View
259
Download
1
Category
Preview:
Citation preview
8/21/2019 MathQtr1
1/49
1
TEACHERS GUIDE FOR OHSP ONLINE MODULE
GRADE 7 (MATHEMATICS)
Writers: Ms. Fe L. Enamno, Ms. Tanya Maria Janika M. Davidand Ms. Bernadeth J. Mesterio
SECTION 1. GENERAL INSTRUCTIONAL DESIGN
QUARTER: FIRST
UNIT TOPIC(S): NUMBER and NUMBER SENSE
Introduction to Sets and subsets
Real Number System
Square Root
Scientific Notation
Significant Digits
MODULE MAP:
In Scientific
NotationForm
Significant
Digits
Square Roots Application
to real-life
situations
Operations
Properties
Subsets
Real
Numbers
8/21/2019 MathQtr1
2/49
2
STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES
CONTENT STANDARD:
The learner demonstrates understanding of the key concepts of sets, the real
number system, estimation/approximation, significant digits, scientific notation
and their applications to real-life situations.
PERFORMANCE STANDARD:
Learners will know set concepts and set operations, subsets of real numbers and
various procedures and manipulations on the different subsets of the set of real
numbers.
(A) LEARNING COMPETENCIES:
LessonNo. Title Youll learn to
Lesson 1 BASIC IDEA OFSETS
Describe and illustrate well-defined sets, universalset, subsets and null sets.
Define, describe and find the union, intersectionand complement of sets.
Describe, represent and compare the differentsubsets of real numbers.
Use Venn-diagram to represent sets, subsets,and set operations.
Lesson 2REAL NUMBERSYSTEM
Describe and illustrate the absolute value of anumber on a number line as the distance of thenumber from 0.
Arrange real numbers in increasing or decreasingorder.
Perform fundamental operations on integers:addition, subtraction, multiplication, division
8/21/2019 MathQtr1
3/49
3
State and illustrate the different properties of theoperations on integers.
Define and illustrate rational numbers and
arrange them on a number line.
Express rational numbers (both repeating andterminating/non-repeating and non-terminating)from fraction form to decimal form and vice versa.
Perform operations on rational numbers andillustrate their properties.
Define and illustrate irrational numbers
Lesson 3SQUARE ROOTS
Determine between what two integers the squareroot of a number is.
Describe principal roots and tell whether they arerational or irrational.
Illustrate and graph irrational numbers on anumber line with and without appropriatetechnology.
Estimate the square root of a number to thenearest tenth.
Lesson 4SIGNIFICANTDIGITS
Define and illustrate significant digits
Determine the significant digits in a givensituations.
Lesson 5
SCIENTIFIC
NOTATION
Define and illustrate scientific notation
Write very large or very small numbers inscientific notation.
8/21/2019 MathQtr1
4/49
4
(M) ENDURING UNDERSTANDING: Students will understand that
The knowledge of real numbers is useful in solving real life
problems.
ESSENTIAL QUESTION:
How can the knowledge of real numbers help us solve real lifeproblems?
(T) TRANSFER GOAL: Students on their own wi l l be able to
Formulate and solve real-life problems involving real numbers.
1. The Unit Map.This unit covers the topic Numbers and Number Sense. The modulemap shows basic ideas of sets and use of Venn-diagrams to illustrate its operations. It
also includes subsets, properties, operations and applications of real numbers in real
life situations. It also includes topics on square roots, scientific notation and significant
digits. This learning unit is different from other units because its scope is limited to real
numbers and its subsets, square roots, scientific notation and significant digits
2. The Content Standard and Enduring Understanding.As indicated by the content
standard, the goal for this unit topic is for students to understand that determining
attributes of certain sets of real life objects facilitates in making classifications ( tool for
processing information).Daily tasks involving conversion, estimation and scientific
notation make use of the set of real numbers. Big and small quantities can be
expressed conveniently in scientific notation. Students understanding of the operationsof sets and the set of real numbers, its estimation, scientific notation and applications
facilitates solutions to problems in real-life situations.
This aspect of the unit topic is important to understand because some common
problems students encounter in this topic involves application of accurate
rules/procedures in simplifying numerical expressions where operating the set of real
numbers specifically the set of integers and fractions are involved. The problem may be
observed in the classroom or in student works when students are asked to for example,
add -4 and 8, resulting to 12 instead of 4. In other cases, when students add and 2/3,
the result is often 3/5 instead of 7/6. When simplifying 3( -8 + 4 ), the answer oftengiven is 15 instead of 7.
8/21/2019 MathQtr1
5/49
5
Thus, the learning problem may be remedied and addressed if students see thatmastery of the rules in operating the set of integers facilitates understanding of the keyconcepts of the real number system, its estimations and scientific notation as well as itsapplication to solve real-life problems.
3. The Essential Question and Learning Competencies.In order for students toconstruct this underlying meaning, students will answer the EQ How can theknowledge of real numbers help us solve real life problems?
With an open-ended EQ, students will search for the answer in different ways and
develop the understanding and acquire the related competencies.
4. The Performance Standard and the Transfer Goal.Another important goal as
indicated by the performance standard is for students to on their own formulate and
solve real-life problems involving real numbers.If students are able to demonstrate
this, then students are able to transfer their learning to real life situations. Examples of
situations in real life where students will apply the competencies and demonstrate theunderstanding are the following, students are able to solve or answer the question: How
much can you possibly save from your allowance in a week? In a month? How long can
you buy this item which is worth Php 1500?, How much profit or loss will you have from
a tray of eggs worth P 140.00 and each egg selling at Php 6.00 each? How will you
assist your mother in allocating funds for a family monthly budget?
STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH
VARIED ASSESSMENTS
A. UNIT ASSESSMENT MAP:
TYPE
KNOWLEDGEAND PROCESS/
SKILLS(ACQUISITION)
UNDERSTANDING(MEANINGMAKING)
TRANSFER
PRE-
ASSESSMENT/
DIAGNOSTIC
Pre-test NG
Mock problemsolving
IRF Sheet
Anticipation/Reaction Guide
8/21/2019 MathQtr1
6/49
6
FORMATIVE
ASSESSMENT
Small group workNG
Quality of questions,comments duringgroup discussion
NG
Small group workleading to
performance task(Scaffolding
Activities) NG
3-2-1 Chart
IRF Sheet
Quiz NG
Lesson Log
*Explanation*Interpretation*Application
*Self-Knowledge
*Explanation*Self-knowledge*Interpretation*Application
*Explanation,*Interpretation,*Application,*Perspective
SUMMATIVE
ASSESSMENT
Anticipation/Reaction Guide
Accuracy of thestudents
classifications G
Concept mapping G
Performance TaskG
Post Test G
Quiz G*Explanation,
*Interpretation,*Application,*Perspective
*Explanation,
*Interpretation,*Application,*Perspective,
Empathy and Self-Knowledge
SELF-
ASSESSMENT
Reflections
Lesson Log
Journal
*Perspective*Empathy
*Self-knowledge
3-2-1 Chart
NGNot Grade
GGraded
Six Facets of Understanding: Explanation, Interpretation, Application, Empathy,
Perspective, Self-Knowledge
8/21/2019 MathQtr1
7/49
7
B. TABLE OF SPECIFICATION:
LESSONCONTENT
(ACQUISITION)KNOWLEDGE/
PROCESS
SKILLS(40%)
(MEANING-MAKING}
UNDERSTANDING
(30%)
TRANSFER(30%)
NO. OFITEMS
Basic Idea of Sets3 1
Subsets of RealNumber
1 2 2
Properties of RealNumbers
4 1
Operations onIntegers
5 6 7, 8 4
Rational Numbers 9 11, 12 13 4
Irrational Numbers 10 1Square Roots 13 15 16 3
Significant Digits 17 19 2
Scientific Notation 18 20 2
8 6 6 20
C. PRE-ASSESSMENT MATRIX:
CODELevels of
Assessment
What w il l I
assess?MC ITEM
CORRECT
ANSWER AND
EXPLANATION
AKnowledge(15%)
LC:
Finds he unionand, intersectionand complementof the set of realnumbers and itssubsets
Describesprincipal rootsand tells whetherthey are rationalor irrational
1) If set A = { 1, 2, 3, 4, 5 },which of the following setsis a subset of set A?
*a. B = { }b. C = { 0, 1 }c. D = { 1, 3, 6, }d. E = { 2, 4, 8 }
10. Which of the followingis an irrational number?a. a repeating terminatingdecimalb. a repeating non-terminating decimal
Correct Answer:A: Null set isalways a subsetof a given set.
Correct Answer:C. The otherchoices aredefinition ofrational number.
8/21/2019 MathQtr1
8/49
8
Describesprincipal rootsand tells whether
they are rationalor irrational
Determines thesignificant digitsina given situation
Writes very largeor very smallnumbers inscientific notation
14) What number has noreal square root?a. odd
b. evenc. positive*d. negative
15) Which of the followingis TRUE?
a.
* b.
c.
d.
17) Which of the followinghas two the significantdigits? (A)*a. 0.024b. 2.40c. 24.03d. 243
18) Which is the scientificnotation of 42,000? (A)a. 42 x 103
*b. 4.2 x 104
c. 42 x 10-3d. 4.2 x 10-4
Correct Answer:D. Negativenumbers has no
real square root.
Correct Answer:
B.50 = 25 x 2= 5 2
Correct Answer:A. The numbergreater than 0after the decimal
point is/aresignificant.
Correct Answer:B. Choices A, Cand D did notfollow thecorrect way ofexpressingnumbers inscientificnotation
A
Process/Skills(25%)
LC:
Performsoperations onrational numbersand illustrate
4. Which of the followingshows the AssociativeProperty of Integers?
Correct C.Associativeproperty statesthat in adding
8/21/2019 MathQtr1
9/49
9
their properties
Performsoperations onrational numbersand illustratetheir properties
MISCONCEPTIONS:
Performsoperations onrational numbersand illustrate
their properties
1/8 = not2
Estimates thesquare root of anumber to thenearest tenth
a. ( -4 + 5) + 9 = 9 + ( -4 +5 )b. -4 ( 5 + 9 ) = (-4)(5) + (-4)(9)*c. ( -4 + 5 ) + 9 = -4 + ( 5
+ 9 )d. ( -4 + 5 ) + 9 = 9 + ( 5 +-4)
5) Simplify
a. -3b. -1/5*c. 3/5d. 1
9. Perform the indicatedoperations. [(1/3 + 1/3)][1/8 ]*a. 1/12b. 1/8c. 1/6d. 1/4
16) What is the answer
when you simplify 256 ?
(A)*a. 16
b. 26
c.
d.
numbers,regrouping will
still yield to thesame correct
answer.
Correct Answer:C. Choice Cuses correct
process ofsimplifyingnumerical
expression withgrouping symbol
Correct Answer:A. The otherchoices showsincorrect
denominator.
Correct Answer:A.
then 10 + 11 - 5= 16
MUnderstanding(30%)
ENDURINGUNDERSTANDING:
8/21/2019 MathQtr1
10/49
10
Describes ,represents andcompares thedifferent subsets
of real numbers
Describes andrepresents real-life situationswhich involves
integers , rationalnumbers, squareroots of rationalnumbers andirrationalnumbers
Solves problemsinvolving realnumbers
2) Which of the followingsentences describes therelationship illustrated inthe
diagram?
a. All integers are countingnumbers.*b. All counting numbers
are integers.c. Counting numbers arenot integers.d. Some countingnumbers are integers.
6. What operation is best touse to solve the problembelow?The water level in Ipo Dam
is at 150.20 meters, whichis above its overflow limit of100.87 meters. How muchwater must be released toput the dam in stable waterlevel?
a. addition*b. subtractionc. multiplicationd. division
11. You want to buy yourmother a gift worth Php200. If your daily allowanceis Php 100.00, which of thefollowing would let you
Correct Answer:B, Integers areconsists of all
positive and
negativenumbers.
Correct answer:B. Subtractingthe current levelof water to its
overflow limitwill result to howmuch watermust be releaseto put the instable waterlevel.
Correct answer:B. 2/5 of Php100 is Php 40.Itwill take you 5days to save
Integers
Counting
Numbers
8/21/2019 MathQtr1
11/49
11
Determines thesignificant digitsin a given
situation
save for the gift in the leastnumber of days?a. saving 1/5 of your dailyallowance*b. saving 2/5 of your
weekly (5 school days)allowancec. saving 0.3 of your dailyallowanced. saving 0.15 of yourweekly allowance
12. A rich man died withoutleaving a will. As such, hiswidow will get half of the
inheritance and the rest willbe equally divided amonghis five children. What partof the inheritance will eachchild get?a. 1/20*b. 1/10c. 1/5d.
19) Ana was given thefollowing distances ( in km)measured individually by 5runners in a recently heldfun run in Pasig as follows;5.67, 1.1, 0.9378 and 7.73.having observed that eachmeasurement differs in thenumber of significant digits,how should Ana expressthe average in relation tosignificant digits?a. the average is roundedoff to 4 significant digitsb. the average is roundedoff to 3 significant digits*c. the average isrounded off to 2 significant
Php 200.
Correct Answer:B. The share ofeach child is 1/5
of of theinheritance =1/10.
Correct Answer:C. A, B, D is notthe leastnumber ofsignificant digits.
8/21/2019 MathQtr1
12/49
12
Writes very large
or very smallnumbers inscientific notation
digitsd. the average is roundedoff to 1 significant digits
20) You are an aspiring
astronomer. Your mentorhas tasked you to researchthe distances of differentplanets from the sun.Which is the most efficientway to represent yourdata?*a. use of scientificnotationb. use of standard
notation
c. use of exponentialnotationd. use of expanded
notation
Correct Answer:
C. A, B, D is notthe leastnumber ofsignificant digits.
TProduct/Performance(30%)
GRASPSSolvesproblemsinvolving realnumbers
3. As part of your researchwork, you need to gatherdata in the specificsubjects enrolled by 228
students. Your researchoutput will be presented tothe panel during yourdefense. Your data showsthe following enrolmentrecords
Biology = 86 studentsBiology andCommunication Arts = 16students
Algebra andCommunication Arts = 22students
Algebra, Biology andCommunication Arts = 15students
Correct answer:A. With properrepresentationof Venn
diagram, thereare 15 studentsenrolled in allthe subjects,320 in twosubjects onlyand 151 in onesubjects only.
8/21/2019 MathQtr1
13/49
13
How many students areenrolled in only onesubject?
*a. Algebra = 84, Biology =
31, Communication andArts = 36b. Algebra = 145, Biology= 86, Communication and
Arts = 89c. Algebra = 84, Biology =79, Communication and
Arts = 36d. Algebra = 49, Biology =62, Communication and
Arts = 62
7. As a student, you areasked to record your cashflow for the week as arequirement in yourTechnology and LivelihoodEducation subject.Considering a + sign forthe allowance received and
sign for the expenses
incurred as shown below,which figure would bestrepresent the amount atthe end of the week?
+60, -45, +70, -52, +65, -48, +70,-55, +65, -42
a. -88b. -98*c. 88d. 98
Correct Answer:C. Positive signmeans additionwhile thenegative signmeanssubtraction.
8/21/2019 MathQtr1
14/49
14
8. You are a bakery ownerand you want to know ifyou have made a profit forthe day. You are given
the following information:(T)i. The daily wage of youremployees is Php 500.00each and you have 4
employees.ii. The bakery sold
1000 pieces of bread atPhp 5.00 each.
iii. Other operationalexpenses of the bakery
amounts to Php 2000.00Did the bakery make aprofit for the day?
*a. Yes, the bakery madea profit of Php 1000.00 forthe day.b. Yes, the bakery made aprofit of Php 2500.00 forthe day.c. No, the bakery just
managed to break even forthe day.d. No, the bakery lost Php500.oo for the day.
13) Ana plans to buy a bagworth P 600.00. Shereceives a daily allowanceof P60.00 during schooldays. If she saves of herallowance, how long wouldit take her to buy a bag?a. 20 daysb. 30 daysc. 35 days*d. 40 days
Correct answer:A. Profit = TotalSalesExpenses.
Thus profit =1000(Php5.00)
4(Php500.00)
Php5,000.00Php4,000.00 =Php1000.00.
Correct Answer:D. of 60.00 is15 multiply to 40days is equal to600.00
8/21/2019 MathQtr1
15/49
15
D. POST-ASSESSMENT MATRIX:
CODELevels of
Assessment
What w il l I
assess?
MC ITEM
CORRECT
ANSWER AND
EXPLANATION
AKnowledge(15%)
LC:
Finds the union,intersection andcomplement ofthe set of realnumbers and itssubsets
Performsoperations onrational numbersand illustrate theirproperties
Performsoperations onrational numbersand illustrate theirproperties
1) How many subsets will aset of 5 elements have?
a. 10b. 25c.* 32d. 64
4) Which of the followingshows the DistributiveProperty of integers? (A)
a. 6x ( 4 + y ) =( 6x + 4 )( 6x +y)b. ( 6x + 4 ) + y = 6x + ( 4 +
y )c. 6x ( 4 + y ) = ( 4 + y ) 6x
* d. 6x ( 4 + y ) = 6x ( 4 ) + 6x( y )
5) Which should be done firstin the process of subtractingintegers with unlike signs?
a. add integers withunlike signs
b. Subtract integerswith unlike signs
*c. Change the sign of
the subtrahendd. follow the rules of
addition9. Perform the indicatedoperations. (3/4 1/2) + (1/3 6/5) 4/5
a. 1/7
C because 25is 32.
D showsdistributiveproperty forintegers
C since therule says,change thesign of thesubtrahendand add.
8/21/2019 MathQtr1
16/49
16
Performsoperations onrational numbersand illustrate theirproperties
Determines thesignificant digits
in a givensituation
Writes very largeor very smallnumbers inscientific notation
b. 6/7c. 9/10
*d. 11/10
10. Which of the following isan irrational number?a. 2/3b. 2/5
*c.
d.
17) Which is NOT asignificant digit?
a. a non zero digit*b. a zero placed
before a non zero digitc. a zero placed
between two non zero digitd. a zero placed after
a non zero digit but after adecimal point
18) Which of the followingshows a correct way of writingscientific notation?
a. 0.40 x 102
*b. 4.00 x 102
c. 14.50 x 102
d. 0.40 x 102
D showscorrectcomputation
B since a zeroplaced before a
non zero digitis notsignificant
B follows thecorrect way towrite scientificnotation
A
Process/Skills(25%)
LC:
Describesprincipal rootsand tells whetherthey are rationalor irrational
14) What is the simplified
form of ? (A)
a. 2
b. 20
Correct choiceis D because(90)2=8100
8/21/2019 MathQtr1
17/49
17
2 4 8
10
4 8
10
c. 900*d. 90
M
Understanding(30%)
ENDURINGUNDERSTANDING:
Describes,represents andcompares thedifferent subsetsof real numbers
2) Where does each of thefollowing real numbers belongon the Venn Diagram?2, 3, 4, 5, 6, 7, 8, 9, 10, 11
a.* Prime
Even
Multiples of 3
b.
Prime Even
Multiples of 3
Prime
A is the answerbecause itshows correctillustration ofthe given set ofnumbers in the
Venn diagram.
3 6
9
5
11
3 6
9
5
11
8/21/2019 MathQtr1
18/49
18
2 5
7
2
Performsoperations onrational numbersand illustrate theirproperties
Solves problemsinvolving realnumbers
Even
c.
Multiples of 3
PrimeEven
d.
Multiples of 3
6) Which of the followingstatements is false?*a. (-2)(-2)(-2) = -6
b. (-6)(-5)(1) = 30c. (-11)(2)(1) = -22d. (-3)(3)(-2) = 18
11. You want to save up tobuy an item worth Php500.00. If you earn Php250.00 daily, which of thefollowing would let you savefor the item in the least
A sinceapplying therule the answeris -8.
C since it willjust take 10days to savePhp 500.00.
4
8
3 6
9
3 6
8/21/2019 MathQtr1
19/49
19
Describes andrepresents real-life situationswhich involve
integers, rationalnumbers, squareroots of a rationalnumbers andirrational numbers
Describesprincipal rootsand tells whetherthey are rationalor irrational
number of days?(M)a. saving 1/10 of your dailyearningb. saving 1/5 of your earningsevery 4 days
*c. saving 0.2 of your dailyearningd. saving 0.3 of your earningsevery 6 days
12. A capitalist is investing 50million pesos in putting up achain of stores. 20 million ofthe capital is to be spent for
the main store and the rest tobe spent equally for the 6store branches. What part ofthe capital will each storebranch get? (M)
*a. 1/10b. 1/7c. 1/5d. 3/5
15) Which of the following isTRUE?
a. The principal root of0 is 0.
b. Each odd realnumber has no real squareroot.
*c. Every positivenumber has two square roots.
d. The symbol iscalled radicand.
A showscorrectcomputation
C since anypositivenumber hastwo squareroots, onepositive andone negative.
MISCONCEPTION:
Determines the 19) Which scenario results to A is a scenario
8/21/2019 MathQtr1
20/49
20
significant digitsin a givensituation:
- zero digit/s
in measuring thelength of a bookis/are significant
a number whose digits are allsignificant?*a. measuring the length of
book.b. converting centimeters to
metersc. multiplying multiples of 10d. giving a number with
placeholder
resulting to anumber whosedigits are allsignificant
T
Product/Pe
rformance(30%)
GRASPS
Solves problemsinvolving realnumbers
3) As a canteen incharge ,you are to make a survey ofthe food preferred by 36
nursery pupils for theirChristmas Party options. Theresult will be presented totheir class and class adviser.Your survey shows thefollowing;
Spaghetti = 18 pupils
Sandwich = 15 pupils
Palabok = 13 pupilsSpaghetti andSandwich = 6 pupils
Sandwichand Palabok = 3 pupils
Spaghettiand Palabok = 3 pupils
Sandwich, Spaghettiand Palabok = 2
How many students preferredspaghetti only?a. 4b. 5c. 6d. *7
D since only 7studentspreferred
spaghetti only.
8/21/2019 MathQtr1
21/49
21
Describes andrepresents real-life situationswhich involve
integers, rationalnumbers, squareroots of a rationalnumbers andirrational numbers
7) As a nursing aid of MGhospital asked to closelymonitor a 5-minute interval ofa patients temperature in the
emergency room. The initialbody temperature asrecorded at 4:00pm was39C. Your monitoring notedthe following; up 1C, down5C, up 3C, up 1C, down2C, down 2C and up 5C.What is the patients bodytemperature at 4:35pm?a. 35Cb. 37C
c. 38C*d. 40C
8. You are a business ownerand you want to know if youhave made a profit for themonth. You are given thefollowing information:
i.The monthly salary of youremployees is Php 8000.00each and youhave 5 employees.
ii. The store rent is Php20,000.
iii.Utilities expenses amountto Php 20,000.00
1v. 100 pieces of yourproduct were sold at Php1000.00 each.
Did your business make aprofit for the month?a. Yes, the business made a
D because ofthe correctoperation ofintegers
B sincesubtracting thetotal expensesfrom the totalsales , I makesa profit of Php
20 000.
8/21/2019 MathQtr1
22/49
22
Solves problemsinvolving realnumbers
profit of Php 100,000.00 forthe month.*b. Yes, the business made aprofit of Php 20,000.00 for themonth.
c. No, the business justmanaged to break even forthe month.d. No, the business lost Php40,000.00 for the month.
13. You are going to put up abusiness that needs a capitalof Php 800,000. You already
have 1/4 of the neededcapital and there are 5investors willing to contributeequally for the rest. Howmuch should each of theinvestor contribute?
a. Php 50,000b. Php 80,000*c. Php 120,000d. Php 150,000
16) Perimeter of a polygon iscomputed by adding themeasurement of all the
sides. Given the trianglebelow, find its perimeter.
a.
Choice CPhp 120,000 x5 investors will
be enough tocover the restof the capital
C since 15 +20 + 18 = 53
8/21/2019 MathQtr1
23/49
23
E. PERFORMANCE TASK:
Scenario: You are a freelance business consultant hired by a group of investors to find
out a practical business venture in your area. You are to present a business plan to
them. Your business plan will be evaluated according to its practicality, delivery,
accuracy and organization of data and the variety of real numbers used.
Outline:
Goal
To find out a practical business venture in your area.
Role - You are a freelance business consultant.
Audience - A group of investors
SituationA freelance business consultant was hired by a group of investors to find outa practical business venture in the area.
Product or PerformanceA business plan
Standards - The business plan will be evaluated according to its practicality, delivery,
accuracy and organization of data and the variety of real numbers used.
Writes very largeor very smallnumbers inscientific notation
b.
* c. 53d. 23
20) In chemistry, which of thefollowing quantities is bestexpressed in scientific
notation?a. mass of 1 moles of
gold atoms*b. electron massc. empirical massd. relative atomic mass
B sinceelectron massis bestexpressed inscientificnotation
8/21/2019 MathQtr1
24/49
24
F. RUBRIC:
CRITERIA Outstanding4Satisfactory
3Developing
2Beginning
1STUDENTRATING
TEACHERRATING
Practicality
The proposal
reflects anefficient useof capital,projects ahighlyprofitableincome andsuggests aprimebusinesslocation.
The proposalreflects anefficient use ofcapital,projects asustainableincome/profit,and suggests agood businesslocation.
Theproposalreflectsunnecessaryuse ofcapital,projects abreak-evenreturns, andsuggests agoodbusinesslocation.
Theproposalreflects veryinefficientuse ofcapital,projectsnegativereturns, andsuggests aremote
location.
Accuracy ofData
Details of thebusinessplan arecomputedaccuratelyand free fromerrors. It
shows step-by-stepcomputationsthat are easyto follow.
Details of thebusiness planare computedaccurately.Computationsare free fromerrors.
Details ofthe businessplan havesome errors
in thecomputation.
Details ofthe businesshave a lot oferrors in thecomputation.
Variety ofRealNumbers
Used
The planinvolved theapplication ofan extensive
variety ofrealnumbers.
The planinvolved theapplication of a
good variety ofreal numbers.
The planinvolved theapplicationof a limited
variety ofrealnumbers.
The planinvolved theapplicationof very few
variety ofrealnumbers.
8/21/2019 MathQtr1
25/49
25
Delivery
Thepresentationusedappropriateand very
appealingvisualmaterials toarticulate thefinancialdetails of thebusinessplan. It isdelivered in averyconvincing
manner.
Thepresentation
usedappropriatevisual materialsto articulate thefinancial detailsof the businessplan. It isdelivered in aclear manner.
Thepresentationused some
visualmaterialsthat do notarticulate thefinancialdetails of theplan. It isdelivered ina vaguemanner.
Thepresentation
did not useany visualmaterial toarticulate thefinancialdetails of theplan. It isdelivered ina confusingmanner.
Organizationof Data
The detailsof thebusinessplan arearranged in alogical andinterestingmanner.
The details ofthe businessplan arearranged in anorderly andunderstandablemanner.
The detailsof thebusinessplan arearrangeddisorderly.
The detailsof thebusinessplan arearranged ina confusingmanner.
OVERALLRATING
NOTES:
1. The Unit Assessment Map. The lesson assessment map provides an overview of all
the assessments done in the lesson. In general, students are assessed according to the
four components of the new grading system (Knowledge, Process or Skills,
Understanding and Transfer). In turn, these four areas reflect the three goals of
assessing for understanding namely, Acquisition, Meaning Making and Transfer or
simply known as A-M-T.
2. The Pre and Post Assessment Matrix and Table of Specification.The
assessment matrices code items according to A-M-T. The distribution of these items in
the table of specification follows the distribution of percentages for the areas of the
grading system. Hence, 40% of the test items are coded A (since Knowledge is 15%
8/21/2019 MathQtr1
26/49
26
and Process Skills is 25%), 30% of the items are coded M, and another 30% for T. This
coding is the backbone of the OHSP assessment system. The OHSP system tracks
students performance in A-M-T. Teachers can always retrieve in real time the results ofstudents test in these areas. Results are given in both tabulated and graph forms.
The diagnostic or pre-test assessment matrix determines students prior knowledge inwriting to scientific notation and operating real numbers. These are seen in test itemsno. 5 and 18. The pre-test also measures students misconceptions on identifyingsubsets and significant digits. These are done through test items nos. 1 and 17. Notethough that the OHSP system randomizes the sequence of the test items and theoptions in each item. To find out how students individually scored in the tests, go toOHSP System Student List, select student name, v iew students performance record,then scroll down to desired topic and click on date completion. View students test scoreper item and items code (A-M-T).
The post-test assessment matrix evaluates the changes in students misconceptions as
seen in test items no.s 2, 9, 17 and 18. Hence, when reviewing test scores, it isimportant to see how students particularly score in these items as well as the other
items related to understanding. Student performance in these items will indicate the kind
of intervention that needs to be done.
The OHSP system also shows to the teacher the items where most of the students
score well or poor in. Teachers can also trace the corresponding activity in the lesson
where the content of the test item is discussed. Teachers can then check on student
performance in those activities and determine how their answer prepared them for the
corresponding test item.
3. Interventions Based on Test Scores.If students are not able to do well in A-codeditems, teachers may consider doing the following interventions:
1015 minutes review/drill Flashcards especially for the operations on real numbers
More seatworks/activities done individually or by group
Additional assignments/homeworks to practice the learned skills
Re-teaching may be an option also
If students are not able to do well in M-coded items, teachers may consider doing thefollowing interventions:
More real life problems that requires the application of the learned skill Provide process questions that goes beyond the skill and procedure
If students are not able to do well in T-coded items, teachers may consider doing thefollowing interventions:
Use technology through videos and other presentations to instill that the learnedskill has an application in real world setting
8/21/2019 MathQtr1
27/49
27
Interventions for A and M-coded items are very important to succeed in T-codeditems
4. Verifying Student Test Scores.Teachers may also verify student scores in A-coded
items by asking students to do or answer the following in a live chat or face-to-facesetting:
1015 minutes review/drill Flashcards especially for the operations on real numbers
More seatworks/activities done individually or by group
Additional assignments/homeworks to practice the learned skills
Re-teaching may be an option also
Teachers may also verify student scores in M-coded items by asking students to do thefollowing in a live chat or face-to-face setting:
More real life problems that requires the application of the learned skill
Provide process questions that goes beyond the skill and procedure
Teachers may also verify student scores in T-coded items by asking students to do thefollowing in a live chat or face-to-face setting:
Use technology through videos and other presentations to instill that the learnedskill has an application in real world setting
Interventions for A and M-coded items are very important to succeed in T-codeditems
5. Map of Conceptual Change.Another important indicator of student growth in
thinking is the units map of conceptual change. For this unit, the chosen map isProblem Posing. The students are asked to answer this map at different points in the
lesson, namely Explore, Deepen and Transfer. The students cognitive growth isqualitatively assessed by comparing the students prior knowledge and new know ledge.In the units map for conceptual change, the students show their prior knowledge byanswering for the first time the process questions during Explore stage. The students
articulate their new knowledge by filling up for the second time the process questions
during Deepen stage. The students articulate their new and final knowledge by filling up
for the last time the process questions during Transfer stage. These parts indicate
transitional processes between prior and new knowledge development. Teachers are
encouraged to every now and then retrieve and monitor students answers in this map.Student answers in this map provide clear data for teachers in terms of their cognitive
development.
6. Formative Assessments.In order to assure student success in the summative
assessments, the listed formative assessments check on the following performances as
8/21/2019 MathQtr1
28/49
28
indicators of student mastery and readiness: Transfer tasks at the end of each topic and
the teacher needs to monitor that the students are the ones doing the tasks
7. Students Answers to Recurring Essential Question. Another way of doingformative assessment is to retrieve and examine how students answer the Essential
Question. The units EQ isHow can the knowledge of real numbers help us solve reallife problems? The student is asked to answer the EQ in these different parts, namely:Explore: Activity 1, Activity 2, Firm Up: process questions, Activity 1, Activity 5, Activity6, Activity 16, Deepen: process questions, Activity 6, Activity 7, Activity 17, Activity 26,Transfer: Synthesis journal.
Teachers are encouraged to compare the students final answers to the EQ with thedesired EU. If the students answers are far or different from the EU, the teacher maycheck on the way students are doing in the activities and determine the appropriate
intervention.
8. The Performance Task and Rubric.With regards to the performance task, this isdesigned according to the transfer goal in Part 1. The standards in the performance task
are reflected in the first column of the rubric. These rubric criteria are also aligned with
the performance standard because it deals with the mathematical concepts used and
accuracy of computations. The rubric criteria related to understanding is the
mathematical concepts used. With this criterion, students are evaluated on how much
concepts they were able to apply in solving and simplifying the problem. The rubric
criteria related to the competencies or skills is the accuracy of computation. With these
criteria, students are evaluated on how accurate they were in solving and simplifying the
problem
Students achieve the performance standard when they or their work scores Satisfactory
for each criteria in the rubric. Students whose works exceed the Satisfactory criteria
score Outstanding. Note the additions in the descriptor which indicate extra work on the
part of the students. Students whose works have errors score either as Developing or
Beginning. Note the parts of the descriptors which indicate deficiencies.
The submission of the performance task may be done online because some students
are enrolled in the open high school program OR The submission of the performance
task has to be done face to face because some students may need monitoring in the
process. In the event that the performance task has to be done in school, the followingwill have to be done: make sure that they are the ones doing the task by procedure. Do
not let them take home the task to assure genuinenity and let them submit their out-put
on the given deadline.
STAGE III: CONDUCTING THE LEARNING PLAN
8/21/2019 MathQtr1
29/49
29
A. UNIT ACTIVITIES MAP:
ACTIVITIES FORACQUIRING
KNOWLEDGE
AND SKILLS
ACTIVITIES FORMAKING MEANING AND
DEVELOPING
UNDERSTANDING
ACTIVITIES LEADING TOTRANSFER
EXPLORE
Activity 1: Determiningnumbers as Set (G)
Activity 5: Identifying nulland empty set (I)
Activity 3: Journal Writingon classification of sets (I)
Activity 1: Solving wordproblem onapproximating squareroot. (G)
Activity 2: Identifyingbetween commutative andnon-commutative (G)
Activity 4: table completionon finding other perfectsquare numbers where thegiven number lies (I)
Activity 1: Answering reallife problems with squareroot (I)
Activity 2: Finding thesquare root with processquestions (G)
Activity 1: Generalizationtable on scientificnotation. (I)
Activity 2: Other peoplesidea on scientific notation(G)
Activity 3: My idea onscientific notation (I)
FIRM UP
Activity 4: Classifying sets(G)
Activity 2: Classification ofsets (I)
Activity 7: Operations onset (I)
Activity 1: Completing theoperation on real numbers
(I)
Activity 8: Analyzing Venndiagram (G)
Activity 2: identifyingnumbers as rational orirrational (G)
Activity 3: identifyingnumbers as rational orirrational with processquestions (I)
Activity 10: Quiz on how toexpress rational numbers asfraction, decimal or percent.(I)
8/21/2019 MathQtr1
30/49
30
Activity 4: Fraction toDecimal (WC)
Activity 12-14: Identifyingrational numbers on anumber line with processquestions. (I)
Activity 11: Reflection Logon how to express rationalnumbers as fraction,decimal or percent. (I)
Activity 5: decimal topercent (WC)
Activity 17: Addition of
decimals with process
questions (I)
Activity 15: Quiz onIdentifying rational numberson a number line.(I)
Activity 6: Decimal tofraction (WC)
Activity 18: Multiplicationand division of fractionswith process questions (I)
Activity 20: On-line activityon operations of rationalnumbers. (I)
Activity 3: Finding thesquare root of a realnumber (G)
Activity 19: Addition andsubtraction of fractionswith process questions (I)
Activity 5: Analyzing thetable of squares roots thenanswering the processquestions. (I)
Activity 4: Finding 2integers which the squareroot lies. (G)
Activity 5: Finding thesquare root with processquestions. (I)
Activity 9: Approximatingsquare roots (G)
Activity 6-7: Estimating thesquare root of a perfectsquare number withprocess questions. (I)
Activity 1: Identifyingsignificant digits. (G)
Activity 8: Estimating thesquare root of a nonperfect square numberwith process questions. (I)
Activity 5: On-line activityon scientific notation (I)
Activity 4: Comprehensioncheck on scientificnotation with processquestions (I)
8/21/2019 MathQtr1
31/49
31
DEEPEN
Activity 4: Introduction toproperties of realnumbers (G)
Activity 6: Analyzation onproperties of real numbers(I)
Activity 7: Solving real lifeproblems using propertiesof real numbers. (I)
Activity 5: Identifyingproperties of Realnumbers (WC)
Activity 6: Identifyingproperties of Realnumbers (G)
Activity 8: Question andanswer on properties of realnumbers (I)
Activity 6: Solving real lifeproblem with square root.(G)
Activity 2: Solving real lifeproblems using operationson real numbers (I)
Generalization organizer onproperties of realnumbers.(I)
Activity 21-25: Operationson rational numbers withreal life problems. (I)
Transfer activity onoperations of real numbers.(G)
Activity 27-28: Operationson rational numbers withreal life problems. (G)
Transfer activity on findingthe square root. (G)
Activity 6: Solving real lifeproblem with square rootusing a graphic organizer.(I)
Transfer activity onapproximating square root.(G)
Activity 10: Solving reallife problems withapproximating squareroots. (I)
Transfer activity onidentifying significant digits.(G)
Activity 7: Comprehensioncheck on scientificnotation (I)
Transfer activity on scientificnotation. (G)
Activity 9; generalization
8/21/2019 MathQtr1
32/49
32
table on scientific notation(I)
TRANSFER
Scaffold 1: Survey (G) Transfer Task: RealNumbers (G)
Scaffold 2: Businessproblem (G)
Synthesis journal (I)
Scaffold 3: Researcher(G)
Letter in parentheses after every activity indicates the following modes: I for individualwork or G for group work and WC for whole class. Resource material used for the
activity is indicated in italics.
B. UNIT ASSESSMENT-ACTIVITIES MATRIX:
CODE
Levels of
Assessme
n t
What w il l I
assess?MC ITEM
CORRECT
ANSWER AND
EXPLANATIO
N
RELATED
ACTIVITIES
AKnowledge(15%)
LC:
Describe andillustrate well-defined sets,universal set,subsets and nullsets.
1) If set A = { 1, 2,3, 4, 5 }, which ofthe following sets isa subset of set A?(A)
*a. B = { }b. C = { 0, 1 }c. D = { 1, 3, 6, }
d. E = { 2, 4, 8 }
CorrectAnswer: A:Null set isalways asubset of agiven set.
Activity 5:Identifyingnull andempty set
State andillustrate thedifferentproperties of theoperations onintegers
4. Which of thefollowing shows the
AssociativeProperty ofIntegers? (A)
Correct answer:C. Associative
property statesthat in addingnumbers,regrouping willstill yield to the
Activity 6:Analysis onproperties ofrealnumbers
Activity 2:
8/21/2019 MathQtr1
33/49
33
a. ( -4 + 5) + 9 = 9+ ( -4 + 5 )b. -4 ( 5 + 9 ) = (-4)(5) + (-4)(9)*c. ( -4 + 5 ) + 9 = -
4 + ( 5 + 9 )d. ( -4 + 5 ) + 9 = 9+ ( 5 + -4)
same correctanswer.
Identifyingbetweencommutative and non-commutativ
e
Describeprincipal rootsand tell whetherthey are rational
or irrational.
15) Which of thefollowing is TRUE?(A)
a.
* b.
c.
d.
Correct
Answer: B.50= 25 x 2 = 52
Activity 3:Finding thesquare rootof a realnumber
Determine thesignificant digitsin a givensituations.
17) Which of thefollowing has twothe significantdigits?*a. 0.024b. 2.40
c. 24.03d. 243
CorrectAnswer: A. Thenumber greaterthan 0 after thedecimal pointis/aresignificant,
Activity 1:Identifyingsignificantdigits.
Define andillustratescientific notation
18) Which is thescientific notation of42,000? (A)a. 42 x 103
*b. 4.2 x 104
c. 42 x 10-3
d. 4.2 x 10-4
CorrectAnswer: B.Choices A, Cand D did notfollow thecorrect way ofexpressing
numbers inscientificnotation
Activity 7:Comprehension checkon scientificnotation
Activity 5:
On-lineactivity onscientificnotation
AProcess/Skills
LC:
Which of theCorrect
Answer: B,Activity 2:Classificatio
8/21/2019 MathQtr1
34/49
34
Integers
Counting Numbers
(25%) Describe,represent andcompare thedifferent subsetsof real numbers.
following sentencesdescribes therelationshipillustrated in the
diagram? (M)
a. All integers arecounting numbers.*b. All counting
numbers areintegers.c. Countingnumbers are notintegers.d. Some countingnumbers areintegers.
Integers areconsists of all
positive andnegativenumbers.
n of sets
Use Venn-diagram torepresent sets,subsets, and setoperations.
3. As part of your
research work, youneed to gather datain the specificsubjects enrolled by228 students. Yourresearch output willbe presented to thepanel during yourdefense. Your datashows the followingenrolment records
Biology = 86studentsBiology and
CommunicationArts = 16 studentsAlgebra and
Correct answer:A. With properrepresentationof Venndiagram, thereare 15 studentsenrolled in allthe subjects,320 in twosubjects only
and 151 in one
subjects only.
Activity 8:AnalyzingVenndiagram
8/21/2019 MathQtr1
35/49
35
CommunicationArts = 22 studentsAlgebra, Biologyand Communication
Arts = 15 students
How many studentsare enrolled in onlyone subject? (T)
*a. Algebra = 84,Biology = 31,Communication and
Arts = 36b. Algebra = 145,
Biology = 86,
Communication andArts = 89c. Algebra = 84,
Biology = 79,Communication and
Arts = 36d. Algebra = 49,Biology = 62,Communication and
Arts = 62
Performfundamentaloperations onintegers:addition,subtraction,multiplication,division
5) Simplify
. (A)a. -3b. -1/5*c. 3/5
d. 1
CorrectAnswer: C.Choice A doesnot considerthe sign insidethe brackets, inChoice B thenumerator wasnot multiplied to3 and choice Ddoes notconsider somesigns in thenumerator
Activity 20:On-lineactivity onoperationsof rationalnumbers.
Estimate thesquare root of a
16) What is theanswer when yousimplify 100 +
CorrectAnswer: A.
Activity 5:Finding thesquare root
8/21/2019 MathQtr1
36/49
36
number to thenearest tenth.
121? (A)*a. 16b. 26
c.
d.
then 10 + 11 -5 = 16
with processquestions.
M
Understan
ding(30%)
ENDURINGUNDERSTANDING:
The knowledgeof real numbersis useful insolving real lifeproblems.
6. What operation isbest to use to solvethe problem below?
The water level inIpo Dam is at150.20 meters,which is above itsoverflow limit of
100.87 meters.How much watermust be releasedto put the dam instable waterlevel? (M)
a. addition*b. subtractionc. multiplicationd. division
Correct answer:B. Subtractingthe currentlevel of water toits overflow limit
will result tohow muchwater must berelease to putthe in stablewater level.
Activity 27-28:Operations
on rationalnumberswith real lifeproblems.
11. You want to buyyour mother a giftworth Php 200. Ifyour dailyallowance is Php100.00, which ofthe following wouldlet you save for thegift in the least
number of days?(M)a. saving 1/5 ofyour dailyallowance*b. saving 2/5 of
your weekly (5
Correct answer:B. 2/5 of Php100 is Php 40.Itwill take you 5days to save
Php 200.
Activity 27-28:Operationson rationalnumbers
with real lifeproblems.
8/21/2019 MathQtr1
37/49
37
school days)allowancec. saving 0.3 ofyour dailyallowance
d. saving 0.15 ofyour weeklyallowance
MISCONCEPTION:
Sign of any real
number does notaffect itsoperation/s
6) Which of thefollowingstatements is false?(M)*a. (-2)(-2)(-2) = -
6b. (-6)(-5)(1) = 30c. (-11)(2)(1) = -22d. (-3)(3)(-2) = 18
NOTE: Correctanswer is Abecause thegiven equationis TRUE sincechoice B = (-
6)(-5)= +30,choice C = (-11)(2)= -22,choice D = (-3)(3)= -9 then (-9)(-2) = +18
Activity 27-28:Operationson rational
numberswith real lifeproblems.
Scientificnotation is forvery smallnumbers only.
20) You are anaspiringastronomer. Your
mentor has taskedyou to research thedistances ofdifferent planetsfrom the sun. Whichis the most efficientway to representyour data?(T)*a. use of scientificnotation
b. use of standard
notationc. use ofexponentialnotation
d. use ofexpanded notation
CorrectAnswer: A.Choices B, Cand D gives acomplex way ofexpressing anumber
Activity 7:Comprehension checkon scientificnotation
8/21/2019 MathQtr1
38/49
38
T
Product/Performance(30%)
GRASPS
Formulates reallife problemsinvolving sets,numbers and
number senseand solves theseusing a variety ofstrategies.
7. As a student, youare asked to recordyour cash flow forthe week as a
requirement in yourTechnology andLivelihoodEducation subject.Considering a +sign for theallowance receivedandsign for theexpenses incurredas shown below,which figure would
best represent theamount at the endof the week? (T)
+60, -45, +70, -52,+65, -48, +70,-55,+65, -42
a. -88b. -98*c. 88
d. 98
CorrectAnswer: C.Positive signmeans additionwhile thenegative sign
meanssubtraction.
Activity 27-28:Operationson rationalnumberswith real life
problems.
8. You are a bakeryowner and youwant to know if youhave made a profitfor the day. Youare given thefollowinginformation: (T)
i. The daily wage ofyour employees isPhp 500.00 eachand you have 4employees.
Correct answer:A. Profit = TotalSalesExpenses.
Thus profit =1000(Php5.00)
4(Php500.00)
Php5,000.00Php4,000.00 =Php1000.00.
Activity 27-28:Operationson rationalnumberswith real lifeproblems.
8/21/2019 MathQtr1
39/49
39
ii. The bakery sold1000 pieces ofbread at Php 5.00each.
iii. Otheroperationalexpenses of thebakery amounts toPhp 2000.00
Did the bakerymake a profit for theday?
*a. Yes, the bakery
made a profit ofPhp 1000.00 for theday.b. Yes, the bakery
made a profit ofPhp 2500.00 for theday.c. No, the bakery
just managed tobreak even for theday.
d. No, the bakerylost Php 500.oo forthe day.
C. SCAFFOLD FOR TRANSFER:
LEVEL 1DIRECTED
PROMPT1. Inform thestudents the ski l lsthey are expectedto demonstrate.2. Provide step-by-step
LEVEL 2OPEN PROMPT
1. Provide studentsanother task similarto that given in Level1.2. Instead of giving astep-by-stepinstruction, prompt
LEVEL 3GUIDED TRANSFER
1. Provide a real worldsituation where theskills taught in Levels1- 2 are applied.2. Instead of directingthe students step-by-step to use the skills
LEVEL 4INDEPENDENT
TRANSFER1. Provide a realworld situationsimilar to Level 3where the skillstaught in Levels1-2 are applied.
8/21/2019 MathQtr1
40/49
40
instruct iononhow to do the skillsand check theirwork.3. Provide this task
during Firm Up orInteraction stage.
the students to dothe steps on theirown. If different
procedures aregiven, ask students
to choose whichprocedure theywould use.Students may alsobe asked to vary thesteps they learned.3. Provide this taskduring Firm Up orInteraction stage.
they learned inprevious levels, askstudents to look backon the skills theylearned and determine
which of these theywould use to meet therequirements of thegiven task.3. Provide this taskduring Deepen orInteraction stage.
2. Purposelyrefrain fromsuggesting tostudents to usethe skills they
learned in Levels1-2. Havestudents on theirown figure outwhich of the skillsthey learned in
previous levelsthey would use tomeet thestandards in thegiven task.
3. Provide taskduring Transfer orIntegration stage.
TASK:
1) The teacherpresentsapplications ofsets using Venndiagram in solvingword problems
including thosethat deals withsurvey in businessand economics.
2)The students aregiven resultconducted by acanteen managerto 100pupils/students.
3)Students are topresent thesesurvey resultsusing a Venndiagram to answerthe given
TASK:
1) The teacher
presents word
problems as an
application on
operation of
integers. Problems
that involve
computations of cost
of production,
expenses and
income will be given
as examples.
2)Students are given
situations and
construct two word
problems for each
situation. Students
work in groups to
compute the
problems. Ask them
TASK:
You are a schoolresearcher and youwant to know howstudents spend theirweekly allowance.Survey 50 students
then present this to theparents association inwritten and oral form.You are required togive recommendationsbased on your findings.
TASK:
You are afreelancebusinessconsultant hiredby a group ofinvestors to find
out a practicalbusiness venturein your area. Youare to present abusiness plan tothem. Yourbusiness plan willbe evaluatedaccording to itspracticality,delivery,accuracy andorganization ofthe data and thevariety of realnumbers used.
8/21/2019 MathQtr1
41/49
41
questions. (Thestudents wworking in pair willbe given the samecontent of word
problems to besolved. Theactivity sheet willalso show a step-by-step process insolving theproblems usingVenn-diagram)
to make conclusions
and necessary
suggestions/justificat
ions for a particular
situation.
NOTES:
1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities map
shows the different activities done in the lesson. The activities are designed to address
the different A-M-T learning goals. Acquisition activities in particular are also matched
according to the required and added competencies. The A activities involve defining
sets, subsets, Venn-diagrams, integers and its operations, square roots, significant
digits, and scientific notation. During M activities, students make meaning of the
concepts they will acquire. They are allowed to fill in graphic organizers, answer
worksheets, work with interactive websites to deepen and further their understanding. In
T activities, students are given opportunities to see how the different topics in numbers
and number sense are applied in real life. The different performance tasks will take
them to different roles and to see different perspectives.
The Assessment-Activities Matrix also shows the activities which implement the
established and added competencies. This Matrix helps the teacher evaluate the
readiness of a student to answer a particular test item by looking at the studentsperformance in a particular activity related to the assessment. If the student does not do
well in a set of test items, the teacher may go back to the activity linked to the test item
and see if the student was already having difficulty.
2. The Scaffold for Transfer.The T activities are also sequenced according to a
certain progression as indicated in the scaffold for transfer. The scaffold consists of four
levels starting with direct prompting and on to independent transfer. In the scaffold,
students focus on the skill of applying the concepts of sets and real numbers in real life
8/21/2019 MathQtr1
42/49
42
situations. Students develop mastery of this skill by first in direct prompt where they get
to apply concepts of sets using Venn diagrams in the fields of economics and businessl
do). This activity is done in the Transfer of Lesson 1. Then in the open prompt, students
during Deepen of Lesson 2 Topic 2, they will be presented with problems as an
application on operations on integers. Next in the guided transfer done during Transfer
in Lesson 2 Topic 3 students are tasked to survey 50 students on how they spend their
weekly allowance and then present the results to the parents organization. Studentsare again asked to do a task similar in the final level but this time in the independent
level, students are evaluated according to their ability to on their own business proposal
which will be evaluated according to its practicality, delivery, accuracy and organization
of data, and the variety of real numbers used.
3. Enhancements (Level 1 or Level 2)
a. Add for scaffold a Youtube video modeling students performance. Ask
students to outline process shown in video.
b. Have students take pretest again or practice prior to transfer sections or
take another mini quiz from another website.
SECTION 2. STRATEGIES FOR BLENDED LEARNING:
INDEX OF STUDENTS ONLINE TASKS:
STUDENTSONLINE TASK EFDT AMT ACTIVITY NO. DESCRIPTION
1. AnsweringProcessQuestions basedon a givenWebsites contentor interactivity
D
F
M
A
IntegerWorksheet(Lesson 2Topic 2)
Convertingdecimals tofractions
Activity 7(Lesson 2Topic 3)
Process questions related tohow the student was able toanswer the interactiveactivities.Processing information basedon a content in the web
Converting terminal decimalsto fractions.
8/21/2019 MathQtr1
43/49
43
F A
A
Activity 9(Lesson 2Topic 3)
Activity 12,13,14 (Lesson2 Topic 3)
Converting non-terminatingdecimals to fractionsPractice exercise with webcontent
2. Answering mini-check-up quizzes
and receivingfeedback
D
F
D
F
F
F
D
M
A
M
M
A
A/M
A/M
Activity 5(Lesson 2)
Activity 6(Lesson 2)
Activity 7(Lesson 2)
Worksheet No.1, 2, 3 (Lesson2 Topic 2)
IntegerWorksheet(Lesson 2Topic 2)
RationalNumbers
(Lesson 2Topic 3)
Activity 4, 5 &6 (Lesson 2Topic 3)
Mastering the Properties ofReal Numbers. Websiteinvolves a practice test usingan interactive website.
What Property? Identifyingproperties of real numbers.You Complete Me! Filling inmissing values to complete aproperty of real numbers.
Solving equations usingaddition and subtraction ofintegers. Includes interactive
websites.
Answering activities frominteractive websites.
Watching a video about anapplication of rational numbers
Practice exercise on rationalnumbers
QuizPractice exercise usinginteractive website
8/21/2019 MathQtr1
44/49
44
F
D
F
D
A
M
A
M
Quiz (Lesson2 Topic 3)
Activity 20, 21
(Lesson 2Topic 3)
Activity 23(lesson 2Topic 3)
Exercise 2(Lesson 3Topic 1)
Exercise 8(Lesson 3Topic 2)
Activity 5(Lesson 5)
Activity 8(lesson 5)
Multiplying and Dividingrational numbers
Interactive Game on Square
Roots
Web Readings activity
Interactive Activity
Interactive Activity Calculatingwith Scientific Notation
3. DevelopingProduct UsingWeb-based
Application 2.0(state Web 2.0appl icat ion)
4. Posting inDiscussion Forumany of thefollowing:ones ideasb. ones questionsc. onesreflections
d. onessuggestions orrequeste. ones summary
5. Responding toOther Students inDiscussion Forum
8/21/2019 MathQtr1
45/49
45
by posting any ofthe following:a. ones commentsb. ones questionsc. ones
reflectionsd. onessuggestions orrequeste. ones summary
6. Chatting withTeacher on any ofthe following:a. feedback onanswers toprocess questions
b. performancein assigned tasksc. content thatneeds clarificationd. instructionsin tasks that needclarificatione. a live event
7. Chattingwith Teacher andother Students on
any of thefollowing:a. feedback onanswers toprocess questionsb. performancein assigned tasksc. content thatneeds clarificationd. instructionsin tasks that need
clarificatione. a live eventf. discussion of atopic in the form ofa debate, paneldiscussion,interview or role
8/21/2019 MathQtr1
46/49
46
playing
8. Uploadingand SubmittingIndividual File onany of thefollowing:
a. answers toactivity questionsb. presentations orreportsc. conversion ofWeb informationto another form(e.g. outline, flowchart, table,graphic organizer,concept map,
drawing)d. map ofconceptual changee. interventiontask given byteacherf. enrichment task
F
D
E
F
D
E
F
M
M
M
M
M
A
M
A
M
A
MA
M
A
A
A
Activity 2(Lesson 1)
Activity 3
(Lesson 1)
Activity 4(Lesson 1)
Activity 8(Lesson 2)
Activity 9(Lesson 2)
Activity 1(Lesson 2Topic 3)
Activity 11(Lesson 2Topic 2)
Activity 17(Lesson 2Topic 3)
Activity 18 , 19(Lesson 2Topic 3)
Activity 22(Lesson 2Topic 3)
Activity 24, 25(Lesson 2Topic 3)
Activity 26(Lesson 2Topic 3)
Activity 27,28(Lesson 2Topic 3)
Activity 1
Classifying concepts usingappropriate type ofclassification
Journal WritingRecordingones thoughts/feelings
Describing a set
Solve me with a Property!Solving word problems using aproperty of real number.Extra Challenge! Giving
justifications to answer a givenquestion.
Anticipation Reaction Guide
3-2-1 Reflection
Practice Exercise onoperations on decimals
Practice Exercise on
operations on fractions
Division of positive andnegative fractions
Performing operations onrational numbersReflection Log
Problem Solving
Problem Solving
IRF Sheet
Squaring vs Extracting Square
8/21/2019 MathQtr1
47/49
47
F
D
D
T
E
F
D
F
T
E
F
M
M
M
T
A
A
M
M
A
T
A
M
(Lesson 3Topic 1)Exercise 1(Lesson 3Topic 1)
Activity 2(Lesson 3Topic 1)
Activity 3(Lesson 3Topic 1)
Activity 4(Lesson 3Topic 1)
Activity 5(Lesson 3
Topic 1)Exercise 3(Lesson 3Topic 1)
Activity 6, 7(Lesson 3Topic 1)Exercise 5(Lesson 3Topic 1)
Activity 8
(Lesson 3Topic 1)Exercise 6(Lesson 3Topic 1)
Activity 4(Lesson 3Topic 2)Exercise 7(Lesson 3Topic 2)
Activity 5(Lesson 3Topic 2)
Activity 6, 7, 8,9 (Lesson 3Topic 2)Exercise 7
Roots
Completing Table on SquareRootsFinding two integers between
a square root
Square root up to tenths placeSystem Chart
Problem Solving
IRF Sheet
Performance Task
Synthesis Journal
Table Completion
KWHL Chart
Answering questions based ontable
Estimation and Approximation
3-2-1 Chart
Completing DiagramProblem Solving
Generalization Organizer
Determining Significant Digits
Performance Task
Generalization TableOther Peoples Idea onScientific NotationMy Idea of Representing Largeand Small Numbers
8/21/2019 MathQtr1
48/49
48
D
T
T
T
(Lesson 3Topic 2)
Activity 10(Lesson 3Topic 2)
Exercise 9(Lesson 3Topic 2)Worksheet 1(lesson 4)
PerformanceTask (Lesson4)
Activity 1(lesson 5)
Activity 2(lesson 5)Activity 3(lesson 5)
Activity 4(lesson 5)
Activity 6(Lesson 5)
Activity 7(lesson 5)
Activity 9(Lesson 5)Activity 10(Lesson 5)
Activity 11(Lesson 5)
Activity 12(lesson 5)
Comprehension Check
Generalization Table
Comprehension CheckGeneralization table
Application of scientificNotationReflection Log
Performance Task
9. Uploading andSubmitting GroupFile on any of thefollowing:a. answer toactivity questionsb. presentations orreportsc. conversion ofinformation from
8/21/2019 MathQtr1
49/49
Website or onlineresource toanother form (e.g.outline, flow chart,table, graphic
organizer, conceptmap, drawing)d. map ofconceptual changee. interventiontask given byteacherf. enrichment task
10. Sending byclicking on pageemail icon
questions toteacher on any ofthe following:a. lessondiscussionb. activityinstructions andinteractivityc. systemnavigation
11. Producing an
E-portfolio byselecting bestworks done in aunit
Recommended