UNIT 2: NUMBER THEORY

School: Julian Cho Technical High School Unit Topic: Number Theory
Subject: Mathematics Duration and date: 3 weeks (Sept. 19th –Oct 7th )
Class: All Form 2 Teachers: Ms.Roches, Ms.A.Cal, Ms.Rojas, Mr.Supaul

Introduction: Every aspect of mathematics uses problem solving as the basis for successful solution. Mathematical modeling is also a very
important part of this process. When a student takes a problem, analyses it, and is able to use it in different ways, he or she has begun the part of
the process called understanding. Having fun learning mathematics makes the whole experience more meaningful, exciting and rewarding. This
approach leads to the development of more sophisticated skills and techniques as the student moves up into the higher echelons of education.

Rationale: This 2 weeks unit aims at continuing to give students the fundamental principles and practice for further development in the
Mathematics program offered in this institution. In this unit, students will be exposed to problem solving which is a necessary tool in everyday
living. All skills in the four basic operations will be applied to problem solving. Once problem-solving skills have improved, students should be
able to transfer this skill in their everyday living.

Unit Goal: To help students

1. Get familiar with basic properties of numbers
2. To help students appreciate the need for numeracy in everyday life.

Topic/Subtopic Concepts Objectives Teaching learning Evaluation/Assessm Sessions

Strategies/Activities ent
Topic: Number  The law of closure states that a set of Students will be able to: Practice and Drill  Students will
Theory numbers is closed under an operation,  Define and use the law Teacher will refer to write journal
if when the operation is performed on of closure, commutative charts with definition of entries on a
Subtopics: any two members of the set, then the law, associative law and relevant terms such as daily basis to
result is a member of the set. Example distributive law. natural ,whole, integers demonstrate 3–4
-Law of closure 6+5=11, 3x4=12  Solve problems dealing etc. their
-Commutative  The commutative law for an arithmetic with the powers of understanding
Law operation deals with the order in which numbers. Teacher will continue by or difficulties
-Associative Law the operation is performed. Under  Obtain the factors, prime asking students to kindly of concepts
-Distributive Law addition it is a+b = b+a and under factors and multiples of a take out the definition of presented in
-Powers of Multiplication it is a*b = b*a. numbers the terms given to them each lesson.
Numbers  The associative law for arithmetic Define the set of squares of on Friday as an Student will keep a
-Factors and Sets operation deals with grouping the numbers and the sequence of assignment. portfolio to maintain a
of Squares of numbers. Under addition (a + b) + c = numbers Students will then be record of their progress
numbers a+(b+c) and under multiplication (a * placed in groups of three throughout the unit.
- Prime factors of b)*c = a*(b*c) Understand and appreciate the to compare their answers.
numbers decimal system Each group will be ask to Students will answer
- Multiples of  The distributive Law for an arithmetic talk about one term and questions orally in 8 – 10
numbers operation deals with the multiplication list the set of multiples of a give an example of the class to and will be
- Sequence of of numbers in brackets. Example a*(b number; list and describe the set term they decided to given quizzes on a
numbers + c) = a*b + a*c. of even and odd numbers; find the present. weekly basis.
-Decimal system  The power or index indicates how H.C.F. of two or more positive
many times we are to multiply the integers; compute the L.C.M. of There after a PowerPoint Students will be given
H.C.F and L.C.M base. Example 34 = 3x3x3x3 = 81. two or more positive integers; presentation will be done a cumulative test at the
solve word problems involving by the teacher if there is a conclusion of unit.
Number Bases  The factors of a number are those H.C.F. and L.C.M. need for correction this
numbers, including 1 and itself, which will be the time for
Materials: can divide exactly into the number. Convert from one number base students to make the
Hand-outs Example: the factor of 40 = to another number base. necessary changes in
presentation {1,2,4,5,8,10,20,40} their note books.
 A square number which can be Students will then be
represented by a pattern of dots in the asked to go back to their
References: shape of a square. The set of square respective seats.
Raymond number =
Toolsie.pg 14- {1,4,9,16,25,36,49,64,81,100,121,144} Ask students if they
16,21-27 remember how to write a
 The prime factor of a number are fraction in lowest terms.
factors of the number which are also They may have asked
prime numbers. We can also write any themselves a question
Mathematics A such as
number as a product of prime factors.
complete course “What is the largest
Example 28 = 2x2x7 = 2² x 7
with CXC number that divides both
 A multiple of numbers is k times the
Questions numerator and
number, where k is a natural number or
a counting number. Example: multiple denominator of the
Skills: Observing fraction?” This question
of 3 between 3 and 19 ={6,9,12,15,18}
uses the concept
Identifying  A sequence of numbers is a set of of the highest common
numbers, separated by commas, that factor (H.C.F.). Although
Computing follows a mathematical rule. Each this lesson does not deal
number in a sequence is called a term with fractions, it does
 and is given a value according to its teach students how to
position. Each term is represented by find
the symbol T. Example: the sequence the highest common
of number → -6,-4, -2, 0, 2, … factor for a set of
therefore, T1 = -6, T2 = -6+2= -4, T3 = numbers. For example:
-4+2= -2,…. find the H.C.F. of 28 and
40.
Solution 1: The factors
 In the decimal system or denary of 28 are 1, 2, 4, 7, 14
system, we count in base 10 and use and 28. The factors of 40
the ten digits 0 to 9. Since the number are 1, 2, 4, 5, 8, 10, 20
base or scale is 10, each digit of a and 40. The common
number has a place value terms of factors
powers of 10. Example 98327510 = of 28 and 40 are: 1, 2 and
9x105 + 8x104 + 3x103 + 2x102 + 7x101 4. Therefore the H.C.F.
Attitudes: + 5x100 of 28 and 40 is 4.
Solution 2: Write the
prime factorization of
Cooperativeness
each number. 28 = 2 × 2
Awareness × 7 = 2² × 7; 40 = 2 × 2 ×
2 × 5 = 2³ × 5. Therefore
Appreciation H.C.F. = 2² = 4 (the
common prime factor is 2
and the lesser power of 2
is 2²)
Teacher can ask students
the following questions to
check their
understanding:
In solution 1 of example
1, why was 2 not chosen
as the H.C.F.?
In solution 2 of example
1, why were 5 and 7 not
used as factors in the
H.C.F.?
Instructional Aids, Resources and References: Mathematics: A complete Course Book 1, Classroom settings, Handouts, Test papers.

Assessments: Assignments, Quiz & Test

H.O.D.: Mr. Derrick Borland

HOD Signature: ____________________________ Date: ______________

Evaluation:____________________________________________________________________________________________________________
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