YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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FIRST QUARTER
YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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CHAPTER 1- WHOLE NUMBERS
WHOLE NUMBERS
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Lesson 1: Numbers from 101 to 1000
Digits – are used to count or write large numbers 2 hundreds is 200. Like counting from 1 to 100, when you reach 99, the next number is 100. So count from 101 then after 199, is 200. Count from 201-300 3 hundreds is 300 – Count from 301-400 4 hundreds is 400 – Count from 401-500 5 hundreds is 500 – Count from 501-600 6 hundreds is 600 – Count from 601-700 7 hundreds is 700 – Count from 701-800 8 hundreds is 800 – Count from 801-900 9 hundreds is 900 – Count from 901-1,000 10 hundreds is 1,000 Next to hundreds is thousands. From 1,001 to 1,999 are 4-digits
Emphasize: Next to hundreds is thousands. 10 hundreds is equal to 1,000.
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Activity I Write the number that comes before and after
1. _________ 300 _________ 2. _________ 690 _________ 3. _________523_________ 4. _________568_________ 5. _________329_________ 6. _________864_________ 7. _________999_________ 8. _________568_________ 9. _________354_________ 10._________488_________
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Activity II Write the missing numbers.
1. ________455, 456, ________,________ 2. 996, ________,________ 999, ________ 3. 586, 587, ________,________, ________ 4. 698, ________ , ________701, ________ 5. 888, ________ , ________ 901, ________
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Lesson 2: Place value of four-digit numbers
The position of the digit tells about its value. The first number from the right of a four-digit number represents the ones. The second is tens. The third is hundreds. The fourth is thousands.
Example: seven thousand five hundred fifty-three The value of 7 is 7,000 The value of 5 is 500 The value of 5 is 50 The value of 3 is 3
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Activity Write the place value of the underlined digit 1.
5563
_________________________
2.
4325
_________________________
3.
5381
_________________________
4.
6814
_________________________
5.
56
_________________________
6.
888
_________________________
7.
9583
_________________________
8.
5322
_________________________
9.
6544
_________________________
10. 4123
_________________________
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Lesson 3: Writing Numbers in Expanded Form Numbers can be written in expanded form to show the place value of each digit.
The place value of 0 is not anymore written in expanded form. Example: 1. 5428 – 5,000 + 400 + 20 + 8 2. 4,609 – 4,000 + 600 + 9
3. 2,013 – 2000 + 10 + 3
4. 6794 – 6,000 + 700+ 90 +4
5. 9,876 – 9,000 + 800 + 70 +6
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Activity 1 Write each number in expanded form.
1. 5,568 =
__________________________________
2. 3,553 =
__________________________________
3. 8,628 =
__________________________________
4. 6,436 =
__________________________________
5. 4,555 =
__________________________________
6. 9,311 =
__________________________________
7. 4,225 =
__________________________________
8. 6,224 =
__________________________________
9. 8,568 =
__________________________________
10.2,351 =
__________________________________
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Activity 2 Write each number in word form.
1. 538 =
__________________________________
2. 4,432 =
__________________________________
3. 5,004 =
__________________________________
4. 6,430 =
__________________________________
5. 8,003 =
__________________________________
6. 9,040 =
__________________________________
7. 6,445 =
__________________________________
8. 4,049 =
__________________________________
9. 7,652 =
__________________________________
10. 3,250 =
__________________________________
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Lesson 4: Comparing Numbers
Greater than or Less than to compare numbers.
We use the symbol ˃ for greater than and ˂ for less than.
˂ or ˃ always points to lesser number.
Example: 2,864 is greater than 2,861 or 2,864 ˃ 2861 2,861 is less than 2,864 or 2,861 ˂ 2,864
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Lesson 5: Ordering Numbers
In ordering whole numbers: - Align the digits by place value - Compare the digits in each place, starting with the greatest place. - Arrange the numbers in order from greatest to least or from least to greatest. Example: Write the numbers in order from greatest to least or least to greatest.
4,936
Look at the digits in the thousands place.
4,273
They are the same. Look at the digits in the
4,487
hundreds place. What is the highest? What
4,762
is the least? So if you arrange the numbers
4,879
from greatest to least the numbers are: 4936; 4,879; 4,762; 4,487; 4,273 In order from least to greatest, the numbers are: 4,273; 4,487; 4,762; 4,879; 4936
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Lesson 6: Ordinal Numbers Ordinal numbers –tell the position or order of persons, places, or things in a set. First, second, third, fourth, fifth, sixth, seventh, eight Number
Ordinal Number
Ordinal Number
Words
Symbol
1
First
1st
2
Second
2nd
3
Third
3rd
4
Fourth
4th
5
Fifth
5th
6
Sixth
6th
7
Seventh
7th
8
Eight
8th
9
Ninth
9th
10
Tenth
10th
11
Eleventh
11th
12
Twelfth
12th
13
Thirteenth
13th
14
Fourteenth
14th
15
Fifteenth
15th
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16
Sixteenth
16th
17
Seventeenth
17th
18
Eighteenth
18th
19
Nineteenth
19th
20
twentieth
20th
Notice that the letters th are added to the number symbols from 4 to 20.
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CHAPTER TEST I.
Choose the correct answer. Write the letter of your answer on the line before the number.
_____
1.
The numbers that comes before 2,956 is _____. a. 2,955 b. 2,957 c. 2,958
_____
2.
Write the number for 9 thousands, 7 hundreds, 5 tens and 8 ones. a. 9,875 b. 9,857 c. 9,758
_____
3.
The place value of 6 in 5,674 is _____. a. Thousands b. Hundreds c. Tens
_____
4.
8,645 in word is _____. a. Eight thousand, four hundred sixty five b. Eight thousand, six hundred sixty-four c. Eight thousand, six hundred forty-five
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_____
5.
The numbers that come before and after 3,674 are _____ a. 3,673 and 3,675 b. 3,675 and 3,676 c. 3,574 and 3,774
_____
6.
What is 10 higher than 685? a. 758 b. 695 c. 690
_____
7.
Choose the numbers arranged from the least to greatest. a. 2,761; 2,762; 2,763 b. 3,275; 3,274; 3,273 c. 986; 984; 982
_____
8.
Choose the numbers arranged from the greatest to least. a. 2,810; 2,850; 2,880 b. 3,100; 3,090; 3,080 c. 986, 984, 982
_____
9.
987 is 5 more than _____. a. 992 b. 982 c. 972
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_____
10.
867 is 3 less than a. 897 b. 880 c. 870
_____
11.
What is the eighth letter in the word Mathematics? a. A b. I c. T
_____
12.
Who is the tenth president and the first woman president of the Philippines? a. Fidel Ramos b. Corazon Aquino c. Gloria Macapagal Arroyo
_____
13.
What is the third day of the week? a. Tuesday b. Wednesday c. Thursday
_____
14.
What is the fifth month of the year? a. May b. June c. July
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_____
15.
What is the place or position of the planet Uranus? a. Sixth b. Seventh c. Eighth
II. Write the missing numbers. 1. 597________ 599 ________ 601
2. 1,566________ 1,568________ 1,569
3. ________ 9,684 ________ 9,686
4. ________ 8,642________ 8,644
5. 4,536________ 4,538________
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III. Complete the table. Symbol
Word Form
Example: 15th 12th
fifteenth 1.
2.
eight 13th
3.
4.
sixth 14th
5.
IV. Write each number in expanded form. Example: 6, 316= 6,000 + 300+10+6 1. 9,644
=
______________________________________
2. 8,689
=
______________________________________
3. 5,656
=
______________________________________
4. 7,654
=
______________________________________
5. 6,567
=
______________________________________
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V. Write in standard form.
1. 5,000 + 400 + 90 + 5
=
______________
2. 6,000 + 900 + 20 +5
=
______________
3. 3,000 + 4
=
______________
4. 2,000 + 700 + 70 + 2
=
______________
5. 9000 + 80 + 5
=
______________
VI. Compare by writing ˂, ˃, or = on each blank. 1. 8,423 ______ 6,541
2. six hundred thirty seven ______ six hundred thirty three
3. four hundred two ______ 405
4. 60 + 30 ______10 + 80
5. 5,643______ 6,593
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VII. Find the sum.
1.
6, 3 2 4 + 3, 3 6 5
2.
65 3 22 2 +
3.
11 3
55 4 32 3 +
4.
52 3
6, 5 8 9 + 2, 5 0 2
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5.
8, 5 3 7 +
4 6 3
VIII. Write commutative, associative, identity to name the property shown in each addition sentence. 1. 54 + 65 = 65 + 54 _______________________
2. 0 + 1,536 = 1,536_______________________
3. 55 + 33 = 33 + 55 _______________________
4. 92 + (30 + 50) = (50 + 92) + 30 _______________________
5. 5,999 + 0 = 5,999 _______________________
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IX. Subtract the following.
1.
9, 5 8 9 - 8, 5 5 6
2.
8, 3 5 6 - 7, 6 3 6
3.
8, 6 9 9 - 6, 3 6 6
4.
5, 5 6 4 - 4, 3 6 3
5.
7, 3 6 8 - 4, 5 8 5
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X.
Write a number sentence for each word problem. Then solve, following the steps in problem solving.
1. Carmen saw 45 blue cars. She saw 50 yellow cars. How many cars did Carmen see? Asked: _________________________________________ Given: _________________________________________ Operation: _____________________________________ Number sentence: _______________________________ Solution: ________________________________________
2. There are 95 horses in the parade. Andrew has seen 44 horses already. How many more horses are to come? Asked: _________________________________________ Given: _________________________________________ Operation: _____________________________________ Number sentence: _______________________________ Solution: ________________________________________
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SECOND QUARTER
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CHAPTER 2: OPERATION ON WHOLE NUMBERS
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Lesson 1: Addition Without Regrouping
Addends – are the numbers to be added. Sum – is the answer in addition. In adding numbers, starts from the ones place then the tens place, the hundreds place and so on.
+
T
O
2
4
5
3
7
7
What digits are in the ones place? Addends Add 4+ 3 = 7. Write the 7 in the ones place. Sum
What digits are in the tens place? Add 2 + 5 = 7. Write 7 in the tens place
The sum is 77.
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Lesson 2: Addition With Regrouping
In adding numbers with regrouping: 1. Add the ones. If the sum is more than nine, regroup and add the ten in the tens place. 2. Add the tens. If the sum is more than ten, regroup and add the ten in the hundreds place 3. Add the hundreds.
Example: A bookstore has 156 books in one shelf and 168 books in another shelf. How many books are there in all?
Add 156 and 168. H
T
O
- Add the ones. 6+8 = 14. Regroup 14 ones as 1 ten and 4 ones. Write 4 in the ones place and carry the
+
1
1
tens place.
1
5
6
- Add the tens. 1+5+6 = 12. Regroup 12 tens as 1
1
6
8
hundred and 2 tens. Write 2 in the tens places and 1
3
2
4
in the hundreds place. -add the hundreds. 1+1+1=3. Write 3 in the hundreds place. There are 324 books in the shelves.
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Activity Remember to regroup the ones if there are more than 10.
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Lesson 3: Properties Of Addition
Commutative Property of Addition – even if the position or order of the addends is changed, the sum is still the same. A
B
Raymund’s donation
Ryan’s donation
7 sardines
5 corned beef
+ 5 corned beef
+
12
7 sardines 12
Associative Property of Addition- even if grouping of the addends is changed, the sum is still the same.
(6+3)+9
9
=
6+(3+9)
+9
=
6 + 12
18
=
18
Identity Property of Addition – When a number is added to zero or when zero is added to a number, the sum is the number itself.
12 + 0 = 12
0 + 125 = 125
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Lesson 4: Subtraction Without Regrouping
Subtraction - is the inverse or opposite of addition Minuend - is the greater number from which another number is taken Subtrahend - is the number take away Difference - is the answer in subtraction
-
2
7
- subtract the digits in the ones place. 7 – 4 = 3.
1
4
Write 3 in the ones place.
1
3
-Subtract the digits in the tens place. 2 – 1 = 1. Write 1 in the tens place.
27
minuend the greater number that which another number is taken.
14 subtrahend the number taken away from the minuend. 13 difference the answer in subtraction. YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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The number sentence is read as 27 minus 14 equals 13. Minus sign ( - ) is used in subtraction. To check if your answer is correct use addition because subtraction is the inverse or opposite of addition. Let’s try to see: 27
minuend
13
addend
- 14
subtrahend
+14
addend
13
difference
27
sum
To check if subtraction is correct, add the difference and the subtrahend to get the minuend.
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Lesson 5: Subtraction With Regrouping
If the digit in the subtrahend is greater that the minuend in the same place value, use regrouping.
Regrouping means taking 1 ten to the next place value and adding it to the digit in the minuend. Example: 6
13
12
7 1
4
2
6
5
4
3 4
8
8
-
10
- Subtract digits in the ones place. 2-4 cannot be Regroup by taking 1 ten in the tens place and add to 2 So, 12-4 = 8.Write 8 in the ones place
-Subtract the digits in the tens place. 3-5 cannot be. Regroup 3 by taking 1 ten in the hundreds place and add to 3. So 13-5 = 8. Write 8 in the tens place. -Subtract the digits in the hundreds place. 1-6 cannot be.
Regroup 0 by taking 1 ten in the thousands place and add to 0. So 10-6=4. Write 4 in the hundreds place. -Subtract the digits in the thousands place 6-3 = 3 The difference is 3,488.
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Let’s check using addition 1 1
1
-8+4=12. Write down 2, carry 1 to the next place value
3 4
8
8
-1+8+5=14. Write down 4, carry 1 to the next place value
+3 6
5
4
-1+4+6=11. Write down 1, carry 1 to the next place. -
7 1
4
2
1+3+3=7 The sum is 7,252
Activity Follow the example in number 1. Remember to subtract first the ones then the tens
12
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Lesson 6: Multiplication Process
Multiplication – is a repeated addition Product is the answer in multiplication Factors – are the numbers multiplies to get a product
Example:
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Lesson 7: Multiplying one-digit multiplier
Multiplying a number by 1 to 10 is the same as skip counting by the number. The products of a number multiplied by 1 to 10 are multiples of that number.
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Activity Answer the following:
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Lesson 8: Property of Multiplication
Identity Property of multiplication Shows that any number multiplied by one (1) is the same number. Example: There is only 1 group of 4, so 1 group of 4 is 4. 1x4 = 4 or 4x1 = 4 There is only 1 group of 5, so 1 group of 5 is 5.
1x5 = 5 or 5x1= 5
Zero Property of Multiplication shows that zero multiplied by any number is zero. Example: 6x0 = 0 Order Property or Commutative Property of Multiplication shows that changing the order of the factors does not change the product. Example: 7x4 = 28 and 4x7 = 28; So, 7 x 4 = 4 x 7
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Lesson 9: Division Process
Division is the inverse or opposite of multiplication. Division is repeated subtraction. Dividend is the number to be divided. Divisor is the number that divides the dividend. Quotient is the answer in division.
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Activity Answer the following:
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CHAPTER TEST I. Subtract. 1.
3.
-
7 2 2 3 4 8
4.
-
6 3 4 2 5 9
2.
5. -
-
8 2 4 3
-
9 3 5 8 7 9
8 3 1 5 5 3
II. Write the multiplication sentence and find the product. ex:
2x6=12
1.
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2.
__________________________
3.
__________________________
4.
__________________________
3. __________________________
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III. Find the missing numbers. 1.
5
6.
x
4 x
45
2.
16
7. x
3.
8 32
x
8.
x
6 9
9.
x
7 7
4.
5.
10 x 100
5 25
x
8 2
x
8 8
10.
3 x 27
IV. Write the missing number to make the number sentence true. 1. 5 x _____ = 6 x 5
7. 231 x 0 = _____
2. 555 x 0 = _____
8. 8 x 7 = 7 x _____
3. 1 x _____ = 99
9. 4 x 6 = _____ x 4
4. 2 x 8 = _____ x 2
10.9 x 3 = 3 x __
5. 911 x 1 = _____ 6. 45 x _____ = 0 YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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V. Find the quotient using repeated subtraction. 2 points each. Ex: 15 รท 3 = 5 15-3 = 12-3 = 9-3 = 6-3 = 3-3 = 0 1. 81 รท 9 = ________ ___________________________________________________________ ___________________________________________________________ ______________________________________
2. 72 รท 8 = ________ ___________________________________________________________ ___________________________________________________________ ______________________________________________________
3. 45 รท 9 = ________ ___________________________________________________________ ___________________________________________________________ ______________________________________ 4.48รท 6 = ________ ___________________________________________________________ ___________________________________________________________ ______________________________________
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5.28÷ 4 = ________ ___________________________________________________________ ___________________________________________________________ ______________________________________
VI. Solve the problem. (5 points each) 1. Tess has 21 chocolate bars for her cousins. If Tess gives her 7 cousins the same number of chocolate bars, how many bars does each of her cousins get? Asked: ______________________________________ Given: ______________________________________ Operation: ___________________________________ Number Sentence: ____________________________ Solution: ____________________________________ 2. Lester has ₱72. He wants to buy some cupcakes for his sister’s birthday. If cupcake costs ₱8, how many pieces can Lester buy? Asked: ______________________________________ Given: ______________________________________ Operation: ___________________________________ Number Sentence: ____________________________ Solution: ____________________________________ YOUNG JI INTERNATIONAL SCHOOL/COLLEGE
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THIRD QUARTER
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CHAPTER 3: FRACTIONS
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Lesson 1: Concepts of Fraction
Fraction – is a part of a whole. It is also a part of a set or a group. Numerator – is the number of parts taken, shaded or considered. Denominator - is the total number of parts the whole is divided. A Fraction bar – separates the numerator and denominator. NUMERATOR
FRACTION BAR
8 15
DENOMINATOR ACTIVITY: Write the fraction for the shaded parts. Then arrange from least to greatest.
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Lesson 2: Similar Fractions
Similar fractions are fractions that have the same denominator. The greater the numerator, the bigger is the value. The smaller the numerator, the smaller is the value. Example: 3 5 1 5
1. , , ,
8 8 8 8 1 3 4 5
From smallest to greatest , , ,
8 8 8 8 5 4 3 1
From greatest to smallest , , ,
8 8 8 8
Compare each pair of fractions using >, <, or =.
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Lesson 3: Philippine Money The symbols used for Philippine money are ₱ for pesos and ₵ for centavos. Philippine money has bills and coins.
The decimal point separates the peso from the centavos. It is read as and. 1.
2.
+
= 75 ₵
+
+
+
= 250 ₱
3.
+
+
= 20 ₱
Write the value of money and the total amount.
1. _________ +_________ + _________
= _____________
2. _________ +_________ + __+ __+ __ + __ = __________
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3. _________ +_________ +__ + __+ __ + __+ __+__ =_________
4. _________ +________+________ +____ + ____+___ = __________
5. _________+_______ +_____ +____ +_____+_____+_____=__________
6. _________+_________+_________+_________ = ____________
7.
____ + ____ + ____ + ____ + ____ + ____ + ____ + ____ =__________
8.
_________+_________+_________+_________ = ______________
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9. _________+_________+_________+_________ = ____________
10. _______+_________+_________+_________ = __________
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CHAPTER 4: GEOMETRY
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Lesson 1: Plane Figures
Plane figures are flat figures. Plane flat surfaces are called two-dimensional shapes.
The common plane figures are:
Circle – has no sides and no corners
Triangle – has three sides and three corners
Square – has four equal sides and four corners
Rectangle – has two pairs of equal sides and four corners
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Lesson 2: Solid Figures
A space or solid figure is three-dimensional. They have the length, width, and thickness or depth.
A Sphere â&#x20AC;&#x201C;is a curved space figure in which all points have the same distance from the center. A cone is a space or solid figure with one circular base, one vertex, and curved surface. A cylinder is a space or solid figure with two parallel, same circular bases and curved surface.
A cube is a space or solid figure with six equal square surfaces.
A prism is a solid figure whose two faces called bases are joined by libe
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Activity Identify the space or solid figure suggested by each of the following. Write sphere, cone, cube, cylinder, or prism.
1.
____________
2.
____________
3.
____________
4.
____________
5.
____________
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6.
7.
____________
____________
8.
____________
9.
____________
10.
____________
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Lesson 3: Symmetry
Line of symmetry â&#x20AC;&#x201C; a figure is symmetrical if it can be folded so that one part matches the other part. The fold or line that divides the figure into two equal parts.
Tessellation or tilting â&#x20AC;&#x201C; is made from congruent or equal figures placed so they completely cover a surface without overlapping or leaving gaps. You can turn or flip the shades to create a design.
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Activity 1 Tell whether the figure is symmetrical or not symmetrical. Look at the line of symmetry.
1.
_________________
2.
_________________
3.
_________________
4.
_________________
5.
_________________
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Activity 2 Draw lines of symmetry on the following figures.
1.
3.
2. 4.
5.
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CHAPTER 5: ALGEBRA AND PATTERNS
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Lesson 1: Patterns
Pattern is a set of shapes, colors sizes, or directions shown in a certain order.
Lesson 2: Number Patterns
Term â&#x20AC;&#x201C; a sequence is a set of numbers given in a certain order. 1. 7, 9, 11, 13, 15, 17, 19, 21 2. 2, 4, 6, 8, 10, 12, 14, 16
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Activity
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FOURTH QUARTER
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CHAPTER 6: MEASUREMENT
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Lesson 1: Telling Time
The minute hand is the long hand. There are 60 minutes in one hour. The hour hand is the short hand. As the hour hand moves from one number to the next, 1 hour passes. The hour hand goes around the clock twice each day covering 24 hours. Twelve o’clock noon and twelve o’clock midnight divide the day.
A.M. – (Ante Meridian) before midday is from midnight to noon. P.M. – (Post Meridian) After Midday is from noon to midnight.
6:00
10:24
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Activity Write the time below each clock
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Lesson 2: Measuring Length
Centimeter and meter are units of length. One meter is equal to 100 centimeters (1m=100cm) A centimeter ruler is used to measure short objects. A meter stick is used to measure long objects.
Length is the longer side of a figure or object. It is measured from one end to another end. Tape measure is used as meter. It is used to measure cloth or fabrics like curtains and bed sheets.
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Activity
Use a ruler to measure the pencils in inches or centimeters.
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Lesson 3: Finding the perimeter
Perimeter is the sum of all measures of the sides of a figure. Length- is the longer side of a figure or object. Width â&#x20AC;&#x201C; is the longer side of a figure or object.
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Activity Find the perimeter of the following:
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Lesson 4: Finding the Area
Area - is the number of square units that covers the space figure.
The two ways in finding the area of a rectangle: a. By counting the square units in figure. b. A=length x width or L x W
The two ways in finding the area of a square are: a. By counting the square units in the figure b. A= S x S
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Activity
Find the Area of the following squares and rectangles.
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Lesson 5: Measuring Mass
Grams and kilograms are used to measure mass or weight. Gram - is used to measure the weight of light objects. Kilogram â&#x20AC;&#x201C; is used to measure the weight of heavy objects 1 kilogram (kg) = 1000 grams (g) Weighing scale or balance is used to measure mass or weight.
Activity
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Lesson 6: Measuring Capacity Capacity â&#x20AC;&#x201C; is the amount of liquid that can be contained in a container. Liter and Milliliter are the units of capacity Liter is used to measure large amounts of liquids Milliliter â&#x20AC;&#x201C; is used to measure small amounts of liquids.
Activity Color the cylinders to show the correct amounts.
60 Liters
50 Liters
100 Liters
10 Liters
120 Liters
20 Liters
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CHAPTER 7: STATISTICS AND PROBABILITY
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Lesson 1: Pictograph
A graph is a picture or diagram used to present and compare numbers or quantities.
Students who visited the library
July August September October
Pictograph uses pictures or symbols to show information. Favorite Drinks of grade 2 pupils Milk
Pineapple Juice Orange Juice
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Activity 1
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Lesson 2 : Probability Probability â&#x20AC;&#x201C; is the chance that an event will occur. An event will less likely, more likely, equally likely and impossible to happen based on facts.
Activity
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CHAPTER TEST
A. Answer the following. Write your answer on the blank then draw the hands of the clock to show your answer. 1. What time is 2 hours before 11:00 ?
4.
What time is 5 hours after 12:00?
________ ________ 2. What time is 3 hours after 7:00? 5.
What time is 3 hours before 6:00
________
3. What time is it if both hands of the clock points to 6?
________
________
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B. Write the correct number on each blank.
1. 8 kilograms
=
____________ grams
2. 15 kilograms
=
____________ grams
3. 5,000 grams
=
____________ kilograms
4. 12,000 grams
=
____________ kilograms
5. 7 meters
=
____________ centimeters
6. 5 meters
=
____________ centimeters
7. 500 centimeters
=
____________ meters
8. 1000 centimeters
=
____________ meters
9. 7 litters
=
____________milliliters
10. 15,000 milliliters
=
____________ litters
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C. Put a check (â&#x2C6;&#x161; ) on each container with a capacity of more than 1 liter. Circle the container with a capacity of less than 1 liter.
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D. Find the area of each figure. 1. 5 centimeters 3 centimeters
___square centimeters
2. 3 centimeters 2 centimeters
3.
___square centimeters
5 meters 5 meters
___ square meters
E. Find the perimeter of each polygon. 4. 8 meters
4 meters
___ meters
6 meters
5.
10 centimeters 3 centimeters ___ centimeters
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