Learning Materials in

Teaching Math in the Primary Grades

Asso. Prof. Lolita G. Manejero

1
 West Visayas State University
Janiuay Campus
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero Nat’l Comp.
High School,Janiuay Nat’l Comp. High School, Janiuay National
Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 317-1894
* Website: www.wvsu.edu.ph*Email Address: janiuay@wvsu.edu.ph

LEARNING MATERIALS IN MTHT 206- TEACHING MATHEMATICS IN THE PRIMARY GRADES

by: Asso. Prof. Lolita G. Manejero

Year and Section: BEEd I-A and I-B

Semester: 2nd Semester
School Year: 2022 – 2023

UNIT I. NUMBERS AND NUMBER SENSE

Numbers- refer to arithmetical value, expressed by word, symbol, or figure, representing a particular quantity
and used in counting and making calculations and showing order in a series or for identification.

Number Sense- refers to “an intuitive understanding of numbers, their magnitude, relationship, and how
they are affected by operations.
- Refers to a group of key math abilities. It includes the ability to understand quantities and concepts like
more or less
- The concept of numbers or understanding of numbers
- Person’s ability to use and understand; knowing their relative values, how to use them to make
judgments
-

1.1 Whole Numbers and Decimals

Objectives: At the end of the topic the students must have:

1. identified the place value of a number;

1.named and applied the different properties of whole numbers and decimals;
2. evaluated the four operations involving whole numbers and decimals;
3. applied the rules for order of operations in solving mathematical expressions;
4. changed fractions to decimals and vice versa;
5. identified repeating decimals and terminating decimals; and
6. used shortcuts in operating whole numbers.

Whole Numbers- numbers without fractions; no fractional or decimal part and no negative numbers
W = {0, 1, 2, 3….}
Decimal Numbers – positional numeral system employing 10 as the base and requiring 10 different
numerals, the digits, 0, 1, 2, 3, , 5, 6, 7, 8, 9. It also requires a dot (decimal point) to represent decimal
fractions.
- Often used to mean a number that uses a decimal point followed by digits that show a value smaller
than 1. Examples: 0.8, 0.25, 3.75, 35. 5…etc.
Our numeration system is called Hindu-Arabic or Decimal System. The Hindu-Arabic system uses place
value which make it easier to read numbers.

Examples: In a four-digit number, the place value of each digit from left to right is: thousands,
hundreds, tens, and ones. The place value chart below shows the number “four thousand, seven hundred
twenty-eight” (4 728).

Sample PLACE VALUE CHART(whole numbers)

Place value in words Thousands Hundreds Tens Ones
Place value in figures 1000 100 10 1
Given number 4 7 2 8

2
 In a decimal number consisting of four decimal places, the place value of each digit from left to right
is: tenths, hundredths, thousandths and ten thousandths. Ex. The place value chart of a decimal
number, thirty-four and six hundred twenty-three thousandths (34. 623) is shown below.

Sample DECIMAL PLACE VALUE CHART

Place value in Tens Ones Decimal point Tenths Hundredths Thousandths
words (and)


Place value in 10 1  1/10 1/100 1/1000

figures
Given 3 4  6 2 3
number

A. Properties and Operations of Whole Numbers and Decimals

a. Addition of Whole Numbers

Addition- is the process of putting two or more numbers or things together.

Addends- the numbers that are being added
Sum – the result in addition Ex. 8+9 = 17; 8 and 9 are the addends, 17 1s the sum

Properties of Addition

1. Commutative Property of Addition (CPA) –states that the order of the addends does not
affect the sum.

Ex. 4+7 = 7+4

2. Associative Property of Addition(APA) –states that changing the grouping of the addends
does not affect the sum.

Ex. 8 + (7 + 2) =( 8 + 7) + 2

3. Identity Property of Addition (IPA) – states that the sum of a number and zero is the
number itself.

Ex. 8 + 0 = 8, 0+35 =35, 12+0 = 12

Adding Two or Three –Digit Numbers

*To add two to three-digit numbers, follow the steps below:

1. Arrange the numbers in column so that digits of the same place value are aligned.

Ex. Let’s find the sum of 74 and 162

Solution:

Hundreds Tens Ones

+ 7 4
1 6 2

2. Add the digits in ones place, tens place, then the hundreds place

Hundreds Tens Ones

+ 7 4
1 6 2
6

3
 In the tens place, since 7 tens plus 6 tens total is 13 tens, rename 13 tens as 1 hundred and 3 tens; write
3 tens in the tens digit of the sum an regroup the 1 hundred with the hundreds digits of the addends, then
add.
Hundreds Tens Ones
+ 1 7 4
1 6 2
2 3 6 the sum is 236

Addition of Decimal numbers

*To add decimal numbers, follow the steps below:

1. Write down the numbers, one under the other, with the decimal points lined up.
2. Add the digits in column and remember to put the decimal point in the answer.
Ex. Find the sum of 0.32 + 12. 324 + 1.1

0.32
+ 12.324
1.1
13.744 sum
In adding decimal numbers with regrouping, follow the same method as in addition of whole numbers with
regrouping.

b. Subtraction of Whole numbers

When subtracting numbers, it is important to line up the digits just as with addition. The minuend is
the greater number from which the lesser number is subtracted. The subtrahend is the number that is
subtracted from the minuend. The difference is the quantity that results from subtracting the subtrahend from
the minuend.

Ex. In 86-52 = 34, 86 is the minuend, 52 is the subtrahend and 34 is the difference.

When writing subtraction problem, the minuend is placed above the subtrahend.
86
- 52
34 difference

Subtracting numbers with regrouping - Regrouping in subtraction is a process of exchanging one tens into
ten ones. We use regrouping in subtraction when the minuend is smaller than the subtrahend.

Ex. Subtract 48 from 275

Solution:

Hundreds Tens Ones

2 7 5
- 4 8
Since the minuend in the tens place is less than the subtrahend, regroup 7 tens as 6 tens and ten ones, then
regroup 10 ones to 5 ones and subtract by column or place value as shown below:

Hundreds Tens Ones

2 6 15
- 4 8
2 2 7 the difference is 227
In subtraction of decimal numbers, the same method will be applied as in addition of decimals, the only
difference is you subtract the digits by column.

Ex. Subtract 7.452 from 29.987

29.987

4
 - 7.452
2 .535 difference

ACTIVITY #1

(Use long size bond paper for your answer sheet)

A. Give the place value of the numeral 8 in each of the following. Write your answer on the blank
provided at the right column.

1) 2,840______________________ 4) 0.489___________________________
2) 586________________________ 5) 21. 578__________________________
3) 1,048_______________________

B. Give the missing addend or sum. Then identify the property of addition shown on the following.
Write CPC, APA and IPA. Write your answer on the blank provided on each item.

1) 12 + 9 = 9 + _____ _______________
2) (8 + 3) + ______ = 8 + (3 + 6) _______________
3) _____ + 8 = 8 ________________
4) 76 + 0 = 76 ________________
5) 4 + 9 = _____ + 4 ________________

C. Perform the indicated operations on the following:

1. Find the sum: 35.248 + 444.56 + 0.012 + 15

2. At the mall, Karl spent Php 145 on the first store and Php 248 in the second store, after which, he
has Php 120 left. How much money did he start with?
3. Subtract 85.246 from 98. 892.

c. Multiplication of Whole numbers

In the multiplication sentence 25 x 2 = 50, 25 and 2 are called the factors and 50 is called the
product.

Multiplication as Repeated Addition

Multiplication is called repeated addition since adding the same number repeatedly may be
expressed as multiplication instead. Let’s take a look at the following examples.

Addition Multiplication Answer

1. 4+ 4 +4 + 4 +4+4+4 7 groups of 4 or 7 x 4 28
2. 3 + 3 + 3 + 3 + 3 + 3 +3 + 3 + 3 8 groups of 3 or 8 x 3 24
3. 8+8+8+8+8 5 groups of 8 or 5 x 8 40

Try to memorize the basic multiplication facts

Properties of Multiplication

1. Commutative Property of Multiplication (CPM) – states that when the order of the factors
is changed, the product is still the same.
Ex. 3 x 5 = 5 x 3
15 = 15
2. Associative Property of Multiplication (APM) - states that the grouping of the factors does
not affect the product.
Ex. (2 x 8) x 5 = 2 x (8 x 5)
16 x 5 = 2 x 40

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 80 = 80
3. Identity Property of Multiplication (IPM) – states that when a number is multiplied by 1,
the product is the number itself.
Ex. 10 x 1 = 10; 1 x 8 = 8; 12 x 1 = 12

4. Zero Property of Multiplication (ZPM) – states that any number multiplied by zero is zero.
Ex. 0 x 9 = 0 ; 24 x 0 = 0; 6 xx 0 = 0

Multiplication of Decimal Numbers

To multiply decimal numbers, the same method as in multiplication of whole numbers will be
applied. To get the final answer, add the number of decimal places in the factors.

