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Lesson Plan in math employing the 4A's approach

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Department of Education

Region VIII

Division of Eastern Samar

Quinapondan National High School Anislag Annex

Anislag, Quinapondan Eastern Samar

Subject Handled: Math 7 Time:

Content Standard: Demonstrate understanding of key concepts of sets and the real number system.

Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in

variety of strategies.

I- OBJECTIVES

At the end of the lesson students will be able to:

a. Define set;

b. Describe a well-defined set, subsets, universal set and null set; and

c. Come-up examples on set around them (M7NS)-Ia-I

II- SUBJECT MATTER

Topic: Sets: An introduction

Materials: flash cards cut out objects, module, and TG.

References: CG, TG, and LM’s

III- PROCEDURE

I- Review

Let the students illustrate number line.

II- Motivation

The teacher will facilitate a game entitled “The Boat is Sinking”

a. Think Pair Share

III- Lesson Development

a. ACTIVITY

1. “Pair me up”- Students will be grouped by pair and they will collect leaves around the school campus the

leaves will be classified as weeds and vegetables, then it will be grouped according to their classifications.

2. “My Group, My Friend”- Each student will list down names of their friend and they will group them as to their

closeness.

b. ANALYSIS

After the activities the following questions will be ask for knowledge processing:

1. How do you do the groupings?

2. What knowledge have you gained as you finished the groupings?

3. Are there commonalities in the objects/ persons that you have grouped? What are those?

c. ABSTRACTION

From the process Question the teacher will introduce sets, subsets, universal set, and the null set and cardinality of set

d. ACTIVITY

Let the students do the following exercises:

1. Give three examples of well-defined sets

2. Name two subset of the set of whole numbers using both the listing method and the rule method.

3. Let B= (1,3,5,7,9): List all possible subset of B.

IV- EVALUATION

Let the students list 5 sets that can be found around them.

Questions:

1. How do you group your answers?

2. Can you consider your groupings a set, why and why not?

3. If not rearrange your groups to form a well-defined set.

V- ASSIGNMENT

a. List down all possible objects you can see at home, and group them according to their functions.

b. Search and list down the different operations on set.

Checked by:

TITO D. DADULLA

Head Teacher In- Charge

Republic of the Philippines

Department of Education

Region VIII

Division of Eastern Samar

Quinapondan National High School Anislag Annex

Anislag, Quinapondan Eastern Samar

Subject Handled: Math 7 Time:

Content Standard: Demonstrate understanding of key concepts of sets and the real number system.

Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in

variety of strategies.

I- OBJECTIVES

At the end of the lesson students will be able to:

a. Define absolute value

b. Represent absolute value using a number line, and

c. Site situations in real life that is similar to the absolute value of a number (M7NS)-Ic-I

II- SUBJECT MATTER

Topic: Absolute value

Materials: module, and TG, laptop, projector, speaker

References: CG, TG, and LM’s

III- PROCEDURE

I- Review

Let the students label numbers on the number line.

II- Motivation

Video Presentation on the highlight of the Movie Miracle in the cell

THINK-PAIR-SHARE

III- Lesson Development

a. ACTIVITY

1. “Absolutely Zero”- Students will list down numbers and its opposite, can be positive or negative and they will

count its distance from or to zero.

b. ANALYSIS

After the activities the following questions will be ask for knowledge processing:

1. What things have you found out in the above activity?

2. Was the distance of your identified numbers from zero the same?

3. What can you say about the distances?

c. ABSTRACTION

From the process question, the teacher will discuss and add-on information’s related to absolute vales.

d. ACTIVITY

Let the students do the following exercises:

Directions: Express the absolute value of each of the following:

1. /10/

2. /-81/

3. /-50/

4. /-30/

5. /100/

IV- EVALUATION

1. Write down your thoughts on absolute value, and site situations that happens in your life or any member in

the family that is similar to the concept on absolute values.

V- ASSIGNMENT

a. Give your own examples of numbers and express it’s absolute value

b. List down and memorize the different operations on integers

Checked by:

TITO D. DADULLA

Head Teacher In- Charge

Republic of the Philippines

Department of Education

Region VIII

Division of Eastern Samar

Quinapondan National High School Anislag Annex

Anislag, Quinapondan Eastern Samar

Subject Handled: Math 7 Time:

Content Standard: Demonstrate understanding of key concepts of sets and the real number system.

Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in

variety of strategies.

I- OBJECTIVES

At the end of the lesson students will be able to:

a. Memorize the rules in the addition and subtraction of Integers

b. Perform addition and subtraction of integers (M7NS)-Ic-d-I

II- SUBJECT MATTER

Topic: Addition and subtraction of Integers

Materials: Flash Cards module, and TG.

