5

Quarter 1
Lesson Exemplar Quarter 1
Lesson

for Mathematics 1
Lesson Exemplar for Mathematics Grade 5
Quarter 1: Lesson 1 Week 1
SY 2025-2026

This material is intended exclusively for the use of teachers in the School Year 2025-2026. It aims to assist in delivering the curriculum
content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the
designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim
ownership over them.

Development Team

Writer:
• Kimberly G. Mallari, Ph.D. (City College of San Fernando Pampanga)

Validator:
• Aurora B. Gonzales, Ph.D. (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call
the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
[Link]@[Link].
MATHEMATICS/QUARTER 1/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner should have knowledge and understanding of the 12- and 24-hour time, and world time zones
Standards

B. Performance Use 12- and 24-hour time. (MG)

Standards

C. Learning 1. Describe a 12- and 24-hour time.

Competencies 2. Convert 12- and 24-hour time, and vice versa.
and Objectives 3. Solve word problems involving 12- and 24-hour time.

D. Content 1. Concepts on 12- and 24-hour time

2. Conversion of 12- and 24-hour time, and vice versa
3. Word problems involving 12- and 24-hour time

E. Integration Valuing time

Time Management

II. LEARNING RESOURCES

AM and PM – Definition, Examples, FAQs, Practice Problems. SplashLearn. [Link]

Costa, D. (n.d.). 12-hour clock time convention. Britannica. [Link]
Costa, D. (n.d.). 24-hour clock time convention. Britannica. [Link]
Interactive Clock. Toy Theater. [Link]
Kher, A. (n.d.). What Do AM and PM Stand For? Timeanddate. [Link]
Military Time Converter. On the Clock. [Link]
Telling time: AM and PM. K5 Learning. [Link]
12-hour and 24-hour clocks. LearnAlberta. [Link]
24-hour clock facts for kids. Kiddle Encyclopedia. Retrieved April 13, 2024, from [Link]

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

1
A. Activating Prior Day 1
Knowledge 1) Short Review Option for Travel Time:
In Grade 4, you learned about ELAPSED TIME, or the duration between two To make the activity more
given times/moments, usually starting and ending. Do you still remember how relevant to real life, the teacher
to calculate it? may ask five pupils about the
time they left their homes and
Let's review the lesson on Elapsed Time by calculating the length of travel time arrived at school. Their
each pupil spent going to school. responses will be recorded using
the given table. Then, they will
Travel Time be asked about the length of
their travel time.
How long was your travel time from home to school?
Pupil Time each pupil left home Time each pupil arrived Length of travel time To integrate values, they may be
at school asked about the advantages of
going to school early.
Kelvin 5:30 AM 6:52 AM

Rapha 5:55 AM 7:10 AM

Answers:
Theon 6:04 AM 6:35 AM 1. Kelvin – 1 hour and 22
minutes
Kim 6:50 AM 7:43 AM
2. Rapha – 1 hour and
Gloria 7:04 AM 7:20 AM 15 minutes
3. Theon – 31 minutes
4. Kim – 53 minutes
To further process the activity and be able to integrate values, the teacher will 5. Gloria – 16 minutes
ask these questions:
o If their 1st period starts at 7:30 AM, who was late for school? Answer: Kim
o How many minutes was she late? Answer: 13 minutes
o If Kim were your friend and classmate, what advice would you give her to Other possible answers:
avoid being tardy? -You sleep earlier so that you
Possible answer: To arrive on time, you must leave your house earlier than you can wake up earlier, too.
used to. Since your travel time is almost an hour, leaving by 6:20 AM will -You can set an alarm clock to
probably do. help you wake up.

B. Establishing 1) Lesson Purpose

Lesson Purpose The teacher will ask the following questions:
● How many hours are there in one day? Answer: 24 hours

2
 ● In an analog clock, how many hours can be seen in one complete cycle or
period? Answer: 12 hours
● Since an analog clock has 12 hours in one cycle, how many times does it The teacher may show an analog
complete a full cycle in a day? Answer: twice clock when asking about the
● In the Philippines, how do we distinguish between 10:00 in the morning number of hours a cycle
and 10:00 in the evening? What notations are typically used? constitutes.
Answer: We typically use notations such as A.M. and P.M. to distinguish
between morning and evening (afternoon included). The teacher may further explain
that, aside from analog clocks,
A.M. and P.M. distinguish between morning and evening in a 12-hour time several digital clocks use a 12-
system commonly used in the Philippines. However, there is also a 24-hour hour time format. However,
time format typically used by the military and other countries. some digital clocks have settings
that can be modified to turn into
2) Unlocking Content Area Vocabulary a 24-hour time system.
The 12-hour time format divides a 24-hour day into two equal cycles or periods.
The first cycle is AM, which means ante meridiem (before midday) in Latin, while
the second cycle is PM, which means post meridiem (after midday).

The 24-hour time format tells the time of the day, from midnight to midnight,
divided into 24 hours, and does not need to use AM or PM to differentiate
morning, afternoon, and evening.

C. Developing and Day 1-2

Deepening SUB-TOPIC 1: DESCRIBE A 12- AND 24-HOUR TIME The teacher will call volunteers
Understanding 1) Explicitation to determine the period (AM or
Let us do this activity. PM) when they usually do the
given activities.
Is it AM or PM?
As a Grade 5 pupil, when do you usually do the following activities? ● When do you usually do
Activity AM or PM? the following?
-Eating breakfast? AM
Eating breakfast -Taking a bath before going to
school? AM
Taking a bath before going to school -Praying before sleeping at
night? PM
Praying before sleeping at night

Playing toys with siblings/friends after school

3
 Doing your homework after school -Playing toys with
siblings/friends after school?
Eating dinner PM
-Doing homework after school?
PM
To process the activity, the teacher will call volunteers to share their answers
-Eating dinner? PM
with the class.
Some of the expected answers
2) Worked Examples
are based on the assumption
Math-tanong
that Grade 5 pupils stay in
The 12-hour Time
school from morning until
● What time format is employed when utilizing AM and PM to distinguish morning,
afternoon.
afternoon, and evening?
Answer/Discussion:
When using AM and PM, the 12-hour time format is employed.
To make the Math-tanong
There are two equal cycles or periods of 12 hours in a day.
activity more engaging, the
The 1st 12-hour period/cycle refers to AM, which is from 12:00 AM to 11:59 AM,
teacher may transform it into a
while the 2nd 12-hour period/cycle refers to PM, which is from 12:00 PM to
game-like format. How to do
11:59 PM.
this?
Understanding the 12-hour time format including the appropriate use of AM and
Option 1:
PM is essential. This can prevent misunderstandings and confusion in
● Write the set of questions on
communication and improve our ability to manage our schedules.
sheets of paper, in advance.
● Arrange the questions in their
For instance, if you invite your classmates to your birthday party at 8:00, they
proper order.
need to know if it is AM or PM; otherwise, they might get confused. Another
● Put these papers in a box with
was meeting a friend I had not seen for a long time at 7:00, but she came at
holes for learners to pick
7:00 AM when I meant 7:00 PM.
them easily.
● Call a volunteer to pick one
● What do the abbreviations AM and PM stand for?
question from the box and
AM = Ante Meridiem (before midday or before noon)
read it aloud. The volunteer
PM = Post Meridiem (after midday or afternoon).
will then provide his/her
answer. Do this until all
Answer/Discussion:
questions are picked.
Hence, when we say "7:00 AM", we mean 7:00 (seven o’clock) in the morning, and
● Points may be assigned for
when we say "7:00 PM", we refer to 7:00 (seven o’clock) in the evening.
every correct answer.

4
 Furthermore, when we say "4:30 AM," we mean 4:30 (four thirty) in the morning, Option 2: (Quiz Bee)
and when we say "4:30 PM", we mean 4:30 (four thirty) in the afternoon. ● Make a PowerPoint
presentation where questions
● How do we properly write AM and PM? can be found.
● Divide the class into 4-5
Answer/Discussion: groups.
According to Britannica, periods can be added or omitted, and letters can be ● Give each group a buzzer or
used in lowercase or uppercase. This means we can write AM as a.m., am, anything available that helps
and PM as p.m., pm. identify who will answer first.
AM and PM can also be written as A.M. and P.M., respectively. ● The first group to hit or tap
their buzzer will answer the
The 24-hour Time question. If they answer
Aside from the 12-hour time, another format can also be used. This is the 24- correctly, they will earn
hour time format. points. However, if they
answer incorrectly, other
● What is the 24-hour time format? groups will have the chance to
Answer/Discussion: "steal" the points by providing
According to Britannica, this format is known as the International Standard Time the correct answer.
format (ISO 8601. In a 24-hour format, time starts at 00:00 and ends at
23:59, although 24:00 can also mean 00:00 the next day. Please note that during the
activity, the teacher may
● Are the abbreviations AM and PM used in this format? elaborate on essential concepts
Answer/Discussion: and provide additional
In this format, the abbreviations AM and PM are no longer utilized since a day explanations for each question
consists of only one 24-hour period. With only one period used, distinguishing to enhance learners'
between AM and PM is unnecessary. understanding.

● Where and by whom is the 24-hour clock typically used?

Answer/Discussion: How to read military
According to Britannica, experts in various fields such as medicine and aviation time/24-hour time?
widely use it, even in cultures where the 12-hour clock is the norm.
The following links may be
Furthermore, this format is used in computers, public safety, and transportation. accessed:
Several countries in Europe, Latin America, and Asia typically use it for writing ● [Link]
time, while many European countries utilize it for speaking about time. /content/kes/pdf/or_cf_mat
h_ss_a3_02_12hour.pdf
The 24-hour time is also known as military time.

5
 ● [Link]
● Is it possible to convert a given 12-hour time into 24-hour time and vice versa? military-life/military-time-
Answer/Discussion: [Link]
Yes. A given 12-hour time can be converted into 24-hour time and vice versa. For
example, 3:00 PM in a 12-hour time is the same as 15:00 in a 24-hour time.

3) Lesson Activity
Activity 1
Refer to the Learning Activity Sheet for the activity which the learners will
accomplish.
Answers to the Lesson Activity :

How to use the Venn diagram?

Venn diagrams are useful tools
for representing relationships
between or among sets. They are
used to emphasize similarities
Day 3 and differences.
SUB-TOPIC 2: CONVERT 12- AND 24-HOUR TIME, AND VICE VERSA
1) Explicitation The left and right sides of the
Complete the entries in the given table that shows 12- and 24-hour time formats. diagram show the differences
Complete the table between terms, while the middle
section represents the
12-Hour Time 24-Hour Time similarities of the terms being
compared.
12:00 AM 00:00 Midnight
1:00 AM 01:00

2:00 AM Answers to Subtopic 2

Explicitation:

6
 03:00

4:00 AM

05:00

6:00 AM

07:00

8:00 AM

9:00 AM 09:00

10:00

11:00 AM Midday or Noon

12:00 PM 12:00

1:00 PM 13:00

2:00 PM 14:00

15:00

4:00 PM
The teacher may reiterate that
in a 24-hour format, time starts
17:00 at 00:00 and ends at 23:59,
though 24:00 can also mean
6:00 PM
00:00 the next day.
7:00 PM 19:00

20:00

9:00 PM

22:00

11:00 PM 23:00

12:00 AM 00:00 Midnight

7
 To further process the activity after the correct answers are given, the teacher
will ask the following questions:

● How many periods/cycles does a 12-hour format have to complete in one day?
Answer: 2

● How many periods/cycles does the 24-hour format have to complete in one day?
Answer: 1

● What have you observed regarding the hours from 1:00 AM to 12:59 PM?
Answer: From 1:00 AM to 12:59 PM, the hours and minutes remain the same in
both 12-hour and 24-hour formats except for the omission of AM/PM in the latter.

Example: 9:00 AM in 24 hour clock is 09:00

12: 59 PM in 24 hour clock is 12:59

● What have you observed regarding conversion starting from the first hour (12:00
AM or midnight) to 12:59 AM of the day?

Answer: To convert the first hour of the day from a 12-hour to a 24-hour format,
subtract 12 hours and omit AM. Conversely, to convert from a 24-hour to a 12-
hour format, add 12 hours and affix AM.

Example: 12:15 AM to 24 hour clock is 00:15

00:30 to 12 hour clock is 12:30 AM

● What have you observed regarding conversion from 1:00 PM to 11:59 PM?
Answer: From 1:00 PM to 11:59 PM, add 12 hours to convert to a 24-hour time
format. Then, omit the PM.

Example: 2:00 PM to 24 hour clock is 14:00

Conversely, from 13:00 to 23:59, subtract 12 hours to convert to a 12-hour time
format. Then, affix the PM.

Example: 15:30 to 12 hour clock is 3:30 PM

8
2) Worked Examples
Chrono Conversion
What time do you do the following activities?
Activity Time How to write in 24-hour
(12-hour format) time format?

