THE PRIM

G MATH IN
S TEACHIN
RY GRADE
THE PRIMA
G MATH IN
S TEACHIN
RY GRADE
THE PRIMA
G MATH IN
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TOPIC: GEOMETRY FOR GRADE 2

Learning Outcomes:

1. determine basic shapes such as squares, rectangles, triangles, circles, half-circles, and
quarter-circles
2. constructs squares, rectangles, triangles, circles, half-circles, and quarter-circles using
cutouts and square grids.
3. demonstrate creativity among students through cutouts of basic geometrical figures.

SUBMITTED BY: WRITTEN TASK 2_EXPLORING WHAT IT MEANS

CIPRIANO, ANITA THEA B. TO DO, LEARN AND UNDERSTAND MATH
TASK:
1. Explain how will you integrate the Five Strands of Mathematical Proficiency in your
instruction and assessment techniques suppose that you will be teaching the topic
mentioned above.

If I were to teach geometry for grade 2, it is vital for me to know the importance of integrating the
Five Strands of Mathematical Proficiency into my instruction and assessment techniques. Based on
what I learned from our professor, The Five Strands of Mathematical Proficiency describe what is to
be taught and learned by students. I already know that one of the hardest math subjects to teach is
geometry. It will double the pressure knowing that I am going to teach a primary grade with it. So, I
must make sure that I will not just integrate it to make my teaching life easy. I will integrate it into
my instruction and assessment techniques by identifying tasks that encourage the different
elements that make up the characteristic behaviors of a mathematically proficient student.
 2. Explain each strand using 3-5 sentences ONLY.

CONCEPTUAL UNDERSTANDING ADAPTIVE REASONING

For conceptual understanding, I will use manipulatives or make drawings for my We all know that adaptive reasoning is the
students to determine basic shapes. Because I believe that conceptual "glue that holds everything together, the
understanding is where children can grasp ideas in a transferrable way. In this lodestar that guides learning." Since I gave my
way, it can help students take what they learn in class and apply it or reflect on it students a tool for them to construct a basic
to learn basic shapes properly. shape that I asked them to, I would expect
them to explain how they came up with it, like
what kind of solution or idea they used to
PROCEDURAL FLUENCY construct the basic shape I asked them using
only the materials I gave them. In this way, they
can think logically, and they can explain and
For procedural fluency, I will allow my students to discover it on their own and from
justify what they did, obviously possessing
each other. I will say things like, "Give me something that is in the shape of a circle
adaptive reasoning.
and a triangle, and describe to me their differences." In that way, my students will
get a lot of practice categorizing and defining shapes and their attributes.
PRODUCTIVE DISPOSITION
STRATEGIC COMPETENCE And last, productive disposition. It's no
secret that not all students are fast
For strategic competence, I will use tools. As math teachers, we should
learners. And even though I am teaching
be aware that strategic competence involves authentic problem-solving. 2nd graders, I am fully aware that some of
I will give them a cutout and ask them to construct a square shape with it. them will still find it hard to determine basic
In this way, students can think of multiple ways to approach a problem, shapes. So what I am going to do is to praise
exhibiting strategic competence. them for perseverance in problem-solving,
and not for being smart.