Mathematics 5

Week6

Name ________________________________ Grade_____________

I. Objective:

To be able to solve routine and non –routine problems involving

subtraction of fractions using appropriate problem solving strategies
and tools (M5NS-If-87.2)

II. References:

21 st Century MATHletes
Mathematics Learning Materials for Elementary Level
Enjoy Learning mathematics Today and Beyond

III. Procedures

Drill:
Give the LCD of the following fractions.
1. 1/3 and 2/7
2. 2/6 and 1/8
3. ½ and 2/5
4. 6/7 and 1/8
5. 2/12 and 3/6

Practice Exercise:
1. In subtracting fractions and mixed numbers without or with
regrouping
a. Convert dissimilar fractions into similar fractions
b. in converting dissimilar fractions to similar fraction; we need to get
the LCD.
c. Add the whole numberts and the fractional parts , the numerators
are the only ones being added. The sum must be written above
thecommon denominator.
d. Simplify whenever possible/ reduce lowest term.
e. Follow the steps in solving problem:

Examples:
Mary bought a chocolate cake. She ate 1/8 of it. How much
chocolate was left?
Here are the steps in solving the problem:
Understand.

a. What is asked?

* The fractionasl part of the cake that was left

b. What are given facts?

* Mary bought a chocolate cake

* One-eight of the chocolate cake was eaten

Plan: What stategy can we use to solve the problem?

Strategy 1: Using Diagram

8
__
8

8 1 7
------ __ ----- = ___
8 8 8

Write the mathematical sentence

 8 1 7
------ __ ----- = ----- Rename the whole number as fraction
8 8 8 perform the operationofsubtraction.

7/8 is the final answer

Example 2 Monica and Richelle joined a fun run . Monica

finished the event in 5/6 of an hour , while Richelle finished event
in ¾ of an hour. How much time did Monica take than Richelle?
What is asked ?

How much time did Monica take than Richelle

What are given facts?

5/6 and ¾
What is the operation to be used? Subtraction

What is the number sentence?

5/6 - ¾ = N

Solution:

5 10
_____ = ______
6 12
- 3 - 9
_____ ____
4 12
_________________________
1
-------
12

Application:
Solve the problemusing the 4-step process

1. Mrs. Rivera gave her daughter Melanie a roll of cake for her
birthday. Melanie decided too share the half of cake to their
neighbor . She then ate 1/3 of the reamaining part of the cake .
What part of the roll of cake is left?

2. Mara bought 3/8 cups of buko juice and 1/6 cups of grape
juice . How much more grape juice did she bought that buko
juice?

ASSIMILATION:

Activity 1: Solve routine and non –routine problems involving

subtraction of fractions using appropriate problem solving
strategies and tools (M5NS-If-87.2)

Follow the 4- step process in solving problem.

1. Margie is baking some doughnuts . She needs 5 ¼ cup of

flour . She has 1 ½ cups in her jar . How much flour does she
need to buy?

2. Carlos worked 5 5/6 hours in the morning and 2 ¾ hours in

the afternoon. How long did he work that day?

3. Kim brought 2 ½ kg of watermelon. She cut it into halves.

How many halves did she make?
4. Sam ‘s group is preparing a sand box for thei project. They
need 12 kg. of sand but they have only 5 ¾ kg . How much more
sand do they need?

5. Paul weighs 69 3/4 kg. After a month she lost 6 2/5 kg .

What was his weight then?
Activity 1
Key to correction:

1. 3 ¾

2 .3 1/12

3. 6

4. 6 ¼

5. 63 7/20

Enrichment
Solve each problem:

1. Liza bought 10 4/5 kilograms of ground meat . She used 3 2/3 kilograms to
make lumpia. How many kilograms of ground meat were not used in making lumpia?

2. Fatima spent 1 ¾ hours doing Math homework and 1/3 hours doing her Science
homework. How much more time did Fatima spend on doing her Math homework than
on her Science homework?

3. Shiela decided to make 30 ¾ liters of manggo juice for her friends who wer
practicing for the stage play . If 28 ½ liters were served , how many liters of juice were
left?

4. Ana bought 7 ½ kilograms of chicken. She used 1 3/4 kilograms for caldereta , 3
1/8 kilograms for tinola , and the rest for frying . How many kilograms of chicken did she
use for frying?

5. A piece of bamboo is 4 ½ m long . Rizza cuts 1 ¼ m to be used for making some

laternsand another piece , 1 ½ m long to be given to her friend. How long is the
reamaining piece of bamboo?
Enrichment
Activity2
Key to correction

1. 7 2/15

2. 1 5/12

3. 2 ¼

4. 4

5. 1 ¾

Prepared by:
ANTHONY V. SIOCHI
Teacher I

Noted:
VICENT R. NAVARRO
ESHT- III
 WEEK 7
I. Objective:

To be able to visualize multiplication of fractions using models (M5NS-Ig-89)

II. References:

21 st Century MATHletes
Mathematics Learning Materials for Elementary Level
Enjoy Learning mathematics Today and Beyond

III. Procedures:
Drill:
Give the Greatest common factor of the following (GCF).
1. 5 and 15
2. 15 and 60
3. 12 and 16
4. 26 and 39
5. 75 and 100

Presentation:
How do we multiply fraction?

