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# Lesson plan math 6 -hindu arabic - roman

Lesson Plan-Math 6 -Hindu Arabic - Roman.docx

Lesson Plan-Math 6 -Hindu Arabic - Roman.docx

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### Lesson plan math 6 -hindu arabic - roman

1. 1. Semi-Detailed Lesson Plan in Mathematics 6 Name: Jane S. Ologuin School: Nazareth Elementary School District: Sergio Osmeña II District I. Objective: Write Hindu-Arabic Numbers to Roman-Numerals II. Subject Matter: Writing Hindu-Arabic numbers to Roman Numerals Reference: Mathematics in Everyday Life p. 6 PELC 9, 1.2 p.8 Materials: sheets of blank Manila paper, crayons, drawing board or illustration board Value: being able to be with others III. Procedure: A. Preparatory Activities 1. Checking of Assignment 2. Review: (Group) place value of numbers 3. Motivation: Have you seen the number in an alarm clock? How about in writing your grade level? What can you say about that number? B. Lesson Proper: 1. Presentation: Gloria Diaz of the Philippines went on to win the Miss Universe crown in July 15, 1969. How do you write 1969 in Roman Numerals? 2. Discussion: In writing Roman numeral to Hindu-Arabic there rules to be followed and certain numbers has its own equivalent such as 1-I, 5-V, 10-X, etc. 3. Generalization: How do you write Hindu Arabic to roman numerals? What are the rules to be remember? 4. Application Write the following Hindu-Arabic numbers to Roman numerals. 1. 123 6. 734 2. 234 7. 123 3. 45 8. 1034 4. 65 9. 45 5. 980 10. 67 IV. Evaluation: Pretend that you are the president of your school club’s Math Wizards. Write an announcement for the bulletin board inviting the school children to join MATHEMATICS QUIZ BEE involving Roman numerals and Hindu- Arabic numbers V. Assignment: a. Write the Hindu-Arabic numbers in an alarm clock to Roman numerals.
2. 2. Semi-Detailed Lesson Plan in Mathematics 6 Name: Jane S. Ologuin School: Nazareth Elementary School District: Sergio Osmeña II District I. Objective: Solve 2-3 step word problems involving any of the four fundamental operations II. Subject Matter: Solving 2-3 step word problems involving any of the four fundamental operations. Reference: Mathematics in Everyday Life p. 45 PELC IA5b Materials: sheets of blank Manila paper, crayons flashcards, drawing board or illustration board Value: accuracy III. Procedure: A. Preparatory Activities 1. Drill Drill on the four fundamental using flashcards. Review: (Group) place value of numbers 2. Motivation: Strategy: relay game B. Lesson Proper: 1. Presentation: Problem opener: Mang Ruben harvested a total of 11,380 kilograms of palay. He sold it to five different rice dealers. If each dealer received equal amounts, how many kilograms did each one get? If one kilogram costs P25, how much did he get? 2. Discussion a. What is asked in the problem? b. What are the given facts? c. What processes are involved? d. What is the mathematical sentence? (11,380/5) xP25=N e. Solve the problem f. What is the answer? 3. Generalization: What steps should you follow when solving problems? What is the most important thing to consider in problem solving? 3. Application. Read and solve An egg vendor bought 600 eggs from the Soler farm. She paid P28 per dozen. How much did she pay for all the eggs? IV. Evaluation: Read and solve: There were 407 boys and 438 girls in San Isidro Central School who joined the Alay Lakad. If 65 pupils rode in a bus, in going to the assembly area, how many buses were hired? V. Assignment: Read and solve. The PTA donated P39, 510 to the school to buy 15 typewriters, if each typewriter costs P3, 000, how much was the school’s share?
