Comprehensive teaching math in the intermediate grades ..PROFESSIONAL EDUCATION NOTES FOR BSE/BEE

1. Strategies in Teaching Numeracy
Prepared by:
ALMA D.TAYABAN

2. OBJECTIVES
 1.Comprehend the purpose and features of learning
mathematics in the elementary grades
 2.Follow the teaching cycle in teaching Mathematics
 3.Demonstrate and appreciate the most common
models in planning instructions in mathematics
 4.Adapt and apply new strategies in teaching
mathematics

3. Teacher ,why?
 The hardest time I had was in Math class. I really liked math and
thought I was good at it. But, my math teacher always marked my
homework and tests wrong, and it made me cry every day. The problem
was that I kept getting the positive and negative signs mixed up, even
though I knew how to do the problems. Sadly, my answers were always
wrong because of the sign mix-ups.
 Reflect; The scenario illustrates the difficulties experience by some unfortunate learners
.But can we afford to let such kind teachers? They affect the way our learners feel about
math. Therefore it depends upon every teacher to strive to improve her/his teaching style
to increase the number of children liking and even loving math. Thus, use of varied and
appropriate approaches can entice more learners to like and love math

4. Mathematics in the Elementary
 Why do we need to learn and teach math?
 What are the goals across all levels in each topic
of the mathematics contents?
 What are the important principles in teaching
and learning mathematics?

5. What are the goals across all levels in each
topic of the mathematics contents?

6. What are the important principles in teaching
and learning mathematics?

7. The Teaching
Cycle
TEACHING
CYCLE
Identify
objectives
Plan
instruction
Implement
plan
Check
For
understanding
Reflect on
teaching
Assess
learning
It involves a repetitive
cycle of defining
objectives, planning and
implementing instruction,
assessing learning, and
reflecting on teaching and
learning

8. Things to consider in planning
Instruction in Mathematics

9. Things to consider in planning
Instruction in mathematics
Learners Learning environment

10. Things to consider in planning
Instruction in mathematics
Resources
As teacher, before writing a
lesson, teacher is expected
to thoughtfully contemplate
on the objectives, review
the content, and get to
know the learners.

11. Instruction Planning Models in
Mathematics
ADIDAS
 ACTIVITY- motivation part
 DISCUSSION-be good in
asking questions/art of questioning
 INPUT- pupils share the concepts
learned/explain further
 DEEPENING-ask questions to
deepen their understanding
 ACTIVITY –pupils verify
what they learned by solving
mathematical problems
 SYNTHESIS-summary of the
lesson .It should come out form the pupils
5 E’S
 ENGAGE-prior knowledge
 EXPLORE-pupils discover new
concepts like doing observations. manipulations
 EXPLAIN-teacher facilitate the
discussion from what the pupils discover
 ELABORATE-pupils expand their
understanding of the concept
 EVALUATE-teacher give evaluation
to pupils

12. Activity 1
 Dis you notice any similarity
between the ADIDAS and the 5E’s
model? Match the components of
the two models to summarize the
similarities that you saw.

13. ACTIVITY 2
Extract parts of a lesson plan
and exhibits the components of
ADIDAS and 5E’s Models

14. Instructional Strategies
for Mathematics
 1.GAME-BASED Learning
 Objective: To develop a game to motivate
learners, cater mathematical investigation, or
practice a mathematical skill.
 It is a strategy that takes advantage of
learners love games. Applying this strategy is
good in reducing math anxiety
 How to use game based learning strategy?
 1.lay down rules clearly
 2.observe,assess and process learners
understanding
 3.work with the learners who need additional
help.
 Examples of game based learning(card game,board
games and video games,blocks,crossword puzzles,)

15. Instructional Strategies for
Mathematics
 Example:
 TOPIC: Addition of Fractions
 Material: Spinner
2 sets of fraction pieces, different colored set for each player
(rectangles,squares,tringles, and smaller representing
 1, ½, ¼ ,and 1/8 respectively)

16. Mechanics
 1.Players take turns to spin
 2.After each spin, the player picks fraction piece(s)that represent(s) the
fraction indicated on the spinner and adds it on the game board.
 3.A player may exchange two or more of his/her adjacent fraction
pieces on the game board for an equivalent fraction piece.
 4.A fraction piece placed on the game car cannot be moved unless for
exchanging purpose.
 5.When the game board has been competently covered, the player
whose fraction pieces cover up a large area is the winner.
 6.In case of a tie, the payer who used less fraction pieces is the winner.

