My ICT-Integrated Learning Plan Multiplying Fractions By: Alliah Mil Dianne I. Rima Targeted Philippine Basic Education Curriculum Competencies MATHEMATICS 6, First Grading, Multiplying Fractions, 5 days Content Standard The learner demonstrates understanding fundamental operations involving fractions. of the four Performance Standard The learner can apply the four fundamental operations involving fractions in mathematical problems and real-life situations. Learning Competencies •The learner multiplies simple fractions and mixed fractions. ( M6NS-Ib-90.2 ) •The learner solves routine problems involving multiplication with or without addition or subtraction of fractions and mixed fractions using appropriate problem-solving strategies and tools correctly. ( M6NS-Ib-92.2 ) •The learner solves non-routine problems involving multiplication with or without addition or subtraction of fractions and mixed fractions using appropriate problem-solving strategies and tools correctly. ( M6NS-Ib-92.2 ) •The learner creates problems (with reasonable answers) involving multiplication without or with addition or subtraction of fractions and mixed numbers. ( M6NS-Ib-93.2 ) Unit Summary: In this unit, the students will able to multiply simple fractions and mixed fractions and apply this operation to mathematical problems and real-life situations. The teacher will utilize PowerpointPoint presentations, interactive whiteboard, web images, and online videos to introduce and explain the concept as well as in reinforcing skills. Based on the discussion, the students will use Kahoot, google slides in demonstrating their acquired knowledge. Ultimately, the students will appreciate the importance of being knowledgeable when it comes to multiplying fractions as it will help them in solving problems in real-life situations. Student Objectives/Learning Outcomes: Week 1: Day 1 Through interactive whiteboard and PowerPoint presentation, the students will be able to: a. Determine what operation can be used in solving the given problem; b. Multiply simple fractions and mixed fractions; c. Show cooperation in class discussion. Week 1: Day 2 Through YouTube videos and kahoot app, the students will be able to: a. Cite the steps in multiplying mixed numbers and fractions; b. Solve word problems involving mixed numbers and fractions; c. Present real-life situations that uses the concept of multiplying mixed numbers and fractions. Week 1: Day 3 Through a PowerPoint Presentation, the students will be able to: a. Identify the steps in solving word problems; b. Solve routine problems involving multiplication with or without addition or subtraction of fractions and mixed fraction using appropriate problem-solving strategies and tools correctly; c. Listen and participate in class discussion. Week 1: Day 4 Through using google slides, the students will be able to: a. Recall the steps in solving word problems; b. Solve non-routine problems involving multiplication with or without addition or subtraction of fractions and mixed fractions using appropriate problem-solving strategies and tools correctly; c. Explain the importance of following the steps in solving word problems. Week 1: Day 5 Through a PowerPoint Presentation, the students will be able to: a. Read some problems and study their solutions. b. Creates problems (with reasonable answers) involving multiplication without or with addition or subtraction of fractions and mixed numbers. c. Share to the class with enthusiasm the created problems with (reasonable answers) involving multiplication without or with addition or subtraction of fractions and mixed numbers. Daily Procedures Week 1: Day 1 1. Start the class with a short prayer. 2. Let the students multiply fractions by cancellations. 3. Show a picture of woman sewing pants. a. Ask pupils what they see in the picture. b. Present the problem "Janice bought 3 1/2 meters of cloth. She used 3/5 of it to make a pair of pants. What part of the cloth did she use?" c. Ask the students what part of the cloth did Janice use in making a pair of pants. d. Ask what operation can be use in solving the problem. e. Elicit from the learners how to multiply simple fractions to mixed fractions, then discuss the steps on how to get the answer. 4. Introduce the activity "Solve the fractions." a. Let the students be grouped into four members each. b. Prepare the PowerPoint presentation for the mechanics of the activity. c. Present a fraction one at a time that will be multiplied by the students and as the fraction presented, set the timer and one of the representative of the groups will write the answer in the interactive whiteboard. The group who will got the correct answer with fastest time will got a score. d. Let the activity continues. e. At the end of the activity, let students to volunteer to write in the interactive whiteboard on how they got the correct answers in multiplying simple fractions to mixed fractions. 5. Introduce to the class their assignment. Instruct them to multiply the fractions that will be given to them. Moreover, ask them to download a kahoot app and sign in, also remind them to bring their mobile devices ( laptops, iPad, and phones) next meeting. Week 1: Day 2 1. Start the class with a short prayer. 2. Check the assignment given yesterday. Let the students solve their answers on the interactive whiteboard. 3. Introduce the activity "What is the Video All About." a. Let the students watch lecture videos on Youtube discussing on how to multiply mixed numbers and fractions and in real-life situations that we can apply the concept of multipying mixed numbers and fractions. b. Then ask the students the following questions: • How do we multiply mixed numbers and fractions? • Why is it important to change the mixed number to improper form before multiplying? • Give another real-life situations that we can apply the concept of multipying mixed numbers and fractions. 4. Ask them to bring out their mobile devices and open the kahoot app. a. Instruct students to open the kahoot app. b. Ask them to go kahoot quiz page and select the quiz they will take and then click the play button. c. Then choose classic (players vs. players). d. Enter the game pin that will be given to them and click the enter button. e. Ask them to enter their name and click OK, go! button. f. The students will then answer the following questions of the given quiz. Week 1: Day 3 1. Start the class with a short prayer to be led by one of the students. 2. Show a picture of kids jogging in a track oval. Then, ask the following questions: a. What are the children doing? b. Why is important for us to take exercise? 3. Preset the problem ''Carlo can jog 4 2/3 km in one hour. How far can he jog in 1/2 hour"? Let the students discuss the steps in solving the word problem. 4. Proceed to the discussion on the steps in solving the word problems. a. Show the PowerPoint Presentation. b. Discuss comprehensively the steps which they need, first is to understand the problem, second is to plan, third is to solve and lastly is to check. 5. Introduce the activity "Let's Collaborate." a. The students will be group into four groups. b. Give the group 1 and group 2 the same word problems to solve as well as the group 3 and 4. c. Tell them that they can use any strategy in finding the correct answer in the word problem. d. After five minutes, ask the groups to present their output in class. 6. Give students different word problems to answer and encourage them to use different strategies in solving. 7. Give the assignment to the class. a. Tell them to check the assignment posted in their google classroom. b. The students will then solve the problems with neat and complete solution. c. Instruct the class to submit their answers on google classroom before 9:00 pm on Day 4. Week 1: Day 4 1. Start the class with a short prayer. 2. Introduce the activity "Charade" a. Call four volunteer who will serve as the actors. They will act to show the following words without saying any words. • Check • Plan • Solve • Understand b. The pupils will guess the words. 3. Ask the pupils to arrange the proper sequence of the words and ask them the importance of each step, what will happen if they missed any of the steps. 4. Let students solve non-routine problems in google slides. a. Ask the students to open their cellphones and go to Google slides. c. Instruct them to open the shared presentation to them and solve the problems with complete solutions. d. Tell them that they only need 10 minutes to solve the problems. e. After answering the word problems, the students are tasked to turn the slides by sharing the link to their teacher. Week 1: Day 5 1. Start the class with a short prayer. 2. Introduce the game "Problem Puzzle." a. Let the students be grouped into six members each. b. Give each group a picture of a cake that cut into parts. c. Instruct the groups to paste together the picture of a cake. Upon completing the picture look at the back of the picture. A problem is written at the back of the cake, and the first group to answer the problem correctly wins the game. d. Ask the students how did they feel about the activity, did each member of the group help in accomplishing the activity, and the importance of working as a team. 3. Present the problem written at the back of the cake "Mother bought a cake. _________ of it was eaten by her daughter, Ana. One half of it was given to her brother, John. What part of the cake was left?" through a PowerPoint presentation. 4. Discuss with the class the given problem and how they arrive at their answer. Ask the following questions: a. Who bought the cake? b. What is asked in the problem? c. What is given? d. What is the hidden question? e. What is the number sentence? f. How did you solve the problem? g. What is the answer? h. Can you create problems similar to these? 5. Let the students collaborate in order to create a problem similar to the one given. a. The students will be grouped into five working teams. b. Using a PowerPoint Presentation, ask the group to create a problem similar to the one given. They may change the subject and other parts of the problem. They must also include in the presentation on how they create a problem similar to the one given. c. Give the groups enough time to perform the task. d. Ask the group to present and discuss their created problem. 6. Proceed in summarizing the lesson about creating problems involving multiplication without or with addition or substraction of fractions and mixed fractions. 7. Let students answer the exercise about creating problems involving multiplication without or with addition or substraction of fractions and mixed fractions. a. Give each students a hard copy of an exercise which they will going to answer on it. b. Remind them to write their names on the top of the paper and instruct them to read the directions properly. c. Tell the students that they all need ten minutes to finish the activity. d. Ask the students to pass their paper. Pre-requisite skills • Basic knowledge in multiplication • Exposure in fractions • Basic comprehension skills • Basic knowledge in using Google Slides Materials and Resources Required for the Unit • Technology-Hardware such as interactive whiteboard, laptop, speaker, and cellphone. • Technology-Software such as google classroom, Google slides, and Kahoot. • Printed Materials • Online resources such as images and YouTube video. Accommodation for Differentiated Instruction Students with Learning Needs Special •Provide multiple opportunities to learn the content such as cooperative learning, choral responses, and hands-on participation. •Provide directions orally, written, and show model. •Schedule accommodations for vague lessons or concepts. Students with Impairment Visual • Provide books and other printed materials in audio format. Students with Impairment Hearing • Provide visual support/visual representation of materials. • Spoke aloud the information being presented on the board. • Add subtitles in the videos used in the class. • Place students with hearing impairment in front of the class or in close proximity to sound source. • Check students understanding frequently. Students who are Gifted • Provide more challenging reading material. • Allow them to choose the method in which they will demonstrate their learning. • Offer self-directed assignment and activities. Students Assessment Formative Assessment • Solve the Fractions Present a fraction one at a time that will be multiplied by the students and as the fraction presented, set the timer and one of the representative of the groups will write the answer in the interactive whiteboard. The group who will got the correct answer with fastest time will got a score. • What is the video all about? Let the students watch lecture videos on Youtube discussing on how to multiply mixed numbers and fractions and in real-life situations that we can apply the concept of multipying mixed numbers and fractions. Then ask the students the following questions a. How do we multiply mixed numbers and fractions?, Why is it important to change the mixed number to improper form before multiplying? b. Give another real-life situations that we can apply the concept of multiplying mixed numbers and fractions. • Let's Collaborate The students will be group into four groups. Group 1 and group 2 have the same word problems to solve as well as the groups 3 and 4. They can use any strategy in finding the correct answer in the word problem and after five minutes, they will present their output in the class. • Charade Call four volunteer who will serve as the actors. They will act to show the following words without saying any words; check, plan, solve, understand. Then, the pupils will guess the words and pupils will arrange the proper sequence of the words and tell the importance of each step, and what will happen if they missed any of the steps. • Problem-Puzzle The students are grouped into six members each. Each of the group will be given a picture of a cake that cut into parts. Then, the groups will paste together the picture of a cake and when they complete the picture, they will look at the back of the picture and there's a problem written at the back of the cake, the first group to answer the problem correctly will wins the game. Summative Assessment I. Direction: Read and analyze each item. Encircle the letter of yourSteve chosen from theand givenwalked choices. rananswer for 7/8 hour for 3/4 hour to practice for a race. How much hlonger did he run than 1. When 8 is multiplied by 2/3, the product is _____________. walk? A. 5 1/3 B. 8 2/3 C. 2 3/8 D. 3 1/5 2. What is 4/5 is multiplied by 9/10 ? A. 30/50 B. 18/25 C. 37/50 D. 21/25 3. What is N in 5/6 x 2/4 = N? A. 11/24 B. 11/12 C. 7/24 D. 5/12 4. Give the product of 8/9 x 1 2/3 A. 1 5/24 B. 1 6/27 C. 1 13/27 D. 1 8/30 5. In 1 2/3 x 2 3/4, the product will be _____________ A. 4 7/12 B. 4 11/15 C. 5 8/12 D. 5 7/12 II. DIRECTION: Read and analyze the problem. Give the best answer you can give to solve the problem. 6. What is asked in the problem? 7. What operation are you going to use to solve the problem? 8-10. Show your solution to the problem above. III.DIRECTION: Read and analyze the sentence inside the box. Create a practical word problem applicable to the sentence given then solve for the reasonable answer. 11-15. Mary Kay bought 4 1/2 meters of dress It cost Php60 per meter. How much change will she receive? Mary Kay gave the seller Php500-bill.
