UNIT LEARNING PLAN TEMPLATE GRADE: V SUBJECT: MATHEMATICS UNIT TOPIC: UNIT DESIGNER(S): UNIT SUMMARY STAGE 1: Desired

Results CONTENT STANDARD: understanding on the use of ratio and proportion PERFORMANCE STANDARD:
manipulate ratios and solve problems involving ratios and proportions

TIME FRAME:

ORGANIZING BIG IDEA(S): UNDERSTANDING: Students will understand that COMPETENCIES: Students will know the following:

visualizes the ratio of two given sets of objects. expresses the ratio of two numbers using either the colon (:) or a fraction. expresses one value as a fraction of another given their ratio and vice versa. finds how many times one value is as large as another given their ratio and vice versa. identifies and writes equivalent ratios. expresses ratios in their simplest forms. finds the missing term in a pair of equivalent ratios. defines and describes a proportion. recognizes when two quantities are in direct proportion. solves problems involving ratio and direct proportion.

Students will do the following:

STAGE 2: Assessment Evidence DIAGNOSTIC/PRE-ASSESSMENT:

FORMATIVE ASSESSMENT:

SUMMATIVE ASSESSMENT:

SELF-ASSESSMENT: STAGE 3: Learning Plan of Activities NOTE: Learners undergo a four-part process involving explore, firm up , deepen and transfer. Specific activities in each part are characterized and labeled as Acquisition, Meaning Making and Transfer or A-M-T. During Acquisition activities, students gather and obtain the pertinent facts or information or skills. During Meaning Making activities, students process and develop understanding and make sense of the acquired information and skills. During Transfer activities, students apply their understanding and knowledge and skills in authentic tasks and new and real life situations. EXPLORE: As part of initial activities, learners shall be given an overview of the topic, what they are expected to learn and how their learning shall be assessed. In this stage, diagnosis of their knowledge on the topics gained from previous grades shall form part of the prerequisites. Learners may also be given a problem question, situation or task to think about or perform. Students express their prior knowledge by giving their initial ideas or show their initial process to the question.

FIRM UP: Varied learning experiences shall be introduced to help learners make their understandings real, equip them with skills and knowledge for them to be successful

throughout the topic, and undergo differentiated instruction to address their unique strengths and needs. Students shall undergo different kinds of interactions which will enable them to clarify their initial ideas or actions and make meaning of the different facts and information. Students shall interact with materials (print, audio-visual, technology), peers, environment or community.

DEEPEN: Here, learners shall reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self-evaluation; and undergo in-depth discussion of the topic using multiple sources of information and various modalities of manifesting learning. Learners shall produce artifacts of their deep understanding.

TRANSFER: There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and concrete activities to independent applications where they may create or produce new knowledge in science. This is to challenge learners to transfer their learning in new settings and use this creatively to generate new ideas or view things differently. Learners shall manifest informed decisions in managing the effects of the concepts related to the real world.