Scribd
Upload
129 views4 pages

Identify The Operations To Use in A Given Problem

This document outlines a lesson plan for teaching word problems involving real numbers. The objectives are for learners to solve real-life problems involving real numbers and appreciate how to identify the correct operations. The lesson involves warm-up activities to review operations, dividing students into groups to solve sample problems, and having groups present their work. Example problems are provided to evaluate learning, with the teacher reflecting on student achievement and ways to improve instruction.

Uploaded by

Jerson Yhuwel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
129 views4 pages

Identify The Operations To Use in A Given Problem

This document outlines a lesson plan for teaching word problems involving real numbers. The objectives are for learners to solve real-life problems involving real numbers and appreciate how to identify the correct operations. The lesson involves warm-up activities to review operations, dividing students into groups to solve sample problems, and having groups present their work. Example problems are provided to evaluate learning, with the teacher reflecting on student achievement and ways to improve instruction.

Uploaded by

Jerson Yhuwel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

Content Standards: The learners demonstrate understanding of key concepts of sets and the real

number system.
Performance Standards: The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
Learning Competency and Code: The learner represent real life situations which involve real
numbers. M7NS-Ii-2
Quarter: 2

I. Objectives:
At the end of 50 minutes, 80% of the learners are expected to:
1. solve real-life problems involving real numbers; and
2. appreciate the relevance of being able to identify the operations to use in a given
problem.

II. Content:
Subject Matter: Word Problems Involving Real Numbers
Integration:
(Learning Area): ENGLISH
Strategies: Cooperative Approach and Exploration
Materials: Manila paper, marker, double sided tape
References: Oronce, O,C and et.al (2000). Mathematics II: Concepts, Structures, and
Methods for High School. Pp 102-108.
file:///C:/Users/HP/Documents/series%20of%20operation%20word%20problem.p
df
https://www.basic-mathematics.com/order-of-operations-word-problems.html

III. Learning Tasks:


 Preliminary Activities
 Prayer
 Checking Of Attendance
 Checking Of Assignment
A. Elicit
The teacher gives a short warm up activity for the students.
Activity 1: “What’s the Operation?
Mechanics:
The teacher gives a word or group of words that will serve as clues. The students
will guess what kind of operation is described, Addition, Subtraction, Multiplication, and
Division.
1. Add 6. divide
2. Times 7. Part of/portion of
3. Minus 8. Sum of
4. Product of 9. Decreased by
5. Quotient of 10. Plus

Answer:
1) Addition 6) Division
2) Multiplication 7) Division
3) Subtraction 8) Addition
4) Multiplication 9) Subtraction
5) Division 10) Addition
B. Engage
The teacher divides the class into 5 groups and gives an activity.
Activity 2: “Write Me Down!”
Mechanics:
The teacher will prompt the students to write the mathematical phrase equivalent
to verbal phrases that are mentioned. The teacher emphasizes that the students need not
write the answers instead they will translate using their knowledge on the four basic
operations.

 Three times five


 Two added by four
 The quotient of fifteen and three
 Five decreased by 2
 Thirty percent of fifty
Answer:
1) 3x 5/3(5)
2) 2 + 4
𝟏𝟓
3) 15 ÷ 3 / 𝟑
4) 5 – 2
5) 30% of 50 /0.3 (50)

C. Explore
The class is divided into 5 groups, let the group solve the problem in 5 minutes. After 5
minutes, let the group present their output to the class.
Problem:
Peter withdrew 1000 pesos from his bank account today. He uses 500 to fix
his car. Then, he divided the money into 5 equal parts and gave away 4 parts and
kept 1 part for himself. Finally, he took his wife to the restaurant and spent 60
pesos on meals. Write a numerical expression to represent this situation and then
find how much money Peter has now?
Answer: Peter has Php40.00 left.
D. Explain
The groups will display their answers on the board or the wall. The students will go to
other groups’ area and try to ask questions for enhancement of their learning. Each group
has to choose one member to stay near their output so as to answer any questions raised
by their classmates.
After the reporting, the teacher will ask questions based on the solution of the learners.
Teacher will examine if the solutions are different from each other or not.
E. Elaborate
The teacher elaborates the topic by stressing out the important points about solving
problems. Concepts like identifying what is required and what are the given information,
should be given enough emphasis so that students will be used to these skills in solving
other related and similar problems.
F. Evaluate and Extend
The teacher gives problems to solve:
Solve the following problems:
1) By how much is the sum of 5 and -3 greater than the product of 5 and -3?
Answer: 17
2) 44 boys enrolled for a marathon competition that was to be held the next month.
10 more boys enrolled the following week. How many boys participated in the
competition altogether? Answer: 54 boys participated in the competition
3) Emily and her friends went out for a treat. They ordered pizzas for Php60. They
also placed an order for chocolate brownies that costed Php22. How much did
they spend in all? Answer: Php82
4) Mel had Php1 925.00 and withdrew Php11 000.00 from his bank account. He
bought a pair of trousers for Php1 870.00, 2 shirts for Php880.00 each, and 2 pairs
of shoes for Php1 320.00 each. Write a numerical expression to represent this
situation and determine how much money Mel had at the end of the shopping day.
Answer: Peter has Php 8, 855.00 left.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher?

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy