ed Mathematics in the Rete Objective To understand the purpose of learningmathematics in the intermediate grades Introduction Mathematics as a subject has a unique nature that demands a special and distinct approach to make learning interesting, challenging, and fun for the learners. This unique nature of mathematics must be learned and understood by mathematics teachers, Think In the Philippines, mathematics in the intermediate levels includes five content ‘areas: Numbers and Number Sense, Geometry, Patterns and Algebra, Measurement and Statistics and Probability. The contents and topics are sequentially arranged with each topic being a prerequisite. It is therefore imperative to understand each topic and acquire the skills for every topic to avoid gaps and future difficulties. For example, in the elementary levels, the skills in the operation on whole numbers must be learned first before the operation on decimals and fractions. Knowing that the five content areas are just part of the whole discipline, the questions now are: what is the purpose of learning these standards in the intermediate Jovels? What is the purpose of learning whole number up to 10, 000, 000? What is the purpose of learning to measure the area, perimeter, circumference, surface area, and volume of two- to three-dimensional objects? What is the purpose of learning to collect and present data in tables, bars, and pie graphs? These learning standards in the mathematics curriculum, in intermediate levels in particular, are part of the whole mathematics education program because it has roles in achieving the goals of mathematics education—to acquire the skills needed to be analytic, critical, and a problem solver in real life. Moreover, they are necessary prerequisites to higher level of mathematics. For instance, learning the linear equations in algebra is more than representing mathematical problems symbolically and finding the value of an unknown 2. | TEACHING MATH IN THE INTERMEDIATE GRADES eae onetime: variable, it is fir realizingthata to business sur should be lead Learning m beyond the wa develop lifelong Therefore, it is lesson a teal a critical thinking Experience The above a Math anxiety is repetitive failure intermediate lev levels, the matt not addressed, i choices, and dec the learners hav their experience “Mathematics is mathematics bermediate grades pecial and distinct the learners. This i by mathematics ludes five content yra, Measurement, jally arranged with erstand each topic iIties. For example, rs must be learned cle discipline, the in the intermediate 000, 000? What is ence, surface area, urpose of learning learning standards r, are part of the sieving the goals of ytic, critical, and a ‘tes to higher level sebra is more than alue of an unknown soo heen Ea bap TESS een reR emt sore gee variable, itis finding patterns and predicting certain behaviors or phenomena, then to realizing that a certain cause will lead to a specific result. To relate the graph of equations to business supply and demand, then Mathematics lessons in the intermediate grades should be leading to this kind of realization for the learners. Learning mathematics is more than getting good grades. It must be applied beyond the walls of the classroom. The main goal of mathematics education is to develop lifelong skills so that the students will be ready to interact with the real world. Therefore, it is a challenge for the mathematics teacher to make the mathematics lesson as real as reablife situations and for the learners to acquire the skills such as critical thinking, analytical thinking, and problem-solving. Experience “| am not good at math.” “| fear attending my math class.” “There is an upcoming math test, | am stressed out!” The above are few statements given by students who experience math anxiety. Math anxiety is fear, tension, or stress associated with mathematics usually due to repetitive failures, The development of mathematics skills begins in the primary and intermediate levels, so when repeated failures and disappointments happen in these levels, the mathematics anxiety begins to manifest at the intermediate grades. If not addressed, it will have @ definite influence on their future performances, future choices, and decisions in mathematics. 8y Grade 7, when they enter junior high school, the learners have already a fix, solid mental models of mathematics learning. With their experiences in the elementary levels, the learners by Grade 7 are vocal in saying: “Mathematics is difficult.” It is therefore important that the students’ mind-set toward mathematics be addressed in the elementary levels. \ \ raves | 3 LUM IN THE INTERMEE Unit» THE MATHEMAssess Answer the following question to verbalize your understanding of teaching mathematics in the intermediate grades. Why is it important to learn mathematics in the intermediate grades? Cite some experiences to support your answer. Challenge The following questions will practice your reflective-thin| later, itis important for teachers to develop these skills as they evaluate their lessons, i skills. As you will learn Have you experienced mathematics anxiety? If not, do you know someone who did? Describe your experience below. Focus on how you viewed math, math class, and your math teacher during the times when you had mathematics anxiety. CHING MATH IN THE INTERMEDIATE GRADES Harness The followin, levels. This expe level and will als part of the learni 1. Survey at questions: Ar table below. Student\ding of teaching diate grades? Cite NIT ls. As you will learn jate their lessons. ou know someone viewed math, math athemnatics anxiety. “Se neh ESM RI ERNE Memseinp reste orc gegen rere er rtemennen nena Harness The following activity will require you to interact with students in the intermediate levels. This experience will give you a broader understanding of the learners in this level and will also enhance your communication skills with them. This activity will be part of the learning portfolio that you will compile at the end of this module. 