Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

VERITAS COLLEGE OF IROSIN
Bulan, Sorsogon

Course Title: Teaching Mathematics In Intermediate Grades

Course & year Level: BEED II
Schedule:Tuesday 5:00 p.m.- 8:00 p.m. (Block 1)
Wednesday 5:00 p.m.- 8:00 p.m.(Block 2)
Lesson No.: 4- 6
Introduction: The lessons in this module would highlight concepts about Algebraic Expressions
and Equation and Solving Equations. Consequently, students will have in-depth understanding
on solving word problems involving probability and data analysis. These concepts are
preliminaries to have a better insight of the course.

Objectives:
1. Solve mathematical expressions and equations.
2. Solve problems involving probability.
3. Perform simple probability experiments and find the experimental probability.
4. Analyze data collected using frequency table.

Pre-Test
Direction: Solve and answer the following problems:
1. One number is twice the other. If the sum of two numbers is 24, what are the two
numbers?
2. A spinner has numbers 12, 15, 18, 19, 24, 25 and 30. What is the probability of spinning
numbers divisible by 6?
3. Perform the experiment below:
1. Put inside the box all the letters in the word MATHEMATICS.
2. Pick 1 letter at a time for 5 consecutive times.
3. How many letters M did you pick?
4. How many letters which are not M did you pick?
5. What is the experimental probability?
4. Use the data below to analyze the data using frequency table
Green Blue Red blue Green
Orange Blue Green Blue Red
Key Concepts
 An expression is a sentence with a minimum of two numbers and at least one math
operation. This math operation can be addition, subtraction, multiplication, and division
 Equation can be defined as a mathematical statement consisting of an equal symbol
between two algebraic expressions that have the same value.
 An algebraic sentence when written in equation form involves algebraic
expressions (which contain variables such as letters in the alphabet), constants, and an
equal symbol. Each algebraic sentence may contain a combination of algebraic
expressions and constants, or with just two or more algebraic expressions
 Probability is simply how likely something is to happen.

 Theoretical Probability = number of favorable outcomes

number of possible outcomes
 Experimental Probability= number of favorable outcomes
number of trials in the experiment
 Data collection is the process of gathering and measuring information on variables of
interest.
 Frequency refers to the number of times an event or a value occurs. A frequency table
is a table that lists items and shows the number of times the items occur.

LEARNING ACTIVITIES

A. EXPRESSIONS AND EQUATIONS

What is an Expression?
An expression is a sentence with a minimum of two numbers and at least one math operation.
This math operation can be addition, subtraction, multiplication, and division. The structure of an
expression is:
Expression = (Number, Math Operator, Number)
For example,
=7+9
= 23 × 4
= 37 – 6
= 25 + 9 – 4 ÷ 2
In all the given expressions, a math operator is used between the two numbers.
A math expression is different from a math equation. An equation will always use an
equivalent (=) operator between two math expressions.
For example,
= 25 + 7 = 64 ÷ 2
= 20 × 5 = 102
The structure of defining math expression advances in different grades. In early grades, children
are expected to write math expressions using numbers and operators. Later on, words help
students to form a math expression.

Let’s consider a word problem.

Tom has to fill a box with oranges and apples. The number of apples should be 5 more than
oranges. Tom picks 3 oranges each time and repeats it 5 times. Count the total number of
oranges and apples.
To solve this, formulate the math expressions as follows:
= Number of oranges = 3 × 5
= Number of oranges = 15
Number of apples = Number of oranges + 5
= Number of apples = 15 + 5
= Number of apples = 20
Total number of fruits = Number of oranges + Number of apples
Third math expression will be:
= 15 + 20
= 35

What is an equation?

In algebra, an equation can be defined as a mathematical statement consisting of an equal

symbol between two algebraic expressions that have the same value.

The most basic and common algebraic equations in math consist of one or more variables.

For instance, 3x + 5 = 14 is an equation, in which 3x + 5 and 14 are two expressions separated

by an ‘equal’ sign.
In an algebraic equation, the left-hand side is equal to the right-hand side.

Here, for example, 5x + 9 is the expression on the left-hand side, which is equal to the
expression 24 on the right-hand side.

The process of finding the value of the variable is called solving the equation.

Algebraic Sentences Word Problems

https://www.slideshare.net/bigpassy/algebra-expressions-in-word-problems
ACTIVITY#1 Translate the sentences into algebraic expression

1.
2.
3.
4.
5.

6.

https://www.slideshare.net/kkerr/word-problems-in-algebra

ACTIVITY#2 Solve the following problems:

The value of each variable: n=4; b=5; c=3; q= 2; g=6; k=7; s=9, w=10; x=8
 An algebraic sentence when written in equation form involves algebraic expressions (which
contain variables such as letters in the alphabet), constants, and an equal symbol. Each
algebraic sentence may contain a combination of algebraic expressions and constants, or with
just two or more algebraic expressions. Almost always, the word “is” in an algebraic sentence
denotes the symbol of equality.

In our example above, the algebraic sentence, “Five more than twice a number is forty-
three“, is translated and written into its equation form: 2x + 5 = 43

SOLVING MATHEMATICAL EQUATION

In mathematics, the order of operations defines the priority in which complex equations are
solved. The top priority is the grouping symbols, then exponents, followed by multiplication
and division which comes first, and finally addition and subtraction which comes first
(GEMDAS)
Here are the basic steps to follow to simplify an algebraic expression:
1. remove parentheses by multiplying factors.
2. use exponent rules to remove parentheses in terms with exponents.
3. combine like terms by adding coefficients.
4. combine the constants.

What is an Equation?
An equation says that two things are equal. It will have an equals sign "=" like this:
x − 2 = 4
That equations says: what is on the left (x − 2) is equal to what is on the right (4)
So an equation is like a statement "this equals that"

What is a Solution?
A Solution is a value we can put in place of a variable (such as x) that makes the equation true.

Example: x − 2 = 4
Solution: 4+2=6

When we put 6 in place of x we get:

6−2=4
which is true
Methods on Solving Equation

www.cazoomaths.com
ACTIVITY#2 Solve the following EQUATIONS using any method:
1. x+3 =7
2. 12 – a = 5
3. x/20 - 2 = 3
4. 3 + 2b = 23
5. 5a + 2a = 14

B. PROBABILITY
Probability is simply how likely something is to happen.
Whenever we’re unsure about the outcome of an event, we can talk about the
probabilities of certain outcomes—how likely they are. The analysis of events governed
by probability is called statistics.
The best example for understanding probability is flipping a coin:
There are two possible outcomes—heads or tails.
What’s the probability of the coin landing on Heads?
You might intuitively know that the likelihood is half/half, or 50%. But how do we work that out?

Theoretical Probability = number of favorable outcomes

number of possible outcomes

Formula for calculating the probability of certain outcomes for an event

In this case: P = 1
2
Probability of a coin landing on head is 1 while there are two possible outcomes (head and tail)

Example 1
A dice has six different outcomes. What’s the probability of rolling a one?

In this case: P = 1
6
Probability of dice landing on 1 is 1 while there are 6 possible outcomes (1,2,3,4,5,6)

Example 2
What’s the probability of rolling an even numbers in the dice ?
In this case: P = 1
6
Probability of dice landing on even numbers are 3(i.e., rolling a two, four or a six ) while there
are 6 possible outcomes (1,2,3,4,5,6)
number of trials in the experiment
ACTIVITY#3 Solve the following:
Other Examples and Solutions
1) There are 6 pillows in a bed, 3 are red, 2 are yellow and 1 is blue. What is the probability of
picking a yellow pillow?
Ans: The probability is equal to the number of yellow pillows in the bed divided by the total number of
pillows. P= 2/6 or 1/3 (Always reduce to lowest term)
2) There is a container full of coloured bottles, red, blue, green and orange. Some of the
bottles are picked out and displaced. Sumit did this 1000 times and got the following results:

 No. of blue bottles picked out: 300

 No. of red bottles: 200
 No. of green bottles: 450
 No. of orange bottles: 50
a) What is the probability that Sumit will pick a green bottle?
Ans: For every 1000 bottles picked out, 450 are green. Therefore, P(green) = 450/1000 or P= 9/20
Experimental Probability= number of favorable outcomes

ACTIVITY#4 Perform the activity below then find the experimental probability of each event
 C. DATA COLLECTION AND ANALYSIS

Data collection is the process of gathering and measuring information on variables of interest,
in an established systematic fashion that enables one to answer stated research questions, test
hypotheses, and evaluate outcomes. The data collection component of research is common to
all fields of study including physical and social sciences, humanities, business, etc. While
methods vary by discipline, the emphasis on ensuring accurate and honest collection remains
the same.

The importance of ensuring accurate and appropriate data collection

Regardless of the field of study or preference for defining data (quantitative, qualitative),
accurate data collection is essential to maintaining the integrity of research. Both the selection
of appropriate data collection instruments (existing, modified, or newly developed) and clearly
delineated instructions for their correct use reduce the likelihood of errors occurring.

