Scribd Logo
Upload

Welcome to Scribd!

  • Math 5 - Q3

    Uploaded by

    MARIA CARMEN CARRANCEJA
    54 views5 pages
    This document provides a lesson plan for a Grade 4 mathematics class in the Philippines. It outlines the objectives, content, procedures, and evaluation for a lesson on finding missing numbers in equations using properties of addition and multiplication. The key points are: 1) The objectives are for students to demonstrate understanding of patterns and number sentences, and be able to identify the missing element in a pattern or number sentence. 2) The content covers finding the missing number in an equation using the commutative property of addition and multiplication. 3) The procedures include reviewing previous lessons, presenting examples of finding missing numbers, discussing concepts, practicing skills, and a formative assessment. 4) The evaluation will assess students' mastery

    Original Description:

    Find the missing term in an equation - Commutative property

    Original Title

    MATH 5 - Q3

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    This document provides a lesson plan for a Grade 4 mathematics class in the Philippines. It outlines the objectives, content, procedures, and evaluation for a lesson on finding missing numbers in equations using properties of addition and multiplication. The key points are: 1) The objectives are for students to demonstrate understanding of patterns and number sentences, and be able to identify the missing element in a pattern or number sentence. 2) The content covers finding the missing number in an equation using the commutative property of addition and multiplication. 3) The procedures include reviewing previous lessons, presenting examples of finding missing numbers, discussing concepts, practicing skills, and a formative assessment. 4) The evaluation will assess students' mastery

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    54 views5 pages

    Math 5 - Q3

    Uploaded by

    MARIA CARMEN CARRANCEJA
    This document provides a lesson plan for a Grade 4 mathematics class in the Philippines. It outlines the objectives, content, procedures, and evaluation for a lesson on finding missing numbers in equations using properties of addition and multiplication. The key points are: 1) The objectives are for students to demonstrate understanding of patterns and number sentences, and be able to identify the missing element in a pattern or number sentence. 2) The content covers finding the missing number in an equation using the commutative property of addition and multiplication. 3) The procedures include reviewing previous lessons, presenting examples of finding missing numbers, discussing concepts, practicing skills, and a formative assessment. 4) The evaluation will assess students' mastery

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 5

    Republic of the Philippines

    Department of Education
    National Capital Region
    Schools Division Office of Caloocan
    Manuel L. Quezon Elementary School
    Date: March 14, 2023 - Tuesday
    Subject: Mathematics
    Sections: St. Magdalene 3:30 – 4:00
    Grade Level: Grade Four St. Fina 5:00 – 5:30

    Teacher: Checked by: Fe Rosa F. Verin


    Maria Carmen M. Carranceja Master Teacher II

    I. OBJECTIVES
    A. Content Standards Demonstrates understanding of concepts of continuous and repeating patterns and number sentences.
    B. Performance Standards is able to identify the missing element in a pattern and number sentence.
    Learning Competencies / Finds the missing number in an equation involving commutative.
    Objectives
    II. CONTENT Finding the Missing Number in an Equation
    Learning Resources MELC page 214, module Q3w5
    A. References
    1. Teacher’s Guides TG pp.
    2. Learners Material Pages LM pp.
    3. Textbook Pages
    4. Additional Reference from ww.mathantics.com
    Learning Resources
    B. Other Learning Resources Canva slides, projector, laptop
    III. PROCEDURES
    A. Preliminary Activities
    A. Reviewing previous lesson
    Drill: Multiples of a number
    or presenting the new lesson
    Review : Find the missing number in an equation using identity property
    Identify the properties of addition involving commutative.
    B. Establishing a purpose for
    the lesson

    Look at the equation: What do you think is the missing number?


    C. Presenting examples/
    instances of the new lesson
    ( 2 + 3 ) + 4 = 2 + ( 3 + ____ )
    Commutative property of addition: Changing the order of addends does not change the sum. For
    D. Discussing new concepts example:
    and practicing new skills #1
    ( 2 + 3 ) + 4 = 2 + ( 3 + ____ ) the answer is 4.
    Commutative property of Addition and Multiplication
    To “commute” means to travel or move around. The commutative property of addition states that a
    change in the order of the numbers being added does not affect the sum. We can define commutative
    property of addition as adding the numbers in any order will give the same answer. 
    The law of commutativity can only be applied to the concepts of addition and multiplication. 
    E. Discussing new concepts Let’s say we want to solve the expression 3 times 4 or 3 ✕ 4.
    and practicing new skills #2
    We can simply skip count by 4 three times and we get 12.
    Similarly, we can solve for the depression 4 times 3 or 4 ✕ 3, and we get 12 again.
    So, changing the order of the numbers to be multiplied didn’t really change the product.
    Hence, multiplication does follow the law of commutativity.

    Find the missing number using commutative property


    1. 25 + 15 = ____ + 25
    2. 3 x 5 = ____ x 3
    F. Developing Mastery (Leads
    3. 6 + 8 + 4 = 4 + ___ + 6
    to Formative Assessment)
    4. 4 x 5 = 5 x ____
    5. ( 5 + 10 ) + 8 = 10 + ( 5 + ___)

    G. Finding practical Answer


    applications of concepts and
    skills for daily living Get Moving – Math book page _____
    Republic of the Philippines
    Department of Education
    National Capital Region
    Schools Division Office of Caloocan
    Manuel L. Quezon Elementary School
    To find the missing number in an equation, we use the different properties of whole numbers and
    their operations.
    H. Making generalizations
    and abstractions about the The commutative property of addition states that a change in the order of the numbers being added
    lesson does not affect the sum. We can define commutative property of addition as adding the numbers in
    any order will give the same answer. 

    Find the missing number using identity or zero property.

    1. ( 6 + 2 ) + 3 = 3 + (6 + ___ )
    2. 8 x 4 = 4 x ____
    I. Evaluation Learning
    3. ( 35 + 48 ) + 52 = 35 + ( ____ + _____ )
    4. 6 x 8 = 8 x _____
    5. 35 + ( ____ + _____ ) = (48 + 54) + 35

    J. Additional activities for Study the properties of addition.


    application or remediation
    IV. REMARKS
    V. REFLECTION
    St. Magdalene _________
    a. No. of learners who earned 80% on St. Fina __________
    the formative assessment

    B. No. of learners who requires St. Magdalene _________


    additional activities for remediation St. Fina __________
    Yes ______ No _________
    C. Did the remedial lessons work?
    D. No. of learners who continue to St. Magdalene _________
    require remediation. St. Fina __________
    ____ Group Collaboration _____ Games _____ Solving Puzzles/Jigsaw
    ____ Think-Pair-Share _____ Rereading _____ Differentiated Instruction
    E. Which of my teaching strategies
    ____ Discovery Method _____ Role Playing/Drama _____ Lecture Method
    worked well? Why did these work?
    ____ Complete IM’s _____ Availability of Materials
    ____ Pupils’ eagerness to learn ____ Group member’s Cooperation in doing task
    ____ Bullying among pupils _____ Pupil’s behavior / attitude
    F. What difficulties did I encounter
    ____ Colorful IM’s ______ Unavailable Technology Equipment
    which my principal or supervisor can
    ____ Science/Computer ______ Internet lab
    help me solve?
    ____ Additional Clerical works
    Planned Innovations:
    G. What innovation or localized
    ____ Localized Videos ____ Making big books from vies of locality
    materials did I use/discover which I
    ____ Recycling of Plastics to be used as instructional materials
    wish to share with other teachers?
    ____ Local poetical composition

    Subject: MAPEH Date: March 14, 2023 (Tuesday)


    (Music)
    Grade Level: Grade Four Sections:
    2:00 – 2:30 St. Elizabeth
    2:30 – 3:00 St. Anne
    3:00 – 3:30 St. Magdalene
    Republic of the Philippines
    Department of Education
    National Capital Region
    Schools Division Office of Caloocan
    Manuel L. Quezon Elementary School
    4:30 – 5:00 St. Fina
    Teacher: Checked by: Fe Rosa F. Verin
    Ma. Carmen M. Caranceja

    I. LAYUNIN
    A. Pamantayang The learner demonstrates understanding of musical phrases, and the uses and meaning of musical
    Pangnilalaman terms in form
    B. Pamantayan sa Pagganap The learner Performs similar and contrasting musical phrases
    C. Mga Kasanayan sa Nakakapakinig ng mga magkahawig at di-magkatulad na mga musical phrase sa pamamagitan ng
    Pagkatuto inirekord na musika.

    Natutukoy ang magkahawig at di-magkatulad na mga musical phrase ng isang awitin at tugtugin
    mula sa mga nakaraang aralin
    II. NILALAMANa Ang Magkahawig at Di-Magkatulad na mga Musical Phrase
    Kagamitang Panturo
    A. Sanggunian
    1. Mga Pahina sa Gabay ng Musika at Sining 4 – Manwal ng guro pp. 98-101
    Guro
    2. Mga Pahina sa mga K12 MAPEH 4 ni Gracia C. Abuton pp. 90-93
    Kagamitan Pang mag-aaral
    3. Mga Pahina sa Teksbuk Musika At Sining 4 pp.75-77
    4. Karagdagang Kagamitan sa https://lrmds.deped.gov.ph/detail/22191-Self-Learning Modules- Quarter 3-Music: Grade 4
    Portal ng LRDMS
    B. Iba Pang Kagamitang Chart, speaker, show-me-board
    Panturo
    III. PAMAMARAAN
    A. Balik-aral sa nakaraang Ano ang antecedent at consequent phrase?
    aralin at/o pagsisimula ng tukuyin kung antecedent at consequent phrase ang ma sumusunod
    bagong aralin
    B. Paghahabi ng Layunin Ano ang paborito mong gamit na ibinigay sa iyo ng iyong magulang o kaibigan? Paano mo ito
    napahahalagahan?

    C. Pag-uugnay ng mga Ang ating lunsarang awit ay tungkol sa isang


    halimbawa sa bagong aralin dalagang nawalan ng singsing
    na minana niya sa kaniyang ina.
    Suriin at basahin natin ang titik ng awiting bayan ng
    Pampanga ang “Atin Cu
    Pung Singsing”.
    Pakinggan ang awit.
    Awitin ang lunsarang awit.

    D. Pagtatalakay ng bagong Suriin ang bawat phrase ng awit.


    konsepto at paglalahad ng lang musical phrase ang matatagpuan sa ating lunsarang awit? (apat)
    bagong kasanayan #1 Alin ang magkahawig na melodic phrase sa awiting, “Atin Cu Pung
    Singsing”? (una at ikalawa)
    Paano mo masasabi na ang dalawang musical phrase ay magkahawig?
    (magkahawig ang melody o rhythm nito)
    Awitin natin ang bahaging ito ng awit.

    Alin naman ang di-magkatulad na melodic phrase?


    (Una at ikatlo, ikalawa at ikatlo, ikatlo at ikaapat)
    Ilarawan ang di-magkatulad na musical phrase.
    (Ang himig at rhythm ay naiiba sa mga naunang phrase sumasalungat sa daloy ng himig.)
    Ano ang napansin mo sa rhythmic phrase ng lunsarang awit?
    (magkatulad ang rhythmic phrase)
    Ipalakpak natin ang rhythm ng awit.
    Ano ang dalawang uri ng musical phrase?
    (melodic phrase at rhythmic phrase)
    E. Pagtatalakay ng bagong Ang mga phrases ng isang awit ay binubuo ng mga himig at rhythm na may iba’t ibang uri. Ito ay ang
    konsepto at paglalahad ng magkakahawig na parirala na binubuo sa pamamagitan ng paguulit sa mga mababa o mataas na tono
    bagong kasanayan #2 at di- magkakatulad na parirala na binubuo ng magkaibang rhythmic at melodic phrase.

    Ang mga phrase ng isang awit ay binubuo ng mga himig at rhythm na may iba’t ibang uri. Ito ay
    magkakahawig na parilala na binubuo sa pamamagitan ng pag-uulit sa mas mababa o mas mataas na
    Republic of the Philippines
    Department of Education
    National Capital Region
    Schools Division Office of Caloocan
    Manuel L. Quezon Elementary School
    tono at di-magkakatulad na parilala na binubuo ng magkaibang rhythm at melodic phrase. Ang himig
    at rhythm ay naiiba sa mga naunang phrase o sumasalungat sa daloy ng himig. Melodic phrase ang
    tawag sa pangkat ng mga tono o himig na bahagi ng isang awit. Rhythmic phrase ang tawag sa
    pangkat ng mga note and rest batay sa palakumpasan sa isang bahagi ng awit o komposisyon.

    F. Paglinang ng Kabihasaan Awitin ang magkahawig na melodic phrase ng awiting “Atin cu pung singsing.
    G. Paglalapat ng Aralin sa : Gayahin ang rhythmic phrase mula sa awitin “Happy Birthday” upang makabuo ng magkakahawig
    Pang-araw-araw na buhay na rhythmic phrase at lapatan din ito ng nais mong melodic phrase upang makabuo ka ng
    magkakahawig at di-magkakatulad na musical phrases.

    H. Paglalahat ng Aralin Sa musika, ang pagsasama-sama ng mga note at rest ay humahantong sa pagbuo ng mga melodic at
    mga rhythmic phrase na bumubuo sa musical phrase ng isang awitin.Ang mga phrase ng isang awitin
    ay maaaring maging magkahawig sa rhythmic phrase ngunit may di magkatulad na melodic phrase.
    Ang musical phrase ang magsisilbing gabay sa tono at himig ng isang awitin
    I. Pagtataya ng Aralin Kilalanin ang sumusunod na musical phrases kung magkakahawig o di magkakatulad na musical
    phrase.

    J. Karagdagang Gawain

    IV. MGA TALA


    V. PAGNINILAY
    A. Bilang ng mga mag-aaral St. Elizabeth ___________
    na nakakuha ng 80% sa St. Anne __________
    pagtataya St. Magdalene _________
    St. Fina __________

    B. Bilang ng mga mag-aaral St. Elizabeth ___________


    na nangangailangan ng iba St. Anne __________
    pang gawain para sa St. Magdalene _________
    remediation St. Fina __________

    C. Nakatulong ba ang Oo ______ Hindi _________


    remediation?
    D. Bilang ng mga mag-aaral St. Anne __________
    na magpapatuloy sa St. Magdalene _________
    remediation. St. Fina __________
    E. Alin sa mga istratehiyang Stratehiyang dapat gamitin
    pagtuturo ang nakatulong ng
    lubos? Paano ito nakatulong? ______ kolaborasyon ____________ pangkatang Gawain _________ ANA/KWL
    ______ Fishbone Planner ____________ Sanhi at bunga _________ Paint me a
    Picture
    ______ Event Map ____________ Decision Chart _________ data
    Republic of the Philippines
    Department of Education
    National Capital Region
    Schools Division Office of Caloocan
    Manuel L. Quezon Elementary School
    retrieval chart
    ______ I-Search ____________ Discusssion _________
    F. Anong suliranin ang aking _____ kakulangan sa makabagong panturo ______ di magandang pag-uugali ng mga bata
    naranasan na solusyunan sa _____ Mapanuri/Mapang-aping mga bata ______ Kakulangan sa kahandaan ng mga bata
    tulong ng aking punongguro _____ Kakulangan ng guro sa kaalaman ng makabagong teknolohiya
    at superbisor? _____ kamalayang makadayuhan
    G. Anong kagamitang panturo _______ Pagpapanood ng video Resentation ______ Paggamit ng big book
    ang aking nadibuho na nais _______ Community Language Learning ______ Ang suggestopedia
    kong ibahagi sa mga kapwa _______ Ang pagkatutong task-based ______ Instraksyunal na material
    ko guro?

    You might also like