5

Mathematics
First Grading – Module 5
Addition and Subtraction of
Fractions and Mixed Fractions

Compiled and Repackaged by:

CHERRYL R. BONAGUA
Teacher III
Schools Division of the City of Batac
Mathematics – Grade 5
Compiled and Repackaged Module
Quarter 1 – Module 5: Adding and Subtracting Fractions and Mixed Fractions Without
and With Regrouping and Solving Routine and Non-Routine
Problems Involving Addition and Subtraction of Fractions
Using Appropriate Problem Solving Strategies and Tools
First Edition, 2020

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wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Compiler: Cherryl R. Bonagua
Editors: Marilou B. Sales, EdD Christie C. Patricio
Reviewers: Aubrhey Marie R. Oasay, PhD Blesilda T. Antiporda
Luis R. Gajeton John Ernest L. Medrano
Illustrator: Wiljim G. Galimba
Cover Art Artist: Irish Gale T. Castro
Management Team: Joel B. Lopez, EdD, CESO V Aubrhey Marie R. Oasay, PhD
Annie D. Pagdilao, EdD Jhon Rey D. Ortal, EdD
Marilou B. Sales, EdD

Printed by the Schools Division of the City of Batac

Department of Education – Region I

Office Address: 16S Quiling Sur, City of Batac

Telephone No: (077) 677-1993

Website: www.csdbatac.com

E-mail: batac.city@deped.gov.ph
Introductory Message

For the facilitator:

This module was collaboratively compiled, repackaged and reviewed by educators of

the Department of Education Schools Division of the City of Batac to assist learners and
teachers or facilitators meet the standards of the K to 12 Curriculum amids this difficult
situation.

Particularly, this module hopes to engage the learners into guided and independent
fun-filled learning activities at their own pace and time. Furthermore, this aims to help learners
acquire the needed 21st century skills and the four livelihood skills for survival – the 4As
(agtagibalay, agtaraken, agmula, agliwliwa), which are considered very vital in surviving any
crisis.

To achieve the above objectives, the facilitators and learners need to be guided by the
following reminders:

As a facilitator, you are expected to:

1. orient the learners on how to use this module:
2. keep track of the learners’ progress while allowing them to manage their own learning;
and
3. encourage and assist the learners as they do the tasks included in this module.
For the learner:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in this module.
3. Read the direction/s carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher or facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will become an active learner and you will
experience meaningful learning and gain deeper understanding of the relevant
competencies. You can do it!
 What I Need to Know

Suppose you have one whole egg pie and you ate a part of it, how will you describe
the remaining part? When a part is taken from a whole, the remaining part becomes less than
one whole. We describe the remaining part, and also the part you took a fraction.
For example, you asked the baker to cut your egg pie into eight equal parts and you
ate at one slice. The remaining slices from the whole pie that you have ordered is seven of
7
the eight equal parts that the pie is divided to or simply put, .
8
Seven-eights is an example of a fraction, where 7 is called the numerator and 8 is the
denominator.
8
If you are put back that one slice that you have eaten, it will give you . A fraction
8
whose numerator and denominator are equal is considered as the whole number 1.
Fractions can be applied in many real-life situations. They are mainly used in
measuring different things, like the ingredients in the recipe, distance, money and others. You
may even be using fractions without knowing it! In this module, we will encounter more real-
life situations where the knowledge of fractions is useful and we will also learn how to perform
operations on fractions.
In this module, you will be able to learn how to do the following:
1. adds and subtracts fractions and mixed fractions without and with
regrouping; (M5NS-Ie-84) and
2. solves routine and non-routine problems involving addition and/or
subtraction of fractions using appropriate problem solving strategies and
tools. (M5NS-If-87.2)

1
 What I Know

Direction: Read and analyse the following mathematical questions. Choose the letter
of the correct answer on the answer sheet provided.

