Mathematics 5
LESSON 5
Quarter 3 Week 3 Day 1
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
concepts and practicing
new skills #1
The learner demonstrates the understanding of percent.
The learner is able to apply percent in mathematical
problems and real-life situations.
The learner solves non-routine problems involving
percentage using appropriate strategies and tools.
M5NS-IIIb-140b
Solving non-routine problems involving percentage
using appropriate strategies and tools
Teacher’s Guide: CG p.131, Mathletes 5 pp. 204
Learner’s Materials: 21st Century Mathematics
Mathletes Textbook pages 204
Flashcards/drill cards, slate board pocket chart, strips of
cartolina, story problem written on the chart
Drill: Using your slate board solve for N.
3% of 35=N
25% o 450 =N
105% of 55 =N
Review: Solve using the 4-step plan.
The result of the reading assessment showed that 72%
of 330 pupils can read independently. How many are
independent readers?
Show a picture of child helping his/her parents sell fruits
in the market.
Ask: What do you see in the picture? Describe the child
in the picture? Is it good to help your parents? Why?
What do you feel when you help other people? (Call
several pupils to share their experiences)
Present the short story problem.
Adelfa is girl who helps her mother sell fruits in the
market. She was able to sell 32% of the 50 apples, 28%
of the 25 mangoes and 20% of the 40 pineapples. How
many apples were sold? Mangoes? Pineapples?
Ask:
What is asked in the problem?
What are the given facts?
Let the pupils list down the fruits sold and their
corresponding rating.
Apple sold
32% of 50
Mango sold
28% of 25
44
E. Discussing new
concepts and practicing
new skills #2
Pineapple sold
20% of 40
What is the operation to be used?
How can we solve the problem?
Let the pupils use the 4-step plan in solving the
problem.
This problem can also be solved in other ways.
 Using table.
Name of
Number
Number Rating
fruits
sold
apple
50
32%
16
mango
25
28%
7
pineapple
40
40%
16




Using a pie graph
Using illustration/drawing
Acting out
Using manipulatives, etc.
Advance Learners
Learners
F. Developing Mastery
Average
Divide the class into 3 groups. Each will be given an
activity to work on. Explain the rubrics to be used.
Group 1
Group 1
Solve for the percentage Solve by acting out the
using a pie graph.
problem.
Mrs.
Lazaro’s
monthly
expenses are as follows:
25% for paying the electric
bills, 50% for food, 15% for
transportation and 10% for
savings. If she earned
P8
000 monthly, how much is
allotted
for
food
and
transportation?
Group 2
Solve the problem using
table/listing.
In a box containing 250 cup
noodles, 18% are beef
flavoured, 62% are chicken
flavoured and 20% are pork
flavoured? How many cup
noodles are chicken
flavoured? How about beef?
Pork?
Group 3
Solve using
Illustration/drawing.
In a cell phone repair shop,
there were 25 damaged
phones to be repaired. If
45
Mother bought 2 dozen of
balloons, 25% popped
during the party. How
many balloons were left?
Group 2
Solve for the percentage
using a pie graph.
Mrs. Lazaro’s monthly
expenses are as follows:
25% for paying the
electric bills, 50% for
food,
15%
for
transportation and 10%
for savings. If she earned
P8 000 monthly, how
much is allotted for food?
Group 3
Solve
manipulatives.
using
Marco took a 10 item test
in English. He got 83% of
G. Finding practical
application of concepts and
skills in daily living
H. Making generalization
and abstraction about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
60% has been repaired, how the test. What is his
many are still damaged?
score?
Presentation and checking of the group outputs.
Solve the problem using appropriate strategy or tool.
Rachel got 72% of the 25-item spelling test correctly.
How many items were wrong?
To solve non-routine problems involving percentage,
keep in mind the following:
 Read and analyze the problem carefully.
 Tell what is asked and what are given.
 Then, use other strategies like act out the
problem, listing/table method, guess and test,
drawing/ making a diagram, using patterns,
working backwards, etc. to solve
Directions: Solve the following percentage problems
using appropriate tools and strategies.
