OBJECTIVES 1. Tell the relationship of the number using expressions “Less than”, “Greater than” and “Equal to”
Adds 3-4 digits numbers with zero in any of the addends with regrouping and with the sum up to 9,000
Name the following parts of a pictograph title, legend, labels
Read/interpret the data presented in the pictograph
Read and interpret data presented in a bar graph using the following parts Title, Legend, Labels
Construct a line graph based on the organized data presented V
Find the percentage when rate and base are given VI
Read and interpret data presented in a circle graph
Lesson 1 Mathematics I
Background Information for Teacher : Rabies remains a public health problem in the Philippines. Here in Bicol Region there are some provinces and municipalities which are affected by this situation. The teacher should have read the pamphlet on “Fact You must know about Rabies”
LEARNING OBJECTIVE: Tell the relationship of number using the expressions “less than”, “greater than” and “equal to”. LEARNING CONTENT : Telling the relationship of number using the expressions “less than”, “greater than” and “equal to”. Reference: BEC – 1-A 1.9 Materials: Card (Set of Pictures) Chart on Municipalities with Human Rabies Case in Camarines Sur (See Attachment A). Skills: Identifying, Comparing Concepts: 1. The expressions “Less Than”, “Greater Than” and “Equal to” are used to compare numbers. 2. Love and concern for dogs can control and prevent rabies. LEARNING EXPERIENCE : A. Preparatory Activities 1. Drill (Let them sing the Song) 1 and 1 2 2 and 2 4 3 and 3 are 6 for me 4 and 4 8 5 and 5 10 Little fingers in my hands 2. Flash a set of picture. Ask individual pupil to compare 2 sets using the expressions “more than”, less than” and “equal to”.
3. Motivation ٭ Who among you have pet dogs at home? 1
Picture of a boy bitten by a dog. Questions: What do you see in the picture? Have you experienced this with your pet? Do you know someone who died due to dog bite? B. Developmental Activities 1. Presentation/Discussion (Tell the class that last year in Bicol Region, Cam Sur had the highest number of people who died due to Rabies) Would you like to know what municipalities in Cam Sur have the highest cases of this problem?.(Present the Chart)
Chart: Number of Death caused by Rabies in Cam Sur (Year 2003) – (See Attachment A) ٭ Ask children to read and study the chart. ٭ Answer the question: 1.How many cases of Rabies do we have in Nabua?, Calabanga? 2.How many municipalities have 2 Rabies cases? What are these municipalities? 3.What municipalities have 1 rabies case? 4.What municipalities have zero rabies case? 5.Which municipality has the highest number of rabies cases? 1. What can you say about the Rabies cases in Cam Sur? (Naga City has the highest number of Rabies Case) 2. What do you think will happen if Rabies problem will not be prevented? (More people will die). 3. How can this problem be controlled? (Solicit answer from the children) Note:(Teacher will give information base from the pamphlet previously read). Activity 1 Have 7 boys to represent the number of people who died in Naga City and 3 girls to represent cases in Pamplona. Let them stand in front, opposite each other a girl and 4 boys with partners. Which has more boys or girls? Ask: ٭ What expression do we use to compare numbers if the first given number is more than the second given number? Let us compare these numbers ( 7 – 3 ) using greater than
Activity 2 Introduce the expression less than by showing 2 boys to represent municipalities of Nabua and 3 girls representing the municipalities of Calabanga. Which number is smaller? 2 or 3? Ask: What expression do we use to compare numbers if the first given number is less than the second given number? Activity 3 Introduce the expression “equal to” Bula has 2 rabies cases Buhi has 2 rabies cases ٭ What do you observe with the number of rabies cases in these two municipalities? (They have the same number) C. ٭ Generalization: What expressions do we use in comparing numbers if : a. the first given number is more than the second given number? (Greater Than) b. the first given number is smaller than the second given number? (Less Than) c. the first given number has the same number to the second given number? (Equal to) How can we control or prevent rabies? (Love and concern for dogs can prevent rabies) Application: Fixing Skills Fill in the blanks with “Less Than”, Greater Than” and Equal to”. 1. 6 is ______________ 2 2. 8 is ______________ 8 3. 7 is ______________ 9 4. 6 is ______________ 6 5. 3 is ______________ 1 Color the picture with the correct answer.
