BEC Handout: Revised LM

PILGRIM CHRISTIAN COLLEGE LEARNING MODULE DESIGN

TEACHER: MR. MAR VERTUDEZ AGOT UNIT Tit!e: Rea! N"m#e$ S% tem )* GRADE: 7 SUBJECT: Mathematic GRADING PERIOD: &i$ t N'. '( C!a Da% :

CONTENT STANDARD: The learner demonstrates understanding of the key concepts of real number system. PER&ORMANCE STANDARD: The learner formulates real life problems involving real numbers and solves these using a variety of strategies. CONTENT: It consists of classifying numbers according to the various sets, comparing and ordering real numbers, finding the absolute value, performing the four fundamental operations, applying the properties of real numbers, evaluating expressions using order of operations and solving word problems.

STAGE +: ESTABLISHING DESIRED RESULTS

BIG IDEA,ENDURING UNDERSTANDING -EU.: St"/e0t 1i!! "0/e$ ta0/ that the knowledge of real numbers enables us to perform tasks/solve problems in daily life. P' i#!e mi "0/e$ ta0/i02 '$ mi c'0ce3ti'0 t"/e0t ma% ha4e a#'"t the "0it t'3ic: 1. ero is a natural number. !. Irrational numbers cannot be represented on the number line. ". #$ is greater than #1/". %. &ll decimals are rational numbers. '. The sum of two negative numbers is a positive number. (. )on terminating decimals are irrational numbers. *. 4 is an example of an irrational number. +. The expression ' minus ( is the same as ( minus '. ,. Irrational numbers are numbers that could be represented on the number line. 1

BEC Handout: Revised LM 1-. .hen dividing any number with /ero, the result is /ero. 11. .hen solving a series of operations, multiplication will always come first. ESSENTIAL 5UESTION-S.: 0ow useful are real numbers1 TRANS&ER GOAL-S. I( the t"/e0t 1i!! !ea$0 the c'0ce3t '0 $ea! 0"m#e$ % tem6 i0 the !'02 $"06 the% 1i!!6 '0 thei$ '106 #e a#!e t' use the various real numbers in performing tasks and solving a variety of real life problems. LGP I0te2$ati'0: The 234 statement5 responds to the following principles of the 6ive .ay test 2list down which of the elements of the 6ive .ay Test are being addressed ade7uately5. 1. 8hallenge learners to reali/e their full potential. !. 9ring 8hristian perspectives to bear on human understanding, skills and values of the learners. ". &re dynamic and encourage differentiation, diversity and synergy amongst learners that are friendly, caring and respectful %. 3nsure that the learners translate knowledge into something useful in actual practice for the betterment of society and the 8hurch '. :repare the learners to participate responsibly in the world of work, family, community, nation and 8hurch. O#7ecti4e : a. 8NO9LEDGE

The !ea$0e$ 1i!! ;0'1: the real number system rational and irrational numbers the importance of order axioms fundamental operations with real numbers the applications of real numbers to daily life 2

BEC Handout: Revised LM

#. S8ILLS

: The !ea$0e$ 1i!! #e a#!e t': apply real numbers in a variety of ways to other disciplines identify/give examples of rational and irrational numbers illustrate rational and irrational numbers in practical situations use the appropriate symbolic notation to illustrate the order axioms cite examples/situations where order axiom is applied perform the se7uence of operations with real numbers properly solve problems in other disciplines such as science, art, agriculture, etc formulate real life problems involving real numbers and solve them using varied strategies : The learner will be able to value the importance of real numbers in performing daily problems.

c. ATTITUDES tasks or solving real life

STAGE ): DETERMINING VALID EVIDENCE , ASSESSMENT

BEC Handout: Revised LM PRODUCT OR PER&ORMANCE SHO9ING EVIDENCE O& UNDERSTANDING Investigation on Damages caused by a disaster 2e.g. typhoon, fire, earth7uake, etc.5 & non#government organi/ation wants to know the damage 2in figures5 brought about by a disaster 2e.g. typhoon, fire, earth7uake, etc.5 for them to allocate funds for the cities in the province/country of ;;;;;;;;;# which was badly affected by the said disaster. The organi/ation hired you to make an investigatory report about the damages brought about by the disaster and help them compare the damages among cities. The first task is to research on news items about any disaster that struck a city/province/country through newspapers, internet and other sources of data. Then, visit the website on the )ational <isaster 8oordinating 8ouncil or from other pertinent agencies to gather the following data:

:rovince ;;;;;;;;;;;;;

8ities <amages

:roperties 2in :eso5

8asualty 8rops 2in :eso5

BEC Handout: Revised LM

Total =ource/s:;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; =olve for the needed information and identify what type of real number is indicated by the given data. 8omplete the table below with the numerical data. 1. !. ". %. '. .hat is the total damage of the properties in 8agayan de >ro 8ity1 .hat is the total casualty in 8agayan de >ro 8ity1 .hat is the total damage of the crops in 8agayan de >ro 8ity1 ?ive the fractional representation of casualty in each city in relation to the total. 0ow much is the difference between damages in properties and crops of a. 8ity 11 b. 8ity !1 (. .hich city has the highest damage in properties1 0as the lowest damage1 3xpress the damage in each city in terms of percent in relation to the total. *. Interpret each value obtained in problem number ' as to why the damage on properties is more/ less than the damage on crops. +. .hat is the distance of 8agayan de >ro 8ity to Iligan 8ity1 ,. 9ased on the gathered data, name the subsets of real numbers and label each with its specific application in the given situation. 6or items 1- and 11, write your answers in a paragraph form. 1-. @ake a conclusion about the damage of the calamity. 9e able to compare the extent of the damage between and among cities. 11. 0ow do you think the results of this investigatory report will help the concerned persons in allocating the funds for the victims1

BEC Handout: Revised LM Item )umbe r 1 ! " % 'a 'b 'c ( * + Bour investigatory report will be evaluated according to the following criteria: 1. &ccuracy in the content, computation and presentation of data. !. Aelevance and &pplication of the properties of real numbers and operations. ". >rgani/ation of ideas in the interpretation of the values. :resentation of finished product could be done through the use of any of the following: 1. tabular method !. graph 6 &nswe r Type of Aeal )umber

