South East Asian Institute of Technology, Inc. National Highway, Crossing Rubber, Tupi, South Cotabato

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato
COLLEGE OF EDUCATION DEPARTMENT

___________________________________________________
LEARNING MODULE
FOR
M 116: PRINCIPLES AND STRATEGIES IN TEACHING MATHEMATICS
_____________________________________________________
WEEK 7
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M116:Principles and Strategies in Teaching Mathematics

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COURSE OUTLINE
COURSE CODE : M 116

TITLE : Principles and Strategies in Teaching Mathematics
TARGET POPULATION : All 3rd year BSED Mathematics Students
INSTRUCTOR : MS. MARJORIE N. GARCIA
The following are the topics to be discussed
Week 7 STRATEGIES IN TEACHING MATHEMATICS (Research based strategies)

Week 8 DEDUCTIVE METHOD, INDUCTIVE METHOD AND FACTORS IN CHOOSING A
METHOD OR STRATEGY
Week 9 POWERFUL QUESTIONS (Convergent and Divergent Questions, Rathmell
Triangle Model
Week 10 COOPERATIVE LEARNING, INQUIRY METHOD, PROBLEM BASED
LEARNING
Week 11 INQUIRY-BASED TEACHING
5E’s MODEL
WEEK 7
LESSON 2: STRATEGIES IN TEACHING MATHEMATICS
INTRODUCTION:
Now you know what mathematics is, why is it important, and what the theories say about how students
learn. But how do you teach it? As they say, good teachers understand theory, and they translate theory into
practice.
There is no single best strategy or method in teaching mathematics since the choice of teaching strategy
depends on a number of factors. As teachers, we are expected to have a repertoire of teaching strategies
and methods that cater to the specific purposes and needs of our class. Research has shown that teaching
strategies that are interactive, integrated, experiential, varied and that tries to connect the lesson to the
students’ daily lives are effective.
This lesson will walk you through some of these instructional strategies such as Inquiry, problem-based
Learning (PBL), Cooperative Learning, Use Rathmell Model, Concept Attainment, and Peer Practice.
Emphasis will be placed on instructional learner-centered strategies that promote a constructivist classroom
environment.
READ……..!
Research-Based Strategies
What instructional strategies best

enhance student achievement?
After many years of teaching
seasoned teachers can identify
some of these strategies based on
their experiences.

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To help answer this question, Marzano, Gaddy and Dean (2000, in Feden & Vogel, 2003) conducted a
meta-analysis of what works in the classroom. A meta-analysis requires summarizing a large number of
research studies and combining their results. The results of their study yielded nine (9) categories of good
instructional practices. Most of them are self-explanatory and not new to you! In fact you may be practicing
most of them. We will just go over each one briefly.
1. Identifying similarities and differences. Recall that mathematics is defined as a study of patterns and
relationships. Identifying similarities and differences is a crucial step towards identifying patterns and
relationships. The Concept Attainment Strategy on page (55) is one good example of this instructional
strategy.
2. Summarizing and note taking. To summarize concepts learned, you may use tables, graphic organizers
and concept mapping.
3. Reinforcing effort and providing recognition. These are extrinsic ways of motivating learners, which, if
done well, will develop intrinsic motivation among the learners.
4. Homework and practice. These develop procedural knowledge and are best if the practice is followed by
specific feedback.
5. Nonlinguistic representations. The use of visual representations and manipulative models in

mathematics help learners understand concepts that are otherwise abstract.
6. Cooperative learning. These are effective promoters of student achievement and will be discussed in
greater detail in this lesson.
7. Setting goals and providing feedback. Setting goals provides direction to student learning and
providing feedback tells them how far they have gone in reaching their goals.
8. Generating and testing hypothesis. The discovery or inquiry approaches in teaching mathematics, as
well as the Concept Attainment Strategy and Concept Formation Strategy, encourage learners to generate
and test hypothesis.
9. Activating prior knowledge. This can be connected to our discussion of constructivism in Lesson I.
learners learn best when they build on previous knowledge and when they are able to make meaningful
connections between what they already know and what the new learning.
Do you think you can integrate all of

these good instructional practices in
your teaching? You can start by
identifying those that you can readily
integrate in your teaching and
working on the rest one at a time.
Good luck!

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ACTIVITY
(To be submitted on October 20, 2020)
Direction: Explain the following.

