The document outlines various instructional strategies for teaching mathematics in primary grades, focusing on inductive learning, mathematical investigation, design thinking, the use of manipulatives, and collaboration. It emphasizes active student engagement through problem-solving, the development of rules from examples, and collaborative activities that enhance social learning. Additionally, it provides guidelines for teachers to facilitate these strategies effectively, helping students to build mathematical understanding and skills.

1. CHAPTER 3:
Instructional
Strategies for
Mathematics in the
Primary Grades

2. Lesson 2:
Inductive
Learning

3. 3
Introduction
In mathematics classes, the learners engage in
inductive learning when they observe examples
and then, later on, generalize a rule or formula
based on the examples
3

4. 4
Observe
Children love looking for patterns. When given
many examples, it is natural for them to look for
similarities and assume rules. So the key, is to
given them example to observe. So that the
students observations would focus on the
placement of the decimal point.
4

5. 5
SET A
1.) 0.6x2=1.2
2.) 1.8x0.3=0.54
3.) 0.21x1.4=0.294
Example

6. 6
SET B
1.) 6x2=12
2.) 0.6x2=1.2
3.) 0.6x0.2=0.12

7. 7
Hypothesize
The students form rules in their minds as
they observe. In this stage, encourage the
students to share their thoughts.

8. 8
Collect Evidence
The students test their hypothesis by
applying their hypothesis to other examples.
If there is more than one hypothesis
generated by the class, intentionally give a
counter example for them to test

9. 9
Generalize
Finally, the students would now formalize their hypothesis to a rule.
Support the students so that they would use mathematical terms in
stating their rule.

10. Lesson 3:
Mathematical
Investigation

11. 11
Introduction
Contemporary leaders in mathematics education
revolutionized the goal of mathematics teaching and
learning from passive learning dictated by the curriculum
to an active process where the students are developed to
think like mathematicians. Mathematical investigation is
a strategy that may be implemented to achieve this.

12. 12
Task A – Problem-Solving
There are 50 children at a
playground and each child high-
fives with each of the other children.
Find the total number of high-fives.

13. 13
Task B: Mathematical Investigation
There are 50 children at a playground and each child
high-fives with each of the other children.
Investigate. In Task A. there is a specific problem to
solve. Some students might attempt to solve it by
drawing diagrams for smaller numbers of children
and then investigating the pattern that may arise.

14. 14
This investigation is a process that may occur in problem-
solving. On the other hand, the problem in Task B is not
specified, Students may or may not choose to find the
total number or high-fives, Some students may want to
investigate a more general case where they would want to
know how many high-fives there would be given a certain
number of children.

15. 15
Some may want to find out how many high-fives
there would be if instead of once, the children
would high-five each other twice or thrice. Some
children may even decide to work on a problem
that the teacher has not thought of. This is
investigation as an activity itself.

16. Lesson 4:
Design
Thinking

17. 17
Design Thinking
Design Thinking is a progressive teaching strategy that allow student to
look for real world and finding creative solutions. Students do this by
focusing on the needs of others, collaborating for possible solution and
prototyping and testing their creation.

18. 18
5 Stages of Design Thinking
1.Empathize
2.Define
3.Ideate
4.Prototype
5.Test

19. 19
Empathize
In this stage the teacher needs to be
explicit in guiding the students to put
themselves in the shoes of other through
activities like immersed observation and
interviews.

20. 20
Define
The next stage is for the student to define the specific problem
or issue that they want to address. First the student will identify
an audience the future users of the product they will develop.
Their audience can be student, teacher, family members, or just
anyone in their community. Then the student will use the
information they gathered from the Empathize stage and focus
on one aspect of the problem.

21. 21
Ideate
The third stage of design thinking is the
generation of ideas to solve the identifies
problem. This involves brainstorming and
research. The students are to be encouraged
to think out the box and produce radical ideas.

22. 22
Prototype and Test
Finally, The students go through a repetitive cycle of
prototyping and testing. A prototype is anything that a user
can interact with in order to, later on, provide feedback it. It
can be made of easily accessible material is like paper,
cardboard, sticky tape, recycled plastics, and so on. Once a
prototype is created, they test it or aloe a user to test it and
then make improvement, or possibly overhaul the design,
depending on their observation and the feedback of the
user.

23. Lesson 5: Use
of
Manipulative

24. 24
Think
Mathematics —-is an abstract subject which
is the reason why many students find it
difficult.

25. 25
Following are some guidelines in using manipulatives
in classroom.
1.Orient the students in how to use the manipulative.
2. Give clear and specific instruction.
3.While the students are at work pay attention to their
mathematical talks.
4.If some students are struggling ask them why and how
questions to scaffold their way through the activity.

26. Lesson 7:
Collaboration

27. 27
Introduction
Some child psychologist point out that it easier for some
kids to relate to just one co-learner rather than socializing
with a big group at the same time. Teachers, however, can
provide primary graders with many opportunities for
interaction. Within collaborating group, children learn to
try things out, conjecture, explore, justify, evaluate, and
convince others of their findings.

28. 28
Think
Vygotsky's Social Learning Theory Vygotsky defined the
zone of proximal development as follow: Is the distance
between the actual developmental level as determined by
independent problem-solving and the level of potential
development as determined through problem-solving
under adult guidance of in collaboration with more
capable peers.

29. 29
Designing group activities
Collaborative activities encourage active participation from
learners. Instead of passively accepting information from the
teacher's, learners discover new insights by cooperatively
working with other learners. There are some tips about
preparing, monitoring, and processing collaborative tasks in
classroom that will maximize the student's capacity to
socialize and learn from and with each other.

30. 30
• Identify the instructional objectives. When
deciding whether or not to use group work for a
specific task, reflect in the following questions.
What does the activity aim to achieve? How will
that objective be furthered by asking students to
work in group?

31. 31
• Determine the group size. How many students will be
assign to each group? The size you choose will
depend on the total number if students in your
classroom, the size of the venue where the activity will
be held, the variety of students needed in a group,
and the task assign.

32. 32
• Decide how will you divide the class.
Will you group them based in proximity? Will you
group them according to their own preference? The
fastest way to group students is to divide the class
based in proximity. Prepared a list of vis-à-vis
his/her prevailing attitude towards the subject.

33. 33
• Give a teambuilding task before assigning the actual task.
Give a preliminary task that will help each student establish
a good rapport with his/her group. These primer activities
should be designed un such a way that positive
relationships will be built and mutual respect between and
among members will be established.

34. 34
• Delegate a specific task to each member of the group.
How do you get the students to participate in the task?
Come up with a task wherein different roles are design to
group members so that they are all involved in the
process. Each member should feel responsible for the
success of their groupmates and realize that their
individual success depends on the group's success.

35. 35
• Share your reason/s for doing collaborative activities.
Students must understands the benefits of
collaborative learning. Explicit connect these activities
to larger class themes and learning outcomes
whenever possible.

36. 36
• Give your instruction clearly. Giving instructions is not
something that you take for granted. Giving a clear set of
instructions contributes to the good performance of
students in an activity. As a facilitator if the activity, you
should tell exactly what the students have to perform and
describe what the final output of their group task will look
like.

37. 37
• Go around and keep your ears open. As students
accomplish their group task, go around and answer
questions about the task. Make sure to keep your ears
open. Pay attention to the interesting points that will
surface from the discussion. Allow your participants to
feel some stretch/to experience struggle within reason to
accomplish the task.

38. 38
• Provide closure to the group activities.
Conclude the activity by having s session
wherein students give a report. You May ask
them to reflect in how they performed in the
group.