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SOLEDAD A. ULEP GLADYS NIVERA EDNA CALLANTA MARY JEAN G. DELA CRUZ MICHELLE S. SILVA LANNIE A. BASADA.

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Presentation on theme: "SOLEDAD A. ULEP GLADYS NIVERA EDNA CALLANTA MARY JEAN G. DELA CRUZ MICHELLE S. SILVA LANNIE A. BASADA."— Presentation transcript:

1 SOLEDAD A. ULEP GLADYS NIVERA EDNA CALLANTA MARY JEAN G. DELA CRUZ MICHELLE S. SILVA LANNIE A. BASADA

2 K to 12 Mathematics

3 The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied, using appropriate technology, in problem solving, communicating, reasoning, making connections, representations, and decisions in real life.

4 K-3 The learner demonstrates understanding… At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to ten thousand, fractions, measurement, simple geometric figures, pre- algebra concepts and data representation and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.

5 Grade 1 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers to 100, fractions, measurements, simple geometric figures, pre-algebra concepts, data collection and representation as applied using appropriate technology in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.

6  Most of the topics in the BEC are also in the K to 12. But there are additional topics in the K to12 such as in geometry, patterns and algebra, statistics, and probability.  In the K to 12, there is still spiraling. There is more emphasis on integration of topics within Mathematics and across other learning areas.  Most of the topics in the BEC are also in the K to 12. But there are additional topics in the K to12 such as in geometry, patterns and algebra, statistics, and probability.  In the K to 12, there is still spiraling. There is more emphasis on integration of topics within Mathematics and across other learning areas.

7 Explain the mathematics and allow pupils to express their ideas in the mother tongue but keep the technical terms in English. Include more problems that require pupils to think and communicate their ideas Encourage pupils to understand story problems rather than rely on key words. Explain the mathematics and allow pupils to express their ideas in the mother tongue but keep the technical terms in English. Include more problems that require pupils to think and communicate their ideas Encourage pupils to understand story problems rather than rely on key words.

8 Using science as context for developing mathematics concepts, skills and processes Examples: Measurements (e.g. mass, capacity) Presenting data using charts, etc Predicting the chance of an event (e.g. rain) Using science as context for developing mathematics concepts, skills and processes Examples: Measurements (e.g. mass, capacity) Presenting data using charts, etc Predicting the chance of an event (e.g. rain)

9 Aling larawan ang nababadya na malapit nang umulan? Bakit?

10 Mga ginagawa ng karaniwang bata sa loob ng isang araw

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12 P20.00 P8.00 P25.00 P15.00  Ano ang maari mong mabili sa halagang P50.00 ?  Ano ang mga gusto mong bilhin?

13 Jan May April FebMar June Anong buwan ang may pinakaraming ipinanganak? July

14 Performance Standards The learner demonstrates understanding of 2-D and 3-D shapes through identifying, classifying and constructing figures using cut-outs and concrete models. Content : Geometry The learner is able to: - explore the properties of 2- and 3-dimensional figures. - model and represent 2- and 3-dimensional objects.

15 Performance Standards Content : Patterns and Algebra - identify and create number and attribute patterns. - complete number and attribute patterns. The learner is able to: The learner demonstrates understanding of simple patterns. The learner demonstrates understanding of simple patterns.

16 Example 1

17 Example 2:

18 Example 3:

19 24 681?1?1?1? Example 4:

20 Performance Standards The learner demonstrates understandin g of the concepts of time and measures and compares objects using direct comparison and non- standard units of length, mass and capacity. Content : Measurement - give different measures of time. - estimate and compute for measurements of length, mass and capacity. The learner is able to:

21 Predicting or guessing

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23 Performance Standards The learner demonstrates understanding of organizing, representing and comparing data using pictographs without scale representation s and probability and explores games and activities. Content : Statistics and Probability - organize and interpret data. - make conjectures about games and activities. The learner is able to:

24 . Guess what color will fall under the pointer when you spin the circle? Explain your answer.

25 The school is having a bean bag toss contest. The person who tosses the most bean bags through the hoop wins. Nancy won the contest but made her mom guess how many bean bags she got through the hoop. Here are the clues Nancy gave. There are more than 35. There are fewer than 39. It is an odd number. How many bean bags did Nancy toss through the hoop? Finish the table, counting by ones, and use the clues to write the number. _____ 35

26 Aspin hid bones in the backyard. John watched Aspin hide the bones. Jenny wanted to know how many bones Aspin hid. John gave her some clues. They are fewer than 12. They are more than 9. They are not 10. How many bones did Aspin hide? Write the number _____

27 Karen has a piece of square paper. She wants to share one-half of the paper to Jun. If you were Karen, how would you divide the paper? Problem

28 Different solutions: Solution 1Solution 2 Solution 3 Solution 4

29 Verification of Solution 4

30 Other ways : Start with folding a sheet of square paper this way.

31 Example:

32 Teaching Mathematics THROUGH Problem Solving vs Teaching Mathematics FOR Problem Solving

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34 I. Topic II. Objectives of the lesson III. Prerequisite concepts and skills IV. Materials V. Instructional procedures A. Posing the problem/presenting the task B. Solving the problem in different ways/performing the task C. Processing the solutions and answers/ results of the task D. Reinforcing the concepts and skills E. Summarizing the lesson F. Applying to new and other situations

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37 PRISCILA C. DE SAGUN Asst. Schools Division Superintendent Officer-In-Charge DepEd- Makati


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