Mathematics 5

LESSON 1
Quarter 1 Week 6
Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of divisibility,
Standards order of operations, factors and multiples, and the four
fundamental operations involving fractions.
B. Performance The Learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations
C. Learning Subtract Dissimilar Fractions and Mixed Fractions without
Competencie regrouping. M5NS-If-85a
s or
Objectives
II. CONTENT Subtracting dissimilar fractions and mixed fractions
without regrouping
III.LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learners
Materials
pages
3. Textbook MATHletes 5 pages 70-77
pages
4. Additional
materials from
Learning
Resource (LR)

151
 Portal
B. Other Learning
Resources
IV. PROCEDURE
A. Review previous (Use flashcards/show me board)
lesson or Show a flashcards in subtracting dissimilar fractions.
presenting the 5/6 – 1/4
new lesson
¾- ½ 2/3 -1/5
B. Establishing a How many of you have brothers or sisters. Do you share
purpose for the
anything with them? When you give something to
lesson
somebody what happen to the things you had before?
(Wait for some response). What do you feel when you
share something to others? Why?
C. Presenting Strategy : Using a Problem as an Opener- Using cutouts
examples/instances 1 3
Anna brought home 3 loaves of bread . She gave of
2 4
of the new lesson
it to her grandparents. How many loaves of bread were
left?
D. Discussing new Ask:
concepts and
• What is asked?
practicing new skills
#1 • What are given?
• What operation will you use to solve this problem?
• What is the solution? Final Answer?
E. Discussing new 1
a. Using paper cutouts, let the pupils represent the 3
2
concepts and
3
practicing new skills loaves of bread. Anna brought, and loaf of bread that
4
#2
she gave.
b. Let the pupils post the cutouts on the board as shown
and label

1
3
2

152
 3
4
3
Ask: If you fold the cutout representing slice and
4
1 3
put it on top of the cutout, what part of is equivalent
2 4
1 2
to ? ( 4)
2
1 1
What will be left uncovered of the cutout? ( 4 )
2
1
Therefore, how much of the 3 cutouts will remain if you
2
1 1
take away 2 ? (3 4 )
1
What does 3 represent? ( The number of loaves of
4

bread left)
What shall we do first when we subtract fractions from
mixed numbers whose fractions are dissimilar?
•(Change the fractions first into similar fractions.)
•Through the guidance of the teacher, let the pupils
discover the steps in subtracting fractions from mixed
numbers whose fractions are dissimilar.
•Give more practice exercises on equations showing
subtraction of fractions from mixed numbers
F. Developing Note: Teacher may identify first the groupings
mastery
of the learner before giving the differentiated activities,
may also present the rubrics and standard in group
activities.

153
 Average Learners
Group I
Fill in the boxes to complete the addition sentence..(Using flashca
5 1
1. 5 − = 5 − =5 𝑜𝑟 5
6 3 6 6 6
3 1
2. − = − =
4 6 12 12 12
Group 2
Using cut –out
8 2
1. 3 9 − 3=

4 5
2. 6 − =
5 6
Group 3
Using modeling
1. 4 5/7 - 1/4
2. 3 4/5 - 2/10
Group 4 By using fraction charts
1. 3 ¾ - 2/3
2. 3 5/6+ 2/3
Group 5
Find the difference. Change the answer in lowest term.
8 2 7 2
1. 5 − 2. 6 −
10 5 8 3

154
 Advance Learners
Group 1
Fill in the boxes to complete the addition sentence.

(Using flashcard)

6 3
1. 4 8 − = 4 40 − =4 𝑜𝑟 4
5 40 40

5 2
2. − = 24 − = 𝑜𝑟
6 8 24 24

Group 2

Using cut –out

3 1
1. 2 −
4 2
4 2
2. 5 −
5 6
Group 3

Using modeling

7 2
1. − +
8 4
9 3
2. 3 −
10 5
Group 4

By using fraction charts

5 1
1. 2 −
7 3
5 1
2. 5 −
6 4
Group 5

Find the difference Change the answer in lowest term

3 3
1. 2 − 1
4 5
8 2
2. 2 −
9 3
G. Finding practical A. Subtract, then reduce the difference to lowest terms
applications of

