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TEACHERS MANUAL

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I N N O V AT I V E E D U C AT I O N A L M AT E R I A L S , I N C .
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1
ISBN: 978-971-699-694-4

2017
by Innovative Educational Materials, Inc.

No part of this book may be reproduced

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permission from the publisher, except that
brief passages may be quoted for reviews.

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Registered with the NATIONAL BOOK DEVELOPMENT BOARD (NBDB)

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To the Teacher
The Teachers Manual for Enjoying Life with Mathematics
Grade-6 was prepared as a guide. You are free to digress from
the pattern of the lesson plan guides.
The contents are lifted from the textbook. There has been
no restructuring of the authors ideas.
However, there are text items not covered in the TM. They
were left out because even without including them, the TM
It would be the teachers option to look into what has not
been included and decide to work with the TM as it is or include
what has been left out.
Likewise, it is also the teachers option to supplement
material in the textbook for enrichment if need be.
The drill exercises left unanswered would give the teacher
the opportunity to decide on answers that would not confuse
him/her.
The TM is a guide, basically suggestive.

The Authors

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Unit 1
Numbers and Number Sense
Lesson 1 Adding and Subtracting Simple Fractions and Mixed Numbers
Targets:
Add and subtract simple fractions and mixed numbers with or with
out regrouping
Solve routine and non-routine problems of fractions using appropriate
problem solving strategies
Material/s:
A bigger version of the chart showing the ingredients of banana bread on
page 2
Procedure:
A. Introduction
Start the lesson by introducing to the class the different ingredients
needed to make a banana bread as shown in Get Ready on page 2 and
ask them to determine how much ingredient will be used to prepare a
single recipe.
B. Presentation
1. Let the students observe the different fractions presented on the
chart. Ask them the following questions:
a. Which are similar fractions? Dissimilar fractions?
b. Which are mixed fractions?
2. In Build It Up on page 3, let the students observe what kind of
fraction are the two fractions to be added.
3. Discuss to the students the proper way of adding and subtracting
similar and dissimilar fractions.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 5.
2. Ask the students if they have any questions regarding the lesson.
D. Practice Exercises
1. Answer Apply Your Skills A, B, C, and D on pages 6-8 all together.
2. Tell the class to answer Apply Your Skills E and G on pages 8-10 as
their homework.
E. Evaluation
As an evaluation, answer Apply Your Skills F and some items on G on
pages 9-13.

2
9
A. 1. 8 B. 1. 34 . 14
C. 1 11. 4 13 D. 1. 114
15

2. 45 2. 23
24
2. 10
15
or 23 12. 210
11
2. 1623
28
3. 17 3. 11
12
2 or 1
3. 10 5
3 3. 4 45
13. 313 56
4. 8 45 4. 23 4. 16 14. 7 13 4. 3 25
5. 4 23 5. 11 56 5. 1
2
15. 2 14 5. 1 59
6. 9 35 6. 12101 6. 2 25 6. 1729
70
7. 612 7. 3 12 7. 2 12 7. 1
5 99
8. 14 35 8. 12 16 8. 2 13 8. 32 15
9. 11 9. 713 9. 7 13 9. 7 13
13 20 20
10. 13 23 10. 19 34 10. 214 10. 9
13 11

E. 1. 2. 3.
18 2 27 2 51 91 86 13 3
9 3 2 4 9 5
21 7 12 3 10 1 63 16 1 11 2
9 9 2 4 3 5
40 16 16 11 1 13 1
27 10 28 1 11 1 82 12 4 31 71
2 4 5 4 4 4
12 3 13 2
71
5
17 3
13 37 1 2 85 4 20 2
5 8 7

24 73 45
5 8 7

222 1
F. 1. 20 G.
29 11
20
3 1 5
2 1
54 5 8 4 8
2. 9

76 1
9 1
1
395 14 4
3. 15

144 11
15 1 7
1 2
34 17 8 1 8
24
4. 4
213 23 1
24
8
147
5.
47 1
2

3
H. 1. 3 11
15
hours 6. 7
10
2. 4 34 + 2 13 = 7 12
1 5 = 2 1 meters 7.
12
1
5
3. 18(4 23 +2 35 )=187 15
4 = 10 11 meters 8.
15
3
5
4. 170 58 150 34 = 19 78 cm 9. 4
7
5. 8 12 inches wide 10. 1
10

Lesson 2 Multiplying Simple Fractions and Mixed Fractions

Targets:
Multiply simple fractions and mixed fractions
Solve routine and non-routine problems involving multiplication of
fractions
Material/s:
A big grid that will be used in demonstrating multiplication of fractions

Procedure:
A. Introduction
Start the lesson by asking the students to ask themselves how long will
their hair be in a period of time as shown in Get Ready on page 14.
B. Presentation
1. Present to the students the three operations in Build It Up on page
15.
2. Discuss to them through the help of the grid on how to multiply
fractions.
3. Discuss to the students the proper way on how to multiply fractions
by another fractions, fractions by a mixed number, and a mixed
number by a mixed number.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 17.
2. Ask the students if they have any questions regarding the lesson.
D. Practice Exercises
1. Answer Apply Your Skills A, B, and C on pages 17 and 18 all together.
2. Tell the class to answer Apply Your Skills D and F on pages 19-23 as
their homework.
E. Evaluation
As an evaluation, answer Apply Your Skills E and some items on F on
pages 19-23.

4
A.

1. 2. 3.

1 2 5
= = =
6 5 24

4. 5.

3 1
= =
8 3

B.
1 31
1. 52 2 6. 25 45
7 21
2. 30 8 7. 1 45
19 4
3. 14 20 8. 45
1 9. 4
4. 6 1

10. 20 6
5. 26

C.
Daryls Choco Mitz Recipe Brians Recipe

2 2 cups flour

2 tsp. baking powder 4 tsp. baking powder 8 tsp. baking powder

5
1 5 cups rolled oats
1 2 2 cups rolled oats
1 4 cups rolled oats

1 2 cups butter

1 tsp. salt 2 tsp. salt 4 tsp. salt

3 1
1 4 cups cocoa powder 3 2 cups cocoa powder 7 cups cocoa powder

D. E.

1 13 1 3 1 T H A N K
3 12 9
5 20 6 8 5
Y O U
7 3 20 5 3
15 6 4 15
18 4 3 18 5

L O R D
5
F. 18
1. 46 meters
3
2. 8 9. 2
1 Roda - 15
3. 9 +
4. 120 inches tall 8
1 Mario - 15
5. 2 yards of red ribbon,
12
2 10 2
-
16 3 yards of yellow ribbon 15 or 3 of the whole pie was
1 eaten by Roda and Mario.
and 6 4 yards of green ribbon 1
1 - 3 of the pie is left.
6. a
. 1210 hectares
1 10. 14 liters
b. 10 4 hectares
7. 3
- 1 4 cups of flour
- 1 cup of sugar
3
- cups of baking powder
8
8. 8. 120 liters
6
Lesson 3 Dividing Simple Fractions and Mixed Fractions
Targets:
Divide simple fractions and mixed fractions
Solve routine and non-routine problems involving division with or
without any of the operations of fractions and mixed fractions
Material/s:
A bigger picture of the table as shown in Get Ready on page 24
Procedure:
A. Introduction
Start the lesson by giving the students game through the use of the
picture as shown in Get Ready on page 24. Let them answer, one by
one, any box that they want to answer until all of them answered all
the items except the circle in the middle of the picture that has an op-
eration of division.
B. Presentation
1. Let the students understand what the reciprocal of a number or a
fraction is.
2. Discuss to the students the proper way on how to divide fractions
by another fractions, fractions by a mixed number, and a mixed
number by a mixed number.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 26.
2. Ask the students if they have any questions regarding the lesson.
D. Practice Exercises
1. Answer Apply Your Skills A and B on pages 26 and 27 all together.
2. Tell the class to answer Apply Your Skills C and E on pages 27-32 as
their homework.
E. Evaluation
As an evaluation, answer Apply Your Skills D and some items on E on
pages 27-32.

A.
2 7 16 2 8
1 or 2 or
5 9 9 3 3
1. 4. 7.
1 4
3 18 1 or
3 3
2. 5. 8.
4 1 10 1
3 or
5 3 3 4
3. 6. 9.

7
3 1 21 2 12
5 or 2 or
8 4 4 5 5
10. 14. 18.
1 1 9 3
1 or
12 8 8 10
11. 15. 19.
3 8 2 5 17
2 or 2 or
3 3 3 6 6
12. 16. 20.
1 6 2 20
1 or 2 or
5 5 9 9
13. 17.
B. C.
2 1
1. 4 Divide by Divide by 2
5 3
2. 6
2 Input Output Input Output
3. 5 3
1 5
4. 24 a. 9 a. 22 a. 18 a. 7
2 7
5. 8 3 7 2 26
b. b. 1 b. 20 b. 8
4 8 5 35
2 1 5
c. 1 c. 4 c. 46 c. 19
3 6 7
1 1 5
d. 15 d. 37 d. 12 d. 5
2 2 14
4 3 5 8
e. 7 e. 1 7 e. 2 7 e. 1 49

D. E.
7 2 8. 51 minutes
3 1. 26 3 cans or 26 cans
9
1. 9. Blouse = 141.67
2. Chico - 12 Shorts = 283.33
1
98 Mangoes - 36 10. 40 cartoon strips
2.
13
3 3. 232 11. 5 30 meters
4
4 3
3. 4. 5 4 dozens 12. 60 books

33 1
5. 6,090 trees 13. 33
40 3
4.
1
6. 4 2 sections 14. 182
3
4
5. 7. 102

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Lesson 4 Adding and Subtracting Decimals and Mixed Decimalss
Targets:
Add and subtract decimals and mixed decimals through the thou-
sandths with or without regrouping
Solve problems involving addition and/or subtraction of decimals and
mixed decimals
Material/s:
A bigger picture of the Marianas Trench as shown in the Get Ready sec-
tion on page 33
Procedure:
A. Introduction
Through the use of the picture of Marianas Trench presented to them,
ask them how high the different mountains in the world and how deep
the different bodies of water on the world.
B. Presentation
Discuss to the students the different steps on how to add and to sub-
tract decimal numbers, how to properly align the decimal numbers and
how to properly write the decimal numbers on a column.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 35.
2. Ask the students if they have any questions regarding the lesson.
D. Practice Exercises
1. Answer Apply Your Skills A, B, and C on pages 35 and 36 all
together.
2. Tell the class to answer Apply Your Skills D and F on pages 37-41
as their homework.
E. Evaluation
As an evaluation, answer Apply Your Skills E and some items on F on
pages 37-41.

