Grade 5 q2 Mathematics Las

5
Mathematics
Second Quarter
LEARNING ACTIVITY SHEETS

Republic of the Philippines
Department of Education
REGION II CAGAYAN VALLEY
COPYRIGHT PAGE
Mathematics Activity Sheet
(Elementary-Grade 5)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
approval of the government agency or office wherein the work is created shall be necessary for
This material has been developed for the implementation of K to 12 Curriculum through the Curriculum
and Learning Management Division (CLMD). It can be reproduced for educational purposes and the
source must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement of supplementary work are permitted provided all original works are acknowledged and the
copyright is attributed. No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV, DepEd R02
Assistant Regional Director : ARNULFO M. BALANE, CESO V, DepEd R02
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
OIC, Schools Division Superintendent : : EDUARDO C. ESCORPISO JR, EdD, CESO IV
OIC, Assistant Schools Division Superintendent :GEORGANN G. CARIASO, CESE
OIC, Chief Education Supervisor: :MARCIAL Y. NOGUERA
Development Team
Writers: OFELIA B. HOMIGOP, HERMINIA C. CABRERA, ACELA C. BARSANA, SHIRLEY FLORA A.
GALOLO, FLORDELIZA B. VILLARTA, JENWARD M. IBAÑEZ, MARY JOAN F. PORLARES,
AMELIA A. FADRIGA, ELEONORA A. GALANA, RAINER HENRY MANANSALA,
CONCORDIA BASTILLO, KARL MERVIN A. BALDERAS, ROXANNE D. ADAMI, JUANA V.
RASCO, SHIRLEY C. RUIZ, ZENAIDA GLUTILDE V. BARSANA, ELIZABETH H. PAMA, JULIA
CAROL C. JOSE, JENNIFER D. BERONQUE, ANGELIE CHERYL A. GABOTERO, VANESSA A.
HONTOMIN, VALERIO A. FADRIGA, REY M. PONCE, EDITA A. DE GUZMAN
Content &
Language Editor: VIOLETA H. BINALON, ALFREDO C. TABUSO, JOYCE G. BALLON, EVANGELINE C.
AGUDO, MARITES A. AGCAOILI, JOVENCIO G. LORETO , NERLISA J. DOMINGCIL
MARITES TALOSIG, MONALISA ZAMBALE
Illustrator: WALDEN G. HABANA
Layout Artist: WALDEN G. HABANA
Focal Persons: VIOLETA H. BINALON, Education Program Supervisor-Mathematics, SDO Batanes
EVANGELINE D. CASTILLO, Education Program Supervisor, Learning Resource
ISAGANI R. DURUIN, Education Program Supervisor-Mathematics, CLMD
RIZALINO G. CARONAN, Education Program Supervisor-LR, CLMD
Printed by: Curriculum and Learning Management Division
ii
DepEd, Carig Sur, Tuguegarao City
Table of Contents
The learner gives the place value and the value of

a digit of a given decimal number through
ten thousandths. (M5NS-IIa-101.2) ...................................................................... 1
The learner reads and writes decimal numbers

through ten thousandths (M5NS-IIa-
102.2) ..................................................................................................................... 4
The learner rounds decimal numbers to the

nearest hundredths and thousandths
(M5NS-IIa-103.2) ................................................................................................. 8
The learner compares and arranges decimal

numbers in descending or ascending
order (M5NS-IIb-104.2)...................................................................................... 12
The learner adds and subtracts decimal numbers

through thousandths with and without
regrouping. (M5NS-IIb-106.1) ........................................................................... 16
The learner solves routine or non-routine

problems involving addition and
subtraction of decimal numbers including
money using appropriate problem-
solving strategies and tools. (M5NS-IIc-
108.1) ................................................................................................................... 20
Multiplies decimal up to 2-decimal places by 1

to 2 digit whole numbers. (M5NS-IId-
111.1) ................................................................................................................... 28
Multiplies decimals with factors up to 2-decimal

places. (M5NS-IId-111.2) ................................................................................... 31
Estimates the products of decimal numbers with

reasonable results. (M5NS-IIe-112) .................................................................... 34
The learner solves routine and non-routine

problems involving multiplication
without or with addition or subtraction of
decimals and whole numbers including
iii
solving strategies and tools. (M5NS-IIe-
113.3) ................................................................................................................... 38
The learner divides decimals with up to 2 decimal

places. (M5NS-IIf-II6.1) ..................................................................................... 46
The learner divides whole numbers with

quotients in decimal form. (M5NS-IIf-
116.2) ................................................................................................................... 50
The learner solves routine and non-routine

problems involving division without or
with any of the other operations of
decimals and whole numbers including
solving strategies and tools. (M5NS-IIg-
120.1) ................................................................................................................... 56
The learner visualizes the ratio of 2 given

numbers. (M5NS-IIh-122) .................................................................................. 67
The learners identifies and writes equivalent

ratios. (MSNS-Iii-124) ........................................................................................ 74
The learner expresses ratios in their simplest

form. (MSNS-Iii-125).......................................................................................... 77
The learner finds the missing term in a pair of

equivalent ratios. (M5NS-IIi-126)....................................................................... 80
The learner defines and describes a proportion.

(M5NS-IIj-127) ................................................................................................... 84
The learner recognizes when two quantities are

in direct proportion (M5NS-IIj-128) ................................................................... 90
iv
MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________
LEARNING ACTIVITY SHEET

The learner gives the place value and the value of a digit of a given decimal number through ten thousandths. (M5NS-IIa -101.2)
Place Value and Value Through Ten Thousandths
Background Information for Learners
This activity sheet provides a self-learning activity for the pupils. It aims to facilitate
mastery of the pupils on place value and value of each digit in a decimal number. The place
value of a number is given by the position of a digit in the number. The place value of a digit
in a decimal number depends on its position in relation to the decimal point in the number.
The place value of a digit to the left is 10 times the place value of the digit to its right
and the place value of a digit to the right is 1/10 of the place value of the digit to its right.
Example
Write the place value and value of the underlined digit.
a. 3.4682
ten
tens ones . tenths hundredths thousandths
thousandths
3 4 6 8 2
Place value: tenths
Value: 0.4
b. 47.689
ten
thousandths
4 7 . 6 8 9
Place value: hundredths
Value: 0.08
c. 5.9537
ten
thousandths
5 . 9 5 3 7
Place value: thousandths
Value: 0.003
d. 72.5789
ten
thousandths
7 2 . 5 7 8 9
Place value: ten thousandths
Value: 0.0009
Practice Personal Hygiene protocols at all times. 1

Learning Competency with Code
The learner gives the place value and the value of a digit of a given decimal number
through ten thousandths. (M5NS-IIa-101.2)
Activity 1
Directions: Write the place value and the value of the underlined digit in each number.
Place value Value
1. 9.03 __________ __________
2. 76.680 __________ __________
3. 3.707 __________ __________
4. 10.073 __________ __________
5. 36.941 __________ __________
6. 26.3175 __________ __________
7. 23.502 __________ __________
8. 58.2934 __________ __________
9. 9.0461 __________ __________
10. 931.1063 __________ ___________
Activity 2
Directions: Choose the correct answer from the options given below. Write the letter of the
correct answer on the space provided before the number.
_____1. What is the place value of 8 in 4.08?
a. Tenths b. hundredths c. thousandths d. ten thousandths
_____ 2. What is the value of the underlined digit in the numeral 365.9468?
a. 0.8 b. 0.08 c. 0.008 d. 0.0008
_____ 3. Give the value of 7 in 84.2745.
a. 0.7 b. 0.07 c. 0.007 d. 0.0007
_____ 4. Give the place value of the underlined digit in 755.386.
a. Tenths b. hundredths c. thousandths d. ten thousandths
_____ 5. What is the value of 5 in the numeral 43.2659?
a. 0.5 b. 0.05 c. 0.005 d. 0.0005
Reflection
1. What are your learnings from the activities?

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2. What did you like most from this lesson?

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3. What is the most challenging or least interesting from the activity?
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References
Camitan, A. A., Buturan, R. B., dela Cruz, M. P.,Guadrrama, M. A., 7 Zotomayor, Ed.
D, P. A. (2015) Number Smart 5. Rex Printing Company, Inc.
Coronel,F.M.M., S. C. &Orosco, A. M(n.d) Growing Up with Math 5, FNB
Educational, Inc
Lumbre, A. P. Ursua, A. C. Placer, D. P. & Burgos, J. R.(2016) 21st Century Mathletes,
Vibal Group Inc
Answer key
Activity 1
Place value Value
1. 9.03 hundredths 0.03

2. 76.680 tenths 0.6
4. 10.073 tenths 0.0
6. 26.3175 ten thousandths 0.0005
7. 23.502 tenths 0.5
8. 58.2934 hundredths 0.09
9. 9.0461 thousandths 0.006
10. 931.1063 ten thousandths 0.0003
Activity 2
1. b
2. d
3. b
4. c
5. c
Prepared by:
OFELIA B. HOMIGOP
HERMINIA C. CABRERA
ACELA C. BARSANA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

The learner reads and writes decimal numbers through ten thousandths (M5NS-IIa -102.2)
Reading and Writing Decimals through Ten Thousandths
These activity sheets provide a self-learning activity for the pupils. It aims to facilitate
mastery of the pupils in reading and writing decimals. A decimal is number that represents
units divided equally into powers of 10. Each digit of a decimal is one-tenth the value of the
digit to its left.
The rules on reading and writing decimals.

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
The digits to the right of the point are also read as whole number, after which
we say the name of the place value of the last digit.
Example: Use the place value chart to help you read the number.
Hundreds Tens Ones and Tenths Hundredths Thousandths
7 . 2 6
5 2 3 . 1 8 9
6 4 . 5
Seven and twenty- six hundredths

Five hundred twenty- three and one hundred eighty nine thousandths
Sixty- four and five tenths
Consider how the following mixed decimals are being read.
a. 4. 75
Four and seventy-five hundredths
b. 58.427
Fifty-eight and four hundred twenty- seven thousandths
c. 9.2473
Nine and two thousand four hundred seventy-three ten thousandths

The learner reads and writes decimal numbers through ten thousandths. (M5NS-IIa-
102.2)
Activity 1
Directions: Read and write in words each number on the space provided.
1. 9.05
2. 76.120
3. 2.705
4. 4.0739
5. 48.002
6. 25.8366
7. 17.3
8. 2.8751
9. 123.04
10. 0.008
Activity 2. A. Multiple choice.

Directions: Choose the correct answer from the options given below. Write the letter that best
corresponds to your answer on the space provided before each item.
______ 1. eight and nine-hundredths?
a. 0.89 b. 8.9 c. 8.09 d. 89.9
______ 2. fourteen-hundredths?
a. 0.14 b. 1.4 c. 14 d. 14.04
______ 3. seven and six-tenths?
a. 0.67 b. 0.76 c. 7.6 d. 7.66
______ 4. eighty-five ten-thousandths?
a. 0.0085 b. 0.85 c. 8.5 d. 85
______ 5. one and ninety-seven thousandths?
a. 197 b. 1.97 c. 1.097 d. 1.0097
Activity 2. B.
Directions: Answer the following. Write your answer on the blank.
1. The circumference of a circle is three and fourteen hundredths. Write this decimal in
standard form. ___________
2. A square is divided into 1000 parts with 63 parts shaded. What is the decimal
representing the shaded parts? __________
3. -eight and six-tenths degrees Fahrenheit.
Write ninety-eight and six-tenths as decimal. _________
4. Write seventeen and three thousand two hundred forty-five ten thousandths in decimal
form. ________________________________________________________________
5. Fifty-eight out of 100 students in Malikhain Elementary School are boys. Write the
decimal for the part of the school consisting of girls. ____________________________

Reflection
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3. What is the most challenging or least interesting from the activities?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Coronel, F.M.M., S. C. &Orosco, A. M(n.d) Growing Up with Math 5, FNB
Educational, Inc
Lumbre, A. P. Ursua, A. C. Placer, D. P. & Burgos, J. R.(2016) 21st Century
Mathletes, Vibal Group Inc
Answer key
Activity 1
1. Nine and five hundredths
2. Seventy- six and one hundred twenty thousandths
3. Two and seven hundred five thousandths
4. Four and seven hundred thirty- nine ten thousandths
5. Forty- eight and two thousandths
6. Twenty- five and eight thousand three hundred sixty- six ten thousandths
7. Seventeen and three tenths
8. Two and eight thousand seven hundred fifty- one
9. One hundred twenty-three and four hundredths
10. Eight thousandths
Activity 2. A
1. C
2. A
3. C
4. A
5. C