1. In 3 1/6 + 3/4 = N, what is N?

A. 3 1/3 B. 3 2/5 C. 3 11/12 D. 3 11/24

2. What is the sum of 3/4 + 4 1/8 ?

A. 4 3/8 B. 4 1/2 C. 4 5/8 D. 4 7/8

3. What is sum 10 1/3 + 1/6 ?

A. 10 1/2 B. 10 1/9 C. 10 2/9 D. 10 1/6

4. Subtract 4/15 from 4/5. What is N?

A. 5/15 B. 6/15 C. 7/15 D. 8/15

5. What is 2 3/8 - 2/8 = N. what is N?

A. 1 1/8 B. 2 2/8 C. 2 1/8 D. 1 2/8

6. What is 5/6 - 2/3?

A. 2 1/6 B. 2 1/9 C. 2 1/3 D. 2 2/3

7. Kryz exercises every morning. He spends 1 ½ jogging around the park and ¾ hour
doing sit-ups. How many hours does she spend on his morning exercises?
A. 1 1⁄2 B. 1 2/3 C. 2 1/4 D. 2 ½

8. Father mixed 3 1/5 L of white paint with ½ L of blue paint. How many liters of paint
did he mix in all?
A. 3 1/10 B. 3 3/10 C. 3 7/10 D. 3 9/10

9. Jhun needed 2 1/3 meters of cardboard strip. If his seatmate gave him 1 2/5 meters,
how much more does he need?
A. 1 1/15 B.1 2/15 C. 1 1/5 D. 1 2/5

10. Rick travelled 3 ¼ km from her house to school. If she walked 1/3 km on her way
back following the same route, how much farther should she travel to reach her
house?
A. 2 7/12 B. 2 11/12 C. 3 5/12 D. 3 7/12

2
 Lesson
Adding Fractions and Mixed Number
1 Without and With Regrouping

What’s In

A. Change the following fractions to similar fractions.

3 1
1. and = and =
4 5

5 2
2. and = and =
6 3

1 2
3. and = and =
7 3

2 3
4. and = and =
5 4

5 3
5. and = and =
8 5
B. Add the following fractions and reduce to lowest term if possible.
3 2
1. + =
4 3

5 1
2. + =
7 7

6 2
3. + =
8 8

1 6
4. + =
5 7

3 1
5. + =
5 4

3
 What’s New

1 2
Mrs. Martin bought 5 m of white cloth and meter of blue cloth. How many meters of
2 5
cloth did she buy in all?

What Is It

We, want to know how many meters of cloth Mrs. Martin bought.
1 2
To solve the sum of 5 + , here are the following steps:
2 5
STEP 1: Align the fractions and compare the denominators.
1
5
2
2 different denominators
+
5

STEP 2: Find the least common denominator (LCD). Rename the given as similar
fraction.
1 5 5
5 x = 5
2 5 10 LCD
2 2 4
+ x =
5 2 10

STEP 3: Add the fractions. Write the number before the fraction sum.
1 5 5
5 x = 5
2 5 10
2 2 4
+ x =
5 2 10
9
5
10
9
Answer: Mrs. Martin bought 5 m of cloth in all.
10
In adding similar fractions, the numerators are the only ones being added. Express the
answer in the simplest form as much as possible.

4
 What if the fractions are dissimilar? How do we add dissimilar fractions? Here are the
steps needed in adding fractions and mixed fractions.
Adding Fractions and Mixed Numbers
1. Change dissimilar fractions into similar fractions.
2. In converting dissimilar fractions to similar fractions, we need to get the LCD.
3. Add the whole numbers and the fractional parts.
4. Simplify whenever possible.
2 1
Example 1 Add 8 +2
7
2 4
8 7 = 8 14 Align the fractions
1 7
= Find the LCD
2 14
11
8 14
11
Answer: 8 14

1 8
Example 2 Add 9 + 2 15
3
1 8
9 3 + 2 15 Write the mixed numbers.
5 8
9 15 + 2 15 Determine the LCD of the fractions. Then rename
them as similar fractions.
5+8
(9 + 2) + ( ) Group the whole numbers and the fractions.
15
13
11 + Perform the operation of addition.
15
13
Answer: 11
15

What’s More

Activity 1
Find the least common denominator. Then rename as similar fractions. Number
1 is done for you.
1 1 2 3 3 5
1. and = and 6. + =
3 2 6 6 4 6

4 3 3 6
2. and = 7. + =
5 2 6 9

3 3 1 1
3. and = 8. + =
7 4 2 6

3 4 1 7
4. and = 9. + =
5 6 6 24

2 5 5 8
5. and = 10. + =
3 9 72 9

5
Activity 2
Add fraction and mixed number. Reduce the sum to lowest terms whenever
possible.
5 4
1. 6. 9
8 8
2 1
+ 12 +
8 8
3 7
2. 6 7.
4 11
1 2
+ + 2
4 11

