Assessment 2.

1
Objective Adds fractions without regrouping
Activity Do you have any idea how to solve problems involving addition of fractions without
regrouping? Well, in this activity you will be able to learn on how to do those things
simply and easily.
Analysis  Were you able to know on how to solve problems involving addition of fractions
without regrouping?
 What did you do to solve those problems?
 What problems did you encounter in solving them? `
 How do you think we could efficiently and effectively solve problems involving
addition of fractions without regrouping? What will we use?
 Are you familiar with the addition of fractions without regrouping?
Abstractio In solving problems involving addition of fractions without regrouping, we can use some
n simple ways. How do these look like? Given below is an example of a simple way in
solving problems involving addition of fractions without regrouping.

Problem:
3 10
1 + 2 = 13
5 3 15
3 10
Solution: 1 + 2 = 13
5 3 15
To understand the process even more we can just look at the process of the
solution. The first thing to be done in order to solve the problem is to first cross multiply
the numerator from the first term with the denominator from the second term (results of
the multiplication are then placed beside the numerators in order for all to see and
observe).

Next thing to do is to multiply both the denominator from both sides the result will
then become the denominator of your answer. Lastly is to add the result from the cross
multiplication process along with the denominator.

Application Try to solve this problem:

2 + 3 =
3 4
Objective adds decimal numbers through thousandths with regrouping
Activity Do you have any idea how to solve problems involving addition of decimal numbers
through thousandths with regrouping? Well, in this activity you will be able to learn on
how to do those things simply and easily.
Analysis  Were you able to know on how to solve problems involving addition of decimal
numbers through thousandths with regrouping?
 What did you do to solve those problems?
 What problems did you encounter in solving them? `
 How do you think we could efficiently and effectively solve problems involving
addition of decimal numbers through thousandths with regrouping? What will we
use?
 Are you familiar with the addition of decimal numbers through thousandths with
regrouping?
Abstractio In solving problems involving addition of decimal numbers through thousandths with
n regrouping, we can use some simple ways. How do these look like? Given below is an
example of a simple way in solving problems addition of decimal numbers through
thousandths with regrouping.

Problem:
14.125 + 10.510 = 24.635

14.125
+ 10.510
24.635

Solution:
To understand the process even more we can just look at the process of the
solution. The first thing to be done in order to solve the problem is to first place both
numbers to be added in a vertical form.

Next thing to do is to add the numbers accordingly and put the decimal point on its
corresponding place.

Application Try to solve this problem:

13.049 + 11.521 =

Assessment 2.2

Assessment 2.3
Objective Adds integers having unlike signs.
Activity Do you have any idea how to solve problems involving Addition integers having unlike
signs? Well, in this activity you will be able to learn on how to do those things simply and
easily.
Analysis  Were you able to know on how to solve problems involving Addition integers
having unlike signs?
 What did you do to solve those problems?
 What problems did you encounter in solving them? `
 How do you think we could efficiently and effectively solve problems involving
Addition integers having unlike signs? What will we use?
 Are you familiar with the Addition integers having unlike signs?
Abstractio In solving problems involving Addition integers having unlike signs, we can use some
n simple ways. How do these look like? Given below is an example of a simple way in
solving problems addition of decimal numbers through thousandths with regrouping.

Problem:
15 + -20 = -5

Solution:
To understand the process even more we can just look at the process of the
solution. The first thing to be done in order to solve the problem is to first look at both the
numbers along with their corresponding signs.

Note: Always remember that if the numbers are having different signs for example
(+) sign added with (-) sign then the process to solve the problem can be considered as
subtracting the smaller number with the larger number and then copy the sign of the
larger number and put it along with the answer.

Next thing to do is to look at the sign of the numbers if the numbers are having
different signs for example (+) sign added with (-) sign then the process to solve the
problem can be considered as subtracting the smaller number with the larger number
and then copy the sign of the larger number and put it along with the answer.

Application Try to solve this problem:

30 + -20 =

Assessment 2.3
Objective Describes the attributes/properties of quadrilaterals using concrete objects or models.
Activity Do you have any idea how to solve problems involving describing the
attributes/properties of quadrilaterals using concrete objects or models? Well, in this
activity you will be able to learn on how to do those things simply and easily.
Analysis  Were you able to know on how to solve problems involving describing the
attributes/properties of quadrilaterals using concrete objects or models?
 What did you do to solve those problems?
 What problems did you encounter in solving them? `
 How do you think we could efficiently and effectively solve problems involving
describing the attributes/properties of quadrilaterals using concrete objects or
models? What will we use?
 Are you familiar with the describing the attributes/properties of quadrilaterals using
concrete objects or models?
Abstractio In solving problems involving describing the attributes/properties of quadrilaterals using
n concrete objects or models, we can use some simple ways. How do these look like?
Given below is an example of a simple way in solving problems involving describing the
attributes/properties of quadrilaterals using concrete objects or models.

Problem:

Solution:
To understand the process even more we can just look at the process of the
solution. The first thing to be done in order to solve the problem is to first look at the sides
of the object given.

Note: When talking about quadrilateral, you must always put in mind the word
quad meaning 4, thus when referring to shapes it is always looking into the sides of the
shape if it has 4 sides then it is quadrilateral and when it is not then it is not quadrilateral.

Next thing to do is to count weather the object given has 4 sides or no. If it has 4
sides then it is quadrilateral shape and its not when it does not have 4 sides.

Application Try to solve this problem:

Assessment 2.3
Objective Describes the attributes/properties of quadrilaterals using concrete objects or models.
Activity Do you have any idea how to solve problems involving describing the
attributes/properties of quadrilaterals using concrete objects or models? Well, in this
activity you will be able to learn on how to do those things simply and easily.
Analysis  Were you able to know on how to solve problems involving describing the
attributes/properties of quadrilaterals using concrete objects or models?
 What did you do to solve those problems?
 What problems did you encounter in solving them? `
 How do you think we could efficiently and effectively solve problems involving
describing the attributes/properties of quadrilaterals using concrete objects or
models? What will we use?
 Are you familiar with the describing the attributes/properties of quadrilaterals using
concrete objects or models?
Abstractio In solving problems involving describing the attributes/properties of quadrilaterals using
n concrete objects or models, we can use some simple ways. How do these look like?
Given below is an example of a simple way in solving problems involving describing the
attributes/properties of quadrilaterals using concrete objects or models.

Problem:

12

A = ½ (b1 + b2) h
A = ½ (8 + 12) (10)
A = ½ (20) (10)
A = 10 (10)
A = 100 – FINAL ANSWER

Solution:
To understand the process even more we can just look at the process of the
solution. The first thing to be done in order to solve the problem is to first look at the
values of the bases and the height given in the trapezoid.
 Note: When talking about trapezoid always remember that the upper part is the
b1 or base 1 and the lower part is the b2 or the base 2 and of course the center is the
height where the line is present.

Next thing to do is to change the values of the given formula A= ½ (b1 + b2) h.
And then follow the rule of the PEMDAS (Parenthesis, Exponent, Multiplication,
Division, Addition, Subtraction) On the case of the formula given first to do is to add the
value of the b1 and b2, then multiply the result value of the b1 and b2 (b1 + b2 = x ½)
and then the result value of it will be multiplied by the given value of the height and the
final answer will serve as the Area of your trapezoid.

Application Try to solve this problem:

12

10

20