1. How would you apply the different strategies in teaching mathematics? (35points)
2. What is the best strategy in teaching solving problem? Justify your answer. (35 points)
3. How do you create a learning activity? (30 points)
Criteria:
Grammar 35%
Organization 30%
Content 35%
Total 100%
End of seventh week

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___________________________________________________
LEARNING MODULE
FOR
_____________________________________________________
WEEK 8
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WEEK 8
DEDUCTIVE METHOD, INDUCTIVE METHOD AND FACTORS IN CHOOSING A
METHOD OR STRATEGY
READ!!!!!!
The Two Main Methods: Deductive and Inductive

You may often hear of emerging and innovative strategies like interactive, integrated, multi-
disciplinary, reflective or brain-based. The variety of strategies in the educational literature seems endless,
but all these can be classified either as deductive or inductive strategies. Can you differentiate between the
two?
DEDUCTIVE METHOD
Deductive method begins with what is abstract, general and unknown to the learners and proceeds to
what is concrete, specific and what is known to the learner. Teaching begins with the rule or principle, then
examples are given to explain the rule or principle.
INDUCTIVE METHOD
Starts with what is specific, concrete and what is known to the learners and ends with what is abstract,
general and unknown. Teaching begins from the concrete experiences of the learners and from there moves
to the rule or principle.
SAMPLE LESSONS USING DEDUCTIVE AND INDUCTIVE METHODS
A. Using the Deductive Method
Lesson Topic: Converting Mixed Numbers to Improper Fractions and Vice Versa
Objectives : To convert mixed numbers to improper fractions

To convert improper fractions to mixed numbers
Materials: flash cards
Procedure:
Starter/ Motivation
Use flash cards on fractions and mixed numbers. Let the pupils identify whether the number on
the card is a proper fraction, an improper fraction, or a mixed number.
Lesson Proper
1. Discuss how mixed number can be written as an improper fraction by stating the rule.
(Multiply the denominator of the mixed number to its whole number, then add the numerator to
the product. This will be the numerator of the improper fraction. Use the same denominator.)
2. Illustrate the rule by showing examples.
To convert 2 ¼ to improper fraction:
 Multiply 2 and 4 then add 9
 Copy the denominator 4
3. State how an improper fraction can be written as a mixed number.
( Divide the numerator by the denominator. The remainder becomes the numerator of the mixed
number and the partial quotient becomes the whole number of the mixed number. Use the same
denominator.)
4. Illustrate the rule by showing an example.

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To convert 5/4 to mixed number
5÷4=1
1¼
-4
Practice
1. Give additional exercises for the pupils to work on.
2. Call on volunteers to show the answers. Discuss the answers.
Evaluation
A. Convert each of the following mixed numbers to improper fraction.
1. 1 ½ 2. 4 ¾ 3. 7 ¼ 4. 8 5/6
B. Convert each of the following improper fractions to mixed numbers.
1. 17/2 2. 15/4 3. 11/3 4. 9/5
C. Explain briefly.
a. How do you convert a mixed number to an improper fraction?
b. How do you convert an improper fraction to a mixed number?
Homework
Assign the page number in the workbook or give a worksheet to be answered.
B. USING THE INDUCTIVE METHOD
Lesson Topic: Converting Mixed Numbers to Improper fractions and Vice Versa
Objectives: To convert mixed numbers to improper fractions

To convert improper fractions to mixed numbers
Materials: fraction discs, whole-part chart
Procedure:
Starter/ Motivation
Ask pupils to work in pairs. Each pupil should have his or her fraction discs and whole-part chart.
Mario has 2 ¼ hotcakes left. He slices the hotcakes into fourths so he can
give them away to his friends. How many fourths does he make?

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Lesson Proper
1. Let the pupils show 2 ¼ on their whole part chart. Let them identify the whole and the part.
Whole Part
2. Ask the pupils to convert the 2 wholes into fourths. How many fourths are there now? (There are 9 one-
fourths or 9(1/4), thus 2 ¼ = 9/4)1.
WHOLE PART
3. Let them convert each of these mixed numbers to improper fractions using the same procedure.
a. 1 ¼ b. 2 1/3 c. 3 ½
4. Ask them to find a pattern of converting mixed numbers to improper fractions (without using the fraction
discs.)
5. Let the pupils show seven fourths (that is, 7/4)
WHOLE PART
6. Place the 7 fourths on the whole-part chart. Use a whole circle disc for the fourths that form a whole
WHOLE PART
7. Read the number on the chart now.

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8. Let the pupils convert the following to mixed numbers using the same procedure:
a. 5/4 b. 3/7 c. 10/4
9. Ask them to find pattern of converting mixed numbers to improper fractions (without using the fraction
discs).
10. State the generalizations.
Practice.
1. Give additional exercises for the pupils to work on.
2. Call on volunteers to show the answers. Discuss the answers.
Evaluation:
A. Convert each of the following mixed numbers to improper fractions. You may use your fraction discs and
whole-part chart.
a. 1 ½ b. 4 ¾ c. 7 ¼ d. 9/5
B. Convert each of the following improper fractions to mixed numbers. You may use your fraction discs and
whole-part chart.
a. 17/2 b. 15/4 c. 11/3 d. 9/5
C. Explain briefly:
a. How do you convert a mixed number to an improper fraction?
b. How do you convert an improper fraction to a mixed number?
READ!!!!!
How do you choose the right

method or strategy for teaching a
lesson is there a “best” method?
FACTORS IN CHOOSING A METHOD OR STRATEGY
1. Instructional Objectives. If the objective is to master multiplication facts, the strategy may be more on
drill and practice. However, if the objective is to develop the concept of fraction, the lesson may require a
more activity-oriented strategy involving lots of manipulative materials and reflective thinking.
2. The nature of the subject matter. Generally, the inductive approach is favoured over the deductive
approach, but certain topics are more efficiently and effectively taught using the deductive method. When
the
topic is too difficult, the use of the inductive method may require too much time and effort and may not be
successful. On the other hand, when the topic is too easy and routinary, it is best taught deductively to save
time.
3. The learners. The learner’s readiness is a factor we cannot ignore. Complex, investigative strategies
may be more suitable for more competent students while drill and practice for mastery may be more

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appropriate for the less competent students.
4. The teacher. Beginning teachers, or those who are still groping with the subject matter, are usually more
confident using the deductive method. The inductive method requires a solid and deep understanding of the
subject matter as it involves more processing of ideas and student responses.
5. School Policies. Some schools adopt a particular approach to teaching. For instance, certain private
schools claim that their schools employ learner-centered strategies while others boast of brain-baed strategies or
thematic; integrated approaches to teaching. On the other hand, there are schools that put emphasis on mastery of
skills.
READ !!!!!!
Strategies in Teaching Mathematics
Here are some common strategies in teaching mathematics. The first one uses a deductive
approach while the rest are variations of the inductive approach.
Interactive Direct Instruction

Do you recall how your teachers taught you? Chances are it was through direct instruction.
Direct instruction is the most traditional approach in teaching. It is teacher-centered and is an
efficient means of covering content. However, while it is the most widely used by teachers, it is
criticized as the least effective in promoting real learning among the learners. Gunter, Estes and
Schwab (1995) describe the steps in the direct instructional approach as follows:
1. Review previously learned material.
2. State objectives for the lesson.
3. Present the new material.
4. Provide guided practice with corrective feedback.
5. Assign independent practice with corrective feedback.
6. Review periodically and provide corrective practice.
Do these steps sound too familiar? Learners will certainly be better off if you can provide variety to this all-time
favourite! Can you do that?
ACTIVITY
(To be submitted on Tuesday, October 27, 2020)
Direction: Make a lesson plan using the following method:
* Deductive method.
* Inductive method
Criteria:
Content standards 25%
Learning Targets/ Objectives 30%
Instructional Procedure 20%
Materials and Resources 10%
Assessment 15%
Total 100%
End of eighth week

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___________________________________________________
LEARNING MODULE
FOR
_____________________________________________________
WEEK 9
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WEEK 9
POWERFUL QUESTIONS
READ….!
POWERFUL QUESTIONS
Questioning is one of the most powerful modes of teaching. It has the potential to
greatly facilitate the learning process when used appropriately. Using questions and
answers to challenge assumptions, expose contradictions and lead to a new
understanding is an undeniably powerful teaching approach. In fact, it is widely believed
that in order to teach well, one must be able to question well.
Knowing what to ask is one fundamental tool of effective tool of effective teachers.
What kinds of questions do teachers usually ask?
CONVERGENT VS. DIVERGENT QUESTIONS
Convergent Questions require single responses and

there is usually one correct or best response.
Examples: a. What is the value of pi?

b. Find the product of 6 and 7
Divergent questions requires students to give more general or open responses to questions that may
have more than one appropriate answer.
Example: a. What are the possible dimensions of a rectangle whose area is 100 cm?
b. Show different ways of adding 28 and 15.
Questions may be categorized according to the level of thinking they are likely to stimulate using Bloom’s
taxonomy, which incidentally has been recently revised. In the new version, Bloom’s six major categories
were changed from noun to verb forms. Additionally, the lowest level of the original, knowledge was
renamed and became remembering. Finally, comprehension and synthesis were retitled to understanding
and creating. In an effort to minimize the confusion, comparison images appear below.

