Grade 5 q2 Mathematics Las751

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
“No copy of this material shall subsist in any work of the Government of the Philippines. However, prior
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exploitation of such work for profit.”
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
i
problems involving multiplication
without or with addition or subtraction
of decimals and whole numbers
including
i
money using appropriate problem-
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
money using appropriate problem-
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
i
MATHEMATICS 5
Name: Grade Level:
Section: Date:
LEARNING ACTIVITY SHEET

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 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?
2. What did you like most from this lesson?

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

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 decimal point is read as “and”.
 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. A human’s normal body temperature is ninety-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
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
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
14
1. 3.14 or 3
100
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

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. Venus is sometimes called Earth’s twin. 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
References
Coronel,F.M.M., S. C. &Orosco, A. M(n.d) Growing Up with Math 5, FNB
Educational, 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:

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
shows the length of the pieces Peter cut. 2 15.147
1. Which piece is the smallest? 3 15.087
2. Which piece is the longest? 4 15.097
5 15.18
Reflection

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 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:

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 to “carrying forward/over” while in subtraction “borrowing”.
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.) 0.12 + 1.419 + 2.6 =

2.) 132.06 + 5.009 + 0.238 =
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.
102.932 30.05
1) − 4) −
75.86 14.897
2) − 14.612
8.754
0.78
5) − 0.590
1.2
9.006
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
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 1. A. Activity 2. A.
1) 5.757 1) 27.072
Activity 1. B.
2) 22.329 2) 5.858
1) 4.139
3) 20.505 3) 7.806
2) 137.307
4) 1.5402 4) 15.153
3) 0.719
5) 1.287 5) 0.190
4) 0.966
5) 2.465
Activity 2. B. Activity 3
1) 2.3 2.26 𝑘𝑖𝑙𝑜𝑚𝑒𝑡𝑒𝑟𝑠
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

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 𝑃ℎ𝑝 26.75, Maria gave 𝑃ℎ𝑝 38.35, and Ana gave 𝑃ℎ𝑝 22.90, 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: 𝑃ℎ𝑝26.75 + 𝑃ℎ𝑝38.35 + 𝑃ℎ𝑝22.90 = 𝑁
Solve
Show your solution: 𝑃ℎ𝑝26.75 + 𝑃ℎ𝑝38.35 + 𝑃ℎ𝑝22.90 = 𝑃ℎ𝑝 88.00
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 63.50 𝑘𝑔. Suppose Manny Pacquiao loses weight of 7.25 𝑘𝑔
from his original weight of 70.45 𝑘𝑔. 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: 70.45 𝑘𝑔 − 7.25 𝑘𝑔 = 𝑁
Solve
Show your solution: 70.45 𝑘𝑔 − 7.25 𝑘𝑔 = 63.20 𝑘𝑔
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: “Meal Bar?”

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 “Take it Easy”
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
𝑃ℎ𝑝 5.25 𝑃ℎ𝑝 7.00 𝑃ℎ𝑝 5.50 𝑃ℎ𝑝 6.25 𝑃ℎ𝑝 10.75 𝑃ℎ𝑝 7.00 𝑃ℎ𝑝 13.50
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. 𝑃ℎ𝑝 55.00 C. 𝑃ℎ𝑝 54.00
B. 𝑃ℎ𝑝 55.25 D. 𝑃ℎ𝑝 54.25
5. If Tom wants to join in a YES-O Encampment with a registration fee of

𝑃ℎ𝑝 35.00, how much money will be left from his savings?
A. 𝑃ℎ𝑝 18.25 C. 𝑃ℎ𝑝 20.25
B. 𝑃ℎ𝑝 19.25 D. 𝑃ℎ𝑝 21.25

Activity 3: “Pie - pie”
Directions: The pie graph below shows the monthly expenditure of Torres family with
their average income of 𝑃ℎ𝑝 18 585.00. Study the graph and answer the
succeeding questions. You will be graded using the given rubrics.
Monthly Expenditures of Torres Family
Clothing Other Expenses Php 1 486.80

