Interactive Whiteboard Resources for Smartboards: Expression and Equation

Showing posts with label Expression and Equation. Show all posts

Wednesday, March 7, 2012

Math Module - Evaluating Expressions Involving Exponents

EVALUATING EXPRESSIONS INVOLVING EXPONENTS

DAY NUMBER	EXPRESSION IN TERMS OF NUMBER OF CELLS	NUMBER OF CELLS PRESENT
1	2¹	2
2	2²	4
3	2³	8
4	2⁴	16
5	2⁵	32
6	2⁶	64
7	2⁷	128
8	2⁸	256
9	2⁹	512
10	2¹⁰	1024

Table

- In general, if N is the number of days the cancer cells has been present, then the expression for the number of calls present during the nth day is 2ⁿ The letter n is called an exponent of base 2.

- In 2², what is the exponent? What is the base? In 2³? 2⁴? etc. What does the exponent indicate?

(It indicates the number of repeated multiplication)

- So, what does 2³ mean?

(it means 2 x 2 x 2)

- How is it read? ("two to the third power" or "two with the exponent three") Give some more examples.

- What does the exponent tell us? What is base?

2. Fixing Skills

Let us have 3 learning stations. Do the activity in each learning station by group. Once you have finished an activity, go to the next station and do the activity indicated there. Do the activities as fast as you can.

Learning Station 1

Write the number using an exponent then answer.

1. 7x7x7=

2. 8x8x8x8x8x8=

3. 6x6x6x6=

4. Two to the seventh power

5. Six with the exponent nine

Learning Station 2

Write the factored form then answer.

1. 6³

2. 3⁸

3. 10⁴

4. 34²

5. 7⁵

Learning Station 3

Fill in the blanks with the correct exponent form, then answer.

1. 16 = 4 x 4 = ______ = ______

16 = 2 x 2 x 2 x 2 = ______ = ______

2. 81 = 9 x 9 = _____ = ______

81 = 3 x 3 x 3 x 3 = _____ = ______

3. 100 = 10 x 10 = ______ = _______

100 = 2 x 5 x 2 x 5 = _________ = _______

4. 125 = 5 x 5 x 5 = ______ = _______

5. 144 = 12 x 12 = _______ = _______

144 = 3 x 4 x 3 x 4 = ________ = _______

Generalization

The exponent tells the number of times the base is used as a factor. The base is the number used as the factor. The equation is the mathematical statement that two numbers or expressions are equal.

Application

Based on tables 1, 2, and 3, how many cancer cells have grown on the fifteenth day?

Evaluation

A. Formative Test

Directions: Complete the following sentences.

1. In 5³,______ is the base and_____ is the exponent.

2. 6² is the exponent form of 6 x _____.

3. 144 is the _____ power of 12.

4. 2⁴means 2 multiplied by itself _____ times.

5. 74 means ____is multiplied by itself four times.

B. Give the value of the following.

1. 6³ = _____ 4. 9²= _______

2. 4⁵ = _____ 5. 7⁴ = _______

3. 2⁷= ______

V. Assignment

Fill in the blanks.

1. 9 = 3 x 3 = 3-

2. 16 = ____ x _____ = _____²

3. 8 = 2 x 2 x 2 = 2-

4. 10² = 10 x 10 = ______

5. 10³ = ____ x _____ x _____ = ______

Complete the Pattern.

3¹ 3² 3³ 3⁴ 3⁵ 3⁶ 3⁷

3 9 27 ___ ___ ___ ___

Interactive Math Module - Evaluating Expressions Involving Exponents (PowerpointPresentation)

View the presentation live here.

Sunday, March 4, 2012

Numerical Expressions - Math 6 Module

(Powerpoint Presentation for Interactive Whiteboard)

LESSON PLAN

Giving the Meaning of Expression and Translating Word Phrases to Numerical Expressions

I. Learning Objectives

Cognitive: Define expression

Translate word phrases to numerical expressions

Psychomotor: Write the correct numerical expressions

Affective: Appreciate good deeds of past presidents

II. Learning Content

Skills: 1. Defining expressions

2. Translating mathematical phrases to expressions

References: BEC PELC A. 1.1.1

Materials: Interactive PowerPoint presentation, chart, stopwatch, pictures of Philippine Presidents,

Value: Nationalism

III. Learning Experiences

A. Preparatory Activities

1. Drill on Giving Terms or Phrases that Refer to Addition, Subtraction, Multiplication or Division

Game: "Name-the-Baby"

a) Divide the class into 2 groups.

b) Teacher gives an operation, say "addition."

c) Each member's of the groups simultaneously goes to the board and writes a term or phrase that refers to the given operation.

