math lp

EPP

June 04,2012MondaySCHOOL OPENING

I. To enroll pupils in the grade

To orient pupils about school rules and regulations

II. Enrolment/Orientation

Attentiveness

III. 1. Enrolling pupils in the grade 2. Introducing some rules and regulations in the school.

a. Proper haircut

b. Wearing of school uniform; school ID etc

c. Maintaining proper hygiene

d. Proper use of school facilities like CR, canteen, library etc 3. Teaching the opening & closing

prayer.

IV. Memorization of such rules &

regulations

V. Find out the school organization= = = = = = = = = = = = = = = = = = = =====June 05,2012TuesdayI. Be acquainted with

a. different school personnel

b different school facilities

II. Orientation of ClassesAttentiveness

III. Procedure

A. Opening Prayer

To be led by a pupil

B. Activities

a. Introducing the different school personnel principal

guidance counselor

librarian

school custodian

Teachers

School helpers

b. Different school facilities

Principals Office

Guidance room

Library

Clinic

Canteen

HE & IA Building

IV. Evaluation

Match column A with column B. Write the letters only.Column A

1. School custodian

2. Librarian

3. Principal4. Guidance counselor

5. Clinic TeacherColumn B

a. John Bagarinao b. Renato Panis c. Rosalia L. Morit d. Lumen Perez e. Luisa CabintoyV. Assignment

Make a copy of the national

anthem , Panatang makabayan,

Panunumpa sa watawat &

Panunumpa ng Batang Las

Piero in your notebook

June 06,2012WednesdayPHYSICAL EXAMINATIONVision

I. Measures pupils vision using the Snellens chartII. Administering the Vision Accuracy Examination

Value: AccuracyIII. A. Preparation

-naming different shapes

B. Setting of standards

C. Administering the Vision Accuracy

Examination

IV. Evaluating the vision accuracy by using the distance rate in the chart

Hearing

I. Measures pupils hearing accuracy using the click-pen methodII. Administering the Hearing Accuracy and Ear Examination

Value: Accuracy

III. A. Preparation

-sing a song


C. Administering the Hearing Accuracy and ear examination

IV. Evaluating the hearing accuracy by using the click-pen methodJune 07,2012ThursdayNUTRITIONAL STATUS

I. Measures pupils height,weight and ages

II. Physical Examination

Value: Accuracy

III. A. Preparation

-preparing an info card


C. Measuring the pupils height, weight and ages

IV. Evaluating the nutritunal status of the pupils

POSTURE

I. Evaluates pupils posture using the legend A,B,C,D and E

II. Posture

Accuracy

III. A. Preparation

Sing a song


C. Evaluating pupils posture using the legend A,B,C,D and E

IV. Evaluation

Legend

A- Grossly abnormal

B- Awkward standing and sitting position

C- Some degree of awkwardness which subject tries to correct consciously

D- Aesthetically and functionally good

E- Very well standing, well poised

June 08,2012FridaysPHYSICAL EXAMINATIONVision






Examination


Hearing


Value: Accuracy

III. A. Preparation

-sing a song



IV. Evaluating the hearing accuracy by using the click-pen methodJune 11,2012MondayDIAGNOSTIC TEST

(DAY 1)

I. Measure students skills and

knowledge through Division Final Achievement Test

II. Diagnostic Test

Test Paper

Honesty

III. Procedure

A. Preparation of the pupils and

the needed materials for the test

B. Giving standards in taking the

test

C. Distribution of test questionnaires

D. Test Proper

E. Retrieval of test papers & answer

sheets

IV. Reminding pupils activities for the

2nd day of testing`= = = = = = = = = = = = = = = = = = = = = = = = = =

June 12,2012TuesdayDIAGNOSTIC TEST

(DAY 2)



II. Diagnostic Test

Test Paper

Honesty

III. Procedure

a. Preparation of the pupils and


b. Giving standards in taking the

test

c. Distribution of test questionnaires

d. Test Proper

e. Retrieval of test papers & answer

sheets


3rd day of testing

June 15,2011

WednesdayDIAGNOSTIC TEST

(DAY 3)



II. Diagnostic Test

Test Paper

Honesty

III. Procedure

A. Preparation of the pupils and


B. Giving standards in taking the

test

C. Distribution of test questionnaires

D. Test Proper

E. Retrieval of test papers & answer

sheets


checking & recording of the diagnostic test results

CHECKING OF TEST RESULTS

I. To check and get the results of the pre-

test

II. Checking and Recording of Diagnostic

Test results

Obedience

III. Procedure

A. Distribution of the answer sheets

B. Checking of answer sheets

C. Getting the frequency of score & errors

IV. Evaluating diagnostic test results

V. Review for a remedial lessonJune16-17,2011

Thursday - FridayCALIFORNIA READING TEST

I. Answer a 161-item word recognition and

comprehension test under time limit

following the rules and standards in having

a diagnostic test

II. California Reading Test for Primary and

Intermediate

Aim: for the preparation of the Regional

Reading Profiles of Grades II VI pupils

answer sheets; CRT questionnaires

Honesty

III. Preliminary Activities

A. Motivation

Class are you ready now to take a

reading test? B. Preparation of answer sheetsC. Giving of standards in having a reading test ability testD. Distribution of questionnaires

E. Explanation of directions before administering the test under time limit

IV. Test Proper

V. Checking of Papers June 20,2011

MondayHOLIDAY

(Jose Rizal 150th Birthday)

June 21,2011

TuesdayPHYSICAL EXAMINATIONVision






Examination


Hearing


Value: Accuracy

III. A. Preparation

-sing a song



IV. Evaluating the hearing accuracy by using the click-pen methodJune 22,2011WednesdayNUTRITIONAL STATUS

I. Measures pupils height,weight and ages

II. Physical Examination

Value: Accuracy

III. A. Preparation

-preparing an info card


C. Measuring the pupils height, weight and ages

IV. Evaluating the nutritunal status of the pupils

POSTURE

I. Evaluates pupils posture using the legend A,B,C,D and E

II. Posture

Accuracy

III. A. Preparation

Sing a song


C. Evaluating pupils posture using the legend A,B,C,D and E

IV. Evaluation

Legend

A- Grossly abnormal

B- Awkward standing and sitting position

C- Some degree of awkwardness which subject tries to correct consciously

D- Aesthetically and functionally good

E- Very well standing, well poised

June 18 ,2012MONDAYMATH VI

I. Cognitive: Identify numbers from 100,000

through millions/billions

Psychomotor: Read and write numbers from

100,000 through million/billions

Affective: Practice carefulness in writing

numbers through millions/billions

II. Identifying Numbers from 100,000 through

Millions/Billions

Writing Numbers from 100,000 through

Millions/Billions

BEC-PELC IA 1.1

Math 6 Textbook

Flashcards, ChartsIII. Learning Experience

A. Preparatory Activities

1. Drill

Let pupils wear the tag with

numbers 0 to 9 and form them into

3 to 6 digit numbers

2. Review

Pick out some numbers less than

100 000 from a set posted on the houses

45,489

123,421 24,832

436,849

89,432 94,673

86,475

643,971 147,988

99,999

3. Motivation

Singing Math Song

B. Developmental Activities

1. Presentation

Traffic in Metro Manila is heavy

because nearly one-half of the

2,904,487 vehicles in the country

are registered here.

What is the given number?

How do we read it? Write it?

presenting number in a place

value chart:

How many periods are there in one million? How many digits

are found in one billion?

2. Guided Practice

Activity 1

Put (/) if the number is in millions and (X) if it is in billions:

__1. 6,386,798

__2. 3,392,836

__3. 9,364,589,231

Activity 2

Write the ff. in figures:

__4. Two million, two hundred fifty thousand, ten

__5. Five hundred thirteen million, nine hundred fourteen thousand, two hundred fifty two.

3. Generalization

How do you identify a number if

it is in millions or billions?

