ST VINCENT FERRER SEMINARY

JUNIOR HIGH SCHOOL

#104 Seminario St. Jaro, Iloilo City
s

Quarter No. 1 Module 1: RELATIONS & FUNCTIONS Time frame:

Big Idea:
Content Standard: The learner demonstrates understanding of the key
concepts of relations and functions. Real Numbers

Big Idea:
Performance The learner applies the concepts of relations and
Standard: functions to the real life situations.
Solve
A relationship between two variables such that each value of the first variable
is paired with one or more values of the second variable is called a relation. A
function is a relationship between two variables such that each value of the first
Essential variable is paired with exactly one value of the second variable.
Understanding: A function f is said to be an even function if for every x in its domain,
f ( x )=f (−x ) . A function f is an odd function if for every x in the domain of f,
f ( x )=−f ( x ) .
Essential How will you explain the difference between function and relation? How do
Question(s): you evaluate a function?
Students on their own will be able to solve real life problems involving real
Transfer Goal:
numbers to make recommendations.
Your school is in its expansion and wishes to open a new course in college. You
were tasked to survey the in demand courses in your place and recommend it
to the school’s executive dean. Based on the result of your survey, you will
come up with a recommendation to be represented to the school’s executive
dean for approval. Your presentation will be evaluated based on accuracy of the
computation, practicality of the recommendation, and application of the
Transfer Task:
concepts of real numbers.

Legend:
G- Goal R – Role A – Audience
S – Situation P - Product S – Standards

The learner should be able to:

Learning 1. describe a relation using sets of ordered pairs, table of values, arrow diagram,
Competencies: equation or formula and graph.
2. determine the domain and the range of a relation.
3. define the following terms:

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 a. coordinates
b. ordered pair
c. Cartesian Coordinate Plane
d. relation
e. function
f. domain
g. range

4. give some real-life relationships, identify those which are functions and those
which are mere relations
5. determine whether a given set of ordered pairs is a function or a mere relation
6. draw the graph of a given relation and determine whether the graph
represents a function or a mere relation using the vertical line test.
7. perform algebraic operations on two or more functions.

MODULE COVERAGE

Lesson No. Title Specific Topic You’ll learn to… Estimated Time
 Demonstrate understanding of the
importance of relations
Relations Relations  Differentiate a function from a 5 hours
and and relation; a domain from a range
Lesson 1
Functio Functions  Determine whether a relation
ns represents a function
 Identify the domain and the range of
the given function
 Differentiate odd and even functions
 Evaluating  Evaluate the given function indicated
Functions by the values of the independent
variable
 Perform operations with functions to
 Operation on write new functions
Functions  Express the sum, difference, product,
and quotient of functions.
 Find the composite of two functions
 Composite  Find the inverse of a relation or
and Inverse function
Functions  Determine whether the inverse of a
function is a function
 Linear
Functions
 Quadratic
Functions

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 ASSESSMENT EVIDENCES
Product/ Performance Evidence at the level of understanding
Task The learner should be able to Evidence at the level of performance
demonstrate understanding of the key Assessment of the application of real
Using Analytic Rubric concepts of sets and real numbers using numbers in real-life situation is based on
the six facets of understanding: the following suggested criteria:

Explaining Empathy Learner can model the real-life situations

Interpreting Self- involving linear function through
knowledge graphing, writing the equation and
Applying interpreting the data
Perspective
ANALYTIC RUBRIC
CRITERI OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
CRITERIA
A 4 3 2 1
Accurate Correct Correct Incorrect
ACCURA computations of computation of computations of computation of
CY OF data with logical data and solutions data but solutions data and
THE presentation of are clearly shown. are not clearly solutions are 40%
COMPU solutions are shown. not clearly
TATION shown. shown.

