TEACHING MATH IN

THE
PRIMARY GRADES

CARLO FLOR B.
(BEED- 2B)

Table of Contents
UNIT I: THE MATHEMATICS CURRICULUM IN THE PRIMARY GRADES
Lesson 1: Mathematics in the Primary
Grades……………………………………………………………..1

Lesson 2: Mathematics Curriculum in the Primary

Grades…………………………………………..1

Lesson 3: Constructivist Theory in Teaching Mathematics in the Primary Grades………..1

UNIT II: INSTRUCTIONAL PLANNING

Lesson 4: The Teaching
Cycle………………………………………………………………………………………2-4
Lesson 5: Things to Consider in Planning Instruction in Mathematics in the
Primary

Grades……………………………………………………………………………………5-7

Lesson 6: Instructional Planning

Models…………………………………………………………………….8-9

UNIT III: INSTRUCTIONAL STRATEGIES FOR MATHEMATICS IN THE PRIMARY

GRADES
Lesson 7: Problem
Solving………………………………………………………………………………………10-12
Lesson 8: Inductive
Learning……………………………………………………………………………………13-15
Lesson 9: Concept
Attainment……………………………………………………………………………….16-17
Lesson 10: Mathematical
Investigation…………………………………………………………………..18-19
Lesson 11: Design
Thinking…………………………………………………………………………………….20-21
Lesson 12: Game-based
Learning……………………………………………………………………………22-23
Lesson 13: Use of
Manipulative………………………………………………………………………………24-26
Lesson 14: Values
Integration………………………………………………………….........................27-28
Lesson 15:
Collaboration………………………………………………………………...........................29-31
Lesson 16: Teaching by
Asking………………………………………………………...........................32-34
Lesson 17: Assessing
Learning…………………………………………………………………………………35-37
Lesson 18: Traditional
Assessment………………………………………………………………………….38-39
Lesson 19: Authentic
Assessment……………………………………………………........................40-42
Lesson 20: Designing Learning
Portfolios………………………………………………………………..43-44
 Acknowledgment
Would like to express my heartfelt gratitude to my mathematics teacher,
Miss Anicil Disomimba, for her attention to teaching us.
I'd therefore like to thank my classmate for sharing his or her thoughts with us
during class. And I'd want to express my gratitude to my family for their constant
financial and educational support.

Curriculum Vitae
 CARLO BUSTAMANTE FLOR
________________________________________________________________________

PERSONAL DATA
Birth : January 26, 1997
Address : P-3 Barangay Obrero, Calbayog City
Phone : +639057039059
E-Mail : carloflor09@gmail.com
_________________________________________________________________________

EDUCATION

TERTIARY : Christ the King College

Calbayog City
2020 – 2022
SECONDARY : San Policarpo National high School Calbayog City
2019 – 2020
ELEMENTARY : Obrero elementary school Calbayog city
2013 – 2014

______________________________________________________________________
SKILLS

• Dancing
 Cooking
OPENING PRAYER
We open the prayer by addressing God because he is the one we are praying to.
Start by saying "Father in Heaven" or "Heavenly Father."
We address Him as our Heavenly Father,
Because He is the father of our spirits.
He is our creator and the one to whom we owe
Everything we have, including our live

Narrative report

Our teacher gave us lessons and explained everything to us. Because it is for our
good, what we are taught is good. During the reporting of my classmates, it became
apparent who was capable of reporting. In terms of reporting, it is here that the children who
will go on to become teachers will be discovered. This is one way for students to develop
their reporting skills while avoiding shame in front of their peers. This is one that students
should be able to handle in order to be given more simple options. This method is really
helpful to the pupil.
Our math teacher was a pleasure being around. It has a good grasp when it comes
to giving god because he is a wonderful instructor and an understanding teacher to his
students. She corrects mistakes and emphasizes the importance of items. It emphasizes the
significance of minor details and gives guidelines on how to continue in the future.

LESSON 1: Mathematics in the primary grades

This lecture taught us the importance of mathematics in primary school. The preparation of
kids for formal schooling is one of the most important aspects of mathematics in primary
school. Primary school children are intuitive and have a basic understanding of shapes and
numbers. As they develop, students must learn or have numbers, a good understanding of
shapes, and basic operations such as addition and subtraction. In particular, they were
Anticipated to be able to progress to mental operations. Math also contributes to the
development of primary school students' cognitive ability by being taught at a young age.
Teaching Mathematics in Primary Grade School or at a young age, in my experience, has
helped children to fully understand Math, which prepares them as they grow and progress
through the grades. Math also challenges the brain's cognitive abilities. Math will become a
delight and a game for children if it is taught to them on a regular basis.

LESSON 2: Mathematics curriculum in the primary grades

I learned how to comprehend and enjoy elementary school mathematics in this lesson.
Mathematics is both a scientific and a linguistic tool, with its own notations, symbols, and
grammar rules. This concept is expressed in a number of ways, including numbers,
measurement, geometry, patterns, mathematics, statistics, and probability. Numbers, its
operations, and their symbols The number can be used to represent quantity, estimation, or
applications.The measures are used to define and compare real and mathematical concepts
such as height, weight, distance, volume, and so on. Geometry is a term that refers to spatial
visualization, reasoning, and geometric modelling. Patterns and Algebra is a part of
mathematics that studies patterns, relationships, and transformations in shapes and values.
Statistics and probabilities is a branch of mathematics concerned with the process of
learning in data collection and organization through the use of charts, tables, and graphs.
It helps in the measurement of an object's mass, in my experience. Measure the child's
height and sketch a beautiful shape. Statistics aid the teacher in keeping track of the
students' progress. Geometry encourages children to become familiar with and manipulate 2
dimensional and 3 dimensional objects. As a result, mathematics is essential in every stage
of life, from childhood to adulthood.

LESSON 3: Constructivist Theory in Teaching Mathematics in the Primary Grades

In this lesson, I learnt how to understand and appreciate constructivist learning

theory and how to apply it to teaching primary school mathematics. Learning that occurs as
a result of an active process of deriving meaning from a variety of experiences is referred to
as constructivist learning. As a result, students learn by problem solving on their own with
the help of a teacher. The term constructivism was developed by academic Jean Piaget.
According to Piaget, children learn by doing, absorbing information from tales rather than
being lectured by adults about their surroundings.
Constructivism, in my opinion, is the best method for teaching mathematics because it is a
vertically based, comprehensive discipline. New math is learned by building on what has
already been learned. Students' leadership, teamwork, information gathering, and presenting
of ideas are all encouraged by constructivist teachers. Students are encouraged to test their
own ideas by constructivist educators. Through student interaction, constructivist educators
develop cooperative coaching approaches. Constructivist instructors rent cooperative
coaching approaches through student interaction. Mutual respect simply represents the
exchange of ideas and the final approval of responsibilities.
LESSON 4: The Teaching Cycle
OBJECTIVES

•Demonstrate an understanding and appreciation of the instructional planning cycle.

Introduction
•The teaching process is not a linear activity that starts with planning and ends with testing.
Instead it is a cycle of repeating stages until the students acquire an understanding of the
targeted concepts and skills. You may think of the teaching cycle as a spring you go through
the same process over and over again, but each time with a more informed objective and a
better understanding of what it means to learn and teach mathematics.
Think
•There are many models of the teaching cycle that various education have developed over
the years. However, all models boil down to six common stages (1) identify objectives (2)
plan instruction, (3) implement plan, (4) check understanding, (5) reflect on teaching , and
(6) assess learning and reflect on results. The cycle below that involves these stages is
illustrated below.

1. Identify objectives
•What knowledge and/or skills do the students need to lear? 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.
How will you know whether change is needed?
4. Check for Understanding.
•Teaching is about teaching students learn. During the implementation of the lesson plan,
you must every now and then check whether the students 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 concepts or skill. If not, you might need to give more
elaborate explanation, more examples, or whatever you think is needed based on the
student’s reactions.
5. Reflect on teaching.
•You must evaluate every teaching period that you have finished. Where the objectives
achieved? Were the implemented strategies effective? How can instruction be improved?
Your answers to the last two questions will give you an insight on how to improve
instructions the next time you teach same lesson. However if your answer in the first
question is no, i.e., the objectives are not met, then you need to plan again. What do you
need to do differently in order to achieve the objectives?
6. Assess leaning and reflect on the results.
•This stage gives you a concrete measure of what the students have learned. In math, this is
usually through paper and pen examination. However, some authentic assessments may
also be implemented as you will learn in the later chapters of this book. Take note that this
state does not end in assessing learning. You need to need to reflect on the results. What
can you learn about students learning and teaching practice based on the results?

