1

TEACHERS GUIDE FOR OHSP ONLINE MODULE

GRADE 7 (MATHEMATICS)
Writers: Ms. Fe L. Enamno, Ms. Tanya Maria Janika M. David
and Ms. Bernadeth J. Mesterio

SECTION 1. GENERAL INSTRUCTIONAL DESIGN
QUARTER: FIRST
UNIT TOPIC(S): NUMBER and NUMBER SENSE
Introduction to Sets and subsets
Real Number System
Square Root
Scientific Notation
Significant Digits

MODULE MAP:













In Scientific
Notation
Form
Significant
Digits
Square Roots Application
to real-life
situations

Operations
Properties
Subsets
Real
Numbers
2


STAGE I: ESTABLISHING DESIRED LEARNING OUTCOMES
CONTENT STANDARD:
The learner demonstrates understanding of the key concepts of sets, the real
number system, estimation/approximation, significant digits, scientific notation
and their applications to real-life situations.
PERFORMANCE STANDARD:
Learners will know set concepts and set operations, subsets of real numbers and
various procedures and manipulations on the different subsets of the set of real
numbers.
(A) LEARNING COMPETENCIES:

Lesson
No.


Title

Youll learn to
Lesson 1


BASIC IDEA OF
SETS


Describe and illustrate well-defined sets, universal
set, subsets and null sets.

Define, describe and find the union, intersection
and complement of sets.

Describe, represent and compare the different
subsets of real numbers.

Use Venn-diagram to represent sets, subsets,
and set operations.

Lesson 2
REAL NUMBER
SYSTEM

Describe and illustrate the absolute value of a
number on a number line as the distance of the
number from 0.


Arrange real numbers in increasing or decreasing
order.

Perform fundamental operations on integers:
addition, subtraction, multiplication, division
3


State and illustrate the different properties of the
operations on integers.

Define and illustrate rational numbers and
arrange them on a number line.

Express rational numbers (both repeating and
terminating/non-repeating and non-terminating)
from fraction form to decimal form and vice versa.

Perform operations on rational numbers and
illustrate their properties.

Define and illustrate irrational numbers

Lesson 3


SQUARE ROOTS


Determine between what two integers the square
root of a number is.

Describe principal roots and tell whether they are
rational or irrational.

Illustrate and graph irrational numbers on a
number line with and without appropriate
technology.

Estimate the square root of a number to the
nearest tenth.

Lesson 4
SIGNIFICANT
DIGITS

Define and illustrate significant digits

Determine the significant digits in a given
situations.

Lesson 5
SCIENTIFIC
NOTATION


Define and illustrate scientific notation

Write very large or very small numbers in
scientific notation.



4

(M) ENDURING UNDERSTANDING: Students will understand that
The knowledge of real numbers is useful in solving real life
problems.
ESSENTIAL QUESTION:
How can the knowledge of real numbers help us solve real life
problems?

(T) TRANSFER GOAL: Students on their own will be able to
Formulate and solve real-life problems involving real numbers.

1. The Unit Map. This unit covers the topic Numbers and Number Sense. The module
map shows basic ideas of sets and use of Venn-diagrams to illustrate its operations. It
also includes subsets, properties, operations and applications of real numbers in real
life situations. It also includes topics on square roots, scientific notation and significant
digits. This learning unit is different from other units because its scope is limited to real
numbers and its subsets, square roots, scientific notation and significant digits

2. The Content Standard and Enduring Understanding. As indicated by the content
standard, the goal for this unit topic is for students to understand that determining
attributes of certain sets of real life objects facilitates in making classifications ( tool for
processing information).Daily tasks involving conversion, estimation and scientific
notation make use of the set of real numbers. Big and small quantities can be
expressed conveniently in scientific notation. Students understanding of the operations
of sets and the set of real numbers, its estimation, scientific notation and applications
facilitates solutions to problems in real-life situations.
This aspect of the unit topic is important to understand because some common
problems students encounter in this topic involves application of accurate
rules/procedures in simplifying numerical expressions where operating the set of real
numbers specifically the set of integers and fractions are involved. The problem may be
observed in the classroom or in student works when students are asked to for example,
add -4 and 8, resulting to 12 instead of 4. In other cases, when students add and 2/3,
the result is often 3/5 instead of 7/6. When simplifying 3 ( -8 + 4 ), the answer often
given is 15 instead of 7.
5

Thus, the learning problem may be remedied and addressed if students see that
mastery of the rules in operating the set of integers facilitates understanding of the key
concepts of the real number system, its estimations and scientific notation as well as its
application to solve real-life problems.

3. The Essential Question and Learning Competencies. In order for students to
construct this underlying meaning, students will answer the EQ How can the
knowledge of real numbers help us solve real life problems?

With an open-ended EQ, students will search for the answer in different ways and
develop the understanding and acquire the related competencies.
4. The Performance Standard and the Transfer Goal. Another important goal as
indicated by the performance standard is for students to on their own formulate and
solve real-life problems involving real numbers. If students are able to demonstrate
this, then students are able to transfer their learning to real life situations. Examples of
situations in real life where students will apply the competencies and demonstrate the
understanding are the following, students are able to solve or answer the question: How
much can you possibly save from your allowance in a week? In a month? How long can
you buy this item which is worth Php 1500?, How much profit or loss will you have from
a tray of eggs worth P 140.00 and each egg selling at Php 6.00 each? How will you
assist your mother in allocating funds for a family monthly budget?
STAGE II: OBTAINING EVIDENCES OF UNDERSTANDING THROUGH
VARIED ASSESSMENTS
A. UNIT ASSESSMENT MAP:
TYPE
KNOWLEDGE
AND PROCESS/
SKILLS
(ACQUISITION)
UNDERSTANDING
(MEANING
MAKING)
TRANSFER
PRE-
ASSESSMENT/
DIAGNOSTIC
Pre-test NG

Mock problem
solving




IRF Sheet

Anticipation/
Reaction Guide


6


FORMATIVE
ASSESSMENT
Small group work
NG

Quality of questions,
comments during
group discussion
NG



Small group work
leading to
performance task
(Scaffolding
Activities) NG


3-2-1 Chart
IRF Sheet
Quiz NG

Lesson Log



*Explanation
*Interpretation
*Application
*Self-Knowledge

*Explanation
*Self-knowledge
*Interpretation
*Application
*Explanation,
*Interpretation,
*Application,
*Perspective
SUMMATIVE
ASSESSMENT
Anticipation/
Reaction Guide

Accuracy of the
students
classifications G


Concept mapping G

Performance Task
G

Post Test G




Quiz G

*Explanation,
*Interpretation,
*Application,
*Perspective
*Explanation,
*Interpretation,
*Application,
*Perspective,
Empathy and Self-
Knowledge
SELF-
ASSESSMENT
Reflections

Lesson Log
Journal

*Perspective
*Empathy
*Self-knowledge

3-2-1 Chart
NG Not Grade
G Graded
Six Facets of Understanding: Explanation, Interpretation, Application, Empathy,
Perspective, Self-Knowledge
7

B. TABLE OF SPECIFICATION:
LESSON
CONTENT
(ACQUISITION)
KNOWLEDGE/
PROCESS
SKILLS
(40%)
(MEANING-
MAKING}
UNDERSTANDING
(30%)
TRANSFER
(30%)
NO. OF
ITEMS

Basic Idea of Sets
3 1
Subsets of Real
Number
1 2 2
Properties of Real
Numbers
4 1
Operations on
Integers
5 6 7, 8 4
Rational Numbers 9 11, 12 13 4
Irrational Numbers 10 1
Square Roots 13 15 16 3
Significant Digits 17 19 2
Scientific Notation 18 20 2
8 6 6 20

C. PRE-ASSESSMENT MATRIX:
CODE
Levels of
Assessment
What will I
assess?
MC ITEM
CORRECT
ANSWER AND
EXPLANATION
A
Knowledge
(15%)

LC:

Finds he union
and, intersection
and complement
of the set of real
numbers and its
subsets


Describes
principal roots
and tells whether
they are rational
or irrational


1) If set A = { 1, 2, 3, 4, 5 },
which of the following sets
is a subset of set A?

*a. B = { }
b. C = { 0, 1 }
c. D = { 1, 3, 6, }
d. E = { 2, 4, 8 }


10. Which of the following
is an irrational number?
a. a repeating terminating
decimal
b. a repeating non-
terminating decimal

Correct Answer:
A: Null set is
always a subset
of a given set.






Correct Answer:
C. The other
choices are
definition of
rational number.

8



Describes
principal roots
and tells whether
they are rational
or irrational












Determines the
significant digits
in
a given situation





Writes very large
or very small
numbers in
scientific notation



14) What number has no
real square root?
a. odd
b. even
c. positive
*d. negative


15) Which of the following
is TRUE?
a.
* b.
c.
d.


17) Which of the following
has two the significant
digits? (A)
*a. 0.024
b. 2.40
c. 24.03
d. 243


18) Which is the scientific
notation of 42,000? (A)
a. 42 x 10
3
*b. 4.2 x 10
4
c. 42 x 10
-3

d. 4.2 x 10
-4





Correct Answer:
D. Negative
numbers has no
real square root.




Correct Answer:
B.50 = 25 x 2
= 5 2






Correct Answer:
A. The number
greater than 0
after the decimal
point is/are
significant.



Correct Answer:
B. Choices A, C
and D did not
follow the
correct way of
expressing
numbers in
scientific
notation

A
Process/
Skills
(25%)


LC:

Performs
operations on
rational numbers
and illustrate



4. Which of the following
shows the Associative
Property of Integers?




Correct C.
Associative
property states
that in adding
9

their properties









Performs
operations on
rational numbers
and illustrate
their properties





MISCONCEPTIO
NS:

Performs
operations on
rational numbers
and illustrate
their properties

1/8 = not
2

Estimates the
square root of a
number to the
nearest tenth





a. ( -4 + 5) + 9 = 9 + ( -4 +
5 )
b. -4 ( 5 + 9 ) = (-4)(5) + (-
4)(9)
*c. ( -4 + 5 ) + 9 = -4 + ( 5
+ 9 )
d. ( -4 + 5 ) + 9 = 9 + ( 5 +
-4)


5) Simplify

a. -3
b. -1/5
*c. 3/5
d. 1





9. Perform the indicated
operations. [(1/3 + 1/3)
][1/8 ]
*a. 1/12
b. 1/8
c. 1/6
d. 1/4


16) What is the answer
when you simplify 256 ?
(A)
*a. 16
b. 26
c.
d.
numbers,
regrouping will

still yield to the
same correct
answer.




Correct Answer:
C. Choice C
uses correct
process of
simplifying
numerical
expression with
grouping symbol





Correct Answer:
A. The other
choices shows
incorrect
denominator.




Correct Answer:
A.
then 10 + 11 - 5
= 16
M

Understan
ding
(30%)

ENDURING
UNDERSTANDI
NG:








10


Describes ,
represents and
compares the
different subsets
of real numbers

















Describes and
represents real-
life situations
which involves
integers , rational
numbers, square
roots of rational
numbers and
irrational
numbers







Solves problems
involving real
numbers



2) Which of the following
sentences describes the
relationship illustrated in
the
diagram?







a. All integers are counting
numbers.
*b. All counting numbers
are integers.
c. Counting numbers are
not integers.
d. Some counting
numbers are integers.


6. What operation is best to
use to solve the problem
below?
The water level in Ipo Dam
is at 150.20 meters, which
is above its overflow limit of
100.87 meters. How much
water must be released to
put the dam in stable water
level?

a. addition
*b. subtraction
c. multiplication
d. division


11. You want to buy your
mother a gift worth Php
200. If your daily allowance
is Php 100.00, which of the
following would let you

Correct Answer:
B, Integers are
consists of all
positive and
negative
numbers.
















Correct answer:
B. Subtracting
the current level
of water to its
overflow limit
will result to how
much water
must be release
to put the in
stable water
level.






Correct answer:
B. 2/5 of Php
100 is Php 40.It
will take you 5
days to save
Integers

Counting
Numbers
11














Determines the
significant digits
in a given
situation




























save for the gift in the least
number of days?
a. saving 1/5 of your daily
allowance
*b. saving 2/5 of your
weekly (5 school days)
allowance
c. saving 0.3 of your daily
allowance
d. saving 0.15 of your
weekly allowance


12. A rich man died without
leaving a will. As such, his
widow will get half of the
inheritance and the rest will
be equally divided among
his five children. What part
of the inheritance will each
child get?
a. 1/20
*b. 1/10
c. 1/5
d.


19) Ana was given the
following distances ( in km)
measured individually by 5
runners in a recently held
fun run in Pasig as follows;
5.67, 1.1, 0.9378 and 7.73.
having observed that each
measurement differs in the
number of significant digits,
how should Ana express
the average in relation to
significant digits?
a. the average is rounded
off to 4 significant digits
b. the average is rounded
off to 3 significant digits
*c. the average is
rounded off to 2 significant
Php 200.












Correct Answer:
B. The share of
each child is 1/5
of of the
inheritance =
1/10.








Correct Answer:
C. A, B, D is not
the least
number of
significant digits.













12





Writes very large
or very small
numbers in
scientific notation














digits
d. the average is rounded
off to 1 significant digits

20) You are an aspiring
astronomer. Your mentor
has tasked you to research
the distances of different
planets from the sun.
Which is the most efficient
way to represent your
data?
*a. use of scientific
notation
b. use of standard
notation
c. use of exponential
notation
d. use of expanded
notation





Correct Answer:
C. A, B, D is not
the least
number of
significant digits.





T
Product/Pe
rformance
(30%)
GRASPS
Solves
problems
involving real
numbers


3. As part of your research
work, you need to gather
data in the specific
subjects enrolled by 228
students. Your research
output will be presented to
the panel during your
defense. Your data shows
the following enrolment
records

Biology = 86 students Communication Arts = 89 students Algebra = 145 students Algebra and Biology = 24 students
Biology and
Communication Arts = 16
students
Algebra and
Communication Arts = 22
students
Algebra, Biology and
Communication Arts = 15
students


Correct answer:
A. With proper
representation
of Venn
diagram, there
are 15 students
enrolled in all
the subjects,
320 in two
subjects only
and 151 in one
subjects only.










13

How many students are
enrolled in only one
subject?

*a. Algebra = 84, Biology =
31, Communication and
Arts = 36
b. Algebra = 145, Biology
= 86, Communication and
Arts = 89
c. Algebra = 84, Biology =
79, Communication and
Arts = 36
d. Algebra = 49, Biology =
62, Communication and
Arts = 62


7. As a student, you are
asked to record your cash
flow for the week as a
requirement in your
Technology and Livelihood
Education subject.
Considering a + sign for
the allowance received and
sign for the expenses
incurred as shown below,
which figure would best
represent the amount at
the end of the week?

+60, -45, +70, -52, +65, -
48, +70,-55, +65, -42

a. -88
b. -98
*c. 88
d. 98























Correct Answer:
C. Positive sign
means addition
while the
negative sign
means
subtraction.





















14


8. You are a bakery owner
and you want to know if
you have made a profit for
the day. You are given
the following information:
(T)
i. The daily wage of your
employees is Php 500.00
each and you have 4
employees.
ii. The bakery sold
1000 pieces of bread at
Php 5.00 each.
iii. Other operational
expenses of the bakery
amounts to Php 2000.00
Did the bakery make a
profit for the day?

*a. Yes, the bakery made
a profit of Php 1000.00 for
the day.
b. Yes, the bakery made a
profit of Php 2500.00 for
the day.
c. No, the bakery just
managed to break even for
the day.
d. No, the bakery lost Php
500.oo for the day.

13) Ana plans to buy a bag
worth P 600.00. She
receives a daily allowance
of P60.00 during school
days. If she saves of her
allowance, how long would
it take her to buy a bag?
a. 20 days
b. 30 days
c. 35 days
*d. 40 days


Correct answer:
A. Profit = Total
Sales
Expenses.

Thus profit =
1000(Php5.00)
4(Php500.00)

Php5,000.00
Php4,000.00 =
Php1000.00.




















Correct Answer:
D. of 60.00 is
15 multiply to 40
days is equal to
600.00
15


D. POST-ASSESSMENT MATRIX:
CODE
Levels of
Assessment
What will I
assess?
MC ITEM
CORRECT
ANSWER AND
EXPLANATION
A
Knowledge
(15%)
LC:

Finds the union,
intersection and
complement of
the set of real
numbers and its
subsets


Performs
operations on
rational numbers
and illustrate their
properties









Performs
operations on
rational numbers
and illustrate their
properties












1) How many subsets will a
set of 5 elements have?
a. 10
b. 25
c.* 32
d. 64


4) Which of the following
shows the Distributive
Property of integers? (A)

a. 6x ( 4 + y ) =( 6x + 4 )( 6x +
y)
b. ( 6x + 4 ) + y = 6x + ( 4 +
y )
c. 6x ( 4 + y ) = ( 4 + y ) 6x
* d. 6x ( 4 + y ) = 6x ( 4 ) + 6x
( y )



5) Which should be done first
in the process of subtracting
integers with unlike signs?
a. add integers with
unlike signs
b. Subtract integers
with unlike signs
*c. Change the sign of
the subtrahend
d. follow the rules of
addition
9. Perform the indicated
operations. (3/4 1/2) + (1/3
6/5) 4/5
a. 1/7


C because 2
5

is 32.






D shows
distributive
property for
integers










C since the
rule says,
change the
sign of the
subtrahend
and add.









16






Performs
operations on
rational numbers
and illustrate their
properties




Determines the
significant digits
in a given
situation











Writes very large
or very small
numbers in
scientific notation

b. 6/7
c. 9/10
*d. 11/10


10. Which of the following is
an irrational number?
a. 2/3
b. 2/5
*c.
d.



17) Which is NOT a
significant digit?
a. a non zero digit
*b. a zero placed
before a non zero digit
c. a zero placed
between two non zero digit
d. a zero placed after
a non zero digit but after a
decimal point




18) Which of the following
shows a correct way of writing
scientific notation?

a. 0.40 x 10
2
*b. 4.00 x 10
2
c. 14.50 x 10
2
d. 0.40 x 10
2






D shows
correct
computation






B since a zero
placed before a
non zero digit
is not
significant









B follows the
correct way to
write scientific
notation
A
Process/Sk
ills
(25%)

LC:

Describes
principal roots
and tells whether
they are rational
or irrational



14) What is the simplified
form of ? (A)
a. 2
b. 20

Correct choice
is D because
(90)
2
=8100


17

2 4 8
10
4 8
10
c. 900
*d. 90


M
Understan
ding
(30%)


ENDURING
UNDERSTANDIN
G:


Describes,
represents and
compares the
different subsets
of real numbers




































2) Where does each of the
following real numbers belong
on the Venn Diagram?
2, 3, 4, 5, 6, 7, 8, 9, 10, 11

a.* Prime
Even









Multiples of 3

b.

Prime Even








Multiples of 3




Prime






A is the answer
because it
shows correct
illustration of
the given set of
numbers in the
Venn diagram.




























3 6
9
5
11
7
3 6
9
5
11
7 2
18

2 5
7
11

2





























Performs
operations on
rational numbers
and illustrate their
properties





Solves problems
involving real
numbers



Even

c.







Multiples of 3

Prime
Even

d.







Multiples of 3





6) Which of the following
statements is false?
*a. (-2)(-2)(-2) = -6
b. (-6)(-5)(1) = 30
c. (-11)(2)(1) = -22
d. (-3)(3)(-2) = 18




11. You want to save up to
buy an item worth Php
500.00. If you earn Php
250.00 daily, which of the
following would let you save
for the item in the least





























A since
applying the
rule the answer
is -8.






C since it will
just take 10
days to save
Php 500.00.


4
8
10


3 6
9

3 6

19













Describes and
represents real-
life situations
which involve
integers, rational
numbers, square
roots of a rational
numbers and
irrational numbers








Describes
principal roots
and tells whether
they are rational
or irrational


number of days?(M)
a. saving 1/10 of your daily
earning
b. saving 1/5 of your earnings
every 4 days
*c. saving 0.2 of your daily
earning
d. saving 0.3 of your earnings
every 6 days



12. A capitalist is investing 50
million pesos in putting up a
chain of stores. 20 million of
the capital is to be spent for
the main store and the rest to
be spent equally for the 6
store branches. What part of
the capital will each store
branch get? (M)
*a. 1/10
b. 1/7
c. 1/5
d. 3/5




15) Which of the following is
TRUE?
a. The principal root of
0 is 0.
b. Each odd real
number has no real square
root.
*c. Every positive
number has two square roots.
d. The symbol is
called radicand.












A shows
correct
computation














C since any
positive
number has
two square
roots, one
positive and
one negative.






MISCONCEPTIO
N:

Determines the



19) Which scenario results to



A is a scenario
20

significant digits
in a given
situation:

- zero digit/s
in measuring the
length of a book
is/are significant
a number whose digits are all
significant?
*a. measuring the length of
book.
b. converting centimeters to
meters
c. multiplying multiples of 10
d. giving a number with
placeholder

resulting to a
number whose
digits are all
significant
T
Product/Pe
rformance
(30%)

GRASPS

Solves problems
involving real
numbers
































3) As a canteen incharge ,
you are to make a survey of
the food preferred by 36
nursery pupils for their
Christmas Party options. The
result will be presented to
their class and class adviser.
Your survey shows the
following;

Spaghetti = 18 pupils

Sandwich = 15 pupils

Palabok = 13 pupils
Spaghetti and
Sandwich = 6 pupils
Sandwich
and Palabok = 3 pupils
Spaghetti
and Palabok = 3 pupils
Sandwich, Spaghetti
and Palabok = 2

How many students preferred
spaghetti only?
a. 4
b. 5
c. 6
d. *7





D since only 7
students
preferred
spaghetti only.




























21


Describes and
represents real-
life situations
which involve
integers, rational
numbers, square
roots of a rational
numbers and
irrational numbers




































7) As a nursing aid of MG
hospital asked to closely
monitor a 5-minute interval of
a patients temperature in the
emergency room. The initial
body temperature as
recorded at 4:00pm was
39C. Your monitoring noted
the following; up 1C, down
5C, up 3C, up 1C, down
2C, down 2C and up 5C.
What is the patients body
temperature at 4:35pm?
a. 35C
b. 37C
c. 38C
*d. 40C



8. You are a business owner
and you want to know if you
have made a profit for the
month. You are given the
following information:

i.The monthly salary of your
employees is Php 8000.00
each and you
have 5 employees.

ii. The store rent is Php
20,000.

iii.Utilities expenses amount
to Php 20,000.00

1v. 100 pieces of your
product were sold at Php
1000.00 each.

Did your business make a
profit for the month?
a. Yes, the business made a

D because of
the correct
operation of
integers
















B since
subtracting the
total expenses
from the total
sales , I makes
a profit of Php
20 000.

















22

































Solves problems
involving real
numbers










profit of Php 100,000.00 for
the month.
*b. Yes, the business made a
profit of Php 20,000.00 for the
month.
c. No, the business just
managed to break even for
the month.
d. No, the business lost Php
40,000.00 for the month.



13. You are going to put up a
business that needs a capital
of Php 800,000. You already
have 1/4 of the needed
capital and there are 5
investors willing to contribute
equally for the rest. How
much should each of the
investor contribute?
a. Php 50,000
b. Php 80,000
*c. Php 120,000
d. Php 150,000



16) Perimeter of a polygon is
computed by adding the
measurement of all the
sides. Given the triangle
below, find its perimeter.









a.













Choice C
Php 120,000 x
5 investors will
be enough to
cover the rest
of the capital










C since 15 +
20 + 18 = 53














23


E. PERFORMANCE TASK:
Scenario: You are a freelance business consultant hired by a group of investors to find
out a practical business venture in your area. You are to present a business plan to
them. Your business plan will be evaluated according to its practicality, delivery,
accuracy and organization of data and the variety of real numbers used.
Outline:
Goal To find out a practical business venture in your area.
Role - You are a freelance business consultant.
Audience - A group of investors
Situation A freelance business consultant was hired by a group of investors to find out
a practical business venture in the area.
Product or Performance A business plan
Standards - The business plan will be evaluated according to its practicality, delivery,
accuracy and organization of data and the variety of real numbers used.









Writes very large
or very small
numbers in
scientific notation


b.
* c. 53
d. 23



20) In chemistry, which of the
following quantities is best
expressed in scientific
notation?
a. mass of 1 moles of
gold atoms
*b. electron mass
c. empirical mass
d. relative atomic mass






B since
electron mass
is best
expressed in
scientific
notation




24

F. RUBRIC:
CRITERIA
Outstanding
4
Satisfactory
3
Developing
2
Beginning
1
STUDENT
RATING
TEACHER
RATING
Practicality


The proposal
reflects an
efficient use
of capital,
projects a
highly
profitable
income and
suggests a
prime
business
location.



The proposal
reflects an
efficient use of
capital,
projects a
sustainable
income/profit,
and suggests a
good business
location.

The
proposal
reflects
unnecessary
use of
capital,
projects a
break-even
returns, and
suggests a
good
business
location.
The
proposal
reflects very
inefficient
use of
capital,
projects
negative
returns, and
suggests a
remote
location.

Accuracy of
Data

Details of the
business
plan are
computed
accurately
and free from
errors. It
shows step-
by-step
computations
that are easy
to follow.

Details of the
business plan
are computed
accurately.
Computations
are free from
errors.


Details of
the business
plan have
some errors
in the
computation.
Details of
the business
have a lot of
errors in the
computation.

Variety of
Real
Numbers
Used


The plan
involved the
application of
an extensive
variety of
real
numbers.

The plan
involved the
application of a
good variety of
real numbers.
The plan
involved the
application
of a limited
variety of
real
numbers.
The plan
involved the
application
of very few
variety of
real
numbers.

25

Delivery
The
presentation
used
appropriate
and very
appealing
visual
materials to
articulate the
financial
details of the
business
plan. It is
delivered in a
very
convincing
manner.
The
presentation
used
appropriate
visual materials
to articulate the
financial details
of the business
plan. It is
delivered in a
clear manner.
The
presentation
used some
visual
materials
that do not
articulate the
financial
details of the
plan. It is
delivered in
a vague
manner.
The
presentation
did not use
any visual
material to
articulate the
financial
details of the
plan. It is
delivered in
a confusing
manner.

Organization
of Data
The details
of the
business
plan are
arranged in a
logical and
interesting
manner.
The details of
the business
plan are
arranged in an
orderly and
understandable
manner.
The details
of the
business
plan are
arranged
disorderly.
The details
of the
business
plan are
arranged in
a confusing
manner.




OVERALL
RATING


NOTES:
1. The Unit Assessment Map. The lesson assessment map provides an overview of all
the assessments done in the lesson. In general, students are assessed according to the
four components of the new grading system (Knowledge, Process or Skills,
Understanding and Transfer). In turn, these four areas reflect the three goals of
assessing for understanding namely, Acquisition, Meaning Making and Transfer or
simply known as A-M-T.
2. The Pre and Post Assessment Matrix and Table of Specification. The
assessment matrices code items according to A-M-T. The distribution of these items in
the table of specification follows the distribution of percentages for the areas of the
grading system. Hence, 40% of the test items are coded A (since Knowledge is 15%
26

and Process Skills is 25%), 30% of the items are coded M, and another 30% for T. This
coding is the backbone of the OHSP assessment system. The OHSP system tracks
students performance in A-M-T. Teachers can always retrieve in real time the results of
students test in these areas. Results are given in both tabulated and graph forms.
The diagnostic or pre-test assessment matrix determines students prior knowledge in
writing to scientific notation and operating real numbers. These are seen in test items
no. 5 and 18. The pre-test also measures students misconceptions on identifying
subsets and significant digits. These are done through test items nos. 1 and 17. Note
though that the OHSP system randomizes the sequence of the test items and the
options in each item. To find out how students individually scored in the tests, go to
OHSP System Student List, select student name, view students performance record,
then scroll down to desired topic and click on date completion. View students test score
per item and items code (A-M-T).

