Republic of the Philippines

Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE 5
COMPENDIUM OF NOTES
with Illustrative Examples

MATHEMATICS
Quarter 4 LESSONS (MELC-BASED)

Table of Contents
LESSON K to 12 CG PAGE
MELC DURATION
NO. CODE NO.

M5ME-
1 Finds the area of a given circle. Week 1 4
IVa-74

Solves routine and non-routine M5ME-

2 Week 1 5
problems involving the area of a circle. IVb-75

Visualizes the volume of a cube and M5ME-

3 Week 2 8
rectangular prism. IVc-77

1
 Names the appropriate unit of measure
M5ME-
4 used for measuring the volume of a Week 2 9
IVc-78
cube and a rectangle prism.

Converts cu. cm to cu. m and vice M5ME-

5 Week 2 11
versa; cu.cm to L and vice versa. IVd-80

Finds the volume of a given cube and

M5ME-
6 rectangular prism using cu. cm and cu. Week 3 13
IVd-81
m.

Estimates and uses appropriate units of M5ME-

7 Week 3 15
measure for volume. IVd-82

Solves routine and non-routine

problems involving volume of a cube
M5ME-
8 and rectangular prism in real-life Week 4 17
IVe-83
situations using appropriate strategies
and tools.

Reads and measures temperature using

M5ME-
9 thermometer (alcohol and/or digital) in Week 5 20
IVf-85
degree Celsius.

Solves routine and non-routine

M5ME-
10 problems involving temperature in real- Week 5 23
IVf-87
life situations.

Organizes data in tabular form and M5SP-IVg-

11 Week 6 25
presents them in a line graph. 2.5

Interprets data presented in different M5SP-IVh-

12 Week 6 28
kinds of line graphs (single to double- 3.5
line graph).

Solves routine and non-routine

M5SP-IVh-
13 problems using data presented in a line Week 7 31
4.5
graph.

Draws inferences based on data M5SP-IVh-

14 Week 7 33
presented in a line graph. 5.5

M5SP-IVi-
15 Describes experimental probability. Week 8 36
14
16 Week 8 M5SP-IVi- 37

2
 Performs an experimental probability
and records result by listing. 15

Analyzes data obtained from chance

M5SP-IVi-
17 using experiments involving letter cards Week 9 40
16
(A to Z) and number cards (0 to 20).

Solves routine and non-routine

M5SP-IVj-
18 problems involving experimental Week 9 41
17
probability.

Week 1

Lesson 1 Finding the Area of a Given Circle

Learning Competency: Finds the area of a given circle. (M5ME-IVa-74)

Study Guide:

You have learned from the previous lesson that the distance around the circle is the
circumference. Meanwhile, if we want to know the space covered by the interior of the circle,
we refer to it as the area. The area of a circle with radius r is given by the formula: A = r x r x
π or A = π r2.

Example 1

3
 A dog is tied to a wooden stake in a backyard. His leash is 3 meters long and he runs
around in circles pulling the leash as far as it can go. How much area does the dog have to run
around it?

This tips will help you find the area of a given circle.
1. Draw a circle
2. Find the radius or diameter
3. Always remember that radius is half of the measurement of a diameter
4. Use the formula:

A=π r 2

A=π r 2
A = 3.14 x 3 x 3
3m
= 3.14 x 9
= 28.26 m2
Example 2
Every time it rains, Mrs. Flores saves water in a big clay jar called “Tapayan”. She
covers them with a circular galvanized iron with a radius of 5 dm. What is the area of the
circular cover?
In order to solve the problem let us first determine the given radius, if given is
diameter you need to divide it by two to get the radius of a circle. The ratio of the
circumference of a circle to the diameter is the same for all circles. The circumference of any
circle is about 3.14 times the diameter. The ratio is represented by the Greek letter π spelled
pi and pronounced as pie.
A = π r2
= 3.14 x 5 x 5
= 3.14 x 25
A = 78.50 dm2
Example 3
Find the area of the circle

d=9 meter

Since the given measure is a diameter, we divide it by 2 to get the radius.

9 ¿ 2 = 4.5 A=π r 2
A = 3.14 x 4.5 x 4.5
= 3.14 x 20.25
A = 63.59 m2

Remember
The area of a circle is the number of square units inside that circle. It
canhttps://www.youtube.com/watch?v=O-cawByg2aA
be computed by A = 2.
4
References:

21st Century MATHletes 5 Textbook by Lumbre, Angelina P., et.al.

Mathematics Grade 5 LM
Teacher’s Guide Grade 5

Solving Routine or Non-Routine Problems Involving

Lesson 2
the Area of a Circle
Learning Competency: Solving routine or non-routine problems involving the area of a
circle. (M5ME-IVb-75)

Study Guide:
In solving routine or non-routine problems we follow the steps in solving word
problems

Example 1
The pupils of 5-Hope are going to have a group study. The adviser, Mrs. Soliman, is
trying to find the best pizza deal for everyone to eat. She learned that, a family pan pizza has a
diameter of 35cm. Two family pan pizzas cost P938.00. A regular pan pizza has a diameter
of 30cm. Three regular pan pizzas cost P927.00. Which is the better deal: 2 family pan pizzas
or 3 regular pan pizzas?

Understand
a. What is asked in the problem?
 Which is the better deal: 2 family pan pizzas or 3 regular pan pizzas?
b. What are the given facts?
 A family pan pizza has a diameter of 35cm. Two family pan pizzas cost P938.00. A
regular pan pizza has a diameter of 30cm. Three regular pan pizzas cost P927.00.

Plan
We have to know the cost of each pizza per square cm. Therefore, through
proportions. Whichever is cheaper by whatever size is a better deal since we will be
identifying its price per cm2.

Solve and check

Family Pan Pizza Regular Pan Pizza
d = 35 cm, so r = 17.5 cm d = 30 cm, so r = 15 cm
2 for P938.00, so 1 costs P469.00 3 for P927.00, so 1 costs P309.00

A = π x 17.5 cm x 17.5 cm A = π x 15 cm x 15 cm
= 3.14 x 306.25 cm2 = 3.14 x 225 cm2
= 961.625 cm2 = 706.5 cm2

961.625 cm2 :P469.00 = 1 cm2 :Pn 706.5 cm2 :P309.00 = 1 cm2 :Pn
By cross product rule: By cross product rule:

5
 961.625 x n = 469 x 1 706.5 x n = 309 x 1
961.625n = 469 706.5n = 309
961.625n = 469__ 706.5n = 309__
961.625 961.625 706.5 706.5
n ¿ 0.49 n ¿ 0.44

A family pan pizza costs about A regular pan pizza costs about
P0.49/cm2. P0.44/cm2.

Considering that the pizzas are of the same flavor and brand, this means that family
pan pizza costs more. Hence the better deal would be 3 regular pan pizzas for P927.00.
This way, they will enjoy more pizza at a cheaper price.

Example 2 A circular clock has a diameter of 10 cm. What is the area of the clock? Use π
= 3.14.

Solution
We discovered that in solving for the area of a certain circle, we need to find out the
measure of its radius. But since in this particular problem, we are given the diameter, we only
have to divide 10 by 2 (diameter = 2 radius). So, 10 ¿ 2 = 5. Now, substituting this value to
the formula,
Area = π r2
Area = 3.14(5 cm)2
Area = 3.14(25 cm2)
Area = 78.5 cm2

Therefore, the circular clock has an area of 78.5 cm 2 .

Example 2
A cow is tied to peg using 2.4-meter string. How large is the area within the cow can
22
π= .
roam and eat grass? Use 7
Solution:
The 2.4-meter string is actually the radius of the circular area that the cow can cover
since it is tied. Therefore, we can directly apply this to the formula for getting the area.

Area = π r2
22
Area = 7 (2.4 m)2
22
Area = 7 (5.76 m2)
Area ¿ 18.10 m2 Rounded to two decimal places.

Therefore, the cow can roam and eat grass within an approximate area of 18.10 m 2.

https://www.youtube.com/watch?v=bIU7bF0srFc

References:

6
 21st Century MATHletes 5 Textbook by Lumbre, Angelina P. , et.al.
Mathematics Grade 5 LM
Teacher’s Guide Grade 5

Week 2

Lesson 3 Visualizing the Volume of a Cube and Rectangular Prism

Learning Competency: Visualizes the volume of a cube and rectangular prism.
(M5ME-IVc-77)

Study Guide:

When we are asked to find an amount that will occupy space and not just a surface,
we are being introduced to another application of measurement which is the volume.

This is 1 cubic cm box.

1 cm
The figure at the right contains 27
cubes.
Its volume is 27 cubic or 27 cm3.
A cube is an example of a solid figure that is three-dimensional. Since all the faces of
the cube are squares, then the length, width, and height are all equal. The sides of the squares
are called edges of the cube and is symbolized by s. Thus, the volume of a cube is s x s x s or
s3.
V = 3 cm x 3 cm x 3 cm = 27 cm3
27 cm3 is read as “27 cubic centimeters.”

A box is 10 cm long, 5 cm wide and 3 cm tall. What is its volume?

Let us visualize the problem.

7
 cubic centimetre

1 cm
A cube has 3 dimensions: length, width and height.
It is the unit used for measuring volume. Volume is
expressed in cubic units. The number of cubic units
needed to make or fill a solid figure is called the
volume. We write cubic units: unit3.

We know that for a rectangular prism, the base is always a rectangle. Therefore, the
area of the base is always the product of its length and width. To get the volume, we just
multiply the area by the height.

Volume of rectangular prism=area of rectangle x height of prism

V=l x w x h

Remember

 Volume is the amount space a solid figure occupies.

 We can visualize volume of cube and rectangular prism
a. using more units to fill the container (like the use of marbles,
pebbles, rice grains, seed, etc) this is what we call non-standard
units. Non standard units do not give consistent and accurate
measure of the volume of a container.

b. Using standard units, to find the volume of a space figure, count

the number of cubic units needed to fill the space. Standard units
are consistent and accurate.

https://www.youtube.com/watch?v=u1nWI2b0fT4

References:

21st Century MATHletes 5 Textbook by Lumbre, Angelina P., et.al.

Mathematics Grade 5 LM
Teacher’s Guide Grade 5

Naming the Appropriate Unit of Measure Used for Measuring the

Lesson 4 Volume of a Cube and a Rectangular Prism
Learning Competency: Names the appropriate unit of measure used for measuring the
volume of a cube and a rectangular prism. (M5ME-IVc-78)

Study Guide:

8
 Any unit of length gives a corresponding unit of volume, namely the volume of
a cube whose side has the given length. For example, a cubic centimetre (cm3) would be the
volume of a cube whose sides are one centimetre (1 cm) in length.

In the International System of Units (SI), the standard unit of volume is the cubic

metre (m3). Metric System also includes,
cubic meter (m3) used to measure large amount of space occupied
cubic decimetre (dm3)
cubic centimeter (cm3)
cubic millimeter (mm3) used to measure the small amount of space occupied

The volume of a solid is the amount of space the solid occupies. Volume is measured
in cubic units. One way to find the volume of a rectangular prism is to multiply the 3
dimensions:
Volume = length x width x height
A cube is a special type of rectangular prism having equal edges.
Volume of a cube = s3 or s x s x s

Example Give the appropriate unit of measure to be used in finding the volume of
(Select from the given choices: mm3, cm3, dm3, m3) :
a) room _______
b) shoe box _______
c) globe _______
d) refrigerator _______
e) ice cream cone _______
f) dice _______

Expected answer:
a) room m3
b) shoe box cm3
c) globe cm3
d) refrigerator dm3
e) ice cream cone cm3
f) dice mm3

Remember
 Volume is the amount of space occupied by a space figure.
 Volume measured in cubic units, such as
cubic centimeter (cm3)
cubic meter (m3)
cubic millimeter (mm3)
cubic decimeter (dm3)

https://www.youtube.com/watch?v=HZVFRkEDvkQ

References:

21st Century MATHletes 5 Textbook by Lumbre, Angelina P. , et.al.

Mathematics Grade 5 LM

9
 Teacher’s Guide Grade 5

Converting Cu.Cm to Cu.M and Vice Versa; Cu.Cm to L

Lesson 5
and Vice Versa
Learning Competency: Converts cu.cm to cu.m and vice versa; cu.cm to L and vice versa .
(M5ME-IVd-80)

Study Guide:

At this point, you have to keep in mind that when solving problems involving
measurement, you have to work on similar units. That is, when one object is given in meters
the other should be in meters as well. Otherwise, you need to convert.

