Grade 5 Tmath

PROJECT T-MATH :
Module for Non-Numerates

Grade 5
Division of Quezon
Grade 5 Mathematics
FOREWORD
The K to 12 Mathematics Curriculum’s twin goals are to develop critical

thinkers and problem solver. It is also the mission of the Division to enhance the
numeracy skills and the mastery of the four fundamental operations of our pupils at
their early grades.
This module for non- numerates is designed to help those pupils who cannot
even solve simple and real life word problems applying the basic operations. The
module focuses on the least learned competencies in the grade level with the
appropriate localized materials and situations to efficiently and effectively help
learners to improve mathematical skills.
Deped Quezon, along with its writers, evaluators and advisers hopes that
these modules will contribute to the improvement of learner’s mathematical skills,
problem solving and critical thinking.
GRADE FIVE
WRITERS
Marian P. Esperon Agdangan District

Bismark V. Oliveros Alabat District
Carlito M. Bautista Atimonan I District
Norminda V. Almagro Atimonan II District
Ma. Angela Q. Escritor Atimonan II District
Eduardo R. Reduta Calauag East District
Liza V. Rañeses Lopez East District
Margareth T. Elma Padre Burgos District
Rio Ann I. Bagay Padre Burgos District
Evangeline N. Bides Pagbilao District
Jesus J. Navela Pitogo District
Dulce C. Ordinario Real District
Dina L. Dela Torre San Andres District
Rodel D. Dimatera San Francisco I District
Pearl Grace D. Erce San Francisco I District
Cynthia P. Cuya San Francisco II District
Ma. Dina A. Endrinal San Narciso I District
Juvelyn P. Mejia San Narciso II District
Carlito C. Aloc Tagkawayan I District
Mary Grace M. Villatuya Unisan District
Nhoel A. Sacramento Unisan District
EVALUATOR
NIEVES T. LANDICHO
Master Teacher I
PROJECT COORDINATOR
CELESTINA M. ALBA, Ed. D

Education Program Specialist
CONSULTANT
MERTHEL M. EVARDOME, CESO VI

Schools Division Superintendent – QUEZON
TABLE OF CONTENTS
Introduction
FIRST QUARTER (8)
Finds the common factors and the
GCF of 2-4 numbers using continuous division …………….………………………….. 1
Finds the least common multiple of a set of 2-4 numbers

using continuous division ……………………………………………………………………… 7
Adds fractions and mixed fractions without and with regroupings

Solves routine and non-routine problems involving addition of mixed numbers …………. 12
Subtracts fractions from mixed numbers without regrouping.

Create problem ( with reasonable answers ) involving subtraction fractions using
appropriate problem solving strategies …………………………………………….. 18
Multiplying fractions and whole numbers ……………………………………………. 26
Solve routine problems involving multiplication of fractions …………………………. 31
Dividing whole numbers by a fraction and vice versa ………….…………………… 38
Solve routine problems involving division of fractions ……………………………… 43
SECOND QUARTER (2)

Multiplies decimal up to 2 decimal places by 1- to 2- digit whole numbers……….. 50
Divides decimals up to 2 decimal places …………………………………………… 54
THIRD QUARTER (5)

Defining percentage, rate or percent, and base (M5NS-IIIa-137).
Identifying the base, percentage and, and rate in a problem ……………………. 59
Solves routine problems involving percentage using

appropriate strategies and tools. ……………………………………………………. 65
Solves non-routine problems involving percentage using

appropriate strategies and tools ………………………………………………….... 71
Visualizes and describes solid figures. ……………………………………………. 75

Measure time using a 12-hour and a 24-hour clock
Solve problems involving time. ……………………………………………………… 82
FOURTH QUARTER (2)

Find the area of a given circle
Derives a formula in finding the area of a circle
Solves routine and routine problems involving area of a circle …………………… 89
Finding Volume of Rectangular Prism ……………………………………………………….. 95

Self-Learning Module for Grade 5
Mathematics
Numbers and Number Sense
TOPIC: FINDING THE COMMON FACTORS AND THE GCF OF 2-4 NUMBERS
USING CONTINUOUS DIVISION.
Introduction
In your previous year, you have found that simplifying fraction to its lowest
term is one of the exciting topics you encountered. But you may not be able to
simplify the answer if getting GCF is not mastered. Remember that GCF is most
commonly used when reducing a fraction to its lowest term.
This module will help you understand the process of finding the GCF using
continuous division which is the easiest method used in simplifying fractions. We use
greatest common factors all the time in connection with fractions. Moreover, we use
fractions a lot in our everyday life, thus this lesson makes GCF more meaningful and
very useful. God bless and enjoy learning.
How to Use this Module
This Self - learning Kit (SLK) will help you understand the concepts on finding
the common factors and the GCF of the given numbers This module has pre-test
and post-test for you to track your progress as you go on with the lesson. The pre-
test will determine your prior knowledge of the lesson while the post-test will
measure your learning after you work with this module. . As you go through this
lesson, think of the following questions: How will you find the common factors and
the greatest common factors of the given numbers? To find the answer, perform
each activity.
PRE-TEST
Before studying this module, take this pre - test to find out how much you
already know about the topic covered. Shade the letter of the correct answer.
1. What are the common factors of 12 and 30?

A. 1, 2, 3, 6 C. 1, 3, 4, 5
A B C D
B. 1, 2, 3, 5 D. 1, 3, 4, 6
1
2. What are the common factors of 12, 48 and 60?
A. 1, 2, 3, 4, 5 C. 1, 2, 3, 4, 5, 6
A B C D B. 1, 2, 3, 4, 6 D. 1, 2, 3, 4, 6, 12
3. What is the greatest common factor 36 and 42?

A. 6 C. 8
A B C D
B. 7 D. 9
4. What is the GCF of 8, 12, 16 and 20?

A. 2 C. 4
A B C D
B. 3 D. 5
5. Arnel helps his father in their bakeshop. They bake 48 cupcakes and 60
cookies. They plan to pack them separately in small boxes. What is the
A B C D
biggest number of cupcakes and cookies that can be placed in boxes if
these are of the same number?
A. 6 C. 12
B. 2 D. 4
Well, what do you think about the pre-test? Do you think you did well?
Compare your answers with those in the Answer Key on the last part of this module
to find out.
If all your answers are correct, excellent! This shows that you already know
much about the topic. But you may still study this module to check what you already
know. Who knows, you might learn more new things as well.
If you got a low score, it’s ok. This module was made to help you understand
the concept of finding the common factors and the GCF of 2-4 numbers that you can
apply in your daily life. If you study this module carefully, you will learn the answers
to all the items in the test and a lot more! Are you ready? Let’s begin your journey.
Competency
1. Finds the common factors and the GCF of 2-4 numbers using continuous
division.
(M5NS-Id-68.2)
Objective
At the end of this lesson, you should be able to:
1. Find the common factors and the GCF of 2 – 4 numbers using

continuous division
2
Procedure/Learning Experience
Activity
A. Complete the following table. The first one is done for you.
Number Pair Set of Factors Common Factors Greatest
Common Factor
12 1, 2, 3, 4, 6, 12 1, 2, 4 4
20 1, 2, 4, 5, 10, 20
1) 25
30
2) 12
27
3) 30
54
4) 12
18
24
5) 20
26
24
32
B. Analyze and solve the following:
1) Miss Wynona wants to group her class of 20 boys and 24 girls for a
game. What is the greatest number of boys and girls that can be
grouped together if all the pupils are to be included?
2) The Grade V-Rose donated a total of 72 storybooks and 54 art books

for their outreach program. They divided the books equally among the
rooms in the children’s ward. How many story books and art books
were given to each room?
Analysis
This time, you need to reflect on the following questions because it will help
you to understand the appropriate way on finding the common factors and the GCF
of the given numbers. Answer the following questions:
1. How do you find the activity?
3
2. Were you able to complete the table? If yes, how? If no, why not?
3. Were you able to solve the problem? If yes, how? If no, why not?
4. If 2 or more numbers were given, how did you find their common numbers
and their GCF?
5. In your own words how will you describe a GCF?
6. How do you find the continuous division method in finding the GCF?
Abstraction
The common factors of two or more numbers are numbers that are factors
of all the given numbers. The largest of which is called the Greatest Common Factor.
The GCF of two or more numbers is the biggest common factor of the given
numbers.
The GCF can be obtained using either the listing method, factor tree method
or the continuous division method.
Continuous division is done following the steps below:

 Write the numbers horizontally and find a prime number that will divide the
numbers, if possible.
 Divide by that prime number and write the quotients below the dividends.
Copy any numbers not divided below them.
 Continue the process until no two numbers have a common prime divisor.
 Multiply all the prime divisors common to the given numbers to get the GCF.
Application
This time, it’s your turn to shine.
A. Answer the problems below.

.
4
1) There are 40 mangoes and 56 guavas to be sold as part of the family fair
in the school. The organizer wants the same number of items of fruit in
each bag. What is the greatest number of items that can be placed in a
bag?
2) Leanne and her classmates are making corsages for their teachers for the
Teachers Month Celebration. They have 18 pink roses, 21 red roses and
27 white roses. They want each corsage to have the same number of pink,
red and white roses. What is the greatest number of corsages that they will
be able to make?
3) The principal of a school wishes to distribute 15 pencils, 30 notebooks, 45

crayons and 60 papers among the indigent pupils in his school. Find the
greatest number of indigent pupils who will receive the gift.
Reflection
Look back and reflect on what you have done, then answer the following
questions.
1. What is GCF? Do you think it is useful?
2. How do you find the common numbers and the GCF if there are 2 or more
numbers given?
5
POST - TEST
You are now ready to take another chance to know where you are so far. With
your effort and determination I believe you can do it once again. Good Luck.
1. What are the common factors of 15 and 45?

A. 1, 2, 3, 6 C. 1, 3, 9, 5
A B C D
B. 1, 2, 3, 15 D. 1, 3, 5, 15
2. What are the common factors of 45, 60 and 75?

A. 1, 2, 3, 15 C. 1, 3, 5, 15
A B C D B. 1, 3, 4, 15 D. 1, 2, 5, 15
3. What is the greatest common factor 20, 26 and 24?

A. 1 C. 3
A B C D
B. 2 D. 4
4. What is the GCF of 21, 24, 27 and 36?

A. 2 C. 4
A B C D
B. 3 D. 5
5. Peter has 12 pesos in his pocket and James has 15 pesos. They want to
give the same amount of money to their friend. What is the greatest
A B C D
donation they can make?
A. 6 C. 12
B. 2 D. 3
6
Mathematics
FINDING THE LEAST COMMON MULTIPLE
Introduction
In this module, we have learned the Least Common Multiple/Denominator of a
number using continuous division. It is also known as the lowest common multiple,
the smallest dividend of given numbers or smallest common multiple of two or more
integers.
We will learn the meaning of Least Common Multiple from this unit. How to
solve problems in different ways, by finding LCM using continuous division will also
be discussed.
Pre-test and post-test are available before and after the lesson respectively.
You are required to answer these tests to assess your learning if you learned or not.
Please answer all questions with all your understanding to ensure that you have
learned the target competency/ies of this lesson.
PRE-TEST
Directions: Before studying this module, take this pre - test to find out how
much you already know about the topic covered. Shade the letter of the correct
answer.
1. What do you call the smallest common multiple of two numbers?

________
A B C D
A. Common multiplier B. Least Common Multiple
C. Listing Multiple D. Least Number
A B C D
` 2. Which is lowest multiple that is common to 6 and 8?

A. 24 B.32 C. 36 D. 48
A B C D
3. Aling Maria is going to sell bibingka in basket. What is the least

A B C D
A B C D number of bibingka that she could sell in basket of 3 and 5?
A. 10 B. 15 C. 20 D. 30
4. What is the smallest number of nilupak that Mrs. Dulce will pack it using a
A B C D boxes of 7 and 8?
7
A. 46 B. 50 C. 56 D. 60
5. If a boy has 12 guava and 15 kamias, what is the least number of
A B C D fruits can he place in a bayong?
A. 60 B. 120 C. 180 D. 240
A B C D
Competency
1. Finds the least common multiple of a set of 2-4 numbers using
continuous division (M5NS-Id/ 69.2, LG MATH 5p.44)
Objective
1. Find the least common multiple of a set of numbers in continuous division
2. Write the multiples and least common multiple of a set of a number.
3. Work colaboratively with the other members of the group.
Activity
A) Directions: Complete the chart.

First 5-10 Common Least
Number Sets Multiples Multiples Common
Multiple
1) 4
6
2) 10
15
3) 8
12
B. Divide into 2 groups, and work collaboratively. Fill in the box with the number to
find the smallest common multiple using continuous division.
4) 5)
8 12 16 45 60 75
4 6 8 9 15
2 3 3 4 5
x 1 2 x 3 2
LCM= __ x__ x__ x __x__x__x = LCM= __ x__ x__ x __x__x__x =
8
LCM= _________ LCM= _________
C. What is the lowest multiple of the following pairs of numbers?

1. 10 and 15
2. 8 and 12
Analysis


8. In item number 4, What is the least common multiple?
9. How would you define the answer that we obtained from this activity?
10. How did the pictures help you to identify the hidden numbers or terms?
Abstraction
1. The LCM is the smallest dividend of the given numbers.

2. The LCM is the lowest multiple of the given numbers.
3. We can find LCM by using Listing multiple of numbers, Factor tree and
continuous division.
4. The LCM (LEAST COMMON MULTIPLE) is the lowest multiple of a given
numbers.
5. To find LCM by using division method we need to follow the following steps:
*write the given number in a horizontal line, separating them in a commas.
*divide by suitable prime number, which exactly divides at least two of the
given number
To find LCM by using division method, we need to follow the steps:

3 D = LCM
Determine the given numbers
Divide each given number by prime numbers
Dividend (smallest)= LCM
Application
Since you already know a lot of things about least common multiple, let us solve problems
to apply our knowledge!
9
Read, analyze and solve each problem.
1. Blessy work out in a gym for 30 minutes every Monday, while Charity work out for
20 minutes. In How many minutes will they be able to joined together?
2. If there were three colored bulbs that flash at interval of 3, 6,8 at a seconds, how
many minutes will they flash together?
3. The least common multiple of three numbers is 48, if two numbers are 16,8, what
is the third number?
Reflection
What do you think will be the best way to find the LCM? Why? Write in two sentences
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
POST - TEST
A B C D 1. What is the smallest multiple of the given number?