Million has 3 periods. It may

contain 7 up to 9 digits. Billion

has 4 periods. It may contain 10

up to 12 digits

4. Application

Write the ff. in words:

a. 5,000,432

b. 6,750,896,017

c. 2,000,000,015

d. 1,199,824

e. 12,315,723

IV. Evaluation

Write T if it is thousands, M for millions

and B for billions

__1. 6,034.597

__2. 145,683,184

__3. 206,342,982,001

__4. 425,653

__5. 52,756,912

V. Assignment

Write the ff numbers in words:

1. 450,187,402

2. 2,247,364,869

3. 310,463

4. 9,181,009

5. 816,346,951,853==================================

June 19,2012TUESDAY

MATH VI

I - Round numbers to the nearest specified place

value

II - Rounding Numbers to the Nearest Hundred

MillionsPELC 1.1.3 p.1Living with Math 6 pp. 10-13III - Learning Activities A. Preparation1. Drill Flashcards on Addition facts2. ReviewExpressing Hindu-Arabic to Roman Numerals & vice versa B. Lesson Proper1. MotivationDo you still remember the rules rounding off numbers? Why do you think is it important for us to know how to round off numbers?2. Presentation

Presenting charts about rounding off:

Nearest hundreds

589 ( 600547 ( 500

375 ( 400335 ( 300

Nearest thousands:

6,700 ( 7,0006,430 ( 6,000

9,800 ( 10,0008,290 ( 8,0003. Generalization It the number that comes before the number of the place value to be rounded is less than 5; round down. copy the same number in the place value to be rounded then change the other succeeding numbers to zero. If the number that comes before the

number of the place value to be

rounded is greater than 5; round up

add 1 to the number to be rounded

then change the other succeeding

numbers to zero4. Practice Exercises

Answer Ex. 1 p.13 A & B

Challenges in Math 65. Fixing Skills

Answer Ex.1 p.13 C & D

Challenges in Math 6

IV - Evaluation

Round the ff numbers to the nearest specified place value. The underlined digit is the place value to be rounded to:

1. 785,367,890

2. 912,007,613

3. 561,918,109

4. 811,342,561

5. 213,112,516

6. 897,567,453

7. 476,987,034

8. 143,745,809

9. 587,365,109

10. 345,987,645

V - Assignment

Answer exercise D numbers 6-10 p. 9

Skill Sharpener in Elementary Math 6

June 20,2012

WEDNESDAYMATH VI

I - Express Hindu-Arabic to Roman Numeral

And vice-versa

II - Expressing Hindu-Arabic to Roman

Numerals and Vice-versa

PELC III 6.6.2 p.7

Math in Everyday Life 6 pp.6-8; Charts, Flashcards

III - Learning Activities

A. Preparation

1. Drill

Flashing cards on addition & subtraction facts 2. Review

Reading & writing numbers in

words & in figures ( Pls. refer to

charts)

B. Lesson Proper

1. Motivation

Can you name other ways of writing numbers? Do youknow that the letters of the alphabet can be used to represent numbers?2. Presentation

Roman NumeralIVXLCDM

Hindu-Arabic1510501005001000

3. Comparison & Abstraction

A. VI (V=5, I=1) = 6

B. IV (I=1, V=5) = 4C. III = 3 XXX = 30

CCC = 300

MMM = 3000

D. X = 10,000

M = 1,000,000A. When do we use the process of addition

& subtraction?

B. What are the roman numerals that can be used repeatedly? How many times can we

use it?

C. What does the bar on top of a roman

numeral mean? What process is involve?4. Generalization

* When a roman numeral of bigger value comes before a numeral of smaller value, we add

* When a roman numeral of bigger value comes after a numeral of smaller value, we subtract

* The numerals I, X, C & M can be used repeatedly three times

* A bar on top a roman numeral means the value of that numeral is to be multiplied by 10005. Practice Exercise

Answer Ex. B & C p. 4 Math in Everyday

Life 66. Fixing Skills

Answer Ex 2 p.5 Skill Sharpener in Elem. Math 6 (Pls refer to chart for the exercise)

IV - Evaluation

A. Write the ff. in Roman Numerals:

1. 22,356

2. 155,621

3. 278

4. 146

5. 16

B. Write the ff in Hindu-Arabic:

1. MCXXII

2. CMLXII

3. MCMXCVII

4. VCCCLXVII

5. VIDCCXXXV

V - Assignment

Answer Ex. C & D p. 5 Skill Sharpener in

Elem. Math 6 (Pls refer to chart for the assign)

June 21,2012THURSDAYMATH VI

I - Add 5 or more digit numbers with 5 or more

addends with sums through billions without

regrouping

II - Comprehension of Addition

Addition of 5 or More Addends with Sums

through billions without Regrouping

PELC B.1.1.2 p.1

Living with Math 6 pp. 20-25; Math for

Everyday Use 6 pp.5-6

Cleanliness


A. Preparation

1. DrillWriting Roman Numerals to Hindu-Arabic and vice-versa

2. ReviewRounding numbers to its specified place valueB. Lesson Proper

1. MotivationDo you know the parts of a simple addition equation? Can you name them? Do you still remember how to add numbers without regrouping?2. Presentation

10,003

+ 12,312

12,183

34,496In this equation, can you tell the different parts of an addition equation What symbol did we use to represent the mathematical operation?3. GeneralizationTo add numbers without regrouping, start adding from the ones place up to the leftmost or highest place value possible of the given number. Align the digits in the sum with the addends.4. Practice Exercise

Answer Ex. A nos. 1-5 Math in

Everyday Life 6 5. Fixing Skills

Answer Test you Skills p. 5

Math for Everyday Use 6IV - Evaluation

Find the sum of the following1) 21,010 2) 23,001 3) 20,110

12,311

13,110

12,413

+ 13,021 + 21,300 + 12,122

30,530

10,003

20,011

20,112

32,311

21,203

4) 341,2105) 301,210 100,300 112,131

+ 221,111 + 300,001

100,112 112,211

V - Assignment

Answer Ex. 6 nos. 6-10 Math in Everyday

Life 6 p.6

June 22,2012FRIDAYMATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-EightI - Define Expression

Translate word phrases to numerical expressions

Write the correct numerical expressions

Appreciate good deeds of past presidents

II - Defining Expressions

Translating Mathematical Phrases to Expressions

BEC PELC A.1.1.1

Charts, stopwatch, pictures of Phil Presidents

Nationalism

III - Learning Experiences

1. Preparatory Activities

1. Drill on giving terms and phrases that refer to Addition, Subtraction, Multiplication or Division

a. Divide the class into 2 groups

b. Teacher gives an operation, say addition

c. Each member of all the groups simultaneously goes to the board and writes a term or phrase that refers to the given operation

d. Within 2 minutes, each group has to write as many terms or phrases as they can. Afterwards, teacher checks and counts the correct answers

e. Repeat the same process with the other operations

f. The group with the most number of correct answer wins2. Motivationa. Let the pupils name the different presidents of the Phil. From Aguinaldo to Arroyo

b. Ask: What expression describes Emilio Aguinaldo? Ask the same question with the other presidents

c. Why should we remember our past presidents?

d. If we use expressions to describe the presidents, we also use expression in Mathematics, to describe relationships between numbers and the operations being used 3. Developmental Activities

Please refer to Math Lesson Guide

on p. 2-34. Application

Please refer to Math Lesson Guide on p.3

IV - Evaluation

Please refer to Math Lesson Guide on

p. 3

V - Assignment

Write five (5) examples of mathematical

phrases with their corresponding translation

to numerical expressions

July 01,2011

FRIDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-EightI - Give the meaning of equation, exponent and

base

Evaluate an expression involving exponents

Write simple equations

II - Giving the meaning of Equation, Exponent

and Base

Evaluate an expression involving exponentsWrite simple equationsBEC PELC A.1.1.1 Charts, roulette, Math for Everyday Use txt

Math 6 Lesson Guide



Drill on MultiplicationB. Developmental Activities

1. Presentation Rhoda has to sew a tablecloth 9 dm by 9 dm for their square-shaped table in the living room in preparation for Christmas. Express how big is the area of the tablecloth Answering Guide questions:

I. Who has a new tablecloth?

II. What is the shape of their table?

III. Where will she use the tablecloth?

IV. Where is the table placed?

V. Why does Rhoda need to sew a tablecloth for their table?

VI. If you were Rhoda, will you also have to sew a tablecloth? Why?

Answering questions about the problem

a) What is the mathematical phrase used in the problem?

What expression can this be?

b) What number sentence best fits to the problem?

c) What makes your sentence true? What sign is used to show that your sentence is true?

d) If the sentence is true, what is its other name? Are the two quantities equal?

e) Write the equation about the problem

f) Rename the 81 as a product of 9 x 9

g) In the problem, how big is the tablecloth to be sewed by Rhoda?

h) Write the exponential notation about the problem2. Fixing Skills

Complete the equation

a) 18- __ = 5 + 6 d) 96-__ = __ +24

__ = 11 72 = 72

b) 9 / __ = 6 / __e) 5 x __= 28 +__

c) 2 x __ = 12 - __3. GeneralizationWhat is an equation? exponent? base?