BEC Handout: Revised LM

A49AI8 I) A&TI)? T03 I)C3=TI?&T>AB A3:>AT CRITERIA < = Acc"$ac% '( C'm3!ete!% acc"$ate6 a!! C'0te0t i c'm3!ete c'0te0t6 (act a$e 3$eci e a0/ a0/ acc"$ate. C'$$ect C'm3"tati'0 e?3!icit6 3e$(ect c'm3"tati'0 a0/ 2''/ a0/ c'm3"tati'0 a0/ 3$e e0tati'0. 3$e e0tati'0 im3$e i4e 3$e e0tati'0. I/e0ti(ie at !ea t < '( /ata G'e a#'4e a0/ #e%'0/ c'$$ect t%3e '( $ea! i0('$mati'0@ #$i02 i0 0"m#e$ . D'e a 4e$% 3e$ '0a! i/ea a0/ 2''/ 7'# '( -<*>. i0('$mati'0 t' e0ha0ce $e ea$chi02@ "ti!iAe the $e3'$t@ i/e0ti(ie a!! mate$ia! t' thei$ ("!! c'$$ect t%3e '( $ea! 3'te0tia! 0"m#e$

) S'me /ata a$e acc"$ate 1ith 3$e e0tati'0. I/e0ti(ie at !ea t = c'$$ect t%3e '( $ea! 0"m#e$ . U e the mate$ia! #"t /'e 0't ha4e a//iti'0a! $e '"$ce

+ I0acc"$ate@ the (act i0 the 3$'7ect a$e mi !ea/i02 t' the $ea/e$ 6 !ac; 3$e e0tati'0
At m' t ) t%3e '( $ea! 0"m#e$ a$e c'$$ect!% i/e0ti(ie/. D'e 0't "ti!iAe $e '"$ce e((ecti4e!%@ /'e !itt!e '$ 0' (act 2athe$i02 '0 the t'3ic.

BEC Handout: Revised LM

Dem'0 t$ati '0 '( "0/e$ ta0/i0 2 '0 the Re!e4a0ce a0/ A33!icati'0 '( the 3$'3e$tie '( $ea! 0"m#e$ a0/ '3e$ati'0 . -<*>. O$2a0iAati'0 '( i/ea i0 the i0te$3$etati' 0 '( the 4a!"e -)*>. E?t$eme!% 1e!! '$2a0iAe/@ !'2ica! ('$mat i ea % t' ('!!'1@ (!'1 m''th!% ($'m '0e i/ea t' a0'the$ a0/ c!e4e$!% c'04e%e/@ the '$2a0iAati'0 2i4e a c!ea$ #a i i0 the /eci i'0 ('$ a!!'cati'0 '( ("0/ . P$e e0t i0 a th'"2ht("! ma00e$@ the$e a$e i20 '( '$2a0iAati'0 1hich ca0 #e " e/ a a #a i ('$ /eci i'0 ma;i02 a0/ m' t t$a0 iti'0 a$e ea % t' ('!!'16 a0/ i/ea a$e c!ea$. S'me1hat '$2a0iAe/@ i/ea a$e 3$e e0te/ a0/ t$a0 iti'0 a$e m''th6 $ea/e$ c'"!/ "0/e$ ta0/. Ch'33% a0/ c'0(" i02@ ('$mat i /i((ic"!t t' ('!!'1@ t$a0 iti'0 '( i/ea a$e a#$"3t a0/ e$i'" !% /i t$acte/ the $ea/e$. Sh'1 c'm3!ete "0/e$ ta0/i02 '( the ta ;. E?3!a0ati'0 i 4e$% "# ta0tia! a0/ 4e$% c!ea$. Sh'1 "0/e$ ta0/i02 '( the ta ;. E?3!a0ati'0 i "# ta0tia! a0/ c!ea$. Re 3'0 e h'1 'me "0/e$ ta0/i02 '( the ta ;. E?3!a0ati'0 i "0c!ea$ '$ i0c'm3!ete. Sh'1 !ac; '( "0/e$ ta0/i02 '( the ta ;. E?3!a0ati'0 i c'0(" i02 '$ 0'0 e?i te0t.

RELATED &ACET-S. O& UNDERSTANDING: Explaining how numbers are expressed in different ways. Interpreting similarities between rational and irrational numbers. Applying a variety of techniques in solving daily life problems. Developing a perspective on the types of real numbers. Showing empathy by describing the difficulties one can experience in daily life whenever tedious calculations are done. Manifesting self !nowledge by assessing how one can give his"her best solution to a problem"situation. 8

BEC Handout: Revised LM

ASSESSMENT TOOLS PRE,POST TEST =hade the letter that corresponds to the 93=T answer. 1. .hich statement is true1 &. &ll whole numbers are natural numbers. 8. &ll fractions are rational numbers 9. &ll integers have signs. <. &ll decimals are rational numbers. !. .hich of the following is )>T a natural number1 &. 9. 1 8. ! <. " ". .hich set contains all whole numbers from 1- to ,- which are s7uares of whole numbers1 &. D1(, !', %,, (%, *!, +1E 8. D1(, !', "(, %,, +1, ++E 9. D1(, !', "(, %,, (%, +1E <. D!', "(, %,, (%, +1, ++E %. 2 is e7ual to all of the following except ;;;;;. 3 -2 -2 &. 9. 3 -3 2 -3 -2 -3

8.

<.

'. .hich of the following statements is true1 I. Irrational numbers are numbers that can be represented on a number line. II. &ll rational numbers are real numbers. III. &ll real numbers are rational numbers. &. I only. 9. II only. 8. III only. <. 9oth I and II (. .hich of the following is an irrational number1 &. -.1% 9. -.1%(+(+(+ 8. 4 <. 8 *. =ubtract - 7 &.
11 3 1 1 from - 11 . 6 2 19 9. 3 14 3 14 3

8. -

<.