Water Bill Php 371.70
Php 557.55
Electric Bill
Php 929.25 Food Php 7 434.00
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 “You 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 𝑃ℎ𝑝 1 000.00 considering the following prices and types of school
supplies available at the Robinson’s Place. List them down on the space provided at
the right.
Quantity Particulars Price
1 pc Mongol Pencil 𝑃ℎ𝑝 7.25
1 pc Ballpen 𝑃ℎ𝑝 12.45
1 dozen Color Pen 𝑃ℎ𝑝 83.99
1 pad Whole sheet Paper 𝑃ℎ𝑝 48.75
1 pad ½ Crosswise Paper 𝑃ℎ𝑝 25.00
1 pad ½ Lengthwise Paper 𝑃ℎ𝑝 25.00
1 pad ¼ Paper 𝑃ℎ𝑝 8.35
1 ring Spring Notebook 𝑃ℎ𝑝 43.75
1 ring Non-Spring Notebook 𝑃ℎ𝑝 30.30
1 pc Long Folder 𝑃ℎ𝑝 9.50

1 pc Short Folder 𝑃ℎ𝑝 6.00
1 pair Scissors 𝑃ℎ𝑝 39.95
1 pc Eraser 𝑃ℎ𝑝 5.15
1 pc 1-foot Rule 𝑃ℎ𝑝 21.45
1 bottle Paste/Glue 𝑃ℎ𝑝 6.50
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. K to 12 Grade 5 Learner’s Material in Mathematics.
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). Melissa’s Southern Style Kitchen (Southern Fried Chicken).
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.
2. Refer to Scoring Rubrics
Prepared by:
MARY JOAN F. PORLARES

AMELIA A. FADRIGA
Writers

MATHEMATICS 5
Name: Grade Level:
Section: Date:

Multiplying Decimals
This activity sheet serves as a learning guide for learners. It facilitates lesson
comprehension as it specifically aims for students’ mastery on multiplying decimals.
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
11 3
1.63 1.63 1.63
1.631.63 1.63 x 1.5 x 1.5 x 1.5
x 1.5x 1.5 x 1.5 815 815 815
1.63 →2 decimal
3 places 63 163
x 1.5 →1 decimal place 815
+163
2.445 → 3 decimal places

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
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 3.666 x 1.28 3.0208
2.0886 6.2304 2.5346
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:

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 11 11
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
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
0.67 →2 decimal places

x 0.11 →2 decimal places 0 67
+ 06 7
0.0737 → 4 decimal places

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:
0.84 →2 decimal places
x 0.03 →2 decimal places 0.2520 →4 decimal places
1)0.35 2)0.75 3)0.63 4)0.61

× 0.42 1470 × 0.06 × 0.39 2427 × 0.39 2379
450
5)0.57
× 0.39 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
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 0.1470 × 0.06 0.045 × 0.39 0.2427× 0.39 0.2379 × 0.39 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:

Estimate the Products of Decimal Numbers

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it specifically aims for pupils’ mastery on estimating the products of
decimal 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.
Example:
1. Round 3.8 to the nearest whole number.
 3.8 = 4 because the tenths digit is an 8 so we round up by
adding 1 to 3 and simply remove the decimal part of the
number.
2. Round 12.478 to the nearest whole number.
 12.478 = 12 because the tenths digit is 4 so we round
down and simply remove the decimal part of the number.
To estimate the product of decimal numbers, round each factor to the greatest/highest
place value before multiplying the rounded factors.
Example 1: Estimate the product of 44.8 by 15.4

Step 1: Round 44.8 and 15.4 to the nearest whole number
44.8 45
× 15.4 × 15
Step 2: Multiply 45 by 15
45
× 15
2, 025
The estimated product of 44.8 and 5.4 is 2,025

Example 2:
For their fund-raising, a Grade 5 class sold packages of cookies at
₱11.75 a package. If they sold 210 packages, about how much did they get?
We use rounding to estimate products.

