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?
Monday, May 24, 2010
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
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?
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?
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