Unit 1.

1 (TMIG)

Achieving and Sustaining Improvement

✓ Test Your Understanding

1. What are the factors critical to achieving and sustaining improvement in student
performance?
• a commitment to excellence;
• a strong sense of responsibility for student success;
• an ability to set goals and priorities, work within defined time lines, and make flexible
plans;
• an awareness of and preparedness for the challenges of the change process.
2. What are some of the roles and responsibilities of teachers and principal in improving
the performance of the students in mathematics?
• Some roles and responsibilities of teachers in improving the performance of the
students in mathematics:
- incorporating the research-informed teaching strategies described in this guide
into their instructional practices;
- collaborating with the principal to develop clear, measurable goals for their
professional development – goals that focus on effective mathematics
instruction and student achievement in math;
- identifying their own learning needs and seeking out related learning
opportunities,
- participating in regular reviews of professional development plans that are
informed by evidence of what is and what is not working to improve student
performance;
- accepting opportunities to work on board committees and to lead in-service
workshops.
• Some roles and responsibilities of principals in improving the performance of the
students in mathematics:
- distributing leadership for math initiatives and encouraging the development of
in-school leaders
- promoting in-school as well as area- and board-wide mathematics partnerships
and learning teams
- promoting an atmosphere of trust in which teachers feel comfortable
experimenting with new
- instructional practices that are informed by research and sharing their
knowledge;
 - identifying and encouraging exemplary practices and leadership by school staff,
providing consistent, constructive, and supportive feedback on improvement
efforts, and encouraging reflection;
- monitoring and regularly reviewing with staff the implementation process for
their schools’ mathematics improvement and professional learning plans;
- structuring their schools’ timetables to provide uninterrupted blocks of time for
mathematics instruction

3. What are some ways to build homeschool partnerships and increase parental involvement?
• working and communicating effectively with families through informal conversations, home
visits, and
parent-teacher conferences;
• being sensitive to the individual circumstances of parents and families;
• suggesting activities for parents, such as games that allow children to practice and to
experience success
with mathematics;
• helping parents understand what is taught in today’s mathematics classroom and why (e.g.,
by sending
home a brief description of the concepts and strategies involved in each new math unit);
• sharing with parents their knowledge, informed by current research, about how children learn
math and
about best practices in mathematics instruction;
• providing parents with information about their children’s progress on an ongoing basis;
• preparing take-home math kits that may include activities, books, software, and
manipulatives focused
on a particular topic; hosting a family math event, emphasizing math activities that can be
enjoyed by the
whole family;
• involving libraries and bookstores by asking them to promote literature that contains
mathematical
content for young children;
• developing and promoting an appreciation of the mathematical heritages and cultural values
of all
members of the school community