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The new terms are defined as:
1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long term memory.
Example: What is the answer in subtraction?
2. Understanding: Constructing meaning from oral, written and graphic messages through interpreting,
exemplifying, classifying, summarizing, inferring, comparing and explaining.
Example: State in your own words the steps in subtracting numbers with regrouping.
3. Applying; Carrying out or using a procedure through executing or implementing
Example: Subtract 120 from 500.
4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and
to an overall structure or purpose through differentiating, organizing and attributing.
Example; Joy received 50 pesos from her mother. She bought a book for 75 and still had 28
in her wallet. How much money did she have in her wallet at the start?
5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Example: Here is Jo’s solution to a subtraction problem 15 – 10 =5. Is her solution correct?
why?or why not?
6. Creating: Putting elements together to form a coherent of functional whole; reorganizing elements into
a new pattern or structure through generating, planning or producing.
Example: How many different ways can you subtract 56 fro 90? Discuss each way.

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Questions in the remembering and understanding categories are considered to be lower-order questions
as these require lower-order thinking skills only. Those in the other categories are considered to be higher
order questions as these require higher order thinking skills (HOTS)
For questioning to be a powerful strategy, a teacher should take note of the following (Feden and Vegel,
2003)
1. Try to ask many higher order questions as lower order questions, if possible. Sadly, teachers tend to ask
mostly lower order questions.
2. Know how to time and pace your questions.
3. Use prompting questions (hints or clues) to help students respond to your questions.
4. Ask probing questions to seek clarifications and to lead students to a more complete and thoughtful
answer.
5. Allow enough time for students to answer a question.
6. Provide verbal and no-verbal reinforcements to students’ responses such as “OK”, “GOOD WORK.
ACTIVITY
(To be submitted on November 10,2020)
B. Direction: Do what is asked.
1. Write five convergent question.
2. Write five divergent question.
Rathmell Triangle Model
READ
The Rathmell Triangle Model is a versatile framework for teaching mathematics. Its
states that relationships must be discussed between and among real-life situations,
materials, language and symbols to develop strong mathematical ideas. Study the model
below.
CONCEPT: Fraction as Part of a Whole

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This triangle model suggests six interactions that need to be facilitated:
 Model to language * language to model
 Model to symbol * Symbol to model
 Language to symbol * Symbol to language
A strategy that is anchored on this model begins with a real life application of the concept to make the lesson
more meaningful to the learners. It uses concrete or visual materials to illustrate the concept before
proceeding to the operation of symbols. Also, emphasis is placed on the mathematical language used
Here are sample activities that focus on each interaction

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Can you integrate all these activities in teaching a concept?
ACTIVITY
A. Applying the Rathmell Triangle Model
Procedure:
1. Choose a concept or lesson that you want to develop.
2. Pose a real-life situations that requires the application of the concept.
3. Identify the concrete or pictorial model to be used to help develop the concept.
4. Complete the grid below by describing the activity that develops each of the six relationships in the
Rathmel
Triangle.
CONCEPT: _______________________________________
Real-life situation

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Development of the Six Relationships
Interaction Activity
Model of Language
Language to Model
Model to Symbol
Symbol to Model
Language to Model
Symbol to Language
End of ninth week

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___________________________________________________
LEARNING MODULE
FOR
_____________________________________________________
WEEK 10
__________________
WEEK 1O
COOPERATIVE LEARNING
READ
When performing a mathematical task, do you prefer to work alone or in groups? A lot of
us feel more confident when working in groups.
Cooperative learning is an educational format that is useful in many strategies in teaching
mathematics. In this format, students work together in small mixed ability groups to
achieve a particular goal or to complete an academic task. It fosters social skills, positive
peer relationships and a high level of self-esteem, thus reducing competition and

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increasing cooperation among students.
This strategy serves the following purpose:
1. to increase achievement through group collaboration that enables students to learn from each other;
2. to provide an alternative to the competitive structure of most classrooms today that discourages poorer
students; and
3. to improve human relations in the classroom by promoting interdependent activities that teach
collaborative skills.
Cooperative Learning is appropriate to use when:

1. the task demands collaborative effort;
2. the open-ended problem solving activity calls or clarification and range of strategies from the solution;
and,
3. the resources/ sources are limited.
ROLES OF THE TEACHER AND LEARNER
The teacher takes these roles:

1. Acts as facilitator groups whose members work together on shared goals.
2. Plans the tasks and explains them and the goals of each task to the students.
3. Monitors the groups, provides assistance, intervenes whenever necessary, and evaluates the groups and
students.
Learners take the following ideas

1. Give and receive assistance, feedback, reinforcement and support each other.
2 Take responsibility for each group members learning as well as for one’s academic success.
READ!!!
Five common formats used for cooperative learning are the following;
1. Student Teams-Achievement Division (STAD)- Teacher presents content or skill.
Students complete common tasks in group and then are testes individually. Individual
student’s improvements in performance are calculated to get team score.
2. Think-Pair Share- Students first try to work-out the task by themselves. Then they form
pairs and interacts and discuss their thoughts with each other. Finally they share their
understanding with the class.
3. Jigsaw- Students are assigned to teams. The academic material is divided into two several sections. The
members of different teams who have studied the same sections meet in “expert groups” to discuss their
sections. Then the students return to their teams and take turns teaching teammates about their section.
4. Team Assisted Instruction- Students are assigned materials at their own achievement level and are
assisted by their group members in learning the material. Group points are obtained through improvement
on individual tests.
5. Group Investigation- Students take responsibility for their own learning as each group decides what to
investigate, what contribution each will and how each will communicate what they have learned.
STRUCTURE
The following are the steps in implementing cooperative learning:
1. Planning
2. Preparing Students
3. Monitoring and Intervening
4. Evaluating and Processing
Research has shown the positive effects of grouping students for collaborative work. Not only fo they
feel more relaxed, they also learn more!
INQUIRY METHOD

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, Are
INC.you familiar with these
approaches? Page 19 of 31
Discovery inductive thinking, reflective
teaching, and problem solving? Inquiry
is viewed as synonymous with these
READ!!!!
Inquiry is a flexible instructional method used to involve students in a process to analyse a problem
or issue in a logical and systematic way. It is appropriate to use when inductive thinking and learning the
inquiry process itself are among the objectives. This method teaches both content and an investigate
process that has application to life. Notice how similar the phases of the inquiry method are to the scientific
method.
Practice-Phases of the Inquiry Method
Phase I- entry: Presentation and Clarification of a Problem, an Issue or a Question
a. State objectives; provide rationale

b. Identify a problem; an issue or a query
3. Relate to students experiences and lives
d. Clarify the problem.
Phase II- Formation of Hypothesis
a. Encourage the formation of tentative explanations of solutions
b. Clarify hypothesis
Phase III- Collection of Data
a. Facilitate the identification of sources of evidence
b. Assist in the evaluation of the evidence
Part IV- Test Hypothesis
a. Assist in organizing the data
b. Assist in the analysis and evaluation of the data
Part V- Closure: Draw Conclusions
a. Facilitate the reaching of a generalization, an explanation or a solution
b. Integration and transition
Admittedly, using the inquiry approach takes up so much time. But, though you get to cover less material,
more is retained in the midst of the learner.

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PROBLEM-BASED LEARNING
Problem-based learning is closely aligned with the inquiry and discovery methods of teaching and
performance assessment. It is centered on posing a problem and leading students through an investigative
procedure to solve it. The problem should be complex enough to encourage critical thought and group effort.
PBL provides students with the opportunity to understand and resolve ill-structured problems under the
guidance, rather than the direction of the teacher. Through PBL, students learn content and skills in the
context of the types of problems encountered in the real world.
STEPS:
1. Present the problem statement.

Introduce an “ill-structured” problem. Students should not have enough prior knowledge to solve the
problem.
Example: You are interested in buying a new vehicle. What should your annual salary be to afford the car
that you want?
2. List what is known
* Students list what they know to solve the problem
* This may include data from the situation as well as information based on prior knowledge.
* Write this information under the heading, “What do we know?”
3. Develop a problem statement

* A problem statement should come from the students’ analysis of what they know.
* The problem statement will probably have to be refined as new information is discovered and brought to
bear on the situation.
4. List what is needed

* Students will list the information they need to fill in missing gaps under the heading “What we need to
know?”
* These questions will guide searches that may take place on-line, in the library, and in other-out-of-class
searches.
5. List possible actions. Recommendations, solutions or hypothesis

* Students list actions to be taken (ex. questioning an expert) under the heading “What should we do?”
* Formulate and test tentative hypotheses
6. Present and support the solution

* As part of closure, teachers may require students to communicate orally and/or in writing, their findings and
recommendations.
The product should include:

 Problem statement
 Questions
 Data gathered
 Analysis of data
 Support for solutions of recommendations based on analysis
Students should write their plans in the organizer below

What do we know? What do we need to know? What should we do?
Evaluating the Strategy:

The use of PBL is successful when:

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1. Students are able to solve problem on their own.
2. Students work together and are actively engaged in solving problem.
3. Students use various resources and try out different means to solve the problem.
4. Students use mapping and other visual organizers to organize information and visualize relationships
among variables.
Useful tips:
1. Select problems that are interesting and relevant to the students.
2. Use questioning effectively to guide the students.
ACTIVITY
1. Compare Problem-based learning to the Inquiry Method. Do you think PBL is part of the Inquiry Method?
Justify your answer. (25 points each)
2. Why is there a need to emphasize problem solving in your teaching of mathematics?
3. When is the PBL strategy most suitable to use?
End of tenth week

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___________________________________________________
LEARNING MODULE
FOR
_____________________________________________________
WEEK 11
_______________
WEEK 11
INQURY-BASED TEACHING
READ
Inquiry-based learning is a constructivist approach, in which students have

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ownership of their learning. It starts with exploration and questioning and leads to investigation into a worthy
question, issue, problem or idea. It involves asking questions, gathering and analyzing information,
generating solutions, making decisions, justifying conclusions and taking actions.
WHY MUST INQUIRY?

Inquiry-based learning approaches when correctly implemented can help develop higher-order,
information literacy and critical thinking skills. They can also develop problem-solving abilities and develop
skills of lifelong learning.
TEACHERS ROLE
The teacher’s role in inquiry-based learning is one of “Guide on the side” rather than “Sage on the
stage”. The teacher scaffolds learning for students, gradually removing the scaffolding as students develop
their skills. With young children or students new to inquiry it is usually necessary to use a form of guided
inquiry.
Characteristics of Inquiry Learning

a. Inquiry learning emphasizes constructivist ideas of learning. Knowledge is built in a step-wise fashion. Learning
proceeds best in group situation.
b. The teacher does not begin with a statement, but with a question. Posing teaching questions for students to
solve is more effective method of instruction in many areas. This allows the students to search for information
and learn on their own with the teacher’s guidance.
c. The topic, problem to be studied, and methods used to answer this problem are determined by the student.
d. The above comments represent a classroom that is fully committed to inquiry, to the greatest extent possible.
However, it is not necessary to take an all-or-nothing approach to inquiry-based methods.
APPLICATION OF INQUIRY-LEARNING
*Inquiry-learning can be applied to all disciplines. Individuals need many perspectives for viewing the
world. Such views could include artistic, scientific, historic, economic and other perspectives. While
disciplines should interrelate, inquiry learning includes the application of certain specific “ground rules”
that ensure the integrity of the various disciplines and their world views.
KEY COMPONENTS OF THE INQUIRY PROCESS
1. Activating Prior Knowledge
 By bringing the students’ own background experiences to the learning table, students will find ways to
connect to the topic and will have activated some basis for creating meaning with the text they are reading.
The personal connection to learning increases a student’s motivation to explore, read and struggle with
difficulties as they rise.
2. Providing Background Information

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 Provide source material because student need to know something about the topic to be able to perceive
and formulate meaningful inquiries, such as articles, go to museum exhibits, listen to audio recording or
videosbook-primary source material-web-site-photography.
3. Defining Outcomes for which students will be held accountable

 Inquiry:define problem question; find and gather data; analyze, compare, organize and synthesize data;
create a proposition;support , proposition(facts,stats, examples,expert authority, logic and reasoning):
propose solutions and action steps
4. Modelling Design Product Outcomes (technology,art); Providing Frameworks

 Show students a Power Point presentation, a website, a proposition-support framework, a museum exhibit,
a choreographed dance performance,etc.
 Students need to see models of what it is they are being asked to do. They must have a supporting
structure which provides a grounding for their creations, but doesn’t limit their creativity.
5. Establishing a general topic or inquiry

 A broad problem, question or topic provides students with a general focus for selecting more specific
inquiries.
6. Students teams conduct background research and define focused problem questions within broader
inquiry or topic
 Without a knowledge base or some degree of familiarity with the topic, it will be difficult for students to develop
relevant inquiries within the broad topic area. Students need to be provided with background material and/or
guided to research their own background material. This base will enable them to begin to formulate a big picture
understanding of the broad topic area, and then to select a specific inquiry interest which connects to the
broader topic.
7. Establish and Communicate inquiry presentation framework
a) state problem question
b) develop proposition which can be argued
c) provide background information
d) support proposition with: facts, statistics, examples, expert authority, logic and reasoning
e) propose solutions and action ideas
8. Refer students back to expected outcomes and inquiry framework to create alignment between their
presentations and intended outcomes.
9. Ask students a lot of questions to help them a lot of questions to help them refine their thinking and guide their
research
10. support technology (Power Point, Web Site, Hyperstudio) and art design product creation
11. Empower students to coach and train the one another within their teams.
12. Provide a forum for student presentations which includes students, teachersProvide a forum for student
presentations which includes students, teachers, parents, and community members.
13. Provide vehicles for student participation in action projects which connect their learning to specific action.

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14. Incorporate ongoing, meaningful peer and teacher assessment. 15. Reflect on what worked and what didnt, and
try it again.
15. Reflect on what worked and what didn’t, and try it again.
THE 5E’s MODEL

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The 5 Es is an instructional model based on the constructivist approach to learning, which says that learners build
or construct new ideas on top of their old ideas. The 5 Es can be used with students of all ages, including adults. Each
of the 5 Es describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain,
Elaborate, and Evaluate. The 5 Es allows students and teachers to experience common activities, to use and build on
prior knowledge and experience, to construct meaning and continually assess their understanding of concept.
Constructivism is a learning strategy that draws on students existing knowledge, beliefs, and skills. With a
constructivist approach, students synthesize new understanding from prior learning and new information. The
constructivist teacher sets up problems and monitors student exploration, guides student inquiry, and promotes new
patterns of thinking. Working mostly with raw data, primary sources, and interactive material, constructivist teaching
asks students to work with their own data and learn to direct their own explorations. Ultimately, students begin to think
of learning as accumulated, evolving knowledge.
Each 5E’s describes a phase of learning and each phase begins with the letter “E”: Engage, Explore, Explain,
Elaborate and Evaluate. The 5 E’s allows students and teachers to experience common activities, to use and build on
prior knowledge and experience, to construct meaning and to continually assess their understanding of a concept.
ENGAGE
This phase of the 5 E’s starts the process. An “engage” activity should do the following:
 Make connections between past and present learning activities and focus students thinking on the learning
outcomes of current activities. Students should become mentally engaged in the learning concept, process
or skill to be learned.
EXPLORE
The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build

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their own understanding.
In the EXPLORATION stage the students have the opportunity to get directly involved with phenomena and
materials. As they work together in teams, students build a set of common experiences when prompts sharing and
communicating. The teacher acts as facilitator, providing materials and guiding the students focus. The student’s
inquiry process drives the instruction during an exploration. Students are actively learning through inquiry-based
science instruction and engineering challenges. Emphasis is placed on: Questioning, Data Analysis and Critical
Thinking.
Activities and Exploration

*Making teaching more interactive: We just hoping that you won’t call on them? What happens when you try to
engage students by floating a question during class? Silence? The same eager student anxious to answer? Most of
the students not thinking about the question but just hoping that you won’t call on them? What can we do to make
students more actively engaged with the material during lecture in order to improve student learning?

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*The Jigsaw Technique. Have you struggled with group work in class? The jigsaw technique can be a
useful, well- structured template for carrying out effective in-class group work. The class is divided into
several teams, with each team preparing separate but related assignments. When all team members are
prepared, the class is re-divided into mixed groups, with one member from each team in each group. Each
person in the group teaches the rest of the group what he/she knows, and the group then tackles an
assignment together that pulls all of the pieces together to form the full picture
*The Gallery Walk. The gallery walk is a cooperative learning strategy in which the instructor devises
several questions/problems and posts each question/problem at a different table or at a different place on
the walls (hence the name "gallery"). Students form as many groups as there are questions, and each group
moves from question to question (hence the name "walk"). After writing the group's response to the first
question, the group rotates to the next position, adding to what is already there. At the last question, it is the
group's responsibility to summarize and report to the class.
*Effective Discussion. Discussion is an excellent way to engage students in thinking and analyzing or
in defending one side of an issue, rather than listening to lecture. Students must also respond to one
another, rather than interacting intellectually only with the instructor. Good discussion can be difficult to
generate, however. Clicking "more information" below will take you to some tips for having a good
discussion in class and a sample template for class discussion.
*Concept Sketches. Concept sketches (different from concept maps) are sketches or diagrams that are
concisely annotated with short statements that describe the processes, concepts, and interrelationships
shown in the sketch. Having students generate their own concept sketches is a powerful way for students to
process concepts and convey them to others. Concept sketches can be used as preparation for class, as an
in- class activity, in the field or lab, or as an assessment tool.
*Using Case Studies. Case studies have been used successfully for many years in business school
and in medical school for actively engaging students in problem- solving relevant to the discipline. The
primary hallmark of a case study is presentation of students with a problem to solve that revolves around a

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story (the "case"). In medical school case studies, the "story" typically involves a sick patient. In science
case studies, "stories" can range from public policy issues to science research questions. Good case studies
give the students considerable latitude in deciding how to solve the problem, rather than leading them
through the problem by the nose, and provide excellent opportunities to engage students in the classroom.
*Just-in-Time Teaching. Just-in-Time Teaching (JiTT) was developed as a way of engaging students in
course material before class and preparing them to come to class and participate actively during class.
Clicking "more information" below will take you to a discussion, at the Starting Point site, of using Just- in-
Time teaching.
*Role Playing. playing and simulations in class can be an excellent way to engage students. A well-
constructed role-playing or simulation exercise can emphasize the real world and require students to
become deeply involved in a topic. Clicking "more information" below will take you to a discussion, at the
Starting Point site, of teaching with role playing.
SAMPLE OF 5 E’S LESSON PLAN
Subject: Geometry Class: IX

Topic: Length of segment parallel to either X or Y axis.
Technique: 5 E Model
Show pieces of straws to the class and ask them how they can find the length of the same.
Obviously they will want to use a measuring scale. Ask them for methods to find the length of
a straw without using a measuring scale. Show them different types of paper as plain paper,
graph paper, craft paper and see if the length of the straws can be measured. Apparently a
ENGAGE
graph paper comes in handy. That is because there is a relationship between the co-
ordinates of points and the length of the segment determined by two such points. Here the
teacher announces that the class is going to discover this relationship to find the length of a
segment.
Have points and their co-ordinates put up on the chalkboard as follows:
Group I: (i)A(3, 6) B(5,6) (ii)T(5, 8) V(1,8) Group II: (i)X(7, 14) Y(7,10) (ii)M(3,2) N(3,8) Is
EXPLORE their any common characteristic of each group? Where would the pair D(8, 8) and E(8,4) go?
Students are encouraged to plot one pair on their graph papers. All students of group I
compare their segments and derive one common property. The same is done by Group II.
Can the length of the segment be found out? Is there a relationship between the co-
ordinates of the endpoints and the length of the segment?
The students are encouraged to explain this relationship in their own words. On basis of their
EXPLAIN work they devise a formula to find the length of the segment parallel to X axis. Similarly find
the length of the segment parallel to y axis.
ELABORAT
Where will this formula be useful? Here the teacher can probe for an answer
E
Give each student a card with co-ordinates of a point. Students pair up and try to find the
length of the segment formed. Be sure that the co-ordinates are such that the segment
EVALUATE
formed must be parallel to one of the two axes. Pair up with a different student and now find
the length of the new segment.

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The students devise the formula on their own. They get adequate practice through the game. The teacher
only facilitates through use of appropriate questions.
ACTIVITY
(To be submitted on _______________)
A. Direction: Construct a 5 E’s Lesson plan in mathematics.
Criteria:
Content standards 25%
Learning Targets/ Objectives 30%
Instructional Procedure 20%
Materials and Resources 10%
Assessment 15%
Total 100%
End of eleventh week

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National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF EDUCATION DEPARTMENT

M116:Principles and Strategies in Teaching Mathematics

COURSE CODE : M 116

The following are the topics to be discussed

Week 7 STRATEGIES IN TEACHING MATHEMATICS (Research based strategies)

What instructional strategies best

M116:Principles and Strategies in Teaching Mathematics

5. Nonlinguistic representations. The use of visual representations and manipulative models in

Do you think you can integrate all of

M116:Principles and Strategies in Teaching Mathematics

(To be submitted on October 20, 2020)

Direction: Explain the following.

End of seventh week

M116:Principles and Strategies in Teaching Mathematics

COLLEGE OF EDUCATION DEPARTMENT

M116:Principles and Strategies in Teaching Mathematics

The Two Main Methods: Deductive and Inductive

SAMPLE LESSONS USING DEDUCTIVE AND INDUCTIVE METHODS

A. Using the Deductive Method

Objectives : To convert mixed numbers to improper fractions

3. State how an improper fraction can be written as a mixed number.

4. Illustrate the rule by showing an example.

M116:Principles and Strategies in Teaching Mathematics

B. Convert each of the following improper fractions to mixed numbers.

1. 17/2 2. 15/4 3. 11/3 4. 9/5

Assign the page number in the workbook or give a worksheet to be answered.

B. USING THE INDUCTIVE METHOD

Objectives: To convert mixed numbers to improper fractions

Materials: fraction discs, whole-part chart

M116:Principles and Strategies in Teaching Mathematics

7. Read the number on the chart now.

M116:Principles and Strategies in Teaching Mathematics

How do you choose the right

FACTORS IN CHOOSING A METHOD OR STRATEGY

M116:Principles and Strategies in Teaching Mathematics

Interactive Direct Instruction

End of eighth week

M116:Principles and Strategies in Teaching Mathematics

COLLEGE OF EDUCATION DEPARTMENT

M116:Principles and Strategies in Teaching Mathematics

CONVERGENT VS. DIVERGENT QUESTIONS

Convergent Questions require single responses and

Examples: a. What is the value of pi?

M116:Principles and Strategies in Teaching Mathematics

Example: What is the answer in subtraction?

exemplifying, classifying, summarizing, inferring, comparing and explaining.

3. Applying; Carrying out or using a procedure through executing or implementing

Example: Subtract 120 from 500.

M116:Principles and Strategies in Teaching Mathematics

2. Know how to time and pace your questions.

5. Allow enough time for students to answer a question.

B. Direction: Do what is asked.

1. Write five convergent question.

2. Write five divergent question.

Rathmell Triangle Model

CONCEPT: Fraction as Part of a Whole

M116:Principles and Strategies in Teaching Mathematics

Here are sample activities that focus on each interaction

M116:Principles and Strategies in Teaching Mathematics

M116:Principles and Strategies in Teaching Mathematics