MATH 5 - Q2 - forPRINT

5
ACTIVITY SHEETS IN MATHEMATICS

Second Quarter
5
ACTIVITY SHEETS IN MATHEMATICS

Second Quarter
This Activity Sheet is collaboratively developed and

evaluated by educators from public schools of SDO Urdaneta
City. Teachers and other learning practitioners are encouraged to
send their comments, feedbacks, and suggestions about this
learning resource to DepEd SDO Urdaneta City through email:
urdaneta.city@deped.gov.ph | lrmdsdepedurdaneta@gmail.com
Your comment and suggestions are highly appreciated.
Department of Education ● SDO Urdaneta City

Activity Sheets in Mathematics 5
Second Quarter
2020
Republic Act 8293, Section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein such work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.
Borrowed materials (i.e. stories, poems, pictures, photos, brand names,
trademarks, etc) included in this learning module are owned by their respective copyright
holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS, Inc.)
in seeking permission to use these materials from their respective copyright owners.
All means have been exhausted in seeking permission to use these materials. The
publishers and authors do not represent nor claim ownership over them.
Activity Sheets in Mathematics 5 Development Team

Writer/s: Divina V. Raymundo
Evaluators/ Salvacion Tabelin Mandy Madriaga
Reviewers: Janice Padua Rodel Medriano
Georgina Fabro Rufina Caabay
Illustrator/s: Honorio N. Erece III
Layout Artist: Day Bert R. Mariñas
Management Schools Division Superintendent Fatima R. Boado CESO VI
Team: Asst. Schools Div. Superintendent Rosario O. Cabrera
Division EPS, LRMS Joel B. Caballero EdD
EPS-In-Charge of Learning Area Gloria Victoria M. Gravela EdD
Project Development Officer II—LRMS Roseanne O. Cabrera
Librarian II—LRMS Jesusa S. Agbanlog
Printed by SDO URDANETA CITY—LEARNING RESOURCES DEVELOPMENT AND

MANAGEMENT UNIT
Department of Education—Region I
Office Address: High School Drive, San Vicente West, Urdaneta City, Pangasinan
Telefax: 075-568-3054
E-mail Address: urdaneta.city@deped.gov.ph
Table of Contents
MATHEMATICS 5, QUARTER 2, WEEK 1

Give the place value and the value of a digit of a given
decimal number through ten thousandths……………………………………..1
Activity 1………………………………………………………………………….1
Activity 2………………………………………………………………………….2
Activity 3………………………………………………………………………….3
Read and write decimal numbers through ten thousandths………………...4
Activity 1………………………………………………………………………….4
Activity 2………………………………………………………………………….5
Activity 3………………………………………………………………………….5
Rounds decimal to the nearest hundredth and thousandth………..……….7
Activity 1………………………………………………………………………….7
Activity 2………………………………………………………………………....7
Activity 3……………………………………………………………………...….8
Compare and arrange decimal numbers.
Use the symbols ≥ ≤ = in comparing decimals …………………...…………..9
Activity 1…………………………………………………………………………9
Activity 2……………………………………………………………………...….9
Activity 3………………………………………………………………………...10
Add and subtract decimal numbers through thousandths
without and with regrouping…………………………………………..…………11
Activity 1………………………………………………………………………...11
Activity 2…………………………………………………………………………12
Activity 3……………………………………………………………………… .12
Solve non- routine problems involving addition and subtraction
of decimal numbers including money using appropriate problem
solving strategies and tools……………………………………………………....14
Activity 1………………………………………………………………………….14
Activity 2………………………………………………………………………....15
Activity 3………………………………………………………………………….15
Multiply decimals up to 2 decimal places by 1- to 2- digit
whole numbers……………………………………………………………………...17
Activity 1…………………………………………………………………………17
Activity 2………………………………………………………………………....17
Activity 3………………………………………………………………………....18
Table of Contents
Multiply decimals with factors up to 2 decimal places……………….…19

Activity 1…………………………………………………………………...19
Activity 2…………………………………………………………………...19
Activity 3……………………………………………………………………20
Estimate the products of decimal numbers with
reasonable answer……………………………………………………………..21
Activity 1……………………………………………………………………21
Activity 2………………………………………………………………..….21
Activity 3……………………………………………………………………22
Solve routine problems involving multiplication with or
without addition and subtraction of decimals and whole
numbers including money using appropriate problem
solving strategies and tools………………………………………………….23
Activity 1……………………………………………………………………23
Activity 2……………………………………………………………………24
Activity 3…………………………………………………………………...24
Identify the steps in dividing decimal numbers.
Divide decimals with up to 2 decimal places……………………………...26
Activity 1……………………………………………………………………26
Activity 2……………………………………………………………………26
Activity 3……………………………………………………………………27
Divide whole numbers with quotients in decimal form.
Write decimal point in the quotient correctly……………………………...28
Activity 1……………………………………………………………………29
Activity 2……………………………………………………………………29
Activity 3……………………………………………………………………29
Solve non-routine problems involving division without
or with any of the other operations of decimals and whole
numbers including money using appropriate problem
solving strategies and tools………………………………………………….30
Activity 1…………………………………………………………………...30
Activity 2…………………………………………………………………...31
Activity 3…………………………………………………………………...32
Visualize the ratio of two given numbers.
Write the ratio of two numbers in simplest form…………………………33
Activity 1…………………………………………………………………...33
Activity 2…………………………………………………………………...34
Activity 3…………………………………………………………………...35
Table of Contents

Express ratio using either the colon (:) or fraction……………………...36
Activity 1…………………………………………………………………...36
Activity 2…………………………………………………………………...37
Activity 3…………………………………………………………………...37
Identify and write equivalent ratios.
Change ratios to lowest or highest term…………………………………..38
Activity 1…………………………………………………………………...38
Activity 2……………………………………………………………………38
Activity 3……………………………………………………………………39
Write the correct simplest form of the given higher term ratios………40
Activity 1…………………………………………………………………...40
Activity 2…………………………………………………………………...40
Activity 3……………………………………………………………………41
Find the missing term in a pair of equivalent ratios
Identify and write equivalent ratios…………………………………………42
Activity 1…………………………………………………………………...42
Activity 2…………………………………………………………………...43
Activity 3…………………………………………………………………...43
Define a proportion…………………………………………………………….44
Activity 1…………………………………………………………………...44
Activity 2…………………………………………………………………...45
Activity 3…………………………………………………………………...45
Recognize when two quantities are in direct proportion.
Find the missing term in direct proportion.……………………………….46
Activity 1……………………………………………………………………46
Activity 2……………………………………………………………………46
Activity 3……………………………………………………………………47
Name: _____________________________ Date: __________
Grade/ Section: _____________________ Score: _________

Gives the Place Value and the Value of a Digit of a
Learning Competency: Given Decimal Number through Ten Thousandths
(M5NS IIa-101.2)
Give the place value and the value of a digit of a
Subject Matter: given decimal number through ten thousandths.
POINTS TO REMEMBER
A decimal place refers to the number of places occupied by the digits after
the decimal point.
A decimal can be represented by a diagram or a number line.
The place value chart can help us read the decimals accurately. Each digit
in a decimal has its own place value depending on its position.
Decimal point
Thousandths
Hundredths
Thousands
Hundreds
ten thou-
sandths
0.0001
Tenths
0.001
Ones
Tens
0.01
0.1
4 3 7 8 . 5 6 2 5
Activity 1
Direction: Give the place value and value referred from the
underlined digit.
Number Place Value Value
8.049
36.324
8.945
15.934
6.08912
1
12.834
24.207
0.3479
6.97341
4.07862
Activity 2
Direction: Encircle the letter of the correct answer.
Which decimal has……
1) 5 in the hundredths place

a. 7.534 b. 8.057 c. 9.265
2) 8 in the thousandths place?

a. 4.7851 b. 6.8028 c. 9.1586
3) 9 in the ten thousandths place?

a. 3.45968 b. 7.29735 c. 10.2369
4) 2 in the hundredths place?

a. 15.2486 b. 17.5628 c. 19.0231
5) 7 in the tenths place?

a. 12.0874 b. 15.7921 c. 18.2537
6) 4 in the hundred thousandths place?
a. 32.05478 b. 35.12674 c. 37.56948
7) 1 in the ten thousandths place?
a. 42.31789 b. 48.79231 c. 56.57213
8) 0 in the hundred thousandths place?
a. 45.23860 b. 51.23087 c. 57.43201
9) 6 in the tenths place?
a. 2.6098 b. 5.0674 c. 7.0563
10) 3 in the thousandths place?
a. 21.0936 b. 24.3658 c. 27.0563
2
Activity 3
Direction: Write the number in the blanks with the given conditions.
1. 8 in the hundredths place

1 in the ones place
3 in the tenths place ___________
2. 9 in the ones place

4 in the tenths place
5 in the hundredths place ___________
3. 7 in the thousandths place

2 in the hundredths place
6 in the ones place
1 in the tenths place ____________
4. 9 in the tens place

6 in the ones place
5 in the thousandths place
2 in the hundredths place ____________
5. 7 in the hundredths place

2 in the ones place
6 in the tenths place _____________
3
Name: _____________________________ Date: __________
Grade/ Section: ______________________ Score: _________

Reads and Writes Decimal Numbers through Ten
Learning Competency: Thousandths (M5NS IIa-102.2)
Read and write decimal numbers through ten thou-

Subject Matter: sandths.
POINTS TO REMEMBER
Read decimals from left to right, like whole numbers.
The digits to the left of the decimal point are read as whole number, and
the decimal point is read as “and”.
The digits to the right of the point are also read as a whole number, after
which we say the name of the place value of the last digit.
Example: 5.681 = Five and six hundred eighty – one thousandths
Activity 1
Direction: Read and write the following decimal forms into
mathematical sentences.
1. 2.4 = ________________________________________________
2. 9.05 = _______________________________________________
3. 4.0756 = _____________________________________________
4. 5.681 = ______________________________________________
5. 8.53 = _______________________________________________
6. 76.120 = _____________________________________________
7. 17.3 = _______________________________________________
8. 0.008 = ______________________________________________
9. 2.705 = ______________________________________________
10. 48.002 = _____________________________________________
4
Activity 2
Direction: Write the following mathematical sentences into decimal
forms.
1. Two and three hundredths = _____________________________
2. Sixty –five and sixty – five thousandths = ___________________
3. Five and two thousandths = _____________________________
4. Nine and eighty nine thousandths = _______________________
5. Three hundred eight and thirty – six thousandths = ___________
6. Ten and one hundred thirty two thousandths = ______________
7. Forty and nine tenths = _____________
8. Forty – nine thousandths = _____________
9. Seven hundred three and eight – six thousandths = __________
10. Fifty - three hundredths = __________
Activity 3
A. Direction: Read then write the decimals in numerals on the
blank.
________1. Five hundred seventy-seven thousandths
________2. Six thousand two hundred five ten thousandths
________3. Three and one hundred five ten thousandths
________4. Forty-nine hundredths
________5. Two and three hundredths
________6. 0ne hundred seven thousandths
________7. Ten and eighty -four hundredths
________8. Sixteen and two hundred thirteen thousandths
________9. Forty -one hundredths
________10. Thirty -seven and sixty -eight ten thousandths
5
B. Direction: Answer the following:
1. Write the decimal in words.
7 6 3 5. 0 0 3 4 _________________________________________________
2. Write seventeen and three thousand two hundred forty – five ten thousandths
in decimal form. ________________________________________________
3. Use the place value chart to read 19.6584.
______________________________________________________________
4. Fifty – eight out of 100 students of Nancayasan Elementary school are boys.
Write the decimal for the part of the school consisting of girls.
______________________________________________________________
5. A computer is a device that can process information in nanoseconds. A nano-

second is one billionth of a second. Write the given number in decimal form.
_____________________________________________________________
6
Name: _____________________________ Date: __________

Rounds decimal to the nearest hundredth and
Learning Competency: thousandth. (M5NS-IIa-103.2)
Rounds decimal to the nearest hundredth and

Subject Matter: thousandth.
POINTS TO REMEMBER
A decimal can be rounded off to a whole number or certain decimal
places.
The rules for rounding off decimals are as follows:

Look at the digit to the right of the digit that is to be rounded off.
If the digit is more than or equal 5, add to 1 to the digit that is to be rounded
off and ignore the rest of the digits after it.
If the digit is less than 5, maintain the digit that is to be rounded off and ignore
The rest of the digits after it.
Activity 1
Direction: R ound off the following to the nearest hundredths place
indicated.
1) 91.537 = 4) 105.327 =
2) 1.376 = 5) 28.215 =
3) 17.823 =
Activity 2
Direction: Complete the table as referred from the given decimals.
ROUND TO:
Decimals Hundredths Thousandths Ten Thousandths
1.) 0.89432
7
2.) 5. 09968
3.) 2.96425
4.) 5.2358
5.) 0.89432
Activity 3
Direction: Fill in the blanks with the right answers.
1. What is 8.742 rounded to the nearest hundredths? ____________________
2. What is three hundred forty -five and six thousand five hundred thirty – four
ten thousandths rounded to the nearest thousandths? ___________________
3. Round to the nearest hundredths and estimate the sum of 6.123 + 7.912
+3.468. ______________________
4. I have ones, tenths, and hundredths digits. The sum of my digits is 10. My ones
digit is twice as my hundredths digits. My tenths digit is 2 more than my
hundredths digit. Round the decimal I have to the nearest tenths. __________
5. I am a number with the digits in the ones, tenths, and hundredths places. The
sum of my digits is 15. None of my digits are greater than 6. To what place
value will you round me to get my highest possible value. ________________
8
Name: _____________________________ Date: __________

Compares and arranges decimal numbers.
Learning Competency: (M5NS-IIb-104.2)
Compare and arrange decimal numbers.

