If kids come to us from strong, healthy functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning families, it makes our job more important.
The document discusses key signatures and how they are determined. It introduces the major scale, the letter names for notes, and the 12 possible keys. It provides the key signatures for C major and F major to memorize. Rules are given for determining sharps or flats in a key signature based on the last sharp or second to last flat. Examples of applying the rules to find E major and A-flat major are shown. Finally, all the key signatures are listed along with their relative minors.
The document defines and describes different types of quadrilaterals including squares, rectangles, rhombus, trapezoids, and parallelograms. It provides characteristics of each shape such as the number of sides, angles, and whether the sides are equal in length or parallel. A variety of activities are presented to help students identify, compare, and classify the different quadrilaterals.
The document introduces different musical note values - whole notes, half notes, quarter notes, and eighth notes - and explains their relative durations in beats. It also covers different rest values and their corresponding durations of silence. Examples are provided of each note and rest. The reader is prompted to practice identifying the duration of each note and rest value in beats. In the end, the key things learned are summarized as the different note values and corresponding rest values.
The document discusses the basic elements of music including rhythm, meter, note durations, rests, time signatures, and conducting patterns. It explains that music has a steady beat that notes are organized around in rhythmic patterns defined by measures separated by bar lines. Notes have standardized durations like quarter notes, half notes, and so on that indicate how long they last relative to the beat. Time signatures use a fraction to specify how many beats are in each measure and the note value that represents one beat. Simple meters divide each beat into two parts while compound meters divide each beat into three parts. Conductors use hand patterns to visually convey the meter to musicians.
This document provides an overview of key musical concepts related to rhythm, including notes, rests, meters, rhythmic patterns, and time signatures. It discusses how these concepts will be covered in the lesson, including defining different note and rest values, distinguishing between simple and compound meter, tapping rhythmic patterns, and using rhythmic syllables. The goal is for students to demonstrate understanding of rhythm by applying these musical symbols and concepts.
lesson for Grade 5 Quarter 3-W7-MATH-PPT (1).pptxShirleyPicio3
The document provides information about converting between 12-hour and 24-hour time formats. It explains that the 12-hour clock uses a.m. and p.m. while the 24-hour clock uses hours (H) and does not require a.m. or p.m. Converting between the two involves adding or subtracting 12 based on whether the time is before or after noon. The document also includes examples of converting times between the 12-hour and 24-hour formats.
The document is a presentation on the concept of ratios. It begins with defining ratios and their various forms of expression. It then covers key objectives like expressing one value as a fraction of another given their ratio. Several examples of ratios are provided, including explaining the importance of order and ensuring quantities have the same units. Applications to rates and problem solving with ratios are demonstrated. The presentation concludes with an evaluation section posing additional ratio problems.
The document discusses key signatures and how they are determined. It introduces the major scale, the letter names for notes, and the 12 possible keys. It provides the key signatures for C major and F major to memorize. Rules are given for determining sharps or flats in a key signature based on the last sharp or second to last flat. Examples of applying the rules to find E major and A-flat major are shown. Finally, all the key signatures are listed along with their relative minors.
The document defines and describes different types of quadrilaterals including squares, rectangles, rhombus, trapezoids, and parallelograms. It provides characteristics of each shape such as the number of sides, angles, and whether the sides are equal in length or parallel. A variety of activities are presented to help students identify, compare, and classify the different quadrilaterals.
The document introduces different musical note values - whole notes, half notes, quarter notes, and eighth notes - and explains their relative durations in beats. It also covers different rest values and their corresponding durations of silence. Examples are provided of each note and rest. The reader is prompted to practice identifying the duration of each note and rest value in beats. In the end, the key things learned are summarized as the different note values and corresponding rest values.
The document discusses the basic elements of music including rhythm, meter, note durations, rests, time signatures, and conducting patterns. It explains that music has a steady beat that notes are organized around in rhythmic patterns defined by measures separated by bar lines. Notes have standardized durations like quarter notes, half notes, and so on that indicate how long they last relative to the beat. Time signatures use a fraction to specify how many beats are in each measure and the note value that represents one beat. Simple meters divide each beat into two parts while compound meters divide each beat into three parts. Conductors use hand patterns to visually convey the meter to musicians.
This document provides an overview of key musical concepts related to rhythm, including notes, rests, meters, rhythmic patterns, and time signatures. It discusses how these concepts will be covered in the lesson, including defining different note and rest values, distinguishing between simple and compound meter, tapping rhythmic patterns, and using rhythmic syllables. The goal is for students to demonstrate understanding of rhythm by applying these musical symbols and concepts.
lesson for Grade 5 Quarter 3-W7-MATH-PPT (1).pptxShirleyPicio3
The document provides information about converting between 12-hour and 24-hour time formats. It explains that the 12-hour clock uses a.m. and p.m. while the 24-hour clock uses hours (H) and does not require a.m. or p.m. Converting between the two involves adding or subtracting 12 based on whether the time is before or after noon. The document also includes examples of converting times between the 12-hour and 24-hour formats.
The document is a presentation on the concept of ratios. It begins with defining ratios and their various forms of expression. It then covers key objectives like expressing one value as a fraction of another given their ratio. Several examples of ratios are provided, including explaining the importance of order and ensuring quantities have the same units. Applications to rates and problem solving with ratios are demonstrated. The presentation concludes with an evaluation section posing additional ratio problems.
The document defines and explains common music notation symbols used in sheet music including:
- The staff, which contains five lines and four spaces that correspond to notes of the diatonic scale. Clefs define which notes correspond to the lines and spaces.
- Dynamic symbols that indicate volume such as crescendo, diminuendo, pianissimo, piano, forte, and fortissimo.
- Accidental symbols like sharp, flat, and natural that raise or lower the pitch of notes.
- A fermata that indicates an indefinitely sustained note or rest.
- Note durations including whole notes, half notes, quarter notes, eighth notes, and sixteenth notes.
The document provides instructions and examples for converting between 12-hour and 24-hour time formats. It includes:
1) An example conversion chart with the 12-hour and 24-hour times along with activities and language columns.
