Advance Lesson Plan

8/6/2019 Advance Lesson Plan

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St.Patrick SchoolLesson Plan in Mathematics 3

Objective Topic Activities Materials Generalization Remarks

Show the

properties ofaddition

Use the

properties ofaddition in

adding one-to two-digit

numbers

Properties of

Addition

Values:

Cooperation

Preparation

Review

Something Fishy

What kind of cat nevermeows?

Find the answer by

matching the givenHindu-Arabic numerals

to the correct Romannumeral. Shade the

corresponding Roman

numerals.

105 14 659 95

20 19 231 195741 406 46 181

Answer: ________

MotivationConduct the activity

Numbered Heads

Together. In thisactivity, each pupil is

assigned a number.

Picture of

intestines

Flashboards(rectangular

board made ofillustration

board) for theNumbered

Head Togetheractivity

Properties of

Addition

Commutativeproperty states

that changing theorder of the addends

does not affect thesum.

Associative

Property states

that changing the

grouping of theaddends does notaffect the sum.

Identity Property

states that any

number added to zerogives the same

number.

Zero (0) calledthe identity element

of addition.

Reinforcement

Assign a peer tutor to eachpupil who got a low score in the

seatwork and let them answerthe following exercises.

Give the missing number andname the property shown by

each equation.

1. 3+(6+7)=(__+7)+3

2. (6+9)+3=6+(9+__)

3. __+8=8

4. 25+(6+13)=(25+__)+13

5. 16+0=__

6. 4+6+__=10

7. 9+73+__+4=73+4+66+__

8.14+(29+52)=(14+29)+ __

9. 42+36+58=__+36

10. 4+7+3+6+__=20


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Members of the group

work together to agreeon an answer. Randomly

select one number and

the pupil with thatnumber answers for the

group.Tell the class the

observation how eachmember cooperated

with the others duringthe group activity.

Recognize the groupswhose members

exhibited cooperation.Ask the class to give the

advantages and thedisadvantages if

members of a group are

cooperating with eachother.

Presentation

Show the picture ofthe intestines after the

class has read Did YouKnow That on page 48.

Ask the pupils if the

total length of theintestines will be the

same if they startmeasuring from large to

small as when they

measure from small tolarge.


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numeral examples as

given in the text.

Application

Let the class answerGuided Practice A and B

on page 50-51

Evaluation

Have pupils answerThink and Answer A on

pages 51 and 52

individually. Give thecorrect answers as

pupils check their ownwork.

After all answers havebeen discussed, call

pupils to recite the

description of each of

the three properties foremphasis.

Discuss how to use the

properties learned inadding mentally.

Illustrate the techniquesshown in examples a, b,

and c on pages 62 and63. Give more

examples.Let pupils answer

Think and Answer part Bon page 52 individually.

Then have them discusstheir answers and

solutions with their


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group mates.

Members of a groupdiscuss in class the

solutions, by turns.

Assignment

Let pupils answerThink and Answer on

page 52


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Add three-tofive- digit

numbers upto four

addends withsums up to90 000without

regrouping inshort form.

Additionwithout

Regrouping

Values:

Appreciationof Gods

creation

Preparation

ReviewName the property

shown by each equation.

1.

0 + 496 = 4962.43+(19+58)=

(19+58)+43

3.

(63+94)+73=73+(94+63)4.(8+105)+96=8+(105+96)5.(73+27)+0=73+27

Motivation

Group pupils into three.Give a set of cards (withnumbers 0 to 9 and

addition and equalsymbols) to each group tobe distributed to themembers. Give a

number/sum. Each groupwill find a pair or set of

Number cards(3 sets of

numbers 0 to9)

Symbol cards(6 addition

symbols and 3equal symbols)

Cardboardswith Think andShare

exercises Flash cards of

basic additionfacts

Pictures ofSaturn

Additionwithout

RegroupingAsk the pupils to

give the meaning ofaddition, addends,and sum, and thesteps in adding

numbers.

Addition is the

process of puttingtwo or more thingstogether.

The numbersbeing added are

called addends.The answer in

addition is calledsum or total.

When addingnumbers, arrange

the addends so that

the digits of thesame place value

Enrichment1. Use each of the

digits 1 to 9 once tomake a magic square.

The sum of any threenumbers arrangedvertically,horizontally, and

diagonally, must be15.

2. Use additionsymbols between

digits in 123456789to have a sum of:

a. 81b. 90c. 171

3. answer Think

Ahead on page 56.


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numbers that give thatsum. They may have morethan two addends. Uponcoming up with an

answer, the group

members holding thecards to be used will form

the number sentence infront.

PresentationLet the pupils read Did

You Know That on page53. Show pictures of the

planet Saturn. Give theclass an idea about howlong the actual diameter

of Saturn is by givingexamples.Let the class imagine

how the solar system,

with all the planets,moons, and stars, looklike. Tell them that

nothing and no one exceptthe Almighty God can dosuch awesome wonder.

And that appreciating thecreation of God is likeappreciating God himself.

Addition is the process ofputting two or more things

are in one column.

Start adding fromright to left, that is,

from the ones place

to the highest placevalues of the

addends.


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together. The numbersbeing added are calledaddends. The answer inthe addition is called sum

or total.

Discuss Think and Shareon pages 53 and 54 by

first asking pupils to solvethe problem. Then askvolunteer to write the

number sentence and theanswer on the board. Letthe pupils recall the terms

involved in addition byasking them to identifythe addends and the sum

in the number sentence.Show the steps in adding

numbers.Give as many examples

needed.

ApplicationLet pupils answer Guided

Practice on page 55. askvolunteers to show theirsolutions on the board.

EvaluationDo Pass It On activity


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on Think and Answeritems on page 55 writtenon rectangularcardboards. Group pupils

by ten and have each

group form a circle. Giveeach member of the group

a card (face down first).As the teacher gives thego signal, pupils start

solving the additionproblem in the card. After15 seconds (time may

vary), say Now. Thatsthe signal for pupils topass the card clockwise to

the next person. (See to itthat pupils write theproblem number on theirpaper for easy checking,

since each one starts atdifferent numbers.)

Let the class answerThink and Answer parts Band C on pages 55-56individually.

AssignmentSolve the following:

1. What number is 312

more than 560?


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2. What is the sum of 1123, 503, and 6 241?

3. 3 917 added to 4 060

equals ___.

4. Gemma has P2 520,

while Leah has P3 265.How much do the two girlshave altogether?

5. Mother bought a can ofmilk for P22, a kilogram of

sugar for P31, and a loafof bread for P32. Howmuch did she pay in all?


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Add four-to sixdigit numbersup to four

addends withsums up to900 000 withregrouping in

the tens,hundreds,thousands,

and tenthousandsplace

Addition withRegrouping

Preparation

ReviewFind the sum.

1. 234 2. 2 568+ 105 + 4 231

3. 62 173+ 34 325

4. 48 682+ 12 379

5. 865 974+ 138 718

MotivationConduct a drill

through flashcardform of addition.

Presentation

Let pupils read DidYou Know That on

page 57. Discuss theimportance of water,

Pictures of theDead Sea andLake Titicaca

( or any lake )

Addition withRegrouping

In adding numbers,start with the onesplace.

Regroup when

necessary.Repeat the process

in the next place

values.

Cross-numberPuzzle

Across1. 479+9364. 76+925. 3 853+5 749

8. 6 378+2 93410. 2 516+1 484

Down1. 58+732. 763+526

3. 54+466. 29+5837. 1 457+836

9. 175+159


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especially freshwater, to us. Askthem how they canhelp conserve fresh

water.

Present additionwith regrouping.

If we want to findthe sum of the twofigures above, we add

1 349 and 12 506.In adding numbers

with regrouping, we

also start adding fromthe ones digits. If thesum of the digits in

the same place valueis ten or more, werename it as tens andones.

Present the firstproblem in Think and

Share on page 57.Solve it on the

board by showing thestep-by step process.

Give emphasis tothe concepts which

the pupils whovolunteered missed

to mention in theintroductory activity.

1. 2.

3.

4.

5. 6. 7.

8. 9.

10


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Use Guided Practicepart A on pages 58and 59 for the Inter-Row Speed Contest.

Each row will have

one representative tosolve on the board.

The first one to finishand give the correctanswer earns 5 points

for the group. All theother contestantswho get the correct

answer earn twopoints only.

Continue the

activity untileverybody in the rowhas participated.

ApplicationLet the pupils

answer GuidedPractice B and Thinkand Answer on pages59-60.

When everybodyfinished answering,

let them solve on theboard as the others

check their answers.


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EvaluationFind the sum:

1. 68 + 372. 3947 + 6 392

3. 4 516 + 392 + 8

2534. 9 999+8 888+7

777+6 6665.246+468+254+532

AssignmentLet them answer

Think Ahead on page60.


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Estimate sums

of three-to six-digit addends

Estimating

Sums

Value: Honesty

Preparation

Review

Do the cross-numberpuzzle.

Across

1.34768+21344. 9+11+13v155. 12345+876547.36837+22847

7. 14+16+10+198. (8+8+8+8)

+(16+16)Down

1. 1792+18032.

22222+33333+444443. 105+144

6. 213+347+188

Pictures of

Mauna Keaand Mt.

Everest

Candies in a

container

Estimating

SumsWhat are the

steps in estimatingsums?

Estimation is used

when the exact resultis not required and

quick answers areneeded.

Some clue words

which tell that anestimate is required

are approximate,around, about, andmore or less.

In estimating sums,round off theaddends to the

greatest, or specified

place value, then addthe rounded

Assignment

Answer the given

word problem,Think Ahead onpage 64 in yourwork text.


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Motivation

Show a container withcandies inside. Askpupils about how many

candies there are in thecontainer. Write theiranswers on the board.

PresentationLet the pupils read Did

You Know That on page61. Show the pictures

of the mountains. Thenask the pupils the givenfacts in the problem,

what is asked, theoperation to be used,

and the equation.Ask: When is

estimation used?What are the wordswhich tell that only an

estimate is required?Explain that though

one is not required togive the exact answerwhen estimating, he isexpected to honesty

give the exact or

correct informationwhen asked or when

numbers.


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telling story. Ask theclass what honestymeans. Let them giveways on how to

practice this value andthe consequence ofdishonesty.

Not all the time do webring with us acalculator or pencil and

paper to compute. Wealso do not need theexact numbers all the

time. When exactresults are notrequired, we use

estimation. Some cluewords which tell that an

estimate is required areapproximate, around,

about, and more orless.

Discuss the steps inestimating sums byanswering the problem.Think and Share may

be used

ApplicationUse Guided Practice

on page 63 as a PairActivity. One pupil


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solves for the actualsum, while the othersolves for the estimatedsum. Then together

they decide if theestimated sum is closeto the actual sum or

not.

EvaluationLet the class answer

individually Think and

Answer and ThinkAhead on page 63 and

64. Discuss the answersas they check theiranswers.


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Add mentally

one-to two-digit numbers

up to 100withoutregrouping

Mental

Addition

Values: Care

for our teeth

Preparation

Review

Choose the bestestimate. Write the

letter of the correctanswer.

1. 63 + 45

a. 90 b. 110 c. 130

2. 827+96a. 1 000b. 900c. 800

3. 217 + 656

a. 900b. 800c. 700

4. 2568+9275+6781a. 17 000

b. 18 000c. 19 000

Picture of teeth

Flashcards

Mental

Addition

A. To add tow one-digit numbersmentally, renameone addend as a sum

of two numbers, oneof which when added

to the other addendwill sum up to 10.

then simply add 10to the remaining

number.

B. Another methodof adding two-digitnumbers is to addthe tens digits first,

then the ones digits.

C. Knowing the pairs

of numbers that add

up to 10 makes ourmental addition

Assignment

Move 4 numbers sothat the vertical,

horizontal, anddiagonal sums areeach equal to 34.

4 6 15 1

9 7 13 12

14 11 10 8

16 2 3 5

QuizFind the sum usingmental computation. (

To be dictated by theteacher.)

1. 30 + 402. 20 + 783. 63 + 24

4. 64 + 155. 31 + 55

6. 56 + 407. 37 + 40


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5. 85 267+99 321+52687a. 240 000

b. 220 000c. 200 000

Motivation

Message RelayEach group iscomposed of five

members who will formfour columns. Give two

or more numbers to thefirst pupils in eachcolumn. Each of thesepupils will go to his line

and whisper thenumbers to the nextone, who will also relay

the numbers to thenext until they reachthe last pupil. The last

pupil will then write thenumbers and give thesum.

After each round,rotate the position ofthe pupils in the line so

that everybody willhave a chance to solve

easier and faster.These pairs are 1and 9, 2 and 8, 3and 7, 4 and 6, 5

and 5

8. 27 + 319. 43 + 2410. 27 + 32


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a problem. The groupwhich garners thehighest point wins thegame.

Presentation

Present the followingproblem: Anne has 24

stickers. Her friendJessie gave her another33 stickers. How manystickers does Anne

have in all?If there are pupils

who give the answerusing mentaladdition/math, allowthem to explain how

they got the correctanswer.

Read Did You Know

That on page 56, thenask pupils the numberof teeth an adult and a

child have altogetherusing mental math.

Ask them to give the

functions of the teeth.Let them give ways onhow to care for their

teeth.Discuss the methods


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of adding using mentalmath. Start with twomultiples of 10 like30+40. then proceed to

adding a multiple of 10with another two-digitnumber. For example

50+35. Finally letpupils add two two-digit numbers like

24+61 using twomethods: by renamingone addend and by

adding from left toright.

ApplicationLet pupils form triads.

Each group is providedwith a writing board,eraser and chalk.

Give Guided Practiceon pages 67 and 68addition problems one

at a time. Themembers of each groupare given 10 to 15

seconds to solve for thesums mentally and tocome up with only one

answer. Then writetheir answers on the


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writing board.If there is a group

that fails to get thecorrect answer, explain

the process first beforeproceeding to the nextnumber.

EvaluationConduct an individual

activity. Pupils willwrite their answers on

a piece of paper. Thinkand Answer on pages

68 and 69 problems.


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Analyze and

solvecompletelyword problemsinvolving

addition ofwhole numbers

with the sumsup to 900 000,includingmoney

Discuss wordproblems using

the five steps

Word Problems Preparation

Review

Using flash cards,

let pupils answer thefollowing:1. 30 + 40

2. 60 + 103. 50 + 304. 20 + 605. 70 + 10

6. 20 + 707. 20 + 40

8. 50 + 409. 30 + 2010. 10 + 50

Presentation

Let the class readDid You Know that onpage 70.

Show the pupils thepictures of the fourlargest rivers and askthem how they can

help maintain thecleanliness of the

Activity sheetswith wordproblems

Pictures of the

worlds largestrivers

Steps insolving one-step word

problems:1. Read and

understand theproblem.a. What is asked inthe problem?

b. What are the givenfacts?

2. Plan what to do.

a. What operationshould be used to

solve the problem?b. What is the

number sentence?

3. Perform or do therequired operation.

4. Check the answer.

AssignmentSolve the following

problems using thefive steps.

1. Last June, Joy had

an investment of P3,500 in the bank. Shedeposited P1, 500 in

July, and P2, 075 inAugust. How much isher total investment

now if she did notwithdraw anyamount?

2. Mother went tomarket and bought

the following:- 2 packs of coffee atP28 a pack- 1 kg of sugar at P32

- 2 cans of milk atP24 a can

- 1 bottle of oil at P18How much did


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rivers or other bodiesof water near them.

Using theinformation, what is

the total length of thefour longest rivers in

the world?To recall, the four-

step process insolving problems are:

1. Read andunderstand.What is asked in the

problem?What are the given

facts?

2. Plan what to do.

What operation(s)should be used? What

is the numbersentence?

3. Do the plan.How are the

operations

performed? What isthe answer?

4. Check the answer.

Mother pay in all?

Quiz

Answer the

questions that followeach problem.

1. Gabriel has P126.Juan has P87 morethan Gabriel. How

much do the twochildren have

altogether?

What is asked?_________

What are given?_________What operation

should be used?_________What is the number

sentence?_________What is the complete

answer? _________

2. Bryan counted his

savings in one year.The P100 bills total


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ApplicationUse practical work

approach in thislesson.

Group the class bygroup table and let

them answer theword problems in theactivity sheets (withword problems taken

from Guided practice)provided them.

Each problem in the

activity sheet isfollowed by thefollowing questions:

What is asked?What are given?

What operation is tobe used?

What is the numbersentence?

What is thecomplete answer?

Emphasize thefollowing before the

pupils start theactivity:

- In What is asked?

Answers must beexpressed in

P1,800, P50 bills totalP1250,P20 bills totalP840, and P5 coinstotal P1655. How

much was his totalsavings?

What is asked?_________What are given?

_________What operationshould be used?

_________What is the numbersentence?

_________What is the complete

answer? _________


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declarative sentence.- In the operation tobe used, answersmust be in noun

form.- Number sentences

must be written fromleft to right.

Each group is given

30 minutes to solveand discuss theanswers. The group

reporter will thendiscuss their answersin front of the whole

class.

EvaluationLet pupils answer

Think and Answer onpages 74 and 75

Individually. Discussthe answers as pupilscheck each othersanswers.


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Subtract

mentally two-digit numbers

with minuendsup to 99

Discover thetechnique/s in

mentalsubtraction

Mental

Subtraction

Preparation

ReviewHave a brief review

in adding numbers

which sum up tomultiples of ten.

This will facilitate

better understandingof the concept onmental subtraction.

Motivation

Paste on the board

a picture of a brain.Ask the following

questions:a. What dominatesand dictates all our

actions?b. When we work,does our brain work

also?c. If we do physicalwork, how can we saythat our brain is

involved in doing thatwork?

Pictures of

brain Cutouts

Number cards

Chalk

cardboard

What is mental

Subtraction/math

Mental math is

computation withoutusing paper, pencil,or calculator

Subtraction can bedone mentally by

grouping and/orregrouping.

Reinforcement

Subtract mentally

1. 54-10-20

2. 72 (40+12)

3. 97 2 8

4. 47 (13+27)

5. 85-12-38-6-4


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d. What are examplesof mental work? Whydo you say so?

Introduce the ideathat some operations

in math can just bedone mentally. This isreferred to as mentalmath. It means

computation withoutusing a paper, pencil,nor calculator. It is

done by simplythinking.

PresentationMove to the new

lesson which ismental subtraction.Let them know that in

mental math, thereare also techniquesthat can be followed

so that thinkingbecomes easy.

Introduce the first

technique in mentalsubtraction.

Examples of

mathematicalsentences such as:


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90-27-23=90-(27+23)=90-50=40

59-18-12=59-(18+12)=59-30=29

75-19-21=75-(19+21)=75-40=35

Emphasize that 64-14-26 is just thesame as 64-(14+26)

by giving relatedexamples.

Explain further that

if we will perform theoperations involved,

they will both yield ananswer which is 24.

Ask series of

question leading tothe idea that mentalsubtraction would befaster if we first

group the numbersthat will give a sum

of multiple of tenbefore performingsubtraction.

Give more examples


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for them to solvementally.

Group the class into

5. Have a drill inmental subtraction

using the firsttechniques/ strategy.Each number of thegroup will compete

with other membersof the group. Asnumber cards are

being flashed, theywill give thedifference by solving

mentally.The first one to give

the correct answerearns a point.

Emphasize thateverybody must do

his part to make theirgroup win. Winningthe game is a teameffort, and so

everyone must carryout an active role.