Study the solution
By rounding,
₱ 11.75 → ₱12.00
× 210 → × 200
₱2 400
The class got about ₱2400.00

Estimates the products of decimal numbers with reasonable results. (M5NS-IIe-112)
Activity 1
Directions: Round the following to the nearest whole number. Write your answer on the
space provided after each item.
1) 14.6 6) 87.743
2) 13. 3 7) 123.789
3) 9.9 8) 3256.1254
4) 67.854 9) 102356.78
5) 136.501 10) 78.56
Activity 2
Directions: Estimate the product of the following:
1) 18.8 × 4 = 11) 2.5 × 4.52 =
2) 9.9 × 21 = 12) 5.63 × 4.7 =
3) 6.5 × 3.7 = 13) 7.82 × 6.6 =
4) 25.4 × 22.87 = 14) 8.9 × 7.9 =
5) 8.80 × 2.68 = 15) 8.71 × 5.5 =
6) 86.43 × 8.9 = 16) 5.05 × 3.82 =
7) 126.34 × 2.7 = 17) 6.54 × 4.6 =

8) 987.7 × 67.8 = 18) 7.84 × 2.7 =
9) 1879.45 × 8.67 = 19) 6.75 × 8.0 =
10) 12343.8 × 23.3 = 20) 8.6 × 6.45 =
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 -₱20.95 handkerchief - ₱24.25 t-shirt - ₱119.50
shorts - ₱52.30 face towel - ₱8.75
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
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
2. 13 1. 76
3. 10 2. 210
4. 68 3. 21
5. 137 4. 552
6. 88 5. 27
7. 124 6. 774
8. 3256 7. 378
9. 2357 8. 67184
10. 79 9. 13157
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
comprehension as it specifically aims for students’ mastery on multiplication of decimals and
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 Eugene’s box?
See / Know/ Understand Plan Solve

What is asked for? How is the
What are the facts? What is the number sentence? solution done?
What operation should be used?
Let’s analyze the problem.
1. See/Know/Understand
What is asked for?
The area of Eugene’s box.
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?
4.5 × 3.2
3. Solve
How is the solution done?
4.5
× 3.2
90
135
1 4 4 0 → 14.40 The area of Eugene’s box is 14.40 square inches.

Example. Answer the problem below.
A market vendor sold 28.5 kilograms of Baguio beans at ₱10.00 a kilogram and 15.75
kilograms of pork at ₱100.00 a kilogram. How much did he receive for both?
Solution: 28.5 15.75 ₱ 285.00

× ₱10 × ₱100 + 1,575.00
₱285.00 ₱1,575.00 ₱1,860.00 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 children’s dresses at ₱225.95 each.
3. Mrs. Campos bought 5.25 kilograms of chicken at ₱210.50 a kilogram. How much
did 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
sells for ₱496.50 each, 21 games that sell for ₱390.75, and 33 games that sell for
₱256.96 each. What is the total value of the board games in stock?
7. A farmer brought his vegetable harvest at the KAGIWA ni ANI to be sold. The 5.5
kilos of eggplant was sold at ₱35.50 per kilo and his 10 kg string beans was sold at
₱75.50 per kilo. How much did the farmer earn from his vegetable harvest?
8. Mary has a piggy bank that contains 850 coins. 500 coins of which in ₱0.25 and 350
coins in ₱0.10. How much money does she have in her piggy bank?
9. Aileen was able to sell 345 apples at ₱25.75 each, 12.25 kilos of grapes at ₱210.00
per kilo and 278 oranges at ₱15.50 per piece. How much was her sales for the day?
10. A carpenter charges ₱68.75 per hour and a painter charges ₱87.50 per hour. Both
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 rectangular lot’s length is 12.7 meters and its width is 20.3 meters. What is its area?
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
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. 25.65 × 14
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. 50.4 × 4.2
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. 38.50 × 8.5
Activity 2
1. 37 pesos 6. ₱30,587.43
2. 5,648.75 pesos 7. ₱950.25
3. 1,105.13 pesos 8. ₱160.00
4. 184.5 miles 9. ₱15,764.75
5. 310.65 gallons 10. ₱4,900.00
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 108
 15 clients needing haircut 0
Number Sentence: 216 → 354
21.6 × 15 3 5 4.0 minutes
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
12.7 × 20.3 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
Number Sentence: 1 7 0 2 7 5 →
3.5 × 48.65 170.275 or 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 3 2 0 6.0 0 → 3206
the track and field oval meters
 8 → the number of times the runner Note: final answer is whole
circles around the oval number because the remaining
two zeroes are insignificant.
Number Sentence:
400.75 × 8
5.
Asked: The amount Jackie earned. Solution:
93.5
Given: × 3
 Php3.00 → The amount Jackie 2 8 0.5 →
earnsin selling cake slices 280.5 or Php280.50
 93.5 → the number of slices Jackie Note: final answer is added
sold with the decimal’s hundredths
Number Sentence: place because of its
significance in the currency.
93.5 × 3
Prepared by:
SHIRLEY C. RUIZ
ZENAIDA GLUTILDE V. BARSANA
JULIA CAROL C. JOSE
Writers