Ex more than, increased by, plus, added to

d) Within 2 minutes, each group has to write as many terms or phrases as they can. Afterwards, teacher checks and counts the correct answers.

e) Repeat the same process with subtraction, multiplication and division.

f) The group with the most number of correct answers wins.

2. Motivation

a) Let the pupils name the different Presidents of the Philippine from Emilio Aguinaldo to Noynoy Aquino. Show them the pictures of the different presidents and let them identify each.

b) Ask: What expression describes Emilio Aguinaldo?

(The President of the First Philippine Republic)

What expression describes Manuel L. Quezon?

(President of the Philippine Commonwealth) etc.

Ask the same questions with other Presidents.

c) Why should we remember our past Presidents?

d) If we use expressions to describe the Presidents, we also use expressions in Mathematics, to describe relationships between numbers and the operations being used.

B. Developmental Activities

1. Presentation

Use the Numerical Expressions - Math 6 Module (Powerpoint Presentation for Interactive Whiteboard)

Present the lesson using the activity cards below:

a. Activity 1 - Use of Chart

Study the chart below.

WORD PHRASES	NUMERICAL EXPRESSION
(Four times ten) divided by five	(4 x 10) ÷ 5
Twelve diminished by two	12 — 2
(Six times three) added to seven	7 + (6 x 3)
Eight added to the product of five and three	8 + (3 x 5)
Twenty five added to two	25 + 2
(Three times twenty-five) less twenty	(3 x 25) - 20
Thirty-six divided by six; 36 has how many 6	36 ÷ 6
(Thirty-nine added to three) divided by seven	(39+3) ÷ 7

Ask: What are the mathematical terms used in the phrases? What terms denote addition? subtraction? multiplication? division?

b. Activity 2 - "Create Your Own" (By Pairs)

1) Each student in class thinks of 3 mathematical phrases involving at least 2 operations. (Use only whole numbers.)

Ex. 25 more than the product of 6 and 41

Product of the sum and difference of 8 and 5

2) Then he/she exchanges with a partner and translates the mathematical phrases into expressions.

3) Check answers.

2. Practice Exercises

Write an expression for the following:

1) your age less three

2) your age plus nine

3) your age plus twice your age

4) thrice your age

5) your age plus your seatmate's age

3. Generalization

What is an expression?

How do you translate word phrases into an expression?

C. Application

Write an expression for the following:

1) In a film showing sponsored by the dramatic club, a ticket is P50 for nonmembers. The cost is P5 more for members.

2) The ticket in a boat for adult in going to the province is P1700. The cost for children is half the price of the adult.

3) The cost of a salted egg is P6.50. If one buys a dozen, each egg cost P6.

IV. Evaluation

Direction: Which expression is correct? Choose between A or B.

1. The sum of eleven and nineteen.

A. 11 x 19 B. 11 + 19

2. Eight decreased by five

A. 8 - 5 B. 8 x 5

3. Twelve plus thirty-six

A. 12 + 36 B. 12 x 36

4. Five less than seven

A. 5 x 7 B. 7 - 5

5. Four times the sum of two and five

A. 4 x (2 + 5) B. 4 x (5 - 2)

Direction: Write the expression for the following.

1. Seventy-five decreased by five

2. Fourteen divided by the sum of three and four

3. Triple the sum of eleven and six

4. One more than the product of six and eight

5. Twenty plus five less than eighty

Direction: Write an expression for each problem/situation.

1. Helen is thirteen years old. Helen's father is four years more than twice her age.

2. Edna is 155 cm. tall. Lilia's height is ten cm. less then twice Edna's height.

3. Roman weighs 25 kg. His father weighs five kg. less than three times Roman's weight.

4. Francis is ten years old. Ben is twice as old as Francis.

5. Aning is five years old. I am six years more than thrice her age.

V. Assignment

Write five examples of mathematical phrases with their corresponding translation to numerical expressions.

Saturday, March 3, 2012

Interactive Ppt - Evaluating Expression Using Order of Operations

Mathematics Lesson Plan for Grade 6 and Ppt Interactive for Whiteboards

EVALUATING AN EXPRESSION WITH 2 DIFF. OPERATIONS WITHOUT EXPONENTS & PARENTHESIS

Download this Interactive Powerpoint Presentation for Interactive Whiteboards

Review

a. Activity I — Naming the Baby

Direction: Use any of the four fundamental operations in giving the possible equation

Example: 20

Possible Answers: 20 = 4 x 5; 20 = 1 x 20; 2 x 10 = 20; 40÷2 = 20; 100÷5=20; 15+5=20; 18+2=20; 17+3=20

Mechanics:

a) Form 4 groups.

b) The teacher flashes a card having 2-digit number.

c) Each group decides within 60 seconds for their answer.

d) One member of each group simultaneously goes to the board and writes their answers within 60 seconds.

e) The group with the most number of correct answers wins.

b. Activity 2— Stating the Equation

Direction: State an equation for a situation

Example: For the next 7 years Minerva turns 27 years old. How old is she now?

3. Motivation

Ask the pupils about the occupation of their parents. Let them tell how they help their parents earn a living.

B. Developmental Activities

1. Presentation

a. Activity I — Use of Role Play in a Sari-Sari Store

Jethro is helping his mother in their store when a delivery man comes and delivers 20 dozens of eggs at P42 a dozen. If the delivery man gives him P160, how much is his money? Is he right asking for P260, if his money is P1000? Why?

a) Who helps mother in the store?

b) Who delivers dozens of eggs?

c) How many dozens of eggs are delivered to them?

d) If you were Jethro:

• will you help your family earn a living? Why?

• will you keep the change given by the delivery man? Why?

2) Have each pair of pupils act it out using play money and ask them to answer the following:

a) What are the given data?

b) What are the operations to be used?

3) Lead each pair of pupils to think of an expression related to the problem.

4) Let them evaluate the expression they have formulated?

P160+20xP42

P160 + P840

P1000 money of Jethro

5) Require them to analyze which operation they use before arriving at the exact change.

b. Activity 2- Use of Test Items

Tita was absent for a week because she was sick. When she went to school, she had to take a test. Few of the items given are shown below.

a. 2 x 3 + 4 d. 35 – 6 x 3

b. 7 x 9 - 3 e. 3 x 2 + 4

c. 18 – 12 ÷ 2 f. 48 ÷ 12 + 8

Can you answer these? Let us try to answer the items.

1) Ask each pair of pupils answer the following questions:

a) What facts are given?

b) What operations are in a problem? Which operation comes first? Which operation will you do first?

2) Guide each pair of pupils evaluate the expressions.

a. 2x3+4= b. 7x9-3 c. 18-12÷2

6 + 4 63 - 3 18 - 6

10 60 12

d. 35-6x3 e. 3x2+4 f. 48÷12+8

35 - 18 6 + 4 4 + 8

17 10 12

3) Lead each pair of pupils analyze how to arrive at the answer.

2. Practice Exercises/Fixing Skills

Evaluate the expression.

a. 8+4-2

b. 5x8-4`

c. 65-91=7

d. 723x8

e. 67+33-25

3. Generalization:

How do we evaluate an expression with two different operations without exponents and parenthesis/grouping symbols?

C. Application

Write an expression about the problems. Then evaluate the expression.

a) In a certain eatery, there are 5 glass racks having 24 glasses and 8 left over. The answer says she has 130 glasses in all. Is she right? Why?

b) Use the number less than 7 once to make the expression right.

! x ! - !

! - !

c) Write the operation in the box to make the expression right.

81 ! 9 ! 7

81 ! 63

IV. Evaluation

Evaluate the following expressions.

1. 4x3+8 6. 7x8+130

2. 84÷3x4 7. 195÷3x5

3. 76-8+5 8. 3+83-73

4. 53+7-20 9. 76-8x9

5. 3x5÷25 10. 90x5÷75