Discuss the secondtechnique insubtraction mentally.


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Let them discover thetechnique/strategy bygiving examples suchas:

86-(16+10)= 86-16-10

= (86-16)-10=70-10= 60

42-20-12= 42-12-20= (42-12)-20

= 30 20= 10

97-(30+6)= 97 30 6

= (97-30) 6= 67 6

= 61

Ask series ofquestions leading tothe idea that mentalsubtraction could also

be done faster byremoving the

parentheses orregrouping thenumbers.

This means that the


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grouping symbolsmust be removed firstto form anothergroup.

Give them moreexamples to solve

mentally.

ApplicationLet the class answer

Guide Practice A, B,Think and Answer A,

B, C, on page 82 and83.

Evaluation

With the samegrouping, pupils will

play the WeakestLink. The teacher will

flash a numbercard/mathematical

sentence and thepupils will be given10 seconds to solve itmentally. When the

bell rings, they will begiven 3 seconds to

write their answer onthe cardboard (back).Pupils with wronganswers will be


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automaticallyeliminated. Afterfifteen rounds, thegroup with the most

members left will bedeclared winner.

Assignment

Answer Think Aheadon page 83 in yourwork text.


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Subtract three-

to five-digitnumbers from

four-to six-digitnumbers with

minuends up900 000withoutregrouping

Distinguish theminuend

subtrahend,and the

difference in agivenmathematicalsentence.

Subtraction

withoutRegrouping

Values:

Honesty

Preparation

ReviewUsing flash cards,

pupils will do

subtraction mentally.They will be given 10seconds to solve the

mathematicalsentence shown on aflash card.A. Subtraction by

Grouping:1. 98 13 17 =

2. 86 18 12 =3. 65 3 2 5 =B. Subtraction byRegrouping:

4.59-(19+9) =5. 83-12-40 =

6. 35-(3+10) =

MotivationPupils will give

examples of day to-day activities in which

subtraction isinvolved. Let them

Place value

charts Number cards

Items whichcan be found in

a sari-saristore

cutouts

Subtraction

withoutRegrouping

What are the stepsin subtracting

whole numbers?- To subtract,

write thenumbers in

vertical formaligning the

digits in eachproper place

value.- Subtract from

right to leftstarting with

ones place,then the tens,and so on up tothe digit with

the highestplace value.

Minuend is thenumber from whichwe subtract.

Quiz

Find the difference.

1. 97 403 2 202

2. 859 631 37 520

3. 736 598 635 543

4. 54 728 53 627

5. 687 452 345 252

6. 457 963 52 752

7. 2 769 1 644

8. 329 875 318 875

9. 176 963 76 832

10. 936 427 324424


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realize theimportance ofsubtraction in ourdaily lives, especially

in money matters.Ask them:

A) What do weusually have if theamount we pay is

more than theamount of items webuy?

B) How is our changedetermined? Whatdoes the cashier do to

know how much ourchange will be?

C) What process isinvolved? How can we

check for the correctchange?

D) What will you do ifyou receive changewhich is more thanwhat you ought to

receive?Emphasize the

value of honesty in allour understandings.Ask pupils specific

situations wherein

Subtrahend is thenumber we subtract.

Difference is theanswer in

subtraction.


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they have displayedor shown acts ofhonesty.

PresentationPresent the new

lesson, which isSubtraction without

Regrouping.Call three pupils to

portray differentroles.

Two pupils act asbuyers, and the other

one as a cashier.Give the buyers

P100 each to buy anitem from a rolling

store at the corner ofthe classroom. Thefirst will buy a kilo of

detergent powderwhich costs P70 andthe second a loaf of

bread at P30. Theywill be paying to thecashier, who in turn,

will be giving theirchange because theprices of the items

they bought are

below P100.


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Ask the class whatmathematicalsentences they canderive from the

activity.Call an individual

pupil to write the twomathematicalequations on theboard.

A. P100-amount paid- P 70-price of item

P 30- change

B. P100-amount paid- P 30-price of item

P 70 change

Introduce theconcept of minuend,

subtrahend, anddifference. Let them

discover that fromthe two mathematicalsentences in theactivity;

a. The minuend is theamount paid to the

cashierb. The subtrahend isthe price of the item

c. And the difference


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is the change given tothe buyer.Moreover, pupils

must take note that:

- The minuend is thenumber from which

we subtract- The subtrahend isthe number wesubtract

- The difference isthe answer insubtraction

Discuss the conceptthat subtraction is thereverse operation of

addition by asking:How shall we know

if we have receivedthe correct amount as

our change?They must come up

with answer which is:to add the price ofthe item we boughtto the change we

received.In other words, to

find the minuend, wejust add thesubtrahend and the

difference.


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Give examples ofmathematicalsentences wherein

they will find theminuend, subtrahend,

and difference. Pupilsmust discover thatthey need to subtractthe minuend and

difference to get thesubtrahend.Using a place value

chart, have a reviewin place value of thedigits of the given

minuends.Group pupils into 5.

Each group musthave a place value

chart. Give twonumbers to subtract.

Pupils will cut thedigits of the numeralsand place them in theplace value chart.

Guide pupils insubtracting whole

numbers. They mustfollow the steps.a. Write the numbers

in vertical form


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aligning the digits ineach proper placevalue.b. Subtract from right

to left. Starting withones place, followed

by the tens place,hundreds, thousandsplace, and so on.

Give them morenumbers to subtract.Pupils must take note

that:- The minuend isalways greater than

the subtrahend- A number 0subtracted from 0 isalways 0

- Zero subtractedfrom a non-zero digit

equals the same digit-A number subtractedfrom itself is 0

Application

Let the class answerGuide Practice A, B,Think and Answer A

and B on pages 87

and 88 as seatwork.


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Evaluation

With the samegrouping, they will begiven cut digits ornumerals. In each

round, they willsubtract the two

numbers and they willplace the digits andtheir answer on theplace value charts.

After the rounds, thegroup with most

number of correctanswers will bedeclared winners.

Assignment Let the class answer

Think Ahead on page88


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Subtract

three-to five-digit numbers

from four-tosix-digit

numbers withregrouping andzero difficulty

Solve wordproblemsinvolving

subtractionwithout and

withregrouping

Subtraction

withRegrouping

Values: Hope

in finding analternative

Preparation

ReviewIs the answer

correct? Yes or No

1. 756 minus 235 is521?

2. 95 602 4 302 =91 2003. 279 005 52 004= 227 001

4. Take away 27 from69, the answer is 32.

5. 764 706 24 503is 740 5036. Subtract 271 fromthe sum if 928 and

763 the answer is 1320.