1. 5 4
is greater than 4
is less than 5
is equal to 7
4. 6 8
is greater than 7
is equal to 3
Write greater than, less than or equal to. 1. 2. 3. 4. 5. 8 _____ 4 4 _____ 3 5 _____ 8 0 _____ 5 9 _____ 1 6. 7. 8. 9. 10. 5 ______ 5 10 ______ 9 7 _______ 3 6 _______ 6 10 _______ 2
Assignment: Underline the correct answer in the parenthesis. 1. Which number is greater then 9? 2. Which number is greater than 7? 3. Which number is less than 10? 4. Which number is equal to 12? 5. Which number is less than 15? (6, 10, 8) (4, 2, 9) (11, 8, 12) (12, 11, 13) 15, 16, 14)
Number of Death Caused by Rabies in Camarines Sur (Year 2003)
Municipalities Baao Calabanga Goa Minalabac Nabua Naga City Pamplona Pili Sipocot Buhi Bula Iriga Libmanan Ocampo Pasacao
Number of People Died 1 3 1 0 2 7 1 1 0 1 2 2 0 0 0
(Mathematics I) List of Pictures to be used in this lesson
Picture of a boy bitten by a dog
Lesson 2 Mathematics II
Background Information for Teachers : Rabies is a deadly & dreaded disease in the Philippines. Despite of this, many of us are still ignorant on how to control and prevent it from spreading. This lesson will show this realization. I. LEARNING OBJECTIVE: Add 3 – 4 digit numbers with zero in any of the addends with regrouping and with sums up to 9000. II. LEARNING CONTENT: Adding 3 – 4 digit numbers with zero in any of the addends with regrouping and with sums op to 9000. Concepts: 1. Any number added with zero, the answer is the number. 2. Rabies is controllable if we have the right knowledge in preventing it. Materials: a. National Rabies Committee Presentations – KAP Survey Result – Bicol Peninsula b. Charts References: PELC – 6.1, p. 9 Table 2. Scores of Respondent on Knowledge About Rabies – National Rabies Committee Presentation – KAP Survey Result – Bicol Peninsula Values Integration: Awareness that rabies is controllable with the right knowledge about it. III. LEARNING EXPERIENCE: A. Preparatory Activities 1. Sing a counting song: e.g. 10 Little Indians 2. Drill: a. Give exercise in addition without regrouping – 1.) 325 + 362 2.) 528 + 361 3.) 361 + 328 4.) 563 + 322 5.) 380 + 418
b. Exercises in addition with regrouping 1.) 526 2.) 677 3.) 721 4.) 637 + 395 + 235 + 199 + 295
5.) 717 + 194
3. Motivation : In your subjects – English, Filipino and Makabayan you have lessons on rabies? Can you tell me the learning’s that you have on rabies? (Give time for this discussion). Do you know that many Filipinos, particularly Bicolanos are ignorant about rabies? (Teacher will explain/unlock the word survey. Then she will show the chart of Table 2, which shows the Scores of Respondents on Knowledge About Rabies. (DOH Materials)
B. Developmental Activity: a. Teacher will explain the columns in the table – the questions, the correct answer and the number of respondents with correct answer. Fold the chart first, then ask the pupils to get a sheet of paper. Then, the teacher shall conduct a survey of the class. Teacher will say: “I will give you the questions asked in the survey to find out how knowledgeable you are about rabies. Let the children number their paper 1 – 13 and ask the children to write T if the statement is True and F if the statement is False. Teacher gives the questions one at a time and explain each item, if necessary. After answering 1 – 13, the children shall check their work. Teacher records on a ready chart the correct responses made by the class. b. Teacher directs back the attention of the children to the Chart of Table 2. Let the children study the chart. Ask questions about the data on the chart. Questions like these shall be asked – 1. What question received the greatest correct answer? 2. What question received the least correct answer? 3. What question received the next from the greatest correct answer? Etc. c. Comparison of Responses – Let us compare your responses to the responses on Table 2. Teacher asks the same questions. d. Activity I – Let us look at the record of responses you have in the board. If we add the responses on Question 1 with your responses in Question 2. What is the sum? If we add your responses in Question 3 to the correct responses on Question 4, what is the sum? (This activity shall be done up to 10 items or more. e. Activity 2 – Let us add the responses on Table 2. ( Same procedure as in Activity 1 until you reach 10 items or more.) f. Generalization Teacher asks questions that will lead to the ff. concepts: - Any number added with zero, the answer is the number. - Data/Number from surveys can be used in our Math Activities. - Many people are still ignorant about rabies. g. Application Use the data gathered and in Table 2 for this. IV. Evaluation: Addition of 3 – 4 digits using the data in Table 2. (1 – 10 items) V. Agreement: Copy the 13 questions about rabies stated in Table 2. Ask these questions to 5 people in your homes/neighborhood. Using the chart below, record their responses. Bring this back tomorrow. Responses Ex. Ex. Ex. Questions Ex. Papa Mama Ate Kuya etc. 1 2 3 4 5 6 7 8 9 9
10 11 12 13
Lesson 3 Mathematics III
Background Information for Teachers: According to statistics, the Bicol Region is number 1 in death cases due to rabies. From the data gathered by the Department of Health (DOH) under the Center for Health Development – Bicol Regional Epidemiology and Surveillance Unit (RESU), Albay ranks 3rd in the Bicol Region. In this lesson, children will know the alarming number of death cases/ rabies cases in the Bicol Region. Hence precautionary measures should be undertaken to minimize or totally eradicate rabies.
