Grade 5 Mathematics Final

5
Mathematics
First Quarter
LEARNING ACTIVITY SHEETS

Republic of the Philippines
Department of Education
COPYRIGHT PAGE
Mathematics Activity Sheet
(Elementary-Grade 5)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However, prior approval
of the government agency or office wherein the work is created shall be necessary for exploitation of such work
for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must
be acknowledged. Derivatives of the work including creating an edited version, an enhancement of
supplementary work are permitted provided all original works are acknowledged and the copyright is attributed.
No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV, DepEd R02
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V, DepEd R02
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
OIC, Schools Division Superintendent : : EDUARDO C. ESCORPISO JR, EdD, CESO IV
OIC, Assistant Schools Division Superintendent : GEORGANN G. CARIASO, CESE
OIC, Chief Education Supervisor: : MARCIAL Y. NOGUERA
Development Team
Writers: OFELIA B. HOMIGOP, HERMINIA C. CABRERA, ACELA C. BARSANA, SHIRLEY FLORA A. GALOLO,
FLORDELIZA B. VILLARTA, JENWARD IBAÑES, CLEMENTINO RATERTA, MARY JOAN F.
PORLARES, AMELIA A. FADRIGA, ELIZABETH H. PAMA, SHIRLY RUIZ, CONCORDIA BASTILLO,
JULIA CAROL C. JOSE, KARL MERVIN A. BALDERAS, ROXANNE D. ADAMI, ROBERT JONATHAN
VERSO, ZENAIDA GLUTILDE V. BARSANA, JUANA V. RASCO, ROXANNE D. ADAMI, ZENAIDA
GLUTILDE V. BARSANA, JENNIFER D. BERONQUE, ANGELIE CHERYL A. GABOTERO, VANESSA A.
HONTOMIN, CHARMAINE CERVILLON, NICOMEDES C. RICO, JONNEL A. SALENGUA
Content &
Language Editor: VIOLETA H. BINALON, ALFREDO C. TABUSO, JOYCE G. BALLON, EVANGELINE C.
AGUDO, MARITES A. AGCAOILI, JOVENCIO G. LORETO , MARITES TALOSIG, MONALIZA
ZAMBALE, NERLISA DOMINGCIL
Illustrator & Layout Artist: WALDEN G. HABANA
Focal Persons: VIOLETA H. BINALON, Division EPS- Mathematics
EVANGELINE D. CASTILLO, Division EPS- LR
ISAGANI R. DURUIN, PhD., Regional EPS- Mathematics
RIZALINO G. CARONAN, Regional EPS- LR
PrintedHygiene
Note: Practice Personal by: Curriculum and
Learning Management Division
protocols at all times
ii Tuguegarao City
DepEd, Carig Sur,
Table of Contents
The learner uses the divisibility rules for 2 ,5 and

10 to find the common factors of numbers
(M5NS-Ib-58.1)..................................................................................................... 1
The learner uses the divisibility rules for 3, 6 and

9 to find the common factors of numbers.
(M5NS-Ib-58.2)..................................................................................................... 4
The learner uses the divisibility rules for 4, 8, 12,

and 11 to find the common factors of
numbers (M5NS-Ib-58.3) ...................................................................................... 8
The learner solves routine and non – routine

problems involving factors, multiples,
and divisibility rules for 2, 3, 4, 5, 6, 8, 9,
10, 11, and 12 (M5NS-Ic-59). ............................................................................. 12
Perform a series of more than two operations on

whole numbers applying Parenthesis,
Multiplication, Division, Addition,
Subtraction (PMDAS) or Grouping,
Multiplication, Division, Addition,
Subtraction (GMDAS) correctly (M5NS-
Ic-62.2)................................................................................................................. 24
The learner finds the common factors, GCF,

common multiples, and LCM of 2-4
numbers using continuous division
(M5NS-Id-68.2-69.2) .......................................................................................... 30
The learners solve real-life problems involving

GCF and LCM of 2-3 given numbers
(M5NS-Ie-70.2) ................................................................................................... 36
Adds and subtracts fractions and mixed fractions

without and with regrouping (M5NS-Ie-
84) ........................................................................................................................ 39
The learner solves routine and non-routine
problems involving addition and/or
subtraction of fractions using appropriate
problem-solving strategies and tools
(M5NS-If-87.2) ................................................................................................... 46
Visualizes multiplication of fractions using

models (M5NS-Ig-89) ......................................................................................... 57
Multiplies a fraction and a whole number and

another fraction (M5NS-Ig-90.1) ........................................................................ 65
Multiplies mentally proper fractions with

denominators up to 10 (M5NS-Ig-91) ................................................................. 70
The learner solves routine and non – routine

problems involving multiplication
without or with addition or subtraction of
fractions and whole numbers using
appropriate problem-solving strategies
and tools (M5-NS-Ih-92.1) .................................................................................. 75
The learner shows that multiplying a fraction by

its reciprocal is equal to 1 (M5-NS-Ih-
94). ....................................................................................................................... 83
Visualizes division of fractions. (M5NS-Ii-95) ............................................................... 86
Divides simple fractions and whole numbers by

a fraction and vice versa (M5NS-Ii-
96.1) ..................................................................................................................... 90
Solves routine and non-routine problems

involving division without or with any of
the other operation of fractions and whole
numbers using appropriate problem-
solving strategies and tools (M5NS-Ij-
97.1) ..................................................................................................................... 97
Note: Practice Personal Hygiene protocols at all times

ii
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________
LEARNING ACTIVITY SHEET

Divisibility Rules for 2, 5, and 10
The learner uses the divisibili ty rules for 2 ,5 and 10 to find the common factors of numbers. (M5NS-Ib-58.1 )
Background Information for Learners

These activity sheets serve as guide for the learners. It facilitates lesson as it focuses on
pupil’s mastery on using the divisibility rules in finding the common factors of number.
Finding common factors of numbers is easier when divisibility rules are mastered.
Knowing the divisibility rules will help you find the factors of a number just by
examining its digits. Below are rules that can help us know whether a given number is divisible
by a certain number without actually performing division.
Divisibility Rules:
• A number is divisible by 2 if the number is an even number, that is, if the last digit is
0, 2, 4, 6, or 8.
Example: Is 376 divisible by 2?
Yes, Because the ones digit which is 6 is divisible by 2. Therefore, 376 is
divisible by 2
• A number ending in 0 or 5 is divisible by 5.
Example: is 780 divisible by 5?
Yes, Because the ones digit of the number is 0. Therefore 780 is divisible by
5.
• A number ending in 0 is divisible by 10.
Example: Is 1340 divisible by 10?
Yes, Because1340 has a 0 in its one digit.
Learning Competency with Code

The learner uses the divisibility rules for 2 ,5 and 10 to find the common factors of
numbers. (M5NS-Ib-58.1)
Activity 1
Directions: Identify mentally if the numbers are divisible by the given number. Write “Yes” if
the number is divisible and “No” if the number is not divisible.
1. Can 388 be divided by 2? __________

2. Can 411 be divided by 5? __________
3. Can 274 be divided by 2? __________
4. Can 600 be divided by 5? __________
5. Can 367 be divided by 2? __________
6. Can 715 be divided by 10? __________
1
7. Can 214 be divided by 5? __________
8. Can 210 be divided by 5? __________
9. Can 100 be divided by 10? __________
10. Can 177 be divided by 5? __________
Activity 2
Directions: Which of the following numbers are exactly divisible by 2, 5, or 10. Fill in the
table as shown.
1) 438 2) 60 3) 315 4) 204 5) 36

6) 685 7) 9780 8) 1795 9) 79 848 10) 78 012
2 5 10
1
2
3
4
5
6
7
8
9
10
Reflection
1. What are your learnings from the activities?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What did you like most from this lesson?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What is the most challenging or least interesting from the activities?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2
References
Camitan, A. A., Butaran, R. B., dela Cruz, M. P., Guadarrama, M. A., Riel, T. A., &
Zotomayor, Ed.D., P.A. (2015). Number Smart 5. Rex Printing Company, Inc.
Coronel, F. M. M., S. C., & Orosco, A. M. (n.d.). Growing Up with Math 5. FNB
Educational, Inc.
Lumbre, A. P., Ursua, A. C., Placer, D. P., & Burgos, J. R. (2016). 21st Century
Mathematics. Vibal Group, Inc.
Villamayor, A. C., Celeridad-Wright, A. D., & de Joya, E. C. (2015). Math for Life 5.
Rex Printing Company, Inc.
Answer key
Activity 1
1. Yes 6. No
2. No 7. No
3. Yes 8. Yes
4. Yes 9. Yes
5. No 10. No
Activity 2
2 5 10
1) 438
2) 60 60 60
3) 315
4) 204
5) 36
6) 685
7) 9780 9780 9780
8) 1795
9) 79 848
10) 78 012
Prepared by:
OFELIA B. HOMIGOP
HERMINIA C. CABRERA
ACELA C. BARSANA
Writers

3
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Divisibility Rules for 3, 6, and 9
The learner uses the divisibili ty rules for 3, 6 and 9 to find the common factors of numbers. (M5NS-Ib-58.2)

These activity sheets serve as guide for the learners. It facilitates lesson as it focuses on
pupil’s mastery on using the divisibility rules finding the common factors of number. Finding
common factors of numbers is easier when divisibility rules are mastered.
Knowing the divisibility rules will help you find the factors of a number just by
examining its digits. Below are rules that can help us know whether a given number is divisible
by a certain number without actually performing division.
Divisibility rules:
• A number is divisible by 3 if the sum of all the digits is divisible by 3.
Example:
Is 153 divisible by 3?
Solution:
1 + 5 + 3 = 9 (add all the digits)
9÷3=3 (divide the sum by 3)
Therefore, 153 is divisible by 3 because the sum of all the digits which
is 9 is divisible by 3. That is, 153 divided by 3 is 51.
• A number is divisible by 6 if it is divisible by both 2 and 3, that is, the number is an
even number and the sum of its digits is divisible by 6.
Example:
Solution:
312 can be divided by 2 as the ones digit, 2, is even.
3 + 1 + 2 = 6 (add all the digits)
Since 312 is divisible by both 2 and 3, then 312 is also divisible by 6
• A number is divisible by 9 if the sum of all the digits is divisible by 9.
Example:
Can 702 be divisible 9?
Solution:
7+0+2=9 (add the digits)
Therefore, 702 is divisible by 9.
The learner uses the divisibility rules for 3, 6 and 9 to find the common factors of numbers
(M5NS-Ib-58.2).
4
Activity 1
Directions: Determine if 3, 6, 9 a factor/s of the given number in the first column. Put a
check under the correct column by applying the rules for divisibility.
3 6 9
1) 120
2) 315
3) 8640
4) 4176
5) 856
6) 4110
7) 423
8) 846
9) 630
10) 6453
Activity 2
Directions: Read and analyse sentence. Write the letter of the correct answer on the space
provided before the number.
_____ 1. Which of the following is divisible by 3?

a) 10 b) 24 c) 67 d) 555
a) 108 b) 150 c) 164 d) 676
a) 61 b) 154 c) 234 d) 451
_____ 4. 3 is a factor of ____.
a) 282 b) 187 c) 385 d) 412
_____ 5. 6 is a factor of ____.
a) 94 b) 106 c) 205 d) 174
_____ 6. The number that is divisible by 2, 3, and 5 is _____.
a) 40 b) 60 c) 50 d) 70
_____7. 456 is divisible by _______
a) 3 b) 5 c) 9 d) 10
_____ 8. The number that is divisible by 6 is ______.
a) 97 b) 70 c) 124 d) 324
_____9. The number that is divisible by 2, 5, and 10 is ____.
a) 157 b) 800 c) 225 d)358
_____ 10. 9 is a factor of ____.
a) 379 b) 400 c) 729 d) 659

5
Activity 3
Directions: Encircle the number(s) which is/are exactly divisible by the given number before
each item.
3 1) 54 261 346 84
9 2) 657 299 846 627
6 3) 342 296 357 477
3 4) 843 799 312 579
6 5) 117 378 1953 216
3 6) 84 346 57 264
9 7) 299 627 657 846
3 8) 312 799 843 576
6 9) 378 216 1953 117
9 10) 477 357 296 346
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Educational, Inc.

6
Answer Key
Activity 1:
3 6 9
1) 120 ✓ ✓
2) 315 ✓ ✓
3) 8640 ✓ ✓ ✓
4) 4176 ✓ ✓ ✓
5) 855 ✓
6) 4110 ✓ ✓
7) 423 ✓ ✓ ✓
8) 846 ✓ ✓ ✓
9) 630 ✓ ✓
10) 6453 ✓ ✓
Activity 2:
1. b 6. b
2. a 7. a
3. c 8. d
4. a 9. b
5. d 10. c
Activity 3
3 1) 54 261 346 84
9 2) 657 299 846 627
6 3) 342 296 357 477
3 4) 843 799 312 579
6 5) 117 378 1953 216
3 6) 84 346 57 264
9 7) 299 627 657 846
3 8) 312 799 843 576
6 9) 378 216 1953 117
9 10) 477 357 296 346
Prepared by:
OFELIA B. HOMIGOP
HERMINIA C. CABRERA
ACELA C. BARSANA
Writers

7
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Finding the Common Factors of Numbers Using Divisibility Rules for 4, 8,
12, and 11
The learner uses the divisibili ty rules for 4, 8, 12, and 11 to find the common factorsof numbers (M5NS-Ib-58.3)

These activity sheets serve as guide for the learners. It facilitates lesson comprehension
as it focuses on pupil’s mastery on using the divisibility rules in dividing numbers. Dividing
numbers is easier when divisibility rules are mastered and applied well as in solving problems.
Divisibility rules of whole numbers are very useful because they help us to quickly
determine if a number can be divided by 4, 8, 12, and 11 without doing long division. It means
that you are able to divide a number evenly.
Divisibility Rules:
• A number is divisible by 4 if the number formed by the last two digits in a number is
divisible by 4, the original/ or given number is divisible by 4. Also, a number ending
with two zeros is always divisible by 4.
Example:
Solution:
36 ÷ 4 = 9 (divide the last two digits by 4)
Therefore, 536 is divisible by 4. That is 536 divided by 4 is 134.
• A number is divisible by 8 if the number formed by the last 3 digits is divisible by 8.
Also, a number ending in three zeroes is divisible by 8.
Example:
Solution:
The last three digits of 2944 are 944.
944 ÷ 8 = 118
Therefore, 2944 is divisible by 8. That is 2944 divided by 8 is 368.
• A number is divisible by 11 if the sum of the digits in the odd places and the sum of
the digits in the even places are equal or their difference is a multiple of 11.
Example:
Solution:
The alternate digits of 4510 are 4 and 3, whose sum is (4 + 1) = 5
The remaining digit is 5 and 0, whose sum is (5 + 0) = 0.
The difference of these two is 5 – 5 = 0, which is divisible by 11.
So, the original number 4510 is divisible by 11. That is, 4510 ÷11 = 410.
8
• A number is divisible by 12 if it is divisible by both 3 and 4.
Example:
Is 54, 732 divisible by 12?
Solution:
5 + 4 + 7 + 3 + 2 = 21 32 ÷ 4 = 8
21 ÷ 3 = 7 54,732 is divisible by 4
54,732 is divisible by 3.
Therefore, 54732 is divisible by 12.