7. 24 893 decreaseby 721 is 23 1728. 496 minus 225 is271

Have a drill on place

value of the digits of

the given numerals.

Place value

chart Word problems

written on

cartolina/manila paper

Number cards

cutouts

Subtraction

withRegrouping

AssignmentA. Find the difference.

Fruits No. ofPieces

Pineapple

MelonWatermelonApple

Mango

98703

7629459412365258

118073

1. pineapple and melon2. pineapple and

watermelon3. pineapple and apple4. pineapple andmango

5. melon andwatermelon6. melon and apple7. melon and mango

8. watermelon andapple

9. watermelon andmango10. apple and mango


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Review also ondifferent ways onrenaming numberswithout changing the

value such as:86= 7 tens and 16

ones630=5 hundreds and13 tens3400= 2 thousands

and 14 hundreds57000= 4 tenthousands and 17

thousands

MotivationFind out how pupilswill respond to the

following questions:A big wave struck

the boat you are

riding in.

Situation: One day

your group of friendswent island hoppingin the middle of the

day. The skysuddenly turned darkand strong winds

blew. You did not

anticipate a typhoon

B. AssignmentTo have a follow-up

subtraction withregrouping, pupils will

find the land areas ofthe given. Asian

countries (in squarekilometers)-Cambodia,

Philippines, Indonesia,South Korea, and

Thailand. They will findthe difference of theland areas of:1. Cambodia and

Philippines2. Cambodia andIndonesia

3. Cambodia and SouthKorea4. Cambodia and

Thailand5. Philippines andIndonesia

6. Philippines andSouth Korea7. Philippines and

Thailand8. Indonesia and SouthKorea9. Indonesia and

Thailand

10. South Korea and


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would occur. In a fewminutes, you foundyourself separatedfrom your friends.

You began to loseconsciousness, and

when you woke up,you were alreadyalone on an island.You did not know

your way back home.

a. How would you

find your way backhome?b. Who would you ask

for help to solve yourproblem?c. Would you losehope when you

exerted your bestefforts but to no

avail?

Stress the value ofHOPE in our everyday

lives. When we findourselves struck in a

certain problem, weneed not give up. Inour most trying

times, when we have

Thailand

TreasureHunting

Group pupils into 4.They will playTreasure Hunting.

They will only be ableto find the Treasure if

they can solve thegiven word problem ineach obstacle. In theevent they solve the

problem correctly, theywill advance to the

next obstacle until theywill finally find thetreasure. The groupwhich finds the

treasure in the shortesttime in finding the

treasure wins thegame.


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tried out all possiblesolutions but they didsolve our problems,we must always

remember that wealways have our last

resort- GODALMIGHTY.


lesson which is

Subtraction withRegrouping.

Tell them that thedigit in every placevalue of the minuendis greater than the

subtrahend, they caneasily subtract.However, there are

cases when the digitin the minuend is lessthan the

corresponding digit ofthe subtrahend. Posethis question; What

do we do then?Give two numbers

to subtract in such a

way that some of the

digits of the minuend


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are less than thecorresponding digitsof the subtrahend.Guide pupils in

subtracting thenumbers with

regrouping.Ask for individualpupils to regroup orrename the numbers

to facilitate for thebetter understandingof the concept.

Call on some pupilsto solve on the board.Other pupils will

observe as I guidethem on how tosubtract with

regrouping. Givemore numbers tosubtract and let

pupils find thedifference on theirown.Discuss subtraction

with regrouping usingthe expanded form of

the numbers.Give more examples

to practice on.


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Working by pairs,pupils will playdecoding themessage. They will

be given sets anumbers to subtract,

and they willsubstitute acorresponding letterfor each difference.

The message wouldbe I Love Math. Thefirst five pairs to give

the correct messagewill earn extra points.

Introduce problemsolving involvingsubtraction with and

without regrouping.Let them realize thatsolving problems in

math are just thesame as solving yourproblems whenyoure on an island

and you dont knowyoure way back

home. Explain furtherthat in order to solvea given problem,

there are certain


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steps to follow. Theseare:a. Read andunderstand the

problem.1. What is asked inthe problem?

2. What are the givenfacts?

b. Plan what to do.1. What operationshould be used to

solve the problem?2. What is thenumber sentence?

c. Perform or do therequired operation.

d. Check the answeror look back.

Give them someword problems tosolve using Polyasfour steps in problem

solving. Guide pupilsin using the four

steps in problemsolving.


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ApplicationLet the pupils

answer Guide PracticeA and B and Thinkand Answer A and Bn pages 94 and 95 as

seatwork.

EvaluationLet them answer

Think and Answer Con pages 95-98.


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Estimate the

difference oftwo numbers

with three-tofour-digits

Solve wordproblems

involvingestimatingdifferences

Estimating

Differences

Values: Sounddecision-making

Preparation

Review/Motivation

Have a review onrounding offnumbers. This can bedone through a

game. Pupils willgather at the centerof the room. They will

round off the givennumbers to thespecified place value.

If they have to round

up, they will go to theright side of the

room. On the otherhand, they will go tothe left side of the

room if they rounddown. Then ask thepupils to give thevalue of the rounded

number.

Number cards

Place valuechart

Word problemswritten oncartolina/manila paper

Estimating

Differences Assignment

Round off to thehighest place value,

and then estimate thedifference.

1. 582 29

2. 359 349 101 359

3. 44 021 19 442

4. 49 648 32 921

5. 999 998

6. 5 590 3 678

7. 3 605- 964

8. 248 85

9. 248 925 98 924

10. 7 352 4 929


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lesson which isEstimating

Differences. Discussthat rounding offnumbers is very

useful in makingestimates. Toestimate differences,

we first round off theminuend and thesubtrahend to the

highest place value,then subtract.Give specific

examples for betterunderstanding of theconcept.

Call individual pupilsto give the estimatedminuend, subtrahend,

and difference.Let pupils solve for

the actual/exactdifference of the

numbers andcompare these to

their estimateddifference. Given setsof numbers to

subtract, they will


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stomp their feet twiceif the exact differenceis greater than theestimated difference,

and clap their handsthrice if the exactdifference is less than

the estimateddifference.Explain further that

rounding off numbersis just the same asdecision-making. To

be able to make asound decision, onemust have justifiable

reasons why hedecided that way, inthe same manner

that rounding offnumbers must followa specific rule or

criterion.

Ask:The King ofBrunei gave you P1,

000 on you birthday.How would you spend

the money to reallymake you happy?Support your

answer.