1. Survey at least five students in Grades 4, 5, or 6. Ask them the following questions: Are you afraid of math? Why or why not? Record their responses in table below. Lea Bite) Why/Why not? Student ay 1 : Student Student2, Based on the students’ responses in #1, suggest a classroom setup (including classroom rules) that will help reduce math anxiety among the students. Summary Learning math in the intermediate grades is important because it provides the necessary prerequisites to learning a higher-level of mathematics. Many students develop math anxiety in these levels, so it is crucial that teachers present math in a way that does not elicit fear. 6 | TEACHING MATH IN THE INTERMEDIATE GRADES | Objective To understand learning standards Introduction The mathemat and problem-solvi following lesson v currently implemer Think The figure belo Philippines.om setup (including e students. ause it provides the tics. Many. students rs present math ina Objective To understand the features of the Philippine mathematics curriculum and the learning standards for Grades 4 to 6 Introduction The mathematics curriculum framework of the Philippines put critical thinking and problem-solving skills as the goals of learning and teaching mathematics. The following lesson will give you a deeper understanding of this curriculum that is currently implemented in the country. Think The figure below presents the framework of the mathematics curriculum in the Philippines. K to 12 BASIC EDUCATION CURRICULUM. Unit | « THE MATHEMATICS CURRICULUM IN THE INTERMEDIATE GRADES | 7Critical thinking and problem-solving are the goals across the levels in each topic of the mathematics contents. The important principles in teaching and: learning mathematics (such as reflective learning, active and student-centered teaching/learning, communications allowing the learners to articulate their understanding or express their thoughts, and making connections) are important that prior learning/attaining prerequisite kills is always considered. Moreover, mathematics in the context of real-life situations is always the main consideration in designing mathematics activities. Mathematics education in the Philippines contains five general contents: Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability. These general contents are the same across levels, from Kinder to Grade 10. The key stage standards for the intermediate grades are shown below. KEY STAGE STANDARDS =r demonstrates understanding and aporeciation of key. rs and nu" (whole numbers, aumber theory, oportion, percent, and integers); measurement (ti and area of plane figures, yolume andl surface 3 i aoe figures, te e 2 and e oe i fines, angles, triangles, , Polygons, circles, and solid figures); patterns and algebra (continuous and.repeati 1 s, sequences, and si equations); statistics a ar graphs, line graphs and aie eraahs, simple experiment, and experimental prabeiy) os opptied usifig appropriate technology — in critical thinking, problem so ie seri communicating, making connections, representations, and-decisions inreallife. For better understanding, let us look at the standards per grade of the intermediate levels, ING MATH IN THE INTERMEDIATE GRADES Notice that 1 Spiral progressic and topic is a mathematics cor and a prerequisit skills means a ga Experience Study the K— The mathematics and organized. Fc standards, and tl example:sajdwexa Suymoyjoy aya Bag “pareys Apioiidxe a1e-sanuayadwos Bujwed| a4) pue ‘spuepuers soueunopiad aya ‘spuepueys quaquod auy ‘aoua!aJa4 S1a49e0} BY JO} “paziueHo pue peBueue Ajjeo|80] s13] “sajouayeduioo Jo 3s1|e Ajdwi}s 3ou s| winjnousno sonewayreW SyL é2090U NoA op sjuauodwiod Aay 3eyM “WiN|nUUND soMeWOYIeW ZT—y e42 APMIS aouevedxy ‘winjno|ino sopeWIaYyeLY aOYM AY Ul PJ0dsIp 10 deB e suBDL S|IP}S pue ydeou09 jo udydasuods|W e YanoaJo; “aU0 JaYysIY peu B43 0} aUsinbasaud e pue uaquod snojaid ayp 02 payejed S! Yea asneaq jeWUaWepUNY S| UE]U0D sayeWayyeU! yes Sujusea| ‘2oua} “adeospue| Jejnaind {Jesano ayy Jo adaid e s| o1d0. pue quaiuoo ypeq “spuepueys 3Ua}UOD Jo UOeWBazU! ssajwWeas sasnsud uo'ssaiBoNd jeuIdS Spiepueys winjnousno ayp Ul UBIsap UoIssasZosd Buyjesids es} e104) Ye4y BORON ‘suon2euuo9 Bupeut saan eee -Adojouupar ayelidoidde Bujsn—parjdde se (Amigeqoid jeuauiedxe pue sy 0 sonsnens pur (3ani 3 “mojaq u apeig 0} Japuly WO pue soysneas pue ‘e: suaquiny :s1U21U09 | ‘1 suogenys ay)/1201. aysinbaraud Bulent araup ssaidxe 40 Burp ‘Burueay/Bunyrear p: Bujuea ‘pue BuIy> aidoy ypea Ul sjana}The content standards are broad descriptions of what the students should learn. The performance standards outline what the students should be able to do once the concepts and skills are taught. The learning competencies are logically- arranged bjectives that must be aimed in classroom instruction for the students to achieve the required content and performance standards. ssess Many teachers in the field are confused about the difference between content standards, performance standards, and learning competencies. It is important that importance because they serve as the skeleton of the you understand them and thei mathematics curriculum, In your own understanding, explain the difference among content standards, performance standards, and learning competencies. What is the importance of each? Challenge The following question will challenge your research and reasoning skills. it was discussed that the Philippine math curriculum is primarily concerned with critical thinking and problem-solving skills. Why do you think this is so? Research on the importance of these skills and synthesize your learning on the next page. 10. | TEACHING MATH INTHE INTERMEDIATE GRADES Harness In every math be learned, (2) W going with what t mapping every cc you will compile « Choose three prerequisite comy chosen Grade 5c erect:dds and subtracts imple fractions ind mixed numbers vithout or with idents should learn. be able to do once e logically- arranged dents to.achieve the ce between content It is important that 1s the skeleton of the ng content standards, > importance of each? soning skills s primarily concerned you think this Is so? your learning on the Harness In every math lesson, the teacher must keep three things in mind: (1) What is to be learned, (2) Where the students are coming