1. A resource produced through the support of AusAID
on behalf of the Australian Government
PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Reprinted
by the Philippines-Australia Hastening the Impact of PROBE (HIP)
under the AusAID Vulnerable Groups Facility (VGF)
Enrichment Materials for Grades V and VI
2. Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education
Region VII, Central Visayas
Cebu City
Copyright 2000
Reprint Edition 2002
Revised Edition 2010
COPYRIGHT NOTICE
Section 9 of Presidential Decree No. 49 provides:
“No copyright shall subsist in any work of the Government of
the Republic of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit.”
This material has been developed within the Project in Basic Education (PROBE) imple-
mented by the Educational Development Projects Implementing Task Force (EDPITAF)
of the Department of Education (DepEd) in collaboration with the Bureau of Elementary
Education, Bureau of Secondary Education and the Commission on Higher Education.
Prior approval must be given by the PROBE Management Unit lodged at EDPITAF and
the source must be clearly acknowledged.
The production of this Teacher Support Material (TSM) has been made possible with the
assistance of the PA-PROBE RLMC VII Staff.
This edition has been revised for online distribution through the Learning Resource Manage-
ment Development System (LRMDS) Portal by Region VII-Bohol under Project STRIVE for
BESRA, a project supported by AusAID.
ESTELA B. SUSVILLA
ISF, Elem. Science/Math
Division of Bohol
WRITER
LIA S. CHAVEZ
Writer-Editor
Elem. Science/Math
PROBE-RLMC VII
CO-WRITER
3. (Teacher’s Guide)
4
• While the pupils are playing, move around to
see if they are following the rules.
• Allow flexibility of figures and bonuses. The
teacher may substitute the figures with their
corresponding dimensions and the bonuses
using separate strips to temporarily cover the
original ones.
• Acknowledge the winners appropriately.
Evaluation
The success of this material will be measured by:
• pupils’ ability to tell the place value of a
numeral
• pupils’ ability to correctly read and write
big numbers
• pupils’ ability to solve for the area,
perimeter and circumference of plane
figures with ease.
Resource List
This material contains:
User’s Guide
Master copies of:
Score Sheet Number Card
Number Card
pattern for the die
NOTE: The teacher provides the buttons.
4. Description
The games included here are suitable for two players
.They are designed to help reinforce pupils’
learning of place value concepts and in solving for
the area, perimeter and circumference of plane
figures.
Target Audience
Grades V and VI Pupils
Subject Matter
“Reading and Writing Large Numbers”; “Geom
etry”, Mathematics in Everyday Life 5, pp. 2-5;
Mathematics in Everyday Life 6, pp. 2-4; PELC
Duration
Teacher sets the time frame to suit the purpose of
giving the activities.
Objectives
After doing the activities, pupils will be able to
acquire mastery in:
• identifying the place value of a numeral
• reading and writing big numbers
• solving for the area, perimeter and circum
ference of plane figures.
1
5. 2
Preparation
These games will be given to the pupils only after they
have been exposed to the topics Place Value and
Geometry (areas, perimeters, circumference).
Procedure
For the game “Try Your Luck”
1. Divide the class into groups of two.
2. Distribute the game card, small die and buttons
to each group.
3. Let the players read first the Rules of the Game
before allowing them to start playing.
For the game “Roll the Place Value”
1. Prepare a score sheet, a number card and a large
die marked ones, tens, hundreds, thousands, ten
thousands and hundred thousands.
2. Group the pupils by two’s.
3. Distribute the score sheet, number cards and a
large die to each group.
4. Make your own sample number card and score
sheet so that the rules could be clearly ex
plained.
CONTENTS
Description 1
Target Audience 1
Subject Matter 1
Duration 1
Objectives 1
Preparation 2
Procedure 2
Teaching Hints 3
Evaluation 4
Resource List 4
7. SCORE SHEET NUMBER CARD
Player 1 Player 2
1
2
3
212 345
1 300
4
5
6
7
8
2
3
4
5
6
7
8
3
• If, for example, after rolling the die, the word hundreds
is shown, the player looks at his/her number card and
focus on number 1. The number written there is 212 345.
The digit in the hundreds place is 3, so the value of 3 is 3
hundreds (300).
• He/she then writes 300 in the Score Sheet under Player 1.
• Players continue rolling the die in turns, referring to the
next number in their number cards.
• After each player has had eight rolls, record the correct
answer. The player with the highest number of correct
answers is the winner.
Teaching Hints
• Replicate the master copies indicated in the
Resource List to meet the number of sheets
needed.
• Before letting the pupils play, make sure that the
rules of each game are already clear to the
players.
• Establish your own rule in determining who the
first player will be in each game.
