Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BEEd COURSE NO. EED MATH 2

SPECIALIZATION General COURSE Teaching Mathematics in the Intermediate
TITLE Grades
YEAR LEVEL 2 TIME FRAME 6 hrs. WK NO. 3-4 IM NO. 2

I. UNIT/CHAPTER TITLE
Unit 2: Instructional Planning

II. LESSON TITLE

Lesson 1. The Teaching Cycle

Lesson 2. Things to Consider in Planning Instruction in Mathematics in the
Intermediate Grades
Lesson 3. Instructional Planning Model

III. LESSON OVERVIEW

The work of a teacher does not start and end in teaching per se. The teaching process is
not a linear activity that starts with planning and ends with testing. Instead, it is a cycle of repeating
stages until the students acquire an understanding of the targeted concepts and skills. You may
think of the teaching cycle as a spring – you go through the same process over and over again,
but each time with a more informed objective and a better understanding of what it means to learn
and teach mathematics.

In education, planning refers to the designing and preparation of learning activities for the
students. In lesson planning, teachers thoughtfully contemplate about the lesson objectives, the
activities that will meet these objectives, the sequence of those 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. This lesson enumerates the
things to consider in planning instruction for mathematics in the intermediate grades.

Now that you have learned the things to consider when planning instruction, you are ready
to create one yourself. Teachers usually plan lessons following a specific model. In this unit, you
will also learn about the two most commonly used instructional planning models in the Philippines
and their common features.

IV. DESIRED LEARNING OUTCOMES

At the end of the unit, the students are expected to:

a. demonstrate an understanding and appreciation of the instructional planning;

b. demonstrate an understanding and appreciation of the things to consider in
planning instruction for mathematics in the intermediate grades; and
c. demonstrate an understanding and appreciation of the most commonly used
instructional planning models in the Philippines.

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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

V. LESSON CONTENT

LESSON 1: THE TEACHNG CYCLE

There are many models of the teaching cycle that various educators have developed throughout
the years. However, all models boil down to six common stages: (1) identify objectives, (2) plan
instruction, (3) implement plan, (4) check for understanding, (5) reflect on teaching, and (6) assess
learning and reflect on results.

The following describes each stage of the learning cycle.

1. Identify objectives
What knowledge and/or skills do the students need to learn? You must be guided by the content
standards, performance standards, and the learning competencies that are found in the curriculum guide.

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 most important that you have mastered the content of the
lesson that you are about to teach. It is also beneficial to be familiar with your students - what they know,
how they learn, etc. you will learn more about instructional planning in the next chapter.

3. Implement plan
This is the stage where you conduct the learning activities that you have prepared during the
planning stage. A word of advice: even though you have carefully and delicately planned for the lesson,
you must be flexible with the possible changes that you need to accommodate. How will you know
whether change is needed? Read on the next stage.

4. Check for understanding

Teaching is about helping students learn. During the implementation of the lesson plan, you must
every now and then check whether the students have understood what you have covered so far. Facial
reactions and verbal cues help in assessing whether or not the students can move on to another concept
or skill. If not, you might need to give a more elaborate explanation, more examples. Or whatever you
think is needed based on the students’ reactions. This stage also makes use of formative assessments
that you will learn more about in chapter 17.

5. Reflect on teaching
You must evaluate every teaching period that you finished. Were the objectives achieved? Were
the implemented strategies effective? How can instruction be improved? Your answers to the last two
questions will give you insights on how to improve instruction the next time you teach the same lesson.
However, if your answer in the first question is no, i.e., the objectives were not met, then you need to
plan again. What do you need to do differently in order to achieve the objectives?

6. Assess learning and reflect on the results

This stage gives you a concrete measure of what the students have learned. In math, this is
usually through a paper-and-pen examination. However, some authentic assessments may also be
implemented as you will learn in the later chapter of this book. Take note that this stage does not end in
assessing learning and teaching practice based on the results?

After assessment and reflection, you will once again identify the next learning goals and so the
cycle continues.

The following is a narrative of how a teacher might experience the teaching cycle.

1. Identify objectives
Teacher Gina identified “multiplication of whole numbers up to two digits” as the goal of her next
lesson.

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

2. Plan instruction
Teacher Gina thought it is best to apply a constructivist approach to help her students learn
techniques in multiplying whole numbers. She planned a lesson that incorporates the problem-
solving strategy.

3. Implement plan
The class went on smoothly. The activities that Teacher Gina prepared were successfully done
by her students.

4. Check for understanding

To make sure that her students understood the lesson, Teacher Gina gave a three-item exercise
as an exit pass.

5. Reflect on teaching
Based on the exit pass, Teacher Gina found out that many of the students have difficulty
multiplying numbers that involve the digit 8. So, she 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 8.

6. Assess learning and reflect on the results

Teacher Gina, later on, gave a multiplication quiz. Ninety percent of the students passed. She
planned to give remedial exercise to those who failed. This teaching cycle taught Teacher Gina
that the students can discover concepts on their own. However, they must still be guided by a
teacher because misconceptions may arise.

Teaching involves a repetitive cycle of defining objectives, planning and implementing instruction,
assessing learning, and reflecting on teaching and learning. Each part of the cycle provides a better
understanding of what it means to teach and learn mathematics and so should result in better instruction
in the next repetition of the cycle.

LESSON 2: THINGS TO CONSIDER IN PLANNING INSTRUCTION IN MATHEMATICS IN THE

INTERMEDIATE GRADES

There are five important elements in lesson planning that you need to consider – the content,
objectives, students, learning environment, and availability of resources.

1. Content
Research the subject matter that you will be teaching. You should consult the curriculum and
teaching guides published by DepEd. Aside from books, you can also visit websites that will give you
information relevant to your subject area. You should master the contents of your lesson before you teach
it. Remember, you cannot give what you do not have. Moreover, you would not want to teach wrong
content to the students. It is easier to learn than to unlearn; it is difficult to take back wrong contents that
have already been taught. You have a big responsibility as a teacher – master your content!

2. Objectives
Before you begin planning, you need to know what specific knowledge and skills you want your
students to develop during the lesson or unit. Teachers often focus too much on knowledge and forget
about developing skills, which in the long term or more important than knowing mere facts. So, in planning
your instruction, always consider both knowledge and skills.

3. Students
Get to know your students – where they came from, what their interests re, what they already
know, their learning style, attention span, special needs, etc. These will all help you determine your
students’ needs. Remember that you need to prepare your lessons with all your students in mind and
that your main goal should be to meet their needs and offer them enabling environments to learn their
preferred way. Knowing your students will also help you build rapport with them, which is important if you
want your students to be freely sharing their ideas with you and their classmates.
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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

Another important consideration that needs serious attention in teaching, especially mathematics,
is the students’ mind-set. You may have all things considered – lesson mastery, focused objectives, and
comprehensive understanding of students – but still find that the lesson is not coming through the
students. This may be because the students have closed their doors toward math. Many school children
have come to believe that math is difficult and they can never be good at it. This is called a fixed mind-
set. Students with a fixed mind-set believe that their math skills cannot be improved, which results in
underperformance in the subject. Reasons for a fixed mind-set include influence from adults who dislike
math, previous unpleasant experience in math class, and others. Your goal as a teacher is to develop
students with a growth mind-set. Students with a growth mind-set believe that they can be better at
math. They know that their efforts are not wasted and that they can learn even in their failures. Many
studies have proven that students who have a growth mind-set perform better in school that those who
have a fixed mind-set. So, in planning your lesson, you must consider how to encourage a growth mind-
set in class.

4. Learning environment
Aside from the physical environment where the learning takes place, it is also important to
consider the social and emotional learning environment of the class. You need to make sure that you
promote a positive environment where the students are motivated and are supportive to each other’s
growth. The students must feel safe to express their thinking without fear of being embarrassed because
of mistakes or different views. Most importantly, you must create an atmosphere where the students are
open to learning through the activities you prepared and interactions with their classmates.

5. Availability of resources
Take into consideration the instructional materials that you will be needing before you write your
lesson plan. Is a blackboard available? If not, can you improvise? Are there specific manipulatives that
you need? Where can you get them? Can you make them instead? Do you need technology resources?
Have you checked whether your devices are compatible with what is available in school? These are some
of the questions that you can reflect on.

