The document presents various collaborative and critical thinking activities designed for pupils, such as the 'Fraction Pizza Party' and 'Geometry Construction Challenge,' which promote teamwork and mathematical concepts. It emphasizes creativity in math through projects like 'Math Art' and discusses the integration of ethical considerations in teaching mathematics, enhancing students' critical thinking and problem-solving skills. It concludes with determination-based activities like the 'Mathematical Maze Challenge' and a mystery problem related to cookies, further engaging students in practical mathematical applications.

1. COLLABORATION
“FRACTION PIZZA PARTY”
PROBLEM:
Pupils are given a pizza divided into different
fractions. They need to work collaboratively in
small groups to determine the number of slices each
person would get if they were to share the pizza
equally.
ACTIVITY:
Organize pupils into small groups of 3-5 members.
Each group receives a pizza template divided into
various fractions. Pupils discuss and decide how to
divide the pizza slices equally among the group
members. They can use manipulatives or drawings to
represent their solutions. Afterward, groups can
present their strategies and compare their results
with other groups.

2. COLLABORATION
“GEOMETRY CONSTRUCTION CHALLENGE”
PROBLEM:
Pupils are given a challenge to construct
specific geometric shapes using various
materials, such as toothpicks and marshmallows
or straws and clay. They need to work
collaboratively to create the desired shapes.
ACTIVITY:
Pupils work in small groups and are given a set
of instructions to construct specific geometric
shapes. They collaborate to plan their
construction, share ideas, and assist each
other in creating the shapes. Afterward, groups
can compare their constructions, discuss any
challenges they faced, and share their
strategies.

3. COLLABORATION
“FRACTION PIZZA PARTY” “GEOMETRY CONSTRUCTION
CHALLENGE”
These collaborative activities not only reinforce mathematical
concepts but also foster teamwork, communication, and critical
thinking skills among pupils. By engaging in these activities,
pupils learn to value diverse perspectives, share ideas, and
work together towards a common goal.

4. CRITICAL THINKING
“PATTERN RECOGNITION”
PROBLEM:
Pupils are given a sequence of numbers or
shapes and asked to identify the pattern
and predict the next element in the
sequence.
ACTIVITY:
Pupils analyze the given sequence, look
for patterns, and discuss their
observations with their peers. They can
then use critical thinking skills to make
predictions and test their hypotheses.

5. CRITICAL THINKING
“SHAPE INVESTIGATION”
PROBLEM:
Students analyze and classify geometric shapes based on their
properties.
ACTIVITY:
 Provide each student or group of students with a set of
geometric shapes, such as triangles, quadrilaterals, or
polygons.
 Instruct students to examine the given shape(s) closely and
identify their properties, such as the number of sides,
angles, and symmetry.
 Encourage students to discuss and compare their findings with
their peers, noting any similarities or differences between
the shapes.
 Ask students to classify the shapes into different categories
based on their properties. For example, they can classify
triangles as equilateral, isosceles, or scalene, or classify
quadrilaterals as rectangles, squares, or parallelograms.
 After classifying the shapes, students can present their
findings to the class, explaining their reasoning and the
properties used for classification.

6. CRITICAL THINKING
“PATTERN RECOGNITION” “SHAPE INVESTIGATION”
Critical thinking skills are crucial in mathematics as they help
students develop logical reasoning, problem-solving abilities, and
the ability to analyze and evaluate mathematical concepts. By
engaging in critical thinking activities, students learn to think
independently, make connections, and develop a deeper understanding
of mathematical concepts.

7. CREATIVITY
“MATH ART”
PROBLEM:
Ask the pupils to create a picture/s using
geometric shapes and colors.
ACTIVITY:
Provide students with various shapes
(e.g., squares, triangles, circles) and
colored materials. Please encourage them
to arrange and combine the shapes to
create visually appealing patterns.
Students can explore shapes,
transformations, and color combinations
while expressing creativity.
Integrating creativity in math education allows students to explore
mathematical concepts visually and artistically. It encourages them to think
outside the box, experiment with different approaches, and develop their
unique problem-solving strategies. Creativity in math fosters a deeper
understanding of mathematical concepts and promotes a positive attitude
toward learning.

8. VALUES INTEGRATION IN TEACHING
MATHEMATICS
Teaching value integration in
mathematics involves
incorporating ethical, moral, and
societal values into the teaching
and learning of mathematical
concepts

9. Real-World Contexts
Connect mathematical concepts to real-world contexts
that involve ethical considerations. For instance, when
teaching about percentages, use examples related to
budgeting, taxes, or charitable giving to highlight the
importance of financial responsibility and fairness.

10. Problem-Solving Activities
Design problem-solving activities that require students
to consider ethical implications and make value-based
decisions. For example, present students with scenarios
where they must apply mathematical concepts to address
environmental challenges.

11. Teacher Modeling
Model ethical behavior and decision-making in your own
teaching practices. Demonstrate how mathematical concepts can
be applied ethically and responsibly in various contexts, and
highlight examples of mathematicians who have made positive
contributions to society.

12. ASSESSMENT
Assess students' understanding of both mathematical
concepts and ethical considerations through a variety of
assessment methods,

13. Reflective Activities
Incorporate reflective activities where
students can think critically about the ethical
dimensions of the mathematics they are learning.
This could involve journaling, group discussions, or
debriefing sessions after completing mathematical
tasks

14. Determination
“ Mathematical Maze Challenge”
Pupils will navigate through a
maze by solving math problems
at each intersection. Each correct
answer will lead them closer to
the exit.

15. “ The Mystery of the Missing Cookies."
A certain number of cookies have disappeared from the school
cafeteria, and it's up to the students to solve the mystery.
Problem:
During lunchtime, a baker placed a tray of cookies on the cafeteria
table. When he returned, he noticed that some of the cookies were
missing. He counted the remaining cookies and found that there
were only 15 left. The baker remembered that there were originally
30 cookies on the tray. How many cookies were taken?