Experience
•The Following is a narrative of how a teacher might experience the teaching cycle.
1. Identify objectives
•Teacher Gina identified “multiplication of whole numbers up to two digits” as the goal of her
next lesson.
2. Plan instruction
•Teacher Gina thought it is the best to apply a constructivist approach to help her students
learn techniques in multiplying whole numbers. She planned a lesson which incorporates the
problem-solving strategy..
3. Implement plan
•The class went on smoothly. The activities that teacher Gina prepared were successfully
done by her students.

4. Check for understanding

•To make sure that her students understood the lesson, Teacher Gina gave a three-item
exercise as an exit pass.
5. Reflect on teaching
•Based on the exit pass, Teacher Gina found out that many of the students have difficulty
multiplying numbers that involve the digit 8, 50, she decided to do a find-your-error activity
the next days for the students to realize their mistakes. She also planned to give a short drill
on skip counting by 8.

6. Assess learning and reflect on the results

•Teacher Gina, later on, gave a multiplication quiz. Ninety percent of the students passed.
She planned to give remedial exercises to those who failed. This teaching cycle taught
Teacher Gina that students can discover concepts on their own. However they must still be
guided by a teacher because misconceptions may arise.
•Teaching involves a repetitive cycle of defining objectives, planning and implementing
instruction, assessing learning, and reflecting on teaching and learning. Each part of the
cycle provides a better understanding of what it means to teach and learn mathematics and
should result in better instruction in the next repetition of the cycle.

Reflection:
I gained a better knowledge and appreciation for the instructional planning cycle in
this lesson. In the instructional planning process, there are six (6) stages: (1) establish the
goal, (2) plan instruction, (3) implement the plan, (4) check understanding, (5) reflect on
teaching, and (6) measure learning and report on the outcome. Determine the objectives,
which are the content standards that must be reached in order for the competences to be

met. The instructional technique that is being executed for the learning competencies to
attain the objectives is called plan instruction. This is where you put your strategy into action
and either do the activities you prepared or examine the learner. As a result, the learner will
either need to better or learn from it. In this stage, you must check for student knowledge by
asking the learner if they understand the instruction. As a result, you can move on to the
next lesson, and if they don't comprehend, the teacher must explain it again or provide more
examples to help them recognize. Consider how you teach. After you've finished teaching,
review your teaching methods to see if they're meeting the demands of the students. You
will gain insight into how to strengthen your instructional strategy at this stage. Examine what
you've learned and think about what you've learned. In this final stage, you will learn what
the students have studied. This instructional cycle is connected to one another and must be
followed in order.
According to my experience, a teacher will have a clear image in his or her mind of the
students' desired learning outcomes and will create appropriate and effective instructional
activities to help them master those outcomes.

LESSON 5: Things to Consider in Planning Instruction in Mathematics in the Primary

Grades
Lesson Planning
Teacher’s detailed description of the course of instruction for an individual lesson with
specific outcome objectives.
Objective:
> Demonstrate understanding and appreciation of the things to consider in planning in
mathematics in the primary grades
Introduction:
In education planning refers to the designing and preparation of learning activities for
students.
In lesson planning the teacher thoughtfully contemplates 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 the class would be managed during those
activities, and the evaluation method to assist how far the objective where met. This lesson
enumerates the things to consider planning instruction mathematics in the primary grades
Think:

Here are the important elements in lesson planning that we need to consider:
> Content
> Objectives
> Students
> learning environment
> Availability of resources
Content:
Research to subject matter that you will be teaching. You should consult the curriculum and
teaching guides publish by Dep Ed. Aside from books you can also visit website which will
give you information relevant to your subject area. You should master the content of your
lesson before you teach it. Remember, you cannot give what you do not have moreover, you
would not want to teach wrong content to the students. It is easier to learn than to unlearn. It
is difficult to take back wrong content that have already been taught. Teachers have a big
responsibility in mastering the content.

Objectives:
Before you begin planning, you need to know what specific knowledge and skills you want
your students to develop during the lesson or unit. Teachers often focus to much on
knowledge, forgetting about developing skills which in the long terms are more important the
knowing mere facts. So, in planning your instruction always consider both knowledge and
skills.

Students:
• Get to know your student’s needs-Where they came from, their interest , what they
already know, their learning style, attention span, special needs etc.
• You need to prepare a lesson with all your students in mind and that you main goal
should be to meet their needs and often then enabling environments to learn their preferred
way.
• Knowing your students will also help your build rapport with them which is important if
you want your students to be freely sharing their ideas with you and their classmates.
Student’s mind-set- considering important that needs serious attention in teaching
mathematics.
Things to consider:
• Lesson mastery
• Focus objective
• Comprehensive understanding of students.

Fixed mindset- Children have come to believe that math is difficult and they can never be
good.
Growth mindset- students believed that they can be better at math. They know that their
efforts are not wasted and that they can learn even in their failures.
Learning environment
• Aside the physical environment where the learning takes place it is also important to
consider the social and emotional learning environment of the class.
• You need to make sure that you promote positive environment where students are
motivated and supportive of each other growth.
• The student must feel safe to express their thinking without fear of being
embarrassed because of mistakes or different views.

• It must create an atmosphere where students are open to learning through the
activities you prepared and interactions with their classmates.
Availability of resources:
Take into consideration the instructional materials that you will be needing before you write
your lesson plan.

• Is a blackboard available, if not can you improvise?

• are there specific manipulatives that you need? Where can you get them? Can you
make them instead?
• Do you need technology resources?
• Have you checked with your devices are compatible with what are available in
school?

Reflection:
In this lesson, I gained a better understanding of and appreciation for the factors to
consider while preparing math lessons for primary school students. The term "education
planning" refers to the process of creating and preparing academic resources. Students are
familiarizing themselves with various activities. When creating lesson plans, the teacher
considers the lesson objectives, the activities that will help meet those objectives, the
collection of these activities, the materials needed, how long each activity will take, how the
learners will be controlled throughout those activities, and the assessment approach that will
help determine how the goal will be met. You should know what precise knowledge and
abilities you want your learners to achieve before you build lesson plans, and you should
practice the material of your class before you start.

LESSON 6: Instructional Planning Models

Objectives:
Demonstrate understanding and appreciation of the most commonly used instructional
planning models in the Philippines.
Introduction:
- Now that you have learned the things to consider when planning instruction, you are ready
to create one yourself. Teachers usually plan lessons following a specific model. In this
lesson, you will learn about the two most commonly used instructional planning model in the
Philippines and their common features.
- In a traditional classroom, the input is where the teachers lectures. However, 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. Nevertheless, no matter which
learning theory applied in the lesson, this is the part where the concepts are clearly
established.
Adidas
1. Activity - A motivating and engaging activity.
2. Discussion – Processing of information.
3. Input – Concept must clearly established.
4. Deepening- Critical and creative thinking.
5. Activity – Assessment process.
6. Synthesis - Reflection part.
Synthesis:
The last part of the ADIDAS model is the synthesis. 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 they have learned.
Another commonly used in instructional planning model in the country is the Five Es. The
five E’s are, Engage, Explore, Explain, Elaborate, and Evaluate.

The Five E’s

- Engage
- Explore
- Explain
- Elaborate
- Evaluate

Engage - This part activates the students’ prior knowledge and engages them into new
concepts by doing short activities. The aim of this part is to arouse the students’ curiosity.
Explore -In this part, the students are exposed to different experiences that will facilitate the
discovery of new concepts. Explore may involve observation exercises, simulations, or
manipulations of instructional materials. The goal here is for the students to discover
something new.
Explain - Here the students explain what they have experienced in Explore. The role of the
teacher is to facilitate the discussion that should lead to students seeing patterns that will
help them to describe the new concept in their own words.
Elaborate – The Elaborate part of the lesson allows students to expand their understanding
of the concept by applying the concept that they have learned in solving mathematical
problems.
Evaluate - The last part of the Five Es model, Evaluate, lets the teacher and the students
evaluate their learning. Though giving short exercises are usually the mode of evaluation,
the teacher can be creative by implementing other evaluation activities.
Reflection:
In the Philippines, the most used instructional planning approaches are something I
understand and like. There are two types of instructional planning in this lesson: ADIDAS
and The Five E's. ADIDAS has an activity in which the students practice and assess the
learning materials. This section of the discussion is about learning information. Input is
where the teacher will present themes and more information about the lesson. Synthesis is
where the final result of the activities, discussion, input, and deepening must review and
identify the goal of the learning competencies before it ends. Deepening is the part where
the learner hands on to deepen the skill that they have learned, and Synthesis is where the
final result of the activities, discussion, input, and deepening must review and address the
goal of the learning competencies before it ends. The Engage phase activities are designed
to help students integrate previous and present learning experiences, expose pre-existing
beliefs, and organize their thoughts around the learning sequence's significant issues and
learning goals. Students might investigate items, events, or situations as part of their
exploration. As a result of their mental and physical involvement in these activities, students
investigate occurrences, see patterns, identify and test factors, and build causal
relationships. Students use these tools and information, as well as inputs from other
students, to construct or update their evidence-based models and explanations. More
experiences that apply, extend, or expand the concepts, procedures, or abilities they've
gained are important. And Evaluation Encourages students to reflect on their understanding
and talents, allowing teachers to measure individual student progress toward learning goals
and outcomes.

Lesson 7: Problem Solving

Introduction
Not all word problems promote problem-solving skills. In this lesson, you will the
characteristics of a good word problem, when it is best to give a word problem and how to
process students' varied solutions.
Think
The problem-solving strategy involves students being challenged to collaboratively solve
real-world math problems which they have not yet previously encountered is student-
centered and promotes critical and creative thinking skills, problem solving abilities, and
communication skills. The integral part of this strategy is the time given to the students to
struggle with the problem and its beauty is in the varied solution that the students would
produce. There are three main elements of problem-solving that you should take note of (1)
the word problem, (2) the time given for the students to struggle with the problem and (3) the
mathematical discourse that happens during the struggle and during the processing of the
student generated solutions.
THE WORD PROBLEM
In many Filipino classrooms, word problems are given at the end of the lesson and students
are expected to answer them by applying the concept or skills that had just been taught to
them. In most cases, the teacher first demonstrates how to solve a problem and then the
students would independently answer a similarly-structured problem. In this practice, the
students are not doing problem-solving--they already know how to solve the problem! They
know that the just-taught lesson is the key to solve the problem and they pattern their
solutions to what the teacher demonstrated. In using the problem-solving strategy, the
problem serves as the starting point of the learning experience. Therefore, it is given at the
beginning of the lesson. The challenge for you, the teacher, is to choose or create a
problem, which can be solved using the target concept of the lesson at hand, but can also be
answered using previously learned knowledge and skills. It is not always helpful to introduce
the problem by posting it on the board doing this may intimidate some students, and reading
and comprehension skills may intervene. Instead, it is suggested to narrate the problem in a
storytelling manner to engage the learners, encourage the students to imagine the scenario
and allow them to clarify information if they find some details confusing. Showing drawings
or real objects might help.
THE TIME GIVEN TO STRUGGLE WITH THE PROBLEM
The goal is for the students to collaborate, share their ideas with each other, to come up with
a solution. Encourage the students to use their previously learned knowledge and skills to
solve the problem and to communicate their ideas with their classmates through words,
equations, and or illustration. It is natural for the students to find this phase burdensome,
especially when it's their first time to engage in such an activity; critical thinking and
communicating ideas are not easy tasks, after all. So, it is the task of the teacher to
encourage the students to think out of the box, tell the students that there is more than one
way to solve the problem, so they do not need to worry about their solution being wrong, as
long as every step they did is meaningful in solving the problem.
THEN MATHEMATICAL DISCOURSE
This is the most exciting element of the problem solving strategy. While the students are
working in small groups to solve the problem, you got to move around and enjoy the

Mathematical talk that the students are engaging in. Of course, you may intervene in the
student’s discussion when corrections and clarifications are needed, but be careful not to
give hints. It may be tempting to do so, especially when the students are struggling, but do
not. As you encourage your students to think, believe that they actually can. Allow yourself to
be amazed at how the students would defend their thinking, correct their ideas, and figure
things out on their own. Remember that all this student generated solutions. As long as
correct can be directed to the concept or skill that is the objective of the lesson. The
challenge is how you would process those various solutions make sense of each of them
and use them to generalize, or come up with a solution that makes use of the knowledge or
skill that is the objective of the lesson. In this phase comes the importance of the teachers
fluency of the subject matter.
Experience
Study the following lesson plan. Take note that the plan shows the development of the
lesson, which involves the problem-solving strategy.
Apply properties of multiplication to mentally multiply whole numbers, up to two digits.
By the end of the lesson, the learners will be able to more mentally multiply whole numbers
up to two digits.
Mentally multiply 18 and 5. Present the problem, above in the narrative approach, which will
engage the students. See an example below.
Hannah is next in line to pay at the counter. She will buy 5 pieces of bread, which cost, 18
pesos each. She would like to show how much she needs to pay for all the bread. Her
hands are full, so she couldn't write her solution, nor use her phone calculator. She needs to
solve mentally. If you're in Hannah's shoes, how would you solve it?
Students will work in pairs or triads. Encourage the students to think about the problem and
share their thoughts with their classmates.
Assure them that there is no one right solution. They may do calculations or draw, any
solution is welcome as long as they can explain why they did such.
The problem calls for mental calculations but for the sake of discussion and to facilitate
mathematical communication through writing instruct the students to write down their
thoughts, as they explain to their group mates, or partner.
Reflection:
In this lesson, I learn about a problem-solving strategy in which students collaborate to solve
real-world arithmetic issues they have never seen before. It is student-centered and
promotes critical and creative thinking, as well as problem-solving and communication skills.
The time allotted for students to experience the battle with the topic is a key component of
this technique, and the beauty is in the variety of answers that the students come up with.
We must understand three critical aspects of problem-solving. the term problem, as well as
the length of time provided for students to work on the problem, and the mathematical
discussion that happens throughout the struggle and competitive processing of the learners'
responses

Lesson 8: Inductive Learning

OBJECTIVE:
Plan a lesson that allows students to inductively learn a concept.
INTRODUCTION
In our contemporary society, teachers are discouraged to spoon-feed information to
learners. Instead teachers are to provide opportunities for students to discover concepts on
their own. One way of doing this is through the inductive learning strategy.
THINK:
• The inductive learning strategy is based on the principle of induction.
• Induction means to derive a concept by showing that if it is true to some cases, then
it is true for all. This is in contrast to deduction where a concept is established by logically
proving that it is true based on generally known facts.
• The inductive method in teaching is commonly described as “specific to general,”
“concrete to abstract,” or examples to formula.”
• In an inductive learning lesson, teachers design and facilitate activities that guide the
learners in discovering a rule. Activities may involve comparing and contrasting, grouping
and labeling, or finding patterns.
• In mathematics classes, learners engage in inductive learning when they observe
examples and then, later on, generalize a rule or formula based on the examples.

