MATHEMATICS 5- THIRD QUARTER

Name: Date: Score:

Grade and Section:
Lesson Title : Defining percentage, rate or base
Learning Competency: Defines percentage, rate or base.
Reference: Math 5 Learning Material

CONCEPT NOTES:

Rate is the number written with

the word “percent” or with the symbol “%”.
Base is the total or whole and it is the number that usually follows the
phrase “percent of” or “% of”
Percentage is the part of the whole
Techan’s triangle is also used to identify rate, base and percentage
P 54
R B 45% 120

ILLUSTRATIVE EXAMPLE:

Seventy-five percent of the 40 pupils of Mrs. Gallardo like Mathematics. How many pupils are Math
lovers?

a. How many pupils does Mrs. Gallardo have in all?

40 is a whole number. It is called base.
b. How many percent of the pupils like Mathematics?
75% is the rate which can be expressed as a ratio or as fraction
c. How many pupils love mathematics?
30 is the percentage it is a part of the whole.

Study these example;

25% of 8 = 2

Rate

Base

Percentage
25
25% is the rate. It is given as a percent. It can be expressed as ratio or fraction 100
8 is called a base. It is a whole number of which you take the percent.
2 is called the percentage meaning a part of the whole. It is the resulting fractional part of the
base.
 EXERCISES:

Get Moving!

A. Answer the following questions:

1. Which represent the whole?

2. Which represents part of the whole?

3. Which element has the symbol “%”?

B. Complete the following sentences to make them true:

1. In the statement 65% of 70 = N, 65% is called the rate because _______________.

2. In 25% of 800 = 200, 200 is the percentage because ________________________.

3. In the statement in No. 2, 800 is the base. It tells __________________________

Name: Date: Score:

 Grade and Section:
Subject:
Lesson Title: Identifying the Base, Percentage and Rate in the Problem
Learning Competency: Identifies the base, percentage and rate in the problem
Reference: Math 5 Learning Materials

CONCEPT NOTES:
We can say that:

Rate is the number written with the word “percent” or with symbol “%”.

Base is the total or whole and it is the number that usually follows the phrase

“percent of” or “% of”.

Percentage is the part of the whole

. *Techan”s Triangle is used to identify rate, base and percentage.

ILLUSTARTIVE EXAMPLE:

A survey conducted among 120 grade 5 pupils of Bulua Central School showed that
45% like swimming. They found that 54 out of 120 pupils like swimming.

We can identify the rate, base and percentage using the Techan’s Triangle.

P 54

R B 45%120

We can also write: 45% of 120= 54

rate base percentage

EXERCISES:

A. Identify the rate, base, and percentage by completing the table.

 Rate Base Percentage

1. 6 is 25% of 24

2. 20% of 15 is 3

5
3. 500 is 8 % of 800

4. 125% of 60 75

5. 1 400 is 275% P 3 850

6. 12 ½ % of 48 is 6

1
7. 17 is 33 3 % of 51

8. 30 is 50% of 60

9. 60 is 20% of 300

10. 0.5% of 2 000 is 10

Identify the rate, base, and percentage in the Techan’s Triangle in the problem. Number
1 is done for your guide.

1. Jun deposited Php1,800 in a bank. After a year, his money earned Php90 which is 5% of
his initial deposit.

P 90

R B 5% 1,800

5% of 1800 = 90

rate base percentage

a. rate - 5%
b. base - 90
c. percentage – 1,800

2. Althea gives 45% of her salary to her mother. She says she has Php11,250 for her mother
because her income is Php25,000. Is she right?
3. Yanny has Php5,000 in her pocket which is 25% of her father’s money. Her father must
have Php20,000.
4. Jian bought a toy car with 15% discount or 150Php. The toy car must have a tag price of
Php1,0OO.
5. An item is marked Php6,010. This is 60% higher than the price. The original price must be
Php3,756.25.
 Name: Date: Score:
Grade and Section:
Lesson Title : Finding the percentage in a given problem
Learning Competency: Finds the percentage in a given problem.
Reference: Math 5 Learning Materials

CONCEPT NOTES:

In analyzing and solving problem follow the steps

Step 1: Identify the rate and the base in the given problem

Step 2: transform the problem in equation form.

Step 3: use the formula in finding the percentage.

Change the rate to a decimal then multiply the base

Step 4: Solve. Follow the steps use in multiplication.

Put the decimal point on its corresponding place.

ILLUSTRATIVE EXAMPLE:

Read the problem below and study how it is solved.

In the recent election held at Barangay Masikap, it showed that the winning Barangay
Captain received 78% of the total votes from 160, 000 population of the barangay. How many people
voted the winning Barangay Captain?

How will you solve for the answer for the problem?
Here are the steps in analyzing and solving word problems.

→ Rate – 75% Step 1: Identify the rate and the base in the given
→ Base – 160,000 problem.
→ Percentage - ?

160,000 x 78%=N Step 2: Transform the problem in equation form.

→P=BxR Step 3: Use the formula in finding the percentage.
= 160 000 x 0.78 Change the rate to a decimal then multiply the base.

→ 160 000 Step 4: Solve. Follow the steps use in multiplication.

x 0.78 Put the decimal point on its corresponding place.
1 280 000
+ 11 200 00 Answer:
12 480 0.00 124 800 – number of people who voted the winning
 Brgy. Captain.

EXERCISES:

Read the given problems and find the percentage of each problem by following the
steps shown in the example.

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

Steps to follow in answering Solution/Answer

Step 1: Identify the rate and the base in the given
problem.
a. What is the rate?
b. What is the base?
c. Percentage = N

Step 2: transform the problem in equation form.

Step 3: use the formula in finding the percentage.
Change the rate to a decimal then multiply the
base.

Step 4: Solve. Follow the steps use in multiplication.

Put the decimal point on its corresponding
place.

2. Among the 1 400 students who attend school, 12% are left-handed. How many are left-handed?
How many are right-handed?
Steps to follow in answering Solution/Answer
Step 1: Identify the rate and the base in the given
problem.
a. What is the rate?
b. What is the base?
c. Percentage = N

Step 2: transform the problem in equation form.

Step 3: use the formula in finding the percentage.
Change the rate to a decimal then multiply the
base.

Step 4: Solve. Follow the steps use in multiplication.

Put the decimal point on its corresponding
place.
Name: Date: Score:
Grade and Section:
Lesson Title: Solving routine and non-routine problems involving percentage using
appropriate strategies and tools.
Learning Competency: Solves routine and routine problems involving percentage using
appropriate strategies and tools.
Reference: 21st Century MATHletes 5 p.185-186

CONCEPT NOTES:

The steps in solving routine problem involving percentage.

 Understand – Know what is asked, what are given.

 Plan –Know the operation, write the number sentence.
 Solve – Write the correct units/ label your answer.
 Check and Look back – Review and check your answer
o To solve non-routine problems involving percentage keep in mind:
 Read and analyze the problem carefully.
 Tell what is asked and what are given.
 Then use the other strategies like it out the problem, listing/ table method,
 guess table method, guess and test, drawing/making a diagram,
 using patterns, working backwards etc. to solve.

ILLUSTRATIVE EXAMPLE:

Problem 1

 Understand
Know what is asked: The number of items she failed to answer correctly.
Know the given facts: 80-item test; 92% of correct answer
 Plan
Determine the operation to be used: Multiplication
Write the number sentence: 80 x 0.92 = n
 Solve
Show your solution:
7
0.90
x 80
000
720__
72.00

 Check and Look Back.

See if your answer makes sense.
State the complete answer.
Carla got 72 correct answer in an 80-item test.
Problem 2

Romeo celebrated his 11th

birthday. He counted the person who
attended the party and found out that
40% of the 200 visitors were male.
How many attendees are male?

You can solve by drawing an illustration first.