Here are the relationships between some units of measurement:

Liquid Solid
1 liter (L) = 100 centiliters (cL) 1 meter (m) = 100 centimeters (cm)
1 liter (L) = 1000 milliliters (mL) 1 meter (m) = 1000 millimeters (mm)
1 kiloliter (kL) = 1000 liters (L) 1 kilometer (km) = 1000 meters (m)
Remember
How do we change and convert a smaller unit to a higher unit?
 when converting from larger unit to a smaller unit, use multiplication
 when converting from a smaller to a larger unit, use division

Example 1
A truck delivers sand weighing 54000 dm3 or L, what is the weight of the sand in
cubic metre (m3)? In cubic centimetre (cm3)?

To change cubic decimetre to cubic centimetre we multiply the number in dm by

1000 to change to cm
Since: 1dm=10cm
Therefore: 1dmx1dmx1dm= 10cm x 10cm x 10cm
Thus, 1dm3 = 1000cm3
54000 dm3 = ____ cm3
54,000x1,000 = 54,000,000 cm3

Since a cubic metre is larger than a cubic decimetre, we divide by 1000. Using
conversion 1m3= 1000dm3
54000dm3 = 54m3
1000

Example 2
Convert 438 cm3 to dm3

1dm3
438cm x 1000cm3 = 0.438 dm3
3

10
Example 3
How many liters of beverages should Rencel buy to equate the amount of 3 kiloliters
of beverages that his friend required?

Plan
Convert kiloliters to liters.

Solution
Proportion:
1 kiloliter (kL):1000 liters (L) = 3 kL:n L
By cross product rule:
1 x n = 1000 x 3
1n = 3000
1n = 3000
1 1
n = 3000 L

Therefore, Rencel should buy 3000 liters of beverages.

Remember
How do we change and convert a smaller unit to a higher
unit?
 When converting from larger unit to a smaller unit,
use multiplication.
 When converting from a smaller to a larger unit, use
division.

https://www.youtube.com/watch?v=OXcMkBDKF4E

References:

21st Century MATHletes 5 Textbook by Lumbre, Angelina P. , et.al.

Mathematics Grade 5 LM
Teacher’s Guide Grade 5

Week 3

Lesson 6
11
 Finding the Volume of a Given Cube and Rectangular Prism
Using Cu. Cm. and Cu. M.
Learning Competency: Finds the volume of a given cube and rectangular prism using cu.cm.
and cu. m. (M5ME-IVd-81)

Study Guide:

What are cubes? What are

rectangular
A Science teacher handedprisms?
each ofWhat is
her pupils a rectangular flowerpot 6 in
volume?
by 5 in. The entire classWewaswill find them
brought to the school garden and the pupils
out flowerpot
were asked to fill their in this lesson!
with soil until it reaches a height of 8 in.
How much soil will be needed by each pupil?
The given problem is about finding the volume of a
rectangular prism. The rectangular flowerpot is 6 inches long, 5 inches wide and has a height
of 8 inches. In finding the volume of a rectangular prism , we use this formula: V= l x w x h
or V= A x h
V= l x w x h
= 6 in x 5 in x 8 in
2
= 30 ¿ x 8 in
= 240¿3 of soil is needed by each pupil.

Points to Ponder
Volume (V) is the number of cubic units needed to fill the
shape. It is amount of space that is occupied by a space figure. Volume
is three-dimensional (3D), composed of the area of the bases (length x
width) times the height. That is why it is always in cubic units ( ¿3 , cm 3
,m 3,etc.).
A cube is an example of a solid figure that is three-
dimensional. Since all the faces of the cube are squares, then the
length, width, and height are all equal. The sides of the squares are
called edges of the cube and symbolized by s. Thus, the volume of a
cube is s x s x s or s3.

cm3
S= 3 cm V= 3cm x 3cm x 3cm = 27
27cm3 is read as “27 cubic
. Acentimeters”
rectangular prism can be defined as a 3 dimensional solid shape which
  has six faces that are rectangles.

Volume of rectangular prism = area of

rectangle x height of prism
A= l x w rectangle
 
V=lxwxh or V= A x h

12
“Watch this video in finding the volume of cube and rectangular prism”
https://www.youtube.com/results?search_query=finding+the+volume+of+a+cube

Example 1
Find the volume of the rectangular prism with the length of 9 cm, width of 6 cm and
height of 7 cm.

l= 9 cm
w= 6 cm
h= 7 cm

Formula: Rectangular Prism-- V= l x w x h

V= l x w x h
= 9 cm x 6 cm x 7 cm
= 54 cm2 x 7 cm
Answer: = 378 cm 3

Example 2
Find the volume of cube that measures 5 cm on 1 side.
Formula : Cube - V= s x s x s
= 5cm x 5 cm x 5 cm
= 25 cm 2 x 5 cm
= 125 cm3

Example 3
Find the volume of a rectangular solid with dimensions 3 cm ,4
cm and 7 cm
Formula is Volume = l x w x h
= 3 cm x 4 cm x 7cm
= 12 cm 2 x 7 cm
= 84 cm3

References:
21st Century MATHletes ( LM )by Angelina P. Lumbre et . at
21st Century MATHletes ( TM )by Melody G. Borromeo et . at
https://www.youtube.com/results?search_query=finding+the+volume+of+a+cube

Lesson 7 Estimating and Using Appropriate Units of Measure for Volume

Learning Competency: Estimates and uses appropriate units of measure for volume.
(M5ME-IVd-82)

13
 Study Guide:
When you want to measure something, the first thing you need to decide is what unit
of measurement you want to use. You want to measure it that most closely matches the object
you are measuring. You wouldn't want to measure the volume of a swimming pool in
milliliters - the number would be too big!

Here are some real world measurement benchmarks to

help you to decide the best unit of measurement.
Volume:
 An eyedropper holds about 1 milliliter
 A juice box holds about 25 centiliters
 A soda bottle holds about 1 liter
 A kid’s pool could hold about 1 kiloliter

 When measuring small amounts of capacity, you can

use a graduated cylinder. Graduated cylinders can measure
milliliters and centiliters.

Example 1
 Maya took a survey about her family's water usage in order to estimate how much
water her family uses in a year. Maya wonders what metric unit would be most
appropriate for this estimate.
 First Maya should notice that she will be using a metric unit of capacity. The amount
of water a family uses in a year is a large amount of water - more than the amount of
water in a pool! This means kiloliters would be the best unit of measurement.
 The answer is that the family's water usage for the year would be best measured in
kiloliters.

Example 2
Choose the appropriate metric unit for the following measurements.
a. The volume of a jug of milk.
b. For part a, first notice that you are looking for a volume which is a capacity. A jug of
milk holds about the same amount of liquid as a bottle of soda. This means its volume
would be best measured in liters.
c. The answer to part a is the volume of a jug of milk would be best measured in liters.