+. If 1! is a factor of #,(, then the other factor is ;;;;;. &. + 9. %+ 8. #+ <. #%+ ,. .hen the opposite of F,." is multiplied by F!.', the result is ;;;;;. &. !".!' 9. !"!.' 8. #! <. #!".!' 6or numbers, 1-#1!, choose the statement below that is true about the given expressions. &. The value of the expression in column & is greater. 9

BEC Handout: Revised LM 9. The value of the expression in column 9 is greater. 8. The values of the two expressions are e7ual. <. The relationship cannot be determined from the given information. C'!"m0 A C'!"m0 B ! 10. 21, F %5 G ' 1, F %! G ' 11. 1+ G , H " F ( 1' H "2!5! F ' 12. 211/! # !5 # 2(! H ,5 !/" # , H "! 1". >n 6ebruary 1+, from , a.m. until ! p.m., the temperature rose from F1%I6 to "(I6. .hat was the total increase in temperature during this time period1 &. '-I 9. "!I 8. "(I <. !!I 1%. 6ind the sum of !." G 2#-.'5 G 2#1.!5 G 2#-.*5. &. #-.1 9. #%.* 8. %.* <. -.1 1'. .hich e7uation shows 8ommutative :roperty1 &. " G 2, G !5 J 2, G !5 G " 8. " x 2, F ,5 J 9. " G 2, G !5 J 2" G ,5 G ! <. " x 2" F !5 J " 1(. 2#"5', when expanded, means ;;;;;. &. 2#'5 2#'5 2#'5 8. F2' K ' K '5 9. 2#"5 2#"5 2#"5 2#"5 2#"5 <. F2" K " K " K "5 1*. .hich of the following fractions when simplified is e7ual to /ero1 &.
1+ 1 2

9.

2 -1 0

8.

-4+4 4

<.

-5-5 5

1+. 6ind the 7uotient when - 5 &. 410 861

3 6 is divided by 12 . 7 10 10 9. 21

8. -

5043 70

<.

10 21

1,. Insert grouping symbols into 1 G % K "! G ! to produce a value of %'. &. 1 G 2% K "5! G ! 9. 21 G % K "5! G ! 8. 1 G % K 2" ! G !5 ! !-. The expression 1' # "L! G (2#"5M simplifies to ;;;;;. &. #"" 9. #%' 8. 1,!

<. 21 G %5 K " ! G <. ("

10

BEC Handout: Revised LM &nswer 1. !. ". %. '. (. *. +. ,. 1-. 11. 1!. 1". 1%. 1'. 1(. 1*. 1+. 1,. !-. Ney for the :re/post test: 8. &. 9. <. 9. <. &. 8. <. &. 8. 9. &. &. &. 9. 8. 9. 8. <.

T&9O3 >6 =:38I6I8&TI>)=

N'. '( C'0te0t , C'm3ete0cie Item 3e$ C'0te0t , C'm3ete0c % 9asic <efinitions =igned )umbers &ddition of =igned )umbers =ubtraction of =igned )umbers B ) + + )o. of Items 1 80'1!e/2e 1-P Item )o. ! )o. of Items 1 ! C'm3$ehe0 i' 0 !-P Item )o. ( %, 1* 1 1 1% * )o. of Items 1 A33!icati'0 ''P Item )o. " )o. of Items ! QQQ QQQ QQQ A0a!% i 1-P Item )o. 1,' )o. of Items QQQ QQQ QQQ QQQ E4a!"ati'0 P Item )o. )o. of Items QQQ QQQ QQQ QQQ S%0the i 'P Item )o. T'ta! > 1--P )o. of Items QA36R QA36R

11

BEC Handout: Revised LM

@ultiplication and <ivision of =igned )umbers :roperties of Aeal )umbers >rder of >perations :roblem =olving

= + C + )* ) < 1 1( 1 1'

" % 1 ++

+, ,, 1+ 1-,11,1!,!1"

QQQ QQQ QQQ QQQ QQQ )

QQQ QQQ QQQ QQQ +

QQQ QQQ 1 QQQ QQQ DDD 1, QA36R QA36R

#ther Assessment $ools% A0tici3ati'0 Reacti'0 G"i/e6 89L6 5"iAAe 6 C'0ce3t ma36 Pe$('$ma0ce ta ;6 S%0the i 7'"$0a!

STAGE =: LEARNING PLAN &LO9

OBJECTIVES: =tate performance#based obSectives in terms of Nnowledge, =kills and &ttitudes 2N=&5 similar to existing lesson plans. 4se =@&AT principles. B% the e0/ '( the "0it6 the t"/e0t 1i!! #e a#!e t': a. 8NO9LEDGE : The !ea$0e$ 1i!! ;0'1: the real number system rational and irrational numbers the importance of order axioms fundamental operations with real numbers the applications of real numbers to daily life 12

BEC Handout: Revised LM : The !ea$0e$ 1i!! #e a#!e t': apply real numbers in a variety of ways to other disciplines identify/give examples of rational and irrational numbers illustrate rational and irrational numbers in practical situations use the appropriate symbolic notation to illustrate the order axioms cite examples/situations where order axiom is applied perform the se7uence of operations with real numbers properly solve problems in other disciplines such as science, art, agriculture, etc formulate real life problems involving real numbers and solve them using varied strategies c. ATTITUDES : The learner will be able to value the importance of real numbers in performing daily tasks or solving real life problems I. INTRODUCTION: 1. Introduce the 3ssential Tuestion: ?ive some brief background story then lead to and ask the 3T. -+ /a%. IUm going to present a situation and you help me find the missing one peso. :A>9O3@: Three friends went out to eat at a certain restaurant. &fter the meal, they were charged :"-. 3ach of them contributed :1-. Oater, the cashier reali/ed that there was a mistake in the computation. Their bill was only :!'. The cashier returned :'. The waiter returned one peso to each one of them and kept the two pesos for himself. If each person actually paid :,, then all of them paid a total of :!*. If you will add the two pesos which the waiter kept for himself, then where did the one peso go1 #. S8ILLS

&sk students to share and explain their answers to the class. The following guide 7uestions could be used. a. .hat do you think is the main reason why the one peso coin is missing1 b. .as there any miscalculation that was performed1 0ow1 13

BEC Handout: Revised LM c. .hat are the effects when there are miscalculations1 The given situation above is Sust one of the problems that we will encounter in real life. )ow, let me ask you: 0ow can @ath help solve problems in daily life1 &ow useful are real numbers' &sk students to share their understanding or opinion on the 7uestion/s posed. &fter the responses are written on the board, the teacher says, VThis unit will help us find out more ways in which @ath could help us perform tasks or solve problems in daily life.W Oet us see how much you know about the real number system. The teache$ 1i!! c'0/"ct thi a0tici3ati'0:$eacti'0 2"i/e. 2=ee appendix5 !. 0ave students give Bou have your own ideas and concepts about real numbers. Oet us find out which their ideas about the of your ideas are acceptable by doing the following activities. &t the end of this unit, 3T or key terms in the we will find out if your responses are right. 3T. 4se any of the 3liciting :rior Nnowledge strategies and prepare the corresponding #do# material 2note: design of material incorporates anticipated studentsU misconceptions5. 0ave students do the activity or use the material. :/': 14

BEC Handout: Revised LM

".

&sk students to share and explain their ideas. .rite and collate their answers. @ake some observations about their answers, esp. about the variety in their ideas. Tell students that the new learning unit will help them determine which of their ideas is close to the concepts covered by the 3T. &lso inform the students that in the next part there will be activities and discussion to help them understand better these concepts and that at the end of the unit, they will ac7uire certain skills 2these may be specified5 and demonstrate mastery of the skills in a particular culminating performance task or 15

%.

BEC Handout: Revised LM proSect. II. INTERACTION: &. =caffo ld studentsU progressive conceptual development and answer to the 3T by doing any of the following: (. )se of *loom+s $axonomy of #b,ectives -.ognitive Domain/% a. Nnowledge F <efine terms or identify important tools b. 8omprehension F <ifferentiate terms from other related wordsX paraphrase meaning of terms or making analogies or pictures about the meaning c. &pplication F ?ive examples or context of terms F how it is used, conditions, circumstancesX look at or try or practice examples of new LESSON +: BASIC DE&INITIONS -) /a% . Activity 1: Family Tree Construction &sk students to construct their own family tree. This will be limited to their immediate family members. =mall group sharing will follow afterwards. =tudents will be asked to share their answers on their relationship with their parents and siblings. The following guide 7uestions could be used: a. <efine what a family is for you. b. .hat makes a happy family1 c. 0ow important is your family in your life1 Yust like your own individual families, numbers too belong to different families. Oet us discover these families by doing a group activity. Aelate the family tree to the family of real numbers. Activity 2: Guided Discovery Approach <ivide the class into groups of ten. 3ach group will be given an envelope which contains various cards that have numbers in them. They will be asked to classify these numbers according to their similarities. Oet them conduct an investigation considering the following steps: ?iving a list of different numbers 8hanging the form of the given set of numbers 8lassifying numbers as to their types &fter five minutes, they will be asked to post their answers on the board. Oet students open their textbook, p. %!#%", @ath for 3ngaged Oearning by Bvette Oim et.al. &fter giving them a few minutes to read, the teacher will ask them to evaluate their own work Activity 3: General Inductive Method (GIM 16

BEC Handout: Revised LM knowledge which will challenge or deepen studentsU prior knowledge d. &nalysis F 3xplain the parts of a concept or process and its relationshipsX make comparisons or contrastsX determine the conse7uences or impacts of a particular ideaX draw inferences or make predictionsX determine errors in an idea or process or skill e. =ynthesis F make a general statementX put together the general rule or explain the proper process. 0. .oncept Attainment Model% :hase 1: :resentation of <ata and Identification of 8oncept F teacher shows attributes of 3xplain the various sets by giving examples. Oet students define, compare and contrast the different sets of numbers based on the given examples. 6ocus will be given on their relationship with each other. Oet them see the connections clearly by drawing the illustration. ?ive an exercise on the proper classification of numbers using the various sets. 4se the following guide 7uestions: a. )ame the subsets of the real number system. b. 0ow is the set of natural numbers different from the set of whole numbers1 c. .hy are fractions, decimals and percent classified under rational numbers1 d. .hich set will non#terminating non#repeating decimals be classified1 e. 0ow can one determine whether a decimal in terminating or non# terminating1 Activity !: "ral #uestionin$ To check studentsU understanding on the different sets of real numbers, the activity below will be done. Is the statement always, sometimes or never true1 1. The sum of two rational numbers is natural number. !. &n integer is a rational number. ". & whole number is a rational number. %. & rational number is an irrational number. '. &n irrational number is a real number. Activity %: 3&2&1 'ause

17

BEC Handout: Revised LM 8heck students understanding by asking them to list down the things they exemplars and non#exemplarsX found out, the interesting things they learned and the 7uestions they still have. students make a tentative T0I)?= B>4 6>4)< >4T: definition based on attributes :hase !: Testing I)T3A3=TI)? T0I)?= &ttainment of 8oncept F T43=TI>)= B>4 =TIOO 0&C3 teacher restates or refines definition and students generate new examples :hase ": &nalysis of Thinking and 3valuation F students discuss their thinking, hypothesis and ideas about the attributes. Activity (: Application)'ro*lem +olvin$ &llow students to solve non routine problems which will allow them to apply their knowledge on the real number system. 1. .hat is the smallest five digit number with no /ero and no repeating digit1 !. ?ive an example of a fraction between 1/% and "/'. ". .rite the set of all whole numbers from 1' to '-, inclusive, that are divisible by (.

" ! 1

9.

