5

Lesson
Exemplar
Quarter 1

5 for Mathematics 5
Week

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 5
Quarter 1: Lesson 5 Week 5
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary
measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.

Development Team

Writer:
Rosalie Perez – Cayabyab, Ed. D. (City College of San Fernando
Pampanga)

Validator:
Aurora B. Gonzales, Ph. D. (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMMER National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.

2
MATHEMATICS/QUARTER 1/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Multiplying Fractions

Standards

B. Performance By the end of the quarter, the learners are able to multiply fractions.
Standards

C. Learning Learning Competency

Competencies
and Solve multi-step problems involving multiplication of fractions that may or may not also involve addition or
Objectives subtraction of fractions

C. Content Multiplication of Fractions

1. Recall steps in problem solving
2. Solve multi-step problems involving multiplication of fractions that may or may not also involve addition or
subtraction of fractions

D. Integration Value of sharing

II. LEARNING RESOURCES

Bandejas, J., Reyes, D., Sagusay, E., and Dela Cruz Jr., E. (2020). Phoenix Math for the 21st Century Learners. Phoenix Publishing House.
Inc. Quezon City

Bennagen, L. and Sibbaluca, L.(2022). Math World 6. C & E Publishing, Inc. Quezon City

Camarista, G. G. (2020). Teaching Mathematics in the Intermediate Grades. Lorimar Publishing Inc.

Khan Academy. Multiplying Two Fractions: Fraction Model. [video]. https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-

fractions/imp-multiplying-fractions/v/visualizing-fraction-products
1
Khan Academy. Multiplying two Fractions. [video]. https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-
multiplying-fractions/v/multiplying-fractions

Medes, A. (2023). Real-Life Mathematics. Abiva Publishing House, Inc. Quezon City

Nivera, G. and Marcelino, D. (2024). Math for All. Don Bosco Press, Makati City

https://study.com/skill/learn/solving-multistep-word-problems-involving-fractions-explanation.html

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Day 1 - 2
Prior
1. Short Review The review may be given as a
Knowledge
motivational activity to set a
Multiply the following fractions:
good start of the discussion.
1 4 3 3 Since the topic is about solving
1. x = _____________
4 5
2. 15 x 7 = _____________
word problems, students
maybe grouped in 3’s or more
depending on the size of the
8 1 class for the group task.
3. 4. 5. x = __________
9 2 After the review, inform the
learners that in today’s
session, they will work with a
team in doing word problems.

B. Establishing 1. Lesson Purpose Present the word problem and

2
Lesson Explicitation use it to lead the discussion to
Purpose recalling steps of solving word
Present a word problem to the students: (The problem should be problems.
posted on the board)
1 May ask the learners to read
Rita works for a call center and earns P18,000.00 a month. She spends of her
6 the problem and ask the
1 following questions:
earnings on house rent and on food. How much does she spend on other
3
expenses? 1. What is being asked in the
problem?
1. What is being asked in the problem?
2. How will you solve the problem? 2. How will you solve the
2. Unlocking Content Area Vocabulary problem?
The following are the steps in solving worded problems:
It is expected that learners
Step 1: Understand the problem may not be able to give you
⮚
the answer, if it’s the case,
Read the problem carefully to understand what it is ask
then tell the learners that
⮚ Use pictures or diagram to illustrate the problem answers to the questions will
be the lesson for the day.
Step 2: Plan what to do (Devise a Plan)
⮚ Identify what is being asked in the problem, list the given, and come up
with an equation
⮚ Think about different strategies or methods that could be used to solve
the problem

Step 3: Solve the problem (Carry out the Plan)

⮚ Perform calculations, manipulate equations, or apply techniques
according to your chosen strategy.

Step 4: Look back and check your answer. (Review and reflect)

3
 ⮚ "Looking back" at a completed solution, by reconsidering and re-
examining the result and the path that led to it

C. Developing Solve Multi-step Problems involving Multiplication of Fractions that The steps in solving word
and Deepening may or may not also involve Addition or Subtraction of Fractions problems must be written on
Understanding the board, or presented using
Begin by presenting the step in solving word problem found in unlocking PowerPoint presentation, or
content area vocabulary. Ask learners to read the step, then explain briefly. may be written on a Manila
Then proceed to the discussion of worked examples. paper. Let it be visible
throughout the session so that
WORKED EXAMPLES the learners will become
Example 1: Rita works for a call center and earns P18,000.00 a month. She familiar with the steps.
1 1
spends of her earnings on house rent and on food. How much does she
6 3
spend on other expenses? Engage your learners in the
Let us Discover: discussion of the worked
examples by asking scaffolding
The problem involves more than one operation. questions.
Step 1: Understand the problem. Each example must be posted
Draw a picture to represent the problem. on the board, or be written on
manila paper, or if possible,
use PowerPoint presentation.

Another option is to give each

group a copy of all the
problems included in Day 1
Step 2. Plan what to do.
class.
● What is asked?
Amount spent on other expenses
● What are the given
1 1
P18,000 monthly earnings, of the money spent on rent, of the
6 3

4
 money spent on food
● The problem can be solved using the equation below:
1 1
P18,000 – [ (6 x P18,000) + (
3
x P18,000) ] = amount spent on other
expenses
- This part is crucial, help learners understand this equation, rephrasing the
equation according to learners’ level of comprehension is highly recommended.
Then proceed to solving the left-hand side of the equation applying their
knowledge of GMDAS.

1
● What is of 18,000?
6
1
x P18,000 =
6
1
● What is of 18,000?
3
1
x P18,000 =
3
Step 3. Solve the problem.
Show your solution.

1 1 P 18,000
x P18,000 = x = P3,000
6 6 1
1 1 P 18,000
x P18,000 = x = P6,000
3 6 1
P3,000 + P6,000 = P 9,000.00

P18,000 – P 9,000 = P 9,000.00

5
Step 4. Look back. Check your answer.
Rita spent 9,000 on other expenses. The total expenses for food and rent is also
P9,000. Adding these together is P18,000, which is Rita’s salary.

3
Example 2: Fernando opened a pizza box. Inside there was of a pizza.
4
1
Fernando ate of what was remaining. How much of a pizza did Fernando eat?
2
Step 1. Understand the problem.

In understanding the problem, rephrasing the problem to its simpler version is

1 3
the key. The problem seeks to answer, what is of ?
2 4
Step 2. Plan what to do.

● What is asked?
-How much of a pizza did Fernando eat?
● What are the given information from the problem?
3
- there was of a pizza
4
1
- Fernando ate of that pizza
2
● What is the equation of the given problem?

6
 1 3 1 3
To solve what is of ?, you will solve for x =¿
2 4 2 4 ¿
Step 3. Solve the problem.

1 3 1x 3 3
● x = =
2 4 2x4 8
3
● Fernando ate of the pizza
8
Step 4. Check your answer.

In checking the answer, the use of illustration/model is advisable. That is,

3
4

1
2
Example 3. John’s mother ordered 2 trays of burger from a fast-food chain.
Each tray had 24 burgers. When the party was over, ¼ of the total burgers
were left. How many burgers were consumed?
Step 1. Understand the problem.
The problem seeks to answer how many burgers were consumed during the
party.
Step 2. Plan what to do. Lesson Activity 1 is a
GROUP TASK.
● What is asked?

7
 -How many burgers were consumed? Let the learners
brainstorm/discuss with their
● What are the given information from the problem?
groupmates in answering the
- there were 2 trays of burger, each had 24 burgers questions.
- ¼ of the burgers were left
Your role here is very
● What is the equation of the given problem? important, make sure that
Total number of burgers = 2 trays x 24 = 48 burgers each learner is engage by
1 1 monitoring their interactions
To solve what is of 48 ?, you will solve for x 48=¿ ¿ within the group.
4 4
Then, subtract the answer from the total number of burgers to solve for
Required: Set start and end
the number of burgers consumed.
time for answering the
Step 3. Solve the problem. problem.
Then gather the students ask
1 for volunteer to present their
● x 48=12 –burgers were left
4 solution.

● To solve for the total number of burgers consumed,48 – 12 = 36 Again, your role here is very
important. If learners are not
● There were 36 burgers consumed during the party. getting the correct answer, ask
scaffolding questions or guide
Step 4. Check your answer. questions.

● 12 burgers left + 36 burgers consumed = 48 burgers Solutions to all problems are

provided in this lesson plan.
Lesson Activity 1
Solve the following problems using the Four Steps.
1
1. Melanie had 18 mangoes, 24 bananas, and 30 apples. She gave her sister
3
of each kind of fruit. How many fruits did her sister get in all?
Step 1. Understand the problem.
● The problem seeks to answer how many total fruits did the sister receive.
Step 2. Plan what to do.