Before writing a lesson, teachers are expected to thoughtfully contemplate on the objectives,
review the content, and get to know the learners. Doing these will help them plan a relevant and effective
lesson for the learners.

LESSON 3: INSTRUCTIONAL PLANNING MODEL

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 5 Es model.

ADIDAS (Activity, Discussion, Input, Deepening, Activity, and Summary)

Activity. The lesson begins with an activity that will later 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, talk about their experiences during the activity. Here, the questioning skill of
the teacher is important because he/she must be able to direct the discussion toward the targeted lesson.

Input. In a traditional classroom, the Input is where the teacher lectures. However, in a
constructivist classroom, this is the part where the students would share the concepts that they learned
based on the activity and the discussion. Nevertheless, no matter which learning theory is applied in 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 to deepen their understanding of the concepts that they have just
learned.
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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.

Synthesis. The last part of the ADIDAS model is 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
feedback on what they have learned.

Another commonly used instructional planning model in our country is the 5 Es.

5 Es (Engage, Explore, Explain, Elaborate and Evaluate)

Engage. This part activates the students’ prior knowledge and engages them with 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 the students seeing patterns that will help them
describe the new concept in their own words.

Elaborate. The Elaborate part of the lesson allows the students to expand their understanding of
the concept by applying the concept that they have learned to solve mathematical problems.

Evaluate. The last part of the 5 Es Model, Evaluate, lets the teacher and the students evaluate
their learning. Though giving short exercises are usually the mode of evaluation, the teacher can be
creative by implementing other evaluation activities.

Aside from the components of whatever instructional planning model, an instructional plan also
reflects basic information about the lesson like prerequisite knowledge and skills, time allotment,
materials needed, et. Below is a sample template of a lesson plan.

Topic: _____________________________________________________________________________

Subject: _____________________

Grade Level: _________________

Duration: _______________

Objectives

At the end of the session, the student will be able to:

1. ________________________________________________________________________________

2. ________________________________________________________________________________

3. ________________________________________________________________________________

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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

Prerequisite Concepts/Skills:
• ____________________________________________________________________________
• ____________________________________________________________________________
• ____________________________________________________________________________

New Concepts/Skills:

1. ________________________________________________________________________________

2. ________________________________________________________________________________

3. ________________________________________________________________________________

Materials:
• ____________________________________________________________________________
• ____________________________________________________________________________
• ____________________________________________________________________________

References:
• ____________________________________________________________________________
• ____________________________________________________________________________
• ____________________________________________________________________________

Lesson Proper:

Activity Duration (Number of Teacher’s Role Students’ Role

Minutes)

Teaching involves a repetitive cycle of defining objectives, planning and implementing instruction,
assessing learning, and reflecting on teaching and learning. Each part of the cycle provides a better
understanding of what it means to teach and learn mathematics and so should result in better instruction
in the next repetition of the cycle.

VI. LEARNING ACTIVITIES

1. What do you think is the most important stage of the learning cycle? Why do you think
so?

2. Interview three experienced intermediate grades (Grades 4, 5, or 6) mathematics

teachers. Ask them the following question: If you were to give a piece of advice
about lesson planning to your rookie teacher self, what would it be? What are
common about their responses? Write them down below.
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INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

3. Do you think the ADIDAS or the 5 Es Model is applicable to planning any lesson in
mathematics? Explain your thought.

VII. ASSIGNMENT

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

ADIDAS

Activity

Discussion

Input

Deepening

Activity

Synthesis

5 Es

Engage

Explore

Explain

Elaborate

Evaluate

VIII. EVALUATION (Note: Not to be included in the student’s copy of IM)

Short Quiz

IX. REFERENCES

Gusano, R. C., Masangkay, MZ. J., Rocena, LA. M., & Unida, M. C. (2020). A Course
Module for Teaching Mathematics in the Intermediate Grades. Sampaloc, Manila: Rex
Book Store. Inc.

K-12 Curriculum Guide for Mathematics K-12 Textbooks for Mathematics

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