Monday, April 1, 2019

MATHEMATICS VII

I. Objective:
 Make simple predictions

Value: Awareness and Sensitivity to the Things Around Us

II. Learning Content:

Computing common percentage mentally

References: BEC-PELC II M.1.

Enfolding Mathematics VI
Materials: Math Textbooks

III. Learning Experiences:

A. Preparatory Activities:
1. Opening Song: “Pagdating ng Panahon”

2. Motivation:
Discuss the message of the song relating prediction. Which line in the song tells
what you want to occur will likely to happen? Will unlike to happen? Fair or even
chance to happen impossible to happen? Or certainly to happen?

B. Developmental Activities:
1. Presentation:
a. Activity 1 - Use of Observable Things Around Us
Decode which of the following will likely to happen, unlikely to happen, fair
or even chance to happen, impossible to happen, or certainty to happen. Write
your answer before the number.
_____ 1) A couple can not afford to have an ULTRASOUND and they are
waiting for a newborn baby. They fell that the unborn baby is a girl.
_____ 2) The sun sets in the south.
_____ 3) It is cloudy today. Then it will not rain.

2. Practice Exercises/Fixing Skills:

Which of the followings can be considered as unlikely to happen, likely to
happen, equally likely to happen, impossible to happen or certainly to happen or
certainly the answer before the number.
_____ 1) When one is seated he is rested.
_____ 2) When a man sleeps, he snores.
_____ 3) A man in the bathroom always takes a bath.

3. Generalization:
Expected Question:
 How do you make simple prediction?

IV. Evaluation:
Make a prediction on the following situations are likely to happen, unlikely to happen,
equally likely to happen, impossible to happen and certainly to happen.
_____ 1) Reading books makes a man wiser.
_____ 2) When one sharpens his saw, he sharpens his thinking skills.
_____ 3) When mother takes a bath, father is coming home.

V. Assignment:
Predict simply on the following situation in terms of likely to happen, unlikely to
happen, equally likely to happen, impossible to happen or certainly to happen.
_____ 1) When one is in pensive mood, he thinks deeply.
_____ 2) When one stares at nothing, he has depression.
_____ 3) Not all gold glitters.
 Tuesday, April 2, 2019

MATHEMATICS VII

I. Objective:
 Tell the number of favorable outcomes/chances

Value: Having faith in life

II. Learning Content:

Telling number of favorable outcomes/chances

References: BEC-PELC II M.2

Enfolding Mathematics VI
Materials: ratio cards, spinner, die, lettercards

III. Learning Experiences:

A. Preparatory Activities:
1. Opening Song: “Pagdating ng Panahon” sung by Aiza Seguerra.

2. Motivation:
Now man sides does a coin have?
If you are to toss a coin, what is the chance that your can will land head?

B. Developmental Activities:
1. Presentation:
a. Activity 1 - Spin a wheel
1) Have a spinner having 6 equal-size sections which appear below:

2) Have each member of the tea spins the wheel while a recorder writes what
section is pointed by the pointer.
3) Ask each member to relate the number of favorable outcomes each section
has as indicated by the pointer to the number of possible outcomes like:

P( ) = 1/6 (in case it points to the )

2. Practice Exercises/Fixing Skills:

A bag has marbles with 1 blue, 3 green, 2 red and 2 yellow.
Find the probability of:
a. drawing 1 blue marble
b. drawing 3 green marbles
 c. drawing 2 red marbles
d. drawing 2 yellow marbles

3. Generalization:
How do you tell the number of favorable outcomes/chances?

IV. Evaluation:
Study a spinner numbered 1 to 8 is spun.
What is the probably of spinning:
a) an odd number?
b) divisor of 9
c) multiple of 2
d) composite number
e) a factor 18
f) a smallest even number
g) multiple of 10
h) greatest common factor of 24 and 32
i) spinning 10

V. Assignment:
Study the cards with letters.

One card is draw from a well-shuffled 9 lettered cards. What is the probability of
drawing a card/card having letter/s
a. L,O,V,E
b. M,A,T
c. I
d. V,E
e. Y
 Wednesday, April 3, 2019

MATHEMATICS VII

I. Objective:
 Visualize integers in their order on a number line

Value: Appreciation for use of number line in understanding/visualizing integers

II. Learning Content:

Visualizing Integers in Their Order on a Number Line

References: BEC-PELC II N.1

Enfolding Mathematics VI
Materials: flashcards, handkerchief, bingo card, markers

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation: PEMDAS on Whole numbers
Play "Agawan Panyo"
1) Divide the class into 2 groups
2) Call on a volunteer to act as arbiter. He; she stays at the center of the platform
and holds the handkerchief. The handkerchief is allowed to dangle in the
arbiter's hand.
3) A member of each group stays at the tack of the classroom and stands at the
center aisle.
4) Teachers flashes an equation
Examples: 10-2.3 = 34-(5+8) = 7.3 + 24 ÷ 8 =

2. Review: Finding the Probability of Some Events

1) Divide the class into 3 groups.
2) Show to them a bag containing marbles; 4 blue, 2 red, 1 white and 3 green
marbles.
3) On a random draw, ask for the probability of the following events to happen.
a) P (picking a blue marble)
b) P (picking a green marble)
c) P (picking a red marble)
d) P (picking a white marble)
4) Call a volunteer to do the act of drawing the marbles.
5) Discuss the answers.

3. Motivation:
 Teacher does the following actions and volunteers do the opposite actions.
Ex.
a) walk forward d) shake head
b) sit down e) frown
c) laugh

B. Developmental Activities:
1. Presentation:
a. Activity 1
1) Draw a number line on the board.
2) Tell the class that numbers 1, 2, 3, 4, 5... are the set of counting numbers.
Zero, together with the set of counting numbers are the set of whole
numbers.
3) Show in the mirror image of 1 on the number line.
4) Introduce the set of integers and the set of whole numbers and their
opposites.
5) Give more examples.

2. Practice Exercises/Fixing Skills:

Write the integer for each.
1) deposit P400.00
2) 56° below 0
3) gained 7 kilos
4) 250 km north
5) 12° C below 0°C

3. Generalization:
What are integers? How does the number line help you in
understanding/visualizing integers?

IV. Evaluation:
Write the integers for each.
1) 600 m above the ground
2) lost 15 points
3) saved P20.00
4) spent P35.00
5) withdrawal of P1,500.00 card wins.

V. Assignment:
Illustrate the following in the number line.
1) The set of integers greater than-3 and less than 2
2) The set of integers greater than-5 and less than 5
3) The set of integers less than-0 and greater than -7
4) The set of integers less than 8 and greater than 5
5) The set of integers i s than-3 and greater than -10
 Thursday, April 4, 2019

MATHEMATICS VII

I. Objective:
 Compare Integers

Value: Teamwork

II. Learning Content:

Comparing Integers

References: BEC-PELC N.2

Enfolding Mathematics VI
Materials: number line, flashcard, number cards

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation: Name the Integer
15 units right of -50
3 units to the right of 0
1 unit to the left of +5

2. Review: Naming Integers using the Number Line.

Draw a number line and use it to identify the integers described.
1. 7 units to the left of 0
2. 3 units to the right of +6
3. 6 units to the left of -2

3. Motivation: Using the number line.

Ask:
a) What are the numbers to the right of zero? Are they greater than 0?
• In general, is zero less than all positive inters? Why or why not?
b) What are the numbers to the left of zero? Are they less than 0?
• In general, is zero greater than all negative integers? Why?

B. Developmental Activities:
1. Presentation:
a. Discuss how to compare integers using the symbols>, <or=.
b. Elicit the following:
• Zero is greater than all negative integers but smaller than all positive
integers.
• All positive integers are greater than all negative integers; all negative
integers are less than al positive integers.
 2. Fixing Skills:
Write >,< or =.

a) - 4  -8 d) 5 units right of-6 

b) - 10  0 e) units left of 12

c) 8  9 f) -150  -149

3. Generalization:
How will you compare integers using> < or =?

IV. Evaluation:
A. Fill in the box with either >,< or =.

1) 25  -25 4) 9  -9

2) -16  -16 5) 150  149

3) -15  -14 6) 200  200

V. Assignment:
Write the integers for each then >, < or = to compare them.

1) 20° below 0  150 below 0

2) 1500 ft. above the ground  1500 ft. below the ground

3) basement of a building  rooftop of a building

4) 7° below 0°C  7° C above 0°C

 Friday, April 5, 2019

MATHEMATICS VII

I. Objective:
 Order integers in increasing/decreasing order

Value: Orderliness

II. Learning Content:

Ordering integers in increasing/decreasing order

References: BEC-PELC II. N.3.

Enfolding Mathematics VI
Materials: flashcards, activity cards

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation: Comparing Integers
1. Teacher flashes cards like the following:
-7  7 12  0 -8  -9

2. Review: Fill in the box with < , > or =

a) 0 -8 d) 15  -15

b) -5  -4 e) 0  -1

c) 20  20 f) -1  +1

3. Motivation:
a) Call 10 boys to come in front.
b) Call another pupil to arrange the boys according to their weight by just looking
at them.
c) After doing that, ask the 10 boys their actual weight in kilograms.
d) Ask:
Are they correctly arranged? In what order?

B. Developmental Activities:
1. Presentation:
a. Base Method
1) Prepare 4 bases and tasks for eats base.
Mechanics:
a) Divide the class into groups of4.
b) Each group goes from one base to another within a given :;me, say 3
minutes.
 c) Once they hear the buzzer, that signals them to move to the next base.
2) Each group has to solve the problems in each base.

2. Practice Exercises/Fixing Skills:

1) Arrange the following in increasing; ascending order.
a) -5, 10, -12, 7, 15, -25, 0
b) 0,-9,-15,+12,-4,+7

3. Generalization:
What are the ways of ordering integers?

IV. Evaluation:
Arrange the integers in each group in:
1) Ascending Order
a) -3, 2, 4, -1
b) -6, 10, 8, 13, -12
c) 5, -4, -12, 6
2) Descending Order
a) 0,-1, 9,-3,7
b) -3, 0, 4, -6, 6
c) 4, 12, 0, -15, -18

V. Assignment:
Arrange each set of integers in descending order.
1) -8, -5, -1, -9, -1, 1
2) +2, +6, +11, +2, +15
3) -26, 33, -45, 17 ,3
4) 70,-90, -46, 80, 6
5) -6, 16, -25, -16, 44
Submitted by:
Arandia, Paul Clarence T
BSED - Math