1. The price of rice increased by 12%. If the
regular price was P45.00, how much was the
increase?
2. Lorna has joined 35 singing contests. If she won
80% of the completion, how many did she lose?
3. In a barangay, there are 595 registered voters.
Due to work related activities, 15% of them were
not able to vote. How many were not able to
vote?
4. If Jasmin scored 75% on a 20 item test, How
many items did she miss?
5. Nena is saving 25% of her P5 400 monthly.
How much money can she save monthly?
A group of female senior citizens goes to the park to join
the Zumba dance class for exercise. There are 58
attendees daily. Most of them exercise for 3-4 hours
daily, only 15% of them exercise for only an hour. How
many of the female senior citizen spent an hour
exercising?
IV. Remarks
V. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
46
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
47
Mathematics 5
LESSON 6
Quarter 3 Week 3 Day 2
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
The learner demonstrates the understanding of percent.
The learner is able to apply percent in mathematical
problems and real-life situations.
The learner creates routine problems involving
percentage with reasonable answer.
M5NS-IIIb-141a
Creating routine problems involving percentage
with reasonable answer
Teacher’s Guide: CG p.131, Mathletes 5 pp. 204
Learner’s Materials: 21st Century Mathematics
Mathletes Textbook pages 204
Flashcards/drill cards, slate board pocket chart, strips of
cartolina, data written on the chart, pictures
Game:” PASS THE BALL”
Have the class form a big circle. When the music start
playing, pass a small/soft ball (a ball of scratch paper).
When the music stops, the pupil has to solve routine
and non-routine problems.
Show a picture of a girl helping her grandmother
cleaning the yard. What do you see in the picture?
What is the girl doing? Is she a good girl? Why? What
will grandmother feel? Do you also help you lola or lolo?
In what way?
Give emphasis of the value of being helpful?
Let pupils read the short story problem.
Angela accompanied her Lola Rosario in going to the
supermarket to buy her needs. When paying the
purchased amount worth P965.00, the cashier gave her
12% senior citizen discount. How much was the
discounted amount?
Who accompanied Lola Rosario in going to the
supermarket?
What was the total amount purchased?
What was the rate of discount?
How much was discounted amount?
How will you solve the problem? (Let pupils solve the
problem)
Ask: Can you create word problem similar to this
problem?
Given: 28 pupils in a class
48
40% are girls
Ask: The number of girls
Problem created: There are 28 pupils in a class. Forty
percent of those pupils are girls. How many girls are
there?
Advance Learners
F. Developing Mastery
Average Learners
Divide the class into 3 groups. Each will be given an
activity to work on. Set rules/standards to be followed
during the activity. Rubrics will also be presented.
Group 1
Group 1
Create a word problem
Create a problem and give
using the data below.
reasonable answer.
Given : 45 items Math
30 eggplants
test
78% correct
answer
Sold 35%
Ask: Number of correct
answer
Number of eggplants sold
Group 2
Create a word problem. Group 2
Use the data below to create
Situation: Ana Marie
a word problem.
bought a new jacket in
Given: 28 carpenters in a
the department store.
Ask: amount of discount construction site, only 85%
were present
Given: P550.00, 15%
Ask:
The
number
of
discount
carpenters who showed up
Group 3
Create a problem.
Group 3
Create a world problem.
Given: 75 games
% of
Number
played by a volleyball
Name
green
of balls
team, won 65% of it
balls
Ask: Number of times
Sarah
80
39%
they have lost?
Presentation and checking of the group outputs.
G. Finding practical
application of concepts and
skills in daily living
H. Making generalization
and abstraction about the
lesson
I. Evaluating learning
Study the story problem given below. Complete the problem
by creating a question for what is asked.
Father harvested 500 kilograms of different kinds of
vegetables. 28% of it were tomatoes,64% of it were egg
plant and the rest were squash?
Question:__
To create word problems:
 Familiarize yourself with the concept.
 Think of the problem you want to create.
 Consider the character/s, cite the situation, the data
presented, word problem to be created and the key
question.
Create a word problem using the given data.