Subject Matter: Use the symbols ≥ ≤ = in comparing decimals
POINTS TO REMEMBER
To compare decimals, we need to:
Align first the decimal points and digits in their corresponding values.
Begin comparing the digits with the same place values from the left most digits.
Use the symbols ≥ (greater than) ≤ (lesser than) in comparing the digits in the
same place value.
Activity 1
Direction: Compare the decimals by writing >, <, or = on the space
provided.
1. 4.2 ______ 4.02 6. 165.25 ______ 165.3
2. 0.67 ______ 0.067 7. 12.06 ______ 12.006
3. 9.5 ______ 9.500 8. 14.050 ______ 14.05
4. 2.023 ______ 2.003 9. 0.75 ______ 7.5
5. 4.7 ______ 4.699 10. 9.32 ______ 0.932
Activity 2
Direction: Arrange the decimals in ascending and descending orders.
1. 5.063 5.6 5.003 5.36

_____ _____ _____ _____
2. 1.064 11.604 11.406 11.24

_____ _____ _____ _____
9
3. 23.04 23.40 24.3 24.04
_____ _____ _____ _____
4. 0.42 0.042 0.429 0.0042
_____ _____ _____ _____
5. 2.123 2.165 2.056 2.065
_____ _____ _____ _____
Activity 3
Direction: Solve and answer the following problem.
1. During the School Intramurals, Alex Soriano ran the 100meter dash in 11.43
seconds. Jun Abad the same event in 11.58 seconds. Who runs faster
between the two?
2. The heights of Arnel, Robert, Jimmy and Edwin are 176.34 cm, 165.9 cm,
189.09 cm, and 198.08 cm, respectively. Who is the tallest in the group?
3. Eric practices swimming three days in a week. Last week, he practiced 1.38
hours on Monday, 1.308 hours on Wednesday, and 1.3 hours on Sunday. In
what day did Eric spend more time last week to practice?
4. Last Sunday, Camille jogged 768.453 meters while Mylene jogged 867.209
meters. Who jogged farther?
5. The weights of Joseph, Steven, and Edmund are 46.866 kg, 51.89 kg, and
53.143 kg, respectively. Who is the lightest among the boys? Arrange their
weights from lightest to heaviest.
10
Name: _____________________________ Date: __________

Adds and subtracts decimal numbers through
Learning Competency: thousandths without and with regrouping.
(M5NS-IIb-106.1)
Add and subtract decimal numbers through

Subject Matter: thousandths without and with regrouping.
POINTS TO REMEMBER
• To add decimals, align the decimal points in a straight column. Add as in
whole numbers. Align the decimal point in the sum with the decimal points in
the addends. If the sum of the digits in a place is 10 or more, regroup the
decimal.
• Use the decimal point to separate the whole number from the decimal number
in the sum or difference.
• When Subtracting decimals, align first the decimal point, just the same in
addition.
• Regroup the decimal if necessary.
Activity 1
Direction: Add or subtract. Match Column A with Column B for the
correct answer.
Column A Column B
1. 0.257 + 0.212 a. 0.525
2. 0.928 – 0.403 b. 0.766
3. 0.754 – 0.22 c. 0.469
4. 0.316 + 0.45 d. 0.987
5. 0.863 + 0.124 e. 0.534
11
Activity 2
Directions: Find the value of each letter on the chart below. Then add
to get the value of each child’s name.
A B C D E F
8.5 9.35 0.95 3.895 15.6 35.96
G H I J K L
3.07 9.65 7.9 6.23 7.6 9.5
M N O P Q R
8.463 0.45 3.49 95.65 8.09 5.4
1. R = _______ 4. C = _______
O = _______ O = _______
D = _______ R = _______
+ A = _______ + A = _______
____________ ___________
2. A = _______ 5. M = _______
N = _______ A = _______
+ N = _______ + E = _______
____________ ___________
3. J = _______ 6. B = _______
O = _______ E = _______
+ E = _______ + N = _______
___________ ___________
7. Whose name has the least value? __________

8. Whose name has the greatest value? _________
9. Write a 3 – letter name which gives the greatest value. __________
10.Write a 4 – letter name which gives the least value. _____________
Activity 3
A. Direction: Write the correct answer on the line provided.
1. From the sum of 72.63 and 27.924, subtract 57.787. ____________________

2. Add together as decimal 87 tenths, 58 hundredths, and 36 thousandths.
__________________
3. When 8.45 is taken away from a number, the answer is 4.496. Find the
number. ___________________
12
4. Find the difference between 8.45 and 3.456. _______________
5. Subtract the sum of 3.45 and 8.9 from 15.36. _____________
B. Direction: Solve the following problems. Show your solutions.

1. Miko weighs 42.25 kg while his sister is 12.57 kg heavier. What is the weight of
his sister? __________________________________________
2. Mica bought a book for ₱125.75 and a calculator for ₱456.90. How much
change did she get from her ₱600.00? ___________________________
3. The combined saving of Caloy and Cardo is ₱580.65. Caloy saved ₱297.84.
How much did Cardo save? ____________________________
4. Joey saved ₱54.95 in the first week of classes and ₱67.25. in the second week.
How much did he save in all? If he spent ₱85.45 to buy a book, how much
money had he left? _____________________________________
5. Find the sum of 4.9, 34.78, and 41.852. __________________________
13
Name: _____________________________ Date: __________

Solves non-routine problems involving addition and
subtraction of decimal numbers including money
Learning Competency: using appropriate problem solving strategies and
tools (M5NS – IIc – 108.1)
Solve non- routine problems involving addition and
subtraction of decimal numbers including money
Subject Matter: using appropriate problem solving strategies and
tools.
POINTS TO REMEMBER
How to solve non- routine problems involving addition and subtraction of
decimal numbers including money using appropriate problem solving strategies
and tools?
The steps in solving routine problems are:
a. Understand- Know what is asked? What are given?
b. Plan-Know the operation. Write the number sentence.
c. Solve-Write your answer with correct units /labels
d. Check and Look back- Review and check your answer.
To solve non- routine problems, read and analyze the problems. Tell what is
asked and what are given. Use other strategies like act out the problem, listing/
table method, guess and test, drawing /making a diagram, using patterns,
working backwards etc.
Activity 1
Direction: Perform the indicated operations and check your answer.
PROBLEM WORKED SOLUTION CHECK

3.5 + 14.9 + 0.637
124.8 + 3.79 – 118.965
20 – 14.8 – 0.018
Subtract 0.001 from 0.01
14
Glenda weighs 102.6 pounds.
Her twin sister Julia weighs
94.34 pounds. How many less
pounds does Julia weigh?
Activity 2
Direction: Solve and answer the questions on the problems given below.
A. A rectangle is 13.8cm. long and 9.7 cm wide. Find its perimeter.

a. What is asked? _________________________
b. What are the given facts? _________________
c. What is the process to be used? ____________
d. What is the number sentence? _____________
e. Show the solution and complete answer. ________________
B. Dan and Mario hiked 15.1 km. in one day and 13.75 km in the next day. How
many kilometers did they hike in all?
a. What is asked? _________________
b. What are the given facts? _________________
c. What is the process to be used? ____________
d. What is the number sentence? _____________
e. Show the solution and complete answer. ______________
Activity 3
Direction: Read and solve the problem. Give the corresponding
correct answers.
1. The diameter of the earth is 12 763.29 kilometers. If Mercury’s diameter is

about 7 913.04 kilometers shorter than that of the earth, what is the diameter
of Mercury?
2. Lara wants to buy a bag that costs ₱375.95. If she has saved ₱148.50 for it,
how much more does she need?
3. Mang Caloy cut four pieces of bamboo. The first piece was 0.75 meter; the
second was 2.278 meters, the third was 6.11 meters, and the fourth was 6.72
meters. How much longer were the third and fourth pieces put together than
the first and second pieces put together?
15
4. Mr. Raymundo and the boys spent ₱567.75 for food and ₱175.50 for
transportation during the Science Fair Camp. If they had ₱800.00 to
spend, how much money was left?
5. A pair of sports shoes costs ₱308.35. Willie has saved only

₱189.50. How much does he still need to buy the shoes?
16
Name: _____________________________ Date: __________

