by:

SHERILYN V. DELMO
Student Teacher
 Lesson

Subtraction with Regrouping

OVERVIEW
Good Day Grade 5 student!
This module was specifically developed with you in [Link] language used
recognizes the diverse vocabulary level of students.

LEARNING OUTCOMES
 In this lesson, you will be able to :
 Add the decimal numbers.
 Subtract the decimal numbers.
 Solve problems about addition and subtraction of decimal numbers

INSTRUCTIONS
Read the items in the module carefully. Follow all the directions. Be
patient to answer all the questions/ activities included in this module. Take your time to
study and learn.

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 What I Know….
PRETEST

Direction: Answer the following question. Encircle the correct answer.

1. What is the answer when 1.414, 0.867, 1.257 and 0.463 are added?
a. 4.001 b. 4.002 c. 4.003 d. 4.004

2. Subtract 4.5 and 5.2 from 253.24. What is the answer?

a. 243.49 b. 243.50 c.244.49 d. 244.50

3. Mrs. Castro had ₱24,000.00. How much money was left after paying the following bills:
₱1,315.85, ₱2,250.15, ₱6,905.25 and ₱368.40?

a. ₱13,070.35
b. ₱13,168.75
c. ₱13,160.35
d. ₱13,001.25

4. Sam bought a pen for ₱12.30, a backpack for ₱34.23 and a pencil case for ₱23.19. How
much in all did he pay for the purchase of school supplies?

a. ₱69.72
b. ₱69.00
c. ₱68.72
d. ₱68.00

5. Find the difference: 0.5134 – 0.3789 = _______

a. 0.134 b. 0.1345 c. 01.345 d. 13.450

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 LEARNING ACTIVITIES

What’s In ….
Direction: Read and understand the question. Answer the following
and encircle the correct answer.

1. What do we call the numbers that we add or numbers to be added?

a. Addends b. Sum c. Factors d. Product
2. The answer in addition is called ______.
a. Quotient b. Product c. Difference d. Sum
3. The number from where we subtract is called _______.
[Link] b. Subtrahend c. Difference d. Product
4. The number that is to be subtracted is called ________.
a. Minuend b. Sum c. Subtrahend d. Factors
5. The answer in subtraction is called ________.
a. Quotient b. Sum c. Difference d. Product

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What’s New ….
ADDING DECIMAL NUMBERS

Margareth bought a noodle for ₱5.15, a can of sardines for ₱14.60, and a can of
corned beef for ₱48.35 as part of her emergency provisions for her girl scout
camping. How much did she pay for her provisions?

To solve the problem, use the following steps:

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UNDERSTAND
What is asked?
The amount Margareth paid for her provisions
What are given?
A noodle for ₱5.15, a can of sardines for ₱14.60 and a can of
corned beef for ₱48.35

PLAN
How to solve the problem?
Use addition.
5.15 + 14.60 + 48.35 = n

SOLVE
What is the solution?
5.15 + 14.60 + 48.35 = 68.10

CHECK
How to check if the answer is correct?
Changing the order of the addends does not change the sum,
therefore the answer is correct.

What is the final answer?

Margareth paid ₱68.10 for her provisions

Another example:
SUBTRACTING DECIMAL NUMBERS

Javier jogged 5.885 km on Monday and 7.27 km on Tuesday. How much more did he
jog on Tuesday than on Monday?

What is asked?
The difference of distance Javier jogged on Tuesday and Tuesday and Monday.
What are given?
Javier jogged 5.885km on Monday and 7.27km on Tuesday.
How to solve the problem?
Use subtraction.
7.27 – 5.885 = 1.385
How to check if the answer is correct?
1.385 + 5.885 = 7.27
 The sum of the difference and the subtrahend is equal to the minuent,therefore
the answer is correct.
What is the final answer?
Javier jogged 1.385km more on Tuesday than on Monday.

Let’s Practice:Calculate and write the correct answers of the following.

82.78 + 28.12 =

1. 14.55 + 92.46 =

2. 15.82 + 41.62 =

3. 93.39 + 97.31 =

4. 92.61 + 49.95 =

5. 67.83 - 57.32 =

6. 78.94 - 74.93 =

7. 86.5 - 53.48 =

8. 98.6 - 83.46 =

9. 65.35 x 83.93 =
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Let’s Try: Solve the following word problems.

1. What is 36.65 less than the sum of 342.375 and 732.148?

2. A coconut tree is 6.8m tall and a guava tree is 1.5 m shorter than the coconut
tree. Find the total height of the two trees.

When solving a problem ,use the following steps:

1) Understand
2) Plan
3) Solve
4) Check
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REFERENCES
 Bandejas, J.A., DelaCruz Jr, E. O., Reyes, D. E., & Sagusay, E.L (2020).

Phoenix math for 21st century learners 5 (2nd ed.). Phoenix Publishing House, Inc.

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Name: ____________________________ Date: __________
Grade: __________________________

Lesson

Multiplying Decimal numbers

up to two places with mixed
decimals

LEARNING OUTCOMES
 In this lesson, you will be able to :

 Multiply decimals up to 2 decimal places.

 Solve problems about multiplying of decimal numbers.

What I Know….
PRETEST

Direction: Answer the following question. Encircle the correct answer.

1. What is the product of 0.15 x 0.32?

a. 0.48 b. 0.048 c. 4.8 d. 0.0048
2. Find the product of 2.3 x 3.5.
a. 0.00805 b. 0.0805 c. 0.805 d. 8.05
3. When 21.3 is multiplied by 4,12, the product is _____.
a. 8.7756 b. 0.87756 c. 87.756 d. 0.087756

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4. 2.5 x 1.2 gives a product of ____.
 a. 3 b. 0.3 c. 0.03 d. 0.003
5. 23.3 times 1.3 equals_____.
a. 28.99 b. 289.9 c. 2.899 d. .2899

LEARNING ACTIVITIES

A cake recipe calls for 0.45 kg of sugar. How many kilograms of sugar is needed
to make 9 cakes?
To solve the problem, multiply the decimals and the whole number. When
multiplying a decimal and a whole number, follow these steps.
1. Multiply the numbers like whole numbers.

2. In the product, move the decimal point to the left, the same number of places as
the sum of the decimal places in the factors.

0.45 2 decimal places

x 9 0 decimal place
4.05 2 decimal places

Hence, 4.05 kg is needed to make 9 cakes.

Another example: Notice that there should be 2 decimal places in

4.36 2 decimal places the product since the sum of the places in the
x 35 0 decimal places product is 2. However, the number zero is in the
2180 last place and no nonzero number follows, so
1308 you can omit zero and the value of the product
152.60 remains the same.
 Let’s Practice:Multiply the following and write the correct answer in the
space provided.

1. 0.4 x 7 = 6. 9 x 3.6 =

2. 8 x 0.3 = 7. 2.6 x 72 =

3. 12 x 6.7 = 8. 1.93 x 8 =

4. 2.3 x 4 = 9. 6.25 x 53 =

5. 11 x 5.5 = 10. 17.64 x 3 =

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Let’s Try:Multiply the following and write the correct answer in the space provided.

1. 9.2 x 5 6. (1.3 + 2.6) x 7

2. 6.25 x 8 7. (8.4 – 3.2) x 5

3. 7.92 x 25 8. 5 x (1.26 + 2.33)

4. 8.36 x 15 9. 8.36 x 45

5. 0.02 x 50 10. 12.85 x 12

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REFERENCES
 Bandejas, J.A., DelaCruz Jr, E. O., Reyes, D. E., & Sagusay, E.L (2020).

Phoenix math for 21st century learners 5 (2nd ed.). Phoenix Publishing House, Inc.

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Name: ____________________________ Date: __________
Grade: __________________________

Multiplying decimals with

factors up to two decimal
places
LEARNING OUTCOMES
 In this lesson, you will be able to:
 Multiply the decimal numbers like whole numbers
 Move decimal places in the product

What’s In ….
LEARNING ACTIVITIES
Marilyn went to Singapore with her family. She saw a dumplings in one of tha
stores and asked her father to buy her one for 2.15 Singaporean dollar. How much is
the sumpling in peso if a Singaporean dollar is 39.1 each?
The cost of the dumpling in peso can be solved using multiplication. When
multiplying decimals, follow these steps.

39.1 1 decimal place Step 1: Multiply the numbers like whole

x 2.15 2 decimal places numbers
1955
391
782 Step 2: Move the decimal point in the
84.065 3 decimal places product to the left the same number as
the sum of the decimal places in the
factors

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Therefore, the cost of each dumpling is ₱84.065.

Other examples:  Multiply the numbers like whole

1. 0.3 x 0.2 numbers. Move the decimal
0.3 1 decimal place places in the product, two units to
x 0.2 1 decimal place the left since there is one decimal
06 place in each factor. The number
00 0 between the decimal point and
0.06 2 decimal places the digit 6 in the product is called
a place holder.

2. 1.45 x 2.22  Notice that there should be 4

1.45 2 decimal places decimal places in the product
since the sum of the decimal
x 2.22 2 decimal places places in the factors is 4.
290 However, the last digit in the
290 product is zero and there is no
290 nonzero digit that follow so, you
3.2190 3 decimal places can omit the zero and the value
of the product will not change.

Let’s Practice:Solve each multiplication sentence by placing a decimal

point in the product.
A.
1. 0.4 x 0.7 = 28 6. 2.25 x 0.5 = 1125

2. 0.8 x 0.6 = 48 7. 8.4 x 1.13 = 9492

3. 0.32 x 0.9 = 288 8. 7.26 x 2.38 = 172788

4. 0.56 x 0.7 = 392 9. 3.6 x 1.2 = 432

5. 1.3 x 2.5 = 325 10. 18.53 x 6.78 = 125633

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B.
1. 0.5 x 0.3
9. 0.4 x 0.3
2. 0.6 x 0.1
10. 0.5 x 0.5
3. 1.2 x 0.3
11. 0.6 x 0.8
4. 7.8 x 3.1
12. 1.7 x 1.2
5. 2.6 x 1.9
13. 2.6 x 0.4
6. 8.41 x 2.3
14. 71.1 x 8.22
7. 0.37 x 1.4
15. 10.33 x 5.
8. 3.14 x 3.14

When multiplying decimals, multiply the

numbers like whole numbers. The decimal
places in the product is the same as the sum
of the decimal places in the factors.