Show illustration of fractions :

Multiply 1/4 X ½ using models

X
=

1/4 ½ overlap fig. 1/4 and ½

The first figure shows ¼ shaded region of a whole .then shade ½ region .To get ¼ of
½ , overlap ¼ on ½ the shaded part .

Thus , the double –shaded regions represent 1/8 of a whole.

Example 2L:
Multiply : 2 4
------ X -----=
 3 5

To illutrate we have

Use vertical line and horizontal line slantingllin e to show iluustration/parts of a whole

Double shaded regions

X =

2/3 4/5 8/15

The first figure shows 2/3 of a whole. To get 2/3 of 4/5, overlap 2/3 on the shaded part,

thus the double shaded regions represent 8/15 of a whole then that is the answer.

Practice Exercise:
Illustrate the following fraction

1. 3/5 X 2/6 =

2. 1/3 x 2/5=

3. 2/3 x 1/6=
Generalization:

Application:
Illustrate using models:
1. 4/5 x 6/7=
2. 2/6 x 4/5=
3. 1/7 x 2/5=
4. ¼ x 2/5=
5. 4/6 x 6/ 8=

ASSIMILATION:

Illustrate or shade the following fractions : Use crayon or lines to illustrate the following
1. 4 3
--- X --- = X =
6 4

2. 3 3
--- X --- = X =
5 6

3. 4 3
--- X ---- = X
6 4 = =

4. 2 3
--- X ---= =
5 4 X

5. 3 1
---- X ---- =
7 5 X

Key to correction:

1.
2.

3.

4.

5..

WEEK7
Name ____________________ __________________________ Grade________

I. Objective:

To be able tomultiply a fraction by a whole number and another fraction , rename

the whole number as a fraction with a denominator of 1 (M5NS-Ig-90.1)

II. References:

21 st Century MATHletes
Mathematics Learning Materials for Elementary Level

Enjoy Learning mathematics Today and Beyond

III. Procedures:
Drill:
Give the Greatest common factor of the following:
1. 5 and 15
2. 15 and 60
3. 12 and 16
4. 26 and 39
5. 75 and 100

Presentation:
How do we multiply fraction by a wole number and another fraction.

To multiply a fraction by a whole number , rename the whole number

as a fraction with a denomkinator of 1. Multiply the numerator to get the numerator of

the product, and multiply the denominator to get the denominator of the product.
Reduce the product to lowest terms whenever possible.

Consider the following examples:

6 5 30 Multiply both numerator

--- X ------- = ----
1 12 12 multiply denominator to 1

30
------- Get the GCF GCF= 6
12

30 6 5
------- ÷ ------ = ---- change to mixed fraction
12 6 2

5 1
----- or 2 ---
2 2

GCF

Example 2:

2 3 6 2 3
----- X ---- = --- ÷ --- = ---
5 4 20 2 10

Example 3:

1 3 5 (1) (3) (5) 15

----- X ---- X ---- = ----------------- = --------
2 4 8 (2) (4) (8) 64

Practice Exercise:

Multiply the following fraction . reduce the product to lowest terms whenever possible.
1. 4 5
X -------- =
10

2. 7 5
----- X -------- =
9 11

3. 9 10
----- X ----=
12 15

4. 4 6 5
----- X -------- X ------ =
3 7 6

5 . 5 1 8
--- X ---- X ------ =
1 4 15

Application:
Solve the problem usiing the 4 –step process.

1. A hotcake recipe calls for ¾ of butter,. Rona wants to make 1/3 of the original recipe.
How many cups of butter will Rona need?

2. Jasmin’s bottle contains ½ cups of juice. After her P>E class, she drank 1/3 of juice in
her bottle . How many cups of juice did she drink?
Evaluation

1. 4 3 5
--- X --- X -----
6 10 8

. 9 3
2. ---- X ----
15 6

3 1 2
---- X ----
3 5

4. 3 8
---- X ----
4 9

5. 15 25
----- X ----
30 30

Enrichment Activity:

Find the product of the following .reduce the product to lowest term whenever possible.

1. 2 7 3
---- x ---x -- =
5 8 4

2. 7 8
 --- x --- =
8 9

3. 3 7 6
---- x --- x --- =
6 8 7

4. 4 6
--- x --- =
6 7

5. 6 5
---- x --- =
7 6

\
Key to correction
Practice exercise
I. 2

2. 35
----
99

3. 1
---
2

4. 2
6 --
3

5. 2
---
3

Key to correction Evaluation

1 . 1
--
8

2. 3
----
10

3. 2
----
15

4. 2
---
3
5. 5
------
12

Prepared by:
 ANTHONY V. SIOCHI
Teacher I

Noted:
VICENT R. NAVARRO
ESHT- III

Week8
Objective : Solves routine or non-routine problems involving Multiplication with or
without subtraction of fractions and whole numbers using appropriate
problem solving strategies and tools

References :K to 12 Math 5 Curriculum (M5NS-Ih-93.1)

Hands-on Math page 131
Mathematics for a Better Life pp. 124-129
Lesson Guide in Math V pp. 216-217
21st Century Mathletes TM p.36 , LM 82
Instructional Procedure

A. Preliminary Activities
1. Drill or basic multiplication facts using Window Cards
Drill in multiplication of fractions

B. Developmental Activities
1. Presentation
Present the following problems to the class

Nikko spends 2 ½ hours studying his lessons. He uses ½ of this time for his Math
lesson. How much time does he use for his math lesson?

Ask :
How many hours does Nikko spend in studying his lessons?
How much of this time he uses for his Math lesson?
What are you going to do to get the time he uses in Math lesson?
How will you solve for the answer to the problem?

C. Developmental Activities
2. Presentation
Present the following problems to the class
Nikko spends 2 ½ hours studying his lessons. He uses ½ of this time for his Math
lesson. How much time does he use for his math lesson?

Ask :
How many hours does Nikko spend in studying his lessons?
How much of this time he uses for his Math lesson?
What are you going to do to get the time he uses in Math lesson?
How will you solve for the answer to the problem?

3. Applying to New and other situation

Let the pupils solve the problem on page 129
Check your understanding Math for Better Life
A. Assimilation:
Solve each problem using any appropriate problem solving strategies and
tools
1. Jaime had two – 7 meter piece of ribbon. She used 5/8 of the ribbon for
her sash. How many meters of ribbon were left with her?
2. There are 50 pupils in Mrs. Recio’s class. Three-fifths of them are girls.
If 5/6 of the girls are members of Math Club, how many girls are not
members of the club?
3. Jose harvested 45 ½ kg. of squash from his garden. He gave 5/8 of
these to the visitors. How many kilograms of squash were left?
4. Remy had ¾ meter long lace. She gave 1/3 of it to her classmate to
decorate her Science project. What part of the lace was given to her
classmate?
5. Lucy’s mother worked in her boutique for 2 ½ hours each day for 2
weeks. How many hours did she work in all?

Enrichment
Solve the following problem using any problem solving strategies.

1. Joshua had a piece of tape 4 1/3 m long. He used ¾ of it. How many meters of
tape did he use?
2. In a graduating class of 164 students, 2/3 decided to take technical courses, ¼
wanted to take education and the rest decided to study nursing. How many
students will enroll nursing?
 Week 8

I.Objective:Creates problems involving multiplication of fractions

II.References
: K to 12 Mathematics 5 Curriculum (M5NS-Ih-93.1)
; Mathematics for a Better Life pp. 128-129 ,
21st Century mathletes p 84
III.Instructional Procedure
Preliminary Activities
Drill
Have a drill on solving problems involving multiplication of fractions.
Provide problems for the learners to solve. An example is given below.
Problem:
One rainy day, 1/5 of the 40 pupils in Mrs. Lirio’s class were absent. How
many pupils were absent?

IV.Developmental Activities
Presentation
Present the table below the class.
The table below shows the role of each member of the family in the household chores.
Father Sweeping the Garden ¾ of an hour
Mother Cooking 5/6 of an hour
Nikko Wiping the floor 3 1/5 of an hour
Joana Washing the dishes ¼ of an hour

Based on the table presented, how will you create problems involving multiplication of
fractions?
Activities

Direction: Based on the table of data presented create a problem involving multiplication of
fractions.

Sample problem:
Every morning Father’s hobby is sweeping the garden. He spends ¾ of an hour every
day. How many minutes does he consume for sweeping every day?

Processing the Activities

How did you create problems involving multiplication of fractions?

Expected Answers;
We familiarize ourselves with the concept of multiplication of fractions.
We read sample.
We thought of the problem we want to create.
4. Applying to New and other situation

Assimilation:
Using the data below, create a one-step word problem involving multiplication of
fractions.

Aiza Pizza ½ of ¾
Lorna Buco Pie 1/3 of ½
Lina Cake ¼ of 1

Enrichment
Create a word problem involving multiplication of fractions.

Name No. of hours / complete the seatwork

Jay ¾ of an hour
Alex 1/3 of an hour
Dave 3/5 of an hour

Week 9
I.Objective:Shows that multiplying a fraction by its reciprocal is equal to 1.

II.References: K to 12 Mathematics Grade 5 Curriculum (M5NS-Ih-94);

Mathematicsin Everyday Life 6 pp. 98-99

21st Century Mathletes

IIIInstructional Procedure:

A. Preliminary Activities
Drill
Have a drill on basic multiplication facts using Window Cards
B.Developmental Activities
Presentation
Study the multiplication equations.
What do you notice?

Set A 3 x4 = 12 5 x 6 = 30
4 3 12 6 5 30

Set A 2 x1 = 1 52 x 1 = 1
2 52

Ask: What do you notice?

In each multiplication equation, what is the product of two
numbers?
What do you call these two numbers?

Performing the Activities

Lead the pupils to give the reciprocal of the following fractions.
What is the reciprocal of the following fractions?

3 4 9
9 7 15

5 11 13
10 7 9

Answer: 3 9 4 7
9 3 7 4

5 10 9 15 11 7 13 9
10 5 15 9 7 11 9
5. Reinforcing the Concept and Skill
Give the reciprocal of the following numbers

1) 21 2) 3 3) 5 4) 8 5) 11
6 20

6. Application:

A. Assessment
Use flash cards.
Look at the number pairs, say “Yes” if they are reciprocals and “No” if
they are not.

1) 17 2) 5 3) 11 4) 7 5) 21
19 20 13 21 30

Enrichment
Copy the number pairs. If each number in the pair is the multiplicative inverse of
the other, leave them alone. If they are not, find the reciprocal of each number.

