M116 Module For Reporting Midterm

Principles and Strategies in Teaching Mathematics | 1
REPORTING
TOPICS:
GROUP 1: Instructional Learning Process
GROUP 2: Effective Instructional Techniques
GROUP 3: Classroom Management
GROUP 4: Teaching Mathematics
MECHANICS:
1. Each group has 2 scheduled meeting for the reporting and 1 scheduled
meeting for conducting an activity/assessment.
2. Each group should at least present one objective to at most 3 objectives for
the topic.
3. Soft Copies must be submitted on September 10, 2023 in the shared drive
(Deadline of submission will be at 5PM. Later than that means a deduction of
5 points per day. Inclusive of weekends.
4. The File name of the soft copy should follow this format:
Group #_Topic Title_1ST Semester_1ST Term_2023-2024
E.g. Group 1_ Social Science Theories_1st Semester_1st Term _2023-2024
5. If your group will present using a Microsoft PowerPoint presentation then a
soft copy of the said presentation must also be submitted on/or before the
scheduled date.
6. The soft copy must include:
a. PDF, PPT presentation, or any multimedia presentation; and
b. Lesson Plan;
I. an excel file will be given, please follow the format in the said file;
II. please indicate each Group Members’ contribution to the report
e.g. Alain Dean Sinfuego(PowerPoint Layout Designer)
III. the presentation and lesson plan will be separate files
8. There will be a rating for the soft copy of the lesson plan, group presentation,
and individual’s contribution.
CN:3718
Group 1 Group 2 Group 3 Group 4
ALABE ALCANTARA ALVIAR APLICADOR
BERNARDINO BESINGA CAALIM CALDITO
CASIPE CASTIL CASTRO CENTINO
DAFAL DELEVERIO DIGAN DINYAN
ERASGA ESTEVES FABROS FARIOLAN
GAGNAO GANDAWALI HAMBALA HERMOSURA
JACINTO JAMELARIN KALIM LEGO
LOSARIA MADERABLE MAING MARCOS
PADILLA PADUA PALCIS PALERO
PASCASIO POLIQUIT POSTANES REBURCIO
RETASA REYES JR. RUDIO SANO
SUMAMPONG TRAVILLA ZAMBRA
Module 3: Instructional Learning Process

Learning Objectives:
 Craft useful and meaningful objectives on the skills, knowledge, attitudes, and
values defined in the K-12 learning competencies.
Deepen!
An effective and meaningful learning experience is a product of careful planning.

For this reason, it becomes imperative on the part of the teacher to develop this
particular skill. Planning starts with defining the directions to take, in which case efforts
are geared toward a specific set of objectives. It includes the preparation of purposeful
teaching-learning activities and the provision of a wholesome classroom atmosphere
that will provide the best opportunities for an effective teaching-learning process.
All the anxieties that teachers are confronted with during the first days of
teaching which usually include the setting up of priorities are diminished with the
teacher acquiring more confidence as a result of careful planning.
Lesson Plan Preparation
Effective lesson plans are important for teachers in all disciplines and subject
areas. Lesson plans allow a teacher to set specific student learning goals and identify
the concrete steps and activities to achieve those aims. When going through teacher
training courses, teachers are taught instructions on planning activities and organizing
lesson plans specific to their subject and certification. Regardless of the disciplines, all
lesson plans serve as a guide to help student learning through manageable instruction.
(Randall n.d.)
Lesson planning competencies are important for an educator. Having a lesson

plan ensures the goals and outcomes for learners are set along with the motivation to
read them as well. In addition, it helps manage time and assess student progress
constantly. The SMART-specific, measurable, attainable, relevant, and timely – method
of lesson planning offers realistic goals and outcomes for students.
Lesson plan preparation is a systematic process that involves pre-planning,

active planning, review planning, and closure planning. The following are the phases in
lesson plan preparation (Acero et al. 2007):
1. Pre-planning phase. As the initial stage, the teacher conceptualizes, envisions

the possible outcomes, and thinks of the best activities and approaches to
employ. It is the listing down of the tentative plans for teaching that will demand
consideration of the conditions that effect an effective teaching-learning process
that includes aims, goals, students' interests, needs, content, and scope.
2. Active planning phase. This is the actual writing of the lesson plan. It is in this
phase that final decisions are made as to content, strategies, activities, and
instructional materials.
3. Review planning phase. Here, the teacher addresses the need to find out how
well the objectives can be carried out and if adjustments are to be made in
anticipation of how the learners will be able to retain what will be taught and give
possible responses to stimuli, materials, and new experiences.
4. Closure planning phase. This is where planning for evaluation is done. A set of
criteria is drawn to facilitate pre-identification of objectives and the extent by
which such objectives may be attained. This phase involves determining possible
areas for developing learning competencies.
Lesson plan preparation begins with the knowledge of aims and goals. These are
normally general expressions of values and social concerns affecting people and
with which they can give a unified stand.
Usually the general intent of education is expressed as the philosophy of

education. It provides the general orientation and direction educators are bound to
take.
Objective Derivation
The aims of education are derived from examining the needs of learners in the
society from analyzing culture and from studying the various needs of society. These
aims include the complete transformation of the individual to become an asset to the
society. For this reason, education is also concerned with the identification of moral and
spiritual values believed as important to be taught in schools. Values include human
personality, moral responsibility, devotion to truth' brotherhood, moral equality to name
a few.
Goals may be stated at various level of specificity. Many school goals are
purposely broad for the people to support the institution. At times, goals are defined and
stated in terms of student behavior. The more familiar goals include health, command of
the fundamental processes, worthy home membership vocation, citizenship, and ethical
character.
By nature, educational goals are reflective of the professional preferences Of the

writer of the goals. Similarly, objectives have the same philosophical underpinning and
form the fabric of the development of instruction at all classroom levels.
Levels of Generality and Specificity of Goals
Goals for educational planning generally occur at three levels:
Level 1 Goals are broad and philosophical in nature.
Ex. The school must provide for a classroom atmosphere that is conducive to
learning.
Level 2 Goals are more specific than Level 1 goals. They seek to express in more
explicit terms the aspirations of the school.
Ex. An indicator of a classroom atmosphere that is conducive to learning is a

school climate characterized by respect, trust, high morale, cohesiveness, and
caring.
Level 3 Goals that are behaviorally stated specific to the classroom level and are stated
in terms of behavioral outcomes. These objectives outline and define the learning
activities at classroom level. They also describe expected outcomes, evidence for
assessing outcome, and level of performance. Level 3 goals are formulated by teachers
or one teacher only.
Sources of Learning Objectives

Some curriculum goals are expressed in a way that stresses the role of the
curriculum. For example, to teach the learner the duties of citizenship, to develop
proficiency in the use of English language, and to teach students to express themselves
correctly in oral and written communication,.
Constitutional aims. All institutional goals / objectives are geared toward a realization
of the national development goals as provided by Batas Pambansa Blg. 232, otherwise
known as Education Act of 1982. The national development goals are as follows:
- To achieve and maintain an accelerating rate of economic development and social

progress
- To assure the maximum participation of all people in the attainment and enjoyment of
the benefits of such growth
-To achieve and strengthen national unity and consciousness and preserve, develop,
and promote desirable cultural, moral, and spiritual values in a changing world.
Institutional mission. This consists of the objectives set by the institution to carry out
its vision. There is in place a substantial focusing on the vision / mission of the
institution to be able to meet expectations through the existing instruction form.
Curriculum goals. These are determined by an operational philosophy and carefully

selected learning activities presented in a meaningful pattern. They are the goals and
objectives connected to programs. A specific program concept is designed to give form
to instruction. In essence, the concept program is a set of instructional and
organizational strategies that are philosophically based.
What is a curriculum goal? It is a purpose or end which is stated in general terms and
which does not reflect criteria for achievement.
Course / subject goals. These are derived from program activities. The course goals
organize and categorize content, including concepts, problems, or behaviors. However,
they do not suggest an exact content to be learned or instructional materials to be used.
Course objectives are usually stated in the form of topics, concept, or general behavior.
Course objectives stated as topics might be: (1) the Japanese Era or (2) the Fall of the
Dictatorship. Course objectives stated as behavioral objectives:
- To develop ability to analyze a short story

- To further understand the salient features of a parliamentary system of
government
Course objectives help teacher organize content in terms of topics, continuity,
sequence, and integration.
Unit objectives. These are usually formulated by the teacher. It is also referred to as
classroom objectives which divide course into several units. Unit objectives usually
cover one to three weeks of instruction and are organized according to the expected
outcome. For example, in Politics and Governance, the course will cover the following
topics:
- Fundamental Theories / Principles of Government

- Political Dynamics
- Constitution
- Citizenship
- Suffrage
- Public Accountability
Lesson objectives. These are otherwise known as specific instructional objectives.
These are intended to further define the unit objectives by providing instructions for
teaching and testing. Instructional objectives include the following:
- Expected behavior (specific skills, tasks, attitudes)

- Content
- Outcomes
- Mastery
The lesson plan objectives are more specific than unit plan objectives. They include
outcomes and conditions for a specific mode of instruction which the unit plan objectives
do not.
Objectives
- Intents communicated by statements describing proposed changes in a learner

- It is more specific than goals
- They describe learning outcomes
- Behaviors that must be achieved in various levels of the curriculum. These levels
include lesson, subject, unit and program
Instructional Objectives
- It should be stated in behavioral terms

- It should be S-M-A-R-T (Specific, Measurable, Attainable, Result – Oriented and
Time – bounded)
- It consist of two essential components: behavior and content
o Behavior component tells what a learner is expected to perform

(expected in verb form)
o Content component specifies the topic or subject matter a student is
expected to learn (expressed in noun phrase)
 Examples:
 Solve a system of linear equation
 Identify the parts of a sentence
 Name the parts of the body
 Describe the function of the digestive system
Note: the underlined words are behavior components while
the bold noun phrases are content components.
- An instructional objective also contains two optional components: condition and

criterion level
o Condition is the situation which learning will take place. It may be
materials tools, places or other resources which can facilitate learning
process
o Criterion level refers to the acceptable level of performance (standard). It
tells how well a particular behavior is to be done. It could be stated in
terms of percentage, number of items answered correctly, completion of
task within a prescribed time limit, and a completion of a task to a certain
extent or degree of frequency.
 Example:
Given a world map, locate Ten Asian Countries With 90% correctness
(condition) (behavior (content) (criterion level)

)
- Types of Instructional Objectives

o Specific or Behavioral Objectives – precise statement of behavior to be
exhibited by the student; the criterion by which mastery of objectives will
be judged; the statmenet of condtions under which behavior must be
demonstrated.
 Example:Multiple three – digit number with 95% accuracy
o General or Expressive Objectives– statements wherein the behavior are

not usually specified and the criterion of the performance level is not
stated. It only describes the experience or educational activity to be done.
The outcome of the activity is not expressed in specific terms but in
general terms
 Example: Interpret the novel Pride and Prejudice
- In developing instructional objectives, one must include behavioral terms or

action verbs that specifies learning outcomes. Some educators and education
students are often confused with learning outcome and learning activity
o Learning outcome is an activity that implies a certain product or end
result of instructional objective
o Learning activity is what we call if educators and education students
write instructional objectives as a means or process of attaining the end
product.
Example:
Learning Activities Learning Outcome

(means) (end)
Study Identify
Read Write
Watch Recall
Listen List
- Types of Learning outcomes

o It should be noted that behavioral objectives are observable and
measureable. The use of five senses – sight, smell, hearing, taste and
touch – makes the objectives observable. Measurable means that
objectives can be translated into objective test items.
List of Some observable and Non – Observable behaviors
Observable Non – Observable
Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar
Taxonomy of Instructional Objectives
Benajmin S. Bloom (1956), a well – known American psychologist and educator,

and his associates prepared taxonomy of instructional objectives categorized into three
domains: cognitive psychomotor; and affective.
Domain The Nature of the Learner The Goal of Life
Cognitive is for the HEAD to nurture Mind in order to Know

the
Affective is for the HEART to nurture Spirit in order to Love

the
Psychomotor is for BODY to more Limbs in order to Serve

the the
A. COGNITIVE DOMAIN
It is called for outcomes of mental activities such as memorizing, reading,
problem solving, analyzing, synthesizing and drawing conclusions.
Lorin Anderson, a former student of Bloom, together with Krathwolh,
revised the Bloom’s Taxonomy of cognitive domain.
The two major changes are
1) Categories are changed from noun to verbs
2) Arrangement of the order of the last two highest levels
Levels of Learning Outcomes Some Learning

Description Question Outcomes
Original Revised Cues
Bloom’s Bloom’s Statement
Knowledge Rememberin Involves list, define, Match the word

remembering or identify, with the parts

recalling name, of the picture of
previously recall, state, a sewing
g
learned material arrange machine
or a wide range of
materials
Levels of Learning Outcomes Some Learning

Description Question Outcomes
Original Revised Cues
Bloom’s Bloom’s Statement
Ability to grasp describe, Explain in

the meaning of interpret, one’s own
material by classify, words the
Comprehensio Understandin translating differentiate, stages in the
n g material from one explain, life cycle of a
form to another or translate butterfly
by interpreting
material
Ability to use apply, Use a

learned material demonstrate mathematical
in new and , solve, formula to
Application Applying
concrete interpret, solve an
situations use, algebra
experiment problem
Ability to break analyze, Examine the

down material separate, statistical tools
into tis explain, needed in
Analysis Analyzing components so examine, testing the
that the whole discriminate, difference
structure is infer between two
understood means
Ability to put parts integrate, Compare and

together to form a plan, contrast the
new whole generalize, two types of
Synthesis *Creating
propose, error
construct,
design
Ability to judge assess, Conclude the

the value of decide, relationship
material on the judge, between two
Evaluation *Evaluating)
basis of definite support, means
criteria summarize,
defend
Helpful Mnemonics: Run ApAn EC-tings :Read as Run Upon Easy Things!
LOTS (Lower Order Thinking Skills) :RUnAp (Run Up!)
HOTS (Higher Order Thinking Skills) :An EC-tings(Easy Things)
For further understanding of Cognitive Domain, watch ‘Bloom's Taxonomy: Why,

How, & Top Examples’ https://www.youtube.com/watch?v=OOy3m02uEaE&t=10s in
Youtube.com
B. PSYCHOMOTOR DOMAIN
It is characterized by the progressive levels of behaviors from observation
to mastery of physical skills.
Learning
Some Illustrative
Categories Description Outcome
Verbs
Statement
Perception Ability to use sensory Watch, detect, Detects

cues to guide motor distinguish, nonverbal
activity. differentiate communication
cues
Set Readiness to act Begins, displays, Recognizes one’s

explains abilities and
limitations
Guided response Early stage in Copies, traces, Performs a

learning a complex follows, reacts, mathematical
skill that includes reproduces, equation as
imitation and trial and responds demonstrated
error. Adequacy of
performance is
achieved by
practicing
Learning
Some Illustrative
Categories Description Outcome
Verbs
Statement
Mechanism Intermediate stage in Assembles, Repairs a leaking

learning a complex calibrates, faucet
skill. constructs,
dismantles
Complex overt Skillful performance Assembles, builds, Operates a

response of motor acts that calibrates computer quickly
involves complex and accurately
movement patterns. Note: the Keywords
are the same as
mechanism, but will
have adverbs or
adjectives that
indicate the
performance is
quicker, better
Adaptation Skills are well Adapts, alters, Responds

developed and the changes, effectively to
individual can modify rearranges unexpected
movement patterns to experiences
fit special
requirements
Origination Creating new Arranges, builds, Creates a new

movement patterns to combines, gymnastic routine
fit a particular composes
situation or specific
problem
C. AFFECTIVE DOMAIN
It describes the learning objectives that emphasize a feeling tone, an
emotion, or a degree of acceptance or rejection.
It refers to the way in which we deal with situations emotionally such as
feelings, appreciation, enthusiasm, motivation, values and attitude.
Some Learning
Categories Description Illustrative Outcome
Verbs Statement
Receiving Willingness to receive or to Acknowledge, Listen to others

attend to a particular ask, choose, with respect
phenomenon or stimulus follow, listen
Responding Refers to active Answer, Participate in

participation on the part of assist, react class discussion
the student
Valuing Ability to see the worth or Adopt, Accepting the

value in a subject, activity, commit, idea that spiral
etc explain, curricula is a
initiate, good way to learn
accept, justify
Organization Bringing together a Adapt, Accepts

complex of values, categorize, responsibility
resolving conflicts between establish,
them, and beginning to generalize,
build an internally integrate
consistent value system
Value Values have been Advocate, Display self –

Characterization internalized and have behave, reliance when
controlled one’s behavior defend, asking
for a sufficiently long period encourage
of time
Principles in Designing Learning Objectives
PRINCIPLE 1 Objectives must be congruent with the nation’s educational

policies and standards
PRINCIPLE 2 Objectives should unlock the mental (cognitive), physical

(psychomotor), and spiritual (affective) reserves of every
learner to liberate his true human potential
PRINCIPLE 3 Objectives must be sequenced according to the different

levels of learning that you want the learners to achieve
PRINCIPLE 4 Learning objectives must be SMART
PRINCIPLE 5 Learners should know the objectives of the lesson to help

them focus their thinking and motivate participation
Procedures in Writing objectives
STEP1: Write the STEM
o The STEM includes

 Time Frame
 Grade Level of the Learners
 Example:At the end of the 45-minutes, Grade 1 pupils
should be able to…
STEP 2: Affix a VERB (Be Specific – use only one action verb)
o Nonfunctional verbs should be avoided when writing specific objectives.

