5

Mathematics
NOT

Quarter 3 – Module 1
Percent, Polygons, Circles

Department of Education ● Republic of the Philippines

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Mathematics- Grade 5
Alternative Delivery Mode
Quarter 3 – Module 1 Percent, Polygons, Circles

First Edition, 2020

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Published by the Department of Education – Division of Las Pinas City Schools

Division Superintendent: Joel T. Torrecampo,.CESO VI

Development Team of the Module

Author/s: Eddie B. Mendez, Wilfredo M. Gagarin Jr., Michelle C. Premian, Nora S.

Cepeda, Mira D. Bagalacsa,Ronald E. Comon, Richard Peralta, Sonny U. Natividad,
Lorenzo A. Maglaya Jr., Jinky D. Cambay, Teresa E. Guanzon

Reviewers:
Illustrator and Layout Artist:
Management Team
Chairperson: Joel T. Torrecampo, Ph.D., CESO VI
Schools Division Superintendent
Co-Chairpersons: Juan C. Obierna
Assistant Schools Division Superintendent
Validators: Wilfredo M. Gagarin Jr, Michelle Premian, Daisy M. Gagarin, John
Benedict Regala, Carl John Aguirre, Jinky D. Cambay, Teresa Guanzon, Sonny
Natividad

E-mail Address: www.depedlaspinas.ph

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 5
Mathematics
Quarter 3 – Module 1
Percent, Polygons, Circles

This instructional material was collaboratively developed and

reviewed by educators from public. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at action@
deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents

Preface .......................................................................................... 6

Lesson 1:
visualizes percent and its relationship to fractions, ratios, and decimal
numbers using models.
defines percentage, rate or percent, and base.
identifies the base, percentage, and rate in a problem.
What I Need to Know ..................................................................... 6
What I Know …………………………………………………………………… 6
What ‘s New…………………………………………………………………….. 7
What’s In ………………………………………………………………………...7
What Is It ..................................................................................... 9
What’s More .................................................................................. 9
What I Have Learned ...................................................................... 10
What I Can Do ………………………………………………………………… 10
Assessment………………………..…………………………………………… 11
Additional Activity …………………………………………………………… 11

Lesson 2:
finds the percentage in a given problem.
solves routine and non-routine problems involving percentage using appropriate
strategies and tools.

What I Need to Know ................................................................... 11

What I Know …………………………………………………………………. 11
What ‘s New ………………………………………………………………….. 13
What’s In ………………………………………………………………………. 14
What Is It ..................................................................................... 14
What’s More .................................................................................. 15
What I Have Learned ...................................................................... 15
What I Can Do ………………………………………………………………… 16
Assessment ……………………………………………………………………. 16
Additional Activity ……………………………………………………………. 16

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Lesson 3:
visualizes, names, describes and draws polygons with 5 or more sides.
describes and compares properties of polygons (regular and irregular
polygons).
visualizes congruent polygons.
What I Need to Know .....................................................................17
What I Know …………………………………………………………………. 17
What ‘s New ………………………………………………………………….. 17
What’s In ………………………………………………………………………. 17
What Is It ..................................................................................... 18
What’s More .................................................................................. 18
What I Have Learned ...................................................................... 18
What I Can Do ………………………………………………………………… 19
Assessment………………………..…………………………………………… 19

Lesson 4:
identifies the terms related to a circle.
draws circles with different radii using a compass.
What I Need to Know ................................................................... 27
What I Know …………………………………………………………………. 27
What ‘s New ................................................................................... 27
What’s In ………………………………………………………………………. 28
What Is It ..................................................................................... 28
What’s More .................................................................................. 28
What I Have Learned ...................................................................... 28
Assessment………………………..…………………………………………… 29

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 Lesson 1

MOST ESSENTIAL LEARNING COMPETENCY

1. Visualizes percent and its relationship to fractions, ratios and decimal numbers

using models.

