MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Visualized addition of dissimilar fractions without and with regrouping

Values: Peace and harmony

II. Learning Content

Skills: Visualized addition of dissimilar fractions without and with regrouping
References: BEC PELC II B 1.2
Enfolding Mathematics V
Materials: flashcards, game boards for square deal, fraction chart, strips

III. Learning Experiences:

A. Preparatory Activities:
1. Drill on adding similar fractions will be flashed to the class. The pupils give the correct
answer.
2. Motivation:
Can we mix oil with water? Why?
Similarly, we cannot just put together dissimilar fractions, can we?

B. Developmental Activities:
1. Presentation:
Strategy: Modeling

Using a problem opener

Mother has one whole cake. First she sliced 1/3 and then 1/6 if the cake. What part of the
cake did she slice?
i. 1
3 6
Ask: What parts of the cake had been sliced off? What was the total part of the cake that was
sliced off?
1 1
3 6

1
2
2. Practice Exercises
Use diagrams or fractions regions to add the following.
1. 2 + 1 = 3. 2 + 5 = 5. 5 + 1 =
3 4 3 9 8 2

2. 2 + 1 = 4. 3 + 1 =
6 3 8 4

3. Generalization:
How can we add fractions if they are dissimilar? (We make them similar)
IV. Evaluation:
Complete the diagrams by shading them correctly showing the given addition statements.
Rename the answers if needed.

V. Assignment
Find the sum
1. 11 + 5 = 3. 2 + 7 = 5. 5 + 1 =
12 6 3 8 6 5

2. 1 + 3 = 4. 7 + 3 =
4 5 10 4
 MATHEMATICS V
Date: ___________

I. Objectives:
Cognitive: Add dissimilar fraction

Values: Obedience

II. Learning Content

Skills: Adding dissimilar fractions
References: BEC PELC II B 1.3
Enfolding Mathematics V
Materials: flashcards, concrete objects

II. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation
Drill on finding the LCM of some given numbers.
Strategy: Relay game
Mechanics:
a. Divide the class into 2 (boys and girls). One representative from each group stands at he
back of the room.
b. Teacher flashes card with 2 to 3 written numbers. (Be sure numbers are manageable by
the pupils)
c. Pupils give the LCM orally6 and pupil who gives the 1st correct answer gets the point.
d. The game continues until all the 10 participants from each group have participated.
e. The group having the most points wins the game.

B. Developmental Activities:
a. Presentation:
Problem opener through cut outs (drawing picture of a circular pizza)
Faith ate 3/6 of a pizza. Mark ate 2/ 12 of the same pizza. How many parts of the pizza did
they eat in all?
1. What is asked?
2. What are given?
3. What kind of fractions are 3/6 and 2/12?
4. What operation is, needed to solve the problem?
5. Can we easily add 3/6 and 1/12? Why?
6. How can we add them? (Rename 3/6 into a fraction· similar to 1/12)
7. Let’s solve the problem.

2. Practice Exercises
Find the sum

1) 9/16 2) 16/20 3) 14/24 4) 5/8 5) 7/10

+ 4/8 + 2/10 + 6/16 + 4/6 + 2/20

3. Generalization:
How do we add dissimilar fractions?
In adding dissimilar fractions, find the LCD first. Then rename them to similar fractions. Add
 as in adding similar fractions and reduce answer to lowest terms.
IV. Evaluation:
Rename these fractions as similar fractions. Add then express the sum in lowest term if possible

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

2. 2 + 1 = 4. 6 + 1 =
8 2 10 2

V. Assignment
Find the sum and if necessary reduce the answer in its simplest form.

1. 3 + 4 = 3. 6 + 7 = 5. 5 + 10 =
6 10 15 10 9 15

2. 8 + 5= 4. 2 + 3 =
12 9 10 4
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Add dissimilar fraction and whole number

Values: Industry

II. Learning Content

Skills: Adding the dissimilar fractions and whole numbers
References: BEC PELC II B 1.4
Enfolding Mathematics V
Materials: fraction cards, fraction strips, cut-outs

II. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation
Drill on giving the LCD of given fractions
Example:
4 , 2 4 , 2 4 , 2
5 3 5 3 5 3

2. Motivation:
Who among you have tasted sweet tamarind candies? Do you have an idea what
ingredients they have?

B. Developmental Activities:
1. Presentation:
Strategy: Modeling Paper Folding
Use a problem Opener
Last week, Mr. Sanchez worked three days in his vegetable garden. He worked 1/3 hour
en the first day, 3/6 hour on the second day and 2 hours on the third day. How long did he
work in all?
1. Do as in strategy l-numbers 1 and 2 you may further as: What good trait do you think has
Mr. Sanchez for having a vegetable garden at home? How can such garden help in
sustaining a family's day to day expenses? What other benefits can you get for
maintaining such garden at home?
2. Divide the class in-groups. Give each group circular cutouts of uniform sizes.
3. Focus their attention on the number sentence they have written on the board.
4. Let your represent each addend using the circular cut-outs
5. Lead the pupils to notice that the fractions have ' different denominators and are therefore
unlike fractions.

2. Practice Exercises
Find the sum. Express answer in simplest form if possible
1) 4 + 6 + 2 + 3 3) 2 + 1 + 2 + 9 5) 8 + 6 + 3 + 4
3 4 8 2 8 6

2) 5 + 3 + 15 4) 10 + 6 + 1
 10 6 12 3
3. Generalization:
How do we add dissimilar fractions and whole numbers?
- Change the dissimilar fractions to similar fractions then add following the rules in adding
similar fractions
Add the whole numbers
- Express the answer in lowest tem of possible

IV. Evaluation:
Find the sum. Express the answer in lowest term of possible

1) 7 + 12 + 3 + 2 = 3) 9 + 3 + 7 + 11 = 5) 15 + 9 + 3 =
10 6 15 6 14 8

2) 9+5 +4 = 4) 6+7+ 4 +3 =
12 8 20 8

V. Assignment
Find the sum: Write the answer in the lowest term if possible

1) 8 + 10 + 2 + 4 = 3) 8 +3+6+4 = 5) 18 + 6 + 4 =
12 9 10 8 15 10

2) 6 +2 +7+2+3 = 4) 12 + 2 + 7 + 3 =
4 9 10 6
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Add whole numbers and mixed forms

Values: Spending Time Wisely

II. Learning Content

Skills: Adding whole numbers and mixed forms
References: BEC PELC II B 1.5
Enfolding Mathematics V
Materials: cut-outs, cardboard/cartolina, pair of scissors

II. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation
Drill on changing fractions to simplest form
2. Review on adding mixed forms and similar fractions.

B. Developmental Activities:
1. Presentation:
Strategy: Cut-it-Out (Modeling)
Mechanics:
1. The class will be divided into groups of five members.
2. Pupils will cut figures (whole and fractions) from the cartolina.
3. After cutting figures, pupils will construct problem exercise using the cutouts
4. The groups will exchange each others work and do the excises.

2. Practice Exercises
Add the following

1) 4 + 2 7 = 3) 5 + 5 3 = 5) 9 + 3 4 =
8 4 5

2) 5 + 10 1 = 4) 7 5 + 3 =
2 6

3. Generalization:
What kind of numbers did we add today?
How do we add mixed forms and whole numbers?

IV. Evaluation:
Add the following.

1) 6 + 3 1 = 3) 9+1 2 = 5) 6 + 4 =
10 3 7

2) 4 +5 = 4) 18 + 5 3 =
5 8
V. Assignment
Think of an addition statement that would give the following as the answer.
(Guess and check)

1. ______ + ______ = 11 3
4

2. ______ + ______ = 16 5
8

3. ______ + ______ = 9 4
9

4. ______ + ______ = 16 7
10

5. ______ + ______ = 13 5
11
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Add a mixed form and a dissimilar fraction

Values: Thoughtfulness

II. Learning Content

Skills: Adding of Mixed Form and Dissimilar Fraction
References: BEC PELC II B 1.6
Enfolding Mathematics V
Materials: fraction cards, cut-outs, number line model

II. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation.
Drill on adding similar fractions.
2. Review on giving LCD of 2 or more fractions

B. Developmental Activities:
1. Presentation:
Strategy: Developing a concept Using Models
Using a Problem Opener
1. Do as in Strategy I - numbers 1 and 2
2. You may ask further: What kind of children do you think are Tina and Ayen? Why is it
important to remember our old folks? What are other ways of showing our love and
concern for them?
3. Post this activity:
a. Represent 1 112 and 3f4 = N by actually putting together 1 1/2 and 3f4 (Guide the
pupils in cutting and pasting the parts together as shown)
b. What value did get for N as shown by the models? (2 1/4 )
4. Using the cut-outs, let the pupils discover the rule in" adding a mixed form and a fraction
by asking some leading questions such as: What did we do with the pair of dissimilar
fractions before we did addition? (change / rename them into similar fractions)
5. Provide more exercises.

2. Practice Exercises
Find the sum

1) 9 1 + 4 2) 4 3 + 1 3) 2 1 + 2
3 4 6 3 4 6

4) 5 2 + 1 5) 1 3 + 3
10 4 4 8

3. Generalization:
How do we add a mixed form and dissimilar fractions?
First rename the fractions into similar fractions. Add as we do with similar fractions.
 Express the answer in simplest form if possible.
IV. Evaluation:
Add. Reduce answer to simplest form.

1) 6 2 + 1 = 2) 8 5 + 1 = 3) 2 1 + 2 =
3 6 10 4 4 6

4) 10 5 + 3 = 5) 7 7 + 2 =
8 6 10 5

V. Assignment
Find the sum.

1) 3 2 + 1 = 2) 9 4 + 3 = 3) 17 3 + 3 =
7 3 16 4 6 8

4) 4 8 + 3 = 5) 7 + 1 + 3 =
10 4 12 8
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Add a mixed form

Values: Cooperation

II. Learning Content

Skills: Adding of Mixed Form
References: BEC PELC II B 1.7
Enfolding Mathematics V
Materials: flashcards, show me cards, pieces of art paper, fraction chart

II. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation.
Drill on covering fractions to lowest terms.
Strategy: Oral Contest
Mechanics:
a. Divide the class into 6 groups (columns)
b. The first pupil in each group gives the simplest form of the given fraction.
c. The pupil who gives the correct answer earns the point for his group.
d. Teacher continues flashing fractions to be answered by the next pupil from each group.
e. Continue the game until all the pupils have participated.
f. The team with the most number of points wins.

B. Developmental Activities:
1. Presentation:
Strategy: Use a problem opener with concrete objects.
Problem:
Evelyn used 2 ½ pieces of red art paper and 1 1/3 pieces of yellow art paper to
decorate her guidance notebook. How many pieces of red and yellow art papers did she
use?
Mechanics:
1. Divide the class into 5 groups.
2. Distribute strips of art papers, fraction chart to each group.
3. Ask each group to illustrate addition of dissimilar fractions using the strips of art paper
and the fraction chart.
4. Request each group to report and explain work to the class.
5. How did you cut the pieces of art paper? What should you do with the remaining strips
of paper? (Recycle)
6. What will you do with the fractions 112 and 1/3 before you can add them? How about
the whole numbers?
7. Elicit from the pupils that he LCD of both fractions must first be determine to be able to
rename them into equivalent fractions, and finally add them. Then add the whole
numbers
8. Provide more practice items.
 2. Practice Exercises
Find the sum and if necessary reduce to lowest terms.
1) 5 ¼ + 3 2/6
2) 3 4/10 + 2 4/8
3) 1 3/9 + 5 6/12
4) 7 5/6 + 3 4/10
5) 8 5/20 + 2 1/8

3. Generalization:
To add mixed numbers with dissimilar fractions, first find the LCD. Transform all
fractions into similar fractions then add as in adding similar fractions. Add all the whole
numbers.

IV. Evaluation:
Add the following and reduce the lowest terms if necessary.
1) 6 3 2) 2 1 3) 2 2
+ 8 + 7 + 5
31 83 11
5 4 4

4) 8 1 5) 5 2
+ 4 + 5
10 2 11
4 4

V. Assignment
1) 16 5 2) 18 4 3) 18 5
+ 9 + 5 + 7
27 2 25 5 72
3 6 3

4) 12 3 5) 25 3
+ 8 + 4
16 5 10 5
9 6
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Estimate sums of fractions

Values: Cooperation, health - wise

II. Learning Content

Skills: Estimating the sum of fractions
References: BEC PELC II B 1.8
Enfolding Mathematics V
Materials: fractions strips, fraction model and card

II. Learning Experiences:

A. Preparatory Activities:
1. Drill
Tell whether each fractions is closer to 0, to ½ or to 1.
Strategy: Contest
a. Divide the class into 4 groups.
b. Distribute piles of assorted fraction strips to each group.
c. Pupils make a recording sheet consisting of three columns labeled 0, 1/2, 1.
d. Pupils take turns recording the fractions on the strips into the columns, choosing the
column closest to the fraction.
e. The group which first completes the table correctly wins.
2. Motivation
a. Are you fond of eating fruits? Do you frequently buy fruits from the market? What do
you observe the way the vendors weigh fruits? Are they always exact or not? Why?
b. If you are asked to weigh something and there is no available weighing scale, what
could you do? How do you estimate certain measurements?

B. Developmental Activities:
1. Presentation:
Teaching Modality
Mechanics:
1) Divide the class into teams of two pupils.
2) Writ e six addition problems on the chalkboard.
3) The first member on each team estimates the answer to the first problem. The second
member illustrates the answer to the problem using the fraction pieces. Partners take turns
in solving the six problems.

2. Practice Exercises
Read and solve
Bart bought 2 3f4 pounds of ham, 3 112 pounds of lamb, and 5 3/ 16 pounds of veal. About
how much meat did they buy?

