MATHEMATICS V ( 10:00 - 11:00 )

MondayJune 02, 2014I. Objectives: At the end of the period, the learners should be able to:Give the place value of each digit in a 6 or more digit number. Value: Perseverance/CooperationII. Subject Matter:Reading and writing numbers through billions in figures and in wordsReferences: BEC PELC 1 A 1 Materials: Place value chart, number cards III. Learning Experiences:A. Preparatory Activities:1.Drill: Writing numbers in expanded form to standard form Strategy: Think and Share (Working back)

Mechanics:a. Distribute 2 copies of a number in expanded form to a boy and a girl. b. Let the two write the standard form of the number one on top of the other on the board. c. The purpose of the game is to easily compare the places and digits of the standard form of the number. d. Have volunteers read the first number, give the place value of each digit and the value of each digit. e. Then have them give the place and the value of each digit in the second 'number. f. The game continues until all the five pairs' of numbers are written on the board.

2.Review:Reading smaller group of numbers written on recycled materials. B. Developmental Activities:1. Motivation:Start playing Guess what number. The teacher places the following statements on the board.a. My telephone number is III II IIII II II IIII IIIb. I traveled CDLXXIV kilometer by motorcycle.Do you think the sentences are easy to read and understand? Why?2. Presentation:Strategy :The total student population in the Philippines according to the Philippine Yearbook 1999 is sixteen million, three hundred nine thousand, five hundred fifty-six. Ask the following questions:1. How is this number written in numerals? 2. In writing a numeral consisting of many digits, how are the digits divided? 3. Where do we start grouping the number by 3? 4. How are the three-digit number group separated from the other number groups? 5. Where do the value of each period as well as each digit in the periods depend?

3. Practice ExercisesWrite the following numbers in words.1. 2 750 0002. 3 716 5133. 43 000 2104. Generalization:How many periods are there in billion? What are the periods in billion? Where do you start reading numbers? 5. Application:Write the value of the underlined digits.1. 3 100 423 0002. 9 2 7 6573. 412 876 010 0514. 234 145 687 921

I. Evaluation:Write each number in standard form.1. 75 billion, 84 million, 26 thousand75 billion, 84 million, 26 thousand2. 149 million, 400 thousand, twelve3. 4 billion, 180 thousand4. Thirty-five million, ten thousand5. Sixty billion

II. Assignment:Write the number words in numerals1. 436 510 2102. 2 004 7163. 14 287 0004. 8 286 000 4505. 3 012 428 000

MATHEMATICS VTuesdayJune, 2014I. Objectives: At the end of the period, the learners should be able to :Read and write numbers through billions in figures and in words correctly. Value:II. Subject Matter:Reading and writing numbers through billions in figures and in wordsReferences:BEC PELC 1 A 1Enfolding Mathematics VMaterials:Number cards with number 0-9 written on recycled materials like boxes of milk.Learning Experiences:A. Preparatory Activities:1.Drill: Writing numbers in expanded form to standard form Strategy: Formatting Numbers (Game)

Mechanics:a. One group of 10 boys and 1 group of 10 girls will be given number cards 0-9. b. As the teacher says a number the boys' and the girls' groups will form the said number as fast as they could by standing in front of the class. c. The group that is able to form the correct number first gets the point. d. The game will go on until all the nurr0ers prepared by the teacher have been all dictated. e. The group with the highest points wins.

2.Review:Reading smaller group of numbers written on recycled materials.

B. Developmental Activities:1. MotivationShow and discuss the place value chart. Chalk and board.2. Presentation:Strategy :Picking Flowers Relay (Game)Materials:Paper flowers clipped on a cartolina tree

Mechanics: 1. Divide the class into 2 groups 10 boys and 10 girls. 2. Teacher post a tree on the board with flowers having numbers on them. 3. As the teacher says a number, the first set of participants rush to the board to pick the flowers corresponding to the dictated number. 4. The participant who gets the right flower keep the flower and gets the point for his/her group. 5. The game goes on until all the flowers are picked. The group that has the most flowers wins.

3. Practice ExercisesWrite the numerals of the following.1. Three million seven hundred twenty three thousand, one hundred twenty 2. Five hundred thirty five million two hundred forty four 3. Six hundred eighty thousand eight hundred two 4. Eight hundred forty seven million three hundred fifty six thousand four hundred fifteen

4. Generalization:How is each period separated from each other? When writing numbers in words, what is placed after each period?5. Application:Write the following numbers in words.a. 123 456b. 200 321 345c. 245 062 556 I. Evaluation:Write the value of the underline digit in each number1. 3 10 423 000__________________2. 9 287 600__________________3. 412 875 010 051__________________4. 17 386 001 000__________________5. 234 126 143__________________

II. Assignment:In the numeral 927 814 760 537, write each digit in the proper place according to value.________ a. thousands________ b. ten millions________ c. billions________ d. hundreds________ e. ones________ f. ten thousands________ g. hundred millions________ i. hundred thousands________ j. ten billions________ k. millions________ l. tens

MATHEMATICS V ( 10:00-11:00)

Monday June 02, 2014

I. Objectives: At the end of the lesson, the learners should be able to:Identify the properties of addition used in an equation. II. Subject Matter: Using the properties of Addition to Help Find the SumReferences:BEC PELC 1 A 2.a Mathematics for a Better Life, pp. 6-7Materials:flashcards III. Learning Experiences:A. Preparatory Activities:1. Drill: Simple Addition Facts2. Mental Problem: What is the sum of 25 and 14?2. Review:How do we read numbers? Where do we start reading numbers?Give examples. Read the following orally.a. 245 132 150b. 256 314 5 B. Developmental Activities: 1. Motivation/ Presentation; Problem Opener: Davao region or region XI has 4 provinces. CARAGA region or Region XIII has 5 provinces. How many provinces are there althogether in Region XI and XIII?2. Analysis/ Discussion: 6 + 2 = 8 2 +6 = 83. Practice Exercises Name the properties used;1. 4 + (7 + 6) = 4 + (6 + 7) 4. (5 + 1) + 2 = 5 + (2 + 1) 2. (5 + 3) + 7 = 5 + (3 + 7) 5. 3 + 9 = 9 + 33. (7 + 8) + 2 = 7 (8 + 2)4. Generalization:What are the properties of addition? 5.Application:Name the properties used.a. (7+8)+2=7+(8+2)b. 3 + 9 = 9 + 3c. 14 + 0 = 0d. 5 x ( 6 + 7 ) = (5 x 7)+(5 x 6)e. 5 x 1 = 5IV.Evaluation:Find each missing addend. Name the properties you used.1. (12 + 3 ) + 5 = + ( 3 + 5 ) 4. 35 + 0 + = 35 + 9 + 02. 27 + = 275. ( 4 + ) + 16 = 4 + ( 16 + 12 )3. (32 + ) + 8 = 32 + ( 8 + 7 ) V. AssignmentUse the properties to complete each sentence1.24 + 12 + 6 = 2.65 + 20 + 115 = 3.0 + 574 = 4.0 + 45 + 7 = 5.479 + 0 = Remark: _____________________________________________________________________________________

MATHEMATICS VDate: ___________

I. Objectives: Add numbers using properties

II. Learning ContentUsing the properties of Addition to Help Find the Sum

References:BEC PELC A 2.aEnfolding Mathematics VMaterials:flashcards

III. Learning Experiences:A. Preparatory Activities:1. Materials: Set the flashcards with 3-6 digit addends that are complete1. Teacher prepares flashcards with numbers that are compatible - where properties of addition are easy to use. 2. Teacher divides the class into 3 groups. Teacher shows the class a card and asks the pupils to solve mentally as fast as they can. Teacher may give time limit to answer (i.e. 10-15 seconds depending on how difficult/easy the items are. No other means of computation is allowed except mental computations) 3. Team with the most points wins.2. Review:What are the properties of addition?B. Developmental Activities:1. Motivation:How will you learn better? If you want to learn better then group yourselves.How can your groups perform well in an activity? What does each member of the group need?2. Presentation: Cooperative learning activity Rally Table1. Group class into groups of 4. Provide each group with worksheet with 10 items. 2. Person 1 answers question 1 mentally. 3. After time limit, teacher ring the bell and the paper is passed on person #2 of each group. 4. Person #2 answers question 2.5. This pattern continues with person #1 answering question 5.

3. Practice ExercisesName the properties used;1. 4 + (7 + 6) = 4 + (6 + 7) 4. (5 + 1) + 2 = 5 + (2 + 1) 2. (5 + 3) + 7 = 5 + (3 + 7) 5. 3 + 9 = 9 + 33. (7 + 8) + 2 = 7 (8 + 2)

4. Generalization:What is the commutative property of addition? Associative property? 5. Application:Use the properties to complete each sentence1. 1 235 + 0 = 3. 20 + 20 + 35 = 5. 45 + 60 + 10 = 2. 17 + 13 + 9 = 4. 18 + 40 + 12 =

IV.Evaluation:Find each missing addend. Name the properties you used.1. 35 + 0 + = 35 + 9 + 0 2. (4 + + 16) = 4 + (16 + 12 )3. ( 2 + 19 ) + = ( 2 + 9 ) + 19

V.AssignmentUse the properties to complete each sentence3. 479 + 0 = 3. 30 + 20 + 15 = 5. 25 + 35 + 10 = 4. 15 + 12 + 9 = 4. 16 + 30 + 14 =

MATHEMATICS V ( 10:00-11:00 )

TuesdayJune 03, 2014

I. Objective: At the end of the lesson, the learners should be able to:Identify the properties of multiplication.Value: ResourcefulnessII. Subject Matter:Identifying and showing the properties of multiplicationReferences:BEC PELC I A 2.bMathematics for a Better Life 5, pp. 8-9Materials:Objects or bottle capsIII.Learning Experiences:A. Preparatory Activities:1. Drill on Basic Facts of Multiplication:7 x 89 x 78 x 25 x 56 x 64 x 96 x 44 x 42. Mental Problem:What is the product of 25 by 25?3. Checking of assignment.4. Review: Name the properties used:1. (5 + 7 ) + 4 = 5 + ( 7 + 4 ) 4. 12 + 0 = 122. 6 + 3 = 3 + 65. (7 + 1) + 2 = 7 + (2 + 1) 3. 2 + (5 + 3) = 2 + (3 + 5)B. Developmental Activities:1. Motivation: Who among you collect something for your past time like caps, stamps or coins? Why do you do that? Elaborate answers of the pupils.2. PresentationStrategy : Using Concrete ObjectMechanics:1. Distribute 24 counters to each pair.2. Partner 1 uses counters to show a 6 by 2 array. Partner 2 shows a 2 by 6 array.3. Partners discus similarities and differences in arrays.4. They write multiplication sentence for each array.5. Pair repeat activity for these arrays:6. Teacher asks what pupils say about the product.7. This is the Commutative Property of Multiplication 3. Practice Exercises Write true or false. If true, identify the property of multiplication illustrated1. 8 x 4 = 4 x 82. ( 3 x 4 ) + ( 4 x 5 ) = ( 3 x 4 ) x 53. 7 x (4 + 2 ) = ( 7 x 4 ) + 2C. Generalization:What are the properties of multiplication?D. Application:Name the property of multiplication used.a. 9 x 14 = 14 x 9b. 25 x 1 = 25c. 6 x (7 + 3) = (6 x 7) + (6 x 3)d. 248 x 0 = 0e. 6 x (8 x 10) = (6 x 8) x 10IV. Evaluation:Identify the property of multiplication illustrated. - 1. 4761 x 0 = 0 2. 8 x 27 = 27 x 8 3. 956 x 1 = 956 4. 8 x (4 x 9) = 8 x (4 x 9) 5. 4 x (3 + 6) = (4 x 3) + (4 x 6) V. Assignment Name the property of multiplication illustrated. 1. 9x14=14x9 2. 25 x 1 = 25 3. 6 x (7 + 3) = (6 x 7) + (6 x 3) 4. 248 x 0 = 0 5. 6 x (8 x 10) = (6 x 8) x 10 Remarks: ________________________________________________________________________________

MATHEMATICS V

Date: ___________I.Objectives: Find out the product using the properties of multiplication

II. Learning ContentIdentifying and showing the properties of multiplication

References:BEC PELC I A 2.bEnfolding Mathematics VMaterials:Flashcards

III.Learning Experiences:A. Preparatory Activities:1. Drill: Divide the class in groups of two or form diads. 1. Teacher flashes card like 426, 859, 206, 357 2. Each diads or each partner has only one answer sheet. One player writes the answer in number one. 3. The first player of each diads passes the answer sheet to his/her partner who in turn answers number two. 4. This game continues up to the 10th round. 5. Each diads exchange answer sheets for checking. 6. The diads or partners with the most number of correct answers are winners. There maybe more than one winner in this kind of game. 2. Review:What are the properties of multiplication?B. Developmental Activities:1. Motivation:How will you learn better? If you want to learn better then group yourselves.How can your groups perform well in an activity? What does each member of the group need?2. PresentationStrategy : Whole Class ActivityMechanicsa. Divide class into 6 groups. Two groups will be doing the same equations. b. Teacher distributes equation cards to each group for them to solve. For example:Group I & 232 x 1 = N1 x 32 = NGroup 3 & 429 x 0 = N0 x 29 = NGroup 5 & 66 x (4 + 5) = N6 x (4 + 5) = (6 x 4) + (6 x 5)6 x __ = ____ + ________ = ____c. Every group works on the equation assigned to each.d. Each group reportse. Why do some groups finish their work earlier than others?

3. Practice ExercisesWrite true or false. If true, identify the property of multiplication illustrated1. ( 8 + 2 ) x 3 = ( 8 x 3 ) + ( 2 x 3 )2. 10 x 96 = 90 x 10 + 63. 5 x ( 5 x 2 ) x ( 6 x 5 ) 4. Generalization:What are the properties of multiplication?5. Application:Identify the property of multiplication illustrated and try to find out the answer.. - 1. 4761 x 0 = 2. 8 x 27 = 27 x 83. 956 x 1 = 4. 8 x (4 x 9) = 8 x (4 x 9)5. 4 x (3 + 6) = (4 x 3) + (4 x 6)

IV. Evaluation: Write true or false. If true, identify the property of multiplication illustrated. 1. 8 x 4 = 4 x 8 2. (3 x 4) + (4 x 5) = (3 x 4) x 5 3. 7 x (4 + 2) =(7 x 4) + 2 4. 7 x 82 = ( 7 x 80 ) + ( 7 x 2 )5. 457 x 0 = 0

V. Assignment Write true or false. If true, identify the property of multiplication illustrated. 1. (8 + 2) x 3 = (8 x 3) + (2 x 3) 2. 10 x 96 = 90 x l0 + 6 3. 5 x (2 x 6) = (5 x 2) x (6 x 5) 4. 0 x 5 = 0

MATHEMATICS V

Date: ___________I.Objectives: Round off numbers to the nearest indicated place value II. Learning ContentRounding Numbers to the Nearest Tens, Hundreds, thousands, ten thousand, etc.

References:BEC PELC I A 3Enfolding Mathematics VMaterials:flashcards, cut outs, number cards

III.Learning Experiences:A. Preparatory Activities:1. Drill: Drill on reading numbers through billions.Strategy : Game-Catching FishMechanics:a. Teacher divides class into two groupsb. Draw lots to decide who will be the first- player. c. The first player catches fish by getting one cut out and reading the numeral correctly. Reading the numeral accurately means one point for the group. d. The second player comes from the other group. e. The game continues up to the 10 rounds. f. The group with the most number of points wins. 2. Review: What are the properties of multiplication?B. Developmental Activities:1. Motivation:Read a news item that will show estimating large groups.NEWS:Last week, a company managers called for a meeting. Almost 50 employees came. Does the actual number of employees attend the meeting? What word in the news express an estimate? (almost)2. PresentationMechanicsa. Draw a number line on the board. Elicit from student the whole number of points that are needed according to the problem, ("nearest hundreds'') namely 100 and 200. b. Have student plot 187. Lead student to answer the problem of asking which "hundred" is 187 closer to. c. Provide another number. What if we are expecting same process.d. Elicit from students which number would round up to 200 (150-199). Mention that when we read the halfway mark, we round up. e. Generalize the rule for rounding off boxed on student's observations. f. Provide more examples and different place values.

3. Practice ExercisesName the place value where the numbers are rounded.1. 8902. 456 0003. 580 000 0004. 700 000 0005. 980 000 000

4. Generalization:In rounding numbers to the nearest multiple of 10, look at the digit at the right of the number to be rounded. If it is 1, 2, 3, 4 retain the digit and replace other digits that follow with zeros. If it is 5, 6, 7, 8, or 9, add one to the digit to be rounded and with zeros after it.

5. Application:Round off the following numbers to the indicated place value.1. 865 to the nearest hundred2. 597 644 to the nearest ten thousand3. 50 138 to the nearest thousand4. 865 207 to the nearest hundred thousand5. 71 575 to the nearest ten thousand

IV. Evaluation: Round each number to the nearest

TenHundredThousand

1. 2 368

2. 5 059

3. 18 656

4. 6 542

5. 57 558

V. Assignment List 5 greatest numbers that can be rounded off to the nearest1. Hundreds2. Thousands3. Ten thousands4. Hundred thousands

MATHEMATICS V (10:00-11:00)WednesdayJune 04, 2014I. Objective: At the end of the lesson, the learners should be able to:Review the process of adding and solving large numbers with and without regrouping. Value: Industrious II. Subject Matter:Review the process of adding and solving large numbers with and without regrouping.References:BEC PELC I A 4.a Mathematics for a Better Life 5, pp. 10-11Material: Flashcards

III.Learning Experiences:A. Preparatory Activities:1.Drill:Ask the pupils to give the sum of the numbers found on each slice of the pie.

2. Mental Problem:What is the sum of 125 and 45? 3. Checking of assignment.2.Review: Review on the properties of addition. Identify the property of addition and fill in each blank.56 + 34 = ____ + 56 = ____569 + 0 = ____(5 + 9) + 6 = 5 + (___ + 6 ) + ____(___ + 2) + 16 = (8+2) + 16 = ____(32 + 8) + ___ = 32 + ( 8 + 9 ) = ___

B. Developmental Activities:1. Motivation:Have you been to a poultry farm? What did you see there? Do you have an idea about the number of eggs that can be gathered in a big poultry farm in a week?2. Presentation:Strategy : Problem Opener Miss Nim's poultry farm produced 46 578 eggs in 2000 and 51 254 eggs in 2001. How many thousand eggs were produces in two years? 1. What is asked? 2. What are the given facts? 3. What operation will be used to answer the first question? 4. Write the equation for the problem 46576 + 51 254 = __ 5. Let the pupils identify the parts of the equation. 3.Practice ExercisesDo the indicated operation1. 638 431 + 972 302 + 439 166 = 2. 451 384 + 618 175 + 806429 = 4. Generalization: How do we add large numbers with regrouping? without regrouping?5. Application:Do the indicated operation1. 638 431 + 972 302 + 439 1662. 451 384 + 618 175 + 806 429

IV. Evaluation:Solve the following correctly1. From 189 860 add 56 7802. Find the sum between 864 466 508 and 792 648 8503. Find the sum between 162 488 462 and 87 498 6244. Put together 874 321 987 from 922 498 674 5. Add 146 935 975 and 371 297 465V. Assignment:Complete the chart. Write the sum and difference of the numbers indicated.

NumbersSum

1. 984 207 542263 481 563

2. 725 983 654336 343 459

3. 5 963 425 3212 876 976 781

Remarks: _______________________________________________________________________________

MATHEMATICS V ( 10:00-11:00)ThursdayJune 05, 2014I. Objective: At the end of the lesson, the learners should be able to:Review the process of subtracting and solving large numbers with and without regrouping. Value: II. Learning Content:Review the process of subtracting and solving large numbers with and without regrouping.

References:BEC PELC I A 4.aMathematics for a Better Life 5, pp. 10-11Materials:

III.Learning Experiences:B. Preparatory Activities:1.Drill:Ask the pupils to give the difference of the numbers found on each slice of the pie. 2. Mental Problem:Give the difference of 78 and 45. 3. Checking of assignment.2.Review: Subtract.56 - 34 = __59 - 43 = ____(12 - 9) - 2 = (8-2) - 3 = ____(32 - 8) =

B. Developmental Activities:1. Motivation:Have you been to a poultry farm? What did you see there? Do you have an idea about the number of eggs that can be gathered in a big poultry farm in a week?

2. Presentation:Strategy: Problem Opener Miss Nim's poultry farm produced 46 578 eggs in 2000 and 51 254 eggs in 2001. How many more eggs were produced in 2001 than in 2000? 1. What is asked? 2. What are the given facts?3. What operation will be used to answer the first question?4. Write the equation for the problem 46576 - 51 254 = __5. Let the pupils identify the parts of the equation.3.Practice ExercisesDo the indicated operation1. 638 431 - 439 166 = 2. 851 384 - 618 175 =4. Generalization: How do we subtract large numbers with regrouping? without regrouping?5. Application:Do the indicated operation1. 906 382 529 4952. 703 800 476 2473. 870 006 618 718IV. Evaluation:Solve the following correctly1. From 189 860 take 56 7802. Find the difference between 864 466 508 and 792 648 8503. Find the difference between 162 488 462 and 87 498 6244. Take 874 321 987 from 922 498 6745. Subtract 146 935 975 from 371 297 465

V. Assignment:Complete the chart. Write the sum and difference of the numbers indicated.

NumbersDifference

4. 984 207 542263 481 563

5. 725 983 654336 343 459

6. 5 963 425 3212 876 976 781

Remarks: ____________________________________________________________________

MATHEMATICS V ( 10:00-11:00 )TuesdayJune 10, 2014I. Objective: At the end of the lesson, the learners should be able to:Review the process of multiplying whole numbers.Value: IndustryII. Learning ContentReviewing the Process of Multiplying Whole NumbersReferences:BEC PELC I A 4.bMathematics for a Better Life 5, pp.12-13Materials:flashcards

III.Learning Experiences:A. Preparatory Activities:1.Drill:Basic facts in multiplication through flashcardsa.5 x 6 = ______ b. 10 x 6 = _____ c. 8 x 4 = _____d. 9 x 3 = ____

2.Mental Computation: Perform mentally the following: 12141210 x 12 x 10 x 11 x 133. Checking of Assignment4. Review on addition and subtraction of whole numbers.B. Developmental Activities:1. Motivation:Sing the song (tune: Are you sleeping)Mathematics! Mathematics!How it thrills, How it thrillsAddition, SubtractionMultiplication, DivisionMental ! Math! Mental ! Math!(Repeat)2. PresentationPresentation of lesson through the use of word problemEach of the 45 Servers of Excellent Garments can make 1 325 pairs of socks in a week. How many pairs can they make?1. What is ask in the problem2. What are given?3. What operation will be used4. What is the mathematical sentence for the problem3. Practice ExercisesSolve and explain the solution8 364 62 0089 0009 x 53 x 13 x 234. Generalization To multiply whole numbers, multiply each digit of the multiplicand by each digit of the multiplier. Start with the ones digit of the multiplier. Add the partial products to get the final product.5.Application:Multiply. 5 2699 009 x 47 x 24

31 69510 312 x 43 x 35

IV. Evaluation: Find the product of the following. Be sure to solve accurately

40 306 37 71545 618 x 27 x 53 x 13V. Assignment: Read each problem. Write the mathematical sentence then solve. Be sure to give the complete answer.1. Mr. Rico sold 2 321 copies of Mathematics books. Mr. Paz sold 12 times as many. How many mathematical books did Mr. Paz sell?2. How much will 2 575 chairs cost at P 98.00 each?3. A taxi uses consumes up 1 200 liters of gasoline in a month. How many liters were consumed in 12 months.

Remarks: _______________________________________________________________________________

MATHEMATICS V (10:00-11:00)WednesdayJune 11, 2014I. Objective: At the end of the lesson, the learners should be able to:Review the Division of whole numbers.Value: CooperationII. Subject Matter:Reviewing the Division of Whole numbersReferences:BEC PELC I A R4.4Mathematics for a Better Life 5, pp. 14-15Materials:FlashcardsIII.Learning Experiences:A. Preparatory Activities:1.Drill: Simple Division Facts2. Mental problem:What is the resulting number when we equally divides 48 by 6?3. Checking of assignment.4. Review:Multiply.233446 X 5 x 4 x 7B. Developmental Activities:1. Motivation:Sing the song (tune: Are you sleeping)Mathematics! Mathematics!How it thrills, How it thrillsAddition, SubtractionMultiplication, DivisionMental ! Math! Mental ! Math!(Repeat)2. Presentation:Problem Opener:Three boys gathered chicos from an orchard. If there were 348 chicos in the basket, how many chicos should each boy get as his share?a. Ask the following:1. What are given?2. What are being ask?3. How will you solve the problem?b. Show by illustration how to divide 348 by 3.c. Define and identify dividend, divisor to quotient.3. Practice Exercises:Read each problem and solve.a. Mang Berto gathered 1 350 mangoes from his orchard. Before selling the mangoes, he placed them equally in 6 kaings. How many mangoes were placed in each kaing?b. A rice dealer brought 1 224 sacks of rice. He hired 8 trucks to carry the rice from the province to Manila. How many sacks of rice were in each truck?4. Generalization How will you divide whole numbers?5. Application:Divide then check. Do not forget to add the remainder if there is any.

1. 231 3593. 64 7 872

2. 527 3324. 23 25 576

5. 497 532

IV. Evaluation: Find the quotient:

1. 2413 2483. 48 23 9708

2. 2415 1844. 23 10 005

5. 3144 448

V. Assignment:Read each problem and solve1. The cost of 24 blouses is P 4 296. What is the cost of each blouse?2. Last December, Lolo Carlos set aside P 1 015 which he distributed equally among his 7 grandchildren. How much did each child receive?a. Ask the following:1. What are the given?2. What are being asked?3. How ill you solve the problem?b. Show the illustration how to solve the problem.

Remarks: _________________________________________________________________ MATHEMATICS VDate: ___________

I.Objectives: Solve 1 step word problem using any of the four fundamental operations

II. Learning Content:Solving 1-step word problem using any of the four fundamental operations.

References:BEC PELC I A 5.aEnfolding Mathematics VMaterials:charts, flashcards

III.Learning Experiences:A. Preparatory Activities:1.Mental Computation:Drill on the basic addition, subtraction, multiplication and division facts.Mechanics:1. Divide the pupils into the boys and the girls group2. One member from each group will stand at the back of the room.3. As the teacher flashes a card, they answer and the one who gives the correct answers first advances forward.4. The groups that gets the most points is the winner.2.Review:Review steps in problem solvingB. Developmental Activities:1. MotivationWhen you visit a place for the first time, what do you do when you go back home?

2. PresentationStrategy: Making an organized listProblem Opener Nena was to buy 3 different souvenirs. She has P100 to spend. How many different combinations can she choose from?

Boardwalk Souvenirs

MugP 15.00

PosterP 25.00

T-shirtP 50.00

Key chainP 25.00

HandkerchiefP 20.00

Prices include tax

a. What are the given data?b. What is asked in the problem?c. What operation are you going to use?d. What are all the possible mathematical sentences?e. Which 3 items cost exactly P 100.00?

3. Practice ExercisesSolve the following exercisesa. In 1997, Mr. Martinez sold 12 496 chicken during the first quarter, 10 724 during the second quarter, and 23 318 chickens during the third quarter. How many chickens were sold in 3 quarters?b. Mr. Sison sold 41 000 kilograms of copra in January and another 29 368 kilograms in June. How many more kilograms of copra did he sell January than in June?

4. Generalization What are the steps in solving word problems?

5. Application:Solve the following problema. In 1997, Mr. Martinez sold 12 496 chicken during the first quarter, 10 724 during the second quarter, and 23 318 chickens during the third quarter. How many chickens were sold in 3 quarters?b. Mr. Sison sold 41 000 kilograms of copra in January and another 29 368 kilograms in June. How many more kilograms of copra did he sell in January that in June?

IV. Evaluation: Solve the following problem1. Omar collected 31 242 eggs. He sold 19 568 eggs to store owners. How many eggs were left unsold?2. There were 4 grade levels which joined the parade in Luneta. Each grade level had 42 pupils. How many pupils in all joined the parade?

V. AssignmentSolve the following problem1. During the Clean and Green Week celebration, 1 246 boy scouts and 1 038 girl scouts joined in planting tree seedlings in Antipolo Hills. How many scouters in all joined the tree planting?2. The Boracay Beach in Aklan had 45 362 quest last year. If 31 625 were Filipinos and the rest were foreigners, how many foreigners went to Boracay last year?3. Miss Lorenzo distributed 3 264 squares of cloth equally among 16 girls to make a table cover. How many squares of cloth did each girl receive?

MATHEMATICS VDate: ___________

I.Objectives: Solve 2-3 step word problems involving any of the four fundamental operations.

II. Learning ContentSolving 2-3 step word problems involving any of the four fundamental operations.

References:BEC PELC I A 5.bEnfolding Mathematics VMaterials:flashcards

III.Learning Experiences:A. Preparatory Activities:1.Drill on basic: addition facts, subtraction facts, division facts and multiplication facts through the use of flashcards.Mechanics:1. As the arbiter flashes a card, the two contestants answer as fast as they could2. The pupil, who gives the correct answer first, gets the point for his group.3. The relay continues till at least 10 of the exercises operations are done.2.Review:What are the steps in problem solving?

B. Developmental Activities:1. Motivation: During weekends, what do you do to help your parents earn extra money? Guide the pupils to see the value of helpfulness.2. PresentationStrategy: Problem Opener (Simplifying the Problem) Mang Ruben harvested a total of 11 380 kilograms of palay. He sold it to five different rice dealers. If each dealer received equal amounts, how many kilograms did each one get? If one kilogram costs P 25, how much did he get?a. What is asked in the problem?b. What are the given facts?c. What process are involved?d. What is the mathematical sentence? (11 380 5 ) x P 25 = N )e. Solve the Problemf. What is the answer 3. Practice ExercisesSolve the following exercisesa. There were 407 boys and 438 girls of Rafael Palma Elementary School who joined the Alay Lakad. If 65 pupils rode in a bus, in giving to the assembly area, how many buses were hired?b. An egg vendor bought 600 eggs from the Soler Farm. She paid P 28 per dozen. How much did she pay for all the eggs?

4. GeneralizationWhat steps should you follow when solving problems?What is the most important thing to consider in problem solving?5. Application:Read and Solve1. An airplane covered the following distances in 3 trips: 1 200 miles, 1 072 mile and 1 580 miles. The average speed of the plane was 550 miles per hour. What was the average distance covered in 3 trips?2. An egg vendor bought 600 eggs from the Soler Farm. She paid Php 28.00 per dozen. How much did she pay for all the eggs?

IV. Evaluation: Read and Solve1. An airplane covered the following distances in 3 trips: 1 300 miles, 972 miles and 1 580 miles. The average speed of the plane was 550 miles per hour. What was the average distance covered in the tree trips?2. Mr. and Mrs. Lagman bought a house and lot of Villa Calamba worth P 300 000.00. They made an initial payment of P 60 000.00. How much was the yearly amortization if they agreed to pay for 15 years?

V. AssignmentSolve the following problem1. The PTA donated P 39 510 to the school to buy 15 typewriters. If each typewriter cost P 3 000.00 how much was the schools share?2. In the childrens store, 285 thin notebooks and 325 thick notebooks were sold and the rest were arranged in 15 shelves. How many notebooks were in each shelf?3. The Grade V pupils went on a field trip to Tagaytay. They hired as bus for P 2 445 and a minibus for P 1 235. The school gave P 1120 and the rest was shared equally by the 32 pupils. How much did each pupil pay?

MATHEMATICS VDate: ___________

I.Objectives: Differentiate odd from even numbers

II. Learning ContentSkills:Differentiate odd from even numbersReferences:BEC PELC I A 5.1.1Enfolding Mathematics VMaterials:concrete objects, number cards

III.Learning Experiences:A. Preparatory Activities:1.Drill : Drill on discussing patternsWrite the missing numbers1. 20, 22, 26, 32, ___, ___, ___, 762. 4321, 1432, 2143, ____3. 68, 67, 64, 59, ___322.Review:Read then do what is told.1. Skip counting by 3 from 6 to 302. Skip counting by 5 between 10 to 403. Skip counting by 4

B. Developmental Activities:1. Motivation: Do you play games? What is the importance of games? How would you show sportsmanship?2. PresentationStrategy: Use a game The boat is sinkingMechanicsa. The teacher asks the pupils to stand occupying the wide space of the room. (number of pupils 36)b. If the teacher gives the signal Group yourselves into 2, the pupils will group themselves into 2.c. Teacher asks if everybody has a partner. The answer will recorded on the board.d. The teacher repeats the signal giving another number, example into 3 and so on.e. The results will be recorded on the boardf. Analysis and discussion will be done based on the results written on the board. The teacher must see to it that it is clear to the pupils that even numbers are divisible by 2 while odd number is a number with remainder 1 when it is divided by 2.

3. Practice ExercisesWrite odd or even on the blank before each number.______ 1. 3 104______3. 4 100______ 5. 5 778______ 2. 263______ 4. 3774. GeneralizationHow do you differentiate an odd number from an even number? Numbers divisible by 2 are even numbers. Even numbers end in 0, 2, 4, 6 and 8 Numbers when divided by 2 and have a remainder of 1 are odd numbers. Odd numbers end in 1, 3, 5, 7, and 9

5.Application:Write odd or even on the blank before each number.1. 3 1042. 2633. 5 7784. 1 3455. 377

IV. Evaluation:Encircle the correct answer. If y is an odd number and x is an even number then:1. y + y = odd, even2. x x = odd, even3. y + x = odd, even4. y x = odd, even5. x x y = odd, even

V. AssignmentAnswer each Question:1. If n is an odd number and p is an even number, then p + p + n = _______.2. What will you get if you add three odd numbers and an even number?3. Give the difference between the two odd numbers right after 20.4. Add the consecutive even and odd numbers after 5.

WednesdayJune 18, 2014MATHEMATICS V( 10:00-11:00 )

I. Objective: At the end of the lesson, the learners should be able to: Give the common factors and the greatest common factor of a given set of number.II. Subject Matter:A. Topic: Common Factors and the Greatest Common FactorB. Mathematical Concepts:The greatest common factor ( GCF ) of two or more nonzero whole numbers is the largest whole number that is a factor of all the given numbers.C. Skills: Getting the common Factor and greatest common factor.D. References:BEC PELC I A 5.1.2Mathematics for Better life 5, pp. 26-27E. Materials:Number cards, flashcards, grid paper, ruler, colored marker, activity sheet.F. Value: III.Learning Experiences:A. Preparatory Activities:1.Drill: Simple Multiplication Facts 2. Mental drill on identifying prime and composite number.Game: Flag lets raceMechanics:a. Divide the class into 3 groups. The leader gets the flags containing the words composite and prime number.b. Ask the first member of each group to stand first to answer then identify the number in the coupon bond strips as prime or composite.c. The teacher flashes the number.d. The pupil who raises the flag first give the answer.e. Continue the game until most of the learners have participated.f. The team which reaches fist the finish line using the flag lets win the contest.2. Review on prime and composite numbers.B. Developmental Activities:1. Motivation:Strategy: Coins Collection-Divide the class into 2 groups. Group boys and group girls.-Ask them to collect different denominations of Philippine coins from their pockets.-Make a coin collection project after collecting the coins from the members of the group.-Ask the leader of the group to present their coin collection.-The group has the greatest number of coins wins the contest.2.PresentationStrategy: Listening method/making an organized list.Using a Problem OpenerSally has two pieces of string, one 20 m long and 10 m long. She cuts the strings of the same size, as large as possible without waste. How long were the strings she made?b. Help the learners understand the problem by asking some comprehension question. Then ask what are given? What is asked?c. Guide learners in planning what to do to solve problem by letting list all the possible cuts that can be made.d. Through inspection, elicit from the learners the longest possible cut that can be made for both strings. (10)e. Analysis and DiscussionWhat do you think are the possible cuts listed on the table for 20 and 10?

3. Practice Exercises:Find the GCF using continuous division.1. 92. 123. 144. 125. 1812 16 21 18 27

4. Generalization: What are the methods of finding the GCF of numbers? The methods for finding the GCF of numbers are list down method, prime factorization method and continuous division.5.Application:Express each number as a product of its prime factors. Find the GCF.1.18 =2. 24 =3. 12 = 27 = 30 = 24 =GCF = 36 = 18 =GCF =GCF =IV. Evaluation:Give all the factors of each number then box the GCF1. 4 = ?2. 12 = ?3. 38 = ?4. 24 = ?5. 54 = ?8 = ? 30 = ? 46 = ? 64 = ? 36 = ?20 = ?

V. AssignmentSolve each problem:1. If the GCF of two numbers is 36, what are some of the prime factors of each number?2. The letter N represents a number between 50 and 60. The GCF of N and 16 is 8. Find N.

Remarks; _____________________________________________________________________

June 17, 2014Tuesday MATHEMATICS V( 10:00-11:00 )

I. Objectives: At the end of the lesson, the pupils should be able to:Differentiate prime and composite numbers.II. Subject Matter:A. Topic: Differentiate Prime and Composite NumbersB. Mathematical Concepts:A prime number is a whole number greater than 1 which has exactly two factors, the number itself and 1.A composite number is a whole number greater than 1 which has more than two factors.The number 1 is neither prime nor composite.C. Skills: Differentiating prime and composite number.D. References:BEC PELC I A 5.1.2Mathematics for a Better Life 5, pp. 20-23E. Materials:Flashcards, chartF. Value: Worthy membership in a groupIII.Learning Experiences:A. Preparatory Activities:1. Drill : Simple Multiplication Facts2. Mental Problem:What is the product of 23 and 4? 3. Review:Give the factors of the following numbers.367264182412B. Developmental Activities:1. Motivation:Teacher shows the Sieve of Eratosthenes and leads the class to find prime and composite numbers. 2.Presentation:Sieve of Eratosthenes12345678910

11121314151617181920

21222324252627282930

31323334353637383940

41424344454647484950

51525354555657585960

61626364656667686970

71727374757677787980

81828384858687888990

919293949596979899100

Encircle 1 because it is neither prime nor composite. Cross out 2,3,5,7. Cross out all divisible by 2,3,5,7.Answer the following questions:1. What kind of numbers are crossed out?2. What kind of numbers are not crossed out?3. How many numbers between 1 to 100 are primes?4. How many numbers from 1 to 100 are composites?3. Practice Exercises:List the factors of each number. Then encircle the number if it is prime.1. 362. 183. 20 4. 455. 126. 26

4. Generalization: What are prime numbers? Give examples. What are composite numbers? Give examples.

5.Application:List the factors of each number. Then encircle the number if it is prime and box the composite.1. 282. 133. 214. 165. 31 IV. Evaluation:Write P if the number is prime and C if it is composite.1. 18 =2. 12 =3. 24 = 4.27 =5. 24 =V. Assignment:1.Name the prime numbers between 1 100. 2.Name the composite numbers between 50-100.

Remarks: _________________________________________________________________________

MATHEMATICS V

Date: ___________

I.Objective: Identify prime and composite numbers

II.Learning Content:Identifying prime and composite numbers

References:BEC-PELC I A 5.1.3 Enfolding Mathematics VMaterials:flashcards, word problem written on manila paper

III.Learning Activities:A.Preparatory Activities:1.Drill: Drill on odd and even numbersa.89b. 24c. 98d. 112. Review: What are the methods of finding the GCF of numbers?B.Developmental Activities:1.Motivation:Teacher shows a pebble and leads the class to answer the following: What is this? Where do we usually find many of this? Does it have any use?

2. Presentation: Strategy Using Objects 1.Pupils will be grouped. Each group will be given pebbles which they will arrange into different arrangements.233929How many arrangements were made for each number?Number of PebblesPossible arrangementsNo. of possible Arrangements

23

39

29

3. Practice ExercisesList the factors of each number. Then encircle the number if it is prime.Example:61, 2, 3, 631, 31.48 _______3. 53 _______5. 79 _______2. 36 _______4. 64 _______

4. GeneralizationWhat are the prime numbers?5.Application:List the factors of each number. Then encircle the number if it is prime.Example:61, 2, 3, 631, 31.72 _______3. 71 _______5. 91 _______2. 48 _______4. 37 _______

IV. Evaluation:Write P if the number is prime and C if it is composite_____1.28_____3. 21_____5. 31_____2.13_____4. 16

V. Assignment:Answers the questions1.Name the prime numbers between 1 and 50.2.Name the prime numbers between 50 and 1003.Name two composite numbers that are prime.

June 19, 2014ThursdayMATHEMATICS V( 10:00-11:00 )

I. Objective: At the end of the lesson, the learners should be able to:Find the prime factors of a number.II. Subject Matter:A. Topic: Finding the prime factors of a number.B. Mathematical Concepts: Prime factors are the factors of a number that are prime numbers. Prime factorization is a way of writing a composite number as a product of its prime factors. C. Skill: Identifying prime factors D. References:BEC-PELC I A 1.4 Mathematics for a Better Life 5, pp. 28-29 E. Materials:Chart, flashcards F. Value: Sportsmanship

III.Learning Activities:A.Preparatory Activities:1.Drill: Simple Multiplication Facts2. Mental ComputationGive the factors of the following numbers1.482. 24 3. 28 4. 32 5. 163. Checking of assignment.4.Review: RelayTell whether the following numerals are prime or composite use flashcards1.172. 3 3. 5 4. 21 5. 19

B.Developmental Activities:1. Motivation:Give the number combinations when multiplied will give the product of 18.

2.Presentation:Strategy 1: Making an organized listGroup Activity:1.Use the prime numbers listed on the board (2, 3, 5, 7) as factors.2.Name 2, 3 or 4 of the primes, multiply them and record the numbers sentence. 3.Try to find all possible products for the four numbers.4.Chart all findings in a table.These are some of the expected outputs:2 x 3 = 62 x 3 x 5 = 303 x 5 = 152 x 7 = 14

3. Practice ExercisesFind the prime factors of these numbers using any method.1.782. 803. 484. 285. 34

4. GeneralizationHow do we find the prime factors of a number?

5.Application:Find the prime factors of these numbers using any method.1. 302. 283. 24 4. 165. 42

IV. Evaluation:Give the prime factors of the following numbers in exponential form.1.602. 483. 1604. 955. 180

V. Assignment:Write the prime factors of the following.1.842. 603. 904. 705. 88

Remarks: ______________________________________________________________________________

MATHEMATICS V

Date: ___________

I.Objective: Show multiplies of a given number by 10, 100II.Learning Content:Showing multiplies of a given number by 10, 100

References:BEC-PELC I A 5.1.5 Enfolding Mathematics VMaterials:flashcards

III.Learning Activities:A.Preparatory Activities:1.Drill: Finding prime and composite numbers1.602. 483. 1604. 955. 1802.Review:Finding on the common factors and GCF of given numbers1. 92. 123. 184. 145. 1212 16 27 21 18B.Developmental Activities:1. MotivationPresent a number tree.What is the use of this tree? Do you still remember this tree?

