MATHEMATICS VI DATE : _______________________________

I.

Learning Objective : Give the meaning of exponent and base. PELC # A.1. 1.1 Value : Be clean and Orderly

II.

Learning Content: Skill : Giving the meaning of exponent and base Reference : Math Textbook VI Materials : Chart, Flashcard Learning Experiences : A. Preparatory Activities : 1. Review / Drill : Let the pupils describe the pattern shown.

III.

Let them draw the next figure in the pattern. How many squares are there in the 2nd figure? In the 3rd figure? Discover the rule in finding the next figure? How many squares will be in the fifth figure? 2. Motivation : 1. Show pictures of the map of the Philippines and of General Aguinaldo and let them read the following sentences. 1.) General Emilio Aguinaldo is the first President of the Republic. 2.) The Philippines is in Southeast Asia. 3.) Most Filipinos celebrate Christmas in the 10th month of the year. 2. Which sentence is true or false? Why? 3. If sentences can be true or false, in mathematics there are sentences that are either true or false. B. Developmental Activities 1. Presentation Rhoda has to sew a tablecloth 9 dm by 9 dm for their square shaped table in the living room. How big is the area of the tablecloth? Answering questions about the problem. a. How will you find the area of the table cloth? b. What number sentence will be used to solve the problem? c. Are the two quantities equal?

d. Write the equation about the problem? Valuing: If you were Rhoda, will you also sew a tablecloth? Why? 2. Fixing Skills a. Give the base and the exponential in each of the following orally. 1.) 2 2.) 4 3.) 7 4.) 1 b. Complete the equation. a.) 18 =5+6 = 11 b.) = 10 x 100 = 100

3. Generalization : What is exponent? Base? C. Application: Rewrite each of the following using exponents. Determine the numerical value. 1. second power of 7 2. Fourth power of 5 3. 2 x 2 x 2 x 2 x 2 x 2 4. 8 x 8 x 8 5. 15 x 15 IV. Evaluation : Directions: Complete the following sentences. 1. In 5, ____________ is the base and ___________ is the exponent. 2. 6 is the exponent form of 6 x _____. 3. ________ tells the number of times the base is used as a factor. 4. 2 means multiplied 2 by itself _________ times. 5. _________ is the number used as the factor. ML V. Assignment: Fill in the blanks. 1. 2. 3. 4. 5. 9 = 3 x 3 = 3 16 = _______ x _________ = ________ 8 = 2 x 2 x 2 = 2 10 = 10 x 10 = ________ 10 = __________ x __________ x __________ x ___________ = _________ ID

MATHEMATICS VI

DATE : _______________________________

I.

Learning Objective : Give the value of numbers involving exponents. PELC # A. 1. 1.2 Value: Awareness of dreaded diseases

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III.

Learning Content: A. Skill : Evaluating expressions involving exponents B. Reference : Enjoying Mathematics 6 C. Materials : Chart, activity cards, flashcards Learning Experiences : A. Preparatory Activities : 1. Drill: Think and Try Can you find a pair of numbers whose sum is equal to their product? Example : 2 + 2 = 2 x 2 = 4 2. Motivation : What are the different dreaded diseases? B. Developmental Activities: 1. Presentation: Read the selection below ( written in the chart ). TABLE 1 Day Number Number of Cancer Cells 1 2 2 (2)(2)=4 3 (4)(2)=8 4 ( 8 ) ( 2 ) = 16 5 ( 16 ) ( 2 ) = 32 6 ( 32 ) ( 2 ) = 64 What do you notice about the cancer cells from day 1 to day 10 ? ( They are doubled each day ) How is this obtained? 2. Fixing Skills : Let us have 3 earning stations. Do the activity in each learning station by group. Once you have finished an activity, go to the next station and do the activity indicated there. Learning Station 1 1) 7 x 7 x 7 = 4) two to the seventh power 2) 8 x 8 x 8 x 8 x 8 x 8 = 5) six with the exponent nine

3) 6 x 6 x 6 x 6 = Learning Station 2 Write the factored form and the answer. 1) 6 4) 34 2) 3 5) 7 3) 10 3. Generalization : How do we give the value of an expression? C. Application : Based on tables 1 , 2 and 3, how many cancer cells have grown on the fifteenth day? IV. Evaluation Give the value of the following: 1) 6 2) 4 3) 2 4) 9 5) 7

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Assignment : Complete the table below. Base 1) 5 2) 3 3) 6 4) 10 5) 9 Exponent Value

MATHEMATICS VI

DATE : _______________________________ I. Learning Objectives : 1.Interpret PEMDAS rule correctly. PELC # A. 1. 1.3 2. Perform two different operations on whole numbers with or without exponents PELC # A. 1.1.4 Value : Being helpful in the family

II.

Learning Content : Skill : Performing two different operations on whole numbers with or without exponents Reference : Math Textbook Materials : flash card , Chart

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Learning Experiences A. Preparatory Activities : 1. Drill : Game on numerical expressions Mechanics: 1) Form 4 groups. 2) The teacher flashes the situation, ( e.g. six multiplied by two , twelve squared ). Each group decides within 60 seconds on the corresponding numerical expression for the given situation. One member of each group simultaneously goes to the board and writes the numerical expression. 3) The teacher together with the class checks the answer. 4) The group with the highest number of correct answers wins. 2. Motivation : Ask the pupils about the occupation of their parents. Let them tell how they help their parents earn a living. B. Developmental Activities : 1. Presentation : Jethro was helping his mother in their store when a delivery man delivered 20 dozens of eggs at P 42 a dozen. If the delivery man gave him a change of P 160, how much is his money? Is he right asking for P260, if his money is P 1000? Why?

1. 2. 3. 4.

A. Ask the following questions: Who helps mother in the store? Who delivers dozens of eggs ? How many dozens of eggs are delivered to them? If you were Jethro : Will you help your family earn a living? why?

 Will you keep the change given by the delivery man? Why? B. Have each pair of pupils act I out using play money and ask them to answer the following: 1.) What are the given data? 2.) What are the operations to be used? C. Lead each pair of pupils to think of an expression related to the problem. D. Let them evaluate the expression they have formulated? P 160 + 20 x P42 P 160 + 840 P 1000 money of Jethro E. Require them to analyze which operation they use before arriving at the exact change. 2. Practice Exercise / Fixing Skills Evaluate the Expression: a. 8 + 4 - 2 = c. 7 x 9 3 = b. 5 x 8 4 = d. 72 3 x 8 = 3. Generalization : How do you evaluate an expression with two different operations with or without exponents? C. Application : Write an expression about the problems. Then evaluate the expressions. a.) In a certain eatery, there are 5 glass racks having 24 glasses and 8 left over. The answer says she has 0 glasses in all. Is she right? Why? Evaluation : Evaluate the following expressions: 1. 4 x 3 + 8 2. 84 3 x 4 3. 76 8 + 5 4. 53 + 7 20 5. 3 x 5 25 6. 7 x 8 + 130

IV.

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Assignment : Evaluate the following expressions: 1) 2) 3) 4) 5) 8 x 15 9 44 + 56 7 67 + 3 x 9 27 8 4 3x86

MATHEMATICS VI

Date : ________________________________

I.

Perform two different operations on whole numbers with or without parenthesis or other grouping symbols. PELC # A. 1.1.4. b Value : Being orderly and clean

II.

Learning Content : Skill : Performing two different operations on whole numbers with or without parenthesis or other grouping symbols. Reference : Math Textbook Materials : flash card , Chart

III.

Learning Experiences A. Preparatory Activities : 1. Drill - Evaluating the Expression Materials : Flash cards a. 3 x 4 + 1 2. Motivation : What do you observe when somebody in your home is sick? Does he take a medicine? B. Developmental Activities 1. Presentation In a certain drugstore, the pharmacist daughter of the owner helps her mother account the medicines to fever. She finds specialized square holders of tablets. She has recorded 4 groups of 10 layers of 10 tablets on each side of the holders and 6 sets of 10 tablets. 2. Discussion : What is the profession of the daughter of the drugstore owner? What does Pharmacist do? Is she right reporting that there are 40 060 tablets? Why? ( 4 x 10 ) + ( 6 x 10 ) ( 4 x 1000 ) + ( 6 x 10 ) 4000 + 60 4060 3. Valuing: If you were the pharmacist, will you also have a systematic arrangement of your medicines? Why? 4. Practice Exercises / Fixing Skills : a.) ( 114 4 ) x ( 12 4 ) + 3 b.) 16 + 82 / ( 4 + 4 )

