Strategic Intervention Material in Mathematics 5 JESEN JAMES P. TOVERA
Strategic Intervention Material in Mathematics 5
Reference Learning Resources for Mathematics SDO Nueva Vizcaya Version 1, 2023 ISBN:________ Copyright page, “No copy of this material shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office where work is created shall be necessary prior to utilization in part or in whole.” This material has been developed the implementation of K to 12 Curriculum through the Curriculum Implementation Division (CID). It can be produced for educational purposes and the source must be acknowledged. Derivatives of the work including creating an altered version, an enhancement of supplementary work are permitted provided all original works are acknowledged and the copyright is attributed. No work may be derived from this material for commercial purposes and profit. Published by the Department of Education Schools Division Superintendent: RACHEL R. LLANA Officer-In-Charge, Office of the Assistant Schools Division Superintendent: MARY JULIE A. TRUS Development Team of the Learning Resources Writer/Layout Artist: JESEN JAMES P. TOVERA Illustrator: LEVIE JAY P. TOVERA Evaluators School Quality Assurance Team: ELVIE A. TABALDO JOSEPHINE G. FRANCISCO ERNESTO T. VALIDO JR. District Quality Assurance Team: ALICE J. SORIANO ROGINE D. MERIA AVIGAYLE A. OLAYA IMELDA S. MORENO Division Quality Assurance Team: LUVELLA U. LILAGAN CHESTER C. CORTEZ HERMINIGILDO U. GANDEZA Focal Person: NIMFA NORIE A. AQUINO Consultants: DINDO JOHN H. MORENO MARICEL S. FRANCO ii
RATIONALE Learning outcomes describe how the learners responded in the teaching-learning process at the end of a certain period of time for specific learning competencies that need to be achieved or to be mastered considering the learning standards being set. And to measure the learning outcomes of the learners, an assessment is conducted in order to determine the performance of the whole class and who among the learners are left behind that need help to understand the learning objective stated. Through this, the result of the assessment will be a great basis for the teacher in giving remediation to the learners who are part of the least, the lost, and the last learners that may lead to the development of innovative work. Based from the item analysis of the First Quarter Examination, learners of the three schools of Solano I District namely, Bascaran Elementary School, Bangar Elementary School and Dadap Elementary School for the School Year 2019 – 2020, came out that learning competency: Dividing simple fractions, whole numbers by a fraction and vice versa (M5NSIi-96.1) was identified as one of the least mastered competencies. Through this, the teacher-developer would like to help these learners in improving their proficiency level of the above mentioned least mastered competency by developing a strategic intervention material entitled “FLIP THE SECOND FRACTION” To attain the main purpose of this material, the teacher-developer engaged simple to complex learning activities and exercises that will arouse the interests of the pupils as they are accomplish the different tasks of this material. iii
TABLE OF CONTENTS Rationale iii Least Mastered Learning Competencies 1 I. GUIDE CARD 2 II. ACTIVITY CARDS Activity 1 5 Activity 2 6 Activity 3 7 III. ASSESSMENT CARD Assessment Card 1 8 IV. ENRICHMENT CARD Enrichment Card 1 10 SELF ASSESSMENT 11 ASNWER KEY 12 V. REFERENCE CARD 13 iv
1. Give the reciprocal of the given whole number and fractions. 2. Divide simple fractions. 3. Divide whole numbers by fraction and vice versa. Express answer in lowest term. Subtasks: Least Mastered Learning Competency for the First Quarter Divides simple fractions, whole numbers by a fraction and vice versa (M5NS-Ii-96.1) 1
GUIDE CARD FLIP TO DIVIDE ➢ Can you give the reciprocal of a whole number and a fraction? ➢ How can you divide simple fractions? ➢ Can you divide whole numbers by fraction and fraction by whole numbers? ➢ How do you express fraction in simplest form? Come on, let’s find out the answers of these questions. Are you ready? 2
❖ Write the first fraction. ❖ Get the reciprocal of the second fraction by flipping it. ❖ Change the division symbol (÷) to multiplication symbol (x). ❖ Multiply the numerator by the numerator of the second fraction. ❖ Multiply the denominator by the denominator of the second fraction. ❖ Express your answer in lowest term. SIMPLE - SIMPLE ❖ Write the whole number as fraction. *Remember: A whole number always has a denominator of 1. ❖ Get the reciprocal of the second fraction by flipping it. ❖ Change the division symbol (÷) to multiplication symbol (x). WHOLE NUMBER BY FRACTION ÷ = x = x = N x = ÷ = 6 = = x = N 6 ÷ 3
❖ Multiply the numerator by the numerator of the second fraction. ❖ Multiply the denominator by the denominator of the second fraction. ❖ Express your answer in lowest term. x = x = is improper fraction, we need to change it as mixed number. = Steps in dividing simple fractions, whole numbers by fraction and vice versa. 1. Get the reciprocal of the second fraction ❖ to get the reciprocal of a fraction, flip or reverse the position of the numerator and the denominator ❖ to get the reciprocal of a whole number, always remember that a whole number has a denominator of 1, so the reciprocal of a whole number always has a numerator equal to 1 2. Multiply the given fractions, numerator times numerator, denominator times denominator. 3. Express answer in lowest term. MAIN IDEA 4
Did you get all the correct answers? YES…… That’s a good start. Proceed to the next activity. NO……. Go over the activity again. ACTIVITY CARD 1 Directions: Give the reciprocal of the following fractions and numbers. Choose your answer in the reciprocal box. RECIPROCAL BOX 1. 2. 3. 3 4 3 8 1 5 12 23 1 11 4. four - thirds 5. eleven 8 3 5 23 12 5
RIDDLE ME THIS! Directions: Solve the division problems below. Write your answers in simplest forms. Match each answer to a letter in the key. Then, write the letter in the space above its problem number to find the answer to the riddle. Did you get all the correct answers? YES…… That’s a good start. Proceed to the next activity. NO……. Go over the activity again. ACTIVITY CARD 2 1. 1 4 ÷ 1 4 = ________ 4. 5 9 ÷ 4 5 = ________ 2. 3 5 ÷ 9 9 = ________ 5. 8 10 ÷ 5 10 = ________ 3. 5 6 ÷ 2 3 = ________ 6. 12 21 ÷ 7 9 = ________ KEY ……. D ……. K ……. U ……. C ……. D ……. E RIDDLE: What did the duck tell to the division sign? Riddle’s Answer: We ____ ____ ____ ____ ____ ____ 1 2 3 4 5 6 6
VICE VERSA TRIP! Directions: Solve the following fractions and write the answers in lowest term. Did you get all the correct answers? YES…… That’s a good start. Proceed to the next activity. NO……. Go over the activity again. 4. 5. ACTIVITY CARD 3 I have 5 6 of a circle and I want to divide it by 3. How many pieces would I have? How many 5 7 meter pieces be cut from 25 meters of ribbon? 1. 4 ÷ 4 5 = x = or 2. 3 4 ÷ 7 = x = 3. 9÷ 2 5 = x = or 7
BELIEVE ME I CAN! Directions: Find the quotient of the following fractions. Choose the letter of the correct answer. ASSESSMENT CARD 1. 2 3 ÷ 3 5 = ⬚ ⬚ x ⬚ ⬚ = _______ a. 10 9 b. 1 1 9 c. 6 15 d. 2 5 2. 12 15 ÷ 6 5 = ⬚ ⬚ x ⬚ ⬚ = _______ a. 60 90 b. 6 9 c. 72 75 d. 2 3 3. 14 ÷ 4 7 = ⬚ ⬚ x ⬚ ⬚ = _______ a. 56 7 b. 24 1 2 c. 8 d. 24 2 4 8
Did you get all the correct answers? YES…… That’s a good start. Proceed to the next activity. NO……. Go over the activity again. ASSESSMENT CARD CONTINUATION 4. Sammy has a cloth that measures 9 2 m long. He wants to divide it into five smaller pieces. What will be the measurement of each small piece of cloth? . 1 1 9 b. 45 4 c. 9 10 d. 11 1 4 5. How many 2 4 are there in 41 2 slices of watermelon? . 41 b. 164 4 c. 82 8 d. 10 9
ACCEPT THE CHALLENGE! Directions: Given the dividend and divisor, give the quotient of each item in lowest term. Did you get all the correct answers? YES…… That’s a good start. Proceed to the next activity. NO……. Go over the activity again. \ Divide by 4 5 Dividend Quotient 1 6 1. 3 9 2. Divide by 9 Dividend Quotient 3 7 5. Divide by 3 4 Dividend Quotient 6 3. 15 4. 10 ENRICHMENT CARD
SELF ASSESSMENT Check the box if you agree with the statement. I can give the reciprocal of the given whole numbers and fractions. I can already divide simple fractions. I can divide whole numbers by a fraction. I can divide a fraction by a whole number. I can express my answer in lowest term. 11
ANSWER KEY How much I’ve learned? Check the box: Cross out the box: Score Descriptive Rating I’ve learned……. 18 – 25 Outstanding Nothing 11 – 17 Very Satisfactory Little 6 – 10 Satisfactory More 1 – 5 Poor Much more 1. 1 5 2. 3 8 3. 12 23 4. 3 4 5. 1 11 Activity Card 1 1. 1 2. 3 5 3. 1 1 4 4. 25 36 5. 1 3 5 6. 108 147 Riddle Answer: DEDUCK Activity Card 2 1. 5 2. 3 28 3. 22 1 2 4. 5 18 5. 35 Activity Card 3 1. b 4. c 2. d 5. a 3. b Assessment Card 1. 5 24 4. 20 2. 5 12 5. 1 21 3. 8 Enrichment Card 12
Camita, Alicia Ancheta, et al. Number Smart. Revised Edition. Manila, Philippines: Rex Publishing, 2015. pp. 95 – 104 Gromio, Emolyn G., et al. Realistic Math 5: Scaling Greater Heights. Quezon City: Sibs Publishing House Inc., 2016. pp. 84 – 95 Hugel, Bob. Fraction Practice Puzzles. Accessed October 9, 2020. Retrieved from https://www.greenup.kyschools.us/Downloads/Fraction%20riddles _20161003190659.pdf Miller, Maria. Multiplication and Division of Fraction and Mixed Numbers, Accessed October 9, 2020. Retrieved from https://www.k5learning.com/ free-math-worksheets/fifth-grade-5/fractions-multiplication-division Salamander, Crispin. Dividing Fractions Sheet 1. Dividing Fractions Worksheets. Accessed October 9, 2020. Retrieved from https://www.mathsalamanders.com/image-files/divide-fractions-worksheets-1.gif REFERENCES 13
JESEN JAMES P. TOVERA