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succeed. Problems or obstacles occur all the time,

and it is important that you can provide quick and

imaginative solutions to them. Being able to solve

problem displays both logical and creative thinking.

Applying this to problem solving in mathematics,

there are multiple strategies students can apply,

many of which can be specifically taught, practiced,

and applied.

Problem solving is the most difficult one to be

taught in the sense that this would need first, reading

skill of the pupils and secondly, comprehension level

of the pupils. So, this is a very big challenge for all the

lessons in math be easily understood by the pupils so

that they will learn to love and excited always in

coming to math classes.

Problem solving maps are very useful to us

teachers. It is a privilege learning this technique or

strategy for this would help us makes lessons in math

be taught easily and pupils be able to comprehend

well the concept for the steps are clearly illustrated to

the learners.

Starts

Ends

Activity

Wikispaces page

Supporting

Information

Module 1. Introduction

Jan 27th

Jan 29th

Introduce yourself

Introduce yourself

Home

Basic Technology

Equation Editor

Basic Technology

Wikispaces

Creating a new

page/uploading file

Basic Technology

Home

them in the Discussion Board

Module 2: What is the problem with math education?

Jan 30st

Jan 31st

advantages and disadvantages

Discussion: What is your experience with

teaching math?

Workbook

Math Learning Problems

Feb 3rd

Feb 5st

Workbook

Basic thinking skills

are needed to be successful in math?