1. 80 item test
98% correct answer
score
49
2. 47 pupils in a class
13% absent
Number of pupils present
3. P130 allowance per day
9% savings
Amount saved daily
4. 345 books in the library
45% are Math books
Number of Math books
J. Additional activities for
application or remediation
5. P700 bag’s regular price
25% discount
Amount of discount
Create a word problem using the following data:
150 carrots
69% sold
Number of carrots unsold
IV. Remarks
V. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
50
Mathematics 5
LESSON 6
Quarter 3 Week 3 Day 3
I. OBJECTIVES
A. Content Standard
B. Performance
Standard
C. Learning
Competencies/Objecti
ves
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a
purpose for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2
The learner demonstrates the understanding of percent.
The learner is able to apply percent in mathematical problems
and real-life situations.
The learner creates non-routine problems involving
percentage with reasonable answer.
M5NS-IIIb-141b
Creating non-routine problems involving percentage with
reasonable answer
Teacher’s Guide: CG p.131, Mathletes 5 pp. 204
Learner’s Materials: 21st Century Mathematics
Mathletes Textbook pages 204
Flashcards/drill cards, slate board pocket chart, strips of
cartolina, data written on the chart
Conduct a review on creating routine word problems.
Situation: Mr. Lee bought a second hand car.
Given: P128 000- prize of the car
14% -discount given
Ask: The amount of discount
Picture of Philippine Animal Welfare Society Volunteers
(PAWS)
Ask: What do you see in the picture?
Who are these people?
What do they do with the dogs? Why do they rescue
them?
Are animals to be loved too? Why?
Give emphasis on the value of caring for animals.
Read the short story problem.
In an Animal Rehabilitation Center, there were 124 dogs and
cats rescued from cruelty and neglect. If 75% are dogs. How
many are cats?
What is asked?
What are given?
How do we solve the problem? (Let pupils solve the problem)
Present the following data:
Given: 500 different vegetables
28% eggplants , 32% ampalaya, 40% squash
Ask: number of squash
51
Can you create a word problem using the data presented?
Advance Learners
F. Developing
Mastery
Average Learners
Divide the class into 3 groups. Each will be given an activity
to work on. Set rules/standards to be followed during the
activity. Rubrics will also be presented.
Group 1
Group 1
Create a word problem using the Create a problem and
data below.
give reasonable answer.
Situation: Marissa bought
Tolentino's Monthly Expenses
medicine
from
a
pharmacy.
Food
Given: P280-amount of
10%
medicine
10%
Transporta
18%-discount
tion
Ask: Amount of discount
55%
25%
Bills
Savings
Group 2
Create a word problem.
Given: 546 construction workers
80% are male
Ask: number of non male workers
Group 3
Create a problem.
Given: P127 850-Gary earns in a
year
15% taken out for taxes
Ask: Amount taken out for taxes
Group 2
Use the data below to
create a word problem.
560
voluntee
rs
65%
parent
s
35%
pupil
s
Group 3
Create a world problem.
Given: 30 item test
65%
correct
answer
Ask: score
Presentation and checking of the group outputs.
G. Finding practical
application of
concepts and skills in
daily living
H. Making
generalization and
abstraction about the
lesson
Create a problem using the data below.
A box of 24 bar soaps
60% are blue
Number of bar soap not blue
I. Evaluating learning
Create a word problem with reasonable answers using the
given data.
1. Teacher Naty’s class
50 pupils
75% submitted the project
How do we create problems involving percentage?
What do we need to consider in creating problems?
To create word problems:


Familiarize yourself with the concept.
Think of the problem you want to create.
 Consider the character/s, cite the situation,
the data presented, word problem to be
created and the key question.
52
Number of pupils who did not submit the project
2. In a bakery
500 pieces of pandesal
90% sold
Number of pandesal sold
3. Carlo’s family income – P12 000
Food
70%
Clothing
15%
Other expenses
15%
Amount spent for food and clothing
4. Anika’s 7th birthday
85 were invited
78% showed up
Number of person in the party
J. Additional activities
for application or
remediation
5. In a shool intramurals
345 pupils joined
45% wear red
Number of red team members
Create a word problem. Use the data below.
1 500-Number of children asked about the gift they wanted on
Christmas.
