Date Topics Product/Performance

June 19-20 Counting to 100 000 Mini-Tasks

Cheque Making/ Deposit Money

Student will make their own cheque they need to indicate the account number,
account name, cheque number, amount of money ranging from 100, 000 to 900 000 in
word form and standard form(the digits should be non-zero), the name of the person to
be paid and they need to affix their signature.

If you will be given this cheque amounting to _____, where are you going to spend the
money? And why?

Criteria 4 3 2 1
Completenes Completes all the Completes all Submits on time but Submits work
work and pass it on the work but incomplete.
s of work Late
time. needs extra time
And incomplete.
Content The content goes

Mechanics Observes correct Observes Observes correct Observes correct

spelling and correct spelling spelling and spelling punctuation
punctuation marks and punctuation punctuation marks marks rarely
always marks often sometimes
Reasonable Explanation is Explanation Explanation is a little Explanation is
statement clear and shows difficult to difficult to
understand the substantial understand. understand.
mathematical understanding
concept in the
mathematical
concept.
June 21-23 Comparing and GRASPS
Ordering Numbers
Goal: The pupils should be able to apply their knowledge and skills in reading and
writing numbers, identifying place values, expanding numbers,comparing and ordering
numbers and approximation.
June 28-July 6 Approximation
Role: The teacher will be the game master and the pupils will be the guests.

Audience: The teacher will be the checker of the activity and classmates.

Situation: Pupils will performed as an evaluation of all the concepts of number sense.

Performance: Student needs to try out all the booths to earn points. The first booth to
enter is Archimedes booth followed by Einstein booth and lastly, the Gauss booth. The
guest will receive points for each booth.

Archimedes Booth - Eureka, Its a Match

Each pupil will draw slip of paper from a box. The numbers in the slips are in
word form. Look for its matching numeral or expanded form written in a manila paper.
Every correct match corresponds a point.

Einstein Booth - Order in the Universe

Each pupil will be asked to draw a slip of paper that contains 4 numbers written
in different forms from the box. They will be given 15 - 20 seconds to arrange the 4
numbers in increasing or decreasing order.Every correct arrangement is equivalent to a
point.

Gauss Booth - Round and Round It Goes

In this booth, pupils will be shown sets of cards, each set contains 4 numbers
to be rounded off. They need to round off the number to the given place
value/underlined digit. One point will be given for every correct answer.
July 7-July13 Addition/Subtraction GRASPS
with Goal: To apply addition of whole numbers and estimation
word problems skills.

Role: Organizer of an event.

Audience: Teacher and classmates

Situation: Plan a simple swimming outing for a group of 5 pupils and 4 parents in a
resort.

Performance: List down all the things you need to buy for the outing. Estimate the price
for each item like food,drinks,entrance fee and transportation for 9 people. Add the
estimated total amount you need. Afterwards, show the actual amount by adding the
costs. Present in class and compare the actual cost with the estimated cost.

Standard and criteria:

The planned report will be evaluated according to the following criteria:
1. Accuracy or correctness of the computations (5)
2. Completeness of the plan (4)
3. Reasonable estimates (5)
4. Clarity of explanation (5)

July 14- 26 Multiplication Mini-Task

July28-Aug.6 Division 1. Recitation of multiplication table with speed and accuracy using flashcards
2. solving word problems
- Teacher will give set of word problems involving multiplying and dividing whole
numbers.
- Each student will be given a time to solve the problem afterwards, he/she needs
to present his/her solution with diagram.
 Order of Operations Mini-Tasks
Figure Me Out
In a blank folder, pupils will draw their own self at the middle of the folder. They will give
6 facts about themselves using mathematical equations or order of operations as
description of their self.

CRITERIA FOR FIGURE ME OUT

Criteria 4 3 2 1
Content/Equation Demonstrates Demonstrates a Demonstrates a Demonstrates a
a clear general knowledge limited knowledge little or no
knowledge and and application of and application of knowledge or
application of math skills. math skills. application of math
math skills. skills.
Organization Completes Completes work, Work is incomplete, Work is incomplete
work in a but it`s difficult to but some logical and difficult to
logical, follow the steps steps are shown. follow.
sequential used.
manner that is
easy to follow.
Effort and Time Completes all Completes all the Completes just a No work is done.
the work and work but needs little of the work.
pass it on time. extra time.
 PROBLEM SOLVING

Criteria 4 3 2 1
Plan Student understand the Student understands Student understand problem Student does not
problem, identifies necessary problem but can only identify but cannot identify understand problem and
data for solving and creates an some necessary data or necessary data or create cannot identify data or
accurate plan to solve. creates a slightly inaccurate plan to solve. create plan.
plan to solve.
Organization Student completes work in a Student completes work, but Students work is Students work is
logical, sequential manner that its difficult to follow the steps incomplete, but some logical incomplete and no work is
is easy to follow. used. steps are shown. shown.

Accuracy Students answer is completely Students answer is mostly Students answer is mostly Students answer is
correct. correct. incorrect. completely incorrect.

Explanation Student can explain how to Student can explain how to Student can explain only a Student cannot explain any
solve and why the chosen solve but cannot explain why small part of the work. of the work.
methods work. the methods work.

Diagram Student creates an accurate Student creates a diagram or Student creates diagram or Student does not create a
diagram or model to help solve model that contains slight model that contains many diagram or model.
or to show solution errors. errors.

Total Score
 COURSE OUTLINE
MATHEMATICS IV
Ms. Evangeline H. Almazan
 COURSE OUTLINE
MATHEMATICS I
Ms. Noven Grace J. Nabong