5

Lesson
Exemplar
Quarter 1

5 for Mathematics 4
Lesson

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 5
Quarter 1: Lesson 4 Week 4
SY 2024-2025

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Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
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Writer:
• Rosalie Perez – Cayabyab, Ed. D. (City College of San Fernando Pampanga)

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

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Philippine Normal University
Research Institute for Teacher Quality
SiMMER National Research Centre

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MATHEMATICS/QUARTER 1/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Multiplying Fractions

Standards

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

C. Learning Learning Competency

Competencies 1. Visualize multiplication of fractions using models
and 2. Multiply a fraction by a fraction
Objectives

D. Content Multiplication of Fractions

1. Multiplication of Fractions using Models
2. Multiplication of Fraction by a Fraction

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]. https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-

fractions/imp-multiplying-fractions/v/visualizing-fraction-products
Khan Academy. Multiplying two Fractions. [video]. https://www.khanacademy.org/math/cc-fifth-grade-math/5th-multiply-fractions/imp-
multiplying-fractions/v/multiplying-fractions

Medes, A. (2023). Real-Life Mathematics. Abiva Publishing House, Inc. Quezon City

Nivera, G. and Marcelino, D. (2024). Math for All. Don Bosco Press, Makati City

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Day 1- 2
Prior
1. Short Review
Knowledge ● Ask learners how to add
The teacher may present the following problems to review the learners fractions
about addition of fractions.
● Learners will show their
Answer the following. solutions on the board.
3 3 Answers:
a. Find the sum of and .
4 4
6 3
7 7 7 a. or
b. Add the fractions: + + 4 2
14 14 14
21 3
b. or
14 2

B. Establishing 1. Lesson Purpose For the Lesson Purpose, the

Lesson Let us take the following problem given in our review: teacher will consider the
Purpose problems in the review part to
3 3
Ask the learners to use fraction bars to illustrate: + introduce the topic.
4 4
The teacher may also
introduce the topic using the
presentation below:
 In this illustration, the learners can interpret multiplication as repeated
● If we have whole
addition. Guide the learners in understanding this concept.
numbers, let say, Bella
3 3 3 6 3 1 received 6 hair clips
That is, 2 x = + = or or 1
4 4 4 4 2 2 from Ana. She also
received 6 headbands
7 7 7 from Arah and lastly
Ask the learners, to rewrite + + as product.
14 14 14 received another 6
7 21 3 crunchies from Kim.
Answer: 3 x = or How many hair
14 14 2
accessories did she
Then ask the learners to make a rule on multiplying a whole number and a receive?
fraction similar to the given examples.
● Ask learners what
Possible answer from the learner: operation is to be used
aside from addition. (6 x
● multiply the whole number to the numerator then copy the 3 = 18 hair accessories)
denominator ● From this, the concept
Then ask the learners to find the product of the following: of multiplication will be
introduced.
6 2 1 2
a. 5 x b. 2 x c. x
7 11 2 3
The last problem (c) will lead you to your next topic, which is multiplying a
fraction by a fraction. It is expected that the learners can’t answer letter c.
2. Unlocking Content Area Vocabulary
● Multiplication is repeated addition.

● Multiplication of fraction has a similar concept as in multiplication of

whole numbers.
● The product of a whole number and a fraction is
 c ac
ax =
d d

● The product of a fraction and a whole number is

c ca
xa=
d d

1 1
- The product x 9 means of 9
3 3

a c
● For any fractions and ,
b d

a c ac
x =
b d bd
1 1 1 1
- The product x means of .
3 5 3 5

C. Developing SUB-TOPIC 1: Multiplication of Fractions using Models For Example1: The teacher
and Deepening will provide a real-life situation
Understanding Explicitation
problem so that they will have
1
Ask the learners: What is of 6? (Ask this to activate learners’ knowledge of a meaningful understanding
2 about the concept of
this question)
multiplication of fractions.
1 2
Then ask, what is of ? (The intention of this question is to create It is suggested that the
2 3
teacher should illustrate
curiosity among the learners.)
clearly the fractions especially
2 1 the overlapping shaded parts.
Example 1: On their TLE class, Ria bought meter of cloth. She used
3 2 The teacher may use colored
of it in her project. How many meters of cloth remained? chalk or other manipulatives
as necessary for better
 discussion of the topic.
● Lead the learners to the meaning of what is being asked in the
problem. For Example 2: It is
1 2 suggested that the teacher
- What is of meter of cloth? should show the details the
2 3
2 shading of the fractions for the
● Use rectangular model or fraction bar to illustrate meter of cloth. learners to understand the
3
topic very well.

● show on the board as

the teacher shades 1/5
using colored chalk
● from the illustrated
fraction, shade 2/3
1
● Shade of the rectangular model using a different color. ● emphasize the
2
● From the shaded figure, look at the overlapping shaded parts. overlapped shaded
parts
To arrive at the final answer
the teacher should show or
emphasize the counting of the
overlapped shaded parts.
It is also important to note that
the final answer should be in
the lowest term.
Count the number of overlapped shaded parts. In the given figure, the
number of overlapped shaded parts is 2. This will become the numerator of To access more information,
the answer while the denominator is the total number of squares in the the following link will be
figure which is 6. helpful:
https://
1 2 2
Thus, of = www.khanacademy.org/math/
2 3 6 cc-fifth-grade-math/5th-
 1 2 2 multiply-fractions/imp-
Which is equivalent to x =
2 3 6 multiplying-fractions/v/
visualizing-fraction-products
2 1
The remaining cloth of Ria is or .
6 3

Example 2:
2 1 2 In the Worked Example, the
Multiply: x = learners may work by group.
3 5 15
The group should complete the
given table.
While the learners are
answering the teacher should
monitor or check the activity
given to the learners.
Example 3 : After 10 minutes, the group
representative will present and
1 2 2 1 discuss their answers.
x = ∨ (lowest term)
2 5 10 5
The teacher may give 3 or four
different sets of problems
depending on the number of
groups.

Example 4:

2 1 2 1
x = ¿ (lowest term)
7 4 28 14
 Answers Lesson Activity 1
Lesson Activity 1 1. 3/12
Use the illustration in finding the product. 2. 5/16
3. 15/24
4. 3/14
1 3
1. x =¿
3 4 ¿

1 5
2. x =¿
2 8 ¿

3 5
3. x =¿
4 6 ¿
 1 3
4. x =¿
2 7 ¿

The teacher will present the

same example used during the
previous lesson.

Day 3 – 4 From the given example, the

SUB-TOPIC 2: Multiplication of Fraction by a Fraction teacher may ask the learners
1. Explicitation to observe the given.
● If the model used is not
Use this example in leading the learners to the rule of multiplying a fraction by
presented, we will just
another fraction.
2 1 2
have x =
3 5 15
● What have you
observed in the
2 1 2 mathematical sentence?
x =
3 5 15
● Learners will share their
observations?
● The numerators were
multiplied, likewise the
Example 1:
denominators.
2 1 2
x = numerators are 2 and 1, thus, 2 x 1 is 2, the denominators are The teacher will discuss in
3 5 15
2 details in answering the given
3 and 5, therefore, 3 x 5 is 15. The product of the two fraction is . examples on the board.
15
Example 2:
For Example 3: Use of
5 2 5 x 2 10 5 cancellation method when
1. x = = =
6 3 6 x 3 18 9 performing multiplication.

The concept of GCF must be

Example 3: recalled in applying
cancellation.
Cancellation method can also be used in multiplying fractions. This can be
applied if the given fractions have greatest common factors or GCF. If learners will find it difficult,
Let’s take a look at the given examples: don’t use and focus on
mastering the basic of
1 2 multiplication of fraction by
x cancel common factor using GCF. The GCF of 2 and 2 is 2.
2 5 another fraction.

To access more information,

the following link will be
helpful:
https://
Example 4: www.khanacademy.org/math/
cc-fifth-grade-math/5th-
multiply-fractions/imp-
multiplying-fractions/v/
6 2
x cancel the common factors using GCF. The GCF of 2 and 10 is 2. multiplying-fractions
10 4
The GCF of 6 and 4 is 2.
For the Lesson Activity 2, it
can be a game, individual
activity, or a group activity.
3x 1 3
= = The teacher will discuss how to
5 x 2 10
solve the password.
● Solve the given
problem.
 ● Write the letter on the
Lesson Activity 2.
line that corresponds to
Solve for the PASSWORD. your answer.
Princess Hannah is in need of help. For her to escape from the bad wolf, she ● When the password was
needs to solve the password (which is the name of the wolf) by solving the revealed shout “Princess
following problems about multiplication of fractions. Let us help Princess you are free!”
Hannah to decode the name of the wolf!
ANSWER: FEYNMAN

The teacher may think of

another game.

2 7 5 1 6 3
N. x N. x E. x Lesson Activity 3
7 9 7 3 8 12
Answers:
2 1 4 3 A. B.
Y. x A. x
5 4 5 8 1. 1/8 1. 2/9
2. 2/5 2. 8/15
2 3 8 1 3. 3/10 3. 3/21
M. x F. x 4. 7/10 4. 1/6
3 10 12 5
5. 1/24 5. 1/16
Lesson Activity 3
A. Find the product. B. Answer the following.

2 1 1 1
1. x =¿ 1. What is of ?
3 3 ¿ 2 4
4 6 2 3
2. x =¿ ¿ 2. Find of .
5 9 3 5
3 2 3 2
3. x =¿ 3. What is of ?
6 7 ¿ 4 5
 2 5 4 7
4. x =¿ 4. What is of ?
6 10 ¿ 5 8
1 6 2 1
5. x =¿ 5. Find of .
8 12 ¿ 6 8

D. Making 1. Learners’ Takeaways

Generalization What I learned about Multiplication of Fractions The teacher will guide the
s leaners in generalizing what
One way to multiply fractions is by Another method in multiplying fractions they have learned by
making use of ________. is _____________ method wherein the answering the guide questions
numerator and denominator have GFC. and completing the sentences
given.
To multiply fractions, multiply the _________ as well as the _________ and
express the answer in _________.

2. Reflection on Learning
● How can we connect this lesson to our everyday lives?

● Cite instances where knowledge of multiplication of fraction is useful in

practical contexts.

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

A. Evaluating Day 4 Answers:

Learning Formative Assessment 1.
Activity 4
A. Use illustrations to find the product.
1 3
1. x
3 5
 1 2
2. x
3 5
4 2 2.
3. x
7 3
B. Multiply the following fractions.
4 5
1. x
5 7
1 2
2. x 3.
8 5
B. 1. 4/7
5 3
3. x
9 10 2. 1/20
3. 1/6
2 7 4. 1/15
4. x
21 10 5. 2/55
4 3
5. x
15 22

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

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

materials used Teachers may also suggest ways

to improve the different activities
explored/lesson exemplar.
learner engagement/
interaction

others
C. Teacher’s Reflection guide or prompt can be on: Teachers’s reflection in every
Reflection lesson conducted/facilitated is
essential and necessary to
▪ principles behind the teaching
improve practice. You may also
What principles and beliefs informed my lesson? consider this as an input for the
LAC/Collab sessions.
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?
What can I explore in the next lesson?