School Siocon Central School Grade Level 5
Name of Teacher Merie Joy D. Ombina Learning Area Mathematics
Teaching Date Quarter 3
I. OBJECTIVES
A. Content Standard
Demonstrates understanding of percent, fractions, ratios, and decimal numbers.
B. Performance Standards
The learner is able to apply knowledge through writing percent to fractions, ratios, and decimal
numbers.
C. Learning Competency/ Objectives:
The learner is able to visualize percent and it's relationship to fractions, ratios, and decimal numbers
using models.
II. CONTENT
Visualizes percent and it's relationship to fractions, ratios, and decimal numbers.
III. LEARNING RESOURCES
Materials : PowerPoint, visual aids
Reference : K-12 Curriculum Guide
IV. PROCEDURES : (Explicit Teaching)
Teacher's Activity Pupil's Activity
1. Preparatory Activities
Prayer
Everybody please stand, and let's start our day The students will stand up and pray.
with a prayer.
Oh, God, Almighty behold us thy loving children.
Offering thee today our works and studies, help us Oh, God, Almighty behold us thy loving children.
dear Lord to be obedient to our teacher, kind to Offering thee today our works and studies, help us
our companion, diligent to our studies that we will dear Lord to be obedient to our teacher, kind to
merit thy blessings for ourselves, our school, our our companion, diligent to our studies that we will
beloved country the Philippines, AMEN. merit thy blessings for ourselves, our school, our
beloved country the Philippines, AMEN.
Greetings
Good morning, Grade 5 students!
Good morning, teacher Joy!
How are you today?
We are fine, teacher Joy.
Very good!
Checking of Attendance
Let me check your attendance, say present if your
name was called. Present, teacher.
Great! No one is absent today, give yourselves a 5
claps.
The students will clap their hands.
2. Setting of Standards
Class, before we will start with our lesson, what
are the things we should remember?
• Listen carefully.
• Raise your hand if you want to answer
• Avoid unnecessary noise.
So, those are the things we should remember. • Respect each other.
Understood class?
Yes, teacher.
(Presentation of Behavioral Chart)
The teacher will present the behavioral chart to
the students and explain.
3. Drill:
Direction: Express the following into fraction form.
1.) 0.10
2.) 0.20
3.) 0.40
4.) 0.60
5.) 0.30
4. Review
5. Motivation
I will flash some mathematical symbols. Be ready
because after I flash it on the screen, I will call
somebody to choose the correct answer among
the choices.
Understood class?
Yes, teacher.
The answer is Percentage teacher.
The answer is Fraction.
The answer is Ratio.
The answer is Decimal.
Very good! All of your answers are correct.
Those four, are actually our topic for today.
Today we are going to learn about Visualizes
percent and its relationship to fractions, ratios,
and decimal numbers using models.
B. Modelling / I do
But first, what is Percent?
A percent is a number or ratio that represents a
fraction of 100. It means per 100 or every 100. It is
often denoted by the symbol "%". It can be change
into fraction, ratios, decimal and vice-versa.
In this example we have 100 equal parts and 32
shaded parts. Therefore, we can write it like this
(32%), and read it as Thirty-two percent.
Again, we can read it as what?
Next is Fraction. When we say fraction, it is the
part of a whole. In this situation we have 100
Thirty-two percent.
equal parts and 32 shaded parts. That 100 will be
our denominator and the 32 shaded part will be
our numerator.
It can be written like this (32/100) and can be
pronounce as Thirty-two over One hundred.
Again, we can pronounce it as what?
Moving on, let's have ratio. When we say ratio, it is
comparing of quantities. In this situation we have
100 equal parts and 32 shaded parts. That 100 will Thirty-two over One hundred.
be our whole ratio or our consequent and the 32
shaded part will be our part ratio or our
antecedent.
It can be written like this (32:100) and can be
pronounce as Thirty-two is to One hundred.
Again, we can pronounce it as what?
Lastly, the decimal number. It is also the part of a
Thirty-two is to One hundred.
whole. Just like fraction. But in this situation, we
have 100 equal parts and 32 shaded parts. It can
be written like this (0.32) and can be ready as
Thirty-two hundredths or zero point thirty-two.
Okay, so let's have a recap. As you can see, we
have 32% , 32/100 , 32:100 , and 0.32 .
Now, what do you think is the relationship of
percent to fractions, ratios, and decimal number?
Are we portraying to single, married or in a
relationship status?
So basically, the relationship of percent to
fractions, ratios, and decimal number is Percent No, teacher.
can also be written in fraction form, ratio, and
decimal form.
Again, what is the relationship of percent to
fractions, ratios, decimal numbers?
C. Guided Practice The relationship of percent to fractions, ratios, and
decimal numbers is Percent can also be written as
A. Group Practice (Group Activity)
fraction form, ratio, and decimal form.
Group the learners into 3 groups.
The teacher will give each group an envelope
containing instruction on the suggested activity.
Group Norms
1. Participate actively.
2. Listen to groupmate's suggestions.
3. Respect each other.
4. Stay in your group.
Group 1.
Direction: Name each shaded part using percent
1.
Group 1.
Direction: Name each shaded part using percent
1. 25%
2.
2. 20%
3.
3. 48%
4.
4. 32%
5.
5. 100%
Group 2
Direction: Complete the table below to show
relationship of percent, fractions, ratios, and
decimal numbers
Percent Fraction Decimal Ratio
Group 2
1 34% 34/100 0.34
Direction: Complete the table below to show
2 32/100 0.32 32:100 relationship of percent, fractions, ratios, and
decimal numbers
3 9% 0.09 9:100
Percent Fraction Decimal Ratio
4 50% 0.50 50:100
1 34% 34/100 0.34 34:100
5 20% 20/100 20:100
2 32% 32/100 0.32 32:100
3 9% 9/100 0.09 9:100
Group 3
4 50% 50/100 0.50 50:100
Direction: Complete the table below.
5 20% 20/100 0.20 20:100
Group 3
Direction: Complete the table below.
Percent
Fraction
Ratio Percent
Decimal Fraction
Ratio
Decimal
Processing of the Activities
(After the presentation of each group)
- How did you find the activity?
- How were you able to get the answer?
- What did you do to find the answer?
D. Independent Practice
Direction: Examine each model. Complete the
table, by finding the missing quantities.
Model Ratio Fraction Percent Decimal
1:4 1/4 1.) 2.)
3.) 4.) 60% 5.)
E. Evaluation
Direction: Examine each model and read the
question carefully. Choose the letter of the correct
answer.
Use this model to answer numbers 1-2.
1.) What is the decimal form of this model?
a. 0.15 b. 0.015
c. 0.25 d. 0.05
2.) What is the ratio of this model?
a. 20:100 b. 15:100
c. 25:100 d. 12:100
Use this model to answer numbers 3-5.
3.) What is the fraction form of this model?
a. 30/100 b. 35/100
c. 32/100 d. 36/100
4.) What is the percentage of this model?
a. 40% b. 35%
c. 30% d. 32%
5.) What is the ratio of this model?
a. 32:100 b. 35:100
c. 30:100 d. 23:100
F. Assignment
Direction: Illustrate each and tell what the fraction,
ratio, percent, and decimal of the set in the given
number.
1. 4 in a set of 10 guavas.
2. 2 in a set of 8 mangoes.
3. 1 in a set of 5 oranges.
Prepared by:
MERIE JOY D. OMBINA
STUDENT TEACHER
Approved by:
LORNA B. PATULOT
COOPERATING TEACHER