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Operations To Be Used in Solving Word Problems

This document outlines a lesson plan on solving word problems involving sets of real numbers. The objectives are for learners to identify operations for solving word problems and relate word problems to real life situations. The lesson involves groups working on percentage calculation problems and discussing a sample word problem involving a class field trip vote. Formative assessment is done through an item asking learners to calculate discount on pants. The reflection questions help the teacher evaluate the lesson's effectiveness.

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Jerson Yhuwel
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81 views

Operations To Be Used in Solving Word Problems

This document outlines a lesson plan on solving word problems involving sets of real numbers. The objectives are for learners to identify operations for solving word problems and relate word problems to real life situations. The lesson involves groups working on percentage calculation problems and discussing a sample word problem involving a class field trip vote. Formative assessment is done through an item asking learners to calculate discount on pants. The reflection questions help the teacher evaluate the lesson's effectiveness.

Uploaded by

Jerson Yhuwel
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Content Standards: The learners demonstrate understanding of key concepts of sets and the real

number system.
Performance Standards: The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.
Learning Competency and Code: The learner represent real life situations which involve real
numbers. M7NS-Ii-2
Quarter: 2

I. Objectives:
At the end of 50 minutes, 80% of the learners are expected to:
1. identify the operations to be used in solving word problems; and
2. relate word problems to real life situations.

II. Content:
Subject Matter: Problems involving Sets of Real Numbers
Integration: Vocabulary
(Learning Area): English
Strategies: Cooperative Approach and Exploration
Materials: Manila paper, marker, double sided tape
References: Oronce, O,C and et.al (2000). Mathematics II: Concepts, Structures, and
Methods for High School. Pp 102-108.

III. Learning Tasks:


 Preliminary Activities
 Prayer
 Checking Of Attendance
 Checking Of Assignment
A. Elicit
The teacher gives situations and the students will identify whether the given situations
would require addition, subtraction, multiplication and division.
Note: The teacher may use other representations, depending on what is common to the
area.
 A stem of sugarcane for 5 children Answer: division
 A girl bought 5 chocolate bars for 15 pesos each, how much would she
pay? Answer: multiplication/addition
 If the girl has 100.00 pesos, how much is her change after buying the
chocolates in previous items? Answer: subtraction
 In a basket, there are three guavas, 2 apples and 6 bananas. How many
fruits are inside the basket? Answer: addition
B. Engage
The teacher will ask the following questions to establish the students’ answer in the
previous activity. The teacher may encourage students to give opinions.
 In the first situation, can you use multiplication to give each child an equal
share? Why? Why not?
Answer: Division can only be used in this situation because the
sugarcane stem will be divided into equal parts among 5 children.
 In the second item, how is multiplication used? How about addition?
Answer: Multiplication is used by multiplying the price of the
chocolate by the number of bars she bought to determine how much is
she going to pay. Addition can also be used by adding the price of
the chocolate 5 times.
 In the third item, how is subtraction used?
Answer: Subtraction is used the determine how much money is left
after paying the amount of 5 chocolate bars.
 What is the answer to item No. 4? How did you get it?
Answer: The answer to item no. 4 is 3 Guavas + 2 Apples + 6 Bananas
because we cannot combine Guavas, Apples and Bananas into one.
C. Explore and Explain
The teacher introduces the basic topics on percentage since this is usually used in
everyday living. The teacher emphasizes that fractions and percentages are very much
related. The teacher will group the students into five groups. They will answer the
following questions.
 What is 50% of 20? Answer: 10
 What is ½ of 20? Answer: 10
 What is the sum of the 40% of 40 and 20% of 80? Answer: 3.2
 What is ¼ of 100? Answer: 25
 What is 1/3 of 90? Answer: 30
After 10 minutes, the teacher will process the answers of the students and makes sure that
the students will be able to arrive at the steps in finding the percentage of given number.
D. Elaborate
The topic will be elaborated by the teacher using a problem:
 A class is having an election to decide whether they will go on a field trip.
They will have a fieldtrip if more than 50% of the class will vote yes.
Assume that every member of the class will vote. If 34% of the girls and
28% of the boys will vote yes, will the class go on a fieldtrip?
Note: the students will be allowed to defend their answer.
Answer: Although 34 + 28 = 64 > 50, less than half of the girls and less
than half of the boys voted Yes. This means that less than half all
students voted Yes. Hence the fieldtrip will not pursue.
E. Evaluate
The teacher gives one problem. The students will read the problem answer the questions
that follow:
 A pair of pants is sold in Robinsons’s Place at 30% off. If the original
price is Php1200.00, how much will you pay for it?
 What operation will you use to answer the problem?
Answer: Multiplication and Subtraction
 If you have a weekly budget of Php 1500.00, do you think it’s
practical to buy the pants? Why? Why not?
Answer: will vary
 What is the answer to the problem?
Answer: Php 360.00
F. Extend:
The teacher gives another item as an assignment.
 Which is greater 20% of 1000 or 10% of 5000?
 Explain your answer
Answer: 10% of 5000, because 20% of 1000 is 200 that is 0.2(1000)
and 10% of 5000 is 500 that is 0.1(5000).

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? __

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