MATHEMATICS V - WordPress.com… · Web view · 2012-11-21References: BEC-PELC II E 2. Enfolding Mathematics IV. Materials: chart, multiplication table, picture, rectangular regions,

MATHEMATICS IV

Date: ___________

I. Objective: Solve word problems involving addition of similar fractions without regrouping

Value: Cooperation

II. Subject Matter:Solving word problems involving addition of similar fractions without regrouping

References: BEC-PELC II D 3.1 Enfolding Mathematics IV

Materials: flashcards, word problem written on manila paper

III. Learning Activities:A. Preparatory Activities:

1. Drill: Oral drill on adding basic facts using flashcards.

8 5 4 6 7+1 +3 +5 +2 +2------ ------ ------ ------ ------

2. Review:Addition on similar fractions using flashcards.

2/5 + 1/5 = 4/10 + 2/10 = 3/8 + 2/8 = 5/9 + 3/9 =

3. Motivation:Is it important to join in your school activities? Why? How do you feel when joining

school activities like field trips?

B. Developmental Activities:1. Presentation:

Read and solve this problemMrs. Bustamante bought a rectangular cake. She divided it into 8 equal parts. Her son ate

3/8 and her daughters ate 2/8 of it. How many parts of the cake were eaten?

1. What are given in the problem?2. What is asked in the problem?3. What operation will you use? Why?

C. Generalization:How do we solve word problems?

D. Practice Exercises:Read and solve on your paper.

Tootsie spent 2/4 of an hour sweeping the yard and 1/4 of an hour watering the plants. How long did she work?

IV. Evaluation:A. Read and solve the problems carefully. Remember the steps in problem solving.

1. Charisse spent 2/3 four scrubbing and sweeping the floor and 1/3 hour wiping the furniture, How long did she work in the living room?

2. Bernard bought 3/8 gram of peanuts in the morning and 2/8 gram of cashew nuts in the afternoon. How many grams of nuts does he have?

V. Assignment:A. Read and solve following the steps in problem solving.

1. Mother bought a whole pizza and sliced it into 6 equal parts. She ate 1/6 of the pizza and her son ate 2/6 of it. What part of the whole pizza was eaten?

2. Lara sold 3 pieces of ribbon. One piece was 2/8 meters long, another piece was 3/8 meters long, and the third piece was 1/8 meters long. What was the total length of the ribbon sold?

MATHEMATICS IV

Date: ___________

I. Objective: Solving word problems involving subtraction of similar fractions without regrouping

Value: Following Directions

II. Subject Matter:Solving word problems involving subtraction of similar fractions without regrouping

References: BEC-PELC II D 3.2Enfolding Mathematics IV



1. Drill: Oral drill on subtracting basic subtraction facts using flashcards.

8 9 10 9 7-5 -4 - 6 - 5 -2------ ------ ------ ------ ------

2. Review: Find the difference18/20 – 5/20 = 5/20 – 2/20 = 3/25 – 2/25

3. Motivation:Is it important to follow directions correctly? Why? Let us see if you can follow some

directions in order to solve a problem.1. Get a strip of paper.2. Fold it into 4 equal parts3. Color 2/4 red and 1/4 of it green4. What part of the strip is left uncolored? Write your answer at the back of the colored

paper.


Read the problem carefully. Answer the questions about it.Harold and Chito sold 8/100 kg of old news papers on Saturday and 72/100 kg on

Sunday. What is the difference in the weight of the newspaper old on Saturday and Sunday?B. Answer the questions below.

1. What is asked in the problem?2. What are the given facts?3. What process will be used?4. Write the mathematical sentence for the problem.5. What is the correct answer?

C. Generalization:Ask: How do we solve word problems?

D. Practice Exercises:Read the problem and solve on your paper.

The girls used 3/4 kilogram of cabbage and 1/4 kilogram of lettuce in their cooking class. How many more kilograms of cabbage and lettuce were used?

IV. Evaluation:1. Marco has 6/8 meters of illustration board. He used 4/8 of it for his drawing. What part of his

illustration board was left?2. Father bought 7/12 liters of gasoline. He used 5/12 liters in going to a nearby town. How many

liters of gasoline was left unused?

V. Assignment:Read and solve the problems. Follow the steps in problem solving1. Aling Mila bought 3/4 kilogram of grapes. She gave 2/4 kilogram to her mother. How many

kilograms of grapes were left to her?2. Lando cut a bamoo stick which was ¾ meter long. He used ¼ meter for a garden peg. What was

left of his bamboo stick?

MATHEMATICS IV

Date: ___________

I. Objective: Visualize multiplication of fractions

Value: Generosity

II. Subject Matter:Visualizing multiplication of fractions

References: BEC-PELC II E 1.1Enfolding Mathematics IV

Materials: strip of cartolina with different shapes, cutouts of fractions, learning activity sheet


1. Drill: Answer the basic multiplication facts using flashcards

3 x 2 = 5 x 3 = 4 x 3 = 2 x 3 = 5 x 6 =

2. Review:Identifying fractions using cutouts of fraction. Name the fraction for the shaded part.

3. Motivation:Acting out a problem (Kinestetic) Ask a group of 8 pupils to stand in 2 rows in front of

the class. Ask — of the ¾ of the group to sit down then ask 1/3 of the group who sat down to kneel. What part of the whole group would still be kneeling?


a. Present the word problem.Mayumi bought1/3 of a meter of linen cloth. She used 1/2 of it to make a

handkerchief for her Mother. What part the cloth was used for the handkerchief?

Ask: What kind of daughter is Mayumi? Is it good to be generous? Why?Ask for the multiplication sentence =

½ of 1/3b. Help them visualize and interpret the multiplication sentence.c. Present the multiplication sentence by computation.

C. Generalization:How do you visualize multiplication of fractions?

D. Practice Exercises:Visualize each multiplication of fractions.

1. 3/5 of 2/6 4. 4/9 of 3/42. 5/8 of 2/3 5. 3/5 of 4/63. 4/7 of 1/8

IV. Evaluation:Draw the following fractions:

1. 3/5 of 1/3 3. 2/3 of 1/52. 2/5 of ¼ 4. 2/5 of ½

V. Assignment:Complete the table.

Fraction Illustration Product1. 2/3 of ½ ____________ _____________ 2. 1/3 of ½ ____________ _____________

MATHEMATICS IV

Date: ___________

I. Objective: Find the fractional part of a number.

Value: Cooperation

II. Subject Matter:Finding fractional part of a number


Materials: flashcards, cutouts of fractions, learning activity sheets, counters like buttons, seeds, etc.


1. Drill: Oral drill on basic multiplication facts using flashcards.

3 x 4 = 8 x 3 = 7 x 5 = 6 x 4 = 4 x 9 =

2. Review:Give the multiplication sentence suited for the given pictures.

3. Motivation:a. Divide the class into groups of 4. Give each group 20 counters and number cards from 0

to 9.b. Ask the groups to use their counters to show the following.

Example: ½ of 12 = 61. 1/3 of 152. 1/3 of 183. 1/5 of 20


Ramil has 20 marbles in a jar. One fifth of it are red marbles. How many red marbles are in the jar?1. Help them analyze the data in the problem.

a. What part of the marbles are red?

b. How many marbles are there inside the jar?c. Write the mathematical sentence?d. Get 1/5 of 20. What is your answer?

C. Generalization:How do you get the fractional part of a number?

D. Practice Exercises:Read and solve on your paper.

Joshua had 12 colored pencils. What if 1/4 of them are broken? How many pencils are broken?

IV. Evaluation:Find the answer.1. 1/10 of 200 = n2. 1/12 of 36 = n3. 2/3 of 20 = n4. ¾ of 16 = n5. 2/7 of 14 = n

V. Assignment:Find the answer.

1. 2/4 of 162. 3/8 of 403. 4/5 of 504. 2/9 of 815. 2/3 of 18

MATHEMATICS IV

Date: ___________

I. Objective: Translate expressions such as ½ of 2/3, 2/3 of 1/6

Value: Resourcefulness

II. Subject Matter:Translate expressions such as ½ of 2/3, 2/3 of 1/6

References: BEC-PELC E 1.2.1 and E 2Enfolding Mathematics IV

Materials: flashcards, cutout of fractions, learning activity sheet, chart showing illustrations


1. Drill: Contest on basic multiplication facts using flashcards.

3 x 2 = 7 x 2 = 5 x 2 = 2 x 3 = 6 x 3 =

2. Review:Naming fractionsGive the fractions for the shaded part

3. Motivation:Get ½ sheet of Grade 4 paper. Fold ½ of your paper. What is ½ of a half?


a. Nancy found a piece of white cloth in an old chest of her grandmother. She cut 2/3 of it then she used ½ of this for her apron’s pockets. What part of the whole piece of cloth did Nancy use for her apron’s pockets?1. Help the pupils in the analysis of data.

a. What kind of a girl is Nancy?b. If you were Nancy, would you do the same? Why?c. What part of the cloth did Nancy cut?

2. Help them visualize and interpret the multiplication sentence.a. Show them this illustration.b. Ask them to shade 2/3 of this illustration then doubly shade ½ of it.

C. Generalization:How do you translate expressions such as ½ of 2/3 into mathematical sentence?

D. Practice Exercises:Read and solve on your paper

During a tooth-brushing demonstration for dental week, several Grade 4 pupils used 1/2 of the 3/a full tube of toothpaste. What part of the whole tube of toothpaste was used?