A. Divisor B. LCM C. GCF D. HCF
A B CD 2. Find the lowest multiple of 18 and 12.

A. 36 B. 46 C. 56 D. 66
A B CD 3. Mother cut three pieces of ribbon measures 3 cm, 6 cm,9 cm, what
measure will she cut to have same length?
10
A. 15 B. 18 C. 12 D. 27
A B CD 4. The trike A travel at 15 seconds, while trike B travel at 20 seconds, when

will both first pass each other?
A. 40 sec B. 50 sec C. 60 sec D. 70 sec
A B CD 5. Three Churches’ bell rings at interval of 3,5,6 minutes respectively. What

time will they ring together?
A. 10 min B. 20 min C. 30 min D. 40 min
11
Mathematics
Fractions
Lesson: Adding of Fractions with Mixed Number
Introduction
Fractions are representations of even part of a whole. Fraction parts are

equal-sized shares (or portion) of one whole. In adding of fractions, draws on the
concept of equivalent fractions. The golden rule is that you can add only fractions if
they have the same denominator. However, hence if two fractions do not have the
same denominator, we must use equivalent fractions to find a common denominator
before they can be added together.
The exercises are grouped into three levels-namely Class work, Practice and
Enrichment. Class works enable the learners to understand the basic concepts.
Practice are guided to do computations with increased speed. Enrichment the
learners are expected to do the complex skilfully in the shortest possible time and
answer questions or solve problems requiring higher order thinking skills.

For you to answer the questions, you must first answer the pre-test
before proceeding to the self-learning part. Study and analyze each example in
each part for you to be able to answer the exercise that is especially created
for you. To be able to show critical thinking skills and reasoning in adding
fractions and mixed number and solving routine and non routine problems
involving addition of fractions.
PRE-TEST
Direction: Shade/blacken the circle that corresponds to the correct answer.
A B C D 3 1
1. Albert needs to drink 8 4 glasses of water and 2 2 glasses of milk
every day. How many glasses of water and milk does Albert need to
drink everyday?
1 1 2 3
A. 7 B. 11 C. 11 D. 12
4 4 4 4
A BCD 7 2
2. Kathy walk 1 9 km. on Monday and 1 9 km. on Tuesday to reach
the camp site. How far had she travelled on both days?
12
A. 3 B. 5 C. 7 D. 8
A BCD 3
3. Hadi went for a long walk. He walks 2 10 km. Then sat down to rest.
2
He then walks 1 10 km. How far did Hadi walk altogether to join the
activities?
3 5 5 7
A. 3 30 B. 3 10 C. 4 30 D. 4 30
A BC D 4 5
4. Sam gave 3 12 of his tray of brownies to John and 1 6 of his
tray of brownies to Lucy. How much of tray of brownies he gave away?
3 5 6 1
A. 3 12 B. 4 12 C. 4 12 D. 5 6
A BCD 5. The grade V pupils brought their baon to the campsite. Tom
1 1
brought 3 4 of pizza and Jessica brought 2 6 of the same pizza.
How much of the pizza did they bring altogether?
5 6 5 7
A. 4 12 B. 4 12 C. 5 12 D. 6 12
Competency
1. Adds fractions and mixed fractions without and with re groupings

(M5NS-Ie-84)
2. Solves routine and non-routine problems involving addition of mixed

numbers (M5NS-If-87.2)
Objective
1. Add fractions and mixed fractions without and with re-groupings
2. Solves routine and non-routine problems involving addition of mixed

numbers
1
13
Activity
Priming
Choose the answer on the box provided.

𝟏 𝟓 𝟗 𝟏 𝟐𝟓
A. 𝟔 𝟒 B. 𝟓 𝟔 C. 𝟏𝟏 𝟏𝟎 D. 𝟗 𝟏𝟐 E. 𝟔 𝟑𝟔
𝟒 𝟓
1. What is the sum of 𝟑 and 𝟐 expressed in simplest form?
𝟏𝟎 𝟏𝟓
𝟏 𝟑 𝟓
2. What is the sum of 𝟏 𝟔, 𝟑 𝟏𝟎 , 𝟐 𝟏𝟖 expressed in lowest terms?
𝟓 𝟖
3. What is the value of when 𝟕 𝟔 is added to 𝟏 𝟏𝟐?
𝟐 𝟏
4. Nova bought 𝟓 𝟓 meters of green cloth and 𝟔 𝟐 meters of yellow cloth.
How many meters of cloth did she buy to sew a curtain?
𝟑 𝟏
5.Ivy bought 𝟐 meters of ribbon, Jade bought 𝟑 meters .
𝟒 𝟐
How many meters of ribbon did they buy altogether?
Analysis
Challenge yourself to think about the questions given based from our activity.
1. What problems did you experience in our lesson? Why?

___________________________________________________________________
___________________________________________________________________
______________________________
2. Why should we need to know solving problems about addition of fractions with
mixed number?
___________________________________________________________________
___________________________________________________________________
______________________________
3. How solving problems in addition of fractions with mixed number help you in
everyday life?
___________________________________________________________________
___________________________________________________________________
14
______________________________
Abstraction
Check your answers and analysis here.
Let us analyze the situations given earlier.
In the previous lesson, in adding fractions with mixed number

convert dissimilar fractions into similar fractions. In converting dissimilar
fractions to similar fractions, we need to get the LCD (Least Common
Denominator). Add the whole numbers and the fractional parts. And express
the answer in the simplest form as much as possible.
Application
Since you already know a lot of things about the topic, let us assess that knowledge!
Solve the following problem involving addition of fractions with mixed number.
4 3
1.Sai has 5 8 inches of ‘pink ribbon. Amalie has 7 8 purple ribbon. How many
inches do they have in all?
3 4
2. A recipe requires 35 cup of white sugar and 1 5 cup of brown sugar. How
much sugar is needed altogether?
5 3
3. It took Nick 1 3 of an hour to complete his Math homework on Monday, 1 4 of
5
an hour on Tuesday, and 1 6 of an on Wednesday. How many hours did he take to
complete his homework altogether?
1 3
4. At a pizza party, Diego and his friends ate 3 4 cheese pizzas and 2 4 pepperoni
pizzas. How much pizza did they eat in all?
9 3
5. A warehouse has 12 10 meter of tape in one area of the building, and 8 5 meters
of tape in another part. How much tape does the warehouse have in all?
15
Reflection
What have you learned from this lesson? Write in 2 to 3 sentences, in paragraph form.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
POST - TEST
Direction: Shade/blacken the circle that corresponds to the correct answer.
A B C D 2 3
1. Emily walked 2 3 of a kilometres in the morning and 1 4 of a
kilometre in the afternoon. What was the total distance she walked in
that day?
3 5 6 7
A. 3 12 B. 4 12 C. 4 12 D. 6 12
A BCD 2 4
2. Reese ran 3 km. On Wednesday and km on Friday. How far
12
had he run that week?
A. 1𝑘𝑚 B. 3 𝑘𝑚 C. 5 𝑘𝑚 D. 7 𝑘𝑚
A BC D 3 3
3. Deo fills 2 of a bucket with water and Matthew fills 4 of a
4 16
bucket with water. How much water have they got?
5 10 11 15
A. 4 16 B. 4 16 C. 6 16 D. 6 16
A BCD 2 4
4. Marga ate 1 3 of pizza and Cassie ate 2 9 of a pizza. How much did
they eat altogether?
16
3 1 5 2
A. 3 9 B. 4 9 C. 4 9 D. 6 9
A BCD 3
5. Eat Bulaga recycled 2 4 boxes of plastic bottle in a first week of April
3
and recycled 3 7 boxes of plastic bottle on the second week of April.
What is the total boxes of plastic bottle they recycled for the two weeks
of April?
3 3 4 9
A. 3 4 B. 5 14 C. 6 14 D. 6 14
Next Steps
Enrichment activities.
Solve for the following problem.
2 1
1. A farmer has 4 5 hectares of land planted with lanzones and 2 3 heactares
planted with calamansi. How large is the piece of land planted with lanzones and
calamansi?
2 1
2. An ant climbs 1 5 of the pole on the first hour and climbs 1 4 of the pole on the next
hour. What part of the does the ant climb in two hours?
5
3. Tina walked 1 6 km from home. She stopped to rest for a whole and then she
3
continued to walk km more to reach their school. How far is their school from home?
4
17
Mathematics
Fractions
LESSON : Subtraction of Fractions from Mixed Numbers
Introduction
Fractions, are numbers that represents a part of a whole. When an object or
group of object is divided into equal parts, then each individual part is a fraction.
When subtracting mixed numbers, if the fraction in the second mixed number is
larger than the fraction in the first mixed number, rewrite the first mixed number by
regrouping one whole as a fraction. Alternatively, rewrite all fraction as improper
fractions and then subtract. Simplify the answer and write as a mixed number. Write
each mixed number as an improper fraction. Since the fraction have a like
denominator, Subtract the numerator
This Self-Learning Kit (SLK) for Subtracting Fractions from Mixed Numbers
will help you understand the process on how to find the answer. This module
has pre-test and post-test for you to track your progress as you go on with the
lesson. The pre-test will determine your prior knowledge of the lesson while
the post-test will measure your learning after you work with this module. Read
carefully the situations and examples given for you to understand the lesson
well.
PRE-TEST
already know about the topic covered. Shade the circle of the corresponding letter of
the correct answer.
1 3
1. 3 - =
4 4
A B C D 1 3
A. 2 C. 2
2 4
1 1
B. 2 D. 3
4 4
3 7
` 2. 7 - =
9 9
A B C D 3 4
A. 6 C. 6
9 9
18
5 6
B. 6 D. 6
9 9
1 3
3. From Central school to barrio school the distance is 5 km. If you km
8 8
A B C D
returning to central school. How far is the distance to central school?
3 1
A. 4 km C. 4 km
8 2
5 3
B. 4 km D. 4 km
8 4
7
4. Bert sells fishball in the university area. He bought a stock of 20
8
5
A B C D kilograms. He was able sell kilograms on the first day. How many
8
more kilograms of fishball does he have to sell?
2 1
A. 19 C. 20
8 8
1 1
B. 20 D. 20
4 2
5. 5 6
8 -
A B C D 12 12
_________________________________________
10 11
A. 7 C. 7
12 12
9 8
B. 7 D. 7
12 12
to find out.
important concepts about subtracting fraction from mixed number that you can apply
in your daily life. If you study this module carefully, you will learn the answers to all
the items in the test and a lot more! Are you ready? Let’s begin your journey.
Competency
19
1. Subtracts fractions from mixed numbers without regrouping.
(M5NS-If-85)
2. Create problem ( with reasonable answers ) involving subtraction fractions
using appropriate problem solving strategies
(M5NS-If-88.2)
Objective
1. Subtracting fractions from mixed numbers;

2. Write the solution in subtracting fractions from mixed numbers; and
3. Appreciate the sacrifice of the parents for their children.
Activity
Where’s My Baby?
Material: Cutouts of mother animals and their respective baby animals,
colored chalk
Mechanics:
a. This activity will be done by the whole class.
b. Cutouts of mother animals with exercises on subtracting mixed numbers
from mixed numbers will be posted on the board.
c. Cutouts of the baby animals with the answers to the exercises will be
posted also.
d. The pupils will solve for the exercises and look for the cutouts of the baby
animals which has the correct answer.
e. A pupils will be called to connect with colored chalk the baby animals with
the correct answer with the mother.
f. Jokers will be provided by having other baby animals with incorrect
answers.
Using Problem Opener (Modeling)
Aling Leah sold the cassava cake she made in the market. At lunch
1 4
time, she brought home the 2 cakes left. If her children ate , how many
8 8
more cakes she have left to sell?
1 4
a. Use the regions to find the answer to 2 8 - 8=n
Type equation here.
20
8 1 9 4 5
1 + or + =1 – =1
8 8 8 8 8
Double shade the fraction to be subtracted. Let the pupils count / name the
remaining portion.
Let’s find the answer by computation:
1 2. Subtract the 3. Short form

1. Rename 2
8 fraction and the
14 whole numbers. 1 9
(Think > ) 2 = 1
8 8 1 9 8 8
2 = 1
8 8 4 4
1 4 4 =
4 8 8
2 = 1+1 + = - =
8 8 8 8 5
8 1 9 5 1
= 1+ + = 1 8
8 8
1
8 8
1 9
2 =1
8 8
5
Aling Leah had 1 cakes left to sell.
8
Valuing:
Why do you think Leah go home during lunch time. Is your mother like Aling
Leah? As a good child, how could you show in return the love of your
parents?
Analysis

This time, you need to reflect on the following questions because it will
help you to understand the appropriate way on subtracting fraction from mixed
numbers. Answer the following questions:
11. How do you find the activity/?
12. What kind of fractions did we subtract today?
13. How did we subtract fractions from mixed form with renaming or
regrouping?
Abstraction
21
In subtracting fractions from mixed forms with regrouping, rename the
mixed form. Subtract the fractions, then the whole numbers. Express the
difference in lowest term, if possible.
Using Concrete Object (Acting out the problem)

1
a. Show 3 transparent pitchers of “palamig.”
4
3
How much “palamig” will be lift after pitcher is drunk?
4
1 3
3 - =n
4 4
1 4 1
3 = 1 pitcher + 1 pitcher + pitcher + pitcher
4 4 4
b. Solution
4
Think of 1 pitcher as pitcher.
4
1 4 1 5
3 = 2 + = 2
4 4 4 4
3 3 3
- = - = -
4 4 4
2 1
2 or 2
4 2
1
So, 2 pitcher of “palamig” is left.
2
Using the Number Line (Modeling)

2 5
Mr. Bean jumped 2 meters, then he jumped back of a metre.
6 6
2 5
2
6 6
2
0 1 2 3
6
1
Mr. Bean is 1 meters away from the starting place.
2
Let us look at the solution.
2 8
2 = 1
6 6
5 5
- = - __________
6 6
22
3 1
1 or 1 meters
6 2
Application
This time, it’s your turn to shine. Answer the following as directed.
A. Use the drill boars in doing the following:
3 8
1) 15 - =
9 9
2 5
2) 19 - =
8 8
5 7
3) 22 - =
12 12
5 10
4) 26 - =
15 15
3 7
5) 30 - =
8 8
B. Read and Solve
7 7
1) Aling Conching baked 24 dozens of macaroons. She reserved of a
9 9
dozen for her children. How many dozens were left to sell?
5 7
2) Erica weighs 42 kilos. Beverly weighs less than Erica. What is
12 12
Beverly’s weight?
C. To balance the scale, the difference of the numbers on each side must
be equal. Write the missing fraction to balance each scale. Write the
fraction in its lowest terms.
7 4
4
1. - 9 9
_________________________________________
Reflection
Look back and reflect on what you have done, then answer the
following questions.
23
2
3. Janet wants to make leche flan for her mother. She needs 3 cups of
9
8
evaporated milk. However, she only has cups of evaporated milk.
9
How many additional cups does she needs to make leche flan?
a) Do you like to prepare food for your parents?