3. Generalization:
How do you estimate the sum of two fractions?
To estimate the sum of two fractions, round the fractions to a or 1. If the fraction is 112 or
 greater, round up to 1. Add 1 to the whole number. Otherwise, round down to zero
IV. Evaluation:
Estimate the sum and explain your answer.
1)
22 2) 13 5 3) 22 9
+ 9 + 8 + 16
33 14 1 14 1
5 8 8

4) 7 1 5) 31
2 + 6
+ 81 45
10 6
38 1 1
9 2

V. Assignment
1. Last week, Abigail spent 11 213 hours cleaning some rooms in the house and 2 213 hours
publishing the silverware. How many hours did she work last week? Give the best estimate.
2. Ruben worked at the auto plant for 7 3f4 hours yesterday and 8 1f4 hours today. How many hors
did he work? Estimate the sum.
3. Which two numbers come closet to a sum of 1?
3 3 3 3 3 3
5 11 2 6 4 8
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Add mentally two fractional units with similar denominators

Values: Helpfulness

II. Learning Content

Skills: Adding similar fractions mentally
References: BEC PELC II B 1.9
Enfolding Mathematics V
Materials: roulette, flashcards, tic-tac-toe game board

II. Learning Experiences:

A. Preparatory Activities:
1. Drill
Basic addition facts using roulette.
2. Motivation
Who among you have joined in any painting contest? What do you do to develop or
improve your skill? In one school the pupils helped to beautify their school. Let's read the
problem on how some boys help.

B. Developmental Activities:
1. Presentation:
Strategy: Simplifying the problem
Some boys volunteered to paint the school fence. They painted 1/ 5 of the fence on the
first day and 3/5 more on the second day. What was the total part of the fence painted?
1. Without using paper and pen, who can give the answer? How did you solve mentally?
2. Do you also help to make your school beautiful?

2. Practice Exercises
Solve mentally
1) 8 + 7 2) 9 + 5 3) 5 + 2 4) 8 + 2 5) 5 + 2
15 15 20 20 17 17 15 15 8 8

3. Generalization:
What are the steps in adding similar fractions mentally?
Add mentally the numerators, use the common denominators and express in simplest
form.

IV. Evaluation:
Teacher will use flashcards. Then pupils will answer orally with speed and accurary.
1) 5 + 2 = 2) 6 + 8 = 3) 9 + 2 4) 6 + 2 5) 9 + 15
8 8 12 12 15 15 9 9 30 30

V. Assignment
Find the sum mentally. Give your answer in simplest for.
1) 2 cup of milk and 5 cup of water = 2) 5 liter of gas and 1 liter =
8 8 7 7
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Visualize subtraction of fraction

Values: Perseverance in one’s work

II. Learning Content

Skills: Visualize subtraction of fractions
References: BEC PELC II C1.1
Enfolding Mathematics V
Materials: concrete objects, fractional regions, flashcards, drill boards

II. Learning Experiences:

A. Preparatory Activities:
1. Drill
Drill on identifying fractional parts.
Strategy: Let’s Draw It!
Mechanics:
a. Pupils will be asked to get their drill boards, pieces of chalk and eraser
b. The teacher gives the direction while pupils follow
Example:
"Draw a circle. Shade 3/5 of it
c. Pupils will show their drawings to the teacher at the count of one to their classmates and
the count' of two and bring down the drill boards at the count of 3.
d. Other directions or exercises will

B. Developmental Activities:
1. Presentation:
Strategy : Using a problem opener with concrete objects.
Acting out the problem
1) (Show a pitcher containl1g some juice)
Mother prepared ¾ pitcher of juice. Her children arrived from school and drank 2/ 4
from it. How much juice was left on the pitcher?
2) Ask the following questions
a. What is asked?
b. What are the given?
c. What operation will be used? Why?
d. What is the subtraction sentence?
3) Give more examples of problems using other concrete objects to visualized subtraction of
fractions.
2. Practice Exercises
Show the following numbers sentences on the number line.

1) 8 - 3 2) 10 - 5 3) 9 - 3 4) 8 - 3 5) 6 - 3

12 12 15 15 11 11 10 10 8 8
 3. Generalization:
How will you subtract similar fractions?
To subtract similar fractions, subtract the numerator then copy the denominator.
Express the answer in simplest form if possible.

IV. Evaluation:
Draw regions or number line to illustrate the following. Then find the difference.
1) 5 - 2 = 2) 7 - 4 = 3) 4 - 1 = 4) 9 - 4 = 5) 6 - 3 =

6 6 9 9 5 5 10 10 8 8

V. Assignment:
Illustrate the following equations by drawing fractional regions.
1) 8 - 3 = 2) 9 - 5 = 3) 6 - 6 = 4) 12 - 5 = 5) 9 - 2 =

7 7 12 12 11 11 15 15 11 11
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Subtract Whole Numbers from mixed forms

Values: Helping parents/elders

II. Learning Content

Skills: Subtracting Whole Numbers from Mixed Forms
References: BEC PELC II C1.2
Enfolding Mathematics V
Materials: charts, pentel pen

II. Learning Experiences:

A. Preparatory Activities:
Drill on subtracting whole numbers in patterns.
Strategy: Brain Wave
Mechanics:
1. Pupils will be grouped and each group will be given a chart with the following number
game.
Donna and Roxanne are playing a number game. Donna gives a number and Roxanne
gives another according to pattern. Study the numbers they have given and complete the
table.
2. The groups, which post the chart with the correct answer, win.

B. Developmental Activities:
1. Presentation:
Strategy: Use a problem opener
Mother prepared lunch for the family. She bought 3 ¼ kg. of chicken in the market. She
cooked 2 kg. How many kilograms of chicken were left?
1. Ask the following questions.
a. What is asked?
b. What are given?
c. How shall we solve the problem? What is the number sentence?
2. Who usually prepares the food for the family? How can the children like your help them?
3. Other problems will be provided to show subtracting whole numbers from mixed forms
to fix the skill.

2. Practice Exercises
1) 15 3 2) 26 5 3) 18 5 4) 35 3 5) 16 8
4 7 9 4 11
-2 . -20 . -9 . -20 . -7 .

3. Generalization:
The pupils will be led to think:
When subtracting whole numbers from mixed numbers from mixed forms, subtract
the whole numbers and affix the fraction. Always express the answer in simplest form.
IV. Evaluation:
Find the difference between the following mixed forms and the whole numbers.
1. 8 1/5 – 4 =
2. 9 1/3 -5 =
3. 9 4/9 – 1 =
4. 4 ½ - ___ = 3
5. 3 3/7 – 3 =

V. Assignment:
1. Nel's mother needs 12 ¾ oranges for the fresh orange juice she is preparin9. If she has only 6
oranges, how many more does she need?
2. Mila has 13 ½ tomatoes for the vegetable salad. She used 8 tomatoes, how many tomatoes were
left?
3. Vicky needs 5 ¾ cups of flour to bake a cake. She has 3 cups in her bowl. How many more cups
does she need?
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Subtracting mixed Numbers from mixed numbers (similar fractions)

Values: Cooperation

II. Learning Content

Skills: Adding of Mixed Form
References: BEC PELC II C1.3
Enfolding Mathematics V
Materials: Flashcards, flag lets, subtraction wheel, and ball, string meters, stick Manila paper,
and activity sheets

II. Learning Experiences:

A. Preparatory Activities:
Drill on subtracting whole numbers in patterns.
Strategy: Brain Wave
Mechanics:
1. Pupils will be grouped and each group will be given a chart with the following number
game.
Donna and Roxanne are playing a number game. Donna gives a number and Roxanne
gives another according to pattern. Study the numbers they have given and complete the
table.
2. The groups, which post the chart with the correct answer, win.