Eating breakfast

Taking a bath before going The table in the activity, “Is it

to school AM or PM?” will be reused and
Praying before sleeping at extended to integrate the lesson
night on converting 12- and 24-hour
time formats.
Playing toys with
siblings/friends How to complete the table?
● To complete the 2nd
Doing your homework
column (12-hour format),
after school
the teacher will ask the
Eating dinner learners what time they
usually do the given
activities.
Since we have already identified the specific time we will do the given activities ● After completing the 2nd
in a 12-hour format, let us convert them into a 24-hour time format. column, the teacher will
ask the learners to
How is each given time written in a 24-hour time format? convert them into 24-
Activity 12-Hour 24-Hour How to convert from 12-hour Case hour format.
time to 24-hour time?
Time Time
Please note that learners'
Eating breakfast 5:45 AM 05:45 - Retain 2 answers may vary.
- Omit AM

Taking a bath before 6:00 AM 06:00 - Retain 2 To process this activity, the teacher
going to school - Omit AM will ask these questions:
What time do you do the following
Praying before sleeping 8:00 PM 20:00 - Add 12 hours to 8:00 3 activities?
at night - Omit PM Eating breakfast? 5:45 AM
Taking a bath before going to
school? 6:00 AM

9
 Praying before sleeping at night?
Playing toys with 6:15 PM 18:15 - Add 12 hours to 6:15 3
8:00 PM
siblings/friends - Omit PM
Playing toys with siblings/friends
Doing your homework 5:00 PM 17:00 - Add 12 hours to 5:00 3 after school? 6:15 PM
after school - Omit PM Doing homework after school? 5:00
PM
Eating dinner 6:45 PM 18:45 - Add 12 hours to 6:45 3 Eating dinner? 6:45 PM
- Omit PM
The teacher may reiterate the
following when converting 12
Let us have another set of examples on conversion of 12-hour and 24-hour
hour time and 24-hour time
time formats.
formats.

12-Hour 24-Hour How to convert? Case Case 1: First hour of the day
Time Time ● Conversely, to convert
from a 12-hour to a 24-
● Subtract 12 hours from 12:11, therefore,
hour format, subtract 12
12:11 AM ---------- 12:11 AM will be 00:11 1
hours and omit the AM.
● Add 12 hours to 00:21, therefore, 00:21 will be
---------- 00:21 ● To convert starting from
12:21 AM (affix AM) 1
the first hour of the day
● Retain the time from a 24-hour to a 12-
---------- 11:07 ● Affix AM to the time hour format, add 12
2
Therefore, 11:07 will be 11:07 AM hours and affix the AM.
● Retain the time
---------- Case 2: From 1:00 AM to
12:15 PM ● Omit PM to the time
2 12:59 PM
Therefore, 12:15 PM will be 12:15
● From 1:00 AM to 12:59
● Add 12 hours to 4:09, therefore, 4:09 PM will be PM, hours are the same
4:09 PM ----------
16:09 3 in both 12-hour and 24-
hour formats, except for
● Subtract 12 hours from 19:55, therefore, 19:55
---------- 19:55 the omission of AM/PM
will be 7:55 PM (affix PM) 3
in the latter.
3) Lesson Activity
Activity 2 Case 3: From 1:00 PM to 11:59
Refer to the Learning Activity Sheet for the activity which the learners will PM
accomplish. ● From 1:00 PM to 11:59
PM, add 12 hours to

10
Day 4 convert to a 24-hour time
format. Then, omit the
SUB-TOPIC 3: SOLVE WORD PROBLEMS INVOLVING 12- AND 24-HOUR TIME PM.
1) Explicitation ● Conversely, from 13:00 to
Let us analyze and solve the given word problem. 23:59, subtract 12 hours
to convert to a 12-hour
Rapha attended school on a Wednesday and went home after finishing his last class. time format. Then, affix
He arrived at his house at 4:50 in the afternoon. Convert the given time into the 24-
the PM.
hour format.
To process the word problem, the teacher will ask the following questions:
● Who attended school on a Wednesday? Answer: Rapha The teacher should not require
● What time did Rapha arrive at his house? Answer: 4:50 PM learners to memorize/identify
● What is asked in the word problem? case types. The intention is just
Answer: Convert 4:50 PM into 24-hour time format to let the learners easily
● How do we convert the given time into 24-hour format? recognize the case applied for
Answer: To convert 4:50 PM into a 24-hour format, we add 12 hours to 4:50 and each activity.
omit the abbreviation PM. Therefore, 4:50 PM will become 16:50.
Answers for Activity 2:
2) Worked Examples A.
Let us move on to more examples. 1. 5:15 AM
Example 1: 2. 9:18 PM
Kenneth needs to catch a train scheduled for 05:30. What is the departure time 3. 12:31 AM
in a 12-hour format? 4. 7:27 PM
Example 2: 5. 11:59 PM
Theon's job interview is set for 2:15 PM. What time is his interview in a 24-hour
time format? B.
Example 3: 1. 18:10
Kelvin's flight from Ninoy Aquino International Airport (NAIA) to Davao Airport 2. 00:50
will depart at 15:25 local time and arrive at 17:30. However, due to unexpected 3. 04:35
delays, the flight is 45 minutes late. What time will Kelvin depart from NAIA? What 4. 10:58
time will Kelvin reach Davao Airport? Express Kelvin's departure time and arrival 5. 15:37
time in 12-hour and 24-hour formats.
Solution:
24-hour format 12-hour format
Departure: Add 45 minutes to 15:25 Subtract 12 hours from 16:10 Solution for Example 1:
Answer: 16:10 Affix PM Retain the given time and affix
Answer: 4:10 PM AM. Hence, 05:30 will become
5:30 AM.

11
 Arrival: Add 45 minutes to 17:30 Subtract 12 hours from 18:15
Answer: 18:15 Affix PM
Answer: 6:15 PM Solution for Example 2:
3) Lesson Activity Add 12 hours to 2:15 and omit
Activity 3 PM; Hence, 2:15 PM will become
Refer to the Learning Activity Sheet for the activity which the learners will 14:15.
accomplish.

Recall the steps involved in

converting from 12-hour time
format to 24-hour time format
and vice versa.

Answer Key for Activity 3:

1. 8:45 PM
2. 09:05
3. Departure:
1:40 PM; 13:40
Arrival:
4:05 PM; 16:05

D. Making 1) Learners’ Takeaways

Generalizations The teacher will guide the pupils in completing this table.
Key Ideas/Concepts What I’ve Concepts that Concepts I
Learned from are Somewhat Totally Don’t
the Discussion Confusing Understand

Describing 12- and 24-hour time.

Converting 12- and 24-hour time, and vice versa.

Solving word problems involving 12- and 24-hour time

2) Reflection on Learning
The learners will complete the given statements.
You respect other people's time when you ____________.
Time management is essential because ______________.

12
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning Activity 4
Refer to the Learning Activity Sheet for the activity which the learners will
accomplish.
A. B.
06:01 17:45
12:00 PM 12:29 AM
12:00 AM 10:05
01:59 2 hours and 15 minutes
5:44 PM No
22:15
15:40
2:20 AM
11:54 PM
00:30

B. Teacher’s Note observations on any of Teachers’ Remarks

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

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

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson? Teacher’s reflection in every
lesson conducted/facilitated is
Why did I teach the lesson the way I did? essential and necessary to

13
 improve practice. You may also
▪ students consider this as an input for
What roles did my students play in my lesson? the LAC/Collab sessions.

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?

14
 5

rter 1
QUARTER 1
Lesson Exemplar Lesson

for Mathematics 2
Lesson Exemplar for Mathematics Grade 5
Quarter 1: Lesson 2 Week 2
SY 2025-2026

This material is intended exclusively for the use of teachers in the School Year 2025-2026. It aims to assist in delivering the curriculum
content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the
designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim
ownership over them.

Development Team

Writer:
• Kimberly G. Mallari, Ph.D. (City College of San Fernando Pampanga)

Validator:
• Aurora B. Gonzales, Ph.D. (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call
the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
[Link]@[Link].

2
MATHEMATICS/QUARTER 1/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner should have knowledge and understanding of world time zones
Standards

B. Performance The learners will be able to compare the time zones with the time in the Philippines. (MG)
Standards

C. Learning 1. Compare the time in different world time zones to the time in the Philippines using a world time zone map.
Competencies 2. Solve problems on comparing the time in different world time zones to the time in the Philippines.
and Objectives

D. Content Comparing world time zones

Solving word problems on comparing world time zones

E. Integration Valuing time/Time Management

Global Interconnectedness
Cultural Appreciation

II. LEARNING RESOURCES

Absolute Values. BYJU's. [Link]

Daylight saving time. IBM. (2023, October 10). [Link]
International time zones and time differences. Mathspace. [Link]
18338/subtopics/Subtopic-246438/?activeTab=theory
List of Time Zones. Timezonedb. [Link]
Mears, L. (2022, August 26). World clock: What is it and how does it work? [Link]. [Link]
Number Line Drawing Tool. GeoGebra. [Link]
Personal World Clock. Timeanddate. [Link]
Standard Time Zones of the World. Kiddle. [Link]
Time zone facts for kids. Kiddle. [Link]
What is a Time Zone? Timeanddate. [Link]

1
World Time Zone Map. Britannica Kids.
[Link]
ch%20meridian.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 DAY 1

Knowledge Before completing the table, the
1) Short Review teacher may ask the learners to
Let us review converting 12-hour and 24-hour time. enumerate the steps in
Complete the table so that the time given in the 12-hour time column will equal converting 12-hour time to 24-
the time shown in the 24-hour column. hour time and vice versa.

12-Hour Time 24-Hour Time Answers:

7:08 AM 07:08
22:40
10:40 PM
12:21 AM
00:21 5:25 PM
17:25 1:43 AM
01:43

B. Establishing DAY 1 - 2
Lesson Purpose 1) Lesson Purpose Real-time world clocks can be
Have you been to an airport, office, or house where you see clocks with different accessed here:
times hanging on the wall? [Link]
/worldclock/[Link]

Reference: [Link]

2
 Have you ever wondered what they are for and why they display different times?

Different countries follow different time zones. These clocks show the time in
some parts of the world. If it is 14:12 or 2:12 PM on
If it is 14:12 or 2:12 PM on Saturday in Angeles City, Philippines, what time and Saturday in Angeles City,
day is it in New York? London? Tokyo? Philippines, it is 02:12 or 2:12
AM in New York, 07:12 or 7:12
2) Unlocking Content Area Vocabulary AM in London, and 15:12 or
3:12 PM in Tokyo, all on a
● A time zone is a region where the same standard time is adopted. Saturday.
● According to Britannica Kids, the world is divided into 24 time zones. Each time
zone is approximately 15 degrees longitude wide and corresponds to one
hour.
● Coordinated Universal Time, or UTC, formerly known as Greenwich Mean Time
(GMT), is the world's time standard.
● Time zones are based on how far they are behind or ahead of the Greenwich Mean
Time (GMT) or Coordinated Universal Time (UTC). The GMT zone is the
reference point and is considered to be 0. Countries located west of the Prime
Meridian are behind the GMT and use a negative (-) GMT/UTC, while
countries situated east are ahead of GMT and use a positive (+) GMT/UTC.

C. Developing and SUB-TOPIC 1: COMPARE THE TIME IN DIFFERENT WORLD TIME ZONES TO
Deepening THE TIME IN THE PHILIPPINES USING A WORLD TIME ZONE MAP. The teacher may show a copy of
Understanding the world time zone map which
1) Explicitation may be accessed in these link:
Let us read and analyze the given word problem. ● [Link]
mages/8/88/World_Tim
Rapha was the Champion in his school's recently held Math Quiz Bee. He would like e_Zones_Map.png
to share this achievement with his uncles who live in Auckland, New Zealand. He
intends to call them at 4:00 PM, Philippine time. What time will Rapha’s uncles
receive his call from the Philippines in Auckland, New Zealand?

To answer this, let us look at the world time zone map.

● The world time zone map indicates that the Philippines is in UTC + 8 while
Auckland, New Zealand, is in UTC +12.

3
● This means that there is a 4-hour difference between the Philippines and Using a number line to illustrate
Auckland. Specifically, Auckland is 4 hours ahead of the Philippine Time Zone. the time difference can be an
effective way for learners to
Let us illustrate the time difference between two locations using a number line. understand the concept and the
necessary steps to calculate
time differences accurately.

The teacher may add that some

countries have more than one
If Rapha intends to call his uncles at 4:00 PM, Philippine time, what time time zone, such as the United
is that in Auckland, New Zealand? States, Canada, Russia,
Australia, etc.
Solution:
The time difference between Philippines and Auckland is 4 hours. Therefore, The Philippines has only one
4:00 P.M in the Philippines corresponds to 8:00 pm in Auckland, New Zealand. time zone, meaning, all places
in the country observe the same
time.

