A Detailed Lesson Plan in Mathematics V

I. Objectives
At the end of the lesson, the pupils should be able to:
a. Identify and writes equivalent ratios
b. Find the missing term in a pair of equivalent ratios; and
c. participate actively in class

II. Subject Matter

A. Topic: Equivalent ratios

B. Reference 21st Century Mathletes

PP 158 - 165

C. Materials blackboard, student textbook, LCD Screen

III. Procedure Teacher’s Activity Pupil’s Activity

A. Preparatory Activities

1. Preliminary Activities

 Prayer
Everybody stand up (A pupil will lead the prayer)

 Greetings
Good morning class!
How’s your day? Good morning Sir!
We’re fine Sir!
 Energizer
Really? Let’s see if you are, to make
you more active and alert, let’s have an
energizer.
(Teacher will play a short video) (Pupils will dance together with their teacher)

 Classroom management
Grade V, take your seat and arrange
your chairs. Then, pick up all the pieces
of papers you’ll see Thank you Sir!

 Checking of attendance
Is there any absentee for today?

Very good! Nobody is absent today Sir

2. Drill
Class remember the pupil, Ivan, from our last
story? The school year is about to end and he
is now calculating his earnings from the library.
To organize things, he made a list of his
monthly earnings. This is because he wants to
join his classmates in their summer getaway in (the students will read the story)
Pansol, Laguna. He wants to know how much
money he saves for the outing. Considering that
he needs a total of ₱5,000.00 for school and
other expenses and joining the outing would
cost him ₱500.00, do you think he has enough
money to join the outing? Below is the table of
his monthly earnings from July to February:

Month Hours Earnings

July 12 ₱600.00
August 19 ₱950.00
September 20 ₱1,000.00
October 21 ₱1,050.00
November 18 ₱900.00
December 16 ₱800.00
January 15 ₱750.00
February 15 ₱750.00
Total: ₱6,800.00

Write the ratio of the number of hours he

worked per month to his monthly earnings, then
express each ratio in simplest form.

Month Hours: GCF Divide numerator

Earnings and denominator
July 12:600 12 12 ÷ 12 = 1
600 ÷ 12 50
August 19:950 19 19 ÷ 19 = 1
950 ÷ 19 50
September 20:1000 20 20 ÷ 20 = 1
1000 ÷ 20 50
October 21:1050 21 21 ÷ 21 = 1
1050 ÷ 12 50
November 18:900 18 18 ÷ 18 = 1
900 ÷ 18 50
December 16:800 16 16 ÷ 16 = 1
800 ÷ 16 50
January 15:750 15 15 ÷ 15 = 1
750 ÷ 15 50
February 15:750 15 15 ÷ 15 = 1
750 ÷ 15 50

Class notice that the simplest form of all the

given ratio is 1/50. The simplest form of all
ratios are equal or they all have equivalent
ratios and that is our topic for today.
3. Review
Before we proceed to our new lesson, again Introduction to Ratios in simplest form sir!
class what is our last lesson?

Let me see if you still remember our past

lesson. Yes, Sir

Are you ready?

(The teacher will post their past activity on the

board)

4. Motivation
Class lets watch a short video about Equivalent
Ratios.
Yes, Sir!
Are you ready?
(The teacher will present a short video)

B. Developmental Activities

1. Presentation

Our lesson for today is about Equivalent Ratios.

If the simplest form of two or more ratios are

the same or equal, then the ratios are
equivalent. To know if two or more ratios are
equivalent you can express them in simplest
form.

Example #1
Tell whether the given ratios are equivalent.

15 and 5
60 20

For 15 the GCF is 15 For 5 the GCF is 5

60 20
15 ÷15 = 1 5÷5=1
60 ÷15 4 20 ÷ 5 4

The simplest form of The simplest form of

15 is 1 5 is 1
60 4 20 4

The simplest forms are both equal to 1/4.

Therefore, the given ratios are equivalent

Let’s have more examples.

 Example #2
Tell whether the given ratios are equivalent.

16 and 75
12 100

For 16 the GCF is 4 For 75 the GCF is 25

12 100
16 ÷4 = 4 75 ÷ 25 = 1
12 ÷4 3 100 ÷ 25 4

The simplest form of The simplest form of

16 is 4 75 is 1
12 3 100 4

The simplest forms are, 4/3 and ¾, are NOT

equal; the given ratios are NOT equivalent.
Yes, sir!
Is it clear class for this one?

Now let’s do this one, what if there is a missing

term in our ratio.
What are we going to do?

Example #1

4 , 12
7 ?

For this example, the numerators are complete,

so we divide them and multiply the answer to
the given denominator;
4 , 12 12÷4 = 3
7 ? 7x3 = 21

Therefore, the missing term is 21

Example #2

570 , 190
60 ?

For this example, the numerators are complete,

so we divide them and divide the answer to the
given denominator; Yes, Sir!
570 , 190 570 ÷ 190 = 3
60 ? 60 ÷ 3 = 20

Therefore, the missing term is 20

Example #3

30 , ?
40 20

For this example, the denominators are

 complete so we divide them and divide given
numerator to the answer.
30 , ?
40 20 40 ÷ 20 = 2
30 ÷ 2 = 15
The missing term is 15

Example #3

2,?
3 18

For this example, the denominators are

complete so we divide them and multiply the
answer to the given numerator.
2,?
3 18 18 ÷ 3 = 6
2 ÷ 6 = 12
The missing term is 12 Yes! Sir.

Is it clear class?

C. Generalization (The student will read the definition of equivalent

ratios.)
Okay class, again how can we define
equivalent ratios?

Correct!

D. Application

For your activity. Show that the given ratios are (the student will start answering their activities)
equivalent by identifying their lowest terms.
Write NE if the given ratios are not equivalent.

1). 3/6, 27/54 3). 17/34, 1/2

2). 4/6, 18/27 4). 15/45, 25/95, 5/25

IV. Evaluation

Identify if the following ratios are in simplest form. If not, write it in simplest form.

1). 7:6 = [?]:36 3). [?]/35 = 1/7 5). 11/44 = [?]

2). 5/6 = 40/[?] 4). 6:9 = 42: [?]

V. Assignment

Answer the following problems on page 156 -157

Prepared by:

Glover G. Villeza