Activity 2. B
1. 3.14 or
2. 0.063
3. 98.6
4. 17.3245
5. 0.42
Prepared by:
OFELIA B. HOMIGOP
HERMINIA C. CABRERA
ACELA C. BARSANA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Rounding Decimal Numbers to the Nearest Hundredths and Thousandths
The learner rounds decimal numbers to the nearest hundredths and thousandths (M5NS-IIa-103.2)

These activity sheets provide a self-learning activities for the pupils. It aims to facilitate
mastery of the pupils on rounding decimal number as well its application. Rounding decimals
is a technique used to estimate or approximate values. Rounding is most commonly used when
you want to limit the amount of decimal places. Instead of having a long string of decimal
places, or even one that goes on forever, you can approximate the value of the decimal to its
specified decimal place.
To round decimal numbers:
Determine first the rounding place and the digit to the right of the rounding
place.
The digit in the rounding place is the one that will either be rounded up or
rounded down depending on the digit on the right.
If the digit to the right of the rounding place is 5 or greater, add 1 to the rounding
place while less than 5 means retaining the digit in the rounding place.
Do not forget to drop all the digits after the rounding place.
Example:
Round 57.7872
Nearest hundredths:
Digit in the rounding place
57.7873
Digit to the right of the rounding place
Think: 7 > 5, So, round up.
Add 1 to the digit in the rounding place.
Drop all digits after the rounding place.
Answer: 57.79
Nearest thousandths:
Digit in the rounding place
57.7873
Digit to the right of the rounding place

Think: 3 < 5. So, round down.
Drop all digits after the rounding place.
Answer: 57.787

Here are some examples.
Round each decimal to the indicated place.
Nearest Hundredths Nearest Thousandths
1. 8.4325 8.43 8.433
2. 75.2751 75.28 75.275
3. 216.2537 216.25 216.254

The learner rounds decimal numbers to the nearest hundredths and thousandths.
(M5NS-IIa-103.2)
Activity 1
Directions. Round to the nearest hundredths
1. 91.537 _______________
2. 173.014 _______________
3. 28.215 _______________
4. 628.095 _______________
5. 105.327 _______________
6. 36.232 _______________
7. 12.007 _______________
8. 9.302 _______________
9. 8.426 _______________
10. 12.457 _______________
Activity 2
Directions: Round to the nearest thousandths.
1. 13.4625 ________________
2. 73.8063 ________________
3. 128.0081 ________________
4. 92.7352 ________________
5. 85.0267 ________________
6. 39.1432 ________________
7. 41.6788 ________________
8. 4.3685 ___________
9. 182.0051 ________________
10. 67.9253 ________________
Activity 3
Directions: Read and answer the following. Write your answer on the space provided for.
1. Earth travels around the sun at a speed of about 29.7836 km per second. Round this to
the nearest thousandths. __________________
2. n. The speed at which Venus revolves around the

sun is about 35.012 km per second. Round this to the nearest hundredths.
_________________
3. Round 34.867234 to the nearest ten thousandths. ________________

4. A boy has a dog that weights 24.67 kilogram. Round 24.67 to the nearest tenths.
______________
5. Dan bought a belt with a length of 96.52 cm. Round 96.52 to the nearest tenths. _______
Reflection
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References
Coronel,F.M.M., S. C. &Orosco, A. M(n.d) Growing Up with Math 5, FNB
Educational, Inc
Lumbre, A. P. Ursua, A. C. Placer, D. P. & Burgos, J. R.(2016) 21st Century Mathletes,
Vibal Group Inc
Answer key
Activity 1
1. 91.54
2. 173.01
3. 28.22
4. 628.10
5. 105.33
6. 36.23
7. 12.01
8. 9.30
9. 8.43
10. 12.46

Activity 2
1.) 13.463
2.) 73.806
3.) 128.008
4.) 92.735
5.) 85.027
6.) 39.143
7.) 41.679
8.) 4.369
9.) 182.005
10.) 67.925
Activity 3
1. 29.78
2. 35.01
3. 34.8672
4. 24.7
5. 96.5
Prepared by:
OFELIA B. HOMIGOP
HERMINIA C. CABRERA
ACELA C. BARSANA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

The learner compares and arranges decimal numbers in descending or ascending order (M5NS-IIb-104.2)
Comparing and Arranging Decimal Numbers

This activity sheet facilitates and aims mastery on the perception of comparing and
arranging decimals from least to greatest or vice-versa.
To compare decimal numbers, we need to align first the decimal points and the digits
in their corresponding place values. Begin comparing the digits with the same place values
from the leftmost digits. Use the symbols >, <, or = in comparing the digits in the same place
value.
Decimals are arranged on either increasing or decreasing order. Ordering decimals is

similar to ordering whole numbers.
For ordering decimals, certain rules are followed that are given below:
Given a number of decimals, to order them, we first line them vertically so that
their decimal points are exactly one above another.
For example: 3.05
0.23
1.746
If a number does not have a decimal point, we place the decimal at the end.
For example: 2 then 2.0
35 then 35.0
113 then 113.0
More number of digits in a number does not necessarily mean it is a bigger
decimal number.
For example: 0.42 is bigger than 0.416
2. 62 is bigger than 2.1778
134.12 is bigger than 134.108
Zeros are added to the right of the decimal numbers so that all of them have the
same number of decimal places.
For example: 2 is the same as 2.000
34.24 is the same as 34.240
256.3 is the same as 256.300
The digits with the same place value are compared starting from left in all the
numbers.
The number with a bigger digit in the same place value decides the bigger
decimal number.

Example:
Compare the decimal numbers by writing from least to greatest.
1.54, 0.5, 1.501, 1.7, 2
In comparing decimal numbers, all we need to do is to line up the decimal points and
the digits in their corresponding place values.
In doing so, we have:
1.54
0.5
1.501
1.7
2
Then we compare the digits. We compare the digits in the same place value.
We compare first the ones digit.
1.54 0.5 1.501 1.7 2
Most of them have the same value except for 0.5, which has 0 on its ones digit.
Since 0 < 2. Is the smallest.
Next, we compare the tenths digit of the remaining three decimals, since they already have the
same ones digit.
1.54 1.501 1.7
Since, 1.5 < 1.7, 1.7 is the greatest the three decimals. But we need to compare 1.54 and 1.501.
we compare the hundredths digit, since they already have the same tenths digit.
1.54 and 1.501
So, 1.54 >1.501
Now we can write the numbers from least to greatest.

0.5, 1.501, 1.54, 1.7, 2

The learner compares and arranges decimal numbers. in descending or ascending order.
(M5NS-IIb-104.2)
Activity 1
Directions: Compare the decimals by writing >, <, or = on the space provided.
1) 4.2 _____ 4.02 6) 9.32 ______ 0.932
2) 0.67 ____ 0.067 7) 8.40 ______ 8.04
3) 9.5 _____ 9.500 8) 0.306 _____ 0.63
4) 165.25 _____ 165.3 9) 33.123 _____ 32.312
5) 14.050 _____ 14.05 10) 3.61 _____ 3.167

Activity 2
Directions: Arrange each set of decimals from least to greatest. Write your answer on the space
provided.
1.) 15.09, 15.90, 15.009, 15.909 = _________, ________, ________, ________
2.) 26.006, 26.606, 2.606, 26.060 = ________, ________, ________, ________
3.) 404.04, 40.404, 4.404, 404.4 = ________, ________, ________, ________
4.) 54.06, 54.6, 54.64, 54.61 = ________, ________, ________, ________
5.) 3.87, 3.087, 3.875, 3.807 = ________, ________, ________, ________
Activity 3
Directions: Arrange each set of decimals from greatest to least. Write your answer on the space
provided.
1.) 21.216, 21.612, 21.162, 21.621 = ________, ________, _________, ________
2.) 435.9, 453.9, 45.93, 94.35 = ________, ________, _________, ________
3.) 3.224, 2.432, 3.422, 4.322 = ________, ________, _________, ________
4.) 80.17, 80.02, 80.3, 80.63 = ________, ________, _________, ________
5.) 5.463, 5.036, 5.36, 5.003 = ________, ________, _________, ________
Activity 4 RECORD SHEET

Directions: Answer the given questions below. Write your Piece Length
answer on the space provided. Number (cm)
Peter was asked to cut five pieces of wire each 1 15.182
one as possible to 15.125 cm in length. The record
2 15.147
shows the length of the pieces Peter cut.
1. Which piece is the smallest? ___________ 3 15.087
2. Which piece is the longest? ___________ 4 15.097
5 15.18
Reflection

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References
Lumbre, A. P., Ursua, A. C., Placer, D. P., Burgos, J. R., Sy, R. A. Jr. (2016), 21 st
Century Mathletes, Vibal Group, Inc.
https://www.tutorialspoint.com
https://www.mathisfun.com
Answer Key
Activity 1
A.
1.) >
2.) >
3.) =
4.) <
5.) =
6.) <
7.) <
8.) >
9.) >
10) >
Activity 2
1.) 15.009, 15.09, 15.90. 15.909
2.) 2.606, 26.006, 26.060, 26.606
3.) 4.404, 40.404, 404.04, 404.4
4.) 54.06, 54.6, 54.61,54.64
5.) 3.087, 3.807, 3.87, 3.875
Activity 3
1.) 21.621, 21.612, 21.216, 21.162
2.) 453.9, 435.9, 94.35, 45.93
3.) 4.322, 3.422, 3.224, 2.432
4.) 80.63, 80.3, 80.17, 80.02
5.) 5.463, 5.36, 5.036, 5.003
Activity 4
1.) number 3
2.) number 1
Prepared by:
SHIRLEY FLORA A. GALOLO

FLORDELIZA B. VILLARTA
JENWARD M. IBAÑEZ
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

The learner adds and subtracts decimal numbers through thousandths with and without regrouping. (M5NS-IIb-106.1)
Adding and Subtracting Decimal Numbers

Addition and subtraction of decimals is very similar to adding and subtracting whole
numbers except with a few extra technical details and bookkeeping. The following activities
will help the learner in the mastery of the competency.
The most important things about adding and subtracting decimal numbers is to put the
decimal number in the correct position.
To add or subtract decimals, follow these steps:

Write down the numbers, one under the other, with the decimal points lined up.
Put in zeros so the numbers have the same length.
Then add/subtract using the column addition/subtraction, remember to put
decimal point in the answer
Examples of adding and subtracting decimal numbers with regrouping. Regrouping in
addition, simply refers .
Find the sum of:
1. 0.457 and 0.371
2. 0.3781 + 0.41
3. 13.47 + 0.331 + 3.7531
Solution:
1. Write the decimal in column form. Align the decimal points.
1. 0.457 2. 0.3781 3. 13.47
+ 0.371 + 0.41 + 0.331
3.7531
2. Put in zeros so the numbers have the same length.
1. 0.457 2. 0.3781 3. 13.4700
+ 0.371 +0.4100 + 0.3310
0.828 0.7881 3.7531
17.5541
3. Then add/subtract using the column addition/subtraction, remember to put
decimal point in the answer
1) 0.828 2) 0.7881 3) 17.5541

Examples of adding and subtracting decimal numbers without regrouping:
Add: 0.153 and 0.726 = 0.879
Subtract: 3.849 - 0.145 = 3.704
Examples subtraction of decimal numbers

A. Find the difference of:
a) 0.97 0.351
b) 93.675 3. 487
c) 101.613 0.374
Solution:
1. Align the decimal point
a). 0.97 b). 93.675 c). 101.613
- 0.351 - 3.487 - 0.374
2. Put extra zero to the right of the decimal (if necessary) to have the same length.
0.970 b). 93.675 c). 101.613
- 0.351 - 03.487 - 000.374
3. Subtract and affix the decimal point in the difference.

0.970 b). 93.675 c). 101.613
- 0.351 - 03.487 - 000.374
0.649 90.188 101.239

The learner adds and subtracts decimal numbers through thousandths with and without
regrouping. (M5NS-IIb-106.1)
Directions: Answer the given problem.

Activity 1. A.
Directions: Add the following.
1.) 0.934 2.) 13.095 3.) 8.095
+4.823 + 9.234 +12.41
4.) 1.083 5.) 0.635

+ 0.4572 + 0.652

Activity 1. B.
Directions: Write in column form and add. Write your answer in a separate sheet to show
your solution.
1.)
2.)
3.) 0.48 + 0.009 + 0.23 = ______
4.) 0.09 + 0.87 + 0.006 = ______
5.) 0.72 + 0.96 + 0.785 = ______
Activity 2. A.
Directions: Subtract the following.
1) 4)
2) 5)
3)
Activity 2. B.
Directions: Find the missing number.
1. 7.5 5.2 = _____
2. _____ - 4.2 = 1.8
3. 7.18 - _____ = 3.95
4. 321.09 78.345 = _____
5. 3.1 0.3651 = ______
Activity 3
The delivery boy travelled 1.22 kilometers to make his first delivery of water and 1.04
kilometers to make the second delivery. How far did he travel in delivering water?
Solution:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Answer: ____________________________________________

Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
References
Lumbre, A. P., Ursua, A. C., Placer, D. P., Burgos, J. R., Sy, R. A. Jr. (2016), 21st
Century Mathletes, Vibal Group, Inc.
https://www.tutorialspoint.com
https://www.mathisfun.com
Answer Key
Activity 2. A.
Activity 1. A.
1) 27.072
1) 5.757 Activity 1. B.
2) 5.858
2) 22.329 1) 4.139
3) 7.806
3) 20.505 2) 137.307
4) 15.153
4) 1.5402 3) 0.719
5) 0.190
5) 1.287 4) 0.966
5) 2.465
Activity 2. B. Activity 3
1) 2.3
2) 6
3) 3.23
4) 242.745
5) 2.7349
Prepared by:
SHIRLEY FLORA A. GALOLO

FLORDELIZA B. VILLARTA
JENWARD M. IBAÑES
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Challenge on Routine and Non-Routine Problems
The learner solves routine or non -routine problems involving addition and subtraction of decimal numbers including money usin g appropriate problem-solving strategies and tools. (M5NS-IIc-108.1 )

In this section, you are going to learn and apply your knowledge and skill in solving
routine and non-routine problems involving addition and subtraction of decimal numbers
including money.
Problem 1
If Elsa contributed , Maria gave , and Ana gave , how
much is the price of the whole small size cake that they want to eat as their snacks?
Study the given solution below.

Understand
Know what is asked: The amount of the whole small-size cake.
Know the given facts: Php 26.75, Php 38.35, and Php 22.90
Plan
Determine the operation to be used: Addition
Write the number sentence:
Solve
Show your solution:
Check and Look Back

Review and re-check your answer: You can use calculator to add the given facts.
Problem 2
The standard weigh of a boxer to qualify in a lightweight is 61.00 kilograms (kg) while
in a super lightweight is . Suppose Manny Pacquiao loses weight of from his
original weight of . In which division will he qualify?
Understand
Know what is asked: The boxing weight division where Manny Pacquiao
qualifies.
Know the given facts:
Lightweight-61.00 kg
Super Lightweight 63.50 kg
Original weight 70.45 kg
Lose Weight 7.25 kg

Plan
Determine the operation to be used: Subtraction
Write the number sentence:
Solve
Show your solution:
Thus, Pacquiao is qualify for the Super Lightweight Division.
Check and Look Back

Review and re-check your answer: Analyse which division does 63.20 kg belongs.

The learner solves routine or non-routine problems involving addition and subtraction
of decimal numbers including money using appropriate problem-solving strategies and tools.
(M5NS-IIc-108.1)
Activity 1:
Directions: Compute the total cost of your meal to be purchased based on the cost per
item. Write your answer on the box provided at the right.
Spaghetti Fried Chicken Hamburger French Fries

Php 30.00 Php 49.99 Php 40.50 Php 25.50
1.
+ =
2.
+ - =
3. + + =

4. - + + - =
5. + - + =
Activity 2
Directions: Read and analyze the following questions based on the given situational
problems. Write the letter of the choice on the space provided before each
item.
Problem 1
The length of a rectangular garden is 10.06 meters and its width measures 7.62
meters. What is the distance around the garden?
1. What is asked in the problem?

A. The perimeter of the garden. C. The width of the garden.
B. The area of the garden. D. The length of the garden
2. If you want to fence the garden, how many meters of fencing material is needed?
A. 17.68 meters C. 35.36 meters
B. 33.56 meters D. 16.78 meters
Problem 2
The table below shows the savings of Tom in a week. Study the data and answer
the questions that follow. Write the letter of the correct answer on the box before the
number.
Savings of Tom in a Week
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
3. What day did Tom saved most?

A. Sunday C. Friday or Monday
B. Wednesday D. Saturday
4. What is his total savings for the week?

A. C.
B. D.
5. If Tom wants to join in a YES-O Encampment with a registration fee of

, how much money will be left from his savings?
A. C.
B. D.

Activity 3: -
Directions: The pie graph below shows the monthly expenditure of Torres family with
their average income of . Study the graph and answer the
succeeding questions. You will be graded using the given rubrics.
Monthly Expenditures of Torres Family
Clothing Other Expenses

Water Bill
Php 557.55 Php 1 486.80
Php 371.70
Food
Electric Bill Php 7 434.00
Php 929.25
Health
Php 2 787.75
Savings
Php 1 300.95
Education
Php 3 717.00
1. Which is larger, the amount allotted to pay the electric and water bills or the amount
to be saved? Justify by showing your solution or by stating your reason/s.
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
2. Do you agree that the budget for food will always take the highest amount? Why?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
3. Task: Make a pie chart of your weekly expenditures. Use the space provided and
remember to label all the parts of your pie.

Rubrics for Scoring:
CRITERIA (5 points) (4 points) (3 points) (2 points) Score
Completen All questions All questions Some of the Most data and
ess & were were questions answers are
Appropriat correctly answered but were incorrect.
eness of answered and few data are correctly
Informatio all data given conflicting answered and
n support with errors on
mathematical the data
theories presented
(5 points) (4 points) (3 points) (2 points)
Task Complete Complete Some of the Few data

Performanc data given data given data were given and
e and all and some given with minimal
necessary computations few computations
computations were computations
were correctly
correctly solved
presented
Total Score
Activity 4 Always Have A Choice

Directions: Choose only one from the given problems below and do the task it requires.
Use the spaces provided for your answers.
1. Your parent gave you the chance to buy your needed school supplies. What items will
you buy from a considering the following prices and types of school
the space provided at the
right.
Quantity Particulars Price
1 pc Mongol Pencil
1 pc Ballpen
1 dozen Color Pen
1 pad Whole sheet Paper
1 pad ½ Crosswise Paper
1 pad ½ Lengthwise Paper
1 pad ¼ Paper
1 ring Spring Notebook
1 ring Non-Spring Notebook
1 pc Long Folder

1 pc Short Folder
1 pair Scissors
1 pc Eraser
1 pc 1-foot Rule
1 bottle Paste/Glue
2. Mang Ben is a tailor. He plans to make a bag for his son but the material he has is not
enough to finish it. If the bag needs 105.75 meters of cloth, how many meters more will
he needed if he has only 89.96 meters?
Guide Questions:
a. What is asked in the problem?

__________________________________________________________________
__________________________________________________________________
b. What facts are given?
__________________________________________________________________
__________________________________________________________________
c. How will you solve the problem? (Show your Solution)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
d. What is the answer to the problem?
__________________________________________________________________
__________________________________________________________________
Rubrics for Scoring:
CRITERIA (5 Points) (4 Points) (3 Points) (2 Points) Score

Completene All questions All questions Some of the Most data
ss of were correctly were answered questions were and answers
Information answered and but few data correctly are incorrect.
all data given are conflicting answered and
support with errors on
mathematical the data
theories presented
Given Solution is Solution is Solution lacks Solution and
Solution detailed and correct but not sequencing but answer are
correctly detailed with with correct both
executed correct answer answer incorrect
leading to
correct answer
Total Score

Reflection

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Benigno, G. (2006). Basic Mathematics for College Students. Sampaloc Manila. Rex
Book Store, Inc.
Castillo, Z., Dioquino A., De Dios J., & Lagamayo E. (1989). Integrated Mathematics
(First Year High School). Bookman, Inc. Manila Philippines
Dela Cruz. E. (1991). Workbook in Mathematics 1. Third Edition (Revised SEDP
Edition). Department of Education, Culture and Sports
Department of Education. .
Retrieved from https://idoc.pub/download/k-to-12-grade-5-learners-material-
in-mathematics-q1-q4-9n0oky12m3nv
Gallagher, A. and Gallagher J. (2009). Inspired Taste (Easy Weeknight Spaghetti with
Meat Sauce). Retrieved from https://www.inspiredtaste.net/38940/spaghetti-
with-meat-sauce-recipe/ on July 3, 2020
Myers, D. (2018). The Daily Meal. The One Reason Restaurant French Fries Taste
Better Than Yours. Retrieved from https://www.thedailymeal.com/eat/french-
fry-secrets on July 3, 2020
Raichlen, S. (2003). BBQ USA: 425 Fiery Recipes from All Across America (The
Ultimate Hamburger). Retrieved from
https://www.epicurious.com/recipes/food/views/the-ultimate-hamburger-
232191 on July 3, 2020
Sperka, M. (2011).
Retrieved from https://www.melissassouthernstylekitchen.com/southern-fried-
chicken/ on July 3, 2020

Answer Key:
A. Activity 1
1. Php 70.50
2. Php 59.48
3. Php 81.00
4. Php 35.51
5. Php 64.99
B. Activity 2
1. A
2. C
3. D
4. B
5. C
C. Activity 3
1.
2. Refer to Scoring Rubrics
3.
D. Activity 4
1.
Refer to Scoring Rubrics
2.
Prepared by:
MARY JOAN F. PORLARES

AMELIA A. FADRIGA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Multipli es decima l up to 2 -decimal places by 1 to 2 digit whole numbers. (M5NS-IId-111.1)
Multiplying Decimals
This activity sheet serves as a learning guide for learners. It facilitates lesson
The process of multiplying decimal numbers is just like multiplying whole numbers.
Only you must affix the decimal point by counting the number of decimal places of the factors
to determine the number of decimal places in the product.
Examples: Find each product.
1) 1.26 2) 1.63
x 2 x 1.5
Solutions:
1 1
1.26 1.26 1.26 1.26 2 decimal places

x 2 x 2 x 2 x 2
2 52 252 2.52 2 decimal places
1 1 3
1.63 1.63 1.63 1.63 1.63 1.63

x 1.5 x 1.5 x 1.5 x 1.5 x 1.5 x 1.5
5 15 815 815 815 815
3 63 163
1.63 2 decimal places
x 1.5 1 decimal place
815
+163

Multiplies decimal up to 2-decimal places by 1 to 2 digit whole numbers. (M5NS-
IId-111.1)

Activity 1
Directions: Find each product. Write your solution just below the given multipliers. The first
item is done for you.
1) 0.35 2) 0.59 3) 2.45 4) 0.84 5) 0.45
24 29 5 3 63
1 40
70 y
8.40
Activity 2
Directions: Find each product. Place your solution on the space provided below.
1) 3.54 2) 5.28 3) 4.37 4) 7.05 5) 2.36

0.59 1.18 0.58 0.52 1.28
Activity 3
Directions: Solve the problem. Write your answer on the column provided.
The Boy Scouts bought the following provisions for their camping. Complete the table
by finding the amount they will spent per item and the total amount they will spent for the
goods.
Item Quantity Unit Price Total

eggs 8 dozens P4.92
chocolate drink 14 dozens P18.50
bottled water 12 dozens P15.15
rice 18.5 kg P37.00
canned goods 10 dozens P27.75
Grand Total
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reference:
Worktext in Mathematics 5 Rex Bookstore
21st Century MATHletes 5
Mathematics for a Better Life 5
Answer Key
Activity 1:
1) 8.40 2) 17.11 3) 12.25 4) 2.52 5) 28.35

Activity 2:
2) 3.54 3) 5.28 4) 4.37 5) 7.05 6) 2.36

x 0.59 x 1.18 x 0.58 x 0.52 x 1.28
2.0886 6.2304 2.5346 3.666 3.0208
Activity 3:
Total
Php 39.36
Php 259.00
Php 181.80
Php 684.50
Php 277.50
Grand Total Php 1 442.16
Prepared by:
ELEONORA A. GALANA
RAINER HENRY MANANSALA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Multipli es decima ls with factors up to 2 -decimal places. (M5NS-IId-111.2)
Multiplying Decimals with Factors Up to 2-Decimal Places

Aside from multiplying decimals up to 2-decimal places by 1 to 2 digit whole
numbers you also need to master multiplying decimals with factors up to 2-decimal places. The
skill needed to understand the concept is similar with the previous one. You just need to study
the following examples to perform well later on the given activities.
Examples: Find each product.

1) 0.23 2) 0.67
x 0.6 x 0.11
Solutions
1 1 1 1 1
0.23 0.23 0.23 0.23 2 decimal places

0.6 0.6 0.6 0.6 1 decimal place
8 28 1 28 0.128 3 decimal places in all
1 1 3
0.67 0.67 0.67 0.67 0.67 0.67
0.11 0.11 0.11 0.11 0.11 0.11
7 67 0 67 0 67 0 67 0 67
7 67 06 7

x 0.11 2 decimal places
0 67
+ 06 7

Multiplies decimals with factors up to 2-decimal places. (M5NS-IId-111.2)

Activity 1
Directions: Put the decimal point where it should be in the product. Study the given example
for you to be guided on what you are going to do.
Example:
x 0.03 2 decimal places
1) 0.35 2) 0.75 3) 0.63 4) 0.61 5) 0.57

0.42 0.06 0.39 0.39 0.39
1470 450 2427 2379 2223
Activity 2
Directions: Multiply the given pair of decimals below. Show your solution on the space
provided.
1) 0.15 2) 0.99 3) 0.57 4) 0.78 5) 0.88

0.05 0.19 0.21 0.30 0.13
Reflection

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_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reference:
Worktext in Mathematics 5 Rex Bookstore
21st Century MATHletes 5
Mathematics for a Better Life 5

Answer Key
Activity 1
1) 0.35 2) 0.75 3) 0.63 4) 0.61 5) 0.57

0.42 0.06 0.39 0.39 0.39
0.1470 0.045 0.2427 0.2379 0.2223
Activity 2
1) 0.0075 2) 0.1881 3) 0.1197 4) 0.234 5) 0.1144
Prepared by:
ELEONORA A. GALANA
RAINER HENRY MANANSALA
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Estimates the products of decimal numbers with reasonable results. (M5NS-IIe-112)
This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
numbers.
When you are rounding a number to the nearest whole number, you are trying to find
out which whole number your number is closest to.
To round a number to the nearest whole number, look at the tenths digit (the digit after
the decimal point). If it is less than 5 then round the number down and if it is 5 or more than
round the number up.
1.
2.
To estimate the product of decimal numbers, round each factor to the greatest/highest
place value before multiplying the rounded factors.
44.8 45
15.4 15
2, 025

Example 2:
For their fund-raising, a Grade 5 class sold packages of cookies at
they get?
We use rounding to estimate products.

Study the solution
By rounding,
210 200

Estimates the products of decimal numbers with reasonable results. (M5NS-IIe-112)
Activity 1
Directions:
1)
2)
3)
4)
5)
Activity 2
Directions: Estimate the product of the following:
1)
2)
3)
4)
5)
6)
7)

8)
9)
10)
Activity 3
Directions: Read the situation below and answer the questions that follow.
The following are some items that you need to buy from a store.
a pair of socks - handkerchief - t-shirt -
shorts - face towel -
About how much money you must have to be able to buy:

1. a pair of socks? __________________________
2. two t-shirts? ____________________________
3. five face towels? _________________________
4. seven handkerchiefs? _____________________
5. three shorts? ____________________________
Reflection
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_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Curriculum Guide Mathematics 5

Lumbre, Angeline P. (2016). 21st Century MATHletes Grade 5. Vibal Group Inc.
http://www.ck12.org
https://www.math-salamanders.com
http://www.mathgoodies.com

Answer Key
Activity 1
Activity 2
1. 15 1. 76
2. 13 2. 210
3. 10 3. 21
4. 68 4. 552
5. 137 5. 27
6. 88 6. 774
7. 124 7. 378
8. 3256 8. 67184
9. 2357 9. 13157
10. 79 10. 283912
11. 15
12. 30
Activity 3 13. 56
14. 72
1. 21.00 15. 54
2. 240.00 16. 20
3. 45.00 17. 35
4. 168.00 18. 24
5. 156.00 19. 63
20. 54
Prepared by:
CONCORDIA BASTILLO
KARL MERVIN A. BALDERAS
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Solving Word Problems Involving Multiplication Without or With
Addition or Subtraction of Decimals
The learner solves routine and non -routine problems involving multiplicat ion without or with addition or subtraction of decimals and whole numbers including money using appropriate problem-solving strategies and tools. (M5NS-IIe-113.3)
its application to solving real life problems involving multiplying decimals without or with
addition and subtraction involved.
We use the following skills to solve these problems: Estimating decimal products;
multiplying decimals by whole numbers; Multiplying decimal with another decimal.
Decimals are frequently used in measuring values and quantities such as a wall
measuring 7.25 meters long and a runner reaching the finish line at 15.34 seconds. Money is
also expressed in decimal form such as Php15.25. It is important that we learn mathematical
operations involving decimals.
Below are versions of word problem worksheet on multiplying decimals. The solutions
to the problems will require multiplication of decimals applying methods learned in earlier
worksheets.
In dealing with multiplication of decimals, here are the things that we should remember:
The product of two decimals contains as many decimal places as there are in both
factors.
To find a reasonable estimate using a decimal number, round the decimal to the nearest
whole number. Remember to look at the number in the tenth place. If the number is less
than 5, round the number down to the nearest whole number.
We multiply decimals in the same way as whole numbers.
The number of decimal places in the product is the sum of the decimal places in the
factors.
We count the number of decimal places from right to left and write the decimal point.
Example:
1) Estimate to the nearest whole number.
a. 5.23 5
b. 9.57 10
c. 23.61 24

2) Multiply the following decimals.
a. 0.2 b. 0.45 c. 5.06
0.3 9 1.4
0.06 4.05 2024
506
7.084
Read the word problem below and refer to the diagram that shows the steps in problem solving.
Eugene has a rectangular box.

Its length is 4.5 inches and its width
is 3.2 inches. If the formula for
getting the area of a rectangle is
length times width, what is the area of
See / Know/ Plan Solve

Understand
What is asked for? What is the How is the

number solution done?
What are the facts?
What operation sentence?
should be used?
1. See/Know/Understand
What is asked for?
What are the facts?

4.5 inches length of the box
3.2 inches width of the box
What operation should be used?
Multiplication
2. Plan
What is the number sentence?
3. Solve
How is the solution done?
4.5
3.2
90
135
1440 14.40 .

Example. Answer the problem below.
.00 a kilogram and 15.75

kilograms .00 a kilogram. How much did he receive for both?
Solution: 28.5 15.75

+ 1,575.00
0 Amount received for both

The learner solves 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. (M5NS-IIe-113.3)
Activity 1
Directions: Read each problem and answer the questions that follow.
1. Chris spends Php25.65 daily for his snack during recess. If he spends the same amount
for 14 days, how much will he have spent?
A. What is asked in the problem?
B. What are the facts given?
C. What is the number sentence?
2. Davie can strum a guitar 50.4 times in a minute. If he continuously strums the guitar for
4.2 minutes, how many times did he strum his guitar?
3. A meter of linen fabric costs Php38.50 per meter. Isabelle needs 8.5 meters to cover her
table. How much will she spend for the fabric?

Activity 2
Directions: Solve the following word problems. Write your solutions and answers in a separate
sheet of paper.
1. Estimate the amount of money you need to pay for a tank of gas if one gallon costs
$3.04 and the tank holds 11.9 gallons.
2. Find the cost of 25 chil
3.
she pay in all?
4. A member of the school track team ran an average of 3 miles per day in his daily
practice. After 61. 5 day, how long did he ran?
5. Rick's car gets 29.7 miles per gallon on the highway. If his fuel tank holds 10.45 gallons,
then how far can he travel on one full tank of gas?
6. A community bazaar sells 2 kinds of board games. They have in stock 28 games that
7. A farmer brought his vegetable harvest at the KAGIWA ni ANI to be sold. The 5.5
kilos of eggpl
8.
ey does she have in her piggy bank?
9.
10.
workers are needed by Mr. Santos to renovate his house. If both of them work for him
for a week, how much will Mr. Santos pay both of them?
Activity 3
Directions: Solve the following problems. Follow the steps in solving word problems.
1. Emily can give a haircut in 21.6 minutes. If she has 15 clients needing haircut, how
many minutes did she spent giving haircut?
Asked: Solution:
Given:
Number Sentence:

2. A
Asked: Solution:
Given:
Number Sentence:
3. Glenda bought 3.5 kilos of fish at Php 48.65 per kilo. How much did she pay for the
fish?
Asked: Solution:
Given:
Number Sentence:
4. The circumference of a track and field oval is 400.75 meters. If a runner circles the oval
8 times, what is the total distance the runner has traveled?
Asked: Solution:
Given:
Number Sentence:
5. Jackie sells cake in their neighborhood. He earns three Pesos for each cake slice he
sells. If he was able to sell 93.5 slices of cake, how much did he earn?
Asked: Solution:
Given:
Number Sentence:

Rubrics for Scoring the Solution and Checking
Level 1 (0pt.) Level 2 (1pt.) Level 3 (2pts) Level 4 (3pts)
Amount of The learner The learner The learner The learner
Work shows no attempt shows only the shows the shows the correct
to give solution answer without correct answer answer with
and answer to the solution without solution
problem solution
Understanding The learner The learner The learner The learner
shows no shows limited shows partial shows thorough
understanding of understanding understanding understanding of
solving word of solving of solving solving word
problems word problems word problems problems
involving involving involving involving
multiplication of multiplication multiplication multiplication of
decimals. of decimals. of decimals. decimals.
Reflection
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_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
References
Lumbre, Angelina P. et. al., 21st Century MATHletes, Textbook for Grade 5
Castro, Isabel V., Mathematics for Everyday Use Textbook for Grade 5 page 175
Perez, Rosita M, et. al., Hands-On Math A Developmental Approach pages 154-155 Y
Word Problems Involving Multiplication Of Decimals-Edited DepEd Learning Portal
https://lrmds.deped.gov.ph/download/7599
Multiplication And Division Decimals DepEd Learning Portal
Woman Getting a Haircut. Free Stock Photos Canva.
https://www.canva.com/photos/MAD7jkaEJ-Q-woman-getting-a-
haircut/?action=DOWNLOAD

Solving More Decimal Word Problems. https://www
.mathgoodies.com/lessons/decimals
Answer Key
Activity 1
1.A. The amount spent by Chris
B. Php25.65 Amount spend for snack daily
14 days Chris spent the same amount
C.
2. A. How many times Davie strum his guitar
B. 50.4 the number of times Davie can strum his guitar in a minute
4.2 minutes he continuously strums his guitar
C.
3. A. The amount Isabelle will spend for the fabric to cover her table
B. Php 38.50 cost of linen per meter
8.5 meters length needed to cover her table
C. 8.5
Activity 2
1. pesos
2. 8.75 pesos
3. pesos 8. 160.00
4. miles 9. 15,764.75
5. gallons
Activity 3
1.
Asked: The number of hours spent by Emily in Solution:

giving haircut 21.6
Given: x 15
21.6 minutes spent in giving a haircut 1080
15 clients needing haircut 216
3 5 4.0 354 minutes
Number Sentence:
2.
Asked: The area of a rectangular lot. Solution:
12.7
Given: 20.3
12.7 meters length 381
20.3 meters width 254

Number Sentence: 2 5 7.8 1 257.81 square
meters
3.
Asked: The amount paid by Glenda. Solution:
48.65
Given: x 3.5
3.5 kilos of fish bought 24325
Php48.65 per kilo of fish 14595
1 7 0 2 7 5 170.275 or
Number Sentence:
Php170.28
Note: The decimal is rounded to
the hundredths place because of
the currency.
4.
Asked: The distance the runner has traveled.Solution:
400.75
Given: 8
400.75 meters circumference of the 3 2 0 6.0 0 3206
track and field oval meters
8 the number of times the runner circles Note: final answer is whole
number because the remaining
around the oval
two zeroes are insignificant.
Number Sentence:
5.
Asked: The amount Jackie earned. Solution:
93.5
Given: 3
Php3.00 The amount Jackie earns in 2 8 0.5 280.5 or
selling cake slices Php280.50
93.5 the number of slices Jackie sold Note: final answer is added with
hundredths place
Number Sentence:
because of its significance in the
currency.
Prepared by:
SHIRLEY C. RUIZ
ZENAIDA GLUTILDE V. BARSANA
JULIA CAROL C. JOSE
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

The learner divides decimals with up to 2 decimal pla ces. (M5NS-IIf-II6.1)
Dividing Decimal with up to Two Decimal Places
comp
The process in dividing decimal with up to 2 decimal places, we must follow the
following steps:
Example: Divide 283.92 by 13.52.
Solution:
Step 1: Change the divisor to a whole number by moving the decimal point to the right
until after the last digit or until it is a whole number.
Example:
Step 2: Move the decimal point in the dividend to the right according to the number of
places the decimal point in the divisor has been moved.
Example
Step 3: Perform the division in the same way as dividing by a whole number. Place the
decimal point of the quotient (answer) directly above the decimal point of the
dividend.
21
Example: 13.52 A caret (^) shows where the decimal
2704 point has been moved.
-1352
1352
0
Step 4: Check by Multiplication
1
13.52
21
1352
2704
283.92

To divide a decimal number, make the divisor a whole number. To do this, we must
multiply both the divisor and the dividend by the same power of 10. Continue until the divisor
becomes a whole number. Then proceed to division. To further understand the concept, let us
study the example.
Note: When multiplying by powers of ten, move the decimal to the right as many
places as the number of zeros in the power of ten.
Example 2: Divide 0.18 by 0.9.
Step 1. Multiply the divisor by 10 to make it a whole number.

0.9 x 10 =9
Multiply the dividend by 10 also, 0.18 x 10 = 1.8
Step 2. Write a decimal point in the dividend and a zero in the tenths place of the
decimal.
0.
9
Step 3. Divide. Continue dividing until the difference is equal to zero.
0.2 Therefore, the answer is 0.2.
9
- 1.8
0
Step 4. Check. Multiply the quotient and the divisor, the answer must be equal to the
dividend.
0.2 9 = 1.8
1. 3.25 x 10 = ___________ 6. 54.6 x 100 = ___________

2. 4.60 x 10 = ___________ 7. 2.15 x 100 = ___________
3. 5.35 x 10 = ___________ 8. 31.9 x 100 = ___________
4. 21.5 x 10 = ___________ 9. 85.7 x 100 = ___________
5. 43.6 x 10 = ___________ 10. 95.2 x 100 = ___________

Activity 2
: Solve the following. Match column A to column B. Write letter of the
correct answer
Column A Column B
1. 2.4 3 = ___ a) 63.5
2. 12.7 5 = ___ b) 1.2
3. 6.72 10 = ___ c) 7.2
4. 2.4 6 = ___ d) 2.05
5. 4.8 9 = ___ e) 67.2
6. 2.4 ÷ 3 = ___ f) 6.85
7. 12.5 ÷ 5 = ___ g) 14.4
8. 68.5 ÷ 10 = ___ h) 2.5
9. 12.3 ÷ 6 = ___ i) 43.2
10. 4.8 ÷ 4 = ___ j) 0.8
Activity 3
Directions: Find the quotient
1) 0.20 ÷ 0.5 = ___________ 11) 0.16 ÷ 0.02 = ___________

2) 0.28 ÷ 0.7 = ___________ 12) 1.86 ÷ 0.06 = ___________
3) 0.36 ÷ 0.9 = ___________ 13) 1.12 ÷ 0.08 = ___________
4) 0.42 ÷ 0.6 = ___________ 14) 0.64 ÷ 0.04 = ___________
5) 0.45 ÷ 0.9 = ___________ 15) 1.76 ÷ 0.02 = ___________
6) 5.8 ÷ 0.1 = ___________
7) 9.5 ÷ 0.5 = ___________
8) 6.8 ÷ 0.2 = ___________
9) 7.3 ÷ 0.1 = ___________
10) 9.0 ÷ 0.6 = ___________
Reflection

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
21st Century Mathletes textbook for Grade 5,

Lesson Guides in Mathematics Grade5
Lesson Guides in Elementary Mathematics Grade V
https://www.mathsteacher.com.au/year7/ch06_decimals/13_div_dec/dec.htm
www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT_RESOUR
CE/U03_L2_T2_text_final.html
https://www.teacherspayteachers.com/Product/Decimal-Division-PosterAnchor-
Chart-with-Cards-for-Students-Worksheets-1327443
https://www.pinterest.ph/pin/462815299199512715/
Answer Key
Activity 1
1. 32.50 6. 5460.0
2. 46.00 7. 215.00
3. 53.50 8. 3190.0
4. 21.50 9. 8750.0
5. 436.0 10. 9520.0
Activity 2
1) C 6) J
2) A 7) H
3) E 8) F
4) G 9) D
5) I 10) B
Activity 3
1) 0.4 6) 58 11) 0.08
2) 0.4 7) 19 12) 0.31
3) 0.4 8) 34 13) 0.14
4) 0.7 9) 73 14) 0.16
5) 0.5 10) 15 15) 0.88
Prepared by:
ROXANNE D. ADAMI
JUANA V. RASCO
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

The learner divides whole numberswith quotients in decimal form. (M5NS-IIf-116.2 )
Dividing Whole Numbers with Quotient in Decimal Form

quotients in decimal form.
In dealing with division involving decimals, here are the things that we should remember:
In dividing decimals with a decimal point in the divisor, convert first the divisor into a
whole number before performing division. The effect of this is that the decimal point
will move in both the divisor and the dividend.
Extend the long division by placing a decimal point after the last digit of the dividend
and the quotient.
Attach a zero to the remainder to make a new number and continue dividing.
Attach a zero to any remainder until the division is exact or complete.
If the division seems to never end, round off the decimal quotient to the required
decimal places.
A quotient that has no remaining remainder is called terminating decimal.
Quotients whose decimal forms do not terminate are called non-terminating but
repeating decimals. A bar is written over the block of digit/s that repeats indefinitely,
.
Example 1. Divide 4 by 5.
Solution:
Step 1. Place a decimal point to the right of the dividend and write a zero in the tenths
place of the dividend.
5
Step 2. Divide.
0.8
5
40
0
Step 3. To write the answer without a remainder, you can add zeros in the dividend and
continue dividing.

Step 4. Multiply to check your answer.
Solution: 4 ÷ 5 = 0.8
Example 2 Example 3
Divide 30 by 12 Divide 247 by 15. Round off answer to 2

decimal places.
Solution: Solution:
2.5
12 15
24 15
60 97
60 90
0 70
60
100
90
100
90
10
Example 4:
12.5 Divide 10 by 8, the answer is 1. Write 1 above first zero in the
8 100.0 dividend. Multiply 1 by 8 and write your answer below the
- 8 first zero.
20
Subtract 8 from 10, the answer is 2. Bring down the remaining
- 16
zero, to give you the digits 20.
40
-40 Divide 20 by 8, the answer is 2. Write 2 above the second zero
0 in the dividend. Multiply 2 by 8 and write the answer aligned
with the first zero.
Subtract 16 from 20, the answer is 4. Write down a decimal
and 0 after 100 and bring down beside 4 to make it 40.
Divide 40 by 8, the answer is 5. Write a decimal point after
two and write the number 5 beside it. Multiply 5 by 8 and write
the answer aligned with 40.
Subtract 40 from 40, the answer is zero.
This means that and the quotient is terminating.
A terminating decimal is a decimal that ends. It's a decimal with a finite number of digits.
Examples of decimal numbers that are terminating are:
0.125 31.85001 0.05 0.505

Example 5:
Divide 10 by 3, the answer is 3. Write 3 above first zero
33.333 in the dividend. Multiply 3 by 3 and write your answer
3 100.000 below the first zero.
- 9 Subtract 9 from 10, the answer is 1. Bring down the
10 remaining zero, to give you the digits 10.
- 9
10 in the dividend. Multiply 3 by 3 and write your answer
-9 below the second zero.
10
-9 Subtract 9 from 10, the answer is 1. Write a decimal
10 point and zero after 100, and bring down the zero, to
-9 give you the digits 10.
in the dividend. Multiply 3 by 3 and write your answer
below the first zero.
Subtract 9 from 10, the answer is 1.
You will notice that at this point, the answer is a continuous repetition of 3. Therefore
. This means that the quotient is non-terminating repeating decimal.

The learner divides whole numbers with quotients in decimal form. (M5NS-IIf-116.2)
Activity 1. Review Operation of Whole Numbers

Directions: Perform the following operations. Write your answer on the space provided after
each item.
Subtraction
1. 61 40 = ___________
2. 89 71 = ___________
3. 67 54 = ____________
4. 82 34 = ____________
5. 314 103 = ____________
Multiplication
1. 12 x 42 = __________
2. 75 x 23 = __________
3. 224 x 22 = _________
4. 629 x 47 = __________
5. 781 x 59 = _________

Activity 2
Directions: Identify if the following decimals are terminating or non-terminating. In the space
provided before each item, draw a sun if it is terminating, and draw a heart
if it is non-terminating.
______ 1.)
______ 2.)
______ 3.)
______ 4.)
______ 5.)
______ 6.)
______ 7.)
______ 8.)
______ 9.)
______10.)
Activity 3
Directions: Find the quotient for each given expression. Identify if it is terminating and non-
terminating by putting a check on the column. The first one is done for you.
Non-
Given Quotient Terminating
Terminating
15 ÷ 7
1 18 ÷ 5
2 53 ÷ 10
3 100 ÷ 6
4 785 ÷ 2
5 48 ÷ 11
Activity 4
Directions: Divide the following. Round off answer of repeating decimals to 2 decimal
places.
1) 68 ÷ 10 = __________ 6) 8 ÷ 45 = ___________
2) 273 ÷ 14 = _________ 7) 325 ÷ 24 = _________
3) 118 ÷ 16 = _________ 8) 35 ÷ 117 = _________
4) 730 ÷ 24 = _________ 9) 912 ÷ 56 = _________
5) 24 ÷ 7 = ___________ 10) 121 ÷ 12 = _________

Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Castro, Isabel V., Mathematics for Everyday Use, Textbook for Grade 5
Lumbre, Angelina P. et. al., 21st Century MATHletes, Textbook for Grade 5
Troutman, Bezdek T. Using Mathematics
21st Century Mathematics Textbook Grade 5
Multiplication and division decimals. DepEd Learning Portal.
Differentiating terminating and repeating decimals. DepEd Learning Portal.
Math 6 DLP 20 Dividing mixed decimals by decimals. DepEd Learning Portal
https://courses.lumenlearning.com/prealgebra/chapter/dividing-whole-numbers/
https://brilliantmaths.com/lessons/lesson-6-division-of-whole-numbers-with-decimal-
quotients/
Answer Key
Activity 1
1. 21 6. 504
2. 18 7. 1,725
3. 13 8. 6,048
4. 48 9. 29,563
5. 211 10. 46,079
Activity 2
1.
2.

