Embed Size (px)
Citation preview
1
TEACHER’S GUIDE FOR OHSP ONLINE MODULE
GRADE 7 (MATHEMATICS)
Writers: Ms. Fe L. Enamno, Ms. Tanya Maria Janika M. David and 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
Notation
Form
Significant
Digits
Square Roots Application
to real-life
situations
Operations
Properties
Subsets
Real
Numbers
2
STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES
CONTENT STANDARD:
The learner demonstrates understanding of the key concepts of sets, the real
number system, estimation/approximation, significant digits, scientific notation
and their applications to real-life situations.
PERFORMANCE STANDARD:
Learners will know set concepts and set operations, subsets of real numbers and
various procedures and manipulations on the different subsets of the set of real
numbers.
(A) LEARNING COMPETENCIES:
Lesson No.
Title
You’ll learn to…
Lesson 1
BASIC IDEA OF SETS
Describe and illustrate well-defined sets, universal set, subsets and null sets. Define, describe and find the union, intersection and complement of sets. Describe, represent and compare the different subsets of real numbers. Use Venn-diagram to represent sets, subsets, and set operations.
Lesson 2 REAL NUMBER SYSTEM
Describe and illustrate the absolute value of a number on a number line as the distance of the number from 0. Arrange real numbers in increasing or decreasing order. Perform fundamental operations on integers: addition, subtraction, multiplication, division
3
State and illustrate the different properties of the operations on integers. Define and illustrate rational numbers and arrange them on a number line. Express rational numbers (both repeating and terminating/non-repeating and non-terminating) from fraction form to decimal form and vice versa. Perform operations on rational numbers and illustrate their properties. Define and illustrate irrational numbers
Lesson 3
SQUARE ROOTS
Determine between what two integers the square root of a number is. Describe principal roots and tell whether they are rational or irrational. Illustrate and graph irrational numbers on a number line with and without appropriate technology. Estimate the square root of a number to the nearest tenth.
Lesson 4 SIGNIFICANT DIGITS
Define and illustrate significant digits Determine the significant digits in a given situations.
Lesson 5 SCIENTIFIC NOTATION
Define and illustrate scientific notation Write very large or very small numbers in scientific notation.
4
(M) ENDURING UNDERSTANDING: Students will understand that…
The knowledge of real numbers is useful in solving real life
problems.
ESSENTIAL QUESTION:
How can the knowledge of real numbers help us solve real life problems?
(T) TRANSFER GOAL: Students on their own will 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 module
map 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 operations
of 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 ½ and 2/3,
the result is often 3/5 instead of 7/6. When simplifying 3 – ( -8 + 4 ), the answer often
given is 15 instead of 7.
5
Thus, the learning problem may be remedied and addressed if students see that mastery of the rules in operating the set of integers facilitates understanding of the key concepts of the real number system, its estimations and scientific notation as well as its application to solve real-life problems. 3. The Essential Question and Learning Competencies. In order for students to construct this underlying meaning, students will answer the EQ How can the knowledge 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 the
understanding 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
KNOWLEDGE AND PROCESS/
SKILLS (ACQUISITION)
UNDERSTANDING (MEANING MAKING)
TRANSFER
PRE-ASSESSMENT/ DIAGNOSTIC
Pre-test NG
Mock problem solving
IRF Sheet
Anticipation/ Reaction Guide
6
FORMATIVE ASSESSMENT
Small group work NG
Quality of questions, comments during group discussion
NG
Small group work leading 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 the students’
classifications G
Concept mapping G
Performance Task G
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
NG – Not Grade
G – Graded
Six Facets of Understanding: Explanation, Interpretation, Application, Empathy,
Perspective, Self-Knowledge
7
B. TABLE OF SPECIFICATION:
LESSON CONTENT
(ACQUISITION) KNOWLEDGE/
PROCESS SKILLS (40%)
(MEANING-MAKING}
UNDERSTANDING (30%)
TRANSFER (30%)
NO. OF ITEMS
Basic Idea of Sets
3 1
Subsets of Real Number
1 2 2
Properties of Real Numbers
4 1
Operations on Integers
5 6 7, 8 4
Rational Numbers 9 11, 12 13 4
Irrational Numbers 10 1
Square Roots 13 15 16 3
Significant Digits 17 19 2
Scientific Notation 18 20 2
8 6 6 20
C. PRE-ASSESSMENT MATRIX:
CODE Levels of Assessment
What will I assess?
MC ITEM CORRECT ANSWER AND EXPLANATION
A Knowledge (15%)
LC:
Finds he union and, intersection and complement of the set of real numbers and its subsets Describes principal roots and tells whether they are rational or irrational
1) If set A = { 1, 2, 3, 4, 5 }, which of the following sets is 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 following is an irrational number? a. a repeating terminating decimal b. a repeating non-terminating decimal
Correct Answer: A: Null set is always a subset of a given set. Correct Answer: C. The other choices are definition of rational number.
8
Describes principal roots and tells whether they are rational or irrational Determines the significant digits in a given situation Writes very large or very small numbers in scientific notation
14) What number has no real square root? a. odd b. even c. positive *d. negative 15) Which of the following is TRUE?
a.
* b.
c.
d.
17) Which of the following has two the significant digits? (A) *a. 0.024 b. 2.40 c. 24.03 d. 243 18) Which is the scientific notation of 42,000? (A) a. 42 x 103
*b. 4.2 x 104
c. 42 x 10-3 d. 4.2 x 10-4
Correct Answer: D. Negative numbers has no real square root. Correct Answer: B.√50 = √25 x 2 = 5 √2 Correct Answer: A. The number greater than 0 after the decimal point is/are significant. Correct Answer: B. Choices A, C and D did not follow the correct way of expressing numbers in scientific notation
A
Process/ Skills (25%)
LC: Performs operations on rational numbers and illustrate
4. Which of the following shows the Associative Property of Integers?
Correct C. Associative property states that in adding
9
their properties Performs operations on rational numbers and illustrate their properties MISCONCEPTIONS:
Performs operations on rational numbers and illustrate their properties 1/8 ÷ ¼ = ½ not 2 Estimates the square root of a number to the nearest 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. -3 b. -1/5 *c. 3/5 d. 1 9. Perform the indicated operations. [(1/3 + 1/3) – ½][1/8 ÷ ¼] *a. 1/12 b. 1/8 c. 1/6 d. 1/4 16) What is the answer
when you simplify 256 ?
(A) *a. 16 b. 26
c.
d.
numbers, regrouping will still yield to the same correct answer. Correct Answer: C. Choice C uses correct process of simplifying numerical expression with grouping symbol Correct Answer: A. The other choices shows incorrect denominator.
Correct Answer: A.
then 10 + 11 - 5 = 16
M
Understanding (30%)
ENDURING UNDERSTANDING:
10
Describes , represents and compares the different subsets of real numbers Describes and represents real-life situations which involves integers , rational numbers, square roots of rational numbers and irrational numbers Solves problems involving real numbers
2) Which of the following sentences describes the relationship illustrated in the diagram? a. All integers are counting numbers. *b. All counting numbers are integers. c. Counting numbers are not integers. d. Some counting numbers are integers. 6. What operation is best to use to solve the problem below? The water level in Ipo Dam is at 150.20 meters, which is above its overflow limit of 100.87 meters. How much water must be released to put the dam in stable water level? a. addition *b. subtraction c. multiplication d. division 11. You want to buy your mother a gift worth Php 200. If your daily allowance is Php 100.00, which of the following would let you
Correct Answer: B, Integers are consists of all positive and negative numbers. Correct answer: B. Subtracting the current level of water to its overflow limit will result to how much water must be release to put the in stable water level. Correct answer: B. 2/5 of Php 100 is Php 40.It will take you 5 days to save
Integers
Counting
Numbers
11
Determines the significant digits in a given situation
save for the gift in the least number of days? a. saving 1/5 of your daily allowance *b. saving 2/5 of your weekly (5 school days) allowance c. saving 0.3 of your daily allowance d. saving 0.15 of your weekly allowance 12. A rich man died without leaving a will. As such, his widow will get half of the inheritance and the rest will be equally divided among his five children. What part of the inheritance will each child get? a. 1/20 *b. 1/10 c. 1/5 d. ½ 19) Ana was given the following distances ( in km) measured individually by 5 runners in a recently held fun run in Pasig as follows; 5.67, 1.1, 0.9378 and 7.73. having observed that each measurement differs in the number of significant digits, how should Ana express the average in relation to significant digits? a. the average is rounded off to 4 significant digits b. the average is rounded off to 3 significant digits *c. the average is rounded off to 2 significant
Php 200. Correct Answer: B. The share of each child is 1/5 of ½ of the inheritance = 1/10. Correct Answer: C. A, B, D is not the least number of significant digits.
12
Writes very large or very small numbers in scientific notation
digits d. the average is rounded off to 1 significant digits 20) You are an aspiring astronomer. Your mentor has tasked you to research the distances of different planets from the sun. Which is the most efficient way to represent your data? *a. use of scientific notation b. use of standard notation c. use of exponential notation d. use of expanded notation
Correct Answer: C. A, B, D is not the least number of significant digits.
T Product/Performance (30%)
GRASPS Solves problems involving real numbers
3. As part of your research work, you need to gather data in the specific subjects enrolled by 228 students. Your research output will be presented to the panel during your defense. Your data shows the following enrolment records Biology = 86 students Communication Arts = 89 students Algebra = 145 students Algebra and Biology = 24 students Biology and Communication Arts = 16 students Algebra and Communication Arts = 22 students Algebra, Biology and Communication Arts = 15 students
Correct answer: A. With proper representation of Venn diagram, there are 15 students enrolled in all the subjects, 320 in two subjects only and 151 in one subjects only.
13
How many students are enrolled in only one subject?
*a. Algebra = 84, Biology = 31, Communication and Arts = 36 b. Algebra = 145, Biology = 86, Communication and Arts = 89 c. Algebra = 84, Biology = 79, Communication and Arts = 36 d. Algebra = 49, Biology = 62, Communication and Arts = 62 7. As a student, you are asked to record your cash flow for the week as a requirement in your Technology and Livelihood Education subject. Considering a + sign for the allowance received and – sign for the expenses incurred as shown below, which figure would best represent the amount at the end of the week? +60, -45, +70, -52, +65, -48, +70,-55, +65, -42 a. -88 b. -98 *c. 88
d. 98
Correct Answer: C. Positive sign means addition while the negative sign means subtraction.
14
8. You are a bakery owner and you want to know if you have made a profit for the day. You are given the following information: (T) i. The daily wage of your employees is Php 500.00 each and you have 4 employees. ii. The bakery sold 1000 pieces of bread at Php 5.00 each. iii. Other operational expenses of the bakery amounts to Php 2000.00 Did the bakery make a profit for the day? *a. Yes, the bakery made a profit of Php 1000.00 for the day. b. Yes, the bakery made a profit of Php 2500.00 for the day. c. No, the bakery just managed to break even for the day. d. No, the bakery lost Php 500.oo for the day.
13) Ana plans to buy a bag worth P 600.00. She receives a daily allowance of P60.00 during school days. If she saves ¼ of her allowance, how long would it take her to buy a bag? a. 20 days b. 30 days c. 35 days *d. 40 days
Correct answer: A. Profit = Total Sales – Expenses. Thus profit = 1000(Php5.00) – 4(Php500.00) Php5,000.00 – Php4,000.00 = Php1000.00. Correct Answer: D. ¼ of 60.00 is 15 multiply to 40 days is equal to 600.00
15
D. POST-ASSESSMENT MATRIX:
CODE Levels of Assessment
What will I assess?
MC ITEM CORRECT ANSWER AND EXPLANATION
A Knowledge (15%)
LC: Finds the union, intersection and complement of the set of real numbers and its subsets Performs operations on rational numbers and illustrate their properties Performs operations on rational numbers and illustrate their properties
1) How many subsets will a set of 5 elements have? a. 10 b. 25 c.* 32 d. 64 4) Which of the following shows the Distributive Property 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 first in the process of subtracting integers with unlike signs? a. add integers with unlike signs b. Subtract integers with unlike signs *c. Change the sign of the subtrahend d. follow the rules of addition 9. Perform the indicated operations. (3/4 ÷1/2) + (1/3 • 6/5) – 4/5 a. 1/7
C because 25 is 32. D shows distributive property for integers C since the rule says, change the sign of the subtrahend and add.
16
Performs operations on rational numbers and illustrate their properties Determines the significant digits in a given situation Writes very large or very small numbers in scientific notation
b. 6/7 c. 9/10 *d. 11/10 10. Which of the following is an irrational number? a. 2/3 b. 2/5
*c.
d.
17) Which is NOT a significant digit? a. a non zero digit *b. a zero placed before a non zero digit c. a zero placed between two non zero digit d. a zero placed after a non zero digit but after a decimal point 18) Which of the following shows a correct way of writing scientific notation? a. 0.40 x 102
*b. 4.00 x 102
c. 14.50 x 102
d. 0.40 x 102
D shows correct computation B since a zero placed before a non zero digit is not significant B follows the correct way to write scientific notation
A
Process/Skills (25%)
LC:
Describes principal roots and tells whether they are rational or irrational
14) What is the simplified
form of ? (A)
a. 2
b. 20
Correct choice is D because (90)2=8100
17
2 4 8
10
4 8
10
c. 900 *d. 90
M
Understanding (30%)
ENDURING UNDERSTANDING:
Describes, represents and compares the different subsets of real numbers
2) Where does each of the following real numbers belong on 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 answer because it shows correct illustration of the given set of numbers in the Venn diagram.
3 6
9
5
11
7 3 6
9
5
11
7 2
18
2 5
7
11
2
Performs operations on rational numbers and illustrate their properties Solves problems involving real numbers
Even c. Multiples of 3 Prime Even d. Multiples of 3 6) Which of the following statements is false? *a. (-2)(-2)(-2) = -6 b. (-6)(-5)(1) = 30 c. (-11)(2)(1) = -22 d. (-3)(3)(-2) = 18 11. You want to save up to buy an item worth Php 500.00. If you earn Php 250.00 daily, which of the following would let you save for the item in the least
A since applying the rule the answer is -8. C since it will just take 10 days to save Php 500.00.
4
8
10
3 6
9
3 6
19
Describes and represents real-life situations which involve integers, rational numbers, square roots of a rational numbers and irrational numbers Describes principal roots and tells whether they are rational or irrational
number of days?(M) a. saving 1/10 of your daily earning b. saving 1/5 of your earnings every 4 days *c. saving 0.2 of your daily earning d. saving 0.3 of your earnings every 6 days 12. A capitalist is investing 50 million pesos in putting up a chain of stores. 20 million of the capital is to be spent for the main store and the rest to be spent equally for the 6 store branches. What part of the capital will each store branch get? (M) *a. 1/10 b. 1/7 c. 1/5 d. 3/5 15) Which of the following is TRUE? a. The principal root of 0 is ± 0. b. Each odd real number has no real square root. *c. Every positive number has two square roots.
d. The symbol is
called radicand.
A shows correct computation C since any positive number has two square roots, one positive and one negative.
MISCONCEPTION:
Determines the
19) Which scenario results to
A is a scenario
20
significant digits in a given situation: - zero digit/s in measuring the length of a book is/are significant
a number whose digits are all significant? *a. measuring the length of book. b. converting centimeters to meters c. multiplying multiples of 10 d. giving a number with placeholder
resulting to a number whose digits are all significant
T Product/Performance (30%)
GRASPS Solves problems involving real numbers
3) As a canteen incharge , you are to make a survey of the food preferred by 36 nursery pupils for their Christmas Party options. The result will be presented to their class and class adviser. Your survey shows the following; Spaghetti = 18 pupils Sandwich = 15 pupils Palabok = 13 pupils Spaghetti and Sandwich = 6 pupils Sandwich and Palabok = 3 pupils Spaghetti and Palabok = 3 pupils Sandwich, Spaghetti and Palabok = 2 How many students preferred spaghetti only? a. 4 b. 5 c. 6 d. *7
D since only 7 students preferred spaghetti only.