B. Developmental Activities:
1. Presentation:
1. Drill on subtracting Similar Fractions and Subtracting Whole Numbers from Mixed
Forms
Strategy: The Leader Frog
a. The class will be divided into four groups
b. The teacher flashes the cards with subtraction exercises
c. A child from each group answers the exercises
d. They start from a starting area.
e. He / she makes a jump when he gets the
f. The child who reaches the finish line first gets the flag lets.
g. The group who gets the most. number of flag lets will win the game.

2. Practice Exercises
Perform as indicated

1) 10 5 2) 25 8 3) 30 11
6 11 15
-2 1 -20 3 -5 3
6 11 25

3. Generalization:
 What kind of fractions did we subtract? How did we subtract this kind of fractions? What
do we do when the fraction in the minuend has lesser value than the fraction in the
subtrahend?

IV. Evaluation:
Find the difference and express it in simplest form.
1) 27 6/6 – 13 2/7 4) 96 13/29 – 79 7/29
2) 127 12/19 – 96 7/19 5) 136 7/9 – 79 2/9
3) 169 21/25 – 143 14/25
V. Assignment:

1. Amor weighs 50 1/8 kilos. Marife weighs 36 3/8 kilos. How many kilos h~avier is Amor than
Marife?
2. Mang Nardo has to plow his field for 3 4/9 hours. After plowing for 2 7/9 hours he rested and ate
his snacks. How many hours more does he have to work?
3. Mrs. Garcia had 5 2/5 meters of white cloth. Judith her daughter asked for 3 3/5 meters for her
project in EPP. How many meters of cloth were left?
4. Mr. Reyes was driving from Tanauan to Balayan, an approximate distance of 80 1/6 kilometers.
When he reached Lipa City he had a flat tire. If he had driven 24 4/6 kilometers, how many more
kilometers did he· need to drive?
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Subtract fractions from whole numbers

Values: Sharing

II. Learning Content

Skills: Subtracting fractions from whole numbers.
References: BEC PELC II C1.4
Enfolding Mathematics V
Materials: Radio cassette, gift wrapped box, real objects, meter sticks

II. Learning Experiences:

A. Preparatory Activities:
1. Mental computation
Drill on subtracting mixed numbers from mixed numbers.
Strategy: Serendipity Game
Mechanics:
a. This game is played by the whole class.
b. A gift wrapped box is passed from one child to another as the music is played
c. When the music stops, the child holding the box removes the gift wrapping, and exercise
on subtracting mixed numbers from mixed numbers is uncovered.
Example: 16 5 - 9 2
7 7
d. The child answer the exercise.
e. The music is played again and the box. is passed.
g. The game continues until all the exercise s on the box are uncovered

B. Developmental Activities:
1. Presentation:
Strategy : Problem Opener
Mr. Mariano bought 6 kilograms of lanzones for his children. He shared 5/ 10 kilogram
with his office helper. How many kilograms of lanzones did he have left for his children?
a. How many kilograms of lanzones did Mr. Mariano buy?
b. What did he do while in the office?
c. How can we express this in subtraction? 3 - 5/10 = N
d. How shall we do the subtraction?

2. Practice Exercises
Express the difference in lowest terms if possible

1) 56 – 5/25 = 2) 28 – 3/12 = 3) 92 - 6/8

3. Generalization:
What did we do today? How do we subtract fractions from whole numbers?
IV. Evaluation:
Read and solve
1. Ms. Sison bough 4 gallons of paint.She asked a painter to paint their wall. The painter used ¾
gallons. How much paint was left?
2. Olive and MC harvested 5 kilograms of eggplants from their school garden. They gave 5/ 6 kg to their
teacher. How many kilograms of eggplants did they bring home?
3. Mr. Garganta bought 5 kilograms of fertilizer. He gave 8/ 15 kilograms of fertilizer to his pupils. How
many kilograms of fertilizer were left?

V. Assignment:
Express the difference in lowest terms if possible
1) 56 – 5/25 2) 68 – 9/12 3) 48 – 7/12 = N

4) 48 – 7/12 = N 5) 48 – 7/12 = N
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Subtract fractions from mixed numbers

Values: Love and concern

II. Learning Content

Skills: Appreciate the sacrifice of the parents for their children
References: BEC PELC II C1.5
Enfolding Mathematics V
Materials: board, cutouts, fraction cards

II. Learning Experiences:

A. Preparatory Activities:
1. Drill
Drill on subtracting similar fractions.
Strategy: Board Game
Mechanics:
a. Each pupil will get his or her partner.
b. Each player shuffles the fraction cards of his or her partner and puts them in a pile face
down.
c. Both players pick a card from the top of his/her pile simultaneously. They answer the
exercises.
d. The player with the larger fraction colors ' the corresponding fractional part of his/her I-
board.
e. Both players pick again a card from the piles and playas before.
f. If the player with the larger fraction is unable to color the factional part, each player
picks a card again from his or her pile.
g. If both players pick the same or equivalent fractions each color that fractional part of
the I-board.
h. They continue playing until one player is able to color his or her I-board completely.
That player wins the game.

B. Developmental Activities:
1. Presentation:
Using the number line (modeling)
Mr. Grasshopper jumped 2 2/6 meters, then he jumped back 5/6 of a meter.
Mr. Grasshopper is 1 ½ meters away from the starting place.

Let us look at the solution

2 2 = 1 8
6 6
- 5 - 5
6 6
1 3 or 1 1 meters
6 2
 2. Practice Exercises
Use the drill boards in doing the following
1) 15 3 - 8 = 2) 25 2 - 5 = 3) 18 5 - 7 =
9 9 8 8 15 15

3. Generalization:
What kind pf fractions did we subtract today? How did we subtract fractions from mixed
form with renaming or regrouping?