3. 3. Semi-Detailed Lesson Plan in Mathematics 6 Name: Jane S. Ologuin School: Nazareth Elementary School District: Sergio Osmeña II District I. Objective: Round decimals to the nearest tenths/ hundredths/thousandths II. Subject Matter: Rounding decimals to the nearest tenths/hundredths/thousandths Reference: Mathematics in Everyday Life p. 101-104 PELC II F 2.2 Materials: sheets of blank manila paper, flashcards Value: speed and accuracy III. Procedure: A. Preparatory Activities 1. Drill on rounding off: mental computation 2. Motivation: Agawan Panyo Game. (Involving decimals). Set the games and its rules to be followed. B. Lesson Proper: 1. Presentation: Luis climbed a 483 meter hill. If there are 1000 meters in 1 kilometer, what part of the hill did Luis climbed? Rounded to the nearest hundredths, what number i s this? 2. Discussion: 1. What is asked in the problem? 2. What are the given facts? 3. What is process to be used? 4. What is the mathematical sentence? 5. What other thing is asked in the problem? 6. Why is the difference 517 rounded to 500? 7. What rule did you know? 3. Generalization: Add 1 to the digit in the rounding place if the number to the right is 5 above. If it is less than 5, round down and drop all the digits after the rounding place. 4. Application Round off the following number. 1.) 6.540 2.) 7.35 3.) .3982 4.) .055 5.) .64 IV. Evaluation: Round the following decimals to the nearest place value indicated. 1.) .36 2.) .823 3.)35.0453 4.).608 5.) 1.736 V. Assignment: round 85.81267 to the nearest place indicated. Tenths_________ hundredths__________ thousandths__________________
4. 4. Semi-Detailed Lesson Plan in Science 6 Name: Jane S. Ologuin School: Nazareth Elementary School District: Sergio Osmeña II District I. Objective: Observe the stars as to color, size and brightness. II. Subject Matter: Stars,: Their Size, Color and Brightness Reference: TM Into the Future pp. 153-154 Science and Health VI, p. 247 Materials: a pair of binoculars Value: appreciate the works of God III. Procedure: A. Preliminary Activities: 1. Checking of Assignment/review What are the different instruments used by astronomers to gather information about stars? B. Developmental Activities 1. Motivation: You have sometimes watched stars at night. What are some of your observations? 2. Presentation Observe the stars in a clear night sky. Do they appear to twinkle? What makes them twinkle? What conclusion you can make about stars? 3. Discussion/Analysis a. The sun is a star. b. Stars produce their own light. Those that appear at night do not show the same brightness. Some blink continuously, others flicker weakly. 4. Concept Formation/ Generalization What characteristics of the stars can be observed at night? 5. Application In terms of weather condition, what does a starry night mean? IV. Evaluation: 1. Besides yellow, identify other color of stars.(1-3) 2. Describe how stars may differ as to size. 3. Describe how stars differ as to brightness. V. Assignment: Observe a group of stars. Draw your observation in a bond paper. 1. In what ways stars differ? 2. Why do we see stars only during the night?
5. 5. Semi-Detailed Lesson Plan in Science 6 Name: Jane S. Ologuin School: Nazareth Elementary School District: Sergio Osmeña II District I. Objective: Describe the relationship between the brightness as seen in thes distance of stars from the earth. II. Subject Matter: Characteristics of Stars Reference: TM Into the Future pp. 1556-158 Science and Health VI, p. 248 Materials: penlights, notebook Value: attentiveness III. Procedure: A. Preliminary Activities: 1. Checking of Assignment/Review How is the color of a star related to its temperature? B. Developmental Activities 1. Motivation: Why do some stars seem to look very faint? 2. Presentation 2.1. Activities: Pre-assign the activities, one or two days before class discussion) 3. Discussion/Analysis. Distance affects the stars apparent magnitude. Other stars are very far away from the earth. Although their brightness is greater than that of the sun; we cannot see them during the daytime. The farther away the star is from the earth, the lesser is the apparent brightness that we see. 4. Concept Formation/ Generalization How does distance affect the brightness of a star? 5. Application Cite other explanations why stars appear in different brightness? IV. Evaluation: Explain in one or two sentences the relationship between distance and brightness of a star. V. Assignment: Explain: Why o we consider the sun as the brightest star?