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Introduce solvingword problemsinvolving estimating

differences. Pose onthe board wordproblems written on

cartolina/manilapaper. Ask individualpupils to read the

problems. Tell pupilsthat they must alsofollow Polyas four

steps in problemsolving. Let themsolve the given

problem byestimating thedifferences.


Guided Practice andThink and Answer onpages 100 and 101 asa seatwork.

EvaluationLet them answer

Think and Answer Band Think Ahead onpages 101 and 102

given as a book work.


55/82

St.Patrick School

Lesson Plan in Mathematics 3


Solve two-stepword problems

involvingaddition and

subtraction ofwholenumbers

Use Polyasfour steps inproblem

solvinginvolving

addition and

subtraction ofwholenumbers

Two-step WordProblems

Values:

Doing workindependently

Preparation

ReviewReview the pupils n

Polyas four steps inproblem solving whichone

a. reading andunderstanding theproblemb. Planning what to

doc. Performing or

doing the required

operationsd. Checking the

answer or looking back

Motivation

Have a drill on basicaddition andsubtraction facts. This

can be done through agame. Everybody mustparticipate in thegame. This is called a

30-second challenge.

Using flash cards start

Cutouts

Problemswritten on a

piece ofcartolina/manila paper

Flash cards

Chalk

Illustrationboard

Assignment

Solve the followingproblems.

1. In a school, thereare 230 Grade 3pupils. If 138 of themare girls, how many

Grade 3 boys arethere?

2. Luz has 105stamps. She saved 30of them to her sister

15 of them to herfriend. How manystamps were left to

Luz?3. Allan sold 127newspapers onSaturday. He sold 28

more on Sunday thanon Saturday. Howmany newspapers did

he sell on the 2 days?4. An apple costs P15

and an orange cost


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with a number whichpupils will add orsubtract, depending onthe succeeding

operations indicated.Pupils must take notethat within 30 seconds,

they must give ananswer.After 10 rounds, the

game can be done alsoby groups. There mustbe a representative

from each row. Aftereach round, anotherpupil in the row will

take the challenge.After 10 rounds, therow with the most

number of points winsthe game.


lesson. Show the fourword problems. Grouppupils into four also.

Then assign eachgroup to perform eachstep in problem

solving. For the second

problem another group

P10. How muchchange will have inP50?5. Mother baked 48

cup cakes. She gave12 to a friend andserved 8 to her

children. How manycupcakes left to her?

Quiz BeeIn group of four,

organize a quiz bee.Each pupil must have

a piece of chalk andillustration board.They will be given 10questions to answer.

The teacher will read

each question. As theteacher reads the

question/s, the pupilscan record the givenfacts needed to solve

the problem/s. Theywill be given 1 minuteto solve each problem.

They will also raisetheir boards to revealtheir answers after

one minute. Pupils

scores/points will be


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will be in-charge of thesame step. Theycontinue to rotate upto the fourth problem.

Each group thus hasthe chance to give theanswer for all steps in

problem solving.Discuss the answers

with pupils,

emphasizing that thereare two operationsinvolved in solving

problems namely,addition andsubtraction. Explain

further when to addand when to subtractdepending on the cue

words and what is/areasked in the problem.Call individual pupils

to solve another set offive problems on theboard. Guide them infinding the correct

answers to the givenproblems. Other pupils

will observe how thecorrect answer is beingderived in each

problem.

recorded in a tallysheet.


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Show again four wordproblems. This time,individual pupils willsolve the given

problems without thehelp or guidance of theteacher. Others will

also solve in theirseats.

ApplicationPupils will look for

their partners inanswering Guided

Practice and Think andAnswer on pages 105to 108. They willdiscuss with each

other their answers to

the given problems.

Evaluation

Answer Think Aheadon page 108 will bedone individually.Stress that they must

not always rely onothers, especially in

doing things that theythemselves can do.They need to learn to

stand on their own,


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especially at timeswhen they are in asituation where no onecould ever solve their

problems butthemselves.


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Illustrate andapply

properties ofmultiplication

Multiplymentally two-digit numbers

with a productup to 200withoutregrouping

Properties ofMultiplication

Values:

Responsibility

Preparation

Review

Using drill cards,conduct a snappy review

on the basicmultiplication facts. Makesure the pupils do it

mentally well.

MotivationGive the class a brief

history of the origin of

the symbol formultiplication as shown

in the Did You KnowThat? Then, ask pupils togive some applications ofmultiplication of whole

numbers in daily life, likefor example, in schoolbusiness, etc.

Presentation

Present the new lessonwhich is Properties ofMultiplication. Tackle the

5 basic properties of

Flash cards

Drill cards

with basicmultiplication

facts

Empty cans orany countingobjects

Properties ofMultiplication

- Properties ofmultiplication make

computation easy.

- Commutativeproperty statesthat changing theorder of thefactors does not

change theproduct.

- Associativeproperty states

that changing thegrouping of thefactors does notchange the

product.

- Identityproperty statesthat the product


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multiplication. Use emptycans or any countingobjects to illustratethem. Discuss fully the

different properties usingthe examples on pages84 to 86 of the work

text. Ask the class togive their own examples.Tell them that these

properties are useful infinding the products.

Application

Let the pupils answerGuided Practice orally.Emphasize how

distributive property of

multiplication over

addition is done. Let thepupils do the illustration

of the other properties.Tell them that propertiesof multiplication make

computation easy.

EvaluationFor mastery of

concepts, let pupilsanswer individually Thinkand Answer on pages 88-

89. Go around the room

of any numberand 1 is equal tothat number. Theidentity element

for multiplicationis 1.

- Zero propertystates that theproduct of zero

and any numberis zero.

- Distributiveproperty ofmultiplication

over additionstates that whena factor is given

as a sum,multiplying eachaddend by the

other factorbefore addingdoes not changethe product.


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and check on those whoare having difficulty withthe problem.Let pupils answer Think

Ahead in a small group.Discuss answers andcheck pupils work.

AssignmentAsk pupils to write some

of their activities thatthey can apply

commutative property.Emphasize to them that

changing the order of theactivity, the result didnot affect.

St P t i k S h l


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Objective Topic Activities Materials Generalization Remark

Multiply

factors with

five or moredigits by two-digit factors

without andwith

regrouping

Multiplying byTwo-digit

Factors Values: Self-

discipline

Preparation

Review

Present a brief historyof the term multiplication

as in the Did You KnowThat? On page 90 of thework text.

Review the meaning offactor, product,multiplicand, multiplierand partial products.

MotivationConduct an oral drill on

multiplication using theflashcards.