LEARNING OBJECTIVES : a. Name the following parts of a pictograph: title, legend, labels. b. Read/interpret the data presented in a pictograph. LEARNING CONTENT : a. Naming the Parts of a Pictograph b. Reading/ interpreting the data presented in a pictograph. Concept: The parts of a pictograph are title, legend, labels. A pictograph is a pictorial representation of data. Materials: puzzle, pictograph, manila paper, pentel pen Reference: BEC PELC – V – A 1.1.3 p.13 Value Integration: Awareness about the alarming number of rabies victims. Accuracy. LEARNING EXPERIENCE: A. Preparatory Activities: 1. Motivation: Give each group a set of jigsaw puzzle (Puzzle with a picture of a boy bitten by a dog.) Tell the pupils that they will form the jigsaw puzzle. . Then ask: What can you see in the puzzle? Have you been bitten by a dog? What did you do? (Teacher gives information about rabies, first aid and prevention (see Attachment A). Can you guess the total number of persons bitten by dogs or rabies victims, the number of death cases caused by rabies in the Bicol Region? B. Developmental Activities: 1. Presentation: Show the pupils a pictograph. Tell them what a pictograph is . Then ask: Why do you think this is called a pictograph? (Elicit ideas from pupils, then reinforce.) Introduce the parts of a pictograph. Let the pupils answer the following questions based from the given pictograph. 11
a. b. c. d.
What is the title of the pictograph? What legend was used in the pictograph? What are the labels in the pictograph? What does the legend ( ) tell us? RABIES CASES IN REGION 5 IN THE YEAR 2003 DEC NOV OCT SEP AUG JUL JUN MAY APR MAR FEB JAN
- 1 RABIES DEATH
Group Activity: In group, let pupils do the following. Give each group a pictograph of the Distribution of Human Rabies Death in Bicol Region in the year 2003. Let the children answer some questions (Interpreting Data.) TASK CARD DISTRIBUTION OF HUMAN RABIES DEATHS IN BICOL REGION IN THE YEAR 2003 CAM. NORTE CAM. SUR. CATANDUANES ALBAY SORSOGON MASBATE
- 1 Human Rabies Death - 2 Human Rabies Death Answer the following questions: i. What is the title of the pictograph? ii. What province has the most number of deaths caused by rabies? iii. How many people in Albay died because of rabies? iv. How many people in Sorsogon and Masbate died because of rabies? v. Find the total number of deaths caused by rabies in Bicol Region? Performing the group activity. Let the children publish the output in news prints. Let the reporter of each group discuss their output. C. Post Activity Verification of Results. 1. Discussion: What did you do to answer the questions in the task used? 2. Generalization: What is a pictograph? What are the parts of a pictograph? What should we do to prevent and control rabies? 3. Fixing Skills: Use the pictograph about Rabies Cases in Region 5 in the year 2003. Let the children answer the following questions: 1. What is the title of the pictograph? 2. In what month has the least number of rabies deaths? 3. In what month has the most number of rabies deaths? 4. In June, July and August how many rabies deaths were there in all? 5. What is the total number of rabies deaths in the year 2003?
IV. EVALUATION: A. Label the parts of a pictograph. TOTAL NUMBER OF PERSONS INFECTED WITH RABIES IN EACH MUNICIPALITY IN THE YEAR 2003 Naga City Pili Buhi Iriga Ocampo = 2 PERSONS 1. _________
B. Answer the following questions: a. means _____________ b.What is the title of the pictograph? c. What municipality has the most number of persons infected with rabies? d. In Naga City, how many persons were infected with rabies? e. Find the total number of persons infected with rabies in the given five municipalities. V ASSIGNMENT: Study the pictograph and answer the questions that follow.
