Name: Cascayo, Debelyn S.

BEED 3-A

Lesson 4: The Teaching Cycle

Assess
1. In which stage/s of the teaching cycle are the students involved? Explain.
Answer:
Since teaching involves the interaction between the teacher and the students, for me, the
stages in which the students are involved are stages 1-6. Because each step demonstrates that the
teacher should take into account the students' preferred methods of learning and the potential for
learning during each teaching cycle. This stage demonstrates that each teaching cycle needs to be
creatively designed so that students can easily catch up or comprehend the lesson that the teacher
wants them to learn and understand.

2. Which stage/s of the teaching cycle requires the teacher to reflect on teaching and
learning? Explain.
Answer:
Since teachers would assess students in these stages by teaching them the lesson
regarding activities in their classrooms and taking the time to analyse them from a distance, they
can identify more than just what worked and what didn't, the stages 4, 5, and 6 of the teaching
cycle require teachers to reflect on the teaching and learning. No matter how fantastic a lesson is,
effective teachers are the first to realize that practice can always be enhanced and improved.

Challenge
What do you think is the most important stage of the learning cycle? Why do you think
so?
Answer:
For me, being present in class and contributing are crucial components of the learning
process. As you read about the learning cycle, I believe it makes it simpler for you to remember
the lessons you've already learned and to refresh your memory of those lessons that will be
useful for future reference.
Lesson 5: Things to Consider in Planning Instruction in Mathematics in the Primary
Grades

Assess
1. In addition to what has been discussed, explain why content, objectives, students,
learning environment, and availability of resources are the essential considerations in
planning a lesson.
Answer:
The importance of the material, objectives, students, learning environment, and
accessibility is underscored by the fact that each lesson's content will have an impact on how
well the students learn it. Because of this, it is crucial that every instructor takes this into account
when preparing their math lessons.

2. Sketch an info graphic about the difference of growth mind-set and fixed mind-set.
Answer:

FIXED MIND-SET

GROWTH MIND-SET
Challenge
1. Why is it important to be in consultation with the curriculum guide when planning
instruction?
Answer:
When developing a lesson plan, it is crucial to review the curriculum guide because, by
definition, this document provides precise instructions for lecturers, giving them a clear idea of
what to cover and when. Teachers design efficient lesson plans based on the state's goals and
objectives using a curriculum guide.

2. Why do you think is having a fixed mind-set a setback in learning? Can you think of
specific examples when you were a student and had a tendency of having a fixed mind
pattern?
Answer:
Students that have a fixed mind-set believe that their intelligence or abilities are fixed or
immutable, which is undoubtedly a setback for learning. Due of their fear of failing if they try
something new, students in this scenario may never be able to realize their full potential. I won't
try to hide the fact that I think in this way.
Lesson 6: Instructional Planning Models

Assess
1. Did you notice any similarity between the ADIDAS and the Five Es Model? Match
the components of the two models to summarize the similarities that you saw.

Activity Engage
Discussion Explore
Input Explain
Deepening Elaborate
Activity Evaluate
Synthesis

2. Explain the matching you did in #1.

Answer:
I matched the parts of the two models in number 1 that had descriptions that were similar.
The descriptions lead me to believe that the ADIDAS model has a lengthier process than the 5
E's since it has a quicker process. I also see that the first model's activity and deepening fit under
the elaborate category.

Challenge
1. Do you think the ADIDAS or the Five Es Models is applicable to planning any lesson in
mathematics? Explain your thought.
Answer:
Yes, since both of them can be used in any curriculum guide. This curriculum was
created to support instructors at all levels of education in their daily planning, teaching, and
evaluation activities.
 2. What if, in the school where you will be employed, a different instructional planning
model is used? Do you think you will have a hard time adjusting? Explain.
Answer:
I don't anticipate having a difficult time adjusting because the majority of instructional
planning models are comparable to one another, even though their methods of execution may
differ. Similar phases and practices may be seen in both the ADIDAS and 5 Es models.
Name: Cascayo, Debelyn S. BEED 3-A

Lesson 7: Problem Solving

Assess
1. How are the three possible solutions shown in EXPERIENCE different from the
other? What goes in the minds of the students who would possibly give the solution?
Answer:
The three solutions offered in EXPERIENCE each have a unique approach to fixing the
issue; they range from the easiest to the most challenging, but they all yield the same results. The
student's eyes will be awakened to the fact that there are numerous solutions to that particular
problem.
2. As a teacher, how would you ensure that the word problems you will genuinely
promotes problem-solving?
Answer:
Request a review from your students. In class, discuss them. Not only how your students
answered problems, but also what they were considering as they did so, as well as what puzzled
them. To better target the issues, use that information.

Challenge
1. Browse the DepEd mathematics curriculum guide. Choose a topic from K to Grade
3.Write the topic and grade level below.
Answer:
Basic Fundamental Operation of Whole Numbers
Grade 3 Lesson
2. Browse the DepEd mathematics teaching manual for the grade level you chose. Find
a problem from your chosen topic. Write the problem below as how it is written in the
teaching manual.
Answer:
 A lack of understanding of the regrouping of numbers with position values and
the role of a zero in various operations, a lack of understanding of the minuend and
subtrahend in subtraction problems, a lack of understanding the role of zero in position
values, and a misalignment of positional places for each numeral in minuend and
subtrahend were the main causes of epistemic errors in addition, subtraction,
multiplication, and division problems. The pupils were unable to relate the terms divisor,
dividend, quotient, and remainder as well as understand the function of the remainder in
the context of division problems. Students' lack of focus and curiosity, as well as their
forgetting and de-learning of the concepts in higher order operations and interpretations,
appeared to be the main causes of the non-epistemic errors.
3. How would you present your chosen problem in an engaging way? Put it in a
situation where the students can relate to. You may use your own experience too
(many times children are interested in what’s happening to their teachers’ lives)
Imagine you are talking to your students. Write your script below. If you plan to use
materials, write a note about it.
Answer:
It's crucial to consider how to pique pupils' interest while introducing a topic to them.
Making sure that I'll be using instructional resources that will work for my pupils is the
first thing I need to do as a potential teacher. Let's take an example where I utilize
flashcards or other colourful resources to help my pupils understand and become familiar
with whole numbers. Why do I employ it? This is so that I can better engage and focus
my students, in my opinion.
4. The possible solutions in the sample lesson plan are generated by real Grade 3
students. So be convinced that Filipino students are actually capable of thinking. As
would-be teachers your task is to anticipate such possible solutions. How? Consult
with experienced teachers. Show your problem to some teachers and ask them how
they think the students would answer if they are given the problem for the first time.
You may also ask the children themselves. Talk to your nephew/nieces, godchild,
neighbour, etc. Share with them your problem and have them explain to you how they
think they can solve it. Write down below three of the possible solutions that you
have gathered.
Answer:

Possible Solution 1 10 x 5
5x2x5
5 x 10
50

Possible Solution 2 10 x 5
(5+5) x 5
 5x5+5x5
25 + 25 = 50
Possible Solution 3 10
x
5
50

Harness

Topic: Adding whole numbers up to two digits

Grade Level: 3
Target Learning Competencies:
By the end of the lesson, the learners will be able to add the whole numbers up to
two digits
Pre-requisite knowledge and skills:
Addition of whole numbers up to two digits
Presentation of the problem:
Mentally add 15 + 5.
Use a narrative presentation to captivate the students as you present the above
issue. The following example.
If you were in Karen's place, how would you approach the problem mentally?
Karen is at the grocery shop to get her favourite apple. She buys 5 pieces of apples,
which cost 15 pesos each. She would want to know how much she needs to pay for all the
apple.
Generation of Solution:
The teacher will ask the class to solve the issue in pairs or triads. Encourage the
kids to come up with a solution for the presented challenge. Tell your audience that there
are many other approaches to solve a certain problem. The pupils will be given written
instructions by you, the teacher, on how to solve the problem. If someone can explain
how they arrived at their solutions and responses, there is no such thing as a bad
response.
Processing of Solution:
 Use a variety of methods to solve the issue with the partner or group of your
students. After responding, they can write it down and provide an explanation. They can
also use the whiteboard when providing a response to demonstrate to their classmates
how they arrived at that conclusion.
Lesson 8: Inductive Learning