20 20 20 20 20 20 20 20 20 20

4
In the given problem, 40% can also be represented in fractional form which is . Since there are
10
200 visitors in the party, we can simple simply divide it into 10. So, each region represents 20
persons. Now, we can easily solve the problem. If one shaded region represents 20 persons then 4
shaded regions represents 80 persons. It means that there are 80 male attendees in the birthday
party.

EXERCISES:
Solve the word problems involving percentage using the steps
shown in the example. Number 1 is done for your guide.

1. Forty-six percent of people surveyed said that they exercised on a fairly regular basis. If 12
100 people were surveyed, how many of them exercise?
 Understand
Know what is asked: The number of items she failed to answer correctly.
Know the given facts: 80-item test; 92% of correct answer
 Plan
Determine the operation to be used: Multiplication
Write the number sentence: 80 x 0.92 = n
 Solve
Show your solution:
0.90
x 80
000
720__
72.00
 Check and Look Back.
See if your answer makes sense.
State the complete answer.
Carla got 72 correct answer in an 80-item test.
 2. The price of gasoline decreased by 18%. If a liter of gasoline sold Php21.15 before the
decrease, what was the amount of the decrease?

3. In a certain city, about 25% of the people are between the ages of 20 and 40 years. If the
city population is 1,430,000. How many people are between those ages?

4. Mike and his friends will watch a concert this weekend. A concert ticket cost Php750.00 but
for every 10 tickets you buy you will have a 15% discount. If they will buy 10 concert tickets, how
much will they pay?
Peter is asked to guess a number. Here’s the clue, it is 75% of 40% of 600?

Name: Date: Score:

Grade and Section:
Lesson Title : Visualizing, naming, describing and draw polygons with 5 or more sides
Learning Competency : Visualizes, names, describes and draws polygons with 5 or more sides
Reference: Math 5 Learning Materials

What are polygons?

CONCEPT NOTES:
How are they classified?
Polygons are closed plane figure 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.

EXAMPLES: The table below are the different kinds of polygon.

EXERCISES:
 Exercise 1: Name the figure below. Write your answer on the blank provided.

1. 2. 3. 4. 5.

Exercise 2: 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
✓
DIVISION OF CAGAYAN DE ORO CITY
LEARNING ACTIVITY SHEET (LAS)
MATHEMATICS 5- THIRD QUARTER -OBJECTIVE NO. 7

Name: Date: Score:

Grade and Section:
Lesson Title : Describing and Compares Properties of Polygons (Regular and Irregular Polygons)
Learning Competency: Describes and compares properties of Polygons (Regular and Irregular
Polygons)
Reference: Math 5 LM

CONCEPT NOTES:

A polygon is a closed figure formed by line segments that meet only at their endpoints. The line
segments are the sides and the points were the sides meet are the vertices. The angles formed by the
adjacent sides are the angles of the polygon.
 
Polygons are classified according to the number of their sides and angles. A polygon has as many
sides as angles.

Polygons are classified according to the number of their sides and angles. A polygon has as many
sides as angles.

Regular polygons have equal sides, irregular polygons have some sides that are longer than
others.

EXERCISES:
A. Count the number of sides then name each polygon. Identify whether it is regular or irregular.

Example: Answer: This polygon has 3 sides. This is a triangle.

 This polygon has 3 equal sides. This is regular polygon.

1. 3.

2. 4.

Name: Date: Score:

Grade and Section:
Lesson Title : Visualizing congruent polygons
Learning Competency : Visualizes congruent polygons

Reference: Math 5 Learning Materials; mathopenref.com

CONCEPT NOTES:
Polygons are congruent when they have the same number of sides, and all
corresponding sides and interior are congruent. The polygons will have the same shape and size,
but one may be a rotated, or be the mirror image of the other.

Polygons are congruent if they are equal in all respects:

 Same number of sides

 All corresponding sides are the same length.
 All corresponding interior angles are the same measure.

Visualize if the polygons are congruent.

ILLUSTRATIVE EXAMPLE:
Answer:
 These polygons have 5 sides.
 The sides of theses polygons are
equal.
 These are regular polygons, and all
regular polygons are similar.
 They are congruent polygons.

EXERCISES:
Arlene’s grandmother made a sash for her. The pattern of the sash is show below.
 a. What type of polygons are shown in the pattern? Classify each type by their sides
and their angles. ______________________
b. Are the 2 triangles in the pattern congruent? ________
c. Are the 2 squares similar? ________
✓
DIVISION OF CAGAYAN DE ORO CITY
LEARNING ACTIVITY SHEET (LAS)
MATHEMATICS 5-THIRD QUARTER-OBJECTIVE NO. 9

Name: Date: Score:

Grade and Section:
Lesson Title: Identifying the terms related to a circle
Learning Competency: Identifies the terms related to a circle.
Reference: MATH 5 LEARNING MATERIALS

CONCEPT NOTES:

The distance around the edge of a circle is called the circumference.

The diameter is a straight line drawn from the edge of the circle, through the center, to
the other edge.
The radius is a straight line connecting the center of the circle to any point on the
edge. The radius is half the length of the diameter.
C= X d, where is approximately 3.14 and d = diameter

ILLUSTRATIVE EXAMPLE:

Circumference-around the circle

EXERCISES: Identify the terms related to a circle shown every item.

1. ________ 2. ________ 3. ________ 4. _______ 5. ________

Name: Date: Score:
Grade and Section:
Lesson Title : Draw circles with different radii using a compass
Learning Competency : Draws circles with different radii using a compass

Reference: Math 5 LM Unit 3.

CONCEPT NOTES:

To draw a circle (or arc) with a compass:

 make sure that the
hinge at the top of
the compass is
tightened so that it
does not slip
 tighten the hold for
the pencil so it also
does not slip
 align the pencil lead
with the compass's
needle
 press down the needle and turn the knob at the top of
 the compass to draw a circle (or arc)

EXAMPLE:
Use compass to draw a circle of radius 4 cm.
Step 1: Use a ruler to set the distance from the point of the compass to
the pencil's lead at 4 cm.
Step 2: Place the point of the compass at the center of the circle.
Step 3: Draw the circle by turning the compass through 360º.
 EXERCISES:

Do the following by following the instructions given

Part I.
Use a compass or a cardboard strip to draw circles with the given radii.
1. radius = 3 cm
2. radius = 5 ½ cm

Part II.
Learn to use a compass to draw circles. (Use back page for your answer)
3. Set the radius on the compass to be 2 cm, and draw a circle. You can do that by
placing the compass next to a ruler, and adjusting the radius of the compass
until it is 2 cm as measured by the ruler. Some compasses show the radius for you,
so you won't need a ruler.
4. Draw a circle with a radius of 4 ½ cm.
5. Draw a circle with a radius of 7 cm.

Name: Date: Score:

Grade and Section:
Lesson Title : Visualizing, Naming and Describing Polygons with 5 or
More Sided Polygons
Learning Competency : Visualizes and describes solid figures

Reference: MATH 5 THIRD QUARTER LEARNING MATERIALS

CONCEPT NOTES: 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.
EXAMPLES: Graphic Polygon Sides

Triangle 3

Quadrilateral 4

Pentagon 5

Hexagon 6

Heptagon 7

Octagon 8

Nonagon 9

Decagon 11

Dodecagon 12
EXERCISES:

Visualize and describe what polygon is shown below. How many sides are there in every
polygon?
Name the figure below.

1. 2. 3. 4. 5.

A.Name of the polygon- _________ _________ ________ ________

__________

B.Sides of the polygon- _______ _________ ________ ________

__________

Name: Date: Score:

Grade and Section:
Lesson Title : Making models of different solid figures
Learning Competency : Makes models of different solid figures: cube, prism, pyramid,
cylinder, cone and sphere using plane figures
Reference: Math 5 LM Unit 3.

CONCEPT NOTES:

 Solid figures are three-dimensional figure. It has length, width and height.
Moreover, they may have faces, edges and vertices.
 A face is the flat surface of a solid figure.
 An edge is formed when two faces meet. It is a straight segment.
 A vertex (plural vertices) is a point where edges meet.
 A net is all the surfaces of a solid laid out flat.

Solid Figures:
 A sphere is a solid figure that has no faces, edges, or vertices. This is
because it is completely round; it has no flat sides or corners.

A cone has one face, but no edges or vertices. Its face is in the shape of a
circle. Because a circle is a flat, plane shape, it is a face. But because it is
round around the outside, it does not form any edges or vertices. 

A cylinder has two circular faces but also no edges or vertices.

A pyramid has one base and at least three triangular faces.  It has edges
where faces meet each other or the base, vertices where two faces meet the
base, and a vertex at the top where all of the triangular faces meet.  A
pyramid is named by the shape of its base.
A triangular pyramid has a triangle-shaped base and three other triangular
faces, or four in all.
is a prism where all the faces are square cube

ILLUSTRATIVE EXAMPLE:

Sample of illustration on how to fold solid figures.

Note: Net is all the surfaces of a solid laid out flat. The given nets make a prism, cylinder
and rectangular prism.

EXERCISES
Make a model of a solid figure through paper folding by answering the riddle below.
 1 1
Fold a paper that has 6 faces.   It has 8 vertices and edges.  
The faces are all square including
the base.  
It has 8 vertices and 12 edges.  

1 1
It has no face.   First, it has 6 faces.  
It has no edges or vertices. Next, all of the faces
are rectangles.  
It is completely round.  

Name: Date: Score:

Grade and Section:
Lesson Title : Formulating the Rule in Finding the Next Term in a Sequence

Learning Competency : Formulates the rule in finding the next term in a sequence

Reference: Math V Learning Materials

CONCEPT NOTES:
The encircled numbers form a number sequence. A number sequence is a list of numbers in
which successive terms follow a rule or pattern. Each number in s sequence is called a term.

1
2 4 5 7 8 9 EXAMPLES:
3 6 10
11 12 13 14 16 17 18 19 20
15
22 23 24 25 26 27 29 30
21 28
31 32 33 34 35 37 38 39 40
36
41 42 43 44 46 47 48 49 50
45
 1, 3, 6, 10, 15, 21, 28, 36, 45

EXERCISES:

Study the rule/pattern. Supply the missing terms.

1. 9, 16, 25, 36, ____

2. 16, ____, 36, 49, ____, 81
3. 10, 38, 150, ____, 2 390
4. 8, 16, 64, _____, _____
5. 6, 6, 18, _____, 630, _____

Name: Date: Score:

Grade and Section:
Lesson Title : Simple Equations Involving One Operation
Learning Competency: Uses different strategies (looking for a pattern, working backwards, etc.) to
solve the unknown in simple equations involving one or more operations on whole numbers
and fractions. e.g. 3 x _ 1 = 10 (the unknown is solved by working backwards)
Reference: Math 5 LM Unit 3.

CONCEPT NOTES:

 An equation is a sentence in mathematics that contains an “=” sign. The equals sign tells you
that the expression on the left is equivalent to the expression on the right.
 In solving an equation, here are the steps to follow:
 Write the equation, (2) Group similar terms, (3) Perform the indicated operation, (4) Simplify
your answer and (5) Check.
 Also, in solving equation, the Inverse Property of Addition and Multiplication is commonly used.
 E.g. In addition, the inverse of 1 is (-1), the inverse of (-3) is 3.
 In multiplication, the inverse of 2 is ½, the inverse of ¼ is 4.

