5

Lesson Exemplar Quarter 2

Lesson

for Mathematics 5 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 5
Quarter 2: Lesson 1 (for Week 1)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. 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
Writers:
• Lorelei B. Santelices (Ateneo de Naga University)
• Ma. Jeanette O. Naval, Ph.D. (Ateneo de Naga University)

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

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMMER 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 [email protected]

2
MATHEMATICS/QUARTER 2/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learner should have knowledge and understanding of division of fractions.

B. Performance Standards By the end of the quarter, the learners are able to divide fractions.

C. Learning Competencies
By the end of the quarter, the learners are able to divide fractions using models.
and Objectives

C. Content Division of Fractions Using Models

D. Integration Sharing
Measurement in cooking (Recipes)

II. LEARNING RESOURCES

Baby Croissants (6 pieces). Sonder. https://sonder.sg/products/baby-croissants-6-pieces

Pizza fractions flash cards. Teacher Pay Teachers. https://www.teacherspayteachers.com/browse?search=pizza%20fractions%20flash

%20cards

Math Clip Art-Fraction Concepts--Fractions on a Number Line-Fourths-3 | Media4Math

https://www.media4math.com/sites/default/files/library_asset/images/MathClipArt--FractionsOnNumberLines--Fourths-3.png

1
 Math Clip Art--Fraction Concepts--Fractions on a Number Line-Eighths-7 | Media4Math
https://www.media4math.com/sites/default/files/library_asset/images/MathClipArt--FractionsOnNumberLines--Eighths-7.png

Vann, W. (n.d.). Fractions. EduPic Graphical Resource. http://edupic.net/fractions.htm

Fraction Disks or Fraction Models, Number Line (if available)

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating DAY 1
Prior
Knowledge
1. Short Review
Recall the concept of division as “equal sharing”.

Let us read and analyze the given word problem. The teacher may ask the following questions:

Jen is preparing identical loot bags for her birthday. She

How will you solve the problem?
plans to give away the loot bags to street children. She has
135 pieces of goodies and 15 party bags. How many goodies (The pupil may use division)

What strategy will you use?

(the pupils may answer the following: skip

2
 How many groups of 15 are there in 135? counting, repeated addition or long division)

The answer is 9. Solution: (The pupils will explain their solution and
when the given solution is not clear, the teacher
may ask the question below:
Therefore, Jen must put 9 goodies in each loot bag.

B. Establishing 1. Lesson Purpose

Lesson Purpose
Let us try this activity. Suppose the given numbers in a division The teacher may use fraction discs or models (if
problem are fractions, how will you find the quotient? available) and pictorial representations.

Use models to find the quotient.

2
Count how many thirds there are in .
3
2 1
Divide by .
3 3
1 2
There are two s in .
3 3
2 1
3 3
divided by 2 1
Therefore, ÷ =2
3 3

1 2
How many thirds or are there in ?
3 3

3
 In this week’s lesson we will learn how to divide fractions using
models.

C. Developing SUB-TOPIC 1: Dividing Fractions Using Models

and Deepening
Understanding
1. Explicitation

Like in whole number division, dividing fractions means equal sharing

or grouping.

Let us solve the following problem using models and number lines.
Since the unit of measure used in the given word
problem is pounds (lb), the teacher may include
A baker is making croissants. additional information on this unit such as the
Each croissant is made from following:
pound of dough. If the baker has
pound of dough, how many ● The abbreviation "lb" comes from the Latin
croissants can he make? word "libra," which means pound.

● One pound (1 lb) is equivalent to

approximately 0.45 kilograms or half a
kilogram.

4
Solution Using Models: The teacher may explain that the number sentence
3 1 1 3
÷ =N represents the number of s in .
4 8 8 4
1 3 Models like fraction bars, discs, or pictorial
How many eighths or s are there in ?
8 4 representations may be used to illustrate fraction
division.

3 1
÷ =N
4 8

1 3
How would you show how many s there are in ?
8 4

3
∧6
3 6 4 are equivalent fractions.
4 8 8

5
 3 6
Notice that = .
4 8

1 3
There are 6 eights (or ) in . Therefore, the baker can make 6
8 4
croissants.

3 1
÷ =6
4 8 The teacher may explain that number lines can be
utilized to model division of fractions.

Using Number Lines

3
Show and eights on a number line.
4

Then, show and count equal jumps of eights on a number line.

6
There are 6 equal jumps of eights on the number line. Therefore, the
baker can make 6 croissants.

2. Worked Example
Let us have more examples of fraction division using models.

4 1
Example 1: Divide by .
8 8

1 4
There are four s in .
8 8

1 1 The teacher may further explain how the concepts

Example 2: Divide by . of common denominators and equivalent
2 4
fractions are applied to model fraction division.

7
 1
∧1
For instance, 4 is a common denominator of 2 .
4
2 1
is an equivalent fraction of . Hence, dividing
4 2
1 1 1 1 2 1
How many fourths or s are there in ? by is the same as dividing by .
4 2 2 4 4 4

1 2
How many ( ¿ are there in ( ¿?
4 4
1 1
There are two s in .
4 2

1 2
1 1 The illustration shows that there are two s in .
Therefore ÷ is equal to 2. 4 4
2 4

The teacher may likewise emphasize that the least

DAY 2
common denominator (LCD) is practically preferred
in identifying common denominators, although
other common denominators can also be utilized.
Example 3: Find the quotient. The advantage of LCD is that it simplifies
9 2 calculation since it deals with smaller values.
divided by =n
10 5

8
 9 2
÷ =n
10 5

9 2
Illustrate and .
10 5

2 9
How many s are there ∈ ?
5 10

2 4
Notice that = .
5 10

2
∧4
5 are equivalent fractions.
10
9 2 1
Therefore, ÷ =2
10 5 4

9
Here is another illustration to solve the same division problem.

Solution:

9 2
10 5
divided by

2 9
Count how many s there are in .
5 10

2 1 2
If is divided into 4 equal parts, 1 part is of .
5 4 5

10
 1 9
Therefore, there are 2 two-fifths in .
4 10

9 2 1 9
This means that ÷ =2 ∨ .
10 5 4 4

Example 4: Find the quotient.

2 1
÷ =n
3 5
1 2
How many s are there in ?
5 3

11
 2
Divide into 5 equal parts.
3

1 1 3
In the whole, is made up of 3 parts. ( = ¿ To elaborate further, the teacher may reiterate how
5 5 15 the concepts of common denominators and
equivalent fractions are applied in this part.

2 1 1
Therefore, ÷ =3
3 5 3 2 10 1
For instance, is equivalent to , and can be
3 15 5
3 3
expressed as . To determine how many sare
15 15
10 10 3
there in , the fraction can be divided by .
15 15 15

Example 5: Find the quotient.

Using models can help illustrate the answer, which
1 3 1
÷ =n is 3 .
2 4 3

3 1
How many s are there in ?
4 2

2 1
÷
3 5

12
 10 3
÷
15 15

1 2 3
is of
2 3 4 3 10
How many s are there in ?
15 15

1 3 2
Therefore, ÷ =
2 4 3

DAY 3

1
The model shows that there are 3 three-fifteenths
3
3. Lesson Activity
10
in .
Refer to the Worksheet, activity 1, which the learners will accomplish. 15
Find the quotient using models.

6 1
a) ÷ =n
7 7

9 3
b) ÷ =n
10 10

5 5
c) ÷ =n
8 16
If it is deemed necessary to give part of the Lesson

13
 4 2 Activity on DAY 2 intended for DAY 3, the teacher
d) ÷ =n
5 15 may already ask the learners to answer some items
in the lesson activity.

Refer to the Worksheet, activity 2, which the learners will accomplish.

Solution for Worksheet No. 1
Find the quotient using models.
Find the quotient using models.

1 3
a) ÷ =n 6 1
4 8 a) ÷ =6
7 7

3 3
b) ÷ =n
7 4

2 1 9 3
c) ÷ =n b) ÷ =3
3 4 10 10

7 5
d) ÷ =n
12 6
5 5
c) ÷ =2
8 16

14
 4 2
d) ÷ =n
5 15

Solution for Worksheet No.2

Find the quotient using models.

1 3 2
a) ÷ =
4 8 3

1 2 3
Note that is of .
4 3 8
3 3 4
b) ÷ =
7 4 7

15
 3 21
Note that = .
4 28

3
may be illustrated by transferring the shaded
7
part in the last row to column 4.

3 12 4 3
Note that is ∨ of
7 21 7 4
2 1 2
c) ÷ =2
3 4 3

1 3
=
4 12

16
 7 5 7
d) ÷ =
12 6 10

5 7 7
is of
6 10 12

D. Making 1.Learners’ Takeaways The teacher may ask the students the question
Generalizations and write the words or phrases on the board.
Give words or phrases you remember from the lesson.

Example:
1. Division is sharing.
2. Division means equals jumps on the number
line.
3. The answer in division is called quotient.

2.Reflection on Learning
Sample answers:

17
 a) equal sharing;
a) Give instances when these lessons can be of help to you. in preparing identical loot bags or identical
sets; in cooking or baking
b) In cooking or baking, what will happen if you do not follow the
correct measurements or amount of ingredients? It will not result in the desired consistency
or will not taste good.

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

REFLECTION

A. Evaluating DAY 4 See Worksheet Number 3

Learning

Formative Assessment Answers:

1)
Answer the following questions through models:

÷ .=¿
9 3
1) Divide by .
10 10
1 7
2) How many (halves) are there in ? 9 3 9
2 4 ÷ =3; Hence, there are 3 three-tenths in .
10 10 10
3 6
3) How many s are there in ?
4 8
2)
1 5
4) Find the quotient of divided by .
4 6

18
5) In whole number division, a number divided by itself equals
1. Does this apply to fractions? Justify through an
example.

1 7
There are 3 halves∈ .
2 4
7 1 1
÷ =3
4 2 2
3)

3 6
There is one ∈ .
4 8
6 3
÷ =1
8 4
4)

5 20
=
6 24

19
 5 6 3 1
is ∨ of
6 20 10 4
5) YES

2 2
example: ÷ =n
8 8
2 2
How many s are there in ?
8 8

2 2
÷ =1
8 8

B. Teacher’s Note observations on any Effective Problems Teachers are encouraged to record relevant
Remarks of the following areas: Practices Encountered observations or any critical teaching events that
influence the attainment of the lesson objectives.
strategies explored Use or modify the provided template in recording
the notable instructional areas or concerns.

materials used
In addition, notes here can also be on tasks that will
be continued the next day or additional activities

20
 learner engagement/
interaction

needed.
Others

C. Teacher’s Reflection guide or prompt can be on: Entries on this section are teacher’s reflections
Reflection about the implementation of the whole lesson,
▪ principles behind the teaching which will serve as

What principles and beliefs informed my lesson? input for the LAC sessions. Use or modify the
provided guide questions in eliciting teacher’s
insights.
Why did I teach the lesson the way I did?

▪ students

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?

21
What can I explore in the next lesson?

22