LESSON 1: The objectives on knowledge and
understanding include the following:
GOALS IN MATHEMATICS EDUCATION
The aims of teaching and learning
mathematics are to encourage and enable
students to:
1. recognize that mathematics
permeates the world around us;
2. appreciate the usefulness, power and
beauty of mathematics;
3. enjoy mathematics and develop
patience and persistence when
solving problems;
4. understand and be able to use the
language, symbols and notation of
mathematics;
5. develop mathematical curiosity and
use inductive and deductive
reasoning when solving problems;
6. become confident in using
mathematics to analyse and solve
problems both in school and in real-
life situations;
7. develop the knowledge, skills and
attitudes necessary to pursue further
studies in mathematics;
8. develop abstract, logical and critical
thinking and the ability to reflect
critically upon their work and the work
of others;
9. develop a critical appreciation on the
use of information and communication
technology in mathematics; and
10. appreciate the international dimension
of mathematics and its multicultural
and historical perspectives.
(Source:
http://yayoi.senri.ed.jp/ois/curriculum/math
s_aims_objs.htm#:~:text=)
Objectives of Mathematics Education
(MYP)
A. Knowledge and understanding
Knowledge and understanding are
fundamental to studying mathematics and
form the base from which to explore
concepts and develop problem-solving
skills. Through knowledge and
understanding students develop
mathematical reasoning to make
deductions and solve problems.
 know and demonstrate
understanding of the concepts from
the five branches of mathematics
(number, algebra, geometry and
trigonometry, statistics and
probability, and discrete
mathematics)
 use appropriate mathematical
concepts and skills to solve
problems in both familiar and
unfamiliar situations including
those in real-life contexts
 select and apply general rules
correctly to solve problems
including those in real-life contexts.
B. Investigating patterns
Investigating patterns allows
students to experience the excitement and
satisfaction of mathematical discovery.
Mathematical inquiry encourages students
to become risk-takers, inquirers and
critical thinkers. The ability to inquire is
invaluable in the MYP and contributes to
lifelong learning.
Through the use of mathematical
investigations, students are given the
opportunity to apply mathematical
knowledge and problem-solving
techniques to investigate a problem,
generate and/or analyse information, find
relationships and patterns, describe these
mathematically as general rules, and
justify or prove them.
The objectives on investigating
patterns include the following:
 select and apply appropriate
inquiry and mathematical problem-solving
techniques
 recognize patterns
 describe patterns as relationships
or general rules
 draw conclusions consistent with
findings
 justify or prove mathematical
relationships and general rules.
C. Communication in mathematics
Mathematics provides a powerful
and universal language. Students are
expected to use mathematical language
appropriately when communicating
mathematical ideas, reasoning and
findings—both orally and in writing.
The objectives of communication in
mathematics include the following:
 use appropriate mathematical
language (notation, symbols,
terminology) in both oral and
written explanations
 use different forms of mathematical
representation (formulae,
diagrams, tables, charts, graphs
and models)
 move between different forms of
representation.
Students are encouraged to
choose and use ICT tools as appropriate
and, where available, to enhance
communication of their mathematical
ideas. ICT tools can include graphic
display calculators, screenshots, graphing,
spreadsheets, databases, and drawing
and word-processing software.
D. Reflection in mathematics
MYP mathematics encourages
students to reflect upon their findings and
problem-solving processes. Students are
encouraged to share their thinking with
teachers and peers and to examine
different problem-solving strategies.
Critical reflection in mathematics helps
students gain insight into their strengths
and weaknesses as learners and to
appreciate the value of errors as powerful
motivators to enhance learning and
understanding.
The objectives of reflection in
mathematics include the following:
 explain whether their results make
sense in the context of the problem
 explain the importance of their
findings
 justify the degree of accuracy of
their results where appropriate
 suggest improvements to the
method when necessary.
(Source:
http://yayoi.senri.ed.jp/ois/curriculum/math
s_aims_objs.htm#:~:text=)
Objectives of Mathematics Education
At different times and in different
cultures and countries, mathematics
education has attempted to achieve a
variety of different objectives. These
objectives have included:
1. The teaching of basic numeracy
skills to all pupils.
2. The teaching of practical
mathematics (arithmetic,
elementary algebra, plane and
solid geometry, trigonometry) to
most pupils, to equip them to
follow a trade or craft.
3. The teaching of abstract
mathematical concepts (such as
set and function) at an early age.
4. The teaching of selected areas of
mathematics (such as Euclidean
geometry) as an example of an
axiomatic system and a model of
deductive reasoning.
5. The teaching of selected areas of
mathematics (such as calculus)
as an example of the intellectual
achievements of the modern
world.
6. The teaching of advanced
mathematics to those pupils who
wish to follow a career in
Science, Technology,
Engineering, and Mathematics
(STEM) fields.
