Respecting Developmental

Progressions

Edna G. Callanta
Soledad A. Ulep
Developmental Progressions
• Developmental progressions describe
what children are capable of
learning/doing in relation to a particular
topic based on a research-based “typical
path that children follow in developing
understanding and skill about the topic.”
The path reflects levels of thinking in
increasing sophistication.
Area Measurement

Finding area
in standard • Estimating
Finding area units
in non- Finding
• Solving
Concept of standard Area Problems
Area units • Creating
Problems
Area Measurement

Surface Area
Finding
area Composite Figures (made up of two or more shapes)
Circles
Triangles, Parallelograms and Trapezoids
Irregular/Composite Figures (made up of Rectangles and Squares)
Rectangles and Squares
Finding the Area of Rectangles and Squares

Topic: Area of a Rectangle Materials: Rectangular cutout,

Grade Level: Grade 3 square cutouts, grid paper
Objectives: Prerequisite Concepts/Skills:
Concept of area, multiplication,
• To visualize the area of a
properties of rectangle,
rectangle
multiplying numbers, counting
• To find the area of a (skip counting), measuring
rectangle lengths
 Elements of High-Quality Instruction
(Hill et al., 2018; Sitabkhan & Platas, 2018; Sitabkhan et al., 2019)

Sequencing of learning activities

Conceptual strategies

Procedural Strategies
 Prior knowledge

Domain knowledge

Learning in contexts

Developmentally appropriate challenging

learning activities
 Comparing sizes Covering
Sequencing of
learning activities
• The learning
activities in the
lesson are
sequenced based on
how children’s Verifying
thinking about a
particular concept
develops over time
within a grade level
and across grade
levels.
 Sequencing of Practice 1 (Vid)
learning activities
• The learning
activities in the
lesson are
sequenced based on
how children’s
thinking about a
particular concept
develops over time
within a grade level
and across grade
levels.
 Practice 1
Sequencing of learning Show the rectangles below one at a time. Have the pupils
activities tell the area of each rectangle.
• The learning activities
in the lesson are 1. 2.
Practice 1 (Vid)
sequenced based on
how children’s
thinking about a
particular concept
3. 4. .
develops over time
within a grade level
and across grade
levels.
5.
 Sequencing of Practice 1 (Vid)
learning activities
• The learning
activities in the
lesson are
sequenced based on
how children’s
thinking about a Practice 2
particular concept
develops over time
within a grade level
and across grade
levels.
Sequencing of learning Practice 2
activities
Draw the rectangle having the given area.
• The learning activities
1. Area = 6 square units
in the lesson are 2. Area = 24 square units
Practice 1 (Vid)
sequenced based on 3. Area = 16 square units
how children’s
thinking about a Possible answers of the pupils.
Area = 6 square units Area = 24 square units Area = 16 square units
particular concept
develops over time
within a grade level
and across grade
levels.
 Sequencing of Practice 1 (Vid)
learning activities
• The learning
activities in the
lesson are
sequenced based on
how children’s
thinking about a Practice 2
particular concept
develops over time
within a grade level
and across grade
levels.

Evaluation
 Evaluation
Sequencing of learning
activities 1. Find the area of each figure.

A. B. C.
• The learning activities
in the lesson are
sequenced based on
how children’s
thinking about a
2. The area of the rectangle below is 27 square units. How many squares are there
particular concept along its shorter side if there are 9 squares along the longer side as shown
develops over time below.

within a grade level

and across grade
levels.
3. The area of a rectangle is 12 square units. The number of squares along the
longer side is 4. How many squares are there along its shorter side?
 Is it a square?

Conceptual
strategies
• The lesson
provides
children
opportunities
to engage in Process
conceptual
strategies to
support their Practice 2

developmental
progressions.
 Covering the cutouts

Procedural
strategies Using the ruler

• The lesson
provides children
opportunities to
engage in
Practice 1 by multiplication
procedural
strategies to
support their
developmental
progressions
 Problem:

A square cutout having a side of 5 cm was cut from a corner of a

rectangular sheet of paper as shown below.

5 cm

10 cm 10 cm

25 cm 25 cm

Was the perimeter of the paper reduced? Explain your answer.

 Prior
knowledge
• The lesson
builds upon
and enriches
children’s
prior
knowledge.
 Drill: Multiplication
Strand/Domain Blackboard: Geometry
knowledge
• The lesson utilizes
the children’s
knowledge in one
mathematical
domain appropriate
Data Handling
to support the
development of
their knowledge in
another domain.
 Learning in
contexts
• The lesson Posing the problem
considers
learner’s learning
Ana has 3 pieces of rectangular cardboard for her
within contexts by
using project. She likes the cardboard to be covered with
developmentally smaller squares. How many smaller squares will she
appropriate need for each cardboard?
learning
materials.
 Developmentally
appropriate challenging
learning activities
• The lesson uses
developmentally
appropriate challenging
learning activities for
learners’ effective
learning.
• The lesson considers
the different learning
styles of learners for
their effective learning.