2) Questions to test understanding of converting between the 12-hour and 24-hour times, such as what time is two hours after 2:00 pm on the 12-hour timeline.
3) Explanations of how to say times in the 24-hour format in terms of whole numbers and minutes, such as saying 05:30 as "five thirty hours".
A fraction is in lowest form when the greatest common factor (GCF) of the numerator and denominator is 1. To express a fraction in lowest form, you find the GCF of the numerator and denominator and divide both by the GCF. This reduces the fraction to a form where the numerator and denominator cannot be further divided.
Lines can be straight paths that extend indefinitely in both directions or parts of lines with two endpoints. Points specify exact positions, while intersecting lines cross at one point and parallel lines never cross. Line segments are finite parts of lines defined by two endpoints.
This document defines and provides examples of different musical intervals, including perfect unison, perfect octave, perfect fourth, perfect fifth, major second, minor second, major third, and minor third. It explains that perfect intervals are the perfect unison, perfect fourth, perfect fifth, and perfect octave. The perfect octave is the same note name with the interval of an eighth note higher or lower. The perfect fifth is the interval between the first and fifth notes of a major scale.
The document provides an overview of basic music theory concepts including:
- The staff is made up of five horizontal lines and four spaces, and clefs like the treble and bass clef determine note names.
- Voice parts include soprano, alto, tenor, and bass and are often written on different clefs.
- A time signature indicates the number of beats in a measure and which note receives one beat.
Music theory describes the construction of different types of chords. A major chord consists of the 1st, 3rd, and 5th notes of the major scale, while a minor chord uses the flattened 3rd note. The difference between major and minor scales is that the minor scale uses the flattened 3rd, 6th, and 7th notes compared to the major scale. Various chord types are formed from different combinations of notes within scales, such as major seventh, minor seventh, dominant seventh, and suspended chords.
The document defines key geometric terms including lines, points, line segments, rays, parallel lines, and perpendicular lines. It provides examples of each term and includes diagrams for students to identify whether shapes represent parallel lines, perpendicular lines, or intersecting lines. It also includes diagrams for students to identify as points, lines, line segments, or rays.
This document discusses different types of melodic direction including ascending, descending, stationary, and leap movement. Ascending involves tones moving up, descending involves tones moving down, stationary involves repeated tones, and leap movement involves tones moving in various directions through steps or skips ascending or descending.
This document provides instruction on adding integers. It begins with objectives and essential questions about how adding integers differs from adding whole numbers and how the sign of integers affects their sum. It then presents two rules for adding integers: 1) if integers have the same sign, add the numbers and keep that sign, and 2) if integers have different signs, subtract the numbers disregarding sign and keep the sign of the integer farther from zero. Examples demonstrate applying each rule. The document concludes by providing practice problems for students to solve.
Two polygons are congruent if they have the same shape and size, with corresponding angles and sides in the same position. Congruent polygons have corresponding angles that are equal and corresponding sides that are equal. The student learns to write and interpret congruence statements between triangles using equal corresponding angles and sides, and to prove polygons are congruent using the definition of congruence.
Vertical lines run north to south, horizontal lines run east to west, and diagonal or slanted lines are at an angle. Intersecting lines meet at a common point, parallel lines go in the same direction without meeting, and perpendicular lines cross each other at right angles.
Teach Students about equivalent fractions
This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
Este documento é uma apostila de violão para iniciantes dividida em quatro aulas. A primeira aula apresenta os principais componentes do violão e ensina sobre postura, notas musicais, acordes, ritmos e exercícios. A segunda aula aborda a diferença entre notas e acordes, novos ritmos, exercícios e músicas. A terceira aula trata de afinar o violão, relação entre acordes e notas do baixo, convenções de cifragem e exercícios. A quarta e última a
O documento fornece uma introdução sobre a história da guitarra, suas partes e técnicas básicas de execução. Explica que a guitarra evoluiu a partir de instrumentos antigos como o "ud" e a "cozba" e que as guitarras elétricas surgiram na década de 1930. Também descreve os principais componentes da guitarra, como o braço, e conceitos musicais como notas, intervalos e tablaturas, além de apresentar as notações para técnicas como hammer-ons, pull-offs e bends.
This document provides instructions on how to multiply fractions. It explains that when multiplying two fractions between 0 and 1, the product is smaller than either factor. It then presents the steps to find the fraction of a fraction: 1) read "of" as meaning to multiply, 2) multiply the numerators, 3) multiply the denominators, and 4) simplify the resulting fraction if possible. Several examples are worked through applying these steps.
1) The document discusses ordering decimals from least to greatest using place value and number lines. It provides examples of ordering prices from a McDonald's menu and test scores.
2) Equivalent decimals have the same value even if they have a different number of decimal places. Annexing zeros by adding trailing zeros does not change a decimal's value.
3) To order decimals from least to greatest, decimals are first lined up and zeros are annexed to give each number the same number of decimal places. Then the decimals are compared using place value starting from the left.
The document discusses even and odd numbers, stating that even numbers can be divided into two equal groups while odd numbers will have one left over. It then provides examples of even numbers like 2, 4, 6, etc. and odd numbers like 1, 3, 5, etc. The rest of the document contains a quiz that asks the user to identify whether a given number is even or odd, and provides feedback on their answers.
The teacher will lead lessons on comparing three-digit numbers using symbols like <, >, and =. Students will practice comparing numbers by plotting them on numbered number lines and determining which number is greater. Formative assessments include observing students during independent practice and reviewing work samples where they compare number pairs using number lines and write the correct symbol.
The document provides a daily lesson log for a 5th grade mathematics class that focuses on ratios. Over the course of the week, students will:
1) Learn about ratios and how to express them using fractions, decimals, and proportions. Examples used include comparing numbers of circles to squares.
2) Practice skills like writing ratios in different forms using real objects and visual examples from daily life. Ratios compared may involve numbers of students, fruits, or classroom supplies.
3) Apply their understanding of ratios to solve word problems involving costs, quantities for sale, and family demographics to strengthen comprehension of ratios in practical scenarios. Assessment occurs through ratio identification, expression, and application exercises.
The document defines and explains common music notation symbols used in sheet music including:
- The staff, which contains five lines and four spaces that correspond to notes of the diatonic scale. Clefs define which notes correspond to the lines and spaces.
- Dynamic symbols that indicate volume such as crescendo, diminuendo, pianissimo, piano, forte, and fortissimo.
- Accidental symbols like sharp, flat, and natural that raise or lower the pitch of notes.
- A fermata that indicates an indefinitely sustained note or rest.
- Note durations including whole notes, half notes, quarter notes, eighth notes, and sixteenth notes.
The document provides instructions and examples for converting between 12-hour and 24-hour time formats. It includes:
1) An example conversion chart with the 12-hour and 24-hour times along with activities and language columns.
2) Questions to test understanding of converting between the 12-hour and 24-hour times, such as what time is two hours after 2:00 pm on the 12-hour timeline.
3) Explanations of how to say times in the 24-hour format in terms of whole numbers and minutes, such as saying 05:30 as "five thirty hours".
A fraction is in lowest form when the greatest common factor (GCF) of the numerator and denominator is 1. To express a fraction in lowest form, you find the GCF of the numerator and denominator and divide both by the GCF. This reduces the fraction to a form where the numerator and denominator cannot be further divided.
Lines can be straight paths that extend indefinitely in both directions or parts of lines with two endpoints. Points specify exact positions, while intersecting lines cross at one point and parallel lines never cross. Line segments are finite parts of lines defined by two endpoints.
This document defines and provides examples of different musical intervals, including perfect unison, perfect octave, perfect fourth, perfect fifth, major second, minor second, major third, and minor third. It explains that perfect intervals are the perfect unison, perfect fourth, perfect fifth, and perfect octave. The perfect octave is the same note name with the interval of an eighth note higher or lower. The perfect fifth is the interval between the first and fifth notes of a major scale.
The document provides an overview of basic music theory concepts including:
- The staff is made up of five horizontal lines and four spaces, and clefs like the treble and bass clef determine note names.
- Voice parts include soprano, alto, tenor, and bass and are often written on different clefs.
- A time signature indicates the number of beats in a measure and which note receives one beat.
Music theory describes the construction of different types of chords. A major chord consists of the 1st, 3rd, and 5th notes of the major scale, while a minor chord uses the flattened 3rd note. The difference between major and minor scales is that the minor scale uses the flattened 3rd, 6th, and 7th notes compared to the major scale. Various chord types are formed from different combinations of notes within scales, such as major seventh, minor seventh, dominant seventh, and suspended chords.
The document defines key geometric terms including lines, points, line segments, rays, parallel lines, and perpendicular lines. It provides examples of each term and includes diagrams for students to identify whether shapes represent parallel lines, perpendicular lines, or intersecting lines. It also includes diagrams for students to identify as points, lines, line segments, or rays.
This document discusses different types of melodic direction including ascending, descending, stationary, and leap movement. Ascending involves tones moving up, descending involves tones moving down, stationary involves repeated tones, and leap movement involves tones moving in various directions through steps or skips ascending or descending.
This document provides instruction on adding integers. It begins with objectives and essential questions about how adding integers differs from adding whole numbers and how the sign of integers affects their sum. It then presents two rules for adding integers: 1) if integers have the same sign, add the numbers and keep that sign, and 2) if integers have different signs, subtract the numbers disregarding sign and keep the sign of the integer farther from zero. Examples demonstrate applying each rule. The document concludes by providing practice problems for students to solve.
Two polygons are congruent if they have the same shape and size, with corresponding angles and sides in the same position. Congruent polygons have corresponding angles that are equal and corresponding sides that are equal. The student learns to write and interpret congruence statements between triangles using equal corresponding angles and sides, and to prove polygons are congruent using the definition of congruence.
Vertical lines run north to south, horizontal lines run east to west, and diagonal or slanted lines are at an angle. Intersecting lines meet at a common point, parallel lines go in the same direction without meeting, and perpendicular lines cross each other at right angles.
Teach Students about equivalent fractions
This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
Este documento é uma apostila de violão para iniciantes dividida em quatro aulas. A primeira aula apresenta os principais componentes do violão e ensina sobre postura, notas musicais, acordes, ritmos e exercícios. A segunda aula aborda a diferença entre notas e acordes, novos ritmos, exercícios e músicas. A terceira aula trata de afinar o violão, relação entre acordes e notas do baixo, convenções de cifragem e exercícios. A quarta e última a
O documento fornece uma introdução sobre a história da guitarra, suas partes e técnicas básicas de execução. Explica que a guitarra evoluiu a partir de instrumentos antigos como o "ud" e a "cozba" e que as guitarras elétricas surgiram na década de 1930. Também descreve os principais componentes da guitarra, como o braço, e conceitos musicais como notas, intervalos e tablaturas, além de apresentar as notações para técnicas como hammer-ons, pull-offs e bends.
This document provides instructions on how to multiply fractions. It explains that when multiplying two fractions between 0 and 1, the product is smaller than either factor. It then presents the steps to find the fraction of a fraction: 1) read "of" as meaning to multiply, 2) multiply the numerators, 3) multiply the denominators, and 4) simplify the resulting fraction if possible. Several examples are worked through applying these steps.
1) The document discusses ordering decimals from least to greatest using place value and number lines. It provides examples of ordering prices from a McDonald's menu and test scores.
2) Equivalent decimals have the same value even if they have a different number of decimal places. Annexing zeros by adding trailing zeros does not change a decimal's value.
3) To order decimals from least to greatest, decimals are first lined up and zeros are annexed to give each number the same number of decimal places. Then the decimals are compared using place value starting from the left.
The document discusses even and odd numbers, stating that even numbers can be divided into two equal groups while odd numbers will have one left over. It then provides examples of even numbers like 2, 4, 6, etc. and odd numbers like 1, 3, 5, etc. The rest of the document contains a quiz that asks the user to identify whether a given number is even or odd, and provides feedback on their answers.
The teacher will lead lessons on comparing three-digit numbers using symbols like <, >, and =. Students will practice comparing numbers by plotting them on numbered number lines and determining which number is greater. Formative assessments include observing students during independent practice and reviewing work samples where they compare number pairs using number lines and write the correct symbol.
The document provides a daily lesson log for a 5th grade mathematics class that focuses on ratios. Over the course of the week, students will:
1) Learn about ratios and how to express them using fractions, decimals, and proportions. Examples used include comparing numbers of circles to squares.
2) Practice skills like writing ratios in different forms using real objects and visual examples from daily life. Ratios compared may involve numbers of students, fruits, or classroom supplies.
3) Apply their understanding of ratios to solve word problems involving costs, quantities for sale, and family demographics to strengthen comprehension of ratios in practical scenarios. Assessment occurs through ratio identification, expression, and application exercises.
The document provides details of a mathematics lesson plan for Grade 4 students covering decimals. It includes objectives to visualize and rename decimals using models and to identify place value and digit values. Examples are given to demonstrate converting decimals to fractions and vice versa. Students will practice skills through group activities, independent work, word problems, and making generalizations. The multi-day lesson aims to help students understand decimals through visual models and representational skills.
The document contains a daily lesson log for a Grade 10 mathematics class. The lesson focuses on permutations. It outlines the objectives, content standards, learning competencies, content, learning resources, and procedures for the lesson. The procedures section provides examples and practice problems to help students understand permutations. It discusses concepts like permutation formulas and the fundamental counting principle. Students practice solving permutation problems involving objects, words, seating arrangements, and other examples from daily life. They work individually and in groups on word problems to find the number of permutations.
This document contains a daily lesson log for a 4th grade math class. It outlines the objectives, content, learning resources, procedures, and evaluation for lessons on numbers and number sense from 10,001 to 100,000. Key concepts covered include visualizing large numbers with place value models, determining the place value and value of digits, and reading and writing numbers in symbols and words. Activities include drills, group work, and word problems to reinforce understanding of large numbers.
This document contains three lesson plans for mathematics instruction for Grade 4 students. Each lesson plan covers determining missing terms in number sequences, finding missing numbers in equations, and calculating elapsed time. The lessons provide objectives, learning content, instructional procedures including preliminary activities, presentations, practice exercises and assignments. The lessons aim to help students learn skills like identifying patterns in numbers, using properties of operations to solve equations, and calculating time durations.
The document provides guidance for teaching early math concepts through play-based activities. It outlines objectives to help trainees recognize math topics that can be taught in early years using play, different teaching strategies for conceptual clarity, and how to design hands-on activities and manipulatives. A variety of math concepts are described such as numbers, measurement, shapes, classification, and data collection. Sample activities are provided to demonstrate teaching topics like addition, subtraction and spatial understanding. The importance of early math success and developing conceptual understanding through concrete experiences before moving to pictorial then abstract representations is emphasized.
1683080071901_Addition by bar model and numberline.pptxJasiaZahoor
This document provides information about teaching students addition using bar models and number lines. It includes learning outcomes, assessments, resources needed, vocabulary words, and the lesson plan. The lesson plan involves introducing addition using a bar model where the whole is the sum and the addends are parts. It also uses a number line where students count jumps from the augend to the addend to reach the sum. Students then practice addition problems using bar models through a worksheet.
1. The document discusses curriculum documents and frameworks related to teaching counting concepts and addition/subtraction in early years education.
2. It provides examples of strategies, activities, and resources to help children develop understanding of counting, cardinality, addition, and subtraction.
3. The frameworks emphasize developing rich learning experiences using concrete experiences, language, visuals, and symbols to build number sense in young children.
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
This document outlines a lesson plan on ratios and proportions. The objectives are for students to demonstrate understanding and application of ratios, proportions, and expressing one value as a fraction of another given their ratio. The lesson plan provides examples of ratios of objects and quantities. It discusses different ways to write ratios in word, colon, and fraction forms. Students practice identifying ratios, writing them in simplest form, and applying them to real-world examples like comparing quantities of school supplies. The plan aims to build students' mastery of ratios and their ability to express one value as a multiple of another given their ratio.
This document contains a daily lesson log for a Grade 2 math class. It outlines the objectives, content standards, learning competencies, lessons, activities and resources for a week of instruction on numbers from 101 to 1000. The lessons include visualizing, identifying, associating numbers with sets of objects, and representing numbers using a variety of materials. Activities involve counting and bundling objects, completing number patterns, word problems and tests. The goal is for students to demonstrate understanding of whole numbers up to 1000.
This document provides information about the third grade team and curriculum at Clarksville Elementary School. It introduces the four third grade teachers and provides the school's vision, mission and behavioral expectations. It outlines the curriculum that will be covered in each subject area over the school year, including the focus on writing, and describes the typical class schedule and homework policy. Communication methods and other policies are also noted.
This document provides information about math instruction at the school. It discusses what constitutes progress in math, how math is taught in key stages 1 and 2, and key concepts taught like number sense, addition, subtraction, multiplication, division, word problems, and problem solving. It emphasizes building understanding of place value and using various methods like number lines, arrays, and partitioning. It suggests ways for parents to help children at home, such as playing math games and giving praise, rather than workbooks or stressing written algorithms.
This document outlines the math curriculum expectations for Key Stage 1 (years 1 and 2) in the UK. It discusses how math is taught using mixed-ability groupings and mastery approaches. The specific objectives covered in each year are detailed for number, calculation, geometry, measures, statistics and problem-solving. Assessment focuses on formative and summative methods to measure progress towards age-related expectations. Suggestions are provided for how parents can support children's math learning at home.
Unit 6 presentation base ten equality form of a number with trainer notes 7.9.08jcsmathfoundations
The document discusses concepts related to base ten, equality, and forms of numbers. It defines these concepts, examines how students develop an understanding through research on cognitive development, and provides classroom applications and strategies for teaching these concepts effectively. Diagnostic questions are presented to assess student understanding, and examples show how to respond to common student errors or misconceptions in working with numbers.
The document provides a daily lesson log for a math class covering rational numbers over 5 days. Each day covers different objectives and competencies around rational numbers. The lessons involve defining rational numbers, arranging them on a number line, adding, subtracting, and converting between fraction and decimal forms. A variety of activities are outlined each day, including examples, exercises for students to practice the skills. Formative and summative assessments are used to evaluate student learning. At the end of the week, the teacher reflects on what teaching strategies worked well and areas that need improvement.
The document provides guidance for setting up a math center in early childhood education. It recommends including 5 categories: counting, measuring, comparing quantities, recognizing shapes, and becoming familiar with written numbers. For each category, 3-5 hands-on materials should be provided, such as food items for counting, measuring cups for measuring, and puzzles for shapes. Activities should be rotated daily to accommodate different learning styles. The math center allows children to learn abstract math concepts through play and hands-on exploration with teacher support.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. Name: Jayrald Mark A. Bangahon
School: Saint Joseph Institute of Technology
Professor: Rodelio B. Pasion Ph,D.P
Course: BEED-III
Date of Submission:
Rating:
Syllabus in Mathematics-2
TOPIC OBJECTIVES STRATEGIES INSTRUCTIONAL
MATERIALS
CORE VALUES EVALUATIVE
MEASURES
TIME-
FRAMEWORK
REMARKS
Chapter/unit 1 Reading and Writing Numbers
Lesson 1
Numbers up
to Thousands
A. identify the
numbers up
to
thousands;
B. appreciate
the
numbers up
to
thousands
through
charts; and
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-2 days
2. C. solve the
numbers up
to
thousands.
Board work Graded Board
Work
Lesson 2
Numbers
Through 500
Hundreds,
Tens, Ones
A. Determine
the numbers
through 500;
hundreds,
tens, ones;
B. Show the
essence
numbers
through 500
and
hundreds,
tens, ones
through
illustration;
and
C. calculate the
numbers
through 500
and
hundreds,
tens, ones.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Participation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-3 days
3. Lesson 3
More on
Hundreds,
Tens, Ones A. classify the
numbers
more on
hundreds,
tens, ones;
B. appreciate
the numbers
more on
hundreds,
tens, ones
through
flashcards;
and
C. design the
numbers that
more on
hundreds,
tens, ones.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Graded Board
work
1-2 days
Lesson 4
Numbers
Through 1000
A. examine the
numbers
through
1000;
B. point out the
Discussion
Question
Textbooks
Charts
Flashcards
Self-confidence Paper-pencil test
- Enumeration
- Multiple
Choice
1-3 days
4. numbers
through
1000 using
charts; and
C. collect
numbers
through
1000.
and Answer
Method
Board work
Graded Oral
Recitation
Lesson 5
Place Value
A. identify the
place value;
B. value the
importance
of place
value and
value
through
God’s
creation; and
C. write
numbers in
figures ,and
in words.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Grade Board
Work
2 days
Lesson 6
Ordering
Numbers A. determine
the ordering
numbers;
Discussion Textbooks
Charts
Participation Paper-pencil test
- Enumeration
1-2 days
5. B. value the
significance
of ordering
numbers
through
flashcards;
and
C. design the
ordering
numbers.
Question
and Answer
Method
Board work
Flashcards - Multiple
Choice
Graded Oral
Recitation
Graded Board
Work
Lesson 7
Comparing
Numbers A. identify the
comparing
numbers;
B. show the
essence of
comparing
numbers
through
numbers
gallery; and
C. construct
another
examples of
comparing
numbers.
Discussion
Question
and Answer
Method
Oral
Recitation
Textbooks
Charts
Flashcards
Self- confidence Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
4 days
Lesson 8
Ordinal
6. Numbers 11th
through 30th
A. recognize
the ordinal
numbers 11th
through 30th;
B. give the
value of
ordinal
numbers 11th
through 30th
by using
pictograph;
and
C. locate
numbers that
ordinal
numbers 11th
through 30th.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Camaraderie Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-2 days
Lesson 9
More on
Ordinal
Numbers A. write the
numbers that
more on
ordinal
numbers;
B. point out the
significance
of numbers
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Prudence Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-2 days
7. that are
more on
ordinal
numbers
through
flashcards;
and
C. compose
examples
that more on
ordinal
numbers.
Board work
Graded Board
Work
Lesson 11
Comparing
Value of
Money A. determine
the
comparing
value of
money;
B. show the
essence of
comparing
value of
money
through
picture
galley; and
C. create some
examples of
Discussion
Question
and Answer
Method
Oral
Recitation
Textbooks
Charts
Flashcards
Honesty Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Graded Board
Work
1-3 days
8. comparing
value of
money.
Unit 2: Addition and Subtraction
Lesson 1
Adding 2-digit
numbers with
or without
Zero, without
Regrouping
A. identify the
adding 2-
digit
numbers
with or
without zero,
without
regrouping;
B. point out the
importance
of adding 2-
digit
numbers
with or
without zero,
without
regrouping
through
pictograph;
and
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Pictograph
Independent Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Graded Board
Work
2 days
9. C. design a
number
sentence of
adding 2-
digit
numbers
with o-r
without zero,
without
regrouping.
Board work
Lesson 2
Adding 3-digit
numbers
without
regrouping
A. distinguish
the adding
3-digit
numbers
without
regrouping;
B. give the
value of
adding 3-
digit
numbers
without
regrouping
through
board work;
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Self-dependent Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
Graded Oral
Recitation
2 days
10. and
C. solve the
problem that
consist of
adding 3-
digit
numbers
without
regrouping.
Board work
Lesson 3
Adding 3-
Digit Numbers
with Zero,
without
Regrouping
A. distinguish
the adding
3-digit
numbers
with zero,
without
regrouping;
B. practice the
essence of
adding 3-
digit
numbers
with zero,
without
regrouping
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Graded Board
work
2 days
11. through
board work;
and
C. design the
adding 3-
digit
numbers
with zero,
without
regrouping.