b) Do you check first the ingredients before starting to make the
food?
POST - TEST
You are now ready to take another chance to know where you are so
far. With your effort and determination I believe you can do it once again.
Good Luck.
5 11
1. 12 - 12 =
12
A B C D
1 1
A. 11 C. 11
6 3
1 1
B. 11 D. 11
4 2
1 13
2. 17 - 15
15
A B C D 2 1
A. 16 C. 16
5 5
3 4
B. 16 D. 16
5 5
1 5
3. Point B is at 7 units, point A is units to the left of B. Where is A?
6 6
A B C D 1 1
A. 6 units C. 6 units
6 2
1 2
B. 6 units D. 6 units
3 3
4 6
4. A candle have 13 dm, then burned about dm. How long the
10 10
A B C D
remaining candle?
1 4
A. 12 dm C. 12 dm
5 5
2 3
B. 12 dm D. 12 dm
5 5
24
2 7
5. Nenita spent 1 hours doing his Math homework and
hours doing her
9 9
A B C D Science homework. How much more time did Nenita spend on doing
her Math homework than on her Science homework?
4 5
A. C.
9 9
7 1
B. D.
9 9
25
Mathematics
FRACTION
LESSON : MULTIPLYING FRACTIONS AND WHOLE NUMBER
Introduction
Fraction s can be applied in many real life situation. They are mainly used in
measuring different things like the ingredients in the recipe, distance ,time and others
We may even be using fraction without knowing it.
In this lesson, you will learn how to multiply fractions and whole numbers. This
self-learning kit in this particular lesson, will enable you solve real-life problems.
Included in this self-learning kit are pre-test and post-test. Please answer the
pre-test and post-test in order to assess the progress of your learning
You are required to answer these tests to assess your learning if you learned or not.
Please answer all questions with all your understanding to ensure that you have
learned the target competency of this lesson.
PRE-TEST
already know about the topic covered. Shade the circle of the the corresponding
letter of the correct answer.
1 2
1 .What is the product of 44 and 3 ?
1 1
A B C D A. 24 C. 33
5 3
B. 26 D. 35
2
2. In a class of 45, are girls, how many are boys?
3
A B C D A. 15 boys C. 25 boys
B. 20 boys D. 30 boys
26
3. Greg bought 9kilos of rice in the market. He shared 1/3 for their
picnic. How many kilos of rice did he shared?
A B C D
A. 3 kilos C. 5 kilos
B. 4 kilos D. 6 kilos
3 2
4. Joyce has 6 yard of a beautiful lace. She gave 3of it to her friend for their
A B C D Project . What part of the lace did Ramona give to her friend ?
1 1
A. 4 yard C. 2 yard
1
B. 3 yard D. 1 yard
3 5
A B `C D 5. Andy planted ube on the 4 of the 6 hectares of farm, what part of the farm
was planted with ube?
1 2
A. 4 hectares C.4 hectares
2 5
B hectares D. 8 hectare
6
to find out.
know. Who knows, you might learn more new things .
important concepts about multiplying fractions and whole numbers that you can
Competency
1. Multiplying fractions and whole numbers

(Code: M5NS Ig-90.1 p. 56)
Objective
1. Multiplying fractions by another fractions

2. Multiply a fraction and a whole number
27
Activity
Read and answer the following sentences. Choose your answer on the box
below”
1 3
1. What is the product of and 4?
3
6
2. Multiply 5 and 8?
3 2
3. If you multiply and what is the product?
4 5
4. Red has 2 gallons of ice cream .Her friends ate 4/5 of it? How many gallons of ice
cream did they eat?
5. Redjel weighed 60 kilos before she practiced K2 diet. After 5 months she
1
losses of her weight .How many kilogram did Redjel losses.
6
3 1
1 10
5 4
3 3
3
10 4
Analysis

 How did you find the activity?
 How did you multiply the fraction to another3 fraction?
34
 How did you multiply fraction to a whole number?
 Where you able to answer all the 5 questions?
Abstraction
To find the product of the fraction by another fraction,

 Multiply the numerator,
28
 Multiply the denominator
 Reduce to lowest term if possible
To multiply a fraction by a whole number, change the whole number to a
fraction with a denominator 1. Multiply the numerators, then the denominator.
Express your answer to lowest term.
Application
.Solve the following problem:

1
1. Of the 40 different flowers in a vase on the table, 5 of them are yellow roses. How
many yellow roses are in the vase?
2
2. Twenty children in line for ice cream. 5 want vanilla. How many children want
vanilla ice cream?
2
3 Aling Nena had ¾ kls. of malagkit. She used of it to make tinutong. How much
3
malagkit did she use to make tinutong?
3
4. Andae has 60 gifts during her birthday. She decided to give of it to the street
5
children .How many gifts are for the street children?
5. According to recipe each batch of pancake mix can made 12 pancakes. Jaja is
3
making 3 batches for her classmates. If each batch needs cups of milk, how much
4
milk she needs in total?
Reflection
Look back and reflect on what you have learn from this lesson?
___________________________________________________________________
_________________________________________________________
POST - TEST
2
1. Aron bought 10 kilos of mango in the market. He shared 5
A B C D of it with his relatives for their outing. How many kilos of mango did
he share?
29
A. 2 kilos C. 4 kilos
B. 3 kilos D. 5 kilos
A B ` C D 2. 5 1
There was 8 of a pie left in the table .Greta ate 4 of the leftover
pie. How much of a pie did s he have?
5 6
A. 32 of the pie C. of the pie
32
6 3
B. 12 of the pie D. of the pie
4
6 2
3 There are 8 of kilogram of salt in the kitchen. Joel used of the salt
10
A B C D when he was preparing dinner. How much salt did he used?
1 3
A. of the salt C.7 of the salt
3
3 5
B. 20 of the salt D.40 of the sal
3 1
4. R-gel bought 4 kg of carrots for her pet rabbit. Her pet ate 3
A B C D of this how many kg. of carrots did her pet eat?
𝟏 𝟏
A. C.
𝟖 𝟐
𝟏 𝟐
B. D.
𝟒 𝟑
A B C D 5. If 6/7 of the socks are black, then how many pieces are not
black in 21 pieces of socks?
A.2 C.13
B.3 D. 18
30
Mathematics
Fractions
LESSON :SOLVING ROUTINE PROBLEMS INVOLVING MULTIPLICATION

OF FRACTIONS
Introduction
Most pupils like you found difficulty in solving math problems. However,
solving routine problem is easier than solving non-routine problem. Once you
understand the meaning of an arithmetic operation , you could easily solve routine
problems.In solving any word problems involving multiplication of fractions, careful
analysis is needed.You have to decide on the most appropriate operation/s to be
used and expressing the answer to lowest term is necessary.
This module will help you understand the process of solving routine problems
involving multiplication of fractions .God bless and enjoy learning.
This Self - learning Kit (SLK) will help you understand the concepts on solving
routine problems involving multiplication of fractions. As you go through this lesson,
think of the following questions: How will you solve routine problems involving
multiplication of fractions? What steps are you going to use? To find the answer,
perform each activity.
PRE-TEST
3 2
1. Lolita had 3 4 trays of eggs. She used of it in cooking
3
A B C D
lecheflan. What part of the trays of eggs did she use in cooking?
1 1
A.1 C. 2
6 4
3 1
B.1 12 D. 2 2
31
3 4
` 2. Aling Aurora has a carinderia. She used of the 2 5 liters of
4
A B C D
cooking oil. How many liters of cooking oil did Aling Aurora use?
1 2
A. 2 C. 2
10 8
1 1
B. 2 D. 2
8 2
3 1
3. Rowena bought 2 kilograms of mangoes. She gave 2 of the mangoes
4
A B C D
to her friend . How many kilograms of mangoes did she give to her friend?
1 2
A. 1 C. 2
6 8
3 1
B. 1 D. 2
8 2
1
4. Mang Rosauro harvested 5 kg of pechay from his garden. He
2
A B C D
5
gave of these to their visitors. How many kilograms of pechay
8
did he give?
5 7
A. 1 C. 3
8 16
1 1
B. 2 D. 4
4 8
2 3
5. Mang Raul sold 3 of the 2 4 hectare of land that his mother gave him as
A B C D part of his inheritance . What part of a hectare did Mang Raul sell?
1 1
A. 1 C. 1
4 2
5 2
B. 1 D. 1
12 3
32
to find out.
important concepts about solving routine problems involving multiplication of
fractions that you can apply in your daily life. If you study this module carefully, you
will learn the answers to all the items in the test and a lot more! Are you ready? Let’s
begin your journey.
Competency
1. Solve routine problems involving multiplication of fractions

(M5NS)-Ih-92.1)
Objective
1. Solve routine problems involving multiplication of fractions
Activity
Read the problem carefully and answer the questions that follow.
3 1
Susan spent 1 hours doing her homework. She spent of it
4 3
doing Math. How much time did she spend doing her Math homework?
Understand
1.What is asked ?________________________________________
2. What are given?_______________________________________
Plan
3.What operation will be used?______________________________
4.Write a number sentence?________________________________
33
Solve
5.Show the solution:
Check
6.Go back to your solution or try another method.
7. Write the complete answer._________________________________
Analysis

you to understand the appropriate way on solving routine problems involving
multiplication of fractions . Answer the following questions:
14. How do you find the activity/?__________________________________
_________________________________________________________
15. Were you able to answer the questions? If yes, how? If no, why?
_________________________________________________________
16. Now, will you be able to enumerate the steps in solving routine problems
involving multiplication of fractions? If yes,what are these?___________
If not, why?________________________________________________
17. In your own words how will you solve routine word problems involving
multiplication of fractions?_____________________________________
Abstraction
To solve routine problems involving multiplication of fractions, use
34
the 4-step plan: Understand, Plan, Solve and Check.
Steps Think
1. Understand 3
Aling Beth had 1 4 kilograms of
 What do I know?
(What are given?) 2
lanzones. She gave 3 of it to her
 What do I need to find?
(What is asked)
neighbor. How many kilograms of
lanzones did she give?
2. Plan
2 3
 What can I do? I will multiply by 1 .
3 4
(What operation will be used?)
(What is thenumbersentence?)
3. Solve 2 3
x14 =N
3
4. Check
2 7 14 2 1
x4 = = 1 12 or 1
3 12 6
1
Final answer Aling Beth gave 1 6 kilograms of
lanzones to her neighbor.
Application
Read each problem carefully and solve.
1 2
1. Victor had 5 gallons of paint. He used of the paint. How many
4 3
gallons of paint did he use? ________________________________
1 3
2. Mother had 3 kg of flour . She used 5 of it to make suman. How
2
much flour did she use to make suman?_______________________
4 4
3. Nelson had 2 kg of guavas. He sold 5 of it to Mang Ruel. How
5
many kilograms of guavas did he sell?________________________
1 1
4.Karen had 4 metre of lace.She gave of it to her classmate to
3 4
decorate her MAPEH project. What part of the lace was given to her
classmate?_______________________________________________
1 5
5.Aling Lorena had 5 sacks of calamansi. She sold of it to
3 6
Mang Julian. How many sacks of calamansi did Aling Lorena sell?__
________________________________________________________
35
Reflection
Look back and reflect on what you have done. Write the 4-step plan in solving
problems involving multiplication of fractions in the correct order.
1 2 3 4
POST - TEST
1 1
1. Aling Rosita had 2 trays of eggs. She used of it in cooking
4 3
A B C D pancake. What part of the trays of eggs did she use in cooking?
1 2
A. C. 5
3
1 3
B. D. 4
2
1 3
2. Miranda has a small canteen . She used of the 1 liters of cooking
2 5
A B C D oil. How many liters of cooking oil did Miranda use?
3 5
A. C.
10 8
2 4
B. D.
5 5
1 2
3. Rowena bought 3 kilograms of eggplants. She gave 3 of the eggplants
4
A B C D
to her friend . How many kilograms of eggplants did she give to her
friend?
1 2
A. 1 C. 3 3
5
1 1
B. 2 D. 4 2
6
36
2
4. Mang Alberto harvested 2 5 kg of tomatoes from his garden. He
A B C D
1
gave of these to his son. How many kilograms of tomatoes
4
did he give?
1 3
A. C. 4
3
1 3
B. D.5
2
2 1
5. Mr. Gomez sold of the 2 hectare of land that his mother gave him as
5 3
A B C D part of his inheritance . What part of a hectare did Mr. Gomez sell?
2 3
A.1 15 C. 8
2 14
B.1 5 D. 15
37
Mathematics
Division of Fractions
Lesson: Divide whole numbers by a fraction and vice versa
Introduction
You meet and work with fractions almost every day. There are times when
you
use a whole such as one banana, a set of two cupcakes,or one glass of milk. Very
often, you use only parts of wholes such as one- fourth of a papaya, one- sixth of a
pizza pie, one- fourth gallon of ice cream and so on.
This module will help you understand the process of dividing whole numbers
by a fraction and vice versa.

This Self - learning Kit (SLK) will help you understand the concepts on
Division of Fractions. As you go through this lesson, think of the following questions:
How do you divide whole numbers by a fraction and vice vers? To find the answer,
perform each activity.
PRE-TEST
already know about the topic covered. Shade the letter that corresponds to the
BEST answer.
2
1. What is ÷4?
3
2 2
A B C D A. 23 C. 3
1 1
B. D. 12
6
1
` 2. Evaluate 2 ÷ 7 .
1
A B C D A. 14 C. 4
2
B. 11 D. 5
1
3. Divide ÷4
8
1 6
A B C D A. 28 C. 7
38
4 1
B. D.
9 32
3
4. 5 ÷ 5 is equal to______
1 4
A B C D A. 8 C.
3 5
9 5
B. D. 138
10
2
5. What is the quotient of 7 ÷ ?
9
1
A B C D A. 6 C. 31 2
1
B. 12 D. 27 5
to find out.
know. Who knows, you might learn a few more new things as well.
important concepts about dividing whole numbers by a fraction that you can apply in
your daily life. If you study this module carefully, you will learn the answers to all the
items in the test and a lot more! Are you ready? Let’s begin your journey.
Competency
1. Dividing whole numbers by a fraction and vice versa

( M5NS-Ii96.1 )
Objective
1. Divide whole numbers by a fraction and vice versa
39
Activity
Connect the dots to match the quotient.
𝟐
1 7 ÷𝟓 27
𝟏 1
2 ÷3
𝟖 24
𝟐 1
3 4 ÷𝟒 4
1
𝟏 172
4 9 ÷𝟑
𝟑 8
5 ÷ 2
𝟔
Analysis

you to understand the appropriate way on dividing whole numbers by a fraction and
vice versa. Answer the following questions:
19. Where you able to connect the dots? If yes, how? If no, why?
3. How do you divide whole numbers by a fraction and vice versa ?
Abstraction
 To find the quotient of a whole number and a fraction, and vice versa:
- get the reciprocal of the divisor, and
- proceed to multiplication.
 Always simplify your answer.
40
Application
A. Put a √ in the box if the quotient is correct and an X if it is not.

3 1
1. 4 ÷ 7 = 93
3 4
2. 5 ÷ 3 = 15
2
3. ÷ 7 = 12
8
1
4. 9 ÷ 3 = 27
3 2
5. 5 ÷ 4 = 63
B. Divide the following numbers/ fractions and simplify your answer.

2
1. 5 ÷ 7 =________
3
2. 4 ÷ 5 =________
3
3. 9 ÷ 10 =________
1
4. 7 ÷ 11 =________
5
5. 6 ÷ 9 =________
Reflection
Sharing is giving a portion of what you have with others. As a student, you must
have been taught on the importance of sharing. Cite situations at home and in school
where sharing is being applied.
41
POST - TEST
your effort and determination I believe you can do it once again. Good Luck
4
1. Find the quotient : 5 ÷ .
7
3
A B C D A. 9 C. 8 4
5 7
B. 6 D. 5 9
4
` 2. What is ÷6?
7
2 5
A B C D A. 21 C. 17
B. 5 D. 13
5
3. Evaluate 9 ÷ 11 .
4 8
A B C D A. 12 C. 6 11
4
B. 195 D. 7
6
4. What is the quotient when is divided by 8 ?
11
A B C D 6 3
A. 5 13 C. 44
8
B. D. 2
13
5
5. Divide 12 by .
11
1
A B C D A. 20 C. 15 4
7 2
B. 11 D. 26 5
42
Mathematics
Fractions
LESSON 1: SOLVING ROUTINE PROBLEMS INVOLVING DIVISION OF

FRACTIONS
Introduction
In this lesson, you will learn how to solve routine problems involving
division of fractions. Moreover, this self-learning kit in this particular lesson,
will enable you solve real-life problems.
Included in this self-learning kit are pre-test and post-test. Please
answer the pre-test and post-test in order to assess the progress of your
learning.
This Self - learning Kit (SLK) will help you understand the concepts on solving
routine problems involving division of fractions. As you go through this lesson, think
of the following questions: How will you solve routine problems involving division of
fractions? To find the answer, perform each activity.
PRE-TEST
Before studying this module, take this pre - test to find out how much
you already know about the topic covered. Shade the circle corresponds to
the letter of the correct answer.
𝟑
1. Angie bought cheese that weighs pounds. If she divides it into
A B C D 𝟒
𝟏
portions that are each pound, how many portions can she
𝟖
make?
43
3
A. 6 portions C. portions
2
3
B. 4 portions D. portions
32
1
2. Ian has a piece of bamboo stick measuring 4 m. He needs to cut it to
A B C D 2
3
pieces measuring m long. How many pieces of bamboo stick did
4
Daniel cut?
A. 4 C. 6
B. 5 D. 7
2 1
3. Ian brought 5 ribbons. He wants to cut it into pieces meter long. How
4 8
A B C D
many pieces of ribbons will he get?
A. 22 pieces C. 43 pieces
B. 33 pieces D. 44 pieces
1
4. Marvin cooked 10 kg of Pansit. If he placed 1 kg in each pan,
4
A B C D how many pans did he used?
A. 5 pans
B. 6 pans
C. 7 pans
D. 8 pans
2
5. Mike gave of his banana pie to 4 friends who shared the banana pie
A B C D 3
equally. What fraction of the original banana pie did each friend get?
1 1
A. C.
6 5
1 1
B. D.
4 3
Compare your answers with those in the Answer Key on the last part of this
module to find out.
If all your answers are correct, excellent! This shows that you already
know much about the topic. But you may still study this module to check what
you already know. Who knows, you might learn more new things as well.
If you got a low score, it’s ok. This module was made to help you
understand important concepts about random variable that you can apply in
your daily life. If you study this module carefully, you will learn the answers to
44
all the items in the test and a lot more! Are you ready? Let’s begin your
journey.
Competency
1. Solves routine or non-routine problems involving division without or

with any of other operations of fractions and whole numbers using appropriate
problem solving strategies and tools.
(M5NS-Ij-97.1)
Objective
1. Solve routine problems involving division of fractions
Activity
Solve the following problems:

1
1. Giselle is making cakes for a big party. She uses cup of oil for each cake.
4
How many cakes can she make if she has a bottle of oil that has 6 cups in it?
Understand  What am I going to

find?
 What are given?
Plan  What operation will I
use to solve the
problem?
 What is the working
equation?
Solve  Carry out the plan
Check  Is it the correct answer?
45
Analysis
help you to understand the appropriate way on solving routine problems
involving division of fractions. Answer the following questions:
21. What are the steps in solving problems?
22. Where you able to answer all the steps in the problem?
23. How did you solved routine problems involving division of
fractions?
Abstraction
Solving Routine Problems Involving Division of Fractions
4 Steps in solving problems
1. Identify the Problem – understand what the problem is asking. What do you
know, and what do you need to find?
a) Read the problem
b) Paraphrase the problem (put into your own words)
c) Underline/ circle important information
2. Plan – decide on a strategy to use to solve the problem. What math skills will
you need?
3. Solve – set up the appropriate math operations and formulas to solve the
problem.
a) Show all of your work
b) Use words, numbers, and/ or pictures.
4. Check – check your answer to make sure it is correct.
a) Read the problem again
b) Make sure you understand the question
c) Check for mathematical error
Example:
𝟏
Mrs. Reduta's class is making pillow cases. Each pillow case uses of a yard
𝟐
𝟏
of fabric. How many pillow cases can they make out of 12
𝟐 yards of fabric?
46
Understand  What am I going to Number of pillow cases that can
find? 𝟏
make out of 𝟏𝟐
 What are given? 𝟐 yards of fabric
𝟏 𝟏
yard and 𝟏𝟐 yards
𝟐 𝟐
Plan  What operation will I Division
use to solve the
problem? 1 𝟏
 What is the working 𝟏𝟐
𝟐÷𝟐 = N
equation?
1 𝟏 25
𝟏𝟐
𝟐÷𝟐= 𝟐 (change 12 ½
2
into mixed number) x
1
𝟐𝟓 21 25
x =
1
𝟐 1 1
which simplifies to 25 pillow
cases
Check  Is it the correct answer? 1 1

Yes, because 25 x = 12 2
2
Note: To divide a first fraction by a second, nonzero fraction, multiply the first
traction by the reciprocal of the second fraction. This method of dividing fractions is
also referred to as invert and multiply since we are inverting the divisor and then
multiplying. Basically, we are changing the division problem to a multiplication
problem after inverting the divisor. This allows us to multiply the first fraction by the
reciprocal of the second fraction.
Application
1
1. Liza bought 40 kg of sugar. She separated it in a container with 2kg of sugar
in each. How many containers did she used?
47
Understand:
Plan:
Solve:
Check:
2. A coco lumber is 8 inches long. How many pieces of coco lumber can be cut
from the 8-inch piece of coco lumber if each piece is to be two-thirds of an
inch?
Understand:
Plan:
Solve:
Check:
Reflection
Look back and reflect on what you have done, write on the diagram the 4
steps in problem solving and how these steps help you solve the problem?
POST - TEST
your effort and determination, I believe you can do it once again. Good Luck.
Shade the circle corresponds to the letter of the correct answer.
𝟏 𝟏
1. If you have 3 𝟐 chocolate bars and you give each of your friends bar,
𝟐
A B C D
how many friends will get chocolate?
48
A. 4 C. 6
B. 5 D. 7
1
2. If four pies are cut into , how many pieces of pie will there be?
3
A B C D
A. 7 C. 11
B. 10 D. 12
1
3. Ten bananas were used for making pies for a bake sale. If 2 2 bananas
A B C D were used for each pie, how many pies were made?
A. 20
B. 25
C. 30
D. 35
1 1
4. If you cut a 3 4ft. length of wire into pieces that are ft. long, how
4
A B C D many pieces of wire will you have?
A. 13
B. 14
C. 15
D. 17
1
5. How many cup servings are in a package of cheese that
2
A B C D 1
contains 5 4 cups altogether?
1 1
A. 10 2 C. 12 2
1 1
B. 11 2 D. 13 2
49
Mathematics
Multiplication of Decimal
Topic: Multiplying decimal up to 2 decimal places by 1- to 2 – digit whole

numbers
Introduction
Multiplication of decimal is one of the most frequently used operations in our

daily lives. Working with money and using calculators makes understanding
decimals an essential skills. When you multiply decimals, multiply the numbers just
as if were whole numbers. Then put the decimal point in the answer it will have as
many decimal places as the two original numbers combined.
You are required to answer pre- tests to assess your learning if you learned . Please
answer all questions with all your understanding to ensure that you have learned the
target competency/ies of this lesson.
PRE-TEST
Directions: Circle the letter that corresponds to the correct answer.

1. Kevin purchased 15 cans of tomatoes. Each can holds 0.16 ounces.
How many ounces of tomatoes did he buy?
A 2.4 B 8.5 C 8.5 D 2.5
2. Mr. Cruz is building a tower and needs 16 lengths of wood that each
measure 0.14 meters. How many meters of wood does he need to
purchase?
A. 2.24 B. 2.4 4 C. 2.43 D. 2.33
3. Aling Rosa buys 0.81 kg of potato chips for a birthday party. If one packet
of chips cost 25 ? How much money does Aling Rosa spend?
A 20.25 B 2.25 C 22.50 D 20.20
4. Amor jogs 0.45 kilometer each day. In the month of July, she jogged for 26
days. How far did Amor jog in the month of July?
A.17.7 B. 11.7 C. 13.7 D. 16.7
5. A Grade 5 Math book is 0.15 centimeters thick. How thick will 12 Math
Books? A.1.8 B.1.7 C.1.6 D 1.5
50
Competency
1. multiplies decimal up to 2 decimal places by 1- to 2- digit whole
numbers.(M5NS-IId-111.1)
Objective

3. multiply decimal up to 2 decimal places by 1- to 2 – digit whole numbers
Activity
A. Let us find the weight of each block by multiplying the large block and small block.
Use guess and check strategy.
Large Block Small Block Total Block

(kg) (kg) (kg)
25 0.5
18 1.3
32 0.03
12 0.8
21 0.1
B. Read the problems carefully. Analyze and solve:

1. School canteen serve calamansi juice costs 0.50 centavos per glass. How
much would 15 glasses cost?
2. John multiplied 0.80 x 36 and wrote 2,880 as his product. Is John correct?
Explain your thinking.
3. A vendor bought 80 bananas at 0.90 centavos each. Three bananas got
rotten but he sold the rest at Php. 10.00 each. How much did he gain?
Analysis


25. How did you get the correct answer?
26. Does your answer make sense? How could you check it?
27. How do you decide where the decimal is placed in your answer?
51
Abstraction
In multiplying a decimal by whole number or by another decimal, multiply the

factors like you are multiplying whole numbers. Then count the number of
decimal places of the factors to determine the number of decimal places in the
product.
Application
A. Complete the table by giving each product.

x 0. 20 0.34
12
23
32
B. Analyze and solve:

I am thinking of two decimals, add them and you get 1. Multiply and
you get 0.25 What are the two decimals ?
C. Using flashcard give the product with the decimal point in the correct
place.
1. 2. 3.
21x 0.32 = 0.37x 12 = 45 x 1.42 =
Reflection
There is one important rule to remember when multiplying

decimals. The number of decimal places in the product must
equal the total number of decimal places in the factors.
52
POST - TEST
Directions: Circle the letter that corresponds to the correct answer.

1. Kevin purchased 10 cans of juice. Each can holds 0.25 ounces. How
many ounces of juices did he buy?
A. 2.4 B. 8.5 C. 8.5 D. 2.5
` 2.Mr Cruz is building a tower and needs 12 lengths of wood that each
measure 0.24 meters. How many meters of wood does he need to
purchase?
A. 2.85 B. 2.84 C. 2.88 D. 2.83
3. Aling Rosa buys 5 packed of potato chips for a birthday party. If one
packed of chips cost Php 3.50 ? How much money does Aling Rosa spend?
A. Php 17.50 B. Php 19.5 C. Php 16.50 D. Php 18.20
4. Amor jogs 0.15 kilometer each day. In the month of July, she jogged for 22
days. How far did Amor jog in the month of July?
A.3.5 B. 3.7 C. 3.3 D. 3.6
5. A Grade 5 Math book is 0.30 centimeters thick. How thick will 16 Math
books be?
A. 4.8 B.4.7 C.4.6 D 4.5
53
Mathematics
Division of Decimals
LESSON: Dividing decimals up to 2 decimals places
Introduction
As with whole numbers, sometimes we run into situations where we need to
divide decimals. And just there is a correct way to divide whole numbers, so, too,
there is a correct way to divide decimals. Dividing decimals is a little trickier. We do
the division part the same way as we learned in the previous grade, but we need to
be careful with the decimal points.
This module will help you understand the process of dividing decimals up to 2
decimal places. God bless and enjoy learning.
Division of Decimals. As you go through this lesson, think of the following questions:
How do you divide decimals up to 2 decimal places? To find the answer, perform
each activity.
PRE-TEST
you already know about the topic covered. Shade the letter of the correct
answer.
1. Divide 23.8 by 0.7.

A B C D D A. 0.34 C. 34
B. 3.4 D. 340
` 2. If you divide 21.04 by 0.04, what is the quotient?

A B C D D A. 526 C. 5.26
B. 52.6 D. 0.526
3. What is the quotient if you divide 8.85 by 0.06?
A B C DD A. 1 475 C. 14.75
B. 147.5 D. 1.475
4. 4.69 divided by 3.5 is equal to _______.
A B C DD A. 0.134 C. 13.4
B. 1.34 D. 134
A B C D
54
5. Find the quotient of 7.15 ÷ 0.22.
A B C D D A. 0.0325 C. 3.25
B. 0.325 D. 32.5
module to find out.
understand important concepts about dividing decimals up to 2 decimal places
that you can apply in your daily life. If you study this module carefully, you will
learn the answers to all the items in the test and a lot more! Are you ready?
Let’s begin your journey.
Competency
1. Divides decimals up to 2 decimal places

(M5NS-IIf-116.1)
Objective
1. Divide decimals up to 2 decimal places.
Activity
A. Complete the table. Divide horizontally and vertically.
3.75 1.5
0.2 0.25
55
B. Find the quotients.
1. 2.64 divided by 0.2 is equal to ________. __________
2. If you divide 5.65 by 0.5, what is the quotient? __________
3. Divide 8.52 by 1.2. __________
4. What is N in 4.69 ÷ 3.5 =N? ___________
5. What is the quotient if you divide 2.28 by 1.5? ___________
Analysis
you to understand the appropriate way on dividing decimals up 2 decimal places..
Answer the following questions:
29. Where you able to complete the table? If yes, how? If no, why?
30. Where you able to find the answer in Acivity B? If yes, how? If no, why?
31. How do you divide decimals up to 2 decimal places step by step?
32. How do you move the decimal point in dividing decimal up to 2 decimal
places?
Abstraction
To divide decimals up to 2 decimal places:

Move the Move the decimal point Move the
decimal point in the dividend to the decimal point
in the divisor right by the same in the divisor
to the right number of places as the to the right
until it is a decimal point was until it is a
whole number. moved to make the whole number.
divisor a whole number.
.
Check your Then divide Put the

answer. the new decimal point
dividend by directly above
the new decimal point
in the
divisor.
dividend.
56
Application
A. Complete the table.
÷ 2.2 2.5
7.15
7.48
B. Put the decimal point on its proper place.

1. 4.16 ÷ 0.20 = 208
2. 5.25 ÷ 3.5 = 150
3. 34.16 ÷ 0.04 = 8540
C. Solve for the answer.
1. 36.3 ÷ 0.04 = N, what is the value of N?
2. If you divide 19.5 by 0.13, what is the quotient?
4. Divide 16.45 by 3.5.
Reflection
Look back and reflect on what you have done, then answer the question.
1. How do you divide decimals up to 2 decimal places?
Write in 2 to 3 sentences in paragraph form.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
POST - TEST

A. 1890 C. 18.9
A B C D D
B. 189 D. 1.89
57
2. If you divide, 2.58 by 0.6, what is the answer?
A. 0.043 C. 4.3
A B C D D
B. 0.43 D. 43
3. What is N in 8.55 ÷ 2.5 =N?

A B C D D A. 3420 C. 34.2
B. 342 D. 3.42
4. What is 39.63 ÷ 0.3?

A. 132.1 C. 1.321
A B C D D
B. 13.21 D. 0.1321

A. 205.25 C. 205.25
A B C D D
B. 20.525 D. 2052.5
58
Mathematics
Base, Percentage, and Rate
Introduction
Rate, Base, and Percentage are the three interrelated quantities to work with
in dealing usual percent-related experiences as well as in the field of business.
This module will help you to deepen understanding in identifying and
determining base, rate, and percentage in a given problem or statement.
This Self - learning Kit (SLK) is a series of activities that will serve as your
guide as you go along to your journey in dealing word problem involving rate, base
and percentage. Your first step begins here. Good luck and have fun while doing
each set of activities.
PRE-TEST
you already know about the topic covered. Shade the letter of the correct
answer.
1. In the statement 30 is 20% of 150, which stands as a percent?

A B C D A. 30 C. 150
B. 20% D. none of these
` 2. Identify percentage in the statement 15 is 25% of 60.
A B C D A. 15 C. 60
B. 25% D. none of these
3. Which is the base in the statement 10% of 200 is 20?
A B C D A. 10 C. 20
B. 200 D. none of these
4. Which is unknown in the statement N is 20% of 60?
A B C D A. base C. rate
B. percentage D. both A and B
5. Rate, base, and percentage are the three interrelated quantities in
A B C D solving percent problems.
A. True C. Maybe
59
B. False D. Cannot be determined
module to find out.
understand important concepts about rate, base, and percentage that you can
apply in your daily life. If you study this module carefully, you will learn the
answers to all the items in the test and a lot more! Are you ready? Let’s begin
your journey.
Competency
1. Defining percentage, rate or percent, and base (M5NS-IIIa-137).

2. Identifying the base, percentage and, and rate in a problem (M5NS-
IIIa-138).
Objective
1. Define percentage, rate or percent, and base; and

2. Identify the base, percentage and, and rate in a problem.
Activity
Go Forward!
A. Color the rate orange, color the base red, and color the percentage yellow.
Rate - Base - Percentage
1. 20% of 40 is 8 4. 40 is 10% of 400

20% 40
40 10%
8 400
2. 15 % of 200 is 30 5. 50 is 25% of 250

15% 50
60
200 25%
30 250
3. 70% of 50 is 35
70% 50 35
B. Identify the rate, base, and percentage by completing the table.
Problem Statement Rate Base Percentage
1. 6 is 25% of 24
2. 20% of 15 is 3
3. 120 is 40% of 300
4. 80% of 50 = 40
5. 75 is 10% of 750
Analysis
help you understand the appropriate way on how to determine the rate, the
base, and the percentage in a certain problem or statement. Answer the
following questions:
34. Were you able to identify the rate, the base, and the percentage?
If yes, how? If no, why?
35. Rate, base and percentage are interrelated quantities to work

with in solving percent problem, how do you find it true? Can you say
something how are they related with? (Define rate, base, and
percentage)
36. If one of them is unknown, can you still find it? If yes, how? If no,
why?
37. Do you think knowledge in identifying rate, base and percentage

could really help us in solving percent problem? How?
Abstraction
Defining Percentage, Rate or Percent, and Base
61
Seventy-five percent of the 40 pupils of Mr. Ramos like Mathematics. How many
pupils are Math lovers?
a. How many pupils does Mr. Ramos have in all?
40 is a whole or total number. It is called the base.
b. How many percent of the pupils like Mathematics?
75% is the rate which can be expressed as a ratio or as fraction
c. How many pupils love mathematics?
30 is the percentage, it is part of the whole.
Study these example;
25% of 8 = 2
Rate
Base
Percentage
25
25% is the rate. It is given as a percent. It can be expressed as ratio or fraction
100
8 is called a base. It is a whole or total value of something.
2 is called the percentage meaning a part of the whole. It is the resulting fractional
part
of the base.
Rate, Base, and Percentage are the three interrelated quantities to work with in
solving percent problem.
Take time to read and focus yourself to follow steps that will lead you to a better
understanding about rate, base, and percentage.
A survey conducted among 120 grade 5 pupils of Maligaya Elementary School

showed that 45% like dancing. They found that 54 out of 120 pupils like dancing.
How can we identify rate, base, and percentage?
We can write:
45% of 120 = 54
Rate
Base
Percentage
62
We can say that:
Rate is the number written with the word “percent” or with the symbol “%”.
Base is the total value of something in the statement or problem usually
follows the phrase “percent of” or “% of”.
Percentage is the part of the whole determined by rate.
Application
A. Write which is the rate, base, and percentage
1. 20% of 40 is 8 2. 40 is 10% of 400

Rate _______ Rate _______
Base _______ Base _______
Percentage ______ Percentage _________
B. Write “rate”, “base”, or “percentage” to identify what you need to solve for.
1. 30 is 15% of what number? ______________
2. What is 78% of 100? ______________
3. 8 is what percent of 16?_ ______________
4. What percent of 35 is 5? ______________
5. 22% of what number is 66? ______________
Reflection
Look back and reflect on what you have done.
4. How helpful is this module for you?
5. Could this module help you in your next journey to solve percent
problem?
63
POST - TEST
You are now ready to take another chance to know where you are so
far. With your effort and determination I believe you can do it once again.
Good Luck.
1. Which is the part of the whole that can be determined by the

A B C D amount of rate?
A. base C. percentage
B. rate D. none of these
` 2. It is the whole or total value of something usually follows the phrase

A B C D “percent of” or “% of”.
3. It is the number written with the word “percent” or with the symbol “%”.
A B C D A. base C. percentage
4. 12 is 40% of what number? What is the unknown?

A B C D
5. 20% of 45 is 9, which is the percentage?

A B C D A. 45 C. 20%
B. 9 D. none of these
64
Mathematics
Percent
LESSON: Solving routine problems involving percentage using

appropriate strategies and tools
Introduction
In finding the Percentage, Rate, and Base, you have learned that Percentage
is obtained by multiplying the Base and the Rate. You have also learned how to find
the Base by dividing the Percentage by the Rate, as well as the finding of the Rate
by dividing the Percentage by the Base and multiplied by 100%.
In this module we will solve routine problems involving percentage. It is a

good idea to be comfortable working with percent. You never know when you will be
confronted with them. Let’s see how we can help you out with percent. God bless
and enjoy learning.
This Self - learning Kit (SLK) will help you understand the process on solving
routine problems involving percentage. As you go through this lesson, think of the
following question: How will you solve problems involving percentage? What are the
steps in solving problems involving percentage? To find the answer, perform each
activity.
PRE-TEST
already know about the topic covered. Shade the circle of the BEST answer.
1. Mark picked 16 kilograms of mangoes from their backyard. He sold 25%

of them to their neighbors. How many kilograms of mangoes did he sell?
A B C D A. 2 kilograms C. 8 kilograms
B. 4 kilograms D. 12 kilograms
` 2. The Castillo family’s weekly budget is Php 2,000.00. 60% of it is allotted

for food. How much of their weekly budget spent for food?
A B C D A. PHP2 120.00 C. PHP1 200.00
65
B. PHP 800.00 D. PHP 120.00
3. Nico saves Php 5 000.00 in the bank for his emergency needs. It
earns 9% interest a year . How much is the interest of his savings in a
A B C D year?
A. Php 45.00 C. Php 4 500.00
B. Php 450.00 D. Php 5 450.00
4. Mr. Gonzales is a sales agent at an IT company. After selling a computer

set at Php 50,000.00, he was given a 20% commission. How much was his
A B C D
commission?
A. Php1 000.00 C. Php10 000.00
B. Php20 000.00 D. Php30 000.00
5. Rhoda’s allowance for the day is 250. She spends 80% of it and saves
the rest. How much does she spend?
A B C D
A. Php50.00 C. Php150.00
B. Php100.00 D. Php200.00
to find out.
important concepts about solving routine problems involving percentage. If you study
this module carefully, you will learn the answers to all the items in the test and a lot
more! Are you ready? Let’s begin your journey.
Competency
Solves routine and non-routine problems involving percentage using

appropriate strategies and tools.
(Code: M5NS-IIIb-140)
Objective

Solve routine problems involving percentage using appropriate
strategies and tools.
66
Activity
Analyze the problem and answer the questions that follow.
Problem 1: In a Metro sale, a pair of shoes costs Php1 400.00 was given a 40%
discount. How much did the customer saved from buying the discounted
item?
a. What is asked?
b. What are the given?
c. What is the needed operation?
d. What is the number sentence?
e. What is the answer?
Problem 2: A farmer borrowed Php25 000 at 12% annual interest from the rural bank
to start a poultry business. After a year, he paid the required interest.
How much in all did he pay in the bank?
a. What is asked?
b. What is the hidden question?
c. What are the given?
d. What is the needed operation?
e. What is the number sentence?
f. What is the answer?
Analysis

you to understand the appropriate way on solving problems involving percentage.
39. Where you able to solve the problems? If yes, how? If no, why?
40. What steps did you follow in answering the problem?
Abstraction
Example 1: A math class has 40 pupils. 70% of them passed their last math test.
How many pupils passed the last math test?
67
Step 1 Understand the What is asked in the problem?
problem  The number of pupils passed the last math test
What are the given data?
 40 pupils, 70% of them passed their last math
test
Step 2 Devise a plan What is the operation needed to solve the problem?
 multiplication
What is the number sentence?
 40 x 0.70 = N
Step 3 Carry out the Plan Solve
 40
X 0.70
28.00 28
Step 4 Look back Check and interpret
 28÷40 = 0.70
 28 pupils were passed the last math test
Since we are in problem solving, we will use Polya’s Four- Step to Problem Solving.
Step 1 Understand the problem What is asked in the problem?

What are the given data?
Step 2 Devise a plan What is/are the operation/s needed to
solve the problem?
What is the number sentence?
Step 3 Carry out the Plan Solve
Step 4 Look back Check and interpret
Note: Whenever you are working with a percent problem you need to make sure you
write your rate in an equivalent decimal form.
Application
Do you know who has created the famous four-step process for
problem solving? He was a Hungarian mathematician who made fundamental
contributions to number theory, numerical analysis and probability theory.
Let us find out who is he by answering the problems below and

decode the letter of the corresponding answer on the lines below.
68
A L O P Y
8 400 117 150 320 8 250
____ ____ ____ ____ ____

1. 2. 3. 4. 5.
1. There was a holiday sale at SM Lucena City. A bag priced at Php800.00 is

sold at 40% discount. How much is the discount?
2. I am saving my money for a Php750.00 worth of a book. If I already saved

20% of the money I need, how much money have I saved?
3. There are 195 pupils in Kalilayan Elementary School, but only 60% of them
are wearing complete uniform. How many pupils wear a complete uniform?
4. Jonas’ savings in a coin bank is about Php6 300.00 and Eunice’ is about
Php4 700.00. They shared 75% of all their savings to buy a birthday gift for
their mother. How much is the gift they’re going to buy for their mother?
5. In a certain barangay, there are 12 000 election volunteers. Due to tedious

task given to some of them, 30% of them were not able to vote. How many of
the volunteers were able to vote?
Reflection
When solving problems, dig at the roots

instead of just hacking at the leaves
- Anthony J. D’Angelo
Please share your own insights here.
69
POST - TEST
1. Faith picked 20 pieces of pomelo from their backyard. He gave 45% of

them to their neighbors. How many pieces of pomelo did he give?
A B C D A. 4 B. 5 C. 9 D. 10
2. The Camacho family’s weekly budget is Php2 500.00. 30% of it is

allotted for education. How much of their weekly budget spent for
A B C D
education?
A. PHP 1 750.00 C. PHP 750.00
B. PHP 1 250.00 D. PHP 250.00
3. Jonathan borrowed Php15 000.00 in the bank to start a small sari-sari

store. It has 9% interest a year. How much is the interest of the money in
A B C D a year?
A. Php16 350.00 C. Php13 500.00
B. Php13 650.00 D. Php1 350.00
4. Mr. Denal has a total monthly sale of Php 65,800.00 on medical

products, and he was given a commission of 25%. How much
A B C D commission was he receive?
A. Php16 450.00 C. Php23 030.00
B. Php17 540.00 D. Php32 900.00
5. Mary’s allowance for a week is 750. She spends 80% of it and saves
the rest for her emergency needs. How much does she save?
A B C D
A. Php800.00 C. Php150.00
B. Php600.00 D. Php50.00
70
Mathematics
TOPIC : Solving Non-Routine Problems Involving Percentage
Introduction
Percent problems involve finding the percentage, base, and rate using the
formula: Percentage = Base x Rate ;
Rate = Percentage / Base x 100% ;
Base = Percentage/Rate.
In this module, we are going to solve non-routine problems involving

percentage using varied ways.
This Self - learning Kit (SLK) will help you understand solving problems about
Non-Routine Problems involving Percentage. As you go through this lesson, think of
the following questions: What are Non-Routine Problems? How do we solve non-
routine problems involving percentage?
PRE-TEST
Before you proceed with this SLK, Let us first find out how well do you
understand this lesson. Shade the circle of the correct answer.
1. Ten pupils love to drink juices. Twenty percent of them love to drink
A B C D calamansi juice and the rest love pineapple juice. How many pupils
love to drink pineapple juice?
A. 1 B. 3 C. 5 D. 8
2. In a group of 30 pupils, 10% are left-handed. How many are right-
A B C D handed?
A. 3 B. 10 C. 27 D. 30
3. Angel has a Php400 weekly allowance. She spent 85% of it for food
A B C D and other school expenses then saves the rest? How much did she
save weekly?
A. Php60 B. Php160 C. Php225 D. Php340
4. Grades 4, 5 and 6 collected 500 empty bottles to be used for their
A B C D garden plot as fence. 75% of these came from Grades 4 and 6. How
many empty bottles came from Grade 5?
A. 95 B. 125 C. 235 D. 425
71
5. Christian spent his 11th birthday at Unisan Sands. He invited 60
A B C D persons. Sixty percent of them were his relatives and the rest were
his classmates and friends. How many of his classmates and friends
attended his party?
A. 16 B. 24 C. 36 D. 54
to find out.
important ideas on how to solve non-routine problems involving percentage that you
can apply in your daily life. If you study this module carefully, you will learn the
answers to all the items in the test and a lot more! Are you ready? Let’s begin your
journey.
Competency
1. Solves non-routine problems involving percentage using appropriate strategies

and tools M5NS-IIIb-140
Objective
1. Solve non-routine problems involving percentage
Activity
Read the problem then answer the illustration that follow:
In Grade 5 class, 40% of 40 pupils choose Mathematics as their

favorite subject. How many pupils choose other subjects as their favorite ?
1. What is asked in the problem?