MATHEMATICS 5
Name: Grade Level:
Section: Date:

Dividing Decimal with up to Two Decimal Places
comprehension as it specifically aims for students’ mastery on division of decimals.
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: 13.52 → 1352
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: 283.92 → 28392
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√283.92 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⟌1̅.̅8̅
̅
Step 3. Divide. Continue dividing until the difference is equal to zero.
0.2 Therefore, the answer is 0.2.
9⟌̅1̅.̅8̅
- 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

The learner divides decimals with up to 2 decimal places. (M5NS-IIf-II6.1)
Activity 1. Review Multiplication of Decimal Numbers

Directions: Multiply the following. Write your answer on the space provided.
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
Directions: 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:

Dividing Whole Numbers with Quotient in Decimal Form

comprehension as it specifically aims for pupils’ mastery on dividing whole numbers with
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,
such as 3.3333… would be 3. 3̅ or simply 3.3, or 25.454545… would be 25. ̅4̅5̅.
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⟌̅4̅.̅0̅
Step 2. Divide.
0.8
5⟌̅4̅.̅0̅
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 16.466… = 16.47
12⟌̅3̅0̅.̅0̅ 15⟌̅2̅4̅7̅.0̅0̅
24 15
60 97
60 90
0 70
60
100
90
100
90
10
Example 4: 100 ÷ 8
12.5
8⟌100.0  Divide 10 by 8, the answer is 1. Write 1 above first zero in
- 8 the dividend. Multiply 1 by 8 and write your answer below
20 the first zero.
- 16  Subtract 8 from 10, the answer is 2. Bring down the
40 remaining zero, to give you the digits 20.
-40  Divide 20 by 8, the answer is 2. Write 2 above the second
0 zero 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 100 ÷ 8 = 12.5 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: 100 ÷ 3
 Divide 10 by 3, the answer is 3. Write 3 above first
33.333
zero in the dividend. Multiply 3 by 3 and write your
3⟌100.000
answer below the first zero.
- 9
10  Subtract 9 from 10, the answer is 1. Bring down the
- 9 remaining zero, to give you the digits 10.
10  Divide 10 by 3, the answer is 3. Write 3 above first
-9 zero in the dividend. Multiply 3 by 3 and write your
10 answer below the second zero.
-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.
 Divide 10 by 3, the answer is 3. Write 3 above first
zero 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
100 ÷ 3 = 33. 3̅ . 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.) 23.45
2.) 606. ̅0̅̅6̅
3.) 43.797979 …
4.) 578.2
5.) 2537.8
6.) 74.91
7.) 3. 6̅
8.) 1937.2647821
9.) 23. ̅4̅̅5̅
10.) 9129. ̅1̅2̅̅9̅
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 2. ̅1̅4̅̅2̅̅8̅5̅̅7 
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 3.6 
2 53 ÷ 10 5.3 
3 100 ÷ 6 16. 6̅ -
4 785 ÷ 2 392.5 
5 48 ÷ 11 4. ̅3̅̅6̅ 
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

comprehension as it specifically aims for pupils’ mastery on solving problems involving
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
Angie’s store sells face masks at 3 pieces for P148.50. How much does each face mask cost?
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⟌̅1̅4̅8̅.5̅0̅
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, lets’ think and understand how to solve this problem.
“Mang Nicanor brought 2 bags of onions to the

market. One bag weighed 8 kilograms and the I’ll find out the answer using these
other bag weighed 6.5 kilograms. He repacked steps.
the onions in plastic bags of 0.25 kilogram per
pack and sold each pack for Php12.50. How
much will he get if all the packs were sold?”
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?
How many kilos of onions are there in all?
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:
2. Liza’s mother worked for 32 hours and earned P1288.50. How much did she earn
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.
At a department store, men’s socks 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
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:
5. Ruby’s expenses for Monday was Php39.50, Tuesday Php62.30, Wednesday

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). Today’s Math 5, 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⟌̅4̅0̅0̅
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⟌254̅7̅.̅5̅0̅0̅
̅ ̅ ̅ 2) ⟌̅1̅2̅8̅8̅.̅5̅0̅0̅ 3) 25⟌22̅3̅.5̅0̅
̅ ̅
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) 42⟌̅4̅3̅6̅0̅.̅𝟎̅𝟎 5) 3⟌̅1̅3̅6̅.5̅0̅
42 12
16 16
0 15
160 15
126 15
340 00
336 0
40 0
0
400
378
22
Activity 5
1. Brent’s average score per round is 30.77 points.
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
b. 2.8 ÷ 0.4 = 7 pieces = Php48.76
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:

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.
to
● The ratio of is .

2.
The ratio of to is .
3.
4.
5.
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.
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
http://clipart-library.com/green-apple-clipart.html
https://gallery.yopriceville.com/Free-Clipart-Picture/Fruit-PNG/Strawberry-
Clip_Art_PNG_Image#.XvoC_B4RWyU
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
http://clipart-library.com/leaf-cliparts.html
https://toppng.com/free-image/corn-png-clip-art-image-corn-on the-cob-clipart-PNG
free-PNG-Image181163
https://clipartpng.com/?1448,eggplant-png-clipart
https//clipart.com/categories/book-jpg-clipart.html
http://clipart-library.com/free-pencil-cliparts.html
https://www.clipartmax.com/middle/m2K9A0d3A0i8N4m2_clipart-info-chair-
clipart/
http://www.clipartmax.com/middle/m2K9AOM2K9N4K9G6_umbrella-clipart-
umbrella/
https://www.kissclipart.com/mug-clipart-mug-clip-art-m59fc3/
http://clipart-library.com/glass-cliparts.html
https://creazilla.com/nodes/6007-dog-clipart
https://clipartlook.com/img-91204.html
http://clipart-library.com/ball-cliparts.html
https://clipart.com/categories/toys-clipart.html
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:

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:
3
Solution 1:
6
,
3
÷
3
=
1 find their GCF and divide both numerator and
6 3 2
denominator (GCF=3).
3 1
Therefore: =
6 2
3
Solution 2:
6
,
3
•
3
=
9 multiply both the numerator and
6 3 18
denominator to any number.
Therefore: 3 = 9
6 18
3
Solution 3:
6
,
3
•
2
=
9 multiply both the numerator and
6 2 18
denominator to any number.
Therefore: 3 = 6
6 12
Thus, 3 = 169==are equivalent ratios

621218
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. 3
6
3
2. 1:2 B.
9
3
3. 1:3 C.
15
3
4. 1:4 D.
12
3
5. 1:5 E.
3
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. 1 = =
3
1
2. = =
2
2
3. = =
3
2
4. = =
5
3
5. = =
4
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
6 9 12 15
1. E 1. , , , ... .
1016 1524 20322540 30
2. A 2. , , , , ....
1122 18
3 524 30 36
3. B 3. , , , 6 7 ....
3 8 9 15 , 18, 21
4. D 4. 3 , 6
12 15 18 21
, , , , ....
5 10 20 25 30 35
5. C
Prepared by:
VALERIO A. FADRIGA
Writer

MATHEMATICS 5
Name: Grade Level:
Section: Date:

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:
3
1. 3 3 1 find their GCF and divide both numerator and
6 , 6 ÷ 3 = 2
Therefore: the simplest form of 3 is 1
6 2
5
2.
15 ,
5
÷
5
=
1 find their GCF and divide both numerator and
15 5 3
Therefore: the simplest form of 5 = 1

15 3
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.
1
2. 2:6 B. 6
1
3. 3:12 C. 4
1
4. 4:20 D. 3
1
5. 5:30 E. 2
:2
6. 12:15 F. 1
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
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
2: 3 = 4: 𝑛
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 2: 3 = 4: 𝑛.
extremes
Checking:
2: 3 = 4: 𝑛 If 𝑛 = 6, 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
2×𝑛 =3×4
your answer is correct.
2𝑛 = 12
2𝑛 12
= 2: 3 = 4∶𝒏
2 2
2: 3 = 4∶6
12
𝑛 = 2×6 = 3×4
2
𝑛 =6 12 = 12 

