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5
English
Quarter 3 - Module 7
(Lesson 15-17)

Department of Education ● Republic of the Philippines

English- Grade 5
Alternative Delivery Mode
Quarter 3 - Module 7: Lesson 15-17
First Edition, 2020

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Published by the Department of Education – Division of Ozamiz City Schools

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Development Team of the Module

Authors: Elma G. Alfanta, Cherrylyn M. Ocang, Milaflor B. Basibasi
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5
 English
Quarter 3 - Module 7
(Lesson 15-17)

This instructional material was collaboratively developed and reviewed by

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Department of Education ● Republic of the Philippines

Table of Contents

What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................i
How to Learn from this Module................................................................................................................i
Icons of this Module....................................................................................................................................ii
Lesson 15:
(Infer the meaning of unfamiliar words based on other strategies - Health)
What’s In .........................................................................................................................1
What I Need to Know......................................................................................................1
What Is New......................................................................................................................2
What Is It ...........................................................................................................................3
What Is More ....................................................................................................................4
What I Have Learned......................................................................................................4
What I Can Do..................................................................................................................5

Lesson 16:
(Infer the meaning of unfamiliar words based on other strategies - Science)
What’s In .........................................................................................................................7
What I Need to Know......................................................................................................7
What Is New......................................................................................................................8
What Is It ...........................................................................................................................9
What Is More ....................................................................................................................9
What I Have Learned......................................................................................................10
What I Can Do..................................................................................................................10

Lesson 17:
(Infer the meaning of unfamiliar words based on other strategies - Mathematics)
What’s In .........................................................................................................................12
What I Need to Know......................................................................................................13
What Is New......................................................................................................................13
What Is It ...........................................................................................................................14
What Is More ....................................................................................................................14
What I Have Learned......................................................................................................15
What I Can Do..................................................................................................................15

References.................................................................................................................................................15
Key to Answers........................................................................................................................................16
 What This Module is About

This module is about lessons on inferring the meaning of unfamiliar words based on the
given context clues. (synonyms, antonyms, word parts, and other strategies) ( Health, Science
and Mathematics)

What I Need to Know

How to Learn from this Module

To achieve the objectives cited below, you are to do the following:

 Take your time reading the lesson carefully.
 Follow the directions and/or instructions in the activities and exercises
diligently.
 Answer all the given tests and exercises.

i
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

This is an assessment tool for every module

to measure the knowledge and skills the
Assessment learners learned.

This provides answers to the different

activities and assessments.
Answer Key

ii
 Infer the meaning of unfamiliar
words based on other
Lesson strategies (Health)
15
What’s In

Directions: Read the sentence and predict the same or opposite meaning of the word.
Write S if the word pairs are synonyms, and A if antonyms.

___1. contagious -communicable

___2. supplement – addition
___3. well – ill
___ 4. growth – development
___ 5, organic – inorganic
____6. Obese – overweight
____7. hydrate – dehydrate
____8. exhausted – rested
____9. skinny – lean
____10. sanitary – dirty

What I Need to Know

After going through this module, you are expected to:

Infer the meaning of unfamiliar words based on other strategies - Health

EN5V-IIIa-20.5

1
 What’s New

Clock

Read the story below.

The Discontented Pendulum
(An adaptation)
By Jane Taylor

FACE: Okay, tell me. . . who among did it?

WHEELS AND WEIGHTS [Aloud]: Surely not we!
HANDS: Don’t look at us. It’s not we either.
PENDULUM [Sheepishly]: I did it! The truth is. . . I’m tired of tick-tocking and swaying for
fifty years. I give up!
FACE [Angrily]: You lazy thing! How could you!
PENDULUM: It is easy for you, Lady Face, to set yourself above me and accuse me of
laziness.
You do nothing but look pretty and stare at people and watch all that goes on in the
kitchen.
How would you like to be in the dark closet and do nothing but wag back and forth
year after year like I do? I’m tired of my life. After thing it over last night, I figured out how
many times I have to tick while the Hour Hand just goes around once. Have you any idea
how many times that is?
MINUTE HAND [Brightly speaking up]: Forty-three thousand two hundred times!
PENDULUM: Right! And in one week, how many times must I wag?
MINUTE HAND [Thinking]: Six hundred four thousand eight hundred.
PENDULUM: Exactly! And in one year?

2
MINUTE HAND [Thinking harder]:. .Er-r-r. Let me think.
HOUR HAND: Take your time, dear; you can do it.
MINUTE HAND [Shouting]: Thirty-one million four hundred and forty-nine thousand six
hundred! Half ticks and half tocks.
There is silence. Everyone waits for the Pendulum to say whether the answer is
correct or not. And then. . .
PENDULUM: Very good, smart fellow! Now, you all see why I’m tired of ticktocking. It’s
too much to ask of anyone. So please count me out.
FACE: Mr. Pendulum, would you mind wagging six times, only six times to please a lady?
PENDULUM: With pleasure! Here. . . tick-tock, tick-tock.
FACE: Thank you, I hope it did not tire you.
PENDULUM: Of course not. Sixty times would not tire me, nor six hundred, nor six
thousand, but when it comes to thirty-one million. . . ugh! That’s too much to ask of anyone.
FACE: It tires you to think about all those wags, but it does not tire you to wag one wag at a
time. Isn’t that true?
PENDULUM: Yes, but thirty-one million!
FACE: You say it in a minute, but you have to do it a whole long year---winter, summer,
spring, and fall. Think about it. Nobody hurries you.
HOUR HAND: Look at it this way. Spring cannot come until you have comfortably tick-
tocked so many million more times.
MINUTE HAND: And the leaves cannot turn red in autumn, and Jack Frost cannot appear
before you give the signal.
FACE: You see. Time is in your hands and so much depends on you. Would you rather let
people down?
PENDULUM [Overjoyed]: That’s so! I’m an important person! [Jumping] Ye-hey! You’re
right! I don’t have to rush. There’s always a year’s tick-tocking. So, all get back to work.
ALL: Yeah, back to work!

With this, the Wheels begin to turn; the Hands begin to move. Lady Face smiles brightly and
the Pendulum proudly sways back and forth---tick-tock, tick-tock, tick-tock---as if nothing
Happened.

What Is It

Inferring

Inferring means to deduce or conclude (information) from evidence and reasoning .It is
defined as the process of figuring something out by reasoning.

Context clues are bits of information within a text that will assist you in deciphering

the meaning of unknown words. Since most of your knowledge of vocabulary comes from
reading, it is important that you recognize context clues. By becoming more aware of
particular words and phrases surrounding a difficult word, you can make logical guesses
about its meaning

3
 What’s More

A. Directions: Match the word in Column A with their meanings in Column B.

Column A Column B
1. fable a. a fictional story, in prose or verse, that features animals, legendary
2. countenance creatures, plants, inanimate objects, or forces of nature
3. motionless b. extreme tiredness; fatigue.
4. speechless c. support.
5. satisfaction d. unable to speak, especially as the temporary result of shock or some strong
6. stoppage emotion
7. comfortably e. a cessation of work
8. laziness f. not pleasant or enjoyable
9. disagreeable g. the quality of being unwilling to work or use energy; idleness.
10. weariness h. fulfillment of one's wishes, expectations, or needs, or the pleasure derived
from this.
i. not moving
j. satisfied, cheerful
k. none of the above

l.

B. Directions: Read the story again.

Think it over answering the following questions:

1. What is the title of the story?

2. Where did the story happen?
3. Who are the characters of the story?
4. What can you say about the problem of the story?
5. How was the problem solved?
6. Why is the pendulum discontented?
7. Why did the pendulum stop swaying?
8. How was the pendulum encouraged to go back to work?
9. How did the pendulum behave like some people? Cite situations for your answer.
10. What lesson does the story teach?

What I Have Learned

The meaning of unfamiliar words may be inferred through context clues such
as synonyms, antonyms, word parts and other strategies. Context clues provide further
information about a word or phrase that helps readers understand its meaning. These clues
offer insight - either directly or indirectly - into the portion of text that's difficult to
understand.

4
 Context clues are bits of information within a text that will assist you in deciphering

the meaning of unknown words. Since most of your knowledge of vocabulary comes from
reading, it is important that you recognize context clues. By becoming more aware of
particular words and phrases surrounding a difficult word, you can make logical guesses
about its meaning. Let's explore various examples of context clues to see how they work.

The following are the different types of context clues:

 Brief definition or restatement as context clues

Example: If you visit the province of Bohol, you will likely see many chocolate hills
or geological formation which are rounded natural elevation of land lower than a
mountain.
 Synonyms as context clues
Example: Today is an idyllic day - sunny, warm, and perfect for walking in the park.
 Examples as context clues
Example: I knew Mark’s ailurophobia was in full force because he began trembling and
stuttering when he saw my cat, Ludwig, slink out from under the bed.
 Antonyms as context clues
Mila is gregarious, unlike his brother who is quiet and shy
 Explanations as context clues
Example: I called him a nuisance because he annoyed me with his incessant line of
questioning.

What I Can Do

Directions: Read each sentence carefully and try to get the meaning of the highlighted
word from its context.
1. Roel wants for his safety now.
a. the condition of being protected from or unlikely to cause danger c. pressure
b. harmful d. in good health.
2. Aerobic exercise helps to build up stamina.
A. inactivity c. ballgame
B. workout d. relevant

3.Eating junk foods is unhealthy habits.

a. good health c. sickly
5
 b. harmful to health d. good
4. Marlon is a soldier and a frontliner.
a. forefront c. animal
b. mentor d. actor

5. Examples of vigorous -intensity physical activity are swimming, jogging or running

and playing ballgames. What is meant by the word vigorous?
a. weak c. frail
b. strong d. moderate
6. The x-ray shows a slight abnormality in your spine that explains the pain you've
been experiencing.
a. standard c. common
b. regularity d. malformation
7. If symptoms persist, consult your doctor.
a. stop to continue c. halt
b. continue to exist; be prolonged d. abandon
8. For many people, the infirmary is a relief; for some others it is a hell.

a. a happy and sad place

b. a hospital
c. a small school
d. small room

9. Mother, who is a teacher, always tells us that being with little children and seeing
them play every day is therapeutic.
a. curative or medicinal
b. emotional stress
c. detrimental
d. harmful

10. I got down with influenza after walking in the rain for hours because I couldn’t get a
ride.
a. a good feeling
b. a viral infection that attacks your respiratory system
c. severe cough
d. pandemic

6
 Infer the meaning of unfamiliar
words based on other
Lesson strategies (Science)
16
What’s In

Draw a line to match each word in column A with its synonym in column B.
A B
1. timid a. unfriendly
2. appreciation b. understanding
3. distrust c. support
4. affection d. mockery
5. encouragement e. admiration
6. hostile f. shy
7. condemn g. love
8. ridicule h. certainty
9. confidence i. doubt
10. considerate j. criticize

What I Need to Know

After going through this module, you are expected to:

Infer the meaning of unfamiliar words based on other strategies - Science

EN5V-IIIc-20.5

7
 What’s New

How do you imagine a future with Robots? What will you do if you are faced with a
robot who thinks, talks, and feels like you? Read the selection and find out.
Robots Cry, Too
An Adaption
As Robie entered the bookstore, his sensor noticed an attractive sign by the shelves of
greeting card. It read, “Always give your family a gift of love.” Then the labels Mother, Father,
Brother, Sister, and Friend flashed against Robie’s sensor. His antennae dropped as he taught,
“What is a loved one? What is a family? “What is a mother, a brother, a sister, or a friend?”
Then, up came a pretty girl. She looked at some gift items at a nearby counter. Robie’s
sensor light blinked red. A human child like the girl would know about family.
Robie boldly asked her, “Tell me, please, what is a loved one? What gifts do you give your
loved ones?”
“Sorry, but I don’t know,” came the reply. “I don’t usually give them anything. Father,
Mother, my sister Alice, and my little brother Joshua don’t except anything from me, anyway. But
perhaps, this time. . .Excuse me. I have to go.” And the pretty girl disappeared.
Robie thought about the girl’s reply. He thought he now had an idea of the meaning of
loved one, family, and so on. But he had an errand to do and he set about it. He delivered a box of
Thank-You cards to the manager of the bookstore. And for this, he received a hundred-peso bill. As
he received the money, his sensory light quickly flashed green. The pretty girl appeared once more.
This time, the girl went to the greeting card shelves. With her little fingers, she picked out one card
after another, read the message, and then, turned it over to see the tag price, then she shook her
head as she quickly returned each card and to the shelf. Once more, she disappeared from Robie’s
sensor.
Just then, the pretty girl reappeared. She now had with her a little box that jingled with
coins. She poured out the coins at the counter.
With a smile, the store cashier said, “Looks like you’re ready to spend your savings.”
“Yes, I am,” the pretty girl replied. “I’ll give my family these little gifts as a sign of my love
even if they already know I love them. Exactly, eighty pesos for this comb for Mother, a
handkerchief for Father, a pencil case for my brother, and a set of crayons for my sister.”
Hearing this, Robbie’s antennae a stood straight up. His sensor flashed purple. The pretty
girl’s family was so lucky, he thought. He rolled up to the pretty girl.
Holding out the cards, Robie pleaded, “Please accept this greeting card for you and give the
rest to your family. Tell them that a small robot loves them.”
Tears of joy rolled down Robie’s metallic eyes as he rolled out of the bookstore, his wheels
clicking noisily and merrily, perhaps the most merrily ever!

1. How do you know that Robie is a robot?

2. What questions did Robie think when his sensor noticed a sign and labels at the greeting card
shelves?
3. What did Robie request the pretty girl to do with the greeting cards he bought?
4. What strong and happy feeling did Robie express to the pretty girl?
5. Would you wish you were Robie? Why or why not?
6. What do you think is the meaning of the word sensor in Sentence 1? What word gives you a clue to
the meaning?
7. What could be the meaning of the word pleaded in Sentence 2? How do you know?

8
 What Is It

Inferring
Inferring means to deduce or conclude (information) from evidence and reasoning rather than
from explicit statements.
Inferring is defined as the process of figuring something out through reasoning.
Inferring means to derive as a conclusion from facts or premises.
Inferring is to conclude from evidence or by reasoning.
 Context clues are hints that an author gives to help define a difficult or unusual word
within a book. The clue may appear within the same sentence as the word to which it
refers or it may follow in the next sentence. Because most of our vocabulary is gained
through reading, it is important that we are able to recognize and take advantage of
context clues.relies on precisely chosen vocabulary with carefully chosen adjectives
and adverbs.
 is focused and concentrates only on the aspects that add something to the main
purpose of the description.
 sensory description - what is heard, seen, smell, felt, tasted. Precise use of adjectives,
similes, metaphors to create images/pictures in the mind e.g. their noses were met
with the acrid smell of rotting flesh.
 strong development of the experience that "puts the reader there" focuses on key
details, powerful verbs and precise nouns.
 Synonyms are words that express similar or almost the same meaning.
 Antonyms are words which mean the exact opposite or almost the opposite of each
other.

What’s More

Read each passage, note the underlined science and technology words, and answer the questions that
follow.
1. A country inspector came over to check on the mechanical teacher. This teacher had been giving the
students test after test in Geography, and they had been doing badly in their scores.
a. Why is the word mechanical used to describe the teacher?
b. What does the word mechanical mean?
c. The word mechanic is from the Greek word mechane which means machine.
What does the word mechanic refer to?
2. My school offers robotics, and I am enrolled in it. My interest in robotics
began when I was five years old and I was able to fix my broken toy dump truck and made it work
again.
a. What is the root word of robotics?
b. What is a robot?
c. If robots are machines designed to resemble a person and perform human tasks, what does robotics
refer to?
3. Computers can do millions of calculations; they can add, subtract and compare one number with
another in just a second or few seconds.
9
a. Is the word calculations a noun, verb, a adjective?
b. What does the ending –s in the word indicate?
c. What is the root word?
d. What does calculations mean? How did you know?

What I Have Learned

The meaning of many unfamiliar words may be inferred through context clues such as synonyms,
antonyms, word parts and other strategies.
Inferring means to deduce or conclude (information) from evidence and reasoning rather than
from explicit statements.
Inferring is defined as the process of figuring something out through reasoning.
Inferring means to derive as a conclusion from facts or premises.
Inferring is to conclude from evidence or by reasoning.
 Context clues are hints that an author gives to help define a difficult or unusual word
within a book. The clue may appear within the same sentence as the word to which it
refers or it may follow in the next sentence. Because most of our vocabulary is gained
through reading, it is important that we are able to recognize and take advantage of
context clues.relies on precisely chosen vocabulary with carefully chosen adjectives
and adverbs.
 is focused and concentrates only on the aspects that add something to the main
purpose of the description.
 sensory description - what is heard, seen, smell, felt, tasted. Precise use of adjectives,
similes, metaphors to create images/pictures in the mind e.g. their noses were met
with the acrid smell of rotting flesh.
 strong development of the experience that "puts the reader there" focuses on key
details, powerful verbs and precise nouns.
 Synonyms are words that express similar or almost the same meaning.
 Antonyms are words which mean the exact opposite or almost the opposite of each
other.

What I Can Do

Read each sentence carefully and infer the meaning of the highlighted word. Write the letter of the
correct answer.
1. The twinkling stars illuminate the universe.
a. light c. clean
b. make d. beautify
2. The lake is placid in fair weather.
a. peaceful c. beautiful
b. deep d. sparkling

10
3. The celestial bodies are held in place by gravity.
a. small c. earthly
b. huge d. heavenly
4. The violent storm ruined the crops in Ilocos Sur.
a. raging c. exciting
b. long d. loud
5. We will be our own adversary if we do not control our emotions.
a. opponent c. assistant
b. helper d. friend
6. Flowers bloom in profusion in localities where the weather is always fair.
a. beds c. scarcity
b. abundance d. gay colors
7. Robie entered the bookstore and his sensor noticed a sign.
a. gadget c. device
b. equipment d. appliance

8. Avoid uncouth remarks or you will have enemies.

a. delight c. sympathetic
b. rough d. courteous
9. All the birds have abandoned the land. They have to look for another place to live.

a. left c. arrived
b. stayed d. spread all over

10. Many people suffered during the drought. The plants had wilted and the rivers and brooks had dried
up.

a. hurricane c. flood
b. strong typhoon d. lack of rainfall

11
 Infer the meaning of unfamiliar
words based on other
Lesson strategies (Mathematics)
17
What’s In

Multiple Choice. Read the underlined word in the sentence. Circle the answer
choice that has the same meaning as the underlined word.

1. The student replied to the teacher with a witty answer and the class laughed.
a. funny c. word
b. mean d. wrong

2. I looked at my brother with a glare after he broke my toy.

a. confusing c. difficult
b. dirty look d. good

3. Fireworks on the 4th of July give off a beautiful glimmer in the sky.
a. glow c. look
b. bright d. appearance

4. When we go camping, my father will ignite the fire so we can roast marshmallows,
a. start c. see
b. call d. strike

5. He chose to delete the unhealthy foods from his meal and make better choices.
a. include c. remove
b. make more d. add

6. My grandpa will doze during television shows he watches when he is tired.

a. cheer c. discuss
b. nap d. act

7. The curious puppy emptied the bag while he sniffed around looking for something to
chew.
a. problem c. happy
b. interested d. unhappy

12
 8. Each day during the spring there is a slight increase in temperature until summer
arrives.
a. Small c. bright
b. increase d. big

9. The tower will topple if it has too much weight at the top
a. pounds c. fall over
b. grow d. fly

10. The students who put in the best effort will be included in the celebration.
a. Attitude c. completion
b. Hard work d. character

What I Need to Know

After going through this module, you are expected to:

Infer the meaning of unfamiliar words based on other strategies -

Mathematics
EN5V-IIIe-20.5

What’s New

Read the poem.

Mathematics of Life

Add the Opportunities

Subtract the Errors
Multiply the Victories
Divide the Obstacles
Integrate your Calibre
Differentiate your Weakness
Inverse the Destiny
Simplify the Struggles
to
Solve your Life
Answer the following questions:

1. What is being described in the poem?

2. What are the four fundamental operations involve in the poem?

3. How is mathematics being connected to our daily living?

4. Why does the poet wants to relate our lives to Mathematics?

13
 5. Cite some unfamiliar words that you can find in the poem.

What Is It

Inferring the Meaning of Unfamiliar Compound Words in Mathematics

Unfamiliar Words – words that you can read, but you don’t know what they mean. Words
which are not in your vocabulary.

Compound Words – are words which are made up of two or more words, usually two
words, which are put together to form a new meaning.

Examples of compounded words in mathematics:

 Cardinal Number – is a number or integer that indicates how many.

Cardinal means important and number refers to an element of one various

mathematical sets.

 Proper Fraction - a fraction that is less than one, with the numerator less than the
denominator.

Proper means suitable or correct and fraction is a numerical quantity that is not a
whole number

What’s More

Determine the meaning of each of these compound words through the meaning of each of the
small words. Then, check your findings against the dictionary meaning of the word.

1. Ordinal number 6. Problem-solving

2. Square root 7. Mixed number
3. Whole number 8. Exponential form
4. Right angle 9. Improper fraction
5. Complex function 10. Even number

14
 What I Have Learned

Remember this:
You can infer the meaning of an unfamiliar compound word or term in
Mathematics by looking into its meaning in the dictionary or by looking into
the meaning of each of the small words that make up the compound.

What I Can Do

Directions:

Underlined the compounded words in Mathematics in each sentence.

1. Prime numbers have only one factor, 1 and itself.

2. Composite numbers have 2 or more factors.
3. Teacher Liza let the students count the apples starting with odd numbers.
4. Michelle draws a triangle having an obtuse angle.
5. The pyramid built by the Egyptians has many acute angles.
6. Science and poetry open complementary angles of vision onto human experience.
7. 93° and 87° are supplementary angles.
8. The parking lot at the back of the mall has a lot of parallel lines.
9. Those intersecting lines on the globe will never look the same again.
10. Perpendicular Lines are lines that are at right angles (90deg) to each other.

References

Castillo, Kristine Erika. “Joy in Learning English 5: Kristine Erika Castillo & Evelyn
Angeles.” 2016.

Tenedero, Pia Patricia. “English Encounters: Reading

Dela Cruz, Milagros. “Soaring to New Heights in Reading 5: Grace A. Talosig, Thelma
Grace A. Leung,

Josefina S. Pano & Armia Pomoy.

Munio, Marita. “ Journeys: An Integrated Approach to English 5: Matthew Joseph Alcanes.

15
 Answer Key

Lesson 15
What’s In
1. S
2. S
3. A
4. S
5. A
6. S
7. A
8. A
9. S
10. A
What’s New

1. The title of the story is “The Discontented Pendulum”.

2. The story happened at the farmer’s kitchen.
3. The characters of the story are Face, Wheels and Weights, Minute Hand, Hour Hand
and Pendulum.
4. The problem found in the story is about Pendulum that he is already very tired of
doing his job.
5. The problem was solved by telling Minute Hand to Pendulum that she is doing half
ticks and half tocks for thirty-one million and forty-nine thousand six hundred.
Indeed, she has the greatest number of counting her ticks and tocks among all friends
in a certain time for one year.
6. Pendulum was discontented because he is swaying for fifty years. He wanted to give
up because of his position below Face or the dial plate of the clock.
Pendulum is discontented because of his wrong thoughts that only himself is doing
and functioning in the clock. He is starting to count the times he is swaying.
(Answers vary
7. Pendulum stopped swaying for he is tired of swaying tick-tock for fifty years and
wanted to give up.
May be, he feels bored of his life already.
8. Pendulum was encouraged to do his task after knowing that other friends did many
things compared to him.
(Answers vary
9. Pendulum behaved like other people by sharing his discontentment in life, feeling
jealous at first with Face or the dial plate of the clock, praising his friends and feeling
overjoyed at the end with his friends.
10. The lesson that the story teaches us is it is important to share our problems to others
especially if we feel bored of our life so that we will live happily.
(Answers vary)

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 What’s More
1. A
2. C
3. I
4. D
5. H
6. E
7. J
8. G
9. F
10. B
What Can I Do
1. A
2. B
3. C
4. A
5. B
6. D
7. B
8. B
9. A
10. B

Lesson 16
What’s In
1. f
2. e
3. i
4. g
5. c
6. a
7. j
8. d
9. h
10. b

What’s New
1. Robie is a robot because he has a sensor and antennae.
2. What is a loved one? What is a family? What is a mother, a brother, a sister or
a friend?
3. Robie requested the pretty girl to accept the greeting cards for her and give the
rest to her family.
4. Robie was so happy for the pretty girl.
5. Answers vary.
6. Answers vary.

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 7. Answers vary.

What’s More
1. a. because the country inspector could take the teacher apart like a gadget or appliance
b. of or relating to machinery
c. a person who repairs machine
2. a. a robot
b. is a machine designed to look like a person and perform human tasks
c. technology that deals with the design, construction, and operation of robots
3. a. noun
b. plural form
c. calculate
d. the results of finding an answer by using mathematical processes; because its root word
calculate means to find an answer through mathematical processes

What Can I Do
1.a
2. d
3. d
4. a
5. a
6. b
7. c
8. b
9. a
10. d

Lesson 17
What’s In
1. A
2. B
3. C
4. A
5. B
6. D
7. B
8. B
9. A
10. B

What’s New
1. What is being described in the poem?
- Mathematics of life is being described in the poem.

2. What are the four fundamental operations involve in the poem?

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 - The four fundamental operations involve in the poem are Addition, Subtraction,
Multiplication and Division

3. How is mathematics being connected to our daily living?

- Mathematics is being connected to our daily living by adding up all the opportunities
that we can grab and succeed, subtract the errors by not doing again what is not good
for us, multiply all the victories in life and keep going, and divide the obstacles in
life. One step at time. And more importantly, we must face our problems. Solve your
life because no one else is accountable, but only yourself.

4. Why the poet does want to relate our lives to Mathematics?

- Answers may vary.

5. Cite some unfamiliar words that you can find in the poem.
a. Opportunities
b. Errors
c. Victories
d. Obstacles
e. Calibre
f. Integrate
g. Inverse

What’s More
1. Ordinal number
- a number defining a thing's position in a series, such as “first,” “second,” or “third.”
Ordinal numbers are used as adjectives, nouns, and pronouns.

2. Square root
- a number which produces a specified quantity when multiplied by itself.

3. Whole Number
- a number without fractions; an integer

4. Right Angle
- an angle of 90°, as in a corner of a square or at the intersection of two perpendicular
straight lines.

5. Complex fraction
- a fraction in which the numerator or the denominator or both contain one or
more fractions.

6. Problem solving
- the process of finding solutions to difficult or complex issues.

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7. Mixed numbers
- a number consisting of an integer and a proper fraction.

8. Exponential form
- a numeric form involving exponents

9. Improper fraction
- a fraction in which the numerator is greater than the denominator

10. Even number

- Any integer (never a fraction) that can be divided exactly by 2.

What Can I Do
1. Prime numbers have only one factor, 1 and itself.
2. Composite numbers have 2 or more factors.
3. Teacher Liza let the students count the apples starting with odd numbers.
4. Michelle draws a triangle having an obtuse angle.
5. The pyramid built by the Egyptians has many acute angles.
6. Science and poetry open complementary angles of vision onto human experience.
7. 93° and 87° are supplementary angles.
8. The parking lot at the back of the mall has a lot of parallel lines.
9. Those intersecting lines on the globe will never look the same again.
10. Perpendicular Lines are lines that are at right angles (90deg) to each other.

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For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]

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