MATH V

What are the way/s you use to solve problem 1?

Date: July 12, 2016

How did you solve that?

Tuesday
12:00 12:50 Mapagmahal
Masayahin
12:50 1:40 Masipag

What about problem no. 2?

How were you able to solve it?

4:00 4:50

Did you work with your group cooperatively?

When your group solve the problem easily, how did you

5:30 6:20

Objective: Solves Routine and Non Routine Problems Involving

Factors, Multiples and Divisibility Rules for

feel?
4.

Summarizing the Lesson

Lead the pupils generalize the following:

2,3,4,5,6,7,8,9,10,11 and 12.

The steps in solving problems involving factors, multiples and

divisibility rules for 2,3,4,5,6,7,8,9,10,11 and 12 are:

Value Focus: Equality and Sharing

a. Understand Know what is asked, what are given.

Prerequisite Concepts and Skills:

Steps in solving problems

Using the factors, multiples in solving word problems

Using divisibility rules for 2-12 in word problems

b. Plan- Know the operation. Write the number sentence.

c. Solve-Write the correct units/ label your answer.
d. Check and Look back- Review and check your answer
Analyze and think twice what ways or strategies are you

Materials: Activity cards, projector, flash cards, marker, manila

going to use to solve routine and non- routine problems.

paper

Using divisibility rules for 2-12 in word problems

References: M5NS-Ic-59 ,TG Math 4 p 86- 102,LM Math 4

pp. 68-81

5.

Instructional Procedure:
A.

Applying to New and Other Situations

Divide the class into two groups. Let them choose a leader
and a secretary. Give each group an activity card with the

Preliminary Activities

1.

same problem written on it. Then let each group post their

Drill

work on the board. The leader will report to the class the

Have a drill on identifying factors, multiples and divisibility

solution and answer to it.

rules for 2,3,4,5,6,7,8,9,10,11 and 12 using flash cards

Shaina has P 500.00 in her bag while Jeffrey has

2.

Review

P750.00. In how many weeks can their money last if they

A.

Checking of Assignment

are going to pay P50.00 a week for their Christmas

B.

Review the steps in solving word problems

Program?

3.

Motivation
Show some pictures of foods and people. Ask the students

C.

Assessment
Solve the following problems. State what ways or

how they will distribute the foods? Is it important to

distribute the food equally? Why?
B.

strategies you used.

Christian bought 2 boxes of Buko Piewith 8 slices each

1.

inside and he is going to have 8 visitors. How many slices

Developmental Activities
1.

Presentation
Present a problem opener.
Solve the problems using factors, multiples and divisibility
rules.

can his visitors have?

2.

There are 35 peanuts in every bowl. How many peanuts are

there in 5 bowls? How about in 7 bowls?

3.

Attasha has 150 beads for making bracelets. If there are

6 beads in 1 bracelets. How many bracelets can she make?

Joana has to split 24 students in her class into different

groups with equal number of students each .Not all

D.

students can be in one group and each group has to have

Solve the following problems. State what ways or

more than one student. In how many ways can she form
Ask:What is asked in the problem?
What are the given facts?
What word clue would you help to solve the problem?
What way/s are you going to use to answer the problem?
Ask a pupil to show his / her solution on the board.
2.

Performing the Activities

Solve the problems using factors, multiples or divisibility

Home Activity
strategies you used.

1.

Mr .Sotto receives P 3,500.00 for 25 hours of tutorial

service. How much does he charge his student per hour?

2.

Hanna ate 5 eggs a week. Joy ate 6 eggs a week. What is

the total number of eggs did they ate in 1 month? 2
months?
3. Jose has some dogs and chickens in his house All in all
there are 15 heads and 26 legs. How many dogs and chickens
are there?

rules.
Mila baked cookies for her 2 sons and 1
daughter .If she baked 45 cookies only. How many cookies
did her 2 sons have? How many cookies did they have
Ask:What is asked in the problem?
What are the given facts?
What word clue would you help to solve the problem?
What way/s are you going to use to answer the problem?
Ask a pupil to show his / her solution on the board.
Ask:What do you think is the best way to solve the problem?
3.

