Name: Debelyn S.

Cascayo BEED 3-A

UNIT III: INSTRUCTIONAL STRATEGIES FOR MATHEMATICS IN THE PRIMARY

GRADES

LESSON 10: MATHEMATICAL INVESTIGATION

ASSESS

The following activity will broaden your understanding of the mathematical

investigation strategy.

1. Use the Venn diagram below to compare and contrast problem-solving and
mathematical investigation.

PROBLEM SOLVING MATHEMATICAL

INVESTIGATION

o  More of a divergent
 Is a convergent Allow students to activity.
activity. explore.
o
Enable students to learn  Formulating
 Has definite goal- more about problems and
the solution of the mathematics. conjectures.
problem. o Solve mathematical
problems.  Open – ended
 About asking
o Aims to develop to mathematical task.
questions.
become problem  Sustained
 Finding ways to solvers. exploration of the
answer.
mathematical
situation.

2. In what ways does mathematical investigation develop students who think like
mathematicians?

Answer:
The exploration of the situation/problem, formulation of the problem, and
solutions allow for the development of independent mathematical thinking. Students
who think like mathematicians engage in mathematical processes such as data
organization and recording, pattern recognition, conjecturing, justifying, and explaining
conjecture.
CHALLENGE

1. Pose a problem, make a conjecture and justify your conjecture given the following
situation. This task is adapted from Orton and Frobisher’s insights into Teaching
Mathematics (1996)

Investigate the following number trick

854
- 458
396
+ 693
1089
Answer:
Problem:
 How do we find 1089 as the answer?

Conjecturing:
 We subtract 854 from 458 and add the answer by 693

Justifying Conjectures:
 First, we subtract 854 from 458 and the answer we will get is 396,
then add 693 and we got the answer 1089.

2. Write about your experience. How did you feel before, during and after the task?

Answer:
Before the task, I was a little confused about how to solve those numbers
because they have two different operations, as you can see. During the task, I notice that
I can add and subtract the problem; I also find the solution. Then, after the task, I was
pleased with the result/answer I received while also learning.

HARNESS

Choose a close-ended problem from the DepEd mathematics teaching material for
Kinder to Grade 3. Transform it to an investigative task then list the possible problems
that the student would pose given the task. This activity will be part of the learning
portfolio which will compile at the end of this module.

Close-ended problem:
Find the perimeter of a regular pentagon whose side lengths are all two units
long.
 Investigative Task:
Distribute: 10 popsicles stick or any type of stick per group.
Instruction: Investigate the following.

Possible student-generated problems:

1. What is the perimeter of the given regular pentagon?
2. How many square can be formed using the 10 popsicle sticks?
3. How many popsicle sticks will be used in forming the square?
LESSON 11: DESIGN THINKING

ASSESS

This lesson introduced design thinking as a thought-provoking and purpose

strategy. Elaborate why you think design thinking was describe as such.

Answer:
Design thinking is a problem-solving method that prioritizes the needs of the
consumer above all else. According to the lesson, design thinking was introduced as a
thought-provoking and purpose strategy because it relies on observing, with empathy,
how people interact with their environments and employs an iterative, hands-on
approach to developing innovative solutions.