Convincing and Relevant solution Relevant solution to Irrelevant

PRACTI reasonable solution to real-life scenario real-life scenario solution to
CALITY to real-life scenario and requirements and some real-life
OF THE are provided. of the problem are requirements of the scenario and
20%
RECOM complete. problem are given. requirements
MENDA of the problem
TION are incomplete.

Creative and Concepts of real Concepts of real Concepts of

APPLICA precise utilization numbers were numbers were real numbers
TION OF of concepts of real appropriately partially utilized in were
THE numbers. utilized in the the solution. inappropriately
CONCEP solution. utilized in the 40%
TS OF solution.
REAL
NUMBE
RS

GRADE 10 LEARNING MODULE- MATHEMATICS

FIRST QUARTER

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 LEARNING PLAN

I. EXPLORE Lesson No. 1 SETS

Lesson 1.1 The language of Sets

a. Shirt f. Guava
b. Ball g. Doll
c. Toy car h. Blouse
d. Cap i. Mango
e. Orange j. Teddy bear

Show the learners the picture of the different objects.

And ask them the following questions:

o How can you name the objects? Name each group.
o How many groups can you form? Is there an object that belongs to more than one group?

Activity 1.1: Are you a member of the set?

Stand up if you are a member of this set.
1. Set of students who were born in June.
2. Set of students who love pizza.
3. Set of students who love to play football.

The students who stand up each item would comprise the members of the set.
Discuss about the elements of the set

Ask the following questions:

1. How many days are there in a week?
2. How many of these days are school days?

This will lead to the discussion of cardinal number for different sets.
Activity 1.2: Count Me In

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 Stand up if you are a member of this set.
F={students with facebook account}
G={students who are in favor that Duterte is our President}
H={students who play LOL}
I={students who are determined and decided that he will be a priest}

What is n(F)? What is n(G)? What is n(H)? What is n(I)?

This activity will lead to the discussion of null set.
Activity 1.3: List All You Can
Work in pairs.
List the elements of each set.
1. The set of counting numbers less than 8.
2. The set of counting numbers greater than 4.
3. The set of subjects that you have in school.
4. The set of stars in the sky.

Can you list all the elements in each set?

This activity will lead to the discussion of finite and infinite set.
Comprehension Check: Give a formative assessment (refer to page 11-13 of Grade 7 Mathematics
by Nivera)

Lesson 1.2 Some Relations on Sets

Equal and Equivalent Sets

Compare these sets of candies.

A={mint, chocolate, lemon}
B={mint, strawberry, lemon}
C={lemon, chocolate, mint}

Which sets are equal?

Which sets are equivalent but not equal?

This will lead to the discussion of equal sets and equivalent sets.
Universal Sets, Subsets, and Venn diagram

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 Consider these cards. 1 2 3 4 5 6 7 8 9 10
Form the following sets using the numbers in the cards
1. A={numbers less than 5}
2. B={even numbers less than 6}
3. C={prime numbers}
4. D={numbers from 1 to 4}

This will lead to the discussion of universal sets, subsets and Venn diagram.

Activity 1.4: Number of Subsets of a Set

Set Number of List the Number of
Elements in the Subsets Subsets
original set
{} 0 1
{a} 1 2
{a, b} 2 4
{a, b, c}
{a, b, c, d}
{a, b, c, d, e}
Work in pairs. Complete the table.

Do you see a pattern? If yes, describe it.

If a set has five elements, how many
subsets does it have?
Comprehension Check: Give a formative test to check the learners understanding (refer to page 18-20 of
the textbook)

Lesson 1.3 Operations on Set

Intersection, Union, and Complement of a Set

Andrew likes apples, bananas, and mangoes. Marco likes oranges, pineapples, and mangoes. What fruit do
they both like?

These questions will lead to the discussion of intersection and union of sets.

The school trains 5 students for the Math challenge. For the actual competition, the school sends only top
three.
(Paul, Aileen, Teena, Jonathan, Erwin)
Suppose Paul, Aileen, and Teena were selected?

