Wesleyan University – Philippines

Maria Aurora, Aurora

First Semester 2022

Teaching Mathematics in the Primary Grades

BEED Math 1

Unit 2 INSTRUCTIONAL PLANNING

Module No. 6 Instructional Planning Models

Student Name:

CHALLENGE 1. Do you think the ADIDAS or the 5 E’s model is applicable to

planning any lesson in Mathematics? Explain your thoughts.

Yes, because both of those things can be used with the curriculum
guide. It is meant to help teachers with the planning, teaching, and
evaluating they do every day. The 5 Es Model is a way of learning
called "constructivist." At each stage of instruction, the ideas, concepts,
and skills that the student needs to do their inquiry are explained in
detail. There are also rules about how teachers and students should act
and chances to show what they've learned by putting it to use. Students
can learn and find meaning from what they do and see. In the ADIDAS
Model, each part of a lesson serves a specific purpose that is important
for explaining the main ideas and concepts of a subject.

2. What if, in the school where you will be employed, a different

instructional planning model is used. Do you think you will have
a hard time adjusting? Explain.

Of course not. Training and experience help people be adaptable and

ready to learn new things. If someone thinks that a different way of
 teaching will make them upset, they shouldn't be a teacher. No teacher
should think that their whole career will look like the same thing.

If you are a new teacher, please ask the other teachers, the
administration, and your mentors for help and advice if you have
questions about the new model.

HARNESS Refer to a Mathematics Lesson Plan in Primary Grades and do the

following:

1. Extract parts of the lesson plan that exhibits the components of:

A. ADIDAS

Activity

a. Reviewing lessons from the past or giving the new lesson.

Let the pupils name which number is greater and which number is less.

2 or 5

64 or 44

321 or 320

1 303 or 1 223

Discussion

b. Setting the goal of the lesson.

Look at the given figures:

4+1=54+2=63+3=6

4 + 3 = 7 4 + 4 = 8 5 + 5 = 10

4 + 5 = 9 4 + 6 = 10 7 + 7 = 14

4 + 8 = 12 4 + 10 = 14 9 + 7 = 16
What numbers are being added to the number 4 in the first column?

Can you divide each of these by 4 exactly?

What about their answer? Can we divide it by 4?

Do you know what these are called?

Odd numbers are those that can't be exactly divided by 4.

What's an odd number?

Let pupils play the game “The boat is sinking”

-The boat is sinking, group yourselves into 5/7/9/11.

-The boat is sinking, group yourselves into 2/4/6/8/10.

After the game, ask:

What numbers were mentioned in the game?

What do we call 5,7,9 and 11? Why?

How about 2,4,6,8 and 10?

Input

c. Discussing new concepts and practicing new skills.

Present a problem:

Jose picked 741 kg of guavas. He sold 367 kilos to the market and 75
kilos to his neighbors. He gave the other 29 kilograms to his family.

How many kilograms were sold of guavas at the market?

How many kilograms did he sell to the people around him?

How many did he give his family?

What are the last numbers in each of these?

Can you exactly divide these numbers by two?

What do these numbers get called?

When can a number be called "odd"?

Deepening
 d. Developing mastery.

Pair Activity:

The first student will say a number, and the second will decide if it is
odd or even.

Activity

e. e. Finding ways to use ideas and skills in everyday life.

What number am I? Write your answer on your paper.

1) I am an odd number less than 60 but greater than 57.

2) I am an odd number greater than 222 but less than 225.

3) I am the largest odd number, less than 600.

4) I am an even number greater than 396 but less than 400.

5) I am an even number greater than 1 102 but less than 1 105.

Synthesis

f. Use abstractions and broad generalizations to discuss the lesson.

Write down the numbers below on your paper. Write whether O if it is

odd and E if it is even.

__ 1) 18 __ 6) 91 __ 11) 857

__ 2) 28 __ 7) 128 __ 12) 1 316

__ 3) 13 __ 8) 264 __ 13) 2 320

__ 4) 27 __ 9) 300 __ 14) 3 022

__ 5) 69 __ 10) 433 __ 15) 4 013

B. 5 E’s

Engage

A. Reviewing lessons from the past or giving the new lesson.

Ask the students to identify which number is higher and which is less.

2 or 5

64 or 44

321 or 320

1 303 or 1 223

Explore

b. Setting the goal of the lesson.

Look at the given figures:

4+1=54+2=63+3=6

4 + 3 = 7 4 + 4 = 8 5 + 5 = 10

4 + 5 = 9 4 + 6 = 10 7 + 7 = 14

4 + 8 = 12 4 + 10 = 14 9 + 7 = 16

What numbers are being added to the number 4 in the first column?

Can you divide each of these by 4 exactly?

What about their answer? Can we divide it by 4?

Do you know what these are called?

Odd numbers are those that can't be exactly divided by 4.

What's an odd number?

Let pupils play the game “The boat is sinking”

-The boat is sinking, group yourselves into 5/7/9/11.

-The boat is sinking, group yourselves into 2/4/6/8/10.

After the game, ask:

What numbers were mentioned in the game?

What do we call 5,7,9 and 11? Why?

How about 2,4,6,8 and 10?

 Explain

c. Discussing new concepts and practicing new skills.

Present a problem:

Jose picked 741 kg of guavas. He sold 367 kilos to the market and 75
kilos to his neighbors. He gave the other 29 kilograms to his family.

How many kilograms were sold of guavas at the market?

How many kilograms did he sell to the people around him?

How many did he give his family?

What are the last numbers in each of these?

Can you exactly divide these numbers by two?

What do these numbers get called?

When can a number be called "odd"?

Elaborate

d. Developing mastery.

Pair Activity:

The first student will say a number, and the second will decide if it is
odd or even.

Evaluate

e. Use abstractions and broad generalizations to discuss the lesson.

Write down the numbers below on your paper. Write whether O if it is

odd and E if it is even.

__ 1) 18 __ 6) 91 __ 11) 857

__ 2) 28 __ 7) 128 __ 12) 1 316

__ 3) 13 __ 8) 264 __ 13) 2 320

__ 4) 27 __ 9) 300 __ 14) 3 022

__ 5) 69 __ 10) 433 __ 15) 4 013

 2. Are there components of the ADIDAS/ 5 E’s model that were
not reflected in the lesson plan? If you were to fill in these
missing parts, what would you write?

No, there aren't any parts of the two models that aren't shown. This is
because the lesson plan I took from both models fits both of them. If
there were parts of the lesson that were not in the lesson plan, I would
fill them in so that they fit with the lesson and showed the right way to
use them.