155
concepts and skills in whenever possible.
daily living
7 3
1. 15 8 - 4
3 3
2. 10 5 - 10
3 1
3. 6 4 - 210

H. Making How do we subtract dissimilar fraction from mixed

generalizations and
number without regrouping?
abstractions about
the lesson  Express them as similar fractions by finding their
LCD
 Subtract the fractions following the rules in
subtracting similar fractions
 Bring down the whole number
 Change the fraction into lowest term if possible
I. Evaluating learning Choose the letter of the correct answer.
10 2
1. Find N in 7 12 - =N
8
3 14 14 14
a. 7 b. 7 c. 7 d. 6
4 20 24 24
4 7
2. If is taken from 16 8, what is left?
10
19 3 19 7
a. 16 b. 16 40 c. 15 d. 16 40
40 40

7 2
3. What is 22 15 - ?
5
5 1 5 5
a. 22 20 b. 22 15 c. 22 10 d. 21 15

9 8
4. What is 12 minus ?
10 15
11 11 1 11
a. 12 b. 12 c.12 d. 12
10 15 30 30
3 15
5. Subtract from 420 .
10
9 12 9 9
a. 4 20 b.4 20 c. 4 15 d. 4 10

J. Additional activities ( For Remediation/Enrichment)

for application or
Solve this problem.
remediation
3
The original length of the rope is 6 6 metres. Illustrate

156
 using a number line to show the following lengths
3
taken from the original length of 6 6 metres.
2
1. metre
4
10
2. metre
12
3
3. metre
8

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use./discover
which I wish to share
with other teachers?

157
 Mathematics 5
LESSON 2
Quarter 1 Week 6
Day 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of divisibility,
Standards order of operations, factors and multiples, and the four
fundamental operations involving fractions.
B. Performance The Learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations
C. Learning Subtract Dissimilar Fractions and Mixed Fractions with
Competencie Regrouping. M5NS-If-85b
s or
Objectives
II. CONTENT Subtracting dissimilar fractions and mixed fractions
with regrouping
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learners
Materials
pages
3. Textbook MATHletes 5 pages 70-77
pages
4. Additional
materials
from Learning
Resource

158
 (LR) Portal
B. Other
Learning
Resources
IV. PROCEDURE
A. Review previous (Use flashcards/show me board)
lesson or Show a flashcards in subtracting dissimilar fractions
presenting the
3 4/6 – 2/3
new lesson
2 5/6 - 2/3 6 8/10 -2/3

B. Establishing a Do you have fruit dessert during lunch or dinner? What

purpose for the
are the usual fruits we eat for dessert?
lesson
C. Presenting Present a word problem written in a cartolina strip or
examples/instances through power point presentation
of the new lesson There was 1 ½ melon left for dinner. At dinner
time, the family ate 2/3 of the melon. What part of
the melon was left for the next meal?
D. Discussing new Ask: What is asked in the situation?
concepts and
What are the given facts?
practicing new skills
#1 How will you solve the problem?
What is the number sentence?
Possible Solution:
1 2
1 2 − 3= N
1 3 6 3 9
So: 1 2 = 16 = + =6
6 6
2 4 4
− = −
3 6 6

5
6

E. Discussing new What good trait does this family possess? Is it good to
concepts and
have this trait? Explain.
practicing new skills
#2 (Possible answer: They know how to save food.)
F. Developing Note: Teacher may identify first the groupings of the

159
mastery learner before giving the differentiated activities, may also
present the rubrics and standard in group activities.

Average Learner
Group I
1 1
1. Take away 3 2 from 6 5
1 4
2. 6 8 less 2 5 is equal to _____
Group 2
Using cut –out
1 2
1. 5 5 − 3
2 10
2. 8 7 − 14
Group 3
Using modeling
1 5
1. 3 − 1
2 6
1 5
2. 6 6 − 9
Group 4
By using fraction charts
1. 3 ¼- 4/5
2.. 6 2/8 – ¾
Group 5
Find the difference. Change the answer in lowest term.
2 4
1. 5 −
10 5
2 2
2. 6 −
8 3