Toy
65%
Dress
10%
Money
25%
IV. Remarks
V. Reflection
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my principal
53
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
54
Mathematics 5
LESSON 7
Quarter 3 Week 3 Day 4
A. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of
polygons, circles, and solid figures.
B. Performance
Standards
C. Learning
The learner is able to construct and describe
polygons, circles, and solid figures.
The learner visualizes, names, and describes
Competencies/
polygons with 5 or more sides.
Objectives
M5GE-IIIc-19.a
( Write the LC code for each)
II.
CONTENT
( Subject Matter)
visualizing and naming polygons with 5 or more
sides
III. LEARNING
RESOURCES
K to 12 Grade 5 Curriculum Guide page 162
A. References
B. Teacher’s Guide
pages
C. Learner’s Material
pages
D. Textbook pages
21st Century Mathletes Textbooks pages 220225
E. Additional Materials
from Learning
Resource LR portal
A. Other Learning
Pictures of polygons, flashcards, picture puzzle
Resources
IV.
PROCEDURE
A. Reviewing previous
Lesson or presenting
How would you describe the following
polygon?
new lesson
55
B. Establishing a purpose
for the lesson
C. Presenting examples/
Do you know the names of each figure?
How will you describe each figure?
Picture puzzle.
instances of the new
lesson.
Are you familiar with this figure?
How will you name each figure?
How do they differ from one another?
-Count the number of sides and write it on
the figure.
D. Discussing new
concepts and
Read the following words written on the
flashcards.
practicing new skills.#1
Are you familiar with this words?
Had you encounter these words in your
readings/in your previous lessons?
What reminds you of these words?
56
E. Discussing new
concepts and
Group Activity.
This time we will name those figures.
practicing new skills
#2.
You will be divided into 4 groups.
Average
Advance
The members of the The members of the
group will match the group
will
receive
name of the polygon drawing and name the
to its figure.
polygon.
Each group will receive flashcards with names of
polygons.
I will give you 1 minute to discuss your answer.
After 1 minute each group will be given a chance
to post the names below the figures.
The pupils should place the following
names to the following:
5 sides-pentagon
6 sides-hexagon
7 sides-heptagon
8 sides-octagon
9 sides -nonagon
10 sides –decagon
Let them display their outputs. Check the
answer of the pupils and assist them if they had a
wrong answer.
Game. “ Gon in the Box”
F. Developing Mastery
(Lead to Formative
The teacher will pick an object in the box.
Assessment 3)
Visualize and name the figure based on its
sides. Write your answer in your magic slate.
G. Finding practical
Let us search for the different polygons found in
application of concepts
the wall of polygons.
and skills in daily living
Match the Polygon to its name.
57
Pentagon
Octagon
H. Making
Hexagon
Nonagon
Heptagon
Decagon
Ask.
Generalizations and
What is the name of the polygon with 5 sides?
Abstraction about the
What is the name of the polygon with 6 sides?
Lesson.
What is the name of the polygon with 7 sides?
What is the name of the polygon with 8 sides?
What is the name of the polygon with 9 sides?
What is the name of the polygon with 10 sides?
I. Evaluating Learning
Using your art paper, draw and cut the following
regular polygons: Paste it in your coupon bond.
1. Pentagon
2. Hexagon
3. Heptagon
4. Octagon
5. Nonagon
6. Decagon
J. Additional Activities for
Application or
In a long coupon bond. Make your own attractive
“ Walls of Polygon”.
Remediation
V.
REMARKS
VI.
REFLECTION
A .No. of learners earned
80%in the evaluation.
58
B . No. of learners who
required additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
59
Mathematics 5
LESSON 7
Quarter 3 Week 3 Day 5
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of polygons,
circles, and solid figures.
B. Performance Standards
The learner is able to construct and describe
polygons, circles, and solid figures.
C. Learning Competencies/
The learner visualizes, names, and describes
Objectives
polygons with 5 or more sides.
( Write the LC code for
each)
II. CONTENT
M5GE-IIIc-19.b
Describing polygons with 5 or more sides
( Subject Matter)
III. LEARNING
RESOURCES
K to 12 Grade 5 Curriculum Guide page 162
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
21st Century Mathletes Textbooks pages 220-225
4. Additional Materials from
Learning Resource LR
portal
B. Other Learning
Cutout figures, activity cards, etc.
Resources
IV. PROCEDURE
A. Reviewing previous
Identify the name of the following polygons:
Lesson or presenting new
(Cut out figures)
lesson
B. Establishing a purpose for
Individual Activity:
the lesson
Materials:
60
“Sing, Pick and Describe”

Cut outs of different polygons equal to
the number of pupils in the class.

Jar/Box where you can put the cut out
polygons.
Mechanics:
 The pupils will sing a Math Song while the box
rounds to all the pupils.
 While the box goes around, each pupil will pick
one polygon.
 If all the pupils have their polygon, that’s the
time that they will stop singing.
 They will name and describe the polygon by
writing their answer at the back of the polygon.
 The teacher will call some pupils to give their
answer.
C. Presenting examples/
Using
this
figure
let
instances of the new lesson.
complete this sentence.
us
I am a _________________
I have _____________ sides.
I have also 9 ___________.
D. Discussing new concepts
Group activity.
and practicing new skills.#1
You will be divided into 6 groups.
Each group will receive an envelope with different kind
of materials inside. Follow what is written in the activity
cards. Then post your answer on the board after 10
minutes.
 Group I
Make a pentagon and describe it. Write your
answer below the pentagon.
 Six match sticks, coupon bond, glue
 Group 2
Make a nonagon and describe it. Write your
answer below the nonagon.
61
 10 popsicle sticks, coupon bond, glue
 Group 3
Make an decagon and describe it. Write your
answer below the decagon
 11 pieces cut out lace, coupon bond,
glue
 Group 4
Make a hexagon and describe it. Write your
answer below the hexagon.
 Plastic string, coupon bond, glue
 Group 5
Make a heptagon and describe it. Write your
answer below the pentagon
 Straw, coupon bond, glue, scissors
 Group 6
Make an octagon and describe it. Write your
answer below the octagon
 Yarn, coupon bond, glue.
E. Discussing new concepts
Group reporting. (Each group will choose a member
and practicing new skills #2.
to present their output)
Ask.
How was the activity?
Did you enjoy the activity?
How did you do the activity?
What important things did you learn in this activity?
Is it important? Why?
Each group should say the number of sides and
angles of the polygon assigned to them.
F. Developing Mastery
(Lead to Formative
Assessment 3)
Complete the table. (In whole cartolina or manila
paper)
Name of
Picture of the
Polygon
Polygon
62
Description
G. Finding practical
application of concepts and
skills in daily living
Read and answer.
One day, Ana is walking along the street. Along
the way she saw Christmas lanterns. A star catches
her attention. She counted the number of sides of the
star. She learned that the star has 10 sides and 10
angles.
Ask.
Who was walking along the street?
What did she saw?
What lantern catches her attention?
Draw the star that she saw based from the given
description.
H. Making Generalizations
What are the polygons did you learn today?
and Abstraction about the
How are you going to describe each polygon?
Lesson.
I. Evaluating Learning
Multiple choice. Choose the letter of the
correct answer.
1.) A polygon have _____, _____ and _____.
a. Vertex, sides and angles
b. Light, color, action
c. Sides, angle and action
d. Angle, shape and color
2.) A nine sided polygon is called _____.
a. Pentagon
b. Octagon
c. Nonagon
d. Decagon
3.) A _____ polygon with 5 sides.
63
a. Pentagon
b. Hexagon
c. Heptagon
d. Decagon
4.) Octagon has 8 sides and _____ angles.
a. 2
b. 4 c. 6
d. 8
5.) How does the polygon name?
a. According to its sides
b. According to its vertex
c. According to its color
d. According to its design
J. Additional Activities for
Using a cheap board/folder/illustration board, cut out
Application or Remediation
the following polygons:
Triangle, quadrilateral, pentagon, hexagon,
heptagon, octagon, nonagon, decagon.
Place it in a short transparent envelope.
V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.
B . No. of learners who
required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
64
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
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