The learner uses the divisibility rules for 4, 8, 12, and 11 to find the common factors of
numbers. (M5NS-Ib-58.3)
Activity 1
Directions: Circle the number if it is divisible by the given number. Box it if it is not
divisible. Number 1 is done for you.
1. 144 4 8 11 12
2. 996 4 8 11 12
3. 2024 4 8 11 12
4. 72 4 8 11 12
5. 1068 4 8 11 12
6. 472 4 8 11 12
7. 316 4 8 11 12
8. 220 4 8 11 12
9. 319 4 8 11 12
10. 314 4 8 11 12
11. 3036 4 8 11 12
Activity 2. A.
Directions: Supply the missing digit to make the number divisible by the number opposite it.
Write the digit on the space provided for.
1) 2 73___ →4 6) 7 56___ → 12
2) 2 16___ →8 7) 392___ →8
3) 14___ → 11 8) 56___ → 11
4) 1 93___ →4 9) 37___ → 12
5) 6 00___ →8 10) 91 79___ → 11
Activity 2. B.
Directions: List all the factors for each number. Write your answer on the space provided.
1. 16, ____, _____, ______, ______. ______
2. 28, ____, _____, ______, ______, ______, _______
3. 42, ____, _____, ______, ______, _____, _____, ______, ______
4. 55, ____, _____, ______
5. 72, ____, _____, ______, _____, ____, _____, ______, _____, _____, _____,
____, _____
9
Activity 3
Directions: Put check under each column where divisibility rules apply.
2 3 4 5 6 8 9 10 11 12
1. 532
2. 4554
3. 249
4. 6020
5. 828
6. 6336
7. 7225
8. 424
9. 3417
10. 2964
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Educational, Inc.

10
Answer Key
Activity 1
1. 996 4 8 11 12
2. 2024 4 8 11 12
3. 72 4 8 11 12
4. 1068 4 8 11 12
5. 472 4 8 11 12
6. 316 4 8 11 12
7. 220 4 8 11 12
8. 319 4 8 11 12
9. 314 4 8 11 12
10. 3036 4 8 11 12
Activity 2. A.
1) 2,6 2) 0, 8 3) 3 4) 2, 6 5) 0
6) 0 7) 0, 8 8) 1 9) 2 10) 5
Activity 2. B.
1) 16, _1__, __2__, __4___, ___8__, __16__
2) 28, __1_, __2__, ___4__, ___7__, _14___, __28___
3) 42, _1__, __2__, ___3__, ___6__, __7__, _14__, __21__, __42__
4) 55, _1__, __5__, _11___
5) 72, _1__, __2__, ___3__, __4__, __6__, __8__, ___9__, __12_, _18__, _24__,
__36_, __72__
Activity 3
2 3 4 5 6 8 9 10 11 12
1. 532 ✓ ✓
2. 4554 ✓ ✓ ✓ ✓ ✓ ✓
3. 249 ✓
4. 6020 ✓ ✓ ✓ ✓
5. 828 ✓ ✓ ✓ ✓ ✓ ✓
6. 6336 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
7. 7225 ✓
8. 424 ✓ ✓ ✓
9. 3417 ✓
10. 2964 ✓ ✓ ✓ ✓ ✓
Prepared by:
SHIRLEY FLORA A. GALOLO

FLORDELIZA B. VILLARTA
JENWARD M. IBAÑES
Writers
11
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Solving Routine and Non - Routine Problems Involving Factors, Multiples
and Divisibility Rules for 2, 3, 4, 5, 6, 8, 9, 10 and 12
The learner solves routine and non – routine problems involving factors, multiples, and divisibili ty rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12 (M5NS-Ic-59).
Background information
These activity sheet serve as guide for the learners. It facilitates lesson comprehension
as it focuses on solving routine and non – routine problems involving factors, multiples and
divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11 and 12. You can apply what you have learned
from the previous lesson in answering the following activity.
By looking at the digits of a large number or by doing simple calculations you can easily
tell whether a number is a factor or multiple of another number.
Factors and multiples of a number are different things. But they both involve
multiplication. Factors are what we can multiply to get the number. Multiples are what we get
after multiplying the number by an integer (not a fraction).
Examples of Factors
1. Factors of 15 are 3 and 5, because 3 x 5 = 15
Some numbers have more than one factorization (more than one way being factored).
2. Factors of 12 are 1, 2, 3, 4, 6, and 12, because 1 x 12, 2 x 6, or 3 x 4.

For multiples of a number
Examples of Multiples
1. Multiples of 2
- 2, 4, 6, 8, 10, 12, 14, 16 and so on.
Example of Routine Problem
Anna planted 800 garlic equally in 20 rows. How many garlic were planted in each row?
1. Understand
What is asked for?
• The number of rows to be planted by Ana.
What are the given facts?
• 800 garlic
• 20 rows
12
What operation should be used?
• Division
2. Plan
What is the number sentence?
800 ÷ 20 = 𝑁
3. Solve
800 ÷ 20 = 40 𝑟𝑜𝑤𝑠
4. Check:
40 × 20 = 800
Example of Non-Routine
Flor has to split 32 pupils in her class into different groups with equal number of pupils
each. Not all pupils can be in one group and each group has to have more than one pupil. In
how many ways can she form these groups?
Solution:
A. Find the factors of 32.
32 = 8 × 4 = 2 × 2 × 2 × 2 × 2
B. Get the numbers (once) on the given factors. Then find the multiples of each number
till you reach 32.
Multiples of 𝟐 = 𝟐, 𝟒, 6, 𝟖, 10, 12, 14, 𝟏𝟔, 18, 20, 22, 24, 26, 28, 30, 32
C. Identify the number that can divide 32 equally.
Members 2 4 8 16
Groups 16 8 4 2
Ways 4 ways
Answer: There are 4 ways to form a group.
The learner solves routine and non – routine problems involving factors, multiples, and
divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, 11, and 12. (M5NS-Ic-59)

13
Activity 1. Let’s Check Your Understanding
Directions: Read, analyse and solve. Write your answer inside the box.
1) There are 35 peanuts in every bowl. How many peanuts are there in 5 bowls?
A. What is asked in the problem? Solution:
B. What are the given facts?
C. What operation to be used? Checking:
D. What is the number sentence?
2) Azalee has 150 beads for making bracelets. If there are 6 beads in 1 bracelet, how many
bracelets can she make?

14
3) The product of numbers is 168. If one factor is 3, what is the other factor?
4) A bakeshop made 5066 doughnuts. After arranging the doughnut into packages, the
bakeshop did not have any doughnut left. How many doughnuts could have gone in
each package?
A
5) A farmer planted 210 tomato seeds equally in 7 big bowls. How many tomato seeds
were planted each row?

15
Activity 2. Try These
Directions: Solve the following problems. Follow the steps in solving word problems.
1) I am a number between 80 and 85. I am divisible by 4, 3, and 7. What number am I?
Asked: Solution:
Given:
Operation to be used: Checking:
Number Sentence:
2) An Ice cream maker mixes different flavors of ice cream. Last month, he produced the
same number of cups each flavor. If he produced 6020 cups of ice cream in all last
month, how many different flavors could he make? Select all the possible number of
flavors.
Asked: Solution:
Given:
Number Sentence:
3) I have a number. This number is divisible by 11. If you get the sum of its digit, the
result is 4. What is the number?
Asked: Solution:
Given:
Number Sentence:

16
4) Six is a factor of 12066 and 49320. Is 6 a factor of 49320 + 12066 and 49320 – 12066?
Asked: Solution:
Given:
Number Sentence:
5) Wensel bought 2 boxes of Buko Pie sliced in 8 pieces each. If he has 8 visitors, how
many slices can his visitors have?
Asked: Solution:
Given:
Number Sentence:
Rubric for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.)
Learners shows no Learner attempted to Learner shows the
attempt to do any of answer the problem. correct answer
Amount of Work
the problem, no answer
given.
Learner shows no Learners shows partial Learners shows through
understanding on understanding on using understanding on using
Understanding using divisibility rules divisibility rules to divisibility rules to
to solve routine and solve routine and non- solve routine and non-
non-routine problem. routine problems. routine problems.

17
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Educational, Inc.
https://www.helpingwithmath.com
Answer Key
Activity 1
1. 175 peanuts

The number of peanuts in 5 bowl 2
35
B. What are the given facts? x 5
35 peanuts; 5 bowls 17 5
Multiplication 175 ÷ 5 = 35
35 x 5 = N

18
2. 25 bracelets

The number of bracelets Azalee made. 25
6⟌150
B. What are the given facts? 12
150 beads; 6 beads 30
30
0
Division 25 × 6 = 150
150 ÷ 6 = N
3. 56

What is the other factor? 56
3⟌168
168 the product; one factor is 3 18
18
0
Division 1
D. What is the number sentence? 56
N x 3 = 168 x3
168
4. 2533 doughnuts

The number of doughnuts in each package 2533
2⟌5066
5066 doughnuts; Package 10
10
06
6
06
6
C. What operation to be used? Checking: 0
Division 1
D. What is the number sentence? 2533
5066 ÷ 2 = N x 2
5066

19
5. 30 tomatoes
The number of tomato seeds planted in 30
each row. 7⟌2010
• 210 tomato seeds 0
• 7 big bowl 0
Division
D. What is the number sentence? 30 x 7 = 210
210 ÷7 = N
Activity 2
1. 84
Asked: Solution:
A number between 80 and 85. 84 ÷3 = 28
84 ÷4 = 21
Given: 84 ÷7 = 12
• Between 80 and 85
• Divisible by 4, 3, 7
Division 3 x 28 = 84
Number Sentence: 4 x 21 = 84
84 ÷3 = N 7 x 12 = 84
84 ÷4 = N
84 ÷7 = N
2. 5 flavors (2, 4,5,10, 20)
Asked: Solution:
The number of different flavors made. 6020 ÷20 = 301
6020 ÷10 = 602
Given: 6020 ÷5 = 1204
6020 cups of ice cream 6020 ÷4 = 1505
6020 ÷2 = 3010
Division

20
Number Sentence: 20 x 301 = 6020
6020 ÷20 =N 10 x 602 = 6020
6020 ÷10 =N 5 x 1204 = 6020
6020 ÷5 = N 4 x 1505 = 6020
6020 ÷4 = N 2 x 3010 = 6020
6020 ÷2 = N
3. 22
Asked: Solution:
A number divisible by 11 11 x 1 = 11 so, 22 ÷ 11 =2
11 x 2 = 22
Given:
• A number divisible by 11
• Sum of its digit

Multiplication and division 22 ÷11 = 2
Number Sentence: 2 + 2 = 4 sum of the digit
11 x 2 = N
4. Yes
Asked: Solution:
Is 6 a factor of 49320 + 12066 and 49320 49320 49320
– 12066? + 12066 -12066
Given: 61386 37254
• 12066
• 49320

Addition, subtraction, and division 61316 ÷6 = 10231
Number Sentences: 37254 ÷6 = 6209
(49320 + 12066) ÷6 = N
(49320 – 12066) ÷6 = N

21
5. 2 slices
Asked: Solution:
Number of slices each visitor have. 2 x 8 = 16
16 ÷8 = 2
Given:
• 2 boxes of buko pie sliced in 8 pieces
• 8 visitors
Multiplication and division 8 + 8 = 16 or 8 x 2 = 16
Number Sentence: 16 ÷ 8 = 2
(2 x 8) ÷8 = N
Prepared by:
SHIRLEY FLORA A. GALOLO

FLORDELIZA B. VILLARTA
JENWARD M. IBAÑES
Writers

22
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

The Order of Operation on Whole Number
Perform a series of more than two operations on whole numbers applying Parenthesis, Multiplica tion, Division, Addition, Subtraction (PMDAS) or Gr ouping, Multiplic ation, Division, Addition, Subtraction (GMDAS) correctly (M5NS-Ic-62.2 )
Background Information for Learner
This learning material is a self-learning activity for every learner to use. It is design
with activities for the learner to engage. Specifically, it aims to develop understanding the order
of evaluating more than two operations involving whole numbers. This is so called PMDAS
RULE, which stands for Parenthesis, Multiplication, Division, Addition and Subtraction.
Significantly, one should consider the correct order in evaluating numerical expression
using more than two operations. Thus, study these guide rule.
Order of Operation (PMDAS and GMDAS RULE)

1. Perform the operation inside the parenthesis.
2. Multiply and divide from left to right
3. Add and subtract from left to right
• When an expression has more than one set of parentheses, calculate beginning from
the inside set.
• When an expression involves a combination of different operation, we get different
answers depending on the position of the parenthesis.
Study the examples below:
Example 1. Solve for the value of (4 + 2 x 5) ÷ 7 + 3.

