Unit VIII: Instructional

Unit VIII: Instructional Planning

Introduction
In this unit, how to plan, develop, and execute lessons in mathematics for the
primary grades will be learned. Specifically, the instructional planning cycle, the things to
consider in planning instruction, and the different instructional planning models will be
presented to have a better grasp of the process.

Learning Outcomes
At the end of this unit, you are expected to:
1. Demonstrate understanding and appreciation of the different concepts related to
instructional planning, and
2. Design a developmentally sequenced teaching and learning process to meet the
curriculum requirements in teaching Mathematics in the primary grades.

Activating Prior Knowledge

Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes
and figures, functions, logic, and reasoning. Mathematics is also a tool of science and a
language complete with its own notations and symbols and “grammar” rules, with which
concepts and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement,
Geometry, Patterns & Algebra and Statistics and Probability.
1. Numbers and Number Sense as a strand include concepts of numbers, properties,
operations, estimation, and their applications.
2. Measurement as a strand includes the use of numbers and measures to describe,
understand, and compare mathematical and concrete objects. It focuses on attributes
such as length, mass and weight, capacity, time, money, and temperature, as well as
applications involving perimeter, area, surface area, volume, and angle measure.
3. Geometry as a strand includes properties of two- and three-dimensional figures and their
relationships, spatial visualization, reasoning, and geometric modeling and proofs.
4. Patterns and Algebra as a strand studies patterns, relationships, and changes among
shapes and quantities. It includes the use of algebraic notations and symbols, equations,
and most importantly, functions, to represent and analyze relationships.

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5. Statistics and Probability as a strand is all about developing skills in collecting and
organizing data using charts, tables, and graphs; understanding, analyzing and
interpreting data; dealing with uncertainty; and making predictions about outcomes.

The primary grades include Grades 1 to 3. At the end of Grade 3, students are
expected to demonstrate understanding and appreciation of key concepts and skills along
those 5 content areas.
The Mathematics curriculum is not simply a list of competencies. It is logically
arranged and organized. For the teachers’ reference, content standards, performance
standards, and the learning competencies are explicitly stated. See an example below.
CONTENT CONTENT PERFORMANCE
STANDARDS STANDARDS LEARNING COMPETENCY

The learner... The learner... The learner...

Grade 1- FIRST QUARTER

Numbers demonstrates 1. is able to 1. visualizes and represents
and understanding recognize, numbers from 0 to 100 using a
Number of whole represent, and order variety of materials.
Sense whole numbers up 2. counts the number of objects
numbers up to to 100 and money in a given set by ones and
100, ordinal up to PhP100 in tens.
numbers up to various forms and
3. identifies the number that is
10th, money up contexts.
2. is able to recognize, one more or one less from a
to PhP100 and given number
and represent
fractions ½ and ordinal numbers up 4. composes and decomposes a
1/4. to 10th, in various given number. e.g. 5 is 5 and
forms 0, 4 and 1, 3 and 2, 2 and 3, 1
and contexts. and 4, 0 and 5.
5. regroups sets of ones into sets
of tens and sets of tens into
hundreds using objects.

(For more details, go over the K to 12 Curriculum Guide in Mathematics)

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Topic 1. The Teaching Cycle

Learning Objectives
At the end of the lesson, you are expected to demonstrate an understanding and
appreciation of the instructional planning cycle.

Presentation of Content
There are many models of the teaching cycle that various educators have developed
over the years. However, all models generally considered the following stages: (1) identify
objectives, (2) plan instruction, (3) implement plan, (4) check understanding, (5) reflect on
teaching, and (6) assess learning and reflect on results
1. Identify Objectives
What knowledge and/ or skills do the students need to learn? In this cycle, the
content standards, performance standards, and the learning competencies that are found in
the curriculum guide should be used as basis.
2. Plan Instruction
What strategies must be implemented for the students to achieve the objectives
targeted in the previous stage? In planning instruction, it is important that the teacher has
mastery of the content of the lesson to teach. It is also beneficial that the teacher is familiar
with her/ his students- what they know, how they learn, etc.
3. Implement Plan
This is the stage where the learning activities prepared during the planning stage is
conducted. It is important that in this stage, the teacher is flexible with the possible changes.
4. Check for Understanding
Because teaching is intended to help students learn, the teacher needs to check
constantly the students for their understanding of the lesson. Facial reactions and verbal cues
help in assessing whether or not the students can move on to another concept or skill. This
stage makes use of formative assessment.
5. Reflect on Teaching
Every stage of the teaching- learning process should be evaluated. Were the
objectives achieved? Were the implemented strategies effective? How can instruction be
improved?

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6. Assess Learning and Reflect on the Students

This stage gives a concrete measure of what the students have learned. In Math, this
is usually through a paper- and pen examination although some authentic assessments may
also be implemented. This stage does not end in assessing learning. The result of assessment
requires for reflection on the part of both the teacher and the students.

Application

The following narrates how a teacher may experience the teaching cycle.
1. Identify Objectives
Teacher Liza identified “multiplication of whole numbers up to two digits” as the
goal of her next lesson.
2. Plan Instruction
The teacher prepared a lesson presentation that incorporated the problem- solving
strategy to help the students learn techniques in multiplying whole numbers.
3. Implement Plan
The activities that Teacher Liza prepared were done successfully by her students.
The class went on smoothly.
4. Check for Understanding
To make sure that her students understood the lesson, Teacher Liza gave a five- item
exercise as an exit pass.
5. Reflect on Teaching
Based on the exit pass, Teacher Liza found out that many of the students have
difficulty multiplying numbers that involve the digit 7. She then decided to do a find- your-
error activity the next day for the students to realize their mistakes. She also planned to give
a short drill on skip counting by 7.
6. Assess Learning and Reflect on the Students
Teacher Liza, later on, gave a multiplication quiz. Eighty- five percent of the
students passed. She planned to give remedial exercises to those who failed. This teaching
cycle taught Teacher Liza that students can discover concepts on their own. However,
this requires guidance from the teacher because misconceptions may arise.

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Assessment
What do you think is the most important stage of the learning cycle?
Why do you think so? Your answer to this question will be part of the portfolio that
you will compile at the end of this unit.

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Topic 2. Things to Consider in Planning Instruction in

Mathematics in the Primary Grades

Learning Objectives
At the end of the lesson, you are expected to demonstrate understanding and
appreciation of the things to consider in planning instruction in the primary grades.

Presentation of Content

Planning in education refers to the designing and preparation of learning activities

for students. Lesson planning is the process in which teachers thoughtfully contemplates
about the lesson objectives, the activities that will meet these objectives, the sequence of
these activities, the materials needed, how long each activity might take, how the class
would be managed during those activities, and the evaluation method to assess how far the
objectives were met.
There are five important elements in lesson planning. These are (1) content, (2)
objectives, (3) students, (4) learning environment, and (5) availability of resources.
1. Content
The subject matter to be taught should be studied thoroughly and should be mastered
before teaching it. The curriculum and teaching guides published by DepEd should be
consulted for this purpose. Information relevant to the topic can be derived from books and
websites.
2. Objectives
Specific knowledge and skills to be developed among learners in the topics to be
taught should be considered in planning. Aside from this, the attitude that students need to
acquire should also be given consideration.
3. Students
The nature of the students is an important consideration in lesson planning.
Knowledge of their interests, learning styles, attention span, prior learning, and special
needs will help in determining their needs and in building rapport with them. In teaching
math, it is also important to help students build their mindset towards the subject. Students
with growth mindsets believe that they can be better at math.

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4. Learning Environment
Aside from the physical environment where the learning takes place, it is equally
important to consider the emotional and social environment of the learners. Promoting
positive environment motivates and supports the growth of every learner. In the educative
process, students should feel safe in expressing their thinking without fear of being
embarrassed because of mistakes or different views. Most importantly, an atmosphere where
students are open to learning through the activities prepared and interactions with their
classmates should be promoted.
6. Availability of Resources

These may include the materials needed to facilitate the teacher in delivering the
topic to the students. Are these improvised? Are they manipulative? What about technology
resources? Do they help in meeting the objectives of the lesson? These are some of the
questions that need reflection.

Application
You will come face- to- face with an actual lesson plan in this activity. However,
because of the modality of instruction brought about by the COVID- 19 pandemic, use the
module instead of the actual lesson plan. Borrow a module in math that is used by the
elementary pupils particularly in the primary grades. Focus on the important elements of
the presentation. Identify these by giving specific examples wherein these are illustrated/
presented in the module.
Elements
Content

Objectives

Students/ Pupils

Learning Environment

Availability of Resources

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Assessment
Sketch an infographic about the difference between growth mindset and fixed
mindset. This will be part of the learning portfolio which you will compile at the end of this
module.

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Topic 3. Instructional Planning Models

Learning Objectives
At the end of the lesson, you are expected to demonstrate understanding and
appreciation of the most commonly used instructional planning models in the
Philippines

Presentation of Content

There are many instructional planning models that mathematics educators

have constructed,but the two most widely used in the Philippines are the ADIDAS
and the Five Es models.
ADIDAS stands for Activity, Discussion, Input, Deepening, Activity, and
Summary.
Activity. The lesson begins with an activity that will facilitate a meaningful
discussion about the topic of the session. In other words, the activity introduces the
topic to the students. This activity must be motivating and engaging to catch the
attention of the students.
Discussion. The lesson proceeds with the processing of the activity. In this
part the students, as facilitated by the teacher, talks about their experiences during
the activity. Here, the questioning skills of the teacher is important because he/ she
must be able to direct the discussion toward the targeted lesson.
Input. In a constructivist classroom,this is the part where the student would
share the concepts that they learned based on the activity and the discussion.
Nevertheless, no matter which learning theory is applied on the lesson, this is the
part where the concepts are clearly established.
Deepening. Here the teacher asks questions that will engage the students to
critical and creative thinking. Non- routine mathematical problems or real-life word
problems may be given. The purpose is to give the students the opportunity too
deepen their understanding of the concepts that they have just learned.
Activity. In mathematics, this is the part where the students verify what they
have just learned by solving mathematical problems. Depending on the need, the
students may be engaged in guided practice and/or individual practice. Sometimes,
the teacher facilitates games in this part of the lesson.

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Synthesis. The last part of the ADIDAS model is the Synthesis. Here, the
students are given the opportunity to express what they have learned by verbally
giving a summary of what transpired in class and what they have learned. The
students may also be given a short assessment to give the teacher a feedback on what
they have learned.
Another commonly used instructional planning model in our country is the
Five Es. The Five Es are Engage, Explore, Explain, Elaborate, and Evaluate.
Engage.This is the part that activates the students’ prior knowledge and
engages them into new concepts by doing short activities. The aim of this part is to
arouse the students curiosity.
Explore. In this part, the students are exposed to different experiences that
will facilitate the discovery of new concepts. Explore may involve observation
exercises,simulations, or manipulations of instructional materials. The goal here is
for the students to discover something new.
Explain. Here the students explain what they have experienced in Explore.
The role of the teacher is to facilitate the discussion that should lead to students
seeing patterns that will help them to describe the new concept in their own words.
Elaborate. This part of the lesson allows students to expand their
understanding of the concept by applying the concept that they have learned in
solving mathematical problems.
Evaluate. This allows the teacher and the students evaluate their learning.
Though giving exercises are usually the mode of evaluation, the teacher can be
creative by implementing other evaluation activities.

Application

Refer to the lesson plans or borrowed module in math that is used by the
elementary pupils particularly in the primary grades. Extract parts of this that
exhibits the following components:
ADIDAS
Activity

Discussion

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Input

Deepening

Activity

Synthesis

Assessment
Refer to the lesson plans or borrowed module in math that is used by the
elementary pupils particularly in the primary grades. Extract parts of this that
exhibits the following components:
Five Es
Engage

Explore

Explain

Elaborate

Evaluate

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Summary
 Teaching involves a repetitive cycle of defining objectives, planning and
implementing instruction, assessing learning, and reflecting on teaching and learning.
 ADIDAS and Five E’s are just two of the many instructional planning models
applied in math. All models usually include common components such as activities,
discussions, and evaluations.

Reflection
Directions: Write your thoughts on the things that you have learned and what you still need
to improve by completing the following.

References
Camarista, Genesis G. & Oranio Ian B. (2019) Teaching Mathematics in the Primary Grades.
Lorimar Publishing Inc., Quezon City, Philippines.
Gusano, R. C., et. al. (2020) A Course Module for Teaching Math in the Primary Grades.
Rex Bookstore, Manila, Philippines.
K- 12 Basic Education Curriculum Guide in Mathematics
Ministry of Education Singapore, Mathematics Syllabus Primary, (Singapore: Ministry of
Education, 2006).

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Note:

Most of the parts of this module is adopted from A Course Module for Teaching
Math in the Primary Grades by Gusano, R. C., et. al. (2020). Modifications were made to
match the syllabus and to present the module by following the format as prescribed by the
university.