DETAILED LESSON PLAN IN MATHEMATICS GRADE 5

INDUCTIVE METHOD
I. Objectives: at the end of the lesson, 80% of the students are able to:
1. Identify quantities in a proportion;
2. recognize when two quantities are in direct proportion; and
3. value the importance of recognizing two quantities in direct proportion in real-life situations.
II. Subject Matter:
 Topic: Recognizing Two Quantities in Direct Proportion
 Reference: Mathematics Quarter 2- Module 19
 Materials: PowerPoint Presentation, White Board Pen, White Board, Chalk, Black Board, Flashcards, Video
Presentation.
III. Lesson Proper:
Teacher’s Activity Student’s Activity
A. Preliminary Activities
1. Review Topic: Ratios Expected Answers of Students
Which of the ratios are equal:
 2:3 and 8:12  Equal
 1:5 and 5:3  Not Equal
 6:2 and 7:3  Not Equal
 1:4 and 5:20  Equal
 12:3 and 4:1  Equal
 On our previous lesson, equal ratios form a  Yes
proportion.
 Then, which pairs of ratios form a proportion?  2:3 and 8:12, 1:4 and 5:20 and 12:3 and 4:1.
 Very good! how do you determine if the ratios are  If the product of extremes is equal to the product of
equal or not? means.
 What are extremes and means?  Extremes are the outer terms which are the first
term and fourth term, and the means are the inner
terms which are the second term and the third
term.
 Great! Now let’s have a drill, determine whether the
pairs of ratios a proportion or not proportion.
Answer quickly.
2. Drill Expected Answers of Students
 5:3 and 20:12  Proportion
 3:1 and 9:12  Not proportion
 7:2 and 4:14  Not proportion
 1:3 and 4:12  Proportion
 4:2 and 8:4  Proportion
 Very good! Now let’s move on to our lesson about  Okay Ma’am
Recognizing Two Quantities in Direct Proportion
B. Lesson Proper
1. Motivation:

 Observe the picture. What can you say as the

 As the water is continuously filled the glass it
water is continuously filling the glass?
becomes full as time goes by.
 What would be the relation of the duration filling the
 As the duration of filling water in the glass
water and the water level in the glass?
increases the water level also increases
9
∧81
10
 A proportion
90  When the numerator was increased, the
 What about this one? is it a proportion or not? denominator is also increased.
 Very good! What have you observed between the
two fractions?
2. Unlocking Difficulties Expected Answers of Students
Determine whether the pair of ratios are equal
put = if it the ratios are equal and ≠ if not
 1:2 ____ 5:10  =
 3:4 ____ 12:13  ≠
 4:6 ____ 12:18  =
 15:3 ____ 1:5  ≠
 10:10 ____ 1:1___  =
3. Motive Questions
 Read the presented questions
1. What is a direct proportion?
2. How to determine if a proportion is direct
proportion?
4. Presentation of New Lesson
 Please watch and observe the video that I will (Students watch the video presentation)
present to you. Discover how to determine a
direct proportion
5. Analyses of Given Examples
 You now discovered what is a direct proportion and Expected Answers of the Students
what are the conditions for a proportion to be called
as direct proportion now let’s proceed with the
examples.
 Observe and analyze the given examples
 Observe the first example First Example: Fractions
5
∧n
10
50
5 n
10 50
10 n=250
10 n 250
=
10 10
n=25

 It was said that to determine if a pair of ratio is a  Yes Ma’am

proprtion, the porduct of extremes and means must
be equal.
 So, what is done with the example?  The fractions were crossed multiplied to determine
the missing value to complete the proportion
 Alrght! It is a direct proportion if there’s an increase  it’s a direct proportion
on one quantity, there is also an increase on the
other. Are the given examples a direct proportion or
not?
 Why do you think so?  Because there is an increase on both sides.
 Great! Now observe the next example. Second Example: Real-World Problem
In a relief operation for typhoon victims, 120 families in
the evacuation center had consumed 1500 kilos of NFA
rice for 3 weeks. If there were only 1000 kilos of NFA
rice for the same number of families, how long will it
take for the families to consume this volume of rice?

No . of kilos of rice No . of kilos of rice

=
No. of weeks No . of weeks
 Now let’s try to answer this word problem. After we  Okay Ma’am!
answer the problem determine if it’s a direct
proportion or not.
 Based on the given of the problem, what fractions 1500 1000
can we form?  The fraction we can form is =
3 n
 What are we going to do to determine the missing  We are going to cross multiply the fractions.
value?
 Great! What is the equation formed?  1500 n=3000
 Very good! Now we can solve for the missing 1500 n 3000
value. Please solve the equation.  =
1500 1500
 n=2
 Alright! So, how long will it take for the families to  It will take 2 weeks for the families to consume the
consume this volume of rice? rice.
 Very good! Now is the proportion a direct  The proportion is a direct proportion.
proportion or not?
 Now, observe the our last example Third Example: Real – World Problems
For every 3 classes in the intermediate grades, there
are 5 teachers. How many teachers are there for 15
classes?

