College of Teacher Education

2nd Semester, 2024 - 2025

TEACHING MATHEMATICS IN THE INTERMEDIATE GRADES | ELEM ED 14

Course Descriptive Title

In preparation for teaching in the intermediate grades, this course emphasizes the
integration of technological pedagogical content knowledge that includes topics on rational
numbers, measurement, geometric figures, pre-algebra concepts, application of simple
probability and data analysis. This course is capped with microteaching that utilizes appropriate
teaching strategies for the development of critical and problem solving, reasoning,
communicating, making corrections, representations and decisions in real life situations.

--------------------------------------------------------------------------------------------------------------------
LESSON I: FOUNDATION OF MATHEMATICS TEACHING LEARNING
You are expected to:
a. discuss the nature of mathematics and its importance; and
b. state the goals of mathematics education.

KEY CONCEPTS:
Teaching is both an art and a science. Have you ever thought about what makes an
effective mathematics teacher? Try to recall the teachers who influenced your life. What made
them stand out?

An effective mathematics teacher reflectively integrates theory with practice. Why?

Because it is the theories about teaching and learning that provide a framework for analyzing
learning situations and improving classroom instruction.

To develop one’s philosophical framework for teaching mathematics, we begin by

understanding the nature of mathematics and the goals of mathematics education. Research has
shown that the teachers’ beliefs and conceptions influence the way they teach mathematics and
the way their students perceive the discipline. Hence, this lesson aims to clarify these beliefs and
conceptions, and to enrich or modify them, if necessary.

A. NATURE OF MATHEMATICS
National Council of Teachers of Mathematics (NTCM, 1989) defines the nature of
mathematics as follows:
1. Mathematics is a study of patterns and relationships.
 Mathematical ideas are interwoven with each other. It explores the recurring ideas or
the patterns and discover the relationships between and among them.
2. Mathematics is a way of thinking.
 The problem solving activities and various lessons in mathematics train us to think
logically, analytically, critically and systematically. In a way, mathematics provides us
with the thinking skills needed to confront everyday problems.
3. Mathematics is an art.
 Mathematics is characterized by order and internal consistency. Numerous patterns
can be found in numbers and geometric figures. Tessellations, weaving and tilling are a
few explicit examples of mathematics in art. By exploring the orderliness and
consistency of mathematics, we learn to appreciate its beauty.
4. Mathematics is a language.
 It is used to communicate complex processes and thoughts efficiently using symbols
and specific and precise terms. Mathematics has its own register, or special
vocabulary, which students have to learn to be able to communicate well about
mathematics and to speak and think like mathematician. For instance, mathematicians
would not use “equal”, “congruent” and “similar” interchangeably as these terms
mean different things.
5. Mathematics is a tool.

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  Many occupations require the knowledge of mathematics. Scientists, engineers,
businessmen, and many other professions use a great deal of mathematics to do their
work.

B. IMPORTANCE OF MATHEMATICS

Math is very important in our daily lives. In reality, it is implemented everywhere. It is

useful for solving problems that occur in the real world. This is the reason that so many people
besides mathematicians, study and use mathematics. There are too many fields such as
natural science, engineering, medicine, finance, etc. that uses mathematics.

Here are some reasons that makes math a powerful tool.

 Math is involved around us. So, it is an essential and powerful discipline in today's
world. Our perspective of the important issues facing us as individuals, families,
businesses, and nations.
 It provides an effective way of building mental discipline.
 It improves mental rigor for developing logical, analytical, and problem-solving skills.
 The knowledge of mathematics plays a crucial role in understanding other subjects
such as physics, art, music, etc.

We have to remember that math is incredibly important in our lives. We use mathematical
concepts, as well as the skills we learn from doing math problems every day as the laws of
mathematics govern everything around us. Without a good understanding of math, one can
encounter significant problems in life.

C. THE GOAL OF MATHEMATICS

If mathematics is not just about performing operations, using the right formulas, and
getting the right answers, what then should be our goals as mathematics teachers?

The National Council of Teachers of Mathematics’ Standards for School Mathematics

(NTCM, 1989) identified five broad goals required to meet the students’ mathematical needs for
the 21st century.

NTCM recommends that mathematics teachers enable students to:

1. Value Mathematics

Students will value mathematics if they see how it plays a role in their real lives and in society.
Thus, your task is to make mathematics learning meaningful to the students by connecting the
lesson to their real life experiences and allowing students to experience mathematics through
actual measurements and explorations.

2. Reason Mathematically

Mathematics trains the mind to think analytically and logically. As the teacher, your task is to
provide activities that will provide students opportunities to reason logically, make conjectures,
gather evidence, build arguments, and arrive at informed and sound decisions. The process of
obtaining the correct answers should be emphasized.

3. Communicate Mathematics

To be able to communicate well in mathematics, students must be familiar with the mathematics
register, or the special vocabulary of mathematics. You must be a good model in the use of
correct precise mathematical terms and phrases. You must also encourage students to verbalize
and defend their answers.

4. Solve Problems

Problem Solving is the heart of mathematics. Students must be exposed to a variety of problems
– problems that vary in context, in level of difficulty and in mathematical methods required for

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their solutions. Students must learn to analyze the conditions in a problem, to restate them, to
plan strategies for solving it, to develop several solutions, and to work collaboratively with others
in search of the solution. Most of all, students must develop the discipline and perseverance to
solve a problem no matter how complex it.

5. Develop Confidence

Taking pride in one’s competence in mathematics is all-important. Sadly, a number of people find
it fashionable to boast of their incompetence in mathematics. To go further in mathematics,
students must develop confidence in their ability to learn and do mathematics. Such confidence
is built on success in mathematical tasks in the classroom.

LEARNING TASK 1:

Instruction: Explain your answers briefly but substantial.

Criteria: 6 pts - content
2 pts - organization
2 pts - mechanics
QUESTION:

Based on the discussions on the nature of mathematics, as an elementary teacher,

what should you emphasize in teaching mathematics? Why?

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 LESSON II: BASIC CONCEPTS OF MATHEMATICS IN THE INTERMEDIATE GRADES
You are expected to:
a. define and illustrate the real number system and its properties;
b. express rational numbers (both repeating and
terminating/nonrepeating) from
fraction form to decimal form and vice versa;
c. review the history of measurement and demonstrate knowledge on
measuring
length, mass and volume, time and temperature, and angles; and
d. convert one unit to another.

KEY CONCEPTS:
A. SETS OF REAL NUMBERS
The set of real numbers is made by combining the set of rational numbers and the set of
irrational numbers. The real numbers include natural numbers or counting numbers, whole
numbers, integers, rational numbers (fractions and repeating or terminating decimals), and
irrational numbers.
A real number is a number that has no imaginary part. The set of real numbers are mainly
classified into:
 Rational numbers – a rational number is any number that can be expressed as quotient of two
a
integers a and b , , where b ≠ 0. It can be represented by either terminating or repeating
b
decimal.
−5 4
Examples: 12, 0.05, , , 0.3
2 3

Rational numbers include:

1. Non-integer (fraction, terminating, and repeating numbers)

Directions: Look at the shaded part of each shape. Circle the letter that describes the shaded
portion.

Direction: Shade each shape according to its description.

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Part-to-Whole Concept of Fractions
In these examples, the fraction indicates the shaded amount of the bar.

9
→
12

5
→
6

1
→
2

2
→
3

Equality of Fractions
Fraction bars can be used in two ways to illustrate equality of fractions. To first introduce
equality, two bars with the same shaded amount represent two equal fractions, as shown in
these examples.

3 9
¿ → =
4 12

Inequality of Fractions

If two Fraction Bars have different shaded amounts, the bar with the greater amount of
shading is the greater fraction, as shown in these two examples.

5 3
< → <
12 4
Operations of fractions
a c
If and are rational numbers, then:
b d

Addition∨Subtraction
To add/subtract similar fractions, add/subtract the numerators and write the sum/difference over
the denominator. And simplify.
 To add dissimilar fractions, find the LCD, convert to equivalent fractions and add/subtract
like similar fractions. And simplify.
a c ad bc ad +bc a c ad bc ad−bc
+ = + = − = − =
b d bd bd bd b d bd bd bd

Examples:

1.

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 2.

3.

4.

Multiplication
 To multiply fractions, multiply the numerators and multiply the denominators. Write the
product of the numerators over the product of the denominators. And simplify.
a c a ×c ac
× = =
b d b × d bd

Examples:

1.

2.

Division

 To divide fractions, multiply the first fraction with the reciprocal of the second fraction.
a c a ×d ad
÷ = =
b d b × c bc

Example:

More examples:

Perform the indicated operation.

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 3 1 4
a. + = =1
4 4 4
4 5 20 2
b. × = =
5 10 50 5
7 2 7 3 21 7
c. ÷ = × = =
6 3 6 2 12 4
2 5 4 +5 9 3 1
d. + = = = ∨1
3 6 6 6 2 2
e. Leche Flan ingredients are the following:10 egg yolks (well beaten),1 big can
evaporated milk, 1 big can condense milk, 3 tablespoons brown sugar, 1 tablespoon
vanilla, 3 molds container, Aluminum foil, and ¾ cup of water. Now, Ms. Yohann Faith is
making one-half of this recipe. What amount of water is needed?

Solution:

1 3 3 3
× = Thus , the amount of water needed is .
2 4 8 8

2. Integer. Integer is the union of the set {–1, –2, –3, –4, –5…} and the set of whole
numbers, {0, 1, 2, 3, 4, 5…}, make up the set of integers . It is usually denoted by Z. Thus,
Z = {…–5, –4, –3, –2, –1, 0, 1, 2, 3, 4, 5…}

The positive integers are {1, 2, 3, 4, 5…}.

The negative integers are {…–5, –4, –3, –2, –1}.
The integer 0 is neither positive nor negative.

Consecutive integers are two or more integers, written in sequence, in which each integer
after the first is 1 more than the preceding integer.
Examples:
3, 4, 5, 6, 7, 8
–
4, –3, –2, –1, 0, 1, 2, 3
x, x+1, x+2, x+3, x+4, x+5

The absolute value of a number x , denoted by  x  is the undirected distance between x and 0
on the number line.

– – – – –
5 4 3 2 1 0 1 2 3 4 5
It is also defined as
x if x > 0

x = –x if x < 0

0 if x = 0

Example:
Evaluate each of the following.
a) |12| = 12 c) |0| = 0
b) |–27| = 27 d) –|–15| = –15

Operations on Signed Integers

Addition .
1. To add two integers with like signs, add their absolute values and affix their common sign.
( +5) + (+9) = │+5│ + │+9│ (–3) + (–7) = │–3│ + │–7│
=5+9 =3+7
= +14 = –10
2. To add two integers with unlike signs, find the difference of their absolute values and use the
sign of the number with the larger absolute value.
( +15) + (–9) = │+15│ – │–9│ (–21) + (+9) = │–21│ – │+9│
= 15 – 9 = 21 – 9
= +6 = –12
Subtraction.
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To subtract two integers, change the sign of the subtrahend and then proceed to the rules for
addition.
( +15) – (–9) = │+15│ + │+9│ (–28) – (+23) = │–28│ + │–23│
= 15 + 9 = 28 + 23
= +34 = –51

Multiplication∧Division
1. To multiply/divide two integers with like signs, multiply/divide the absolute values of the
given integers and affix positive sign.
(+5) x (+29) = │+5│ x │+29│ (–28) x (–21) = │–28│ x │–21│
= 5 x 29 = 28 x 21
= +145 = +588
(+125) ÷ (+5) = │+125│ ÷ │+5│ (–861) ÷ (–123) = │–861│ ÷ │–123│

= 125 ÷ 5 = 861 ÷ 123

= +25 = +7
2. To multiply/divide two integers with unlike signs, multiply/divide the absolute values of the
given integers and affix the negative sign.
(–32) x (+14) = │–32│ x │+14│ (+15) x (–31) = │+15│ x │–31│
= 32 x 14 = 15 x 31
= –448 = –465
(–2706)  (+11) = │–2706│  │+11│ (+2184)  (–12) = /+2184/  /–12/
= 2706 ÷ 11 = 2184 ÷ 12
= –246 = –182
Odd∧Even Numbers

Any integer that ends with 0, 2, 4, 6 or 8 is called an even number , and any integer that
ends with 1, 3, 5, 7 or 9 is called an odd number .

Example:
2, 34, 716, 972, 15 958 are even numbers.
81, 203, 925, 22 007, 80 209 are odd numbers.
Three important facts about even and odd numbers
a) If two integers are both even or both odd, their sum or difference is even.
b) If one integer is even and the other is odd, their sum or difference is odd.
c) The product of two integers is even unless both of them are odd.
+/ – Even Odd x Even Odd
Even Even Odd Even Even Even
Odd Odd Even Odd Even Odd

Prime∧Composite Numbers
Any positive integer with exactly two distinct positive factors in the set of integers is called a
prime number . Any positive integer that has more than two distinct positive factors in the set of
integers is called composite number .
Example:
Which of the following numbers are prime, composite, or neither?
a) 2 prime
b) 421 prime
c) 24,638 composite
d) 43,101 composite
e) 1 neither
Fundamental Theorem of Arithmetic
Every composite whole numbers can be expressed as the product of primes in exactly one
way (the order of the factors is disregarded).
Example:
Find the prime factorization of 300.
300

5 60

10 6

5 2 2 3
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 the prime factors of 300: 5 x 5 x 2 x 2 x 3 = 5 2 x 22 x 3

Factors∧Multiples
If a and b are whole numbers and a 0 , then a is a factor of b if and only if there is a whole number c
such that ac=b . If a is a factor of b , we can also say that a∣b (a b), or b is a multiple of a . Every
number has a finite set of factors (or divisors) and an infinite set of multiples.
Examples:
Classify each of the following as true or false.
a) –3 is a factor of 18. true
b) 02 false
c) 70 true
d) 2 is a multiple of 8. false
e) for all integers a, 1a. true

Greatest Common Factor

Let a and b be natural numbers. The greatest natural number d that divides both a and b
is called their greatest common factor (divisor), and we write d = (a, b).
Example:
Find the greatest common factor.
(180, 220)
180 = 2 x 2 x 3 x 3 x 5
220 = 2 x 2 x 5 x 11

2x2 x5 So, (180, 220) = 2 x 2 x 5 = 20

Least Common Multiple

Let a and b be natural numbers. The least natural number m that is a multiple of both a
and b is called their least common multiple and we write m=[a , b].
Example:
Find the least common multiple.
[28, 44]
28 = 2 x 2 x 7
44 = 2 x 2 x 11

2 x 2 x 7 x 11 So, [28, 44] = 2 x 2 x 7 x 11 = 308

Remember:
For positive integers a and b,
ab
[a, b] = (a , b ) and when (a, b) = 1, then [a, b] = a x b

Divisibility Rules
Divisibility Properties
a) If a number divides each of two other numbers, then it divides their sum.
If ab and ac, then a(b + c).
b) If a number divides one of two numbers but not the other, then it will not divide their
sum.
If ab and a ł c, then a ł (b + c).
c) If one number divides another number, then it will divide the product of that number
with any other whole number.
If ab, then abk.
Divisibility
A number is divisible by 2 if the number ends with an even number (0,2,4,6,8).
Example: 158 and 5792 are divisible by 2 since the numbers end with 8 and 2
respectively which are both even numbers.
A number is divisible by 3 if the sum of its digits is divisible by 3.
Example: 2301 is divisible by 3 since the sum of its digits 2+3+0+1 = 6 is divisible by 3.
A number is divisible by 4 if the last two digits of the number form a number which is divisible by 4.
Example: 2900, 3136, and 745084 are divisible by 4.
A number is divisible by 5 if the number ends with 0 or 5.
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 Example: 1015, 2890, and 802525 are divisible by 5.
A number is divisible by 6 if the number is divisible by both 2 and 3.
Example: 1350 and 201564 are divisible by 6 because they are both divisible by 2 and by
3.

A number is divisible by 7 if the difference between twice the unit digit and the number formed by
the remaining digits is divisible by 7.
Example: 2191 is divisible by 7, since
2191  219
–2 (twice 1)

217  21
– 14 (twice 7)

7  divisible by 7
A number is divisible by 8 if the last three digits of the number form a number which is divisible by 8.
Example: 413000, 6739048, and 9013816 are divisible by 8.
A number is divisible by 9 if the sum of its digits is divisible by 9.
Example: 19008 and 324594 are divisible by 9, since 1+9+0+0+8 = 18 and
3+2+4+5+9+4 = 27 are divisible by 9
A number is divisible by 10 if the number ends with 0.
Example: 47020 and 390580 are both divisible by 10.
A number is divisible by 11 if the difference between the sum of the digits in the even position and
the sum of the digits in the odd position is divisible by 11.
Example: 7654235050 is divisible by 11 since,
(7+5+2+5+5) – (6+4+3+0+0) = 24 – 13 = 11 is divisible by 11 even position odd
position
A number is divisible by 12 if the number is divisible by both 3 and 4.
Example: 16178904 is divisible by 12 because it is divisible by 3 (since
1+6+1+7+8+9+0+4 = 36 is divisible by 3) and by 4 (since the last 2 digits
04 form a number which is divisible by 3).
A number is divisible by 13 if the sum of four times the unit digits and the number formed by the
remaining digits is divisible be 13.
Example: 195 is divisible by 13, since
195  19
+ 20 (four times 5)

39  is divisible by 13.

Ratio∧Proportion
A ratio is a comparison of 2 numbers a and b , with b ≠ 0 ,and may be expressed in the form
“ a ¿ b ”, “ a :b ”∨“ a/b ” .
Ratio compares two quantities with same units.
“12 Science books to 15 Math books” is a ratio
“10 kilometers per liter” is a rate.
Example:
In 1993, for every woman arrested in the United States, 4 men were arrested.
1. What is the ratio of the number of men arrested to the number of women arrested?
4
Ans. 1 or 4:1
2. What is the ratio of the number of women arrested to the number of men arrested?
1
Ans. 4 or 1:4
For any two equal ratios a /b and c /d , a/b=c /d is called a proportion. This is also written as
a :b=c :d . In this form, a and d are called extremes and b and c are called the means , and the rule
states that “the product of the means equals the product of the extremes .” This can also be written as;
if a : b=c :d , thenad=bc .

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Example:
If the ratio of teachers to students in a school is 1 to 18 and there are 360 students, how
many teachers are there?
Let x be the number of teachers,
1 x
=
18 360 or 1 : 18 = x : 360
18x = 360
x = 20 teachers

Partitive Proportion
If a quantity q is to be partitioned into p1, p2, p3, . . . pn, so that the partitions are in the
ratio a1 : a2 : a3 : . . . : an, then the size of the kth partition may be computed as follows:
q
×a k
Pk =
a1 + a2 + a3 +. . .+ an
Example:
Christian divides his day into leisure, sleep, and work. In the ratio 1 : 2 : 3. How many
hours does Christian spend working?
24
×3
P3 = 1+ 2+ 3 = 12 hours.

Direct Proportion
If the ratio of two quantities being compared is constant, then they are directly
proportional.
y1 y2 y1 y2
=k =k =
y1 = kx1 and y2 = kx2, then x 1 and x 2 , therefore x 1 x 2
Example:
Manuel paid 125php for 14 chocolate candies. How much would 25 of such chocolate
candies cost?
125 x
=
14 25 → 14x = 125(25) = 223.21php

Inverse Proportion
If the product of two quantities being compared is constant, then they are inversely
proportional
x1 x2
=
x1y1 = k and x2y2 = k, then x1y1 = x2y2 or y 2 y 1
Example:
It takes 20 carpenters to build a house for 60 days. How many carpenters will be needed
to build the same house in 15 days?
20 x
=
15 60 → 15x = 20(60) = 1 200 → x = 80 men

a
 An irrational number is any real number that cannot be expressed as a ratio, , where b ≠ 0.
b
It has endless non-repeating digits to the right of the decimal point. Even roots (such as
square roots) that don’t simplify to whole numbers are irrational. Odd roots (such as cube
roots) that don’t simplify to whole numbers are irrational.
'
Pi ( π ) , Eule r s number ( e )∧the golden ratio( φ) are irrational.

Example: 13.123456789…, −√ 2 , φ , π , e

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 PROPERTIES OF REAL NUMBERS

ADDITION EXAMPLE MULTIPLICATION EXAMPLES

S
1. Closure Property The sum of any two 3 + 4 = 7 The product of any 3 x 4 = 12
real numbers is a two real numbers is
unique real number. a unique real
number.
2.Commutative The order of the 2+5 =5+2 The order of the (-3)8 = 8(-
Property addends will not factors will not affect 3)
affect the sum. the product.
3. Associative The groupings of the (-3+5)+2 The groupings of the (2x4)x6 =
Property addends will not = - factors will not affect 2x(4x6)
affect the sum. 3+(5+2) the product.
4. Identity Property Any number added -7+0 = -7 Any number -8 x 1 = 1
to 0 is equal to the multiplied by 1 is
number itself. 0 is equal to the number
the identity element itself. 1 is the
for addition. identity element for
multiplication.
5. Inverse Property The sum of a 6+(-6) = 0 The product of a 1
number and its number and its
6 × =1
6
additive inverse multiplicative
(opposite) is equal inverse (reciprocal)
to 0. is equal to 1.
6. Distributive Multiplication distributes over addition/subtraction.
Property
Example: -3(-4+5) = 12-15 =-3

Put a star ( ) to the set/s to which each number belongs.

SETS 0.444 -5 3 -1.324… 41
… 2
Real Numbers
Irrational
numbers
Integers
Whole numbers
Natural numbers

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 College of Teacher Education

LEARNING TASK 2
Answer Sheet

NAME SCHEDUL
E
COURSE & SCORE
YEAR

Instruction: Answer what is being asked.

I. ON SET OF REAL NUMBERS (15 items: 15 points). Write your answer on the blank at
the right-hand column.
A. Determine the property/s illustrated in the following statements.
1. 13 + 0 = 13 ____________________________
2. 5 * (4 +11) = (5 * 4) + (5 * 11) ____________________________
3. 8 * 1/8 = 1 ____________________________
4. (2+3) + 4 = 2 (3 + 4)
____________________________
5. 6+2=2+6
____________________________
6. 7*5=5*7 ____________________________
7. (8 * 6) * 2 = 8 * (6 * 2) ____________________________
8. 99 * 1 = 99 ____________________________
9. 20 + (-20) = 0
____________________________
10. 9 * (6 – 2) = (9 *6) – (9 *2)
____________________________
B. Complete each statement to illustrate the indicated property.
1. 3 + (8 +2) = (3 + 8) + ____ Commutative Property _________
2. 5 + ____ = 0 Inverse Property _________
3. _____ + 9 = 15 Closure Property _________
4. 8 * (___+ 7) = 16 + 56 Distributive Property _________
5. (7 + 5) + 6 = ___ + (7 + 5) Associative Property _________

II. Put a check (√ ) to the set/s to which each number belongs.

SETS 98 −4 -12 0.321321… 3.1415…

12
Real numbers

Irrational
numbers
Rational
numbers
Non integers

Integers

Whole numbers

Natural
numbers

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III. ON RATIONAL NUMBERS (7 items: 20 points). Perform the indicated operations.
Show all pertinent solutions.

SOLUTIONS (3 POINTS)

3 12
1. +
3 3

17 12
2. ÷
10 5

12 24
3. ×
8 36

11 20 16
4. - × ×
30 88 10

5 2 24
5. ÷ ×
16 8 15

6. In a bag of small ball ¼ are

green, 1/8 are blue, 1/12 are
yellow and the remaining 26
white. How many balls are
blue?
7. Linda spent ¾ of her savings on
furniture and the rest on a TV.
If the TV cost her P4,500.00,
what was her original savings?

IV. ON DIVISIBILITY RULES. Put a check (√ ) if the given numbers is/are divisible by any
numbers to the right side.

IS DIVISIBLE BY
NUMBERS 2 3 4 5 6 9 10
45
369
7,870
1,976
6, 003
136
1,674
35, 496
735
73, 260

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B. SCIENTIFIC NOTATION AND SIGNIFICANT FIGURES
You are expected to write very large and very small numbers in scientific
notation and from scientific notation to standard form.

KEY CONCEPTS:

Scientific Notation is used to expressed very large or very small numbers. A number in scientific
notation is written as the product of a number (integer or decimal) and a power of 10. The
number has one digit to the left of the decimal point. The power of ten indicates how many
places the decimal point was moved. Scientific notation is a number written in the form, a x 10b
which is read as “a times ten raised to the power of b”, where a is greater than or equal to 1 but
less than 10 (1≤|a|<10) and the exponentb is an integer.

Changing ¿ Standard Notation Form( Decimal form) ¿ Scientific Notation

1. Place the decimal point such that there is one non-zero digit to the left of the decimal
point.
2. Count the number of decimal places the decimal has “moved” from the original
number. This will be the exponent of the base 10.
3. If the original number is less than 1, the exponent is negative; if the original number is
greater than 1, the exponent is positive.
Examples:
−11
0.00000000000436 4.36 × 10
9
5, 080, 000, 000 5.08 ×10

Changing ¿ Scientific Notation ¿ Standard Form

1. Move the decimal point to the right for positive exponents of 10. The exponent
indicates the number of decimal places to move.
2. Move the decimal point to the left for negative exponents of 10. Again, the exponent
indicates the number of decimal places to move.

Examples:
1.015x10-8 0.00000001015
5.024x103 5024

A significant figure is a digit in a number that adds to its precisions. This includes all nonzero
numbers, zeroes between significant digits and zeroes indicated to be significant.

Rules for significant figures

1. Non-zero digits (1,2,3,4,5,6,7,8,9) are always significant.
2. All zeroes between other significant digits are significant.
3. All zeroes which are simultaneously to the right of the decimal point and at the end of a
non-zero digits are always significant.
4. All digits of the first factor when a number is expressed in scientific notation.
5. Underscored or specified zeroes of a whole number ending in zeroes.
6. Zeroes at the end of a whole number (unless specified to be significant) are not
significant.
7. Zeroes following the decimal point in a number between 0 and 1 are not significant.

Examples:
How many significant figures are present in the following numbers?
1. 48, 923 Rule 1 5
2. 3.967 Rule 1 4
3. 900.06 Rule 1, 2 5
4. 0.0004 Rule 1 1
5. 8.1000 Rule 1,3 5
6. 501.040 Rule 1,2,3 6
7. 3,000,000 Rule 1 1
8. 0.00008 Rule 7 1
9. 300,000 Rule 5,6 5

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 College of Teacher Education

LEARNING TASK 3
Answer Sheet

NAME SCHEDUL
E
COURSE & SCORE
YEAR

Instruction: Answer what is being asked. Write your answer on the blank at the right-hand
column.
A. Match the decimal notation in Column A with its scientific notation in Column B.
COLUMN A COLUMN B ANSWER
1. 888, 000, 000 A. 8 x 10-1 _______________

2. 0.00088 B. 8 x 100 _______________

3. 888 C. 8.88 x 10-8 _______________
4. 0.0000000888 D. 8.88 x 10-2 _______________

5. 8 E. 8.88 x 108 _______________

6. 88, 888, 000 F. 8.88 x 102 _______________

7. 88, 000 G. 8.8888 x 107 _______________

8. 0.0888 H. 8 x 10 _______________
9. 0.00000088888 I. 8.8 x 10--4 _______________
10.0.8 J. 8.8888 x 10-7 _______________
K. 8.8 x 104 _______________

B. How many significant figures are present in the following numbers?

1. 345, 000 _______________

2. 0.1234 _______________
3. 234, 001 _______________
4. 6,000,000 _______________
5. 0.00001 _______________
6. 900,020 _______________
7. 56.000 _______________
8. 12,000,000 _______________
9. 6.78x105 _______________
10.23,010.001 _______________

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C. DECIMALS AND PERCENT
You are expected to:
a. apply the four basic operations in decimals, fractions, and percent; and
b. convert the decimal as percent and as a fraction and vice versa.

KEY CONCEPTS:

The word Decimal really means "based on 10" (From Latin decima: a tenth part).We
sometimes say "decimal" when we mean anything to do with our numbering system, but a
"Decimal Number" usually means there is a Decimal Point.
Example:
What is 13.76?

 On the left side is "13", that is the whole number part.

 There are two digits on the right side, the 7 is in the "tenths" position, and the 6
is the "hundredths" position
 So, 13.76 is "13 and 7 tenths and 6 hundredths".
 Adding and subtracting decimals
To add decimals, follow these steps:
 Write down the numbers, one under the other, with the decimal points lined
up
 Put in zeros so the numbers have the same length
 Then add using column addition, remembering to put the decimal point in the
answer.
Example: Add 3.25, 0.075 and 5
Line the decimals up: 3.25
0.075
+ 5.

"Pad" with zeros: 3.250

0.075
+ 5.000

Add: 3.250
0.075
+ 5.000
8.325
 Multiplying decimals
Just follow these steps:

 Multiply normally, ignoring the decimal points.

 Then put the decimal point in the answer - it will have as many decimal places as
the two original numbers combined.

In other words, just count up how many numbers are after the decimal point
in both numbers you are multiplying, then the answer should have that many numbers
after its decimal point.
Example: Multiply 0.03 by 1.1

start with: 0.03 × 1.1

multiply without decimal points: 3 × 11 = 33
0.03 has 2 decimal places,
and 1.1 has 1 decimal place,
so the answer has 3 decimal places: 0.033

 Dividing decimals
Example:
Let us multiply the 0.2 by 10, which shifts the decimal point out of the way: 0.2 ×
10 = 2
But we must also do it to the 15: 15 × 10 =
150
So 15 ÷ 0.2 has become 150 ÷ 2 (they are both 10 times larger): 150 ÷ 2 =
75
And so the answer is: 15 ÷ 0.2 = 75.

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 decimal
 To convert decimal ¿ fraction, write down the decimal divided by 1, like this: ,
1
Multiply both top and bottom by 10 for every number after the decimal point.
(For example, if there are two numbers after the decimal point, then use 100, if there
are three then use 1000, etc.) and simplify (or reduce) the fraction.
Example: Convert 0.75 to a fraction
0.75
Step 1: Write down 0.75 divided by 1:
1
Step 2: Multiply both top and bottom by 100 (because there are 2 digits after
0.75 75
the decimal point so that is 10×10=100): =
1 100

3
Step 3: Simplify the fraction:
4

Note: 75/100 is called a decimal fraction and 3/4 is called a common

fraction.

 Converting decimal ¿ percent , "Percent" means "per 100" so Multiply the Decimal
Number by 100%. This is safe to do because 100% = 1, and multiplying by 1 does not
change the value.
Example: Convert 0.125 to percent.
Multiply 0.125 by 100%: 0.125 × 100% = 12.5%
Don't forget the % sign!
Answer : 0.125 = 12.5%

Percent means “per hundred”. The symbol “%” is used to represent percent.
 To convert percent ¿ fraction , use the definition of percent.
Example:
25 1
25 %= =
100 4
 To convert fraction¿ percent , express the fraction first with a denominator of 100 then
change to percent form.
Examples:
7 28
= =28 %
25 100
3 60
= =60 %
5 100
Changing percent to decimal and vice versa
 To convert percent ¿ decimal , express the percent to fraction, and convert the fraction to
decimal.
Examples:
34
34 %= =0.34
100
125
125 %= =1.25 %
100
Notice that the conversion can be done directly. Simply, drop % symbol and move the
decimal point two places to the left.
Examples:
95 %=0.95
340 %=3.40
 To convert decimal ¿ percent , do the reverse of the above procedure, that is move the
decimal point two places to the right and affix the % symbol on the right side.
Examples:
0.33=33 %
0.0005=0.05 %

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 College of Teacher Education

LEARNING TASK 4
Answer Sheet

NAME SCHEDUL
E
COURSE & SCORE
YEAR

Instruction: Solve the following worded problems. Show all pertinent solutions. Box your final
answer.
Criteria:
Solution 3
Final Answer 1
Conclusion 1
5

1. A landowner who owns 25 ½ hectares of land sold 8 ¾, 4 1/3 and 6 hectares of land during
the months of January and March, respectively. How many hectares of land does he own?

2. In budgeting their income, a young couple allows 1/6 for rent, ½ for food and the rest for
clothing. What fractional part do they provide for clothing?

3. A woman bought 9.5 yd. of dress material at P305.00 per yd. and 4 ½ yd. of ribbons at P37.50
per yd. What was the total amount that she paid?