Solution:
Solve the operation inside the parenthesis
N = (4 + 2 x 5) ÷ 7 + 3 Multiply 2 by 5
N = (4 + 10) ÷ 7 + 3 Add 4 and 10 then dropped the parenthesis
N = 14 ÷ 7 + 3 Divide 14 by 7
N=2+3 Add 2 and 3
N=5
The value of (4 + 2 x 5) ÷ 7 + 3 is 5.

23
Example 2. Solve for the value of 44 (9 ÷ 3) – 81 + 45.
Solution:
N = 44 (9 ÷ 3) – 81 + 45 -Solve the expression inside the parenthesis
N = 44 x 3 – 81 + 45 -Multiply 44 by 3
N = 132 – 81 + 45 -Subtract 81 from 132
N = 51 + 45 -Add
N = 96
The value of 44 (9 ÷ 3) – 81 + 45 is 96.
We can also use this concept in solving mathematical problems. See the example
below.
Mario has 450 pesos. He spends 210 pesos on food. Later he divides all the
money into four parts out of which three parts were distributed and one part he
keeps for himself. Then he found 50 pesos on the road. Find the money he has now.
a. What is asked in the problem?
The money that was left for Mario.
b. What facts are given?
• 210 pesos
• Four (4) parts
• 1 part left
• 50 pesos found on the road
c. How will you solve the problem?(Show your Solution)
𝑁 = (𝑃ℎ𝑝 450 − 𝑃ℎ𝑝 210) ÷ 4 + 𝑃ℎ𝑝 50
𝑁 = 𝑃ℎ𝑝 240 ÷ 4 + 𝑃ℎ𝑝 50
𝑁 = 𝑃ℎ𝑝 60 + 𝑃ℎ𝑝 50
𝑁 = 𝑃ℎ𝑝 𝟏𝟏𝟎
d. What is the answer to the problem?
There was a total of 𝑃ℎ𝑝 110.00 left for Mario.

Perform a series of more than two operations on whole numbers applying Parenthesis,
Multiplication, Division, Addition, Subtraction (PMDAS) or Grouping, Multiplication,
Division, Addition, Subtraction (GMDAS) correctly. (M5NS-Ic-62.2)

24
Activity 1
Directions: Write the appropriate data in each blank to complete the solution
for each item.
1) 2 + 3 x 4 2) 7 – 4 + 5
2 + 3 x 4 = 2 + ____ 7 – 4 + 5 = ___ + 5
2 + 3 x 4 = 14 7–4+5=8
3) 21 ÷3 + 2 x 3 4) 25 ÷ 5 + (14 – 13)
21 ÷3 + 2 x 3 = ___ + 2 x 3 25 ÷ 5 + (14 – 13) = 25 ÷ 5 + ____
21 ÷3 + 2 x 3 = 7 + ___ 25 ÷ 5 + (14 – 13) = ___ + 1
21 ÷3 + 2 x 3 = 13 25 ÷ 5 + (14 – 13) = 6
5) (15 – 6) + (7 – 5) x 3
(15 – 6) + (7 – 5) x 3 = (15 – 6) + ___ x 3
(15 – 6) + (7 – 5) x 3 = ____ + 2 x 3
(15 – 6) + (7 – 5) x 3 = 9 + ____
(15 – 6) + (7 – 5) x 3 = 15
Activity 2
Directions: Evaluate the expressions.
1) (4 – 4) x 4 + 4 = ______
2) 4 x 4 ÷ (4 + 4) = ______
3) (4 x 4 + 4) ÷ 4 = ______
4) 4 + (4 + 4) ÷ 4 = ______
5) 4 ÷ 4 + 4 – 4 = ______
Activity 3
Directions: Perform the following operation. Write your solution.
1. 36 ÷ (6 + 6) x 5 = n
2. 8 x 9 + (48 ÷ 6) = n
3. (72 + 15) x 4 – (625 ÷125) = n

25
4. 5 x 6 + 6 ÷ 6 – 12 x 2 = n
5. 81 – 86 ÷ 2 + (9 x 2) – 50 = n
Activity 4
Directions: Insert operation symbols (+, -, x, ÷) and parenthesis at the appropriate places
between the numbers to make the following equation true. One example is done
for you.
Ex. 4 3 2 1 = 3 Ans. (4 – 3) + 2 x 1= 3
1) 6 6 6 6=1 6) 6 6 6 6=8
2) 6 6 6 6=5 7) 6 6 6 6=6
3) 4 3 2 1=4 8) 4 3 2 1=0
4) 5 5 5 5 5=2 9) 9 9 9 9 = 10
5) 9 9 9 9=7 10) 9 9 9 9 = 720
Activity 5
Direction: Solve each problem. Show complete solution in a separate sheet of paper.
1. Mother has 3 dozens of eggs for making leche flan. A tray of leche flan needs three eggs.
If mother cooked 7 trays of leche flan, how many eggs are left?
Number sentence:
Solution:
2. A repair shop owner charged Enteng P320.00 for the bicycle spare parts and P150.00 per
hour for the labor to repair a bicycle. If the shop owner spent 3 hours repairing the bike,
how much does Enteng owe to pay in all?
Number sentence:
Solution:

26
3. Maria receives a daily allowance of P60.00. She spends P22.00 for transportation, P20.00
for snacks and save the rest. How much does she save in 21 days?
Number sentence:
Solution:
4. A certain math club makes 40 bars of Laundry soap a week and sells this at 12.00 each.
Before all the soap were sold, the pupils found out that 6 bars were destroyed by nice. How
much will be the total sale at the end of a four-week month?
Number sentence:
Solution:
5. If a = 2, and b = 4, what is ab ÷ 2 + 48 ÷ 2a + b – a?
Number Sentence:
Solution:
Rubric for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)
Learner shows Learner only Learner only Learner
no attempt to shows answer. shows answers completed each
Amount of really do any of but showed step and gave
Work the problems, partial work. complete
no answer answers.
given.
Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
understanding understanding understanding understanding
the order of the order of the order of the order of
simplifying simplifying simplifying simplifying
operations operations operations using operations using
Understanding
using two or using two or two or more two or more
more operation more operation operation to operation to
to solve real life to solve real life solve real life solve real life
problem problem problem problem
involving involving involving whole involving whole
whole number. whole number. number. number.
27
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
K-12 Curriculum Guide Grade 5 Mathematics

21st Century Mathletes Grade 5 textbook pp.18-25
Lesson Guide Grade 6 (2005) pp. 10-25
MTAP Grade 6 hand out year 2016
Answer Key
Activity 1
1) 2 + 3 x 4 2) 7 – 4 + 5 3) 21 ÷ 3 + 2 x 3 4) 25 ÷ 5 + (14 – 13)
= 2 + 12 =3 +5 = 7 +2 x 3 = 25 ÷ 5 + 1
= 14 =8 =7+6 =5+1
= 13 =6
5) (15 – 6) + (7 – 5) x 3
= 9 + (7 – 5) x 3
=9+2x3
=9+6
= 15

28
Activity 2
1. 4 Activity 3 Activity 4 Activity 5
2. 2 1. 15 1. 6 ÷ 6 x 6 ÷ 6 = 1 1. 15 eggs
3. 5 2. 80 2. (6 x 6 – 6) ÷ 6 = 5 2. Php 770.00
4. 6 3. 343 3. (4 x 3) ÷ (2 + 1) = 4 3. Php 378.00
5. 1 4. 7 4. (5 + 5) ÷ 5 x 5 ÷ 5 = 2 4. 1,728.00
5. 6 5. 9 – (9 + 9) ÷ 9 = 7 5. 18
6. 6 + (6 + 6) ÷ 6 = 8 Use also the Rubrics
7. 6 + (6 – 6) x 6 = 6 provided.
8. (4 – 3) – (2 – 1) = 0
9. (9 x 9 + 9) ÷ 9 = 10
10. 9 x 9 x 9 – 9 = 720
Prepared by:
CLEMENTINO RATERTA
Writer

29
MATHEMATICS 5
Name: ____________________________________ Grade Level: ________________
Section: ___________________________________ Date: ________________

GCF and LCM Unlocked
The learner finds the common factors, GCF, common multiples, and LCM of 2 -4 numbers using continuous division (M5NS-Id-68.2 -69.2 )
These activity sheets aim to find the common factors, Greatest Common Factor (GCF),
common multiples, and Least Common Multiple (LCM) of 2-4 numbers using continuous
division.
What does the word common indicate? This word indicates the intersection of two
things of certain qualities or relations belonging to more than one objects.
Luiz and Joe are best friends and their hobby is fishing. One day, they went
fishing and Luiz caught 16 tilapias while Joe got 20 flying fish. What is the largest share
that each of them can get? What is the least number of tilapia and flying fish they should
catch to have equal number of fishes?
A. What are the common factors of 16 and 20?

To find the common factors of 16 and 20, you factor first 16 and 20 and get the
intersection of the two numbers.
Number Factors
16 1 x 16 2x8 4x4
20 1 x 20 2 x 10 4x5
The intersection of 16 and 20 are 1, 2, and 4. Therefore the common factors

are 1, 2, and 4.
B. What is the Greatest Common Factor (GCF) of 16 and 20?
You can find the GCF of 16 and 20 by using the continuous division.
2 16 2 20
2 8 2 10
2 4 5
Since the common factors are 2 and 2, then their product is the GCF.
GCF 2x2=4
Thus, the largest share of Luiz and Joe for tilapia and flying fish is 4.
30
C. What is the first common multiple of 16 and 20?
Do you still remember that when you are asked to count by twos, you count this way:
2, 4, 6, 8, 10, 12, 14...
Similarly, if the counting is by sixteens (16) you have:
16, 32, 48, 64, 80, 96…
If the counting is by twenties (20) then, the numbers are:
20, 40, 60, 80, 10, 120…
Thus, the first common multiple of 16 and 20 is 80 which is also called the
Least Common Multiple or LCM.
D. What is the Least Common Multiple of 16 and 20?

You can also find the LCM of 16 and 20 using the continuous division.
2 16 20
2 8 10
4 5
Multiply the numbers on the side and bottom of the upside-down division symbol.
2 x 2 x 4 x 5 = 80
The LCM of 16 and 20 is 80.
Therefore, Luiz and Joe should catch 80 tilapia and flying fish.
Learning Competencies with Code

The learner finds the common factors, GCF, common multiples, and LCM of 2-4 numbers
using continuous division. (M5NS-Id-68.2-69.2)
Activity 1
Directions: Find the factors, the common factors, and the greatest common factor of the
following sets of numbers. Write your answer on the space provided. Item 1 is
done for you.
Factors Common Factors GCF

1) 8 8 = {1, 2, 4, 8}
1, 2, 4, 8 8
24 24 = {1, 2, 3, 4, 6, 8, 12, 24}
2) 18
72
3) 3
12
15
4) 10
30

31
36
5) 25
35
45
Activity 2
Directions: Read carefully each item and write the letter of your choice on the box provided
before the item.
1. The common multiples of 6 and 4 are ____________.

A. 2, 3, 4 B. 4, 6, 8 C. 8, 12, 16 D. 12, 24, 36
2. The common multiples of 4, 5, and 8 are ____________.

A. 8, 10, 16 B. 16, 20, 24 C. 40, 80, 120 D. 50, 90, 100
3. The LCM of 15 and 9 is __________.

A. 3 B. 15 C. 45 D. 135
4. The LCM of 2, 3, 4, and 5 is __________.

A. 20 B. 30 C. 50 D. 60
5. A common multiple of 3, 5, 9, and 10 is _________.
A. 30 B. 50 C. 90 D. 100
Activity 3
Directions: Determine the GCF and LCM of the following group of numbers using the
continuous division. Write you answer on the space provided at the right.
1. 3 72 99 126
GCF:
3 24 33 42
8 11 14
2. 2 42 56 98
GCF:
7 21 28 49
3 4 7
3. 2 12 16 20 28
LCM:
2 6 8 10 14
3 4 5 7

32
4. 28 32 40
GCF:
LCM:
5. 6 12 15 60 GCF:
LCM:
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References:
Benigno, G. (2006). Basic Mathematics for College Students. Sampaloc Manila. Rex
Book Store, Inc.
Castillo, Z., Dioquino A., De Dios J., & Lagamayo E. (1989). Integrated Mathematics
(First Year High School). Bookman, Inc. Manila Philippines
Dela Cruz. E. (1991). Workbook in Mathematics 1. Third Edition (Revised SEDP
Edition). Department of Educatiob, Culture and Sports
Department of Education. K to 12 Grade 5 Learner’s Material in Mathematics.
Retrieved from https://idoc.pub/download/k-to-12-grade-5-learners-material-
in-mathematics-q1-q4-9n0oky12m3nv

33
Answer Key
Activity 1
Common
Factors GCF
Factors
1. 8, 24 8 = {1, 2, 4, 8}
1, 2, 4, 8 8
24 = {1, 2, 3, 4, 6, 8, 12, 24}
2. 18, 72 18 = {1, 2, 3, 6, 9, 18}
1, 2, 3, 6, 9, 18 18
72 = {1, 2,3, 6, 9, 12, 18, 24, 36, 72}
3. 3, 12, 15 3 = {1, 2, 3}
12 = {1, 2, 3, 4, 6, 12} 1, 2, 3 3
15 = {1, 3, 5, 15}
4. 10, 30, 36 10 = {1, 2, 5, 10}
30 = {1, 2,3, 5, 10, 15, 30} 1, 2 2
36 = {1, 2,3, 6, 9, 12, 18, 36}
5. 25, 35, 45 25 = {1, 5, 25}
35 = {1, 5, 7, 35} 1, 5 5
45 = {1,5, 9, 45}
Activity 2
1. D
2. C
3. C
4. D
5. C
Activity 3
1. GCF: 9
2. GCF: 14
3. LCM: 1680
4. GCF: 4 LCM: 1120
5. GCF: 3 LCM: 60
Prepared by:
MARY JOAN F. PORLARES

AMELIA A. FADRIGA
Writers

34
MATHEMATICS 5
Name: ____________________________________ Grade Level: ________________
Section: ___________________________________ Date: ________________

Plan to Solve Problems
The learners solve real-life problems involvin g GCF and LCM of 2 -3 giv en numbers (M5NS-Ie-70.2 )

To apply the concept of finding GCF and LCM to real life scenarios, let’s have the
following problem of John Wayne’s family. You can use the 4-step plan in solving the
problem to help John Wayne.
John Wayne thinks of having a family picnic next time they will see
each other. If his father goes home every after 3 days, his mother goes home
every after 5 days, and he goes home every other 6 days, after how many
days will the family picnic be possible?
Understand
What is asked in the problem? The day when the family picnic will happen.
What are the given facts? Father goes home every after 3 days
Mother goes home every after 5 days
John Wayne goes home every after 6 days
Plan:
How will you solve the problem? By finding the Least Common Multiple (LCM)
of 3, 5, and 6.
Solve:
How is the solution done? By using the continuous division method/ prime
factorization
3 3 5 5 3 6
1 1 2 2
1
Multiply all the prime factors.