8
 ● What is asked?
How many fruits did her sister get in all?
● What are the given information from the problem?
There are 18 mangoes, 24 bananas, 30 apples
1
The sister gave of each kind of fruit
3
● What is the equation that describes the given problem?

Total fruits received by the sister ¿ ( 13 x 18)+( 13 x 24)+( 13 x 30)

Step 3. Solve the problem.

Total fruits received by the sister ¿ ( 13 x 18)+( 13 x 24)+( 13 x 30)

¿ ( 6 )+ ( 8 ) + ( 10 )
= 24
There were 24 fruits received by the sister.
Step 4. Check your answer.
Mangoes 18, Bananas 24, Apples 30
Total fruits: 72
Mangoes 18 - 6 = 12; Bananas 24-8 = 16; Apples 30-10 = 20
Total fruits left: 48
Thus, 48 + 24 = 72

3
2. In a survey, of the respondents said that they use a Happy dishwashing
5
paste. One-fourth answered that they do not use that brand, while the
remaining respondents did not give an answer. If there were 500 respondents
in all, how many respondents did not give an answer? How many respondents
gave an answer?
Step 1: Understand the problem.
Among the 500 respondents in the survey, 3/5 use Happy Dishwashing,

9
 ¼ do not use the brand, the rest did not respond to the survey

Step 2: Plan what to do.

● What is asked?
How many respondents use Happy dishwashing?
3
To answer, Get of 500
5
How many respondents did not use Happy dishwashing?
1
To answer, Get of 500
4
How many respondents did not give an answer?
To answer, subtract from 500 the total number of people who
responded to the survey
What is the equation of the given problem?

3 1
Number of respondents did not give an answer = 500 – [ ( x 500) + ( x 500 ¿]
5 4
Step 3. Solve the problem.
3
● Used Happy dishwashing paste: x 500=300
5
1
● Do not use Happy dishwashing paste: x 500=125
4
● Number of respondents responded to the survey: 300 + 125 = 425

● Number of respondents did not give an answer = 500 – 425 = 75

Step 4. Check your answer.

Number of respondents gave an answer + Number of respondents did not give
an answer = 425 + 75 = 500

5 1
3. There was of a pie left in the fridge. Daniel ate of the leftover pie. How
8 4

10
much of a pie did he have?
Step 1: Understand the problem.
● The problem seeks to answer how much pie did Daniel have?
Step 2: Plan what to do.
● What is asked?
How much of a pie did Daniel have?
What are the given information from the problem?
5
of a pie left in the fridge
8
1
Daniel ate of the leftover pie
4
● What is the equation of the given problem?
1 5 1 5
To solve what is of ?, you will solve for x =?
4 8 4 8
Step 3. Solve the problem.
1 5 5
● x = of the pie Daniel have
4 8 32
Step 4. Check your answer.
In checking the answer, the use of illustration/model is advisable.

11
 7 2
4. There are kilograms of salt in the kitchen. Mrs. Jackson used of the
8 15
salt when she was preparing dinner. How much salt did she use?

Step 1: Understand the problem.

For the WORKED EXAMPLES,
● The problem seeks to answer how much salt did Mrs. Jackson use. follow the same strategy used
Step 2: Plan what to do. in DAY 1-2.
● What is asked?
How much salt did Mrs. Jackson use?
● What are the given information from the problem?
7
There were kilograms of salt in the kitchen
8
2
Mrs. Jackson used of the salt
15
● What is the equation of the given problem?
2 7 2 7
To solve what is of ?, you will solve for x =¿
15 8 15 8 ¿
Step 3. Solve the problem.
2 7 14 7
● x = = of the salt used by Mrs. Jackson
15 8 120 60

Step 4. Check your answer.

In checking the answer, the use of illustration/model is advisable.

6 2
5. A bottle contains liters of cooking oil. of the oil was used for
10 4
frying fish. Find the amount of oil used.
Step 1: Understand the problem.
● Find the amount of oil used.
Step 2: Plan what to do.

