Name: Ailana Necole E.

Delegente Date: 11//22

Course. Yr & Sec: BEED 3-A Subject: Maj –GEd 305 Teaching Math in the Primary
Grades

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.

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

CHALLENGE

Even though the students are the one who would identify the problem given a situation, the
teacher must be able to anticipate some of the problems that may come up. To develop this
skill, the teacher must him/herself undergo mathematical investigation. The following
activity will engage you in mathematical investigation and allow you to reflect upon your
experience.

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

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:

Investigative Task:

Possible student-generated problems:

LESSON 11: DESIGN THINKING

EXPERIENCE:

Below is a template of a sample worksheet that will guide the students through the design
thinking process. This is simplified version of Stanford’s sample template. In this example,
the students are to create a project about their playtime experience.

Your challenge is to redesign your school’s playtime experience.

Emphatize
Observe your classmates and teachers during playtime. Take time to casually
interview some of them about their usual playtime experience

Notes from your observation: Notes from your interview:

Discuss your observation and interview notes with your group mates. Do you have similar
notes?
Define
Identify a user and define a problem that you want to address. Your group must come up
with one user and problem to address.

___________________________________
user

Needs__________________________________________________________________________
User’s needs

Because_________________________________________________________________________

____________________________________________________________________________
insight

Ideate

Write/sketch at least four innovative ways to address your user’s needs. Be specific with
your measurements and/or proportions, if needed.

Idea 1: Idea 2:

Idea 3: Idea 4:

Share your ideas with your group mates. Get feedback: As a group generate a unified
solution that incorporates the ideas and feedback from the members. It is not necessary that
all ideas will be seen in the unified solution. What is important is that all members agree that
the necessary ideas are integrated in the solution.
Sketch your group’s unified solution below:

Unified Solution
 Prototype

Create a prototype of your unified solution. Use readily available materials like papers,
card boards, coloring materials, sticky tapes, Popsicle sticks etc. Be accurate with your
measurements by using a ruler, compass and/or measuring tape.

Test
Share your prototype with a user. Write your observation below.

What worked: What can be improved: More ideas:

ASSESS

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

Elaborate why you think design thinking was describe as such.

CHALLENGE

Many teacher are not informed about design thinking because it is a new, if the newest,
strategy in teaching mathematics. The following activity will challenge to convince a teacher
about the benefits of using this strategy.

1. make an infographic about design thinking for the teachers who have not heard about it.
Sketch a draft of your infographic below.
2. Share your infographics to a Grade 4, 5, or 6 mathematics teacher. What are the teacher’s
questions or comments about design thinking? Were you able to answer his/her questions?
Do you share the same sentiments with him/her about design thinking?

HARNESS

The design thinking process is best learned when done. Go over the steps yourself with a
partner. Empathize, define, ideate, prototype and test to redesign your school’s lunch
experience. This activity will be part of the learning portfolio which you will compile at the
end of this module.

Your challenge is to redesign your school’s lunch experience

Empathize
Observe your classmates, teachers and canteen managers during lunchtime. Take time to
casually interview some of them about their usual lunch experience.

Notes from your observation: Notes from your interview:

Define
Identify a user and define a problem that you want to address. Your group must come up
with one user and problem to address.

___________________________________
user

Needs__________________________________________________________________________
User’s needs

Because_________________________________________________________________________

____________________________________________________________________________
insight

Ideate

Write/sketch at least four innovative ways to address your user’s needs. Be specific with
your measurements and/or proportions, if needed.
 Idea 1: Idea 2:

Idea 3: Idea 4:

Share your ideas with your partner. Get feedback, then generate a unified. Sketch your
unified solutions below:

Unified Solution

Prototype

Create a prototype of your unified solution

Test

Share your prototype with a user. Write your observation below:

What worked: What can be improved: More ideas: