IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 5

Quarter 1: Lesson 5 Week 5
SY 2024-2025

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MATHEMATICS/QUARTER 1/ GRADE 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Multiplying Fractions
Standards
B. Performance By the end of the quarter, the learners are able to multiply fractions.
Standards
C. Learning Learning Competency
Competencies
and Objectives Solve multi-step problems involving multiplication of fractions that may or may not also involve addition or subtraction of
fractions

C. Content Multiplication of Fractions

1. Recall steps in problem solving
2. Solve multi-step problems involving multiplication of fractions that may or may not also involve addition or subtraction
of fractions
D. Integration Value of sharing

II. LEARNING RESOURCES

Bandejas, J., Reyes, D., Sagusay, E., and Dela Cruz Jr., E. (2020). Phoenix Math for the 21st Century Learners. Phoenix Publishing House.
Inc. Quezon City
Bennagen, L. and Sibbaluca, L.(2022). Math World 6. C & E Publishing, Inc. Quezon City
Camarista, G. G. (2020). Teaching Mathematics in the Intermediate Grades. Lorimar Publishing Inc.

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Khan Academy. Multiplying Two Fractions: Fraction Model. [video].
[Link]
Khan Academy. Multiplying two Fractions. [video].
[Link]
Medes, A. (2023). Real-Life Mathematics. Abiva Publishing House, Inc. Quezon City
Nivera, G. and Marcelino, D. (2024). Math for All. Don Bosco Press, Makati City
[Link]

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 - 2

Knowledge 1. Short Review The review may be given as a
Multiply the following fractions: motivational activity to set a
good start of the discussion.
1. 1
𝑥
4
= _____________ 2. 3
𝑥
3
= _____________ Since the topic is about solving
15 7
word problems, students
4 5

maybe grouped in 3’s or more

depending on the size of the
3. 4. 5. 8
9
𝑥
1
2
= __________ class for the group task.
After the review, inform the
learners that in today’s session,
they will work with a team in
doing word problems.

2
B. Establishing 1. Lesson Purpose Present the word problem and
Lesson Purpose Explicitation use it to lead the discussion to
recalling steps of solving word
Present a word problem to the students: (The problem should be posted on problems.
the board)
Rita works for a call center and earns P18,000.00 a month. She spends 16 of her May ask the learners to read
the problem and ask the
earnings on house rent and 13 on food. How much does she spend on other following questions:
expenses?
1. What is being asked in the
1. What is being asked in the problem? problem?
2. How will you solve the problem?
2. How will you solve the
2. Unlocking Content Area Vocabulary problem?
The following are the steps in solving worded problems:
It is expected that learners may
Step 1: Understand the problem not be able to give you the
⮚ Read the problem carefully to understand what it is ask answer, if it’s the case, then tell
⮚ Use pictures or diagram to illustrate the problem the learners that answers to the
questions will be the lesson for
Step 2: Plan what to do (Devise a Plan) the day.
⮚ Identify what is being asked in the problem, list the given, and come up
with an equation
⮚ Think about different strategies or methods that could be used to solve the
problem
Step 3: Solve the problem (Carry out the Plan)
⮚ Perform calculations, manipulate equations, or apply techniques according
to your chosen strategy.
Step 4: Look back and check your answer. (Review and reflect)
⮚ "Looking back" at a completed solution, by reconsidering and re-examining
the result and the path that led to it

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C. Developing and Solve Multi-step Problems involving Multiplication of Fractions that may or The steps in solving word
Deepening may not also involve Addition or Subtraction of Fractions problems must be written on
Understanding the board, or presented using
Begin by presenting the step in solving word problem found in unlocking content PowerPoint presentation, or
area vocabulary. Ask learners to read the step, then explain briefly. Then proceed may be written on a Manila
to the discussion of worked examples. paper. Let it be visible
throughout the session so that
WORKED EXAMPLES the learners will become
Example 1: Rita works for a call center and earns P18,000.00 a month. She familiar with the steps.
spends 6 of her earnings on house rent and 3 on food. How much does she
1 1

spend on other expenses?

Let us Discover: Engage your learners in the
discussion of the worked
The problem involves more than one operation. examples by asking scaffolding
Step 1: Understand the problem. questions.
Draw a picture to represent the problem.
Each example must be posted
on the board, or be written on
manila paper, or if possible, use
PowerPoint presentation.

Step 2. Plan what to do. Another option is to give each

● What is asked?
group a copy of all the
Amount spent on other expenses problems included in Day 1
● What are the given
class.
P18,000 monthly earnings, 16 of the money spent on rent, 13 of the money
spent on food
● The problem can be solved using the equation below:
P18,000 – [ ( 16 x P18,000) + ( 13 x P18,000) ] = amount spent on other expenses

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 - This part is crucial, help learners understand this equation, rephrasing the
equation according to learners’ level of comprehension is highly recommended.
Then proceed to solving the left-hand side of the equation applying their
knowledge of GMDAS.
● What is 16 of 18,000?
1
6
x P18,000 =
● What is 13 of 18,000?
1
3
x P18,000 =
Step 3. Solve the problem.
Show your solution.
1
6
x P18,000 = 1
6
𝑥
𝑃18,000
1
= P3,000
1
3
x P18,000 = 1
6
𝑥
𝑃18,000
1
= P6,000
P3,000 + P6,000 = P 9,000.00
P18,000 – P 9,000 = P 9,000.00

Step 4. Look back. Check your answer.

Rita spent 9,000 on other expenses. The total expenses for food and rent is also
P9,000. Adding these together is P18,000, which is Rita’s salary.

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Example 2: Fernando opened a pizza box. Inside there was 34 of a pizza.
Fernando ate 12 of what was remaining. How much of a pizza did Fernando eat?
Step 1. Understand the problem.

In understanding the problem, rephrasing the problem to its simpler version is

the key. The problem seeks to answer, what is 12 of 34 ?
Step 2. Plan what to do.
● What is asked?
-How much of a pizza did Fernando eat?
● What are the given information from the problem?
- there was 34 of a pizza
- Fernando ate 12 of that pizza
● What is the equation of the given problem?
To solve what is 12 of 34 ?, you will solve for 12 𝑥 3
4
= __

Step 3. Solve the problem.

1 3 1𝑥3 3
● 2
𝑥 4
= 2𝑥4
= 8

● Fernando ate 3
8
of the pizza
Step 4. Check your answer.

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In checking the answer, the use of illustration/model is advisable. That is,

3
4

1
2

Example 3. John’s mother ordered 2 trays of burger from a fast-food chain. Each
tray had 24 burgers. When the party was over, ¼ of the total burgers were left.
How many burgers were consumed?
Step 1. Understand the problem.
The problem seeks to answer how many burgers were consumed during the party.
Step 2. Plan what to do.
● What is asked?
-How many burgers were consumed?
● What are the given information from the problem?
- there were 2 trays of burger, each had 24 burgers
- ¼ of the burgers were left
● What is the equation of the given problem?
Total number of burgers = 2 trays x 24 = 48 burgers
To solve what is 14 of 48 ?, you will solve for 14 𝑥 48 = ____
Then, subtract the answer from the total number of burgers to solve for
the number of burgers consumed.
Step 3. Solve the problem.
●
1
4
𝑥 48 = 12 –burgers were left
● To solve for the total number of burgers consumed,48 – 12 = 36
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 ● There were 36 burgers consumed during the party.
Step 4. Check your answer.
● 12 burgers left + 36 burgers consumed = 48 burgers