1. Identifying opportunities/issues for data collection

It involves identifying the particular opportunities/issues for collecting data. An in-depth analysis
of external and internal processes is vital for getting a clear picture of all that occurs within an
organization. By identifying and exploring specific issues in the data collection process, you can
get the flexibility to make decisions about when and how you should collect information.
2. Set objectives
Once you consider the important questions, you have to set clear goals individualized for every
issue based on the collection analysis and techniques. Every opportunity or issue is reviewed in
this step from the external and internal evaluation that is carried out earlier. A specific issue is
chosen to start with.
3. Collecting Data
Once every question is clearly defined and the goals are properly set, information is collected. A
committee is set up and specific people are chosen. These people are likely to be held
accountable for every important decision that is taken regarding the collection process including
finances, coordination, logistics, and designs. The logistics, resources, and technology needed
for the implementation of data collection, as well as the people in charge of the data collection,
are identified and determined.
4. Data Analysis and interpretation
Based on the qualitative or quantitative data collection techniques, data analysis could be
intimidating at times. Businesses need to determine whether there are sufficient expertise and
internal capacity for in-house data interpretation or whether a professional consultant should be
hired for the task.

Data Analysis Process

The Data Analysis Process is nothing but gathering information by using a proper application
or tool which allows you to explore the data and find a pattern in it. Based on that information
and data, you can make decisions, or you can get ultimate conclusions.

Data Analysis consists of the following phases:

 Data Requirement Gathering

  Data Collection
 Data Cleaning
 Data Analysis
 Data Interpretation
 Data Visualization

DATA VISUALIZATION USING Frequency Table?

 Frequency refers to the number of times an event or a value occurs. A frequency table
is a table that lists items and shows the number of times the items occur. We represent
the frequency by the English alphabet ‘f’.
 For example, Alan has to put the footballs in two boxes. He starts dropping one football
after the other into two boxes named A and B. Alan drops the balls randomly, and after
dropping10 balls, he takes some rest and then again repeats the task with the remaining
10 balls.
 The given tables show the pattern of how Alan drops the footballs in two boxes.

Trial-1 Trial-2
Effort Ball drops in box A or B Effort Ball drops in box A or B
1 A 1 B
2 B 2 B
3 A 3 A
4 A 4 A
5 A 5 A
6 A 6 A
7 B 7 B
8 A 8 A
9 B 9 B
10 A 10 A

Plotting the frequency of ball falling in box A in case of both the trials in one table.

Trials Frequency of balls dropping in box A

Trials - 1 8
Trials - 2 6
 Such a table is known as the frequency table. We make the table by arranging collected
data values and their corresponding frequencies. The purpose of constructing this table
is to show the number of times a value occurs.
 Creating a frequency table
 Step 1: Make three columns. The first column carries the data values in ascending order
(from lesser to large values).
 Step 2: The second column contains the number of times the data value occurs using
tally marks. Count for every row in the table. Use tally marks for counting.
 Step 3: Count the number of tally marks for each data value and write it in the third
column.
 For example, Rita maintains the record of the number of customers that visit her shop
daily using the frequency table and tally marks.
Assessment- Part I-III
PART I.

PART II. Refer to the spinner below to answer questions 1-5

1. What is the probability that the spinner would land on number 5?

2. What is the probability that the spinner would land on odd
numbers?
3. What is the probability that the spinner would land on number
NOT divisible by 3?
4. What is the probability that the spinner would land on Primary
colors?
5. What is the probability that the spinner would land on pink?
https://www.edplace.com/worksheet_info/maths/keystage3/year7/topic/423/2297/probability-
spinners
Part III. Use the data below and prepare a frequency table. Then answer the question
Assignment:
1. Download and Study the Curriculum Guide in Mathematics for Intermediate Level.
2. Explain how Constructivist Theory can be applied in teaching Mathematics.
3. Explain the Teaching Cycle.

Post Assessment
Direction: Solve and answer the following problems:
1. One number is twice the other. If the sum of two numbers is 24, what are the two
numbers?
2. A spinner has numbers 12, 15, 18, 19, 24, 25 and 30. What is the probability of spinning
numbers divisible by 6?
3. Perform the experiment below:
6. Put inside the box all the letters in the word MATHEMATICS.
7. Pick 1 letter at a time for 5 consecutive times.
8. How many letters M did you pick?
9. How many letters which are not M did you pick?
10. What is the experimental probability?
4. Use the data below to analyze the data using frequency table
Green Blue Red blue Green
Orange Blue Green Blue Red

References:
https://ori.hhs.gov/education/products/n_illinois_u/datamanagement/dctopic.html
https://www.khanacademy.org/math/statistics-probability/probability-library/basic-theoretical-
probability/a/probability-the-basics
https://www.splashlearn.com/math-vocabulary/number-sense/expression
Perez, Marjoseph H., etal. 21st Century Mathletes. Quezon City, Philippines: Vibal Group Inc.,
2016
Tabilang, Alma R., et.al. Mathematics Grade 4 Learner’s Materials. Pasig City, Philippines
:Lexicon Press, Inc. 2015

Prepared by:

LORENZO G. HATE, Ph. D.

2lorenzo.hate@gmail.com
09102843160