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DEPARTMENT: Grade School UNIT: Mathematics A.Y.

2016-
2017

LASALLIAN NxGEN BLENDED LEARNING MODULE

TEACHER: Ms. Ma.Trinidad M. GRADE/YEAR LEVEL: 4 SUBJECT: Mathematics


Africa and Mr. Robert Gabriel N.
Cosme

TERM: 1 UNIT TOPIC: Numbers And Number TIME FRAME: June 13-Sept.2, 2016
Sense Whole Numbers And Basic
Operations

CONTENT STANDARDS PERFORMANCE STANDARDS

1. The learner demonstrates understanding of whole 1. The learner is able to recognize and represent
numbers up to 100 000. whole numbers up to 100 000 in various forms
2. The learner demonstrates understanding of and contexts.
multiplication and division of whole numbers 2. The learner is able to apply multiplication and
including money. division of whole numbers including money in
mathematical problems and real-life situations.

LASALLIAN GUIDING PRINCIPLES

Check applicable LGPs


LGP 1: Challenge learners to realize their full potential.

LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners.

LGP 3: Are dynamic and encourage differentiation, diversity and synergy amongst learners that are
friendly, caring and respectful.

LGP 4: Ensure that learners translate knowledge into something useful in actual practice for the
betterment of society.

LGP 5: Prepare learners to participate responsibly in the world of work, family, community, nation, and
church.

STAGE 1: ESTABLISHED DESIRED RESULTS

TRANSFER GOALS:

The learners on their own will use their skills involving the four basic operations on whole numbers in
solving daily mathematical problems.

ENDURING UNDERSTANDING:

The learners will understand that:

1. numbers are important in everyday life. Numbers make living a lot easier.
2. we need an order of operations to be able to give the correct value of a mathematical expression.

ESSENTIAL QUESTIONS:
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

The learners will find the answer to the questions:


1. Why do we have numbers? What if we did not have numbers?
2. Why do we need an order of operations?

ACQUISITION: Competencies (DepEd Code):


Knowledge:
A1. Visualizes numbers up to 100 000 with emphasis on numbers 10 001 100 000. (M4NS-Ia-1.4)
A2. Gives the place value and value of a digit in numbers up to 100 000. (M4NS-Ia-10.4)

Process:
A1.Reads and writes numbers up to hundred thousand in symbols and in words. (M4NS-Ia-9.4)
A2. Rounds numbers to the nearest thousand and ten thousand. (M4NS-Ib-5.2)
A3. Compares numbers up to 100 000 using relation symbols. (M4NS-Ib-12.4)
A4. Orders numbers up to 100 000 in increasing or decreasing order. (M4NS-Ib-13.4)
B1. Multiplies up to 3-digit numbers by up to 2-digit numbers without or with regrouping. (M4NS-Ic-
43.7)
B2. Multiplies mentally 2-digit by 1-to 2-digit numbers with products up to 200 and explains the strategies
used.(M4NS-Id-42.3)
B3. Estimates the products of 3- to 4- digit numbers by 2- to 3- digit numbers with reasonable results.
(M4NS-Ic-44.2)
B4. Solves routine and non-routine problems involving multiplication of whole numbers including money
using appropriate problem solving strategies and tools. (M4NS-Id-45.4)
B5. Solves multi-step routine and non-routine problems involving multiplication and addition or
subtraction using appropriate problem solving strategies and tools. (M4NS-Ie-45.5)
B6. Divides 3- to 4-digit numbers by 1- to 2-digit numbers without and with remainder.(M4NS-If-54.3)
B7. Divides 3- to 4-digit numbers by tens or hundreds or by 1 000 without and with remainder.
(M4NS-If-54.4)
B8. Estimates the quotient of 3- to 4- digit dividends by 1- to 2- digit divisors with reasonable results.
(M4NS-Ig-55.2)
B9. Divides mentally 2- to 3-digit numbers by 1-digit numbers without remainder using appropriate
strategies. (M4NS-Ig-52.3)
B10. Solves routine and non-routine problems involving division of 3- to 4- digit numbers by 1- to 2-
digit numbers including money using appropriate problem solving strategies and tools. (M4NS-Ih-56.3)
B11. Solves multi-step routine and non- routine problems involving division and any of the other
operations on whole numbers including money using appropriate problem solving strategies and tools.
(M4NS-Ih-56.4)
B12. Represents and explains the order of operations correctly. (M4NS-Ii-61.1)
B13. Performs a series of two or more operations.(M4NS-Ij-62.1)

STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT

GRASPS NARRATIVE OF TRANSFER TASK

A raffle draw will be held in your school. You are a member of the committee on prizes. You have been
tasked to make a budget plan for the prizes, which should include 1 first prize item, 3 second prize items,
5 third prize items and 10 consolation prize items. The budget plan should include the breakdown of
expenses. You should be able to maximize the budget in the amount of 100 000. The budget plan must
be presented to the overall chairman of the raffle draw. Your work will be judged based on the following:
organization of data in the chart, clarity of presentation and explanation, maximization of budget and
accuracy of calculations.

ASSESSMENT TOOLS (Unit Assessment Map)

TYPE KNOWLEDGE PROCESS UNDERSTANDING PRODUCT/


PERFORMANCE
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Pre-Assessment/ Pretest Pre-test


Diagnostic
Formative Book Exercises Online Exercise Guided Scaffold for
Error Analysis Generalization Transfer
Book Exercise
Summative Short Assessment Short Assessment Guided Performance Task
Post-Test CUA Generalization
CUA
Self-Assessment Reflect and Reflect and Reflect and Reflect and
Resolve Resolve Resolve Resolve

RELATED FACETS OF UNDERSTANDING


Explanation: Discuss how to get the numbers, value and place value, and the four basic operations.
Interpretation: Investigate and expound mathematical concepts on doing situation and error analysis.
Application: Produce a short performance by making a budget plan using numbers and four basic
operations.
Self-Perspective: Generalize concepts and relate it to previous lessons
Empathy: Interact with a seatmate by doing Think-Pair-Share for more understanding of mathematical
concepts
Self-Knowledge: Solve the problem of the day depending on their various ways and habits of solving.

BLENDED ACTIVITIES/TOOLS
F2F and e-learning activities are aligned

ENVIRONMENT FACE-TO-FACE E-LEARNING


ATTRIBUTE

ACTIVE Guided Practice You Tube video clips


Discussion PowerPoint presentations
Situation Analysis
Error Analysis
Individual/Independent Work
COLLABORATIVE Group Discussions Video clips
Think Pair Share
CONSTRUCTIVE Drills Station Rotation
Anchor Tasks/Problems of the Day Flipped Classroom: Gooru.org
Provision for Relational Understanding Drills
Video Tutorials
AUTHENTIC Budget Plan Video tutorials
Station Rotation
GOAL-DIRECTED Learning Logs PowerPoint Presentations
Values Integration
Integration of LGPs and LCVs
Wrap up Activities

STAGE 3: LEARNING PLAN FLOW

I. INTRODUCTION
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

DAY 1/WEEK 1 (Date: June 13, 2016)

Objectives: By the end of the lesson, the pupils will be able to:
a. visualize numbers up to 100 000 with emphasis on numbers 10 001 to 100 000.
b. give the place value and value of a digit in numbers up to 100 000.

Task 1 - Introduction of the Lesson and Goal Setting (F2F Active)


The teacher sets the end in mind by introducing the Topic: NUMBERS AND NUMBER SENSE WHOLE
NUMBERS AND BASIC OPERATIONS and asking the Essential Questions: 1.) Why do we need to study about
numbers? 2.) Why do we need to follow the order of operations when giving the value of an expression? (slide
presentations). After the brief introduction, ask the pupils to write their personal goals for the unit in their notebook
(Learning Log).

Task 2 - Anchor Task (F2F Active)


The teacher shows this problem on screen: Ten big boxes of medicine tablets were sent to a community affected by
a communicable disease. Each big box has 10 medium-sized boxes. Each medium-sized box has 10 small boxes.
Each small box has 10 packets with 10 tablets each. How many medicine tablets were sent to the community? 100
000

Ask a pupil to read the problem and another one to draw boxes of different sizes on the board to illustrate the
problem. Let some pupils role-play the situation. Then lead them to understand and eventually solve the problem.

Task 3 - Provision for Relational Understanding (Blended Active)


The teacher lets the pupils answer questions in their notebook to determine what they know and what they do not
know about whole numbers up to 10 000. Tell them to check the items they know and cross out the items they do
not know. The questions are:
a. How many thousands are there in 9 000? 9
b. How many hundreds are there in 1 500? 15
c. What is the value of digit 8 in 9 875? 800
d. What is the expanded form of 9 607? 9 000 + 600 + 7
e. What is the standard form of 8 000 + 500 + 1? 8 501

Ask the pupils the following questions and then have them explain and defend their answers:
a. Are you sure? Why?
b. How did you get the answer?
c. What did you do to find the answer?

*The pre-test was conducted during the orientation days by means of individual recitation.

II. INTERACTION

DAY 2/WEEK 1 (Date: June 14, 2016)

Objectives: By the end of the lesson, the pupils will be able to:
a. visualize numbers up to 100 000 with emphasis on numbers 10 001 to 100 000.
b. give the place value and value of a digit in numbers up to 100 000.

Task 1 - Student Activities (Blended Active)


a. Flashcard drill on addition.
b. Discuss Think and Understand on pp. 2-5
c. Make a place value chart on the board and then ask the pupils to use it to write numbers up to hundred
thousand. Dictate several 3-digit to 6-digit numbers. Call on some pupils and have them write the numbers
on the place value chart.
d. Guide the pupils in answering Practice on p. 6. Then have them check each others work. Call on
volunteers. Have them explain the answers to the exercises. Be ready to correct any misconception that may
arise from the discussion.
e. Ask the pupils to answer Check Your Understanding on p. 5 orally.
f. Show the pupils the interactive base-10 models on this website https://www-
k6.thinkcentral.com/content/hsp/math/hspmath/na/gr3-
5/itools_intermediate_9780547274058_/basetenblocks.html

Task 2 Seatwork (F2F Active)


Have the pupils answer Try This Challenge on pp. 8-9. Then check and have them explain their answers.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Task 3 Self- Assessment (F2F Goal Directed)


Have the pupils answer Reflect and Resolve on p. 9. Interview them by asking the questions.

Task 4 Wrap Up (F2F Active)


To wrap-up, ask a pupil to summarize the important ideas in the lesson.

Task 5 - (FLIPPED): Pupils are assigned to visit gooru.org to review all the collection of topics and other related
activities on Whole Numbers and Place Value. http://www.gooru.org/content/courses/play/60ba1341-95a6-46d3-
9cdb-7a1e2003d1cf. Assign the pupils to study for the summative assessment.

DAY 3/WEEK 1 (June 15, 2016)

Objectives: The learners are able to answer the assessment # 1 accurately and honestly.

Task 1 - Follow Up Activity (Blended Active/Goal Oriented)


Show the gooru activity in the class. Ask a pupil of what did he learned in the activities.

Task 2 Administering Assessment # 1 (Knowledge)


Have the pupils answer the assessment which covers Whole Numbers, Place Value and Value.

DAY 4/WEEK 1 (June 16, 2016)

Objective: The learners read and write numbers up to hundred thousand in symbols and in words.

Task 1 - Anchor Task (Blended Active)


The teacher shows this problem on screen: What is the biggest number you can make using the digits 6, 0, 4, 1, 8,
3? 864 310

Ask a pupil to read the problem. Then lead them to understand and eventually solve the problem.

Task 2 - Provision for Relational Understanding (Blended Active/Goal Oriented)


The teacher lets the pupils answer questions in their notebook to determine what they know and what they do not
know about reading and writing whole numbers up to 10 000. Ask them to check the items they know and cross out
the items they do not know. The questions are:
a. What is the number name for 3 182? Three thousand, one hundred eighty-two
b. Is thirty-four ninety-for the number name for 3 494? No.
c. Can you spell the number name for 7 506? Seven thousand, five hundred six
d. What is the numeral form of eight thousand, nine hundred seventy-five? 8 975

Ask the pupils the following questions and then have them explain and defend their answers:
a. Are you sure? Why?
b. Can you show the class how you got the answer?

Task 3 - Student Activities (Blended Active)


a. Let the pupils watch a video about reading and writing whole numbers
(https://www.youtube.com/watch?v=8rosu7NHQnA).
b. What have you seen in the video?
c. Ask the pupils to read the numbers in Get Ready on p. 10
d. Discuss Think and Understand on p. 11

Task 4 Wrap Up Activity (F2F Goal Oriented)


Have the pupils do the thumbs-up thumbs-down activity

DAY 5/WEEK 1 (June 17, 2016)

Objective: The learners read and write numbers up to hundred thousand in symbols and in words.

TASK 1 Student Activities (Blended Active/Collaborative)


a. Flash card drill on addition.
b. Continue/Review Think and Understand on p. 11
c. Point out that:
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

The ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 are used to write whole numbers.


Digits are grouped in threes, also known as periods, using commas or spaces.
Zero is used as a placeholder.
d. Ask the pupils to answer Check Your Understanding on p. 11 orally. Call on volunteers. Have them explain
their answers. Be ready to correct or clarify any error or misconception.
e. Guide the pupils in answering Practice on p. 12. Then have them check each others work. Call on
volunteers. Have them explain the answers to the exercises. Be ready to correct any misconception that may
arise from the discussion.
f. Let the pupils answer Keep Practicing! on p. 13. Then have them check each others work. Call on
volunteers. Have them explain the answers to the exercises. Be ready to correct any misconception that may
arise from the discussion.
j. Ask the pupils to work in pairs. Have them discuss the answers to Test Yourself on p. 14. Remind the pairs to
exchange ideas during the activity. Move around the room and see to it that everyone is working. Then
check and have them explain their answers.
k. Assign the pupils to study Goal 2 on pp. 10-15 for the summative assessment.

Task 4 Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p.15. Interview them by asking the questions.

Task 5 Metacognition (F2F Active)


Have the pupils answer Try This Challenge on pp. 14-15. Have them exchange their papers for checking.

Task 6 Wrap up Activity ( F2F Goal Oriented)


Ask a pupil to summarize all the important concepts in Goal 2.

DAY 1/WEEK 2 (Date: June 20, 2016)

Objective: The learners round numbers to the nearest thousands and ten thousands.

Task 1 - Anchor Task (F2F Active)


The teacher presents this problem to the class: Mother wanted to buy an electric fan that costs P 1 175.00. She has
one P 1 000-bill and four P 100-bills in her wallet. How many bills should she give the cashier? One 1 000 pso bill
and two 100 peso bills.

Ask a pupil to read the problem. Allow 5 minutes for the pupils to use Think-Pair-Share in discussing the problem.
Have them exchange their thoughts and ideas with a partner.

Task 2 - Provision for Relational Understanding (F2F Active)


The teacher lets the pupils answer Get Ready on p. 16 to determine what they know, understand, and can do about
rounding numbers to the nearest tens, hundreds, and thousands.
Use rounding technique to answer each. Explain how you got your answer.
1. Round these numbers to the nearest ten.
a. 35 30 b. 244 240
2. Round these numbers to the nearest hundred.
a. 86 100 b. 908 900
3. Round these numbers to the nearest thousand.
a. 3 255 3 000 b. 7 500 8 000
Ask the pupils the following questions and then have them explain and defend their answers:
a. Are you sure? Why?
b. Can you show the class how you got the answer?

Task 3 - Student Activities (Blended Active)


a. Let the pupils watch a video about rounding whole numbers
(https://www.youtube.com/watch?v=jzx_g77IwU4)
b. What have you learned about the video presented?
c. Introduce the discussion of Think and Understand on pp. 16-17
d. Remind the pupils to study Goal 2 on pp.10-15 for the summative assessment.

Task 4 Wrap Up activity (F2F Goal Oriented/Collaborative)


Have the pupils to Do Think-Pair-Share and have them discuss all the concepts they have learned.

DAY 2/WEEK 2 (June 21, 2016)


DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Objectives: The learners are able to answer the assessment # 2 accurately and honestly.

Task 1 Administering Assessment # 2 (Process)


Have the pupils answer the assessment which covers Reading and Writing Whole Numbers in Symbols and in
Words

DAY 3/WEEK2 (June 22, 2016)

Objective: The learners round numbers to the nearest thousands and ten thousands.

Task 1 Student Activities (Blended Active/Collaborative)


a. Flashcard drill on subtraction.
b. Continue to discuss Think and Understand on pp. 16-17
c. Demonstrate how to use the rules in rounding numbers. Give several examples to illustrate.
d. Tell the class that a more reliable rounding strategy should not be based on a memorized rule. Rather, it
should be based on logical thinking. Point out that when we round a number, we are locating its position
between multiples of 10, 100, 1 000, 10 000. Say: If you want to round 23 874 to the nearest hundreds,
think of the question: Is this number closer to 23 800 or 23 900? We have 23 800 already but the remaining
digit 74 is closer to 100 than to 0. So, 23 874 rounded to the nearest hundreds is 23 900.
e. Have pupils answer orally Check Your Understanding on p. 18
f. Have pupils answer orally Practice on p. 18. Let them explain their answers.
g. Ask the pupils to work in threes. Tell them to answer Keep Practicing! on p. 18 and Test Yourself on p.
19. Move around the classroom. Clarify questions, gauge pupils understanding, and address
misconceptions.
h. Have pupils exchange books to check each others work. Call on volunteers. Have them explain the answers
to the exercises.
i. Assign as homework Try This Challenge on pp. 19-20.

Task 2 Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 20. Interview them by asking the questions.

Task 3- Wrap Up Activity (F2F Goal Oriented)


To end the lesson, ask the students to have their generalization about the topic.

DAY 4/WEEK 2 (Date: June 23, 2016)

Objectives: The learners -


a. compare numbers up to 100 000 using relation symbols.
b. order numbers up to 100 000 in increasing or decreasing order.

Task 1 - Anchor Task (F2F Active)


The teacher presents this problem to the class: In the year 2010, the recorded population of Binangonan was
249 872 and the population of Taytay was 288 956. Which town had more people in year 2010? Taytay

Ask a pupil to answer the problem. Let him/her explain his/her answer.

Task 2 - Provision for Relational Understanding (Blended Active)


The teacher lets the pupils answer questions in their notebook to determine what they know and what they do not
know about comparing and ordering four-digit numbers. Ask them to check the items they know and cross out the
items they do not know. The questions are:
a. Which is greater, 1 543 or 1 343? 1 543
b. Write the inequality symbol to complete the mathematical sentence: 6 387 ___ 5 837. >
c. Can you find a four-digit even number that is less than 7 541? 6 890, etc.
d. How will you arrange 5 248, 2 241, and 2 248 in order from least to greatest? 2 241, 2 248, 5 248
e. How will you arrange 4 193, 4 183, and 4 163 in order from greatest to least? 4 193, 4 183, 4 163

Ask the pupils the following questions and then have them explain and defend their answers:
a. How did you get the answer?
b. Can you show the class how you got the answer?

Task 3 - Student Activities (Blended Active)


a. Ask the pupils to arrange the numbers in Get Ready on p. 21 from least to greatest.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

b. Show a place value chart on the screen with the numbers 97 253 and 79 253. Ask a pupil to identify the
digit in each place value position. Then call on a volunteer to answer these questions: Which of the two
numbers is greater? How did you know?
c. Point out to the pupils that when they are comparing whole numbers, they are actually deciding which
number is greater. Guide the pupils to understand that when they compare numbers, they should:
1. Look at the number of place value positions in each number.
Example: 32 569 > 3 962
2. Remember that if the numbers have the same number of digits and the beginning digits are the same,
they have to compare the digits in the succeeding place value positions.
Example: Which is greater, 39 423 or 32 893?
d. Show a picture of evacuees in an evacuation center. Tell a story about children putting canned goods in big
donation boxes. Display this chart on the screen:
Grade Levels Donations for the Flood
Victims
1 and 2 1 251 bags
3 and 4 1 396 bags
5 and 6 2 125 bags
Ask a pupil which grade levels gave the greatest number of canned goods and why it is so. Then ask
another pupil which grade levels gave the next to the greatest number of canned goods and let him/her
explain his/her answer. Finally, let someone explain which grade levels gave the least number of canned
goods.
e. Say: From greatest to least, the numbers are _____, _____, _____. From least to greatest, the order is
_____, _____, _____.

Task 4 Wrap Up Activity (F2F Active)


To end the session, stress that to order two or more numbers, place value concepts are absolutely necessary
especially when ordering large numbers. Use place value models and show the pupils how to do digit-by-digit
comparison. Emphasize that when ordering six-digit numbers, compare the digits starting from the left.

DAY 5/WEEK 2 (June 24, 2016)

Objectives: The learners -


a. compare numbers up to 100 000 using relation symbols.
b. order numbers up to 100 000 in increasing or decreasing order.

Task 1 Student Activities (Blended Active/Collaborative)


a. Flashcard drill on subtraction
b. Let the pupils watch a video about comparing and ordering whole numbers.
https://www.khanacademy.org/math/pre-algebra/order-of-operations/whole-number-representations-
tut/v/comparing-whole-number-place-values
c. Ask the pupils on what ideas did they get by watching the video.
d. Discuss Think and Understand on pp. 21-24
e. Have pupils answer orally Check Your Understanding on p. 24. Tell them to write the numbers on a place
value chart. Have them explain their answers.
f. Have the class form groups of fours. Tell them to answer Practice and Keep Practicing! on pp. 25-26.
Give them 10 minutes to answer the exercises. Move around the classroom and be ready to correct any
misconception that may arise during the activity.
g. Call on volunteers. Have them explain their answers.
b. Have a game on comparing and ordering numbers.
c. Let the pupils answer Test Yourself on p. 27.
d. Assign the pupils to study Goals 3 and 4 on pp. 16-28 for the summative assessment.
June 28, Tues.-Assessment #3 (Knowledge and Process)
Competencies: 1. round numbers to the nearest thousands and ten thousands
2. compare numbers up to 100 000 using relation symbols
3. order numbers up to 100 000 in increasing or decreasing order

Task 4 Self Asessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 28. Interview them by asking the questions.

Task 5 Metacognition (F2F Active)


Have the pupils answer Try This Challenge on pp. 27-28.

DAY 1/WEEK 3 (Date: June 27, 2016)


DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Objective: The learners multiply three-digit numbers by up to two-digit numbers without regrouping.

Task 1 - Anchor Task


The teacher presents this problem to the class: Each of the 132 sewers in Nicoles garment factory can finish 21
pieces a week. How many pieces can all of them finish a week? 2 772 pieces of garments

Discuss the problem with the pupils.


a. What are given in the problem?
b. What is asked?
c. What operation will you use to find the answer?

Task 2 - Provision for Relational Understanding (F2F Active)


Have the pupils answer a quick quiz in their notebook to determine what they know and what they do not know
about multiplying one- to two-digit numbers without regrouping. Ask them to find the product in a given multiplication
sentence. Some of the items in the quiz are:
a. What is 3 x 23? 69
b. What is 2 x 42? 84
c. What is 24 x 11?264
d. What is 35 x 10? 350

Ask the pupils to defend their answers to the questions.

Let the pupils solve the problems in Get Ready on p. 29. Call on some pupils. Have them answer the problems.
Encourage them to use any strategy to solve the problem.

Task 3- Student Activities (Blended Active/Constructive)


a. Introduce Think and Understand on pp. 29-31
Problem: There are three baskets. Each basket has 213 mangoes. How many mangoes are there in all?
Show the class how to solve the problem using these methods:
1. Base-10 Blocks.
Ask the pupils to solve the problem by constructing a flat that represents 100, a long that represents 10,
and a unit that represent 1. Call on volunteer to show their work on the board.
2. Bar Models
Call on volunteers on how to represent the mathematical sentence using 1 bar that is equal to 213.
Have them discuss their answer.
b. Remind students to study Goal 3 and 4 for the summative assessment.

Task 4 Wrap Up Activity (F2F Goal Oriented)


Let the pupils do the thumbs up if they understand the lesson and thumbs down if not.

DAY 2/WEEK 3 (Date: June 28, 2016)

Objectives: The learners are able to answer the assessment # 3 accurately and honestly.

Task 1 Administering Assessment # 3 (Process)


Have the pupils answer the assessment which covers Rounding, Ordering and Comparing whole numbers.

DAY 3/WEEK 3 (Date: June 29, 2016)

Objective: The learners multiply three-digit numbers by up to two-digit numbers without regrouping.

Task 1 Student Activities (Blended Active/Constuctive)


a. Flashcard drill on multiplication
b. Continue the discussion of Think and Understand, pp. 29-31
c. Have the students solve the same given problem using the following:
1. Partial-Product Method
Ask a pupil to write the given number in expanded form on the board. Allow the pupil to
multiply each value to the given multiplier and dicuss to the class the answer.
2. Short-Cut Method or Vertical Multiplication
Ask a pupil to multiply the given number and have him/her discuss the process.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

d. Tell the pupils to answer individually Check Your Understanding on p. 32. Let them write the answers in
their notebooks.
e. Have the pupils exchange notebooks to check each others work. Call on volunteers. Ask them to explain
their answers. Be ready to correct and clarify any error or misconception.
f. Have the pupils answers to Keep Practicing! on p. 32. Call on volunteers to write on the board and be
ready to correct and clarify any error or misconception.
g. Have the pupils answer Test Yourself on p. 33.

Task 2 Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 34. Interview them by asking the questions.

Task 3 Metacognition (F2F Active)


Assign the pupils answer Try This Challenge on p. 34 at home.

Task 4 Wrap Up Activity (F2F Goal Oriented)


To end the lesson, ask a pupil to summarize the important ideas in Goal 5.

DAY 4/WEEK 3 (Date: JUNE 30, 2016)

Objective: The learners multiply three-digit numbers by up to two-digit numbers with regrouping.

Task 1 - Anchor Task


The teacher presents this problem to the class: There are 357 basins of fish at the port. If each basin contains
18 kg of fish, how many kilograms of fish are there in all? 6 426 kg of fish.

Discuss the problem with the pupils.


a. What are given in the problem?
b. What is asked?
c. What operation will you use to find the answer?

Task 2 - Provision for Relational Understanding (F2F Active)


Have the pupils answer a quick quiz in their notebook to determine what they know and what they do not know
about multiplying one- to two-digit numbers with regrouping. They will be asked to find the product in a given
multiplication sentence. Some of the items in the quiz are:
a. What is 3 x 27? 81
b. What is 4 x 45? 180
c. What is 24 x 16? 384
d. What is 35 x 26? 910

Ask the pupils to defend their answers to the questions.

Let the pupils solve the problems in Get Ready on p. 35. Call on some pupils. Have them answer the problems.
Encourage them to use any strategy to solve the problem.

Task 3 - Student Activities (Blended Active)


a. Discuss Think and Understand on pp. 35-37
Problem: There are four baskets. Each basket has 236 mangoes. How many mangoes are there in all?
Show the class how to solve the problem using these methods:
1. Repeated Addition
236 + 236 + 236 + 236 = 944 mangoes
2. Bar Models

236 236 236 236


1 bar = 236
4 bars = 944 mangoes
b. Ask the pupils to answer orally Check Your Understanding on p. 38.
c. Assign Practice on p. 38 as homework. Let them write the answers in their notebooks.

Task 4 Wrap Up Activity (F2F Goal Oriented)


Ask the pupils what process is easier. Let the one who chose Repeated Addition and Bar Model explain their
choices.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

DAY 5/WEEK 3 (Date: July 1, 2016)

Objective: The learners multiply three-digit numbers by up to two-digit numbers with regrouping.

Task 1 Student Activities (F2F - Active)


a. Discuss the assignment. Tell the pupils to check their own work.
b. Continue Think and Understand on pp. 35-27
Have the students solve the same given problem using the following methods:
1. Partial-Product Method
2. Short-Cut Method or Vertical Multiplication
c.Call on volunteers. Ask them to explain the solutions. Be ready to correct and clarify any error or
misconception.
d. Call on volunteers to write on the board the answers to Keep Practicing! on p. 38. Be ready to correct and
clarify any error or misconception.
e. Have the pupils answer Test Yourself on p. 39.

Task 4 Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 40. Interview them by asking the questions.

Task 5 Metacognition (F2F Active)


Have the pupils answer Try This Challenge on pp. 39-40.

Task 6 Wrap Up Activity (F2F Goal Oriented/Constructive)


Call on volunteers to choose one technique in Multiplication and why is it the easier process to do.

DAY 1/WEEK 4 (Date: July 4, 2016)

Objective: The learners multiply mentally two-digit by one- to two-digit numbers with products up to 200 and explain
the strategies used.

Task 1 - Anchor Task (F2F Active)


The teacher asks the class: Mentally compute 25 x 11. What is the product? 275

Discuss the computation with the pupils. Ask the following questions:
a. How did you come up with that answer?
b. What technique did you use?

Task 2 - Provision for Relational Understanding


Ask the pupils to find the products in Get Ready on p. 48 without using paper and pencil. Call on some pupils. Have
them find the products. Encourage them to use any strategy to solve the problem.

Task 3 - Student Activities (Blended Active)


a. Flashcard drill on multiplication.
b. Let the pupils watch a video on mental multiplication or mental tricks on TEC-CD.
https://youtu.be/YCBTw8KAqkw
c. Ask the class: Do you now have an idea on how to multiply mentally according to the video you just
watched?
d. Discuss Think and Understand on pp. 49-52. Emphasize the different strategies for mental multiplication.
e. Ask the pupils to answer orally Check Your Understanding, Practice and Keep Practicing! on p. 53.
f. Have the pupils answer Test Yourself on p. 54.

Task 4 Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 55. Interview them by asking the questions.

Task 5 Metacognition (F2F Active)


Have the pupils answer Try This Challenge on p. 55.

Task 6 Wrap Up Activity (F2F Goal Oriented)


To end the lesson, tell the pupils to do a think-pair-share. Have them exchange ideas about the multiplication
shortcuts they learned in Goal 8.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

DAY 2/WEEK 4 (Date: July 5, 2016)

Objective: The learner estimates the product of three- to four-digit numbers by two- to three-digit numbers with
reasonable results.

Task 1 - Anchor Task (F2F Active)


The teacher asks the class: Mentally compute 15 x 25. What is the product? 375

Discuss the computation with the pupils. Ask the pupils what they know and what they do not know about
estimating products of two- to three-digit numbers by one- to two-digit numbers. They will be asked to check the
items they know and cross out the items they dont know.

Some of the questions are:


a. How do you round 53 to the nearest tens? 50
b. How do you round 348 to the nearest hundreds? 300
c. How do you estimate the product of 53 and 348? 15 000

Ask the pupils the following questions and then have them explain and defend their answers:
a. Are you sure? Why?
b. How did you get the answer?

Task 2- Provision for Relational understanding (F2F Active)


Ask the pupils to solve the problem in Get Ready on p. 41 and call on some pupils to answer the problem.
Encourage them to use any strategy to use the problem.

Task 3- Student Activities (F2F Active)


a. Flashcard drill on multiplication
b. Ask volunteers to read this problem and have them write their answer on the board. Have them use any
strategy to explain their answers:
Problem: 287 poor families were given 25 kilograms of rice each. About how many kilograms of rice were
given to the families? 9 000 kg of rice
c. Discuss Think and Understand on pp. 41-43.
d. Have the pupils answer orally Check Your Understanding on p. 44. Be ready to correct and clarify any
error or misconception.
e. Assign the pupils to answer Practice on p. 44 at home.

Tak 4 Wrap Up Activity (F2F Goal Oriented/Collaborative)


Ask the pupils to do Think-Pair-Share and have them discuss what they have learned in the topic.

DAY 3/WEEK 4 (Date: July 6, 2016)


NO CLASSES Eidl Fitr

DAY 4/WEEK 4 (Date: July 7, 2016)

Objective: The learner estimates the product of three- to four-digit numbers by two- to three-digit numbers with
reasonable results.

Task 1- Student Activities (Blended Active)


a. Flashcard drill on multiplication
b. Discuss the assignment. Ask the pupils to check their own work.
c. Ask the pupils to watch a video about estimating products. https://youtu.be/TxlWvlcv58g
d. Ask the pupils to work in groups of four. Have them discuss the answers to Keep Practicing on p. 45 and
Try This Challenge on p. 46. Remind the pupils to exchange ideas during the activity.
e. Have the pupils exchange their work to check. Call on some pupils to explain their answers. Be ready to
give feedback, answer queries, or clarify any misconception.
f. Assign pupils to study Goal 5, 6, 7 and 8 for the summative assessment.

Task 2- Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 47.

Task 3- Metacognition (F2F Active)


Have the pupils answer Test Yourself on pp. 45-46
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Task 4 Wrap Up Activity (F2F Active)


To end the lesson, ask the pupils to summarize the important information in Goal 8.

DAY 5/WEEK 4 (Date: July 8, 2016)

Objectives: The learners are able to answer the assessment # 4 accurately and honestly.

Task 1 Administering Assessment # 4 (Process)


Have the pupils answer the assessment which covers Multiplying with and without Regrouping.

DAY 1/WEEK 5 (Date: July 11, 2016)

Objectives: The learner solves routine and non-routine problems involving multiplication of whole numbers including
money using appropriate problem solving strategies and tools.

Task 1- Anchor Task (F2F Active)


The teacher presents this problem in the class: Five children bought a birthday present for their grandmother. They
shared the cost of gift equally. Each of them paid P135. What was the cost of the five children? P675

Discuss the problem. Ask the pupils the following questions:


a. What is a word problem? Can you give an example?
b. How do you solve word problems

Ask the pupils to solve the given word problem. Encourage them to use any strategy to answer. Have them explain
their answer. Be ready to give feedback and answer questions.

Task 2- Provision for Relational Understanding (F2F Active)


Have the students identify the information in Get Ready on p. 56. Have the students take down and compare notes.
Call on some pupils and have them explain and defend their answers.

Task 3- Student Activities (Blended Active)


a. Flashcard drill on multiplication.
b. Explain the four-step problem on the board. The process we are going to use in problem solving was
developed by George Polya who is also known as the Father of Problem Solving.
c. Have the pupils determine information from the given problem using the four step-problem solving process.
d. Ask the pupils to answer orally Check Your Understanding on p. 59. Be ready to correct any error that
may arise from the discussion.
e. Ask the pupils to answer Practice on p. 60. Have the pupils check their own work. Be ready to answer
queries and clarifications.

Task 4- Self Asessment (F2F Active)


Have the pupils answer Reflect and Resolve on p.63

Task 5- Metacognition (F2F Goal Oriented)


Have the pupils answer Test Yourself on p. 61

Task 6 Wrap Up Activity (F2F Active)


To end the lesson, ask one pupil to summarize the four-step problem solving process.

DAY 2/WEEK 5 (Date: July 12, 2016)

Objectives: The learner solves multi-step routine and non-routine problems involving multiplication and addition or
subtraction using appropriate problem solving strategies and tools.

Task 1- Anchor Task (F2F Active)


The teacher presents this problem in the class: Mother bought 5kg of chicken at P185 per kilogram and 6kg of
mangoes at P75 per kilo. She gave the cahier three P500-bills. How much change did she receive? P125

Discuss the problem to the pupils:


a. What are given in the problem?
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

b. What is asked?

Task 2- Provision for Relational Understanding (F2F Active)


Have the pupils to do Think-Pair-Share to discuss Get Ready in p. 64. Remind them to be ready to defend their
answers.

Task 3- Student Activities (F2F Active)


a. Flashcard on division
b. Discuss Think and Understand on p. 64-67.
Problem: Patti bought a notebook and 3 ballpoint pens. The notebook costs P80.00. She gave the cashier
two P100-peso bills. The cashier gave her a change of P45.00. How much did each pen cost? P25
c. Ask the pupils to answer orally Check Your Understanding on p. 67. Be ready to correct any error that
may arise from the discussion.
d. Assign the pupils to answer Practice at home.

DAY 3/WEEK 5 (Date: July 13, 2016)

Objectives: The learner solves multi-step routine and non-routine problems involving multiplication and addition or
subtraction using appropriate problem solving strategies and tools.

Task 1 Student Activities (Blended Active/Collaborative)


a. Flashcard drill on division
b. Tell the pupils to exchange paper to check each others work. Call on volunteers. Have them discussed and
explain their solutions to the problems.
c. Ask the pupils to do interactive activity about solving multi-step problems involving multiplication on the
TEC-CD.
d. Have the students work in teams of four and tell them to answer Keep Practicing on p. 68-69 and Try This
Challenge on pp. 70-71. Ask the teams to exchange papers to check their answers. Be ready for the
queries that may arise from the discussion.
e. Assign students to study Goal 9 and 10 for the summative assessment.

Task 2- Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 72.

Task 3- Metacognition (F2F Active)


Have the pupils answer Test Yourself on pp. 80-81.

Task 4 Wrap Up Activity (F2F Active)


Call on volunteers to enumerate the steps on Problem Solving.

DAY 4/WEEK 5 (Date: July 14, 2016)

Objectives: The learners are able to answer the assessment # 5 accurately and honestly.

Task 1 Administering Assessment # 5 (Understanding)


Have the pupils answer the assessment which covers Multiplying with and without Regrouping.

DAY 5/WEEK 5 (Date: July 15, 2016)

Objectives: The learner divides three- to four-digit numbers by one-digit divisor without remainder.

Task 1 Flashcard Drill on Division (Blended Active)


Online division flashcard (http://www.helpingwithmath.com/resources/online_flashcards/flashcard_division01.htm)

Task 2 - Anchor Task (F2F Active)


The teacher shows this problem on the screen: A group of concerned citizens donated 815 kg of rice to the poor
families in their community. They put equally 5 kg of rice in each paper bag. How many paper bags did they use to
pack all the rice? 163 paper bags
Ask one pupil to read the problem aloud. Then let the whole class read the problem altogether. After that, ask the
following questions:
a. What are the given facts?
b. What is being asked in the problem?
c. What operation will be used to solve the problem?
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

For question (c), ask the pupils to defend their answers.

Task 3 - Provision for Relational Understanding (F2F Active)


Play a game to review division. Divide the class into two teams. Every time a question is given, the teacher will ask
a member of each team to stand.
a. How many 2s can you get from 24? 12
b. How many 3s can you get from 36? 12
c. How many 4s can you get from 28? 7
d. How many 5s can you get from 35? 7

Task 4 Student Activities (F2F Active)


a. Discuss Think and Understand on pp. 74 78.
b. Ask the pupils to answer orally Check Your Understanding on p. 78. Allow them to write solutions on the
board. Be ready to correct any error that may arise from the discussion.
c. Guide the pupils in answering Items 1 5 (Part A) of Practice on p. 79. Then let the pupils check each
others work. Call on pupils to show and explain their solutions on the board.

Task 5 Wrap Up Activity (F2F Goal Oriented)


aAs a wrap up activity, ask the pupils if they fully understand the lesson or not by doing the Thumbs up, Thumbs
down Activity. Ask what LGP/s is/are touched by todays discussion.

DAY 1/WEEK 6(Date: July 18, 2016)

Objectives: The learner divides three- to four-digit numbers by one-digit divisor without remainder.

Task 1 Student Activities (F2F Active)


a. Flash card drill on division.
b. Have the pupils exchange their papers to check each others assignment. Let them show their solution on
the board. Be ready for the queries.
c. Ask the pupils to work in pairs. Have them discuss the answers to Items 1 3 (Part B) of Keep Practicing!
on p. 80. Remind the pairs to exchange ideas during the activity. Move around the room and see to it that
everyone is working. Then check and have them explain their answers.
d. Let the pupils answer Items 4 5 (Part B) of Keep Practicing! Check the answers afterwards and be ready
for the pupils queries and other concerns.

Task 2 Wrap Up Activity (F2F Goal Oriented)


To end the lesson, ask the pupils to do a Think-Pair-Share. Have them exchange ideas about the concepts they
learned in Goal 11

Task 5- Self Assessment (F2F Goal Oriented)


Have the pupils to do Reflect and Resolve on p.82.

Task 6- Metacognition (F2F Active)


Have the pupils answer Test Yourself on p. 80-81.

DAY 2/WEEK 6 (Date: July 19, 2016)

Objectives: The learner divides three- to four-digit numbers by two digits without remainder.

Task 1 Anchor Task (F2F Active)


Present this as an opening problem: There are 216 pupils competing in different games. There are 24 pupils in
each game. How many games are there? 54 games

Ask the pupils what is the number sentence for the given problem. Then let them solve the problem on their
notebooks. Be ready to give feedback, answer queries, or clarify any misconception. Call one volunteer to solve the
problem on the board. Let the volunteer explain his/her solution to the class.

Have them answer the following:


a. What is 99 11? 9
b. What is 168 12? 14
c. What is 325 25? 13
d. What is 768 32? 24
e. What is 640 40? 16
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Task 2- Provision for Relational Understanding (F2F Active)


Have the pupils answer Get Ready on p. 83 then asked them to explain their answers.

Task 3- Student Activities (F2F Active)


a. Discuss Think and Understand on pp. 83 87. Give emphasis on the last two examples where division is
shown in two methods: partial quotient method and the vertical method. Let the pupils explain how each
method is done.
- In partial quotient method, divide the value of each digit by the given divisor and add the partial
quotients to get the quotient.
Problem: In a meeting of 156 parents and teachers, how many tables will be needed if 12 chairs can be put
per table? 13 tables
b. Have the pupils to answer orally Check Your Understanding on p. 87.
c. As an exercise, have the pupils answer Practice on pp. 88. Be ready to correct misconceptions and answer
queries. Let the pupils check each others work and call volunteers to show and explain their solutions on
the board.
d. Assign the pupils to answer Part A of Keep Practicing! on pp. 88 89 at home.

Task 4 Wrap Up Activity (F2F Goal Oriented)


As a wrap up activity, ask the pupils if they fully understand the lesson or not by doing the Thumbs up, Thumbs
down Activity. Ask what LGP/s is/are touched by todays discussion.

DAY 3/WEEK 6 (Date: July 20, 2016)

Objectives: The learner divides three- to four-digit numbers by two digits without remainder.

Task 1 Student Activities (Blended Active/Collaborative)


a. Flashcard drill on division.
b. Check the assignment and have the pupils explain their answers.
c. Have the pupils to watch a video about long division. https://youtu.be/0uZiqk_ZdcA
d. Have the pupils to work in pairs. Have them collaboratively answer the Items 1 3 (Part B) of Keep
Practicing! on pp. 89-90.Have the pupils to show their work on the board. Have the students to exchange
papers and check their work. Be ready for queries that may arise from the activity.
e. Have the pupils answer Test Yourself p. 89.

Task 4- Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 90.

Task 5- Metacognition (F2F - Active)

Error Analysis
a. Present these three situations and let the pupils answer the following questions on each situation:
- Is ________s solution correct or not? Why?
- Can someone show the correct solution on the board?
Situation 1: Mother and her friends decided to give some grocery packs for the families in the
evacuation center. They spent Php 8 100 for 18 grocery packs. How much did they spend for each
grocery pack?
JayJays Solution:
I can get the answer by dividing 8 100 and 18. Mother and her friends spent Php 4500 for each
grocery packs.

Situation 2: The Grade 4 pupils cancelled their Christmas party and decided to use their class funds to
buy milk for the children in the evacuation center. They spent Php 4 245 for 15 boxes of milk. How
much did the class spend for each box of milk powder?
Eikos Solution:
I will divide 4 245 by 15 to get the answer. The class spent Php 285 for each box of milk powder.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Situation 3: A car uses 58 liters of gasoline for every 638 km travelled. Find the cars mileage.
Bastians Solution:
I will divide 638 by 58 to get the mileage of the car. Hence, the cars mileage is 11 km per liter.

Task 6 Wrap Up Activity (F2F Active)


For the wrap up activity, ask a pupil to summarize important ideas in Goal 12.

DAY 4/WEEK 6 (Date: July 21, 2016)

Objectives: The learner divides three-to four-digit numbers by one-to two-digit numbers with remainder.

Task 1- Anchor Task (F2F Active)


Present this problem in the class: Uncle Ito harvested 114 ears of corn, which he divided equally among his 5 loyal
customers. After putting equal number of corn in plastic bags, there was some left, which he could no longer
distribute exactly among his customers. How many ears of corn had he left? 22 r 4

Ask the pupils to give the information in the problem. Have the pupils draw a mathematical model to solve the
problem.

Task 2- Provision for Relational Understanding (F2F Active)


Have the pupils to do Think-Pair-Share and answer Get Ready on p.91. Have them discuss their answer and then
call on one pair to write their answers on the board and explain their work.

Introduce remainder and have them answer these questions:


a. What is N if 139 6 = N R1? 23
b. What is N if N 7 = 32 R2? 226
c. What is N if 148 N = 29 R3? 5

Task 3- Student Activities (F2F Active)


a. Discuss Think and Understand on p. 91-92.
b. Have the pupils answer orally Check Your Understanding on p. 93
c. Assign pupils to do Practice on p. 93 and Keep Practicing! on pp. 93-94.

Task 4 Wrap Up Activity (F2F Goal Oriented)


Ask the pupils if they fully understand the lesson or not by doing the Thumbs up, Thumbs down Activity

DAY 5/WEEK 6 (Date: July 22, 2016)

Objectives: The learner divides three-to four-digit numbers by one-to two-digit numbers with remainder.

Task 1- Student Activities (F2F Active)


a. Flashcard drill on addition and subtraction.
b. Have the pupils check their own assignment. Be ready for queries that may arise from the discussion.
c. Ask the pupils to work in groups four. Have them discuss the answers to Try this Challenge on pp. 95-96.
d. Ask the pupils to explain their answers. Be ready to clarify some misconceptions and other questions that
may arise from the discussion.

Task 2- Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 96.

Task 3- Metacognition (F2F Active)


Have the pupils answer Test Yourself on p. 94-95.

Task 4 Wrap Up Activity (F2F- Goal Oriented)


DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

DAY 1/WEEK 7 (Date: July 25, 2016)

Objectives: divides 3- to 4-digit numbers by tens or hundreds or by 1 000 without and with remainder.

Task 1- Anchor Task (F2F Active)


The teacher will present this problem on the screen: Mango bars are packed in boxes of 100s. How many boxes
are needed to pack 30 000 mango bars? 300 boxes

Let the pupils give the answer without using paper and pencil.

Task 2 Provision for Relational Understanding (F2F Active)


Have the pupils answer a quick quiz to determine what they know and dont know about dividing two to three
digit numbers by 10 or 100 without remainder. Some items in the quiz are:
a. What is 30 10? 3
b. What is 60 20? 3
c. What is 300 100? 3
d. What is 600 20? 30
e. What is 800 400? 2

Task 3 Student Activities (F2F Active/Collaborative)


a. Flashcard drill on multiplication and division.
b. Discuss Think and Understand on pp. 97 98.
c. Guide the pupils in answering Check Your Understanding on pp. 99. Be ready to answer questions and
make necessary corrections.
d. Let the pupils answer Practice on pp. 99. Challenge them to work as fast as they can. Let them check each
others work and explain their answers.
e. Let the pupils answer Items 1 10 of Keep Practicing! on pp. 100. Let the pupils check each others work.
Call on volunteers to show and explain their solutions on the board.
f. Ask the pupils to work in pairs. Have them discuss the answers to Test Yourself on pp. 100. Remind the
pairs to exchange ideas during the activity. Move around the room and see to it that everyone is working.
Then check and have them explain their answers.

Task 4 Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 101. Interview them by asking the questions.

Task 5 Values Integration (F2F Active)


Then present the 5 LGPs on the screen. Ask the pupils what LGPs they encountered while learning about dividing
by powers of 10.

Task 6 Metacognition (F2F Active)


Let the pupils answer Try This Challenge on page 101.

Task 7 Wrap Up Activity (F2F Goal Oriented)


As a wrap up activity, do the Explain a Procedure activity.

DAY 2/WEEK 7 (Date: July 26, 2016)

Objectives: The learners divides mentally 2- to 3-digit numbers by 1-digit numbers without remainder using
appropriate strategies

Task 1 Anchor Task (F2F Active)


Tell the pupils if they can think of families of multiplication and division facts to mentally divide numbers. Give an
example to illustrate.
Example: 20 4 = 5 since 5 x 4 = 20. Also, 30 5 = 6 because 5 x 6 = 30.

Task 2 Student Activities (F2F Active)


a. Flashcard drill on multiplication and division
b. Discuss Think and Understand on pp. 108 110.
c. Ask the pupils to answer Check Your Understanding on pp. 110 orally.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

d. Ask the pupils to answer orally Practice and Keep Practicing! on pp. 111.
e. Have the pupils answer Part B of Test Yourself on pp. 112.

Task 3 Self Assessment (F2F Goal Oriented)


Have the pupils raise a popsicle stick with a green, orange, yellow star to have their response in Reflect and
Resolve on p. 113. Interview them by asking the questions.

Task 4 Values Integration (F2F Active)


Then present the 5 LGPs on the screen. Ask the pupils what LGPs they encountered while learning about mental
division.

Task 4 Metacognition/Think Pair Share (F2F Collaborative)


Ask the pupils to work in pairs. Have them answer Try This Challenge on page 113.

DAY 3/WEEK 7 (Date: July 27, 2016)

Objectives: The learner estimates the quotient of 3 to 4 digit dividends by 1 to 2 digit divisors with
reasonable results.

Task 1 Anchor Task (F2F Active)


The teacher will present an opening problem on the screen: If the school has 2 378 pupils in 58 classes, about
many pupils are there in each class? 40 pupils in each class
Ask the pupils the following questions:
a. What operation will we use to get the answer?
b. What is the number sentence?
c. What does the phrase about how many mean?
d. How shall we do it?

Task 2 Provision for Relational Understanding (F2F Active)


Use flash cards or a slide presentation to review rounding numbers. Ask the pupils to round the following numbers
to the nearest tens, hundreds, and thousands: 498, 635, 587, 1 029, and 28 134.

Number Rounded Number


498 500
635 600
587 600
1 029 1 000
28 134 30 000

Task 3 Student Activities (F2F Active)


a. Discuss Think and Understand on pp. 103 104. Make sure to guide the pupils in answering the opening
problem.
b. Instruct the pupils to answer Check Your Understanding on pp. 105 orally. Ask volunteers to explain the
answers. Watch out for pupils who correctly round numbers but then divide incorrectly.
c. Ask the pupils to answer Practice on p. 105.
d. Assign the pupils to answer Keep Practicing! on p. 105.

Task 4 Wrap Up Activity (F2F- Goal Oriented/Collaborative)


To end the lesson, ask the pupils to do Think-Pair Share and have them discuss Remember on p. 105.

DAY 4/WEEK 7 (Date: July 28, 2016)

Objectives: The learner estimates the quotient of 3 to 4 digit dividends by 1 to 2 digit divisors with
reasonable results.

Task 1 Student Activities (F2F Active)


a. Flashcard drill on addition and multiplication
b. Present this problem to the class: There were about 36 215 tree seedlings distributed among 42 barangays
in our town. About how many tree seedlings did each barangay get?
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Ask the pupils what is the number sentence for the given problem. Then let them solve the problem on their
notebooks. Be ready to give feedback, answer queries, or clarify any misconception. Call one volunteer to
solve the problem on the board. Let the volunteer explain his/her solution to the class.
c. Assign the pupils to study Goal 11 to Goal 16 for the summative test.
July 27, Thurs.-Assessment #6 (Knowledge and Process)
Competencies: 1. divides three- to four-digit numbers by one- to two-digit numbers with and without
remainder
2. divides 3- to 4-digit numbers by tens or hundreds or by 1 000 without and with
remainder.
3. estimates the quotient of 3- to 4- digit dividends by 1- to 2- digit divisors with
reasonable results.
4. divides mentally 2- to 3-digit numbers by 1-digit numbers without remainder
using appropriate strategies.

Task 4 Self Assessment (F2F Goal Oriented)


Have the pupils answer Reflect and Resolve on p. 107.

Task 5 Metacognition (F2F Active)


Have the pupils answer Test Yourself on p. 106.

Task 6 Wrap Up Activity (F2F Goal Oriented)


As a wrap up, let the pupils write on their notebooks what have they learned about estimating quotients. Let some
pupils share their learning to the class.

DAY 5WEEK 7 (Date: July 29, 2016)

Objectives: The learners are able to answer the assessment # 6 accurately and honestly.

Task 1 Administering Assessment # 6 (Knowledge and Process)


Have the pupils answer the assessment which covers Multiplying with and without Regrouping.

DAY 1/WEEK 8 (Date: Aug. 1, 2016)

Objectives: The learner solves routine and non-routine problems involving division of 3- to 4- digit numbers by 1-
to 2- digit numbers including money using appropriate problem solving strategies and tools.

Task 1- Anchor Task (F2F Active)


Present this problem in the class: There are 6 boxes with 20 durian candies each. These durian candies are to be
divided equally among 30 pupils. How many durian candies will each pupil get? 4 durian caandies

Ask the pupils to write the given information. Call on volunteers to draw a mathematical model to solve the problem.
Be ready to answer the question of the pupils about the part of the problem they could not understand.

Task 2- Provision for Relational Understanding (F2F Active)


Have the pupils use Think-Pair-Share strategy in answering Get ready on p. 114. Move around the room and
observe the work of the pairs. Call on volunteers and have them write their work on the board and let them discuss
it. Be ready for the queries that may arise from the discussion.

Task 3- Student Activities (F2F Active)


a. Flashcard drill on subtraction and multiplication
b. Discuss Think and Understand on p. 115-118.
c. Ask the pupils to answer orally Check Your Understanding on p.118. Be ready to give feedback, clarify
answers and correct any misconceptions.
d. Have the pupils answer Practice on p. 119
e. Ask the pupils to exchange their papers to check each others work. Be ready for giving feedback and
clarifications.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Task 4 Wrap Up Activity (F2F Goal Oriented)


Let the pupils do thumbs up and thumbs down to know if they understood the lesson.

DAY 2/WEEK 8 (Date: Aug. 2, 2016)

Objectives: The learner solves routine and non-routine problems involving division of 3- to 4- digit numbers by 1-
to 2- digit numbers including money using appropriate problem solving strategies and tools.

Task 1 Student Activities (F2F Active)


a. Flashcard drill on addition and division.
b. Ask the pupils to work in pairs. Have them discuss the answer in Keep Practicing! on p. 120. Remind the
pairs to exchange ideas during the activity. Ask the struggling learners if they have encountered any
difficulty in answering the exercises.
c. Assign Try this Challenge on p. 121 as homeroom.

Task 2- Self Assessment (F2F Goal Oriented)


Have the pupils raise their popsicle sticks by asking the questions in Reflect and Resolve on p. 122.

Task 3- Metacognition (F2F Active)


Have the pupils answer Test Yourself on pp. 120-121.

Task 4 Wrap Up Activity (F2F Goal Oriented)


Ask a pupil to enumerate the process of problem solving and tell the class how is it being used involving division.

DAY 3/WEEK 8 (Date: Aug. 3, 2016)

Objectives: The learner-


a. represents and explains the order of operations correctly.
b. performs a series of two or more operations

Task 1- Anchor Task (F2F Active)


Start the lesson with an activator. Present this riddle to the class:
Add me to myself.
Multiply by 4.
Divide by 3.
You get 16.
What number am I?

Call on volunteers to answer the problem. Ask the pupils to explain the solution.
Ask the following questions:
a. Is there only one operation involved in the given riddle? If not, how many?
b. When you cross intersections with traffic lights, what does each color of the traffic light mean?
c. What is the importance of following traffic rules?

Task 2- Provision for Relational Understanding (F2F Active)


Lead the class to another idea showing the importance order. Say: In language order is also important. For
example, the phrases lower grades and grades lower or the sentences God bless you. and You bless God..
Ask the following questions:
a. What it the meaning of the phrase lower grades? grades lower?
b. What is the meaning of God bless you? You bless God?
c. What are these examples telling us?
d. Do you think we should also follow order in simplifying expressions with two or more operations?

Emphasize the fact that order is important, especially when for example in Language, the phrase God bless you is
different from You bless God, because the meaning will be changed. Emphasize to the class that just like with the
use of words where order is important to be able to provide meaningful thoughts, the same is also true with
numbers.

Transition statement: Since we now understand that the order is important, we need to know what that order is. Let
us discover the order of operations by watching this video tutorial.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Task 3- Student Activities (Blended Active)


a. Let the pupils watch a video Order of Operations Song - Colin Dodds (Middle School Common Core Math -
Grade 5) https://youtu.be/5gl9_zyH6s0
b. Ask these questions:
- What is the video tutorial all about?
- What have you learned from the song?
- Based on what you have learned from the video tutorial, how can you explain the order of operations?
c. Introduce this situation to the class: Esther and her little sister Anna were given a cash reward for a job well
done. How much money do we have? asked Anna. Let us see, Esther said, We have a twenty peso bill
and 30 five peso coins. That is one hundred seventy pesos in all. She wrote 20 + 30 x 5 = 170 on a sheet
of paper.
d. Ask the pupils to work in pairs in deciding if they agree on Esthers answer. Let them defend their answers.
Then, continue with the situation: Anna was puzzled. I see that we have one hundred seventy pesos, she
said, but twenty plus thirty is fifty, and when you multiply that by 5, you get two hundred fifty. So 20 + 30 x
5 should be equal to 250, not 170.
e. Ask the pupils to work again in pairs in deciding if they agree on Annas answer. Let them defend their
answers.

Task 4 Wrap Up Activity (F2F Goal Oriented)


Have the pupils do the thumbs up, thumbs down activity to know if they understand the lesson.

Task 5 Values Integration (F2F Active)


Ask the pupils these following questions:
a. Why do we need to follow order?
b. What is the importance of following traffic rules?

DAY 4/WEEK 8 (Date: Aug. 4, 2016)

Objectives: The learner-


a. represents and explains the order of operations correctly.
b. performs a series of two or more operations

Task 1 Student Activities (F2F Active)


a. Flashcard on addition and division
b. Discuss Think and Understand on pp. 123 125. After the discussion, ask the pupils who is correct in the
situation presented earlier, Esther or Anna.
c. Ask the pupils to answer Check Your Understanding on pp. 126 orally.
d. Guide the pupils in answering Items 1 5 of Practice on pp. 126. Have the pupils work in pairs. Be ready to
answer queries and correct misconceptions. Let the pupils check each others work and call on volunteers
to show and explain their solutions on the board.
e. Assign pupils to answer Keep Practicing on p. 126

Task 2 Wrap Up Activity (F2F Goal Oriented)


Ask the pupils if they understand the lesson by doing thumbs up and thumbs down activity.

DAY 5/WEEK 8 (Date: Aug. 5, 2016)

Objectives: The learner-


a. represents and explains the order of operations correctly.
b. performs a series of two or more operations

Task 1 Student Activities (F2F Active)


a. Flashcard drill on addition, subtraction, and multiplication
b. Ask the students to exchange their work to check the assignment. Call on volunteers to write their answer
on the board and let them explain. Be prepared for feedback, answering queries, and clarifying
misconceptions.
c. Ask the pupils to work in groups of four. Have them discuss the answer in Try This Challenge on p. 128.
Move around the room and observe their work. Let them explain their answers.
d. For the wrap-up activity, ask the pupils to summarize important concepts in Goal 18.
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Task 2- Self-Assessment (F2F Goal Oriented)


Have the pupils to answer Reflect and Resolve on p. 128.

Task 3- Metacognition (F2F Active)


Have the pupils answer Test Yourself on p.127 -128.

DAY 1/WEEK 9 (Date: Aug 8, 2016)

Objectives: solves multi-step routine and non- routine problems involving division and any of the other operations
on whole numbers including money using appropriate problem solving strategies and tools.

Task 1- Anchor Task (F2F Active)


Present this problem in the class: Dominic, Glen, Gabriel, and John donated 15 usable clothes each to the street
children. If 10 street children will get an equal number of clothes, how many pieces will each get? 6 pieces of
clothes

Tell the pupils to write the given information in the problem on the board. Call on volunteers to write the solution on
the board. Ask these following questions:
a. What is asked?
b. What are given?
c. What is the number sentence?

Task 2- Provision for Relational Understanding (F2F Active)


Ask the pupils to do ThinkPair-share. Have them discuss the answers in Get Ready on p.129. Move around the
room to observe how they explain to each other the problem. Ask them to exchange their work to check their
answers. Call on volunteers to write the answers on the board. Be ready to give feedback, and clarify
misconceptions.

Task 3- Student Activities (F2F Active)


a. Flashcard on order of operations
b. Discuss Think and Understand on pp. 129-132
c. Ask the pupils to answer orally Check Your Understanding on p. 132. Be ready to correct any error or
misconception that may arise from the discussion
d. Assign Practice on p.132 as homework

Task 4 Wrap up Activity (F2F Goal Oriented)


Have the pupils do thumbs up, thumbs down if they fully understand the topic for today.

DAY 2/WEEK 9 (Date: Aug. 9, 2016)

Objectives: solves multi-step routine and non- routine problems involving division and any of the other operations
on whole numbers including money using appropriate problem solving strategies and tools.

Task 1 Student Activities (F2F Active)


a. Flashcard drill on order of operations
b. Ask the pupils to exchange papers to each others work. Discuss the assignment. Allow the visual learners
to draw pictures and diagrams on the board to illustrate and explain the solution.
c. Ask the pupils to work in pairs have them discuss them answers to Keep Practicing on p. 133. Remind the
pairs to exchange ideas during the activity. Move around the room and see to it that everyone is working.
Ask the struggling learners if they have encountered any difficulty in answering the exercises.
d. Call on volunteers and have them explain their answer. Be ready to five feedback, answer queries, or clarify
any misconception.

Task 2 Wrap Up Activity (F2F Goal Oriented)


DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Have the pupils to do Think Pair Share and let them discussed about the important concepts they have learned in
the topic.
DAY 3/WEEK 9 (Date: Aug. 10, 2016)

Objectives: solves multi-step routine and non- routine problems involving division and any of the other operations
on whole numbers including money using appropriate problem solving strategies and tools.

a. Flashcard drill on order of operations


b. Call on advance learners. Have them discuss and explain answers to Try This Challenge on p. 135-136
c. Assign students to study Goal 17, 18, and 19 for the summative test.
August 11, Thurs.-Assessment #7 (Knowledge)
Competencies: 1. solves routine and non-routine problems involving division of 3- to 4- digit
numbers by 1- to 2- digit numbers including money using appropriate problem
solving strategies and tools.
2. solves multi-step routine and non- routine problems involving division and any of
the other operations on whole numbers including money using appropriate
problem solving strategies and tools.
3. represents and explains the order of operations correctly and performs a series
of two or more operations

Task 4- Self Assessment (F2F Goal Oriented)


Interview the pupils by asking them to answer Reflect and Resolve on p. 136

Task 5- Metacognition (F2F Active)


Have the pupils answer Test Yourself on pp. 134-135.

Task 6 Wrap Up Activity (F2F Goal Oriented)


Ask an auditory learner to summarize important concepts and ideas in Goal 19.

DAY 4/WEEK 9 (Date: Aug. 11, 2016)


Objectives: The learners are able to answer the assessment # 7 accurately and honestly.

Task 1 Administering Assessment # 7 (Knowledge)


Have the pupils answer the assessment which covers Multiplying with and without Regrouping.

DAY 5/WEEK 9 (Date: Aug. 12, 2016)

Objectives: the pupils are able to answer quarter review honestly and accurately.

Task 1 Administering Quarter Review


Have the pupils review all the topics discussed in Term 1 by answering Quarter Review on pp. 137-42.
*This serves as their post test

Task 2 Guided Generalization (F2F Active)


Ask the pupils what these following questions:
a. What topic in Term 1 do you find the easiest? Why?
b. What topic in Term 1 do you find the hardest? Why?
c. How can you improve your study habits to be good in mathematics?

DAY 1-5/WEEK 10 (Date: August 15-19)

CULMINATING UNIT ASSESSMENT WEEK


(Process and Understanding assessment)

III. INTEGRATION
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

DAY 1/WEEK 11 (Date: Aug. 22, 2016)

Objectives: The learner participates in the station rotation activity involving all the unit topics.

Task- Station Rotation:


a. Activity sheets.
-The pupils are expected to answer activity sheets about the order of operations. They should answer it
correctly and honestly for them to decode a hidden message.
b. gooru.org
-The website provides different videos and articles about Number Senses and the pupils are expected to
read and answer all the provided question.
c. math online games
-The pupils are expected to play a jeopardy game which includes Place Value, Value, Reading and Writing
Whole Numbers, Rounding, Ordering and Comparing Whole Numbers
d. Manipulatives
-There will be a manipulative provided like an algebra tiles but in a more grade-school friendly. They are
expected to manipulate the tiles (flats, longs, and units) which is similar to Based-Ten Blocks to perform
multiplication and dvision.

Assign number of pupils per station and have them rotate every 10 minutes. Provide bell for the cue of the station
rotation.

DAY 2/WEEK 11 (Date: Aug. 23, 2016)

Objectives: The learner creates a budget plan using numbers and the four basic operations.

Task- Introduction of Scaffolding Activity #1:


You are assigned to bring fruit salad using 5 fresh fruits only for a party with 10 visitors. Your budget is only 250.
You are asked to write the usual problems that you will encounter given the number of fruits to be used and the
budget. Each problem should be supported with a computation and a simple explanation. You are also expected to
include the fruit salad recipe that you will use for the said party.

Have the pupils make a budget plan and tell them to be ready for the presentation. The presentation will be
conducted by a group of four.

DAY 3/WEEK 11 (Date: Aug. 24, 2016)

Objectives: The learner creates a budget plan using numbers and the four basic operations.

Task- Scaffolding Activity #2:


You are a pupil of De La Salle Zobel School. DLSZ is planning to have an outreach program to feed pupils from a
public school. You are assigned to make sandwiches for 4 pupils with a budget of 150. You are asked to write the
usual problems that you will encounter given the number of pupils to feed and the budget. Each problem should be
supported with a computation and a simple explanation. You are also expected to include the sandwich recipe that
you will use for the said outreach program. Your work will be graded based on the accuracy of the computation,
clarity of explanation, and completeness of the recipe and information.

Have the pupils make a budget plan and tell them to be ready for the presentation with their seatmate.

DAY 4/WEEK 11 (Date: Aug. 25, 2016)

Objectives: The learner presents accomplished scaffold activity tasks

Task- Presentation of Accomplished Task (F2F Active)


DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017

Have the pupils present by their budget plan.

Day 5/WEEK 11 to DAY 3/WEEK 12(Date: Aug. 26-31, 2016)

Objectives: The learner creates a budget plan using numbers and the four basic operations.

Task- Introduction of Performance Task


The teacher will give the GRASPS narrative of the performance task.

A raffle draw will be held in your school. You are a member of the committee on prizes. You have been tasked to
make a budget plan for the prizes, which should include 1 first prize item, 3 second prize items, 5 third prize
items and 10 consolation prize items. The budget plan should include the breakdown of expenses. You should be
able to maximize the budget in the amount of 100 000. The budget plan must be presented to the overall
chairman of the raffle draw. Your work will be judged based on the following: organization of data in the chart, clarity
of presentation and explanation, maximization of budget and accuracy of calculations.

Explain the rubric clearly.

DAY 4-5/WEEK 12 (Date: Sept. 1-2, 2016)

Objectives: The learner presents accomplished performance task.

Task- Presentation of Accomplished Task (F2F Active)


Have the pupils present their budget plan individually.

Task 1- Guided Generalization (F2F Active)

Have the pupils answer these following essential questions:


1.) Why do we need to study about numbers?
2.) Why do we need to follow the order of operations when giving the value of an expression?

REFERENCES

Books:

Villamayor, A. C. (2015). Math For Life 4: Worktext in Mathematics. Quezon City: Rex Publishing
Company.

Websites:

Mr. Colin Dodds (November 30, 2014) Order of Operations Song Collin Dodds (Middle School
Common Core Math- Grade 5). Retrieved from: www.youtube.com, https://5gl9_zyH6s0

TenMarks Amazon (March 28, 2010) Estimate Products using Rounding. Retrieved from:
www.youtube.com, https://TxlWvlcv58g

TheAnimatedClassroom (March 1, 2011) The Steps to Longg Division. Retrieved from:


www.youtube.com, https://0uZiqk_ZdcA

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