160
 Advance Learners
Group 1
2 4
1. The difference between 9 9 and is ____
5
2 7
2. Find the difference of 6 12 − 10.
Group 2
Using cut –out
1 4
1. 2 −
4 5

1 5
2. 5 −
5 6
Group 3
Using modeling
2 3
1. 9 − +
8 4
1 3
2. 3 −
2 5
Group 4
By using fraction charts
1 2
1. 2 −
7 3

1 3
2. 3 −
6 4
Group 5
Find the difference Change the answer in lowest term
1 4
1. 2 −
4 5

2 2
2. 5 −
9 3
G. Finding practical After all the groups have presented their answers, ask:
applications of
“How did you find the activity? How were you able to
concepts and skills
in daily living subtract dissimilar fractions and mixed fractions ? What
did you do?”
Expected answers:

161
  We write the number sentence
 Then, we changed the dissimilar fractions to
similar fractions by first finding the LCM or LCD.
 Next, we borrowed from the whole number then
proceed to the subtraction.
Discuss with the pupils the ways on how they were able to
subtract dissimilar fractions and mixed fractions with
regrouping. Lead the pupils to see that when subtracting
dissimilar fractions, they must first change them to similar
fractions by looking for the LCM of the denominator. Give
more examples.
Application:
2 5
1. Find the difference of 4 and 2 .
3 6
1 4
2. What is the difference between 10 2 and 6 6?
7 1
3. If you subtract 6 8 from 11 4, what is the result?

H. Making How do we subtract dissimilar fraction and mixed fractions

generalizations and
with regrouping?
abstractions about
the lesson  Express them as similar fractions by finding their
LCM or LCD
 We borrowed from the whole number then
proceed to the subtraction
 Subtract the fractions following the rules in
subtracting similar fractions
Bring down the whole number
I. Evaluating A. Answer the following
learning 1 1
1. Take away from 6 5.
3
8 1
2. Subtract from7 9.
15
5 6
3. The difference between 9 9 and 6 7 is ______.
7 7
4. Find the difference of 16 12 − 4 8

5. If you subtract 7/8 from 11 1/4, what is the result?

162
J. Additional Assignment
activities for 1 4
application or 1. What is the difference between 10 2 and 6 6?
remediation 7 1
2. If you subtract 6 8 from 11 4, what is the result?
3 6 1
3. The difference of 3 and 2 subtracted to 5
5 10 2

is ____.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use./discover which I
wish to share with
other teachers?

163
 Mathematics 5
LESSON 3
Quarter 1 Week 6
Day 3

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental operations
involving fractions.
B. Performance The Learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations
C. Learning Solves routine problems involving addition and/or
Competencies or subtraction of fractions using appropriate problem
Objectives solving strategies and tools M5NS-If-87.2a
II. CONTENT Solving routine problems involving addition
and /or subtraction of fractions using
appropriate problem solving strategies and
tools
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elementary Math Grade 5,
pages pp.176-181
2. Learners Materials
pages
3. Textbook pages 21st Century MATHletes 5, pp.58-77
4. Additional materials
from Learning
Resource (LR)
Portal

164
 B. Other Learning Division Local Heritage Matrix
Resources
IV. PROCEDURE
A. Review previous Flashcard drill on addition and subtraction of
lesson or presenting fractions
the new lesson e.g. 3/8+2/4 2/3-1/4
½+2/5 4/5-1/3

B. Establishing a purpose What do you usually have during recess time? Do

for the lesson
your parents give you money? What do you do
with your extra money?
C. Presenting Problem Opener ( use pictures of the local
examples/instances of the delicacies )
new lesson In the school canteen, Mrs. Oberos sold 61/2 pans
of sweet rice cakes (linukay) in the morning and 3
2/5 pans of linupak in the afternoon. How many
pans of rice cakes and linukay were sold the whole
day?
D. Discussing new *Guide the pupils to better understand the problem
concepts and practicing
through an illustration.
new skills #1
*Analyze the problem by asking the following
questions:
>What is asked in the problem?
>What are the given facts?
>What do you think is the operation to be used to
solve the problem?
>What is the number sentence?
>How do we solve the equation?
E. Discussing new * Ask the pupils to solve similar activity by pairs.
concepts and practicing
Problem: Mang Tino harvested coconut fruits in his
new skills #2
farm. But, he needed the coconut fruit juice to
make wine (tuba). He filled his big jar with 20 2/3
gallons of coconut fruit juice. He consumed 9 ½

165
 gallons of it and gave 4 ¾ gallons to his friend. How
many gallons of coconut fruit juice did Mang Tino
have left?
Ask: How did you solve the problem?
F. Developing mastery AVERAGE ADVANCE
LEARNERS LEARNERS

>Have the pupils work >Have the pupils work

in groups. Provide in groups. Provide
them with problems like them with problems like
these in activity cards. these in activity cards.

