Professional Documents
Culture Documents
Date: ___________
I. Objective:
Find the base when the percentage and rate are given
Value:
Being thrifty
BEC-PELC II L. 3.2.3
Enfolding Mathematics VI
flashcards with percents, manila paper, pentel pen
MATHEMATICS VI
Date: ___________
I. Objective:
Compute common percentage mentally
Value:
Being thrifty
BEC-PELC II L. 3.3.
Enfolding Mathematics VI
flashcards, charts
d. 6 x 5
d. 0.04 x 9
3. Motivation:
Have you ever joined a Math Contest?
Answer the question without writing the solution?
B. Developmental Activities:
1. Activity Use of challenging Word Problem
Sample:
75% of 8000 is what number?
N is 75 % of 8000
75 % of 8000 is _______.
What is 75% of 8000 is N
1. Guide the pairs of pupils to:
a. determine the base and rate
b. identify what is to solve for
c. decide what process to use
d. compute without writing the computation on paper
e. discuss their answer
2. Through pair square they have to do number 1 a-e
2. Practice Exercises/Fixing Skills:
a. 20% of 20 is _____
b. 25% of 60 is N
c. 50% of 70%
d. N is 40% of 20
MATHEMATICS VI
Date: ___________
I. Objective:
Solve word problems involving finding the percent of increase/decrease on discounts, original
price, rate of discount, sale price and mark up rice.
Value:
Frugality
Rate of Discount
10%
Discount
P47
Sale Price
P874.20
3. Generalization:
How do you solve for percent problems involving increase/decrease? Discounts? Original
price? Rate of discounts? Sale price? Mark up Price?
IV. Evaluation:
Find the missing entries.
Original Price
Rate of Discount
1. P200
15%
2. P250
20%
3. P490
10%
4. P950
5. P850
15%
Discount
P50
P60
47.50
127.50
Sale Price
P170
P540
P902.50
V. Assignment:
Analyze and solve the problem.
1. Mrs. Santos bought a barong with 15% discount. How much did she save and pay if the tag price
of the barong is P1575?
2. Laura bought an RTW dress for P575 at 20% discount what was the original price?
3. The sale price of an item is P2060. if this is 60% higher than the cost, what is the original price?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve the word problem involving commission, rate of commission, total sales, total income.
Value:
BEC-PELC II L. 3.4.2
Enfolding Mathematics VI
puzzle, charts
Total Sales
1.
2.
3.
4. P120 000
5. P80 000
Rate of
Commission
20%
18 %
Commission
P600
P1 620
P15 000
20%
15%
Basic
Salary
P14 467
P20 536
Total
Income
P45 000
P20 000
3. Generalization:
How do you solve the commission? Rate of commission? Total sale? And total income?
IV. Evaluation:
Complete the table.
Basic Salary Total Sales
1.
2.
3.
4.
5.
P 15 000
P14 500
P30 000
P18 000
P50 000
P120 000
P300 000
P170 000
P800 000
Rate of
Commission
20%
25%
18%
Commission
Total
Income
P45 000
P59 500
P81 0000
P160 000
V. Assignment:
Solve the problem:
1. A salesman sells a car for P860 000. If he receives a commission of 20%, how much will be his
commission?
2. A salesman is working on 8% commission. If he wants to make P14 000 commission in a month,
how much must he sell?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve the problems involving sales tax, rate of sales tax, selling price
Value:
BEC-PELC II L. 4.3
Enfolding Mathematics VI
Math textbook
Selling Price
P3,5000,000
P950,000
Rate of Sales
Tax
6%
Sales Tax
Total Cost of
the Item
P997,500
4%
P10,000
Selling Price
P200
P680
P750
P2500
Sales Tax
Total Cost
P34
P795
P795
P300
3. Generalization:
How do you solve for sales tax, rate o sales tax and selling price?
IV. Evaluation:
Fill in the data to complete the table.
Selling Price
Rate of Sales Tax
1. P1,600
3%
2. P4,500
6%
3. P900
4%
4. P9,000
5.
Sales Tax
P48
Total Cost
P4770
P720
P600
P10,600
V. Assignment:
Analyze and solve the problem.
