Mitzi B.

Sumadero BEED – 2

GED 109

Assess
Doing the following activity will strengthen your understanding of the concept attainment
strategy.

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

Concept Attainment
Inductive Learning

- Teachers design and - Remember and

facilitate activities that
guide the learners is
discovering a rule.
- Observe
understanding definition of
terms.
- Teacher provides
- Concept is not directly
the group of ideas
taught to student.

-Hypothesis - Understanding meanings.

-Collect Evidence

- Generalize

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.
-Giving instances and non-examples of the terms is one technique to teach concepts. When one
person gives an example and then the opposite, the pupil is able to compare and contrast the two
words. This helps to emphasize the characteristics of the term being taught that distinguish it
from other words.
Challenge
The following activity will challenge you to ponder on things to consider when thinking of the
order of examples and non-examples that you present when applying the concept attainment strategy.

1. Interview a Kinder, Grade 1, 2, or 3 mathematics teachers. Ask him/her what mathematical

term the students have a hard time remembering or find confusing. List three mathematical terms
and explain why each term is difficult to remember.

Term 1: Word Problem- Solving

- It hard to remember or I find it confusing since growing up I’m not good in
understanding Word Problem-solving

Term 2: Commutative Multiplication

- Multiplying is one of the hardest term I have to remember since multiplying is hard
especially when I don’t have ways to solve the problem given.

Term 3: Division
- Division is somehow the same as the multiplication but it is somehow hard to understand
since multiplying in the first place is hard for me.

2. Choose one math term from your answers in #1. List examples and non-examples of the
concept and group them by batch according to how you would present the. What were your
considerations in grouping them?

Term: Commutative Property of Multiplication

Example Non-Example
 4•2=2•4 - Subtraction is probably an example that you
 5•3•2=5•2•3 know, intuitively, is not commutative
 a • b = b • a(Yes, algebraic expressions are  4 − 2 ≠≠ 2 − 4
also commutative for multiplication)  4 −3 ≠≠ 3 − 4
 a − b ≠≠ b – a

Considerations: Multiplication is somehow can be answered in many ways like doing addition to
answer some property in multiplication.
Harness
Write a lesson plan that allows the students to discover the meaning of a mathematical term.
Use the topic you answered in Challenge. This activity will be part of the learning portfolio that
you will compile at the end of this module.

Topic: Applying the Commutative Property of Multiplication

Grade level: 3

Target learning competency: By the end of the lesson, the learners will be able to:
 Apply the commutative property of multiplication.
 Solve for the product of numbers using commutative property of multiplication
 Show accuracy in solving number problems.

Prerequisite Knowledge and skills:

1. Visualizing Multiplication of Numbers 1 to 10 by 6, 7, 8, and 9.
2. Visualizing and Stating Basic Multiplication Facts for Numbers up to 10

Identifying common attributes based on examples and non-examples:

Example Non-Example
 4•2=2•4 - Subtraction is probably an example that you
 5•3•2=5•2•3 know, intuitively, is not commutative
 a • b = b • a(Yes, algebraic expressions are  4 − 2 ≠≠ 2 − 4
also commutative for multiplication)  4 −3 ≠≠ 3 − 4
 a − b ≠≠ b – a

Checking of understanding
Find the missing factor and product.
1.5x8= 8x___=___
2.6x7= ___x6=___
3.7x9= 9x___=___
4.___x6= 6x4=___