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Mathematics V
Mathematics V
Mathematics V
Date: ___________
I. Objective:
Define expression.
II. Learning Content:
Defining expressions
References:
Materials:
BEC-PELC A.1.1.1
Enfolding Mathematics VI
activity card
MATHEMATICS VI
Date: ___________
I. Objective:
Translate word phrases to numerical expressions
II. Learning Content:
Translating mathematical phrases to expressions
References:
Materials:
BEC-PELC A.1.1.1
Enfolding Mathematics VI
activity card
5. Application
Write an expression for the following.
1. eighty five decreased by twenty seven.
2. thirty six divided by the sum of three and four.
3. double the sum of twelve and eight.
IV. Evaluation:
Write the expressions for the following.
1. one more than the product of six and eight.
2. Seventy-five decreased by five
3. Fourteen divided by the sum of three and four
4. Triple the sum of eleven and six
5. twenty plus five less eight.
V. Assignment:
Write is thirteen years old. Helens father is four years more than twice her age.
MATHEMATICS VI
Date: ___________
I. Objective:
Give the meaning of equation, exponent and base
II. Learning Content:
Giving the meaning of equation, exponent and base
References:
Materials:
BEC-PELC A1.1.1
Enfolding Mathematics VI
chart
c. 12 5
90 10
d. 9 x 7
8x6
2. Review
What is an expression? How do you translate word phrases into an expression?
B. Developmental Activities:
1. Motivation:
1. Show pictures of the map of the Philippines and General Emilio Aguinaldo and let them
read the following sentences.
2. Ask them too which of the sentence is true or false. Let them tell why.
2. Presentation:
Activity 1:
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 the area of the table cloth is.
1. Answering Guide Questions.
a. Who has to sew a table cloth?
b. What is the shape of their table?
c. Where is the table place?
2. 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? 9 x 9 = N
c. What makes your sentence true? What sign is used to show that your sentence is
true?
3. Fixing Skills:
Complete the equation.
a. 18 - ___ = 5 + 6
___ = 11
b. ___ = 10 x ___
100 = 100
c. ___ 3 = 8
64 = 64
4. Generalization:
What is equation? Exponent? Base?
5. Application
Write YES or NO. Explain why you answer NO.
1. If N is 2, then 3N + 1 = 7
2. If A is 4, then 12 / A = 3 +2
IV. Evaluation:
Complete the equation to make a true statement.
1. P150 - ___ = P65
2. ___ 3 = 3 x 9
27 = ___
3. 9 x ___ = ___ x 27
54 = 54
V. Assignment:
1. Write an equation about the problem and make your statement true.
Marie is 30 years old. Her age is 5 x the age of her son. How old is her son?
2. Use the numerals less than 10 to make the equation true.
2 x __ = 12 - ___
5 x ___ = 28 +
___ = 36 ___
MATHEMATICS VI
Date: ___________
I. Objective:
Give the meaning of exponent and base
II. Learning Content:
Giving the meaning of exponent and base
References:
Materials:
Number cells
present
2
4
8
16
32
What do you notice about the cancer cells from day 1 to day 10?
How is this obtained?
3. Fixing Skills:
Write the number using an exponent then answer.
1. 7 x 7 x 7 =
2. 8 x 8 x 8 x 8 x 8 x 8 =
3. 6 x 6 x 6 x 6 =
4. 102 = 10 x 10 = _____
5. 103 = ____ x _____ x ____ = _____
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with two different operations with exponents and parenthesis/grouping
symbols.
II. Learning Content:
Evaluating an expression with two different operations with exponents and parenthesis/grouping
symbols.
References:
Materials:
BEC-PELC A1.1.1.3
Enfolding Mathematics VI
Flashcards, illustrations, counters, charts
2x2
2. Review
Write the number using exponent then answer.
1. 3x3x3 =
2. 2x2x2x2x2 =
3. seven to second power
B. Developmental Activities:
1. Motivation:
Have you ever used marbles in your games? After usng the marbles where o you plae
them?
2. Presentation:
Activity 1: Use of counters
Sample problem
Danny has specialized square tray of marbles. He has 2 sets of tray with 3 marbles on a
side and 8 more in a bag. Danny says he has 36 marbles. Is the right? Why?
1. Ask the following questions
a. Who has marbles?
b. Where does he keep the marbles?
2. Have each pair of pupil use counters to visualize the problem. Let them answer the
following questions.
a. What are the given data?
b. What are the operations to be used?
3. Lead each pair of pupils think aloud of a numerical expressions about the problem.
3. Practice Exercises/Fixing Skills:
Evaluate the expressions
a. (9-4)2 x 43
b. (27 3) x 33
c. (16-7)2 - 23
4. Generalization:
Expected Question:
How do we evaluate an expression with two different operations, with exponents and
parenthesis/grouping symbols?
5. Application:
Evaluate the expressions
a. (6-3)2 x 4
b. (24 8) x 23
IV. Evaluation:
Evaluate the following expressions.
1. (80 + 220) 102
2. (2 + 32) x 5
3. (25 15)3 + 42
V. Assignment:
Evaluate the following expressions
a. ( 8 + 7 )2 20
b. 1002 (32 x 5)2
c. (42 7) x 23
d. (3 + 4)3 + 6
e. (7-3)3 x 52
c. (11-7)2 - 23
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with two different operations without exponents and parenthesis/grouping
symbols.
II. Learning Content:
Evaluate an expression with two different operations without exponents and parenthesis/grouping
symbols.
References:
Materials:
BEC-PELC II A .1.1.3
Enfolding Mathematics VI
flashcards, chart
c. (16-7)2 - 23
B. Developmental Activities:
1. Motivation:
Ask the pupils about the occupation of their parents. Let them tell how they help their
parents earn a living
2. Presentation:
Activity 1:
Jethro is helping his mother in their store when a delivery man comes and delivers 20
dozens of eggs at P42 a dozen. If the delivery man gives him P160, how much is his money?
Is he right asking for P260, if his money is P1000? Why?
1. Ask the following questions:
a. Who helps mother in the store?
b. Who delivers dozens of eggs?
2. Have each pair of pupils act it out using play money and ask them to answer the
following:
a. What are the given data?
b. What are the operations to be used?
3. Lead each pair of pupils to think of an expressions related to the problem.
4. Let them evaluate the expressions they have formulated?
P160 + 20 x P42
P160 + P840
P1000 money of Jethro
3. Practice Exercises/Fixing Skills:
Evaluate the expressions:
a. 8 + 4 2
b. 5 x 8 4
c. 65 91 7
d. 67 + 33 25
4. Generalization:
Expected Question:
How do we evaluate an expression with two different operations without exponents and
parenthesis/grouping symbols?
5. Application:
Evaluate the following expressions.
1. 7 x 8 + 30
3. 15 + 7 20
2. 12 - 8 x 4
4. 56 8 + 5
IV. Evaluation:
Evaluate the following expressions.
1. 4 x 3 + 8
3. 53 + 7 20
2. 84 3 x 4
4. 76 8 + 5
V. Assignment:
Evaluate the following expressions.
a. 8 x 15 9
b. 44 + 56 5
c. 67 + 3 x 9
d. 27 8 4
e. 3 x 8 6
5. 10 x 5 + 15
5. 3 x 5 + 25
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with more than 2 operations with exponents
II. Learning Content:
Evaluating an expression with more than 2 operations with exponents
References:
Materials:
BEC-PELC II A.1.1.4
Enfolding Mathematics VI
flashcards, charts
5x3
4x7
8x8
2. Review:
e. ( 15 + 3 ) x 2 =
B. Developmental Activities:
1. Motivation:
What do you observe when somebody in your home is sick? Does he take medicine? It is
liquid or tablets? How are tablets kept?
2. Presentation:
Activity
Being asks her son to do his homework and looks at the notebook. She find the
following:
Evaluate the expressions
a. 6 + ( 2 x 7 + 52)
c. 5 x [24 2 x (10 8)2 10
b. 3 x ( 4 x 82 ) 10
d. (15 6 ) + (4 1) x 23
c. (36 6) x (3 x 4)2 + 7
d. 122 x 30 + (890 2)
4. Generalization:
How do we evaluate an expressions with more than two operations with exponents and
parenthesis/grouping symbols?
5. Application:
Evaluate the expression.
3x4+97=
16 7 + 8 =
IV. Evaluation:
Evaluate the following expression.
1. (9-2) + 32 x 21)
3. 36 2 + 4 x (4-2)
2. (18 + 14) (6+2)
4. (36 6 ) + [32 x 2 + 7]
V. Assignment:
Evaluate the following expressions:
a. (34 4) x (75 52)
c. (38 7) + 6 (2 x 3)
b. (35 3) x 32 + 9
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with more than 2 operations without exponents and parenthesis/ grouping
symbols.
II. Learning Content:
Evaluate an expression with more than 2 operations without exponents and parenthesis/ grouping
symbols.
References:
Materials:
BEC-PELC II A.1.1.4
Enfolding Mathematics VI
flashcards, charts, play money, counters
5x3
4x7
8x8
27 8 4
3x86
B. Developmental Activities:
1. Motivation:
Have you ever been to the market? What do you see in the market?
2. Presentation:
Activity 1: Using Problem Opener
Lulu comes from the school with a heavy heart because of the homework she has.
Her elder brother gives her a helping hand to lighten the load she has. He has seen the
following.
Evaluate the expressions:
a. 12 3 + 18 6 x 3
b. 7 x 9 3 + 8
c. 18 12 6 + 7
3. Practice Exercises/Fixing Skills:
a. 1200 200 x 4 8 + 9
b. 60 + 48 2 x 4
c. 12 + 19 x 6 4 7
4. Generalization:
How do we evaluate an expression with more than two operations without exponents and
parenthesis/grouping symbols?
5. Application:
Evaluate the following expressions
1. 9 3 x 7 6 + 8
2. 3 x 8 + 5 2 x 3
IV. Evaluation:
Evaluate the following expressions
1. 2 x 7 9 3 + 8
3. 4 x 15 5 + 6 4
2. 60 + 48 2 x 5
4. 7 x 9 3 7 + 8
V. Assignment:
Evaluate the following expressions:
a. 18 + 24 9 x 12
b. 15 + 9 x 8 7
c. 9 3 x 25 5 + 8
d. 7 3 + 45 3 x 5
e. 3 x 8 + 5 2 x 3
5. 6 x 4 + 7 8 2
MATHEMATICS VI
Date: ___________
I. Objective:
Evaluate an expression with more than two operations with or without exponents and parenthesis/
grouping symbols
II. Learning Content:
Evaluate an expression with more than two operations with or without exponents and parenthesis/
grouping symbols
References:
Materials:
BEC-PELC II A.1.1.4
Enfolding Mathematics VI
flashcards, charts, cross number puzzles
6x7
2x8
3x8
2. Review:
Place parenthesis in the equation so that each equation will be a statement.
1. 16 7 + 8 = 1
3. 18 6 x 3 = 1
5. 12 2 + 4 = 2
2. 3 x 5 4 = 3
4. 16 7 + 8 =17
B. Developmental Activities:
1. Motivation:
Do you like to go hunting? Lets have a word hunting game. (written on the chart)
2. Presentation:
a. Study the rules in the order of operations (written on the chart)
b. Ask:
1. What rules did we follow in sample 1? What did we do with the exponent in sample 2?
2. What are the rules for the order of operation when parenthesis, exponent, addition,
subtraction, multiplication and division are involved?
3. What should you remember in answering some exercises in mathematics?
3. Fixing Skills:
Simplify the expressions below and solve.
1. 36 2 x 22
3. ( 15 - 6 ) + (4 1) x 23
2. 6 2 + 1 x 4
4. 3 x [3 + 2 x (10-3)]
4. Generalization:
What rule you follow in evaluating expressions with more than two operations? State the
rule.
5. Application:
Simplify and solve.
1. (7 x 9) + (3 x 21)
2.
72 + [(8 + 2)x 6]
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 an exponent key, can you use the definition of the exponent in 2 3 + 2 =
2 x 2 x 2 + 3? How?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve 2 to 3 step word problems involving whole numbers.
II. Learning Content:
Applying the order of operations in solving 2 to 3 step word problems.
References:
Materials:
d. (18-4) (5+3) = N
B. Developmental Activities:
1. Motivation:
What do you like to be when you grow up?
2. Presentation:
Read and study the problem below.
Mr. Gonzales put up a capital coming from the following:
Bank P250,000.00
Private P100,000.00
Personal Money + P150,000.00
The cause of merchandise he bought was P365, 273.00. How much was left from his
capital? Ask: Where did Mr. Gonzales get his capital? How much was the merchandise he
bought? Let us analyze the problem.
- What is asked?
- What facts are given?
- What is the hidden question?
- What operations are needed?
- What is the number sentence?
- What is the solution to the problem?
- Is the answers correct? Check.
3. Fixing Skills:
Analyze and solve the problem below.
A movie earned P5,470,568.00 in 27 theaters in Manila and P2,005,971.00 in 161 movie
houses in other parts of the country. Combining the two amounts, what was the average
income per theater from his movie?
4. Generalization:
What are the steps to follow in solving 2-3 steps words problems? What is the first thing
you need to know? Why?
IV. Evaluation:
Read the problem bellow and do what is asked?
The girls scout troop no. 131 collected 150kg of rice on the first week and 110kg on the second
week. Troop no. 250 collected 98kg and 100 kg on the first and second weeks respectively. If the rice
they collected will be distributed equally among 20 families of Mahabang Parang and 23 families of
Sitio Pinagpala, how many kg should each family receive?
1. Asked ____________
2. Hidden question 1 ____________
3. Hidden question 2 ____________
4. Step 1 ____________
5. Step 2 ____________
6. Step 3 ____________
7. Number sentence ____________
8. Solution ____________
9. Answer with the correct unit ____________
10. Check. ____________
V. Assignment:
Analyze and solve.
Mr. Cruz had P4,500.00. He spent P2,500.00 for food; P750 for transportation and P275.00 for
other expenses and divided the rest among his 5 brothers. How much was the share of each?
1. Asked ____________
2. Hidden question 1 ____________
3. Hidden question 2 ____________
4. Step 1 ____________
5. Step 2 ____________
6. Step 3 ____________
7. Number sentence ____________
8. Solution ____________
9. Answer with the correct unit ____________
10. Check if your answer make sense ____________
MATHEMATICS VI
Date: ___________
I. Objective:
Name a decimal for a given model.
II. Learning Content:
Naming a decimal for a given model.
References:
Materials:
a.
c.
b.
MATHEMATICS VI
Date: ___________
I. Objective:
Rename fractions whose denominators are power of 10 in decimal form.
II. Learning Content:
Rename fractions whose denominators are power of 10 in decimal form.
References:
Materials:
BEC-PELC II B.2
Enfolding Mathematics VI
flashcards, sheets of manila paper, meter stick
5. 3/10
4. Generalization:
How do you rename fractions whose denominators are power of 10 in decimal form?
5. Application:
Solve the problem.
Jethro has 25 one-centavo coins in his piggy bank. He writes in figures the money he has
as 25/100. How should he write this using peso sign?
IV. Evaluation:
Rename the fraction in decimal form.
1. 90/100
3. 8/10
2. 38/1000
4. 8/100
V. Assignment:
Rename the fraction in decimal form.
1. 7/10
6. 160 /1000
2. 7/100
7. 625/1000
3. 7/1000
8. 62/100
4. 16/100
9. 62/1000
5. 16/1000
10. 2/100
5. 78/1000
MATHEMATICS VI
Date: ___________
I. Objective:
Identify the value/place value of a digit in a given decimal.
II. Learning Content:
Identifying the value/place value of a digit in a given decimal.
References:
Materials:
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 first set of pupils to find their brother/sister wins
B. Developmental Activities:
1. 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?
2. Presentation:
Activity 1 Pair Share
3. Fixing Skills:
Give the value and place value of each digit.
1. 4397.482
3. 4.219
2. 123.7654
4. 743.2143
4. Generalization:
How do you know the value and place value of each digit in a given decimal?
5. Application:
Read:
96.3127
Identify the place value of each decimal numbers.
IV. Evaluation:
Write the following decimals in words then identify the value and the place value of the
underlined digit.
Value
Place Value
1. 3.2741
2. 43.0018
3. 135.30
4. 656.8743
5. 300.003
V. Assignment:
Follow the directions.
1. Form 5 decimal numbers out of digits 1, 2, 3, 4, 5, 6, 7, 8, 9.
2. Write each number in words.
3. Identify the value of each digit.
MATHEMATICS VI
Date: ___________
I. Objective:
Read and write decimals through ten thousandths.
II. Learning Content:
Reading and writing decimals through ten thousandths.
References:
Materials:
c. 12 5
90 10
d. 9 x 7
8x6
2. Review:
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 first set of pupils to find their brother/sister wins.
B. Developmental Activities:
1. 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?
2. Presentation:
Write in numerals then identify the place value of each digit.
Ex. One and three thousand nine hundred eighty-four then thousandths.
a. One and eight thousand three hundred five hundred sixty-seven ten thousandths.
b. One and two thousand three hundred seventy-four thousandths.
c. Two and three hundred two ten thousandths.
3. Fixing Skills:
Read each situation then answer the questions that follow.
1. One meter is equal to 39 37/100 inches
a. Write 39 37/100 as decimals
b. Identify each place value and value of each digit.
4. Generalization:
How do we read decimal numbers? How do you read the decimal point?
5. Application:
Read:
15.8164
Identify the place value of each decimal numbers.
IV. Evaluation:
Write each in symbols, then give the value and place value of the underlined digit.
1. Five and three hundred then-thousandths.
2. Twenty-five and two hundred ten-thousandths.
3. Fifteen hundreds
V. Assignment:
Copy the decimals that have 5 in the ten-thousandths place. Give the value and place value of the
digit after the decimal point.
a. 5.5543
b. 19.5555
c. 6.4625
d. 5555
e. 3.4835
MATHEMATICS VI
Date: ___________
I. Objective:
Write decimals through ten thousands in different notations-standard and expanded notation.
II. Learning Content:
Write decimals through ten thousands in different notations-standard and expanded notation.
References:
Materials:
BEC-PELC II.B.3.3
Enfolding Mathematics VI
place value chart, drill boards, charts, cutouts
MATHEMATICS VI
Date: ___________
I. Objective:
Compare and order decimals through tent thousandths
II. Learning Content:
Comparing and order decimals through tent thousandths
References:
Materials:
BEC-PELC II B.4
Enfolding Mathematics VI
activity cards
2. Review:
Arranging number in ascending or descending order
1. Group the class with 5 remember each.
2. Each member of the group will be given card with numbers.
3. The teacher gives instruction to arrange themselves in ascending order then descending
order.
4. The first group to arrange themselves correctly and quickly wins the game.
B. Developmental Activities:
1. Motivation:
Do you know the density of water at different temperature? Do you agree that water is
not lost? Why?
2. Presentation:
a. Strategy 1 Pair Share
1. Post the information on the board. The density of water at:
a. 0C is about 0.9999 grams per cubic cm
b. 20C is close o 0.9982 grams per cubic cm
c. 100C is near to 0.9584 grams per cubic cm
2. Task for each group:
a. Which is lesser?
0.9999 or 0.9982?
0.9584 or 0.9999?
b. If these decimals are to be arrange from:
- Least to greatest, which has the greatest value?
MATHEMATICS VI
Date: ___________
I. Objective:
Round decimals through ten thousands
II. Learning Content:
Rounding decimals through ten thousands
References:
Materials:
BEC-PELC II B.5
Enfolding Mathematics VI
activity cards
3.
3.54783
B. Developmental Activities:
1. Motivation:
What percent is the molecules of carbon dioxide present in the earth's atmosphere?
2. Presentation:
a. Strategy 1 Pair Share
1. Provide each pair with activity card like:
Of the 100% total molecules present composition of the Earths atmosphere, only 0.0325
percent is carbon dioxide.
2. Ask:
a. What number is closest to 0.0325? Why? Why not?
b. What are other possible number closest to 0.0325?
c. What are the rule in rounding off decimal numbers?
3. Practice Exercises:
Round off 29.8492 to nearest:
a. tenths
___________
b. ones
___________
c. hundredths
___________
d. thousandths
___________
e. tens
___________
4. Generalization:
How do you round off decimal numbers? What are the rules in rounding off decimal
numbers?
5. Application:
Round the following to the nearest underlined digit.
1. 6.8497
2. 2.0825
3. 29.0434
IV. Evaluation:
Round off following numbers to its underline digit.
1. 6.8497
3. 62.842
5. 0.8943
2. 2.0825
4. 29.0434
V. Assignment:
Complete the table.
MATHEMATICS VI
Date: ___________
I. Objective:
Estimate sums and differences of whole numbers and decimals
II. Learning Content:
Estimate sums and differences of whole numbers and decimals
References:
Materials:
BEC-PELC II C.1
Enfolding Mathematics VI
counters, paper bag, index card
7x8
4x9
8x5
4x4
2. Review:
Round off decimals to the nearest tenths
Example: a. 84.815
b. 2. 845
3x9
6x7
c. 6. 0125
2x8
3x8
d. 26.897
B. Developmental Activities:
1. 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?
2. Presentation:
a. Strategy 1 Role Playing
a. Divide the class into groups.
b. Provide an activity card to each group for them to act out or role play.
Ex.
Ron has P12, 720 in his savings account. He wants to buy a stereo and speakers
while they are on sale. The stereo cost P9,889.99 and the speakers cost P915.50.
About how much of his savings will be left after the purchase?
c. They have to act out also the following:
1. What information is given in the problem?
2. What should be done first so that Ron will have an idea of the following:
About how much he has to pay?
About how much will be left of his savings?
d. Have them compute the actual answer and compare it with the estimated answer.
e. Have each group present their work in front.
3. Fixing Skills:
Round off the nearest tenths ands solve for the answer.
4. Generalization:
How do you find the estimated sums and differences of whole numbers and decimals?
5. Application:
Solve the problem.
Luis has Php 250 for his daily allowances. He spent Php 95.50 for fare and Php 75.75 for
food and save the rest. About how much is his savings?
IV. Evaluation:
Arrange the number in column. Round off the number to the nearest hundredth, then find the
estimated sums and difference.
1. 36.5 + 18.91 + 55.41 = N
2. P285.15 + P27.35 + P627.30 = N
3. 8.941 8.149 = N
V. Assignment:
Round of numbers to the nearest tenths and solve for the answer.
a. 7.13 + 8.57 + 23.09 =
b. 29.81 + 35.16 + 41.95 =
c. 873.22 + 128.55 + 456.19 =
MATHEMATICS VI
Date: ___________
I. Objective:
Add and subtract whole numbers and decimals.
II. Learning Content:
Adding and subtracting whole numbers and decimals.
References:
Materials:
BEC-PELC II C.2
Enfolding Mathematics VI
flashcards
b. ____ - 27 = 55
c. 44 + 59 = ____
d. 71 43 = ____
2. Review:
a. Group the class in pairs.
b. Teacher flashes 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 wins.
B. Developmental Activities:
1. 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?
2. Presentation:
1. Presentation:
Present the lesson thru the following:
a.
Strategy 1 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 card.
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. The first pair to match correctly wins. Ex. Problem Card
Tina bought a pair of shoes for P495.50, a coat for P527.20 and a pocketbook
for P94.75. How much change did she receive from her P2000?
g. Have the pair read and solve the problem on the board to check if their cards
match.
3. Fixing Skills:
Solve the following
1. 16 + 15.56 =
2. 92.2 27.58
3. 37.21 19 =
4. 32.587 + 19.63
4. Generalization:
How do you find the estimated sums and differences of whole numbers and decimals?
5. Application:
Write in column the compute.
1. 36 + 18.9 15.6 = N
2. 89 29.341 + 14 = N
3. 62.5 + 3.96 + 9.3 = 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 68.3 is _______
3. Add the difference of 25 and 16.82 to the sum of 43 and 18.28.
V. Assignment:
Solve.
1. 89 84.63 + 74.13 = N
2. 105.89 49 + 29.834 = N
3. What is the answer when 215 is added to 15.398?
4. What is the answer when 612 is added to the difference of 65 and 47.892?
MATHEMATICS VI
Date: ___________
I. Objective:
Add/subtract decimals through ten thousandths without regrouping (with concrete/visual models)
II. Learning Content:
Adding/subtracting decimals through ten thousandths without regrouping
References:
Materials:
BEC-PELC II C.3
Enfolding Mathematics VI
strips of paper, 10 x 10 grid, number line, show me board
2. Review:
Round to the tenths place. Estimate the sum or difference.
1. 0.975 + 0.325
2. 2.92 + 7.68
3. 7.22 + 0.99
3.
B. Developmental Activities:
1. Motivation:
Present a simple story.
Linda does not easily throw things or objects like paper bags, plastic spoons and forks,
pieces of strings or ribbons, Christmas or birthday wrappers and others. She neatly store them
in a box or cabinet for future use.
Discussion:
1. What does Linda do with used things or objects?
2. What kind of a girl is she?
2. Presentation:
a. Activity 1 - Pair Activity
One day, Debbie, Linda's younger sister needed 4 pieces of ribbon for her project.
Linda gave her yellow, pink, blue and red ribbons with lengths 0.2 m, 0.48 m, 0.3 m and
0.15 m respectively.
How long are the yellow and blue ribbons if put together?
Discussion:
a. Analyze the problem.
b. Identify the lengths of yellow and blue ribbon.
c. Let the pupils find the sum using strips of paper.
d. To show: 0.2 m + 0.3 = N
There is another way of writing 0.2 + 0.3 to find the sum. How? Let pupils write this
in their Show Me Boards. Let them discuss/explain the placement of decimal points and
what place value should be added first, second and so on.
0.2 m
+ 0.3 m
0.5 m
3. Fixing Skills:
Find the sum or difference.
1. 0.27 + 0.61
3. 0.261 + 0.03
2. 0.13 + 0.22 + 0.45
4. 0.005 + 0.24 + 0.3142
4. Generalization:
How do we add/subtract decimals through ten thousandths without regrouping?
5. Application:
Read and solve.
Lindas father found a 0.75 m piece of wood, he cut 0.5 m from it. How many meters of
wood were left?
IV. Evaluation:
Add or subtract
V. Assignment:
Find the sum or difference.
MATHEMATICS VI
Date: ___________
I. Objective:
Add/subtract decimals through ten thousands with regrouping
II. Learning Content:
Adding/subtracting decimals through ten thousands with regrouping
References:
Materials:
BEC-PELC II C.3
Enfolding Mathematics VI
flashcards, manila paper
2. Review:
Mental Computation: Adding/subtracting decimals through ten thousandths without
regrouping.
B. Developmental Activities:
1. Motivation:
Present a simple story.
Linda does not easily throw things or objects like paper bags, plastic spoons and forks,
pieces of strings or ribbons, Christmas or birthday wrappers and others. She neatly store them
in a box or cabinet for future use.
Discussion:
1. What does Linda do with used things or objects?
2. What kind of a girl is she?
2. Presentation:
a. Strategy 1
Bentong, a neighbor, came home one afternoon with a problem: "From the sum of
0.2784 and 0.5869, subtract 0.3854."
a. Guide the pupils in analyzing the problem by asking the following questions:
What is being asked?
What are given?
What operations will be used?
What is the equation?
b. Teacher writes the equation horizontally on the board, for example, (0.2784 +
0.5869) - 0.3854 = N, then asks a volunteer to solve the equation, step-by-step. Let
the pupil explain his work.
c. Teacher emphasizes the importance of aligning the decimal points properly and
correctly before adding or subtracting
d. Discuss the value of helping others in need.
3. Practice Exercises:
4. Generalization:
How do you add/subtract decimals through ten thousands with regrouping?
5. Application:
Find the sum/difference.
1. 0.3564
+0.13
0.2834
IV. Evaluation:
Solve for the missing number.
V. Assignment:
Perform the indicated operation.
2.
0.7493
-0.247
MATHEMATICS VI
Date: ___________
I. Objective:
Add and subtract mixed decimals with regrouping
II. Learning Content:
Adding and subtracting mixed decimals with regrouping
References:
Materials:
BEC-PELC II C.4
Enfolding Mathematics VI
flashcards
2. Review:
Adding/Subtracting Decimals without Regrouping GAME:
a. Divide the class into 6 groups (per column).
b. First student in each column solves mentally the equation given by the teacher.
c. The first to answer correctly gets 1 point for his/her group.
d. Continue flashing cards until everyone in the group has participated.
e. Group with the most number of points wins.
SAMPLE EQUATIONS:
a. 2.143 + 1.3
b. 3.5 + 1.021
c. 2.0008 + 3.14
B. Developmental Activities:
1. Motivation:
Mother has P1,000. She went shopping in a mall. She bought 3 pairs of stockings worth
P153.75 and a bag which cost P426.85. How much change did she receive?
2. Presentation:
a. Work on the problem together.
1. Ask:
a. What does the problem ask for?
b. What are the given facts?
c. What will you do to solve for the answer?
2. Translate the problem into a number sentence. Then show the solution on the board.
3. How much change did she get? What if she received P520.40?
4. What do you think will mother do? Why? If you were given an extra change, would
you return it? Why?
5. Have pupils solve more exercises:
3. Fixing Skills:
Solve the indicated operations.
4. Generalization:
How do you add/subtract mixed decimals with regrouping?
5. Application:
Solve as indicated.
1. The difference between 95.827 and 58.39 is _____.
2. Find the sum of 1.853 and 10.05.
3. When 35.20 is added to 43.86, the sum is ____.
IV. Evaluation:
Find the sum/difference.
V. Assignment:
Perform the indicated operations
MATHEMATICS VI
Date: ___________
I. Objective:
Apply different properties of addition to compute sums mentally
II. Learning Content:
Applying different properties of addition to compute sums mentally
References:
Materials:
BEC-PELC II C.5
Enfolding Mathematics VI
charts, illustrations
4. Generalization:
How do you add mentally using the properties of addition?
5. Application:
Add the following mentally.
1. 1.1 + 2.1
2. 0.19 + 0.26
IV. Evaluation:
Add the following mentally.
1. 3.7 + 5.6
3. 0.77 + 0.15
2. 1.6 + 2.4 + 1.2
4. 0 + 18.2 + 7.4
V. Assignment:
Add the following mentally.
1. 0.31 + 0.53
2. 0.49 + 0.10
3. 0.12 + 0.42
4. 0.13 + 0.25 + 0.11
5. 1.21 + 2.02 + 3.14
3. 2.4 + 1.3
5. 0.648 + 0
MATHEMATICS VI
Date: ___________
I. Objective:
Solve 1-to-2-step word problems involving addition and subtraction of decimals
II. Learning Content:
Solving 1-to-2-step word problems involving addition and subtraction of decimals
References:
Materials:
BEC-PELC II C.6.2
Enfolding Mathematics VI
flashcards, charts, manila paper
5.64
d. 1 0.455 =
B. Developmental Activities:
1. Motivation:
Lani and Sol went to a book fair. Lani 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. Sol offered
to give her money. How much did Sol share to Lani? What traits shows by Sol?
2. Presentation:
a. Ask the following questions:
1. What is being asked?
2. What are given?
3. What operations are needed to solve the problem?
4. What is the hidden question?
5. What is the number sentence needed to solve the problem?
b. Call on a volunteer to solve the number sentence on the board.
c. Teacher discusses the step-by-step solution on the board.
3.. Fixing Skills:
Give another set of examples:
a. Annie bought 13.6 gal and 12.8 gal of gas in each of 2 consecutive weeks. Her total
consumption of gas in 3 weeks is 38.35 gal. How much gas did she consume on the 3d
week?
b. How much more is 8.24 increased by 0.8 than 2.7?
c. How much less is the sum of 24.5 and 18.762 than 50?
4. Generalization:
What are the important steps in problem solving?
How do we solve 2-3 step word problems on addition/subtraction of decimals?
5. Application:
Read the problem and answer.
Annie bought 13.6 gal and 12.8 gal of gas in each 2 consecutive weeks. Her total
consumption of gas in 3 weeks is 38.35 gal. How much gas did she consume on the 3 rd
week?
IV. Evaluation:
Read the problem and answer the questions about it. Write the letter only.
Binoy wanted to buy a notebook for P18.75 and a ball pen for P28.75. He had only P19.85. How
much more does he need to buy the 2 items?
1. The operations involved in the problem are:
a. +, c. + and
b. x and +
d. - and
2. The hidden question is:
a. How much money does Binoy have?
b. How much more does Binoy need to buy 2 items?
c. How much does the notebook and ball pen cost altogether?
3. The correct number sentence for the problem is:
a. P19.85 + (P18.75 - P28.75) = N
b. (19.85 + P18.75) - P28.75 = N
c. (18.75 + P28.75) - P1985 = N
V. Assignment:
Write the number sentence and solve.
1. Barangay Maligaya is 28.5 km from the town proper. In going there, Ricardo traveled 12.75
kilometers by jeep, 8.5 km by tricycle, and the rest by hiking. How many kilometers did Ricardo
hike?
2. Delia 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?
MATHEMATICS VI
Date: ___________
I. Objective:
Estimate products of whole numbers and decimals
II. Learning Content:
Estimating products of whole numbers and decimals
References:
Materials:
BEC-PELC II D.1
Enfolding Mathematics VI
number cards, problem cards
59.001
25 365
2. Review:
Round to the nearest whole number and estimate the sum/difference. How many can you
do orally?
Example:
1. 7.82 + 2.35 =
3. 9.15 + 3.84 =
5. 8.46 + 1.93 =
2. 7.82 2.35 =
4. 9.15 3.84 =
3.
B. Developmental Activities:
1. Motivation:
Present the following problems.
Carlo bought 5 notebooks at P38.95 each. About how much did he pay in all?
2. 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.
3. Practice Exercises:
Estimate each product by rounding the multiplicand.
1. 22.7 x 0.08 =
3. 4.53 x 0.77 =
5. 78.5 x 1.2 =
2. 4.3 x 0.9 =
4. 6.28 x 0.58 =
4. Generalization:
How do you estimate the products of whole numbers and decimals?
5. Application:
Read and solve.
The following are some items you need to buy from a store.
Socks 20.95, T-shirt 119.50, face towel 8.75, handkerchief 24.25 and shorts 52.30
About how much money you will have to be able to buy: a pair of socks, two t-shirts, five
face towel and seven handkerchief?
IV. Evaluation:
Estimate each product by rounding the multiplicand.
V. Assignment:
Estimate each product by rounding
MATHEMATICS VI
Date: ___________
I. Objective:
Multiply up to 3 digit factors by 1- to 2 digit factors whole numbers and decimals with or without
regrouping
II. Learning Content:
Multiplying up to 3 digit factors by 1- to 2 digit factors whole numbers and decimals with or
without regrouping
References:
Materials:
BEC-PELC II D.2
Enfolding Mathematics VI
charts
2. Review:
Estimate the cost.
1. 2 kilos of tomatoes at P8.50 per kilo
2. 31 meters of cotton dress materials at P49.95 per meter
3. 90 bananas at P0.85 each
B. Developmental Activities:
1. Motivation:
What is your hobby? Is it a worthwhile one? Why do you say so?
2. Presentation:
Present the lesson thru the following:
a. Activity 1
A hobbyist loves to collect different kinds of butterflies. In one of his framed
collection, he mounted 12 butterflies of one species with the same length and width. If
one butterfly weighs 0.43 gram, what is the total weight of the butterflies?
Discussion:
a. Analysis of the problem.
b. Let each pair draw the butterflies and write the weight of each of them. Then let them
find the total weight.
c. How did you find the answer? What process did you see?
0.43 g
0.43 g 0.43 g 0.43 g 0.43 g 0.43 g
0.43 g
0.43 g 0.43 g 0.43 g 0.43 g 0.43 g
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: 12 x 0.43 = N
3. Fixing Skills:
Find the product.
1. 0.432 x 0.23
2. 0.83 x 35
3. 0.914 x 0.6
4. 0.7 x 46
5. 0.132 x 0.54
4. Generalization:
How do you mentally decimals and whole numbers?
5. Application:
Read and solve.
The butterfly collector measures the wings of a butterfly. It has a length of 0.79 dm. If 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 0.24
2. 34 x 0.293
3. 0.518 x 0.65
4. 0.92 x 57
5. 0.39 x 0.764
V. Assignment:
Multiply
1. 0.57 x 0.24
2. 0.442 x 26
3. 65 x 0.179
4. 0.392 x .78
5. 0.827 x 0.36
MATHEMATICS VI
Date: ___________
I. Objective:
Multiply up to 3-digit factors by 1-to 2-digit factors of decimals and whole numbers without and
with regrouping and with zero difficulty
II. Learning Content:
Multiplying up to 3-digit factors by 1-to 2-digit factors of decimals and whole numbers without
and with regrouping and with zero difficulty
References:
Materials:
BEC-PELC II D.2
Enfolding Mathematics VI
charts, card with number sentences
5. 335 + 92
6. 1649 929
c. 0.36 x 25
d. 89.254 x 2.3
B. Developmental Activities:
1. Motivation:
What are the things that you do to make you physically fit and healthy?
2. Presentation:
a. Present the lesson by doing the following Activity 1
Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need
in a week?
Discussion:
1. Let the pupils analyze the problem.
2. Let each group give an estimate of the answer.
3. Let them get the actual answer. Discuss the steps they make in finding the product.
0.0017 - 4 decimal places
x
7 - none
0.119 - 4 decimal places
a. Multiply the decimals as with whole numbers.
b. Count the number of decimal places in the factors (multiplicand and multiplier)
c. Place the decimal point in the product. The number of decimal places in' a
product is the sum of the number of decimal places in number multiplied.
d. Sometimes it is necessary to insert zero/s in the product when the number of
digits obtained in the product is less than the total number of decimal places in
the factors. (In the example, we need to insert 1 zero.)
3. Fixing Skills:
Find the product.
1. 0.432 x 0.23
2. 0.83 x 35
3. 0.914 x 0.6
4. 0.7 x 46
5. 0.132 x 0.54
4. Generalization:
How do you mentally decimals and whole numbers?
5. Application:
Solve.
a. Find N in this equation: 0847 x 0.69 = N
b. The product of 86 and 0.249 is ____.
IV. Evaluation:
Find the product.
1. 0.67 x 0.24
2. 34 x 0.293
3. 0.518 x 0.65
4. 0.92 x 57
5. 0.39 x 0.764
V. Assignment:
Multiply
1. 0.57 x 0.24
2. 0.442 x 26
3. 65 x 0.179
4. 0.392 x .78
5. 0.827 x 0.36
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply up to 3digit factors by 1to 2 digit factors of decimals and whole numbers without and
with regrouping and with zero difficulty.
Value:
3) 0.032
x 0.2
4) 0.0008
x 0.6
5) 0.03
x 3
3. Generalization
How do we multiply 1-3 digit by 1-2 digit factors of decimals and whole numbers with or
without regrouping and with zero difficulty?
IV. EVALUATION
2. 0.412 x 0.8
3. 0.403 x 0.2
4. 0.34 x 0.21
5. 0.008 x 35
2. 0.236 x 0.04
3. 0.5 x 0.7
4. 0.1 x 0.1
5. 0.412 x 0.8
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply decimals point up to the hundredths place.
Value:
Kindness
2. Practice Exercises
Solve the equation.
1. 0.23 x 0.12
2. 0.25 x 0.08
3. 0.36 x 0.75
4. 0.62 x 0.17
5. 0.14 x 0.42
3. Generalization
How do we multiply decimals up to the hundredths place?
IV. EVALUATION
Multiply
1. 0.38 x 0.64
2. 0.75 x 0.48
3. 0.59 x 0.37
4. 0.78 x 0.68
5. 0.27 x 0.93
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 decimal number?
3. Multiply 0.79 to the difference of 0.93 and 0.26.
4. I am thinking of two decimals. Add them and you get 0.1. multiply them and you get 0.0016.
What are the two decimals?
5. Multiply 0.86 to the sum of 0.37 and 0.28.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply mixed decimals by mixed decimals with hundredths.
Value:
a.
b.
c.
d.
e.
B. Developmental Activities
1. Presentation
Activity1:
Mix two sets of number cards, labeled 0 trough 9, in a container.
Draw boxes like the ones below for each student to copy
Ask the pupil to pick six cards one at a time, reading aloud each number drawn.
The pupils write the numbers in each box in order.
Have the pupils solve the product.
2. Practice Exercises
Solve:
a.
2.07
x 3.82
b.
48.12
x 5.50
c.
9.25
x 14.63
3. Generalization
How do you multiply mixed decimals by mixed decimals? How do you put the decimal
point?
IV. EVALUATION
1. Find the decimal point in each product correctly
1.
83.52
2.
6.5
3.
x 2.4
x 4.36
200448
2834
2.56
x 7.22
184832
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply decimals by 10, 100 and 1 000
Value:
Being Observant
3. 35.68125 x 1000 =
4. 9.0573 x 10 =
5. 0.3612 x 100 =
3. Generalization
How do you multiply numbers by 10, 100 and 1000?
What did you do in getting the pattern? What have you observe?
IV. EVALUATION
Complete the table
Decimal
1. 8.4213
2. 0.95364
x 10
x 100
x 1000
3. 23.04987
4. 1.75805
5. 180.49326
V. ASSIGNMENT
Perform the indicated operation:
1. 10 x (1.34 + 7.6) = N
2. (3.7 x 8.113) x 100 = N
3. 1000 x (35.601 + 28.12) = N
4. (7.113-2.03) x 1000 = N
5. (25.123 11.2) x 100 = N
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply mentally decimals by 0.1, 0.01, 0.001
Value:
a. How many square meters of the land will be converted to residential lots?
b. How big will be the lot given to Elen?
2. Practice Exercises
Multiply mentally.
1. 0.01 x 0.9
2. 0.09 x 0.1
3. 0.008 x 0.6
4. 0.001 x 5.8
5. 0.007 x 0.1
3. Generalization
How do you mentally decimals by 0.1, 0.01, 0.001?
What is a shorter way of doing this?
IV. EVALUATION
Multiply mentally. Choose the letter of the correct answer.
1. 0.01 x 8.56
a. 85.6
b. 8.56
c. 0856
d. 0.0856
2. 0.001 x 0.49
a. 4.9
b. 0.49
c. 0.049
d. 0.00049
3. 0.07 x 0.1
a. 7
b. 0.7
c. 0.07
d. 0.007
4. 0.003 x 0.01
a. 0.00003
b. 0.0003
c. 0.3
d. 30
5. 0.1 x 79.5
a. 79.5
b. 7.95
c. 0.795
d. 0.0795
V. ASSIGNMENT
Multiply mentally
1. 0.001 x 45.267
2. 40.1 x 0.1
3. 0.01 x 0.03
4. 0.217 x 0.001
5. 0.1 x 0.0011
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Apply the different properties of multiplication to compute products mentally
Value:
Teamwork
3. Generalization
How does the distribute property help simplify the calculation? How about the other
properties?
IV. EVALUATION
1. Collaborative Learning
a. Working in teams of four
b. Dictate a mental Math Problem to all the teams. The first team to give the correct answer and
name the property wins that found. Team with the property score wins.
2. Using the Show Me Card. The teacher gives the problem and the pupils have to write the answer
with the property on the Show Me Card.
Example:
a. (0.27x0.3) x 0.2 = 0.27 x (0.3 x 0.2)
b. 0.8 x 0.079 = 0.8 x (0.07 + 0.009)
c. 3.5 x 4.2 = 4.2 x 3.5
V. ASSIGNMENT
Give 2 examples for each property of multiplication.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve word problems involving multiplication of decimals including money.
Value:
Thrift
2. Practice Exercises
Solve the following:
1.
16
2. 37.21
+ 15.56
- 19
3.
32.587
+ 19.63
4. 95.2
- 27.58
3. Generalization
What are the steps in solving a word problem?
How do you translate a problem into a number sentence or equation?
How would you describe your answer?
IV. EVALUATION
Read and Solve
1. A can of powdered milk has a mass of 0.345 kilogram. What is the mass of 12 cans of milk?
2. Mrs. Diaz bought a residential lot with an area of 180.75 m at P6.50 per square meter. How much
will 15 kilograms of ground beef cost in one kg costs P99.00?
3. How much will 15 kilograms of ground beef cost if one kg cost P99.00?
V. ASSIGNMENT
A. Translate these problems to number sentences then solve.
1. A contractor finished 0.25 of a highway in 5 days. If the highway is 60.8 kilometers long,
what part of the highway was finished?
2. Mark works 40 hours a week. If his hourly rate is P38.25, how much is he paid a week?
B. Write the number sentence, then solve.
1. The rental for a Tamaraw Fx is P3 500 a day. What will it cost you to rent it in 3.5 days?
2. What is the area of a rectangle with a length of 9.72 cm and a width 6.34 cm?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Estimate quotients of whole numbers and decimals
Value:
Helpfulness
3. 7.5 225
4. 12.5 875
IV. EVALUATION
1. Estimate the following using compatible numbers
a. 5.8 3.257
b. 8.8 14.08
2. Estimate the quotient of the following:
By rounding off
a. 61.71 4308
b. 785 559.8
c. 4.8 196.7
c. 51.5 1019
V. ASSIGNMENT
Answer the following:
1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the journey?
2. Jay has 6584 meters of ribbon. She wants to cut it into 25.6 meters. About how many ribbons can
be cut from it?
3. Bing has a ribbon 125 dm long. How many pieces of ribbon 2.5 dm long can be cut from it?
4. Rhoda has P75. she wants to give her nieces P12.50 each. How much does each receive?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide 2-5 digit whole numbers by 1-2 digit decimals
Value:
Industry
3. 0.17 391
3. Generalization
How do we divide 2-5 digit whole numbers by 1-digit decimals?
IV. EVALUATION
Find the quotient. Be sure to place the decimal point correctly on your quotient.
1. 0.9 756
3. 0.13 2119
5. 0.06 138
2. 0.12 94
4. 0.8 968
V. ASSIGNMENT
Solve the following:
1. 64 0.4 =
2. 714 0.7 =
3. 933 0.03 =
4. 565 0.05 =
5. 2460 0.06 =
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Dividing 2-5 digit whole numbers by 2-digit decimals.
Value:
5. 0.36 22005
3. Generalization
How do you divide a whole number by a decimal?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divides whole number by whole numbers with decimal quotient
Value:
Fairness
5. 16 10 =
3. Generalization
When do you get a decimal quotient?
What is the rule in rounding the decimal quotient to the nearest tenths or hundredths?
IV. EVALUATION
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 12 18
_______________
_______________
2. 5 6
_______________
_______________
3. 12 48
_______________
_______________
4. 16 80
_______________
_______________
5. 15 80
_______________
_______________
V. ASSIGNMENT
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 3 4
_______________
_______________
2. 7 8
_______________
_______________
3. 15 48
_______________
_______________
4. 12 25
_______________
_______________
5. 45 48
_______________
_______________
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Recognize and differentiate between terminating and repeating/non-terminating decimal quotients
Value:
3. Generalization
How do you differentiate a terminating decimal from a repeating/non-terminating
decimal?
IV. EVALUATION
Identify if the decimal quotient is a terminating or repeating/non-terminating decimal.
1. 7 4
2. 15 9
3. 11 2
4. 3 16
5. 6 21
V. ASSIGNMENT
Solve and identify if the decimal quotient is a terminating or repeating/non-terminating decimal.
1. 3 20
2. 6 11
3. 20 12
4. 2 6
5. 81 48
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide mixed decimals by whole numbers
Value:
Helpfulness
2) 16 163.2
3) 30 92.55
3. Generalization
How do you divide mixed decimals by whole numbers?
IV. EVALUATION
Divide
1) 4.3 200
2) 5.5 550
3) 9 39.24
4) 66 16.5
5) 90 21.24
V. ASSIGNMENT
Divide
1) 25 426.5
3) 12 1027.68
3) 1.8 100
4) 6.2 400
5) 0.45 150
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide a whole number by decimal and mixed decimal
Value:
Industry
2) 457 100 = N
a. 7 28.7
b. 9 58.5
3) 79 10 = N
c. 6 4.80
d. 6 1.38
3. Motivation
Ask pupils if they own the lot money occupying.
Ask them also how they acquired it. If they dont own it yet, what must they do in order
to own the lot?
B. Developmental Activities
1. Presentation
Activity: Problem Opener
1. Present a problem to a board.
2. Ask the following questions:
a. How many hectares was the lot of the man?
b. How much does one son get?
3. Lead the pupils to solve the problem.
4. Answer the question in the problem.
5. Have another examples:
a. Make the divisor a whole number by moving the decimal point 2 places to the right or
multiply it by 100.
b. Multiply the dividend also by 100
c. Divide like dividing whole numbers
d. Place the decimal point of the quotient directly above the decimal point of the
dividend.
e. Check the answer through multiplication
2. Fixing Skills
Divide
1) 2.5 175
2) 7.2 648
3) 2.17 8463
3. Generalization
To divide whole numbers to decimals or mixed decimal, change the divisor into whole
number by the decimal point to the right or multiplying by power of 10. Multiply also the
dividend by the same power of 10. Then divide as in whole numbers. Check by multiplying.
IV. EVALUATION
Find the quotient
1) 905 7904
2) 3.15 2709
V. ASSIGNMENT
Divide and check through multiplication
1) 0.04 473
2) 0.53 656
3) 3.8 1026
4) 2.85 684
5) 1.2 780
3) 0.8 872
4) 0.06 264
5) 0.32 260
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide mixed decimals by mixed decimals
Value:
Honesty
c. 0.6 336
d. 0.8 480
3. Motivation
Have you seen table runners? How does it look like? Where do you use table runners?
How big is a table runner?
B. Developmental Activities
1. Presentation
Activity: Problem Opener
1. Present a problem on the board
2. Ask the following questions:
1. Who orders table runners?
2. How long is the table runner?
3. How many meters of cloth was left to be made into table runner?
4. How many table runners can be made from it?
5. Show your solution through:
a. changing 26.25 1.75 to mixed decimal.
b. dividing like whole numbers
c. Proceed to division like whole numbers. Align the decimal point of the quotient
with that of dividend.
2. Fixing Skills: Divide and check
1) 2.6 10.14
2) 1.5 1.332
3) 1.9 12.35
3. Generalization
How do we divide mixed decimals by mixed decimal? What are the two ways of making
the divisor a whole number?
IV. EVALUATION
Find the quotient. Check your answer.
1) 1.5 439.5
2) 5.7 27.36
3) 1.17 583.05
V. ASSIGNMENT
Solve and check
1) 3.6 73.8
3) 2.6 13.52
2) 4.9 313.11
4) 2.5 62.5
4) 1.4 37.24
5) 2.98 23.393
5) 2.5 35.14
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divide decimals by 10, 100, 1000 mentally
Value:
Alertness
3) 58.33 1000 = N
3. Generalization
How do we divide decimals by 10, 100, 1000?
To divide decimals by 10, 100, 1000
a. Move the decimal point to the left as many zeros are there in the divisor.
b. Prefix zero/zeroes before the decimal point if needed.
IV. EVALUATION
Give the answers mentally as fast as you can.
1) 63.8 10
2) 56.61 100
3) 635.2 1000
4) 242.6 10
5) 2473 1000
V. ASSIGNMENT
1.
2.
3.
4.
5.
Decimal
14.8
27.632
129.74
176.24
88.29
1000
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Divides decimal mentally by 0.1, 0.01, 0.001
Value:
Cleanliness
5 x 100 =
5 x 400 =
c. 149.2 1000
3. Motivation:
Have you divided decimals by 0.1, 0.01, 0.001? how did you do it? Have you find some
easyways to do it?
B. Developmental Activities
1. Presentation
Activity: Role Playing
a. Have a group act out the situation.
b. Have them compute the problem mentally.
c. Ask: What is the answer in situation a? and b?
What is the pattern in dividing decimals by 0.1, 0.01, 0.001? Explain.
2. Fixing Skills:
1) 651 0.1
Perform mentally
2) 6.298 0.01
3) 85.72 0.001
3. Generalization
How do you divide decimals by 0.1, 0.01. 0.001. What is the pattern in dividing decimals
by 0.1, 0.01, 0.001?
IV. EVALUATION
Give the quotient orally.
1) 8.39 0.01
2) 125.85 0.001
V. ASSIGNMENT
Divide Mentally
1) 6.873 0.01
2) 1.62 0.1
3) 6.95 0.01
3) 49.67 0.001
4) 85.32 0.1
4) 4.32 0.01
5) 6.45 0.001
5) 32.8 0.01
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve word problems involving division of decimals including money
Value:
Decisiveness
b. 56 0.01
c. 56 0.001
1. Jon saves P105.35 a week. How long will it take him to save P 1 264.20?
2. Robert plans to go to the province for a vacation. He wanted to by presents for his nephews worth
P289.45 each. He allotted P1 157.80. how many nephews does he have in the province?
3. Christian is a businessman. Every first week of December, he deposits P51 025.00 for the
Christmas bonus of his employees. Each employee receives P6 378.50. How many employee are
there?
V. ASSIGNMENT
Make word problems involving division including money.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve 2- to 3- step word problems involving decimals including money
Value:
Industry
c. 160 0.32 =
3. Motivation
Do you want to get high grades? What will you do?
B. Developmental Activities
1. Presentation
Activity:
1. Present this problem
Mang Tisoy brought 2 bags of onions to market. One bag weighs 8 kilograms and the
other bag weighs 6.5 kilograms. He repacked the onions in plastic bags of 0.25 kilograms
per pack and sold each pack for P12.50. How much will he get if all the packs were sold?
2. Analyze and solve the problem:
a. What is asked?
b. What are given?
c. What are the hidden question?
d. What operation will you use?
e. What is the equation for the problem?
3. Discussion
a. In solving
2-3 step
problems,
what
do
you
solve
first?
b. How do you express your answer to the problem?
2. Fixing Skills: Read Analyze then solve:
There are 18 girls and 17 boys who will equally share the expenses for a bus trip
amounting to P4 042.50. How much will each pay?
3. Generalization
How do you sold 2-3 step word problems involving decimals?
IV. EVALUATION
Solve the problem bellow and label your answer.
1. Lerna and her classmate went swimming. They spent P1 206.25 for food and P1 172.50 for
transformation and entrance fees. They got P1 196.75 from the club funds and each one shared
P98.50 to pay for the remaining expenses. How many shared in the amount?
2. Grace receives P220.50 as school allowance from her mother. Her aunt gave her an additional
P183.73. If her daily expenses is P36.75, for how many days will her allowance last?
V. ASSIGNMENT
Solve the following problems. Label your answers.
1. Jun and Richard repaired a broken rattan bed and were paid P 1 128.00. If Jun worked for 8.5
hours and Richard for 7.5 hours, how much were they paid per hour?
2. The barangay officials of Barangay Masaya received 150 sacks of rice weighing 50 kilograms
each. 350 kilograms were distributed to the flood victims for the barangay. The rest were
repacked in plastic bags of 2.5 kilogram each to the street children. How many street children
received the rice?
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Generalize when a number is divisible by another number
Value:
Sportmanship
10
840
144
184
4828
400
3. Generalization
How would you determine that a number is divisible by a certain number? Are the rules
formulated true all numbers?
IV. EVALUATION
Formative Test: List the numbers that divide the following.
1. 36
2. 150
3. 187
4. 225
5. 1260
V. ASSIGNMENT
Determine the divisibility of the following numbers by 2, 3, 4, 5, 9, 10.
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Identify prime and composite numbers
Value:
Kindness to animals
2. Fixing Skills:
Give the factors of the number. Then write prime if the number is prime number and
write composite if it is a composite number.
factors
________ 1.
27
________ 2.
37
________ 3.
49
________ 4.
53
________ 5.
60
3. Generalization
What are prime numbers? Composite numbers?
IV. EVALUATION
Write P if the number is prime and C if it is a composite number.
________ 1.
72
________ 2.
14
________ 3.
27
________ 4.
18
________ 5.
68
V. ASSIGNMENT
Find the prime number and composite number in:
Number
Least
a. 1-digit
b. 2-digit
c. 3-digit
d. 4-digit
Greatest
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Write the prime factorization of a given number
Value:
Helpulness
IV. EVALUATION
Give the prime factorization of:
1. 16 =
2. 27 =
3. 48 =
4. 56 =
5. 64 =
V. ASSIGNMENT
Give the prime factorization of:
1. 30 =
2. 56 =
3. 43 =
4. 72 =
5. 54 =
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Determine the greatest common factor (GCF) of 2 or more numbers.
Value:
Teamwork
BEC-PELC II F.1.6
Enfolding Mathematics VI
fish cutouts, improvised aquarium and fishing rod
a. 18 =
b. 27 =
c. 24 =
3. Motivation:
Tree different candies are to be put into candy bags so that the bags contain equal
amounts of candies of the same kind. There are 180, 240 and 300 of the different kinds of
candies respectively. Each candy has to got into a candy bag, that is, there must be no left
over candies. How many candy bags that could be filled? How many candies will there be in
a each bag? Can you think of away of getting the answer to this problem? Let us analyze the
problem. Since there should be no candies left over, the number of candies. This means that
the number of candy bags must be a factor of 180, 240 and 300. Let us work with simpler
numbers first.
B. Developmental Activities
1. Presentation
a. Factor Lists
A pupil will be asked to give a composite number less than 30, and give its factors.
Another pupil will be asked to give another number with its factors.
b. Prime Factorization
Discuss how to get the prime factors of a given number using the factor tree.
2. Fixing Skills: Write the GCF of the following sets of numbers.
a. 2 and 6
b. 5 and 20
c. 8 and 24
d. 8 and 56
3. Generalization
What are the methods of finding GCF of given numbers? Which method do you like
best? Why? Could these methods be used to find the GCF of 3 or more numbers?
IV. EVALUATION
Find the GCF of each set of numbers.
1. 98, 147
2. 20, 75
3. 30, 35
4. 66, 110
5. 18, 24, 54
V. ASSIGNMENT
Find the GCF of each set of numbers.
1. 210, 231
2. 420, 504
3. 50, 75, 100, 125
4. 35, 63
5. 75, 45
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Determine the least common multiple (LCM) of 2 or more numbers
Value:
Confidence
d. 12, 10
3. Generalization
To determine the LCM with a set of numbers, list down all the multiples of the numbers
and get the least common multiple. Can this procedure be used to get the LCM of three or
more numbers?
IV. EVALUATION
Determine the LCM of each pair of numbers using the listing method.
1. 10 and 25
2. 20 and 50
3. 42 and 48
4. 20 and 45
5. 24 and 18
V. ASSIGNMENT
Find the LCM and GCM of each pair of number.
1. 15 and 30
2. 21 and 45
3. 16 and 24
5. 12 and 32
4. 8 and 12
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Name the fraction or mixed number described by a shaded region, set or point on the number line
Value:
Cooperation
d. 12 and 16
3. Motivation:
a. show illustration of figures
b. Ask the following figures
1. Which region shows a fraction whose value is less than 1? Name the fraction.
2. Which region shows a fraction whose value is equal to 1? Give the fraction.
3. Which region shows a fraction whose value is greater than 1? Name the fraction.
B. Developmental Activities
1. Presentation
Activity:
1. Ask the students to cut out articles in newspapers or magazines that show a fraction or
mixed number.
2. Ask them to make a collage of these articles on bond paper.
3. Ask them also to highlight with a marker the fractions or mixed numbers in the articles.
4. Discuss the value of cooperation with a learning partner. Illicit from the pupils how best
they could show cooperation in everything they do in school and the effect of it in the
task at hand.
2. Fixing Skills: Look at the figure.
1. Look at the figure.
a. Give two fractions to tell what part of the rectangular region is shaded red.
b. Give two fractions to tell what part of the rectangular region is shaded blue.
c. What part of the region is not shaded?
d. Give two fractions to describe the part of the region that lies to the left of the red line.
2. What fraction names point B?
3. Generalization
What is fraction? What does the numerator of the fraction tell? What are the kinds of
fraction we discussed? How do we name fractions give shaded regions, sets and number line?
IV. EVALUATION
Write the fraction of the shaded part
1.
2.
a. Write an improper fraction for the shaded part.
b. Write a mixed number for the shaded part.
V. ASSIGNMENT
Illustrate/draw the following fractions
3/8
6/5
3 2/3
8/12
12/5
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Rename fractions as decimals and vice versa.
Value:
Helpfulness
Change to decimals
b. 4/5
c. 7/12
d. 9/20
e. 15/40
3. Generalization
How do you change fraction to decimals? How do you change decimals to fractions?
IV. EVALUATION
Rename the decimals as fractions.
1. 0.7
2. 0.16
3. 0.03
4. 7.24
5. 4.005
V. ASSIGNMENT
Rename as fractions or decimals.
1. 5/8
2. 0.001
3. 12 7/50
4. 50.8
5. 2 17/500
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Solve for the missing term in a pair of equivalent fractions
Value:
2. Review:
What bigger number can divide equally the given pair of number.
a. 5
b. 14
c. 16
10
42
24
3. Motivation:
Find a partner. Look for a body parts which come in pairs. Does each pair have the same
function? Discuss the functions? What do you think will happen of one of the pair will be
damage? How will you take care of your body parts so they can function well?
B. Developmental Activities
1. Presentation
Activity: Working by learning team.
Give activity card for each group to work on.
1) 1 = _
2) 16 = 2
3) 2 = 4
4) 100 = _
3 6
3
5
1000 10
2. Fixing Skills:
1) 2 = _
3 9
4) _ = 63
9 81
5) __ = 3
12 6
5) 40 = 16
20
3. Generalization
How do we solve for the missing term in an equivalent fraction?
IV. EVALUATION
Solve for the missing term
1) 2 = _
2) 40 = 4
4 8
50
3) 9 = 3
4
4) 1 = 9
2
5) _ = 20
5 25
V. ASSIGNMENT
Use the number in the box to write an equivalent fractions. You can use a number more than once.
8
12
1. 3/12
14
2
2. 2/6
1
3
4
18
3. 6/12
4. 6/7
5. 4/8
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Reduce fractions to lowest terms
Value:
3. Generalization
When is a fraction is lowest terms? How do you reduce fraction to lowest terms?
IV. EVALUATION
Determine whether the fraction is in lowest terms. Write Yes or No.
1. 3/5
2. 2/6
3. 4/10
4. 5/12
5. 21/28
V. ASSIGNMENT
Write each fraction in lowest terms.
1. 9/12
2. 24/32
3. 25/65
5. 10/16
4. 4/10
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Change mixed numbers to improper fractions and vice-versa
Value:
Helpfulness
4. 4 = _
3 9
5. 9 = 3
12
B. Developmental Activities
1. Presentation
Strategy: Use a problem opener
1. How many flowers are there? How many groups of 3 are there? So we can also write
it as 10/3 which is equal to 3
2. What part of the group is a flower?
3. How many groups are there?
4. What part of a group is the flower?
5. How many wholes are there? (3) What part of the group is the left over? (1)
6. How do you write a fraction for this? (3 )
7. How many 1/3 are there?
8. What fraction can you write for this?
2. Fixing Skills: Write an improper fraction for each mixed number
1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6
4. 6 4/6
2. 3 2/4
5. 7
3. 5 2/8
3. Generalization
How is improper fractions changed to mixed number? How is mixed change to improper
fractions?
IV. EVALUATION
Write as a mixed number.
1. 9/5
2. 10/3
3. 7/3
4. 13/4
5. 15/2
V. ASSIGNMENT
Express fraction in lowest term
1. 54/8
2. 40/12
3. 57/8
4. 38/4
5. 37/9
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Estimate fractions close to 0, 1/2 , 1
Value:
d. P2.36
3. Motivation:
Have you ever help an elderly person carry her heavy load? For example a woman
coming from the market with 3 bags of groceries? Will it lighten the load if you help her
carry 2 bags for her? How does it feel to help a person?
B. Developmental Activities
1. Presentation
Activity:
Game Where do you belong
1. Teacher prepares fractions on flashcards.
She divides the board in 3 parts and write
0
1
2. Any number of players
3. Teacher holds up a fraction.
4. The players estimate if the fraction is close 0, , or 1.
5. The player goes to where the fraction is close to. If his estimation is wrong he gets out of
the game.
6. The player/s who stay in the game win.
2. Fixing Skills:
a. 3/5
e. 5/11
3. Generalization
What is the reference point to estimate fractions close to 0, or 1?
IV. EVALUATION
Indicate if the fraction is close to 0, , 1.
1. 1
2. 6
3. 2
7
8
16
4. 4
5
V. ASSIGNMENT
Use numberline to estimate the fractions close to 0, , 1.
1. 7
2. 2
3. 3
4. 9
8
2
5
12
5. 1
3
5. 2
14
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Find the least common denominator (LCD) of a set of fraction
Value:
Fairness
d.
e. 9 and 18
4/7
3. Generalization
What are the methods of finding LCD?
IV. EVALUATION
Find the LCD
1. 5/9,
V. ASSIGNMENT
Find the LCD
1. 3/6, 5/18, 2/3
2. 4/9, 2/6, 2/3
2. , 7/8
3. , 2/3
3. 2/6, 1/3,
4. 2/3, 1/5, 5/6
4. 4/9, 1/6
5. 2/3, 1/7
5. 4/5, , 3/4
6. MATHEMATICS VI
7. Date: ___________
8.
9. I.
LEARNING OBJECTIVES
10. Order fractions in simple and mixed forms in ascending or descending order using different
methods
11.
12. Value: Confidence
13.
14. II.
LEARNING CONTENT
15. Skill:
Order fractions in simple and mixed forms in ascending or descending order using
different methods
16. Reference: BEC-PELC II. G.10
17.
Enfolding Mathematics VI
18. Materials: strips of paper, activity cards, flashcards, drawings
19.
20. III.
LEARNING EXPERIENCE
21.
A. Preparatory Activities
22.
1. Mental Computation
23.
Change the following fractions to lowest term.
24.
a. 2/4
b. 6/15
c. 10/18
d. 21/36
e.
18/24
25.
2. Motivation:
26.
How do you usually arrange name of pupils in a record? Why do we usually do it?
How about numbers, how do we usually write it? Why? Can we also write the reserve way?
27.
28. B. Developmental Activities
29.
1. Presentation
30.
a. Activity: Small Group Activity
31. Sample Activity Cards. Order from greatest to least. 5 7/8, 5 5/6, 5
32. Exercise 1: Order the fractions from least to greatest.
33.
1. 2/3, 2/9, 2/7, 2/5
2. , 1/8, , 1/3
3. 5/7, 5/6,
5/12, 5/9
34. Exercise 2: Order the fractions from greatest to least.
35.
1. 1/9, 13/14, 4/9
2. , 5/8, 2/5
3. 4/5, 4/7,
36.
b. Make a report on the work of each group.
c.
Discuss.
37.
d. Guide the pupils for some learning insights.
38.
39.
2. Fixing Skills: Order the fraction in descending order:
40.
a. 6 , 6 2/3, 7 1/10, 5 2/3
b. 12 7/11, 12 , 13 1/11
c. 1 2/6, 1 3/6,
1 4/6
41.
42.
3. Generalization
43.
What are the different ways of ordering fractions? What should be the basis in
ordering fractions in ascending orders? Descending order?
44.
45. IV.
EVALUATION
46.
Arrange the fractions in ascending order
47.
1. 2/5,
48.
2. 5/8,
49.
3. ,
1/3, 4/8
, 2/3
2/3, 5/9
50.
4. 8 ,
5 2/5, 7
51.
5. 8
1/8, 2 1/8, 6 1/8
52.
53. V.
ASSIGNMENT
54.
Arrange the fractions in descending order.
1. 4/12, 4/9, 4/10, 4/7
3. 2/3, 5/6, 4/9
2. , 1/5, 1/10
4. 4/5, , 7/10
6. MATHEMATICS VI
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Date: ___________
I.
LEARNING OBJECTIVES
Solve mentally word problems involving fractions
Value: Wise use of time
II.
LEARNING CONTENT
Skill:
Solving mentally word problems involving fractions
Reference: BEC-PELC G. II, 11.1
Enfolding Mathematics VI
Materials: Math Textbook
III.
1.
a.
b.
c.
26.
27.
28.
29.
32.
33.
34.
36.
37.
38.
39.
40.
41.
42.
43.
44.
49.
LEARNING EXPERIENCE
A. Preparatory Activities
Mental Computation
Game - Who are you
Form 4 team with equal members
Teacher flashes cards for pupils to answer.
The first pupil tries to answer the question or condition flashed. Each member takes turns
to satisfy the condition. The team with the most correct answers is declared the winner.
25.
2. Review: Check up of assignment
Reduce the following to lowest term:
a. 2/4
b. 6/8
c. 10/15
d. 10/6
e.
15/30
2. Motivation:
30.
Ask pupils if they have friends. Let them tell what they do with their friends.
31.
B. Developmental Activities
1. Presentation
Activity: Problem Opener
35.
Lito spends 1 hours gardening and 1 hours cleaning the yard on Saturday and
Sunday. How many hours of the day does he spend profitably?
a. What are the things you must look into the problem before solving it?
b. What is asked in the problem?
c. What facts are given?
d. Can you solve the problem mentally? Reduce your answer to lowest term.
e. What profitable things does Lito do on weekends?
2. Fixing Skills: Write your answer on your Show Me Board
1. My sum is 5/6. What fraction could we be?
2. I am a whole number and a fraction. What am I?
45. 3. I am dividend into 12 equal parts. You take 9 parts out of me. What names can you
give me?
46. 4. What my total and 6/8. Simplify my name?
47. 5. I am the number 1. Name me as a fraction. How many names can you give me?
48.
3. Generalization
50.
51.
52. IV.
EVALUATION
53. 1.
Father had 40 4/8 meters of wire. He used 10 2/8 meters to fence his rectangular
garden. How much wire was left?
54. 2.
The first swimmer to reach the finish line was timed 58 4/10 seconds while the last
swimmer was 64 8/10 seconds. What was the difference in time?
55. 3.
The first set of a volleyball game was finished 45 7/10 minutes. The second set was
finished in 35 5/10 minutes. How much longer did it take to finish the first set than the second
set?
56.
57. V.
ASSIGNMENT
58.
Make 5 word problems in fractions that can be solved mentally.
59. MATHEMATICS VI
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
Date: ___________
I.
LEARNING OBJECTIVES
Visualize addition and subtraction of fractions.
Value: Being physically fit
II.
LEARNING CONTENT
Skill:
Visualizing addition and subtraction of fractions
Reference: BEC-PELC II. H.1
Enfolding Mathematics VI
Materials: strips of paper, fractions chart, cutouts
III.
LEARNING EXPERIENCE
A. Preparatory Activities
1. Mental Computation Group Activity:
Wheres My Other Pair?
78.
Match the slippers below with its pair on the box so that the fraction written on it is
in its lowest terms.
79.
2. Review: Check up of assignment
80.
3. Motivation:
81.
Give each group sets of fractions written on flashcards. Let them group each set to
similar or dissimilar fractions.
82.
Examples: , , 5/7 , 3/5, 4/7
3/8, 1/8, 6/8
83. B. Developmental Activities
84.
1. Presentation
85.
Activity: Group Activity - Present a Word Problem
86.
Jose jogs regularly. He jogged 1/5 km then he saw a friend. He jogged another 3/5
km then he stopped for a while. How many kilometers have he jogged?
87.
a. What does Jose do regularly?
88.
b. What is asked in the problem?
89.
c. What are the given facts?
90.
d. What operation is needed to solve the problem?
91.
e. What is the number sentence?
92.
f. How can you solve the problem using your fraction chart
93.
2. Practice Exercises: Show how to add.
94.
a. 1/6 + 1/6
b. 1/3 + 1/3
c. + 1/4
d. +
95.
3. Generalization
96.
How do you visualized addition and subtraction of fractions
97.
98. IV.
EVALUATION
99.
Show the sum of:
100.
1.
102.
3.
103.
4.
+ 2/4
1+1
3/9 + 1/9
101.
2.
+ 2/9
3/8 + 1/8
104.
5.
3/4 +
105.
106.
V. ASSIGNMENT
107.
How many can you do mentally? Record your score.
1. 1/6 + 3/6 + 1/6
3. 4/15 3/15
2. 3/10 + 2/10 + 5/10
4. 1/9 + 5/9
6. MATHEMATICS VI
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Date: ___________
I.
LEARNING OBJECTIVES
Estimate in sum in simple and mixed forms
Value: Kindness to animals
II.
LEARNING CONTENT
Skill:
Estimating the sum in simple and mixed forms
Reference: BEC-PELC II H.2
Enfolding Mathematics VI
Materials: flashcards
III.
1.
26.
27.
1.
2.
3.
4.
28.
29.
LEARNING EXPERIENCE
A. Preparatory Activities
Mental Computation
Drill on Estimating Fractions Close to 0, or 1
Activity Where do I Belong?
Materials: 3 sets of 10 flashcards with fractions in simple and mixed forms; 3 cards each
having 0, , 1
Mechanics:
Form 3 teams. Three pupils will be assigned to hold the cards, 0, 1/2 , or 1. They stand in
front of the class.
Distribute the 3 sets of cards to each team.
Ask the members of each team to line up on the post where their fraction belong.
The class will process the responses.
2. Motivation:
30.
Ask pupils if they have friends. Let them tell what they do with their friends.
31.
32. B. Developmental Activities
33.
1. Presentation
34.
Activity- Working In Pairs
35.
Complete each statement. Use each fraction in the circle once.
36.
1. 8/10 + ____ is about 2
37.
2. ___ + _____ is about 2
38.
3. ___ + 11/13 is close to 2
39.
4. ___ + ____ is about 1
40.
Have each pair of pupils work collaboratively to discover and identify the addends
that will result to the sum close to the given answers.
41.
42.
2. Fixing Skills: Estimate the sum.
43. a. 7/8 + 3/7
c. 6/7 + 8/9
e. 12/13 + 6/7
44. b. + 4/5 + 1 7/8
d. + 11/12
45.
46.
3. Generalization
47.
How do you estimate the sum of fractions in simple and mixed forms?
48.
49.
50. IV.
EVALUATION
51.
Estimate the sum.
52.
1. +
54.
3. 3/20
15/16 =
+ 5/9 =
53.
2. 3/5 +
55.
4. 6
9/10 =
1/10 + 7 =
57.
58. V.
ASSIGNMENT
59.
Estimate the sum
1. 4/9 + 5/8 + 35
2. 4 7/9 + 5 2/10
3. 8/15 + 9/10
4. 6 5/9 + 2 7/9
5. 3 1/8 + 10 3/5 + 9 9/10 + 12 6/6
60.
61.
62.
63.
64.
56.
5. 6
11/12 + 8 1/8 =
65. MATHEMATICS VI
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
Date: ___________
I.
LEARNING OBJECTIVES
Estimate difference of fractions in simple and mixed forms.
Value: Thoughtfulness
II.
LEARNING CONTENT
Skill:
Estimate difference of fractions in simple and mixed forms.
Reference: BEC-PELC II.H.2
Enfolding Mathematics VI
Materials: flashcards with fractions in simple and mixed forms
III.
1.
85.
86.
87.
1.
2.
3.
88.
89.
90.
91.
92.
LEARNING EXPERIENCE
A. Preparatory Activities
Drill Mental Computation
Estimating Fraction Close to 0, , 1
Activity - Fishing
Materials:
3 sets of 8 flashcards with fractions in simple and mixed forms which are
color coded (4 colors)
3 big cards each having 0, , 1
Mechanics:
From 3 teams. Each leader of the team gets 1 of the 3 big having 0, , 1.
Have each member of the team get a card fastened on the board that will be close to the
figure (0, , 1) printed on the big card.
The class will process the answer of each team.
2. Review:
Estimate the sum to the nearest whole number
a. 5/12 + 10/18 b. 1/3 + 1/12
c. 14/15 + 1/20
d. 7/9 + 1/18
3. Motivation:
93.
Do you ever have the experience of measuring a ribbon? For a bow tie?
94.
Who have seen the bow and tie of a ribbon?
95.
96. B. Developmental Activities
97.
1. Presentation
98.
Activity: Tie a Ribbon
99.
Roda has 2 9/10 m of ribbon to tie a gift for mothers birthday. If she cuts 7/8 m to tie
he pig tails, about how long will be left for the birthday gift?
100.
1. Answer the questions:
101.
a.
Who has 2 9/10 m of ribbon?
102.
b.
Why does Rhoda have to put ribbon on the gift?
103.
c.
Why did Rhoda cut 7/8 m from the 2 9/10m?
104.
2. Lead the pairs of pupils to analyze and solve the problem.
105.
a.
Help them see what happened when Rhoda cut 7/8m form 2 9/10m?
106.
b.
Let them think aloud such as:
107.
2 9/10 7/8 =
108.
3 1 = 2, close to 2 m
109.
110.
2.
111.
1/6 2
112.
113.
3.
114.
forms?
115.
116.
117.
118.
-3=
119.
1/8 =
120.
7/9 =
121.
1/6 =
c. 1 - 9/12 =
d. 3
Generalization
How do you estimate the difference of fractions in simple and mixed
IV. EVALUATION
Estimate the difference.
1. 6
122.
2.
14 /15
3.
1 3/8
4.
5 7/9
6/7
123.
124.
125.
126.
5.
4 1/3
V.
ASSIGNMENT
127.
Choose
the
fractions/mixed
1.
2.
3.
4.
5.
forms
in
the
rectangle to complete
the equations to have
estimated difference.
- 6 8/9 = 0
5 1/9 - = 22 9/10
2/9
3 8/9
- 4/5 = 1
8
7 1/16
6 8/9 - = 5
- 10/12 = 39 1/5
5
128.
129.
2 14/15
10/13
130.
MATHEMATICS VI
131.
132.
Date: ___________
133.
134.
I.
Objective:
Find the base when the percentage and rate are given
135.
136.
Value: Being thrifty
137.
138. II.
Learning Content:
139.
Finding the Base When the Percentage and Rate are Given
140.
141.
References: BEC-PELC II L. 3.2.3
142.
Enfolding Mathematics VI
143.
Materials: flashcards with percents, manila paper, pentel pen
144.
145.
III.
Learning Experiences
146.
A. Preparatory Activities:
147.
1. Mental Computation/Drill on Renaming Percent to Decimal
148.
Change percent to decimal
149.
50% in decimal is _______
150.
75% in decimal is ________
151.
375% in decimal is ______
152.
153.
2. Review: Review on dividing whole number by decimals
154.
Activity 1 Cooperative Work
155.
Materials:
4 sets of 2 flashcards having division of whole numbers by decimals
156.
4 sets of manila paper
157.
4 pentel pens
158.
Mechanics:
159.
1. Ask each leaders of the team gets 2 flashcards having whole number by a decimal.
160.
2. The members of team solve for the quotient and write the solution on a manila
paper to be published on the board.
161.
162.
B. Developmental Activities:
163.
1. Activity 1: Use of Compatible numbers Through 10 x 10 square/Manipulative
164.
Sample:
165.
Dangdang, a daughter of a vendor helps her mother by buying school supplies
which is cheap but durable. She buys her notebook in Store A at P6.00 which is 10% of the
cost of notebook in Store B. How much is the notebook in Store B.
166.
167.
1. Ask the following questions:
Who is the daughter of the vendor
How much is the notebook of Dangdang?
Does Dangdang have a good decision in buying the notebook? How do you know?
168.
169.
2. Fixing Skills:
170.
Solve for the base.
171.
1. 50% of ____ is 3
4. 10.5 is 30% of what number?
172.
2. 20% of what number is 14
5. 65% of N = 58.5
173.
3. 14 is 35% of what number
174.
3. Generalization:
175.
Expected Questions. How do you find the base when the percentage and
rate are given?
176.
177.
IV.
Evaluation:
178.
Rename these fractions as similar fractions. Add then express the sum in lowest
term if possible.
179.
1.
20 % of n is 2
180.
2.
7 is 35 % of n
181.
3.
40 % of n = 8
182.
4.
10 is 40 % of n = 8
183.
5.
25% of what no. is 2?
184.
185.
V.
Assignment:
186.
Solve.
1. 6 % of n = 4.5
2. 6.72 is 7 % of what number?
3. 12 % of n is 14.4
4. 88 % of what number is 660?
5. 220 is 275 % of n
187.
188.
MATHEMATICS VI
189.
190.
Date: ___________
191.
192.
I.
Objective:
Compute common percentage mentally
193.
194.
Value: Being thrifty
195.
196. II.
Learning Content:
197.
Computing common percentage mentally
198.
199.
References: BEC-PELC II L. 3.3.
200.
Enfolding Mathematics VI
201.
Materials: flashcards, charts
202.
203.
III.
Learning Experiences:
204.
A. Preparatory Activities:
205.
1. Drill on Basic Multiplication Facts
206.
a.
6 x 10
b. 6 x 8
c. 6 x 6
d. 6 x 5
207.
208.
2. Review: Multiplication of Decimals
209.
a. 0.25 x 5
b. 0.15 x 5
c. 0.3 x 3
d. 0.04 x 9
210.
211.
3. Motivation:
212.
Have you ever joined a Math Contest?
213.
Answer the question without writing the solution?
214.
215.
B. Developmental Activities:
216.
1. Activity Use of challenging Word Problem
217.
Sample:
218.
75% of 8000 is what number?
219.
N is 75 % of 8000
220.
75 % of 8000 is _______.
221.
What is 75% of 8000 is N
222.
223.
1. Guide the pairs of pupils to:
224.
a.
determine the base and rate
225.
b.
identify what is to solve for
226.
c.
decide what process to use
227.
d.
compute without writing the computation on paper
228.
e.
discuss their answer
229.
230.
2. Through pair square they have to do number 1 a-e
231.
232.
2. Practice Exercises/Fixing Skills:
233.
a. 20% of 20 is _____
234.
b. 25% of 60 is N
235.
c. 50% of 70%
236.
d. N is 40% of 20
237.
e. 60% of 15 is what number?
238.
3. Generalization:
239.
How do you solve for the common percentage mentally?>
240.
241.
IV.
Evaluation:
242.
Solve for the percentage mentally
243.
a.
10% of 10 is _____
244.
b.
_____ is 20% of 50
245.
c.
N is 20% of 15
246.
d.
40% of 40
247.
e.
What is 50% of 90?
248.
249.
V.
Assignment:
250.
Solve for the percentage mentally.
1. N is 25% of 36
2. 10% of 20 is what number?
3. 40% of 50 = ______.
4. _____ is 60% of 160
5. What is 15% of 80?
251.
MATHEMATICS VI
252.
253.
Date: ___________
254.
255.
I.
Objective:
Solve word problems involving finding the percent of increase/decrease on discounts, original
price, rate of discount, sale price and mark up rice.
256.
257.
Value: Frugality
258.
259. II.
Learning Content:
260.
Solve word problems involving finding the percent of increase/decrease on
discounts, original price, rate of discount, sale price and mark up rice.
261.
262.
References: BEC-PELC II L. 3.4, 3.4.1
263.
Enfolding Mathematics VI
264.
Materials: Song Flashcards
265.
266.
III.
Learning Experiences:
267.
A. Preparatory Activities:
268.
1. Mental Computation:
269.
Drill on Renaming of Percents to Decimals, Fraction to Percent, Fraction
to Decimals and Vice Versa.
270.
271.
272.
273.
274.
2. Review:
Do what is asked for:
1. What is 25% of 30? _____]
2. Forty is what percent of 200?
3. 18 is 30% of what number?
3. Motivation:
275.
The pupils of Loundagin Elementary School went to an educational trip. One of
the places they visited was Phiyas, Lukban, Quezon. While the group was going around the
place the attention of some pupils was caught by the sigh in one of the stalls found in the
place, a mark 15% off. 10% off and 12% off. Can you tell what the signs means?
276.
277.
B. Developmental Activities:
278.
1. Activity 1 Use of compatible numbers in the problem.
279.
Sample:
280.
Aling Conching went to a factory outlet of garments to avail a low price and a
good gain possible. The underwear A was originally sold at P each. She asked herself of the
following:
281.
a. If she was given 20% discount of the original price, how much was the sale
price?
282.
283.
1. Answering the questions:
284.
a.
Who went to the factory outlet?
285.
b.
Why did she go to the factory outlet?
286.
c.
Do you think the original price is too high which will not give her a good
gain? Why?
287.
2. Guide the pupils analyze and solve the problem.
288.
289.
290.
2. Practice Exercises/Fixing Skills:
291.
Find the missing entries.
292.
293.
Original
294.
Rate of
295.
Discount
296.
Sale Price
Price
Discount
297.
1. P220
298.
10%
299.
P47
300.
301.
2. P235
302.
303.
304.
305.
3. P930
306.
307.
308.
P874.20
309.
310.
3. Generalization:
311.
How do you solve for percent problems involving increase/decrease?
Discounts? Original price? Rate of discounts? Sale price? Mark up Price?
312.
313.
IV.
Evaluation:
314.
Find the missing entries.
315.
Original
316.
Rate of
317.
Discount
318.
Sale Price
Price
Discount
319.
1. P200
320.
15%
321.
322.
P170
323.
2. P250
324.
20%
325.
P50
326.
327.
3. P490
328.
10%
329.
P60
330.
P540
331.
4. P950
332.
333.
47.50
334.
P902.50
335.
5. P850
336.
15%
337.
127.50
338.
339.
340.
V.
Assignment:
341.
Analyze and solve the problem.
1. Mrs. Santos bought a barong with 15% discount. How much did she save and pay if the tag price
of the barong is P1575?
2. Laura bought an RTW dress for P575 at 20% discount what was the original price?
3. The sale price of an item is P2060. if this is 60% higher than the cost, what is the original price?
342.
343.
MATHEMATICS VI
344.
345.
Date: ___________
346.
347.
I.
Objective:
Solve the word problem involving commission, rate of commission, total sales, total income.
348.
349.
Value: Being financially sufficient in meeting ones need
350.
351. II.
Learning Content:
352.
Solving Word Problem on Commission, Rate of Commission, Total Sales, Total
Income
353.
354.
References: BEC-PELC II L. 3.4.2
355.
Enfolding Mathematics VI
356.
Materials: puzzle, charts
357.
358.
III.
Learning Experiences:
359.
A. Preparatory Activities:
360.
1. Opening Song: Solving Problem
361.
2. Mental Computation: Drill on finding the rate, base or percentage
362.
a.
Strategy Completing the Table
363.
Materials 8 numbered rolled papers
364.
Table having data at random for columns of rate, base, percentage.
365.
Mechanics:
366.
1. Form 4 teams of equal number of members.
367.
Ask the leader of the team to draw the numbered rolled papers.
The members of the team will complete the table within the time limit set by the
class.
368.
2.
The team having the highest number of correct answers wins.
369.
370.
3. Motivation:
371.
What do you call the amount given to the sales agent after he is able to sell the
item to the company aside having basic monthly salary?
372.
373.
B. Developmental Activities:
374.
1. Activity Completing the Table
375.
Sample: Find the missing entries:
376.
B
377.
T
378.
A
380.
R
382.
C
383.
T
asic
otal
bove
ate
om
otal
Sala
Sale
379.
P
of
miss
384.
I
ry
s
50
381.
C
ion
nco
000
om
me
miss
ion
385.
P
386.
P
387.
388.
5
389.
390.
13
278
%
798
000
391.
P
392.
P
393.
394.
395.
P
396.
403.
404.
405.
406.
407.
408.
409.
410.
13
278
14
798
000
535
397.
P
398.
399.
400.
6
401.
P
402.
13
%
20
798
550
1. Answering questions:
a.
What is the basic salary of the sales agent?
b.
How much is his total sales?
c.
What is the rate of commission of sales agent B?
2. Lead the pairs of pupils analyze and find the answer in the table by using the
steps in Activity 1 number 2-a to h.
2. Fixing Skills:
Find the missing data
411.
T
412.
R
otal
ate
Sale
of
s
413.
C
om
miss
ion
419.
1
420.
2
.
0%
424.
.
425.
1
8%
429.
.
430.
434.
4
.
P120
000
439.
5
.
P80
000
435.
2
0%
440.
1
5%
414.
C
om
miss
ion
421.
P
600
426.
P
1
620
431.
P
15
000
436.
441.
415.
B
asic
416.
S
alar
y
417.
422.
P
14
467
427.
P
20
536
432.
423.
437.
438.
442.
443.
P
20
000
T
otal
418.
I
nco
me
428.
433.
P
45
000
444.
445.
3. Generalization:
446.
How do you solve the commission? Rate of commission? Total sale?
And total income?
447.
448.
IV.
Evaluation:
449.
Complete the table.
450.
B
451.
T
452.
R
454.
C
455.
T
asic
otal
ate
om
otal
Sala
Sale
of
miss
456.
I
ry
s
453.
C
ion
nco
om
me
457.
1
. P
15
000
462.
2
.
P14
500
467.
3
.
P30
000
472.
4
.
P18
000
477.
5
.
P50
000
miss
ion
459.
2
0%
458.
P
120
000
463.
P
300
000
464.
P
170
000
469.
2
5%
470.
471.
473.
474.
1
8%
475.
476.
478.
479.
468.
P
800
000
460.
465.
461.
P
45
000
P
81
0000
480.
P
160
000
466.
P
59
500
481.
482.
483.
V.
Assignment:
484.
Solve the problem:
1. A salesman sells a car for P860 000. If he receives a commission of 20%, how much will be his
commission?
2. A salesman is working on 8% commission. If he wants to make P14 000 commission in a month,
how much must he sell?
485.
486.
MATHEMATICS VI
487.
488.
Date: ___________
489.
490.
I.
Objective:
Solve the problems involving sales tax, rate of sales tax, selling price
491.
492.
Value: Honesty and truthfulness
493.
494. II.
Learning Content:
495.
Solving word problems involving sales tax, selling price
496.
497.
References: BEC-PELC II L. 4.3
498.
Enfolding Mathematics VI
499.
Materials: Math textbook
500.
501.
III.
Learning Experiences:
502.
A. Preparatory Activities:
503.
1. Opening a Song: Solving Problem
504.
2. Mental Computation:
505.
Drill on Finding the Rate, Base or Percentage
506.
Strategy 1: - Role Play
507.
Materials:
4 rolled papers numbered 1-4, table for each team having column
for percentage, rate base.
508.
Mechanics:
509.
1.
Have the 4 teams prepare flashcards where each card has question on
rate, base or percentage.
510.
2.
Let the leader of the team draw the numbered rolled paper to determine
the first, second, third or fourth teacher.
511.
3.
The teacher from the team flashes the card and the other 3 teams answer
on the board for their own table.
512.
4.
The team with the highest score wins.
513.
514.
3. Motivation:
515.
Every year, your parents pay an amount to the government. What do you call this
amount paid to the government?
516.
517.
B. Developmental Activities:
518.
1. Activity Completing the Table
519.
Sample: Look for the missing data.
520.
521.
Ite
522.
Sell
523.
Rat
524.
Sal
525.
Tot
m
ing
e of
es Tax
al Cost
Price
Sales
of
Tax
526.
the
Item
527.
Ho
528.
P3,
529.
6%
530.
531.
use and
5000,00
Lot
0
532.
Sec
533.
P95
534.
535.
536.
P99
ond
Hand
Car
537.
Sec
ond
Hand
538.
Jee
pney
543.
544.
545.
546.
547.
548.
549.
550.
551.
552.
0,000
539.
7,500
540.
4%
541.
P10
,000
542.
Selling
Price
1. P200
2. P680
3. P750
4. P2500
5.
554.
Rate of
Sales Tax
558.
3%
562.
566.
570.
8%
574.
6%
555.
Sales Tax
559.
563.
P34
567.
571.
575.
P300
556.
Total Cost
560.
564.
P795
568.
P795
572.
576.
577.
578.
3. Generalization:
579.
How do you solve for sales tax, rate o sales tax and selling price?
580.
581.
IV.
Evaluation:
582.
Fill in the data to complete the table.
583.
Selling
584.
Rate of
585.
Sales Tax
586.
Total Cost
Price
Sales Tax
587.
1. P1,600
588.
3%
589.
P48
590.
591.
2. P4,500
592.
6%
593.
594.
P4770
595.
3. P900
596.
4%
597.
598.
599.
4. P9,000
600.
601.
P720
602.
603.
5.
604.
605.
P600
606.
P10,600
607.
608.
V.
Assignment:
609.
Analyze and solve the problem.
610.
1)
A lady bag worth P1500 is given a sales tax of 6%o. How much will a buyer pay
for the bag?
611.
2)
A food item is given a sales tax of P22.40 or 4% paid by the customer. How
much is selling price of the item? How much is the total cost paid by the customer?
612.
3)
A sales tax for an item is P125. The cost is P3125. What is the ratio of the sales
tax? How much is the selling Price?
613.
614.
MATHEMATICS VI
615.
616.
Date: ___________
617.
618.
I.
Objective:
Solve the word problem involving simple interest, principal, rate and time
619.
620.
Value: Thrift
621.
622. II.
Learning Content:
623.
Solving word problem in simple interest, principal, rate and time
624.
625.
References: BEC PELC L. 3. 4. 4
626.
Enfolding Mathematics VI
627.
Materials: Math textbooks
628.
629.
III.
Learning Experiences:
630.
A. Preparatory Activities:
631.
1. Opening song: (Math Song)
632.
633.
2. Mental Computation: Drill on finding the rate, base or percentage
634.
a. Activity 1 Role Play
635.
Materials: Each member of the team prepare question.
636.
Mechanics:
637.
1)
Form 4 teams.
638.
2)
One member of each team takes turn to flash their cards and the rest of
the pupils answer.
639.
3)
The teacher writes the score of each team and checks the answer
640.
4)
The teacher determines which team gets the highest score and declares as
the winner.
641.
642.
3. Motivation:
643.
Who has seen a bank book? What can you see in it? Does it have an
interest? What about the principal?
644.
645.
B. Developmental Activities:
646.
1.
Presentation:
647.
a.
Activity 1 - Use of Compatible Numbers
648.
Sample:
649.
Rhoda has a deposit of P5 000 in a saving account for 2 years. If the
bank pars simple interest at the rate of 6%, how much interest will she receive?
650.
1) Answering the questions:
651.
a) Who has a saving account m a bank?
652.
b) How much is her deposit'
653.
c) If you are Rhoda will you open a saving account in the bank? Why?
654.
2) Lead the pairs of pupils analyze and solve the problem.
655.
a) Ask the pupils to look for what the problem tells them to find.
656.
b) Have them know which of the given facts are the needed data and the
hidden facts.
657.
c) Help them construct question about the hidden fact.
658.
659.
660.
661.
2. Practice Exercises:
662.
1)
Three years ago, Ruby borrowed P12 000. if she paid back P15 200,
what was the rate of simple interest?
663.
2)
Laura applied a loan of P8 000 at a yearly interest of 10%. If she paid
back the credit union of P9 600, what is time period of her loan?
664.
665.
3. Generalization:
666.
How do you solve for the simple interest? rate of interest? and time?
667.
668.
IV.
Evaluation:
669.
Analyze and solves the problems.
670.
Lilia invested P75 000 at 5.75% simple interest for 2 years. How much did she earn?
671.
1) The rate of interest is _______.
672.
2) The principal is _______.
673.
3) The time covered _______.
674.
4) The equation to be used to find the interest and total amount of money are:
675.
a)
_______.
676.
b)
_______.
677.
5) The amount of interest Lilia's money earned was _______.
678.
679.
V.
Assignment:
680.
1) Nena borrowed P75 000 from a credit union. At the end of 2 years he has to pay back at
8% interest. How much is the interest?
681.
2) Ricardo's father borrows P90 000 from a financial institution. At the end of 2 3/4 years he
has to pay an interest rate of 20%. How much will he pay back the financial institution in all?
682.
3) Rolando has P20000 in his savings account. If the rate of interest is 4 1/2% a year, how
much interest does his money earn? How much money will he have in all?
683.
MATHEMATICS VI
684.
685.
Date: ___________
686.
687.
I.
Objective:
Make simple predictions
688.
689.
Value: Awareness and Sensitivity to the Things Around Us
690.
691. II.
Learning Content:
692.
Computing common percentage mentally
693.
694.
References: BEC-PELC II M.1.
695.
Enfolding Mathematics VI
696.
Materials: Math Textbooks
697.
698.
III.
Learning Experiences:
699.
A. Preparatory Activities:
700.
1. Opening Song: Pagdating ng Panahon
701.
702.
2. Motivation:
703.
Discuss the message of the song relating prediction. Which line in the
song tells what you want to occur will likely to happen? Will unlike to happen? Fair or even
chance to happen impossible to happen? Or certainly to happen?
704.
705.
B. Developmental Activities:
706.
1. Presentation:
707.
a.
Activity 1 - Use of Observable Things Around Us
708.
Decode which of the following will likely to happen, unlikely to happen,
fair or even chance to happen, impossible to happen, or certainty to happen. Write your
answer before the number.
709.
_____ 1)
A couple can not afford to have an ULTRASOUND and they are
waiting for a newborn baby. They fell that the unborn baby is a girl.
710.
_____ 2)
The sun sets in the south.
711.
_____ 3)
It is cloudy today. Then it will not rain.
712.
713.
2. Practice Exercises/Fixing Skills:
714.
Which of the followings can be considered as unlikely to happen, likely to
happen, equally likely to happen, impossible to happen or certainly to happen or certainly the
answer before the number.
715.
_____ 1) When one is seated he is rested.
716.
_____ 2) When a man sleeps, he snores.
717.
_____ 3) A man in the bathroom always takes a bath.
718.
719.
3. Generalization:
720.
Expected Question:
721.
How do you make simple prediction?
722.
723.
IV.
Evaluation:
724.
Make a prediction on the following situations are likely to happen, unlikely to
happen, equally likely to happen, impossible to happen and certainly to happen.
725.
_____ 1) Reading books makes a man wiser.
726.
_____ 2) When one sharpens his saw, he sharpens his thinking skills.
727.
_____ 3) When mother takes a bath, father is coming home.
728.
729.
V.
Assignment:
730.
Predict simply on the following situation in terms of likely to happen, unlikely to happen,
equally likely to happen, impossible to happen or certainly to happen.
731.
_____ 1) When one is in pensive mood, he thinks deeply.
732.
_____ 2) When one stares at nothing, he has depression.
733.
_____ 3) Not all gold glitters.
734.
MATHEMATICS VI
735.
736.
Date: ___________
737.
738.
I.
Objective:
Tell the number of favorable outcomes/chances
739.
740.
Value: Having faith in life
741.
742. II.
Learning Content:
743.
Telling number of favorable outcomes/chances
744.
745.
References: BEC-PELC II M.2
746.
Enfolding Mathematics VI
747.
Materials: ratio cards, spinner, die, lettercards
748.
749.
III.
Learning Experiences:
750.
A. Preparatory Activities:
751.
1. Opening Song: Pagdating ng Panahon sung by Aiza Seguerra.
752.
753.
2. Motivation:
754.
Now man sides does a coin have?
755.
If you are to toss a coin, what is the chance that your can will land head?
756.
757.
B. Developmental Activities:
758.
1. Presentation:
759.
a.
Activity 1 - Spin a wheel
760.
1)
Have a spinner having 6 equal-size sections which appear below:
761.
762.
763.
764.
765.
2)
Have each member of the tea spins the wheel while a recorder writes
what section is pointed by the pointer.
766.
3)
Ask each member to relate the number of favorable outcomes each
section has as indicated by the pointer to the number of possible outcomes like:
767.
P( ) = 1/6 (in case it points to the )
768.
769.
2. Practice Exercises/Fixing Skills:
770.
A bag has marbles with 1 blue, 3 green, 2 red and 2 yellow.
771.
Find the probability of:
772.
a.
drawing 1 blue marble
773.
b.
drawing 3 green marbles
774.
c.
drawing 2 red marbles
775.
d.
drawing 2 yellow marbles
776.
777.
3. Generalization:
778.
How do you tell the number of favorable outcomes/chances?
779.
780.
781.
IV.
782.
783.
784.
785.
786.
787.
788.
789.
790.
791.
792.
793.
794.
V.
795.
Evaluation:
Study a spinner numbered 1 to 8 is spun.
What is the probably of spinning:
a)
an odd number?
b)
divisor of 9
c)
multiple of 2
d)
composite number
e)
a factor 18
f)
a smallest even number
g)
multiple of 10
h)
greatest common factor of 24 and 32
i)
spinning 10
Assignment:
Study the cards with letters.
796.
797.
One card is draw from a well-shuffled 9 lettered cards. What is the probability of
drawing a card/card having letter/s
a. L,O,V,E
b. M,A,T
c. I
d. V,E
e. Y
798.
MATHEMATICS VI
799.
800.
Date: ___________
801.
802.
I.
Objective:
Visualize integers in their order on a number line
803.
804.
Value: Appreciation for use of number line in understanding/visualizing integers
805.
806. II.
Learning Content:
807.
Visualizing Integers in Their Order on a Number Line
808.
809.
References: BEC-PELC II N.1
810.
Enfolding Mathematics VI
811.
Materials: flashcards, handkerchief, bingo card, markers
812.
813.
III.
Learning Experiences:
814.
A. Preparatory Activities:
815.
1.
Mental Computation: PEMDAS on Whole numbers
816.
Play "Agawan Panyo"
817.
1)
Divide the class into 2 groups
818.
2)
Call on a volunteer to act as arbiter. He; she stays at the center of the
platform and holds the handkerchief. The handkerchief is allowed to dangle in the
arbiter's hand.
819.
3)
A member of each group stays at the tack of the classroom and stands at
the center aisle.
820.
4) Teachers flashes an equation
821.
Examples: 10-2.3 =
34-(5+8) =
7.3 + 24 8 =
822.
823.
833.
834.
3. Motivation:
835.
Teacher does the following actions and volunteers do the opposite actions.
836.
Ex.
837.
a) walk forward
d) shake head
838.
b) sit down
e) frown
839.
c) laugh
840.
841.
B. Developmental Activities:
842.
1. Presentation:
843.
a.
Activity 1
844.
1)
Draw a number line on the board.
845.
2)
Tell the class that numbers 1, 2, 3, 4, 5... are the set of counting numbers.
Zero, together with the set of counting numbers are the set of whole numbers.
846.
3)
Show in the mirror image of 1 on the number line.
847.
4) Introduce the set of integers and the set of whole numbers and their
opposites.
848.
5) Give more examples.
849.
850.
2. Practice Exercises/Fixing Skills:
851.
Write the integer for each.
852.
1)
deposit P400.00
853.
2)
56 below 0
854.
3)
gained 7 kilos
855.
4)
250 km north
856.
5)
12 C below 0C
857.
858.
3. Generalization:
859.
What are integers? How does the number line help you in
understanding/visualizing integers?
860.
861.
IV.
Evaluation:
862.
Write the integers for each.
863.
1)
600 m above the ground
864.
2)
lost 15 points
865.
3)
saved P20.00
866.
4)
spent P35.00
867.
5)
withdrawal of P1,500.00 card wins.
868.
869.
V.
Assignment:
870.
Illustrate the following in the number line.
871.
1)
The set of integers greater than-3 and less than 2
872.
2)
The set of integers greater than-5 and less than 5
873.
3)
The set of integers less than-0 and greater than -7
874.
4)
The set of integers less than 8 and greater than 5
875.
5)
The set of integers i s than-3 and greater than -10
876.
MATHEMATICS VI
877.
878.
Date: ___________
879.
880.
I.
Objective:
Compare Integers
881.
882.
Value: Teamwork
883.
884. II.
Learning Content:
885.
Comparing Integers
886.
887.
References: BEC-PELC N.2
888.
Enfolding Mathematics VI
889.
Materials: number line, flashcard, number cards
890.
891.
III.
Learning Experiences:
892.
A. Preparatory Activities:
893.
1. Mental Computation: Name the Integer
894.
15 units right of -50
895.
3 units to the right of 0
896.
1 unit to the left of +5
897.
898.
2. Review: Naming Integers using the Number Line.
899.
Draw a number line and use it to identify the integers described.
1. 7 units to the left of 0
2. 3 units to the right of +6
3. 6 units to the left of -2
900.
901.
3. Motivation: Using the number line.
902.
Ask:
903.
a)
What are the numbers to the right of zero? Are they greater than 0?
904.
In general, is zero less than all positive inters? Why or why not?
905.
b) What are the numbers to the left of zero? Are they less than 0?
906.
Zero is greater than all negative integers but smaller than all positive
integers.
913.
All positive integers are greater than all negative integers; all negative
integers are less than al positive integers.
914.
915.
2. Fixing Skills:
916.
Write >,< or =.
917.
a) - 4 -8
d) 5 units right of-6
918.
b) - 10 0
e) units left of 12
919.
c) 8 9
f) -150 -149
920.
921.
922.
923.
924.
IV.
925.
926.
927.
928.
929.
930.
V.
931.
932.
933.
934.
935.
3. Generalization:
How will you compare integers using> < or =?
Evaluation:
A. Fill in the box with either >,< or =.
1) 25 -25
4) 9 -9
2) -16 -16
5) 150 149
3) -15 -14
6) 200 200
Assignment:
Write the integers for each then >, < or = to compare them.
1)
20 below 0 150 below 0
2)
1500 ft. above the ground 1500 ft. below the ground
3)
basement of a building rooftop of a building
4)
7 below 0C 7 C above 0C
936.
MATHEMATICS VI
937.
938.
Date: ___________
939.
940.
I.
Objective:
Order integers in increasing/decreasing order
941.
942.
Value: Orderliness
943.
944. II.
Learning Content:
945.
Ordering integers in increasing/decreasing order
946.
947.
References: BEC-PELC II. N.3.
948.
Enfolding Mathematics VI
949.
Materials: flashcards, activity cards
950.
951.
III.
Learning Experiences:
952.
A. Preparatory Activities:
953.
1. Mental Computation: Comparing Integers
954.
1. Teacher flashes cards like the following:
955.
-7 7
12 0
-8 -9
956.
957.
2. Review: Fill in the box with < , > or =
958.
a)
0 -8
d) 15 -15
959.
b)
-5 -4
e) 0 -1
960.
c)
20 20
f) -1 +1
961.
962.
3. Motivation:
963.
a) Call 10 boys to come in front.
964.
b) Call another pupil to arrange the boys according to their weight by just looking at
them.
965.
c) After doing that, ask the 10 boys their actual weight in kilograms.
966.
d) Ask:
967.
Are they correctly arranged? In what order?
968.
969.
B. Developmental Activities:
970.
1. Presentation:
971.
a. Base Method
972.
1) Prepare 4 bases and tasks for eats base.
973.
Mechanics:
974.
a) Divide the class into groups of4.
975.
b) Each group goes from one base to another within a given :;me, say 3
minutes.
976.
c) Once they hear the buzzer, that signals them to move to the next base.
977.
2) Each group has to solve the problems in each base.
978.
979.
2. Practice Exercises/Fixing Skills:
980.
1) Arrange the following in increasing; ascending order.
981.
a) -5, 10, -12, 7, 15, -25, 0
982.
b) 0,-9,-15,+12,-4,+7
983.
984.
3. Generalization:
985.
What are the ways of ordering integers?
986.
987.
IV.
Evaluation:
988.
Arrange the integers in each group in:
989.
1) Ascending Order
990.
a) -3, 2, 4, -1
991.
b) -6, 10, 8, 13, -12
992.
c) 5, -4, -12, 6
993.
2) Descending Order
994.
a) 0,-1, 9,-3,7
995.
b) -3, 0, 4, -6, 6
996.
c) 4, 12, 0, -15, -18
997.
998.
999.
V.
Assignment:
1000.
Arrange each set of integers in descending order.
1001.
1)
-8, -5, -1, -9, -1, 1
1002.
2)
+2, +6, +11, +2, +15
1003.
3)
-26, 33, -45, 17 ,3
1004.
4)
70,-90, -46, 80, 6
1005.
5)
-6, 16, -25, -16, 44
1006. MATHEMATICS VI
1007.
1008. Date: ___________
1009.
1010. I.
Objective:
Visualize the different spatial figures
1011.
1012.
Value: Appreciation of various figures in the environment
1013.
1014. II.
Learning Content:
1015.
Visualizing spatial figures
1016.
1017.
References: BEC-PELC III. A. 1.1
1018.
Enfolding Mathematics VI
1019.
Materials: flashcards, paper robot, ball, funnel, art paper, scissors, real objects
1020.
1021. III.
Learning Experiences:
1022. A. Preparatory Activities:
1023.
1. Mental Computation: Solving for Perimeter and Area
1024.
14 cm
1025.
Example: 5m
6 cm
1026.
1027. 2. Review: Review previous lesson. Give 2 examples
1028.
1029.
B. Developmental Activities:
1030. 1. Presentation:
1031.
a. Activity
1032. 1)
Introduce the different spatial figures. Let the students describe the
characteristics of each figure.
1033. 2)
Ask what is
common among all the spatial figures?
1034. 3)
Present a paper robot whose parts are made up of spatial figures.
1035. 4)
Ask the students to identify the spatial figures represented by each part
by completing the chart below.
1036.
1037.
Activity 1
1038.
Parts of the
1039. Spatial figures Represented
Robot
1040. Head
1045. Ex. Cube
1041. Body
1046.
Rectangular prism
1042. Arms
1043. Legs
1044. Feet
1047.
1048. 2. Fixing Skills:
1049.
Identify the spatial figure represented y the following:
1050.
1) ball ______
3) funnel ______
5) tent ______
1051.
2) globe ______
4) test tube ______ 6) dice ______
1052.
1053. 3. Generalization:
1054.
What are the different spatial figures? Describe each lone.
1066. MATHEMATICS VI
1067.
1068. Date: ___________
1069.
1070. I.
Objective:
Describe the different spatial figures
1071.
1072.
Value: Resourcefulness
1073.
1074. II.
Learning Content:
1075.
Describing Spatial Figures
1076.
1077.
References: PELC III A. 1. 2
1078.
Enfolding Mathematics VI
1079.
Materials: cartolina, scissors, paste, flashcards, spatial figures, handkerchief
1080.
1081. III.
Learning Experiences:
1082. A. Preparatory Activities:
1083.
1. Mental Computation Drill: Solving for Perimeter/Area of Plane Figures
1084.
Ex: 18cm
1085.
P=?
8 m A= ?
1086.
12 cm
1087.
1088.
1089. 2. Review: Identifying Spatial Figures
1090.
What are the different spatial figure?
1091. Give examples of real objects that are models of spatial figures.
1092.
1093. 3. Motivation:
1094.
1)
Group the pupils into Learning Barkadas.
1095.
2)
Provide each group pieces of used folders, scissors and paste.
1096.
3)
Let them make some spatial figures, out of these materials.
1097.
4)
The first to make 3 will be declared as winners.
1098.
1099.
B. Developmental Activities:
1100. 1. Presentation:
1101.
Present the lesson through this activity:
1102.
a.
Call the winners.
1103. 1)
Let them show the spatial figures they made that are different from the
first group.
1104. 2)
Have them describe each and identify its parts.
1105.
b.
Matching Game
1106. 1)
Blindfold a volunteer pupil.
1107. 2)
Let him/her hold a spatial figure.
1108. 3)
Let him/her identify e1 describe it.
1109.
1110. 2. Practice Exercises/Fixing Skills:
1111.
Match Column A with Column B.
1112.
A.
B.
1113. ____ 1) The base is a polygon and its faces are triangles
a) rectangular
1114.
1115.
1116.
1117.
1118.
1119.
1120.
1121.
1122.
1123.
1124. 3.
1125.
1126.
1127. IV.
1128.
1129.
e) triangular prism
Generalization:
What is prism? What are the kinds of Prism? Describe.
Evaluation:
Complete the table.
Spatial Figure
1133.
1. Cube
1130.
No.
of
Faces
1134.
1131.
No
. of Edges
1135.
1132.
N
o.
of
Vertices
1136.
1137.
2. Rectangular prism
1138.
1139.
1140.
1141.
3. sphere
1142.
1143.
1144.
1145.
4. cylinder
1146.
1147.
1148.
1149.
5. triangular pyramid
1150.
1151.
1152.
1153.
1154. V.
Assignment:
1155. Cut out pictures of objects from newspapers or magazines that are models of spatial
figures. Describe each.
1156. MATHEMATICS VI
1157.
1158. Date: ___________
1159.
1160. I.
Objective:
Derive the area formulas of plane figures
1161.
1162.
Value: Appreciation
1163.
1164. II.
Learning Content:
1165.
Deriving Area Formulas and Solving for Areas of Plane Figures
1166.
1167.
References: BEC-PELC III. 1.3
1168.
Enfolding Mathematics VI
1169.
Materials: flashcards, pictures, bond papers, ruler, pencil
1170.
1171. III.
Learning Experiences:
1172. A. Preparatory Activities:
1173.
1. Mental Computation Drill: Finding Perimeter of Polygons
1174.
1175.
1176.
1177.
2. Motivation:
1. Show the following:
1178.
1179.
1180.
2)
3)
1181.
1182.
B. Developmental Activities:
1183. 1. Presentation:
1184.
a.
Introduce are.
Derive formula for the area of a square and rectangular.
1185.
A = S2 A = l x w
1186.
1187.
b.
Next, derive the area formula of the following: Show step-by-step
process.
1188. 1) Parallelogram
3. trapezoid
5. circle
1189. 2) rhombus
4. triangle
1190. 2. Practice Exercises/Fixing Skills:
1191.
Draw the given figure with its dimension. Write its formula in finding its area
then solve:
1192.
1)
a rectangle whose length is 15 cm and its width is 10 cm
1193.
2)
a square whose side is 3.5 m
1194.
3)
a circle a radius of is 5.2 dm
1195.
1196. 3. Generalization:
1197.
What is the area formula and how do you solve for the area of the
following?
1198.
1199. IV.
Evaluation:
1200.
A. Write the area formula of the following:
1201.
1)
rectangle
5) parallelogram
1202.
2)
square
6) trapezoid
1203.
3)
cirde
7) rhombus
1204.
4)
triangle
1205.
1206. V.
Assignment:
1207.
Solve. Show neat and clear solutions.
1208.
1)
A rice field is in the form of a parallelogram. If its base is 38 m and its height is
25 m, how many square meters can be planted with rice?
1209.
2)
The side of a roof is triangular in shape. If its side has a base which measures 6 m
and an altitude of 3.2 m, what is its area?
1210.
3)
The bases of a trapezoid measure 10 m and 15.5 m while the height is 8 m. what
is its area?
1211.
1212. MATHEMATICS VI
1213.
1214. Date: ___________
1215.
1216. I.
Objective:
Derive a formula in finding the surface area of a solids
1217.
1218.
Value: Preciseness and accuracy
1219.
1220. II.
Learning Content:
1221.
Deriving Formulas and Solving for Surface Areas of Solids
1222.
1223.
References: PELC III. A. 1.4
1224.
Enfolding Mathematics VI
1225.
Materials:
number and label cards, cartolina, different spatial figures,
measuring device
1226.
1227.
1228. III.
Learning Experiences:
1229. A. Preparatory Activities:
1230.
1. Mental Computation: Solving for Areas of Plane Figures
1231.
1.
Divide the class into 2 groups
1232.
2.
Give each group a set of number and label cards.
1233.
3.
The teacher read a word problem on area.
1234.
Ex: A square garden measures 9m on one side. How big is it?
1235.
4.
Each group forms a correct answer.
1236.
5.
The first group to form the correct answer gets 1 point.
1237.
6.
The group with the most number of points wins.
1238.
1239. 2. Motivation:
1240.
1. Show a cube.
1241.
Ask:
1242. a)
How many faces does it have?
1243. b)
What is the shape of each face?
1244. c)
Are the faces congruent?
1245. d)
What is the formula for the area of squire?
1246.
1247.
B. Developmental Activity:
1248. 1. Presentation:
1249. a. Define surface are.
1250.
b.
Based on the answers to the above questions, derive the formula for the
surface area of the following :
Cube, rectangular prism, cylinder, cone, Read each problem then solve pyramid
and sphere
1251. c. Activity (In Groups of 4)
1252. 1)
Give each group a spatial figure. Fox ex., a show box
1253. 2)
Let each group measure the dimensions of their spatial figure and solve
for its surface area.
1254. 3)
Presentation for each group follows.
1255. 4)
Discuss importance of being precise and accurate in measuring the
dimensions of the spatial figures in order also the have an accurate measurement of
surface area for each
1256. 2. Practice Exercises/Fixing Skills:
1257.
Write the formula then solve.
1258.
1)
the cube whose edge is 15 cm
1259.
2)
a bail whose radius is 5.5 cm
1260.
3)
a cylinder whose base is 2.3 m in radius
1261.
1262. 3. Generalization:
1263.
Review the formulas in solving for surface areas of solids. Recall how to
use these formulas in solving for surface area.
1264.
1265. IV.
Evaluation:
1266.
Find the surface area of the following: Give the formula then solve.
1267.
1268.
1269.
1270.
1271.
1272.
1273.
1274.
1275.
1276.
1277.
1278.
1279. V.
Assignment:
1280.
1)
A milk can has a radius of 4cm and a height of 11 cm. How much tin was used in
making it?
1281.
2)
A closed cone model has a radius of 7 cm and a height of 12 cm. And the amount
of material used in making the cone?
1282.
3)
A pyramid has a square base of side24 cm and the height of each triangular face
is 16 cm. Find the surface area of the pyramid.
1283.
4)
A close rectangular subdivision water tank, 7 m by 5 m, is to be painted all over.
1284. MATHEMATICS VI
1285.
1286. Date: ___________
1287.
1288. I.
Objective:
Tell the unit of measure used for the surface areas of solids
1289.
1290.
Value: Handling materials/objects carefully
1291.
1292. II.
Learning Content:
1293.
1. Determine the unit of measure used for the surface areas of solids 2. Sowing
for surface area
1294.
2. Solving the surface area
1295.
1296.
References: PELC III. A.2
1297.
Enfolding Mathematics VI
1298.
Materials: spatial figures, puzzle, measuring devices
1299.
1300. III.
Learning Experiences:
1301. A. Preparatory Activity:
1302.
1. Mental Computation Drill: Solving for areas of Plane Figures
1303.
1304.
1305.
1306.
1307.
1308.
3. Motivation:
1309.
1)
Divide the class into groups of 4.
1310.
2)
Provide each group a set of laboratory apparatus that are models of
spatial figures like cylinder, prism, dice, globe, funnel, Erlenmeyer flask.
1311.
3)
Let them find the dimensions using some measuring devices.
1312.
1313.
B. Developmental Activities:
1314. 1. Presentation:
1315.
a.
Let there write a formula in solving for the surface area of each object.
1316.
b.
Let them solve for the surface area of each object.
1317.
c.
Have then explain the following:
1318.
1) What measuring devices did you use?
1319. 2) What formula did you use in finding the surface area of each object?
1320. 3)
What unit of measure did you use?
1321. 4)
Why do you have to indicate the unit of measure?
1322.
1323. Valuing: Laboratory apparatus are sensitive materials.
1324.
1325. 2. Practice Exercises/Fixing Skills:
1326.
Solve for what is missing in each number:
1327.
1) r = 5 cm, h = 15 cm, SA = ________
1328.
2) 1 = 8.5cm,w = 6cm,h = 4cm, SA _______
1329.
3) The side of cube measures 43.6. Is it possible to solve the problem? Why?
1330.
1331. 3. Generalization:
1332.
What are the units of measure used in solving for surface areas of solids?
1333. Why is it important to indicate the unit of measurement?
1334. How do we solve for surface area of solids? What are the formulas used?
1335.
1336. IV.
Evaluation:
1337.
Solve the following problems:
1338.
1)
A triangular prism measures 10 cm by 15 cm by 16 cm. What unit of measure
should we use in finding its surface area? Why?
1339.
2)
You are to wrap a box at the right to make it beautiful. What measuring device
will you use to find out how much wrapper is needed? What is the appropriate unit of measure?
1340.
3)
A cylinder of radius 9 cm and a height of 20 cm has a surface area of 1,639.08.
What is missing in the situation presented?
1341.
1342. V.
Assignment:
1343. Create one problem for each spatial figure on finding its inches. surface area. Provide
your own answer key.
1344. MATHEMATICS VI
1345.
1346. Date: ___________
1347.
1348. I.
Objective:
Find the area formula of a parallelogram
1349.
1350.
Value: Orderliness
1351.
1352. II.
Learning Content:
1353.
Finding the area of a parallelogram
1354.
1355.
References: BEC-PELC III. A. 3.2
1356.
Enfolding Mathematics VI
1357.
Materials: flashcards, cartolina
1358.
1359. III.
Learning Experiences:
1360. A. Preparatory Activity:
1361.
1. Drill: Mental Computation Basic Multiplication Facts
1362.
15 x 10 =
42 x 2 =
8x9=
16 x 3 =
16 x 3 =
1363.
1364. 2. Review: Find the area of the following rectangles/square.
1365.
1) r = 5 cm, h = 15 cm, SA = ________
1366.
2) 1 = 8.5cm, w = 6cm, h = 4cm, SA _______
1367.
1368. 3. Motivation:
1369.
1)
Present the problem on the board:
1370.
Justin is making a mosaic fro tiles that are one centimeter in area. Before
he work on his mosaic, Justin draws a diagram of what he plans to do. How many tiles
will he need for the parallelogram design he made?
1371.
1372.
2)
Ask the questions:
1373. a) What is Justin making?
1374. b) Was he right in planning first the things he wants to do?
1375.
c) If you were Justin, how would you find the number of tiles needed
for the mosaic?
1376.
1377.
B. Developmental Activities:
1378. 1. Presentation:
1379.
a.
Activity 1 Use of Illustrations
1380.
Present the lesson through the following activities:
1381.
1)
Provide the class with cartolina. Have them copy the illustration given
above.
1382.
2)
Task:
1383.
a)
What is the measurement of the base and the height of the
parallelogram?
1384.
b)
Cut one end of the parallelogram and slid it to the other end.
1385.
c)
You should have a rectangular with the same base and height as
the parallelogram
1386.
d)
Base on the illustration, what is the area formula of a parallelogram?
1387.
Ans: Multiply the length of the base by the length of the height.
1388.
Area of parallelogram: b x h
1389.
1390. 2. Practice Exercises:
1391.
Find the area of each parallelogram region.
1392.
1)
b = 4in; h = 91n 4)
3) b = 4.6mm; h = 2.8mm
1393.
2)
b = 5.4m; h = 6m
4) b = l0cm; h = 7cm
1394.
1395. 3. Generalization:
1396.
How do you find the area formula of a parallelogram?
1397.
1398. IV.
Evaluation:
1399.
Find the area formula, then solve.
1400.
1401.
1402.
1403.
1404.
1405. V.
1406.
h = 27 m
b = 38 m
Formula = _____
Area = _____
Assignment:
Formula = n_____
Area = _____
1407. MATHEMATICS VI
1408.
1409. Date: ___________
1410.
1411. I.
Objective:
Find the area formula of a triangle
1412.
1413.
Value: Wise use of time
1414.
1415. II.
Learning Content:
1416.
Find the area of a triangle
1417.
1418.
References: BEC-PELC III. A. 3.2
1419.
Enfolding Mathematics VI
1420.
Materials: plane figures like triangles, parallelograms
1421.
1422. III.
Learning Experiences:
1423. A. Preparatory Activity:
1424.
1. Mental Computation Drill:
1425.
Naming of each of the following mentally
1426.
1427.
1428.
1429.
1430.
1431.
1432.
1433.
1434.
3. Motivation:
1. Present the problem on the board
1435.
Jenn is planting carabao grass in his triangular front lawn. She bought
enough carabao grass to cover 25 square meters. What could be the best way for Jenn to
do to be sure she has enough carabao grass tocover the lawn?
1436.
1437.
B. Developmental Activities:
1438. 1. Presentation:
1439.
1)
Divide the class into groups with 4 members each.
1440.
2)
Provide 2 congruent triangles and a parallelograms.
1441.
3)
Task:
1442.
a.
Find the area formula of a triangle by using the materials given to you.
Prove your answer.
1443.
b.
Do whatever you think will give you the concrete idea for the area
formula of a triangle.
1444.
1445. 2. Fixing Skills:
1446.
Write the formula in finding its area, then solve.
1447.
1448.
1449. 3. Generalization:
1450.
How do you find the area formula of a triangle?
1451.
1452. IV.
Evaluation:
1453.
Identify the base and the height for each figure. Write the formula then solve.
1454.
1455.
1456. V.
1457.
Assignment:
Create your own word problems involving area of a triangle.
1458. MATHEMATICS VI
1459.
1460. Date: ___________
1461.
1462. I.
Objective:
Find the area formula of a trapezoid
1463.
1464.
Value: Helpfulness
1465.
1466. II.
Learning Content:
1467.
Finding the area of a trapezoid
1468.
1469.
References: BEC-PELC III. A. 3
1470.
Enfolding Mathematics VI
1471.
Materials: flashcards, paper
1472.
1473. III.
Learning Experiences:
1474. A. Preparatory Activity:
1475.
1. Mental Computation Drill:
1476.
Basic Multiplication facts
1477.
1478.
1479.
1480.
1481.
1482. 2. Review: Area of a triangle
1483.
1484.
1485.
3. Motivation:
1. Present the problem on the board
1486.
Ravens lot is trapezoid in shape. She wants to plant Bermuda grass all
over the area. She knew that Bermuda grass are bought per square meter. How will Raven
know the number of square meters of Bermuda grass she has to buy?
1487.
1488.
B. Developmental Activities:
1489. 1. Presentation:
1490.
a. Activity - Modeling
1491.
1.
Provide a paper to each group.
1492.
2.
Copy this trapezoid on squared-rolled paper.
1493.
1494.
3.
1495.
1496.
4.
What figure results when you doubled the trapezoid?
1497.
1498. 2. Practice Exercises/Fixing Skills:
1499.
Write the area formula then solve.
1500.
1)
a = 15 cm
2) a = 18 m
3) b1 = 29.7cm
1501.
b = 21 cm
b = 25.5m
b2 = 42.5 cm
1502.
h = 13 cm
h = 15.7m
h = 35.9cm
1503.
1504. 3. Generalization:
1505.
How do you find the area formula of a trapezoid? Is there an effect in the
area of a trapezoid if the height is taken on either side? Why What is the area formula of a
trapezoid?
1506.
1507. IV.
Evaluation:
1508.
Find the area of the trapezoid.
1509.
1510.
1511. V.
1512.
Assignment:
Create 5 own word problems finding the area of a trapezoid.
1513. MATHEMATICS VI
1514.
1515. Date: ___________
1516.
1517. I.
Objective:
Write a formula or equation in solving for the surface area of a solid figure
1518.
1519.
Value: Attentiveness
1520.
1521. II.
Learning Content:
1522.
Writing a Equation or Formula to Solve for the Surface Area of Solids
1523.
1524.
References: PELC III A. 5.1
1525.
Enfolding Mathematics VI
1526.
Materials: space figures, activity cards, flashcards, blacks strips with phrases,
manila paper
1527.
1528. III.
Learning Experiences:
1529. A. Preparatory Activity:
1530.
1. Mental Computation Drill:
1531.
Solving for Perimeter and Area of Plane Figures
1532.
1)
Call on a volunteer from each Learning Barkada.
1533.
2)
As the teacher flashes the 9 cards, the contestants will give the answer
orally.
1534.
3)
Whoever gives the correct answer, he/she make one step forward.
1535.
4)
The first to reach the finish line, wins. 2. Review Guessing Game
1536.
1537. 2. Motivation:
1538.
1)
Black strips with phrases will be put on top of the table, disarranged.
1539. Ex:
1540. A cylindrical tank
1541. is 2.6 m high
1542. if the radius
1543. of its base is
1544. 2.6 m, what is
1545. its surface area?
1546.
2)
The teacher flashes 5 problems written in such manner as the one shown
above, one at a time.
1547.
3)
Pupil will read the problem as fast as they can.
1548.
4)
Have them write a formula or equation in solving for what is being asked
in the problem.
1549.
5)
After flashing all the problems, have the children read their answers for
problems 1-5.
1550.
1551.
B. Developmental Activities:
1552. 1. Presentation:
1553. a. Post the problem on the board so that the children can take a look at them.
1554. 1. A girl is playing with a ball with radius 30 cm. Find the surface area of the
ball.
1555. 2. Find the surface area of a rectangular prism which is 45 an long, 36 cm wide
and 2.24 cm high.
1556. b. Ask the following:
1557.
1) What is common to problems 1-5?
1558.
2) How do you solve for the surface area of a spatial figure?
1559.
3)
What should be the formula in solving for the surface area of a solid?
1560.
1561. 2. Practice Exercises/Fixing Skills:
1562.
What is the formula in solving the surface area of.
1563.
1. square pyramid ____
1564.
2. cube ____
1565.
3. rectangular prism ____
1566.
4. triangular prism ____
1567.
5. sphere ____
1568.
1569. IV.
Evaluation:
1570.
Read the problem carefully. Write the formula or equation for each;
1571.
1.
Find the surface area of a square pyramid if the length of the side of one base is
2.4 m and the height of the triangular face is 4.9 m
1572.
2.
Find the surface area of a rectangular prism if the length is 2m, the width is 3 m
and the height is 1.2 m.
1573.
1574. V.
Assignment:
1575. Write the formula or equation in solving the surface area of the following:
1576.
1577. MATHEMATICS VI
1578.
1579. Date: ___________
1580.
1581. I.
Objective:
Tell the unit of measure used for measuring the volume of solids
1582.
1583.
Value: Being responsible
1584.
1585. II.
Learning Content:
1586.
Naming the unit of measure used of volume of solids
1587.
1588.
References: BEC-PELC III. B. 1.1
1589.
Enfolding Mathematics VI
1590.
Materials: concrete objects and cutout objects of solid figures
1591.
1592. III.
Learning Experiences:
1593. A. Preparatory Activity:
1594.
1. Mental Computation Drill: Finding area of Plane Figure
1595.
1)
Teacher flashes pictures of plane figures with given dimensions.
1596.
2)
Two students at a time, solve mentally for the area..The first to give the
correct answer is challenged by another student in class.
1597.
3)
Continue this until everyone in class has participated.
1598.
1599. 2. Review: Math the drawing /cutout picture with the name of the space figure it represents:
1600.
1601.
1602.
1603.
3. Motivation:
Present a story problem
1604.
Each group in the class is required to bring rectangular boxes for planting
seedlings for their EPP class. However, only Group 3 brought their box. Their teacher showed
it to the class. He asked, "if it is to be filled with soil, how much soil does it contain?"
1605.
1606.
B. Developmental Activities:
1607. 1. Presentation:
1608.
a.
Discuss the problem:
1609. 1)
What is our problem all about?
1610. 2)
What can you say about Group 3? Other groups?
1611. 3)
What are we asked to find?
1612.
1613.
b. Activity Group Activity
1614.
Let the pupils go back again to the story problem. Let then discuss and
answer the following questions:
1615. 1)
Is the length, width, and height of the rectangular box given?
1616. 2)
What metric unit of length should be used for its length, width and
height?
1617. 3)
For example the unit of length used is centimeter, what cubic unit of
measure should be used to find its volume?
1618.
1619. 2. Practice Exercises/Fixing Skills:
1620.
Give the appropriate unit of measure to used in finding the volume of
1621.
a) room _______
c. globe _______
e. baseball
_______
1622.
b) shoebox _______
d. refrigerator _______
1623.
1624. 3. Generalization:
1625.
What is the unit measure used for measuring the volume of solid?
1626.
1627. IV.
Evaluation:
1628.
Use cm3, m3, to tell what cubic unit of measure is appropriate to be used?
1629.
1.
box of chocolate
1630.
2.
tent
1631.
3.
glass
1632.
4.
gymnasium
1633.
5.
mathbook
1634.
1635. V.
Assignment:
1636.
Give the cubic unit of measure, for finding the volume of the following:
1. a box 44 cm by 9cm by 6cm
2. a cone with height 9dm and radius 4 fm
3. a cabinet 1.2m by 0.9m by 0.5m
4. a ball with radius 10 cm
1684.
a. 27 m3
b. 4.95 dm3
c. 6.226 mm3
1685.
1686. 3. Generalization:
1687.
How do we convert one cubic unit of measure to its larger or smaller
equivalence?
1688.
1689. IV.
Evaluation:
1690.
Find the blanks:
1691.
1692.
1693. V.
1694.
Assignment:
1695. MATHEMATICS VI
1696.
1697. Date: ___________
1698.
1699. I.
Objective:
Devide a formula for finding the volume of rectangular prisms.
1700.
1701.
Value: Cooperation
1702.
1703. II.
Learning Content:
1704.
Volume of rectangular Prism
1705.
1706.
References: PELC III B. 1.3
1707.
Enfolding Mathematics VI
1708.
Materials: transparent rectangular container, small cubes, Rubiks cube
1709.
1710. III.
Learning Experiences:
1711. A. Preparatory Activity:
1712.
1. Mental Computation Drill: Solving for Areas of Plane Figures
1713.
Play Pass-ItOn
1714.
1)
Teacher divides the class into 6 groups (per column).
1715.
2)
Teacher instructs the students in front to prepare a piece of paper (1/4
sheet), which will be their groups answer sheet.
1716.
3)
Teacher shows a picture of a plane figure with given dimensions.
1717.
4)
Students in front solve mentally for the area and write their answer on
the pi8ece of paper, with the proper labelTM..pp.246
1718.
1719. 2. Review: Review in solving for the areas of the following: Square, Rectangle,
Parellelogram, Trapezoid, Triangle
1720.
1721. 3. Motivation:
1722.
Show a rubiks cube.
1723.
A Rubiks cube is a 3 x 3 x 3 cube that can be manipulated so that each face of
the cube will have the same design.
1724.
Question:
1725.
1. What do you call this project?
1726.
2. Do you know to play it? How?
1727.
1728.
B. Developmental Activities:
1729. 1. Presentation:
1730.
a. Tell the class that the number of small cubes that make up the Rubiks cube its
volume
1731.
b. Activity Group Work
1732.
Materials: Work sheet, 1 transparent rectangular container, small cubes.
1733.
Procedure: Fill the container with small cubes until its upper portion is
reached.
1734.
Guide Question:
1735. 1)
What kind of solid figure is the container?
1736. 2)
How many cubes did you put inside the rectangular container?
1737. 3)
then all?
1738.
1739.
1740.
How can you find the number of cubes in the container without counting
a)
b)
c)
1741.
1742. 2. Practice Exercises/Fixing Skills:
1743.
Find the missing number
1744.
1. V = 372 cu m
2. V = 1232 cm
1745.
l = 31 m
l = 11 cm
1746.
w = ___
w = 8 cm
1747.
h=3m
h = ____
1748.
1749. 3. Generalization:
1750.
How do you solve for the volume of rectangular prism? What is the
formula used?
1751.
1752. IV.
Evaluation:
1753.
Complete the table find the volume of each.
1754.
Lengt
1755.
Width
1756.
Heigh
1757.
Volum
h
t
e
1758.
1) 9
1759.
8.6 dm
1760.
5 dm
1761.
dm
1762.
2) 1.4
1763.
1.5 m
1764.
1.8 m
1765.
m
1766.
3) 40
1767.
15 cm
1768.
24 cm
1769.
cm
1770.
4)
1771.
9.4 cm
1772.
15 cm
1773.
18.5 cm
1774.
5) 5
1775.
4m
1776.
7 2/3
1777.
m
1778.
1779. V.
Assignment:
1780.
Complete the table
1781.
Length
15 cm 8.2 dm
5m
______
2.3 cm
1782.
Width
9 cm 4.7 dm
2 cm
______
1783.
Height
7 cm 2.6 dm
4 3/8
9 m 2.6 m
1784.
Volume
_____ _____
______
756 m3
17.94
1785.
1786. MATHEMATICS VI
1787.
1788. Date: ___________
1789.
1790. I.
Objective:
Derive a formula for finding the volume of cylinders
1791.
1792.
Value: Importance of conserving water/thrift
1793.
1794. II.
Learning Content:
1795.
Finding the volume of cylinders
1796.
1797.
References: BEC-PELC III B.1.3
1798.
Enfolding Mathematics VI
1799.
Materials: cardboards, paste/tape, illustrations, chalk, eraser, illustration board ruler
1800.
1801. III.
Learning Experiences:
1802. A. Preparatory Activity:
1803.
1. Mental Computation Drill: Solving for Volumes of Prisms
1804.
a)
Teacher divides the class into 6 groups (per column). Each group is
provided an illustration board (1/4), chalk and eraser.
1805.
b)
Teacher flashes a card with the dimensions of prism.
1806. For ex:
1807.
L = 8 cm w = 5 cm
h=10 cm
1808.
B = 18 m3 h = 3 m
1809.
L = 1/2 m w1/5 m
h=1/4 m
1810.
c)
The first student from each group solves mentally for the volume of the
prism and writes the answer on the illustration board provided for them.
1811.
1812. 2. Review: Finding the Volume of Prisms
1813.
Formula:
V = Bh where
B = are of the base
1814.
H = height of the prism
1815.
Ex.
1816.
a) An aquarium is 60 cm long, 20 ctrl wide and 30 cm high. How much water
can it hold?
1817.
V = Bh
1818.
= (1x)xh
1819.
= 60 x 20 x 30 = 36,000 cm3
1820.
1821. 3. Motivation:
1822.
Present a story problem:
1823. Water is indispensable because of its many uses. However some places have little
supply of water. People need to store water using jars, plastic containers, drums pp 248
1824.
1825.
B. Developmental Activities:
1826. 1. Presentation:
1827.
a.
Let each group/pair discuss the following questions acid record their
answers or ideas. Afterwards, they can share them to the class.
1828. 1)
Why is water important? What are its uses?
1829.
2)
Do you only need to conserve if your place have little supply of water?
Why or why not?
3)
How can we conserve water?
Discussion:
1)
Let the pupas illustrate the tank. Let them write/put the given data
1830.
1831.
1832.
correctly.
1833.
2)
Review then write the formula for finding the volume of rectangular pry.
1834. V = B x h
1835. V = 1 x w x h
1836. Where B = area of base H = height of prism
1837.
3)
Do you think that solving for the volume of a cylinder is somewhat
similar to that of a prisms? Do we use the same formula V = Bh?
1838.
4)
What specific formula do we use in finding volumes of cylinders? Elicit
formula:
1839. V = r2 x h
1840.
5)
What is the base area of the cylinder? How can we find the area of the
base or the circle? (Let them write the formula.) area of circle = r2.
1841.
1842. 2. Practice Exercises:
1843.
Find the volume of the cylinder. Use = 3.14
1844.
1. r = 2 cm
2. d = 10 mm
3. d = 20 dm
1845.
h = 9 cm
h = 16 mm
r=
1846.
V=
V=
h=
1847.
V = 4710 dm3
1848. 3. Generalization:
1849.
How can you find the volume of a cylinder?
1850.
1851. IV.
Evaluation:
1852.
Give the volume of each cylinder.
1853.
1.
d = 200 mm
3. r = 1.5 dm
1854.
r=
h = 3.7 dm
1855.
h = 115 mm
V = _____
1856.
1857.
2.
B = 530.66 sq.m.
1858.
h = 18 cm
1859.
v = _____
1860.
1861. V.
Assignment:
1862.
Solve for what is being asked. Use the formula V h.
1863.
1)
B = 15.3 86 dm
h =13 dm
V=
2
1864.
2)
B = 2826 m
h = 45 m
V=
1865.
3)
B = 7.065 cu. m.
h = 4.7 m
V=
1866.
4)
B = 254.34 cm2
h = _____
V = 3306.42 cm3
1867.
5)
B = 5.3 86
h =18 cm
V = 6838.92 cm3
1868. MATHEMATICS VI
1869.
1870. Date: ___________
1871.
1872. I.
Objective:
Derive a formula for finding the volume of cones
1873.
1874.
Value: Kindness
1875.
1876. II.
Learning Content:
1877.
Deriving a formula a solving for the volume of cones
1878.
1879.
References: BEC-PELC IV.B. 1.3
1880.
Enfolding Mathematics VI
1881.
Materials: flashcards, different sizes of cans, sand, mongo beans, ruler, worksheets,
cartolina
1882.
1883. III.
Learning Experiences:
1884. A. Preparatory Activity:
1885.
1. Mental Computation Drill: Multiplying Whole Numbers
1886.
Multiplying the following mentally
1887.
a.
15 x 4
b. 6 x 2 x 5
c. 8 x 13
d. 3 x 4 x 4
1888.
1889. 2. Review: Finding the Volume of Cylinders
1890.
Prepare different sizes of cans
1891.
Each group will get one can and do the following:
Measure its length and its radius in cm
Find its volume
Share the solution and answer to the class
1892.
1893. 3. Motivation:
1894.
Let the pupils give examples of objects that are conical shape. Have them define
or describe a cone.
1895.
1896.
B. Developmental Activities:
1897. 1. Presentation:
1898.
Activity 1
1899.
1900.
Present a Story Problem:
1901. Marie attended a birthday party. All children were be given party hats and ice
cream in cores One lithe girl accidentally dropped her ice 3-earn, so she started crying. Marie
saw the incident. She went over to the girls and gave her ice cream. The little girl gave her a
big smile and said "thank you". Marie was very happy.
1902.
1903.
Discussion:
1904.
a)
What was the story all about?
1905.
b)
Why was the little girl crying?
1906.
c)
What did Marie do?
1907.
d)
Why was Marie very happy?
1908.
1909.
1910.
1911.
1912.
1913.
1914.
1915. 3. Generalization:
1916.
How do you find the volume of a cone? What is the formula used?
1917.
1918. IV.
Evaluation:
1919.
Solve for the volume of each cone:
1920.
1921.
1922.
1923.
1924.
1925.
1926.
1927.
1928.
1929.
1930.
1931.
1932.
1933.
1934.
1935.
1936. V.
Assignment:
1937.
Find the missing dimension. Use pie = 3.14
1938.
1) r =
2) r = 5 cm
3) B = 5,3066 m2
1939.
h = 8m h = 8m
h = _____
h = ______
1940.
V = 301.44 cu. m.
V = 235.5 m3
V = 2.6533 m3
1941.
1942.
1943.