1) A lady bag worth P1500 is given a sales tax of 6%o. How much will a buyer pay for the bag?
2) A food item is given a sales tax of P22.40 or 4% paid by the customer. How much is selling price
of the item? How much is the total cost paid by the customer?
3) A sales tax for an item is P125. The cost is P3125. What is the ratio of the sales tax? How much is
the selling Price?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve the word problem involving simple interest, principal, rate and time
Value:
Thrift
BEC PELC L. 3. 4. 4
Enfolding Mathematics VI
Math textbooks
MATHEMATICS VI
Date: ___________
I. Objective:
Make simple predictions
Value:
BEC-PELC II M.1.
Enfolding Mathematics VI
Math Textbooks
Make a prediction on the following situations are likely to happen, unlikely to happen, equally
likely to happen, impossible to happen and certainly to happen.
_____ 1) Reading books makes a man wiser.
_____ 2) When one sharpens his saw, he sharpens his thinking skills.
_____ 3) When mother takes a bath, father is coming home.
V. Assignment:
Predict simply on the following situation in terms of likely to happen, unlikely to happen, equally
likely to happen, impossible to happen or certainly to happen.
_____ 1) When one is in pensive mood, he thinks deeply.
_____ 2) When one stares at nothing, he has depression.
_____ 3) Not all gold glitters.
MATHEMATICS VI
Date: ___________
I. Objective:
Tell the number of favorable outcomes/chances
Value:
BEC-PELC II M.2
Enfolding Mathematics VI
ratio cards, spinner, die, lettercards
2) Have each member of the tea spins the wheel while a recorder writes what section is
pointed by the pointer.
3) Ask each member to relate the number of favorable outcomes each section has as
indicated by the pointer to the number of possible outcomes like:
P( ) = 1/6 (in case it points to the )
2. Practice Exercises/Fixing Skills:
A bag has marbles with 1 blue, 3 green, 2 red and 2 yellow.
Find the probability of:
a. drawing 1 blue marble
b. drawing 3 green marbles
c. drawing 2 red marbles
d. drawing 2 yellow marbles
3. Generalization:
How do you tell the number of favorable outcomes/chances?
IV. Evaluation:
Study a spinner numbered 1 to 8 is spun.
What is the probably of spinning:
a) an odd number?
b) divisor of 9
c) multiple of 2
d) composite number
e) a factor 18
f) a smallest even number
g) multiple of 10
h) greatest common factor of 24 and 32
i) spinning 10
V. Assignment:
Study the cards with letters.
One card is draw from a well-shuffled 9 lettered cards. What is the probability of drawing a
card/card having letter/s
a. L,O,V,E
b. M,A,T
c. I
d. V,E
e. Y
MATHEMATICS VI
Date: ___________
I. Objective:
Visualize integers in their order on a number line
Value:
BEC-PELC II N.1
Enfolding Mathematics VI
flashcards, handkerchief, bingo card, markers
2) Tell the class that numbers 1, 2, 3, 4, 5... are the set of counting numbers. Zero,
together with the set of counting numbers are the set of whole numbers.
3) Show in the mirror image of 1 on the number line.
4) Introduce the set of integers and the set of whole numbers and their opposites.
5) Give more examples.
2. Practice Exercises/Fixing Skills:
Write the integer for each.
1) deposit P400.00
2) 56 below 0
3) gained 7 kilos
4) 250 km north
5) 12 C below 0C
3. Generalization:
What are integers? How does the number line help you in understanding/visualizing
integers?
IV. Evaluation:
Write the integers for each.
1) 600 m above the ground
2) lost 15 points
3) saved P20.00
4) spent P35.00
5) withdrawal of P1,500.00 card wins.
V. Assignment:
Illustrate the following in the number line.
1) The set of integers greater than-3 and less than 2
2) The set of integers greater than-5 and less than 5
3) The set of integers less than-0 and greater than -7
4) The set of integers less than 8 and greater than 5
5) The set of integers i s than-3 and greater than -10
MATHEMATICS VI
Date: ___________
I. Objective:
Compare Integers
Value:
Teamwork
BEC-PELC N.2
Enfolding Mathematics VI
number line, flashcard, number cards
3. Generalization:
How will you compare integers using> < or =?
IV. Evaluation:
A. Fill in the box with either >,< or =.
1) 25 -25
4) 9 -9
2) -16 -16
5) 150 149
3) -15 -14
6) 200 200
V. Assignment:
Write the integers for each then >, < or = to compare them.
1) 20 below 0 150 below 0
2) 1500 ft. above the ground 1500 ft. below the ground
3) basement of a building rooftop of a building
4) 7 below 0C 7 C above 0C
MATHEMATICS VI
Date: ___________
I. Objective:
Order integers in increasing/decreasing order
Value:
Orderliness
3. Generalization:
What are the ways of ordering integers?
IV. Evaluation:
Arrange the integers in each group in:
1) Ascending Order
a) -3, 2, 4, -1
b) -6, 10, 8, 13, -12
c) 5, -4, -12, 6
2) Descending Order
a) 0,-1, 9,-3,7
b) -3, 0, 4, -6, 6
c) 4, 12, 0, -15, -18
V. Assignment:
Arrange each set of integers in descending order.
1) -8, -5, -1, -9, -1, 1
2) +2, +6, +11, +2, +15
3) -26, 33, -45, 17 ,3
4) 70,-90, -46, 80, 6
5) -6, 16, -25, -16, 44
MATHEMATICS VI
Date: ___________
I. Objective:
Visualize the different spatial figures
Value:
2. Fixing Skills:
Identify the spatial figure represented y the following:
1) ball ______
3) funnel ______
5) tent ______
2) globe ______
4) test tube ______ 6) dice ______
3. Generalization:
What are the different spatial figures? Describe each lone.
What are their common characteristics?
IV. Evaluation:
Name the spatial figures resembles to the following objects below:
1. box
2. ball
3. dice
4. ice cream cone
5. globe
V. Assignment:
Construct each spatial figures using art paper
1. a blue pyramid
2. a black cone
3. a yellow cube
4. a green rectangular prism
5. a red cylinder
6. a violet sphere
MATHEMATICS VI
Date: ___________
I. Objective:
Describe the different spatial figures
Value:
Resourcefulness
PELC III A. 1. 2
Enfolding Mathematics VI
cartolina, scissors, paste, flashcards, spatial figures, handkerchief
B.
a) rectangular
b) cone
e) triangular prism
3. Generalization:
What is prism? What are the kinds of Prism? Describe.
IV. Evaluation:
Complete the table.
Spatial Figure
1. Cube
2. Rectangular prism
3. sphere
4. cylinder
5. triangular pyramid
No. of Faces
No. of Edges
No. of Vertices
V. Assignment:
Cut out pictures of objects from newspapers or magazines that are models of spatial figures.
Describe each.
MATHEMATICS VI
Date: ___________
I. Objective:
Derive the area formulas of plane figures
Value:
Appreciation
2. Motivation:
1. Show the following:
MATHEMATICS VI
Date: ___________
I. Objective:
Derive a formula in finding the surface area of a solids
Value:
4) Discuss importance of being precise and accurate in measuring the dimensions of the
spatial figures in order also the have an accurate measurement of surface area for
each
2. Practice Exercises/Fixing Skills:
Write the formula then solve.
1) the cube whose edge is 15 cm
2) a bail whose radius is 5.5 cm
3) a cylinder whose base is 2.3 m in radius
3. Generalization:
Review the formulas in solving for surface areas of solids. Recall how to use these
formulas in solving for surface area.
IV. Evaluation:
Find the surface area of the following: Give the formula then solve.
V. Assignment:
1) A milk can has a radius of 4cm and a height of 11 cm. How much tin was used in making it?
2) A closed cone model has a radius of 7 cm and a height of 12 cm. And the amount of material used
in making the cone?
3) A pyramid has a square base of side24 cm and the height of each triangular face is 16 cm. Find
the surface area of the pyramid.
4) A close rectangular subdivision water tank, 7 m by 5 m, is to be painted all over.
MATHEMATICS VI
Date: ___________
I. Objective:
Tell the unit of measure used for the surface areas of solids
Value:
3. Motivation:
1) Divide the class into groups of 4.
2) Provide each group a set of laboratory apparatus that are models of spatial figures like
cylinder, prism, dice, globe, funnel, Erlenmeyer flask.
3) Let them find the dimensions using some measuring devices.
B. Developmental Activities:
1. Presentation:
a. Let there write a formula in solving for the surface area of each object.
b. Let them solve for the surface area of each object.
c. Have then explain the following:
1) What measuring devices did you use?
2) What formula did you use in finding the surface area of each object?
3) What unit of measure did you use?
4) Why do you have to indicate the unit of measure?
Valuing: Laboratory apparatus are sensitive materials.
2. Practice Exercises/Fixing Skills:
Solve for what is missing in each number:
1) r = 5 cm, h = 15 cm, SA = ________
2) 1 = 8.5cm,w = 6cm,h = 4cm, SA _______
3) The side of cube measures 43.6. Is it possible to solve the problem? Why?
3. Generalization:
What are the units of measure used in solving for surface areas of solids?
Why is it important to indicate the unit of measurement?
How do we solve for surface area of solids? What are the formulas used?
IV. Evaluation:
Solve the following problems:
1) A triangular prism measures 10 cm by 15 cm by 16 cm. What unit of measure should we use in
finding its surface area? Why?
2) You are to wrap a box at the right to make it beautiful. What measuring device will you use to
find out how much wrapper is needed? What is the appropriate unit of measure?
3) A cylinder of radius 9 cm and a height of 20 cm has a surface area of 1,639.08. What is missing in
the situation presented?
V. Assignment:
Create one problem for each spatial figure on finding its inches. surface area. Provide your own
answer key.
MATHEMATICS VI
Date: ___________
I. Objective:
Find the area formula of a parallelogram
Value:
Orderliness
16 x 3 =
c) You should have a rectangular with the same base and height as the
parallelogram
d) Base on the illustration, what is the area formula of a parallelogram?
Ans: Multiply the length of the base by the length of the height.
Area of parallelogram: b x h
2. Practice Exercises:
Find the area of each parallelogram region.
1) b = 4in; h = 91n 4)
3) b = 4.6mm; h = 2.8mm
2) b = 5.4m; h = 6m
4) b = l0cm; h = 7cm
3. Generalization:
How do you find the area formula of a parallelogram?
IV. Evaluation:
Find the area formula, then solve.
h = 27 m
b = 38 m
Formula = _____
Area = _____
V. Assignment:
Formula = n_____
Area = _____
MATHEMATICS VI
Date: ___________
I. Objective:
Find the area formula of a triangle
Value:
3. Generalization:
How do you find the area formula of a triangle?
IV. Evaluation:
Identify the base and the height for each figure. Write the formula then solve.
V. Assignment:
Create your own word problems involving area of a triangle.
MATHEMATICS VI
Date: ___________
I. Objective:
Find the area formula of a trapezoid
Value:
Helpfulness
BEC-PELC III. A. 3
Enfolding Mathematics VI
flashcards, paper
3. Motivation:
1. Present the problem on the board
Ravens lot is trapezoid in shape. She wants to plant Bermuda grass all over the area.
She knew that Bermuda grass are bought per square meter. How will Raven know the
number of square meters of Bermuda grass she has to buy?
B. Developmental Activities:
1. Presentation:
a. Activity - Modeling
1. Provide a paper to each group.
2. Copy this trapezoid on squared-rolled paper.
3) b1 = 29.7cm
b2 = 42.5 cm
h = 35.9cm
3. Generalization:
How do you find the area formula of a trapezoid? Is there an effect in the area of a
trapezoid if the height is taken on either side? Why What is the area formula of a trapezoid?
IV. Evaluation:
Find the area of the trapezoid.
V. Assignment:
Create 5 own word problems finding the area of a trapezoid.
MATHEMATICS VI
Date: ___________
I. Objective:
Write a formula or equation in solving for the surface area of a solid figure
Value:
Attentiveness
MATHEMATICS VI
Date: ___________
I. Objective:
Tell the unit of measure used for measuring the volume of solids
Value:
Being responsible
3. Motivation:
Present a story problem
Each group in the class is required to bring rectangular boxes for planting seedlings for
their EPP class. However, only Group 3 brought their box. Their teacher showed it to the
class. He asked, "if it is to be filled with soil, how much soil does it contain?"
B. Developmental Activities:
1. Presentation:
a. Discuss the problem:
1) What is our problem all about?
2) What can you say about Group 3? Other groups?
3) What are we asked to find?
b. Activity Group Activity
Let the pupils go back again to the story problem. Let then discuss and answer the
following questions:
1) Is the length, width, and height of the rectangular box given?
2) What metric unit of length should be used for its length, width and height?
3) For example the unit of length used is centimeter, what cubic unit of measure should
be used to find its volume?
2. Practice Exercises/Fixing Skills:
Give the appropriate unit of measure to used in finding the volume of
a) room _______
c. globe _______
e. baseball _______
b) shoebox _______
d. refrigerator _______
3. Generalization:
What is the unit measure used for measuring the volume of solid?
IV. Evaluation:
Use cm3, m3, to tell what cubic unit of measure is appropriate to be used?
1. box of chocolate
2. tent
3. glass
4. gymnasium
5. mathbook
V. Assignment:
Give the cubic unit of measure, for finding the volume of the following:
1. a box 44 cm by 9cm by 6cm
2. a cone with height 9dm and radius 4 fm
3. a cabinet 1.2m by 0.9m by 0.5m
4. a ball with radius 10 cm
Humility
3. Generalization:
How do we convert one cubic unit of measure to its larger or smaller equivalence?
IV. Evaluation:
Find the blanks:
V. Assignment:
MATHEMATICS VI
Date: ___________
I. Objective:
Devide a formula for finding the volume of rectangular prisms.
Value:
Cooperation
2. V = 1232 cm
l = 11 cm
w = 8 cm
h = ____
3. Generalization:
How do you solve for the volume of rectangular prism? What is the formula used?
IV. Evaluation:
Complete the table find the volume of each.
Length
Width
1) 9 dm
8.6 dm
2) 1.4 m
1.5 m
3) 40 cm
15 cm
4) 18.5 cm
9.4 cm
5) 5
4m
Height
5 dm
1.8 m
24 cm
15 cm
7 2/3 m
V. Assignment:
Complete the table
Length
15 cm
Width
9 cm
Height
7 cm
Volume
_____
______
______
9 m 2.6 m
756 m3
8.2 dm
4.7 dm
2.6 dm
_____
5m
2 cm
4 3/8
______
Volume
2.3 cm
17.94
MATHEMATICS VI
Date: ___________
I. Objective:
Derive a formula for finding the volume of cylinders
Value:
3. d = 20 dm
r=
h=
V = 4710 dm3
3. Generalization:
How can you find the volume of a cylinder?
IV. Evaluation:
Give the volume of each cylinder.
1. d = 200 mm
3. r = 1.5 dm
r=
h = 3.7 dm
h = 115 mm
V = _____
2. B = 530.66 sq.m.
h = 18 cm
v = _____
V. Assignment:
Solve for what is being asked. Use the formula V h.
1) B = 15.3 86 dm
h =13 dm
V=
2) B = 2826 m2
h = 45 m
V=
3) B = 7.065 cu. m.
h = 4.7 m
V=
4) B = 254.34 cm2
h = _____
V = 3306.42 cm3
5) B = 5.3 86
h =18 cm
V = 6838.92 cm3
MATHEMATICS VI
Date: ___________
I. Objective:
Derive a formula for finding the volume of cones
Value:
Kindness
d. 3 x 4 x 4
V. Assignment:
Find the missing dimension. Use pie = 3.14
1) r =
2) r = 5 cm
h = 8m h = 8m
h = _____
V = 301.44 cu. m.
V = 235.5 m3
3) B = 5,3066 m2
h = ______
V = 2.6533 m3