Example 2. Solve for the missing term in 2 = 𝑛 . (use cross multiplication)
4 6
Solution:
2= 𝑛 , 4×𝑛=2×6
46 Checking:
4𝑛 12
= If 𝑛 = 3, substitute the value of
4 4 𝒏 to the ratios:
𝑛=𝟑 2: 4 = 𝑛 ∶ 6
2: 4 = 3 ∶ 6
2×6=4×
3
Example 3. If 12 pencils are bought for ₱60, how much will you pay for 25 pencils at the
same rate?
Solution: Checking:
12: 60 = 25: 𝑛 If 𝑛 = 125, substitute the value
12 25 of 𝒏 to the ratios:
=
60 𝑛 12: 60 = 𝑛: 25
12𝑛 60(25)
= 12: 60 = 25: 125
12 12 12 × 125 = 60 ×
𝑛 = 125 25

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
15 10
4) and
4 4
5 10
5) and
3 6
Activity 2
Directions: Find the missing term. Use the cross-product rule. Write your solution on a
separate sheet of paper.
2 𝑛
1) = 𝑛=
9 36
𝑛
2) 11 𝑛=
24 = 8
2 9
3) =
𝑛=
5 𝑛

77 11 𝑛=
4)
𝑛
= 7
9 𝑛
5) =
𝑛=
8 16
Activity 3
Directions: Find the missing term in the following pair of equivalent ratios. Check your
answer.
1) 3: 𝑛 = 12: 16
2) 𝑛: 2 = 6: 4
3) 6: 36 = 𝑛: 6
4) 𝑛: 20 = 10: 8
5) 12: 15 = 8: 𝑛
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 Century Mathletes Grade 5 Teacher’s Manual pp.68-71; Lesson Guide in

Elementary Mathematics Grade 5, 2010, pp. 227-230; Lesson Guide in
Elementary Mathematics Grade 5, 2005, pp. 196-200.

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

MATHEMATICS 5
Name: Grade Level:
Section: Date:

Proportion
Background Information for learners
This activity sheet serves as a self-learning guide for the learners. This is purposely
prepared to facilitate lesson comprehension for pupils’ mastery about proportions. A
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.
1
 and 4 are two equivalent ratios thus, 1 = 4 is called proportion
2 8 2 8
 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:
1 4 or 1:2 = 4:8
2=8
 Both are read as “one is to two as four is to eight”.
 Terms involving proportions:
extremes
3: 5 = 6: 10
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:
𝟑 × 𝟏𝟎 = 𝟑𝟎
3: 5 = 6: 10
𝟓 × 𝟔 = 𝟑𝟎
Since the cross products are equal, the ratios form a proportion.

2. Using the fraction form:
36
=
510
3 × 10 = 6 × 5
30 = 30
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

3
2) =3 6 12
2 4
6
3) =1
36 6
4) 7:5 = 49:35
5) 3:5 = 6:10
1
6) =4
2 8
2 10
7) 36 = 45
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
8 10
1) ͇? 2 2 EQUIVALENT
36 45 9 =9
2) 5:7 ?͇ 25:35 5:7 = 5:7 EQUIVALENT
3) 2:18 ͇? 10:60 1:9 ≠ 1:6 NOT EQUIVALENT
300 400 100 100 EQUIVALENT
4) 3 ?͇ 4 1 = 1
5) 20:5 ͇? 40:4 4:1 ≠ 10:1 NOT EQUIVALENT
3 9
6) ?͇ 3 1 NOT EQUIVALENT
5 18 5 ≠2
7) 18:6 ͇? 36:12 3:1 = 3:1 EQUIVALENT
3 6
8) ?͇ 3 3 EQUIVALENT
2 4 2 =2
5 30
9) ?͇ 5 5 EQUIVALENT
8 48 8 =8
10) 4:2 ?͇ 12:3 2:1 ≠ 4:1 NOT 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.
Lesson Guide in Elementary Mathematics Grade 6, 2010, pp. 297-300
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:

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
30 𝑤𝑜𝑟𝑑𝑠 90 𝑤𝑜𝑟𝑑𝑠
90 3 1 𝑚𝑖𝑛𝑢𝑡𝑒 = 3 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
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
160 𝑘𝑚 80 𝑘𝑚
80 2 4 ℎ𝑜𝑢𝑟𝑠 = 2 ℎ𝑜𝑢𝑟𝑠
The situation represents a direct proportion since the first and second
quantities decrease proportionally.