3.
4.
5.
6.
7.
8.
9.
10.
Activity 3
Given Quotient Terminating Non-Terminating

1 18 ÷ 5
2 53 ÷ 10
3 100 ÷ 6 -
4 785 ÷ 2 392.5
5 48 ÷ 11
Activity 4
1. 6.8
2. 19.5
3. 7.375
4. 30.42
5. 3.428
6. 5.625
7. 13.542
8. 3.343
9. 16.286
10. 10.083
Prepared by:
SHIRLEY C. RUIZ
ZENAIDA GLUTILDE V. BARSANA
ELIZABETH H. PAMA
JULIA CAROL C. JOSE
Writers

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Solving Routine and Non-Routine Problems Involving Division of Decimals
Solve routine and 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. (M5NS-IIg -120.1)

division of decimals.
The ability to solve problems is a basic life skill is essential to our day-to-day lives, at
home, and at work. Problem solving is a process. Most strategies provide steps that help you
identify the problem and choose the best solution.
In solving word problems, you must be able to translate the words into symbols and the
problems into number sentences or equations before solving them.
Always follow the four-step plan to solve a word problem.
Understand: Identify the questions and the relevant facts. What is
asked? What are given?
Plan: Choose a strategy. Determine the operation to use. Write the number
sentence.
Solve: Carry out the plan. Perform the strategy. Think of a way on how you
can carry out your plan
Check: Look back. Verify if the answer is correct. Does the answer
make sense? Is there any other strategy that you could use to find the
answer?
Study the examples below.
Word Problem 1
Step 1: Understand:
What is asked? cost of each face mask

What is given? 3 pieces for P148.50
Step 2: Plan:
Equation P148.50 ÷ 3 = N

Step 3: Solve:
Solution:
49.50
3
12
28
27
15
15
0
0
0
Answer The cost of each face mask is P49.50.
Step 4: Check: P49.50 3 = P148.50

49.50
3
Php 148.50
Word Problem 2:
In this activity, l
market. One bag weighed 8 kilograms and the steps.

other bag weighed 6.5 kilograms. He repacked
the onions in plastic bags of 0.25 kilogram per
pack and sold each pack for Php12.50. How
First
What is asked? The amount he gets for all the packs.
Second
What are given? 8 kilograms of onions
6.5 kilograms of onions
0.25 kilogram per pack

Third
What are the hidden questions?
1. How many kilos of onions are there in all?
2. How many packs will you use?
Fourth
What operations will you use?
addition, division, and multiplication
Fifth
What is the equation for the problem?
[(8 + 6.5) ÷ 0.25] Php12.50 = N
Sixth
What is the solution?
Step 1: 8 + 6.5 = 14.5 kilograms of onions
Step 2: 14.50 ÷ 0.25 = 58 packs
Step 3: 12.50 x 58 = Php725 amount he would get for 58
packs

Solve routine and 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. (M5NS-IIg-120.1)
Activity 1
Directions: Solve the word problem. Show your 4-step plan.
Alicia made 4 liters of pineapple jam. She wants to put them in jars that hold
0.25 liters each. How many jars does she need?
Step 1: Understand
____________________________________________________
Step 2: Plan
________________________________________________
Step 3: Solve
________________________________________________
Step 4: Check
________________________________________________

Activity 2
Directions: Answer the questions after each problem.
1. Mother bought a 5-kilo watermelon for P147.50. How much per kilo is the
watermelon?
a. What is asked? ______________________________________
b. What are given? _____________________________________
2. A group of 8 pupils signed up for a weekend computer course. They paid a total of
P678.70. How much did each pupil pay?
a. What is asked? ______________________________________
b. What are given? _____________________________________
3. In an EPP class, Ian made 8 hamburgers for lunch using 1.36 kg of ground beef.
How much ground beef was used in each hamburger?
a. What is asked? ______________________________________
b. What are given? _____________________________________
4. Teacher Amy had 1.86 meter of gold ribbon which she cut into pieces. If each piece
measured 0.08 meter, how many pieces of ribbon were cut?
a. What is asked? ______________________________________
b. What are given? _____________________________________
5. The Yes O members planted Mabolo trees along 2.90 km river bank. For every
0.05 km distance, an Arius tree seedling is planted. How many seedlings were
planted along the river bank?
a. What is asked? ______________________________________
b. What are given? _____________________________________
Activity 3
Directions: Give the equation of each word problem.
1. A 3.60 sack of fertilizer was used equally at 0.12 sack per field. How many fields
were covered?
Equation: ________________________
2. Aunt Tisia paid P413.40 for 5.2 kilogram of commercial rice. How much did a
kilogram of rice cost her?
Equation: ________________________
3. Mr. Elesterio covered 263.45 kilometers in his trip to the province. If his car
consumed 16.5 liters of gasoline, how many kilometres did her car cover on a liter
of gasoline?
Equation: ________________________
4. Father bought a green net 15.4 m long. He cut it into pieces of 1.2 m each. How
many pieces did he make?
Equation: ________________________
5. I have 12.45 meters of ribbon and want to cut it into pieces each 0.35 meters long.
How many pieces can I cut from my ribbon? Equation: ___________________

Activity 4
Directions: Perform your strategy. Solve the word problems by showing your solution only.
1. Mang Tony received P2,574.50 in one week. How many hours did he work if his
rate is P130 per hour?
Solution: _________________
per hour?
Solution: _________________
3. A store has 22.35 m of labelling tape and wishes to make labels that are 2.5 cm
long. How many labels can be made?
Solution: _________________
4. Father drove 436 km in 4.2 hours. What was his average speed for the journey?
Solution: _________________
5. Three friends bought milkshakes. They paid P136.50. How much did each pay if it
was shared equally?
Solution: _________________
Activity 5
Directions: Read and solve each word problem. Give your answer with the correct label.
1. In a contest, Brent got a total points of 92.3 in 3 rounds. What was his average
points per round?
Answer: ____________________________________________
2. A weaver can finish 250 tiny baskets in 3.5 days. How many tiny baskets can he
finish a day?
Answer: ____________________________________________

3. A color paper costs 0.95 each. How many can you buy with your P20.00?
Answer: ____________________________________________
4. Shaira needs 1.5 m of cloth for a pillow case. Mother gave her 4.75 m of cloth.
How many pillow cases can she made?
Answer: ____________________________________________
5. Elsa bought 19 items in a store with a total amount of P2,345.75. What was the
average price of each item?
Answer: ____________________________________________
Activity 6
Directions: Analyze the problem carefully and answer the questions that follow.
sell at 3 pairs for Php97.50. How much does each

pair of socks cost?
1. What is asked in the problem?

______________________________________________________
2. What are given?
______________________________________________________
3. What is the word clue?
______________________________________________________
4. What operation will be used?
______________________________________________________
5. How the number sentence be written?

_______________________________________________________
6. What is the answer?

_______________________________________________________
The boy hiked 3.5 km during the recent camping trip. This is twice as far as the Girl
scouts hiked. How far did the Girl Scouts hike?
7. What are given?

______________________________________________________
8. How will you solve the problem?
______________________________________________________
9. What equation will solve the problem?
______________________________________________________
10. What answer will you get?
______________________________________________________

Activity 7
Directions: Solve the problems. Write the equations and show your solutions. (2 points each)
1. Stephen paid Php675.00 for 4.5 kg of fish. How much did each kilogram of fish
cost?
a. Equation:
b. Solution and answer:
2. Colleen cut a 1.35 m of ribbon into pieces. Each piece was 0.45 m long. How many
pieces were there?
a. Equation:
3. Denver bought a piece of rattan 2.8 m long. He cut it into pieces of 0.4 m each.
How many pieces did he make?
a. Equation:
4. Aling Rosie bought a 50-kilogram sack of sugar for Php1 000. She packed it into
2.5 kilograms per pack and sold each pack for Php70.00. How much did she gain?
a. Equation:
Php56.70, Thursday Php39.50 and Friday Php45.80. What was her average expense
per day?
a. Equation:

Activity 8
Directions: Read the word problems carefully. Match column A with column B. Write the
letter of your answer before each number.
A B.
______ 1. Aurora bought 12 bananas for Php21.60 a. 37 000 coins
and sold them at Php3.00 each. How much
profit did she get?
______ 2. A 25-kg bag of special rice costs Php712.50. b. Php14.40

Mrs. Bala buys 5 kg of this rice. How much
will she pay?
______ 3. Fara and Sara both worked for 82.5 hours last c. Php244.30
month. Fara earned Php10 312.50 while Sara
earned Php9 487.50. How much more did Fara
earn per hour than Sara?
______ 4. A bank teller counted Php1 250.00 in php0.25 coins d. Php142.50

and Php3 200.00 in Php0.10 coins. How many
coins in all were counted?
______ 5. Four classmates shared equally the cost of a gift for e. Php10.00
their teacher. They bought flowers for Php780.00
and a vase for Php197.20. how much did each
person share?
Reflection

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References:
Department of Education. (2003). Lesson Guide in Mathematics Grade 5. pp. 318-320: Book
Media Press, Inc. & Printwell, Inc.
Melad, J. B., de la Paz, A. V., & Guerrero-Tiu, A. (2001). Realistic Math 5. pp. 245-247: SIBS
Publishing House, Inc.
Coronel, C. C., & Bamba, N. D. (2010). Mathematics for a Better Life 5. pp. 186-189: SD
Publication, Inc.
Coronel, I. C., & Guerra, E. (2000). Growing Up With Math 6. pp. 175, 177: FNB Educational,
Inc.
Villamayor, A. C., Celeridad-Wright, A. D., de Joya, E. C. (2017). Math for Life 5, pp. 173-
182: REX Book Store
Lumbre, A. P., Ursua, A. C., Placer, D. P., Burgos, J. R., Sy, R. A. Jr. (2016). 21st Century
Mathletes 5 (LM). pp. 132-137: VIBAL Group Inc.,
Borromeo, M. G., Abang, R. B., Delas Alas, D. D., Osita, B. C., Artista, J. E., Rivera, M. H.
(2016). 21st Century Mathletes 5 (TG).pp. 57-59: VIBAL Group Inc.,
De Leon, A. N. Jr. (1998). pp. 275-278: SIBS Publishing House Inc.,
Taruc, A. M., Gureng, P. T. (2001). Realistic Math 6, pp. 159-160: SIBS Publishing House
Inc.,
Perez, R. M. (2004). Hands-on Math 5, pp. 158-161: SIBS Publishing House Inc., (2003).
Lesson Guides in Elementary Mathematics, pp. 268-270

Answer Key
Activity 1
Step 1: Asked - number of jars needed by Alicia
Given - 4 liters of pineapple jam, jar that holds 0.25 liters
Step 2: Equation - 4 ÷ 0.25 = N
Step 3: Solution - 16
25
25
150
150
0
Answer - Alicia will need 16 jars.
Step 4: Check - 25
16
150
25
Activity 2 400
1. asked - amount per kilo of the watermelon; given - 5-kilo watermelon at P147.50
2. asked - amount each pupil should pay; given - 8 pupils to pay P678.50
3. asked - number of kg of ground meat to be used in each burger; given - 8 burgers, 1.36
kg of ground meat
4. asked - number of pieces of a 0.08 m gold ribbon; given - 1.86 m gold ribbon of teacher
Amy, piece of ribbon 0.08 m
5. asked - number of seedlings to be planted along the river bank; given - 2.90 km river
bank, 0.05 km distance per seedling
Activity 3
1. 3.60 ÷ 0.12 = N
2. P413.40 ÷ 5.2 = N
3. 263.45 ÷ 16.5 = N
4. 15.4 ÷ 1.2 = N
5. 12.45 ÷ 0.35 = N
Activity 4
19.596 40.265 8.94
1) 130 2) 3)
130 128 200
1247 08 235
1170 0 225
775 85 100
650 64 100
1250 210 0
1170 192
80 180
160
20

103.809 45.50
4) 5)
42 12
16 16
0 15
160 15
126 15
340 00
336 0
40 0
0
400
378
22
Activity 5
2. The weaver can finish 71 tiny baskets a day.

3. I can buy 21 color papers.
4. Shaira can make 3 pillow cases.
5. The average price of each item is P123.46.
Activity 6
1. How much does each pair of socks Php32.50
2. 3 pairs, Php97.50 3.5 km, twice as far as the girl scouts
3. The cost of each pair of socks Divide
4. Division 3.5 ÷ 2 = N
5. Php97.50 ÷ 3 = N 1.75 km
Activity 7
1. a. 675 ÷ 4.5 = N 4. a. [(50 ÷ 2.5) x 70] 1 000 = N
b. 675 ÷ 4.5 = Php150.00 b. [(50 ÷ 2.5) x 70] 1 000 = Php400.00
2. a. 1.35 ÷ 0.45 = N 5. a. (39.50 + 62.30 + 56.70 + 39.50 + 45.80) ÷ 5
b. 1.35 ÷ 0.45 = 3 pieces =N
3. a. 2.8 ÷ 0.4 = N b. (39.50 + 62.30 + 56.70 + 39.50 + 45.80) ÷ 5
= Php48.76
b. 2.8 ÷ 0.4 = 7 pieces
Activity 8
1. b 2. d 3. e 4. a 5. c
Prepared by:
JENNIFER D. BERONQUE
ANGELIE CHERYL A. GABOTERO
Writers

MATHEMATICS 5
Name of Learner: _________________________ Grade level: ____________
Section: _________________________________ Date: __________________

Visualizes the ra tio of 2 given numbers. (M5NS-IIh-122)
Visualizing Ratio
Ratios are used to make comparison between numbers or units. Ratios can be written
in three ways and is read as:
number phrase: 3 to 4 three is to four
fraction: ¾ three-fourths
use of colon: 3:4 3 to 4
Working and finding ratio between numbers is both challenging and exciting. It gives
pupils an opportunity to assess their multiplication, division and fraction skills
Example:
Doris cuts 2 squares for every 3 circles to make design. The ratio 2 to 3
compares the number of squares to the number of circle Doris cuts.
There are 2 squares for every 3 circles.
2 to 3 (number phrase)
2 squares to 3 circles 2/3 (fraction form)
2:3 (use of colon)

Visualizes the ratio of 2 given numbers. (M5NS-IIh-122)
Activity 1
Directions: Write each ratio using colon.
1.
The ratio of to is _______________________.

