Enrichment Materials for Grades V and VI

Reprinted
by the Philippines-Australia Hastening the Impact of PROBE (HIP)
under the AusAID Vulnerable Groups Facility (VGF)

A resource produced through the support of AusAID PHILIPPINES-AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
on behalf of the Australian Government REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
 Published by the
PHILIPPINES - AUSTRALIA PROJECT IN BASIC EDUCATION (PA-PROBE)
REGIONAL LEARNING MATERIALS CENTER VII (RLMC VII)
Department of Education
Region VII, Central Visayas
Cebu City
Copyright 2000
Reprint Edition 2002
Revised Edition 2010

COPYRIGHT NOTICE

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of

the Republic of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit.”

This material has been developed within the Project in Basic Education (PROBE) imple-
mented by the Educational Development Projects Implementing Task Force (EDPITAF)
of the Department of Education (DepEd) in collaboration with the Bureau of Elementary
Education, Bureau of Secondary Education and the Commission on Higher Education.
Prior approval must be given by the PROBE Management Unit lodged at EDPITAF and
the source must be clearly acknowledged.

LIA S. CHAVEZ
ESTELA B. SUSVILLA Writer-Editor
ISF, Elem. Science/Math Elem. Science/Math
Division of Bohol PROBE-RLMC VII
WRITER CO-WRITER

The production of this Teacher Support Material (TSM) has been made possible with the
assistance of the PA-PROBE RLMC VII Staff.

This edition has been revised for online distribution through the Learning Resource Manage-
ment Development System (LRMDS) Portal by Region VII-Bohol under Project STRIVE for
BESRA, a project supported by AusAID.
 • While the pupils are playing, move around to
see if they are following the rules.
• Allow flexibility of figures and bonuses. The
teacher may substitute the figures with their
corresponding dimensions and the bonuses
using separate strips to temporarily cover the
original ones.
• Acknowledge the winners appropriately.

Evaluation

The success of this material will be measured by:

• pupils’ ability to tell the place value of a
numeral
• pupils’ ability to correctly read and write
big numbers (Teacher’s Guide)
• pupils’ ability to solve for the area,
perimeter and circumference of plane
figures with ease.

Resource List

This material contains:

User’s Guide
Master copies of:
Score Sheet Number Card
Number Card
pattern for the die

NOTE: The teacher provides the buttons.

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Description

The games included here are suitable for two players

.They are designed to help reinforce pupils’
learning of place value concepts and in solving for
the area, perimeter and circumference of plane
figures.

Target Audience

Grades V and VI Pupils

Subject Matter

“Reading and Writing Large Numbers”; “Geom

etry”, Mathematics in Everyday Life 5, pp. 2-5;
Mathematics in Everyday Life 6, pp. 2-4; PELC

Duration

Teacher sets the time frame to suit the purpose of

giving the activities.

Objectives

After doing the activities, pupils will be able to

acquire mastery in:
• identifying the place value of a numeral
• reading and writing big numbers
• solving for the area, perimeter and circum
ference of plane figures.

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Preparation

These games will be given to the pupils only after they

have been exposed to the topics Place Value and
Geometry (areas, perimeters, circumference). CONTENTS

Procedure Description 1

For the game “Try Your Luck” Target Audience 1

1. Divide the class into groups of two. Subject Matter 1
2. Distribute the game card, small die and buttons
to each group. Duration 1
3. Let the players read first the Rules of the Game
before allowing them to start playing. Objectives 1

For the game “Roll the Place Value” Preparation 2

1. Prepare a score sheet, a number card and a large Procedure 2

die marked ones, tens, hundreds, thousands, ten
thousands and hundred thousands. Teaching Hints 3
2. Group the pupils by two’s.
3. Distribute the score sheet, number cards and a Evaluation 4
large die to each group.
4. Make your own sample number card and score Resource List 4
sheet so that the rules could be clearly ex
plained.

2
C. x3 x 2

1 3 9 1

5 15 45

x5 25 75 x7
 SCORE SHEET NUMBER CARD
Player 1 Player 2
1 212 345
1 300 2
2 3
3 4
4 5
5 6
6 7
7 8
8

• If, for example, after rolling the die, the word hundreds
is shown, the player looks at his/her number card and
focus on number 1. The number written there is 212 345.
The digit in the hundreds place is 3, so the value of 3 is 3
hundreds (300).
• He/she then writes 300 in the Score Sheet under Player 1.
• Players continue rolling the die in turns, referring to the
next number in their number cards.
• After each player has had eight rolls, record the correct
answer. The player with the highest number of correct
answers is the winner.

Teaching Hints

• Replicate the master copies indicated in the

Resource List to meet the number of sheets
needed.
• Before letting the pupils play, make sure that the
rules of each game are already clear to the
players.
• Establish your own rule in determining who the
first player will be in each game.



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