A DETAILED LESSON PLAN

I. OBJECTIVES
At the end of the 1 hour and 30 minutes Math lesson, the students should be able to:
a. find the answer in a given problem using simpler problem;
b. justify the solution in simpler problem;
c. solve the simpler problem with the accuracy of 80%; and
d. participate in class discussion.
II. SUBJECT MATTER
Topic: Use Simpler Problem
Reference: The art of Problem solving, Genesis G. Camarisrta, PhD., Pages 58-65
Problem and problem solving Ministry of Education 2011 ( Problem
and Problem Solving pdf)
Mathematics for Elementay Teachers. Nineth Edition, John Wiley &
Sons, Inc. USA.G.L.W. Burger & B. E. Peterson (2011)
Materials: Chalk and Chalkboard, Laptop, projector, powerpoint presentation
Value focus: Patience, Critical and Logical thinking

Courage
“ If I had an hour to solve a problem I’d spend 55 minutes thinking about the
problem and 5 minutes thinking about solutions” – Albert Einstein.

III. Procedure (Inductive Method)

Teacher’s Activity Students’ Activity
A. Activity I
I. Preliminary Activies
a. Prayer
Janilyn lead the Prayer
b. Greetings
Good Morning, Class Good Morning, Sir

c. Checking of Attendance
Just say present if your name is Present
called Bangoy, Castillion……
2. Review
Before we proceed to
our next lesson let us review.
1. What is our previous lesson all Our previous lesson is about one of the
about? Jonabeth please stand. strategy in solving problem which is
work backward.

Okay! Thank you. Take your seat.

 2. In your own understanding what Work backward is a reverse process or
is workbackward? Salvacion strategy in order to obtain the missing
please stand. information.

Okay! Thank you.

3. Motivation
Throwing a Question.
1. What is the ones digit of 72?
Anyone? The ones digit is 9.

How about 799?

Okay! We will find out that later!

We proceed to the next question.

2. How may squares you can find? There are five (5) squares.
Padohinog?

How many squares (of all sizes)

are there in a 8x8 square grid?

We will find out that later!

We proceed to the question
number 3.

3. How many two’s are there in 8?

Anyone? There are four two’s in 8.
How about, how many three-
fourths are there in 7?
Okay! We will find out that later!
 4. Statement of the Aim
This morning our topic is about
Use Simple Problem. At the end of
the 1 hour and 30 minutes Math lesson,
the students should be able to: (a) find
the answer in a given problem using
simpler problem; (b) justify the
solution in simpler problem; (c) solve
the simpler problem with the accuracy
of 80%; and (d) participate in class
discussion

Through that question we can apply the

another strategy in Problem solving
which is use simpler problem. Are you
ready for our discusion?

Yes, Sir

B. ANALYSIS
I. Discusion
This strategy is often used along
with the other pattern Solving
strategies. When a problem is too
complex to solve in one step. It
often helps to divide it into Simpler
Problems and Solve each one
seperately.
When Solving difficult problems
with large numbers and
complicated patterns that requires a
series of actions, a simpler but
similar problem may worked on
first, then the pattern or the solution
is applied to solve the original
problem. Creating a simpler
problem from a more complex one
may involve rewording the
problem; using smaller, simpler
numbers; or using a more familiar
scenario to understand the problem
and find the solution.
 Some helpful tips when using this
strategy:

Janilyn please read the tips in

simpler problem.
a. Helping pupils think about the a. Helping pupils think about the
information given and what information given and what they
they need to find; need to find;

Okay! Thank you.

Sandoy please read the second

tips.
b. Clarifying new or unfamilliar b. Clarifying new or unfamilliar terms
terms and confusing condition and confusing condition or
or requirements; requirements;

Thank you.!
The third tips Castillion
please read.

c. Letting them break the
problem into manageable
parts and encourage them to
answer one question first
before they proceed to the
next; and
c. Letting them break the problem into
manageable parts and encourage
them to answer one question first
before they proceed to the next; and

The last tips please read

Bangoy.
d. Restating the problem in their d. Restating the problem in their own
own words for greater words for greater understanding.
understanding.

Okay! lets go back to my question.

1. What is the ones digit of 799?
First, we start to the smallest number.
71 = 7
72 = 9
73 = 3
74 = 1
75 = 7
76 = 9
77 = 3
78 = 1
What you have notice? Anyone The last digit are repeated
 So, 99 divided by 4 = 24 and there are a
remainder which is 3. From the first of the
repeated number count three so that we can find
the ones digit of 799.

