Regional MTOT Measurement
Regional MTOT Measurement
DEPARTMENT OF EDUCATION
ARE YOU READY?
ELAPSED
TIME
SHARING OF IDEAS
DEPARTMENT OF EDUCATION
Three children left the house and came back at different times as
shown.
12 1 2 3 4 5 6 7 8 9 10 11 12
DEPARTMENT OF EDUCATION
Dan
12 1 2 3 4 5 6 7 8 9 10 11 12
midnight 1h 1h 1h 1h 1h 35 min noon
12 1 12
2 3 4 5 6 7 8 9 10 11
midnight 1h 11 hh noo
noon
40 min
9:20 A.M.
12 1 2 3 4 5 6 7 8 9 10 11 12
noon 1h 1h 1h midnight
3:00 P.M.
DEPARTMENT OF EDUCATION
Using Midnight as reference point
DEPARTMENT OF EDUCATION
Dan was out of the house for 5 hours and 35 minutes.
Tess was out of the house for 5 hours and 40 minutes.
Aida was out of the house for 5 hours and 45 minutes.
DEPARTMENT OF EDUCATION
Michael took part in a charity run.
The charity run started at 7:30 a.m.
and ended 11:45 a.m. How long did
charity run last?
USING
LINEAR
CLOCK
Start Time End Time
7:30 a.m. 11:45 a.m.
30 30 15
min 1h 1h 1h min min
12 ‘ ‘ ‘ 1 ‘ ‘ ‘ 2 ‘ ‘ ‘ 3 ‘ ‘ ‘ 4‘ ‘ ‘ 5‘ ‘ ‘ 6‘ ‘ ‘ 7‘ ‘ ‘ 8‘ ‘ ‘ 9‘ ‘ ‘ 10 ‘ ‘ ‘ 11 ‘ ‘ ‘ 12 ‘ ‘ ‘
mn a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. nn
Elapsed Time
4 h 15 min
Final answer:
Elapsed Time:
4 hours and 15 minutes
11 h 45 min
- 7h 30 min
4h 15 min
Rename time given using 12:00 midnight as reference point:
4 hours, 15 minutes
USING SIRI FACTOR
5 h 37 min
+ 2 h 48 min
7 h 85 min
+ 40 SIRI FACTOR
8 h 25 min
END TIME: 8:25 A.M.
TRADITIONAL
5 h 37 min
+ 2 h 48 min
7 h 85 min
- 60 min
7h 25 min
+ 1h
8h 25 min
8: 25 A.M. END TIME
NOW TRY THIS ONE …
USE THE SIRI FACTOR METHOD
7: 16 PM
Activity
Now let’s try more!
(Activity Sheets)
Procedure:
1. Each group will be given a problem to be solved.
2. Any of the methods introduced could be used by the groups
to solve the given problems.
3. Each group will pass their answers as outputs.
Activity
Now let’s try more!
(Activity Sheets)
Team 1 - #1, # 7
LCM - #2, # 8a
X & Y - #3 #8b
Team Static - #4 #8c
Team Measurers- # 5
GEO 3 - # 6
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
LET’ PLAY WITH TIME
Blast It!!!
Raise the letter of your answer. Be sure to have a
final answer before time runs out.
GOODLUCK and ENJOY!
DEPARTMENT OF EDUCATION
THINK ABOUT THIS
DEPARTMENT OF EDUCATION
A square cutout having a side of 5 cm was cut from a corner of
a rectangular sheet of paper as shown below.
DEPARTMENT OF EDUCATION
What if two squares were cut from the two corner, would the
perimeter remain the same?
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
WORKSHEET NO. 2
DETERMINING PERIMETER
DEPARTMENT OF EDUCATION
WORKSHEET NO. 3
Perimeter is here, there and everywhere
DEPARTMENT OF EDUCATION
WORKSHEET NO. 4
Deriving Formula for Perimeter
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
WORKSHEET NO. 5
THE PROBLEM WIZARD
DEPARTMENT OF EDUCATION
WORKSHEET 5
THE PROBLEM WIZARD
18 cm 28 cm 18 cm
25 cm
15 cm
7 cm
12 cm
8 cm
WORKSHEET
THE PROBLEM WIZARD
5. The perimeter of the figure below is 45 units. What is the length of sides
EF?
7 units
F
8 units
E
8 units
7 units
3 units
8 units
6. The width of a rectangle is 6 cm less than its length. If its perimeter is
24 cm, what is its width?
8. The square below is changed into a rectangle by doubling its length and then
reducing its height into half.
9. Ms. Rosales drew the following polygons on the grid then asked her class to
identify which polygon is different from the other two.
a. Carlo said Polygon B is different from the other two and gave his
explanation. Ms. Rosales said he is correct. What could be Carlo’s
explanation?
b. Rachel said that the polygon different from the other two is Polygon C and
also gave her explanation. Ms. Rosales said she is also correct. What could
be Rachel’s explanation?
How many squares are there?
18 squares
Activity 1
1. On the 1-cm grid paper given to you, draw 4 different rectangles. Mark your
rectangles 1, 2, 3, and 4.
2. Count the number of squares along the length and the width. Then count
the total number of squares in the figure.
Rectangle Length Width Total number of
squares inside the
rectangle
1
2
3
4
DEPARTMENT OF EDUCATION
Rectangle WORKSHEET
Length NO. 1
Width Total number of
squares inside the
rectangle
1
2
3
4
3. Examine the numbers in the table. In what way are the length and the width
of the rectangle related to the total number of squares inside the rectangle?
4. What do you call the total number of squares inside the rectangle?
5. State a rule in finding the area of a rectangle based on the pattern that you
observed.
DEPARTMENT OF EDUCATION
width
length
DEPARTMENT OF EDUCATION
width
height
length
base
height
base
height
base
base
b1
b2
Area of Parallelogram = bh
= (b1 + b2) h
1
Area of Trapezoid = (b1 + b2) h
2
b1
h
2
b2 b1
Area of Parallelogram = bh
= (b1 + b2) h
2
1
Area of Trapezoid =
(b1 + b 2 )h
2
Summary
Area of Rectangle = l x w
Area of Parallelogram = b x h
Area of Triangle = bxh
2
Area of Trapezoid = (b 1 + b 2) h
2
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Activity 3
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Activity 4
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
1 unit
1 unit
height = 4units
1 unit
1 unit 1 unit
1 unit
1 unit width = 3 units
1 unit 1 unit 1 unit 1 unit 1 unit
length = 5 units
Activity 5
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
SESSION OBJECTIVES
1. solves problems involving elapsed time
2. visualizes the perimeter of any given plane figure in different situations
3. solves routine and non-routine problems in real-life situations involving
perimeter and area of squares and parallelograms
4. creates problems(with reasonable answers) involving volume of
rectangular prism
5. solves routine and non-routine problems involving the volume of a
rectangular prism
6. visualizes the volume of solid figures in different situations using non-
standard (e.g. marbles, etc.) and standard units
7. creates problems(with reasonable answers) involving perimeter and
area involving squares, rectangles, triangles, parallelograms, and
trapezoids
DEPARTMENT OF EDUCATION
Math Hugot
DEPARTMENT OF EDUCATION