Processing the Activities

Ask:Which of the two problems is easier to solve?
In which problem did you enjoy solving ? Why?

No. of Learners within Mastery Level:

Mapagmahal: _______ Masayahin:
_______
No. of Learners
within
Mastery
Masipag
: _______
Malinis
: Level:
Mapagmahal: _______ Masayahin:
_______
_______ : _______
Matipid
Masipag
: _______ Malinis
:
No. of
Learners needing
_______
Reinforcements:
Matipid _______
: _______
Mapagmahal:
Masayahin:
No. of Learners needing Reinforcements:
Mapagmahal: _______ Masayahin:

MATH V

Can you name them?

Date: July 13, 2016

How do you know that a problem has the complete

Wednesday
12:00 12:50 Mapagmahal
Masayahin
12:50 1:40 Masipag

information?
Can the problem be solved if there is a missing fact/

4:00 4:50

information?
So, what are the things that are needed to create a

5:30 6:20

complete word problem?

Objective: Creating Problem (with Reasonable Answers) Factors,

And did you create a word problem?

Multiples and Divisibility Rules

4.

Value Focus: Patience and Sharing

Prerequisite Concepts and Skills:

To create a word problem.

Steps in solving problems

Using the factors, multiples and divisibility rules for 2-

Be familiar with the concepts in Math.

Think of the type of problem you have created

12 in making word problems

Read some samples of word problems and study their

Materials: Activity cards, flash cards, marker, manila paper

solutions.

References:M5NS-Ic-59 ,TG Math 4 p 86- 102

The following are necessary when creating a problem.

All the data needed to solve the problem should be there.

Instructional Procedure:
A.

Preliminary Activities

1.

Drill

The answer must be the answer to what is asked for and

must be reasonable.

Have a drill on creating problem (with reasonable answers)

5.

factors, multiples and divisibility Rules.

and a secretary. Each group are going to make their own

sentence.

N= n , n , n , n,.....n

Applying to New and Other Situations

Divide the class into four groups. Let them choose a leader

Ask:What way/s is suggested by the following number

N= n X n X o X p

Summarizing the Lesson

Lead the pupils generalize the following:

problem involving factors, multiples and divisibility rules.

N/P = O

Then let each group post their work on the board. Have
one pupil from each group to report on their work.

2.

Review
A.

C.

Checking of Assignment

B.

Review the steps in solving word problems

C.

Review how to get the factors and multiples of a

Assessment
Create a problem using the given data. Then solve the problem.

1.

Given : 105 total number of strawberries gathered

15 strawberries in a basket

number and How to use divisibility rule.

3.

Asked:

Motivation

Solution and answer:

Read and study the following problem:

2.

Given : 6electric fansin each classroom

A grocery owner ordered 270 large sized eggs and 150medium-

45 chairs in each classroom

sized eggs. The eggs were delivered in cartons of 30 eggs each.

7 classrooms

How many cartons with 30 eggs each were delivered?

Asked: total number of electric fans and tables used

Problem:______________________________________

Ask:Can you solve the problem? Why not?

Solution and answer:

What is needed information for you to solve the problem?

B.

D.

Developmental Activities
1.

Home Activity

Create a problem using the given data. Then solve the problem.

Presentation

1.

Post the jumble word problem on the board.

and the total payment of T-

total number of baskets used

Problem:_____________________________________

Given : 10 mangoes / day

2 months
Asked:

he bought is

total number of mangoes in 2 months

Problem:______________________________________
Ronald paid P155.00 each T-

How many T-shirts did he

Solution and answer:

2.

40 white ribbons for Sonia

for his indigent students for the to use as a uniform

2 ribbons used a day

Asked: total number of days that their ribbons last

Ask some pupils to read the sentences written on the

individually

strips
2.

Problem:______________________________________
Performing the Activities

Ask: Can you arrange the sentences to form a word problem?

Can you do it by pairs?
Give ample time for the pupils to work on the activity.
Valuing

What kind of teacher is Ronald?

If you are the teacher, are you going to do the same?

Why?

3.

Given : 36red ribbonsfor Anny

Processing the Activities

Ask:Do you agree with the answer?
How do you know that the arranged sentences formed a
correct word problem?
What are the things a problem should have?

Solution and answer:

3.

Given : 11 soaps / month

1 year
Asked: total number of soaps in 1year
Problem:______________________________________
Solution and answer:

No. of Learners within Mastery Level:

Mapagmahal: _______ Masayahin:
_______
Masipag
: _______ Malinis
:
_______
Matipid
: _______
No. of Learners needing
Reinforcements:
Mapagmahal: _______ Masayahin:

MATH V

Discuss with the pupils the rules on how they were able

Date: July 14, 2016

to solve the order of operations. Give more examples.

Thursday
12:00 12:50 Mapagmahal
Masayahin
12:50 1:40 Masipag

4:00 4:50

Guide the pupils to give the following generalizations by

asking: What rule would you follow in order to perform

5:30 6:20

the order of operation?

Rules in the Order of Operation:

Objective: States, explains, and interprets parenthesis,

multiplication, division, addition, subtraction (PMDAS) or grouping,

with the innermost pair.

Value Focus: Helpfulness

Prerequisite Concepts / Skills:

Simplify the expression with exponents.

Perform multiplication and division as they occur from

left to right.

Performing four fundamental operations

Materials: Flash cards, marker pen and manila paper

pages 14, 17, 23-24,

Curriculum Guide 5, M5NS-Ic-61.2

Applying to New and Other Situations

Ask pupils to do items under Apply Your Skills on page
, LM Math Grade 5.

Instructional Procedure:
A

Preliminary Activities

Drill

Mechanics:
1 Form 4 groups of pupils.
2 The teacher flashes the cards with expressions.
3 The groups are given 60 seconds to evaluate the expression.
4 One member of each group simultaneously goes to the board and
writes the answer.
5 The teacher checks the answer.
6 The group with the most number of correct answer wins
Sample item:
a

34+1 =

c. (6+3) + 2 =

62+3 =

d. (16 4) 3 =

Evaluation

Evaluate the following expressions by following the rules:

Evaluating the expression

e. (15 + 3) 2 =

Review
Have a review on the divisibility rules. Provide exercises
written on the flash cards.

Perform addition and subtraction as they occur from

left to right.

References: Lesson Guide in Elementary Mathematics Grade VI

Perform the operations within each pair of grouping

symbols (parenthesis, brackets, and braces) beginning

multiplication, division, addition, subtraction (GMDAS) rule.

Summarizing the lesson

Motivation
Ask pupils about the occupation of their parents. Let

(9 2) + (3 21)

(18 + 14) (6 + 2)

(36 22 + 4 (4 2)

(36 6) + [(3 42) + 7]

(72+ 15) 4 (625 125)

4 (15 32) + 16

(93 + 7) 6 + 10

12 30 +(890 10)

[(144 12) 2 3] 3 6

10

(16 + 82) (4 + 4)

Home Activity

Evaluate the following expressions by following the rules:

1

63 7 + 5 + 2 6 + 3

6 + (2 7 + 5)

3 (4 + 82) 8

37 + 3 2 6

14 2 3 + 2 2

them tell how they help their parents earn a living.

B

Developmental Activities
1

Presentation
Present the situation to the class.

Lulu comes from school with a heavy heart because of homework.

Her elder brother gives her a helping hand. He has seen the
following:
Evaluate the expressions:
a

12 3 + 18 6 3

793+8

18 12 6 + 7

9939+6

16 4 5 7 + 8
Ask: What are the given data?
What operations must be done first? second? next?
last? Why?

Performing the Activities

Encourage the pupils to work in pairs. Have each pair of
pupils evaluate the expressions.
Lead the pair of pupils to process how to get the answer.

Processing Activities
After all the pairs process their answers, ask: How did
you find the activity? How were you able to come up
with the correct answers? What did you do?

No. of Learners within Mastery Level:

Mapagmahal: _______ Masayahin:
_______
Masipag
: _______ Malinis
:
_______
Matipid
: _______
No. of Learners needing
Reinforcements:
Mapagmahal: _______ Masayahin:

MATH V

Date: July 15, 2016

If you were the pharmacist, will you also have a

systematic arrangement of your medicines? Why?

Friday
12:00 12:50 Mapagmahal
Masayahin
12:50 1:40 Masipag

4:00 4:50

Performing the Activities

Group the pupils into 3 groups. Give each group a Manila
paper and pentel pen for their solutions and answers.

5:30 6:20

Lead each group to think aloud of a numerical expression

Objectives: Simplifies a series of operations on whole numbers

about the problem.

involving more than two operations using the PMDAS or GMDAS

rule.

(4 x 103) + (6 x 10)

Value Focus: Being clean and orderly

(4 x 1000) + (6 x 10)
4000 + 60

Prerequisite Concepts and Skills:

States and explains PEMDAS rule or GMDAS rule

Interprets PEMDAS rule or GMDAS rule

4060
3

Processing the Activities

Let the groups present their outputs.

Materials: flashcards (expressions), chart,

Ask:

References: Code - M5NS-Id-62.2 K to 12 Grade 5 Curriculum

TM Math Grade 4 pages 103 - 106

How did you solve the correct answer?

Which operation should be done first, second, next

and last?

Instructional Procedure:
A

Preliminary Activities
1

Drill

Summarizing the Lesson

How do we simplify an expression with more than two

Have a drill on stating and explaining the PEMDAS or

operations using PMDAS or GMDAS rules?

GMDAS rule.
1

Look carefully in the given number, parenthesis should

be the first to perform.

To simplify series of operations on whole numbers

Perform any numbers with exponents.

involving more than two operations using PEMDAS or

Multiply or divide from left to right.

Add or subtract from left to right.

GEMDAs rules.

Review
Divide the class into four. Each group will pick a
metacard.

the

innermost

Next, evaluate powers.

Then, perform multiplication/division from left to

35 6 x 3 = N

Finally, perform addition/subtraction from left to

right.

2 x 70 9 / 3 + 8
c
(12 3) + 18 / 6 x 7 = N

21 + 2 (3+1) /2 x 23

Applying to New and Other Situations

4x3+83

84 2 x 3 5 + 10

(2 x 8 ) + (5 2 ) x 3

( 42 x 15 ) 5 + 6 - 4

22 + 3 (5 x 5) 4 + 15

Simplify the following expressions:

d
Motivation
What do you observe when somebody in your home is
sick? Does he take medicine? Is it liquid or tablets? How
are tablets kept?
Developmental Activities
Presentation

Present this problem to the class.

In a certain drugstore, the pharmacist daughter of the
owner helps her mother account the medicines for fever. She
finds specialized square holders of tablets. She has recorded 4
groups of 10 layers of 10 tablets on each side of the holders and
6 sets of 10 tablets. Is she right in reporting that there are 40
060 tablets? Why?

Assessment
Simplify the following expressions:

( 15 6 ) + (4 1) x 23

16 + 82 ( 4 + 4)

(36 6) x ( 3 x 4)2 + 7

122 x 30 + ( 890 2 )

62 x 23 + (400 2) (5 + 1)

Home Activity
Simplify the following expressions:

Have the pupils read the problem. Then ask:

a

inside

right.

operations

perform

grouping symbols, if any.

Review how to interpret the PEMDAS or GMDAS rule.

First,

What is the profession of the daughter of the

1 (9 2) + (32 x 21)

drugstore owner?

2 36 22 + 4 x (4 2)

What does the pharmacist do?

3 (36 6) + ( 3 x 42) + 7

What does she find?

4)

(18 + 14) (6 + 2)

5)

( 72 + 15 ) x 4 (625 125)

No. of Learners within Mastery Level:

Mapagmahal: _______ Masayahin:
_______
Masipag
: _______ Malinis
:
_______
Matipid
: _______
No. of Learners needing
Reinforcements:
Mapagmahal: _______ Masayahin: