Name: GROUP 3 Grade Level: GRADE 5

Teacher: Bong B. Siguenza Jr. Learning Area: Mathematics

Date: Nov. 14, 2024 Quarter: 3

DETAILED LESSON PLAN IN MATHEMATICS 5

I. OBJECTIVES

A. Content Standard :
 Demonstrate understanding of percent.

B. Performance Standards:
 is able to apply percent in mathematical problems and real-life
situations.

C. Learning Competency:
 defines percentage, rate or percent and base
 identifies the base, percentage and rate in a problem

At the end of the class, 80% of the student should be able to:

A. Define base, percentage and rate.

B. Differentiate the base, percentage and rate in a problem.
C. Perform a given problems to identify the rate, base, and
percentage in a problem.
II. CONTENTS
"Identify the base, percentage and rate in a problem."

Integration:
* TLE
* Physical Education

Valuing:
* Appreciation
* Cooperation
* Unity

Strategies:
* inquiry- based
* Construtivism
* Gamefication

III. LEARNING RESOURCES

A. REFERENCES

1. Module 3- Quarter 3 (Mathematics 5)

2. Mathematics 5 (textbook)

OTHER LEARNING RESOURCES

1. You tubes videos

2. Visual aids
3. Printed pictures
 TEACHER’S ACTIVITY STUDENT’S ACTIVITY

IV. PROCEDURES

A. REVIEWING THE PREVIOUS

LESSON
Good morning class! Good morning,teacher!

May I request everyone to stand up (All students will stand)

for our prayer and feel the presence
of God.

Noel please lead the prayer . (Noel will lead the prayer)

Before you seat please pick up the

pieces of dirt under your chair and (Students do what teachers said)
arrange your chair properly.

Okay class, take your seats. Thank you, ma'am !

Let's check first your Attendance.

Who's absent today ? None, Ma'am !

Okay very good. No ones absents

today ,give yourselves a very good (Student's will do a Very good clap)
clap.

Before we proceed to our

discussion, let's have a recap about
the topic we discussed last meeting.
Who can give a brief recapitulation (The learners will raised their hands)
about the last topic we discussed
last meeting?
Yes, Elyn? Ma'am last meeting we discussed
about Findings the area of irregular
figures.

Very good!

What is irregular figures mean? Ma'am Irregular figures is a figure

Yes, Jason that is not a standard geometric
shape and it does not have equal
sides and angles.

Great!
Okay class, since we already
discussed the topic finding the area
of Irregular figures, we will be
discussing another engaging topic.
But before that, let us first have our
first activity.
Are you ready class? Yes, teacher!

B. ESTABLISHING A PURPOSE FOR

THE LESSON

Do you want to sing a song class? Yes, teacher.

Okay, first listen to the song and

after you sing with me.

Tune: Are you sleeping

M-A-T-H, M-A-T-H
I love Math
The base and rate,
It is so exciting!
Very interesting!
I love Math! I love Math!
M-A-T-H, M-A-T-H
I love Math
The percentage,
It is so exciting!
Very interesting!
I love Math! I love Math!
M-A-T-H, M-A-T-H
Let's define,
Let us solve,
It is so exciting!
Very interesting! (Students are listening)
I love Math! I love Math!

Let's stand class, while you are

singing try to shake and move your
body to enlighten our mood. (Everybody will stand)

Everybody sing with me!

(The teacher will sing the song (Everybody will sing and dance)
together with the body movements)

Are you feel alive, class? Yes, teacher!

Thank you for your participation.

You may take your seat. (Student will take their seats)

Now, before we move to our

discussion let’s have first a group
activity. This activity will give an
idea about the new topic we will
discuss.
This activity is called "HUMAN
WORD SCAPE".
The class will be divided into two
groups and each group will have
four representative here in front.
Please listen carefully to the
directions.