1) 1 , 6 2) 18, 17 3) 4 , 5 4) 7 , 7 5) 6
17 18 5 1

6) 1 , 8 7) 4 , 5 8) 12 , 1 9) 4 , 5 10)
12, 1
8 7 7 1 5 1 1

Week9
Objective: Divides simple fraction and whole number by a fraction and vice versa

References: M5NS-Ii-96.1, LG in Math 6 p. 270- 277, Our World of Math 5 p. 202-207,

XL Excelling in Mathematics 6 174-176

Instructional Procedure:
a. Preliminary Activities
1. Drill
Present these exercises on flashcards
3 4 2 2
1. 3 × 4 =¿ 2.4 × 5 =¿ 3. 5 × 40=¿ 4. 3 ×5=¿
3
5. 10× 8 =¿
2 3 1 3 7 11 3 4
6. 4 × 5 =¿ 7. 3 × 8 =¿ 8. 8 × 12 =¿ 9. 4 × 9 =¿ 10.
2 5
× =¿
6 9

Review on reciprocals
Give the reciprocals of the following numbers
1. 2/3 2. ¾ 3. 3 /6 4. 3/5 5. 5/9

Developmental Activities
1. Presentation
Present each problem to the class.
Problem A

5 1
A m wire is to be cut into pieces Lito helps his father cutting it into meter long. How
6 12
many pieces can he cut from the wire?

Analyze the problem:

a) What is asked?
b) What facts are given?
c) What is the needed operation?
Write the equation
Solution:
5 1
÷ =n
6 12

5 12
÷ =n Write the reciprocal of the divisor
6 1

5 12
x =n Change the division sign into multiplication sign
6 1

5 12 60 n
x = multiply the numerators then the denominators
6 1 6
60 6
÷ = 10 Express in lowest term if necessary
6 6
5 1
Therefore ÷ = 10
6 12

Poblem B. Using number line

Noel is helping his father in their carpentry shop. They have 3 metres of wood
which they will use to make frames. If each frame will be 2/3 m long, how many frames
will they be able to make?
Analyze the problem:
 What is asked?
 What facts are given?
 What is the needed operation?
 Write an equation for the problem.

Let the teacher illustrate the problem and explain the number line below.

2 2 2
3 3 3

1 2 1 4 5 2
0 3 3 3 3

How many frames will father and Noel be able to make? (3)
 2
Therefore 2  3 = 3.
Problem C. Using Reciprocal Method

Aling Juana has 4/5 hectare of farmland. She wants to plant it with 4 different ornamental
plants. How much land will she have for each plant?

We can solve the problem following these steps:

4
Step 1. Write thee number sentence. ÷ 4 =____
5
4 4
Step 2. Rename the whole number in fraction form ÷ = ___
5 1
Step 3. Get the reciprocal of the divisor then proceed to
4 1
Multiplication of fractions. x = ____
5 4
4 4 1
Step 4. Write the product of the numerators over the product ÷ =
20 4 5
of the denominators; and reduce the fractions if needed

2. Performing the Activities

Group the pupils and have them perform the task.
Find each quotient.
2 1 5 1 5 4 6
1. ÷ = n 2. ÷ = n 3. 6. 6 = n 4. 5  8 = n 5. 24  8 = n
3 3 6 8
3 1 4 1
6. ÷ =n 7. 12 ÷ = n 8. 9 ÷
4 4 5 6
2 4
9. How many s can you get from ?
5 5
3
10. How many m pieces of ribbon can be cut from a 40-m of ribbon?
4
3. Processing the Activities
Let the pupils present their work.
How did you find the activity? How did you find the quotient of simple fraction? whole number
and fraction vice versa?
To divide simple fractions
a. Change the divisor to its reciprocal.
b. Change the division sign to multiplication sign.
c. Multiply the numerators then multiply the denominators.
d. Express in lowest terms if necessary.
To divide whole number and a fraction vice versa:
Step 1. Write the number sentence.
 Step 2. Rename the whole number in fraction form
Step 3. Get the reciprocal of the divisor then proceed to Multiplication of fractions.
Step 4. Write the product of the numerators over the product of the denominators; and
reduce the fractions if needed.
3. Reinforcing
4. the Concept and Skill
Discuss the presentation. On page ___ of LM Math Grade V,
Have the pupils solve the following problems.
3 1
1) Lita found of a big birthday cake in the refrigerator. She served piece of the
5 5
cake to each of her friends. How many of her friends ate the cake?
Have the pupils perform the exercises under Get Moving on page ____ LM Math Grade V.
Check their Answer. For mastery, have them solve the problems under Keep Moving on Page
_______ of LM Math Grade V. Check the pupil’s answer.

5. Summarizing the Lesson

Lead the pupils to generalize that:
To divide simple fraction:
a. Change the divisor to its reciprocal.
b. Change the division sign to multiplication sign.
c. Multiply the numerators then multiply the denominators.
d. Express in lowest terms if necessary.
To divide whole number and a fraction vice versa:
Step 1. Write thee number sentence.
Step 2. Rename the whole number in fraction form
Step 3. Get the reciprocal of the divisor then proceed to Multiplication of fractions.
Step 4. Write the product of the numerators over the product of the denominators; and
reduce the fractions if needed.
6. Applying to New and Other Situations

Have the pupils do the exercises under Apply your Skills on page ___LM Math Grade V.
Encourage some pupils to show and discuss the answers.
a. Assimilation
Find the quotient:
5 1 9 1 7 1 1 2
1. ÷ = n 2. ÷ = n 3. ÷ = n 4. 10 ÷ = n 5. 8 ÷ = n
8 3 10 2 8 2 8 3

Divide.
7 2 3 5 1 2 7
1. ÷ =n 2. ÷ =n 3. 4 ÷ =n 4. 12 ÷ =n 5. 24 ÷ =n
10 5 8 12 3 3 8
Enrichment
Find the quotient. Write the answer in your notebook.
1 5 4 1 1 1 7
1. ÷ = n 2. ÷ = n 3. 6 ÷ =n 4. 24 ÷ =n 5. 3 ÷ =n
3 9 5 2 3 4 10
Key to correction
Assimilation:
1. 1 7/8 B. 1. 1 ¾ Enrichment 1. 3/5
2. 1 4/5 2. 9/10 2. 1 3/5
3. 1 ¾ 3. 12 3. 18
4. 80 4. 18 4. 96
5.12 5. 12 5. 4 2/7

Week 10

I.Objective:
Solves routine or non-routine problems involving division without or with any
of the other operations of fractions and whole numbers using appropriate
problem solving strategies and tools.

II.References:
M5NS-1j-97.1, Elementary Mathematics 6 p. 126

III.Instructional Procedure:
A. Preliminary Activities
1. Drill
Have a drill on basic division facts using flashcards

A. Developmental Activities
1. Presentation
Present a problem opener
Pauline prepared ¾ liter of pineapple juice for her 3
visitors. How much juice were served to each of her
friends if she served equally among them?

Ask: What is asked in the problem?

What are the given facts?
What word clue would help you solve the problem?
 What operation is to be used?
Ask a pupil to show his/her solution on the board.
1. Performing the Activities
Solution
¾ ÷ 3 = ¾ ÷ 3/1= ¾ x 1/3 = 3/12 or ¼
Answer: ¼ liter of juice were served to each of her friends
Say: Let us have another problem.

How many ¾ m pieces of ribbon can be cut

from a 30-m piece of ribbon?

Ask: What is asked in the problem?

What are the given facts?
Is there a word clue that can help you solve the problem?
What operation did you use to solve the problem?
. Reinforcing the Concept and Skill /Application

Activity 1
Problem 1: A pillow case needs ½ m of cloth. How many pillow cases
can be made with 12 m of cloth?

Activity 2
Problem 2: Evelyn bought 6 kilograms of rice. If she cooks 1 1/3
kilograms a day, how many days will the rice last?

Activity 3
Problem 3: For every blouse, Mrs. Ana needs 1 ¼ m of cloth. How
many blouses can she make with 10 meters of cloth?

Activity 4
Problem 4: Martha has 20 kilograms of rice for sale. She placed these
in plastic bags. Each bag contains 2 ½ kilograms. How many bags did
she use?

IV. Assimilation
Solve the following problems.
1. Mrs. Gibe had 4 bars of laundry soap. In how many days did she
use the bar of soap if she used 1 1/3 bars a day?
2. There are 5 pieces of silk cloth. Each piece is 8/9 meters long. It
takes 4/9 of a meter to make one décor. How many decors can be
made from all the pieces?
 3. A tailor has a bolt of cloth 50 meters long. If a uniform needs 2
2/3 meters of cloth, how many uniforms can he make from the
cloth?

Solve the following problems.

1. There are 4 rolls of blue silk. Each roll holds 6 ¾ yards of silk. It
takes 3/5 of a yard to make one necktie. How many neckties can
be made from the 4 rolls of blue silk?
2. How many ¾ m pieces of ribbon can be cut from a 30-m piece of
ribbon?
3. One of the activities during the camping was knot tying. A 10
meter rope was cut into 2/3 meter a piece. How many boy scouts
were given a piece of rope?

Enrichment:
Solve each problem.

1. After harvesting 20 sacks of corn, 3 sacks were divided by Mang Jun. He

gave ¼ of a sack of corn to each of his neighbors. How many neighbors
shared Mang Jun’s good harvest?

2. Mother has 6 kg of boiled peanuts. She wants to repack these into small
plastic bags which weigh 3/8 kg each. How many plastic bags does she
need?
Key to correction
Assimilation:
1. 3
2. 11 ¼
3. 18 ¾
B. 1. 6 2/3
2. 40
3. 15
Enrichment
1. 352
2. 16
 Week10

I.Objective:
Create problems (with reasonable answers) involving division or with any of other
operations of fractions and whole numbers

II.References: M5NS-1j-98.1
Module in Mathematics 6 Lesson 89-91 pages 123-127
21ST Century Mathletes TG p. 36 ,LM p 82
III.Instructional Procedure:
B. Preliminary Activities
2. Drill
Have a drill on identifying operations suggested by word clues.
Ask: What operation is suggested by the following words/phrases

diminished the product of subtracted by the sum of

B. Developmental Activities
2. Presentation
Post the jumbled word problems on the board.
They have 48 cups of buko salad.

