Instructional

Materials

Presented by:
ROUP 1(Numbers & Number Sense)

Content:

I. Pocket Chart
II.Number Line
III.Bone Conversion
IV.Clock
V.Treasure Box

Content:

I. Balloons
II.Snake & Dice
III.Integer Chips
IV.Color Wheel
V.Venn Diagrams

POCKET CHART

POCKET CHART

- 68

+ 2 = - 34

*the teacher will

determine how large
the IM will be
depending on the
setting and students
needs

Rationale
This IM will benefit
students by showing the
relationships of adding
and subtracting integers
with different signs. It can
be used in increasing
difficulties, for
motivational, during
instruction, and as an
assessment tool.

Description
using the pocket chart it may
When
be strung up on the wall, taped to

the blackboard, or used on a table

or floor.
You write down different integers
and insert them into the long
pockets, then you determine signs
for the integers and you insert
then into corresponding pockets,
lastly you choose an operation for
the integers and you insert them
accordingly.
The students will then solve and
insert their proposed answer into

Learning Competencies
that the sum of two
Recognize
positive integers is a positive

integer.
Perform addition of two positive
integers.
Describe the procedure for adding
integers with unlike signs.
Perform addition of integers with
unlike signs by applying the
procedure.
Perform addition of two negative
integers.
Recognize that the sum of two
negative integers is negative

Learning Competencies
multiplication of two
Perform
integers with like signs.
multiplication of two
Perform
integers with unlike signs.
division of two integers
Perform
with like signs.
division of two integers
Perform
with unlike signs.
the procedure for dividing
Describe
integers with like signs.
the procedure for dividing
Describe
integers with unlike signs.

th

Graders

MATERIALS:

Procedure

1.Cut out a sizable* width of black

(or any dark color) cartolina. Note

the length will vary depending on
the number of terms the teacher
wishes to utilize.
If the teacher determines that
one strip is too short, cut out
another of the same width and
tape the two together.
Next, cut out sizable* rectangular
pieces of plastic cover for the
integers. Do not forget to count
the last integer for the final
answer.

2.
3.

Procedure

4.Cut out sizable* square pieces of

plastic cover for the signs,

operations, and the equal sign. Do
not forget to put a sign for the
final answer.
Cut thin strips of double sided
tape and line three sides of each
plastic cover.
Tape the plastic cover along the
strip the cartolina in this order:
[sign] [integer] [operation] [sign]
[integer] [equals] [sign] [integer]

5.
6.

NUMBER LINE

Rationale
This IM will benefit
students by showing them
what a number line looks
like and how infinitely it can
stretch out. It is a
convenient tool for the
teacher during instruction
or assessment as a visual
and interactive tool for the
students.

NUMBER LINE

[ ERASABLE
P ]

PLASTIC

CO V E R

THE TEACHER WILL DETERMINE

HOW LARGE THE IM WILL BE
DEPENDING ON THE SETTING
AND STUDENTS NEEDS.

ST

Description
using the number line it may
When
be strung up on the wall, taped to

the blackboard, or used on a table

or floor.
You explain to the students what a
line is and how it stretches
infinitely, then show the concept of
the number line by getting a
whiteboard marker, choosing your
point of origin and writing on the
erasable strip the values you want
to show.

Learning Competencies

the set of integers, positive

Define
numbers, negative numbers, and

signs.
Indicate an integer from a number
line.
Differentiate between a positive
integer and a negative integer.
Recognize that a positive integer
can be written with or without a
sign.
Describe the relationship between
distance and absolute value.
Identify the absolute value of an
integer using the number line.

th

Graders

MATERIALS:

Procedure

1.Cut out a sizable* width of white

(or any light color) cartolina. Note

the length will vary depending on
length of the number line the
teacher wishes to utilize.
If the teacher determines that
one strip is too short, cut out
another of the same width and
tape the two together
Draw a line across the cartolina,
slightly above the center. Do not
put markers or values.

2.
3.

Procedure

4.Next, cut out a sizable* width of

plastic cover that will span the

length of the number line. It
should not be wider than the
cartolina, but wide enough for
someone to write comfortably.
This will serve as the erasable
strip.
Cut thin strips of double sided
tape and line all sides of the
plastic cover. To save on tape, you
may skip short intervals in lining
the plastic cover.
Tape the plastic cover along the
strip the cartolina. It should be

5.
6.

Bone
Conversion

Rationale
This IM will benefit
students by converting
fraction to decimal to
percent. It is a convenient
tool for motivational part
of the lesson or it can
also be used to review
the students prior to the
next lesson.

Learning Competencies
rational
Express
numbers from fraction
to decimal form to
percent.

Grade 7

MATERIALS:

Procedure

1.On your chip board, with a pencil,

draw a bone with a length of at
least 2 and a half feet, or 18
inches and width of at least 7
inches.
With your scissors, cut the board
following the outline of the
drawing.
Put out the colored cartolina, and
trace out the bone created earlier.
Repeat step two this time on the
cartolina.

2.
3.
4.

Procedure

5.Using any kind of glue of tape,

glue/tape the two bones together.

6.Put out the plastic cover and

create 3 pockets of the desired

size making sure it fits in to the
bone not exceeding the length of
the middle part of the bone.

Procedure

7.Put out the chip board again, and

create 2 rectangles of the same
size. The height should be an inch
taller than the heads of the bone
and the width should and inch
wider than the pockets made.

8.Take one of the rectangles and

then cut the middle part with the

same size of the pockets.

Procedure

9.Glue/tape together the two

rectangles only on the top edge

and bottom edge of the
rectangles.
With a black cartolina, create a
shape that will cover the whole in
the middle of the rectangle.
Form a Question mark from a
bond paper and paste it on the
shape created on step 9.
Lastly, slide the bone in the
middle of the two rectangles thus
completing the IM.

10.
11.
12.

CLOCK

Rationale
This IM will benefit students
by encouraging them to
perform operations on
rational and irrational
numbers. It is a convenient
tool for the teacher during
instruction or assessment as
a visual and interactive tool
for the students.

Description
This IM will help the students
to create mathematical
statements using rational
numbers. The clock has 12
numbers and each one the
students formulate a statement
that equals 1 up to 12. Or this
IM can also be used for
motivation; letting the students
solve the problems already
formulated on the clock by the
teacher.

Learning Competencies
will be able to
Students
perform operations on

rational numbers.
Students will be able to
perform operations on
irrational numbers.
Review rational numbers and
operations between various
forms of rational numbers.

th

Graders

MATERIALS:

Procedure

1.Cut out 12 circles from a

cartolina with a radius of at least 3

inches.
Cut out a bigger circle from
another cartolina/chipboard with
your choice of radius.
Create two hands of the clock
from a chipboard and double the
thickness by creating another and
sticking them together to make it
stiff.
Create a tiny whole on the middle
of the circle and on the hands of
the clock and stick
them all together with a single

2.
3.
4.

TREASURE BOX

Rationale
This IM will benefit the
learners by identifying if a
number is rational or
irrational. It is a
convenient tool for the
teacher during instruction
or assessment as a visual
and interactive tool for
the students.

Description
This IM will help the teachers
evaluate if the students
understand the difference between
rational and irrational numbers. It
is a box (more preferably recycled)
that was designed. Inside the box
are numbers that could be Rational
or Irrational. Students will pick out
a number and they will tell whether
the number is Rational or
irrational.

Learning Competencies
will determine if a
Students
number is rational or

irrational.
Students will be able to
distinguish that numbers that
are not rational are called
irrational.

th

Graders

MATERIALS:

Procedure

1.Pick out a box, preferably

recycled, and design it.

2.Create numbers (rational and

irrational) on a bond paper (design

it as you wish and it should be big
enough for the whole class to see).

BALLOONS

Rationale
This IM will benefit the
learners by reviewing
rational numbers and
classifying various forms
of rational numbers. It is a
convenient tool for the
teacher before instruction
and an interactive tool for
the students.

Description
This IM will help the students to
convert improper fractions to mix
numbers. Two balloon shaped
chipboards overtopped by a
cartolina and covered by a plastic
cover were taped together facing
each other symmetrically with a
bar line in between them will make
up the improper fraction.

Learning Competencies
rational numbers
Review
between various forms of

rational numbers (improper

fractions, mixed numbers).
Identify proper and improper
fractions.
Change improper fractions to
mixed number and vice versa.

th

Graders

MATERIALS:

Procedure

1.Draw 5 balloon shaped objects on

a chipboard.

2.Trace those five balloon shapes

on a cartolina.
Paste the balloon shaped
cartolina over the balloon shaped
chipboard.

3.

4.Create 4 bar lines on a chipboard

5.Traces the bar lines to the
cartolina.

Procedure

6.Paste over the bar line cartolina

over the bar line chipboard.
7.Using a double-sided tape, take

two bar lines and stick one on the

front middle part of the two
balloon and on the back middle
part too. Stick the two bar lines
together using double sided tape.
Repeat step seven on the next
balloons and then stick the third
balloon on the left side (if facing
the balloon) horizontally using
double sided tape.

8.

Snake & Dice

Rationale
This IM can be used as
an interactive tool to
motivate learners before
the instruction or as an
assessment tool such as a
Question and Answer
game.

Description
this IM, the teacher can
Using
choose a certain topic that is

directly relevant to the

objectives of the lesson.
Roll the dice and inside the
body of the snake, there is a
piece of paper containing a
question to be answered by
students.

th

Graders

MATERIALS:

Procedure

1.Using a chip board, sketch a snake

and cut it out then draw 3-4 inches

horizontal lines to its body.
Next, glue the patterned cut out
construction papers to the body of
the snake. Make sure that there is
one side of the paper that is not
glued to its body.
Construct questions (any topic
depending on your current lesson)
written in a paper and insert it to the
pocket.

2.
3.

Integer Chips

Rationale
This IM will benefit
students by showing the
relationships of adding and
subtracting integers with
different signs, properties of
integers, positive and
negative integers. It can be
used to motivate learners
during instruction and as an
interactive assessment tool.

Description
using the integer chips,
When
you will demonstrate it on a

table. You may then

distribute chips among
groups.
You write down different
integers and assign which
color is for positive and
negative.

Learning Competencies

Perform addition of two positive

integers.
Describe the procedure for adding
integers with unlike signs.
Perform addition of integers with
unlike signs by applying the
procedure.
Perform addition of two negative
integers.
Recognize that the sum of two
negative integers is negative
integer.

th

Graders

MATERIALS:

Procedure

1.Trace a 10 peso coin on both

colors of your construction paper,

for a class of 40 cut out around 30
40 for each color.
Using chip board, cut out the
same amount of circles.
Next, glue the circles of
construction paper on the chip
board circles, one color for each
side.

2.
3.

Color Wheel

Rationale
This IM can be used
as an interactive
tool to motivate
learners before the
instruction or as an
assessment tool
such as a Wheel of
Fortune game.

Description
With this IM, you have
innumerable capabilities.
Almost any mathematical topic
can be used and in varying
degrees of difficulty. This IM will
give a student a new and fun
view to classroom assessment
and solving math problems.
You can have the class divided
into groups or as individuals.
The quiz master will spin the
wheel and the group or
individual must complete the
task written on where the

th

Graders

MATERIALS:

Procedure

1.Draw a circle with a radius of at

least 8 inches on chipboard and

cut it out.
Divide the circle in 8 parts like a
pizza (Draw, do not cut).
Cut out 7 colored papers shaped
like the pizza parts. One of which
is cut for two part. Paste the
papers on the circle.

2.
3.

Procedure

4.Tape/Glue sticks on the sides of

each part.
5.Using a single faster, Pin the

circle on the illustration board a 2

inches away from the smaller edge
and on the middle of the two
longer edges.
Create an arrow on the
illustration board right above the
circle.

6.

Venn Diagrams

Rationale
This IM will benefit
students by showing
the function of a
Venn diagram,
illustrating sets,
subsets, and
operation on sets. It
can be used to
motivate learners, as
well as an aid during
instruction.

Description
This IM can be used on a
table or propped up on a
board.
You can show the
operations on sets by
manipulating your circles
to form unions,
intersections, etc.
You can add elements to
your sets and use the IM as
an aid when doing reviews
before moving on to the
next lesson.

Learning Competencies
Describes well-defined sets,
subsets,
universal sets, and the null set and
cardinality of sets.
Illustrates the union and
intersection
of sets and the difference of two
sets.
Uses Venn Diagrams to represent
sets, subsets, and set operations.
Solves problems involving sets.

th

Graders

MATERIALS:

Procedure

1.Draw a circle with a radius of at

least 8 inches on chipboard and cut

it out.
Inside the first circle, on the same
center, draw a circle 1 inch less than
the radius of the first circle thus
creating a ring.
To put color on the ring, use
construction paper/cartolina and
trace out the ring and cut out and
paste it on the ring.
Make your ring stiff using stick/
thick carton.
(optional) Plastic cover the ring
including the center.

2.
3.
4.
5.

Group 1:
Pingul, Lories D.
Quero, Kristine Abigail P.
Tungul, Charito
Vital, Joanna Marie T.
Whitaker, Sharlene