EEd 112A – Teaching Math in the Primary Grades

IVY LYT S. ABINA

RICHEL P. ALBITE

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 EEd 112A – Teaching Math in the Primary Grades

Teaching Math in the Primary Grades

Compiled by:

Ivy Lyt S. Abina

Richel P. Albite

August 2020

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 EEd 112A – Teaching Math in the Primary Grades

Welcome Message

Hello students,

Welcome to our course: Teaching Mathematics in the Primary Grade.

This course pack is specially designed for you! It contains topic which are
aligned to the framework of the K to 12 Curriculum. This will help you on how
to equip the mathematical skills of the grades 1 to 3 learners. Lessons and
activities are organized around high interest topics that are sure to motivate
you. This course pack also provides an arena in which you can develop your
higher order thinking skills and exercise your creativity in the strategies in
teaching math along with the understanding and mastery of mathematical
concept and skills.
This course pack is divided into three modules: Module 1: Framework of
Mathematics Education; Module 2: Instructional Planning in Teaching
Mathematics; and Module 3: Strategies in Teaching Mathematics and
Mathematical Concepts. At the end of each modules are assessments for you
to apply what you've learned.
Finally, you are encouraged to have fun in our course. May you enjoy
every lesson and gain something worthwhile. Happy Studying!

-The Writers

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 EEd 112A – Teaching Math in the Primary Grades

TABLE OF CONTENTS

CONTENTS PAGE

Cover page ……………………………………… 1

Welcome Message ……………………………………… 2

Table of Contents ……………………………………… 3

USeP Vision, Mission and Goals ……………….………….. 5

USeP Graduate Attributes ……………………………..…… 6

USeP Core Values ………………………………..…..... 6

Course Overview ……………………………………… 7

Course Assessment ………………………………………….. 8

Course Map ……………………………………..… 12

Module 1: Framework of Mathematics Education .......... 13

Lesson 1: The K-12 Mathematics Curriculum ………….. 14

Lesson 2: Foundational Theories on Learning

& Teaching Mathematics ………………….….. 21

Lesson 3: Primary Math Instruction & Assessment ……. 28

Lesson 4: Singaporean Math …………………….……….. 35

Lesson 5: Design of Manipulatives in Math ……………… 39

Course Summary ………………………………………… 43

Course Assessment ………………………………………… 43

References ……………………………………….………….. 45

Module 2: Instructional Planning in Teaching Mathematics 46

Lesson 1: The Teaching Cycle………….. 47

Lesson 2: Things to Consider in Planning Instruction .….. 51

Lesson 3: Instructional Planning Models ……. 54

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 EEd 112A – Teaching Math in the Primary Grades

Course Summary ………………………………………… 58

Course Assessment ………………………………………… 58

References ……………………………………….………….. 58

Module 3: Strategies in Teaching Mathematics and

Mathematical Concepts .......... 59

Lesson 1: Problem Solving;

Number and Number Sense…………….. 60

Lesson 2: Design Thinking

Statistics for Primary Grade ………….….. 68

Lesson 3: Differentiated Instruction

Geometry ……………………………..……. 75

Lesson 4: Inquiry Based

Patterns and Algebra…………….……….. 85

Lesson 5: Ten Creative Ways to Teach Math

Measurements ……………..……………… 97

Course Summary ………………………………………… 102

Course Assessment ………………………………………… 102

References ……………………………………….………….. 105

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 EEd 112A – Teaching Math in the Primary Grades

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

VISION

Premier Research University in the ASEAN.

MISSION

USeP shall produce world-class graduates and relevant research and

extension through quality education and sustainable resource management.

GOALS

At the end of the plan period, the University of Southeastern Philippines

(USeP) aims to achieve five comprehensive and primary goals:

1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation

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 EEd 112A – Teaching Math in the Primary Grades

INSTITUTIONAL GRADUATE ATTRIBUTES

LEADERSHIP SKILLS

Creates and inspires positive changes in the organization; exercises

responsibility with integrity and accountability in the practice of one’s
profession or vocation.

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in

optimizing available resources to develop new knowledge, methods,
processes, systems, and value-added technologies.

SERVICE ORIENTED

Demonstrates concern for others, practices professional ethics, honesty, and

exemplifies socio-cultural, environmental concern, and sustainability.

LIFELONG LEARNING

Demonstrates enthusiasm and passion for continuous personal and

professional development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and in

conveying information in accordance with global standards.

CORE VALUES OF THE UNIVERSITY

UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM

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 EEd 112A – Teaching Math in the Primary Grades

THE COURSE OVERVIEW

COURSE TITLE : Teaching Math in the Primary Grades

CREDIT : 3 units
SEMESTER : First
TIME FRAME : 14 weeks
COURSE DESCRIPTION: This course equips prospective teachers with
pedagogical content knowledge for teaching basic
contents in Mathematics in the primary level.
Understanding of key contents in Mathematics in
the primary level. Understanding key concepts and
skills of whole numbers up to 10,000, fractions,
measurement, simple geometric figures, pre-
algebra concepts and data representation and
analysis are applies using appropriate technology.
Teaching strategies include problem solving,
critical thinking, differentiated instruction, inquiry-
based learning with the use of manipulatives based
on cultural context will be emphasized.

COURSE OUTCOMES :
CO1 – Demonstrate deep conceptual understanding of the standards in the K-
12 Curriculum for Grades 1-3.

CO2 – Design learning activities for problem solving, critical thinking,

differentiated instruction and inquiry-based learning that are appropriate
to the context and developmental expectations of a Grade 1-3 pupil.

CO3 – Design manipulatives for Mathematical exploration and problem solving

using local materials and resources.

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 EEd 112A – Teaching Math in the Primary Grades

COURSE ASSESSMENT

Learning Evidence and Measurement Rubrics

As evidence of attaining the above learning outcomes, the student has to do and submit the following:
Learning Course Outcomes
Description and other Details
Evidence it represents
LE1 Lesson Plan Individually, you are required to prepare a lesson plan
following the current DepEd format incorporating specific CO1, CO2, CO3
English curriculum content.
LE2 Instructional You are to prepare, design, utilize and evaluate
Materials instructional materials patterned on the prepared self-made CO1, CO2, CO3
LPs.
LE3 Final Exam You are required to take a 50-item Multiple Choice Test,
which covers the concepts and theories discussed in the
whole coverage of the course. The test items require you to
analyze situations and use your knowledge and CO1, CO2, CO3
understanding of the underlying philosophy, principles and
practices of teaching Math in the primary grades.

LE1 Lesson Plan

Performance Good Fair Needs Improvement

Criteria (3) (2) (1)
Formulating  Defines objectives  Adequately define the  Objectives are not
Objective clearly objectives clearly stated
Organization of  Clearly links subject  Adequately links subject  Subject does not link
lesson matter to students’ matter to students’ to students’ interest
presentation interest and interest and experiences and experiences
experiences  Adequately identifies  Does not clearly
sequential development identify sequential
 Clearly identifies
of activities development of
sequential
 Adequately uses activities
development of
relevant examples  Does not use relevant
activities
 Adequately allocates examples
 Uses relevant time to activities in  Does not allocate time
examples accordance with to activities in
objectives accordance with
 Accurately allocates
 Adequately indicates objectives
time to activities in
transition procedure from  Does not indicate
accordance with
one activity to the next transition procedure
objectives
 Limited variety of from one activity to the
 Clearly indicates teaching strategies next
transition procedure  Does not plan a variety
from one activity to of teaching strategies
the next  Relates subject matter to  Does not relate subject
other knowledge matter to other
 Plans a variety of knowledge
teaching strategies
 Relates subject
matter to other
knowledge and prior
knowledge of
students

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 EEd 112A – Teaching Math in the Primary Grades

Use of learning  Uses a wide range of  Uses a range of resources  Does not use a range of
materials resources and learning and learning material resources and learning
materials materials
 Uses an appropriate
 Structures a wide variety of materials to  Does not structure an
variety of materials to stimulate students’ interest appropriate variety of
stimulate students’ and achievement materials to stimulate
interest and students’ interest and
achievement achievement

Use of evaluative  Devises appropriate  Devises appropriate  Does not devise

measures evaluation of each evaluation of students’ appropriate evaluation of
students’ progress progress students’ progress
 Measures students’  Measures students’  Does not measures
progress with progress with appropriate students’ progress with
appropriate tests and a tests and other methods appropriate tests and
variety of assessment other methods
methods
Taken from: Educ 11: Practice Teaching Manual (Field Study Manual – Revised Version). Basic Education
Assistance for Mindanao.

𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒
Equivalent Score = (𝑡𝑜𝑡𝑎𝑙 𝑛𝑜.𝑜𝑓 𝑖𝑡𝑒𝑚𝑠) 𝑥 50 + 50
𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒
=( ) 𝑥 50 + 50
36
=( ) 𝑥 50 + 50
36

LE2: Instructional Materials

Beyond
Unacceptable
Acceptable (1) Expected (2) Expectation
ITEMS TO RATE (0)
(3)
1. It is big enough that can be seen by the farthest
learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs, problems and
experiences of the target learners.
9. It has originality.
10. It develops curiosity and a sense of discovery
in the learners.
Taken from: Educ 11: Practice Teaching Manual (Field Study Manual – Revised Version). Basic Education
Assistance for Mindanao.

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 EEd 112A – Teaching Math in the Primary Grades

AA2: Reflective Journal

Criteria Weight Advanced (4) Proficient (3) Developing (2) Beginning (1)

Depth of X4 Demonstrate a Demonstrate a Demonstrate a Demonstrate little

Reflection conscious and thorough limited or no
thorough understanding of understanding of understanding of
understanding of the the writing prompt the writing prompt the writing prompt
writing prompt and and the subject and subject matter. and subject matter.
the subject matter. matter. This reflection This reflection
This reflection can be needs revision. needs revision.
used as an example
for other students.
Use of X2 Use specific and Use relevant Use incomplete or No examples from
Textual convincing examples examples from the vaguely developed the text are used
Evidence from the texts studied texts studied to examples to only and claims made
and to support claims in support claims in partially support in your own writing
Historical your own writing, your own writing, claims with no are unsupported
Context making insightful and making applicable connections made and irrelevant to
applicable connections between texts. the topic at hand.
connections between between texts.
texts.
Language X2 Use stylistically Use basic but Use language that Use language that
Use sophisticated appropriate is vague or is unsuitable for
language that is language, with a imprecise for the the audience and
precise and basic sense of audience or purpose, with little
engaging, with voice, some purpose, with little or no awareness of
notable sense of awareness of sense of voice, sentence structure.
voice, awareness of audience and and a limited
audience and purpose and some awareness of how
purpose, and varied attempt to vary to vary sentence
sentence structure. sentence structure. structure.
Conventions X2 Demonstrate control Demonstrate control Demonstrate Demonstrate little
of the conventions of the conventions, limited control of or no control of the
with essentially no exhibiting the conventions, conventions,
errors, even with occasional errors exhibiting frequent making
sophisticated only when using errors that make comprehension
language. sophisticated comprehension almost impossible.
language. difficult.

𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒
Equivalent Score =( ) 𝑥 50 + 50
𝑡𝑜𝑡𝑎𝑙 𝑛𝑜.𝑜𝑓 𝑖𝑡𝑒𝑚𝑠
𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒
=( 40
) 𝑥 50 + 50
=( 40
) 𝑥 50 + 50

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Grading System

Assessment Item Grade Source (Score or Rubric Grade) Percentage of Final Grade
AA1 Quizzes and other activities 10%
AA2 Reflective Paper 20%
LE1 Lesson Plan Compilation 20%
LE2 Instructional Materials for Lesson Ideas 20%
LE3 Final Exam 30%
TOTAL 100%

Passing Grade: 75 (3.0)

Passing Grade Condition: Completion of the minimum requirements of the course

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The Course Map

TEACHING MATH IN THE PRIMARY GRADES

COURSE MAP

Module 1 Module 2 Module 3

Framework of Mathematics Instructional Planning in Strategies in Teaching Mathematics
Education Teaching Mathematics and Mathematical Concepts

Lesson 1: The K-12 Mathematics Lesson 1: The Teaching Cycle Lesson 1: Problem Solving;
Curriculum Number &Number Sense
Lesson 2: Foundational Theories on Lesson 2: Things to Consider in Lesson 2: Design Thinking;
Learning & Teaching Planning Instruction Statistics for Primary Grade
Mathematics Lesson 3: Differentiated
Lesson 3: Primary Math Instruction Lesson 3: Instructional Planning Instruction; Geometry
Lesson 4: Inquiry-based;
and Assessment Models
Patterns and Algebra
Lesson 4: Singaporean Math Lesson 5: Ten Creative Ways to
Lesson 5: Design of Manipulatives in Teach Math;
Mathematics Measurements

Outcome: Elementary teachers who are competent in content and pedagogical

skills in teaching Math in the primary grades

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Module 1

Framework of Mathematics Education

Module Overview:

Welcome to this module 1 of our course pack! We will explore the Framework
of Mathematics Education as introductory lesson followed by various significant
educational theories, general grasp of primary Math instruction and
assessment, Singaporean Math and design of manipulatives contributing to the
understanding and application on teaching and learning Mathematics. Each
module is organized as follows: activity, analysis, abstraction and application.
Learning outputs and assessment activities will also be anticipated before the
end of this module.

Module Outcomes:

In this module, you should be able to:

 Elaborate on the Conceptual Framework of Mathematics Education in the

K-12 curriculum
 Cite significant provisions which have implication in the teaching of Math in
primary grades.
 Elaborate the educational foundational theories in teaching and learning
Math.
 Cite the implications of these educational theories to the teaching of
Math
 Discuss important features in teaching and assessing Math.
 Develop personal belief on how Math should be taught and assessed in
primary schools based on the input given.
 Discuss significant features of Singapore Math.
 Create own Math manipulatives based on a particular Math lesson.

This module is organized into 5 lessons:

Lesson 1: The K-12 Mathematics Curriculum

Lesson 2: Foundational Theories on Learning & Teaching
Mathematics
Lesson 3: Primary Math Instruction and Assessment
Lesson 4: Singaporean Math
Lesson 5: Design of Manipulatives in Mathematics

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Lesson 1
The K-12 Mathematics Curriculum

Learning Outcomes:
 Discuss the content of the K-12 Math Curriculum.
 Elaborate on the Conceptual Framework of Mathematics Education in
the K-12 curriculum
 Cite significant provisions which have implication in the teaching of Math
in primary grades.

