Place Value of 3-Digit Numbers

I. Learning Objectives

Cognitive: Give the place value of each digit in 3-digit numbers

Psychomotor: Regroup 3-digit numbersAffective: Show interest in using manipulative materials

II. Learning Content:

Skills: Give the place value of each digit in a 3-digit numberReference: BEC PELC – I.A 2.1Materials: Place value chart, improvised abacus, activity card,

counters, drill cards, number cards with 3-digit numbers, drill or show cards for each pupil

Value: Enjoyment in doing things

III. Learning Experiences

A. Preparatory Activities

1. Drill

“Show Me”Writing and reading 2-digit numbersGive the tens and ones. Pupils write and read the number dictated by the teacher.Example: 3 tens and four ones 34

2. Review

Write the tens and ones.

a. 56 = _____ tens _____ onesb. 88 = _____ tens _____ onesc. 42 = _____ tens _____ onesd. 19 = _____ tens _____ onese. 37 = _____ tens _____ ones

Write the correct number.

a. 2 hundreds, 4 tens, 5 ones =b. 9 hundreds, 7 tens, 0 ones =c. 7 hundreds, 4 tens, 5 ones =

d. 4 hundreds, 0 tens, 2 ones =e. 10 hundreds, 0 tens, 0 ones =

3. Motivation

Do you know how some Chinese people count money?They don’t use calculators. They use an abacus.(Display an improvised abacus.) Today, we are going to use the abacus in our lesson.

B. Developmental Activities

1. Presentation

a. Introduce the value of ones, tens and hundreds in the improvised abacus.

Say, “Class H stands for hundreds, T for tens and O for ones”.

b. Teacher places one little wooden ball on the hundreds, 2 wooden balls on the tens and five wooden balls on the ones.Ask: Let us tell the place value of each wooden ball.(1 2 5 = one hundred twenty-five)- What is the place value of 1?- What is the place value of 2?- What is the place value of 5?- What is the number?

c. Call on several pupils to show the place value of other 3-digit numbers and identify them.

2. Group Activity

Show the place value chart. Divide the class into 5 groups.Distribute sets of number cards (0-9). Tell them to place the digit in its correct place value. (Dictate the number).

Example: 540

Hundreds

Tens Ones

5 4 0

Ask: What is the value of 5?What is the value of 4?What is the value of 0?

What if you put 5 in the tens place, will the given number have the same value? Why or why not?

The group who gives the most number of answers wins the game.

*Valuing:- Did you like using our materials? Why?- How did you feel when you are using those things?

(I felt happy. I enjoyed using them.)

3. Generalization

How many digits have the numbers we studied today? 3 digits What are the different place values in a 3-digit number? hundreds, tens and onesWhat did we use to identify or give the place value of each digit easily? By using the place value chart

C. Application

1. Write the numbers correctly in a place value charta. Have the class copy the place value chart on their

paper.

Hundreds Tens Ones

b. Write the numbers on the blackboard and let the pupils write the digits of the numbers in the place value chart.

a. 250 d. 570b. 117 e. 888c. 431 f. 901

Example: Hundreds Tens Ones250 - 2 5 0

c. Call on pupils to read their answers.

2. Mystery Numbera. This mystery number has 3 digits. The digit in the

hundreds place is 5. The digit in the ones place is 2 less than the digit in the hundreds place. The remaining digit is two more than the digit in the hundreds place. What is the mystery number?

b. This mystery number is one half of a thousand. How many zeros are in this number? What are the place values of these numbers?

IV. Evaluation

1. Fill in the blanks.

a. In 958, _____ is in the ones place;_____ is in the tens place;_____ is in the hundreds place.

b. In 427, _____ is in the ones place;_____ is in the tens place;_____ is in the hundreds place.

c. In 654, _____ is in the ones place;_____ is in the tens place;_____ is in the hundreds place.

d. In 802, _____ is in the ones place;_____ is in the tens place;_____ is in the hundreds place.

e. In 789, _____ is in the ones place;

_____ is in the tens place;_____ is in the hundreds place.

2. Choose the letter of the correct answer.

a. What is the place value of 3 in 436?a. hundreds b. tens c. ones

b. What is the place value of 8 in 877?a. hundreds b. tens c. ones

c. In 986 what number is in the hundreds place?a. 8 b. 6 c. 9

d. In 672 what number is in the tens place?a. 6 b. 7 c. 2

e. In 206 what number is in the ones place?a. 2 b. 0 c. 6

V. Assignment

Give the place value of the underlined digit.a. 1 9 6b. 6 7 2c. 8 2 9

Give the value of the underlined digit.d. 1 2 3 e. 4 7 0

Identifying Common Objects According to Color

I. Learning Objectives

Cognitive: 1. Name the colors of common objects2. Identify colors of common objects

Psychomotor: Draw objects and color themAffective: Gain satisfaction in coloring objects

II. Learning Content

Skill: Identifying common objects according to colorReference: BEC - PELC IA1.1.1 (1) Materials: real objects, mystery bag with cutouts inside,

picture of a beautiful garden, things inside their bagsValue: Satisfaction in one’s accomplishment

III. Learning Experiences

A. Preparatory Activities

1. Drill

Have children show and name the things found inside their bags. Then, let them name things inside the classroom. Let pupils describe the objects by naming their colors.

Present a song about colors to the tune of “Where is Father.” Red, Blue, White, Yellow, Pink, Green and Orange, Black, Brown and Violet (2x)

2. Motivation

Show a picture of a garden with colorful plants.What do you see in the picture?Do you like them? Why?Who made the flowers? plants? etc.What else did God make?Do all things made by God have colors?

B. Developmental Activities

1. Presentation

a. Teacher names the colors of the flowers, leaves, and other things found in the garden.

b. Present a basket with different fruits inside. Have the pupils identify each by naming its color.

(As the teacher shows the fruits, she shows the corresponding color cards.)

c. Present a mystery box with cutouts inside. Call the pupils and let them pick one cutout from the mystery box. Then, let them group the cutouts according to their color.

2. Fixing Skills/Practices

Present cutouts of objects without colors. Then have the pupil get the corresponding colored cutouts to match with each object.

3. Generalization

What can you say about the objects?

Objects have different colors.

C. Application

Ask pupils to look for red objects in the room. Have them name the objects.

Ex. Red ball(Do the same procedure with yellow, blue, green, orange, black, brown and white objects.)

IV. Evaluation

A. Give the colors of these objects. (Color the drawings before presenting this activity.)

1. 2. 3. 4. 5.

B. Which object is

1. yellow? a. b. c.

2. red? a. b. c.

3. orange? a. b. c.

4. green? a. b. c.

5. blue? a. b. c.

C. Write the letter of the correct answer.

1. It is red.

a. b. c. d.

2. It is yellow.

a. b. c. d.

3. It is green.

a. b. c. d.

4. The mango is ____.

a. blue b. red c. white d. yellow

5. The sampaguita is ____.

a. orange b. green c. brown d. white

Valuing:Ask the pupils how they feel while they are coloring objects or drawings.

V. Assignment

A. Color the following pictures.

1. 2. 3. 4. 5.

Red Green Blue Black White

B. Draw 5 objects and color them.

I. Identify and describe the major parts of the nervous system.“Sleep at least 8 hours a day.”

II. A.Topic I. PeopleSub.-topic: Nervous SystemPELC 4.1, page 3References: Into the Future VI, pp. 30 - 36Science for Better Health and Environment, pp.38 – 40

B. Science IdeasThe major parts of Nervous System are brain, spinal cord

and nerves. C. Processes: Identifying, DescribingD. Materials: diagram, pictures of the nervous system

III. A. 1.Science report by the pupils 2. Drill on Science concepts and ideas learned about the circulatory system. 3. Review

What compose the circulatory system? What is its function? B.1. Preparation/Motivation

When we work or doing an activity what do we use? What do we use for

Thinking, reading etc...2.Presentation of the activity

Study the Nervous system and let us identify the main parts of the Nervous

System. 3. Discussion

What are the three main parts of the Nervous System?What makes up the Nervous System?What can you say about the brain, the spinal cord and the

nerves? 4. Concept Formation

IV. Formative Test1.

2. Identify the three main parts of the nervous system.3. 4. The control system of our body is the_______.5. The seat or the control station of the nervous system is our

_______.

V. AssignmentWhat are the different parts of the brain?

LESSON PLAN IN SCIENCE 6 JUNE 5 - 6, 2012LESSON 1.1 2 DAYS

I. Objectives

- Explain how the circulatory system works.- Identify the main parts (e.g. heart, blood, blood vessels)

of the circulatory system.- Describe the function of each part.

II. Subject Matter“The Circulatory System”

References: Science Watch 6 by Ana Maria G. Felizardo, Et al., pp 1 – 4PELC 1.1-2 p6

Materials: System Diagram, illustration of the circulatory system and Circulatory system video.

Value Focus: Cleanliness

III. Procedure (Learning Activities)

A. Motivation

1. Puzzle game- Class will be divided into 2 groups- Each will form the circulatory system puzzle- Let each group share their puzzle

2. Film Viewing- Pupils will take note the important facts presented in

the video about the circulatory system

B. Presentation

a. (Group Discussion- Pupils will take note on how the circulatory system

works.- Pupils will explain with their illustration on the

circulatory system

C. Discussion (Grammar Points)

- Present and explain the Circulatory system diagram- Show each part of the system (heart, blood and blood

vessel)- Explain the various functions of the circulatory system

D. Generalizationa. Circulatory system or blood system is made up of

heart, blood and blood vessels. It is composed of the cardiovascular system and the lymphatic system.

b. The main components of the circulatory system are called cardiovascular system, where the prefix cardio means heart and vascular means vessels.

c. Closed cardiovascular system is commonly seen among vertebrates like humans. This means that the blood never leaves the network of the blodd vessels (arteries, veins and capillaries)

d. Open cardiovascular system is where the hemolymph bathes the organs of some invertebrates.

e. The circulatory system has two types of circulation; the pulmonary circulation where the deoxygenated blood that comes from the heart will be transported to the lungs and the systemic circulation is when the oxygenated blood from the lungs will be distributed to the different parts of the body.

E. Applicationa. Answer the following question. (refer to Learning

Exercises Item A. p4-5)b. Answer the word puzzle. Use the given clues. (refer to

Learning Exercises Item B. p 5)

IV. Evaluation

I. Match column A to column B which correspond to the given terms.

A. B.

1. Cardio primary lymph system2. Vascular the fluid found in an open cardiovascular

system3. Lymp fluid the contains white blood cells4. Hemolymph heart5. CCVS carries deoxygenated blood6. OCVS circulation that transport oxygenated

blood to the body7. PC it distributes lymph8. SC blood never leaves the network of the

blood vessels9. Lymphatic system vessels10. Thymus gland lymphatic system

Bone marrow

II. Enumerate the functions of the circulatory system. (1-5)

V. Assignment

Draw the circulatory system showing the three main parts.

LESSON PLAN IN ENGLISH 5JUNE__, 2012

(READING)LESSON 1 4 DAYS

IV. Objectives

- Construct by plotting significant events in the story.

- Identify root words and affixes.- Form new words using prefixes and suffixes.- Use appropriate affixes to certain root words.- Decode the meaning of certain words using affixes.

V. Subject Matter“Root Words and Affixes”

References: English Encounters: Reading 5 by Ma. Christina P. Ibarra, Et

al., pp 2 – 9Materials: Graphic Organizers, illustrations of the topic,

pocket chart, concept map and textbookValue Focus: Perseverance

VI. Procedure (Learning Activities)

B. Spelling

1. rendezvous \ˈrän-di-\vü\2. toiletry \ˈtoi-lə-trē\3. poultry \ˈpōl-trē\4. bankrupt \ˈbaŋk-rəpt\5. embarrassment \im-ˈber-ə-smənt\6. courageous \kə-ˈrā-jəs\7. pious \ˈpī-əs\8. extraordinary \ik-ˈstror-də-ˌner-ē\9. comfortable \ˈkəm(p)(f)-tə(r)-bəl,\10. accustom \ə-ˈkəs-təm\

C. Pre-reading

1. Pronunciation Drill

a. bankruptb. honoredc. poultryd. breathee. accustomed

2. Unlocking of difficulties

Define the following words. (see textbook at p 4.)

3. Motivation

Story Reading: “Losaida and Her Music of Life” English Encounters: Language 5 p.

2

Values Integration: PerseveranceD. Presentation

Day 1

a. (Group Reading) “Losaida and Her Music Life” (refer textbook pp2-4)

- assign group to read certain paragraph in the story.- the group will present their topics through choral

reading

b. (Group Dynamics) Use the graphic organizer.

- Describe how Losaida survived the challenges of her life. Write a one sentence description in each box below

LOSAIDA

c. (Group Work) Use a line graph to construct by plotting the events in Losaida’s life. (refer textbook pp 5, item B)

- Construct your plotting in a manila paper- Present work in the class

Day 2

a. Present concept map.

b. Present the chart of affixes.

Prefix Meaning Root word Newly formed word

pre - before Test Pretestre - again Play Replayun - not Popular Unpopularim not Patient Impatientover to exceed Power Overpower

Suffix Meaning Root word Newly formed word

- ance action/process Disturb Disturbance- result of Embarrass Embarrassment

- ist one who does Violin Violinist- able capable of

being

Love Lovable

- ize become Custom Customize

Day 3

Affixes

Prefixes Suffixes

a. Present concept map.

b. Present the chart.

Day 4

a. Use the selection, “Losaida and Her Music of Life”, look for words that will best complete each sentence. (refer textbook p7, item A)

E. Discussion (Grammar Points)

Day 2

a. Affixes- A word element usually added at the beginning or at

the end of a word to form a new word

b. Prefix- group of letters with one or more syllables placed at

the beginning of a root word to form a new word with a new meaning

Root Suffix Noun formed Adjective formed

simple(adj. - ity Simplicity

clear (adj.) - ance Clearancelove (n)/(v) - able Lovablepiety (n) - ous Pious

Affixes

Prefixes Suffixes

noun - forming

adjective - forming

c. Suffix- group of words with one or more syllables placed at

the end of a root word to form a new word with a new meaning

Day 3

a. noun- forming suffixes- a suffix when added transform a root word into a

nounb. adjective- forming suffixes

- a suffix when added transform a root word into an adjective

Day 4

a. A certain word will have its new meaning by adding right affixes.

F. Drilla. (Group Dynamics)

- Form the class into 2 groups. Ask them to form a line facing against each other. One by one will give a root word to the other group and the receiving group will use an affix (suffix or prefix) to form a new word. Each member who could not form a new word will be out from his line, the group that has more member left will be the winner.

G. Generalizationa. An affix are group of letters that is added in the

beginning (prefix) or in the end (suffix) of a certain root word that will create a new word and meaning.

b. Romans 5:3-4 (Value focus on Perseverance)“ Not only so, but we also rejoice in our sufferings, because we know that suffering produces perseverance; perseverance, character; and character, hope.”

H. Applicationa. Answer the following question based on the selection

read: (refer textbook p9, item A)b. Pick out five root words in the selection. Add an

appropriate prefix to each word and give the meaning of the newly formed word.

c. Pick out five root words in the selection and put an appropriate suffix to each one to create a new word. Write also the meaning of the newly formed words.

VII. Evaluation (Each item is intended for lesson of the day)

I. Read the sentences carefully and decide the best order in which they could be arrange in a complete and well – organized plot of a story. Write numbers 1 -5 to construct the plot of the story in the space provided before the number.

B.________ He picked me up in the dormitory and we went into the car.________ Dad drove over one day during my first year in college.________ As we had dinner, I told him of my plans.________ He was so delighted that he shook my hands vigorously.________ We just drove slowly through the hill till dinner time

C.________ And that is what I ended up doing – listening to music.________ Vacation is almost over; I had to decide what I wanted to

do.________ But I had spent almost of my money, so I should spend

the remaining wisely.

________ For school will be starting in a week, I would soon be busy studying my

lessons.________ I might just go to the movie or just listen to music.

II. Complete the table. Fill out necessary blank according to the given clues.

Root Prefi Suffix Newly Formed Word

Meaning

Beyondful

DisconnectPost

MistreatClear

III. Read the story about Mr. Friendly and his snowflake cookie below. Write down all the

words that have a suffix added to them.

"Mr. Friendly and the Snowflake Cookies"

One winter morning the snow was falling lightly outside the window of the bakery. Mr. Friendly, the baker, was a very cheerful man. The sight of the first snowflake made him feel wonderful inside. He decided to make some cookies for his best friend in town.

First he got out a mixer, a bowl, and all the ingredients he would

need for the secret snowflake recipe. Slowly he measured each item and poured them into the bowl. After everything was mixed together he made each cookie into the shape of a beautiful snowflake. He put them on a pan one by one and put them in the oven to bake. Mr. Friendly set the timer for exactly 20 minutes. As he was waiting for the cookies to finish he went to find his blue marker and a small box. On the outside of the box he wrote

To: Mr. Gladly Wrom:

WLSZLKBRNVWWCUFPEGAUTFJMVRESKPNKMBIPBARHDMNNS

IV. Decode and select the meaning in the box of the newly formed words when it is

added with a prefix.

1. rebuild - ________________2. return - _________________3. unhappy - _______________4. untie - __________________5. replay - _________________6. unclear - ________________

not clear to build again opposite of tienot happy come back to play againturn left sad repeat

VIII. Assignment/ Agreement

Day 1 - Study about affixes (prefix , suffix).

Day 2 – Give 5 examples of new formed words using a prefix and a suffix.

Day 3 – Answer downlink on your textbook at page 8, items A and B

Day 4 – Study Lesson 1 and prepare for the weekly test.

LESSON PLAN IN MATHEMATICS 6 JUNE 5, 201LESSON 1.1 1 DAY

IX. Objectives

- Determine the position of a digit in a number.- Express large numbers into exponential notation- Compute the value of the number according to its place

value position.

- Read and write large numbers up to Trillion including decimal numbers.

X. Subject Matter“Place Value of Whole Number and Decimals”

References: Math for Life 6 by Amelia Celeridad, Et al., pp 1 – 5

Materials: Place Value Chart, flash cards & e-learning materialshttp://www.aaastudy.com/grade6.htm#topic3

Value Focus: Cleanliness

XI. Procedure (Learning Activities)

F. Motivation

3. What’s My Number

Think of what number you want your teacher have to guess. After choosing the secret number, the teacher will then ask, “Is your number in the first card? Second card? Third card? Fourth card?

(All YES answers will be the teacher’s clue to guess the pupil’s secret number. Add the first number in each card and you will get the right guess.)

Example: The secret number is 12. The yellow cards indicate the YES answers. The first numbers in each card are 4 and 8, which means 4 + 8 = 12..

In time, pupils will have their turn to guess their classmate’s secret number... :)

1 3 5 79 11 13 15

2 6 7 1011 14 15

4 5 6 712 13 14 15

8 9 10 1112 13 14 15

G. Presentation

- Let the pupils answer the e – learning interactive activitieshttp://www.aaastudy.com/grade6.htm#topic3

- Present the Place Value Chart including decimal places-

Trillions Billions Millions Thousand Units. Tenth Hundredth

sThousandth

s H T U H T U H T U H T U H T U10 1 1 10 1 1 10 1 1 10 1 1 10 1 1 1 01 001

2 2 0 6 8 9 0 6 0 0 4 9 7 5 6 4 7 9

H. Discussion

- Look at the number 34, 768, 908.012 in the place value chart. Each digit in the number has a value that depends on its place value position.

Digit Place Value Position Value3 Ten Millions Place 30, 000, 000 (3 x 10, 000, 000)4 Millions Place 4, 000, 000 (4 x 1, 000, 000)7 Hundred Thousands

Place700, 000 (7 x 100, 000)

6 Ten Thousands Place 60, 000 (6 x 10, 000)8 Thousands Place 8, 000 (8 x 1, 000)0 Hundreds Place 0 (0 x 100)1 Tens Place 10 (1 x 10)2 Ones Place 2(2 x 1)0 Tenths place 0 (0 X .1)1 Hundredths place 1 (1 x .012 Thousandths place 2 (2 x 001)

I. Generalizationa. The position of the digit in the number determines its

valueb. An exponent tells how many times the base is taken as

a factor.c. The greatest place value of a decimal is tenths place.

J. Applicationa. Answer Practice A & B (refer to textbook Item A - B. p5)

IV. Evaluation

I. Give the value of the specified digit in the numeral 600, 040, 009, 207.38051

1. 8 ___________2. 6 ___________3. 7 ___________4. 4 ___________5. 2 ___________6. 9 ___________7. 1 ___________8. 3 ___________9. 5 ___________

V. Assignment

I. Solve the number.1. It is a 7 digit number the first digit is 8 and each digit that

follows is 1 less than the preceding digit. Ans. 8, 765, 4322. It has digits 7, 8, 3, 5, 9, 6 arrange in ascending order, with a

zero before and after the thousands place. Ans. 9, 870, 653

LESSON PLAN IN SCIENCE 6 JUNE ___, 2012LESSON 1.2 1 DAY

XII. Objectives

- Trace the path of blood as it flows from the heart to the different parts of the body and using a model

- Explain the importance of the heart.

XIII. Subject Matter“The Heart”

References: Science Watch 6 by Ana Maria G. Felizardo, Et al., pp 6– 9PELC 1.3 p6

Materials: System Diagram, illustration of the heart and heart video.

Value Focus: Cleanliness

XIV. Procedure (Learning Activities)

K. Motivation

4. Film Viewing- Pupils will take note the important facts presented in

the video about the heart

L. Presentation

d. Experiment: Activity 1- Answer “Finding Your Pulse Rate”

(refer activity 1 p. 6)

M. Discussion

- Present and explain the heart diagram- Explain why heart is important in our lives.

N. Generalizationa. Heart - The main organ of the circulatory system- Acts like a pump- Made up of cardiac tissues- Big as a human fist and located behind the sternum of

breastbone and between the lungs.- It is protected by the rib cage together with the lungsb. Parts of the heart- Septum separates the right side and the left side. Each

side is divided into the upper and lower chambers.- Upper chambers are called auricles or atria. The lower

chambers are called ventricles- Valves are located between the chambers, the tricuspid

valve and bicuspid valve or mitral valvesc. Why does the heartbeat rate changes?d. Why is our heart important in our lives?

O. Application

e. Experiment: Activity 2- Answer “Heartbeat”

(refer activity 1 p. 6)IV. Evaluation

I. Fill in the blanks with the correct word. Choose your answer from the Word Bank below.

1. The ______________ is the main organ of the circulatory system.2. The heart acts like a ________________. It is made up of ______________ tissues.3. The heart is the size of a __________________.4. The _________________ is a wall that separates the right side from the left side of the heart.5. The __________________ or atria are the two upper chambers.6. The __________________ are the two lower chambers.7. _______________________ are located between the auricles and the ventricles that allow the blood to flow in only one direction.

8. Between the right auricle and the right ventricles is the __________________. Is the 9. The valve between the left auricle and the left ventricle is the bicuspid or _____________.10. The heart beats around ____________________ per minute.

V. AgreementStudy “The Blood Vessels” on your textbooks pp. 10-11

pulse wrist pump 130ml valvesheart cardiac auricles “lubb”

tricuspid valvevagus nerve human fist septum ventricles 72 times

LESSON PLAN IN SCIENCE 6 JUNE 5 - 6, 2012LESSON 1.1 2 DAYS

XV. Objectives

- Explain how the circulatory system works.- Identify the main parts (e.g. heart, blood, blood vessels)

of the circulatory system.- Describe the function of each part.

XVI. Subject Matter“The Circulatory System”

References: Science Watch 6 by Ana Maria G. Felizardo, Et al., pp 1 – 4PELC 1.1-2 p6

Materials: System Diagram, illustration of the circulatory system and Circulatory system video.

Value Focus: Cleanliness

XVII. Procedure (Learning Activities)

P. Motivation

5. Puzzle game- Class will be divided into 2 groups- Each will form the circulatory system puzzle

- Let each group share their puzzle

6. Film Viewing- Pupils will take note the important facts presented in

the video about the circulatory system

Q. Presentation

f. (Group Discussion- Pupils will take note on how the circulatory system

works.- Pupils will explain with their illustration on the

circulatory system

R. Discussion (Grammar Points)

- Present and explain the Circulatory system diagram- Show each part of the system (heart, blood and blood

vessel)- Explain the various functions of the circulatory system

S. Generalizationa. Circulatory system or blood system is made up of

heart, blood and blood vessels. It is composed of the cardiovascular system and the lymphatic system.

b. The main components of the circulatory system are called cardiovascular system, where the prefix cardio means heart and vascular means vessels.

c. Closed cardiovascular system is commonly seen among vertebrates like humans. This means that the blood never leaves the network of the blodd vessels (arteries, veins and capillaries)

d. Open cardiovascular system is where the hemolymph bathes the organs of some invertebrates.

e. The circulatory system has two types of circulation; the pulmonary circulation where the deoxygenated blood that comes from the heart will be transported to the lungs and the systemic circulation is when the oxygenated blood from the lungs will be distributed to the different parts of the body.

T. Applicationa. Answer the following question. (refer to Learning

Exercises Item A. p4-5)b. Answer the word puzzle. Use the given clues. (refer to

Learning Exercises Item B. p 5)

IV. Evaluation

I. Match column A to column B which correspond to the given terms.

D. B.

11. Cardio primary lymph system12. Vascular the fluid found in an open

cardiovascular system13. Lymp fluid the contains white blood cells14. Hemolymph heart15. CCVS carries deoxygenated blood16. OCVS circulation that transport oxygenated

blood to the body17. PC it distributes lymph18. SC blood never leaves the network of

the blood vessels19. Lymphatic system vessels20. Thymus gland lymphatic system

Bone marrow

II. Enumerate the functions of the circulatory system. (1-5)

V. AssignmentDraw the circulatory system showing the three main parts.