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432 Aufrufe

Attribution Non-Commercial (BY-NC)

Als DOC, PDF, TXT **herunterladen** oder online auf Scribd lesen

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principles of number and number sense as applied to measuring, estimating,

graphing, solving equations and inequalities, communicating mathematically and

solving problems in real life.

Quarter I: Real Number System,

Measurement and Scientific Notation

Topic: Real Number System Time Frame: 20 days

Stage 1

Content Standard:

The learner demonstrates understanding of the key concepts

of real number system.

Performance Standard:

The learner formulates real life problems involving real numbers

and solves these using a variety of strategies.

Essential Understanding(s):

Daily tasks involving measurement, conversion, estimation and

scientific notation make use of real numbers.

Essential Question(s):

How useful are real numbers?

The learner will know:

the real number system

rational and irrational numbers

the importance of order axioms

fundamental operations with real numbers

the application of real numbers to daily life.

The learner will be able to:

apply real numbers in a variety of ways to other disciplines.

identify/give examples of rational and irrational numbers

illustrate rational and irrational numbers in practical

situations

use the appropriate symbolic notation to illustrate the

order axioms.

cite examples/situations where order axiom is applied.

perform the sequence of operations with real numbers

properly.

solve problems in other disciplines such as science, art,

agriculture, etc.

Stage 2

Product or Performance Task:

Problems formulated

1. are real life related

Evidence at the level of understanding

Learner should be able to demonstrate

understanding of the real number system

Evidence at the level of performance

Assessment of problems formulated

based on the following suggested criteria:

2

2.involve real numbers, and

3.are solved using a variety of strategies.

using the six (6) facets of understanding:

Explaining how numbers are expressed

in different ways.

Criteria:

Thorough

Coherent

Clear

Interpreting similarities between rational

and irrational numbers.

Criteria:

Thorough

Illustrative

Creative

Applying a variety of techniques in

solving daily life problems.

Criteria:

Appropriate

Practical

Accurate

Relevant

Developing Perspective on the types of

real numbers.

Criteria:

Perceptive

Open-minded

Sensitive

Responsive

Showing Empathy by describing the

difficulties one can experience in daily life

real-life related problems

problems involve real numbers.

problems are solved using a variety of

strategies

Tools: Rubrics for assessment of

problems formulated and solved

3

whenever tedious calculations are done.

Criteria:

Open

Sensitive

Responsive

Manifesting Self-knowledge by

assessing how one can give his/her best

solution to a problem/situation.

Criteria:

Reflective

Responsive

Relevant

Stage 3

Teaching/Learning Sequence

1. Explore

Initially, begin with some interesting and challenging exploratory activities on real numbers that will make the learner aware

of what is going to happen or where the said pre-activities would lead to through meaningful and relevant daily life context.

a. Varied activities in the form of a game, puzzle or storytelling on how to identify/name a real number

Locating numbers on the number line

Giving the coordinate of a point on the number line

Naming a real number between two given numbers

Citing situations where real numbers are applied

b. Assessment by answering accurately the activity sheets containing HOTS questions on real numbers

(See attached sheet as sample)

c. Journal writing on real number system and its applications to real life. (See attached sheet as sample)

2. Firm Up

These are the enabling activities/experiences that the learner will have to go through to validate understanding on real

numbers during the activities in the exploratory phase. These would answer some misconceptions on real numbers that

have been encountered in daily life situations.

4

a. Conduct an investigation considering the following steps:

Giving a list of different numbers

Changing the form of the given set of numbers by doing the basic operations and simplifying the results.

Analyzing/Observing the results.

Classifying numbers as to their types.

Classifying numbers into rational or irrational.

Preparing oral/written reports about the investigation conducted.

b. Give more exercises which may be in problem form, games, puzzles, etc.

c. Perform fundamental operations on real numbers and classify results.

3. Deepen

Activities in this stage shall provide opportunity for differentiated instruction for the learner to further reflect, revisit, revise and

rethink. Moreover, the learner shall express his/her understanding on real numbers and engage in meaningful self-

evaluation.

a. Explaining thoroughly the difference between rational and irrational numbers by giving several examples.

b. Investigating patterns leading to rational or irrational numbers (both manually and with the use of calculators).

c. Identifying the difference between rational and irrational numbers.

d. Generalizing and writing a report of what has been discovered about real numbers.

4. Transfer

Applications of learners understanding are demonstrated through culminating activities that reflect meaningful and relevant

problems/situations.

Formulating daily life problems involving real numbers using varied activities (e.g. storytelling, simulation,

role-playing, flowcharting, etc.)

Constructing scale models of toys, houses, bridges, etc. indicating the use of real numbers.

Resources:

See Appendix

5

Quarter I : Real Number System,

Measurement and Scientific Notation

Topic: Measurement Time Frame: 25 days

Stage 1

Content Standard:

The learner demonstrates understanding of the key concepts

of measurements.

Performance Standard:

The learner formulates real-life problems involving

measurements and solves these using a variety of strategies.

Essential Understanding(s):

Physical quantities are measured using different measuring

devices. The precision and accuracy of measurement depend

on the measuring device used.

Essential Question(s):

How are different measuring devices useful?

How does one know when a measurement is precise?

accurate?

The learner will know:

the concept of measurement

the different measuring devices and their respective

uses.

conversion of units of measure.

rounding off numbers

approximation.

how to solve problems involving measurements using

a variety of strategies.

The learner will be able to:

use different tools/devices and units of measures.

cite situations where measuring tools are appropriately

used.

convert units of measure.

round off numbers.

cite real life situations where rounding off numbers is

applied.

approximate measurement by rounding off to its

nearest desired value.

formulate and solve real life problems applying

conversion of units.

Stage 2

Product or Performance Task:

Problems formulated

1. are real life related

2. involve measurement and

Evidence at the level of understanding

Learner should be able to demonstrate

understanding of measurement using the

six (6) facets of understanding:

Evidence at the level of performance

Assessment of problems formulated

based on the following suggested criteria:

6

3. are solved using a variety of

strategies. Explaining how to use the calibration

model and find its degree of precision.

Criteria:

Thorough

Clear

Accurate

Justified

Interpreting through story telling

situations that describe the appropriate

use and choice of measuring devices.

Criteria:

Illustrative

Accurate

Justified

Significant

Applying a variety of techniques in

posing and solving daily life problems

involving measurement

Criteria:

Appropriate

Practical

Revealing Empathy by role-playing the

uses of the primitive measuring devices

for the people who invented them and

discuss how they got accurate results.

Criteria:

Perceptive

Open

Manifesting Self-knowledge by

real-life problems

problems involve measurement

problems are solved using a variety of

strategies

Tools: Rubrics for assessment of

problems formulated and solved (See

attachment)

7

assessing how one can give his/her best

solution to a problem/situation on

measurement.

Criteria:

Reflective

Responsive

Stage 3

Teaching/Learning Sequence:

1. Explore

Initially, begin with some interesting and challenging exploratory activities on measurements that will make the learner aware

of what is going to happen or where the said pre-activities would lead to through meaningful and relevant real-life context.

a. Group activities

Identifying and using the different measuring devices through games, puzzles, storytelling, etc.

Citing real life situations where these measuring devices are used through role playing, simulations, storytelling,

etc.

b. Creative group presentations of authentic situations showing the evolution of the different measuring devices.

c. Giving oral or written reactions on the group presentations.

2. Firm Up

These are the enabling activities/experiences that the learner will have to go through to validate understanding on

measurements during the activities in the exploratory phase. These would answer some misconceptions on measurements

that have been encountered in real life situations.

a. The learner shall conduct varied activities.

Using the given measuring instruments, find the measures of classroom table, blackboard, window frames, etc.

Measuring objects of different shapes.

Approximating measurements to the nearest unit of measure.

Estimating and finding actual measurements of objects.

Finding the perimeter and area of plane figures; surface area and volume of solid figures.

Formulating problems based on the given information.

b. Giving more exercises which may be in problem form, puzzles, games, simulation, storytelling etc.

c. Performing experiments/activities that will verify formulas for finding areas of plane geometric figures and volumes of

solid figures.

8

d. Solving teacher-made problems about measurements.

3. Deepen

Activities in this stage shall provide opportunity for differentiated instruction for the learner to further reflect, revisit, revise and

rethink. Moreover, the learner shall express his/her understanding on measurements and engage in meaningful self-

evaluation.

Explaining thoroughly the process/procedure undertaken in every activity on measurement, including the

computation part.

Identifying objects whose area/volume can be found using formulas.

Exploring the different possibilities of finding the measures of objects with irregular shapes (e.g. football, star, etc.).

Investigating the relationship between the number of square units/cubic units in a given figure and the area/volume of the given

figure using concrete models.

Journal writings on the activities undertaken.

4. Transfer

Applications of learners understanding are demonstrated through culminating activities that reflect meaningful and relevant

problems/situations.

Formulating and solving a daily life situations/problems involving measurements.

Writing a report on what he/she has learned about measurement.

Improvising instruments used in measuring objects of different forms.

Creating miniature models (e.g. dream house, school, thermometer, weather vane, etc.).

Resources:

See Appendix

9

Quarter 1 : Real Number System,

Measurement and Scientific Notation

Topic: Scientific Notation Time Frame: 5 days

Stage 1

Content Standard:

The learner demonstrates understanding of the key concepts

of scientific notation.

Performance Standard:

The learner formulates real-life problems involving scientific

notation and solves these using a variety of strategies.

Essential Understanding(s):

Big and small quantities can be expressed conveniently in

scientific notation.

Essential Question(s):

Why are measures of certain quantities expressed in scientific

notation? How?

The learner will know:

numbers that are expressed in scientific notation.

real life measures where scientific notation is applied.

the application of scientific notation to different

disciplines.

The learner will be able to:

express numbers in scientific notation and vice- versa.

solve real life problems involving scientific notation.

cite real life situations where scientific notation is applied.

formulate and solve real life problems involving scientific notation.

Stage 2

Product or Performance Task:

Problems formulated

1. are real life related

2. involve scientific notation and

3. are solved using a variety of

strategies.

Evidence at the level of understanding

Learner should be able to demonstrate

understanding of scientific notation using

the six (6) facets of understanding:

Explaining how big and small quantities

are expressed in scientific notation.

Criteria:

Thorough

Accurate

Justified

Evidence at the level of performance

Assessment of problems formulated

based on the following suggested criteria:

real-life problems

problems involve real numbers using

scientific notation

problems are solved using a variety of

strategies

10

Interpreting meaning of scientific notation

by considering the size of an atom,

distances of planets, etc.

Criteria:

Illustrative

Meaningful

Justified

Applying a variety of techniques in

posing and solving daily life problems

involving very large or very small numbers

expressed in scientific notation.

Criteria:

Appropriate

Practical

Accurate

Manifesting Self-knowledge by showing

the usefulness of scientific notation in

solving a problem.

Criteria:

Reflective

Responsive

Showing Empathy to persons who

encounter difficulties in expressing big

and small quantities.

Criteria:

Sensitive

Perceptive

Developing Perspective on other ways to

express big and small numbers.

Criteria:

Tools: Rubrics for assessment of

problems formulated and solved

11

Appropriate

Practical

Stage 3

Teaching/Learning Sequence:

1. Explore

Initially, begin with some interesting and challenging exploratory activities on scientific notations that will make the learner

aware of what is going to happen or where the said pre-activities would lead to through meaningful and relevant real life

context.

a. Group activities such as games, puzzles, storytelling, simulation, role playing, etc. can be used in

identifying very big and very small numbers (e.g. 1 000 000 000, 23 000 000 000, 0.000000012, 0.0000001, etc.);

recognizing and finding patterns from a given set of numbers;

expressing big and small numbers in scientific notations; and

citing real life situations when/where scientific notations can be used.

b. Creative group presentations of authentic situations where scientific notations are used.

c. Oral and written reactions/comments to the presentations.

2. Firm Up

These are the enabling activities/experiences that the learner will have to go through to validate understanding on scientific

notations during the activities in the exploratory phase. These would answer some misconceptions on scientific notations

that have been encountered in real life situations.

a. The learner shall answer

activity sheets on expressing numbers in scientific notation; and

exercises involving fundamental operations using scientific notation.

b. Giving more exercises which may be in problem form, games, puzzles, storytelling, role playing, simulation, etc.

c. Solving problems involving scientific notation.

3. Deepen

Activities in this stage shall provide opportunity for differentiated instruction for the learner to further reflect, revisit, revise and

rethink. Moreover, the learner shall express his/her understanding on scientific notations and engage in meaningful self-

evaluation.

Explaining thoroughly the process/procedure undertaken in every activity, including the computation part.

12

Investigating the procedure used in expressing numbers in scientific notation.

Journal writing on the usefulness of scientific notations.

4. Transfer

Applications of learners understanding are demonstrated through culminating activities that reflect meaningful and relevant

problems/situations.

Formulating and solving situations/problems that will make use of scientific notation through games, puzzles,

simulations, storytelling, role playing, etc.

Writing a report explaining the advantages/disadvantages of using scientific notation.

Developing non-linear powerpoint presentation expressing distances, in scientific notation, of planets from the sun, size of atoms,

molecules, etc. using hyperlink.

Resources:

See Appendix

Quarter II : Algebraic Expressions, First-Degree

Equations and Inequalities in One Variable

Topic: Algebraic Expressions Time Frame: 25 days

Stage 1

Content Standard:

The learner demonstrates understanding of the key concepts

of algebraic expressions.

Performance Standard:

The learner models situations using oral, written, graphical and

algebraic methods to solve problems involving algebraic

expressions.

Essential Understanding(s):

Algebraic expressions represent patterns and relationships

that guide us in understanding how certain problems can be

solved.

Essential Question(s):

Why are algebraic expressions useful?

The learner will know:

translation of verbal phrases to mathematical

expressions and vice-versa

laws on integer exponents

operations of algebraic expressions

rules on finding special products

types of special products

special products of two binomials

The learner will be able to:

translate verbal phrases to mathematical expressions and

vice-versa

simplify algebraic expressions using the laws on integer

exponents

perform fundamental operations on algebraic expressions

explore the product of two binomials and search for

patterns

identify special products

13

relationships between special products and factors

complete factorization of polynomials

applications of special products and factors in solving

real life problems

find special products of two binomials

discover the relationships between special products and

factors

find the complete factorization of polynomials

apply factoring polynomials in solving real life problems

Stage 2

Product or Performance Task:

Situations modeling the use of oral,

written, graphical and algebraic methods

to solve problems involving algebraic

expressions

Evidence at the level of understanding

The learner should be able to demonstrate

understanding of algebraic expressions using the

six (6) facets of understanding:

Explaining how the language of mathematics is

used to show /describe real-life situations.

Criteria:

Clear

Coherent

Justified

Interpreting representations of mathematical

situations

Criteria:

Illustrative

Meaningful

Applying algebraic expressions in daily life

situations

Criteria:

Appropriate

Practical

Relevant

Developing Perspective on the various ways of

writing algebraic expressions and solving a

problem

Evidence at the level of

performance

Performance assessment of

situations involving algebraic

expressions based on the

following suggested criterion:

Use oral, written, graphical

and algebraic methods in

modeling situations

Tools:

Rubrics of situations modeling

the use of oral, written, graphical

and algebraic methods

14

Criteria:

Critical

Insightful

Credible

Showing Empathy to persons who encounter

difficulties in the lesson.

Criteria:

Open

Sensitive

Responsive

Manifesting Self-knowledge by discussing the

best and most effective strategies that one has

found for solving problems

Criteria:

Insightful

Clear

Coherent

Stage 3

Teaching/Learning Sequence

1. Explore

Initially, begin with some interesting and challenging exploratory activities on algebraic expressions that will make the

learner aware of what is going to happen or where the said pre-activities would lead to through meaningful and relevant real

life context.

a. Playing Guess my rule game and writing mathematical expression for the rule.

b. Asking students to surf the internet and look for similar games which they can share to the class.

c. Providing students with teacher-made worksheets on translating mathematical expressions to English phrases and

vice-versa.

d. Asking students to give their own English phrases and translate them to mathematical expressions and vice-versa.

e. Completing teacher-made activity sheets on: evaluating algebraic expressions and addition and subtraction of

15

algebraic expressions.

f. Investigating relationships among integer exponents.

g. Manipulating algebra tiles to illustrate the product of two algebraic expressions

h. Finding the product of two algebraic expressions

2. Firm Up

These are the enabling activities/experiences that the learner will have to go through to validate understanding on algebraic

expressions during the activities in the exploratory phase. These would answer some misconceptions on algebraic

expressions that have been encountered in real life situations.

Activities such as games, puzzles, manipulative, storytelling, simulation, role playing, etc. can be used in

simplifying algebraic expressions,

performing operations on algebraic expressions,

finding special products, and

factoring (the reverse process of finding the product).

3. Deepen

Activities in this stage shall provide opportunity for differentiated instruction for the learner to reflect, revisit, revise and

rethink. Further, the learner shall express his/her understanding on algebraic expressions and engage in meaningful self-

evaluation.

Summarizing the steps in performing the fundamental operations on algebraic expressions.

Citing situations in the environment where the concepts of algebraic expressions and operations are applied.

Writing journals on how knowledge of algebraic expressions help in finding solutions to challenging computations.

4. Transfer

Application of learners understanding on algebraic expressions is demonstrated through culminating activities that reflect

relevant and authentic problems/situations.

Applying special products and factors in real life problems (e.g. business, engineering, etc.).

Creating/posing and solving problems using a variety of strategies.

Presenting a problem solving plan using models.

Making a flowchart on intelligent digital model applying algebraic expressions (e.g. robotics, software, etc.).

16

Resources:

See Appendix

Quarter II : Algebraic Expressions, First-

Degree Equations and

Inequalities in One Variable

Topic: First-Degree Equations

and Inequalities in One Variable

Time Frame: 25 days

Stage 1

Content Standard:

The learner demonstrates understanding of the key concepts

of first-degree equations and inequalities in one variable.

Performance Standard:

The learner models situations using oral, written, graphical and

algebraic methods to solve problems involving first-degree

equations and inequalities in one variable.

Essential Understanding(s):

Real-life problems where certain quantities are unknown

can be solved using first-degree equations and

inequalities in one variable

Essential Question(s):

How can we use first-degree equations and inequalities in

one variable to solve real life problems where certain

quantities are unknown?

The learner will know:

mathematical expressions, first-degree equations and

inequalities in one variable

first-degree equations and inequalities in one variable

properties of first-degree equations and inequalities in

one variable

applications of first-degree equations and inequalities in

one variable

The learner will be able to:

differentiate mathematical expressions from equations and

inequalities

identify and describe first-degree equations and

inequalities in one variable

give examples of first-degree equations and inequalities in

one variable

describe situations where first-degree equations and

inequalities in one variable

enumerate and explain the different properties of first-

degree equations and inequalities in one variable

give illustrative examples of each property of first-degree

equations and inequalities in one variable

apply the properties of equations and inequalities in solving

first-degree equations and inequalities in one variable

verify and explain the solutions to problems involving first-

17

degree equations and inequalities in one variable

extend, pose, and solve related problems in real life

Stage 2

Product or Performance Task:

Situations modeling the use of oral,

written, graphical and algebraic methods

to solve problems involving first-degree

equations and inequalities in one variable

Evidence at the level of understanding

The learners should be able to

demonstrate understanding of first-degree

equations and inequalities in one variable

using the six (6) facets of understanding:

Explaining the properties of first-degree

equations and inequalities in one variable.

Criteria:

Clear

Coherent

Justified

Interpreting mathematical conjectures

and arguments involving first-degree

equations and inequalities in one variable

Criteria:

Illustrative

Meaningful

Applying first-degree equations and

inequalities in one variable in daily life

situations

Criteria:

Appropriate

Practical

Relevant

Developing Perspective on the various

ways of writing first-degree equations and

Evidence at the level of performance

Performance assessment of situations

involving first-degree equations and

inequalities in one variable based on the

following suggested criterion.

Use oral, written, graphical and

algebraic methods in modeling

situations

Tools:

Rubrics of situations modeling the use of

oral, written, graphical and algebraic

methods

18

inequalities in one variable in solving a

problem

Criteria:

Critical

Insightful

Credible

Showing Empathy by describing

difficulties one can experience in daily life

whenever tedious calculations are done

without using the concepts of first-degree

equations and inequalities in one variable

Criteria:

Open

Sensitive

Responsive

Manifesting Self-knowledge by

discussing the best and most effective

strategies that one has found for solving

problems involving first-degree equations

and inequalities in one variable

Criteria:

Insightful

Clear

Coherent

Stage 3

Teaching/Learning Sequence:

1. Explore

Initially, begin with some interesting and challenging exploratory activities on first-degree equations and inequalities in one

variable that will make the learner aware of what is going to happen or where the said pre-activities would lead to through

meaningful and relevant real-life context.

19

a. Group activities such as games, puzzles, storytelling, simulation, role playing, etc.

Identifying and describing first-degree equations and inequalities in one variable.

Citing real-life situations that may be represented using first-degree equations and inequalities in one

variable.

b. Online/offline presentations of authentic situations involving first-degree equations and inequalities in one variable

(e.g. ICT tools such as CONSTEL CDs, open-source learning materials, E-TV learning episodes, etc.).

c. Oral and written reactions to online/offline presentations.

2. Firm Up

These are the enabling activities/experiences that the learner will have to go through to validate understanding on first-

degree equations and inequalities in one variable during the activities in the exploratory phase. These would answer some

misconceptions on first-degree equations and inequalities in one variable that have been encountered in real life situations.

Group activities such as games, puzzles, storytelling, simulation, role playing etc.

Giving exercises on representing situations using first-degree equations and inequalities in one variable.

Enumerating, explaining and giving illustrative examples of the properties of first-degree equations and inequalities in

one variable.

Solving exercises involving first-degree equations and inequalities in one variable where the properties are applied.

Verifying solutions using scientific calculator/computer.

Solving problems involving first-degree equations and inequalities in one variable.

3. Deepen

Activities in this stage shall provide opportunity for the learner to reflect, revisit, revise and rethink about a variety of

experiences. Moreover, the learner shall express his/her understanding of first-degree equations and inequalities in one

variable and engage in multidirectional self-assessment.

Making and evaluating mathematical conjectures and arguments involving first-degree equations and inequalities in

one variable.

Investigating solutions to problems related to first-degree equations and inequalities in one variable.

Writing journals on situations or experiences involving first-degree equations and inequalities in one variable.

4. Transfer

20

Applications of learners understanding on first-degree equations and inequalities in one variable are demonstrated through

culminating activities that reflect meaningful and relevant problems/situations.

Applying mathematical thinking and modeling to solve problems in other disciplines such as art, music,

science, business, etc.

Creating/posing and solving problems involving linear equations and inequalities in one variable using a variety

of strategies

Using models, present a problem solving plan on linear equations and inequalities in one variable

Making a flowchart on intelligent digital model applying first-degree equations and inequalities in one variable

(e.g. robotics, software, business model, etc.)

Resources:

See Appendix

Quarter III : Rational Algebraic Expressions, Linear

Equations and Inequalities in Two Variables

Topic: Rational Algebraic

Expressions

Time Frame: 25 days

Stage 1

Content Standard:

The learner demonstrates understanding of the key concepts

of rational algebraic expressions.

Performance Standard:

The learner presents solutions to problems involving rational

algebraic expressions using numerical, physical, and verbal

mathematical models or representations.

Essential Understanding(s):

Simplifying rational algebraic expressions involve factorization

and operations similar to operations on numerical fractions.

Essential Question(s):

How can rational expressions be simplified?

The learner will know:

fractions in simplest form;

operations on fractions;

rational algebraic expressions in simplest form;

operations on rational algebraic expressions; and

applications of rational algebraic expressions.

The learner will be able to:

explore problems and describe results using numerical,

physical, and verbal mathematical models or

representations;

use his/her reading, listening and visualizing skills to

interpret mathematical ideas;

simplify rational algebraic expressions by using various

methods/techniques;

perform operations on rational algebraic expressions and

justify steps by stating the mathematical properties used;

21

analyze rational algebraic expressions, formulate

relationships and extend them to other cases; and

apply the concept of rational algebraic expressions in

solving real life situations.

Stage 2

Product or Performance Task:

Solutions to problems involving rational

algebraic expressions are presented

using numerical, physical, and verbal

mathematical models or representations.

Evidence at the level of understanding

The learner should be able to demonstrate

understanding by covering the six (6) facets of

understanding:

Explaining by justifying how ones answer is

changed to simplest form.