References: CG, TG, and LM’s

III- PROCEDURE

I- Review

Absolute Values of Numbers.

II- Motivation

ANAGRAM

III- Lesson Development

a. ACTIVITY

1. “The sum in my number line”- Students will do basic counting techniques of addition using the number line.

2. “My rule, my sum”- In this activity students will be given numbers that will be added and subtracted with their

own rule.

b. ANALYSIS

After the activities the following questions will be ask for knowledge processing:

1. What things have you found out in the above activity?

2. Which is easier to add and subtract numbers using number or memorizing the rule?

c. ABSTRACTION

From the process question, the teacher will discuss the rules in the addition and subtraction of integers.

d. ACTIVITY

Let the students do exercise A on page 21

IV- EVALUATION

Solve exercises on B and C on page 21.

V- ASSIGNMENT

a. Give your own examples on addition and subtraction of integers

b. Memorize the rules in different operations of integers

Checked by:

TITO D. DADULLA

Head Teacher In- Charge

Republic of the Philippines

Department of Education

Region VIII

Division of Eastern Samar

Quinapondan National High School Anislag Annex

Anislag, Quinapondan Eastern Samar

Subject Handled: Math 7 Time:

Content Standard: Demonstrate understanding of key concepts of sets and the real number system.

Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in

variety of strategies.

I- OBJECTIVES

At the end of the lesson students will be able to:

a. Memorize the rules in the operation of Integers

b. Multiply Integers; and

c. Apply rules multiplication on integers (M7NS)-Ic-d-I

II- SUBJECT MATTER

Topic: Multiplication of Integers

Materials: Flash Cards module, and TG.

References: CG, TG, and LM’s

III- PROCEDURE

IV- Review

Absolute Values of Numbers.

V- Motivation

ANAGRAM on terms related to multiplication and division of Integers

VI- Lesson Development

a. ACTIVITY

1. “The Basics”- The teacher will give examples on multiplication of numbers, and let students solve the same using

the basic elementary concept.

2. “The product rule”- The teacher will let the students multiply numbers based on rules.

b. ANALYSIS

After the activities the following questions will be ask for knowledge processing:

1. What things have you found out in the above activity?

2. How do you get the product of numbers with the same sign?; with different signs?

c. ABSTRACTION

From the process question, the teacher will discuss the rules in the multiplication of integers.

d. ACTIVITY

Let the students do exercise A on page 28

VII- EVALUATION

Solve exercises on B and C on page 29

VIII- ASSIGNMENT

a. Give your own examples on multiplication of integers.

b. Memorize the rules in different operations of integers

Checked by:

Head Teacher In- Charge

Republic of the Philippines

Department of Education

Region VIII

Division of Eastern Samar

Quinapondan National High School Anislag Annex

Anislag, Quinapondan Eastern Samar

Subject Handled: Math 7 Time:

Content Standard: Demonstrate understanding of key concepts of sets and the real number system.

Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in

variety of strategies.

I- OBJECTIVES

At the end of the lesson students will be able to:

d. Memorize the rules in the operation of Integers

e. Divide Integers; and

f. Apply the rule in the division on integers (M7NS)-Ic-d-I

II- SUBJECT MATTER

Topic: Division of Integers

Materials: Module, and TG.

References: CG, TG, and LM’s

III- PROCEDURE

I- Review

Multiplication of Integers using the rules.

II- Motivation

ANAGRAM on terms related to division of Integers

III- Lesson Development

a. ACTIVITY

Answer the following questions:

What is (-51)÷ (-3)?

What is (-51) ÷ 3?

What is 51÷ (-3)?

b. ANALYSIS

After the activities the following questions will be ask for knowledge processing:

1. What things have you found out in the above activity?

2. How do you get the quotient of numbers with the same sign?; with different signs?

c. ABSTRACTION

From the process question, the teacher will discuss the rules in the multiplication of integers.

d. ACTIVITY

Let the students do exercise B on page 31

IV- EVALUATION

Solve exercises on C and D on page 32.

V- ASSIGNMENT

a. Give your own examples on division of integers.

b. Memorize the rules in different operations of integers

Checked by:

Head Teacher In- Charge

Republic of the Philippines

Department of Education

Region VIII

Division of Eastern Samar

Quinapondan National High School Anislag Annex

Anislag, Quinapondan Eastern Samar

Subject Handled: Math 7 Time:

Content Standard: Demonstrate understanding of key concepts of sets and the real number system.

