Hazel Ann Samonte Major 13

BSED – MATH 3 October 12, 2023

ASSIGNMENT
1. Were you able to define the concept of polygon in the first sample plan? If yes, how did
you do it? If no, why not?
Yes. I will make a document that will be able to introduce the concept of polygon
and also a detailed representation of the polygon.

2. Were you able to write your own concept attainment plan? How did you find that
activity?
As a future teacher, I can say yes. Through our lessons in Prof Ed a teacher must
be flexible in his/her way of teaching. By using a concept attainment plan, students can
be observable in our activity.

3. How is CAS for lower primary different from the CAS for upper levels?
CAS in lower primary in some ways teacher can teach students in simpler way of
teaching like One-half or symmetry concept and in upper levels teacher can teach them
more complicated things like examples of polygons.

4. What are the benefits of starting a lesson with a real-life situation?

The benefit of starting a lesson with a real-life situation is for the students to
relate the topic in to real life situations. In this point they will be able to easily understand the
topic and also give variety of examples related to their experiences and previous
knowledge about the topic. In some ways, students will also be able to retain the knowledge
they’ve learned more effectively.

5. Why should you always try to start with a model/pictorial or concrete representation of
the concept before going to abstract representations?
Starting with a model/pictorial or concrete representation of the concept before
going to abstract representation will be able students to widen their knowledge
and also it will be able them to fully understand what they’re teacher is trying to teach them.

6. Why is there a need to emphasize the language appropriate to the concept being
developed?
One must get familiar with the language system's guidelines and structures in
order to succeed in school or in society. The knowledge of ideas is one structure of speech that
aids a learner in becoming more particular in their appreciation and use of language. By
using language, teachers can affect how students build their conceptual understanding.
For instance, identifying items aids young students in developing conceptual categories;
general descriptions of categories are particularly important to students at this age and,
once understood, can be difficult to change. Through using appropriate language,
educators may further inspire students' ongoing research and discovery. For instance,
when given an object, students are more likely to explore it creatively if they are given more
open-ended advice as opposed to detailed instructions on what the thing is intended to
perform.