4. Ann, cashier of ABC Department store, is given a 15% discount on cash purchase. How much
will her discount be if she buys 2 dresses at P180 each and one pair of shoes costing P650?

Judy Ann M. Lupingay /Teaching Math in the Intermediate Grades (Elem Ed 14) | 19
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D. MEASUREMENT
HISTORY OF MEASUREMENT

Measurement was one of the primitive inventions of man. In ancient times, people used
their body parts to measure length. A thumb corresponds to an inch. The length of one’s foot
corresponds to the foot at present. To give the distance from one town to another, they used
their pace. A pace is equivalent to two steps, one step from each foot. The outstretched arms of
a person are equivalent to a yard. People used this to measure a piece of cloth. However, since
people have varied body size, this created confusion. Since measuring land requires a more
precise measure, they used a rod or bar which is the distance from elbow to the middle finger of
a person. Usually, it is the king’s forearm which is the norm. This rod or bar is kept in public
places where people can just copy and distribute it to the communities. The others put this in
their temples. To measure weight, they used standardized weights since the body parts cannot
provide them with accurate measure. So they used grains of wheat because it is uniform in
weights and sizes. However, decomposition affects its weight, a lump of metal that corresponds
to a number of grains is kept in the temple to be the official weights. Unfortunately, these metal
weights can be easily manipulated. An inspectorate for weights and measure supervises their
day-to-day business. To approximate the volume, they used goatskin, a basket, a sack or pottery
jar. But for commodities that need to have an exact measure, weight is preferred than volume.

Before, they can only count the number of days and nights until the sundial was invented
by Eratosthenes. With the shadow cast by a vertical stick they can record the time in a
consistent manner. However, the elevation of the place affects the time reading. In effect, time
varies from one place to another. For short time, the hourglass is used to determine the length of
a certain activity.

The French made the first attempt to standardized measurement. The SI, which
means Systeme International d’Unites, was formulated by the French Academy of Science in
1970. They made a system, which we call at present as the standard metric system based on the
following conditions:
a. the units of the system should be based on invariable quantities of nature;
b. all units, except the basic units, should be derived from the basic units; and
c. multiplying of the units should go on factors of ten (decimals).

With these conditions, the SI units were adopted by the rest of the world accept the United
States and Great Britain, who preferred to use the Imperial System of Measurement. However,
we can convert one to the other.

Below is a table showing the base units of each of the following:

Length Meter
Mass Gram
Volume Cubic Meter

The Greek prefixes are attached to the base unit to make the measurements smaller or larger.
Prefix Value
Milli 10 X 10-3
Centi 10 X 10-2
Deci 10 X 10-1
Deca 10 X 101
Hecto 10 X 102
Kilo 10 X 103

Why did most of the countries of the world adopt the SI units?

MEASURING LENGTH
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  Length is the measured distance or dimension of an object.

DO IT WITH YOURSELF. Estimate the measure of the indicated body part. Then,
find the actual measure using a tape measure.

Estimated measure Actual measure

1. The distance around your
head
2. Arm Length
3. The distance around your
neck
4. The width of your chest
5. The span of your hand

To measure length, we use a ruler or rule, a meter stick, a tape measure and other
measuring device. These help us determine how long or short an objects is. In the Metric Sytem,
which is widely accepted, the base for length is meter. Just add the Greek prefixes to make it
smaller of bigger.
In measuring, we always start from zero. The other end tells you the distance between two
points.
Using your measuring tools, you can give the lengths of an object using different units for
length. You may give its measure in millimeter, centimeter, inches, and much more. But how can
you tell whether they are of the same length? Or, which is longer and which is shorter?
We can convert one unit of measure to the other by using the conversion table so that we
can tell whether they are equal or not. Below is a conversion chart.

METRIC WEIGHT CONVERSION

1 centimeter 10 millimeter
1 decimeter 10 centimeter
1 meter 10 decimeter
1 decameter 10 meter
1 hectometer 10 decameter
1 kilometer 10 hectometer
IMPERIAL SYSTEM TO METRIC SYSTEM
1 inch (in) 25.40 millimeter
(mm)
1 foot (ft) = 12 in 0.30 meter (m)
1 yard (yd) = 3 ft 0.91 m
1 mile = 1760 yd 1.61 km
1 Nautical mile (n.mi) 1.85 km

METRIC SYSTEM TO IMPERIAL

SYSTEM
1 mm 0.04 in
1 m 3.28 ft
1 m 1.09 yd
1 km 0.6mi
1 km 0.54 n.mi

Examples:
1. Which is longer, a string that measures 5 cm or a straw having 40 mm?
2. Who is taller, Rodel who is 5 feet and 2 inches tall or Jen whose height is 145 cm?

Judy Ann M. Lupingay /Teaching Math in the Intermediate Grades (Elem Ed 14) | 21
College of Teacher Education and Liberal Arts |For KCP Use Only
3. A dressmaker has 5 yards of cloth. She used 3 meters of it for a bedcover. How many yards of
cloth were left?

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College of Teacher Education and Liberal Arts |For KCP Use Only
 MEASURING MASS AND VOLUME
Mass is the quantity of matter in an object. In the metric system, gram is the base unit.
Weight is the pull of gravity acted upon the object.
Below is a table showing a rough conversion of each unit.

METRIC WEIGHT CONVERSION STANDARD/IMPERIAL SYSTEM

1 centigram 10 milligrams 1 dram 27 11/32 grains
IMPERIAL SYSTEM TO METRIC METRIC SYSTEM TO IMPERIAL SYSTEM
1 decigram 10 centigrams 1 ounce 16 drams
SYSTEM 1 gram 0.04 oz
1 gram 10 decigram 1 pound 16 ounces
1 ounce (oz) 28.35 gram (g) 1 kg 2.24 lb
1 dekagram 10 grams 1 hundred weight 100 pounds
1 pound (lb) = 16 0.45 kg 1 mg 0.02 gr
1
ozhectogram 10 decagrams 1 san 20 hundredweight
1 kilogram
1 dram 10 hectograms
1.77 g
1 metric ton
1 grain (gr) 1000 kilograms
64.8 mg
 Volume is the amount of space occupied by a three dimensional object. It refers also to
the capacity of an object to contain another substance without wasting any space in it.

MEASUREMENT EQUIVALENT
1 Tablespoon (tbsp) 3 teaspoons (tsp)
15 millimeters
1 fluid ounce (fl. Oz) 2 tablespoons
30 millimeters
1 cup (c ) 8 fluid ounces
1 pint 2 cups
1 quart 2 pints
1 gallon 4 quarts
3.79 L
3785 cubic
centimeter
1 teaspoon 5 milliliters (mL)
1 Liter (L) 1000 cubic
centimeter = 1000
milliliters
1.057 quarts
35.2 fluid ounces
1.76 pints

Examples:
1. How many ounces are there in 5 pounds?
2. How many milligrams are there in 15 grams?
3. How many ounces are there in 1 kg?
4. A recipe calls for 10 milliliters of water. However, you do not have any other measuring tool
but a teaspoon. How much water is needed in the recipe?
5. A swimming pool is 50 m long, 20 m wide, and 7 ft. high. How much water is needed to fill up
the pool?

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 MEASURING TIME AND TEMPERATURE

Complete the table below by recording the time and temperature of the indicated
place.

PLACE TIME TEMPERATUR

E
Classroom
Playground
Canteen
Principal’s
Office
Library
1. Which place is the coldest?
2. Which is the warmest?
3. Approximately how many minutes did it take you to get the room temperature?

 Time is the quantity of seconds, minutes, hours, and the like that has passed.
Below is a table showing equivalent measures of time.

MEASURE EQUIVALENT
1 minute 60 seconds
1 hour 60 minutes
1 day 24 hours
1 week 7 days
1 month Approximately 4
weeks
1 year 12 months
365 ¼ days
52 weeks
1 decade 10 years
1 century 100 years

Examples:
1. How many hours are there in 3 days?
2. How many weeks are there in 1 ½ years?
3. Martha is applying for an NBI clearance and the staff said to her that her papers will be
processed for 48 hours. If she applied last Monday, what day would she get her NBI
clearance?
4. The schedule for Math Class is 3:15 – 4:30. How many minutes were allotted for Math?

 Temperature is the hottest or coldness of an object. A thermometer is used to measure

temperature. We can give the degree of hotness or coldness using the units Celsius,
Fahrenheit, and Kelvin.
To convert degree Celsius to Fahrenheit, we use

9
℉= ℃+32
5
To convert degree Fahrenheit to Celsius, we use

5
℃= (℉ −32)
9
In some cases, temperature is given in Kelvin. Below are the ways to convert Kelvin to
degree Celsius and to degree Fahrenheit.

℃=K−273
9
℉= (K −273)+32
5

Judy Ann M. Lupingay /Teaching Math in the Intermediate Grades (Elem Ed 14) | 24
College of Teacher Education and Liberal Arts |For KCP Use Only
Examples:
1. What is the boiling point of water in degree Fahrenheit?
2. What is the freezing point of water in Kelvin?
3. How many ℃ are there in 315 ℉ ?

MEASURING ANGLES
 An angle is the union of two rays. The common endpoint is called the vertex. The two rays
are the sides of the angle. A protractor is used to measure angles.

Classification of angles:
a. Acute angle
b. Right angle
c. Obtuse angle
d. Straight or reflex angle
Direction: Find the measurement of each angle.

Relationships of Angles:

Judy Ann M. Lupingay /Teaching Math in the Intermediate Grades (Elem Ed 14) | 25
College of Teacher Education and Liberal Arts |For KCP Use Only
a. Congruent angles are angles having the same measure.

b. Adjacent angles are pair of angles with a shared vertex and common side but do not
have overlapping interiors.

c. Complementary angles. If the sum of the measures of two angles equal 90 o, then the
angles are said to be complementary.

d. Supplementary angles. If the sum of the measures of two angles equal to 180 o, then
the angles are said to be supplementary.

e. Linear pair. If two angles are adjacent and supplementary, they are said to be a linear
pair.

SOLVING WORD PROBLEMS INVOLVING MEASUREMENT

In solving word problems involving measurement, the following steps are suggested.

Judy Ann M. Lupingay /Teaching Math in the Intermediate Grades (Elem Ed 14) | 26
College of Teacher Education and Liberal Arts |For KCP Use Only
 What is asked in the problem? What are the necessary information to answer question?
Express the given using uniform units.

Make an equation and solve it. Look back.

Answer the question using proper label.
Examples:
1. Find the cost of 50 feet of ribbon if it cost Php 1.75 per yard.

2. Jen and rod watched a play. It started at 1:20 and ended at 4:00. How long was the play?

3. The circumference of the Quezon City Circle is about two km. How long would be the path
that cut the circle? Use π=3.14

REFERENCES:

DIAZ, R. (2016). LET Review Notes. St. Louis Review Center, Inc.

MAGALONA, N. (2014). Mathematics Beyond Limits. KLEAFS Publishing.

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