A DETAILED LESSON PLAN IN MATHEMATICS V

November 28, 2018

7:30-8:30 A.M

I. OBJECTIVES
At the end of 60 minute discussion at least 85% the Grade V-A pupils are expected to:
a. Define and write the meaning of Percent and Fraction;
b. Appreciate the uses of a Percent and Fraction with regards to their daily living;
c. Visualize Percent and its relationship to Fractions and Ratios using models;
d. Accomplish the activities regarding Percent and Fractions.

II. SUBJECT MATTER

A. Topic: Percent and Fraction
B. Reference: 21st Century MATHletes, by Angelina P. Lumbre, et.al, pgs.188-192.
C. Materials: Hand-copies, Visual Aid
D. Strategy: 4’s
E. Approach: Learner-Centered Approach
F. Skills Integration: Thinking Skills, Self-Reliance, Cooperation and Collaboration
G. Values Integration: Appreciation
H. Subject Integration: Arts, Health and Values Education

III. LEARNING PROCEDURES

Teacher's Activity Students' Activity

PRELIMINARY ACTIVITIES
1.Prayers
One student will lead the prayer.

Almighty God, we are humbly asking for

your guidance and protection. Thank You
for the Love and Inspiration you are giving
to us. Amen.

2. Classroom Management
Stand up class, arrange your chairs and Students will pick up the papers under their
pick up all the pieces of paper. chairs.

3. Checking of Attendance
Who are the absent for today?
The teacher will call the class beadle of The Beadle will tell the names of the
the class to state the names of the absentees.
absentees.

4. Recapitulation
The Teacher will call Ms. Detoito to state
the topic discussed last meeting. The
Guide questions will be:
What is our topic last meeting?
How is it being done?
Give an example of proportion? Kindly
write it on the board.
Why Do we need to this study in our lives?
What is its relevance to our lives?
Last Meeting we discussed about
Proportion.
Teacher, We learned that when two ratios
are equivalent, they represent a proportion.
Sir it is done by writing the ratio of the two
numbers proportionally.
Example is 3:2
We need to study proportion to be aware of
its function into our lives for it has a great
relevance in our daily living.

Thank You.
5. Motivation
The Teacher will ask the pupils to stand
up and sing the Mathematics Song
entitled ―Percentages‖
The teacher will post on the Lyrics of the
Song.
The Teacher will play the music and they
will hear it on and afterwards they will sing
it.
The pupils will stand and Sing the Song
― Percentages‖

A Percentage is a ratio that compares a

number to 100
A percentage expresses a number as a
fraction of 100
―A part of 100‖ is what percent means in
Latin
Now let’s take a look at those percentages
in action!

90% on a test – that’s good!

10% of the weekend left—that’s bad!
40% chips in your party mix—that’s good!
100% of just of just pretzel sticks—that’s
bad!

Percentages are related to decimals and

fractions
It’s easy to quickly convert your numbers
into them
1% is the same as 1/100 or 0.01
100% is the same as 100/100 or 1

Thank you Class you now take your seat. The students will take a seat.

6. Presentation of the Topic

Our topic for today is about Percent and
Fraction.

7. Presentation of the Objectives

B. Developmental Activity
A. ACTIVITY
Before we proceed to our topic will
be having first an activity. Please count 1- The students will count 1-2-3-4-5-1-2-3-4-5
5 to form 5 groups. until the last student state his/her group
number.
The Teacher will ask the students to
go to their respective group mates and The students will go to their respective
form a circle. group mates and form a circle.
The Teacher will give a cartolina,
ruler and Marker to the 4 groups each.
The teacher will explain what will be
their assigned tasks.
The Teacher will ask the students to
choose their secretary for their group.
The students are given 10 minutes to
do their job.
The assigned tasks were:
The Group secretary will asks her fellow
group about the topic that they were The possible group work done would be:
assigned on.
Group 1: You will draw pie chart showing Group 1:
how you spend your day. You will draw
also the activities you have. You should
be able to give the percentage and the
fraction form of those activities by labeling.

Group 2:
Group 2: You will draw a pie chart
showing how you spend your daily
allowance by means of drawing. You must
label it. You must You should be able to
indicate the percentage and the fraction
form of it.

Group 3: You will draw a pie chart Group 3:

showing the foods and drinks that you
intake in your body by means of drawing.
You must label it. You should be able to
indicate the percentage and the fraction
form of it.

Group 4:
You will draw a representation or Group 4:
illustration of the members that you have
in your group according to the gender they
have. You must indicate the percentage of
male and female. You must also write the
fraction form of it.

Group 5: Group 5:
You will draw your dream job 11
years from now on. Label it and indicate
the percentage and be able to write the
fraction form.

Before the activity starts the Teacher will

give the rubrics/criteria.
 The Criteria were:

Criteria Rating
Unity 15%
Creativity 20%
Relevance to the Topic 30%
Over-All-Presentation 35%
Total 100%

The teacher will let his students to read

the criteria. The Students will read the criteria.

The Activity will start.

The teacher will call one member of each

group to explain their work. Presentation will follow.
The student will post their work on the
board.

The teacher will announce the group

garnered the highest grade based from
the activity conducted and they will
receive a reward.

Very Good Students. Let’s give The students will Clap Hands 3x and
ourselves an Aling Dionisia’s Clap. Stamp foot 3x Very Good, Very Good
using imitating Aling Dionisia’s voice.

B. ANALYSIS
The Teacher will facilitate the
discussions through asking the questions
below and will be letting them share their
insights about the lesson.

Have you Had fun with our Activity?

Does the activity help you to have an Yes, Sir. Very Much.
idea of what will be our topic for today? Yes, Sir. We had so much fun.

The Teacher will call a student to give

her idea about the possible topic that we Yes, Sir. Based from the activity that we
will be having. had I have concluded that our topic for
today is about Percent and Fraction.
Very Good.

To Formally start our discussion.

The Teacher will call a student to read
the writings on the board.
Thank you.
PERCENT was first used in the 15th
century. It came from the Latin word ―per
centum‖ which means ―for every hundred‖.
A Percent is a ratio of a number to 100. It
is represented by the symbol ―%‖.
 The Teacher will show a model. The
model is Banana. The students will count The student will count the piece of Banana.
first the banana. The teacher will ask the 1-2-3-4-5-6-7-8. there was 8 pieces of
students. Banana.
The questions are: If teacher ate 2 pieces
of Banana, How many pieces of Banana Sir 6.
will be left?

If 6 were left what is the percentage of the

banana Teacher ate? How about the Sir. The percentage of the Banana you ate
percentage of the Banana I am hasn’t yet is 25% of the pieces of Banana and 75% of
eaten? it was not yet been eaten.

Very Good Students.

What other example can you give?

Now that you already know how to get a
percentage of a given item. Let’s proceed
Now find out how Changing the Percent to
Fraction is being done.
Sir, a while ago I saw 10 Birds Flying. 5 of
them were flying to the North Direction and
the other 5 were flying to the West
Direction. Therefore, 50% of the birds I
saw were flying to the North Direction.
Likewise, there were 50% of birds flying to
the West Direction.

The Teacher will call a student to read the PERCENT TO FRACTION

statement or facts written on the board.
Thank You.
Percent may be written in Fraction Form.
To change a Percent to a fraction, remove
the Percent symbol (%) and write the
number as a numerator, then the
denominator 100. Moreover, make sure
that the fraction form of the given is in
simplest form.

In writing a fraction form we must use the

given number as a numerator and use 100
as the denominator.
Always remember that 100 is the constant
denominator used in writing a fraction
form.

For a clearer dissemination of facts the Example of writing a given Percent to

teacher will post an example in a tabular Fraction and in Simplest
form showing the proper writing of
Fraction and its Simplest Form. PERCENT FRACTION SIMPLEST
FORM
1. 23% 23/100 23/100
2. 50% 50/100 ½
3. 36% 36/100 9/25
4. 150% 150/100 3/2

5. 300% 300/100 3/1 = 3

The students will read the 1st example
given.
Class take a look at the first example.
The teacher will ask the students on what
they have observed.
What did you noticed?
Thank you.
The teacher will call 4 students to fill out
the necessary items.
The teacher will let the students to
explain their work.
Very Good Students!
The teacher will call a student to
state what she observed based from the
given example.
Very Good.
.
Is changing Percent to Fraction clear to
you?
Now let’s proceed to know what is
Fraction all about.
The Teacher will call a student to written
the writings on the board.
Is the definition of Fraction clear to you?
Class a while ago you count the pieces of
Banana I have here. How many it is
again? Can you please count it again?
Teacher has a question. If I ate 2 pieces
of Banana what is the Fraction Form of it?
How about the Simplest form of it?
If I ate 2 pieces how many pieces of
banana left? What is the fraction form of
it? How about its simplest form?
Thank you class.
Now, let’s witness how Fraction is being
converted into Percent. The teacher will
call a student to read the statement on the
board and give her idea about it.
Thank you.
Note: the underlined and italicized will
be fill-out by the students.
The students will read the given example
and the 4 students called will fill out the
necessary items.
Sir, The Percent is change into the fraction
and written also in its simplest form.
The students will fill out the missing item
on the board.
The students will explain their work.
I observed that there were relationship
among Percent, Fraction and Writing
fraction to its simplest form in which we
Can convert them with one another
respectfully.
Yes Sir.
FRACTION- a number usually expressed
in the form of a/b.
Sir, there 8 pieces of Banana.
The students will count again the pieces of
Banana.1-2-3-4-5-6-7-8-9
Sir, 2/8 is the fraction form and its simplest
form is ¼.
Sir, 6.
Sir, 6/8 is the fraction form of the Banana
left and its simplest form is ¾.
FRACTION TO PERCENT
To change a fraction to Percent, change
into decimal first by dividing the numerator
by the denominator. Then move the
decimal point two places to the right and
affix the % symbol.
The Teacher will post an example. The Fraction Decimal Percent
Teacher will let his students to read the 1. 46/100 43÷100=0.46 46%
first example and the teacher will call 4 2. 48/96 48÷96=0.50 50%
students to fill out the necessary items. 3. 2/5 2÷5=0.40 40%
4. 3/2 3÷2=1.5 150%
5. 3/1 3÷1=3/1 300%

Note: the underlined and italicized will

be fill-out by the students.
The students will fill-out the information
needed on the board.

The teacher will let the students to explain The students will explain their work.
their work.
Very Good.

The teacher will call students to give
another example showing converting
fraction to percent.
Sir, upon going here in school I saw 12
pedicabs that are park near the market. 4
of its driver wearing hat/cap and the other
8 were not wearing hat/cap. Therefore,
There is 4/12 or 1/3 of the pedicab drivers
wears a hat/cap while 8/12 or 2/3 of the
pedicab drivers are not wearing a cap/hat.

C. Abstraction

In our discussion what did you observed? As what I have perceived we can definitely
The teacher will call a student to give an convert Percent to Fraction and Fraction
observation about the presented example. Vice Versa by simply abiding the rules and
methods that were given.

Again Class to generalize our topic. To

change the Percent to Fraction, remove
the Percent symbol % and write the
number as a numerator, then the
denominator 100. This is from the
definition that Percent means for every
hundred. Remember to always reduce the
fraction to the lowest terms. Also, to
change the Fraction to Percent, change
into decimal first by dividing the numerator
by the denominator, move the decimal
point two places to the right and affix
the % symbol.
.

We’re now done discussing the ―Percent

and Fraction‖. But before we proceed to
our last activity I will call a student
To give and share the importance of
Percent and Fraction in your life as an
individual especially here in our school?
How can you relate this into your lives?
The teacher will call a student to state her The importance of Percent and Fraction
insights. into our life is that we can determined and
be aware of it Sir. Like in school Sir we can
be guided and we can identify the subjects
that we are good at and not good enough
in.
Very Good.
As an individual who are the persons
whom makes you feel 100% complete?
Why do you say so?
Sir. For me the person’s that completes the
totality of me is My Parent, Friends and
God. Because Sir they are the one who
brings me up when I am down they are the
persons whom I lean on and makes me
feel comfort without them I am nothing I am
incomplete.

How about in your community the society

that you are belonged in?
I want you to reflect and have a realization
about the topic we discussed.
The teacher will call a student cite her
realizations in life.
Sir, I realized that as a good person I must
walked with the virtuous path of life. I must
be a 100% God Bearer of truth, love and
wisdom. I must utilize most of my time with
my love ones. There should be a great
percentage of love than hate.
Imperfections are inevitable but through
the guidance and help our Lord God we
can definitely surpassed the struggles that
we are encountering in life. Perseverance,
faith and trust him. For out 0f 100% of the
challenges that arises surely we can find a
way to solve every problems that we have
in life.

It seems that you really understand the

lesson for you have gathered a realization
and have reflected on it.

Very good Students.

Do you have any clarifications?

Do you have any Questions? None, Sir.
Then, if it’s the case. We will precede to
the last activity.

D. Application
The teacher will give an activity to the
class.
The groupings will be determined by the
letter that they will pick on the box.

The class will be divided into 8 groups. The student will pick one letter that will
The teacher will roam around and let his determine their groupings.
students pick a letter which is in the box.
The letter that they picked will determined
there groupings. The letters that are inside
the boxes were F-R-A-C-T-I-O-N. The
questions will be read by the teacher.
The teacher will give them a bond paper
to write their answers.
The Teacher will read the Questions
Below:
There will be three rounds:
Instructions:
1st Round: Easy Round the Teacher will
read the question twice and its choices.
The group that will get the right answer
will receive1 point.
2nd Round: Average The Teacher will
read the question twice and the student
will write their answers on the paper. The
group that will get the right answer will
receive 2 points.

3rd Round: Difficult the teacher will read

question and the choices. The students
will write their formula showing the
process how they underwent to the
answer. The group that will get the right
answer will receive 5 points. If the solution
is wrong they will still get 2 points. No
solutions will be accepted they will receive
2 points. The students will write their answers on the
long bond paper. They will raise their
The teacher will ask the students to raise paper.
their paper if the entire group has
answered.

Note: The Correct answers were

highlighted.

EASY ROUND: Choices were:

1. The word Percent was came from A. For every hundreds

Latin word ―per centum‖ which
means __________? B. For every hundred

2. A Percent is a ______________. C. For every hundredths

A. Result of an experiment
B. Group of digits
C. A special ratio

3. In solving a Problem we used 4

theories. Which of the following is A. Understand
not included? B. Plan

AVERAGE ROUND: C. Solve and Chase

1. Rike has 6 siblings two them

were boys and 3 of them were
girls. Write the fraction form of
Mang Canor’s child with male 3/6= 1/2
gender.
2. Mr. Guadamor Class has 40
students. On the day of Monday 28/40=14/20=7/10
12 of them were absent. Write
the fraction form of the students
who are present for that day.
3. What is the fraction form of
60%?
4. Felix bought 12 pens which has 60/100= 6/10=3/5
3 colours these were Blue, red
and black. 6 of it were colour 4/12= 1/3
black and 2 of were blue. How
many were colour red. Write the
fraction form of the colour red
based from the pens Felix
 bought.

DIFFICULT ROUND:
1. Richard’s score in the test is 39 out A. 58%
of 65. What is the percentage of his B. 60%
score? C. 66%
Solution is: 39/60= 0.65 = 65%
2. At the Morning Ralph has 40 pieces
of candles in his sari-sari store. He
sells it for P4.50 each at the A. 28
evening he counts his money B. 30
earned for that day amounting of C. 32
P126. How many pieces of candles
Solution: 40*P4.50= P180 – P126=
were sold?
P54/4.50= 12. 40-12 = 28.
3. At the Day of Monday James has
90 pieces of lumbers in his
hardware store with the size of
2x2x8. He sells it for P7 each at the
evening of the 30th day of the A. 40%
month he counts his money earned B. 42%
for that day amounting of P252. C. 44%
Solution: 90*7=630/252= 40%.
What is the percentage of his sold
lumbers for that day?
4. Ninety-two out of 160 hens lay
eggs in Mang Kiko’s poultry in A. 37.5%
Pampanga. What Percent of the B. 47.5%
hens are laying eggs? C. 57.5%
5. Kier’s allowance for the day of Solution: 92/160= 57.5%
Monday is P90. He utilized his P18
to buy school stuff. What Percent of A. 20%
his allowance were used to buy his B. 25%
school stuff? C. 30%
6. Mr. Rivera’s class absentees for Solution: 18/90= 20%
the afternoon class of Tuesday had
a 35%. If he has 40 students in all, A. 24
how many of them were present? B. 26
C. 28
Solution: 40* 35%=14. 40-14=26.
Scoring Board:

Group Score Total

F
R
A
C
T
I
O
N

The group that will earn the most number

of points will be the winner and received a The students will do the Onyok’s Clap.
reward. Clap hands 3x, Stamp foot 3x and says
ayos.
Let’s give ourselves an Onyok’s Clap.
IV. EVALUATION

A. Change the following Fraction to Percent.

Fraction Percent
1. 69/100
2. 2/4
3. 9/36
4. 96/8
5. 12/16
6. 8/1
7. 0/1
8. 16/80
9. 11/2

B. Define: (3pts)

1. Percent 2. Fraction

KEY TO CORRECTION:

A.

Fraction Percent
1. 69/100 69%
2. 2/4 50%
3. 9/36 36%
4. 96/8 120%
5. 12/16 75%
6. 8/1 800%
7. 0/1 0%
8. 16/80 20%
9. 11/2 550%
B.

1. PERCENT- a special ratio which means per hundred or for every 100; with the
symbol‖%‖ affixed to a number to denote what part of 100 the given number is.

2. FRACTION- a number usually expressed in the form of a/b.

V. ASSIGNMENT:

Read The Next Lesson The Lesson 8 about Base, Percentage and Rate.

Guide Questions:
Solve the following. Show your Solutions. 5 points each.
1. If Ralph scored 80% on a 20 point test, how many points did he miss? How many
points would he earn if he scored 90%?
2. Lester have collected 21 cans of food and Marc have 50% more than Lester how
many cans does Marc have collected?
3. Joshua wants to save money for a P980 video game. If he has 25% of the money
he need, how much money does he have?

Reference: 21st Century MATHletes by Angelina P. Lumbre pgs.196-207.

Prepared by:

Señora, John Leimarc R.

Teacher