## Math for Lifelong Learning Grade 6

**Chapter 1: Whole Numbers**

**Lesson 1: Working with Whole Numbers**

**Motivation**

1. Write the following equations on the board:

**2 + 5 = 5 + 2 2 – 5 = 5 – 2**

2 × 5 = 5 × 2 2 ÷ 5 = 5 ÷ 2

2 × 5 = 5 × 2 2 ÷ 5 = 5 ÷ 2

Ask the pupils to determine which equations are true and which are false. Call on volunteer pupils to justify their responses.

2. From the activity, lead the pupils to name and recall the different properties of operations on whole numbers.

2. From the activity, lead the pupils to name and recall the different properties of operations on whole numbers.

**Discussion**

1. Ask volunteer pupils to identify which equations written on the board during

2. Conduct a drill involving problems showing the different properties of whole number operations. Let the pupils answer this drill within five minutes.

3. For an initial assessment of pupil' understanding of the topics in the lesson, ask them to create their own illustrative example for each of the properties discussed.

4. Have the pupils answer the items under

5. Show the pupils a picture of a cell or a cellular organism, such as bacteria. Then explain to the pupils that a bacterium is an organism that is the size of a cell, invisible to the human eye without a microscope. Explain further that it reproduces at a very fast rate. Present the pupils the problem below:

6. Let the pupils fill out the table below to show how many bacteria there will be as described in the story.

*Motivation*show a property of operations on whole numbers. Emphasize that only addition and multiplication are defined to exhibit the commutative and associative properties. You can write counterexamples on the board that would establish that these properties do not hold for subtraction and division, despite the fact that they are inverses of addition and multiplication, respectively.2. Conduct a drill involving problems showing the different properties of whole number operations. Let the pupils answer this drill within five minutes.

3. For an initial assessment of pupil' understanding of the topics in the lesson, ask them to create their own illustrative example for each of the properties discussed.

4. Have the pupils answer the items under

*On the Road to Learning*on pages 5 and 6 of the worktext.5. Show the pupils a picture of a cell or a cellular organism, such as bacteria. Then explain to the pupils that a bacterium is an organism that is the size of a cell, invisible to the human eye without a microscope. Explain further that it reproduces at a very fast rate. Present the pupils the problem below:

*When a bacterium reproduces, it duplicates its contents and then "cuts" itself into two cells with the same contents. Suppose that in one minute, a single bacterium splits into two bacteria. In two minutes, there would be four bacteria. In three minutes, there would be eight bacteria. How many cells would there be in 10 minutes?*6. Let the pupils fill out the table below to show how many bacteria there will be as described in the story.

Lead the pupils to conclude that after each minute, the number of bacteria increases by twice the number, and hence, for each minute, the number of bacteria from the previous minute must be multiplied by 2.

7. Lead the pupils to write a series of equations for obtaining the number of bacteria for each minute similar to the ones below.

Let the pupils notice that each time, the number of times the number 2 is multiplied by itself increases. Use the series of equations to introduce and define the term

*exponent*.8. Introduce the notation 23 for the expression 2 × 2 × 2. Then explain to the pupils that the number being multiplied to itself (2) is called the

9. Let the pupils study the examples on page 7 of the worktext to help them understand how exponents are used.

*base*while the number of times it is multiplied to itself is called the*exponent*.9. Let the pupils study the examples on page 7 of the worktext to help them understand how exponents are used.

**Culmination and Synthesis**

- Let the pupils form a group of four members each to perform the activity "Computing by Using a Calculator" under
*Living with Math*on pages 8 and 9 of the worktext. Assign each pupil to bring a calculator for this activity at least a day before you ask them to perform the activity. - Let the pupils write on a piece of paper three to five sentences about the topics and skills they have learned during the lesson.
- Let the pupils answer the questions under
*Understanding How I Learned*on page 11 of the worktext to further validate their learning. - Ask for volunteers to write the important words they have learned in the lesson on the board. Then have the pupils write these important words in the blanks under
*Creating My Math Word Corner*on page 9 of the worktext.

**Assessment**

- Let the pupils answer the items under
*Accomplishing the Standard*on page 10 of the worktext to assess how much they learned the lesson. - Let the pupils answer the items under
*Extending Beyond the Standard*on page 11 of the worktext. - Assign the pupils more boardwork or seatworks as needed.