____________________________ M:___ F:___ T: ___

Date:______________________ MPS :__________

Grade:____SIX___ Section:____

I.Identify the parts of the circulatory system and describe them.

Appreciate the importance of the circulatory system.
II. A.Topic I. People
Sub.-topic: Circulatory System
PELC 1.1, page 5
References: Into the Future VI, pp.2-3
Exploring Science and Health VI, pp.18-20
B. Science Ideas
The circulatory system is made up of heart, blood and blood vessels.
C. Processes: Identifying, Describing
D. Materials: picture of the circulatory system, flashcards, charts
III. A. 1.Science report by the pupils
2. Drill on Science concepts and ideas learned about the body system.
3. What body system continues the work done by the digestive system?
B.1. Prepation
What happens with the food nutrients in the small in testine?
How does it reach the different body cells?
2. Presentation of the activity
Study the drawing of the circulatory systemand note down its main parts.
Describe each part.
3. Discussion
What organs make up the circulatory system?
What can you say about the heart?
What is known as the red river of life?
Where does blood pass thru?
4. Concept Formation
The circulatory system is composed of heart, blood and blood vessels.
5. Application
Name the main parts of the circulatory system.

IV. Formative Test

Identify the different parts of the circulatory system.

V. Assignment
Answer the following questions.
1. What are the parts of the heart?
2. What are the function of each part?

____________________________ M:___ F:___ T: ___

Date:______________________ MPS :__________
Grade:____SIX___ Section:____

I.Identify the parts of the heart and their function.

take good care of ones heart.
II. A.Topic I. People
Sub.-topic: Circulatory System
PELC 1.1.1, page 5
References: Into the Future VI, pp. 6-10
Exploring Science and Health VI, pp. 22-23
B. Science Ideas
The parts of the heart are auricles or atria, ventricles, septum, valves, pericardial
Sac and pacemaker.
C. Processes: Identifying, Describing
D. Materials: heart model, flashcards, charts
III. A. 1. Science report by the pupils
2. Drill on Science concepts and ideas learned about the body system.
3. Review
What compose the circulatory system? What is its function?
B.1. Preparation/Motivation
Each one of us has a heart? What can you say about the heart?
2.Presentation of the activity
Study the drawings and let us see if you can name the different parts of the
heart.
3. Discussion

What can you say about the heart?

What are the important of the heart?
Into how many chambers is the heart divided?
What divides the hearts into left and right side?
What is the work of the atria, ventricles?

4. Concept Formation

IV. Formative Test

Identify the different parts of the heart.

V. Assignment
Answer the following questions.
1. What are the different parts of the blood?
2. What is the importance of blood in our body?

Math Module - Evaluating Expressions Involving Exponents

EVALUATING EXPRESSIONS INVOLVING EXPONENTS
DAY
NUMBE
R

EXPRESSION IN
TERMS OF NUMBER
OF CELLS

NUMBER
OF
CELLS
PRESEN
T
2
4
8
16
32
64
128
256
512
1024

1
21
2
22
3
23
4
24
5
25
6
26
7
27
8
28
9
29
10
210
Table
- In general, if N is the number of days the cancer cells has been present, then the
expression for the number of calls present during the nth day is 2 n The letter n is
called an exponent of base 2.
- In 22, what is the exponent? What is the base? In 2 3? 24? etc. What does
the exponentindicate?

(It indicates the number of repeated multiplication)

- So, what does 23 mean?
(it means 2 x 2 x 2)
- How is it read? ("two to the third power" or "two with the exponent three") Give
some more examples.
- What does the exponent tell us? What is base?
2. Fixing Skills
Let us have 3 learning stations. Do the activity in each learning station by group.
Once you have finished an activity, go to the next station and do the activity
indicated there. Do the activities as fast as you can.
Learning Station 1
Write the number using an exponent then answer.
1. 7x7x7=
2. 8x8x8x8x8x8=
3. 6x6x6x6=
4. Two to the seventh power
5. Six with the exponent nine
Learning Station 2
Write the factored form then answer.
1. 63
2. 38
3. 104
4. 342
5. 75
Learning Station 3
Fill in the blanks with the correct exponent form, then answer.
1. 16 = 4 x 4 = ______ = ______
16 = 2 x 2 x 2 x 2 = ______ = ______
2. 81 = 9 x 9 = _____ = ______
81 = 3 x 3 x 3 x 3 = _____ = ______
3. 100 = 10 x 10 = ______ = _______
100 = 2 x 5 x 2 x 5 = _________ = _______
4. 125 = 5 x 5 x 5 = ______ = _______
5. 144 = 12 x 12 = _______ = _______
144 = 3 x 4 x 3 x 4 = ________ = _______
Generalization
The exponent tells the number of times the base is used as a factor. The base is
the number used as the factor. The equation is the mathematical statement that
two numbers or expressions are equal.
Application

Based on tables 1, 2, and 3, how many cancer cells have grown on the fifteenth
day?
Evaluation
A. Formative Test
Directions: Complete the following sentences.
1. In 53,______ is the base and_____ is the exponent.
2. 62 is the exponent form of 6 x _____.
3. 144 is the _____ power of 12.
4. 24 means 2 multiplied by itself _____ times.
5. 74 means ____is multiplied by itself four times.
B. Give the value of the following.
1. 63 = _____
4. 92 = _______
5
2. 4 = _____
5. 74 = _______
3. 27 = ______

V. Assignment
Fill in the blanks.
1. 9 = 3 x 3 = 32. 16 = ____ x _____ = _____2
3. 8 = 2 x 2 x 2 = 24. 102 = 10 x 10 = ______
5. 103 = ____ x _____ x _____ = ______
Complete the Pattern.
31
3

32
9

33
27

34
___

35
___

36
___

37
___

LESSON PLAN
Giving the Meaning of Expression and Translating Word Phrases to Numerical Expressions

I. Learning Objectives
Cognitive: Define expression
Translate word phrases to numerical expressions
Psychomotor: Write the correct numerical expressions
Affective: Appreciate good deeds of past presidents

II. Learning Content

Skills: 1. Defining expressions

2. Translating mathematical phrases to expressions
References: BEC PELC A. 1.1.1
Materials: Interactive PowerPoint presentation, chart, stopwatch, pictures of Philippine Presidents,
Value: Nationalism
III. Learning Experiences
A. Preparatory Activities
1. Drill on Giving Terms or Phrases that Refer to Addition, Subtraction, Multiplication or Division
Game: "Name-the-Baby"
a) Divide the class into 2 groups.
b) Teacher gives an operation, say "addition."
c) Each member's of the groups simultaneously goes to the board and writes a term or phrase that refers
to the given operation.
Ex more than, increased by, plus, added to
d) Within 2 minutes, each group has to write as many terms or phrases as they can. Afterwards, teacher
checks and counts the correct answers.
e) Repeat the same process with subtraction, multiplication and division.
f) The group with the most number of correct answers wins.
2. Motivation
a) Let the pupils name the different Presidents of the Philippine from Emilio Aguinaldo to Noynoy Aquino.
Show them the pictures of the different presidents and let them identify each.
b) Ask: What expression describes Emilio Aguinaldo?
(The President of the First Philippine Republic)
What expression describes Manuel L. Quezon?
(President of the Philippine Commonwealth) etc.
Ask the same questions with other Presidents.
c) Why should we remember our past Presidents?

d) If we use expressions to describe the Presidents, we also use expressions in Mathematics, to describe
relationships between numbers and the operations being used.
B. Developmental Activities
1. Presentation
Use the Numerical Expressions - Math 6 Module (Powerpoint Presentation for Interactive
Whiteboard)
Present the lesson using the activity cards below:
a. Activity 1 - Use of Chart
Study the chart below.
NUMERICAL
WORD PHRASES

EXPRESSIO
N

(Four times ten) divided by five

(4 x 10) 5

Twelve diminished by two

12 2

(Six times three) added to seven

7 + (6 x 3)

Eight added to the product of five and three

8 + (3 x 5)

Twenty five added to two

25 + 2

(Three times twenty-five) less twenty

(3 x 25) - 20

Thirty-six divided by six; 36 has how many 6

36 6

(Thirty-nine added to three) divided by seven

(39+3) 7

Ask: What are the mathematical terms used in the phrases? What terms denote addition? subtraction?
multiplication? division?
b. Activity 2 - "Create Your Own" (By Pairs)
1) Each student in class thinks of 3 mathematical phrases involving at least 2 operations. (Use only whole
numbers.)
Ex. 25 more than the product of 6 and 41
Product of the sum and difference of 8 and 5

2) Then he/she exchanges with a partner and translates the mathematical phrases into expressions.
3) Check answers.
2. Practice Exercises
Write an expression for the following:
1) your age less three
2) your age plus nine
3) your age plus twice your age
4) thrice your age
5) your age plus your seatmate's age
3. Generalization
What is an expression?
How do you translate word phrases into an expression?
C. Application
Write an expression for the following:
1) In a film showing sponsored by the dramatic club, a ticket is P50 for nonmembers. The cost is P5 more
for members.
2) The ticket in a boat for adult in going to the province is P1700. The cost for children is half the price of
the adult.
3) The cost of a salted egg is P6.50. If one buys a dozen, each egg cost P6.
IV. Evaluation
Direction: Which expression is correct? Choose between A or B.
1. The sum of eleven and nineteen.
A. 11 x 19 B. 11 + 19
2. Eight decreased by five
A. 8 - 5 B. 8 x 5
3. Twelve plus thirty-six
A. 12 + 36 B. 12 x 36

4. Five less than seven

A. 5 x 7 B. 7 - 5
5. Four times the sum of two and five
A. 4 x (2 + 5) B. 4 x (5 - 2)
Direction: Write the expression for the following.
1. Seventy-five decreased by five
2. Fourteen divided by the sum of three and four
3. Triple the sum of eleven and six
4. One more than the product of six and eight
5. Twenty plus five less than eighty
Direction: Write an expression for each problem/situation.
1. Helen is thirteen years old. Helen's father is four years more than twice her age.
2. Edna is 155 cm. tall. Lilia's height is ten cm. less then twice Edna's height.
3. Roman weighs 25 kg. His father weighs five kg. less than three times Roman's weight.
4. Francis is ten years old. Ben is twice as old as Francis.
5. Aning is five years old. I am six years more than thrice her age.
V. Assignment
Write five examples of mathematical phrases with their corresponding translation to numerical
expressions.