Time Frame:
3 hours

Introduction
In this part of the module, you will gain deeper understanding on our
country’s educational framework in Math components in the Basic Education
curriculum emphasizing the primary levels Grades 1-3. It is hoped that through
this lesson, you will start to imbibe within you the nobility of this profession.

ACTIVITY

Activity 1: KWHLAQ
Instructions: Think of the concept K-12 Mathematics Curriculum and use the
KWHLAQ diagram by giving your honest responses on the
following questions.

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ANALYSIS

Consider the following questions:

a. Try to recall your learning experience back in your elementary years.
What did your Math teacher tell you about the subject?
b. How did you usually learn in school during Math time?
c. Now, what important Math concepts do students have to learn in their
primary grade level?
d. What are the educational theories anchored in the framework of Math
curriculum?
e. How similar and different are the Math lessons in kindergarten, Grade 1,
Grade 2 and Grade 3?
f. What are the time allotment for Math lessons in Grade 1, Grade 2 and
Grade 3?

ABSTRACTION
 For their first five years, children build informal and intuitive
understandings about numbers, shapes, and sizes.
 To do this, they investigate quantities, shapes and locations by playing
with the things in their environment.
 Parents, older siblings and other adults enrich young children’s
experiences by teaching them how to count, by playing counting games
and by showing them how to flip, slide or turn puzzle pieces to get them
to fit.

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The framework is supported by the following underlying learning

principles and theories: Experiential and Situated Learning, Reflective
Learning, Constructivism, Cooperative Learning and Discovery and Inquiry-
based Learning. The Mathematics curriculum is grounded in these theories.

Experiential and Situated Learning

• as advocated by David Kolb is learning that occurs by making
sense of direct everyday experiences. Experiential Learning
theory defines learning as "the process whereby knowledge is
created through the transformation of experience. Knowledge
results from the combination of grasping and transforming
experience" (Kolb, 1984, p. 41). Situated Learning, theorized by
Lave and Wenger, is learning in the same context in which
concepts and theories are applied.

Reflective Learning
• Reflective Learning refers to learning that is facilitated by
reflective thinking. It is not enough that learners encounter real-
life situations. Deeper learning occurs when learners are able to
think about their experiences and process these, allowing them
the opportunity to make sense of and derive meaning from their
experiences.

Constructivism
• Constructivism is the theory that argues that knowledge is
constructed when the learner is able to draw ideas from his/her
own experiences and connect them to new ideas.

Cooperative Learning
• Cooperative Learning puts premium on active learning achieved
by working with fellow learners as they all engage in a shared
task.

Discovery and Inquiry-based Learning

• The Mathematics curriculum allows for students to learn by
asking relevant questions and discovering new ideas. Discovery
Learning and Inquiry-based Learning (Bruner, 1961) support the
idea that students learn when they make use of personal
experiences to discover facts, relationships, and concepts.

Mathematics from K-10 is a skills subject. By itself, it is all about

quantities, shapes and figures, functions, logic, and reasoning. Mathematics is
also a tool of science and a language complete with its own notations and
symbols and “grammar” rules, with which concepts and ideas are effectively
expressed.

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The contents of Mathematics include Numbers and Number Sense,

Measurement, Geometry, Patterns & Algebra and Statistics and Probability.

Numbers and Number Sense as a strand include concepts of numbers,

properties, operations, estimation, and their applications.

Measurement as a strand includes the use of numbers and measures to

describe, understand, and compare mathematical and concrete objects. It
focuses on attributes such as length, mass and weight, capacity, time, money,
and temperature, as well as applications involving perimeter, area, surface
area, volume, and angle measure.

Geometry as a strand includes properties of two- and three-dimensional

figures and their relationships, spatial visualization, reasoning, and geometric
modelling and proofs.

Patterns and Algebra as a strand studies patterns, relationships, and

changes among shapes and quantities. It includes the use of algebraic
notations and symbols, equations, and most importantly, functions, to represent
and analyze relationships.

Statistics and Probability as a strand is all about developing skills in

collecting and organizing data using charts, tables, and graphs; understanding,
analyzing and interpreting data; dealing with uncertainty; and making
predictions about outcomes.

LEARNING AREA STANDARD:

The learner demonstrates understanding and appreciation of key

concepts and principles of Mathematics as applied - using appropriate
technology - in problem solving, critical thinking, communicating, reasoning,
making connections, representations, and decisions in real life.

K – 3:

At the end of Grade 3, the learner demonstrates:

 understanding and appreciation of key concepts and skills involving
Numbers and Number Sense (whole numbers up to 10,000 and the four
fundamental operations including money, ordinal numbers up to 100th,
basic concepts of fractions);
 Measurement (time, length, mass, capacity, area of square and
rectangle);
 Geometry (2-dimensional and 3-dimensional objects, lines, symmetry,
and tessellation);

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 Patterns and Algebra (continuous and repeating patterns and number

sentences);
 Statistics and Probability (data collection and representation in tables,
pictographs and bar graphs and outcomes) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in
real life.

Grade
Grade Level Standards
Level

The learner demonstrates understanding and appreciation of key

concepts and skills involving numbers and number sense (whole
numbers up to 20, basic concepts on addition and subtraction);
geometry (basic attributes of objects), patterns and algebra (basic
concept of sequence and number pairs); measurement (time,
K location, non-standard measures of length, mass and capacity); and
statistics and probability (data collection and tables) as applied -
using appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations and
decisions in real life.

The learner demonstrates understanding and appreciation of key

concepts and skills involving numbers and number sense (whole
numbers up to 100, ordinal numbers up to 10th, money up to PhP100,
addition and subtraction of whole numbers, and fractions ½ and
1/4);geometry (2- and 3- dimensional objects); patterns and algebra
Grade 1 (continuous and repeating patterns and number sentences);
measurement (time, non-standard measures of length, mass, and
capacity);and statistics and probability (tables, pictographs, and
outcomes) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.

The learner demonstrates understanding and appreciation of key

concepts and skills involving numbers and number sense (whole
numbers up to 1 000, ordinal numbers up to 20th, money up to
PhP100, the four fundamental operations of whole numbers, and unit
fractions); geometry (basic shapes, symmetry, and tessellations);
Grade 2 patterns and algebra (continuous and repeating patterns and number
sentences);measurement (time, length, mass, and capacity); and
statistics and probability (tables, pictographs, and outcomes) as
applied - using appropriate technology - in critical thinking, problem
solving, reasoning, communicating, making connections,
representations, and decisions in real life.

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The learner demonstrates understanding and appreciation of key

concepts and skills involving numbers and number sense (whole
numbers up to 10 000; ordinal numbers up to 100th; money up to
PhP1 000;the four fundamental operations of whole numbers; proper
and improper fractions; and similar, dissimilar, and equivalent
fractions); geometry (lines, symmetry, and tessellations); patterns
Grade 3 and algebra (continuous and repeating patterns and number
sentences); measurement (conversion of time, length, mass and
capacity, area of square and rectangle); and statistics and probability
(tables, bar graphs, and outcomes) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions
in real life.

Time Allotment:
Grade 1 2 3 4 5 6
Daily 50 min 50 min 50 min 50 min 50 min 50 min

APPLICATION

Task 1: Essay

Instructions: Answer the following questions.

1. Explain the relation of critical thinking and problem solving to the teaching
and learning of Mathematics especially for primary grades.
2. Give three significant provisions which have implication in the teaching of
Math in primary grades.

Task 2: Acrostic Poem

Instructions: Write an acrostic poem about MATHEMATICS CURRICULUM.

Begin each line with word or couple of words that makes you
discuss and elaborate the content of math curriculum based on
the input in this lesson.

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M
C
A
U
T
R
H
R
E
I
M
A C
T U
I L
C U
S M

Task 3: KWHLAQ
Instructions: Complete the remaining tabs by incorporating your learning in this
lesson.

Closure
Well-done! You have successfully completed the activities and tasks for lesson
1. Hope that you have gained insights and meaningful learning experience on
this lesson. Now, you are prepared to move to lesson 2 for the next important
lesson on Foundational Theories on Learning and Teaching Mathematics.
Enjoy and keep studying!

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Lesson 2
Foundational Theories on Learning & Teaching Mathematics

Learning Outcomes:
 Elaborate the educational foundational theories in teaching and learning
Math.
 Discuss principles governing Math instruction.
 Cite the implications of these educational theories to the teaching of
Math.

Time Frame:
3 hours

Introduction
In this lesson, you will immerse yourself into the significant educational
theories to find out how you can use them in your future teaching practice.
Despite the fact that there are several of them, what you will encounter here
are those very much relatable to teaching Math to primary graders. Let’s start
now.

ACTIVITY
Task 1: Scrambled Words
OITNIVGEC
_________
Instructions: NIVCEAET
________
Form the terms related to foundational CYMBSOIL
theories based on the given set of ________
scrambled words. Write your answers ERBUNR
______
on the space below each word.
NLIGARNE
________
RPE-OARTELIPOAN
___-___________
EONEMCSTGIR
___________
HUGOTTH INPSOGCRSE
_______ __________

Activity 2: ACTIVE VIEWING – How do Children Learn Math?

Instructions: Search on YouTube the given link below and watch and learn.
 Daily Sauce. (2017, February 28). Day 7 – Part 1 How do Children
Learn Math [Video file]. Retrieved from [Link]
/watch?v=JV8Csd PM-9A

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KWL Video Response Video Title:

Graphic Organizer __________________________________________________________
________________________________

ANALYSIS

Try answering these questions:

a. How do the K-3 children learn Mathematics?
b. What do they have to learn in Mathematics? (a look into standards,
content & competencies)
c. How do we teach and assess Mathematics skills?
d. How do kids really learn Math?
e. Is there much rote learning involved?
f. Are the steps in solving specified by the teacher?
g. Are the kids also allowed to discover the steps?

ABSTRACTION

(The following ideas were thoroughly explained in the video you watched in the
Activity 2: ACTIVE VIEWING – How do Children Learn Math?)

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Learning Theories with Implications for Math Instruction (Hatfield, [Link]. 2005):

 Learning is Action – Cognitive/Constructivist

- Piaget – Cognitive/Constructivist
o Stages of Development:
 Sensorimotor – actions on objects
 Pre-operations – actions on reality
 Egocentrism
 Centration
 Irreversible Thought
 Intuitive Thought
 Lack of conservation, class inclusion, transitive
interference
 Concrete Operations –
 Can see other have different viewpoints
 Decentration
 Reversible Thought
 Dynamic Thought
 Conservation
 Class Inclusion
 Transitive Interference
 Formal Operations –

- Bruner – Modes of Reality

o Enactive – action on reality on concrete ways without the need
for imagery, inference or words
o Iconic – pictorial need to represent reality; internal imagery
that stands for a concept
o Symbolic – abstract, arbitrary systems of thought

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[Link]

[Link]

- Vygotsky – Zone of Proximal Development

o The area where the child cannot solve a problem alone but
can be successful under adult guidance or in collaboration
with a more abled peer.

[Link]

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[Link]

 Learning is Reaction - Behaviorist

- Reinforcement Theory
o Immediate feedback
o Programmed learning
- What teachers do under this theory:
o Give the learner immediate feedback.
o Break down the task into small steps.
o Repeat the directions as many times as possible.
o Work from the simplest to the most complex tasks.
o Give positive reinforcement.
o Skinner believed that positive reinforcement is more effective
in changing behaviour then punishment.
o All of these are to be adjusted to be age appropriate.

 Learning is Process -- Information Processing

- - how we encode, store and retrieve information
o Thought Processing
 Field-independent (Successive processing)
 Requires stimulus to be presented from 1
component to the next 1, leading from detail to
detail until the whole is seen; build parts into
the whole to arrive at solution
 Learning Styles – stimuli, physical, elements,
perceptual mobility, time
o Howard Gardner’s Multiple Intelligences
 Logical/Mathematical – logic smart
 Spatial – picture smart
 Bodily-kinesthetic – body smart
 Naturalistic – nature smart
 Musical – music smart
 Interpersonal – people smart
 Intrapersonal – self smart
 Linguistic – word smart

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[Link]

 Perceptual Factors – preference for materials

presented through one or more of the 5 senses
 Visual
 Auditory
 Tactile

APPLICATION

Task 1: Graphic Organizer

Instructions: Create a mind map for each of the following educational theorists
highlighting their significant contributions:
a. Jean Piaget
b. Jerome Bruner
c. Lev Vygotsky

Task 2: Essay
Instructions: Answer the following questions.
1. From among the educational theories discussed, choose two which
you think impacted the most in Math teaching-learning process.
Justify your claim.

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2. Aside from those theories and concepts featured on this lesson,

research for three (3) more educational theorists and their
contribution. Explain their propositions.

Task 3: ACTIVE VIEWING – How do Children Learn Math?

Instructions: Go back to Activity 2. Fill in the last column (i.e., What did we
learn?) based on what you learned in this lesson.

Closure
Good job! You have successfully completed the activities and tasks for lesson
2. Hope that you have learned valuable inputs on Foundational Theories on
Learning and Teaching Mathematics. Now, get ready to move to lesson 3
Primary Math Instruction and Assessment. Nice going!

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Lesson 3
Primary Math Instruction and Assessment

Learning Outcomes:
 Discuss important features in teaching and assessing Math.
 Develop personal belief on Math should be taught and assessed in primary
schools based on the input given.

Time Frame:
3 hours

Introduction
This lesson is the part 2 of the video you viewed in the previous lesson.
Here, you will dig deeper into the how children learn and get assessed of their
learning on Math concepts such as numbers, fractions, shapes, measurements,
statistics and probability, among others. Perhaps, as you continue watching the
video, you will reminisce those days when you were taught and assessed by
your parents, siblings, teachers and other ‘more knowledgeable others’ (MKOs)
of these basic Math concepts. So, continue watching, reading and doing the
activities for more learning on this course.

ACTIVITY

Activity 1: ACTIVE VIEWING – How do We Teach and Assess Math?

Instructions: Search on YouTube the given link below and watch and learn.
 Daily Sauce. (2017, February 28). Day 7 – Part 2 How do we Teach and
Assess Math [Video file]. Retrieved from [Link]
/watch?v= LrMlpEyLnLI
KWL Video Response Video Title:
Graphic Organizer __________________________________________________________
________________________________

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ANALYSIS

Consider these questions:

a. How do K-3 children learn counting?
b. What are some valid assessment activities for counting numbers?
c. How should teachers introduce place values and estimation?
d. Is it possible to teach addition and other basic operations even without
using their mathematical symbols yet? How?
e. Is cooperative work applicable to young learners? How?
f. What objects do we use to teach shapes?

ABSTRACTION

Features in Teaching and Assessing Elementary Math

1. Make it hands-on
Elementary math can be difficult because it involves learning new,
abstract concepts that can be tricky for children to visualize. Try to imagine what
it's like for a five-year-old to see an addition problem for the very first time. Since
it's a totally new concept to them, it can be hard for them to visualize a scenario
where one quantity is added to another.

Manipulatives are hands-on tools that make math a lot easier for young
children to understand. Tools like Lego, clay, and wooden blocks can all be
used in the classroom to demonstrate how math ideas work.

For example, Lego is a great way to demonstrate number building,

operations, fractions, sorting, patterns, 3D shapes, and more.

2. Use visuals and images

While students will come across countless graphs and visuals in their
math textbooks, research shows this isn't the only place they should be utilized.

According to the National Council of Teachers of Mathematics, the most

powerful way to use graphics in elementary math is in conjunction with specific
practice or guidance, either from a teacher or another classroom tool such
as Mathseeds.
3. Find opportunities to differentiate learning
It's important that students feel comfortable and are given the
opportunity to learn new math ideas at their own pace, without feeling rushed.
But while the idea that 'given enough time, every student will learn' is nothing
new, it's easier said than done.

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Mastery learning is about giving students as much time as they need to

grasp a specific skill or concept. It involves varying the time you give each
student to succeed.

Technology-based classroom tools offer a powerful way to differentiate

learning while teaching elementary math, which is an effective way to help
students in mixed-ability classrooms to succeed.

4. Ask students to explain their ideas

Have you ever noticed how much more confident you feel about a
concept after explaining it to someone else?

Meta-cognition is the process of thinking about your options, choices,

and results, and it has a big impact on the way students learn.

Before assigning a math problem, ask students to brainstorm problem-

solving strategies they can use. Encourage students to work together to
suggest different strategies in a respectful way.

This process can be carried out at every stage of problem solving when
teaching elementary math. Once students have offered an answer, ask them to
verbalize step-by-step how they got that answer.

5. Incorporate storytelling to make connections to real-world scenarios

When it comes to igniting the interest of young minds, not much comes
close to a good story.

Incorporate story problems into your classroom lessons allow students

to see how certain math concepts can apply to real life. Story problems are also
a good way to help students understand how to use math in everyday life, and
see the relevance of math.

6. Show and tell new concepts

Elementary math teachers should normally begin each lesson with a
'show and tell.' Telling is the process of sharing information and knowledge with
students, while showing involves modeling how to do something.

These days, teachers can really kick 'show and tell' up a notch with an
interactive whiteboard, using animations, and videos to clearly show and tell
specific math concepts in an engaging and interesting way.

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7. Let your students regularly know how they're doing

Feedback is an important part of teaching elementary math and
improving students' results.

Let your students know how they have performed on a specific task,
along with helpful ways that they can further improve and extend their skills.

Remember, feedback is different to praise. Focus your feedback on the

task itself (rather than the student) and make sure they have a clear
understanding of what they did well and how they can improve next time.

Measuring What Counts

The “three fundamental educational principles which form the foundation of all
assessment that supports effective education” are:
 Content Principle — Assessment should reflect the Mathematics that
is most important for students to learn.
 Learning Principle — Assessment should enhance Mathematics
learning and support good instructional practice.
 Equity Principle — Assessment should support every student’s
opportunity to learn important Mathematics.

Suggestions on Assessing Students’ Learning:

The questions should be constructed so that they cannot be answered

by simple multiple-choice responses. They should address the ability of
the student to form and communicate mathematical ideas and
arguments, see and make connections between the various content
strands of Mathematics, make conjectures, justify results, organize and
analyze data, and make estimates and predictions based on incomplete
data or patterns of events.

When students have been using an arithmetic operation or algebraic

procedure, ask them to explain, in writing, or with a diagram, what that
operation or procedure means and how it works.

Ask students to explain how they got their answers. This works quite well
not only for textbook word problems but also for mental math and
estimation problems.

Teach students to assess each other’s’ work. Review sample student

answers with the class, asking students to suggest improvements. Share
scoring rubrics with the students.

“Each phase of the assessment process can be characterized by the decisions

and actions that occur with that phase as follows:

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Plan Assessment
What purpose does the assessment serve?
What framework is used to give focus and balance to the activities?
What methods are used for gathering and interpreting evidence?
What criteria are used for judging performance on activities?
What formats are used for summarizing judgments and reporting results?

Gather Evidence
How are activities and tasks created or selected?
How are procedures selected for engaging students in the activities?
How are methods for creating and preserving evidence of the performances to
be judged?

Interpret Evidence
How is the quality of the evidence determined?
How is an understanding of the performances to be inferred from the evidence?
What specific criteria are applied to judge the performance?
Have the criteria been applied appropriately?
How will the judgments be summarized as results?

Use Results
How will the results be reported?
How should inferences from the results be made?
What action will be taken based on the inferences?
How can it be ensured that these results will be incorporated in subsequent
instruction and assessment?

Building the Concept of Number

 Counting
- Rote Counting
- Rational Counting
- Writing Numerals

 Numbers and Counting

- Rote Counting – saying from memory the names of the numerals in
order
- Rational Counting – attaching the number names in order to items in
a group to find out the total number of items in a group
Shapes: What objects do we use to teach shapes?
Introduction to lesson on Geometry
Patterns – includes auditory, visual and physical motor sequences that are
repeated. Patterns may be formed, verbally described, copied,
created and extended. It has to be repeated at least twice.
Measurement:
 Days, months
 Understanding the calendar
 Time
 Length
 Mass

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 Capacity
 Area
Use of Standard Units
Comparison Using Standard Units
Conversions
Problem Solving
Statistics and Probability
 Graphs – Children can put into a picture form the results of classifying,
comparing, counting and measuring activities.
Introduction to Graphs

The following slides are sample assessment activities/items exemplified

in the Part 2 video you watched in the Activity.

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APPLICATION

Task 1: Essay
Instructions: Answer the following questions.
1. Give five (5) significant features in teaching and assessing Math that
were mentioned by the speaker in the video Part 2. Discuss each in
2-3 sentences.
2. Based on what you learned from this lesson, share your personal
belief on how you should teach Math to primary graders and assess
their learning?

Task 2: ACTIVE VIEWING – How do We Teach and Assess Math?

Instructions: Go back to Activity 1. Fill in the last column (i.e., What did we
learn?) based on what you learned in this lesson.

Closure
You really hung in there and completed the tasks, great work today! Hope you
learned something valuable from this lesson. Get prepared for the next lesson
on Singapore Math!

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Lesson 4
Singapore Math

Learning Outcomes:
 Discuss significant features of Singapore Math.
 Compare and contrast Singapore Math from other Math instruction.

Time Frame:
3 hours

Introduction
Have you ever heard the term ‘Singapore Math’? Does it have relevance
to the Asian country, Singapore? How different is it from other Math taught in
other countries especially in our country? I know more questions are formulated
in your head right now. Prepare for this another lesson as we try to answer
those questions.

ACTIVITY
Activity 1: ACTIVE VIEWING – Singapore Math
Instructions: Search on YouTube the given link below and watch and learn.
 Mceducation. (2014, May 28). Methodology of Singapore Math Part 1
[Video files]. Retrieved from [Link]
PfPcn3SohrI

KWL Video Response Video Title:

Graphic Organizer ______________________________________________________________
____________________________

On Singapore
Singapore Math:
Math: On Singapore Math: On Singapore Math:

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ANALYSIS

Consider the following questions:

a. Why do you think it was named ‘Singapore’ Math?
b. When did it start to develop? And how did it develop?
c. Were you taught before using the concept of Singapore Math? How
different and similar was it with the conventional method of teaching
Math?
d. What instructional materials are necessary in teaching Singapore
Math?
e. Do you think there is so much to learn about Singapore Math?
f. Would you integrate Singapore Math in the future in your own class?
Why or why not?

ABSTRACTION

Singapore Math

This program is based on the concrete, pictorial, abstract approach. This

approach, founded on the work of renowned cognitive American psychologist
Jerome Bruner, encourages mathematical problem solving, thinking, and
communication.
Three foundational areas that support the Singapore Math
 Mental Math
 Problem solving
 Computation taught by number sense and place value

Historical Development:
o 1981-1982 – First Primary Mathematics curriculum was developed
o 1992 – Revised to make it a problem-solving curriculum
o 1994-1999 – Curriculum was reduced
o 2003 – Primary Mathematics U.S. Edition was published
o 2007- Math in Focus is the U.S. version of the most widely used
program in Singapore.
o 2008 – Primary Mathematics Standards Edition was published
o 2014 – Primary Mathematics CCSS Edition was published

Big Ideas in Singapore Math:

● Number sense
● Making connections and finding patterns
● Communication
● Visualization
Concrete Pictorial/Representational Abstract
Concrete – Math concept is modeled with concrete (physical) material
Representational – Math concept is modeled with representational
examples (e.g. drawing, diagram, tally marks)
Abstract – Math concept is modeled with numbers and symbols
● Variation
● Singaporean teaching model

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[Link]

Why Students Achieve Success:

● It encourages algebraic thinking even among early learners
● Reduces complexity
● Encourages mental math for more efficient problem solving
● Promotes deeper understanding of essential math concepts
● Enhances problem-solving skills
● Helps all students – as intervention strategies to support struggling
learners and as extension strategies to challenge more advanced
learners.

APPLICATION

Task 1: Essay Writing

Instructions: Search on YouTube the given link below and answer the following
questions:
 Maths – No Problem! (2017, June 22). Year 4 Singapore Maths Model
Lesson: Measuring Area | Maths – No Problem [Video file]. Retrieved
from [Link]

1. Cite 5 significant things you observed in the video highlighting their

application of Singapore Math. Explain each observation in 2-3
sentences.

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2. Based on the video shown, give similarities and differences of

Singapore Math and Math teaching here in the Philippines. Justify
your claims.

Task 2: ACTIVE VIEWING – Singapore Math

Instructions: Go back to Activity 1. Fill in the last column (i.e., What did we
learn?) based on what you learned in this lesson.

Closure
You certainly did well today! Congratulations for completing the activities and
tasks for lesson 4. Hope that you have gained insights and meaningful learning
experience on Singapore Math. Now, get ready to move to lesson 5 Design of
Manipulatives in Mathematics. Looking forward for the next!

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Lesson 5
Design of Manipulatives in Mathematics

Learning Outcomes:
 Describe various Math manipulatives based on function.
 Create own Math manipulatives based on a particular Math lesson.
 Articulate importance of using Math manipulatives in teaching Math.

Time Frame:
3 hours

Introduction
Imagine yourself teaching Math lessons to your students without any use
of instructional materials? How different would it be if you also have prepared
set of instructional materials, specifically manipulatives to deliver you lesson
effectively and efficiently? Now, this lesson will introduce you to various types
of materials for effective lesson delivery. Hope you can appreciate these
manipulatives and create one for you future lessons.

ACTIVITY
Activity 1: ACTIVE VIEWING – Math Manipulatives
Instructions: Search on YouTube the given link below and watch and learn.
 Momma Schmooze Homeschool Reviews. (2018, November 1). Math
Manipulatives for Homeschool || Montessori Inspired Learning Activities
Pre-K to 1st Grade [Video files]. Retrieved from [Link]
com/watch?v=y4UaI8Yl8HM

KWL Video Response Video Title:

Graphic Organizer ______________________________________________________________
____________________________

On Math Manipulatives: On Math Manipulatives: On Math Manipulatives:

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ANALYSIS
Consider the following questions:
a. How do you describe those instructional materials presented?
b. What do they have in common?
c. Which one of those do you have at home or were used for you when
taught lessons at home or at school?
d. Do you think you can create one of those?

ABSTRACTION

Math Manipulatives
A manipulative is a tool to assist students to advance from concrete novice
knowledge toward more expert understanding of abstract mathematical ideas
through visual and kinesthetic senses. Examples are:

[Link]

3D Shapes Decimal Grids Linking Cubes Place Value

5 Frames Dice Links Cards
10 Frames Dominoes Math Game Place Value
Base 10 Blocks Dry Erase Pieces Mats
Attribute Blocks Boards Measuring Cups Popsicle Sticks
Beads Equation Tiles Measuring Protractors
Buttons Erasers Spoons Rulers
Calculators Factor Triangles Measuring Tape Scales
Cards Flashcards Money Sorting Mats and
Clocks Fractions Coins Cups
Colored Tiles Fraction Circles Paper Money Spinners
Counters Fraction Stripes Numbers Tangrams
Colored Fraction Tiles Number Lines Thermometers
Counters Fraction Towers Number Tiles Timers
Counting Bears Geoblocks Pattern Blocks Hourglass
Counting Sticks Geoboards Pencils Timers
Cubes Rubber Bands Place Value Unifix Cub
Cuisenaire Rods Legos Blocks

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[Link] [Link]

Top 5 Reasons for Using Manipulatives in the Classroom

1. Manipulatives can provide a bridge between the concrete and abstract

levels of many mathematical topics.
2. Manipulatives can serve as models that support students as they think
about, remember about, and communicate about the Mathematics being
studied.
3. Manipulatives provide another representation for the Mathematics being
studied.
4. Manipulatives support student representation engagement and
differentiation.

When students use manipulatives to create and use representations to

organize, record, and communicate their mathematical ideas, they begin to
develop a more positive math disposition and take ownership of their own
learning.

How to Use Manipulatives:

• Use regularly.
• Let students mess with materials first.
• Use before teaching algorithm.
• Use various manipulatives for the same math concept.
• Have students draw manipulatives in their solution.
• Use manipulatives as basis of math conversation or writing.
• Connect the more abstract math concept to the manipulatives as
student learns
• Let the manipulatives serve the math, not the other way around.