No . of classes No . of classes
=
No . of teachers No . of teachers

 Based on the given of the problem, what fractions 3 15

can we form?  The fraction we can form is =
5 n
 What are we going to do to determine the missing  We are going to cross multiply the fractions.
value?
 Great! What is the equation formed?  3 n=75
 Very good! Now we can solve for the missing 3 n 75
value. Please solve the equation.  =
3 3
 n=25
 Therefore, How many teachers are there for 15  There are 25 teachers for 15 classes
classes?
 Nice! Now is the proportion direct or not?  It is a direct proportion.
6. Enrichment Activities
Enrichment Activity 1: Coding Time! Expected Answers of Students
 Directions: Write DP on the blank provided 1. You buy more pencils ---- it costs you more
before the item if the given situation tells about 2. Number of students are more --- more number of
direct proportion and NDP if they do not. teachers
3. The more workers in a certain job, the less number
of days to finish the job.
4. The shorter the distance Mario travels, the less
time he takes.
5. The faster you walk, the shorter the time you get to
your destination.
 Read and answer item no. 1  DP
 Read and answer item no. 2  DP
 Read and answer item no. 3  NDP
 Read and answer item no. 4  DP
 Read and answer item no. 5  NDP
Enrichment Activity 2: Tell me my Pair! Expected Answers of Students
 Directions: In each situation, identify the two 1. Three bags of cement are needed to make 1 cubic
quantities that are in a direct proportion. Write meter of concrete. How many bags are needed to
your answer on the space provided after each make 5 cubic meters of concrete?
given situation. 2. A sick child whose mass is 14 kg should receive
medication dose that is in proportion to the dose of
a 70 kg adult. If the adult dose is 5ml, how much
should the child receive?
3. A baker uses 3 cups of raisins in every batch of
puto. How many cups of raisins does he use when
he bakes 6 batches?
4. It takes Mike 18 minutes to finish reading 4 pages
of a book. How long does it take for him to finish
reading 30 pages?
5. A machine can produce 6 yards of fabric in 2
minutes. How much fabric can the machine
 produce in 1 hour?
 Read and answer item no. 1  The number of bags of cement
 The number of cubic meters of concrete
 Read and answer item no. 2  The weight of the person
 The volume of the medicine
 Read and answer item no. 3  The number of cups of raisins
 The number of batches of puto
 Read and answer item no. 4  The time it takes to read a number of pages.
 The number of pages in a book
 Read and answer item no. 5  The number or yards of fabric
 The time the machine it takes to produce.
Enrichment Activity 3: Complete me! Expected Answers of Students
 Give a ration directly proportional to the given 1. 2:6
ratio. 2. 20:5
3. 12:20
4. 3:15
5. 10:15
Student’s answers may vary.
7. Statement of Generalization
 How can you determine if a proportion is direct or  when one quantity increases constantly or
not? decreases constantly with respect to another
quantity, then, the two quantities are directly
proportional to each other.
8. Valuing Process
 What do you think the importance of learning direct  Learning about direct proportion, as it can be
proportions? applied in real-life situations, we can figure out the
relation between two different quantities.
IV. Evaluation / Assessment Technique
 Answer the following questions below. 1. Which pair of ratios shows a direct proportion?
a. 6:5 and 2:4
b. 4:3 and 8:6
c. 2:1 and 6:4
d. 2:1 and 6:4
2. Which of the following situations shows direct
proportion?
a. Finding the circumference of a circle given its
radius.
b. Increasing the speed of travel and the time it
takes to reach the destination.
c. Decreasing the number of workers against the
number of days to finish the job.
d. All of these
3. It is said that a ratio of egg yolks to condensed milk
to make a perfect egg pie is 6 pieces to 1 cup. How
many cups of milk will you need if you have 48 egg
yolks?
a. 3
b. 4
c. 6
d. 8
4. Using the concept of direct proportion, all are
proportions to 2:6, EXCEPT
a. 6:15
b. 10:25
c. 14:30
d. 18:45
5. In solving for the height of the triangle given its
area and the base, which pair of quantities could be
paired to form a direct proportion?
I. The height of the triangle and its area.
II. The height of the triangle and its base.
a. I only
b. II only
c. Both I and II
d. Neither I and II
V. Assignment
 List 10 direct proportions that happens inside
your house or surrounding.
 Review the next lesson for tomorrow

Prepared by:
JULIANA KATE M. DALMACIO