2. What are the given facts?
3. What will you do to solve the problem?
4. Show your solution.
72
Illustration:
40 pupils
Pupils
4 4 4 4 4 4 4 4 4 4
Rate 40% ?
No.of
? ?
Pupils
Analysis

you to understand the appropriate way on solving non-routine problems involving
percentage. Answer the following questions:
1. How did you find the activity?
2. How were you able to find the answer?
3. Do you think there are other ways to solve the problem?
Abstraction
Non-routine problems are complex problems that require more than one
mathematical operations. It uses critical and creative thinking skills.
In solving non-routine problems, we can use tables, illustrations or diagrams.
Application

1. Team Almacen won 60% of 5 games in a basketball, how many games did
they lose?
2. Thirty pupils love to eat turon and binatog . 20% of them love to eat turon and
the rest love binatog. How many pupils love to eat binatog?
Reflection
Look back and reflect on what you have done, then answer the question.
1. How you can solve non-routine problems involving percentage? What are
some ways of solving these non-routine problems?
73
POST - TEST
1. During the Brigada Eskwela, 36 parents of Grade 5 participated.
A B C D Twenty-five percent of them painted the room and the rest cleaned
the surroundings. How many Grade 5 parents helped in cleaning
the surroundings?
A. 30 B. 27 C. 15 D. 9
2. In a group of 40 pupils, 10% uses eyeglasses. How many pupils do

A B C D not use eyeglasses?
A. 4 B. 18 C. 22 D. 36
3. Peter has a Php1,500 monthly allowance. He use 80% of it for food
A B C D and other expenses and saves the rest. How much does he saves
in a month?
A. Php300 B. Php500 C. Php800 D. Php1,200
4. Sarah shares merienda to her 12 friends. Seventy-five percent of
A B C D her friends ate suman and the rest ate puto. How many of her
friends ate puto?
A. 11 B. 6 C. 3 D. 1
5. A group of teachers donated 120 shirts to Rizal Elementary School.

A B C D Sixty percent of them were worn by Primary pupils and the rest were
worn by the Intermediate pupils. How many Intermediate pupils worn
the t-shirt?
A. 48 B. 60 C. 72 D. 100
74
Mathematics
Geometry
TOPIC: VISUALIZING AND DESCRIBING SOLID FIGURES
Introduction
In the study of geometry, you have learned first the lines, line segments, rays
angles, polygons and now…visualizing and describing solid figures. You will notice
that solid figures have three elements - faces, vertices and edges. Each of them
has something in common but differ in some other parts.
This module will help you understand the process of visualizing and
describing solid figures by identifying the number of faces, vertices and edges that
will lead you in enhancing the prior knowledge that you have learned in the previous
grade. Likewise, the process to be given to you as you go on with this lesson will
give you a chance to distinguish some similarities and differences among each of
the solid figures. God bless and enjoy learning.
This Self - learning Kit (SLK) will help you understand the concepts on solid
figures. As you go through this lesson, think of the following questions: How will you
visualize and describe solid figures as to number of faces, vertices and edges? To
find the answer, perform each activity.
PRE-TEST
1. It is a figure that has faces, vertices and edges.

A. plane figures C. Both A and B
A B C D
B. solid figures D. none of these
` 2. How do you call the surface of the solid figures?

A. edges C. faces
A B C D B. vertices D. none of these
75
3. This is the line segment that form when two faces of a solid figure meet.
A. edges C. faces
A B C D
B. vertices D. none of these
4. It is a point where two or three edges meet.

A B C D A. edges C. vertices
B. faces D. none of these
5. A solid figure that has 6 square faces, 12 edges and 8 vertices

A B C D A. rectangular prism C. pyramid
B. triangular prism D. cube
to find out.
important concepts about visualiazing and describing solid figures that you can
Competency
1. Visualizes and describes solid figures.

(M5GE-IIIe25)
Objective
1. Visualize and describe solid figures

2. Illustrate different solid figures
3. Identify the similarities and differences between solid figures
76
Activity
Complete the following table by using different materials that represent solid
figures.
Solid Figures Number of Faces Number of Vertices Number of Edges

1.
cube
2.
rectangular prism
3.
pyramid
4.
cylinder
5.
sphere
6.
cone
77
Analysis

you to understand the appropriate way in visualizing and describing solid figures.
42. Were you able to complete the table? If yes, how? If no, why?
43. Based from your observation, you found out the number of faces, vertices and
edges of each solid figure. Now, can you describe each of the solid figure that
you have in your activity? If yes, how? If no, why?
44. What are the similarities and differences between the following solid figures?
Solid figures Similarities Differences

1. Cube and
rectangular prism
2. Triangular prism
and pyramid
3. Cylinder and
cone
45. In your own words, how will you describe each of the solid figure? Cube?
Rectangular Prism? Pyramid? Cylinder? Cone? Sphere?
Abstraction
A solid figure has faces, vertices and edges. The surface of the solid
figures is called faces. An edge is the line segment formed when two faces
of a solid figure meet. A vertex is a point where two or three edges meet.
Different kinds of solid figures are:
1. Cube – It has six square faces, 12 edges and 8 vertices
2. Rectangular prism – It has 6 rectangular faces which consist of 3
pairs of parallel rectangles, 12 edges and 8 vertices
3. Pyramid – It is a figure with a polygon as a base and faces that
are triangles.
4. Cylinder – It has two circular bases that are equal and parallel,
and a curved surface
78
5. Cone – It has one circular base and a curved surface with a
vertex
6. Sphere – It is formed by the set of points in the space that are
equidistant from its center. It has no flat surface
Application
A. Think of objects that you see around us that will represent the following solid
figures. List down as many as you can.
1. Cube
2. Rectangular prism
3. Pyramid
4. Cylinder
5. Cone
6. Sphere
B. Illustrate the solid figures that represent the following objects listed below.
1. Party hat
2. Can of milk
3. Marble
4. Math book
5. Dice
6. Tent
79
Reflection
questions.
6. How did you know whether a solid figure is a cube? A rectangular prism? A
pyramid? A cylinder? A cone? A sphere?
7. Can you enumerate the similarities between solid figures?

How about the differences between them?
POST - TEST
your effort, cooperation and determination, I believe you can do this once again.
Good Luck!
1. Which of the following solid figures has two circular bases and a curved
A B C D surface?
A. cube C. cylinder
B. rectangular prism D. pyramid
` 2. Which of the following best describe a cube?

A B C D A. it has 6 square faces, 12 edges and 8 vertices
B. it has one circular base and a curved surface with one vertex
C. it has two circular bases and a curved surface
D. it has 3 pairs of parallel rectangles
3. Which of the following does NOT represent a solid figure?

A B C D A. rubiks cube
B. handkerchief
C. book
D. ice cream cone
4.What do you call the solid figures that has 6 faces, 12 vertices and 8
edges?
A B C D
I. cube III. pyramid
II. rectangular prism IV. cylinder
80
A. I and IV C. I and II
B. II and III D. III and IV
5. Which of the following are the two solid figures that has circular base and
curved surface?
A B C D
A. cube and rectangular prism
B. sphere and cylinder
C. pyramid and cube
D. cylinder and cone
81
Mathematics
LESSON 1: MEASUREMENT OF TIME

Introduction
Measuring time and understanding about the duration of time are essential life
skills. It is also play an important role when travelling. We also need to measure time
in order to keep track of our day to day activities.
This module will help you understand how to measure time and calculate
time.
God Bless and enjoy your learning.
Measurement of time. As you go through this lesson, think of the following questions:
How will you measure time and the difference between the 12-hour clock and the 24-
hour clock? To find the answer, perform each activity.
PRE-TEST
1. One hour is equivalent to how many minutes?

A B C D A. 60 minutes C. 40 minutes
B. 50 minutes D. 30 minutes
` 2. Which of the following is equivalent to half past 4 in the afternoon?

A B C D A. 4:30 p.m. C. 4:20 p.m.
B. 4:25 p.m. D. 4:10 a. m.
3. How many hours are there in 480 minutes?

A B C D A. 8 hours C. 6 hours
B. 7 hours D. 5 hours
4. The 24-hour clock is oftentimes called as Military Clock, that mostly

A B C D used by which of the following?
A. Doctors C. Teachers
B. Soldiers D. Accountants
A B C D
82
5. A circus show started at 6:00 p.m. and ended at 9:30 p.m. What was the
duration of the show?
A. 5 hours and 5 minutes
B. 4 hours and 50 minutes
C. 3 hours and 30 minutes
D. 1 hour and 35 minutes
to find out.
important concepts about measurement of time that you can apply in your daily life. If
you study this module carefully, you will learn the answers to all the items in the test
and a lot more! Are you ready? Let’s begin your journey.
Competency
1. Measure time using a 12-hour and a 24-hour clock

(M5ME-IIIg-14)
3. Solve problems involving time. (M5ME-IIIg-16)
Objective
1. Measure time using a 12-hour and a 24-hour clock

3. Solve problems involving time.
Activity
A. Identify the time being asked
Given 12-hour 24-hour

1. midnight
2. noon
83
3. half past 10:00 p.m.
4. quarter before 2:00 a.m.
5. 20 to 12 noon
B. Fill in the table by converting from 12 h-hour clock to 24-hour clock and vice versa
12-hour 24-hour
1 7:24 a.m
2 15:35 H
3 6:57 a.m.
4 23:00 H
5 7:51 a.m.
C. Solve the problem involving time, use 4-step process
1. David left home at 4:30 p.m. to meet his friend. he Came back after 3 hours
and 25 minutes. At what time did he come back?
Analysis
This time, you need to reflect on the following questions. Answer the following
questions:
1. How did you find the activity?

2. What strategy did you used in solving the given problem?
3. Do you have any confusion on using 12-hour clock and 24-hour clock?
Abstraction
Problem Solving Using 4-step process

Sample problem: A bus leaving Baguio City on Monday late afternoon and
supposes to arrive in Quezon Province at 10:33 a.m. on Tuesday. If the estimated
journey time is 16 hours and 45 minutes, at what time should the bus leave Baguio
City?
Understand:
a. What is asked in the problem?
 At what time should the bus leave Baguio City?
b. What are the given facts?
84
 A bus is leaving Baguio City on Monday late afternoon and is supposed
to arrive in Quezon Province at 10:33 a.m. of Tuesday. The estimated
journey time is 16 hours and 45 minutes.
Plan:
Subtract 16 hours and 45 minutes from 10:33 a,m, of Tuesday
Solve:
10:33 a.m (Tuesday)
To subtract 45 minutes from 33 minutes, we borrow 1 hour from 10 and
add 60 (since 1 hour = 60 minutes) to 33.
So, 93 minutes - 45 minutes = 48 minutes
To subtract 16 hours from 9:00, we borrow 1 day from Tuesday for it to

become Monday and add 24 (since 1 day= 24 hours) to 9
So, 33 hours – 16 hours = 17 hours
We now have 17:48 H, Monday or 5:48 p.m., Monday
Therefore, the bus should leave Baguio City at 5:48 p.m. on Monday to
arrive in Quezon Province at 10:33 a.m. of Tuesday
Check:
Add 16 hours and 45 minutes to 5:48 p.m. Monday, If the answer is
10:33 a.m. of Tuesday, your answer is correct.
How to identify the time being asked

The table will be your guide.
Time Solution
1. noon 12:00 n.n.
2. midnight 12:00 m.n
3. 2 hours and 20 minutes “after” means you have to add the current time
after 3:00 p.m 3:00 p.m.
hour minutes
3 + 2 hours =5 00 + 20 minutes = 20
Therefore, 5:20 p.m.
4. 4 hours and 9 minutes “before” means you have to subtract the current time
before 7:30 a.m 7 : 30 a.m.
hour minutes
7 - 4 hours =3 30 - 9 minutes = 21
5. half past 4 in the “past” means after, so you have to add to the current
afternoon time.
85
“half” means half an hour, so 30 minutes
4 : 00 a.m.
hour minutes
00 + 30 minutes = 30
6. 3 minutes to midnight “to” means before, so you have to subtract from the
current time
“midnight” means 12:00 mn
We cannot subtract 3 from zero, so we borrow from 12
and 12 becomes 11, oo becomes 60 because we
borrowed 1 hour from 12 and add it to 0 minutes and 1
hours is equal to 60 minutes.
12 : 00 mn
hour minutes
12 – 1 hour = 11 60 – 3 minutes = 57
(p.m. because before midnight is p.m.)
7. quarter after 6:50 p.m “quarter” means ¼ an hour, 60 minutes divided by 4 is 15
minutes
If we add 15 to 50, the sum will be greater than 60, we
must convert that 60 to 1 hour and add it to 6, and the
difference will be the minutes to be reflected in the
answer
6 : 50 mn
hour minutes
6 + 1 hour = 7 50 + 15 minutes = 65 – 60 =5
The 12-hour and 24-hour Clock

Notice that a.m. and p.m. are places at the end to denote whether the time is
in the morning or afternoon. they are abbreviations when the 12-hour clock is used.
ante meridiem (a.m,) means this time is after 12 midnight and before 12
noon, so 12:01 a.m. to 11:59 a.m.
post meridiem (p.m.) means this time is after 12 midnight and before 12
midnight, so 12:01 p.m. to 11:59 p.m.
Meanwhile, the 24-hour clock, oftentimes called as Military Clock since

soldiers are ones who mostly use it, does not require a.m. and p.m. to be written
after the time as it starts at 00:00, which 12 midnight, then back to 00:00 after 23:59
(11:59 p.m.). Instead, H or Hours is placed at the end to indicate the use of the 24-
hour clock format.
The table below shows the correspondence between 12-hour clock and 24-
hour clock.
86
12-hour Clock 24-hour Clock
12:00 midnight 00:00 H
12:01 a.m. – 11:59 a.m. 00:01 – 11:59 H
12:00 n.n. – 11:59 p.m. 12:00 – 23:29 H
Application
A. Fill in the table the correct 12-hour clock and 24-hour clock format in each analog
clock
12-hour 24-hour
1
a.m
2
p.m
3
a.m.
p.m.
a.m.
A. Solve. Use 4-step process

1. Trixie started her homework at 5:00 p.m. She finished it at 8:00 p.m. How
long (in minutes) did it take her to do her homework?
2. Lauren does her house chores for 45 minutes every day. Today, she stared
at 5:30 a.m. At what time will she finish?
3. Joan’s sari-sari store opens at 8:30 a.m. and closes at 9:30 p.m. everyday.
how long is the sari-sari store open?
87
Reflection
Time is the coin of life. It is only coin you have, and only you can determine
how it will be spent. Be careful lest you let other people spend it for you.
~Carl Sandburg
POST - TEST
your effort and determination, I believe you can do it once again. Good Luck.
1. Which of the following is equivalent to 30 minutes to midnight?

