Learning Plan

SESSION 1
Focus: Ratio and Proportion
Objectives: Define ratio and proportion.
Identify the ratio of the given example.
Solves for the missing term of the given proportions.
Value the importance of ratio and proportion through real life problems.

HOOK
Preparatory Activities
*Opening Prayer
*Checking of Attendance
*Physical Environment Check
*Mood Setting

1. Drill: Express the following fractions in lowest term.

9 15
1) 18 4) 30

20 9
2) 28 5) 72

18
3) 42

2. Review: Divide the following.

1) 6 ÷ 4

2) 8.75 ÷ 10

3) 55.5 ÷ 5

ENGAGE:
Lesson Proper:
1. Presentation of the Lesson

How many pineapples are there?

How many boys are there?
Which of the two sets has the higher quantity?

How about this one?

5
9
10
18
 Are they proportional to each other?

A while ago we compare the pineapples and boys. So, what do you call that term about comparison
of two quantities?

2. Discussion/Discovery Method

What is ratio? A ratio is the relationship between two quantities or terms. It is a method of making
comparison between two sets with different number of elements. It tells us how much greater or
lesser one term or quantity is than another term or quantity.

In a classroom, there are 24 boys and 27 girls. How will you compare the number of boys to the
number of girls in the classroom?

How will you write the ratio of the boys and girls here?

Ratio can be written as follows:

𝑎
a. Colon form----- > a:b Fraction form ----->
𝑏

Both are read as “a is to b.”

24
In the given problem, the ratio of boys to girls is “24 to 27” written as 25:27 or . From the
27
problem above, give the ratio of pupils to girls and boys to pupils.

A ratio, like a fraction can be expressed in simplified form. A ratio is in its simplified form if the
terms are relatively prime to each other. We simply ratios like we simplify fractions.

a. Colon form Simplified Form b. Fraction Form Simplified Form

24 8
24:27 -------------------> 8:9 ------------------->
27 9

This means that for every 8 boys, there are 9 girls in the classroom.

Ratio, however, is not the same as fraction. A ratio compares two quantities while a fraction
represents a part of a whole.

Now, let’s go to proportion. How do you define proportion?

Proportion is a pair of equal ratios.

Example: Lia prepared a pitcher of juice for her friends. She used four (4) glasses of water for eight
(8) tablespoons of powdered juice. The next week, she made another pitcher of juice but this time, she used
nine (9) glasses of water for eighteen (18) tablespoons of powdered juice.

Give the ratio of the 1st preparation.

How about the 2nd preparation?

Study the two ratios, are they equal?

There are two ways of finding out if the two ratios are proportion or not:

1. By changing both ratios to their simplest form;

4 1 9 1
= =
8 2 18 2
2. By cross-multiplying the means and the extremes;
 4 9
4:8 = 9:18 or =
8 18

Means
8 x 9 = 72

Extremes
4 x 18 = 72

3. Generalization
The ratio of a to b is a:b, and the ration of b to a is b:a, where a and b are the terms of the ratio.
An equality between two ratios is called proportion. If a, b, c, and d are four numbers such that
𝑎 𝑐
= then a, b, c, d are terms of proportion.
𝑏 𝑑

ACQUIRE :
Anchor Task I
By CLT: QUIZ BEE
The group with the highest point will be the winner.
EASY ROUND (1 point each)
Write each ratio in simplest form.
1. 16:18
2. 12:48
AVERAGE ROUND (2 points each)
Find the missing terms in each proportion.
3. 6:12 = N:50
4. N:5 = 9:15
DIFFICULT ROUND (3 points)
Which ratio is greater?
3:5 or 2:3

Anchor Task II
Directions: Write P if the pair of ratios is a proportion and NP if not.
_______1) 1:8 = 8:16

_______2) 3:5 = 9:10

_______3) 1:13 = 2:26

_______4) 2:5 = 3:8

_______5) 4:3 = 4:5

REFLECT
We are able to compare almost everything and anything around us by using ratio. Equate it to another
ratio and you will have a proportion. Now, can you apply the importance of proportion in our everyday life?
Can you name some?

CLOSURE: Journal Entry

 Write about 2 things they learned

 One new learning and a lingering question
 Math Journaling

SESSION 2
Focus: Equivalent Ratios / Proportion

Objectives: Identify and write equivalent ratios.

Find the missing term in a pair of equivalent ratios.
Define and describe a proportion.
HOOK
A. Preparatory Activities:
*Opening Prayer
* Checking of attendance, personal and physical environment
* Checking of assignments

B. Mood Setting:
1. Drill:
52 x 3 = 95 x 47 =
203 x 6 = 172 x 18 =

2. Review:
Directions: Below are some of the longest-living mammals and their life spans in years.

Killer whale – 90 Blue whale – 80 Human – 76 African elephant – 70 Gorilla – 35

Complete the table below.

Comparison of Two Quantities Ratio Ratio in Lowest Term
Gorilla to Elephant
Blue whale to Elephant
Killer whale to Human

ENGAGE:
Lesson Proper:
1. Presentation of the Lesson
In a Language test, Enzo scored 12 out of 15, while in a Reading test, he got 16 out of 20. In which
subject did Enzo perform better?

To answer the question, compare the two ratios. Rename each ratio in their lowest terms.

12:15 = 4:5
16:20 = 4:5

Both ratios are equal to 4:5. Hence, 12:15 = 16:20. It is read as “12 is to 15 as 16 is to 20.”
If the two ratios have the same value, then they are said to be equal. This equality is called
proportion, or equality of two ratios.
A proportion is written in the form:
a : b = c : d

means

extremes
A proportion has four terms: the first and the fourth terms are called extremes while the second and the third
terms are called means.
In any proportion, the product of the means is equal to the product of the extremes. This is called the law of
proportion.
Example: 240

12 : 15 = 16 : 20

240
Product of the means: 15 x 16 = 240
Product of the extremes: 12 x 20 = 240

To find the missing term in proportion, we can use cross products or the law of proportion.
 Let`s Say
1. Find n in the equation 7 = n 7:3 = n:9
 3 9
Solution:
7 n
--- = ---- Find the product of the means and the extremes.
3 9
3xn=7x9
3n = 63 The product of the means equals the product of the extremes.

3n 63 Divide both sides by 3.

------ = ------
3 3
n = 21

Some word problems can also be solved using proportion. Consider this next problem.

2. Girlie bought six cookies for P 30. How much do 10 cookies cost?
Solution:
Step 1: Represent the cost of cookies by n.
Step 2: Set up a proportion. First ratio is cookies:peso
6 cookies 10 cookies
------------------ = -----------------
P 30 n pesos

Step 3: Find the product of the extremes and that of the means.
6 10
------- = ------
30 n
6 x n = 10 x 30
6n =300
Step 4: Find n by dividing both sides by 6.
6n 300
------- = ------
6 6
n = P50
Therefore, the cost of 10 cookies is P50

2. Discussion:
We can also illustrate the solution to this problem using the diagram of blocks below.
30

5
6 blocks for 6 cookies that cost P30.
P5 x 10 = P50
The cost of 10 cookies is P50.

We can also solve proportion problem using illustrations. Consider the following problems.

3. A piece of wood is 100 cm long. It is cut into 2 pieces, wood A and wood B. The ratio of the
length of wood A to the length of wood B is 3:7. Find the lengths of wood A and wood B.
 A.
. 100 cm
B.

100 ÷ 10 equal parts = 10 cm per part

Wood A = 10 x 3 = 30 cm Wood B = 10 x 7 = 70 cm
The length of wood A is 30 cm and the length of wood B is 70 cm.

4. You and your brother shared some allowance in the ratio of 4:5. If your brother received P45, how
much money did you receive?

P45

Brother:

You:

1 unit = 45 ÷ 5 = 9
P9 x 4 = P36
You received an allowance of P36.

3. Generalization
 Equal ratios form a proportion. A proportion is an equality between two ratios.
 In a proportion, the product of the means equals the product of the extremes.
 We can use cross product to determine whether two ratios form a proportion and to find the
missing term in proportion.

ACQUIRE
Fixing Skills
Individual activity – Do page 214 Practice number 2 only.

REFLECT
“The teacher is quiet during the test”. Relate the saying in your own life or to what is happening now in the
society.

CLOSURE: Be The Teacher

Students present three key ideas they think everyone should have learned. Could be done with a group/s, or
individually. Responses can be either oral or written.

TRANSFER:
Formative test.
Directions: Find the missing term in each proportion.
1. N : 16 = 36 : 96 3. N : 120 = 15 : 24

2. 15 : 21 = 40 : N 4. 11 : N = 330 : 450

Agreement – Do page 215 Practice numbers 2 and 3 only.

SESSION 3
Focus: Solving Direct Proportion
Objectives: Recognize when two quantities are in direct proportion.

HOOK
A. Preparatory Activities:
*Opening Prayer
* Checking of attendance, personal and physical environment
* Checking of assignments

B. Mood Setting:
1. Drill:
43 x 86 = 490 x 18 =
624 ÷ 12 = 1824 ÷ 152 =

2. Review:
Directions: Find the missing term in each proportion.
3 : 5 = N : 25 5 : 12 = 35 : N

N : 9 = 8 : 12 5 : N = 40 : 72

ENGAGE:
Lesson Proper:
1. Presentation of the Lesson
Marissa serves 9 liters of pineapple juice to 18 guests. How many liters of juice can she serve to 30
guests?

The problem above can be solved by using proportion.

Liters of juice Liters of juice
--------------------- = ----------------------
Number of guests Number of guests

9 n
------ = ------  missing term
18 30
Find the missing term by finding the product of the means and the product of the extremes.
9 n
------ = ------
18 30
18 x n = 9 x 30 Find the product of the means and the extremes.
18n = 270

18n 270
------ = ------ Divide both sides by 18.
18 18
Answer: 15 liters of juice are needed for 30 guests.
What did you notice with the number of liters of juice as the number of guests increased?
When the number of guests increased, the number of liters of juice also increased.
If the terms of one ratio is increased the same number of times to get another ratio, then the two
ratios form a direct proportion.

An illustration can be used to present the solution.

9 liters of pineapple juice
 18 guests

Each guest will have ½ L. Therefore, 30 guests x ½ L = 15 L or 30 x 0.5 L = 15 L.

Answer: 15 liters of pineapple juice are needed to serve 30 guests.

2. Discussion:
Let`s study another example.
A tourist bus traveled 192 kilometers in 6 hours. At this rate, how long will it travel in 12 hours?
STEP 1 : Represent the distance to travel in 12 hours by n.
STEP 2: Set up a proportion.
192 n
------ = ------
6 12
STEP 3: Find the product of the means and the extremes.

192 n
------ = ------
6 12
6 x n = 192 x 12
6n = 2 304

STEP 4: Find n by dividing both sides by 6.

6n 2304
------ = ------
6 6
N = 384 km

Answer: The tourist bus can travel 384 km in 12 hours.

Notice that when the travel time was increased, the distance traveled also increased.

3. Generalization
Two quantities are in direct proportion when as one quantity increases (or decreases) in a certain ratio,
the other quantity will also increase (or decrease) in the same ratio.

ACQUIRE :
Fixing Skills:
Directions: Read each problem and then put a check mark on the blank before each number if the proportion
given is direct and cross if not.

__1. Father can walk 14 km in 2 hours. How far can he walk in 6 hours?
__2. A trencher digs 8 m in 2 hours. How long will it take to dig 20 m?
__3. Two numbers are in the ratio 4:7. What are the two numbers if the sum is 132?
__4. A store has umbrellas for sale at 3 for Php 240.00. At this rate, what will 9 umbrellas cost?

REFLECTION:
Cite an example for given statement.
As one quantity increases (or decreases), the other quantity will also increase (or decrease).

CLOSURE: Pair-Share

Tell the person next to you 2 (3,4,5…) things you have learned today, then the groups report out.

TRANSFER:
Formative test.
Directions: Solve the problems below by writing a proportion and find the value of N.

1. A sum of money is shared in the ratio 5:8 by Paul and Bryan. If Bryan receives Php 304, how much
money does Paul receive?
2. The ratio of the weight of John to that of his sister is 9:4. If John’s sister weighs 24 kg, what is John’s
weight?

3. The ratio of the number of boys to the number of girls in a class is 4:7. If there are 12 more girls than
boys, what is the total number of pupils in the class?

Agreement:
Directions: Write a proportion ad solve for the value of N.
1. 120 km in hours
N km in 8 hours

2. 20 balls for 4 boxes

50 balls for N boxes

3. N oranges in 18 trays
5 oranges in 6 trays

4. 900 words in 6 minutes

N words in 3 minutes

SESSION 4
Focus: Applying Partitive Proportion
Objectives: Identify partitive proportion.
Analyze and solve proportion problems.

HOOK
A. Preparatory Activities:
1. Opening Prayer
2. Checking of attendance, personal and physical environment
3. Checking of assignments

B. Mood Setting:
1. Drill :
Directions: Give the GCF of each pair of numbers.
30 and 18 = 12, 20 and 24 =
Directions: Give the LCM of each pair of numbers.
2 and 4 = 12 and 15 =

2. Review:
Directions: Solve the problem below.
Empty cans sell at 4 for Php 7. How many can does Tony have to sell to earn Php 42?

ENGAGE:
1. Presentation of the Lesson
School Fair Throwback
Mini Raffle (1st prize: 750 Math points, 2nd prize: 500 Math points, 3rd prize: 250 Math points)

Aling Coring divided her P450 between her two daughters, Catherine and Criselda, in the ratio of
2:3. How much did each daughter receive?
This problem can be solved by using partitive proportions. A partitive proportion is division of a
whole into different parts or shares.

The following are the steps in solving the problem:

Step 1: Add the terms of the ratio

2:3  2+ 3 = 5

Step 2: Divide the whole by the sum of the ratio.

P 450 ÷ 5 = P90  amount of one share

Step 3: Multiply each term of the ratio by the value of one share
 a. Catherine has 2 shares. So she will receive P180.
2 x P90 = P180
b. Criselda has 3 shares. So she will receive P270
3 x P90 = P270

Check: P180 + P270 = P450

The illustration below shows that for every 2 parts that Catherine gets, Criselda gets 3 parts.
P 450

Catherine`s share Criselda`s share

2. Discussion:
Let`s have another example:
Billy divided P900 among his siblings Jiggy, Raiza, and Delia, in the ratio of 2:2:1. Find the
share of each sibling.

Solution:
Step 1: 2+ 2+ 1 = 5 shares
Step 2: P 900 ÷ 5 = P 180 per share
Step 3:
a. 2 x P 180 = P 360  Jiggy`s share
b. 2 x P 180 = P 360  Raiza`s share
c. 1 x P 180 = P 180  Delia`s share

Check:
P 360
P 360
+ P 180
P900

P 900

P180 P180 P180 P180 P180

Jiggy`s share Raiza`s share Delia`s share

The illustration shows that Jiggy gets two parts of the money, Raiza gets two parts, and Delia gets
one share.

3. Generalization:
The parts of a whole is said to be in partitive proportion when they form equal ratios with a series of
given numbers.

ACTIVITY:
Directions: Solve each problem.
1. Oral Activity:
Find 3 numbers with a sum of 144 and a ratio of 2:5:9.
 2. Board Activity:
The ratio of 2 numbers is 3:5. Their difference is 24. Find the two numbers.

3. Written Activity:
Partition 450 kilograms of rice among five families in the ratio of 1:2:2:2:3.

CLOSURE: Whip Around

Students quickly and verbally share one thing they learned in the class today. You have them toss a ball
from one to another or just have volunteers.

REFLECTION:
"No one has ever become poor by giving." - Anne Frank

TRANSFER:

Formative test
Directions: Answer what is being asked.
1. The sides of a triangle are in the ratio 1:3:4. The perimeter of the triangle is 24 cm.
a. Find the length of the longest side.
How much longer is the longest side than the shortest side?

2. The ratio of the cost of a pen to the cost of a book is 3:8. If the book is Php 250 more expensive than the
pen,
a. What is the cost of the pen?
b. What is the total cost of the book and the pen?
SESSION 6
Focus: Order of Operations (Integers)
Objectives:

HOOK
A. Preparatory Activities:
*Opening Prayer
* Checking of attendance, personal and physical environment

B. Mood Setting:
1. Drill:
Directions: Give the value of N.
30 x 18 = N
12 + 20 + 34 = N
103 ÷ 3 = N
90 - 57= N

2. Review: Give the value of N.

9 x 6 + 100 = N
100 – 75 ÷ 3 = N
42 + 12 – 7 = N

ENGAGE:
Lesson Proper:
Presentation of the Lesson
Food Demonstration (Refrigerated Cake)

Ingredients:
Nestle Cream
Condensed milk
Graham crackers

Steps:
1. Pour some of your condensed milk and Nestlé cream mixture on your crushed graham crackers.
2. Start the layering: bottom layer must be the mixture.
3. Alternate the mixture and the graham crackers
4. Once you have a couple of layers chill the cake on the fridge for 4 hours (so graham crackers will
absorb some of the cream)

OPTIONAL:
Decorate the top with mango slices, crushed grahams, peaches, cherries &/or grated cheese

Visualization:
Example 1

8 - 3 • (-4) ÷ 2 + 4 = N (multiply 3 and – 4)

8 - (-12) ÷ 2 + 4 (divide 12 by 2)
8 - (-6)+ 4 (subtract 8 and – 6)
14 + 4 (add 14 and 4)
N = 18

3. Discussion
Example 2
-20 ÷ (3 + 7) • 2 = N (add the numbers in the parentheses)
-20 ÷ 10 • 2 (divide -20 by 10)
-2 • 2 (multiply -2 and 2)
N = -4

4. Generalization:
Here's an explanation of the rules given in PEMDAS:
P as the first letter means you complete any calculations in grouping symbols first.
 Next, look for exponents, E. Ignore any other operation, and take any numbers with exponents to their respective
powers.
Even though M for multiplication in PEMDAS comes before D for division, these two operations
actually have the same priority.

Complete only those two operations in the order they occur from left to right.

Even though A for addition is in PEMDAS before S for subtraction, these two operations also have the
same priority.
You look for these last two operations from left to right and complete them in that order.

Operation on Integers

Below is a table to help condense the rules for addition. Note the second and third rows of the body of the table.

Those answers are dependant upon the original values.

Rules for Addition

Positive + Positive Positive
Positive + Negative Depends
Negative + Positive Depends
Negative + Negative Negative

The technique for changing subtraction problems into addition problems is extremely mechanical. There are two

steps:

1. Change the subtraction sign into an addition sign.

2. Take the opposite of the number that immediately follows the newly placed addition sign.

The best place to start with multiplication, is with the rules:

Rules for Multiplication

Positive x Positive Positive
Positive x Negative Negative
Negative x Positive Negative
Negative x Negative Positive
The rules for division are exactly the same as those for multiplication. If we were to take the rules for
multiplication and change the multiplication signs to division signs, we would have an accurate set of rules for
division.

ACTIVITY :
Fixing Skills
Oral activity – (4) (-7) ÷ 2 = N

(9+6)−3
Board Activity – =N
−4

Seat Work
Directions: Solve the value of N.
16
1. (-12) (4) + =N
−2

2. [ (-72) ÷ (-8) ] + [ (-48) ÷ 6 ] = N

REFLECTION:
Form a sentence out of the following words: step say that you have is to you first can The

Sentence: The first step is you have to say that you CAN.
 Bible passage: "I Can Do All Things Through Christ Who Strengthens Me"

Philippians 4:13

CLOSURE: Quiz a Partner

 Students each create 1 or 2 questions based on the lesson.

 Combine with Pair-share to process questions and responses.

TRANSFER: Directions: Following Directions Exercise

Read every item carefully before beginning this exercise.

1. If you were one year older, what would be the year you were born? _____________________________
2. Give directions from this classroom to the library.
__________________________________________________
__________________________________________________
__________________________________________________
3. Add together the ages of all the students in this class. The sum is ________________.
4. Exchange this paper with a person sitting next to you. Turn their paper over and put a large check mark on the
back. Then exchange papers to get yours back.
5. List the members of your family from oldest to youngest.
______________________ ________________________
______________________ ________________________
______________________ ________________________
6. If you traveled east from our town without changing direction, you would arrive at which ocean?
7. Rewrite the following sentence correctly:
Why is it so improtant to follow dirrecttions carefully
_________________________________________________
_________________________________________________
Write your answer to number 7 here: __________________
__________________________________________________
8. Do not answer numbers 1-8 on this exercise. Complete only number 10.
10.Write your name and today’s date in the top right corner of
this exercise, and turn it in to your teacher.

Agreement:
Directions: Solve each expression using the correct order of operations.
1. (-5)2 – 2 x (-9) + 6 = N
2. 3 x 10 + 8 – 42 = N
3. (-9) – (-8) + 2 x 42 = N
4. (-3)3 – 2 + 8 ÷ (-8) = N