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# Raymond walk through q2 radicals & variations

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### Raymond walk through q2 radicals & variations

1. 1. May 15, 2014 Department of Education
2. 2. Objectives In this session, the participants will be able to:  gain clearer understanding on the contents and processes in teaching Grade 9 Mathematics Q2 lessons; Department of Education
3. 3.  identify and discuss perceived difficulties and other concerns associated to the teaching of Grade 9 Mathematics Q2 lessons;  identify means of addressing these difficulties Objectives Department of Education
4. 4. Pre-Activity Department of Education
5. 5. Let us play the word picture puzzle called REBUS. Look at the images in each item and try to work out what they mean. For example: CAR Department of Education
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13. 13. Activity Instructions: 1. Form into six learning groups. 2. Examine the contents and processes involved in Modules 3 & 4 (both TGs and LMs) 3. Identify the lessons which are difficult to teach/learn. Department of Education
14. 14. Activity Group 1 – Module 3, Lesson 1 & 2 Group 2 – Module 3, Lesson 3 Group 3 – Module 3, Lesson 4 Group 4 – Module 4, Lesson 1 Group 5 – Module 4, Lesson 2 Group 6 – Module 4, Lesson 3 Department of Education
15. 15. 4. Give comments on them and suggests some appropriate means, strategies, or practices to address this difficulties. 5. Write your group outputs on a manila paper using the following templates: Department of Education Activity
16. 16. Activity Lessons/ Contents Comments Suggestions Module __________ 6. Present and report the group’s outputs to the large group. 7. Do this activity for 30 minutes only. Department of Education
17. 17. QUESTIONS: Analysis 1. How did you find the activity? 2. As you browse through the TG’s and LM’s, what are the common answers between group’s outputs? Which outputs are different? Department of Education
18. 18. 3. Aside from the comments and suggestions given by the other groups, what else can you share about the lessons that they find difficult to teach or to learn? 4. What other concerns have been surfaced in the discussion? Department of Education Analysis
19. 19. 5. What other practices and strategies can you suggest? 6. As a teacher, how will you maximize the use of TGs and LMs in teaching Variations and Radical expressions? Department of Education Analysis
20. 20. Abstraction Review on the following: • Conceptual Framework in Mathematics • Walkthrough the TGs and LMs • Input on the difficult or critical contents / topics / competencies and or processes. Department of Education
21. 21. I realize that I need to do the following in order to improve the delivery of the lessons in ____________. • ___________________________________ ___________________________________ • ___________________________________ ___________________________________ Application Journal Writing/ Self-Reflection: Department of Education
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