How many servings can be made?

A cafeteria is offering buko salad for

desert.
 Each serving is 2/3 of a cup.

Let the pupils read the sentences written on the strips.

3. Performing the Activities

Ask: Get a partner and try to arrange the sentences to form
Solution:

A cafeteria is offering buko salad for desert. They

have 48 cups of buko salad. Each serving is 2/3 of a
cup. How many serving can be made?

Ask: Did you arrange the sentences correctly to form a word

problem?
Say: Let the pairs solve the problem and ask someone to show the solution on the

Applying to New and Other Situations

Create a problem using the given data:

 Angie has 27 meters of ribbon

 She uses 1 ½ meters for every box
 Number of boxes can she make

Assimilation
Create a problem using the given data. Then, solve the problem.
2
1.Given: 6 collected pails of water
3
3 big containers filled equally
Asked: Number of pails of water each container hold
Problem:
________________________________________________
Solution and answer:

3
2.Given: 12 m long of stick
4
 7 equal parts
Asked: the measure of each stick
Problem:
________________________________________________
Solution and answer:

6
3. Given: of 100 pupils
8
3 groups
Asked: the number of members in each group
Problem:
________________________________________________
Solution and answer:

Assimilation
Complete the problem by creating a question for what is asked. Then,
solve the problem.
1. Liza brought 4/5 of a cake to school. She divided it equally and
shared all of it to her 4 friends.
Question:__________________________________________
______
Solution and Answer:

2. Mang Jeff caught 10½ kg of fish. He took home 1 ½ kg and

equally sold the rest among his 5 friends.
Question:__________________________________________
______Solution and Answer:

3. Lerma equally poured 5/6 liter of lemonade into 7 cups.

Question:__________________________________________
______Solution and Answer:

4. During a Christmas party, Mr.Lansin bought 36 kg of ponkans.

He gave 2/3 kg for each pupil.
Question:__________________________________________
______Solution and Answer:
5. Linda made a trip of 112 kilometers in 2 ½ hours.
Question:__________________________________________
______Solution and Answer

Enrichment:
Create your own problems.
1. Problem:________________________________________________
_____
Solution and Answer:

2. Problem:
_____________________________________________________
\
Week 10

I. Objectives
Solves routine and non- routine problems involving division without any of the
other operations of fractions and whole numbers using appropriate problem-solving
strategies and tools.

II. References
21stst Century mathletes TG p. 36, LM p.82

III. Instructional Procedures:

Drill:
Give the reciprocal of the following:
1. 3
2. 4/5
3. 7/10
4. 2 ½
5. 3 6/7

Presentation:

Read the problems below.

A 4-meter piece of wood is to be Nicole has 42 meters of ribbon. She

divided into pieces, each 2/3 m long. 1
How many pieces can be cut from it? uses 2 meters for every box she
3
makes. How many boxes can she
make from the ribbon?
Can you solve the problem
 Here are the steps in analyzing and solving the problems.

Study the solution below.

Problem 1
 Understand
Know what is asked: Number of pieces that can be cut

Know the given facts: 4 meter piece of wood

2
m each long
3

 Plan
Determine the operation to be used: Division
2
Write the number sentence: 4 ÷ =n
3

 Solve
Show your solution:
2 4 3 12
Problem 2 4÷ =n x = or 6
3 1 2 2
 Understand
 Check and Look back
Know what is asked: The number of boxes that can be make from the ribbon
Review and check your answer
Know the given facts: 42 meters of ribbon
1
2 meters for each box
3

 Plan
Determine the operation to be used: Division
1
Write the number sentence: 42 ÷ 2 =n
3
Solve
Show your solution:
1 42 7 42 3 126
42 ÷ 2 = n ÷ = x = = 18
3 1 3 1 7 7

Using cancellation
42 3 6 3 18
x = x = or 18
1 7 1 1 1
 Check and Look back

Exercises:

Can you try solving the following problems?

Do this with your partner.

 1. If a skirt requires 1 ¼ meters of cloth, how many skirts can be made
from 21
meters of cloth?

2. Linda made a trip of 112 kilometers in 2 ½ hours. What was her

average speed?

Application
Activity:
Solve the following problems.
1. A log 5 ¾ meters long will be cut into 6 equal pieces. How long will each
piece be?
 Understand:
_____________________________________________
 Plan:______________________________________________
_____
 Solve:
__________________________________________________
 Look back:
______________________________________________
2. Andrea has 35 meters of cloth. How many aprons can she make if
3
each apron requires meters?
4
 Understand:
_____________________________________________
 Plan:______________________________________________
_____
 Solve:
__________________________________________________
 Look back:
______________________________________________
1
3. Calix needs to divide 5 cups of flour among 3 recipes. How
4
many cups of flour does each recipe need?
 Understand:
_____________________________________________
 Plan:______________________________________________
_____
 Solve:
__________________________________________________
 Look back:
______________________________________________

4. The class of Lora is repacking goods for the outreach. How many
3
kg packs of sugar can they make out of a bag that contains 15
4
kg of sugar?
 Understand:
_____________________________________________
  Plan:______________________________________________
_____
 Solve:
__________________________________________________
 Look back:
______________________________________________

5. Nikki has 8 meters of fabric to make shirts. If each shirt requires

3
1 m of fabric, how many shorts can she make?
4
 Understand:
_____________________________________________
 Plan:
__________________________________________________
_
 Solve:
__________________________________________________
 Look back:
______________________________________________

Assimilation
Solve the following problems. Write your solutions and answers in your notebook.
1
1. Jeff has 9 meters of rope. He wants to make 3 pieces of clothes
4
hanger
out of it. How long will each clothes hanger be?
2
2. A farmer bought 23 kilograms of fertilizer for his rice, camote,
3
and potato crops. If the fertilizer will be used equally on the three
crops, how much will be used for each crop?
1
3. Mr. Reyes has a coconut plantation that measures 42 hectares.
2
If the
entire plantation is to be subdivided among 36 tenants, how much
would
be each tenant’s share ?
4. Donald was able to harvest 2 ¼ kg of tomatoes from each of 4
plots. Then he divided them equally into 6 piles. How many
kilograms of tomatoes did each pile have?
5. Lucy equally poured 4/5 liter of lemonade into 6 cups. How much
lemonade did each cup have?

Enrichment
Try solving more problems!
 Read and analyze the following problems. Solve them in any method
you like
1. Mrs. Gibe has to pack 50 kg of rice. How many plastic bags are
1
needed if each bag can contain 1 kg of rice?
4
2. Merllie makes hand towels for sale. How many hand towels can she
1
make from 6 meters of cloth if meter is used for 1 hand towel?
4
1
3. How many 2 meter of cloth can be cut from 40 meters of ribbon?
2
4. On their trip to Laguna, Mr. Santos’ family bought 4 baskets of
2
lanzones. Each basket contained 1 kg of lanzones. The family
3
shared the 4 baskets of lanzones among 8 persons. How many
kilograms of lanzones did each one receive?
2
5. How many m pieces of ribbon can be cut from a 50 m of ribbon?
3

Week 9

I. Objectives:
Divide simple fractions whose numbers by a fraction and vice versa

II. References:
21st Century Mathletes TG. P. 36

III. Instructional Procedures:

Drill:
Find each product:
1. 1/3 x ¼ 4. 3/5 x 5/3
2. 2/5 x 10/12 5. 4 x 1/5
3. 4/7 x 7/8
Presentation:
 2
Nathan wants to share his buko pie with his friends. He has of the buko pie, and he
3
1
wants to give each friend of the buko pie. How many friends can Nathan feed?
6

Solution:

Without any illustration we can solve the problem following the steps in dividing simple
fraction.

Solution:

2 1
÷ =n
3 6

2 6
÷ =n Write the reciprocal of the divisor
3 1

2 6
x =n Change the division sign into multiplication sign
3 1

2 6 12
x = multiply the numerators then the denominators
3 1 3

12 3
÷ = 4 Express in lowest term if necessary
3 3

2 1
Therefore ÷ =4
3 6
Nathan can feed 4 of his friends.

Problem 2.
1
Jane received 3 guavas from her friend. She cut it into pieces. How many halves
2
did she have?
Use real guava to solve the problem

Problem 3

7
Lina has of a chocolate bar. It will be divided equally among 4 persons, what part of
8
the chocolate bar will each one get?

We can solve the problem following these steps:

 7
Step 1. Write thee number sentence. ÷ 4 = ___
8
7 4
Step 2. Rename the whole number in fraction form ÷ = ___
8 1
Step 3. Get the reciprocal of the divisor then proceed to
7 1
Multiplication of fractions. ÷ =
8 4
Step 4. Write the product of the numerators over the product
7
of the denominators; and reduce the fractions if needed ¿
32
Application:

Read and analyze each question then solve.

3 1
1. What is the quotient of and ?
6 9
2 3
2. If you divide by times, what is the answer?
5 10
7 3
3. What is the quotient of divided by ?
8 4
6 2
4. ÷ =
5 7
7 1
5. ÷ =n
6 4

Find the quotient. Show your solution.

5
1) 6  6 = n
3
2) 16  4 = n
2
3) 14  7 = n
1
4) 8 =n
6
1
5) 30 = n
5

Assimilation

Find each quotient.

 7 1 12 4 9 15 9 6 5 2
1. ÷ =n 2. ÷ =n 3. ÷ =n 4. ÷ =n 5. ÷ =
6 4 15 5 20 16 12 8 6 3
n

Find the quotient.