21
Describes and represents real-life situations which involve integers, rational numbers, square roots of a rational numbers and irrational numbers
7) As a nursing aid of MG hospital asked to closely monitor a 5-minute interval of a patient’s temperature in the emergency room. The initial body temperature as recorded at 4:00pm was 39°C. Your monitoring noted the following; up 1°C, down 5°C, up 3°C, up 1°C, down 2°C, down 2°C and up 5°C. What is the patient’s body temperature at 4:35pm? a. 35°C b. 37°C c. 38°C *d. 40°C 8. You are a business owner and you want to know if you have made a profit for the month. You are given the following information: i.The monthly salary of your employees is Php 8000.00 each and you have 5 employees. ii. The store rent is Php 20,000. iii.Utilities expenses amount to Php 20,000.00 1v. 100 pieces of your product were sold at Php 1000.00 each.
Did your business make a profit for the month? a. Yes, the business made a
D because of the correct operation of integers B since subtracting the total expenses from the total sales , I makes a profit of Php 20 000.
22
Solves problems involving real numbers
profit of Php 100,000.00 for the month. *b. Yes, the business made a profit of Php 20,000.00 for the month. c. No, the business just managed to break even for the month. d. No, the business lost Php 40,000.00 for the month. 13. You are going to put up a business that needs a capital of Php 800,000. You already have 1/4 of the needed capital and there are 5 investors willing to contribute equally for the rest. How much should each of the investor contribute? a. Php 50,000 b. Php 80,000 *c. Php 120,000 d. Php 150,000 16) Perimeter of a polygon is computed by adding the measurement of all the sides. Given the triangle below, find its perimeter.
a.
Choice C – Php 120,000 x 5 investors will be enough to cover the rest of the capital C since 15 + 20 + 18 = 53
23
E. PERFORMANCE TASK:
Scenario: You are a freelance business consultant hired by a group of investors to find
out a practical business venture in your area. You are to present a business plan to
them. Your business plan will be evaluated according to its practicality, delivery,
accuracy and organization of data and the variety of real numbers used.
Outline:
Goal – To find out a practical business venture in your area.
Role - You are a freelance business consultant.
Audience - A group of investors
Situation – A freelance business consultant was hired by a group of investors to find out
a practical business venture in the area.
Product or Performance – A business plan
Standards - The business plan will be evaluated according to its practicality, delivery,
accuracy and organization of data and the variety of real numbers used.
Writes very large or very small numbers in scientific notation
b.
* c. 53 d. 23 20) In chemistry, which of the following quantities is best expressed in scientific notation? a. mass of 1 moles of gold atoms *b. electron mass c. empirical mass d. relative atomic mass
B since electron mass is best expressed in scientific notation
24
F. RUBRIC:
CRITERIA Outstanding 4
Satisfactory 3
Developing 2
Beginning 1
STUDENT RATING
TEACHER RATING
Practicality
The proposal reflects an efficient use of capital, projects a highly profitable income and suggests a prime business location.
The proposal reflects an efficient use of capital, projects a sustainable income/profit, and suggests a good business location.
The proposal reflects unnecessary use of capital, projects a break-even returns, and suggests a good business location.
The proposal reflects very inefficient use of capital, projects negative returns, and suggests a remote location.
Accuracy of Data
Details of the business plan are computed accurately and free from errors. It shows step-by-step computations that are easy to follow.
Details of the business plan are computed accurately. Computations are free from errors.
Details of the business plan have some errors in the computation.
Details of the business have a lot of errors in the computation.
Variety of Real Numbers Used
The plan involved the application of an extensive variety of real numbers.
The plan involved the application of a good variety of real numbers.
The plan involved the application of a limited variety of real numbers.
The plan involved the application of very few variety of real numbers.
25
Delivery
The presentation used appropriate and very appealing visual materials to articulate the financial details of the business plan. It is delivered in a very convincing manner.
The presentation used appropriate visual materials to articulate the financial details of the business plan. It is delivered in a clear manner.
The presentation used some visual materials that do not articulate the financial details of the plan. It is delivered in a vague manner.
The presentation did not use any visual material to articulate the financial details of the plan. It is delivered in a confusing manner.
Organization of Data
The details of the business plan are arranged in a logical and interesting manner.
The details of the business plan are arranged in an orderly and understandable manner.
The details of the business plan are arranged disorderly.
The details of the business plan are arranged in a confusing manner.
OVERALL RATING
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%
26
and Process Skills is 25%), 30% of the items are coded M, and another 30% for T. This
coding is the backbone of the OHSP assessment system. The OHSP system tracks
students’ performance in A-M-T. Teachers can always retrieve in real time the results of
students’ test in these areas. Results are given in both tabulated and graph forms.
The diagnostic or pre-test assessment matrix determines students’ prior knowledge in writing to scientific notation and operating real numbers. These are seen in test items no. 5 and 18. The pre-test also measures students’ misconceptions on identifying subsets and significant digits. These are done through test items nos. 1 and 17. Note though that the OHSP system randomizes the sequence of the test items and the options in each item. To find out how students individually scored in the tests, go to OHSP System Student List, select student name, view student’s performance record, then scroll down to desired topic and click on date completion. View student’s test score per item and item’s 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 is
important 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-coded items, teachers may consider doing the following interventions:
10 – 15 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 the following 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 the following interventions:
Use technology through videos and other presentations to instill that the learned skill has an application in real world setting
27
Interventions for A and M-coded items are very important to succeed in T-coded items
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-face setting:
10 – 15 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 the following 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 the following in a live chat or face-to-face setting:
Use technology through videos and other presentations to instill that the learned skill has an application in real world setting
Interventions for A and M-coded items are very important to succeed in T-coded items
5. Map of Conceptual Change. Another important indicator of student growth in
thinking is the unit’s map of conceptual change. For this unit, the chosen map is
Problem Posing. The students are asked to answer this map at different points in the
lesson, namely Explore, Deepen and Transfer. The students’ cognitive growth is
qualitatively assessed by comparing the students’ prior knowledge and new knowledge.