4. ApplicationWrite the equation for the problems. Make your equation true

a. Mang Sixto plans to have a rectangular terrace 3m by 4m. After a while, he changes his plan. He thinks of having the maximum perimeter possible.

b. A germ splits into 2 at a certain size with such situation the germ will have 6 splitting.

c. An order from a certain food chain for value meal costs P60 with P3 VAT and a delivery fee of P10 each. The five friends made an order.

IV - Evaluation

Complete the equation to make the

statement true:

1) P150 - __ = P65

2) __3 = 3 x 9

27 = __

3) 9 x __ = __ x 27

54 = 54

4) 96 / __ = 16 x __

5) 91 / __ = 6 + __

13 = 13

V AssignmentJuly 04,2011

MONDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-EightI - Evaluate an expression with two different operations without exponents and parenthesis grouping symbols

Write a solution in evaluating an expression

II - Evaluating an Expression with Two Different

Operations Without Exponents and Parenthesis/

Grouping Symbols

BEC PELC A.1.1.3

Charts; flashcards, Math textbookIII - Learning Experiences


1. Drill

Game on Naming the Word Expression

Mechanics:

a. Form 4 groups

b. The teacher flashes numerical expression. Each group makes decision within 60 seconds for their answer.

c. One number of each group simultaneously goes to the boards and writes the word expression.

d. The teacher checks the answer. The group having the most number of correct answer wins2. ReviewStating the equation

Mechanics:

a. Form 4 groups

b. The teachers flashes the situation

c. Each group thinks aloud and decides within 60 seconds for their answers

d. The teacher checks the answer. The group with the most correct number of correct answer wins.

3. Motivation

Ask the pupils about the occupation

of their parents. Let them tell how they

help their parents earn a livingB. Developmental Activities

1. Presentation

Use of Role Play in a Sari-Sari Store

(Please refer to Math 6 Lesson Guide

on pp. 23-24 for details)

2. Fixing Skills/Practice Exercise

Evaluate the Expression:

a. 8 + 4 / 2

b. 5 x 8 /4

c. 65 91 / 7

d. 72 / 3 x 8

e. 67 + 33 / 253. Generalization

How do we evaluate an expression with two different operations w/out exponents and parenthesis/grouping symbols? C. Application

Write an expression about the problems.

Then evaluate the expression

1. In a certain eatery, there are 5 glass

racks having 24 glasses and 8 left over

The answer says she has 130 glasses in

all. Is she right? Why?

2. Tickets for children in a carnival costs

P150. A teacher of a class of 48 pupils

gets for the whole class but only 43

buys. Is it right for the teacher to say

that she has P6,350 for the tickets of

the children? Why?

IV - Evaluation

Evaluate the following expressions:

1. 4 x 3 + 86. 7 x 8 + 130

2. 84 / 3 x 47. 195 / 3 x 5

3. 76 8 + 58. 3 + 83 - 73

4. 53 + 7 209. 76 8 x 9

5. 3 x 5 / 25 10. 90 x 5 / 75

V - Assignment

Evaluate the following expressions

1. 8 x 15 - 9

2. 44 + 56 / 7

4. 76 + 3 x 9

5. 27 8 / 4

6. 3 x 8 / 6

July 06,2011

WEDNESDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-EightI - Evaluate an expression with two different operations with exponents and parenthesis/grouping symbolsII - Evaluating an Expression with Two Different Operations with Exponents and Parenthesis/ Grouping Symbols

BEC PELC II. A 1.1.3

Flashcards; illustrations; counters; charts



1. Drill on giving expressions

Mechanics:

1. Form 4 groups. Ask each leader to

draw the rolled paper

2. The leader having drawn number 1

opens the problem and reads a loud

3. Each group decides within 60 seconds

4.One member of each group

simultaneously goes to the board and

writes the numerical expression

5. The teacher together with the class

check the answer

6. The other leaders follow one at a

time according to the number drawn2. Review

Mechanics:

1) Form 4 groups

2) The teacher flashes the card with

expression to be evaluated

3) Each group evaluates within 60

seconds the expression flashed by

the teacher.

4) One member of each group

simultaneously goes to the board &

writes the solution.

5) The teacher and the class process the

answers of the groups. The group

having the highest number of

correct answers wins.3. Motivation

Have you ever used marbles in your games? After using the marbles, where do you place them?B. Developmental Activities

1. Presentation

A. Activity 1 Use of Counters

(Please refer to Math 6 Lesson

Guide pp 16-17 for details)

2. Practice Exercises/ Fixing Skills

Evaluate the expressions

A) (32 + 3) x 23

B) (18 14)3 + 42

C) (82 + 7) - 12 D) (8 + 82 ) / 24

E) (36 90 / 52 3. Generalization

How do we evaluate an expression with two different operations, with exponents and parenthesis/grouping symbols

C. Application

Write an expression about the problem. Then evaluate the expression:

Maria has specialized square box for match boxes. She keeps 3 sets of boxes with 4 match box on its side and 9 more. Is she right telling her husband that thet have 21 match boxes?

IV - Evaluation

Evaluate the following expressions

1) (80 + 220) / 102

2) (2 + 32) x 5

3) (25 15)3 + 424) 8 + (5 3)55) (8 x 3)3 - 42V - Assignment

Write an expression for the problem.

Then evaluate

Joshua, a son of a hardware store owner

has to record the number of small bulbs they have. He finds that they specialized square holders for small bulbs. He has to record 4 groups of holders with 5 bulbs on its side and 9 more bulbs. He reports to his father that they have 100 bulbs. Why must Joshua be wrong?

July 07,2011

THURSDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-Eight I. Evaluate an expression with more than 2

operations with exponents and parenthesis/

grouping symbols

II. Evaluating an Expression with more than 2

Operations with Exponents and Parenthesis/

Grouping Symbols

BEC PELC II. A 1.1.4

Math textbooks, flashcards, charts

III. Learning Experiences


1) Drill

Activity 1 - Evaluating the Expression

Mechanics:

1) Form 4 groups of pupils

2) The teacher flashes the card with

expression

3) The pupils are given 60 seconds to

evaluate the expression with the

group.

4) One member of each group

simultaneously goes to the board

writes the answer

5) The teacher checks the answer

6) The group with the most number of

correct answer wins B. Developmental Activities

1) Presentation

Activity 1 Completing the Evaluation

(Please refer to Math 6 Lesson Guide on p.31 for the details of the activity)

2) Practice Exercises/Fixing Skills

Evaluate the following expressions:

a) (114 4) x (12 / 4)2 + 3

b) 16 + 82 / (4 + 4)

c) (36 6) x (3 x 4)2 + 7

d) 122 x 30 + (890 /2)

e) 62 x 23 + (400 / 2) 3) Generalization

How do we evaluate an expression

with more the two operations with

exponents and parenthesis/grouping

symbols? C. Application

Write an expression about the problem.

Then evaluate:

Rolly helps his father arrange the baked cheese cakes placed in a specialized square box. He has arranged 5 groups of 8 cheesecakes on its side and 3 sets of 7 cakes placed on a tray in a display cabinet.

He tells his father that he has arranged 341 cheesecakes. Must he be right? Why?

IV. Evaluation

Evaluate the following expression

1. (9 2) + (32 x 21)

2. (18 + 14) / (6 + 2)

3. 36 / 22 + 4 x (4 2)

4. (36 6) + [(3 x 42) + 7]

5. [(144 / 12) 2 x 3)] / 3 x 6

V. Assignment

Write an expression for the problem. Then evaluate the expression:

Andrei has specialized square holders of small boxes of staple wires. He keeps 5 groups of holders with 4 small boxes on its side and 3 sets of 3 small boxes placed in plastic bag. He says, he has 89 small boxes of staple wires. Must he be right? Why?

July 08,2011

FRIDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-EightI. Evaluate an expression with more than two

operations without exponents and parenthesis/

grouping symbols

Write the evaluation of an expression

II. Evaluating an Expression with More Than

Two Operations Without Exponents and

Parenthesis/Grouping Symbols

BEC PELC II A.1.1.4

Flashcards; charts; play money; counters

Helping Parents at home/Honesty



1. Drill/Review

Evaluating Expression with 2 Different

Operations Without Exponents and

Parenthesis/Grouping Symbols

Activity 1 Winner Takes All

Mechanics:

1. Form 4 groups

2. The teacher flashes the cards

3. The group of pupils are given 60 seconds to decide on evaluating the given expression

2. A member of each group

simultaneously goes to the board and writes the answer

3. The teacher checks the answer

4. The group having the highest number

of correct answer wins and takes the prize 2. Motivation

Have you ever been to the market?

What do you see in the market?B. Developmental Activities

1. Presentation

a. Activity 1 Use of Counters in Acting Out (Pls. refer to Math 6 Lesson Guide on pp 36-37 for the details of the activity)

b. Activity 2 Word Problems

(Pls. refer to Math 6 Lesson Guide on p.37 for the details of the activity)

2. Practice Exercises/Fixing Skills

a. 1200/200 x 4 8 + 9

b. 60 + 48 /2 x 4

c. 12 + 19 x 16/4 7

d. 35/5 x 8 7 + 9

e. 6 x 24 48/12 + 75 C. Application

Write an expression about the problem. Then evaluate

Manuel has 6 boxes of chalk having 100 pieces each and 7 boxes of colored chalk to his 4 fiends. He says that he has 3210 pieces of chalks. Must he be wrong? Why?

IV. Evaluation

Evaluate the following expression:

1) 2 x 80 9 / 3 + 8

2) 60 + 48 / 2 x 5

3) 4 x 15 + / 5 + 6 4

4) 7 x 9 / 3 7 + 8

5) 6 x 4 + 7 8 / 2

V. Assignment

Write an expression for the problem. Then

Evaluate the Expression

Sixto had 90 leaves of pad paper. He sold

leaves to his classmate. When he went home, his father bought 4 90 leaves of pad paper

He was very happy and said, I have 112 leaves of pad paper. Must he be right? Why?July 11,2011

MONDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-EightI - Evaluate an expression with more than two operations with or without exponents and parenthesis/grouping symbols

II - Evaluating an Expression with More than two Operations with or without exponents and Parenthesis/grouping symbols

BEC PELC A.1.1.4

Charts; flashcards



1. ReviewPlace a parenthesis in the equation so that each equation will be a true statement. Work in pairs or groups

1} 16 7 +8 11 = 1

2) 3 x 5 4 = 3

3) 18 / 6 x 3 = 1

4) 16 7 + 8 = 17

5) 12 / 2 + 4 = 2

2. Motivation\

Do you like to go hunting? Lets have a word hunting game. Encircle the words diagonally, horizontally or vertically

DIFFERENCE

TSTADDENDS

WUHLESSSRM

IMRUTIMESA

CRISDIVIDE

EMINUSEOUA

QUOTIENTRE

ADEXPONENT

What words were you able to form? Give the meaning of each wordB. Developmental Activities

1. PresentationStudy the rules in the order of operation Rules in the Order of Operations

a. First, perform the operations within each pair of grouping symbols. (parenthesis, brackets and braces) beginning with the innermost pair

b. Second, simplify the expression with exponents

c. Third, perform multiplication and division as they occur from left to right

d. Fourth, perform addition and subtraction as they occur from left to right

2. Fixing Skills

Simplify the expressions below and

Solve:a. 32 / 2 x 22b. 6 / 2 + 1 x 4

c. (15 6) + (4 1) x 23

d. 3 x [3 + 2 x (10 3)]

e. 12 + 3 x {3 x [4 + (9 8) 2] 3}3. Generalization

What rule would you follow in evaluating expressions with more than two operations? State the rules C. ApplicationDraw a diagram/figure for the problem and then solve the length of a rectangle is 3 meters more than its width. If the perimeter is 54 metres, what are its dimensions?

IV - Evaluation

Simplify and solve:

1. 63 / 7 + 5 + 22 6 + 3

2. 6 + (2 x 7 + 52)

3. 3 x ( 4 + 82 ) 8

4. 37 + 3 x 2 / 6

5. 14 / 2 3 + 2 x 2

V - Assignment

Answer the following questions

1. 10127 is one followed by how many zeros?

2. Find (x2)2 if x = 3

3. If your calculator does not have an exponent key, can you use the definition of the exponent in 23 + 3 = 2 x 2 x 2 + 3? How? July 12,2011

TUESDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-Eight I. Measure students skills and knowledge about

the past lessons

II. Short Quiz No. 1 Order of Operations; Evaluating Expressions

Charts; Test Notebook

Honesty

III. Procedure

1. Preparation

2. Standards for taking the test

3. Test Proper

4. Checking

5. Recording

IV. Test Notebook

July 13,2011

WEDNESDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-EightI. Solve 2 to 3 step word problems involving

whole numbers

II. Applying the Order of Operations in Solving 2

to 3 Step Word Problems

BEC PELC II A.1.2, 1.2.1, 1.2.2, 1.3

Math textbooks, drill boards, chart



1. Drill

Perform the indicated operations

a) (12 + 3) 7 = N

b) 4 (6 + 8) = N

2. Review

Answering the assignment on the board

3. Motivation

What do you like to be when you

grow up? Who wants to be a business

man/businesswoman? What do you

need to establish a business? (Unlock

the meaning of capital and erchandise


1. Presentation

Read and study the problem belowMr. Fajardo put up a capital coming from the following:Bank P 250,000. Private P 100,000.00 Personal Money P150,000.00

The cost of the merchandise he bought was P 365,273.00. How much was left from his capital? Ask: Where did Mr. Fajardo get his capital? How much was the merchandise he bought? What can you say about Mr. Gonzales? Why do you say so? 2. Fixing Skills

Please refer to math 6 lesson guide

p.48 for the discussion. Do the

activity in groups 3. Generalization

What are the steps to follow in solving 2 3 steps word problems? What is the first thing you need to know? Why? C. ApplicationAnalyze and solve the problem below

A movie earned P5,470,568.00 in 27 theaters in Manila and P2,0005,971 in 161 movie houses in other parts of the country. Combining 2 months amounts, what was the average

IV. Evaluation

Read the problem below and do we what The girl scout troop no. 131 collected 150 kg of rice on the 1st week and 110 kg on the 2nd week. Troop no. 250 collected 98 kg and 100 kg on the 1st and 2nd week respectively. If the rice they collected will be distributed equallyamong 20 families of Muliguin and 23 families of Poctol, how many kg should each each family receive?

V. Assignment

Mr. Canela had P4,500.00 for food; P750.00 for transportation and P275.00 For other expenses and divided the rest among his 5 brothers. How much was the share of each?

July 14,2011

THURSDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00


whole numbers

Apply the order of operations in solving 2 to

3 step word problems



BEC PELC II A.1.2, 1.2.1, 1.2.2, 1.3


Cooperation



1. Drill

Flashcards about division facts not

Mastered

2. Review/Checking of assignments

Call to pupil volunteers to solve the

assignment on the board B. Developmental Activities

1. Motivation

a. Ask the pupils if they still remember

the 5-step guide questions in solving

word problems?

c. Call a pupil to enumerate the 5-step guide questions while teacher writes them as it is given one by one by the pupil

2. Presentation

Shiela bought 4 dozen roses. She

prepared 5 vases of roses with 9 flowers in each vase. How many flowers remained?

a. Call a pupil to read the problem

b. Ask questions about the problem:

Who bought flowers?

How many dozen of roses did she bought?

How many vases did she prepare?

How many roses does each vase contain?

Can you give the 5-step guide questions to solve this problem?

c. Ask the pupils to solve the problem on their drill boards

d. Call a pupil to explain the solution on how he/she obtained the answer

3. Generalization

What are the steps in solving 2 to

3 step word problems? C. Application

Group the pupils into 2

1st group: Analyze and solve

Shey bought a kilo of oranges for

P87.50 and a kilo of lanzones for P60.00.

How much did she get if she gave a P500 bill?

2nd group: Analyze and solve A farmer harvested 7 baskets of mangoes with 55 mangoes in each basket, how many mangoes did he harvest?

- Ask the pupils to solve the problem. Call a volunteer to solve the problem on the board while others do it on their drill boards. Have them explain how they obtain their answer

IV. Evaluation

There are no numbers given in the following

problems. Tell which operation/s would you

use to solve each problem:

1) The boy scouts hiked __ km. Then they

hiked __ km more. How far did they hike?

2) After gaining __ kg, Rico weighed __ kg.

What was his former weight 3)How many pupils should be accommodated

equally in __ shuttle buses if there are __

pupils?

4) __ hectares of land are planted with rice.

__ cavans of rice can be harvested per

hectare. How many cavans in all can be

harvested?

5) There are __ hamburgers in each box.

When I counted the hamburgers, there

Were __ in all. How many boxes of

Hamburgers were there?

V. Assignment

Review about lesson in Decimals

July 15,2011

FRIDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00


whole numbers

Apply the order of operations in solving 2 to

3 step word problems



BEC PELC II A.1.2, 1.2.1, 1.2.2, 1.3


Cooperation



1. Drill

Flashcards about division facts not

Mastered

2. Review/Checking of assignments

Call to pupil volunteers to solve the

assignment on the board B. Developmental Activities

1. Motivation

a. Ask the pupils if they still remember

the 5-step guide questions in solving

word problems?

d. Call a pupil to enumerate the 5-step guide questions while teacher writes them as it is given one by one by the pupil

2. Presentation

Shiela bought 4 dozen roses. She

prepared 5 vases of roses with 9 flowers in each vase. How many flowers remained?

e. Call a pupil to read the problem

f. Ask questions about the problem:

Who bought flowers?