Module 4: The Example-Conclusion Graph

Feb 6th

Feb 12th

conclusion graph

Feb 13th

Branch

Feb 19th

Workbook

Feb 20th

Breaker

Workbook

Feb 26th

Feb 27th

Feb 28th

Solving Maps in the classroom

Department of Education

National Capital Region

DIVISION OF CITY SCHOOLS-VALENZUELA

Pio Valenzuela St., Marulas

Valenzuela City

ELEMENTARY

Name

School

USERNAME

1.Marlyn G. Carduce

2. Leilani V. Santos

3. Jenny Lyn F. Racpan

4. Leticia T. Sison

5. Marilyn C. Resurreccion

Constantino ES

Silvestre Lazaro ES

Paltok ES

Doa Ata ES

Tugatog ES

marlyncarduce15

leisan74

GROUP 2

6. Leslie J. Acua

7. Jasmin DS. Austria

8. Marichu E. Eyo

9. Shirley C. Ilagan

10. Maribeth L. Fulo

11. Mary Anne M. Escarcha

GROUP 3

12. Liezel G. Salac

13. Veronica M. Rollon

14. Romel B. Gatila

GROUP 1

Grade Level

Contact Number

marilyn resurreccion

I

II

II

III

III

marlyn_carduce@yahoo.com

leisan74@yahoo.com

jhennyfranco@yahoo.com

sison_lettycharm@yahoo.com

mc_resurreccion7@yahoo.com

09156994148

09199635214

09322993149

09267344293

09192131361

Apolonia F. Rafael ES

Rincon ES

Sitio Sto.Rosario ES

Gen.T. De Leon ES

P.R. Sandiego ES

s. a. De guzmsn es

marichueyo

shirleyilagan

beth

escarcha_maryanne

III

III

IV

IV

IV

IV

diodina.acua@yahoo.com

09255250413

jasminaustria41@yahoo.com

0932963992

chizzykeso01@yahoo.com

09107510689

ilagan_s@ymail.com09327459984/09154910328

maribethfulo36@yahoo.com

09257021175

terencetimothy09@gmail.com 09093670351

Canumay West ES

Roberta De Jesus ES

Parada ES

miche17

veronica_rollon0203

Rbg2680

IV

IV

V

liezelsalac@ymail.com

09167979292

veronicarollon@yahoo.com 09055112519/09328925606

rbg2680@yahoo.com

09063499843

16. Paolo R. Alarde

Malinta ES

Serrano ES

GROUP 4

17. Rose-Marie I. Valcoba

18. Madeline DC. Pajarillaga

19. Efren M. Soriano

20. Michael John H. Aquino

21. Randolph P. Rodriguez

sheinaquino

paoloalarde23

V

V

sheinaquino@gmail.com

paoloalarde23@yahoo.com

09228851298

09183979835

Canumay East ES

rosevalcoba

Dalandanan ES

madiepajarillaga

Punturin I ES

efrensoriano

San Miguel Heights ES khel0909

Pasolo ES

randolphrodriguez

V

V

V

V

V

rvalcoba@rocketmail.com

mdcpajarillaga@yahoo.com

efrensoriano70@yahoo.com

khel0909@yahoo.com

randolph_1307@yahoo.com

09421674148

09168460177

09434676484

09273776793

09293871068

GROUP 5

22. Christopher M. Saremo

23. Ryan G. Feliciano

24. Lucila L. Legaspi

25. Edison B. Antonio

26. Teofilo R. Tantay Jr.

Paso De Blas ES

Andres Fernando ES

Isla ES

MES-Pinalagad Annex

Punturin ES

V

VI

VI

VI

VI

echingsaremo@yahoo.com

felicianoryang@yah00.com

lmlegaspi_1970@yahoo.com

Edlen37@yahoo.com

teofilotantay

09999968837

09325240987

09175236234

09062341173

09161390400

GROUP 6

27. Mary Jane L. Dela Cruz

28. Gladys F. Bartolome

29. Elsa T. Bobes

30. Raymond T. Morales

31. Jenny R. Alfaro

32. Maria Cecilia Z. Data

Maysan ES

Arcadio F. Deato ES

Pio Valenzuela ES

Marulas ES

Wawang Pulo ES

Andres Mariano ES

VI

VI

VI

VI

VI

VI

janedelacruz777@yahoo.com

gladysbartolome33@yahoo.com

elsbobes@yahoo.com

rhey_mhore@yahoo.com

jennyalfaro18@yahoo.com

cecille.data@yahoo.com

09179850658

09323279918

09178137771

09053350900

09328850418

09999370702

GROUP 7

33. Juliana P. Ocsona

34. Arlene M. Bautista

35. Jocelyn P. Yumul

36. Renalyn T. Ramirez

37. Joy C. Dela Rosa

38. Nicanor M. Cuerpo

Bitik ES

Caruhatan East ES

Lingunan ES

Lawang Bato ES

Tagalag ES

Coloong ES

julieocsona

arl.lhen

jocelynyumul

RenalynRamirez

dyjoy

VI

VI

VI

VI

VI

VI

ocsonajulie@yahoo.com

arl.lhen@yahoo.com

joyumul611@yahoo.com

dyjoy21@yahoo.com

apollo13_dazh@yahoo.com

09262637090

09999986413

09099983991

09085611056

09196655227

09333172290

SECONDARY

GROUP 8

39. Hilda A. Galicia

40. Eleuterio R. Flores JR.

Valenzuela NHS

Parada NHS

dhang_galicia

eleuterio36

ahha_dhang@yahoo.com

jingflores12@yahoo.com

09228793084

09477925441

christophersaremo

ryangfeliciano

Charm3

TeofiloTantayJr

gladys bartolome

elsbobes

raymondmorales

jennya.

Grade 7

Grade 7

renalyn_ramirez291@yahoo.com

42. EDELYN MADRONIO

Lawang Bato NHS

edelynmadronio

43. Verginia B. Leonin

Maysan NHS

verginialeonin

Araceli Catiis

aracelicatiis

Grade 8

grade 8

chad_nica@yahoo.com

blueagle_26@yahoo.com

cjseven5586@yahoo.com

09332989289

09234851815

09165259231

3rd

3rd

3rd

3rd

3rd

3rd

gerwaynepalomar@yahoo.com

conniepie_sison@yahoo.com

jciple_26@yahoo.com

annebanc2005@yahoo.com

delino18@yahoo.com

roxanne040685@gmail.com

09324274767

09234952262

09058687700

09228982709

09228204843

09258515816

09156611838

09094140696

09182028959

09175253574

09159702316

09325881547

09198444493

GROUP 9

44. Gerwayne M. Palomar

45. Maria Concepcion T. Sison

46. Jaycee R. Oco

47. Rachelle Anne Alejo Baez

48. Christopher J. Delino

49. Roxanne P. Delos Santos

Caruhatan NHS

Arkong Bato NHS

Gen. T. De Leon NHS

Dalandanan NHS

Canumay East NHS

Canumay NHS

gerwaynepalomar

connie_sison

ocojaycee

RachelleAnneBanez

ChristopherDelino

roxannepdelossantos

GROUP 10

50. Silverio M. Agustin

51. Norman A. Panelo

52. Midjet V. Barbosa

53. Randy V. Dela Vega

54. Roel M. Rocero

55. Roderick D. De Leon

56. Odelon B. Penaflorida

Bignay NHS

S. Francisco Mem. NHS

Polo NHS

V. P. Trinidad HS

Malinta National HS

Wawangpulo NHS

agustinsilverio05

4th

Midjet Velayo-Barbosa 4th

delavegarandy

4th

rmrocero

3rd & 4th

ricdeleon

4th year

odie1122

Grade 7 and 4th year

agustinsilverio05@gmail.com

pbunsamin@yahoo.com.ph

midjet_barbosa@yahoo.com

delavegarandy@yahoo.com

roelmrocero@yahoo.com

keridor8866@yahoo.com

odie_1122@yahoo.com

Math Supervisor

Elementary Principal

vickytafalla

norlita_nato_santos

vickytafalla@yahoo.com

norl2003@yahoo.com

58. Mrs. Norlita Santos

59. Regina Gomas

low?

The students performance may be so low for the

fact maybe they dont

have the positive outlook about the subject. They

have the negative impression on math lessons. One

more thing maybe the way teacher deliver the lesson.

The approach or strategy being used maybe not

suitable to the group of students. It may be too difficult

for the students to understand.

Therefore, students performance in math

because of the following factors:

- Teacher factor

- Student factor

Most efforts are designed to improve the teaching

of individual content.

o Best way to teach decimals?

o Best way to teach functions?

o Best way to teach equations?

o New curriculum, new books, new ways to

evaluate, new..

The methods used by students to learn one topic

may not transfer to a different topic.

Continuous changes in the teaching approaches.

It requires a lot of effort from teachers and

administrators

Math education is fragmented.

1. Be easily incorporated into the existing

curriculum

2. Teach pupils tools that are transferable

3. Be effective

4. Allow teachers to teach a variety

5. Not require an enormous amount of training

1. We can learn from good pupils

2. They do well regardless of the topic

3. The grade

4. The teacher

5. They have a generic process to solve problems

What is the consequence of this thinking based

model?

1. The main purpose of teaching math is to teach

children how to think

2. Since thinking is not learned by only listening,

teachers must become facilitators!

.

Finding the common set of thinking skills

learn math effectively, we need to focus on the

ones that cover a significant number of topics

2. The working hypothesis is that the necessary

skills evolve as students make progress within a

given topic

3. So first we need to determine how math

knowledge is built.

1. Factual / terminology

2. Simple rules

3. Multi-rule problems

4. Application problems

Structured

Semi structured

do are the following:

1. Memorization

2. Inductive reasoning

3. Deductive reasoning

4. Breaking down problems

5. Analyzing

knowledge and their required thinking skills

1. Factual / Terminology

Memorization

2. Simple Rules

reasoning )

3. Multi-rule problems

Applying generic rules

to specific steps ( deductive reasoning)

4. Application problems

Breaking down

problems into smaller problems

- Discuss some of the problems associated with

presenting math problems in the traditional

approach?

of the pupils. When traditionalists insist that its most

important for kids to know their math facts, we might

respond not only by challenging those priorities but by

asking what is meant by know. The key question is

whether understanding is passively absorbed or actively

constructed. In the latter case, math actually becomes a

creative activity. Once the subject is defined this way,

there isnt much mystery as to what technique will be

used. When the process of learning in arithmetic is

conceived

of administering drill. You do one problem after another

until youve got it down cold. It may make you dread the

whole subject (and avoid it whenever possible), but thats

much the same in a high-school algebra lesson as it is in a

first-grade addition lesson.

umpteen examples of the same problem (except with

different numbers), the idea being for students to imitate

the method they were shown, with the teacher correcting

their efforts as necessary.

If students have trouble producing the right answer, that is

taken as evidence only of the need of further drill. This,

as weve seen, is exactly how the failure of direct phonics

instruction is explained away: the more it doesnt work,

the more you obviously need it. And, also like traditional

ways of teaching children to read, most math classrooms

are predicated on the transmission model: students are

simply given facts and procedures by the teacher and the

textbook. Math textbooks, in fact, are often regarded

by student and teacher alike as the source of Truth a

cryptic but authoritative document -- such that everyones

job is to figure out what it wants you to do.

Information must be broken down to make it

easier to absorb

But at the same time it has to be connected to

make sense as a big picture

So Analyze

Breakdown

Connect

The guiding principle is to present the thinking

skills as a set of connected chunks of information

Thinking skills

ABC Model

ABC

ModelThink

ing skills

solving map

Thinking skills

Finding patterns

(inductive reasoning)

Applying generic rules to

specific steps (deductive

reasoning)

Breaking down problems

Example-Conclusion

graph

Multi-rule branch

Math Breaker

RAYMOND T. MORALES

MARULAS CENTRAL SCHOOL

GRADE 6 TEACHER

EXAMPLE-CONCLUSION GRAPH

Volume of Rectangular Prism

Example 1

9 cm

V = Bh

= lwh

= 5 cm x 3 cm x

9 cm

V = 135 cm3

3 cm

5 cm

Example 2

Conclusion

4 dm

2 dm

11 dm

V = Bh

= lwh

= 11 dm x 2 dm x 4 dm

The volume of a

rectangular prism is equal to

the product of the area of the

base (B) and its height (h).

V = 88 dm3

Example 3

A garden plot is 12 m by 16 m.

If it is to be raised by 0.5 m of

soil, how many cubic meter of

soil is needed?

V = Bh

V = lwh

= 12 m x 16 m x 0.6 m

V = 96 m3

Your Example

RAYMOND T. MORALES

MARULAS CENTRAL SCHOOL

GRADE 6 TEACHER

MATH BREAKER

Solving Word Problems Involving

Measurement of surface Area

What is the surface area of the fish tank?

SA = 2lh + 2hw + 2lw

SA = 1980 cm2 + 720 cm2 + 2200 cm2

SA = 3800 cm2

faces (front & back faces) of the

tank?

faces (left & right) of the tank?

& bottom) of the tank?

A = 1980 cm

A = 720 cm

A = 2200 cm2

of the front

face?

of the back?

of the right face?

of the left face?

of the top?

of the bottom?

A= lh

A= 55 cm x

18 cm

A= 990 cm2

A= lh

A= 55 cm x

18 cm

A= 990 cm2

A= wh

A= 20 cm x

18 cm

A= 360 cm2

A= wh

A= 20 cm x

18 cm

A= 360 cm2

A= lw

A= 55 cm x

20 cm

A= 1100 cm2

A= lw

A= 55 cm x

20 cm

A= 1100 cm2

RAYMOND T. MORALES

MARULAS CENTRAL SCHOOL

GRADE 6 TEACHER

SURFACE AREA OF CYLINDER

Find the surface area.

r = 10 cm

h = 15 cm

SA = 2r2 + 2rh

SA = 2r2 + 2rh

= 2(3.14) (10cm)2 +

2(3.14)(10cm)(15 cm)

SA = 2(3.14) (10cm) +

2(3.14)(10cm)(15 cm)

SA = 3070 cm3

Formula of the

surface area of a

cylinder

Area of the

lateral face

of the faces

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