Instructional Material On

Number Theory and Elementary Algebra

Tiffany Rae R. Pastores II-5 BEED Prof. Myla Zenaida Cabarillas Number Theory and Elementary Algebra CEC- M1

Table Of Contents
I. Preface Description of the material II. The Lesson Proper 1. Whole Numbers Number System Numeration System Operations on Whole Numbers Problem Solving 2. Number Theory Odd and Even Numbers Prime and Composite Numbers Factors Multiples Divisors 3. Fractions Definition of terms and basic concepts Operations Problem Solving 4. Decimals Definition of terms and basic concepts Operations Problem Solving 5. Percents Definition of terms and basic concepts Operations Problem Solving 6. Ratio and Proportion Definition of terms and basic concepts Operations Problem Solving 7. Integers and Basic Algebra Operations Exponents Problem Solving III. Reaction Paper IV. Lesson Plan V. Softcopy of the material

Lesson 1: The Whole Numbers

Elementary Math includes number theory, which is the study of whole numbers and how they are related to other sets of numbers. Whole numbers are the first numbers that students learn in school. As a students grade level increases, concepts about these numbers are becoming more complex and thus, new information and lessons about Mathematics are introduced. In Mathematics, the term whole numbers are often found and used. Good background knowledge about it may help students understand the next series of Mathematics basic terms and concepts and operations in secondary and tertiary level. However, there are some students who proceed to secondary level and or even in tertiary level that cannot recognize what whole numbers are and how it differs with other set of numbers. Whole numbers have several characteristics. First, whole numbers are composed of all the natural numbers (1, 2, 3, 4) and the zero. Second, they are considered to be positive numbers or also known as positive integers. A whole number cant be a fraction of a number, a percentage, nor have a decimal. But if these whole numbers became a fraction, a percentage or a decimal, they are now called Rational numbers. Rational numbers and integers are other set of numbers. In this lesson: Session 1-1, students will be provided information about Number system or simply how a set of number is related with other sets of numbers and how it differs with Numeration system. This includes the very essential part in Mathematics that will be used throughout the life of man being a student which is numbers. Session 1-2 explains where numbers came from and how it exists. It includes different number system like Hindu-Arabic numeration, Roman Numerals, Egyptian numeration system and so on and so forth. In this chapter, youll get to know the history of numbers. Series of operations in whole numbers are being discussed in Session 1-3. The different properties of operations in whole numbers are also contained in this session. A good foundation in these properties will help students to solve complex number in their near coming secondary level. Life problems are basically what series of operations are made for. It is because operations can be applied to some of our problems in our real life. Session 1-4 is about problem solving that will teach the students how can operations in whole numbers may be use in solving problems. At the end of each session, there would be practice exercises such as Fixing skills and Evaluation to assess students learning.

Session 1-1 NUMBER SYSTEM

I. DESCRIPTION Our number system is composed of sets of numbers. The smallest set is made up of natural or counting numbers followed by whole numbers next are integers, and then the rational numbers. These sets of numbers are used to express quantities as the basis for counting, determining order, comparing amounts, performing calculations, and representing value. In this session, the students will be taught of these different sets of numbers and how to identify them. II. OBJECTIVES At the end of this session, the students will be able to: 1. Recognize the different sets in number system. 2. Distinguish whole numbers from other sets of numbers. 3. Identify the elements in every set in the number system. III. CONCEPTS 1. 2. 3. 4. 5. 6. Natural numbers are numbers use for counting (1, 2, 3 ...) Counting numbers are natural numbers. Whole numbers are composed of zero and all natural numbers (0, 1, 2, 3 ) Integers are made up of positive and negative numbers and zero (-5, -2, 0, 1, 7 ). All whole numbers and integers belong to a bigger set known as Rational Numbers. Rational numbers can also be expressed as a ratio of two whole number (1/2, , 3/9, 4 1/6 , )

IV. LESSON PROPER A. The presentation of Natural numbers/ Counting numbers

1. Post picture illustrating more than one object.

Teacher
~ How many people can you see in the picture? 5 ~ How did you count it? ~ If you use 1, 2, 3, 4, 5 in counting, what do you call these numbers? ~ Is it the natural way of counting? ~ If it is the natural way of counting, it is, therefore, what kind of numbers? 1, 2, 3, 4, 5

Student

Its called Counting numbers maam. Yes Natural numbers.

~ How if we add zero to the counting numbers? No maam. It is because a new set of Will it still be called counting numbers? Why? numbers is formed. This is what we

know as whole numbers. ~ Can you still remember what the negative numbers are? If yes, give me 5 examples. ~ Give me examples of positive numbers. ~ Can we call the negative numbers as part of the whole numbers? Why? -5, -13, -27, -43, and -1 1, 2, 3, 4, 5 .. Not again maam. It is because if we add negative numbers to our whole numbers, these numbers became integers which form the new set of numbers. Another set of numbers is formed. If fractions, decimals and percents are added to the set of integers, the set will be bigger, so, it is now called rational numbers.

~ How about if I add fractions, decimals, percents inside the set of the integers?

B. Fixing Skills Tell whether the following sets of numbers belong to: Counting, Whole, Integers or Rational numbers. 1. 2. 3. 4. 5. {0, 1/2 ,2 , 2 , 3, 3 } - _______________ {0, 6, 7, 10, 11 } - _______________ {11, 12, 13, 14 } - _______________ {-20,-18, 0, 18, 20} - ________________ {0, 0.25, 0.50, 0.75, 1 } - ______________ (Rational numbers) (Whole numbers) (Counting numbers) (Integers) (Rational numbers)

C. Evaluation Directions: Give examples for the following sets of numbers. 1. Counting Numbers- __________________ 2. Natural Numbers- __________________ 3. Whole Numbers- _________________ 4. Integers- ____________________ 5. Rational Numbers- ___________________ (1, 2, 3 .) (1, 2, 3 .) (0, 1, 2, 3 .) (-2, -1, 0, 1, 2 ) (-1, -1/2, 0, 1, 0.5 )

Session 1-2 NUMERATION SYSTEM

I. DESCRIPTION Thousands and thousands of years ago, our great, great ancestors invented systems or ways in communicating number ideas. Each number system or numeration is made up of symbols and the rules for combining these symbols. There are different number systems that are known. In this session, five of the numeration system will be discussed namely: Tally system, Babylonian system, Egyptian system, Chinese system, Roman Numerals, and Hindu-Arabic numeration system. The difference of numbers and numerals will be introduced and as well as the place value. II. OBJECTIVES At the end of this session, the students will be able to: 4. Recognize the different numeration system. 5. Note the sequence of the numeration system, giving students the idea of the history of numbers. 6. Distinguished numbers from numerals. 7. Recognize the value of the number or digit based on its place value. III. CONCEPTS 7. Tally system is an ancient system of using sticks for basic counting. 8. Babylonian system uses cuneiform to represent their characters which are printed in their clay tablet. 9. Egyptian system uses hieroglyphic writing representing a value except zero. 10. Chinese numeration system uses special characters to represent numbers 1-9 but unlike other systems, they have characters to represent 100, 1000, and 10000. 11. Roman numerals are written as combinations of the seven letters particularly the I, V, X, L, C, D, and M with corresponding value 1, 5, 10, 50, 100, 500, and 1000. These letters can be written as capital (XVI) or lower-case letters (xvi). 12. Hindu-Arabic numeration originated with Hindus in India and then developed by the Arabs who introduced it to the Western Europe and then so undergone a huge evolution in writing numbers thus, becoming 1, 2, 3, 4, 5, 6, 7, 8, 9 and 0 that became the most widely used numeration system. 13. Numerals are the symbols that are used to represent a number. 14. Numbers are just ideas needed to be expressed by the use of numerals. IV. LESSON PROPER D. The presentation of numeration systems

Teacher
~ If someone is always standing in class, what does the secretary do? ~ What do you call the process of using sticks in listing the times the student stands? ~ The way that your secretary does when

Student
The secretary lists the names of the students who always stands and put sticks after his/her name based on how often that student stands. Tallying Tally System

listing names of students who always stands is the first used numeration system. Therefore, the first numeration system is called? ~ Another process used by the second and third numeration system is called decoding. Why do you think so? ~ The second numeration system uses the cuneiform while the third uses the hieroglyphics. To whom do these two numerations belong to? ~ Japanese and Koreans use different characters in their alphabet. Aside from these nationalities, who is the other Asian nationality that uses their different characters to indicate the fourth numeration system? It is because they use symbols to represent a letter or a number. The second numeration system belongs to the Babylonians and the third numeration system belongs to the Egyptians. The Asian nationality that uses their different characters to indicate the fourth system is the Chinese.

~ What do you call the 7 letters namely I, V, X, The fifth numeration system is called the Roman L, C, D, M that represents the value of 1, 5, 10, Numerals. 50, 100, 500, and 1000 respectively? This is also the fifth numeration system. ~ The last system is the one that we used today to represent numbers. What do you call the sixth numeration system that adopts the symbols from Hindus and later on developed by the Arabs? This sixth numeration is furthered influenced the Western Europe. ~ All these numeration systems use numerals. What do you think are these numerals? ~ If numerals are the symbols used to show the numbers, what are the numbers? ~ What are the ten digits or the standard symbols to represent numbers? ~ Just as we put the letters together in the English alphabet to communicate our thoughts, we combine these numerals to communicate numbers. Thus, these digits are the alphabets of numbers. ~ If I have 654, 456, 465, 546, 645 and 564, what can you say about this? They have common numerals but if these digits are combined in different ways, it will have another different meaning. It is because these digits have different value. Knowing their values depend on where they are placed. In short, numbers that have similar numerals but differs in their place value will change its value as a whole. The last system is the Hindu- Arabic numeration system.

The numerals are the symbols being used to represent numbers. Numbers are just the idea that is perceived by a mans mind. 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9

~ How can you say that these numbers show different meaning when combine in many different ways?

~ In place value, single digits are always in ones place. If there are two or more digits placed at the left of the ones digit, the value of

these numbers are 10 times greater than the number next right to it. So if I have 123 456 789 as my numbers, their place values are: 9 ones, 8 tens, 7 hundreds, 6 thousands, 5 ten thousands. 4 hundred thousands, 3 million, 2 ten million, 1 hundred million. ~ Based from the example, is there any difference between value and place value? Value depends on its place value position in a number while the place value is the determiner of the value of the number.

E. Fixing Skills Convert the following Roman numeral to the Hindu-Arabic numeration system. 1. 2. 3. 4. 5. DCCXLII = ________ MCCLXX = _________ DCCCXCIV = _________ LVIII = _________ MCMLXXX = _________ (742) (1,270) (894) (58) (1,980)

Write the correct Roman numeral for each. 1. 528 = ______ (DXVIII) 2. 1,590 = ________ (MDXC) 3. 396 = _______ (CCCXCVI) 4. 48 = ________ (XVLIII) 5. 3940 = _________ (MMMCMXL) F. Evaluation Directions: Name the place value of the given digit in 6, 345, 021, 897. 1. 2. 3. 4. 5. 5 - ______________ 0 - ______________ 9 - ______________ 7 - ______________ 3 - ______________ (Millions) (Hundred Thousands) (Tens) (Ones) (Hundred Millions)

Give the value of the underlined digit in each numeral. 1. 345, 769, 017 = ____________ (300, 000, 000) 2. 210, 349 = ______________ (9) 3. 23, 570, 021 = _______________ (20, 000, 000) 4. 607, 431 = ________________ (400) 5. 9, 784, 506 = ________________ (700, 000) Name the period of the underlined group in each numeral. 1. 345, 769, 017 = ____________ (Millions) 2. 210, 349 = ______________ (Units) 3. 235, 691, 570, 021 = _____________ (Billions) 4. 607, 431 = ________________ (Thousands) 5. 9, 784, 506 = ________________ (Units)

Session 1-3 OPERATIONS ON WHOLE NUMBERS

I. DESCRIPTION In our daily lives, we asked ourselves how many minutes do we still have to come to school on time, how many kilos of rice should I buy every week, how much more do I have to pay for my tuition and so on and so forth. In order to answer this, we do operations to solve the problem. These operations are addition, subtraction, multiplication and division. These can be also applied in our everyday lives in ways we cant notice. II. OBJECTIVES At the end of this session, the students will be able to: 8. Recognize the whole process of the four operations on whole numbers. 9. Demonstrate how these operations are used.. 10. Distinguished where it can be used. III. CONCEPTS 15. Addition is a mathematical operation that represents combining collections of objects together. 16. Subtraction is an operation that takes away a part from a whole. 17. A mathematical operation that indicates how many times a number is added to itself. 18. Division is the act of splitting a number into equal parts. IV. LESSON PROPER G. The presentation of four fundamental operations in whole numbers 1. Post picture illustrating more than one object.

Teacher
~ If you have 6 candies and I have 5 candies, how can we know the total of candies given to us? ~ The process of combining is called Addition. This operation uses the symbol + to separate two different numbers being combine to at the end of the operation. So if I have 10 papers, and you got 2 papers, what is the numeration system? ~ How if we have only 11 papers and we got 4 papers, how many is left? What should we do? ~ If Addition is the process of combining, then what do you call the operation if you take a part from it? And what symbol should be used? ~ If you and I have 3 pages of paper and your friend got the same number of pages, how will we know the total number of player if the numbers are all the same? What operation can

Student
We should combine 6 and 5 to get the total. 10 + 2 = 12. We have a total of 12 papers. Yes Natural numbers. We have to deduct 4 to 11 to know how many still is left. The next operation is called Subtraction. And it is represented by the sign -. Multiplication. This operation tends to show on how many ways a number to hold o to her bleeding It has x on it?

be applied? ~ How if when have 12 pages of paper and we are asked to get 3 pages from the department of Phil. Norm. Univ. to get equal number of pages. So what they did is a process called Rational Integers We will use the operation called Division. Division are another form of computing your good. And we used either / or dun sa bahay yung bata, eto na ol siya.. .

H. Fixing Skills Tell whether the following sets of numbers belong to: 1. {0, 1/2 ,2 , 2 , 3, 3 } - _______________ 2. {0, 6, 7, 10, 11 } - _______________ 3. {11, 12, 13, 14 } - _______________ 4. {-20,-18, 0, 18, 20} - ________________ 5. {0, 0.25, 0.50, 0.75, 1 } - ______________ I. Evaluation Directions: Give examples for the following sets of numbers. 1. Counting Numbers- __________________ 2. Natural Numbers- __________________ 3. Whole Numbers- _________________ 4. Integers- ____________________ 5. Rational Numbers- ___________________ (1, 2, 3 .) (1, 2, 3 .) (0, 1, 2, 3 .) (-2, -1, 0, 1, 2 ) (-1, -1/2, 0, 1, 0.5 ) (Rational numbers) (Whole numbers) (Counting numbers) (Integers) (Rational numbers)

Session 2-1 ODD AND EVEN NUMBERS I. DESCRIPTION Odd and Even numbers are about the number that depends on the way they are parted they are divided. Some people just familiarize their selves not knowing that ones you thought of that, II. OBJECTIVES: At the end of this session, the students will be able to: 1. Identify odd and even numbers. Describe and compare the odd numbers from even Explain what rules can be observed in odd and even numbers. 2. Distinguish what numbers are prime and composite. 3. Familiarize the difference between odd and even numbers and prime and composite. III. LESSON PROPER A. Presentation otf motivation first hepe!! 1. Oddengo!! * The students will be given a playing card. * Each playing card can be in the color of light green and light pink. Light green represents all odd numbers from 1-100. Light pink represents all even numbers from 1-100. * One playing card is consisting of 3 numbers depending on its color. * The teacher/facilitator will pick rolled pieces of paper, which has written numbers, inside a close container. * The first student to complete the list of numbers in his/her playing card will shout Oddengo! and will get the chance to win a prize.

Teacher
What can you say about the single numbers in the light green colored cards? In what way do you see them have in similar with the two digit numbers? What do you call the numbers 1, 3, 5, 7, and 9? If the numbers end in 1, 3, 5, 7, and 9? Therefore, all the numbers in the light green colored card are called what? What can you say about the single numbers in the light green colored cards? In what way do you see them have in similar with the two digit numbers? What do you call the numbers 1, 3, 5, 7, and 9? If the numbers end in 1, 3, 5, 7, and 9?

Student
The numbers are 1, 3, 5, 7, and 9. Two digit numbers in the light green colored cards have the 1, 3, 5, 7, and 9 as their last number. Odd numbers. They are also odd numbers. Odd numbers.

Numbers are 2, 4, 6, 8, and 10. Two digit numbers in the light green colored cards have the 2, 4, 6, 8, 10 Even numbers. They are also even numbers.

Therefore, all the numbers in the light pink colored cards are called what? If we add two even numbers, what would be the result? Ex. 2 + 2 = 4 8 + 4 = 12 If we add two odd numbers, what would be the result? Ex. 9 + 7 = 16 3+5=8 If we add one odd and one even, what would be the result? Ex. 3 + 6 = 9 7 + 5 = 11

Even numbers.

Two even numbers when added will result to even numbers.

Two odd numbers when added will result to even numbers.

One odd plus one even will result to an odd number.

If we subtract two even numbers, what would Two even numbers when subtracted will be the result? have a difference of an even number. Ex. 8 4 = 4 14 2 = 12 If two odds are subtracted, what will their difference be? Ex. 19 7 = 12 17 13 = 4 If one odd and one even are subtracted, what will their difference? Ex. 17 - 8 = 137 11 2 = 9 If we multiply two even numbers, what is the product? Ex. 4 * 4 = 8 8 * 6 = 42 If we multiply two odd numbers, what is the product? Ex. 3 + 7 = 10 21 15 = 6 If an odd and an even number is multiplied, what is the result? Ex. 15 * 4 = 11 13 6 = 7 If one odd and one even are multiplied, the product of these numbers is odd numbers. If two even are multiplied, the product will be an even number. Multiplying an even number to another even number will result to an even number. One odd and one even numbers will result to odd numbers. Two odd numbers when subtracted will have a difference of an even numbers.

A. Fixing Skills Answer the following operations and tell whether the result is odd or even numbers. 1. 2. 3. 4. 5. II. 28 + 46 = _____________________________ 10 * 4 = ____________________________ 11 3 = ___________________________ 21 + 6 = ____________________________ 32 9 = ____________________________ Evaluation

Write O if the numbers are odd and E if the numbers are even. 1. 10 = 2. 28 = 3. 21 = 4. 45 = 5. 18 = 6. 36 = 7. 87 = 8. 74 = 9. 80 = 10. 99 =

Session 2-2 PRIME AND COMPOSITE I. DESCRIPTION Odd and Even numbers are about the number that depends on the way they are parted they are divided. Some people just familiarize their selves not knowing that ones you thought of that, II. OBJECTIVES: At the end of this session, the students will be able to: 1. Identify odd and even numbers. 2. Describe and compare the odd numbers from even Explain what rules can be observed in odd and even numbers. 3. Distinguish what numbers are prime and composite. 4. Familiarize the difference between odd and even numbers and prime and composite

III.

Learning Experience A. Preparatory Activity 2. Motivation * The teacher went to a grocery and she told the students what she bought. * Ask the students in how many ways can she divide the items in equally * Let the students classify the items by identifying if these items can be divided into equally parts or not

B. Lesson Proper

Teacher
What are the numbers that can be divided equally? What are the numbers that cannot be divided into equally? Can we get the factors of each number? Let the students identify the factors of 1, 2, 5, 8. 11, 15, and 27 What can you observe in each of the numbers?

Student
The numbers are 8, 15, and 27. The numbers are 1, 2, 5, and 11. Yes.

8, 15, and 27 has four or more factors. 1, 2, 5, and 11 has two factors, 1 and itself.

Numbers who have factors of one and itself are called Prime Numbers. So, if 1, 2, 5, and 11 has four or more factors, what do we call these? Can someone identify the meaning of the composite numbers. Composite numbers. Composite numbers are numbers that has four or more factors.

C. Fixing Skills Give the factors of the following numbers and write prime if the number is a prime number and write composite if it is composite numbers. 1. 2. 3. 4. 5. 27 = 37 = 53 = 60 = 49 = _________ _________ _________ _________ _________

Session 2-2 Prime Factorization I. Description This session focuses in finding the greatest common factor and least common multiple of a number. "Factors" are the numbers you multiply together to get another number. "Prime Factorization" is finding which prime numbers multiply together to make the original number. To test the factors of a number, we apply the rules on divisibility. II. Objectives At the end of the session, the students will be able to:
1. Express a number as a product of prime numbers in exponential form.

2. Use the prime factorization method and decomposition method to express a number as product of prime numbers. III.Concepts 1. A prime number is a number that is divisible only by 1 and the number itself. 2. A composite number has more than two factors. It can be written as a product of prime numbers. 3. To find the prime factors of a composite number, we use prime factorization. 4. Prime factorization is the process of expressing a composite number as a product of its prime factors. 5. The factor tree method and the decomposition method can be used to factor a composite number. 6. Repeated prime factors can be expressed in exponential form. IV. Lesson Proper. A. Short review about the lesson yesterday. B. Introduction of the new lesson. Teachers Activity What are the prime factors of 12 ? It is best to start working from the smallest prime number, 12 2 = 6 which is 2, so let's check: Yes, it divided evenly by 2. We have taken the first step! But 6 is not a prime number, so 6 2 = 3 we need to go further. Let's try 2 again: Yes, that worked also. And 12 = 2 2 3 3 is a prime number, so we have the answer: As you can see, every factor is a prime number, so the answer Students Activity

must be right. Note: 12 = 2 2 3 can also be written using exponents as 12 = 22 3

What do you call the process of getting the prime factors of a number? Prime Factorization *Prime Factorization is the process of expressing a composite number as a product of its prime factors. *The factor tree method and the decomposition method can be used to factor a composite number. For example, what would be the prime factors of 120? Let us use the decomposition method Therefore, 120 = 2x2x2x3x5 120 1202= 60 602= 30 302=15 153=5

60. 2

6.10 2

2.3. 2.5.2 When we use line segments to show the factors of the given number, what do Tree Method you think the method we are doing? To find the number of factors for a given number, we express the number in terms of factors in pairs. . Example: Factors of 96 = (1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96) Number of factors = 12 Find the factors of 120 using the factors in pairs. (1,2,3,4,5,6,8,10,12,20,24,30,40,46,60,120)

C. Fixing Skills

Directions: Find the prime factorization of each. Use any of the two methods. 1) 68 2) 150 3) 180 4) 224 D. Evaluation. Direction: Encircle the best answer.
1. Which of the following does not have 6 for the number of factors? a. 2.33

b. 22.3

c. 5.32

d. 2.32

2. Which of the following does not have 12 for the numbers of factors? a. 23.52

b. 22.53

c. 2.55

d. All of the above

3. The prime factorization of 2,500 is

a. 25.34

b. 25.33

c. 24.35

d. 22.54

4. The prime factorization of 150 is

a. 6.52

b. 2.52

c. 3.52

d. None

5. The factors of the prime number p a. 1

b. p

c. 1 and p

d. p,2p

Key to correction: Fixing Skills 1. B 2. A 3. D 4. C 5. D Evaluation 1. C 2. D 3. D 4. A 5. C

Session 2-3 Getting the Greatest Common Factor (GCF) I. Description The Greatest Common Factor is the highest number that divides exactly into two or more numbers. If you find all the factors of two or more numbers, and you find some factors are the same ("common"), then the largest of those common factors is the Greatest Common Factor. Abbreviated "GCF" and also called "Highest Common Factor". II. Objectives At the end of the session, the students will be able to: 1. Find the GCF of given sets of numbers. 2. Use GCF to solve problem situations. III.Concepts 1. The Greatest Common Factor is the product of the common prime factors. 2. Find the prime factors of the given numbers. 3. Find the prime factors that are common to the set of numbers. 4. Multiply the common prime factors. 5. A set of numbers with one as the only common factor are relatively prime numbers.
6. Use the methods Prime Factorization, Division Method, Euclidean Algorithm in

finding the GCF of numbers. IV. Lesson Proper A. Review for the last discussion. B. Introduction of new topic. Teachers Activity When we have the largest factor or divisor Students Activity

of two or more whole numbers, we actually get the Greatest Common Factor. Isnt it? Yes. For example, 12 : 2 x 2 x 3 or 22 3 18 : 2 x 3 x 3 or 2 32 Whats the largest common factor in numbers 12 and 18? Therefore, the GCF of 12 and 18 is 6. There are several ways in finding the GCF of numbers. We can use the Prime Factorization Method Example: Find the GCF of 72 and 108. 72 = 23 32 108 = 22 33 Whats greatest common factor power between 72 and 82? 22 32 22 Therefore, 22= 4 and 32 = 6 4 x 6 = 36 (GCF) 32 2x3=6 6

We also have the Division Method Example: Find the GCFof 72 and 108. We divide the two given by numbers common to both. 2 2 3 3 2 3 no more common factor 2.2.3.3 gives the greatest common factor

We also have the other method in obtaining the GCF - The Euclidean Algorithm. It is done by dividing the larger number to the smaller and repeat until the remainder 0 is obtained. For example: Find the GCF of 72 & 108. Simply perform the repeated division. 108 q: 1 r: 36 72 q:2 r: 0 108 = 72 (1) + 36 72 = 36 (2) + 0 The GCF as indicated in the scheme is 36.

C. Fixing skills Direction: Encircle the correct answer. 1. What is the GCF of 4 and 9? (a) a. 1 b. 2 c. 3 d. 6

2. What is the GCF of 18 and 4? (b)

a. 1

b. 2

c. 3

d. 4

3. What is the GCF of16 and 24? (4)

a. 2

b. 4

c. 6

d. 8

4. What is the GCF of two prime numbers?

a. 0

b. 1

c. 2

d. 3

5. What is the GCF of 18 and 48? (b)

a. 2

b. 3

c. 4

d. 6

D. Evaluation Direction: Find the GCF of each pair of numbers. 1. 72 and 40 (8)
2. 441 and 147 (7) 3. 144 and 7 (1)

Session 2-4 Problem Solving I. Description This session will evaluate the students understanding about the discussion done in the previous session. This implies the application of the concepts in the Greatest Common Factor. Problem Solving helps the students to improve their mental ability specially in analyzing the word problem.
II. Objectives

At the end of the session, the students will be able to:

1. Analyze conditions and problems dealing with Greatest Common Factors.

2. Apply what they have learned in the previous session. 3. Solve problems involving GCF efficiently. III.Concepts

1. Application of concepts in Greatest Common Factor.

2. Using Greatest Common Factor in solving word problems. IV. Lesson Proper A. Review for the last lesson. B. Introduction of new lesson. Teachers Activity Introduce problem. the lesson through this Students Activity

Martin is pasting pieces of square colored paper of equal size onto a board measuring 72 cm by 90 cm. If only whole square pieces are used, and the board is to be completely covered, find the largest possible length of the side of each square colored paper. 72 cm and 90 cm Ask what are the given in the problem. What is asked in the problem? We are asked to find the GCF. 18 Ask the GCF of 72 and 90. The answer is 18 cm. Give more word problems. V. Evaluation 1. Janice and Jasmine were each given a piece of ribbon of equal length. Janice cuts her ribbons into equal lengths of 2 m, while Jasmine cuts her ribbons into equal lengths of 5 m. If there was no remainder in both cases, find the shortest possible length of ribbon given to them. (10) 2. Two wires with lengths of 448 cm and 616 cm are to be cut into pieces of all the same length without remainder. Find the greatest possible length of the pieces. (56) The largest possible length of the side of each square colored paper?

Session 2-5 Perfect and Amicable Numbers Abundant and Deficient Numbers I. Description This is the fifth session and it covers about Perfect and Amicable Numbers as well as Abundant and Deficient Numbers. In this session, we are about to know what are their differences and how they became such. II. Objectives

At the end of the session, the students will be able to: 1. Differentiate perfect and amicable numbers
2. Make a distinction between abundant and deficient numbers.

3. Provide such examples for Perfect and Amicable Numbers. 4. Provide such examples for Abundant and Deficient Numbers.

III.Concepts
1. A perfect number is a positive integer that is equal to the sum of its proper

positive divisors, that is, the sum of its positive divisors excluding the number itself
2. Amicable numbers are two different numbers so related that the sum of the proper

divisors of each is equal to the other number.

3. An abundant number a number n for which the sum of divisors (n)>2n, or,

equivalently, the sum of proper divisors

4. A deficient number is a number n for which the sum of divisors (n)<2n, or,

equivalently, the sum of proper divisors IV. Lesson Proper A. Short review for the last topic. B. Introduction of new lesson. Teachers Activity When a number whose positive divisors are added and the sum is equal to the number it is called PERFECT NUMBERS. For example: 6 what are the divisors of 6? When we add 1+2+3= 6 then 6 is a perfect number. The number next to 6 that is perfect 1, 2, 4,7,14 is 28. What are divisors of 28? When we add 1+2+4+7+14=28 An amicable number however, is a pair of numbers each of which equals to the sum of the other part. The first pair is 220 and 284 the sum divisors of 220 are 1+2+4+5+10+11+20+22+44+55+ 110= 284 1, 2, 3 Students Activity

Whereas, the 280

1+2+4+71+142=220 An abundant number is a composite number whose factors (Except itself) have a sum greater than the number. For example What are the factors of 12? 1+2+3+4+6=16 Then 12 is an number. 1, 2, 3, 4, 6, and 12 abundant

A deficient number occur more Frequently than abundant numbers in other words, the sum of the divisors is less than itself. For example: 1, 2, 3, 5, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 19, 21, 22, 23 V. Evaluation

Give at least 10 abundant and deficient numbers.

Session 2-6 Getting Least Common Multiple (LCM) and Common Multiples I. Description The least common multiple of two or more non-zero whole numbers is actually the smallest whole number that is divisible by each of the numbers. II. Objectives At the end of the session, the students will be able to: 1. Find the LCM of given sets of numbers. 2. Use LCM to solve situations. III.Concepts 1. Find the prime factors of the given numbers. 2. Find the product of the highest power of each prime factor. IV. Lesson Proper A. Short review for the last topic. B. Introduction of new lesson. Teachers Activity If 2 is a factor of 8, then 8 is a multiple of 2. A number N is a multiple of n if N Students Activity

is an integer, i.e.

Z.

There are different ways in obtaining the LCM of a given number. For example 12 and 18: Multiples of 12= To find the common multiples and {12, 24,36,48,60,72,84,96,108...} least common multiples of 12 and Multiples of 18= 18, we list down the multiples of {18, 36, 54, 72, 90,108,126} 12 and 18. What are the multiples of 12 and 18? Therefore, the common multiple of 12 and 18= {36, 72,108} and the LCM is 36. But this procedure is not practical to adopt. We now present two methods of finding the LCM between two positive integers. 12=22. 3 18= 2. 32

The first one is the very common method which is the Prime factorization. We will use again the numbers 12 and 18,Lets get the prime factors of 12. How about the prime factors of 18? Then, we select the greatest power for each kind of factor that constitute the least common multiple, i.e. the greatest powers of 2 and 3 are 22 and 32. Thus, the least common multiple of 12 and 18 is 22.32=36. The other method is we divide the given integers by another integer common to the given numbers. i.e. Can you give two common factors of 12 and 18 ? Therefore 2 3 3 no more common factor Thus, the least common multiple of 12 and 18 is 2 . 3 . 2 . 3 = 36 C. Fixing Skills Direction: Encircle the correct answer in the ff. items.
1. The LCM of 8 and 9 is (d)

2 and 3

a. 6

b. 36

c. 81

d. 72

2. The LCM of 2 and 4 is ( c )

a. 1

b. 2

c. 4

d. 8

3. The LCM of 27 and 81 is (d)

a. 3

b. 9

c. 27

d. 81

4. The LCM 45 and 36 is ( c )

a. 45

b. 40

c. 180

d. 270

5. The LCM of 45 and 60 is (c )

a. 45 D. Evaluation

b. 90

c. 180

d. 360

Direction: Find the LCM of each.

1. 4 and 5 (20)

2. 12 and 14 (98) 3. 10 and 15 (150) 4. 45 and 135 (135) 5. 6 and 9 (36)

Session 2-7 Problem Solving I. Description This session will evaluate the students understanding about the discussion done in the previous session. This implies the application of the concepts in the Leace Common Multiple. Problem Solving helps the students to improve their mental ability specially in analyzing the word problem. II. Objective At the end of the session, the students will be able to: 1. Find the LCM of given sets of numbers. 2. Use LCM to solve problem situations. III.Concepts 1. The Least Common Multiple is the product of the highest power of each prime factor. 2. Find the prime factors of the given numbers. 3. Find the product of the highest power of each prime factor. IV.Lesson Proper A. Review for the last lesson. B. Introduction of new lesson. Teachers Activity Present the lesson by giving a word problem. On a track for remote-controlled racing cars, racing car A completes the track in Students Activity

28 seconds, while racing car B completes it in 24 seconds. If they both start at the same time, after how many seconds will they be side by side again? Ask the students what are the given? Ask the students what is asked in the problem. Find the LCM of 28 and 24. So, 168 seconds both cars will meet again. Give more examples. C.Evaluation 1. Find the LCM of 3 and 4. (12)
2. Find the LCM of 7, 2 and 4. (28) 3. Find the LCM of 12 and 18 ( 36 ) 4. Find the LCM of 30, 45, 36 ( 180) 5. Find the LCM of 18 and 30 (90)

28 seconds and 24 seconds After how many seconds will they be side by side again? 168

Session 2-8 Divisors I. Description

One whole number is divisible by another if, after dividing, the remainder is zero. If one whole number is divisible by another number, then the second number is a factor of the first number. A divisibility test is a rule for determining whether one whole number is divisible by another. It is a quick way to find factors of large numbers. II. Objectives At the end of the session, the students will be able to: 1. Enumerate the rules on divisibility of whole numbers. 2. Apply the rules in testing the divisibility of a number. III. Concepts 1. Divisibility rules of positive integers. 2. Knowing that the number is divisible by just looking the number itself. IV. Lesson Proper

A. Review for the last lesson.

B. Introduction of new lesson. Teachers Activity Students Activity

A number N is divisible by a positive integer m (m 0) if is an integer.

For example 201 is divisible by 3 since . is an integer

Let us state the rules on divisibility by 2,4 and 8 which are almost alike. Divisibility by 2 A number is divisible by 2 if it is an even number, i.e. the unit digits is 0, 2, 4, 6, or 8.

Is 34 divisible by 2? Divisibility by 4 A number s divisible by 4 if the last 2 digits is divisible by 4. Example. 1008 is divisible by 4 since the last 2 digits 08 are divisible by 4. How about 64, 512?

YES.

YES.

Divisibility by 8 A number is divisible by 8 if the last 3 digits is divisible by 8. Example. 23, 104 is divisible by 8 since the last 3 digits are divisible by 3. How about 23, 108? The number 23, 108 is not divisible by 8 since the last 3 digits are 108 and is not divisible by 8. NO.

Divisibility by 5 A number is divisible by 5 if it ends in 0 or 5 Example. 710, 590,675 are divisible by 5. Divisibility by 3 A number is divisible by 3 if the sum of the digits is divisible by 3. Example. 10,251 1+0+2+5+1= 9, 9 is divisible by 3. Yes because 8+1+2+1=12 How about 8,121? 12 is divisible by 3 Divisibility by 9 A number is divisible by 9 if the sum of the digits is divisible by 9. Ex. 12,411 1+2+4+1+1=9 it is divisible by 9. How about 8, 576? Divisibility by 6 A number is divisible by6 if it is divisible by 2 and 3. Examples are 4,518 5,250 C. Fixing Skills Direction: Write True if the statement is true and False if the statement is not. 1. 2. 3. 4. 5. 10,101 is divisible by 3. (TRUE) 7,567 is divisible by 9. (FALSE) 52,074 is divisible by 6. (TRUE) 25,700 is divisible by 4. (TRUE) 723 is divisible by 5. (FALSE) No. Since the sum of the digits 8+5=7+6=26 not divisible by 9.

D. Evaluation Directions: Answer with sometimes, always or never. ____________ 1. If a number is divisible by 2 and 3, it is divisible by 6.

____________ 2. If a number is divisible by 5, it is divisible by 10. ____________ 3. If a number is divisible by 3, it is divisible by 9. ____________ 4. If a number is divisible by 4, it is divisible by 8. ____________ 5. If a number is divisible by 2 and 4, it is divisible by 8.

Session 4-1 Decimals I. Description A Decimal Number (based on the number 10) contains a Decimal Point. This session will discuss the basic concepts regarding decimals. II. Objectives At the end of the session, the students will be able to:
1. Discuss the concepts of decimals. 2. Identify different terms related to decimals. 3. Convert decimals to fractions or vice versa.

III.

Concepts 1. To change a fraction to a decimal, divide the numerator by the denominator. 2. To change a decimal to a fraction, use the place value of the decimal to write its fraction and then write the fraction in lowest terms. 3. Changing a fraction to decimal may result in repeating or terminating decimal.

IV.

Lesson Proper

A. Review for the last discussion. B. Introduction of the new lesson. C. Teachers Activity If one is divided into 10 equal parts, each part is The decimal for 1 tenth is 0.1 Let them understand that 0.1 <1 Place of a digit is important in determining the value of each number. Students Activity

left Hundred thousands hundreds Ones Ten thousands thousands Tens

an d Thousandths Decimal point Tenths Hundredths

right Hundred thousandths 0 8 Ten thousandths millionths

5,

Let the students understand the place value of mixed decimals. In converting fractions to decimals Example: 1.375 Ask the students to divide 11 by 8. 8 30 24 60 56 40 40 0

Then, the decimal of

is 1.375

In Converting decimals to fraction, Consider the place value of the decimal places. If we have, 0.45

We have How about 0.125? D. Fixing Skills True or false.

1. 0.99=1 (TRUE) 2. 0.2 is two tens (FALSE) 3. 0.15 =

(TRUE)

4. 0.007 is seven thousands (FALSE) 5. 10.1= 10

(TRUE)

V.

Evaluation Convert the following fractions to decimals.

1. 2. 3. 4. 5.

1. 57 0.67 4.25 36.2 2.5

Session 4-2 Operations on Decimals

I.

Description The application of the four basic operations will be applied in this session. This session will help the students to develop their computing skills.

II.

Objectives At the end of the session, the students will be able to: 1. State and illustrate the rules in addition, subtraction, multiplication and division of decimals. 2. Add numbers containing decimals. 3. Subtract numbers containing decimals. 4. Multiply numbers containing decimals. 5. Divide numbers containing decimals.

III.

Concepts 1. Operations on decimals. 2. Application of addition, subtraction, multiplication and division.

IV.

Lesson Proper

A. Review for the last lesson. B. Introduction of the new lesson. Teachers Activity Let the students know that in adding and subtracting and adding decimals line up the decimal point then proceed to the normal addition and subtraction. Example 4.530 184.400 + 0.796 189.726 Give examples on the board. Add. 73.80 + 816.43 73.80 + 816.43 890.23 Students Activity

In subtracting decimals align the decimal n points then proceed to subtraction. 890.230 - 718.913 171. 317

Ask the students to solve on the board. 101.47 - 78.05 In multiplying decimals let the students be familiar with the rule: In multiplying decimal numbers, multiply the number like in multiplying whole numbers. Count the number of decimal places in both factors going to the right to get the position of the decimal point in the product. Example Multiply 7.51 x 8.4 7.51 x 8.4 3 004 60 08 63.084 Let the students answer the problem. The daily wage of Mr. Reyes is P 325.50 per day and P 68. 75 per hour for overtime pay. If he works 5 days a week and an overtime of 11 hours, find the weekly wage of Mr. Reyes. Weekly wage= 5(daily wage) + 11(overtime pay) = 5 (325.50) + 11 (68.75) = P 1627.50 + 756.25 = P 2, 383.75 101.47 - 78.05 23.42

In dividing decimals move the decimal point of the divisor to the right to make it whole number. We do the same thing by moving the decimal point to the right of the dividend. 7.5 2.5 75 150. 37.5 - 37.5 0 Let he students answer the problem. An amount of P 2487.75 is to be divided into 3 kids. How much does each one get? 75

2487.75

= 829.25

3 C. Fixing Skills Direction: Perform the indicated operations. 1. 45.67 + 86.75 132.42
2. 35.6 29.8 3. 79.6 + 89.73 4. 251.89 x 2.5 5. 8.42 x 4.5

5.8 169.33 629.725 37.89

V.

Evaluation A. Multiply the following.

1. 12.6 (143.271) 2. 65.49 (85.235) 3. 1.235(8.35) 4. 48.1(0.0135) 5. 214.8(0.014)

1805.2146 5582.04015 10.31225 0.64935 299.852

B. Divide the following

1. 642.866 / 4.7 2. 17.94/2.3 3. 775.72/17.2 4. 4.025/1.75 5. 5.29/2.3

136.78 7.8 45.1 2.3 2.3

Session 4-3 Problem Solving I. Description This session will evaluate the students understanding about the discussion done in the previous session. This implies the application of the concepts in the decimals. Problem Solving helps the students to improve their mental ability specially in analyzing the word problem. II. Objectives At the end of the session, the students will be able to:
1. Analyze conditions and problems dealing with decimals. 2. Solve problems efficiently involving decimals.

III.

Concepts 1. Application of decimals. 2. Using decimals in word problems.

IV.

Lesson Proper A. Review for the last lesson. B. Introduction of new lesson.

Teachers Activity Introduce the lesson with this problem: Mr. Revilla bought a polo shirt for 315.75; handkerchiefs for P65.75; 3 pairs of socks for P125.75 and other accessories worth P187.75. Find the money left in his pocket if he has P850.00. Ask what are the given in the problem.

Students Activity

P315.75 for polo shirt P65.75 for handkerchiefs P125.75 for 3 pairs of socks P187.75 for accessories P850 total money in his pocket

State the question in the problem. Solution: The expenses amount to: P315.75 + P65.75+ P125.75 + P187.75 = P695.00 The amount of money left in his pocket is P850.00 P695.00 = P155.00 Give other examples. V. Evaluation

Find the money left in his pocket if he has P850.00

1. Subtract the sum of 2.856, 231.212, 8.00512 from the sum of 108.25,235.001 and

1.0125. (102.19038) 2. Glenn bought a pizza which is divided equally into 10 parts; 0.4 was taken by Lolit, 2 parts by Cherry, 0.10 by Noli and 0.10 by Carlos. Find the amount left. ( 0.20 or 1/5 of the pizza)
3. Mr. Torres bought some fruits, 0.25 was taken by his children, 0.10 by his friend and

0.15 by his wife. Find the amount left for Mr. Torres in terms of decimal. (0.5 or of the fruit.

Session 5-1 Percents I. Description This session aims to illustrate the basic concepts on percents. How it is formed, how do we form the fraction equivalent and its decimal equivalent. II. Objectives 1. To state and illustrate the rules on percents. 2. To convert percent to decimal and vice versa. 3. To convert percent to fractions and vice versa. III. Concepts 1. How do we define percents. 2. How to convert percent into decimal. 3. How to convert percent to fractions.
IV.

Lesson Proper A. Review for the previous lesson. B. Introduction of the new lesson.

Teachers Activity Percents When we see numbers denoted by this sign (%) what do we usually think of?

Students Activity

Rate of any number in terms of 100. If fraction is a part of a whole. How can you distinguish percent? So percent is not only encountered in business and industries but in everyday life encounter. It is denoted by % means per hundred or by the hundredths. For example, 20% means 20 parts of a hundred. There are ways in converting percent to decimal. So what are decimals again? In converting percent to decimal Rule: To express percent to decimal, remove the sign of percent and divide it by 100.Reduce the fraction to the simplest form. Illustrations:
a. 20% = b. 72%=

A number proceeded by a decimal point and whose value is less than one unit.

= = 0.2

75%= Ask the students to convert the following percents to decimal. 25%= 1. 75% 2. 25%
3. 40

= 0.25 = = 0.405

40 %

How about in expressing decimal to percent. Rule: To express decimal to percent, multiply the decimal point two places to the right and write the percent sign. For example:

0.20= 20% 0.55=55% 0.50=50% Or the other way is multiplying the decimal to 100. 0.005 x 100 = 0.5% Let the students answer the following. 1. 0.1% 2. 0.1112% 3. 2.187% In changing fraction to percent Rule: To express fraction to percent, convert the fraction to decimal and change the obtained decimal to percent. Illustrations.
a. b.

1. 0.1 x 100 = 10% 2. 0.1112 x 100 = 11.12% 3. 2.187 x 100 = 218.7%

Let the students answer the following on the board.

a. b.

a. 0.5 b. 0.125 =

= 12.5 %

The other way is, by division, we get = 36.5. Moving the decimal point two places to the right gives the percent. = 36.5 = 365%

C. Fixing Skills True or false.

1. 0.3% = 2. 3. 4. 5.

(FALSE) (TRUE) (FALSE) (TRUE)

= 0.625 (TRUE)

V.

Evaluation
1. 39.5% (0.395) 2. 78.6% (0.786) 3. 134.16% (1.3426) 4. 109% (1.09) 5. 0.0025% (0.25)

Express the following decimals to percent.

1. 0.50 2. 0.0875 3. 3.025 4. 0.45 5. 0.28

50% 8.75% 302.5% 45% 28%

Convert the following to percent.

1. 2. 3. 4. 5. 6. 0.1 7. 0.1112 8. 2.187 9. 0.0187 10. 1.025

34% 2.5% 65% 0.8% 40.2% 10% 11.12% 21.87% 1.87% 10.25%

Session 5-2 Problem Solving I. Description This section evaluates the students understanding about the discussion done in the lesson. This implies the application of the concepts in percents. II. Objective 1. This session aims to analyze conditions and problems dealing with percents. 2. Solve problems involving percents. III. Concepts 1. Application of percents. 2. Using percent in word problems. IV. Lesson Proper A. Review for the last lesson. B. Introduction of new lesson. Teachers Activity Introduce the lesson with this problem. The original price of a shirt was $20. It was decreased to $15 . What is the percent decrease of the price of this shirt? Ask the students what are the given in the $20 and $15 problem. State what is asked in the problem Solve the problem. What is the percent decrease of the price of shirt? Students Activity

The absolute decrease is 20 - 15 = $5 The percent decrease is the absolute decrease divided by the the original price (part/whole). percent decease = 5 / 20 = 0.25

Multiply and divide 0.25 to obtain percent. percent decease = 0.25 = 0.25 * 100 / 100 = 25 / 100 = 25% Give more examples.

V. Evaluation
1. Mary has a monthly salary of $1200. She spends $280 per month on food. What percent of her monthly salary does she spend on food? (23%)

2. The price of a pair of trousers was decreased by 22% to $30. What was the original price of the trousers? ($38.5) 3. The price of an item changed from $120 to $100. Then later the price decreased again from $100 to $80. Which of the two decreases was larger in percentage term? (20%) 4. Jerry borrowed $700 at 7% simple interest for one year. If he makes no payments that year, how much interest will he owe at the end of the year? ($49.002) 5. Rebecca works in a clothing store and is paid 10% commission on sales. Last months total sales were $3300.To the nearest dollar, how much did Rebecca earn in commission last month? ($330.003) 6. In Whittier, the sales tax is 15% of the total sales. How much tax would you pay in Whittier if your total purchases were $540? ($81.004) 7. A watch originally cost $46.00. Last week, Mr. Griego bought it at 70% off. How much was deducted from the original price? ($32.205) 8. The tax rate for a city is 6%. If a pair of sunglasses that regularly costs $105 is on sale for 45% off, what is the sale price of the pair of sunglasses including tax? ($461.229)
9. . Linda bought a t-shirt on sale for 30% off the original price and another 20% off the

discounted price. If the t-shirt originally cost $60, what was the final price that Linda paid for the t-shirt? ($30.0011)
10. Lori is buying mp3 player that regularly costs $30. It is on sale for 10% off. If the tax

rate is 6%, what is the sale price of the mp3 player including tax? ($28.6210)

Session 6-1 Ratio and Proportion I. Description A ratio is a comparison of two numbers. A proportion is an equation with a ratio on each side. It is a statement that two ratios are equal. The flows of the lesson will talks about the concepts in ratio as well as the proportion. It will also help students to solve problems involving ratio and proportion. II. Objectives At the end of the session, the students will be able to:
1. Define ratio and relate it to the concept of fractions. 2. Solve problems involving ratio. 3. Define proportion and illustrate the laws of proportion. 4. Solve equations dealing with proportion. 5. Analyze and interpret conditions of problems dealing with proportion. 6. Solve problems involving the properties of proportion.

III.

Concepts 1. A ratio is a comparison of two quantities with the same unit of measure. 2. A rate is a ratio that compares different kinds of units. 3. Ratios are usually expressed in lowest terms. 4. A proportion is a statement of the equality of two ratios. 5. In a proportion, the product of the means is equal to the product of the extremes.

IV.

Lesson Proper

A. Review for the last lesson. B. Introduction of new topic. Teachers Activity Students Activity

One number a to another number b, denoted by as a : b , is the fraction What do you call a:b? Or this a:b is also equal to ( a:b= ) For example: The ratio of 12 to 18 is 12:18 or simply 2:3 3:4 If we have fraction? what is the ratio form of this = Find the ratio of fractions Another example. 480 minutes to day. and . provided b Ratio

We note that 1 day has 24 hours and 1 hour has 60 minutes. Therefore, 1 day has 1,440 minutes. 480min. = 480min. =

480 = 720 Let the students answer the next example. 90 apples
1

2 dozen apples

30 apples = 90 apples

Proportion

We know that a:b is a ratio but what if we have a:b = c:d, what do you call this expression? So an equation in one variable is a statement that expresses the relation of equality between two algebraic expressions called the members. The two equal algebraic expressions can be in the form of ratios. This section considers a special form of equation called the proportion.

Proportion is an equality of two ratios or fractions. The proportion denoted by They are the outer given. a : b = c : d is read a is to b as c is to d. What can you say about the letters a and d? And so the outer letters/given is called They are in the inner part of the expression. extremes. How about the b and c? What can you notice? So the inner letters/given is called means.

There are several Laws of Proportion If a : b = c : d, or = , then 1. ad=bc (the product of extremes is product of means)
2.

= ( maintaining the equality through reciprocals) = ( interchanging the mean elements (or the extremes) = sides) = both sides) ( adding one on both (subtracting one from

3.

4.

5.

6.

= ( multiplying the means and extremes to obtain ad=ac)

Give an example. Solve for x if 4 : x = 2 : 3 This is translated in proportion as = Solving for x, we get 2x=12, or 6 Let the students answer the examples. What is the value of x, if we have 10 + 5x = 12 + 3x 5x 3x = 12 10 2x = 2 x= or 1

Let the students apply the lesson learned in the discussion through word problems. 1. A wire 20 ft. is to be cut into 2 parts having the ration 3:7. Find the lengths

of the parts. Solution. Let x = length of one part ; 20 x = length of the other part. Then we have have: = Solving for x, we

7x = 60 3x 10x = 60 or x = 6 , one part The other part is 20 6 or 14. Let the students answer the problem. If 2 will 7 Let x be the cost of 7 2 = 7 67.50 x kilos of banana. Then,

kilos of banana cost P67.50, how much 2.5x = 67.50 ( kilos of banana cost? x= 67.50 ( 2.5 =P209.25

C. Fixing Skills Direction: Choose the letter of the correct answer. 1. In a class of 50, 20 are boys. What is the ration of girls to boys? b. 2. The ratio of 12 to 18 is a. 1 : 4 b. 2 :3 c. c. 1 : 15

3. The ratio of 200 m to

a. 1 : 2

b. 2 :5

c. 1:3 min is c. 4:3 ft is c. 3: 2

4. The ratio of 20 sec to

a. 1 : 2

b. 2 :5

5. The ration of 9 in to

a. 9 : 2 V. Evaluation

b. 3 : 1

Write the ratio of the simplest form. 1. 40 to 75 2. 18 to 90 3. 34 to 271

4. 14 to 28 5. 24 to 72

Key to correction: Fixing Skills 1. C 2. B 3. B 4. C 5. C

Evaluation 1. 8 : 15 2. 1 : 5 3. 1 : 8 4. 1 : 2 5. 1 : 3

Session 6-2 Problem Solving I.

II.

Description This session will evaluate the students understanding about the discussion done in the previous session. This implies the application of the concepts in Ratio and Proportion. Problem Solving helps the students to improve their mental ability specially in analyzing the word problem.

III.

Objectives At the end of the session, the students will be able to: 1. This session aims to analyze conditions and problems dealing with ratio and proportion. 2. Solve problems involving ratio and proportion.

IV.

Concepts 1. Application of ratio and proportion. 2. Using ratio and proportion in word problems.

V.

Lesson Proper Teachers Activity Present the lesson with this problem.
A recipe calls for 2 eggs for every 5 cups of flour. A local chef will use 35 cups of flour, how many eggs must he have? What are the given in the problem? What is asked in the problem? The given ratio is 2 eggs/ 5 cups How many eggs must he have?

Students Activity

equation: solve:

2 eggs = x eggs 5 cups 35 cups 2(35) = 5x 14 = x

The answer is 14. Give another example.

If a watch is losing 1.5 minutes for every 12 hours that go by, how many minutes will it lose in one week? What are the given in the problem? The given ratio is 1.5 minutes / 12 hours. : 1.5 minutes = 12 hours x minutes 1 week

Note: We need to convert 1 week to hours because the units must be the same. use: 24 hours = 1 day, 7 days = 1 week, therefore: 1 week = 168 hours (24 7) equation: 1.5 minutes = x minutes 12 hours 168 hours solve: 1.5(168) = 12x 21 = x

The watch will lose 21 minutes in one

week.

VI.

Evaluation
1. Five out of every seven households have cable TV. If 42,000 households in a

certain city have a TV, how many do not have cable TV? (Out of the 42,000 households that have a TV, 12000 do not have cable TV) 2. The Income of Alex and Bob are in the ratio of 3:2 and their expenditure in the ratio of 5:3. Find the income of Alex if each saves dollars 1000. (Answer: $6000) 3. A mixture contains alcohol and water in the ratio of 12:5. On adding 14 litres of water, the ratio of alcohol to water becomes 1:1. Find the quantity of alcohol in the mixture. (Answer: 24 litres) 4. If the ratio of ages of Alex and Bob is 6:5 at present and fifteen years from now, the ratio will get changed to 9:8, then find Alex's age. (30 years) If dollars 58 is divided among 150 children such that each girl and each boy gets 25 dollars and 50 dollars respectively. Then how many girls are? ( 68

Lesson 4:

Rational Number: Decimal

As for DECIMALS, an innovation of these pages is to introduce them immediately after whole numbers, and not after common fractions. Teaching fractions first has no logical justification. Decimals continue the system of positional numeration of whole numbers. And we do most practical calculations with decimals -- not with fractions. Operations with decimals can then be taught in the same lessons as whole numbers. For we can add, subtract, multiply and divide only with whole numbers, and then correctly place the decimal point. The only thing logically prior to both decimals and fractions are the names and meanings of the aliquot PARTS: half, a third, a fourth, a fifth -- before they are assigned as names of fractions. For to understand that the number we write as 1 over 4 is one quarter of 1, and correctly place it on the

number line, the student must first understand the meaning of one quarter of anything; e. g. 5 people are one quarter of 20 people. That statement has absolutely nothing to do with the fraction . Confusion arises because the English names of the fractions are the same as the names of the parts. In fact, what is usually taught as fractions -- " means 1 out of 4" -- is actuallyparts taught with fractional symbols But parts are correctly taught verbally, and they are the best preparation for fractions -and percent. In fact, many problems traditionally taught with fractions can now be understood directly, which is to say, mentally. 5 people are what percent of 20 people? Since 5 is one quarter of 20, then 5 is 25% of 20. Why does 25% mean one quarter? Because 25 is one quarter of 100. No fractions

Lesson 1:

Whole Numbers

We answer as follows: What problems should not require a calculator, or even pencil and paper? What problems should an educated person be able to do mentally? We are speaking of something as simple as not writing15 + 6. We are speaking of understanding that Half, or 50%, of 308 is Half of 300 plus Half of 8. That should not be a written problem. And it should not require a calculator. The calculator has in fact freed arithmetic to resume its true nature, which is the art of counting. Most of us of course have grown up thinking we're supposed to do arithmetic with pencil and paper -- which is itself a calculator But arithmetic is something we do naturally in our heads. That natural faculty has been undermined however by written methods: clever techniques that give answers ("write 6, carry 3") but do not require understanding. The very names -- addition, subtraction, multiplication, division -- have become the names of written methods. To "subtract" 75 from 102 has come to mean: Write 75 under 102, draw a line and do the method. But the calculator has changed all that. Therefore we can now do more than teach how to calculate by writing. Those methods will be found here, but my purpose is to rescue arithmetic from much of their crippling effect. (To find the difference between 75 and 102, what number must we addto 75 to get 102? 75 plus 25 is 100, plus 2 is 102. 25 plus 2 is 27.) I say in fact that we're supposed to do arithmetic mentally. The foundation for that is knowing the addition and multiplication tables, and how to multiply and divide by powers of 10. We may use a calculator, electronic or written, only when mental calculation is too difficult. But the teaching of arithmetic can now invite understanding. It can invite number-sense, which can only be expressed verbally. For it is only with our normal, spoken language that we show that we understand anything. Understanding that in SUBTRACTION, we must find what number to add. Understanding that MULTIPLICATION by a whole number is repeated addition -- even multiplication of a fraction. Understanding that in DIVISON, we must find how many times

one number is contained in another.

Session 1-2 NUMERATION SYSTEM I. DESCRIPTION Thousands and thousands of years ago, our great, great ancestors invented systems or ways in communicating number ideas. Each number system or numeration is made up of symbols and the rules for combining these symbols. There are different number systems that are known. In this session, five of the numeration system will be discussed namely: Tally system, Babylonian system, Egyptian system, Chinese system, Roman Numerals, and Hindu-Arabic numeration system. The difference of numbers and numerals will be introduced and as well as the place value. II. OBJECTIVES At the end of this session, the students will be able to: 11. Recognize the different numeration system. 12. Note the sequence of the numeration system, giving students the idea of the history of numbers. 13. Distinguished numbers from numerals. 14. Recognize the value of the number or digit based on its place value. III. CONCEPTS 19. Tally system is an ancient system of using sticks for basic counting. 20. Babylonian system uses cuneiform to represent their characters which are printed in their clay tablet. 21. Egyptian system uses hieroglyphic writing representing a value except zero. 22. Chinese numeration system uses special characters to represent numbers 1-9 but unlike other systems, they have characters to represent 100, 1000, and 10000. 23. Roman numerals are written as combinations of the seven letters particularly the I, V, X, L, C, D, and M with corresponding value 1, 5, 10, 50, 100, 500, and 1000. These letters can be written as capital (XVI) or lower-case letters (xvi). 24. Hindu-Arabic numeration originated with Hindus in India and then developed by the Arabs who introduced it to the Western Europe and then so undergone a huge evolution in writing numbers thus, becoming 1, 2, 3, 4, 5, 6, 7, 8, 9 and 0 that became the most widely used numeration system. 25. Numerals are the symbols that are used to represent a number. 26. Numbers are just ideas needed to be expressed by the use of numerals. IV. LESSON PROPER J. The presentation of numeration systems

Teacher
~ A process called decoding is used to get the meaning of every symbol that early people use. These symbols are used to represent an idea. What civilization/s do you think that decoding can be use to identify these symbols? ~ They are known to be good mathematicians. They created Abacus. But what it makes to be different from the early numeration system is that they use their own character. This is the third numeration system that we recognize as part of the history of numbers.

Student
The Babylonian and the Egyptians numeration system. It is because they used cuneiform and hieroglyphic to represent their numbers.

The third system belongs to the Chinese Numeration System.

~ We used letters in examinations to represent choices. How if we used these letters, specifically the I, V, X, L, C, M and D, in representing numbers? ~ The last system is the one that we used today in writing numbers. What do you call the this numeration system that adopts its symbols from Hindus and later on developed by the Arabs? This sixth numeration is furthered influenced the Western Europe. ~ All these numeration systems use numerals. What do you think are these numerals? ~ If numerals are the symbols used to show the numbers, what are the numbers? ~ What are the ten digits or the standard symbols to represent numbers? ~ If I have 654, 456, 465, 546, 645 and 564, what can you say about this? Do they have equal values? ~ How can you say that these numbers show different values even if they have the same numerals in each number? ~ All the single digits are the ones that are placed in the ones place. If the Hindu-Arabic is based on grouping by powers of 10, then, the value of the digit to the left of the ones place is 10x greater than itself. Therefore the place value of the digit to the left of the single numeral is called the tens place. Because 10 x 1 = 10. ~ How about the value of the digit to the left of the numeral in the tens place? ~ Can you give me the other place value by doing that kind of operation?

They become Roman numerals.

The last system is the Hindu- Arabic numeration system.

The numerals are the symbols being used to represent numbers. Numbers are just the idea in mans mind. 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 They have common numerals but if these digits are combined in different ways, it will have another different value. It is because these digits have what we call as place value. Knowing their values depend on where they are placed. .

10 x 10 = 100. The place value of the numeral to the left of the tens digit is hundreds place. The place value of the numeral: To the left of hundreds is thousands place (10 x 100) To the left of thousands is ten thousands To the left of ten thousands is hundred thousands To the left of hundred thousands is millions To the left of millions place is ten millions To the left of ten millions is hundred millions. They are common in the word thousands place. Millions period

~ What can you notice from the thousands place to hundred thousands place? In what way that these three place values have in common? ~ This thousands is what we call as the period. A period refers to a group of 3 digits in a number. So, in what period do the digits in millions to hundred millions belong to? ~ How about the ones to hundreds place? Do they have something in common? Can they be called single unit for not having any

None. The ones place to hundred place is called the unit period.

similarities? If yes, what can you call them? K. Fixing Skills Convert the following Roman numeral to the Hindu-Arabic numeration system. 1. 2. 3. 4. 5. MMIV = ________ DCCXCIV = _________ VIII = _________ MCLXXX = _________ MCCLXXIII = _________ (2004) (794) (8) (1,180) (1,273)

Write the correct Roman numeral for each. 1. 1 375 = ______ (MCCCLXXV) 2. 147 = ________ (CXLVII) 3. 648 = _______ (DCXLVIII) 4. 48 = ________ (XVLIII) 5. 3940 = _________ (MMMCMXL) L. Evaluation Directions: Name the place value of the given digit in 974, 532, 104. 1. 2. 3. 4. 5. 5 - ______________ 0 - ______________ 9 - ______________ 7 - ______________ 3 - ______________ (Hundred Thousands) (Tens) (Hundred Millions) (Ten Millions) (Ten Thousands)

Give the value of the underlined digit in each numeral. 1. 545, 769, 431 = ____________ (500, 000, 000) 2. 983, 389 = ______________ (9) 3. 265, 570, 021 = ______________ (70, 000) 4. 312, 465 = ________________ (400) 5. 25, 409, 506 = _______________ (700, 000) Name the period of the underlined group in each numeral. 1. 345, 875, 423 = ____________ (Millions) 2. 231, 097 = ______________ (Thousands) 3. 235, 009, 684, 432 = _____________ (Billions) 4. 671 = ________________ (Units) 5. 60, 903, 506 = ________________ (Units)

Session 1-1 NUMBER SYSTEM

I. DESCRIPTION Historically, whole numbers were used hundreds of years before negative integers were introduced. As trading became more common, two distinctly different uses of whole numbers were needed, one to indicate credit and one to indicate debit. Many of these ideas, of opposites, like north and south, east and west, up and down, profit and gain and so on, paved the way for the development of positive and negative integers. II. OBJECTIVES At the end of this session, the students will be able to: 15. Learn and discover the 4 sets of the number system. 16. Identify which numbers belong to each set of the number system. 17. Describe and compare the 4 sets of numbers.. III. CONCEPTS 27. Natural numbers are numbers that everyone knows and understand. (1, 2, 3 ...) 28. Counting numbers are numbers that are used for counting. All counting numbers are natural numbers. (1, 2, 3 ...) 29. Whole numbers are made up of zero and all the counting or natural numbers (0, 1, 2, 3 ) 30. Integers are made up of positive and negative numbers including zero (-5, -2, 0, 1, 7 ). 31. Rational numbers are the decimals of the numbers and the fraction and ratio and proportion of two whole numbers. (-3, -1.5, 0, 3/5, 5 ) 32. Rational numbers is the set of numbers where the whole numbers and integers meet. IV. LESSON PROPER M. The presentation of Natural numbers/ Counting numbers 1. Post picture illustrating more than one object.

Teacher
~ How do we count? ~ If it is used for counting, what do you call these numbers? ~ Do your maam taught you other ways of counting? Do they use any other symbol to count things? If no, these counting numbers are called what? ~ How do we know if we cannot count things that there is none to be? ~ If numerals from 0-9 are used to count things, these means that it is not a part of another number. Thus. We call this as what? 1, 2, 3, 4, 5

Student

Its called Counting numbers. No. These counting numbers are also called natural numbers.

We use 0 to tell that there are none to count. Whole numbers.

~ Can you still remember what positive numbers are? If yes, state its definition based on your own understanding. ~ What do you call the opposite number of positive numbers? Can it be included as a whole number? If no, explain why.

Yes. These are numbers that are whole. Number that is not borrowed neither is left nor is lacking. We call the opposite of positive numbers as the negative numbers. It cannot be considered as a whole number because another set of number has been added. Therefore, this new set of numbers added to whole numbers is now called the Integers. A bigger set of numbers will be formed thus, giving the term Rational numbers.

~ How about if I add fractions, decimals, percents inside the set of the integers?

N. Fixing Skills Tell whether the following sets of numbers belong to: Counting, Whole, Integers or Rational numbers. 1. 2. 3. 4. 5. {0, 3/8 ,9 , 12 , 13, 24 } - __________ {0, 6, 7, 10, 11 } - _______________ {23, 24, 25, 26 } - _______________ {-39,-19, 0, 18, 20} - ________________ {0, 0.895, 0.25, 0.11, 1 } - ______________ (Rational numbers) (Whole numbers) (Counting numbers) (Integers) (Rational numbers)

O. Evaluation Directions: Give examples for the following sets of numbers. 1. Counting Numbers- __________________ 2. Natural Numbers- __________________ 3. Whole Numbers- _________________ 4. Integers- ____________________ 5. Rational Numbers- ___________________ (1, 2, 3 .) (1, 2, 3 .) (0, 1, 2, 3 .) (-2, -1, 0, 1, 2 ) (-1, -1/2, 0, 1, 0.5 )

REFLECTION PAPER:

Words are, of course, useful in this world; but words can only be used to accomplish some kinds of things. Words help us paint a picture of the world, but numbers and math give us the tools we need to understand how the the world and the universe work. For students who are naturally inclined to enjoy, and be good at, math, the understanding of math's place in the world comes naturally. When students are more inclinded toward verbal skills and/or the arts, their interests and hobbies often are not activities that involve math. As a result, they can live their lives as students, never quite seeing the "use" of math for anyone who doesn't plan to build a career on it. It is sometimes difficult for students to appreciate the importance of Mathematics. They often find the subject boring and hard to understand. With this project we will hopefully help our students realise that Mathematics is not just a subject on their time-table but a tool they use in their everyday life! The littlest children who don't like math can usually understand the explanation that knowing how to handle money, telling time, cooking, sharing things, or knowing how many of any item will be left if some are used, all require knowing math. Younger children can usually understand why it's important to know how to measure how tall something is or how heavy it is, and they can usually understand how doing things like wallpapering or hanging window shades call for knowing how to measure. Math is really wonderful. It's fun, it's beautiful, it's useful. But people are taught from an early age that it's useless, hard, and miserable. I want to show otherwise, by describing the beauty of math in ways that are approachable and understandable by non-mathematicians. Mathematics is a discipline encompassing number sense, reasoning and proof, algebra, geometry, data analysis and probability along with the ability to understand these processes through problem solving, reasoning and proof, communication, connection and representation. Mathematics can be applied and connected to all aspects of life. Figuring out the various statistics on the sports pages, comparison pricing, determining odds when playing cards - one uses mathematically critical skills all the time. But mathematics is more than just all the aforementioned useful applications. Its a rich history of people and their paths through history. Think of the multitude of number systems that have developed from ancient times and how some influenced each other to evolve into the number system that we use today. Mathematics is the queen of science and the language of nature. Its importance should be clear to any reasonable person. It is easy however to diminish the value of certain areas of research

because theyre currently thought as having little practical use. Evolutionary needs brought our mind to prefer knowledge that can be employed for the solution of specific problems in the real world, rather than deeply abstract ones. It is an understandable and even excusable fallacy that there are useful fields of math and useless ones, based on the perception of their applied or theoretical nature. But its still a misconception. Each theorem and discovery is a little piece of a larger puzzle that we conveniently categorize into aptly labeled macro-areas. Discoveries and mathematical ideas that are perceived as useful today because theyre applicable to engineering, for example, were at a certain point in time considered absolutely abstract and useless, or at least derived or intrinsically connected to some that were. Mathematics matters; all of it. If people do not believe that mathematics is simple, it is only because they do not realize how complicated life is. As you begin to learn about why mathematics works and how it fits together, you will begin to grasp the meaning of these things in the world we live in. In addition, knowing how basic mathematics connects with the world around us will allow you to take the relationships in advanced mathematics and conceptualize a world that we cannot even perceive. Math shows you that you can reach a desirable result if you a follow a certain series of steps in a particular order, and complete each step without making an error. If you find an error in your process, you can start over, making sure to alter your methods at the moment you messed up the first time. Life doesn't allow you to redo anything most of the time, but when it comes to stuff you do over and over on a consistent basis, you're allowed to change things in between attempts. For instance, consider what you do every morning to get ready for work or school. If your process consists of waking up, getting ready, having breakfast, and going to work, you must complete each step successfully to develop a routine. If you miss one step, your entire process will be thrown out of sync, compromising your chances of satisfactorily getting everything else done. In the case of waking up, sleeping in would result in less time to get ready, easy breakfast, and go to work, which could lead to you being late. The same goes for math problems.