5 2
3. 8. 33
9 5
2 1
+ 32 +
9 5
3 3
4. 8 9.
8 4
2 1
+ + 21
8 4
4 3
5. 10. 4
12 7
2 5
+ 10 +
12 7

Activity 3
Add. Reduce the sum to lowest terms whenever possible.
4 4
1. 14 6.
10 6
3 3
+ +9
5 5

2 12
2. 15 7. 5
5 15
5 3
+ +
6 5
4 4
3. 5 8. 37
5 9
1 5
+ +
8 6

3 12
4. 9. 12
5 16
5 3
+ 5 +
7 4

2 8
5. 24 10. 51
5 12
3 1
+ +
8 6

6
 What I Have Learned

 To add similar fractions, add the numerators and then copy the common
denominators.
 To add the dissimilar fractions.
1. Find the LCD to write equivalent fractions.
2. Add the numerators.
3. Write the sum over the common denominator.
4. Simplify whenever possible.

What I Can Do

As a pupil you should learn on how to do the following, “Agtagibalay”, “Agmula”,

“Agtaraken” ken “Agliwliwa”. Doing these skills will help you become resilient or self
managing during times of disaster and calamity.

Direction: Read and solve each problem. Choose the letter of the correct answer.

1. JJ harvested 3/4 kilos of vegetables in their yard during his first harvest and 1 2/3
kilos on the next harvest. How many kilos did he harvested in all?
1 5 1 5
A. 1 hours B. 1 hours C. 2 hours D. 2
12 12 12 12
2. Jay takes 2/3 hour to water their vegetable garden and 1 ½ helping his mother do
the laundry. How much time did Jay spend helping his mother?
1 1 2 5
A. 2 hours B. 2 hours C. 2 hours D. 2
6 2 3 6
3 1
3. Cher uses m of cloth in sewing square pillow case and 1 m for hotdog pillow
4 2
case. How many meters of cloth does she use in all?
1 1 1 3
A. 2 B. 2 C. 3 D. 3
4 2 4 4
2 1
4. Jeff spent hours preparing the ingredients and cooking pinakbet and 1 hour in
3 2
cooking pork adobo. How much time did he spent in the garden?
1 1 1 1
A. 2 hours B. 2 hours C. 3 hours D. 3
6 2 6 2
hours
5. Fred practices cycling for 1 ¾ hours in the morning and an hour in the afternoon.
How many hours did he practice each day?
1 5 5 7
A. 2 hours B. 2 hours C. 2 hours D. 2
6 6 12 12

7
 Lesson Subtracting Fractions and Mixed
Fractions Without and With
2 Regrouping

What’s In

Good day! Before we proceed to the next lesson let’s find out what have you learned
from our previous lesson.
Activity 1
A. Change the following fractions to similar fractions.
1. 3/5 and 1/ 3 = __/__ , __/__ 4. 2/9 and 3/4 = __/__ , __/__
2. 1/6 and 2/5 = __/__ , __/__ 5. 5/8 and 1/3 = __/__ , __/__
3. 6/7 and 1/3 = __/__ , __/__
B. Add the following fractions and reduce to lowest term if possible.
1. 5/10 + 3/10 =
2. 6/18 + 5/18 =
3. 3/5 + 2/3 =
4. 1/5 + 3/7 =
5. 3/4 + 1/3 =

6.

What’s New

Read and study the problem inside the box

Lisa is arranging pictures in 2 photo albums. She filled 1 2/3 of the albums with
colored and black and white photos of a picnic at the lake. One-fourth of the filled pages
has black and white photos. What part of the filled pages have colored photos?

What Is It
1 2
Subtract from 1
4 3
Step 1: Align the fractions and compare the denominators.
2
1
3
1 denominators
- 4

8
 Step 2: Find the LCM of the two different denominators. This will be the LCD (least
common denominator)
2
1 =
3 12
1 LCD
- 4
=
12

2 8
By using rectangular bars, we can show that: 1 -1
3 12

8
1
12

1 3
And
and =
4 12
3
12 Step

Step 3. Write equivalent fractions.