ILLUSTRATIVE EXAMPLES:
Solve: n+2=5 Check: n + 2 = 5 where n = 3
n+2-2=5-2 (3) + 2 = 5
n=5–2 5=5
n=3

Solve: 25 = 5b Check: 25 = 5b where b = 5

25 = 5b 25 = 5(5)
5 25 = 25
 5=b

Solve: 1 y - 11 = 5 Check: 1 y – 11 = 5 where y =64

4 4
1y = 5 + 11 1 (64) – 11 = 5
4 4
1y = 16 16 – 11 = 5
4 5=5
1y (4) = 16 (4)
4
y = 64

EXERCISES:
Solve for the unknown. Show your complete Solution.
1. p + 5 = 12 6. 71 – 5x = 9x -13

2. 3e = 27 7. 8a = 2a + 30

3. 39c – 78 = 33c 8. 60 = 6b

4. 11b = 4b + 98 9. 5n = 2n + 6

5. 4n + 5 = 6n – 7 10. 1 w + 5 = 92

Name: Date: Score:

Grade and Section:
Lesson Title : Calculating time in the different world time zones in relation to the Philippines
Learning Competency: Calculates time in the different world time zones in relation to the
Philippines
Reference: Math 5 Learning Materials

CONCEPT NOTES & ILLUSTRATIVE EXAMPLE:

Mr. Reyes is going to Dubai to meet his wife who is working in a hospital as a nurse.
He will leave the Philippines at 4:30 pm. If the duration of his flight is 4 hours and 15
minutes. What time he will arrive at Dubai? And what time is it in the Philippines? How
many hours is their time difference?
Refer to the world time zone map.

4:30 – Departure Time

+ 4:15 - Travel Time
8:45 pm. - Philippine Time Time Arrival
4:45 pm - Dubai Time

If Mr. Reyes leave the Philippines at 4:30 pm. He will arrive in Dubai at 8:45 pm
(Philippine Time). While in Dubai time is 4:45 pm. So therefore Dubai is behind 4 hours from the
Philippines.

To calculate time in the different world time zones in relation to the Philippines, we need to use the
world time zone map for as to easily understand their time differences.

EXERCISES:
 A. Tell the time of the following countries based on the Philippine time.
If the Philippine time is 2:30 pm, what is the time in:

1. Malaysia - _________
2. France- _________
3. Brazil - _________
4. India- _________
5. USA - _________

B. Complete the table.

( Refer to the world time zone map )

Country Time Philippine Time Time Difference

Ex. Cape Town 5:03 am ( UTC +2 ) 11:03 am ( UTC + 8 6 hours
)
1.Tokyo
2.Hawaii
3.Greenland
4.Sydney
5. Los Angeles ( USA)

Name: Date: Score:

Grade and Section:
Lesson Title : Solving problems involving time

Learning Competency : Solves problems involving time

Reference: Math 5 Learning Materials

CONCEPT NOTES:
The Reyes family will visit their cousin, who lives 3 hours
and 10 minutes away. They want to get there at 11:30 am.
What time should they leave?
How will you solve the problem?
Use these steps to solve for the problem?
Steps Answer
Understand:
1. What is asked in the problem? The time the Reyes family leave
2. What are given? 3:10 ( time started )
11: 30 am ( time ended
Plan
3. What operation will be used? Subtraction
4. What is the number sentence? 11:30 – 3:10 = N
Solve
5. How is the solution done 11:30 8:20
-3: 103:10
Check and Look Back
6. What will you do to check if your answer is Add the difference to the subtrahend.
correct? 8:20
+3:10
 11:30
11:30 = 8:20
7. What is the number to the problem? They need to leave at 8:20 am

EXERCISES:
A. Read the problem. Then write the letter of the correct answer.

Greg wakes up at 5:20 a.m. so that he will have time to prepare himself for school. At
6:00 a.m. he is ready to go to school. How long does it take him to prepare for school?
What is asked in the problem? What operation will be needed to solve
a. The time Greg wakes up the problem?
b. The time he is ready to go to school a. Addition
c. The length of time it takes Greg to b. Subtraction
prepare c. Multiplication
d. The activity he does every morning d. Division

What is asked in the problem? What is the answer to the problem?

a. The time Greg wakes up a. It takes 40 minutes for Greg to
b. The time he is ready to go to school prepare
c. The length of time it takes Greg to b. It takes 20 minutes for Greg to
prepare prepare
d. The activity he does every morning c. John wakes up at 5:30
d. John prepares for school from
5:20 to 6:00

Name: Date: Score:

Grade and Section:
Lesson Title: Visualizing circumference of a circle.
Learning Competency: Visualizes circumference of a circle.
Reference: 21st Century MATHletes 5 p.294-301

CONCEPT NOTES:

 The circumference is the distance around a circle.

 To find the circumference of a circle
- When the diameter is given, multiply the diameter [ d ]of the circle by the value pi [ π ] [
3.14 or 22 ] . Use the 7 formula : C = πd
- When the radius is given, multiply twice the radius by the value of pi. Use the formula :
C= 2πr

ILLUSTRATIVE EXAMPLES:
Fill in the table. [Use 3.14 for π]
RADIUS DIAMETER CIRCUMFERENCE
1. 3M
2. 15.25 CM
3. 43.96 ft.
Solution:
1 2 3
Given: r = 3m Given: d = 15.25 cm Given: C = 43.86 ft.

d= 2r=2 x 3 =6m r=1 d C=πxd

 2
C= π x d 43.86 = 3.14 x d
= 15.25
= 3.14 x 6 m 2 d = 43.96 ft
3.14
= 18.84 m = 7.625 cm
d = 14ft
C=πxd
r=1d
= 3.14 x 15.25 cm 2
= 47.885 cm
= 14
2

= 7 ft

RADIUS DIAMETER CIRCUMFERENCE

1. 3M 6M 18.84 M
2. 7.625 cm 15.25 cm 47.885 cm
3. 7 ft. 14 ft. 43.96 ft.
EXERCISE: Find the circumference of each circle:

0.6 in
1. 12 cm 2. 4. 5.
3. 2.5 in
10 cm 270 mm

C=_____________ C=__________ C=_____________ C=____________ C=________

Name: Date: Score:

Grade and Section:
Lesson Title : Measuring circumference of a circle using appropriate tools
Learning Competency : Measures circumference of a circle using appropriate tools
Reference: Math 5 Learning Materials

CONCEPT NOTES: What is circumference?

Circumference is a distance around the circle. To get the circumference of a
circle, use this formula: C = 2r or C = d where:
Look at this figure:
 is called “pie” which is equal to 3.14
d is the “diameter” of the circle and
r is the “radius” of the circle.

EXAMPLES:
EXAMPLE 2

Find the circumference Find the circumference

given the diameter given the raduis
 EXAMPLE 1

EXERCISES:

Direction: Use the ruler to measure the radius and the diameter in centimeter (cm). To solve the
circumference, use this formula: C = 2r or C = d

Circumference
Coin Radius (r) Diameter (d)
(C)
25¢ coin
1 peso coin
5 peso coin
10 peso coin

Name: Date: Score:

Grade and Section:
Lesson Title : Finding the circumference of a circle
Learning Competency : Finds the circumference of a circle
Reference: Math V Learning Materials

CONCEPT NOTES:
Circumference is the distance around the circle. The Pi π, read as “pie”, is the ratio of the
circumference of a circle to its diameter. Upon measuring the distance around a circle [circumference]
and dividing it by the diameter, you will get a constant value whatever size of a circle you have.
However, the rational numbers 3.14 and 22/7 are used as approximations for π the formula in finding
the circumference of a circle is C= π x d, or C=2πr

EXAMPLES:

Solve for the circumference of each circle given its diameter or radius. Use π for your final answer.

1. Radius: 5 cm, Diameter: 10cm , Circumference : 31.4cm

C=2πr

=π(2r) =31.4cm

=3.14x (5x2)
 2. Diameter: 18ft, Radius: 9ft , Circumference: 56.52ft

C=πd

=π(d) =56.52ft

=3.14x 18

EXERCISES:

A. Using 3.14 for π , find the circumference of a circle with.

1) d = 15 cm 4) r = 2.5 cm
2) d = 6 cm 5) r = 4.5 cm
3) d = 8 m

B.Find the circumference of these circles using π = 3.14.

1) 2) 3)
7 cm
13 cm
10 cm

Name: Date: Score:

Grade and Section:
Lesson Title : Solving Routine and Non- Routine Problems Involving Circumference of a Circle
Learning Competency : Solves Routine and Non- Routine Problems
Involving Circumference of a Circle
Reference: Math 5 LM

CONCEPT NOTES:
A goat is tied to a mango tree in the backyard. The stretched rope is 3 meters long. Up to how many meters
around the tree can the goat walk?

Looking at the illustration, 3 meters is the radius

of the circle and the distance around the tree where the
goat can walk is the circumference of the circle.
Using the formula C = 2 x π x r, we can solve
for the distance around the circle where the goat can
Using an illustration walk. C=2xπxr
Substituting the value = 2 x 3.14 x 3m
= 18.84 meters
The goat can walk up to 18.84 meters around the
tree.

= 18.84 meters
Understand
 Identify theUse the four- step plan to 
question solve thedistance
The problem.around the tree the goat can walk
  identify the relevant facts  3 meters of rope
Plan
 Choose a strategy  Using a formula
Solve C=2 x π x r
 Perform the strategy = (2 x 3.14) x 3 m
= 6.28 x 3 m
C = 18.84 m
Answer: The goat can walk up to 18.84 meters around the tree.
Check
 Verify if the answer is  Use the formula for the circumference when the diameter
correct is given d= 2 x 3 m = 6 m
C=2 x π x r
= 3.14 x 6m
= 18.84 m

A.Read each problem. Then, answer the questions that follow.

B. Illustrate the following. Solve for the answer.

1. Mr. Castro had a circular lagoon built. The distance across the lagoon is 20 meters. What is the distance
around it?

EXERCISES:
LEARNING ACTIVITY SHEET IN MATH 5
1. A circular plate has a radius of 6 inches. What
4THis QUARTER
2. A wheel has a diameter of 0.4 meters. Find the
the circumference of the plate? circumference of the wheel.
a. What is asked? _________________
Name: ___________________________________Grade a. What is asked? ___________
and Sec: ________
b. What are the given facts? _________ b. What are the given facts? ________
c. What is the process needed? ______ c. What is the process needed? _____
d. What is the number sentence? _____ d. What is the number sentence? ____
Constructe.an illustration of any objects that
What is the answer? _____________ can be associated with circleislike
e. What the paper circle
answer? clock, etc. with a
_________
diameter of 12 inches.
Be creative in making your output. You can use any materials to make your output creative.
 WEEK 2

Name: ___________________________________Grade and Sec: ________

Co mplete the table.

 WEEK 3

Name: ___________________________________Grade and Sec: ________

Draw the figure and label it with its given measurements. Then, find the volume.
 WEEK 4

Name: ___________________________________Grade and Sec: ________

Choose five (5) objects at your home and measure their temperature. Re cord your answers in the table.
 WEEK 5

Name: ___________________________________Grade and Sec: ________

Organize the given data in a tabular form. Then, present it in a line graph.

The scores of 30 pupils in a Math Exam are the following:

25 28 30 35 25 28 39 25 30 28
39 39 39 25 30 25 39 28 28 35
30 25 39 25 28 35 39 35 39 28

Week 6

Name: ___________________________________Grade and Sec: ________

Coin Flip
1. Get a coin.
2. Make a tally chart.
3. Flip the coin 20 times and record the results in the tally chart.

4. Then, answer the questions below.

a. What is the experimental probability of getting the heads?
b. What is the experimental probability of getting the tails?