Performance Standards: Is able to formulate challenging situations involving sets and real numbers and solve these in

variety of strategies.

I- OBJECTIVES

At the end of the lesson students will be able to:

a. Memorize the rules in the operation of Integers

b. Perform the rules in the operation of integers. (M7NS)-Ic-d-I

II- SUBJECT MATTER

Topic: Enrichment Lesson on the Operations of Integers

Materials: Module, and TG.

References: CG, TG, and LM’s

III- PROCEDURE

I- Review

The rules in the operation of Integers

II- Motivation

a. ACTIVITY

1. Give students multiple operations of integers

b. ANALYSIS

After the activities the following questions will be ask for knowledge processing:

1. Which of the operations was difficult for you to perform?

2. What are the ways you will do in overcoming this difficulty?

c. ABSTRACTION

The teacher on this part will give add-on tips on how to make the operation of integers easier.

d. ACTIVITY

Give students set work on the different operations of integers.

IV- EVALUATION

Perform the indicated operations:

1. -3+4-8÷2

2. -9÷6

3. 30+ (-45)

4. -12 (-12)

5. -28 – (10)

6. (10+5) -4 x 3 +7 x (-2)

7. 36 ÷ 12 + 53 + (-30)

8. (124-5 x 12) ÷ 8

9. (30+26) ÷ (-2 x 7)

10. 22 x 9 ÷ (-6) – 5 x 8

V- ASSIGNMENT

a. List down the properties of operations of integers.

Checked by:

Head Teacher In- Charge

Republic of the Philippines

Department of Education

Region VIII

Division of Eastern Samar

Quinapondan National High School Anislag Annex

Anislag, Quinapondan Eastern Samar

Subject Handled: Math 9 Time:

Content Standard: Demonstrate understanding of key concepts of quadratic equations, inequalities and functions and

rational algebraic equations.

Performance Standards: Is able to investigate thoroughly mathematical relationships in various situations, formulate real

life problems involving quadratic equations, inequalities and functions and rational algebraic

equations and solve them using variety of strategies.

I- OBJECTIVES

At the end of the lesson students will be able to:

a. Recall concepts on the operation of rational algebraic expressions;

b. Transform rational algebraic equations to quadratic equations

c. Solve problems on rational algebraic expressions transformable to quadratic equations. M9AL-Ic-d-I

II- SUBJECT MATTER

Topic: Solving Rational Algebraic Equations Transformable to Quadratic Equations

Materials: Module, and TG.

References: CG, TG, and LM’s

III- PROCEDURE

I- Review

Recall the concepts on the operation of rational algebraic expressions

II- Motivation

Anagram

III- Lesson Development

a. ACTIVITY

1. “Give the other side of me”- students will be given an activity on transforming equations to ax2+bx+c=0

2. “State the common”- Activity number 2 will help students identify the common denominator between

two rational algebraic expressions.

b. ANALYSIS

After the activities the following questions will be ask for knowledge processing:

1. How do you transform equations to ax2+bx+c=0?

2. Among the equations, which is easier to rewrite into ax2+bx+c=0? Why?

3. How do you get the common denominator between rational algebraic expressions?

4. In dealing with rational algebraic expressions which are easier to determine least common denominator

or common denominator? Why?

c. ABSTRACTION

If there are still error and differences of the answers, the teacher will discuss and give further examples on the concept

of rational algebraic expressions.

d. ACTIVITY

Work on Activity number 4 on p 83.

IV- EVALUATION

A. Rewrite the following into ax2+bx+c=0, then answer the questions that follow

1. x(x+3)=0

2. 3s (s-2)=12s

3. (t+1)2- (t-8)2=45

4. (3r+1)2+ (r+2)2=65

5. (x+2)2/5+ (x-2)2/3=16/3

6. 1/x- x/6 =2/3

What values of x do you think will satisfy each of the equations that you derived?

Was it easy for you to transform the equations into ax2+bx+c=0? If not what are the difficulties you encounter? If

yes what was your strategy in coming-up with your answers?

V- ASSIGNMENT

a. From your derived equations find the value of x, then check your answer.

Checked by:

TITO D. DADULLA

Head Teacher In- Charge

Republic of the Philippines

Department of Education

Region VIII

Division of Eastern Samar

Quinapondan National High School Anislag Annex

Anislag, Quinapondan Eastern Samar

Subject Handled: Math 9 Time:

Content Standard: Demonstrate understanding of key concepts of quadratic equations, inequalities and functions and

rational algebraic equations.

Performance Standards: Is able to investigate thoroughly mathematical relationships in various situations, formulate real

life problems involving quadratic equations, inequalities and functions and rational algebraic

equations and solve them using variety of strategies.

I- OBJECTIVES

At the end of the lesson students will be able to:

a. Solve Problems on rational algebraic expressions transformable to quadratic equations;

b. Formulate problems on rational algebraic expression transformable to quadratic equations. M9AL-Ic-d-I

II- SUBJECT MATTER

Topic: Solving Rational Algebraic Equations Transformable to Quadratic Equations

Materials: Module, and TG.

References: CG, TG, and LM’s

III- PROCEDURE

I- Review

Ask the class about the ways of finding the roots of a quadratic equation.

II- Motivation

Group the students into 4, and let them work on finding the roots of a quadratic equation using a

certain process.

III- Lesson Development

a. ACTIVITY

1. “What makes us equal?”- In this activity each group will answer a certain quadratic equation.

b. ANALYSIS

After the activities the following questions will be ask for knowledge processing:

1. When can you say that the value of x that you have obtained is correct?

2. How many values of x/ solution does a quadratic equation has?

c. ABSTRACTION

If there are still error and differences of the answers, the teacher will discuss and give further examples on the concept

on finding quadratic the solutions of a quadratic equation

d. ACTIVITY

Work on Activity number 6 on p 84.

IV- EVALUATION

Answer the following questions, and work on what is being required by the item.

1. How do you transform a rational algebraic equation into a quadratic equation? Explain and give examples

2. How do you determine the solutions of quadratic equations? How about rational algebraic equations

transformable to quadratic equations?

3. Suppose a quadratic equation is derived from a rational algebraic equation. How do you check if the

solutions of the quadratic equation are also the solutions of a rational algebraic expression?

4. Make your own problem 5 problems on rational algebraic expression transformable to quadratic equations

and transformed the same, then find the values of x.

V- ASSIGNMENT

a. Cite problems around you that is similar to the concepts of quadratic equations.

b. By a venn diagram, compare quadratic equations from quadratic inequalities.

Checked by:

TITO D. DADULLA

Head Teacher In- Charge

Republic of the Philippines

Department of Education

Region VIII

Division of Eastern Samar

Quinapondan National High School Anislag Annex

Anislag, Quinapondan Eastern Samar

Subject Handled: Math 8 Time:

Content Standard: Demonstrate understanding of key concepts of

Performance Standards: Is able to investigate thoroughly mathematical relationships in various situations, formulate real

life problems involving quadratic equations, inequalities and functions and rational algebraic

equations and solve them using variety of strategies.

I- OBJECTIVES

At the end of the lesson students will be able to:

b. Solve Problems on rational algebraic expressions transformable to quadratic equations;

c. Formulate problems on rational algebraic expression transformable to quadratic equations. M9AL-Ic-d-I

II- SUBJECT MATTER

Topic: Solving Rational Algebraic Equations Transformable to Quadratic Equations

Materials: Module, and TG.

References: CG, TG, and LM’s

III- PROCEDURE

IV- Review

Ask the class about the ways of finding the roots of a quadratic equation.

V- Motivation

Group the students into 4, and let them work on finding the roots of a quadratic equation using a

certain process.

VI- Lesson Development

a. ACTIVITY

1. “What makes us equal?”- In this activity each group will answer a certain quadratic equation.

b. ANALYSIS

After the activities the following questions will be ask for knowledge processing:

3. When can you say that the value of x that you have obtained is correct?

4. How many values of x/ solution does a quadratic equation has?

c. ABSTRACTION

If there are still error and differences of the answers, the teacher will discuss and give further examples on the concept

on finding quadratic the solutions of a quadratic equation

d. ACTIVITY

Work on Activity number 6 on p 84.

VII- EVALUATION

Answer the following questions, and work on what is being required by the item.

1. How do you transform a rational algebraic equation into a quadratic equation? Explain and give examples

2. How do you determine the solutions of quadratic equations? How about rational algebraic equations

transformable to quadratic equations?

3. Suppose a quadratic equation is derived from a rational algebraic equation. How do you check if the

solutions of the quadratic equation are also the solutions of a rational algebraic expression?

4. Make your own problem 5 problems on rational algebraic expression transformable to quadratic equations

and transformed the same, then find the values of x.

VIII- ASSIGNMENT

a. Cite problems around you that is similar to the concepts of quadratic equations.

b. By a venn diagram, compare quadratic equations from quadratic inequalities.

Checked by:

TITO D. DADULLA

Head Teacher In- Charge

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