2 8
1 =1
3 12
1 3
- =
4 12

Step 4. Subtract numerators. Write the difference over the common denominator.
2 8
1 = 1
3 12
1 3
- 4
=
12

5
1
12
5
Answer: 1 of the albums is filled with colored photos
12
In the previous lesson, you were taught how to add fractions and mixed numbers. In
adding fractions with mixed numbers, you have to convert the dissimilar fractions to similar
fractions before performing addition.
The same applies for subtraction. All you have to do is to make the fractions similar
before doing the operation.
Let us take a look at the given examples.
A. Subtraction of dissimilar fractions without regrouping
5 1
Example 1. Find the difference of and
12 6
Solution: Find the LCD of 2 and 6 using continuous division.
2 2 6
3 1 3
1 1
2x3=6
LCD = 6
Given the Least Common Denominator, rename the fractions as equivalent
similar fractions.
5 15
2
=
6
Subtract the numerators (15 – 1= 14)
1 1 and copy the denominator
- 6
=
6

14
Reduce the improper as a mixed number
6

9
 14 2 7 1
◦ = = 2 Rename the improper fraction as a mixed number
6 2 3 3
1
The final answer is 2
3
B. Subtraction of mixed numbers with regrouping
1 4
Example 2. Find the difference of 5 and 1 5.
3
Solution: Using the least common denominator. Rename the dissimilar
fractions to similar fractions.
1 1 5 5 5
53 3
x
5
=
15
5 15
4 4 3 12 12
15 5
x
3
=
15
1 15
5 12 15
Since is less than , we need to regroup 1 whole or from 5. Therefore,
15 15 15
15
5 becomes 4 .
15
5 15
Let us add to 4
15 15
1 5 15 5 20
5 3 = 5 15 = (4 15 + 15) = 4 15
5 20
5 is renamed as 4
15 15

We can now subtract the mixed numbers.

1 5 20
5 3 = 5 15 = 4 15
4 12 12
1 = 1 = 1
5 15 15
8
3 15
8
The final answer is 3
15

What’s More

Activity 1
Find the least common denominator (LCD) of the following pair of fractions
LCD LCD
1. 7⁄12 - 1⁄2 _______ 6. 3⁄5 - 5⁄6 _______
2. 4⁄6 - 3⁄4 _______ 7. 1⁄3 - 2⁄9 _______
3. 7⁄14 - 5⁄6 _______ 8. 1⁄2 - 1⁄4 _______
4. 8⁄15 - 9⁄10 _______ 9. 2⁄3 - 7⁄15 _______
5. 5⁄21 - 2⁄7 = _______ 10. 5⁄6 - 1⁄3 _______

Activity 2
Subtract fraction from mixed number. Reduce the sum to lowest terms
whenever possible.
5 4
1. 11 6. 5
7 5
2 2
- -
3 7

10
 3 7
2. 8 7. 23
4 10
1 2
- -
3 5

5 2
3. 22 8. 24
9 3
1 3
- -
4 7

5 13
4. 6 9. 1
6 15
1 2
- -
4 3

5 4
5. 10 10. 4
12 6
1 2
- -
4 12

Activity 3
Subtract. Reduce the sum to lowest terms whenever possible.
3 4
1. 14 6. 42
8 7
2 5
- -
3 6

5 12
2. 23 7. 15
7 25
3 7
- -
4 10

1 2
3. 18 8. 37
16 5
3 4
- -
8 6

7 1
4. 29 9. 13
18 5
8 3
- -
9 4

1 3
5. 33 10. 21
4 12
7 5
- -
9 6

11
 What I Have Learned

Remember:
 To subtract fractions from mixed number with dissimilar fractions:
A. Without regrouping
1. Express them as similar fractions by finding their LCD.
2. Subtract the fractions.
3. Bring down the whole number.
4. Reduce the difference to lowest terms whenever possible.
B. With regrouping
1. Express them as similar fractions by finding their LCD.
2. Subtract the fractions. When the fraction in a mixed number minuend is
less than the subtrahend, rename the minuend as an equal mixed number
with a fraction similar to the subtrahend.
3. Bring down the whole number.
4. Reduce the difference to lowest terms whenever possible.

What I Can Do

Integration of 4A’s (Agtagibalay, Agmula, Agtaraken ken Agliwliwa)

The Reyes siblings have their daily routine in doing household chores. Let’s look into
what keeps them busy.
A. Nick sweeps the yard for ¾ hour and 1 ½ hours in cleaning the house. How many
hours did he spend in cleaning?
1. What is asked?__________________
2. What are the given facts?____________
3. What operation/s to use?____________
4. What is the number sentence?_______________
5. What is the complete answer?_______________
B. Tom washes the dishes for 5/8 hours while Cher helps her mother wash the clothes
for 1 2/5 hours. How many more hours did Cher spend in washing the clothes than
Tom washing the dishes?
1. What is asked?__________________
2. What are the given facts?____________
3. What operation/s to use?____________
4. What is the number sentence?_______________
5. What is the complete answer?_______________

12
 Solves Routine and Non-routine
Lesson Problems Involving Addition and/or
Subtraction of Fractions Using
3 Appropriate Problem Solving
Strategies and Tools

What’s In

Hello there! Before we proceed to the next lesson let’s find out what have you learned
from our previous lesson.

Add or Subtract. Reduce the sum to lowest terms whenever possible.

4 6
1. 4 6. 4
8 7
2 3
+ -
6 5

3 4
2. 7. 15
5 5
1 1
+ 8 -
4 2

7 4
3. 15 8. 9
8 7
1 2
+ -
2 3

17 4
4. 24 9. 3
21 6
2 3
+ -
7 4

5 3
5. 3 10. 5
6 12
4 5
+ -
9 6

What’s New

Read and study the problem inside the box

Samantha prepared orange juice. She mixed ¼ liter of powdered juice and 1 ½
liters of water. What is the total number of liters of liquid that she mixed?

13
 What Is It
Here are the steps in solving the problem.
Understand.
a. What is asked?
 The number of liters that Samantha mixed
b. What are the given facts?
 ¼ liter of powdered juice
 1 ½ liters of water
Plan.
You can use any convenient way in solving the problem. One way of
solving the problem is by using unit tiles. Another way is to use the LCD.
1
1
2
1 1 7 3
1 1 + = or 1
2 4 4 4
4

Solve.
1 1
1 + Write the Mathematical Statement
2 4
3 1
+ Rename the mixed number as improper fraction.
2 4
6 1
+ Determine the LCD of these fractions. Then, rename
4 4
them as similar fractions.
6+1 7
= Get the sum of these fractions.
4 4
7 3
=1 Rename the improper fraction as mixed number.
4 4
3
Answer: Samantha mixed 1 liters of liquid in all.
4
Check.
To check if the answer is correct, we use subtraction.
3 1 2 1
1 - =1 or 1 so the answer is correct.
4 4 4 2

What’s More
Activity 1
Solve the following problem.
A. Ethan used 4 2/3 cups pineapple and 3/4 cup of papaya to make a fruit salad. How
many cups of fruits did she use?
1. What is asked?__________________
2. What are the given facts?____________
3. What operation/s to use?____________
4. What is the number sentence?_______________
5. What is the complete answer?_______________

14
 B. Barbara carried 2 ½ gallons of water and Kelly carried 4/7 gallon of water .How many
gallons did they carry altogether?
1. What is asked?__________________
2. What are the given facts?____________
3. What operation/s to use?____________
4. What is the number sentence?_______________
5. What is the complete answer?_______________
Activity 2
Solve the equation under column A and match the answer under column B.
Choose the letter of the correct answer.
A B
1. 3 3/5 + 1/5 = n A. 6 1/ 3
2. 1 5/6 - 2/3 = n B. 1 1/6
3. 10 ¾ + 1/5 = n C. 7 8/21
4. 2 6/8 - 1/5 = n D. 7 2/5
5. 7 5/7 - 1/3 = n E. 4 11/20
6. 7 3/5 + 1/10 = n F. 10 19/20
7. 5 3/8 - 1/4 = n G. 1 23/24
8. 4 4/5 + 1/2 = n H. 5 3/10
9. 5/8 + 1 1/3 = n I. 3 1/5
10. 5 6/8 + 2/3 = n J. 5 1/8
Activity 3
Solve the following problem.
A. Nenita spent 1 1/3 hours doing homework and ¾ hour doing her Science homework.
How more time did Nenita spend on doing her Math homework than on her Science
homework?
1. What is asked?__________________
2. What are the given facts?____________
3. What operation/s to use?____________
4. What is the number sentence?_______________
5. What is the complete answer?_______________
B. Cindy bought 2 4/5 kilograms of ground meat. She used 5/8 kilograms to make
lumpia. How many kilograms of ground meat were not used in making lumpia ?
1. What is asked?__________________
2. What are the given facts?____________
3. What operation/s to use?____________
4. What is the number sentence?_______________
5. What is the complete answer?_______________

What I Have Learned

In solving word problems we need to follow the four steps; understand, plan, solve and
check.