A. B. C.
1. 25.3 1. 11.845 6. 11.2546 1. 6.455 6. 15.935
2. 249.066 2. 142.173 7. 15.2613 2. 778.17 7. 0.816
3. 112.8082 8. 8.9137 3. 227.955 8. 9.612
4. 0.0326 9. 4.8018 4. 786.688 9. 177.214
5. 45.604 10. 29.0768 5. 3.197 10. 800.803

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D.
1. 2.
10.4 12.57 12.03 33.31 33.35 33.34

35 100
12.25 10.62 33.33 33.3

12.35 33.36

3. 4.
8.3 7.1 9.6 15.72 16.95 17.33

25 50
10.8 9.5 16.76 15.15

5.9 17.52

5.
24.3 25.8 24.9

75
25.1 24.5

25.6

E.
85.75 63.9 63.9 125.75
1. 2. 3. 4.
_ _ _ _
38.999 48.117 27.98 36.6

43.64 8.97 60.34 2.99

5. 6. 7. 8.
_ _ _ _
8.673 2.176 29.93 1.95

34.967 6.794 30.41 1.04

10
52.9 15.19
9. 10.
_ _
18.6 9.15

34.3 6.04
F.
1. 130.63 km, he runs less than average 7. 33.403 9
2. 296.3 km 8. a. 318 calories
b. Brian
3. 112.985 liters
c. 682.5051
4. rectangle 9. a. 46,334.75
5. 5,194.66 b. 3,665.25
6. 1.847 km 10. 749,464.08

Lesson 5 Multiplying Decimals and Mixed Decimals

Targets:
Multiply decimals and mixed decimals with factors up to two decimal
places
Multiply mentally decimals up to two decimal places by 0.1, 0.01, 10,
and 100

Material/s:
A bigger picture of an airplane as shown in Get Ready on page 42
A flashcard showing different numbers

Procedure:
A. Introduction
Through the use of the picture of an airplane, say something to the class
about the airplane and ask some problem that is related to multiplying
decimals.
B. Presentation
1. Let the student distinguish how many decimal places are there on
the number presented.
2. Present to them the different steps on how to multiply decimals.
3. Discuss to the students the proper way on how to multiply decimals.
Also, discuss to the students how they can mentally multiply decimals
by .1, .01, .001, 10, 100, and 1000.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 44.

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2. Ask the students if they have any questions regarding the lesson.
D. Practice Exercises
1. Answer Apply Your Skills A, B, and C on pages 44 and 45 all together.
2. Tell the class to answer Apply Your Skills D, E, and G on pages 45
and 46 as their homework.
E. Evaluation

A. B.
1. 28.021 6. 72.036 1. 77.4 4. 91.56
2. 840.48 7. 1,395.5232 2. 268.8 5. 761.4235
3. 33.172 8. 1,769.643 3. 0.672
C.
4. 12.8 9. 90.125
6. 10.525 9. 0.0632
5. 241.26 10. 1,536.48
7. 0.00079 10. 12.4372
8. 0.048
D.

23.54 3848.5 4910.4 69.4 41.5 125.2

.01 .01 .01
68423 101.5 73.4 859.7 134 86.3
684.23 1.015 7.34 85.97 .134 .0863

E.
.001 .1 .01
1. 438.25 .43825 43.825 4.3825
2. 7324.6 7.3246 732.46 73.246
3. 96.84 0.09684 9.684 .9684
4. 2436.04 2.43604 243.604 24.3604
5. 8004.09 8.00409 800.409 80.0409

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F. G.
1. 0.648 6. 0.24347 1. 1,471.50 4. 472.50
2. 0.0013 7. 0.0378 2. 1.868 meters 5. 35.19 km
3. 89.4523 8. 0.00065 3. 275.209 cm
4. 8.1435 9. 0.21981
5. 0.0045 10. 6.485

Lesson 6 Solving Problems Involving Multiplication, Addition or
Subtraction of Decimals
Target:
Solve multi-step problems involving multiplication and addition or
subtraction of decimals, mixed decimals, and whole numbers
Material/s:
A bigger picture of a dolphin as shown in Get Ready on page 47
A bigger chart of steps as shown in Build It Up on page 48

Procedure:
A. Introduction
Through the use of the picture of a dolphin, say something to the class
about the dolphin and ask some problem that is related to operations
on decimals.
B. Presentation
1. Present to the students the different steps on how to solve problems
involving decimals.
2. Discuss with the students the proper way on how to solve problems
involving operations on decimals and on how to use the steps in
solving problems as shown on Build It Up on page 48.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 48.
2. Ask the students if they have any questions regarding the lesson.
D. Practice Exercises
2. Tell the class to answer Apply Your Skills C on pages 51-55 as their
homework.
E. Evaluation
As an evaluation, answer Apply Your Skills B and some items on C on
pages 49-55.

13
A. B.
1. 15,531.6896 - 875.95 = 14,655.73
1. - money left in the bank
2. a. 135 boxes 8 pieces of ensaymada =
2. b. 135 boxes 275/box = 37,125 -
amount Rudy should pay.
3. 3 bakers 145 pandesals = 435 pandesals
3.
+, 435 pandesals 1.25 each pandesal =
,
4. - 543.75 - total amount earned by the
bakeshop.
4.
, 15 500 = 7,500
-
+
5.
12 100 = 1,200
8,700

8,950.75 - 8,700 = 250.75, amount

of money still needed
5.25 (shirts) 149.75 = 3,743.75

4,000 - 3,743.75 = 256.25, amount of

change Daryl gets

1. 28 gallons 234.83 = 6,575.24 (total cost of ice cream)

2. 4, 183.25 - 3,649.2 = 534.05 cubic meters
3. 7,776.30 185.15 = 42 hours
(salary for (per hour)
one week)
4. 1,750 + ( 520.85 12 mos.) = 8,000.20
-total cost of the computer
5. 15 3 = 5 115 = 575
600 - 575 = 25 Warlys change for 600
6. 2,350.95 2 = 4,701.90
+
485.75 2 = 971.50
5,673.40
6,000 - 5,673.40 = 326.60 - Benjies change for 6,000

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7. 62.15 38 meters = 2,361.70
+
15.43 12 meters = 185.16
2,546.86
3,000 - 2,546.86 = 453.14
8. 27.45 38 bars = 1,043.10 total cost of 38 chocolates
9. 681.45 + 794.40 = 1,475.85 YES, Daryl has enough money to
10. 8,355.50 2 (Sabel) = 16,711 + 8,355.50 (Katrina)
= 25,066. 50
11. 568.75 43.75 = 13 liters
12. 115.8 grams 6 rings = 19.3 grams
13. 26.75 12 = 321
855 - 321 = 534
14. 6,128.50 815.50 = 7.515 7 days
15. 12, 250 345 m2 = 4,226,250

Lesson 7 Dividing Whole Numbers and Mixed Decimals by Decimals

Targets:
Divide whole numbers by decimals up to two decimal places and vice
versa
Divide decimals/mixed decimals up to two decimal places

Material/s:
A bigger picture of doughnuts as shown in Get Ready on page 56

Procedure:
A. Introduction
Through the use of the picture of doughnuts, tell something to the class
about the doughnuts and ask some problem that is related to dividing
decimals.
B. Presentation
1. Present to the students different operations involving division of
decimal numbers.
2. Discuss with the students the proper way on how to divide a whole
number by a decimal, divide decimals by whole number, divide
decimals by other decimals as shown in Build It Up on pages 57-59.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 60.
2. Ask the students if they have any questions regarding the lesson.

15
D. Practice Exercises
1. Answer Apply Your Skills A, B, and C on pages 60-62 all together.
2. Tell the class to answer Apply Your Skills F on page 64 as their
homework.
E. Evaluation
A. B.
1. 1.23 11. 2.4 1. 1.664 11. 0.00610453
2. 12.4 12. 0.36 2. 0.00014 12. 81.5624
3. 1.26 13. 2.6 3. 0.8640137 13. 0.00042
4. 0.0052 14. 65 4. 8.40536 14. 8.47625
5. 3.8 15. 0.0052 5. 4.2505 15. 48.12403
6. 0.043 16. 27 6. 475 16. 5600
7. 0.42 17. 50 7. 395 17. 720
8. 0.003 18. 0.04 8. 38 18. 98
9. 1.25 19. 0.42 9. 76410 19. 36.5
10. 0.025 20. 6.32 10. 63200 20. 36.47

C. E.
1. 3603.75 6. 9.124 1. n = 0.02 6. 5.0625
2. .758 7. 93.39375 2. 0.017 7. 2.4905
3. 3.65 8. .859 3. 6.1 8. 0.02
4. 32.07 9. 3.64 4. 6.91 9. 3.7
5. 35.55 10. 58.4 5. 6.1 10. 5.134

F.
1. 49.5 6. 286.400
2. 316.77 7. 9.00
3. 709.3 8. 40.0
4. 4.636 9. 2.200
5. 39.0 10. 405.0

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Lesson 8 Dividing Decimals Mentally
Targets:
Divide decimals by 10, 100, and 1,000 mentally
Divide decimals by 0.1, 0.01, and 0.001
Material/s:
A bigger picture of different numeration systems as shown in Get Ready
on page 65
Procedure:
A. Introduction
Through the use of the picture of different numeration systems, say
something to the class about the different numeration systems and let
them recall on how to divide whole numbers by the powers of 10.
B. Presentation
1. Present to the students the different numeration systems in the his-
tory of Mathematics and how did our ancestors use the numeration
system and how it is related to our numeration system for today.
2. Discuss to the students the proper way on how to mentally divide
decimals by 10, 100, 1,000, 0.1, 0.01, and 0.001 as shown in Build It
Up on pages 66 and 67.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 68.
2. Ask the students if they have any questions regarding the lesson.
D. Practice Exercises
2. Tell to the class to answer Apply Your Skills C on pages 69 and 70
as their homework.
E. Evaluation