Criteria:

Clear

Coherent

Justified

Interpreting how best procedures for simplifying

rational expressions are determined.

Criteria:

Illustrative

Creative

Accurate

Applying the appropriate operations in simplifying

rational expressions.

Criteria:

Appropriate

Accurate

Developing Perspective on how to choose the best

solution in simplifying rational expressions

Criteria:

Credible

Insightful

Evidence at the level of

performance

Assessment of presentation of

solutions to problems involving

rational algebraic expressions

based on the suggested

criterion:

the use of numerical,

physical, and verbal

mathematical models or

representations.

Tools:

Rubrics for assessment of

solutions to problems

22

Showing Empathy on peoples difficulties in

performing operations involving rational

expressions.

Criteria:

Perceptive

Responsive

Sensitive

Manifesting Self-Knowledge in recognizing the

best solution to a given situation involving rational

expressions.

Criteria:

Reflective

Insightful

Stage 3

Teaching/Learning Sequence:

1. Explore

Initially, begin with some interesting and challenging exploratory activities on rational numbers that will make the learner

aware of what is going to happen or where the said pre-activities would lead to through meaningful and relevant real life

context.

Group activities such as games, puzzles, storytelling, role-playing, simulation, etc.

Simplifying rational numbers.

Identifying rational numbers.

Citing real life situations involving rational numbers

Differentiating rational algebraic expressions from rational numbers

2. Firm Up

These are the enabling activities/experiences that the learner will have to go through to validate understanding on rational

algebraic expressions during the activities in the exploratory phase. These would answer some misconceptions on rational

algebraic expressions that have been encountered in real life situations.

Activities such as games, puzzles, storytelling, simulation, role-playing, etc.

23

Performing operations on rational algebraic expressions.

Simplifying rational algebraic expressions .

Using rational algebraic expressions to represent situations.

3. Deepen

Activities in this stage shall provide opportunity for the learner to reflect, revisit, revise and rethink about a variety of

experiences. Moreover, the learner shall express his/her understanding and engage in multidirectional self-assessment.

Group activities using pictures, multimedia presentations, or daily life experiences and observations where concepts of

rational algebraic expressions are applied (e.g. business, science, industry, etc.).

Writing the series of steps in simplifying rational algebraic expressions (e.g. application of properties of real

numbers, the different factoring procedures).

Investigating relationship of quantities. e.g. the distance (d) from the fulcrum where a person of weight (w) on

a see-saw.

Finding the actual size of the rooms of a building from a scale model.

Designing a scale model for a given classroom size.

4. Transfer

Applications of learners understanding on first-degree equations and inequalities in one variable are demonstrated through

culminating activities (e.g. Math Exhibits/Expo) that reflect meaningful and relevant problems/situations.

Designing a scale model of your dream house

Constructing miniature models, e.g. buildings, playground, amusement parks, ships, etc.

Resources:

See Appendix

Quarter III : Rational Algebraic Expressions, Linear

Equations and Inequalities in Two Variables

Topic: Linear Equations and

Inequalities in Two Variables

Time Frame: 25 days

Stage 1

Content Standard:

The learner demonstrates understanding of the key concepts

of linear equations and inequalities in two variables.

Performance Standard:

The learner presents solutions to problems involving rational

algebraic expressions.

Essential Understanding(s): Essential Question(s):

24

Linear equations show constant rate of change.

Graphs of linear equations show trends which help predict

outcomes and make decisions

How are linear equations used to communicate relationships

between quantities?

How does one know an outcome is favorable? How can

mathematics help one find out?

The learner will know:

coordinate plane and the terminologies associated with

it.

graph of linear equations in two variables

equation of a linear equation in two variables

application of linear equations in two variables

graph of a linear inequality in two variables

The learner will be able to:

give the exact location of a point, person or object using

maps, navigation devices, etc.

investigate graphs of linear equations in two variables with

deductive arguments and evidences.

solve linear equations in two variables graphically .

apply mathematical thinking to solve problems in disciplines

such as art, music, science and business.

formulate and solve real life problems using various

representations.

Stage 2

Product or Performance Task:

Solutions to problems involving linear

equations and inequalities in two variables

are presented using numerical, physical,

and verbal mathematical models or

representations.

Evidence at the level of understanding

The learner should be able to demonstrate

understanding by covering the six (6) facets of

understanding:

Explaining how a statement is translated into

mathematical symbols

Criteria

Clear

Coherent

Interpreting possible relationships of rates of change

in a given set of data.

Criteria:

Revealing

Illustrative

Applying mathematical thinking and modeling to solve

problems in other disciplines such as art, music,

Evidence at the level of

performance

Assessment of presentation of

solution to problems involving

linear equations and

inequalities in two variables

based on the suggested

criterion:

Use of numerical, physical,

and verbal mathematical

models or representations.

Tools:

Rubrics for assessment of

solutions to problems

25

science and business.

Criteria:

Practical

Appropriate

Accurate

Developing Perspective on the most likely outcomes

that may result from trends shown in graphs

Criteria:

Credible

insightful

Showing Empathy on people experiencing difficulties

in making decisions without the help of graphs and

linear equations

Criteria:

Perceptive

Responsive

Sensitive

Manifesting Self-Knowledge by sharing insights one

may have about how math can help make reasonable

judgments and predictions.

Criteria:

Reflective

Insightful

Stage 3

Teaching/Learning Sequence:

1. Explore

Initially, begin with some interesting and challenging exploratory activities on linear equations and inequalities in two

variables that will make the learner aware of what is going to happen or where the said pre-activities would lead to through

meaningful and relevant real life context.

26

a. Start with an activity that would assess the learners knowledge in naming places or locations.

Identifying classmates location through a seat plan

Treasure hunting

Map reading

b. Ask follow-up questions that would enhance the critical thinking skill of the learner.

2. Firm Up

These are the enabling activities/experiences that the learner will have to go through to validate understanding on linear

equations and inequalities during the activities in the exploratory phase. These would answer some misconceptions on

linear equations and inequalities in two variables that have been encountered in real life situations.

Group activities such as games, puzzles, storytelling, simulation, role-playing, etc.

Finding/locating the coordinates of a point in the coordinate plane;

Solving for the slopes of two points (e.g. measuring the steepness of stairs/inclined objects);

Finding linear equations using the forms: slope and y-intercept, slope and a point, two points

Graphing linear equations and inequalities; and

Solving real life situations.

3. Deepen

Activities in this stage shall provide opportunity for the learner to reflect, revisit, revise and rethink about a variety of

experiences. Moreover, the learner shall express his/her understanding on linear equations and inequalities in two variables

and engage in multidirectional self-assessment.

Group activities using pictures, multimedia presentations, or daily life experiences and observations where concepts of linear

equations and inequalities in two variables are applied through the following activities:

Investigating the behavior of graphs in relation to their slopes.

Writing the steps in graphing linear equations and inequalities in two variables. (Imagine that you are writing

the steps for someone who has never experienced this concept before.)

Checking the results using graphics calculators or computers.

Analyzing situations represented by linear equations and inequalities in two variables.

Journal writing on the behavior of graphs of linear equations and inequalities in two variables.

4. Transfer

Applications of learners understanding on linear equations and inequalities in two variables are demonstrated through

27

culminating activities that reflect meaningful and relevant problems/situations.

a. Design a game map to locate a person in a certain town, a ship in distress, a treasure buried in a mountain slope.

b. Construct a miniature model of the learners ideal community.

Resources:

See Appendix

28

Quarter IV: Systems of Linear Equations and

Inequalities in Two Variables

Topic: Systems of Linear Equations

and Inequalities in Two Variables

Time Frame: 25 days

Stage 1

Content Standard:

The learner demonstrates understanding of the key concepts

of systems of linear equations and inequalities in two variables.

Performance Standard:

The learner creates situations/ problems in real-life involving

systems of linear equations and inequalities in two variables, and

solves these by applying a variety of strategies

Essential Understanding(s):

Unknown numbers in certain real-life problems may be derived

from solving systems of linear equations and inequalities in two

variables.

Essential Question(s):

How is knowledge of systems of linear equations and inequalities

in two variables used to solve real life problems?

The learner will know:

graphical solution of systems of linear equations and

inequalities in two variables.

algebraic solutions of systems of linear equations and in

two variables.

applications of systems of linear equations and

inequalities in two variables in problem solving

graph a system of linear inequalities and

inequalities in two variables

The learner will be able to:

explain thoroughly how systems of linear equations and

inequalities in two variables can be solved graphically and

algebraically.

graph with accuracy the solutions of a system of linear

equations and inequalities in two variables.

apply a variety of strategies to solve problems involving

systems of linear equations and inequalities in two

variables.

graph with accuracy the solution set of a system of linear

equations and inequalities in two variables.

Stage 2

Product or Performance Task:

Situations/ Problems created are drawn

from real-life and are solved by applying

a variety of strategies.

Evidence at the level of understanding

The learner should be able to demonstrate

understanding by covering the six (6) facets of

understanding:

Explaining and presenting a mathematical analysis

of graphs.

Criteria:

Clear

Coherent

Evidence at the level of

performance

Assessment of situations

problems created based on the

following suggested criteria:

problems are drawn from real-

life;

problems involve systems of

linear equations and inequalities

in two variables; and

29

Justified

Interpreting the significance of the way graphs

relate with each other.

Criteria:

Illustrative

Meaningful

Applying the appropriate solution that would

produce best results.

Criteria:

Appropriate

Practical

Useful

Developing Perspective on the different possible

outcomes illustrated by graphs/equations.

Criteria:

Critical

Insightful

Showing Empathy on problems that may result

when systems of linear equations are not properly

solved and the unknown number is not correctly

determined

Criteria:

Sensitive

Authentic

Manifesting Self-Knowledge on the impact of

individual accuracy in solving problems on systems

of linear equations

Criteria:

Insightful

Relevant

problems are solved using a

variety of strategies.

30

Stage 3

Teaching/Learning Sequence:

1. Explore

Initially, begin with some interesting and challenging exploratory activities on linear equations and inequalities in two

variables that will make the learner aware of what is going to happen or where the said pre-activities would lead to through

meaningful and relevant real life context.

a. Start with an activity that would assess the learners knowledge on linear equations in two variables.

Problem posing activity

Outdoor activity (e.g. measuring the horizontal and vertical distances of the steps of stairways, inclined plane, etc.)

Games, puzzles, storytelling, role-playing, simulation. etc.

Video/powerpoint presentations that would show representations of linear equations in two variables

b. Ask follow-up questions that would enhance the critical thinking skill of the learner.

c. Pose questions that would link linear equations in two variables and systems of linear equations in two variables.

2. Firm Up

These are the enabling activities/experiences that the learner will have to go through to validate understanding on systems

of linear equations and inequalities in two variables during the activities in the exploratory phase. These would answer some

misconceptions on systems of linear equations and inequalities in two variables that have been encountered in real life

situations.

Graphing solution of systems of linear equations in two variables, e.g. graph showing the gains and losses of a

business firm, income and expenses of a middle income family, etc.

Algebraic solutions of systems of linear equations in two variables.

Applying systems of linear equations in two variables in problem solving.

Graphing a system of linear inequalities in two variables.

Interpreting graphs of systems of linear equations and inequalities through storytelling, simulation, flowchart, etc.

3. Deepen

Activities in this stage shall provide opportunity for the learner to reflect, revisit, revise and rethink about a variety of

experiences. Moreover, the learner shall express his/her understanding on systems of linear equations and inequalities in

two variables and engage in multidirectional self-assessment.

Investigating the effect of the slopes on the graph of a linear equation in two variables and giving its

31

significance

Exploring graphs of inequalities using graphics calculator.

Investigating and analyzing critical points on the graphs of systems of linear inequalities.

Writing reports on the result of the investigation.

4. Transfer

Applications of learners understanding on linear equations and inequalities in two variables are demonstrated through

culminating activities that reflect meaningful and relevant problems/situations.

Applying the best decisions out of a given situation (e.g. choosing between membership packages offered by two

video rentals/cell phone companies, best time to plant crops that would produce more harvest, etc.).

Designing games and puzzles which would use systems of linear equations.

Resources:

See Appendix

32

Appendix

Resources :

ICT Tools

http://www.deped.gov.ph/iSchool Web Board/Math Web Board

http://www.deped.gov.ph/iSchool Web Board/skoool.ph

http://www.deped.gov.ph/e-turo

http://www.deped.gov.ph/BSE/iDEP

http://www.pjoedu.wordpress/Philippine Studies/FREE TEXTBOOKS

http://www.teacherplanet.com

http://www.pil.ph/innovative teachers leadership award

http://www.alcob.com/ICT Model School Network

http://www.APEC Cyber Academy.com

http://www.globalclassroom.net

http://www.think.com

http://www.rubistar.com

Overhead projector/transparencies

Computer/PC tablet/Interactive Whiteboard

Graphing calculator

CONSTEL CD/DVD materials

CAI materials in CD/DVD format

Intel Teach to the Future/ASEAN SchoolNet/FIT-ED/SMART School/Innovative Teachers Leadership

Award/sKwela/iSchool/Learn.ph/eskwela ng bayan modules in PowerPoint format

Authoring-enabled math storytelling enrichment modules ( e.g. Fibo the Frog Mathemajessyan, etc.)

Video clips/tapes

Interactive digital games/puzzles ( e.g. eDamath, 3D damath gaming, Cartesian coordinate system, etc.)

E-TV episodes (Knowledge Channel, National Geographic Channel, Discovery Channel, BBC, etc.)

Online/offline open-source teaching/learning materials

Student/teacher-made PowerPoint/spreadsheet/word instructional materials with Hyperlinks

Student/teacher-made webcam/digicam math storytelling materials

Mathematical simulations

Interactive flowchart/concept map/tree diagram/picture problem situation/secret message decoder

33

Dgital mathematical cartoon strips/humor/jokes/poster with hyperlinks

eBooks/eTeachers manual with no hyperlinks

Digital books/teaching guides with hyperlinks

Manipulatives

Games and puzzles (e.g. damath, chess-math, sungkamath, sudoku, cross-number puzzle, etc.)

Geoboard/rubber bands/strings

Algebra tiles

Cuisenaire rod

Dice

Domino/triangular domino

Playing cards

Mathemagic biscuit crackers (e.g. opposite sense in integers, etc.)

Print Materials

Worksheets

Workbooks

Textbooks/supplementary reference materials/teachers manual

Consumer education/global warming and climate change integration lesson exemplars

Remedial/enrichment modules (e.g. EASE modules, distance learning/self-learning package, etc.)

Enrichment math storytelling modules with indigenous cartoon characters (e.g. Max the Matrix & Co., etc.)

Handouts/Activity Sheets/Cards

Mathematical post card / mathematical cartoon strips/humors/quotes/jokes/jingle/slogan/themes/tarpaulin

Supplies and Materials

Papers (graphing, bond, pad, manila, colored)

School Supplies (Ruler/straightedge, Colored cartolina , Illustration board , Pairs of scissors, Masking tapes

Pentel pen)

34

Attachment to Quarter I

Measurements

(See Explore)

Opening Activity

Guessing Game:

Directions:

1. Think of a four-digit number.

2. Add the digits and subtract the sum from the original number.

3. Encircle one digit.

4. Tell me the digits that are not circled.

5. Then, Ill tell you what you encircled.

Note: The answer is taken by subtracting the sum of digits that are not circled from a multiple of nine that is greater than but closer

to the sum of the digits.

Examples:

1. 1 472

The sum of the digits is 14 (from 1 + 4 + 7 + 2).

Subtracting 14 from 1 472, we get 1 458.

Suppose the encircled digit is 8.

The sum of the remaining digits will be 10 (from 1 + 4 + 5).

Note that:

The multiple of nine that is greater than but closer to 10 is 18.

Subtracting 10 from 18, we get 8.

Hence, the encircled digit is 8.

35

2. 7 214

The sum of the digits is 14 (from 7 + 2 + 1 + 4).

Subtracting 14 from 7 214, we have 7 200.

Suppose the encircled digit is zero.

The sum of the remaining digits is 9 (from 7 + 2 + 0).

Nine subtracted from 9 is zero.

Therefore, the encircled digit is 0.

(See Firm Up)

Directions:

1. Group the students into fives.

2. Pose this Activity:

Problem:

How long would it take you to count to one million (1, 2, 3, 4, 5, , 1 000 000) at the rate of one number per second?

(Assume that you will not stop until the task has been completed)

3. Ask for the answer in more commonly understood units of time, such as days, weeks, months, or years.

4. Allow students to make an estimate/ approximation before they compute.

5. Discuss the results.

36

(See Deepen)

Ask the students to bring a box full of ping-pong balls to solve the problem below.

Group the students into four members each.

Problem:

For a classroom of average size, do you think we could fit one million ping-pong balls?

1. List the assumptions you make in estimating your answer.

2. Find the volume of the box full of ping-pong balls.

3. Use a tape measure and approximate the volume of the classroom.

4. Compare the volume of the classroom with the volume of the box full of ping-pong balls.

5. How many ping-pong balls are there in the box?

6. Do you think one million ping-pong balls could fit into the room? Explain.

(See Transfer)

1. Design a game.

2. Create a model house. Express dimensions of the actual structure to the scale model as ratios.

37

Attachment to Quarter I

Scientific Notation

(See Explore)

Opening Activity

Note: Ask students to work individually on this activity.

Directions:

1. Read the numbers in the table from top to bottom.

2. What pattern do you observe between succeeding numbers?

3. Guess the next term of the sequence.

4. Write down a rule for finding the value of numbers with negative exponents.

10

n

10

6

= ?

10

5

= ?

10

4

= ?

10

3

= 1 000

10

2

= 100

10

1

= 10

10

0

= 1

10

-1

=

10

1

10

-2

=

100

1

10

-3

=

1000

1

10

-4

= ?

10

-5

= ?

10

-6

= ?

5. What happens when the pattern continues?

6. Find the relationship between the succeeding numbers.

38

(See Firm Up)

Exploration Activity:

Have students answer the worksheet in pairs.

Study the table below.

Set A Set B

Set C

Column I

Decimal Form

8

81

814

8 143

Column II

Scientific

Notation

8 x 10

0

8.1 x 10

1

8.14 x 10

2

8.143 x 10

3

Column I

Decimal Form

14.325

143.25

1 432.5

Column II

Scientific

Notation

1.4325 x 10

1

1.4325 x 10

2

1.4325 x 10

3

Column I

Decimal Form

0.3768

0.03768

0.003768

Column II

Scientific Notation

3.768 x 10

-1

3.768 x 10

-2

3.768 x 10

-3

39

Questions:

1. Observe the numbers in Column I and Column II in Set A.

How do the numbers in each pair compare?

How are the numbers in Column I expressed? Column II?

2. For each set, look at the second number.

How does the second number compare with the number in decimal form?

What can you say about the second number in each pair?

3. Observe the position of the decimal point in each number expressed in scientific notation.

Where do you find the decimal point?

Note: If the decimal point appears after the first nonzero digit, such decimal number is in

STANDARD POSITION.

4. Discuss your findings with your partner.

5. Repeat Steps 1 to 4 for Sets B and C.

6. When do you say that a number is expressed in scientific notation?

7. Complete this statement:

A number is expressed in scientific notation if it is expressed as the product of a number in standard position

and________________ .

40

(See Deepen)

A. Sample Problem

A jeepney park charges the following rates: P15.00 for the first hour, P10.00 for the next hour and P5.00 for each

additional hour. How much does the jeepney park charge for six hours?

Solution with the corresponding rubric points:

Let n pesos be the jeepney park charge for 6 hours.

Php15.00 is the charge for the first hour (1 point)

Php10.00 is the additional charge for the 2

nd

hour

Php 5.00 is the charge for each additional hour after 2 hours.

Thus, n = 15 + 10 + 5( 4 ) (1 point)

= 15 + 10 + 20

= Php45.00 (1point)

Total points : 3

Scoring Guide (Rubric) for Problem Solving

Points Criteria

3 Understood the problem, performed the correct

operation/s, and got the correct answer.

2 Understood the problem, performed the correct

operation/s, and got an incorrect answer

1 Attempted to solve the problem, performed an incorrect

operation/s and got an incorrect answer.

Got the correct answer, but no solutions/wrong solution.

0 No attempt

41

B.

Solve the following .Show all solutions.

Express the answers in scientific notation.

1. A watch ticks four times each second. How many ticks will it make each day?

2. The sun is approximately 1.5 x 10

11

m from Earth.

How far from the Earth is the nearest star if it is approximately 300 000 times as far as the sun?

3. A persons heart beats approximately 72 times per minute.

How many times does a heart beat in an average lifetime of 75 years? (Assume all years have 365 days.).

4. Biologists use the micrometer or the micron to measure short lengths.

One micrometer is equal to 0.001 millimeter. If a cell is 47 micrometers long, what is its length in millimeter?

(See Transfer)

1. Design a game.

2. Prepare contest questions. It may be a team competition of 4 members.

Classify the questions as 15 sec; 30 sec; and 1- minute

3. Create a model solar system. Express the distances in scientific notation.

42

Attachment to Quarter II

Algebraic Expressions

(See Explore)

Manipulating algebra tiles

Preparation of algebra tiles must be done the day before taking up this activity. The learner recalls briefly the process of

finding the area of a square and of a rectangle.

Example:

6

6 Area = (6)

2

= 36 units

2

3

2 2 Area = (2)(3) = 6 units

2

The learner explores by manipulating algebra tiles. (A video tape or CD on the manipulation of Algebra tiles may be helpful).

(See Firm Up)

Employ the pair square structure of cooperative learning. By using algebra tiles, have the learners find the products of two

algebraic expressions by giving three (3) exercises for each case of special product/formula.

Example: Finding the products of the following.

1. (x + 4) (x + 4) 6. (x y) (x y) 11. (2x + 2) (x 4)

2. (2x + 3) (2x + 3) 7. (x + y) (x y) 12. (x 3) (3x + 1)

3. (x = y) (x = y) 8. (2x + y) (2x - y)

43

4. (x 2) (x 2) 9. (x + 5) (x - 5)

5. (3x 5) (3x 5) 10. (x + 3) (x + 5)

(See Deepen)

The learners investigate the relationship between the products and their factors and discover the following patterns of

special products and their factors.

1. (a + b) (2a + 3b) Product of algebraic expressions with like terms

2. (a + b)

2

Product of the squares of the sum of two terms

3. (a b)

2

Product of the squares of the difference of two terms

4. (a + b) (a b) Product of the sum and difference of two terms

The learners write journals on generating rules on finding special products.

(See Transfer)

Using models, present a problem solving plan

Problem/Situation: You and your friends are at a restaurant. You ordered several Php 28.00 plates of pancit, puto and banana

cue. Your total expenses is Php 221.48 which includes 13% VAT. Use modeling to find the number of plates you ordered.

44

Attachment to Quarter II

First-Degree Equations and Inequalities in One Variable

(See Explore)

Showing one after the other the following figures (or physical model of each figure) to the learners.

The following questions may be posed to the learners:

1. What does the first figure tell?

2. What other figure would mean the same as the first figure? Explain.

3. In the second figure, what would balance the two cylinders? Why?

4. How many cylinders would balance the cubes in Figure 3? Explain.

5. Do you think the cubes in Figure 3 could also be balanced by the same number of cubes? If No, explain. If Yes, how many of

these cubes are needed?

45

Figure 1

Figure 2

Figure 3

Figure 4

6. In general, what do the three figures indicate?

7. In Figure 4, what must be placed inside the box to show that the two sides of the scale balance are equal? Explain your

answer. (Assume that the box has no weight.)

8. If Figure 4 illustrates an equation, how would you represent the big box?

9. What equation would represent the given situation?

10. How will you solve the equation?

Playing Bingo game on special products and factors

This is a bingo game on special products and their factors. To play this game, each learner must have constructed a 3 x 3

matrix on a piece of paper (prepared the day before). The learner selects nine (9) different numbers from the list of answers written

on the blackboard by the teacher and place these nine (9) numbers in the bingo matrix (in ink to prevent cheating) in any order.

After each student has completed his bingo card, the teacher writes one algebraic expression on the blackboard, flash

card, acetate to be shown on the overhead projector or read aloud. The teacher then gives the students time to factor the given

algebraic expression, locate the answer on the board and encircle the corresponding number on the bingo card if it is there. The

teacher presents another algebraic expression to be factored and this goes on until all prepared algebraic expressions are factored.

To win the game, a learner must get three (3) answers in a row twice (vertically, horizontally, or diagonally) before

declaring Bingo!.

(See Firm Up)

Group Activity 1:

Let each group of learners study the following equations and answer the questions that follow.

1. 13 + 5 = 13 + 5

2. If 3 + 7 = 2 + 8, then 2 + 8 = 3 + 7.

3. If 6 + 9 = 3 + 12 and 3 + 12 = 2 + 13, then 6 + 9 = 2 + 13

4. If 5 + 9 = 3 + 11, then 5 + 9 + 7 = 3 + 11 + 7.

5. If 18 4 = 6 + 8, then (18 4) 5 = (6 + 8) 5.

6. If 9 + 15 = 25 1, then 7(9 + 15) = 7(25 1)

7. If 4 x 12 = 16 x 3, then (4 x 12) 2 = (16 x 3) 2.

46

The following questions may be posed to the learners:

1. What does each mathematical statement mean?

The different properties of equality are as follows:

PROPERTIES OF EQUALITY

a.Reflexive Property

For any real number a, a = a is always true. This means that any number is equal to itself.

b.Symmetric Property

For any real numbers a and b, if a = b, then b = a. Interchanging the left and right members of the equation does not

change their value.

c.Transitive Property

For any real numbers a, b, and c, if a = b and b = c, then a = c. Two quantities that equal to the same quantity are equal.

d.Addition Property of Equality

For any real numbers a, b, and c, if a = b, then a + c = b + c and c + a = c + b. If the same number is added to both sides

of an equation, the sums are equal.

e.Multiplication Property of Equality

For any real numbers a, b, and c, if a = b, then ac = bc and ca = ba. If the same number is multiplied to both sides of an

equation, the products are equal.

2. Describe how the property of equality is illustrated in each mathematical statement.

3. Give two illustrative examples of each property of equality.

47

(See Deepen)

A. Group Activity:

Let each group of learners find the value of x in each equation using any method familiar to them.

1. x + 5 = 9; x = ____

2. x 4 = 8; x = ____

3. x + 12 = 24; x = ____

4. x 13 = -7; x = ____

5. x + 15 = -8; x = ____

6. 3 x = 12; x = ____

7.

4

x

= 24; x = ____

8. 5 x = -45; x = ____

9.

3

x

= 8; x = ____

10.

5

2x

=

15

4

; x = ____

B. The following questions may be posed:

1. How did you find the value of x in each equation?

2. What does the value of x mean in each equation?

3. How will you check if the value of x satisfies the equation? Verify the solutions you got.

4. Suppose you apply the different properties of equality in solving the equations, do you think you will get the same value of x?

Why/Why not?

5. How did you apply the different properties of equality in solving each equation?

48

C. Class discussion on the results of the activity follows.

1. What property of equality is illustrated by each of the following?

a. x + 6 = x + 6

b. If 2x 5 = 4x + 7, then 4x + 7 = 2x 5

c. If 3x + 5 = 12 and 4x 9 = 3x + 5, then 4x 9 = 12

d. If 5x 4 = 9, then 5x 4 7 = 9 7

e. If x

x

4

3

5

+

, then

) 4 ( 3

3

5

3 x

x

,

`

.

| +

f. If 7x + 12 = 17, then 7x + 12 10 = 17 10

g. If 12x = 48, then

12

48

12

12

x

h. If 7 + 3x = 4x 5, then 7 + 3x 2x = 4x 5 2x

i. If , 5

7

3 2

4

6

3 2

+

+ x x

then 4 5

7

3 2

4 4

6

3 2

+ +

+

+ x x

j. If 3(5x 4) = 18, then

3

18

3

) 4 5 ( 3

x

2. What must be the numbers in the boxes below to make the equation true?

One possible set of numbers are the solutions to the equations below. Solve the equations by applying the different

properties of equality and write your answers in the boxes provided.

a. x + 15 = 22

b. 5x = -15

c. 3x + 8 = 32

d. x 11 = -9

e. 2

2

x

f. 7 3x = -2

49

x + - + x + - = -

13

a b c d e f g h i j

g. 10

3

5

x

h. 6x 11 = -23

i.

6

2

3

+ x

j. 4(x 17) = -28

3. Solve each of the following equations and write the properties of equality used.

a. x + 5 = 27

b. m 8 = 45

c. 5p = 65

4

7

.

m

d

e. 2n 7 = 39

f. 3a 7 = 14

g. 4(x 5) = 20

16

5

2

.

+ m

h

8 9

2

3

.

a

i

j. 9 3(x + 5) = 27

Other suggested activities:

1. PowerPoint with Hyperlinks presentation illustrating the different properties of equality and how they are applied in solving

first degree equations.

2. Practice exercises in solving first-degree equations applying the different properties of equality. Use worksheets.

3. Journal writing on situations or experiences involving equations and inequalities that need to be valued by every learner.

Sample Activity: Journal writing

50

Write a journal of the history of your savings account for the month of December, 2009. Include the tabular record, the

formula for each week savings, and the formula for the total deposit for December.

Solution: Note. The rubric distribution of points is indicated.

A. My initial deposit for the month of December was Php200.00. On the second week of the month, I deposited 50 more

than twice my initial deposit. Thus, I deposited Php450.00 on the second week. On the 3

rd

week, I deposited half of

1 point the amount I deposited on the second week, which is Php225.00. My last deposit for the month of December is equal

to the sum of my initial deposit and my first deposit, which is Php650.00.

Below is the table showing my deposits for the month of December and then formulas.

B. 1. Let first week be x, C.

2. Second week: 2x + 50

2 points 3. Third week: x/2 1 point

4. Fourth week: x + (2x + 50)

D. Hence, my deposit is:

A = x + (2x +50) + x/2 + [x + (2x+50)]. 1 point

So, the total score is 5 points.

(See Transfer)

Creating/posing and solving problems

1. Santino is running for class president. By 11:00 AM on election day he has 35 votes and his opponent has 45 votes.

Thirty-five more students will be voting. Let x represent the number of students (of the 35) who vote for Santino.

a. Write an inequality that shows the value of x that will allow Santino to win the election.

b. What is the smallest value of x that is a solution of the inequality?

2. Kudzu is a type of Japanese vine that grows at a rate of 26.4 cm per day during summer. On August 1, the length of 1

vine was 1,320 cm. What was the length on July 1? Use verbal and algebraic models to solve the problem.

Dates Amount Cumulative Sum

First Week Php200.00

Second Week Php450.00 Php650.00

Third Week Php225.00 Php875.00

Last Week Php650.00 Php1 525.00

51

Attachment to Quarter III

Rational Algebraic Expressions

(See Explore)

Show the following figures on the board and ask students to observe them. (Physical models could also be used.)

Ask the following questions:

1. What can you say about the 3 figures?

2. What does each shaded part represent?

3. If the 3 figures have the same sizes, how are the three shaded parts related?

4. How would you show that the three shaded parts are equal or the fractions representing them are equivalent?

5. How would you simplify the following fractions?

52

a.

36

24

d.

54

45

b.

56

35

e.

18

12

c.

48

32

6. When do you say that a fraction is in its simplest form?

(See Firm Up)

Group Activity 1:

Mr. Gabriel has a farmland which he subdivided equally among his 6 children and 22 grandchildren.

1. How would you represent the area of Mr. Gabriels farmland?

2. If one-third of Mr. Gabriels farmland is given to his children, what expression represents the part of the land they would

receive? How about the part of the land each child would receive?

3. If the remaining part will be shared by the grandchildren, what expression represents the part of the land they would receive?

How about the part of the land each grandchild would receive?

4. How would you describe the expressions you got in (c) and (d)?

5. How would you compare these expressions with the fractions which you already studied before?

6. How would you differentiate rational numbers from rational expressions?

7. Which of the following are rational algebraic expressions? Explain your answer.

a.

2

4

x

x

f.

5

5

+

x

x

; x = 5

b.

4 4

4

2

2

+ +

x x

x

g.

( )( ) 3 2

6 5

2

+

x x

x x

53

c.

7

3

h.

x

x x x

3

6 12 3

2 4

+

d.

x 2

5

i. 4

4

+

x

e.

3 2

27 8

3

x

x

j.

3

3

3

x

x

Class Discussion: (Results of the activity)

(See Deepen)

a. The following are rational algebraic expressions.

a.

2

4

x

x

b.

2

4 2 + x

c.

9 6

9

2

2

+ +

x x

x

d.

x x

x x

8 2

12 7

2

2

+

+ +

1. Which of the above expressions are expressed in simplest form? Why?

2. Why do you say that the others are not written in their simplest form?

3. How would you simplify these expressions? Give the steps.

4. What mathematics concepts or ideas would you apply to simplify the expressions?

5. How would you apply these mathematics concepts or ideas in simplifying rational algebraic expressions?

6. Express the given rational algebraic expressions in their simplest form.

b. Is 1

2

+

c. Cite situations that could be represented by rational algebraic expressions. What expressions represent these situations?

(See Transfer)

1. Design a scale model of a structure. Express dimensions of the actual structure to the scale model as ratios.

2. Design Games

54

Attachment to Quarter III

Linear Equations and Inequalities in Two Variables

(See Explore)

1. Ask the students to arrange their seats to form columns and rows. Tell those seating in the front row to number their

seats as illustrated:

Column

Row 1

Row 2

Row 3

2. Guide them to name the seats of their classmates as (r, c), where r stands for row and c for column.

Example: The seat where Luisa who is seated on the 3

rd

row, and on the 2

nd

column is named as (3, 2)

3. After the activity, pose the question:

a. Who is seated at (2, 4)?

b. Are there other instances where locations of places are named?

(See Firm Up)

Discuss:

a. the Cartesian coordinate plane.

b. coordinates of a point on a Cartesian coordinate plane

(See Deepen)

Write experiences encountered if locations of persons, objects, places are not clearly defined.

55

2 1 3 4 5

L

(See Transfer)

1. Design a Model Community

a. Group students into four members.

b. Provide each group with an activity sheet, grid paper, pictures of houses, hospital or clinic, church, school, etc.

c. Let them design their ideal community by placing the cutout pictures at the corner of each grid.

d. Ask them to place their house at a strategic place. Let the location of the house be the reference point or (0,

0).

e. Tell them to give the coordinates of the structures they have placed on the grid paper in relation to their house.

f. Develop guide questions that would provide insights about what has been learned in the activity.

2. On a grid paper, design a game map where students find location of:

a. a buried treasure.

b. a boat in distress.

c. a particular animal.

d. the tallest tree.

3. Give the coordinates where pictures of the habitat of different species (pond, farm) are to be posted. Let students post the

fishes, ducks, birds, cow, etc in their proper habitat.

56

Attachment to Quarter III

Linear Equations and Inequalities in Two Variables

(See Explore)

Group Activity:

a. Provide students with activity sheets.

b. Send groups of students to measure the length and height of the steps of the stairs of each building in their school.

c. Let other groups measure inclined objects. Mark considered different points in the object and ask students to measure the vertical

and horizontal distances of these points.

d. Represent the measurement/distances as ratios (vertical distance to the horizontal distance). Let them compare the ratios.

e. Allow them to discuss their findings in class.

(See Firm Up)

1. Introduce the concept of slope.

2. Discuss:

a. the behavior of the graphs of linear equations in two variables if different slopes are used. Use a graphing calculator

b. how a linear equation can be graphed using the forms:

slope and a point.

the x and - y intercepts.

two points.

slope and y intercept.

57

(See Deepen)

Third Quarter

A. Sample Problem: (Note the correct distribution of rubric points.)

Graph the equation

1 2 + x y

.

Solution: m = 2 ; rise of 2 units and run of 1 unit. 1 point

b = 1

Y

1 2 + x y

2 points

X

Rubric Scoring Guide

B.

1. Ask learners experiences encountered on situations similar to:

steps of stairs unevenly spaced.

going up on an inclined plane with different gradients.

2. Investigate the effects caused by these phenomena.

3. Make the necessary analysis

(See Transfer)

Points Criteria

3 The graph is correct and Properly labeled

2 Graph is correct, but not labeled properly

1 Graph is incorrect

0 No attempt

58

1. Design a competition. (Graphing Calculator Competition)

a. Form students into groups

b. Construct questions about the topics discussed. Solutions to the problems should make use of the resources of a

graphing calculator.

c. Other students may act as runners/scorers in the competition.

d. Math teachers may be invited to act as judge.

e. Provide incentive to winning groups.

2. Treasure Hunt with Slopes

On a grid paper, mark points that would lead to the treasure.

Using the definition of slope, trace the path using the slopes listed below. A correct solution will trace the route to the treasure.

1. 3 5. 2 9.

2

3

2.

2

1

6. -3 10.

3

1

3.

3

2

7.

3

1

11. 4

4. 6 8. -1

59

Start here

Attachment to Quarter IV

System of Linear Equations and Inequalities

(See Explore)

1. Pose a Problem:

Andrea who lives in a condominium in Makati plans to avail herself of one of the parking packages being offered by the

condominiums management

Package A: Space Rental: P3000 per year

Monthly Dues: P200 per month

Package B: Space Rental: P4000 per year

Monthly Dues: P100 per month

2. Ask the Questions:

Which parking package should she avail? Why? When is one package cheaper?

3. Introduce the system of linear equations in two variables and discuss related lessons.

(See Firm Up)

Divide the class into three groups. Each group will be assigned to graph a system of linear equations using any method of

their choice and to answer the following guide questions. Two representatives from each group will then be asked to present their

work to the class.

Sketch the graph of the given system of equations. Identify the slopes and y-intercepts of the two lines in the system and

then answer the questions that follow.

60

Group 1:

'

+

6

1 0

y x

y x

Group 2:

'

3

1

y x

y x

Group 3:

'

+

+

9 3 3

3

y x

y x

Guide Questions:

1. What is the slope of the first line in your system? second line?

2. What is the y-intercept of the first line in your system? second line?

3. What do you notice about the slopes and y-intercepts of the linear equations in your system?

4. Describe the graph that you sketched. What kind of lines is formed?

After each group presentation, discuss the different kinds of systems of linear equations. Let the students identify the

characteristics of each system based on their previous activity.

Use the following questions as guide.

What can you say about the slopes and the y-intercepts of:

1. consistent system of linear equations in two variables?

2. inconsistent system of linear equations in two variables?

3. dependent system of linear equations in two variables?

(See Deepen)

Technology Integration:

Teach the students how to use the graphics calculator to investigate the graph of a given system of linear equations.

1. Identify the slopes and y-intercepts of the lines in each of the following systems and then identify what kind of system

it is.

61

-3

-2

-1

0

1

2

3

4

5

y

-4 -2 2 4

x

-4

-2

0

2

4

y

-4 -2 2 4 6 8 10

x

-4

-2

0

2

4

y

-6 -4 -2 2 4

x

-4

-2

0

2

4

y

-4 -2 2 4

x

a.

'

+

+

1 2 3 3

4

y x

y x

b.

'

+

+

1

3 2

x y

y x

c.

( )

'

2

5

3

1

1 0 5 3

x y

y x

d.

'

+

1 2

3 2

x y

x y

2. Analyze the graphs. What kind of system of linear equations is represented by each graph?

a. b.

c. d.

62

y

x

y

x

y

y

x

x

(See Transfer)

Allow students to design competitions, puzzles, games, etc.

63

Rubrics:

1. Scoring Guide (Rubric) for Problem Solving 2. Rubric Scoring Guide for Graphing

3. Rubrics Scoring Guide for Journal Writing

Points Description

5

Writes a clearly stated main idea, topic and presents supporting details in a logical order. The

journal is written with correct use of conventions (grammar, punctuation, capitalization, and spelling)

4

Writes clearly stated main idea, topic and presents supporting details in a logical order. The details

may not be as complete as it could be. The journal is written with generally correct use of

conventions.

3

Writes a clearly stated main idea, topic but presents some unrelated details. There are few errors in

the use of conventions.

2

Writes a main idea, topic but not clearly stated. Details may not be presented in a logical order, or

some of the information may be inaccurate. The journal may include some errors in the use of

conventions.

1 No accurate understanding of topic/subject.

Points Criteria

3 Understood the problem, performed the correct

operation/s, and got the correct answer.

2 Understood the problem, performed the correct

operation/s, and got an incorrect answer

1 Attempted to solve the problem, performed an

incorrect operation/s and got an incorrect

answer.

Got the correct answer, but no solutions/wrong

solution.

0 No attempt

Points Criteria

3

The graph is correct.

Properly labeled

2

Graph is correct, but not labeled

properly

1 Graph is incorrect

0 No attempt

64

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