=caffo

Activity ,: +harin$ &sk students to share their own views why these numbers were created. 18

BEC Handout: Revised LM ld studentsU &nswers will be written on the board. &fter eliciting answers, the teacher shares the progressive skills story behind the creation of numbers. 2=ee p. !#% of 4nderstanding 3lementary development and &lgebra, by =imon 8hua.5 Transfer by doing the 4se the following guide 7uestions for processing 2connect to 3T5: following: 1. .hy were numbers created1 !. 0ow did people use numbers1 (. 1radual 2elease of ". 0ow did numbers develop1 2esponsibility -122/% %. In the present times, how would you value the importance of these numbers1 a. Teacher models expected skill 2VI do it. Bou watchW5. LESSON ): SIGNED NUMBERS -) /a% . @odeling may be done as think#aloud, Activity 1: Graphic "r$ani-er 8onduct a review of the set of real numbers. Oet students fill in a graphic talk#aloud or organi/er so that they will be able to recall the various sets of numbers. &sk students performance to give examples. modeling. b. Teacher and students try out expected skill in some form of guided practice 2V.e do it togetherW5. Teacher starts process and have students complete it. c. Teacher has C'm3!ete the /ia2$am '0 the /i((e$e0t ;i0/ '( 0"m#e$ . students practice in groups with minimal Real Numbers teacher prompts 2VBou do it togetherW5. =tudents review process together and 19

BEC Handout: Revised LM complete it or model skill to each other. 4se varied cooperative learning groupings or techni7ues. =elf# checks are provided for students to Activity 2: ./0 +trate$y =tudents will be asked about complete a table using N.O strategy. assess their own work. .hat I Nnow .hat I .ant to Nnow .hat I .ant to Oearn d. Teacher has students demonstrate the skill in individual work 2VBou do it aloneW5. =elf#checks are provided for This strategy will re7uire students to list down their knowledge on adding students to assess signed numbers. their own work. Activity 3: Flash Cards 3ach student will be given cards with words that connote either a positive or a 8. :rovid negative number. They will be asked to look for the opposite of the word they are e varied interactions with different holding 2concept of opposites5. The pairs of words will be posted on the board. resources 2textbook, references, other print Activity !: Discussion on +i$ned 1um*ers The discussion on signed numbers will cover the concept of positive and materials, audiovisual materials, graphic negative numbers, comparing and ordering, absolute value and Trichotomy :roperty. organi/ers, The following guide 7uestions could be used: technology5 to a. <ifferentiate positive numbers from negative numbers. address different b. <efine absolute value. learning styles and c. .hy is absolute value always positive1 multiple intelligences d. <iscuss the Trichotomy :roperty. e. .hat is the absolute value of -1 20

BEC Handout: Revised LM <. &sk the 3T every now and then. &sk students to share their ideas and track how their ideas are changing and deepening 2e.g., use a IA6 worksheet5. 8heck student changes in prior knowledge and development of new knowledge and understanding 2see &ssessment @ap, Interaction stage5.

Activity %: Completin$ a Ta*le 9efore the lesson ends, the students will be asked to complete a two column table below. This will allow the students to exhibit their understanding on signed numbers. /ord +ym*ol 1. The opposite of #* !. F2#"5 or ;;;;; ". an elevation of " ft. %. #( kg. '. a deceleration of 'm/sec Activity (: Application)'ro*lem +olvin$ =tudents will be asked to write a signed number for the following: 1. !--1 &.<. !. a gain of :1---.'". "--- kilometers north %. up by 1! points '. 1!- meters m above sea level (. 1- steps forward *. wins ' games +. a bank balance of :!"*.'' ,. an overdrawn checking account of :1*-''.,, 1-. a fall of " 1/+ units in the price of a stock

3.

&fter conducting each activity, ask students 7uestions regarding material and their reali/ations about the material. )ext connect student reali/ations to the succeeding topic and &fter the activity, ask the following 7uestions for processing 2connect to 3T5: provide transitions 1. .hat do you notice about the situations presented above1 showing link of one !. In real life, what other situations use could be represented by signed activity with the next. numbers1 6. 8ond uct also the 7ui//es, Activity ,: Formulatin$ a 'ro*lem Oet the students formulate problems/situations that will make use of signed seatworks, exercises, 21

BEC Handout: Revised LM practice sets, drills, numbers. Oet them provide solution using varied strategies. assignments, etc. and other types of LESSON =: ADDITION O& SIGNED NUMBERS -) /a% . 9efore we can use algebra to solve problems, we must first learn how to formative perform operations on signed numbers. .e begin by learning how to add these assessment. numbers. Activity 1: ./0 +heet =tudents will be asked to complete a two column table on what they know and what they want to know about addition of signed numbers. .hat I Nnow .hat I .ant to Nnow .hat I .ant to Oearn

The third column will be completed after the lesson. Activity 2: Discovery Method =tart discussing the new lesson by using a number line. =tudents must be able to add signed numbers with the use of arrows. &fter which, as more examples are given, ask them to state the things which they have observed. Oet them formulate the rules in adding numbers based on their observations. :roceed with non# integers. Aeview the rules in adding dissimilar fractions. The a. b. c. d. e. following guide 7uestions could be used: 0ow can the number line be used to add signed numbers1 .hy is the absolute value important when adding numbers1 0ow are numbers with like signs added1 0ow are numbers with unlike signs added1 0ow are dissimilar fractions added1

22

BEC Handout: Revised LM Activity 3: Team&'air&+olo To allow students to practice adding signed numbers, they will be asked to work in groups of four 2T3&@5. 4sing an illustration board and pieces of chalk, a teacher posts a problem on the board. =tudents will be given time to answer as a team. &fter three 7uestions, they will be asked to work by pairs, and then individually. Activity !: Alternative +ource: http://www.aaastudy.com/add(';x1.htm To give students more opportunities for practice, this site could be used as an alternative source. It contains interactive activities about adding three signed numbers. =tudents can verify their responses by checking the answer box. Activity %: Application)'ro*lem +olvin$ =tudents will be asked to complete a three column table below which will re7uire them to write the symbols and the sum given a word expression. 9'$/ 1. a temperature of "*-8 followed by a drop of "-8 !. a profit of :"--followed by a loss of :'--". a deposit of :*'followed by a withdrawal of :!-%. a gain of 1% kg. followed by a loss of ( kg. '. (m below the normal water level followed by a rise of +m above the normal water level S%m#'! S"m

&fter the activity, use the 7uestion below for processing: 2connect to 3T5 23

BEC Handout: Revised LM 1. Oook at the situations presented on the preceding table. 8an you think of other daily activities where addition of signed numbers could be applied1 Activity (: Formulatin$ and +olvin$ 'ro*lems Oet them formulate problems that will employ addition of signed numbers. &sk them to solve using any of the strategies. Activity ,: Completin$ the ./0 +heet &fter the preceding activity, the students will be asked to fill up the third column. .hat I Nnow .hat I .ant to Nnow .hat I .ant to Oearn