2. Defines percentage, rate or percent and base.

3. Identifies the base, percentage and rate in a problem.

OBJECTIVES

• Visualizes percent and its relationship to fractions, ratios and decimal numbers

using models.

• Defines percentage, rate or percent and base.

• Identifies the base, percentage and rate in a problem.

WHAT I KNOW

Directions: Read each item carefully. Write the letter of the correct answer on your

notebook.

1. One hundred fifty-two?

A. 10052 B. 1520 C. 152 D. 1052

2. Two hundred twenty-one thousand, one hundred eighteen?

A. 221 108 B. 221 118 C. 212 118

D. 202 118

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3. How many digits are there in Ten thousands?

A. 5 B. 6 C. 7 D. 8

4. Round-off 321 415 to the nearest ten thousands?

A. 320 000 B. 20 000 C. 21 000 D. 321 000

5. Round-off 5 687 251 to the nearest hundred thousands?

A. 100 000 B. 600 000 C. 700 000 D. 5 700 000

WHAT’S IN

• Decimal is another way of expressing a fraction or a part of a whole whose

denominator is a power of 10.It can be expressed in fraction, in words, in

expanded form, in standard form or one way another.

• Fraction is referring to a quantity expressing a part of a whole.

• Ratio is a comparison of two quantities showing relation between two amounts

relative to each other.

• Percentage is referring to a part taken from the whole (base) at a given rate (%)

or percent.

• Percent is a special RATIO that compares a certain number to 100, means per

hundred. It represents the RATE.

• Rate is the amount applies in %.

• Base is referring to the WHOLE being portioned at a given rate.

WHAT’S NEW

Activity #1: COMPLETING THE TABLE! Try to complete the table below.

FRACTION DECIMAL RATIO PERCENT

50/100 or 1/2 0.50 50:100 or 1:2 50%

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 ________ 0.25 1:4 _______

45/100 _______ ________ 45%

________ 0.75 75:100 or 3:4 ________

20/100 or 1/5 _______ ________ 20%

Applying the Techan’s Triangle

BASE RATE PERCENTAGE

150 50% 75

500 10% 50

10 40% 4

SAMPLE: What is 50% of 150?

To solve: 50% is the rate

150 is the base

Percentage is missin

P= b x r b = P/r r = P/b

P = 150 x 50%

= 150 x .50

P = 75

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 WHAT’S IT

Study the problem.

Frances took 50-item test. If she got a score of 70%, How many items she

got it right?

THINK and UNDERSTAND

Percent means per hundred. A ratio whose meaning is similar to fraction whose

denominator is 100. So,

70% is the same as 70:100 in ratio and 70/100 in fraction, therefore, in

decimal, it is 0.70 or 0.7

Study the table below:

PERCENT RATIO FRACTION DECIMAL

70% 70:100 70/100 0.70 or 0.7

5% 5:100 5/100 0.05

Solving the problem mentioned above, identify where are base, rate and

percentage.

Base = 50 item test

Rate = 70% or 0.70 in decimal

Percentage = _?_

Solution: P = Base x Rate as referred to Techan’s Triangle

P = 50 x 0.70

= 35

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TRY IT!

Activity#1: Give the fraction and Percent of the shaded part.

1. = ______________

______________

2. ____________

______________

Activity #2: Give the value of N.

1. 4% of 50 is N N= _____ 3. 40% of N is 30 N= _____

2. 20% of N is 40 N= _____ 4. N% of 80 is 40 N= _____

Activity 3: Identify the base, rate and percentage in the following problem.

1. Crisa answered 90% of her Mathematics test correctly. She had 63

correct answers. How many items were there in the test?

2. Jay spends 50.00 for his lunch daily. How much is his daily allowance

if only spend 25% of it?

3. Thomas help his Uncle wash the car for 30 minutes, which is 75% of

the time spent in washing the car. How much time was spent for

washing the car?

4. Hansel spent 25% of his 200.00 allowance for his meal. How much

was he paid for his food?

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 WHAT I HAVE LEARNED

Read carefully and solve the following problem.

1. GPTA Officers brought 60 tickets for the pupils, parents and other

teachers. Fifteen percent of the tickets were for the parents? How

many parents were there?

2. Felicidad saw 18 colorful goldfish, which composed 50% of the fishes

in the aquarium. How many fishes were in the aquarium?

3. When the B.E.R.T Team arrived at Tagaytay People’s Park, 3 Vans

and 16 Busses were already parked. Including the van used by the

BERT Team, what percent of all vehicles were busses?

ASSESSMENT

Directions: Read each item carefully. Write the letter of the correct answer.

1. 20% of 50.

A. 10 B. 5 C. 50 D. 5

2. What is 5% of 1800

A. 9 B. 900 C. 45 D. 90

3. How many percent of 500 is 250

A. 1/2 B. 1/4 C. 25% D. 50%

4. 50% of what number is 750?

A. 375 B. 7500 C. 1500 D. 1000

5. What is 12.5628 in words.

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 ADDITIONAL ACTIVITY

Solve the problem and explain how you got you answer.

1) After spending 45% of his money, Jay had 275.00 left. How much money did he have

at the start?

2) The are 20 classrooms in PAGCOR Building of Moonwalk Elementary School

occupied by primary and intermediate. 60% of them were occupied by primary grade.

How many classrooms were occupied by intermediate grade?

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 Lesson 2
MOST ESSENTIAL LEARNING COMPETENCY

● Finds the percentage in a given problem. (M5NS- IIIb-139)

OBJECTIVES

● Find the percentage in a given problem.

WHAT I KNOW

Solve for the percentage then match the problems with the answers. Write the letter of

your answer on the blank before each number.

Column A Column B

_____1. What is 25% of 200? a. 12

_____2. N is 50% of 2. b. 1

_____3. 300 % of 4 is what c. 50

number? d. 48

_____4. 75% of 24 is ____? e. 18

_____5. 60% of 80 is N. f. 37

WHAT’S IN

Review: Box the base, circle the percentage and underline the rate in the following problems.

1.) 180% of 200 is 360 4.) 16 is 20% of 80

2.) 35% of 90 is 31.5 5.) 51 children, 66 2/3% of them are boys, 34 are boys

3.) 100 is 4% of 2,500

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 WHAT’S NEW

Read and understand the problem.

Zion, a son of a fruit vendor, spends time studying his lessons and helping
his mother does the household chores. As a result, he gets 98% out of a 50-item
test in Math. What is his score?

WHAT IS IT

a. What does the problem ask for?

b. What facts are given?

c. What are the needed data?

Use the Techan’s Triangle to identify the rate, base, and percentage.

Rate=98%, Base=50, Percentage=N

d. How will you find the answer to the problem?

P=RxB

= 98% x 50 (Move the decimal point of 98% twice from right to left.)

= 0.98 x 50 (Multiply the numbers following the steps in multiplication.)

P = 49 (Number of correct items Zion got out of 50-item test.)

► Another way of solving percentage is by Changing Percent to Fraction or using Proportion.

Remember: 98% = N/50 98% = N:50

▪ Percent means parts per hundred. 98/100 = N/50 98:100 = N:50
So, 98% means 98/100 98 x 50 = 100 x N
▪ In Cross Product Method, multiply 98 x 50 = 100 x N
4900 = 100N 4900 = 100N
the numerator of one fraction by the
denominator of another fraction. 4900/100 = N 4900/100 = N
N= 49 N= 49

or

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 WHAT’S MORE

Complete the table by finding the percentage.

Base Rate Percentage

1. 30 10%

2. 50 60%

3. 120 30%

4. 200 150%

5. 680 75%

WHAT I HAVE LEARNED

 In finding the percentage of a given number follow these steps:

1. Identify the rate, base, and percentage using Techans Triangle.

2. Use the equation Percentage = Rate x Base

3. Move the decimal point of the given rate twice from right to left.

4. Multiply the numbers following the steps in multiplication.

5. Count the number at the right of the decimal point which will decide where to put the

corresponding decimal point.