Information on Daylight Saving

Time (DST) may also be
elaborated. According to IBM,
Daylight saving time (DST) is
the portion of the year in which
a region's local time is
SOME ADDITIONAL CONCEPTS RELATED TO WORLD TIME ZONES. advanced from its standard
It takes 24 hours for the Earth to rotate on its axis, which makes one day. Since official time. The local time
it rotates 360 degrees within 24 hours, it rotates approximately 15 degrees per typically changes by one hour,
hour. Hence, the world has 24 time zones. but the actual amount is
controlled by the DST shift
As mentioned earlier, time zones are based on how far they are behind or ahead value of the time zone
of the Greenwich Mean Time (GMT) or Coordinated Universal Time (UTC). The description.
GMT zone is the reference point and is considered to be 0. Countries located
west of the 0° Longitude or Prime Meridian are behind the GMT and use a For more information on DST,
negative (-) GMT/UTC, while countries situated east are ahead of GMT and you may access this link:

4
 use a positive (+) GMT/UTC. This means that moving towards the west of [Link]
Greenwich would require us to set our clocks back to an earlier time while /i/7.3?topic=concepts-
moving towards the east would require us to set our clocks to a later time. daylight-saving-time

When identifying the UTC of

different countries/cities, the
teacher must guide the learners
in locating the places from the
world time zone map.
The teacher can display the
world time zone map on a
projector or TV, or distribute
printed copies among the
REFERENCE POINT (zero degree) learners, whichever is
practicable.
World Time Zones Map. Kidskiddle. [Link]
The map can be accessed
2) Worked Example through this link:
Ask the learners to use a world time zone map or the teacher may provide a big ● [Link]
copy posted on the board via powerpoint presentation or a photocopy pasted mages/8/88/World_Tim
on manila paper. e_Zones_Map.png
The following steps must be emphasized while discussing the solution of Aside from the world time zone
each example. map, a table of UTC may also be
1. Identify the UTC of the given locations. utilized. Please note that some
2. For locations on the same side of the prime meridian, either to the west UTCs listed in the table are
or to the east, subtract the Coordinated Universal Time (UTC) of the given adjusted due to DST. This can
locations. be accessed here:
3. For locations on opposite sides of the prime meridian, one to the west and [Link]
the other to the east, add the respective distances from the prime zones
meridian.
4. To determine the equivalent time in another location given the The teacher is encouraged to
Philippine time, add the calculated time difference to the given use an analog clock (or
Philippine time when the UTC of another location is ahead of the improvised clock) to illustrate
Philippines' UTC. Conversely, if the UTC of another location is behind the solutions on time
differences.

5
 the Philippines' UTC, subtract the calculated time difference from the
given Philippine time

Example 1: If it is 10:00 AM, Monday in the Philippines, what time and day is
in the following places?
a. Johannesburg, South Africa
b. Seoul, South Korea
c. Lima, Peru
Solutions:
a. Philippines (UTC +08:00)
Johannesburg, South Africa (UTC +02:00)

8–2=6
The Philippines and Johannesburg, South Africa, have a 6-hour
difference. Specifically, Johannesburg, South Africa’s time is 6 hours
behind the Philippine time.
For locations on opposite sides,
the teacher may clarify that
Subtract 6 hours from 10:00 AM. Hence, if it is 10:00 AM Monday in the
both numbers are considered
Philippines, it is 4:00 AM Monday in Johannesburg, South Africa.
positive values when adding the
distances from the prime
b. Philippines (UTC +08:00)
meridian (0).
Seoul, South Korea (UTC +9:00)
In passing only, the teacher
may mention that this
particular concept is known as
the absolute value of a number.
9–8=1
The Philippines and Seoul, South Korea, have an hour difference.
Specifically, the time in Seoul, South Korea is 1 hour ahead of the
Philippine time.

6
 Add 1 hour to 10:00 AM. Hence, if it is 10:00 AM Monday in the
Philippines, it is 11:00 AM Monday in Seoul, South Korea. Materials needed:
● Paper and pen
c. Philippines (UTC +08:00) ● World time zone map
Lima, Peru (UTC -05:00) ● Learning Activity Sheet
In case the world time zone map
is not available, the teacher may
use a table of UTC of different
countries/cities.
5 + 8 = 13
The Philippines and Lima, Peru have a 13-hour difference. Specifically,
time in Lima, Peru is 13 hours behind the Philippine time.

Subtract 13 hours from 10:00 AM. Hence, if it is 10:00 AM on Monday in

the Philippines, it is 9:00 PM, Sunday in Lima, Peru.
Answers in the Lesson
Example 2: If it is 9:30 PM on Friday in the Philippines, what time and day is it Activity 1:
in the following places?
a. Singapore
b. Bangkok, Thailand
c. Sao Paolo, Brazil
d. Sydney, Australia
Solutions:
a. Philippine (UTC +08:00)
Singapore (UTC +08:00)

Since the Philippines and Singapore are in the same time zone and have
the same UTC, they observe the same time. Hence, 9:30 PM on Friday in
the Philippines is 9:30 PM on Friday in Singapore.

b. Philippine (UTC +08:00)

Bangkok, Thailand (UTC +07:00)

8–7=1
7
 The Philippines and Bangkok, Thailand have an hour difference.
Specifically, the time in Bangkok, Thailand is an hour behind the
Philippine time.

Subtract 1 hour from 9:30 PM. Hence, if it is 9:30 PM on Friday in the

Philippines, it is 8:30 PM, Friday in Bangkok, Thailand.

c. Philippine (UTC +08:00)

São Paulo, Brazil (UTC -03:00)

3 + 8 = 11
The Philippines and Sao Paulo, Brazil have an 11-hour difference.
Specifically, the time in Sao Paulo, Brazil is 11 hours behind the
Philippine time.

Subtract 11 hours from 9:30 PM. Hence, if it is 9:30 PM on Friday in the

Philippines, it is 10:30 AM, Friday in Sao Paulo, Brazil.

d. Philippine (UTC +08:00)

Sydney, Australia (UTC +10:00)

10 – 8 = 2

The Philippines and Sydney, Australia, have a 2-hour difference.

Specifically, the time in Sydney, Australia is two hours ahead of the
Philippine time.

Add 2 hours to 9:30 PM. Hence, if it is 9:30 PM on Friday in the

Philippines, it is 11:30 PM Friday in Sydney, Australia.

8
 Example 3: If it is 17:00, Tuesday in Mexico City, Mexico, what time and day is
it in Buenos Aires, Argentina?

Solution:
Buenos Aires, Argentina (UTC -03:00)
Mexico City, Mexico (UTC -06:00)

6–3=3
Buenos Aires, Argentina and Mexico City, Mexico, have a 3-hour difference.
Specifically, the time in Buenos Aires, Argentina is 3 hours ahead of Mexico City,
Mexico time.
Add 3 hours to 17:00. Hence, if it is 17:00 on Tuesday in Mexico City, Mexico,
it is 20:00 Tuesday in Buenos Aires, Argentina.

3) Lesson Activity Teacher may provide

Activity 1 images/videos/illustration of
Refer to the Learning Activity Sheet for the activity which the students will New York Times listed 52 travel
accomplish. destinations for 2024.
52Places to go in 2024.
DAY 3 - 4
SUB-TOPIC 2: SOLVE PROBLEMS ON COMPARING THE TIME IN DIFFERENT The New York Times.
WORLD TIME ZONES TO THE TIME IN THE PHILIPPINES. [Link]
1) Explicitation ractive/2024/travel/places-to-
Before presenting the pictures of different travel destinations, the teacher will [Link]
ask the learners the following questions:
● Aside from your hometown, what places have you visited already? After showing the pictures of
● What other places in the Philippines would you like to see? Why? different travel destinations
● Aside from local destinations, have you considered traveling to an listed by the New York Times,
international destination someday? the teacher may ask these
questions:
Did you know that the New York Times listed 52 travel destinations for 2024? ● Which of the places
Let's take a peek at some of them. Who knows, we may visit one someday. shown would you like to
visit someday?

9
 ● Why would you want to
2) Worked Example visit the place/s
Let us answer the examples of word problems on world time zones. someday?
Example 1: Kate, who lives in Manila, Philippines, wants to call her friend Elmer, ● What other places would
who lives in Riyadh, Saudi Arabia. If Kate calls Elmer at 3:00 PM, Tuesday, you like to see? Why?
Philippine time, what day and time is it in Riyadh, Saudi Arabia? ● Do you think these
Solution: places have different
Manila, Philippines (UTC +08:00) time zones?
Riyadh, Saudi Arabia (UTC +03:00) ● What are the advantages
of traveling or visiting
different places, whether
nearby, within the
8–3=5 Philippines, or
The Philippines and Riyadh, Saudi Arabia, have a 5-hour difference. Specifically, internationally?
Riyadh, Saudi Arabia time is 5 hours behind the Philippine time. The teacher may give emphasis
Subtract 5 hours from 3:00 PM. Hence, if it is 3:00 PM Tuesday in the on the following:
Philippines, it is 10:00 AM, Tuesday in Riyadh, Saudi Arabia. ● Traveling helps us learn
about other cultures,
Example 2: Dr. Mallari has been invited to deliver a keynote speech for an appreciate other people
international webinar. The participants live in Colombia. The webinar begins at better, learn new things, and
9:30 PM, Wednesday, Philippine Time. What day and time will it be for the understand diversity.
participants in Colombia? ● We can see the world in a
broader context.
Solution:
Philippines (UTC +08:00) -------------
Columbia (UTC -05:00) The teacher may provide
learners with a world time zone
map or a table of time zones for
different countries and cities.
5 + 8 = 13
The Philippines and Colombia have a 13-hour difference. Specifically, the time Additionally, the teacher must
in Colombia is 13 hours behind the Philippine time. review the steps for calculating
Subtract 13 hours from 9:30 PM. Hence, if it is 9:30 PM on Wednesday in the the time difference and
Philippines, it is 8:30 AM, Wednesday in Colombia. comparing it with Philippine
time before working on the
problem.

10
 Example 3: Suppose a flight departs from Manila at 10:00 PM on a Monday, Steps:
Philippine Time and arrives in Paris after a 17-hour journey. What day and time 1. Identify the UTC of the given
will it be in Paris upon arrival? locations.
2. For locations on the same
Solution: side of the prime meridian,
Philippines (UTC +08:00) either to the west or to the
Paris, France (UTC +01:00) east, subtract the
Coordinated Universal Time
(UTC) of the given locations.
3. For locations on opposite
8–1=7 sides of the prime meridian,
The Philippines and Paris, France have a 7-hour difference. Specifically, the time one to the west and the other
in Paris, France is 7 hours behind the Philippine time. to the east, add the
Subtract 7 hours from 10:00 PM. Hence, if it is 10:00 PM on Monday in the respective distances from
Philippines, it is 3:00 PM, Monday in Paris, France. the prime meridian.
Since Manila to Paris is a 17-hour journey, add 17 hours to 3:00 PM. The flight 4. To determine the equivalent
will arrive in Paris, France at 8:00 AM, Tuesday. time in another location
given the Philippine time,
Example 4: A multinational corporation with headquarters in Cebu, Philippines, add the calculated time
is organizing a video conference with its branches in Edmonton, Canada (UTC - difference to the given
07:00), and Chicago, USA (UTC -06:00). If the video conference is scheduled for Philippine time when the
4:30 PM on Wednesday, Philippine Time, what day and time will it be for the UTC of another location is
branches in Edmonton and Chicago? ahead of the Philippines'
UTC. Conversely, if the UTC
Solution: of another location is behind
Cebu, Philippines (UTC +08:00) the Philippines' UTC,
Edmonton, Canada (UTC -7:00) subtract the calculated time
Chicago, USA (UTC -06:00) difference from the given
Philippine time
Edmonton – Cebu 7 + 8 = 15
Paris, France is UTC +02:00 in
some references. Check info on
Daylight Saving Time (DST).

Chicago – Cebu 6 + 8 = 14 Edmonton, Canada is UTC -

Edmonton – Cebu 06:00 while Chicago, USA is

11
 Cebu, Philippines and Edmonton, Canada have a 15-hour difference. Specifically, UTC -05:00 in some references.
the time in Edmonton, Canada is 15 hours behind the Philippine time. Check info on Daylight Saving
Subtract 15 hours from 4:30 PM. Hence, if it is 4:30 PM on Wednesday in Cebu, Time (DST).
Philippines, it is 1:30 AM, Wednesday in Edmonton, Canada.
Chicago – Cebu To make this activity more
Cebu, Philippines and Chicago, USA have a 14-hour difference. Specifically, the engaging, the teacher may ask
time in Chicago, USA is 14 hours behind the Philippine time. volunteers to show their
Subtract 14 hours from 4:30 PM. Hence, if it is 4:30 PM on Wednesday in Cebu, answers on the board and
Philippines, it is 2:30 AM, Wednesday in Chicago, USA. discuss with the class how they
got the correct answers.
3) Lesson Activity 2
Refer to the Learning Activity Sheet for the activity which the students will Answers Activity 2:
accomplish. 1. 7:00 PM, December 31,
2024 in Moscow, Russia
2. The team in Tokyo will
join at 2:00 PM on
Wednesday, while the
team in Cambodia will
join at 12:00 PM on
Wednesday.
3. 3:00 AM on Saturday in
Guam
4. Rapha will arrive in
Perth, Australia, at 1:35
PM on Monday.
5. Yoona will call her Ma'am
at 6:30 PM Philippine
time.