These are considered vague infinitives or verbs
Appreciate Comprehend Familiarize Perceive Recognize
Become aware Develop Know Realize Understand
STEP 3: Determine
o A learning statement that specifies what learning will be demonstrated in

the performance;
o A broad statement of the criterion or standard for acceptable performance
 Example:
Criterion
Action Word
Learning Statement (the condition of the
(performance
(the learning) performance
)
demonstration)
Label The external parts of the human body Using the human torso
model
Write Critically about literature, using textual With proper citation

evidence
Main Task
A. Choose the correct option from the given set of alternatives. Write only the letter of the correct answer on
the space provided before each item.
_______ 1. The last level of cognitive domain
a. Evaluation c. Analysis
b. Comprehension d. Knowledge
_______ 2. Which level is important for breaking down information into component parts?
a. Comprehension c. Evaluation
b. Application d. Analysis
_______ 3. At the knowledge level student will __________.
a. Argue the point c. Categorize topics

b. Recall information d. Calculate distances
_______ 4. What skills are being used in the following situation? First the students will make a
prediction of what will happen in the story. Then the students must make a list of main
events in the story. Lastly, they will write a review of the story.
a.Application, Synthesis, and Evaluation

b.Evaluation, Comprehension and Synthesis
c.Comprehension, Knowledge and Synthesis
d.Evaluation, Knowledge and Synthesis
_______ 5. Composing a poem is an example of what level?
a. Analysis c. Application
b. Comprehension d. Syntehsis
_______ 6. If a teacher is concerned with the development of student’s higher order thinking skills, his
lesson objective must go beyond
b. Comprehension d. Evaluation
_______ 7. Participates in class discussions actively is an example of what level of affective domain?
a. Receiving c. Responding
b. Organizing d. Valuing
_______ 8. Which of the following outcome verbs has the highest level according to the revised
Bloom’s Taxonomy?
a. Apply c. Create
b. Evaluate d. Reflect
_______ 9. Which of the following is an example of evaluation?
a. Do you agree with the actions of Sam? Justify your answer

b. What are the steps of constructing a test?
c. Compare and contrast traditional and authentic assessment
d. Enumerate the parts of a computer
_______ 10. At the knowledge level student will __________.
b. Comprehension d. Evaluation
B. Create an instructional objective (CAP format) from the given topic and subject below. Follow the procedure
or steps in creating one.
Subject and Year Level Topic Objective
1. Mathematics 7 Types of Polygons
Equations with one

2. Mathematics 8
Unknown
Quadratic equation
3. Mathematics 9 using Quadratic
Formula
Simple and
4. General Mathematics
compound Interest
Discrete and
5. Statistics and Probability
Continuous Variable
Module 4: Effective Instructional Techniques

 Apply the what, how and why of the teaching content.

 Analyze the different motivational techniques in teaching.
 Develop a plan of effective discussion techniques.
Deepen!
Effective instructional technique stems from the desire of the teacher to
deliver effectively the topics needed to be discussed to give the learners deeper insights
about the teaching-learning process. In this chapter, several techniques are discussed
and should be given due attention.
A. Motivation
One of the important forces that guide learners' actions and participation in class
activities is motivation. Experienced teachers resort to the use of motivation to promote
a more active interaction, involving both personal and social dimensions of classroom
life.
In motivation, the teacher creates an "anticipatory set" to encourage learners to

listen attentively and attend to the lesson. This can come in the form of an anecdote, a
joke, a flattering statement, an intriguing question, or a challenging quote or riddle.
Effective instruction stems from the ability of the teacher to structure learning
activities that require learners' involvement. The experiences that flow out of this
involvement enable students to excel in academic and social learning.
It is to be noted, however, that flow of experiences corresponds to the learners'

skill and is adapted to the objectives of the lesson. Such learning experiences are also
designed to challenge the students and provide for the needed enjoyment.
Creating Meaningful Activities
There is no other decision that teachers make that has a greater impact on
students’ opportunity to learn and on their perceptions about what mathematics
is than the selection or creation of the tasks with which the teacher engages the
students in studying mathematics.
(Lappan and Briars 1995, p. 138)
Effective mathematics classrooms are ones in which students and teachers are
engaged in dynamic mathematical activities that involve solving problems through
logical reasoning, justifying procedures and solutions, employing multiple
representations of concepts, and making connections between math and everyday life
(Cohen and Ball 2001; Donovan and Bransford 2005; Hiebert 2005; Schielack et al.
2006; Stigler and Hiebert 1999).
When designing or selecting an activity or task, Romberg and Kaput (1999) suggest
considering five questions:
 Does the task lead anywhere?

 Does the task lead to model building?
 Does the task lead to inquiry and justification?
 Does the task involve flexible use of technologies?
 Is the task relevant to students?
Adapted with permission from Thomas A. Romberg and James J. Kaput, "Mathematics
Worth Teaching, Mathematics Worth Understanding," in Elizabeth Fennema and
Thomas A. Romberg (eds.), Mathematics Classrooms that Promote
Understanding (Mahwah, NJ: Lawrence Erlbaum Associates, 1999), pp. 9, 10, 11, 12.
When involved in learning activities, students must be given time to:
 construct relationships
 extend and apply mathematical knowledge
 explore how ideas are connected
 find alternate solutions
 justify their thinking
 extend the task or problem
 create generalizations
 reflect on the experience
 communicate what they have done and what they understand to others
 make the mathematical knowledge their own.
Effective activities should be embedded within lessons that are structured to build
coherence and help students make connections that are not inherently obvious. Like a
good story, the events should be organized and interconnected so that each one is
logically connected to the others.
Providing Context for Activities

It is important to design or select worthwhile mathematical activities that are embedded

within a meaningful context that both engages the learners and yields insights into
important, worthwhile mathematics. The following are examples of how context can be
provided for mathematical activities:
Personal Stories
Example:
The Grade 2 students arrived back at Red Deer Lake School after a snowy day and
wanted to know how the school fan-out system worked. When did the principal get
phoned in the morning? Who did he phone? How long did it take to phone every student
in the school? Were there different ways to organize a fan-out system for a school?
Which fan-out system took the least amount of time to reach all students?
Seizing the opportunity, the teacher turned students' questions and wonderings back to
them. They spent the morning exploring various fan-out systems, inventing their own,
debating the merits of each and deciding on the most effective and efficient fan-out
system for a school.
Personal stories provide natural opportunities for connecting math to everyday life.
Opportunities to turn students’ stories, questions and wonderings into a worthy,
mathematical exploration await teachers who are attuned to the curriculum, the subject
discipline and their students. Traditional and cultural personal stories can also provide a
context for mathematical inquiry.
Literature
Example:
If the World Were a Village: A Book about the World's People by David J. Smith
provides a wonderful opportunity for students to grasp various features of the world's
population. By shrinking the world's population to a village of 100, students have the
opportunity to understand better who we are, how we live and how fast we are growing.
It provides an opening to explore various number concepts, such as fractions, decimal
fractions, percent, proportion, scale and ratio, as they come to understand the world's
people through number.
Current Events
Examples:
 From the UN millennium goals, what would it take to reduce by half the
proportion of people living on less than a dollar a day?
 How might you conduct a count of a species like the polar bear (or another
animal that is always moving) to determine whether its population is decreasing?
 Is the quality of your local water improving? Collect evidence over time to
determine whether this is the case.
Historical Accounts
Examples:
Queen Dido Uses Her Wits: Forced to leave her home in Italy, Queen Dido arrived in
Northern Africa in an area that became known as Carthage or modern-day Tunisia. She
needed to purchase some land for herself and her servants. She went to King Jambas
and convinced him that all she needed was the amount of land she could enclose with a
bull's hide. The land she enclosed became the city of Carthage. How is this possible?
Descartes' Fly: Folklore has it that one day as René Descartes lay in bed, he watched
a fly crawl along the ceiling. As he lay there, a flash on analytic geometry struck him. He
wondered whether he might be able to relay the position and the path of the fly to
someone who wasn't there to watch the fly. This would require that he be able to
determine the relation connecting the fly's distances from two adjacent walls. Descartes
is the creator of the Cartesian plane and analytic geometry.
Penalty for Divulging : Pythagoras was born around 560 B.C.E. He is known for
forming a secret community of mathematicians. Pythagoras and his students believed
that mathematics theories could be applied to anything, including nature, to predict and
measure patterns or cycles. One day while on a ship, one of Pythagoras’s followers
revealed to an outsider that was not a rational number. As penalty, he was thrown
overboard.
Compelling Mathematical Truths
Examples:
 What do leaf arrangements, pine cones, sunflowers, daisies, drone bees and
rabbits all have in common? Fibonacci numbers. An exploration into numbers
and nature opens a rich mathematical terrain.
 Order and pattern have a particular soothing effect on humans. We are drawn to
symmetry. From patterns in floor tiles and wall coverings to First Nations
beadwork and butterfly wings, symmetry can be found almost everywhere. An
inquiry into symmetry through decomposing figures into their congruent parts
yields fascinating insight into symmetry.
B. Discussion
As applied to classroom, discussion refers to the free exchange of ideas between

the teacher and the students and among the students as well. Usually, it is used for
clarifying ideas, explaining a point, and generating opinions. This is done during the
learning activity to find out whether the objectives set for a particular task have been
met.
Learners are encouraged to voice out their sentiments and express their
thoughts on the topic for the day. In the process, critical thinking ability is honed. Some
refer to the verbal exchange as thinking aloud. When learners are at liberty to express
their views, the teacher is given the opportunity to read their minds. If there are
misconceptions, which are likely to happen, the teacher can at once address them by
correcting the misimpressions immediately.
Discussion is also referred to as discourse, "an externalization of the thinking

process."
Understanding Progression of Mathematical Understanding
Knowledge of learning objectives from previous and following grades is necessary for
teachers to develop trajectories of learning that lead to conceptual growth and a
deepening of understanding. In the Alberta Mathematics K–9 Program of Studies,
grades share the same general learner outcomes and mathematics ideas are
connected through the grades. For example, when students are learning about counting
by 10s in the early grades, they are beginning to connect to concepts like addition,
multiplication, arithmetic sequences, exponentials and logarithms. These new
understandings form a foundation for complex mathematical concepts.
The following chart summarizes grade specific outcomes for base ten numbers to
illustrate the vertical connection of number sense to exponentials using the number 10.
Grade 3: Say the number sequence 0 to 1000 by 10s.

10 20 30 40 50 60 70 80 90 100 … 1000
10 + 10 = 20 The number sequence can be generated by repeated

20 + 10 = 30 additions.
30 + 10 = 40
...
990 + 10 =
1000
Relate multiplication to repeated addition.

10 + 10 + 10 + 10 + … + 10 = 10 × 10 = 1000
100 + 100 + … + 100 = 100 × 10 = 1000
Illustrate, concretely and pictorially, the meaning of place value for

numerals to 1000.
Place Value Position
1000 100 10 1
1 0 0 0  1000 in terms of place value
In the examples above, the number 1000 has been constructed in several
different representations: a sequence, repeated addition and multiplication.
Each of these constructions can be represented by different positions in the
place value category.
Place Value
Position
1000 100 10 1
10  100 + 100 + … + 100 = 100 × 10

 repeated addition and multiplication
 counting by 100s
100  10 + 10 + 10 + … + 10 = 10 × 10
 sequences, repeated addition and
multiplication
 counting by 10s
1000  counting by 1s
The concept of place value continues into Grade 6 with larger numbers.
Grade Demonstrate an understanding of place value, including numbers greater

6: than one million.
1000,000 100 000 10 000 1000 100 10 1
1 0 0 0 0 0 0
In Grade 9, the concept of exponents is introduced. Exponents build on an

understanding of multiplication.
Grade 9: Demonstrate an understanding of operations on powers with integral bases

and whole number exponents.
102 = 10 × 10 = 100
103 = 10 × 10 × 10 = 1000
104 = 10 × 10 × 10 × 10 = 10 000
By Grade 12, students are using exponents to understand geometric series and
logarithms.
Grade 12:
Mathematics 30-1 Demonstrate an understanding of logarithms.
Mathematics 30-2 Demonstrate an understanding of logarithms and the laws of

logarithms.
102 = 100 log10(100) = 2

103 = 1000 log10(1000) = 3
104 = 10 000 log10(10 000) = 4
105 = 100 000 log10(100 000) = 5
Models in the Mathematics Classroom
The creation and use of mathematical models can help students develop new concepts
or relationships and make connections between symbols and concepts. Because
different models show different aspects of the concept, the use of various models shows
students various representations of the same concept, allowing them to make deeper
connections. For example, numbers can be represented as objects, set patterns,
segments on a line or scale and points on a dial. Through modelling a mathematical
concept, students can express how they understand the mathematical concept or
relationship. For example:
Exponential growth patterns can be A quadratic function can be modelled by using

modelled by using geometric shapes. a graph.
The concept of addition to determine a Triangles can be modelled by using geoboards

quantity using two numbers of lesser and a dot grid.
value can be modelled by using a
number line.
The concept of base ten can be The concept of equivalence can be modelled
modelled by using blocks and by using a pan balance.
diagrams.
While mathematical models are an extremely important way to express ideas, the use of
a single model does not guarantee the understanding of a mathematics concept.
Instruction needs to foster multiple ways of representing mathematical concepts. For
example, the fraction can be represented as a geometric region, a discrete set or on
a number line, as illustrated below.
Geometric region
Discrete set
On a number line
Concepts like equivalence and relative size can be explored to connect and formalize
understandings about fractions and decimals. For example, which fraction is larger:
or ? Getting students to explore multiple representations of the fractions as geometric
shapes, discreet sets or a point on a number line can help build understandings (Behr
and Post 1992).
Geometric
region
Discrete set
On a number
line
C. Questioning Technique
Effective Questioning
Part of good teaching is effective questioning. The learning process and effective
instruction are both anchored on the art of questioning. Skillful questioning can elicit the
correct response from learners, arouse their curiosity, stimulate their imagination, and
motivate them to engage in the lesson and the particular learning experiences that form
part of the learning tasks. When questions are defective, they cease to make learners
think; their thoughts are muddled; and they do not feel challenged at all.
Effective questioning necessitates an orderly sequencing according to the thinking

process which means that question starts from the low to high level so that learners are
able to respond, thereby contributing to the quality of classroom discussion.
Questions can be formulated according to the cognitive skills to be developed and the
degree of personal involvement and valuing. Low-level questions emphasize memory
and simple recall of information. Usually, such questions focus on facts and details.
These questions usually start with who, what, when and where. On the other hand,
high-level questions go beyond simple recall and factual information.
According to the type of answers required, convergent questions tend to have one
correct or best answer; hence, they are often identified as low-level and knowledge
questions. Convergent questions can also be formulated to demand the selection of
relevant concepts and the solution of problems dealing with steps and structures.
Convergent questions can deal with logic and complex data, abstract ideas, analogies,
and multiple relationships. They can also be used when students work on and attempt
to solve difficult exercises in Math and Science, especially dealing with the analysis of
equations and word problems.
Divergent questions are often open-ended and usually have many appropriate, different
answers. Stating a "right" answer is not always most important, rather, it is how the
learners arrive at their answer. Learners must be encouraged to state their reasoning
and provide supporting examples and evidence.
Divergent questions are associated with high-level thinking processes and can
encourage creative thinking and discovery learning.
Divergent questions start with how and why. They require more flexibility on the part of
the teacher. For the learners, divergent questions require the ability to cope with not
being sure about being right and not always getting approval from the teacher. There
are more opportunities for learners to exchange ideas and differing opinions.
Valuing is a process in which students explore their feelings and attitudes, analyze their
experiences, and express their ideas. The emphasis is on the personal development of
the learner through clarifying attitudes and aspirations and making choices.
A teacher can stimulate valuing through probing questions. Louis Raths and his
colleagues (as cited by Ornstein 1990) developed a model for clarifying the values of
learners. For them, valuing consists of seven components:
1. Choosing freely - adapting an optimistic posture about the choices which are deemed
essential to values classification
 What made you forego your first real ambition in life?