2.
The ratio of to is _______________________.
3.
The ratio of to is ______________________.
4.
The ratio of to is _______________________.
5.
The ratio of to is _____________________.
Activity 2
Directions: Write each ratio as a fraction.
1.
Ratio of flowers to leaves _______________________
2.
Ratio of corns to eggplants _________________________

3.
Ratio of books to pencils _______________________
4.
Ratio of chairs to umbrellas ____________________________
5.
R
Ratio of glasses to mugs_________________________
Activity 3
Directions: Write each ratio using number phrase.
1.
The ratio of hand sanitizers to soaps is __________________.
2.
The ratio of alcohol disinfectants to face masks to is _____________________.
3.
The ratio of balls to toys is ____________________

Use the pictures below for items 4,5 and 6.
4. The ratio of triangles to stars is _________________

5. The ratio of stars to triangles is __________________
6. The ratio of triangles to all shapes is ________________
Activity 4
Directions: Write each ratio in 3 ways. Write your answers on the space provided.
Number Phrase Fraction Colon
1. ratio of unshaded to shaded parts. _________ ________ _______
2. ratio of all the parts to unshaded parts _________ _________ ________
3. ratio of all the parts to unshaded parts _________ __________ ________
4. ratio of strawberries to papayas _________ __________ ________

5. ratio of all the fruits to strawberries _________ __________ ________
Activity 5
Directions: Use the sets of shapes to answer item numbers 1-5. What is the ratio of the number
of:
1. to ? ___________________
2. to ? __________________
3. to ? ___________________
4. to and ? ________________
5. to and ? ________________

Activity 6
Directions: Read and answer the following the questions. Write each ratio in 3 ways.
1. What is the ratio of the number of vowels to the number of consonants in the English
alphabet? _________, __________, _________
2. What is the ratio of the number of days to a week? _________, ________, _______
3. What is the ratio of 8 months to a year? ________, _________, ________
Reflection

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Coronel, C.C (2010) Mathematics for a Better Life 5 pp.185-187

Abinoja, A.O (2003) Grade School Mathematics 5 pp.148-149
Ateneo Manila University (2010) Lesson Guide in Elementary Mathematics Grade 5
pp.218-221
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https://webstockreview.net/explorer/banana-clipart-vector/
https://gallery.yopriceville.com/Free-Clipart-Picture/Fruit-
PNG/Fresh_Lemon_PNG_Clipart#. XvoCdh4RWyU
https://gallery.yopriceville.com/Free-Clipart-Picture/Fruit-
PNG/Watermelon_Clipart#.XvoBch4RWyU

http://clipart-library.com/clip-art/307-3071648_jackfruit--fruit-exotic-soursop-png-
image-durian-clipart.htm
http://clipart-library.com/free-flowers-images.html
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umbrella/
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http://clipart-library.com/cliparts/86849.html
Answer Key
Activity 4
Activity Activity Activity Activity
Number Activity 6
1 2 3 Fraction Colon 5
Phrase
1. 5 to 21,
1. 4:3 1. 3/5 1. 6 to 3 1. 1 to 3 1/3 1:3 1. 7 to 6
5/21, 5:21
2. 2/6 or 2. 7 to 1, 7/1,
2. 2:8 or 1:4 2. 7 to 4 2.5 to 2 5/2 5:2 2. 5 to 7
1/3 7:1
3. 8 to 1, 8/1,
3. 4:5 3. 5/2 3. 4 to 5 3.4 to 2 4/2 4:2 3. 5 to 6
8:1
4. 5 to 6
4. 7:2 4. 4/3 4. 2 to 5 4.7 to 3 7/3 7:3
and 6 to7
5. 7 to 5
5. 6:3 or 2:1 5. 7/4 5. 5 to 2 5.10 to 7 10/7 10:7
and 5 to 6
6. 2 to 7
Prepared by:
VANESSA A. HONTOMIN
Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________
Identifies and writes equivalent ratios. (MSNS-Iii-124)

Two ratios that have the same value are called equivalent ratios. We can create
equivalent ratios by multiplying or dividing both the numerator and denominator of the given
ratios by the same number.
How do we create equivalent ratios?
Examples:
Solution 1: , ÷ = find their GCF and divide both numerator and

denominator (GCF=3).
Therefore: =
Solution 2: = multiply both the numerator and

denominator to any number.
Therefore: =
Solution 3: = multiply both the numerator and

denominator to any number.
Therefore: =
Thus, = = = are equivalent ratios
Learning Competency with code:

Identifies and writes equivalent ratios. (MSNS-Iii-124)
Activity 1
Directions: Match the ratios in column A to their equivalent ratios in column B.
Column A Column B
1. 1:1 A. 2:10
2. 1:2 B. 2:8
3. 1:3 C. 2:6
4. 1:4 D. 2:4
5. 1:5 E. 2:2
Activity 2

Directions: Choose the equivalent ratios in column A from the choices in column B. Write
only the letter on the space before each number.
Column A Column B
1. 1:1 A.
2. 1:2 B.
3. 1:3 C.
4. 1:4 D.
5. 1:5 E.
Activity 3
Directions: Write the equivalent ratios of the following fractions. Choose your answers inside
the box. Write your answers on the space provided for.
1. = ____ = ____
2. = ____ = ____
3. = ____ = ____
4. = ____ = ____
5. = ____ = ____
6:8 4 : 10 2:6 3:6 9 : 12
4:6 4:8 3:9 6:9 8 : 20
Activity 4: Find My Equivalent!

Directions: Give equivalent ratios of the following fractions:
1. 3/8 = _____________
2. 5/6 = ___________ = ____________
3. 4/12 = _________ = ___________ = __________
4. 9/15 = _________ = ____________ = _____________ = ___________
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reference
https://nool.ontariotech.ca
Answer Key
Activity 1 Activity 3
1. E 1. 2:6 and 3:9
2. D 2. 4:8 and 3:6
3. C 3. 4:6 and 6:9
4. B 4. 8:20 and 4:10
5. A 5. 6:8 and 9:12
1. E 1. , , , ....
2. A 2. , , , , ....
3. B 3. , , , , , ....
4. D 4. , , , , , ....
5. C
Prepared by:
VALERIO A. FADRIGA
Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Expresses ratios in their simplest form. (MSNS-Iii-125)
Ratios in Simplest Form

Ratio is the relationship between one amount/number and another. The ratio of a and b
can be written as a:b or as a fraction a/b (1:2 or ½). Ratios can also be reduced to its lowest
term by dividing the Greatest Common Factor (GCF) to both the numerator and the
denominator.
Examples:
1. , ÷ = find their GCF and divide both numerator and
Therefore: the simplest form of is
2. ÷ = find their GCF and divide both numerator and

Therefore: the simplest form of =
Learning Competency with Code:

Expresses ratios in their simplest form. (MSNS-Iii-125)
Activity 1
Directions: Choose the simplest form of each ratios in column A from the choices in column
B. Write only the letter on the space before each number.
Column A Column B
_______ 1. 2:4 A.
_______ 2. 2:6 B.
_______ 3. 3:12 C.
_______ 4. 4:20 D.
_______ 5. 5:30 E.
_______ 6. 12:15 F. 1:2
_______ 7.10:40 G. 1:5
_______ 8. 20:30 H. 2:3

_______ 9. 10:50 I. 1:4
_______ 10. 25:50 J. 4:5
_______ 11. 30:90 K. 1:3
_______ 12. 70:100 L. 7:10
_______ 13. 75:100 M. 3:4
_______ 14. 65:100 N. 13:20
_______ 15. 90:100 O. 9:10
Activity 2
Directions: Choose the correct answer from the options given below. Write the letter that best
corresponds your answer. Place your answer beside each number.
1. Which ratio has the simplest form of 4:5?
a. 13:19 c. 3:21
b. 8:9 d. 8:10
2. The ratio 10:20 in simplest form is?
a. 1:3 c. 1:4
b. 1:2 d. 1:5
3. In a class there are 15 girls and 20 boys. The ratio of girls to boys is?
a. 1:4 c. 2:4
b. 3:4 d. 4:3
4. 30:50 in simplest form is equal to what ratio?
a. 3:5 c. 3:10
b. 3:50 d. 3:100
5. 1:3 is the simplest form of what ratio?
a. 20:60 c. 10:60
b. 30:60 d. 40:60
Activity 3
Directions: Express the following ratios in its simplest form. Write your answer on the space
provided for.
1. 8/16 = __________________
2. 90/100 = _________________
3. 22/33 = _______________
4. 50/70 = ________________
5. 13/65 = ________________
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reference
https://nool.ontariotech.ca
Answer Key:
Activity 1 Activity 2 Activity 3

1. E 1. d 1. 1/2
2. D 2. b 2. 9/10
3. C 3. b 3. 2/3
4. A 4. a 4. 5/7
5. B 5. A 5. 1/5
6. J
7. I
8. H
9. G
10. F
11. K
12. L
13. M
14. N
15. O
Prepared by:
VALERIO A. FADRIGA
Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Finding the missing term in a pair of equivalent ratios. (M5NS-IIi-126)
Finding the Missing Term in a Pair of Equivalent Ratios
Architect, engineers, accountants all use ratios in their daily lives, and setting them up
is quite easy once you know the rules. In this lesson, you will learn how to solve ratio when
there is an unknown value and work on some practice problems. A ratio is a comparison
between two or more quantities. In the known ratio, you know both numbers. In the unknown
ratio or ratio with a missing term, you only know one of the numbers.
How do we find the missing term in a ratio?

The following illustration guides you on how to name the means and extremes of an
equation in a proportion.
In each ratio, the outer terms (first and last terms) are called the extremes. The inner terms
(second and third terms) are called the means.
extremes
means
To find the unknown or missing term in a pair of equivalent ratios, divide the product of
the extremes or means by the single extreme or mean. The result will be the term you are
looking for.
Example 1: Find the missing term (value of n) in .
extremes Checking:
If , substitute the value of n
to the ratios. If the product of the
extremes and the means are equal,
then the ratios are
means EQUIVALENT RATIO, and
your answer is correct.

Example 2. Solve for the missing term in = . (use cross multiplication)
Solution:
= , Checking:
If , substitute the value of
to the ratios:
Example 3.
rate?
Solution: Checking:
If , substitute the value
of to the ratios:

Finding the missing term in a pair of equivalent ratios. (M5NS-IIi-126)
Activity 1
Directions: Determine whether the ratios are equivalent. Put a check ( ) on the blank if
equivalent and a cross ( ) if not.
1) 8:10 and 6:3 _____
2) 4:10 and 2:5 _____
3) 2: 6 and 3:9 _____
4) and _____
5) and _____
Activity 2
Directions: Find the missing term. Use the cross-product rule. Write your solution on a
separate sheet of paper.
1) = = _____
2) = = _____
3) = = _____

4) = = _____
5) = = _____
Activity 3
Directions: Find the missing term in the following pair of equivalent ratios. Check your
answer.
1)
2)
3)
4)
5)
Activity 4
Directions: Solve the problems, using ratio. Write your answers on the space provided.
1) The ratio of two numbers is 3:5. If the smaller number is 45, what is the larger number?
______________________________________
2) Wilson drives 256 miles using 8 gallons of gasoline. At the same rate how many miles
can he covers if he has 3gallons of gasoline? __________________________________
Reflection
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
21st -71;

Key to Correction
1) 1. 8
2) 2. 33
3) 3. 22.5
4) 4. 49
5) 5. 18
1) 4 1) 75
2) 3 2) 96
3) 1
4) 2
REY M. PONCE
Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Defines and describes a proportion. (M5NS-IIj-127)
Proportion
Background Information for learners
This activity sheet serves as a self-learning guide for the learners. This is purposely
proportion is a statement that two ratios are equal. This idea has many applications in real life.
We often apply this concept when estimating purchases.
This activity requires that the learners have a clear understanding of set comparisons in
the form of ratios, equal ratios, and ratios in simplest form.
and are two equivalent ratios thus, = is called proportion

3:4 and 9:12 are two equivalent ratios thus, 3:4 and 9:12 is called proportion
A proportion can be written in two ways, in fraction and colon forms:
= or 1:2 = 4:8
Terms involving proportions:

extremes
means
In each ratio, the outer terms (first and last terms) are called the extremes. The inner terms
(second and third terms) are called the means. If the product of the extremes equals the
product of the means, then the two ratios form a proportion.
Cross Product Rule: In a proportion, the product of the means equals the product of the
extremes.
1. Using the colon form:
Since the cross products are equal, the ratios form a proportion.