2.PresentationStrategy Using Prime FactorizationWhat is the least common multiple (LCM) of 6 and 8? Of 60 and 80?60:2 x 2 x 5 x 380:2 x 2 x 5 x 2 x 2LCM240-What kind of numbers are 6 and 8?-60 and 80 are multiples of what number?-How do we get 24?-What is the LCM OF 60 and 80?

3. Practice ExercisesDetermine the LCM of these numbers.1.35, 632. 48, 723. 50, 60 4. 30, 40 5. 100, 200

4. GeneralizationWhat are the multiples? What is the least common multiple?5.Application:Find the LCM of each pair of numbers.1.4:2. 6: 3. 6: 9: 15: 12: LCM LCM LCM

IV. Evaluation:The prime factorization of each number is given. Give the LCM of each pair of numbers.1.6:2 x 32. 9: 3 x 33. 8: 2 x 2 x 29:3 x 3 15: 3 x 5 12: 2 x 2 x 3 LCM LCM LCM

V. Assignment:Express each number as a product of prime factors. Then find the LCMExample: 18: 2 x 3 x 3 27: 3 x 3 x 31.18 =2. 36 =3. 54 =4. 12 =5. 30 =

MATHEMATICS V

Date: ___________

I.Objective: Find the least common multiple of a set of numbersII.Learning Content:Finding the least common multiple of a set of numbersReferences:BEC-PELC I A 5.1.6 Enfolding Mathematics VMaterials:flashcards, paper, rulerIII.Learning Activities:A.Preparatory Activities:1.Drill: Give the next 3 numbers in the sequence.1.0, 3, 6, 92. 0, 5, 10, 153. 0, 7, 14, 21

2.Review: Finding the GCF of given numbers using the prime factorization:a.24 and 36b. 15 and 40c. 12 and 24B.Developmental Activities:1. Motivation:Recall the concept of multiples through skip counting. Do you know how to skip count by 6? 8? 7? 9?2.PresentationStrategy 1: Drawing tables/Making an organized list.1.Divide the class into groups. Each group will be given dot papers for the activity.2.Activity cards will be distributed among the groups as shown below:Manipulative Activity1.Choose a number from 3-7.2.Show multiples of the number on dot paper by circling rows of dots. Example: if 3 is chosen, circle rows 3, 6, 9, 12 and 15 dots.3.Repeat the activity using different numbers.

3. Practice ExercisesGive the least common multiple (LCM)1.6 and 82. 3 and 63. 10 and 4

4. GeneralizationWhat is the least common multiple (LCM) of a set of numbers?

5.Application:Find the prime factors of these numbers using any method.1302. 283. 244. 165. 42

IV. Evaluation:Give the least common multiple for each pair of numbers:1.6 and 152. 12 and 243. 12 and 184. 15 and 6 5. 10 and 15

V. Assignment:Find the LCM of these set of numbers.1.8, 12, 304. 4, 10, 82.12, 20, 455. 9, 12, 183.18, 27, 35

MATHEMATICS V

Date: ___________

I.Objective: State divisibility rules for 2, 5 and 10

II.Learning Content:State divisibility rules for 2, 5 and 10

References:BEC-PELC I A 1.7 Enfolding Mathematics VMaterials:set of cards with number 0 to 9, flashcards

III.Learning Activities:A.Preparatory Activities:1.Drill: Mental Math Drills on Easy Division using flashcards.Example: 126 3 = n522 6 = n255 5 = n 2.Review: On multiples of a number. Give the 1st multiples of:1.42. 33. 54. 65. 8

B.Developmental Activities:1. Motivation:Play The boat is sinking

2.PresentationTeacher classifies numbers of students according to which are divisible by 2, 5 or 10. teacher summarizes the numbers by writing these on a separate table.Ask students to observe carefully the numbers divisible by 2. Ask what they notice. Continue to elicit observations until the rule for divisibility by 2 is mentioned.Do the same divisibility by 5 and 10.Provide big numbers written on flashcards and have students categorize these as divisible by 2, 5 or 10.

3. Practice ExercisesWrite on the blank before each item whether the given number is divisible by 2, 5 or 10.____ 1.16____ 3. 30____ 5. 650____ 2.125____ 4. 344

4. GeneralizationRecall all the divisibility rules.For 2: All numbers ending in 0, 2, 4, 6, 8 are divisible by 2.For 5: All numbers ending in 0 or 5For 10: All numbers ending in 0

5.Application:Write on the blank before each item whether the given is divisible by 2, 5 or 10._____1. 16_____2. 125_____3. 30_____4. 444_____5. 650IV. Evaluation:Encircle the numbers which are divisible by the given number before each item._____1.17, 16, 20, 15_____3. 52, 15, 60, 156_____5. 35, 54, 105, 153_____2.40, 14, 25, 300_____4. 38, 45, 70, 85

V. Assignment:Put a check on the blank if the first number is divisible by the second.864, 2 ____606, 10 ___ 108, 2 ____405, 5 ____ 700, 10 ____

MATHEMATICS V

Date: ___________

I.Objective: State the divisibility rules for 3, 6 and 9

II.Learning Content:State divisibility rules for 3, 6 and 9.

References:BEC-PELC I A 1.7Enfolding Mathematics VMaterials:flashcards, pocket chart

III.Learning Activities:A.Preparatory Activities:1.Drill: (Mental Computation)Easy Division:1.366 6 = n3. 387 7 = n 2.148 2 = n4. 488 4 = n

2.Review: Review of previous lesson: Divisibility of 2, 5 and 10.Place the check cards under the correct column by which the numbers are divisible.2510

3000

4124

775

726

B.Developmental Activities:1. Motivation:Who among you are members of the student council? As a member what do you usually do to help your co-students in school?

2.PresentationStrategy: Use a problem Opener.The school helpers are setting up the auditorium for the students council meeting. There are a total of 197 mono-block chairs which they have to set up in either rows of 3, 6 or 9 which are set ups.1.Ask the student: What are given? What is being asked? How may we solve the problem?2.Ask the student: If you were one of those who have to set up the auditorium, What would you do?3.Have students solve the problem by actual division.4.Tell the students that using the divisibility rules will help in identifying if a number is divisible by another number without actual division.

3. Practice ExercisesPut a check under the correct column applying the rules for divisibility.369

120

315

8640

4176

4. GeneralizationWhat are the rules of divisibility?

5.Application:Put a check on the blank if the first number is divisible by the second number.261,6_____6453,9_____345,3_____459,3_____114,6_____

IV. Evaluation:Which of the following numbers are divisible by 3, 6 or 9. write 3, 6 or 9 or which ever of the three in the blank.______ 1.630______ 4. 4110 ______ 2.363______ 5. 846______ 3.423

V. Assignment:Encircle the numbers which are divisible by the given number before each item.______ 1.54, 261, 346, 84______ 2.657, 299, 846, 627______ 3.342, 296, 357, 477______ 4.843, 799, 312, 579______ 5.117, 378, 1953, 216

MATHEMATICS V

Date: ___________

I.Objective: State divisibility rules for 2, 3, 4, 5, 6, 9 and 10II.Learning Content:State divisibility rules for 2, 3, 4, 5, 6, 9 and 10

References:BEC-PELC I A 1.7 Enfolding Mathematics VMaterials:kraft paper with chart of SW

III.Learning Activities:A.Preparatory Activities:1.Drill: On easy division (mental computation-mc)1.488 8 =2. 279 3 =3. 168 4 =2.Review: Divisibility Rules-Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate the rule.

B.Developmental Activities:1. Motivation:Play Sa Pula, Sa PutiTeacher will give statement regarding application of the divisibility rules. Students are given 10- 15 seconds to determine if the statement is true or false. They are to stand in line, either in the Pula or Puti half of the room.Example:51 is divisible by 3.

2.Presentationa.Give examples of numbers divisible by 4. Use numbers that students can readily determine as divisible by 4 and some numbers that are bid and therefore would require the use of the divisibility rule rather than actual division.b.State the divisibility rule of 4.c.Give examplesd.Have the students complete the chart.2345678910

150

4460

1816

9915105

3. Practice ExercisesPut a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.2345

120

405

272

504

4. GeneralizationFor 2: All numbers ending in 0, 2, 4, 6, or 8 are divisible by 2. these numbers are called even numbers.For 3: All numbers ending in the number is divisible by 3.For 4: Last two digits of the number form a number divisible by 4 or the last two digits are zeros.For 5: All numbers ending in 0 or 5.For 6: The number is divisible by both 2 and 3For 9: Sum of digits of the number is divisible by 9.For 10: All numbers ending in 0.

5.Application:Put a check under each column to tell whether each given number is divisible by 6, 9 or 10

6910

120

315

8316

8640

4176

IV. Evaluation:Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10._____ 1.423_____ 4. 2105_____ 2.5746_____ 5. 354_____ 3.3000

V. Assignment:Put a check mark on the blank if the first number is divisible by the second number.483, 6 ______624, 4 ______1368, 9 ______821, 2 ______252, 5 ______726, 4 ______

MATHEMATICS V

Date: ___________

I.Objective: State divisibility rules for 2, 3, 4, 5, 6, 9 and 10II.Learning Content:State divisibility rules for 2, 3, 4, 5, 6, 9 and 10

References:BEC-PELC I A 1.7 Enfolding Mathematics VMaterials:kraft paper with chart of SW

III.Learning Activities:A.Preparatory Activities:1.Drill: On easy division (mental computation-mc)1.488 8 =2. 279 3 =3. 168 4 =2.Review: Divisibility Rules-Have students recall the rules taken so far. Teacher provides 1 to 2 examples to illustrate the rule.

B.Developmental Activities:1. Motivation:Play Sa Pula, Sa PutiTeacher will give statement regarding application of the divisibility rules. Students are given 10- 15 seconds to determine if the statement is true or false. They are to stand in line, either in the Pula or Puti half of the room.Example:51 is divisible by 3

2.Presentationa.Give examples of numbers divisible by 4. Use numbers that students can readily determine as divisible by 4 and some numbers that are bid and therefore would require the use of the divisibility rule rather than actual division.b.State the divisibility rule of 4.c.Give examplesd.Have the students complete the chart.2345678910

150

4460

1816

9915105

3. Practice ExercisesPut a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.2345

120

405

272

504

4 GeneralizationFor 2: All numbers ending in 0, 2, 4, 6, or 8 are divisible by 2. these numbers are called even numbers.For 3: All numbers ending in the number is divisible by 3.For 4: Last two digits of the number form a number divisible by 4 or the last two digits are zeros.For 5: All numbers ending in 0 or 5.For 6: The number is divisible by both 2 and 3For 9: Sum of digits of the number is divisible by 9.For 10: All numbers ending in 0.5.Application:Put a check under each column to tell whether each given number is divisible by 2, 3, 4 or 5.6910

320

315

8316

8640

4176

IV. Evaluation:Write on the blank before each number whether it is divisible by 2, 3, 4, 5, 6, 9 and 10._____ 1.423_____ 4. 2105_____ 2.5746_____ 5. 354_____ 3.3000

V. Assignment:Put a check mark on the blank if the first number is divisible by the second number.483, 6 ______624, 4 ______1368, 9 ______821, 2 ______252, 5 ______726, 4 ______

MATHEMATICS V

Date: ___________

I.Objective: State divisibility rules for 2, 3, 4, 5, 9 and 10

II.Learning Content:State divisibility rules for 2, 3, 4, 5, 9 and 10

References:BEC-PELC I A 1.7 Enfolding Mathematics VMaterials:set of cards with numbers 0 to 9

III.Learning Activities:A.Preparatory Activities:1.Drill: basic facts of multiplication6 x 79x35x58x57x73x74x96x62. Review: Teacher may continue giving analysis questions like in the previous days. Teacher may also modify questions to those answered by ALWAYS, SOMETIMES, or NEVER.