LESSON <: SUBTRACTION O& SIGNED NUMBERS -) /a% . Oet us see if you still remember how to add signed numbers. Oet us play ups and downs. Activity 1: 2ps and Do3ns =tudents will be brought to the ?rand =tand or any place where there are stairs. They will be grouped by eight. 3ach step of the stairs will be labeled with integers. The first person will position on the origin. The teacher gives the first number. =tudents will go up and down the stairs depending on the integer given. They must move together to avoid elimination from the game. a. 6or the first round, only integers will be used. 2review5 b. 6or the second round, addition expressions will be used. 2review5 c. 6or the last round, subtraction of integers will be used. 2introduction to the new lesson5 24

BEC Handout: Revised LM This will activate the studentsU prior knowledge on adding integers and will introduce them to the new lesson. Activity 2: Direct Instruction on su*tractin$ si$ned num*ers =tart discussing the new lesson by using a number line. =tudents must be able to subtract signed numbers with the use of arrows. &fter which, as more examples are given, ask them to state the rule for subtracting signed numbers. Oet them relate the concept with addition. :roceed with non#integers. Aeview the rules in subtracting dissimilar fractions. The following guide 7uestions will be used: a. <efine opposites. b. 0ow do you get the opposite of the subtrahend1 c. )ame some words or group of words that signals subtraction. d. 0ow are dissimilar fractions subtracted1 e. 0ow are mixed numbers subtracted1 f. 3numerate the steps in subtracting signed numbers. g. 0ow is subtracting fractions similar to adding them1 Activity 3: Alternative +ource: http://www.ixl.com/math/practice/grade#(#subtract# integers To give students more opportunities for practice, this site could be used as an alternative source. It contains interactive activities about subtracting signed numbers. =tudents can verify their responses by checking the answer box. Activity !: Application)'ro*lem +olvin$ To allow students to extend their knowledge on subtracting integers, let the students answer the problem on p. %" of @ath for 3ngaged Oearning by Bvette Oim 2=ibs :ublishing 0ouse5 Activity %: Formulatin$ and +olvin$ 'ro*lems Oet them formulate problems that will employ addition and/or subtraction of signed numbers. &sk them to solve using any of the strategies. Activity (: +ynthesis 25

BEC Handout: Revised LM The class will be divided into groups of four. They will be asked to discuss among themselves the answers to the following 7uestions: 2connect to 3T5 1. 0ow did you solve the problems1 !. .hat difficulties did you encounter in solving the problems1 ". .hat mathematical concepts did you utili/e to solve them1 %. In what daily activity could these be applied1

LESSON B: MULTIPLEING AND DIVIDING SIGNED NUMBERS -= /a% . =o that we will be able to solve other problems, let us see the connection between addition and the next operation. Activity 1: 'ro*lem +olvin$ Oet the students analy/e and answer the problem below. A small business has a 30445444 credit line at each of five different ban!s. If the money borrowed has reached its credit limit in all five ban!s5 write all its balances as a signed numbers. It is expected that students will use various methods to be able to solve the problem. Oet three volunteers present their solution in front. :rocess studentsU responses to show the significance of learning multiplication. Activity 2: "*serve and 45plore =tudents will be asked to complete an exploratory activity found on p. ", of @ath for 3ngaged Oearning by Bvette Oim 2=ibs :ublishing 0ouse5 which will allow them to discover the rules on multiplying signed numbers. &llow students to do this activity by pair. 4se the following guide 7uestions for discussion: 26

BEC Handout: Revised LM a. .hat is the sign of the product if the signs of the two factors are the same1 b. <escribe the sign of the product if the signs of the two factors are not the same. The teacher will provide more exercises on multiplication of two factors. The lesson will be extended to problems with more than two factors. The teacher will guide the students to formulate the rules when multiplying more than two factors. Activity 3: Ma6in$ Connections ?uide students in recalling the connection between multiplication and division by answering the following exercises orally. 1. 2#15 2;;;;;5 J #' !. 2;;;;;5 2#'5 J "". #" 2;;;;;5 J #1! %. 2#*52#!52;;;;;5 J #1% '. 2#'5 2;;;;;5 J 2!'5 2!5 4se the following guide 7uestions below: 1. 0ow did you supply the missing factor1 !. 0ow do you check whether your answer is correct1 Activity !: Team&'air&+olo To allow students to practice multiplying and dividing signed numbers, they will be asked to work in groups of four. 4sing an illustration board and pieces of chalk, a teacher posts a problem on the board. =tudents will be given time to answer as a team. &fter three 7uestions, they will be asked to work by pairs, and then individually. Activity %: Alternative +ources: http://interactive.onlinemathlearning.com/int;multiplication.php1 actionJgenerateZnum:roblemsJ1http://www.berghuis.co.n//abiator/maths/sa/saintegerdivision.html To give students more opportunities for practice, this site could be used as 27

BEC Handout: Revised LM an alternative source. It contains interactive activities about multiplying and dividing signed numbers. =tudents can verify their responses by checking the answer box. Activity (: 'ro*lem)+olution Chart & two column table will be given to students. The first column contains problems while the second column will contain the solutions of the students. They will break into groups and solve the problems together. Aeporting will follow afterwards. :roblem =olution 1. & certain share of stock showed the following gains 2G5 and losses 2#5 for a certain business week in the stock exchange: @onday F gain of ![X Tuesday F gain 1[ X .ednesday F lost 1/%X Thursday and 6riday F lost %. .hat was the average of gains and losses for the stock that week1 !. & dieter loses two pounds per week for six consecutive weeks. .rite the dieterUs weight change as a signed number. &fter the activity, ask the following 7uestions for processing 2connect to 3T5: 1. .hat do you notice about situations presented above1 !. 0ow did you solve the problems1 ". =uppose you do not have an idea on how to find the product/7uotient, can you solve the problems1 %. 0ow would you know that your answers are accurate1 Activity ,: Formulatin$ and +olvin$ 'ro*lems Oet them formulate problems that will employ addition, subtraction, multiplication and/or division of signed numbers. &sk them to solve using any of the strategies. Activity 7: +ynthesis Oet them accomplish the V@inute :aperW. LESSON C: PROPERTIES O& REAL NUMBERS 28