Board work
Lesson 4
Adding 2-
Digit Numbers
with zero and
with
Regrouping
A. analyse the
adding 2-
digit
numbers
with zero
and with
regrouping;
B. appreciate
the
importance
of adding 2-
digit
numbers
with zero
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Graded Board
work
1-2 days
12. and with
regrouping
through
problem
solving; and
C. fasten the
adding 2-
digit
numbers
with zero
and with
regrouping.
Board work
Lesson 5
Adding 3-
Digit Numbers
with
Regrouping
A. diagnose the
adding 3-
digit
numbers
with
regrouping;
B. value the
significance
of adding 3-
digit
numbers
with
regrouping
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Participation Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded Oral
Recitation
5 days
13. through
problem
solving; and
C. troubleshoot
the adding
3-digit
numbers
with
regrouping.
Board work
Lesson 6
More on
Addition of 3-
Digit Numbers
with
Regrouping
A. analyse the
numbers that
more on
addition of 3-
digit
numbers
with
regrouping;
B. appreciate
the
importance
of numbers
that more on
addition of 3-
digit
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Hard work Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
2 days
14. numbers
with
regrouping
through
board work;
and
C. calibrate the
numbers that
more on
addition of 3-
digit
numbers
with
regrouping
Board work
Lesson 7
Adding
Money A. determine
the adding
money;
B. show the
importance
of adding
money
through
illustration;
and
C. design an
illustration of
adding
money,
Discussion
Question
and Answer
Method
Oral
Recitation
Textbooks
Charts
Flashcards
Honesty Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
4 days
15. Lesson 8
Adding
Mentally A. identify the
adding
mentally;
B. give the
importance
of adding
men tally
through
flashcards;
and
C. solve the
adding
mentally.
Discussion
Question
and Answer
Method
Oral
Recitation
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
2 days
Lesson 9
Problem
Solving:
Addition A. examine the
problem
solving:
addition;
B. value the
;importance
of problem
solving:
addition
through
board work;
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
3 days
16. and
C. solve the
problem
solving:
addition.
Board work
Lesson 10
Subtracting
Tens and
Ones A. distinguish
the
subtracting
tens and
ones;
B. show the
significance
of
subtracting
tens and
ones
through
board work;
and
C. compute the
subtracting
tens and
ones.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Patience Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
3 days
Lesson 11
Subtracting
from 3-Digits
17. Number
without
Regrouping A. write
subtracting
from 3-digit
number
without
regrouping;
B. appreciate
the
importance
of
subtracting
from 3-digit
numbers
without
regrouping
through
problem
solving; and
C. collect
subtracting
from 3-digit
number
without
regrouping.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Perseverance Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded Board
work
3 days
Lesson 18
Subtracting
Tens and
Ones with
18. Regrouping A. determine
the
subtracting
tens and
ones with
regrouping;
B. value the
significance
of
subtracting
tens and
ones with
regrouping
through
picture
gallery; and
C. solve the
subtracting
tens and
ones with
regrouping.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Picture
gallery
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-2 days
Lesson 13
Subtracting
2-Digits
Numbers from
3-Digit
Numbers with
Regrouping
A. classify the
subtracting
Discussion Textbooks
Charts
Cooperation Paper-pencil test 5 days
19. 2-digits
number from
3-digit
numbers
with
regrouping;
B. point out the
significance
of
subtracting
2-digit
number from
3-digit
numbers
with
regrouping
through
picture
gallery; and
C. locate the
subtracting
2-digit
numbers
from 3-digit
numbers
with
regrouping.
Question
and Answer
Method
Board work
Flashcards
Picture
gallery
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Lesson 14
Subtracting
from 3-Digit
20. Number with
Regrouping,
with or without
Zero
Difficulties A. characterize
the
subtracting
from 3-digit
numbers
with
regrouping,
with or
without zero
difficulties;
B. appreciate
the value of
subtracting
from 3-digit
numbers
with
regrouping,
with or
without zero
difficulties
through
window
cards; and
C. compute the
subtracting
from 3-digit
numbers
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Window
cards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
5 days
21. with
regrouping,
with or
without zero
difficulties.
Lesson 15
Subtracting
Money
A. determine
the
subtracting
money;
B. value the
significance
of
subtracting
money
through play
money; and
C. solve the
subtracting
money.
Discussion
Question
and Answer
Method
Oral
Recitation
Textbooks
Charts
Flashcards
Play money
Determination Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
3 days
Lesson 16
Subtracting
Mentally
A. analyse the
subtracting
mentally;
B. extract the
subtracting
mentally
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Patience Paper-pencil test
- Enumeration
- Multiple
Choice
2-3 days
22. through
computation;
and
C. construct
examples of
subtracting
mentally.
Oral
Recitation
Graded Oral
Recitation
Lesson 17
Problem
Solving:
Subtraction A. capture the
problem
solving:
subtraction;
B. appreciate
the
importance
of problem
solving
through
problem
solving; and
C. solve the
problem
solving:
subtraction.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Self-dependent Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded board
work
2 days
Lesson 18
Problem
Solving: Two
23. Steps A. characterize
the problem
solving: two
steps;
B. give the
value of
problem
solving: two
steps
through
pictograph;
and
C. arrange the
problem
solving: two
steps.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-2 days
Unit 3: Multiplication and Division
Lesson 1
Multiplication
Facts for 2
A. distinguish the
multiplication on
facts for 2;
B. appreciate the
importance of
multiplication for
2 through
multiplication;
and
C. complete the
Discussion
Question
and
Answer
Method
Textbooks
Charts
Flashcards
Multiplication
table
Self-confidence Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
4 days
24. multiplication
facts for 2
Board work
Lesson 2
Multiplication
Facts for 3
A. determine the
multiplication
facts for 3;
B. show the
essence of
multiplication
facts for 3
through picture
gallery; and
C. design an
examples about
multiplication
facts for 3.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Picture
gallery
Participation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Graded Boar
work
4 days
Lesson 3
Multiplication
Facts for 4
A. identify the
multiplication on
facts for 4;
B. value the
Discussion Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
1-2 days
25. significance of
multiplication
facts for 4
through problem
solving; and
C. solve the
multiplication
facts for 4.
