REPUBLIC OF THE PHILIPPINES

WESTERN MINDANAO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
BACHELOR OF ELEMENTARY EDUCATION-EPP 2
2ND SEMESTER (S.Y.2021-2022)

PRINCIPLES
AND
STRATEGIES IN
TEACHING MATH

AS19 MATH
118

Week 10-11
  Topic/Title of the Lesson
1. Lesson Planning using 5 E’s model
2. The 5 E’s Model
3. Presentation of DLL/DLP

 Objectives
At the end of the lesson, the pre-service teacher (PST) should be able to:
A. Describe how 5 E’s model is appropriate in Mathematics teaching and learning.
B. Design a lesson plan using 5 E’s model appropriate to the skill to be developed.
C. Demonstrate the designed lesson plan using 5 E’s model.

 Introduction
Planning ahead to identify a course of action that can effectively reach goals and objectives is an
important first step in any process, and education is no exception. In education, the planning tool is
the lesson plan, which is a detailed description of an instructor’s course of instruction for an individual
lesson intended to help learners achieve a particular learning objective. Lesson plans communicate to
learners what they will learn and how they will be assessed, and they help instructors organize
content, materials, time, instructional strategies, and assistance in the classroom.

 Content
What is a lesson plan?
A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Then, you can design appropriate learning activities and develop
strategies to obtain feedback on student learning. Having a carefully constructed lesson plan allows
you to enter the classroom with more confidence and maximizes your chance of having a meaningful
learning experience with your students.

A successful lesson plan addresses and integrates three key components:

 Learning Objectives
 Learning activities
 Assessment to check for student understanding

A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to
accomplish them, and is by no means exhaustive. A productive lesson is not one in which everything goes
exactly as planned, but one in which both students and instructor learn from each other.

https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning
 Lesson Planning in Mathematics

Aligning Objectives and Standards in Lesson Plan

Alignment- is the process of ensuring that the specified curriculum is consistent with enabling
students to reach the milestones outlined in the standards (Center on Standards and Assessments
Implementation, 2019, p.1). Often, this means that educators are focused on making sure the
objective and assessment for the lesson plan are in formal. This element of alignment in a lesson
plan is important, but it is equally important to ensure that the goals, objectives, and standards of
your lesson are aligned as well.

The goals, objectives and standards components of a lesson plan help to guide the direction of
your lesson plan; therefore, it is essential to make sure they are all connected to the same concepts.
The goal of a lesson plan is the target you are trying to reach. It helps to provide the framework
that you will use when developing your lesson objective.

Lesson objective - is a clear and measurable statement that tells you what the students will be able
to do at the end of the lesson.
Standards - are clear written descriptions, developed by each state, of what a child should be able
to do at a particular age (early learning standards) or grade level (K-12 standards).
So, what do we mean by alignment? Simply put, we mean that they all need to be focused on the
same area of development or academic concept. For example, if your goal is on sequencing a story,
create an objective about how students would demonstrate their knowledge of sequencing a story.
“When aligned, the major course components work together to ensure that students achieve the
desired learning objectives” (Engage, 2019, para. 3). In addition, you would need to locate a state
standard that was focused on sequencing the events in a story. When all of these elements of a
lesson plan are connected, the lesson will flow smoothly, and your students will have a greater
chance at mastering the lesson objective.
What is the difference between learning objective and learning competency?

A competency is the capability to apply or use a set of related knowledge, skills, and abilities required to
successfully perform "critical work functions" or tasks in a defined work setting. Competencies often serve
as the basis for skill standards that specify the level of knowledge, skills, and abilities required for success
in the workplace as well as potential measurement criteria for assessing competency attainment.

The difference between a competency and a learning objective

Competencies define the applied skills and knowledge that enable people to successfully perform their
work while learning objectives are specific to a course of instruction. Competencies are relevant to an
individual’s job responsibilities, roles and capabilities. They are a way to verify that a learner has in fact
learned what was intended in the learning objectives.

Learning objectives describe what the learner should be able to achieve at the end of a learning
period. Learning objectives should be specific, measurable statements and written in behavioral
terms. In short, objectives say what we want the learners to know and competencies say how we can be
certain they know it.
Here is an example of competencies and learning objectives relating to the competency:

Competency: Utilizes appropriate methods for interacting sensitively, effectively, and professionally with
persons from diverse cultural, socioeconomic, educational, racial, ethnic and professional backgrounds,
and persons of all ages and lifestyle preferences (competency from: Council on Linkages Between
Academia and Public Health Practice).

“Lesson Planning
using 5 E’s in
Mathematics”
 The 5E Inquiry-Based Instructional Model is based upon cognitive psychology, constructivist theory
to learning, and best practices in STEM instruction (Bybee and Landes 1990). The 5E learning
cycle leads students through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. The
 5E Instructional Model brings coherence to different teaching strategies, provides connections
among educational activities, and helps science teachers make decisions about interactions with
students (BSCS 2019). Compared to traditional teaching models, the 5E learning cycle results in
greater benefits concerning students’ ability for scientific inquiry (Bybee 2009).

Engagement
In this first phase of the 5E Learning Cycle, the teacher gauges student prior knowledge and/or identifies
possible misconceptions (Duran and Duran 2004). This student-centered phase should create a desire to
learn more about the forthcoming topic. According to Duran and Duran (2004), the engagement phase is
not intended for the teacher to lecture, define terms, or provide explanations.

Exploration
The exploration phase provides students with a common base of hands-on activities. These activities will
help students use prior knowledge to inquire, generate new ideas, and conduct a preliminary investigation
(Bybee 2009). This phase of the learning cycle usually incorporates the main inquiry-based experience,
which nurtures students’ understanding (Duran and Duran 2004).

Explanation
The third stage in the instructional model is more teacher-directed and guided by the students’ experience
in the previous phase (Duran and Duran 2004). Students explain their understanding of concepts and the
teacher corrects students’ misconceptions (Bybee 2009). During this phase the teacher may provide
formal definitions, notes, and labels (Duran and Duran 2004).

Elaboration
In the elaboration phase students are encouraged to apply their new understanding of concepts, while
reinforcing new skills (Duran and Duran, 2004). According to Duran and Duran (2004), “Students may
conduct additional investigations, develop products, share information and ideas, or apply their knowledge
and skills to other disciplines” (p. 53). This stage in the learning cycle presents opportunities for the
teacher to integrate science with other content areas (Duran and Duran 2004).

Evaluation
According to Bybee (2009), “The evaluation phase encourages students to assess their understanding
and abilities and provides opportunities for teachers to evaluate student progress toward achieving the
educational objectives” (p. 5). Formative and summative assessment are appropriate in this phase. Duran
and Duran (2004) provides a list of non-traditional forms of assessment that are appropriate for evaluating
students’ understanding and performance: portfolios, performance-based assessment, concept maps,
physical models, and journal logs.

According to Williams (2019):

A focus on content at the expense of process in STEM education (and all education, really) will inhibit
student learning, because the important learning occurs through the activities of the process. When the
learning of content is necessary so it can be applied, through an activity to a situation, such content is
perceived as relevant and so will be learnt more effectively and efficiently. (p. 3)
The 5E Instructional Model serves as a flexible learning cycle that assists curriculum developers,
classroom teachers, and school librarians with the creation of STEM lessons that illustrate constructivist,
reform-based, best teaching practices.

Show an image/softcopy of format of detailed lesson plan and daily lesson log in Mathematics

 Practice/Exercises
Instruction: (INDIVIDUAL TASK/WORK)

 Construct a daily lesson log in Mathematics . Follow the format given for (DLL). You can use
your knowledge about the curriculum map in our subject AS 16 MATH 115-Assessment and
Evaluation in Mathematics. Deadline of submission will be on March 17,2022 5:00 PM. The soft
copy of DLL will be provided but you have to make on your own and change the instruction
based on your topic. There will be two volunteers to present their output. I will be choosing 3-
5 students to present their daily lesson log in Math on March 17,2022. If the pre-service teacher
chosen, fail to present his/her output, it will automatically affect their final scores in this
worksheet. During the presentation, all students are required to listen because I will be asking
questions based on the presentation. If the student is inattentive in the class virtual discussion,
no points will be given in the INVOLVEMENT. You will be graded by the following rubric:

