Lesson Plan in Mathematics 5

Second Quarter
Week 7 Day 1
Lesson: Solving routine and non- routine problems involving multiplication without or with addition
or subtraction of decimals and whole numbers including money.

I. Objective: Solve routine and non- routine problems involving multiplication without or with
addition or subtraction of decimals and whole numbers including money.
II. Subject Matter
Topic: Solving routine and non- routine problems involving multiplication without or with
addition or subtraction of decimals and whole numbers including money.
Materials: show me board, activity sheets, laptop, projector for powerpoint presentation
References: Math Beyond Excellence 5 pp.222-224
Curriculum Guide p 59

III. Procedure
Preliminary Activity
1. Drill
Have a drill on basic multiplication facts.
2. Review
What are the steps in solving word problem?
3. Motivation
Are you ready for our today’s lesson? If you are ready give me ten claps.

Activity
Group 1
Problem 1
Cristy has 0.89 metre of ribbon. She used 0.75 of it to make a bow. What part of the ribbon
did she use?
Answer the following questions:
What is asked:
What are the given:
What operation are you going to use?
Write the mathematical sentence.
Show your solution and give the answer.

Problem 2
You have 10 m of cloth. An abaca pillow pattern requires 1.3 m of cloth. A coconut pillow
pattern requires 0.9 m. If you make 5 abaca pillows, about how many coconut pillows can you
make with the remaining cloth?
What is asked:
What are the given:
What operation/s are you going to use?
Write the mathematical sentence.
Show your solution and give the answer.

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Group 2
Problem 1
Berto has 0.9 metre of wire. He repaired the chicken coop and used 0.5 of the wire. What
part of the wire did he use?
What is asked:
What are the given:
What operation/s are you go going to use?
Write the mathematical sentence.
Show your solution and give the answer.

Problem 2
Lito’s wage increased from ₱ 22.50 to ₱ 25.25 per hour. If he works 48 hours in one week,
how much will he be paid in one month?
What is asked:
What are the given:
What operation/s are you go going to use?
Write the mathematical sentence.
Show your solution and give the answer.

Group 3
Problem 1
Susan has 0.98 kg of ground pork in the freezer. She used 0.8 of it to cook meat balls.
What part of the ground pork did she use?
What is asked?
What are the given:
What operation/s are you go going to use?
Write the mathematical sentence.
Show your solution and give the answer.

Problem 2
A kilo of mango cost ₱ 75.00. If I buy 3.5 kg and I give the vendor a five hundred peso bill,
how much change do I get?
What is asked?
What are the given:
What operation/s are you go going to use?
Write the mathematical sentence.
Show your solution and give the answer.

Group 4
Problem 1
Mrs. Salazar pays ₱ 485.75 a month for an appliance. If the appliance is payable in 12
months, how much does it cost?
What is asked?
What are the given:
What operation/s are you go going to use?
Write the mathematical sentence.
Show your solution and give the answer.

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Problem 2
An antibiotic capsule costs ₱ 50.25. if a doctor asks you to drink three capsules a day for
seven days, how much will it cost you to buy all the antibiotics needed for one week?
What is asked?
What are the given:
What operation/s are you go going to use?
Write the mathematical sentence.
Show your solution and give the answer.

B.Analysis
1. Presentation of each group.
2. How did you come up with that answer?
3. What did you do first?
4. What did you do next? What did you do last?
5. What steps did you follow to solve those problems?
6. Aside from multiplication, what else operation did you use to be able to solve the problem
number 2 in each group?

C.Abstraction
The steps in solving word problem involving multiplication of decimals with or without
addition and subtraction are by answering the following:
What is asked?
What are the given?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the answer?

D. Application
Read and solve.
1. Batik Designs Unlimited received a shipment of 5 boxes of wax, each weighing 65.08 kg.
How many kilograms of wax were there in all?
2. Arnel earns ₱ 28.75 an hour working in Jollibee. He worked 142 hours last month and 192
hours this month. How much did he earn in two months?
3. Rita’s aaunt just arrived from Australia. She gave Rita an Australian 10-dollar bill and
Rita’s mother a 100-dollar bill. How much will Rita get in pesos if the exchange rate of one
Australian dollar is ₱ 27.783? How much will her mother get in pesos?

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 LESSON PLAN IN MATHEMATICS 5
Second Quarter
Week 7- Day 2
Lesson 31: Dividing Decimals with up to 2 Decimal Places

I. Objective: Divide decimals with up to 2 decimal places.

II. Subject Matter:
Topic: Dividing Decimals with up to 2 Decimal Places
Materials: number cards, chart, flashcards, activity sheets
References: K t 12 Basic Education Curriculum 44, page 59
Lesson Guide in Mathematics Grade 5 pages 314-318
Mathematics for a Better Life Textbook, pages 182-183
III. Procedure:
A. Preliminary Activity
1. Drill:
Mental Computation on easy division (Using flashcards of division)
2. Review:
Dividing of whole numbers
Using flashcards, let them answer exercises on how to divide whole numbers.
Examples:
386 ÷ 2 8 235 ÷ 12 16 235 ÷ 5
3. Motivation:
What projects do you do in your EPP class? Do you make them yourself?
Do you submit them on time?
B. Introduction/Presentation
Today, you will be dividing decimal numbers with up to 2 decimal places.
Who can give a decimal number with 2 decimal places? (The teacher will write the decimal
numbers on the board.)
Now, here is a word problem with decimal numbers.

Aldy bought a piece of rattan 0.80-metre long for his EPP project. He cut it into
pieces of 0.4-metre each. How many pieces did he make?

(The teacher will help the pupils understand the problem by asking some comprehensive
questions, then ask: What are given? What is asked? What operation should you use to
solve the problem? Why is division the operation needed to solve it?)
C. Teaching/Modeling
(Let one pupil write the number sentence on the board)
0.8 ÷ 0.4 = N
1.) ( The teacher will show this flowchart to show the sequential steps in dividing a decimal
by a decimal.)
0.8 ÷0.4 0.8 0.8 x 10 8 2
0.4 0.4 x 10 4

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 1 2 3 4 5
Talk about the chart.
What did we multiply to the dividend and the divisor?
To what number did we actually multiply the equation 0.8/0.4?
Why
do you multiply both dividend and divisor by 10?
-So that the divisor is a whole number.
Elicit from the pupil that once the divisor has been changed to a whole number, the
equation can then be simplified just like in dividing whole numbers.
2. Here is other way on how to divide decimals numbers.
(The teacher will explain it in class. Demonstrate it on the board step by step.)

0.4 0.8

-move the decimal point of the divisor once to the right to make it whole number
then do it also in the dividend.
2.
0 4 . 08. Then proceed on dividing like whole numbers.
8 The answer is 2.
0
Give another examples.
a. 0.75 ÷ 0.25
b. 0.21 ÷ 0.3

D. Guided Practice
A. Find the quotient.
1.) 0.81 ÷ 0.9 4.) 0.88 ÷ 0.11
2.) 0.7 0.56 5.) 0.54 ÷ 0.06
3.) 0.15 0.45
B. Give the answer.
1.) What is 0.85 divided by 0.05?
2.) How many 0.8 are there in 0.64?
3.) What is the average point if 0.092 by 0.23?
4.) Divide 0.08 by 0.2
5.) What is N in 0.18 ÷ 0.3 = N.

E. Independent Practice
The class will be grouped into 4 groups.
Here are the activities that each group will answer.
(Cooperate with your group to get the answer for the following exercises. Show your
solutions on manila paper.)

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 GROUP I

Answer these questions.

1. How many 0.31 meters are there in 96.1 meters?
2. How many 0.12 cm are there in 6.48 cm?
3. How many .26 m are there in 59.8 cm?

GROUP II
Find the quotient.
1. 0.4 ÷ 0.24 4. 0.8 ÷ 0.48
2. 0.8 ÷ 0.56 5. 0.3 ÷ 0.18
3. 0.9 ÷ 0.72

GROUP III
Divide and compare the quotients. Write =, <, or > in each .
1.) 0.8 ÷ 0.2 1.6 ÷ 0.4

2.) 9.5 ÷ 0.5 12.3 ÷ 0.3

3.) 1.3 ÷ 0.65 25.8 ÷ 4.3

GROUP IV
Divide. Show how the decimal point is moved in the divisor and the dividend. Check by
multiplication.

1.) 0.06 0.42 4.) 0.7 0.56

2.) 0.09 0.72 5.) 0.9 0.45

3.) 0.07 19.6

F. Application:
In dividing decimals, I learned that when the dividend and divisor are both decimals or
mixed decimals, make the divisor a __________ by moving the decimal point to the
__________ of the last digit. Move the decimal point in the dividend too as many places in
the __________. Divide the __________ like you do with whole numbers.

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 Lesson Plan in Mathematics 5
Second Quarter
Week 7-Day 3
Lesson 32: Dividing Whole Numbers with Quotients in Decimal Form

I. Objective: Divide whole numbers with quotients in decimal form.

II. Subject Matter:
Topic: Dividing Whole Numbers with Quotients in Decimal Form
Materials: charts, flashcards, activity sheets, drill board
References: k to 12 Basic Education Curriculum 45, page 59
Lesson Guide in Mathematics Grade 5, pages 384-387
Mathematics for a Better Life TM
Mathematics for a Better Life Txt p.184 - 185
III. Procedure:
A. Preliminary Activity
1. Drill: Mental Computation
Drill on basic division facts – use of flashcards
2. Review:
Division of whole numbers
36 ÷ 4 345 67 ÷ 98 45 ÷ 6 755
90 ÷ 45 600 852 ÷ 89 004
3. Motivation:
Game – Guess any words about math that starts with these letters: D I V I S I O N.
The teacher will give prices to the group with appropriate words.
B. Presentation
(The teacher will present the activities that each group will work on.)

GROUP 1
Read the problem carefully. Help each other to get the answer on the
questions below. Use your manila paper and pentel pen for this activity.

Mr. Luarca has a 2.50 hectare land which he planted to divide

among his 2 sons. How much land will each son get?
-Answer these questions:
1. What kind of a father do you think is Mr. Luarca?
2. What good qualities does he possess? Is he worth emulating?
-Make a plan
3. What process is to be used to solve the problem?
4. What is the number sentence?

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 GROUP 2
Read the problem carefully. Help each other to get the answer on the
questions below. Use your manila paper and pentel pen for this activity.

Luisa helps in the sari-sari store after her classes. If she works
16.25 hours in the store for 5 days, what is the average number of
hours she works there in a day?
-Answer these questions:
1. What kind of student do you think is Luisa?
2. What good qualities does she possess? If you were Luisa, will you
do the same?
-Make a plan
3. What process is to be used to solve the problem?
4. What is the number sentence?

GROUP 3
Complete the table. Help each other to solve these equations. Write your
solutions on manila paper.

÷ 2 3 4 6 9

82.08

777.6

233.28

GROUP 4

Divide. Check by multiplication. Show your solutions on a manila paper.

1.) 4 8. 032 3.) 14 7.84

2.) 21 14.49 4.) 12 0.408

C. Analysis/ Discussion
Presentation of each group.
How did you come up with that answer?
- What is the number sentence?
- What kind of numbers are the given? What is the divisor? dividend?
- .What can you say about the divisor?
- What did you do to the dividend? How did you write the decimal point?

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 See this example.

Other Exercises:
A. Find the quotient.
1.) 630.21 ÷ 7 = 4. 38.4 ÷ 12 =
2.) 225.54 ÷ 6 = 5. 52.9 ÷ 23 =
3.) 16.40 ÷ 8 =
B. Perform as directed.
a. Solve for N in the equation 0.805 ÷ 9 = N.
b. Find the quotient of 9.45 ÷ 5.
c. If you divide 25.8 by 6, what is the answer?
. C. Divide.
1.) 0.207 ÷ 9 = 4.) 0.796 ÷ 4 =
2.) 2.35 ÷ 5 = 5.) 4.06 ÷ 7 =

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 3.) 1.35 ÷ 15 =

D. Find the prices of each good sold in a department store.

1. Children’s socks – 3 pairs for P85.50
2. Hairclip – 2 for P2.48
3. Hankies – 4 for P26.80
4. T-shirt – buy one talk for P399.90
5. Plastic container – 2 for P90.50

D. Abstraction/Generalization
To divide a decimal by a whole number, place the decimal point in the quotient
directly above the decimal point in the dividend. Divide decimals like you do with whole
numbers.

E. Application:
What have you learned today? Write it on your journal notebook.

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 Lesson Plan in Mathematics 5
Second Quarter
Week 7-Day 4
Lesson 33: Estimating the quotients of decimal numbers with reasonable results.

I. Objective: Estimate the quotients of decimal numbers with reasonable results.

II. Subject Matter:
Topic: Estimating the quotients of decimal numbers with reasonable results.
Materials: flash cards, chart, activity sheets
References: K to 12 Basic Education Curriculum 46 page 59
10-NEM5-WBAns-CH10.pdf
www.k5learning.com
III. Procedure:
A. Preliminary Activity
1. Drill:
Flashcards of dividing decimals .

3 1.5 5 9.5 9 11.7 2 17.70 13 3.51

0.3 8.4 0.4 6.4 0.05 9.5 0.02 4.5 1.2 8.4

2. Review:
Find the quotient.
1.) 63.21 ÷ 3 = 4. 8.4 ÷ 12 =
2.) 25.54 ÷ 4 = 5. 5.29 ÷ 23 =
3.) 1.640 ÷ 8 =
3. Motivation:
Guessing Game: Let them guess the word ESTIMATE with the following meanings:
-a number that is close to another number
-a process wherein a number will be rounded off before proceeding on the operation.
B. Introduction/Presentation
1. The teacher will present this problem.
Heather is wrapping gifts. She has 5.25 m of ribbon. Heather wants to use
this ribbon for 2 gifts.
-Estimate the length she will use for each gift. (suggested answer: about 2.5 m.)
-She wants to use this ribbon for 3 gifts. Estimate the length she will use for each gift.
(about 1.75 m.)
Divide 5.25 by 2 to estimate the length needed for 2 gifts. Divide 5.25 by 3 to estimate
the length needed for 3 gifts.
The shortest length of ribbon Heather can use to decorate a gift is about 0.5 m.
-Does she have enough ribbon to decorate 10 gifts? (suggested answer: Yes)

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 2. A quotient is the answer to a division question.
For example, 2 is the quotient of 14 ÷ 7.
14 ÷ 7 =2
When you divide a decimal number by a whole number, it is easier to estimate the
answer if you round the decimal to the nearest whole number.
For example, to estimate the answer to 8.8 ÷ 4, you may round 8.8 to 9.
So 9 ÷ 4 =2 r1. Since ¼ is equal to 0.25, the answer is about 2.25.
C. 1
C. Teaching/ Modeling

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D. Guided Practice
A. Group the class into 4 groups. Each group will be use number cards (0-9)
Look at the example below. Make at least 3 examples with estimating quotients of
decimal numbers.

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 B. Estimate the quotients.
1.) 0.69 ÷ 0.7 4.) 1.24 ÷ 3
2.) 16.4 ÷ 0.82 5.) 12.8 ÷ 10
3.) 3.5 ÷ 0.002
E. Application.
Give the answer.
1.) Mrs. Henry purchased 14 gallons of gas for $34.72. About how much did each
gallon cost?
2.) A 12-pack of Cokes costs $5.40. About how much does each Coke cost?
3.) The Henry family drove 276.5 miles on the family vacation. They used 7.9
gallons of gas. About how many miles per gallon of gas did they get on the trip?

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 Lesson Plan in Mathematics 5
Second Quarter
Week 7-Day 5
Lesson 34: Solving Routine and Non-Routine Problems involving Division without or with any of
the other operations of decimals and whole numbers including money using appropriate problem
strategies and tools.

I. Objective: Solve routine and non-routine problems involving division without or with any of
the other operations of decimals and whole numbers including money using
appropriate problem strategies and tools.
II. Subject Matter:
Topic: Solving Routine and Non-Routine Problems involving Division without or with
any of the other operations of decimals and whole numbers including money
using appropriate problem strategies and tools.
Materials: flash cards, chart, activity sheets
References: K to 12 Basic Education Curriculum 47 page 60
Lesson Guide in Mathematics Grade 5 p. 393-396
Mathematics for a Better Life Txt p.186-187
www.google.com (dividing decimals word problems)
III. Procedure:
A. Preliminary Activity
1. Drill:
a. Dividing decimals by whole numbers
1. 3.6 ÷ 4 4. 0.56 ÷ 7
2. 0.45 ÷ 5 5. 0.25 ÷ 5
3. 0.8 ÷ 2
b. Dividing decimals – use of drill board
1. 0.04 1.6
2. 0.08 1.60
3. 0.16 7.6
2. Review:
How do we estimate quotients of decimals?
3. Motivation:
Guessing game: Who among you know the different steps in solving word problems?
-Let them write the answer on the board.
B. Introduction/Presentation
Today, you will learn about Solving Word Problems using Decimal Numbers.
But before that, here are the important details for you to know.
Definitions:
Sum – the answer from adding numbers

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 Difference – the answer from subtracting numbers
Product – the answer from multiplying numbers
Quotient – the answer from dividing numbers
But we will focus first on solving word problems about dividing decimal numbers.
*In solving word problems, try to understand the whole situation being described.
Some numbers may not even be involved in answering the question.
Sometimes you will have to do extra steps to get the numbers you need to solve the
problem.
Present this problem:
If you have a car that used 1.2 gallons of gas to go 285 miles, how many
miles per gallon (mpg) did the car get? (round your answer to the nearest tenth.)
C. Teaching/Modeling
Follow these steps in solving word problems:
1. Read and analyze the problem.
2. Find what are given.
Miles 285 miles
mpg = gallon = 1.2 gallon ; so divide 1.2 into 285
3. Identify what is ask.
The number of miles per gallon did the car get.
4. Find the operation to be used.
Division
5. Give the number sentence then solve.
N
1.2 285
- Make the divisor a whole number by moving the decimal point to the right once then what
you did to divisor will do also to dividend, so
1.2 12
285 2850

23 7.5 mpg is the answer

12 2850.0
24
45
36
90
84
60
60
0

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D. Guided Practice:
Exercises:
A. Read then solve. (Work with pair)
1.) If you need to cut 5 pieces of glass from a 14 feet length, how long should each piece
be?
2.) If you divided ₱ 63.65 evenly among five children, how much would each child get?
3.) If you bought 12.6 gallons of gasoline at ₱1.20 per gallon, how much did the gasoline
cost?
4.) Wyatt had ₱73.85. He wants to divide this amount evenly between himself and
four of his friends. About how much should each person get?
5.) Mrs. Phillips bought 1.5 pounds of ground beef from Kroger. She paid a total of
₱6.75 for the ground beef. What was the price per pound?
B. Read each problem then answer the questions that follow.
1.) The Henry family drove 276.5 miles on the family vacation. They used 7.9
gallons of gas. How many miles per gallon of gas did they get on the trip?
a. What is ask?
b. What are given?
c. What is the operation to be used?
d. What is the number sentence?
e. Show your solution then label your answer.
2.) Leroy spent a total of ₱18.00 on rides at the county fair. Each ride cost
₱1.50. How many rides did Leroy go on at the fair?
a. What is ask?
b. What are given?
c. What is the operation to be used?
d. What is the number sentence?
e. Show your solution then label your answer.
3.) Mrs. Henry purchased 14 gallons of gas for ₱34.72. How much did each
gallon cost?
a. What is ask?
b. What are given?
c. What is the operation to be used?
d. What is the number sentence?
e. Show your solution then label your answer.
E. Independent Practice

Read and solve.

1. The Boy Scouts planted Narra trees along a 0.90 km river bank. For every 0.05 km
distance, a Narra tree seedling is planted. How many seedlings were planted along the
river bank?
2. A 0.60 sack of fertilizer was used equally at 0.12 sack per field. How many fields were
covered?
3. Mrs. Aldaba bought 5 mangoes for a P45.50. How much did each mango cost?

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 4. Harry used 0.72 m of silver were to repair 8 bracelets. How much were did he use for
each bracelet?
5. Alex bought a piece of rattan 2.8 m long. He cut it into pieces of 0.4 m each. How
many pieces did he make?

F. Application
Try to answer this word problem. Write it on your journal notebook.
The five fifth grade teachers and six fourth grade teachers ordered 2 large
pizzas all together for lunch. Each pizza costs ₱ 345.75. If we are going to split the
cost evenly, how much will each person need to pay?

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