D. Making 1) Learners’ Takeaways The teacher may incorporate

Generalizations The teacher will guide the pupils in completing this table. values such as:
Key Ideas/Concepts What I’ve Concepts that Concepts I ● Time
Learned from are Somewhat Totally management/valuing
the Discussion Confusing Don’t time
Understand ● global
Comparing the time in different world time interconnectedness

12
 zones to the time in the Philippines using a ● cultural appreciation
world time zone map.
Solving problems on comparing the time in
different world time zones to the time in the
Philippines.
2) Reflection on Learning
The learners will complete the given statements.
The lesson in the world time zone is essential because _________________.
Understanding world time zones also helps me appreciate ___________________.

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

A. Evaluating DAY 5 The teacher will provide the

Learning 1. Formative Assessment learners with a copy of the world
Activity 3 time zone map or a table of
Refer to the Learning Activity Sheet for the activity which the students will countries and their time zones.
accomplish.
Answers for Activity 3: Note that London, United
A. Kingdom is UTC +01:00 while
B. Vancouver, Canada is UTC -
1) They will arrive in Seoul at 07:00 in some references. Check
11:05 AM. info on Daylight Saving Time
2) 10:30 AM, Monday (DST).
3) 9:00 AM, Wednesday
4) August 2, 2024, 8:00 AM

13
B. Teacher’s Note observations on Teachers’ Remarks
Remarks any of the following Effective Practices Problems Encountered
areas: The teacher may take note of
some observations related to the
strategies explored effective practices and problems
encountered after utilizing the
materials used different strategies, materials
used, learner engagement and
learner engagement/
other related stuff.
interaction

others Teachers may also suggest ways

to improve the different
activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teachers’ Reflections

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson? Teacher’s reflection in every
Why did I teach the lesson the way I did? lesson conducted/facilitated is
essential and necessary to
▪ students improve practice. You may also
What roles did my students play in my lesson? consider this as an input for
What did my students learn? How did they learn? the LAC/Collab sessions.

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

14
 5

Lesson Exemplar QUARTER 5

Lesson

for Mathematics 5 3
Lesson Exemplar for Mathematics Grade 5
Quarter 1: Lesson 3 Week 3
SY 2025-2026

This material is intended exclusively for the use of teachers in the School Year 2025-2026. It aims to assist in delivering the curriculum content, standards,
and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly
prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Rosalie Perez – Cayabyab, Ed. D. (City College of San Fernando Pampanga)

Validator:
• Aurora B. Gonzales, Ph. D. (Philippine Normal University - Manila)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [Link]@[Link].
MATHEMATICS/QUARTER 1/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content GMDAS Rules

Standards

B. Performance Use the GMDAS rules for 3 or more different operations

Standards

C. Learning Learning Competency

Competencies 1. Perform three different operations by applying the GMDAS rules
and Objectives 2. Perform three or more different operations by applying the GMDAS rules

D. Content Perform three or more different operations by applying the GMDAS rules

E. Integration Realize the importance of following rules.

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
Basic Math Explained. (2023). Order of Operations. [video]. Youtube. [Link]
Camarista, G. G. (2020). Teaching Mathematics in the Intermediate Grades. Lorimar Publishing Inc.
Jalon, H. F. et. al. (2019). Phoenix Math for the 21st Century Learners. Phoenix Publishing House, Inc., Quezon City
Misa, E. L. (2019). The World of Mathematics and Beyond. Brilliant Creations Publishing, Inc., Quezon City
Yn, G. U. (2017). Our World of Math. Vibal Group, Inc., Quezon City

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1

Knowledge 1. Short Review

1
 Perform the indicated operations. Short review may be done as a
a. 100 + 25 game. The group with the
b. 250 – 105 higher score will be the winner.
c. 12 x 30
d. 200 ÷ 5
e. 20 – 4 – 3

B. Establishing 1. Lesson Purpose Expect varied answers, call

Lesson Purpose Ask the learners to do this: some learners to discuss their
Solve the following: answer, if no one got the
correct answer, tell them that
a. 30 – 15 + 2 that this is your lesson for
today.
b. 20 x 2 ÷ 4 If someone got the correct
answer, then commend the
2. Unlocking Content Area Vocabulary learner and ask to explain his
GMDAS – Grouping symbols, Multiplication, Division, Addition and or her solution. Then tell the
Subtraction class that you will have more of
this problem today.
GMDAS rule states the order of operations when performing series of
operations. According to this rule, perform operations first within the grouping Answers:
symbols, then do multiplication or division before adding or subtracting. a. 17 b. 10
Multiply or divide from left to right. Add or subtract from left to right.

C. Developing and DAY 1- 2 The aim of the problem in

Deepening SUB-TOPIC 1: Perform three different operations by applying the GMDAS explicitation is to activate
Understanding rules learners’ curiosity.

A. Explicitation You may ask the learners to

vote for their answer.
During his birthday, Gelo received P2,000.00. He bought 2 shirts at P400.00
each. How much change will Gelo receive? Ask two learners whose
answers are different to explain
Which equation gives the correct answer? their solution.

A. P2,000 - P400 + 400 = 1, 200

2
 Then lead the discussion to
B. P2,000 – 2 x P400 = 1, 200 (correct answer) telling the learners that the
lesson is about performing
Ask: When more than one operation is involved in an equation, which should be three operations.
performed first? Ask: When more than one operation
is involved in an equation, which
WORKED EXAMPLES should be performed first?

GMDAS Rule
To access more information, the
a. Perform the operations within each pair of grouping symbols (G) following link will be helpful:
(parenthesis, brackets, and braces) beginning with the innermost pair [Link]
c
b. Then, multiply (M) or divide (D) from left to right.
c. Lastly, add (A) or subtract (S) from left to right.

Apply GMDAS in performing the indicated operations.

In worked examples, discuss
Example 1: 16 + 9 ÷ 3 x 4 the process clearly.
The teacher should discuss the
solution following the GMDAS
rule.
It is highly recommended that
the GMDAS rule be posted on
the posted.

Facilitate discussion of each

Example 2: (9 + 6) ÷ 3 – 2 worked example by
(9 + 6) ÷ 3 – 2 Add numbers inside the parenthesis constructing guide questions to
= 15 ÷ 3 – 2 Divide before subtracting allow learners engagement.
= 5–2 Subtract
= 3 In Example 1, you may ask the
class to read the problem. Then
ask them to look at the GMDAS
rule.

3
 Example 3: 150 ÷ (80 – 50) + 95 May ask,
150 ÷ (80 – 50) + 95 Subtract numbers inside the parenthesis Which operation should be
= 150 ÷ 30 + 95 Divide before adding performed first according to the
= 50 + 95 Add GMDAS rule?
= 145 Then ask, what should be the
next operation that must be
Example 4: 95 - 30 x 4 ÷ 12 performed after performing the
first. Do questioning till you
95 - 30 x 4 ÷ 12 Multiply first reach the final answer.
= 95 – 120 ÷ 12 Divide Then discuss the other worked
= 95 – 10 Subtract examples in this pattern.
= 85
You are free to do other ways of
processing the worked
Example 5: [ (45 ÷ 5) – 7 ] x 100 examples as long as it will allow
[ (45 ÷ 5) – 7 ] x 100 Perform operation inside the parenthesis better understanding of the
lesson.
= [ 9 – 7 ] x 100 Subtract numbers inside the bracket
= 2 x 100 Multiply Activity 1 may be done by
= 200 asking learners to work as pair.
Encourage peer tutoring during
the activity.
Activity 1 – Apply me: GMDAS
Answers in Activity 1
Refer to the Learning Activity Sheet for the activity which the learners will 1. 3
accomplish. 2. 14
It is highly encouraged that you monitor your learners’ progress and their 3. 29
interactions with his or her partner in this activity. 4. 60
Highly recommended: Class discussion of the solution of Activity 1. 5. 2
6. 57
DAY 3 - 4 7. 8
Sub Topic 2: Apply GMDAS in performing three or more operations 8. 2
9. 28
Short Review 10. 18
Ask the learners to state GMDAS rule
GMDAS Rule

4
 a. Perform the operations within each pair of grouping symbols (G)
(parenthesis, brackets, and braces) beginning with the innermost pair
b. Then, multiply (M) or divide (D) from left to right.
c. Lastly, add (A) or subtract (S) from left to right.
Tell the learners that the lesson will be extended to performing four operations.

WORKED EXAMPLES
For DAY 3-4 suggested activity:
Example 1. 25 – 5 x (16 – 12) ÷ 2
You may create a five-item quiz
bee like questions as beginning
activity.

Discuss the worked examples

following the same strategy
used in Day 1-2.
Example 2. 280 – 45 ÷ 15 + 9 x 3

Example 3. 6 x [(7 + 3) x 2] – 6 + 2 x 9

5
 Example 4. 25 + 15 - (6 x 2) + 60

Answer key Activity 2

1. 404
2. 42
3. 43
4. 21
5. 1
Activity 2 – Solve me!
Refer to the Learning Activity Sheet for the activity which the learners will The teacher may ask students
accomplish. to do trial and error in using
This may be done by asking learners to work as pair again. Encourage peer the correct grouping symbols.
tutoring during the activity. It is highly encouraged that you monitor your ● If we will group (4 x 7) +
learners’ progress and their interactions with his or her partner in this activity. 1 do you think we will
get 32? We will get 29.
Highly recommended: Class discussion of the solution of Activity 2. ● How, about if we will
group 4 x (7 + 1), are we
going to get 32?
● Therefore, the 7 + 1 will
be grouped together then
multiply it to 4 to get
WORKED EXAMPLES 32.
Use grouping symbols to make each equation correct. Now, for the other examples,
learners may work on their own
Example 1: Example 2: Example 3:
as they do the trial and error on

6
 which numbers should be
4 x 7 + 1 = 32 6+8÷2=7 5 + 7 x 2 – 2 – 12 = 5
grouped to arrive at the correct
answer.
Solution: Solution: Solution:
4 x (7 + 1) = 32 (6 + 8) ÷ 2 = 7 5 + (7 x 2) – 2 – 12 = 5 The teacher may also ask
4 x 8 = 32 14 ÷ 2 = 7 5 + 14 – 2 – 12 = 5 learners to show their answers
19 – 2 – 12 = 5 on the board and discuss their
17 – 12 = 5 own work.

Answer key Activity 3

Example 4: Example 5: 1. (14 – 2) x 4 ÷ 6 = 8
16 – 5 x 2 + 3 = 9 4 + 2 x 10 ÷ 2 = 14 2. (28 ÷ 2 – 4) x 7 = 70
3. 64 ÷ 8 × (5 - 3) + 5 = 21
Solution: Solution: 4. (17 – 3) + 4 x 3 = 26
16 – (5 x 2) + 3 = 9 4 + (2 x 10) ÷ 2 = 14 5. 9 + 2 x (8 – 2) – 3 = 18
16 – 10 + 3 = 9 4 + 20 ÷ 2 = 14
6+3=9 4 + 10 = 14 Answer key Activity 4
1. 8
2. 92
Activity 3 – Group Me! 3. 40
4. 17
Refer to the Learning Activity Sheet for the activity which the learners will 5. 33
accomplish. 6. 24
This may be done by asking learners to work as pair again. Encourage peer 7. 6
tutoring during the activity. It is highly encouraged that you monitor your 8. 49
learners’ progress and their interactions with his or her partner in this activity. 9. 16
Highly recommended: Class discussion of the solution of Activity 3. 10. 5

Activity 4 – Help me find the correct answer!

Refer to the Learning Activity Sheet for the activity which the learners will
accomplish.
This may be done by asking learners to work as pair again. Encourage peer
tutoring during the activity. It is highly encouraged that you monitor your
learners’ progress and their interactions with his or her partner in this activity.

7
 Highly recommended: Class discussion of the solution of Activity 4.

D. Making 1. Learners’ Takeaways

Generalizations What I learned about GMDAS Rule? The teacher will guide the
The four basic operations are __________, MD – Next, _________or _________ learners in generalizing what
__________, ___________, and ___________. from left to right. they have learned by answering
the guide questions and
G – Simplify the expressions inside the AS – Last, _________or _________ completing the sentences given.
___________ symbols first. from left to right.
2. Reflection on Learning
● How can we connect this lesson to our everyday lives?
● Cite instances where knowledge of GMDAS is useful in practical contexts.