Question
and
Answer
Method
Board work
Choice
- Problem
solving
Graded Board
work
Lesson 4
Multiplication
Facts for 5
and 6 A. characterize the
multiplication
facts for 5 and 6;
B. extract the
importance of
multiplication
facts for 5 and 6
through problem
solving; and
C. compute the
multiplication
facts for 5 and 6.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded Board
work
4 days
26. Lesson 5
Multiplication
Facts for 7
and 8
A. classify the
multiplication
facts for 7 and 8;
B. give the value of
multiplication
facts for 7 and 8
through problem
solving; and
C. solve the
multiplication
facts for 7 and 8.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Hard work Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded Board
work
3 days
Lesson 6
Multiplication
Facts for 9
A. identify the
multiplication
facts for 9;
B. point out the
significance of
multiplication
facts for 9
through problem
solving; and
Discussion
Question
and
Answer
Method
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
3 days
27. C. calculate the
multiplication
facts for 9.
Board work
Graded Board
work
Lesson 7
1 and 0 as
Factors A. distinguish the 1
and 0 as factors;
B. show the
essence of 1 and
0 as factors
through picture
gallery; and
C. draw an
examples of 1
and 0 as factors
and label each.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Picture
gallery
Self-dependent Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
3 days
Lesson 8
Order of
Factors A. discuss the order
of facts;
B. realize the value
of order of facts
through number
sentence; and
C. draw the order of
Discussion
Question
and
Answer
Method
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
2-3 days
28. facts by using
multiplication
sentence.
Board work
work
Lesson 9
Multiplying
Mentally A. read the
multiplication
mentally;
B. appreciate the
importance of
multiplying
mentally through
problem solving;
and
C. adjust the
multiplying
mentally.
Discussion
Question
and
Answer
Method
Oral
Recitation
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded Oral
Recitation
2-3 days
Lesson 10
Problem
Solving:
Multiplication A. define
multiplication;
B. show the
essence of
Discussion
Question
and
Answer
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
1-2 days
29. problem solving:
multiplication
through problem
solving; and
C. solve the
problem solving:
multiplication.
Method
Board work
Choice
Graded Oral
Recitation
Lesson 11
Dividing by
2 and 3 A. classify the
dividing by 2 and
3;
B. extract the
importance of
dividing by 2 and
3 through
problem solving;
and
C. illustrate some
examples of
dividing by 2 and
3.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Participation Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded Oral
Recitation
Graded Board
Work
2-3 days
Lesson 12
Dividing by
4 and 5 A. differentiate the
dividing by 4 and
5 ;
B. show the
essence of
Discussion
Question
and
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
2-4 days
30. dividing by 4 and
5 through
problem solving;
and
C. solve the
numbers that
dividing by 4 and
5.
Answer
Method
Board work
- Problem
solving
Graded Oral
Recitation
Lesson 13
Dividing 6
and 7 A. determine on
how to divide 6
and 7;
B. extract the
importance of
dividing 6 and 7
through real
world setting;
and
C. create examples
of dividing 6 and
7.
Discussion
Question
and
Answer
Method
Oral
Recitation
Textbooks
Charts
Flashcards
Determination Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
2-3 days
Lesson 14
Dividing by
8 and 9 A. differentiate the
numbers on how
to divide 8 and 9;
B. show the
essence of
Discussion
Question
Textbooks
Charts
Flashcards
Participation Paper-pencil test
- Enumeration
- Multiple
Choice
2-3 days
31. dividing 8 and 9
through the real
world setting;
and
C. construct
examples of
dividing by 8 and
9.
and
Answer
Method
Board work
Graded Oral
Recitation
Graded Board
work
Lesson 15
Dividing by
1 A. discover on how
to divide by 1;
B. point out the
importance of
numbers that will
dividing by 1
through the
window cards;
and
C. solve the
numbers that will
dividing by 1.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Window
cards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
1-3 days
Lesson 16
Dividing
Mentally A. discuss the
dividing mentally;
B. show the
essence of
dividing mentally
Discussion
Question
and
Answer
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
1-3 days
32. through problem
solving; and
C. create examples
that dividing
mentally.
Method
Board work
- Problem
solving
Graded Oral
Recitation
Graded Boar
work
Lesson 17
Problem
Solving:
Division A. define division;
B. appreciate the
importance of
division through
problem solving;
and
C. compute the
problem solving
in division.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded Board
work
2-3 days
Lesson 18
Problem
Solving:
Multiplication
or Division
A. characterize the
problem solving:
multiplication or
Discussion Textbooks
Charts
Flashcards
Dependent Paper-pencil test
- Enumeration
2-3 days
33. division;
B. extract the
importance of
problem solving:
multiplication or
division through
problem solving;
and
C. solve problem
solving in
multiplication or
division.
Question
and
Answer
Method
Board work
- Multiple
Choice
- Problem
solving
Graded Board
work
Chapter/Unit II: Fractions
Lesson 1
1/3 One-
Third A. identify the
shade part 1/3
one-third;
B. show the
importance of
1/3 one-third
through shapes;
and
C. draw some
examples of 1/3
one-third.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Shapes
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Graded Board
work
1-2 days
Lesson 2
1/5 One-
34. Fifth A. determine on
how to find 1/5
one-fifth;
B. appreciate the
value of 1/5 one-
fifth through
drawing; and
C. create an
examples of 1/5
one-fifth in the
different shapes.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
1-2 days
Lesson 3
1/6 One-
Sixth A. generalize the
1/6 one-sixth;
B. extract the
importance of
1/6 one-sixth
through
illustration; and
C. construct
examples of 1/6
one-sixth by
using different
kinds of shapes.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Picture
gallery
Independent Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Graded Board
work
1-2 days
Lesson 4
Comparing
Fraction
A. define fraction; Discussion Textbooks Cooperation Paper-pencil test 1-3 days
35. B. value the
importance of
comparing
fraction through
picture gallery;
and
C. compute the
comparing
fraction.