12
 ● What is asked?
How much oil was used?
● What are the given information from the problem?
6
liters of cooking oil
10
2
of the oil was used for frying fish
4
● What is the equation of the given problem?
2 6 2 6
To solve what is of ?, you will solve for x =¿
4 10 4 10 ¿
Step 3. Solve the problem.
2 6 12 3
x = =
4 10 40 10
Step 4. Check your answer.
In checking the answer, the use of illustration/model is advisable.
Day 3 – 4
Solve Multi-step Problems involving Multiplication of Fractions
that may or may not also involve Addition or Subtraction of
Fractions
Explicitation
Begin by asking learners about their experience in the past discussion of
solving word problems.
The teacher may emphasize
Then tell the learners the lesson for the day will present more exciting that there are some worded
experience as they work with their groupmates in answering another set of problems that can be solved
word problems. using drawing or diagram.
WORKED EXAMPLES
It is suggested that teacher
Example 1. Sarah is baking cookies. She needs to make a batch of chocolate may also give additional

13
chip cookies. The recipe calls for 3/4 cup of chocolate chips for every 1/2 cup of problems.
flour. If Sarah has 2 cups of flour, how many cups of chocolate chips does she
need?
Recognize the relationship between the amount of flour and the amount of
chocolate chips required.
From the problem, we know that for every 1/2 cup of flour, 3/4 cup of chocolate
chips is needed.
So, if Sarah has 2 cups of flour, we can find out how many cups of chocolate
chips she needs by noticing the pattern: Lesson Activity 2 is a
GROUP TASK.
For 1/2 cup of flour, 3/4 cup of chocolate chips is needed.
For 1 cup of flour, 2 x 3/4 = 6/4 = 3/2 cups of chocolate chips are Let the learners
brainstorm/discuss with their
needed.
groupmates in answering the
For 2 cups of flour, 2 x 3/2 = 6/2 = 3 cups of chocolate chips are needed. questions.

So, Sarah needs 3 cups of chocolate chips. Your role here is very
important, make sure that
Example 2. A recipe for lemonade calls for mixing 1/3 cup of lemon juice with
each learner is engage by
2/3 cup of water for each serving. If Sarah wants to make 5 servings of monitoring their interactions
lemonade, how much lemon juice does she need? within the group.
To solve this problem, recognize the relationship between the number of
Required: Set start and end
servings and the amount of lemon juice needed per serving:
time for answering the
problem.
● For 1 serving, 1/3 cup of lemon juice is needed.
Then gather the students ask
for volunteer to present their
● For 2 servings, 2 (1/3) = 2/3 cup of lemon juice is needed. solution.

● For 3 servings, 3 (1/3) = 3/3 or 1 cup of lemon juice is needed. Again, your role here is very
important. If learners are not
getting the correct answer, ask
● For 4 servings, 4 (1/3) = 4/3 cups of lemon juice is needed.
scaffolding questions or guide
questions.

14
 ● For 5 servings, 5 (1/3) = 5/3 cups of lemon juice is needed.
Solutions to all problems are
So, Sarah needs 5/3 cups of lemon juice to make 5 servings of lemonade. provided in this lesson plan.

Draw a Picture
Many times, a problem can be solved using a picture, figure, or diagram. Also,
drawing a picture can help you to determine which other strategy can be used
to solve a problem.

Example 3. Eight clothespins are placed on a clothesline at ½ foot intervals.

How far is it from the first one to the last one?
Solution:
GOAL: You are being asked to find the distance from the first clothespin to the
last one.
STRATEGY: Draw a figure and count the intervals between them; then multiply
by 1/2.

Since there are seven intervals, the distance between the first and last one is

1
7x ½ = 7/2 or 3 ft.
2
Example 4. Micah Mae bought a case of chocolate with 36 bars. ¼ of the
case is Choco Mucho, and ¾ of the case is Cloud 9. How many Cloud 9 bars did
she buy?
Solution:
GOAL: You are being asked to find how many Cloud 9 bars did Micah Mae buy.

15
STRATEGY: Draw the figure.

1
x 36=9
4

Therefore, from the above figure, Micah Mae bought 27 bars of Cloud 9.
Lesson Activity 2
Solve the following problems using the indicated strategy.
1. A company produces mobile gadgets. For each batch of gadgets, they use
2/5 of the raw material in the first step of production and 3/5 in the second
step. If they have 500 kilograms of raw material, how much do they use in each
step? (Pattern Recognition)
Solution:
To solve this problem, we can recognize a pattern in the relationship between
the fractions of raw material used in each step:
● In the first step, 2/5 of the raw material is used.