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APPLICATION

Task 1: Essay
Instructions: Answer the following questions in 2-3 sentences each.
1. Why are those instructional materials called ‘manipulatives’?
2. Give your personal valuing to the manipulatives.

Task 2: ACTIVE VIEWING –Math Manipulatives

Instructions: Go back to Activity 1. Fill in the last column (i.e., What did we
learn?) based on what you learned in this lesson.

Closure
Wow, you really pushed yourself today, and it really worked out. You have just
finished the activities in Lesson 5 Design of Math Manipulatives. With that,
congratulations for completing this course’s first module.

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Module Summary

To summarize this module, the following are the major points discussed:

 The K-12 Math Curriculum framework is supported by the following

underlying learning principles and theories: Experiential and Situated
Learning, Reflective Learning, Constructivism, Cooperative Learning
and Discovery and Inquiry-based Learning.
 Through the years, the development in learning and teaching theories
has influenced on how teacher teaches in the Mathematics classroom.
 A variety of assessment instruments should be used to enable the
teacher to monitor students’ progress in understanding mathematical
concepts and in developing mathematical skills.
 Singapore math is a teaching method based on Singapore Ministry of
Education national primary Mathematics curriculum used for grade one
through sixth grade in Singapore schools.
 The effective use of manipulatives can help students connect ideas and
integrate their knowledge so that they gain a deep understanding of
mathematical concepts.

Module Assessment

Task 1: TRUE or FALSE (AA1 – Quizzes and other activities)

Instructions: Write True if the statement is correct and False if otherwise.

__________ 1. Geometry as Math strand in the K-12 curriculum concerns

properties and relationships of two- and three-dimensional
figures, reasoning, and the like.
__________ 2. The Learning Principle in Math assessment stresses what
essential Math concept should students learn at school or at
home.
__________ 3. Singapore Math approach starts from abstract to pictorial to
concrete visualization of Math concepts.
__________ 4. Tangrams are Math manipulatives that can be used to problem
solve puzzles by putting pieces together to create a specified
shape.
__________ 5. Patterns include auditory, visual and physical motor responses
that have to be repeated at least twice.
__________ 6. The notion that learning is process support the practice of giving
immediate feedback on students’ performance.
__________ 7. Rote counting is the simplest number concept that students
develop by saying numbers sequentially.
__________ 8. Singapore Math follows Bruner’s modes of reality.
__________ 9. Singapore Math Framework highlights metacognition, skills,
concepts, feelings and process under Mathematical problem
solving.
__________ 10. Based on Piaget’s theory of cognitive development, students
in pre-operational stage begin to engage in symbolic play and
learn to manipulate symbols.

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Task 2: LE2: Instructional Materials (Manipulatives)

Instructions: Choose a Math lesson (refer on the Math curriculum guide) and
create a set of manipulatives for it. Take a photo of your created
manipulatives and give description of your creation. Check LE2
rubric for this task.

Task 3: AA2 – Reflective Journal

Instructions: Answer the following questions. (Check AA2 rubric for this task.)
a. Why did you choose that kind of manipulative?
b. What particular Math skill can be enhanced using that constructed
Math manipulatives?
c. Aside from those stated reasons of using Math manipulatives, based
on your own experience, how important is it to use those instructional
materials in elementary classrooms or at home?

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References

Daily Sauce. (2017, February 28). Day 7 – Part 1 How do Children Learn Math
[Video file]. Retrieved from [Link]
PM-9A

Daily Sauce. (2017, February 28). Day 7 – Part 2 How do we Teach and Assess
Math [Video file]. Retrieved from [Link]
LrMlpEyLnLI

DepEd, (2016). K to 12 Curriculum Guide Math (Grade 1 to Grade 10).

Retrieved from [Link]
Curriculum _Guide_MATHEMATICS. Date Retrieved: July 27, 2020

Hatfield, M., Edwards, N., Bitter, G., & Morrow, J. (2005). Mathematics methods
for elementary and middle school teachers. 5th ed. Hoboken, NJ: John
Wiley & Sons, Inc.

Learning Environment Standard 18 Assessment. [Link]

[Link]/education/archive/frameworks/math/[Link]. Date Retrieved:
August 14, 2020

Maths – No Problem! (2017, June 22). Year 4 Singapore Maths Model Lesson:
Measuring Area | Maths – No Problem [Video file]. Retrieved from
[Link]

MathSeeds. 7 Effective Strategies for Teaching Elementary Math. [Link]

[Link]/articles/2018/02/01/teaching-elementary-math/

Mceducation. (2014, May 28). Methodology of Singapore Math Part 1 [Video

files]. Retrieved from [Link] PfPcn3SohrI

Momma Schmooze Homeschool Reviews. (2018, November 1). Math

Manipulatives for Homeschool || Montessori Inspired Learning Activities
Pre-K to 1st Grade [Video files]. Retrieved from [Link]
com/watch?v=y4UaI8Yl8HM

Ogena, E. & Tan, M. (2006) Formulation of National Learning Strategies in

Science and Mathematics Education. First Draft. Basic Education
Reform Agenda, Department of Education

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Module 2

Instructional Planning in Teaching Mathematics

Module Overview:

In this module, you will learn about how to plan, develop, and execute lessons
in mathematics for the primary grades. You will go over the learning cycle, the
things to consider in lesson planning, and the different instructional planning
models. To accomplish this, you will go through the four (4) phases of this
module which are the activity, analysis, abstraction, and application (4As).

Module Outcomes:

In this module, you are expected to be able to:

 explain the teaching cycle;

 describe and discuss the elements in lesson planning in the primary
grades; and
 develop and design a learning plan using Five E’s and ADIDAS Model.

This module is organized into 3 lessons:

Lesson 1: The Teaching Cycle

Lesson 2: Things to Consider in Planning Instruction in Mathematics
Lesson 3: Instructional Planning Models

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Lesson 1
The Teaching Cycle

Learning Outcomes:
 Explain the teaching cycle.
 Discuss the stages of the learning cycle.
 Appreciate the instructional planning cycle.

Time Frame:
2 hours

Introduction
You are about to study lesson 1 of module 2. In this lesson, you will
understand and appreciate the teaching cycle. So? Enjoy this lesson and for
sure you will learn a lot.

ACTIVITY
WORD FORMATION

Instructions: There are various teaching cycle models that educators have
developed over the period of time. Arrange the jumbled letters to
reveal the key term/word of the six stages of the teaching cycle.

___________1. YIDNEITF __________ 4. KEHCC

___________2. ALNP __________ 5. FELRETC
___________3. PEILTMMEN __________ 6. AESSSS

ANALYSIS

Consider the following questions:

a. What are the stages of the teaching cycle?
b. In which stage/s of the teaching cycle are the students involved?
Explain.
c. Which stage/s of the teaching cycle requires the teacher to reflect on
teaching and learning? Explain.

ABSTRACTION

Teaching involves a repetitive cycle of defining objectives, planning and

implementing instruction, assessing learning, and reflecting on teaching and
learning. The cycle that involves these stages is illustrated below:

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Identify
Objectives

Assess learning Identify

and reflect on Objectives
the results

Reflect on
Teaching

Check for Implement

understanding Plan

The Teaching Process

The following describes each stage of the learning cycle.

1. Identify Objectives
What knowledge and/or skills do the students need to learn? You must be
guided by the content standards, performance standards, and the learning
competencies that are found in the curriculum guide.

2. Plan Instruction
What strategies must be implemented for the students to achieve the
objectives targeted in the previous stage? In planning instruction, it is important
that you have mastered the content of the lesson that you are about to teach. It is
also beneficial to be familiar with your students – what they know, how they learn,
etc.

3. Implement Plan
This is the stage where you conduct the learning activities that you have
prepared during the planning stage. A word of advice – even though you have
carefully and delicately planned for the lesson, you must be flexible with the
possible changes that you need to accommodate.

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4. Check for Understanding

During the implementation of the lesson, you must every now and then
check whether the students have understood what you have covered so far.
Facial reactions and verbal cues help in assessing whether or not the students
can move on to another concept or skill. If not, you might need to give a more
elaborate explanation, more examples, or whatever you think is needed based
on the students’ reactions.

5. Reflect on Teaching
You must evaluate every teaching period that you have finished. Were
the objectives achieved? Were the implemented strategies effective? How can
instruction be improved? Your answer to the last two questions will give you an
insight on how to improve instruction the next time you teach the same lesson.
However, if your answer in the first question is NO, the objectives were not met,
then you need to plan again. What do you need to do differently in order to
achieved the objectives?

6. Assess Learning and Reflect on the Results

This stage gives you a concrete measure of what the students have
learned. In Mathematics, this is usually through a paper-and-pen examination.
However, some authentic assessments may also be implemented. Take note
that this stage does not end in assessing learning. You need to reflect on the
results. What can you learn about student learning and teaching practice based
on the results?
After assessment and reflection, you will once again identify the next
learning goals and so the cycle continues.

The following is a narrative of how a teacher might experience the teaching

cycle.

Stages Illustrative example

1. Identify Objectives Teacher Piolo identified “multiplication of whole
numbers up to two digits” as the goal of his next
lesson.
2. Plan Instruction Teacher Piolo thought it is best to apply a
constructivist approach to help his students learn
techniques in multiplying whole numbers. He
planned a lesson which incorporates the problem-
solving strategy.

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3. Implement Plan The class went on smoothly. The activities that

Teacher Piolo prepared were successfully done by
his students.
4. Check for Understanding To make sure that his students understood the
lesson, Teacher Piolo gave a three-item exercise as
an exit pass.
5. Reflect on Teaching Based on the exit pass, Teacher Piolo fount out that
many of the students have difficulty multiplying
numbers that involve the digit 8. SO, he decided to
do a find-your-error activity the next day for the
students to realize their mistakes. He also planned to
give a short drill on skip counting by 8.
6. Assess Learning and Teacher Piolo, later on, gave a multiplication quiz.
reflect on the results Ninety percent of the students passed. He planned to
give remedial exercises to those who failed. This
teaching cycle taught teacher Piolo that students can
discover concepts on their own. However, they must
still be guided by a teacher because misconceptions
may arise.

APPLICATION

Answer the following questions to verbalize your understanding of the teaching

cycle.
1. On your own words, explain briefly the teaching cycle.
2. What do you think is the most important stage of the learning cycle? Why
do you think so?

Closure
Well-done! You have successfully completed the activities and tasks for lesson
1. Hope that you have gained insights and meaningful learning experience on
this lesson. Now, you are prepared to move to lesson 2 for the next important
lesson on Planning Instruction. Enjoy and keep studying!

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Lesson 2
Things to Consider in Planning Instruction in Mathematics in the Primary
Grades

Learning Outcomes:
 Discuss and explain each element in lesson planning.
 Deconstruct the elements considered in a given lesson plan.

Time Frame:
3 hours

Introduction
You are about to study lesson 2 of module 2. This lesson enumerates
the things to consider in planning instruction in Mathematics in the primary
grades. So? Enjoy this lesson and for sure you will learn a lot.

ACTIVITY
ONLINE INTERVIEW

Instructions: Interview three experienced primary grades (Grade 1, 2, or 3)

Mathematics teachers. Ask him/her with this question: “If you were
to give a piece of advice about lesson planning to your rookie
teacher self, what would it be?”. What are common about their
responses? Write them below.

ANALYSIS

Consider the following questions:

a. What is lesson planning?
b. What are the elements to be considered in lesson planning in
Mathematics in the primary grades?

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ABSTRACTION

In education, lesson planning refers to the designing and preparation of

learning activities for students. In lesson planning, the teachers thoughtfully
contemplate about the lesson objectives, the activities that will meet these
objectives, the sequence of those activities, the materials needed, how long
each activity might take, how class would be managed during those activities,
and the evaluation method to assess how far the objectives were met.
There are five important elements in lesson planning that you need to
consider – content, objectives, students, learning environment, and availability
of resources.

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APPLICATION

Task 1: REFLECTIVE JOURNAL

Instructions: Answer the following questions:

1. In addition to what has been discussed, explain why content, objectives,

students, learning environment, and availability of resources are the
essential considerations in planning a lesson?

2. Why is it important to be in consultation with curriculum guide when

planning instruction?

3. Why do you think is having a fixed mindset a setback in learning? Can

you think of specific examples when you were a student and had a
tendency of having a fixed mind pattern?

Task 2: DECONSTRUCTION
Instructions: Borrow a lesson plan from a primary grade Mathematics teacher.
Give specific examples in his/her lesson plan wherein you saw the
conscious consideration for content, objectives, students, learning
environment, and availability of resources.

Content

Objectives

Students

Learning environment

Availability of resources

Closure
Good job! You have successfully completed the activities and tasks for lesson
2. Hope that you have gained insights and meaningful learning experience on
the elements considered in lesson planning. Now, get ready to move to lesson
3 Instructional Planning Models. Nice going!

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Lesson 3
Instructional Planning Models

Learning Outcomes:
 Discuss the components of the instructional planning models (ADIDAS
& Five Es)
 Rewrite a given lesson following a specific model (ADIDAS & Five Es).

Time Frame:
4 hours

Introduction
You are about to study lesson 3 of module 2. Now that you have learned
the things to consider when planning instruction, you are ready to create one
yourself. In this lesson, you will learn about the two most commonly used
instructional planning model in the Philippines and their common features. So?
Enjoy this lesson and for sure you will learn a lot.

ACTIVITY
SURVEY

Instructions: Conduct a survey to at least 10 Mathematics teachers regarding

the instructional planning models that they prefer the most. Rank
the given models.

______ 3 Is (Introduction, Interaction, Integration)

______ 4 As (Activity, Analysis, Abstraction, Application)
______ 5 Es (Engage, Explore, Explain, Elaborate, Evaluate)
______ ADIDAS (Activity, Discussion, Input, Deepening, Activity,
Synthesis)

ANALYSIS

Consider the following questions:

a. What is/are the most commonly used instructional planning models
applied in Mathematics?
b. What are the components of this instructional planning models?
c. Are there are any similarities between the models (ADIDAS & Five
Es)?

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ABSTRACTION

The two most common widely used instructional planning models by

Mathematics educators are the ADIDAS (Activity, Discussion, Input,
Deepening, Activity, and Synthesis) and the Five Es (Engage, Explore, Explain,
Elaborate, and Evaluate) models.

The lesson begins with an activity that will later facilitate a

meaningful discussion about the topic of the session. In other
words, the activity introduces the topic to the students. This
activity must be motivating and engaging to catch the attention of
(Activity) the students.

The lesson proceeds with the processing of the activity. In this

part, the students, as facilitated by the teacher, talks about their
experiences during the activity. Here, the questioning skills of the
teacher is important because he/she must be able to direct the
(Discussion) discussion toward the targeted lesson.
In a constructivist classroom, this is the part where the students
would share the concepts that they learned based on the activity
and the discussion. This is the part where the concepts are
clearly established.
(Input)
Here the teacher asks questions that will engage the students to
critical and creative thinking. Nonroutine mathematical problems
or real-life word problems may be given. The purpose is to give
the students the opportunity to deepen their understanding of the
(Deepening) concepts that they have just learned.
This is the part where the students verify what they have just
learned by solving mathematical problems. Depending on the
need, the students may be engaged in guided practice and/or
individual practice. Sometimes, the teacher facilitates games in
(Activity) this part of the lesson.
Here the students are given the opportunity to express what they
have learned by verbally giving a summary of what transpired in
class and what they have learned. The students may also be
given a short assessment to give the teacher feedback on what
(Synthesis) they have learned.

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Five Es Model
Engage
Explore
Explain
Elaborate
Evaluate

Engage
•Activates students' prior knowledge and engage them into new
concepts
•Goal: arouse students' curiousity

Explore
•Students are exposed to different experiences that will facilitate
the discovery of new concepts
•Goal: for the stduents to discover something new

Explain
• Students explain what they have experience in explore.
•Teacher is to facilitate the discussion that should lead to students
seeing patterns that will help them to describe the new concept

Elaborate
•Allow students to expand their understanding of the concept by
applying the concept than they have learned in solving
mathematical problems.

Evaluate •The teacher and the student evaluates their learning.

•Giving short exercises

APPLICATION

Instructions: Refer to the lesson plan you collected in the previous lesson and
do the following.

1. Extract parts of the lesson plan that exhibits the components of:

a. ADIDAS
b. FIVE E's
Activity
Discussion
Input
Deepening
Activity
Synthesis

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2. Are the components of the ADIDAS/Five Es model that were not reflected
in the lesson? If you are to fill in these missing parts, what would you write?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________

3. Did you notice any similarities between the ADIDAS and the Five Es model?
What components are the same? Explain.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________

Closure
You certainly did well today! You have successfully completed the activities and
tasks for lesson 3. Hope that you have gained insights and meaningful learning
experience on the two models (ADIDAS & Five Es) applied in Mathematics.
Note that all models usually boil down to common components such as
activities, discussions, and evaluations. Now, get ready to move to module 3 –
Instructional Strategies for Mathematics in the Primary Grades.

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Module Summary

As summary, the following are the major points:

 Instructional planning is a significant element in the teaching-learning

process.
 It is a guide that provides a structure for an essential learning.
 Before planning a lesson, it is essential to classify the learning outcomes
for the class.
 It is important because it helps you to maintain a standard teaching
pattern and does not let the class deviate from the topic.
 Pre-planning helps the teacher to be better equipped in whatever the
class will go through.

Module Assessment

LE1: Lesson Plan Compilation

Instructions: Create three Lesson Plans, one of each Instructional Planning
Model with different Grade levels (1, 2 and 3) ex. ADIDAS Model
for Grade 3 Math. Use what you have learned in the previous
discussion. Make sure you follow the competency based on the
K to 12 Curriculum Guide. (Check LE1 rubric for this task.)
1. ADIDAS
2. 5 Es
3. Your own choice

Reference

Gusano, R., Masangkay, M.Z., Rocena, L.A., & Unida, M. (2020). A course
module for teaching math in the primary grades. REX Book Store, Inc.

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Module 3

Strategies in Teaching Mathematics and Mathematical Concept

Module Overview:

At last, you have come to this part of the course pack which will make you
explore and apply certain strategies in teaching Mathematics. As such, these
strategies, when applied, will help your students learn the desired course
content and be able to develop achievable goals in the future.

Module Outcomes:

In this module, you should be able to:

 Discuss the theoretical basis of problem solving strategy.

 Define and describe design thinking strategy.
 Execute the stages of design thinking process.
 Produce a differentiated classroom approach based on students’ readiness
or interest or learners style.
 Create activities having IBL approach.
 Discuss the ten creative ways to teach Math.
 Apply any of those ways in your lesson plan.
 Defend your choice in terms of suitability and any other criteria.

This module is organized into 5 lessons:

Lesson 1: Problem Solving

Lesson 2: Design Thinking
Lesson 3: Differentiated Instruction
Lesson 4: Inquiry-based
Lesson 5: Ten Creative Ways to Teach Math

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Lesson 1
Problem Solving Strategy
(Math Content: Number and Number Sense)

Learning Outcomes:
 Discuss the theoretical basis of problem solving strategy.
 Delineate each step in problem solving.
 Apply the strategy in lesson planning.

Time Frame:
3 hours

Introduction

Problem solving – such a word we commonly hear and perhaps

encounter since we were in our elementary Math class. As the name indicated,
it begins with the statement of a problem that challenges learners to find a
solution. But now as teacher education student, do you already have the right
grasp of what this instructional strategy is? Study this module’s lesson and
explore on what you can benefit from learning this strategy.

ACTIVITY

Activity 1: Must, Should and Could Know Chart

Instructions: Think of the concept Problem Solving and use the chart by giving
your honest responses on the following questions.

Topic: Problem Solving Strategy

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Must Know Should Know Could Know

ANALYSIS

Consider the following questions:

a. Why is this strategy called ‘problem solving’?
b. Does it have similarity with how we tackle and solve problems in daily
life?
c. Under what educational theoretical bases is this strategy based?
d. What are steps in problem solving?
e. Do we have to follow each step systematically?
f. Is trial and error part of problem solving?
g. How different and similar is this from other Math instructional
strategies?
h. What benefit do students get in applying problem solving strategy in
solving Math problems?

ABSTRACTION

The strategy for teaching Mathematics depends on the objectives or goals of

the learning process. In general, these goals are classified into three: a)
knowledge and skill goals, b) understanding goals, and c) problem solving
goals.

It is a learner-directed strategy in which learners “think patiently and analytically

about complex situations in order to find answers to questions”.

Theoretical Basis for Problem-solving Strategy

This theory on problem-solving strategy was based on Jerome Bruner’s

1. Constructivism
– This is based on Bruner’s theoretical framework that learning is an active
process in which learners construct new ideas or concepts based upon
current/past knowledge.
2. Cognitive theory
– The cognitive theory encourages students’ creativity with the
implementation of technology such as computer which are used to create
practice situations.
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3. Guided Discovery Learning

- Tool engages students in a series of higher order thinking skills to solve
problems.

4. Metacognition Theory
- The field of metacognition process holds that students should develop
and explore the problem, extend solutions, process and develop self-
reflection. Problem solving must challenge students to think.
5. Cooperative learning
- The purpose of cooperative learning group is to make each member a
stronger individual in his/her own right. Individual accountability is the key
to ensuring that all group members are strengthened by learning
cooperatively. Teachers need to assess how much work each member is
contributing to the group’s work, provide feedback to groups and individual
students, help groups avoid redundant efforts by members, and make sure
that every member is responsible for the final outcome. The favorable
outcomes in the use of cooperative learning is that students are taught
cooperative skills such as: a) forming groups, b) working as a group, c)
problem solving as a group and d) managing differences.

Steps of the Problem Solving Strategy

1. Restate the problem

2. Select appropriate notation. It can help them recognize a solution.
3. Prepare a drawing, figure or graph. These can help understand and
visualize the problem.
4. Identify the wanted, given and needed information.
5. Determine the operation to be used.
6. Estimate the answer. Knowing what the student should get as the answer
to the problem will lead the students to the correct operations to use and
the proper solutions.
7. Solve the problem. The student is now ready to work on the problem.
8. Check the solution. Find a way to verify the solutions in order to experience
the process of actually solving the problem.

Other Techniques in Problem Solving

1. Obtain the answer by trial and error.
It requires the student to make a series of calculations. In each calculation,
an estimate of some unknown quantity is used to compute the value of a
known quantity.
2. Use an aid, model or sketch.
A problem could be understood by drawing a sketch, folding a piece of
paper, cutting a piece of string, or making use of some simple aid. Using
an aid could make the situation real to them.
3. Search for a pattern.
This strategy requires the students to examine sequences of numbers or
geometric objects in search of some rule that will allow them to extend the
sequences indefinitely.
Example: Find the 10th term in a sequence that begins, 1, 2, 3, 5, 8, 13,…

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This approach is an aspect of inductive thinking-figuring a rule from

examples.

4. Elimination Strategy
This strategy requires the student to use logic to reduce the potential list of
answers to a minimum. Through logic, they throw away some potential
estimates as unreasonable and focus on the reasonable estimates

NUMBER AND NUMBER SENSE

(whole numbers up to 10 000 and the four fundamental operations including
money, ordinal numbers up to 100th , basic concepts of fractions);

 Mathematics is one subject that pervades life at any age and in any
circumstance. Thus, its value goes beyond the classroom and the
school. Mathematics as a school subject, therefore, must be learned
comprehensively and with much depth.

 The twin goals of Mathematics in the basic education levels, K-10, are
Critical thinking and Problem Solving.

 Critical thinking, according to Scriven and Paul (1987) is the intellectually

disciplined process of actively and skilfully conceptualizing, applying,
analyzing, synthesizing, and/or evaluating information gathered from, or
generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action.

 On the other hand, according to Polya (1945 & 1962), mathematical

problem solving is finding a way around a difficulty, around an obstacle,
and finding a solution to a problem that is unknown.

 These two goals are to be achieved with an organized and rigorous

curriculum content, a well-defined set of high-level skills and processes,
desirable values and attitudes, and appropriate tools, taking into account
the different contexts of Filipino learners.

 There are five content areas in the curriculum, as adopted from the
framework prepared by MATHTED & SEI (2010): Numbers and Number
Sense, Measurement, Geometry, Patterns and Algebra, and Probability
and Statistics.

 The specific skills and processes to be developed are: knowing and

understanding; estimating, computing and solving; visualizing and
modelling; representing and communicating; conjecturing, reasoning,
proving and decision-making; and applying and connecting.

Numbers and Number Sense

- Numbers and Number Sense as a strand include concepts of
numbers, properties, operations, estimation, and their applications.

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- This strand focuses on students’ understanding of numbers (counting

numbers, whole numbers, fractions and decimals) properties,
operations, estimation and their applications to real-world and
mathematical situations. This centers on the fundamental concepts
of what numbers are, how people use them and how systems of
numbers operate.

APPLICATION

Task 1: Graphic Organizer

Instructions: Elaborate each educational theoretical basis of problem solving
using the diagram provided below. Provide sample problem
solving situation where these theories are applied.

Constructivism
•(sample Situation)

Cognitive Theory
•(sample Situation)

Guided Discovery Learning

•(sample Situation)

Metacognition
•(sample Situation)

Cooperative Learning
•(sample Situation)

Task 2: Applying Concepts

Instructions: Refer on the discussed steps in problem solving and discuss how
you will facilitate the delivery of instruction using the problem
solving strategy to Grade 2 class.

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Brother John caught 20 fish in the morning. He threw 3 back because they were
too small. He caught 10 more in the afternoon. How many fish did brother have
then?

Task 3: LE1 – Lesson Plan Compilation

Instructions: Further instructions will be given for this task through the
University Virtual Environment (UVE) or other possible online
platform.

Task 4: LE2 - Instructional Materials Making

 Based on your prepared lesson plan, make a set of instructional
materials that you will use in the future macro-teaching demo.
 IMs and manipulatives could be made out of cartolina, paper, manila
paper, etc. or if you have laptop, you can make presentations and other
e-learning audio-visual materials.
 Take a photo of it; organize in a folder by sub-part and send online.
 Rubric for this output is found in this course syllabus.

LESSON ON PLACE VALUE

LESSON OUTCOMES

At the end of the lesson, the student should be able to:

1. Identify the place value and value of a digit in the numeral;
2. Read and write numbers through 9 000 in symbols and in words;
and
3. Solve word problems involving place value.

FUN FACTS!

The Numerical System We Use Today Is Older Than It's Been in Use. The
numerical system we use today—the one that is composed of the 10 symbols
(you know: 1, 2 ,3, 4, 5 6, 7, 8, 9, 10)—is actually based on a Hindu-Arabic
numeral system. This was developed more 1,000 years ago, but it wasn't until
the 15th century that these symbols we know today were used throughout
Europe.

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LET'S DISCUSS

Our numeration system is called Hindu-Arabic or Decimal System. Unlike other

numeration sytems such as the Roman Numeration, the Hindu-Arabic system
uses place value which makes it easier to read numbers. Let us take a look at
the following place value chart.

PLACE VALUE CHART

THOUSANDS HUNDREDS TENS ONES
1000 100 10 1

In a four-digit number, the place value of each digit from left to right are:
thousands, hundreds, tens and ones.
The place value chart below shows the number 4 728. How do we read
this number?

PLACE VALUE CHART

Place Value in Words THOUSANDS HUNDREDS TENS ONES
Place Value in Figures 1000 100 10 1
Given Number 4 7 2 8

The number 4 728 is read as "four thousand, seven hundred twenty-

eight"
The table below shows the place value and value of each digit in the
number 4 728. Observe that the value is simply the product of the digit and its
place value.

Place Value
Digit Value
Word Figure
8 Ones 1 8x1=8
2 Tens 10 2 x 10 = 20
7 Hundreds 100 7 x 100 = 700
4 Thousands 1 000 4 x 1 000 = 4 000

One way of making students visualized place value is by using blocks

such as ones shown. The number represented by the blocks is 1 thousand, 1
hundred, 1 ten and 1 one or 1 000 + 100 + 10 + 1 which equal to 1 111.

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In this activity you will apply the problem solving strategy. You may
group the students into five. Provide each group with popsicle sticks or drinking
straws as an alternative to blocks, rubber bands and three containers labelled
ONES PLACE, TENS PLACE and HUNDRED PLACE respectively. Have them
follow your directions as you show them how 10 ones are renamed as 1 ten
and 10 tens as 1 hundred.