VACCINES CONSUMED IN SAN BENEDICTO CITY FOR THE YEAR 2003 BRGY. SAN ROQUE BRGY. SAN PEDRO BRGY. SANTA FE BRGY. SAN JOSE BRGY. SANTA ANA LEGEND:
= 5 VACCINES
1. What is the title of the pictograph? 2. 3. 4. 5. What does each means? What barangay has the least number of consumed vaccines? What barangay have equal numbers of consumed vaccines? What is the total number of consumed vaccines in San Benedicto City for the year 2003?
Attachment A Rabies is a viral infection of animals that can be transmitted to humans. It is caused by virus, which attacks the central nervous system. When exposed or bitten by an animal (rabid or not) wash the wound with running water for 10 – 15 minutes. Then immediately seek medical attention for possible post exposure vaccination and wound care. Be a responsible pet owner. Immediately have your dog vaccinated for anti-rabies. Provide clean, comfortable and proper shelter. Provide enough care and proper nutrition. Through these we can prevent rabies. Reference: Responsible Pet Ownership for Rabies Free Philippines: (A Key Leaders Guide)
Lesson 4 Mathematics IV Background Information For Teachers : This lesson guide aims to develop the skills of the pupils in reading and interpreting bar graphs and at the same time to make them aware of the rabies situations in the Philippines particularly Region V which has the highest rabies incidence in the entire country. The graphs to be utilized in executing this lesson plan will provide the pupils with the information about the actual rabies situation in the country particularly the Bicol Region.
I. LEARNING OBJECTIVE: Read and interpret data presented in a bar graph using the following parts: title, legend, labels. II. LEARNING CONTENT: Reading and interpreting bar graph Concept: A bar graph shows information through the use of bars which represent two sets of related data. Materials: Different bar graphs showing information about rabies, Activity sheet for each group. References: BEC – PELC A. 1.1 & 1.2 Value Integration: Awareness of the rabies situation Cooperation III. LEARNING EXPERIENCE : A. Preparatory Activities 1. Checking of Preparation 2. Motivation Who among have been bitten by a dog? What did you feel when you were bitten? Why? What did you do when you were bitten? You should be thankful because you were not bitten by a rabid dog. B. Developmental Activities 1. Presentation Do you have any idea of the number of rabies victims? Lets find out from the graph that I will show you. (Show the graph to the pupils.)(See Attachment A) 2. Discussion What is title of the graph? What kind of graph is this? What does the horizontal line tell? (Months) What does the vertical line tell? (Number of Cases) In what month was the number of cases the greatest?
1. 2. 3. 4.
In what month was the number of cases the least? What do you feel knowing the rabies cases in our very own place in the year 2003? Do you find it alarming? What can we do about this? Practice Exercise You will be divided into 4 groups. Each group shall have a leader and a rapporteur. Each group will pick a piece of paper with a number in it, corresponding to the activity sheet number. Activity Sheet No. 1 – (Using the graph in Attachment B) Activity Sheet No. 2 – (Using the graph in Attachment C) Activity Sheet No. 3 – (Using the graph in Attachment B) Activity Sheet No. 4 – (Using the graph in Attachment C) Study the graph assigned to your group, then answer the questions that follow. The rapporteur will present the output of the group. Setting of Standards What should you remember while doing a group activity? Performing the group activity. Presenting the group output. Discussion For Attachment B. Does the graph show information? What information does the graph show? What is being used to show the information? (through the use of bars) What do these bars represent? (They represent two sets of information) What are these two sets of information? (No. of cases and age group) What age group was the number of cases the greatest? What age group was the number of cases the least? In general, what does the information of this graph tell us? (Children belonging to the age bracket 0 – 15 are prone to catching rabies thus be extra cautious of animal- transmitting rabies.)
For Attachment C. (Follow the same procedure in discussing the bar graph.) C,. Post Activity : 1. Generalization What does a bar graph show? (A bar graph shows information through the use of bars which represent two sets of related data.) 2.Value Integration What age bracket is prone to catching rabies? What should these people do? What site of bite is most frequent? Is it important to be aware of these data about rabies cases? Why? 3.Fixing Skills Study this graph. Interpret the data presented by answering the questions that follow:
(See Attachment D) 1. What is the title of the graph? ______________________ 2. What does the vertical line tell? _____________________ 3. What does the horizontal line tell? ___________________ 4. What is the shortest range of incubation period? ________ To what part of the body? _______________________ What does it mean? (It means that if a person was bitten by an animal in the (part of the body) he would manifest signs and symptoms of rabies within 1 – 3 months. IV. EVALUATION: Study the bar graph. Interpret the data presented by filling the blanks. (See Attachment E) a) The title of the graph is ___________________________________________ b) The vertical line tells about ________________________________________ c) The horizontal line tells about ______________________________________ d) The two related data are ___________________________________________ e) The most frequent bite site is the ____________________________________ V. ASSIGNMENT: Study the bar graph. Answer the questions that follow (See Attachment F) 1. What is the title of the graph? 2. What two related data are paired? 3. In what year has the most number of rabies cases? 4. In what year has the least number of rabies cases?
ACTIVITY SHEET for Groups 1 & 3 Study the graph. Interpret the data by answering the questions that follow. (See Attachment B) 1. What is the title of the graph? 2. What two related data are paired? 3. What does each bar in the graph represent? 4. What age group was the number of cases the greatest? 5. What can we do about this?
ACTIVITY SHEET for Groups 2 & 4 Study the graph. Interpret the data by answering the questions that follow. (See Appendix C) 1. What is the title of the graph? 2. What does the vertical line tell? 3. 4. 5. 6. What does the horizontal line tell? What does each bar in the graph represent? What site of bite was most frequent? What can we do about this?
Lesson 5 Mathematics V
Background Information for Teachers: This lesson specifically aims to develop the ability and skill of children to construct a line graph based on the organized data presented. The concept on rabies was incorporated in the lesson through the use of actual data about the rabies situation in the country. I. LEARNING OBJECTIVES: a. Construct a line graph based on the organized data presented; b. Work cooperatively in groups. II. LEARNING CONTENT : Skill: Constructing a line graph based on organized data presented. References: BEC PELC V A 3.1, Mathematics 5, Reading Materials and pamphlets on rabies National Statistics on Rabies Materials: graphing paper, grid board, colored chalk Values Integration : Cooperation; Awareness of the rabies situation in the country III. LEARNING EXPERIENCE : A. Preparatory Activities 1. Drill on plotting the points on a grid board: 1. (1,2) 2. (5,7) 3. (8,12) 4. (4,5) 5. (9,3) 6. (3,6)
Strategy: Game 1. Form groups of five. Give each group a grid board, a piece of chalk and cards wherein the ordered pairs are written. 2. At the signal “Go”, pupils will plot the points on the grid board. The group who finishes first and with the most number of correct plotting wins.
2. Review Study the line graph, then answer the questions that follow. (See Attachment A – Graph No. 1) a. What is the line graph about? b. What is highest number of rabies cases in Region 5? the lowest? c. In what year, the rabies cases in Region 5 are highest? lowest? d. What is the difference between the highest and the lowest number of rabies cases? e. Find the total number of rabies cases from 1993 – 2004? f. What does the result imply? 3. Motivation B. Developmental Activities 1) Presentation Today, we are going to study how to construct a line graph 2) Group Activity (using grid papers) a. Dividing the class into groups. b. Setting of Standards to be followed during the group activity. c. Explaining the instructions for the group activity. Group Activity Proper (See Attachment B – Activity Sheet) C. Post Activity 1. Presenting the group output 2. Analyzing and verifying result How did you work with your group mates to make the activity a successful? 3. Concept Formation/Generalization What steps have you learned in making or constructing a line graph? What must be remembered / considered when constructing a line graph? Expected Answers: * Organizing the data in a chart or table * Selecting a scale to fit the data * Drawing and labeling the horizontal and vertical sides of the graph * Plotting the points and connecting points using line segments Writing the title of the graph 4. Application a. Using your graphing paper, construct a line graph on Age Group d.
Distribution of Rabies Case in Region 5 for 2003. Use the data below. Age Group No. of Cases 0 – 15 37 16 – 30 6 31 – 45 18 46 – 60 25 60 & above 15 IV. Evaluation: 1.Study these data. Organize them in table form. Decide what interval to
use then make a line graph. These are the rabies cases in Camarines Norte from 1997 – 2004: 1997 – 7 cases; 1998 – 8 cases 1999 – 3 cases; 2000 – 12 cases; 2001 – 5 cases 2002 – 2 cases; 2003 – 10 cases; and 2004 – 4 cases 2.Below are the distribution of human rabies death in the different provinces in Bicol in 2003. Present these on a line graph. Province No. of Human Rabies Death Albay Camarines Sur Camarines Norte Sorsogon Masbate Catanduanes V. 5 38 10 5 3 2
Assignment: A. Construct a line graph based on the organized data below.
Rabies Cases on Region 5 in 2003 Month No. of Rabies Cases January 6 February 10 March 8 April 4 May 4 June 7 July 8 August 3 September October November December 5 4 3 1
Attachment A – Graph No. 1 Rabies Cases: Region 5 1993 – 2004
80 70 60
No. of Cases
50 40 30 20 10 0 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
Lesson 6 Mathematics VI Background Information for Teachers : This lesson will reinforce the topic on “Finding the Percentage When Rate and Base Are Given”. All the statistical data used in this lesson are based from the pamphlets on Rabies Situations and Facts about Rabies. It is suggested that the teachers use the Additional Inputs found in this lesson to enrich the pupils’ knowledge on Rabies. I. LEARNING OBJECTIVE: Find the percentage when rate and base are given LEARNING CONTENT : Finding the percentage when rate and base are given. Concept : In finding the percentage of a number, we multiply the rate by the base. Processes/Skills : identifying, computing, analyzing, generalizing Materials : worksheets, slates References : BEC – PELC, 1.3.1, p. 31 Rabies Situations – diagrams/handouts Pamphlets About Rabies from DOH Values Integration : Rabies Awareness LEARNING EXPERIENCE : A. Pre- Activity 1. Checking of Preparation/Review a Mr. Don needs to plant 900 Coconut seedlings in his farm. He was only able . to plant 20% of the seedlings. How many seedlings did he plant? a .a. What data are given? 1. What is the base? 2. What is the rate? a. What do you need to find/solve? b. Write the number sentence on the board, 20% of 900 coconut seedlings is _____. 2. Recalling the difference/definitions of base, rate and percentage. B. Developmental Activity : 1. Motivation Have you learned over the radio about the rabies situation in our country? The number of human rabies cases is alarming. The Philippines ranked 6th worldwide in year 2003 Specifically, Bicol Region is one of the five reading regions with rabies incidence. 24
Rabies as a deadly disease is caused by a virus from the saliva of infected animals commonly the dog. But rabies can be presented and controlled – if only the people would be responsible pet owners and support government programs on rabies prevention and control. (Note: For additional information, refer to Attachment A on the “Nature of Rabies” 2. Presentation Post Exposure Prophylaxis Human Rabies Deaths, Region 5, 2003
Vaccinated but incomplete 3% (2)
Unvaccinated 97% (61) Data Source Result
a. Looking at the Diagram, answer the following questions: a. What is the circle graph about? (Answer: Post Exposure Prophylaxis which means ________. b. Give the data: 2.a) How many % of the human rabies deaths were incompletely vaccinated? (3%) 2.b) Not Vaccinated? (97%) 2.c) What is the total number of cases who died? (63 human rabies deaths) b. Analyzing the Problem Let us identify the elements of the problem based on the diagram given.
Diagram 1 Given: base (b) – 63 rate ( r ) – 3% Find: Percentage (P) Solution: P = b x r = 63 x 3% = 63 x .03 P = 1.89 or 2 Diagram 2 Given: b = 63 R = 97% Find: Percentage (P) Solution: P = b x r
Convert 3% = 3 x 100 = 300 r = 300/100 = .03
Convert 97% = 97/ 100 r = .97
= 63 x .97 P = 61 To solve: a) r = 3% = 0.03 P=rxb = 0.03 x 63 P=2
b) r = 97% = 0.97 P=rxb = 0.97 x 63 P = 61
How did you solve the problems above? 1. To solve the problem on percentage, the formula is: a. P = r x b or P = b x r b. We can use any of the 2 methods in changing the rate. b.1 Changing the percent into a decimal. 2. We also learned the use of proportion. Let us use the method to solve the same problem above. What is the formula? = To solve: = P / 63 = 3/ 100 = P x 100 = 63 x 3 = 100 P = 189 P = 189 / 100 P = 1.89 or 2 What does P = 2 represent? (That there are 2 human rabies deaths who were incompletely vaccinated) Additional Input: Q. 1. Which has more human rabies? (Answer: Diagram 2 = 61 human rabies deaths 2. Do you know why many died of rabies? Expected Answers: Because they were not vaccinated. When they were bitten by the rabid dog, they did not see/consult a doctor. Perhaps they did not know what to do or they just ignored it. So, see how alarming these human rabies cases are. People should not take this for granted – especially now that our government is doing a lot to eliminate the rabies problem. Four government agencies – the DOH, DepEd, DA and DILG are collaborating and in cooperation of non-government agencies, we hope to implement the Rabies Prevention and Control Program.
3. Let us have more exercises. The date below is about the Human Rabies Surveillance in Region V – Bicol Region in the year 2002 – 2003.
a. Find the percentage in the year 2002? 95.4% of 9564 = ? b. Find the percentage in the year 2003? 90% of 7328 = ? c. What do the data mean? ________ 4. Group Activity a) Setting standards for group work. b) Grouping pupils/assigning leader for each group. - Groups 1 and 3 will work for the first 2 quarters. - Groups 2 and 4 will work for the last2 quarters.
Year 2002 2003
No. of Bite Victim 9564 7328 (base)
Human Rabies ? (59) ? (6) Percentage
Category III % 95.4 90 (rate)
Diagram 1 Sites of Bite of Rabies Cases Region 5, 2003 = (n = 31/63)
Heads 10% Arms 6% Necks 3%
Solve for Percentage A = first 2 Quarters = N – 31 What is _______% of ______? Hands = 32% of 31? _____ Legs = 49% of 31? ______ Head = 10% of 31? ______ Arms = 6% of 31? ______ Neck = 3% of 31? _______ B = second 2 Quarters = N = 63 What is ____% of _____? 1. Head = 10% of 63? ______ 2. Arms = 6% of 63? ______ 3. Neck = 3% of 63? ______ 4. Legs = 49% of 63%? _____ 5. Hands = 32% of 63% _____
Additional Input: Compare the data for the first 2 Quarter and second 2 Quarter. 1. Which has more cases of sites of bites? __________ 2. What part of the body is it? ________ 3. Which has the least cases? ______ 4. How many percent does the neck bites have? _____ 5. What could probably be the reason why the legs have more cases that the other parts of the body? (Answers: a Because the leg is the nearest body part for the dog to bite. The leg is within the height of the dog. C. Post Activity : 1. Generalization How do we find the percentage when rate (r) and base (b) are given? (Answer: In finding the percentage of a number, we multiply the rate by base.) Formula: P = r x b 2. Fixing Skill Presenting another diagram on Sited of Bites of Rabies Cases in Region 2004. Private Part 4%
Arms 4% Solve for percentage:
Given: What is ______% of ________? = ___________ 1. Face/Head = 2. Arms 3. Legs 5. Hands = = = 17% of 27 4% of 27 26% of 27 4% of 27 49% of 27 = = = = =
4. Private Part =
3. Summary: What did you learn in finding the percentage? Expected Answers: 1. We learned how to find the percentage of a number. 2. When we are asked to find the percentage when rate and base are given, we can use the ff.: a) Changing the percent into a decimal. b) Changing the percent into a function. c) Using proportion. 4. Value Integration Looking back to the different statistical data on Human Rabies, What moral lessons have you learned? Expected Answers: We learned that “Rabies Awareness” among the people should not be ignored. It’s simply for us to be responsible pet owners. Everybody should be involved for it is not only the governments’ role to eradicate rabies as a deadly disease. Let us all help intensify this anti-rabies campaign. From this lesson, try to share the data and information you learned today to you family. IV EVALUATION : (Use your slates) Find the percentage. Use any method that you prefer. Encircle your answers. 1. 2. 3. 4. 5. 15% if 300 is _____ 20% of 1200 is ___ What is 5% of 40? ____ 35% of 700 is _____ 2% of 400 is _____
VI. ASSIGNMENT : Here is a Review of Canine Rabies Region V from year 2002 – 2004. Find the percentage for each year.
VI Year 2002 2003 2004 as of April, 2004 Dog Population 359,427 395,592 423,801
% of Dogs Vaccinated 20% 33% 9.6%
No. of Dogs Vaccinated ? ? ?
Going Beyond What could be the reasons for poor dog immunization coverage as you can see above on “% of Dogs Vaccinated”.
Lesson 7 Mathematics VI
Background Information for Teacher : The teacher presents this lesson not only to develop the mathematical skills but to let the pupils gain basic information in addressing the problem on the spread of rabies in our locality.
I. LEARNING OBJECTIVE : Read and interpret data presented in a circle graph. II. LEARNING CONTENT : Reading and Interpreting Data in a Circle Graph Concept: The circle graph shows statistical information on how a given quantity is divided into fractional parts. When we read and interpret a circle we always remember that the whole quantity is equal to 100%. Processes: interpreting, computing Materials: enlarged illustration of circle graphs, activity sheets, Appendix A References: PELC V, A-1 p. 46, Department of Health pamphlets, hand-outs LP in Math VI pp. 425 – 427, Enjoying Math 6 pp. 264 – 265 Value Integration: Accuracy III. Instructional Procedure: A. Pre-Activity Review kinds of graphs already learned e.g. bar, line & pictograph What does each group represent? B. Activity Paper a. Presentation Present an enlarged drawing of a circle graph. Study the circle graph then answer the questions about it. Kinds of illness that caused death in every 100 population.
Rates Rates 4% 4%
Representing Disease 10%
Heart Attack 48%
High Blood 18%
What kind of graph is this? Can you interpret this circle graph? What information can be derived from this circle graph? What does the circle graph represent? What are these illnesses? What percentage does each illness have? How did we arrive at the following percentages 18%, 20%, 10%, 48% & 4% on the table below? 18/100 = 0.18 = 18% 20/100 = 0.20 = 20% 10/100 = 0.10 = 10% 48/100 = 0.48 = 48% 4/100 = 0.04 = 4%
C. Developmental Activity 1. Group the class into 4 with a leader to report the output. 2. Giving/Distributing activity 3. Before starting the activity let the pupils set up norms/standards for group work. 4. Performing the group activity. Attachment A Activity Sheet Direction: Use the circle graph to answer each question. Site of Bite Rabies Cases Region 5, 2003 (n=63)
Legs 40% Arms 6% Neck 3%
A. a. What was the total number of site of bites of rabies cases in Region V in the year 2003? b. How many hand bites were there? c. How many leg bites were there? d. What percentage of the site of bite of rabies cases is the neck? e. What site of bite of rabies cases in Region 5 is the highest? Why?
Site of Bite of Rabies Cases Region 5, 2004 (n=27)
Legs 26% Face/Head 17% Private Part 4%
a. What site of bite is the highest?
b. What percentage if the leg bites? c. What percentage are the face/head bites? d. How many private parts bites were there? e. How many arms were there? 5. Publishing the output on the blackboard 6. Reporting of the output by the leader. 7. Verification and checking of outputs D. Concept Formation Answering the question to arrive at a generalization. How do we read and interpret data presented in a circle graph? E. Application Study this circle graph. Answer the questions below it.
10% Appliances 10% Medicine
Total Number Of TV commercials: 5
1. 2. 3. 4. 5. F.
What TV commercial has the highest percentage? What TV commercial has the least percentage? What TV commercial have the same percentage? What percentage goes to cosmetics? How many TV commercials are there in all? What are they? Giving of a lecturette by the teacher (See Attachment A)
Lecturette Going back to the two graphs that you interpreted in the activity you will notice that in the year 2003 the site of bites of rabies cases, the legs has the highest percentage. This is so because of the following reasons. 1) The dogs that caused the bite to humans are found to be stray animals. 2) The legs are within the height of the dogs. 3) The people are not aware of rabies because of lack of information. 4) The pet owners are irresponsible to their animals. Let’s compare the first graph to the second graph. You will wonder why the site of bite of rabies cases went to the hands. This is so because of the following: 1) The dogs that caused the bites to humans are found to be pet animals. 2) Most children are fond of cuddling and playing with their pets using their hands. 3) The people are not aware of the deadly disease called rabies. IV. EVALUATION: Interpret the circle graph by answering the questions below. Age Group Distribution of Rabies Cases, Region 5, 2003
60 & above 14% 46 – 60 24% 31 – 45 18% 0 – 15 39%
16-36 6% Data Source: RESU
1) What group distribution has the highest percentage? 2) What age group distribution has the least percentage?
3) What percentage belongs to 16 – 30 years of age? 4) What is the total percentage of the whole circle?
V. ASSIGNMENT : Work on the exercises on p. 233, number 1 – 3 Mathematics for Everyday Life VI