VII. End of Module Assessment (EMA)

✓ Test Your Mastery

1. Discuss/explain three (3) key factors needed to achieve and sustain improvement in learning
mathematics as reflected on Hill and Crévola’s framework.
• Beliefs and understandings - these beliefs and understandings reside at the center of all
successful plans for improving student achievement in mathematics. Educators who share
these beliefs know that all students can achieve success in math, and they find ways to provide
structured, effective mathematics instruction for all students, regardless of differences in the
students’ academic, cultural, socioeconomic, or linguistic backgrounds. School and board
administrators who share these beliefs allocate time, resources, and staffing to math programs
and to professional learning activities that focus on effective mathematics instruction
• Classroom teaching strategies - To provide an effective mathematics program, teachers need
a thorough knowledge of how children learn mathematics and of the best approaches to
teaching math. Teachers help students develop their mathematical understanding by engaging
them in problem solving and shared, guided, and independent math activities. As teachers
refine their skills in mathematics instruction, as well as their expertise in applying and
interpreting the results of a variety of assessment strategies, they are able to meet students’
individual learning needs through the use of a range of planned strategies and resources.
• School and class organization - The provision of sufficient blocks of time for mathematics,
along with the threading ofmathematics instruction throughout the day, plays a vital role in
student learning. Time is a valuable resource, and how a teacher structures the time spent on
mathematics in a classroom is important. In the primary and junior grades, there should be
focused time for mathematics every day. Mathematics should also be integrated into other
subject areas as appropriate.
2. What do you think are the significant impacts of professional learning and home connections
on students learning and performance in mathematics?
Significant impact of professional learning on students learning and performance in
mathematics
Schools that have been effective in improving students’ mathematical understanding and their
achievement in mathematics are typically schools that also promote a culture of lifelong
learning among teachers, administrators, and other education professionals in the school. They
have created “professional learning communities”. Active professional learning communities
usually emerge in schools when principals and teachers work together as a team to develop a
comprehensive professional learning plan. Since the ultimate objective of the professional
learning plan is to improve student learning, the plan is linked directly to an interpretation of
the results of student math assessments – in other words, students’ needs inform the
professional learning needs of teachers.
Significant impact of home connections on students learning and performance in
mathematics
The focus of formal mathematics instruction is the school, but mathematics itself is a part of
everyday life, and mathematical concepts are first experienced at home. Parents, teachers, and
children are all partners in the learning process. Countless studies over the years have clearly
shown that children do better at school when parents are actively involved in their education
(Epstein, 1991; Henderson, 1988; Henderson & Berla, 1994).

IX. Looking Ahead

✓ Synapse Strengtheners
Using internet sources, research on other frameworks for school improvement. Be able to
present
one of those frameworks you have seen including its components and importance on student
learning and performance in mathematics.
1. Invitation-based review
When a school proactively seeks an ACER School Improvement Review it sets a positive
environment for the work to flow through to a school improvement plan By inviting a review,
schools use the National School Improvement Tool by choice rather than as merely compliance
with performance indicators for a system. It is clear that a school’s ownership of the process is
important, and the approach of inviting the ACER consultants into the school is powerful. The
Principal and leadership team play an important part in preparing the school community (staff,
students, parents) for the review, to ensure that all stakeholders understand the purpose and
are involved. Unlike a self review, an external review brings in the perspectives of consultants,
themselves former principals and senior leaders who understand schools and have a wide-
ranging view of current school practice. As an added benefit, several schools have found that
the ACER School Improvement Report has been useful as a platform for reporting to a school
board or district as a way of identifying strengths, challenges and areas to focus on for
improvement. At a larger scale, ACER has been invited to support change across Australia in
Government and Catholic schools to build capacity of policy officers and school leaders.
Understanding of the National School Improvement Tool and how to gather appropriate
evidence across the nine domains of the Tool enables them to make judgements about school
improvement in their own settings.
2. Preparation and documentation
Preparation through documentation provided by the school is an important basis for the
Review The documentation provided by a school in the area of teaching and learning gives
consultants a clear overview of a school’s approach to curriculum as well as its organisational
structure and priorities. This assists in giving a framework for the approach and in identifying
areas to confirm or further investigate during the visit. School documents are an important
means of providing background prior to the onsite meetings. These may include:
x Strategic Plan and Annual Implementation Plan
x Curriculum plan
x Student handbook
x Staff List
x Assessment schedules
x Student performance trends
x Community projects
x Professional development priorities
x Curriculum planning tools
x Pedagogical frameworks for whole school; year
level; learning area
x Special programs
x Data plan
Schools provide these documents digitally or in hard copy or by access to the school intranet.
Consultants study the documentation prior to the visit, assisting them to understand school
context, particular in-school vocabulary, values and culture. They will consider academic
success, student engagement and planning strategies for teaching, learning and resources.

3. Principal as reviewer
Using the Principal as a school-based reviewer is an important factor in the success of a Review
Although the ACER consultants have wide experience, understanding the unique context of any
particular school is vital. The consultants bring an external eye, but there is also a need for
input from the school’s perspective. For this reason principals act as part of the review team to
reflect on findings from data, interviews and meetings. A relatively new principal provides an
initial impression and external view, while a longer-standing principal will add valuable history
and context. ACER consultants meet with the Principal regularly through the review to discuss
themes and evidence gained and test these against the Principal’s knowledge of the school
context. This leads to a report which takes into account school environment, background and
local issues. With the principal so directly involved throughout the review process, they are a
partner in the development of the Review Report. Often, a school will have a long ‘wish-list’ for
improvement, but time and resource constraints require them to prioritise and focus efforts
and resources effectively. The recommendations from the ACER review team allow a school to
refine and develop its explicit improvement agenda with specific school-wide targets which are
narrow and sharp in terms of measurable outcomes, accompanied by timelines and
accountability. The roles of the principal and leadership team are essential to understanding
and implementing the plan.
UNIT 1.2 ( TMIG)

✓ Test Your Understanding

1. What are the principles underlying effective mathematics instruction?
Principles underlying Effective Instruction in Mathematics
All teaching of mathematics should:
• foster positive mathematical attitudes;
• focus on conceptual understanding;
• involve students actively in their learning;
• acknowledge and utilize students’ prior knowledge;
• provide developmentally appropriate learning tasks;
• respect how each student learns by considering
learning styles and other factors;
• provide a culture and climate for learning;
• recognize the importance of metacognition;
• focus on the significant mathematical concepts (“big ideas”).
2. What is the importance of considering diversity to an effective instruction?
Effective learning environments are those that consistently foster student achievement. The
performance of all students is strengthened when the diversity of the class is recognized
and valued. Acknowledging students’ different backgrounds and experiences is best
accomplished by weaving appropriate examples throughout lessons in all subject areas.
Learning occurs when students are exposed to the unfamiliar. Discussing viewpoints and
sharing aspects of different cultures, customs, and languages are powerful tools for
learning.
Being committed to inclusion means empowering students to use their voices and
experiences in building their knowledge and understanding. The diversity of students’
voices must be reflected in learning materials, discussions, problem solving, and learning
applications. Teachers who recognize and build on the diversity of their students adopt
flexible approaches, maintain high standards, and bring concepts alive by presenting them
in contexts that students perceive to be real and meaningful. Being open to students’
diverse experiences and points of view increases opportunities for teachers to seize
teachable moments that support effective learning.
VII. End of Module Assessment (EMA)

✓ Test Your Mastery

Discuss three principles for an effective instruction in Mathematics and be able to cite concrete
classroom situation in which those chosen principles are applied.
• Acknowledge and Utilize Students’ Prior Knowledge
For learning to be effective, it must utilize and build upon the prior knowledge of the student.
Children’s natural inclination to play almost from birth ensures that all students bring some
prior problem-solving knowledge to the primary classroom. The level of such prior learning
varies greatly across cultures and socioeconomic groups, but the extent of prior knowledge in
students is often greater than has traditionally been assumed. Teachers in the primary grades
connect this “home-grown” intuition and understanding with new knowledge by developing
learning experiences that help foster mathematical understanding.

• Respect How Each Student Learns

Teachers need to respect how students learn by taking into consideration the balance of
learning styles, attitudes, preferences, cultural backgrounds, and special needs of students in
the classroom. Keeping students engaged in the learning process involves both maintaining
their interest and sustaining their understanding of the task they are undertaking. Classrooms
and instructional approaches that are conducive to mathematical learning include:
• a variety of visual displays (e.g., math word walls, strategy walls, students’ work);
• oral reminders that emphasize the connections with prior knowledge and similar learning
experiences;
• organizers such as mind maps and webs for a particular concept;
• prompts such as questions that the teacher poses as well as access to prompts that help
students
become “unstuck” (e.g., multiplication grids, T-charts);
• a range of learning experiences that include opportunities for shared, guided, and
independent
mathematics;
• Focus on the Significant Mathematical Concepts (“Big Ideas”)
Effective mathematics programs provide students with opportunities to gain a thorough
understanding of the “big ideas”, or key concepts, of mathematics. Programs that emphasize
the big ideas allow students to make connections, to see that mathematics is an integrated
whole, and to gain a deeper understanding of the key concepts. Rather than provide specific
instructional strategies for individual curriculum expectations, an effective mathematics
program takes the approach of clustering expectations around a big idea and investigating
effective teaching strategies for that big idea. Such an approach is exemplified in the
companion documents to this guide that focus on the individual strands.