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Let’s Try:Use the following data to convert the followingvdenominations to peso.

1 US dollar = ₱ 51.92
1 Euro =₱58.88
1 Malaysian Ringgit = ₱12.52

1. 3.25 dollars 4. 6.28 ringgit

2. 0.5 euro 5. 10.34 dollars

3. 5.15 ringgit 6. 7.73 euro

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REFERENCES
 Bandejas, J.A., DelaCruz Jr, E. O., Reyes, D. E., & Sagusay, E.L (2020).

Phoenix math for 21st century learners 5 (2nd ed.). Phoenix Publishing House, Inc.

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Name: ____________________________ Date: __________
Grade: __________________________

Dividing Decimals up to two

decimal places

LEARNING OUTCOMES
 In this lesson, you will be able to:
 Multiply the divisor and the dividend by the same power.
 Divide a whole number and align decimal to the dividend and quotient

What I Know….
PRETEST
A. Find the quotient.

1. 1.3 ÷ 0.1

2. 0.99 ÷ 0.33

3. 3.5 ÷ 0.7

4. 1.08 ÷ 0.12

5. 1.47 ÷ 0.7

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What’s In ….
LEARNING ACTIVITIES
The distance from Manila to Tagaytay is 67.5km. If it took 1.5 hours for a car to travel to
Tagaytay from manila, what is the average speed of the car per hour?
To find the average speed of the car per hour, divide the distance by the time it
took for the car to travel from Manila to Tagaytay. To divide fractions by another fraction
follow these steps.

67.5 ÷ 1.5 Step 1: Multiply the divisor and

the dividend by the same power
1.5 √67.5 = 15√675
of 10 to make the divisor a whole
45 number.
15√675
Step 2: Divide as a whole
-60
numbers and align the decimal in
75
the dividend and the quotient.
- 75
0

Hence, the average speed of the car is 45 km per hour.

Other examples:
1. 0.46 ÷18.4
Step 1: Multiply the divisor and the dividend
0.025
by the same power of 10 to make the divisor
18.4 √0.46 = 184√4.600
a whole number.
- 0
46 Step 2: Divide as a whole numbers and
- 0 align the decimal in the dividend and the
460 quotient. Annex zero in the dividend as
- 368 necessary to continue division.
920
Step 3: Use zero as a place holder if the
920
divisor is larger than the dividend.
0

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 2. 2.6 ÷ 0.3
Step 1: Multiply the divisor and the dividend
8.66… or 8.7
by the same power of 10 to make the divisor
0.3√2.6 = 3√26.00
a whole number.
- 24
20 Step 2: Divide as a whole numbers and align
- 18 the decimal in the dividend and the quotient.
20 Add zero in the dividend to continue division.
- 18
2

Notice that the division never ends and the digit 6

in the decimal of the quotient repeats indefinitely. In this
case, you can put ellipsis (…) to indicate that the
decimal of nonterminating or use a bar over the first
number in the decimal that repeats indefinitely.

Let’s Practice:Divide the following.

1. 1.32 ÷ 0.12 6. 14.5 ÷ 0.02

2. 154.5 ÷ 0.02 7. 0.64 ÷ 1.6

3. 17 ÷8.5 8. 0.96 ÷ 2.4

4. 0.49 ÷ 7 9. 0.2 ÷ 24

5. 39.2 ÷ 2 10. 0.5 ÷ 1.1

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REFERENCES
 Bandejas, J.A., DelaCruz Jr, E. O., Reyes, D. E., & Sagusay, E.L (2020).

Phoenix math for 21st century learners 5 (2nd ed.). Phoenix Publishing House, Inc.

PHOTO CREDITS ON ICONS:

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Name: ____________________________ Date: __________
Grade: __________________________

Ratio Concepts

LEARNING OUTCOMES
 In this lesson, you will be able to:
 Understand what ratio is
 What the colon use for.

What’s In ….
LEARNING ACTIVITIES
There are 18 boys and 19 girls in each section of Grade 5 in Masayahin
Elementary School. That means for every 18 boys, there are 19 girls. You can also say
that the ratio of pupils in each class is 18 boys to 19 girls.
Ration is the comparison and relationship between two or more quantities.
The relationship of these quantities are written using:
1. Numbers or amount separated by colon (:)
2. A fraction if there are only two quantities compared.
18
The ratio of 18 boys to 19 girls can be written as 18:19 or
19
Other examples:

1. Ratio of stars to squares

The ratio of stars to squares 9 is to 6.
9
The ratio can be written as 9:6 or
6

2. Ratio of Kittens to puppies

The ratio of kittens to puppies is 3 is to 2.

3
The ratio can be written as 3:2 or
2

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3. Ratio of watermelon