Lesson Guide

In
Elementary Mathematics
Grade 6

Chapter II
Rational Numbers
Integers

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics
Grade VI

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 6

Region 3 Ateneo de Manila University

Dolores A. Umbina – Olongapo City Girlie N. Salvador

Zenaida P. Gomez – Pampanga
Teresita T. Tungol – Pampanga Support Staff

Region 4-A Ferdinand S. Bergado

Margarita Rosales – Lucena City Ma. Cristina C. Capellan
Segundina B. Gualberto – Batangas Emilene Judith S. Sison
Estelita Araullo – Rizal Julius Peter M. Samulde
Henry P. Contemplacion – San Pablo City Roy L. Concepcion
Marcelino C. Bataller
National Capital Region (NCR) Myrna D. Latoza
Teresita L. Licardo – Quezon City Eric S. de Guia – Illustrator
Lilia T. Santos – Quezon City
Eleanor Interia – Quezon City Consultants
Elfrida V. Marquez – Manila
Victoria C. Tafalla – Valenzuela Fr. Bienvenido F. Nebres, SJ – President,
Ateneo de Manila University
Bureau of Elementary Education (BEE) Carmela C. Oracion – Ateneo de Manila
University
Rogelio O. Doñes Pacita E. Hosaka – Ateneo de Manila
Robesa Hilario University

Project Management

Yolanda S. Quijano – Director IV

Angelita M. Esdicul – Director III
Simeona T. Ebol– Chief, Curriculum Development Division
Irene C. de Robles – OIC-Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education

Jesus G. Galvan – Undersecretary for Finance and Administration
Vilma L. Labrador – OIC, Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By:

ISBN – 971-92775-5-6
 TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

II. Rational Numbers

A. Integers

Visualizing Integers in their Order on a Number Line .................................................... 1

Comparing Integers ........................................................................................................ 3
Ordering Integers ........................................................................................................... 5

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 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

iv
 MATRIX IN ELEMENTARY MATHEMATICS
Grade VI

MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES

I. Rational Numbers

A. Comprehension of Integers
1. Visualize integers in their Appreciation for use of the Use of number line Movements
order on a number line number line in under-
standing and visualizing
integers
2. Compare integers Teamwork Group work

3. Order integers in increasing/ Orderliness

decreasing order

v
Visualizing Integers in their Order on a Number Line

I. Learning Objectives

Cognitive: Visualize integers in their order on a number line

Psychomotor: Write integers correctly
Affective: Appreciate the use of the number line in understanding/visualizing integers

II. Learning Content

Skills: Visualizing integers in their order on a number line

Reference: BEC PELC II.N.1
Materials: flash cards, handkerchief, bingo card, markers
Value: Appreciation for the use of number line in understanding/visualizing integers

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation: Parenthesis, Exponent, Multiplication, Division, Addition,

Subtraction (PEMDAS) on Whole Numbers

Play “Agawan Panyo”

1) Divide the class into 2 groups.
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.
3) A member of each group stays at the back of the classroom and stands at the center
aisle.
4) Teacher flashes an equation.
Ex. 10 – 2.3 =  34 – (5 + 8) = 
7.3 + (24  8) = 
5) The 2 contestants at the back come forward to grab the handkerchief from the arbiter.
They both solve mentally for the correct answer by applying the PEMDAS.
6) The one who grabs the handkerchief first gives his/her answer. If it is correct, his/her
group gets 1 point. If not, the other contestant may steal.
7) Continue the game for another set of contestants.
8) The group with the highest number of points wins.

2. Review: Finding the Probability of Some Events

1) Divide the class into 3 groups.

2) Show to them a bag containing marbles; 4 blue, 2 red, 1 white, and 3 green marbles.
3) On a random draw, ask for the probability of the following events to happen:
a) P (picking a blue marble)
b) P (picking a green marble)
c) P (picking a red marble)
d) P (picking a white marble)
4) Call a volunteer to do the act of drawing the marbles.
5) Discuss the answers.

3. Motivation

Teacher does the following actions and volunteers do the opposite actions.
Ex.
a) walk forward d) shake head
b) sit down e) frown
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 c) laugh
Teacher gives the following words and the class gives the antonym.
Ex.
a) love c) patience
b) good d) stubborn
If words and actions have opposites, numbers also have opposites.

B. Developmental Activities

1. Presentation

a. Activity 1

1) Draw a number line on the board.

0 1 2 3 4 5

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.
3) Show the mirror image of 1 on the number line.
4) Introduce the set of integers and the set of whole numbers and their opposites.
5) Give more examples.
Name an integer for each. Use the number line:
a) 5 units right of 6 e) 20 ft. below sea level
b) 8 units of -1 f) climb 50 m higher
c) 6 units right of -2 g) deposit of 1,000
d) 10 units left of 4

b. Activity 2: BINGO

1) Let the pupils prepare a 3 x 3 bingo card from a piece of paper using numbers from
this set:
-8, 12, 46, 25, -9, 0, -10, 8, 9, -11
-25, -30, 26, 15, -14, 1, -12, 7, -7, 10

Ex.
-25 -10 0
7 12 8
26 9 -9
2) Teacher prepares the following question cards before hand. She/he makes sure that
answers are in the list given.
Ex. Name the integer:
buried 8 ft under the ground (-8)
30 units right of -15 (15)
3) Teacher shuffles the question cards and reads out one.
4) Pupils determine the correct integer. If the integer is on their Bingo card, they mark it
with a marker, ex. a coin.
5) The first to completely fill his/her bingo card wins.

2. Fixing Skills
Write the integer for each.
1) deposited 400.00 6) 16 steps backward
2) 56 below 0 7) decreased by 10.00
3) gained 7 kilos 8) withdrew 250.00

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 4) 250 km north 9) 6 floors up
5) 12 C below 0C 10) 15 m below sea level

3. Generalization
What are integers? How does the number line help you in understanding/ visualizing
integers?

C. Application

Name the correct integer described by each:

1) You watched a rocket launching on TV. The announcer said:
______ a) blast off 4 seconds
______ b) 4 seconds after blast off
______ c) 3 seconds before blast off
2) Water freezes at temperature 0 degrees centigrade.
______ a) The temperature was 20 above zero during the day.
______ b) It dropped 23 that night.
______ c) The temperature was 12 below zero.
______ d) Warm winds made the temperature rise to 12 above zero.
______ e) The temperature was 0.
______ f) It dropped 8.
______
g) Then it dropped more to 13.

IV. Evaluation

A. Represent each of the ff quantities by appropriate integer.

1) 600 m above the ground 4) spent 35.00
2) lost 15 points 5) withdrawal of 1,500.00
3) saved 20.00

A. Use a number line to identify the points describe.

1.) 3 units to the right of 1
2.) 5 units to the left of 0
3.) 3 units to the right of +6
4.) 7 units to the left of -7
5.) 12 units to the right of -5
V. Assignment

Illustrate the following in the number line.

1) The set of integers greater than -3 and less than 2
2) The set of integers greater than -5 and less than 5
3) The set of integers less than 0 and greater than -7
4) The set of integers less than 8 and greater than 5
5) The set of integers less than -3 and greater than -10

Comparing Integers

I. Learning Objectives

Cognitive: Compare integers

Psychomotor: Write <, >, or = in comparing integers
Affective: Show teamwork within a group

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II. Learning Content

Skills: Comparing integers

Reference: BEC PELC N.2
Materials: number line, flash cards, number cards
Value: Teamwork

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation: Name the Integer

Play “Number Scramble”
1) Divide the class into 2 groups.
2) Teacher distributes number cards from 0 to 9 and a card with a negative sign, to each
group. One pupil, one card.

Ex. 0 , 1 , 2 ,… 9 -
8
3) Teacher shows a phrase and pupils solve mentally for the integer asked.
Ex. 15 units right of -50

4) Let’s say the answer is -35. Students holding the cards - , 3 and \ 5
go in front and form the correct integer.
5) The first group to form the correct integer gets 1 pt. for the group.
Note: Teacher should make sure that answers have no repeating digits.

Ex.: 55 23
not allowed allowed
6) The group with the most number of points wins.
 Discuss the value of teamwork.

2. Review: Naming Integers Using the Number Line

Draw a number line and use it to identify the integers described.
1) 3 units to the right of 0
2) 7 units to the left of 0
3) 1 unit to the left of +5
4) 3 units to the right of +6
5) 6 units to the left of -2

3. Motivation: Using the Number Line

Ask:
a) What are the numbers to the right of zero? Are they greater than 0?
 In general, is zero less than all positive integers? Why or why not?
b) What are the numbers to the left of zero? Are they less than 0?
 In general, is zero greater than all negative integers? Why?
c) Can we say that 10 is greater than -10?
 In general, are all positive integers greater than negative integers? Why?

B. Developmental Activities

1. Presentation
a. Discuss how to compare integers using the symbols >, <, or =.
b. Draw out the following:
 Zero is greater than all negative integers but smaller than all positive integers.
 All positive integers are greater than all negative integers; all negative integers are
less than all positive integers.

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  When comparing 2 integers with the same signs, that one that is farther to the right
on the number line is the greater integer.

2. Fixing Skills
Write >, <, or =.
a) -4  -8 d) -9  -9 g) 5 units right of -6  9
b) -10  0 e) -12  12 h) units left of 12
c) 8  9 f) -150  -149

3. Generalization
How will you compare integers using >, <, or =?

C. Application
1) Teacher shows the following: example -28  -29
2) The class shows the correct symbol using their arms.

IV. 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

B. State whether the sentence is true or false. Explain your answer.

1) -7 < -9 4) -3 < 0 7) 1 = -4
2) +9 > 6 5) 6 < -8 8) -100 = 100
3) -7 > 6 6) -3 > 0 9) 4 < 8

V. Assignment

Write the integers for each, then >, <, or = to compare them.
1) 20 below 0  15 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 0C  7C above 0C

Ordering Integers

I. Learning Objectives

Cognitive: Order integers in increasing/decreasing order

Psychomotor: Write integers in increasing/decreasing order
Affective: Appreciate the importance of having order in everyday life

II. Learning Content

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 Skills: Ordering integers in increasing/decreasing order
Reference: BEC PELC II.N.3
Materials: flash cards, activity cards, buzzer
Value: Orderliness

III. Learning Experiences

A. Preparatory Activities
1. Mental Computation: Comparing Integers
1) Teacher flashes cards like the following:
-7  7 12  0 -8  -9
2) Pupils form the correct symbol with their arms.

2. Review
Fill in the box with <, > or =.
a) 0  -8 d) 15  -15
b) -5  -4 e) 0  -1
c) 20  20 f) -1  +1

3. Motivation
a) Call 10 boys to come in front.
b) Call another pupil to arrange the boys according to their weight by just looking at them.
c) After doing that, ask the 10 boys their actual weight in kilograms.
d) Ask:
Are they correctly arranged?
In what order?

B. Developmental Activities

1. Presentation
a. Base Method
1) Prepare 4 bases and tasks for each base.
Mechanics:
a) Divide the class into groups of 4.
b) Each group goes from one base to another within a given time, say 3 minutes.
c) Once they hear the buzzer, they move to the next base.
2) Each group has to solve the problems in each base.
Base 1

The Pyramids were built about 4 692 years ago. Number these dates
from 1 to 8 (most recent to most ancient).

47 BC __ 501 BC __ 302 BC __ 1497 AD __

124 AD __ 34 AD __ 1000 BC __ 1907 AD __
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 Base 2

Number these golf scores from1 to 8 (best to worst).

Note: Below par is better than above par.

3 above par ___ 4 below par ___

3 below par ___ 5 below par ___
par ___ 8 above par ___
1 above par ___ 6 below par ___

Base 3

Number these temperature readings from 1 to 10 (warmest to coldest).

14F ___ 4 F ___ 2 F ___

-3 F ___ 7 below 0 F ___ 1 below 0 F ___
0 F ___ 5 below 0 F ___ -8 F ___
7 F ___

Base 4

Number these elevations from 1 to 10 (highest and lowest).

___ 400 ft above sea level
___ 10 000 ft above sea level
___ 1 000 ft above sea level
___ 1 mile above sea level
___ 14 mile below sea level
___ 15 000 ft below sea level
1
___ 4 mile below sea level
___ 500 ft below sea level
___ 12 mile below sea level
1
___ 2 mile above sea level

3) Discuss the importance of having order, let’s say in lining up when you want to drink
from a drinking fountain or when you want to buy in the canteen. What does it bring
to our daily life?

2. Fixing Skills
1) Arrange the following in increasing/ascending order. (Use a number line)
a) -5, 10, -12, 7, 15, -25, 0
b) 0, -9, -15, +12, -4, +7
2) Arrange the following in decreasing/descending order. (Use a number line)
a) 29, -8, 16, -14, 0, 18, -18
b) 20, -20, 15, -15, 0, -4, 4

3. Generalization
What are the ways of ordering integers?

C. Application
Order the following in ascending order.
a) 8:00 a.m. b) basement c) 8 C
th
4:00 p.m. 5 floor 0 C
st
7:00 p.m. 1 floor 15 C
th
5:00 a.m. 10 floor 95 C
rd
9:00 a.m. 3 floor 17 C

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IV. Evaluation
Arrange the integers in each group in: (Use a number line)
1) Ascending Order
a) -3, 2, 4, -1 b) -6, 10, 8, 13, -12 c) 5, -4, -12, 6

2) Descending Order
a) 0, -1, 9, -3, 7 b) -3, 0, 4, -6, 6 c) 4, 12, 0, -15, -18

V. Assignment
Arrange each set of integers in descending order.
1) -8, -5, -1, -9, -11 4) 70, -90, -46, 80, 6
2) +2, +6, +11, +2, +15 5) -6, 16, -25, -16, 44
3) -26, 33, -45, 17, 3