● In the second step, 3/5 of the remaining raw material is used.

We can see that in the second step, 3/5 of the remaining raw material is used,
which means 3/5 of 3/5 of the total raw material is used in the second step.
So, to find out how much raw material is used in each step, we can calculate:
● In the first step: 2/5 × 500 kilograms = 200

● In the second step: 3/5 × (3/5 × 500) kilograms = 3/5 x 300 = 180
kilograms

16
Thus, they use 200 kilograms of raw material in the first step and 180
kilograms in the second step.

2. Mary has ¼ of a cake. She gives half of the cake to her sister. What fraction
of the cake does her sister receive? (Draw a picture)
Goal: Find the fraction of the cake her sister received
Strategy: Draw the Figure.

Thus, ½ x ¼ = 1/8
Her sister receives 1/8 of the cake.

3. Royce bought 20 t-shirts. 1/5 of these t-shirts are small size, 1/5 are medium
size, and 3/5 are large size. How many large size t-shirts did he bought? (Draw
a picture)
Goal: Find how many large size t-shirts did Royce
buy.
Strategy: Draw the figure.

Thus, there were 12 large t-shirts bought by

Royce.

4. Mrs. Perez decided to motivate her daughter to help clean the house and
backyard every day by providing the following incentives: she will give 1/3 of
P150.00 on the first day’s work, 2/3 of P300 on the 2 nd day’s work, 4/3 of P600
for the third day’s work. How much did her daughter earn for the 4 th day’s
work? (Pattern Recognition)
Solution using Pattern Recognition:
To solve this problem, we can recognize a pattern in the relationship between
the fractions and the given amount of money
● Day 1, 1/3 x P150 = P50

● Day 2, 2/3 x P300 = P200

17
 ● Day 3, 4/3 x P600 = P800

● Day 4, 8/3 x P1,200 = P3,200

(Notice that the fraction and amount were doubled every day)
Therefore, the daughter received P3,200 on the 4 th day of work.

5. Analiza has 60 pcs of hair clips. ¼ of which are red, ¼ are yellow, the
remaining color is blue. How many are the blue clips? (Draw a picture)
Goal: Find the number of blue clips.
Strategy: Draw the figure.
Therefore, ¼ x 60 = 15, thus, were 30 blue clips.

D. Making 1. Learners’ Takeaways

Generalization What I’ve learned about Multi-step Problems involving Multiplication of
s Fractions that may or may not also involve Addition or Subtraction of Fractions The teacher will guide the
learners in generalizing what
Four steps in problem solving: There are other Strategies in solving they have learned by
Step 1. _________the problem. problems such as ____________ and answering the guide questions
Step 2. _______ what to do. ___________. and completing the sentences
Step 3. _______ the problem.
Step 4. Look back. ______ your given.
answer.
2. Reflection on Learning
● How can we connect this lesson to our everyday lives?

● Cite instances where knowledge of solving worded problems involving

multiplication of fractions.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Day 5
Learning 1. Formative Assessment
Activity 3
Refer to the Worksheets for the activity which the learners will accomplish.
18
 1.
Answers for Activity 3:
720 of the time
4. Blue balloons : 8/12 = 2/3
= 2125 x 512=720 Green balloons : 4/12 = 1/3

2. 12 play trumpets
= 34 x 40=30 5. Pattern on the fraction: 5/6, 4/6,
3/6, 2/6, 1/6
= 25 x 30=12 Thursday = 2/6 x P300 = 100
Friday = 1/6 x P300 = 50
3. The girls still need 1/4 of a cup
of flour.
(2 x ¾ ) + (9 x ¼) = 15/4
4 or 16/4 – 15/4 = 1/4
B. Teacher’s Note observations on The teacher may take note of
Remarks any of the following Effective Practices Problems Encountered some observations related to the
effective practices and problems
areas:
encountered after utilizing the
different strategies, materials
strategies explored used, learner engagement and
other related stuff.

materials used Teachers may also suggest ways

to improve the different activities
explored/lesson exemplar.
learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on: Teachers’s reflection in every

Reflection lesson conducted/facilitated is
▪ principles behind the teaching essential and necessary to
What principles and beliefs informed my lesson? improve practice. You may also
Why did I teach the lesson the way I did? consider this as an input for the
LAC/Collab sessions.
▪ students

19
 What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

20