from, and (3) Where the students are going with what they will learn. The following activity will help you develop the skill of mapping every competency you teach. This will be part of the learning portfolio that you will compile at the end of this module. Choose three learning competencies in Grade 5. In each competency, find the prerequisite competencies in Grade 4 and the competencies in Grade 6 wherein your chosen Grade 5 competency is a prerequisite of. ere cee peer Ceres) Coe Sena sit» THE MATHEMATICS CURRICULUMIN THE INTERMEDIATE GRADES | 11Summary . The Philippine Mathematics curriculum under the K~12 program promotes critical thinking and creativity. Moreover, content standards, performance standards, and learning competencies are explicitly stated to guide teachers in developing their lessons, 12 | TEACHING MATH IN THE INTERMEDIATE GRADES Objectives * Demonstra * Determine | in the early grade Introduction DepEd (2016 curriculum. Acco to draw ideas fr¢ lesson, you will | teaching mathen Think Constructivis remember him f learn by constru: them about the education, the m which they experi mathematics sinc new math by buil Constructivist * Learning bi constructive p * Learner inv process.program promotes ormance standards, n developing their te Theory in Teaching Clitoral in the Intermediate amen i Objectives « Demonstrate understanding and appreciation of the constructivist learning theory # Determine how the constructivist learning theory is applied in teaching mathematics in the early grades Introduction DepEd (2016) specifically noted constructivist. theory as the backbone of the curriculum. According to DepEd, knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect them to new ideas. In this lesson, you will learn about the constructivist learning theory and how itis applied in teaching mathematics in the intermediate grades. Think Constructivism was conceptualized by educational theorist Jean Piaget. Do you remember him from your psychology classes? Piaget believed that young children learn by constructing knowledge from experiences rather than from adults telling them about the world. According to Piaget and others who practice constructivist education, the method that is the most likely to educate the students is the one in which they experience their world, Constructivism is appropriately applied in teaching mathematics since math is a cumulative and vertically structured discipline. One learns new math by building on the math that has been previously learned. Constructivist learning is described as follows: * Learning builds on the learner's prior knowledge and the approach is a constructive process. « Learner involves in the processes to ensure self-regulated and self-directed process. Tie tun | «THE MATHEMATICS CURRICULUM IN THE INTERMEDIATE GRADES | 13* Learning is grounded in the context of the learners and fundamentally social process. Interaction and communication are open and basic elements of learning process. * Learning is more than the acquisition of knowledge. It is collaborative, involves interaction and enculturation with community of practitioners. Collaboration with experts is basic, * The learning processes do not only require cognitive but also motivational and emotional domains. Experience Ina constructivist mathematics class, knowledge is constructed by the learners. To teachis not to explain, not to lecture, not to transfer mathematical knowledge; instead, teaching is to create situations that allow the learners to form the mental construction. ‘The following are some recommendations on how to apply constructivism in teaching mathematics: © pose problems that is relevant to the learners; © use big concepts than segmented or disjoint topics. It invites the learners to participate irrespective of learning styles and dispositions; * create situations that will reveal the learner's point of view. The teacher must create opportunities for this to occur and must be willing to listen to the learner's reasoning and thinking processes; and * use authentic assessments, which includes interaction between the teacher and learner and learner and peer. Assess Answer the following questionsto verbalize your understanding of the constructivist learning theory. 1. What is the constructivist theory? Explain it in your own words. 4 | TEACHING MATH IN THE INTERMEDIATE GRADES. 2. Expound w Challenge There is no p thinking skills as t 1, What do yo teaching math 2. What other complement t| fundamentally social > elements of learning collaborative, involves 2rs. Collaboration with also motivational and ted by the learners. To al knowledge; instead, e mental construction. structivism in teaching, invites the learners to jew. The teacher must listen to the learner’s tween the teacher and ingoftheconstructivist words. Challenge There is no perfect theory. The following questions will challenge your critical isms on the constructivist learning theory. thinking skills as they raise er 1. What do you think could be the possible challenges in using constructivism in teaching mathematics? 2. What other learning theories could be implemented in teaching math that could complement the down sides of constructivism? Unit + THE MATHEMATICS CURRICULUM IN THEINTERMEDIATE GRaDes | 15s3v¥0 aLViGaWYGINI 3HLNI HIYW ONIHOVAL | 9L “Bujusea] ume slaty Jo diysiaumo ayer 07 siuapnis fay Buymolje “paraiueo-uapms s1 31 Jenoasoyy ‘mouy Apeaije siuapnas aur YA UO Inq am Way soejd sayes BUIUIeD] Jey sAYeIS AJoay BU]WIeD| ISIANINISUOD OU, Asewuuns “yossa] 1s|AansySUOD & 2111924 0} 49ps0 U! UOSSa| BYR @S!Aa1 PInoMNok MOY UIe|dxa “as{msaliO “WISIAYoN!SUO9 paMo||o} Jey] UOSSa| ay Jo Wed ayy aquOsap ‘seA4| ¢AEm J singonysuos_e us dojenap uossa] ay pia ‘ssejasonewiayrewn 9 ape ear1asqo 1e|d uossaj ul sapysuaa d ayi Joy sanewayreUE A NOK 41UN SIAR Ul “aynpow siya Jo pue ayy re ajidwioo Wm nok yeup o1jo;i0d BuUsea] aya Jo ed aq jl AyANDE SIUL ‘senIAHe Sued oy anoiduy} 0} sem 35a33ns 4932] pue WooUsse!> a4} Ul paUaUa[dui! sajAds auIyDear Uo sqp¥s UNeNLasqo Usa dojenap 04 NOK 40} s1 asodind ayy sa4y>ea 42 3z/2ALD OF Aangoe ue JOU S| S142 1e4? BION JayIeAI ay Jo ajArs Buiyseex ay OF sys UOHENIeSqO “nok oaup ‘Ayngoe sly Ul “ajnpoui siyy JnoYySnosyy suoMeAsaSqO WoOssse|D snosaWNU Op |IM nog “sse}> sonewayyeW jenye Ue 0} NOA asodxe {II Ayange pou aus. : ssouseHTa INSTRUCTIONAL PLANNING atics class. You will do this activity, direct your at this is not an activity en observation skills os 1ggest ways to impro 16 portfolio that you wi In this unit, you will learn about how to plan, develop, and execute lessons in cover the learning cycle, the things to hhematics for the primary grades. You will go asider in lesson planning, and the different instructional planning models. 's place when we build centered, allowing the 7coud The Teaching oa processis nota finear: ichvity that starts with planning and ends wich testing. Instea its a cycle of repeating stages until the students acquire an understanding of # targeted concepts and skills. You may think of the teaching cycle as a spring—you through the same process. Maee etc. You will learn r jet and over again, but each time with a more infort *. ~ 3. implement plan : This is the sta ee z t Think 2 : ~ Prepared during ' There are many models’ of the teaching cycle that various educators Geveloped through out. the ‘years. However, all models boil down to six com Teaching is abo Jesson plan, you n understood what v assessing: ‘whether c you might need to you think is needed formative assessme 5. Reflect oh teachi You mustevaluz achieved? Were th improved? Your-an i Shack for agers to improve instruct ee answer in the first need to plan again The Teaching Cycle cee | TEACHING MATH IN THE INTERMEDIATE GRADESictional planning cycle 1g per se. The teaching ds with testing. Instead, n understanding of the cle as a spring—you go = with a more informed and teach mathematics. arious educators have | down to six common nent plan, (4) check for g and reflect on results. F process as a cycle? The following describes each stage of the learning cycle. Study the figure. What do you observe? Do you now get the idea of the teaching 1. Identify objectives What knowledge and/or skills do the students need to learn? You must be guided by the content standards, performance standards, and the learning competencies that are found in the curriculum guide, 2. Plan instruction What strategies must be implemented for the students to achieve the objectives targeted in the previous stage? In planning instruction, it is important that you have mastered the content of the lesson that you are about to teach. Itis also beneficial to be familiar with your students-what they know, how they learn, etc. You will learn more about instructional planning in the next chapter. 3. Implement pian This is the stage where you conduct the learning activities that you have prepared during the planning stage. A word of advice: even though you have carefully and delicately planned for the lesson, you must be flexible with the possible changes that you need to accommodate. How will you know whether change is needed? Read onto the next stage. 4, Check for understanding Teaching is about helping students learn. During the implementation of the lesson plan, you must every now and then check whether the students have understood what you have covered so far. Facial reactions and verbal cues help in assessing whether or not the students can move on to another concept or skill. Ifnot, you might need to give a more elaborate explanation, more examples, or whatever you think is needed based on the students’ reactions. This stage also makes use of formative assessments that you will learn more about in Chapter 17, 5. Reflect on teaching You must evaluate every teaching period that you finished. Were the objectives achieved? Were the implemented strategies effective? How can instruction be improved? Your answers to the last two questions will give you insight on how to improve instruction the next time you teach the same lesson. However, if your answer in the first question is no, i.e., the objectives.were not met, then you need to plan again. What do you need to do differently in order to achieve the objectives? Unit INSTRUCTIONACRLANNING | 196. Assess earning and-eflect on the results This stage gives you a concrete measure of what the students have les In math, this is Usually through a paper-and-pen examination. However, authentic assessments may also be. implemented as you will learn in the! chapters of this book. Take note that this stage does not end in assessing learn You néed to reflect on the results. What can you learn about student learning aa teaching practice based on the results? Aiter assessment and reflection, you will once again identify the next lea goals and so the cycle continues. Experience The following is a narrative of how a teacher might experience the teaching Identify objectives Teachér Gina identified “multiplication of whole numbers up to two digits” as the goal of her next lesson 2. Which stage/s and learning? E) 2. Plan instruction ‘Teacher Gina thought it is best to apply a constructivist approach to help her students learn techniques in multiplying whole numbers. She planned a lesson that incorporates the problem-solving strategy. 3, Implement plan eeeeeeeee The class went on smoothly. The activities that Teacher Gina prepared were successfully done by her students. ———__—_ Challenge 4. Check for understanding The next questi To make sure that her students understood the lesson, Teacher Gina gave a ‘What do y three-item exercise as an exit pass. you think so? 5, Reflect on teaching Based on the exit pass, Teacher Gina found out that many of the students have ‘culty multiplying numbers that involve the digit 8. So, she decided to do a find- your-error activity the next day for the students to realize their mistakes. She also planned to give a short drill on skip counting by 8. 20 | TEACHING MATH IN THE INTERMEDIATE GRADES ES6. Assess learning and reflect on the results ‘Teacher Gina, later on, gave a multiplication quiz. Ninety percent of the students passed. She planned to give remedial exercises to those who failed. This teaching cycle taught Teackier Gina that the students can discover concepts on their own. However, they must still be guided by a teacher because misconceptions may arise. Assess ‘Answer the following questions to verbalize your understanding of the teaching cycle. 