3 x 5 x 2 x 1 = 30
The LCM of 3, 5, and 6 is 30.

Check and Look Back
What is the answer to the The family picnic which was planned by John
problem? Wayne will happen after 30 days.

35
Learning Competencies with Code
The learners solve real-life problems involving GCF and LCM of 2-3 given numbers. (M5NS-
Ie-70.2)
Activity 1
Directions: Analyze each problem carefully and answer the questions that follow. Supply the
needed information by writing them on the space provided.
1. Mr. Carba has to prepare a number of exercises for his lesson for the day. He has three
classes. One class has 48 students, another class has 50, and another has 46. What must
be the largest number of exercises he should prepare so that each class will have the
same number of students working on different problems?
Guide Questions:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
c. How will you solve the problem? (Show your Solution)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Two Korean movie were played at the same time but the length of time of each movie
is different from each other. Movie A took 120 minutes while Movie B took 90 minutes.
After how many minutes will the two movies be played at the same time again?
Guide Questions:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
c. How will you solve the problem?(Show your Solution)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
36
Rubrics for Scoring:
CRITERIA OUTSTAN SATISFACTO DEVELOP BEGINNI RATIN

DING RILY ING NG G
(5 points) (4 points) (3 points) (2 points)
Completeness of All questions All questions Some of the Most data
Information were were answered questions and
correctly but few data were answers
answered are conflicting correctly are
and all data answered incorrect.
given and with
support errors on
mathematica the data
l theories presented
(5 points) (4 points) (3 points) (2 points)
Given Solution Solution is Solution is Solution Solution
detailed and correct but not lacks and
correctly detailed with sequencing answer are
executed correct answer but with both
leading to correct incorrect
correct answer
answer
OVERALL RATING
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

37
References:
Benigno, G. (2006). Basic Mathematics for College Students. Sampaloc Manila. Rex
Book Store, Inc.
Castillo, Z., Dioquino A., De Dios J., & Lagamayo E. (1989). Integrated Mathematics
(First Year High School). Bookman, Inc. Manila Philippines
Dela Cruz. E. (1991). Workbook in Mathematics 1. Third Edition (Revised SEDP
Edition). Department of Educatiob, Culture and Sports
Department of Education. K to 12 Grade 5 Learner’s Material in Mathematics.
Retrieved from https://idoc.pub/download/k-to-12-grade-5-learners-material-
in-mathematics-q1-q4-9n0oky12m3nv
Answer Key
Activity 1
1.
a. The largest number of exercises Mr. Carba should prepare so that each class will
have the same number of students working on different problems.
b. Mr. Carba has three classes with 48, 50, and 46 students in each class.
c.
2 48 50 46
24 25 23
d. Mr. Carba should prepare at most 25 exercises so that all students can work in
pairs.
2.
a. The time when will the two movies be played at the same time again?
b. Movie A took 120 minutes to play while Movie B took 90 minutes.
c.
2 120 90
5 60 45 Finding the LCM.

2 x 3 x 3 x 4 x 5 = 360
3 12 9
4 3
d. After 360 minutes, the two Movies will be played at the same time again.

38
MATHEMATICS 5
Name: ____________________________________ Grade Level: ________________
Section: ___________________________________ Date: ________________

Addition and Subtraction of Fractions
Adds and subtracts fractions and mixed fractions without and with regrouping (M5NS-Ie-84)

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for pupils’ mastery on adding and subtracting fractions
and mixed fractions without and with regrouping. It is a great hope that this activity sheet will
give the pupils knowledge and enjoyment in dealing with addition and subtraction of fractions.
Similar Fractions- are fractions with the same or common denominator.

Dissimilar Fractions- are fractions with different denominator.
Mixed Number – are a combination of a whole number and a fraction.
Example:
4 2
A. 5 and 5 = Similar Fractions
8 7
B. 12 and 9 = Dissimilar Fractions
5 7
C. 6 7 and 2 10 = Mixed Numbers
ADDITION AND SUBTRACTION OF SIMILAR FRACTIONS

To add or subtract similar fractions, get the sum or difference of the numerators, and
write it over the same denominator. Express the answer in its lowest term. A fraction is in its
lowest term when the numerator and denominator have no common factor other than 1.
Example:
6 6 1
a. ÷ =
18 6 6
12 6 2
b. ÷
30 6
=5
Here is an example of adding similar fractions:

3 5
Find the sum of + 11
11
3 5 3+5 8
+ = =
11 11 11 11

39
Here is an example of subtracting similar fractions:
9 5
Find the difference of -
12 12
9 5 9−5 4 1
- 12 = = 12 or 3
12 12
ADDITION AND SUBTRACTION OF DISSIMILAR FRACTIONS
To rename dissimilar fractions to similar fractions, find the LCD of the two fractions
and using the LCD, Change each fraction to an equivalent fraction.
Example:
3 2
Rename and to similar fractions.
8 16
3 2
Step 1- Find the LCD of and .
8 16
Listing method:
List the multiples of 8 and 16.
• 8 – 8, 16, 24, 32, 40
• 16 – 16, 32, 48, 64, 80
The LCD is 16.
Step 2 – Change each fraction to equivalent fraction.
3 2 6
× 2 = 16
8
2 1 2
× 1 = 16
16
Answer:
3 𝟔
=
8 𝟏𝟔
2 𝟐
=
16 𝟏𝟔
In adding and subtracting dissimilar fractions, find the LCD first and rename them to
similar fractions before applying the rules in adding or subtracting similar fractions. Reduce
the answer in its lowest term if possible.
1 2
Example 1: Find the sum of + .
2 5
1 5 5
× 5 = 10
2
+
2 2 4
× 2 = 10
5
9
10

40
6 3
Example 2: Find the difference of and .
8 6
1. Find the LCM 8 = 8, 16, 24, 32, 40
6 = 6, 12,18, 24, 30
2. Write the equivalent fractions:
6 3 𝟏𝟖
× =
8 3 𝟐𝟒
3 4 𝟏𝟐
× = 𝟐𝟒
6 4
𝟏𝟖 𝟏𝟐 6 6 1
3. 𝟐𝟒 - 𝟐𝟒 = 24 ÷ 6 = 4
Example of Mixed Fraction with Regrouping
1 1
12 − 9
4 2
Find the LCD of the fractions in the mixed numbers to make them similar fractions. Since
4 is the smallest common multiple for both 2 and 4, the LCD of 2 and 4 is therefore 4.
Replace each of the fractions in the mixed numbers with equivalent fractions whose
denominator is equal to the LCD.
1 2 2
× =
2 2 4
1
The fraction 4 does not need to be changed since the denominator (4) is already equal
to the LCD (4).
Align the whole numbers and align the fractions together in a column
1
12
4
-
2
94
We cannot subtract a bigger fraction (2/4) from a smaller fraction (1/4). In this case, we
need to regroup 1 from the whole number (12) and add this to the equivalent fraction form
(4/4). The whole number 12 now becomes 11.
1 4 1 5
12 = 11 + = 11
4 4 4 4
1 5
12 → 11
4 4
- -

41
2 2
9 → 9
4 4
_________________________
3
2
4

Adds and subtracts fractions and mixed fractions without and with regrouping. (M5NS-Ie-84)
Activity 1
Directions: Write the following in its lowest term.
7 15
1. = _____ 6. = ____
14 45
8 12
2. =____ 7. = ____
16 60
5 20
3. =____ 8. = ____
15 20
6 9
4. = _____ 9. = ____
36 27
8 63
5. = ____ 10. = ____
40 7
Activity 2
Directions: Give the least common multiple of the given set of numbers. Write
your answer on the space provided after each set of numbers.
1) 4 and 6 ____________ 6) 8 and 5 _____________

2) 3 and 9 ____________ 7) 3 and 5 _____________
3) 12 and 16 ___________ 8) 7 and 4 _____________
4) 8 and 18 ____________ 9) 14, 21 and 28 ________
5) 4 and 20 ____________ 10) 7, 14 and 21 ________
Activity 3
Directions: Rename the following fraction to similar fraction.
1 3 6 2
1) and = ___ and ___ 6) and 12 ___ and ___
2 8 8
4 4 3 4
2) and = ___ and ___ 7) and 10 = ___ and ___
10 5 20

42
2 3 4 3
3) and = ___ and ___ 8) 9
and 12 = ___ and ___
4 6
2 1 2 10 3
4) and = ___ and ___ 9) , 12 , 4 =___, ___ and ___
10 6 8
4 1 2 4 3
5) and = ___ and ___ 10) 3 , 5 , 10 =___, ___ and ___
9 3
Activity 4
Directions: Find the sum or difference of following fractions and reduce the answer to its
lowest term if possible.
2 4 3 2 5
1) + = _________ 6) 10 + 5 + 6 = _________
10 10
8 5 2 3
2) − = _________ 7) 2 3 + 6 8 = _________
20 20
3 5 6 2
3) + 14 = _________ 8) − 6 = _________
14 8
5 4 11 1
4) 10 − 4 12 = _________ 9) 36 − 15 2 =_________
12 10
6 4 2 1
5) 6 + 4 18 + 10 18 = _________ 10) 12 − 5 2 =_________
18
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

43
References
Abinoja, Ana O. (2003). Grade School Mathematics 5. DIWA SCHOLASTIC PRESS

INC
Castro, Isabel V. (1999). Mathematics for Everyday Use 5. Dane Publishing House ,
INC.
Castro, Isabel V. (2011). Mathematics for Everyday use Grade 6. EduResources
Publishing, Inc.
Curriculum Guide Mathematics 5
Inciong, Teresita G. (2003). Lesson Guides in Elementary Mathematics Grade 5.
Department of Education
Lesson Guides in Elementary Mathematics Grade V
Mathematics Textbook Grade 5
Mathematics Textbook Grade 4
Perez, Rosita M. (2004). Hands-On Math. SIBS Publishing House, Inc.
Adding-unlike-fraction-example -1. https://math-lover.com/addition-and-subtraction-

of-dissimilar-fractions-fraction-with-different-denominators
https://www.k5learning.com/free-math-worksheets/fifth-grade-5/subtraction-
fraction-unlike-denominators-a.pdf
https://www.onlinemathlearning.com/subtracting-mixed-numbers.html
https://math-lover.com/addition-and-subtraction-of-dissimilar-fractions-
fractions-with-different-denominators/
K-to-12-grade-5-learners-material-in-mathematics.
https://www.slideshare.net/lhoralight/BEAM
th
4 Grade Number: Article from k-5mathteachingresources.com
https://www.pinterest.ph/pin/362539838739183729/our
Subtracting fractions word problems. https://www.basic-mathematics.com
Word problem worksheets: Add & subtract fractions https://www.k5learning.com/free-
math-worksheets/fifth-grade-5, Mo, Module 2
Answer Key
Activity 1
1 1 1
1. 4. 7.
2 6 5
1 1
2. 5. 8. 1
2 5 1
1 1 9.
3. 6. 3
3 3
Activity 2
1. 12 5. 20 9. 84
2. 9 6. 40 10. 42
3. 48 7. 15
4. 72 8. 28
44
Activity 3
1. 4/8 , 3/8 6. 18/24 , 4/24
2. 4/10 , 8/10 7. 3/20 , 8/20
3. 6/12 , 6/12 8. 16/36 , 9/36
4. 12/60 , 10/60 9. 6/24 ,20/24, 18/24
5. 4/9 , 3/9 10. 20/30 ,24/30, 9/30
Activity 4
3 2 3
1. 5. 20 9. 21
5 3 5
3 23 8 1
2. 6. 𝑜𝑟 1 10. 6
20 15 15 2
4 1
3. 7. 9
7 24
1 5
4. 6 8.
12 12
Prepared by:
ELIZABETH H. PAMA
SHIRLEY B. RUIZ
CONCORDIA BASTILLO
JULIA CAROL C. JOSE
KARL MERVIN A. BALDERAS
ROXANNE D. ADAMI
ROBERT JONATHAN VERSO
ZENAIDA GLUTILDE V. BARSANA
JUANA V. RASCO
Writers

45
MATHEMATICS 5
Name: ____________________________________ Grade Level: ________________
Section: ___________________________________ Date: ______________________

Solving Word Problems Involving Addition and Subtraction of Fractions
The learner solves routine and non -routine problems involving addition and/or subtraction of fractionsusing appropriate problem-solving strategies and tools (M5NS-If-87.2)
This learning activity sheet will be used as a guide and reference of learners in Grade 5
particularly in Mathematics. The main purpose of the activity sheet is to initiate and develop
the skills of learners in solving routine and non-routine problems particularly in subtraction of
fractions.
The process of solving routine problems involving fractions has a similarity in the Basic
Operations on fractions. However, solving non-routine problems involving fractions requires
Higher Order Thinking Skills (HOTS) and comprehension.
In dealing with fractions, here are the things that we should remember:
• Similar fractions are added by finding the sum of the numerators while retaining the
denominator.
• Similar fractions are subtracted by getting the difference between the two numerators
while retaining the denominator.
• Dissimilar fractions should first be converted to similar fractions before adding or
subtracting them.
• Whole numbers can be converted to mixed numbers so that addition and subtraction
are possible with problems involving a combination of mixed numbers, whole numbers,
and fractions.
• Final answer is written in its lowest term.
9 10
Example 1: Jack spent of an hour biking and 12 of an hour jogging. Afterwards he swam
12
4
for 12 of an hour. How much time did Jack spent for his three activities?
9 10 4
Solution: 12 + 12 + 12 = Step 1. The bottom number is already the same. Go to step 2.
Step 2. Add the top numbers and put the answer over the same
denominator.
9 10 4 9+10+4 23
+ 12 + 12 = = 12
12 12
Step 3. Express the answer in lowest term. (or mixed number
since it is a problem on time spent)
23 11
= 1 12 hours
12
46
Example 2: Read the word problem below and refer to the diagram that shows the steps in
problem solving.
2
Mrs. Cruz bought 7 5 kilograms of peanuts from the
1
market. The next day, her husband Mr. Cruz bought 10
2
kilograms of peanuts. How many kilograms of peanuts do
they have?
https://www.canva.com/photos/MAD6xELH0
OU-couple-buying-
peanuts/?action=DOWNLOAD
See / Know/ Plan Solve Check

Understand
•What is asked •What is the
number •How is the •Review your
for? solution answer and
sentence?
done? see it
•What are the reasonable.
facts?
•What operation
should be
used?
Let’s analyze the problem.

1. See/Know/Understand
What is asked for?
The number of kilograms of peanuts bought by Mr. Cruz and Mrs. Cruz.
What are the facts?
2
7 5 kilograms of peanuts bought by Mrs. Cruz
1
10 2 kilograms of peanuts bought by Mr. Cruz
What operation should be used?
Addition
2. Plan
What is the number sentence?
2 1
7 5 + 10 2
3. Solve
How is the solution done?
2 4
75 = 7 10
+
1 5
10 2 = 10 10
______________________
9
17 10
47
4. Check
To check, subtract one of the given from the total
9 9
17 10 17 10
- or -
4 5
7 10 10 10
_____________ ______________
5 4
10 10 7 10
✓ ✓
The learner solves routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate problem-solving strategies and tools. (M5NS-If-
87.2)
Activity 1
Directions: Read and understand each problem and answer the questions that follow.
5 1
1. Brett spent hours of practicing the violin and Eddy spent hours of practice. How many
4 8
hours of practice did Brett and Eddy spend altogether?
A. What is asked in the problem?
B. What are the facts given?
C. What operation should be used?
5 3
2. Sofie bought 2 6 meters of ribbon. She gave 4 meters of it to her friend. How many meters
of ribbon was left with Sofie?

48
Activity 2
Directions: Solve the following problems
1. It took Nick three-fourths of an hour to complete his math

homework on Tuesday, and five-sixths of an hour on
Wednesday. How many hours did he take to complete his
homework altogether?
Solution:
Answer:
___________________________________
2. Dina added five-sixths of a bag of soil to her garden. Her neighbor

Natasha added eleven-eighths bags of soil to her garden. How much
soil was added by Natasha and Dina in their garden?
Solution:
Answer:
+ _______________________________
3. At a pizza party, Diego and his friends ate three and one-fourth cheese
pizzas and two and three-fourths pepperoni pizzas. How much pizza
did they eat in all?
Solution:
Answer:
____________________________________________

49
4. A warehouse has 12 and nine-tenths meters of tape in one area of the
building, and eight and three-fifths meters of tape in another part.
How much tape does the warehouse have in all?
Solution:
Answer:
_____________________________________
= =
5. Robin and Kelly own neighboring cornfields. Robin harvested 4 and 3/10 acres of corn
on Monday and Kelly harvested 2 and 1/10 acres. How many acres of corn field did
Robin and Kelly harvested?
Solution:
3 1 3+1 4 2
4 +2 = (4 + 2) ( )=6 =6
10 10 10 10 5
Answer: ____________________________________
Activity 3
Directions: Solve the following problems. Follow the steps in solving word problems.
1. Joseph cleaned the room and swept the yard before leaving the automotive shop. It
1 2
took him 4 hour to clean his room and 4 hour to sweep the yard. How many hours did
he work before he left for the automotive shop?
Asked: Solution:
Given:
Operation to be used:
Number sentence: Checking:

50
1 1
2. Mrs. Santos bought 2 sack of rice. She used 10 of it and kept the rest. How much rice
is left?
Asked: Solution:
Given:
3 2
3. Pedro consumed 2 4 liters of white paint and 1 3 liters of red paint. What is the total
volume of paint that Pedro used?
Asked: Solution:
Given:
1
4. Liza has 12 kilos of beef to sell. If she was able to sell 9 2 kilos of beef, how much
meat was left to sell?
Asked: Solution:
Given:

51
Rubrics for Scoring the Solution and Checking
Level 1 (0pt.) Level 2 (1pt.) Level 3 (2pts) Level 4 (3pts)
Amount of Work The learner The learner The learner The learner
shows no shows only the shows the shows the
attempt to give answer without correct answer correct
solution and solution and with solution answer with
checking to the checking but without the solution and
problem checking checking
Understanding The learner The learner The learner The learner
shows no shows limited shows partial shows
understanding understanding understanding thorough
of solving word of solving word of solving word understanding
problems problems problems of solving
involving involving involving word
addition and addition and addition and problems
subtraction of subtraction of subtraction of involving
fractions fractions fractions addition and
subtraction of
fractions
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

52
References:
Addition and Subtraction Fraction. DepEd Learning Portal.

https://lrmds.deped.gov.ph/download/7369
One Step Word Problems Involving Subtraction of Fraction-Edited. DepEd Learning
Portal. https://lrmds.deped.gov.ph/download/7535
Addition and Subtraction of Fractions. DepEd Learning Portal.
https://lrmds.deped.gov.ph/download/1477
Couple Buying Peanuts. Free Stock Photos – Canva.
https://www.canva.com/photos/MAD6xELH0OU-couple-buying-
peanuts/?action=DOWNLOAD
Solving Word Problems by Adding and Subtracting Fractions and Mixed Numbers
https://www.mathgoodies.com/lessons/unit16/solve-word-problemsBEAM
Subtracting fractions word problems. https://www.basic-mathematics.com Y
Word problem worksheets: Add & subtract fractions
https://www.k5learning.com/free-math-worksheets/fifth-grade-5, Mo
Answer Key
Activity 1
1.
The number of hours Brett and Eddy spent altogether.
5
• hours Brett spent practicing
4
1
• 8
hours Eddy spent practicing

Addition
5 1
+
4 8
2.
The number of meters of ribbon left with Sofie.
5
• 2 6 meters of ribbon bought by Sofie
3
• 4
meters of ribbon given to Sofie’s friend

53
Subtraction
5 3
2 −
6 4
Activity 2
1.
19 7 Answer:
=1 It took Nick one and seven-twelfth hours to complete his
12 12
homework altogether.
2.
+
Answer:
53 5 5
=2 Natasha and Dina added a total 2 24 soil in their garden.
24 24
3.
Answer:
Diego and his friends ate six pizzas in all.
4.
Answer:
The warehouse has 21 and one-half meters of tape
in all.
3 1 3+1 4 2
5. 4 10 + 2 10 = (4 + 2) ( 10 ) = 6 10 = 6 5
2
Answer: They harvested a total of 6 5 acres of corn field.

54
Activity 3
1.
Asked: The number of hours Joseph Solution:
worked before going to the automotive 1 2 1+2 3
+ = =
shop. 4 4 4 4
Given:
1
• hour to clean his room
4
2
• hour to sweep the yard
4
Addition
1 2 3 1 2 3 2 1
+ − = 𝑜𝑟 − =
4 4 4 4 4 4 4 4
2.
Asked: The number of rice left with Mrs. Solution:
Santos. 1 5
=
2 10
-
Given:
1 1
1
• 2 sack of rice bought by Mrs. Santos =
10 10
1
• 10 sack of rice used by Mrs. Santos __________________________
4 2 2
Operation to be used: ÷ =
10 2 5
Subtraction

1 1 4 1 5 1
− + = =
2 10 10 10 10 2
3.
Asked: The total volume of paint used by Solution:
Pedro 3 9
2 =2
4 12
Given: +
3
• 2 4 liters of white paint consumed 2 8
1 3 = 1 12
by Pedro
2 ______________________
• 1 3 liters of red paint consumed by 17 17−12 5
3 12 = 3 + 1 12 = 4 12
Pedro
Addition
5 9 8 5 8
3 2 4 12 − 2 12 = 1 12 𝑜𝑟 4 12 − 1 12 =
2 + 1
4 3 2
9
12
55
4.
Asked: The number of kilos of beef left Solution:
2
to be sold by Liza. 12 = 11 2
-
Given: 1 1
92 = 92
• 12 kilos of beef to be sold by Liza
1 _____________
• 9 2 kilos of beef sold by Liza 1
22
Subtraction
1 1 2
1 2 2 + 9 2 = 11 2 = 12
12 − 9
2
Prepared by:
ELIZABETH H. PAMA
SHIRLEY B. RUIZ
CONCORDIA BASTILLO
JULIA CAROL C. JOSE
KARL MERVIN A. BALDERAS
ROXANNE D. ADAMI
ROBERT JONATHAN VERSO
ZENAIDA GLUTILDE V. BARSANA
JUANA V. RASCO
Writers
56
MATHEMATICS 5
Name: ____________________________________ Grade Level: ________________
Section: ___________________________________ Date: ________________

Multiplication of Fractions Using Model
Visualizes mult iplica tion of fractions using models (M5NS-Ig-89)

Just like whole numbers, multiplication of fraction can be done as repeated addition.
Drawing parts of a whole, shading parts of a whole, or folding pieces of papers into
parts will picture the step to get an answer in a fraction related exercises. Then, writing an
addition equation for the drawn/shaded or folded parts. Finally, just add them, then you will
get the answer.
Visual models as well will help you understand easier multiplication of fractions.
Pictures of shaded and unshaded parts of a whole to be added to another illustration will
tell/show the output of the combined shaded parts.
The following illustrations further explain the concept:
+ + + = +
1 1 1 1 3 1 1
=13
3 3 3 3 3 3
𝟏 1 4 𝟏
One-third (𝟑) was added 4 times, we may write 4 x 3 = 3 𝑜𝑟 1 𝟑 ; the combined shaded
parts which is 1 whole and one thirds was the answer. It is read as one and one-thirds.
X =
1 1 1
2 2 4
𝟏
One-fourth (𝟒) is the double shaded part which represents the answer, and it was the result
of the overlap shaded parts.

57
9
X = 20
3 3 The double shaded parts

5 9
4 represents 20 of a whole.
X =
4 1
5 4
4
20
4
represents the answer, it is the doubled shaded part.
20

Visualizes multiplication of fractions using models. (M5NS-Ig-89)
Activity 1
Directions: Draw your answer.
1.
+ + + =
2.
+ + =

58
3.
+ =
Activity 2
Directions: Illustrate and write the product of the following:
1 1
1. 𝑜𝑓
2 3
X =
=
2 1
2. 𝑜𝑓
3 2
X =
2 3
3. 𝑜𝑓
4 8
X =

59
Activity 3
Directions: Write a multiplication equation for each visualization/illustration and find the
answer.
1.
X = = ____________
2.
X = = _________
3.
X = = ____________
4.
X = = ____________
5.
X = = ____________

60
Activity 4
Directions: Illustrate and find the product.
4 1
1. × =
8 2
1 2
2. × =
5 4
1 3
3. × =
3 5
2 1
4. × 1 =
6 3
Activity 5
Directions: Prepare an album showing equations. Use paper-folding methods.
1 2
1. × =
4 8
1 3
2. × =
7 4
2 5
3. × =
3 6
Rubrics for scoring

6pts 4pts 2pts 0
5-6 models were 3-4 models were 1-2 models were nothing was made
made, they are made, they are made, they are
accurate, and album accurate, and album accurate, and album
was presentable was presentable was presentable
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

61
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Department of Education. (2003). Lesson Guide in Elementary Mathematics Grade 5,
pp. 181-187: Book Media Press, Inc. & Printwell, Inc.
Ll, Estrellita Llanes Misa Bernardino Q. (1990). Living with Math 6, pp. 110-111: FNB
Educational, Inc.

62
Answer Key
Activity 1
1.
2.
3.
Activity 2
1. 2. 3.
Activity 3
1 1 1
1. ×4 =
2 8
2 1 2 1
2. ×4 = or 12
6 24
3 1 3 1
3. ×3 = or 5
5 15
4 1 4 2
4. ×2 = or 5
5 10
3 3 9 1
5. ×6 = or 4
6 36

63
Activity 4
1.
X = 4 1
or 4
16
2.
2 1
X = or 10
20
3.
3 1
X = 15
or
5
4.
2 4
X = or
18 9
Activity 5
Prepared by:
ANGELIE CHERYL A. GABOTERO

Writer
64
MATHEMATICS 5
Name: ____________________________________ Grade Level: ________________
Section: ___________________________________ Date: ______________________

Multiplication of Fraction and a Whole Number and another Fraction
Multiplies a fraction and a whole number and another fraction (M5NS-Ig-90.1)

The activity sheets are designed to help develop the concepts of multiplying fractions.
Worksheets are also provided to reinforce concepts learned.
In this activity, it is important to apply the knowledge in reducing fractions to simplest
form which is needed to all operations of fraction. Equally important is you need to know the
Greatest Common Factor (GCF) of both the numerator and denominator.
Thus, another method that we can apply is the “cancellation” means dividing a
numerator and denominator by a common factor. Cancellation is like reducing the fraction to
lowest terms before multiplying them.
Lets’ study the following examples.
4 3
Example 1: Multiply: ×8 follow this position in number 2
9
4 3 4×3
Solution: × = 9 × 8.
9 8
Notice that the numerator and denominator have common factors 3 and 4. Divide the
numerator and denominator by these factors.
1 1
4x3=4x3 cross cancellation
9 8 9x8
3 2
1×1
=
3×2
1
=
6
Example 2:
1
What is of 24?
4
1 1
Solution: of 24 means 4 × 24.
4
1 1 ×24
→ 4 × 24 = .
4 ×1
1 × 24 24
→ = =6
4 ×1 4
65
If we need to find the part of a whole or a fractional part of a whole number, we simply
multiply the whole number by the numerator of the fraction and divide it by the denominator
of the fraction.
Multiplies a fraction and a whole number and another fraction. (M5NS-Ig-90.1)
Activity 1
Directions: Find the value of n.
5
_____ 1. 10 x 6 = n
4
_____ 2. 7 x 6 = n
5 6
_____ 3. x =n
10 8
8 9
_____ 4. 24 x 12 = n
6
_____ 5. n is the product of multiplied to 8.
7
Activity 2
Directions: Answer each question.
5
_____ 1. Find the product of 6 x .
6
5
_____ 2. What is the product of and 9?
12
11
_____ 3. What is 12 multiplied by 14?
16
_____ 4. If you multiply 18 and , the answer would be _____.
24
9
_____ 5. Find the value of N in the equation, × 28 = N.
16
Activity 3
Directions: Follow the rule to find each missing number. Reduce each answer to simplest
form.
Input Output
4
1.
5
5
2.
6
5
3.
8
8
4.
9
5
5.
10
6
Rule: The output is 7 of the input.
66
Activity 4
Directions: Find each product.
12 1
1. 14 × 8 × 2 = _____
3 11
2. 11 × 8
× 12 = _____
12
3. 3 × 6 × 15 = _____
4 1 3
4. 4 × 8 × 6 × 18 × 5 = _____
3 15 1
5. 7 × 14 × 21 × 5 × 3 × = _____
6
Activity 5
Directions: Give the number for each blank.
2
1. 36 × = ________
9
4
2.
5
× 40 = ________
2
3. × 9 = _________
3
3
4. × 54 = _______
6
1
5. 10 × = _______
2
Activity 6
Directions: Give the product in simplest form.
4 2
1. 𝑜𝑓 4 = _____
5
5 3
2. 𝑜𝑓 20 = _____
8
2 5
3. 𝑜𝑓 8 = _____
5
5 8
4. 𝑜𝑓 10 = _____
6
4 3
5. 𝑜𝑓 4 = _____
7
67
Activity 7
Directions: Understand the questions carefully then write your answers in the blank.
2 3 1
________ 1. What is the product of , , 𝑎𝑛𝑑 2?
7 8
2 1 1
________ 2. In the equation 3 × 2 × 4 = 𝑁, what is the value of 𝑁?
6
________ 3. If you multiply 12 and 10, the answer would be ______.
3
________ 4. What is the product of 7 multiplied by 5?
1 2 5
________ 5. If you multiply , 𝑎𝑛𝑑 , what will be the product?
4 3 6
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Department of Education. (2003). Lesson Guide in Elementary Mathematics Grade 5,
pp. 200-203: Book Media Press, Inc. & Printwell, Inc.
Melad, J. B., de la Paz, A. V., & Guerrero-Tiu, A. (2001). Realistic Math 5.
pp. 184-187: SIBS Publishing House, Inc.
De Leon, A. N. Jr. (1998). Todays Math 5, pp. 205-207: SIBS Publishing House, Inc.
Obod, M. M., del Castillo, N. N., Sosa, J. C., de la Paz, A. V. (1997). New Challenges
A Worktext in Math 6, pp.193-194: ICS Publishing, Inc.
Lumbre, A.P. (2016). 21st Century Mathletes 5 (LM), pp. 78-82: Vibal Group, Inc.
Borromeo, M.G. (2016). 21st Century Mathletes 5 (TG), pp. 32-35: Vibal Group, Inc.
Villamayor, A.C. (2017). Math for Life 5, pp. 68-73: Rex Book Store
68
Answer Key
Prepared by:
JENNIFER D. BERONQUE
ANGELIE CHERYL A. GABOTERO
Writers

69
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Multiplying Fractions Mentally
Multipli es mental ly proper fractions with denominators up to 10 (M5NS-Ig -91)

These activities will help the learners boost their mental math abilities. Mental
computation of fraction is important for pupils to learn to develop higher order thinking,
reasoning, critiquing, and making sense of number and number operations. It will not only
serve pupils well in school but outside of classroom as well.
Multiplying fractions are useful in our daily lives and learning them is very important
skill and helps with many daily tasks and jobs.
There are three simple steps to follow when learning how to multiply fractions
mentally:
1. Multiply the numerators of the two fractions (top numbers)
2. Multiply the denominators of the two fractions (bottom numbers)
3. If needed, simplify or reduce the fraction.
1 4
Example 1: ×6 =
4
1. Multiply the numerators and denominators of ¼ and 4/6 as you multiply whole
numbers.
• The numerators are the number that appears at the top of a fraction. The 1
and 4 are numerators, so we will multiply (1 × 4 = 4).
• The denominators are the number that appears at the bottom of a fraction.
The 4 and 6 are denominators, so we will multiply (4 × 6 = 24)
• Our equation will look like this
1 4 4
× =
4 6 24
4
2. The answer is (proper fraction) so it can be reducing to lowest terms.
24
4
3. To reduce find the GCF. The GCF of is 4.
24
4. Divide 4 both the numerator and denominator of the fraction.
4 4 1
÷ =
24 4 6
1
5. The final answer is .
6

70
Solution:
1 4 4
×6 =
4 24
4 4 1
÷ =6
24 4
Another way to multiply mentally is to simplify the fractions before multiplying.
4 1
Example 2: ×3=
6
1. Identify the numerator and denominator with GCF.

4 and 6 have GCF equal to 2
2. Using cancellation, cancel 4 and 6 and divide both by their GCF 2 to reduce.
÷2
4 2
=
6 3
÷2
3. Multiply the numerators together and denominators together after cancellation
Solution:
2
4 1 2
×3 =9
6
3
3 4
Example 3: ×6=
9
1. Identify the numerators and denominators with GCF.

2. Using cancellation, cancel those identified numerators and denominators with GCF
and divide them with their GCF to reduce.
3. Multiply the numerators together and denominators together after cancellation.
Solution:
1 2
3 4 2
×6 =9
9
3 3

Multiplies mentally proper fractions with denominators up to 10. (M5NS-Ig-91)

71
Activity 1
Directions: Multiply mentally. Express your answer in lowest terms if possible.
2 1 1 2
1. 6 × 2 = 6. of 5 =
4
6 1 2 1
2. × = 7. of =
7 2 5 6
4 1 2 1
3. 6 × 3 = 8. of =
5 7
2 1 7 4
4. 5 × 2 = 9. of =
8 5
3 2 5 3
5. 4 × 3 = 10. of =
6 4
Activity 2
Directions: Find the product mentally. Express your answer in lowest terms if possible.
1. 2. 3. 4. 5.
2 5 = 4 6 = 4 3 = 1 4 = 5 1 =
× × × × ×
6 10 5 9 5 6 2 8 6 2
6. 7. 8. 9. 10.
3 2 = 3 4 = 2 1 = 3 4 = 3 1 =
× × × × ×
8 9 4 5 7 2 5 7 8 4
Activity 3
Directions: Copy and complete the table. Multiply mentally.
1 4 1 2 3 4
× ×
5 5 2 3 4 8
3 3
4 6
2 2
3 5
3 2
9 10

72
Activity 4
Directions: Understand the questions carefully. Solve mentally and give the answer.
2 1
1. In the equation 3 × 2 = N, what is the value of N? ______________
1 2
2. If you multiply 4 × 3, what will be the product? ______________
3 5
3. What is N on 𝑜𝑓 ? ______________
8 6
4 7
4. What is the value of N? 7 × 8 = N ______________
2 3 4
5. Multiply 5 × 4 and 5. It will give a product of ______________?
Activity 5
Directions: Read the following problems then solve mentally.
1) Jose’s father has 6/8 of the garden to plant. He has finished ½ of it. What part of the
garden has he finished? ___________________
2) Bert has a take home salary of 4/5 of his total salary. He allotted ½ of it for food. What
part was allotted for food? ___________________
3) Two-thirds of the barangay members helped in cleaning the esteros. One half of them
are barangay officials. What part are barangay officials? ___________________
4) Nelia has ½ piece of a cartolina. She shares 1/3 of it to Joe who needs it very badly for
his Science project. What part of the cartolina did Nelia share? ___________________
5) Josie had a ribbon ¾ meter long. She gave ½ of it to Irene to decorate a gift. What part
of the ribbon did Irene receive? ___________________
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
73
References
Acuña, A. A. (n.d.). Grade School Mathematics V.
Roland Pourdavood, K. M. (n.d.). The Impact of Mental Computation on Children’s
Mathematical Communication, Problem Solving, Reasoning and Algebraic
Thinking .
Abinoja, A.O. (2003).Grade School Mathematics 5
Ateneo Manila University.(2010).Lesson Guide in Elementary Mathematics Grade 5
Answer Key
Activity 1
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1 3 2 1 1 1 1 2 7 5
6 7 9 5 2 10 15 35 10 8
Activity 2
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1 8 2 1 5 1 3 1 12 3
6 15 5 4 12 12 5 7 35 32
Activity 3
× 1 4 1 × 2 3 4
5 5 2 3 4 8
3 3 3 3 3 1 3 1
4 20 5 8 6 3 8 4
2 2 8 1 2 4 3 1
3 15 15 3 5 15 10 5
3 1 4 1 2 2 3 1
9 15 15 6 10 15 20 10
Activity 4 Activity 5
1. 2. 3. 4. 5. 1. 2. 3. 4. 5.
1 1 5 1 6 3 2 1 1 3
3 6 16 2 25 8 5 3 6 8
Prepared by:
VANESSA A. HONTOMIN
Writer

74
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Solving Word Problems on Multiplication of Fractions
The learner solves routine and non – routine problems involving multiplica tion without or with addition or subtraction of fractions and whole numbers using approp riate problem-solving strategies and tools (M5 -NS-Ih-92.1)
Background Information for Learners:
In this activity sheet, you will apply the concept you learned in multiplying fractions.
This will help and prepare you solve real world problems.
Remember to follow the steps in problem solving.
1. Understand the problem. Identify what is asked and what are the given.
2. Plan. Think of a strategy to solve the problem. What operation should you use? And
consider writing a number sentence to formulate your solution.
3. Solve and answer. Once you have everything you need, you are now ready to solve
the problem.
4. Check. Review your answers.
Example:
1. Maddie has 6 chocolate bars. She gave 2/3 of it to Matt. How many chocolate bars did
she give to Matt?
A. Understand
a. What is asked?
How many chocolate bars did she give to Matt?
b. What are the given?
6 chocolate bars
2/3 of the chocolate bars given to Matt
B. Plan
a. What operation/s will be used?
Multiplication
b. Write a mathematical sentence for the problem.
2
Number of chocolate bars given to Matt = 6 × 3
C. Solve
2
Number of chocolate bars given to Matt = 6 × 3
2 6×2 12
6 × = = = 𝟒
3 3 3

75
D. Final Answer
Maddie gave 4 chocolate bars to Matt.

E. Check or review your answers
Divide the answer by 2/3 to check if the original number of chocolate bar is equal
to 6.
2
4 ÷
3
To divide by a fraction, take the reciprocal of the divisor and multiply it to the
dividend.
2 3 12
4 ÷ = 4 × = = 𝟔
3 2 2
By checking, we get the original number of chocolate bars Maddie had which is 6.
It means that our answer “4 chocolate bars given to Matt” is correct.

The learner solves routine and non – routine problems involving multiplication without or with
addition or subtraction of fractions and whole numbers using appropriate problem-solving
strategies and tools. (M5-NS-Ih-92.1)
Activity 1. Warm it Up!

Directions: Read and solve the following problems by answering the given tool guide.
1. Sam and his grandma ordered 12 dumplings. His grandmother eats one fourth of the
dumplings and Sam eats the rest. How many dumplings did Sam eat?
A. Understand
a. What is asked?
__________________________________________________________________
a. What are the given?
__________________________________________________________________
__________________________________________________________________
B. Plan
__________________________________________________________________
b. Write a number sentence.
__________________________________________________________________
C. Solve
D. Final Answer: _________________________________________________________

76
2. Jane and her cousin Lily steam 21 dumplings. The cousins eat two thirds of them. Each girl
eats the same amount. How many dumplings did Jane eat?
A. Understand
a. What is asked?
__________________________________________________________________
b. What are the given?
__________________________________________________________________
__________________________________________________________________
B. Plan

__________________________________________________________________
__________________________________________________________________
C. Solve
D. Final Answer:_________________________________________________________
3. Mrs. Perez’s class donated 99 different products for the food drive. One-ninth of it was
vegetables, 2/3 pasta, and 2/9 was soup. How much of each product did they donate?
A. Understand
a. What is asked?
__________________________________________________________________
c. What are the given?
__________________________________________________________________
__________________________________________________________________
B. Plan

__________________________________________________________________
__________________________________________________________________
C. Solve

77
D. Final Answer: ___________________________________________________________
4. Renee had a box of cupcakes, of which she gave 1/2 to her friend Juan. Juan gave 3/4 of
his share to his friend Elena. What fractional part of the original box of cupcakes did Elena
get?
A. Understand
a. What is asked?
__________________________________________________________________
d. What are the given?
__________________________________________________________________
__________________________________________________________________
B. Plan

__________________________________________________________________
__________________________________________________________________
C. Solve
D. Final Answer: _________________________________________________________
5. Your job is to sweep 3/4 of the school's cafeteria. Your friend Jamie agrees to help you and
sweeps 1/3 of your part. What fraction of the entire floor your friend agreed to sweep?
What fraction of the entire cafeteria floor you will have to sweep?
A. Understand
a. What is asked?
__________________________________________________________________
e. What are the given?
__________________________________________________________________
__________________________________________________________________
B. Plan

__________________________________________________________________
__________________________________________________________________

78
C. Solve
D. Final Answer: _________________________________________________________
Activity 2. More!
Directions: Read and solve. Show your solution and write your answers in complete sentences.
1. There was 5/8 of a pie left in the fridge. Daniel ate 1/4 of the leftover pie. How much
of the pie did he have?
2. Olivia took out 8 glasses and poured juice from the pitcher. The capacity of each glass
is 3/10 liter. If there was enough juice for 6 glasses, how much juice was there?
3. Pam baked some cupcakes for her friends. She baked 24 cupcakes. Each cupcake is
2/15 pound. If she packed 6 cupcakes in each box, what is the weight of each box?
4. According to a recipe, each batch of pancake mix can make 12 pancakes. Kathy is
making 3 batches for a brunch party. If each batch needs 7/12 cups of milk, how much
milk does she need in total?
5. There are 7/8 kilograms of salt in the kitchen. Mrs. Jackson used 2/15 of the salt when
she was preparing dinner. How much salt did she use?
Activity 3. Extra Challenge!

Directions: Read and solve. Show your solution and write your answers in complete sentences.
9
1. According to a recipe, oz. of sugar is needed to make 6 cookies. Ashley decided to
20
use only a third of the sugar to make it healthier. How much sugar did Ashley use?

79
2. One-ninth (1/9) of the shirts sold at Peter's shop are striped. 5/8 of the remainder are
printed. The rest of the shirts are plain colored shirts. If Peter's shop has 81 plain colored
shirts, how many more printed shirts than plain colored shirts does the shop have?
3. Two-ninth (2/9) of the people on a restaurant are adults. If there are 95 more children
than adults, how many children are there in the restaurant?
Rubrics for Scoring

Understands the Identifies Develops a Implements the
Poi
Problem Necessary Tools/ Problem - Solving Strategy to Reach
nts
Formulas Strategy a Solution
Demonstrates a Accurately Selects an effective Accurately
thorough identifies all and efficient implements the
understanding of additional problem-solving problem‐solving
the problem. information and strategy that will strategy to reach a
Precisely identifies tools/formulas lead to a valid valid, accurate
5
all key elements of needed to solve the solution. Accounts solution. No errors
the problem and the problem. for most probable are present.
relationship of constraints before
these elements to implementation.
each other.
Demonstrates a Accurately Selects an effective Accurately
clear understanding identifies most problem-solving implements the
of the problem. additional strategy that will problem‐solving
Accurately information and lead to a valid strategy to reach a
identifies key tools/formulas solution. Accounts valid, accurate
4
elements of the needed to solve the for obvious solution. One or
problem and the problem. probable two minor errors
relationship of constraints before are present.
these elements to implementation.
each other.
Demonstrates a Accurately Selects an Adequately
sufficient identifies some appropriate implements a
understanding of additional problem-solving problem‐solving
the problem. Minor information and strategy that will strategy to reach a
errors may be tools/ formulas lead to a valid valid solution.
3
present in needed to solve the solution. Accounts Some errors are
identification of problem. for one probable present.
elements or constraint before
explanation of their implementation.
relationship.

80
Demonstrates a Minimally Selects a minimally Minimally
minimal identifies effective problem- implements a
understanding of information and solving strategy. problem‐solving
the problem. Some tools/formulas Does not account strategy to reach a
2 errors are present in needed to solve the for probable plausible solution.
identification of problem. constraints before Several errors are
elements or implementation. present.
explanation of their
relationship
Does not Does not identify Does not select an Does not
demonstrate an additional effective problem- implement a
understanding of information or solving strategy. problem‐solving
the key elements of tools/formulas Does not account strategy to reach a
the problem or the needed. for probable valid, accurate
relationship of the constraints. solution.
1 elements to each Significant errors
other. Several are present.
errors are present in
the identification of
elements and the
explanation of their
relationship.
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

81
References
Lumbre, A. P. (2016). 21st Century MATHletes Textbook. Vibal.
https://www.education.com/download/workbook/174882/independent-study-packet-
5th-grade-week-5.pdf
https://www.education.com/download/worksheet/173673/dumpling-math-color-the-
fractions.pdf
https://www.basic-mathematics.com/word-problem-multiplying-fractions-with-
fractions.html
https://www.mathgoodies.com/lessons/unit17/solve-word-problems
https://www.k5learning.com/worksheets/math/grade-5-word-problems-multiplying-
fractions-a.pdf
https://www.onlinemathlearning.com/fraction-math.html
https://www.ctreg14.org/uploaded/School_Folders/NHS/Learner_Expectation_Rubics
/L.E._2_Problem_Solving_Rubric.pdf
Answer Key
Activity 1
1. Sam ate 9 dumplings.
2. Jane ate 7 dumplings.
3. Mrs. Perez’s class donated 11 vegetables, 66 pasta, and 22 soups.
4. Elena got 3/8 of the original box of cupcakes.
5. a. Jamie will sweep ¼ of the entire floor.
b. I will have to sweep ½ of the entire cafeteria floor.
Activity 2
1. Daniel had 5/32 of the pie.
2. There was 1 4/5 or 9/5 liter of juice.
3. The weight of each box is 4/5 pounds.
4. She needs 1 ¾ or 7/4 cups of milk in total.
5. She used 7/60 of a kilogram of salt.
Activity 3
1. She used 3/20 oz. of sugar.
2. Peter's shop has 54 more printed colored shirts than plain shirts.
3. There are 133 children in the restaurant.
Prepared by:
CHARMAINE CERVILLON
Writer
82
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Reciprocals
The learner shows that multiplying a fraction by its reciprocal is equal to 1 (M5 -NS-Ih-94).
Background Information for Learners:
A reciprocal, or multiplicative inverse, is simply one of a pair of numbers that, when

multiplied together, equal 1. Simply interchange the numerator and the denominator to get the
reciprocal of a number.
The reciprocal of any non - zero whole number is 1/n.
Example: Find the reciprocal of 9.
Since 9 can also be expressed as 9/1, the numerator is 9 and the denominator is
1. Therefore, its reciprocal is 1/9.
The reciprocal of a fraction with numerator a and denominator b (a/b) is b/a.
Example: Find the reciprocal of 3/5.
To get the reciprocal, just switch the numerator 3 with its denominator 5.
The reciprocal of 3/5 is 5/3.
Example: What is the reciprocal of 2 4/7 ?
Transform the mixed to improper fraction before getting the reciprocal.

When 2 4/7 is transformed to improper fraction, we get 18/7.
The reciprocal of 18/7 is 7/18.
Every number has a reciprocal except zero. Because the reciprocal of 0/1 is 1/0 which
is undefined.
The product of any number and its reciprocal (or multiplicative inverse) is always equal
to 1.
Example: Find the product of 15 and its reciprocal.

15 x 1/15 = 15/15 = 1
83
Example: Find the product of 3/4 and its reciprocal.
¾ x 4/3 = 12/12 = 1

The learner shows that multiplying a fraction by its reciprocal is equal to 1. (M5-NS-
Ih-94)
Activity 1. Switch it!

Directions: Find the reciprocal of the given numbers.
1. 3/8 → _______ 6. 5/7 → _______

2. 5 2/3 → _______ 7. 2/3 → _______
3. 0/3 → _______ 8. 5 4/5 → _______
4. 10/3 → _______ 9. 7/11 → _______
5. 12 1/5 → _______ 10. 24/7 → _______
Activity 2. Fill me!

Directions: Fill in the missing number to complete and make the equation correct.
1. ¼ x =1 6. 18/39 x =1
2. x 3 3/5 = 1 7. 5/12 x 12/5 =
3. x 25/2 = 1 8. 11/87 x =1
4. 23/7 x =1 9. x2½=1
5. 0/1 x 1/0 = 10. 72 x =1
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

84
References:
https://www.cliffsnotes.com/cliffsnotes/subjects/math/in-math-what-does--i-
reciprocal-i-mean
https://www.superteacherworksheets.com/reciprocals/reciprocals2.pdf?up=14666112
00
Answer Key
Activity 1. Switch it! Activity 2. Fill me!
1. 8/3 6. 7/5 1. 4 6. 39/18

2. 3/17 7. 3/2 2. 5/18 7. 1
3. Undefined 8. 5/29 3. 2/25 8. 87/11
4. 3/10 9. 11/7 4. 7/23 9/ 2/5
5. 5/61 10. 7/24 5. Undefined 10. 1/72
Prepared by:
CHARMAINE CERVILLON
Writer

85
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Visualizes Division of Fractions
Visualizes division of fractions. (M5NS-Ii-95)
This activity sheet serves as a self-learning guide for the learners. This is specially
prepared for learners to reinforce their general mathematical strategies and thinking skills by
visualizing division of fraction and solving challenging mathematical problems.
This activity sheet helps learners to grasp mathematical concepts and improve the
ability to solve raw mathematics problems logically using various skills.
Visualizing division of fractions is very basic compared to other mathematics

applications. It only needs understanding and comprehension on how to go through it by
looking at the fractions and analyzing it before actually dividing the given fractions.
Here is an example with a solution.
2 ÷1/5 = N. Let us visualize and get the value of N.
• First, we write the denominator of 2 which is 1.
1
(Please take note that 2 is the dividend and its denominator is 1).
2
• Second, we write the reciprocal or the multiplicative inverse of the fraction 1/5
which is the divisor. So, 1/5 becomes 5/1.
1 5
5 1
• Change the division operation to multiplication then do the cross cancellation if

they can be cancelled-out or immediately multiply the numerators and the
denominators.
2 5 10
×1= = 10
1 1
• The value of N is 10.

86
Visualizes division of fractions. (M5NS-Ii-95)
Activity 1
Directions: Read, analyze and solve the word problem below. Write your answers on the
spaces provided.
Mrs. Ponce has 2 meters of cloth. She wants to make hand towels for her TLE project. How
many hand towels can she make if each hand towel measures ¼ meters?
Solve the problem using 2 whole strips of the same length.
Strip 1 ¼ ¼ ¼ ¼
Strip 2 ¼ ¼ ¼ ¼
1. How many fourths are there in 1 whole strip? _____________________

2. How many fourths are there in 2 whole strips? ____________________
3. How many hand towels can Mrs. Ponce make? ___________________
Therefore 2 ÷ ¼ = ______________
Activity 2
Directions: Find the answer to the following questions from the Fraction Chart. Write your
answers inside the box.
1 Whole
1 1
a. How many halves are there in 1 whole?
2 2
1
1÷½= 1 1
3 3 3
b. How
1 many eighths 1are there in 1 whole?
1 1
4 1 ÷ 1/8 =4 4 4
1 1 1 1 1 1
c. How
6 many 6sixths are there
6 in 1/3?6 6 6
1 1 1/3 ÷ 1 1/6 = 1 1 1 1 1
8 8 8 8 8 8 8 8
d. How many twelfths are there in 2/3?1
1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2
2/3 ÷ 1/12 =

87
Activity 3
Directions: Show how to divide the following fractions: Write your solutions inside the box.
a. 12 ÷1/4 = b. 54 ÷1/6 =
c. ¾ ÷ ½ = d. 1/2 ÷ 1/4 =
Activity 4
Directions: Solve the following using a drawing: Place your drawing/illustration in the spaces
process in each number.
1. An aquarium is to be filled ¾ full of water. It takes 1 minute to fill it ¼ full.

How long will it take to fill the aquarium?
2. Doring has 2 kilograms of sugar. She used ¼ kilogram for every cake she baked.
How many cakes did she bake?
3. Of the ¾ hour that Ely allotted for cleaning his room, he spent 2/8 hour for each
activity. How many cleaning activities did he have?
Activity 5
Directions: Use a number line, drawing or illustration to show:
a. 3÷¾ =
b. 10 ÷ ½ =
c. 8 ÷ 4/5 =
d. 24 ÷ 1/6 =
e. 15 ÷ 1/3 =

88
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Lesson Guides in Elementary Mathematics Grade VI, 2003, pp. 356-361
Lesson Guides in Elementary Math 6, 2012, pp.266-270,
Lesson Guides in Elementary Mathematics, 2005, pp.254-257.
Answer Key
Activity 1: Activity 2: Activity 3: Activity 4:

1. 4 1. 2 a. 48 1. 1 ½
2. 8 2. 8 b. 1 ½ 2. 8
3. 12; Therefore: 8 3. 2 c. 324 3. 3
4. 8 d. 2
Activity 5:
a) 4
b) 20
c) 10
d) 144
e) 45
Prepared by:
NICOMEDES C. RICO
Writer
89
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Dividing Simple Fractions and Whole Numbers by a Fraction
Divides simple fractions and whole numbers by a fraction and vice versa (M5NS-Ii-95)
This activity sheet serves as a self-learning guide for the learners. This is specially
prepared for learners to reinforce their general mathematical strategies and thinking skills by
dividing simple fractions and whole numbers and solving challenging mathematical problems.
This activity sheet helps learners to grasp mathematical concepts and improve the
ability to solve raw mathematics problems logically using various skills.
Dividing simple fractions by whole numbers can be easily learned if you have already
learned the basic of dividing simple fractions. You have to familiarize yourself to the
terminologies used in dividing simple fractions by whole numbers. Reciprocal is inversely
related wherein the product of a number and its reciprocal is always 1.
Study the step by step solution on how to divide the given example:
1) ½ ÷ ¼ = N Find the value of N.
• Step 1. Write ½.
1
2
• Step 2: Get the reciprocal or multiplicative inverse of the fraction ¼
4
1
• Step 3: Change the division symbol (÷) to multiplication symbol (x).
• Step 4. Multiply the numerators and the denominators. Do the cross cancellation if
they can be cancelled-out. Reduce the answer to lowest terms, if possible.
1 4
× = 𝑁
2 1
4
= 2
2
So, the value of N is 2.

90
Divides simple fractions and whole numbers by a fraction and vice versa. (M5NS-Ii-
96.1)
Activity 1
Directions: Read and analyze the word problem below and answer the questions that follow.
Mon is helping his father in their carpentry shop. They have 2 meters of wood which
they will use to make frames. If each frame will be 2/3 m long, how many frames will they
be able to make?
• What is asked in the problem? _____________________________________

• What facts are given? ____________________________________________
• What is the needed in the problem? _________________________________
• What is the hidden question? ______________________________________
• Write an equation for the problem. __________________________________
Use the Number Line to answer below:
2 2 2
3 3 3
0 1/3 1/3 1 4/3 5/3 2
• How many frames will father and Mon be able to make?

___________________________________________________________
• Suppose father and Mon have 6 meters of wood, how many frames each
measuring ¾ m can they make?
___________________________________________________________
Activity 2
Directions: Make a multiplication equation which will give the same answer as the division
equation of the following: Write your answers inside the box.
1) 2 ÷2/3 = 2) 6 ÷3/4 =
2) 7 ÷ 2/4 = 4) 5 ÷ 2/6 =
5) 6 ÷ 2/3 =

91
6) In 1, what do you call 3/2 in relation to 2/3? ____________________________.
7) In 2, what do you call 4/3 in relation to ¾? _____________________________.
8) In 2 ÷ 2/3, 2/3 is called the _________________________________________.
9) In 6 ÷ ¾, ¾ is called the ___________________________________________.
10) The product of a number and its reciprocal is _________________________.
Activity 3
Directions: Answer the following word problems. Show your solutions in the spaces provided
in each number.
1) How many ¼ kg sugar can you repack from 5 kg?
2) How many ½ -m string can a boy scout cut from a 10-m string. If each boy scout will
be given equal length, how many boy scouts can be given?
3) There are 5 kilogram of rice. Each boy scout can consume 1/5 kg of rice per meal. For
how many boy scouts is this enough for a meal?
4) How many fifths are there in 15?
5) How many 5/8’s is there in 40?
Activity 4
Directions: Write the equation for each problem and solve. Write your solutions inside the
boxes.
1) Nick and his father can repair one desk in 1/3 hour. How many desks can they repair in
3 hours?
2) Rona and her mother can sew one tablecloth in ¼ hour. How many tablecloths can they
finish in 5 hours?

92
3) Mother has 6 kg of boiled peanuts. She wants to repack these into small plastic bags
which weigh 3/8 kg each. How many plastic bags does she need?
Activity 5
A. Directions: Complete the process.
1) 5 ÷ ¼ = 5/1 x ____ / ____ = _______

2) 8 ÷ 2/5 = 8/1 x ____/ ____ = ________
3) 12 ÷ 2/3 = 12/1 x ____/____ = ______
4) 12 ÷5/6 = 12/1 x ____/ ____= _______
5) 10 ÷ 8/12 = 10/1 x _____/ _____ = _______
B. Find the value of N:
1) 14 ÷ 2/7 = N (_____________)
2) 30 ÷ 5/6 = N (_____________)
3) 24 ÷ 3/8 = N (______________)
4) 6 ÷ 5/6 = N (______________)
5) 14 ÷ 1/7 = N (______________)
Activity 6
Directions: Answer this number puzzle. Have a separate sheet of paper for your computation.
a) b) c) ACROSS DOWN
1 a) 3/7 of 147
b) 4 𝑛 = 6
d) e) 1 c) prime number
d) what is 2 of 62? between 41 and 45
f) 90 less than 6 e) ten more than 8
f) i) h) the product of 9 and g) What is 4 multiplied
7 by itself?
j) 3 more than 50 1
g) j) k) i) 2 of a right angle?
1
k) how many 4 in 9?
h)

93
Activity 7
Directions: The following activities A, B and C have different situations and processes.
Answer them by following the instructions.
A. Problem 1:
A car travels 11 ½ km for every loiter of gasoline. How many liters of gasoline
are needed for a 46-km trip?
What is asked? ___________________________________________

What facts are given? ______________________________________
What operation is needed? __________________________________
What is the number sentence? _______________________________
What is the answer? _______________________________________
Problem 2:
Using a modern machine, it takes a farmer 1/3 hour to plow ¾ hectare of farm.
How many hectares of farm could he plow in 1 hour using the same machine?
What is asked? ___________________________________________

What facts are given? ______________________________________
What operation is needed? __________________________________
What is the number sentence? _______________________________
What is the answer? _______________________________________
B. For each problem, check the letter of the correct division equation.
Problem 1:
How many pieces of string 5/6 dm long can be cut from a roll of 3 2/3 dm long?
a) 5/6 ÷3 2/3 = n b) 3 2/3 ÷5/6 = n
Problem 2:
How many benches 2 ½ m long each can be placed end to end in the hallway
13 1/3 m long?
a) 2 ½ ÷ 13 ½ = n b) 13 ½ ÷ 2 ½ = n
C. Answer the following problems.

Problem 1:
Liza worked for 40 minutes and was paid P100. Marie worked for 3/5 hours and
was paid P200. Who earned more per hour? Why?
______________________________________________________
Problem 2:
A box of soap weighing 1/5 kg sells for P75. A larger box of the same kind of
soap weighing 1/3 kg sells for P105. Which is better to buy? Why?
_______________________________________________________

94
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Lesson Guides in Elementary Mathematics Grade VI, 2003, pp. 356-361
Lesson Guides in Elementary Math 6, 2012, pp.266-270
Lesson Guides in Elementary Mathematics, 2005, pp.254-257
Answer Key
Activity 1:
1. number of frames to be made 4. Number of frames
2. 2 meters of cloth, 2 meters long each 5. 2 ÷ 2/3 = N
3. to determine the number of frames to be made 6. 3 7. 8
Activity 2:
a. 2/1 x 3/2 e. 6/1 x 3/2 i. divisor
b. 6/1 x 4/3 f. reciprocal j. 10
c. 7/1 x 4/2 g. reciprocal
d. 5/1 x 6/2 h. divisor
Activity 3:
1. 20 5. 64
2. 20
3. 25
4. 75
Activity 4:
a. 9
b. 20
c. 16

95
Activity 5A: Activity 5B:
1. 20 1. 49
2. 20 2. 36
3. 18 3. 64
4. 14 2/5 4, 7 1/15
5. 15 5. 98
Activity 6:
Activity 7
A. Answers may vary

B. 1. Problem 1: b
Problem 2: b
C. 1. Problem 1: Mario
Problem 2: A larger box
Prepared by:
NICOMEDES C. RICO
Writer

96
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Solving Routine and Non-Routine Problems Involving Division of Fractions
with or Without any of the other Operations of Fractions and Whole
Numbers Using Appropriate Problem-Solving Strategies and Tools
Solves routine and non -routine problems involving division without or with any of the other operation of fractions and whole numbers using appropriate problem-solving strategies and tools (M5NS-Ij-97.1 )
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for pupils’ mastery on solving division of fractions to
solve real life problems.
The process of solving routine and non-routine problems involving division of fractions
with or without any of the other operations of fractions and whole numbers using appropriate
problem-solving strategies and tools is easily adapted to solving applied problems. A crucial
step in such applications involves other operations.
Consider the following when solving routine and non-routine word problems involving
division of fractions with or without operations of fractions and whole numbers.
What is asked in the problem?

• What are the given facts?
• What operations are needed to solve for the problem?
• What is the hidden question?
• Translate the problem into mathematical sentence. Emphasize the meaning of
the parenthesis. The parenthesis tells what operation should be done first.
• Solve the mathematical sentence.
• What is the correct answer?
• Check the answer. Is it reasonable?
Remember to follow the steps in problem solving.
1. Understand the problem. Identify what is asked and what are the given.
2. Plan. Think of a strategy to solve the problem. What operation should you use?
And consider writing a number sentence to formulate your solution.
3. Solve. Once you have everything you need, you are now ready to solve the
problem.
4. Check. Review your answers.
97
Solves routine and non-routine problems involving division without or with any of the other
operation of fractions and whole numbers using appropriate problem-solving strategies and
tools. (M5NS-Ij-97.1)
Activity 1
Directions: Solve the given problems. Answer the questions that follow.
Problem 1:
Laura’s daily allowance is P40 She spends 3/5 of it for snacks and
saves the rest. How much does Laura save?
Analyze and answer the following:

1) What is being asked _______________________________________
2) What facts are given? ______________________________________
3) What operations are needed to solve the problem? _______________
4) Is there a hidden question? What is the hidden question?
___________________________________________________________
5) Translate the problem into a mathematical sentence.
__________________________________________________________
6) Solve the mathematical sentence. Show your solution inside the bow below.
Activity 2
Directions: Identify the hidden information in each problem and write the answer on the spaces
provided.
A. Identify the hidden information
1) Nila bought 2 ½ kg of beef at P140 per kg. How much change from a P500 bill?
What is the hidden information?
_______________________________________________________________
2) There are 19 boys in Section 1 and 23 boys in Section 2. If 2/6 of them are boy
scouts, how many boy scouts are there in all?
_______________________________________________________________
3) Ana mailed 2 packages weighing 2 ½ kg. and 6 3/8 kg. What was the average
weight of the packages?
_______________________________________________________________
98
B. Write the number sentence/equation for each of the following:
1) Ana bought 4 ½ meters of cloth at P40 per meter. How much change did she
receive from two hundred pesos?
_______________________________________________________________
2) Lina’s allowance for marketing was P300. She bought 2 ½ kilograms of chicken
at P80 per kilogram. How much money did she still have for fish and other food
items?
_______________________________________________________________
3) There are 45 pupils in Mrs. Garcia’s class and 43 pupils in Mrs. Rosal’s class.
Three-fourths of them joined the scouting movement. How many pupils are
scouters?
_______________________________________________________________
C. Solve the problems in Activity 2. B. and label the answers properly.
1) Show your solutions here.
Activity 3
Directions: Solve the following problems. Supply the needed information below:
1) Loida needs 3 ¼ meters of curtain cloth to decorate each window in the house. If
there are 8 windows, how many meters of curtain cloth does she need?
Illustration:
Given:
Required:
Solution:
2) A farmer has 3 daughters and 7 ¼ hectares of land. He gave 2/5 of it to the youngest
daughter, 3/5 of what remained to the next youngest, and what remained to the eldest.
How much land did each daughter receive?
Illustration:

99
Given:
Required:
Solution:
Rubrics for Scoring

Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.) Level 4 (3 pts.)
Amount of Learner shows Learner only Learner only Learner
Work no attempt to shows answer. shows answers completed each
really do any of but showed step and gave
the problems, no partial work. complete
answer given. answers.
Understanding Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
understanding understanding understanding understanding
on dividing on dividing on dividing On dividing
decimal to solve decimal to solve decimal to solve decimal to solve
real life real life real life real life
problems problems problems problems
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

100
References
Lesson Guides in Elementary Mathematics 6, 2005, 269-273; 21st Century Mathematics
6, 2007, 145-152. Fourth
Answer Key
Activity 1
1) How much does Laura save
2) P40 and 3/5
3) Multiplication and Subtraction
4) Yes, savings of Laura
5) 3/5 x 40 – 40= N
6) See Computation
Activity 2
1) Change of Nila from her P500 peso bill

2) Number of boy scouts
3) Average weight of the 2 packages
Activity 3
1. 26 meters
2. Youngest – 2 9/10 hectares
Next youngest – 2 61/100 hectares
Eldest - 1 37/50 hectares
7 ¼ hectares
r · Triangle Trigonometry, Mo, Module 2 (L

Prepared by:
JONNEL A. SALENGUA
Writer
101

Grade 5 Mathematics Final

Uploaded by

Copyright:

Available Formats

Grade 5 Mathematics Final

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 5 Mathematics Final

Uploaded by

Copyright:

Available Formats

What is the purpose of the document?

What is the purpose of the document?

What are the divisibility rules discussed in the document?

What are the divisibility rules discussed in the document?

5

LEARNING ACTIVITY SHEETS

The learner uses the divisibility rules for 2 ,5 and

The learner uses the divisibility rules for 3, 6 and

The learner uses the divisibility rules for 4, 8, 12,

The learner solves routine and non – routine

Perform a series of more than two operations on

The learner finds the common factors, GCF,

The learners solve real-life problems involving

Adds and subtracts fractions and mixed fractions

Visualizes multiplication of fractions using

Multiplies a fraction and a whole number and

Multiplies mentally proper fractions with

The learner solves routine and non – routine

The learner shows that multiplying a fraction by

Visualizes division of fractions. (M5NS-Ii-95) ............................................................... 86

Divides simple fractions and whole numbers by

Solves routine and non-routine problems

Note: Practice Personal Hygiene protocols at all times

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with Code

1. Can 388 be divided by 2? __________

1) 438 2) 60 3) 315 4) 204 5) 36

2. What did you like most from this lesson?

3. What is the most challenging or least interesting from the activities?

Note: Practice Personal Hygiene protocols at all times

Note: Practice Personal Hygiene protocols at all times

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with Code

_____ 1. Which of the following is divisible by 3?

Note: Practice Personal Hygiene protocols at all times

2. What did you like most from this lesson?

3. What is the most challenging or least interesting from the activities?

Note: Practice Personal Hygiene protocols at all times

Note: Practice Personal Hygiene protocols at all times

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with Code

2. What did you like most from this lesson?

3. What is the most challenging or least interesting from the activities?

Note: Practice Personal Hygiene protocols at all times

SHIRLEY FLORA A. GALOLO

LEARNING ACTIVITY SHEET

2. Factors of 12 are 1, 2, 3, 4, 6, and 12, because 1 x 12, 2 x 6, or 3 x 4.

Example of Routine Problem

C. Identify the number that can divide 32 equally.

Answer: There are 4 ways to form a group.

Learning Competency with Code

Note: Practice Personal Hygiene protocols at all times

A. What is asked in the problem? Solution:

B. What are the given facts?

C. What operation to be used? Checking:

D. What is the number sentence?

A. What is asked in the problem? Solution: