GRADE 5 Teachers Guide – All Subjects

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In this article, you will find our compiled GRADE 5 Teachers Guide. We aim to complete all the GRADE 5 Teachers Guide to make them available to our fellow teachers and help them complete their resources to make their efforts more directed into the actual teaching process.

You will find the GRADE 5 Teachers Guide download links at the bottom of this article. If you have time, please read the article below for additional background about the K-12 curriculum.


Mathematics   is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.

The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and Problem Solving.

Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.

These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable values and attitudes, and appropriate tools, taking into account the different contexts of Filipino learners.

There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.

The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and modeling; representing and communicating; conjecturing, reasoning, proving and decision-making; and applying and connecting.

The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.

We recognize that the use of appropriate tools is necessary in teaching mathematics.  These include:  manipulative objects, measuring devices, calculators and computers, smart phones and tablet PCs, and the Internet.

We define context as a locale, situation, or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, as well as the learner’s  prior knowledge and experiences

Source: Department of Education


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  1. Antas ng Katayuan ng mga Pilipino
  2. Bahaging Ginagampanan ng Kababaihan sa Lipunan
  3. Pagbabago Sa Lipunan Sa Ilalim ng Pamahalaang Kolonyal
  4. Pagbabago sa Panahanan ng mga Pilipino sa Panahon ng Español
  5. Pagpupunyaging Katutubong Pangkat na Mapanatiliang Kalayaan sa Kolonyal
  6. Pamahalaang Lokal
  7. Pamahalaang Sentral

4TH Quarter

  1. GRADE 5 Teachers Guide in ARALING PANLIPUNAN – 4TH Quarter




  1. Tungkulin sa Sarili sa Panahon ng Pagdadalaga o Pagbibinata
  2. Pagbabagong pisikal sa panahon ng Pagdadalaga at Pagbibinata
  3. Pagsasaayos ng Sirang Kasuotan
  4. Pangangalaga sa Sariling Kasuotan
  5. Iba’t Ibang Paraan ng Pag-aayos ng Tahanan, mga Kagamitan at Kasangkapan
  6. Pag-aayos ng Tahanan
  7. Mga Palamuti sa Tahanan

4TH Quarter

  1. GRADE 5 Teachers Guide in EPP-INDUSTRIAL ARTS – 4TH Quarter




  1. TG_ENGLISH 5 (Q3 W1)
  2. TG_ENGLISH 5 (Q3 W2)
  3. TG_ENGLISH 5 (Q3 W3-W4)
  4. TG_ENGLISH 5 (Q3-W5-D1)
  5. TG_ENGLISH 5 (Q3-W5-D3)
  6. TG_ENGLISH 5 (Q3-W5-D5)
  7. TG_ENGLISH 5 (Q3 W7-W8)
  8. TG_ENGLISH 5 (Q3 W9-W10)




  1. TG_FILIPINO 5 (Q3_W1)
  2. TG_FILIPINO 5 (Q3_W2)
  3. TG_FILIPINO 5 (Q3_W3)
  4. TG_FILIPINO 5 (Q3_W4)
  5. TG_FILIPINO 5 (Q3_W5)
  6. TG_FILIPINO 5 (Q3_W6)
  7. TG_FILIPINO 5 (Q3_W8)
  8. TG_FILIPINO 5 (Q3_W9)
  9. TG_FILIPINO 5 (Q3_W10)

4TH Quarter

  1. GRADE 5 Teachers Guide in FILIPINO – 4TH Quarter




  1. TG_ESP 5 (Q3_W1)
  2. TG_ESP 5 (Q3_W2)
  3. TG_ESP 5 (Q3_W3)
  4. TG_ESP 5 (Q3_W4)
  5. TG_ESP 5 (Q3_W5)
  6. TG_ESP 5 (Q3_W6)
  7. TG_ESP 5 (Q3_W7)
  8. TG_ESP 5 (Q3_W8)
  9. TG_ESP 5 (Q3_W9)
  10. TG_ESP 5 (Q3_W10)

4TH Quarter

  1. GRADE 5 Teachers Guide in ESP – 4TH Quarter




  1. Lesson 56: Visualizing Percent and Its Relationship to Fractions, Ratios and Decimal Numbers Using Models
  2. Lesson 57: Defining Percentage, Rate or Percent, and Base
  3. Lesson 58: Identify the Base, Percentage, and Rate in the Problem
  4. Lesson 59: Finding the Percentage in a Given Problem
  5. Lesson 60: Solving Routine and Non-routine Problems Involving Percentage Using Appropriate Strategies and Tools
  6. Lesson 61: Creating Problems Involving Percentage with Reasonable Answers
  7. Lesson 62.Visualizing, Naming and Describing Polygons with 5 or More Sided Polygons
  8. Lesson 63.Describing and Comparing Properties of Polygons ( Regular and Irregular Polygons )
  9. Lesson 64.Drawing Polygons with 5 or More Sides
  10. Lesson 65: Visualizing Congruent Polygons
  11. Lesson 66: Visualizing and describing a circle.
  12. Lesson 67: Identifying terms related to a circle.
  13. Lesson: 68 Drawing of circles with different radii using a compass
  14. Lesson: 69 Visualizing and describing solid figures
  15. Lesson: 70 Making models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure.
  16. Lesson 71 :Formulating the Rule in Finding the Next Term in a Sequence
  17. Lesson 72 :Using Different Strategies ( Looking for a Pattern, Working Backwards, etc ) to Solve for the Unknown in Simple Equations Involving One or More Operations on Whole Numbers and Fraction
  19. Lesson 74: Calculating Time in the Different World Time Zones in Relation to the Philippines
  21. Lesson 76: Visualizing the Circumference of a Circle
  22. Lesson 77: Measuring the Circumference of a Circle Using Appropriate Tools
  23. Lesson 78: Deriving a Formula in Finding the Circumference of a Circle
  24. Lesson 79: Finding the Circumference of a Circle
  25. Lesson 80: Solving Routine and Non- Routine problems Involving Circumference of a Circle

4TH Quarter

  1. GRADE 5 Teachers Guide in MATH – 4TH Quarter


4TH Quarter

  1. GRADE 5 Teachers Guide in MUSIC – 4TH Quarter
  2. GRADE 5 Teachers Guide in ARTS – 4TH Quarter
  3. GRADE 5 Teachers Guide in PE – 4TH Quarter
  4. GRADE 5 Teachers Guide in HEALTH – 4TH Quarter



3RD QUARTER: Force and Motion

  1. S5FE- IIIa-1: Describing the Motion of an Object by Tracing and Measuring its Change in Position (distance travelled) over a Period of Time.
  2. S5FE- IIIb-2: Using Appropriate Measuring Tools and Correct Standard Units in Measuring Time and Distance of Objects in Motion.
  3. S5FE-IIIc-3: Conductors of Heat and Electricity
  4. S5FE-IIId-4: Effects of Heat and Electricity
  5. S5FE-IIIe-5: Ability of the Materials to Block, Absorb or Transmit Light to Its Use
  6. S5FE-IIIf-6: What is Static Electricity?
  7. S5FE-IIIh-8: Electromagnet
  8. S5FE-III i-j-9: Electricity and Magnetism

4TH Quarter

  1. GRADE 5 Teachers Guide in SCIENCE – 4TH Quarter



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