2. Using the fraction form:
=
The cross products are equal hence, it is a proportion.

Defines and describes a proportion. (M5NS-IIj-127)
Activity 1
Directions: Write the following on the space provided as proportion or merely ratios. The
first two items are done for you.
Situation Ratio Proportion

1) two boxes contain 18 cookies, 10 boxes contain 90
2:18 = 10:90
cookies
2) Mark earned P300 for 3 hours of work, while Justin
300:3, 200:4
earned P200 for 4 hours of work.
3) John runs 3 miles every 5 days, 6 miles for 10 days
4) two books for every 3 pupils and 4 books for 6 pupils
5) three meters to 6 skirts and 6 meters to 10 skirts
6) Notebooks are priced at 3 for P42 and 10 notebooks

for P168.
7) There are 4 boys to 8 girls in a class and 24 boys to
42 girls.
8) One jar of crushed ginger costs P100. Jane bought 4
jars for P400.
9) thirty pupils to 6 plots and 150 pupils to 30 plots
10) Four melons cost P80, Mark bought 3 melons for

P60.
Activity 2
Directions: Identify the product of the means and extremes in the following ratios and put a
check in the column under proportion if it forms a proportion. The first two are done for you.
Given Means Extremes Proportion
1) 3:4 = 12:16 48 48

2) = 6 12
3) =
4) 7:5 = 49:35
5) 3:5 = 6:10
6) =
7) =
8) 3:7 = 6:10
9) 33:48 = 55:80
10) 5:7 = 25:25
Activity 3
Directions: Identify if the given ratios form a proportion or not:
Equivalent or Not Proportion or Not a

Given Lowest Terms
Equivalent Proportion
1) ? = EQUIVALENT
2) 5:7 ? 25:35 5:7 = 5:7 EQUIVALENT

3) 2:18 ? 10:60 NOT EQUIVALENT
4) ? = EQUIVALENT
6) ? NOT EQUIVALENT
7) 18:6 ? 36:12 3:1 = 3:1 EQUIVALENT
8) ? = EQUIVALENT
9) ? = EQUIVALENT
Activity 4
1. Define a proportion.
_______________________________________________________________________
________________________________________________________________________

2.Give five (5) examples of a proportion.
a)
b)
c)
d)
e)
Reflection

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
K-12 Curriculum Guide Mathematics 5

21st Century MATHletes Grade 5 textbook pp.166-173
Castro, Isabel V. (1999). Mathematics for Everyday Use 5 textbook pp. 132-138.
Dane Publishing House, Inc.
Answer Key
Activity 1
No. Ratio Proportion
1 2:18 = 10:90
2 300:3, 200:4

3 3:5 = 6:10
4 2:3 = 4:6
5 3:6, 6:10
6 3:42, 10:168
7 4:8, 24:42
8 1:100 = 4:400
9 30:6 = 150:30
10 4:80 = 3:60
Activity 2
No. Means Extremes Proportion

1 48 48
2 6 12
3 36 36
4 245 245
5 30 30
6 8 8
7 360 90
8 42 30
9 2 640 2 640
10 175 125
Activity 3
1. Proportion 6. Not a Proportion

2. Proportion 7. Proportion
3. Not a Proportion 8. Proportion
4. Proportion 9. Proportion
5. Not a Proportion 10. Not a Proportion

Activity 4
1. Proportion is an equation stating that two ratios are equivalent.

2. Answers may vary
a) 4:6 = 8:12
b) 2:5 = 4:10
c) 9: 5 = 18:10
d) 27: 24 = 9:8
e) 15: 5 = 3:1
Prepared by:
EDITA A. DE GUZMAN
Writer

MATHEMATICS 5
Name: ____________________________________ Grade Level: __________________
Section: ___________________________________ Date: ________________________

Recognizes when two quantities are in direct proportion (M5NS-IIj-128)
Direct Proportion
Background Information of learners
This activity sheet serves as a self-learning guide for the learners. It promotes a
concrete understanding and mastery about direct proportion. Direct proportion is a relationship
between two quantities, whenever one quantity increases (or decreases), the other quantity
increases (or decreases), too. When two quantities are in direct proportion, we can say that
they are directly proportional.
To find the value of the missing term involving direct proportions, we use the cross
product rule. Likewise, word problems involving direct proportions may be solved using cross
product rule.
This activity requires that the learners have a clear understanding of the concepts of
proportion.
Example:
1. Joe can type 30 words in 1 minutes, and 450 words in 12 minutes.
Word Minute Proportion

30 1
90 3
=
The situation represents a direct proportion since the first and second
quantities increase proportionally.
2. A car travels a distance of 160 km in 4 hours, and 80 km in 2 hours.
Kilometer Hour Proportion
160 4
=
80 2
The situation represents a direct proportion since the first and second
quantities decrease proportionally.

3. Two quantities and are in direct proportion. Find the value of to complete
the table.
Use the cross-product rule to find the value of the missing quantities.
a)
b)
The complete table showing direct proportion.

x 4 40 2
y 10 100 5

Recognizes when two quantities are in direct proportion. (M5NS-IIj128)
Activity 1
Directions: Two quantities x and y are in direct proportion. Complete the tables below.
Number 1 is done for you.
1.
x 2 4 answer x 2 4 8
y 4 16 y 4 8 16
2.
x 2 6 18
y 15
3.
x 2 3
y 12 72
4.
x 1 3
y 4 500

5.
x 7 84
y 2 12
6.
x 25 3 1
y 9
7.
x 10
y 10 1
8.
x 4
y 28 14 7
9.
x 50 20 2
y 5
10.
x 15 30
y 36
Activity 2
Directions: Write on the blank whether the given situation is a direct proportion or not.
1. Jane bought 14 pens for P210, Joe bought 28 pens for P420.
_________________________________
2. distance and time at constant speed
_________________________________
3. Three cones of ice cream sell for P24 while 15 cones of ice cream cost P120.
_________________________________
4. number of persons working to time needed to finish the work
_________________________________
5. salary to the number of hours of work
_________________________________
6. area of a circle to the length of its radius

_________________________________
7. cost of electricity to kilowatt hour of consumption

_________________________________
8. number of days a gallon of water lasts to the number of persons to drink the water
_________________________________

9. speed to length of travel time
_________________________________
10. Five men can paint a house in 10 days, 4 men will do the same job in 13 days.
_________________________________
Activity 3
Directions: If x represents the first quantity and y represents the second quantity, which of
the tables below represent a direct proportion? Write your answer on the blank
provided.
1.
x 2 4 6 8
y 4 8 12 16
2.
x 10 20 30 40
y 1 2 4 5
3.
x 14 16 18 20
y 2 4 6 8
4.
x 5 10 15 20
y 3 6 9 12
5.
x 3 4 5 6
y 24 32 4 48
6.
x 5 10 15 20
y 12.5 25 37.5 50
7.
x 11 13 15 19
y 5 7 9 11
8.
x 185 235 275 325
y 24 32 40 48
9.
x 2 3 4 5
y 4 5 7 11
10.
x 20 25 30 35
y 4 5 6 7

Activity 4
Directions: Express the proportion and solve the problems involving direct proportion
using cross product rule.
1. At the rate of 3 items for P50, how many items can you buy if you have P200?
Proportion: _______________
Answer: _______________
2. Five buses can transport 250 people. How many buses are needed to transport 850 pupils?
Proportion: _______________
Answer: _______________
3. In a certain ICT class, two students are t
has 34 pupils, how many computer units are needed?
Proportion: _______________
Answer: _______________
4. Andrea read 22 pages for 20 minutes during her free time at the library. If she had
40 minutes of free time, how many pages could she read?
Proportion: _______________
Answer: _______________
5. If the required rate is 3 eggs to 4 cups of flour, how many eggs will be needed if 12 cups
of flour are used?
Proportion: _______________
Answer: _______________
Rubric for Scoring
Level 1 (0 pt.) Level 2 (1 pt.) Level 3 (2 pts.)
Learners shows no Learner attempted to Learner shows the
attempt to do any of answer the problem. correct answer
Amount of Work the problem, no answer
given.
Learner shows no Learners shows partial Learners shows
Understanding understanding on understanding on direct thorough understanding
direct proportions. proportions. on direct proportions.
Reflection

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
K-12 Curriculum Guide Mathematics 5

21st Century MATHletes Grade 5 textbook pp.174-182
21st Century MATHletes Grade 5 TM pp.73-76
MATHEMATICS Skillbook 6, pp. 106-107
Answer Key
Activity 1
1.
x 2 4 8
y 4 8 16
2.
x 2 6 18
y 5 15 45
3.
x 2 3 12
y 12 18 72
4.
x 1 3 125
y 4 12 500
5.
x 7 42 84
y 2 12 24
6.
x 25 3 1
y 75 9 3
7.
x 20 10 2
y 10 5 1
8.
x 4 2 1
y 28 14 7

9.
x 50 20 2
y 125 50 5
10.
x 5 15 30
y 6 18 36
Activity 2
1. direct proportion
4. not a direct proportion
Activity 3
1. direct proportion 6. direct proportion
2. not a direct proportion 7. not a direct proportion
3. not a direct proportion 8. not a direct proportion
4. direct proportion 9. not a direct proportion
5. direct proportion 10. direct proportion
Activity 4
1. Proportion:
Answer:
2. Proportion:
Answer:
3. Proportion:
Answer:
4. Proportion:
Answer:
5. Proportion:
Answer:
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5

LEARNING ACTIVITY SHEETS

The learner gives the place value and the value of

The learner reads and writes decimal numbers

The learner rounds decimal numbers to the

The learner compares and arranges decimal

The learner adds and subtracts decimal numbers

The learner solves routine or non-routine

Multiplies decimal up to 2-decimal places by 1

Multiplies decimals with factors up to 2-decimal

Estimates the products of decimal numbers with

The learner solves routine and non-routine

The learner divides decimals with up to 2 decimal

The learner divides whole numbers with

The learner solves routine and non-routine

The learner visualizes the ratio of 2 given

The learners identifies and writes equivalent

The learner expresses ratios in their simplest

The learner finds the missing term in a pair of

The learner defines and describes a proportion.

The learner recognizes when two quantities are

LEARNING ACTIVITY SHEET

Practice Personal Hygiene protocols at all times. 1

1. What are your learnings from the activities?

2. What did you like most from this lesson?

Practice Personal Hygiene protocols at all times. 2

1. 9.03 hundredths 0.03

Practice Personal Hygiene protocols at all times. 3

LEARNING ACTIVITY SHEET

The rules on reading and writing decimals.

Seven and twenty- six hundredths

Four and seventy-five hundredths

Fifty-eight and four hundred twenty- seven thousandths

Nine and two thousand four hundred seventy-three ten thousandths

Practice Personal Hygiene protocols at all times. 4

Activity 2. A. Multiple choice.

Practice Personal Hygiene protocols at all times. 5

2. What did you like most from this lesson?

3. What is the most challenging or least interesting from the activities?

Practice Personal Hygiene protocols at all times. 6

Practice Personal Hygiene protocols at all times. 7

LEARNING ACTIVITY SHEET

Background Information for Learners

Digit to the right of the rounding place

Practice Personal Hygiene protocols at all times. 8

Learning Competency with Code

2. n. The speed at which Venus revolves around the

Practice Personal Hygiene protocols at all times. 9

2. What did you like most from this lesson?

3. What is the most challenging or least interesting from the activities?

Practice Personal Hygiene protocols at all times. 10

Practice Personal Hygiene protocols at all times. 11

LEARNING ACTIVITY SHEET

Background Information for Learners

Decimals are arranged on either increasing or decreasing order. Ordering decimals is

Practice Personal Hygiene protocols at all times. 12

Now we can write the numbers from least to greatest.

Learning Competency with Code

Practice Personal Hygiene protocols at all times. 13