IX. Looking Ahead

✓ Synapse Strengtheners
Look on the internet sources for principles underlying effective Mathematics instruction cited
by
the other authors. Be able to state the similarities and differences of the principles you have
learned on this module and the principles cited by one of the articles you have read.
Classroom Observations
Classroom observations are most effective when following a clinical supervision approach
(Cogan, 1973;
Holland, 1998). During a classroom observation cycle, the classroom observer and the teacher
meet for
a preconference, during which the terms of the classroom observation are established. A
focusing
question is selected, and the classroom observer negotiates entry into the teacher’s classroom.
Focusing
questions provide a focus for classroom observation and data collection, and could emerge
from “big
idea” questions such as:
› What instructional strategy are you looking to expand?
› What are the expected outcomes of the classroom observation?
During the observation, data is collected by the classroom observer while the teacher teaches
the
lesson. The observer collects data regarding only the focusing question that was agreed upon
during the
preconference. The tool for data collection must match the purpose of the observation.
After the observation, the classroom observer and teacher meet for a postconference. During
that time,
the teacher looks at the data that is collected, and the observer asks the teacher what he/she
notices
from the data. Based on the teacher’s responses, a conversation focusing on the questions
addressed
during the preconference. It is entirely possible (and, indeed, likely) that the focusing question
is not
answered, but the post conference conversation results in an additional list of questions that
can guide
continuing classroom observations and post-observation discussions.
UNIT 2.1(TMIG)
Teaching through and about problem solving

✓ Test Your Understanding

List at least three insights/realizations gained from teaching through problem solving and
teaching about problem solving. Be able to share your answers in our Facebook group page.
To sum up, teaching mathematics through problem solving should begin in the early years and
continue to be the main focus in all grades. As students are engaged in exploring and
developing mathematical concepts, the teacher highlights the processes and strategies of
problem solving. Teachers become role models for problem solving by being flexible, by
modelling a variety of strategies, and by encouraging students to use strategies that make
sense to them. Finally, because attitudes and beliefs about problem solving have a major
impact on student learning, the most important influence that a teacher can have on students
is to help them develop attitudes and beliefs that confirm their capability as good problem
solvers.

VII. End of Module Assessment (EMA)

✓ Test Your Mastery

Choose a topic/lesson on Mathematics in a particular intermediate grade level which will be
taught through problem solving or about problem solving. Then, state the step-by-step
procedure to be done on teaching such lesson considering the chosen approach. Follow the
format below.
Topic: Space and shape (measurement(
Grade Level: 2
Approach: Teaching Through Problem Solving
Reference: Grade 2 mathematics pdf
Procedure:
1. Relate the number of days to a week and the number of months to a year in a problem-
solving context.
2. Relate the size of a unit of measure to the number of units (limited to non-standard units)
used to measure length and mass (weight).
3. Compare and order objects by length, height, distance around, and mass (weight) using non-
standard units, and make statements of comparison.

IX. Looking Ahead

✓ Synapse Strengtheners
Reflect on the importance of problem solving in teaching Mathematics in intermediate grades,
on its inclusion on the Mathematics curriculum, and on your roles as a teacher.

1. Mathematical problem solving has long been seen as an important aspect of

mathematics, the teaching of mathematics, and the learning of mathematics. It has
infused mathematics curricula around the world with calls for the teaching of problem
solving as well as the teaching of mathematics through problem solving. By the time
young children enter school they are already well along the pathway to becoming
problem solvers. From birth, children are learning how to learn: they respond to their
environment and the reactions of others. This making sense of experience is an ongoing,
recursive process. We have known for a long time that reading is a complex problem-
solving activity. More recently, teachers have come to understand that becoming
mathematically literate is also a complex problem-solving activity that increases in
power and flexibility when practiced more often. A problem in mathematics is any
situation that must be resolved using mathematical tools but for which there is no
immediately obvious strategy. If the way forward is obvious, it’s not a problem—it is a
straightforward application. The importance of problem-solving in learning mathematics
comes from the belief that mathematics is primarily about reasoning, not memorization.
Problem-solving allows students to develop understanding and explain the processes
used to arrive at solutions, rather than remembering and applying a set of procedures.
Me my roles on this as a teacher I am the one who Give suggestions to students not
answers. Offer a problem solving heuristic. Teach a variety of problem solving strategies.
Allow time for the students to struggle with the problem. Choose problems that require
 time to think through a solution. Provide a variety of problems. Allow students time to
practice a heuristic and strategies. Give similar or the same problem in different ways

UNIT 2.2 (TMIG)

Communication in the classroom

✓ Test Your Understanding

Based on what you have learned from the above discussion, make a one-page persuasive essay
consists of three paragraphs (Introduction, Body, and Conclusion). Think and state your own
title
for the essay to be made. Be able to share it to your classmates by posting the essay in our
Facebook group page.
VII. End of Module Assessment (EMA)

✓ Test Your Mastery

Choose a topic/lesson on Mathematics in a particular intermediate grade level. Then, state the
step-by-step procedure to be done that will highlight how a teacher enriches the learning
experiences of his/her class by promoting an effective communication. Be able to include the
sample questions to be asked and expected prompts from the learners. Follow the format
below.
Topic: Plane figures
Grade Level: 4
Reference: Grade School Mathematics by Gloria L. Cruz et al., p. 186- 192
Procedure:
1. Create a comfortable classroom for the students to be comfortable and to avoid physical
discomfort the one of the barriers of effective communication
2. Ask to the students the shape of a notebook, mineral bottle and vase that all of those can be
called plain figures
3. Ask the students what the plane figure is
4. Ask the students what are the other types of plain figures
5. Give an activity to students and use a cooperative problem solving strategy.

IX. Looking Ahead

Synapse Strengtheners
List at least three barriers for an effective communication in the Math classroom. Then, suggest
an intervention for each barrier. Follow
Barrier for an Effective Communication Proposed Intervention

Barriers Interventions

1. Expression When the teacher 1. Listen for the essence of the

or student doesn’t have the speaker’s thoughts: details, major
ability to choose the proper ideas and their meanings. Seek an
words to describe the ideas overall understanding of what the
speaker is trying to communicate,
they want to convey, this will
rather than reacting to the
create a communication individual words or terms that they
barrier in class room. An use to express themselves.
example of this could be a
teacher who is a professional
mathematician, but an
ineffective math teacher
because the only way she can
convey ideas is to use math
jargon that the students
cannot understand. 
2. Day dreaming A common 2. This barrier can be lessened
(though avoidable) barrier to or surmounted by. Increasing
effective communication
occurs when the learner day
dreams, that is when he turn
away from the flow of
classroom communication and
dwells upon his own privately
recalled understanding and
experiences, which are more
preoccupying than those which
are identified with classroom
activity.
3.Physical discomfort: Student
may fell discomfort due to the
insufficient necessary internal
or external equipment in the
class room like fan, light, air,
etc. for these reason, they may
lose their interest to hear the
lecture of their teachers.
the understandability of class
room communication through
the use of effective audio
visual class room techniques. 
3. For this barrier to be
lessened, the modern class
room must be thought of as
providing an efficient
environment for learning. This
environment should be
characterized by light control,
which permits the use of
projected materials, by
temperature control which
encourages mental activity, all
these will be controlled by the
teacher of the class room.
UNIT 3 (TMIG)
Classroom Resources and Management

✓ Test Your Understanding

Activity 1: With the use of messenger chat/call or phone text/call, interview an elementary
teacher who has taught mathematics in intermediate grades, regarding his/her roles in
developing a mathematical community as well as the classroom resources he/she has used for
mathematics instruction and learning. Be able to make a one-page narrative report of his/her
responses on the interview being conducted including the insights you have gained from them.
I’ve interviewed Sir Zander Razo he is a math teacher in Aguada Elementary School
according to him, a math teacher is someone who inspires their students to look beyond
the pages of the textbook to become problem solvers and critical thinkers. Every day
your boundless passion and dedication impacts each and every one of your students.
As a math teacher, you are ensuring that your students will have the knowledge and
skills that will help them not only succeed in the classroom, but also be empowered by
mathematics to become productive citizens of our democratic society. So me the insight
that I’ve gained from his answers on my interview The role of the teacher is changing
from that of main instructor, teaching rules and correcting related exercises, to that of
facilitator of mathematical activities that promote understanding of mathematics,
mathematical thinking and reasoning abilities. In other words, educators today are
aiming to provide students with expertise in mathematics, so that students will be
equipped to use advanced thinking skills to acquire mathematical knowledge
Activity 2: Based on the things you have learned on arranging and organizing classroom, draw a
classroom floor plan for mathematics instruction in intermediate grades. Be able to post your
output in our Facebook group page.
VII. End of Module Assessment (EMA)
✓ Test Your Mastery
Discuss at least three significant roles of the teacher in developing a mathematical community
and choosing and using classroom resources.

IX. Looking Ahead

✓ Synapse Strengtheners
Self-Reflection: Write a one-page reflection paper on the importance of structuring the
classroom for mathematics instruction.

UNIT 4.1 ( TMIG)

Assessment and Home Connections (Assessment and Evaluation)

✓ Test Your Understanding

Conduct an interview to a Grade 4-6 Math teacher regarding the assessment methods used in
a
face-to-face classroom setup and be able to ask the factors considered on selecting
appropriate
assessment method, the difficulties met in assessing student performance in Math and the
solutions done to the identified difficulties. Based from his/her responses, make a one-page
narrative report including the insights you have gained. Post your narrative report in our
Facebook
Group Page.
VII. End of Module Assessment (EMA)
✓ Test Your Mastery
Choose a particular topic in Math for each intermediate grade level. Be able to state the
learning
objectives, the appropriate assessment method/s and the step-by-step procedure on using
such
assessment method/s.
Grade Level Topic Learning
Objectives
Assessment
Method/s
Procedures for
the Chosen
Assessment
Method
4
5
6
IX. Looking Ahead

✓ Synapse Strengtheners
Self-Reflection:
Instructions: Provide answers to the incomplete sentences.
After reading and discussing with my classmates, this lesson on assessment and evaluation,
1. I realize that
2. I feel that
3. I need to
UNIT 4.2 (TMIG)
Assessment and Home Connections (Home Connections)

✓ Test Your Understanding

Conduct an interview to a Grade 4-6 Math teacher regarding the importance of home
connections
on teaching and learning mathematics, the ways on and difficulties met in building and
enhancing
parent-teacher math connection and parent-teacher-student math connection and the
solutions
done to the identified difficulties. Based from his/her responses, make a one-page narrative
report including the insights you have gained. Post your narrative report in our Facebook
Group
Page.
IX. Looking Ahead

✓ Synapse Strengtheners
Instruction: Read an article in the internet regarding building and enhancing home
connections
for mathematics education. Then, make a one-page reaction paper based from what you
have
read on the article and the things you have learned from this module.
UNIT 5 (TMIG)
VII. End of Module Assessment (EMA)
 Test Your Mastery
Considering the things you have learned from this module, write a detailed lesson plan on
one of the topics in Grades 4/5/6 Math related to teaching basic facts and multidigit
computations.
IX. Looking Ahead
 Synapse Strengtheners
Self-Reflection: Provide answers to the incomplete sentences. After reading and discussing
with my classmates, this lesson on teaching basic facts and multidigit computations,
1. I realize that
2. I feel that
3. I need to