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7
ENGLISH

MODULE 2
(Bridging Program)

 Infer meaning of borrowed words and content specific

terms using context clues

English – Grade 7
Alternative Delivery Mode
Module 2 :
Trial Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Maricon G. Belando, Edna I, Acob, Jebelyn L. Pantenople
Editors:
Reviewers:
Illustrator: Name
Layout Artist: Name
Management Team: Name of Regional Director
Name of CLMD Chief
Name of Regional EPS In Charge of LRMS
Name of Regional ADM Coordinator
Name of CID Chief
Name of Division EPS In Charge of LRMS
Name of Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – Schools Division of Palawan

Office Address: ____________________________________________

____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________
 Lesson 1
Infer meaning of borrowed words and content specific terms
using context clues
(ICT terms)

How are you doing?

How many times have you experienced meeting unfamiliar words while
reading? Words that will make you wish you have a dictionary and references with you
all the time. If these happened to you, then study this lesson carefully. It will help you
become a more intelligent reader.
This module shall help you learn on how to infer meaning of borrowed words
using context clues
Inferential thinking using context clues is one of the quickest and most effective
ways of decoding the meaning of unfamiliar words. So, if you see a word you don’t
know, don’t freak out and just look for the clues.

Activity No. 1

Read the selection below, take note of the relevant information while reading and be ready
to answer the comprehension questions about the text afterwards.

What Compters Can, Cannot and Should Not Do

Computers exist to benefit and assist people, not to replace them. Computers
cannot, for example, make emotional judgments, disobey instructions entered by
humans, read people's minds, or replace interpersonal relationships. On the contrary,
people must be extremely explicit in instructing a computer to perform even the
simplest commands. What computers can do, however, is extremely helpful. They can

 Store data in vast amounts

 Process data quickly and accurately
 Simulate possible outcomes based on a given set of conditions
 Recommend or take action based on output

Computers cannot be effective unless the people using them are able to identify
the results they need and how to achieve those results. Ultimately, computers are
dependent upon people.
 Accordingly, people should not relinquish their decision-making
responsibilities to computers. Humans need to be on hand to interpret conditions
reported by computers, particularly if medical treatment, national defense, air traffic
control, or even loan processing is involved. Nonprogrammable, human factors must
complement computer read-outs for a complete and fair analysis.
At times computers may appear to make decisions. For example, in monitoring
a refinery (a site where substances such as oil are processed), a computer might trigger
a fire-extinguishing system. Another computer, used for monitoring vital signs, might
regulate the flow of oxygen to a patient. In both cases, however, although the computer
initiates action, it does not make a decision. Rather, the decisions of these process
control systems were made by the human beings who programmed the machines to
respond to a particular set of conditions. Therefore, people must take complete
responsibility for a computer's actions. They must anticipate all potential problems and
direct computers to avoid them.
While computers may be able to enhance a person's capabilities, they can never
adequately replace interpersonal relationships. Even the most sophisticated computing
machinery cannot supplant parent-to-child and teacher-to-student relationships.
Similarly, the rapport between physician and patient is essential for successful
treatment.
People, then, are an integral part of any computer system that accepts input,
processes it, and delivers output. People control computer systems through program
design, by monitoring operations, and by making final decisions based upon computer
output. They should not give up decision-making responsibilities because the human
qualities of analysis, reasoning, and compassion are required to interpret computer
delivered results.

Comprehension Questions

Read the following questions. Choose the letter of the best answer.

1. Which of the following are computers not able to do?

a. replace interpersonal relationships
b. simulate possible outcomes based on a given set of conditions
c. store vast amounts of data
d. process data accurately and quickly

2. With regard to decision making, computers

a. are able to make fast, accurate decisions.
b. make decisions and store data related to the decision.
c. only appear to make decisions.
d. make more logical decisions than people do.

3. People control computer systems in which of the following ways?

a. by designing the program
b. by monitoring operations
c. by making final decisions based on the output
d. all of the above
4. Computers can
a. make emotional judgments.
b. assist people.
c. disobey instructions entered by humans.
d. read people's minds.

5. Complete responsibility for a computer's actions ultimately rests with

a. people.
b. control systems.
c. sophisticated computing machinery.
d. data stored in the computer's system.