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

A. Evaluating 1. Formative Assessment

Learning Activity 5
Refer to the Learning Activity Sheet for the activity which the learners will
accomplish.
Key to corrections: (some answers may vary)
A. B. C.

1. B 1. 45 ÷ 5 + 7 1. 3 + 7 + 10 = 20
2. A =9 + 7 4. 33 – 3 + 20 2. 2 x 7 + 3 = 17
3. D =16 =30 + 20 3. (16 + 4) x 5 = 100
4. A =50 4. (3 x 3) ÷ (3 x 3) =
5. B 2. 45 x 3 – 36 ÷ 2 1
=135 – 18 5. 9 x (4 + 8) ÷ 6 5. (3 + 3) – (3 + 3) =
=117 =9 x 12 ÷ 6 0
=108 ÷ 6 6. 2 + 7 x 3 = 23
3. 4 + 2 x 3 – 10 =18
= 4 + 6 – 10
= 10 – 10

8
 2. Homework (Optional)

B. Teacher’s Note observations on Teachers’ Remarks

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

C. Teacher’s Reflection guide or prompt can be on: Teachers’ Reflections

Reflection ▪ principles behind the teaching Teacher’s reflection in every
What principles and beliefs informed my lesson? lesson conducted/facilitated is
essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
▪ students the 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?

9
 5

Lesson Exemplar
QUARTER 1

Week

for Mathematics 5 5
Lesson Exemplar for Mathematics Grade 5
Quarter 1: Lesson 5 Week 5
SY 2025-2026

This material is intended exclusively for the use of teachers in the School Year 2025-2026. It aims to assist in delivering the curriculum content, standards,
and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly
prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Rosalie Perez – Cayabyab, Ed. D. (City College of San Fernando Pampanga)

Validator:
• Aurora B. Gonzales, Ph. D. (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [Link]@[Link].

2
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

D. 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

E. 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.
Khan Academy. Multiplying Two Fractions: Fraction Model. [video]. [Link]
fractions/imp-multiplying-fractions/v/visualizing-fraction-products
Khan Academy. Multiplying two Fractions. [video]. [Link]
multiplying-fractions/v/multiplying-fractions
Medes, A. (2023). Real-Life Mathematics. Abiva Publishing House, Inc. Quezon City

1
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
motivational activity to set a
Multiply the following fractions:
good start of the discussion.
1 4 3 3
1. 𝑥 = _____________ 2. 𝑥 = _____________ Since the topic is about solving
4 5 15 7
word problems, students maybe
grouped in 3’s or more
depending on the size of the
8 1 class for the group task.
3. 4. 5. 𝑥 = __________
9 2
After the review, inform the
learners that in today’s session,
they will work with a team in
doing word problems.

B. Establishing 1. Lesson Purpose Present the word problem and

Lesson Purpose Explicitation use it to lead the discussion to
Present a word problem to the students: (The problem should be posted on recalling steps of solving word
the board) problems.
1
Rita works for a call center and earns P18,000.00 a month. She spends of her
6 May ask the learners to read
1 the problem and ask the
earnings on house rent and on food. How much does she spend on other
3 following questions:
expenses?
1. What is being asked in the problem?
1. What is being asked in the
2. How will you solve the problem?
problem?

2
 2. Unlocking Content Area Vocabulary
The following are the steps in solving worded problems: 2. How will you solve the
problem?
Step 1: Understand the problem
⮚ Read the problem carefully to understand what it is ask It is expected that learners may
⮚ Use pictures or diagram to illustrate the problem not be able to give you the
answer, if it’s the case, then tell
Step 2: Plan what to do (Devise a Plan) the learners that answers to the
⮚ Identify what is being asked in the problem, list the given, and come up questions will be the lesson for
with an equation the day.
⮚ 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

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.
1 1
spends of her earnings on house rent and on food. How much does she spend
6 3
on other expenses?

3
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.

Another option is to give each

group a copy of all the
Step 2. Plan what to do.
problems included in Day 1
● What is asked?
class.
Amount spent on other expenses
● What are the given
1 1
P18,000 monthly earnings, of the money spent on rent, of the money
6 3
spent on food
● The problem can be solved using the equation below:
1 1
P18,000 – [ ( x P18,000) + ( x P18,000) ] = amount spent on other expenses
6 3
- 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.
1
● What is 6
of 18,000?
1
x P18,000 = Guide learners on this by
6
● What is
1
of 18,000? ask probing questions.
3
1
x P18,000 =
3

4
Step 3. Solve the problem.
Show your solution.
1 1 𝑃18,000
x P18,000 = 𝑥 = P3,000
6 6 1

1 1 𝑃18,000
x P18,000 = 6
𝑥 1
= P6,000
3
Total expenses for food and rent.
P3,000 + P6,000 = P 9,000.00

P18,000 – P 9,000 = P 9,000.00

Rita used P9,000.00 on other expenses.

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.
3
Example 2: Fernando opened a pizza box. Inside there was of a pizza.
4
1
Fernando ate of what was remaining. How much of a pizza did Fernando eat?
2
Step 1. Understand the problem.

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

1 3
the key. The problem seeks to answer, what is 2
of 4
?

5
 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?
3
- there was of a pizza
4
1
- Fernando ate of that pizza
2
● What is the equation of the given problem?
1 3 1 3
To solve what is 2
of 4
?, you will solve for 𝑥 = __
2 4
Step 3. Solve the problem.

1 3 1𝑥3 3
● 𝑥 = =
2 4 2𝑥4 8
3
● Fernando ate of the pizza
8
Step 4. Check your answer.

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

Count the number

3
of overlapped parts
4
over the total
number of equal
parts, that is 3/8.

1
2

6
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
1 1
To solve what is 4
of 48 ?, you will solve for 4
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
● 𝑥 48 = 12 –burgers were left
4
● To solve for the total number of burgers consumed,48 – 12 = 36
● There were 36 burgers consumed during the party.
Step 4. Check your answer.
● 12 burgers left + 36 burgers consumed = 48 burgers
Lesson Activity 1 is a GROUP
Lesson Activity 1 TASK.

Solve the following problems using the Four Steps. Let the learners
1
1. Melanie had 18 mangoes, 24 bananas, and 30 apples. She gave her sister 3
of brainstorm/discuss with their
each kind of fruit. How many fruits did her sister get in all?

7
Step1. Understand the problem. groupmates in answering the
● The problem seeks to answer how many total fruits did the sister receive. questions.
Step2. Plan what to do.
● What is asked? Your role here is very
How many fruits did her sister get in all? important, make sure that each
● What are the given information from the problem? learner is engage by monitoring
There are 18 mangoes, 24 bananas, 30 apples their interactions within the
The sister gave
1
of each kind of fruit group.
3
● What is the equation that describes the given problem?
Required: Set start and end
Total fruits received by the sister =
1 1 1
(3 𝑥18) + (3 𝑥24) + (3 𝑥30) time for answering the problem.
Then gather the students ask
Step 3. Solve the problem.
1 1 1 for volunteer to present their
Total fruits received by the sister = ( 𝑥18) + ( 𝑥24) + ( 𝑥30) solution.
3 3 3
= (6) + (8) + (10)
= 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
Solutions to all problems are
Total fruits left: 48
provided in this lesson plan.
Thus, 48 + 24 = 72
3
2. In a survey, of the respondents said that they use a Happy dishwashing
5
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

8
Step 2: Plan what to do.
● What is asked?
How many respondents use Happy dishwashing?
3
To answer, Get 5
𝑜𝑓 500
How many respondents did not use Happy dishwashing?
1
To answer, Get 𝑜𝑓 500
4
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?
3 1
Number of respondents did not give an answer = 500 – [( 𝑥 500) + ( 𝑥 500)]
5 4

Step 3. Solve the problem.

3
● Used Happy dishwashing paste: 5
𝑥 500 = 300
1
● Do not use Happy dishwashing paste: 4
𝑥 500 = 125
● 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.
Number of respondents gave an answer + Number of respondents did not give an
answer = 425 + 75 = 500
5 1
3. There was of a pie left in the fridge. Daniel ate of the leftover pie. How much
8 4
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?

9
 5
of a pie left in the fridge
8
1
Daniel ate of the leftover pie
4
● What is the equation of the given problem?
1 5 1 5
To solve what is 4
of 8
?, you will solve for 𝑥 =?
4 8
Step 3. Solve the problem.
1 5 5
● 𝑥 = of the pie Daniel have
4 8 32
Step 4. Check your answer.
In checking the answer, the use of illustration/model is advisable.

7 2
4. There are kilograms of salt in the kitchen. Mrs. Jackson used of the salt
8 15
when she was preparing dinner. How much salt did she use?

Step1: Understand the problem.

● The problem seeks to answer how much salt did Mrs. Jackson use.
Step2: Plan what to do.
● What is asked?
How much salt did Mrs. Jackson use?
● What are the given information from the problem?
7
There were kilograms of salt in the kitchen
8

10
 2
Mrs. Jackson used of the salt
15
● What is the equation of the given problem?
2 7 2 7
To solve what is 15
of 8
?, you will solve for 𝑥 = __
15 8
Step 3. Solve the problem.
2 7 14 7
● 𝑥 = = of the salt used by Mrs. Jackson
15 8 120 60

Step 4. Check your answer.

In checking the answer, the use of illustration/model is advisable.
6 2
5. A bottle contains liters of cooking oil. of the oil was used for frying
10 4
fish. Find the amount of oil used.
Step1: Understand the problem.
● Find the amount of oil used.
Step2: Plan what to do.
● What is asked?
How much oil was used?
● What are the given information from the problem?
6
liters of cooking oil
10
2
of the oil was used for frying fish
4
● What is the equation of the given problem?
2 6 2 6
To solve what is 4
of 10
?, you will solve for 𝑥 = __
4 10
Step 3. Solve the problem.
2 6 12 3
𝑥 = =
4 10 40 10

Step 4. Check your answer.

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

11
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? For the WORKED EXAMPLES,
follow the same strategy used
Recognize the relationship between the amount of flour and the amount of
in DAY 1-2.
chocolate chips required.
From the problem, we know that for every 1/2 cup of flour, 3/4 cup of chocolate
chips is needed.
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.
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?

12
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.
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

7x ½ 1
= 7/2 or 3 ft.
2

13
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. The teacher may emphasize
1 that there are some worded
𝑥 36 = 9
4 problems that can be solved
using drawing or diagram.

It is suggested that teacher may

also give additional problems.

Therefore, from the above figure, Micah Mae bought 27 bars of Cloud 9.
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
they have 500 kilograms of raw material, how much do they use in each step? Lesson Activity 2 is a GROUP
(Pattern Recognition) TASK.

Solution: Let the learners

To solve this problem, we can recognize a pattern in the relationship between the brainstorm/discuss with their
fractions of raw material used in each step: groupmates in answering the
● In the first step, 2/5 of the raw material is used. questions.
● In the second step, 3/5 of the remaining raw material is used.

14
We can see that in the second step, 3/5 of the remaining raw material is used, Your role here is very
which means 3/5 of 3/5 of the total raw material is used in the second step. important, make sure that each
So, to find out how much raw material is used in each step, we can calculate: learner is engage by monitoring
● In the first step: 2/5 × 500 kilograms = 200 their interactions within the
● In the second step: 3/5 × (3/5 × 500) kilograms = 3/5 x 300 = 180 group.
kilograms
Thus, they use 200 kilograms of raw material in the first step and 180 kilograms Required: Set start and end
in the second step. time for answering the problem.
Then gather the students ask
for volunteer to present their
2. Mary has ¼ of a cake. She gives half of the cake to her sister. What fraction of
solution.
the cake does her sister receive? (Draw a picture)
Goal: Find the fraction of the cake her sister received Again, your role here is very
Strategy: Draw the Figure. important. If learners are not
getting the correct answer, ask
Thus, ½ x ¼ = 1/8 scaffolding questions or guide
Her sister receives 1/8 of the cake. questions.

3. Royce bought 20 t-shirts. 1/5 of these t-shirts are small size, 1/5 are medium Solutions to all problems are
size, and 3/5 are large size. How many large size t-shirts did he bought? (Draw a provided in this lesson plan.
picture)
Goal: Find how many large size t-shirts did
Royce buy.
Strategy: Draw the figure.

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

15
 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.
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.