12 x 5 = ___

15 x 6 = ___24 x 5 = ___11 x 11 = ___

12 x 15 = ___20 x 30 = ___

Presentation

Present the new lesson

Drill cards withmultiplication

facts Flash cards

Multiplying byTwo-digit

Factors- To multiply

whole numbers

by two-digitfactors,multiply thefirst factor by

each of thedigits in the

ones and tensplaces of thesecond factor.

- Add the partialproducts.

Enrichment

Study the pattern, anthe equations.a. (1x9)+2= 11

(12x9)+3 = ___(123x9)+4 = ___(1234x9)+5 = ___(12345x9)+6 = ___

(123456x9)+7 = ___

b. (1X8)+1 = 9(12x8)+2 = ___(123x8)+3 = ___

(1234X8)+4 = ___(12345X8)+5 = ___(123456X8)+6 = ___

which is Multiplying by


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which is Multiplying byTwo-digit Factors.Let the pupils read and

analyze problems in the

given examples on page90 of the work text.Discuss and explain

thoroughly the solutionspresented in the worktext. Call on volunteers

to do relatedmultiplication exerciseson the board. Let the

class check each othersanswer.

ApplicationLet them answer

Guided Practice

individually.Lead pupils answer to

realize that oneimportant thing that theyneed to develop is self-

discipline. It means tocontrol ones behaviorand emotions, and when

necessary, to put offimmediate needs anddesires for long-term

benefits.Emphasize to them that

those who have self


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those who have self-discipline show self-control, do things inmoderation, show

patience and developeffective habits.

EvaluationLet the pupils work in

pairs Think and Answeron pages 93-94 of thework text. Discuss and

check the solutions.

AssignmentLet them answer Think

Ahead on page 94.

St Patrick School


66/82



Multiplyfactors with

five or moredigits bythree-digit

factors withoutand withregrouping

Multiplying byThree- digit

Factors Values:

Friendship

Preparation

Review/

MotivationFigure out the riddle

by solving themultiplication problembelow.

_______ _______

410 544 423 003

_______ _______968 928 510 422

_______ _______496 182 968 528

_______ _______

396 144 245 304_______ _______

686 928 968 528

R A44 024 34 212

X 22 x 12

Copy ofnewspaper

Drill cards

Multiplying byThree- digit

Factors

How to multiply

large numbers?do the following:

1. Multiply from theones place to the

highest place value.Regroup when

needed.2. Write each partialproduct in its proper

column.3. Add the partialproducts.

EnrichmentForm a small group

to answer ThinkAhead on page 100.Let volunteer groups

discuss theiranswers/solutions tothe class.

Stop! What kind

of driver carriesnolicense?


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E W31 224 23 201X 22 x 22

R D22 012 12 102

X 44 x 41

S V

20 143 10 221X 21 x 12

I C33 012 12 323X 12 x 32

R E88 048 62 448

X 11 x 11

PresentationShow the class a copy

of a daily newspaper.

Encourage pupils toread newspapereveryday. Discuss with

them advantage inreading newspaperdaily.

Present and discussword problem on Think

and Share on page 95.


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p gTo multiply large

numbers, do thefollowing:

1. Multiply from theones place to thehighest place value.

Regroup when needed.2. Write each partialproduct in its proper

column.3. Add the partialproducts.

Discuss with themexamples on pages 96

to 97. After discussingthe example, let thepupils try several

exercises on the board.673 592 x 345802 764 x 156

678 039 x 287

ApplicationLet pupils answer

orally guided Practice

part A on page98.Then, have themanswer part B

individually. Assistthose who find difficulty

in solving the


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gexercises.

EvaluationLet the pupils answer

Think and Answer A

and B individually then

call pupils to write theiranswer/solution on theboard.For mastery, require

the pupils to solve by

group part C 1-5 ofThink and Answer on

page 99 to 100.

AssignmentLet them answer

Think and Answer 6-10

on page 100. let themwrite theiranswer/solution in Math

notebook.

St.Patrick School


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Multiplyingtwo-to five-

digit factorshaving one tothree zeros in

both factorswithout andwithregrouping

Multiplyingwith Zero

Difficulty Values: Being

Generous

Preparation

Review/

MotivationPose the question Do

you know the best sellingchildrens book series in asingle year? to the

pupils. Then, refer thepupils to Did You KnowThat on page 101 of thework text. Let pupils

mentioned the charactersand the moral lessons

that they read from the

book. Presentation

Present the new lessonwhich is Multiplying with

Zero Difficulty.Let them read the

problem presented on

think and Share. Let themanalyze the given factsand solve what is askedfor.

Then, ask what theynoticed in the multiplier.

Flash cards Multiplyingwith Zero

DifficultyHow to multiply withzeros in one of the

factors, do thefollowing:

1. Multiply by the

ones, tens, andhundreds.

2. Regroup ifnecessary.

3. Add the partialproducts.

Assignment

Complete each table.x 40

60073008

38

46

x 40804

52046

45

56

Conduct a short drilli fl h d


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using flash cards.Encourage them to solvementally.

305 x 5 =405 x 5 =508 x 7 =

603 x 4 =371 x 3 =

Let the class read MathIdeas on page 103.Emphasize to the pupils

the proper alignment ofthe particular products.Give more examples

aside from the exampleon the book. Let pupils dothem on the board.

Application

Let the pupils answerGuided Practice A and B.Discuss the answer orally.

Evaluation

Let them answer Thinkand Answer in small

group. Discuss answersand check pupils work.

Ask the class: Do you

have anything you cani t t th d ?


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give out to the needy?Lead the pupils to realizethat generosity is giving

or being ready to givefreely and unselfishlywithout wasting or

expecting anything inreturn. It is not simplygiving money, material

goods or donations. It isalso giving ones time andtalents and sharing what

one has with others.



73/82



Multiplyfive-digit or

more factorsby multiplesof 10, 100

and 1 000

Multiplying byMultiples of

10, 100, and1 000

Values:Thriftiness

Preparation

Review

Multiply then encirclethe correct answer in

the row of numerals onthe right.1. 24 x 3 =

8 1 7 2 6 2 9 42. 64 x 4 =4 8 9 5 2 5 6 7

3. 97 x 5 =

7 9 0 3 6 4 8 54. 809 x 7 =

5 2 5 6 6 3 4 8

5. 435 x 9 =3 7 4 3 9 1 5 0

Motivation

Perfect Match

Find as manymatching combination

of factors and products.Write the perfectmatches in therectangles and blanks

below.

Drill cardswith

exercisesonmultiplicatio

n by powersor multiplesof 10

Flash cards

Multiplying byMultiples of

10, 100, and1 000

When multiplyingnumbers bymultiples of 10,multiply the nonzero

digits of the factors,then affix to the

product all the zerosin the factors.