How many dozen of roses did she bought?

How many vases did she prepare?

How many roses does each vase contain?

Can you give the 5-step guide questions to solve this problem?

g. Ask the pupils to solve the problem on their drill boards

h. Call a pupil to explain the solution on how he/she obtained the answer

3. Generalization

What are the steps in solving 2 to

3 step word problems? C. Application

Group the pupils into 2

1st group: Analyze and solve

Shey bought a kilo of oranges for

P87.50 and a kilo of lanzones for P60.00.

How much did she get if she gave a P500 bill?

2nd group: Analyze and solve A farmer harvested 7 baskets of mangoes with 55 mangoes in each basket, how many mangoes did he harvest?

- Ask the pupils to solve the problem. Call a volunteer to solve the problem on the board while others do it on their drill boards. Have them explain how they obtain their answer

IV. Evaluation

There are no numbers given in the following

problems. Tell which operation/s would you

use to solve each problem:

1) The boy scouts hiked __ km. Then they

hiked __ km more. How far did they hike?

3) After gaining __ kg, Rico weighed __ kg.

What was his former weight

3)How many pupils should be accommodated

equally in __ shuttle buses if there are __

pupils?

4) __ hectares of land are planted with rice.

__ cavans of rice can be harvested per

hectare. How many cavans in all can be

harvested?

5) There are __ hamburgers in each box.

When I counted the hamburgers, there

Were __ in all. How many boxes of

Hamburgers were there?

V. Assignment

Review about lesson in Decimals

July 18,2011

MONDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-EightI. Identify the value/place value of a digit in a

given decimal

Read and write decimals through ten

Thousandths

II. Identifying the Value/Place Value of a Digit in

a Given Decimal

Reading and Writing Decimal through Ten

Thousandths

BEC PELC II.B.3, 3.1 Charts; Place value chart, flashcards



1. Drill/Review: Brothers/Sisters, Where

Are You?

-different cards bearing number phrases fractions and decimals will be given to the pupils.

-At the signal of GO by the teacher, the pupils will go around to find the value of the number phrase/fraction/decimal he/she is holding-the 1st set of pupils to find their brother/sister wins

2. Motivation

When you see 5, what does it mean

to you? How about .5? Do we read it

simply as point 5? Is there a way of

reading it correctly? B. Developmental Activities

1. Presentation

Activity 1 Pair Share

1. Put chips w/ numbers 0 9 inside

boxes with labels of place value

of decimal numbers

2. Teacher will ask a question, the

group that can answer correctly

will be the first to go in front.

3. He/she should pick a chip

4. His/her partner will do the following:

a) read the number

b) write the number in symbols and in words

c) identify place value and value

5. A point will be given to a group

with the correct answer

6. The teacher, then, repeat steps 2-5

7. The group with the most number of points wins the game 2. Fixing Skills

Activity: Number Heads Together

Think Pair Square

(Group Work)

3. Generalization

How do you read decimal numbers?

How do you read the decimal point?

How do you know the value and place

value of each digit in a given decimal? C. Application

Mens gymnastics is divided into compulsory events and optional events. In 1984, the USA team members won the gold medal. Their score in optional events was 296.0391. In compulsory events they scored 259.3127 points

1) Read: 296.0391 259.3127

2) Write each decimal in words

3) Identify the value/place value of each

digit IV. Evaluation

Write the following decimals in words then

identify the value and place value of the

underlined digit

ValuePlace Value

1) 3.2741

2) 43.0018

3) 135.30

4) 656.8743

5) 300.003

V. Assignment

Form 5 decimal numbers out of digits 1 to 9 then identify the value of each digit.July 19,2011

TUESDAY

MATH VI

6:50 - 7:40

VI-Two

11:00 12:00

VI-EightI. Write decimals through ten thousandths in

different notations standard and expanded

notation

II. Writing Decimals through Ten Thousandths in

Different Notations Standard and Expanded

Notation

BEC PELC II.B.3.3

Place value chart, drill boards, charts,III. Learning Experiences


1. Drill

2. Review: Pair Share

a) Provide each group with activity

cards

b) Task: Fill in the missing numbers

to complete the expanded notation

of the given numbers:

Ex. 5,392 = (5 x _) + (3 x _) +

(9 x _) + (2 x _)

c) Have them explain how they come

up with their answers 3. Motivation

Do you know the amount of air

we breath in every activities we

engage in?


1. Presentation

Activity 1 - PAIR SHARE

a) Activity cards will be put face down,

b) Leaders of each group will pick an activity card

c) They have to work on the following:

Write the number in:

* Standard form

* Expanded form

2. Fixing Skills

A) Write the decimal in standard form

1. ninety-three thousandths

2. seventeen ten thousandths

3. twenty-nine and nine hundred

forty-three ten thousandths

4. six and five thousand four ten

thousandths

5. three and nine hundred forty-

four ten thousandths

B) Write the decimal in expanded

form

1) 6.53274) 0.0345

2) 0.0081

3) 3.1065 3. Generalization

How do you write decimals in standard form? Expanded form? What are the two ways of writing decimals in expanded notation? C. Application

Write the decimal in expanded form

1) 0.842

2) 39.476

3) 851.827

IV. Evaluation

Write the following decimals in the table

provided below

1) forty-five thousandths

2) twenty-five ten thousandths

3) thirty four and nine hundred thousandths

4) seven and three thousand five ten thousandths

5) five and nine hundred fifty two ten thousandthsNo Standard NotationExpanded form

Fractional formExponential form

1

2

3

4

5

V. Assignment

Write the decimals in standard form

1) five thousand six hundred thirty eight ten

thousandths

2) twenty eight and seven thousand two

hundred thirteen ten thousandths

Write the decimals in expanded form

3) 3.5968

4) 325.1927

5) 47.813

August 06, 2012MONDAY

MATH VI

6:40 - 7:30

VI-Two

7:30 8:20

VI-Five10:20 11:10

VI-SevenI. Round decimals through ten thousandths

Tabulate data in the chart

II. Rounding Decimals through Ten Thousandths

BEC PELC II.B.5

Charts; Activity cards



1. Drill

a) Call 21 volunteer pupils and group

them into 3

b) Provide each group with number

cards from 0-5 and a decimal point

c) Each group will form the number

described by the situation given by

the teacher

d) The first group to form the number

correctly wins the game

Valuing: Who do you think will offer first

a handshake after the game?

Why? If you were the winner/

loser in a game, what will you

do? Why? 2. Review: Relay Game

Identifying Place Value of Underlined

Digit

a) Teacher will prepare decimal number cards with an underlined digit

b) As the teacher flashes the cards, the 1st pupil in a row will write

c) his/her answer on a piece of paper as the groups answer sheet

d) He/She then pass it to his/her team mate next to him for his answer to the number flashed by the teacher

e) As soon as the last pupil in a row had written his/her answer, he/she then submit their answer sheet to the teacher fro checking

f) The group with the most number of correct answer wins.3. Motivation

What percent is the molecules of

carbon dioxide is present in the earths

atmosphere? B. Developmental Activities

1. Presentation

a) Provide 5 decimal number cards to each group

b) Tasks: List down numbers closest to the given decimal numbers

c) Give an explanation for your answers

d) What are the rules in rounding off numbers?

e) Have each group present their work to the class2. Fixing Skills

Round off 29.8492 to the nearest :

a) Tenths ___

b) Ones ___

c) Hundredths ___

d) Thousandths ___

e) Tens ___3. Generalization

How do you round off decimal numbers? What are the rules in rounding off decimal numbers? C. Application

Round the following to the nearest ten ```thousandths:

1) 85.42998

4) 15.39485

2) 0.92432

5) 299.83994

3) 6.00549

IV. Evaluation

A) Round the following to its underlined digit:

1) 6.8497

4) 29.0434

2) 2.0825

5) 0.8943

3) 62.842

V. Assignment

Write down possible numbers closest to:

1) 2.384254) 5.2358

2) 0.568935) 0.86302

3) 2.96425

August 07, 2012

TUESDAY

MATH VI

6:40 - 7:30

VI-Two

7:30 8:20

VI-Five

10:20 11:10

VI-SevenI. Estimate sums and differences of whole

numbers and decimals

II. Estimating Sums and Differences of Whole numbers and Decimals

BEC PELC II. C.1

Charts, counters



1. Drill: Rounding Off

2. Review: Matching Game

a) Provide the following cards to each group

Tenths

Hundredths

Thousandths

Ten thousandths

Ones

b) Teacher flashes decimal number and its rounded off number

Ex. 84.815 = 84.8 = tenths

c) The group will identify the place value the number is rounded to by flashing the card

d) The group with the most number of correct answer wins

3. Motivation

You were asked by your mother to

buy some groceries after class. Without computing, how would you know that the money given to you is enough or not? Why? B. Developmental Activities

1. Presentation Role Playing

Ex. Andrei has P12,720 in his savings account. He wants to buy an amplifier and speakers while they are on sale. The amplifier cost P9,889.99 and the speakers cost P915.50. About how

2. Fixing Skills

Round to the nearest tenths and solve

1) 18.952) 129.2353) 9.2875

- 9.25 + 16.41 - 6.834

4) 989.155) 12.027

+ 451.85 - 9.0567

3. Generalization

How do you find the estimated sums

and differences of whole numbers and

decimals? C. Application

Solve the following:

1) PJ bought 2.5 kg of lanzones. She

found out that her brother brought

home 1.75 kg of lanzones. Her

family ate around 2.75 kg. About

how many kg of lanzones were left?