Ex.1) 0.3 x 2.3 = 0.69

In this example, the sum of the number of decimal places in the factors is 2 that is why there
are two decimal places in the product.

Ex.2) 3.25 x 2.7 = 8.775

The total number of decimal places in the factors is 3, so there are three decimal places in the
final answer.

d. Division of Whole Numbers

The process of division can be expressed as :

5
10 ÷ 2 = 5 or 10/2 = 5 or 2 10, where 10 is called the dividend or the number being divided; 2 is
called the divisor or the number that divides; and 5 is called quotient or the answer in division.

Division as Repeated Subtraction- Division is called repeated subtraction. Ex. To answer the question,
“How may 2’s are there in 10”?, we may either subtract 2 from 10 repeatedly or simply divide.
To find the number of 2’s in 10 using repeated subtraction, we subtract 2 from 10 repeatedly until the
difference is 0.

10-2 = 8
8-2 = 6
6-2 = 4
4-2 = 2
2-2 = 0
The process above shows that there are 5 2’s in 10.

Division as Inverse Operation of Multiplication

For instance, 10 ÷ 2 = 5 may be written as 5 x 2 = 10 or 2 x 5 = 10.

If you can master the basic multiplication facts, then division would also be easy.

Division of Decimal Numbers

In multiplying decimal numbers we get the sum of the number of decimal places in the factors
for the product while in division of decimal numbers we subtract.

Ex.1) 0.36 ÷ 0.2 = 1.8 Ex.2) 6.484 ÷ 0.2 = 2.42

ACTIVITY #2

(Use long size bond paper for your answer sheet)

A. Give the multiplication sentence and the product. Write your answer on the blank provided at the
right column.

1) 5 + 5 + 5 + 5 _____________ 4) 3 + 3 + 3 + 3 + 3 + 3 _________________
2) 7 + 7 _____________ 5) 2 + 2 + 2 + 2 + 2 + 2 _________________

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 3) 4 + 4 + 4 + 4 +4 ______________

B. Express the following as repeated addition. Write your answer on the blank provided at the right

1) 3 x 4 = ______________ 4) 2 x 8 = ______________
2) 5 x 6 = ______________ 5) 5 x 6 = ______________
3) 3 x 3 = ______________

C. Fill in the blank with the number that will make the number sentence correct, then identify the
property shown by each number sentence.

1) _____ x 8 = 0; _____________________ 4) 7 x 3 = _____x 7;_________________

2) 1 x ____ = 7: _____________________ 5)(8 x 2) x 4 = 8 x (2 x 4);____________
3) 8 x ____ x 9 = 0 ;___________________

D. Find the quotient showing that division is repeated subtraction.

1) 24 ÷ 8 2) 12 ÷ 6

E. Perform the indicated operation on the following:

1) 5.6 x 2.3 2) 1.44 ÷ 1.2

2) Solve the following problems.

1. There were 58 children and 6 teachers who went to a fieldtrip. They took private cars which can
carry 8 passengers. How many cars did they use? Are all the cars filled up with 8 passengers?
2. Machel has Php100. She give Php35 to each of her two friends. She then spent one-third of the
amount left. How much does she have now?

B. Order of Operations
- Is a collection of rules that reflect conventions about which procedures to perform first in order to
evaluate a given expression.

To evaluate expressions which involve series of operations, apply “PEMDAS” which means simplify by
performing operations inside the parenthesis first, evaluate terms with exponents, perform
multiplication, division, addition and subtraction in order of occurrence from left to right

Ex. 1) Simplify the following expressions:

a) 8+5x4-(6+10÷2) +44 c) 23-8÷4x2+7
8+5x4 -(6+5)+44 8-2x2+7
8+5x4-11+44 8-4+7
8+20-11+44 4+7 = 11
28-11+44
17+44 = 61

b) 3+[6(11+1-4)]÷8x2 d) 18-4÷22x10
3+[6(12-4)]÷8x2 18-4÷4x10
3+[6(8)]÷8x2 18-1x10
3+48÷8x2 18-10 = 8
3+6x2 = 3+12 = 15

C. Shortcuts in Addition, Subtraction and Multiplication

(Search sample of video clips presenting shortcuts in addition, subtraction and multiplication)
D. Fractions and Decimals

Fraction –explains how many parts of a whole

Decimal- is a fraction where the denominator is a power of 10.

Converting a Fraction into decimal

*To convert a fraction into decimal, we divide the numerator by the denominator or express the
fraction into a fraction with denominator which is a power of 10.

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 2
Ex. 1) Convert into decimal
5

a) Divide 2 by 5 the result is 0.4 or

2 2 4
b) x = = 0.4
5 2 10
6
2) Convert into decimal
25

a) Divide 6 by 25 the result is 0.24 or

6 4 24
b) x = = 0.24
25 4 100

Converting Decimals to Fractions

*To convert a decimal to a fraction, follow these steps:

1. Write down the decimal divided by 1.
2. Multiply both top and bottom by 10 for every number after the decimal point. (For example,
if there are two numbers after the decimal point, then use 100, if there are three then use
1000, etc.
3.Simplify or reduce the fraction to the lowest term.

Ex. 1. Convert 0.75 to a fraction

0.75 0.75 100 75

= x =
1 1 100 100
75
Reduce by dividing both the numerator and denominator by the GCF which is 25.
100

75 3
= final answer
100 4

Ex. 2. Convert 0.625 to a fraction

0.625 0.625 1000 625

= x =
1 1 1000 1000

625
Reduce by dividing both the numerator and denominator by the GCF which is 125.
1000

625 5
= final answer
1000 8

Terminating and Non- Terminating Decimals

Terminating decimals – a decimal number that contains a finite number of digits after a decimal point

Ex. a) 0.25, b) 0.50, c) 0.012

A non-terminating repeating decimal –is a decimal that continues infinitely with repeated pattern.

Ex. a) 1.333333 b) 23. 562562562

A non-terminating, non-repeating decimal- is a decimal number that continues endlessly, with no

group of digits repeating endlessly. A decimal of this type cannot be represented as fractions, and as a
result
are irrational numbers. Ex. π =3.141592653…; e = 2.718281828…

ACTIVITY #3

(Use long size bond paper for your answer sheet)

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A. Simplify the following:

1) 42+5x4÷2-1 4) 23-8÷4x2+7
2) 10-7(3+2)+72 5) 40-[3+4(5+2)]+10
3) 10÷2+2x4-4

B. Convert the following fractions to decimals

3 4
1) 3)
5 5
1
2)
4

C. Convert the following decimals to fractions.

1) 0.36 3) 0.012
2) 0.8

1.2. Number theory

Objectives: At the end of the lesson, the students must have:

1. determined the factors and multiples of a number;

2. identified prime and composite numbers;
3. expressed a number as a product of prime numbers;
4. written prime factors in exponential notation;
5. differentiated perfect, abundant and deficient numbers;
6. differentiated odd and even numbers;
7. used rules for divisibility by 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11;
8. determined the greatest common factor and least common factor of two or more numbers.

a. Factors, Multiples, Prime and Composite numbers, Prime Factors and prime Factorization

Factors – are the numbers that are multiplied

Ex. a) 2x3=6, so 2 and 3 are factors of 6; 1x6 = 6, so 1 and 6 are also factors of 6. So all the factors
of 6 are: 1, 2, 3, and 6

Ex. b) 4x3=12, so 4 and 3 are factors of 12; 2x6=12, so 2 and 6 are also factors of 12; 1x12 =12, 1
and 12 are factors of 12. So all the factors of 12 are 1, 2, 3, 4, 6, and 12.

Multiples- are the numbers that we can get after multiplying the given number by an integer

Ex. a) Multiples of 3 are 3, 6, 9, 12, 15…etc.

Solution: 3x1=3; 3x2=6; 3x3=9; 3x5=15…etc.

Ex. b) Multiples of 5 are 5, 10, 15, 20, 25…etc.

Solution: 5x1=5; 5x2=10; 5x3=15; 5x4=20…etc.

Prime numbers- are numbers greater than 1 that have only two factors, 1 and the number
themselves.

Ex. 2, 3, 5, 7, 11, 1…etc.

Composite Numbers- are numbers with more than two factors

Ex. 4, 6, 8, 9, 10, 12, 14, 15…etc.

Prime Factors-are factors of a number that are, themselves, prime numbers

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 The most common method to find prime factors of a number is the prime factor tree.

Fig.1. Fig.2. Fig.3.

Prime Factorization or Integer Factorization of a number is breaking down a number down into
the set of prime numbers which multiply together to result in the original number. This is also known
as prime decomposition.

Figures 1, 2 and 3 above show the prime factors of 48, 32, 36 and 28 respectively. These numbers are
expressed as the product of their prime factors. In 48=2x2x2x2x3, this can be also expressed in
exponential notation which is 48=24x3. In the second example, 32=2x2x2x2x2 or 25(expressed in
exponential notation). In the third example, 36 = 2x2x3x3 or 22x32(expressed in exponential notation)
and 28=2x2x7 or 22x7(exponential notation).

b. Perfect, Abundant and Deficient Numbers

Divisors or they are also the factors

Proper Divisors of a number- are divisors or factors of a number which are less than the given
number itself

Ex. 15 the proper divisors are 1, 3 and 5

20 the proper divisors are 1, 2, 4, 5, and 10
10 the proper divisors are 1, 2, and 5

Perfect Number- A number is perfect if the sum of its proper divisors is less than that number.

Ex. The number 6 is perfect since the sum of its proper divisors 1+ 2+ 3 =6

Abundant –A number is considered abundant if the sum of its proper divisors is greater than that
number.

Ex. The number 12 is abundant since the sum of its proper divisors 1+2+3+4+6 = 16, which is
greater than 12,

Deficient- A number is deficient if the sum of its proper divisors is less than that number.

Ex. The number 9 is deficient since the sum of its proper divisors 1+3 =4 and 4 is less than 9.

c. Even and Odd Numbers

Even Numbers- are numbers that can be divided into two equal groups. They end in 0, 2, 4, 6, and 8
and regardless of how many digits they have. Ex. 0, 2 4 6 8, are even numbers. Other examples: a)10,
b) 258 c)1286 d) 45, 683, 354…etc . number 10 is even since it ends in 0. The number 258 is even…it
ends in 8. The number 1286 is even since it ends in 6 and 45, 683, 354 is also even since it ends in 4.
Odd Numbers- are numbers that cannot be divided into two equal groups.

Ex. 1, 3, 5, 7, 9, 11, 13…etc. Other examples are numbers that do not end in 0, 2, 4, 6 or 8.

d. Divisibility Rules
-A shorthand way of determining whether a given integer is divisible by fixed divisor without
performing the division, usually by examining its digits.

A number is divisible by

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  2 if the last digit is 0, 2, 4, 6, and 8.

 3 if the sum of sum of the digits in that number is divisible by 3.

Ex. a) 12 is divisible by 3 since the sum of the digits 1+2 =3, 3 is divisible by 3. Ex. b) 321 is divisible
by 3 since the sum of 3+2+1 = 6, 6 is divisible by 3

 4 if the last two digits is divisible by 4.

Ex. a) 124 is divisible by 4 since the last two digits 24 is divisible by 4. Ex. b) 3, 412 is divisible by 4
since the last two digits 12 is divisible by 4

 5 if the last digit is 0 or 5.

Ex.a) 6, 420 is divisible by 5 since it ends in 0. Ex.b) 24, 246, 865 this number is divisible by 5 since it
ends in 5.

 6 if the number is divisible by 2 and 3.

 7 if cross off last digit, double it and subtract. Repeat if you want. If new number is divisible by 7, the
original is divisible by 7.
 8 if the last three digits is divisible by 8.

Ex.a) 30, 160 is divisible by 8 since the last three digits 160 is divisible by 8.
Ex.b) 54, 150, 200 is divisible by 8 since the last three digits 200 is divisible by 8.

 11 if you subtract the last digit from the number formed by the remaining digits. If new number is
divisible 11, the original number is divisible by 11.
 12 if the number is divisible by 3 and 4.

ACTIVITY #4

(Use long size bond paper for your answer sheet)

A. Give 5 multiples of the given numbers below.

1) 10 2) 7 3) 12

B. Given the numbers below, find the a) prime factors using the factor tree method, b) express these
numbers as the product of their prime factors, and c) express these numbers as the product of
their prime factors presented in scientific notation.

1) 27 2) 45 3) 120

C. Which of the following numbers is abundant, perfect or deficient? Show solutions to support your
answer.

Given: 28, 10, and 20

D. Given the numbers, 4, 6, and 8, find their a) GCF and b) LCM using the prime factorization method.

E. Is 10, 332 divisible by 3? Use the divisibility rule to support your answer.

1.3. Fractions and Mixed Numbers

Objectives: At the end of the topic, the students must have:

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 1. identified kinds of fractions;
2. compared and ordered fractions;
3. differentiate similar and dissimilar fractions;
4. performed four operations on fractions.

a) Concepts of Fractions

A fraction – is a part of a whole, set, region or unit.

1 1 3
Examples: , ,
2 4 4

3
In a fraction, , 3 is the numerator, and 4 is the denominator. The numerator shows how many
4
3
parts we have and denominator shows how many equal parts the whole is divided into. Ex. In , the whole is
4
divided into 4 equal parts and there are 3 shaded parts.

b) Kinds of Fractions

Fractions can be classified as proper, improper and mixed number.

Proper Fraction- is a fraction whose value is less than 1. Its numerator is less than its denominator.

1 1, 4 3
Ex. , , , …etc.
2 3 5 4

Improper Fraction– is a fraction whose value is greater than 1. Its numerator is greater than its
denominator.

5 7 8
Ex. , , …etc.
4 5 3

7 3 1
Mixed Number- is composed of a whole number and a fractional part such as, 1 , 5 , 2 …etc.
9 4 3

c) Comparing and Ordering Fractions

To compare fractions, we use relation symbols such as less than (<), greater than (>) or equal sign
(=).

3 1 1
Refer to the given figure at the right,
is less than and is
8 2 2
3 3 1 3 3 1 3
less than . In symbols, < < or > > .
4 8 2 4 4 2 8

Cross multiplication (fraction butterfly) can also be used

In comparing and arranging fractions. To compare two given fractions
using cross multiplication, 1) write the fractions next to each other
2) enclose the numerator of on the left and the denominator of the fraction on the right with an oblong
3) get the product of numbers enclosed in an oblong and write it on the top of the numerator of the first
fraction 4) enclose the numerator of the fraction on the right and the denominator of the fraction on the left
with an oblong 5) get the product of the numbers enclosed and write it on the top of the numerator of the
second fraction, then 6) compare the products, the fraction whose product above is its numerator is greater
has the bigger value. Example is shown below.

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 Ex. 1. Ex. 2.

d) Similar and Dissimilar Fractions

1 2 3 4
Similar fractions are fractions whose denominators are the same. Ex. , , , , etc.
5 5 5 5
1 3 2 4
Dissimilar fractions are fractions with different denominators. Ex. , , , , etc.
2 4 5 7
1 3 2
Mixed numbers are numbers which consist of a whole number and a fraction. Ex. 3 , 5 , 2 , etc.
4 4 3

ACTIVITY #5

(Use long size bond paper for your answer sheet)

A. Use butterfly method to compare fractions. Write less <, > or = on the blank. Show your solution for
each.

3 4
1. ---------
15 7
4 3
4. ----------
5 11

12 2
2. --------
18 3
8 3
5. ----------
9 5

1 6
3. --------
2 7

B. Illustrate each of the fraction in the given box and arrange them in increasing order by putting 1 to 3
on the blank below each box, 1 as the least and 3 as the greatest.

3 1 2
1)
4 4 4

_______ ________ _______

3 4 1
2)
6 6 6

13
 _______ _______ _______

1 1 1
3)
2 5 3

______ _______ _______

4 4 4
4)
8 5 9

________ ________ _______

1 2 5
5)
4 3 7

_______ _______ ______

C. Solve the problem below. Show your solution.

2 3
1. The distance of Faith’s house from school is of a kilometer while Kian’s house is of a kilometer
5 8
away from school. Who among the two children has a house farther from school.

e) Operations on Fractions

Addition of Similar Fractions

Rule: * To add similar fractions, add the numerators and write the sum over the common denominator.
*Write the sum in its simplest form.

3 2 5 2 1 3 1
Ex. 1) + = Ex.2) + = or
8 8 8 6 6 6 2

Ex.3. Mr. Ong divided his residential lot into 5 equal parts. He gave two parts to his son, one part to
his daughter and sold the remaining two parts. What part of the lot was given to his children?

1 2
Solution: part given to his daughter; part given to his son
5 5

1 2 3
+ = part of the lot that was given to his children
5 5 5

Examples 1-3 above are presented in horizontal way. These can be also presented in a vertical way:

1
part of a lot given to his daughter
5

2
+ part of lot given to his son
5

14
 3
total part of a lot given to his children (final answer)
5

Addition of Mixed Similar Fractions

Rule: *In adding mixed numbers with similar fractions, add the whole numbers first, then add the
similar fractions by following the rule.
*Change the fractional part to lowest term or if the fractional part is equal to 1 or a whole
number, add it to the whole number.

3 1 4 1
Ex.1) 8 +4 = 12 or 12 final answer
8 8 8 2

4 6 10
Ex.2) 3 + 10 = 13 or 15 final answer
5 5 5

1 2
Ex.3. What is the sum of 3 and 2 ?
4 4

1 2 3
Solution: a) Horizontal way 3 +2 =5 answer
4 4 4
1
b) Vertical way 3
4

2
+2
4

3
5 answer
4
(Solutions of examples 1 and 2 can be also represented in a vertical way)

Addition of Dissimilar Fractions

Rule: To add dissimilar fractions,

 Find the least common denominator of the given denominators (LCD). The least common
denominator is the least common multiple (LCM) of the denominators.
 Change the fractions into similar fractions and add (follow the rule in adding similar
fractions)
 Express the answer in its lowest term.

Ex.1) Find the LCD. Then rename the fractions and find the sum.

1 2 2 3 1 5
a) + b) + c) +
5 10 3 4 2 6

Solutions of examples a-c:

1 2 2 2 4 2
a) LCD = 10 + = + = or final answer
5 10 10 10 10 5

2 3 8 9 17 5
b) LCD = 12 + = + = or 1 final answer
3 4 12 12 12 12

1 5 3 5 8 4 1
c) LCD = 6 + = + = or or 1 final answer
2 6 6 6 6 3 3

(The solutions of examples 1a-c can be also presented in vertical way. Just select the method that you
want to use)

Subtraction of Similar Fractions

15
 Rule: *To subtract similar fractions, subtract the numerators and write the sum over the common
denominator.

*Express the answer in its lowest term.

7 2
Ex.1. Monica had of a pie. She ate of the pie. What fraction or part of the pie was left?
8 8

7 2 5
Solution: - = of a pie was left answer
8 8 8

3 1 2
Ex.2. Find the difference: - = answer
7 7 7

(The solutions of examples 1 and 2 above can be presented in vertical way)

Subtraction of Mixed Numbers with Similar Fractions

Rule: *To subtract mixed numbers with similar, subtract the numerators first and copy the common
denominator then subtract the whole numbers.
*Reduce the fractional part as needed.

4 3 1
Ex.1) 2 - =2 answer
7 7 7

6 2 6 2 4 1
Ex.2) What is 6 -3 ? 6 - 3 = 3 or 3 final answer
8 8 8 8 8 2
Subtraction of Dissimilar Fractions

Rule: To subtract dissimilar fractions,

*Find the least common denominator of the given denominators.

*Change to similar fractions.
*Subtract their numerators and write their difference over the common denominator.
*Express the answer in its lowest term.

Like in addition, when you subtract fractions with different denominators, think of equivalent
fractions which have the same denominators.

5 3
Ex.1) - the LCD is 12 (the LCM of 6 and 4)
6 4

5 3
Solution: Write the equivalent fractions of and whose denominator is 12.
6 4

5 10 10 10 9 1
a) = b) - = answer (computed in a horizontal
6 12 12 12 12 12
way)
-
3 9 9
=
4 12 12

1
final answer (computed in a vertical way)
12

7 1
Ex.2. Find the difference: -
10 2

7 1 7 5 2 1
Solution: The LCD of 10 and 2 is 10 - = - = or final answer
10 2 10 10 10 5
16
 Activity #6

(Use long size bond paper for your answer sheet)

A. Find the sum either horizontally or vertically.

2 5 4 1 3 1
1¿ + 3) + 5) 6 +3
8 8 8 2 6 4

2 4 3 2
2) + 4) 2 +5
9 9 5 5

B. Find the difference either horizontally or vertically.

8 1 4 1 4 3
1) - 3) 4 -2 5) 8 -2
15 15 9 9 5 4

7 5 6 1
2) - 4) -
8 8 10 5

C. Complete each diagram below by shading the figure at the left column and write the fraction on the
blank provided below .

a) b)

1.4.Ratio, Proportion and Percent

17
 Objectives: At the end of the topic, the students must have:

1. distinguished direct, partitive and inverse proportion;

2. solved problems involving direct, partitive and inverse proportion;
3. differentiated simple interest from compound interest;
4. solved problems involving simple and compound interest.

Ratio- the quantitative relation between two amounts showing the number of times one value contains or
is contained within the other.
-it indicates how many times one number contains another.

Ex. There are 8 oranges and 6 lemons in a bowl of fruits. What is the ratio of oranges to lemons is
8:6 or 4:3 or it can be also written as 8/6 or 4/3.

Proportion- is an equation or statement showing that two ratios are equal.

Ex. 8:6 = 4:3 or 8/6 = 4/3

To solve a proportion, show that ‘the product of the means is equal to the product of the extremes”
or just apply cross multiplication.

Direct Proportion - an increase in quantity results to an increase in another or the decrease in quantity
results in the decrease in another .

Ex. Score to rating, number of kilos of rice to the amount or price,

body size to size of uniform .

Ex.1. When Mrs. Cruz went abroad for an educational tour, she noticed that each guide goes along
with three tourists. If there are 4 guides, how many tourists would they bring?

Solution: 1:3 = 4:N

N = 12

Ex.2. The exchange rate of peso to a dollar in 2015 is Ph 45.00 to $1. How much will you get for
$6.50?

Solution: 1 : 45 = N : 6.50
45N = 6.50
N = Ph 292.50

Indirect/Inverse Proportion – An increase in quantity results to a decrease in another or a decrease in

quantity results to an increase in another

Ex.1. Three men can do a project in 3 weeks. How many men will be needed if the project is to be
completed in a week?

Solution: more men : less men = more weeks : less week

N:3=3:1
N = 9 men can do a project in a week

Ex.2. Twenty men can paint a building in 15 days. How many days will it take 30 men to paint the
same building?

Solution: more men : less men = more days : less days

30 : 20 = 15 : N
30N = 300
N = 300/30
N = 10 days for 30 men to paint the same building

Partitive Proportion – is used if a given whole is to be divided into several parts given a specified ratio.
Ex.1. Divide 100 into parts, 2 : 3 : 5. How many units are there in each part?

18
 Solution: 2 units + 3 units + 5 units = 10 units
1 unit = 100/ 10 = 10
Check: 2x + 3x + 5x = 100
or 2x + 3x + 5x = 100 2(10) +3(10) + 5(10) = 100
10x = 100 20 units + 30 units + 50 units = 100
x = 100/10
x = 10 → the value of 1 unit

ACTIVITY #7

Solve the following problems. Show your solutions and label your final answers. Use long
size bond paper for your answer sheet)

1. You have found that a good ratio of pizzas to people is 1:3. You are having a party and
there will be 12 people there. How many pizzas do you need for the party?
2. Divide a 72-meter rope into 3 with the ratio 1:2:5. What is the measure of each part?
3. Ned has a budget of Ph 1,200 for the allowance of her 3 kids. How much will Robb, Brandon
and Ricko get if the money was divided with a ratio of 3: 4: 5?
4. If 35 men can reap a field in 8 days, in how many days can 20 men reap the same field?
5. A car travels 100 km in 1 hour. How far will it travel in 3 hours?

Simple and Compound Interest

Simple Interest (I)=P x R x T where I=interest rate

P = principal or original amount
R = interest rate/percent; T = time

Amount After a given time and interest rate (A) = P + I; where P =principal; I = interest

Compound Interest – the addition of interest to the principal sum of a loan or deposit
- Interest on interest

A = P (1+r)t ----
when interest is compounded annually

A = P (1+r/n)nt ---when interest is compounded n times a year and after t years

where A = final amount; n = number of times interest applied per time; P =initial principal
balance t = number of time period elapsed; r = interest rate

Ex.1. A principal of Ph 20, 000 is placed in savings account at 3% per annum compounded annually.
How much is the account a) after 1 year? b) After 2 years? c) After 3 years?
Solution: A = P(1+r)t → Total amount A after t years when interest is compounded annually

a) A = Ph 20,000 (1+0.03)1 →A = Ph 20,000 (1.03)1→ A = Ph 20,000 (1.03)

A = Ph 20,600 → amount after 1 year

b) A = Ph20,000 (1+0.03)2 → A = Ph 20,000 (1.03)2 →A = Ph 20,000 (1.0609)

A = Ph 21, 218 → Amount after 2 years

c) A = Ph20,000 (1+0.03)3 → A = Ph 20,000 (1.03)3 → A = Ph 20,000 (1.0927)

A = Ph 21, 854 →amount after 3 years

Ex.2. If Ph30,000 is placed in an account at 5% and is compounded quarterly in 5 years. How much is
the amount at the end of 5 years?

Solution: A =P(1+r/n)nt → when interest is compounded n times a year and after t years
A = Ph30,000(1+0.05/4)4(5)
A = Ph30,000(1+0.0125)20
A = Ph30,000(1.0125)20
A = Ph38, 461.12 → final amount at the end of 5 years

19
 ACTIVITY #8

Solve the following problems. Show your solutions and label your final answers. Use long
size bond paper for your answer sheet

1. Jean deposited Ph 15,000 in the bank. What is the total amount in the bank after 5 years if
the interest rate is 8%?
2. Ph 12,000 is placed in an account at 4% compounded annually for 2 years. What is the total
amount in the bank?
3. A deposit of Ph 3,000, earn 2% interest compounded semi-annually. How much money is in
the bank after 4 years?
4. A deposit of Ph 25, 000 earn 6% interest compounded quarterly. How much money is in the
bank after 6 years?

UNIT II. MEASUREMENT

Objectives: At the end of the unit the students must have:

1. visualized the concept of perimeter, circumference, and area;

2. found the perimeter, circumference and area of simple geometric figures;
3. solved word problems involving perimeter, area, circumference of figures;
4. solved the volume of solid figures;
5. converted one time measure to another;
6. computed for the exact time between two given times;
7. solved word problems involving time measurement;
8. solved word problems involving speed;
9. converted units of measure of length, mass, and volume;
10. solved problems involving units of length, mass and volume;
11. converted degree Celsius measures to degree Fahrenheit measures.

Perimeter and Circumference

Perimeter – comes from the Greek word perimetros which is a combination of the terms (around) and
metron (measure), therefore it is defined as the distance around a figure or the sum of all the side
lengths of the figure.
-number of units around a figure

Perimeter of a rectangle →P = L+L+W+W or P = 2L+2W →where P=perimeter, L=length

and W = width
Perimeter of a square →P = S+S+S+S or P = 4S →where P = perimeter, and S = side

For the perimeter of other polygons, just add all the lengths of the sides or multiply the length of a
side by the number of sides if it is a regular polygon (the length of the sides are equal)

Circumference – the distance around a circle or a circular figure

Circle – is a set of points equidistant from point called the center

Circumference of a circle(C) = 2 π r or πD ------------where π = 3.1416

r = length of the radius
D = length of diameter

Ex.1. The length of a rectangle is 9 cm and the width is 5 cm. Find the perimeter.
Solution: P = 2L + 2w → P=¿ 2(9) + 2(5) → P = 18 + 10 → P = 28 cm → the perimeter of the
rectangle(final answer)
Ex.2. The side of a square is 5 m. What is the perimeter.
Solution: P = 4s → P = 4(5) → P = 20 m → the perimeter of a square (final answer)

Ex.3. Find the circumference of a circle with the radius of 15 cm.

Solution: C = 2 π r → C = 2(3.14)(15) → C = 94.2 cm → circumference of circle (final
answer)
20
 ACTIVITY #9

Solve the problems below and label your final answer. Use long size bond paper for your
answer sheet)

1. Find the perimeter of the rectangular garden whose length is 5 meters and the width is 3
meters.
2. A circular figure has a radius of 15 cm. Find its circumference.
3. How long is one side of a square if its perimeter is 60 cm.?
4. The perimeter of a rectangle is 48 cm while its length is 13 cm. How wide is it?
5. The side of a square is 10 cm. What is its perimeter?

Area of Simple Geometric Figures (Two-Dimensional Figures)

Area – is the number of units contained in a figure or number of units that can fit a figure
Area of a square (A) = s x s or s2 →where s = length of a side

Area of a rectangle (A) = l x w →where l = length and w= width

Area of a circle (A) = π r 2 →where π = 3.1416, r = length of radius
Area of a triangle (A) = ½ bh →where b = base and h = height

Ex.1. The rectangle is 12 cm long and 8 cm wide. Find the area.

Solution: A = l x w → A = 12 x 8 → A = 96 sq. cm → final answer

Ex.2. A square has a side length of 4 m. What is the area?

Solution: A = s2 → A = 42 → A = 16 sq. m → final answer

Ex.3. Given the parts of a triangle: base (b) = 10 cm ; height = 12 cm; Find the area (A)
Solution: A = ½ bh → A = ½ (10)(12) → A = 120/2 → A = 60 sq. cm → final answer

Ex.4. What is the area of a circle whose radius is 7 cm?

Solution: A = π r2 → A = (3.14)(7 cm)2 → A = (3.14)(49 sq. cm) → A =153.86 sq. cm (final
answer)

ACTIVITY #10

Solve the given problems below. Show your solutions. Label your final answers. Use
long size bond paper for your answers.

1. Arman has a square table whose side length is 9 cm. What is the area of the table?
2. Find the area of the a circular table with radius of 50 cm.
3. Find the area of the figure below:

a) W = 3 cm b) s = 13 cm

L = 8 cm
4. The top face of a box is rectangular with a width 50 cm and a length of 65 cm.
Flitcher wants to cover it with plastic. How many sq. cm of plastic will be needed?

Volume of Solid Figures

Volume – is measured in cubic units. It is the number of cubes required to fill the figure completely like
blocks in a box.

Solid figures – are three dimensional figures (with length, width and height)

Volume of a cube (V) = s x s x s or s3 -----where s = length of a side

21
Volume of a rectangular prism (V) = l x w x h, where l = length; w = width; and h = height

Ex.1. Sarah has a chocolate box whose length is 12 cm, height 9 cm, and width 6 cm. Find the
volume of a box.
Solution: V = l x w x h→ V = 12 cm x 9 cm x 6 cm = 648 cubic cm.

Ex.2. A water tank is 90 m long and 60 m wide. What is the volume of the water in the tank , if the
depth of the water is 40 m.
Solution: V = l x w x h → V = 90 m x 60 m x 40 m = 216 000 cubic m

ACTIVITY #11

Solve the given exercises below. Show your solution. Use long size bon paper for
your answers.

1. A rectangular prism has length of 10 cm, width of 8 cm and height of 12 cm. Find
its volume.
2. What is the volume of a cube if the side is 8 cm?

Length, Mass and Volume and their units of measurement (sample table below)

Length Mass Volume

1m 100 cm 1 kg 1 000 g 1L 1 000 mL
1km 1 000 m

*Rules in converting one unit to another*

From bigger to smaller-----------multiply

From smaller to bigger-----------divide

Ex.1. How many meters are in 4 kilometers?-------------------convert kilometer to meter(bigger to

smaller)
Solution: 1 km = 1 000 m; So 4 km = 4 x 1 000 = 4 000 m (final answer)

Ex.2. How many liters are in 2 500 milliliters?------------------convert milliliters to liters (smaller to
bigger) Solution: 1 L = 1 000 mL: So 2 500 ÷ 1 000 = 2.5 L or 1 ½ L (final answer)

Ex.3. Virgie filled three containers with different amounts of water using different units. In container A,
she placed 1 250mL; in container B, she poured 1 ½ L, while in container C, she poured 1 L 400
mL. Arrange the containers from the most to the least amount of water they contain.

Solution: To compare, convert them into similar units (in mL or in L)

Container A: 1 250 mL ; Container B: 1 ½ L or 1 500 mL
Container B: 1 ½ L or 1 500 mL
Container C: 1 L 400 mL or 1 400 mL

Therefore, the order of the containers from the most to the least amount of is: container B, C and A
(final answer)

ACTIVITY #12

Work on the given exercises below. Show your solutions. Use long size bond paper for your
answer sheet)

1. Give the equivalent measure of the following. Show your solutions.

22
 a) 2 m = _______ cm d) 4,500 g = _______kg
b) 3 km = _______m e) 800 mL = _______L
c) 3 kg = _______g

2. Analiza won the 5,000 m run during the university sportfest. How many kilometers did she
run?
3. Randy was able to sell five bottles of 350 mL perfume and three bottles of 750 mL perfume.
How many liters of perfume did he sell in all?
4. A bag of peanuts weigh 2 kg. The peanuts were to be placed in smaller packs each
weighing 250 g. How many packs will there be in all?

Measuring Time

Conversion of one time measure into another and solving problems involving time measurement

Below is a simple table of values in time measurement:

1 min (minute) = 60 s (seconds)

1 h (hour) = 60 min
1 day = 24 h
1 week = 7 days
1 month = 30 days (April, June, September, November)
31 days (January, March, May, July, August, October,
December)
28 days (February on regular year)
29 days (February on leap year)
1 y (year) = 365 days (366 on leap year)
1 decade = 10 y
1 century = 100 y

Rules in Conversion

From bigger to smaller unit---------------multiply

From smaller to bigger unit --------------divide

Ex.1. How many minutes in 3 hours?------------converting hours to minutes (from bigger to smaller)
Solution: Since 1 hour = 60 min, then multiply 60 x 3 = 180 minutes.

Ex. 2. Convert 24 months in years.--------------converting months to years ( smaller to bigger)

Solution: Since 1 year = 12 months, then divide 24 ÷ 12 = 2 years

Ex.3. Roger started doing his project at 5:40 p.m. and finished it at 7:45 p.m. How long did he work
on his project?
Solution: Use the formula: Amount of time spent = time finished – time started
Hour minute

Time finished 7 45
- Time started 5 40
Time spent 2 5 --------The amount of time spent doing the
Project is 2 hours 5 min(final
answer)

Ex. 4. Genebibe went driving. She left at 10:30 a.m. and arrived at 3:15 p.m. How long did she drive?
Solution: Subtract 10:30 from 3: 15.

Hour min Rename 3 hours as 2 hours and 60 min and

regroup 60 with 15 min to get 75 min

a) Time arrived 3 15 b) Time arrived 2 75

-Time left 10 30 -Time left 10 30

23
 Time travelled 45

Add 12 hours to 2 hours to get 14 hours (time is modulo 12)

c) Time arrived 14 75
-Time left 10 30

Time travelled 4 45 -------means Genebibe drove for 4 hours 45 min

(final answer)

ACTIVITY # 13

Work on the following exercises. Show your solutions. Use long size bond paper for
your answer sheet

1. How many hours in 5 days?

2. A pet dog is now 1 year and 4 months old. How many months is it now?
3. Complete the table below:
a) 1 week = _____ days d) 240 min = ______hours
b) 6 days = ______hours e) 180 s = _______min
c) 8 weeks = _____months
4. One morning, the girl scouts started hiking at 5:50. They arrived at the camp site at
8:20. How long did they hike?

Speed – the rate at which someone or something is able to move or operate

Formula: Speed (S) = Distance÷ Time or S = D ÷ T or S = D/T

Ex.1. A man walks 20 kilometers in 4 hours. Find his speed.

Solution: S = 20 km/ 4 hours
S = 5 km/hour ------a man walks at this speed (final answer)

Ex.2. A boy walks at a speed of 4 km/hour. How much time does he take to walk a distance of 20
km?
Solution: Since S = D/T, then T = D/S ----- derived formula to find T(time)
Using this formula, T = D/T →T = 20 km/4 km/hr = 5 hours ---time spend by the boy

ACTIVITY # 14

Work on the given exercises below. Show your solutions. Use long size bond paper
for your answer sheet

1. A man walks 10 km in 2 hours. Find his speed.

2. Find the speed when distance is 142 km and time is 2 hours.
3. What is the speed of a jet plane that flies 7,200 km in 9 hours?
4. Ruby walks 5 km/hr at a distance of 20 km. How long did she travel?

Conversion of Temperature

Converting Fahrenheit to Celsius or Vice Versa

Fahrenheit temperature Scale - is named for German physicist Daniel Gabriel Fahrenheit. On this
scale, water freezes at 320 F and boils at 2120 F (at sea level)
Celsius temperature Scale (Centigrade) – renamed for Swedish astronomer Anders Celsius. On
the Celsius Scale, water freezes at 00 C and boils 1000 C (at sea level)

Formulas in Conversion

24
 0
Celsius to Fahrenheit ----- F = [9/5 x 0C] + 32 or 0
F = 9/5C + 32
0
Fahrenheit to Celsius ------ C = [ 0F – 32] x 5/9 or 0
C = 5/9 [0F -32]

Ex.1. Convert 50 degrees Celsius (500 C) to degree Fahrenheit.

Solution: 0F = 9/5 C + 32
= 9/5 (50) + 32
= 450/5 + 32
= 90 + 32 = 1220 (final answer)

Ex.2. Convert 95 degrees Fahrenheit (95 0F) to degree Celsius.

Solution: 0C = 5/9 [95 – 32]
= 5/9 [63]
= 315/9 = 350 (final answer)

ACTIVITY # 15

Answer the exercises given below. Use long size bond paper for your answer sheet.

A. Convert the following to degree Fahrenheit.

1) 40 0C 2) 12 0C
B. Convert the following to degree celsius.
1. 36 0F 2) 55 0F

UNIT III. GEOMETRY

Points, Lines and Planes

Objectives: At the end of the unit, the students must have:

1. identified and illustrated the basic terms in Geometry;
2. enumerated and illustrated the types of angles;
3. identified intersecting, perpendicular, parallel and skew lines:
4. draw and constructed the indicated angle;
5. enumerated and illustrated the types of polygons;
6. classified triangles according to sides and angles;
7. differentiated the term congruence from similarity;
8. illustrated triangle congruence;
9. differentiated two-dimensional figures from three-dimensional;
10. described the 2D and 3D figures.

Point – a location in space; It has no length, width and height. It is represented by a dot and named
by any capital letter. Ex. Pt. A, pt. B…etc.
Line - is a continuous collection of points. It has no endpoint. It can be extended infinitely in both
directions. It has a length but no width or thickness. It can be named by two capital letters or one
small letter written in script.

Ex. A B ´ in symbol
Line AB or AB

Line Segment – is a part of a line. It is a finite set of points on a straight path. It has two endpoints.
It can be named by two capital letters.

Ex. A B Line segment AB or AB in symbol

Ray – is also a part of a line. It has one endpoint and it can be extended in one direction only. It is
named by two capital letters starting from the endpoint.

Ex. 1) A B Ray AB or ⃗
AB in symbol

Ex. 2. A B Ray BA or ⃗
BA in symbol

25
 Angle – it is formed by two rays meet at their common endpoint.
B
A
The angle at the left is named as < BAC or <CAB or <A
C

Types of Angles

1. Straight angle – looks like a straight line and measures exactly 180 0.
2. Right angle – an angle with measure equal to 900.
3. Acute angle – measures less than 900.
4. Obtuse angle – the measure is more than 900 but less than 1800.
5. Reflex angle – the measure is more than 1800 but less than 3600.

These types of angles are shown at the right

Intersecting lines – are lines that meet at one point

Perpendicular lines – the two lines intersect and formed a right angle
Parallel lines - are lines that do not meet no matter how long you extend them
Skew lines - are two lines that do not intersect and are not parallel.

26
 Below are the examples

Polygons and Quadrilaterals

Polygon – a closed figure bounded by three or more line segment.

- Any two-dimensional shape formed with straight lines.
-
Types of Polygons

1. Triangle – a polygon with three sides 6. Octagon – a polygon with 8 sides

2. Quadrilateral – a polygon with 4 side 7. Nonagon – a polygon with 9 sides
3. Pentagon – a polygon with 5 sides 8. Decagon – a polygon with 10 sides
4. Hexagon – a polygon with 6 sides 9. N-gon - a polygon with n-sides
5. Heptagon – a polygon with 7 sides

Below are the examples of these polygons

Triangles Classified According to Sides

1. Equilateral triangle – has three congruent sides or the three sides have equal measures.
2. Isosceles triangle – has two congruent sides
3. Scalene triangle - has no congruent sides

Triangles Classified According to Angles

1. Acute triangle – the measures of the three angles are less than 90 0.
2. Right triangle – has one right angle or one angle measures 90 0.
3. Obtuse triangle – has one obtuse angle or the measure of one angle is more than 90 0.

Examples of these are shown below:

27
 Triangle Congruence and Similarity

Congruence – the two figures or objects are of the same size and shape.
Similarity – the two figures or objects are of the same shape though not of the same size.

SSS congruence – the three sides of one triangle are congruent respectively to the three
sides of another.
SAS congruence – the two sides and the included angle of one triangle are congruent
respectively to the two sides and the included angle of another.
ASA congruence – the two angles and the included side of one triangle is congruent
respectively to two angles and the included side of another

Triangle congruence is illustrated below.

Two and Three-Dimensional Objects/Shapes

*Two-Dimensional Objects – are also called as plane shapes. They have two dimensions, length
and width.
* Common two dimensional (2D) shapes are circle, triangle, square and rectangle.
* Polygons are two-dimensional shapes that are made up of segments.

*Three-Dimensional shapes - are also called solids. They have length, width and Height or
thickness. The common 3D shapes are cube, rectangular prism, pyramid, cylinder, cone and sphere.

Study their characteristics in the table below:

Figure Name Characteristics

cube It has 6 square aces, 8 corners or

vertices and 12 edges

28
 Rectangular It has 6 rectangular faces, 8 corners
prism and 12 edges.

Sphere It has a curved surface but has no

edge and corner.

Cylinder It has two circular faces, 2 curved

edges, and a curved surface, but has
no corner.

Cone It has one circular face, one corner

and one curved edge

Pyramid It has length, width and height, 4

rectangular faces and 1 rectangular
base, 5 corners and 8 edges.

ACTIVITY #16
(Use long size bond paper for your answer sheet)

A. Refer to figure 1 to answer #1, a-k.

1. Identify and name the following (Express your answer in
symbol if possible)
a) 3 points
A b) 2 lines
B E c) 1 ray
d) 1 line segment
e) 2 angles
f) 1 pair of intersecting lines/line segment
g) 1 pair of parallel lines
h) 1 acute angle
i) 1 triangle

29
 C D j) 1 pair of adjacent angles
G k) 1 quadrilateral

H Fig.1 F

B. Determine the triangle congruence illustrated in each pair of triangles below . Indicate
whether it is SSS, SAS or ASA congruence.

1. B D 3. X I

≅ ≅
A C E F
Y Z G H

2.
M R

S T
P O

UNIT IV. PATTERNS AND ALGEBRA

Objectives: At the end of the unit, the students must have:

1. determined the missing term/terms in a given pattern;
2. identified the terms related to algebraic expressions ;
3. translated mathematical phrases/sentences into symbols;
4. evaluated algebraic expressions involving one or two variable .

Patterns and Sequences

Pattern – is formed when thins such as numbers, letters, colors and shapes are repeated following a
rule or rules.
Ex.1. A, Z, A, Z, A _____ This pattern uses A and Z. These are the letters repeated
alternately in the pattern. From the pattern, we can conclude that the next term is Z.
Ex.2. 3, C, 6, F, 9, I, 12 _____This pattern is a combination of numbers and letters used
alternately. The number patterns adds 3 to previous term while the letters are their positions in
the alphabet. Here we can conclude that L is the next term.

Sequence – is a set of related events, movements or things that follow each other in a particular
order.
Fibonacci sequence – the series of numbers 0, 1, 1, 2, 3, 5, 8, 13…….The next number is found by
adding up the two numbers before it.
Tribonacci Sequence – a sequence of numbers such that each term from the fourth onward is the
sum of the previous three terms. The first three terms in the tribonacci sequence are called it seeds.
Ex. 1, 2, and 3…its 4th term is 6 (1+2+3)
The 5th term is 11 (2+3+6)
The 6th term is 20 (3+6+11)
So 1, 2, 3, 6, 11, 20 is an example of tribonacci sequence. Find the 7 th, 8th , 9th and the 10th term.

Lucas Sequence - named after the mathematician Edouard Anatole Lucas. Studied both that
sequence and the closely related Fibonacci numbers. Similar to the Fibonacci numbers, each Lucas
number is defined to be the sum of its two immediately previous terms. Ex. 2, 1, 3, 4, 7, 11, 18, 29….
Mersenne Prime - a prime number that is one less a power of two. It is a prime number of the
form: M = 2n – 1.

Ex.1. M = 2n – 1. Examples of mersenne prime: 3, 7, 15, 31, 63…..

2
= 2 -1
= 4 – 1 = 3 (1st mersenne prime number)
Ex.2. M = 2n -1
30
 = 23 – 1
= 8- 1 = 7 (2nd mersenne prime)

Algebraic Expressions – is an expression which is made up of variables and constants along with
algebraic operations.
Algebraic term – a single number or variable or numbers and variables multiplied together. It is separated
by a plus sign(+) and minus sign (-).
Coefficient – can be a constant multiplied by a variable or variables. It can be numerical coefficient
(number) or literal coefficient ( letter).

Evaluating Algebraic Expressions

Ex.1. Evaluate the expression 2a + 3 for a = 3.

Solution: 2(3) + 3 = 6 + 3 = 9 ( answer)

Ex.1. Calculate the expressions 6z + 4x for x = 3 and z = 2.

Solution: 6z + 4x
6(2) + 4(3)
12 + 12 = 24 ( answer)

Ex.2. Evaluate 4x + (7 - z) - 6y when x = 2, y = 5, and z = 4

Solution: 4(2)+(7 – 4) – 6(5)

8 + 3 - 30
11 – 30 = -19 (answer)

Ex.3. Evaluate x2 – y when x = -3 and y = 2.

Solution: (-3)2 – 2
9 – 2 = 7 (answer)

Translating Mathematical Phrases or Sentences into Symbols

Ex. Translate the following into number sentence or symbols:

1. The sum of 9 and 13 is a. → answer: 9 + 13 = a

2. The quotient of 20 and f is 4. → answer: 20/f = 4
3. Y is the product of 13 and 7. → answer: y = 13( 7)
4. The difference of a and b is 10 → answer: a – b = 10
5. Twice a number is 40. → answer: 2n = 40
6. Eighteen is 6 more than thrice a number. → answer: 3n + 6 = 18

ACTIVITY #17

Answer the exercises below. Show your solutions. Use long size bond paper for your answer
sheet
A. Evaluate the following expressions

1) 5x -10 when x = 4 4) 3x + 2 when x = 7

2) 6 + z when z = 10 5) xy + 1 when x = 6 and y = 4
2 2
3) A + 2ab + b when a = 1 and b = 2

B. Translate into symbols

1. The sum of a and b 4. Eight less than thrice a number
2. Five more than a number is twelve 5. The quotient of x and four
3. Ten added to x is Twenty-five

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UNIT V. STATISTICS AND PROBABILITY

Objectives: At the end of the unit, the students must have:

1. collected and organize data in a table;

2. read and interpret data in a table;
3. constructed graphs of the set of data;
4. computed the measures of central tendency( mean, median and mode) of data set;
5. defined the terms related to probability;
6. determined the probability of simple events.

Statistics – a science which deals with the methods of collection, organization, presentation, analysis
and interpretation of data gathered.
Statistical data – information, especially facts or numbers, collected to be examined and considered.

Methods of Collecting Data

Data can be gathered using the following methods:

1 .The direct or interview method is a face to face encounter between the interviewer and the
interviewee.
2. The indirect or the questionnaire method. In this method, written responses are given to
prepared questions/questionnaires; it can be done by mail or hand-carried to the intended
respondent
3. The registration method. This method is enforced by certain laws. Examples: NSO, LTO,
COMELEC, etc
4. The observation method. The investigator observes the behavior of persons or organizations
and their outcomes. It is appropriate in gathering data about behavior of individual or a group.
5. The experiment method is used to determine the cause and effect relationship of certain
phenomena under controlled conditions.

Methods/Ways of Presenting Data

1. Textual - data are presented through text or in paragraph form.

2. Tabular - data are presented in table/ rows & columns.
3. Graphical- data are presented in visual form with the use of graphs.

Table – is made up of rows and columns and is used to present data in a clearer, more organized and
more attractive way. It has a title, column headers and data. The column header is called to the title of
each column.

Frequency Distribution is a condensed version of array which gives not an individual observation but
the frequencies of observations.
– the tabular arrangement of data by classes or by categories together with their
corresponding class frequencies.

Tabular presentation of data

Ex. 1. Male and Female BS Psychology Students in ABC University

Sex frequency
Male 32
Female 118
TOTAL 150

Ex.2. Performance Evaluation Appraisal of 20 applicants

Categories frequency percent

32
 High 7 35
Average 8 40
Low 5 25

Total N= 20 100

Ex.3. Top 5 Smallest Cities in the Philippines

Name of City Land Area (sq. km.) Rank

San Juan City 5.94 1

Mandaluyong City 9.29 2
Navotas City 10.77 3
Cavite City 10.89 4
Pasay City 13.97 5

Top Five Largest Countries in the World

Rank Country Area in Square km.

1 Russia 17,098,242
2 Canada 9, 984,670
3 United States 9,826,675
4 China 9, 596, 960
5 Brazil 9, 514, 877

ACTIVITY # 18

Study the tables above and answer the questions below:

Refer to table #3 to answer 1-5

1. What is the title of the table?

2. What are the column headers in the table?
3. What country has the largest area?
4. What country has the smallest area?
5. What are the countries whose land areas are bigger than 9, 000,000 sq. km?

Refer to table #1 to answer nos. 6-8.

6. What is the title of the table?

7. How many BS Psychology students are there in ABC University?
8. How many male BS Psychology students?

Refer to Ex.2 table to answer nos. 9-10.

9. What is the title of the table?

10. How many of the applicants have average performance?

Graphical Presentation of Data

Kinds of Graphs
1.Bar graph – is used to portray the frequency distribution of a qualitative data/variable
(the rectangles do not overlap It is either a horizontal or a vertical bar graph. The length of the
rectangle represents the frequency.
2.Histogram – a graph of the frequency distribution of quantitative, continuous variable
(the rectangles overlap). Each class interval is represented by a rectangle whose width is

33
 determined by the class boundaries and whose height is determined by the corresponding
frequency of that interval.
3. Frequency Polygon – the graph of class frequencies against the midpoints of the class
4. Line Graph – a graph that is used to show the trend of the variable over time. Time is plotted on
the horizontal axis while the variable under consideration is plotted on the vertical axis.
5. Pie chart/Circle graph – it is used to show how a whole is divided into its components.
6. Pictograph – it is used to present data using pictures.
7. Scatter diagram – it is used to show the relationship between two quantitative variables .

1. Bar Graph 2. Histogram 3. Line Graph

4. Frequency Polygon 5. Pictograph 6. Circle Graph/Pie Chart

7. Scatter diagram

Measures of Central Tendency

- measures indicating the center of the set of data.

- typical representative values of the set of data.

1. Arithmetic mean or the average refers to the sum of all values/observations divided by the
number of observations

Formulas:

a) Ungrouped data b) Grouped data

x =
∑x x=
∑ fM where f = frequency of the class interval; N =
N N
no. of
cases; M = midpoint of the class interval
2. Median is a single value which divides the set of data into two equal parts such that half (50%) of the
values fall below it and half (50%) fall above it. It is the middlemost value in the set.

a) Ungrouped data formula

Case 1: if N is odd Case 2: If N is even

~
x= ( )
N +1
2
th
~
x=
( N
2 ) th+ (
N +2
2 ) th

2 , where N = number of
values in the sample
b) Grouped data formula

34
 ( )
N
−cf
~x=LB+ 2
i
f , where LB = lower class boundary of the median class; cf = cumulative frequency of
the class interval below the median class; f = frequency of the median class; N = number of values in
the sample; i = class interval size

Mode – the value which occurs most frequently in the given set of data

a) ungrouped data formula

Mode = value which occurs most frequently in the set of data

b) grouped data formula

(f
^x = LB +
2
f
mo −
mo−

f
f
1−
1

f )
2
i

, where LB = lower class boundary of the modal class;

fmo= frequency of the modal class; f1 = frequency of the class interval below the modal class;
f2 = frequency of the class interval above the modal class

Examples:

1. Find the mean , median, and mode of the ages of 9 middle-management employees of a certain
company. The ages are:

53, 45, 59, 48, 54, 48, 51, 58, and 55.

Mean = Σx = 53 + 45 + 59 + 48 + 54 + 48 + 51 + 58 + 55 = 471= 52.33

N 9 9
Ranked ages: 45, 48, 48, 51, 53, 54 , 55, 58, 59

Median = (N+1)th = (9+1)th = 10th = 5th value in the ranked values Median(x) = 53
2 2 2
Mode = 48 since 48 has the highest frequency

2. Below are the scores of 8 students in a 10-item test in Basic Statistics.

Scores: 6, 10, 8, 6, 8, 9, 7, 5. Compute for the mean median and mode.

Mean = Σx = 6 + 10 + 8 + 6 + 8 + 9 + 7 + 5 = 59 = 7. 38
N 8 8
Ranked scores: 5, 6, 6, 7, 8, 8, 9, 10
N ( N +2) 8 ( 8+2 )
th + th th+ th
2 2 2 2 4 th+5 th 7 +8 15
Median = 2 = 2 = 2 = 2 = 2 = 7.5
Mode = 6 and 8, the set is bimodal or has two mode

3. Solve for the mean, median and mode of the ages of 50 customers taking travel tours.

C.I. f M fM <cf x=
∑ fM
N

15-19 2 17 34 2 x = 2410
20-24 1 22 22 3 50
25-29 3 27 81 6 x = 48.2 Mean age
30-34 2 32 64 8
35-39 6 37 222 14
40-44 3 42 126 17
MClass 45-49 9 47 423 26
50-54 7 52 364 33
35
 55-59 6 57 342 39
60-64 5 62 310 41
65-69 3 67 201 47
70-74 2 72 144 49
75-79 1 77 77 50

N = 50 ΣfM = 2,410

 To compute for the median of grouped data, first determine the median class by computing N/2,
then
 Under column <cf, select <cf greater than or equal to N/2.
 The median class is the class interval corresponding to <cf greater than or equal to N/2.

Median age

( )
N
−cf
~x=LB+ 2 i
f f = 9, cf= 17, LB = 44.5 , N/2 = 50/2 = 25
~
x =44 .5+
25−17
9( )
5

~
x =44 .5+ 5
8
9 ()
~
x =44 .5+4 . 44
~
x=48 . 94

Mode

^x = LB +
(f2
f
mo −
mo−

f
f
1−
1

f )
2
i
^x =44 .5+ ( 68 ) 5 Given: LB = 44.5, fmo=9, f1=3, f2= 7, i=5

^x =44 .5+
( 9−3
2(9)−3−7
5
) ^x =48 . 25

ACTIVITY #19

(Use long size bond paper for your answer sheet)

A. Below are scores of six students in a 20-item test in stat 101. Given Scores: 10, 12, 17, 7, 15
and 5
Find the mean, median and mode. Show your solutions.
B. The following are the scores of seven students in English 101. Given scores: 7, 12, 17, 7, 15, 5
and 12
Find the mean, median and mode. Show your solutions.

Probability Concept and Some Properties

Probability is a measure of certainty or uncertainty that a particular situation or event will happen. It is
the ratio of the number of possible outcomes to the total number of all the possible outcomes.

Basic Terms Related to Probability

Random Experiment – any activity that can be repeated a number of times and with well-defined
results. It is used to gather information. Ex. tossing a coin; spinning a spinner; throwing a die; etc.
Outcomes are well-defined results of a random experiment.
Sample space/probability space is the set of all possible outcomes of a random experiment.
Event – a collection of one or more possible outcomes considered in a sample space

Approaches to Assigning Probability

36
 1. A priori or classical approach/theoretical approach– assumes that a given experiment has n
different
simple events, each of which has the same chance of occurring. It requires equally likely outcomes.

number of favorable outcomes

P(E) =
number of possible outcomes

Examples:

1. Suppose we have a random experiment of tossing a fair coin. Find the probability of a
a) head to show up b) a tail to show up. In this example, the random experiment is
tossing a coin; the sample space is S ={Head, Tail}; the outcomes are tail and
head.

1 1
a) P(Head) = ; b) P(Tail) =
2 2

2. A die is thrown once. In this example the random experiment is throwing a die/dice;
the sample space is S = {1, 2, 3, 4, 5, 6}; the outcomes are 1,2,3,4,5,6. What is the probability
of a) showing an even number? b) A number divisible by 3? c) A number greater than 4?

3 1
a) P(even number) = or c) P(a number greater than 4) = 2/6 or
6 2
1/3
2 1
b) P( number divisible by 3) = or
6 3

3. A posteriori or empirical approach or relative frequency – an experiment is conducted in

a large number of times and the number of times that certain event occurs is

number of ×theevent occur

P(E) =
number of ×experiment was repeated

Example:

1. A coin is tossed 50 times and the results are recorded. The results showed that the tail
occurred 20 times a) Find the probability of a tail b) Find the probability of a
head.

20 2 30 3
a) P( Tail) = or ; b) P( Head) = or
50 5 50 5

Properties of Probability

1) The probability of a sample space is 1.

2) The probability of a null set is 0.
3) The probability of an event E always lie in the range zero to 1.
4) The sum of the probabilities of all events for an experiment is 1.

ACTIVITY #20

(Use long size bond paper for your answer sheet)

A). Write the sample space in each of the following:

1. A coin is tossed twice .
2. one die is rolled
3. Tossing a die and a coin
4. In a birth of a baby
5. Taking a midterm exam
6. Spinning a spinner with numbers 1, 2, 3, 4, 5, 6, 7, 8
37
 B) Solve the following problems involving probabilities.

1). A box contains 5 red marbles, 6 white marbles and 7 blue marbles. What is the probability
of getting; a) A red marble? b) A white marble? c)A blue marble?
2) The spinner is equally likely to stop at any of the numbers 1, 2, 3, 4,…12. Find the probability that
it stops at a) a number 2 b) a number divisible by 4 c) an even number
d) a number other than 5 e) A number not less than 5

References:

Apistar, E. et al.,(2017). Soaring 21st Century Mathematics 6 Teachers Wraparound edition. Quezon
City: Phoenix Publishing House Inc.
Camarista, G. et al., (2019). Teaching mathematics in the Primary Grades.Lorimar Publishing Inc.
Kotah, M. Et al.,(2017). Soaring 21st Century Mathematics 5 teachers Wraparound Edition. Quezon
City: Phoenix Publishing House, Inc.
Van de Walle, J. Et al.,(2014). Teaching Student-centered Mathematics 2nd Edition. USA: Pearson
Education, Inc.

Prepared by: Reviewed by:

LOLITA G. MANEJERO, Ed. D. JOEY JANE C. TAYCO, Ph. D.

Subject Teacher Chair, Math and Science Department

Approved by:

LENY A. QUINTILLA, Ed. D.

Director, Academic Affairs

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