. Assignment:Find the LCM of these set of numbers.

1. 8, 12, 30 4. 4, 10, 82. 12, 20, 45 5. 9, 12, 183. 18, 27, 35

MATHEMATICS V

Date: ___________

I. Objective: State divisibility rules for 2, 5 and 10

II. Learning Content:State divisibility rules for 2, 5 and 10


Materials: set of cards with number 0 to 9, flashcards


1. Drill: Mental Math Drills on Easy Division using flashcards.Example: 126 ÷ 3 = n 522 ÷ 6 = n 255 ÷ 5 = n

2. Review: On multiples of a number. Give the 1st multiples of:

1. 4 2. 3 3. 5 4. 6 5. 8


Play “The boat is sinking”

2. PresentationTeacher classifies numbers of students according to which are divisible by 2, 5 or 10.

teacher summarizes the numbers by writing these on a separate table.Ask students to observe carefully the numbers divisible by 2. Ask what they notice.

Continue to elicit observations until the rule for divisibility by 2 is mentioned.Do the same divisibility by 5 and 10.Provide big numbers written on flashcards and have students categorize these as divisible

by 2, 5 or 10.

3. Practice ExercisesWrite on the blank before each item whether the given number is divisible by 2, 5 or 10.____ 1. 16 ____ 3. 30 ____ 5. 650____ 2. 125 ____ 4. 344

4. GeneralizationRecall all the divisibility rules.For 2: All numbers ending in 0, 2, 4, 6, 8 are divisible by 2.For 5: All numbers ending in 0 or 5For 10: All numbers ending in 0

5. Application:Write on the blank before each item whether the given is divisible by 2, 5 or 10._____1. 16 _____2. 125_____3. 30 _____4. 444_____5. 650

IV. Evaluation:Encircle the numbers which are divisible by the given number before each item.

_____ 1. 17, 16, 20, 15 _____ 3. 52, 15, 60, 156 _____ 5. 35, 54, 105, 153_____ 2. 40, 14, 25, 300 _____ 4. 38, 45, 70, 85

V. Assignment:Put a check on the blank if the first number is divisible by the second.

864, 2 ____ 606, 10 ___ 108, 2 ____ 405, 5 ____ 700, 10 ____

MATHEMATICS V

Date: ___________

I. Objective: State the divisibility rules for 3, 6 and 9

II. Learning Content:State divisibility rules for 3, 6 and 9.

References: BEC-PELC I A 1.7Enfolding Mathematics V

Materials: flashcards, pocket chart


1. Drill: (Mental Computation)Easy Division:1. 366 ÷ 6 = n 3. 387 ÷ 7 = n 2. 148 ÷ 2 = n 4. 488 ÷ 4 = n

2. Review: Review of previous lesson: Divisibility of 2, 5 and 10.Place the check cards under the correct column by which the

numbers are divisible.2 5 10

30004124775726


Who among you are members of the student council? As a member what do you usually do to help your co-students in school?

2. PresentationStrategy: Use a problem Opener.

The school helpers are setting up the auditorium for the students’ council meeting. There are a total of 197 mono-block chairs which they have to set up in either rows of 3, 6 or 9 which are set ups.1. Ask the student: What are given? What is being asked? How may we solve the problem?2. Ask the student: If you were one of those who have to set up the auditorium, What

would you do?3. Have students solve the problem by actual division.4. Tell the students that using the divisibility rules will help in identifying if a number is

divisible by another number without actual division.

3. Practice ExercisesPut a check under the correct column applying the rules for divisibility.

3 6 912031586404176

4. GeneralizationWhat are the rules of divisibility?

5. Application:Put a check on the blank if the first number is divisible by the second number.261,6_____ 6453,9_____345,3_____ 459,3_____114,6_____

IV. Evaluation:Which of the following numbers are divisible by 3, 6 or 9. write 3, 6 or 9 or which ever of the

three in the blank.______ 1. 630 ______ 4. 4110 ______ 2. 363 ______ 5. 846______ 3. 423

V. Assignment:Encircle the numbers which are divisible by the given number before each item.

______ 1. 54, 261, 346, 84______ 2. 657, 299, 846, 627______ 3. 342, 296, 357, 477______ 4. 843, 799, 312, 579______ 5. 117, 378, 1953, 216

MATHEMATICS V

Date: ___________

I. Objective: State divisibility rules for 2, 3, 4, 5, 6, 9 and 10

II. Learning Content:State divisibility rules for 2, 3, 4, 5, 6, 9 and 10


Materials: kraft paper with chart of SW


1. Drill: On easy division (mental computation-mc)1. 488 ÷ 8 = 2. 279 ÷ 3 = 3. 168 ÷ 4 =

2. Review: Divisibility Rules- Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate

the rule.


