2024-LS-G6-NMP-Q1-W6-D2 (1).pdfGHKLJIVFGHK

lESSON sCRIPTS

1. 6

Quarter 1 Week 6

NATIONAL MATHEMATICS PROGRAM
Lesson Script in Mathematics

2. National Mathematics Program
Lesson Script in Mathematics
Quarter 1: Week 6
SY 2024-2025

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curriculum content, standards, and lesson competencies.

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3. Development Team – SDO Guimaras Validation Team – SDO Aklan

Developer: Roniebell G. Gonzaga Validators: Abe Joy S. Isaran, Marife J. Matorres
Editors: Rosemarie D. Aclan, Rebecca O. Billones Reviewers: Edselyn T. Biray
Evaluators: Jonathan Glorial (Content) Villa Rose G. Delfin
West Visayas State University Manuel O. Malonisio (Content)
Esperval Cezhar H. Cadiao (Language) Aklan State University – Banga Campus
West Visayas State University Gemma F. Quintana (Language)
Illustrators: Roniebell G. Gonzaga Aklan State University – Ibajay Campus

Management Team Management Team
Novelyn M. Vilchez Feliciano C. Buenafe, Jr
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Rosemarie D. Aclan Edselyn T. Biray

Regional Office 6 Management Team
Ramir B. Uytico
Victor G. De Gracia, Jr.
Elena P. Gonzaga
Jonathan O. Borbon


Published by the Department of Education

4. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 1
Week 6 DAY 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standard
The learners demonstrate knowledge and understanding of
● the four operations with different combinations of fractions, whole numbers, and mixed numbers.
B. Performance
Standard
By the end of the quarter, the learners are able to:
● perform the four operations with different combinations of fractions, whole numbers, and mixed numbers.
(NA)
C. Learning
Competency
The learners will be able to:
● obtain products that result from multiplying different combinations of fractions, whole numbers, and mixed
numbers.
D. Learning
Objective
At the end of the lesson, the learners are able to:
● obtain products that result from multiplying different combinations of fractions, whole numbers and mixed
numbers.
II. CONTENT: Obtaining the Products that Result from Multiplying Different Combination of Fractions, Whole Numbers and Mixed
Numbers
III. LEARNING RESOURCES
A. References
Burgos, Jaime R., Perez, Marjoseph P. & Placer, Donnel P. (2016). 21
st Century Mathletes Textbook, 16-29. Vibal
Group, Inc.
MATATAG K to 12 Curriculum Guide
B. Other
Learning
Resources


IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
(5 minutes)







Good morning/afternoon, pupils! Are you excited for our class today?

In previous lessons, you learned about multiplying fractions by whole numbers , multiplying fractions by mixed
numbers, and multiplying whole numbers by mixed numbers . This knowledge is essential for today's lesson.
Now, I'll be giving you an activity sheet to work on. Please read and follow the instructions carefully. You have 5
minutes to complete the task. Get ready, and good luck!

5. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 2

Intervention Group Consolidation Group Enhancement Group
Give the product in simplest or
lowest terms. Write your answers on
your answer sheet.
1.
1
2
x 2
1
3
=

2. 3
1
5
x
2
4
=

3. 4 x
3
5
=

4.
2
7
x 3=

5. 1
3
8
x 2=
Give the product in simplest or
lowest terms. Write your answers on
your answer sheet.
1.
2
5
x 2
2
3
=

2. 24 x
2
9
=

3.
4
5
x 12=

4. 3
2
3
x 5=

5. 6 x
6
13
=
Give the product in simplest or lowest
terms. Write your answers on your
answer sheet.
1.
4
5
x 2
4
5
=

2.
5
6
x 2
1
15
=

3. 12 x
3
10
=

4. 5
5
8
x 4=

5.
3
16
x 15=

NOTES TO THE TEACHER This activity serves as a review on multiplying fractions by whole numbers, fractions by mixed numbers, and
multiplying fractions by whole numbers and reducing their answers to the lowest terms. After the answers are posted, process the learners’
output and give appropriate feedback. Activity sheets are provided in the annexes.
Lesson
Purpose/Intention
(1 minute)
I believe that all of you are ready for our new lesson. Today, let us multiply fractions by whole numbers.


NOTES TO THE TEACHER : This lesson part introduces the competency to be mastered which is multiplying fractions by whole numbers.
Lesson Language
Practice
(1 minute)
Before we proceed with our discussion, let's review the meanings of some key terms:
1. Fraction represents a part of a whole. This can be a part of a number of objects or a division of a whole number
into equal parts.
2. Whole Numbers are sets of natural numbers and zero. They do not include fractions or decimals.
3. Mixed Numbers consist of a whole number and a fraction.

6. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 3

3. Product refers to the result or the answer of multiplying two or more numbers together.
4. Numerator is the number above the fraction bar. It represents a part taken from a whole.
5. Denominator is the number below the fraction bar. It represents the total number of equal parts into which a
whole is divided.

NOTES TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in the lesson.
During/Lesson Proper
Reading the Key
Idea/Stem
(3 minutes)

To start with our new lesson, let us read the problem posted on the board.


Sandra and 4 of her friends each contributed 2
3
4
kilograms of rice for the typhoon victims. If
1
10
kilograms
of the total contribution is allocated to Barangay Sinapsapan, how many kilograms of rice is allocated to
Barangay Sinapsapan?

Let us look into their situation by answering the following questions:
1. How many friends does Sandra have?
2. How many kilograms of rice did Sandra and his friends give to the typhoon victims?
3. What part of the rice are allocated to Barangay Sinapsapan?
4. How many kilograms of rice are allocated to Barangay Sinapsapan
5. What characteristics are shown by Sandra and her friends to the typhoon victims?

Expected answers:
1. Sandra has 4 friends.
2. Sandra and her friends gave 2
3
4
kilograms of rice to the typhoon victims.
3.
1
10
kilograms are part of the rice allocated to Barangay Sinapsapan.
4. 1
3
8
kilograms of rice are allocated to Barangay Sinapsapan.
5. Sandra and his friends are generous, kind, and loving.

Developing
Understanding of the
Key Idea/Stem
(10 minutes)
To solve for the kilograms of rice allocated to Barangay Sinapsapan, we will apply the concepts of multiplying
fractions, whole numbers and mixed numbers. Here are the steps:

7. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 4
Step 1. First, change the mixed number into an improper fraction by multiplying the denominator and the
whole number. Then, add the product to the numerator to get the new numerator. Copy the denominator of
the mixed number as shown below.
Rename 2
3
4
into an improper fraction.
1. Multiply the whole number and the denominator. 2 x 4 = 8

2. Add the product to the numerator. 8 + 3 = 11

3. Write the answer over the denominator to obtain the improper fraction.
The fraction obtained is
11
4
.

In summary, 2
3
4
=
(2 x 4)+3
4
=
11
4
.

Step 2. Express the whole number as a fraction.
5 →
�
�

Step 3. Rewrite the number sentence.

5 x 2
3
4
x
1
10
=n
5
1
x
11
4
x
1
10
=n

Step 4. Multiply the numerators.


5
1
x
11
4
x
1
10
=
5 (11)(1)
=
55


Step 5. Multiply the denominators.


5
1
x
11
4
x
1
10
=
55
1(4)(10)
=
55
40

8. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 5
Step 5. Express the answer in the simplest form or lowest terms if needed. To simplify the answer, change
the improper fraction to mixed number by dividing the numerator by its denominator.

Hence,
55
40
=1
15
40
or 1
3
8


Therefore, 1
3
8
kilograms of rice are allocated to Barangay Sinapsapan.

Here is another example:

Give the product.
1
7
x 1
3
5
x 2=

Convert the mixed number into an improper fraction.

1
3
5
=
(1 x 5)+3
5
=
8
5


Express the whole number as a fraction.
2 →
�
�



Rewrite the number sentence.

1
7
x 1
3
5
x 2=n
1
7
x
8
5
x
2
1
=n

Next, multiply the fractions.

1
7
x
8
5
x
2
1
=
1(8)(2)
7(5)(1)
=
16
35


NOTES TO THE TEACHER: Give another example to the learners as reinforcement of the skill if necessary. This will also give them the time to
communicate the processes they undertake in arriving at the desired answer.

9. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 6
Deepening
Understanding of the
Key Idea/Stem
(5 minutes)

Here is another set for you to practice on. Good luck and enjoy learning!

Intervention Group Consolidation Group Enhancement Group
Let’s Practice!

JUMP ON THE BOX

Instructions:
You will be divided into 5 groups.
Choose your representative to jump
on the box. A mathematical
expression will be flashed. The
remaining group members will solve
and write the answer on the slate
board. After one minute, raise your
answers. If your answer is correct,
let their representative jump on the
next box. The group with an
incorrect answer will stay on the
same box. The game will continue
until your representative reaches the
last box.


Let’s Practice!

MATCH ME

Instructions:
Match Column A with Column B by
multiplying the fractions, whole
numbers, and mixed numbers.
Connect your answer with a line.

Column A Column B

1. 4 x
2
3
x 3
1
5
a.
192
21
or 9
3
4
or 9
1
7


2.
1
4
x 2 x 8
1
4
b.
128
15
or 8
8
15


3. 3 x 5
1
3
x
4
7
c.
180
35
or 5
5
35
or 5
1
7


4.
1
3
x 5 x 1
2
5
d.
66
16
or 4
2
16
or 4
1
8


5. 4 x 2
1
7
x
3
5
e.
35
15
or 2
5
15
or 2
1
3







Let’s Practice!

SOLVE AND COLOR ME

Instructions:
Here are coloring boxes for you.
Multiply the fractions, whole
numbers, and mixed fractions
correctly. Follow the color guide to
color the box.



















Color guide:

Green-
104
42
or 2
20
42
or 2
10
21



�
�
?????? � ?????? �
�
�
=

� ??????
�
�
?????? �
�
�
=

�
�
?????? �
�
�
?????? �=

�
�
?????? �
�
�
?????? �=

� ??????
�
��
?????? �
�
�
=

�
�
?????? �
�
�
?????? �=

� ??????
�
�
?????? �
�
�
=

�
�
�
??????
�
�
?????? �=

�
�
?????? �
�
�
?????? �=

10. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 7
Yellow-
32
45


Blue-
78
32
or 2
14
32
or 2
7
16


Red-
51
10
or 5
1
10


Orange-
150
77
or 1
73
77



NOTES TO THE TEACHER: Prepare the materials and activity sheets to be given to each learner which are found in the annexes
After/Post-Lesson Proper
Making
Generalizations and
Abstractions
(1 minute)
You did a great job! You've demonstrated comprehension of how to multiply fractions by whole numbers.

How do we multiply fractions by whole numbers?

Expected answers:
1. Change the mixed number into an improper fraction by multiplying the denominator by the whole number. Then,
add the product to the numerator to get the new numerator. Copy the denominator of the mixed number.
2. Express the whole number as a fraction.
3. Rewrite the number sentence.
4. Multiply the numerators.
5. Multiply the denominators.
6. Express your answer in the simplest form or lowest terms.

Evaluating Learning
(4 minutes)









Now, we will test your understanding of obtaining products that result from multiplying fractions, whole numbers and
mixed numbers. Write your answers on the activity sheet.
Intervention Group Consolidation Group Enhancement Group
Let’s Apply!

Directions: Look for the missing
number to make the number
sentence correct. Write your answers
on your answer sheet.


Let’s Apply!

Directions: Find the product.
Express the answer to the simplest
form or lowest terms if needed. Write
your answers on your answer sheet.


Let’s Apply!

Directions: Solve the product.
Express the answer to the simplest
form or lowest terms if needed. Write
your answers on your answer sheet.



� ??????
�
�
?????? �
�
�
=

11. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 8


























1.
2
4
x 2 x 2
1
4
=
2
4
x
1
x =or or

2. 1
1
2
x
2
5
x 3= x
2
5
x =or or

3. 2
1
8
x 2 x
2
3
= x x
2
3
= or or

4. 4 x
1
2
x 2
2
5
=
1
x
1
2
x = or or

5.
1
3
x 2
1
4
x 3=
1
3
x x = or or


1. 4
1
2
x
1
5
x 3=

2.
1
3
x 5 x 2
2
4
=

3. 4 x
1
6
x 2
3
5
=

4.
1
5
x 3 x 2
2
6
=

5. 5
2
5
x
1
4
x 4=

1. What is the product of 4,
2
7
and
2
4
5
?

2. Multiply
2
4
, 5 and 3
2
7
.

3. Find the product of 3
3
8
, 3 and
5
9
.

4. Solve: 4 x
2
11
x 5
1
5


5.What is
3
7
of 2
2
5
of 3?


Additional Activities
for Application or
Remediation (if
applicable)

Remarks
Reflection

12. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 9
Activity Sheet Number 1- Activating Prior Knowledge- Intervention Group
Directions: Give the product in simplest or lowest terms. Write your
answers on your answer sheet.

1.
1
2
x 2
1
3
=

2. 3
1
5
x
2
4
=

3. 4 x
3
5
=

4.
2
7
x 3=

5. 1
3
8
x 2=

Directions: Give the product in simplest or lowest terms. Write your
answers on your answer sheet.

1.
1
2
x 2
1
3
=

2. 3
1
5
x
2
4
=

3. 4 x
3
5
=

4.
2
7
x 3=

5. 1
3
8
x 2=

13. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 10
Activity Sheet Number 2- Activating Prior Knowledge- Consolidation Group

Directions: Give the product in simplest or lowest terms. Write your
answers on your answer sheet.

1.
2
5
x 2
2
3
=

2. 24 x
2
9
=

3.
4
5
x 12=

4. 3
2
3
x 5=

5. 6 x
6
13
=

Directions: Give the product in simplest or lowest terms. Write your
answers on your answer sheet.

1.
2
5
x 2
2
3
=

2. 24 x
2
9
=

3.
4
5
x 12=

4. 3
2
3
x 5=

5. 6 x
6
13
=

14. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 11
Activity Sheet Number 3- Activating Prior Knowledge- Enhancement Group

Directions: Give the product in simplest or lowest terms. Write your
answers on your answer sheet.

1.
4
5
x 2
4
5
=

2.
5
6
x 2
1
15
=

3. 12 x
3
10
=

4. 5
5
8
x 4=

5.
3
16
x 15=
Directions: Give the product in simplest or lowest terms. Write your
answers on your answer sheet.

1.
4
5
x 2
4
5
=

2.
5
6
x 2
1
15
=

3. 12 x
3
10
=

4. 5
5
8
x 4=

5.
3
16
x 15=

15. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 12
Activity Sheet Number 4- Deepening Understanding of the Key Idea/Stem- Consolidation Group

Directions: Match Column A with Column B by multiplying the
fractions, whole numbers, and mixed numbers. Connect your answer
with a line.

Column A Column B

1. 4 x
2
3
x 3
1
5
a.
192
21
or 9
3
4
or 9
1
7


2.
1
4
x 2 x 8
1
4
b.
128
15
or 8
8
15


3. 3 x 5
1
3
x
4
7
c.
180
35
or 5
5
35
or 5
1
7


4.
1
3
x 5 x 1
2
5
d.
66
16
or 4
2
16
or 4
1
8


5. 4 x 2
1
7
x
3
5
e.
35
15
or 2
5
15
or 2
1
3


Directions: Match Column A with Column B by multiplying the
fractions, whole numbers, and mixed numbers. Connect your answer
with a line.

Column A Column B

1. 4 x
2
3
x 3
1
5
a.
192
21
or 9
3
4
or 9
1
7


2.
1
4
x 2 x 8
1
4
b.
128
15
or 8
8
15


3. 3 x 5
1
3
x
4
7
c.
180
35
or 5
5
35
or 5
1
7


4.
1
3
x 5 x 1
2
5
d.
66
16
or 4
2
16
or 4
1
8


5. 4 x 2
1
7
x
3
5
e.
35
15
or 2
5
15
or 2
1
3

16. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 13
Activity Sheet Number 5- Deepening Understanding of the Key Idea/Stem- Enhancement Group

Directions: Multiply the fractions, whole numbers, and mixed
fractions correctly. Follow the color guide to color the box.





















Color guide:

Green-
104
42
or 2
20
42
or 2
10
21
Yellow-
32
45


Blue-
78
32
or 2
14
32
or 2
7
16
Red-
51
10
or 5
1
10


Orange-
150
77
or 1
73
77

Directions: Multiply the fractions, whole numbers, and mixed
fractions correctly. Follow the color guide to color the box.





















Color guide:

Green-
104
42
or 2
20
42
or 2
10
21
Yellow-
32
45


Blue-
78
32
or 2
14
32
or 2
7
16
Red-
51
10
or 5
1
10


Orange-
150
77
or 1
73
77



�
�
?????? � ?????? �
�
�
=

� ??????
�
�
?????? �
�
�
=

�
�
?????? �
�
�
?????? �=

�
�
?????? �
�
�
?????? �=

� ??????
�
��
?????? �
�
�
=

�
�
?????? � ?????? �
�
�
=

� ??????
�
�
?????? �
�
�
=

�
�
?????? �
�
�
?????? �=

�
�
?????? �
�
�
?????? �=

� ??????
�
��
?????? �
�
�
=

17. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 14
Activity Sheet Number 6- Evaluating Learning- Intervention Group


Directions: Look for the missing number to make the number
sentence correct. Write your answers on your answer sheet.


1.
2
4
x 2 x 2
1
4
=
2
4
x
1
x =or or


2. 1
1
2
x
2
5
x 3= x
2
5
x =or or


3. 2
1
8
x 2 x
2
3
= x x
2
3
= or or


4. 4 x
1
2
x 2
2
5
=
1
x
1
2
x = or or


5.
1
3
x 2
1
4
x 3=
1
3
x x = or or

Directions: Look for the missing number to make the number
sentence correct. Write your answers on your answer sheet.


1.
2
4
x 2 x 2
1
4
=
2
4
x
1
x =or or


2. 1
1
2
x
2
5
x 3= x
2
5
x =or or


3. 2
1
8
x 2 x
2
3
= x x
2
3
= or or


4. 4 x
1
2
x 2
2
5
=
1
x
1
2
x = or or


5.
1
3
x 2
1
4
x 3=
1
3
x x = or or

18. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 15
Activity Sheet Number 7- Evaluating Learning- Consolidation Group

Directions: Find the product. Express the answer to the simplest
form or lowest terms if needed. Write your answers on your answer
sheet.


1. 4
1
2
x
1
5
x 3=

2.
1
3
x 5 x 2
2
4
=

3. 4 x
1
6
x 2
3
5
=

4.
1
5
x 3 x 2
2
6
=

5. 5
2
5
x
1
4
x 4=
Directions: Find the product. Express the answer to the simplest
form or lowest terms if needed. Write your answers on your answer
sheet.


1. 4
1
2
x
1
5
x 3=

2.
1
3
x 5 x 2
2
4
=

3. 4 x
1
6
x 2
3
5
=

4.
1
5
x 3 x 2
2
6
=

5. 5
2
5
x
1
4
x 4=

19. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 16
Activity Sheet Number 6- Evaluating Learning- Enhancement Group
Directions: Solve the product. Express the answer to the simplest
form or lowest terms if needed. Write your answers on your answer
sheet.


1. What is the product of 4,
2
7
and
2
4
5
?


2. Multiply
2
4
, 5 and 3
2
7
.


3. Find the product of 3
3
8
, 3 and
5
9
.


4. Solve: 4 x
2
11
x 5
1
5



5.What is
3
7
of 2
2
5
of 3?

Directions: Solve the product. Express the answer to the simplest
form or lowest terms if needed. Write your answers on your answer
sheet.


1. What is the product of 4,
2
7
and
2
4
5
?


2. Multiply
2
4
, 5 and 3
2
7
.


3. Find the product of 3
3
8
, 3 and
5
9
.


4. Solve: 4 x
2
11
x 5
1
5



5.What is
3
7
of 2
2
5
of 3?

20. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 17

Sample printable flashcards for Jump on the Box- Deepening Understanding of the Key Idea/Stem- Intervention Group


































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21. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 18
Activating Prior Knowledge
Intervention Group

1.
1
2
x 2
1
3
=
1
2
x
7
3
=
7
6
or 1
1
6

2. 3
1
5
x
2
5
=
16
5
x
2
5
=
32
25
or 1
7
25

3. 4 x
3
5
=
4
1
x
3
5
=
12
5
or 2
2
5

4.
2
7
x 3=
2
7
x
3
1
=
6
7

5. 1
3
8
x 2=
11
8
x
2
1
=
22
8
or 2
6
8
or 2
3
4










Activating Prior Knowledge
Consolidation Group

1.
2
3
x 2
2
3
=
2
3
x
8
3
=
16
9
or 1
7
9

2. 24 x
2
9
=
24
1
x
2
9
=
48
9
or 5
3
9
or 5
1
3

3.
4
5
x 12=
4
5
x
12
1
=
48
5
or 9
3
5

4. 3
2
3
x 5=
11
3
x
5
1
=
55
3
or 18
1
3

5. 6 x
6
13
=
6
1
x
6
13
=
36
13
or 2
10
13









Activating Prior Knowledge
Enhancement Group

1.
4
5
x 2
4
5
=
4
5
x
14
5
=
56
25
or 2
5
25

2.
5
6
x 2
1
15
=
5
6
x
31
15
=
93
90
or 1
3
90
???????????? 1
1
30

3. 12 x
3
10
=
12
1
x
3
10
=
36
10
or 3
6
10
???????????? 3
3
5

4. 5
5
8
x 4=
45
8
x
4
1
=
180
8
or 22
4
8
or 22
1
2

5.
3
16
x 15=
3
16
x
15
1
=
45
16
or 2
13
16








12
Deepening
Understanding of the
Key Idea/Stem
Intervention Group



Answers may vary.
Deepening Understanding of the Key Idea/Stem
Consolidation Group

Column A Column B
1. 4 x
2
3
x 3
1
5
a.
192
21
or 9
3
4
or 9
1
7

2.
1
4
x 2 x 8
1
4
b.
128
15
or 8
8
15

3. 3 x 5
1
3
x
4
7
c.
180
35
or 5
5
35
or 5
1
7

4.
1
3
x 5 x 1
2
5
d.
66
16
or 4
2
16
or 4
1
8

5. 4 x 2
1
7
x
3
5
e.
35
15
or 2
5
15
or 2
1
3






Deepening Understanding of the Key Idea/Stem
Enhancement Group











Answer Key






















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22. LESSON SCRIPT IN MATHEMATICS 6

2024-LS-G6-NMP-WEEK 6-DAY 2 19
Evaluating Learning
Intervention Group











Evaluating Learning
Consolidation Group

1. 4
1
2
x
1
5
x 3=
9
2
x
1
5
x
3
1
=
27
10
or 2
7
10


2.
1
3
x 5 x 2
2
4
=
1
3
x
5
1
x
10
4
=
50
12
or 4
2
12
or 4
1
6


3. 4 x
1
6
x 2
2
6
=
4
1
x
1
6
x
13
5
=
52
30
or 1
22
30
or 1
11
15


4.
1
5
x 3 x 2
2
6
=
1
5
x
3
1
x
14
6
=
42
30
or 1
12
30
or 1
2
5


5. 5
2
5
x
1
4
x 4=
27
5
x
1
4
x
4
1
=
108
20
or 5
8
20
or 5
2
5










Activating Prior Knowledge
Enhancement Group

1. 4 x
2
7
x 2
4
5
=
4
1
x
2
7
x
14
5
=
112
35
or 3
7
35
or 3
1
5


2.
2
4
x 5 x 3
2
7
=
2
4
x
5
1
x
23
7
=
230
28
or 8
6
28


3. 3
2
8
x 3 x
5
9
=
27
8
x
3
1
x
5
9
=
405
72
or 5
45
72
or 5
5
8


4. 4 x
2
11
x 5
1
5
=
4
1
x
2
11
x
26
5
=
208
55
or 3
43
55


5.
3
7
x 2
2
5
x 3=
3
7
x
12
5
??????
3
1
=
108
35
or 3
3
35













1.
2
4
x 2 x 2
1
4
=
2
4
x
2
1
x
9
4
=
36
16
or 2
4
16
or 2
1
4

2. 1
1
2
x
2
5
x 3=
3
2
x
2
5
x
3
1
=
18
10
or 1
8
10
or 1
4
5

3. 2
1
8
x 2 x
2
3
=
17
8
x
2
1
x
2
3
=
68
24
or 2
20
24
or 2
5
6

4. 4 x
1
2
x 2
2
5
=
4
1
x
1
2
x
12
5
=
48
10
or 4
8
10
or 4
4
5

5.
1
3
x 2
1
4
x 3=
1
3
x
9
4
x
3
1
=
27
12
or 2
3
12
or 2
1
4