Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO DEL NORTE
New Corella District
STA. FE ELEMENTARY SCHOOL

LESSON PLAN in MATHEMATICS V

THIRD GRADING
WEEK 1
DAY 2

Content Standards: Demonstrates understanding of percent.

Performance Standards: Is able to apply percent in mathematical problems and real-life.
Learning Standard: Visualizes percent and its relationship to fractions, ratios, and decimal numbers
using models.

I. Objectives:
Cognitive: Visualizes percent and its relationship to fractions, ratios, and decimal numbers
using models.
Psychomotor: Write the relationship among fractions, ratios, and decimal numbers
using models.
Affective: Practice health consciousness

Code: M5NS-IIIa-136

II. Learning Content:

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

References: K to 12 Grade V Curriculum Guide p. 61 (M5NS-IIIa-136),

Lesson Guide in Mathematics pp. 402-406,
Mathematics for a Better Life pp. 208- 210.
Materials: Graphing board, manila paper, pentel pen
Value: Health consciousness

III. Learning Task:

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

43 74
5 : 100= 62 : 100= 83 : 100= = =
100 100

2. Review:

Review meaning of percent

What is percent mean?

3. Motivation:
Who among you have baby brother and sisters who still take milk from bottles?
Do you know how to prepare their milk? How many ounces of water do you use? How
many scoops of milk do you put?
(Pupils may say for every 4 ounces of water they put 2 scoop of milk before
shaking the bottle.)
Why is it necessary to follow the instruction in preparing milk for your younger
brother/sister?

B. Developmental Activities
1. Presentation of the New Lesson:
 Survival Game
Mechanics:
1. Let 5 boys and 5 girls stand in front of the class forming a circle. While the music is
being played the participants move around.

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

3. The group continues till the described players necessary to form the ratio is achieved.
Discuss the following to the pupils;
For instance, the first group there are 3 girls and 1 boy left.
Then the ratio of boys to girls is 1;3
The ratio of girls to boys is 3;1

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

If we are to get how many percent of the pupils are boys, in relation to the group, divide
The numerator by denominator.

.33or 33%

3 1.00 9
10
9
1

There are 33% in relation to the girls in the group.

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

= 0.33

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

33% = .33 = 0.33

2. Performing the Activities:

A. Using pictures the pupils will give the ratio of the number shaded parts to the unshaded
part. Then change them to fractions, decimal and percent.

Ratio _______ Fraction ______ Decimal _______ Percent ________

B. Have the pupils work in group.

GROUP 1
Name the part as percent.

How can you change ratio to percent?

Group 2

1. Write the fraction of the shaded part.

2. Change into decimal.
3. How will you change fraction to decimal?

Group 3

1. Write the shaded part into ratio.

2. Change it into fraction.
3. How will you change ratio to fraction?

Post Activities

3. Analysis:

1. How did you find the activity?

2. How can you change ratio to fraction? to decimal? to percent?

Say: Ratio is a comparison between two or more quantities. It can also be expressed as
fraction, the first number being the denominator. Through ratios and fractions we
can get the percent equivalent by dividing the numerator by the denominator. The
result is a decimal but move the decimal point two places the right and affix the percent sign.

4. Abstraction:

Lead he pupils to give the following generalization by asking:

What is the relationship of ratios to fractions? To percent?
If your data is written in ratio form, can you write it in fraction form? How can we get
percent equivalent of a ratio and a fraction?

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

as fraction, the first number being the denominator. Through ratios and fractions we
can get the percent equivalent by dividing the numerator by the denominator. The
result is a decimal but move the decimal point two places the right and affix the
percent sign.
 5. Application:

Mrs. Ramos bought 100 pieces of cartolina with different colors. She has 40 red, 10 yellow,
15 green, 5 blue, 20 violet and 10 white .
What percent of the cartolina is blue? what about red?

IV. Assessment /Evaluation:

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

1. 2. 3.

V. Home Activity/Assignment:

Complete the table below using the given data.

1. The set of even numbers from 1 to 20.

2. The set of odd numbers from 1 to 20.
3. The set of composite numbers from 1 to 20.
4. The set of prime numbers from 1 to 20.

Ratio Fraction Percent Decimal

______ _______ ______ ______
______ _______ ______ ______
______ _______ ______ ______
______ _______ ______ ______

Prepared by:

RITCHELLE C. SOCIA
Teacher II

Noted:

GIOVANNI G. QUIOCHO
School Head
 ACTIVITY SHEET

Group 1:
Read and solve the problem.
“Help Me Find”

Mother paid Php 195.30 for 6.2 kg of carrots. How much did a kilogram of carrots cost?
A-
G-
O-
N-
S-
A-

Group 2:

Read and answer the problem below.

“In the Market”

Mykho is a fruit vendor. He sold 122.5 kg of rambutan. If each pack of rambutan weighs about 1.75 kg, how many
packs of rambutan did Audrey sell?
A-
G-
O-
N-
S-
A-

Group 3:
Read and answer the problem below.

“Party,Party”
For a birthday party, Mother budgeted Php 1, 041.25 for ice cream. If one liter of ice cream costs Php 148.75,
how many liters of ice cream can Mother buy?

A-
G-
O-
N-
S-
A-

Group 4:
“Oh! You’re So Sweet”
Sendie loves to eat chocolates, if one chocolate costs Php 10.85, how many chocolates can she buy if she
has Php 54.25?

A-
G-
O-
N-
S-
A-
Rubrics for Group Activity

CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT SCORE

Performs Performs Performs Attempts an
computations computations but computations answer but
completely and may make 1-2 but may make places too
1. Content correctly and minor errors 3 were much unrelated
labeled the answered strategies to
answer correctly incorrectly solve the
problem
Everybody 1-2 members did 3-4 did not Only the leader
participated in not participate participate do the activity
2. Team Work the group
activity
Finish the work Finish the work Didn’t finish No output
3. Timeliness before the given on time the work on presented
time the given time
Ideas were Ideas were clearly Ideas were Ideas were not
4. Reporting of clearly presented but clearly clearly
Output presented in a miss one idea presented but presented
fluently manner misses 1-2
ideas

TOTAL SCORE
G-IVEN

A-SK

P-ROCESS/OPERATION TO BE USED

E-XPRESSION/NUMBER SENTENCE

S-OLUTION

A-NSWER