Solving Backward

LC: Solve word problems by working backwards.

I. Learning Objectives: After the activity, pupils shall be able to

EOC1 solve word problems by working backwards.

EOP2 demonstrate accuracy in writing the equation

EOA3 solve with confidence.

II. Learning Content:

Topic: Working Backwards

Concept: When solving a problem by starting at the end and working

backwards, any mathematical operations you

come across will have to be reversed.

Skill: solving correctly

Values: confidence

Material: problems written in cartolina

Resources: www. lessonpage.com

MTG Pop Sheets

III. Learning Experience:

Classroom Routine: Checking of Attendance and I.D.

A. Introduction: Back Me Up!

Activity 1. Who can recite the alphabet backwards?

Activity 2: Who can write his name backward in 15 seconds?

· What comes to your mind when you hear the word

“backward”?

· In Math, is there an instance where in we solve backwards?

· What is the opposite of addition? multiplication?

B. Interaction: Pairwork

Activity 3:

Jimmy had a certain amount of money. He spent P54 on books

and received another P300 from his father. He then had P580 left.

How much did he have at first?

a. Can someone give an example of a word or words that imply addition or subtraction?

b. Can you state the ways you could solve a problem?

c. What have you noticed in the given problem?

d. How would you solve when the unknown is in the beginning of the problem?

e. What symbol do you represent for the unknown?

f. What do you think is the mathematical sentence?

Let X the amount he had at first

X – P54 + P300 = P580

X= P580 –P300 + P54 = P334

g. Is the answer reasonable?

C. Integration:

1. Generalization:

· When do we solve backwards?

· How do we solve backwards?

2. Evaluation: Quiz

a. N + 45 - 66 x 8 = 88, what is N?

b. Subtract 14 from a number, the result is 51. What is the number?

3. Reflection:

How can you gain confidence in solving problems?

IV. Assignment: Drill Notebook

I. Write an equation, then solve by working backwards.

There were some apples in a box. Tom took 15 apples and Janet took 27 apples out of the box. Mrs. Tan put in 20 more apples

and threw away 9 rotten apples. There were 60 apples left in the

box. How many apples were there at first?

II. Answer briefly.

Did you find difficulty in solving the problem?

Which word/phrase distracts you most?

Kinds of Angles

LC: Visualize, name, and classify different kind of angles.

I. Learning Objectives: By using arm movements, pupils shall be able to:
C: classify angles as right, obtuse, acute, straight, or reflex.
C: identify the parts of the protractor.
P: demonstrate different kinds of angles using arm movements.
A: show enthusiasm by participating well in the activity.

II. Learning Content:
Topic: Kinds of Angles
Concept: Acute Angle – an angle that measures below 90 degrees.
Right Angle – an angle that measures exactly 90 degrees.
Obtuse Angle – an angle that measures more than 90 degrees but below 180 degrees.
Straight Angle – an angle that measures exactly 180 degrees.
Reflex Angle – an angle greater than 180 degrees.
Skill: Classifying Angles
Values: enthusiasm
Materials: model of different kinds of angles
Resources: Kotah, M. (2005), Soaring 21st Century
http://www.education.com/activity/fourth-grade/page7/
Glencoe, Mathematics Connection and Application

III. Learning Experience:
Classroom Routine - checking of attendance, ID, etc.
A. Introduction:
1. Prelection:
a. Review: Brainstorming (by pair)

With your protractor make a list of observations based on the physical appearance of the protractor.

The list may include the following:
- It is shaped like a semi circle (although some protractors can be a full circle)
- It looks like a ruler
- It has numbers labeled from 0 to 180
-There are two rows or scales of numbers
-The upper scale starts with 0 on the left side and increases to 180
on the right the lower scale starts with 180 on the left side
and decreases to 0 on the right
-The upper scale measures angles with openings on the left
- The lower scale measures angles with openings on the right
- The protractor is clear so that the angle can be seen and measured
accurately

2. Preview:
a. Motivation:
· Who can draw a picture of an angle on the board?
· Can you define it by your own words?
· What the word angle sounds like? Hint: Its part of your body.
· Explain that word angle comes from the word ankle, and that your foot makes
an angle with your leg.

b. Presentation of the day’s lesson

B. Interaction:
Activity 1: By pair
1. Measure students' angles. Show the students how to make an angle with your arms. Have one student in a group and have his right arm up level to his shoulder. Use a protractor to measure the angle.


· What did you notice on the position of the angle?
· What kind of angle is this?
· Can you identify right angles in the classroom?
2. Ask the student to put his arm a little bit down. This is an acute angle.

· What happens to the opening of the angle?
· What would happen to the measurement of the angle? Would it go up higher
or lower?
· What kind of angle is this?
3. Ask anyone to make an angle more than 90 degrees using their arms.

· What did you notice on the opening of the angle?
· What kind of angle is this?

4. Let the students figure out how 180 degrees would look like. Hint: Let them
realize that the measure of the two right angles is 180 degrees.


Activity 2: Drill
Teacher will give an angle measurement and students will demonstrate
through arms movements.

C. Integration:
1. Generalization: Journal-Writing
· What are the different types of angles?
· How do we measure angles?

2. Valuing:
· How do you find the activity today?

3. Action: List down a real life situation where you could use your knowledge
about angles.


IV. Evaluation: Fixing the Skills
Answer page 343 letter E – F.

A. Fill in each blank with the correct answers to complete the sentence.

1. A right angle has a measure of ______.
2. A straight angle has a measure of ____.
3. An acute angle measures between ____ and ____.
4. An obtuse angle measures between ____ and ____.

B. Classify each angle as acute, right, obtuse, or straight. (see page 115 of your book)



V. Assignment:
Invent a cheer utilizing arm movements that demonstrate the different kinds of angles. This will be performed on Monday.

Criteria:
Concept Accuracy: 20 points
Creativity: 20 points
Props/Costume 10 points

Addition of Similar Fractions

LC: Add and subtract similar fractions in simple form without regrouping.

I. Learning Objectives: Using a model, pupils shall be able to:
C: analyze the steps in adding/subtracting similar fractions.
P: perform addition and subtraction similar fractions correctly.
A. show patience while learning the skills.

II. Learning Content:
Topic: Adding and Subtracting Similar Fractions
Concept: To add or subtract fractions with like denominators, add the
numerators. Use the same denominator in the sum or
difference.
Skill: Adding and Subtracting Similar Fractions
Values: Patience
Material: 2 by 3 grid, flashcards of fractions
Resources: Kotah, M. (2005), Soaring 21st Century
Glencoe, Mathematics Applications and Connections
www.lessonplanpage.com

III. Learning Experience:
Classroom Routine - checking of attendance, ID, etc.

A. Introduction:
1. Prelection:
a. Drill: Flashcard Drill on Reducing Fraction to Lowest Term.
· 25/75
· 36/48
· 150/250

2. Preview:
a. Motivation:
· Cake was dessert for supper. Two thirds of it was left over. If a visitor arrives and is offered one third of the cake, then what portion of the cake is left over?
· Kim bought some special plastic sticker to use for decorating her walls. She used 2/6 for one wall and 3/6 for another wall. How many of her plastic stickers did she use?

b. Presentation of the day’s lesson

B. Interaction:

Activity 1: Pairwork.
Procedures:
· Draw a 2 x 3 grid as shown below.
· Shade three squares with blue.
· Then, color 2 squares with red.

Questions for Discussions:

· What fraction does color blue represent?
· What fraction does color red represent?
· How many squares are colored? What fraction would that represent?
· If you color four more squares, what fraction would that represent?
· What is the addition sentence?
· What have you noticed with the sum?

C. Integration:
1. Generalization: writing
· How are similar fractions added/subtracted?

2. Reflection:
· In solving the fractions, which step do you find difficult?

3. Action:
· What would you do to lessen your difficulty?

IV: Evaluation: Quiz
a. Perform the indicated operations. Reduce to lowest term if
necessary.

· 2/3 + 1/3
· 11/18 + 1/19

V. Assignment: Answer in your drill notebook.
1. Solve each equation. Write the solution in simplest form.
· a + 2/5 = 4/5
· 8/9 – c = 4/9

2. Solve each problem.
· How much longer than 7/16 inch is 15/16 inch?
· How much more is ¾ cup than ¼ cup?

Surface Area of a Cube

LC: Finding the surface area of a cube.

I. Learning Objectives: After the activity, pupils shall be able to:
C: discover surface area formula of a cube.
P: solve for the surface area of a cube.
A: follow instructions properly.

II. Learning Content:
Topic: Surface Area of a Cube
Concept: SA = 6 faces x area of each square
SA = 6s2
Values: following instructions properly
Materials: oslo paper, masking tape, scissor,
Resources: Apistar, E. (2005), Soaring 21st Century
Torres, H. (2009) Number Smart
http://www.education.com/activity/fourth-grade/page7/

III. Learning Experience:
Classroom Routine - checking of attendance, ID, etc.
A. Introduction:
1. Preview:
a. Motivation: Game Ka Na Ba? ( group of 4 )
I have two flat surfaces.
0 edges and 0 vertices
Which space figure am I?

I have 5 faces and 5 vertices.
How many edges do I have?
Which space figure am I?

I have 6 faces and 12 edges
I am not a rectangular prism
Which space figure am I?

I have a flat surface and curved surface.
Which space figure am I?

b. Presentation of the day’s lessons.

B. Interaction:
Cooperative Learning:

What you will do:
1. Draw the figure below in an oslo paper.
(show the flat figures of a cube with 10cm each side)
2. Be sure to copy the correct measurement.
3. Cut the figure.
4. Form a three-dimensional figure by putting masking tape on each edges.
(they should form a cube)

· What shape did you form?
· How many edges/sides are there in a cube?
· How many faces are there in a cube?
· How do we get the area of each face?
· What is the total area of all the faces?
· How do we get the surface area of a cube?

C. Integration:
1. Generalization:
· What is the formula in finding the surface area of a cube?
2. Valuing:
- How important is following instructions?
3. Action:
Explain in your own words on how you get the formula SA=6s2.

IV. Evaluation:
Rubrics:
Teamwork: 5 pts.
Getting the correct answer 15 pts.

V. Assignment: Find the surface area of each cube with the given side.
1. 12mm
2. 110cm
3. 1.5 ft

Changing Percent to Fraction

LC: Change percent to fraction and vice-versa.

I. Learning Objectives: After the activity, pupils shall be able to:
C: analyze the process in changing percent to fraction and vice-versa.
P: convert percent to fraction and vice-versa with accuracy.
A: do the activity joyfully.

II. Learning Content:
Topic: Changing Percent to Fraction and Vice-Versa
Concept: To express percent as a fraction,
express the percent as a fraction with a denominator of 100.
Then, simplify. To express a fraction as a percent, write a
a proportion and solve it.
Skill: Changing fraction to decimal and vice-versa
Values: Doing work joyfully.
Materials: ball, wastebasket
Resources: Apistar, E. (2005), Soaring 21st Century
Insigne, L. (2003), Math and Me
www. lessonpage.com

III. Learning Experience:
Classroom Routine - checking of attendance, ID, etc.

A. Introduction:
1. Prelection:
a. Review: What does the word percent mean?

2. Preview:
a. Presentation of the day’s lesson
b. Motivation:
· In the word person, 50% of the letter spells the name of a
family member. Ans. Son

· In the word “price”, 80% of the letters spells the word of the primary
food the Filipino eats. Ans. Rice

· In the word fraction, 75% of the letters spells the
word for the meaning of a verb.

In the word muse, 75% of the letters spell the word of the
answer to an addition problem. Ans.sum

B. Interaction:
Activity 1: Work in group of four

a. Stand behind a line 15 feet from a wastebasket.
b. Have each person throw a ball into the basket. Each person will have
five tries.
c. Have one group member record a ratio for the total number of baskets
made out of the total number of tries.
e. Calculate the percent of baskets made for the group.


Fill in the chart:

Total Number of Baskets Made/Total Number of Tries Percent



· How many shoots have you made?
· How many shoots/baskets have you tried all in all?
· How did you find the percent?

Activity 2: Drill
a. Write as percent:
5/100 ___
5/ 20 ___

b. Write each percent as a fraction in lowest term.
13%
36%

C. Integration:
1. Generalization:
· How do you convert fraction to percent? Percent to fraction?

2. Reflection:
· Did you enjoy the activity?

3. Action
· What should you do to make your work joyful?

IV: Evaluation: Quiz (portfolio)
The circle graph shows the monthly budget for the Aquino family.





a. What fraction in simplest form, represents the portion of the
family budget that is spent on:
- Rent - clothes - utilities
- savings -food

V: Assignment: Enrichment
Do page 198 letter of your book.

Area of a Circle

LC: Derive formula in finding the area of a circle.

I. Learning Objectives: After the activity, pupils shall be able to:
C: derive area formula of a circle.
P: determine the area of a circle using the formula A = ∏ x r2
A: finish the assigned task within the given time frame.

II. Learning Content:
Topic: Area of a Circle
Concept: A = ∏ x r2
Values: sense of responsibility
Materials: paper plates, scissors
Resources: Apistar, E. (2005), Soaring 21st Century
Torres, H. (2009) Number Smart
http://www.education.com/activity/fourth-grade/page7/

III. Learning Experience:
Classroom Routine - checking of attendance, ID, etc.
A. Introduction:
1. Preview:
a. Motivation: Show a circle drawn on centimeter grid
- How many squares are there inside the circle?
b. Presentation of the day’s lessons.

B. Interaction:
Work with a group!
1. Fold your paper plate into eights.
2. Unfold the plate and cut along the creases
3. Arrange the pieces to form a parallelogram as shown below.

a. What is the height of the parallelogram?
b. What is the length of the parallelogram’s base?
c. How would you find the area of the parallelogram?
d. How would you find the area of the circle?
e. What is the formula for it?

Area = base x height = 1/2 circumference x radius = 1/2 [(pi) x 2r] r = (pi)x r2
C. Integration:
1. Generalization:
o How do we derive for the area formula of a circle?

2. Valuing:
· How do you show your sense of responsibility to your groupmates?

3. Action: Find the area of a circle using the formula:
d = 5 in
r =10 in


IV. Evaluation: Criteria
Solution:
10 points – solution is complete, clear, and correct.
5 points – solution is correct but style of presentation is poor.
3 points – solution is incorrect

Teamwork: 5 pts. – each member of the group performs the task
3 pts – 50% of the group performs the task

V. Assignment: ½ crosswise
a. Explain how the area of a parallelogram is related to the area of the
circle?
b. Write in your own words, how to find the area of a circle with a
diameter of 6m.

Division of Fraction

LC: Visualize division of a fraction by whole number.
Divide whole number by a fraction

I. Learning Objectives: After cooperative learning approach, pupils shall be able to:
C: use models to show division of whole number by a fraction.
P: formulate steps to follow in dividing whole number by a fraction.
P: divide fractions by whole number correctly.
A: work cooperatively with group mates.

II. Learning Content:
Topic: Division of Whole Number by a Fraction
Concept: The whole number (dividend) must be written as a fraction with a denominator one. Determine the reciprocal of the (divisor).
Then, multiply both the numerators and both the
denominators. Express the answer in simplest form if needed.
Skill: Visualizing division of fraction through models, Dividing whole
number by a fraction
Values: cooperation
Materials: model of square pizzas
Resources: Apistar, E. (2005), Soaring 21st Century, pp. 86
Glenco, Mathematics and Connections, pp. 285
www.lessonplanpage.com

III. Learning Experience:
Classroom Routine - checking of attendance, ID, etc.

A. Introduction: Write its reciprocal:

a. 2 1 b. 7 2
4 3

B. Interaction: Activity 1: Dividing Pizza!
Materials: square pizza out of card board, pair of scissors, masking tape, manila paper

Problem: Dan ordered 5 large pepperoni pizzas for his birthday party.
There will be 16 guests at the party. He estimates that each
guest will eat about ¼ of a pizza. Did Dan order enough
pizza?

1. What are the basic facts?
- Dan ordered 5 large pepperoni pizzas
- There are 16 guests in the party.
- What do we need to find out?
- Did than order enough pizza?

· 2.Show through your models on how you divide the pizza.
3. What is the division sentence for the given problem?
4. What conclusion can you make?
- Each pizza contains four 1/4 – pizza servings.
Five pizzas contain 5 times 4, or 20 servings of pizza.
So, Dan will have enough pizza.

Discussion
· How many servings does each pizza contain?
· Will there be enough pizza for all the guests? Why?
· What did you in order to find the answer?

C. Integration:
1. Generalization:
Write the steps to follow when dividing
whole number by a fraction.


2. Evaluation:
Answer page 45 of
your book.


3. Valuing: Complete the sentence .
After the group activity: I felt _____ I learned that __________ I need to ______________
IV. Assignment:
½ crosswise Explain how would you use the reciprocal to find 6 ÷ 2 . 3

Properties of Whole Numbers

LC: Identify the different properties of whole numbers.

I. Learning Objectives: After the activity, pupils shall be able to:

EOC1 illustrate the different properties of whole numbers.

EOP2 identify the different properties of addition and multiplication

correctly.

EOA3 manifest confidence during group report.

II. Learning Content:

Topic: Properties of Whole Numbers

Concept: Properties of Addition and Multiplication are the following:

a. Commutative Property of Addition/Multiplication

b. Associative Property of Addition/Multiplication

c. Additive Identity

d. Multiplicative Identity

e. Multiplicative Property of Zero

f. Distributive Property of Multiplication Over Addition

g. Distributive Property of Multiplication Over Subtraction

Skill: Identifying the different properties of whole numbers, Illustrating the

different properties of whole numbers

Values: confidence

Material: ¼ sized illustration board, chalk

Resources: Apistar, E. (2005), Soaring 21st Century

Glencoe, Mathematics Applications and Connections

Riel, T. (2009) Number Smart

III. Learning Experience:

A. Introduction: Round Robin Reporting

Group 1: Commutative Property of Addition

13 + 5 = 5 + 13

Group 2: Commutative Property of Multiplication

3 x 4 = 4 x 3

Group 3: Associative Property of Addition

2 + 5 + 4 = 4 + 5 + 2

Group 4: Associative Property of Multiplication

2 x 3 x 4 = 4 x 3 x 2

Group 5: Additive Identity

O + 8 = 8

Group 6: Multiplicative Identity

18 x 1 = 18

Group 7: Multiplicative Property of Zero

9 x 0 = 0

Group 8: Distributive Property

4 x ( 8 + 5 ) = 4 x 8 + 4 x 5

B. Interaction:

1. What's the root word of commutative? What does commute mean?

2. Does the order of the addends or factors affect the sum or product?

3. What's the root word of associative? What is the other meaning of

associate?

4. Does the grouping of the addends or factors affect the sum or

product?

5. Have you tried looking on the clear water? What have you

seen? What do you mean by identity?

6. What should you add to any number so that the sum will be the

same number?

7. What is the product when you multiply any number by 0?

8. Compare the result when you multiply a number by the sum of two

addends and when you multiply the number by each of the addends.

C. Integration:

1. Generalization:

" What are the different properties of whole numbers?

2. Evaluation: Answer page 19 letter B.

Find the value of each number represented by a or b.

a. 27 + 89 = 89 + a

b. a + 365 = 365 + 214

3. Reflection:

" How do you feel when you report in front of your classmates?

IV. Assignment: ½

Paragraph-Writing

" Which property of operation you find difficult? Why?

Prime and Composite Numbers

LC: Identify prime and composite numbers.

I. Learning Objectives: After the activity, pupils shall be able to:
Eoc: differentiate prime from composite numbers.
Eop: write all prime numbers between the given numbers correctly.
Eoa: find joy in doing the activity.

II. Learning Content:
Topic: Prime and Composite Numbers
Concept: Prime Numbers – are numbers with only 2 factors; 1 and itself
Composite Numbers-are numbers with more than two factors
Skill: Differentiating a prime number from composite number
Values: Doing work joyfully.
Material: old calendar
Resources: Apistar, E. (2005), Soaring 21st Century
Glencoe, Mathematics Applications and Connection
www.lessonpage.com

III. Learning Experience:
Classroom Routine - checking of attendance, ID, etc.

A. Introduction:
Activity 1: Factor and Multiple Finding Game
·What do you mean by factors? multiples?

B. Interaction:
Activity 2: Prime and Composite Hunting!
Materials: Calendar, Marker

Procedures:
a. Cross out 1 since 1 is neither a prime nor a composite number.
b. Encircle 2 and cross out all multiples of 2.
c. Encircle 3 and cross out all multiples of 3
d. Encircle 5 and cross out all multiples of 5
e. We continue 7, and so on. The numbers which are not crossed are
prime numbers.


· What are the encircled numbers?
· What are the crossed out numbers?
· What are the factors of the numbers being encircled?
· How about the factors being crossed out?
· What numbers given have more than two factors?
· What numbers given above have two factors only?

C. Integration:
1. Generalization: 2 minutes-writing

· How do you differentiate prime numbers from composite numbers?

2. Reflection:
Did you enjoy in the activity?

3. Evaluation: Answer page 37-A.

Write all prime numbers between.
a. 10 and 50
b. 70 and 90

IV. Assignment: Drill Notebook

Why do you think prime and composite numbers are necessary for our
succeeding lessons?

Order of Operations

LC: Perform more than two operations on whole numbers
a. with or without exponents
b. with or without parenthesis or other grouping symbols.

I. Learning Objectives: After the group reporting,
pupils shall be able to:
Eoc: state the rule for order of operations in solving more
than two operations.
Eop:find the value of expressions with two or more operations
accurately and systematically.
Eoa: Show obedience by following rules.

II. Learning Content:
A. Topic: Order of Operations
B.Concept:
To find the value of a mathematical expression, the following are the rules:
1. Perform first the operation within each pair of grouping symbols
parenthesis, bracket and braces beginning
with the innermost pair.
2. Simplify the expressions with exponents
3. Next, perform multiplication or division from left
to right or whichever operation comes first.
4. Lastly, perform addition or subtraction from left to right
or whichever comes first
C. Skill: Following the rules on standard order of operations of whole numbers
Simplifying and evaluating expressions with two or more operations
D. Values: Obedience
E. Material: calculator, rules on order of operations
F. Resources: Apistar, E. (2005), Soaring 21st Century, pp. 23
Glencoe, Mathematics Applications and Connections, pp. 26
Riel, T. (2009) Number Smart, pp. 89


III. Learning Experience:
Classroom Routine – checking of attendance, ID, etc.

A. Introduction:
1. Motivation: Washing Wisely
· Rearrange the steps in washing clothes in order.

a. put water on the basin
b. pour powder on the clothes
c. separate the white clothes from the colored ones
d. hang the washed clothes
e. put the clothes on the basin
f. wash the clothes

· How would the results differ if you hang the clothes before washing?
· Is there a need to follow the order in washing clothes?
· Why is the order in washing clothes important?
· How about in Math, if there is more than one operation in an expression, do we follow the order of the operations?

2. By pair:
Find the value of 5+8÷4x3-2 using the two methods
Method 1: Using a calculator
Method 2: Use paper and pencil

B. Interaction:
· Compare your answers. Are they the same?
· If so, why are they the same? If not, why are they different?

Discussion of Rules of Order of Operations.

C. Generalization:

1. Fill in the square with a statement in solving 5+8÷4x3-2.
1st step
2nd step
3rd step
4th step

2. Reflection:
What will happen if we don’t follow the rules of the school?

3. Evaluation: seatwork (Answer page 25 letter A of your book.)

IV. Assignment: Write a paragraph explaining the steps in finding the value of
9 x 15 ÷ 5 + 6

Exponent

LC: Give the meaning of exponent and base.
Evaluate number involving exponents.

I. Learning Objectives: After the activity, pupils shall be able to:
Eoc: give the meaning of exponent and base.
Eop: read expressions involving exponents.
Eop: find the value of a number involving exponents.
Eoa. show enthusiasm during the activity.

II. Learning Content:
A. Topic: Exponents
B. Concept: An exponent tells how many times the base number n is
multiplied to itself. For ex. In the exponential notation 23, 2 is
the base and 3 is the exponent and 23 is 2x2x2 = 8
C. Skill: reading expressions involving exponents, writing numbers in exponential
form, finding the value of a number involving exponents.
D. Values: Enthusiasm leads to success in studies.
E. Material: bingo cards
F. Resources: Apistar, E. (2005), Soaring 21st Century, pp. 23
Glencoe, Mathematics Applications and Connections, pp.
Riel, T. (2009) Number Smart, pp. 46

III. Learning Experience:
Classroom Routine - checking of attendance, ID, etc.

A. Introduction:
Motivation: English Integration
· What does the word “abbreviation mean”?
· Give the abbreviation of the following words.
a. Engineer
b. Doctor
c. Captain
d. President
e. Boulevard

Show a multiplication sentence.

5 x 5 x 5 x 5; 2 x 2 x 2 x 2 x 2x 2

B. Interaction:
· How do you call the digit 5? Digit 2?
· How many times does the digit 5 use as a factor?
· What is the shortest way in writing repeated multiplication?
· How do you call 5? 4?
· How do you define base? exponent?
· How do you find the value of 54 ?


C. Integration:
1. Generalization:
What is an exponent?
How do we find the value of a number involving exponent?


2. Valuing: How do you show your enthusiasm towards your studies?


3. Evaluation:
I. Write each product using exponents.
a. 2 x 2 x 2 x 2 x 2 x 2
b. m x m x m x m x m x m
c. 3 x 3 x 5 x 5 x 5
d. n x n x n x m x m
e. r x r x r x r x r

II. Write each in factored form.
a. 47
b. 105
c. h6
d. 23

III. Find the value.
a. 35
b. 22 x 32
c. 72
d. 22 + 23

IV. Reflection Log:
How can we apply our knowledge of exponents to our daily life?

IV. Assignment: Drill Notebook
1. Write a paragraph explaining how to compute 54?
2. Evaluate 3 cubed.
3. What is the value of x3 + y2 if x=3 and y=6?