Question
and
Answer
Method
Board work
Charts
Flashcards
Picture
gallery
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Lesson 6
Part of a
Group of
Object A. distinguish the
object that part
of a group ;
B. show the
essence of part
of a group of
object through
picture gallery;
and
C. formulate the
parts of a group
of object.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Picture
gallery
Participation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Boar
work
1-3 days
Lesson 6
More on
Parts of a
group of
Object A. identify the Discussion Textbooks Cooperation Paper-pencil test 1-3 days
36. object that more
on part of a
group;
B. point out the
significance of
object that more
on part of a
group of object
through picture
gallery; and
C. integrate the
object that more
on a part of a
group of object.
Question
and
Answer
Method
Oral
Recitation
Charts
Flashcards
Picture
gallery
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Lesson 7
Problem
Solving A. explain what is
problem solving;
B. give the value of
problem solving
through problem
solving; and
C. solve the
problem solving.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded Board
work
1-2 days
Chapter/Unit III: Geometry
Lesson 1
Describing
37. Shapes
A. discuss the
describing
shapes;
B. practice the
value of
describing
shapes through
picture gallery;
and
C. collect the
number that
describing the
shapes.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Picture
gallery
Determination Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
Graded Board
work
1-2 days
Lesson 2
Matching
Parts A. explain what is
matching parts;
B. show the
essence of
matching parts
through picture
puzzle; and
C. match the parts
to form as a
whole.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Puzzle
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
1-2 days
Chapter/Unit IV: Measurement
Lesson 1
The
38. Calendar:
Months of the
Year A. write the
numbers of days
for each month;
B. appreciate the
value of calendar
: months of the
year through
calendar through
calendar; and
C. construct your
own calendar.
Discussion
Question
and
Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-2 days
Lesson 2
Week Days
of a Month A. distinguish the
weeks and days
of a month;
B. show the
essence of the
week and days
of a month
through picture
gallery; and
C. draw a picture an
indicate the
week and days
of a month.
Discussio
n
Question
and
Answer
Method
Board
work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-2 days
Lesson 3
39. Telling
Time A. explain what is
time;
B. value the
importance of
telling time
through clock;
and
C. demonstrate on
how to tell time.
Discussio
n
Question
and
Answer
Method
Board
work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-2 days
Lesson 4
Word
Problems A. identify the word
problems;
B. point out the
significance of
word problem
through problem
solving; and
C. solve the word
problem.
Discussio
n
Question
and
Answer
Method
Board
work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
Recitation
1-2 days
Unit 2: Linear Measure
Lesson 1
Measuring
Length A. define what
is measuring
length;
B. value the
importance
Discussion
Question
and Answer
Textbooks
Charts
Flashcards
Measuring
Participation Paper-pencil test
- Enumeration
- Multiple
Choice
2 days
40. of measuring
length
through
measuring
tape; and
C. solve the
problem with
measuring
length.
Method
Board work
tape
Ruler Graded Oral
Recitation
Graded Board
work
Lesson 2
More on
Measuring
Length A. write the
problem that
more on
measuring
length;
B. point out the
significance
of a problem
that more on
measuring
length
through
problem
solving; and
C. compose a
problem that
more on
measuring
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
Solving
Graded Oral
Recitation
Graded Board
work
2 days
41. length .
Lesson 3
Centimetre
and Metre A. define what
is centimetre
and metre;
B. show the
importance
of centimetre
and metre
through
picture
gallery; and
C. draw some
examples of
centimetre
and metre.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Picture
gallery
Perseverance Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
1-2 days
Lesson 4
Problem
Solving A. distinguish
the problem
solving;
B. appreciate
the
importance
of problem
solving
through
problem
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
- Problem
solving
Graded Oral
Recitation
1-2 days
42. solving; and
C. solve the
following
problems.
Board work
Unit 3: Area
Lesson 1
Area in
Square Units A. identify the
area in
square units
B. show the
essence of
area in
square units
through
square
shape; and
C. create some
examples of
area in
square units.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Shape
( square )
Participation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
2 days
Lesson 2
More on
Areas A. discuss that
more on
areas;
B. point out the
significance
of areas
through the
Discussion
Question
and Answer
Method
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Oral
1-2 days
43. real world
setting; and
C. create more
on areas.
Board work
Recitation
Lesson 3
Problem
Solving A. determine
the problem
solving;
B. appreciate
the value of
problem
solving
through
board work;
and
C. solve the
problem
following
problem.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Self-confidence Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
1-2 days
Unit 4: Mass
Lesson 1
Nonstandard
Units of
Measure A. categorize
the
nonstandard
units of
measure;
Discussion Textbooks
Charts
Flashcards
Weighing
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
1-3 days
44. B. show the
essence of
nonstandard
units of
measure
through
weighing
scale; and
C. solve the
nonstandard
units of
measure.
Question
and Answer
Method
Board work
scale
Graded Board
work
Lesson 2
Kilogram A. define
kilogram;
B. give the
value of
kilogram
through
weighing
scale; and
C. calculate the
problem of
kilogram.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Weighing
scale
Participation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
1-2 days
Lesson 3
Gram A. determine
what is
gram;
B. value the
Discussion
Question
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
1-2 days
45. importance
of gram
through
weighing
scales; and
C. compute the
problem of
gram.
and Answer
Method
Board work
Weighing
Scale
Choice
Graded Board
work
Lesson 4
Problem
Solving A. distinguish
the problem
solving;
B. point out the
importance
of problem
solving
through
board work;
and
C. calibrate
problem
solving.
Discussion
Question
and Answer
Method
Board work
Textbooks
Charts
Flashcards
Cooperation Paper-pencil test
- Enumeration
- Multiple
Choice
Graded Board
work
1-2 days