BEC Handout: Revised LM The set of real numbers has several properties that make the operations of addition and multiplication easier to perform. Oet us explore why this is so by doing the next activity. Activity 1: 45plore my 'roperties =tudents will complete an activity sheet by discovering patterns in the sum and product tables found on p. 1-*#1-+ of 3#@ath: 3lementary &lgebra by >rlando >ronce, Aex 9ookstore. Activity 2: Discussion <iscuss the basic properties of real numbers. Oet students define each after showing a series of examples. To be able to test studentsU understanding, give them an opportunity to give their own examples. 3xercises will be given on identifying the property shown in a mathematical e7uation. 4se the following 7uestions to discuss the topic: a. 0ow is commutative property different from associative property1 b. Is subtraction commutative1 c. Is division associative1 d. )ame the identity elements for addition and multiplication. e. .hat is an additive inverse1 f. 0ow are multiplicative inverses derived1 Activity 3: 8es or 1o Cards The teacher will flash cards which contain e7uations. =tudents will raise the B3= card if the e7uation is true and )> if the e7uation is false . =tudents will also be asked to explain their answers. Activity !: "ne Minute 4ssay 8hoose one property and relate it to real life situations. Oet students share some examples to the class. 2connect to 3T5 29

BEC Handout: Revised LM LESSON 7: ORDER O& OPERATIONS -) /a% . Activity 1: Fo5y Four The students will use the integer #% exactly four times, and use no other number. They may use any operation and grouping symbols to obtain a given result. =ee p. 1%" of 3#@ath: 3lementary &lgebra by >rlando >ronce, Aex 9ookstore. :rocess the previous activity by asking the following 7uestions: 1. 0ow did you arrive at your answers1 !. .hat properties of operations did you use to arrive at the desired results1 ". 0ow come your solutions are varied1 .hen we are dealing with more than operation, we follow a certain kind of order. Activity 2: Direct Instruction on order o9 operations Introduce the various rules to be followed when dealing with a series of operations. Illustrate how the rules are used. 3xercises will be given after each rule. The following 7uestions will be used for discussion: a. 0ow can a series of operations be solved1 b. )ame the grouping symbols used to separated the operations. c. 0ow is the @<&= rule used1 d. .hich grouping symbol should be removed first1 e. .hen exponents are present, how should they be simplified1 Activity 3: Cooperative 0earnin$ in completin$ a 3or6sheet To give students more opportunities for practice, students will be grouped by threes. They will complete the worksheet on p.1%% of 3#@ath: 3lementary &lgebra by >rlando >ronce, Aex 9ookstore. They will evaluate each expression and find the answer in the code. 3ach time it appears, write the letter of the exercise above it. Activity !: Alternative +ource: 30

BEC Handout: Revised LM http://www.mathgoodies.com/lessons/vol*/order;operations.html To give students more opportunities for practice, this site could be used as an alternative source. It contains he method and examples on order of operations with signed numbers. It also includes exercises where students can confirm their answers by clicking the answer box. Activity %: +ynthesis <ivide the class into groups of +. Oet them make a budget proposal for their cooking activity in 0ome 3conomics class. They will go to grocery store to get the actual price and compare it with their estimated price. They will follow the format below. Ingredient Tuantity 3stimated :rice &ctual :rice <ifference between estimated price Z actual price

Total &fter the activity, process the learning experiences by asking the following 7uestions: 2connect to 3T5 1. 0ow did you find the activity1 !. .hat have you learned from your experience1 ". .hat difficulty did you encounter1 %. 0ow did you apply your knowledge on order of operations1 '. .hy are numbers important in making a budget1 LESSON 7: PROBLEM SOLVING -) /a% . Activity 1: 'icture and +ituation Analysis 31

BEC Handout: Revised LM 6ive pictures 2in the bank, weighing scale, buying in a grocery, riding a public vehicle, stock market5 will be shown to the class. =tudents will be asked to state the similarities which they have observed in the pictures. )ow that you have learned the basic concepts of the real number system, we will apply these concepts in solving word problems. Activity 2: Coachin$ on 'ro*lem +olvin$ The teacher will present varied problems and will guide students in solving these problems. Activity 3: :eportin$ To allow students to practice solving word problems, they will be asked to break into groups. They will be given problems on signed numbers. The problems are categori/ed into various areas 2business, weight computation, stock market5. They will be given five minutes to solve the problems. Aeporting and criti7uing of solutions will follow afterwards. Activity !: Formulatin$ and +olvin$ 'ro*lems Oet them formulate problems that will make use of real numbers. &sk them to solve using any of the strategies.

Activity %: CHEC8BOO8 BALANCE 2Introductory &ctivity for :erformance Task5 -+ /a%. =ince the students had been taught the basic concepts of the real number system, a demonstration will be given on the overhead proSector or blackboard on how to utili/e a checkbook by recording and balancing deposits and withdrawals. 32

BEC Handout: Revised LM The purpose of the task is to introduce real life problem solving and banking skills while reinforcing the concepts and skills utili/ed in the task. 2 See appendix *5

III. INTEGRATION: ;8 C"1C4'T MA''I1G: 1. Inform students that various ideas about the key concept have been discussed and so it is time to put them together in some form of concept map. 0ave students complete a blank concept map with key connecting words or have them make a detailed

1. The teacher tells the students: Bou have looked at different resources and gathered new ideas through varied activities. &nd so, it is time to put together the important ideas you have learned by answering the concept map. &sk the students to answer the following guide 7uestions: 1.1 .hat did you learn from the activity1 1.!. 4sing the concept map that you completed, summari/e the ideas about real numbers.

!. &fter answering the concept map, have the students explain their work. &sk them 33

BEC Handout: Revised LM concept map with given ordinates. !. &sk students to share and discuss their answers in the concept map. Aeview with the students and have them check their work. ". 0ave students go back to the 3liciting :rior Nnowledge activity in the Introduction and using the concept map have them evaluate their initial answers. &sk students 2in written or oral form5 discuss what they think of their initial answers in terms of whether or not these are superficially correct, substantially correct or incorrect. If superficially correct, ask them what changes they would make in their explanation or practice. If substantially correct, to go back to the activity in the introduction and complete the anticipation#reaction guide and to comment on the initial ideas they wrote. This provides the teacher the opportunity to assess the changes in understanding that students have.

:ost the 3T again. Then ask this 7uestion, V9ased from the concept map, which items help you answer the 3T1W ?ather studentsU responses and ask them to infer the big idea from their responses. &ssist students in connecting the 34 to other fields of study.

34

BEC Handout: Revised LM have them explain why and give evidence or supporting reasons why correct. If incorrect, ask them to identify the error or misconceptions and ". The teacher will say, V)ow that you have learned new concepts, we will come up explain what the with a more fruitful product. 3very concept and idea you have learned will be your tools in correction should be. doing the next 0ave students be task. -= /a% . aware of the revisions Introduction of the :erformance Task. Investigatory report on the the made in their damages caused by natural calamities. thinking. alternative performance tas!% constructing scale models of toys5 houses5 bridges5 etc. indicating the use of real numbers/ To guide the students on how their work will be evaluated, present the rubric. ;8 :4F04CTI1G "1 ;IG ID4A+ A1D 41D2:I1G %. &fter completion of the performance task, ask the following 7uestions: 21D4:+TA1DI1G: %.1 .hat are your reali/ations in doing the task1 %. )ext ask the %.! 0ow were you able to accomplish your task1 3T and have students point out which ideas in the concept map answer the 3T. ?ather the studentsU ideas and ask them to infer the 9ig Idea from their answers. :rocess studentsU ideas and 35

BEC Handout: Revised LM have them articulate in their own way the 34 they see. 3ncourage them to connect 34 to other fields or disciplines or subSects. Then, whenever appropriate, probe studentsU articulated 34 by doing activities related to any of the six facets of understanding. ;8 D"I1G T<4 '4:F":MA1C4 TA+.: '. &s a transition to the next part, the teacher can then tell students that concept maps are guides to organi/ing ideas and helping us come up key understandings. &nother important indicator of understanding is through demonstration of skills in a performance task. &sk students to think of possible real#world applications of key 36

BEC Handout: Revised LM understandings about ideas in the concept map. Oist their ideas and select those which are related to the forthcoming performance task. Then discuss the performance task written in ?A&=:= form. If no ideas are given, discuss the performance task (. If students need to do some practice before doing the actual performance task, a ?AA 2?radual Aelease of Aesponsibility5 intervention may be done. This involves doing some practical exercises related to the key performance in the described task. The exercises are first done as guided '. The students will be asked to write a Sournal about the performance task which will practice with explicit lead them to write what they have learned and how they can use concepts on real numbers in teacher instruction real life and feedback 2V.e situations. do it togetherW5. This &sk the following 7uestions: is followed by group '.1 .hat did you feel after finishing your performance task1 practice with minimal 37

BEC Handout: Revised LM teacher instruction and feedback 2VBou do it togetherW5. &nd finally done by the individual student with no teacher instruction 2VBou do it aloneW5. *. 3xplain the rubric or checklist that students will use to evaluate their proficiency and completion of the performance task. 8riteria in the rubric is aligned with the Transfer ?oal and with the 34. +. &sk students to complete the performance task. 0ave students evaluate their own work with the rubric. :rovide feedback to their own evaluation. If evaluation is not within the satisfactory level, have students revise and improve their work. '.! '." '.% '.' '.( '.* 0ow do you evaluate your work in terms of accuracy1 .hat mathematical concepts did you use in doing your task1 0ow did you use these concepts in accomplishing the given task1 .hat do you think will be the effects if your tasks are not done accurately1 0ow can @ath help us solve problems in life1 &s a :ilgrimian, will you volunteer to do the same task1 0ow1 .hy1

Oet the students accomplish the reflection organi/er VThe @uddiest :ointW or VThe @inute :aperW. :rocess responses and let them finish the closure statements. The unitUs lesson on real numbers;;;;;;;;;;;;;;;;;;. >ne key idea was ;;;;;;;;;;;;;. This is important because;;;;;;;;;;;;;;;;. &nother key idea ;;;;;;;;;;;;;;;;;;;;;;. In summary, the unitUs lesson ;;;;;;;;;;;;;;;.

38

BEC Handout: Revised LM

;8 :4F04CTI1G "1 'I0G:IMIA1 G2IDI1G ':I1CI'04+: ,. 0ave students reflect on their own performance. :ose the 3T again and have them answer it in relation to the performance task. &sk them what new understanding they gained by doing the performance task. &sk students what insights they reali/ed about their learning of the concepts as they did the performance task. )ext ask students to relate their insights to the O?:. :repare 7uestions that have students look at related values and O?:. Oink the discussion on values with competencies rather than with analogies to avoid artificial or contrived types of value

The posttest will be administered. Aesults of which will be compared with the pretest.

39

BEC Handout: Revised LM integration. &sk students what kind of actions or values :ilgrimians would develop as a result of the learning unit. 0ave students indicate their ideas through some worksheet or Sournal organi/er. &sk students to share their answers in groups. 1-. ?ather together studentsU responses and synthesi/e in some form of reflection. 3nd the learning unit with some closure statements and reflections. 11. &dminister post#test. Aeview results and compare with items in pre#test where students showed misconceptions or had weak 40

BEC Handout: Revised LM conceptuali/ations. <etermine extent of studentsU conceptual growth.

&::3)<I83= APPENDIF A -A0tici3ati'0 G Reacti'0 G"i/e. Be('$e the Le '0 &gree <isagree T'3ic : Set '( Rea! N"m#e$ A(te$ the Le &gree 1. ero is a natural number. !. Irrational numbers cannot be represented on the number line. ". $ is greater than 1/". %. The product of two irrational numbers is also an irrational number. '. The sum of two negative numbers is a positive numbers. (. )on terminating decimals are irrational numbers. *. is an example of an irrational number. +. #% is the reciprocal of F [. 41 '0

<isagree

BEC Handout: Revised LM ,. The expression ' minus ( is the same as ( minus '. 1-. &ll real numbers are rational numbers.
APPENDIF B - =:):+ Pa" e. = THINGS EOU &OUND OUT:

) INTERESTING THINGS + 5UESTIONS EOU STILL HAVE

APPENDIF C -89L Sheet. .hat I Nnow .hat I .ant to Nnow .hat I .ant to Oearn

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