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2016-
2017
TERM: 1 UNIT TOPIC: Numbers And Number TIME FRAME: June 13-Sept.2, 2016
Sense Whole Numbers And Basic
Operations
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.
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.
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:
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
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)
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.
BLENDED ACTIVITIES/TOOLS
F2F and e-learning activities are aligned
I. INTRODUCTION
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017
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.
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.
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
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 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.
Objectives: The learners are able to answer the assessment # 1 accurately and honestly.
Objective: The learners read and write numbers up to hundred thousand in symbols and in words.
Ask a pupil to read the problem. Then lead them to understand and eventually solve the problem.
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?
Objective: The learners read and write numbers up to hundred thousand in symbols and in words.
Objective: The learners round numbers to the nearest thousands and ten thousands.
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.
Objectives: The learners are able to answer the assessment # 2 accurately and honestly.
Objective: The learners round numbers to the nearest thousands and ten thousands.
Ask a pupil to answer the problem. Let him/her explain his/her answer.
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?
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
_____, _____, _____.
Objective: The learners multiply three-digit numbers by up to two-digit numbers without regrouping.
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.
Objectives: The learners are able to answer the assessment # 3 accurately and honestly.
Objective: The learners multiply three-digit numbers by up to two-digit numbers without regrouping.
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.
Objective: The learners multiply three-digit numbers by up to two-digit numbers with regrouping.
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.
Objective: The learners multiply three-digit numbers by up to two-digit numbers with regrouping.
Objective: The learners multiply mentally two-digit by one- to two-digit numbers with products up to 200 and explain
the strategies used.
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?
Objective: The learner estimates the product of three- to four-digit numbers by two- to three-digit numbers with
reasonable results.
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.
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?
Objective: The learner estimates the product of three- to four-digit numbers by two- to three-digit numbers with
reasonable results.
Objectives: The learners are able to answer the assessment # 4 accurately and honestly.
Objectives: The learner solves routine and non-routine problems involving multiplication of whole numbers including
money using appropriate problem solving strategies and tools.
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.
Objectives: The learner solves multi-step routine and non-routine problems involving multiplication and addition or
subtraction using appropriate problem solving strategies and tools.
b. What is asked?
Objectives: The learner solves multi-step routine and non-routine problems involving multiplication and addition or
subtraction using appropriate problem solving strategies and tools.
Objectives: The learners are able to answer the assessment # 5 accurately and honestly.
Objectives: The learner divides three- to four-digit numbers by one-digit divisor without remainder.
Objectives: The learner divides three- to four-digit numbers by one-digit divisor without remainder.
Objectives: The learner divides three- to four-digit numbers by two digits without remainder.
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.
Objectives: The learner divides three- to four-digit numbers by two digits without remainder.
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.
Objectives: The learner divides three-to four-digit numbers by one-to two-digit numbers with remainder.
Ask the pupils to give the information in the problem. Have the pupils draw a mathematical model to solve the
problem.
Objectives: The learner divides three-to four-digit numbers by one-to two-digit numbers with remainder.
Objectives: divides 3- to 4-digit numbers by tens or hundreds or by 1 000 without and with remainder.
Let the pupils give the answer without using paper and pencil.
Objectives: The learners divides mentally 2- to 3-digit numbers by 1-digit numbers without remainder using
appropriate strategies
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.
Objectives: The learner estimates the quotient of 3 to 4 digit dividends by 1 to 2 digit divisors with
reasonable results.
Objectives: The learner estimates the quotient of 3 to 4 digit dividends by 1 to 2 digit divisors with
reasonable results.
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.
Objectives: The learners are able to answer the assessment # 6 accurately and honestly.
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.
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.
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.
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?
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
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.
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?
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.
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.
Objectives: the pupils are able to answer quarter review honestly and accurately.
III. INTEGRATION
DEPARTMENT: Grade School UNIT: Mathematics A.Y. 2016-
2017
Objectives: The learner participates in the station rotation activity involving all the unit topics.
Assign number of pupils per station and have them rotate every 10 minutes. Provide bell for the cue of the station
rotation.
Objectives: The learner creates a budget plan using numbers and the four basic operations.
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.
Objectives: The learner creates a budget plan using numbers and the four basic operations.
Have the pupils make a budget plan and tell them to be ready for the presentation with their seatmate.
Objectives: The learner creates a budget plan using numbers and the four basic operations.
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.
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