Play “Sa Pula, Sa Puti”Teacher will give statement regarding application of the divisibility rules. Students are given

10- 15 seconds to determine if the statement is true or false. They are to stand in line, either in the “Pula” or “Puti” half of the room.

Example: 51 is divisible by 3.

2. Presentationa. Give examples of numbers divisible by 4. Use numbers that students can readily

determine as divisible by 4 and some numbers that are bid and therefore would require the use of the divisibility rule rather than actual division.

b. State the divisibility rule of 4.c. Give examplesd. Have the students complete the chart.

2 3 4 5 6 7 8 9 1015044601816


Put a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.

2 3 4 5

120405

272504

4. GeneralizationFor 2: All numbers ending in 0, 2, 4, 6, or 8 are divisible by 2. these numbers are called even

numbers.For 3: All numbers ending in the number is divisible by 3.For 4: Last two digits of the number form a number divisible by 4 or the last two digits are

zeros.For 5: All numbers ending in 0 or 5.For 6: The number is divisible by both 2 and 3For 9: Sum of digits of the number is divisible by 9.For 10: All numbers ending in 0.

5. Application:Put a check under each column to tell whether each given number is divisible by 6, 9 or 10

6 9 10

120315831686404176

IV. Evaluation:Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10.

_____ 1. 423 _____ 4. 2105_____ 2. 5746 _____ 5. 354_____ 3. 3000

V. Assignment:Put a check mark on the blank if the first number is divisible by the second number.

483, 6 ______ 624, 4 ______ 1368, 9 ______821, 2 ______ 252, 5 ______726, 4 ______

MATHEMATICS V

Date: ___________

I. Objective: State divisibility rules for 2, 3, 4, 5, 6, 9 and 10

II. Learning Content:State divisibility rules for 2, 3, 4, 5, 6, 9 and 10


Materials: kraft paper with chart of SW


1. Drill: On easy division (mental computation-mc)1. 488 ÷ 8 = 2. 279 ÷ 3 = 3. 168 ÷ 4 =

2. Review: Divisibility Rules- Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate

the rule.


Play “Sa Pula, Sa Puti”Teacher will give statement regarding application of the divisibility rules. Students are given

10- 15 seconds to determine if the statement is true or false. They are to stand in line, either in the “Pula” or “Puti” half of the room.

Example: 51 is divisible by 3

2. Presentationa. Give examples of numbers divisible by 4. Use numbers that students can readily

determine as divisible by 4 and some numbers that are bid and therefore would require the use of the divisibility rule rather than actual division.

b. State the divisibility rule of 4.c. Give examplesd. Have the students complete the chart.

2 3 4 5 6 7 8 9 1015044601816


Put a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.

2 3 4 5

120405

272504

4 GeneralizationFor 2: All numbers ending in 0, 2, 4, 6, or 8 are divisible by 2. these numbers are called even

numbers.For 3: All numbers ending in the number is divisible by 3.For 4: Last two digits of the number form a number divisible by 4 or the last two digits are

zeros.For 5: All numbers ending in 0 or 5.For 6: The number is divisible by both 2 and 3For 9: Sum of digits of the number is divisible by 9.For 10: All numbers ending in 0.

5. Application:Put a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.

6 9 10

320315831686404176

IV. Evaluation:Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10.

_____ 1. 423 _____ 4. 2105_____ 2. 5746 _____ 5. 354_____ 3. 3000

V. Assignment:Put a check mark on the blank if the first number is divisible by the second number.

483, 6 ______ 624, 4 ______ 1368, 9 ______821, 2 ______ 252, 5 ______726, 4 ______

MATHEMATICS V

Date: ___________

I. Objective: State divisibility rules for 2, 3, 4, 5, 9 and 10

II. Learning Content:State divisibility rules for 2, 3, 4, 5, 9 and 10


Materials: set of cards with numbers 0 to 9


1. Drill: basic facts of multiplication6 x 7 9x3 5x5 8x5 7x7 3x7 4x9 6x6

2. Review: Teacher may continue giving analysis questions like in the previous days. Teacher may

also modify questions to those answered by ALWAYS, SOMETIMES, or NEVER.


Play “The boat is sinking”.

2. PresentationPromote higher order thinking skills by playing “Number Scramble”

Strategy 1: a. Teacher provides each team of 4 with cards bearing numbers 0 to 9. students are to use

these cards to form the number being asked for given certain conditions.b. Give an example. Explain that the students may use the cards to identify the number

asked for. Example: Without repeating any digit, from the least 3-digit number divisible by 2.

3 Practice ExercisesSupply the missing number to make the number divisible by the number opposite.

1. 5__1 – 3 3. 273__ - 4 5. 423__ - 32. 139__ - 2 4. 823__ - 6

4. GeneralizationRecall the rules of divisibility by 2, 3, 4, 5, 6, 9 and 10.

5. Application:Put a check mark on the blank if the first number is divisible by the second number.

483, 6 ______ 624, 4 ______1368, 9 ______ 821, 2 ______252, 5 ______ 726, 4 ______

IV. Evaluation:Supply the missing number to make the number divisible by the number opposite.

1. 712__ - 5 3. 262__ - 9 5. 216__ - 82. 463__- 10 4. 385__ - 6

V. Assignment:Put a check under each column where divisibility rules apply.

2 3 4 5 6 9 101. 5322. 45543. 2494. 60205. 828

MATHEMATICS V

Date: ___________

I. Objective: Change dissimilar fractions to similar fractions

II. Learning Content:Change dissimilar fractions to similar fractions

References: BEC-PELC II A 1 Enfolding Mathematics V

Materials: flashcardsIII. Learning Activities:

A. Preparatory Activities:1. Drill: Mental Computation

Drill on finding the LCM of given numbers.Example: 5, 10

2, 34, 6

2. Review:Recall the rules for divisibility rules by 2, 5 and 10.

3. do?


Who among you help their parents at home after school hours?What household chore do you usually

2. PresentationStrategy 1: Using a problem opener.

On Saturdays, Paolo helps his mother at home. He spends 5/6 hour in washing the clothes and 2/3 hours in cleaning the house.1. Help the pupils understand the problem by answering some comprehension questions.

Then ask: What are given? What is asked? You may further ask: What kind of boy is Paolo?

2. Lead them in planning what to do by asking some guiding questions such as. How will you find out which is greater 5-6 hour and 2/3 hours?

3. Let the pupils state the steps in changing / renaming dissimilar fractions to similar fractions.

4. Provide more practice exercises in renaming dissimilar fractions to similar fractions.

3. Practice ExercisesRename these dissimilar fractions to similar fractions

1. 3/10, 4/6 3. 10/12, 3/6 5. 2/3, 4/52. 5/8, ¾ 4. 4/6, 1/8

4. GeneralizationHow do we rename dissimilar fractions to similar fractions?

5. Application:Rename these dissimilar fractions as similar fractions.

1. 3/10, 4/6 3. 10/12, 3/6 5. 2/3, 4/522. 5/80, 3/4 4. 4/6, 1/8

IV. Evaluation:Write as similar fractions.

1. 6/6, 3/9 2. 2/8, 10/12 3. 6/8, 3/10 4. 4/10, 5/12 5. 2/9, 2/4

V. Assignment:Rename these dissimilar fractions as similar fractions.

1. 6/8, 2/12 3. 6/15, 4/5 5. 4/9, 3/122. 3/20, 4/10 4. 2/10, 1/6

MATHEMATICS V

Date: ___________

I. Objective: Identify equal fractions

II. Learning Content:Identifying equal fractions

References: BEC-PELC II A 1.2 & 1.2.1 Enfolding Mathematics V

Materials: flashcards, flower cut-outs


1. Drill: basic facts in Multiplication.a. 9 x 8 = b. 8 x 5 = c. 6 x 2 = d. 7 x 6 =

2. Review: changing dissimilar fractions to similar fractions.Example: a. ( ½, 1/3 ) b. ( 5/9, 7/8) c. ( 7/10, 5/9 )


Have you eaten pie? What does it look likes? How many slices can you eat?Teacher shows model of pie on the board. Elicit ½ and 2/4.

2. PresentationStrategy 1: Paper foldingMaterials: Sheets of paperMechanics:1. Divide class into 6 groups.2. Each group is given 2 pieces of paper of the same size.3. Request them to fold the first paper into thirds. Color 1/3. Fold the second paper into

sixth. Color 1/6. Fit the second paper to the colored part of the first paper.

4. Ask: What part is the same as 1/3?

What can you say about 1/3 and 2/6?What can you say that 1/3 equals to 2/6?

5. Direct pupils to cross multiply

What can you say about the cross products?