 Another way of solving percentage is by changing percent to fraction. You will be

guided by following these steps:

1. Convert percent to fraction. You can use the lowest term of the fraction if you want.

2. Multiply the given number to the numerator. If possible use cancellation.

3. Divide the product of the given number and the numerator by the denominator.

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 WHAT I CAN DO

Solve for the percentage.

1. 32% of 95 is N.

2. 45% of 290 is what number?

3. N is 20% of12?

4. What is 15% of 60?

5. 60% of 180 is _____.

ASSESSMENT

Answer the following:

1. What is 25% of 4?

2. N is 50% of 2.

3. 200% of 3 is what number?

4. There are 40 pupils in a class. Seventy-five percent of them are present. How many are

present? How many are absent?

5. Kaye’s allowance for the day is 350. She spends 80% of it and saves the rest. How

much does she spend? How much does she save?

ADDITIONAL ACTIVITY

Read, analyze and solve.

1. Cesar invited 300 kids to his birthday party. Only 15% of the kids did not show up. How

many kids came to the party?

2. There were 40 pupils in Grade Five. If 15% of the pupils were absent, how many pupils

were present?

3. Amelie got 20% of an 80 item test incorrectly. How many items did she get correctly?

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 Lesson 3
MOST ESSENTIAL LEARNING COMPETENCY

 Visualize, names, describes, and draws polygons with 5 or more sides

 Describe and compare properties of polygons (regular and irregular polygons)

 Visualize congruent polygon

Visualizing, naming, describing, and drawing the polygons with 5 or more sides

WHAT I KNOW

Solve each problem.

1. There are 40 students in a class. If 95% of them were present, how many students

attended their class?

2. Among the 1 400 students who attend school, 12% are left-handed. How many are left-

handed? How many are right-handed?

3. Jenny answered 95% of her test correctly. If there were 60 items in the test, how many

items did she answer correctly? How many mistakes did she make?

WHAT’S IN

“What am I” – kinds of angles

1. I measure less than 90°.

2. I measure 110°

3. I measure 18°

4. I measure 90°

5. I measure more than 90° but less than 180°

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 WHAT’S IS IT

What do you see in the picture? How many sides are there in the picture?

Observe the pictures.

How many sides are there in the polygon?

What do you call a polygon with 5 sides? 6 sides? 7 sides?

ACTIVITY

Material: cut-outs of 5-12 sided polygons.

Paste the cutouts intended for the different column as shown below.

Cutout Number of sides Name of polygon

5 sides

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What are the different kinds of polygon?

How are they identified?

KINDS OF
POLYGONS

WHAT I HAVE LEARNED

What are polygons?

• Polygons are closed plane figure that formed by the line segments that meet only at their endpoints.

The line segments are the sides and the endpoints where sides meet are the vertices.

• Polygons are classified according to the number of their sides and angles.

WHAT I CAN DO

A.Match column A with column B.

A B

1.a polygon with 5 sides a. pentagon

2. a polygon with 10 sides b. octagon

3. a polygon with 8 sides c. nonagon

4. a polygon with 6 sides d. hexagon

5. a polygon with 9 sides e. decagon

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 B. Draw and describe the following polygons.

POLYGONS DRAW DESCRIBE

1. Nonagon

2. Heptagon

3. Pentagon

4. Octagon

5. Hexagon

Describing and comparing properties of polygons (regular and irregular polygons)

WHAT I KNOW

Complete each statement.

a. Dodecagon has ____ angles

b. a nonagon has _____ vertices

c. an octagon has _____ angles

d. A decagon has _____ vertices

e. A heptagon has _____ sides

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WHAT’S IN

Identify the different geometric figures.

Game : What am I?