Lead the pupils to the following generalizations:

 In subtracting fractions from mixed forms with regrouping, rename the mixed form
 Subtract the fractions, then the whole numbers
 Express the difference in lowest terms, if possible

IV. Evaluation:
Read and Solve
1. Aling Conching baked 24 7/9 dozens of macaroons. She reserved 7/9 of a dozen for her children.'
How many dozens were left to sell?
2. Bert sells fish ball in the university area. He bought a stock of 20 7/8 kilograms. He was able to
sell 5/8 kilogram on the first day. How many more kilograms of fish ball does he have to sell?
3. Erica weighs 42 5/12 kilos. Beverly weighs 7/12 less than Erica. What is Beverly's- weighs?

V. Assignment:
Find the difference. Change to lowest terms if necessary.

1) 10 1/18 – 3/8 = 2) 86 7/15 – 2/15 = 3) 5/12 – 7/12 =

4) 13 4/9 – 6/9 = 5) 19 11/12 – 2 /12 =

 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Subtract mixed number from whole numbers

Values: Dignity of Labor

II. Learning Content

Skills: Subtracting mixed number from whole numbers
References: BEC PELC II C1.6
Enfolding Mathematics V
Materials: coins, flashcards, drawing of soap bars

II. Learning Experiences:

A. Preparatory Activities:
Mental Computation
Drill on expressing a whole number as a mixed form.

Examples:
3 = 2 6 12 = 11 5 9 = 8 10 8 = 7 8
6 5 10 8

Strategy: “Cara y Cruz”

Players : two teams; arbiter; master
Mechanics:
a. The first two players of each team will guess what is going to come out as the coin is tossed.
b. The player who guesses what come out will answer the question of the quizmaster.
Example: "Express 11 as a mixed form"
c. If the first player is not able to answer the second player can steal and gets the point.
d. The game continues until all the players in each team has played.

B. Developmental Activities:
1. Presentation:
Strategy: Use Pictorial presentation
1. Present the pictures
3–1 1=13
4 4
Isabel helped Mother in washing clothes. Last Saturday, they used 1 ¼ of a bar of
soap. If there were 3 boxes, how many bars were left?
2) Let the pupils do the activity with computation.
3–11=n
4
3=24
4
-1 1 = 1 1
4 4
13
4
 3) Lead the pupils to think about the following:
How will you describe Isabel? If you were Isabel, will you do as she did? Why?
4) Other examples will be provided for the pupils to work on
12 – 3 2 =
10
-2 3
9

2. Practice Exercises
Try to do the following exercises
1) 12 2) 20 3) 25 4) 36 5) 41
-3 5 -4 5 -7 1 -9 2 -15 8
8 12 2 3 12

3. Generalization:
Recall the process of subtracting mixed forms from whole numbers. What steps dud we
follow?
 Rename the whole numbers as a mixed form the fractions of which us equal to one.
The denominator of the fraction should be the same as that of the subtrahend.
 Subtracts the fractions; subtract the whole numbers.
 Express the answers to lowest terms if possible.

IV. Evaluation:
Follow the rule to find each missing numbers
Rule: Subtract 5 3 from the input Rule: Subtract 6 11 from the input
7 15
Input Output Input Output
10 9
7 15
13 21
11 12

V. Assignment:
Subtract. Write each answer in lowest terms.

1) 18 2) 9 3) 14 4) 10 5) 9
-7 3 -2 5 -6 7 -1 5 -15 3
8 6 10 12 9
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Visualize subtraction of dissimilar factions

Values: Sharing

II. Learning Content

Skills: Visualizing subtraction of dissimilar fractions
References: BEC PELC II C 2
Enfolding Mathematics V
Materials: Strips of paper, cardboard strips, transparencies

II. Learning Experiences:

A. Preparatory Activities:
1. Drill on subtractions facts.
Give a pair of numbers with a difference of 5, 9, 12, 3 etc.
2. Motivation
Strategy: Show me Game
Materials: Sheets of bond paper
a. Divide the class into groups Give each group strips of bond paper.
b. The teacher will show a strip similar to the one they have.
Teacher says: Let's consider 1 strip as 1 whole. If fold it into 4, what do you call one
part? Use your strip of paper to show a fraction equivalent to ¼ . Use different folds to
show ¼ .
c. The group with the most number of correct answers wins the game.

B. Developmental Activities:
1. Presentation:
Strategy : Using a Problem opener with, visual presentation
1) You may ask the following questions:
 What is asked?
 What are the given?
 What operation will you use to solve the problem?

2) Show a visual representation of the problem through a diagram in transparencies in the

following sequence:
A.

Ask: What does the shaded part represent? (Weight of the live chicken)
B.

Ask: What does the shaded part represent? (The 1/8 kg. Lost after cleaning the chicken)
 Putting the 1/8 part over the ¾ part, this will become the end· result.
C.

How much is left after 1/8 -is crossed out? (5/8)

What does 5/8 represent? (The weigh of the dressed chicken which is 5/8)
3. Let the pupil discover that in order to subtract dissimilar fractions, they must be first
changed into similar fractions, as in the case of 3/ and 1/8
4. Give more examples. of problems or equations showing subtraction of dissimilar
fractions.

2. Practice Exercises
1) 4 – 2 = 2) 8 – 1 = 3) 9 - 3 = 4) 11 - 5 = 5) 10 – 4 =
5 4 10 4 16 12 20 15 12 9

3. Generalization:
How do we visualize subtraction of dissimilar fractions?
With the help of an illustration, be able to rename the dissimilar fractions into similar
fractions. Then find their difference.

IV. Evaluation:
Find the difference.

1) 3 – 1 = 2) 5 – 1 = 3) 8 - 1 = 4) 4 - 2 = 5) 7 – 3 =
4 2 8 6 10 4 5 3 10 5

V. Assignment:
Find the difference

1) 9 – 3 = 2) 8 – 1 = 3) 3 - 2 = 4) 5 - 6 = 5) 5 – 3 =
10 6 12 2 4 12 9 2 8 6
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Subtracts dissimilar fractions

Values: Cooperation

II. Learning Content

Skills: Subtracting dissimilar fractions
References: BEC PELC II C 2.1
Enfolding Mathematics V
Materials: paper, cutouts, show-me board strips

II. Learning Experiences:

A. Preparatory Activities:
Mental computation
Drill on finding N in the given equivalent fractions.

Sample: 3 =N
4 8

B. Developmental Activities:
1. Presentation:
Strategy: Using a problem opener with a cutouts

Grandma has ¾ meter of lace. She used ½ meter in decorating her dress. What part of the
lace was left?
1. Ask the questions
a. What is asked in the problem?
b. What are given?
c. What operation will you see to solve the problem? Why?
2. Using cutouts let the pupils represent the ¾ m lace and the ½ m lace as shown.
3. Let the pupils put cut out B on top of the cut out A. wherein the shaded part ½ of cutout
B is directly on top of the shaded part of cutout A.
4. Ask: What part of ¾ was left uncovered?
5. What do you think should be done first in order to subtract dissimilar fractions?