15
 What I Can Do
Direction: Solve the following problems.
A. Mother bought 1 4/5 kg of pork. She used 2/3 kg to cook bihon guisado. How many
kilograms of pork left?
1. What is asked?__________________
2. What are the given facts?____________
3. What operation/s to use?____________
4. What is the number sentence?_______________
5. What is the complete answer?_______________
B. Jahara bought 1 2/3 kilogram of sugar. She baked a cake and used 7/9 kg of the
sugar. How much sugar was left?
1. What is asked?__________________
2. What are the given facts?____________
3. What operation/s to use?____________
4. What is the number sentence?_______________
5. What is the complete answer?_______________

Assessment

Direction: Read and analyse the following mathematical questions. Choose the letter
of the correct answer.

1. In 5 4/6 + 3/4 = N, what is N?

A. 5 7/6 B. 5 5/12 C. 7 5/6 D. 7 5/12
2. What is the sum of 7/8 + 1 1/7 ?
A. 1 1/56 B. 1 3/56 C. 1 5/56 D. 1 9/56
3. What is sum 10 2/3 + 5/6 ?
A. 11 1/4 B. 11 1/3 C. 11 1/2 D. 11 2/3
4. Subtract 4/5 from 3 4/7.
A. 3 2/35 B. 3 3/35 C. 3 6/35 D. 3 8/35
5. What is 7 7/8 - 2/5 = N. what is N?
A. 7 19/40 B. 7 21/40 C. 7 23/40 D. 7 27/40
6. What is 4 2/3 - 5/6?
A. 3 1/6 B. 3 1/3 C. 3 2/3 D. 3 5/6
7. Lani weeded the garden for ¾ of an hour. Then she cleaned the kitchen for 1 1/3
hours. How much time did she spend on both activities?
A. 2 1/12 B. 2 1/6 C. 2 1/4 D. 2 1/3
8. Jim walked 2 ¼ kilometers to Jane’s house and 7/8 of a kilometer to the park. How
far did he walk?
A. 2 1/8 B. 2 3/8 C. 3 1/8 D. 3 3/8

16
 9. A group of tourists stayed 1 1/8 hours at the museum and ¾ of an hour at the park.
How much longer did the group stay at the museum than at the park?
A. 1/8 B. 1/4 C. 3/8 D. 1/2
10. Zakari needed 2 1/5 meters of cardboard strip. If his seatmate gave him 7/8, how
much more he need?
A. 1 3/40 B. 1 7/40 C. 1 9/40 D. 1 13/40

Additional Activities

More on Squares

In a magic square, the sum of the entries in each row, column, and diagonal must be
the same.
A. Write Yes if each square below is a magic square. Otherwise, write No.

1. 2.
7 3 1 5 3 5
1
12 4 6 12 6
4
5 5 1 1 2 1
1 1
12 6 4 12 5
3
1 11 1 1 7 11
2 12 12 12
2 12

B. Copy and complete each magic square.

1. 2.
1 1
2
6
1 5 7
2 8
2 8
1 5 1 1
3 2
6 6 2 4

17
 18
What I Know Lesson 1
What’s In
1. C 6. B
A. 1. 15/20 and 4/20 B. 6. 1 5/12
2. D 7. C
2. 5/6 and 4/6 7. 1 3/14
3. A 8. C
3. 3/21 and 14/21 8. 1 5/12
4. D 9. B
4. 8/20 and 15/20 9. 1 2/35
5. C 10. B
5. 25/40 and 24/40 10. 17/20
Lesson 1
What’s More
Activity 1 Activity 2 Activity 3
2 3 1. 12 7/8 1. 15
1. 6
and 6
8 15 2. 7 2. 16 7/30
2. 10
and 10
12 21 3. 32 7/9 3. 5 37/40
3. and
28 28
18 20 4. 8 5/8 4. 6 1/35
4. 30
and 30
6 5 5. 10 1/2 5. 24 31/40
5. 9
and 9
9 10 6. 9 5/8 6. 10 8/30
6. 12
and 12
9 12 7. 2 9/11 7. 6 2/5
7. 18
and 18
3 1 8. 33 3/5 8. 38 1/2
8. 6
and 6
4 7 9. 22 9. 13 1/2
9. 24
and 24
5 64 10. 5 1/7 10. 51 5/6
10. 72
and 72
Lesson 1 Lesson 2
What Can I Do What’s In
1. D A. 1. 9/15, 3/15
2. A 2. 5/30, 12/30
3. C 3. 18/21, 7/21
4. A 4. 8/36, 27/36
5. C 5. 15/24, 8/24
B. 1. 4/5
2. 11/18
3. 1 4/15
4. 22/35
5. 1 1/12
Answer Key
 19
Lesson 2
What’s More
Activity 1 Activity 2 Activity 3
1. 12 1. 11 1/21 1. 13 23/24
2. 12 2. 8 5/12 2. 22 27/28
3. 42 3. 22 11/36 3. 17 15/16
4. 60 4. 6 7/12 4. 28 1/2
5. 21 5. 10 1/6 5. 32 17/36
6. 30 6. 5 18/35 6. 41 31/42
7. 9 7. 23 3/10 7. 14 39/50
8. 4 8. 24 5/21 8. 36 14/15
9. 15 9. 1 1/5 9. 12 9/20
10. 6 10. 4 1/3 10. 20 5/12
Lesson 2 Lesson 3
What Can I Do What’s In
A. 1. The number of more hours spent cleaning the
house 1. 4 5/6
2. ¾ hours sweeping the yard, 1 ½ hours 2. 8 17/20
cleaning the house 3. 16 3/8
3. subtraction 4. 25 2/21
4. 1 ½ - ¾ = N 5. 9 1/6
5. ¾ hours 6. 4 3/7
B. 1. The number of more hours did Cher spend in 7. 15 3/10
washing clothes than Tom washing the dishes 8. 8 19/21
2. 5/8 hours washing the dishes, 1 2/5 hours 9. 2 11/12
washing the clothes 10. 5 1/6
3. subtraction
4. 1 2/5 – 5/8 = N
5. 31/40 hour
Lesson 3 Lesson 3
What’s More
What’s More
Activity 2
Activity 1
1. I
A. 1. The number of cups of fruits used
2. B
2. 4 2/3 cups of pineapple, 7/8 cups of papaya
3. F
3. addition
4. E
4. 4 2/3 + 7/8 = N
5. C
5. 5 5/12 cups of fruits
6. D
B. 1. The number of gallons of water carried in all
7. J
2. Barbara carried 2 ½ gallons of water and Kelly
8. H
carried 4/7 gallons of water
9. G
3. addition
10. A
4. 2 ½ + 4/7 = N
5. 3 1/14 gallons of water
 20
Lesson 3
What’s More
Activity 3
C. 1. The time Nenita spend more on doing her homework in Math than in Science
2. 1 1/3 hours in Math and ¾ hour in Science
3. subtraction
4. 1 1/3 – 3/4 = N
5. 7/12 hour
D. 1. The number of kilograms of ground meat left
2. 2 4/5 kg of ground meat bought, 5/8 kg used in lumpia
3. subtraction
4. 2 4/5 – 5/8 = N
5. 2 7/40 kgs of ground meat left
Lesson 3
What Can I Do
A. 1. The number of kilograms of pork left
2. 1 4/5 kgs bought, 2/3 kg used in bihon guisado
3. subtraction
4. 1 4/5 – 2/3 = N
5. 1 2/15 kgs of pork left
B. 1. The number of kilograms of sugar left
2. 1 2/3 kgs of sugar bought, 7/9 kg used in baking a cake
3. subtraction
4. 1/ 2/3 – 7/9 = N
5. 8/9 kg of sugar left
Assessment Additional Activities
1. B 6. D A. 1. No
2. A 7. A 2. No B. 1. 2.
3. C 8. C
4. D 9. C
5. A 10. D
References
Bamba, Nelia D. et. al. Lesson Guide in Elementary Mathematics Grade 5. Quezon City: Book
Media Press, Inc and Printwell, Inc., 2003
Coronel, Carmelita C. and Bamba, Nelia D. Mathematics for a Better Life Textbook for Grade
5. Quezon City: SD Publications, Inc., 2010
De Jesus, Amber. Activity Book in Mathematics Grade 5. Makati City: Eureka Scholastic
Publishing, Inc., 2007
Lumbre, Angelina P., et.al. 21st Century MATHletes. Quezon City: Vibal Group, 2006

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