DIRECTIONS
1. The class will be divided into three
groups.
2. Each group should have four
representatives. They will go to the
front, and the teacher will give them
letters.
3. In order to form a word, it is
necessary to move the
representatives from place to place.
The group members can also shout (Student will listen to the directions
out the words they come up with. attentively)
4. Each group will be given only two
minutes to form words using the
given letters.
5. The group with the most words
made will be awarded as the winner
of the game.

I will give you 5 minutes to do the Group 1. Group 2. Group 3

activity. Base. Value. Decimal
Percentage. Measure. Estimate
Rate. Total. Factor
Whole. Increase. Profit
Ratio. Fraction. Loss
Congratulation to our winner!
You all did a good job.

Based from the activity, I hope you

have an idea if what is our topic for
today.

Can anyone guess what is our topic (Students raise their hand)
for today?

Yes, Joan. Teacher, I think we will be discussing

the rate, percentage and base.
Very good!

Our topic for today is about the rate,

percentage and base.

[Link]
EXAMPLES/INSTANCES OF NEW
LESSON

Class, I have here a sample problem,

now we are going to understand and
solve this given problem are you
ready? Yes, teacher!

*Mark is excited to go to the toy

store with her mother. He caught his
attention with the car toy that costs
₱250 but the discount is only 10 %.
How much will he save if he buy the
toys?
Take note that the price of tou car
now is 10% less than the original
price. This means that 10% of the
original price ,will Mark saved.
Therefore we need to get 10% of
250.
The 10% of 250 is?

Everyone can you please read the (Everyone will read the problem)
given problem.

Thank you, class!

Okay now, let's analyze the given

problem.

In your own idea, what do you call (Students raise their hand)
this 10%?
Is it percentage, rate or base?

Yes, Christine. Rate, teacher!

Good christine!

How about the ₱250 cost of toy car? (Students raise their hand)
Is it percentage, rate or base?

Yes, Regina.
Base, teacher!

That's correct!

So what do you think is asked in the

problem? (Students raise their hand)

Yes, Verinicce.
Percentage,teacher!
Correct!
We need to get the percentage in a
problem.

How we can get the percentage?

So, This is the formula;
Rate = 10%
Base= ₱250 (Students are attentively listening)
Percentage = ?

P= BxR
P= 10% × ₱250

= 0.10 × ₱250 (change the percent

to decimal)
= 25

From the problem, we have learned

that 10% of ₱ 250 is ₱25.
Class note that 10% is the rate (the
expression with the % symbol)
The percentage is 25 (part of the
whole or part of ₱ 250)
The base is 250 (the whole or
original amount)

Thus, Mark will saved 25 pesos from

the original price of 250 pesos
because the toy car has a 10%
discount.

Is it clear class? Yes, Ma'am!

D. DISCUSSING A NEW CONCEPTS
AND PRACTICING SKILLS

Okay class, for you to better

understand identifying the base,
percentage, and rate in the problem,
let’s have another example.

In a classroom, 30% of the 50 grade

five pupils participated in a school
activity. How many grade five pupils
participated?

Class, let’s understand the given

problem. Which of the following is (Students raised their hand)
asked in the problem?
Yes, Shane. Teacher, I think the percentage is
being asked in the problem.

Good!
Before we solve the percentage, let
us first define what is the rate and
base in the problem.
In your idea, from the given problem,
(Students raised their hand)
which is the rate?
Yes, Mylene.
30% is the rate, teacher.
Great!
The rate in the problem is 30%.
RATE- it is the number that has a
percent sign.
How about the base, which do you
(Students raised their hand)
think is the base in the given
problem?
Yes, Noel. The base in the problem is 50.

Exactly!
The base is the 50.
BASE- it is the entire or original
amount, and usually comes after the
word "of".
Let's, see if there is "of" before the
number.
Did you notice class, the word "of" Yes, it has teacher!
before the number 50?
Good!
So,let's proceed. The problem here
is to find what is the percentage?
Before we solve it, let's first define
what is percentage? (Students raised their hand)
Anyon here has an idea of what is
percentage?
Percentage is the portion of a whole
Yes, bernadeth. parts.

Very Good!
PERCENTAGE- it is a part or portion
of the base, usually beside the word
"is".
I have here a statement and let's try
to differentiate what is the rate,
percentage and base.
15% of 60 is 9
So which is the rate?
The rate is 15%.
Yes, Camille.
Correct!
The rate is the 15%, because it has
the percent sign.
Which is the percentage?
Yes, zaira. The Percentage is 9.

Great!
The percentage is 9, because it is
the portion or part of the base. How Beside of the number has a word "is".
we able to identify it?
Yes, Justin.
Right!
Because of the word "is" beside of
the number.
How about the base, which is the
base? The base is 60.
Yes, nat.
Good!
The base is 60, because it is the
number before the word "of" ,it is the
original amount and it is much big
number than 6, so probably it is.
Did you understand class the Yes, we are teacher!
difference of the rate, percentage
and base?
We have different formula to identify
the rate, percentage and base in a
problem.
To identify the RATE here is the
formula;
*Rate(R) = Percentage (P) ÷ Base (B)
Formula for PERCENTAGE;
(Students are listening to the
*Percentage(P)= Base(B)x Rate(R) teachers discussion)
Formula for BASE;
*Base(B)= Percentage(P)x Rate(R)
Now, Let me introduce to you the
TECHANS TRIANGLE

Referring to the image above, the

Techans triangle consist of three
parts and these are the P- Percentile,
R- Rate, and B-Base. This will help
you understand better the formula of
base, rate, and percentile.
Now, let us apply the Techan’s
triangle in a problem.
Let’s say 30% of 180 is 54.
Where in the P= 54, B=180, and
R=30%
How did we get the base, rate, and
percentile? First, we will find the
percentile using the formula.
P= R x B
=30% x 180
(We cannot multiple the 30% in 180
that’s why we will convert it in a
decimal number which will become
0.30)
= 0.30 x 180
P= 54
Now, lets talk about how did we get
the base. The formula given is
B= P ÷ R
B= 54 ÷ 0.30
= 180
Lastly, we will find the Rate. The
formula in finding the rate is
R= P ÷ B
R= 54 ÷ 180
= 0.3 or 30%
(to convert the decimal to a percent
you just need to multiply the decimal
value by 100 and add the % sign to
the result.)

Yes, teacher!
That is how we find the rate, base,
and percentage in a problem. Did
you understand class?
None, teacher.

Are there any questions?

If none, then we will continue this Yes, we are teacher!

topic by answering activities.
Are you ready class?

E. DEVELOPING A MASTERY
(LEADS TO FORMATIVE
ASSESSMENT)

Since you already know how to use

Techan’s triangle, Can you now
identify the base, percentage and
rate in the problem? Yes Ma’am

Okay, if you say so, let’s try to solve

a problems.

The teacher will present a problems

in the class

Here’s the first word problem.

1. What is 20% of 300?

(Students raise their hands)
Who can read?
Yes Princess. 1. What is 20% of 300?

Thank you, so what do you think 300

represent? It represent the base (or the whole)

How about 20%? Maa’am, it represent the rate

Again, what is the formula to find the

percentage? P= R x B

Very good, so who can now solve (Students raise their hands)
the percentage using the given
formula? P=rxb
Yes, Kizha n = 20% x 300
= 60

Very good, Kizha

Therefore, the 20% of 300 is 60

Now, let’s proceed to another

example.
(Students raise their hands)
2. What is 20% of 30?
 The base is 30
Who can now identify the base?
Yes, Bernadette
The rate is 20%

How about the rate?

That’s correct, so it means that, the

unknown is the percentage. P=RxB

Again, who can give the formula for

percentage? (Students raise their hands)

So, who can now solve the P = R x B

percentage using the given formula? = 20% x 30
Yes, Marry = .20 x 30
=6

Very good, Marry

Therefore, the 20% of 30 is 6. (Students raise their hands)

3. What percent of 24 is 12?

Who wants to try? R = P/B
Yes Diana = 12 ÷24
= 50

Okay, that’s correct. 50% of 24 is 12.

So now, let’s proceed to the last

number.
4. The number 15 is 20% of what (Students raise their hands)
number?
Who wants to answer? B = P/R
Yes, Christine = 15 ÷ .20
= 75

Very good Christine, the number 15

is 20% of 75.

Since you answered the word

problems correctly, let’s have Yes Ma’am
another activity.

Do you want that class?

F. FINDING PRACTICAL
APPLICATION OF CONCEPTS AND
SKILLS IN DAILY LIFE

IDENTIFY ME, SOLVE ME!

I have here a chart .
Numbe Base Rate Percen
r tage
1
2
3

Here is the [Link] are you

going to do is to identify the base,
rate and percentage in the real-life
problem that are given below and (Students are listening)
paste it in the respected column.
Lastly, solve the problem.
Are you ready? Yes, teacher!

I need three pairs that will help each

other to identify and solve each
problem. Who wants to answer? (Students raise their hands)

(The teacher will select the three

pairs)

Problem :
Answer :
1. Shane sees a toy originally priced
at P 240.00. It’s on sale for 10% off. Numbe Base Rate Percen
How much is the discount? r tage
2. Trish is reading a book for her 1 240 10% P24.00
class. She has finished 40% of the 2 200 40% 80
book, which is 80 pages. How many 3 P500.0 30% P150.0
pages are in the whole book? 0 0
3. Aaron saved P15.00 , which is
part of his P500. 00 goal. What
percentage of his goal has he saved Computation:
so far? 1. Percentage= Base x Rate
Percentage = 240 x 0.10
Percentage= 24
2. Base = Percentage/ Rate
Base = 80/0.40
Base = 200
3. Rate = Percentage/ Base x 100
Rate = 150/500 x 100
Rate = 30 %

So, base from the problem, what did

you notice?
It is a real - life problem, teacher.
What else?
Teacher, we will encounter the base,
rate and percentage in our daily living.
For example, I want to buy my mother
a present gift for her birthday. I
already canvas the price at the store
which cost P350.00. One day, I saw
that their store is 10% off. So, I
decided to buy that item because my
Great! money is enough which is P315.00.
Understanding the base, percentage,
and rate helps us manage money
wisely, such as calculating
discounts, interest, or savings. It
also helps in measuring growth or
comparing values, like tracking
health progress or school
performance. These skills are
important for making informed
decisions in daily life.

G. MAKING GENERALIZATIONS
ANMD ABSTARCTIONS ABOUT THE
LESSON

So, let's recap our lesson for today.

What is percentage in a problem? (Students will raise their hands)

Yes, cherry. Percentage- it is a part or portion of

the base, usually beside the word "is".
Correct!
How about the base in a problem? (Students will raise their hands)

Yes, jean. Base- it is the entire or original

amount, usually comes after the word
"of".
That's right!

And what about the rate in a

problem? (Students will raise their hands)

Yes, mhel.
Rate- it is also termed as percent, and
has percent sign (%).
Great!

Thank you class for the amazing

answers.

Now let's try to remember the

different formula to use in getting
the base, percentage and rate in a
problem.

Who wants to try? And write it on the

board.
Formula for percentage.
Yes, princess.
Percentage (P)= Base (B)x Rate (R)
Very good!
Formula for rate.
Yes, mark.
Rate (R)= Percentage (P)÷ Base (B)
Great!
Formula for base.
Yes, adal.

That's right! Base (B)= Percentage (P)÷ Rate (R)

I am happy that you are all attentive

to our class, today.
So everybody let's give yourselves
around of applause (Students will clap their hands)

Now, let's try an activities, are you

still ready class? Yes, we are teacher!

H. EVALUATING LEARNING

Direction: Perform and solve the

following situations below using the
rate percentage and base formula. (Students were answering)
Differentiate the rate, base and
percentage in a problem. 2 points in
each questions.
10minutes is the alloted time for this
evaluation.

1.A toy box contains 30 toys, and 1.A toy box contains 30 toys, and 25%
25% are cars. How many cars are are cars. How many cars are there?
there?
Formula: P= R× B
Formula: Base: 30(total of toys)
Base: Rate: 25%
Rate: Percentage: 7.5
Percentage Solutions:
P= RxB
Solution: = 25%x30
= 0.25x30
 = 7.5

[Link] a school foodcourt serving 40

[Link] a school foodcourt serving 40 meals, 30% are vegetarian options.
meals, 30% are vegetarian options. How many vegetarian meals?
How many vegetarian meals?
Formula: P= R× B
Formula: Base: 40(total meals)
Base: Rate: 30%
Rate: Percentage: 12
Percentage: Solution:
P= RxB
Solution: = 30%x40
= 0.30x40
= 12

3. The number 15 is 20% of what 3. The number 15 is 20% of what

number? number?

Formula: Formula: B= P÷ R
Base: Base: 75
Rate: Rate: 20%
Percentage: Percentage: 15
Solution:
Solution: B= P÷R
= 15÷20%
(change percent to decimal)
(move decimal point 2x to the left)
= 1500÷20
= 75

[Link] a class of 40 students. 10 boys [Link] a class of 40 students. 10 boys

were sick. How many % of the class were sick. How many % of the class
were sick? were sick?
Formula: Formula: B=P÷R
Base: Base: 40 (students)
Rate: Rate: 24%
Percentage: Percentage: 10
Solution:
Solution: R= P÷ B
= 10÷ 40 (add .0 to the dividend to
possibly divide it by 40)
= 100÷ 40
= 24%

[Link] of 40 multiple choice [Link] of 40 multiple choice questions,

questions, Kizya answered 75% Kizya answered 75% correctly. How
correctly. How many correct many correct answers did she get?
answers did she get?
Formula: P= R × B
Formula: Base: 40(total questions)
Base: Rate: 75%
Rate: Percentage: 30
Percentage: Solution:
P= RxB
Solution: = 75%x40
=0.75x40
=30

I. ADDITIONAL ACTIVITIES
Let's have a games after we end this
discussion, do you want a game
class?
I will divide you into three groups.
Each group will choose a
representative. The chosen
representative will pick a paper in
the box which the assigned task are
written inside.
Are you ready, class? Yes, teacher.

Instruction:
* After the representative picked the
assigned task, they will discuss it
with the groupmates for 2minutes
only. (Students are listening in the
* Every group has a different tasked. instructions)
* The corresponding task are pasted
in the board, wherein the group will
distinguish what task they had
picked.
* The game is good for only 3
minutes.
* The first group that will finish the
task on time are the winners.

Group 1
1. Sarah has 200 marbles. She gives
25% of her marbles to her friend.
Therefore, Sarah gave 50 marbles
to her friend. Identify which is the Group 1
base, rate and percentage.
Base (B): ______ Base: 200 marbles
Percentage (P): ______ Percentage: 50 marbles
Rate (R) : ______ Rate: 25%

Group 2
2. A store is having a sale, and
everything is 15% off. If a book
originally costs $40. Then the
percentage of the discounted price
is $6.
The problem above was shown the
rate, percentage and base in a
problem. From what we had
discussed, can you tell the Group 2
difference of the three?
Base (B): ______ Base: is the original amount.
Percentage (P): ______ Percentage: is a portion or part of the
Rate (R): ______ original amount.
Rate: the number that has a percent
sign.

Group 3
3. John completed 70% of his
[Link] he has 10 Group 3
assignments, then he only finished 7
assignments.
Can you give the formula of the;
Base (B): ______ Base: B= P ÷ R
Percentage (P): ______ Percentage: P= B x R
Rate : ______ Rate: R= P ÷ B

V. REMARKS

VI. REFLECTION