GIYA

(Guided, Integrated, Yearning Activities)

for Learners
Mathematics 5
First Quarter Week 5
Objectives:
1. Adds and Subtracts Fractions and Mixed Fractions Without and With
Regrouping
2. Solves routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate problem-solving strategies and
tools.

Written by:
Armida L. Caracol Anecil D. Indona
Upper Tipan ES Sacaon ES

1
 Day 1 Activities
A. Mini Lesson

Order of Operation, Factors and Multiples, and the Four Fundamental Operations involving Fraction. We w

12
Mrs. Martin bought25m of white cloth and 5 m of blue cloth.
How many meters of cloth did she buy in all?

Let us illustrate the problem using models.

1 2
2 5

1
 Teacher! What operation should be used in this We have to use addition
problem? in solving this problem.

What kind of fractions are 2

2 1 5 , are dissimilar fractions.
5 2 and
5 1 and
2 5?

Here are the steps to add

How do we add fractions and mixed numbers?
fractions and mixed numbers.

To solve for the sum of 5 1 + 2 , here are the following steps:

2 5
STEP 1: Align the fractions and compare the denominators.

51
2

+2 Different denominators
5

STEP 2: Find the Least Common denominator (LCD). Rename the given as similar fraction.

51x5=55
2 5 10

2 2 4 LCD
+52
x= 10
 STEP 3: Add the fraction. Write the
fraction sum.
51 =5 5
2 10

+2 4
=
510

Answer 9
510
Now! How many meters of cloth did

Mrs. Martin bought 9

51

Remember! In adding similar fractions, the numerators are the only ones being added. The
answer in the simplest form as much as possible.

Adding Fraction and Mixed Number

 Convert dissimilar fractions into similar fraction.
 In converting dissimilar fractions to similar fractions, we need to
get the LCD.
 Add the whole numbers and the fractional parts.
 Simplify whenever possible.
Example 1:
Add8 2 + 1.
7 2

82 =84
7 14
7 Write the mixed numbers.
1
+ 2 = Find the LCD and rename them as similar fraction.
14

Answer→ 11
8
14
Example 2:
Add9 1 + 2 8 .
3 15 Write the mixed numbers.

91 +28
3 Determine
15 the LCD of the fractions. Then rename them as similar fractio

95 +28
15 15

(9 + 2) + ()
5+8 Group the whole numbers.
15

11 + 13
15 Perform the operation of addition.

Answer: 11 13
15
 Example #3.

1 4
Let us find the sum of 5 and 1 .
3 5
Usingtheleastcommon denominators, renamethedissimilar
fraction as similar fraction.

51 → 1x 5= 5 55
3 3 5 15 → 15

+14 → 3 12
5
4x
5 3 = 15 → 1 15
12

We can now add the mixed number.

51 =55
3 15

+ 1 4 = 1 12
5 15

6 17 = 7 2
15 15

The final answer is: 𝟕𝟐

𝟏𝟓

Can I give you an activity for you to solve?

Example #4:
1
Samantha prepared orange juice. She mixedliter of
4
11 liters ofwater. What is the
powdered juice and
2
total number of liters of liquid that
she mixed?
 Ok, here is my solution ma’am:

11+1 Step1. Write Mathematical Statement

2 4
3 1Step 2. Rename the mixed number as improper fraction.
+
2 4
6 1
4 4
+ Determine
Step 3. the LCD of these fractions. Then, rename them as similar fraction.
6+1 7
Step
4 4. Get the sum of these fractions.
= 4
7
4
Step 5. Rename the improper fraction as
=13
4 mixed number.

My answer: Samantha mixed1 3 liters of liquid in all.

4

B. Guided/Practice Activity

Direction:
Find the least common denominator. Fill in the blanks. Use the number inside the box.

612602463

11
1.and
23

35
2.and
46

43
3.and
1512 1 7
4.and 24
6

615
5.and
2163
 C. Independent Activity

tion:
and reduce the sum to the lowest terms whenever possible. Underline the correct answer inside the paren

1 1 5 3
1.15 2 ( 16 4 , 71 9 , 5 10 )
3
+ 4

1 7 2 2
2.23 6 (56 15 , 23 3 , 24 3 )
4
+ 8

1 8 2 2
3.27 5 ( 27 15 , 23 3 , 24 3 )
2
+ 6

3 7 7 2
4.56 10 ( 56 15 , 56 10 , 57 3 )
1
+ 6

5 7 11 11
5.63 12 ( 56 15 , 64 12 , 54 12 )
12
+ 8
D. Evaluation

DIRECTIONS: Read and solve each problem carefully.

Write the letter of your answer on the space before the number.

1. Find the LCD ofand. 1 2

2 5
A. 6 B. 4 C. 10

2. 4 2 + 3 , Find the sum and educe mixed number

105
in lowest terms.
A. 4 4 B. 4 2 8
5 5 C. 410

3. Which is dissimilar fractions?

2 1 11 32
A. + B.+ C. +
44 24 1010
4. Rename the improper fraction 𝟗 into mixed number?
𝟒
A. 1 1 B. 1 2 C. 2 1
4 4 4

𝟑
5. A tailor used 2meters of cloth for a pair and
𝟒
𝟏𝟗 meters for a skirt. How many meters of cloth were used?
𝟏𝟎

A. 4 13 B. 4 13 C. 3 13
40 20 40
 Day 2 Activities
A. Mini Lesson

how to adds fractions and mixed numbers.

the dissimilar fractions to similar fractions before performing addition.
tions and Mixed Numbers without and with Regrouping. The same applies for subtraction. All you have to d

Let us take a look at the given examples.

A. Subtraction of dissimilar fractions without regrouping.

5 1
Example # 1: Find the difference ofand.
2 6
Solution:
Find the LCD of 2 and 6 using continuous division.

2 2 , 6
3 1 , 3

1, 1
2x3=6
LCD = 6
 5 15
2 = 6 Subtract the numerators (15 – 1 = 14) Copy the denominator.
1 1
- 6 = 6

14→ Reduce to lowest terms. Find the GCF.

6

14 ÷ 2 = 7 =2
1
6 23 3

𝟏
The final answer is:2
𝟑

Example#2: Subtraction of mixed numbers with regrouping.

1 4
Find the difference of 5and 1.
35
Solution:Usingthe leastcommondenominator,renamethe
dissimilar fractions to similar fractions.
51 15 5
→ = 15 → 55 Rename proper fraction as a mixed
3 ×
35 15
12 number.
4 4 3
-1 5 → × = 15 → 1 12
53 15
5 12, we need to regroup 1 whole or 15
Hence 15 is less than 15 15 from 5.

Therefore, 5 becomes 4 15.

15
 5 15
Let us add 15 to4.
15
5 1 = 5 1 = ( 4 15 + 5 ) = 4 20 .
3 15 1515 15
5 𝟓 is rename as 4 20.
𝟏𝟓 15
We can now subtract the mixed numbers.
1 5 20
5 =5 =4
3 15 15
4 12
-1
12 = 1 =1
5 15 15
8
The final answer is: 3

Look at these example:

Example #3: Find the difference of 6 1 and 1 9 .
9 10
61=65
The LCD is 10, and renaming the fraction as equivalent
9 10
11=1 9 fraction, we get 6 1 - 1 9 .
10 10 9 10

Since 5 is less than 9 we need to regroup 1 whole or 10 from 6.

10 10 10
Therefore, 6 5 becomes 5 15.
10 10
6 1 = 5 15
2 10
11=19
10 10
46=43
10 5
REMEMBER
To subtract fractions and mixed numbers:
 Align the fractions and compare the denominators.
 Find the least common multiple (LCM) of the
denominators. This will be the LCD (least common
denominators.
 Write equivalent fractions.
  Subtract the numerator. Write the difference over the
common denominator.

B. Guided/Practiced Activity

Problem solving. Fill in the blank with the correct answer. Choose the letter from given answer inside the

Mary bought a chocolate cake. She ateof it. How much

8
chocolate was left?
The fractional part of the cake that was left.
One-eighth of the chocolate cake was eaten.
7
C.
8
D. Mary bought a chocolate cake.
1
E.
8

1. What is ask?

2.How much chocolate she ate?

3.
What are the given facts?
4.

5. How much chocolate was left?

 C. Independent Activity

Directions:
Reduce the answer to the lowest terms
Find the difference. wheneverpossible. parenthesis.
Underline the correct answer inside the

6 3 3 9 3
1.-77 ( 7 , 7 , 14 )

5 3 1 2 1
2.-88 ( 8 , 8 , 4 )

9 4 5 1 2
3.- 10 ( 10 , 2 , 10 )
10

11 5 6 3 1
4.-1212 ( 12 , 6 , 2 )