1. In which stage/s of the teaching cycle are the students involved? Explain. 2. Which stage/s of the teaching cycle requires the teacher to reflect about teaching, and learning? Explain. Challenge ‘The next question will challenge your reasoning skill. What do you think is the most important stage of the learning cycle? Why do you think so? Unita = WSTRUCTONAL PLANNING | 21Harness~ Aside from classroom observations, many things can be learned from conversations with other teachers in.the field. The following activity will require you to interview math teachers and summarize what you learn from thern in a diagram. This activity will be part of the learning portfolio that you will compile at the end of this module. 1. Interview.two mathematics teachers. Ask them about the stages of the teaching cycle that they follow. Then, create a diagram illustrating their common answers. 2. How is the diagram you created in #1 similar or different from the cycle that was presented in this lesson? Summary Teaching involves a repetitive cycle of defining objectives, planning and implementing instruction, assessing learning, and reflecting on teaching and learning. Each part of the cycle provides a better understanding of what it means to teach and learn mathematics and so should result in better instruction in the next repetition of the cycle. 22, | TEACHING MATH IN THE INTERMEDIATE GRADES Demonstrate instruction for mé Introduction In education, for the students. lesson objectives, activities, the me would be manage far the objectives instruction for ma Think There are five the content, obje 1. Content Research t curriculum an also visit web: should maste cannot give w content to th back wrong asa teacher—jay evaeacoes eres Introduction == In education, planning refers to the designing and preparation of learning activities for the students. In lesson planning, teachers thoughtfully contemplate about the .sson objectives, the activities that will meet these objectives, the sequence of those. activities, the materials needed, how long each activity might take, how the class would be'rmanaged'during those activities, and the eveluation method to-assess how far the objectives were met. This lesson énumerates the things to consider in planning instruction formathematies in the intermediate grades. Think 22S There are five important elements in lesson planning that you need to consider— thecontent, a Jearning environment, and availability of resources. 1. Content > ye Research the Subject matter that you will be teaching. You should consult the curriculum and teaching guides published by Depi-d. Aside from books, you can also visit websites that will give you information relevant to your subject area. You should master the contents of your lesson before you teach it: Remember, you cannot give what you do not have. Moreover, you would not want to teach wrong content to the students, It is éasiet to learn than to unlearn; it is difficult to take back wrong contents that have already been taught: You have a big responsibility as a teacher—master your content! Unit NSTRUCTIONAL PLANNING | 23,students are m must feel safe tc _ of mistakes or 2. Objectives Before you begin planning, you need ta know what specific knowledge and skills you want your students to develop during the lesson or unit. Teachers ofter focus too much on knowlédge and forget about developing skills, which in the lo term are more important than knowing mere facts. So, in planning your in: always consider both knowledge and skills. 3. Students Get to know your students—where they came from, what their interests what they already know, their learning style, attention span, special needs, € These will al help you determine your students’ needs. Remember that you need to prepare your lessons with all your students in mind and that your main goal checked wheth should be to meet their needs and offer them enabling environments to learn ‘These are some their preferred way. Knowing your students will also help you build rapport with ‘them, which is important if you want your students to be freely sharing their ideas netted peetaerte with you and their classmates. Experience The next activit Another important consideration that needs serious attention in teaching, especially mathematics, is the students’ mind-set. You may have all things ights on effectiv considered—lesson mastery, focused objectives, and comprehensiveunderstanding Interview of students—but still find that the lesson is not coming through the students. This mathematics tt may be because the students have closed their doors toward math. Many school piece of advice children have come to believe that math is difficult and they can never be good be? What are c at it. This is called a fixed mind-set. Students with a fixed mind-set believe that their math skills cannot be improved, which results in underperformance in the subject. Reasons for a fixed mind-set include influence from adults who dislike math; previous unpleasant experience in math class, and others. Your goal as a teacher is to develop students with a growth mind-set. Students with a growth mind-set believe that they can be better at math. They know that their efforts are not wasted and that they can learn even in their failures. Many studies have proven that students who have a growth mind-set perform better in school that those who have a fixed mind-set. So, in planning your lesson, you must consider how to encourage a growth mind-set in class. 4, Learning environment Aside from the physical environment where the learning takes place, it is also important to consider the social and emotional learning environment of the class. You need to make sure that you promote a positive environment where the 24 | TEACHING MATH IN THE INTERMEDIATE GRADES“tc ned cal arn vith, eas ing, ngs jing 100! like. asa wth, orts rave that ider students are motivated and are supportive of each other’s growth. The students must feel safe to express their thinking without fear of being embarrassed because of mistakes or different views. Most importantly, you must create an atmosphere where the sttidents are open to learning through the activities you prepared and interactions with their classmates. 5. Availability of resources Take into consideration the instructional materials that you will be needing before you write your lesson plan. Is a blackboard available? If not, can you improvise? Are there specific manipulatives that you need? Where can you get ‘them? Can you make them instead? Do you need technology resources? Have you checked whether your devices are compatible with what is available in school? These are some of the questions that you can reflect on Experience Thé next activity will delve into the experiences of math teachers and will give you insights on effective lesson planning. Interview three experienced intermediate grades (Grades 4, 5, or 6) mathematics teachers. Ask them the following question: If you were to give a piece of advice about lesson planning to your rookie teacher self, what would it be? What are common about their responses? Write then down below. Unit it + INSTRUCTIONAL PLANNING | 25Assess” Answer the fellowing questions to verbalize your understanding of the things to consider when planning instruction in mathematics. 1, In addition to what has been discussed, explain why the content, objectives, students, learning environment, and availability of resources: are the essential considerations in-planning a lesson. 2. Why do y of specific ¢ pattern? 2. Sketch an infographic about the difference between growth mind-set and fixed mind-set. Harness You will com aims to give yo discussed in the learning enviror This activity wil this module. Borrow ales ‘examples from content, objecti Challenge The following questions will challenge your reasoning’ and critical-thinking skills. It will also initiate a reflection on the kind of mathematical mind-set you had as a student. = 1. Why i planning instruction? it important to be in consultation with the curriculum guide when 26 | TEACHING MATH IN THE INTERMEDIATE GeADEShings to jectives, essential and fixed King skills. had as a lide when peeebinincatvediecy 2. Why do you think having a fixed mind-set is a setback in learning? Can you think of specific examples when you were a student and tended to have a fixed mind pattern? Harness You will come face-to-face with an actual lesson plan in the following activity. This aims to give you an initial exposure to the components of a lesson (which will be discussed in the next chapter) while focusing on how the content, objectives, students, learning environment, and availability of resources were given attention to in the plan. This activity will be part of the learning portfolio that you will compile at the end of this module. Borrow a lesson plan from an intermediate grade mathematics teacher. Give specific examples from his/her lesson plan wherein you saw the conscious consideration for the content, objectives, students, learning environment, and availability of resources. Unit + INSIRUCTONAL PLANNING | 27°Objective Demonstrate instructional plat Introduction Now that you are ready to cre model. n this le planning models Think There are me constructed but | 5 Es model. ADIDAS stands fc Activity. The discussion about topic to the stuc attention of the s Discussion. 7 the students, as activity. Here, th be able to direct Summary Before writing a lesson, teachers are expected to thoughtfully contemplate on the objectives, review the content, and get to know the learners. Doing these will help them plan a relevant and effective lesson for the learners. Input. Ina tra in a constructivis concepts that th no matter which concepts are clea 28 | TEACHING MATH IN THE INTERMEDIATE GRADESate on the e will help i ; Objective Demonstrate understanding and appreciation of the most commonly used instructional planning models in the Philippines Introduction Now that you have learned the things to consider when planning instruction, you are ready to create one yourself. Teachers usually plan lessons following a specific model. In this lesson, you will learn about the two most commonly used instructional planning models in the Philippines and their common features. Tl Kk There are many instructional planning models that mathematics educators have constructed but the two most widely used in the Philippines are the ADIDAS and the 5 Es model. ADIDAS stands for Activity, Discussion, Input, Deepening, Activity, and Summary. Activity. The lesson begins with an activity that will later facilitate a meaningful discussion about the topic of the session. In other words, the activity introduces the topic to the students. This activity must be motivating and engaging to catch the attention of the students. Discussion. The lesson proceeds with the processing of the activity. In this part, the students, as facilitated by the teacher, talk about their experiences during the activity. Here, the questioning skill of the teacher is important because he/she must be able to direct the discussion toward the targeted lesson. Input. In a traditional classroom, the /nput is where the teacher lectures. However, in a constructivist classroom, this is the part where the students would share the concepts that they learned based on the activity and the discussion. Nevertheless, no matter which learning theory is applied in the lesson, this is the part where the concepts are clearly established, Uniti «INSTRUCTIONAL PLANNING | 29| Deepening. Here, the teacher asks questions that will engage the students to Bperion critical and creative thinking. Nonroutine mathematical problems or real-life word perien problems may be given. The purpose is to give the students the opportunity to deepen Aside fro! i their understanding of the concepts that they have just learned. instructional {Activity In mathematics, this is the part where the students verify what they have knowledge ar template of a. just learned by solving mathematical problems. Depending on the need, the students may be engaged in guided practice and/or individual practice. Sometimes, the teacher facilitates games in this part of the lesson. Synthesis. The last part of the ADIDAS model is the Synthesis. Here, the students are given the opportunity to express what they have learned by verbally giving a summary of what transpired in class and what they have learned. The students may also be given a short assessment to give the teacher feedback on what they have learned. Another commonly used instructional planning model in our country is the 5 Es. ‘The 5 Es are Engage, Explore, Explain, Elaborate, and Evaluate. Engage. This part activates the students’ prior knowledge and engages them with new concepts by doing short activities. The aim of this part is to arouse the students’ curiosity. Explore. In this part, the students are exposed to different experiences that will facilitate the discovery of new concepts. Explore may involve observation exercises, simulations, or manipulations of instructional materials. The goal here is for the students to discover something new. Explain. Here, the students explain what they have experienced in Explore. The role of the teacher is to facilitate the discussion that should lead to the students seeing, patterns that will help them describe the new concept in their own words. Elaborate. The Elaborate part of the lesson allows the students to expand their: understanding of the concept by applying the concept that they have learned to solve. mathematical problems. Evaluate. The last part of the 5 Es Model, Evaluate, lets the teacher and the students evaluate their learning. Though giving short exercises are usually the mode, of evaluation, the teacher can be creative by implementing other evaluation activities. 30 | TEACHING MATH IN THE INTERMEDIATE GRADES _ Saori =may 5 Es with ents’ t will the The 2ing their solve d the mode vities. Experience Aside frdm the components of whatever instructional planning model, an instructional plahalso reflects basic information about the lesson like prerequisite knowledge and skills, time allotment, materials needed, etc. Below is a sample template of a lesson plan Topic: Subject: Grade Level: Duration: Objectives At the end of the session, the student will be able to: be 2 ae Prerequisite Concepts/Skills: eo New Concepts/Skilis: 1. 2. =) Materials:2. Explain the | Even though AD ~ asnot being applic your reasoning ski models. 1, Do you think in mathematics | Assess 2. What if in t Answer the following questions to' verbalize your understanding of instructional planning mode! planning models commonly used in math. 1. Did you notice any similarity between the ADIDAS and the 5 Es Model? Match ‘the components of the two-models to summarize the similarities that you saw. | Activity © + Engage Discussion * * Explore Input * © Explain Deepening * _ * Elaborate Activity * + Evaluate synthesis * 32 | TEACHING MATH IN THE INTERMEDIATE GRADES.Match saw. | | 2; Explain the-matching you did in #1. Challenge Even though ADIDAS and 5 Es are commonly used, they also receive criticisms such as not being applicable to some topics in math. The following questions will challenge your reasoning skills regarding this issue of applicability of instructional planning models. 1. Do you think the ADIDAS or the 5 Es Model is applicable to planning any lesson in mathematics? Explain your thought. 2. What ‘if in the school where you will be employed, a different instructional planning model is used. Do you think you will have a hard time adjusting? Explain. Unit» INSTRUCHONAL PLANNING | 33bis'ts Harness “In this, activity, You will be asked to refer to the lesson plan you previously studied i: in Chapter 5. This timesfocus your analysis on the different components of the lesson 7 - plan in relation to the ADIDAS and 5 Es Model. This activity will be part of the learning Portfolig that you will compile at the end of this module. Refer to the lesson plan you collected in the previous chapter and do the following: 1. Extract parts of her lesson plan that exhibits the components of: a. ADIDAS * aw 2. Are there cc lesson plan? If 34 | TEACHING MATH INTHE INTERMEDIATE GRADESstudied e lesson earning lowing: 2. Are there components of the ADIDAS/S Es Model that were not reflected in the lesson plan? If you are to fill in these missing parts, what would you write? Unit t+ INSTRUCTIONAL PLANNING | 35,Summary: | . ADIDAS and 5 Es Model are just two of the many instructional planning models applied in math. All medels usually boil down to common components such as activities, discussions, and evaluations. Le This unit constructivist lea proven to be eff activities in this u 36 | TEACHING MATH IN THE INTERMEDIATE GRADESmodels “aor MATHEMATICS IN THE |Ate GRADES equip you with various learning strategies anchi g theory, These strategies are research-based and have . developirig mathematical thinking in young ip planning out your lessons using these strat es.Problem- introduction Not all word p eviously encountered. It is abilities, and com to the students to: that the students. (2) the word problem, the Gime given for the students to strugele with the problem, and (3) the oe pens during the struggle and during the processing of the student generated 4“ en at the end of the a 3 as applying the concept or skills that ‘the teacher ‘irst demonstrates how is the key to solve has demonstrated. Inu roblem-solving strategy, the problem serves as the starting point of the learning experience. Therefore, itis given at the beginning of the lesson. The challenge for you, the teacher, is to choose or create a problem that can be 38. | TEACHING MATH TETHE INTERIAEDIATE GRADES:m to tively 1. itis olving given stions ste of: lem, ng the Is that s how milarly ving— lesson eacher as the of the canbe solved using the target concept of the lesson at hand but can also be answered using previously learned knowledge and skills. How you'present the problem also matters especially for the elementary grades. It is not always helpful to introduce the problem by posting it on the board; doing this may intimidate some of the students and reading and comprehension skills may intervene. Instead, it is suggested to narrate the problem in a storytelling manner to engage the learners. Encourage the students t to clarify information if they find some details confusing. Showing drawings or real objects might help. lagine the scenario and allow them The Time Given to Struggle With the Problem The goal is for the students to collaborate—share their ideas with each other— to come up with a solution. Encourage the students to use their previously learned knowledge and skills to solve the problem and to communicate their ideas with their classmates through words, equations, and/or illustrations. It is natural for the students to find this phase burdensome especially when it is their first time to engage in such an activity; critical thinking and communicating ideas are not easy tasks after all. So, itis the task of the teacher to encourage the students to think out of the box. Tell the students that there is more thar one way to solve the problem, so they do not need to worry about their solution being wrong as long as every step they did is meaningful to solving the problem. The Mathematical Discourse This is the most exciting element of the problem-solving strategy. While the students are working in:small groups to solve the problem, you get to move around and enjoy the mathematical talk that the students are engaging in. Of course, you may intervene in the students’ discussions when corrections and clarifications are needed but be careful not to give hints. It may be tempting to do so especially when the students are struggling but don’t. As you encourage your students to think, believe that they actually can. Allow yourself to be amazed at how the students would defend their thinking, correct each other's ideas, and figure things out on their own. Remember that all the student-generated solutions, as long as correct, can be directed to the concept or skill that is the objective of the lesson. The challenge is how you would process those various solutions, make sense of each of them, and use them to generalize or come up with a solution that makes use of the knowledge/skil that is the objective of the lesson. In this phase comes the importance of the teacher's fluency of the subject matter. INTHE NTERMEDIATE GRADES | 3 Unit tl» INSTRUCTIONAL STRATEGIESExperience a Study the following lesson plan. Take note that the plan only shows development of the lesson that invdlyes the problem-solving strategy; other parts are not included. 40_| TEACHING MATH INTHE INTERMEDIATE GRADES aie| Unit t+ INSTRUCTIONAL STRATEGIES FOR MATHEMATICS IN THEINTERMEDIATE GRADES | 4TThe next part of the lesson involves the students discovering the algorithm for dividing a whole number by a fraction. This applies another teaching strategy that will be discussed in Lesson 8. usual division prob not even a nonrout are challenged bec: such a problem. So way. Do the follow Assess ‘Answer the following quéstions to solidify your understanding of the problem- solving strategy. 1. Browse the D 4 to 6. Write the 1. Howare the three possible solutions shown in Experience different from each other? What goes in the minds of the students who would possibly give those solutions? 42 | TEACHING MATH IN THE INTERMEDIATE GRADES ~ ita =fy | Ssavs0 SIMCaMaaIN aHL Ni SOUYAISHIVY HOS SaDaIValS TYNOUONSN MAM gsuonr Esainowpes “mojaq [ana] apes pue 2103 243 S314 °9 03 age saper9 wou 21d03 e asooy9 “apin3 winjnoino ssnewayreW p3dag oy} asMo4g “T -yse) queodw} siyy aop2ed 03 SuymMo|jo} B42 0g “AEM uySeSua ue u| wa|qoud 943 ivesedd 0} si ay>eay ayy Jo ySeI BY ‘Os “wWa|qoud e Yans Jequnoous [jim Aaya yeu BUH YS4Y 2U3 S13} (JAqWBLION sAeM|e) asned9q PaBualjeyD axe Ayngeaso pue Bupjuly squapnys aya “@namoy “Wia|qoud p4om auYNoJUOU e UAAS 30U quae sa S11] ‘sUaWISSASse SONEWALYEL UOUILOD U! B95 ABW NOA 34] Waiqoud UOIs\nIp jensn Bes cet fe Ayjesiseq s} wajqoud ayy ‘ue|d uossa| ajdwes ayp ul pasnou aney ABW Nod sy e6ualleu> gBujnjos wa|qoad sayowoud Ajguinuad aN [JIM NOA swajqosd psom ay) JeY2 a’NsUa NOA pinom Moy ‘JeYDeE} e SY “ZBrowse the DepEd mathematics teaching manual for the grade level you chose. Find a word problem from your chosen topic. Write the problem below like how it is written in the teaching manual. How would you present your chosen problem in an engaging way? Put it in a situation where the students can relate to. You may use your own experience, Possible So too (many times children are interested in what's happening to their teachers’ Possible Sal lives ©)! Imagine you are talking to your students. Write your script below. If you plan to use materials, write a note about it. Possible Sol 2. The possible solutions in the sample lesson plan are written by real Grade 5 students. So be convinced that Filipino students are actually capable of thinking! ‘As would-be teachers, your task is to anticipate such possible solutions. How? Consult with experienced teachers! Show your problem to some teachers and ask them how they think the students would answer if they are given the problem for the first time. You may also ask the children themselves. Talk to your nephew/ niece, godchild, neighbor, etc. Share with them your problem and have them explain to you how they think they can solve it. Write in the boxes three of the possible solutions that you have gathered. 44, | TEACHING MATH IN THE INTERMEDIATE GRADES Unityou chose. like howit perience, r teachers’ low. If you al Grade 5 thinking! ons. How? ors and ask 1e problem ir nephew/ have them ire of the Possible Solution 1 Possible Solution 2 Possible Solution 3 Unit I « INSTRUCTIONAL STRATEGIES FOR Mi ICSIN THE INTERMEDIATE GRADES | 45Harness. _ - Write a lessomplan that makes use of the problem-solving strategy. Use the topic, 3 problem, and possible solutions that you have answered in Challenge. This: activity will be part of the learning portfolio that you will compile at the end of this module. ot all word probi g strategy invoh problem,.and a ve Unit» ws 46 | TEACHING MATH IN THE INTERMEDIATE GRADESSummary Not all word problems develop problem-solving skills. A good use of the problem- solving strategy involves a realistic problem, ample time for students to think about the problem, and a venue to engage the students in mathematical discourse. Unit tt» INSTRUCTIONAL STRATEGIES FOR MATHEMATICS IN THE INTERMEDIATE GRADES | 47