16
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 Learning Activity Sheet for the activity which the learners will
accomplish.
Answers for Activity 3:
1. 4. Blue balloons : 8/12 = 2/3
720 of the time Green balloons : 4/12 = 1/3

= 2125 x 512=720
5. Pattern on the fraction: 5/6,
2. 12 play trumpets 4/6, 3/6, 2/6, 1/6
= 34 x 40=30 Thursday = 2/6 x P300 = 100
Friday = 1/6 x P300 = 50
= 25 x 30=12

3. The girls still need 1/4 of a cup

B. Teacher’s Note observations on Teachers’ Remarks
Remarks any of the following Effective Practices Problems Encountered
areas: The teacher may take note of
some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
materials used used, learner engagement and
other related stuff.

learner engagement/ Teachers may also suggest ways

interaction to improve the different

17
 others activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teachers’ Reflections

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

18
5

QUARTER 1

Lesson Exemplar Quarter 1

Lesson

for Mathematics 5 6
Lesson Exemplar for Math Grade 5
Quarter 1: Lesson 6 Week 6
SY 2025-2026

This material is intended exclusively for the use of teachers in the School Year 2025-2026. It aims to assist in delivering the curriculum content, standards,
and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly
prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Jose Mari M. Calamlam (Philippine Normal University)

Validator:
• Aurora B. Gonzales, Ph. D. (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [Link]@[Link].
 MATHEMATICS/QUARTER 1/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of the area of a parallelogram, triangle, and trapezoid.
Standards

B. Performance By the end of the quarter, the learners are able to determine the area of a parallelogram, triangle, and trapezoid. (MG)
Standards

C. Learning Learning Competency

Competencies
and Objectives Lesson Objective 1: Illustrate using a model the area of a square, rectangle, parallelogram that is not a rectangle,
triangle, and trapezoid
Lesson Objective 2: State the formula for the area of a square, rectangle, parallelogram that is not a rectangle, triangle,
and trapezoid using grid

D. Content ● Model areas of parallelograms (that is not a rectangle), triangles, and trapezoids.
● Derive formulas for the areas of parallelograms (not rectangles), triangles, and trapezoids.

E. Integration Critical Thinking

II. LEARNING RESOURCES

Creag H.C. (2018). Real Life Mathematics 2nd Edition. Abiva Publishing. Quezon City, Manila.
Geogebra. [Link]

1
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 Start of Day 1 (Suggestion)

Knowledge Review the concept of length and width of a quadrilateral
Step 1: Use the square below
Step 1: Ask the learners to determine the length and the width of the given
in determining each unknown
quadrilaterals.
length and width of the
quadrilaterals.
side length of a square
= 1 unit
Answers:

Length = 4 units; width = 3

units

Length = 5 units; width = 2

units

Length = 4 units; width = 4

units

2
B. Establishing Lesson Purpose Task 2 aims to trigger the mind
Lesson Purpose Developing Concept of Area of the learners about the
Step 1: Ask the learner to fill in a rectangular piece of paper using small pieces concept of area.
of cut squares, triangles, and circles.
Step 1: You may prepare a set
Which shape could be used to cover the rectangular piece of paper wholly without of rectangular pieces of papers,
overlaps? cut small pieces of squares,
triangles, and circles. Place
them in an envelope. Include
paste for pasting.

Note: Make sure that the cut

small squares are enough to fill
in without gaps the rectangular
piece of paper in each envelope.

Step 2: Show cutouts with grids

to the class.
Step 2: After the activity, allow learners to show their outputs, and collect those Step 3: Introduce that shapes,
who used squares to cover the rectangle. other than rectangles, have
areas. Thus, the objective of the
Tell the learners that the number of squares used to cover the inside part of the lesson is to explore areas of
rectangle has a special name in mathematics. different shapes.
It is called an Area. Step 1: In case the learners
Step 3: Present the objectives of the lesson. already forgot the difference
1. Illustrate using a model the area of a square, rectangle, parallelogram that is between parallelogram and
not a rectangle, triangle, and trapezoid trapezoid, you may present
these to them:
2. State the formula for the area of a square, rectangle, parallelogram that is not
a rectangle, triangle, and trapezoid using grid
Unlocking Vocabulary
Step 1: Discuss the following in the definition of terms according to the subtopic.
Definition of Terms

3
- The figures could be covered by smaller squares. A single square is a square A parallelogram has TWO pairs
unit, while the one side length of a square unit is what we call a linear unit. of parallel (aligned) sides (red
sides and blue sides).

- The length is the number of linear units of the longer side, while the width is
the number of units of the shorter side. A trapezoid has only ONE pair
of parallel (aligned) sides (red
- The area is the number of square units that cover the surface of the figure. sides only).
- A triangle is a three-sided polygon.
- A parallelogram is a four-sided polygon with two pairs of opposite sides Best if you write the definition
parallel. of terms in a manila paper or
cartolina and post it in one of
- A trapezoid is a four-sided polygon with one pair of opposite sides parallel.
your bulletin boards. You can
- Height point at it every time you will
define the definition.
- Triangle: The length of a perpendicular line segment from a vertex to the
opposite side.

- Parallelogram and Trapezoid: The length of the perpendicular line from the
base line to the line parallel to it.

4
5
C. Developing and Day 2 Start of Day 2 (Suggestion)
Deepening SUBTOPIC 1: Area of a Square, Rectangle, and Parallelogram that is not a State the same lesson objectives.
Understanding rectangle
Explicitation
Step 1: Connect this discussion on the previous activity, see task 2: developing Step 1: Recall to the learners
concept of area. that a single square is a square
unit.

Area is 1 square unit

May use the following questions for processing to develop the area concept and
the area of the square and the area of the rectangle.

a. How many square units did they use to fill in the interior part of the
rectangle? Tell the learners that the area
Answer: 12 or 12 square units. of the rectangle is 12 square
(This is just an example, use your actual rectangles) units and that the number of
b. What is the length? the width? square units that they used to
Answer: L = 4 units and W = 3 units cover the rectangle is called
(This is just an example, use your actual rectangles) area.
c. What connection do you see with the area of the rectangle and the product of
Step 2: If learners can’t start
its length and width?
activity no 1.; you can review
Answer: Area = 12 square units is the product 4 units and 3 units. the concept of area by using
Step 2: To help learners understand the concepts better, ask the learners to do the example below:
activity no. 1. See Learning Activity Sheet Activity No. 1.
Find the length, width, and
Discuss these to learners. area of the rectangle below.

- The rectangle is made-up of smaller squares. A single square is a square unit,

while the one side length of a square unit is what we call a linear unit.

6
- The length is the number of linear units of the longer side, while the width is the
number of units of the shorter side.
Hence, length is 3 units of the rectangle id while its width is 2 units.
- The area is the number of square units that cover the surface of the figure. Hence
the area of the rectangle is 6 square units.

7
Step 3: Once the learners are done with activity 1, ask them to recite answers in Step 3: Make the learners see
activity 1 one-by-one. Write on the board the table from activity no. 1 and list that when they multiply the
down their answers in it. length and the width of the
rectangle, they will get the
Showing the filled-up activity no. 1, ask the learners what the formula for the
area. Hence, the formula is
area of a rectangle is.
supposed to be.
Step 4: Present to the learners the figure below. Tell the learners that they will
A=lxw
try to find out the area of a parallelogram.
where: A = area; l = length; w =
Find the area of the parallelogram below. width
Step 4: Emphasize to the
learners that at this point, the
focus is more on them to try to
figure out the task instead of
Remind the learners of what they did in finding the area of the rectangle (counting getting the correct answer;
the number of small squares). Using what they know to find the area of hence, recognize learners’ effort.
rectangles, ask them to try to find the area of the parallelogram.

Give them 5 minutes to figure it out. After 5 minutes, ask them to Turn and Talk. Turn and Talk is a keyword
After the turn and talk, ask learners for answers regardless if it is correct or which means you will ask
wrong. List their answers down on the board. Then, either you or the learner learners to turn to their
discuss how to find the area of the parallelogram. seatmates to compare their
Worked Example answers and solutions. Best if
Step 1: Tell the learners that they don’t know how to find the area of a you discuss the meaning of
parallelogram, but they know how to find the area of a rectangle. So, they need to turn and talk the first time
make a rectangle from the parallelogram. you use it in this step.
Step 2: Cut a triangle at the right of the parallelogram and place it on the left side.
See figures below for reference. If there are correct answers
from learners, make them
discuss their solution.

Step 1: If there are no correct

answers from the learners, you

8
 discuss the solutions, as shown
in the worked example.
Step 2: The figure can be shown
using PowerPoint presentation
or make a cut out using
cartolina. The important thing
is they see the red triangle
moving.

9
Step 3: Showing the equivalent rectangle, ask the learners again to find the area Step 3: Learners should answer
of the parallelogram. Make them explain how they found it. 12 square units. They could
either count the number of
square units or multiply the
lengths and widths. Regardless,
you or the learners present
both methods.

Lesson Activity Step 1: Return to the meaning

Step 1: Learners will work on activity no. 2, see sample item below. See of base and height of a
Learning Activity Sheet Activity No. 2. parallelogram. Point the
learners to the definition of
terms written in the manila
paper or cartolina. Refer to task
3 notes to teachers.

Step 2: Discuss the answers to the learners. Step 2: You have the freedom on
how to do this step.

Step 3: Ask the learners to observe the answer in the table. Then, ask them: Step 3: Make learners realize the
formula A = b x h.
If the formula for the area of the rectangle is A = l x w, what is the formula for the
area of the parallelogram?
Formula for area of the parallelogram A = b x h

10
Day 3 Start of Day 3 (Suggestion)
State the same lesson objectives.
SUBTOPIC 2: Area of a Triangle
Explicitation Step 1: You might want to return
Step 1: Recall that the formula for the area of a parallelogram is A = b x h, where to the answers in task 6 (the
A is the area, b is the base, and h is the height. activity) for examples.

Step 2: Post to the learners the problem below.

Find the area of the triangle. Give them 5 minutes to figure it
out. After 5 minutes, ask them
to Turn and Talk.

Turn and Talk is a keyword

which means you will ask
learners to turn to their
seatmates to compare their
To help the learners, show that if you copy the triangle, flip it vertically, and answers and solutions.
attach it to the original triangle, you can form a parallelogram. Remind the
learners that they may not know the how to find the area of a triangle, but they
know how to find the area of a parallelogram (refer to step 1). Add the red triangle
to the original one as shown below for reference.
(this can be shown using PowerPoint presentation or make a cut out using
cartolina )

11
Step 3: Ask for learners’’ answers regardless if it is correct or wrong. List their Step 3: If there are correct
answers down on the board. Then, either you or the learner discuss how to find answers from learners, make
the area of the triangle. them discuss their solution.
Worked Example
Step 1: Learners will provide
Step 1: Return the figure you formed in Task 7, step 2. several “correct” solutions to the
problem. Acknowledge them.
But if no one presented a
solution similar with the worked
example, discuss the worked
example. It is important in
deriving the formula of the area
of the triangle.
Show that the area of the parallelogram formed is 18 square units using the
Step 3: Explain the example
formula A = b x h.
using the solution below.
Return to the original question, find the area of the triangle. Emphasize that the
𝑏𝑥ℎ
original triangle is half of the parallelogram you formed. Hence, the area of the 𝐴=
triangle is also just half of the area of the parallelogram. 2
4 𝑥 3 12
Given the argument, the area of the triangle is 9 square units 𝐴= = =6
2 2
Step 2: Explain to the learners that if: Step 1: Point the learners to the
definition of terms written in
● a triangle is just half of the area of a parallelogram; and
the manila paper of cartolina.
● the formula for the area of a parallelogram is A = b x h,
Refer to task 3 notes to
then: teachers.
𝑏𝑥ℎ
● the formula for the area of a triangle is 𝐴= .
2
Step 3: Present the example below.
Find the area of the triangle

12
Task 9: Lesson Activity Step 2: You have the freedom on
Step 1: Learners will work on activity no. 3, see sample item below. See how to do this step.
Learning Activity Sheet Activity No. 3. Return to the meaning of base and height Start of Day 4 (Suggestion)
of a triangle. State the same lesson objectives.

Step 1: You might want to return

to the answers in task 6 (the
activity) for examples.
Step 2: The figure can be shown
using PowerPoint presentation
Step 2: Discuss the answers to the learners.
or make a cut out using
Day 4
cartolina. The important thing is
SUBTOPIC 3: Area of a Trapezoid they see the red trapezoid
Explicitation moving.
Step 1: Recall that the formula for the area of a parallelogram is A = b x h, where
A is the area, b is the base, and h is the height.
Step 2: Post to the learners the problem below.
Find the area of the trapezoid.

Turn and Talk is a keyword

To help the learners, show that if you copy the trapezoid, flip it vertically, and which means you will ask
attach it to the original triangle, you can form a parallelogram. Remind the learners to turn to their
learners that they may not know the how to find the area of a trapezoid, but they seatmates to compare their
know how to find the area of a parallelogram (refer to step 1). Add the red answers and solutions.
trapezoid to the original one as shown below for reference. Step 3: If there are correct
answers from learners, make
them discuss their solution.

13
Give them 5 minutes to figure it out. After 5 minutes, ask them to Turn and Talk.
Step 3: Ask for learners’’ answers regardless if it is correct or wrong. List their
answers down on the board. Then, either you or the learner discuss how to find
the area of the trapezoid.
Worked Example
Step 1: Tell learners that the trapezoid is just half of the formed parallelogram.
Hence, to find the area of the trapezoid, find the area of the parallelogram first,
then divide it by two.
Step 2: Show that the base of the parallelogram is the sum of the two bases of the
original trapezoid. While the height of the parallelogram is the height of the
original trapezoid. Add the notations below.

Base of parallelogram = base of trapezoid 1 + base of trapezoid 2

=6+2=8
Height of the parallelogram = height of the trapezoid = 2

14
Step 3: Explain that to compute the area of the trapezoid, find the area of the Step 1: Point the learners to the
parallelogram first by… definition of terms written in
multiplying the base, which is the sum of the bases of the trapezoid… the manila paper of cartolina.
𝑏1 + 𝑏2 Refer to task 3 notes to
with the height of the trapezoid… teachers.
(𝑏1 + 𝑏2) 𝑥 ℎ
Then, once the area of the parallelogram is found, divide it by two since the
trapezoid is just half of the parallelogram…
(𝑏1 + 𝑏2) 𝑥 ℎ
2
(𝑏1+𝑏2) 𝑥 ℎ
Hence, the formula of the area of a trapezoid is 𝐴=
2
Step 4: Return to the problem and solve the area of the trapezoid.
Step 2: You have the freedom on
how to do this step.

Base 1 = 6
Base 2 = 2
Height = 2
Solution:
(𝑏1 + 𝑏2) 𝑥 ℎ (6 + 2) 𝑥 2 8 𝑥 2 16
𝐴= = = = = 8 𝑠𝑞𝑢𝑎𝑟𝑒 𝑢𝑛𝑖𝑡𝑠
2 2 2 2
Lesson Activity
Step 1: Learners will work on activity no. 4, see sample item below. See
Learning Activity Sheet Activity No. 4. Return to the meaning of base 1, base 2
and height of a trapezoid.

15
 Step 2: Discuss the answers to the learners.

D. Making Day 5 Start of Day 5 (Suggestion)

Generalizations Learners’ Takeaway Including formative assessment
See Learning Activity Sheet Activity no. 5. Working example means learners will
Ask the learners to complete
draw their own parallelogram, triangle, and trapezoid with dimensions. Then,
the table as a summary of what
they will show a solution on how to compute the area of each shape.
they have learned for the week.

Reflection on Learning Turn and Talk is a keyword

Step 1: Ask learners to turn and talk to discuss their answer to the question… which means you will ask
From deriving formulas for areas of parallelogram, triangle, and learners to turn to their
trapezoid, how finding areas using figures is related to finding areas seatmates to compare their
using formulas? answers and solutions.
After 5 minutes, select pairs of learners to share their reflections to the class

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

A. Evaluating Learners will answer the formative assessment. See Learning Activity Sheet Activity
Learning No. 6.

16
B. Teacher’s Note observations on Teachers’ remarks
Remarks any of the following Effective Practices Problems Encountered The teacher may take note of
areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used materials used, the earner
engagement and the other
learner engagement/
related stuff.
interaction

Others Teachers may also suggest

ways to improve the different
activities explored.

C. Teacher’s Reflection guide or prompt can be on: Teachers’ reflections

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson? Teacher’s reflection in every
lesson conducted/facilitated is
Why did I teach the lesson the way I did? essential and necessary to
improve practice. You may also
▪ learners consider this as an input for
What roles did my learners play in my lesson? the LAC/Collab sessions.

What did my learners learn? How did they learn?

▪ ways forward
What could I have done differently?

What can I explore in the next lesson?

17
 5

QUARTER 1

Lesson Exemplar Quarter 1

Lesson

for Mathematics 5 7
Lesson Exemplar for Mathematics Grade 5
Quarter 1: Lesson 7 Week 7
SY 2025-2026

This material is intended exclusively for the use of teachers in the School Year 2025-2026. It aims to assist in delivering the curriculum content, standards,
and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly
prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Jose Mari M. Calamlam (Philippine Normal University)

Validator:
• Aurora B. Gonzales, Ph. D. (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [Link]@[Link]

2
 MATHEMATICS/QUARTER1/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners should have knowledge and understanding of the area of a parallelogram, triangle, and trapezoid.

B. Performance By the end of the quarter, the learners are able to determine the area of a parallelogram, triangle, and trapezoid.
Standards (MG)

C. Learning Learning Competency

Competencies
and Objectives Lesson Objective 1: Identify the height of a parallelogram, triangle, and trapezoid, in different orientations.
● Lesson Objective 2: find the area of a parallelogram, triangle, and trapezoid, in sq. cm or sq. m, using formulas.

D. Content ● Base and height of a parallelogram, triangle, and trapezoid.

● Formulas for the area of parallelograms, triangles, and trapezoids.

E. Integration Critical Thinking

II. LEARNING RESOURCES

Creag H.C. (2018). Real Life Mathematics 2nd Edition. Abiva Publishing. Quezon City, Manila.
Geogebra. [Link]
Math Worksheets 4 Kids: [Link]

1
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 Answer key:

Knowledge Review
Base Height Area
Step 1: Learners will answer on activity no. 1. See activity no. 1 in the
6 3 18
Learning Activity Sheet for printable format.
8 3 12
Step 2: Discuss the answers to the learners. You have the freedom to choose 7
4 20
how you will go over this step. 3

B. Establishing Lesson Purpose

Lesson Purpose
Step 1: Tell the learners that since they already know how to find the area of
parallelograms, triangles, and trapezoids (refer to activity 1 step 1), they will be
challenged to find areas without grids and in different orientations. Then, show
them the following new figures.

Old Figures New Figures

2
Step 2: Tell learners that in the previous lesson/week, the class find the areas of Step 2: Show the learners how
parallelograms, triangles, and trapezoids in a single orientation where the base, is it easy to identify the bases
and height are clearly seen – the base is lying flat horizontally and the height and heights of the old figures in
standing-up vertically. step 1.

Step 3: Tell students that for this week/lesson, they will find the areas of
parallelograms, triangles, and trapezoids in different orientations as shown in
the new figures. Then, show the objectives of the lesson:
● Identify the height of a parallelogram, triangle, and trapezoid, in different
orientations.
● Find the area of a parallelogram, triangle, and trapezoid, in sq. cm or sq.
m, using formulas.

Unlocking Vocabulary
Step 1: Present again to the learners the definition of terms from lesson 4/week
6. Discuss/recall the definition of height of a triangle, parallelogram, and Step 1: Note that in lesson
trapezoid. 4/week 6, you wrote this
definition of terms in a manila
paper or cartolina and posted it
Definition of Terms in one of your billboards. You
- The figures could be covered by smaller squares. A single square is a square will use that same material for
unit, while the one side length of a square unit is what we call a linear unit. lesson 5 (weeks 7 and 8).

3
- The length is the number of linear units of the longer side, while the width is
the number of units of the shorter side.
- The area is the number of square units that cover the surface of the figure.
- A triangle is a three-sided figure.
- A parallelogram is a four-sided figure with two pairs of opposite sides parallel.
- A trapezoid is a four-sided figure with one pair of opposite sides parallel.
- The height is
- Triangle: The length of the perpendicular line segment from the base line to
the opposite vertex

- Parallelogram and Trapezoid: The length of the perpendicular line segment

from the base line to the line parallel to it.

4
C. Developing and Day 2
Deepening SUBTOPIC 1: HEIGHTS OF PARALLELOGRAMS, TRIANGLES, & TRAPEZOIDS
Understanding Explicitation
Step 1: If the learners don’t
Step 1: Present the triangle ABC (cut-out) below and ask the learners to draw the
know how to identify the sides of
height of the triangle. After identifying the height, re-emphasize the definition of
figures using letter pairs. Make
height of the triangle where it is the length of the perpendicular line from the sure you review first before
base line to the opposite vertex. proceeding to this step.

Step 2: Tell learners that the height they got is when side AB is the base. Step 2: Note that in lesson 4/
week 6, you wrote the definition
Rotate the triangle where BC is flat horizontally, then ask the learners if the of terms in a manila paper or
height identified earlier is still the height. Then, show this figure. cartolina and posted it in one of
your billboards. Refer to this
material in recalling the
definition of height of a triangle.

Emphasize to the learners that the height of triangle is dependent to which side is
considered the base. All three sides of a triangle can be its base; hence, it has
three heights. Show the three figures.

Base AB Base CA

5
 Make cut outs of the bases, the
heights, and an “L” shape.

Rotate triangle ABC. Put the cut-

outs of the base and height in
the triangle every time you
rotate. Put the “L” cut-out
between the base and the height
Base BC
to emphasize that they are
perpendicular to each other.

Discuss that heights for base

AB, base BC, and base CA are
different from each other.

Worked Example

Present the table below and ask the learners to identify the lengths of the base
and height of the given polygons in the first column.

Figure Base Height

Base BC Ask the learners the length of

the base and the height.

6 cm 3 cm

6
 Base FG Ask the learners the length of the
base and the height. Then, ask
them what kind of triangle EFG is.
Discuss that in obtuse triangles, a
height could be seen outside the
triangle. Recall that the height is
5m 3m the length of the perpendicular line
segment from the base line to the
opposite vertex. Given that the 3 m
line segment is still perpendicular
to the extended base, then the
height of the triangle is 3 m.

Base JK Ask the learners the length of

the base and the height. Then,
ask them what kind of triangle
IJK is. Discuss that since the
8 cm 6 cm legs of a right triangle are
perpendicular to each other, it is
possible that the height could be
the length of one of the legs.

Base IJ Ask the learners the length of

the base and the height. Then,
ask them what they observe on
the base and height of IJK.
6 cm 6 cm Emphasize that despite using
the same triangle IJK, the height
could change depends on the
considered base.

Tell learners that triangles, parallelograms and trapezoids also have bases. Hence, Note that in lesson 6, you wrote
heights are also dependent on which side is considered the base. the definition of terms in a
manila paper or cartolina and
Recall the definition of height of parallelograms and trapezoids as the length of
posted it in one of your
the perpendicular line from the base line to the line parallel to it.

7
 billboards. Refer to this material
Explain the heights of a parallelogram using figure JOMS. Show the figures.
in recalling the definition of
height of parallelograms.

Base JS Base SM Discuss that the height for base

JS is different from the height
for base SM.

Make cut-outs of the base and

the heights, move the height
along the base to show that it
remains the same across the
base.

Base OM Base JO Discuss that height for base

OM and is the same for base
JS. Also, height for base JO and
is the same for base SM.

Move the base cut-outs from JS

to OM, and from SM to JO.
Then, show that the height is
the same. Argue that since
opposite sides of a
Present the table below and ask the learners to identify the lengths of the base parallelogram are parallel, then
and height. Answers are written in red. the corresponding bases will
result in the same heights.
Figure Base Height

8
 Ask the learners the length of
4m 9m the base and the height.
Emphasize that 12 m is not the
height because it is the length
of the line that is NOT
perpendicular to the base.

Ask the learners the length of

the base and the height.
Emphasize that height can be
6m 7m measured from a horizontal line
as long as it is perpendicular to
defined base, which is the 6 m
line.

Ask the learners the length of

the base and the height.
12 cm 8 cm Discuss that the height could
be found outside the
parallelogram as long as it is
perpendicular to the base line.
Step 4: Explain to learners that trapezoid, different from triangles with three
heights and parallelograms with two, trapezoids only have one since they only Step 4:Make cut-outs of the
have one pair of parallel sides. Use trapezoid RITQ to discuss the following: bases and the height.

Make a cut-out of the line that

9
 connects side RI and QT. Move
The height of trapezoid RITQ is the it alongside RQ to show that the
length of the line that is perpendicular height is not appropriate across
to both sides RA and TQ. side RQ; hence it can’t be
considered a base.
Trapezoid only has two bases, side RI
and TQ. Sides RQ and IT can’t be bases
Move the height along the base
since the two sides are not parallel to
to show that it remains the
each other.
same across the base.
Trapezoid RITQ only has one height.
The height remains the same regardless
of the base being side RI or TQ.

Step 5: Present the table below and ask the learners to identify the lengths of the
base and height. Answers are written in red

Figure Base 1 Base 2 Height

Ask the learners the length of
the bases and the height.
Emphasize that 5 m is not the
height because the line segment
is NOT perpendicular to the
11 6 4 bases.

10
 Ask the learners the length of
the bases and the height.
Discuss that 6 cm, despite
being a vertical line, is not the
3 6 2 height because it is not
perpendicular to the base sides,
which are the 3 cm and 6cm
sides. Note that bases should
be parallel to each other.

Ask the learners the length of

the bases and the height.
Emphasize that a side of a
12 8 9
trapezoid could be its height if
it is perpendicular to both
bases just like the 9 m side.