A B C D A. 10:30 p.m. C. 12:30 p.m.
B. 11:30 p.m. D. 1:30 p.m.
` 2. How will you write 2 hours and 20 minutes after 3:00 p.m. in 12-hour
A B C D clock?
A. 3:20 p.m.
B. 4:20 p.m.
C. 5:20 p.m.
D. 6:20 p.m.
3. Ana started playing at 5:05 p.m. She played till 8:15 p.m. How long did
A B she
C D play?
A. 1 hour and 5 minutes
B. 2 hours and 5 minutes
C. 3 hours and 10 minutes
D. 4. hours and 15 minutes
4. Josie started to watch her favorite teleserye at 3:00 p.m. and ended it to
A B C D 5:25 p.m. How long does he watch her favorite teleserye?
A. 1 hour and 25 minutes C. 3 hours and 25 minutes
B. 2 hours and 25 minutes D. 4 hours and 25 minutes
5. Jonas started working on his Math project at 3:00 p.m. He finished by 4:20
A B C D p.m. How many minutes did he work on his project?
A. 75 minutes C. 85 minutes
B. 80 minutes D. 90 minutes
88
Mathematics
Lesson: Measurement
Least Learned Competency: Area of a Circle
Introduction
In this study of measurement, you have learned in the previous lesson
that the distance around the circle is the circumference. Meanwhile, if we want to
know the space covered by the interior of the circle we refer to its area. If you
know the diameter, the radius is 1/2 as large.
The area of a circle with radius r is given by the formula A= r x r x or A = π r2
To know if the EPP Teacher would be able to know the exact measurement of
table cloth to fit their new round table in the canteen so that it will be used in the
forthcoming contest titled “ The Biggest Pancake Cooking Contest”. It will help the
EPP teacher to get the exact measurement of table cloth needed using the
abovementioned formula.
This module will help you understand how much area will be covered by the
given circle.
This Self - learning Kit (SLK) will help you understand the concept of finding
the area of circle. As you go through this lesson, think of the following questions:
How will you find the area of a circle? To find the answer, perform each activity.
PRE-TEST
1. What is the area of a circle with a radius of 5cm?

A B C D A. 78.5 cm2 C. 78.50 cm2
2
B. 7.85 cm D. 78.495cm2
` 2. With the given radius of 16cm what is the area of a circle?

A. 803.845 cm2 C. 803.849 cm2
A B C D
B.803.84 cm2 D.803.839 cm2
89
3. Mrs. Cruz wants to know if the table cloth that she wants to buy will fit
A B C D their new round table in the canteen. The table radius is 40 cm, what is the
area of the table cloth that will fit the round table?
A. 5023.85 cm2 C. 5024.55 cm2
B. 5024 cm2 D. 5024.85 cm2
4. The rounded shape flag pole has a radius of 120 cm. Find its area.
A B C D
A. 45,216 cm2 C. 45,216.21 cm2
B. 45,216.20 cm2 D.45,216.25 cm2
A B C D 5. Laiza ask her father in making sample wall clock in her Math class
The radius of wall clock should be 20 cm. What is the area of wall clock?
A. 1,256 cm2 C.1,256.15 cm2

B. 1,256.10cm2 D. 1,256.25 cm2
to find out.
important concepts about finding the area of circle that you can apply in your daily
life. If you study this module carefully, you will learn the answers to all the items in
the test and a lot more! Are you ready? Let’s begin your journey.
Competency
1. Find the area of a given circle

(M5ME-Iva-74)
2. Derives a formula in finding the area of a circle (MSME-IVa-73)
3. Solves routine and routine problems involving area of a circle
(M5ME-IVb-75-71)
Objective
1.Find the area of a given circle
90
2. Derives a formula in finding the area of a circle.
3. Solves routine and non-routine problems involving area of a circle.
Activity
Mrs. Blanca Rosales, EPP teacher conducted a contest for her Grade 5 class
section Banana “ The Biggest Pancake Cooking Contest” Each learner made a
pancake. The judges recorded the measurements of the pancakes in the table
below:
CONTESTANTS
Mark Laiza Nadine Angel
Radius 10cm 15cm
Diameter 20cm 25cm
Area
Analysis

you to understand the appropriate way on visualizing the area of a circle. Answer the
following questions:
47. Where you able to complete the table? If yes, how? If no, why?
48. Did you used the correct formula in finding the area of a circle?
49. What is the area of the largest pancake?
50. What is the area of the second to the largest pancake?
51. Who got the smallest pancake? What is its area?
52. If you will be able to give a chance to join the same contest what preparation
you need to do? Why?
91
Abstraction
FINDING THE AREA OF A CIRCLE

1. The area of a circle can be found by multiplying pi ( π = 3.14) by the square of the
radius.
2. If a circle has a radius of 4, its area is 3.14x4x4=50.24.
Thus, the formula in finding the area of a circle is A= r x r x pi π or or A = π r2
Where;
π = 3.14 which is constant
r = radius
3. If you know the diameter, the radius is 1/2 as large.
Example: Mrs. Navarro steamed “sapin-sapin” to be delivered to the school

canteen. She put it to a bilao with a radius of 8cm. What is the area of steamed
sapin-sapin?
Using the formula: A= r x r x pi π or or A = π r2
A = 8cm x 8cm x 3.14
=64cm x 3.14
A =200.96 cm of sapin-sapin steamed by Mrs. Navarro
or A = π r2
A= 3.14 x 8cm x 8cm
=3.14 x 64
A= 200.96 cm of sapin-sapin steamed by Mrs. Navarro
Application
This time, it’s your turn to do it for yourselves. Answer the following as
directed.
A. Get your show me board. You are going to write your answer then show me your
answer. Find the area of a given circle
1. What is the area of circle of this cup if it has a radius of 15cm?
2. Wall clock has 10cm radius what is its area?
3. There are three round table in the canteen of different sizes, the canteen
manager wants to buy new table cloth.
Table 1 is 80 cm radius
92
Find the sizes of the table cloth that will fit each table.
B. Answer the following.

1. The school principal of Bayog ES instructed each grade level to have round
academic garden in front of their classrooms. Find the area of each academic
garden in a given circle.
Kinder Grade Grade Grade Grade Grade Grade
I II III IV V VI
Radius 90cm 60cm 50cm 80cm 75cm
Diameter 100cm 150cm
Area
Reflection
questions.
8. How do you know about finding the area of a circle?
9. What is/are the formula in finding the area of a circle?
93
POST - TEST
With the given activities I believe you are now ready to measure your skills
transpired from the previous discussions. Congratulations in advance and Good
Luck!
1. What is/are the formula in finding the area of a given circle?

A B C D A. A= r x r x pi π or or A = π r2 C. A = π r2
B . A= r x r x pi π D. A= r x pi π
` 2. What is the area of a circle with the radius of 35cm?

A B C D A. 3,486.5 cm2 C. 3,846.56 cm2
B. 3,486.55 cm2 D. 3,846.57 cm2
3. Mrs. Santos purchased table cloth for her new round table
A B C D measuring 124cm radius. What is the area of a table cloth that will fit
the table.
A. 48,280.63 cm2 C.48,280.64 cm2
B. 48,280.635 cm2 D.48,280.6 cm2
4. Gulayan sa Paaralan Coordinator instructed his/her pupils in grade

A B C D 5 to form circumferential seed beds to be planted one variety
of vegetable measuring 82cm radius each. What is the area of
seed bed?
A. 21,113.36 cm2 C.21,113.63 cm2
B. 21,113.37 cm2 D.21,113.64 cm2
5.Anna cooked pancakes for her income generating project during

A B C D Vacation. What is the area of pancake if she made it 5cm radius?
A. 78.5 cm2 C. 78.55 cm2
B. 78.45 cm2 D. 78.56 cm2
94
Mathematics
Lesson: Volume of Rectangular Prism

Least Learned Competency: Finding Volume of Rectangular Prism
A. How to use this module
This Self - learning Kit (SLK) will help you understand the concepts on volume
of rectangular prism. As you go through this lesson, think of the following questions:
How will you find the volume of rectangular prism? To find the answer, perform each
activity.
B. Introduction:
Volume (V) is the number of cubic units needed to fill the shape. It is the
amount of space that is occupied by a space figure. Volume is three-
dimensional (3D), composed of the area of the base (length x width) times the
height. That is why it is always in cubic units (𝒅𝒎𝟑 , 𝒄𝒎𝟑 , 𝒎𝟑 , etc.). A cube is an
example of a solid figure that is three-dimensional. Since all the faces of cube
are squares, then the length, width and height are all equal. The side of the
squares are called edges of the cube and is symbolized by s. Thus, the volume
of the cube is s x s x s or 𝒔𝟑 .
PRE-TEST
DIRECTION: Shade or blacken the circle that correspond with the correct answer.
1. Find the volume of this object:
A B C D
12dm
3dm
4dm
𝑨. 𝟏𝟒𝟒 𝒅𝒎𝟑 B. 145𝒅𝒎𝟑 C. 146𝒅𝒎𝟑 D. 147𝒅𝒎𝟑
95
2. How many sand can be placed in a container having 25 cm high,
18 cm long and 8 cm wide?
A B C D
A. 4,000𝒄𝒎𝟑 B. 3,800𝒄𝒎𝟑 C. 3,600𝒄𝒎𝟑 D. 3,400𝒄𝒎𝟑
3. A tin can is 24 cm high, 16 cm. long and 9 cm. wide. How much
cooking oil can fill the container?.
A B C D A. 3,500𝒄𝒎𝟑 B. 3,488𝒄𝒎𝟑 C. 3,456𝒄𝒎𝟑 D. 3,436𝒄𝒎𝟑
4. Father bought a toy box for Jonas. The box is 20 cm long and 15
cm wide and has a height of 9 cm. How much space can be
A B C D occupied by the toys?
A. 2,600𝒄𝒎𝟑 B. 2,700𝒄𝒎𝟑 C. 2,800𝒄𝒎𝟑 D. 2,900𝒄𝒎𝟑
5. A group of scouts dug pit on their camp site. It measured 3 m

long, and 1 m deep. How much soil was excavated?
A B C D A. 6𝒎𝟑 B. 5𝒎𝟑 C. 4𝒎𝟑 D. 3𝒎𝟑
D. SLK Proper
1. Learning Experience
Activity
A. Fill in the last column with the correct answer. (Volume of Rectangular
Prism)
No. Length Width Height Volume= (l x w x h)
Example 9 cm 8 cm 12 cm V = 864𝑐𝑚3
1 8 ft 4 ft 3 ft V=
2 22 cm 10 cm 12 cm V=
3 11 m 12 m 13 m V=
B. Find the volume of the following objects:

1.
11 cm V = __________
4 cm
6 cm
2.
4 cm V = __________
2 cm
8 cm
96
C. Answer the following:
1. A rice dispenser is 12 dm. high, 4 dm. long and 3 dm. wide. How many cubic
dm. of rice can it contain? ___________
2. Jessa bought an aquarium having a length of 80 cm, a width of 50 cm. and

height of 60 cm. How much water is needed to fill the aquarium? ___________
Analysis
1. How did you get the volume of a rectangular prism? ___________

_____________________________________________________.
2. Cite an instance when you need to find the volume of a rectangular
prism. ________________________________________________
_____________________________________________________.
Abstraction
We get the volume of a rectangular prism by multiplying the length, width and
height of an object.
Application
Find the Volume:
__________________________ _________________________
97
B.Answer the following:
1. How much water is needed to fill the bath tub that is 184 cm by 75 cm by 54
cm? _______________
2. Sarah has a chocolate box whose length is 12 cm, height 9 cm and width 6 cm.
Find the volume of the box. ______________
3. A water tank is 90 m long and 60 m wide, What is the volume of the water if the
depth of water is 40 m? _____________
Reflection
- What have you learned from this lesson? Write 2-3 sentences in paragraph
form. _____________________________________________________________
- __________________________________________________________________
POST - TEST
1. Find the volume:
A B C D 6 dm
4 dm
8 dm
A. 192 𝒅𝒎𝟑 B. 193 𝒅𝒎𝟑 C. 194 𝒅𝒎𝟑 D. 195 𝒅𝒎𝟑
2. A wagon with dimensions of 15 feet long, 6 feet wide, and 5 feet

high is delivering sand for making hollow blocks. How much sand is
A B C D needed to fill the wagon?
A. 500𝒇𝒕𝟑 B. 450𝒇𝒕𝟑 C. 400 𝒇𝒕𝟑 D.350𝒇𝒕𝟑
3. The concrete table was constructed in Masayahin Elementary

School. It measures 75 cm long, 50 cm wide and has a
A B C D
thickness of 10 cm. How many cubic meters of concrete
materials was used?
A. 380𝒎𝟑 B. 378𝒎𝟑 C. 375 𝒎𝟑 D. 370𝒎𝟑
98
4. Liza would like to send 10 bath soap in boxes to her parents in the
province. If a box of soap measures 10 cm by 7 cm by 3 cm, What is
A B C D the size of the box suited to pack the all the soap?
A. 20,000𝒄𝒎𝟑 B. 21,000𝒄𝒎𝟑 C. 22,000𝒄𝒎𝟑 D. 23,000𝒄𝒎𝟑
5. A rectangular hole which is 8.2 m long, 4.4 m wide, and 5 m deep is

used as a compost pit. What is the volume of the compost pit?
A B C D A. 180.4𝒎𝟑 B. 182.4𝒎𝟑 C. 184.4𝒎𝟑 D. 186.4 𝒎𝟑
F. Next Steps (Enrichment)
Find the volume of the building. Calculate the volume of each building part.
Then add the volumes of the two parts together.
Volume of part 1:
________ x _________ x _________ = __________ 𝒎𝟑
Volume of part 2:
________ x _________ x _________ = __________ 𝒎𝟑
Volume of the building
________ + _________ = __________ 𝒎𝟑
99
100
ANSWER KEY
Mathematics
Numbers and Number Sense
TOPIC: FINDING THE COMMON FACTORS AND THE GCF OF 2-4 NUMBERS
USING CONTINUOUS DIVISION.
Answer Key(s):
PRE-TEST POST - TEST
1. A 1. D
2. B 2. C
3. A 3. B
4. C 4. B
5. C 5. D
Activity
A.
Number Pair Set of Factors Common Factors Greatest
Common Factor
1) 25 1, 5, 25 1, 5 5
30 1, 5, 6, 30
2) 12 1, 2, 3, 4, 6, 12 1, 3 3
27 1, 3, 9, 27
3) 30 1, 2, 3, 5, 6, 10, 15, 30 1, 2, 3, 6 6
54 1, 2, 3, 6, 9, 18, 27, 54
4) 12 1, 2, 3, 4, 6, 12 1, 2, 3, 6 6
18 1, 2, 3, 6, 9, 18
24 1, 2, 3, 4,6, 8, 12, 24
5) 20 1, 2, 4, 5, 10, 20 1, 2 2
26 1, 2, 13, 26
24 1, 2, 3, 4,6, 8, 12, 24
32
B.
1) 4
2) 18
Application
1) 8
2) 3
3) 15
Mathematics
FINDING THE LEAST COMMON MULTIPLE
Answer Key(s):
1. B
2. D 1. B
3. B 2. A
4. C 3. B
5. A 4. C
5. C
ACTIVITY:
A.
1. 4 = 4,8,12,16,20 Answer: 12
6 = 6,12, 18,24, 30
2. 10 = 10, 20, 30, 40, 50 Answer: 30