The number of

zeros in both factorsis equal to the

number of zeros inthe product.

AssignmentLet them solve the given

problem on page 110.

ReinforcementFind the products.

1. 3 965X 500

2. 63 079

X 800

3. 47 896

X 600

4. 8 076

X 5 800


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1. ____ x ____ =2. ____ x ____ =

3. ____ x ____ =4. ____ x ____ =5. ____ x ____ =6. ____ x ____ =

7. ____ x ____ =8. ____ x ____ =

9. ____ x ____ =10. ____ x ____ =

PresentationAsk the pupils to read

silently Did You KnowThat and the problemin Think and Share on

page 106.Ask the class: How do

80

16 9

400 50 12 000 720

10 30 20 6 000

100 40

2 000 1 600 600

1 000 60 70 30 000

4 200

you save up electricity?Do you really do it?


75/82

Do you really do it?Lead the pupils to

realize that knowing

hoe to save does notalways translate toactually saving.

It is not enough thatyou know what to do.It is the doing thats

more important.Let pupils cite some

examples that a grade

school pupil like themcan actually do to saveelectricity. Tell them

that these are some ofthe easierresponsibilities theycan have and when

done conscientiously,these add up pretty

good savings.Solve the problem

presented Think andShare by using

standard multiplicationmethod, which is

multiplying by ones,tens, hundreds and soon. Then tell the pupilsthat there is a shorter

way to get the productof a number and a


76/82

of a number and apower or multiple of10.

Discuss the concept ofthe power of 10 or amultiple of 10. Explain

thoroughly theexamples given onpage 107 of the work

text. Use flash cards fororal exercises.

Application

Let the pupils answerGuided Practice onpages 108 to 109.Discuss the answers

orally.

Evaluation

To reinforce theirunderstanding, ask the

pupils to solve Thinkand Answer.Assist those who find

difficulty in solving the

problems.

Assignment

Let them solve thegiven problem on page

110.



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Estimate theproducts of

two factorswith five ormore digits

by two-tothree-digitnumbers

EstimatingProducts

Values:Being Compassionate

Preparation

Review

Supply the missingnumber.

1. 80 x ___ = 4 8002. 90 x ___ = 6 3003. ___ x 500 = 350 000

4. ___ x 700 = 560 0005. ___ x 400 = 320 000

MotivationLet the pupils read Did

You Know That.emphasize to the pupilsthat our health, our

appearance, and much ofour happiness largelydepends on the foods

that build and repairtissues, that produceenergy for our activities,

that regulate our bodyprocesses such asgrowth. The more activewe are the more energy

food we need to maintainour bodies. We need to

Flash cardswith

numbers tobe roundoff

Pictures ofchildren

sharingfood, toys,clothes,etc. to

otherpeople

EstimatingProducts

What are the rulesin estimatingproducts?

To estimate theproduct:

- round off each

factor to itshighest place

value- multiply the

nonzero digits- affix as many

zeros to theproduct as

there are in thefactors

- the result is theestimated

product

- Enrichment

Estimate your

answer.

1. Mang Lando earnsP295 a day as thebakers helper. About

how much does heearn in 22 days?

2. Fresh LemonsBakery bakes 425leaves of bread

everyday. About howmany leaves of breaddoes it baked in 17

days?

3. Cora can sell 960

cup cakes a day.About how many cupcakes can she sell in31 days?

4. Juliet helps in their

bakery 28 hours aweek. About how

choose the right food wewill eat to safeguard our

many hours does shedo in 13 weeks?


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health.Encourage them to eat

fish, fruits and vegetablesbecause these are verynutritious and good

sources of protein, fats,vitamins and minerals.Remind them not to eat

junk foods.

PresentationLet the class share their

views on what is beingcompassionate all about.Tell the pupils thatcompassionate means

being aware of thesuffering of other people.To be compassionate

means being sensitive tothe feelings of others-someone who shows

mercy to the poor, thesick, the prisoner, andother unfortunate people.

Present the problemfound in Think and Shareon page 111. Draw the

equations that will solvethe problem.

Lead pupils to noticethat we are often


79/82

confronted with manysituations that require

only estimates. Forexample, when weinquire about the number

of people who eat in afast food chain everyday,we cannot expect an

exact number but just anestimate. Call pupils todefine or explain the

word estimation, then,give own explanation.Discuss the convenience

of giving estimates incertain situations. Let thepupils cite situationswhere estimates are

more useful. Tell themthat in estimation,

rounding off number isneeded.Have a snappy drill in

rounding off whole

numbers. Focus only onrounding off numbers to

the highest place value.Direct the pupils

attention on theequations written on the

board. Call on volunteersto estimate the answerst th i ith i


80/82

to the exercises with in agiven time limit. Then ask

other pupil to solve forthe exact product. Let theclass compare the

estimated and the actualanswer.


Guided Practice on page112, orally.

Evaluation

Let them answer Thinkand Answer individually.Discuss the correctanswer as pupils check

their works.

Assignment Read, analyze, and

solve the problems onpage 113 think ahead.



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Write

numbers inexpanded

form

Exponent

Form

Values: Self-

Confidence

Preparations

Review/Motivation

Let the pupils play theNumber Search by

posting a chart on theboard. Let them pick out

Flash cards

withexponential

equations

Exponent

Form

Powers of 101 = 100

10 = 101

100 = 102

Enrichment

Challenge pupils to

match column A withcolumn B.

A7


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the answer to each problem

without using paper orpencil.

200 x 12

40 x 300100 x 90

25 x 20030 x 500

Presentation

Present the new lessonwhich is Exponent Form.

When the same factor isused several times, you cansimplify the expression byusing an exponent.

10 x 10 x 10 can bewritten as 103

The small number 3The small number 3written on the upper rightwritten on the upper right

side of 10 is calledside of 10 is calledexponent.exponent.

10 is called the base.10 is called the base.

The exponent tells howThe exponent tells how

many times the base ismany times the base isused as a factor.used as a factor.

We read 10 as 10We read 10 as 10

100 = 10

1000= 103

10 000 = 104

100 000 = 105

1000000 = 106

Exponent tells howmany times the baseis used as a factor.

Any number with 0

exponents is equalto one.

1. 27

2. 54

3. 9 x9 x 9

4. 122

5. 25

6. 33

7. 82

8. 3x3x3x3x39. 106

10. 104

11. 42

12. 152

Ba. 16

b. 32c. 729d. 64e. 128

f. 10 000g. 225h. 1 000 000

i. 243j. 625k. 27

l. 144

9 000

15 000

2 400

5 000

12 000

6 000

1 500

Documents

Advance Lesson Plan