Group 1- Draw pictures Group 1- Draw pictures

to represent the to represent the
problem, then write a problem, then write the
number sentence for it number sentence for it
and solve and solve

Problem Problem

Tita Rona taught me Mac and Ken have to

how to cook “pinuso”. I practice riding bicycles
needed 4 kilos of in Legazpi City
ground pulutan (sticky Boulevard 12 ¾ km a
rice), 1 ½ kilos of week altogether. Mac
shredded young has covered a distance
coconut, 1 ¾ kilos of of 3 3/5 km while Ken
sugar, and 2 1/3 kilos has covered 6 ¼ km.
of maragadan (black How many more
rice). How many kilos kilometres do the two
of the ingredients were boys have to practice?
needed in all?

166
 Group 2- Make a table Group 2- Make a table
for this problem. (The for this problem. (The
same problem with same problem with
group 1) group 1)

Group 3- Write the Group 3- Write the

number sentence. number sentence.
Then, solve the Then, solve the
problem. (Use the problem. (Use the
same problem) same problem)

>Have the group do the >Have the group do the

reporting. reporting.

G. Finding practical Individual Activity

applications of concepts
>We want to know how many more sacks of
and skills in daily living
pulutan (malagkit rice) do Mang Ambo have to
harvest if, he could harvest 25 ¾ sacks of pulutan
rice in his rice field. On Monday he harvested 9 1/2
sacks and 7 2/8 sacks on Tuesday already.
(The pupils should follow Polya’s 4-step
procedure in solving the problem.)
H. Making generalizations How do we solve routine problems involving
and abstractions about the
addition and/or subtraction of fractions?
lesson
(Answer should be elicited from the pupils
I. Evaluating learning Read the following problems and solve for the
correct answer.
1. Rio jogged around Peñaranda Park early in the
morning for three days. He jogged 2 ¾ kilometres
on Monday, 3 2/3 kilometres on Tuesday and 4 3/6
kilometres on Wednesday. How many kilometres
did he jog in all?
2. Sally bought 5 kg of maragadan (black rice). She
cooked 1 ½ kg on Saturday and
3. Kathy mixed 2 ½ cups of buko (shredded young

167
 coconut) and 3 3/7 cups of kaong in a container. If
she used 5 3/4 cups of the mixture, how many cups
were left in the container?
4. Aling Becky had 9 2/4 metres of cinamay cloth.
She used 2 1/3 metres for a dress and 2 ½ metres
for pants. How many metres of sinamay cloth was
left?
5. Lopez family loves to travel in different places in
Legazpi City. They travelled 6 ½ kilometres going
to Mabinit Spring and 4 7/8 kilometres in going to
Legazpi City Boulevard. How many kilometres
longer did they travel in going to Mabinit Spring
than Legazpi City Boulevard?
J. Additional activities for Solve the problem printed below. Be sure to show
application or remediation
your solution.
Father bought 10 3/5 hectares of land. He
planted mango trees on 5 1/3 hectares, and
coconut trees on 3 ¼ hectares of land. How much
land was left?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I

168
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?

