Lesson Plan in Mathematics
3
Lesson
81 Routine and Non-Routine Problems involving
Areas
of Squares and Rectangles
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Objective
1. Solve routine and non-routine problems involving areas of squares and
rectangles
2. Create word problems involving area with reasonable answer
Value Focus
Being
helpful, Cooperative
Prerequisite Concepts and Skills
Area of squares and rectangles
Materials
Graphing papers, geoboard and rubber bands,
“Show Me” board
Instructional Procedures
A. Preliminary Activities
1. Drill
Give
the most appropriate unit of measure for the following (cm or m).
a.
paper clip (cm) f. manila
paper (m)
b.table
(m) g.
cartolina ( m)
c.
book (cm) h.
telephone wire (m)
d.
flag pole (m) i.
garden plot (m)
e.
shoe box (cm) j. floor
tile (cm)
2.
Review
Find
the area of the given figure. (Ask the pupils to write the formula for the area
of a rectangle and square as shown in the geoboard or graphing papers.)
a. 300 cm= _____m (3) d. 6 000cm = ______m (60)
b.
10m=_____cm (1000) e. of 800 cm = ______ m (6) c. 5 m = ______cm
(550)
3.
Motivation
Ask
2 – 3 pupils to measure the length and width of your classroom.
Ask: What is the area of our room?
B. Developmental Activities
1. Presenting the Lesson
Let pupils identify the shapes given in Motivation
and let them explain why they say it is a square or a rectangle.
Post the problem on the board.
A room measures 8 meters long and 7 meters wide.
What is the area of the room?
Who among you are like Nica and Carla? Why do we
need to be helpful and cooperative?
Guide the pupils to solve the problem.
Ask: What is the shape of the room? (Rectangle)
Call a pupil to draw the figure and put the correct
dimensions.
Ask: How do we find the area? Area = length times
width
Let them write the mathematical sentence and solve.
A = l x w
A = 12 x 9
Ask: What is the unit of measure? Square meters (sq.
m.)
State the complete answer. The area is 108 square
meters
Is this the correct answer? Why?
Provide another problem.
Lito’s vegetable garden measures 5 meters on each
side. What is the area of the garden?
Ask: What is the shape of the vegetable garden?
Square
Call a pupil to draw the figure and put the correct
dimensions.
Ask: How do we find the area? Area = side times side
Let them write the mathematical sentence and solve.
A = s x s
A = 5 x 5
Ask: What is the unit of measure? Square meters (sq.
m.)
State the complete answer. The area is 25 square
meters
Is this the correct answer? Why?
2.
Performing the Activity
Let
the pupils solve the following problems by pairs.
a. Mr. Reyes bought a square lot with measures 12 meters on one
side. What is its area?
Draw
the figure to find the answer.
Solve
the answer using the formula.
State
the complete answer.
b. The area of a rectangular hall is 180 sq. m. If the length is 15
meters long, what is its width?
Draw
the figure to find the answer.
Solve
the answer using the formula.
State
the complete answer.
3. Processing the Activities
Call
some pupils to show their solutions and answers on the board.
Ask:
What
is asked in problem a? (area of the square lot)
How
can we solve the problem?(Multiply the length of side to itself)
What
is asked in problem b?(width of the rectangular hall)
How
can we solve the problem?(divide the area with the length of the width)
4.
Reinforcing the Concept
a. Form learning partners. They will play “Math Survival.”
1. Call two pairs of contestants.
2. They will be asked to listen to the problem.
3. Without using a ballpen and paper they have to give the answer.
4. The first to give the correct answer remains.
5. The pair who remains will choose their next opponent.
6. Repeat the process until one pair is left.
Sample questions:
1. A handkerchief measures 30 cm on all sides. What is its area?
(900 sq. cm)
2. The movie theatre is 20 meters long and 15 meters wide. What is
its area? (300sq. m)
3. The swimming pool is 12 meters long and 8 meters wide. Find its
area. (96 sq. m)
4. A square garden has 10 meters on each side. What is the area?
(100sq.m)
5. A park is 35 meters long and 10 meters wide. Find its area. (350
sq. m)
6. The parking lot is 20 meters on each side. What is its area? (400sq.
m)
7. Rico made a chopping board which is 20 cm long and 30 cm wide.
What is its area? (600 sq cm)
8. The municipal plaza is 40 meters long and 25 meters wide. Find
its area. (1000 sq. m)
9. A teacher’s table is 50 cm on all sides. What is its area? (2500
sq. cm)
10. A square mirror is 30 cm on all sides. Find its area. (900 sq.
cm)
5.
Summarizing the Lesson
Ask:
What is area?
The number of square units needed to cover
the region inside a figure is called area.
How do we find the area of a square and a
rectangle?
To find the area of a rectangle, use the
formula Area =length x width. This formula is often written as A = l x w.
To find the area of a square, use the
formula area = side x side.
This formula is often written as A = s x s.
How did we solve the problems involving the
area of a rectangle and a square?
To solve a one step word problem involving
the concept of
area, follow the 4-step plan in problem
solving, draw the figure and use the formula in finding the area of a rectangle
and a square.
6.
Applying to New and Other Situations
For
more exercises let the pupils do Activity 2 and 3 in the LM. Afterwards,
discuss and share their answers and solutions.
a. Working in pairs
Let
pupils iIllustrate and solve the following problems:
1.
A table top that is two meters long and one meter wide.
2.
A small door that is 30 cm long and 20 cm wide.
3.
A window that is 50 cm long and 30 cm wide.
4.
What is the area of a handkerchief which has 25 cm. on all sides?
5.
A square-shaped lawn is 5 meters on its side. What is the area?
b. For additional activities, let pupils do Activities 2 and 3.
After each activity, discuss the problems and the solutions and answers of the pupils.
Some
questions to be asked to guide pupils in analyzing and solving the problems:
-
How will you solve the problem? What operation will you use to solve for the
length/ width?
-
How can you find the length/width of a rectangle if the given fact is
length/width?
-
How can you find the side of a square if the given is the area of a square?
Answer
Key:
Activity
2: 1) 32 m 2) 6 m 3) 32 m 4) 50 sq. cm 5) 3 m
Activity
3: 1) 64 sq. cm 2) 32 sq. cm 3) 32 sq. cm 4) 16 sq. cm 5) Figures 1 and 2 or
Figures 1 and 3 6) 144 sq. cm
7)
No, because the total area of figures 2, 3, and 4 is 80 sq. cm while the area
of figure 1 is 64 sq. m.
C.
Evaluation
Let pupils do Activity 4 individually.
Answer Key: Possible answers:
1) A square garden is 4 meters each on all
sides. What is the area of the garden?
2) A rectangular plot measures 8 meters
long and 4 meters wide.
What is the area of the plot?
3) What is the area of a floor which is 6 m
long and 4 m wide?
4) A square lawn has a side of 6 meters.
What is the area of the lawn?
5) A rectangular lot is 12 m by 4 m. What
is its area?
D.
Home Activity
Let
pupils do Activities 5 and 6 in the LM.
Answer
Key:
Activity
5: 1) 1 575 sq. m 2) 64 sq. m 3) 2 550 sq. m 4) 15 cm Activity 6: 1) 720 sq. m
2) 800 sq. cm 3) 360 sq. m 4) 2 304 sq. cm; if the side is doubled the area is
9 216 sq. cm which is 4 times the original area 5) 96 sq. m
Lesson Plan in Mathematics
3
Lesson
82 Capacity of a Container using Milliliter/Liter
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Objective
1. Find the capacity of a container using
milliliter/liter
2. Convert liter to milliliter and vice versa
Value Focus
Water
conservation
Prerequisite Concepts and Skills
Non-standard unit of capacity
Materials
Measuring cup or jug, medicine bottles and
medicine dropper, shampoo bottles, glass and cups, different liquid containers,
water
Instructional Procedures
A. Preliminary Activities
1. Drill
Have
a drill among pupils in listing the liquids they use at home.
Ask:
How are these liquids packaged?
2.
Review
Give
the most appropriate unit of measure for the following (cm or m).
a.
paper b.
table c. book
d.
rope d. match box
3.
Motivation
Put
two glasses on your table, one glass with water, the other one empty. Pour a
small amount of water from one glass to the other.
Ask:
What is the exact amount of water poured in the empty glass?
What
units of measure should be used to determine the amount of liquid in the glass?