2) Mother bought 4.75 kg of fish. She

cooked 1.25 kg for escabeche and

roasted 1.5 kg of fish for their family

gathering.. About how mnay kg of fish

were uncooked?

3) Ralf has P250 for his daily allowance.

He spent P95.50 for fare and P75.75

For food and saved the rest. About

How much is his savings?

IV. Evaluation

Arrange the ff in column. Round off to the nearest hundredths, then find the estimated sums and difference

1) 36.5 + 18.91 + 55.41 = N

2) 7.13 + 8.57 + 23.09 = N

3) 8.941 8.149 = N

4) 639.27 422.30 = N

5) 873.22 + 128.55 + 456.19 = N

V. Assignment

Analyze and solve

1) Father gave mother three thousand pesos

for the different bills due for payment.

Electric bill P1,792.58; water bill

P874.44; telephone bill P422.83. About

How much will be left of the amount given

by father?

2) Kyla ran 3.75 km and PJ ran 7.09 km.

About how much farther did PJ ran?

3) Tony weighs 58 36 kg and Andrei weighs

43.85 kg. About how much more does Tony weighs?

August 07, 2012

TUESDAY

MATH VI

6:40 - 7:30

VI-Two

7:30 8:20

VI-Five

10:20 11:10

VI-SevenI. Add and subtract whole numbers and decimals

Write addends in column correctly

II. Adding and Subtracting Whole Numbers and

Decimals

BEC PELC II.C.2



1. Drill

Game: Guess and check

a) Group the class in pairs

b) Teacher flashes an activity card

Ex. 5.684 + 2.795

c) Player 1 for each group will give the estimated answer mentally

d) Player 2 checks the answer by solving it using pencil and paper

e) The group with the most number of correct answer wins2. Review

Checking of assignment: Call pupil

volunteers to solve the assignment on

the board while others check their

work

3. Motivation

Present the following on the board:

85.03 + 105 + 16.005 28.79 = N

Ask: What is the fastest way of

solving the problem? Why?


1. Presentation Matching Game

Mechanics:

a) Divide the class into 2 groups

b) First group will be given problem cards

c) Second group will be holding the answer cards

d) The pupils raise the card they are holding when the teacher gives the go signal

e) Pupils should toy to find their partner by pairing the problem card with the correct answer card

f) Have the pair read and solve the problem on the board to check if their cards match

g) Teacher emphasizes the processes

involved in the problemValuing: stress on the wise use of resources like money.

Avoid extra expenditures

Buy only things that are really needed2. Fixing Skills


1) 0.16 2) 37.21 3) 32.857

+ 15.56- 19 + 19.63

4) 285

5) 95.2

- 18.295 - 27.58

3. Generalization

How do we add/subtract decimals

through ten thousandths without regrouping? C. Application

Write in column, then solve

1) 39 + 18.9 15.6 = N

2) 89 29.341 + 14 = N

3) 62.5 + 3.96 + 93 = N

4) 30.1 + 120 97.639 = N

5) 19.61 8.75 + 2.95 = N

IV. Evaluation

Solve the problems:

1) Add 82.839 to the difference of 189

and 158.84

2) The sum of 15.16, 97 and 16.82 is __

3) Add the difference of 25 and 16.82

to the sum of 43 and 18.28

4) What is 215 added to the difference of

56.23 and 42.136?

5) The difference of 65 and 47.982 added

to 612 is __?

V. Assignment

Study for a short quiz on ordering and

rounding off decimals

July 27,2011

WEDNESDAY

MATH VI

6:50 - 7:50

VI-Two

7:50 8:50

VI-Eight

10:10 11:10

VI - NineI. Add/Subtract decimals through ten thousandths

with regrouping

Write the sum/difference through ten thousandths

correctly

II. Adding/Subtracting Decimals through Ten

Thousandths

BEC PELC II.C.3

Charts; Flashcards



1. Drill Mental Computation (Flashcards)

Round the following:

a) 3.456 nearest hundredths

b) 43.7658 nearest thousandths

c) .0087 nearest ten thousandths

d) 4.312 nearest tenths

e) 9.02027 nearest ten thousandths2. Review Flashcards Adding/Subtracting

Decimals through Ten Thousandths

Without Regrouping B. Developmental Activities

1. Presentation: Present the lesson thru

the following:

a. Word Problem

Andrei, a neighbor, came home one afternoon with a problem: From the sum of 0.2784 and 0.5869, subtract 0.38854.

a) Guide the pupils in analyzing the problem by asking the following questions:

What is being asked?

What are the given facts?

What operations will be used?

b. Square Grouping

What is the answer when 9.8546 is added to the difference of 8.2504 and 5.9897?

1) Have each group discuss the following questions:

a) What is asked in the problem?

b) What operations will be used?

c) What is the number sentence?

d) Ask a volunteer to solve the problem on the board and let him/her explain his/her answer2. Generalization

How do you add/subtract decimals through ten thousandths with regrouping? C. Application

Find the Sum/Difference:

1) 0.35642) 0.41 3) 0.1459

+ 0.13+ 0.644 + 0.2736

0.2834 0.1567 0.3273

4) 0.53235) 0.7436

- 0.1485- 0.247

IV. Evaluation

Write the number sentence then solve:

1) Subtract 0.2758 from 0.7289

2) Add 0.1352 to the sum of 0.3416

and 0.1235

3) Add 0.3793 to the difference of

0.8496 and 0.4567

4) Subtract 0.4358, from the sum of

0.5147 and 0.3977

5) Subtract the sum of 0.2514 and

0.3897 from 0.8331V. Assignment

Solve for the missing number

1) __ + 0.362 = 0.814

2) 0.56 + __ = 0.9365

3) __ - 0.4533 = 0.189

4) 0.743 - __ = 0.58

5) 0.8644 0.3729 = __July 28,2011

THURSDAY

MATH VI

6:50 - 7:50

VI-Two

7:50 8:50

VI-Eight

10:10 11:10

VI - NineI. Add/Subtract decimals through ten thousandths

with regrouping

Write the sum/difference through ten thousandths

correctly

II. Adding/Subtracting Decimals through Ten

Thousandths

BEC PELC II.C.3

Charts; Flashcards



1. Drill Mental Computation (Flashcards)

Round the following:

f) 3.456 nearest hundredths

g) 43.7658 nearest thousandths

h) .0087 nearest ten thousandths

i) 4.312 nearest tenths

j) 9.02027 nearest ten thousandths2. Review Flashcards Adding/Subtracting

Decimals through Ten Thousandths

Without Regrouping B. Developmental Activities

1. Presentation: Present the lesson thru

the following:

a. Word Problem

Andrei, a neighbor, came home one afternoon with a problem: From the sum of 0.2784 and 0.5869, subtract 0.38854.

a) Guide the pupils in analyzing the problem by asking the following questions:

What is being asked?

What are the given facts?

What operations will be used?

b. Square Grouping

What is the answer when 9.8546 is added to the difference of 8.2504 and 5.9897?

1) Have each group discuss the following questions:

e) What is asked in the problem?

f) What operations will be used?

g) What is the number sentence?

h) Ask a volunteer to solve the problem on the board and let him/her explain his/her answer2. Generalization

How do you add/subtract decimals through ten thousandths with regrouping? C. Application

Find the Sum/Difference:

1) 0.35642) 0.41 3) 0.1459

+ 0.13+ 0.644 + 0.2736

0.2834 0.1567 0.3273

4) 0.53235) 0.7436

- 0.1485- 0.247

IV. Evaluation

Write the number sentence then solve:

1) Subtract 0.2758 from 0.7289

3) Add 0.1352 to the sum of 0.3416

and 0.1235

3) Add 0.3793 to the difference of

0.8496 and 0.4567

4) Subtract 0.4358, from the sum of

0.5147 and 0.3977

5) Subtract the sum of 0.2514 and

0.3897 from 0.8331V. Assignment

Solve for the missing number

1) __ + 0.362 = 0.814

5) 0.56 + __ = 0.9365

6) __ - 0.4533 = 0.189

7) 0.743 - __ = 0.58

5) 0.8644 0.3729 = __July 25,2011

MONDAY

MATH VI

6:50 - 7:50

VI-Two

7:50 8:50

VI-Eight

10:10 11:10

VI - NineI. Estimate sums and differences of whole

numbers and decimals

II. Estimating Sums and Differences of Whole numbers and Decimals

BEC PELC II. C.1

Charts, counters



1. Drill: Rounding Off

2. Review: Matching Game

e) Provide the following cards to each group

Tenths

Hundredths

Thousandths

Ten thousandths

Ones

f) Teacher flashes decimal number and its rounded off number

Ex. 84.815 = 84.8 = tenths

g) The group will identify the place value the number is rounded to by flashing the card

h) The group with the most number of correct answer wins

3. Motivation

You were asked by your mother to

buy some groceries after class. Without computing, how would you know that the money given to you is enough or not? Why? B. Developmental Activities

1. Presentation Role Playing

Ex. Andrei has P12,720 in his savings account. He wants to buy an amplifier and speakers while they are on sale. The amplifier cost P9,889.99 and the speakers cost P915.50. About how

2. Fixing Skills

Round to the nearest tenths and solve

1) 18.952) 129.2353) 9.2875

- 9.25 + 16.41 - 6.834

4) 989.155) 12.027

+ 451.85 - 9.0567

3. Generalization

How do you find the estimated sums

and differences of whole numbers and

decimals? C. Application


1) PJ bought 2.5 kg of lanzones. She

found out that her brother brought

home 1.75 kg of lanzones. Her

family ate around 2.75 kg. About

how many kg of lanzones were left?

2) Mother bought 4.75 kg of fish. She

cooked 1.25 kg for escabeche and

roasted 1.5 kg of fish for their family

gathering.. About how mnay kg of fish

were uncooked?

3) Ralf has P250 for his daily allowance.

He spent P95.50 for fare and P75.75

For food and saved the rest. About

How much is his savings?

IV. Evaluation

Arrange the ff in column. Round off to the nearest hundredths, then find the estimated sums and difference

1) 36.5 + 18.91 + 55.41 = N

6) 7.13 + 8.57 + 23.09 = N

7) 8.941 8.149 = N

8) 639.27 422.30 = N

9) 873.22 + 128.55 + 456.19 = N

V. Assignment

Analyze and solve

1) Father gave mother three thousand pesos

for the different bills due for payment.

Electric bill P1,792.58; water bill

P874.44; telephone bill P422.83. About

How much will be left of the amount given

by father?

2) Kyla ran 3.75 km and PJ ran 7.09 km.

About how much farther did PJ ran?

3) Tony weighs 58 36 kg and Andrei weighs

43.85 kg. About how much more does Tony weighs?July 26,2011

TUESDAY

MATH VI

6:50 - 7:50

VI-Two

7:50 8:50

VI-Eight

10:10 11:10

VI - NineI. Add and subtract whole numbers and decimals

Write addends in column correctly

II. Adding and Subtracting Whole Numbers and

Decimals

BEC PELC II.C.2



1. Drill

Game: Guess and check

f) Group the class in pairs

g) Teacher flashes an activity card

Ex. 5.684 + 2.795

h) Player 1 for each group will give the estimated answer mentally

i) Player 2 checks the answer by solving it using pencil and paper

j) The group with the most number of correct answer wins2. Review

Checking of assignment: Call pupil

volunteers to solve the assignment on

the board while others check their

work

3. Motivation

Present the following on the board:

85.03 + 105 + 16.005 28.79 = N

Ask: What is the fastest way of

solving the problem? Why?


1. Presentation Matching Game

Mechanics:

h) Divide the class into 2 groups

i) First group will be given problem cards

j) Second group will be holding the answer cards

k) The pupils raise the card they are holding when the teacher gives the go signal

l) Pupils should toy to find their partner by pairing the problem card with the correct answer card

m) Have the pair read and solve the problem on the board to check if their cards match

n) Teacher emphasizes the processes

involved in the problem

Valuing: stress on the wise use of resources like money.

Avoid extra expenditures

Buy only things that are really needed4. Fixing Skills


1) 0.16 2) 37.21 3) 32.857

+ 15.56- 19 + 19.63

4) 285

5) 95.2

- 18.295 - 27.58

5. Generalization

How do we add/subtract decimals

through ten thousandths without regrouping? C. Application

Write in column, then solve

1) 39 + 18.9 15.6 = N

6) 89 29.341 + 14 = N

7) 62.5 + 3.96 + 93 = N

8) 30.1 + 120 97.639 = N

9) 19.61 8.75 + 2.95 = N

IV. Evaluation

Solve the problems:

1) Add 82.839 to the difference of 189

and 158.84

6) The sum of 15.16, 97 and 16.82 is __

7) Add the difference of 25 and 16.82

to the sum of 43 and 18.28

8) What is 215 added to the difference of

56.23 and 42.136?

9) The difference of 65 and 47.982 added

to 612 is __?

V. Assignment

Study for a short quiz on ordering and

rounding off decimals

FIRST PERIODICAL TEST

6:30 7:00 Preparation of Testing Materials

7:00 8:00 MATHEMATICS VI-3

I. Read the questions silently with understanding

answer the questions correctly and honestly

II. A. First Periodical Test

B. Please see questionnaires and answer

sheets of pupils

C. Honesty

III. Procedure

A. Preliminary Activities

1. Preparation of materials for the test

ballpens; answer sheets

2. Rules to be observed when taking the test

read and understand the questions

no cheating and no making of unnecessary noise

B. Test Proper

Please see questionnaires and answer sheets of pupils

C. Checking of Answer Sheets

C. Recording of Scores and Frequency of

Errors

IV. Prepare/Study for the Next Lesson

MATHEMATICS VI-1

EPP VI-6;VI-3;VI-1I. Discuss points missed in the test

II. A. Remedial Lesson

B. Following Directions

III. Procedure

A. Returning of Test Papers

B. Setting standards when having a remedial

lesson

* Observe silence; Be attentive*

C. Discussing points missed in the test

D. Giving remedial teaching for items missed

in the test

IV. Evaluating the pupils test results

= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =

Aug 17,2009

Monday

July 29,2011

FRIDAY

MATH VI

6:50 - 7:50

VI-Two

7:50 8:50

VI-Eight

10:10 11:10

VI - NineI. Solve 1-to 2 step word problems

involving addition and subtraction of

decimals

II. Solving 2-3 Step Word Problems

Involving Addition and Subtraction of

Decimals

BEC PELC II.C.6.2

Math in Everyday Life 6 pp.150-152

Charts; Flashcards



1. Drill: Adding and Subtracting

Decimals2. Review: Identify the Operation

Involved in a problem

a) Ralf bought a pair of

pajamas, a pair of socks and a t-shirt. How much did he spend?

b) Kyla bought a dress and a

Skirt. How much change did she receive from a P500 bill?

3. MotivationRecall the steps in solving word problems. Provide one step word problems involving addition and subtraction of decimals. Write the number sentence and solve.B. Developmental Activities

1. Presentation

Present a problem:Kyla and PJ went to a book fair. Kyla found 2 good books which cost P45.00 and P67.50. She only had P58.00 in her purse but wanted very much to buy the books. PJ offered to give her money. How much did PJ share to Kyla? 3. Generalization

What are the important steps in problem solving? How do we solve 2-3 step word problems on addition

/subtraction of decimals? C. Application

1) Divide the class into groups

2) Let each group create their own 2-3 step word problems involving addition/subtraction of decimals. Let sthem make at least 3 problems and write it on a piece of manila paper to be presented later on in class

3) Presentation of problems per group IV. Evaluation

Write the number sentence and solve:

1) Brgy. Maligaya is 28.5 km from the town

proper. In going there, Andrei traveled 12.75 km by jeep, 8.5 km by tricycle,and

the rest by hiking. How many km did he hike?

2) Mang Caloy cut four pieces of bamboo.

piece was 0.75 meter; the second was 2.278 meters, the third was 6.11 and the fourth was 6.72 meters. How much longer were the 3rd and 4th pieces put together than the 1st and 2nd pieces put together?

3) Shiela filled the basin with 2.95 liters of

water. Her brother used 0.21 liter when he

washed his hands and her sister used 0.8

liter when she washed her face. How much

water was left in the basin?

V. Assignment

Analyze and solve the following:

1) A boy walks 1.437 km to school. While his

friend walks 1.043 km. How much farther

does one boy walk than the other?

2) Mang Obet harvested 437.025 kg of camote

last year. This year his harvest was

503.8252 kg. How much more was his

harvest this year than last year?

3) Moather bought a bag for P720.50 and a

pair of shoes for P900. How much change

did she get for her P2,000?

4) A man bought a lot for P50,250.75. He

sold it for P55,000. How much did he gain?

August 08, 2012

WEDNESDAY

MATH VI

6:40 - 7:30

VI-Two

7:30 8:20

VI-Five

10:20 11:10

VI-SevenI. Estimate products of whole numbers and

decimals

II. Estimate Products of Whole Numbers and

Decimals

PELC II.D-1

Charts; number cards (whole numbers and

decimals)



1. Mental Computation

Rounding Whole Numbers and Decimals

Relay Game:

2. Review

Estimating Sum/Difference ( Use of Flashcards)

Round to the nearest whole number and estimate the sum/difference:

1) 7.82 + 2.35

2) 7.82 2.35

3) 9.15 + 3.84

4) 9.15 3.84

3. Motivation

Presenting a problem:

Andrei bought 5 notebooks at P38.95

each. About how much did he pay in

all? B. Developmental Activities

1. Presentation

a. Ask the following questions:

1) What are given?

2) What is being asked?

3) Do we need an exact answer or just an estimate to solve the problem? Why do you think so?

4) What is the number sentence?

5) How do we estimate products of whole numbers and decimals?

b. Explain step-by-step the process of

estimating products of whole

numbers and decimals. If possible,

extract this from the pupils or have

them do the explaining

c. Discuss the importance of

estimation and its practical

applications in real life. Elicit

examples of situations where

estimation is needed.

2. Generalization

How do you estimate the products of

whole numbers and decimals? C. Application

Give an equation and ask a pupil to give

the new or rounded numbers and the

estimated product. If the child is correct, he

now gives a new equation and calls on a

classmate to answer. This goes on until all

the pupils has been called upon to answer

and give an equation.

IV. Evaluation

Estimate each product by rounding the

multiplicand

1) 22.7 x 0.08 = N 6) 27.97 x 8 = N

2) 4.3 x 0.9 = N 7) 8.213 x 0.9 = N

3) 4.53 x 0.77 = N 8) 4.075 x 0.7 = N

4) 6.28 x 0.58 = N 9) 49.91 x 8.7 = N

5) 78.5 x 102 = N 10) 59.2 x 0.65 = N

V. Assignment

Read and solve the following:

1) Weng runs 4.8 km every morning. About

how many kilometers does she run each

week?

2) In 6.75 x 8.56, if both factors are rounded to

the nearest whole number, will the estimate

be greater or smaller than the actual product

August 08, 2012

WEDNESDAY

MATH VI

6:40 - 7:30

VI-Two

7:30 8:20

VI-Five

10:20 11:10

VI-SevenI. Multiply up to 3-digit factors by 1-to-2 digit

factors of whole numbers and decimals with or

without regrouping

II. Multply up to 3-Digit Factors by 1-2 Digit

Factors

BEC PELC II.D.2

Charts; Flashcards



1. Drill Flashcards on multiplication facts least mastered2. Review

Estimate the cost:

1) 2 kilos of tomatoes at P8.50 perkilo

2) 31 meters of cotton dress materials at P49.95 per meter

3) 90 bananas at P0.85 each

3. MotivationAndreis hobby is collecting butterflies. One Saturday, after doing all his home-work, he went to the fields and collected some butterflies. He loves to see the different shapes and colors of the butterflies.


1. Presentation

Present the lesson thru the following:

a. Acivity 1

A hobbyist loves to collect different kinds of butterflies. In one of his framed collection, he mounted 12 butterflies of one specie with the same length and same width. If one butterfly weighs 0.43 gram, what is the total weight of the butterflies?

Discussion:

Analysis of the problem

Addition sentence: 0.43 + 0.43 + 0.43 + 0.43 + 0.43 + 0.43 + 0.43 + 0.43 + 0.43 + 0.43 + 0.43 + 0.43

Multiplication Sentence: 0.43 x 12 = N

a) What are the steps in multiplying whole numbers and decimals?

0.43 ( multiplicand

x 12 ( multiplier

.86

43

a. grams is the total weight of the butterflies

e. Provide other examples.

1) 0.235 ( multiplicand (3 dec. places)

x 57 ( multiplier (0 dec. places)

1645

1175

13.395 ( product (5 dec. places)

2) 0.163 ( multiplicand (3 dec. places)

x 38 ( multiplier (0 dec. places)

1304

489

6.194 ( product (5 dec. places) 2. Fixing Skills

Find the product

1) 0.432 x 23

2) 0.83 x 35

3) 0.914 x 6

4) 0.7 x 46

5) 0.132 x 54 3. Generalization

How do you multiply decimals and whole numbers?

C. Application

The butterfly collector measures the wings of a butterfly. It has a length of 0.79 dm. If the 25 butterflies have the same length of wings, what is the total length of all the wings

IV. Evaluation

Find the product:

1) 0.67 x 24

2) 34 x 0.293

3) 65 x 0.518

4) 0.92 x 57

5) 0.39 x 74

V. Assignment

Multiply the following:

1) 0.57 x 24

2) 0.442 x 26

3) 65 x 0.179

4) 0.392 x 78

5) 0.827 x 18

August 09, 2012

THURSDAY

MATH VI

6:40 - 7:30

VI-Two

7:30 8:20

VI-Five

10:20 11:10

VI-SevenI. Multiply decimals up to the hundredths place

II. Multiplying Decimals Up to the Hundredths

Place

PELC II.D.3

Charts; Flashcards; Number cards

III. Learning ExperiPences


1. Drill

2. Review

Answering of the assignment

Call pupil volunteers to answer the

assignment on the board. Have them

explain how they got their answer.3. MotivationAndrei bought a dozen doughnuts worth P9.95 each. He gave these to some street children whom he saw begging for food. How much did he pay for the doughnuts?

What good trait did Andrei

show? Have you had the same

experience? How did you feel? B. Developmental Activities

1. Presentation

a) Present the lesson by discussing the

problem

1) What is asked?

2) What are the given facts?

3) What operation is needed to solve the problem?

4) What is the equation or the number sentence?

5) Discuss the step-by-step solution to the problem

6) Discuss the importance of showing helping others in need,

even in small ways

7) Give more examples2. Fixing Skills

Find the product of the following

(Work in pairs)

1) 0.0003 2) 0.523) 0.004

x 0.4 x 0.13 x 0.2

4) 0.0255) 0.057

x 0 .008 x 0.29 C. Application

The general PTA of a school held a fund-

raising activity for their scholarship and

utilities maintenance projects. After

auditing, the auditor announced that they

earned P25,536.75. The President said

that they will put aside twenty five

percent of it for the scholarship project.

The treasurer multiplied their earnings by

0.25 to know how much will be put aside

1) How much will they have for their

scholarship project?

2) About how many pupils can they help

this school year with that amount? How much will each pupil receive as educational aid? Explain your answer

3) Do you think the GPTA officers are

wise in including a scholarship

project in their project? Why?

IV. Evaluation

Find the product of the following. Show your

solution:

1) 0.38 x 0.64 = N

2) 0.75 x 0.48 = N

3) 0.59 x 0.37 = N

4) 0.27 x 0.93 = N

5) 0.83 x 0.55 = N

V. Assignment

Solve for what is being asked:

1) The product of 0.85 and itself is __?

2) What is the product of 0.97 and the next odd number?

3) Multiply 0.79 to the difference of 0.93 and 0.26

4) Multiply 0.86 to the sum of 0.37 and 0.28

5) 0.47 times the difference of 0.81 and 0.26 is __?August 04,2011

THURSDAY

MATH VI

6:50 - 7:50

VI-Two

7:50 8:50

VI-Eight

10:10 11:10

VI - NineI. Multiply mixed decimals by mixed decimals

II. Multplying Mixed Decimals by Mixed

Decimals

BEC PELC II. D.4

Charts;

math lp

Documents

Transcript of math lp