There are four process that the students go through when given an inductive learning
activity.
• Observe
• Hypothesize
• Collect evidence
• Generalize
OBSERVE
Children love looking for patterns. When given a lot of examples, it is natural for them to look
for similarities and assume rules. So, the key is to give them examples to observe. These
examples must be well-thought-of so that the students would eventually arrive at a complete
rule. For instance, if you want your students to discover the rule in multiplying by powers of
10, it is better to use the examples in set B than those in set A.
A. 6X10= 60 B. 6X10= 60
18X10= 180 18X10= 180
321X10= 3,210 10X327= 3,210

457X10= 4,570 40X10= 400

Both sides will lead students to discover that the technique in multiplying by 10 is placing a 0
after the number being multiplied. However, the variety of examples in Set B allows students
to establish that the rule works even when exchanging 10 and the other factor (18x10 = 180)
and if the other factor ends with a zero, that zero is not neglected (40x10). Set B allows
students to have a more comprehensive understanding of the rule.
HYPOTHESIS
The students form rules is in their minds as they observe. In this stage, encourage the
students to share their thoughts. Assure them that there are no wrongs hypothesis.
Acknowledge the variety of the student’s ideas but also streamline them to, later on, test only
the unique hypothesis.
COLLECT EVIDENCE
Here the students would test their hypothesis. How? By applying their hypothesis to other
examples. If there are more than one hypothesis generated by the class, intentionally give a
counterexample for them to test.
GENERALIZE
Finally, the students would now formalize their hypothesis to a rule. Support the students so
that they would use mathematical terms in stating their rule. Doing this would develop the
students’ mathematical vocabulary and therefore their overall mathematical communication
skills.
EXPERIENCE
Study the lesson plan on the next page. Take note that the plan only shows the development
of the lesson, which involves the inductive learning strategy: other parts are not included. In
this lesson, inductive learning was not used to discover a rule but rather to discover a
relationship.
TOPIC: MULTIPLICATION AND DIVISION AS INVERSE OPERATION
OBSERVE

12 ÷ 2 = 15 ÷ 3 = 24 ÷ 6 = 36 ÷4 =
6x2= 5x3= 4x6= 9x4=

Ask the students to fill in the blanks by dividing or multiplying. Then lead them to observe
each pair of division and multiplication number sentences.
Give some time for the students to observe the examples. Fast learners may become too
excited to share their hypothesis, but do not allow them to spill it. The goal is for all students
to have the “Aha!” moment.

HYPOTHESIS
Struggling students may not see the pattern right away. Help them by focusing their attention
to the quotient and the first factor.
Call some students to explain their hypothesis. After each explanation, ask who has the
same hypothesis.
COLLECT EVIDENCE
Apply the hypothesis to each example to see if they always work.
GENERALIZE
Based on the result of the “collect evidence” stage, ask the students which hypothesis is true
for all? Then instruct the students to write, using their own words, the rule in their notebook.
Have two three students read aloud what they have written.

Reflection:
In this lesson, I learned how to plan a lesson for students to teach a subject
experimentally. Students should be able to discover topics on their own with the help of their
teachers. To learn an inductive learning technique based on the concept of induction,
learners must observe, hypothesize, collect evidence, and generalize. Inductive language
teaching, for example, starts with examples and encourages pupils to look for rules. It's akin
to a deductive approach, in which rules are followed by instances and finally practice. It
progresses from the concrete to the abstract, from the particular to the general, and from an
illustration to a formula. Operation: Perform a large number of examples before generalizing
the formula. Draw a couple sets of parallel lines and then measure the angle between them,
for example. Despite the fact that inductive learning takes longer than deductive learning,
Many educators believe it is a more effective method in the long run. One of the benefits is
the ability to connect with and participate with other students.

LESSON 9: Concept attainment

Objective
Plan a lesson that applies concept attainment strategy
Introduction
In mathematics, students do not only study rules, but they also need to remember and
understand many definitions of terms. For better retention, it is best for students to discover
the meaning of the different mathematical terminologies that they encounter. The concept
attainment strategy is useful for this purpose.
THINK
Concept attainment is another instructional strategy anchored to the constructivist learning
theory. In this strategy, the concept is not directly taught to students. Instead, the students
understand and learn concepts by identifying common attributes through comparison and
contrast of examples and non- example. Since concept attainment is used understanding
meaning, it is often applied in English vocabulary in lessons. However, it is also useful in
learning mathematics terminologies.
There are five simples’ steps in the concepts attainment strategy: (1) presentation of
examples and non-examples, (2) listing of common attributes, (3) adding student-given
examples, (4) defining the mathematical term, and (5) checking of understanding.
ADDITIONAL DEFINITION OF CONCEPT ATTAINMENT:
Additional definition of Concept Attainment:
By studying the features of multiple examples and non-examples of the word, concept, or
issue, the Concept Attainment technique engages students in constructing their own
definition of a concept.
The target concept or idea is not transmitted to the students using this technique. The
teacher gives examples (verbal or visual) and the pupils try to figure out what the concept is
by looking at the similar characteristics. You should select thoughts or ideas with distinct
features.
Here’s an example of how to use the concept attainment strategy with brain pop ell:
1. Use pictures, words, or actual objects to present both examples and non-examples of the
concept.
2. Present the examples in two columns on the board. Always start with a “yes” example.
3. Follow with a “no” example. The additional examples should be given in random order.
Avoid giving too many “no” examples at one time. They are given to help clarify what the
“yes” examples have in common.

4. During the strategy, ask students for “yes” examples to verify that they are getting the
concept.
5. Once most students seem to have the concepts, ask for attributes that describe it.
6. Come up with a rule or a name for the concept.
7. Have students discuss their thinking processes throughout the strategy.
Reflection:
Here's what I've learned about getting a math strategy. Making a lesson plan should
have a guide so that you can follow what you teach to students. To know what you are
teaching, you must use your heart and one mind when instructing kids. The meanings of the
words should be thoroughly taught to them so that they can help understand and widen their
mathematical perspectives.

LESSON 10: Mathematical Investigation

INTRODUCTION
Contemporary leaders in mathematics education revolutionized the goal of mathematics
teaching and learning from passive learning dictated by the curriculum to an active process
where the students are developed to think like mathematicians.
What is Mathematical Investigation?

Mathematical tasks
Task A – Problem Solving
There are 50 children at a playground and each child high-fives with each other of
the other children. Find the total number of high-fives.
Task B – Mathematical Investigation
There are 50 children at a playground and each children high-fives with each of the
other children. Investigate.
Three main phases of a Mathematical Investigation

Problem-posing Conjecturing Justifying Conjectures

Problem-posing
The students explore the given situation and come up with a mathematical problem that
they would want to engage in.

Conjecturing
Involves collecting and organizing data, looking for patterns, inferencing, and
generalizing
Justifying Conjectures
Students are to justify and explain their inferences and generalizations.

Always remember that although mathematical rules or theorems may arise as results of the
mathematical investigation, they are not the objectives of an investigative lesson – the
objective is the investigation itself; the exercise of creative thinking and problem-solving that
the students underwent as they investigated.

Summary
Mathematical investigation is an open-ended teaching strategy that capitalizes on the
student’s ability to identify a problem. Any word problem can be transformed into a
mathematical investigation by limiting the given information and omitting the specific
question that it is asking.

Reflection:
In this lesson, I discovered that a mathematical investigation is an open-ended
mathematical teaching technique that capitalizes on a student's ability to recognize a
problem, which entails not just problem solving but also problem posing. Investigate does
not refer to the steps involved in solving a closed-ended problem; rather, it encourages
independent mathematical thinking. Students investigate the situation by working on a
mathematical problem. It involves data collection and organization, pattern detection,
learning, and generalization. In the problem, students must explain and justify their
observations and generalization.

Lesson 11: Design Thinking

Objective
Execute the empathize, define, ideate, prototype, and test stages of the design thinking
process.
Introduction
Students find learning mathematics most engaging when they are involved in a thinking
process that results in an output that can be applied to a relevant context. The design
thinking process engages the students in such a thought-provoking and purposeful activity.
Think
Design thinking is a progressive teaching strategy that allows students to look for real-world
problems and findings creative solution. Student 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 Stanford University.
Empathize
The goal of design thinking is for students to respond to a particular need (a real-world
problem), so it is fitting that the first stage is empathy. In this stage, the teacher needs to be
explicit in guiding the students to put themselves in the shoes of others through activities like
immersed observation and interviews. According to the developmental stages, it is not
natural for children in the primary grades to be empathetic toward others. It is a common
observation by teachers that students at these levels often do not realize that their actions
affect others. So, applying design thinking in the classroom gives the children the opportunity
to cultivate empathy, and at the same time, develop their problem-solving skills.
Define
The next stage is for the students to define the specific problem or issue that they want to
address. First, the students will identify an audience- the future users of the product they will
develop. Their audience can be students, teachers, family members, or just anyone in

Their community. Then the students will use the information they gathered from the
Empathize stage and focus on one aspect of the problem. It is important that the students be
able to identify a true problem because it is impossible to successfully complete the design
thinking process without a meaningful problem to solve.
Ideate
The third stage of design is the generation of ideas to solve the identified problem. This
involves brainstorming and research. The students are to be encouraged to think out of the
box and produce radical ideas. What sets this stage apart from the usual brainstorming is
that all ideas must be written or illustrated. Ideas are usually written or drawn on sticky notes
and students, later on, organize them into a mind map.
It is at this stage that the students will be able to apply their mathematical knowledge and
skills. Aside from being able to operate their problem-solving skills, they will also be able to
apply specific content knowledge like measurement, proportion, geometry, and statistics.
Prototype and Test
Finally, the students go through a repetitive cycle of prototyping and testing. A prototype is
anything that a user can interact with in order to, later on, provide feedback about it. It can
be made of easily accessible materials like papers, cardboard, sticky tapes, recycled plastics
and so on. Once a prototype is created, they test it or allow a users to test it and then make
improvements, or possibly overhaul the design, depending on their observations and the
feedback of the user. In these stages. It is important to emphasize that is it totally fine to fall
at the first attempt of prototyping. The trial-and-errors aspects of the design thinking process
is glorified because it is believed that the students learn a lot through their failures. Even
through a physical product is the expected output of design thinking, it should be
emphasized that going through the process is what is more important because it is where
the learning takes place.

Reflection:
I learned how to connect, define, and generate ideas, prototype, and test steps of the design
thinking process in this class. The first stage of design thinking is empathy, which is
necessary because the goal of design thinking is for students to respond to a specific need.
At this time, the teacher's involvement is critical. Through exercises such as observation and
interviews while immersed in the environment, clear encouragement is given to students to
put themselves in others' shoes. Teachers frequently observe that students at this age are
unaware of how their actions affect others.
First, the students will choose who their supplier's target audience will be: the people who
will utilize it in the future. Because the design thinking process cannot be completed without
a major problem to solve, students must be able to spot a genuine problem. Students will be

able to answer issues using their math skills. In addition to their problem-solving talents, they
will be able to apply specialist content knowledge such as measurement, proportion,
geometry, and statistics. A prototype is something that allows a user to engage with and
provide feedback later.
LESSON 12: GAME-BASED LEARNING
OBJECTIVE
•Develop a game to motivate students, cater mathematical investigation, or practice a
mathematical skill.
INTRODUCTION
• Play is children’s work and they love it!
• Well- designed lessons using game-bases learning strategy takes advantage of
children’s natural love for play to lead them toward complex problem-solving.
• Game –based learning refers to the borrowing of certain gaming principles and
applying them to real-life settings to engage users. (Trybus 2015)
• The motivational psychology involved in game-based learning allows students to
engage with educational materials in a playful and dynamic way.
THINK
• Children find games both motivating and enjoyable, so it is not a surprise that
teachers harness games to cater to learning.
• Games are sometimes used as lesson starters to get the students engaged.
• In some lessons, games are used to explore mathematical concepts and processes
or cater mathematical investigation. But most of the time, games are used to practice
mathematical skills.
• Not only do games make the lesson engaging for young learners but they also create
a relaxed environment in a mathematics class.
• Games associate mathematics with positive feelings like excitement, victory, and fun
competition. So, students who might have developed mathematics anxiety, or those who
simply “hate” math, might being open up and be more receptive.
• Games that require students to work in groups advance their social skills as well.
• A good mathematical game is not only about “having fun” but also about “doing math”
in itself.
A teacher has three important tasks in a lesson that implements a game-based learning
strategy:
1. Lay down rules clearly

2. Observe, assess, and process students understanding

3. Work with students who need additional help.
SUMMARY
Game-based learning is a strategy that takes advantage of children’s love for games.
Applying this strategy is good in reducing math anxiety.
Reflection:
My experience in this lesson has taught me that when you become a teacher, you
must play games in order for the kids to like what you are teaching. It will be more appealing
and provide value to the duties. It is vital to offer life and pleasure to the minds of pupils, not
only for the poor, but also for them to play a game. Even better is a strange game that
captures the attention of the students. This will be incorporated in order to increase learning
motivation.

LESSON 13: Manipulatives

Objective
Develop a manipulative to aid mathematics instruction.
What is Manipulatives?
Manipulatives physical tools of teaching, engaging students visually and physically with
objects such as coins, block, puzzles markers etc. These physical objects are used as
teaching aids to engage students in the hand-ons learning.
Guidelines in using Manipulative in the classroom
1. Orient the students on how to use the manipulative. Give some time for the students
to play with the manipulative. Allow them to explore the object and what they can do it.
2. Give clear specific instruction. State the goal of the activity on how the manipulative
can help them achieve the goal.
Advantage of Using Manipulatives:
• Help make abstract ideas concrete.
• Math manipulative build students’ confidence.
• Useful tools for solving problems.
• Make learning math interesting and enjoyable.
Disadvantage of Using Manipulatives:
• Can be a source of disturbance
• If not provide can be very costly to teacher
• Its use has to be carefully and can be very time consuming
• May not last long without proper care and wear out of age.

MANIPULATIVES AS A TEACHING METHODS

Mathematical manipulatives play a key role in young children's mathematics understanding
and development. These concrete objects facilitate children's understanding of important
math concepts, then later help them link these ideas to representations and abstract ideas.
Manipulatives Examples
Base ten blocks
Base Ten Blocks are a great way for students to learn about place value in a spatial way.
The units represent ones, rods represent tens, flats represent hundreds, and the cube
represents thousands.

Their relationship in size makes them a valuable part of the exploration in number concepts.
Students are able to physically represent place value in the operations of addition,
subtraction, multiplication, and division.
Example:

Pattern blocks
Are a set of mathematical manipulatives developed in the 1960s. The six shapes are both a
play resource and a tool for learning in mathematics, which serve to develop spatial
reasoning skills that are fundamental to the learning of mathematics. Among other things,
they allow children to see how shapes can be composed and decomposed into other
shapes, and introduce children to ideas of tilings.
Example:

Symmetry Dodecagon Polygon Pattern Block Templates from

Jessica's
Edge Geomertry – Pattern blocks Corner of Cyberspace
Unifix cubes
Unifix cubes are the basic block for any classroom. They are made of plastic and connect to
each other on two opposing sides.
They can be used to teach almost all math concept areas, ranging from one-to-one
correspondence, patterns and basic number operations to fractions, multi-base projects and
beginning algebra.

Tangrams
Tangrams are ancient Chinese puzzles made of seven three- and four-sided shapes. Each
set of tangrams contains four tangram puzzles in four different colors. Each puzzle consists
of five triangles (two small, one medium, and two large), a square, and a parallelogram.
Tangrams can be used to solve puzzles in which all seven pieces must be put together to
create a specified shape. Tangram puzzles teach many geometric concepts, including
symmetry, congruency, transformations, and problem solving.

Reflection:
This is where the student is first introduced to maths in this session. To go into their minds
and come up with a concept. This is a source that encourages students to use more
examples in their work. I've discovered that it should be utilized as an example to illustrate
what's being talked to the student. It is important for the student to have a concept.
LESSON 14: Values Integration
Objective:
Tobplan a lesson in which Values education can be incorporated into existence
mathematics curricula
Introduction:
You do not teach math, you teach students-with young and impressionable brains.
Primary teachers play an important role in developing young learner’s hearts and minds.
What students learn in primary years can mold the person’s they will become. Instilling good
values in children early will help them grow into successful and responsible citizens of the
nation. Mathematics can be used as a tool for values integration. Values such as honesty,
patience and resilience in facing failures are some of the many values that can be developed
through mathematics. In this lesson, you will learn how to deliberately integrate positive
values into your mathematics topic.
Integrating Math into other Subject Areas:
Integrating mathematics into the curriculum can be quite challenging and rigorous.
However, math is connected to a lot of discipline and should not be isolated from other
subjects. Our complex brain looks for patterns and interconnections as it’s way of making
sense of things. Our learners developed an appreciation for mathematics and a deeper
understanding of concepts when they make connections with prior experiences or with
different areas of learning.
Tapping Into the Affective Domain:
Dr. Benjamin Bloom classified three domains of educational learning: cognitive,
affective, and psychomotor. In the formal classroom set –up, the bulk of the teachers lesson
planning focuses on the cognitive and psychomotor aspect of the teaching learning process.
The third domain, which is the affective domain, is often overlooked. The affective domain
includes the manner in which we deal with things emotionaly, such as feelings, values,
appreciation, motivations, and attitudes (Kratwohl, 1964). This curricular domain, when
tapped during the learning process, can really make students reflect on the connection
between mathematical concepts and values or standards of behavior that will help them deal
with the pressures and difficulties in life. As further teacher, you want to form not only
competent students but students with moral caurage, clear values, and excellent character.
Values Integration and Retention of Information:
Associating values or standards of behavior with mathematical concepts can serve as
a source of motivation for students. Values integration will help students get life lessons
through math. If students find a learning material engaging and meaningful, then they will
ask for more (since curiosity will start to kick in). Curiosity is the force behind lifelong
learning.
Reflection:

This lesson has taught me that the environment contributes to our well-being. Our
surroundings encourage us in gaining information and being productive in our daily lives.
When the time comes, it is much more important for students to use it. I've learned
everything we've gone through and have a deep understanding of our life.

LESSON 15: Vygotsky’s social learning theory

Vygotsky’s Social Learning Theory
Collaborative learning branches out from the zone of proximal development theory of
Vygotsky.
Vygotsky defined the zone of proximal development as follows:
• The zone of proximal development is distance between the actual developmental
level as determined.
• By independent problem-solving and level of potential development.
• As a determined through problem-solving under adult guidance in collaboration with
more capable peers.
Vygotsky’s Social Learning Theory
• In the zone of proximal development, the learner Is close to developing the new
skills, but they need supervision and assistance.
For example: If a student has already mastered basic addition of fractions, then basic
subtraction may enter their zone of proximal development, that is, they have the capacity to
gain mastery of subtraction of fractions with assistance. The assistance may not be directly
provided by the subject teacher. A child seeks to understand the actions or instructions
provided by any skillful peer and internalizes the information, using to guide or regulate their
own performance.
Designing Group Activities
• Collaborative activities encourage active participation from learners. Instead of
passively accepting information from the teachers.
• Learners discover new insights by cooperatively working with other learners.
Identify the Instructional Objectives
When you are deciding to use group work for a specific task. You need to reflect on the
following questions:

• What does the activity aim to achieve?

• How will that objective be furthered by asking students to work in groups?
• Is the activity complex enough that it requires group work?
• Will the project require true collaboration?
• Is there any reason why the assignment should not be collaborative?
• Are the objectives attainable within a given time frame?

Determine the Group Size

• How many students will be assigned to each group?
• The size you choose will depend on the total number of students in your classroom,
the size of the venue where the activity will be held.
• The variety of students needed in a group, and the task assigned.
Decide how you will divide the class
Will you group them based on proximity? Will you group them according to their own
preference?
• The fastest way to group students is to divide the class based on proximity.
• You might also assign students to group randomly by counting off and grouping them
according to number.
• Let student get a piece of chocolate from a basket of different chocolates and group
students according to the flavor they chose.
Give a teambuilding task before assigning the actual task
• Give a preliminary task that will help each student establish a good rapport with
his/her group.
• You may prepare a simple activity like asking each member to answer questions
about his/her favorite foods, books, places, or hobbies.
Delegate a specific task to each member of the group
How do you get students to participate in the task?
• Come up with a task wherein different roles are assigned to the group members so
that they are all involved in the process.
• Each member should feel responsible for the success of their groupmates and
realize their individual success depends on the group’s success.
Have a contract signed by your participants

• Establish how group members should interact with one another. Make them sign an
agreement that explicitly their expectations of one another.
• The contract should also include the behaviors that you want them to avoid and the
values that you want them to observe and uphold.
Share your reason/s for doing collaborative activities
• Students must understand the benefits of collaborative learning.
• These activities can connect larger class themes and learning outcomes whenever
possible.

Give your instructions clearly

• Giving instructions is not something that you take for granted.
• Give them a clear set of instructions contributes to the good performance of students
in an activity.
Go around and keep your ears open
As students accomplish their group task:
• Go around and answer questions about the task. Make sure your ears are open.
• Listen to their collaborative dialogue.
• Pay attention to the interesting points that will surface from the discussion.
• Talk about these interesting points during the subsequent closing/processing of
activity.

Provide Closure to the group activities

• Conclude the activity by having a session wherein students give a report.
• You can ask each group to give an oral report or submit a written report.
• The reporting should revolve around their insights.
• You may also ask them to reflect on how they performed in the group
• Relate the points raised to your current lesson and the objectives of the activity.
Reflection:

In this lesson, I learned how to determine how long kids think and how to assess what they
demonstrate in their behaviours when they are asked to complete a difficult task. I also
discovered that each activity allows children to express themselves cognitively. To boost
their cognitive growth, it must be widely distributed and encouraged.

LESSON 16: Teaching by Asking

OBJECTIVE
• Formulate purposeful questions that encourage students to participate in classroom
discussions.
INTRODUCTION
In mathematics class, effective questioning is essential. Students will get bored if his/ her
teacher merely states facts. An effective teacher does not just tell the definitions and
theorems but rather asks meaningful questions that lead the learners to the correct ideas.
Also the teacher gets to identify students who are having a hard time with the lesson, and
those with more advanced skills through questioning. It is through questioning that teacher
get to know the misunderstanding of the learners. If the teachers is knowledgeable about the
misunderstanding of the learners, then the teacher will have the greatest understanding of
his/her learners. It is therefore necessary, that teachers deliberately frame questions that will
keep the class discussion moving.
THINK
This goal of this strategy is to keep the learners voices at Discussion vs. Lecture
the forefront of every classroom session.
Here are the challenges to think of questions that you Art of Questioning
Could ask that would get your student engage:
DISCUSSION VS. LECTURE
• In the discussion-based strategy, the teacher’s role is to engage the learners to a
question-oriented dialogue.
• The teacher spends a significant amount of time to ask scaffolding questions to help
students understand an idea deeply.
• In a lecture, the teacher is the chief source of information.
ART OF QUESTIONING
• Not all questions are created equal. Some questions can be answered by a simple
yes or no. Some questions would require students to think more meaningfully.
• Asking the right questions will help you understand what your learners know, do not
know, and need to know.
This lesson will enumerate general ideas for your careful consideration when framing
essential questions:
• Avoid one-word response’ questions
• Foster a climate conducive to learning and questioning
• My questions, my answer is no-no!
• Frame questions that are accessible to all learners
• Learners should be active questioners too!
AVOID `ONE-WORD RESPONSE’ QUESTIONS
Refrain from asking questions which only requires a yes or no answer.
In general, questions that would require one-word answers do not provide much information
to check your learners thought processes.
FOSTER A CLIMATE CONDUCIVE TO LEARNING AND QUESTIONING
• Make sure that your learners, feel comfortable to express his/ her ideas and /or ask
questions at any time.
• Some students are reluctant to speak up because they are afraid of what the teacher
or classmates might think if they give an incorrect response.
• Listen attentively to what your learners have to say, if your learners feel that you are
listening to their ideas, then a good working relationship with them will develops.
• Create a classroom environment where learners feel heared and recognized.
MY QUESTIONS, MY ANSWER IS A NO-NO!
• Do not answer your own questions. If you are not able to elicit responses from your
students, try rephrasing your questions.
• Do not rush learners to give responses instantly.
• Give students some time to ponder and hypothesize deeply about ideas.
• You might also give some leading questions to help them level up their conceptual
understanding.
FRAME QUESTIONS THAT ARE ACCESSIBLE TO ALL LEARNERS
1. Remind your students that the questions is for all members of the class. Try not label
degree of difficulty of a question.
2. Avoid saying: I expect my fast learners/challenged ones to answer this question.
3. Give open-ended questions from time to time. The answers to open-ended questions
vary from person to person.
LEARNERS SHOULD BE ACTIVE QUESTIONERS TOO!
• Demand your students to ask questions. Learners should practice directing questions
not only to you but also to their co-learners.
• You should give other students the time to develop an answer to the questions that
their co-learners have posed.
•Keep in mind that in a discussion, you do not always provide a ready answer. You want you
the voices of students to be at the center of every classroom session.

Reflection:
As I realized in this lesson, it has a greater significance in our lives. This is required
in order to expand our knowledge and better explain the issues. It's important to state that
we're not embarrassed to ask for aid because what we're asking for is a meaningful
contribution and should be treated as such. Teaching it to children is considerably more vital
nowadays for their mental and social development.

LESSON 17: Assessing Learning

ASSESSING LEARNING
• The process of gathering data and evidences.
• To identify students’ strengths and weaknesses.
• To determine/measure learners’ progress.
OBJECTIVES
• Demonstrate understanding and appreciation of assessments.
• Differentiate formative and summative assessments.
INTRODUCTION
• Demands urgent attention is the assessment.
• Classroom assessment should be within the K-12 Basic Education Framework.
• Department of Education issued the DepEd Order No. 8, s. 2015
- (The Policy Guidelines on Classroom Assessment for K-12
Basic Education Curriculum)
THINK
• Assessment is defined as a process that is used to track of learners’ progress.
• A part of new K-12 education framework is the development of 21st century skills.
• The process of assessment is anchored to the framework of Zone of Proximal
Development of (Vygotsky).
• The nature of the learner is the center of the process.
• Assessment shall recognize the diversity of learners.
• A learner-centered assessment supports the learners’ success.
- (knowledge, understanding, skills, and assimilation in future situations)
• Learning and teaching should not be difficult yet challenging and facilitates ultimate
objectives of the K-12 program in the 21st century skills.
PRINCIPLES OF ASSESSMENT
1. Assessment should be consistent with the curriculum standards.
2. Formative assessment needs to scaffold the students in the summative assessment.
3. Assessment results must be used by teachers to help students learn better.
4. Assessment is not used to threaten or intimidate learners.
EXPERIENCE
There are two fundamental types of assessments
- FORMATIVE AND SUMMATIVE

FORMATIVE ASSESSMENT
- Assessment for learning (Teacher) and Assessment as learning (Learner)
A formative assessment is effective when instruction is embedded in it to promote learning
(McMillan, 2007).
Steps:
1. Orientation about the learning goals (black arrow)
2. Determine the current status of learners or evidence of prior understanding.
3. Providing clear, specific and on-time feedback
4. Instructional corrections/adjustments based on the needs of learners
5. Move the learners close to the goals/learning standards.
6. Evaluate the learner’s progress
7. Provide feedback of the learner’s status.
In a case where learner;
1. Orientation of learning goals.
2. Determine the status/prior understanding of learners
3. To provide feedback
4. Instructional corrections/adjustments
5. Evaluation of students’ progress
6. The process end in the same step which is provide feedback after evaluation of students
progress.
DEPED GUIDELINES OF ASSESSMENT’S PURPOSES BEFORE, DURING, AND AFTER
THE LESSONS.
SUMMATIVE ASSESSMENT
• Assessment of learning
• Always give at the end of a particular unit or period.
• Aims to measure what the learners have acquired after the learning process.
• Measures if the learners have met the standards set in the curriculum guide.
• Formative assessment prepares the learners in taking summative assessment.
• Measures the different ways learners use and apply all the relevant knowledge,
understanding, and skills.
• In the form of unit test, and quarterly test.
• It has three components; Written Work, Performance Test, and Quarterly
Assessment.
These components are the bases of computing the grade and different learning areas, have
unique ways to assess, and set different percentage.

The DepEd Guidelines provide a list of assessment tools per learning area.
Shown below is for Mathematics.

Reflection:
You will gather information on the students' knowledge and abilities in order to
assess the school's strengths and weaknesses in this lesson. I've learnt to cherish it so that I
can help people meet their wants and desires through teaching. Where the student is weak,
he or she must pay attention in order to be taught and gain what he or she requires. This is
vital to ensure that the student is not distracted by the teacher's word

LESSON 18: Traditional Assessment

INTRODUCTION:
Assessment has specific purpose, namely, to monitor student’s progress to
gather data for instructional decisions, to evaluate student’s achievement and performance,
and to evaluate the program.
There are many critiques on the use of traditional assessment tools. Included is that the
tools overemphasis upon narrowly skills/abilities and content, the mismatch between the
standardized tests and student’s experience in the learning activities, as well as student’s
motivation to complete such tests. Some issues are relative and apparent vis-à-vis
comparison with the authentic assessment.

At present, traditional assessment may have many critiques but still have advantages. To
name some, the traditional assessment measures are more objectives, valid, and reliable.
This is especially true for standardized tests and other types of multiple choice tests (Law
&Eckes, 1995) while these advantages of traditional assessment measures are the critiques
to authentic assessment especially the reliability and subjectively issues.
PRINCIPLE OF TRADITONAL ASSESSMENT
1. THE PURPOSE OF THE ASSESSMENT AND WHETHER THE TASK FULFILLS THAT
PURPOSE.
- An essential starting point is to be aware of the reasons why you are assessing the
students, and how to design an assessment that will fulfil your needs.
2. THE VALIDITY AND RELIABILITY OF THE ASSESSMENT THAT YOU ARE
CONTRUCTING
- to ensure that you are constructing, get out of the assessment results is and honest as
possible, it is crucial to make sure that the assessment is both valid and reliable.
3. THE REFERENCING OF THE ASSESSMENT
- To make the assessment meaningful, it is important to compare the candidate’s abilities
with a common measure.

4. THE CONSTRUCTION QUALITY OF ASSESSMENT ITEMS.

- For the assessment to become effective, the assessment items must be constructed to an
appropriate quality.
5. THE GRADING OF THE ASSESSMENT

- The grades of the assessment results are very concise summaries of a student’s abilities.
EXPERIENCE
The following are the most widely used traditional assessment tools that can be lead
in class.

1. TRUE OR FALSE TEST

-
True or false items required students to make decisions and find out which of two potential
responses is true.
2. MULTIPLE CHOICE TEST
- According to Bailey (1998), this type of test is commonly utilized by teachers, schools, and
assessment organizations for the following reasons.
a). Fast, easy, and economical to score. Machines can be used in scoring.
b). this measure can be scored objectively, thus given an impression of being must fair
and/or more reliable than other forms of tests.
c). Compared with true or false test, the multiple choice test reduces the chances of learners
guessing the correct items.
3. ESSAY
- an essay is an effective assessment tool because the answer is flexible and measures
higher- order learning skills- written communication and or organization of ideas.
4. SHORT- ANSWER TEST
- in a short- answer test, the items are written either a s a direct questions requiring the
learner fill in a word, phrase, or statement in which a space is been left blank for a brief
written answer.

Reflection:

The methods that have been used up to this point are covered in this lesson. This is an
effective idea since it allows the learner to respond while still allowing them to develop their
skills. Here, I learned more about how to use and operate with these tools so that I could
better educate others how to use and work with them. Because it's how we've always done
things in the past.
LESSON 19: Authentic Assessment
Objective;
Construct a performance task in mathematics.
INTRODUCTION;
The criticisms of the traditional assessment measures and the new focus of learning
standards of acquiring and essential skills needed in today’s society pushed the need to
rethink the criteria and nature of the learning assessment. The proposal was to use open-
ended problems, hands-on problems, computer simulations of real-world problems, and the
use of portfolio in learners work. These types of measures are called authentic assessment
where learners are asked to perform real-world tasks, and the criteria are based on actual
performance in the field of work (Wiggins, 1989; Archibald &Newman, 1988)
Authentic assessment is also known as the “performance assessment” or “performance
task” where the students must complete real-life activities e g,,preparing memo or policy
recommendation, which involves reviewing and evaluating a series of documents.
Performance assessment measures the demonstration ability to interpret, analyse, and
synthesize informations (Silva, 2009).
Think
Mathematics education aims to develop learners with critical and analytical thinking skills to
solve real-life problems. Thus, mathematics classes must have tasks and activities the same
with how the mathematics use mathematics outside the classroom. How the students learn
mathematics inside the classroom shall not be different on how they will use it outside the
classroom.
Principles of Authentic Assessment;
1. Authentic mathematics requires essential skills which can be measured by the ability
to communicate and ask questions, to assimilate unfamiliar information, and to work
cooperatively with the team the mathematical skills for lifelong learning with the computer
literacy. Related to communication is the ability of learners to articulate what they
understand and do not. Communication can be fostered in school if learners learn and use
the language of mathematics, activities provide opportunities to make conjectures and
reasons.
2. In authentic assessment, the use of multiple types of measures is possible.
3. Authentic assessment is built on the accuracy of the mathematical content and
interdisciplinary integration. In geography, there are opportunities to use scaling, proportions
and ratio. In genetics, there are opportunities to apply statistics and probability.
4. Authentic assessment measures the complete picture of learner’s intellectual growth.
It measures the various kinds of knowledge, measures either group or individual for different
purposes. An authentic assessment is a combination of many measures. Small group

Situations may be useful to measure the ability to talk and listen, while individual
assessment can be used to measure the ability to synthesize knowledge.
5. Authentic assessment uses the dynamic and adaptive form of feedback. This is also
called scaffolding feedback where the learner can identify the skills to model and reflect and
connect on their performances. Thus, assessment becomes learning opportunities and
assessment aims to measure not only the actual performance but more important the
potential.
6. Authentic assessment must take place in the context of the learning process.
7. It must consider both the learner and the situation in which the learner is assessed.
8. It must provide information on what the learner knows, what he/she does not know,
and on the development of changes in such learning.
9. Repeated measure of appropriate learning indicators must be made to obtain a clear
picture of the learner’s knowledge.
10. Indicators must include cognitive and conative abilities to capture different
perspectives.
11. Authentic assessment will require instrument that provide in depth perspectives on
learning. For example, the use of paper and pen test, video and computer used jointly to
have an authentic understanding of the learner. Paper and pencil can use to measure the
student’s knowledge of fact’s, concepts, procedures, and text comprehension abilities. It can
also be used to measure how well the students can critique the quality of other documents.
Computers can be used to simulate realistic situations inside the classroom, can effectively
track the process of learning and the learner’s response to adaptive feedback. Computers
can make possible the dynamic assessment of the relevant criteria.
12. The purpose of assessment must be considered. If the assessment results will be
used by the student or the teacher, then the tool must be available in the classroom on a
regular basis, which promotes the integration of instruction and assessment.
Authentic Assessment Tools
• Presentations, debate, exhibition, written reports, videotapes of performance,
demonstrations, open-ended questions, computer simulation, hands-on execution of
experiments, portfolios, and projects.
• In- depth evaluation in the context of problem-solving. It involves individual and
cooperative problem- solving activities. This projects provides an example of how to examine
both the individual and cooperative group problem- solving activities, provides insight on how
students form their hypotheses by comparing there with other hypotheses, and how to get
generalize concepts from one problem situation to another.
• Use of open-ended questions will provide opportunities for learners to think for
themselves and express their ideas. Communication is fostered as well as writing task. This
is also an opportunity to measure learner’s misconceptions and reasoning abilities.
•

De Lange (1987) designed mathematical problem situation composed of multiple items with
varying levels of difficulty. There are five task: a timed written task, two-stage tasks, a take-
home examination, an essay task, and an oral tasks. Stage one includes open-
Ended and essay questions. These items are scored and returned to the students. In stage
two, students are provide with their scores in the stage one, they are also allowed to take
again the stage on tests at home as long as they accomplish them within the agreed time.
The final assessment includes the scores of the stage one and stage two tests. The
assessment process becomes interactive and helps assists the students in reaching their
potential.
• Portfolio assessment is also a recommendation form of authentic or performance
based assessment. However, there is a caution in creating Portfolio assessment is also
recommended form of authentic or performance guidelines on how to score the portfolios
because of the existence of multiple audiences.
• Projects is an example of authentic assessment (Simon et al, 2000). This can made
individually or as a group. The project can possess authenticity, real-life related concepts,
and prior experience of the learners. The learners may provide their findings in various forms
like multimedia presentation, role-play, or written report.

According to Elliot (1995, to increase the effectiveness of performance or authentic

assessment, teachers must pay attention to the following details:
• Select assessment tasks that are clearly aligned or connected to what has been
taught.
• Involve the learner in the formulation f scoring criteria for the assessment task and
share the final criteria prior to working on the task.
• Provide and explain, if necessary, the clear statements of learning standards and/ or
other models of acceptable/ best performance prior to engagement on assessment tasks.
• Provide examples of interpreting the student’s performances by comparing it to
learning standards that are developmentally appropriate or compare it to other student’s
performances.

Reflection:
You will observe a student's abilities during a performance in this lesson. The student
performance reveals it has a suggestion, if I am what the observer can say. And the errors
will continue to be made. Allow kids to further develop their talents with these tools, as they
will require them when the time comes for them to apply them.
LESSON 20: Designing Learning Portfolio
Introduction
Portfolio assessment is a detailed, unique, and personalized evaluation of what the learners
know and can do. A portfolio is a collection of pieces of evidences of efforts, learnings,
development, growth, and achievement. It emphasizes a learner’s milestone on his/her
development of concepts and skills. It contains not only outputs and work-in- progress but
also reflections on the learner’s strength and progress towards the learning goals.
Purposes of a Learning Portfolio
• The portfolio guides the learner and teachers to set and establish goals aligned in the
learning objectives.
• The process of making a portfolio ensures the active participation of the learners and
helps learners examine growth and development over the time
• The portfolio processes provide chances for self-evaluation and reflection.
• The portfolio enhances the student’s learning and current achievement and
showcases and documents the development and growth in a more contextualized manner.
• The portfolio can evaluate teaching effectiveness. The portfolio provides flexibility in
curriculum and instructions planning because it considers the developmental domains of the
learners and content the subject matter.
• The portfolio can help evaluate and improve the curriculum.
• The portfolio reinforces hands-on and concrete experiences.
• The portfolio can motivate parents and other stakeholders to become involved in the
learner’s evaluation plan.
Types of Learning Portfolio
DOCUMENTARY PORTFOLIO
Involves a collection of work overtime showing the growth and improvement reflecting
students learning of identified outcomes. It is also called growth portfolio. The collection and
exhibit of items can be based on specific educational goals or experiences of particular
learning areas.
PROCESS PORTFOLIO
Demonstrate all facets or phases of the learning process, hence the arrangement is based
on the learner’s stages of metacognitive processing. This portfolio contains reflective
journals, think logs, and other related evidences.

SHOWCASE PORTFOLIO
Is the kind that shows only the best of students’ outputs and Products?
EVALUATION PORTFOLIO
Includes some work that had not previously been submitted.
CLASS PORTFOLIO
Contains a student grade and evaluate assessment of the student by the teacher.
IDEAL PORTFOLIO
Contain all the work a student has completed.
ESSENTIAL CHARACTERISTICS OF PORTFOLIO ASSESSMENT
1. Portfolio is an assessment that is done together by the learners and the teacher. The
teacher guides the learner from planning, execution, and evaluation of contents of learning
portfolio, hence the interaction and discourse are important elements of the process.
2. The portfolio should be an opportunity to exhibit the samples of work or outputs which
shows the growth, development, and achievement over time.
3. The criteria for selecting and assessing the portfolio especially the contents must be clear
both to the teachers and students at the outset of the process.

Reflection:
I learned in this lesson that you must save the objects you have acquired so that you can
construct a documentary at the end; it is vital that you return with items or information that
will help you remember or serve as a reminder. I discovered that you should create a
portfolio so that you can reflect on your achievements and pursue your goals. It will be
compressed to only be used when absolutely necessary.
 CLOSING PRAYER
We praise you for giving us life,
Or saving us in Christ, and for choosing us to be your people.
As we come to the end of this school year,
We voice our gratitude for the good things you have
Done in us, and we praise you for all who have shared in the
Work of this school.