POWERPOINT WITH INTERACTIVE GAMES for education.pptx

games for education

1. MATHEMATICS Quarter 2 Week 3 – Day 1

2. Learning Objective At the end of the lesson, the learners should be able to order numbers up to 100 from smallest (least) to largest (greatest).

3. Activating Prior Knowledge Read numbers flashed before them (up to 100).

4. Activating Prior Knowledge 10 32

5. Activating Prior Knowledge 41 84

6. Activating Prior Knowledge 63 100

7. Activating Prior Knowledge 59 36

8. Activating Prior Knowledge 75 99

9. Activating Prior Knowledge 61 28

10. INTERACTIVE GAMES (E-GAMES)

11. Look at the set of numbers. Choose the correct order from smallest (least) to largest (greatest). Click the ball that contains your answer and explain why.

12. Shoot the ball that contains the correct answer.

13. 5, 12, 8 5 , 8 ,12 12 ,8 ,5

14. 14, 9, 11 14 ,11 ,9 9 ,11 ,14

15. 7, 3, 10 3 ,7 ,10 10, 7, 3

16. 18, 20, 15 20,18, 15 15, 18, 20

17. Lesson Purpose/Intention To order numbers (up to 100) from the smallest(least) to the largest (greatest)

18. Lesson Language Practice greater than, less than, smallest, largest, increasing, least, greatest

19. Play the video

20. Developing Understanding of the Reading the Key Stem/Idea Read the problem. (You can also post it on the board)

21. "Fiesta sa Barangay Dalnac" Tuwing buwan ng Mayo, masayang ipinagdiriwang ang pista sa Barangay San Isidro. Maaga pa lang ay abala na si Aling Rosa sa pagluluto ng kakanin para sa bisita. “Magluluto ako ng tatlong klase ng pagkain,” sabi niya. “Narito ang puto, bibingka, at suman. Lahat ay tiyak na magugustuhan ng mga bata at bisita.” Habang tumutunog ang banda at makukulay ang palamuti sa kalsada, dumating na ang mga kapitbahay. Ang mga bata ay tuwang-tuwa dahil may pagkain silang matatakam. “Salamat po, Aling Rosa!” sigaw nila habang kumakain ng puto, bibingka, at suman. Talagang mas masaya ang pista kapag sama-sama at may masasarap na kakanin. Problem : Developing Understanding of the Reading the Key Stem/Idea

22. How many kakanin of each bilao are there?

23. Assess learners’ understanding of the problem.

24. What did Mother prepared?

25. How many different kakanin are there? What are they?

26. What did Mother ask Nena and Lito to do with the kakanin?

27. How many trays should be used ?

28. Developing Understanding of the Reading the Key Stem/Idea What does the problem want us to find out?

29. Developing Understanding of the Reading the Key Stem/Idea How will you find the answer to the problem?

30. Developing Understanding of the Reading the Key Stem/Idea Direct learners’ attention to the big tray of biscuits. Place the three small trays in a line on the board, labeling each one as follows: Star Biscuits, Square Biscuits, and Circle Biscuits.

31. Developing Understanding of the Reading the Key Stem/Idea Call on two learners to get the star-shaped biscuits from the big tray and put them in the “Star Biscuits” tray. Help them arrange the biscuits in an orderly way to make counting easier. You may ask the whole class to count the biscuits aloud. After counting, write the number beside the label.

32. Repeat the process with the other shapes of biscuits.

33. Repeat the process with the other shapes of biscuits.

34. Developing Understanding of the Reading the Key Stem/Idea Once done, the small trays will look like this on the board.

35. Developing Understanding of the Reading the Key Stem/Idea Direct learners’ attention to the number of each type of biscuit. Encircle the numbers 17, 20, and 24 and then write these numbers on the board.

36. Developing Understanding of the Reading the Key Stem/Idea 17 20 24

37. How are the numbers arranged?

38. How do you know that the numbers are arranged in increasing order?

39. How do you know that the numbers are arranged from smallest (least) to largest (greatest)?

40. Which number is the smallest ( least)?

41. Which number is the largest ( greatest)?

42. Write smallest (least) below 17 and largest (greatest) below 24.

43. Suppose Mother baked additional biscuits as shown below.

44. These biscuits will be added to those in the trays. How do we arrange the total number of each type of biscuit from smallest (least) to largest (greatest)?

45. Prepare an illustration of a big tray and cutouts of the additional biscuits. As before, place the additional cutouts on the tray using masking tape to hold them in place. This will make it easier to combine them with the existing biscuits for each type.

46. Call on two learners to get the star-shaped biscuits from the big tray and add them to the existing biscuits in the “Star Biscuits” tray. Help them arrange the biscuits in an orderly way to make counting easier. You may ask the whole class to count the biscuits aloud. After counting, write the number beside the label.

47. You may ask the learners to count on to get the total number of biscuits. Repeat the process with the other shapes of biscuits.

48. Direct learners’ attention to the number of each type of biscuit. Encircle the numbers 27, 30, and 26 and then write these numbers on the board.

49. 27 30 26

50. Are the numbers arranged in increasing order? Why?

51. How do you know that the numbers are arranged from smallest (least) to largest (greatest)?

52. What is the smallest (least) number?

53. Deepening Understanding of the Reading the Key Stem/Idea Write smallest (least) below 26 and largest (greatest) below 30.

54. GROUP ACTIVITY

55. Group 1 – Market Game Gumamit ng papel na may drawing ng prutas na may nakasulat na presyo (hal. ₱5, ₱12, ₱20, ₱7) at pagsunod-sunudin ito mula sa pinakamababang numero pataas

56. Group 2 – Number Train Game Gawain: Bawat grupo ay bibigyan ng 5–6 numbers (halimbawa: 3, 9, 1, 7, 5). Ilagay nila ito sa tamang pagkakasunod (smallest to greatest). Hayaang i-present ng grupo ang kanilang sagot at ipaliwanag kung bakit ganoon ang ayos

57. Group 3 – Number Puzzle Gumawa ng puzzle strips na may mga numero Pagdudugtungin ng mga bata ang piraso at maayos na ilalagay sa tamang pagkakasunod.

58. Making Generalization and Abstraction How do we arrange or order numbers from smallest (least) to largest (greatest)?

59. Evaluating Learning