PROJECT SIKAP SUGGESTED LESSONS FOR NOT MASTERED COMPETENCIES

SECONDARY LEVEL - Grade 10

DAY OBJECTIVES ACTIVITIES

1 Familiarize multiplication table 1-10.  Learners write on their notebook the
multiplication table from 1-10.
 Learners recite the multiplication table
from 1-10.
2 Recall the division rules.  Teacher ask the students if they still
remember simple rules to remember in
performing division.
 In a division problem, there are several
elements:
 The dividend is the larger number
you're breaking apart.
 The divisor is the smaller number
you're dividing into the dividend.
 The quotient is the results when
dividing the dividend by the divisor.
 The only rule that applies to one is
that any integer (any number that is
not a fraction) is always divisible by
one.
 When the divisor is 0, we cannot
divide the dividend.
 Learners apply the rules in dividing
these numbers:
1. 18/9 =
2. 100/1 =
3. 20/0 =
4. 35/7 =
5. 20/4 =
3 Find the average of all the given  Learners solve these problems to get the
numbers. average grade.
 Daniel’s test grades in Mathematics
are 76, 75, 85, 90, 95, and 65. What is
Daniel’s average grade?
 Kathryn’s Mathematics test scores
are 60, 82, 75, 80, 70, 90, and 70.
What is Kathryn’s average grade?
4 Illustrate how exponents work.  Using exponents is a shortcut for
multiplying numbers again and again.
 Write each as a multiplication problem.
Then find the product.
1. 3^2
2. 5^2
3. 15^2
4. 7^4
5. 9^3
6. 12^3
7. 5^6
8. 3^6
9. 10^4
10. 2^8
5 Perform operations in the correct  This phrase can help you remember how
order. to evaluate expressions with exponents:
Elementary, My Dear Aunt Sally
(Exponents, Multiply and Divide, Add
and Subtract)
When you have several operations in the
same number statement, it is important
that you perform the operations in the
correct order. You should perform the
operations in this order:
1. Evaluate any expressions with
exponents.
2. Multiply and divide from left to right.
3. Add and subtract from left to right.
 Find the answers.
1. 12 – 18 / 2
2. 2 + 8 x 3 – 6 x 2
3. 2^4 + 2^2 x 9 / 6
6 Identify prime and composite  Teacher introduces Sieve of Eratosthenes
numbers to find prime numbers less than 100.
(Sieve of Eratosthenes tells that you
circle prime number from 1-9 and cross
out all of its multiples).
 Learners use factor trees to do the prime
factorization of the composite numbers.

7 Find the greatest common factor for  The teacher shows the students on how
pairs of numbers. to list all the factors of two given
numbers, 24 and 36.
 The learners find the GCF of these pairs
of numbers. (10, 16), (16, 24) and (8, 15)
8 Identify fraction.  The teacher shows some pictures
illustrating a fraction, e.g. Pizza Pie,
Sliced cake, etc.
The learners identify the pictures shown
and write a fraction to show what part of
each figure.
9 Multiply fractions.  You multiply fractions by multiplying the
numerators together and then
multiplying the denominators together.
 Multiply the following given. Write your
answers in simplest form.
1. 2/3 x 4/5
2. 4/7 x 3/6
3. 1/6 x 11/12
4. 6 x 3/5
5. 6/7 x 3
10 Round decimals to the nearest tenth,  The teacher explains to the students the
hundredth and thousandth. process of rounding a decimal number.
 The learners complete the chart by
rounding to the placed named.
Tenth Hundredth Thousandth
2.8354
4.6215
0.2918
0.2065
11 Add decimal numbers.  Teacher discusses to students that
adding decimal numbers, you need to
keep the decimal points aligned and this
will help keep the columns straight and
easy to add.
 Learners write these addition problems
in vertical form and then add.
1. 2.35+ 6+0.42
2. 5.1+0.12+0.53+0.116
3. 4.83+7.6+2.41
4. 5.2+0.62+2.5
5. 5+6.3+0.413
12 Multiply decimal numbers.  Learners rewrite these multiplication
problems in vertical form and then
multiply. Count the decimal places in
each problem before you place the
decimal point.
1. 2.3 x 4.5
2. 3.34 x 2.1
3. 4.61 x 0.35
4. 11.3 x 0.27
5. 26.7 x 0.04
13 Divide decimal numbers.  Teacher discusses to the students on
how to divide decimal numbers.

 When you divide a decimal by a

whole number, you divide as though
you were dividing whole numbers.
After you find the quotient, then you
bring the decimal point straight up
into the quotient.

 Learners divide these division problems

and remind them to place a decimal
 point in the proper place in the quotient.
1. 9√ 74.25
2. 8 √ 1.88
3. 5 √ 1.40
14 Change percent to decimals and  Teacher discusses on how to change
fractions. percent to decimals and fractions.
 As for example, twenty-seven
percent means 27 per hundred or 27
hundredths. We can write 27
hundredths as 0.27 or as 27/100. By
writing the percent as hundredths,
we can write a percent as a decimal
or a fraction. You may need to
simplify the fraction to lowest terms.
 Learners write each percent as a decimal
and as a fraction.
1. 13%
2. 7%
3. 68%
4. 20%
5. 45%
6. 8%
7. 1%
8. 10%
9. 3%
10. 97%
15 Rename fractions and decimals as  Teacher discusses on how to rename
percent. fractions and decimals as percent.
 You can rename a decimal as a
percent by moving the decimal point
two places to the right and adding
the percent symbol. You will not
write the decimal point if it occurs at
the end of the number.
 Rename these decimals as percents.
1. 0.46
2. 0.102
3. 0.9
 Rename these fractions as percents.
1. ¾
2. 1/20
3. 5/9
16 Practice ordering integers.  Discuss Integers in Their Natural
Habitat - Students have encountered
integers in their daily lives.  Have
students list as many different real-life
examples of integers as they can. 
Checking accounts, basement floors in a
building, temperatures, there are so
many integers in real life.
17 Use visuals in applying the rules of  Teacher shows the students the rules of
adding integers. integers through this visual:
 Learners need to SEE which number is
bigger to choose the correct sign when
adding and subtracting.
 Learners add integers and place the
correct sign in the sum.
1. 2 + 5 =
2. -3 + (-4) =
3. -2 + 5 =
4. 2 + (-6) =
5. -7 + (-5) =
18 Use visuals in applying the rules of  Teacher shows the students the rules of
subtracting integers. integers through this visual:

 Learners need to SEE which number is

bigger to choose the correct sign when
adding and subtracting.
 Learners subtract integers and place the
correct sign in the sum.
1. 5–2=
2. 15 – 24 =
3. 5 – (-10) =
4. 18 – (-3) =
5. 8 – 13 =
19 Use plus minus game in multiplying  Teacher let students play “Plus Minus
integers. Game”, to multiply integers.

How to Play
Each player rolls the plus/minus die and the
regular die.
This is the first number in their equation (e.g., if
a player rolls a + and 3, their first number is
positive 3).
The same player rolls the two die again.
This is their second number (e.g. -2).
Now the player multiplies the two numbers (e.g.
3 x -2).
The answer is -6, so the player will have to move
their game piece back six spaces, or back to the
start if their fewer than six spaces in.
If they are at the start, they simple stay put. 

Players take turns, moving forward when the

answer is positive, and backwards when it's
 negative. If the answer is a two-digit number,
players use the digit in the ONES place to
determine how many spaces they move.

Use paper and pencil to record the numbers and

equations as you play. 
20 Use flash cards to divide integers.  Since, multiplication and division have
the same rule in integers. The teacher
will flash a card that contains division
problems and let the students answer
what is shown in the card.

Prepared by:
SHANIE APPLE B. OÑADA
Math Teacher