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 This situation will lead to the discussion of complement of a set.
Solving Problems using Venn Diagram
Venn Diagram Stories

What story can you make about these Venn diagrams?

1. U
A
B
U={all clothes}
Wet U
Dry
clothes

Varsity players
clothes E F

girls boys

2.
U
C

Girls
D

Cheer-

U={all students} U={all students}

This will be the exploration that will lead to the discussion of Venn diagram.

Comprehension Check/ Mathematical Reasoning: Refer to pp. 30-33 of your textbook.

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 Reflection Entry 1
Suppose B={people who believe in God} and D={people who do good to others}.
Melissa drew the Venn diagram as shown at the right. Do you agree?
How would you draw the Venn diagram? Justify your answer.

II. FIRM UP LESSON NO. 2 REAL NUMBERS

Lesson 2.1 Negative Numbers

Lunar Temperature
There is no atmosphere on the Moon, that’s why astronauts must wear spacesuits to enable them to
breathe.
Is the temperature on the moon HOT or COLD?
At night, the temperature on the moon is -160⁰C. Astronauts survive the extremes of temperature only
because they have their spacesuits on.

Lead the learners to discuss about integers/signed numbers.

Activity 2.1: What’s the Opposite?
Write the opposite of each word.

1. Cold 6. Profit
2. Up 7. Fattening
3. North 8. Full
4. Rising 9. White
5. Decreasing 10. Interesting

Form groups with 5 members each. Each group will take turns in saying a word and calling out another group to
give the opposite. The group who fails to give the correct answer is eliminated. The last group standing is the
winner.
Reflection Entry 2

The opposite of GOOD is EVIL. State the opposite of each of the following:
Kind-________ humble- ___________ B
B
Generous- _________ honest-____________
Selfless- ___________ thoughtful-___________ D
D

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 Which of these words can be used to describe you?

Use this as a springboard to the representation of the situations using signed numbers.
Activity 2.2: Representing Opposites
Complete the table. The first one is done for you.
Situation Representation Opposite of the Situation Representation of
of the Situation the Opposite
1. walk 3 km east +3 Walking 3 km west -3
2. gain of ₱ 1 000
3. withdrawal of ₱ 5 000
4. walk backwards 5 steps
5. drive 40 km south
6. 26 000 ft above the sea
level
7. interest of ₱22
8. 15 ⁰C below zero
9. rise by 8 points
10. demerit of 5 points
Discuss how to represent opposite numbers on the number line and the absolute value of a
number.

Comprehension Check: Give a formative assessment to check the understanding of the learners.(refer to
page 46-47 of the textbook.
Lesson 2.2 Operations on Integers

Addition of Integers
Jose’s Savings
Jose saves ₱8 from his day’s allowance. However, he has to pay ₱5 to the class treasurer. After paying the
class treasurer, how much is left of his savings for the day?

Colored counters can be used to model this problem. State the historical trivia about using the colored
counters or rods to represent signed numbers.

Discuss examples on pages 49-52 of the textbook about addition of integers using counters and number
line.
Let the learners discover the rules in adding like signed and unlike signed integers.

Subtraction of Integers
Ask this question:
Distance Between
A submarine cruises at a depth of 40 meters. Directly above it, an airplane flies at an altitude of

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 192 meters. How far apart are they?
Consolidate the answers of the learners and let them discuss how they obtain their answer.

Use this as a springboard to the discussion on how to subtract integers.

Discuss the examples using the number line on page 53.
Let the students explore on what are the rules in subtracting signed numbers.

Activity 2.3: Roll to Win!

The goal of this game is to reach a score of -20 or 20. Both players start at 0. Player A throws a die.
Say, 5 comes up. The same player flips the coin. If the head comes up, 5 is positive; if the tail comes up, 5 is
negative. Player A then writes his score on the first box. Player A and B take turns throwing the die and
the coin. If on the first throw, player A gets a score of 5 and on the second throw a score of -6, his or her
current score is now -1, since 5+(-6)= -1. The cumulative score, -1, will now be written on the second box.

Both players will continue taking turns and writing their cumulative scores until one of them
reaches 20 or -20.

In the event that both have filled up all boxes in the score card, the score with the highest absolute
value wins the game.

Player A
Player B
Comprehension Check: Check the comprehension of the learners by letting them answer pages 55-
58 of their textbook.
Mathematical Challenge: Golf Score
In golf, a score of 0 is called even par. A score of 3 over par is written as +3 and a score of 11 under
par is written as -11. A par 4 hole means you can hole the ball in 4 strokes. If you holed the ball in 5
strokes, your score for that hole is +1. If you holed the ball in 3 strokes, your score for that hole is -1.

Suppose after playing several holes, 5 players have the following scores.

Ernie Els----- +1 Tiger Woods----- -9

Vijay Singh--- -3 Rocky Mc Ilroy--- -10
Phil Mickelson---- -8 Sergio Garcia----- +5
a. Arrange the scores as integers from highest to lowest.
b. In golf, a player whose score is -3 is said to be playing better than someone whose score is 2.
Explain.
c. If this list gives the final scores, who won the game? Explain.
d. The table shows the score of a player per hole for 18 holes.

Player A

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 0 1 2 3 4 5 6 7
Player B
1 1 1 2 1 1 2 1 1 1 1 1
What is the player’s total score?

The sum of the numbers on the corners of each side is given in the circle found on each side. Find the three
missing numbers in the corners.

3 4 4 -8 1 7
4 9 7 1

33 -1 32

Performance Task No.1

What’s Your Life Expectancy?

Your Group’s Task
a. Find out the life expectancy of at least 5 individuals in their 30s, 40s, or 50s. Use the
predictor of life expectancy below that is adapted from Wallen Chinsky and
Wallace’s of People’s Almanac #2.

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 Start with 72 and add the integers for all applicable descriptors.
 Male -3
Female +4
 Urban residence over 2 000 000 -2
Rural residence over 10 000 +2
 Job with regular heavy labor +3
Exercise five times per week +2
 Alone for each 10 years since 25 -1
Live with spouse/friend +5
 Easily angered, very aggressive -3
Easygoing, a follower +3
 Happy +1
Unhappy -2
 College graduate +1
Graduate degree +2
 One grandparent lived to 85 +2
All grandparents lived to 80 +6
 Parent died of stroke, heart attack before 50 -4
 Immediate family under 50 has cancer, heart disease, -4
diabetes
 Smoke > 2 packs/day -8
Smoke 1 to 2 packs -6
Smoke ½ to 1 pack -3
 Drink at least ¼ bottle liquor/day -1
 50 or more pounds overweight -8
30 to 49 pounds overweight -4
10 to 29 pounds overweight -2
 30 to 39 years old +2
40 to 49 +3
50 to 69 +4

The number you obtain is your life expectancy.

a. Discuss the three most important factors affecting a person’s life expectancy,
besides his or her current age.
b. Based on the results of your mini-survey, do you have reasons to doubt the life
expectancy predicted by Wallen Chinsky and Wallace’s list? Explain.
c. Present your findings and discussions in class.

Multiplication of Integers
Seating Capacity

Raise this question to the students:

A little theater has 18 rows of seats. Each row has 20 seats. What is the seating capacity of the
theater?

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 Budget Savings

Jeffrey spends ₱50 each day for transportation from home to school. Thus, his budget for
transportation in a month is ₱ 1 000.
Due to a number of holidays and strikes, there were 4 fewer days in February than usual. What
will be the effect of spending on transportation for 4 fewer days on his budget?

Spending ₱ 50 on transportation each day can be represented as -50 to show a decrease in

Jeffrey’s budget.
The number of schooldays without classes can also be represented as -40 to show that there are 4
fewer days than usual. Thus (-50) (-4)= 200. The product is positive as this is an amount saved
rather than spent.

Give more illustrative examples on how to multiply like signed integers.

Show this to the learners:

1 x 10= 10 2 x 10= 20
1 x 9= 9 2 x 9= 18
1 x 8= 8 2 x 8= 16
1 x 7= 7 2 x 7= 14
1 x 6= 6 2 x 6= 12
1 x 5= 5 2 x 5= 10
1 x 4= 4 2 x 4= 8
1 x3 = 3 2 x3 = 6 Process Questions:
1 x 2 =2 2 x 2 =4
1 x 1=1 2 x 1=2  What have you no
1x 0 = 0 2x 0 = 0  What have you ob
1 x -1= -1 2 x -1=___ integers?
1 x -2= -2 2 x -2= ___  Complete the tabl
1 x -3 =-3 2 x -3 =___  Can you think of w
1 x -4 = -4 2 x -4 =___
1 x -5 = -5 2 x -5 =___
1 x -6 = -6 2 x -6 =___
1 x -7 = -7 2 x -7 =___
1 x -8 = -8 2 x -8 =___
1 x -9 = -9 2 x -9 =___
1 x -10= -10 2 x -10=___

Example:

Freezing Temperature
The temperature in Moscow on a harsh winter steadily decreased by 2 ⁰C daily for five days. If on
the first day, the temperature was 0 ⁰C, what was the temperature after 5 days?

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 Consolidate the learners answer and discuss it by illustrating the process using a number line then
ask the question: “ How do we multiply unlike signed integers?”

Give more examples if needed.

Activity no. 2.5: Multiplying (-1)’s


Work in pairs. Look for the pattern. W

(−1 )1=−1 
W
(−1 )2=−1 × (−1 )=1
(−1 )3=−1 × (−1 ) × (−1 )=−1 
(−1 )4 =−1 × (−1 ) × (−1 ) × (−1 )=1 W
(−1 )5 =¿ ¿¿

W

Reflection Entry No. 3

Nova works abroad as a nurse to help send her brothers and sisters to school. She believes that
when you do something good to someone, that person will in turn do something good for others has a
multiplier effect. Do you agree? Do you think being mean to someone will likewise encourage that person
to be mean to other?

Division of Integers
Maximum Withdrawals
Rina needs to withdraw ₱ 20 000 from an ATM. The ATM can dispense a maximum amount of ₱ 5
000 at a time. How many times will she have to withdraw from the ATM to obtain the needed
amount?

Withdrawals of ₱ 20 000 and ₱ 5 000 can be represented as -20 000 and -5 000, respectively. Rina
needs to withdraw ₱5 000 four times from the ATM to obtain ₱ 20 000. So -20 000 ÷ -5 000 =4.

Discuss the division of integers as an inverse of multiplication and give illustrative examples.

Let the learners investigate the rules on how to divide integers through the given examples.

Discuss why any number divided by zero is undefined.

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 Rules of Operating Integers & the Properties
Discuss the following examples of the rules of operating integers on pages 68-70 of the textbook.
Give more examples if needed.

Check the understanding of the learners by letting them answer the exercises on pages 70-72.
Activity 2.6: Complete me!
Use the following five integers to fill in the blanks in the box. You may use the same number more
than once
-6 -5 4 -3 2

1 x _____ x _____ =15

+ + x
_____ - _____ - _____ =3
+ + x
_____ ÷ _____ ÷ _____ =1
= = =
-3 -4 30

Activity 2.7: Let’s Play Darts!

The dartboard has 4 regions. The scores of each region are +5, +3, -2, and -4, as shown.
a. How can Jonas obtain a total of -1 mark by throwing 3 darts onto the dartboard?
b. List all possible scores that can be obtained by throwing 3 darts on the dartboard.

Performance Task No. 2

Form groups with 3-5 members each. Each group is tasked to write 2 challenging and interesting
problems that can be solved using a variety of strategies. The problem categories are as follows:

Problem 1: involves addition and/or subtraction of integers

Problem 2: involves multiplication and/or division of integers (may also include addition or
subtraction)

Each group will present their problems in class for the other groups to solve. You may write the
problems in advance on a manila paper or you may use a powerpoint presentation, if it is
available. If the groups fail to solve any of the problems you presented, you will explain the
solutions to the class. Submit a hardcopy of the problems and solutions to your teacher.

III. DEEPEN LESSON 2.3 RATIONAL

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 NUMBERS
Defining a Rational Number
Perform these operations.

3+6=¿ 3 ×6=¿
3−67=¿ 3 ÷ 6=¿

Process Questions:
 When adding or subtracting integers, the result is an
integer.
 When multiplying integers, the result is an integer.
 When dividing integers, is the result always an integer?

Discuss what a rational number is.

Ordering Rational Numbers

Present this to the class:

Kert bought four items in the market. Which item did she buy the most?the least?
1 9
Beef:1 kg Onions: kg
2 10
3 4
Fish: kg Tomatoes: kg
4 5

This will lead to the discussion on how to order rational numbers in increasing or descending
order and converting fractions to decimals.
Let them answer Try This on page 79 of the textbook.

Reflection Entry No. 4

Some young people nowadays do not find it fashionable to be seen in the market place. They forget

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 that it is character that defines beauty, and one way to build their character is to put some responsibility
on their shoulders. Do you do house chores? If yes, what are these? If no, why not?
Comprehension Check: Check the understanding of the learners. Let them answer pages 80-81.

Lesson 2.4 Operations on Rational Numbers

Fraction into an Equivalent Form

Let the learners sing a song of “Fractions” in the tune of “Leron Leron Sinta” then review the terms
that has been mentioned in the song.

Which is more?
In a pizza restaurant:
Costumer: I’d like a pan of pizza, please. Process Question:
Crew: Would you like it sliced into 4 or 8?
Which is more? 8/8 o
Costumer: Slice it into 4. I can’t possibly eat 8 slices?

Introduce equivalent fractions and discuss simplifying fractions.

Illustrate on how to add /subtract fractions and multiplying/dividing fractions.

Give formative assessment to check the learners’ understanding.

Operations on Decimal Fractions
Value of π

Present this to the students:

In 2000 BC, humans had noticed that the ratio of circumference to diameter was the same
for all circles. The symbol for pi, however, was only introduced in 1706 by William Jones.
For many purposes, the value of pi is given as 3.1416. Up to 20 decimal places,
π=3 . 14159265358979323846 …

Review how to add, subtract, multiply, and divide decimal fractions.

Order of Operations
All student should compute this:
Process questions:

8+5 × 4=¿ a. Explain how you obtain 52 as an answer?

b. Explain how you can obtain 28 as an answer.
c. Which answer is right? Why?

Illustrate on how to evaluate series of operations using PEMDAS rule.

Reflection Entry No. 5

In performing a series of operations, we follow a correct order of operations. Similarly, successful

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 people sequence their work in order of priority. After your class on Monday, which of these tasks do you
prioritize?

________1. Play football or other games.

________2. Do the homework or project.
________3. Study/prepare for next day’s lesson.
________4. Call friends or family on the phone.
________5. Read fiction books.

Let the students answer the exercises on pages 91-93 to check their understanding.
Mathematical Investigation
Investigative Activity
Working with 3s

Obtain all the numbers from 1 to 10 using four 3s and any of the four operations. 0 is done for you.
0=3-3+3-3
1=_________________
2=_________________
3=_________________
4=_________________
5=_________________ Did you do it? Great j
6=_________________
7=_________________
8=_________________
9=_________________
10=_________________

IV. TRANSFER Lesson 2.5 Subsets of the Real Numbers

Real Number System

Assess the students’ prior knowledge about the lesson by asking them to complete the chart below.

Real Numbers

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 Integers

Negative

Zero

Ask the students to form pairs and share their responses. Conduct a class discussion on set of real
numbers using the chart.

Introduce the concept of square roots using the basic concept of exponents then introduce radicals
and its parts.
Discuss how to find the square root of a number and how to approximate square roots.

Application of Real Numbers

Pose this problem:

Martin receives ₱ 400 for his weekly allowance. He spends half of it on food, 40% of it on fare, ₱ 25 on
supplies, and saves the rest. How much does he save in a week? in a month?
Illustrate on how to solve problems using Polya’s technique.
Reflection Entry No. 6

Humans are rational beings. What is meant by the term “rational” in that sentence? What is meant
by “irrational behavior?”

Comprehension Check: Let the learner answer exercises on pages 105-107.

Activity 2.8: Is the ISBN correct?

An ISBN (International Standard Book Number) is attached to every new book. The ISBN digits
have meanings.
For example: 0-03-018367-7.
0- The first digit indicates the language of the country in which the book is published.
03- These digits represent the publisher.
018367- These digits identify the book for the publisher.
7- The last digit is used to check that the rest of the number is recorded correctly.

To obtain an ISBN check digit, follow these steps:

Step 1 Multiply the first 9 digits by 10, 9, 8, 7, 6, 5, 4, 3, and 2
respectively and add the products.

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 Step 2 Divide the sum by 11 and find the remainder.

Step 3 Subtract the remainder from 11 to match the check digit.

The check digit is used to check ISBN numbers that are copied unto order forms. Check the
following ISBN numbers to see if they seem to be correct.
a. 0-8013-3253-2
b. 971-20-3572-7
c. 978-971-522-638-7
d. 1-60320-808-9
e. Find a book in the library and check its ISBN.
Performance Task No. 3

Form groups with 3-5 members each. Each group is tasked to write 3 challenging and
interesting problems that can be solved using a variety of strategies. The problem
categories are as follows:

Problem 1: involves operations with whole numbers

Problem 2: involves operations with fractions
Problem 2: involves operations with decimals

Each group will present their problems in class for the other groups to solve. You may write
the problems in advance on a manila paper or you may use a powerPoint presentation, if
this is available. If the other groups fail to solve any of the problem you presented, you will
explain the solutions to the class. Submit a hard copy of the problems and solutions to your
teacher.

The output and presentation will be graded through a rubric (see page 110 of the textbook)

Lesson 2.6 Scientific Notation

Writing a number in Scientific Notation

Mind-boggling Numbers

The sun has a mass of about 2 000 000 000 000 000 000 000 000 000 000 kg. Can you imagine
how heavy that is? Suppose the average weight of an adult is 60 kg. would all the people in the
world weigh anywhere near the weight of the sun?

The smallest calculator in the world was created in Switzerland. It’s diameter is 0.0000012m. Can
you imagine how small that is? It is too small for your naked eye to see.

This will lead to the discussion of the scientific notation.

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 Game: “I Have…, Who Has”
Mechanics:

Each student is holding a question in a piece of paper and the answer to the other question. The
first student will state what she has as an answer and raise his question then the student who is holding a
paper which has the answer to that question will state the answer and raise his question. This process will
continue until the first student will answer the last question.
Reflection Entry No. 7

Each day scientists unravel amazing things about the universe, from the farthest and largest objects to the
smallest microscopic entity. This has prompted our concept of numbers to expand exponentially to
include measures such as googol, micron, and nanoseconds. Do you realize how infinitely large the
universe is and how insignificantly small each of us are compared to it? What does this mean to people
who think the world revolves around them and for them?

Comprehension Check: Let the learners answer exercises on pages 115-117.

Give a LONG QUIZ.

Performance Task No. 4

Work individually or in groups.

Nine thousand polio virus could fit on the decimal point on this page. Estimate the size of each
polio virus by getting the area of the decimal point using a millimeter ruler. Show your complete solution.
END

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Grade 10 -Mathematics
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Grade 10 -Mathematics
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