5. 7 3 – 5 1 (2 1 , 1 1
4 2 4 22, 26)
D. Evaluation

Directions:
Read and solve each problem. Express all your answers to the
lowest terms. Encircle the letter of the correct answer.
4 2
1. Cindy bought 10 kilograms of ground meat. She used 3
5 3
kilograms to make lumpia. How many kilograms of ground meat
were not
2
used in making lumpia?
2
a.
2
7 kilograms b. 7 kilograms c. 10 kilograms
15 8 15
1
2. Nenita spent 1
3 hours doing her math homework and
hours
3
4
doing her Science homework. How much more time did Nenita
spend on doing her Math homework than on her Science
homework?
7
a. hours b. 12 hours c. 7 hours
15 15 12
1
3. Emily decide to make 30 liters of orange juice to her friends who
2
3
were practicing for the stage play. If 28 liters of juice were served.
4
How many
1
liters of juice were
3
left? 1
a. 1 liters b. 1 liters c. 1 liters
2 4 4
1 3
4. Joshua bought 7 kilograms of chicken. He used 2 kilograms for
2 4
1
caldetita, 3 for tinola, and the rest for frying. How many kilograms of
8
chicken
5
did he used for frying?
1 1
a. 1 kilograms b. 1 kilograms c. 2 kilograms
8 8 4

5. Marsha planted 1 for her garden with tomatoes, 1 with cabbage, 1

4 6 3
0f it with squash, and the rest of it with other vegetables. What parts
of her garden remained for the other vegetables.
1
a. left b. 1
left c. 1 left
2 5 4
 DAY 3 ACTIVITIES
a. Mini Lesson:

This time you will know how to solve word problems in

connection with your past learned lessons about Addition and
Subtraction of fractions. Relax, open your mind and take a pen
because I will be guiding you throughout this journey. Good
Luck!

Prerequisite Concepts and Skills:

• Steps in solving one- step word problems

• Steps in solving multi-step word problems
• Adding/ subtracting fractions

• Reducing fraction to lowest terms

THE 4 STEPS PROCESS IN SOLVING PROBLEM

Understand the problem

 We knew what the problem asked for
 We wrote down the given facts.
Plan
 We determined the operation to use
 We thought of the solution to the problem
Solve
 We drew a picture for the problem.
 We thought of a solution to the problem
Check and Look Back
 We checked if our answer makes sense.
 We stated the complete answer.
 Strategy: Problem Opener

Example Problem # 1

Norie spent 2 1 hours helping her mother do the household chores

5
and 3 2hours doing her homework. How many hours did she
5
spend in all for these activities?

Let’s follow the steps below to answer the problem.

Read and understand the problem.
What is asked in the problem?
Answer: The number of hours Norie spent helping her mother and doing her homework.
What are the given facts?
1

Answer: 2hours - time spent in helping her mother do

5
household chores.
3 2 hours - time spent doing her homework.
5

Plan.

 What shall we do to solve the problem?

Answer: We will add the fractions
 What is the number sentence?
Answer: 2 1 + 3 2 = N
5
5

Solve. Answer: 2 15+ 3 2 5= N

21+ 32 = 5 3 (The fractional parts are similar fractions).

5 5 5

Check and Look Back.

To check if the answer is correct, we use subtraction

5 3 –3 2
5 5 =21
5
b. Guided/Practice Activity

Activity 1 Directions: Read and understand the given

problem and answer the following questions.
Justine bakes an apple cake for her mother’s birthday. Her
brother ate 3/5 while her sister ate 2/4. Who ate more? How
much more?
QUESTIONS:
1. Know what is asked in the problem? Who ate more?

2. Know the given facts, 3/5 and 2/4

3. Plan: Determine the operation to use. Subtraction

4. Draw a picture to represent the problem.

3/5=12/20

2/4= 10/20

5.Solve: Think of the solution to the problem

For the first question. By comparing the size, 3/5 is
larger than 2/4.

For the second question: Looking at the illustration,

3/5=12/20 and 2/4=10/20

12/20- 10/20= 2/20 or 1/10

Check and look back: Looking at the illustration, 3/5 is bigger
than 2/4
Activity 2
Directions: Complete the Graphic Organizer Using FRAYER
MODELS.
WHAT IS ASKED IN THE WHAT ARE THE GIVEN
PROBLEM? FACTS?
Answer: The total time Answer: 1 hours in Math, 𝟑
𝟐
𝟑 𝟒
Norie spend in doing
hours in English
homework.

Problem:
Norie spent 1 𝟐 hours doing her homework
𝟑
in Math and 𝟑 hours in English. How much
𝟒
time did she spend doing her homework in
the two subjects?

SOLUTION/ ANSWER?
WHAT OPERA- 1 𝟐 + 𝟑 = Find the LCD.
𝟑 𝟒
TION TO BE
Rename the given as similar
USED?
fraction.
Answer: ADDITION 𝟖 𝟗 𝟏𝟕 𝟓
1 + =1 or 2
𝟏𝟐 𝟏𝟐 𝟏𝟐 𝟏𝟐
WHAT IS THE NUMBER
SENTENCE? Norie spend 2 𝟓 doing her
𝟏𝟐
Answer: 1 𝟐 hours + 𝟑 hours=
𝟑 𝟒 homework in the two
N subjects.
Activity 3
Directions: Complete the POLYA ORGANIZER.

PROBLEM Rachel rode her bike for one-fifth of a mile on

Monday and two-fifths of a mile on Tuesday.
How many miles did she ride altogether?

What is asked in the problem? The total

distance in mile that Rachel ride her bike
What are the given facts? one-fifth of a mile
UNDERSTAND on Monday and two-fifths of a mile on
Tuesday.
What shall we do to solve the problem? We
will add the given miles
PLAN

What is the number sentence? 1 + 2= N

5 5

SOLVE 1 2 3
5 + 5= 5

CHECK 3 2 1
5 + 5= 5

c. Independent Practice Activity

Activity 1
Problem Situation:
Norma spends her free time playing the piano. Each day she
spends ¾ hour. When a visitor came in, she has already played for
¼ hour. To complete her schedule, how much longer does she
need to play?

1.WHAT IS ASKED IN THE PROBLEM?

 2. WHAT ARE THE GIVEN FACTS?

3. WHAT IS THE NUMBER SENTENCE?

4. SOLUTION / ANSWER?

Activity 2
Directions: Complete the Graphic Organizer Using FRAYER
MODELS.

WHAT IS ASKED IN THE PROBLEM? WHAT ARE THE GIVEN FACTS?

Problem of the Day

Therearevisitorsathome.
Michelle made 8 3 cups of tea
4
while Leslie made 6 1 cups of
2
WHAT OPERA- tea. How many cups of tea did
TION TO BE USED? the two sisters make for the visitors?

SOLUTION/ANSWER?

WHAT IS THE NUMBER SENTENCE?

Activity 3

Directions: Complete the POLYA ORGANIZER.

Tom bought a board that was 7 of a yard long.

PROBLEM 8
He cut off ½ of a yard. How much was left?
What is asked in the problem?
UNDERSTAND
What are the given facts?
What shall we do to solve the problem?
PLAN
What is the number sentence?

SOLVE Show your solution:

CHECK Checking:

VI. Evaluation:
Multiple Choice Test: Direction: Read the following story problem.
Answer the questions that follow

Kevin walked1 3 km and jogged 2 1 km. How many kilometers did

4 2
he walk and jog altogether?

1. What is asked in the problem?

The number of kilometers he jogged.
The number of kilometers he walked.
The number of kilometers he walked and jogged altogether.

2. What is the number sentence?

a) a.13+ 21= n
42
b) b.2 1 – 1 3= n
2 4
c) c. 2 1 X 1 3= n
2 4
 3. What shall we do to solve the problem?
a) add
b) subtract
c) multiply

4. What is the answer?

a) a.1
4
b) b. 4 1 kg
2
c) c.4 3 kg
4

5.Norma traveled 34km to school, 5 12

km to the store and 1 km
2
home. How far3did Norma travel?
a) km and 5 km
4 12
1
b) km and 3 km
2 4
3
c) km, 5 km and 1 km
4 12 2
 DAY 4 ACTIVITIES
A. Mini Lesson:
You will learn another strategy on how you are going to solve word
problem by using AGONSA METHOD. This strategy is an acronym
which provides the steps for performing a mathematical operation,
most commonly Addition and Subtraction. It stands for Asked,
Given, Operation, Number Sentence, Solution, and Answer.
ASKED- What does the question ask you to do?
GIVEN- What information has been provided in the question. It is
possible that some of the information is not required but leave that
to later.
OPERATION- Think about the question and decide what
operations, and in which order, you need to perform. Generally,
these will be the four basic binary operations (+, -, X, /).

NUMBER SENTENCE- Identify the numbers on which you need to

perform these operations. Some of these will be given to you
explicitly. Others (eg., Number of grams in a kilogram) you may be
expected to know.
SOLUTION- Carry out the operation on the numbers to get the
solution.
ANSWER- Write the answer

Problem:

𝟖 𝟏
Jessa boughtof a pound of chocolates and ateof a
𝟗 𝟑
pound. How much was left?
 Use AGONSA steps to answer the problem.
What is ASKED? The amount of chocolate left that Jessa has.
What are GIVEN? Jessa bought 8 pound of chocolate
9
Jessa ate 1 pound of chocolate
3
What OPERATION to be used? Subtraction
What in the NUMBER SENTENCE? 8 – 1 =N
93
What is the SOLUTION? 8 – 1= ? 8 – 3= 5
93 999
What is the ANSWER? The chocolate left by Jessa is 5 .
9

B. Guided/Practice Activity

Activity
Directions: Read and Understand the given problems and then
used AGONSA STEPS to solve.
Problem:
Anthony mixed 1 liter of blue paint with 4 liter of yellow paint and ½
8 6
liter of white paint. How many liters of paint formed the mixture?
What is ASKED? Answer: The amount of paint in liters to form the
mixture.
What are GIVEN? Answer: 1 Liter of blue paint, 4 liter of yellow
8 6
paint and ½ liter of white paint

What OPERATION to be used? Answer: ADDITION

4
What in the NUMBER SENTENCE? Answer: 1 𝐿 + L+ ½= N
4 8 6
What is the SOLUTION? Answer: 𝐿 + L+ ½=(Note: The bottom
1
8 6
numbers are different . We need to make them the same by
finding1 the 4LCD (least Common Denominator)
𝐿 + L+ ½ Write the mathematical statement
8
1 46 3 16 12 31 7
𝐿 + L+ ½= + + = or 1 ( Rename the similar fractions
8 6 24 24 24 24 24
, Get the sum of these fractions,
Rename the improper fraction to a
mixed number).
What is the ANSWER? Anthony formed a mixture of paint in the
total of 31or 1 7 .
24 24

2
4
C. Independent Practice Activity

Activity
Direction: Read given problem and answer the FLOW MAP using AGONSA
Method.

The total length of three boards is 7/8 of a yard. The

lengths of two of the boards are 1/4 of a yard and 3/16 of
a yard. What is the length of the third board?

What is ASKED What

in the problem? What are the
OPERATION to
GIVEN facts?
be used?

What is the What is the What is the

NUMBER
SENTENCE? SOLUTION? ANSWER?

D. Evaluation:

Multiple Choice Test: Direction: Encircle the letter of the correct

answer.

1. A recipe calls for 1 4

5 cups of milk and 4 1 cups of chicken
3
broth. How many cups of liquid are needed to make the dish?
a) 6 17
15
b) 6 2
15
c) 5 17
15
d) 5 2
5
 2. Mang Anselmo has a vegetable farm. One-third of his farm is
planted with tomatoes and 1 is planted with eggplants. What
4
part of the vegetable garden is planted with tomatoes and
eggplants?
1
a)
2
5
b)
12
7
c)
12
d) 11
12

3. Aling Miring harvested vegetables in her backyard. She

harvested 212 kilograms of patola, 1 3 5kilograms of okra and 3
kilograms of eggplant. How many kilograms of vegetable did
she harvest in all?
a) 5 kg
1
10
b) 6 1 kg
10
c) 7 1 kg
10
d) 8 1
kg
1
0

4. Yeye ate 5 of the pizza, while Ella ate 2 of it. How much did
8
8
they eat altogether?
7
a)
8
6
b)
8
3
c)
8
1
d)
8
kilograms, while Ruben and Jose
5. Manuel weighs 28 1
2
weigh 26 1 kilograms and 29 3
kilograms, respectively.
5 4
What is the total weight of the 3 boys?
a) 84 7
12
b) 83 7
kg
12
c) 84 9
kg
20
 5
d) kg
12
References:
BOOKS

Angelina P. Lubre. et al (2016). 21st Century MATHlets – Mathematics

5. Published by Vibal Group, Inc. pp. 58-76.
Melody G. Borromeo. et al (2016). 21st Century MATHlets- Teaching
Guide. Published by Vibal Group, Inc. pp. 27-32.

Quality Assured/Evaluated by the Following:

Elena D. Acuna
Juther P. Yorag

Gina I. Lihao
Education Program Supervisor in Mathematics

Reviewed By:

Evelyn F. Importante
OIC- CID Chief EPS

Raymond M. Salvador
OIC- Assistant Schools Division Superintendent

Jerry C. Bokingkito
OIC- Assistant Schools Division Superintendent

Dr. Jeanelyn A. Aleman, CESO VI

OIC-Schools Division Superintendent