In the unit’s map for conceptual change, the students show their prior knowledge by
answering 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
28
indicators of student mastery and readiness: Transfer tasks at the end of each topic and
the teacher needs to monitor that the students are the ones doing the tasks
7. Student’s Answers to Recurring Essential Question. Another way of doing formative assessment is to retrieve and examine how students answer the Essential Question. The unit’s EQ is “How can the knowledge of real numbers help us solve real life 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, Activity 6, 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 the
desired EU. If the student’s answers are far or different from the EU, the teacher may
check 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 is
designed 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 following
will 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
29
A. UNIT ACTIVITIES MAP:
ACTIVITIES FOR ACQUIRING
KNOWLEDGE AND SKILLS
ACTIVITIES FOR MAKING MEANING AND
DEVELOPING UNDERSTANDING
ACTIVITIES LEADING TO TRANSFER
EXPLORE
Activity 1: Determining numbers as Set (G)
Activity 5: Identifying null and empty set (I)
Activity 3: Journal Writing on classification of sets (I)
Activity 1: Solving word problem on approximating square root. (G)
Activity 2: Identifying between commutative and non-commutative (G)
Activity 4: table completion on finding other perfect square numbers where the given number lies (I)
Activity 1: Answering real life problems with square root (I)
Activity 2: Finding the square root with process questions (G)
Activity 1: Generalization table on scientific notation. (I)
Activity 2: Other people’s idea on scientific notation (G)
Activity 3: My idea on scientific notation (I)
FIRM UP
Activity 4: Classifying sets (G)
Activity 2: Classification of sets (I)
Activity 7: Operations on set (I)
Activity 1: Completing the operation on real numbers (I)
Activity 8: Analyzing Venn diagram (G)
Activity 2: identifying numbers as rational or irrational (G)
Activity 3: identifying numbers as rational or irrational with process questions (I)
Activity 10: Quiz on how to express rational numbers as fraction, decimal or percent. (I)
30
Activity 4: Fraction to Decimal (WC)
Activity 12-14: Identifying rational numbers on a number line with process questions. (I)
Activity 11: Reflection Log on how to express rational numbers as fraction, decimal or percent. (I)
Activity 5: decimal to percent (WC)
Activity 17: Addition of
decimals with process
questions (I)
Activity 15: Quiz on Identifying rational numbers on a number line.(I)
Activity 6: Decimal to fraction (WC)
Activity 18: Multiplication and division of fractions with process questions (I)
Activity 20: On-line activity on operations of rational numbers. (I)
Activity 3: Finding the square root of a real number (G)
Activity 19: Addition and subtraction of fractions with process questions (I)
Activity 5: Analyzing the table of squares roots then answering the process questions. (I)
Activity 4: Finding 2 integers which the square root lies. (G)
Activity 5: Finding the square root with process questions. (I)
Activity 9: Approximating square roots (G)
Activity 6-7: Estimating the square root of a perfect square number with process questions. (I)
Activity 1: Identifying significant digits. (G)
Activity 8: Estimating the square root of a non perfect square number with process questions. (I)
Activity 5: On-line activity on scientific notation (I)
Activity 4: Comprehension check on scientific notation with process questions (I)
31
DEEPEN
Activity 4: Introduction to properties of real numbers (G)
Activity 6: Analyzation on properties of real numbers (I)
Activity 7: Solving real life problems using properties of real numbers. (I)
Activity 5: Identifying properties of Real numbers (WC)
Activity 6: Identifying properties of Real numbers (G)
Activity 8: Question and answer on properties of real numbers (I)
Activity 6: Solving real life problem with square root. (G)
Activity 2: Solving real life problems using operations on real numbers (I)
Generalization organizer on properties of real numbers.(I)
Activity 21-25: Operations on rational numbers with real life problems. (I)
Transfer activity on operations of real numbers. (G)
Activity 27-28: Operations on rational numbers with real life problems. (G)
Transfer activity on finding the square root. (G)
Activity 6: Solving real life problem with square root using a graphic organizer. (I)
Transfer activity on approximating square root. (G)
Activity 10: Solving real life problems with approximating square roots. (I)
Transfer activity on identifying significant digits. (G)
Activity 7: Comprehension check on scientific notation (I)
Transfer activity on scientific notation. (G)
Activity 9; generalization
32
table on scientific notation (I)
TRANSFER
Scaffold 1: Survey (G)
Transfer Task: Real Numbers (G)
Scaffold 2: Business problem (G)
Synthesis journal (I)
Scaffold 3: Researcher (G)
Letter in parentheses after every activity indicates the following modes: I for individual
work 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 Assessment
What will I assess?
MC ITEM
CORRECT ANSWER AND EXPLANATION
RELATED ACTIVITIES
A Knowledge (15%)
LC: Describe and illustrate well-defined sets, universal set, subsets and null sets.
1) If set A = { 1, 2, 3, 4, 5 }, which of the following sets is a subset of set A? (A) *a. B = { } b. C = { 0, 1 } c. D = { 1, 3, 6, } d. E = { 2, 4, 8 }
Correct Answer: A: Null set is always a subset of a given set.
Activity 5: Identifying null and empty set
State and illustrate the different properties of the operations on integers
4. Which of the following shows the Associative Property of Integers? (A)
Correct answer: C. Associative property states that in adding numbers, regrouping will still yield to the
Activity 6: Analysis on properties of real numbers Activity 2:
33
a. ( -4 + 5) + 9 = 9 + ( -4 + 5 ) b. -4 ( 5 + 9 ) = (-4)(5) + (-4)(9) *c. ( -4 + 5 ) + 9 = -4 + ( 5 + 9 ) d. ( -4 + 5 ) + 9 = 9 + ( 5 + -4)
same correct answer.
Identifying between commutative and non-commutative
Describe principal roots and tell whether they are rational or irrational.
15) Which of the following is TRUE? (A)
a.
* b.
c.
d.
Correct Answer: B.√50 = √25 x 2 = 5 √2
Activity 3: Finding the square root of a real number
Determine the significant digits in a given situations.
17) Which of the following has two the significant digits? *a. 0.024 b. 2.40 c. 24.03 d. 243
Correct Answer: A. The number greater than 0 after the decimal point is/are significant,
Activity 1: Identifying significant digits.
Define and illustrate scientific notation
18) Which is the scientific notation of 42,000? (A) a. 42 x 103
*b. 4.2 x 104
c. 42 x 10-3 d. 4.2 x 10-4
Correct Answer: B. Choices A, C and D did not follow the correct way of expressing numbers in scientific notation
Activity 7: Comprehension check on scientific notation Activity 5: On-line activity on scientific notation
A Process/Skills
LC:
Which of the
Correct Answer: B,
Activity 2: Classificatio
34
Integers
Counting Numbers
(25%)
Describe, represent and compare the different subsets of real numbers.
following sentences describes the relationship illustrated in the diagram? (M)
a. All integers are counting numbers. *b. All counting numbers are integers. c. Counting numbers are not integers. d. Some counting numbers are integers.
Integers are consists of all positive and negative numbers.
n of sets
Use Venn-diagram to represent sets, subsets, and set operations.
3. As part of your research work, you need to gather data in the specific subjects enrolled by 228 students. Your research output will be presented to the panel during your defense. Your data shows the following enrolment records Biology = 86 students Communication Arts = 89 students Algebra = 145 students Algebra and Biology = 24 students Biology and Communication Arts = 16 students Algebra and
Correct answer: A. With proper representation of Venn diagram, there are 15 students enrolled in all the subjects, 320 in two subjects only and 151 in one subjects only.
Activity 8: Analyzing Venn diagram
35
Communication Arts = 22 students Algebra, Biology and Communication Arts = 15 students How many students are enrolled in only one subject? (T)
*a. Algebra = 84, Biology = 31, Communication and Arts = 36 b. Algebra = 145, Biology = 86, Communication and Arts = 89 c. Algebra = 84, Biology = 79, Communication and Arts = 36 d. Algebra = 49, Biology = 62, Communication and Arts = 62
Perform fundamental operations on integers: addition, subtraction, multiplication, division
5) Simplify
. (A) a. -3 b. -1/5 *c. 3/5 d. 1
Correct Answer: C. Choice A does not consider the sign inside the brackets, in Choice B the numerator was not multiplied to 3 and choice D does not consider some signs in the numerator
Activity 20: On-line activity on operations of rational numbers.
Estimate the square root of a
16) What is the answer when you simplify √100 +
Correct Answer: A.
Activity 5: Finding the square root
36
number to the nearest tenth.
√121? (A) *a. 16 b. 26
c.
d.
then 10 + 11 - 5 = 16
with process questions.
M
Understanding (30%)
ENDURING UNDERSTANDING: The knowledge of real numbers is useful in solving real life problems.
6. What operation is best to use to solve the problem below?
The water level in Ipo Dam is at 150.20 meters, which is above its overflow limit of 100.87 meters. How much water must be released to put the dam in stable water level? (M)
a. addition *b. subtraction c. multiplication d. division
Correct answer: B. Subtracting the current level of water to its overflow limit will result to how much water must be release to put the in stable water level.
Activity 27-28: Operations on rational numbers with real life problems.
11. You want to buy your mother a gift worth Php 200. If your daily allowance is Php 100.00, which of the following would let you save for the gift in the least number of days? (M) a. saving 1/5 of your daily allowance *b. saving 2/5 of your weekly (5
Correct answer: B. 2/5 of Php 100 is Php 40.It will take you 5 days to save Php 200.
Activity 27-28: Operations on rational numbers with real life problems.
37
school days) allowance c. saving 0.3 of your daily allowance d. saving 0.15 of your weekly allowance
MISCONCEPTION:
Sign of any real number does not affect its operation/s
6) Which of the following statements is false? (M) *a. (-2)(-2)(-2) = -6 b. (-6)(-5)(1) = 30 c. (-11)(2)(1) = -22 d. (-3)(3)(-2) = 18
NOTE: Correct answer is A because the given equation is TRUE since choice B = (-6)(-5)= +30, choice C = (-11)(2)= -22, choice D = (-3)(3)= -9 then (-9)(-2) = +18
Activity 27-28: Operations on rational numbers with real life problems.
Scientific notation is for very small numbers only.
20) You are an aspiring astronomer. Your mentor has tasked you to research the distances of different planets from the sun. Which is the most efficient way to represent your data?(T) *a. use of scientific notation b. use of standard notation c. use of exponential notation d. use of expanded notation
Correct Answer: A. Choices B, C and D gives a complex way of expressing a number
Activity 7: Comprehension check on scientific notation
38
T
Product/ Performance (30%)
GRASPS Formulates real life problems involving sets, numbers and number sense and solves these using a variety of strategies.
7. As a student, you are asked to record your cash flow for the week as a requirement in your Technology and Livelihood Education subject. Considering a + sign for the allowance received and – sign for the expenses incurred as shown below, which figure would best represent the amount at the end of the week? (T) +60, -45, +70, -52, +65, -48, +70,-55, +65, -42 a. -88 b. -98 *c. 88 d. 98
Correct Answer: C. Positive sign means addition while the negative sign means subtraction.
Activity 27-28: Operations on rational numbers with real life problems.
8. You are a bakery owner and you want to know if you have made a profit for the day. You are given the following information: (T) i. The daily wage of your employees is Php 500.00 each and you have 4 employees.
Correct answer: A. Profit = Total Sales – Expenses. Thus profit = 1000(Php5.00) – 4(Php500.00) Php5,000.00 – Php4,000.00 = Php1000.00.
Activity 27-28: Operations on rational numbers with real life problems.
39
ii. The bakery sold 1000 pieces of bread at Php 5.00 each. iii. Other operational expenses of the bakery amounts to Php 2000.00 Did the bakery make a profit for the day? *a. Yes, the bakery made a profit of Php 1000.00 for the day. b. Yes, the bakery made a profit of Php 2500.00 for the day. c. No, the bakery just managed to break even for the day. d. No, the bakery lost Php 500.oo for the day.
C. SCAFFOLD FOR TRANSFER:
LEVEL 1 DIRECTED PROMPT
1. Inform the students the skills they are expected to demonstrate. 2. Provide step-by-step
LEVEL 2 OPEN PROMPT
1. Provide students another task similar to that given in Level 1. 2. Instead of giving a step-by-step instruction, prompt
LEVEL 3 GUIDED TRANSFER
1. Provide a real world situation where the skills taught in Levels 1- 2 are applied. 2. Instead of directing the students step-by-step to use the skills
LEVEL 4 INDEPENDENT
TRANSFER 1. Provide a real world situation similar to Level 3 where the skills taught in Levels 1-2 are applied.
40
instruction on how to do the skills and check their work. 3. Provide this task during Firm Up or Interaction stage.
the students to do the steps on their own. If different procedures are given, ask students to choose which procedure they would use. Students may also be asked to vary the steps they learned. 3. Provide this task during Firm Up or Interaction stage.
they learned in previous levels, ask students to look back on the skills they learned and determine which of these they would use to meet the requirements of the given task. 3. Provide this task during Deepen or Interaction stage.
2. Purposely refrain from suggesting to students to use the skills they learned in Levels 1-2. Have students on their own figure out which of the skills they learned in previous levels they would use to meet the standards in the given task. 3. Provide task during Transfer or Integration stage.
TASK:
1. 1) The teacher presents applications of sets using Venn diagram in solving word problems including those that deals with survey in business and economics.
2. 2)The students are given result conducted by a canteen manager to 100 pupils/students. 3)Students are to present these survey results using a Venn diagram to answer the 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 school researcher and you want to know how students spend their weekly allowance. Survey 50 students then present this to the parents association in written and oral form. You are required to give recommendations based on your findings.
TASK:
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 the data and the variety of real numbers used.
41
questions. (The students w working in pair will be given the same content of word problems to be solved. The activity sheet will also show a step-by-step process in solving the problems using Venn-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 student’s
performance 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
42
situations. Students develop mastery of this skill by first in direct prompt where they get
to apply concepts of sets using Venn diagrams in the fields of economics and businessl
do). This activity is done in the Transfer of Lesson 1. Then in the open prompt, students
during Deepen of Lesson 2 Topic 2, they will be presented with problems as an
application on operations on integers. Next in the guided transfer done during Transfer
in Lesson 2 Topic 3 students are tasked to survey 50 students on how they spend their
weekly allowance and then present the results to the parents’ organization. Students
are 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 student’s 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 STUDENT’S ONLINE TASKS:
STUDENT’S ONLINE TASK
EFDT AMT ACTIVITY NO. DESCRIPTION
1. Answering Process Questions based on a given Website’s content or interactivity
D F
M A
Integer Worksheet (Lesson 2 Topic 2) Converting decimals to fractions Activity 7 (Lesson 2 Topic 3)
Process questions related to how the student was able to answer the interactive activities. Processing information based on a content in the web Converting terminal decimals to fractions.
43
F
A A
Activity 9 (Lesson 2 Topic 3) Activity 12, 13,14 (Lesson 2 Topic 3)
Converting non-terminating decimals to fractions Practice exercise with web content
2. Answering mini-check-up quizzes and receiving feedback
D F D F F F D
M A M M A A/M A/M
Activity 5 (Lesson 2) Activity 6 (Lesson 2) Activity 7 (Lesson 2) Worksheet No. 1, 2, 3 (Lesson 2 Topic 2) Integer Worksheet (Lesson 2 Topic 2) Rational Numbers (Lesson 2 Topic 3) Activity 4, 5 & 6 (Lesson 2 Topic 3)
Mastering the Properties of Real Numbers. Website involves a practice test using an interactive website. What Property? Identifying properties of real numbers. You Complete Me! Filling in missing values to complete a property of real numbers. Solving equations using addition and subtraction of integers. Includes interactive websites. Answering activities from interactive websites. Watching a video about an application of rational numbers Practice exercise on rational numbers Quiz Practice exercise using interactive website
44
F D F D
A M A M
Quiz (Lesson 2 Topic 3) Activity 20, 21 (Lesson 2 Topic 3) Activity 23 (lesson 2 Topic 3) Exercise 2 (Lesson 3 Topic 1) Exercise 8 (Lesson 3 Topic 2) Activity 5 (Lesson 5) Activity 8 (lesson 5)
Multiplying and Dividing rational numbers Interactive Game on Square Roots Web Readings activity Interactive Activity Interactive Activity Calculating with Scientific Notation
3. Developing Product Using Web-based Application 2.0 (state Web 2.0 application)
4. Posting in Discussion Forum any of the following:
a. one’s ideas b. one’s questions c. one’s reflections d. one’s suggestions or request e. one’s summary
5. Responding to Other Students in Discussion Forum
45
by posting any of the following: a. one’s comments b. one’s questions c. one’s reflections d. one’s suggestions or request e. one’s summary
6. Chatting with Teacher on any of the following: a. feedback on answers to process questions b. performance in assigned tasks c. content that needs clarification d. instructions in tasks that need clarification e. a live event
7. Chatting with Teacher and other Students on any of the following:
a. a. feedback on answers to process questions b. performance in assigned tasks c. content that needs clarification d. instructions in tasks that need clarification e. a live event f. discussion of a topic in the form of a debate, panel discussion, interview or role
46
playing
8. Uploading and Submitting Individual File on any of the following: a. answers to activity questions b. presentations or reports c. conversion of Web information to another form (e.g. outline, flow chart, table, graphic organizer, concept map, drawing) d. map of conceptual change e. intervention task given by teacher f. enrichment task
F D E F D E F
M M M M M A M A M A M A M A A A
Activity 2 (Lesson 1) Activity 3 (Lesson 1) Activity 4 (Lesson 1) Activity 8 (Lesson 2) Activity 9 (Lesson 2) Activity 1 (Lesson 2 Topic 3) Activity 11 (Lesson 2 Topic 2) Activity 17 (Lesson 2 Topic 3) Activity 18 , 19 (Lesson 2 Topic 3) Activity 22 (Lesson 2 Topic 3) Activity 24, 25 (Lesson 2 Topic 3) Activity 26 (Lesson 2 Topic 3) Activity 27,28 (Lesson 2 Topic 3) Activity 1
Classifying concepts using appropriate type of classification Journal Writing – Recording one’s thoughts/feelings Describing a set Solve me with a Property! Solving word problems using a property of real number. Extra Challenge! Giving justifications to answer a given question. Anticipation Reaction Guide 3-2-1 Reflection Practice Exercise on operations on decimals Practice Exercise on operations on fractions Division of positive and negative fractions Performing operations on rational numbers Reflection Log Problem Solving Problem Solving IRF Sheet Squaring vs Extracting Square
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 3 Topic 1) Exercise 1 (Lesson 3 Topic 1) Activity 2 (Lesson 3 Topic 1) Activity 3 (Lesson 3 Topic 1) Activity 4 (Lesson 3 Topic 1) Activity 5 (Lesson 3 Topic 1) Exercise 3 (Lesson 3 Topic 1) Activity 6, 7 (Lesson 3 Topic 1) Exercise 5 (Lesson 3 Topic 1) Activity 8 (Lesson 3 Topic 1) Exercise 6 (Lesson 3 Topic 1) Activity 4 (Lesson 3 Topic 2) Exercise 7 (Lesson 3 Topic 2) Activity 5 (Lesson 3 Topic 2) Activity 6, 7, 8, 9 (Lesson 3 Topic 2) Exercise 7
Roots Completing Table on Square Roots Finding two integers between a square root Square root up to tenths place System Chart Problem Solving IRF Sheet Performance Task Synthesis Journal Table Completion KWHL Chart Answering questions based on table Estimation and Approximation 3-2-1 Chart Completing Diagram Problem Solving Generalization Organizer Determining Significant Digits Performance Task Generalization Table Other People’s Idea on Scientific Notation My Idea of Representing Large and Small Numbers
48
D T
T T
(Lesson 3 Topic 2) Activity 10 (Lesson 3 Topic 2) Exercise 9 (Lesson 3 Topic 2) Worksheet 1 (lesson 4) Performance Task (Lesson 4) Activity 1 (lesson 5) Activity 2 (lesson 5) Activity 3 (lesson 5) Activity 4 (lesson 5) Activity 6 (Lesson 5) Activity 7 (lesson 5) Activity 9 (Lesson 5) Activity 10 (Lesson 5) Activity 11 (Lesson 5) Activity 12 (lesson 5)
Comprehension Check Generalization Table Comprehension Check Generalization table Application of scientific Notation Reflection Log Performance Task
9. Uploading and Submitting Group File on any of the following: a. answer to activity questions b. presentations or reports c. conversion of information from
49
Website or online resource to another form (e.g. outline, flow chart, table, graphic organizer, concept map, drawing) d. map of conceptual change e. intervention task given by teacher f. enrichment task
10. Sending by clicking on page email icon questions to teacher on any of the following: a. lesson discussion b. activity instructions and interactivity c. system navigation
11. Producing an E-portfolio by selecting best works done in a unit