Click this video

14
https://www.khanacademy.org/math/4th-engage-ny/engage-4th-module-2/4th-module-2-
topic-a/v/metric-units-of-volume

Example 3
Here are other unit of measure in volume

References:
21st Century MATHletes ( LM )by Angelina P. Lumbre et . at
21st Century MATHletes ( TM )by Melody G. Borromeo et . at
https://www.google.com/search?client=firefox-b-
d&q=Rules+in+conversion+of+units+in+measurement
https://www.khanacademy.org/math/cc-fifth-grade-math/imp-measurement-
and-data-3/imp-unit-conversion/a/metric-units-of-volume-review
https://www.khanacademy.org/math/4th-engage-ny/engage-4th-module-2/4th-

module-2-topic-a/v/metric-units-of-volume

Week 4
Solving Routine or Non- Routine Problems Involving Volume
Lesson 8 of a Cube and Rectangular Prism in Real- Life Situation
Using Appropriate Strategies and Tools
Learning Competency: Solves routine or non- routine problems involving volume of a cube
and rectangular prism in real- life situation using appropriate
strategies and tools. (MSME-IVe-83)

Study Guide: 15
 When Jane joined in their company’s summer outing, she
was assigned to bring beverages. Her manager said that 3
kiloliters of beverages, which are combination of softdrinks,
water and juices should be brought. In the grocery store, she
observed that all beverages are sold in liters. How many
liters of beverages should she buy to equate to the
amount that her manager required?

Remember
You have to keep in mind that when solving problems involving
measurement, you have to work on similar units. That is, when one subject is
given in meters, the other should be in meters as well. Otherwise you need to
convert.
Conversion Table

Liquid Solid
1 liter ( L ) = 100 centiliters 1 meter( m) = 100 centimeters ( cm )
( cL) 1 meter ( m )= 1000 milliliters( mL)
1 liter ( L ) = 1000 1 kilometer (km)= 1000 meters ( m)
milliliters( mL)
1 kiloliter= 1000 liters ( L )
Following the steps can help you solve many problems:
Step 1 Read the problem carefully. Know what is asked and what are given.
Step 2 Draw related picture, write mathematical sentence or formula for the
problem.
Understand Step 3 Solve the mathematical sentence.
a. What is asked?
Step 4 Write an answer for the problem.
▪ HowStep
many liters oforbeverages
5 Check verify the should
result. she buy to equate to
the amount that her manager required?
b. What are the given facts?
▪ 3 kiloliters of beverages

Plan
Strategy-Conversion
The basic rule is: If you need to convert from a larger unit to a smaller unit,
multiply. If you need to convert from a smaller unit to a larger unit, divide. You will make
the number smaller and, as you already know, division is all about making numbers smaller.
1 kiloliter= 1,000 liters

Solve
3 kiloliters x 1000 liters= 3, 000
Answer: 3, 000 liters of beverages

Example 2

16
 A truck with dimensions 9 feet long, 7 feet wide and 5 feet high is delivering sand for
a construction of a quarantine facility for COVID 19 patients in Tarlac. How many trips must
the truck make to deliver 945 cu feet of sand?

Understand
a. What is asked?
▪ How many trips must the truck make to deliver 945 cu feet of sand?
b. What are the given facts?
▪ 9 feet long, 7 feet wide and 5 feet high- dimension of truck
▪ 945 cu feet of sand need to deliver

Plan
Strategy: Writing the formula for finding the volume of rectangular prism.

Solve
V= lx wx h
9 feet x 7 feet x 5 feet
315 cu ft – a truck can deliver in 1 trip
945÷ 315 = 3
The truck driver needs to deliver 945 cu ft. Hence he
needs to make 3 trips to be able to complete the needed
sand for construction.

Check
345 cu ft x 3 trips = 945 cu. ft

Example 3
Elina has a glass of chocolate milk (shown beside). She made it by mixing 237
milliliters of milk with some chocolate syrup. How much chocolate syrup did Elina use to
make her glass of chocolate milk?

To find the amount of chocolate syrup Elina used, we subtract

the number of mL of milk (237 mL) from the total number of
mL she has now (275mL).

275 mL – 237 mL = 38 mL
Elina used 38 mL of chocolate syrup
to make her glass of chocolate milk.

References:

21st Century MATHletes ( LM )by Angelina P. Lumbre et . at

21st Century MATHletes ( TM )by Melody G. Borromeo et . at

17
 https://www.khanacademy.org/math/cc-fifth-grade-math/imp-measurement-
and-data-3/imp-unit-conversion/a/metric-units-of-volume-review

Week 5
Reading and Measuring Temperature Using Thermometer
Lesson 9 (Alcohol and/or Digital) in Degree Celsius
Learning Competency: Reads and measures temperature using thermometer (alcohol and/or
digital) in degree Celsius. (M5ME-IVf-85)

DESCRIPTIVE STATEMENT

Temperature is the hotness and coldness of an object. It can be expressed in “Degree

Celsius” (°C) or “Degree Fahrenheit” (°F). Temperature is measured with a thermometer.
A thermometer is a device that is used to measure temperature, which is how hot or
cold something is. The unit of measurement for temperature is a degree, and the
two temperature scales are Fahrenheit and Celsius. 

Study Guide:

It’s already late in the morning when Mother noticed that her son is still asleep. She
went to her son’s room to check his condition. The son was not feeling well so Mother
checked the body temperature. After getting the body temperature, Mother prepared a soup
and medicine for her son. What do you think is the body temperature of the son that
prompted the Mother to prepare a soup and medicine?

The normal body temperature is 37°C (read as 37 degrees Celsius).

Greater than 37°C is developing a fever. Body temperature are being
determine into how hot and cool the body temperature is.

18
 Two thermometers showing temperature in Celsius and Fahrenheit.

Parts of Thermometer

Digital Thermometer

https://manuals.plus/thermometer/fast-read-digital-clinical-thermometer-kd-113-instruction-
manuel

Illustrative Example 1: What is the temperature being shown below?

40°C
The temperature indicates 40°C
because the mercury (red mark) level
reached to 40°C.

19
To further understand the concept, you may visit https://www.youtube.com/watch?v=K2CH1cUkMgs

Illustrative Example 2: How many degrees Celsius illustrated in the picture?

36°C
The temperature indicates 36°C
because the mercury (red mark) level
reached to 36°C.

If we compare the temperature listed in Example 1 (40°C) and

Example 2 (36°C), the temperature in example 1 is hotter by 4°C.
That is, 40 – 36 = 4

Illustrative Example 3: What is the temperature shown below? How many degree Celsius
do you need to reach the normal body temperature?

28°C
The temperature indicates 28°C because the
mercury (red mark) level reached to 28°C.
Remember that the normal body temperature is
37°C. So, subtract:
37 – 28 = 9

Therefore, we need 9°C to reach the normal

body temperature.

References:
21st Century Mathletes 5, Textbook for Grade 5, Alvin C. Ursua and Angelina P.
Lumbre
https://manuals.plus/thermometer/fast-read-digital-clinical-thermometer-kd-113-
instruction-manuel

https://www.youtube.com/watch?v=K2CH1cUkMgs

20
 Solving Routine and Non-Rourine Problems Involving
Lesson 10
Temperature in Real-Life Situation
Learning Competency: Solves routine and non-routine problems involving temperature in
real-life situations. (M5ME-IVf-87)

Study Guide:

t Mother wants to find out if her daughter Sam has fever. She got her thermometer
and found out that the mercury level in the thermometer is at 38.7◦C. How much higher is her
daughter’s temperature than the normal body temperature? (Remember that the normal body
temperature is 37°C)

Solution:
Follow the steps in solving word problems:
1. What is asked?
2. What are given?
3. What is the clue word?
4. What operation to be used?
5. What is the number sentence?
Number of degree Celsius higher than normal body
temperature
(Get your answer from the question in the problem)
38.7°C
37°C (This is the normal body temperature)
(Higher)
(Subtraction - it shows that the temperature of Sam is
higher than the normal body temperature).
38.7°C - 37°C = N

6. Solution:
Since the body temperature of Sam is 38.7°C as compared to the normal body
temperature of 37°C, we have to subtract them:
38.7
- 37.0
1.7 Therefore, Sam’s body temperature is 1.7°C higher than the normal
body temperature

Illustrative Example 1:
The temperature in Tarlac City at ten o’clock was 34°C. After 3 hours, it rose by
5.5°C. What was the temperature reading after three hours?

These are the steps to follow in solving word problem.

1. What is asked? The temperature reading after three hours.
2. What are given? 34°C – temperature at 10 o’clock
5.5°C – rises the temperature after 3 hours
3. What is the clue word? Rise
4. What operation to be used? Addition – because of the word rise
5. What is the number sentence? 34 + 5.5 = N
6. Solution:
34.0 (Add zero to the equal length)
+ 5.5
39.5 Temperature after 3 hours
Illustrative Example 2:
One day, Timmy woke up with fever. At 10 AM, his temperature increased by
1.2°C from her temperature at 6 AM. Then his temperature went down by 0.7°C at 2PM.

21
After 4 hours, his temperature rose again by 1.8 °C. If his temperature at 10 PM was 39.4°C,
what was her temperature at 6 A.M.?
How are you going to solve each problem?
Solution:
A. Understand the problem
1. Know what is asked: Timmy’s temperature at 6AM
2. Know the given facts: 1.2°C increased temperature at 10AM
0.7°C decreased temperature at 2PM
1.8°C temperature increased after 4 hours
39.4°C temperature at 10PM
3. Know the hidden questions:
a. What is the difference of the temperature between
10AM to 6PM?

B. Plan what to do
4. Determine the operation to be used: Addition and subtraction
5. Write the number sentence: 39.7◦C - (1.8◦C-1.3◦C+1.1◦C) = N

C. Solve:
Show your solution (Illustrate the problem by using a diagram)

Since the number sentence has more than one operation, we will apply the PEMDAS
rule in order to properly solve the value of.
Solution 1: Solve the parenthesis.
39.4◦C - (1.2°C – 0.7°C + 1.8°C) = N
Solution 1.1 (1.2 – 0.7 = 0.5)

Solution 1.2 (0.5 + 1.8 = 2.3

Solution 2: Solve the remaining equation.
39.4 – 2.3 = 37.7
Therefore, the temperature at 6AM is 37.7°C.
References:
21st Century Mathletes 5, Textbook for Grade 5, Alvin C. Ursua and Angelina P.
Lumbre
ubWWxrNN_hy4SyAhttps://www.youtube.com/watch

Week 6

Lesson 11 Data in Tabular Form

Learning Competency: Organizes data in tabular form and presents them in a line graph.
(M5SP-IVg-2.5)

Study Guide:

The effect of the Covid-19 provides a great impact not only to Health sector but also
to education sector. Because of the situation, the Department of Education presented the
different learning modalities for the School Year 2020-2021. Based on the survey conducted
to 60 incoming pupils, here are the responses to what learning modalities they prefer:
Blended learning Modular Online learning Face to face Television

22
Radio-based Online learning Modular Modular Blended
Face to face Modular Blended learning Television Modular
Modular Face to face Television Blended learning Online learning
Blended learning Face to face Modular Online Learning
Modular
Modular Modular Blended learning Face to face Modular
Blended learning Modular Online learning Face to face Television
Radio-based Online learning Modular Modular Blended learning
Face to face Modular Blended learning Television Modular
Modular Face to face Television Blended learning Online learning
Blended learning Face to face Modular Online Learning
Modular
Modular Modular Blended learning Face to face Modular

Based on the data, it is hard to tell which of the modalities are favored the most and
the least. It is best to present by sorting and organizing the data for us to easily interpret.

Here are the following steps to organize data.

Step 1: Group the data accordingly. (by learning modality)

This step has 6 learning modalities: Blended learning, Modular, Online learning, Face
to face, television and radio-based. Each of them has different number of responses.

Step 2: Make a tally of frequency or number of occurrences of each modality by presenting it

in table.
Learning Modalities of 60 Students of MES
Learning Modality Tally Frequency
Blended Learning 12
Radio-based 2
Face to face 10
Television 6
Modular 22
Online Learning 8

To get easily understand the table, let’s present the data using a line graph.

Learning Modality of MES Students

25

20

15

10

0
Blended Radio-based Face to face Television Modular Online
Learning Learning

23
 Based on the line graph, the most preferred learning modality is Modular and the least
preferred modality is Radio-based. It is evident that majority of the students (22 out of 60)
chose Modular Instruction as their learning modality and only 2 students want Radio-based.
Since the data is now organized and presented in a graph, the school administration
can decide what learning modality to be used and other way of reaching out the students.

