Lesson Plan in Math 6 (Integrated with Values/Yolanda-Themed)

LESSON PLAN IN MATH VI

I. Objectives
A. Multiply fractions with whole numbers
B. Solve word problems involving multiplication of fractions and whole numbers
C. Extend help to those in need

II. Subject Matter
A. Multiplication of fractions with whole numbers
B. BEC PELC II.I.3 – 3.1 ; Enjoying Mathematics Workbook p. 88; Soaring 21st Century Mathematics pp 85-88
C. pictures, chart, chalkboard, flashcard
D. Helpfulness/Charity

III. Procedure
A. Preparatory Activities
1. Review (Mini-Game)
Give the products of the following:
a. 1/2 x 1/3   b. 3/4 x 1/5   c. 6/8 x 2/3   d. 3/4 x 1/6   e. 5/6 x 1/3

2. Motivation
Ask: Have you watch the news about typhoon Yolanda that hit our country just a week ago? How do you feel upon seeing the areas and people affected?
Show pictures of the aftermath of typhoon Yolanda.
Present images of people helping in relief operations.
Ask: What can we do to help the typhoon victims?

B. Developmental Activities
1. Presentation
Present the following problem:
 15 pupils of Grade VI- Aquino plan to donate relief goods to help those who were affected by typhoon Yolanda. 2/5 of these pupils will donate noodles while the rest will give canned goods. How many pupils will donate noodles? How many will give canned goods?
Discuss the problem using guide questions (STAR Strategy)
Search the Problem:
What is asked in the problem? What are the given facts? What operations should be used?
Translate the Problem:
What is the mathematical sentence/equation?
Answer the Problem:
What is the answer/solution to the problem?
Review the Solution:
Does the answer make sense? Does it answer the problem?
Explain the solution using block model and/or algorithm.

Discuss another problem.
 36 sacks of rice will be delivered to the affected towns. 1/6 of these will be delivered to Ajuy. How many sacks of rice will be delivered to Ajuy?

Give pupils the freedom to choose block model or traditional algorithm in solving the problem.

2. Exercises (Peer Tutoring)
Give the product of the following:
a. 1/2 x 24    b. 3/5 x 18     c. 1/3 x 15     d. 3/4 x 12     e. 2/6 x 30

3. Generalization
How do we multiply fractions with a whole number?

C. Application (Group Activity)
Each group must have each member solve a problem:
a. There are 45 volunteers in relief operations. If 7/9 of them are boys, how many volunteers are boys?
b. Shelly has an allowance of P50. She gave 2/5 of it as her contribution to typhoon victims. How much was Shelly’s contribution?
c. Youth for Christ donated 28 boxes of used clothing. 3/7 of these are men’s clothes while the rest are women’s clothes. How many boxes are women’s clothes?
d. Paula had 15 kilos of rice. 1/3 of it were packed in red plastic bags. How many kilos were packed in red plastic bags?
e. A school has 32 teachers. 3/4 of them donated in cash while the remaining teachers donated  in kind. How many teachers donated in cash? In kind?

IV. Evaluation
Solve independently.
1. 1/3  x 27
2. 2/8 x 16
3. 1/12 x 48
4. Anjo donated 50 cans of sardines and tuna. If 4/10 of these are cans of tuna, how many cans of tuna did Anjo donate?
5. 1/4 of the volunteers are women. If there are a total of 20 volunteers, how many women volunteers are there? Men volunteers?

V. Assignment
 a. Solve the following problem:
    Ryan had P540. He donated 1/3 of his money to the typhoon victims and saved the rest. How much money did he save?

b. Bring relief goods (e.g. noodles, canned goods, rice, etc) to be donated to the typhoon victims.




Prepared by:


JAYLORD S. LOSABIA
Teacher III
A. Bonifacio Elementary School

Quotes and Wisdom about Teaching 6

      I think I have "Teacher Poems Fever". I don't know why but I feel like reading teacher poems these days. Maybe because these poems can make a teacher more motivated, energized and inspired. Here's a poem by John W. Schlatter from the book Chicken Soup for the Soul.

WE are TEACHERS!

I Am A Teacher

I am a Teacher.

I was born the first moment that a question leaped from the mouth of a child.

I have been many people in many places.

I am Socrates exciting the youth of Athens to discover new ideas through the use of questions.

I am Anne Sullivan tapping out the secrets of the universe into the outstretched hand of Helen Keller.

I am Aesop and Hans Christian Andersen revealing truth through countless stories.

I am Marva Collins fighting for every child's right to an education.

I an Mary McCleod Bethune building a great college for my people, using orange crates for desks.

I an Bel Kaufman struggling to in Up The Down Staircase.

The names of those who have practiced my profession ring like a hall of fame for humanity...Booker T. Washington, Buddha, Confucius, Ralph Waldo Emerson, Leo Buscaglia, Moses and Jesus.

I an also those whose names and faces have long been forgotten but whose lessons and character will always be remembered in the accomplishments of their students.

I have wept for low at the weddings of former students, laughed with glee at the birth of their children and stood with head bowed in grief and confusion by graves dug too soon for bodies far too young.

Throughout the course of a day, I have been called upon to be an actor, friend, nurse and doctor, coach, finder of lost articles, money lender, taxi driver, psychologist, substitute parent, salesman, politician and keeper of faith.

Despite the mass, charts, formulas, verbs, stories and books, I have really had nothing to teach, for my students really have only themselves to learn, and I know it takes the whole world to tell you who you are.

I am a paradox. I speak the loudest when I listen the most.

Quotes and Wisdom about Teaching 5

The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth." ~Dan Rather


In teaching you cannot see the fruit of a day's work. It is invisible and remains so, maybe for twenty years. ~Jacques Barzun


Teaching is the profession that teaches all the other professions. ~Author Unknown


If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job. ~Donald D. Quinn



Modern cynics and skeptics... see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. ~John F. Kennedy


A teacher is one who makes himself progressively unnecessary. ~Thomas Carruthers

Good teaching is one-fourth preparation and three-fourths theater. ~Gail Godwin


A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. ~Horace Mann



Most teachers have little control over school policy or curriculum or choice of texts or special placement of students, but most have a great deal of autonomy inside the classroom. To a degree shared by only a few other occupations, such as police work, public education rests precariously on the skill and virtue of the people at the bottom of the institutional pyramid. ~Tracy Kidder



The true teacher defends his pupils against his own personal influence. He inspires self-distrust. He guides their eyes from himself to the spirit that quickens him. He will have no disciple. ~Amos Bronson Alcott



A good teacher is a master of simplification and an enemy of simplism. ~Louis A. Berman



We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family. Then we expect them to educate our children. ~John Sculley


Good teachers are costly, but bad teachers cost more. ~Bob Talbert



The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward


The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself. ~Edward Bulwer-Lytton


A teacher's purpose is not to create students in his own image, but to develop students who can create their own image. ~Author Unknown


What the teacher is, is more important than what he teaches. ~Karl Menninger



Teaching should be full of ideas instead of stuffed with facts. ~Author Unknown



A cross-eyed teacher can keep twice the number of children in order than any other, because the pupils do not know who she's looking at. ~Four Hundred Laughs: Or, Fun Without Vulgarity, compiled and edited by John R. Kemble, 1902



Teaching is leaving a vestige of one self in the development of another. And surely the student is a bank where you can deposit your most precious treasures. ~Eugene P. Bertin
A teacher is a compass that activates the magnets of curiosity, knowledge, and wisdom in the pupils. ~Terri Guillemets




Teachers who inspire know that teaching is like cultivating a garden, and those who would have nothing to do with thorns must never attempt to gather flowers. ~Author Unknown



Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them. ~Author Unknown


Teaching is not a lost art, but the regard for it is a lost tradition. ~Jacques Barzun


One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~Carl Jung


The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind. ~Kahlil Gibran


The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people. ~K. Patricia Cross



When you teach your son, you teach your son's son. ~The Talmud


The best teachers teach from the heart, not from the book. ~Author Unknown


The average teacher explains complexity; the gifted teacher reveals simplicity. ~Robert Brault, http://www.robertbrault.com/



Often, when I am reading a good book, I stop and thank my teacher. That is, I used to, until she got an unlisted number. ~Author Unknown



Who dares to teach must never cease to learn. ~John Cotton Dana



There are three good reasons to be a teacher - June, July, and August. ~Author Unknown



A teacher should have maximal authority, and minimal power. ~Thomas Szaz



To teach is to learn twice. ~Joseph Joubert, Pensées, 1842



The secret of teaching is to appear to have known all your life what you just learned this morning. ~Author Unknown


Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed. ~Marva Collins



The object of teaching a child is to enable him to get along without his teacher. ~Elbert Hubbard


Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance. In teaching we rely on the "naturals," the ones who somehow know how to teach. ~Peter Drucker



Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task. ~Haim G. Ginott



The art of teaching is the art of assisting discovery. ~Mark Van Doren


The only reason I always try to meet and know the parents better is because it helps me to forgive their children. ~Louis Johannot


If you promise not to believe everything your child says happens at school, I'll promise not to believe everything he says happens at home. ~Anonymous Teacher

Attitudes Toward Persons with Intellectual Disability

Mental/intellectual disability is the least preferred disability as compared to other disability type such as physical or sensory disabilities (Parashar et al, 2008). Generally, people lack an appreciation of the range of capabilities of individuals with intellectual disabilities. This resulted to low expectations of how much people with this disability can do and achieve.  For instance, the Special Olympics Organization conducted a multinational study of attitudes towards persons with intellectual disabilities covering 10 countries (Brazil, China, Egypt, Germany, Ireland, Japan, Nigeria, Russia and USA) in 2003. According to the results, the world still believes that individuals with intellectual disabilities should work and learn in separate settings, apart from people without disabilities. Regardless of their national background, many participants seemed to struggle to believe that persons with intellectual disabilities are capable of self-determined life and insisted on separated systems in regard to employment, education and overall living arrangements (Special Olympics Organization, 2003).

 A study of public attitudes toward people with intellectual disabilities involved 4, 057 Chinese-speaking male and female adults, ages 18-60, living in Hongkong between 1994 and 2002. The results indicated that half (50%) of the respondents believed that people with mental disabilities are violent or capable of disturbing others. Approximately one-third (30% to 40%) of the respondents believed that people with mental disability are likely to have an appearance upsetting to others (Lau, 2002).

Stanlland (2009) noted that 8 out of 10 of his respondents would be very or fairly uncomfortable being with a club or team with person with intellectual disabilities. Employers in Macedonia would not employ them because that would not be productive (Stankoda and Trajkovski, 2010). Persons with intellectual/developmental disabilities are also the least favored and preferred as close friend, colleague, partner, and neighbor (Choi and Lam, 2011). Pre-service educators reported the least positive attitudes toward these individuals while Jordanian teachers and administrator least accept them as students (Barr and Brachita, 2008; Alghazo, 2002). In contrast with the above stated studies, Glavrimis (2012) noted positive attitudes toward persons with intellectual/developmental disability among his respondents.

Many studies attempted to show attitudinal differences based on variables like sex, age and educational level. The studies indicated varying results as to whether significant difference exists between these variables. The differences among results are perhaps attributed to differences in culture and different roles. For example, no significant relationship was found between sex and attitudes toward persons with intellectual disabilities (Yazbeck et al, 2004). Hampton and Xiao (2007) specified that males and females showed no significant difference in their attitudes towards persons with disabilities among Chinese students but there was among American students. American female students were described more positive toward person with disabilities than males. Conversely, Lau and Cheung (1999) reported more discriminatory attitudes toward people with intellectual disability among females than males.

In terms of age, younger people generally exhibit more positive attitudes than older ones. Older people have the propensity to express negative attitudes than younger ones because they grew up in an era of hospitalization or institutionalization where persons with intellectual disabilities were placed thus, were less visible in the community. The lower discrimination among younger people reveals their openness and cognitive efficiency to process new information (Yazbeck et al, 2004; Lau and Cheung, 1999).  Furthermore, studies generally agree that higher educational attainment contribute to more positive attitudes toward persons with intellectual disabilities (Yazbeck et al, 2004; Lau and Cheung, 1999; Choi and Lam, 2001). 

Attitudes toward persons with intellectual/developmental disability are influenced by previous contact (Choi and Lam, 2001). Hampton and Xiao (2001) specified that knowing a neighbor/acquaintance is related to positive attitudes among Chinese students while knowing a student, coworker or employee contributes to positive attitudes among American students. Yazbeck et. al (2004) also indicated that respondents reporting prior personal knowledge of or regular contact of a person with intellectual disabilities held more positive attitudes based on Mental Retardation Attitude Inventory (MRAI) scale, while no significant effect on the attitudes was found based on Scale of Attitudes Toward Mental Retardation and Eugenics-Revised (AMR&E-R) and the Community Living Attitudes Scale-Mental Retardation (CLAS-MR) scales. McManus et al (2010) however contend that greater quality of contact specifically predicted more positive attitudes toward individuals with intellectual disabilities. The quality of previous interactions, not the number of interactions, defines whether or not an individual will have positive or negative attitudes toward individuals with intellectual disabilities.
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