Lesson Activity 1
Solve the following problems using the Four Steps. Lesson Activity 1 is a GROUP
TASK.
1. Melanie had 18 mangoes, 24 bananas, and 30 apples. She gave her sister 13 of
each kind of fruit. How many fruits did her sister get in all? Let the learners
Step 1. Understand the problem. brainstorm/discuss with their
● The problem seeks to answer how many total fruits did the sister receive.
groupmates in answering the
Step 2. Plan what to do. questions.
● What is asked?
How many fruits did her sister get in all? Your role here is very
● What are the given information from the problem?
important, make sure that each
There are 18 mangoes, 24 bananas, 30 apples learner is engage by monitoring
their interactions within the
The sister gave 13 of each kind of fruit group.
● What is the equation that describes the given problem?
Required: Set start and end
Total fruits received by the sister = ( 13 𝑥18) + ( 13 𝑥24) + ( 13 𝑥30) time for answering the problem.
Step 3. Solve the problem. Then gather the students ask
Total fruits received by the sister = ( 13 𝑥18) + ( 13 𝑥24) + ( 13 𝑥30) for volunteer to present their
= (6) + (8) + (10)
solution.
= 24 Again, your role here is very
There were 24 fruits received by the sister. important. If learners are not
Step 4. Check your answer. getting the correct answer, ask
Mangoes 18, Bananas 24, Apples 30 scaffolding questions or guide
Total fruits: 72 questions.
Mangoes 18 - 6 = 12; Bananas 24-8 = 16; Apples 30-10 = 20
Total fruits left: 48
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 Thus, 48 + 24 = 72 Solutions to all problems are
provided in this lesson plan.
2. In a survey, 35 of the respondents said that they use a Happy dishwashing
paste. One-fourth answered that they do not use that brand, while the remaining
respondents did not give an answer. If there were 500 respondents in all, how
many respondents did not give an answer? How many respondents gave an
answer?
Step 1: Understand the problem.
Among the 500 respondents in the survey, 3/5 use Happy Dishwashing, ¼
do not use the brand, the rest did not respond to the survey
Step 2: Plan what to do.
● What is asked?
How many respondents use Happy dishwashing?
To answer, Get 35 𝑜𝑓 500
How many respondents did not use Happy dishwashing?
To answer, Get 14 𝑜𝑓 500
How many respondents did not give an answer?
To answer, subtract from 500 the total number of people who
responded to the survey
What is the equation of the given problem?
Number of respondents did not give an answer = 500 – [( 35 𝑥 500) + ( 14 𝑥 500)]
Step 3. Solve the problem.
● Used Happy dishwashing paste: 5 𝑥 500 = 300
3

● Do not use Happy dishwashing paste: 4 𝑥 500 = 125

1

● Number of respondents responded to the survey: 300 + 125 = 425

● Number of respondents did not give an answer = 500 – 425 = 75
Step 4. Check your answer.

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Number of respondents gave an answer + Number of respondents did not give an
answer = 425 + 75 = 500
3. There was 58 of a pie left in the fridge. Daniel ate 14 of the leftover pie. How
much of a pie did he have?
Step 1: Understand the problem.
● The problem seeks to answer how much pie did Daniel have?
Step 2: Plan what to do.
● What is asked?
How much of a pie did Daniel have?
What are the given information from the problem?
5
8
of a pie left in the fridge
Daniel ate 14 of the leftover pie
● What is the equation of the given problem?
To solve what is 14 of 58 ?, you will solve for 14 𝑥 58 = ?
Step 3. Solve the problem.
● 4 𝑥 8 = 32 of the pie Daniel have
1 5 5

Step 4. Check your answer.

In checking the answer, the use of illustration/model is advisable.

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4. There are 78 kilograms of salt in the kitchen. Mrs. Jackson used 2
15
of the
salt when she was preparing dinner. How much salt did she use?
Step 1: Understand the problem.
● The problem seeks to answer how much salt did Mrs. Jackson use.
Step 2: Plan what to do.
● What is asked?
How much salt did Mrs. Jackson use?
● What are the given information from the problem?
There were 78 kilograms of salt in the kitchen
Mrs. Jackson used 152 of the salt
● What is the equation of the given problem?
To solve what is 152 of 78 ?, you will solve for 152 𝑥 78 = __
Step 3. Solve the problem.
● 15 𝑥 8 = 120 = 60 of the salt used by Mrs. Jackson
2 7 14 7

Step 4. Check your answer.

In checking the answer, the use of illustration/model is advisable.
5. A bottle contains liters of cooking oil.
6
10
2
4
of the oil was used for frying
fish. Find the amount of oil used.
Step 1: Understand the problem.
● Find the amount of oil used.
Step 2: Plan what to do.
● What is asked?
How much oil was used?
● What are the given information from the problem?
6
10
liters of cooking oil
2
4
of the oil was used for frying fish
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 ● What is the equation of the given problem?
To solve what is 24 of 106 ?, you will solve for 2
4
𝑥
6
10
= __
Step 3. Solve the problem.
2 6 12 3
4
𝑥 10
= 40
= 10

Step 4. Check your answer.

In checking the answer, the use of illustration/model is advisable.
Day 3 – 4
Solve Multi-step Problems involving Multiplication of Fractions that
may or may not also involve Addition or Subtraction of Fractions
Explicitation
Begin by asking learners about their experience in the past discussion of solving
word problems.
Then tell the learners the lesson for the day will present more exciting experience
as they work with their groupmates in answering another set of word problems.
WORKED EXAMPLES
Example 1. Sarah is baking cookies. She needs to make a batch of chocolate chip
cookies. The recipe calls for 3/4​ cup of chocolate chips for every 1/2​ cup of flour.
If Sarah has 2 cups of flour, how many cups of chocolate chips does she need?
Recognize the relationship between the amount of flour and the amount of
chocolate chips required.
From the problem, we know that for every 1/2​ cup of flour, 3/4 cup of chocolate For the WORKED EXAMPLES,
follow the same strategy used
chips is needed. in DAY 1-2.
So, if Sarah has 2 cups of flour, we can find out how many cups of chocolate
chips she needs by noticing the pattern:
For 1/2​ cup of flour, 3/4​ cup of chocolate chips is needed.

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 For 1 cup of flour, 2 x 3/4​ = 6/4 = 3/2​ cups of chocolate chips are needed.
For 2 cups of flour, 2​x 3/2​ = 6/2 = 3 cups of chocolate chips are needed.
So, Sarah needs 3 cups of chocolate chips.
Example 2. A recipe for lemonade calls for mixing 1/3 cup of lemon juice with
2/3​ cup of water for each serving. If Sarah wants to make 5 servings of lemonade,
how much lemon juice does she need?
To solve this problem, recognize the relationship between the number of servings
and the amount of lemon juice needed per serving:
● For 1 serving, 1/3​ cup of lemon juice is needed.

● For 2 servings, 2 (1/3)​ = 2/3​ cup of lemon juice is needed.

● For 3 servings, 3 (1/3)​ = 3/3 or 1 cup of lemon juice is needed.

● For 4 servings, 4 (1/3)​ = 4/3​ cups of lemon juice is needed.

● For 5 servings, ​ 5 (1/3) = 5/3​ cups of lemon juice is needed.

So, Sarah needs 5/3 cups of lemon juice to make 5 servings of lemonade.
Draw a Picture
Many times, a problem can be solved using a picture, figure, or diagram. Also,
drawing a picture can help you to determine which other strategy can be used to
solve a problem.
Example 3. Eight clothespins are placed on a clothesline at ½ foot intervals. How
far is it from the first one to the last one?
Solution:
GOAL: You are being asked to find the distance from the first clothespin to the
last one.

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STRATEGY: Draw a figure and count the intervals between them; then multiply by
1/2.

Since there are seven intervals, the distance between the first and last one is
7 x ½ = 7/2 or 3 12 ft.
Example 4. Micah Mae bought a case of chocolate with 36 bars. ¼ of the case is
Choco Mucho, and ¾ of the case is Cloud 9. How many Cloud 9 bars did she
buy?
Solution:
GOAL: You are being asked to find how many Cloud 9 bars did Micah Mae buy.
STRATEGY: Draw the figure.
1
4
𝑥 36 = 9

The teacher may emphasize

that there are some worded
problems that can be solved
using drawing or diagram.
It is suggested that teacher may
Therefore, from the above figure, Micah Mae bought 27 bars of Cloud 9. also give additional problems.
Lesson Activity 2
Solve the following problems using the indicated strategy.
1. A company produces mobile gadgets. For each batch of gadgets, they use 2/5​
of the raw material in the first step of production and 3/5​ in the second step. If

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they have 500 kilograms of raw material, how much do they use in each step?
(Pattern Recognition)
Solution: Lesson Activity 2 is a GROUP
To solve this problem, we can recognize a pattern in the relationship between the TASK.
fractions of raw material used in each step:
● In the first step, 2/5​ of the raw material is used.
● In the second step, 3/5 of the remaining raw material is used.
Let the learners
brainstorm/discuss with their
We can see that in the second step, 3/5​ of the remaining raw material is used, groupmates in answering the
which means 3/5​ of 3/5​ of the total raw material is used in the second step. questions.
So, to find out how much raw material is used in each step, we can calculate: Your role here is very
● In the first step: 2/5 × 500 kilograms = 200
● In the second step: 3/5 × (3/5 × 500) kilograms = 3/5 x 300 = 180
important, make sure that each
kilograms learner is engage by monitoring
Thus, they use 200 kilograms of raw material in the first step and 180 kilograms their interactions within the
in the second step. group.
Required: Set start and end
2. Mary has ¼ of a cake. She gives half of the cake to her sister. What fraction of time for answering the problem.
the cake does her sister receive? (Draw a picture) Then gather the students ask
for volunteer to present their
Goal: Find the fraction of the cake her sister received solution.
Strategy: Draw the Figure.
Again, your role here is very
Thus, ½ x ¼ = 1/8 important. If learners are not
Her sister receives 1/8 of the cake. getting the correct answer, ask
scaffolding questions or guide
3. Royce bought 20 t-shirts. 1/5 of these t-shirts are small size, 1/5 are medium questions.
size, and 3/5 are large size. How many large size t-shirts did he bought? (Draw a
picture) Solutions to all problems are
Goal: Find how many large size t-shirts did Royce buy. provided in this lesson plan.
Strategy: Draw the figure.

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 Thus, there were 12 large t-shirts bought by Royce.
4. Mrs. Perez decided to motivate her daughter to help clean the house and
backyard every day by providing the following incentives: she will give 1/3 of
P150.00 on the first day’s work, 2/3 of P300 on the 2nd day’s work, 4/3 of P600
for the third day’s work. How much did her daughter earn for the 4th day’s work?
(Pattern Recognition)
Solution using Pattern Recognition:
To solve this problem, we can recognize a pattern in the relationship between the
fractions and the given amount of money
● Day 1, 1/3 x P150 = P50
● Day 2, 2/3 x P300 = P200
● Day 3, 4/3 x P600 = P800
● Day 4, 8/3 x P1,200 = P3,200
(Notice that the fraction and amount were doubled every day)
Therefore, the daughter received P3,200 on the 4th day of work.
5. Analiza has 60 pcs of hair clips. ¼ of which are red, ¼ are yellow, the
remaining color is blue. How many are the blue clips? (Draw a picture)
Goal: Find the number of blue clips.
Strategy: Draw the figure.
Therefore, ¼ x 60 = 15, thus, were 30 blue clips.

D. Making 1. Learners’ Takeaways

Generalizations What I’ve learned about Multi-step Problems involving Multiplication of Fractions
that may or may not also involve Addition or Subtraction of Fractions The teacher will guide the
learners in generalizing what
Four steps in problem solving: There are other Strategies in solving they have learned by answering
Step 1. _________the problem. problems such as ____________ and the guide questions and
Step 2. _______ what to do. ___________. completing the sentences given.

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 Step 3. _______ the problem.
Step 4. Look back. ______ your answer.
2. Reflection on Learning
● How can we connect this lesson to our everyday lives?
● Cite instances where knowledge of solving worded problems involving
multiplication of fractions.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Day 5
Learning 1. Formative Assessment
Activity 3
Refer to the Worksheets for the activity which the learners will accomplish.
Answers for Activity 3:

B. Teacher’s Note observations on The teacher may take note of some

Remarks any of the following observations related to the
areas: Effective Practices Problems Encountered effective practices and problems
encountered after utilizing the
different strategies, materials
used, learner engagement and
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 strategies explored other related stuff.
Teachers may also suggest ways to
materials used improve the different activities
explored/lesson exemplar.
learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on: Teachers’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to improve
practice. You may also consider
Why did I teach the lesson the way I did? this as an input for the
▪ students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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