Say:
Nowadays we experience water shortage. What can you do to conserve water? Is
there a need for us to campaign? How would you do it?
B. Developmental Activities
1. Presenting the Lesson
Present real measuring devices that show L and mL:
e.g. measuring cup, jug, medicine dropper or beaker
Let pupils
name the measuring devices. Let them identify what they see on the measuring
devices.
Ask: What
does L stand for? How about mL? What do they measure?
Introduce
the term capacity. Say: Capacity means how much liquid a container can hold.
Tell them that some of the units of measure for capacity is liter (L) or
milliliter (mL).
Ask a pupil
to measure 1 mL of water.
Ask:
Which of
these devices will you use? Why? Pour the amount in a small glass.
About how
many milliliters of water does this glass contain/hold? Let pupils give their
estimates.
How about
this pail, how many milliliters of water does it contain/hold?
Let pupils
give their estimates.
Ask another
pupil to measure 1 L of water.
Ask:
Which of
these devices will you use? Why?
Can you put
1 L of water in the small glass? Why?
How about in
the pail? Why? About how many liters of water can it contain/hold?
2.
Performing the Activity
Let
the pupils solve the following problems by pairs.
Materials:
plastic cups with labels 250 mL and 100 mL, respectively, 1 L juice drink
bottle (see illustration)
Procedures:
1.
Fill a 250-mL plastic cup with water.
2.
Fill the soft drink bottle with 250 ml water until it reaches 1 liter.
3.
Record the number of times the 1 L bottle is filled with 250 Ml water.
How
many 250 mL cups of water does the 1 L bottle contain?
How
many milliliters of water did you put in the 1 liter bottle?
4.
Pour water in a plastic cup up to 100 mL.
5.
Fill the bottle with 100 mL water until it reaches 1 liter.
6.
Record the number of times the 1 L bottle is filled with 100 mL water.
How
many 100 mL cups of water does the 1 L bottle contain?
How
many milliliters of water did you put in the 1 liter bottle?
Let
the groups present their answers.
3. Processing the Activities
Ask:
How
much liquid/water does each of the containers that were given to you hold?
Do groups 1 and 2 have the same answer?
Why?
How about groups 3 and 4, do they have the
same answer? Why?
What unit of measure did you use to find
the capacity of the given container?
Which containers can hold milliliters of
liquid? liters of liquid? Why?
Do groups 5 and 6 have the same answer?
Why?
How many milliliters are there in 1 liter?
How many liter is 1000 ml?
If you have 2 liters, how many ml is that?
How did you get your answer?
4.
Reinforcing the Concept
a. Show some empty liquid containers. (Make sure the labels are
still intact.) e.g.
1. medicine bottle (50 mL)
2. shampoo bottle
3. medicine bottle (10 mL)
4. soft drink bottle (1.5 L)
5. canned juice
6. perfume bottle
Ask pupils what is the appropriate unit of
capacity measure to be used, mL or L for each container. Write their answers on
the “Show Me” board.
Call some pupils to show and read the
amount of liquid the container holds based on its label.
Ask: Which of the containers you measured
had the least capacity? largest capacity? Why?
Let pupils work in pairs. Let them answer
Activity 1 and 2. Share their ideas why they choose such estimate.
Answer Key
Activity 1: 1) 50 mL 2) 200 mL 3) 200 mL 4)
5 L 5) 1 L
6) 5 mL 7) 500 mL 8) 50 mL 9) 4 L 10) 50 mL
Activity 2: 1) bowl 2) bottle 3) drum 4)
bowl 5) bottle
4.
Summarizing the Lesson
How do we find the capacity using standard
unit of measure?
When do we use milliliter? Liter?
Milliliter (mL) is a metric unit used to
measure the capacity of small containers.
Liter (L) is used to measure the capacities
of the large containers.
How do we convert milliter to liter?
To change to liter, divide the amount in
milliliter by 1 000.
How do we convert liter to milliliter?
To change to milliliter, multiply the
amount in liter by 1 000.
5.
Applying to New and Other Situations
Present the problem.
A recipe calls for ½ L of vinegar, 1/4 L of
soy sauce and ¾ L of water.
How many milliliters will each liquid
contain? How many liters of liquid are there in the recipe? milliliters of
liquid?
Discussion on the problem
Let the pupils list down the given.
½ L of vinegar, 1/4 L of soy sauce and ¾
L of water
What are we asked to find in the problem?
Guide
the pupils to draw a number line to show ¼, ½, ¾ and 1 whole.
Let
pupils put ½ L, ¼ L, ¾ L and 1 L in the number line.
Ask:
How many milliliters are there in 1 liter?
Where
are we going to put 1 000 ml in the number line?
So,
how many milliliters are there in ½ L, ¼ L and ¾ L?
½
L = _____ mL
¼
L = _____ mL
¾
L = _____ mL
How
many liters of liquid are there in the recipe? milliliters of liquid?
For
additional activities, let pupils do Activities 3 and 4. Discuss the activities
afterwards.
Answer
Key:
Activity
3: 1) 525 mL 2) 1 050 mL 3) 1 350 mL 4) 850 mL 5) 750 mL 6) 1250 mL 7) 1050 mL
8) 1650mL 9) 1 000 L 10) 1200 mL
Activity
4: 1) mL 2) mL 3) mL 4) L 5) L 6) L 7) mL 8) mL 9) mL 10) mL
C.
Evaluation
Let pupils do Activity 4 individually.
Answer Key: Possible answers:
Let pupils do Activity 5 individually.
Answer Key:
A. 1) mL 2) L 3) mL 4)mL 5) mL 6) L 7) mL
8) mL 9) L 10) mL
B. 1) 2 2) 5 000 3) 43 4) 3500 5) 8 ¾ L
D.
Home Activity
Let
pupils do Activities 5 and 6 in the LM.
Let
pupils do Activity 6.
Answer
Key:
A.
1) 4 L 2) 250 mL 3) 10 L 4) 200 mL 5) 200 mL
B.
(possible answers)
1)
Name containers that holds about 1 liter.
1
liter bottle of softdrinks; 1 liter can of juice; 1 liter buko juice
2)
Name containers that hold more than 1 L. can of oil; pitcher of water; large
container of milk
3)
Name containers that hold more than 1 mL. teaspoon of syrup; drop of medicine;
paste in a bottle
Lesson Plan in Mathematics 3
Lesson 82 Creating problems involving
addition of whole numbers including money with reasonable answers
II.
Objective
Create problems involving addition of whole numbers
including money with reasonable answers
Values
Integration: Cooperation, Unity, Sportsmanship
Prerequisite
Concept and Skills:
1. Basic addition facts.
2. Concept of addition and its cooperation
3. Steps in solving problems.
Activity 1
Directions:
Create a word problem about the information below.
1. 342 - Twinklers joined the
Investiture in Inosloban-Marawoy
Elementary School
356 - Star
Scouts joined the investiture in Inosloban-Marawoy
Elementary School
Total number of pupils who joined the
investiture
2. 2 452 rambutan from one tree
1 535
rambutan from another tree
Total number of rambutan he picked
Activity 2
Directions:
Make a word problem about the following.
1. 2 421 Mathematics textbooks for
grade 2
3 233 Mathematics workbooks for grade 3
Total number of Mathematics books delivered in Inosloban-Marawoy
Elementary School
3. 39 840 words typed by the secretary of Barangay
Captain in the morning
40 765
words typed by the secretary of Barangay Captain in the
afternoon
Total
number of words can the secretary type in one day
Analysis
How do we create word problems?
What are the things needed to formulate a problem?
Abstraction
Application
Easy:
Directions: Create simple problems using the given
data. Then solve the problems you have created.
1. Php 3,553-1st day
Php 5,382-2nd
day
Php 2,420-3rd
day
2. Central Visayas Region
·
Bohol - 4 117 square kilometres
·
Cebu - 5 088 square kilometres
·
Negros Oriental – 5 402 square kilometres
·
Siquijor – 344 square kilometres
3. Mr. Lopez – 26 482 votes
Mr. Cruz –
25 907 votes
4. TV set – Php 12,500
Typewritten
– Php 3,700
Radio – Php
1,300
5. Narra trees – 37 280
Mahogany –
12 415
Eucalyptus
trees – 11 528
Ipil-ipil
trees – 14 236
6. 1345 pieces of ampalaya
1256 okra
1037 eggplants
1156 snapbeans
Total number of vegetables they gathered
7. 165
200 candles ordered by Mrs. Magnaye of IMES
134 100 candles ordered by Mrs. Soquiat of IMES
Total number of candles will Aling Viring deliver
8. Mang
Iping harvested five sacks of onions.
Sacks contained the following number of onions:
964,
1375, 892
Total
number of onions harvested by Mang Iping
9. Php 3 645 for food
Php 2 500
for room rental
Php 875
for electric bill
Total
amount of expenses
10. Php 10 782 Jay-jay, the bus conductor,
collected on his first trip
Php 11
850 on his next trip
Total
amount of money he collected
11. 9 563
pupils in Inosloban – Marawoy Elementary School
8
378 pupils in Teodoro M. Kalaw Memorial
School
Total
number of pupils in the two schools
12. 36 750 pieces of handkerchiefs sold last year
24
200 pieces of handkerchiefs sold this
year
Total
sale of handkerchiefs for two years
13. Php 26 500 money deposited in a bank last month
Php 21
500 money deposited in a bank this month
Total
amount of money deposited in a bank
14. Php 12 000 cost of a sofa set
Php 18
000 cost of a dining table
Total cost of Raquel’s furniture
15. 2 323 people watched the concert on the first
night
1 740
people watched the concert on the second night
Total
number of people who watched the concert on two nights
Average:
Directions: Write what will be asked on the
following items below.
1. Earth’s diameter is 12 762 kilometers
Moon’s
diameter is 3 482 kilometers.
Total
diameter of the earth and moon
What will
be asked: _______________________________________
2. 25 400 harvested sacks of palay last year
39 300 harvested
sacks of palay this year
Total
number of sacks of palay he harvested
What will
be asked: _______________________________________
3. 12 342 people attended a peace rally from the south
5 694
people from north
Total
number of people who were in the rally
What will
be asked: _______________________________________
4. 6 500 sold sacks of rice in 2005
5 350 sold sacks
of rice in 2006
Total
number of sacks of rice sold
What will
be asked: _______________________________________
5. Two farmers in Laguna planted corn in their fields.
2 386 ears
of corn the first farmer harvested
3 129 ears
of corn the second farmer harvested
Total
number of ears of corn harvested altogether
What will
be asked: _______________________________________
6. 376 parents from grade two
143 parents
from grade three attended the assembly
Total
number of parents who were present.
What will
be asked: _______________________________________
7. 385 calories for breakfast
350
calories for lunch
Total
number of calories in a serving cereal.
What will
be asked: _______________________________________
8. Jake has Dalmatian dog.
42 spots on one side
54 spots on the other side
Total number of spots of the dog
What will be asked: _______________________________________
9. Noel made 25 paper flowers
Linda made
36 plastic flowers
Total
number of flowers made by Noel and Linda
What will
be asked: _______________________________________
10. 45
plants that began to have flowers
38 plants that did not have flowers
Total number of plants counted by Liza
What will be asked: _______________________________________
11. 2609 gathered eggs in January
3498
gathered eggs in February
Total number of eggs Jose and Nilo gathered
What
will be asked: _______________________________________
12. 1186
collected shells
598
collected more shells
Total number of shells collected by Susan
What will be asked:
_______________________________________
13. Php 9
300 – cost of TV set
Php 18 500 – cost of a refrigerator
Total amount spent by Mrs. Gonzales
What will be asked:
_______________________________________
14. 2425 siniguelas from one tree
1553 siniguelas from the other tree
Total number
of siniguelas picked by Tino
What will be asked:
_______________________________________
15. 2412
Mathematics textbooks
2333 Mathematics workbooks
Total number of Mathematics delivere to Inosloban – Marawoy Elementary
School
What will be asked:
_______________________________________
Difficult:
Directions: Create a word problem based on the
given data. Then, solve the problem using POLYA’s steps in problem solving.
1.
P 956 Nitoy saved in 3
months
P 548 Carol
saved
Total
amount saved by Nitoy and Carol
2.
3,192 calamansi harvested
by Mang Jerry
876 harvested
by Mang Noli.
Total
number of calamansi harvested 2 men
3.
4325 boys in a certain
district
5648 girls
in a certain district
Total
population of the district
4.
4485 boys who watched
the Lipa Art Exhibit
5318 girls who
watched the Lipa Art Exhibit on its opening day
Total
number of children who watched the exhibit
5. 2135 victim’s of volcanic eruption
1124 typhoon victims.
Total
number of people who need help
6. 1223 – pineapples
2214 –
pineapples
Total
number of harvested pineapples
7. Php 5450 – earned yesterday
Php 3520 –
earned today
Total
amount of money earned by Mang Sammy
8. 40 – gathered Ilang ilang flowers
38 –
gathered sampaguita flowers
Total
number of flowers gathered by Jason
9. 25 – bowls of milk drank last month
32 – bowls
of milk drank this month
Total
number of bowls of milk drink by Dilaw
10. 1352 –
male pupils
1467
– female pupils
Closure:
Let me end this material with this quotation“It is better to solve one problem
five ways than to solve
problem one way”
Solve the following problems.
1. Eric joined a tree – planting campaign in Barangay Inosloban. He and the
other volunteers planted 21 122seedlings last month and 32 887 seedlings this
month. How many seedlings did they plant altogether?
2. Noel and Eunice bought shoes. Noel’s pair of shoes cost Php 1,234 while
Eunice’s pair of shoes cost Php 1,438. How much did they pay in all?
Lesson Plan in Mathematics
3
Lesson
84 Collecting Data on One Variable
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Objective
1. Collect data on one variable using existing
records
2. Collect and organize data in a table
Value Focus
Fairness,
Honesty, Sportsmanship
Prerequisite Concepts and Skills
Factors of a given number
Materials
Card, chart
Instructional Procedures
A. Preliminary Activities
1. Drill
“Around the World Game” using division and
multiplication facts
Create
a set of question and answer cards that include a variety of multiplication and
division tasks. See sample cards below.
Distribute
cards to the pupils. The pupils with the start ‘card’ begins and he/she reads
aloud, “I have the start card”, and the first question.
Each
pupil then looks at his/her card to see if he/she has the matching answer.
Then, the pupil with the “matching answer” reads the answer and then poses
his/her question.
All
learners then look for the match and the game continues until they get to the
learners with the end card. Note: You may call 16 or 10 pupils only to shorten
the drill.
1.
You will need all cards to play the game.
2.
Pupils can work together if you do not have enough cards for every student. If
there are too many cards, then some students can have 2 cards each.
2.
Review
Give
the factors of the following:
a.
12
b.
18
c.
24
d.
36
e.
42
3.
Motivation
Let
pupils do a “Pinoy Henyo” game.
1.
Ask pairs of volunteers from the class to guess the magic words, one word at a
time.
2.
The words/pictures to be guessed are common sports known by elementary pupils.
e.g. basketball, baseball, volleyball,
swimming, soccer, badminton, tennis
3.
Prepare the 3 pictures/words to be guessed in a minute.
4.
The pair with the fastest time to give the correct answer wins the game.
- Which among the sports given would you like to play? Why?
- Why is it important to engage in sports?
- What does it give to our body?
- What do you feel when you lose a game?
- As a player, how can you show fairness and being a good sport in
playing any sport?
B. Developmental Activities
1. Presenting the Lesson
Present a word problem.
Mrs. Soriano administered a summative test in
mathematics in her Grade 3 class. The scores are shown below
Scores in Achievement Test in Mathematics
Look at the scores in the box
Can you easily tell how many pupils got a score of
15? 16? Why?
What do numbers inside the box represent? (Score/number/information)
Do you have an idea how to organize the given
information?
Guide the pupils in organizing the given information
in a table.
Ask: What is the information about? (Scores in the
Achievement test in Mathematics)
What is the highest score? the next score? the
lowest score? Let pupils write and arrange the scores from highest to lowest as
shown in the table below.
Let them look at the scores, tally the number of
pupils who get the following scores e.g. 20, 19, etc. in the table by marking
(I) in the tally column. Do this till the last score has been tallied.
Count the number of pupils who got 20;19;18; and so
on and write the total in the total column.
Scores in Achievement Test in Mathematics
Now, looking at the table can you easily see the
number of pupils who got 20?
We can get the data from the tally chart and present
it in a table
Ask: Which score has the most number of pupils who
got it?
How many pupils took the test?
Provide another example:
Complete the table then uses the information to
answer the questions:
Favorite Sports of Grade III Pupils
1. How many pupils like to play basketball? ________
2. How many more pupils like to play badminton than
soccer?
3. Which sports is liked most by the pupil?
4. How many pupils like swimming?
5. Which sport is the least liked by the pupil?
2.
Performing the Activity
A.
Divide the class into 4 groups.
Provide
activity sheet and Manila paper for each group.
Task:
Present in the table the favorite places in the Philippines or province of all
the members of the group.
Procedures:
1.
The leader asks the members of the group about their favorite places in the
Philippines/province.
2.
The secretary will record their answers.
3.
Organize the information in a table.
4.
Present and explain the output of the group.
3. Processing the Activities
How
did you find the activity?
What
type of data/records did you have in the activity?
What
kind of information did you organize?
How
did you organize the information?
Why
do we need to organize the information in a table?
4.
Reinforcing the Concept
Divide
the class into 6 groups. Provide an activity for each group.
Groups
1, 2 and 3 will do the same activity as well as Groups 4, 5 and 6. They will
conduct a survey and make a tally table. Groups 1, 2 and 3
Task:
Conduct a survey among group members on what they would like to buy for snacks
from the list given. Record their answers in the table. Then answer the
questions that follow.
Menu
|
Tally
|
Total
|
Banana cue
|
||
Turon
|
||
French fries
|
||
Sandwich
|
||
Hotcake
|
1.
How many pupils bought banana cue? turon?
2.
Which snack has the most orders?
3.
Which snacks has the least orders?
Groups
4, 5 and 6
Task:
Conduct a survey among group members about their favourite books to read from
the list given. Record their answers in the table. Then answer the questions
that follow.
Kinds of Books
|
Tally
|
Total
|
History
|
||
Science Books
|
||
Sports
|
||
Fantasy
|
Answer
the following questions:
1.
How many pupils enjoy reading history and geography?
2.
Do the pupils prefer sports or fantasy book?
3.
Which type of book is the most popular?
Post
the outputs of each group and discuss their tables and answers.
4.
Summarizing the Lesson
Ask: How do we organize the information
given?
We organize the information or data using
table.
Why is there a need to organize the
information in a table?
So that it will be easier to see, analyze
and interpret.
5.
Applying to New and Other Situations
Let them do Activity 1 and 2
C.
Evaluation
Let the pupils do Activity 3 in the LM.
Lesson
Plan in Mathematics 3
Lesson 85 Organizing and Presenting Data in Tables and
Bar Graphs
Date:
|
||
Time:
|
||
Time:
|
Objective
1.
Organize
data in tabular form and present this into a vertical and horizontal and
vertical graph.
2.
Construct a
bar graph
Value Focus
Fairness and sportsmanship
Prerequisite Concepts and Skills
Organizing data using tabular form,
addition, subtraction and skip counting
Materials
Chart, flash cards
Instructional Procedures
A.
Preliminary
Activities
1.
Drill
Flash cards, one at a
time. Let the pupils give the answer orally.
1.
What
is 134 increased by 35?
2.
What
is 98 more than 122?
3.
Deduct
93 from 380.
4.
One
number is 10 more than the other. The sum is 45. What are the numbers?
5.
What
is 435 decreased by 85?
2.
Review
Look at the given table and answer the questions.
A monkey in the forest loves to eat bananas.
How many bananas did the monkey eat each week?
How many bananas were eaten by the monkey in 5 weeks?
Which week did the monkey eat the least numbers of bananas?
Which week did the monkey eat the most numbers of bananas?
3.
Motivation
Ask the pupil
to get a piece of paper from the box. The pupil will act out a specific
movement of the sports written in that piece of paper.
Then another
pupil will be called to identify the sports being demonstrated.
(Soccer,
basketball, volleyball, gymnastics, table tennis)
Ask: If you
will be asked to participate in the school sports festival, which among the
list of sports would you like to play? Why?
As a member of
any team, what should you do to win? Can you give the characteristics of a good
player?
B.
Developmental
Activities
1.
Presenting
the Lesson
Story Telling
Mrs. Gonzales conducted an
interview among her grade 3 pupils about their favorite sports. She asked her
pupils to write their favorite sports.
Ask: Do you have any idea about
the sports listed by her pupils? Let us find out.
Present the table of data.
Ask:
Which sport is most preferred by
the pupils to play?
Which sport is least preferred by
the pupils?
How many pupils were interviewed?
How is the data presented?
(The data was organized in a
table making it easier to read and interpret.)
Say: There is another way of
presenting the data given. We can present the data using a bar graph.
Ask: Do you know how to make a
bar graph? Elicit pupils’ answer.
Guide the pupils to present the
data /information in a bar graph by following the steps.
1. Make the horizontal and
vertical lines/axis. Show how to draw each line.
2. Write the appropriate labels
in the horizontal and vertical axis. Show where to write the labels and how to
write them.
3. Make the appropriate scale in
the vertical axis. Write the different categories in the horizontal axis. Show
how to make the intervals, when to use by 1s, by 2s, by 5s and by 10s.
4. Draw the bar for each category
based on the given data. Show where to start and where it should end.
5. Write a good title for the bar
graph. Ask: What is a good title for the bar graph? Let them write the title in
its proper place.
The pupils should be able to
construct a bar graph similar to the one below.
Let them study the bar graph they
have constructed.
Ask:
- What is the graph about?
(favorite sports of Grade 3 pupils)
- How many categories are in this
graph?
- What are the categories? How
are they labelled?
- What are written on the left
side of the graph? (numerical values or descriptions of things being compared)
- What is the range of values on
the vertical scale? (0-20)
- What intervals are used?
- What can you say about the
number scale used? Is it exact or just an estimate?
Explain your answer
- What do you call this kind of
bar graph? (vertical bar graph)
- In vertical graph, what facts
are listed in vertical axis? Horizontal axis?
- What kind of information does
the bar graph provide us?
(The bar graph provides a visual
display for comparing quantities)
- What does this graph show? (The
bar graph shows that 15 pupils like basketball, 10 badminton, 6 volley ball, 5
baseball and 4 table tennis)
2.
Performing the Activity
Discuss and brainstorm the favorite fruits of pupils.
a. List the fruits on the board as pupils suggest them. For
example:
• banana
• santol
• guava
• mango
• guyabano
b. After listing many favorite fruits, choose five of the most
popular.
c. Tell students to vote on these to determine the class
favorites. If there are 30 or more pupils in the class, they should vote only once
otherwise they could vote twice. Make a tally for each fruit and total them.
3.
Processing the Activities
What are the things that should be included in constructing a
bar
graph?
What kinds of bar graph did we construct?
What is the difference between the two graphs?
Why is it important to label the graph properly?
What information does a bar graph provide us?
4.
Reinforcing the Concept
Ask the pupils to work with partners. Let them do Activity 1 in
the LM.
Let them construct a horizontal and vertical bar graph and
create
three questions using the given data.
Questions:
1. What is the least number of books borrowed?
2. How many cartoon books were read that day?
3. What is the total number of books borrowed on Tuesday?
Have the partners compare their graph to that of another pair.
Let them exchange their questions and let them answer the questions created by
the other pair.
Circulate to observe and help pupils form questions as
necessary.
Afterwards, call a pair to share their output and ask the class
a
question about their work. The pair/pupil who answered
correctly, reads one of his/her group’s questions and calls on another pair.
Continue this questioning and answering procedure for 4-5 times.
4.
Summarizing the Lesson
Ask: How can we organize the available
data/information?
We can organize data using tables and bar
graphs.
What are the different bar graphs that we
organized?
Horizontal and vertical bar graphs
What is the difference between the two graphs?
What are the things that should be observed
in making a bar graph?
Draw the horizontal and vertical axis.
Write the appropriate labels in the
horizontal and vertical axis.
Make the appropriate scale/interval in the
vertical axis.
Write the different categories.
Draw the bar for each category based on the
given data.
Write a good title for the bar graph.
5.
Applying to New and Other Situations
Do Activity 2 in the LM. Let them construct
a horizontal or vertical bar graph using the data. Remind them of the steps in
constructing a bar graph. Answers vary)
C. Evaluation
Do Activity 3
in the LM individually.
D. Home Activity
Do Activity 4
in the LM.
credit to the owner
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