Lesson 5

Lesson6
2. Explain the matching you did in #1
The matching I did in number 1 is that I matched the components in the two models that happened to
have similar descriptions. According to my observations of the descriptions, the ADIDAS model has a
longer process than the 5 E's because it has a shorter process; additionally, the deepening and activity in
the first model fall under the Elaborate category.
Challenge:
Do you think the ADIDAS or the 5 Es Model is applicable to planning any lesson in mathematics? Explain
your thought.
 Yes, because the ADIDAS and 5E model is useful in math because it allows teachers to create
units that provide meaningful sense-making opportunities for their students. It also Clearly what
you want your students to learn by the end of each session, and be able to articulate clearly and
succinctly to the students what these goals are at the beginning of each session.
What if in the school where you will be employed, a different instructional planning model is used? Do
you think you will have a hard time adjusting?
 It's not that hard to adjust because Training and experience prepare me to be flexible and learn
new things. On the other hand, I am also expecting to have some help and advice from the other
teachers and the administration to enlighten me with the instructional model that they use.
A. Adidas
Activity Turn paint samples into place value sliders

Use the cutouts in paint sample chips as little
“windows” for numbers. This is a fun and
colorful way to introduce place value to your
students.
Discussion Students enjoy exploring decimal place
value.
Input The first digit after the decimal represents

the tenths place. The next digit after the
decimal represents the hundredths place.
The remaining digits continue to fill in the
place values until there are no digits left.
Deeping How do you identify the place value of a
decimal number and provide its value?
Activity Build understanding with LEGO bricks
You know your students love to build with
LEGO bricks, so use them to reinforce place
value concepts too. Hands-on place value
activities are always the most fun!
Synthesis 1. How many tenths are needed to
make one? (10) How many
hundredths are needed to make
one? (100) How many thousandths
are needed to make one? (1,000)
2. What is the pattern in the following

series? 0.001, 0.01, 0.1, 1.0, 10, 100,
1,000. (The number increases by a
factor of 10 each time.)
3. Compare 4 tenths, 0.4; 40

hundredths, 0.40; and 400
thousandths, 0.400. (They all have 4
in the tenths place; extra zeros to the
right do not change the value.)
4. Which is greater, 2.309 or 2.310?

Explain. (2.310. The digits in the ones
and tenths place are the same. In the
hundredths place, the one is greater
than the 0.)
5. Which is less, 0.091 or 0.109? (0.091)
B. 5es
Engage Write your month number from you

birthday. For example, if your
birthday is
June then your month number is 6.
Then, multiply by 5.
Next, add 6.
Multiply the total by 4.
Add 9.
Multiply by 5 once again.
Then, add your birth date. If you were
born on the 14th, then add 14.
And last, subtract 165. You will
surprise
cause you will have the month and
day
you were born.
Explore show a video clip
entitled Application of Integers in Real
Life.
Explain The video tells us that we don’t have

to
hate mathematics because it is
already
part of us, whether we like it or not,
math is around us.
Elaborate Put in order from least to greatest:12, 0, -1, -
13, 4
Evaluate construct 3 example of integer with solution.
Are there components of the ADIDAS/5 Es Model that were not reflected in the lesson plan? If
you are to fill in these missing parts, what would you write?
 As I observed from the lesson plan that I borrowed from the teachers some components were
not reflected. If I would be the one to fill in the missing parts It would be Deepening and
Synthesis because it consolidates ideas and aids students in the construction of new concepts or
meanings by linking them to previously learned concepts; assists students in the discovery of
new representations of ideas they also become aware of how their thinking shifts and evolves as
they read a text.
Lesson7
1. How are the three possible solutions shown in Experience different from each other?
What goes in the minds of the students who would possibly give those solutions?
 The three solutions that have been shown in Experience are different from each other in a way
on how the problem is being solved and ended up having the same answer. The students create
an investigative task and anticipate potential problems that may arise as a result of the task.
2. As a future teacher, I will Create a useful problem-solving strategy. We all know Problem-solving
can be difficult and time-consuming but I would teach my student students how to be patient
and persistent, as well as how to use solve problems using some methods.
Browse the Deped mathematics chcuchcucuh
Travis has 13 pieces of gum that he wants to share with his 2 friends. If Travis and his friends split
the gum equally, how many pieces will they each get?
How would you…………..
Before we proceed to our activity class I would like to give you some examples that I experience and
would enlighten your minds that Fractions surround our everyday activities. So When we are
Following a recipe, Recipes sometimes suggest using 1/2 a teaspoon of sugar, 3/4 tablespoons of
salt. Some recipes also have quantities to serve 2. If we are making the same dish to serve 3 people,
fractions are used to adjust the ingredients accordingly. Have you ever tried to consult a Doctor for
medication? Have you observed what the doctor says when he/she tells you about the medicine you
should take? Okay, here you go So When someone is sick, the doctor prescribes different dosages
for people of various sizes. A full-grown adult may consume 500mg whereas a child may consume
half of that. The example that I have given to you tells us that The applications of fractions in
everyday life are endless; they are of great importance and profoundly impact everything around us.
This blog talks about some of the different things involving fractions. Think about some other ways
in which fractions are involved in your life.
Possible Solution 1
1. I approach one of my neighbors who is currently in grade 5 and I let him see the word problem.
After that, He told me that he could answer it by understanding the problem because When the
problem is not well understood, “solutions” only create new problems.
2. Identify what you are looking for. It’s hard to find something if you are not sure what it is! Read
the problem again and look for words that tell you what you are looking for.
3. Solve the equation using good mathematics techniques. Even if you know the answer right
away, using algebra will better prepare you to solve problems that do not have obvious answers.
Topic Ratio and Proportion
Grade level: Grade 5
Target learning competency: By the end of the lesson, the learners would be able to
solve Problems that deals with ratio and proportions that solved with the help of block diagrams
or bar models.
Prerequisite and Skills:
 compares the part to the whole
 ratios are value comparisons
 proportions are equal ratios
A zoo has 96 chickens and ducks altogether. The ratio of the number of chickens to the number
of ducks is 5:3. How many chickens does the zoo have?
Have you tried to visit to zoo? What do you know about zoo? How many animals are there?
What kind of animals did you see?
Last Summer, I visited one of the famous zoos in town. I got to meet some Grade 5 children like
you. I was in charge of the children who were with us. As were walking they notice some ducks
and chickens. We started to count how many are they and they are 96 altogether. The number
of chickens to the number of ducks is 5:3. How many chickens do you think they have in the
zoo?

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Lesson6

2. Explain the matching you did in #1

Activity Turn paint samples into place value sliders

Input The first digit after the decimal represents

2. What is the pattern in the following

3. Compare 4 tenths, 0.4; 40

4. Which is greater, 2.309 or 2.310?

Engage Write your month number from you

Explain The video tells us that we don’t have

Browse the Deped mathematics chcuchcucuh

How would you…………..

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