Lesson Activity
Step 1: Learners will work on activity no. 2. See activity no. 2 in the Learning
Activity Sheet for printable format. Answer key:

b h b h
20 12 12 15
16 17 12 12
18 15
8 12
12 10

Step 2: You have the freedom on

Step 2: Discuss the answers to the learners. how to do this step.

Day 3 Step 1: This activity is a review

SUBTOPIC 2: AREAS OF PARALLELOGRAMS, TRIANGLES, & TRAPEZOIDS on the formulas for the areas of
Explicitation parallelograms, triangles, and
trapezoids which are discussed
Step 1: Learners will work on activity no. 3. See activity no. 3 in the Learning

11
Activity Sheet for printable format. in the previous lesson exemplar
(Lesson 6). Best if you
emphasize that fact to your
Step 2: After the learners are done with activity no. 3, ask them to Turn and
learners.
Talk.
Turn and Talk is a keyword which means you will ask learners to turn to their
seatmates to compare their answers and solutions.

Step 3: Discuss the answers to the learners. Step 3: You have the freedom on
how to do this step.

Task 8: Worked Example Step 1: The examples in task 8

are the items of activity no. 3 in
Step 1: Discuss the three examples of finding the area of parallelograms, task 7. Discuss the worked
triangles, and trapezoids. Note that plugging in values in their respective formulas example as an extension of your
are already discussed in task 7, steps 1-3. discussion of activity no. 3 (see
task 7, step 3).

Example 1 In the 1st example (area of a

parallelogram), discuss that the
Given: b = 20 cm; h = 12 cm unit of the area is square
centimeters because it shows
Formula: A = b x h
the number of unit squares that
A = 20 x 12 makes-up the figure. Hence, of
the base and height are in
A = 240 square centimeters meters, then the unit of the
area should be square meters.
Example 2

12
 Given: b = 16 cm; h = 15 cm
𝑏𝑥ℎ
Formula: 𝐴 = 2

16 𝑥 15 240
𝐴= = = 120
2 2
A = 120 square meters In the 3rd example (area of a
trapezoid), review the concept of
GMDAS where you start with the
Example 3 grouped operations (b1 + b2).
Then, multiply the sum with 4
Given: b1 = 18 ft; b2 = 12 ft, h = 8 ft since they are grouped in the
(𝑏1+𝑏2) 𝑥 ℎ
numerator. Lastly, divide the
Formula: 𝐴 = product with 2.
2

(18 + 12) 𝑥 8 20 𝑥 8 160

𝐴= = = = 80
2 2 2
A = 30 square feet

Lesson Activity Answer key:

Step 1: Ask students to find the area of the following figures. 1. 180 sq. m.
2. 72 sq. m.
1. 2. 3. 3. 150 sq. cm.
Give the learners 5 to 10
minutes to turn and talk. Then,
ask for answers and list them
down regardless if it is correct
or not. After all the answers are
listed, discuss the items one by
one similar on how examples in
the worked example (task 8) are
After the learners are done, ask them to Turn and Talk. discussed.

13
 D. Making Day 4
Generalizations Task 10: Learner’s Take Away
Step 1: Ask the learners to complete the table below as a summary what they
have learned in this lesson. See activity no. 4 in the Learning Activity Sheet for
printable format.

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

A. Evaluating Day 4 Answer key:

Learning Learners will answer the formative assessment. See activity no. 5 in the Learning 1. 104 sq. cm
Activity Sheet for printable format. 2. 63 sq. m
3. 9 sq. cm
4. 18 sq. cm
5. 21 sq. m
6. 30 sq. cm

B. Teacher’s Note observations on Teachers’ remarks

Remarks any of the following Effective Practices Problems Encountered The teacher may take note of
areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used materials used, the earner
engagement and the other
learner engagement/
related stuff.
interaction

Others Teachers may also suggest

ways to improve the different
activities explored.

14
C. Teacher’s Reflection guide or prompt can be on: Teachers’ reflections
Reflection ▪ principles behind the teaching Teacher’s reflection in every
What principles and beliefs informed my lesson? lesson conducted/facilitated is
essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
▪ students the LAC/Collab sessions.
What roles did my students play in my lesson? input for the LAC sessions. Use
or modify the provided guide
What did my students learn? How did they learn? questions in eliciting teacher’s
insights.
▪ ways forward
What could I have done differently?

What can I explore in the next lesson?

15
5

Quarter
Quarter 11
Lesson Exemplar Lesson

for Mathematics 5 8
Lesson Exemplar for Mathematics Grade 5
Quarter 1: Lesson 8 Week 8
SY 2025-2026

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and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly
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Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Jose Mari M. Calamlam (Philippine Normal University)

Validator:
• Aurora B. Gonzales, Ph. D. (Philippine Normal University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [Link]@[Link].
 MATHEMATICS/QUARTER 1/ GRADE 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of the area of a parallelogram, triangle, and trapezoid.
Standards

B. Performance By the end of the quarter, the learners are able to determine the area of a parallelogram, triangle, and trapezoid. (MG)
Standards

C. Learning Learning Competency

Competencies
and Objectives● Lesson Objective 1: estimate the areas of triangles and quadrilaterals (parallelogram, rhombus, trapezoid) using grids.

D. Content ● Estimating areas of parallelogram, triangle, and trapezoid.

E. Integration Critical Thinking

II. LEARNING RESOURCES

Creag H.C. (2018). Real Life Mathematics 2nd Edition. Abiva Publishing. Quezon City, Manila.
Geogebra. [Link]
Math Worksheets 4 Kids: [Link]

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 Answer key:

Knowledge
Review 42 sq. cm. 96 sq. m.
Step 1: Learners will work on activity no. 1, see sample items below. See the 16 sq. cm. 160 sq. m.
Learning Activity Sheet for printable format. After the students are done, discuss 228 sq. m. 210 sq. cm.
the answers.

1
B. Establishing Lesson Purpose
Lesson Purpose Step 1: Learners will notice that
Step 1: Tell the learners that since they already know how to find the area of the bases and heights do not
parallelograms, triangles, and trapezoids (refer to Activity 1 step 1), they will be exactly fit the grids; hence can’t
challenged to find the areas of following new figures. get the exact areas. At this
point, introduce estimation.

2
Step 3: Tell learners that in the previous lesson/week, the class find the areas of
parallelograms, triangles, and trapezoids. In this lesson, they will estimate the
areas of the following figures. Then, show the objectives of the lesson: Step 1: Note that in lesson
4/week 6, you wrote this
● Estimate the areas of triangles and quadrilaterals (parallelogram, definition of terms in a manila
rhombus, trapezoid) using grids. paper or cartolina and posted it
in one of your billboards. You
Unlocking Vocabulary will use that same material for
Step 1: Present again to the learners the definition of terms from lesson 4/week lesson 5 (weeks 7 and 8).
6. Discuss/recall the definition of height of a triangle, parallelogram, and
trapezoid.
Definition of Terms
- The figures could be covered by smaller squares. A single square is a square
unit, while the one side length of a square unit is what we call a linear unit.

- The length is the number of linear units of the longer side, while the width is
the number of units of the shorter side.
- The area is the number of square units that cover the surface of the figure.
- A triangle is a three-sided figure.
- A parallelogram is a four-sided figure with two pairs of opposite sides parallel.
- A trapezoid is a four-sided figure with one pair of opposite sides parallel.
- The height is
- Triangle: The length of the perpendicular line segment from the base line to
the opposite vertex

3
- Parallelogram and Trapezoid: The length of the perpendicular line segment
from the base line to the line parallel to it.

4
C. Developing and Day 2
Deepening
Understanding ESTIMATING AREAS OF PARALLELOGRAMS, TRIANGLES, AND TRAPEZOIDS
Task 4: Explicitation
Step 1: Ask the learners if the following squares are fully filled, more than half Step 1: You may show the
filled, half filled, less than half filled, or empty. squares to learners one-by-one
or show them all at once.

[ ] Fully filled [ ] Fully filled Step 1: The figures in the

[ ] More than half filled [ ] More than half filled
[ ] Half filled [ ] Half filled
activity no. 5 are the same ones
[ ] Less than half filled [ ] Less than half filled in task 10, step 2. Hence, once
[ ] Empty [ ] Empty the activity is distributed, tell
the learners that they will
[ ] Fully filled [ ] Fully filled estimate the areas of the figures
[ ] More than half filled [ ] More than half filled since the figures do not exactly
[ ] Half filled [ ] Half filled
fit the grid lines.
[ ] Less than half filled [ ] Less than half filled
[ ] Empty [ ] Empty

[ ] Fully filled [ ] Fully filled

[ ] More than half filled [ ] More than half filled
[ ] Half filled [ ] Half filled
[ ] Less than half filled [ ] Less than half filled Answer Key:
[ ] Empty [ ] Empty

[ ] Fully filled [ ] Fully filled

[ ] More than half filled [ ] More than half filled
[ ] Half filled [ ] Half filled
[ ] Less than half filled [ ] Less than half filled
[ ] Empty [ ] Empty

5
Task 5: Worked Example

Step 1: Distribute activity no. 2, see items below. See Learning Activity Sheet for
printable format.

Ask the students to do this

Step 2: Discuss to the learners item 1 (triangle) of activity no. 2 (see step 1). The process in column C of activity
learners will follow the discussion using activity no. 2. no. 2.
- First, count the number of fully filled, more than half filled, half filled, Ask the students to do this
and less than half filled squares. process in column D of activity
no. 2.

6
 - Second, multiply the number of each kind of squares with their assigned Ask the students to do this
value: fully filled (x 1), more than half filled (x 1), half filled (x ½), and process in column E of activity
less than half filled squares (x 0). no. 2.
- Third, add the products you computed to get the estimated area. Turn and Talk is a keyword
Step 3: Ask the learners to estimate the areas in item 2 (parallelogram) and item 3 which means you will ask
(trapezoid) of activity no. 2 (see step 1) on their own. After they are done with, ask learners to turn to their
them to Turn and Talk. seatmates to compare their
Step 4: Discuss to the learners the answers for items 2 and 3. answers and solutions.
Day 3 Step 4: You have the freedom
on how to do this step.
Task 6: Lesson Activity
Step 1: Learners will work on activity no. 3, see sample item below. See Learning
Activity Sheet for the printable format.
Answer key:

9 14 ½
9 9
10 8

Step 2: After they solve the equations, ask the students to turn and talk for 3
minutes. Then ask for answers from the class, list them down on the board. Verify Turn and Talk is a keyword
which answer is correct in the next step (step 3). which means you will ask
Step 3: After checking, for each item, ask the class to raise their hand if the paper learners to turn to their
they are checking got it correct. Discuss the solutions for items that most learners seatmates to compare their
got wrong. answers and solutions.

7
D. Making Task 7: Learners’ Takeaways
Generalizations
Step 1: Ask learners to turn and talk to discuss their answer to the question…
In finding the area of a parallelogram, triangle, and trapezoid, how would
you know when to count the number of square units, to use the formula,
and to just estimate? Turn and Talk is a keyword
which means you will ask
After 5 minutes, select pairs of learners to share their reflections to the class learners to turn to their
seatmates to compare their
Day 4 answers and solutions.
Task 8: Reflection on Learning
Step 1: Group the learners into eight teams. Assign a number to each team.
Provide cartolina (or manila paper) and permanent markers to each group.

Step 2: Task each group to make an infographics poster on finding the exact and
estimated area of parallelogram, triangle, and trapezoid. The infographics should
include a step-by-step procedure with a working example.

Step 3: Assign team pairings as shown below:

Team 1 🡨🡨 Team 5
Team 2 🡨🡨 Team 6
Team 3 🡨🡨 Team 7
Team 4 🡨🡨 Team 8
Step 4: Ask each team to share their infographics (from Task 8) with their partner
team.
Step 5: During the sharing, each team should come-up with reflections on how
they find the exact and estimated area of parallelogram, triangle, and trapezoid.
They will write these reflections at the back of their infographics.

8
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Day 4 Answer key:

Learning Learners will answer the formative assessment, see sample items below. See 1. 4 ½ sq. units
activity no. 8 in the Learning Activity Sheet for printable format. 2. 18 sq. units
3. 6 sq. units
4. 11 sq. units
5. 20 sq. units
6. 21 sq. units

9
B. Teacher’s Note observations on Teachers’ remarks
Remarks any of the following Effective Practices Problems Encountered
areas: The teacher may take note of
some observations related to
strategies explored the effective practices and
problems encountered after
utilizing the different strategies,
materials used materials used, the earner
engagement and the other
related stuff.
learner engagement/
interaction
Teachers may also suggest
ways to improve the different
Others
activities explored.

C. Teacher’s Reflection guide or prompt can be on: Teachers’ reflections

Reflection ▪ principles behind the teaching
What principles and beliefs informed my lesson? Teacher’s reflection in every
lesson conducted/facilitated is
Why did I teach the lesson the way I did? essential and necessary to
improve practice. You may also
▪ students consider this as an input for
What roles did my students play in my lesson? the LAC/Collab sessions.

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?

10