 How long did it take for you to decide to abandon your career for good?
 What would you have done had not better opportunity come your way?
2. Choosing from alternatives - ability to select from given options as part of the
decision-making process
 What other options did you consider before making your final choice?
 How long did it take for you to decide which way to go?
 Was it a tough decision to make? What made you join the Liberal Party?
3. Choosing after considering the consequences of each alternative - ensuring the

fairness of decision involving conflicting interests that accrue from the choice of
alternatives
 What possible consequences will your actions bring?
 Have you given this thing a serious thought?
 I guess you wanted to say ... (interpreted statement)
4. Prizing and cherishing - awareness of the belief and behavior learners value
according to personal preference
 Are you sorry for having missed the chance to see them off?
 How long have you cherished such thought?
 Why does it matter so much to you and your family?
5. Affirming the choice to others - act of asserting a particular stance on an issue

through personal beliefs, attitudes, and actions
 Would you explain why you felt bad about the politicians' dirty tactics?
 Would you consider running for an important position in the government?
 Are you saying that male chauvinism is a thing of the past?
6. Acting upon choices - actual demonstration of beliefs through personal engagement

in school activities
 You have been very vocal about your choice. Is there still anything you want
done?
 What are your priorities?
 Are you willing to invest your fortune despite the consequences?
7. Repeating - display of a repetitive behavior that reflects values

 Have you been trying hard to have the resolution signed?
 How often do you travel?
 What are your plans for doing more of it?
Using Questioning to Stimulate Mathematical Thinking
Good questioning techniques have long being regarded as a fundamental tool of

effective teachers. Unfortunately, research shows that 93% of teacher questions are
"lower order" knowledge based questions focusing on recall of facts (Daines, 1986).
Clearly this is not the right type of questioning to stimulate the mathematical thinking
that can arise from engagement in open problems and investigations. Many Primary
teachers have already developed considerable skill in good questioning in curriculum
areas such as Literacy and History and social studies, but do not transfer these skills to
Mathematics. Teachers' instincts often tell them that they should use investigational
mathematics more often in their teaching, but are sometimes disappointed with the
outcomes when they try it. There are two common reasons for this. One is that the
children are inexperienced in this approach and find it difficult to accept responsibility for
the decision making required and need a lot of practise to develop organised or
systematic approaches. The other reason is that the teachers have yet to develop a
questioning style that guides, supports and stimulates the children without removing the
responsibility for problem-solving process from the children.
Types of Questions
Within the context of open-ended mathematical tasks, it is useful to group questions into
four main categories (Badham, 1994). These questions can be used be the teacher to
guide the children through investigations while stimulating their mathematical thinking
and gathering information about their knowledge and strategies.
1. Starter questions
These take the form of open-ended questions which focus the children's thinking in a
general direction and give them a starting point. Examples:
How could you sort these.......?

How many ways can you find to ....... ?
What happens when we ......... ?
What can be made from....?
How many different ....... can be found?
2. Questions to stimulate mathematical thinking

These questions assist children to focus on particular strategies and help them to see
patterns and relationships. This aids the formation of a strong conceptual network. The
questions can serve as a prompt when children become 'stuck'. (Teachers are often
tempted to turn these questions into instructions, which is far less likely to stimulate
thinking and removes responsibility for the investigation from the child).
Examples:
What is the same?
What is different?
Can you group these ....... in some way?
Can you see a pattern?
How can this pattern help you find an answer?
What do think comes next? Why?
Is there a way to record what you've found that might help us see more patterns?
What would happen if....?
3. Assessment questions
Questions such as these ask children to explain what they are doing or how they arrived
at a solution. They allow the teacher to see how the children are thinking, what they
understand and what level they are operating at. Obviously they are best asked after
the children have had time to make progress with the problem, to record some findings
and perhaps achieved at least one solution.
Examples:
What have you discovered?
How did you find that out?
Why do you think that?
What made you decide to do it that way?
4. Final discussion questions

These questions draw together the efforts of the class and prompt sharing and
comparison of strategies and solutions. This is a vital phase in the mathematical
thinking processes. It provides further opportunity for reflection and realisation of
mathematical ideas and relationships. It encourages children to evaluate their work.
Examples:
Who has the same answer/ pattern/ grouping as this?
Who has a different solution?
Are everybody's results the same?
Why/why not?
Have we found all the possibilities?
How do we know?
Have you thought of another way this could be done?
Do you think we have found the best solution?
Levels of Mathematical Thinking

Another way to categorise questions is according to the level of thinking they are likely
to stimulate, using a hierarchy such as Bloom's taxonomy (Bloom, 1956). Bloom
classified thinking into six levels: Memory (the least rigorous), Comprehension,
Application, Analysis, Synthesis and Evaluation (requiring the highest level of thinking).
Sanders (1966) separated the Comprehension level into two categories, Translation
and Interpretation, to create a seven level taxonomy which is quite useful in
mathematics. As you will see as you read through the summary below, this hierarchy is
compatible with the four categories of questions already discussed.
1. Memory: The student recalls or memorises information

2. Translation: The student changes information into a different symbolic form or
language
3. Interpretation: The student discovers relationships among facts, generalisations,
definitions, values and skills
4. Application: The student solves a life-like problem that requires identification of the
issue and selection and use of appropriate generalisations and skills
5. Analysis: The student solves a problem in the light of conscious knowledge of the
parts of the form of thinking.
6. Synthesis: The student solves a problem that requires original, creative thinking
7. Evaluation: The student makes a judgement of good or bad, right or wrong, according
to the standards he values.
Combining the Categories

The two ways of categorising types of questions overlap and support each other.
For example, the questions:

How can this pattern help you find an answer? relate to Interpretation, and;
the questions:
What have you discovered?
How did you find that out?
Why do you think that? require Analysis, and;
the questions:
Have we found all the possibilities?
How do we know?
Have you thought of another way this could be done?
Do you think we have found the best solution? encourage Evaluation.
In the process of working with teachers on this topic, a table was developed which
provides examples of generic questions that can be used to guide children through a
mathematical investigation, and at the same time prompt higher levels of thinking.
LEVELS OF THINKING GUIDE QUESTIONS
Memory: What have we been working on that might help with

this problem?
recalls or memorizes
information
Translation: How could you write/draw what you are doing? Is

there a way to record what you've found that might
changes information into help us see more patterns?
another form
Interpretation: What's the same? What's different?
discovers relationships Can you group these in some way?

Application: How can this pattern help you find an answer?
solves a problem - use of What do think comes next? Why?

appropriate generalisations
and skills
Analysis: What have you discovered?
solves a problem - conscious How did you find that out?

knowledge of the thinking
Why do you think that?
What made you decide to do it that way?
Synthesis: Who has a different solution?
solves a problem that requires Are everybody's results the same? Why/why not?
original, creative thinking
What would happen if....?
Evaluation: Have we found all the possibilities? How do we

know?
makes a value judgement
Have you thought of another way this could be
done?
Do you think we have found the best solution?
Main Task
Discuss the following:
1. Why is motivation important in the learning process?
______________________________________________________________________
___________________________________________________________
2. What happens in a discussion? What are the characteristics of a discussion?

______________________________________________________________________
___________________________________________________________
3. What are the benefits of discussions for a student like you?

______________________________________________________________________
___________________________________________________________
4. Why is it important to have a variety of questions to ask students?

______________________________________________________________________
__________________________________________________________
Module 5: Classroom Management

 Explain the significance of the classroom management techniques;

 Determines the principles underlying the classroom management techniques;
 Identifying how classroom situations can be improved through the classroom
management techniques; and
 Create their own checklist as an assessment tool of their utilization of the
classroom management techniques in their future classroom.
Deepen!
One of the factors that contributes to effective instruction is classroom
management, in particular that of classroom time. This is necessary to be able to
adequately present classroom tasks and to adequately sequence and pace subtasks to
meet the students' learning needs.
A. Management of Time
There are several ways a teacher manages his classroom time:
 Planned time. Teachers fill in plan books to set aside a certain amount of time for
different subjects and activities. This is referred to as planned time.
 Allocated time. Also referred to as opportunity to learn. This is the amount of time
a teacher actually spends on a particular task/ activity in the classroom for a
specific subject area. Learning is supposed to be measured in terms of the
amount of time the students spend for an academic task.
 Engaged time. This is otherwise known as time on task usually measured in
terms of on-task and off-task behavior. The on-task is the time spent for the
classroom activity. The off-task is that which student spends on talking about
something outside of the activity with another student.
 Academic learning time. This is the amount of time a student spends on a
particular task where he is successful.
 Time needed. This is the time needed by the individual to be able to master a
task.
B. Classroom Discipline
One major aspect of classroom management relates to the proper conduct of the
learners in the classroom. A teacher concerns himself not only with routine activities but
also with classroom discipline. This is vital if effective classroom management is to be
maintained. Discipline in classrooms refers to all the standard behaviors in the
classroom. The teacher should understand that there are rules and regulations to follow.
Suggestions and Tips for Classroom Discipline

 Serve as example for the students to emulate.
 Have a wholesome, winning personality.
 Establish good routine habits.
 Demonstrate fairness in imposing punishment.
 Adjust punishment according to the character of the offender and the nature of
the offense.
 Show enthusiasm in teaching.
 Manifest genuine interest in the welfare of the learners.
 Maintain wholesome work attitude to encourage participation of the learners.
 Be consistent in the matter of disciplining students.
 Learn to smile to ease tension.
C. Physical Environment
A quiet atmosphere is a must in classroom learning. For learning to be effective,
noise should be minimized, if not, totally eradicated. Yelling and pushing in corridors are
normal noise and which cannot be completely avoided. This is compounded by high
levels of noise outside the school like low-flying airplane, nearby train, and sound of
power mowers in nearby subdivisions. These affect the achievement of learners and
teachers' concentration.
Another aspect of physical environment is density which can either be social and
spatial. Social refers to the size of the group in a given space and spatial where the size
of the group remains the same but the size of the space varies. A big class size is a
deterrent to achievement of students. Compared to a big class size of 40, an 18 or
fewer students have more positive effects in terms of achievement.
Other physical characteristics of the school are found to be important in

promoting achievement. They relate to reducing vandalism and ensuring a well-
ventilated and clean atmosphere.
D. Management of Instruction
Typical behavior is associated with the desire to meet the student’s needs which
may be personal, social, and academic. When such needs are not satisfied or
recognized, teaching is hampered and the opportunity for learning is reduced

significantly. While it is accepted that teachers, if at all, have a little control over
changes that occur in the environment like at home and in school, they have full
control over their instruction competence. When instruction is characterized by a
high degree of competence, the chances of controlling the effects of misbehavior
and all others that defer learning are great.
E. Management of Relationship
One of the important facets of successful teaching is building learning
communities in the classroom, whereas before, individual growth was the focus,
along with the interaction between the teacher and the learner, new dimensions
in teaching have been considered with the instruction of cooperative learning – a
new venue of interactions developed to include the creation of a classroom
learning community which allows engagement in dialogues between students
and with the teacher. From this process has evolved a more productive learning
environment.
F. Management of Routine
The frequency of surface disruptions attributed to disruptive behavior in the
classroom can be overcome or reduced by proper planning. Teachers can
manage student behavior through non-intrusive techniques whereby students are
given opportunity to control their own behavior and proceed through intrusive
strategies where the teacher assumes responsibility of controlling student
behavior.
Main task.
Explain thoroughly the following.
1. Why are classroom techniques important for learning to happen?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. How do the behaviors of the students interfere with teaching and right of students
to learn?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Module 6: Teaching Mathematics

 Analyze the nature, structure, and content of the K to 12 mathematics curriculum.

 Apply appropriate mathematics teaching strategies and assessment techniques
in given learning situations.
 Identify instructional materials appropriate for the given mathematics objectives.
 Construct instructional materials to be used in teaching mathematics.
 Familiarize the use of different strategies in teaching mathematics in the
secondary grade.
a. The Nature, Structure and Content of K to 12 Mathematics Curriculum

https://mathinphilippineart.files.wordpress.com/2015/04/math-curriculum-guide-grades-
1-10-december-2013.pdf
b. Learning Strategies and Assessment Techniques as Applied in Mathematics

Techniques and Strategies in Teaching Mathematics.
“Teacher, can you spare a sign?” My worst experience with a teacher was during our
Math class. I loved math and really thought I knew and understood math. But my math
teacher sent me home crying everyday because she marked my homework and test
wrong since I used to get my positive and negative signs wrong. I knew how to do the
problems, but I always got my answers with wrong sign.
Reflect: The scenario illustrates the difficulties experienced by some unfortunate

learners. But can we afford to let such kind of teachers? They affect the way our
learners feel about math. Let’s hope not.
Therefore, it depends upon every teacher to strive to improve her/his teaching style
to increase the number of children liking, and even loving Mathematics. Such should
start as early as in the elementary grades. Furthermore, the use of varied and
appropriate teaching approaches can entice more learners to like and love math.
A. Discovery Approach
The ultimate goal of this approach is that learners learn how to learn rather than
what to learn.
 for developing their higher-order thinking skills.

 This approach refers to an “Inductive Method” of guiding learners to discuss and
use ideas already acquired as a means of discovering new ideas.
DISCOVERY APPROACH It is "International Learning”, both the teacher and the
learner play active roles in discovery learning.
B. Inquiry Teaching
INQUIRY TEACHING -providing learners with content-related problems that serve

as the foci for class research activities.
- The teacher provides/presents a problem then the learners identify the problem.
- Such problem provides the focus which lead to the formulation of the hypothesis
by the learners
-
C. DEMONSTRATION APPROACH
DEMONSTRATION APPROACH -providing learners with content-related problems

that serve as the foci for class research activities.
- The teacher provides/presents a problem then the learners identify the

problem.
- Such problem provides the focus which lead to the formulation of the
hypothesis by the learners.
- Once the hypotheses have been formulated, the learners’ task is to gather
data to test hypotheses.
- The gathered data are being organized then data analysis follow to arrive to
conclusion/generalization.
- The teacher provides/presents a problem then the learners identify the
problem.
- Such problem provides the focus which lead to the formulation of the
hypothesis by the learners.
- Once the hypotheses have been formulated, the learners’ task is to gather
data to test hypotheses.
- The gathered data are being organized then data analysis follow to arrive to
conclusion/generalization.
D. MATH-LAB APPROACH
 children in small groups work through an assignment/task card, learn and

discover mathematics for themselves.
 The children work in an informal manner, move around, discuss and choose their
materials and method of attacking a problem, assignment or task.
D. PRACTICAL WORK APPROACH (PWA)
The learners in this approach, manipulate concrete objects and/or perform

activities to arrive at a conceptual understanding of phenomena, situation, or concept.
The environment is a laboratory where the natural events/phenomena can be subjects
of mathematical or scientific investigations. Activities can be done in the garden, in the
yard, in the field, in the school grounds, or anywhere as long as the safety of the
learners is assured. That’s why elementary schools are encouraged to put up a Math
park.
The learners in this approach, manipulate concrete objects and/or perform

activities to arrive at a conceptual understanding of phenomena, situation, or concept.
The environment is a laboratory where the natural events/phenomena can be subjects
of mathematical or scientific investigations. Activities can be done in the garden, in the
yard, in the field, in the school grounds, or anywhere as long as the safety of the
learners is assured. That’s why elementary schools are encouraged to put up a Math
park.
The environment is a laboratory where the natural events/phenomena can be

subjects of mathematical or scientific investigations. Activities can be done in the
garden, in the yard, in the field, in the school grounds, or anywhere as long as the
safety of the learners is assured. That’s why elementary schools are encouraged to put
up a Math park.
E. INDIVIDUALIZED INSTRUCTION USING MODULES
This permits the learners to progress by mastering steps through the curriculum at
his/her own rate and independently of the progress of other pupils.
Individualizing instruction does not imply that every pupil in the class must be
involved in an activity separates and distinct from that of every other child. There are
many ways of individualizing instruction: grouping, modules- self-learning kits/materials,
programmed materials, daily prescriptions, contracts, etc.
F. BRAIN STORMING
Teacher elicits from the learners as many ideas as possible but refrains from
evaluating them until all possible ideas have been generated. It is an excellent strategy
for stimulating creativity among learners.
G. PROBLEM SOLVING
A learner-directed strategy in which learners “think patiently and analytically about

complex situations in order to find answers to questions”.
When using problem-solving for the first time:
 select a simple problem that can be completed in a short amount of time.

 Consider learners’ interest, ability level, and maturation level.
 Make sure resources (materials or equipment) are available.
 Make sure that learners are familiar with brainstorming before you
implement problem-solving.
H. COOPERATIVE LEARNING
Eliminates competition among learners. It encourages them to work together towards

common goals. It fosters positive intergroup attitudes in the classroom. It encourages
learners to work in small groups to learn.
The group learns a particular content/concept and every member is expected to

participate actively in the discussion, with the fast learners helping the slower ones learn
the lesson.
I. INTEGRATIVE TECHNIQUE
The Integrated Curriculum Mode (Integrative teaching to some) is both a “method

of teaching and a way of organizing the instructional program so that many subject
areas and skills provided in the curriculum can be linked to one another”.
Modes of Integration
 Content-Based: The content of Science and Health can be integrated in the

teaching of language skills in English.
 Some topics/content in Sibika at Kultura and Heograpiya/ Kasaysayan/ Sibika were
used as vehicle for the language skills development in Filipino.
 Using Thematic Teaching: Some themes can center on celebrations, current
issues, learner’s interests/hobbies, priority
Ten Creative Ways to Teach Math
1. Use dramatizations • Invite children pretend to be in a ball (sphere) or box

(rectangular prism), feeling the faces, edges, and corners and to dramatize simple
arithmetic problems such as: Three frogs jumped in the pond, then one more, how
many are there in all?
2. Use children's bodies • Suggest that children show how many feet, mouths, and so
on they have. Invite children to show numbers with fingers, starting with the familiar,
"How old are you?" to showing numbers you say, to showing numbers in different ways
(for example, five as three on one hand and two on the other).
3. Use children's play • Engage children in block play that allows them to do
mathematics in numerous ways, including sorting, creating symmetric designs and
buildings, making patterns, and so forth
4. Use children's toys • Encourage children to use "scenes" and toys to act out
situations such as three cars on the road, or, later in the year, two monkeys in the trees
and two on the ground.
5. Use children's stories • Share books with children that address Mathematics but are
also good stories. Later, help children see Mathematics in any book.
6. Use children's natural creativity • Children's ideas about mathematics should be

discussed with all children.
7. Use children's problem-solving abilities • Ask children to describe how they would
figure out problems such as getting just enough scissors for their table or how many
snacks they would need if a guest were joining the group. Encourage them to use their
own fingers or manipulatives or whatever else might be handy for problem solving.
8. Use a variety of strategies • Bring mathematics everywhere you go in your

classroom, from counting children at morning meeting to setting the table, to asking
children to clean up a given number or shape of items. Also, use a research-based
curriculum to incorporate a sequenced series of learning activities into your program.
9. Use technology • Try digital cameras to record children's mathematical work, in their
play and in planned activities, and then use the photographs to aid discussions and
reflections with children, curriculum planning, and communication with parents. Use
computers wisely to mathematize situations and provide individualized instruction.
10. Use assessments to measure children's mathematics learning • Use

observations, discussions with children, and small-group activities to learn about
children's mathematical thinking and to make informed decisions about what each child
might be able to learn from future experiences.
REFLECTION: • Choose the best strategy suited to you and your students.
Explain how will you employ it in your class.
Assessment Methods for Mathematics

The foundation of authentic assessment revolves around evaluating a student’s

ability to apply what they have learned in mathematics to a “real world” context.
Rather than rote learning and passive test-taking, authentic assessment math
tests focus on a student’s analytical skills and the ability to integrate what they have
learned along with creativity with written and oral skills. Also evaluated are the results of
collaborative efforts of group projects. It is not just learning the process of computation
that is important to know, but also how to take the finished product and apply it to
another situation.
This need for an improved test to accurately assess a student’s growth has been
developed. It is called the authentic assessment math test. Multiple choice tests do not
often accurately reflect the individual student’s understanding of the material. It reflects
whether a student is successful at memorization. Instead of tests that focus on recalling
specific facts, the authentic assessment math test has students demonstrate the various
skills and concepts they have learned and explain when it would be appropriate to use
those facts and problem-solving skills in their own lives.
Six ways to use authentic assessment math in the classroom
Performance assessment
Students can demonstrate what they have learned and how to solve problems
through a collaborative effort in solving a complex problem together. Not only do they
learn how to work in a team, but also how to brainstorm and utilize their separate grains
of knowledge to benefit the whole.
Short investigations
Typically, a short investigation starts with a basic math problem (or can be
adapted to any other school subject) in which the student can demonstrate how he or
she has mastered the basic concepts and skills. As the teacher, ask the students to
interpret, calculate, explain, describe or predict whatever it is they are analyzing. These
are generally 60- to-90 minute tasks for an individual (or group projects) on which to
work independently, writing answers to questions and then interviewed separately.
Open-response questions
A teacher can assess the student’s real-world understanding and how the
analytical processes relate by, in a quiz setting, requesting open responses, like:
- a brief written or oral answer

- a mathematical solution
- a drawing
- a diagram, chart or graph
These open-ended questions can be approximately 15-minute assessments and can be

converted into a larger-scale project.
Portfolios
As students learn concepts throughout the school year, they can be documented
and will reveal progress and improvements as well as allow for self-assessment, edits
and revisions. They can be recorded in a number of ways, including:
- Journal writing
- review by peers
- artwork and diagrams
- group reports
- student notes and outlines
- rough drafts to finished work
Self-assessment
After the teacher has clearly explained and provided the expectations prior to the
project and then, once the projects are complete, ask the students to evaluate their own
projects and participation. Responding to the following questions will help students learn
to assess themselves and their work objectively:
- What was the most difficult part of this project for you?
- What do you think you should do next?
- If you could do this task again, would you do anything differently? If yes, what?
- What did you learn from this project?
Multiple-choice questions
Usually, multiple-choice questions do not reflect an authentic assessment math

context. There are multiple-choice questions being developed that reveal an
understanding of the mathematical ideas required as well as integrating more than one
concept. These questions are designed to take about 2 or 3 minutes each.
Traits developed through authentic assessment math tests
This situational type of learning in which students are learning lessons on how to
solve real-life problems can be utilized in mathematics. These ideas are presented as
follows:
 Thinking and reasoning: Causing students to interact in such activities that

include gathering data, exploration, investigation, interpretation, reasoning,
modeling, designing, analyzing, formation of hypotheses, use of trial and error,
generalization and solution-checking.
 Settings: Allowing the students to work individually or in smaller groups.
 Mathematical tools: The students learn to use symbols, tables, graphs, drawings,
calculators and computers.
 Attitudes and dispositions: Students in this type of learning environment learn
persistence, self-regulating behaviors and reflection, participation and a special
enthusiasm for learning various kinds of situations.
c. Selecting Appropriate Instructional Materials for Teaching Mathematics

Top 10 Most Popular Maths Teaching Aids for Kids
The best way for kids to learn a subject such as mathematics is to make it as tangible
as possible. Whilst this includes ensuring problems have real-world application and
using a student’s own set of knowledge to contextualize questions, it also involves using
teaching aids. Over time these aids have evolved through curriculum development and
are now highly effective and integral pieces of equipment that teachers and tutors use to
support children in their learning of new mathematical concepts. Here are the ten most
popular math’s teaching aids:
1. MAB – place value cards and physical items such as matchsticks, buttons,
ping pong balls, corks
The iconic MAB wooden prisms, columns and blocks have been used to support
children’s developing ability to work with numbers that are hypothetical i.e. numbers in a
maths problem. Each piece represents a number value that they are working with
(hundreds, tens or ones) and for processes such as subtraction they are an excellent
way to practice borrowing and paying back. Children who struggle with the concept of
visualising numbers and problems in their mind can continue to use the physical items
to assist with their counting early into high school.
2. Online and Worksheet resources for primary aged students

Whether you are a teacher, parent or tutor sometimes having some ready-made
worksheets can be a great jumping off point to begin lessons. There is no point in
reinventing the wheel and the convenience of printable sheets is a tried and tested aid
both at home and in the classroom. The TES website has resources for all primary-
based subjects, but the maths sheets are particularly useful.
TES – https://www.tesaustralia.com/primary-teaching-resources/
Math resources – https://www.tesaustralia.com/mathematics-primary-teaching-

resources/
3. Food such as pizza, cake, pie etc.

For many students the concept of fractions can be quite difficult to grasp.
However, as soon as you get a favourite food such as pizza or cake involved, things
usually become much clearer. They are great visual representations for fractions thanks
to their shape and are excellent mathematical aids for learning about and practising
creating fractions. There is an added cross-curriculum bonus here too that if the
students also cook the food it is an additional reinforcement of measurement, counting
and also fractions.
4. Clock dials, stop watches and sand timers

Telling time is taken for granted especially as technology brings the ease of digital
clocks. However, telling time with analogue clocks, as well as counting and subtracting
timings can be a much-needed skill for a variety of other mathematical problems such
as problem solving. It is also an essential life skill.
5. Protractors, set squares and compasses

This type of mathematical aid may seem a little specific, but it is another essential
skill that leads on to more advanced mathematical concepts and problems. Geometry –
measuring angles, determining area and size is a very important life skill. These aids
are essential classroom kit for students entering into a high school math environment.
6. 2D and 3D shapes – tangrams, pattern blocks and attribute blocks

Linked to geometry, shape blocks are another math aid which are especially useful,
particularly for younger children identifying shapes. These types of aids also allow
students to use the shapes to problem solve area puzzles, create and breakdown
patterns, learn about symmetry and classification.
7. Pretend money – notes and coins

One of the most important real-world application skills in mathematics is the use of
money. Sure kids know what it is, they have probably seen it and perhaps have even
earned their own, but can they count it, use it in problems and sort it. The tangible
effect of this type of teaching aid means that students can easily address money
problems in the classroom with visual reminders of the real thing.
8. Dice, cards and counters and spinners

Probability plays mostly into the skill of problem solving. Many students have a
difficult time with this type of mathematical skill as there is much innate knowledge and
natural ability linked to its mastery. Dice, cards, spinners and the like are interactive
and engaging math aids to get children involved in learning about probability, chance,
number patterns and statistics.
9. Trundle wheel, and meter ruler

In addition to mathematical aids, the ability to go outside for activities and learning
further enthuses students. These mathematical aids; trundle wheel, tapes and rulers
encourage students to physically explore the answers to measuring problems.
Additionally, for the accuracy of answers and the mathematical concept of
measurement these aids ensure that precision.
10. Beakers, funnels, cylinders, scales and weights

Learning about mass, weight and volume, younger students benefit enormously
from visual representations. Being able to see the elements of the question i.e. the
volume of water supports their understanding of not just calculating the answer, but
also understanding the parameters of it.
Instructional Materials in Mathematics

https://www.slideshare.net/caryl_yaun/instructional-materials-in-mathematics
1. Grid Board
Pedagogical Uses
• Perimeter of Plane Figures
• Area of Plane Figures
• Coordinate System
• Graphing Functions
Objectives:
This instructional material will help the students:
1. To better understand the concepts of
perimeter and area of plane figures
2. To differentiate the difference between
perimeter and area of plane figures
3. To solve for the perimeter and area of
plane figures.
How to Use PERIMETER of Plane Figures
1. Determine the desired figure to illustrate.
2. Use white board pen to shade the corresponding square units of the desired
figure.
3. Count the number of sides in the boundary of the figure. The resulting number
will be the perimeter of the figure.
How to Use AREA of Plane Figures
1. Determine the desired figure to illustrate.
2. Use white board pen to shade the corresponding square units of the desired
figure.
3. Count the number of square units of the entire figure. The resulting number will
be the area of the figure.
2. Modified GeoBoard
Pedagogical Uses
• Plane Figures
• Transformations
• Similarity
• Coordination
• Counting
• Right Angles
• Pattern
• Classification
• Scaling
• Position
• Congruence
• Area
• Perimeter
Objective
This instructional material will help the students to:
5. form different plane figures both regular and irregular
6. find the perimeter of regular and irregular polygons
7. find the area of regular and irregular polygons.
How to Use Perimeter of Regular and Irregular Polygon
1. Using a white board pen, draw a polygon on the modified geoboard.
2. Count the number of points around the polygon. The resulting number is the
perimeter of the polygon.
How to Use Area of Regular Polygon
1. Using a white board pen, draw a regular polygon on the modified geoboard.
2. Count the square units inside the polygon. The resulting number is the area of
the regular polygon.
How to Use Area of Arbitrary Polygon
1. Using a white board pen, draw an arbitrary polygon on the modified geoboard.
2. Count the number of points that touches the boundary lines.
3. Count the points inside the polygon.
4. Divide the number of boundary points by 2.
5. Add the quotient in #4 with the number of points inside the polygon.
6. Subtract 1 from the sum in #5. The resulting difference will be the area of the
arbitrary polygon.
3. Fraction Slider
Fraction Slider Pedagogical Uses
• Addition of Fractions
• Subtraction of Fractions
Objectives
1. understand the concept of adding and
subtracting of fractions 2.
2. perform addition of fractions 3. perform
subtraction of fractions.
How to Use Addition and Subtraction of Fractions
1. Take the fraction bars that correspond to the given fraction
2. Slide in the 1st fraction bar (the bigger number). Align its left side to the origin.
3. From the ending point of the 1st bar, slide in the 2nd fraction bar in the direction
indicated by the 2nd number or addend (left if the number is negative; right if the
number is positive).
4. The ending point of the 2nd bar is the answer.
4. Number Slide
Pedagogical Uses
• Addition of Integers
• Subtraction of Integers
Objectives
This instructional material will help the students
to:
1. understand the process of adding and
subtracting integers
2. perform addition of integers
3. perform subtraction of integers.
How to Use Addition and Subtraction of Integers
1. Attach the blank number line to the fraction slider.
2. Write the necessary numbers on the blank number line as well as on the number
bars.
3. Take the number bars that corresponds to the given.
4. Slide in the 1st number bar. Align it to the origin (towards the left if the 1st number
is negative; towards the right if the 1st number is positive).
5. Slide in the 2nd number bar. Align it to the ending point of the 1st number bar
(towards the left if the 2nd number is negative; towards the right if the 2nd number
is positive).
6. The ending point of the 2nd number bar is the answer.
4. Algebra Tiles
Algebra Tiles Pedagogical Uses
• Addition and Subtraction of
Integers
• Modeling Linear Expressions
• Solving Linear Equations
• Simplifyings Polynomials
• Solving Equations for Unknown
Variable
• Multiplication and Division of Polynomials
• Completing the Square
• Investigations
Objectives
1. Associate linear expressions with concrete objects, specifically tiles
2. Solve addition and subtraction of integers using tangible materials
3. Simplify polynomials using representations.
Algebra Tiles Each tile represents an area:
5. Fraction Pie
Pedagogical Uses
• Identifying Fractions
• Circumference of a Circle
• Area of a Circle
• Perimeter of a Parallelogram
Objectives
This instructional material will help the students
to: 1. find the circumference of the circle 2. find the
perimeter of the parallelogram using the
circumference of a circle 3. explain the relationship
between the circle and parallelogram.
How to Use
Finding the relationship between a circle and a parallelogram. The radius of a circle
is the height of the parallelogram and the base of a parallelogram is the circumference
of a circle.
Main Task
Out of the given Techniques and Strategies in Teaching Mathematics, choose at
least 3 approaches and explain why is it applicable to this kind of learners.
a. Elementary learners
b. High School students
c. College students.

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Principles and Strategies in Teaching Mathematics | 1

Module 3: Instructional Learning Process

An effective and meaningful learning experience is a product of careful planning.

Lesson Plan Preparation

Lesson planning competencies are important for an educator. Having a lesson

Lesson plan preparation is a systematic process that involves pre-planning,

1. Pre-planning phase. As the initial stage, the teacher conceptualizes, envisions

Usually the general intent of education is expressed as the philosophy of

By nature, educational goals are reflective of the professional preferences Of the

Levels of Generality and Specificity of Goals

Goals for educational planning generally occur at three levels:

Level 1 Goals are broad and philosophical in nature.

Ex. An indicator of a classroom atmosphere that is conducive to learning is a

Sources of Learning Objectives

- To achieve and maintain an accelerating rate of economic development and social

Curriculum goals. These are determined by an operational philosophy and carefully

- To develop ability to analyze a short story

- Fundamental Theories / Principles of Government

Lesson objectives. These are otherwise known as specific instructional objectives.

- Expected behavior (specific skills, tasks, attitudes)

- Intents communicated by statements describing proposed changes in a learner

- It should be stated in behavioral terms

o Behavior component tells what a learner is expected to perform

- An instructional objective also contains two optional components: condition and

(condition) (behavior (content) (criterion level)

- Types of Instructional Objectives

o General or Expressive Objectives– statements wherein the behavior are

 Example: Interpret the novel Pride and Prejudice

- In developing instructional objectives, one must include behavioral terms or

Learning Activities Learning Outcome

- Types of Learning outcomes

Observable Non – Observable

Taxonomy of Instructional Objectives

Benajmin S. Bloom (1956), a well – known American psychologist and educator,

Domain The Nature of the Learner The Goal of Life

Cognitive is for the HEAD to nurture Mind in order to Know

Affective is for the HEART to nurture Spirit in order to Love

Psychomotor is for BODY to more Limbs in order to Serve

Levels of Learning Outcomes Some Learning

Knowledge Rememberin Involves list, define, Match the word

remembering or identify, with the parts

Levels of Learning Outcomes Some Learning

Ability to grasp describe, Explain in

Ability to use apply, Use a

Ability to break analyze, Examine the

Ability to put parts integrate, Compare and

Ability to judge assess, Conclude the

For further understanding of Cognitive Domain, watch ‘Bloom's Taxonomy: Why,

Perception Ability to use sensory Watch, detect, Detects

Set Readiness to act Begins, displays, Recognizes one’s

Guided response Early stage in Copies, traces, Performs a

Mechanism Intermediate stage in Assembles, Repairs a leaking

Complex overt Skillful performance Assembles, builds, Operates a

Adaptation Skills are well Adapts, alters, Responds

Origination Creating new Arranges, builds, Creates a new

Receiving Willingness to receive or to Acknowledge, Listen to others

Responding Refers to active Answer, Participate in

Valuing Ability to see the worth or Adopt, Accepting the

Organization Bringing together a Adapt, Accepts

Value Values have been Advocate, Display self –

Principles in Designing Learning Objectives

PRINCIPLE 1 Objectives must be congruent with the nation’s educational

PRINCIPLE 2 Objectives should unlock the mental (cognitive), physical