• I am a 3-sided polygon with congruent sides ________________________

• I have one pair of parallel sides ________________________

• All my 4 sides are congruent and no right angles ________________________

• I am a 3- sided polygon with 2 congruent sides ________________________

• My 4 sides are equal. All my sides form right angles ________________________

WHAT IS IT

Look at the blackboards.

Do they have the same size and shape?

Look around your room.

What objects have the same size and shape?

Look at this figures.

How many sides are there in the polygons shown ?

What do you call a polygon with 5 sides?

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 Are they the same? Why?

How do they differ?

Describe and compare the polygons.

A polygon is a 2D shape that has straight lines. A circle is not a polygon because it doesn’t have any

straight lines - only a curved side.

• A regular polygon is a shape that has all sides and angles the same size.

• An irregular polygon is a shape that has different sized angles and sides.

Regular polygons

All of these shapes are regular polygons. Each one has sides that are the same length and

angles that are all exactly the same size.

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Irregular polygons

Even though some of these polygons have some sides that are the same length, like the

isosceles triangle and rectangle, they are still classified as irregular polygons because not all sides are

the same length.

The name of a shape is determined by the number of sides. For example, all five-sided shapes

are called pentagons.

WHAT I HAVE LEARNED

What are polygons?

How are they classified?

Differentiate regular from irregular polygons

 Polygons are closed plane figure that formed by the line segments that meet only at their

endpoints.

 Polygons are classified according to the number of their sides and angles.

 Polygons may either be regular or irregular. Regular polygons have all sides congruent. Irregular

polygons have noncongruent sides.

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WHAT I CAN D

Visualizing congruent polygon

WHAT I KNOW

WHAT’S IN

• Materials: cut outs of polygons, ruler, protractor

• Mechanics:

• Cut a different polygon.

• Trace the polygons inside the envelope and cut it with scissors.

• Measure the sides and the angles.

• Paste the polygons in pair.

Example:

Try to answer the following questions based on your activity.

 What polygons have you traced and cut?

 What can you say about the size, shape and angles?

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  What are the names of the polygons that are congruent?

 What are their measurement?

 What do you call the polygons that have the same size and shape?

WHAT IS IT

Two polygons are congruent if their corresponding sides and angles are congruent. Two sides are

congruent if they have the same length and angles are congruent if they have the same measure.

We indicate that angles are congruent by putting the same number of slash marks through each

angle. Congruent polygons necessarily have to have the same shape and the same size. They also have

to have the same number of sides. We can think of congruent polygons as coming from the same

stamp. The location where they reside may differ and rotating or flipping congruent polygons does not

change the fact that they are congruent.

Example 1

Consider the polygon shown below.

Determine which could be congruent to the above parallelogram.

A. B. C.

Solution

First notice that polygon A has three sides while the given polygon has 4 sides. These cannot be

congruent. Polygon B has the correct number of sides, but the congruent angles in polygon B are adjacent

(next to each other) while the congruent angles in the given polygon are opposite angles. In fact Polygon

B is a trapezoid, while the given Polygon is a parallelogram. Polygon B cannot be congruent to the given

polygon. Polygon C has four sides, and the opposite angles are congruent, just like the given

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polygon. Polygon C could be congruent to the given polygon. Notice that Polygon C has a vertex pointing

downward while the given polygon does not. This is irrelevant, since rotating a polygon does not change

which polygons it is congruent to.

WHAT I HAVE LEARNED

• Two polygons are congruent if:

a. Both have the same shape and size.

b. Tracing of one fits the other.

c. Their corresponding angles and sides are congruent.

WHAT I CAN DO

Write the letter of the figure that is congruent to the first figure.

1.

2.

3.

4.

5.

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 Lesson 4

MOST ESSENTIAL
Lesson 1: Identifies the terms related to a circle.
Lesson 2: Draws circles with different radii using a compass.
OBJECTIVE
• Identifies the terms related to a circle.
• Draws circles with different radius using a compass.
WHAT I KNOW
Directions: Draw the following objects at the space provided.
1.Paper plate
2. Dart
3. Coin
4. Pizza cut into 8 parts
5. Round clock

WHAT’S IN
This lesson provides learners with the use of appropriate MODIFIED CIRCLE Model that
involves analysis, interpretation, and visualization that a circle can be composed of equal cuts of
triangles.
WHAT’S NEW
A circle is a set of points that has equal distances from a fixed point called the center.
We can form a circle out of triangles, the circle is cut into 16 equal parts of a triangles as shown
below.
Circle are around us, such as paper
plate, coin, dart, pizza and more.
The following are basic terms

AREA- is the amount surface of the The radius of the circle is a line segment joining
plain geometric figure. the center to any point on the circle.
x The chord of a circle is a segment joining two
CIRCUMFERENCE of the circle- the points of the circle.
The diameter is the longest chord in a circle. It is
distance around a circle twice as long as the radius.
The arc is a part of the set of points of a circle.
Center-a point from where the points on the circle
are of equal distance.

Box the space if the given example is circle.

________1. ball
________2. lemon
________3. wheel/tire
________4. round tray
________5. round table clothe

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 WHAT’S IS IT
Identify the following.
________a. A set of points that has equal distances from a fixed point called the center.
________b. A line segment joining the center and any point on a circle
________c. A line segment joining any two points on the circle.
________d. A point from where the points on the circle are of equal distances.
________e. A line segment joining any two points on the circle passing through the center.
________f. The longest chord of the circle.
________g. A part of the set of points of a circle.
________h. It is one- half of the circle.

WHAT’S

RADIUS
Radius - Is a line segment joining the center to any point on the
circle. It is also ½ of the diameter

A compass is used to draw a circle. When drawing a

circle the distance between the two endpoints of the
compass determines the radius of the circle.

Refer to the circle below and answer the following.

1. What is the name of the circle?

a. N b. C c. S d. D
2. What are the three radii in the circle?
a. CS, CB, NS b. CN,NS,NB c. BS, SC, CB
d. BC, SB, SC
3. How many radii you see in the circle O?
a. 3 b. 4 c. 2 d. 5
4. lf radii NB is 8cm, what is the measure of radii CN?
a. 5 b. 6 c. 7 d. 8
5. If radii NS is 6 meter. What is the measure of CS?
a. 5 b. 9 c. 12 d. 6
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 WHAT I HAVE LEARNED
A circle is a set of points that has equal distances from a fixed point called the center. The parts of
the circle are radii, diameter, chord, arc, center, circumference, and area.
Radius are line segments joining from the center to any point on the circle. It is also ½ of the
diameter.

WHAT I CAN DO

Match each given radius in column A with the correct illustrations in column B and use a
compass to measure the given radii.

COLUMN A COLUMN B
1. Radii AC =12cm a. c.
2. Radii NO = 6 cm
3. Radii BS = 10 e.
cm b.
4. Radii CN =7cm d.
5. Radii MC = 15 f.
cm

ASSESSMENT

Directions:

Circle the name of the radii in the given circle.

1. r= SF 6. r= DS
2. r= HK 7. r= VR
3. r= SG 8. r= HC
4. r= SW 9. r= WF
5. r= WD 10.r= SL

Directions:
Encircle the correct answer.

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1. A line segment joining the center and any point on the circle and it is ½ of a diameter.
a. Radius b. Chord c. Diameter d. Center
2. A line segment joining any two points on the circle passing through the center and it is the longest
chord in a circle.
a. Radius b. Chord c. Diameter d. Center
3. It is a part of the set of points of a circle.
a. Radius b. Chord c. Diameter d. Arc
4. A point from where the point on the circle one of equal distances.
a. Radius b. Diameter c. Chord d. Center
5. A line segment joining any two points on the circle.
a. Radius b. Diameter c. Chord d. Arc

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