Mathematics 5

LESSON 1
Quarter 1 Week 7
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 Visualizes multiplication of fractions using models.
Competencies or M5NS-Ig-89
Objectives
II. CONTENT Visualizing multiplication of fractions using models
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners Materials
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Division Local Heritage Matrix ARTCUL-INDMAT-V-P16
Resources
IV. PROCEDURE

186
 A. Review previous Find your partner: Distribute flash cards of fractions and
lesson or models to the pupils. Let them find their pair by looking
presenting the new for the equivalent improper fraction to mixed number
lesson and vice versa.
Flash card samples:

How did you find your partner?

B. Establishing a purpose Show me board: Draw/Illustrate

for the lesson

187
 1. ¼
2. 5 of ¼
3. Who likes suman? When do you eat
suman? How many pieces of suman can
you eat in one setting?

C. Presenting During the barangay fiesta, Daniela

examples/instances of the reserved 2/5 of the suman for her friends
new lesson and classmates. Not all of her classmates
and friends arrived so only ½ of the
suman she reserved was consumed by
her visitors. What fraction of the suman
was consumed by her visitors during the
fiesta?

D. Discussing new a. What is asked in the problem?

concepts and practicing

188
new skills #1 b. What are given?
c. How do we solve the problem?
d. If they have 500 pcs of suman, how many pieces
of suman were consumed by her visitors?
e. Draw an illustration of the problem.
f. What operation should be used?
g. How do we multiply fractions?
h. How do we multiply fractions and whole numbers?
E. Discussing new Have them find solution for the problem stated.
concepts and practicing
new skills #2 One way to visualize multiplication of fractions is to
illustrate each one in the same whole and draw each
fraction: one horizontally and the other vertically.
F. Developing mastery Group Work: Let the pupils illustrate the given data from
2
the given problem using models by presenting 5
of

suman in a tray and ½ of the alloted suman that was

consumed.
Group 1: Paper Folding
Group 2: Drawing broken lines
Group 3: Drawing and Cutting
Group 4: Acting out
Group 5: Modeling clay
G. Finding practical Ask the following:
applications of concepts 2
and skills in daily living 1. What does Model A represent? ( of the suman in
5

the tray)
1
2. What does Model B represent? (2 of the suman in

the tray)
3. What does the double shaded part in Model C
represent?
1 2
(It is the intersection/product of 2 𝑥 5.)

189
Model A Model B Model C

2 1
2
10
1
In the illustration above, is drawn vertically and
2
2
shaded in pink while is drawn horizontally and shaded
5

blue. The intersection or the part of the whole where it

2 1
is shaded twice is the product, hence, or is the
10 5

product.
Therefore,
1 2 2 1
𝑥 = 𝑜𝑟
2 5 10 5
We can also do this activity by paper folding. You
can also think of other ways to visualize multiplication of
fractions.
Directions: Illustrate each fraction to find the product.
(Average: Shade/color the figure to find the product)
(Advance: Make your own figure to illustrate your
visualization and find the product)

2 1
1. 𝑥 =
5 4

190
 1 4
2. 𝑥 =
6 7

5
3. 𝑥3=
6

1
4. 𝑥5=
4

7 1
5. 𝑥 =
9 2

H. Making generalizations How do we visualize multiplication of fraction using model?

and abstractions about the Multiplication equation for each visualization by paper folding
lesson
drawing and the like.
I. Evaluating learning Visualize by drawing the illustration to find the product.
(Average class may use the figures to illustrate by

191
shading or coloring)
(Advance class must draw their own illustration to
visualize and find the product)
2 1
1. 𝑥 =
6 5

1 3
2. 𝑥 =
6 8

1
3. 𝑥4=
6

3
4. 𝑥6=
4

192
 7 2
5. 𝑥 =
9 3

J. Additional activities for Aling Remedios made different kinds of kakanin for
application or remediation
the fiesta.

sapin-
sapin
puto kutsinta linukay

Juan got 1 slice of sapin-sapin and ate ½ of it.

Marie got 1 slice of puto and ate 1/3 of it.
Jessa got 1 slice of kutsinta and ate ¼ of it.
Mario got 1 slice of linukay and ate 1/8 of it.
1. What fraction of each of the kakanin did each
person ate?
2. If you were their friend, what can you suggest to
them?
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?

193
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?

194
 Mathematics 5
LESSON 2
Quarter 1 Week 7
Day 2

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 Multiplies a fraction and a whole number and
Competencies or another fraction. M5NS-Ig-90.1a
Objectives
II. CONTENT Multiplying a fraction and a whole number and
another fraction
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners Materials
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Division Local Heritage Matrix ARTCUL-INDMAT-

195
 Resources V-P16
IV. PROCEDURE
A. Review previous Multiplication facts using two cubes having numbers on
lesson or presenting all faces: cubes 1 (1,2,3,4,5,6 ) Cube 2 ( 4,5,6,7,8,9 )

the new lesson

Group Contest

a. Divide the class into four groups, call for two

volunteer pupils to take charge of tossing the
cubes. One pupil takes holds of one cube

b. The two pupils toss the cubes simultaneously.

The first four pupils each group will give the
product of the two numbers appeared.

c. Continue the contest until everybody in the class

has participated, the first pupil to give the correct
product will be a given a point.

d. The group that garnered the greatest number of

points wins the contest.

1. Review
Use models to find the product.
2 1
1. 𝑥 =
6 5

1 3
2. 𝑥 =
6 8

196
 1
2. 𝑥4=
6

3
3. 𝑥6=
4

7 2
4. 𝑥 =
9 3

B. Establishing a purpose Do you go to the market with your mother? Do you help
for the lesson your mother in cooking?
What dish/menu have you learned from your parents?
C. Presenting A day before the town fiesta, Nena helps her mother
1
examples/instances of the Rosario to prepare the ingredients for bibingka.
8
cup
new lesson glutinous rice flour and
1
tablespoon of sugar can make
4

1 servings of bibingka. How much glutinous rice flour

and sugar is needed to make 10 servings?
D. Discussing new Ask these questions:
concepts and practicing What ingredients do they need to prepare?
new skills #1
What can you say about Nena?
Do you also help your mother in the kitchen?
E. Discussing new Present the two methods in multiplying fractions.
concepts and practicing
new skills #2
F. Developing mastery Group Activity: Using the given illustration (for average

197
 class), present the solution to the given problem by:
Group 1: Poem
Group 2: Song
Group 3: Pantomime
Group 4: Story Telling
Group 5: Role playing
(Advance Class need not be provided with the
illustration.
For glutinous rice flour:

1 1 1 1
8 8 8 8
1 1 1 1
8 8 8 8

1 1 1 1
8 8 8 8
1 1 1 1
8 8 8 8

For sugar:

1 1 1 1 1 1
4 4 4 4 4 4
1 1 1 1 1 1
4 4 4 4 4 4

How did you find the product of a fraction and a whole

number? (By using models)
If we don’t have the models, how are we going to
multiply a fraction by a whole number? (Express the
whole number as a fraction with a denominator of 1,
multiply the numerators, then multiply the
denominators.)
Is there a need to express the answer in lowest term?
(Yes)
G. Finding practical A. Find the product
applications of concepts 3
a. 𝑥4=
and skills in daily living 8
3
b. 5 𝑥 =
5
1
c. 𝑥5=
4
3
d. 9 𝑥 =
4

198
 7
e. 𝑥 23 =
12

B. Complete the multiplication sentence.

⎕ ⎕
a. 𝑥8= = ⎕
4 4
2 12
b. 𝑥⎕= = ⎕
9 ⎕ 3

⎕ ⎕ 5
c. 𝑥7= = 5
⎕ 6 6

1 7 ⎕
d. ⎕𝑥 = = ⎕
4 ⎕
2 2
e. 𝑥⎕= =2
5 5 5

H. Making generalizations How do we multiply a fraction by a whole number?

and abstractions about the To find the product of a fraction and a whole number:
lesson
(Traditional Method)
 Express the whole number as a fraction with a
denominator of 1
 Multiply the numerators
 Multiply the denominators
 Express your answer in lowest term or simplify.
(Another method)
 Multiply the numerator by the whole number.
 Copy the denominator. (Using Identity property
of multiplication)
 Express the product in lowest term.
Which method would you prefer? Is there really big
difference between the two methods?
I. Evaluating learning Solve for N.
3
a. 𝑥6=𝑁
4
2
b. 8𝑥 =𝑁
5
2
c. 𝑥8=𝑁
7
2 1
d. 𝑥𝑁=1
9 9
𝑁
e. 𝑥8=4
6

J. Additional activities for Read and analyze each problem and solve.
application or remediation 1. Gina, Jojo, Wesley and Reena went to Linda,
their classmate to have a group study for their

199
 upcoming test. Linda’s mother served them sapin-
3
sapin for snacks. Linda’s mom served them piece
4

each. How many pieces of sapin-sapin was served to

Linda and her classmates?
2. Mrs. Anderson bought 6 kilos of malagkit rice.
2
She had of it grinded for making rice puto and the
3

rest for making suman. How many kilos of did she had
grinded and how many kilos was for making suman?
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?

200
 Mathematics 5
LESSON 3
Quarter 1 Week 7
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 Multiplies a fraction and a whole number and
Competencies or another fraction. M5NS-Ig-90.1b
Objectives
II. CONTENT Multiplying a fraction and a whole number and
another fraction
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners Materials
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Division Local Heritage Matrix ARTCUL-INDMAT-
Resources V-P16

201
 IV. PROCEDURE
A. Review previous Multiplication facts using two spinning wheels
lesson or presenting having numbers: Spinner 1 (1,2,3,4,5,6 ) Spinner 2
the new lesson ( 4,5,6,7,8,9 )
Group Contest
a. Divide the class into four groups, call for two
volunteer pupils to take charge of spinning the
wheels.
b. The two pupils spin the wheels
simultaneously. The first four pupils each group
will give the product of the two numbers
appeared.
c. Continue the contest until everybody in the
class has participated, the first pupil to give the
correct product will be a given a point.
d. The group that garnered the greatest
number of points wins the contest.

a. Review
Use models to find the product.
2
1. 6
• 4=

3
2. 6 • =
8

1
3. 6
• 4=

3
4. 4
•6=

2
5. 10 • 3 =
B. Establishing a purpose (Show a picture of sapin-sapin.)
for the lesson
Do you know what this is? What do you think is this
made of?
Do think you can make this?
C. Presenting Marie started watching her mother making sapin-

202
examples/instances of the sapin since she was young. She learned how to
new lesson make sapin-sapin by herself at the age of 9. She
3 1
always use 4 kg of glutinous rice flour. of it is used
3
1 1
for white layer, for the yellow layer and for the
3 3

purple layer. How many kilograms of glutinous rice

flour was used for each layer?
D. Discussing new Ask these questions:
concepts and practicing
What can you say about Marie?
new skills #1
Do you also know how to make desserts or cook?
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery Group Activity: Provide each group with
construction paper and newsprint to make models
of the given data of the problem. Then present the
problem and its solution through:
Group 1: News reporting
Group 2: Dramatization/Acting
Group 3: Story Telling
Group 4: Rap
Group 5: Song/Musical

𝟏
For the white layer:
𝟑

For the yellow layer: 𝟏

𝟑

𝟏
For the purple layer: 𝟑

𝟑
3 1 𝟒
• =𝑁,
4 3
3 1 3 1
The illustration shows that • = 𝑜𝑟
4 3 12 4
1
Therefore, Marie used 𝑘𝑔 of glutinous rice flour
4

for each of the layers white, yellow and purple.

203
 How did you find the product of a fraction and
another fraction? (By using models)
If we don’t have the models, how are we going
to multiply a fraction by another fraction? (Multiply
the numerators, then multiply the denominators.)
Is there a need to express the answer in
lowest term? (Yes)
G. Finding practical A. Find the product
applications of concepts 7 6 ⎕ ⎕
and skills in daily living a. 𝑥 = = ⎕⎕
8 5 ⎕

7 4 ⎕ ⎕
b. 𝑥 = = ⎕⎕
4 5 ⎕

3 7 ⎕ ⎕
c. 4
𝑥 12
= ⎕
= ⎕⎕
12 3 ⎕ ⎕
d. 𝑥 = =⎕
39 4 ⎕

7 24 ⎕ ⎕
e. 𝑥 = =
12 28 ⎕ ⎕

B. Complete the multiplication sentence.

⎕ 9 ⎕ ⎕
a. 𝑥 = = 1⎕
4 ⎕ 14

2 ⎕ 12
b. 𝑥 = = ⎕3
9 ⎕ ⎕
⎕ 5 ⎕ 5
c. 𝑥 = = 56
⎕ 3 6

1 7 ⎕
d. 𝑥 = = ⎕⎕
4

2 2
e. 𝑥 = = 25
5 5

H. Making generalizations How do we multiply a fraction by a whole number?

and abstractions about the
To find the product of a fraction and a whole
lesson
number:
 Multiply the numerators
 Multiply the denominators
 Express the product in lowest term.
I. Evaluating learning Solve for the value of N in Column A. Choose your
answers from Column B

204
 Column A Column B
3 5 3
a. 𝑥 =𝑁 A. 20
4 6
3 2 5
b. 𝑥 =𝑁 B. 8
8 5
2 1 1
c. 𝑥 =𝑁 C.
7 2 10
2 10 1
d. 𝑥 =𝑁 D. 7
9 9
1 3 20
e. 𝑥 =𝑁 E. 81
6 5

J. Additional activities for Read and analyze each problem and solve.
application or remediation 1 1 1
1. What is 2 𝑜𝑓 𝑜𝑓 2?
2
3 𝑁 3
2. If5 𝑜𝑓 = , 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑁?
4 4

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?

205
 Mathematics 5
LESSON 4
Quarter 1 Week 7
Day 4

I. OBJECTIVES
A. Content Standards The learner is able to 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 Multiplies mentally proper fractions with
denominators up to 10. M5NS-Ig-91a
Competencies or
Objectives
II. CONTENT Multiplying mentally proper fractions with
denominators up to 10
III. LEARNING
RESOURCES
A. References
5. Teacher’s Guide
pages
6. Learners Materials
pages
7. Textbook pages
8. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Division Local Heritage Matrix ARTCUL-INDMAT-V-
Resources P16

206
 IV. PROCEDURE
A. Review previous Multiplication spinner.
lesson or presenting Using a spinner, let each pupil from each
the new lesson group find the product of the center multiplicand
to the multiplier where the arrow points as the
teacher spins the wheel. 1 point goes to the first
pupil to give the correct answer. Continue
spinning until all pupils from the group had their
turn to answer. The group with the highest
number of points wins.

a. Review (using flash cards for the pupils and

show me board for the pupils)
Find the product.
1 1
1. 𝑥 =
2 2
2 1
2. 5 𝑥 4 =
3
3. 5 𝑥 5 =
3
4. 4 𝑥 6 =
2 5
5. 5 𝑥 7 =

B. Establishing a purpose Show a picture of big bibingka in a bilao.

for the lesson

Do you like to eat bibingka?

What will you do first before you can eat this
bibingka?
C. Presenting Present this situation to the class.
examples/instances of the 1
Marie gave slice of bibingka to Joan. Joan saw
2

207
new lesson 1
Nela and Jojo has no bibingka so she gave of it to
3

each of them so they can all have bibingka. What

fraction of the bibingka did each of them have?
D. Discussing new Questions:
concepts and practicing 1
new skills #1 a. If you were Marie, will you also give part of
3
1
your bibinka to Nela and another part to
3

Jojo? If not, how much will you give them?

Why?
b. What will you do to answer the problem?
E. Discussing new Give short cuts in doing mental multiplication of
concepts and practicing
numbers.
new skills #2
F. Developing mastery Group the pupils into five working teams. Show and
explain the method you used on how to solve the
following problem. Record the time it takes for the
group to solve the problem.
Group 1:
2
Nena has illustration board left from the
3
1
previous project. She needs of it for her new
2

project. What fraction of the illustration board

does she need for her new project?
Group 2:
5 2
Marie got kg of flour. She needs of it in
6 3

baking. How many kilograms does she need in

baking?
Group 3:
7
Sabrina had meters of cloth left from her
8
1
uniform. She used of it to make a pillowcase.
2

How many meters did she use to make the pillow

case?

208
 Group 4:
3
Cora has killograms of sugar in the jar. She
4
1
used of it in baking. How many kilograms did
3

she use in baking?

Group 5:
7 4
Alex has liters of honey. She used of it for
8 7

leche flan syrup. How many liters of honey did

she use?
How did you go with the activity?
Can we get the product without written
computation?
How long can you solve it mentally?
For the solution: We multiply both
numerators and then the denominators to get the
product of the fractions then express them in lowest
term.
G. Finding practical Give the product of the following fractions mentally.
applications of concepts
(Read Orally or use flash cards. 5 seconds to
and skills in daily living
answer each)

H. Making generalizations Lead the pupils to give the generalization by asking:

and abstractions about the
How do you multiply the proper fractions with the
lesson
denominators up to 10?
To multiply proper fractions mentally with the
denominator up to 10, multiply both numerators
and both denominators to get the product of the
proper fraction.

