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Math - Week 3 Lesson 10 (Solving Word Problem)

1) The document provides examples of solving routine and non-routine word problems involving division. It explains Polya's 4 steps for solving problems and shows think-pair-share and collaborative activities to practice division word problems. 2) The document contains multiple division word problems for students to work through individually and as a group. It includes real-world examples and asks students to generalize the steps for solving word problems and evaluate additional problems. 3) Students are guided through understanding problems, devising plans, carrying out solutions, and evaluating answers. They work on problems involving sharing items between groups, cutting lengths into pieces, and calculating rates over time.

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Jeffrey Catacutan Flores
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207 views16 pages

Math - Week 3 Lesson 10 (Solving Word Problem)

1) The document provides examples of solving routine and non-routine word problems involving division. It explains Polya's 4 steps for solving problems and shows think-pair-share and collaborative activities to practice division word problems. 2) The document contains multiple division word problems for students to work through individually and as a group. It includes real-world examples and asks students to generalize the steps for solving word problems and evaluate additional problems. 3) Students are guided through understanding problems, devising plans, carrying out solutions, and evaluating answers. They work on problems involving sharing items between groups, cutting lengths into pieces, and calculating rates over time.

Uploaded by

Jeffrey Catacutan Flores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Solving Routine and

Non-Routine
Problems Involving
Division

Prepared by: Genelene B. Fernandez


Bulihan Elementary School
GMA, Cavite
Answer the following :

6 ÷
2
8 5
5
7
÷
3
8
5
1 1
10 ÷ 4
2 4
5
1
9 ÷
6
7 ÷3
1

15
5
Presentation

1
There were 10 loaves of bread which were
2
equally shared with 21 street children. What

part of the bread did each child get?

What important facts are given in the problem?


How can you solve the problem?
What operation will you use?
What is your final answer?
Understand the problem – What is
asked? What are the given?

Devise a plan – What operation to be


used? What is the number sentence?

Carry out the plan – What is the


complete solution?

Look back and evaluate the solution –


Check if the answer is correct

POLYA’S 4 STEPS IN SOLVING PROBLEMS


Think-Pair-Share

1
A farmer has 4 2
hectares of land. He

divided the farm between his 3 sons.

How many hectares did each son get?


Think-Pair-Share

3
A log 3 meters long will be cut into
4

5 equal pieces. How long will each

piece be?
Collaborative Work
Let’s Investigate

Teacher Mark wants to give each of


his Grade 6 pupils 5/9 of a slice of
pizza. If teacher Mark has 10 slices,
then how many pupils will he be
able to hand out pizza to?
Miles is making a ribbon
Mother has 8 1/5 boxes for the birthday of her
of buko pie to be sliced friend. She has 10 2/3
among her 4 children. meters of lace for the
What part of the buko ribbon. How many
pie will each of her child ribbons can she make if
each ribbon should be 3/5
receive?
Let’s Investigate

Joseph is a long distance runner. He


can run a mile at a consistent pace
of 6 4/5 minutes. How many miles
can he run in 50 minutes if he keeps
that pace?
Jenny is baking cakes for the
sweets sale of her school. Each
cake requires 2 ½ cups of
sugar. If she has to make 7
cakes, do you think 17 1/3
cups of sugar is enough?
Explain.
INDIVIDUAL ACTIVITY
3
Shane has a piece of rope that is 3 4
meters long. If he cuts it into pieces that
are each 3 of a unit long, how many
pieces 5 does he have?

Dawn is making pan cakes for 1


her friends.
Each pan cake requires 4 3 table
spoon of flour. If she has 10 friends, do
you think 43 ½ spoons of flour is
enough? Explain.
APPLICATION

Do the problems in this lesson


happens in real life?
GENERALIZATION

What are the steps in


solving word problem?

Understand the problem


Devise a plan
Carry out the plan
Look back and evaluate the
solution
EVALUATION

Read, analyze and solve the following problems.


Show your complete solution.

In her backyard, Jess is planting rows of


beans. To plant a row of beans, Jess
needs 1/7 square feet. There are 8
square feet in Jess’ backyard, how many
rows of beans can Jess plant?.

A group of 8 friends decided to


buy chocolate from a candy store. If each
friends wants 2 5/7 kilograms of
chocolate, do you think 21 8/9 kilograms
are enough for them? Explain.

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