2. Practice Exercises
Find the difference
1) 2 – 1 = 2) 4 – 1 = 3) 3 - 2 = 4) 5 - 6 = 5) 5 – 3 =
5 3 8 6 4 12 9 2 8 6

3. Generalization:
How do we subtract dissimilar fractions?
First, find the least common denominator (LCD) of the two fractions and change/rename
them into similar fractions.
Subtract. Reduce the answer to lowest terms, if possible.
IV. Evaluation:
Subtract

1) 8 – 4 = 2) 15 – 2 = 3) 6 - 4 = 4) 6 - 2 = 5) 7 – 3 =
10 6 20 4 18 12 8 5 9 6

V. Assignment:
Find the difference.

1) 9 – 2 = 2) 4 – 5 = 3) 10 - 3 = 4) 15 - 6 = 5) 9 – 2 =
10 3 6 18 15 6 20 8 16 12
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Subtract fractions from mixed numbers (with dissimilar fractions)

Values: Loving one’s Family

II. Learning Content

Skills: Subtracting fractions from mixed numbers
References: BEC PELC II C 2.2
Enfolding Mathematics V
Materials: board

II. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation
Drill on finding LCM of two fractions
2. Strategy: Roll a Die
Mechanics:
a. From 2 group of pupil s each. Line them.
b. Each group will be given a die with numbers in its faces, and a set of fraction cards,
Written in there are proper fraction.
c. At the signal go the first pupil in line will roll the die and pick a fraction card." He will
subtract the fraction in the card from the number he got when he rolled the die., He
records the equation and his answer.
d. They continue playing until the last player.
e. The first group to finished and with the most number of correct answers wins the game.
Note:
If one group finished later than the other but get a higher score, he will still be declared
as the winner. (Be sure to set a time limit for this game.

B. Developmental Activities:
1. Presentation:
Problem Opener
Strategy: Using Cutouts
Arleene needs 5 ¾ cups of flour to bake a cake, she has ½ cup in her bowl. How many
more cups of flour does she still need?
1. You may asked those question
a. What are given?
b. What is asked?
c. What operation will you used to solve the problem?
2. Using paper cutout, let the pupil represent the 5 ¾ cups of flour Arlene need an the ½
cup of flour she already have.
3. Let the pupil post the cutouts on the board as shown and label.
4. Ask. If you will fold the cutout representing ½ cup and put it on top of the ¾ cutout.
What part of ¾ is equivalent to ½?
5. What do think shall we do first when you subtract fractions form mixed numbers
whose fractions are dissimilar fractions.
 2. Practice Exercises
Find the difference.
1) 7 4/5 – ¾ 3) 16 ¾ - ½ 5) 8 10/12 – 1/3
2) 9 8/10 – 2/6 4) 10 6/8 – 3/6

3. Generalization:
How do we subtract a fraction from a mixed number whose fractions are dissimilar?
 First Change the fractions into similar fraction
 Subtract the fractions following the rules ill subtracting similar fractions
 Bring down the whole number.

IV. Evaluation:
Find the difference
1) 7 10/12 – 2/8 3) 12 9/10 – 8/15 5) 16 7/8 – 4/10
2) 4 15/20 – 5/10 4) 22 9/15 – 3/9

V. Assignment:
Solve this problem.
The original length of each roe is 6 3/6 meters. What part of each of the 3 ropes were cut.
b. 2/4 meter
c. 10/12 meter
d. 3/8 meter
 e. MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Subtract Mixed Numbers from mixed numbers (with dissimilar
fractions)

Values: Sharing one’s blessing

II. Learning Content

Skills: Subtracting mixed numbers from mixed numbers
References: BEC PELC II C 2.3
Enfolding Mathematics V
Materials: cutouts, transparent plastic, fraction cards.

II. Learning Experiences:

A. Preparatory Activities:
Mental Computation
Drill on giving the unknown value of N in equivalent fractions
Sample: 5 = 3
10 N

B. Developmental Activities:
1. Presentation:
Strategy: Using a problem opener with paper cutouts.
Sample:
Mr. Carlos Harvested 8 2/3 kilogram of lanzones from his orchard he gave 2 112 kilos to
his helper and took the rest home. How many kilograms of lanzones did he take home?
1. You may ask these questions:
a. What is asked ?
b. What are given?
c. What operation will you use to solve the problem? What is the number
sentence?
2. With the aid of the paper cutouts, let the pupil visualized 8 2/3 kilograms. Have the
cutouts be posted on the board.
Ask another pupil to represent 2 ½ ki1ograms through the paper cutout being
posted on the board.
3. Ask a pupil to put ½ on top of 2/3 Ask: What part of 2/3 will be left uncovered?
4. Let the pupils discover thru the activity that the dissimilar fractions must be changed
first to similar fractions before they can subtract mixed number from a mixed
numbers whose fraction are dissimilar.
Let them discover the abstract way of subtracting mixed numbers from mixed
numbers whose fraction are dissimilar.
5. Give more practice exercises for equations involving subtraction of mixed numbers
from mixed numbers.

2. Practice Exercises
Find the difference
1) 5 4/5 – 2 ½ 3) 12 6/9 – 4 1/3 5) 10 6/8 – 7 2/3
 2) 9 8/10 – 6 ¼ 4) 8 4/8 – 1 2/4

3. Generalization:
How do we subtract mixed numbers from the mixed numbers with dissimilar fractions?
 First change the dissimilar fractions to similar fractions
 Subtract the fractions following the rules in subtracting similar fractions
 Subtract the whole numbers Express in simplest form, if possible.

IV. Evaluation:
Find the difference
1) 5 4/7 – 3 ½ 3) 16 7/9 – 7 2/3 5) 10 6/8 – 7 2/3
2) 11 5/6 – 4 3/8 4) 12 3/7 – 4 1/5

V. Assignment:
Solve this problem.
The original length of each candle is 15 ¾ cm. What part of three candles were burned?
1) 7 1/6 cm
2) 10 5/12 cm
3) 8 2/6 cm
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Solve word problem involving subtraction of fractions.

Values: Positive attitude towards body exercise alertness

II. Learning Content

Skills: Solving word problem involving subtraction of fractions
References: BEC PELC II C 4.1
Enfolding Mathematics V
Materials: activity cards, shoe me cards, chart, illustration boards.

II. Learning Experiences:

A. Preparatory Activities:
Drill on subtraction of similar fractions
Strategy: Group Contest
Mechanics
a. Divide class into 6 groups
b. Teacher dictates expressions or equations like
c. The first pupil in each group gives the answer
d. The first pupil who gives the correct answer will be given a point
e. Continue this activity up to the 10th round.
f. The group with· the most number of points wins

B. Developmental Activities:
1. Presentation:
Strategy: Problem Opener
Mechanics:
a. Divide a class into 4 groups (in column)
b. Teacher flashes equations like: 516 - l/S = N
5/6 – 1/8 = N 12 1/3 – 4/5 = N
12 – 4/7 = N 15 3/5 – 10 ½ = N
c. All pupils are required to solve the equation in their own show me cards.
d. Only the first pupil from each group is expected to show the answer when the teacher
gives the signal.
e. The next pupil from each group will show the answer to the next equation. Every correct
answer is given a point.
f. This activity continues up to the 5th round.
g. The group with the most number of points is the winner.

