Place Value of 3-Digit Numbers

I.

Learning Objectives
Cognitive:
Give the place value of each digit in 3-digit numbers
Psychomotor: Regroup 3-digit numbers
Affective:
Show interest in using manipulative materials

II.

Learning Content:
Skills:
Give the place value of each digit in a 3-digit number
Reference: BEC PELC I.A 2.1
Materials: Place value chart, improvised abacus, activity card,
counters, drill cards, number cards with 3-digit
numbers, drill or show cards for each pupil
Value:
Enjoyment in doing things

III.

Learning Experiences
A. Preparatory Activities
1. Drill
Show Me
Writing and reading 2-digit numbers
Give the tens and ones. Pupils write and read the number
dictated by the teacher.
Example: 3 tens and four ones
34
2. Review
Write the tens and ones.
a.
b.
c.
d.
e.

56
88
42
19
37

=
=
=
=
=

_____
_____
_____
_____
_____

tens
tens
tens
tens
tens

_____
_____
_____
_____
_____

ones
ones
ones
ones
ones

Write the correct number.

a.
b.
c.
d.
e.

2 hundreds,
9 hundreds,
7 hundreds,
4 hundreds,
10 hundreds,

4 tens,
7 tens,
4 tens,
0 tens,
0 tens,

5 ones =
0 ones =
5 ones =
2 ones =
0 ones =

3. Motivation

Do you know how some Chinese people count money?

They dont use calculators. They use an abacus.
(Display an improvised abacus.) Today, we are going to use
the abacus in our lesson.
B. Developmental Activities
1. Presentation
a.

Introduce the value of ones, tens and hundreds in the

improvised abacus.

Say, Class H stands for hundreds, T for tens and O for

ones.
b. Teacher places one little wooden ball on the hundreds, 2
wooden balls on the tens and five wooden balls on the
ones.
Ask: Let us tell the place value of each wooden ball.
(1 2 5 = one hundred twenty-five)
- What is the place value of 1?
- What is the place value of 2?
- What is the place value of 5?
- What is the number?
c. Call on several pupils to show the place value of other 3digit numbers and identify them.
2. Group Activity
Show the place value chart. Divide the class into 5 groups.
Distribute sets of number cards (0-9). Tell them to place the
digit in its correct place value. (Dictate the number).
Example: 540
Hundreds
5

Tens
4

Ones
0

Ask: What is the value of 5?

What is the value of 4?
What is the value of 0?
What if you put 5 in the tens place, will the given
number have the same value? Why or why not?
The group who gives the most number of answers wins the
game.
*Valuing:
- Did you like using our materials? Why?
- How did you feel when you are using those things?
(I felt happy. I enjoyed using them.)

3. Generalization
How many digits have the numbers we studied today? 3
digits
What are the different place values in a 3-digit number?
hundreds, tens and ones
What did we use to identify or give the place value of each
digit easily? By using the place value chart
C. Application
1. Write the numbers correctly in a place value chart
a.
Have the class copy the place value chart on their
paper.
Hundreds

b.

Ones

Write the numbers on the blackboard and let the

pupils write the digits of the numbers in the place value
chart.
a. 250
b. 117
c. 431
Example:
250 -

c.

Tens

d. 570
e. 888
f. 901
Hundreds
2
5

Tens
0

Ones

Call on pupils to read their answers.

2. Mystery Number
a.
This mystery number has 3 digits. The digit in the
hundreds place is 5. The digit in the ones place is 2 less
than the digit in the hundreds place. The remaining digit is
two more than the digit in the hundreds place. What is the
mystery number?

b.

IV.

This mystery number is one half of a thousand. How

many zeros are in this number? What are the place values
of these numbers?

Evaluation
1. Fill in the blanks.
a. In 958, _____ is in the ones place;
_____ is in the tens place;
_____ is in the hundreds place.
b. In 427, _____ is in the ones place;
_____ is in the tens place;
_____ is in the hundreds place.
c. In 654, _____ is in the ones place;
_____ is in the tens place;
_____ is in the hundreds place.
d. In 802, _____ is in the ones place;
_____ is in the tens place;
_____ is in the hundreds place.
e. In 789, _____ is in the ones place;
_____ is in the tens place;
_____ is in the hundreds place.
2. Choose the letter of the correct answer.
a. What is the place value of 3 in 436?
a. hundreds
b. tens

c. ones

b. What is the place value of 8 in 877?

a. hundreds
b. tens

c. ones

c. In 986 what number is in the hundreds place?

a. 8
b. 6
c. 9
d. In 672 what number is in the tens place?
a. 6
b. 7
c. 2

e. In 206 what number is in the ones place?

a. 2
b. 0
c. 6
V.

Assignment
Give the place value of the underlined digit.
a. 1 9 6
b. 6 7 2
c. 8 2 9
Give the value of the underlined digit.
d. 1 2 3
e. 4 7 0

Identifying Common Objects According to Color

I.

Learning Objectives
Cognitive: 1. Name the colors of common objects
2. Identify colors of common objects

Psychomotor: Draw objects and color them

Affective: Gain satisfaction in coloring objects
II.

Learning Content
Skill:
Identifying common objects according to color
Reference: BEC - PELC IA1.1.1 (1)
Materials: real objects, mystery bag with cutouts inside, picture
of a beautiful garden, things inside their bags
Value:
Satisfaction in ones accomplishment

III.

Learning Experiences
A.
A

Preparatory Activities
1. Drill
Have children show and name the things found inside
their bags. Then, let them name things inside the
classroom. Let pupils describe the objects by naming their
colors.
Present a song about colors to the tune of Where is
Father. Red, Blue, White, Yellow, Pink, Green and Orange,
Black, Brown and Violet (2x)
2. Motivation
Show a picture of a garden with colorful plants.
What do you see in the picture?
Do you like them? Why?
Who made the flowers? plants? etc.
What else did God make?
Do all things made by God have colors?

B.

Developmental Activities

1.

Presentation
a.

Teacher
names
the
colors of the flowers, leaves, and other things found in the
garden.
b.
Present a basket with
different fruits inside. Have the pupils identify each by
naming its color.
(As the teacher shows the fruits, she shows the corresponding color
cards.)
c.
Present a mystery box
with cutouts inside. Call the pupils and let them pick one
cutout from the mystery box. Then, let them group the
cutouts according to their color.
2.

Fixing Skills/Practices

Present cutouts of objects without colors. Then have the

pupil get the corresponding colored cutouts to match with
each object.
3.
Generalization
What can you say about the objects?
Objects have different colors.

C. Application
Ask pupils to look for red objects in the room. Have them name
the objects.
Ex.
Red ball
(Do the same procedure with yellow, blue, green, orange,
black, brown and white objects.)

IV.

Evaluation
A.

Give the colors of these objects. (Color the drawings before

presenting this activity.)

1.

B.

C.

2.

3.

4.

5.

Which object is
1. yellow?

a.

b.

c.

2. red?

a.

b.

c.

3. orange?

a.

b.

c.

4. green?

a.

b.

c.

5. blue?

a.

b.

c.

Write the letter of the correct answer.

1. It is red.
a.

2. It is yellow.

b.

c.

d.

a.

b.

c.

d.

b.

c.

d.

3. It is green.

a.

4. The mango is ____.

a. blue

b. red

c. white

d. yellow

5. The sampaguita is ____.

a. orange

b. green

c. brown

d. white

Valuing:
Ask the pupils how they feel while they are coloring objects or
drawings.
V.

Assignment
A. Color the following pictures.

1.

White

2.

Red

3.

Green

B. Draw 5 objects and color them.

4.

Blue

5.

Black

I. Identify and describe the major parts of the nervous system.

Sleep at least 8 hours a day.
II. A.Topic I. People
Sub.-topic: Nervous System
PELC 4.1, page 3
References: Into the Future VI, pp. 30 - 36
Science for Better Health and Environment, pp.38 40
B. Science Ideas
The major parts of Nervous System are brain, spinal cord
and nerves.
C. Processes: Identifying, Describing
D. Materials: diagram, pictures of the nervous system
III. A. 1.Science report by the pupils
2. Drill on Science concepts and ideas learned about the
circulatory system.
3. Review
What compose the circulatory system? What is its function?

B.1. Preparation/Motivation
When we work or doing an activity what do we use? What do
we use for
Thinking, reading etc...
2.Presentation of the activity
Study the Nervous system and let us identify the main parts
of the Nervous
System.
3. Discussion
What are the three main parts of the Nervous System?
What makes up the Nervous System?
What can you say about the brain, the spinal cord and the
nerves?
4. Concept Formation

IV. Formative Test

1.
2.
Identify the three main parts of the nervous system.
3.
4. The control system of our body is the_______.
5. The seat or the control station of the nervous system is our
_______.
V. Assignment
What are the different parts of the brain?

LESSON PLAN IN SCIENCE 6

2012
LESSON 1.1
DAYS

JUNE 5 - 6,
2

I.

Objectives
-

II.

Explain how the circulatory system works.

Identify the main parts (e.g. heart, blood, blood vessels) of
the circulatory system.
Describe the function of each part.

Subject Matter

The Circulatory System

References:

Science Watch 6 by Ana Maria G. Felizardo, Et

al., pp 1 4
PELC 1.1-2 p6
Materials:
System Diagram, illustration of the circulatory
system and Circulatory system video.
Value Focus: Cleanliness
III.

Procedure (Learning Activities)

A. Motivation
1.
-

Puzzle game
Class will be divided into 2 groups
Each will form the circulatory system puzzle
Let each group share their puzzle

2. Film Viewing
- Pupils will take note the important facts presented in the
video about the circulatory system
B. Presentation
a. (Group Discussion
- Pupils will take note on how the circulatory system works.

Pupils will explain

circulatory system

with

their

illustration

on

the

C. Discussion (Grammar Points)

-

Present and explain the Circulatory system diagram

Show each part of the system (heart, blood and blood
vessel)
Explain the various functions of the circulatory system

D. Generalization
a. Circulatory system or blood system is made up of heart,
blood

and

blood

vessels.

It

is

composed

of

the

cardiovascular system and the lymphatic system.

b. The main components of the circulatory system are called
cardiovascular system, where the prefix cardio means
heart and vascular means vessels.
c. Closed cardiovascular system is commonly seen among
vertebrates like humans. This means that the blood never
leaves the network of the blodd vessels (arteries, veins
and capillaries)
d. Open cardiovascular system is where the hemolymph
bathes the organs of some invertebrates.
e. The circulatory system has two types of circulation; the
pulmonary circulation where the deoxygenated blood that
comes from the heart will be transported to the lungs and
the systemic circulation is when the oxygenated blood
from the lungs will be distributed to the different parts of
the body.
E. Application
a. Answer

the

following

question.

(refer

to

Learning

Exercises Item A. p4-5)

b. Answer the word puzzle. Use the given clues. (refer to
Learning Exercises Item B. p 5)

IV.

Evaluation
I. Match column A to column B which correspond to the given terms.
A.
1. Cardio
2. Vascular
system
3. Lymp
4. Hemolymph
5. CCVS
6. OCVS
blood to the body
7. PC
8. SC
blood vessels
9. Lymphatic system
10. Thymus gland

B.
primary lymph system
the fluid found in an open cardiovascular
fluid the contains white blood cells
heart
carries deoxygenated blood
circulation that transport oxygenated
it distributes lymph
blood never leaves the network of the
vessels
lymphatic system
Bone marrow

II. Enumerate the functions of the circulatory system. (1-5)

V.

Assignment
Draw the circulatory system showing the three main parts.

LESSON PLAN IN ENGLISH 5

2012
(READING)
LESSON 1
IV.

V.

JUNE__,

4 DAYS

Objectives
-

Construct by plotting significant events in the story.

Identify root words and affixes.

Form new words using prefixes and suffixes.
Use appropriate affixes to certain root words.
Decode the meaning of certain words using affixes.

Subject Matter
Root Words and Affixes
References:
P. Ibarra, Et

English Encounters: Reading 5 by Ma. Christina

al., pp 2 9
Materials:
Graphic Organizers, illustrations of the topic,
pocket chart, concept map and textbook
Value Focus: Perseverance
VI.

Procedure (Learning Activities)

B. Spelling
1.
2.
3.
4.
5.
6.
7.
8.
9.

rendezvous
toiletry
poultry
bankrupt
embarrassment
courageous
pious
extraordinary
comfortable

\rn-di-\v\
\toi-l-tr\
\pl-tr\
\bak-rpt\
\im-ber--smnt\
\k-r-js\
\p-s\
\ik-stror-d-ner-\
\km(p)(f)-t(r)-bl,\

10.

\-ks-tm\

accustom

C. Pre-reading
1. Pronunciation Drill
a.
b.
c.
d.
e.

bankrupt
honored
poultry
breathe
accustomed

2. Unlocking of difficulties
Define the following words. (see textbook at p 4.)

3. Motivation
Story Reading:
2

Losaida and Her Music of Life

English Encounters: Language 5 p.

Values Integration:
D. Presentation

Perseverance

Day 1
a. (Group Reading) Losaida and Her Music Life (refer
textbook pp2-4)
- assign group to read certain paragraph in the story.
- the group will present their topics through choral reading
b. (Group Dynamics) Use the graphic organizer.

LOSAIDA

Describe how Losaida survived the challenges of her life.

Write a one sentence description in each box below

c. (Group Work) Use a line graph to construct by plotting the

events in Losaidas life. (refer textbook pp 5, item B)
- Construct your plotting in a manila paper
- Present work in the class
Day 2
a. Present concept map.

Affixes

Prefixes

Suffixes

b. Present the chart of affixes.

Meaning

before
again

Root word

Test
Play

Newly

formed
wor
d
Pretest
Replay

not
not
to exceed
Meaning

Popular
Patient
Power
Root word

action/process
result of
one who does
capable of being
become

Disturb
Embarrass
Violin
Love
Custom

Unpopular
Impatient
Overpower
Newly

formed
wor
d
Disturbance
Embarrassment
Violinist
Lovable
Customize

Day 3
a. Present concept map.

Affixes

Prefixes

Suffixes

noun - forming

adjective forming

b. Present the chart.

Root word

Noun formed

simple(adj.)
clear (adj.)
love (n)/(v)

Simplicity
Clearance

Adjective

Lovable
Pious

form
ed

Day 4
a. Use the selection, Losaida and Her Music of Life, look
for words that will best complete each sentence. (refer
textbook p7, item A)

E. Discussion (Grammar Points)

Day 2
a. Affixes
A word element usually added at the beginning or at
the end of a word to form a new word
b. Prefix
- group of letters with one or more syllables placed at
the beginning of a root word to form a new word with a
new meaning
c. Suffix
- group of words with one or more syllables placed at
the end of a root word to form a new word with a new
meaning
Day 3
a. noun- forming suffixes
- a suffix when added transform a root word into a noun
b. adjective- forming suffixes
- a suffix when added transform a root word into an
adjective
Day 4

a. A certain word will have its new meaning by adding right

affixes.
F. Drill
a. (Group Dynamics)
- Form the class into 2 groups. Ask them to form a line
facing against each other. One by one will give a root
word to the other group and the receiving group will
use an affix (suffix or prefix) to form a new word. Each
member who could not form a new word will be out
from his line, the group that has more member left will
be the winner.
G. Generalization
a. An affix are group of letters that is added in the
beginning (prefix) or in the end (suffix) of a certain root
word that will create a new word and meaning.
b. Romans 5:3-4 (Value focus on Perseverance)
Not only so, but we also rejoice in our sufferings,
because we know that suffering produces perseverance;
perseverance, character; and character, hope.
H. Application
a. Answer the following question based on the selection
read: (refer textbook p9, item A)
b. Pick out five root words in the selection. Add an
appropriate prefix to each word and give the meaning of
the newly formed word.
c. Pick out five root words in the selection and put an
appropriate suffix to each one to create a new word. Write
also the meaning of the newly formed words.
VII.

Evaluation
(Each item is intended for lesson of the day)
I. Read the sentences carefully and decide the best order in which
they could be arrange in a complete and well organized plot of a
story. Write numbers 1 -5 to construct the plot of the story in the
space provided before the number.
B.

________
car.
________
________
________
________

He picked me up in the dormitory and we went into the

Dad drove over one day during my first year in college.
As we had dinner, I told him of my plans.
He was so delighted that he shook my hands vigorously.
We just drove slowly through the hill till dinner time

C.
________ And that is what I ended up doing listening to music.
________ Vacation is almost over; I had to decide what I wanted to
do.

________ But I had spent almost of my money, so I should spend

the remaining
wisely.
________ For school will be starting in a week, I would soon be busy
studying my
lessons.
________ I might just go to the movie or just listen to music.

II. Complete the table. Fill out necessary blank according to the given
clues.
Root word Prefix

Suffix

Newly Formed Word

Meaning
Beyond

Disconnect
Mistreat
III. Read the story about Mr. Friendly and his snowflake cookie
below. Write down all the
words that have a suffix added to them.

"Mr. Friendly and the Snowflake Cookies"

One winter morning the snow was falling lightly outside the
window of the bakery. Mr. Friendly, the baker, was a very cheerful

man. The sight of the first snowflake made him feel wonderful inside.
He decided to make some cookies for his best friend in town.
First he got out a mixer, a bowl, and all the ingredients he would
need for the secret snowflake recipe. Slowly he measured each item
and poured them into the bowl. After everything was mixed together
he made each cookie into the shape of a beautiful snowflake. He put
them on a pan one by one and put them in the oven to bake. Mr.
Friendly set the timer for exactly 20 minutes. As he was waiting for
the cookies to finish he went to find his blue marker and a small box.
On the outside of the box he wrote
To: Mr. Gladly Wrom:
WLSZLKBRNVWWCUFPEGAUTFJMVRESKPNKMBIPBARHD
MNNS
IV. Decode and select the meaning in the box of the newly formed
words when it is
added with a prefix.
not clear
not happy
turn left

to build again
come back
sad

1. rebuild - ________________
2. return - _________________
3. unhappy - _______________
4. untie - __________________
5. replay - _________________
6. unclear - ________________

VIII. Assignment/ Agreement

opposite of tie
to play again
repeat

Day 1 - Study about affixes (prefix , suffix).

Day 2 Give 5 examples of new formed words using a prefix and a
suffix.
Day 3 Answer downlink on your textbook at page 8, items A and B
Day 4 Study Lesson 1 and prepare for the weekly test.

LESSON PLAN IN MATHEMATICS 6

5, 201
LESSON 1.1
DAY
IX.

Objectives

JUNE
1

X.

Determine the position of a digit in a number.

Express large numbers into exponential notation
Compute the value of the number according to its place
value position.
Read and write large numbers up to Trillion including
decimal numbers.

Subject Matter
Place Value of Whole Number and Decimals
References:

Math for Life 6 by Amelia Celeridad, Et

al., pp 1 5
Materials:
Place Value Chart, flash cards & e-learning
materials
http://www.aaastudy.com/grade6.htm#topic3
Value Focus: Cleanliness
XI.

Procedure (Learning Activities)

F. Motivation
3. Whats My Number
Think of what number you want your teacher have to
guess. After choosing the secret number, the teacher will
then ask, Is your number in the first card? Second card?
Third card? Fourth card?
(All YES answers will be the teachers clue to guess the
pupils secret number. Add the first number in each card
and you will get the
right guess.)

1
9

3
11

4
12
15

5
13

13

7
15

2
11

6
14

7
10
15

7 8 9
10 11
14 12
13
14 15

ons

Example: The secret number is 12.

The yellow cards indicate the YES answers. The first
numbers in each card are 4 and 8, which means 4 + 8 =
12..
In time, pupils will have their turn to guess their
classmates secret number... :)
G. Presentation
-

Billions

Let the pupils answer the e learning interactive activities

http://www.aaastudy.com/grade6.htm#topic3

- Present the Place Value Chart including decimal places

Millions
Thousands
Units
Hundredth
01
7
H. Discussion
-

Digit
3
4
7
6
8
0
1
2
0
1

Look at the number 34, 768, 908.012 in the place value

chart. Each digit in the number has a value that depends
on its place value position.
Place Value Position
Ten Millions Place
Millions Place
Hundred Thousands
Place
Ten Thousands Place
Thousands Place
Hundreds Place
Tens Place
Ones Place
Tenths place
Hundredths place

Value
30, 000, 000 (3 x 10, 000, 000)
4, 000, 000 (4 x 1, 000, 000)
700, 000 (7 x 100, 000)
60, 000 (6 x 10, 000)
8, 000 (8 x 1, 000)
0 (0 x 100)
10 (1 x 10)
2(2 x 1)
0 (0 X .1)
1 (1 x .01

Thousandth
001
9

Thousandths place

2 (2 x 001)

I. Generalization
a. The position of the digit in the number determines its
value
b. An exponent tells how many times the base is taken as a
factor.
c. The greatest place value of a decimal is tenths place.
J. Application
a. Answer Practice A & B (refer to textbook Item A - B. p5)
IV.

Evaluation
I. Give the value of the specified digit in the numeral 600, 040, 009,
207.38051
1.
2.
3.
4.
5.
6.
7.
8.
9.

V.

8
6
7
4
2
9
1
3
5

___________
___________
___________
___________
___________
___________
___________
___________
___________

Assignment

I. Solve the number.

1. It is a 7 digit number the first digit is 8 and each digit that
follows is 1 less than the preceding digit. Ans. 8, 765, 432
2. It has digits 7, 8, 3, 5, 9, 6 arrange in ascending order, with a
zero before and after the thousands place. Ans. 9, 870, 653

LESSON PLAN IN SCIENCE 6

2012
LESSON 1.2
DAY
XII.

JUNE

___,
1

Objectives
-

Trace the path of blood as it flows from the heart to the

different parts of the body and using a model
Explain the importance of the heart.

XIII. Subject Matter

References:

The Heart

Science Watch 6 by Ana Maria G. Felizardo, Et

al., pp 6 9

PELC 1.3 p6
Materials:
System Diagram, illustration of the heart
heart video.
Value Focus: Cleanliness

and

XIV. Procedure (Learning Activities)

K. Motivation
4. Film Viewing
- Pupils will take note the important facts presented in the
video about the heart
L. Presentation
d. Experiment: Activity 1
- Answer Finding Your Pulse Rate
(refer activity 1 p. 6)

M. Discussion
-

Present and explain the heart diagram

Explain why heart is important in our lives.

N. Generalization
a. Heart
- The main organ of the circulatory system
- Acts like a pump
- Made up of cardiac tissues
- Big as a human fist and located behind the sternum of
breastbone and between the lungs.
- It is protected by the rib cage together with the lungs
b. Parts of the heart

Septum separates the right side and the left side. Each

side is divided into the upper and lower chambers.

Upper chambers are called auricles or atria. The lower

chambers are called ventricles

Valves are located between the chambers, the tricuspid

valve and bicuspid valve or mitral valves

c. Why does the heartbeat rate changes?
d. Why is our heart important in our lives?
O. Application

IV.

e. Experiment: Activity 2
- Answer Heartbeat
(refer activity 1 p. 6)
Evaluation
I. Fill in the blanks with the correct word. Choose your answer from
the Word Bank below.

1. The ______________ is the main organ of the circulatory system.

2. The heart acts like a ________________. It is made up of ______________
tissues.
3. The heart is the size of a __________________.
4. The _________________ is a wall that separates the right side from the
left side of the heart.
5. The __________________ or atria are the two upper chambers.
6. The __________________ are the two lower chambers.
7. _______________________ are located between the auricles and the
ventricles that allow the blood to flow in only one direction.
8. Between the right auricle and the right ventricles is the
__________________. Is the
9. The valve between the left auricle and the left ventricle is the bicuspid
or _____________.
10. The heart beats around ____________________ per minute.
pulse
heart

wrist
cardiac
tricuspid valve
vagus nerve human fist
times

pump

130ml
auricles

septum

valves
lubb
ventricles

72

V.

Agreement
Study The Blood Vessels on your textbooks pp. 10-11

LESSON PLAN IN SCIENCE 6

2012
LESSON 1.1
DAYS
XV.

JUNE 5 - 6,
2

Objectives
-

Explain how the circulatory system works.

Identify the main parts (e.g. heart, blood, blood vessels) of
the circulatory system.
Describe the function of each part.

XVI. Subject Matter

The Circulatory System
References:

Science Watch 6 by Ana Maria G. Felizardo, Et

al., pp 1 4
PELC 1.1-2 p6
Materials:
System Diagram, illustration of the circulatory
system and Circulatory system video.
Value Focus: Cleanliness
XVII. Procedure (Learning Activities)

P. Motivation

5.
-

Puzzle game
Class will be divided into 2 groups
Each will form the circulatory system puzzle
Let each group share their puzzle

6. Film Viewing
- Pupils will take note the important facts presented in the
video about the circulatory system
Q. Presentation
f. (Group Discussion
- Pupils will take note on how the circulatory system works.
- Pupils will explain with their illustration on the
circulatory system

R. Discussion (Grammar Points)

-

Present and explain the Circulatory system diagram

Show each part of the system (heart, blood and blood
vessel)
Explain the various functions of the circulatory system

S. Generalization
a. Circulatory system or blood system is made up of heart,
blood

and

blood

vessels.

It

is

composed

of

the

cardiovascular system and the lymphatic system.

b. The main components of the circulatory system are called
cardiovascular system, where the prefix cardio means
heart and vascular means vessels.
c. Closed cardiovascular system is commonly seen among
vertebrates like humans. This means that the blood never
leaves the network of the blodd vessels (arteries, veins
and capillaries)
d. Open cardiovascular system is where the hemolymph
bathes the organs of some invertebrates.

e. The circulatory system has two types of circulation; the

pulmonary circulation where the deoxygenated blood that
comes from the heart will be transported to the lungs and
the systemic circulation is when the oxygenated blood
from the lungs will be distributed to the different parts of
the body.
T. Application
a. Answer

the

following

question.

(refer

to

Learning

Exercises Item A. p4-5)

b. Answer the word puzzle. Use the given clues. (refer to
Learning Exercises Item B. p 5)
IV.

Evaluation
I. Match column A to column B which correspond to the given terms.
D.

B.

11. Cardio
primary lymph system
12. Vascular
the fluid found in an open
cardiovascular system
13. Lymp
fluid the contains white blood cells
14. Hemolymph
heart
15. CCVS
carries deoxygenated blood
16. OCVS
circulation that transport oxygenated
blood to the body
17. PC
it distributes lymph
18. SC
blood never leaves the network of
the blood vessels
19. Lymphatic system
vessels
20. Thymus gland
lymphatic system
Bone marrow
II. Enumerate the functions of the circulatory system. (1-5)

V.
Assignment
Draw the circulatory system showing the three main parts.