3. Practice ExercisesChoose the set of fraction that are equal.

_____ 1. a. 5/9, 7/8 b. 4/5, 8/10 c. 2/9, 3/8 d. 4/5, 3/8

_____ 2. a. 7/10, 5/9 b. 3/5, 5/7 c. 4/5, 3/7 d. 6/15, 2/5

4. GeneralizationEqual fractions are fractions that name the same part of the whole.

5. Application:Give the equivalent fraction of the following.

1. 2/3 2. 4/5 3. 3/5

IV. Evaluation:On the blank before each number, write YES if the pair of fractions are equal and NO if not.

_____ 1. 1/2, 3/6 _____ 4. 1/3, 1/6_____ 2. 2/5, 3/10 _____ 5. 5/6, 3/4_____ 3. 1/4, 3/12

V. Assignment:Copy then write the missing numerator and denominator to make the statement correct.

MATHEMATICS V

Date: ___________

I. Objective: Use cross product to determine whether 2 fractions are equal

II. Learning Content:Using cross product to determine whether 2 fractions are equal


Materials: flashcards, flower cut-outs


1. Drill on basic facts in Multiplication.a. 7 x 3 = b. 9 x 5 = c. 7 x 6 = d. 8 x 2 =

2. Review on changing dissimilar fractions to similar fractions.Example: a. ( 7/10, 5/9 ) b. ( 5/9, 7/8) c. ( ½, 1/3 )


Do you love to eat cake? What type of cake do you want?

2. PresentationStrategy 1: Paper foldingMaterials: Sheets of paperMechanics:1. Divide class into 6 groups.2. Each group is given 2 pieces of paper of the same size.3. Request them to fold the first paper into thirds. Color 1/3. fold the second paper into

sixth. Color 1/6. Fit the second paper to the colored part of the first paper.

4. Ask: What part is the same as 1/3?

What can you say about 1/3 and 2/6?What can you say that 1/3 equals to 2/6?

5. Direct pupils to cross multiply

What can you say about the cross products?

3. Practice ExercisesChoose the set of fraction that are equal.

_____ 1. a. 7/9, 4/5 b. 2/5, 8/20 c. 5/8, 3/9 d. 4/5, 3/8_____ 2. a. 7/10, 5/9 b. 3/5, 5/7 c. 4/5, 3/7 d. 6/15, 2/5

4. GeneralizationThe cross product method can be used to test if fractions are equal. If the cross products

are equal then the two fractions are equal.

5. Application:Check if the fractions are equal, use the cross product method. Then write the correct symbol in the blanks.5/9 , 7/8 4/5,8/10 2/9,4/18

IV. Evaluation:Check if the fractions are equal, use the cross product method. Then write the correct symbol in

the blanks.

V. Assignment:Write the next 3 consecutive fractions that are equal to the given example.

MATHEMATICS V

Date: ___________

I. Objective: Change dissimilar fractions to lower or higher term.

II. Learning Content:Changing dissimilar fractions to lower or higher term.


Materials: cartolina strips, activity sheets, chart


1. Mental ComputationDrill on basic division factsa. 9 ÷ 3 = b. 8 ÷ 4 = c. 15 ÷ 5 = d. 8 ÷ 2 =

2. Review on finding the GCFFind the GCFa. 9 = ? b. 12 = ? c. 14 = ? d. 18 = ?

12 = ? 16 = ? 21 = ? 27 = ?


Do you love to eat cake? What type of cake do you want?

2. PresentationStrategy 1: diagram 1. Show models of the same size of cake. Shade 4/8 of the cake. Shade 2/4 of the cake.

Shade ½ of the cake.

2. Compare the parts you shaded.3. What fraction in the simplest form will name a part equivalent to 6/9?4. Other fractions will be provided for the pupils to work on.

3. Practice ExercisesReduce the following fractions to simplest form.

1. 16/20 = 3. 8/24 = 5. 6/27 =2. 14/28 = 4. 21/24 =

4. GeneralizationHow did we change a fraction to lowest term? How can we identify fraction in the lowest term?

5. ApplicationReduce the following fractions to lowest form.1. 16/20 2. 14/28 3. 8/24

IV. Evaluation:Box the fraction in the higher term. Transform fractions in the lowest terms.

1. 3/7 2. 3/9 3. 9/10 4. 1/5 5. 6/8

V. Assignment:Encircle the fraction which does not belong to the group. Give your reason.

MATHEMATICS V

Date: ___________

I. Objective: Estimate fractions close to 0, ½ or 1

II. Learning Content:Estimating fractions close to 0, ½ or 1

References: BEC-PELC II A 2Enfolding Mathematics V

Materials: Bingo cards, flashcards, number line, illustration boards.


