MALPITIC INTEGRATED SCHOOL

MATHEMATICS 5 WEEK 3
QUARTER 1 DAY 1-5
I. Objectives
A. Content Standards
The learner demonstrates understanding of divisibility, order of operations, factors and
multiples, and the four fundamental operations involving fractions

B. Performance Standards
The learner is able to apply divisibility, order of operations, factors and multiples, and the four
fundamental operations involving fractions in mathematical problems and real-life situations.

C. Learning Competencies
8. Adds fractions and mixed fractions without and with regrouping. M5NS-Ie- 84
9. Subtracts of Fractions and Mixed Fractions without and with Regrouping. M5NS-If- 85

D. Objectives
1. Visualizing addition and subtraction of fractions
2. Add and subtract similar fractions in simple or mixed forms without and with regrouping
3. Add and subtract dissimilar fractions in simple or mixed forms without and with regrouping

II. Content Numbers and Number Sense

III. Learning Resources

A. Reference
MELC Guide Math 5 Quarter 1 Week 3 LC # 8-9
Ateneo Lesson Guide in Math 5 pp. 79-179
21st Century MATHletes Teacher’s Manual pp. 27-32
21st Century MATHletes Textbook pp. 58-77
B. Other Learning Resources

DAY 1

IV. Procedures

A. Reviewing previous lesson or presenting the new lesson

Similar fractions are fractions having the

same denominators such as 3/4, 6/4, 11/4,
and so on.
Dissimilar fractions are fractions having
different denominators such 4/5, 13/5, 32/5,
and so on.

You may now start classifying the following fractions as similar or dissimilar:

1. 12/7 and 2/9 Ans. _______________

2. 4/8 and 9/8 Ans. _______________
3. 11/2 and 3/12 Ans. _______________
4. 249 and 15/9 Ans. _______________
5. 12/6 and 13/10 Ans. _______________

Now, check your work by turning to the Score Description

last page for the key to correction. 5 Very good
How many correct answers did you get? 4 Good
Rate your result using this table. 2-3 Fair
Turn to page 8 sec. and work on the enrichment
0 -1
activities

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 Next, I want you to change the following dissimilar fractions to similar.
But wait, do you still recall how to change dissimilar fractions to similar?

Suppose you have 2/3 and 1/4.

To make dissimilar fractions similar, say, 2/3 and 1/4:

o Let D = denominator; N = Numerator;

o LCM = Least Common Multiple LCD = Least Common Denominator
o Determine the least common multiple (LCM) between the denominators 3 and 4
o the multiples of 3: 3, 6, 9, 12, 15, …
o the multiples of 4: 4, 8, 12, 16, …
o Notice that 12 is the least among the multiples.
o Therefore, 12 is the least common multiple or LCM.
o Using the LCM 12 as the new denominator for both fraction

𝟐 ⬚ 𝟏 ⬚
= =
𝟑 𝟏𝟐 𝟒 𝟏𝟐
(LCM ÷ D) x N (LCM ÷ D) x N

12÷3 = 4 12÷4 = 3
Multiply the numerator 2 by the result 4 Multiply the numerator 1 by the result 3

2x4=8 1x3=3

𝟐 𝟖 𝟏 𝟑
Therefore, = 𝟏𝟐 = 𝟏𝟐
𝟑 𝟒

Now your turn, change the following dissimilar fractions to

Score Description
similar:
1. 3/8 and ½ Ans. _______________ 5 Very good
2. 3/5 and ¼ Ans. _______________ 4 Good
3. 4/6 and 4/8 Ans. _______________ 2-3 Fair
4. 2/3 and 1/6 Ans. _______________ Turn to page 8 sec. J and work
5. 2/8 and 1/5 Ans. _______________ 0 -1 on the enrichment activities

Now, check your work by turning to the last page for the
key to correction.
How many correct answers did you get? Rate your result using the table above:

B. Establishing a purpose for the lesson

 How do you spend your weekend? Give activities that you do at home.
 What fraction of the day do you spend in helping in the household chores?

C. Presenting examples/instances of the new lesson

A Problem Opener

Rita budgets her home activities as follows:

𝟏
of the day  gardening and cleaning the yard
𝟔
𝟐
of the day  cleaning the house and doing laundry work
𝟔
𝟑
of the day  marketing, cooking, and sleeping
𝟔

D. Discussing new concepts and practicing new skills #1

 Let us go back to the problem opener. Then answer the following questions.
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 The diagram will look like this:

o What does Rita do with her time?

o In what household chores does she spend most of her time?
o In what household chores does she spend least of her time?
o Do you think she can finish all her work?
o What must we do with our time so we can also finish our work?