A.
Dividend 1,000 100 10
1. 623.51 0.62351 6.2351 62.351
2. 9,354.03 9.36403 93.6403 936.403
3. 25,748.571 25.748571 257.48571 2,574.8571
4. 649.004 0.649004 6.49004 64.9004
5. 1,678.342 1.678342 16.78342 167.8342
6. 794.7 0.7947 7.947 79.49
7. 38,710.48 38.71048 387.1048 3,871.048

17
8. 94,382.1 94.3821 943.821 9,438.21
9. 10,843.25 10.84325 108.4325 1,084.325
10. 618.70 0.61870 6.1870 61.870
11. 7,840.091 7.840091 78.40091 784.0091
12. 25.48 0.02548 0.2548 2.548
13. 616.99 0.61699 6.1699 61.699
14. 8,900.45 8.90045 89.0045 890.045
15. 29.99 0.02999 0.2999 2.999

B.
Dividend 1,000 100 10
1. 934.27 0.93427 9.3427 93.427
2. 83.6172 0.0836172 0.836172 8.36172
3. 70.84 0.07084 0.7084 7.084
4. 6.3456 0.0063456 0.063456 0.63456
5. 112.004 0.112004 1.12004 11.2004
6. 18.93 0.01893 0.1893 1.893
7. 49.3 0.0493 0.493 4.93
8. 648.047 0.648047 6.48047 64.8047
9. 3.8491 0.0038491 0.038491 0.38491
10. 58.513 0.058513 0.58513 5.8513
11. 17.82 0.01782 0.1782 1.782
12. 136.009 0.136009 1.36009 13.6009
13. 1.8438 0.0018438 0.018438 0.18438
14. 30.015 0.030015 0.30015 3.0015
15. 23.1245 0.0231245 0.231245 2.31245
16. 8.04 0.00804 0.0804 0.804
17. 3.193 0.003193 0.03193 0.3193
18. 26.0128 0.0260128 0.260128 2.60128
19. 5.63 0.00563 0.0563 0.563
20. 516.8432 0.5168432 5.168432 51.68432

18
C.
3.94 0.0743 7,134,000
0.00394 74.3 713.4
1. 3.94 8. 0.0743 15. 713,400
86400 143,200 0.38904
864 143.2 3.8904
2. 86400 9. 143,200 16. 38.904
48.6 12,378 6.876
0.486 12,378 6.876
3. 0.00486 10. 12.378 17. 0.06876
12.540 6.144 5,670
125.4 61.44 5,670
4. 125.400 11. 61.44 18. 5,670
6.548 24.896 9,451
65.48 248.96 9,451
5. 0.6548 12. 2.4896 19. 9,451
91,625.3 91,230 8,240
916.253 91,230 824
6. 9,162.53 13. 91,230 20. 82,400
0.00384 0.0648
3.84 64.8
7. 3.84 14. 0.0648

Lesson 9 Terminating and Non-Terminating Quotients

Target:
Differentiate terminating from repeating, non-terminating decimal
quotients
Material/s:
A bigger picture of the figure as shown in Get Ready on page 71
Procedure:
A. Introduction
Let the students observe the figure as shown in the Get Ready section
on page 71, let them solve each operation on the table and tell them
what can they observe on the quotients.
B. Presentation
1. Present to the students numbers that have terminating decimals
and non-terminating decimals. And at the end of the discussion ask
what kind of decimals are presented during the start of the lesson.

19
2. Discuss with the students some operations on division and let them
classify if the decimal quotient is terminating or non-terminating as
shown in Build It Up on pages 72 and 73.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 73.
2. Ask the students if they have any questions regarding the lesson.
D. Practice Exercises
2. Tell the class to answer Apply Your Skills C on page 76 as their
homework.
E. Evaluation

A.
Non-terminating 1. 0.66667

Terminating 2. 0.16

Non-terminating 3. 0.55556

Terminating 4. 0.25

Terminating 5. 0.4375

Non-terminating 6. 0.68182

Terminating 7. 0.55

Terminating 8. 0.28571

Terminating 9. 0.375

Non-terminating 10. 0.66667

20
B.
1. 28.99 Terminating

2. 2054.21739 Terminating

3. 39.375 Terminating

4. 119.0716 Terminating

5. 1720.57692 Terminating

6. 439.88764 Terminating

7. 1692.16667 Repeating

8. 4008.46395 Terminating

9. 117,822.4166667 Repeating

10. 433.26214 Terminating

11. 4,200 Terminating

12. 2193.86957 Terminating

13. 24.63667 Repeating

14. 328.86092 Terminating

15. 130.35714 Terminating

C.

1. T 6. R
2. T 7. T
3. R 8. T
4. T 9. T
5. R 10. T
21
Lesson 10 Solving Problems Involving Division and Other Operations of
Decimals
Target:
Solve problems involving division and other operations of decimals, mixed
decimals, and whole numbers
Material/s:
A bigger picture of mountaineers as shown in Get Ready on page 77
A bigger chart of questions as shown in Build It Up on pages 77-78
Procedure:
A. Introduction
Through the use of the picture of the mountaineers, say something to
the class about the mountaineers and ask some problem that is related
to division of decimals.
B. Presentation
1. Present to the class a problem that involves division of decimals.
2. Discuss to the students the proper way on how to solve problems
involving division of decimals.
3. Present to them the different questions that can guide them on
solving problems involving division of decimals as shown on Build
It Up on pages 77-78.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 79.
2. Ask the students if they have any questions regarding the lesson.
D. Practice Exercises
2. Tell the class to answer Apply Your Skills B on pages 87 and 88 as
their homework.
E. Evaluation
As an evaluation, answer some items on Apply Your Skills A on pages
80 -86.

22
A.
1. a) 5.712 kg + 4.09 kg + 8.3495 kg = 18.1515 kg
b) 195.83 kg - 18.1515 kg = 177.6785 kg
2. 12.8 liters 15 = 0.853 liters each
3.
675.95 + 60 = 735.95 6 = 122.6583 each
4. a) 3,837.02 per dozen of bags
b) 319.75 per piece of bags
5. 16.881 meters
6. a) 287.27 each
b) 47.88 each
7. 10.8895 hours
8.
9,359.98
9. a) 615.10
b) 153.775 each children
10. 25 members
11.
28.80/ minute
12.
308.75/ week
13. a) 288.5625/ hour
b) Rudy = 1,442.8125
Ricky = 865.6875
14.
55,683
15. T = 1,593.75/ 4 daughters
398.4375/ each daughter
16. 4.75m/bed sheet 21 bed sheets
= 99.75 meters of cloth
17.
472.75 42 bed sheets = 19, 855.5
18. 38.14o C
19.
12, 608.45 6 months = 75,650.7
20.
914.61

23
B. 1. 4.
1,942.17 11 tickets
2. change - 369.5
Length of fencing material 5.
= 61.9 m 29 days
Materials left = 8.6 m The decimal quotient is
3. repeating.
21 bottles

Take the Challenge:
I.
1. C 6. D 11. C 16. A
2. B 7. B 12. B 17. C
3. B 8. C 13. A 18. A
4. A 9. C 14. B 19. B
5. C 10. A 15. C 20. C

23 5 1 1
II. 1. 1 28 2. 11 8 3. 2 10 4. 4 1
8 5. 6 16
1 8 19
6. 2 7. 2 8. 9.
54 10. 2
4 21
III.
A. 1. 3.34 2. .758 3. 3603.75 4. 32.07 5. 2343750.
B. 1. 75.087 2. 48.1452 3. 28.395 4. 185.684 5. 167.4
C. 1. 33.023 2. 49.853 3. 117.373 4. 432.823 5. 880.75
IV.
A.

1. 25 2
3
+ 12 3
6
=

77 + 105 = 154+105 = 259 = 43 1 kg

6 6 6 6 6
2. 25.8 km 1.15 km/h = 22.4 hours

3. 2 4
5
kg + 4
5
6 kg + 1kg = 5 1 kg
kg + 10 5

4. 1,235.90 - 850.25 = 385.65
385.65 3 = 128.55/ week

24
5.
Jun = 90 kg
Brian = 90 - 5.8 kg = 84.2 kg
Reggie = 84.2 + 6.2 = 90.4 kg
Jean = 90.4 - 2.078 = 88.322 kg

J&B = 174.2 R&J =178.722

178.722
174.2
4.522 kg

25
Unit II:
Ratio, Percentage, Exponents, and Integers

Lesson 1 Ratio and Proportion

Targets:
Define and illustrate the meaning of ratio and proportion using
concrete and pictorial models
Express one value as a fraction of another given their ratio and vice
versa
Compare values given their ratio and vice-versa
Material/s:
A bigger version of the chart showing the ingredients of pound cake as
shown in Get Ready on page 96
A bigger picture of Example 2 in Build It Up on page 91
Procedure:
A. Introduction
Start the lesson by introducing to class the different ingredients needed
to make a pound cake as shown in the Get Ready section on page 96 and
ask them what the ratio of some ingredients is.

B. Presentation
1. Let the students observe the different ingredients presented on the
chart. Ask them questions involving ratio and proportion.
2. In Build It Up on page 91, ask the students what is the ratio of a
shape to another shape.
3. Discuss with the students the ratio and proportion, and the parts of
the proportion.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 99.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, C, and D on pages 99 and 101 all
together.
2. Tell the class to answer Apply Your Skills G on page 103 as their
homework.