Exceeds Meets Needs Does Not Points

Expectation Expectations Improvements Meet Earned
 Expectation
s
Purpose- Matched and Matched but Not adequately Not matched
Goals clearly not clearly matched or or connected
connected to connected to connected to K- to K-12
(5 points) K-12 K-12 12 Standards. Standards.
Standards. standards. (2 points) (1-0 points)
(5-4 points) (3 points)
Objectives Objectives are Objectives are Objectives are
are obviously somewhat either not not
observable observable measurable; measurable
and and Minimal and also are
measurable; measurable; application of not
Objectives Clearly Stated subject matter measurable;
stated application of knowledge and Application of
(10 points) application of subject matter skills; Domains subject matter
subject knowledge and levels are knowledge
matter and skills; addressed and skills are
knowledge Some domains limitedly. not evident;
and skills; are included, Domains and
Includes the but not all (6-5points) levels are not
three three. addressed.
domains:
cognitive, (8-7 points) (4-0 points)
affective,
and
psychomotor
.
(10-9 points)
Lesson is Some attempt Limited attempt Does not tap
creatively to open lesson to tap interest interest and
Anticipatory opened by by tapping and prior prior
Set tapping interest and knowledge, and knowledge,
interest and prior describe and describe
(5 points) prior knowledge, procedures. procedures.
knowledge, and describe (1 point) (0)
and procedures.
procedures (3-2 points)
and
described.
(5- 4 points)
Detailed all Detailed some Limited details Details are not
content and content provided to provided to
resources required for teach content ; teach content;
required for instruction; Teaching Teaching
instruction; Some strategy not strategy not
Includes a teaching clear or MI clear or MI
variety of strategies theory not theory not
teaching included with evident; limited evident ;
strategies use of methods of lower level
Procedures using Multiple; student inquiry questioning;
(20 points) Multiple; Intelligence’s used; lower limited use of
Intelligence’s theory; Some level technology.
theory; Used methods of questioning;
multiple student some use of (11- 0 points)
methods or inquiry listed; technology.
inquiry for Some open-
 student ended (14-12 points)
learning questions
incorporating included;
Bloom’s appropriate
Taxonomy; use of
effective use technology.
of (17-15 points)
technology.
(20-18
points)
Summary Some Limited use of Summary not
Closure provided to summary summary to evident or
(5 points) reinforce provided to reinforce does not
learning and reinforce learning. reinforce
link to future learning. learning.
learning. (1 point)
(5-4 points) (3-2 points) (0)
Appropriate Appropriate Connected to Not connected
and and connected objectives to a to objectives
Assessment connected to to some limited degree; or not
(15 points) all objectives. Plans for either appropriate;
objectives. Plans for both formative or Does not
Specific formative and summative include plans
description of summative assessment; for either
both assessments; States one way formative or
formative States at least to represent summative
and two different learning; e.g. assessment ;
summative ways to concept map , Does not
assessments; represent quiz, reflective include any
Details at learning: e. g. response. ways to
least two concept map, (14-12 points) represent
different quiz, reflective learning.
ways to response.
represent (17-15 points) (11-0 points)
learning: e.
g. concept
map, quiz,
reflective
response.
(20-18
points)
Involvement Your behavior and participation during virtual class discussion and
and submission of output.
Punctuality
(10 Points)
TOTAL: 70
points

 Assessment
Instruction: (INDIVIDUAL TASK/WORK)
 Construct a detailed lesson plan in Mathematics. Follow the format given for detailed
lesson plan (DLP). You can use your knowledge about the curriculum map in our subject
AS 16 MATH 115-Assessment and Evaluation in Mathematics. Deadline of submission will
be on March 17,2022 5:00 PM. I will be choosing 3-5 students to present their detailed
lesson plan on March 21,2022. If the pre-service teacher chosen fail to present his/her
output, it will automatically affect their final scores in this worksheet. During the
 presentation, all students are required to listen because I will be asking questions based on
the presentation. If the student is inattentive in the class virtual discussion, no points will
be given in the INVOLVEMENT. You will be graded same with the given rubric above:

References:
DEPED POLICIES AND GUIDELINES

Books
Root Cause Analysis: The Core of Problem Solving and Corrective Action

The Quality Toolbox

Introduction To 8D Problem Solving: Including Practical Applications and Examples