# Lesson 1 – KWL

Topic:   Multiplication                                               Time:   45 minutes

Materials:

Power point, K (what we know) W (what we want to learn) L (what we have learned) KWL charts, multiplication chart

Instructional Objectives:

By the end of the class, students will be able to:

3. discuss what they have learned
4. identify important facts about multiplication

Introduction:

The lesson is about the meaning of multiplication. The teacher is going to facilitate with the use of the new strategy which is called KWL strategy. The teacher is going to test the knowledge of the students about the general facts about multiplication by helping or assisting and organizing the thoughts of the students through asking questions. Students were given assignment to read about multiplication a day before the lesson.

Presentation:

Assignments:

3. Prepare for a short quiz next meeting

# Lesson Material

Multiplication

UXL Encyclopedia of Science

COPYRIGHT 2002 The Gale Group, Inc.

Multiplication

Multiplication is often described as repeated addition. For example, the product 3 x 4 is equal to the sum of three 4s: 4+4+4.

Terminology

In talking about multiplication, several terms are used. In the expression 3 x 4, the entire expression, whether it is written as 3 x 4 or as 12, is called the product. In other words, the answer to a multiplication problem is the product. In the original expression, the numbers 3 and 4 are each called multipliers, factors, or terms. At one time, the words multiplication and multiplier were used to indicate which number got multiplied and which number did the multiplying. That terminology has now fallen into disuse. Now the term multiplier applies to either number.

Multiplication is symbolized in three ways: with an x, as in 3 x 4: with a centered dot, as in 3.4; and by writing the numbers next to each other, as in 3(4), (3)(4), 5x, or (x+y)(x-y).

Words to Know

Factor              : A number used as a multiplier in a product.

Multiplier        : One of two or more numbers combined by multiplication to form a       product

Product           : The result of multiplying two or more numbers.

Applications

Multiplication is used in almost every aspect of our daily lives. Suppose you want to buy three cartoons of eggs, each containing a dozen eggs, at 79 cents per cartoon. You can find the total number of eggs purchased (3cartoons times 12 eggs per cartoon = 36 eggs) and the cost of the purchase (3 cartoons at 79 cents per cartoon = \$2.37). Specialized professions use multiplication in an endless variety of ways. For example, calculating the speed with which the Space Shuttle will lift off its launch pad involves untold numbers of multiplication calculations.

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# Taba Inductive

Subject       : Mathematics

Topic             : Prime Numbers

Time    : 45 minutes

Class size         : 24 students

Materials:

Data set that is made up of colorful flash cards with prime and composite numbers.

Instructional Objectives:

By the end of the class, students will be able to:

1. Define prime numbers
2. Classify prime numbers
3. Label prime numbers

Procedure

1. Introduction

In reducing fractions, there is a basic knowledge you need to learn before you can    identify whether fractions are in the lowest terms or not. To know this, you need to learn how to differentiate between prime and composite numbers.

1. Taba Inductive Method

 Teacher Activity Student Activity Phase 1 (Concept Formation) “Let me divide you into 6 groups. Each group will be given a data set. Then I want you to group the data set into two groups. After that I want you to classify the data set and name each of the group you made. It’s okay to group another group that you think is not related to each and you can name them as nameless group.” Then I want you to think of one attribute of each group beside for being a number.” Phase 2 (Interpretation) “Now, I want you to write and discuss the similarities and differences of each group you have made.  The groups that you are supposed to have are the prime and composite numbers. A prime number is a whole number greater than 1, whose only two whole-number factors are 1 and itself. The first few prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23, and 29. As we proceed in the set of natural numbers N = {1, 2, 3, …}, the primes become less and less frequent in general. Composite Number is a whole number that can be divided evenly by numbers other than 1 or itself. Example: 9 can be divided evenly by 3 (as well as 1 and 9), so 9 is a composite number. But 7 cannot be divided evenly (except by 1 and 7), so is NOT a composite number (it is a prime number).” Phase 3 (Application) “Now, here are some other sets of numbers and I want you to label them prime or composite.” students classify date set into 2 groups   name each group they made         discuss one attribute of each group             write the similarities and differences of each group they make   discuss among their group about the similarities and differences     label the given numbers either prime or composite number

Conclusion

Numbers are infinite. You can extend as far as you want; as big as you can. However, in this topic, we can classify them into two groups– prime and composite. No matter how big the numbers are, they can always be classified as prime and composite. Identifying them will help you to reduce fractions effectively and quickly.

# Concept Attainment

Subject      : Mathematics

Topic         : Money Problem Equation

Time    : 45 minutes

Class size        : 24 students

Materials:

Mathematical symbol pictures , some pictures that are not related to math for the “no” column ,scotch tape, board marker, icons of happy face and sad fact. Textbook

Instructional Objectives:

By the end of the class, students will be able to:1. Identify the main concept of money equation3. Learn important facts about money equationIntroduction:The lesson is about Money Equation. The teacher is going to use new strategy called Concept Attainment. The teacher is going to test the knowledge of the students about the general facts of money equation by helping and organizing their thoughts using some pictures that help them to guess the concept of the lesson.

Pre-Analysis of Concept

Enumerate the symbols needed for money equation

Name of the concept         :           Money Problem Equation

Main essential attribute of Money Equation concept. Like \$1.00 is equal to 3 dimes, + 3 quarters + 5 pennies. (+, -, =, \$, x, . sings)

Non-essential attributes like: star, crocodile, division symbol, and triangle shape

Basic Rule: An Equation says that two things are equal. Equation has “equal” (=) sign. And two sides on either side of “equal” (=) sign are equal. Example:  3 dimes – 2 nickels + 12 pennies   = \$.32           .30   –   .10         + .12           = \$.32

Examples to be utilized

(3 x .10) – (2 x .05) + (12 x .01)     = \$.32

Basic mathematical symbols are needed in solving money equation. “Yes” examples Pictures of mathematical symbols such us plus sign, dollar sign, decimal point, equal sign and parentheses “No” examples. Various pictures that are not related to the topic such as star, triangle, crocodile and division sign.

Presentation: