The document discusses the foundations of mathematics teaching and learning in the Philippines. It describes mathematics as a study of patterns and relationships, a way of thinking, an art, a language, and a tool. It outlines the goals of mathematics in the Philippine education system, including facilitating life skills, making sense of the world, communication, and national progress. It also discusses principles of mathematics instruction, the 2011 Mathematics Education Framework, the K-12 curriculum developed under the Enhanced Basic Education Act of 2013, and goals and standards for intermediate grades.
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area standards, key stage standards, grade level standards, and sample grade level content for Grade 1. The goals of mathematics education are developing critical thinking and problem solving skills. Key concepts include numbers, measurement, geometry, patterns and algebra, and probability and statistics. The curriculum is based on theories of experiential learning, constructivism, and inquiry-based learning.
Teaching and learning framework in mathematicsCarlo Magno
This document outlines a teaching and learning framework for mathematics education. It discusses important skills like critical thinking and problem solving. It also covers key content areas and processes to develop, like numbers, measurement, geometry, and representing and communicating. Principles for both teaching and learning mathematics are provided, such as the need for active engagement and using a variety of tools. Learning theories like constructivism, cooperative learning, and discovery-based learning are also referenced. Examples of experiential and reflective learning activities are given to help students learn mathematics concepts through real-world experiences and reflection.
The document is a detailed lesson plan for a mathematics class on permutation. It outlines the objectives, content, materials, and procedures for the lesson. The lesson will teach students about permutation rules including n!, nPr, and arrangements of distinct objects. Example problems are provided to demonstrate each rule, and students will complete activities in groups to practice the rules and verify their understanding.
This detailed lesson plan is for a 7th grade mathematics class on statistics. The objectives are for students to collect and organize raw data, distinguish between statistical and non-statistical questions, classify questions, and understand the importance of statistics. The lesson includes measuring students' arm spans to collect raw data, organizing the data, defining statistics, discussing examples of statistical questions, and an activity to classify questions. Students will apply their learning by conducting a survey to answer a statistical question.
The document is a curriculum guide for mathematics from grades K to 10 in the Philippines that was published in August 2016. It outlines the conceptual framework, course description, learning standards, and time allotment for mathematics across different grade levels. The goals of mathematics education are critical thinking and problem solving. Key concepts covered include numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. The curriculum aims to develop skills like problem solving while honing values like accuracy and perseverance.
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area standards, key stage standards, grade level standards, and sample grade level content for Grade 1. The goals of mathematics education are developing critical thinking and problem solving skills. Key concepts include numbers, measurement, geometry, patterns and algebra, and probability and statistics. The curriculum is based on theories of experiential learning, constructivism, and inquiry-based learning.
Teaching and learning framework in mathematicsCarlo Magno
This document outlines a teaching and learning framework for mathematics education. It discusses important skills like critical thinking and problem solving. It also covers key content areas and processes to develop, like numbers, measurement, geometry, and representing and communicating. Principles for both teaching and learning mathematics are provided, such as the need for active engagement and using a variety of tools. Learning theories like constructivism, cooperative learning, and discovery-based learning are also referenced. Examples of experiential and reflective learning activities are given to help students learn mathematics concepts through real-world experiences and reflection.
The document is a detailed lesson plan for a mathematics class on permutation. It outlines the objectives, content, materials, and procedures for the lesson. The lesson will teach students about permutation rules including n!, nPr, and arrangements of distinct objects. Example problems are provided to demonstrate each rule, and students will complete activities in groups to practice the rules and verify their understanding.
This detailed lesson plan is for a 7th grade mathematics class on statistics. The objectives are for students to collect and organize raw data, distinguish between statistical and non-statistical questions, classify questions, and understand the importance of statistics. The lesson includes measuring students' arm spans to collect raw data, organizing the data, defining statistics, discussing examples of statistical questions, and an activity to classify questions. Students will apply their learning by conducting a survey to answer a statistical question.
The document is a curriculum guide for mathematics from grades K to 10 in the Philippines that was published in August 2016. It outlines the conceptual framework, course description, learning standards, and time allotment for mathematics across different grade levels. The goals of mathematics education are critical thinking and problem solving. Key concepts covered include numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. The curriculum aims to develop skills like problem solving while honing values like accuracy and perseverance.
Here are the key points about the nature of mathematics according to NCTM:
1. Mathematics is a study of patterns and relationships. Mathematical ideas are interwoven and students must explore recurring ideas/patterns and relationships between them.
2. Mathematics is a way of thinking. Problem solving in mathematics trains logical, analytical, critical and systematic thinking skills needed to confront everyday problems.
3. Mathematics is an art.
4. Mathematics is a language used to efficiently communicate complex processes and thoughts precisely using symbols and specific terms. Students must learn this mathematical register or vocabulary.
So in summary, according to NCTM, mathematics involves exploring patterns and relationships, develops strong thinking skills, has an artistic element, and
The document describes several instructional materials for teaching mathematics concepts:
1. Grid board, modified geoboard, fraction slider, and number slider are used to teach perimeter, area, fractions, and integers.
2. Algebra tiles are used to model linear expressions, solve equations, and simplify polynomials.
3. Fraction pie relates fractions to circle circumference and parallelogram perimeter.
4. A powerpoint on perimeter and area teaches calculating these values for polygons and circles.
5. Models of the platonic solids, sphere, and archimedean solids are used to investigate their properties like surface area and volume.
The document provides a detailed lesson plan for a mathematics class on evaluating algebraic expressions. It includes objectives, subject matter, instructional procedures, evaluation, and assignment. The lesson involves identifying steps to evaluate expressions, applying those steps through group activities, and showing appreciation for group work. Students work in groups to evaluate expressions when given values for variables. They are evaluated on accuracy, timeliness, and cooperation. For an assignment, students evaluate expressions when given different values for two variables.
The document outlines a table of specification for an 8th grade mathematics exam covering measures of central tendency and variability for ungrouped and grouped data. It lists 4 topics that will be assessed, including finding and describing measures of central tendency like mean, median, and mode for ungrouped and grouped data. It also covers calculating and describing measures of variability such as range, standard deviation, and variance for ungrouped and grouped data. The table specifies the number of questions that will be asked at different difficulty levels for each topic area and competency. A total of 35 questions will be included on the exam.
This document is a table of specification for a math exam that will assess students on various algebraic concepts. It outlines the major content areas, time allotted for each section, number of test items, and how items will assess different cognitive levels including remembering, understanding, applying, analyzing, and evaluating. The exam will have 50 multiple choice items testing topics such as algebraic expressions, polynomials, linear equations, and problem solving over a total time of 60 minutes.
Final lesson plan in Math (4A's Approach)Joseph Freo
1. The document outlines a teacher's daily lesson plan on teaching students about the formula for calculating the area of triangles.
2. The lesson includes an opening prayer and greeting, reviewing the previous lesson on parallelograms, a hands-on activity to discover the triangle area formula, worked examples, and a short quiz as homework.
3. Key points covered are that the area of a triangle is one-half the area of the rectangle or parallelogram upon which it is based, and the formula for calculating triangle area is 1/2 x base x height.
Here are the answers:
(a) A B is shown in Set 2. It contains all elements that belong to A or B or both.
(b) A B is shown in Set 3. It contains elements that belong to both A and B.
2. Given sets P = {1, 3, 5, 7, 9} and Q = {2, 4, 6, 8}, find P Q and P Q.
3. Draw a Venn diagram to represent the following sets:
A = {x | x is a prime number less than 10}
B = {x | x is an even number less than 10}
This document discusses and provides examples of routine and non-routine problem solving. Routine problems involve using arithmetic operations to solve practical problems and have clear, straightforward procedures. Non-routine problems require more creativity, originality, and higher-order thinking skills as they may have multiple solutions or approaches that are not immediately obvious. Ten examples are given that illustrate the differences between routine and non-routine problems of increasing complexity.
The document outlines 14 principles of learner-centered psychological principles (LCP) developed by the American Psychological Association. The principles are divided into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual difference factors. They state that learning is most effective when the learner is actively involved, goals are set, knowledge is constructed by linking new information to prior knowledge, strategic thinking is used, thinking is influenced by environment, motivation and emotions affect learning, development and individual differences are accounted for.
The document is a curriculum guide for mathematics from grades K to 10 in the Philippines. It outlines the goals of mathematics education as developing critical thinking and problem solving skills. It describes the conceptual framework, which includes 5 content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. It also discusses learning theories that support the curriculum and standards for different grade levels. The guide provides an overview of the mathematics curriculum and expected learning outcomes for students from kindergarten through 10th grade.
Lesson plan in mathematics 9 (illustrations of quadratic equations)Decena15
The lesson plan outlines a lesson on quadratic equations. It introduces quadratic equations and their standard form of ax2 + bx + c = 0. Examples are provided to illustrate how to write quadratic equations in standard form given values of a, b, and c or when expanding multiplied linear expressions. Students complete an activity identifying linear and quadratic equations. They are then assessed by writing equations in standard form and identifying the values of a, b, and c.
M3_Performance Standard, Competency and Learning Targets.pdfMartin Nobis
This document discusses how to translate performance standards into competencies and learning targets. It begins by defining performance standards, competencies, and learning targets. It then explains how to translate competencies into learning targets using Bloom's Taxonomy as a framework. Specific guidelines are provided for writing learning targets at different levels of Bloom's Taxonomy, from remembering to evaluating. Examples are given for mathematics standards, competencies, and learning targets.
This document outlines a lesson plan on integer operations with the following objectives:
1) Define integers and integer operation rules
2) Solve problems involving integer operations
3) Relate integers to real-world applications
The lesson will include motivation games to introduce integers, group activities with flashcards to practice operations, and a discussion of integer definitions and rules. It will conclude by connecting integers to a real-world video example and giving an evaluation of integer operation problems.
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
This document explores patterns in polygons based on their number of points. It presents data showing that the maximum number of chords in an n-point polygon is n(n-1)/2, and the maximum number of regions is 2n-1. These formulas are supported by data from diagrams of polygons with 1 to 5 points. While the formulas have been tested against examples, they have not yet been formally proven.
lesson plan on Addition & subtraction of integersCheryl Asia
This document provides an overview of adding and subtracting integers. It defines a number line and absolute value. It presents rules for adding and subtracting integers, including same sign add and keep, different sign subtract, and copying the sign of the higher number. Examples are given using algebra tiles and the number line. The document concludes with an activity called "Roll to Win" that has students practice adding and subtracting integers by rolling a die and flipping a coin to determine positive or negative values.
The document outlines a lesson plan on teaching circles to students. It includes objectives, subject matter, materials, and steps for the lesson including a review, activity to define a circle, discussion of key terms like radius, diameter and chord, examples, practice problems, and an evaluation. The goal is for students to understand the definition and key parts of a circle through interactive discussion and examples.
Here are the key points about the nature of mathematics according to NCTM:
1. Mathematics is a study of patterns and relationships. Mathematical ideas are interwoven and students must explore recurring ideas/patterns and relationships between them.
2. Mathematics is a way of thinking. Problem solving in mathematics trains logical, analytical, critical and systematic thinking skills needed to confront everyday problems.
3. Mathematics is an art.
4. Mathematics is a language used to efficiently communicate complex processes and thoughts precisely using symbols and specific terms. Students must learn this mathematical register or vocabulary.
So in summary, according to NCTM, mathematics involves exploring patterns and relationships, develops strong thinking skills, has an artistic element, and
The document describes several instructional materials for teaching mathematics concepts:
1. Grid board, modified geoboard, fraction slider, and number slider are used to teach perimeter, area, fractions, and integers.
2. Algebra tiles are used to model linear expressions, solve equations, and simplify polynomials.
3. Fraction pie relates fractions to circle circumference and parallelogram perimeter.
4. A powerpoint on perimeter and area teaches calculating these values for polygons and circles.
5. Models of the platonic solids, sphere, and archimedean solids are used to investigate their properties like surface area and volume.
The document provides a detailed lesson plan for a mathematics class on evaluating algebraic expressions. It includes objectives, subject matter, instructional procedures, evaluation, and assignment. The lesson involves identifying steps to evaluate expressions, applying those steps through group activities, and showing appreciation for group work. Students work in groups to evaluate expressions when given values for variables. They are evaluated on accuracy, timeliness, and cooperation. For an assignment, students evaluate expressions when given different values for two variables.
The document outlines a table of specification for an 8th grade mathematics exam covering measures of central tendency and variability for ungrouped and grouped data. It lists 4 topics that will be assessed, including finding and describing measures of central tendency like mean, median, and mode for ungrouped and grouped data. It also covers calculating and describing measures of variability such as range, standard deviation, and variance for ungrouped and grouped data. The table specifies the number of questions that will be asked at different difficulty levels for each topic area and competency. A total of 35 questions will be included on the exam.