Points to Remember:
 Statistics deals with the collection, organization, presentation,
interpretation and analysis of data.
 Data is a set of values used in statistics.
 Variables are characteristics or properties of people, objects, places or
things in statistics that are being represented by data.
 Organization of data is commonly done using tables.
To further understand the concept, you may visit
https://www.youtube.com/watch?v=r-4eEJBvw98

Illustrative Example 1

Many people experiences anxiety during the times of pandemic. And to cope up with
this situation, people used their time into a different activities. Among the top five activities
conducted in survey are: Cooking, Exercise, Gardening, Online Business and Social Media
activities. Below are the result of the survey:

Cooking
Exercise
Gardening
Online Business
Social Media Activities

Activities Amidst Pandemic

Activities Frequency
Cooking 17
Exercise 14
Gardening 24
Online Business 29
Social Media Activities 16

24
 Top Activities During Pandemic
35

30

25

20

15

10

0
Cooking Exercise Gardening Online Business Social Media
Activities

Based on the line graph presented, it shows that most of the people in the community wants
online business. This is one way of coping up from the hard times brought about by Covid-
19. This will serve as their extra income in order survive from this pandemic. Few of them
chose exercise, because they believe this is one way of strengthening their immune system to
get away from possible virus infection.

References:
21st Century Mathletes 5, Textbook for Grade 5, Alvin C. Ursua and Angelina P.
Lumbre
https://www.youtube.com/watch?v=r-4eEJBvw98

Lesson 12 Line Graph

Learning Competency: Interprets data presented in different kinds of line graphs (single to
double line graph). (M5SP-IVh-3.5)

Study Guide:

Lino brought to hospital due to high fever. Based on the result of the test, he was
diagnosed Dengue fever. His body temperature rises to 40 ° Celsius. The line graph below
shows the platelet count of Lino.

Platelet Count of Lino in Hospital

60

50

40

30

20

10

0
Day 1 Day 2 Day 3 Day 4 Day 5

25
 The line graph shows the relationship of two related data, the day which can be seen
in the horizontal axis or known as x-axis and the number or the platelet count which can be
seen in the vertical axis or known as y-axis.
If we are going to analyze and interpret the line graph, the highest platelet count was
registered in Day 5, and the lowest platelet count registered in Day 3 which go down to 18.
The day after have been increasing. It is an indication that Lino is getting better day by day.

Constructing a Line Graph

In making a graph, we follow the following steps:
1. Draw a line for x-axis and y-axis. Observe the interval.
2. Use the data from the table to label the axes.
3. Plot the points that correspond to each variable in the table.
4. Connect the points with a line segment.
5. Put a title on the graph.

To further understand the concept, you may visit the following links below:
https://www.youtube.com/watch?v=DA-0wGhapuo
https://www.youtube.com/watch?v=jdQQGinqOyY

Illustrative Example 1: Use the data in the table to construct a line graph.
In interpreting a line graph, a line that goes up means an increase in value while a line
that goes down means a decrease in value. Let us take a look at the example below.

Xia’s Daily Savings (₱)

Monday 20.00
Tuesday 10.00
Wednesday 15.00
Thursday 25.00
Friday 20.00

Xia's Daily Savings

30

25

20

15

10

0
Monday Tuesday Wednesday Thursday Friday

26
 The line graph shows the Daily Saving of Xia in a week. The highest point indicates
the biggest savings she had registered in a week. The lowest point indicates the lowest
savings she had registered in a week.
Illustrative Example 2:
Kyla and France are consistent top performers in the class. The graph below
shows the average grade of the two in every quarter.

Average Grade In Every Quarter

Kyla France
97
96.5
96
95.5
95
94.5
94
93.5
93
Qu ar t er 1 Qu ar t er 2 Qu ar t er 3 Qu ar t er 4

Answer the following questions:

1. What is the line graph all about?
The line graph shows the Average Grade in Every Quarter of Kyla and France.
2. In what quarter do they have the same average?
Both of them have the same grade in third quarter.
3. What quarter did Kyla and France register their highest average grade?
They both registered their highest average grade during 4 th quarter.
4. In what quarter were France’s grade higher than Kyla?
France got the higher grade during first quarter.
5. Based on the line graph, who got the higher general average grade?
Kyla got the higher general average grade of 95.25 while France got 95.19.

Illustrative Example 3: Make a line graph based on the table below.

Grade Level Public Private
Kinder 35 24
Grade I 45 23
Grade II 49 39
Grade III 43 48
Grade IV 54 42
Grade V 55 45
Grade VI 65 49

27
 Enrollment Data For SY 2020-2021
Public Private
70
60
50
40
30
20
10
0
K i n d er Gr ad e I Grade II Gr ad e I I I Gr ad e I V Gr ad e V Gr ad e VI

The Line graph shows the enrollment data for the SY 2020-2021 in public and
private school. The highest point indicates the highest enrolment registered in a grade. The
lowest point indicates the lowest number of enrollees registered in a grade.
We can say that parents chose to enroll their children in public school as
compared to private school. But noticeably, private school registered higher enrolment in
Grade III compared to public school.

References:
21st Century Mathletes 5, Textbook for Grade 5, Alvin C. Ursua and Angelina P.
Lumbre
https://www.youtube.com/watch?v=DA-0wGhapuo
https://www.youtube.com/watch?v=jdQQGinqOyY

Week 7
Solving Routine and Non-Routine Problems Using Data
Lesson 13 Presented in Line Graph
Learning Competency: Solves routine and non-routine problems using data presented in a
line graph. (M5SP-IVh-4.5)

Study Guide:

The canteen manager made an inventory of the daily sales in a week. Let us study the
graph she made.

28
 Daily Sales in a Week
600

500

400

300

200

100

0
Day 1 Day 2 Day 3 Day 4 Day 5

Use the data in the line graph in answering the following question:

1. What is the graph all about?

 Daily Sales in a Week (This is the title of the line graph. The title of the graph tells
what the graph is all about.
2. On what day did she registered the highest sales?
 Day 4 (The highest point in a line graph tells the highest value)
3. On what day did she registered the lowest sales?
 Day 2 (The lowest point in a line graph tells the lowest value)
4. On what days were the sales the same?
 Day 3 and 5 (They both have the same level of marked point, that indicates equal
value)
5. How much more was his sale in Day 4 from Day 2?
 ₱120.00 (Subtract the sale from Day 2 to Day 4, 480 – 360 = 120)

Illustrative Example 1: Construct a line graph

The school registrar prepared line graph to easily interpret the enrolment data in every
grade level. Let us study the graph.

Enrollment of MES for SY 2020-2021

80
70
60
50
40
30
20
10
0
Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Use the line graph to answer the questions:

1. What is the graph all about?
 Enrolment of MES for SY 2020-2021 (This is the title of the line graph. The title of
the graph tells what the graph is all about.

29
2. What grade has the highest enrollees registered?
 Grade 5 (The highest point in a line graph tells the highest value)
3. What grade has the lowest enrollees registered?
 Kinder (The lowest point in a line graph tells the lowest value)
4. On what grades were has the same registered enrollees?
 Grade 1 and Grade 4 (They both have the same level of marked point, that
indicates equal value)
5. How many enrollees increased from Grade 4 to Grade 5?
 20 pupils (Grade 4 registered 50 enrolees while Grade 5 listed 70 enrolees,
70 – 50 = 20)

Illustrative Example 2:Construct line graph.

Kyla and France chose online learning as their modality due to the Covid-19. Let us
study the graph below with regards to their internet consumption.

Internet Consumpti on In A Week

Mochi Xia
600
M
E 500
G 400
A
B 300

Y 200
T
100
E
S 0
D ay 1 D ay 2 D ay 3 D ay 4 D ay 5

Use the line graph to answer the questions:

1. What is the graph all about?
 Internet Consumption in a week (This is the title of the line graph. The title of
the graph tells what the graph is all about.
2. What does the scale in y-axis represent?
 Megabyte (Y- axis is the vertical line in a graph that contains the first variable in
the data collection.)
3. In what day/s were Xia consumes internet allocation greater than Mochi?
 Day 4 and Day 5 (The highest point in a line graph tells the highest value)
4. In what day/s did they consume equal?
 Day 2 (They have the same level of marked point, that indicates equal value)
5. In what day/s were Mochi consumes internet allocation greater than Xia?
 Day 1 and Day 3 (The highest point in a line graph tells the highest value)
6. Who has greater internet consumption between the two? Explain.
 Mochi (Mochi consumed a total of 2000MB (add all the consumed data
from Day 1 to Day 5 to get the total internet consumption)while Xia consumed
1950MB)

30
References:
21st Century Mathletes 5, Textbook for Grade 5, Alvin C. Ursua and Angelina P.
Lumbre

Lesson 14 Drawing Inferences Based on Data Presented in a Line Graph

Learning Competency: Draws inferences based on data presented in a line graph. (M5SP-
IVh-4.5)

Study Guide:

Marga is a consistent top performer in Math in her class. Among the subjects, Math
is her favorite. Below are the Grades of Marga for this year.

Marga's Grades in Math

100
98
96
94
92
90
88
86
Quarter 1 Quarter 2 Quarter 3 Quarter 4
The graph composed of the y-axis (vertical line) and the x-axis (horizontal line). The
details in the Y-axis are the grades she got from the different quarters of the year. The details
in the x-axis are the quarters covered for the school year. What observation can you make out
of the line graph presented?
Based on the graph, we can make several questions that can be answered as we look
at the relationship of the data in the illustration.

Answer the following question:

1. In what quarter did Marga get the highest grade? (Quarter 4 – 98%)
2. In what quarter did Marga get the lowest grade? (Quarter 3 – 90%
3. Why do you think Marga got low grade on the third quarter?
(Several answers are accepted)
 She did not study her lesson very well
 Over confident, she thought she can get high grades even if she puts less attention to
the lesson
 Certain problem/s that affect her studies

Big Idea:
To draw inferences it is important to:
31
 observe the parts of the graph
 understand the relationship being illustrated on the graph
 make prediction based on the describe situation presented by the data on the
graph
Illustrative Example 1:Make an inferences out of the data in a line graph
Ziya is a saleslady in a department store. Every week she get a commission for every
items sold. The graph below shows the weekly commission

Ziya's Commission
3500

3000

2500

2000

1500

1000

500

0
Week 1 Week 2 Week 3 Week 4

The graph shows the high point or the increase value and the low point or the
decrease value. Part of the graph are the Y-axis (vertical line) and the X-axis (horizontal line).
The relationship of the two data shows in the line graph presented.
Based on the graph, we can make a reasonable inferences.

Answer the following questions:

1. What is the title of the line graph?
 Ziya’s Weekly Commission (The line graph presented the weekly commission)
2. What week did she get the highest commission?
 Week 2 (The highest point indicates the greatest value. When a line goes up,
that means the value is increasing)
3. What week did she get the lowest commission?
 Week 3 (The lowest point indicates the least value. When a line goes down,
it
means the value is decreasing)
4. On what week were Ziya’s the same commission?
 Week 1 and Week 4 (The level of marked points are the same that tells the equal
value of the two weeks)
5. How much is the total commission in a month?
 ₱10,000.00 (Add all the commissions from Week 1 – 4)
Solution:
₱2,500.00

32
 ₱3,000.00
+ ₱2,000.00
₱2,500.00
₱10,000.00
6. Why do you think Ziya’s commission got low in week 3? Explain your reasons.
(Accept all possible reasons)
 There are only few customers went to Department store to buy.
 She filed a leave of absence
 No new arrival items

References:
21st Century Mathletes 5, Textbook for Grade 5, Alvin C. Ursua and Angelina P.
Lumbre

Week 8

Lesson 15 Describing Experimental Probability

Learning Competency: Describes experimental probability. (M5SP-IVi-14)

Study Guide:

Experimental probability is the ratio of the number of times an event occurs

to the total number of trials or times the activity is performed.
It can be represented mathematically as:
Experimental probability= (number of occurrences of the event)
(total number of trials made)

Illustrative Example 1: Alice cuts 3 stars, 2 suns and 4 moons. She put it inside her bag,
and play the game “Pick Me Up” What is the probability of picking star and moon.

a. What is the probability of picking a star?

3 → number of stars
9 → total number of shapes
3 1
or
So, the probability of picking star is 9 3 .

33
b. What is the probability of picking a moon?
4 → number of moons
9→ total number of shapes
4
So, the probability of picking moon is 9 .

Illustrative Example 2: Sultan has a box of marbles. It contains 9 blue marbles ,5 yellow
marbles,7 green marbles and 6 red marbles. If he get one marble and then placed it back in the
box and do it again for several times and recorded his result in the table. What is the
probability of drawing each color?

Let us complete the table.

Color Experimental Probability

blue 9 1
or
(number of occurrences of the event) = 27 3
(total number of trials made)
yellow 5
(number of occurrences of the event) = 27
(total number of trials made)
green 7
(number of occurrences of the event) = 27
(total number of trials made)
red 6 2
or
(number of occurrences of the event) = 27 9
(total number of trials made)

Illustrative Example 3: While at the Toms World Albert play a dart game. The prizes he
could win are inside the balloon if he could pop it up. What is the probability of winning a
teddy bear?