15 = 15, 30
3. 8 = 8, 16, 24, 32, 40 Answer: 24

12 = 12, 24, 36, 48, 60
B. 4. 2 x 2 x 2 x 2 x 3 = 48
5. 5 x 3 x 2 x 3 x 2 x 5 = 900
C. 1. 30
2. 24
Application
1. 60 minutes
2. 24 seconds
3. 4, 8, 12, 24
233
Mathematics
Fractions
Adding Fractions with Mixed
Answer Key(s):
PRE- POST - TEST

TEST
1. B 1. B
2. A 2. A
3. B 3. D
4. D 4. B
5. C 5. B
Activity
1. B
2. E
3. D
4. C
5. A
Application
7
1. 12
8
2
2. 5
5
1
3. 5
4
4. 6
1
5. 21
2
Enrichment
Activities
11
1. 6
15
13
2. 2
20
7
3. 3
12
89
Mathematics
Fractions
LESSON : Subtraction of Fractions from Mixed Numbers
PRE-TEST
1 1
1. A 2 4. B 20
2 4
5 11
2. B 6 5. C 7
9 12
3
3. D 4
4
Application
A) B) C)
4 1
1. 14 1. 24 2. 4
9 3
5 5
2. 18 2. 41
8 6
5
3. 21
6
2
4. 25
3
1
5. 29
2
POST - TEST
1
1. D 11
2
1
2. C 16
5
1
3. B 6
3
4
4. C 12
5
4
5. A
9
90
Mathematics
Fractions
MULTIPLICATION OF FRACTION
Answer Key(s):
1. B 1. C
2. A 2. A
3. A 3. B
4. B 4. B
5. D 5. B
Activity
1
1.
4
3
2. 3
4
3
3.
10
3
4. 1
5
5. 10
Application
6. 8 yellow roses
7. 8 children
1
8. kilo of malagkit
2
9. 36 gifts
1
10. 2 cups of milk
4
91
Mathematics
FRACTIONS
LESSON : SOLVING ROUTINE PROBLEMS INVOLVING MULTIPLICATION OF

FRACTIONS
Answer Key(s):
1. B 1. D
2. D 2. C
3. A 3. D
4. B 4. B
5. C 5.
Activity
1 3
5. x 1 =N
3 4
1. The time she spent doing her
math homework 1 7 7
3 x =
2. 1 hours doing her 3 4 12
4
6. Same answer as no.5 or

Homework
1
using any other method with
doing math homework the same answer
3
3. multiplication
1 3 7
4. x 1 =N 7. hour
3 4 12
Application
1. 3 1
2
2. 2 1
10
92
3. 2 6
25
4. 1 1
12
5. 4 4
9
Mathematics
Division of Fractions
Lesson: Divide whole numbers by a fraction and vice versa
Answer Key(s):
1. B 1. C
2. A 2. A
3. D 3. B
4. A 4. C
5. C 5. D
Activity
1
1. 17
2
1
2.
24
3. 8
4. 27
1
5.
4
Application
A.
1. √
2. X
3. X
4. √
5. √
B.
2
1.
35
2
2. 6
3
1
3.
30
1
4.
77
4
5. 10
5
Mathematics
Fractions
LESSON 1: SOLVING ROUTINE PROBLEMS INVOLVING DIVISION OF

FRACTIONS
Answer Key(s):
1. A 1. D
2. C 2. D
3. D 3. B
4. D 4. A
5. A 5. A
Activity
Solve:
1
1. Giselle is making cakes for a big party. She uses cup of oil for each cake.
4
How many cakes can she make if she has a bottle of oil that has 6 cups in it?
Understand  What am I going to Number of cakes that can make

find? in 6 cups of oil
 What are given? 𝟏
cup and 6 cups of oil
𝟒
Plan  What operation will I Division
use to solve the
problem? 6 1
 What is the working ÷ =N
1 4
equation?
6 1
÷ =
1 4
6 4 24
x = =24 cakes
1 1 1
Check  Is it the correct answer? 𝟏

Yes, because 24 x =6
𝟒
1
Application
1
1. Liza bought 40 kg of sugar. She separated it in a container with kg of
2
sugar in each. How many containers did she used?
Understand: Numbers of containers used

1
40 kg and kg of sugar
2
Plan: Division
40 1
÷ =N
1 2
40 1 40 2
Solve: ÷2= x 1 = 80 containers
1 1
1
Check: 80 x = 40
2
2. A coco lumber is 8 inches long. How many pieces of coco lumber can be cut
from the 8-inch piece of coco lumber if each piece is to be two-thirds of an
inch?
Understand:
2
8 inches and inch
3
Plan: Division
2
8÷ =N
3
8 2 8 3
Solve: ÷ 3 = 1 x 2 = 12 pieces of coco lumber
1
2
Check: 12 x =8
3
2
Mathematics
Multiplication of Decimal
PRE-TEST
1. 2.4
2. 2.24
3. 20.25
4. 11.7
5. 1.8
Activity
A. 1.) 6.25 B. Analyze and Solve

2.) 23.4 1. 7.5
3 ) 0.96 2. No There is no decimal point on his product
4.) 9.6 3. Php.5.00
5.) 2.1
Application
A. Complete the table by giving each product

2.4 4.08
4.6 7.82
6.4 10.88
B. Analyze and solve

Ans. 0.50
C. 6.72 4.44 63.9
POST - TEST
1. D
2. C
3. A
4. C
5. A
3
Mathematics
Division of Decimals
Answer Key(s):
1. C 1. B
2. A 2. C
3. B 3. D
4. B 4. A
5. D 5. B
Activity
A. 3.75 1.5 2.5

0.2 0.25 0.8
18.75 6 3.125
B. 1. 13.2
2. 11.3
3. 7.1
4. 1.34
5. 1.52
Application
A. ÷ 2.2 2.5
7.15 3.25 2.86
7.48 3.4 2.992
B. 1. 20.8
1. 1.5
2. 854.0
C. 1. 907.5
2. 150
3. 19
4. 4.7
5. 6
4
Mathematics
Base, Percentage, and Rate
ANSWER KEY
PRE-TEST
A. 1.) B 2.) A 3.) B 4.) B 5.) A
Activity
A. Color the rate orange, color the base red, and color the percentage yellow.
Rate - Base - Percentage
1. 20% of 40 is 8 4. 40 is 10% of 400

20% 40
40 10%
8 400
2. 15 % of 200 is 30 5. 50 is 25% of 250

15% 50
200 25%
30 250
3. 70% of 50 is 35
70% 50 35
B. Identify the rate, base, and percentage by completing the table.
Problem Statement Rate Base Percentage
1. 6 is 25% of 24 25% 24 6
2. 20% of 15 is 3 20% 15 3
3. 120 is 40% of 300 40% 300 120
4. 80% of 50 = 40 80% 50 40
5
5. 75 is 10% 750 275% 750 75
Application
. A. Write which is the rate, base, and percentage
1. 20% of 40 is 8 2. 40 is 10% of 400

Rate ___20%____ Rate ___10____
Base ___40%____ Base ___400____
Percentage __8____ Percentage ____40_____
Application
B. 1.) Base
2.) Percentage
3.) Rate
4.) Rate
5.) Base
POST - TEST
1.) C 2.) A 3.) B 4.) A 5.) B
6
Mathematics
Percent
LESSON 1: Solving routine problems involving percentage using

appropriate strategies and tools
Answer Key(s):
1. B 1. C
2. C 2. C
3. B 3. D
4. C 4. A
5. D 5. C
Activity
Problem 1:
a. The amount a customer saved from buying the discounted item
b. Php1 400.00 and 40% discount
c. Multiplication
d. 1 400 x 0.40 = N
e. Php560.00
Problem 2:
a. The total amount he paid in the bank
b. How much is the interest he paid in the bank?
c. Php25 000, 12% annual interest
d. Multiplication and addition
e. 25 000 + (25 000 x 0.12) = N
f. Php28 000.00
Application
P O L Y A
1. 2. 3. 4. 5.
44
Mathematics
TOPIC : Solving Non-Routine Problems Involving Percentage

ANSWER KEY:
PRE-TEST
1. D
2. C
3. A
4. B
5. B
Application
1. 2 games
2. 24 pupils love to eat binatog
POST - TEST
1. B
2. D
3. A
4. C
5. A
45
Mathematics
Geometry
TOPIC: VISUALIZING AND DESCRIBING SOLID FIGURES

ANSWER KEY:
1. B 1. C
2. C 2. A
3. A 3. B
4. C 4. C
5. D 5. D
Activity
Solid Figures Number of Faces Number of Vertices Number of Edges

1.
6 8 12
cube
2.
6 8 12
rectangular prism
3.
5 5 8
pyramid
4.
3 0 1
cylinder
5.
1 0 0
sphere
46
6.
2 1 1
cone
Application
Answers may vary from pupils’ answers

A.
1. Cube – ice cube, dice
2. Rectangular prism – rectangular tank, rectangular garden
3. Pyramid - tent
4. Cylinder – can of sardines, tunnel
5. Cone – ice cream cone, closed umbrella
6. Sphere – globe, basketball, volleyball
B. Answers may vary from pupils’ answer
1. Party hat
2. Can of milk
3. Marble
4. Math book
5. Dice
6. Tent
47
Topic: Measure time using a12-hour and 24-hour clock
Solves problems involving time
Pre-test
1. A
2. A
3. A
4. B
5. C
Activity
A.
1 12 m.n. 00:00 H
2 12:00 n.n 12:00 H
3 10:30 p.m 22:30 H
4 1:45 a.m. 1:45 H
5 11:40 a.m. 11:40 H
B.
1. 7:24 H
2. 3:35 p.m.
3. 6:57 H
4. 11:00 p.m.
5. 7:51 H
C.
1. 7:55 pm
Application
A.
1 3:00 am 15:00 H
2 8:00 p.m 20:00 H
3 5:45 a.m 5:45 H
4 1:45 p.m. 13:45 H
5 10:20 a.m. 10:20 H
48
B.
1. 180 minutes
2. 6:15 a.m.
3. 13 hours
Post Test
1. B
2. C
3. C
4. B
5. B
49
Finding the area of a circle
Answer Key:
Pre-test
1.a
2.b
3.a
4.a
5.a
Mark- 1256 cm2
Laiza- 314 cm2
Nadine- 706.5 cm2
Angel – 1962.5 cm2
Application
A.
1. 706.5 cm2
2. 314 cm2
3. 20096 cm2
4. 11304 cm2
5. 17662.5 cm2
B.
Kindergarten area of academic garden is 25434 cm2
Grade I area of academic garden is 31400 cm2
Grade II area of academic garden is 11304 cm2
Grade III area of academic garden is 23550 cm2
Grade IV area of academic garden is 7850 cm2
Grade V area of academic garden is 20096 cm2
Grade VI area of academic garden is 17662.5 cm2
Post Test
1. A
2. A
3. C
4. A
5. A
50
Finding Volume of Rectangular Prism
Answer Key(s):
1. A 1. A
2. C 2. B
3. C 3. C
4. B 4. B
5. D 5. A
51
REFERENCES
21st Century Mathletes 5

Enriching Skills in Mathematics 5
Understanding Mathematics 6
Understanding Mathematics 5
Learn and Experience Math 5
Lesson Guide in Mathematics 5
K to 12 Curriculum Guide in Mathematics 6
21ST Century Mathletes 5 Teacher’s Manual
52

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PROJECT T-MATH :

Module for Non-Numerates

The K to 12 Mathematics Curriculum’s twin goals are to develop critical

Marian P. Esperon Agdangan District

CELESTINA M. ALBA, Ed. D

MERTHEL M. EVARDOME, CESO VI

Finds the least common multiple of a set of 2-4 numbers

Adds fractions and mixed fractions without and with regroupings

Subtracts fractions from mixed numbers without regrouping.

Multiplying fractions and whole numbers ……………………………………………. 26

Solve routine problems involving multiplication of fractions …………………………. 31

Dividing whole numbers by a fraction and vice versa ………….…………………… 38

Solve routine problems involving division of fractions ……………………………… 43

SECOND QUARTER (2)

Divides decimals up to 2 decimal places …………………………………………… 54

THIRD QUARTER (5)

Solves routine problems involving percentage using

Solves non-routine problems involving percentage using

Visualizes and describes solid figures. ……………………………………………. 75

FOURTH QUARTER (2)

Finding Volume of Rectangular Prism ……………………………………………………….. 95

How to Use this Module

1. What are the common factors of 12 and 30?

3. What is the greatest common factor 36 and 42?

4. What is the GCF of 8, 12, 16 and 20?

At the end of this lesson, you should be able to:

1. Find the common factors and the GCF of 2 – 4 numbers using

B. Analyze and solve the following:

2) The Grade V-Rose donated a total of 72 storybooks and 54 art books

1. How do you find the activity?

5. In your own words how will you describe a GCF?

Continuous division is done following the steps below:

This time, it’s your turn to shine.

A. Answer the problems below.

3) The principal of a school wishes to distribute 15 pencils, 30 notebooks, 45

1. What is GCF? Do you think it is useful?

1. What are the common factors of 15 and 45?

2. What are the common factors of 45, 60 and 75?

3. What is the greatest common factor 20, 26 and 24?

4. What is the GCF of 21, 24, 27 and 36?

FINDING THE LEAST COMMON MULTIPLE

How to Use this Module

1. What do you call the smallest common multiple of two numbers?

` 2. Which is lowest multiple that is common to 6 and 8?

3. Aling Maria is going to sell bibingka in basket. What is the least

A) Directions: Complete the chart.

C. What is the lowest multiple of the following pairs of numbers?

7. How do you find the activity?

1. The LCM is the smallest dividend of the given numbers.

To find LCM by using division method, we need to follow the steps:

A B C D 1. What is the smallest multiple of the given number?

A B CD 2. Find the lowest multiple of 18 and 12.

A B CD 4. The trike A travel at 15 seconds, while trike B travel at 20 seconds, when

A B CD 5. Three Churches’ bell rings at interval of 3,5,6 minutes respectively. What

Lesson: Adding of Fractions with Mixed Number

Fractions are representations of even part of a whole. Fraction parts are

How to Use this Module

Direction: Shade/blacken the circle that corresponds to the correct answer.

1. Adds fractions and mixed fractions without and with re groupings

2. Solves routine and non-routine problems involving addition of mixed