3. Two quantities 𝒙 and 𝒚 are in direct proportion. Find the value of 𝒏 to complete
the table.
𝒙 4 40 𝒏
𝒚 10 𝒏 5
Use the cross-product rule to find the value of the missing quantities.
a) 4 × 𝑛 = 10 × 40
4𝑛 = 400
4𝑛 400
= 4
4
𝒏 = 𝟏𝟎𝟎
b) 100 𝑥 𝑛 = 40 𝑥 5
100𝑛 = 200
100𝑛 200
=
100 100
𝒏=𝟐
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.
answer
x 2 4 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.
2. x 2 4 6 8
x 10y 204 308 12
40 16
y 1 2 4 5
3.
4. x 14 16 18 20
x 5y 2
10 154 206 8
y 3 6 9 12
5.
6. x 3 4 5 6
x 5y 24
10 32
15 204 48
y 12.5 25 37.5 50
7.
8. x 11 13 15 19
x y
185 5
235 2757 3259 11
y 24 32 40 48
9.
10. x 2 3 4 5
x 20y 254 305 357 11
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 to occupy 1 computer unit. If Mr. Garcia’s class
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. on direct proportions.
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
Lesson Guide in Elementary Mathematics Grade 6, 2010, pp. 301-304
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: 3: 50 = 𝒏: 200
Answer: 𝐼 𝑐𝑎𝑛 𝑏𝑢𝑦 𝟏𝟐 𝑖𝑡𝑒𝑚𝑠 𝑓𝑜𝑟 𝑃200.
2. Proportion: 5: 250 = 𝒏: 850
Answer: 𝟏𝟕 𝑏𝑢𝑠𝑒𝑠 𝑎𝑟𝑒 𝑛𝑒𝑒𝑑𝑒𝑑 𝑡𝑜 𝑡𝑟𝑎𝑛𝑠𝑝𝑜𝑟𝑡 850 𝑝𝑢𝑝𝑖𝑙𝑠
3. Proportion: 2: 1 = 34: 𝒏
Answer: 𝟏𝟕 𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑟 𝑢𝑛𝑖𝑡𝑠 𝑎𝑟𝑒 𝑛𝑒𝑒𝑑𝑒𝑑 𝑓𝑜𝑟 34 𝑝𝑢𝑝𝑖𝑙𝑠 𝑜𝑓 𝑀𝑟. 𝐺𝑎𝑟𝑐𝑖𝑎’𝑠 𝑐𝑙𝑎𝑠𝑠
4. Proportion: 22: 20 = 𝒏: 40
Answer: 𝐴𝑛𝑑𝑟𝑒𝑎 𝑐𝑎𝑛 𝑟𝑒𝑎𝑑 𝟒𝟒 𝑝𝑎𝑔𝑒𝑠 𝑓𝑜𝑟 40 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝑜𝑓 ℎ𝑒𝑟 𝑓𝑟𝑒𝑒 𝑡𝑖𝑚𝑒
5. Proportion: 3: 4 = 𝒏: 12
Answer: 𝟗 𝑒𝑔𝑔𝑠 𝑤𝑖𝑙𝑙 𝑏𝑒 𝑛𝑒𝑒𝑑𝑒𝑑 𝑖𝑓 12 𝑐𝑢𝑝𝑠 𝑜𝑓 𝑓𝑙𝑜𝑢𝑟 𝑎𝑟𝑒 𝑢𝑠𝑒𝑑
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5

LEARNING ACTIVITY SHEETS

The learner gives the place value and the value

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 1

1. What are your learnings from the activities?

2. What did you like most from this lesson?

Practice Personal Hygiene protocols at all 2

1. 9.03 hundredths 0.03

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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

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Activity 2. A. Multiple choice.

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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 6

Practice Personal Hygiene protocols at all 7

LEARNING ACTIVITY SHEET

Background Information for Learners

Digit to the right of the rounding place

Learning Competency with Code

3. Round 34.867234 to the nearest ten thousandths.

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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 1

Practice Personal Hygiene protocols at all 1

LEARNING ACTIVITY SHEET

Background Information for Learners

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

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Now we can write the numbers from least to greatest.

Learning Competency with Code

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Activity 4 RECORD SHEET

1. What are your learnings from the activities?

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 1

SHIRLEY FLORA A. GALOLO