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MATHEMATICS VIDate: ___________ I. Objective: Define expression. II. Learning Content: Defining expressions References: Materials: BEC-PELC A.1.1.1 Enfolding Mathematics VI activity card

III. Learning Experiences: A. Preparatory Activity: 1. Drill: on Giving Terms of Phrases that Refer to Addition and Subtraction Game: Name the Baby Divide the class into 2 groups. Teacher gives an operation, say addition. Each member of the groups simultaneously goes to the board and writes a term of phrase that refers to the given operation. 2. Review Let the pupils name the different Presidents of the Philippines. Shows them the pictures of the different presidents and let them identify them. B. Developmental Activities: 1. Motivation: Why should we remember our past Presidents? If we use expressions to describe the Presidents, we also use expressions in Mathematics, to describe relationships between numbers and the operations being used. 2. Presentation: Present the lesson using the activity cards bellow: Word Phrases Numerical Expressions Twelve diminished by two 12 2 (Six times three) added to seven (6 x 3) + 7 Eight added to the product of five and three 8 + (8 x 3 ) (Thirty-nine added to three) divided by seven (39 + 3) 7 Ask: What are the mathematical terms used in the phrases? What terms denote addition? Subtraction? Multiplication? Division? 3. Practice Exercises: Write an expression for the following. 1. your age less three 2. your age plus nine 3. your age plus twice your age 4. Generalization:

What is an expression? How do you translate word phrases into an expressions? 5. Application Write an expression for the following. seventy five decreased by five. fourteen divided by the sum of three and four. triple the sum of eleven and six.

1. 2. 3.

IV. Evaluation: Which expressions is correct? Choose between A or B 1. The sum of eleven and nineteen a. 11 x 19 b. 11 + 19 2. Eight decreased by five a. 8 5 b. 8 x 5 3. Twelve plus thirty-six a. 12 + 36 b. 12 x 36 V. Assignment: Write 5 examples of mathematical phrases with their corresponding translation to numerical expression. Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

MATHEMATICS VIDate: ___________ I. Objective: Translate word phrases to numerical expressions II. Learning Content: Translating mathematical phrases to expressions References: Materials: BEC-PELC A.1.1.1 Enfolding Mathematics VI activity card

III. Learning Experiences: A. Preparatory Activity: 1. Drill on Giving Terms of Phrases that Refer to Multiplication or Division Game: Name the Baby Divide the class into 2 groups. Teacher gives an operation, say multiplication. Each member of the groups simultaneously goes to the board and writes a term of phrase that refers to the given operation. 2. Review Let the pupils name the different Presidents of the Philippines. Shows them the pictures of the different presidents and let them identify them. B. Developmental Activities: 1. Motivation: Why should we remember our past Presidents? If we use expressions to describe the Presidents, we also use expressions in Mathematics, to describe relationships between numbers and the operations being used. 2. Presentation: Activity Create your own 1. Each student in class thinks of 3 mathematical phrases involving at least 2 operations. Ex. 25 more than the product of 6 and 4. Product of the sum and difference of 8 and 5. 2. Then he/she exchanges with a partner and translates the mathematical phrases into expressions. 3. Check answers 3. Practice Exercises: Write an expression for the following. 1. your age plus nine 2. thrice your age 3. your age plus your seatmates age 4. Generalization: What is an expression? How do you translate word phrases into an expression?

1. 2. 3.

5. Application Write an expression for the following. eighty five decreased by twenty seven. thirty six divided by the sum of three and four. double the sum of twelve and eight.

IV. Evaluation: Write the expressions for the following. 1. one more than the product of six and eight. 2. Seventy-five decreased by five 3. Fourteen divided by the sum of three and four 4. Triple the sum of eleven and six 5. twenty plus five less eight. V. Assignment: Write is thirteen years old. Helens father is four years more than twice her age.

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

MATHEMATICS VIDate: ___________ I. Objective: Give the meaning of equation, exponent and base II. Learning Content: Giving the meaning of equation, exponent and base References: Materials: BEC-PELC A1.1.1 Enfolding Mathematics VI chart

III. Learning Experiences: A. Preparatory Activity: 1. Review/Drill: Answer the following a. 15 5 b. 9 + 7 16 8 8+2

c. 12 5 90 10

d. 9 x 7 8x6

2. Review What is an expression? How do you translate word phrases into an expression? B. Developmental Activities: 1. Motivation: 1. Show pictures of the map of the Philippines and General Emilio Aguinaldo and let them read the following sentences. 2. Ask them too which of the sentence is true or false. Let them tell why. 2. Presentation: Activity 1: Rhoda has to sew a tablecloth 9 dm by 9 dm for their square-shaped table in the living room in preparation for Christmas. Express how big the area of the table cloth is. 1. Answering Guide Questions. a. Who has to sew a table cloth? b. What is the shape of their table? c. Where is the table place? 2. Answering questions about the problem. a. What is the mathematical phrase used in the problem? What expression can this be? b. What number sentence best fits to the problem? 9 x 9 = N c. What makes your sentence true? What sign is used to show that your sentence is true? 3. Fixing Skills: Complete the equation. a. 18 - ___ = 5 + 6 ___ = 11 b. ___ = 10 x ___ 100 = 100

c. ___ 3 = 8 64 = 64

4. Generalization: What is equation? Exponent? Base? 5. Application Write YES or NO. Explain why you answer NO. If N is 2, then 3N + 1 = 7 If A is 4, then 12 / A = 3 +2

1. 2.

IV. Evaluation: Complete the equation to make a true statement. 1. P150 - ___ = P65 2. ___ 3 = 3 x 9 27 = ___ 3. 9 x ___ = ___ x 27 54 = 54 V. Assignment: 1. Write an equation about the problem and make your statement true. Marie is 30 years old. Her age is 5 x the age of her son. How old is her son? 2. Use the numerals less than 10 to make the equation true. 2 x __ = 12 - ___ 5 x ___ = 28 + ___ = 36 ___ Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________

MATHEMATICS VIDate: ___________ I. Objective: Give the meaning of exponent and base II. Learning Content: Giving the meaning of exponent and base References: Materials: BEC-PELC A1.1.1.2, A.1.1.1.3 Enfolding Mathematics VI Flashcards, chart, activity cards

III. Learning Experiences: A. Preparatory Activity: 1. Drill: Game: Think and Try Can you find a pair of numbers whose sums are equal to their product? Example: 2 + 2 = 2 x 2 = 4 Expected answers: 3 + 1.5 = 3 x 1.5 = 4.5 5 + 1.25 = 5 x 1.25 = 6.25 11 + 1.1 = 11 x 1.1 = 12.1 2. Review What is an expression? B. Developmental Activities: 1. Motivation: Ask: What are the different dreaded diseases? Today, we are going to read something about cancer cells. 2. Presentation: Read the selection (written on the chart ) Day Numbe r 1 2 3 4 5 Expression in terms of the number cells 2 2 (2) 2 (2) (2) 2 (2) (2) (2) 2 (2) (2) (2) (2) Number cells present 2 4 8 16 32

What do you

notice about the cancer cells from day 1 to day 10? How is this obtained? 3. Fixing Skills: Write the number using an exponent then answer. 1. 7 x 7 x 7 = 2. 8 x 8 x 8 x 8 x 8 x 8 = 3. 6 x 6 x 6 x 6 =

4. Two to the seventh power 4. Generalization: What is the meaning of exponent and base? 5. Application: Write the number using exponent then answer. 3x3x3x3 = 5x5x5x5x5 = 4x4x4x4x =

1. 2.3.

IV. Evaluation: Complete the following sentences. 1. In 53, ___ is the base and ____ is the exponent. 2. 62 is the exponent form of 6 x ____ 3. 144 is the ____ power of 12. V. Assignment: Fill in the blanks. 1. 9 = 3 x 3 = 3 2. 16 = ___ x ___ = ____2 3. 8 = 2 x 2 x 2 = 2 -

4. 102 = 10 x 10 = _____ 5. 103 = ____ x _____ x ____ = _____

Remarks: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____