7. The teaching of heuristics and
other problem-solving strategies
to solve non-routine problems.
(Source:
https://www.k12academics.com/education
-subjects/mathematics-education/
objectives)
LESSON 2:
Critical Thinking
Critical thinking skills allow you to
understand and address situations based
on all available facts and information.
Typically, using critical thinking at work
involves processing and organizing facts,
data and other information to define a
problem and develop effective solutions.
It is a good idea to reflect on the
critical thinking skills you already possess
and what you may need to develop. In Why are critical thinking skills
addition, you might consider setting goals important?
and adopting practices to help you build
Critical thinking skills are important
the critical thinking skills necessary to
because they help businesses run
succeed.
smoothly and thrive by solving problems,
What is critical thinking? developing solutions and creating new
ideas. Issues such as process
Critical thinking is the act of
inefficiencies, management or finances
analyzing facts to understand a problem or
can be improved by using critical thought.
topic thoroughly. The critical thinking
Because of this, employers value and
process typically includes steps like
seek out candidates who have
collecting information and data, asking
demonstrated strong critical thinking skills.
thoughtful questions and analyzing
possible solutions. Here are additional For example, if you’re working in
courses of action you might take when human resources and must resolve a
using critical thinking for problem-solving conflict between two employees, you will
at work: use critical thinking to understand the
 Identify a problem or issue. nature of the conflict and what action
 Create inferences on why the should be taken to resolve it.
problem exists and how it can be Examples of critical thinking skills
solved.
Here are five common and
 Collect information or data on the
impactful critical thinking skills you might
issue through research.
consider including on your resume and
 Organize and sort data and discuss in your interview to show
findings. employers you have what it takes to help
 Develop and execute solutions. their company succeed:
 Analyze what solutions worked or 1. Observation
did not work. 2. Analysis
 Identify ways to improve the 3. Inference
solution.
4. Communication
Being objective is a fundamental 5. Problem solving
part of critical thinking. That means
analyzing the problem without allowing
personal bias, emotions or assumptions to
influence how you think about it. Instead, a
strong critical thinker will only analyze the
problem based on the context and facts
collected after conducting thorough and
impartial research.
Critical thinking skills are essential
in every industry at every career level,
from entry-level associates to top
executives. Good critical thinkers will work
well independently and with others to
solve problems. Five key critical thinking
skills to have in the workplace are
observation, analysis, inference,
communication and problem-solving. We’ll
explain in more detail below. I
1. Observation
Observational skills are the starting
point for critical thinking. People who are
observant can quickly sense and identify a
new problem. Those skilled in observation
are also capable of understanding why
something might be a problem. They may
even be able to predict when a problem
might occur before it happens based on
their experience.
Improve your observation skills by
slowing down your pace of processing
information and training yourself to pay
closer attention to your surroundings. You
might
practice mindfulness techniques, journalin
g or actively listening during and outside of
work to thoroughly examine what you’re
hearing or seeing. Then, consider if you
notice trends in behavior, transactions or
data that might be helpful for your team to
address.
2. Analysis
Once a problem has been
identified, analysis skills become
essential. The ability to analyze and
effectively evaluate a situation involves
knowing what facts, data or information
about the problem are important. This also
often includes gathering unbiased
research, asking relevant questions about
the data to ensure it is accurate and
assessing the findings objectively.
Improve your analytical skills by taking
on new experiences. For example, you
might read a book about a concept you’re
unfamiliar with or take an online math
class to push yourself to think in new ways
and consider new ideas. Doing so can
help you build the skills to interpret new
information and make rational decisions
based on sound analysis.
3. Inference
Inference is a skill that involves
drawing conclusions about the information
you collect and may require you to
possess technical or industry-specific
knowledge or experience. When you make
an inference, that means you are
developing answers based on limited
information. For example, a car mechanic
may need to infer what is causing a car’s
engine to stall at seemingly random times
based on the information available to
them.
Improve your inference skills by placing
focus on making an educated guess rather
than quickly drawing conclusions. This
requires slowing down to look for as many
clues as possible—such as images, data
or reports—that might help you evaluate a
situation. Carefully consider all the pieces
of the puzzle together before deciding.
4. Communication
Communication skills are important when
it comes time to explain and discuss
issues and their possible solutions with
colleagues and other stakeholders.
Communication is an important skill to
have and improve on for many purposes
at work including critical thinking.
Improve your communication
skills within the context of critical thinking
by engaging in difficult discussions, for
example, where you and another
participant may hold differing views about
the topic. Maintain good communication
habits like active listening and respect to
try to understand their perspective and
explain your ideas in a calm, rational
manner. This can help prepare you to
evaluate solutions more effectively with
your colleagues.
5. Problem-solving
After you’ve identified a problem,
analyzed it and explored possible
remedies, the final step is to execute the
solution. Problem-solving often requires
critical thinking to implement the best
solution and understand whether the
solution is working as it relates to the goal.
SOURCE: https://www.indeed.com/career-
advice/career-development/critical-
thinking-skills
THE LESSON PLAN
What is a lesson plan?
The lesson plan is a teacher’s
blueprint. It is a statement of
achievements to be realized and the
specific means by which these are to be
attained as a result of the activities
engaged in day by day under the guidance
of the teacher.
What are the prerequisites to lesson
planning?
1. Knowledge of the subject matter.
No teacher can expect to teach
something he himself does not
know.
2. Knowing the children or the
students. It means understanding
their traits and interests and
planning for them.
3. Familiarity with different strategies.
The teacher must know various
ways of imparting learning in
consonance with the students’
nature and with the type of subject
matter. The methods includes all
activities taken up in
classroom, must consider group
and individual interests, aptitudes
capacities and needs.
4. Materials. A teacher needs
materials that will facilitate the
teaching process.
5. Understanding of objectives.
What are the parts of the lesson plan?
1. Objectives
2. Subject-Matter
3. Procedure
4. Evaluation
5. Assignments
METHODS OF TEACHING
MATHEMATICS
Method- a series of related and
progressive acts performed by the teacher
and the students to accomplish the
general and specific aims of the lesson.
1. Using manipulative materials
and models.
2. Using audio-visual and support
equipment.
3. Using supplementary printed
materials.
4. Using tables and graphs.
5. Using variables to express
relationships.
6. Using cue words to determine
operation to be used and in
solving a word problem.
7. Word problems with a variety of
structures and solutions.
8. Connecting mathematics to
other subjects and to the real
world.
9. Cooperative group work.
10. Laboratory method. It is used to
designate a teaching procedure
that uses experimentation with
apparatus and materials to
discover or verify facts and to
the study scientific relationships.
Types of Laboratory Method:
a. Experimental type. It aims
to train students in problem
solving with incidental
acquisition of information
and motor skill. Its
emphasis is on discovery,
original procedure,
analysis, and solution of
problems.
b. Observational type. The
acquisition of facts is the
dominant aim of this
method wherein facts can
be acquired through
activities like visits to
museums, exhibits and art
galleries, watching
demonstrations, listening to
lectures, viewing films, and
going to fieldtrips.
11. Discovery approach. An inductive
method of guiding students to
discuss and organize ideas and
process by themselves
Self-discovery. As a learning
process, is figuring out thing for
oneself.
Types of Discovery
 a. Guided discovery. An
approach to instruction by
which teacher tries to draw
out from his students
certain bits of information
through properly organized
question and explanation
leading them to the
eventual discovery of a
particular concept or
principle.
b. Pure discovery. An
approach where the
students are expected to
arrive at certain concepts
and principles completely
by themselves with little or
no guidance from the
teacher except for the
explanation of particular
terms or references.
STRATEGIES IN TEACHING
MATHEMATICAL CONCEPTS
1. Teaching by Involvement
 the process of engaging
every child in the learning
process which take one of
the following forms in the
class:
a. Oral involvement
b. Physical involvement like
clapping of hands
c. Written or symbolic
involvement like answering
a problem on the board
2. Teaching by Analogy
 the process of making up a
story to illustrate a concept,
Analogies are used during
the introductory and
mastery phases of
instruction and rarely during
the maintenance phase.
3. Teaching by Rule
 the practice of giving
statement which if followed
will result in the child
accomplishing the task.
4. Teaching by Definition
 the process of presenting a
statement to the students
which they use to
discriminate between the
ideas that fit the statement
and those that do not.
5. Teaching by Modified
Experiment
 involves three steps
a. A question is posed.
b. The students speculate
on the answer.
c. Data are gathered and
the question is resolve.
6. Teaching by Analysis
 the method of breaking a
concept down into a step
by step explanation.
7. Teaching by Translation
 the process of developing
new concept by paralleling
old concepts which are
structurally similar to new
concepts.
8. Teaching by Example
 it is used in all phases of
instruction. It is one of the
most versatile teaching
method
9. Teaching by Using Models
 a method widely used to
reduce the level of concept
abstraction.
10. Teaching by Using Games and
Simulations
 are high interest type of
instructional method. A
game is any device or
activity that has a winner or
winners and involves
elements of both skill and
chance. A simulation is any
device or activity that
employs selected aspects
of real-life situation.
11. Teaching by Discovery
 the process of providing
structural clues to the
student in such a way that
he uncovers the meaning of
the concept without being
directly told its meaning. It
is usually used in the
introductory phase of
instruction.