Ordanel what is the ones digit of 799? The ones digit of 799 is 3.

Okay! Thank you very much.

Everybody can follow?

Next we go to our question number 2.

How many squares (of all sizes) are

there in a 8x8 square grid

First constuct a table to find the 8

by 8 grid size of a square.

+4
+9
+ 16
+ 25
+ 36
+ 49
+ 64
 You notice on the table that the
difference of the sizes is the square
of the given sizes.
So, you know how to solve the
question number 2? Now, How
many squares in 8 by 8 gird? There are 204 squares on an 8 by 8 grid.

2. How many three-fourths are there in

7?
Okay! First understand the question then construct 28 1
3 There are or 9 and 3
the equation. So, 7 ÷ 4 is equal to 3
4 28
7x =
3 3
No, Sir.
Any question?

C. ABSTRACTION.
1. In your own understanding where we In my own understanding we can use
can use simpler problem in problem simpler problem in problem solving in a
solving? Bangoy? complex problem in order to solve easily.

2. What are the tips to solve simpler

problem solving? Helping pupils think about the
Give one Odango? information given and what they need to
find;

Another one padohinog? Clarifying new or unfamilliar terms and

confusing condition or requirements;

What is the other step Salvacion? Letting them break the problem into
manageable parts and encourage them to
answer one question first before they
proceed to the next; and
 Restating the problem in their own words
And the last step Eduardo? for greater understanding.

No, Sir.
Okay! Any Question class?
D. APPLICATION

Lets have a pair activity. Find your pair to

solve the following question. ½ Crosswise.

1. Find two whole numbers whose

product is 1,000,000. Neither of the two Solution:
numbers has any zeros in it.

Start with smaller number

10 = 2 x 5
100 = 4 x 25 or 22 x 52
1000 = 8 x 125 or 23 x 53
10,000 = 16 x 625 or 24 x 54
100, 000 = 32 x 3125 or 25 x 55
1,000,000 = 64 x 15,625 or 26 x 56

Therefore, since there are 6 zeros in

1,000,000 then its factors which do not
contain any zeros are 26 x 56 which are
64 and 15, 625.
2. Find the difference when the sum of the
first 100 positive odd intergers is Solution:
subtracted from the sum of the first 100 Even: 2 + 4 + 6 + 8 + 10
positive even integers. -Odd: 1 + 3 + 5 + 7 + 9
1+1+1+1+1

Each positive even integers is

subtracted by its corresponding positive
odd integer, the difference is always 1.
Since there are 100 pairs of odd and even
integers, the difference is 100 ones or
100.
IV. EVALUATION
Direction: Solve the following. Show
the solution. (5 points each). ½
Crosswise. Solution:

1. What is the last digit in the Problem Result

answer 2200? 21 2
22 4
23 8
24 6
5
2 2
26 4
7
2 8
28 6
9
2 2
210 4
11
2 8
212 6
Since 200 ( the power of 2200 ) is a
multiple of 4 then the result will also
have a last digit of 6.

Therefore the last digit of 2200 is 6.

2. How many three-fifth are there Solution:

in 11?
3
÷ 11
5
5
= 3 x 11
55
= 3
1
= 18 3

3. Find the sum of the first 50 odd Solution:

numbers.
𝑛
𝑆𝑛 = ( 𝑎 + 𝑎𝑛 )
2 1

1 + 3 + 5 +…+𝑎𝑛
𝑛
𝑆𝑛 =
2
50
𝑆𝑛 =
2
𝑆𝑛 = 25

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎𝑛 = 1 + (50 − 1)2
 𝑎𝑛 = 1 + (49 ∗ 2)
𝑎𝑛 = 1 + 98
𝑎𝑛 = 99

𝑛
𝑆𝑛 = ( 𝑎 + 𝑎𝑛 )
2 1
𝑆𝑛 = 25( 1 + 99)
𝑆𝑛 = 25( 100)
𝑆𝑛 = 2,500
Therefore the sum of first 50 0dd
munbers is 2,500.

V. ASSIGNMENT
Advance study for our next lesson.
Prepared by:

Gerald N. Santoluma

Mastery Level:_________ Remarks:________Proceed______Reteach