IV. Evaluation:Translate the following expressions to multiplication sentences.

1. 2/4 of ½ =2. 2/3 of 1/5 =3. 3/5 of 1/3 =4. 3/6 of ¼ =5. 2/5 of 1/3

V. Assignment:Translate the following expressions to multiplication sentence.

1. 2/7 of ¾ =2. ½ of 4/5 =3. 1/3 of 4/7 =4. 2/4 of 3/8 =5. 1/5 of ½ =

MATHEMATICS IV

Date: ___________

I. Objective: Multiplying a fraction by another fraction

Value: Generosity

II. Subject Matter:Multiplying a fraction by another fraction

References: BEC-PELC II E 2Enfolding Mathematics IV

Materials: chart, multiplication table, picture, rectangular regions, show-me-boards, learning activity sheets


1. Drill: Conduct a drill on the basic multiplication facts.4 x 6 6 x 3 9 x 8 7 x 5 6 x 6

2. Review:Review expressing fractions in lowest term.Write each fraction in its lowest terms.

a. 2/10 = _____ c. 8/32 = _____b. 6/15 = _____ d. 5/15 = _____

3. Motivation:Show a picture o[ a cake and say, "Suppose you have a whole cake. You cut it into halves

and gave of a half to your neighbor.What part of the whole cake did you give away?

Ask: Is it good to share food with neighbors? Why?


Present the lesson by asking 4 groups of pupils to follow directions written in activity sheets.a. Ask representatives from each group to post their work on the board as he/she reports

about it.b. Teacher checks which groups have the correct illustration.c. Ask: What is 1/2 of 1/4 then?

Show this on the board:½ of ¼ = 1/8

C. Generalization:How do we multiply a fraction by another fraction?

D. Practice Exercises:Read and solve on your paper. Express the answer in its lowest term.

1. A butter cake recipe needs ¾ cup milk. How many cups of milk are needed to make ½?2. A sewer made pockets for shirts. First, she cut 2/3 meter of the material. Then, she use ¾ of

the material she had cut for pockets. How much material did the sewer used for pockets?

IV. Evaluation:Multiply. Write the answer in its lowest term.

1. 1/3 x 1/8 =2. ½ x 2/3 =3. 4/5 x ½ =

V. Assignment:Find the value of n

1. 1/3 x ½ = n2. 2/3 x 2/5 = n3. 2/5 x 1/10 = n4. 4/5 x 1/3 = n5. 1/3 x ¾ = n

MATHEMATICS IV

Date: ___________

I. Objective: Solving word problems involving multiplication of fractions

Value: Cooperation and Sportsmanship

II. Subject Matter:Solving word problems involving multiplication of fractions




1. Drill: Oral drill on basic multiplication facts using flashcards.

Example: 5 x 4 = 6 x 3 = 7 x 6 = 8 x 9 =

2. Review:Ask: What are the steps in solving word problems.

3. Motivation:Say: Are you ready for a contest on multiplication of fractions? Using flashcards, conduct

a contest on multiplying fractions. Do this by groups. Emphasize to work cooperatively and accept their losses if some groups win.

Did the members of the group cooperate with one other? How?What did the loser group do? Is it important to be a good sport? Why?


a. Present a word problem.Precious brought home 4/5 of a round cake. She gave her brother 1/3 of it. What part

of the whole cake did she give to her brother?

b. Help them analyze the word problem by answering the following questions.a. What is asked in the problem?b. What are the given facts?c. What operation will you use?d. Write the number sentence.e. What is the answer?

C. Generalization:Ask: How do we solve word problems involving multiplication of fraction?

D. Practice Exercises:Have the pupils analyze the problem then let them get a piece of paper and draw a circle

representing the bibingka then let them cut/divide the circle as stated in the problem.

Aling Myrna divided the bibingka into five equal parts. Nardo got one slice and gave half of the slice to Gerard. What part of the whole bibingka did Gerard get?

IV. Evaluation:Slow Learners

For each of the problem, write what is asked and the mathematical sentence then solve for the answer. Do these on your paper.1. Elvira had 3/4 of a cake. She gave 1/2 of it to her younger sister. What part of the whole cake did

Elvira give away?2. Dante had 3/a can of horse manure. He used 1/2 of it to fertilize his garden plots. What part of the

can of horse manure did he use?

Average LearnersRead and solve the problems. Follow the steps in problem solving.1. Catherine had 3/5 meter of lace. She used 2/3 of it for her project. What part of the lace was used

for her project?2. John had 4/5 of the plot vacant. He planted 1/4 of it with pechay. What part of the plot was planted

with pechay?

Fast LearnersSolve the following problems

1. In the hospital, 7/10 cavan of rice is cooked in a day. How many cavans of rice is cooked in 1/3 of a day?

2. 4/5 of Benjie's garden is planted with vegetables. Of the vegetables planted, 7/8 is cabbage. What part of the garden is planted with cabbage?

V. Assignment:Solve for the following problems1. Danny and Lily packed 3/4 of the canned goods. 2/3 of these were sardines. What part of the

canned goods packed were sardines?2. Mother cooked fried chicken for her scn's birthday party. She bought 3/a liter of cooking oil.

However, she used only 1/2 of it. What part of the cooking oil was used?

MATHEMATICS IV

Date: ___________

I. Objective: Analyze word problems involving multiplicationof fractions

Value: Active participation and cooperation

II. Subject Matter:Analyzing word problems involving multiplication of fractions.

References: BEC-PELC II E 3.1.1 – 3.1.4Enfolding Mathematics IV

Materials: Activity sheets, mini boards, textbooks, strips of cartolina


1. Oral drill on basic multiplication facts using flashcards.Example: 5 x 4 = 6 x 3 = 7 x 6 = 8 x 9 =

2. Review:a. Have a game on rearranging steps in analyzing word problems.b. The group that finishes first is the winner.

3. Motivation:Present this word problem Marissa bough 1 of a meter of cotton cloth. She used I of it to

make a tablecloth, What part of a meter was used for the tablecloth?a. Who is Marissa?b. What did she do?


How will you find the answer to the problem? How are you going to work with the other members of your group? Why do you have to cooperate with the other members of the group?

Strategy 1- Acting out the problem1. Members of the group are to act the problem.2. The group should follow the steps in analyzing the problem.

a. What is asked? ________b. What are the given facts? ________c. What is the operation to be used? ________d. What is the mathematical sentence? ________e. What is the answer? ________

C. Generalization:How do you analyze problems involving multiplication of fractions?

D. Practice Exercises:Supply the missing words.

Roy used 1/3 of the 7/8 meter of bamboo stick for his lantern. How much of the stick was used?1. The problem is asking for ________2. The answer to the problem is ________3. The mathematical sentence is ________4. The process to be used is ________5. The ________ and ________ are the given data.

IV. Evaluation:Connie had ¾ of a cake. She gave ½ of it to her friend. What part of the cake did Connie give

away?Choose the letter of the correct answer.1. What is asked in the problem?

a. Pieces of the whole cakeb. Part of the cake that is given awayc. Parts of the cake that were eatend. Pieces of the cake that were broken

2. What are the given facts?a. ½ part of the cakeb. ¾ part of the cakec. ½ and ¾ of a caked. 3/8 part of a cake

V. Assignment:Write the words that show the steps in analyzing word problems. Get the data from the problems

given below.a. What is asked in the problem?b. What are the given facts?c. What is the process to be used?d. What is the mathematical sentence?e. What is the answer?

1. David had ¾ can of horse manure. He needs ½ of it to fertilize his garden plots. What part of the can of horse manure did he use?

2. Rennie bought ½ liter of paint. He used 3/5 of it for their class in Industrial Arts. How much paint was used?

MATHEMATICS IV

Date: ___________

I. Objective: Identify the different kinds of plane figures

Value: Carefulness and awareness to the things around us

II. Subject Matter:Identifying the different kinds of plane figures

References: BEC-PELC III A 1.1Enfolding Mathematics IV

Materials: cutouts of different shapes, real objects, illustrations/drawings, coins



2. Review:Lucia and Claudine went to visit their Lola Clara in the city. They rode on a bus which

rolled out into the highway. They saw signs like these as they were traveling

Can you tell the shapes of the sign boards?Can you identify them?What do signs tell us?What are the importance of this sign to us?

3. Motivation:Do you know the song, "bahay kubo"What does it tell?If you were to describe the vegetables, how does each vegetable look like?Who can give the tune of the song?

B. Developmental Activities:1. Presentation of the lesson:

a. Introduce the lesson with a song to the tune of "Bahay Kubo" What is Mang Kiko made of? (2x)

That is what Mang Kiko is made of. What are the figures mentioned in the song?Can you identify each figure?

C. Generalization:What do we call a closed figure?How about a figure with 3 sides?What about 4 sides?What do you call these figures?

D. Practice Exercises:Naming game (body or sign language)

1. circle2. triangle3. quadrilateral

IV. Evaluation:Direction: Count the number of place figure in the illustration.

Dyads: How many quadrilaterals are there? Triangles? Circles?

V. Assignment:Identify the different body parts of the doll and describe each figure.

MATHEMATICS IV

Date: ___________

I. Objective: Identify the parts of a triangle

Value: Orderliness in doing the activity

II. Subject Matter:Identifying the parts of a triangle

References: BEC-PELC III A. 1.2aEnfolding Mathematics IV

Materials: textbooks, cutouts of triangles, protractor, art paper


1. Drill: Show pictures showing polygons with different sides and let the pupils identify them.

2. Review:Show cut outs of different plane figures and let the pupils identify them (circle, square,

triangle, rectangle, rhombus, parallelogram, trapezoid)

3. Motivation:Present a figure made up of triangles


a. Present a big cut out of a triangle. Look at the triangle. What can you say about this triangle?What does a triangle have?How many sites does a triangle have?Show us the sides.How many vertices doesShow us the vertices.

C. Generalization:What are the parts of a triangle?What are the kinds of triangles according to sides?

D. Practice Exercises:What kind of triangle are the following?

Name the part of the triangle that is indicated below.

IV. Evaluation:Name the triangles in each figure. Identify each one of them.

How many triangles do you see in the figure? Name them.

V. Assignment:

Draw the following1. right triangle2. scalene triangle3. obtuse triangle4. equilateral triangle

MATHEMATICS IV

Date: ___________

I. Objective: Identify the parts of a quadrilateral

Value: Sportsmanship

II. Subject Matter:Identifying the parts of a quadrilateral/kinds of quadrilateral

References: BEC-PELC III A 1.2bEnfolding Mathematics IV

Materials: cutouts of quadrilaterals/triangles


1. Drill: Square Deal (Stress sportsmanship when playing games)

2. Review:

3. Motivation:Look at the objects inside our room what different shapes do you see? I have here a story

problem. I want you to listen carefully then use your imagination to answer the question.


The Valdez family lives at St. Jude Village, City of San Fernando. Beautiful landscape of surrounding the houses are a sigh to see. The different structures and trees planted along the streets make life worth living for. Can you imagine the different shapes in the place?

2. Analysis/Discussion:Note: Let the pupils answer the questions in dyads. Tell them to describe each figure they

have made.a. What shapes can you imagine?b. What is the common shape of the houses in the village?c. What is the shape of the floor tiles?

C. Generalization:What are the parts of a quadrilateral?

D. Practice Exercises:Draw the following quadrilaterals?1. Square2. Rhombus3. Rectangle4. Parallelogram5. Trapezoid

IV. Evaluation:Name the quadrilateral described.

a. Has 4 equal sides and 4 right anglesb. Has 2 pairs of parallel sidesc. Has exactly 1 pair of parallel sided. Has 4 equal sides but has no right anglese. Has 2 pair of equal sides and 4 right angles

V. Assignment:1. Draw different quadrilaterals. Label their sides and vertices.2. Bring objects representing the 5 quadrilaterals learned in class.

MATHEMATICS IV

Date: ___________

I. Objective: Identify the parts of a circle

Value: Identifying the parts of a circle

II. Subject Matter:Solving word problems involving subtraction of similar fractions without regrouping





2. Review:Below is a picture of a house. Identify the square, the rectangle, the trapezoid and the

parallelogram by naming the part of the house.

3. Motivation:

a. Present drawings of circles of different sizes (ask pupils)b. Ask pupils to describe the circles they see. Have them give the characteristics of a circle.


a. Present the lesson through a group activity.Ask: What should you do Ii you are in a group?Why do you think you should cooperate with one another?

Group 1: Activity1. Give the pupils cutouts of circles2. Ask the pupils to fold the circle into 2 equal parts.3. Ask the pupils to mark the center of the circle with an X4. Then mark the fold A and B at both ends.5. Introduce the term diameter for this line segment.

C. Generalization:What is a diameter?What is a radius?What is a circumference?

D. Practice Exercises:Draw a circle showing the following.

1. S as the center2. ST as the diameter3. SY as the radius4. SX as the radius5. SO as the radius

IV. Evaluation:Using the same circle, tell what is the name in each number below. Write the diameter or radius.

1. ON = _________2. OR = _________3. PR = _________4. OK = _________5. OP = _________

V. Assignment:1. If the radius of a circle is 10 cm, how long is its diameter?2. How long are the radius?3. Show the circle by means of drawing.

MATHEMATICS IV

Date: ___________

I. Objective: Describe plane figures according to sides, corners, shapes and their functional use?

Value: Cooperation and self-confidence

II. Subject Matter:Describing plane figures

References: BEC-PELC III A 1.3.1 and 1.4Enfolding Mathematics IV

Materials: cutouts of plane figures like square, rectangle, parallelogram, triangle, circle


1. Drill: Mathematics Word DrillA B C

Parallelogram Circle RectanglePlane Figures Polygon PentagonTriangle Rhombus Trapezoid

2. Review:What are points? What are lines? Line segments? Differentiate a line from a line

segment.

3. Motivation:Call 3 pupils in front. Give each of them a thin piece of wire. Tell them that what they are

going to make is a plane figure. At the signal "go" they will start making their figure. Afterwards, let them describe what they have made.


Prepare. cut outs of plane figures using materials such as cardboard or used folders. Put the cut outs in a box or paper bag. Blind fold a pupil and ask him/her to pick a figure from the box. Let him/her guess what the figure is. Have him/her describe the figure according to sides, corners and shapes. (e.g. it has four equal sides and four corners)

Activitiesa. Show the pupils the cut outs prepared for the day's lessonb. Let them describe their shapes/sides

C. Generalization:What are the plane figures? How will you describe the following according shapes, sides and

corners? — square, triangle, rectangle, rhombus, etc.