2. Practice Exercises
Read and analyze, then solve the following problems.
1. Mother bought 18 kilos of flour. She used 10 5/8 kilos for baking cake. How many kilos
of flour were left?
2. A piece of ribbon is 8 4/5 meter long. What is the measure of the remaining ribbon if 2/5
meter is cut off from it?
 3. Generalization:
To be able to solve word problems, simply know what is asked, what are given,
operation to use, and form a number sentence for the problem. Show the solution and write
the complete answer.

IV. Evaluation:
Read and Analyze, then solve the following problems.
1. Elmie had 8 1f4 meters of white cloth. Evelyn asked for 3J4 meter for her project in Science. How
many meters of cloth were left?
2. Marlon painted the poultry house using 5/6 liter of brown paint 2/3 liter of green paint. How
much more brown paint was used than the white paint.
3. Remy used 2/9 liter of oil in preparing the banana cue while 3/5 liter was used in preparing
banana fritters. Which recipe used more oil?

V. Assignment:
Analyze and solved.
1. Bessie baked a banana cake. Her brother ate 3/10 of the cake while her sister ate ¼ .Who ate
more?
2. Peter hiked 5/7 of a kilometer. Mike hiked 1/3 of a kilometer. Who covered a long distance?
3. Julius and Edgar harvested 10 kilograms of star apples from the orchard. They gave 2 1/3
kilograms to their friends. 'How many kilograms of fruits were left for the family?
4. Ruben cut 3 5/6 meters of ribbon from 15 ½ meters of ribbon. How long is the remaining ribbon?
5. Miss Lopez bought 10 ½ meters of cloth.
She sewed 5 3f4 meters for the classroom curtain and the remaining piece for the school clinic.
How many meters were used for the school clinic?
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Solve 2-stepword problem involving addition and subtraction of
fractions.

Values: Spending money wisely

II. Learning Content

Skills: Solving 2-stepword problem involving addition and subtraction of
fractions.
References: BEC PELC II C 5.1
Enfolding Mathematics V
Materials: chart, colored chalks

II. Learning Experiences:

A. Preparatory Activities:
Mental Computation
Drill on adding fractions

B. Developmental Activities:
1. Presentation:
Strategy: Problem opener Use a diagram / drawing
Liza bought 5 112 m of white ribbon and 6 114 m of yellow ribbon to make flowers. After
making 5 flowers, she found out she had 1 314 m of ribbon left. How many meters of ribbon
did she use for the flowers.
1. The teacher must first ask some comprehension question about the
problem. ,
She may ask the pupils to think about this: if you know how to make your own
flowers, is it wiser to make your own than buy expensive ones? Can you give other ways
of spending ones money wisely?
2. Analyze the problem
Ask: What are given in the problem? Is there a hidden question to solve? What is
asked in the problem? What do you think are the questions we should do to solve the
problem?
3. Guide the pupils through an illustration/drawing to understand the problem better.
Say: How will you show the ribbons Liza bought put together in drawing? (use color
chalk if possible)
Ask: What is the total length of the two ribbons? Is it necessary to find the total
length first before we can solve the problem? Write the number sentence for the hidden
question.
4. Ask. the pupils to 'Look Back" to see if the answer they got is really sensible.
5. Give more practice exercises in solving two step word problems involving addition and
subtraction of fractions.

2. Practice Exercises
Read and solve.
Grandma brought 16 ¾ meter of cloth. She used 8 ½ m for curtains and 7 1/5 m for bed
 cover. How many meters of cloth were not used?

3. Generalization:
How do we solve 2 step word problems involving addition and subtraction of fraction?
 Read and understand the problem
 Analyze it (Find what is given)
 Find what the hidden question
 Determined the operations to be used
 Write the number sentence /Plan
 Solve / carry out the plan
 Look back (ask: Is the answer really sensible?)

IV. Evaluation:
Read and solve.
1. Mother brought 5 kg. of meat. She cooked 1 ½ kg. On Saturday and 2 1/3 kg. on Sunday. How
many kilograms of meat were not cooked?
2. A big bottle contained 4 2/3 liters of vinegar into one bottle and 1 ¼ liters into another bottle.· How
much vinegar was lest in the big bottle?

V. Assignment:
Read and solve.
Mr. Trono has a 2 4/6 hectare farm land. Corn is painted of the 2/3 hectare, mongo on 1/3 hectare
and vegetables on the rest. What apart of the farm is planted with vegetables?
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Visualizing multiplication of fractions

Values: Neatness, cooperation

II. Learning Content

Skills: Visualizing multiplication of fractions
References: BEC PELC II D 1.1
Enfolding Mathematics V
Materials: flashcard, strip of paper, cartolina

II. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation
Drill on multiplying mentally
Examples:
12 10 15 11
x4 x 10 x 2 x3

2. Motivation
Begin by asking: What is ½ of a whole? Will you show it through your piece of pad
paper?
If you find ½ of that part again what answer will you get? (Let them fold the paper
once more in half and shade the part)
You may ask: How will the result compare with ½.

B. Developmental Activities:
1. Presentation:
Strategy : Using a problem opener and visual representations
Father owns a 314 hectares land. He planted 1/3 of it with sweet corn. What part of his
land was planted with sweet corn?
1) The teacher asks some comprehension questions. Like: How big is father's land? What
part of it was planted with sweet corn?
2) Analyze the problem by asking:
What are given in the problem? What is asked?
3) Guide the pupils in planning how to solve the problem by leading them to this question:
What is 1/3 of 3/4? And to the number sentence 1/3 x 3/4 = N.
4) Let the pupils visualize the problem by representing one hectare by a whole piece of.
paper. Say: If this is 1 hectare, how will you represent the 3/4 hectare land owner by
father? (Pupils may fold the piece into 4 equal parts of shade 3/4).

Ask: What do you think is represented by the double shade part?

What fraction name can you give it? (3/12)
The teacher may ask: What is the value of N in the number sentence 1/ 3
x 3/4 = N?( 3/12)·
 2. Practice Exercises
Illustrate and find the product.
1) 4/8 x ½ = 3) 1/3 x ¾ = 5) 3/5 x ½ =
2) 1/5 x 2/4 = 4) 2/3 x ¼ =

3. Generalization:
How do we visualize multiplication of factions?
Multiplication of fractions can be visualize by representing each fraction with horizontal
and vertical lines placed over the other and the resulting double shaded part represent the
answer to the equation.

IV. Evaluation:
Illustrate the following equations.
1) 2/3 x 3/5 = 3) 1/5 x 5/7 = 5) 1/8 x 5/6 =
2) ¾ x 5/8 = 4) 4/5 x 3/8 =

V. Assignment:
Prepare an album showing the following equations. Use paper folding methods.
1) 2/3 x ½ =
2) 1/10 x ¾ =
3) 2/5 x 2/3 =
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Find a fractional part of a number

Values: Alertness, Active participation

II. Learning Content

Skills: Find a fractional part of a number
References: BEC PELC II D 1.2
Enfolding Mathematics V
Materials: Bottles or other actual objects, pictures of objects.