Question 1: What part of the day does she spend on cleaning the house and doing laundry work
and gardening and cleaning the yard?
What is asked in the problem? Total time spend on cleaning the house and doing laundry
work and gardening and cleaning the yard?
What are the given facts? and

What operation is needed to solve the problem? Addition

What is the number sentence? + =N

Can you solve the problem using the diagram? Yes

Question 2 : How much more does she spend on marketing, cooking, and sleeping than
gardening and cleaning the yard ?
What is asked in the problem? Total time spend on cleaning the house and doing laundry
work and gardening and cleaning the yard?
What are the given facts? and

What operation is needed to solve the problem? Subtraction

What is the number sentence? - =N

Can you solve the problem using the diagram? Yes

What answer did you get?

𝟏 𝟑
Example 2 : Add: =N
𝟓 𝟓
 Bring out your fraction chart.
 Find = N.
 What kind of fraction are Why? Similar, they have the same denominator.

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

Answer:

1 1 1 1 1
5 5 5 5 5

3
𝟑 𝟐
Example 3 : Subtract: =N 5
𝟓 𝟓

3 1
Write the number sentence: 5 - 5 = N

Show subtraction using strips of paper.

1
5
3 1 3
Fold the strip of paper into 5 equal parts. Shade 5 of it with lighter color. Shade 5 from 5 with darker
color. Count the parts that are shaded with lighter color. What part of the whole is shaded with lighter
color?
𝟑 𝟏 𝟐
=𝟓
𝟓 𝟓 Answer:

𝟓 𝟏
Example 4: Add: + =N
𝟗 𝟗
Step 1: Write the given +

Step 2: Add the numerators and copy the =

common denominator
Step 3: Simplify by dividing both numerator
and denominator by the GCF 3
=
Try working on the next example

𝟓 𝟏
Example 5 : =N
𝟖 𝟖

You may choose to answer using the steps I gave you or you may use bars to find the correct
answer.
𝟑
You should get as your final answer whether you use the step by step procedure or the bar.
𝟒
If you get the correct answer you may proceed with Example 4.
If not, I am sorry but you have to go back to example number 1 and try all over again.

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 𝟓 𝟏
Example 6 : =N
𝟖 𝟖
𝟏
You should get as your final answer.
𝟐
If you get the correct answer you may proceed with the next part of the lesson.
If not, I am sorry but you have to go back to example number 1 and try all over again.

DAY 2
E. Discussing new concepts and practicing new skills #2

 Dissimilar Fractions
Dissimilar fractions are fractions with different denominators. To add or subtract dissimilar fractions,
rewrite them dissimilar fractions first just like what we have done in the Review. The sum will be
represented by adding the numerators over the common denominator while the difference will be
represented by subtracting the numerators over the common denominator. Simplify the sum or
difference if needed.
𝟏 𝟐
Let us try. Example 1: Add: +
𝟐 𝟓
 Solution:

Step 1: Determine the LCD. The LCD between 2 and 5 is 10

Step 2: Get the equivalent fractions +

+ =

Step 3: Add the numerators over the common denominator = =

Step 4: Answer + =
Example 2: Example 3:

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 𝟒 𝟗
Example 5 : Subtract: - =N
𝟔 𝟐𝟒

For this example, I want you to fill in the blanks to complete the steps and get the correct answer.

Step 1: Determine the LCD between 6 and 24 The LCD between

multiples of 6: 6, 12, 18, 24
multiples of 24: 24, 28, 72,
24 and 6 is ____.

Step 2: Get the equivalent fractions - =

Step 3: _______ the numerators over the =

common denominator

Step 4: Answer =

Now, check your work by turning to the Score Description

last page for the key to correction. 5 Very good
How many correct answers did you get? 4 Good
Rate your result using this table. 2-3 Fair
Turn to page 8 sec. and work on the enrichment
0 -1 activities

To add or subtract dissimilar fractions:

1. Determine The Least Common Denominator (LCD).
2. Get The Equivalent Fractions.
3. Add Or Subtract The Numerators Then Write The Sum Or Difference Over The Common
Denominator.
4. Simplify Or Write The Answer In Lowest Terms If Possible.

 Mixed Fractions
Mixed fractions are fractions that have a whole number part and a proper fraction part, such as 1
½ and 10 2/5. How will you add or subtract or subtract mixed fractions?

We first add or subtract the whole numbers then the fractions, and express the answer in lowest
terms if possible.

𝟏 𝟏
Example 5: Add 3 + 1𝟒 =N
𝟒

 Solution 1:
Add the whole numbers and then the fractions

3 + 1 = (3+1) ( + )= 4

Simplify the answer 4

 Solution 2

3¼ + 1¼ = 4½

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Example 6:

Sometimes we must first write the fractional parts as fractions with a common denominator before we
can add or subtract.