D. Practice Exercises:Draw and identify the plane figure represented by the following objects

IV. Evaluation:Draw the following objects. Under the pictures drawn, identify the plane figures/s represented by

each.1. alphabet book2. tent3. orange4. Coor5. kiteDraw a big square. Inside it, draw a small triangle. At the three sides of the triangle, draw three

small circles. At the center of the triangle draw an oblong. What kind of figures have you drawn?

V. Assignment:Draw 10 plane figures. Describe the plane figures you have drawn.

MATHEMATICS IV

Date: ___________

I. Objective: Identify parts of an angle

Value: Cooperation

II. Subject Matter:Identifying the parts of an angle

References: BEC-PELC III A 2, 2.1Enfolding Mathematics IV

Materials: Drawing and cut outs of angles


1. Drill: Identify the following lines.

2. Review:Why is a ray?

Name the rays in the illustration.

3. Motivation:What do you think will be formed when the endpoint of the two rays meet?


1. Ask a pupil to draw a point on the board and name this point O.2. Ask another pupil to draw a ray with O as the 2nd point and name this ray OR.3. Introduce the name vertex.

The common endpoint of ray OR and OZ is called vertex. The rays are called the sides

What figure have you formed?What angle have you formed?

C. Generalization:What are the parts of an angle? Which is the vertex?

D. Practice Exercises:Identify the numbered part of each angle.

IV. Evaluation:Give the endpoint and the two sides of each angle below.

V. Assignment:Name as many angles as you can in the figure below.What is the vertex of all the angles? Name 5 sides of any angle.

MATHEMATICS IV

Date: ___________

I. Objective: Visualize the different kinds of angles as acute, right obtuse

Value: Sportsmanship

II. Subject Matter:Naming Different kinds of angles

References: BEC-PELC III A 2.2; 2.2.1Enfolding Mathematics IV

Materials: flashcards, pieces of cartolina, two strips of cardboard joined by a fastener


1. Drill: Identify the parts of each angle below.

2. Review:

Name the angles you can find in the drawing below.

3. Motivation:

Show the pupils different cut outs of angles.Ask: What can you say about the angles? Are they the same?


a. Showing cut outs of catolina.1. Show a piece of cartolina to the class.

2. Described the angle formed at B. It looks like a square corner. Introduce the word right angle. It measures 90 degrees.

3. Give the pupils two strips of cardboard joined together by a fastener…..pp.234

C. Generalization:What are the different kinds of angles?What is the right angle?What is an acute angle?What is an obtuse angle?

D. Practice Exercises:Study the drawing below. Name each kind of angle below

IV. Evaluation:What kind of angle is in each number below?

V. Assignment:

Make the following using colored paper or cartolina.1. Make 2 cut outs of acute angles.2. Make 2 cut outs of obtuse angles.3. Make 2 cut outs of right angles

MATHEMATICS IV

Date: ___________

I. Objective: Classify angles as right, acute and obtuse

Value: Cooperation

II. Subject Matter:Classifying angles as right, acute and obtuse.


Materials: clock, charts, illustrations


1. Drill: a. What is an angle?b. Name each angle below.

2. Review:Guessing game: Guess who I am then ask somebody to show and angle on the board.

a. I am an angle, I'm smaller than a right angle. I measure less than 90 degrees. Who am I? (acute angle)

b. I am an angle which is bigger than a right angle. I measure more than 90 degrees. Who am I? (obtuse angle)

3. Motivation:(Show 3 groups of angles to the class)

Ask: How are these angles grouped together?


Look at this clock. What time does the Construct or paste them on a piece clock show? (9:00)

What kind of angle is formed?

Observe the figure. Answer the following.

a. Name 2 right angles.b. Name 4 acute angles.c. Name 3 obtuse angles.d. Name an angle that looks the same in size as angle BCD.

C. Generalization:How did we classify the angles?We classified the angles according to kind: right, acute, obtuse.

D. Practice Exercises:Bring Me Game

Group 1Bring me 5 objects with acute angles

Group 2Bring me 5 objects with acute angles

Group 3Bring me 5 objects with right angles

IV. Evaluation:What kind of angle is in each group?

V. Assignment:Look at the angles below. Classify them as to right, obtuse and acute angle.

MATHEMATICS IV

Date: ___________

I. Objective: Identify congruent angles

Value: Cooperation

II. Subject Matter:Identifying congruent angles


Materials: protractor, several examples of congruent figures, rectangular and square pieces of paper, comapass


1. Drill: Ask the pupils to name the different kinds of angles formed by 2 rectangular strips

fastened together.

2. Review:What is a right angle? An acute angle? An obtuse angle?

3. Motivation:Show 2 pieces of the same size of paper. Look at these pieces of paper. Which is bigger?

Which is smaller? Why? (They are both of the same size)


Present 2 right angles. Ask the pupils to place the square corner of a cardboard on each angle.Ask: Do they have the same measure? Do the angles ABC and XOY match exactly? (Yes)

Why? (They have the same size or measure)

So we say angles ABC and XOY are congruent.

C. Generalization:When are angles said to be congruent?

D. Practice Exercises:Draw or construct 2 pairs of congruent angles.

IV. Evaluation:1. Use the piece of cardboard to find out which angles are congruent.2. Use the protractor or compass to find out which angles are congruent.3. Draw 2 pairs of congruent angles.

V. Assignment:A. On a piece of bond paper, construct 3 pairs of congruent angles.B. Choose the pairs of angles that are congruent. You may use a compass to find out if they have the

same measure.

MATHEMATICS IV

Date: ___________

I. Objective: Find the perimeter of a triangle

Value: Conservation of trees

II. Subject Matter:Finding the perimeter of a triangle

References: BEC-PELC IV A 1Enfolding Mathematics IV

Materials: modules or illustrations of triangles, ruler


1. Drill: Drill on adding numbers mentally

10 + 13 = 45 + 45 = 180 + 120 = 170 + 130 =

2. Review:Identifying different kinds of triangle. Show models of triangle.What kind of triangle is this? Why? Because it has a right angle.

3. Motivation:Let’s estimate the sum of the sides of each triangle in centimeters.

Let’s see who got the correct estimation.


a. Provide each group with the same size of triangles.b. Ask the pupils to do actual measurements of the triangles.c. Compare the results of their estimation and their actual measurements.d. Commend those whose estimates are close to the actual measurements.e. Tell the class that what they have measured is the perimeter of a triangle.f. How did you measure the triangle? (By measuring all its sides)g. So, can you think of a formula for finding the perimeter of a triangle? (P = S1 + S2 + S3)

C. Generalization:What is a perimeter?How do you find the perimeter of a triangle?

D. Practice Exercises:Find the perimeter of the following.Use the formula you have just learned.

1. A triangle whose sides measures 12 cm, 15cm and 10 cm.2. A triangle whose sides measures 20 cm, 18cm and 13 cm.

IV. Evaluation:A. Fill in the blanks below.1. Perimeter = 18 cm + 12 cm + 10 cm

P = ______ cm2. Perimeter = 10 cm + 10 cm + 12 cm




P = ______ cm

V. Assignment:Bring to class 5 cut outs of triangles with the measurements of sides.

MATHEMATICS IV

Date: ___________

I. Objective: Derive a formula for finding the perimeter of a polygon.

Value: Accuracy

II. Subject Matter:Deriving a formula for finding the perimeter of a polygon.

References: BEC-PELC IV A 1.2Enfolding Mathematics IV

Materials: textbooks, real objects, diagrams, illustrations, cut outs of polygons


1. Drill: Identifying polygons by means of a guessing game.

Example:I am a polygon with four equals sides Who am I?

2. Review:Ask what unit of measure is appropriate for objects such as:

Distance between buildings Sides a handkerchief Safety pin

3. Motivation:Show a plain handkerchief. Do you carry your handkerchiefs everyday? Why? What are

the uses of a handkerchief?


a. Show a piece of laceIf I'm going to sew lace around this handkerchief would this lace be enough? Get the

children's opinion. What are we going to do to get the exact length of the lace? Let the pupils measure the sides and compute for the distance around. Ask what they measured and why. Tell them to describe what they measured leading them to use the phrase distance around. Introduce the term perimeter for this distance. Have the pupils illustrate the object (handkerchief) on the board with the corresponding measures and ask one to write the number sentence for this.

25 + 25 + 25 + 25 or 4 x 25Thus the formula is

P = S + S + S + S or P = 4 x S

C. Generalization:What is perimeter?How do you find the perimeter of a polygon?

D. Practice Exercises:Find the perimeter of each figure.

IV. Evaluation:Seatwork1. Give the perimeter of each figure.

V. Assignment:Make cut outs of polygons. Write the measurement of each side.

3 cm

MATHEMATICS IV

Date: ___________

I. Objective: Solve word problems involving perimeter measure

Value: Cooperation/Accuracy

II. Subject Matter:Solving word problems involving perimeter measure

References: BEC-PELC IV A 1.3.1Enfolding Mathematics IV

Materials: picture chart, pocket chart, flashcards


1. Drill: What formula a do we use to find the perimeter of the following?

- rectangle- triangle- pentagon- square

Find your answer in the pocket chart.

2. Review:What must be remembered in solving word problems to make sure that you will get the

correct answer?

3. Motivation:Who comes to school by just walking? .How far do you walk from your home to the

school? Do you know how to find it?

B. Developmental Activities:1. Presentation of lesson through a word problem

Vince walked from his house to the school then to the market and back home. How far did he walk?

C. Generalization:How did we solve the problem?

D. Practice Exercises:Solve this word problem by yourself.

For your project in EPP, you made a square frame that measures 45 centimeters on one side. What is the perimeter of the frame?

IV. Evaluation:Solve the word problems. Follow the steps in problem solving.1. Jocelyn's flower garden has a length of 10 meters and a width of 6 meters. Find the perimeter of

the garden.2. One side of a square playground of San Isidro Central School measures 120 meters. How many

meters of chicken wire are needed to enclose the playground?3. There are 15 regular hexagonal poster frames in the 'dilly's gallery. Each side of the frame is 22

cm long. How much wood had been used for the frames?

V. Assignment:1. Formulate one problem involving perimeter measure.2. Rex bought an octagonal mirror with each side measuring 25 cm. What is the perimeter of the

mirror?3. Jelleni jogs around a triangular park which measures 425 meters, 350 meters and 435 meters.

How far will she jog if she goes around the park twice?

MATHEMATICS IV

Date: ___________

I. Objective: Find out the area of a triangle

Value: Cooperation the area of a triangle

II. Subject Matter:Finding the area of a triangle

References: BEC-PELC IV B 1aEnfolding Mathematics IV

Materials: meter stick, ruler, tape, scissors, cut outs


1. Drill: 1. Drill What will you do to make the lanterns beautiful?

Let the pupils give the answers by multiplying 2 neighboring numbers until the triangle is completed.

Triangle Round up

2. Review:Using cut outs of triangular flaglets with labels on each side, ask the pupils to give the

formula in finding the area of a triangle.

3. Motivation:Amado made a triangular lantern with a base of 30 cm and a height of 25 cm. What is the

total area of a lantern?Ask: What are lanterns for?

What will you do to make the lanterns beautiful? What is the shape of the lantern?


a. Group Activity

Group A1. Illustrate on how to find the area of the triangle.2. Solve for the area of the triangle.

Group B1. Using a cartolina, show the exact measurement of the triangle.2. Label each side and find the area of the triangle

C. Generalization:How did you get the area of a triangle?

D. Practice Exercises:Find the area of the triangle.

c. A triangular-shaped lot has a base of 20 m and a height of 15 m what is the area?

IV. Evaluation:1. Here is a diagram of the lot bought by Jose. He divided it diagonally. The resulting 2 lots are

triangular. He gave one lot to his nephew. What is the area of the lot?

V. Assignment:

2. The triangular lot has base of 20 m and a height of 15 m. what is the area of the lot?3. Measure a piece of grade 4 paper, find the measurement of the length and the width. Fold it

diagonally and solve the area of the triangle formed.

MATHEMATICS IV

Date: ___________

I. Objective: Find the area of parallelograms in square meters or centimeters

Value: Sharing one’s ideas

II. Subject Matter:Finding the area of parallelograms

References: BEC-PELC IV B 1bEnfolding Mathematics IV

Materials: graphing or grid paper, learning activity sheet.


1. Drill: Drill on basic multiplication facts orally

10 x 13 = 5 x 6 = 80 x 10 = 17 x 10 =

2. Review:Give the equation for the figure.

3. Motivation:Situation:

Mr. Tan is covering the floor area of his sala with square tiles. How many square tiles does he need?

If you are Mr. Tan, how are you going to do it? What are you going to do with the square tiles? Can you paste it on? What will you put on it so that it will not be removed?


For Mr. Tan's floor area of his sala. There are 8 rows of squares. There are 10 squares in each row.Group Activity

Group 1a. Illustrate the floor area of Mr. Tan's Sala.b. Indicate the measurements on each side.c. Multiply the length and width. What is the answer?

Group 2a. Write the length and width of Mr. Tan's sala.b. Solve by multiplying the 2 given numbers.c. Label your answer by expressing it in square units.

C. Generalization:How do you find the area of a rectangle? How about a square?

D. Practice Exercises:Find the area

1. L = 10 mm L = 25 cmW = 9 mm W = 12 cmA = ______ A = ______

2. Mang Pedro's square vegetable garden measures 5 meters on one side. If a lot measures 12 meters long and 10 meters wide. What is its area?

IV. Evaluation:Find the area.

1. Find the missing numberL = 12 m S = 10 dmW = 6 m A = _______A = _______

2. A glass of measures 130 cm by 46 cm. will it fit a table that measures 127 cm by 62 cm? Why?

V. Assignment:1. Measure the length and width of your dining table then solve for its area.2. Find the area of your room.

Documents

MATHEMATICS V - WordPress.com… · Web view · 2012-11-21References: BEC-PELC II E 2. Enfolding Mathematics IV. Materials: chart, multiplication table, picture, rectangular regions,