Lesson Guide

In

Elementary Mathematics

Grade 3

Reformatted for distribution via DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

DEPARTMENT OF EDUCATION BUREAU OF ELEMENTARY EDUCATION

in coordination with ATENEO DE MANILA UNIVERSITY

2010

Chapter VI

Information Technology

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics Grade III Copyright © 2003 All rights reserved. No part of these lesson guides shall be reproduced in any form without a written permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 3

Region 3

Agnes V. Canilao – Pampanga Josefina S. Abo – Tarlac City Alma Flores – Bataan

Region 4 - A

Cesar Mojica – Regional Office Marissa J. de Alday – Quezon Henry P. Contemplacion – San Pablo City

Region 4 – B

Felicima Murcia – Palawan National Capital Region (NCR)

Laura N. Gonzaga – Quezon City Dionicia Paguirigan – Pasig/San Juan Yolita Sangalang – Pasig/San Juan

Bureau of Elementary Education (BEE) Elizabeth J. Escaño Galileo L. Go Nerisa M. Beltran

Ateneo de Manila University

Pacita E. Hosaka

Support Staff

Ferdinand S. Bergado Ma. Cristina C. Capellan Emilene Judith S. Sison Julius Peter M. Samulde Roy L. Concepcion Marcelino C. Bataller Myrna D. Latoza Eric S. de Guia - Illustrator

Consultants

Fr. Bienvenido F. Nebres, SJ – President, Ateneo de Manila University Ms. Carmela C. Oracion – Principal,

Ateneo de Manila University High School Ms. Pacita E. Hosaka – Ateneo de Manila University

Project Management

Yolanda S. Quijano – Director IV Angelita M. Esdicul – Director III

Simeona T. Ebol – Chief, Curriculum Development Division Irene C. Robles – OIC - Asst. Chief, Curriculum Development Division

Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education Teodosio C. Sangil, Jr. – Undersecretary for Finance and Administration

Jesus G. Galvan – OIC - Undersecretary for Programs and Projects Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By: ISBN – 971-92775-2-1

iii

TABLE OF CONTENTS

Introduction .................................................................................................................................. iv Matrix ........................................................................................................................................ v

VI. INFORMATION TECHNOLOGY

Identifying Parts of a Calculator ...................................................................................... 1 Telling Functions of Each Part of a Calculator ................................................................ 3

iv

I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

v

MATRIX IN ELEMENTARY MATHEMATICS Grade III

COMPETENCIES VALUES INTEGRATED STRATEGIES USED MULTIPLE INTELLIGENCES

TECHNIQUES With HOTS

VI. Calculator

1. Identify the parts of a calculator Cooperation Showing pictures Manipulative (Bodily kinesthetic)

2. Tell the function of each part of a calculator

Cooperation Show pictures of calculator

Puzzle (Logical mathematics) Play (Bodily kinesthetic)

1

Identifying the Parts of a Calculator

I. Learning Objectives

Cognitive: Identify the parts of a calculator Psychomotor: Show the parts of a calculator Affective: Cooperate in class activities

II. Learning Content

Skills: Identifying the parts of a calculator Illustrating the parts of a calculator

Reference: BEC PELC VI-I Materials: calculator, improvised calculator, pictures, activity sheets, manila paper,

illustration board Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

The teacher shows pictures of different inventions (telephone, cellphone, sewing machine, telescope, computer, fluorescent bulb, TV sets, washing machine, etc.) As she flashes the cards, the pupils write the names of the inventions on their show me cards and show them to the class.

2. Motivation

Tony wants to know the sum of 1 432 and 9 865 at once. Which of the inventions shall he

use to get the answer?

B. Developmental Activities

1. Presentation a. Present a real calculator. Aside from it, present an improvised calculator on the board.

Who among you has a calculator? Are you familiar with the parts of the calculator? Let us identify the parts.

2

Call the attention of the pupils to the improvised calculator. The teacher points to the different parts of the calculator one by one and let the pupils identify them.

b. Distribute 5 calculators to the learning barkadas.

Let them manipulate the calculators and familiarize themselves with the parts. Then let each LB write the parts of the calculator on a sheet of paper and post it on the board. Let the leader name the parts.

2. Guided Practice

Game: Passing the Ball

The pupils will form a big circle. Music will be played. A ball will be passed around from one pupil to another. When the music stops the pupil who is holding the ball will answer a question to be asked by the teacher. A correct answer corresponds to one point. The pupil who has the most number of correct answers wins the game.

1. What part of the calculator is used when you want to get the sum of numbers? 2. What part of the calculator is used for turning it on? 3. What part of the calculator will you press if you want to clear your entry?

3. Generalization:

Can you name the parts of a calculator? What are the parts of a calculator? How did

you work in group? Did everybody cooperate in the activity?

3

C. Application Work in Dyads: The teacher distributes activity cards to the pupils. Each pair will answer the questions on the activity cards. The first pair to submit their work to the teacher, with the correct answers, wins the game. What signs will you press on the calculator if:

1. you want to find out the sum of 24 and 57 2. you want to switch off the calculator 3. you want to use the calculator 4. you want to find the product of 8 and 7 5. you want to find the difference of 200 - 57

IV. Evaluation

Identify the following parts of a calculator.

V. Assignment Draw a calculator and label the parts.

Telling the Function of each Part of a Calculator

I. Learning Objectives

Cognitive: Tell the function of each part of a calculator Psychomotor: Write the function of each part of a calculator Affective: Cooperate actively in class activities

4

II. Learning Content

Skills: 1. Telling the function of each part of a calculator 2. Writing the function of each part of a calculator

Reference: BEC PELC VI-2 Materials: calculator, manila paper, illustration board, cartolina, pentel pen, show

me board, chalkboard Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

Divide the class into triads. The teacher will give each group some pieces of puzzle to form the picture of a calculator.

Direction: You are going to put the pieces together to form the picture of a calculator. The first group to finish arranging the puzzle wins.

2. Review

The teacher shows a real calculator. What are the parts of a calculator?

3. Motivation

Who among you knows how to use a calculator? Present the problem:

Cora collected 108 local stamps and 299 foreign stamps. How many stamps did Cora collect in all?

B. Developmental Activities

1. Presentation

a. Analyze the problem

How many local stamps did Cora collect? How about foreign stamps? What is asked in the problem? What process shall we use to solve the problem? Who can write the number sentence? 108 + 299 = N Can we solve the problem by using the calculator? Which part of the calculator can help us find the answer? 108 + 299 = 407 Write the answer on the board. What is the function of the addition key? What key do you press if you do a wrong entry? Let’s try to find the answer to the following problems by using the calculator.

5

b. The teacher calls on pupils at random to compute the answer using the calculator.

1. 485 + 296 = N 2. 1 055 ÷ 5 = N 3. 38 x 97 = N

4. 9 374 – 567 = N 5. 7 896 + 2 845 = N

c. The teacher gives time to pupils to explore more about the function of each part of the

calculator.

2. Guided Practice

a. “Game ka na ba?”

The teacher tells the pupils to stand. Then she gives a function of a part of a calculator. The pupils will respond by writing the parts on their show me cards. The pupils who have no answers and whose answers are wrong will be asked to sit down. The pupil who remains standing at the end of the game wins.

1. I am a part of a calculator that displays the number that you entered. 2. I turn on the calculator. 3. I add the numbers on display. 4. Press me to turn the calculator off.

5. I can clear the last entry on the calculator.

b. Show an improvised calculator on the board. Ask the pupils to write the functions of each part of the calculator.

c. “Broken Keys” Each group (pair square) will be given a worksheet. For each question you must not use a certain key (or keys) on your calculator because it

is supposed to be broken. Write a brief note to explain how you answered each question. 1. Work out 797 + 649 without using number 9 key 2. Work out 53 400 - 1 680 without using the zero key 3. Work out 52 x 36 without using the number 5 key 4. Work out 8 500 ÷ 34 without using the number 3 key 5. Work out 6 400 ÷ 32 without using 2 and 3 key d. Name the Function (Pair Square) 1. Each group will be given a worksheet. 2. Pupils must have a calculator. 3. Write the function of the keys to the appropriate boxes. 4. Explain your answers briefly.

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3. Generalization:

What are the parts of a calculator? Can you tell the function of each part?

ON

OFF

CE

C

÷

+

Screen/display

-

x

Numbers

7

Did everyone participate actively in the activities?

C. Application

Fill in the blanks with the correct answer. 1. _____ shows the entries on the calculator. 2. I am the symbol you use to add numbers ______ 3. To divide numbers, what symbol will you use? ______ 4. What key will you press to turn the calculator on? _____ 5. _____ clears the last entry on the calculator.

IV. Evaluation

A. Use a calculator to find the sum of 15 and 34. Follow the directions.

1. Turn the calculator on.

2. Press 1 and 5.

3. Press +.

4. Press 3 and 4.

5. Press =.

6. The sum of 15 and 34 is ____.

ON Turns the calculator on.

OFF Turns the calculator off.

CE Clear the last entry on the calculator.

C Clear the entry in the calculator.

÷ Divide numbers.

+ Add numbers.

Screen/display

Shows the numbers and symbols entered in the calculator.

- Subtract numbers.

x Multiply numbers.

Numbers Press the number you want to compute.

8

B. Solve the following number problems using a calculator.

C. Match the key with the functions.

V. Assignment

Use the calculator to answer the following: 1. Sum of 200 and 30 2. Difference of 350 and 110 3. Divide 150 by 5 4. Find the product of 108 and 25. 5. Find the difference of the product of 30 and 20 and the sum of 650 and 480.

245 + 1 286 = _____ 1 288 ÷ 4 = _____

28 x 95 = _____ 465 x 233 = _____

2 553 - 195 = _____ 12 842 + 3 000 = _____

ON

Turns the calculator on.

OFF

Turns the calculator off.

CE

Clear the last entry on the calculator.

C

Clear the entry in the calculator.

÷

Use the division key to divide numbers.

+

Press the addition to add numbers. Screen/display

Shows the numbers and symbols entered in the calculator.

-

Use the subtraction key to find the difference between numbers.

x

Press the multiplication key to multiply numbers.