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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

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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

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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.

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(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.

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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

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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

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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.

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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

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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:

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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

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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.

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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.

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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.

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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

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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


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.

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Determines thesignificant digits

in a givensituation


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:


14) What is the simplified

form of ? (A)

a. 2

b. 20

Correct choiceis D because(90)2=8100

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2 4 8

10

4 8

10

c. 900*d. 90

M

Understanding(30%)


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

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2 5

7

2



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

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Describes andrepresents real-life situationswhich involve

integers, rationalnumbers, squareroots of a rationalnumbers andirrational numbers


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

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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


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.

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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.

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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

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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.


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

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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


The planinvolved theapplicationof very few


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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%

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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

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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

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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

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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)

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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)

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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

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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:

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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

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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

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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

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number to thenearest tenth.

121? (A)*a. 16b. 26

c.

d.

then 10 + 11 -5 = 16

with processquestions.

M

Understan

ding(30%)


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.

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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

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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.

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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.

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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.

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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

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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.

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F A

A


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)



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

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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 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

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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

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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 3

(Lesson 1)







Activity 18 , 19(Lesson 2Topic 3)


Activity 24, 25(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

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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 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 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

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48

D

T

T

T

(Lesson 3Topic 2)


Exercise 9(Lesson 3Topic 2)Worksheet 1(lesson 4)

PerformanceTask (Lesson4)


Activity 2(lesson 5)Activity 3(lesson 5)




Activity 9(Lesson 5)Activity 10(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

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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

Documents

MathQtr1