Activity 1

EGE 07- Teaching Mathematics in Primary Grades

Chapter 1. Whole Numbers

Name: Prince Aira Bell P. Jamon BEED 3B

(25 points)

A. After learning Place Value, reflect on how it can be learned by your future pupils in a more
effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

Place Value Bingo

Make bingo cards using different numbers. You may want students to make their own bingo cards
using one-, two-, or three-digit numbers and then have them swap cards with other students. Then
call out different numbers or clues such as “any number with 3 in the ones place” or “any number
with no tens.” The first person to get bingo can call out numbers in the next round

2. Teaching Strategy. I will employ

Use Number Lines

Incorporating number lines is a great way to help consolidate place value understandings with your
students as well. Why not include a number line activity into your math’s rotations?

In this game, students start the game with their cars on 0. Students take turns rolling the dice. When
it is their turn, the player moves their car along the number line the corresponding number of spaces.
To really investigate place value, have students break up each number into tens and units when they
get to a certain number. We also have this fantastic Two-Digit Number Line Activity Prompt Cards
game. Students pick a card and then read the clues to the class – each of the clues links heavily with
place value. Here’s one of the clues:

Place a counter on the number that has a 3 in the tens column and a 2 in the ones column.

3. Mode of Assessment: I will administer

Open-response questions

They often assess place-value understanding by asking students to write down the number
represented by the base-ten manipulatives or to identify the place value of a digit in a number.

B. After learning Addition of Whole Numbers, reflect on how it can be learned by your future pupils in
a more effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

Bury the Bones Addition

This is a fun, fast-paced game that can be played with 2 players or with a small group of players. The
object of the game is to bury (or mark / color) all of your bones before your opponent(s).

2 Players Taking Turns:

Each student has their own page and the cards are placed in a pile or scattered face down. Players
take turns turning over 2 cards (or rolling 2 0-5 dice), adding or subtracting the numbers, and marking
or coloring the correct bone on their page. If they draw 2 cards and the answer is already covered,
they lose their turn and play goes to the next player. The winner is the first player to bury (cover or
color) all of their bones. 2 Players or Small Groups Playing Head to Head:

Each player needs their own page and their own set of cards (or 2 dice). On a signal, players turn over
2 cards (or roll their 2 dice), add or subtract the 2 numbers, and color or mark the correct bone on
their page. If they already have the number marked, they draw 2 new cards. Play continues until
someone buries all of their bones and is declared the winner. (When playing head to head it is a good
idea to monitor play to ensure the students are marking the correct bones).

2. Teaching Strategy. I will employ

Counting Up

Once students know how to use a number line, you’ll want them to use the same “counting up”
strategy in their heads.

You can then have them practice this by counting aloud on their fingers. Let’s stick with 4 + 3 as an
example: Students start with a closed fist and say “4”. Students then count up “5, 6, 7”, extending
three fingers one at a time. Students now have three fingers extended, but remind them that the
answer isn’t They started with a 4 in their fist and then counted up, so the answer is 7.

3. Mode of Assessment: I will administer

Multiple-choice questions

They will choose their answer from the given choices but before they encircle the letter of their
answer they need to solve the question and of the answer are fit to the one of their choices its more
easy for them to answer the question.

C. After learning Subtraction of Whole Numbers, reflect on how it can be learned by your future pupils
in a more effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

Game Variations:

Practice subtraction to 5 by having players subtract the lower number from the higher number.

If using dominoes in place of cards, scatter them face down beside the game board. Players take turns
turning over a domino and adding the 2 sides together.

When making game markers that I need to stand upright, I have found 2 simple ways to create them.
Fold a paper clip upright and tape the marker to it or place the marker in a binder clip. Simple!

2. Teaching Strategy. I will employ

Split Strategy

One way of working out subtraction problems is to split the second smaller number up into place
value values. This way works with all types of subtraction sums including those that need regrouping.
For example, the sum 164-48 =. Students could break the second number into 40 and 8.

3. Mode of Assessment: I will administer

Multiple-choice questions
 They will choose their answer from the given choices but before they encircle the letter of
their answer they need to solve the question and of the answer are fit to the one of their
choices its more easy for them to answer the question.

D. After learning Multiplication of Whole Numbers, reflect on how it can be learned by your future
pupils in a more effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

Fraction multiplication BINGO

Every student gets a fraction-filled bingo card along with small sheets of paper (or “bingo chips”) on
which are corresponding fraction multiplication problems.

When you say “GO,” they can start solving each problem one by one, laying the chip on top of the
correct fraction.

It’s up to you whether you want them to complete a line or the entire bingo card. You can also choose
whether or not the bingo card answers are simplified.

For simplicity’s sake, you can give everyone the same bingo card with the same questions. That way,
you can go through each problem afterwards and walk through how to solve them together.

2. Teaching Strategy. I will employ

Word problems

are a wonderful way to make math lessons relevant to your students’ lives. Learning how to multiply
fractions may seem foreign to them, but a simple story can change their entire perspective not just
about fractions, but math as a whole.

3. Mode of Assessment: I will administer

Self assessment

After the teacher has clearly explained and provided the expectations prior to the project and then,
once the projects are complete, ask the students to evaluate their own projects and participation.

E. After learning Division of Whole Numbers, reflect on how it can be learned by your future pupils in
a more effective, creative, and meaningful way. Discuss your:

1. Motivational Activity. I will use

Introduce division as sharing

Printed worksheet with two ice cream cones and pile of red poems pomp representing cherries

When it comes down to it, isn’t division really just sharing? Play this simple game where kids roll dice
and share out pom-pom cherries as equally as possible. It’s a great start to teaching division.

2. Teaching Strategy. I will employ

Create equal groups (amount of circles of the divisor; using our example, make 3 circles). Decompose
your dividend into whole numbers. Divide the whole numbers into the equal groups, so that all
groups have the same amount of numbers in them. Add up your whole numbers that are in each
group.
3. Mode of Assessment: I will administer

Generally, assessment is divided into diagnostic, formative or summative. Diagnostic testing or

Prepared by: CRISTINA P. TENDERO

EGE 07 Instructor