II. Learning Experiences:

A. Preparatory Activities:
Review on visualization of fractions
Strategy : Drawing on show-me-cards. Show the following by drawing.
1. ½ x 5/6 = N
2. 2/3 x 4/5 = N
3. 5/6 x 2/3 = N
4. 3/4 x 2/5 = N
5. 1/8 x 3/5 = N

B. Developmental Activities:
1. Presentation:
Strategy: Manipulating Activity
Mechanics:
a. Twelve bottles are placed on the table in front of the class.
b. Write on the board ½ , 1/3, 2/3, 1/6, 5/6.
c. Pupils look at the first fraction written on the board and determine under the table. Repeat the
activity for 1/3, 2/3, 1/6, 5/6.
d. Pupils compare and discuss answers.

2. Practice Exercises
Multiply. Write each answer in lowest terms.
a. 7/8 x 5 =
b. 3/7 x 21 =
c. 14 x 5/6 =
d. 8 x 5/7 =
e. 15 x 2/3 =

3. Generalization:
In multiplying a whole number by fraction, rename the whole number as fraction then
multiply. Always express the answer in lowest terms.
To multiply the whole number by7 a fraction, multiply the whole number by. the
numerator. Copy the denominator. Always express the answers in lower terms.
IV. Evaluation:
Multiply. Write each answer in lowest terms.
1. 3/7 x 120 =
2. 1/4 x 80 =
3. 12 x 2/7 =
4. 15 x 5/6 =
5. 3/7 x 35 =

V. Assignment:
Find the product. Always express answers in lowest terms.
1. 25 x ¾ =
2. 5/8 x 45 =
3. 40 x 5/6 =
4. 5/6 x 120 =
5. 27 x 3/5 =
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Translating expression such as “1/2 of 2/3” of 1/6” into Equation.

Values: Active participation and cooperation

II. Learning Content

Skills: Translating expression such as “1/2 of 2/3” of 1/6” into equation.
References: BEC PELC II D 1. 2.1
Enfolding Mathematics V
Materials: Flashcards, show-me cards, medium sized, bull rectangular grid, pictures of objects

II. Learning Experiences:

A. Preparatory Activities:
Drill on visualizing multiplication of fractions
Strategy: show me cards
Mechanics:
a. The first part of the game is visualizing multiplication of fractions. The teacher flashes a card
Example: ½ x 3/4
b. Pupils visualize the equation on their own show-me cards.
c. When the teacher says" go" the pupils raise their cards to show the teacher.
d. Continue this activity as the teacher shows different equations.

B. Developmental Activities:
1. Presentation:
Strategy :
Group Game - Weakest Link
Translate these expressions into equations and give the answers.
1) Divide the class into 5 groups.
2) Teacher flashes a card, Ex. 3/5 of 112 of5/6
3) The first 5 pupil in a column will answer the first exercises. Pupils who give incorrect
answers will be excluded fro the group.
4) Continue the game until everybody has participated.
5) The group with the greatest number of remaining members will be the winner.

2. Practice Exercises
Form equations out of the following expressions then answer.
1) ½ of ¼ of 1/5 = 3) 2/5 of ¾ of 2/7 = 5) 1/3 of 2/3 of 3/5 =
2) 1/3 of 2/5 of 1/3 = 4) ¼ of 4/5 of 5/6 =

3. Generalization:
In translating expression such as: ½ of 2/3 of 1/6” is just like forming multiplication
equations.
In translating expressions like 1/2 of 2/3 of 1/6" the times sign is used in . place of the
preposition "of"
IV. Evaluation:
Form equation out of the following expression then answer.

1) 2/5 of ¼ of 3/5 = 3) 2/5 of 5/6 of 3/7 = 5) 3/7 of 5/6 of 2/8 =

2) ¾ of 1/5 of 5/6 = 4) 1/7 of 5/8 of 4/5 =

V. Assignment:
Translate the following expression into equation then write you answer.

1. 5/9 of 3/4 of 2/7 =

2. 4/7 of 5/9 of 3/5 =
3. 2/9 of 5/8 of 7/8 =
4. 5/6 of 4/9 of 3/8 =
5. 7/8 of ½ of 5/9 =
 MATHEMATICS V

Date: ___________

I. Objectives:
Cognitive: Multiplying by another fractions

Values: Sharing, Accuracy in competition

II. Learning Content

Skills: Multiplying by another fractions
References: BEC PELC II D 1.3.1
Enfolding Mathematics V
Materials: 2 cubes (dm3) with faces all numbered activity sheets, strips of paper, flashcard,
chart

II. Learning Experiences:

A. Preparatory Activities:
Drill on multiplication facts using 2 cubes (1dm 3 cube) as shown
Strategy: Group Contest
Mechanics:
1). Divide the class into four groups.
2) Call for two volunteer students to take charge of tossing the cubes.
One student takes hold of one cube.
3) The two students toss the cubes simultaneously. The first four student of each group; will
give the product of the two numbers that appear in the' cube.
4) Continue the contest until everybody in the class has participated.
5) The first student to give the correct product will be given a point.
6) The group that gathered the greatest number of points wins the contest.

B. Developmental Activities:
1. Presentation:
Strategy: Use a problem opener (Concept Development)
Sample:
Linda received 112 of a pizza pie from her friend. She gave 1/3 of these to her seatmate
who had no money to buy food for recess. What part of the whole pie did Linda share to her
seatmate?
1. Ask the following question
a. What are the given?
b. What is asked?
c. How will you solve the problem?
d. What equation can you make solve the problem?
2. Ask the pupils to think about this: if you were Linda would you have shared thee pie the
same way? Why or Why not?
3. Call for volunteer pupils to write their equations and solutions on the board.

2. Practice Exercises
Find the product. Express your answer in lowest terms if possible.
1) 5/7 x 11/20 = 3) 6/10 x 5/12 = 5) 9/10 x 2/15 =
2) 4/5 x 30/40 = 4) 1/6 x 10/12 =
 3. Generalization:
To multiply fraction, multiply the numerators to get the numerate of the, product.
Multiply the denominator to get the denominator of the product.
Always reduce answers to lowest terms or simple forms. When we multiply fractions, the
product is less than the original numbers

IV. Evaluation:
Find the product
1) 2/3 x 4/5 = 3) ¾ x 2/3 = 5) 2/5 x 4/7 =
2) ½ x 2/3 = 4) 4/7 x ¾ =

V. Assignment:
Give the product in simplest form.
1. 2/9 x 18/24 =
2. 5/8 x 3/20 =
3. 2/7 x 8/12 =,
4. 4/14 x 6/20 =
5. 5/6 x 8/10 =