1. Drill on rounding off whole numbers Strategy 1: BINGO cardMaterials: BINGO cards and flashcardsMechanics:a. Divide the class into 5 groups.b. Distribute BINGO cards, one to each group. Rounded numbers are written on BINGO

cards.c. Teacher posts the diagram of the winning BINGO.d. Teacher starts showing a flashcard, example,

834 (nearest tens)9426 (nearest hundreds)

2. Review on comparing fractions.How did we change a fraction to lowest term?

How can we identify fraction in the lowest term?


List fractions that are less than ½. Factions that is greater than ½.

2. PresentationStrategy 1: use of the number lineMechanics:1. Divide the class into 6 groups.2. Distribute illustrations boards, one to each group.3. Teacher request each group to show the following fractional parts in the number line.

Group 1: ½ to 12/12Group 2: 1/10 to 10/10Group 3: 1/9 to 9/9Group 4: 1/8 to 8/8

4. Tell each group to show ½, ¼, ¾ and 1 in the number line.5. Answer the following questions.

Which fractions are close to 0?Which fractions are close to ½?

3. Practice ExercisesEstimate the following fractions if they are close to 0, ½, or 1. Write the correct estimate

at the blank before the number._____ 1. ¾ _____ 4. 11/13_____ 2. 5/12 _____ 5. 3/17_____ 3. ¾

4. GeneralizationIn estimating fractions, we have to consider both numerators and denominators.

5. ApplicationAnswer the following questions. Choose the letter only.

1. Which fraction is close to 0.a. 7/8 b. 2/10 c. 6/10 d. 11/12

2. Which fraction is close to 1.a. 2/9 b. 4/8 c. 14/15 d. 1/6

3. Which fraction is close to 1/2.a. 8/14 b. 4/8 c. 13/14 d. 1/7

IV. Evaluation:Put a check mark on the appropriate column that best describes the fractions.

Fraction Close to 0 Close to ½ Close to 11. 9/102. 2/123. 1/74. 9/125. 3/10

V. Assignment:1. Draw a number line showing 1/12 to 12/12 on an illustration board.2. List the fractions that are close to 0, 1/2, or 1

MATHEMATICS V

Date: ___________

I. Objective: Add two to four similar fractions

II. Learning Content:Adding two to four similar fractions without or with regrouping

References: BEC-PELC II B 1.1Enfolding Mathematics V

Materials: Fraction cards, regions


1. Mental ComputationDrill on basic division factsa. 9 ÷ 3 = b. 8 ÷ 4 = c. 15 ÷ 5 = d. 8 ÷ 2 =

2. Review: Put a star () before the number if the fraction is in the lowest term. Simplify if it is not.

_____ 1. 9/11 _____ 3. 8/10 _____ 5. 10/15_____ 2. 4/6 _____ 4. 7/8


Have you been seen ribbon? How do we use it?

2. PresentationStrategy: Modeling using a problem opener.

Aida bought 3/5 meter of blue ribbon, 4/5 meter of white ribbon and 2/5 meter of red ribbon. How long are the ribbons put together end to end?1. Ask leading questions as in No. 1 and 2 of strategy 1.2. Direct the pupils to the model shown.

3. Using the model.Let the pupils write the equation:3/5 + 2/5 + 4/5 = 9/5What kind of fraction did you get as an answer?

4. Lead the pupils to the idea that in adding similar fractions, answer must be reduced to lowest term or in simplest form.

5. Provide more exercises in adding 2 or more similar fractions.

3. Practice Exercises Find the sum. Reduce answer to simplest form.1. 13/30 + 5/20 = 3. 2/9 + 1/9 + 4/9 = 5. 5/14 + 2/14 + 7/142. 6/14 + 2/14 = 4. 8/10 + 3/10 =

4. GeneralizationHow do we add 2 or more similar fractions?

5. ApplicationFind the sm. Reduce answers to lowest form.1. 13/20 + 5/20 = 2. 6/14 + 2/14= 3. 2/9 + 1/9 + 4/9 =

IV. Evaluation:Find the sum. Reduce answers to simplest form.

1. 4/8 + 1/8 = 3. 3/8 + 3/8 = 5. 3/10 + 2/10 =2. ¾ + ¾ = 4. 4/9 + 1/9 + 6/9 =

V. Assignment:Find the sum and give the answer in simplest form.

1. 2/5 + 8/5 + 3/5 = 3. 5/12 + 2/12 + 4/12 5. 4/15 + 1/15 + 5/152. 11/12 + 1/12 = 4. 2/7 + 3/7 =