The post-test assessment matrix evaluates the changes in students misconceptions as
seen in test items no.s 2, 9, 17 and 18. Hence, when reviewing test scores, it is
important to see how students particularly score in these items as well as the other
items related to understanding. Student performance in these items will indicate the kind
of intervention that needs to be done.
The OHSP system also shows to the teacher the items where most of the students
score well or poor in. Teachers can also trace the corresponding activity in the lesson
where the content of the test item is discussed. Teachers can then check on student
performance in those activities and determine how their answer prepared them for the
corresponding test item.
3. Interventions Based on Test Scores. If students are not able to do well in A-coded
items, teachers may consider doing the following interventions:
10 15 minutes review/drill
Flashcards especially for the operations on real numbers
More seatworks/activities done individually or by group
Additional assignments/homeworks to practice the learned skills
Re-teaching may be an option also

If students are not able to do well in M-coded items, teachers may consider doing the
following interventions:
More real life problems that requires the application of the learned skill
Provide process questions that goes beyond the skill and procedure

If students are not able to do well in T-coded items, teachers may consider doing the
following interventions:
Use technology through videos and other presentations to instill that the learned
skill has an application in real world setting
27

Interventions for A and M-coded items are very important to succeed in T-coded
items


4. Verifying Student Test Scores. Teachers may also verify student scores in A-coded
items by asking students to do or answer the following in a live chat or face-to-face
setting:
10 15 minutes review/drill
Flashcards especially for the operations on real numbers
More seatworks/activities done individually or by group
Additional assignments/homeworks to practice the learned skills
Re-teaching may be an option also

Teachers may also verify student scores in M-coded items by asking students to do the
following in a live chat or face-to-face setting:
More real life problems that requires the application of the learned skill
Provide process questions that goes beyond the skill and procedure

Teachers may also verify student scores in T-coded items by asking students to do the
following in a live chat or face-to-face setting:
Use technology through videos and other presentations to instill that the learned
skill has an application in real world setting
Interventions for A and M-coded items are very important to succeed in T-coded
items

5. Map of Conceptual Change. Another important indicator of student growth in
thinking is the units map of conceptual change. For this unit, the chosen map is
Problem Posing. The students are asked to answer this map at different points in the
lesson, namely Explore, Deepen and Transfer. The students cognitive growth is
qualitatively assessed by comparing the students prior knowledge and new knowledge.
In the units map for conceptual change, the students show their prior knowledge by
answering for the first time the process questions during Explore stage. The students
articulate their new knowledge by filling up for the second time the process questions
during Deepen stage. The students articulate their new and final knowledge by filling up
for the last time the process questions during Transfer stage. These parts indicate
transitional processes between prior and new knowledge development. Teachers are
encouraged to every now and then retrieve and monitor students answers in this map.
Student answers in this map provide clear data for teachers in terms of their cognitive
development.
6. Formative Assessments. In order to assure student success in the summative
assessments, the listed formative assessments check on the following performances as
28

indicators of student mastery and readiness: Transfer tasks at the end of each topic and
the teacher needs to monitor that the students are the ones doing the tasks
7. Students Answers to Recurring Essential Question. Another way of doing
formative assessment is to retrieve and examine how students answer the Essential
Question. The units EQ is How can the knowledge of real numbers help us solve real
life problems? The student is asked to answer the EQ in these different parts, namely:
Explore: Activity 1, Activity 2, Firm Up: process questions, Activity 1, Activity 5, Activity
6, Activity 16, Deepen: process questions, Activity 6, Activity 7, Activity 17, Activity 26,
Transfer: Synthesis journal.

Teachers are encouraged to compare the students final answers to the EQ with the
desired EU. If the students answers are far or different from the EU, the teacher may
check on the way students are doing in the activities and determine the appropriate
intervention.
8. The Performance Task and Rubric. With regards to the performance task, this is
designed according to the transfer goal in Part 1. The standards in the performance task
are reflected in the first column of the rubric. These rubric criteria are also aligned with
the performance standard because it deals with the mathematical concepts used and
accuracy of computations. The rubric criteria related to understanding is the
mathematical concepts used. With this criterion, students are evaluated on how much
concepts they were able to apply in solving and simplifying the problem. The rubric
criteria related to the competencies or skills is the accuracy of computation. With these
criteria, students are evaluated on how accurate they were in solving and simplifying the
problem
Students achieve the performance standard when they or their work scores Satisfactory
for each criteria in the rubric. Students whose works exceed the Satisfactory criteria
score Outstanding. Note the additions in the descriptor which indicate extra work on the
part of the students. Students whose works have errors score either as Developing or
Beginning. Note the parts of the descriptors which indicate deficiencies.
The submission of the performance task may be done online because some students
are enrolled in the open high school program OR The submission of the performance
task has to be done face to face because some students may need monitoring in the
process. In the event that the performance task has to be done in school, the following
will have to be done: make sure that they are the ones doing the task by procedure. Do
not let them take home the task to assure genuinenity and let them submit their out-put
on the given deadline.
STAGE III: CONDUCTING THE LEARNING PLAN
29

A. UNIT ACTIVITIES MAP:
ACTIVITIES FOR
ACQUIRING
KNOWLEDGE
AND SKILLS
ACTIVITIES FOR
MAKING MEANING AND
DEVELOPING
UNDERSTANDING
ACTIVITIES LEADING TO
TRANSFER
EXPLORE

Activity 1: Determining
numbers as Set (G)

Activity 5: Identifying null
and empty set (I)


Activity 3: Journal Writing
on classification of sets (I)


Activity 1: Solving word
problem on
approximating square
root. (G)

Activity 2: Identifying
between commutative and
non-commutative (G)


Activity 4: table completion
on finding other perfect
square numbers where the
given number lies (I)


Activity 1: Answering real
life problems with square
root (I)

Activity 2: Finding the
square root with process
questions (G)




Activity 1: Generalization
table on scientific
notation. (I)

Activity 2: Other peoples
idea on scientific notation
(G)



Activity 3: My idea on
scientific notation (I)


FIRM UP

Activity 4: Classifying sets
(G)

Activity 2: Classification of
sets (I)


Activity 7: Operations on
set (I)


Activity 1: Completing the
operation on real numbers
(I)

Activity 8: Analyzing Venn
diagram (G)

Activity 2: identifying
numbers as rational or
irrational (G)


Activity 3: identifying
numbers as rational or
irrational with process
questions (I)


Activity 10: Quiz on how to
express rational numbers as
fraction, decimal or percent.
(I)

30


Activity 4: Fraction to
Decimal (WC)


Activity 12-14: Identifying
rational numbers on a
number line with process
questions. (I)

Activity 11: Reflection Log
on how to express rational
numbers as fraction,
decimal or percent. (I)


Activity 5: decimal to
percent (WC)


Activity 17: Addition of
decimals with process
questions (I)

Activity 15: Quiz on
Identifying rational numbers
on a number line.(I)


Activity 6: Decimal to
fraction (WC)


Activity 18: Multiplication
and division of fractions
with process questions (I)

Activity 20: On-line activity
on operations of rational
numbers. (I)


Activity 3: Finding the
square root of a real
number (G)


Activity 19: Addition and
subtraction of fractions
with process questions (I)


Activity 5: Analyzing the
table of squares roots then
answering the process
questions. (I)


Activity 4: Finding 2
integers which the square
root lies. (G)


Activity 5: Finding the
square root with process
questions. (I)


Activity 9: Approximating
square roots (G)

Activity 6-7: Estimating the
square root of a perfect
square number with
process questions. (I)



Activity 1: Identifying
significant digits. (G)

Activity 8: Estimating the
square root of a non
perfect square number
with process questions. (I)



Activity 5: On-line activity
on scientific notation (I)

Activity 4: Comprehension
check on scientific
notation with process
questions (I)


31

DEEPEN

Activity 4: Introduction to
properties of real
numbers (G)


Activity 6: Analyzation on
properties of real numbers
(I)


Activity 7: Solving real life
problems using properties
of real numbers. (I)


Activity 5: Identifying
properties of Real
numbers (WC)


Activity 6: Identifying
properties of Real
numbers (G)

Activity 8: Question and
answer on properties of real
numbers (I)


Activity 6: Solving real life
problem with square root.
(G)

Activity 2: Solving real life
problems using operations
on real numbers (I)


Generalization organizer on
properties of real
numbers.(I)


Activity 21-25: Operations
on rational numbers with
real life problems. (I)


Transfer activity on
operations of real numbers.
(G)


Activity 27-28: Operations
on rational numbers with
real life problems. (G)


Transfer activity on finding
the square root. (G)


Activity 6: Solving real life
problem with square root
using a graphic organizer.
(I)


Transfer activity on
approximating square root.
(G)


Activity 10: Solving real
life problems with
approximating square
roots. (I)


Transfer activity on
identifying significant digits.
(G)


Activity 7: Comprehension
check on scientific
notation (I)


Transfer activity on scientific
notation. (G)


Activity 9; generalization

32

table on scientific notation
(I)

TRANSFER

Scaffold 1: Survey (G)


Transfer Task: Real
Numbers (G)


Scaffold 2: Business
problem (G)


Synthesis journal (I)

Scaffold 3: Researcher
(G)


Letter in parentheses after every activity indicates the following modes: I for individual
work or G for group work and WC for whole class. Resource material used for the
activity is indicated in italics.
B. UNIT ASSESSMENT-ACTIVITIES MATRIX:
CO
DE
Levels of
Assessme
nt
What will I
assess?
MC ITEM
CORRECT
ANSWER AND
EXPLANATIO
N
RELATED
ACTIVITIES
A
Knowledg
e
(15%)
LC:

Describe and
illustrate well-
defined sets,
universal set,
subsets and null
sets.


1) If set A = { 1, 2,
3, 4, 5 }, which of
the following sets is
a subset of set A?
(A)

*a. B = { }
b. C = { 0, 1 }
c. D = { 1, 3, 6, }
d. E = { 2, 4, 8 }

Correct
Answer: A:
Null set is
always a
subset of a
given set.

Activity 5:
Identifying
null and
empty set






State and
illustrate the
different
properties of the
operations on
integers

4. Which of the
following shows the
Associative
Property of
Integers? (A)

Correct answer:
C. Associative
property states
that in adding
numbers,
regrouping will
still yield to the
Activity 6:
Analysis on
properties of
real
numbers

Activity 2:
33

a. ( -4 + 5) + 9 = 9
+ ( -4 + 5 )
b. -4 ( 5 + 9 ) = (-
4)(5) + (-4)(9)
*c. ( -4 + 5 ) + 9 = -
4 + ( 5 + 9 )
d. ( -4 + 5 ) + 9 = 9
+ ( 5 + -4)

same correct
answer.

Identifying
between
commutativ
e and non-
commutativ
e



Describe
principal roots
and tell whether
they are rational
or irrational.


15) Which of the
following is TRUE?
(A)
a.
* b.

c.
d.

Correct
Answer: B.50
= 25 x 2 = 5
2

Activity 3:
Finding the
square root
of a real
number



Determine the
significant digits
in a given
situations.


17) Which of the
following has two
the significant
digits?
*a. 0.024
b. 2.40
c. 24.03
d. 243


Correct
Answer: A. The
number greater
than 0 after the
decimal point
is/are
significant,


Activity 1:
Identifying
significant
digits.


Define and
illustrate
scientific notation

18) Which is the
scientific notation of
42,000? (A)
a. 42 x 10
3
*b. 4.2 x 10
4
c. 42 x 10
-3

d. 4.2 x 10
-4

Correct
Answer: B.
Choices A, C
and D did not
follow the
correct way of
expressing
numbers in
scientific
notation


Activity 7:
Comprehen
sion check
on scientific
notation

Activity 5:
On-line
activity on
scientific
notation

A
Process/S
kills
LC:


Which of the
Correct
Answer: B,
Activity 2:
Classificatio
34

Integers
Counting Numbers
(25%)

Describe,
represent and
compare the
different subsets
of real numbers.

following sentences
describes the
relationship
illustrated in the
diagram? (M)








a. All integers are
counting numbers.
*b. All counting
numbers are
integers.
c. Counting
numbers are not
integers.
d. Some counting
numbers are
integers.


Integers are
consists of all
positive and
negative
numbers.

n of sets



Use Venn-
diagram to
represent sets,
subsets, and set
operations.

3. As part of your
research work, you
need to gather data
in the specific
subjects enrolled by
228 students. Your
research output will
be presented to the
panel during your
defense. Your data
shows the following
enrolment records

Biology = 86
students Communication Arts = 89 students Algebra = 145 students Algebra and Biology = 24 students
Biology and
Communication
Arts = 16 students
Algebra and
Correct answer:
A. With proper
representation
of Venn
diagram, there
are 15 students
enrolled in all
the subjects,
320 in two
subjects only
and 151 in one

subjects only.

Activity 8:
Analyzing
Venn
diagram
35

Communication
Arts = 22 students
Algebra, Biology
and Communication
Arts = 15 students

How many students
are enrolled in only
one subject? (T)

*a. Algebra = 84,
Biology = 31,
Communication and
Arts = 36
b. Algebra = 145,
Biology = 86,
Communication and
Arts = 89
c. Algebra = 84,
Biology = 79,
Communication and
Arts = 36
d. Algebra = 49,
Biology = 62,
Communication and
Arts = 62



Perform
fundamental
operations on
integers:
addition,
subtraction,
multiplication,
division

5) Simplify
. (A)
a. -3
b. -1/5
*c. 3/5
d. 1

Correct
Answer: C.
Choice A does
not consider
the sign inside
the brackets, in
Choice B the
numerator was
not multiplied to
3 and choice D
does not
consider some
signs in the
numerator

Activity 20:
On-line
activity on
operations
of rational
numbers.




Estimate the
square root of a
16) What is the
answer when you
simplify 100 +
Correct
Answer: A.
Activity 5:
Finding the
square root
36

number to the
nearest tenth.

121? (A)
*a. 16
b. 26
c.
d.

then 10 + 11 -
5 = 16
with process
questions.
M
Understan
ding
(30%)

ENDURING
UNDERSTANDI
NG:

The knowledge
of real numbers
is useful in
solving real life
problems.


6. What operation is
best to use to solve
the problem below?

The water level in
Ipo Dam is at
150.20 meters,
which is above its
overflow limit of
100.87 meters.
How much water
must be released
to put the dam in
stable water
level? (M)

a. addition
*b. subtraction
c. multiplication
d. division

Correct answer:
B. Subtracting
the current
level of water to
its overflow limit
will result to
how much
water must be
release to put
the in stable
water level.

Activity 27-
28:
Operations
on rational
numbers
with real life
problems.



11. You want to buy
your mother a gift
worth Php 200. If
your daily
allowance is Php
100.00, which of
the following would
let you save for the
gift in the least
number of days?
(M)
a. saving 1/5 of
your daily
allowance
*b. saving 2/5 of
your weekly (5
Correct answer:
B. 2/5 of Php
100 is Php 40.It
will take you 5
days to save
Php 200.

Activity 27-
28:
Operations
on rational
numbers
with real life
problems.

37

school days)
allowance
c. saving 0.3 of
your daily
allowance
d. saving 0.15 of
your weekly
allowance


MISCONCEPTIO
N:

Sign of any real
number does not
affect its
operation/s

6) Which of the
following
statements is false?
(M)
*a. (-2)(-2)(-2) = -
6
b. (-6)(-5)(1) = 30
c. (-11)(2)(1) = -22
d. (-3)(3)(-2) = 18


NOTE: Correct
answer is A
because the
given equation
is TRUE since
choice B = (-
6)(-5)= +30,
choice C = (-
11)(2)= -22,
choice D = (-
3)(3)= -9 then (-
9)(-2) = +18

Activity 27-
28:
Operations
on rational
numbers
with real life
problems.



Scientific
notation is for
very small
numbers only.


20) You are an
aspiring
astronomer. Your
mentor has tasked
you to research the
distances of
different planets
from the sun. Which
is the most efficient
way to represent
your data?(T)
*a. use of scientific
notation
b. use of standard
notation
c. use of
exponential
notation
d. use of
expanded notation


Correct
Answer: A.
Choices B, C
and D gives a
complex way of
expressing a
number


Activity 7:
Comprehen
sion check
on scientific
notation

38

T
Product/
Performan
ce
(30%)
GRASPS



Formulates real
life problems
involving sets,
numbers and
number sense
and solves these
using a variety of
strategies.


7. As a student, you
are asked to record
your cash flow for
the week as a
requirement in your
Technology and
Livelihood
Education subject.
Considering a +
sign for the
allowance received
and sign for the
expenses incurred
as shown below,
which figure would
best represent the
amount at the end
of the week? (T)

+60, -45, +70, -52,
+65, -48, +70,-55,
+65, -42

a. -88
b. -98
*c. 88
d. 98

Correct
Answer: C.
Positive sign
means addition
while the
negative sign
means
subtraction.

Activity 27-
28:
Operations
on rational
numbers
with real life
problems.



8. You are a bakery
owner and you
want to know if you
have made a profit
for the day. You
are given the
following
information: (T)

i. The daily wage of
your employees is
Php 500.00 each
and you have 4
employees.

Correct answer:
A. Profit = Total
Sales
Expenses.

Thus profit =
1000(Php5.00)
4(Php500.00)

Php5,000.00
Php4,000.00 =
Php1000.00.

Activity 27-
28:
Operations
on rational
numbers
with real life
problems.

39

ii. The bakery sold
1000 pieces of
bread at Php 5.00
each.

iii. Other
operational
expenses of the
bakery amounts to
Php 2000.00

Did the bakery
make a profit for the
day?

*a. Yes, the bakery
made a profit of
Php 1000.00 for the
day.
b. Yes, the bakery
made a profit of
Php 2500.00 for the
day.
c. No, the bakery
just managed to
break even for the
day.
d. No, the bakery
lost Php 500.oo for
the day.



C. SCAFFOLD FOR TRANSFER:
LEVEL 1
DIRECTED
PROMPT
1. Inform the
students the skills
they are expected
to demonstrate.
2. Provide step-
by-step
LEVEL 2
OPEN PROMPT
1. Provide students
another task similar
to that given in Level
1.
2. Instead of giving a
step-by-step
instruction, prompt
LEVEL 3
GUIDED TRANSFER
1. Provide a real world
situation where the
skills taught in Levels
1- 2 are applied.
2. Instead of directing
the students step-by-
step to use the skills
LEVEL 4
INDEPENDENT
TRANSFER
1. Provide a real
world situation
similar to Level 3
where the skills
taught in Levels
1-2 are applied.
40

instruction on
how to do the skills
and check their
work.
3. Provide this task
during Firm Up or
Interaction stage.
the students to do
the steps on their
own. If different
procedures are
given, ask students
to choose which
procedure they
would use.
Students may also
be asked to vary the
steps they learned.
3. Provide this task
during Firm Up or
Interaction stage.
they learned in
previous levels, ask
students to look back
on the skills they
learned and determine
which of these they
would use to meet the
requirements of the
given task.
3. Provide this task
during Deepen or
Interaction stage.

2. Purposely
refrain from
suggesting to
students to use
the skills they
learned in Levels
1-2. Have
students on their
own figure out
which of the skills
they learned in
previous levels
they would use to
meet the
standards in the
given task.
3. Provide task
during Transfer or
Integration stage.
TASK:

1. 1) The teacher
presents
applications of
sets using Venn
diagram in solving
word problems
including those
that deals with
survey in business
and economics.
2.
2)The students are
given result
conducted by a
canteen manager
to 100
pupils/students.

3)Students are to
present these
survey results
using a Venn
diagram to answer
the given
TASK:

1) The teacher
presents word
problems as an
application on
operation of
integers. Problems
that involve
computations of cost
of production,
expenses and
income will be given
as examples.
2)Students are given
situations and
construct two word
problems for each
situation. Students
work in groups to
compute the
problems. Ask them
TASK:

You are a school
researcher and you
want to know how
students spend their
weekly allowance.
Survey 50 students
then present this to the
parents association in
written and oral form.
You are required to
give recommendations
based on your findings.
TASK:

You are a
freelance
business
consultant hired
by a group of
investors to find
out a practical
business venture
in your area. You
are to present a
business plan to
them. Your
business plan will
be evaluated
according to its
practicality,
delivery,
accuracy and
organization of
the data and the
variety of real
numbers used.

41

questions. (The
students w
working in pair will
be given the same
content of word
problems to be
solved. The
activity sheet will
also show a step-
by-step process in
solving the
problems using
Venn-diagram)



to make conclusions
and necessary
suggestions/justificat
ions for a particular
situation.

NOTES:
1. The Unit Activities Map and Assessment-Activities Matrix. The unit activities map
shows the different activities done in the lesson. The activities are designed to address
the different A-M-T learning goals. Acquisition activities in particular are also matched
according to the required and added competencies. The A activities involve defining
sets, subsets, Venn-diagrams, integers and its operations, square roots, significant
digits, and scientific notation. During M activities, students make meaning of the
concepts they will acquire. They are allowed to fill in graphic organizers, answer
worksheets, work with interactive websites to deepen and further their understanding. In
T activities, students are given opportunities to see how the different topics in numbers
and number sense are applied in real life. The different performance tasks will take
them to different roles and to see different perspectives.
The Assessment-Activities Matrix also shows the activities which implement the
established and added competencies. This Matrix helps the teacher evaluate the
readiness of a student to answer a particular test item by looking at the students
performance in a particular activity related to the assessment. If the student does not do
well in a set of test items, the teacher may go back to the activity linked to the test item
and see if the student was already having difficulty.
2. The Scaffold for Transfer. The T activities are also sequenced according to a
certain progression as indicated in the scaffold for transfer. The scaffold consists of four
levels starting with direct prompting and on to independent transfer. In the scaffold,
students focus on the skill of applying the concepts of sets and real numbers in real life
42

situations. Students develop mastery of this skill by first in direct prompt where they get
to apply concepts of sets using Venn diagrams in the fields of economics and businessl
do). This activity is done in the Transfer of Lesson 1. Then in the open prompt, students
during Deepen of Lesson 2 Topic 2, they will be presented with problems as an
application on operations on integers. Next in the guided transfer done during Transfer
in Lesson 2 Topic 3 students are tasked to survey 50 students on how they spend their
weekly allowance and then present the results to the parents organization. Students
are again asked to do a task similar in the final level but this time in the independent
level, students are evaluated according to their ability to on their own business proposal
which will be evaluated according to its practicality, delivery, accuracy and organization
of data, and the variety of real numbers used.
3. Enhancements (Level 1 or Level 2)
a. Add for scaffold a Youtube video modeling students performance. Ask
students to outline process shown in video.
b. Have students take pretest again or practice prior to transfer sections or
take another mini quiz from another website.

SECTION 2. STRATEGIES FOR BLENDED LEARNING:
INDEX OF STUDENTS ONLINE TASKS:
STUDENTS
ONLINE TASK
EFDT AMT ACTIVITY NO. DESCRIPTION

1. Answering
Process
Questions based
on a given
Websites content
or interactivity

D









F





M








A






Integer
Worksheet
(Lesson 2
Topic 2)





Converting
decimals to
fractions
Activity 7
(Lesson 2
Topic 3)

Process questions related to
how the student was able to
answer the interactive
activities.
Processing information based
on a content in the web


Converting terminal decimals
to fractions.





43



F


A



A


Activity 9
(Lesson 2
Topic 3)

Activity 12,
13,14 (Lesson
2 Topic 3)


Converting non-terminating
decimals to fractions
Practice exercise with web
content
2. Answering mini-
check-up quizzes
and receiving
feedback

D






F






D




F





F



F

D



M






A






M




M





A



A/M

A/M



Activity 5
(Lesson 2)




Activity 6
(Lesson 2)
Activity 7
(Lesson 2)



Worksheet No.
1, 2, 3 (Lesson
2 Topic 2)


Integer
Worksheet
(Lesson 2
Topic 2)


Rational
Numbers

(Lesson 2
Topic 3)

Activity 4, 5 &
6 (Lesson 2
Topic 3)


Mastering the Properties of
Real Numbers. Website
involves a practice test using
an interactive website.


What Property? Identifying
properties of real numbers.
You Complete Me! Filling in
missing values to complete a
property of real numbers.


Solving equations using
addition and subtraction of
integers. Includes interactive
websites.


Answering activities from
interactive websites.



Watching a video about an
application of rational numbers

Practice exercise on rational
numbers

Quiz
Practice exercise using
interactive website

44



F

D



F








D


A

M



A








M

Quiz (Lesson
2 Topic 3)

Activity 20, 21
(Lesson 2
Topic 3)

Activity 23
(lesson 2
Topic 3)


Exercise 2
(Lesson 3
Topic 1)
Exercise 8
(Lesson 3
Topic 2)
Activity 5
(Lesson 5)
Activity 8
(lesson 5)


Multiplying and Dividing
rational numbers

Interactive Game on Square
Roots


Web Readings activity

Interactive Activity

Interactive Activity Calculating
with Scientific Notation
3. Developing
Product Using
Web-based
Application 2.0
(state Web 2.0
application)

4. Posting in
Discussion Forum
any of the
following:
a. ones ideas
b. ones questions
c. ones
reflections
d. ones
suggestions or
request
e. ones summary

5. Responding to
Other Students in
Discussion Forum

45

by posting any of
the following:
a. ones comments
b. ones questions
c. ones
reflections
d. ones
suggestions or
request
e. ones summary
6. Chatting with
Teacher on any of
the following:
a. feedback on
answers to
process questions
b. performance
in assigned tasks
c. content that
needs clarification
d. instructions
in tasks that need
clarification
e. a live event

7. Chatting
with Teacher and
other Students on
any of the
following:
a. a. feedback on
answers to
process questions
b. performance
in assigned tasks
c. content that
needs clarification
d. instructions
in tasks that need
clarification
e. a live event
f. discussion of a
topic in the form of
a debate, panel
discussion,
interview or role

46

playing
8. Uploading
and Submitting
Individual File on
any of the
following:
a. answers to
activity questions
b. presentations or
reports
c. conversion of
Web information
to another form
(e.g. outline, flow
chart, table,
graphic organizer,
concept map,
drawing)
d. map of
conceptual change
e. intervention
task given by
teacher
f. enrichment task
F







D




E



F

D














E






F


M


M


M

M

M


A



M

A




M


A

M
A



M


A

A

A


Activity 2
(Lesson 1)

Activity 3
(Lesson 1)


Activity 4
(Lesson 1)
Activity 8
(Lesson 2)

Activity 9
(Lesson 2)

Activity 1
(Lesson 2
Topic 3)

Activity 11
(Lesson 2
Topic 2)

Activity 17
(Lesson 2
Topic 3)
Activity 18 , 19
(Lesson 2
Topic 3)
Activity 22
(Lesson 2
Topic 3)

Activity 24, 25
(Lesson 2
Topic 3)
Activity 26
(Lesson 2
Topic 3)
Activity 27,28
(Lesson 2
Topic 3)

Activity 1
Classifying concepts using
appropriate type of
classification

Journal Writing Recording
ones thoughts/feelings

Describing a set

Solve me with a Property!
Solving word problems using a
property of real number.
Extra Challenge! Giving
justifications to answer a given
question.

Anticipation Reaction Guide


3-2-1 Reflection


Practice Exercise on
operations on decimals

Practice Exercise on
operations on fractions

Division of positive and
negative fractions

Performing operations on
rational numbers
Reflection Log

Problem Solving


Problem Solving


IRF Sheet

Squaring vs Extracting Square
47





F

D

D

T




E



F






D




F

T


E




F







M

M

M

T




A



A




M

M




A

T


A




M



(Lesson 3
Topic 1)
Exercise 1
(Lesson 3
Topic 1)
Activity 2
(Lesson 3
Topic 1)
Activity 3
(Lesson 3
Topic 1)
Activity 4
(Lesson 3
Topic 1)
Activity 5
(Lesson 3
Topic 1)
Exercise 3
(Lesson 3
Topic 1)
Activity 6, 7
(Lesson 3
Topic 1)
Exercise 5
(Lesson 3
Topic 1)
Activity 8
(Lesson 3
Topic 1)
Exercise 6
(Lesson 3
Topic 1)
Activity 4
(Lesson 3
Topic 2)
Exercise 7
(Lesson 3
Topic 2)
Activity 5
(Lesson 3
Topic 2)
Activity 6, 7, 8,
9 (Lesson 3
Topic 2)
Exercise 7
Roots

Completing Table on Square
Roots
Finding two integers between
a square root

Square root up to tenths place
System Chart

Problem Solving

IRF Sheet

Performance Task


Synthesis Journal

Table Completion

KWHL Chart

Answering questions based on
table

Estimation and Approximation
3-2-1 Chart


Completing Diagram
Problem Solving

Generalization Organizer


Determining Significant Digits

Performance Task

Generalization Table
Other Peoples Idea on
Scientific Notation
My Idea of Representing Large
and Small Numbers
48


D

T


T

T
(Lesson 3
Topic 2)
Activity 10
(Lesson 3
Topic 2)
Exercise 9
(Lesson 3
Topic 2)
Worksheet 1
(lesson 4)

Performance
Task (Lesson
4)
Activity 1
(lesson 5)
Activity 2
(lesson 5)
Activity 3
(lesson 5)

Activity 4
(lesson 5)
Activity 6
(Lesson 5)
Activity 7
(lesson 5)
Activity 9
(Lesson 5)
Activity 10
(Lesson 5)
Activity 11
(Lesson 5)
Activity 12
(lesson 5)

Comprehension Check

Generalization Table

Comprehension Check
Generalization table

Application of scientific
Notation
Reflection Log

Performance Task
9. Uploading and
Submitting Group
File on any of the
following:
a. answer to
activity questions
b. presentations or
reports
c. conversion of
information from

49

Website or online
resource to
another form (e.g.
outline, flow chart,
table, graphic
organizer, concept
map, drawing)
d. map of
conceptual change
e. intervention
task given by
teacher
f. enrichment task
10. Sending by
clicking on page
email icon
questions to
teacher on any of
the following:
a. lesson
discussion
b. activity
instructions and
interactivity
c. system
navigation

11. Producing an
E-portfolio by
selecting best
works done in a
unit