Assess
1. Explain how inductive learning is related to the constructivist theory of lesson
discussed in the previous unit.
Answer:
Inductive learning, which refers to learning that happens when a student learns
from a single incident or activity and realizes how such a specific point can be
applied in general, lends itself very well to the constructivist theory of learning.
Despite the fact that the constructivism learning theory is built on the idea that
students learn by reflecting on their experiences, in doing so they 'construct' their
own method of seeing the world. As new information is combined with prior
understanding, the student's pre-existing mental models are modified.
2. What possible hypotheses would the students come up with given problem in
EXPERIENCE?
Answer:
A hypothesis should be presented as a cause and effect statement and
represents your best guess as to what will occur throughout your experiment. You
can include labelled variables in your forecast. You must provide justifications for
your conclusions. The hypothesis has to be a statement of causes and effects.

Challenge
1. Browse the DepEd mathematics curriculum for Kinder to Grade 3. Write five
mathematical rules that you can teach using the inductive learning strategy.
Answer:
Math Example: Squaring
1. "To square an integer, multiply it by itself," is the rule.
2. Give some illustrations.
3. Students work with the teacher.
4. Together, they practice
5. Students work on their own.
 2. The key to effective inductive learning is well-thought-of examples. Choose
one topic from your list in #1 and write examples which you can use in class
to allow discovery. What were your considerations in choosing your
examples?
Answer:
Give some illustrations. By providing examples and illustrations of how to
address the problem, teachers can help students learn or discover things more quickly.
With this, kids will have no trouble figuring out how to solve the problem.

Harness

Observe:
2 x 2 = ____ 5 x 5 = ____ 6 x 2 = ____
3 x 5 = ____ 4 x 3 = ____
Ask the pupils to multiply it to fill in the spaces. After that, guide them as they
look at each pair of multiplication number statements.
Give the pupils some time to examine the examples. Fast learners could get too
thrilled to explain their theory, so do not let them. All students are expected to submit
accurate responses.
Hypotheses:
It's possible for struggling students to miss the pattern at first. Focusing on the
quotient and the first element will assist them. Some students are required to describe
their theories. Following each justification, consider who shares the same theory.
Collect Evidence:
Test each sample against the hypothesis to check if it holds true.
Generalize:
Based on our collective identification as students, we can determine which of our
hypotheses holds true for everyone. After giving the kid’s instructions to write the rule in
their notebooks using their own words, have two or three of them read what they have
written aloud.
Lesson 9: Concept Attainment

Assess
1. Use the Venn diagram below to compare and contrast inductive learning and
concept attainment strategies.

Both strategy
in learning. The learner contrasts
Provide context for similar examples with
notions or assist in the dissimilar situations by
construction of Both are comparing like
concepts by looking for useful in examples.
commonalities. education

2. What is the importance of giving the examples and non-examples given by

batch? Will there be a difference if all of them are presented at once? Explain.
Answer:
Giving examples and non-examples of the words is one technique to
explain concepts in that case. The student can compare and contrast the two words
when one is given as an example and the other is the opposite. This makes it
easier to emphasize the characteristics of the word being taught that set it apart
from other words.
Harness

Topic: Rectangle
Grade Level: 1
Target learning competency:
By the end of the lesson, the learners will be able to define a rectangle, draw
examples of rectangle, and identify whether the given figure is rectangle or not.
Pre-requisite knowledge and skills:
Definitions of:
1. Straight and curvy lines
2. Plane figures
3. Solid figures
Identifying common attributes based on examples and non-examples:
Inform the pupils that they will be found out for today. Their objective is to
identify the shared traits of the figures that will be presented to them.
Examples Non- examples
1

2
 The expected characteristics that will be shared and improved upon by the
students across the batches are listed below. If pupils do not arrive at these, please ask me a
question.

Batch Common Attributes

1 Made of straight lines; no curvy lines

2 Has four sides

3 The sides have equal sides

4 All the angles are right

5 It is a plane figure

Defining the mathematical term:

Bring the class to consensus on the definition of a rectangle as a four-sided
plane shape with equal side lengths and angle measurements.
Checking of understanding:
Let the pupils determine whether each of five actual objects is a rectangle by
displaying them.