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Questions and Answers
What should learners understand about equivalent fractions?
What should learners understand about equivalent fractions?
Equivalent fractions represent the same value even though they may look different.
What is the purpose of mastering multiplication and division?
What is the purpose of mastering multiplication and division?
Mastering multiplication and division is essential as it serves as the foundation for various math applications.
What are the products of numbers multiplied by themselves called?
What are the products of numbers multiplied by themselves called?
What are the results of multiplying 2 by numbers or factors called?
What are the results of multiplying 2 by numbers or factors called?
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Which of the following is NOT a factor of 6?
Which of the following is NOT a factor of 6?
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What is the least common multiple of 3 and 4?
What is the least common multiple of 3 and 4?
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What is the word for the greatest common factor of two or more numbers?
What is the word for the greatest common factor of two or more numbers?
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Equivalent fractions can be generated by multiplying both the numerator and denominator of a fraction by the same number.
Equivalent fractions can be generated by multiplying both the numerator and denominator of a fraction by the same number.
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What is the best way to determine whether two fractions are equivalent?
What is the best way to determine whether two fractions are equivalent?
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What are the common multiples of 12, 18, and 36?
What are the common multiples of 12, 18, and 36?
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What are the factors of 6?
What are the factors of 6?
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Study Notes
Curriculum Content, Standards, and Lesson Competencies
- Content Standards: Learners should understand equivalent fractions and factors/multiples up to 100.
- Performance Standards: By the end of the quarter, learners will be able to find factors and multiples of numbers up to 100.
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Learning Competencies/Objectives:
- Identify multiples of given numbers up to 100.
- Use multiples in finding equivalent fractions.
- Find all factors of a given number up to 100.
- Identify multiples of given numbers up to 100.
- Use multiples of a number in determining equivalent fractions.
- Factor a given number up to 100.
- Integration: Concept of equality and fairness.
Learning Resources
- Textbook: Discover Math 3 (2016, Marshall Cavendish Education).
- Resource on GCF and LCM: Sta. Ana College (no date) GCF and LCM word problems. (URL provided)
- Textbook: Discover Math 4 (2016, Marshall Cavendish Education).
- Textbook: New Century Mathematics 3 (2020, The Anvil Education Publishing).
Teaching and Learning Procedure (Day 1)
- Prior Knowledge Activation: Review of continuous multiplication and division of whole numbers (e.g., 4 x 5 = 20, 20 ÷ 2 = 10, etc.).
- Using Colored Multiplication Table: Complete the multiplication table by filling in missing numbers.
Teaching and Learning Procedure (Day 1)
- Options for Teachers: Use a laptop and TV/DLP to display multiplication tables, or use manila paper/cardboard to make one. Ensure all students can see the table in the classroom.
Teaching and Learning Procedure (Day 2)
- Activity: Analysis of numbers in green, blue, and orange boxes in a table to identify patterns. Identify products of numbers multiplied by themselves.
- Feedback (Optional): Pupils provide feedback on patterns they see.
Teaching and Learning Procedure (Day 3)
- Sub-topic: Identifying multiples up to 100, with practice exercises on identifying multiples for given numbers.
- Common Multiples: Identifying common multiples of given numbers (e.g., 6,12,18,24, 30).
- Working Example: Determining least common multiples (LCM) of numbers through listing multiples and identifying common multiples.
Teaching and Learning Procedure (Day 3)
- Analyze and solve the given word problem: Provide solution to the word problem, with emphasis on the steps and application of strategies for solving word problems.
Teaching and Learning Procedure (Day 4)
- Sub-topic: Using multiples up to 100 for determining equivalent fractions. Using models to illustrate equivalent fractions, and introducing the method of checking for equivalent fractions using cross multiplication.
- Worked Examples: Providing examples of equivalent fractions (e.g., 1/4, 2/8, 3/12.). Emphasize that you can generate an infinite number of equivalent fractions for a given fraction through multiples.
Teaching and Learning Procedure (Day 4)
- Worked examples: Practice exercises on identifying equivalent fractions, with a clear explanation of the steps.
Teaching and Learning Procedure (Day 5)
- Formative Assessment: Completing a table to check for equivalent fractions using cross multiplication.
- Additional Exercises: Providing practice exercises on equivalent fractions of specific fractions up to 100.
Other Content
- Factoring a given number: Finding factors of given numbers up to 100.
- Greatest Common Factor (GCF): Identifying the greatest common factor of given numbers (e.g.,6 and 8). Demonstrating how to identify factors and the greatest common factor of two or more numbers (e.g., 2 ).
- Other Activities: Include activities like lesson logs wherein the teacher may use a table to record observations about ways in which the different strategies were implemented.
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Description
This quiz covers equivalent fractions, factors, and multiples up to 100, designed for learners to practice their skills. The quiz aligns with content and performance standards to ensure comprehension of the concepts. Test your understanding of identifying multiples and finding factors through practical examples.