26
E. Evaluation
A. B. C.
1. 5:4 1. 2 3 1. 5:7 1. 4:1
3 4. 4
2. 2:3 2. 7:12 2. 2:1
10
2. 9 4
3. 20:1 5. 9 3. 5:12 3. 5:4
4. 5:2 8
3. 13 4. 7:5 4. 7:2
5. 40:1 5. 2:5

D. E.
1. True 6. False
2. False 7. False 1. = 5. 9.
3. True 8. True 2. = 6. 10.
4. False 9. False
3. 7.
5. True 10. False
4. 8.
F.
a. b.
9 45
3 4 4
1. 10 = 30 7. 40 = 27
24 3 6. 10:11
1. 10
7. 9:8
2. 18
24
= 12
48 21
35
3
16 8. = 8
48 2. 4 8. -
10
44
3. 11 4
= 16 3. 11:4 9. 1:4
4
5 10. 5:16
4 4. 1:5
7
4. 35 = 5 9. 20 = 14
48
25 5. 4:9
20 5
4
5. 4 4
= 45 10. 15
48
= 16
9
10
6. 11
48
= 30
33
G.
3 6 4 32 6 11 2 32
1. 5 = 10 4. 5 = 40 7. 18 = 33 10. 3 = 48

2 32 12 24 1 5
2. 3 = 48 5. 13 = 26 8. 10 = 50
3 6 8 9 5 12
3. 5 = 10 6. 16 = 18 9. 15 = 36

27
Lesson 2 Finding a Missing Term in a Proportion
Targets:
Set up proportions for groups of objects and numbers
Find a missing term in a proportion
Solve problems involving direct proportion, inverse proportion, and
partitive proportion
Material/s:
A bigger version of halo-halo as shown in Get Ready on page 104
A bigger picture of table with two rows as shown in Build It Up on page
105
Procedure:
A. Introduction
Start the lesson by presenting to the class a picture of halo-halo, then
ask them what comes into their mind when they see a halo-halo.

B. Presentation
1. Present to the class a problem that is related to preparing a halo-
halo as shown in Build It Up on page 105.
2. Through the help of the table, let them put minutes in the first
column and discuss with them how to get the number of glasses of
halo-halo prepared.
3. Discuss with them the proper way of solving missing terms of
proportions through applying the principle of the product of the
means is equal to the product of the extremes.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 108.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A and B on pages 109 and 110 all together.
2. Tell to the class to answer Apply Your Skills D on pages 111-114 as
their homework.

E. Evaluation
As an evaluation, answer Apply Your Skills C and some items on D
on pages 110-114.
A. 1. 25 3. 14 5. 75 7. 8 9.1
2. 24 4. 52 6. 2 8. 180 10. 50

28
B. 1. 9:12 , 15:20 4. 3:7 , 30:70 7. 4:5 , 8:10 10. 4:1 , 16:4
2. 3:5 , 36:60 5. 6:100 , 9:150 8. 10:1 , 20:2
3. 1:3 , 12:36 6. 1:25 , 9:225 9. 9:54 , 15:90
=
C. 1. 4. 7. 10.

2. 5. 8.

3. 6. 9.
D.
1. 32 girls
2. 10 days
3. 160,000 , 120,000 , 80,000
4. 125 km
5. 4 days
6. 60 bags
7. 3 hours, 9 hours, 12 hours
8. 30 umbrellas
9. 1,200 calories
10. 20 coins, 27 coins, 33 coins
11. 280 patients
12. 132 minutes
13. 10 Ilocanos, 5 Manileos, 15 Bicolanos, 20 Caviteos
14. 9.42 cm
15. 100 screws, 50 hinges, 125 nails
16. 1.8 hours
17. 90 calories
18. 12 mangoes
19. 1,391
20. 14.55 ft.

Lesson 3 Percentage
Targets:
Find the percentage or rate of percent in a given problem
Solve problems involving percentage, rate, and base using appropriate
strategies and tools
Material/s:
A bigger version of the picture as shown in Get Ready on page 115
A bigger picture of table as shown in Build It Up on page 116

29
Procedure:
A. Introduction
Start the lesson by sharing with the students some facts about the cur-
rent situation of our water system.

B. Presentation
1. Present to the class a table that consists of ratio, fraction, percent
and meaning, and discuss to them what are the differences and
the similarities of the three.
2. Through the help of the table, discuss the proper way on how to
change percent to decimal, decimal to percent, fraction to
percent and percent to fraction.
3. Discuss to them the three types of percentage problems; (1)
finding the percentage of a number, (2) find the rate or what
percent one number is of another, (3) finding the base when a
percent of it is known.
4. Show some problems related to percentages such as discount or
discount rate, and percent of increase or decrease.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 122.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A and B on pages 122 and 123 all together.
2. Tell the class to answer Apply Your Skills D on pages 123-129 as
their homework.

E. Evaluation
As an evaluation, answer Apply Your Skills C and some items on D on
pages 123-129.

30

A. B. C.
1. R 1. 72 Base Percentage Rate
2. B 2. 160 1. 23 4.14 18%
3. B 3. 240 2. 15 3.45 23%
4. P 4. 73.33%
3. 280 28 10%
5. R 5. 108
6. B 6. 12.5 4. 75 3 4%
7. R 7. 13.6 5. 9000 225 2.5%
8. R 8. 80% 6. 5,790 750 12.95%
9. B 9. 50 7. 478 229.44 0.48%
10. P 10. 1% 8. 5,215.38 678 13%
9. 2,459 38 1.55%
10. 3,145 7.8625 0.25%

D.
1. 64% 10. 291,862.50
2. 10,000 11. 21.92% or 22%
3. a) 16,200 12. a) 15,940.05
b) 136,200 b) 2,002,820.40
4. a) 2,125 13. 66.67%
b) 10,375 14. 12.5%
5. 1,098.35 15. 26,134.185
6. 95,000 16. 138,000
7. 352,468.3366 or 352,468 17. 3%
8. 69 correct (69.3) , 21 wrong 18. 324
(20.7) 19. 53.33%
9. a) 18,000 20. 81,600
b) 393,000 (after 7 years)

Lesson 4 Exponential Notation

Targets:
Describe the exponent and the base in a number expressed in
exponential notation
Give the value of numbers expressed in exponential notation
Material/s:
A bigger version of the picture on nanotechnology as shown in Get Ready
on page 130
A bigger picture of table as shown in Build It Up on page 131

31
Procedure:
A. Introduction
Start the lesson by sharing with the students some facts about the
nanometer and how it is used. Share with the students some information
that is related to nanotechnology.

B. Presentation
1. Present to the class some examples of numbers that can be found
through the help of nanometer.
2. Discuss with them the exponential notation or scientific notation
and how it was developed.
3. Through the help of the examples under the exponential form,
discuss with them the different parts of exponential notation.
4. Let them practice to read some exponential expression as stated in
Build It Up on page 131.
5. Discuss with them how to change exponential form to expanded
form and get the value or the standard form.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 133.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, C, and D on pages 133 and 134 all
together.
2. Tell the class to answer Apply Your Skills F and G on page 135
as their homework.

E. Evaluation
A. B. C.
1. 16 1. 128 9. 1,953,125 1. 74 = 2401
2. 27 2. 216 10. 4,096 2. 43 = 64
3. 1
4. 85 3. 4096 11. 1,728 3. 26 = 64
5. 7,776 4. 15,625 12. 390,625 4. 332 = 1089
6. 2,187
7. 3,125 5. 100,000 13. 214,358,881 5. 85 = 32,768
8. 349 6. 1024 14. 2,025
9. 10,000
7. 1024 15. 125,000
10. 65,536
8. 348

32
D. E.

1.
< 6. < 1. 4 3 = 64 7. 2 8 = 256
2. 5 4 = 625 8. 9 3 = 729
2.
= 7. < 3. 3 4 = 81 9. 3 8 = 6,561
4. 2 6 = 64 10. 4 834 1 = 4,834
3.
< 8.
> 5. 6 3 = 216
6. 7 4 = 2,401
4.
> 9.
<

5.
> 10.
>

F. G.
1. 3.84 104 6. 5.89 10-5 1. 3 10-4
2. 7.6 10-4 7. 4.76 105 2. 6 10-3
3. 7.248 10 7
8. 5.7 109 3. 1.5 10-4
4. 9.643 109 9. 8.91 10-4 4. 8 10 -6
5. 3.45 10-6 10. 1.41 10-6 5. 1 10 -5

Lesson 5 Order of Operations
Targets:
Explain the Grouping, Exponent, Multiplication, Division, Addition,
Subtraction (GEMDAS) Rule
Perform two or more operations on whole number with or without
exponents and grouping symbols
Material/s:
A bigger version of the pictures as shown in Get Ready on page 136
Procedure:
A. Introduction
Using the picture in Get Ready, let the students know what the proper
order on constructing a house is. Let them know the importance of
order in most of the things.
B. Presentation
1. Present to the students equations which involve different
operations as shown in Build It Up on page 137. Let the students
2. Discuss with the students the proper way on how to solve equations
that have different operations using the GEMDAS Rule.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 139.
2. Ask the students if they have any questions regarding the lesson.

33
D. Practice Exercises
1. Answer Apply Your Skills A and B on pages 139 and 140 all together.
2. Tell the class to answer Apply Your Skills D on page 141 as
their homework.

E. Evaluation
A. B. C.
1. 3 + (9 3) + 2 = 8 1. 80 9. 5
1.
< 6.
>
2. (14 2) 5 = 60 2. 60 10. 28
3. 448 11. 97
2.
> 7.
>
3. (7 + 49) 7 = 8
4. 129 12. 106
4. 9 +(6 3)+ 2 = 13 3.
= 8.
<
5. 4 13. 14
5. 30 (5 3) = 15 6. 566 14. -18
4.
< 9.
>
7. 19 15. 1327
8. 995 5.
> 10.
>

D.
20 2 2
1. ___________ ___________ ___________ = 20
9 1 3
2. ___________ ___________ ___________ = 6

10
3. ___________ 6
+ ___________
4
___________ = 4

9
4. ___________ 8
___________
9
___________ =8

48
5. ___________ 6
___________ 4
+ ___________ = 12

Lesson 6 Describing Integers

Targets:
Identify real-life situations that make use of integers
Describe the set of integers
Compare integers with other numbers such as whole numbers,
fractions and decimals
Material/s:
A bigger version of the words as shown in Get Ready on page 142
A bigger version of the number line

34
Procedure:
A. Introduction
Using the words in Get Ready, let the students find the opposite
meaning of the words in the first column in the second column.

B. Presentation
1. Present to the students the number line. Discuss with them the
absolute value of the number.
2. Discuss with them what an integer is.
3. Show to them where to find positive integers and negative integers
on the number line.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 144.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A and B on page 145 all together.
2. Tell the class to answer Apply Your Skills D and E on pages 146
and 147 as their homework.

E. Evaluation
As an evaluation, answer Apply Your Skills C on pages 145 and 146.

A. C.
1. -4 1. +185 6. -8 11. +3,500,000
2. 6 2. +8 7. +2 12. +200,000
3. -1 3. -15 8. +1000 13. -1,000,000
4. -4 4. - 150,000 9. +15 14. -75
5. -10 5. + 1,840 10. -45 15. -12

B. D.
1. Yes 6. X 1. 4,3,2,1,-1,-2,-3,-4
2. X 7. Yes 2. 1,2,3,4
3. Yes 8. X 3. -3,-5,-7
4. X 9. Yes 4. 1,2,3,4,5,6, or -1,-2,-3,-4,-5,-6
5. X 10. X 5. 1,2,3,4

35
Lesson 7 Comparing and Arranging Integers
Targets:
Represent integers on the number line
Compare and arrange integers
Material/s:
A bigger version of the number line as shown in Get Ready on page 149
Procedure:
A. Introduction
Through the help of the Get Ready section on page 149, let the students
recite the short story.

B. Presentation
1. Show to the students, using the number line, which integer has a
greater/lesser value.
2. Let the students arrange integers, ascending or descending,
without the help of the number line.

C. Generalization
1. Tell the students to read all together the Keep in Mind section
on page 151.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, and C on pages 151 and 152 all
together.
2. Tell the class to answer Apply Your Skills E on page 154 as their
homework.

E. Evaluation
As an evaluation, answer Apply Your Skills D on pages 152 and 153.
A. B. C.
1. < 6. > 1. -5,-2,2,4,6 1. 7,5,1,-3,-8
2. < 7. < 2. -20,-4,1,10,18 2. 9,1,-5,-7,-10
3. < 8. > 3. -3,0,9,11,27 3. 8,4,0,-3,-6
4. < 9. < 4. -15,8,9,10,12 4. 10,6,3,-5,-10
5. > 10. > 5. -4,-2,0,2,4 5. 8,5,2,-2,-5

36
D.
1. 8,3,-1,-5,-7

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

2. 6,3,0,-4,-9

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

3. 7,4,1,-1,-10

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

4. 5,3,2,-4,-6

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

5. 10,6,2,-3,-7

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

6. 8,0,-4,-7,-9

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

7. 6,3,1,-2,-9

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

8. 6,5,4,-5,-8

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

9. 9,6,-2,-8,-10

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

37
10. 10,7,5,-1,-4

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

E.
O 15 U 100 V 20 G 1
M -7 E 25 O 90 O 2
E -2 I -5 L 12 S -9
Y 50 D 3 S 35 L -3

Lesson 8: Addition and Subtraction of Integers

Targets:
Describe and interpret the basic operations of addition and subtraction
of integers using materials such as algebra tiles, counters, chips, and
cards
Perform the basic operations of addition and subtraction on integers
Solve problems involving addition and subtraction of integers using
appropriate strategies and tools
Material/s:
Algebra Tiles
Counters
Chips
Cards
A bigger version of number line as shown in Build It Up on page 156
Procedure:
A. Introduction
Let the students prepare the materials stated above.

B. Presentation
1. Let the students visualize on how to add or to subtract integers
using the material stated above.
2. Discuss with the students on how to add or to subtract integers
with the same sign and with different signs.

38
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 159.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, and C on pages 160-162 all together.
2. Tell to the class to answer Apply Your Skills E on page 164 as their
homework.

E. Evaluation
As an evaluation, answer Apply Your Skills D and some items on E
on pages 162-164.

A.
1. = 4

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

2. = -14

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

3. = -4

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

4. = -6

-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

5. = -3

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

B.
1. -13 3. 2 5. 6 7. -23 8. 8
2. -7 4. 3 6. 8 8. -6 10. 9

39
C.

1. 3.
6 10 16 -10 +4 -6

-7 -3 -10 -28 13 -15

2. 4.
12 -24 -12 9 -6 3

-9 +7 -2 -3 -11 -8

3 -17 -14 6 5 11

5. 6 + -9 = -3 6. -5 + -9 = -14

+ + + + + +

-4 + 2 = -2 5 + 5 = 10

= = = = = =

2 + -7 = -5 0 + -4 = -4

D.
1. 7 + -11 = -4 6. 3 6 = -6 + 3
2. -8 + 3 = -5 7. -2 + 9 = 7
3. 5 12 = 5 + -12 8. -6 + 5 = 1
4. -7 (-4) = 4 + -7 9. -10 + -15 = -5
5. 12 15 = 12 + -15 10. -4 (-5) = 5 + -4

E.

1. 98 meters 3. 7 feet below 5. 40 days 7. 63oF
2. she lost 5 kg normal 6. 120 meters 8. 65,212 ft
4. 5 kilometers

40
Lesson 9 Multiplication and Division of Integers
Targets:
Describe and interpret the basic operations of multiplication and divi-
sion of integers using materials such as algebra tiles, counters, chips,
and cards
Perform the basic operations of multiplication and division on integers
Solve problems involving basic operations of integers using appropriate
strategies and tools
Material/s:
Algebra Tiles
Counters
Chips
Cards
A bigger version of number line as shown in Build It Up on page 167
Procedure:
A. Introduction
Let the students recite the poem as shown in Get Ready on pages 165
and 166. Let the students prepare the materials stated above.

B. Presentation
1. Let the students visualize on how to multiply and to divide integers
using the material stated above.
2. Discuss to the students on how to multiply and divide integers with
the same sign and with different signs.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 169.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A and B on page 169 all together.
2. Tell to the class to answer Apply Your Skills D on pages 170-172
as their homework.

E. Evaluation
A.
1. -45 3. -126 5. -410 7. -252 9. -576
2. 108 4. 315 6. -240 8. 912 10. 405

41
B.
1. 1 3. 5 5. 4 7. -2 9. -3,000
2. -6 4. -9 6. 2 8. 12 10. -3

C.
1. 4 2 = 2 2 2 = 1 20=0
2. 6 (-1 ) = -6 12 (-2) = -6 18 (-3) = -6
3. 15 3 = 5 10 2 =5 51=5
4. -12 6 = -2 -14 7 = -2 -16 8 = -2
5. -6 x 2 = -12 -5 x 2 = -10 -4 x 2 = -8
D.
1. 19.2 or 19 days
2. 8 rows
3. a) 340 calories
b) 455 calories
c) 675 burned calories after jogging
230 calories gained after eating
d) Note to teacher: Item is a bonus one because there is no given
for exercise
e) 50 pounds
4. -10 degrees
5. It would take 23 minutes to reach an altitude of 25 km.
It would be 32.4 km high after thirty minutes.

Take the Challenge:

I.
1. C 3. A 5. C 7. D 9. A
2. C 4. C 6. A 8. C 10. C

II.
1. 20% 3. 80% 5. 20% 7. 50% 9. 50%
2. 12% 4. 60% 6. 50% 8. 25% 10. 75%
III.
1. 2. 3. 4. 5.
IV.
1. 4 2. 15 3. 20 4. 85 5. 2
V.
1. -5 3. 450 5. 65 7. -80 9. -1,116
2. 17 4. -10 6. 360 8. 25 10. 12

42
VI.
1. 81 3. 64 5. 729 7. 4,096 9. 100,000
2. 64 4. 1 6. 15,625 8. 216 10. 215
VII.

1. 32 bananas, 24 apples, 8. a) Barry- -140 5 = -28
8 mangoes Kirby- -40 5 = -8
2. 539 km b) Kirby won the game with a
3. 1,200 calories score of -40.
4. 1:3 9. Breakfast - 166.67
5. 154,500 Lunch - 500
6. 3 h Supper - 333.33

7. 60% 10. 40%

43
UNIT III
Geometry, Patterns, and Algebra
Lesson 1 Solid Figures versus Plane Figures
Targets:
Visualize and describe the different solid figures using various concrete
and pictorial models
Differentiate solid figures from plane figures
Identify the faces of a solid figure
Material/s:
A bigger version of pictures as shown in Get Ready on pages 180 and
181
A flashcard containing different pictures as shown in Build It Up on
page 181
3-D figures
Procedure:
A. Introduction
Start the discussion by letting the students observe the things around
them. Let them pick something and tell the class what kind of a plane
figure does the student handles. After that, let the students answer
what kind of a plane figure is shown on the pictures to be shown by the
teacher.

B. Presentation
1. Let the students identify the plane figures around them.
2. Discuss to the students the different solid figures with flat surfaces
a. Prism
b. Triangular Prism
c. Cube
d. Pyramid
e. Square Pyramid
f. Pentagonal Prism
3. Discuss to the students the different solid figures with curved
surfaces
a. Cone
b. Cylinder
c. Can
d. Sphere
4. Let the students count how many faces, edges, and vertices on each
solid figure.

44
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 186.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, C, and E on pages 186-190
all together.
2. Tell the class to answer Apply Your Skills F on page 191 as their
homework.

E. Evaluation
A.
1. C 3. A 5. B 7. B 9. C
2. C 4. B 6. C 8. A 10. B
B.
Number Number
Solid Figure Drawing/Illustration Shape of the Faces
of Faces of Edges

Pentagonal
Rectangle 5 15
Prism

Hexagonal
Triangle 6 12
Pyramid

Triangular
Rectangle 3 9
Prism

45
Triangular
Triangle 4 6
Pyramid

Rectangular
Triangle 5 8
Pyramid

C.
Number
Number
Solid Figure Drawing/Illustration of Vertex/
of Bases
Vertices

Cone 1 1

Square
1 5
Pyramid

Cylinder 2 0

Square Prism 2 8

46
Hexagonal
1 6
Pyramid

D.
1. cube/ rectangular prism 6. rectangular prism
2. cylinder 7. cylinder
3. sphere 8. sphere
4. cube 9. cone

5. sphere 10. rectangular prism

E. F.
1. can 1. triangle 6. 5
2. traffic cone 2. rectangles 7. hexagonal
3. great pyramid 3. 9 8. 6,12, and 8
4. answers may 4. one 9. 1,4, and 8
vary 5. two 10. pentagonal, 5, and 15
5. ball
(Situational)

Lesson 2 Space Figures

Target:
Identify the nets of the following figures: cube, prism, pyramid, cylinder,
cone, and sphere using plane figures
Material/s:
A bigger version of pictures as shown in Get Ready on page 192
Nets of solids
Procedure:
A. Introduction
Let the students answer the activity in Get Ready on page 193.
After that, ask them if they know how to make a solid figure.

B. Presentation
1. Ask the students if they know how to construct a solid figure.
2. Introduce to them the definition of net.
3. Let them assemble the different nets into a solid figure as shown in
Build It Up on pages 194 -197.

47
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 197.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
2. Tell the class to answer Apply Your Skills A on pages 198-201 as
their homework.

E. Evaluation
A.
1. a 6. rectangular prism / c
2. c 7. a
3. a 8. c
4. c 9. a
5. d 10. c

Lesson 3: Finding the nth Term of a Sequence

Targets:
Formulate the rule in finding the nth term of a sequence
Use different strategies to find the nth term of a sequence such as looking
for a pattern, working backwards, guessing, and checking
Material/s:
A picture of Fibonacci sequence
A two-column table
Procedure:
A. Introduction
Let the students observe the Fibonacci sequence. Ask them how the
next terms of the sequence are obtained.

B. Presentation
1. Let the students understand the table as shown in the Build It Up
section on page 203 and answer the questions that are related to
the table.
2. Discuss with the students the different methods on how to find the
nth term in the sequence.
a. Looking for a pattern
b. Working backwards
c. Guessing
d. Checking
48
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 208.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, C, and G on pages 208-211 all
together.
2. Tell to the class to answer Apply Your Skills F on page 212 as their
homework.

E. Evaluation
As an evaluation, answer Apply Your Skills D and E on page 210.
A.
Number of
Sequence 1st term 3rd term nth term
terms
9, 27, 81, 243 4 9 81 an=3n+1
10, 20, 30, 40, 50, 60 6 10 30 an =10n

12, 24, 48, 96, 192, 384 6 12 48 an =12.2n-1

B. C.
1. 50, 58, 66, 74, 82
1. n= 6 t 4= 29
t= 8 t= 36 2. 31, 25, 19, 13, 7
1 5
2. n= 6 t 6= 200 3. 111, 122, 133, 144, 155
t 4= 80 t 2= 20 4. 128, 256, 512, 1024, 2048
3. n= 7 t 5= 110
5. 23, 29, 31, 37, 41
t 3= 130 t 7= 90
4. n= 5 t 2= 1000 6. 21, 28, 36, 45, 55
t 3= 500 t 5= 125 7. 125, -25, -200, -400, -625
5. n= 7 t 1= 80 8. -140, -1164, -5260, -21644, -87180
t 4= 50 t 7= 20 9. 56, 49, 42, 35, 28
10. 34, 30, 26, 22, 18

49
D. E. F.
1. 30 1. an = n 1. 2, 5, 8, 11
2. 48 2. an = n + 15 2. 11, 16, 21, 26
3. 20 3. an = 4 + 3n 3. -46, -42, -38, -34
4. 37 4. an = 5 + 2n 4. 8, 14, 20, 26
5. 65 5. an = 2 + 4n 5. 4, 13, 22, 31
6. 27 6. an = 5 + 3n 6. -4, -8, -12, -16
7. 27,31 7. an = n + 18 7. 30, 35, 40, 45
8. 192 8. an = 5n - 3 8. 3, 5, 7, 9
9. 64, 128 9. an = 4n + 10 9. -4, 0, 4, 8
10. 250 10. an = 4n + 7 10. 1, 7, 13, 19

G.

1.
5
2. 7 3.

13

13
21

4. 5.

Lesson 4 Algebraic Expression and Equation

Targets:
Differentiate algebraic expression from equation
Define a variable in an algebraic expression and equation
Represent quantities in real-life situations using algebraic expressions
and equations
Material/s:
A bigger version of words as shown in Get Ready on page 213
A bigger version of table as shown in Build It Up on page 215

50
Procedure:
A. Introduction
Present to the students some abbreviations as shown in Get Ready on
page 213. Let them analyze those abbreviations and ask them if they
know what the complete meaning of those abbreviations are.

B. Presentation
1. Introduce to the students the definition of algebra and tell them
what the contributions of Francois Viete in algebra are.
2. Discuss to them the definition of important terms used in algebra.
a. Variable
b. Constant
c. Algebraic expression
d. Algebraic equation
3. Discuss with them the proper ways on how to translate
mathematical phrases into algebraic expressions.
4. Through the help of the table as shown in Build It Up on page 215,
let the students give the variable, constant and operations
involved on the algebraic expressions given.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 219.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, C, and G on pages 219-221 all
together.
2. Tell the class to answer Apply Your Skills F on page 221 as their
homework.

E. Evaluation
As an evaluation, answer Apply Your Skills D and E on page 220.
A. B.
1. AEX Algebraic Expression Variable(s) Constant(s)
2. AEQ
2xy xy 2
3. AEQ
4. AEX 4mn mn 4
5. AEX -2xy xy -2
6. AEQ -5x x -5
7. AEX 14 14
8. AEQ
m m 1
9. AEX
10. AEQ
51
C. D.
1. 3 Algebraic Expression Numerical Literal
2. 2 Coefficient(s) Coefficient(s)
3. 3 y+5 5 y
4. 3
x3 -3 x
5. 3
5a 4 5-4 a
K+5 5 K
1 b 8c + 9 1 bc
2 2 , -8, 9
E. 1. 13 F. 1. 9 - x 6. a + b 11. (a + b)2
2. 59 2. 5 + y 7. 1 ( x +y ) 12. 2(x + y)
3. -42 2
4. 22 3. x - 18 13. 13 ab
8. p/q
5. 11 4. q - p
6. -66 9. n2 + 9 14. 3(xy)
7. 19 5. n - 9
10. a2 + b2 15. 4(50 - ab)
8. -54
9. 70
10. 33
G. 1. 8 + n =15 6. 3 + = 83
2. c - 5 = 20 y
7. 10 = 50

3. 2y = 30
8. 9 = 5-p
4. p + 10 = 40
9. q2 = 64
q
5. = 90 g
4 10. -4 = 5
9

Lesson 5: Solving Problems Involving Algebraic Expression and Equation

Targets:
Solve problems involving different types of algebraic expression and
equations
Create routine and non-routine problems involving algebraic expressions
and equation
Material/s:
A bigger picture of Muhhamad ibn-Musa al-Khwarizmi as shown in Get
Procedure:
A. Introduction
Discuss with the students the contribution of Muhhamad ibn-Musa al-
Khwarizmi in algebra. After that, present some word problems that are
related in algebraic expressions and equations.
52
B. Presentation
1. Present some equations in the class and ask them what the
constant and the variables in the given equations.
2. Discuss to them how to solve different problems involving algebraic
expressions and equations.
C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 228.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A and B on pages 229 and 230 all together.
2. Tell the class to answer Apply Your Skills D on page 231 as their
homework.

E. Evaluation
A. B. C. D.
1. 13 1. 7 1. 5
2. 69 2. 12 2. 4 1. t + 16 = 90 5. 3x = 51
t = 74 x = 17
3. 52 3. 84 3. 8 2. x - 5 = 58 6. 9y - 8 = 82
4. 6 4. 10 4. 9 x = 63 9y = 90
3. 3x = 69 y = 10
5. 2 5. 5 5. 9 x = 23 7. 29 = p + 19
6. 118 6. 81 6. 6 4. 5 + n = 37 p = 10
n = 32 8. n - 38 = 92
7. 13 7. 33 7. 10
n = 130
8. 4 8. 180 8. 3
9. 25 9. 84 9. 5
10. 59 10. 5 10. 2

53
Take the Challenge:

1. A 11. C 21. C 31. A

2. A 12. A 22. C 32. B
3. C 13. D 23. B 33. B
4. C 14. A 24. B 34. D
5. D 15. C 25. C 35. B
6. D 16. A 26. D 36. A
7. D 17. B 27. A 37. D
8. B 18. C 28. B 38. C
9. B 19. D 29. A 39. B
10. D 20. A 30. A 40. C

54
UNIT IV
Measurement, Statistics, and Probability
Lesson 1 Rate and Speed
Targets:
Calculate speed, distance, and time
Solve problems involving average rate and speed
Material/s:
A bigger version of activities as shown in Get Ready on page 238
Procedure:
A. Introduction
Let the students answer the activity as shown in Get Ready on page 238.

B. Presentation
1. Discuss to the students the following terms needed in solving
average rate and speed:
a. Speed
b. Rate
c. Time
2. Present to the class problems involving average rate and speed.
3. Discuss to them the proper way in solving problems involving
average rate and speed.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 242.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A and B on pages 242 and 243 all together.
2. Tell the class to answer Apply Your Skills D pages 245 and 246
as their homework.

E. Evaluation
As an evaluation, answer Apply Your Skills C and some items on D on
pages 244-246.

55
A. B.
1. 48 6. 1000 11. 6 a b
2. 11 7. 4 12. 8 1.
3. 50 8. 24 13. 27 2.
4. 3 9. 50 14. 20 3.

5. 175 10. 6 15. 2160 4.

5.

C.
Rate Distance Time
66 km/h 330 km 5h
70 km/h 259 km 3.7 h
8 km/m 148 km 18.5 minutes
34 meters per second 408 m 12 seconds
25 km/h 47.5 km 1.9 h
20 160 km 8 minutes
10 meter per min 330 m 33 minutes
6 km/m 1,170 km 3 hrs and 15 minutes
72 meters per second 259200 1 hour
18 meters per minute 480 meters 26.67 mins
D.
1. Karl 10. 16 km/h
2. Rolly 11. 685.71 km/h
3. 2 km 12.
4. a) 30 minutes 13. 132 km
b) 9 km 14. 9.67 km/h
5. a) 0.075 km/m 15. 3 km
b) 0.05 km/m 16. 3.5 hours
c) 0.067 km/m 17. 3 hours
d) 0.1125 km/m 18. a. 35 km/h
Fastest = Rosa b. 1.5 hours
Slowest = Jose 19.
6. a) 225 calories 20. 9 hours
b) 333.33 grams
7. 50 km/ hr
8. 9.375 hours
9. 245 km

56
Lesson 2 Area of Composite Figures
Targets:
Find the area of composite figures formed by any two or more plane
figures such as triangle, square, rectangle, circle, and semi-circle
Solve problems involving area of composite figures
Material/s:
A bigger version of activities as shown in Get Ready on page 248
Procedure:
A. Introduction
Let the students answer the activity as shown in Get Ready on page
248. Recall to them what height, base, length, width, upper base, lower

B. Presentation
1. Present to the class pictures of different plane figures.
2. Discuss to them how to get the area of the following:
a. Square
b. Rectangle
c. Triangle
d. Parallelogram
e. Trapezoid
f. Circle
3. Discuss with the students how to solve the shaded regions on the
figures given.
4. Discuss to the students how to solve problems involving area of
composite figures.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 259.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, C, D, E, F, on pages 260 and 261 all
together.
2. Tell the class to answer Apply Your Skills I on pages 262-271 as
their homework.

E. Evaluation
As an evaluation, answer Apply Your Skills G and some items on I
on pages 262-271.

57
A.
base height area
15 cm 11 cm 82.5 cm2
76 mm 43 mm 1,634 mm2
12 m 5m 30 m2
8.4 cm 5.9 cm 24.78 cm2
25 mm 26 mm 325 mm2

B.
side area
79 cm 6241 cm2
16 cm 256 cm2
88 mm 7744 mm2
21 dm 441 dm2
45m 2025 m2
C.
length width area
14.8 m 32.5 m 481 m2
24 cm 83 cm 1,992 cm2
220 mm 30 mm 6,600 mm2
66 dm 93 dm 6,336 dm2
47 cm 78 cm 3,666 cm2

D.
Lower Base Upper Base Height Area
24 cm 20 cm 26 cm 572 cm2
10.3 m 9.5 m 7.7 m 76.23 m2
8.8 m 6.6 m 7.3 m 52.21 m2
29 mm 22 mm 31 mm 790.5 mm2
17 dm 13 dm 10 dm 150 dm2

E.
7m 14 m 153.86 m2
9.5 m 19 m 283.385 m2
32 cm 64 cm 3215.36 cm2
58
62.5 mm 125 mm 12265.63 mm2
15 dm 30 dm 706.5 dm2

F.
78.5 cm
A = ____________
2
144 cm
A = ____________
2

112 m 2
A = ____________ 64 cm
A = ____________
2

120 m 2
A = ____________ 84 m 2
A = ____________

G.
1. A = bh
84 = 7b 4. A = h (b1 + b2)
2
b = 12 cm 10
= 2 (12 + 18)
bh
2. A = 2 64 = 12h
2 = 150 cm2
128 = 12h 5. A = 1 w
b2h
64 = 2
64 = 6h 60 = 15 w
10.67 cm
w = 4 cm
2
b = 10 3 cm
3. 81 cm2 = s2
s = 9 cm

H.
1. 2. 3.
A + A A + A A + A
(812) + ()(42) 6
(8 13) + ( 2 )8 (11 4) + 52
96 + 16 44 + 25
50.24
96 + 2 (104) + (24) 69 cm2
128 cm 2

121.12 m2

4. 5. 6.
A + A A +A A + A
7 8 ()(4 ) (4 7 ) + (72)
2
(6 ) + (6 12)
2
( 2 )+ 2 2
36 + 72
108 cm2 28 + 50.24
2
14 + 49
63 cm2
28 + 25.12
53.12 cm2

59
7. 8. 9.
A +A A + A A + A
12 8
()(4 ) + 2
2 10
(6 14) + ( 2 ) 8 ( 8 7 ) + (82)
2
50.24 84 + 40 28 + 64
2 + 48
124 m2 92 cm2
25.12 + 48
73.12 m2

10. 11. 12.
A + A A +A A +A
(126) + ()(3 )
2 ()(3
(117) + 2
2
) (613) + (13 4)
2
72 + (3.14)(9)
72 + 28.26 77 + 14.13 39 + 52
100.26 cm 2 91.13 cm 2
91 m2

13. 14. 15.
A +A A + A A + A
(10)(8) + (2 10) (5 ) + (312)
2 (7 7) + 52
2 2
25 + 36
80 + 10 61 m2 24.5 + 25
90 m2 49.5 cm2

I.
1. 2. 3.
A + A A + A A + A
(88) + ()(42) 1 (13 6) - ()(32)
(10 6) - ( 2 )(6)(7)
64 + ()(16) 78 - ()(9)
64 + 50.24 60 - 21 78 - 28.26
13.76 m2 39 cm2 49.74 m2

4. 5. 6.
A + A A +A A -A
(82)() - ( 16 2 8 )
200.96 - 64
136.96 cm2

60
7. 8. 9.
A +A 142 - 82
(12 7) - ()(2 )
2
196 -84
84 - 12.56 112 m2
71.44 m2

10. 11. 12.
(12 6) - ()(3 )
78 10 10 2
(12 7) - ( 2 ) ( 2 ) - ()(3)2 2
84 - 28 50 - 28.26 72 - 1413
56 cm2 21.74 m2 57.87 m2

13. 14. 15.
(42) + (6 4) + [(8 10) (6 3) + (6 3) (8 6 ) - (4 3 )
- (8 4)] (18) + (18) 2 2
16 + 24 + [80 - 48] 36 cm 2 1/8 - 12
2 2
40 + 32
72 cm2 24 - 6
18 cm2

Lesson 3 Surface Area of Solid Figures
Targets:
Visualize, describe, and name the unit of measures used in finding the
surface area of solid figures
Derive the formula for finding the surface area of cubes, prisms,
pyramids, cylinders, cones, and spheres
Solve and create word problems involving measurement of surface area
Material/s:
A bigger version of the solar system as shown in Get Ready on page 272
Procedure:
A. Introduction
Let the students study the solar system as shown in Get Ready on page
272. Discuss with them the surface area of the Earth. Ask them how
they are going to get the surface area of some solid figures.

B. Presentation
1. Present to the class the three basic concepts in solid figures.
a. Face
b. Edge
c. Vertex
61
2. Show to them the derivation of the formula in getting the surface area
of the following solid figures:
a. Cube
b. Rectangular Prism
c. Pyramid
d. Cylinder
e. Cone
f. Sphere
3. Discuss with the students some problems involving area of solid
figures.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 283.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, and C on pages 284-286 all together.
2. Tell the class to answer Apply Your Skills E and F on pages 287-
288 as their homework.

E. Evaluation
As an evaluation, answer Apply Your Skills D and some items on E and
F on pages 287-288.
A.
1. 216 cm2 2. 180 cm2 3. 1004.8 cm2

4. 376.8 cm2 5. (8 x 8) + (6 x 8 )(4)

2
64 + (24)(4)
64 + 96
160 cm2
B.
1. 602.88 cm2 2. 376 cm2 3. 384 cm2
4. 113.04 m2 5. 477.28 cm2
C.
1. 3215.36 dm2 2. 864 cm2 3. 180.55 cm2
4. 248 m2 5. 452.16 cm2
D.
1. 803.84 dm2 2. 339.12 cm2 3. 304 dm2
4. 486 cm2 5. 1105.28 dm2

62
E.
8 cm
d = 3m

r = 16 cm

3. 3215.36 cm2 4. (92) + (9 13)(4) 13 cm

2
= (81) + (234)
=315 cm2 9 cm

11 cm
5. 1601.4 cm2 19 cm 6. 270 cm2

15 cm 5 cm
5 cm

(5 8) + (5 9 )(2) +(6 8 ) + (2)

7. 2 2
6 cm
40 +45 +48
9 cm
=133 cm2

5 cm

8 cm

8. 452.16 cm2 18 cm

12 cm

10 cm

d = 14m
9. 659.4 cm 2
16 cm 10. 61544 m 2

63
F.
1. 2. 2 cm 3. 224 m2
4. 471 cm2 5. 3297 cm2 6. 18840 cm2

Lesson 4 Volume of Solid Figures

Targets:
Determine the relationship of the volume between a rectangular prism
and a pyramid, a cylinder and a cone, a cone and a sphere
Derive the formulas in finding the volume of prisms, cylinders, pyramids,
cones, and spheres
Solve and create problems involving volume of solid and space figures
Material/s:
Some solid figures as shown in Build It Up on page 290
Procedure:
A. Introduction
Present to the students some solid figure. Ask them what kind of a solid
figure is presented.

B. Presentation
1. Discuss with the students the definition of a volume.
2. Present to the students the formula of the following solid figures:
a. Prism
b. Cube
c. Cylinder
d. Cone
e. Pyramid
f. Spheres
3. Solve some problems that are related in solving problems involving
volumes of solid figures.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
pages 300 and 301.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
2. Tell the class to answer Apply Your Skills B on pages 304-307 as
their homework.

E. Evaluation
As an evaluation, answer some items on Apply Your Skills A and B on
pages 302-307.
64
A.
1. V = 1404.613 cm3 2. V = 114.87 in3 3. V = 4.998 in3
4. V = 160.79 in3 5. V = 372.075 ft3 6. V = 1713.96 m3
7. V = 1562.66 m3 8. V = 568.79 cm3 9. V = 50.232 ft3
10. V = 311.65 m3 11. V = 945.624 in3 12. V = 1018.32 m3
13. V = 45.16 cm3 14. V = 305.20 cm2 15. V = 79.51 m3
16. V = 444.85 in3 17. V = 73.58 ft3 18. V = 659.46 ft3
19. V = 20. V = 673.78 ft3

B.
1. 216 cm3 11. 8 m3
2. 343 cm3 12. V= (9 m)(60 m)(30 m)
3. 502.4 cm3 16200 m3
4. 904.32 cm3 13. V = r2h
5. 280 m3 = (2 ft)2(6 ft)
6. 72 m3 75.36 ft3
7. 30 m3
240 m3 14. V = 13 2h
8. cube = 8000 cm3 1
= 3 (14 m)2(3 m)
sphere = 33493.33 cm3
9. 576 cm3 615.44 m3
10. 240 m3 15. V = 8 12 12
1152 in3
Lesson 5 Computing Electric and Water Consumption
Targets:
Solve and create problems involving electric and water consumption
Material/s:
A bigger picture of an analog or dial type electric meter as shown in Build
It Up on page 309
Procedure:
A. Introduction
Discuss with the students some facts as stated in Get Ready on page
308. Ask them if they are familiar with the analog or dial type electric
meter.

B. Presentation
1. Present to the students two types of electric meter.
a. Analog or dial type electric meter
b. Electronic or digital electric meter
2. Discuss with the students how to read the different kinds of meter.
a. Analog or dial type electric meter

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b. Electronic or digital electric meter
c. Water meter
3. Solve problems that are related to the different kinds of meter.

C. Generalization
1. Tell the students to read all together the Keep in Mind section
on page 313.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A and B on pages 313-316 all together.
2. Tell the class to answer Apply Your Skills D on page 318 as their
homework.

E. Evaluation
As an evaluation, answer some items on Apply Your Skills C on page
317
A.
1. 48.325 cubic meters 2. 3072.534 cubic meters
3. 5169.001 cubic meters 4. 1352.234 cubic meters
5. 491.370 cubic meters 6. 147.025 cubic meters
7. 2302.136 cubic meters 8. 68.201 cubic meters
9. 1510.934 cubic meters 10. 4498.670 cubic meters

B. C.
1. 1482 kwh 6. 2642 kwh 1. 47.985 m3 6. 439.782 m3
2. 8301 kwh 7. 9557 kwh 2. 347.952 m3 7. 594.073 m3
3. 2174 kwh 8. 4197 kwh 3. 247.493 m3 8. 675.537 m3
4. 4355 kwh 9. 7024 kwh 4. 256.079 m3 9. 890.432 m3
5. 1552 kwh 10. 7541 kwh 5. 527.070 m3 10. 4.398 m3

Lesson 6 Constructing Pie Graph

Targets:
Collect data on one or two variables using any source
Construct pie graph based on the given set of data
Interpret data presented in a pie graph
Solve and create problems based on information presented in a pie
graph

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Material/s:
A bigger picture of the table as shown in Get Ready on page 319
Protractor
Procedure:
A. Introduction
Let the students analyze the table as shown in Get Ready on page 319.
After that, let the students measure the Preparatory Activity on page
320.

B. Presentation
1. Introduce to the students what circle graph or pie graph is.
2. Teach the students on how to construct a pie graph.
3. Discuss with the students how to interpret circle graph or pie graph.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 326.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
Tell the class to answer Apply Your Skills on pages 327-332 as their
homework.

E. Evaluation
As an evaluation, answer some items in Apply Your Skills on pages
327-332.
1. 2. 3.
1. Answers 1. 12.5% 1. hotdog
may vary 2. 30% 2. 7
2. Electricity 3. 25% 3. Fried Chicken
3. 87,500.00 4. 12.5% and Sandwich
4. 62,500.00 5. 80 days 4. 25
5. 25,500.00 5. 82
4. 5. 6.
1. 1/2 1. Cream 1. 4,800.00
2. 1/4 2. 7% 2. 14,600.00
3. Listen to music 3. Milk 3. 6,800.00
and go to movies 4. 13% 4. Yes, 1,200.00
4. 1/8 5. 16% 5. 5,400.00
5. Watch TV

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7.
1. Monday, 1452
2. 1100
3. 572
4. Thursday
5. 1056

8.
Number
Trees Number Percent of
Degrees
Mango 10 17% 61.2o
Santol 15 25% 90o
Ipil 20 33% 118.8o
Guava 5 8% 28.8o
Bamboo 10 17% 61.2o
Total 60 100% 360o

9.
Number
Number
Activity Percent of
of Hours
Degrees
School 6 25% 90o
Meal 2 8% 28.8o
Sleep 8 33% 118.8o
Sports 3 13% 46.8o
Homework 2 8% 28.8o
Leisure 3 13% 46.8o
Total 24 100% 360o

10.
Number
Number
Expenditure Percent of
of Hours
Degrees
Food 5,000 50% 180o
Transportation 2,000 20% 72o

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Recreation 1,000 10% 36o
Electricity 1,500 15% 54o
Water 500 5% 18o
Total 10,000 100% 360o

11.
Time Spent Number of
Activity Percent
(in minutes) Degrees
Taking a bath 15 9% 32.4o
Studying 60 35% 126o
Playing 30 18% 64.8o
Watching TV 45 26% 93.6o
Eating 20 12% 43.2o
Total 170 100% 360o

Lesson 7 Performing Experiments and Recording

Targets:
Perform experiments and record outcomes
Make listings and diagrams of outcomes; tell the number of favorable
outcomes and chances using these listings and diagrams

Material/s:
A bigger version of pictures as shown in Get Ready on page 333

Procedure:
A. Introduction
Present to the students the pictures as shown in Get Ready on page 333.
Discuss with them what they think of when they see those pictures.

B. Presentation
1. Introduce to the students what experiment and results or outcomes
are.
2. Discuss the different ways on how to compute for the possible
outcomes of an experiment.
a. Tree Diagram
b. Box Diagram

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3. Solve different problems that are related on how to compute for the
possible outcomes of an experiment.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 338.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A on pages 339 and 340 all together.
2. Tell the class to answer Apply Your Skills B on pages 340 and
341 as their homework.

E. Evaluation
As an evaluation, answer some items in Apply Your Skills A and B on
pages 339-341.
A.
1. G, H, I, J, K, L 7. A, E, I, O, U
2. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 8. 1H, 2H, 3H, 4H, 5H, 6H
3. T, E, A, C, H, I, N, G 1T, 2T, 3T, 4T, 5T, 6T
4. E, A, I 9. 2, 3, 7, 11, 13, 17, 19
5. K, K, K, K 10. A, E, I
6. 2, 4, 6, 8, 10
B.
1. 2.
R, J, T R, S, T W, J, T ADF AEG BEF CDG
R, J, S R, S, S W, J, S ADG BDF BEG CEF
R, J, S, A R, S, S, A W, J, S, A AEF BDG CDF CEG

B, J, T B, S, T W, S, T
3 2 2 = 12
B, J, S B, S, S W, S, S
B, J, S, A B, S, S, A W, S, S, A

3 2 3 = 18
3. 5. 5 3 2 = 30
AC BC 6. 4 4 4 = 64
AS BS 7. 12 ways
AV BV 8. 24 ways
2 3 = 6 ways 9. 12 ways
4. 2 2 4 1 = 16 10. 48 ways

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Lesson 8 Experimental and Theoretical Probability
Targets:
Describe the meaning of probability
Quantify the phrases most likely to happen and unlikely to happen
Make simple prediction of events based on the results of the experiment
Solve and create routine and non-routine problems involving experi-
mental and theoretical probability
Material/s:
A bigger version of the table as shown in Build It Up on page 343
Procedure:
A. Introduction
Discuss with the students what is in the Get Ready section on page 342

B. Presentation
1. Introduce to the students what probability is.
2. Discuss to student the two types of probability.
a. Experimental probability
b. Theoretical probability
3. Let the students answer the activities in Build It Up on pages
343-346.

C. Generalization
1. Tell the students to read all together the Keep in Mind section on
page 346.
2. Ask the students if they have any questions regarding the lesson.

D. Practice Exercises
1. Answer Apply Your Skills A, B, C, and D on page 347 all together.
2. Tell the class to answer Apply Your Skills I and J on pages 348
and 349 as their homework.

E. Evaluation
As an evaluation, answer some items in Apply Your Skills E, F, G, and
H on page 348.

A.
1. Yes 1/2 4. No 7. No 10. No
2. Yes 1/5 5. Yes 8. Yes
3. No 6. No 9. Yes

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B.

C.
1. M/F
2. Red, Green, Yellow
3.
4. H/T, T/H, H/H, T/T
5. 11 21 31 41 51 61
12 22 32 42 52 62
13 23 33 43 53 63
14 24 34 44 54 64
15 25 35 45 55 65
16 26 36 46 56 66

D. E. F.
1. 1/4 1. 3/6 =1/2 1. Red
2. 2/4 =1/2 2. 2/6 = 1/3 2. Blue
3. 1/2
G. H.
1. 10/38 = 5/19 1. 1/12
2. 9/38 2. 2/12 = 1/6
3. 4/38 = 2/19 3. 2/12 = 1/6
4. 8/38 = 4/19
5. 0
I.
1. 2. 3. 4. 5.
a. 3 = 1 a. 8 = 4 a. 5 a. 18 = 2 a. 12 = 3
6 2 26 13 26 63 7 40 10
b. 3 = 1 b. 12 = 6 b. 21 b. 12 = 4 b. 18 = 9
6 2 26 13
26 63 21 40 20
c. 2 = 1 c. 6 = 3 c. 15 = 5 c. 10 = 1
6 3 26 13 63 21 40 4
d. 1
6
e. 3 = 1
6 2

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J.
13 1 2 1
1. 52 = 4 5. 52 = 26
26 1 4 1
2. 52 = 2 6. 52 = 13

4 1 12 3
3. 52 = 13 7. 52 = 13

1 40 10
4. 52 8. 52 = 13

Take the Challenge:

1. C 11. D 21. D 31. C

2. A 12. D 22. C 32. A
3. B 13. A 23. D 33. B
4. A 14. B 24. A 34. A
5. B 15. C 25. B 35. B
6. A 16. A 26. B 36. A
7. A 17. D 27. D 37. B
8. D 18. C 28. A 38. B
9. C 19. D 29. A 39. C
10. A 20. A 30. A 40. C

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