LET'S DO THESE

Instead of using blocks, an alternative materials to use are popsicle

sticks or straws.

Place sticks in the container labelled ONES PLACE, starting with the
one straw, two, and three, and so on up to ten. When it reaches ten, show that
10 ones may now be renamed as 1 ten by binding the ten sticks with a rubber
band and placing it in the container labelled TENS PLACE. Repeat the process
a few more times.

What happens when there are already 10 bundles each with then sticks
in the container labelled ONES PLACE?

Since 10 tens equal 1 hundred, then we may be bundle together the 10

tens sticks and place them in the container labelled HUNDREDS PLACE. It
shows that 10 tens equal 1 hundred.

Closure
That was awesome! You have successfully finished the tasks for lesson 1 of
this module. Hope that you have gained meaningful learning experience on this
lesson. Now, get ready for the next. Enjoy and keep studying!

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Lesson 2
Design Thinking Strategy
(Math Concept: Statistics in the primary grade)

Learning Outcomes:
 Define and describe design thinking strategy.
 Execute the stages of design thinking process.

Time Frame:
3 hours

Introduction
You are about to study lesson 2 of module 3. In this lesson, you will be
engaged in the design thinking process. So? Enjoy this lesson and for sure you
will learn a lot.

ACTIVITY
STATEMENT ANALYSIS
_____________________________________
Instructions: Elaborate the _____________________________________
statement inside the thinking box _____________________________________
below. Write 3 – 5 sentences in _____________________________________
explaining the statement. _____________________________________
_____________________________________
_____________________________________
“We cannot solve _____________________________________
problems by using the _____________________________________
_____________________________________
same thinking we used _____________________________________
_____________________________________
when we created them.” _____________________________________
_____________________________________
______________________

ANALYSIS
Consider the following questions:

a. What is design thinking process?

b. What are the stages of design thinking process?

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ABSTRACTION

Design thinking is a progressive teaching strategy that allows students

to look for real-word problems and finding creative solutions. Students do this
by focusing on the needs of others, collaborating for possible solutions, and
prototyping and testing their creations. This can be summarized in five stages:
empathize, define, ideate, prototype, and test. These stages are adapted from
the institute of Design at Standford University

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•The teacher needs to be explicit in guiding the students to put

themselves in the shoes of others
EMPATHIZE
•Understand the audience and have compassion for whom you are
designing.

•The students will define the problem or issue that they want to
address.
•Audience must be identified (students, teachers, family members, or a
DEFINE community)
• Use the information gathered from Emphatize stage and focus on one
aspect of the problem.

•Generate ideas to solve the identified problem. (brainstorming and

research)
•Students are to be encouraged to think out of the box and produce
IDEATE
radical ideas.
•Ideas are usually written or drawn and will be organized into a mind
map.

•Design a prototype to test your solution.

• Anything that a user can interact with in order to, later on, provide
PROTOTYPE feedback about it.
•It can be made of easily accesible materials like cardboards, recycled
plastics, etc.

•Engage in an iterative continuous improvement process for testing

your innovation.
TEST
•Allow the user to test it and then make improvements, or possibly
overhaul the design, depending on their observations and feedbacks.

APPLICATION

The design thinking process is best learned when done. Go over the steps
yourself with a partner. Empathize, define, ideate, prototype, and test to
redesign your school’s lunch experience.

Your challenge is to redesign your school’s playtime experience.

EMPATHIZE

Observe your classmates, and teachers during your playtime. Take time
to casually interview some of them about their usual playtime experience.

Notes from your Notes from your

observation: interview:

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Discuss your observation and interview notes with your partner. Do you have
similar notes?

DEFINE

Identify a user and define a problem that you want to address. Your
partner must come up with one user and problem to address?

________________________________
User
Needs___________________________________________________________________________
because_________________________________________________________________________
__________________________________________________________________________________

insight

IDEATE

Write/Sketch at least four innovative ways to address your user’s needs.

Be specific with your measurements and/or proportions, if needed.

Idea 1: Idea 2:

Idea 3: Idea 4:

Share your ideas with your partner. Get feedback. As a group, generate
a unified solution that incorporates the ideas and feedback from the members.
It is not necessary that all ideas will be seen in the unified solution. What is
important is that all members agree that necessary ideas are integrated in the
solution. Sketch your unified solution.

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Unified Solution

PROTOTYPE

Create a prototype of your unified solution. Use readily available

materials like papers, cardboards, coloring materials, sticky tapes. Etc. Be
accurate with measurements by using a ruler, compass, and/or measuring
tape.

TEST
Share your prototype with a user. Write your observation below.

What can be More ideas:

What worked:
improved:

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LESSON ON DATA COLLECTION &

REPRESENTATION IN TABLES

LESSON OUTCOMES

At the end of the lesson, the student should be able to:

1. Collect and organize data in a table; and
2. Read and interpret a table.

FUN FACTS!

The largest city on the Philippines in terms of land area is Davao City,
followed by Puerto Princesa and the third is Zamboanga City. In terms of
population, the most populated is Quezon City, followed by Manila and third
comes Davao Cty. Source: [Link]

LET'S DISCUSS!

The top 3 largest cities in the Philippines in terms of a land area are:
Davao City with 2,443.61 sq. km. Second place is Puerto Princesa with
2,381.02 sq. km - also happens to be the city with the lowest population density,
and the third is Zamboanga City (1,414.70 sq. km.).

The list of cities with their corresponding land areas can be called as
data. Data is information, especially facts or numbers, collected to be examined
and considered.

The data above can be presented in a table. A table is made up of

columns and rows which is used to make presentation of data or information
clearer, more organized and more attractive. The title of the table is written at
the top center. Each column has a title which is called column header.

The table shows the data in Fun Facts!

Top 3 Largest Cities in the Philippines

Name of City Land Area ([Link]) Rank

Davao City 2,443.61 1
Puerto Princesa 2,381.02 2
Zamboanga City 1,414.70 3

The title of the table is Top 3 Largest Cities in the Philippines. On the
the other hand, Name of City, Land Area (sq,km) and Rank are called column
headers.

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Observe that it is now much clearer for us to identify the cities and their
respective land areas and ranks because they are arranged in the table.

LET'S DO THESE!

A. Perform the following activity

1. Make a survey among the members of the group on the topic
chosen or provided by your teacher.
2. Construct a table and enter the data gathered.
3. Present the group's output in class.

You can apply the Design Thinking Strategy here by going over the steps
with the group. Empathize, define, ideate, prototype, and test to redesign your
Math Class experiences. Students may survey what are their feelings during
Math class. Are they happy? Excited? Sad? Frightened? Etc. Then, the
challenge is to redesign their Math class experience.

Closure
You certainly did well today! You have successfully completed the activities and
tasks for lesson 2. Hope that you have gained insights and meaningful learning
experience on the design thinking strategy.

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Lesson 3
Differentiated Instruction
(Math Concept: Geometry)

Learning Outcomes:
 Discuss the key elements of differentiate instruction
 Differentiate instruction based on students readiness level, interests,
and learning ideas
 Differentiate instruction for three main instructional components:
content, process and product
 Produce a differentiated classroom approach based on students
readiness or interest or learners style

Time Frame:
3 hours

Introduction
In most elementary classrooms, some students struggle with learning,
others perform well beyond grade-level expectations, and the rest fit
somewhere in between. Within each of these categories of students, individuals
also learn in a variety of ways and have different interest. To meet the needs of
a diverse student population, many teachers differentiate instruction.

ACTIVITY
PICTURE ANALYSIS

Activity 1. Examine the picture below. Write all your observations.

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Figure 3.1

Activity 1. My Observation

1.

2.

3.

4. (you can add more)

This course is designed to enhance your understanding of how to better meet

the needs of the many different learners you work with. It will provide you with
opportunities to examine the characteristics of a differentiated classroom. It
explores the student traits; readiness level, interest, and learning preferences
that influence learning. You will also have the opportunity to reflect on your own
beliefs and practices relative to differentiation and to read and analyze
examples of differentiated learning.

ANALYSIS

Activity 2: My Insights.
Answer the following questions. You can use a separate paper for answering.

 Did you ever had an experience that made you feel like most of the
animals above, except the monkey? How do you feel?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________________________________

 Do you think giving them the same examination and having such
situation is fair to them? Yes/No, Why?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________________________________
 What could have been done by teacher?
________________________________________________________
________________________________________________________
________________________________________________________

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________________________________________________________
___________________________________________

ABSTRACTION

In teaching, sometimes we think that students should do the same thing

for it to be "fair". Actually, It is isn't. More often than not, when the work is
alike for all students, just like in the illustration, it isn’t equitable. Equity, or
fairness/balance occurs when the students are engaged in learning
experiences that fit them and those might be learning experiences that are
different than the others.

What is differentiated instruction?

Differentiated instruction (DI) is adapting instruction and assessment in

response to differing student interests, learning preferences, and
readiness in order to promote growth in learning. Differentiated
instruction may be planned prior to working with students in
classrooms and also happens in the moment – as teachers adjust
their instruction in ‘real time’ to respond to unanticipated strengths
and needs surfacing from assessment (Parsons, Dodman and
Burrowbridge, 2014).

How do you differentiate? What do you differentiate?

______________________________________________________________

You can choose how to differentiate based on students: As

discussed previously, when they differentiate instruction, teachers design
lessons to address the needs of groups of students. Before teachers can do
this, however, they must first get to know their students in terms of:

Readiness:  Refers to a student’s knowledge and skill level

A student's current regarding given content.
proximity to  A student’s readiness level might vary across
specified subjects or content areas. For example, a student
knowledge, may have extensive knowledge about counting
understanding, numbers but have little knowledge about adding
and skills. numbers.
 It may be influenced by his or her background
knowledge, life experiences, or previous learning.
 Suggests a temporary condition that should change
regularly as a result of high-quality teaching.

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 Student interest is linked with student motivation and

Interest: engagement, both of which enhance learning.
That which  Personal interests are often linked with a student’s
engages the experiences, cultural context and strengths.
attention, curiosity,  Teachers can discover their students’ interests by
and involvement determining what topics they enjoy or which activities
of a student. they engage in outside of class.

Learning profile:  Refers to a student’s preferred method of learning

A preference for new information or skills (e.g., visually, hands-on,
taking in, through deductive means) and to environmental
exploring, or factors that influence a student’s learning (e.g., small
expressing group, bright lights, no distractions).
content  Can also be influenced by gender and culture. For
example, students from cultural backgrounds that
value cooperation over competition may perform
better in a small group versus working
independently.

Teachers can assess student's…

Readiness Interest Learning Profile
 Examining the results of  Discuss their  Administering an
formal or informal tests interests inventory or
(e.g., standardized test,  Complete an questionnaire
unit pre-test) interest  Observing the
 Viewing a student’s inventory student during
academic record  Write a journal class
 Examining work samples entry about
 Administering a student themselves
self-report measure  Participate in
 Asking students to classroom ice-
complete a KWL chart breaker
activities

You can differentiate the following in your classroom: Teachers

can differentiate at least four classroom elements based on student
readiness, interest, or learning profile. The table below describes these
four elements and gives examples of how a teacher might differentiate
content for students at the elementary level. (Tomlinson, 1995, 1999;
Winebrenner, 1992, 1996)

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Components of Description Examples of Differentiating

Differentiation Content at the Elementary
Level
Content:  This  Using reading materials at
The knowledge, includes the methods varying readability levels
understanding, that students use to  Recording text materials
and skills we access key  Using spelling or
want students to content (e.g., vocabulary lists at
learn. independent reading, readiness levels of
partner reading, text on students
tape, text with images,  Presenting ideas through
listening both auditory and visual
comprehension, online means
research,  Using reading buddies
communication with  Meeting with small groups
experts, group to re-teach an idea or skill
demonstrations, small for struggling learners, or
group instruction). to extend the thinking or
skills of advanced learners
Process:  Teachers should vary  Using tiered activities
How students the activities students through which all learners
come to use to master the work with the same
understand or concepts or skills. important understandings
make sense of  students engage in to and skills, but proceed
the content. practice or “own” the with different levels of
content, to help them support, challenge, or
see it make sense and complexity
realize how it can be  Providing interest centres
applied in the world that encourage students to
outside the classroom. explore subsets of the
 Teachers can break the class topic of particular
students into groups or interest to them
pairs to work on  Offering manipulative or
different activities or other hands-on supports
might assign individual for students who need
tasks. them
 Varying the length of time
a student may take to
complete a task in order to
provide additional support
for a struggling learner or
to encourage an advanced
learner to pursue a topic in
greater depth
Product:  teachers offer their  Giving students options of
How students students a variety of how to express required
demonstrate ways to demonstrate learning (e.g., create a
what they have their knowledge (e.g., puppet show, write a
come to know, video, written report). letter, or develop a mural
understand and  should also include with labels)
are able to do visual, auditory, and
after an kinaesthetic options as

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extended period well as analytic,  Using rubrics that match

of learning. creative, and practical and extend students’
ones. varied skill levels
 also allow the students  Allowing students to work
to complete the product alone or in small groups
alone or as a group. on their products
 Encouraging students to
create their own product
assignments as long as
the assignments contain
required elements

Learning  Classroom appearance  Making sure there are
environment: and organization can places in the room to work
The physical invite learning or can quietly and without
and emotional diminish learning. distraction, as well as
context in which  A learning environment places that invite student
learning occurs. that allows for full collaboration
participation from the  Providing materials that
learner is necessary for reflect a variety of cultures
differentiated and home settings
instruction.  Setting out clear
Affect:  includes drawing on guidelines for independent
How students' students’ emotions work that matches
emotions and about topics and individual needs
feelings impact activities to motivate  Developing routines that
their learning learners. allow students to get help
 Teachers who work to when teachers are busy
understand how affect with other students and
drives student behavior cannot help them
can guide students in a immediately
positive direction.  Helping students
understand that some
learners need to move
around to learn, while
others do better sitting
quietly

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Figure 3.2 Key Elements of Effective Differentiated Instruction

(Carol Ann Tomlinson and Tonya R. Moon)

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 Differentiated instruction is not a single strategy but rather a

framework that teachers can use to implement a variety of strategies,
many of which are evidence-based.

Why is differentiation important for student learning in Mathematics?

Student readiness, interests and learning preferences vary greatly within

any Mathematics classroom. Students will differ in their knowledge and
understanding of mathematical concepts and in their use of mathematical skills
such as mental math and estimation.

Students also vary in their application of the mathematical processes:

 solving problems in new situations
 reasoning skills including proportional reasoning, algebraic reasoning,
and spatial reasoning
 reflecting on and monitoring one’s thinking
 selecting and using a variety of learning tools and computational
strategies
 connecting Mathematics to real life and to other mathematical ideas
 representing mathematical ideas and relationships concretely,
pictorially, numerically, and algebraically
 communicating mathematical thinking orally, visually, and in writing,
using everyday language and mathematical vocabulary

Differentiated Instruction is an idea that maximizes learning for all students. In

today's classroom, a one size fits all approach is not effective. Schools
incorporate students from all different socioeconomic, cultural, and familial
backgrounds with many different learning styles and needs. Differentiated
instruction is a flexible and individualized approach to education where the
teacher uses ongoing, formative assessments, flexible grouping and student
choice to help drive instruction.

APPLICATION

Task 1: ESSAY
Instructions: Answer the following questions:

1. Describe at least five significant ways in which differentiated instruction

differs from traditional classroom instruction.

Attributes of a traditional classroom contrasted

with those of a differentiated classroom

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Traditional Classroom Differentiated Classroom

Example: Instruction is teacher Instruction is student centered.
centered.

2. Think back to a class you took in grade school Math. Describe both the
class and how the teacher typically conducted it. Describe five elements
that you would change to make it more differentiated. (Make sure to
include at least one each for content, process, and product.)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

LESSON ON GEOMETRY

LESSON OUTCOMES

At the end of the lesson, the student should be able to:

1. Identify, name and describe the four basic shapes (square,
rectangle, triangle and circle) in 2-dimensional (flat/plane) and 3-
dimensional (solid) objects; and
2. Construct squares, rectangles, triangles, circles, half-circles, and
quarter circles using cut-outs and square grids.

FUN FACTS!

A tangram is a Chinese puzzle consisting

of seven flat shapes that can be arranged to
make a various figures.

LET'S DISCUSS

What shapes are used in the tangram?

The pieces of a tangram are one square, one parallelogram and five
triangles. These shapes are examples of two-dimensional shapes or 2D
shapes. They can be only drawn on a flat surface such as the paper. They have
two dimensions-length and width. Two dimensional shapes are also called a
plane shapes.

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This is a rectangle, This is a square,

It has two opposite sides of equal lengths. It has four equal sides.
It has four right angles. It has four equal angles.

This is a triangle This is a pentagon

It has three sides It has five sides.

A circle has no length or width, but it is also considered as a two-

dimensional shape. When you divide the circle into to equal parts, each part is
called a half circle. When you divide the circle into four equal parts, each part
is called a quarter circle.

Circle Half-Circle Quarter Circle

LET'S DO THESE!

 Divide the class into groups according to their learning styles.

Distribute the materials and worksheets.
 Give each group 5 minutes to complete the activity
 Allow them to discuss their work to the class.

Worksheet #1

Identify the shapes represented by the following objects.

1. 2.

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3. 4. 5.

Worksheet #2
Think of any objects that represent the following, then Draw it.
1. Rectangle 4. Quarter Circle
2. Circle 5. Square
3. Triangle

Worksheet #3
Who am I?
1. I have four equal sides and four right angles. Who am I?
2. I have a shape like a doughnut. Who am I?
3. I have two pairs of equal sides. I have four right angles. Who am I?
4. I am made up of three segments. Who am I?
5. I am closed plane figure made up of five sides? Who am I?

Worksheet #4
On the figure below, color all the triangles yellow, circles green,
rectangles brown and squares orange.

Closure
Good Job! You have finished Lesson 3 of Module 2. Now you are ready to take
up another lesson which will help you in the teaching and learning process.

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Lesson 4
Inquiry Based
(Math Concept: Patterns and Algebra)

Learning Outcomes:
 Define inquiry based learning.
 Elaborate its principles and characteristics.
 Create activities having IBL approach.

Time Frame:
3 hours

Introduction

Asking students to think mathematically is essential to the Math

classroom. But engaging them, providing their experiences will develop deep
understanding. The more you teach inquiry, the more passionate you will
become about the opportunities it provides for engaging students in deeper
mathematical learning. It may take time to become comfortable and to see its
productivity. But by using an inquiry approach, teachers have the opportunity
to create curriculum that makes the classroom an exciting place to be.

This Lesson will give you insights about Inquiry Based Learning, its
principles, characteristics and forms. It also deal some examples of applying
inquiry based approach in the teaching-learning experience.

ACTIVITY

Activity 1: PICTURE COMPARISON

Instructions: Observe the two pictures below. These are two common
classroom situation. List your observations on the table provided.

Classroom A Classroom B

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My observation in classroom My observation in classroom

A… B…

(you can have it in bulleted form or paragraph

form)

ANALYSIS

Activity 2: Based on your Observations, answer the following questions.

 Have you ever experienced being at the two classroom situations? Share
your experiences.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

 What do you think is present in classroom A, that classroom B is missing?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
 As a future teacher, which of the two classroom is your ideal situation?
How are you going to prepare that?
_________________________________________________________
_________________________________________________________
_________________________________________________________

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_________________________________________________________
_________________________________________________________

ABSTRACTION

It could be said that

Benjamin Franklin’s statement
nicely sums up the modern
teaching methods that are now
actively employed to engage and
encourage students and make
learning more memorable.

Learning Mathematics
should be a joyful experience.
The lessons need to be engaging and meaningful, challenging yet achievable.
In inquiry-based instruction, students are asked to think when they grapple with
open-ended tasks independently or in collaboration with other students. The
thinking can be visual, algebraic, or logical. In all cases, students use their
reasoning skills to develop understanding.

What is Inquiry Based Learning?

From a student point-of-view, inquiry-based learning focuses on investigating

an open question or problem. They must use evidence-based reasoning and
creative problem-solving to reach a conclusion, which they must defend or
present.

From a teacher point-of-view, inquiry-based teaching focuses on moving

students beyond general curiosity into the realms of critical thinking and
understanding. You must encourage students to ask questions and support them
through the investigation process, understanding when to begin and how to
structure an inquiry activity.

It is a learning and teaching method that prioritizes student

questions, ideas and analyses.

It’s important to remember that inquiry-based learning is not a technique or

practice per se, but a process that has the potential to increase the intellectual
engagement and deep understanding of learners, urging them to:
 Develop their questioning, research and communication skills
 Collaborate outside the classroom
 Solve problems, create solutions, and tackle real-life questions and
issues

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 Participate in the creation and amelioration of ideas and knowledge

Learners are in the center of the

entire process, while instructors, All learning activities revolve
resources and technology are around information-processing
adequately organized to support skillsqs`
them.

Principles of
Inquiry Based
Learning

Emphasis should be placed on

Instructors facilitate the learning
evaluating the development of
process, but also seek to learn
information-processing skills and
more about their students and the
conceptual understanding, and not
process of inquiry-based learning.
on the actual content of the field.

The 4 forms of Inquiry

There are four forms of inquiry that are commonly used in inquiry-based
instruction:
 Confirmation inquiry
Learners are given a question, as well as a method, to which the end
result is already known. The goal is to confirm the results. This enables
learners to reinforce already established ideas, and to practice their
investigative skills.
 Structured inquiry
Learners are given the question and the method of achieving the result,
but the goal is to provide an explanation that is already supported by
the evidence gathered during and through the investigative process.
 Guided inquiry
Learners are only given a question. The main goal is to design the
method of investigation and then test the question itself. This type of
inquiry is not typically as structured as the previously mentioned forms.
 Open inquiry
Learners must form their own questions, design investigative methods,
and then carry out the inquiry itself. They must present their results at
the end of the process.

In an instructional setting, inquiry-based learning can give teachers the

opportunity to allow students to fully explore problems and scenarios, so that
they can learn from not only the results, but also the process itself. They are

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encouraged to ask questions, explore their environments, and obtain evidence

that support claims and results, and design a convincing argument regarding
the way they reached to the end result.

Characteristics of Inquiry Based Learning

Process • When students solve problems themselves, they

internalize conceptual processes. Inquiry-based
Focus teaching prioritizes process over product.

• The teacher may pose a problem derived from

the class content or students’ questions. The
Investigation students then investigate the issue to find an
answer

• Students may work in pairs or in small groups

Group when exploring a problem. Students assist one
another throughout the learning process, which
Learning enables them to share and build upon ideas as
well as articulate how they arrived at a solution.

• As the students work together, the teacher can

Discussion move from group to group, listening to their
Monitoring discussions. Teachers may ask questions to
gauge students’ understanding and correct any
misconceptions.

• Students solve math problems that have a

meaningful life application. For example, a
Real Life teacher may present a multiplication problem as
an interesting story: “Sasha has 2 bags of
Application candy. Each bag has 4 candies inside. How
many candies does Sasha have altogether?”

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Inquiry Based Learning and Teaching Mathematics

Teachers may wish to focus less on math computation and more on

helping students determine which pieces of information are useful and how this
information applies to the real world. Teachers can develop students’
understanding of the topic with guided inquiries

An inquiry-based classroom discussion helps learners understand.

Example is the concept of slope. The teacher draws a picture of two hills: one
taller and one longer. The teacher asks, “Which hill is steeper?” The question
may stimulate a lively discussion or a debate about the correct answer.

Inquiry-based learning involves guiding students by asking more in-

depth questions. These questions encourage students to pose high-level
questions themselves. This type of teacher-guided inquiry can motivate
students to think critically and to appreciate learning.

Tips for Teachers

 Think about what you want your
students to know or do before class.
 Start with one or more overall
guiding questions.
 Inform students that there are
multiple ways to solve a problem.
 Model how students can develop
their own questions.

Simple Ways to Use Inquiry-Based in Learning Math

These Learning activities promote critical thinking skills and students

engagement. They also apply math concepts to open-ended problems that
student encounter in the real world.

1. Secret Word Puzzles: This activity can work for almost all grades.
For younger students, provide them with a riddle or question as well
as with an answer key where a different number represents each
letter of the alphabet. Then give students a set of math problems they
must correctly solve in order to obtain the answer to the question.

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Different versions of the questions should be made to avoid students

simply copying from each other

2. Connect the Dots: This activity improves graphing skills in a fun

and engaging way. It starts with students drawing or printing a simple
picture on a plain piece of white paper. The student’s job is then to
transfer that image to graph paper, recording the students then trade
their lists of coordinates with other students who try and discover the
image by plotting those points themselves on a new piece of graph paper
the x- and y-coordinates for each main point of the image.

At the end of the activity, have all the students return the list of coordinates
along with their finished pictures to the student who originally created
them. Then have the pairs determine if the picture was plotted correctly
and if not, what went wrong.

3. Scavenger Hunt: This activity can be used with any grade, and the
level of math incorporated will depend on the class. Provide students
with a list of locations they must check off on their scavenger hunt, but
instead of giving them physical directions, provide them with math
problems. Use clues that tell them how many steps, feet, yards, etc.
they will need to advance to make it to their next destination.

If the students do the math incorrectly and come up with the wrong
answer, they will end up at the wrong location and won’t find the next
clue. This activity is a fun way for students to engage on a whole new
level with the math they’ve been learning.

4. Name that Shape: Elementary school students are taught basic

geometry regarding 2-D and 3-D shapes as well as how to determine a
shape’s volume, mass, area, and perimeter. To help younger children
genuinely grasp the nature of shapes, take them on a walk around
the inside and outside of the school. Have them bring a shape-
identifying card as well as a small notebook and pencil with them.

Next, they can compare the shapes on the card to the contours of the real-
life objects around them. For example, can they find a cylinder somewhere
on the school grounds? How frequently does the triangle shape come up
in nature? Have them sketch the items they see and write down their
shapes.

5. Budget or Bust: Debit cards involve only the online movement of

money; no actual cash changes hands. This can encourage

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overspending. To avoid this, students should learn the math involved in

setting a budget.

Give your class a list of everyday expenses (rent, utilities, phone, food,
entertainment, savings, etc.) as well as an average young adult income
for your area. Students should set up a budget using the information given
to see if their theoretical income can cover their expenses. If not, they will
need to adjust their monthly budget until they can live within their means.
This teaches them how to apply basic math as well as percentages,
fractions, and ratios, to their daily lives.

6. Classroom General Store: Setting up a classroom store can help

younger students understand the value of everyday items. Your ‘store’
can be kept in a special cabinet, drawer, or even in a plastic bin and can
contain useful items (pens, pencils, and erasers) or reward items
(stickers, crayons, and bookmarks).

The point of a classroom store is to give students a chance to

interact with money, to learn the value of coins and bills, and to help
them learn how to save for the things they want or need. Provide
students with a weekly pretend “allowance” and teach them they are
responsible for deciding how to spend it. If they spend all their allowance
on something fun at the start of the week, they may not have enough left
to purchase something they need by the end of the week.

APPLICATION

Task 1: MY IBL ACTIVITY

Instructions: Equipped with a thorough understanding of inquiry-based learning
and the strategies, you need to run activities your students should
see benefits. Now, create an Inquiry Based Learning Activity which
you will most likely to apply in your classroom. This, in itself, should
create a more engaged classroom. Describe the activity. Identify
the topic and the kinds of learners involved.

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Activity 3: My IBL Activity

Topic: _________________
Learners: _____________

Title of Activity:
______________________________________________
What to do? Describe.

LESSON ON CONTINUOUS AND REPEATING PATTERN

LESSON OUTCOMES

At the end of the lesson, the student should be able to:

1. Determine the missing term/s in a given continuous pattern using one or
two attributes;
2. Determine the missing term/s in a given repeating pattern using one
attribute; and
3. Determine the missing term/s in a given combination of continuous and
repeating pattern.

FUN FACTS!
Banig is a handwoven mat made from dried
seagrass leaves and used primarily for sleeping and
sitting in most Southeast Asian countries like the
Philippines. “As a social enterprise, we don’t just
buy and sell; we design for the community. We don’t
just provide employment and the market access to
weavers; we rig the industry in their favor,”
according to Woven PH’s statement. Currently,
the banig is mostly considered as nostalgic artifacts

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of the past, thus it is refreshing to see how banig creation is being reintroduced
to the current generation.

LET'S DISCUSS

How do you describe a Banig?

Although it has been more widely used too. Technically, it is not a textile.
Depending on the region of the Philippines, the mat is made of buri (palm),
pandan or sea grass leaves. The leaves are dried, usually dyed, then cut into
strips and woven into mats, which may be plain or intricate. The leaves are
dyed with different strong colors to make beautiful, colorful and unique designs
such as colors violet, red, white, yellow and blue.

Let's have an example.

M, I, M, I, M, I, ____

The pattern uses letters M and I. these are the letters repeated
alternatively in the pattern. From the pattern we can conclude that the next term
is M.

Observe this pattern.

3, C, 6, F, 9, I, 12,____

This pattern is a combination of numbers and letters used alternately.

The number pattern adds 3 to previous term while the letters are their positions
in the alphabet such as the third letter in the alphabet is C, the sixth letter is F,
the ninth letters is I and so on. This, we can conclude that L is the next term in
the pattern because it is the 12th letter in the alphabet.

Study this pattern. What comes next?

Based on the figure, the figure adds 5 more red circles and 5 more blue
circles. Thus, the next figure is

LET'S DO THESE
 Divide the class into 3 groups. Distribute the materials and worksheet.
Give each group ample time to complete the activities.
 Let them discuss their work to the class
 Having an inquiry based strategy, we can do these activities.

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Activity #1
Using the beads and string, make a bracelet with a pattern

Activity #2
Create your own Christmas Lights Patterns

Activity #3
Color the rainbow according to its color pattern/order ROYGBIV

Closure
You already finished Module 2. You are already equipped with strategies that
you can bring with you once you are in the teaching field. Now get ready for the
Module 3.

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Lesson 5
Ten Creative Ways to Teach Math
(Math Concepts: Measurements)

Learning Outcomes:
 Discuss the ten creative ways to teach Math
 Apply any of those ways in your lesson plan.
 Defend your choice in terms of suitability and any other criteria.

Time Frame:
3 hours

Introduction
This lesson introduces the ten creative ways to teach Math. Do you
already have your own way/s of teaching Math especially to primary graders?
Then, checkout on this lesson the other possible yet creative ways on how you
can deliver Math instruction effectively and efficiently. Now, let us start.

ACTIVITY

Task 1: Scrambled Words ISEORTS

_______
Instructions: ELNOTOHGCY
__________
SOYT
Form the terms related to ways of ____
teaching Math based on the given set RANTDATIMIZOA
of scrambled words. Write your _____________
answers on the space below each LAPY
____
word. ATYRITIVEC
__________

ANALYSIS

Consider the following questions:

a. Aside from those instructional strategies discussed in the previous
lessons, are there other possible yet creative ways to teach Math? What
are those?
b. Can you remember your Math teacher before teaching you Math
concepts integrated in a children’s story? How did your teacher do it?
c. Can you remember some children’s songs that can be used in teaching
Math? Can you name some?
d. What specific technology/ies was/were used in your elementary class
before to better facilitate Math instruction?

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ABSTRACTION

1. Use dramatizations
- Invite children pretend to be in a ball (sphere) or box (rectangular
prism), feeling the faces, edges and corners and to dramatize
simple arithmetic problems such as: three frogs jumped in the pond,
then one more, how many are there in all?
2. Use children’s bodies
- Suggest that children show how many feet, mouths, and so on they
have. Invite children to show numbers with fingers, starting with the
familiar, “How old are you?” to showing numbers you say, to
showing numbers in different ways (for example, five as three on
one hand and two on the other).
3. Use children’s play
- Engage children in block play that allows them to do Mathematics in
numerous ways, including sorting, creating symmetric designs and
buildings, making patterns, and so forth.
4. Use children’s toys
- Encourage children to use “scenes” and toys to act out situations
such as three cars on the road, or, later in the year, two monkeys in
the trees and two on the ground.
5. Use children’s stories
- Share books with children that address Mathematics but are also
good stories. Later, help children see Math in any book.
6. Use children’s natural creativity
- Children’s ideas about Math should be discussed with all children.
7. Use children’s problem-solving abilities
- Ask children to describe how they would figure out problems such
as getting just enough scissors for their table or how many snacks
they would need if a guest were joining the group. Encourage them
to use their own fingers or manipulatives or whatever else might be
handy for problem-solving.
8. Use a variety of strategies
- Bring Math everywhere you go in your classroom, from counting
children at morning meeting to setting the table, to asking children
to clean up a given number or shape of items. Also, use a research-
based curriculum to incorporate a sequenced series of learning
activities into your program.
9. Use technology
- Try digital cameras to record children’s Mathematical work, in their
play and in planned activities, and then use the photographs to aid
discussions and reflections with children, curriculum planning, and
communication with parents. Use computers wisely to mathematize
situations and provide individualized instruction.
10. Use assessments to measure children’s Mathematics learning
- Use observations, discussions with children, and small-group
activities to learn about children’s mathematical thinking and to

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make informed decisions about what each child might be able to

learn from future experiences.

APPLICATION

Task 1: My Top 5
Instructions: From among the ten (10) creative ways discussed in this lesson,
choose five (5) that interest you the most and explain how you will
apply each of those in your lesson. Use the diagram below.

1.

2.

3.

4.

5.

LESSON ON LENGTH, MASS AND VOLUME

LESSON OUTCOMES

At the end of the lesson, the student should be able to:

1. Convert units of measures of length, mass and volume from smaller to
larger and vice versa; and
2. Solve word problems involving units of measures of length, mass and
volume.

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FUN FACTS!

Popularly known as Cagayan Riven, the Rio Grande de Cagayan in

Cagayan Valley in the northeastern part of Luzon is the longest and largest river
in the archipelago. It is 505 kilometers long and traverses through the provinces
of Cagayan, Isabela, Nueva Vizcaya and Quirino.

LET'S DISCUSS

The length of Cagayan River is 505 Kilometers (km) is a unit og length

or distance; hence it may also be expressed in other units such as meter (m),
decimetre (dm) and so on.

For mass, the units used in the metric system are kilogram (kg), gram
(g), centigram (cg), and so on. On the other hand, the units used for volume
are litre (L), millilitre (mL), and so on.

Teachers Note:
 Use a metre stick to show how long one centimetre and one meter
are. An actual example of two places which are around a kilometre
apart will also be given
 For mass, a weighing scale and objects weighing 1 kg and 1 gram
will be used.
 To show 1 L and 1 mL, some products with labels showing these
volume may be presented to the class

For this lesson, we will only learn the units presented on the table below. Study
the table and the examples that follow.

Length Mass Volume

1m= 100 cm
1 kg = 1 000 g 1L= 1 000 mL
1 km = 1 000 cm

To review, when converting from unit to another, the rules are:

From bigger to smaller unit – multiply
From smaller to bigger unit - divide

Example #1: How many meters are in 4 kilometers?

Solution: 1 km = 1 000 m
4 x 1 000 = 4 000 m
1
Example #2: How many centimetres are in 2 meter?
Solution: 1 m = 100 cm
1
x 100 = 50 cm
2

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1
Example #3: How many grams in 3 4 kg?
Solution: 1 kg = 1 000 g
1
3 4 x 1 000 = 3 250 g

Example #4: How many litres are in 2 500 millilitres?

Solution: 1 L = 1 000 Ml
1
2 500 ÷ 1 000 = 2 2 L

Example #5: Sasha filled three containers with different amounts of water
using different units. In container A, she placed 1 250 mL; in
1
container B, she poured 1 2 L; while in container C, she poured
1 L 400 Ml. Arrange the container from the most to the least
amount of water they contain.
Solution: Container A: 1 250 mL
1
Container B: 1 L or 1 500 L
2
Container C: 1 L 400mL or 1 400 mL

Therefore, the order of the containers from the most to the least
amounts of water content is: Container B, Container C and
Container A.

LET'S DO THESE!

Three stations will be set up in the classroom.

Station 1 is for unit of length, Station 2 for unit of mass, and Station 3 for unit
of volume.

Materials and tools will be provided in each station. Students will be given
worksheets for them to fill in. This activity may be taken outside the
classroom.

L-M-V ACTIVITY
Name of Student:
Measure the length of any meter centimetre
Pencil
Skirt/pants
Door to window
Measure the mass of kilogram gram
Bag
Lunchbox
notebooks
Measure the volume of litre millilitre
can of soda
container of mineral water
shampoo

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Closure
It is not easy to do those tasks but you are making it happen. At last, you have
successfully completed the activities and tasks for this module’s last lesson, 5
Ten Creative Ways to Teach Math. Hope that you have gained significant
learnings in this entire course. You are really going to where you need to. Keep
it going!

Module Summary

In this module, significant points highlighted are the following:

 Problem solving method can be an effective method for teaching

mathematics in the hands of an able and resourceful teacher of
mathematics.
 It is fiction or a fairy tale to assume that all children in a class are at the
same level such that a one-size-fits-all lesson will allow all of them to
make continuous progress. One lesson for all children will likely be too
difficult for a few and not challenging enough to hold the interest of or
challenge others.
 Strategies in providing different learning experiences for students in
order to make sure that all students have an opportunity to learn. Fair
isn't always equal and equal isn't always fair.
 When teachers realize the importance of creativity in the classroom,
they recognize that students’ creative abilities can apply to math as well.

Module Assessment

Task 1: (AA1 – Quizzes and other activities)

I. Identification
Instructions: Give what is asked in the following items. Write your answer on
the blank.

__________________ 1. This learning theory supporting problem solving

strategy considers learners making own knowledge
determined by their experiences.
__________________ 2. It is one of the techniques in problem solving in which
students use logic to remove possible answers until
the correct answer remains.
__________________ 3. This theory explains how students understand the
way they learn through processes designed for them
to ‘think’ about their ‘thinking’.

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__________________ 4. To solve a Math problem, this technique encourages

students to look for items or numbers that are
repeated or a series of events that repeat.
__________________ 5. While solving a problem, Anna gets a pen and paper
to make some sketches based on the variables
given. This technique is called -

II. Matching Type

Instructions: Match the following practice or materials in Column A with their
respective creative way to teach Math in Column B. Write the
letter of the correct answer.

Column A Column B

_______ 1. acting out a role A. Use technology

_______ 2. reading ‘The Greedy B. Use children’s play
Triangle’ C. Use children’s toys
_______ 3. singing ‘I Have Two Hands’ D. Use dramatizations
song E. Use children’s bodies
_______ 4. using Wooden abacus and F. Use children’s stories
blocks G. Use a variety of strategies
_______ 5. using Math apps in H. Use children’s natural
computer and tablets creativity

III. Essay
Instructions: Answer the following questions.

1. What is differentiated instruction? In your own understanding.

2. How can teachers get to know their students? Make sure to include the
three characteristics of students that are important for differentiating
instruction and give at least two examples of how teachers can learn
about each.
3. Ms. Abee has taught Grade school Mathematics for ten years. She would
like to start differentiating instruction and needs to make some changes.
a. Explain why each of Ms. Abee’s classroom practices listed below
is not a differentiated practice.
b. Describe what Ms. Abee can do differently with each of them.
 Delivers instruction primarily by lecturing
 Does not permit students to retake tests they have failed
 Records zeros for missing assignments
 Groups students at the beginning of the year based on the
previous year’s achievement test scores
 Gives bonus points for classroom participation

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 Gives a test every Friday

Task 2: AA2 – Reflective Journal

Instructions: Answer the following questions. Give 2-3 sentence justification of

your claim.
4. Of the following Math strategies discussed, which among those do
you find:
a. Interesting –
b. Practical –
c. Popular –
d. Economical –
e. Challenging –

2. Give your insights on this picture.

Figure 1. A fairy tale. Illustration by J. W. Bellemere

LE3 – Final Exam

Instructions: Further instructions, date, procedures, will be given for this
learning evidence through the University Virtual Environment
(UVE) or other possible online platform.

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References

Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology

and instruction. Prentice-Hall, Inc., One Lake Street, Upper Saddle
River, NJ 07458.

Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology

and instruction. Prentice-Hall, Inc., One Lake Street, Upper Saddle
River, NJ 07458.

Department of Education (August 2016). K-12 Mathematics Education

Curriculum Guide for Grade 1 -10

Holincheck, Nancy , PhD (2014). Differentiation. Retrieve on July 29, 2020 at

[Link]

Implementation Branch (2015). Knowing and responding to learners in

Mathematics. Retrieve on July 29, 2020 at [Link]
resourcesDI/SchoolLeadership/Improving/KnowingandRespondingtoLe
[Link]

IRIS Center (2020). Differentiated Instruction:Maximizing the Learning of All

Laski, E. V., Jor’dan, J. R., Daoust, C., & Murray, A. K. (2015). What makes
mathematics manipulatives effective? Lessons from cognitive science
and Montessori education. SAGE Open, 5(2)

Maher, C. A., & Yankelewitz, D. (Eds.). (2017). Children’s reasoning while

building fraction ideas. Springer.

Reys, R. E. (1971). Considerations for teachers using manipulative materials.

The Arithmetic Teacher, 18(8), 551-558.

Sarama, J & Clements, D.(2009). Early Childhood Mathematics Education

Research: Learning Trajectories for Young Children, Routledge: Taylor
and Francis, New York

Singapore Mathematics Framework [Online image]. (2014). The Town of

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Students The IRIS Center Peabody College Vanderbilt University Nashville, TN

37203 iris@[Link]. Retrieved on August 5, 2020 at
[Link]

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Tomlinson, C. (1995). How to differentiate instruction in mixed ability

classrooms. Alexandria, VA: Association for Supervision and Curriculum
Development. ED 386 301.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs

of all learners. Alexandria, VA: Association for Supervision and
Curriculum Development. ED 429 944.
Tomlinson, Carol A. (2013). Assessment and student success in a
differentiated classroom ISBN: 9781416616177. Country of
publication: United States of America

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M., Wray, J. A., & Brown, E.
T. (2007). Elementary and middle school mathematics: Teaching
developmentally.

Winebrenner, S. (1996). Teaching kids with learning difficulties in the regular

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