c.) ( 36 - ) x ( 3 x 4 ) + 7 5. Generalization : How do we evaluate an expression with more than two operations with parenthesis or other grouping symbols? without parenthesis or other grouping symbols? C. Application : Write an expression about the problem . The answer. Rolly helps his father arrange the baked cheese cakes placed in a specialized square box. He has arranged 5 groups of 8 cheese cakes on each side and 3 sets of 7 cheese cakes in a tray in a display cabinet. IV. Evaluation : Evaluate the following expressions: a.) ( 9 2 ) + ( 3 x 21 ) b.) ( 18 + 14 ) / ( 6 + 2 ) c.) 36 / 22 + 4 x ( 4 2 ) d.) ( 6 + 2 x 8 ) / 13 - 5 + 2 e.) ( 7 - 3 ) x 6 + 6 - 3 x 5

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Assignment : Perform as indicated: a.) ( 34 4 ) x ( 75 / 5 ) b.) ( 35 3 ) x 32 + 9 c.) ( 38 7 ) + 6 / ( 2 x 3 )

MATHEMATICS VI

Date: ____________________________________ I. LEARNING OBJECTIVES : To answer the test with 75 % accuracy and with honesty. VALUE FOCUS: Accuracy , Honesty II. LEARNING CONTENT : A. Summative Test B. Questionnaire, Test Notebook Activities: 1. Setting of Standards 2. Test Proper 3. Checking Evaluation: A. Directions : Fill in the blank/s with the correct number to complete the statement. 1. In 6 ___________ is the base and ________ is the exponent. 2. 7 is the exponent form of 7 times ________. 3. 256 is 16 to the __________ power. 4. 3 means 3 multiplied by ___________ 5 times. 5. 8 means ___________ is multiplied by itself _________ times. B. 6. 7. 8. 9. 10. C. 11. 12. 13. 14. 15. Give the value of the following exponents. 9 6 raised to the 4th power 2 10 is the base, 4 is the exponent 10 Solve for the answer : 7x2+6 43 4 x 7 20 10 5 5 X 4 + 6 7 + 12 [( ] ) ML

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Assignment : Answer letter A on page 8, Enjoying Mathematics workbook.

MATHEMATICS VI

Date : ________________________________

I.

LEARNING OBJECTIVES: Perform more than two operations on whole numbers with or without exponent and parenthesis /grouping symbols. PELC # A. 1.1.5. Value: Practice honesty in doing ones work

II.

LEARNING CONCEPT : SKILL : Performing more than two operations on whole numbers with or without exponent and parenthesis /grouping symbols REFERENCE : www.youtube.com ,Math Textbook MATERIALS : laptop ,flash card , Chart Learning Experiences A. Preparatory Activities : 1. Review : Place parenthesis in the equation so that each equation will be true statement. Work in pairs. 1) 16 7 + 8 = 1 2) 3 x 5 4 = 3 3) 18 2. Motivation : Do you like to go hunting? Lets have a word hunting game. Encircle the words diagonally, horizontally, or vertically. D T W I C E Q A I S U M R M U D F T H R I I O E F A L U S N T X E D E T D U I P R D S I I S E O E E S M V E N N N N S E I O T E C D R S D U R N E S M A E A E T

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What words were you able to identify? Give the meaning of each word. D. Developmental Activities 1. Presentation Video Presentation ( PEMDAS ) 2. Discussion : What rules did we follow in simplifying numbers with more than two operations? 3. Practice Exercises / Fixing Skills : a.) 32

b.) c.) d.) e.) 4. Generalization :

) ]= 72 + [( ( 114 4 ) x ( 12 4 ) + 3 16 + 82 / ( 4 + 4 ) ( 36 - ) x ( 3 x 4 ) + 7

What rule would you follow in evaluating expressions with more than two operations? 5. Application : Draw a diagram/figure for the problem, write an equation and then solve. The length of a rectangle is 3 metres more than its width. If the perimeter is 54 metres, what are its dimensions? IV. Evaluation : Evaluate the following expressions: a. ( 9 2 ) + ( 3 x 21 ) b. ( 18 + 14 ) (6+2) c. 36 22 + 4 x ( 4 2 ) d. ( 6 + 2 x 9 ) 4 - 5 + 2 e. ( 3 - 3 ) x 6 +9-3x5

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Assignment : Perform as indicated: a. ( 34 4 ) x ( 75 / 5 ) b. ( 35 3 ) x 32 + 9 c. ( 38 7 ) + 6 / ( 2 x 3 ) d. 10 is one followed by how many zeros? e. Find ( x ) if x = 3

MATHEMATICS VI DATE : ______________________________

I.

LEARNING OBJECTIVES : Solve two to three step word problems involving whole numbers following the steps in solving two step problems. PELC # 2.1 Value : Cooperation

II.

LEARNING CONCEPT : SKILL : Applying the order of operations in solving 2 to 3 step word problems REFERENCE : PELC MATERIALS : Chart , drill board LEARNING EXPERIENCES A. Preparatory Activities 1. Drill Perform the indicated operations a) ( 12 + 3 ) 7 = N b) 4 ( 6 + 8 ) = N c) 25 d) ( 18 4 ) ( 5 + 3 ) = N e) ( 6 ) ) 2. Motivation : What would you like to be when you grow up? Who wants to be a business / businesswoman? B. Developmental Activities : 1. Presentation Read and study the problem. Problem A Mr. Gonzales put up a capital coming from the following: Bank P 250, 000.00 Private Loan P 100, 000.00 Personal Money P 150 , 000.00 The cost of the merchandise he bought was P 365 , 273.00. How much was left from his capital? 2. Fixing Skills Juan bought a pair of shoes costing P 925.00 and a tie costing P 275.00. He gave the seller P 2,000.00. How much change did he receive? 3. Generalization : What are the steps to follow in solving 2 to 3 step word problems? What is the first thing you need to know? Why? C. APPLICATION : Analyze and solve the problem below. A movie earned P 5, 470,551.00 in 27 theatres in Manila and P 2,005,924.00 in 61 movie houses in other parts of the country. Combining the two amounts, what was the average income per theatre from this movie?

III.

IV.

EVALUATION : Read the problem below and do what is asked. Girl scout troop no. 131 collected 150 kg of rice on the first week and 110 kg on the second week. Troop no. 250 collected 98 kg and 100 kg n 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. 2. 3. 4. 5. 6. 7. 8. 9. 10. Asked Hidden Question 1 Hidden Question 2 Step 1 Step 2 Step 3 Number Sentence Solution Answer with the correct unit Check ML ID

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ASSIGNMENT : Analyze and solve. Mr. Cruz had P 4,500.00. He spent P 2,500.00 for food; P 750.00 for transportation, and P 275.00 for other expenses and divided the rest among his brothers. How much was the share of each?

MATHEMATICS VI DATE : ______________________________

I.

LEARNING OBJECTIVES : 1. Name a decimal for a given model (region / blocks, money, number line, grid).PELC # A 1.1 2. Use different models to show a given decimal ( region / blocks, money, number line, grid).PELC # A 1.2 Value : Kindness and humility

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LEARNING CONTENT : SKILL : Naming decimals using models REFERENCES : PELC A.1 , www.youtube.com MATERIALS : pictures , chart, laptop

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LEARNING EXPERIENCES : A. Preparatory Activities: 1. Drill Show the objects as presented below. Have the pupils identify the number of equal parts the whole is divided.

1)

2)

3)

4)

2. Review : Naming Game Mechanics: a) Teacher prepares different illustrations to be presented to the class. b) One member of each group will stand at the back. a. b.

c.

d.

3. Motivation: Problem Opener: Tina went to her friends house. She took a jeepney in going there. But when she was about to give the fare to the jeepney driver, she found out that she had only P 4.95, and the fare is P 5.50. Valuing : Would the jeepney driver accept her money? Why?

B. Developmental Activities 1. Presentation:

2. Discussion : a. What do you say in naming orally the amount of money? b. When do you say the word peso/s and and centavos? c. What separates the number for pesos from the centavos? d. Where do you write the number for peso and number for centavo? 3. Generalization : How did the models help you in understanding about decimals? Why? C. Application : Kyle and Sean assisted their mother in washing clothes by fetching water for her. Kyle filled of the drum while Sean was able to fill of the drum. a) What fraction represented the part of the drum they filled with water? b) How do you write in decimal? in decimal? c) Write them in words.

IV. Evaluation : A. Name the following sets of models in decimal form. 1)

2)

3)

4)

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V. Assignment: Using models discussed, illustrate decimal expressions.

MATHEMATICS VI

Date: ____________________________________ VI. LEARNING OBJECTIVES : To answer the test with 75 % accuracy and with honesty. VALUE FOCUS: Accuracy , Honesty VII. LEARNING CONTENT : C. Summative Test D. Questionnaire, Test Notebook Activities: 4. Setting of Standards 5. Test Proper 6. Checking Evaluation: A. Solve for the answer using PEMDAS. 1. ) 7 x 2 + 6 ( 6 + 3 x 5 ) 2. ) 43 4 x ( 7 - 24 ) 3.) 20 ( 10 5 8 ) 4. ) 5 X 4 + 6 7 + 12 ] ) )[ ( ( Refer to chart nos. 6 25 )

VIII.

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Assignment : Answer letter B on page 8, Enjoying Mathematics workbook.

MATHEMATICS VI DATE : _______________________________ I. LEARNING OBJECTIVE : Rename fractions whose denominators are powers of 10 in decimal form and vice versa. VALUE : ACCURACY

II. LEARNING CONTENT : SKILL : Renaming fractions whose denominators are powers of 10 in decimal form and vice versa REFERENCE: PELC MATERIALS : Chart III. LEARNING EXPERIENCES : A. Preparatory Activities 1. Mental Computation In a group of 10 members, 3 are boys. What is the ratio of the boys to the number of members? If you write this ratio as a fraction, which is the numerator ? the denominator? 2. Review : Fraction Word 1. four tenths 2. six tenths 3. three tenths 4. seven tenths 5. 3 hundredths

Fractions

B. Developmental Activities: 1. Presentation Mother brought home a whole rectangular shaped pizza pie and divided it into 10 equal parts. Marisa ate 2 parts. What fractional part of the pizza pie was eaten by Marisa? 2. Discussion: What are given? What is asked? How will you write the eaten part of the pie in fraction form? 3. Fixing Skills: Match Column A with column B by writing the letter only. _________1. Eighty nine thousandths a. 0.890 _________2. Eight and nine hundredths b. 8.9 _________3. Eighty and nine hundredths c. 8.09 _________ 4. Eight hundred ninety thousandths d. 0.089 _________5. Eight and nine tenths e. 80. 09

4. Generalization: How do we determine the number of decimal places when changing fractions to decimals? C. Application: Rename these decimals as fractions: a) 0. 38 b) 0. 6 c) 0. 752 d) 0.09 e) 0.56 IV. EVALUATION: Rename each fraction in decimal form. 1) 2) 3) 4) 5)

ML V. ASSIGNMENT :

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Express as a fraction with a power of 10 as the denominator. 1) 0. 4 2) 0. 0275 3) 0. 13 4) 0.085 5) 0.754

MATHEMATICS VI DATE : _______________________________ I. LEARNING OBJECTIVE: Identify the place value / value of a digit in a given decimal. PELC # 3.1 VALUE : Cooperation II. LEARNING CONTENT: SKILL : REFERENCE : MATERIALS : Identifying the place value / value of a digit in a given decimal PELC Chart , flash cards

III. LEARNING EXPERIENCES : A. Preparatory Activities 1. Drill / Review Game Brothers / Sisters, where are you? Matching cards 2. Motivation : When you see 5, what does it mean to you? How about 0.5? Do we read it simply as point 5 ? B. Developmental Activities 1. Presentation: Pair Share

Whole number

tenths

hundredths

Ten thousandths

1) Put the boxes containing chips with numbers 0 to 9 in front. 2) The group that can answer correctly will be the first to go in front. 3) He/ She should be blind folded while picking a chip. 4) His / her partner do the following: a) Read the number b) Write the number in symbols and in words c) Identify place value and value 5) The group with the most number of points wins the game. 2. Fixing Skills a. Write in numerals then identify the place value of each digit. Ex. One and three thousand nine hundred eighty four ten thousandths 3. Generalization: How do you read decimal numbers? How do you read the decimal point? How do you know the value and place value of each digit in a given decimal?

C. Application: Mens gymnastics is divided into compulsory and optional events. In 1984, the United States team members won the gold medal. Their score in the optional events was 296.0391. In the compulsory events they scored 259. 3127 points. IV. EVALUATION: Write the following decimals in words then identify the value and the place value of the underlined digit. Value 1) 3. 2741 2) 43. 0018 3) 135. 30 4) 656.8743 5) 300.003 Place Value

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V. ASSIGNMENT: Follow the directions. 1) Form 5 decimal numbers out digits 1, 2,3,4,5,6,7,8 and 9. 2) Write each number in words. 3) Identify the value of each digit.