209
I. Evaluating learning Solve for the product of each then simplify. Write
only your answer. (5sec. each)
4 1
A. •
5 8
3 3
B. •
5 9
5 1
C. •
6 2
4 4
D. •
5 8
6 2
E. •
8 9
4 6
F. •
8 9
3 4
G. •
5 5
4 3
H. •
5 7
4 1
I. 5
• 8
4 7
J. •
5 9

J. Additional activities for Remediation/Enrichment

application or remediation
Find the product mentally.
7 1 4 1
1. 𝑥 = ________ 4. 𝑥 = ________
9 3 9 2
3 3 5 3
2. 𝑥 = _______ 5. 7 𝑥 = ________
10 5 4
2 4
3. 𝑥 = ________
3 7

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.

210
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?

211
 Mathematics 5
LESSON 5
Quarter 1 Week 7
Day 5

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 Multiplies mentally proper fractions with
Competencies or denominators up to 10. M5NS-Ig-91b
Objectives
II. CONTENT Multiplying mentally proper fractions with
denominators up to 10
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners Materials
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR)
Portal
B. Other Learning Division Local Heritage Matrix ARTCUL-INDMAT-
Resources V-P16

212
IV. PROCEDURE
A. Review previous Use flash cards for quick multiplication drill.
lesson or presenting (Select random pupils to pick one card to
the new lesson answer in 5 seconds)

𝟏 𝟑 𝟏 𝟑
. .
𝟖 𝟓 𝟒 𝟓
𝟏 𝟑 𝟏 𝟑
. .
𝟒 𝟕 𝟑 𝟒
𝟏 𝟒 𝟏 𝟒
. .
𝟐 𝟓 𝟗 𝟔
𝟓 𝟓 𝟏 𝟑
. .
𝟔 𝟕 𝟔 𝟕
𝟏 𝟑 𝟏 𝟖
. .
𝟑 𝟓 𝟖 𝟗
𝟕 𝟏 𝟔 𝟏
. .
𝟖 𝟐 𝟕 𝟒
B. Establishing a How do we multiply fractions mentally? (Multiply
purpose for the
the numerators, multiply the denominators, then
lesson
express the fraction in lowest term.)

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 Is there a need to quickly get the product of
fractions? Why?
How long does it take for you to multiply fractions?
Would you like to learn a quicker way of multiplying
fractions and arriving instantly to the lowest term
mentally?
C. Presenting Present this situation to the class.
examples/instances of the 1
Sarah is cooking recipe of bayukbok
2
new lesson
(hinagom). As she was about to turn-off the fire in
just a few second because it was almost cook, she
forgot to add some salt. How much salt does she
1
need to measure if the whole recipe needs 2

teaspoon salt?
D. Discussing new Questions:
concepts and practicing
a. If you were Sarah, how much salt will you put?
new skills #1
Why?
b. How many seconds will it take for you to
measure and put the salt?
c. What will happen to the bayukbok if Sarah was
not able to put the correct amount of salt at the
right time?
Is it important to multiply mentally quickly? Why?
Expected Answers:
1 1 1
a. I will put teaspoon of salt because2 ⦁ =
4 2
1
.
4

b. Answers may vary.

c. The bayukbok may not have the same taste
or may be overcooked.
d. Yes. It is important in many situations.
E. Discussing new You may provide another example for the pupils to
concepts and practicing
work on.
new skills #2
Some are quick in multiplication but may take time

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in expressing the product in the lowest term.
A quicker way to arrive with the product of two
fraction in the lowest term is cancelling the
common factors between any pair of numerator
and denominator. Thus, you need the skill of
getting the greatest common factor (GCF).
Cancellation method may be easy but tricky.
Study the example.
Example 1
Step 1: Identify pairs of numerator and
denominator with a common factor then cancel
out the common factors. (In this example we
have two pairs, 4 and 8 with a gcf of 4, and 3
and 6 with a gcf of 3)
Step 2: Multiply the remaining digits. Notice
that you will arrive directly to the lowest term.

1 1 1
4 3 4 3 1
⦁ = ⦁ =
6 8 6 8 4
2 2 2

Example 2
Step 1: Identify pairs of numerator and
denominator with a common factor then cancel
out the common factors. (In this example we
have two pairs, 6 and 9 with a gcf of 3, and 2 and
8 with a gcf of 2)
You will notice that there is still a remaining
pair 2 and 4 with a common factor of 2.
Step 2: Multiply the remaining digits. Notice
that you will arrive directly to the lowest term.
1
2 2 1 2 1
6 2 6 2 6 2 1
⦁ = ⦁ = ⦁ =
9 8 9 8 9 8 6
3 4
3 4 3
2

215
F. Developing mastery Group the pupils into five working teams. Answer
as many as the group can using any strategy in 2
minutes (average class) or 60 seconds (advance
class). Be able to explain the strategy your group
used. The group with the most number of correct
answers wins.

Group 1 Group 2 Group 3

𝟑 𝟒 𝟑 𝟒 𝟔 𝟐
1. ⦁ = 1. ⦁ = 1. ⦁ =
𝟕 𝟔 𝟕 𝟗 𝟕 𝟖
𝟔 𝟒 𝟐 𝟏 𝟏 𝟒
2. ⦁ = 2. ⦁ = 2. ⦁ =
𝟒 𝟗 𝟕 𝟔 𝟕 𝟗
𝟗 𝟒 𝟑 𝟒 𝟑 𝟒
3. ⦁ = 3. ⦁ = 3. ⦁ =
𝟖 𝟗 𝟔 𝟗 𝟕 𝟕
𝟔 𝟔 𝟔 𝟐 𝟔 𝟒
4. ⦁ = 4. ⦁ = 4. ⦁ =
𝟗 𝟖 𝟕 𝟗 𝟕 𝟔
𝟒 𝟒 𝟕 𝟑 𝟑 𝟖
5. ⦁ = 5. ⦁ = 5. ⦁ =
𝟕 𝟖 𝟗 𝟖 𝟕 𝟗

Group 4 Group 5
𝟔 𝟕 𝟐 𝟒
1. ⦁ = 1. ⦁ =
𝟕 𝟗 𝟕 𝟖
𝟑 𝟒 𝟑 𝟒
2. ⦁ = 2. ⦁ =
𝟓 𝟗 𝟖 𝟗
𝟑 𝟒 𝟔 𝟕
3. ⦁ = 3. ⦁ =
𝟕 𝟓 𝟕 𝟗
𝟑 𝟓 𝟔 𝟒
4. ⦁ = 4. ⦁ =
𝟕 𝟔 𝟕 𝟗
𝟑 𝟔 𝟑 𝟐
5. ⦁ = 5. ⦁ =
𝟖 𝟕 𝟖 𝟗

G. Finding practical
applications of concepts Give the product of the following fractions mentally
and skills in daily living
by using cancellation. (Use flash cards. 5 - 10
seconds to answer each. You may allow scratch
papers for written computation in the first 5 items)
4 1
A. ⦁
5 8
3 3
B. ⦁
5 9
4 1
C. ⦁
6 10
4 4
D. ⦁
5 7
4 1
E. ⦁
8 9
4 2
F. 8
⦁ 9

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 4 3
G. ⦁
5 5
4 1
H. ⦁
5 7
4 1
I. ⦁
5 6
4 1
J. ⦁
5 9
4 1
K. ⦁
5 4
4 1
L. ⦁
5 3
4 1
M. ⦁
5 5
4 1
N. ⦁
10 8
4 1
O. ⦁
5 10

H. Making generalizations Lead the pupils to give the generalization by

and abstractions about the
asking: How do you multiply the proper fractions
lesson
with the denominators up to 10?
To multiply proper fractions mentally with the
denominator up to 10, multiply both numerators
and both denominators to get the product of the
proper fraction.
I. Evaluating learning Solve for the simplified product mentally using
cancellation. Write only your answer. (5sec. each)
4 1
A. •
5 8
3 3
B. •
5 9
5 1
C. •
6 2
4 4
D. •
5 8
6 2
E. •
8 9
4 6
F. •
8 9
3 4
G. •
5 5
4 3
H. •
5 7
4 1
I. 5
• 8

217
 4 7
J. •
5 9

J. Additional activities for Remediation

application or remediation
Find the product mentally.
7 1 4 1
1. • = _______ 4. • = ________
9 3 9 2
3 3 5 3
2. • = _______5. 7 • = ________
10 5 4
2 4
3. • = ________
3 7

Enrichment
Solve for N mentally.
5 7 3 5 3 1
1. 6 • =N 2. • =N 3. 𝑥 =N
8 8 6 10 2
2 1 4 1
3. • =N 4. 5 • =N
3 2 3

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?

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