2 3 9 6 7
1. 10 =n 2. 15 =n 3. 45 =n 4. 36 =n 5. 28 =
5 5 10 7 8

Enrichment

1 3
1. Find the number of eights ( 8 ) in 4

3 1
2. AlingNarda repacked kg of pepper into kg bags . How many bags of pepper
4 16
can she make?
1
3. There are 4 kilograms of rice. Each girl scout can consume 5 kg of rice per
meal. For how many girl scouts is the rice enough for a meal?
 Week 8

I. Objectives: Solves routine or non- routine problems involving multiplicationwithout or

with addition or subtraction of fractions and whole numbers using appropriate problem
solving strategies and tools.
II. Reference :
21st Century Mathletes
III. Procedures:
Drill:
Give the reciprocal of the following fractions:
4/7
8/10
12/36

Presentation:

Problem 1: Lucy’s mother worked in her boutique for 2 ½ hours each day for 2 weeks.
How many hours did she work in all?

You can solve the problem using the steps below:

 Understand
Know what is asked: No. of hours she worked in all.
Know the given facts: 2 ½ hours and 14 days = 2 weeks
 Plan
Determine the operation to be used: Multiplication
Write the number sentence: 2 ½ × 14 = N
 Solve: Show your solution:
2 ½ × 14 = N
2 ½ × 14/1 = N
5/2 × 14/1 = N
1 7
5/1 × 7/1 = 35/1 or 35 hours
Lucy’s mother worked 35 hours in 2 weeks or 14 days.
 Check and look back: Did I do the operation correctly?
Is my answer reasonable? Did I write my answer in a complete
sentence?

Problem 2: harvested 15 kilograms of guavas from the orchard. He gave 2/5 of them to
his neighbors. How many kilograms of guavas did he share to his neighbors?
  Understand
Know what is asked: No. of kilograms he shared to his neighbors.
Know the given facts: 15 kilograms of guava and 2/5 part shared to his
neighbors
 Plan: Make a diagram or drawing.
 Draw 15 kilograms of guavas

1kilo 1kilo 1kilo 1kilo 1kilo 1kilo 1kilo

o o o o o o o

Divide 15 kilograms of guavas into group of 5.

1kilo 1kilo 1kilo 1kilo
1kilo 1kilo 1kilo 1kilo
o
3 kilo o o 3 kilo o
o o 3 kilo o o

1kilo 1kilo 1kilo 1kilo 1kilo 1kilo 1kilo 1kilo 1kilo

o o
3 kilo
3 kilo 3 kilo

1kilo 1kilo 1kilo 1kilo 1kilo 1kilo 1kilo 1kilo 1kilo

There will be 3 kilograms per group.

Circle 2 parts of it to show 2/5.

Each group shows 1/5 or 3 kilograms of guavas. There are 2 groups of

1/5 and this shows 2/5.
So, 2 × 3 = 6 kilograms of guavas he shared to his neighbors.
 Look back: To check 15 × 2/5 = 6 kilograms.

15 × 2/5 = 3 15 × 2 =6 or 6 kilograms of guavas

1 51 1

Answer: He shared 6 kilograms of guavas to his neighbors.

Exercises:
Can you try solving the following problems?
 1. One – fourth meter of the cloth was left from Evelyn’s uniform. Her friend
asked 3/5 of it to her Science project. What part of the cloth did her friend
get?
2. Mrs. Albano gathered 50 eggs from her poultry. She gave 4/8 of these to
her co-teachers. How many eggs were given to her co-teachers?

Application
Solve the following problems.

1. A recipe for doughnuts needs 1 ¼ cups of flour. Mother will prepare 1 1/3 times
the recipe. How much flour will she need?
2. On Jenny’s birthday, her mother prepared 48 cupcakes. If ¾ of the cupcakes
were served, how many cupcakes were served?
3. Nelson had 3 ½ liters of paint. He used 2/3 of it to paint their fence. What part of
the paint did he used?
4. Remy had ¾ meter long of lace. She gave 1/3 of it to her classmate to decorate
her Science project. What part of the lace was given to her classmate?
5. Everyday Alvin spends 3 ½ hours reading books. How many hours does he
spend in a week reading books?

assimilation

Solve the following problems. Write your solutions and answers in your notebook.
1. Anselmo spent 6/8 of his time in morning studying Math and Science. He spent
¼ of this time studying Science. What fraction of the total time did he spend
studying Science?
2. What is the area of a rectangle whose length is 8/10 m and width is 2/3 m?
3. Aling Aning planted vegetables on 4/7 of her vacant lot. Two thirds of it was
planted with pechay. What fraction of the vacant lot had pechay?
4. Lorna had 2 ½ liters of beef broth. She used 3/5 of it to make soup. How much
beef broth did she use to make soup?
5. A recipe calls for 1 1/3 litres of milk. How many litres of milk do you need to make
2 recipes?

Enrichment

Try solving more problems!

1. Joanne signed up for 24 dancing lessons. She took ¾ of them by April. How
many dancing lessons did she take by April?
2. Father’s monthly salary amounts to ₱20,500. Every time he receives his salary,
he deposits 1/5 of it. How much is father’s monthly savings? How much is his
annual savings?
3. How far can father go in 8 ½ hours if he travels at an average speed of 15
kilometers an hour?
4. Six pitchers each filled with ¾ liter of juice were served to Luisa’s visitors. Find
the total amount of juice served.
5. The school Home Economics Club had a buko pie sale. The member sold 2/3 of
their pies in the morning and 1/6 of their pies in the afternoon. If 150 pies were
left, how many pies had been sold?