This document is a table of specification for a math exam that will assess students on various algebraic concepts. It outlines the major content areas, time allotted for each section, number of test items, and how items will assess different cognitive levels including remembering, understanding, applying, analyzing, and evaluating. The exam will have 50 multiple choice items testing topics such as algebraic expressions, polynomials, linear equations, and problem solving over a total time of 60 minutes.
Final lesson plan in Math (4A's Approach)Joseph Freo
1. The document outlines a teacher's daily lesson plan on teaching students about the formula for calculating the area of triangles.
2. The lesson includes an opening prayer and greeting, reviewing the previous lesson on parallelograms, a hands-on activity to discover the triangle area formula, worked examples, and a short quiz as homework.
3. Key points covered are that the area of a triangle is one-half the area of the rectangle or parallelogram upon which it is based, and the formula for calculating triangle area is 1/2 x base x height.
Here are the answers:
(a) A B is shown in Set 2. It contains all elements that belong to A or B or both.
(b) A B is shown in Set 3. It contains elements that belong to both A and B.
2. Given sets P = {1, 3, 5, 7, 9} and Q = {2, 4, 6, 8}, find P Q and P Q.
3. Draw a Venn diagram to represent the following sets:
A = {x | x is a prime number less than 10}
B = {x | x is an even number less than 10}
This document discusses and provides examples of routine and non-routine problem solving. Routine problems involve using arithmetic operations to solve practical problems and have clear, straightforward procedures. Non-routine problems require more creativity, originality, and higher-order thinking skills as they may have multiple solutions or approaches that are not immediately obvious. Ten examples are given that illustrate the differences between routine and non-routine problems of increasing complexity.
The document outlines 14 principles of learner-centered psychological principles (LCP) developed by the American Psychological Association. The principles are divided into cognitive/metacognitive factors, motivational/affective factors, developmental/social factors, and individual difference factors. They state that learning is most effective when the learner is actively involved, goals are set, knowledge is constructed by linking new information to prior knowledge, strategic thinking is used, thinking is influenced by environment, motivation and emotions affect learning, development and individual differences are accounted for.
The document is a curriculum guide for mathematics from grades K to 10 in the Philippines. It outlines the goals of mathematics education as developing critical thinking and problem solving skills. It describes the conceptual framework, which includes 5 content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. It also discusses learning theories that support the curriculum and standards for different grade levels. The guide provides an overview of the mathematics curriculum and expected learning outcomes for students from kindergarten through 10th grade.
Lesson plan in mathematics 9 (illustrations of quadratic equations)Decena15
The lesson plan outlines a lesson on quadratic equations. It introduces quadratic equations and their standard form of ax2 + bx + c = 0. Examples are provided to illustrate how to write quadratic equations in standard form given values of a, b, and c or when expanding multiplied linear expressions. Students complete an activity identifying linear and quadratic equations. They are then assessed by writing equations in standard form and identifying the values of a, b, and c.
M3_Performance Standard, Competency and Learning Targets.pdfMartin Nobis
This document discusses how to translate performance standards into competencies and learning targets. It begins by defining performance standards, competencies, and learning targets. It then explains how to translate competencies into learning targets using Bloom's Taxonomy as a framework. Specific guidelines are provided for writing learning targets at different levels of Bloom's Taxonomy, from remembering to evaluating. Examples are given for mathematics standards, competencies, and learning targets.
This document outlines a lesson plan on integer operations with the following objectives:
1) Define integers and integer operation rules
2) Solve problems involving integer operations
3) Relate integers to real-world applications
The lesson will include motivation games to introduce integers, group activities with flashcards to practice operations, and a discussion of integer definitions and rules. It will conclude by connecting integers to a real-world video example and giving an evaluation of integer operation problems.
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
This document explores patterns in polygons based on their number of points. It presents data showing that the maximum number of chords in an n-point polygon is n(n-1)/2, and the maximum number of regions is 2n-1. These formulas are supported by data from diagrams of polygons with 1 to 5 points. While the formulas have been tested against examples, they have not yet been formally proven.
lesson plan on Addition & subtraction of integersCheryl Asia
This document provides an overview of adding and subtracting integers. It defines a number line and absolute value. It presents rules for adding and subtracting integers, including same sign add and keep, different sign subtract, and copying the sign of the higher number. Examples are given using algebra tiles and the number line. The document concludes with an activity called "Roll to Win" that has students practice adding and subtracting integers by rolling a die and flipping a coin to determine positive or negative values.