𝟓 𝟑
Example 7: Subtract: 10 -7𝟖 =N
𝟔

Solution:

Step 1: Determine the LCD The LCD between 6 and 8 is 24

between 6 and 8
multiples of 6: 6, 12, 18, 24, 30, …
multiples of 8: 8, 16, 24, 32, …

Step 2: Get the equivalent fractions 10 - 7 =

=
Step 3: Subtract the whole numbers.
Then subtract the numerators
over the common denominator 10 - 7 =( ) ( )

Step 4: Answer =

DAY 3
F. Developing mastery

I.

⬚ ⬚
⬚
- ⬚ +
⬚
⬚
⬚
⬚
= ⬚
= ⬚ ⬚
⬚

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II.

Perform the indicated operation.

𝟑 𝟏 𝟑 𝟏𝟏 𝟗 𝟏𝟎 𝟏𝟎 𝟏
1) + +1 =N 2) 5 +6 +1 =N 3) 6 -5 =N
𝟒 𝟒 𝟒 𝟐𝟓 𝟐𝟓 𝟐𝟓 𝟏𝟓 𝟓

4) 𝟏 5) 𝟕 6) 𝟏
3 7 5𝟐
𝟒 𝟖
𝟐 𝟑 𝟑
+5 -4 -1𝟔
𝟖 𝟒

G. Finding practical applications of concepts and skills in daily living

Here are ways fractions get into our daily life.

PIZZA FOR EVERYBODY: Mealtime does not have to be a battle about who got more. Use
fractions to split the pie evenly.

You can use your knowledge in adding or subtracting measurement of ingredients in cups
in a recipe or kilograms in meat so you can cook a menu

Can you think of other ways on how fractions are applied in real -life?

H. Making generalizations and abstractions about the lesson

Remember…
 To add or subtract similar fractions:
1. add or subtract the numerators.
2. write the sum or difference over the common denominator.
3. write the answer in lowest possible terms if possible.

 To add or subtract dissimilar fractions:

1. find the least common denominator (LCD).
2. multiply both the numerator and denominator of each fraction by a number that will make the
denominator equal to the LCD.
3. continue the process using the steps in adding and subtracting similar fractions.

 To add or subtract mixed fractions with similar fractions:

1. add or subtract the fractional parts.
2. add or subtract the whole numbers.
3. write the answer in lowest terms, if possible.

 To add or subtract mixed fractions with dissimilar fractions:

1. rewrite the fractional parts to similar fractions using the LCD.
2. regroup the similar fractions if necessary, then perform the indicated operation.
3. write the answer in lowest terms if possible.

DAY 4-5
I. Evaluating learning

A. Visualize the correct answer.

3) =
1) = N

) =

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 B. Perform the indicated operation.
𝟏𝟑 𝟕 𝟐
1) 2 +1 +5 =N
𝟏𝟔 𝟏𝟔 𝟏𝟔

𝟖 𝟕 𝟒
2) ( 𝟏𝟓 + ) - =N
𝟏𝟓 𝟏𝟓

𝟕 𝟓 𝟖
3) + - =N
𝟏𝟐 𝟏𝟐 𝟏𝟐

𝟑 𝟕
4) 4 𝟒 - 2 𝟏𝟐 =N

𝟑 𝟖
5) 12 - 7 = N
𝟓 𝟏𝟓

J. Additional activities for application or remediation

Perform the indicated operation.

1 3 2) 8 3)
3

+3 -6 -1

##########################################################################
KEY TO CORRECTION

(III.Procedure.A) (III.Procedure.A)
Classifying fractions as similar or dissimilar Changing dissimilar fractions to similar
1. dissimilar 2.similar 3.dissimilar 1. 3/8 and 4/8
2. 12/20 and 5/20
4. Similar 5. dissimilar 3. 16/24 and 12/24
4. 4/6 and 1/6
5. 10/40 and 8/40

Developing mastery
I. II.
2
=
) 3) 5)

= 2) 4) 6)

CONGRATULATIONS!!!!
You were able to complete MATHEMATICS 5 – WEEK 3

If you need more help, you may reach me at cp # 0920 900 5181 or send
me a private message thru my messenger account jennifer david
cabrera.
OR
Mam Rowena’s cp # 09752250850 and messenger account Rowena
Sicat

MALPITIC INTEGRATED SCHOOL Page 9

 4Fs GRADE 5- WEEK 3
NAME: _____________________________ GRADE & SECTION: ______________ Score: ________

ADD: 1-10 first row: 11-20 second row: 21-30 third row

SUBTRACT: 1-10 first row: 11-20 second row: 21-30 third row

MULTIPLY: 1-10 first row: 11-20 second row: 21-30 third row

DIVIDE: 1-10 first row: 11-20 second row: 21-30 third row

MALPITIC INTEGRATED SCHOOL Page 10