Multiplies decimals up to 2 decimal places by 1- to
Learning Competency: 2- digit whole numbers. (M5NS-IId-111.1)
Multiply decimals up to 2 decimal places by 1- to

Subject Matter: 2- digit whole numbers.
POINTS TO REMEMBER
To multiply decimals by whole numbers, multiply like whole numbers then
count the number of decimal places in the factors like you are multiplying whole
numbers then count the number of decimal places in the factors to determine
number of decimal places in the product.
Activity 1
Direction: Find the products of the following given multiplication
sentences.
1.) 4.29 2.) 12.47 3. 8.4 4. 26.43 5. 3.4

x 12 x 3 x 14 x 51 x 9
Activity 2
Direction: Find the product of the following:
1. 2.5 x 4 = __________ 6. 5.72 x 0.09 = ________
2. 5.7 x 0.3 = _________ 7. 24.6 x 0.08 = ________
3. 6.3 x 0.25 = ________ 8. 37.9 x 0.27 = ________
4. 1.56 x 2.7 = ________ 9. 5.78 x 2.064 = ________
5. 2.38 x 2.9 = _________ 10. 6.084 x 4.009 = _______
17
Activity 3
Direction: Analyze and solve each problem and give the right answer.
1. Mrs. Mariano bakes cakes to be shared as a birthday gift for her youngest
daughter. She uses 0.75 kg of flour to bake a cake. How much flour is needed
to make 9 cakes?
2. If a notebook costs P11.25, how much is the cost of 6 notebooks?
3. A working student earns Php 25.50 an hour. How much does he earn in 4
hours?
4. Andrei’s mother bought apples for his snacks at school at Php 15.50 each. How
much did his mother pay for 5 apples?
5. A shoe store sells different kind of shoes. One day, it sold 25 pairs of sneakers
at ₱105.55 a pair. How much was the total sales for the sneakers sold?
18
Name: _____________________________ Date: __________

Multiplies decimals with factors up to 2 decimal
Learning Competency: places (M5NS-IId-111.2)
Multiply decimals with factors up to 2 decimal

Subject Matter: places.
POINTS TO REMEMBER
In multiplying decimals with factors up to 2 decimal places, multiply like
multiplying whole numbers. Place the decimal point in the product equal to the
sum of the number of decimal places in both factors.
Activity 1
Direction: Find the product of the following mathematical sentences.
1.) 4.29 2.) 12.47 3. 8.4 4. 26.43 5. 0.61

x 0.12 x 0.3 x 0. 14 x 0.5 x 39
Activity 2
Direction: Place the decimal point in the given products.
1. 0.38 x 0.7 = 266 6. 37.6 x 0.52 = 19552
2. 2.4 x 0.9 = 216 7. 43.2 x 0.6 = 2592
3. 37 x 0.47 = 1739 8. 5.8 x 0.73 = 4234
4. 6.5 x 0.51 = 3315 9. 7.4 x 2 06 = 15244
5. 2.006 x 0.8 = 16048 10. 6.9 x 4.7 = 3243
19
Activity 3
Direction: Solve and give the right answer of the following problems.
1. Find the product of 2 and 0.87?
2. Nathaniel stays fit by doing 51 push -ups each day. Estimate how many push-
ups he can do in 275 days?
3. Aling Rosa bought 0.81 kg of fish. She placed 0.25 of it in the refrigerator and
cooked the rest. Estimate how much kilogram of fish she refrigerated?
4. A Math book is 3.78 centimeters thick. How thick will 21 Math books on a
shelf be?
5. Amor jogs 2.45 miles each day. In the month of July, she jogged for 26 days.
How far did Amy jog in the month of July?
20
Name: _____________________________ Date: __________

Estimates the products of decimal numbers with
Learning Competency: reasonable results. (M5NS – IIe – 112)
Estimate the products of decimal numbers with

Subject Matter: reasonable answer.
POINTS TO REMEMBER
To estimate product of decimals, round off the factors to either the largest
place value or to the same place value then multiply as in whole numbers.
Activity 1
Direction: Estimate each product by rounding them off to higher value.
1. 4.8 x 3.2 = _______

2. 7.8 x 4.6 = _______
3. 1.61 x 6.3 = _______
4. 22.7 x 2.7 = _______
5. 28.3 ÷ 3.5 = _______
Activity 2
Direction: Estimate the product of the following mathematical sentences.
1. 9.713 3. 584.9 5. 99.2

X 4.12 x 82.2 x 48.5
2. 561.73 4. 623.7
X 5.17 x 7.89
21
Activity 3
Direction: Answer the following questions. Put your answers in
the given blanks.
1. What is the estimated sum of 8.9 and 2.15? __________

2. What is the digit in the tens place of the estimated difference of 49.25 and
32.97? ___________
3. What is the estimated sum of 18.65, 9.6 and 3.5? ___________

4. Peter has ₱35.10 in one of her purses and ₱88.95 in another one. What is the
estimated sum of his money? ___________
5. How much is the difference between the estimated amount of money ₱48.25
and ₱96.85? ___________
22
Name: _____________________________ Date: __________
Solves routine and non-routine problems involving

multiplication subtraction and addition of decimals
Learning Competency: with or without addition and subtraction of
decimals and whole numbers including money
using appropriate problem solving strategies and
Solve routine problems involving multiplication

with or without addition and subtraction of
Subject Matter: decimals and whole numbers including money
tools.
POINTS TO REMEMBER
To solve routine and non-routine problems involving multiplication without
or with addition or subtraction of decimals and whole numbers including
money using appropriate problem solving strategies and tools, we are guided
by the following:
Understand
* Know what is asked
* Know the hidden facts
* If any, determine the hidden questions
Plan
* Determine the operation to be used
* Write the number sentence
Solve
* Show the solution
Check and Look Back
* Check your answer
* State the complete answer
Activity 1
Direction: Read, analyze and solve the following problems:
A. Mary prepared sandwiches for the seminar participants. She bought 5 loaves
of bread at ₱22.50 each, 2 bottles of mayonnaise at ₱55.50 a bottle, and 1.5
kilograms of ham at ₱240 a kilogram. If she gave the saleslady ₱1,000, how
much change did she receive?
23
a) What is asked? (amount of change)
b) What are given?
c) What is/are the hidden questions?
d) What operation will you use to solve the problem?
e) What is the number sentence?
f) What is the answer?
B. Bobby bought 2 t-shirts at ₱249.95 each and a pair of pants for ₱675.95.
How much change did he get from his ₱1,000-peso bill?
a) What is asked?
b) What are given?
c) What is/are the hidden questions?
d) What operations will you use to solve the problem?
e) What is the number sentence?
f) What is the answer?
Activity 2
Direction: Read, analyze, and solve the following questions and write
the corresponding answers.
A. Mother bought 3 kg of sugar at ₱23.70 per kilogram and 2 kg of rice at ₱21.50

per kilogram. How much change did she receive from her ₱500 bill?
B. Mr. Salonga is paid ₱110.85 per hour of work. He works six hours each day for
four days. On the fifth day, he worked 3.25 hours. How much did he receive for
5 days of work?
Activity 3
Direction: Solve the following problems and provide the right answers.
1. Mother bought 3 kg of sugar at ₱23.70 per kilogram and 2 kg of rice at ₱21.50

per kilogram. How much change did she receive from her ₱500 bill?
24
2. A Math book is 3.78 centimeters thick. How thick will 21 math books on a shelf
be?
3. A pair of maong pants costs ₱375.85 and a shirt costs ₱125.50 less than the
maong pants. How much will be spent in all if you buy 3 shirts and 2 pairs of
pants?
4. A shoe store sells different kinds of shoes. One day, it sold 35 pair of Nike at
205.50 a pair. How much was the total sales of the Nike sold?
5. Aling Gloria ordered 1.2 kilograms of ripe mangoes at ₱45.25 per kg, 1.5 kg of
bananas at ₱24.15 per kg and 1.7 kg of avocados at ₱52.65 per kg. What was
the total cost of all?
25
Name: _____________________________ Date: __________

Divides decimals with up to 2 decimal places.
Learning Competency: (M5NS- II f- 116.1)
Identify the steps in dividing decimal numbers.

Subject Matter: Divide decimals with up to 2 decimal places.
POINTS TO REMEMBER
In dividing a decimal with a two - digit decimals:
• First, make both divisor and dividend a whole number by multiplying 100 or by
moving decimal point two times going to the right.
• Then, divide as in dividing with a whole number.
Activity 1
Direction: Find the quotient of the following:
1). 0.24 ÷ 0.4 = 6). 18.6 ÷ 6 =

2). 0.56 ÷ 0.8 = 7). 71.28 ÷ 54 =
3). 729 ÷ 0.9 = 8). 0.28 ÷ 0.4 =
4). 2.73 ÷ 0.03 = 9). 2.73 ÷ 0.03 =
5). 3.45 ÷ 0.2 = 10). 320 ÷ 8 =
Activity 2
Direction: Follow the rule to find each missing number.
1. Rule: Divide the input by 9. Round off to the nearest 2 decimal places.
INPUT OUTPUT
18.75
37.07
29.095
5.6
26
2. Rule: Divide the input by 0.4. Round off to the nearest tenths.
INPUT OUTPUT
15
25
0.38
34.35
Activity 3
Direction: Divide to find the unit price of each item. Then, round off
each unit price to the nearest 2 decimal places.
2 dozen eggs 10 can sardines for 3 soap bars for

₱78.00 ₱70.205 ₱83.55
Price per eggs is Price per can of sardines is Price of one bar is
_________________ __________________ _________________
1 box of chocolate for
2.5 kilos of sugar ₱61.625 5.75 kilos of

₱61.625 Each box has 1 dozen beef
of chocolate ₱61.625
1 kilo of sugar costs Each chocolate costs A kilo of beef costs

_________________ ____________________ _______________
27
Name: _____________________________ Date: __________

Divides whole number with quotients in decimal
Learning Competency: form. (M5NS-IIf-116.2)
Divide whole numbers with quotients in decimal

Subject Matter:
form. Write decimal point in the quotient correctly.
POINTS TO REMEMBER
In dividing whole numbers with a decimal quotient:
• divisor must be bigger than its dividend

• write the equation in fraction form, dividend as numerator and divisor as
denominator
• divide numerator by its denominator, since numerator is smaller than
denominator can’t be divided
• add zero to the numerator but before that add a decimal point before zero
• Quotient must then have a decimal point.
Activity 1
A. Direction: Find the quotient of the following division sentences.
1. 5 ÷ 6 =
2. 12 ÷ 18 =
3. 15 ÷ 80 =
4. 16 ÷ 18 =
5. 1.6 ÷ 4 =
B. Solve For N of the following:
1. 25 ÷ 50 = N
2. 56 ÷ 58 = N
3. 72 ÷ 74 = N
4. 99 ÷ 100 = N
5. 114 ÷ 9.5 = N
28
Activity 2
Direction: Divide and draw an arrow to show how to move the
decimal point.
1) 0.25 ÷ 1.87 2) 1.5 ÷ 1.85 3) 0.25 ÷ 0.456
4) 2 ÷ 3.45 5) 0.42 ÷ 845 6) 3 ÷ 4.56
Activity 3
Direction: Solve each problem and write the right answers.
1. If gasoline costs ₱42.65 per liter and your gas tank holds 50.35 liters, then
about how much will you pay to fill your tank?
2. Randy bought 2 belts for ₱275.50. Estimate how much one belt cost?
3. Aurora bought 12 bananas for ₱25.50 and sold them for 3.00 each. How much
profit did she get?
4. Four classmates shared equally the cost of a gift for their teacher. They bought
flowers for ₱780.00 and a vase for ₱197.20. How much did each person share?
5. A 50kg sack of sugar was repacked into 0.5 kg per bag and sold at ₱17.50 per
bag. What was the total cost of the sugar?
29
Name: _____________________________ Date: __________

Solves routine and non-routine problems involving
division without or with any of the other operations
Learning Competency: of decimals and whole numbers including money
using appropriate problem - solving strategies.
(M5NS-IIg-120.1)
Solve non-routine problems involving division

without or with any of the other operations of
Subject Matter: decimals and whole numbers including money
tools.
POINTS TO REMEMBER
Steps in solving word problems:
The four – step method to solve the problem.
Understand:
 Know what is asked.
 Identify the relevant facts
Plan:
 Choose the operation or formula to use.
Solve:
 Perform the strategy
Check:
 Verify if the answer is correct
 State the complete answer
Activity 1
Direction: Solve the problem using the 4 steps method in solving
word problem. (10pts.)
1. Jose wants to buy a battery-operated toy car which cost ₱500.00. He already
saved ₱150.00 and his mother gave him ₱ 250.00. If he saves ₱10.00 a day
from his allowance how long will it take him to save the rest of the money to buy
the toy car?
30
Understand:
a. What is asked? ________________________________________________
b. What are the given facts? _______________________________________
Plan: __________________________________________________________
Solve: _________________________________________________________
Check: _________________________________________________________
2. At a department store, men’s socks sell at 3 pairs for ₱97.50. The same kind of
socks are sold by sidewalk vendors at 6 pairs for ₱171.00. Which is the cheaper
buy?
Understand:
a. What is asked? _______________________________________________
b. What are the given facts? ______________________________________
Plan: __________________________________________________________
Solve: _________________________________________________________
Check: ________________________________________________________
Activity 2
Direction: Perform the indicated operations. Show your solutions with
the corresponding answers.
1. Find the quotient of 5.22 kilograms divided by 1.8 kilograms.
2. Divide 101.52 litres of water by 3.6 litres.
3. How many ₱8.60 are there in 393.02?
4. 9.6 metres of wire x n = 80.64 metres; n = ____________
5. The product of is 168.8. One of the factors is 13. What is the other factor?
31
Activity 3
Direction: Analyze and solve the following problems and provide the
right answers.
1. Aurora bought 12 bananas for ₱12.60 and sold them at ₱3.00. How much profit
did she get?
2. A 25 -kg bag of special rice costs ₱712.50. Mrs. Raymundo buys 5 kg of this
rice. How much will she pay?
3. Norman and Carmen both worked for 82.5 hours last month. Norman earned
₱10, 312.50 while carmen earned ₱9, 487.50. How much more did Norma earn
per hour than Carmen?
4. A bank teller counted ₱1, 250.00 in ₱0.25 coins and ₱3, 200.00 in ₱0.10 coins.
How many coins in all were counted?
5. The school’s bookstore sells 12 books at ₱906.00. What is the cost of each
books?
32
Name: _____________________________ Date: __________
Visualizes the ratio of two given numbers.

Learning Competency: (M5NS-IIH- 122)
Visualize the ratio of two given numbers.

Subject Matter: Write the ratio of two numbers in simplest form.
POINTS TO REMEMBER
• A ratio is a comparison/relationship of two quantities.
• A colon (:) is generally separates the two numbers in the ratio.
• Order in a ratio is important. That is, the quantities mentioned in the statement
must be in the same order as they are written in symbols.
• A ratio can be written in 3 ways,
• Colon form – 4:3
• Statement form – 4 is to 3
• Fraction form – 4/3
Activity 1
Direction: Draw or illustrate the following to visualize the ratio of 2
numbers. Fill the answers in the blanks provided.
1. 5 hats to 4 ribbons = _____________________________________________
2. 3 pots to 5 plants = _____________________________________________
3. 1 pen to 5 notebooks = ___________________________________________
4. 4. 7 T-shirts to 5 pants = _________________________________________
5. 2 cars and 1 bicycle = ____________________________________________
33
Activity 2
Direction: Write a ratio for the pictures shown in each number.
1.
chicks to hens = _____: _____
2.
baskets to mangoes = _____: _____
3.
flowers to vases = ______: ______
4.
trees to houses = _____: _____
34
5.
ducklings to duck = _____: ______
Activity 3
Direction: Write the following ratio in is to form.
1. 2 days: hours = __________________
2. 3 weeks: days = _________________
3. 5 months: weeks =________________
4. 5 years: months = ________________
5. 10 centuries: years = _____________
35
Name: _____________________________ Date: __________
Expresses ratio using either the colon (:) or fraction

Learning Competency: (M5NS-IIh-123)
Subject Matter: Express ratio using either the colon (:) or fraction.
POINTS TO REMEMBER
There are two ways we can write ratio:
We can write ratio in fraction form and in colon form
The ratio a: b may be written as a fraction a_
Examples: b
Apples ________ to Bananas _________

This can be written colon form 4: 18 or fraction form 4/18
Activity 1
Direction: Write the following ratio in Fraction form and Colon
form.
Fraction Form Colon Form
1. 2 teachers to 46 pupils ___________ _________
2. 4 books to 10 pupils ___________ _________
3. 12 flowers to 4 vases ___________ _________
4. 21 garbage cans to 14 classrooms ___________ _________
5. 1 teacher to 35 pupils ___________ _________
6. 18 chocolates to 5 flowers ___________ _________
7. 5 apples to 4 oranges ___________ _________
8. 60 minutes to 1 hour ___________ _________
9. 8 ballpens to 16 pencils ___________ _________
10.13 bottles to 34 cans ___________ _________
36
Activity 2
Direction: Write each ratio in fraction form.
1. Rosa can type 50 words per minute.

Ratio to minutes to words _________
Ratio of words to minutes _________
2. Lisa can read 280 pages of a book in 2 days.

Ratio to page to days __________
Ratio to days to page __________
3. In a basket are 6 papayas and 12 pineapples.

Ratio of pineapples to papayas ___________
Ratio of papayas to pineapples ___________
4. 24 trees and 68 tree seedlings in a nursery.

Ratio of seedlings to trees _____________
Ratio of trees to seedlings _____________
5. 40 eggs and 10 baskets

Ratio of eggs to baskets ______________
Ratio of baskets to eggs ______________
Activity 3
Direction: Write the ratio in fraction form, then reduce if possible.
1). 2 books for every 4 pupils = _______

2). 9 players to 1 team = ____________
3). 12 flowers to 3 vases = ___________
4). 6 desks to 12 pupils = ____________
5). 5 butterflies to 4 flowers = _________
37
Name: _____________________________ Date: __________
Identifies and writes equivalent ratios.

Learning Competency: (M5NS-IIi-124)
Identify and write equivalent ratios.

Subject Matter: Change ratios to lowest or highest term.
POINTS TO REMEMBER
• If the simplest form of two or more ratios are the same or equal, then the
ratios are equivalent.
• To identify a ratio equal to a given ratio, simply multiply or divide the
numerator and denominator of a given ratio by one counting number.
Activity 1
Direction: Identify which of the following show equal ratios.
Write Yes or No on the blank.
1) 3/4 = 12/16 ________
2) 3/2 = 6/4 ________
3) 4/5 = 13/15 ________
4) 6/36 = 1/6 ________
5) 9/2 = 72/16 ________
Activity 2
Direction: Complete the table to build a set of equal ratios.
Petals 5 10 20 30 35
Leaves 3 6 9 12
38
Activity 3
Direction: Write the symbol (=) if the given ratios are equivalent,
write (≠) if not.
1. Romina bought 11 colored pencils for ₱121.00. Karen bought 5 pencils for
₱25.00. _______
2. For a newspaper drive, henry is able to keep 24 newspaper in 8 days, Jhon was
able to keep 27 newspaper in 9 days. ______
3. In a jeepney, a student paid ₱63.00 for 9 persons, while a senior citizen paid
₱21.00 for 3 persons. _____
4. Three kids ate 6 extralarge burgers while 9 adults ate 12 burgers of the same
kind. _____
5. In a basketball tryout, Michael scored 12 out of 15 in his first attempt while he

got 16 out of 20 on his second attempt. ______
39
Name: _____________________________ Date: __________

Expresses ratios in their simplest forms
Learning Competency: (M5NS- IIi-125)
Express ratios in their simplest form;

Subject Matter: Write the correct simplest form of the given higher
term ratios;
POINTS TO REMEMBER
How do we reduce ratios to lowest terms?
• Simplifying ratios is just the same simplifying fractions since ratios can
also be written as fractions.
• To reduce ratios in simplest form, divide the numerator and the
denominator of each ratio by their greatest common factor (GCF).
• The term “simplest form “ is the same as “ lowest term” in ratios and
fractions.
• Numbers are relatively prime if their GCF is 1.
• If the numerator and denominator in a given ratio are relatively prime,
then the given ratio is in the simplest form.
Activity 1
Direction: Reduce the following ratios to lowest terms:
1) 20:15 = 6) 7: 35 =
2) 100: 50 = 7) 143:55 =
3) 56:8 = 8) 42: 150 =
4) 15/60 = 9) 63: 35 =
5) 6/28 = 10) 46:98 =
Activity 2
Direction: Write each ratio in fraction form. Then express the ratio in
simplest form.
1. Lucas drives 180 km in 2 hours.
40
2. 6 apples cost ₱100.00
3. Mabel reads 204 pages in 6 hours.
4. ₱500.00 for 2 children
5. 5 doctors to 20 patients
Activity 3
Direction: Solve the following problems with the right answers.
1. Reduce the ratio 48 to 20 to lowest terms.
2. Marlon has two ropes. The shorter one measures 63 cm and the longer one
measures 4 m 41 cm. Find the ratio and express the longer measurement to the
shorter one in simplest form.
3. Find the ratio of 25 cm to 2 m.
4. In a classroom, the number of students who travel by jeepney is four times that
of that students who travel by car.
5. The number of students who passed in the math was three – fourths of the total
number of students who failed
41
Name: _____________________________ Date: __________

Finds the missing term in a pair of equivalent ratios.
Learning Competency:
M5NS-IIi-126
Find the missing term in a pair of equivalent ratios

Subject Matter: Identify and write equivalent ratios.
POINTS TO REMEMBER
• To identify a ratio equal to a given ratio, simply multiply or divide the
numerator and denominator of the given ratio by one counting number.
• Multiply the means and extremes if the products are the same.
• Use cross multiplication
Activity 1
Direction: Identify the missing term to make equivalent ratios:
1) 8:6 = (?): 36
2) 10 = 40
30 (?)
3) (?) = 1
45 9
4) 6:7 = 42 (?)
5) (?) = 14: 28
42
Activity 2
Direction: Supply with the correct number to complete the equivalent
ratio.
1) 1. 1: 3 = 3:
2) 4: = 20: 15
3) 14: 8 = :4
4) : 4 = 30: 12
5) 1:2:3 = 4 : 12
Activity 3
Direction: Solve each problem correctly.
1. At a music store, four albums are rented for every nine movies that are rented. If
16 albums were rented, how many movies should be store expect to be rented?
2. A tutor is paid ₱660.00 for three hours for tutor. With the same rate, how much
would you pay the tutor for six hours tutoring?
3. Find the missing number in the following pattern. Explain your reasoning (Hint:
Look at the ratios of successive numbers.)
20, 40, 120, 480, ______
4. Cindy can type 632 words in four minutes. With the same speed, how many
minutes should Julie type 316 words?
5. At a toy store. Five tricycles are sold for every nine bicycles sold. If 27 bicycles
are sold, how many tricycles are expected to sold by the toy store?
43
Name: _____________________________ Date: __________
Learning Competency: Defines and describes a proportion. (M5NS-IIj-127)
Subject Matter: Define a proportion.
POINTS TO REMEMBER
What is a proportion?
Proportion is a statement that two ratios are equal. Thus, the product of
the means is equal to the product of the extremes.
A proportion can be written in two ways, in fraction form and colon forms:
⅓ =⅜ or 1:3 = 3:8
Both are read as “one is to three as one is to eight”.
(a and b) are called the extremes and (b and c) are called the means
Activity 1
Direction: Solve for n.
1) 4:3 = n:9 – n =
2) 10 = 15 – n =
n 6
3) n = 8 – n =
6 3
4) 3:8 = n:32 – n =
5) 2:3 = 18: – n =
44
Activity 2
Direction: Find the missing number to complete the proportion.
1) 7 is to 12 as 21 is to __________
2) 12 players to 1 team, 24 players to __________ teams.
3) 5 is to 9 as __________ is to 45.
4) 28 is to 16 as __________is to 8.
5) 6 notebooks cost ₱84:13 notebooks cost ₱__________ .
Activity 3
Direction: Solve the following problems.
1. There are 7 people in 2 houses. How many people are there in 8 houses?
2. There are 5 people in a car. How many cars are there for 30 people?
3. The ratio of boys to girls is 3:4. If there are 12 boys, how many girls are there?
4. There are 15 different books in every reading book in the library. How many
reading books are there if there are 10 reading books?
5. Two volunteer doctors can treat Covid-19 patients a day for free. How many
Covid-19 patients can they treat in 4 days?
45
Name: _____________________________ Date: __________

Recognizes when two quantities are in direct
Learning Competency: proportion (M5NS-IIj-128)
Recognize when two quantities are in direct

Subject Matter: proportion.
Find the missing term in direct proportion.
POINTS TO REMEMBER
How will you recognize two quantities that are in direct proportion?
• If the terms of one ratio are increased the same number of times to get
another ratio, then the two ratios form a direct proportion.
• Word problems/exercises involving direct proportion maybe solved using
the cross - product rule.
Activity 1
Direction: Find the missing terms of the following:
1) 3 : 15 = n : 45
2) 6 : 8 = 24 : n
3) 10 : n = 30 : 60
4) n : 5 = 20 : 50
5) 4 : 24 = 6 : n
Activity 2
Direction: Solve these problems using proportion.
1. A recipe calls for cooking 2 parts rice in 3 parts water. How much rice should be
cooked in 9 cups of water?
46
2. Six bars of soap cost ₱108. How will 10 bars of soap cost?
3. Four out of 5 pupils who took an entrance examination passed. If 252 pupils
passed, how many took the examination?
4. Tony was able to save ₱800 in 5 weeks. At the same rate, how much could he
save in 8 weeks?
5. A 300-gram package of vegetable salad serves 2 persons. How many

persons will be served with a 900-gram package of vegetables?
Activity 3
Direction: Solve the following problems and provide the right answers.
1. The ratio of 2 notebooks to 10 notebooks is 2 : 10 or 1 : 5 while the ratio of the

cost 2 notebooks to the cost of 10 notebooks is 90 : N. Solve for the missing
number N.
2. A man earns ₱5,000 in 20 days. How much will he earn in 30 days?
3. A 200-gram package of vegetable salad serves 2 persons. How many persons

will be served with a 600-gram package of vegetables?
4. If 12 pencils are bought for ₱60, how much will you pay for 25 pencils?
5. Tony was able to save ₱800 in 5 weeks. At the same rate, how much could he
save in 8 weeks?
47
REFERENCES
 Angeles, Florinda V. and Sosa, Jaimena C. Mathematics for Global Challenges
4 pp.245-249, Marikina City, Instructional Coverage System Publishing Inc. 2 nd
Edition Copyright 2005
 Philippines, Department of Education 21th Mathletes 5, pp. 94 -101 Quezon
City Vibal Group, Inc.
 Kotah, Manuel T. Samper – Enriquez, Evelyn G, and Hipolito, Sanet S. Soaring
21st Century Math 5, pp. 192 -198 Phoenix Publishing House Inc.
4, pp. 250 – 253, Marikina City, Instructional Coverage System Publishing Inc.
2nd Edition Copyright 2005
 Philippines, Department of Education 21st Mathletes 5, pp. 102 - 105 Quezon
City, Vibal Group, Inc
 Kotah, Manuel T. Samper – Enriquez, Evelyn G, and Hipolito, Sanet S. Soaring
21st Century Math 5, pp. 192 -198 Quezon City Phoenix Publishing House Inc.
 Angeles, Florinda V. and Sosa, Jaimena C.Mathematics for Global Challenges
4, pp 258 – 262, Marikina City, Instructional Coverage System Publishing Inc.
 Philippines, department of Education21st Mathletes 5, pp. 106 -109, Quezon
City Vibal Group Inc.
 Kotah, Manuel T. Samper – Enriquez Evelyn C. and Hipolito, Sanet S. Soaring
21st Century Math 5, pp. 203 -206, Quezon Cyti, Phoenix Publishing House Inc.
4, pp. 254 – 257, Marikina City, Instructional Coverage System Publishing
Inc.2nd Edition Copyright 2005
 Philippines, Department of Education21st Mathletes 5, pp 110 – 113, Quezon
City,Vibal Group Inc.
 Kotah, Manuel T. Samper – Enriquez, Evelyn G. and Hipolito, Sanet S. Soaring
21st Century Math 5, pp. 199 -202, Quezon City, Phoenix Publishing House Inc.
4, pp. 268 – 272,Marikina City, Instructional Coverage System Publishing Inc.
 Philippines, department of Education21st Mathletes 5, pp 114 – 121, Quezon
City, Vibal Group Inc.
 Kotah, Manuel T, Samper -Enriquez, Evelyn G. and Hipolito, Sanet S. Soaring
21st Century Math 5, pp. 207 – 212, Quezon City. Phoenix Publishing House
4, pp.284 – 286, Instructional coverage System Publishing Inc. 2nd Edition Cop-
yright 2005
 Philippines, Department of Education21st Mathletes 5, pp 126 – 131, Quezon
 Kotah, Manuel T. Samper -Enriquez, Evelyn G. Soaring 21st Century Math 5,
pp. 220 – 227, Quezon City, Phoenix Publishing House Inc.
4, pp. 284 – 287, Instructional Coverage System Publishing Inc. 2nd Edition cop-
yright 2005
 Philippines, Department of Education 21st Mathletes 5, pp 126 – 131, Quezon
4, pp. 273-277, Instructional Coverage System Publishing Inc. 2nd Edition Copy-
right 2005
48
REFERENCES
 Kotah, Manuel T, Samper-Enriquez, Evelyn G. and Hipolito, Sanet S. Soaring
21st Century Math 5, pp. 216 – 219, Phoenix Publishing House Inc.
4, pp. 284 – 287, Instructional Coverage System Publishing Inc. Second Edition
Copyright 2005
 Philippines, Department of Education21st Mathletes 5, pp. 126 – 131., Quezon
City, Vibal Group Inc
 Kotah, Manuel T. Samper – Enriquez Evelyn G. and Hipolito, Sanet S. Soaring
21st Century Math 5, pp. 220 – 227, Quezon City, Phoenix Publishing House
 Angeles, Florinda V. and Sosa, Jaimena C Mathematics for Global Challenges
4, pp. 288 – 292, Instructional Coverage System Publishing Inc. 2nd Edition
Copyright 2005
 Philippines, Department of Education 21st Mathletes 5, pp. 132 – 139, Quezon
 Kotah, Manuel T. Samper -Enriquez, Evelyn G. and Hipolito, Sanet S. Soaring
 Inc.
4, pp. 288 – 292, Instructional Coverage System Publishing Inc. 2nd Edition,
Copyright 2005
 Kotah, Manuel T. Samper – Enriquez, Evelyn G. and Hipolito, Sanet S. Soaring
Inc.
Copyright 2005
 Kotah, Manuel T. Samper -Enriquez, Evelyn G. and Hipolito, Sanet S. Soaring
 Angeles, Florinda V. and Sosa, Jaimena C Mathematics for Global Challenges
Copyright 2005
 Kotah, Manuel T.Samper – Enriquez, Evelyn G. and Hipolito, Sanet S. Soaring
Inc.
4, pp. 300 – 304, Instructional Coverage System Publishing Inc 2nd Edition Cop-
yright 2005
 Kotah, Manuel T., Samper – Enriquez, Evelyn G. and Hipolito, Sanet S. Soaring
49
REFERENCES
 Angeles, Florinda V., and Sosa, Jaimena C. Mathematics for Global Challenges
Copyright 2005
 Philippines, Department of Education 21st Mathletes 5, pp. 158 -165, Quezon
21st Century Math 5, pp. 253 – 254 Quezon City, Phoenix Publishing Inc.
Copyright 2005
 Kotah, Manuel T, Samper – Enriquez, Evelyn G. and Hipolito, Sanet S. Soaring
Inc.
Copyright 2005
 Philippines, Department of Education 21st Mathletes 5, pp. 166 –173, Quezon
Inc.
4, pp. 313- 318, Instructional Coverage System Publishing Inc. 2nd Edition Cop-
yright 2005
 Philippine, Department of Education 21st Mathletes 5, pp.174 -181, Quezon
Inc.
21st Century Math 5, pp. 207 – 212,Quezon City, Phoenix Publishing House Inc.
 Mathematics for Global Challenges 4, pp. 305 - 307
 21st Mathletes 5, pp. 158 - 165
 Soaring 21st Century Math 5, pp. 253 - 254
Written By: DIVINA V. RAYMUNDO

Position: Teacher III
50
For comments., questions or suggestions please contact
Department of Education – Schools Division Office of Urdaneta City

High School Drive, San Vicente West, Urdaneta City, Pangasinan 2428
Telephone Number: (075) 568-3054
Email Address: urdaneta.city@deped.gov.ph | lrmdsdepedurdaneta@gmail.com

MATH 5 - Q2 - forPRINT

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MATH 5 - Q2 - forPRINT

Uploaded by

Copyright:

Available Formats

5

ACTIVITY SHEETS IN MATHEMATICS

ACTIVITY SHEETS IN MATHEMATICS

This Activity Sheet is collaboratively developed and

Your comment and suggestions are highly appreciated.

Department of Education ● SDO Urdaneta City

Activity Sheets in Mathematics 5 Development Team

Printed by SDO URDANETA CITY—LEARNING RESOURCES DEVELOPMENT AND

MATHEMATICS 5, QUARTER 2, WEEK 1

Multiply decimals with factors up to 2 decimal places……………….…19

MATHEMATICS 5, QUARTER 2, WEEK 8

MATHEMATICS 5, QUARTER 2, WEEK 1

A decimal can be represented by a diagram or a number line.

Number Place Value Value

Which decimal has……

1) 5 in the hundredths place

2) 8 in the thousandths place?

3) 9 in the ten thousandths place?

4) 2 in the hundredths place?

5) 7 in the tenths place?

1. 8 in the hundredths place

2. 9 in the ones place

3. 7 in the thousandths place

4. 9 in the tens place

5. 7 in the hundredths place

MATHEMATICS 5, QUARTER 2, WEEK 1

Read and write decimal numbers through ten thou-

10. 48.002 = _____________________________________________

1. Two and three hundredths = _____________________________

2. Sixty –five and sixty – five thousandths = ___________________

3. Five and two thousandths = _____________________________

4. Nine and eighty nine thousandths = _______________________

5. Three hundred eight and thirty – six thousandths = ___________

6. Ten and one hundred thirty two thousandths = ______________

7. Forty and nine tenths = _____________

8. Forty – nine thousandths = _____________

9. Seven hundred three and eight – six thousandths = __________

10. Fifty - three hundredths = __________

________1. Five hundred seventy-seven thousandths

________2. Six thousand two hundred five ten thousandths

________3. Three and one hundred five ten thousandths

________4. Forty-nine hundredths

________5. Two and three hundredths

________6. 0ne hundred seven thousandths

________7. Ten and eighty -four hundredths

________8. Sixteen and two hundred thirteen thousandths

________9. Forty -one hundredths

________10. Thirty -seven and sixty -eight ten thousandths

3. Use the place value chart to read 19.6584.

5. A computer is a device that can process information in nanoseconds. A nano-

MATHEMATICS 5, QUARTER 2, WEEK 1

Rounds decimal to the nearest hundredth and

The rules for rounding off decimals are as follows:

Decimals Hundredths Thousandths Ten Thousandths

1. What is 8.742 rounded to the nearest hundredths? ____________________

MATHEMATICS 5, QUARTER 2, WEEK 2

Compare and arrange decimal numbers.

1. 5.063 5.6 5.003 5.36

2. 1.064 11.604 11.406 11.24

MATHEMATICS 5, QUARTER 2, WEEK 2

Add and subtract decimal numbers through

1. 0.257 + 0.212 a. 0.525

2. 0.928 – 0.403 b. 0.766

1. 2.5 x 4 = __ 6. 5.72 x 0.09 =

2. 5.7 x 0.3 = _ 7. 24.6 x 0.08 =

3. 6.3 x 0.25 = 8. 37.9 x 0.27 =

4. 1.56 x 2.7 = 9. 5.78 x 2.064 =

5. 2.38 x 2.9 = ___ 10. 6.084 x 4.009 = _