Context Clues are words that say, “Stop don’t touch that dictionary! The
definition of the word you don’t know is right here in the text!”
Let’s move on, do the next activity. Like in a mystery, you have to use the clues
to find the answer.
Activity No. 2

This task gives you the opportunity to use context clues to deduce the meaning
of certain words from the selection. The first sentence for each item comes from the
selection that you have read earlier and contains a vocabulary word, which appears in
italics. The second sentence is not from the selection, but it uses the vocabulary word
in the same sense as in the first sentence, and it contains additional context clues.

Choose the correct answer and write it on the blank before each number.

___1. - "On the contrary, people must be extremely explicit in instructing a

computer to perform even the simplest commands."
- In order to prevent any accidents in the chemistry lab, the professor give
explicit instructions for every experiment.

a. long; lengthy c. boring; uninteresting

b. Patient d. absolutely clear in meaning

___2. - "Accordingly, people should not relinquish their decision-making

responsibilities to computers."
- When the parents were found to be guilty of neglect, they were forced
to relinquish their children to foster care.
a. abandon suddenly c. gives over control of
b. retrieve; take back d. Minimize
___3. - "Nonprogrammable, human factors must complement computer read-
outs for a complete and fair analysis."
- After my brother selected a suit, the clothing salesman suggested a pale
blue shirt and a striped tie to complement the outfit.
a. makes complete c. brightens up
b. Maintain d. construct; design
___4. - "Another computer, used for monitoring vital signs, must regulate the
flow of oxygen to the patient."
- Since the spleen is not a vital organ, a damaged one can be surgically
removed without endangering the patient's life.
a. pertaining to the body c. pertaining to medicine
b. pertaining to life or being alive d. pertaining to health
___5. - "In both cases, however, although the computer initiates action, it does not
make a decision."
- When the government initiates its new health care program, more children
will be able to receive medical treatment.
a. Finishes c. Records
b. Limits d. Starts

No doubt you have made inferences or conclusions before. In life, we make

many inferences every day. Most of the time we do it unconsciously. Now it’s time to
move on to the next activity.
Activity 3

Direction: The highlighted words are information and communication technology

terms. Infer their meaning using context clues.

1. As you browse websites, you are able to scan them and read information from
them.
2. The central processing unit of computer interpret and carries output program
instructions.
3. You may store your files in an external or hard disk.
4. Malware is short for “malicious software” that causes damage to a computer,
server or computer network.
5. In most countries, QWERTY keyboards are used. QUERTY are the first six letters
on the upper row of the keyword.
 Have you experience getting frustrated because you met unfamiliar vocabulary
words as you read? But jumping up and grabbing a dictionary takes too much time.
We need to take what we know and gather clues in the text to decode the meaning of
vocabulary.
Remember that context clues are hints that the author gives to help define a
difficult or unusual word. The clue may appear within the same sentence as the word
to which it refers or it may follow in a preceding sentence. Most of your vocabulary is
gained through reading, it is important that you be able to recognize and take
advantage of context clues.
Let’s recall the types of context clues. There are at least four kinds of context
clues that are quite common.
1. Synonym
A synonym, or word with the same meaning is used in the sentence.
Example: My opponent’s argument is fallacious, misleading – plain wrong.
2. Antonym
A word or group of words that has the opposite meaning reveals the meaning of
an unknown term.
Example: Although some men are loquacious, others hardly talk at all.
3. Explanation
The unknown word is explained within the sentence or in a sentence
immediately preceding.
Example: The patient is so somnolent that she requires medication to help
her stay awake for more than a short time.
4. Example
Specific examples are used to define the term.
Example: Celestial bodies, such as the sun, moon and stars are governed by
predictable laws.

Activity 4 Read the poem about “My Computer”. Then answer the questions that follows.
 My Computer
by: Burmah M. Teague

My computer has a language

that is foreign to me
It speaks of RAM and Gigabytes
and what could ROM be!

I don’t understand the windows

My computer says are there
Nor the Gem Clip at the side of my page
With eyes that I blink and stare!

I don’t understand the cures

That maintenance wizards do
It’s called defragmenter, span disk,
And virus cleaning too!

Yet, computer and I work hand in eye

With a mouse to translate
The tasks that I want it to do
While it points out my mistakes.