The document outlines a lesson plan on teaching circles to students. It includes objectives, subject matter, materials, and steps for the lesson including a review, activity to define a circle, discussion of key terms like radius, diameter and chord, examples, practice problems, and an evaluation. The goal is for students to understand the definition and key parts of a circle through interactive discussion and examples.
Mathematics is defined as a science of patterns and relationships that reveals hidden patterns in the world and relies on logic and creativity. The two main goals of teaching mathematics are developing critical thinking and problem solving skills. Learning mathematics is most effective when done through active learning and problem solving. The document then outlines the key stage standards and grade level standards for mathematics in terms of the concepts, skills, and applications students are expected to understand at each level.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines. It outlines the conceptual framework, which identifies critical thinking and problem solving as the twin goals of mathematics education from K-10. It also identifies five content areas (numbers and number sense, measurement, geometry, patterns and algebra, probability and statistics) and six skills and processes. The curriculum is grounded in experiential learning theories and aims to develop understanding and appreciation of mathematics that can be applied to problem solving and decision making in real life. The document provides grade-level standards and learning competencies for Grade 1 that focus on developing understanding of numbers, operations, fractions, measurement, geometry and patterns.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines, outlining the conceptual framework, course description, learning area and grade level standards. The goals of critical thinking and problem solving are discussed. Five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics - are covered from grades 1 to 10. Learning theories of experiential learning, reflective learning, constructivism, cooperative learning and discovery-based learning form the basis of the curriculum.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines, outlining the conceptual framework, course description, learning area and grade level standards. The goals of critical thinking and problem solving are discussed. Five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics - are covered from grades 1 to 10. Learning theories of experiential learning, reflective learning, constructivism, cooperative learning and discovery-based learning form the basis of the curriculum.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area and grade level standards for teaching mathematics. The goals are developing critical thinking and problem solving skills through organizing curriculum content around five areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The framework is supported by theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.
This document outlines the conceptual framework and curriculum guide for mathematics education in the Philippines from Kindergarten to Grade 10. The goals of mathematics education are developing critical thinking and problem solving skills. The curriculum covers 5 content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. It is grounded in theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery learning. The curriculum guide describes the learning standards and expectations for each key stage of learning.
Teacher's Guide, Learner's
Materials, Manipulatives
represent, and order
ordinal numbers up to
10th.
3. is able to recognize,
represent, and identify
fractions 1⁄2 and 1/4 in
various forms and
contexts.
Grade 1- SECOND QUARTER
Numbers and
Number
Sense
demonstrates
understanding of addition
and subtraction of whole
numbers up to 100.
1. is able to add and
subtract whole
numbers up to 100
using concrete
materials and
standard algorithms.
2. is able to solve word
problems involving
addition and
subtraction of whole
numbers up to 100.
Chapter 8 math strategies and techniques by sheena bernalEdi sa puso mo :">
This document discusses strategies and techniques for improving mathematics instruction for students with mild disabilities. It covers foundational math concepts like number sense, calculation, and problem solving. Some key instructional approaches mentioned include explicit instruction, peer tutoring, drill and practice, and ongoing progress monitoring. The document emphasizes teaching math concepts in a logical sequence and ensuring students have mastered foundational skills before moving on.
This document outlines the Single National Curriculum for Mathematics in Pakistan for grades 1-5. It includes 10 chapters that cover the introduction, progression grid, curriculum for each grade level, teaching strategies, assessment, teaching and learning resources. The curriculum aims to develop mathematical literacy, logical thinking, and ability to solve real-life problems. It is divided into 4 strands: Numbers and Operations, Algebra, Geometry and Measurement, and Data Handling. Standards and benchmarks are provided for each strand for different grade levels to show progression of concepts. The curriculum emphasizes concrete, pictorial, and abstract approaches to help students build a deep understanding of mathematical concepts.
This document provides a summary of the Grade 3 mathematics curriculum guide from the Department of Education of the Philippines:
- It outlines the key concepts students should understand in numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. It also describes the goals of developing critical thinking and problem solving skills.
- The guide explains that mathematics should be taught using learning theories like constructivism and inquiry-based learning. It also provides the standards and competencies students are expected to demonstrate in specific content areas over the school year.
- For the first quarter, the guide lists 22 learning competencies related to numbers and number sense that students should master, such as understanding place value in 4-5
The document is the K to 12 Curriculum Guide for Mathematics from Grade 1 to Grade 10 in the Philippines. It outlines the conceptual framework, course description, learning area and grade level standards for teaching mathematics. The goals are developing critical thinking and problem solving skills through five content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. Key learning theories of experiential learning, constructivism and inquiry-based learning support the curriculum.
This document outlines the K to 12 Mathematics Curriculum Guide for the Philippines' Department of Education. It presents the conceptual framework for mathematics education with the goals of critical thinking and problem solving. It describes five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. It also discusses the underlying learning theories that ground the mathematics curriculum, including experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.
This document outlines the K to 12 Mathematics Curriculum Guide for the Philippines' Department of Education. It presents the conceptual framework for mathematics education with the goals of critical thinking and problem solving. It describes five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. It also discusses the underlying learning theories that ground the mathematics curriculum, including experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.
The aim of the KBSM mathematics curriculum for secondary schools is to develop students who can think mathematically and apply their mathematical knowledge to solve problems and make decisions, especially with advances in science and technology. The objectives are to help students understand mathematical concepts, laws, and theorems related to number, shape, space, and relationships; expand their use of basic arithmetic operations; acquire skills like estimation, measurement, data handling, and problem solving; communicate mathematically; apply mathematics to problem solving and decision making; relate mathematics to other areas; use appropriate technologies; and develop a positive attitude towards mathematics.
Similar to Foundations of Mathematics Teaching and Learning (Philippine Context) (20)
Kinds of Variables and Their Uses.pptxRyan Bernido
It is a characteristic, or attribute of an individual or an organization that can be measured or observed and that varies among the people or organization being studied (Creswell, 2002).
Nominal variables
It represent categories that cannot be ordered in any particular way.
Example: biological sex (males, females) ; political affiliation; academic affiliation
ORDINAL variables
It represent categories that can be ordered from greatest to smallest or vice versa.
Examples: education level (grade 7, grade 8, etc.)
Interval variables
These have values that lie along an evenly dispersed range of numbers.
Examples: temperature, a person’s net worth
ratio variables
These have values that lie along an evenly dispersed range of numbers when there is an absolute zero, as opposed to net worth, which can have a negative debt-to-income ratio-level variable. Most scores stemming from response to survey items are ratio-level values because they have typically cannot go below zero.
Structuralism in Education (Wilhelm Wundt, Edward Titchener, Claude Levi-Stra...Ryan Bernido
Structuralism has independently developed across fields. Among the fields where
structuralism is introduced are psychology, linguistics, and anthropology with the pioneering
founders Wilhem Wundt, Edward Tichener, Ferdinand de Saussare, and Claude Levi-Strauss,
respectively. Each of them has their own contribution to the field.
The systematic movement of structuralism in psychology had started in Germany and
was introduced by Wilhelm Wundt and popularized by Edward B. Titchener. Wundt, regarded
as the ‘Father of Structuralism’, was a German physiologist and psychologist who pioneered
the idea of structuralism (voluntarism as previously termed by Wundt). He supposed that, by
classifying conscious experiences into analyzable small parts, mind could be broken down into
structures for us to analyze and examine it (Kendra, 2020). His student, however, Titchener
decided to popularize the ideas of structuralism by changing much of what his mentor had
taught him; however, he retained and used the technique called introspection to understand
the conscious mind. Titchener applied introspection in his study by means of observation and
analysis. He believed that conscious experiences are difficult to control in an experiment as
behavior is not.
Ferdinand de Saussare was the greatest face of structuralism in linguistics. He posited
that language is a structured system. This means that understanding language is based on its
convention and structural rules –grammar. In anthropology, Claude Levi-Strauss pioneered
structuralism and asserted that human thoughts have something to do with cultural phenomena.
This implies that actions of individuals are governed by the structures of his or her thoughts.
DepEd career guidance program module 8Ryan Bernido
Congratulations, your students are now ready to develop plans for their chosen career and
implement them!
From the previous session, they were able to identify their strengths and weaknesses, and
analyzed opportunities and threats that run with them. They also learned that SWOT is not
only an effective tool for business but is also beneficial for job seekers and students like them
who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on
their timeframe. This will assure them of a more structured and reliable implementation of
plans that will lead to achieving goals. Finally, this session will enable them to focus their
talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
DepeEd career guidance program module 6Ryan Bernido
1. The document provides guidance for senior high school students on choosing a career, including factors to consider and challenges that may be faced.
2. It outlines virtual activities where students rank challenges in their chosen career and consider factors like employment opportunities, interests, and values that influence career decisions.
3. The document emphasizes that career choices are affected by many internal and external factors and stresses the importance of strength in decision making and overcoming hurdles to achieve career and life goals.
DepEd career guidance program module 5Ryan Bernido
This module is about helping the learners identify the skills and abilities that will help them in determining the most realistic profession and career for them.
The learners’ knowledge of their skills and abilities will enable them to easily make career decisions that match their potentials and expertise. Facilitating the learners’ skills assessment
will aid them in making career choices that will empower them to maximize the available local and foreign opportunities after they exit from the senior high school curriculum.
Phenomenology: The Study of Individuals' Lived Experiences of the WorldRyan Bernido
Phenomenological Research is a research design used to study and describe the essence of the lived experiences of individuals within the world. There are two main types of phenomenological research, these are (a) descriptive phenomenological research and (b) interpretive phenomenological research. Many scholars regarded Edmund Husserl as the Father of Phenomenology.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
3. Nature of
Mathematics
Mathematics is a way of thinking.
https://www.slideshare.net/knowellton/module-63-mathematics
What can you put between 4 and 5, to get the answer greater
than 4 and less than 5?
https://www.lasipes.com/2019/
13. Principles in
Mathematics Instruction
• Principle 1. Being mathematically competent means
more than having the ability to compute and perform
algorithms and mathematical procedures.
• Principle 2. The physical and social dimensions of a
mathematical environment contribute to one’s
success in learning mathematics.
• Principle 3. Mathematics is best learned when
students are actively engaged.
• Principle 4. A deep understanding of mathematics
requires a variety of tools for learning.
https://www.sei.dost.gov.ph/images/downloads/publ/sei_mathbasic.pdf
14. Principles in
Mathematics
Instruction
• Principle 5. Assessment in mathematics
must be valued for the sake of knowing
what and how students learn or fail to
learn mathematics.
• Principle 6. Students’ attitudes and beliefs
about mathematics affect their learning.
• Principle 7. Mathematics learning needs
the support of both parents and other
community groups.
https://www.sei.dost.gov.ph/images/downloads/publ/sei_mathbasic.pdf
16. Mathematics Education Framework 2011
Mathematical
Content
The Philippine mathematics education program at the elementary
and secondary levels aims to teach the most fundamental and useful
contents of mathematics and organizes these into the following
strands: Numbers and Number Sense; Measurement; Geometry;
Patterns, Functions and Algebra and Data,Analysis andProbability.
This organization of the contents was influenced by the 1995, 1999
and2003TIMSSstudies.
https://www.sei.dost.gov.ph/images/downloads/publ/sei_mathbasic.pdf
18. Mathematics Education Framework 2011
Cognitive Values
Criticalandanalyticalthinkingcannotbefullydevelopedwithout
promoting desirable cognitive values. The cognitive values that
mustbetaughtamongothersare:
a. Objectivity
b. Flexibilityandcreativity
c. Utility
d. Cultural-rootedness
e. Introspection
f. ProductiveDisposition
https://www.sei.dost.gov.ph/images/downloads/publ/sei_mathbasic.pdf
19. Philippine’s K-12 Curriculum
Republic Act
(RA) No. 10533
known as
Enhanced Basic
Education Act
2013
https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
20. Philippine
Mathematics
Curriculum
- conceived with the twin goals
of developing students’ critical
thinking and problem solving
The contents are clustered into
five strands:
1) Numbers and Number
Sense;
2) Measurement;
3) Geometry;
4) Patterns & Algebra; and
5) Statistics and Probability
(DepEd, August 2016)
21. Numbers and
Number Sense
include concepts, operations and
applications of numbers; whole
numbers, number theory, fractions,
decimals, ratio and proportion,
percentandintegers
https://www.ejmste.com/download/looking-through-philippines-k-to-12-curriculum-in-mathematics-and-science-vis-a-vis-timss-2015-7747.pdf
Philippine Mathematics Curriculum
22. Measurement
focuses on measures
and applications of
length, mass, weight,
capacity, time, money,
temperature, angles,
perimeter, area,
surface area, and
volume.
https://www.ejmste.com/download/looking-through-philippines-k-to-12-curriculum-in-mathematics-and-science-vis-a-vis-timss-2015-7747.pdf
Philippine Mathematics Curriculum
23. Geometry
focuses on the two-
and three-
dimensional figures
(parallel and
perpendicular lines,
angles, triangles,
quadrilaterals,
polygons, circles, and
solid figures like cube
and prism)
https://www.ejmste.com/download/looking-through-philippines-k-to-12-curriculum-in-mathematics-and-science-vis-a-vis-timss-2015-7747.pdf
Philippine Mathematics Curriculum
24. Patterns and Algebra
studies patterns,
relationships, and changes
among shapes and
quantities (continuous and
repeating patterns,
number sentences,
sequences and simple
equations)
https://www.ejmste.com/download/looking-through-philippines-k-to-12-curriculum-in-mathematics-and-science-vis-a-vis-timss-2015-7747.pdf
Philippine Mathematics Curriculum
25. Statistics and
Probability
focuses on skills in data
collection, organization,
and interpretation
including making
predictions about
outcomes (bar graphs,
line graphs and pie
graphs, simple
experiment and
experimental probability)
https://www.ejmste.com/download/looking-through-philippines-k-to-12-curriculum-in-mathematics-and-science-vis-a-vis-timss-2015-7747.pdf
Philippine Mathematics Curriculum
27. GoalsandObjectivesoftheKeyStage2oftheK-12BasicEducation
Program
LEARNINGAREASTANDARD
The learner demonstrates understanding and appreciation of key concepts and principles of
mathematics as applied - using appropriate technology - in problem solving, critical thinking,
communicating,reasoning,makingconnections,representations,anddecisionsinreallife.
http://depedbohol.org/v2/wp-content/uploads/2016/03/Math-CG_with-tagged-math-equipment.pdf
28. GoalsandObjectivesoftheKeyStage2oftheK-12BasicEducation
Program
• KEYSTAGESTANDARDS
At the end of Grade 6, the learner demonstrates understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers, number theory,fractions, decimals, ratio and proportion,
percent,andintegers);measurement(time,speed,perimeter,circumferenceandareaofplanefigures,volume and
surface area of solid/space figures, temperature and meter reading); geometry (parallel and perpendicular lines,
angles, triangles, quadrilaterals, polygons, circles, and solid figures); patterns and algebra (continuous and
repeating patterns, number sentences, sequences, and simple equations); statistics and probability (bar graphs,
line graphs and pie graphs, simple experiment, and experimental probability) as applied -using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making connections,
representations,anddecisionsinreallife.
29. GradeLevelStandards
GRADE4
Thelearnerdemonstratesunderstandingandappreciationofkeyconceptsandskillsinvolvingnumbersandnumber
sense (whole numbers up to 100 000, multiplication and division of whole numbers, order of operations, factors and
multiples, addition and subtraction of fractions, and basic concepts of decimals including money); geometry (lines,
angles, triangles, and quadrilaterals); patterns and algebra (continuous and repeating patterns and number
sentences); measurement (time, perimeter, area, and volume); and statistics and probability (tables, bar graphs, and
simple experiments) as applied - using appropriate technology - in critical thinking, problem solving, reasoning,
communicating,makingconnections,representations,anddecisionsinreallife.
30. GradeLevelStandards
GRADE5
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense
(whole numbers up to 10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio
andproportion,percent); geometry (polygons,circles, solidfigures); patterns and algebra (sequence andnumber sentences);
measurement (time, circumference, area, volume, and temperature); and statistics and probability (tables, line graphs and
experimental probability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning,
communicating,makingconnections,representations,anddecisionsinreallife.
31. GradeLevelStandards
GRADE6
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense
(divisibility, order of operations, fractions and decimals including money, ratio and proportion, percent, integers); geometry
(plane and solid figures); patterns and algebra (sequence, expression, and equation); measurement (rate, speed, area, surface
area, volume, and meter reading); and statistics and probability (tables, pie graphs, and experimental and theoretical
probability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating,
makingconnections,representations,anddecisionsinreallife.