169
 Mathematics 5
LESSON 4
Quarter 1 Week 6
Day 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of
Standards divisibility, order of operations, factors and multiples,
and the four fundamental operations involving
fractions.
B. Performance The Learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations
C. Learning Solves non-routine problems involving addition and/or
Competencies or subtraction of fractions using appropriate problem
Objectives solving strategies and tools. M5NS-If-87.2b

II. CONTENT Solving non-routine problems involving addition and/or

subtraction of fractions using appropriate problem
solving strategies and tools

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Lesson Guide in Elementary Mathematics 5 (pages 119,
pages 172-176)

2. Learners Materials
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR) Portal

170
 B. Other Learning
Resources
IV. PROCEDURE
A. Review previous Drill (Teacher use flashcards, pupils will use show-me-
lesson or board.)
presenting the new Have a drill in simplifying fractions.
lesson 1.) 2
4
2.) 10
2
3.) 8
8
4.) 3
12
5.) 4
3
Review
Have a review on addition and subtraction of fractions.
(Teacher use flashcards, pupils use show-me-board)
1 1
1.) +
2 2
4 1
2.) +
3 3
5 1
3.) +3
6
5 2
4.) −6
6
1 1
5.) −
2 3

B. Establishing a purpose  Do you like fruits? What is your favorite fruit?

for the lesson
 Are fruits good to our body?
 What are the benefits/importance of eating fresh
fruits to our body?

171
C. Presenting Present the problem to the class.(Written in a manila
examples/instances of the paper or colored cartolina)
new lesson
1
Rizza brought 1 4 kilos of Rambutan which she and her
1
classmates ate. Aizza brought 2 4kilos of Rambutan

and shared these with her classmates, too. How many

kilos of Rambutan did the whole class ate?
D. Discussing new Let the pupils read the problem and answer the
concepts and practicing
new skills #1 questions regarding the problem.
 What is being asked for in the problem?
 What are the given facts?
 How are we going to solve the problem? What
operation is needed to solve the problem?
E. Discussing new  Can we solve the problem without using any pen
concepts and practicing
new skills #2 and piece of paper?
 What is the answer to the problem?
(Call volunteer pupils to give their answer orally.)
1
The whole class ate 32kilos of Rambutan.

F. Developing mastery 1. Divide the class into working groups.

2. Each group will be given materials (Manila paper
and pentel pen/marker) and the activity to be done.
 What are the standards that we need to follow in
doing group activity?
Note:
There were two groups of activities. One for the average
group of pupils and the other one is for advanced group
of pupils. Teacher can give the average activities for the
average group of learners and the advanced activities for
the advanced group of learners.
AVERAGE GROUP ACTIVITIES
Group #1

172
Direction: Read and analyse the problem below. Perform
the task being asked for. Fill in the data needed.
Some boys volunteered to paint the school fence. They
1 3
painted 5of the fence on the first day and on the
5

second day. What was the total part of the fence

painted?
Understand
Know what is ask
Know the given facts
Plan
Determine the
operation to be used
Solve
Use the operation to
be used
Check and Look back
Write the final answer

Group #2
Direction: Read and analyse the problem. Perform the
task being asked for.
Fill in the data needed.
3
Grace buys 5 metres of fabric, while Maggie buys 3 4

metres. How many metres of fabric do the two girls buy?

Understand
Know what is ask
Know the given
facts
Plan
Determine the

173
 operation to be
used
Solve
Use the operation
to be used
Check and Look
back
Write the final
answer

Group #3
Direction: Read and analyse the word problem. Answer
the questions below the problem.

1 7
You wait in line for 1 8 hours for a mountain ride and 2 8

hours for a water ride. How long do you wait in line?

Questions:
1.) What is asked in the problem?
2.) What are the given facts?
3.) What operation is needed to solve the
problem?
4.) What is the correct answer?

Group #4
Direction: Read and analyse the word problem. Answer
the questions below the problem.
Luz was a participant in the program for the “Buwan ng
Wika”. Her mother sewed a “Tapis” and a “Kimona” for
1 1
the costumes. She used 1 4metre and had 4 metre left

after. How much material did she have before she made

174
the costume?

Questions:
1.) What is asked in the problem?
2.) What are the given facts?
3.) What operation is needed to solve the
problem?
4.) What is the correct answer?
Group #5
Direction: Read and analyse the word problem then, give
your answer to the problem?
One afternoon, Mr. Cruz brought home one whole Bilao
of Linukay. He made 8 slices. His daughters Lily, Lenie,
and Luz got their share. Mr. Cruz and his wife ate theirs,
too. How much Linukay was left?

ADVANCE GROUP ACTIVITIES

Group #1
Direction: Read and analyze the problem below. Perform
the task being asked for. Fill in the data needed.

7 5 3
Noli jogged 10 km, walked 10 km, ran 10km, walked
7 6
another 10km, then jogged 10 km. How many kilometres

did she travel in all?

Understand
Know what is ask
Know the given facts
Plan
Determine the operation to
be used

175
 Solve
Use the operation to be used
Check and Look back
Write the final answer

Group #2
Direction: Read and analyze the word problem. Answer
the questions below the problem.

3
Jay has a project in his art education class. He has 3 4
1
pieces of art paper. He used only 1 pieces. How many
4

pieces of art paper were left?

Questions:
1.) What is asked in the problem?
2.) What are the given facts?
3.) What operation is needed to solve the
problem?
4.) What is the correct answer?
Group #3
Direction: Read and analyse the word problem then, give
your answer to the problem?
Mr. Maximo bought 3 kilograms of Lanzones for his
5
children. He gave kilograms to his office helper. How
10

many kilograms of lanzones were left for his children?

Group #4
Direction: Read and analyse the word problem then, give
your answer to the problem?
A vendor cut pizza pies into eights. After serving 42
slices, 6 slices were left. How many pizza pies did the
vendor cut?
Group #5

176
 Direction: Read and analyse the word problem then, give
your answer to the problem?
1
Mother brought home 25 2 kilos of Mangoes. Each of his

four sons were given two kilos. How many kilos of

mangoes were left?
Let each group present their output.

G. Finding practical Solve the following problems and give your answers.
applications of concepts 8
and skills in daily living 1.) I have 5 12 episodes of my favorite series downloaded

into my computer. I downloaded some yesterday and

7
of the episodes this morning. What fraction of the
12

episodes did I download yesterday?

2) John and Ely were playing video game and trying to
1 5
get all of the treasure. John got of the treasure. Ely got
3 9

of the treasure. Together, John and Ely got what fraction

of the treasure?
H. Making generalizations How do we solve non-routine problems involving
and abstractions about the
lesson addition and/or subtraction of fractions?

To solve word problems involving addition and/or

subtraction of fractions follow/remember these steps:

 Understand:
 Know what is asked
 Know the given facts
 Plan
 Determine the operation to be used
 Solve
 Use the operation to be used
 Check and Look Back

177
  Write the correct answer
I. Evaluating learning Read and analyse the word problems below then, solve
for the correct answers.

4
1.) Marta spent 9 of her allowance on food and

shopping. What fraction of her allowance had she left?

2.) Mark received his first salary from his first job. He
1
bought 3 4 kilos of Grapes for his family. While on his
2
way home, he ate kilo of those Grapes. How many
8

kilos did he still bring home?

3 1
3.) Fe bought 6 4 metres of cloth. She used 2 2 metre

for a dress. How much cloth was left?

J. Additional activities for Read and analyse the word problems and solve for the
application or remediation
answers.
1.) I just filled up at the gas station, and now my cars
8
fuel gauge reads 10 full. I didn’t fill the gas tank! If
4
the fuel gauge was at when I got to the gas
10

station, what fraction of the tank did I fill at the gas

station?

2.) Mario went to collect the eggs that his hens laid. He
collected 7 dozens as usual from the white hens,
5
but he only collected 6 of a dozen from the brown

hens. How many dozens of eggs did Mario collect?

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who

178
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use./discover which I wish
to share with other
teachers?

179
 Mathematics 5
LESSON 5
Quarter 1 Week 6
Day 5

J. OBJECTIVES
D. Content Standards The learner demonstrates understanding of
divisibility, order of operations, factors and
multiples, and the four fundamental operations
involving fractions.
E. Performance The Learner is able to apply divisibility, order of
Standards operations, factors and multiples, and the four
fundamental operations involving fractions in
mathematical problems and real-life situations
F. Learning Creates problem (with reasonable answers)
Competencies or involving subtraction of fractions using
Objectives appropriate problem solving strategies M5NS-If-
88.2
V. CONTENT Creating problem (with reasonable answers)
involving subtraction of fractions using
appropriate problem solving strategies
VI. LEARNING
RESOURCES
C. References
5. Teacher’s Guide pages
6. Learners Materials
pages
7. Textbook pages
8. Additional materials
from Learning Resource
(LR) Portal
D. Other Learning Mathematics for a Better Life, pp.74-77

180
 Resources Division Local Heritage Matrix;
VII. PROCEDURE
B. Review previous Have a review on how to analyse and solve word
lesson or presenting problems. Ask the pupils the steps in analyzing
the new lesson and solving problems.
Let them also recall the different ways of solving
word problems.
B. Establishing a purpose for Ask: Have you been in the farm? What did you
the lesson
see there? What are grown there?
(Let the pupils share their experiences in the
farm)
C. Presenting Show pictures of different kinds of trees found in
examples/instances of the Legazpi City.(agoho tree, dita tree, binit tree and
new lesson narra tree)
Present the table below to the class.
The table shows the number of hectares of land
that are planted with trees by the farmers in
Padang, Dita, Mabinit, and Bogtong which are the
barrios in Legazpi City.
Place Name No.of
of Tree Hectares
Padang Agoho 3/4
Dita Dita 3/5
Mabinit Binit 7/9 Based on the
Bogtong Narra 1/2 table presented,
how will you
create problems involving subtraction of
fractions?

D. Discussing new concepts Ask: What things/data are needed so that you
and practicing new skills #1
can create a word problem?
How will you check if the answer to the
problem you have created is correct?

181
 What are the things you should remember
when creating a word problem?
E. Discussing new concepts Present other examples for the pupils to work on.
and practicing new skills #2
F. Developing mastery AVERAGE ADVANCED
LEARNERS LEARNERS
Group Activiy Ask: Can you also
Divide the class into create your own problem
groups. Let them like the one given,
choose a leader and where you can involve
a secretary. Give subtraction of fractions?
each group an
activity card with
data to be used in Divide the class into
creating a problem. groups. Let each group
Then let each group answer the different
post their work on situations.
the board. The
leader will report to Situation 1:
the class the word Read the story and
problem they have make a problem
created and the involving subtraction of
solution and answer fractions.
to it.
A piece of bamboo is 4
Activity Card 1 metres long. Jerome cuts
I ¼ metres to be used
4 5/6 hours spent
cooking linukay(sweet Situation 2:
rice cakes)
Write a problem
2 ¼ hours spent cooking
involving subtraction of
linupak
fractions using the
Time spent on cooking
information in the box.
linukay than cooking

182
 linupak? Ingredients to make
lumpia, bought 10 4/5
Activity Card 2 kilograms of ground meat,
used 3 2/3 kilograms of
Length of cinamay cloth
ground meat
bought – 8 ¾ m
Length of cinamay cloth
Situation 3:
used – 5 1/5 m
Make a problem
Cinamay cloth not used?
involving subtraction of
fraction using the table
Activity Card 3
below.

650 ¾ 525 ½
ml Buko juice 30 ½
ml
in a litres
container
Difference of the two
Buko juice 28 ¾
containers?
served litres

 Let the group

present and
discuss the
problem they
have created.
Ask: How did you create
a problem using the
given information?

G. Finding practical Ask the pupils to work with a partner and make a
applications of concepts and
problem using the data below.
skills in daily living
( Picture of 50 ½ kg of pulutan or malagkit rice)
(Picture of 12 4/5 kg of pulutan or malagkit rice
sold)

183
H. Making generalizations How do you create problems involving subtraction
and abstractions about the
of fractions? (Answer to be elicited from the
lesson
pupils)

To create word problem involving subtraction of

fractions, do the following:
 Familiariaze yourself with the correct concept.
 Think of the problem you want to create
-Consider the character, cite the
situation/setting, data presented, word
problem to be created and the key question
-Ensure that the word problem is clearly
stated.
 Read some sample problems and study their
solutions.

I. Evaluating learning Using the data below, create 5 problems involving

subtraction of fractions.
Name Vegetable No. of
planted Plots

Marie cabbage 2¼
plots

Gie squash 3 1/6

plots

Jaya eggplant 5 1/3

plots

J. Additional activities for Create a problem of vegetables found in your

application or remediation
garden or backyard involving subtraction of
fractions.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the

184
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use./discover which I wish to
share with other teachers?

185