MODULE 1:

P L A C E V A L U E

LESSONS AND COVERAGE:

Lesson 1: Place value
Lesson 2: Addition of whole numbers

EXPECTED LEARNING OUTCOME:

Lesson 1:
 Identify the place value and value of a digit in the numeral;
 Read and write numbers through 9000 in symbol and in words; and
 Solve word problems involving place value.
Lesson 2:
 Visualize the concept of addition;
 Add one to three-digit numbers; and
 Solve word problems involving addition.
Lesson 3:
 Visualize the concept of subtraction;
 Relate subtraction with addition; and
 Subtract one to three-digit numbers.

Lesson 1: PLACE VALUE

Let’s Discuss
Our numeration system is called Hindu-Arabic or Decimal System.
Unlike other numeration systems such as the Roman Numeration, Hindu-Arabic
system uses place value which makes it easier to read numbers. Let us take a look
in this chart.

PLACE VALUE CHART

 THOUSANDS HUNDREDS TENS ONES
1000 100 10 1

In a four-digit number, the place value of each digit from left to right are;
thousands, hundreds, tens, and ones.
The place value chart below shows the number 4,728. How do we read
this number?
PLACE VALUE CHART
Place value in words THOUSANDS HUNDREDS TENS ONES

Place value in figures 1000 100 10 1

Given Number 4 7 2 8

The number 4 728 is read as “ four thousand, seven hundred twenty-

eight”.
The table below shows the place value and value of each digit in the
number 4 728. Observe that the value is simply the product of the digit and its place
value.

Place Value
Value
Digit word figure

8 ones 1 8X1=8

2 tens 10 2 X 10 = 20

7 hundreds 100 7 X 100 = 700

4 thousands 1000 4 X 1000 = 4000
Lesson 2: ADDITION OF WHOLE NUMBERS

Let’s Discuss
Originally, the Philippines has a total of 7 107 islands. Lately, 534 new
islands are added which makes our total number of islands as 7 641. It means that 7
107 + 534 = 7 641.
In the addition sentence 7 107 + 534 = 7 641, 7 107 and 534 are
called addends while 7 641 is called sum. Addends are the numbers being added
while sum is the result in addition.
Addition is the process of putting two or more numbers or things
together. For instance, let us illustrates the following: 3 mangoes added by 4
mangoes total 7 mangoes.

Illustration:

Properties of Addition
1. Commutative Property of Addition (CPA)
You learned above that 4 + 3 = 7. What would the answer be if we change the
order of the addends into 3 + 4?
So the answer is still 7

It shows that 4 + 3 = 3 + 4 = 7. This is called Commutative Property of

Addition. It says that the order of the addends does affect the sum.

2. Associative Property of Addition (APA)

Another property of addition is Associative Property. It says that changing the
grouping of the addends does not affect the sum. For example, the sum of (8 +
7) + 2 is equal to the sum of 8 + (7 + 2).
(8 + 7) + 2 = 8 + (7 + 2)
15 + 2 = 8 + 9
17 = 17

3. Identify Property of Addition (IPA)

The Identity Property states that the sum of a number and same number.
 Examples:
8+0=8 0 + 35 = 35 1+0=1

Adding Two- to Three-Digit Numbers

To add two- to three-digit numbers, follow the steps below.
Step 1: Arrange the numbers in column so that digits of the same place value
are aligned. For example, let’s find the sum of 74 and 162.

Hundreds Tens Ones

Place Place Place
7 4
+
1 6 2

Step 2: Add the digits in the ones place, tens place, then the hundreds place.

Hundreds Tens Ones

Place Place Place
7 4
+
1 6 2

In the tens place, since 7 tens plus 6 tens total 13 tens, then rename 13 tens
as 1 hundred and 3 tens; write the 3 tens digit of the sum and regroup the 1 hundred
with the hundreds digits of the addends, then add.

Hundreds Tens Ones

Place Place Place
1
7 4
+
1 6 2

2 3 6

The sum of 74 and 162 is 236.

MODULE 2: SUBTRACTION OF WHOLE NUMBERS

LESSON AND COVERAGE:

Subtraction of Whole numbers

EXPECTED LEARNING OUTCOME:

 Visualize the concept of subtraction;

 Relate subtraction with addition; and
 Subtract one to three-digit numbers.

SUBTRACTION OF WHOLE NUMBERS

Subtraction is another operation we need to learn as it is very useful in daily life.
Subtraction is the process of taking away one number from another. For instance, if an older
saltwater crocodile has a length of 6 meters while the younger has a length of 4 meters, then what
is the difference in their lengths?

To find the difference, we subtract 4 to 6. Let us represent this situation using an illustration.
difference

Older

Younger

Illustration shows that the difference between 6 and 4 is 2. It means that 6 – 4 = 2.

Another way to show this is by using the inverse operation of subtraction which is addition.
That is 4 + ____ = 6. So what should be added to 4 to get a sum of 6? This shows that subtraction
is like finding the missing addend.

In 6 – 4 = 2, 6 is called minuend. It is the number being subtracted from. The number 4 is

called the subtrahend or the number used to subtract. Then, 2 is called difference or remainder,
which is the answer in subtraction.
 Subtraction is the Inverse operation of addition. It means that 6 – 4 = 2 may be translated
into an addition sentence which is:

Subtraction Sentence Addition Sentence

6–4=2 2+4=6
Or
4+2=6

Subtraction of Two- to Three-Digit Numbers

Let us learn how to subtract two-digit numbers by solving the following word problems.

The expressions below are solved the same way. First, the bottom right digit is subtracted from
the top right digit. Then, the bottom left digit is subtracted from the top left digit.

MODULE 3: MULTIPLICATION AND DIVISION OF WHOLE NUMBERS

LESSONS AND COVERAGE:

Lesson 1: Multiplication of whole numbers
Lesson 2: Division of whole numbers

EXPECTED LEARNING OUTCOME:

Lesson 1
 Express multiplication as repeated addition;
 Identify the properties of multiplication; and
 Master the basic multiplication facts.
Lesson 2
 Relate division as repeated subtraction.
 Express division as inverse operation of multiplication.
  Find quotients of basic division facts.

Lesson 1: Multiplication of Whole Numbers

Multiplication as Repeated Addition

In the multiplication sentence 830 x 2 = 1660, 830 and 2 are called factors while 1 660 is
called product.

Basic Multiplication Facts

Table 2 Table 3 Table 4

2x1=2 3x1=3 4x1=4
2x2=4 3x2=6 4x2=8
2x4=8 3x4=12 4x4=16
2x5=10 3x5=15 4x5=20
2x6=12 3x6=18 4x6=24
2x7=14 3x7=21 4x7=28
2x8=16 3x8=24 4x8=32
2x9=18 3x9=27 4x9=36
2x10=20 3x10=30 4x10=40

Properties of Multiplication
1. Commutative Property of Multiplication (CPM)
When the order of the factors is changed, the product is still the same.

Example: 3x5=5x3
15=15
2. Associative Property of Multiplication (APM)

Example: (2 x 8) x 5=2 x (8 x 5)
16 x 5=2 x 40
80 = 80
3. Identity Property of Multiplication (IPM)
When a number is multiplied by 1, the product is the number itself.

Example: 10 x 1 = 10 1x6=6

4. Zero Property of Multiplication (ZPM)

Any number multiplied by zero is zero.

Example: 0x9=0 15 x 0 = 0
Lesson 2: Division of Whole Numbers

The process of division can be expressed as:

10
10 ÷ 2 = 5 or =5
2
Where,
10 is called the dividend or the number being dividend;
2 is called the divisor or the number that divides; and
5 is called the quotient or the answer in the division.

Division as Repeated Subtraction

Division is called repeated subtraction. To answer the question, “How many 2s are in 10?”,
we may either subtract 2 from ten repeatedly or simply divide.
To find the number of 2s in 10 using repeated subtraction, we subtract 2 from 10 repeatedly
until the difference is 0.

10 – 2 = 8
8–2=6
6–2=4
4–2=2
2–2=0
The process above shows that there are five 2s in 10.

Division as Inverse Operation of Multiplication

Division is inverse operation of multiplication. For instance, 10 ÷ 2 = 5 may be written as 5 x
2 = 10 or 2 x 5 = 10. It means that
Dividend ÷ divisor = quotient may be written as
Divisor x quotient = dividend.

If you can master the basic multiplication facts, then division would also be easy. Let’s have
the following examples.

Division Sentence Multiplication Sentence Answer

72 ÷ 8 = ____ 8 x ____ = 72 Since 8 x 9 = 72, then 72 ÷ 8 = 9.

56 ÷ 7 = ____ 7 x ___ = 56 Since 7 x 8 = 56, then 56 ÷ 7 = 8.

Basic Division Facts
The Division table of 2, and 5 are shown below.

Table of 2 Table of 5
2÷2=1 5÷5=1
4÷2=2 10 ÷ 5 = 1
6÷2=3 15 ÷ 5 = 1
8÷2=4 20 ÷ 5 = 1
10÷ 2 = 5 25 ÷ 5 = 1
12 ÷ 2 = 6 30 ÷ 5 = 1
14 ÷ 2 = 7 35 ÷ 5 = 1
16 ÷ 2 = 8 40 ÷ 5 = 1
18 ÷ 2 = 9 45 ÷ 5 = 1
20 ÷ 2 = 10 50 ÷ 5 = 1

Let us apply now all the operations we have learned by solving the following word problem.

Machel has 100 pesos. She gave 35 pesos to each of her two friends. She then spent a
third of the amount left. How much does she have now?

In order to find the amount left after Machel gave 35 pesos each of her two friends, we
simply subtract 2 x 35 or 70 from 100, which is 30 pesos. It shows that the amount left, which is 30
pesos, is to be divided into three equal parts. So, 30 ÷ 3 = 10. Since she spent a third of the
remaining amount or 10 pesos, then what she has left is 30 – 10 = 20. Therefore, Machel has 20
pesos left.

MODULE 4: THE CONCEPT OF FRACTION

LESSONS AND COVERAGE

Lesson 1: Concept of Fraction
Lesson 2: Proper and Improper Fraction
Lesson 3: Mixed Numbers

EXPECTED LEARNING OUTCOME:

Lesson 1
 Illustrate fraction as part of a whole, set, region and unit
 Distinguish kinds of fractions; and
 Solve word problems involving fractions
Lesson 2
 Define proper and Improper fraction
 Differentiate Proper and Improper fraction
  Solve word problem involving Proper and Improper fraction

Lesson 3
 Define mixed numbers
 Explain the purpose of mixed numbers
 Convert proper fractions into mixed numbers

Lesson 1: The Concept of Fractions

So far, we have only dealt with whole numbers that are used to count how many items are in a
group of items. (That is, we have been using the cardinal number of a set.) These numbers were called
whole numbers because they count whole things.

In order to extend our idea of number to include parts of wholes, we use fractions such as halves, thirds,
and fifths.

Common Fractions: Common fractions are written in the form  , where a, b are whole numbers and b
0. The top numeral,a, is called the numerator and the bottom numeral, b, is called the denominator. 

Note. The most proper way to write a fraction is in the vertical format,  . The slanted format, a/b, is for
writing fractions in a typed sentence. Many students who learn to write fractions only in the slanted form
have problems interpreting mixed numbers and working with rational expressions in algebra. For these
reasons, your instructor may require that all fractions in this course be written in the vertical form.

In general, the numerators and denominators of fractions may be values other than whole numbers.
For example, later in this course we will need to write some fractions using integers and some fractions with
decimals that are not simplified. Also, a decimal is an abbreviation of a common fraction that has a
denominator that is an exponential power of ten. For simplicity, we use the term fraction even when we are
talking about common fractions.

Common Fractions:    and   

      Decimal Fractions:  0.7 and 0.379 since they are the common fractions   and 

     Algebraic Fractions:    and 

      Some Other Fractions:    and  

A basic way to interpret a fraction (common fraction) is by dividing a whole object into several equal parts.
The denominator tells how many equal parts the whole is subdivided into. The numerator tells the number
of those parts that are under consideration.

Example:
 If   is one whole, then the shaded portion of     is   of the whole.  In this
example, the 3 is the numerator describing the shaded part and the 4 is the denominator telling how
many equal parts the whole has been divided into.

Examples:  Here are several different models for the fraction .

Discrete model

Two-thirds of the set are shaded circles.

Number line model

The vector is two-thirds of a unit.

Area model

Two-thirds of the rectangle is shaded.

Volume model

  Two-thirds of the cylinder is shaded. 

Lesson 2: Proper Fraction and Improper Fraction

Proper Fraction

Each of the fractions (in the examples on the previous page) is called a proper fraction since the fraction
represents a part of a single whole object. A proper fraction is a fraction in which the numerator is less

than the denominator.  For example,   is a proper fraction because 12 < 17. 

Improper Fraction

Sometimes we need to write fractions that have more than one whole object.
For example,
 each rectangle is a whole divided into four equal parts and the total shaded portions may be written as 

. Since the number of equal parts is more than one whole, we call the fraction an improper fraction.
An improper fraction is a fraction in which the numerator is greater than or equal to the

denominator. For example,   is an improper fraction because 18 > 5.

Lesson 3: Mixed number

A mixed number is a whole number, and a proper fraction represented together.  It generally
represents a number between any two whole numbers. 
Look at the given image, it represents a fraction that is greater than 1 but less than 2. It is thus, a mixed
number. 

                                                      
Some other examples of mixed numbers are

 
Parts of a mixed number
A mixed number is formed by combining three parts: a whole number, a numerator, and
a denominator. The numerator and denominator are part of the proper fraction that makes the
mixed number.
 
Properties of mixed numbers 
 It is partly a whole number.  
 It is partly a fraction.
 
Converting improper fractions to mixed fractions.
Step 1: Divide the numerator by the denominator.
Step 2: Write down the quotient as the whole number.
Step 3: Write down the remainder as the numerator and the divisor as the denominator.
For example, we follow the given steps to convert 7/3 into a mixed number form.
Step 1: Divide 7 by 3

 
Step 2: Write quotient, divisor and remainder in form as in step 2 and step 3 above.

 
Adding mixed numbers 
One can add mixed numbers by rearranging the whole numbers, adding them separately and
adding the leftover fractions individually and in the end combing them all.  
1 1⁄2 + 3 3⁄4 
Adding the whole numbers separately and the fractions separately. 
For whole numbers:
1+3 = 4
For fractions:  Find the LCM and then add

In the end, adding both the parts together. 

4+1 1⁄4 =5 1⁄4 
Real life examples
We can check our understanding of mixed fractions by expressing the parts of a whole as mixed
fractions while serving a pizza or a pie at home. Leftover pizzas, half-filled glasses of milk form
examples of mixed fractions.

MODULE 5: EQUIVALENT FRACTIONS

LESSONS AND COVERAGE:

Lesson 1: Equivalent Fraction

Lesson 2: Comparing and Ordering Fractions

EXPECTED LEARNING OUTCOME:

Lesson 1

 Define numerator, denominator, and equivalent fractions.

 Identify and create equivalent fractions using various methods.

Lesson 2

 Recognize, compare, and create equivalent fractions

 Put fractions with different numerators and denominators in order from least to greatest
Lesson 1: Equivalent Fractions

Equivalent Fractions- have the same value, even though they may look
different.

These fractions really the same:

1/2 = 2/4  =  4/8

Why are they the same? Because when you multiply or divide both the top and
bottom by the same number, the fraction keeps it's value.

The rule to remember is:

"Change the bottom using multiply or divide,

And the same to the top must be applied"

Here is why those fractions are really the same:

×2 ×2

   
1 2 4
 =  =
2 4 8

   
×2 ×2
And visually it looks like this:

1 2 4
/2 /4 /8

= =

 
Lesson 2: Comparing and Ordering Fractions

 Scenarios to be considered

If Fractions have similar Denominators

 The fraction with the smaller numerator is smaller.
 The fraction with the larger numerator is larger.

If Fractions have similar Numerators

 The fraction with the smaller denominator is larger.
 The fraction with the larger denominator is smaller.

Note:
There are instances that the fractions to be compared have different denominators.
The conditions above cannot be applied. Below are the steps to be considered:

If Fractions have unlike Denominators

 Find the least common denominator (LCD).
 Convert the fractions into equivalent fractions with the LCD.
 Since the fractions have similar denominators, compare the numerators.

Fraction Comparison

Example 1:

Which is smaller: 11/15 or 13/15

 
Answer: 11/15
Explanation:
Since the fractions have similar denominators, compare the numerators.
Since 11 is smaller than 13, therefore 11/15 is smaller.

MODULE 6: BASIC GEOMETRY CONCEPT

LESSONS AND COVERAGE:

Lesson 1: Points, Lines, Line Segments, midpoints, rays, planes and space

Lesson 2: How to measure angles and types of angles

EXPECTED LEARNING OUTCOME:

Lesson 1

 Identify various geometric shapes

 List the earliest theorists in geometry
 Apply basic geometric principles to construct a pyramid

Lesson 2

 Analyze and measure angles using protractor

 Identify angles as right angles, acute angles, and obtuse angles.
 Build and draw right, acute, and obtuse angles.

Lesson 1: Basic Geometry Concept

Some basic geometry concepts, words and notations that you would need to know
are points, lines, line segments, midpoints, rays, planes and space.

Points
We may think of a point as a "dot" on a piece of paper or the pinpoint on a board. In geometry, we
usually identify this point with a number or letter. A point has no length, width, or height - it just
specifies an exact location. It is zero-dimensional.
Lines
We can use a line to connect two points on a sheet of paper. A line is one-dimensional. That is, a
line has length, but no width or height. In geometry, a line is perfectly straight and extends forever
in both directions. A line is uniquely determined by two points.
A set of points that lie on the same line are said to be collinear.

Line segments
Because the length of any line is infinite, we sometimes use parts of a line. A line
segment connects two endpoints.
 

Midpoint
The midpoint of a segment divides the segment into two segments of equal length.

Rays
A ray is part of a line that extends without end in one direction. It starts from one
endpoint and extends forever in one direction.

Planes
Planes are two-dimensional. A plane has length and width, but no height, and extends
infinitely on all sides. Planes are thought of as flat surfaces, like a tabletop. A plane is
made up of an infinite amount of lines. Two-dimensional figures are called plane figures.
All the points and lines that lie on the same plane are said to be coplanar.

Space
Space is the set of all points in the three dimensions - length, width and height. It is
made up of an infinite number of planes. Figures in space are called solids.
Lesson 2: How to measure angles and types of angles

an angle consists of two rays with a common endpoint. The two rays are called the
sides of the angle and the common endpoint is the vertex of the angle.
Each angle has a measure generated by the rotation about the vertex. The measure
is determined by the rotation of the terminal side about the initial side. A
counterclockwise rotation generates a positive angle measure. A clockwise rotation
generates a negative angle measure. The units used to measure an angle are either
in degrees or radians.

Angles can be classified base upon the measure: acute angle, right angle, obtuse
angle, and straight angle.

 If the sum of measures of two positive angles is 90°, the angles are
called complementary.
 If the sum of measures of two positive angles is 180°, the angles are
called supplementary.
Example:
1) Two angles are complementary. One angle measures 5x degrees and the other
angle measures 4x degrees. What is the measure of each angle?
2) Two angles are supplementary. One angle measures 7x degrees and the other
measures (5x + 36) degrees. What is the measure of each angle?

TYPES OF ANGLES

1. Acute angles
 Angles measure less than 90 degrees.

Example:

80° , 45° , 30° and etc……

2. Right angles
 Angles measure exactly 90 degrees
 Example:
90 °

3. Obtuse angles
 Angles measure more than 90 degrees but less than 180 degrees

Example:
100 ° ,110 ° ,175 ° ,∧etc …. .

4. Straight angles
 Angle measures exactly 180°

Example:
180 °

MODULE 7: TWO-DIMENTSIONAL SHAPES AND THREE-DIMENSIONAL

SHAPES

LESSONS AND COVERAGE:

Lesson 1: Two-dimensional shapes

Lesson 2: Three-dimensional shapes

EXPECTED LEARNING OUTCOME:

Lesson 1

 Define two-dimensional shapes (2D)

 Identify 2-D shapes

Lesson 2

 Explain the properties of four basic three-dimensional shapes

 Recognize three-dimensional shapes in the world around them

Lesson 1: Two-dimensional Shapes (2D)

In geometry, a two-dimensional shape can be defined as a flat plane
figure or a shape that has two dimensions – length and width. 
Two-dimensional or 2-D shapes do not have any thickness and can be
measured in only two faces. 

 This shape is flat and can only drawn on paper

 They are sometimes called plane shapes

Polygon

 Two-dimensional shapes that have sides made from straight lines.

Quadrilaterals

 Any 2D shapes with four straight lines

Example: Square, rhombus, rectangle, trapezium, and kite

Circle

 A round flat 2D shape

 No straight sides, only one curved side
 No corners
 Infinitive lines of symmetry

Triangle

 A 2D shape
 3 straight sides
 3 corners
  A regular triangle has 3 lines of symmetry

Square

 A 2D shape
 4 sides of the same lengths
 4 90° angles
 4 corners
 4 lines in symmetry

Rectangle

 A 2D shape
 Four straight sides
 Has two pairs of parallel sides that meet at right angles
 This means two sides are long and two are shorter
 2 lines of symmetry

Pentagon

 A 2D shape
 5 straight sides
 5 corners
 5 lines of Symmetry

Hexagon

 A 2D shape
 6 straight sides
 6 corners
 6 lines of symmetry

Octagon
  A 2D shape
 8 straight sides
 8 corners
 8 lines of symmetry

Lesson 2:Three-Dimensional Shapes

 These shapes are solid or hollow

 They have three dimensions-length, width and height

CYLINDER
A solid object with
 Two identical flat ends that are circular or elliptical and one
curved side.

Cube
 A box-shaped solid object that has six identical square faces.
RECTANGLULAR PRISM

 A solid (3-dimensional) object which has six faces that are rectangles.

It has the same cross-section along a length, which makes it a prism.

TRIANGULAR PRISM
 Picture a box sitting on the floor. In math language, a common everyday box is
a prism. A prism is a three-dimensional solid shape with two identical ends
connected by equal parallel lines. Most boxes have rectangles or squares for their
tops and bottoms. Let's imagine once again your box no longer has a rectangle for
its top and bottom but triangles for both. This new box is called a triangular prism,
or a prism with a triangle on either side. This lesson is concerned with what the parts
of the triangular prism are called, and how to name them. The lesson will also show
how to find the surface area (the amount of space on the outside) and the volume
(the amount of space on the inside).
SPHERE

A sphere (from Greek σφαῖρα—sphaira, "globe, ball") is a geometrical object

in three-dimensional space that is the surface of a ball (viz., analogous to the
circular objects in two dimensions, where a "circle" circumscribes its "disk").
Like a circle in a two-dimensional space, a sphere is defined mathematically as
the set of points that are all at the same distance r from a given point, but in a
three-dimensional space. This distance r is the radius of the ball, which is made
up from all points with a distance less than (or, for a closed ball, less than or
equal to) r from the given point, which is the center of the mathematical ball.
These are also referred to as the radius and center of the sphere, respectively. The
longest straight line segment through the ball, connecting two points of the
sphere, passes through the center and its length is thus twice the radius; it is
a diameter of both the sphere and its ball.

PYRAMID
A pyramid is made by connecting a base to an apex

The base is a polygon (flat with straight edges) and all other faces are triangles.
No curves!
CONE
A cone is a solid that has a circular base and a single vertex. If the vertex is over the center of the
base, it is called a right cone. If it is not, it is called an oblique cone. An object that is shaped like a
cone is said to be 'conical'.

MODULE 8: Symmetry of Plane Figures

LESSONS AND COVERAGE:

Lesson 1: Reflection Symmetry

Lesson 2: Rotational Symmetry

EXPECTED LEARNING OUTCOME:

Lesson 1

 To use mathematical names for common 2-D shapes

 To identify 2D shapes and its properties
 To transfer the knowledge and create shapes with their body and other
materials.

Lesson 2

 Identify 3D objects
 Define 3 dimensional
 Classify items according to different types of 3D objects
In this section, we are interested in the symmetric properties of plane figures. When we say
symmetry of a plane figure we mean a motion of the plane that moves the figure so that it
falls back on itself. The two types of symmetry that we discuss are

Lesson 1: Reflection Symmetry

Reflection Symmetry: A plane figure is symmetric about a line if it is its own image when
flipped across the line. We call the reflection line the line of symmetry. In other words, a
figure has a line symmetry if it can be folded along the line so that one half of the figure
matches the other half. Reflection symmetry is also known as mirror symmetry, since the
line of symmetry acts like a double-sided mirror. Points on each side are reflected to the
opposite side. Many plane figures have several line symmetries. Figure 39.1 shows some of
the plane figures with their line symmetries shown dashed.

Lesson 2: Rotational Symmetry

A plane figure has rotational symmetry if and only if it can be rotated
more than 0◦ and less than or equal to 360◦ about a fixed point called
the center of rotation so that its image coincides with its original
position.
MODULE 9: TESSELATION
LESSONS AND COVERAGE:

Lessons 1: Tessellation

Lesson 2: Regular Tessellation

EXPECTED LEARNING OUTCOMES:

Lesson 1

 Define and identify tessellations

 Discriminate between a pattern and tessellation
 Find tessellations in the real world

Lesson 2

 Creates tessellation from both regular and irregular polygons.

Lesson 1: Tessellation
A Tessellation (or Tiling) is when we cover a surface with a pattern of flat
shapes so that there are no overlaps or gaps.

Lesson 2: Regular Tessellations

A regular tessellation is a pattern made by repeating a regular polygon.

There are only 3 regular tessellations:

Triangles Squares Hexagons

3.3.3.3.3.3 4.4.4.4 6.6.6

Irregular tessellations 

 Consist of figures that aren't composed of regular polygons that interlock

without gaps or overlaps. As you can probably guess, there are an infinite
number of figures that form irregular tessellations.

MODULE 10: MEASUREMENT

LESSONS AND COVERAGE:
Lesson 1: Time Measure

Lesson 2: Length, Mass, and Volume

EXPECTED LEARNING OUTCOME

Lesson 1

 Convert one time measure into another.

 Compute for the exact amount of time between two given times; and
 Solve word problems involving time measurement

Lesson 2

 Convert units of measure of length, mass, and volume from smaller to larger and
vice versa; and
 Solve word problems involving units of measure of length, mass and volume.

Lesson 1: Time Measurement

The tool used to measure time is the clock. The unit that we use as a
reference is a day. Regarding a day, there are units of time that are smaller
than a day, and there are other units of time that are greater than a day.

Units Smaller Than Day:

A day has 24 hours.
One hour has 60 minutes.
A minute has 60 seconds.

Units Larger Than Day:

7 days make up one week.
Between 28 and 31 days make up one month.
12 months form one year.
10 years form a decade.
100 years form a century.

There are many more units used to measure time, but these are the most
common.
How can we change from one unit of time to another?
In the next picture, you can see that to go from hours to minutes or to change
from minutes to seconds, you must multiply by 60. On the other hand, to
change from seconds to minutes or from minutes to hours, one must divide by
60.

Time Measurement Examples:

How many minutes are 1000 seconds? To move from seconds to minutes,
one must divide by 60.

1000/ 60 = 16 and 40 remain.

This means that 1000 seconds is equal to 16 minutes and 40 seconds.

How many minutes are in three hours? To go from hours to minutes we will
have to multiply by 60.

3 x 60 = 180

3 hours is equal to 180 minutes

How many hours are 250,000 seconds? To change from seconds to hours
one must divide by 60 twice.

250000÷60 = 4166 and 40 is remaining.

This means we have 4166 minutes and 40 seconds. Now we return to divide
60 minutes.

4166÷60 = 69 and the remainder is 26.

In the end, we find that 250,000 seconds is the same as 69 hours, 26 minutes
and 40 seconds.
Lesson 2: Scientific Measurement of Length, Mass, Volume, and
Temperature

Measurement of Length
The measurement of length was one of the first measurements to be standardized, because
the measurement of length varied between country to country and sometimes throughout
periods of time. In ancient times, the measurement of length might be defined as the
length of a king’s stride. Suppose one king was tall and had a long stride and the king in
the next kingdom over was shorter and had a short stride. Since communication between
scientists is often international, scientists had to agree on one definition. As
measurements have become more precise, the definition of the meter has become more
precise. A meter in conventional units is 39.37 inches, a little more than a yard. The meter
has been defined in the scientific community as the distance that light travels in a vacuum
during 1/299,792,458 of a second. Using the metric system, a centimeter is 1/100 of a
meter (2.54 inches). Many observations made in science class use centimeters.

Measurement of Mass
Mass is measured using a balance scale, which is often
crucial while conducting chemical experiments, while weight
is often measured on a spring-type scale. (Think of the scale
in the bathroom or in the doctor’s office.) In the metric
system, mass is measured by the kilogram (kg), in
conventional units 2.2 pounds. A gram, which is 1/1000 of a
kilogram, is 0.035 of an ounce in conventional units, so it is
too small for many uses.

Measurement of Volume
Volume, as measured in chemistry, is the amount of
space that matter occupies. It is most often measured by
the liter (L), 1.057 qt. in conventional units, or the
milliliter (ml), 1/1000 of a liter, about 0.0338 of an
ounce. It is often measured by cylinders, flasks,
pipettes, or syringes in and out of the laboratory. If you
have gone to the doctor and had a shot or other liquid
medication, the proper dosage is measured in milliliters
rather than ounces.
MODULE 11: Perimeter and Area of Plane Shapes

LESSONS AND COVERAGE:

Lesson 1: Perimeter

Lesson 2: Area of Plane Shapes

EXPECTED LEARNING OUTCOME:

Lesson 1

 Visualize the concept perimeter

 Find the perimeter of figures; and
 Solve word problems involving perimeter

Lesson 2

 Visualize the concept of area;

 Find the area of two-dimensional figures; and
 Solve word problems involving area.

Lesson 1: PERIMETER

 Perimeter is the distance around a two-dimensional shape.

Example:
The perimeter of this rectangle
is 7+3+7+3 = 20

The perimeter of this regular pentagon is:

3+3+3+3+3 = 5×3 = 15
Perimeter Formulas
Triangle
Perimeter = a + b + c

Square
Perimeter = 4 × a
a = length of side

Rectangle
Perimeter = 2 × (a + b)

Quadrilateral
Perimeter = a + b + c + d

Circle
Circumference = 2πr
r = radius

Sector
Perimeter = r(θ+2)
r = radius
θ = angle in radians

Lesson 2: Area of Plane Shapes

 Area is the size of a surface!

Learn more about Area, or try the Area Calculator.
 Triangle
Square
Area = ½ × b × h
Area = a2
b = base
a = length of side
h = vertical height

Rectangle Parallelogram
Area = w × h Area = b × h
w = width b = base
h = height h = vertical height

Trapezoid (US) Circle

Trapezium (UK) Area = π × r2
Area = ½(a+b) × h Circumference = 2 × π × r
h = vertical height r = radius

Sector
Ellipse
Area = ½ × r2 × θ
Area = πab r = radius
θ = angle in radians

Note: h is at right angles to b:

Example: What is the area of this rectangle?

The formula is:

Area = w × h
w = width
h = height

We know w = 5 and h = 3, so:

Area = 5 × 3 = 15

Example: What is the area of this circle?

 Radius = r = 3

Area = π × r2
= π × 32
= π × (3 × 3)
= 3.14159... × 9
= 28.27 (to 2 decimal places)

MODULE 12: CONTINOUS AND REPEATING PATTERN

LESSONS AND COVERAGE:

Lesson 1: Patterns

Lesson 2: Parts of a Repeating Pattern

EXPECTED LEARNING OUTCOME:

Lesson 1

 Determine the missing term/s in a given continuous pattern using one or

two attributes.
 Determine the missing term/s in a given repeating pattern using one
attribute.

Lesson 2

 Determine the missing term/s in a given combination of continuous and

repeating pattern.
LESSON 1: PATTERNS
Look at this arrangement of flowers:

Do you think it follows a certain order? 

Yes, it does!

 An arrangement that follows a certain order is called a pattern.

In this lesson, let's explore patterns!

Patterns

Patterns are all around us!

 A chessboard follows a pattern of black-and-white boxes.

 Many clothes have patterned designs printed on them.
There are different kinds of patterns.

Let's learn about one kind: repeating patterns.

What are Repeating Patterns?

Patterns that repeat themselves over and over again according to a certain

rule are called repeating patterns.

Some examples of repeating patterns are:

__

__

Parts of a Repeating Pattern

A repeating pattern has 2 main parts - the terms and the core.

1. Terms

The objects or elements that form a pattern are called its terms.

For example: in the pattern above 👆, the terms are orange stars and green circles.

2. The Core

The part of a repeating pattern, that stays the same and repeats itself, is called
its core.

In our example above, the core is made up of 2 stars followed by 3 green

circles:

Finding the Core of a Repeating Pattern

Let's look at an example pattern:

# $ $ # # $ $ # # $ $ # # $ $ #

How can you find the core of this pattern?

 To find the core of a repeating pattern, look for the smallest set of terms that repeat
themselves.

Is this part the core?

# $
No...

Is it this part??

# $ $
No...

How about this part?

# $ $ #

Yes! These are the terms that repeat, over and over, in the same order.

So, this is the core of the pattern.

Finding Unknown Terms of a Repeating Pattern

Sometimes, we may need to find unknown terms in a pattern.

Can you find the next two terms of this pattern?

 To find unknown terms in a pattern, first find the pattern's core, and then use the core
to find the unknown terms.

Let's try it!

First, let's find the core of this pattern.

Can you see it? 🤓

Very good!

This is the core of this pattern:

Now, let's use it to find the next two terms of this pattern.

MODULE 13: DATA COLLECTION AND REPRESENTATION

LESSONS AND COVERAGE:

Lesson 1: Types of Data

Lesson 2: Pictographs

EXPECTED LEARNING OUTCOME:

Lesson 1
  Collect and organize data in a table; and
 Read and interpret a table.

Lesson 2

 Interpret pictographs; and

 Construct pictographs

Lesson 1: Types of Data

Data- is information, especially facts or numbers, collected to be examined and

considered.

- The data above can be presented in a table.

Table- is made up of columns and rows which is used to make presentation of

data or information clearer, more organized and more attractive. The title of the
table is written at the top center. Each column has a title which is called column
header.

Example:

Top 5 Smallest Cities in the Philippines

Name of City Land Area (sq. km) Rank

San Juan City 5.94 1
Mandaluyong City 9.29 2
Navotas City 10.77 3
Cavite City 10.89 4
 Pasay City 13.97 5

The title of the table is Top 5 Smallest City in the Philippines. On the other hand, Name of City,

Land Area (sq.km) and Rank are called column headers.

Observe that it is now much clearer for us to identify the cities and their respective land areas and

ranks because they are arranged in the table.

Types of data

People collect or use data almost every day. Athletes and sports teams look at
performance data, customers compare prices at different stores, investors look at daily
interest rates, and students compare marks with other students in their class. Companies
often collect and analyze data to help produce and promote their products to customers
and to make predictions about the future.

Let’s start: Collecting data

Class discussion Consider, as a class, the following questions and discuss their implications.
• Have you or your family ever been surveyed by a telemarketer at home? What did they
want? What time did they call?
• Do you think that telemarketers get accurate data? Why or why not?
• Why do you think companies collect data this way?
• If you wanted information about the most popular color of car sold in NSW over the
course of a year, how could you find out this information?

■ In statistics, a variable is something measurable or observable that is expected to change

over time or between individual observations. It can be numerical or categorical.

– Numerical (quantitative) which can be discrete or continuous:

° Discrete numerical – data that can only be particular numerical values, e.g. the
number of TV sets in a house (could be 0, 1, 2, 3 but not values in between like 1.3125).
° Continuous numerical – data that can take any value in a range. Variables such as
heights, weights and temperatures are all continuous. For instance, someone could have a
height of 172 cm, 172.4 cm, or 172.215 cm (if it can be measured accurately).
– Categorical – Data that is not numerical such as colors, gender, brands of cars are all
examples of categorical data. In a survey, categorical data comes from answers which are
given as words (e.g. ‘yellow’ or ‘female’) or ratings (e.g. 1 = dislike, 2 = neutral, 3 = like).
LESSON 2: PICTOGRAPH
A pictograph is a kind used to present data or information using pictures that
represent numbers. The pictograph has four parts- title, legend, pictures, and labels.
The title tells what the graph is all about. It is written at the center above the graph.
The Legend shows how much each picture represents and is found below the graph.
The pictures correspond to the actual value being represented while the labels tell the
objects being presented or compared.

EXAMPLE

1. Number of red colored boxes sold by William, a shopkeeper, in six

days of a week. See the picture graph or pictograph to answer the
questions.
Information gathered from the above table:

(i) Number of red boxes sold:

Monday – 4, Tuesday – 2, Wednesday – 3, Thursday – 5, Friday – 8,

Saturday – 1

Therefore, sale during the week = 23

MODULE 14: BAR GRAPHS

LESSONS AND COVERAGE:

Lesson: Bar Graphs

EXPECTED LEARNING OUTCOME:

Lesson

 Interpret bar graphs; and

 Construct bar graphs
Lesson 1: Bar Graphs

A bar graph uses bars to compare two or more numbers. Bar graphs can
either be vertical or horizontal. The graphs below are examples of vertical and
horizontal bar graphs.

Vertical Bar Graph Horizontal Bar Graph

A bar graph has a title, horizontal or vertical bars, and labels. In the vertical graph,
the labels at the left side of the graph are the numerical values or descriptions of the things
being compared. The labels below the graph are the things being compared or presented
and are being represented by the bars. On the other hand, in a horizontal bar graph, the
labels at the left side of the graph are the things being compared or presented while the
labels below the graph are the numerical values or descriptions of the things being
compared.

How to construct Bar Graphs?

Example 1: The table below shows the number of students from various countries who
attend an international school. Construct a bar graph to visually display this data.

International Students By Country

Country Number of Students
Australia   68
Canada 109
China   72
France 115
Japan   83
UK   94
USA 126
Step 1: Find the range in values.

What units are used? What is the greatest value? What is the least value?

The units are number of students. The greatest value is 126 and the least value is 68.

Step 2: Determine a scale.

Using graph paper, start with 1 box = 1 unit. What is the length (or height) of the longest
bar? Will it fit? If not, change the scale and try again.

The scale must start at 0. So the horizontal scale will range from 0 to 150.
Step 3: Label the graph.

Mark each rectangle along the scale. Label the marks by the units they represent. Then
decide how wide each bar should be. How much space will you allow between each bar?

In the graph above, each grid line going from left to right represents a multiple of 10. More
gridlines can make it easier to be exact with the quantities being shown on the bar graph,
but too many can make it confusing.

Step 4a: Draw the bars.

Mark where each bar starts and write the labels. Use your scale to determine the length of
each bar. The formula for determining the length of each bar is as follows:

bar length in rectangles = number of units each bar represents ÷ units per rectangle

Step 4b: Now draw the bars on your graph. Check two bars with values that are close. Will
their bars show a difference?

Each small rectangle in the graph below represents 10 units. So to draw a horizontal bar
that represents 68 students, divide 68 by 10. Your quotient is a bar length of 6.8
rectangles. Thus the bar for Australia is 6.8 rectangles in length (and represents 68
students)
Step 5: Give the graph a title.

What is your graph about?

MODULE 15: PIE GRAPH

Lesson and Coverage:

Lesson: Pie Graph

EXPECTED LEARNING OUTCOME:

  Interpret pie graphs; and
 Construct pie graphs

Pie Graph
A special chart that uses "pie slices" to show relative sizes
of data.

How to construct Pie Graph?

First, put your data into a table (like above), then add up all the values to
get a total:
 Table: Favorite Type of Movie

Comedy Action Romance Drama SciFi TOTAL

4 5 6 1 4 20

Next, divide each value by the total and multiply by 100 to get a percent:

Comedy Action Romance Drama SciFi TOTAL

4 5 6 1 4 20

4/20 5/20 6/20 1/20 4/20

100%
= 20% = 25% = 30% = 5% = 20%

Now to figure out how many degrees for each "pie slice" (correctly called
a sector)

A Full Circle has 360 degrees, so we do this calculation:

Comedy Action Romance Drama SciFi TOTAL

4 5 6 1 4 20

20% 25% 30% 5% 20% 100%

4/20 × 360° 5/20 × 360° 6/20 × 360° 1/20 × 360° 4/20 × 360°
360°
= 72° = 90° = 108° = 18° = 72°

 
Now you are ready to start drawing!

Draw a circle.

Then use your protractor to measure the degrees of each sector.

Here I show the first sector...

Finish up by coloring each sector and giving it a label like "Comedy: 4

(20%)", etc.

MODULE 16: SIMPLE PROBABILITY

LESSON AND COVERAGE:
Lesson: Simple Probability
EXPECTED LEARNING OUTCOME:
  Tell whether and event is “sure to happen” likely to happen”, “equally likely to
happen”; “unlikely to happen”; and “impossible to happen”; and
 Describe events in real-life situations using the phrases “sure to happen”,
“likely to happen”; “equally likely to happen”; “unlikely to happen”; and
“impossible to happen”.

Did You Know

Dice, singular die, are polyhedrons used as implements for gambling and the
playing of social games. The most common form of die is the cube, with each side
marked with from one to six small dots Sophocles reported that dice were invented
by the legendary Greek Palamedes during the siege of Troy, whereas Herodotus
maintained that they were invented by the Lydians in the days of King Atys. Both
“inventions, have been discrete by numerous archaeological finds demonstrating
that dice were used in many earlier societies.

Simple Probability

Probability is the mathematical term for the likelihood that something will
occur, such as winning the jackpot prize in Lotto, drawing an ace from a deck of
cards or picking a green piece of candy fro a bag of assorted colors. In our daily life,
there are a number of different types of activities you engage in that involve
probability and chance whether you realize it or not. For example, you might wonder
about the probability you will get a high enough grade on a test you have taken or if
you will be accepted for a job they applied for. You also use probability to make
decisions when you don’t know for sure what the outcome will be. Most of the time,
you won’t perform actual probability problems, but you’ll use subjective probability to
make judgment calls and determine the best course of action. Some of these things,
however, can be modeled and estimated effectively with probability and statistical
methods.

Probability is measured on a scale of 0 to 1, as shown in the probability scale

below.

When can we say that a certain event can unlikely or can certainly happen?

When can we say that there is an even chance for an event to happen? Let us have
some examples for us to get to understand about probability better.
 Example1: On a very sunny morning in April, what is the chance that it will rain
in the next hour?

Answer: Impossible. Three factors support our answer.

1. It is very sunny morning;

2. It is in the dry month of April; and
3. The time being asked that it will rain is within an hour from the time
the observations is done.

Example2: When a die marked 1 to 6 is rolled, what is the chance that it will
land with a counting number on top?

Answer: The numbers on the die, which are 1 to 6, are all counting numbers.
Therefore, there’s a 100% chance that it will land with a counting number on
top.

Example 3: There are 12 marbles in a bottle. Six of the marbles are red while
the rest are blue. What is the chance of picking a red marble?

Answer: There is the same number of red and blue marbles in the bottle, so
there is an even chance of picking a red marble.