1. What are the languages/terms used in the computer that the author doesn’t
understand?
2. Why the author can’t understand such term?
3. How about you, can you understand those terms?
4. Do we need to understand those terms? Why?
5. How is computer/technology helpful to us?

Today we will understand frequently used words in ICT.

Activity 5
Direction: Direction: Infer the meaning of the following words. Match Column A with
Column B. Write the correct letter of your answer in the space provided before each
number.
A B
___1. USB a. a global system of computers connected together to
share information between systems.
___2. Internet b. a wireless standard for exchanging data over short
distances.
___3. Bluetooth c. Universal Serial Bus, current standard for connection of
external devices.
___4. RAM d. slowdown of the computer system; damage or
encryption of files; Pollution of random-access and
non-volatile memory.
___5. Computer Virus e. Random-access memory, used to store data while the
computer is on.

Inference clue is a kind of context clue. In an inference clue, some kind of

information is given in the sentence to help you figure out the meaning of the unfamiliar
word.
To get the meaning of a word, it must be used in a context and there is a clue.
When we say context clue, it means get the meaning of the word as it is used with
other words. “Therefore, the words that precede and follow an unfamiliar word will help
you get its specific meaning.

Activity 6
Direction: Based on context clues, match the following underlined word/s to their
meaning inside the box below. Write the letter on the blank before each
number.

____1. I don’t have internet connection. Check on the modem and find out if it is
connected to our telephone.
____2. Do you allow file transfer in your PC? Are you not afraid of virus when
uploading and downloading files?
____3. I have been downloading this file for an hour. When I check on my
connection speed, I found out that it is too slow during day time and fast
during night time.
____4. Download files on the internet so you can have your own copy of your report.
____5. Always indicate the website url or the address where you downloaded your
article.
a. where the web pages are located on the Internet
b. device which connects your computer to your Internet Service Provider
c. determine how fast or slow you will be able to pass information between your home
and the Internet
d. get a file from the LMS onto your computer
e. uploading and downloading files
I. ASSIGNMENT
 ACTIVITY 7

Direction: The words in bold font are borrowed words. Use it in your own sentence.

1. a viral photo
2. printing rates
3. browse the web
4. computer bug
5. the cyberspace

Prepared by:

MARICON G. BELANDO
Teacher I – Bataraza II

REFERENCES:

Websites
www.lrmds.gov.ph
www.education.com/lesson-plan
https://m.k5learning.com
www.busyteacher.org/classroom

Books
Basic Education Assistance for Mindanao Module (DLP6 Module 10) –
Essential English (Work text in Language and Reading) p. 185
2C2IA Teachers’ Guide 6

Lesson 2
Affixes and Roots
 Your Learning Journey

As you continue with your journey, you will discover how a word change
its meaning by adding affixes in the word. In your previous lessons, word base is
introduced which will give you an idea about today’s lesson which will help you
the transformation of a word that leads to various meanings which is very
amazing.
If you are having difficulty in analyzing a word for its roots and affixes,
this lesson will help you to easily understand affixes and roots by defining
prefixes, roots, and suffixes using different examples and activities.
Once you familiarize and understand the roots and affixes, you can use
your knowledge with multiple situations and increase your vocabularies. On this
journey, you will acquire skills that will assist you to do your final task. Enjoy
the continuation of your learning journey.

Your Learning Objectives

As you go through this lesson you are expected to:

1. Place root words in the root of the tree.
2. Recognize the root words, affixes and suffixes.
3. Compose a story that contains prefixes and suffixes.
4. Underline prefixes and suffixes in the story created.
5. Create a father’s day card applying the words that contains prefixes and
suffixes.
6. Identify the root word, prefixes and suffixes used in the card.

Your Initial Task

Activity 1: Word Roots!

 Instructions: In the box below are different words. Draw a box in the root
of a tree and then place each words in the box.

Storm Appear polite Take

Wrap Kind love like

Like the roots of a tree, root

words provide the foundation of
many English words.

Note: The words that you place in each roots are the root words. The look
and meaning of the root changes a prefix or suffix to it.

This is Good to Know!

A root word is a word that can be made into new word. We make these
new words by adding letters to the front of a root word. We called these letters
a prefix. We can make new words by adding letter to the end of a root word.
We call these letter a suffix.
 Example of Root Word: FAIR
add un to the front: unfair
add est to end: fairest

Activity 2: Find the Root Word!

Instructions: For each word below, write the root word in the blank.
1. Bravest _______________________________
2. Singer _______________________________
3. Cleaners _______________________________
4. Lovely _______________________________
5. Replay _______________________________
6. Undo _______________________________
7. Hopping _______________________________
8. Skipper _______________________________
9. Watching _______________________________
10. Running _______________________________

This is Good to Know!

AFFIXES
Group of letters attach before and after the root word.
un+accept+able= unacceptable

Root
Prefixes Suffixes

Prefixes
Suffixes
Prefixes are added to the
beginning of root or base A suffix is a group of letters placed at
words. When you add a the end of a word to make a new word.
prefix to a base word, you It change the word’s meaning.
change the word’s meaning.
 Examples of Prefixes:
Prefix Meaning Example
un Not, opposite uncover
re Again, back review
in/im In, into, not Impatient, instead
Dis/diff Away, separate, Divide, disrespect
not
pre before prefix
mis wrong mistaken
under below underwater

Suffix Meaning Example

Example of Suffixes: -s, -es More than one;Verb maker friends
teaches
-ed In the past; quality, state walked
-ing Doing something; quality, eating
state
-ly how safely
-er,-or One who; action; compare Drummer
Dishonour
Bigger
-tion Noun:quality,action tension
-sion
-able Able to be reversible
-ible
-al Related to, like partial
Watch the video in -ial
the link below to further understanding about the topic.
https://www.youtube.com/watch?v=l-UttUp6wCc

Activity 3: Complete the Thought!

Instructions: Common prefixes un-, in-, dis-, im-, and ir-, and are often
used to mean “opposite of” or “not”.
 Use these prefixes to complete the thought of the second sentence by
supplying the correct word with the correct prefix. The italicized expressions are
the clues.
1. The princess couldn’t decide to marry. She’s still
__________________________.
2. The prince was not attentive to the princess. The prince was
_________________________.
3. The curse was quite not possible to solve. It seemed
_________________________.
4. The queen did not seem to agree with her daughter’s plan. She wanted to
__________________________ but could not stop her.
5. The prince was not able to satisfy the second witch. The second witch was
__________________________.

Activity 4: Star Trip!

Instructions: Read the story. Use the prefixes in the word box to write the
missing prefixes.

un tele dis re mis

As usual, the Little Prince of Mars sat in front of his big-screen 1. ___vision.
“This life is very 2. ___interesting,” he thought. Just then, he heard a knock at the
door, a messenger handed him a 3. ___gram. “There must be some 4. ___takes,”
said the Little Prince. But when he opened the envelope, he was surprised. The 5.
___happy frown on his face 6. ___appeared. He was going on a trip to the stars!
The Little Prince was 7. ___certain what to pack. He dashed for his 8. ___scope
and magic crystal kit. He packed and 9. ___packed his star travel bag until
everything fit. Someday he would 10. ___turn to his own planet, but until then,
he was ready for an adventure in the stars.

Activity 5: Add Me!

Instructions: Add suffixes to the following words.
1. Catch _____________________________
 2. Sing _____________________________
3. Read _____________________________
4. Buy _____________________________
5. Think _____________________________
6. Call _____________________________
7. Sell _____________________________
8. Teach _____________________________
9. Speak _____________________________
10. Dance _____________________________

Your Discovery Task

Activity 6: Pictory!
Instructions: Create a short story from the picture below. In your story,
identify the words that contain prefixes and suffixes by underlining it.

Write your story here…

Your Final Task

Activity 7: Writing a Card!

 Instructions: Month of June is when we celebrate Father’s day. As part of
your celebration, express your love to your father by creating a simple card for
him. In your card, write five or mo words that will show your appreciation, love
and thanksgiving to your father for raising you to be a person you are today. As
you write, remember that your words should contain prefixes and suffixes.
After writing, encircle the root word and underline the prefixes and
suffixes. You may also include your picture with your dad.
Words used:
1. Lucky - Luck+y
2. Amazing - amaze+ ing

Goal Your goal is to create a father’s day card containing words that
has prefixes and suffixes.

Identify the root word by encircling it and prefixes and suffixes

by underlining it.
Role You are a son appreciating what your father have done in your
life to be that kind of person now.
Your Your reader is your father and your teacher.
reader
Situation Father’s day
Product A card
Standards Creativity, style, words to be used should contain prefixes and
suffixes

Rubrics for rating your Card

Criteria 10 8 6 4 2 Total
Creativity ( use of color, artistry,
originality)
Words ( contains 5 or more prefixes
and suffixes)
Knowledge ( identify root word,
prefixes and suffixes)
Total

Legend: Rating-Description
10 Output is creative; words contains 5 or more prefixes and suffixes, and
has the knowledge about root word, prefixes and suffixes.
8 Output is creative; words contains 3-4 prefixes and suffixes, and has a
minimal error in identifying root word, prefixes and suffixes.
6 Output is les creative; words contains 2-3 prefixes and suffixes, errors in
identifying root word, prefixes and suffixes are observable.
4 Output needs improvement
2 Output needs to be repeated

Week 2 Day3 2
Lesson
Inferring meaning of borrowed words and context specific
terms (Math) using context clues.
 Mathematical Concepts

Did you enjoy your previous activity sheets? I am sure you did.
Let’s learn more about words through jumbled letters.

1.Not able to think normally (u t p i s d ) ____________

2.Having or showing wisdom (e s t i w s) ____________
3.Giving a deceptive impression (c k t r i y)___________
4.Fast in moving or reacting (u q i c k l y) ____________
5.To claim with out right. (g a t e a r r o) ____________

LET’S DO THIS AGAIN

Let’s search the meaning!

You have learned a lot in our previous topic, try to test yourself by answering this activity.
Give the meaning of the following words using dictionaries or thesaurus.

1. Garrison-
2. Ample-
3. Clack-
4. Follicle-
5. Mendacious –

Answer the puzzle below and answer the questions that follow.
 Comprehension check:

1. What is represented by a ball?_______ ice cream cone?_______ can?_____

2. What do you call those words? ______________
3. In what subject did you encounter those words? _________
4. How did you guess the answer?__________________________________

You should know that mathematical concepts are not strictly used in Mathematics lessons
but also in day to day activities and conversation that’s why we should also study these terms
in other subjects.
In Mathematics, you learned about these words already. Today, we are going to explore
more. Be ready for the tasks ahead.

We can infer or give the meaning of mathematical concept through context clues or by
understanding the whole sentence. Context clues are hints in the writing that help you figure out
what a word means.
Examples:

1. My favorite part of Mathematics is Geometry, where I can learn different flat and solid figures
as well as different measurement found on earth.
2. Mang Juan has a wide pentagonal garden, in which its five-sided shape attracts his friends
attention.
3. I bought a tank that has a shape of a cylinder or a roller.
4. The probability that a pregnant woman will give birth to a baby girl is fifty percent.
5. Joel’s father gave him a fraction of his massive land, and the remaining parts will be distributed
among his three brothers.

Yes, the italized mathematical concepts in sentences numbers 1, 2, 3 and 5 have hints and they
were underlined. Mathematical concept in sentence number 4 has no hints but it is understood
the meaning of probability is chance based from the sentence. With hints or without hints, we
can infer the meaning of borrowed words ( Mathematical concepts) through context clues or
by understanding the sentences.

Task 1. Read and Jot Down!

Read the selection below, jot down all examples of mathematical concepts from it. Write
your answers inside clouds.

Jeniboy inherited one hectare of

land from his parents. The land is in
the shape of a rectangle. He wanted
to sell his land and seeked the help
from an agent.

The agent wanted to know how much

commission he would get if he could sell the
land. Jeniboy told him that he would give him
ten ________ of the original price.

Task 2. Let’s match them!

Match column A with column B by drawing the same image found in column B, on the blank
before each number in column A.

COLUMN A COLUMN B

_____1. Interest A polygon with ten sides

_____2. Decagon A statement with two equal ratios

_____3. Parallellogram Percentage of the amount borrowed

_____4. Cylinder A four-sided polygon with two pairs of parallel sides

_____5. proportion Figure with two congruent and parallel circular bases
It is important to understand mathematical concept because we may encounter them in
our daily conversation and activities. Borrowed words in mathematics can be
understood through context clues.

Smile if I’m right. Correct me if I’m wrong!

Directions: Read the following statements below. Draw on the blank if the statement is
correct. Write the correct mathematical statement on the blank if it is wrong.
____1. To get the product, we multiply the factors.
____ 2. Zero is not the lowest integer.
____ 3. Every pair of slippers must always be incongruent. _
____ 4. Mayon Volcano is in the shape of a sphere.
____ 5. A tent is a representation of a cylinder.

Let’s do it at home

Complete Me!

Complete the sentences with the correct mathematical concept.

1. The _____________is a set of whole numbers.

2. The _____________ is the amount deducted from the original price.
3. The standard shape of a garden is ___________.
4. The car agent demands big _________ from the car seller.
5. The big tank is in the shape of a _____________.

Lesson 4

Inferring meaning of borrowed words and context

specific terms (Math ) using affixes and roots.
 AFFIXES AND ROOTS

Di d you learn a lot from your previous lesson? I am sure you did.
List down all the mathematical concepts that you can see in the picture below.
Write your answers inside the box at the right of the picture.

Match the words in column A with their meaning in column B by connecting using line.
COLUMN A COLUMN B
1. Equilateral -polygon with 3 sides
2. Decagon -the result of multiplication
3. Triangle -the result of division
4. Product - having the same sides
5. Quotient -polygon with 10 side

Complete the words below with –ice, kilo-, in- and tri.

__crease __angles ___gram Thr___

Comprehension check:
1. Where did you add the syllables in the first 3 words?( Beginning, ending)
2. Where do you add syllable for the last word??(Beginning, ending)
3. What do you call the syllables that you added? _________
 4. What do you call the words being added with the syllables? _______

There mathematical concepts with different affixes have different meaning even they have
the same root word.

We can infer or give the meaning of mathematical concept through roots and affixes.
Root is the part of a word to which affixes are added either at the beginning or end.
Affixes that are added at the beginning of the roots are called prefixes. Affixes that
are added to the end of the roots are called suffixes.

Examples:

roots meaning affixes meaning new word meaning

angle 2 lines having common tri three triangle Polygon with 3 sides and angles
vertex
lateral faces quad four quadrilateral Polygon with 4 sides and angles
gon Angle ( Greek penta five pentagon
word Gonia)
meter measure kilo thousand kilometer Thousand meters
crease mark in inside increase To become greater in size
verse Line of poetry in inverse Directly opposite

Task 1. Fill me!

Identify the roots and the affixes ( prefixes or suffixes ) of the following words by writing them in
the proper column.

WORDS Affixes Roots

kilometer kilo meter
1. nonagon
2. quadrilateral
3. variable
4. triangle
5. polygon

Task 2. Complete me!

Complete each mathematical concept by adding the correct root to the affix given.
1. Kilo____ ( a thousand meters)
2. Dodeca____ ( polygon with 12 sides)
3. ____ables ( letter used to represent numbers)
4. Rect_____ ( four-sided plane figure with four right angles)
5. Multi____ ( add repeatedly )

It is important to identify the affixes and the roots of borrowed and unfamiliar words to be
able to infer the meaning and context those terms.

Predict me!

Directions: Identify the mathematical concept being described in each sentence.

1. My root word means “times” and my affix mean ” two”. _________
2. I am the result of a subtraction with a root word “differ”. ________
3. I am a mathematical word which means “three times”. _________
4. My affix is “in” and my meaning is “ to become bigger in size. __________
5. My root word is “crease” and my meaning is “to become smaller”. _______

Color Me!
Match the color of column A with column B by matching the word with its meaning.
Be ready with your crayons.

COLUMN A COLUMN B

rectangle Polygon with nine sides

centimeter Branch of Mathematics

nonagon Any letter that represents any number

variable Equivalent to 1/100 meter

geometry Four-sided polygon

My Treasure
Now that you have completed this lesson, recall your most interesting or
unforgettable activity in this lesson then write a hashtags# of your enjoyable and
interesting learning journey. Include your picture while working on it.

___________________________________

___________________________________

___________________________________

___________________________________

References:
 www.teach-nology.com
 www.k5learning.com
 https://www.k12reader.com/context-clues/gr3_find_meaning_from_text.pdf
 https://www.lessonplanet.com/lesson-plans/context-clues/all
 https://www.youtube.com/watch?v=CyK01USxdg0
 https://www.youtube.com/watch?v=0TeeqtFuX5s
 https://www.pinterest.ph/pin/400187116864828851/