B.Developmental Activities:1. Motivation:Play The boat is sinking.

2.PresentationPromote higher order thinking skills by playing Number ScrambleStrategy 1: a.Teacher provides each team of 4 with cards bearing numbers 0 to 9. students are to use these cards to form the number being asked for given certain conditions.b.Give an example. Explain that the students may use the cards to identify the number asked for. Example: Without repeating any digit, from the least 3-digit number divisible by 2.

3 Practice ExercisesSupply the missing number to make the number divisible by the number opposite.1.5__1 33. 273__ - 45. 423__ - 32.139__ - 24. 823__ - 6

4. GeneralizationRecall the rules of divisibility by 2, 3, 4, 5, 6, 9 and 10.

5.Application:Put a check mark on the blank if the first number is divisible by the second number.483, 6 ______624, 4 ______1368, 9 ______821, 2 ______252, 5 ______726, 4 ______

IV. Evaluation:Supply the missing number to make the number divisible by the number opposite.1.712__ - 53. 262__ - 95. 216__ - 82.463__- 104. 385__ - 6

V. Assignment:Put a check under each column where divisibility rules apply.23456910

1. 532

2. 4554

3. 249

4. 6020

5. 828

June 23, 2014MondayMATHEMATICS V( 10:00-11:00 )

I. Objective: At the end of the lesson, the learners should be able to:Visualizes changing dissimilar fractions to similar fractions.II. Subject Matter:A. Topic: Visualizing Changing Dissimilar Fractions to Similar FractionsB. Mathematical Process;Use unit regions and number lines to visualize changing dissimilar fractions to similar fractions.C. References:BEC-PELC II A 1 Mathematics for a Better Life 5, pp.40-41D. Materials:flashcardsE. Value: Patience in doing workIII.Learning Activities:A.Preparatory Activities:1.Drill: Simple Multiplication Facts2. Mental Computation:Drill on finding the LCM of given numbers.Example: 5, 102, 34, 63.Review:Recall the rules for divisibility rules by 2, 5 and 10.

B.Developmental Activities:1. Motivation:Who among you help their parents at home after school hours?What household chore do you usually do at home?

2.Presentation:Strategy 1: Using a problem opener.On Saturdays, Paolo helps his mother at home. He spends 5/6 hour in washing the clothes and 2/3 hours in cleaning the house.1.Help the pupils understand the problem by answering some comprehension questions. Then ask: What are given? What is asked? You may further ask: What kind of boy is Paolo?2.Lead them in planning what to do by asking some guiding questions such as. How will you find out which is greater 5-6 hour and 2/3 hours?3.Let the pupils state the steps in changing / renaming dissimilar fractions to similar fractions.4.Provide more practice exercises in renaming dissimilar fractions to similar fractions.

3. Practice Exercises:Rename these dissimilar fractions to similar fractions1.3/10, 4/63. 10/12, 3/65. 2/3, 4/52.5/8, 4. 4/6, 1/8

4. GeneralizationHow do we rename dissimilar fractions to similar fractions?5.Application:Rename these dissimilar fractions as similar fractions.1.3/10, 4/63. 10/12, 3/65. 2/3, 4/522.5/80, 3/44. 4/6, 1/8

IV. Evaluation:Write as similar fractions.1.6/6, 3/92. 2/8, 10/123. 6/8, 3/10 4. 4/10, 5/12 5. 2/9, 2/4

V. Assignment:Rename these dissimilar fractions as similar fractions.1.6/8, 2/123. 6/15, 4/55. 4/9, 3/122.3/20, 4/104. 2/10, 1/6

Remarks: _______________________________________________________________________________

TuesdayJune 24, 2014MATHEMATICS V( 10:00-11:00 )

I. Objective:At the end of the lesson, the learners should be able to:Identify equal fractions.II. Subject Matter:A. Topic: Identifying Equal FractionsB. Mathematical Concepts: Cross products are products obtained by multiplying the numerator of one fraction by the denominator of the second fraction and the denominator of the first fraction by the numerator of the second fraction.Two fractions are equal if one fraction is a higher term or a lower term of the other, or if their cross products are equal.C. Skill: Identifying, listening D. References:BEC-PELC II A 1.2 & 1.2.1 Mathematics for a Better Life 5, pp. 46-47 E. Materials:flashcards, fraction models, fraction strips, crayons.F. Value: Cooperation

III.Learning Activities:A.Preparatory Activities:1. Drill: Basic facts in Multiplication.a.9 x 8 =b. 8 x 5 =c. 6 x 2 =d. 7 x 6 =2. Mental Problem: What is the product of 56 and 6?3. Checking of assignment4. Review: changing dissimilar fractions to similar fractions.Example: a. ( , 1/3 )b. ( 5/9, 7/8)c. ( 7/10, 5/9 )B.Developmental Activities:1. Motivation:Have you eaten pie? What does it look likes? How many slices can you eat?Teacher shows model of pie on the board. Elicit and 2/4.

2. PresentationStrategy 1: Paper foldingMaterials: Sheets of paperMechanics:1.Divide class into 6 groups.2.Each group is given 2 pieces of paper of the same size.3.Request them to fold the first paper into thirds. Color 1/3. Fold the second paper into sixth. Color 1/6. Fit the second paper to the colored part of the first paper. 4.Ask: What part is the same as 1/3?What can you say about 1/3 and 2/6?What can you say that 1/3 equals to 2/6?5.Direct pupils to cross multiply What can you say about the cross products?

3. Practice Exercises:Choose the set of fraction that are equal. _____ 1.a. 5/9, 7/8b. 4/5, 8/10c. 2/9, 3/8d. 4/5, 3/8_____2.a. 7/10, 5/9b. 3/5, 5/7c. 4/5, 3/7d. 6/15, 2/5

4. Generalization:Equal fractions are fractions that name the same part of the whole.

5.Application:Give the equivalent fraction of the following.1.2/32. 4/53. 3/5

IV. Evaluation:On the blank before each number, write YES if the pair of fractions are equal and NO if not._____ 1. 1/2, 3/6_____ 4. 1/3, 1/6_____ 2. 2/5, 3/10_____ 5. 5/6, 3/4_____ 3. 1/4, 3/12

V. Assignment:Copy then write the missing numerator and denominator to make the statement correct.

Remarks: ____________________________________________________________________

June 25, 2014WednesdayMATHEMATICS V( 10:00-11:00 )

I. Objective: At the of the lesson, the learners should be able to:Use cross product to determine whether 2 fractions are equal.II. Subject Matter:A. Topic: Using cross product to determine whether 2 fractions are equalB. Mathematical Concepts: Cross products are products obtained by multiplying the numerator of one fraction by the denominator of the second fraction and the denominator of the first fraction by the numerator of the second fraction.Two fractions are equal if one fraction is a higher term or a lower term of the other, or if their cross products are equal.C. References: BEC-PELC II A 1.2 & 1.2.1 Mathematics for a Better Life 5, pp. 46-47D. Materials: Flashcards, flower cut-outsE. Value: CooperationIII.Learning Activities:A.Preparatory Activities:1.Drill on basic facts in Multiplication.a.7 x 3 =b. 9 x 5 =c. 7 x 6 =d. 8 x 2 =2. Mental Problem:There are 30 eggs in a tray. How many dozen of eggs are there in a tray?3. Checking of assignment4. Review on changing dissimilar fractions to similar fractions.Example: a. ( 7/10, 5/9 )b. ( 5/9, 7/8)c. ( , 1/3 )B.Developmental Activities:1. Motivation:Do you love to eat cake? What type of cake do you want?

2. Presentation:Strategy 1: Paper foldingMaterials: Sheets of paperMechanics:1.Divide class into 3 groups.2.Each group is given 2 pieces of paper of the same size.3.Request them to fold the first paper into thirds. Color 1/3. fold the second paper into sixth. Color 1/6. Fit the second paper to the colored part of the first paper. 4.Ask: What part is the same as 1/3?What can you say about 1/3 and 2/6?What can you say that 1/3 equals to 2/6?5.Direct pupils to cross multiply What can you say about the cross products?

3. Practice ExercisesChoose the set of fraction that are equal. _____ 1.a. 7/9, 4/5b. 2/5, 8/20c. 5/8, 3/9d. 4/5, 3/8_____2.a. 7/10, 5/9b. 3/5, 5/7c. 4/5, 3/7d. 6/15, 2/5

4. GeneralizationThe cross product method can be used to test if fractions are equal. If the cross products are equal then the two fractions are equal.

5.Application:Check if the fractions are equal, use the cross product method. Then write the correct symbol in the blanks.5/9 , 7/84/5,8/102/9,4/18

IV. Evaluation:Check if the fractions are equal, use the cross product method. Then write the correct symbol in the blanks.

V. Assignment:Write the next 3 consecutive fractions that are equal to the given example.

Remarks: ________________________________________________________________________--

June 30, 2014MondayMATHEMATICS V(10:00-11:00 )

I. Objective: At end of the lesson, the learners should be able to:Order dissimilar fractions written in different forms from least to greatest, and vice versa.II. Subject Matter: A. Topic: Ordering Dissimilar Fractions B. Mathematical Processes:To order mixed numbers and fractions with unlike denominators;1. Write the mixed numbers as improper fractions.2. Express them as similar fractions using their LCD.3.compare the numerators.4. arrange the fractions according to their numerators from least to greatest or from greatest to least. C. Skill: Listening, arranging D. References: Mathematics for a better Life 5, pp. 48-49 ) E. Materials: Fraction cards, fraction strips/models, flashcards, chart F. Value: Cooperation

III.Learning Activities:A.Preparatory Activities:1. Drill on basic division facts.a. 12 4 =b. 14 2 = c. 16 4 =d. 56 7 = 2. Mental Computation:What is the resulting number when we divide 72 by 9?3. Checking of assignment.4. Review on finding the LCM.Find the LCM.a. 9 = ?b. 12 = ? c. 14 = ?d. 9 = ? 6 = ? 18 = ? 7 = ? 27 = ?

B.Developmental Activities:1. Motivation/ Presentation:

Problem Opener: Aliyah has three pieces of ribbon which are 1 5/6 m, 7/9 m, and 1 2/3 m long. She wants to use the longest ribbon for her grandfather's gift. Which is the longest ribbon? the shortest?2. Analysis/Discussion:To answer the problem, order the fractions. Follow these steps:1. Write the mixed numbers as improper fractions.1 5/6 = 11/61 2/3 = 5/32. Change to similar fraction.11/6 = 33/18 7/9 = 14/18 5/3 =30/183. Compare the numerators to order the fractions.Least to greatestgreatest to least14 < 30 < 33or33 > 30 > 1414 < 30 < 33or33 > 30 > 1418 18 1818 18 187/9 < 1 2/3 < 1 5/6 or 1 5/6 > 1 2/3 > 7/9Answer: The longest ribbon is 1 5/6 m long while the shortest ribbon is 7/9 m long.

3. Practice Exercises:Compare the fractions. Write =, >, or < to replace each blank.1) 5/6 ___ 6/32) 8/9 ___ 1 1/2 3) 4/2 ___ 1 1/2

4) 2 1/3 ___ 6/25) 5/9 ___ 9/5

4. Generalization:What is the first step before you can order dissimilar fractions written in different forms?Why do you need to change dissimilar fractions to similar fractions before comparing them?5. Application:Order fractions from least to greatest and greatest to least.1) 1 2/3 , 1 2/5 , 4/22) 12/6 , 11/12 , 3 1/33) 2 1/4 , 5/2 , 9/3

4) 7/2 , 1 1/2 , 9/55) 8/3 , 3 1/2 , 11/12IV. Evaluation:Which of these fractions should come first and which should appear last if they are ordered from least to greatest?1) 9/10 , 4/3 , 1 5/12 , 1 2/52) 12/4 , 5/2 , 2 1/4 , 8/33) 3/2 , 2/7, 9/4 , 2 3/4

Which of these fractions should come first and which should appear last if they are ordered from greatest to least.

4) 7/3 , 4/5 , 1 1/8 , 1/25) 13/3 , 12/4 , 3 1/2, 2 4/3

V. Assignment:Order the fractions from greatest to least and least to greatest.1) 5 2/3 , 5 4/5 , 5 14/152) 8/3 , 1 1/3 , 4/63) 7/8 , 6/4 , 1 1/34) 1 3/8 , 1 3/4 , 5/35) 3 7/8 , 10/2 , 3 3 3/4Remarks: ___________________________________________________________________________

MATHEMATICS V(10:00-11:00 )

I. Objective: At end of the lesson, the learners should be able to:II. Subject Matter:A. Topic: B .Mathematical Processes:C. References: Mathematics for a better Life 5, pp. D. Materials: E. Value:

III.Learning Activities:A.Preparatory Activities:1. Drill on basic

2. Review on

B.Developmental Activities:1. Motivation:

2. Presentation:

3. Practice Exercises

4. Generalization

5. Application

IV. Evaluation:

V. Assignment:

Remarks: _________________________________________________________________________________

July 01, 2014TuesdayMATHEMATICS V( 10:00-11:00 )

I. Objective: At the end of the lesson, the learners should be able to:Estimate fractions close to 0, or 1.II. Subject Matter:A. Estimating fractions close to 0, or 1B. Mathematical Processes:A fraction is close to 0 when the numerator is very small compared to the denominator. 1/2 when the denominator is about twice the numerator. 1 when the numerator and denominator are about the same.C. References:BEC-PELC II A 2Mathematics for a Better Life 5, pp.50-51D. Materials:Bingo cards, flashcards, number line, illustration boards.

III.Learning Activities:A.Preparatory Activities:1.Drill : Simple Multiplication Facts2. Mental Computation:What is the product of 34 and 7?3. Checking of assignment 4.Review on comparing fractions.How did we change a fraction to lowest term? How can we identify fraction in the lowest term?B.Developmental Activities:1. Motivation:List fractions that are less than . Factions that is greater than .2. Presentation:Strategy: Use of the number lineMechanics:1.Divide the class into 4 groups.2.Distribute illustrations boards, one to each group.3.Teacher request each group to show the following fractional parts in the number line.Group 1: to 12/12Group 2: 1/10 to 10/10Group 3: 1/9 to 9/9Group 4: 1/8 to 8/84.Tell each group to show , , and 1 in the number line.5.Answer the following questions.Which fractions are close to 0?Which fractions are close to ?3. Practice Exercises:Estimate the following fractions if they are close to 0, , or 1. Write the correct estimate at the blank before the number._____ 1._____ 4. 11/13_____ 2.5/12_____ 5. 3/17_____ 3.

4. Generalization:In estimating fractions, we have to consider both numerators and denominators.

5. Application:Answer the following questions. Choose the letter only.1.Which fraction is close to 0.a. 7/8b. 2/10c. 6/10d. 11/122.Which fraction is close to 1.b. 2/9b. 4/8c. 14/15d. 1/63 Which fraction is close to 1/2.c. 8/14b. 4/8c. 13/14d. 1/7

IV. Evaluation:Put a check mark on the appropriate column that best describes the fractions.FractionClose to 0Close to Close to 1

1. 9/10

2. 2/12

3. 1/7

4. 9/12

5. 3/10

V. Assignment:1.Draw a number line showing 1/12 to 12/12 on an illustration board.2.List the fractions that are close to 0, 1/2, or 1.

Remarks: _________________________________________________________________________

July 03, 2014ThursdayMATHEMATICS V( 10:00-11:00 )I. Objective: At the end of the period, the learners should be able to:Add two to four similar fractions.II. Subject Matter:A. Topic: Adding two to four similar fractions without or with regroupingB. Mathematical Process:To add two or more similar fractions, add the numerators and write the sum over the common denominator. Reduce the sum to lowest terms whenever possible. C. References:BEC-PELC II B 1.1 Mathematics for a Better Life 5, pp. 56-57 D. Materials: Fraction cards, regions E. Value: Worthy membership in a group

III.Learning Activities:A.Preparatory Activities:1. Drill on basic division factsa. 9 3 =b. 8 4 = c. 15 5 =d. 8 2 = 2. Mental Computation:What is the quotient of 125 by 5?3. Checking of assignment2. Review: Put a star () before the number if the fraction is in the lowest term. Simplify if it is not._____ 1.9/11_____ 3. 8/10_____ 5. 10/15_____ 2. 4/6_____ 4. 7/8

B.Developmental Activities:1. Motivation:Have you been seen ribbon? How do we use it?2. Presentation:Strategy: Modeling using a problem opener.Aida bought 3/5 meter of blue ribbon, 4/5 meter of white ribbon and 2/5 meter of red ribbon. How long are the ribbons put together end to end?1. Ask leading questions as in No. 1 and 2 of strategy 1.2. Direct the pupils to the model shown.3. Using the model.Let the pupils write the equation:3/5 + 2/5 + 4/5 = 9/5What kind of fraction did you get as an answer?4. Lead the pupils to the idea that in adding similar fractions, answer must be reduced to lowest term or in simplest form.5. Provide more exercises in adding 2 or more similar fractions.3. Practice Exercises: Find the sum. Reduce answer to simplest form.1. 13/30 + 5/20 =3. 2/9 + 1/9 + 4/9 =5. 5/14 + 2/14 + 7/142. 6/14 + 2/14 =4. 8/10 + 3/10 =4. Generalization:How do we add 2 or more similar fractions?5. Application:Find the sm. Reduce answers to lowest form.1.13/20 +5/20 =2. 6/14 + 2/14=3. 2/9 + 1/9 + 4/9 =

IV. Evaluation:Find the sum. Reduce answers to simplest form.1.4/8 + 1/8 =3. 3/8 + 3/8 =5. 3/10 + 2/10 =2. + =4. 4/9 + 1/9 + 6/9 =

V. Assignment:Find the sum and give the answer in simplest form.1.2/5 + 8/5 + 3/5 =3. 5/12 + 2/12 + 4/12 =5. 4/15 + 1/15 + 5/15 =2.11/12 + 1/12 =4. 2/7 + 3/7 =

Remarks: _____________________________________________________________________________

July 07, 2014MondayMATHEMATICS V( 10:00-11:00 )

I. Objectives: At the end of the lesson, the learners should be able to:Visualize addition of dissimilar fractions without and with regrouping. II. Subject Matter: A. Topic: Visualized addition of dissimilar fractions without and with regrouping B. Mathematical Process:Unit regions can be used to visualize the addition of dissimilar fractions. C. References:BEC PELC II B 1.2Mathematics for a Better life 5, pp. 58-59 D. Materials: Flashcards, game boards for square deal, fraction chart, strips E. Value: Peace and harmonyIII. Learning Experiences:A. Preparatory Activities:1. Drill: Simple Addition Facts2. Mental Computation:What is the sum of 26 and 27?3. Checking of assignmentReview on adding similar fractions. B. Developmental Activities: 1. Motivation:Can we mix oil with water? Why? Similarly, we cannot just put together dissimilar fractions, can we?2. Presentation:Strategy: ModelingUsing a problem openerMother has one whole cake. First she sliced 1/3 and then 1/6 if the cake. What part of the cake did she slice? 1 13 6Ask: What parts of the cake had been sliced off? What was the total part of the cake that was sliced off?1 13 6

123. Practice Exercises:Use diagrams or fractions regions to add the following.1.2 + 1=3. 2 + 5 =5. 5 + 1 =3 4 3 9 8 2

2.2 + 1=4. 3 + 1 =6 3 8 4

4. Generalization:How can we add fractions if they are dissimilar? (We make them similar) 5. Application: Illustrate each addition sentence by using unit regions.1. 1 + 1 = 22. 3 + 1 = 53. 5 + 3 = 1 3 2 6 3 8 4 8 8 4 8

IV. Evaluation:Complete the diagrams by shading them correctly showing the given addition statements. Rename the answers if needed.

IV. Assignment:Find the sum1.11 + 5 =3. 2 + 7 =5. 5 + 1 =12 6 3 8 6 5

2.1 + 3=4. 7 + 3 =4 5 10 4

Remarks: ______________________________________________________________________________

July 08, 2014TuesdayMATHEMATICS VI. Objective: At the end of the lesson, the learners should be able to:Add dissimilar fraction. II.Learning ContentA. Topic: Adding Dissimilar Fractions B. Mathematical Process:To add dissimilar fractions, express them as similar fractions by finding their least common denominator ( LCD ). Add the similar fractions. Reduce the sum to lowest terms whenever possible.B. Skill: Computing, listening C. References: BEC PELC II B 1.3Mathematics for a Better Life 5, pp. 60-61 D. Materials:Flashcards, chart E. Values: ObedienceII.Learning Experiences:A. Preparatory Activities:1. Drill: Simple addition Facts2. Mental Computation:What is the resulting number when we add 230 and 45?3. Checking of assignment4. Review on visualizing addition of dissimilar fraction.B.Developmental Activities:1. Presentation:Problem opener: Faith ate 3/6 of a pizza. Mark ate 2/12 of the same pizza. How many parts of the pizza did they eat in all? 2. Analysis/Discussion:a. What is asked? b. What are given? c. What kind of fractions are 3/6 and 2/12? d. What operation is, needed to solve the problem? e. Can we easily add 3/6 and 1/12? Why? f. How can we add them? (Rename 3/6 into a fraction similar to 1/12) g. Lets solve the problem.3. Practice Exercises:Find the sum.

1) 9/162) 16/203) 14/24 4) 5/85) 7/10 + 4/8+ 2/10+ 6/16+ 4/6+ 2/20

4. Generalization:How do we add dissimilar fractions?In adding dissimilar fractions, find the LCD first. Then rename them to similar fractions. Add as in adding similar fractions and reduce answer to lowest terms. 5. Application:Add. Reduce the sum to lowest terms whenever possible.1) 3 + 12) 2 + 43) 7 + 34) 4 + 15) 5 + 1 4 8 3 9 10 5 5 3 8 6IV.Evaluation:Rename these fractions as similar fractions. Add then express the sum in lowest term if possible

1.2 + 3 =3. 1 + 3 =5. 5 + 1 =8 4 4 6 8 4

2.2 + 1=4. 6 + 1 =8 2 10 2

V.AssignmentFind the sum and if necessary reduce the answer in its simplest form.

1.3 + 4 =3. 6 + 7 =5. 5 + 10 =6 10 15 10 9 15

2. 8 + 5 =4. 2 + 3 =12 9 10 4

Remarks: _______________________________________________________________________

July 09, 2014WednesdayMATHEMATICS V( 10:00-11:00 )

I. Objective: At the end of the lesson, the learners should be able to:Add dissimilar fraction and whole number. II. Subject Matter:A. Topic: Adding the Dissimilar Fractions and Whole Numbers B. Mathematical Process:To add dissimilar fractions and a whole number, align the fractions and then align the whole numbers. Change dissimilar fractions to similar fractions. Add the fractions. Add the whole numbers. Reduce the sum to lowest terms whenever possible. C. References:BEC PELC II B 1.4 Mathematics for a Better Life 5, pp. 62-63 D. Materials: Fraction cards, fraction strips, cut-outs E. Values:IndustryII.Learning Experiences:A. Preparatory Activities:1. Drill: Simple Addition Facts2. Mental Computation:Giving the LCD of given fractions.Example:4 , 2 4 , 2 4 , 25 35 35 33. Checking of assignment4. Review on addition of dissimilar fractions. 5. Motivation:Who among you have tasted sweet tamarind candies? Do you have an idea what ingredients they have? B. Developmental Activities: 1. Presentation:Strategy: Modeling Paper FoldingUse a problem OpenerLast week, Mr. Sanchez worked three days in his vegetable garden. He worked 1/3 hour on the first day, 3/6 hour on the second day and 2 hours on the third day. How long did he work in all? 2. Analysis / Discussion:a. Analyze the problem using steps in solving problem.b. Solution:1/3 + 3/6 + 2 = Nc. Other examples:3 + 4 + 1/5 + 3/4 =2/6 + 3/5 + 5 + 6 =1/3 + 1/8 + 3 + 7 =2. Practice Exercises:Find the sum. Express answer in simplest form if possible 1) 4 + 6 + 2 + 33) 2 + 1 + 2 + 95) 8 + 6 + 3 + 4 3 4 8 2 8 6

2) 5 + 3 + 154) 10 + 6 + 110 6 12 33.Generalization:How do we add dissimilar fractions and whole numbers? - Change the dissimilar fractions to similar fractions then add following the rules in adding similar fractions. Add the whole numbers. - Express the answer in lowest terms, if possible. IV.Evaluation:Find the sum. Express the answer in lowest terms, if possible.

1) 7 + 12 + 3 + 2=3) 9 + 3 + 7 + 11 = 5) 15 + 9 + 3 = 10 6 15 6 14 8

2) 9 + 5 + 4 =4) 6 + 7 + 4 + 3 = 12 8 20 8

V.AssignmentFind the sum. Write the answer in the lowest terms, if possible.1) 8 + 10 + 2 + 4=3) 8 + 3 + 6 + 4 = 5) 18 + 6 + 4 = 12 9 10 8 15 10

2) 6 + 2 + 7 + 2 + 3 =4) 12 + 2 + 7 + 3 = 4 9 10 6

Remarks: ______________________________________________________________________

July 14, 2014MondayMATHEMATICS V( 10:00-11:00 )

I. Objectives: At the end of the lesson, the learners should be able to:Add whole numbers and mixed forms. II. Subject Matter:A. Topic: Adding Whole Numbers and Mixed FormsB. Mathematical Process:To add whole numbers and mixed numbers, first align the whole numbers. Bring down the fraction. Then add the whole numbers.C. Skill: Computing, listeningD. References:BEC PELC II B 1.5Mathematics for a Better Life 5, pp. 64-65E. Materials:Flashcards, chartF. Values: Spending Time WiselyII. Learning Experiences:A. Preparatory Activities:1. Drill: Simple Addition Facts2. Mental Computation:Changing fractions to simplest form.3. Checking of assignment4. Review on adding mixed forms and similar fractions.B. Developmental Activities:1.Motivation / Presentation:Problem Opener:Amir raises chickens in his backyard. One Saturday, he sold two chickens. One chicken weighed 2 kg and the other 1 3/8 kg. Find the total weight of the chickens.2. Analysis / Discussion;a. Analyze the problem using steps in solving problem.b. Solution:2 + 1 3/8 = Nc. Other examples:3 + 4 + 4 5/6 =4 6/7 + 5 + 8 =5 + 7 5/8 + 8 = 3. Practice Exercises:Add the following.

1) 4 + 2 7 =3) 5 + 5 3 = 5) 9 + 3 4 = 8 4 5

2) 5 + 10 1 =4)7 5 + 3 = 2 6

4. Generalization:What kind of numbers did we add today? How do we add mixed forms and whole numbers? 5. Application:Write in column and add the following:1) 2 + 9 2/3 = 4) 9 2/15 + 25 =2) 3 7/10 + 12 =5) 6 7/9 + 32 =3) 5 3/4 + 18 =

IV. Evaluation:Add the following.

1) 6 + 3 1 =3) 9 + 1 2 = 5) 6 + 4 = 10 3 7

2) 4 + 5 =4)18 + 5 3 = 5 8 V. Assignment;Think of an addition statement that would give the following as the answer.(Guess and check)

1.______ + ______ = 11 3 4

2.______ + ______ = 16 5 8

3.______ + ______ = 9 4 9

4.______ + ______ = 16 7 10

5.______ + ______ = 13 5 11

Remarks: __________________________________________________________________________

July 15, 2014TuesdayMATHEMATICS V( 10:00-11:00 )

I. Objective: At the end of the lesson, the learners should be able to: Add a mixed form and a dissimilar fraction .II. Subject Matter:A. Topic: Adding of Mixed Form and Dissimilar FractionB. Mathematical Process:To add mixed numbers and dissimilar fractions, first change the mixed numbers to improper fractions. Express the fractions as similar fractions by finding their LCD. Add the fractions. Write the sum as a mixed number in lowest terms.C. References:BEC PELC II B 1.6Mathematics for a Better Life 5, pp. 66-67D. Materials:Fraction cards, cut-outs, number line model E. Values:Thoughtfulness II.Learning Experiences:A.Preparatory Activities:1. Drill: Simple Addition Facts2. Mental Computation. Add similar fractions.1 + 3 =2 + 4 =5 + 7 =6 + 8 =6 + 7 = 2 2 4 4 8 8 9 9 10 103. Checking of assignment4. Review on giving LCD of 2 or more fractionsB. Developmental Activities: 1. Motivation / Presentation: a. Using a Problem Opener:Andres exercises every morning. He spends 1 1/2 hours jogging around the park and 3/4 hour doing sit-ups. How many hours does he spend on his morning exercises? b. Analysis / Discussion: Analyze problem using steps in solving word problem. Illustrate using regions. Solution:Find: 1 1/2 + 3/4 = N3/2 + 3/4 = N6/4 + 3/4 = 9/4 or 2 1/4c. Other exercises:Solve. 4 2/10 + 3/5 = N

6 3/4 + 5/8 = N

2 4/5 + 2/10 = N2.Practice Exercises:Find the sum.

1)9 1 + 4= 2)4 3 + 1 = 3)2 1 + 2 = 3 4 6 3 4 6

4)5 2 + 1 = 5)1 3 + 3 = 10 4 4 8

3.Generalization:How do we add a mixed form and dissimilar fractions? First rename the fractions into similar fractions. Add as we do with similar fractions. Express the answer in simplest form if possible. 4. Application: Write in columns and add. Reduce the sum to lowest terms whenever possible.1) 7 5/16 + 1/2 =4) 20 2/5 + 1/3 =2) 5 7/12 + 3/4 =5) 12 4/15 + 2/5 =3) 9 3/7 + 5/14 =IV.Evaluation:Add. Reduce answer to simplest form.

1)6 2 + 1 = 2)8 5 + 1 =3) 2 1 + 2 = 3 6 10 4 4 6

4)10 5 + 3= 5)7 7 + 2 = 8 6 10 5

V. Assignment:Find the sum.

1)3 2 + 1 = 2)9 4 + 3 =3) 17 3 + 3 = 7 3 16 4 6 8

4)4 8 + 3= 5)7 + 1 + 3 = 10 4 12 8

Remarks: __________________________________________________________________________

July 17, 2014ThursdayMATHEMATICS V( 10:00-11:00 )

I. Objective: At the end of the lesson, the learners should be able to: Add a mixed form.II. Subject Matter:A. Topic: Adding of Mixed Form B. Mathematical Process:To add mixed numbers, align the fractions, then the whole numbers. Express the fractions as similar fractions using the LCD. Add the fractions first, then add the whole numbers. Reduce the sum to lowest terms, whenever possible.C. References:BEC PELC II B 1.7Mathematics for a Better Life 5, pp. 68-69D. Materials:Flashcards, show me cards, pieces of art paper, fraction chart E. Values:Cooperation II.Learning Experiences:A.Preparatory Activities:1. Drill: Simple Addition Facts2. Mental Computation. Drill on covering fractions to lowest terms.Strategy: Oral ContestMechanics:a. Divide the class into 6 groups (columns) b. The first pupil in each group gives the simplest form of the given fraction. c. The pupil who gives the correct answer earns the point for his group. d. Teacher continues flashing fractions to be answered by the next pupil from each group. e. Continue the game until all the pupils have participated. f. The team with the most number of points wins. 3. Checking of assignment4. Review on adding mixed number and dissimilar fraction.Developmental Activities:1. Presentation:Strategy: Use a problem opener with concrete objects. Probl