Bag ball toy car teddy bear bag toy car ball

There are 7 balloons in all.

Only 1 balloon contains teddy bear.
1
The probability of pupping out the balloon with teddy bear is 7 .

Performing an Experimental Probability and Records

Lesson 16
Result by Listing
Learning Competency: Performs an experimental probability and records result by listing.
(M5SP-IVi-15)

34
 Study
Guide:
Performing an experiment is one way to estimate the probability of an event.

Illustrative Example 1: The kinder class is having a game “Spin the Wheel”. Each of them
will give an example of object having the color pointed out. We have to spin a wheel to find
out what color will be. The wheel looks like this.

What is the probability of the wheel stopping at:

2 1
or
a. Red = 8 4
3
b. Yellow = 8
1
c. Blue = 8
2 1
or
d. Green = 8 4
Illustrative Example 2: A dice toss 15 times. What is the probability of 2,4 and 6 based on
the outcome below.
Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Trial 6 Trial 7
Trial 8

Trial 9 Trial 10 Trial 11 Trial 12 Trial 13 Trial 14 Trial 15

Let us record the results.

Frequency 2 2 2 3 2 4

a. The
2
experimental probability of 2 is 15 .

35
 3 1
or
b. The experimental probability of 4 is 12 4

4
c. The experimental probability of 6 is 15 .
Illustrative Example 3: A coin tossed 8 times. Find the experimental probability of getting
head and tail base on the table below. (H-head, T-tail)

Trial Trial Trial Trial 4 Trial 5 Trial 6 Trial 7 Trial 8

1 2 3
Outcome H T H H T H T H
Total number of trials= 8
Number of head occurred = 5
Number of tail occurred = 3
5
Probability of Head= 8
3
Probability of Tail = 8

Week 9

Lesson 17 Analyzing Data Obtained from Chance Using Experiments

Involving Letter Cards (A to Z) and Number Cards ( 0 – 20)
Learning Competency: Analyzes data obtained from chance using experiments involving
letter cards (A to Z) and number cards (0 to 20). (M5SP-IVi-16)

Study Guide:

Illustrative Example 1: Ram, Jen and Jef are playing letter cards.Ram put 6 letter L, Jen put
4 letter Z and Jef put 5 letter X inside the box. Each of them will try take their chance to pick
their card own card.
1.What is the probability of picking up their selected letter?
6
a. Ram → 15
4
b. Jen → 15
6 2
c. Jef → 15 or 5
2. Who is mostly likely to pick his/her letter? Ram mostly to pick his letter.

Illustrative Example 2: Study the letter cards.

S T A Y H O M E
36
A single card will be drawn from a well mixed 8 letter cards. Give the probability of the
following letters.
1
a. H,O,M,E- 8
1
b. T= 8
1
c. S= 8
1
d. Y= 8
1
e. A= 8

Illustrative Example 3: Number cards 0-20 , were put in a basket.

1. How many is the possible outcome? 21

10
2. What is the probability of getting odd numbers? 21 (odd numbers are 1,3,5,7,9,11,13,
15,17, and 19)
8
3. What is the probability of getting prime numbers? 21 ( prime numbers are 2,3,5.7,11,13,
17 and 19)
1
4. What is the probability of getting 7? 21
1
5. What is the probability of getting 20? 21

Lesson 18 Solving Routine and Non-Routine Problems Involving

Experimental Probability
Learning Competency: Solves routine and non-routine problems involving experimental
probability. (M5SP-IVj-17)

37
Illustrative Example #1: A coin is tossed and a dice is rolled simultaneously for 8 times.
The outcomes are given in the table above.

Trial Trial Trial Trial 4 Trial 5 Trial 6 Trial 7 Trial 8

1 2 3
Dice 6 5 3 1 5 2 4 5
Coin T H T H H H T H
Find the experimental probability of getting a 5 and a head together.

Step 1. Understand: 
a. Know what is asked: The probability of getting a 5 and a head. 
b. Know the given facts: three 5 and head out of 8 trials.

Step 2. Plan: There are 8 trials. Three of the trials are 5 and head.
Use the formula, and then substitute. 
P(E) = number of times the event occurs
Total number of Trials
Where E refers to the event

3
Step 3. Solve:  The probability of getting a 5 and a head is = 8
Step 4. Check and Look Back: Since there are 8 trials and the 5 and a head occurs 3 times, the
3
probability of getting 5l and a head is = 8

Illustrative Example #2: A box filled with cubes of different colors. There are 40 white
cubes, 24 green, 12red, 24 gold and 20 blue cubes. If you have to select a cube without
looking into the box , what is the probability that you pick a white or blue cube

Step 1. Identify events which probability is to be determined.

* We have to determine probability of two events
a. Picking a white cube
b. Picking a blue cube

Step 2. Calculate the total number of possible outcomes.

Total number of cubes= 40+24+12+24+20=120

Step 3. Calculate probability of possible outcomes

40
Probability of picking white cubes= number of white cubes = 120
Total number of cubes

20
Probability of picking blue cubes= number of blue cubes = 120
Total number of cubes
Step 4. Add the probability of each each event
40 20 60 1
+ = =
120 120 120 2

38
 1
Answer: The probability that you can pick white or blue cube is 2

Illustrative Example #3: What is the probability of landing on number 1 area?

1 2
1 3
Step 1. Identify events which probability is to be determined.
* We have to determine probability of landing on number 1 area/section

Step 2. Calculate the total number of possible outcomes.

Total number number of outcome= 4

Step 3. Calculate probability of possible outcomes

Number 1 is 2 out of four area/section

2 1
=
Step 4. So the probability of landing on 1 area is 4 2

CONTENT WRITERS:

MICHAEL V. EUGENIO MARILEN M. ASIO

MARICEL R. SOLIMAN MYCIEL N. LEYNES
MARY GRACE N. CACAL BARBARA B. NIÑO
REVIEWED BY:

AUGUSTO L. BALLESTEROS DR. BOBBY P. CAOAGDAN

EPSvr – Mathematics EPSvr - LRMDS

RECOMMENDING APPROVAL:

DR. PAULINO D. DE PANO DR. MARIA CELINA

L. VEGA
CID Chief Assistant Schools Division
Superintendent

APPROVED:

RONALDO A. POZON, PhD, CESO V

Schools Division Superintendent

39