17. Instructional Strategies
for Mathematics
 2.COLLABORATION
 OBJECTIVE:To design collaborative activities
that will encourage involvement,
interdependence, and fair division of labor
among the learners.
 It is designed for the learners to work in
group /peers in broadening their learning
areas,allowing small groups of pupils to work
together to share knowledge,exchange ideas
and solve problems together.
 Groups/collaborative activities encourage
participation from the learners.
 It also allows the learners to develop a
stronger sense of empathy among them.

18. How to prepare, monitor and process
collaborative tasks/activities?
 1.Identify the Instructional objectives
 2.Determine the group size
 3.Decide how will you divide the class
 4.Give team building task before assigning the actual task
 5.Delegate a specific task to each member
 6.Share the reasons why doing the collaborative work
 7.Give your instructions clearly
 8.Go around and keep your ears open
 9.provide closure to the group activities.

19. Examples of doing collaborative
activities
 BUZZ group
 Topic: Perimeter
 Objective: To discuss various solutions to a geometric problem
involving perimeter
 Time:15 minutes
 Task: The rectangular playground has 214m long and 367m wide
.can you tell the perimeter of the playground?
 Activity: Ask the pupils to solve in their own. After 5 minutes let them
turn to their seatmates to discuss their understanding in solving the
problem.

20. QUESTIONS TO ASK:
 -What are the things that you don’t understand in the problem?
-What are the possible solutions to solve the problem?
 -What method can be used to check if the solutions are correct?
 After 5 minutes, reconvene as a class and have a general
discussion in which pupils share their ideas or questions that
arose within their subgroups.

21. Example: Snowball technique
 How to do it?
 It is a technique for pupils/leaners to teach each other important
concept and information. The students begin by working
individually. Next, they collaborate with a partner. Afre that,
partners form groups of four. Groups of four join together to form
groups of eight etc..
 This snowballing effect continues until the class is working
together as one large group. Identify a topic in intermediate math
in which this collaboration activity can be used. Write down a
sequence of increasingly complex that can be given in this
activity.

22. Instructional Strategies
for Mathematics
 3.BANSHO
 A method of teaching developed in Japan that
focuses on teaching math through problem
solving. It allows learners to see the connections
and progressions of thinking involved when
developing strategies to solve a problem.

23. What is “bansho”?
 Bansho is an instructional strategy that captures the development of students’ individual
and collective thinking. Bansho allows students to:
• solve problems in ways that make sense to them
• build understanding of tools, strategies, and concepts by listening to, discussing, and
reflecting on their peers’ solutions
• build understanding of concepts through explicit connection-making facilitated by the
teacher’s board writing
 to complete the lesson without having to erase anything from the
whiteboard. Keeping everything on the whiteboard allows students to see
connections and progressions of the thinking involved when developing
strategies to solve a problem. It also allows students to compare and
contrast the various methods shared.


24. Steps in implementing a math lesson
using BANSHO?
 1.Showing the problem
 2.Showing the task
 3.Showing pupils ideas/solutions
 4.Arranging the ideas
 5.Summarizing the ideas
 6.Doing the exercises
 7.What has been learnt?(reflection)
 Note :This can be done during presentation of
lessons or during group activities after discussion
of the new lesson

25. A Blackboard Plan

26. Example: Using the blackboard
plan”BANSHO”
 Problem: Find area of a lot with Task: Find the area of a rectangle Exercises
 4 m length and 7 m width?
 or present this through illustration. Summary: In finding the area of a
 4m rectangle,multiply the length and
 the width
 7m
 Pupils Ideas /Solutions:
 Pupil 1 Pupil 2 Pupil 3 What has been learnt?
 (4x7) 4+4 x 7+7 (reflection part)
 =28sq.m = 2sq.m I learned to find the
 area of a rectangle

27. Activity 1
Design a “Bansho” Plan
for your lesson planned

28. Thank you for
listening!