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SUGGESTED STUDY SCHEDULE
==========================================================

Week Topic Learning Outcomes Activities

1-3 Numbers and Number Sense
Modules 1-3 A. Understand the key concepts and 4As
skills of the Curriculum content of Activity
Mathematics Education for the Analysis
intermediate level in the K-12 BEC. Abstraction
Application
B. Design activities that would help Reflection
develop and improve children’s Assessment
mathematical skills and
competencies.

4-6 Measurement
Modules 4-6 A. Understand the key concepts and 4As
skills of the Curriculum content of Activity
Mathematics Education for the Analysis
intermediate level in the K-12 BEC. Abstraction
Application
B. Design activities that would help Reflection
develop and improve children’s Assessment
mathematical skills and
competencies.

Naturalistic, Informal, Structured,

7-8 Behaviorism, Constructivism
Modules 7-8 A. Discuss the learning episodes of 4As
Mathematics for children. Activity
Analysis
B. Discuss the theories of Mathematics Abstraction
Application
C. Cite Mathematics learning situations Reflection
where each theory is applicable Assessment

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 Week Topic Learning Outcomes Activities
9-10 Mathematics Learning Theories
Modules 9-10 A. Discuss the learning theories 4As
advocated by prominent Activity
contemporary psychologists. Analysis
Abstraction
B. Relate the different learning theories Application
in intermediate grades mathematics Reflection
class situation. Assessment
Approaches, Methods and Techniques in
11-12 Teaching Mathematics:
Modules 11-12 A. Use different approaches, methods and 4As
techniques in teaching Mathematics in Activity
the intermediate grades. Analysis
B. Develop a variety of teaching and learning Abstraction
resources, including ICT, to address Application
learning goals Reflection
Assessment

Other Teaching Strategies and

13-14 Supplementary Methods:
Modules 13-14 A. Use different approaches, methods and 4As
techniques in teaching Mathematics in Activity
the intermediate grades. Analysis
B. Develop a variety of teaching and learning Abstraction
resources, including ICT, to address Application
learning goals Reflection
Assessment
15-16 Lesson Planning
Modules 15-16 A. Design a developmentally sequenced 4As
teaching and learning process to Activity
meet the curriculum requirements in Analysis
teaching Mathematics in the Abstraction
intermediate grades. Application
B. Set learning outcomes that are Reflection
aligned with learning competencies. Assessment
C. Use effective teaching approaches,
strategies and assessment

17-18 Demonstration Teaching

Modules 17-18 A. Perform a demonstration lesson in 4As
Mathematics (intermediate level) by Activity
group. Analysis
B. Implement strategies that inspire Abstraction
learner participation and motivate
Application
learners to work productively by
assuming responsibility for their own
Reflection
learning. Assessment
C. Maximize use of appropriate
technology in teaching the lesson in
order to promote critical and creative
thinking skills.
D. Use assessment tools aligned with
the curriculum requirement.

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 ====================================================================================
EVALUATION
==========================================================
To pass the course, you must:
1. Read all course readings and answer pre-assessment quizzes, self-assessment quizzes,
self-assessment activities and reflection questions.
2. Answer the print-based discussion activities.
3. Submit assignments and graded quizzes for midterm and finals.
4. Submit the final output (Portfolio and Pre-Recorded Demo Teaching).
5. Do the Midterm and Final Exams.

Evaluative Assessment Activities

A. Quizzes and Exercises
Instruction: The graded quizzes and exercises embedded in this module must be
answered. Please call or text me should you need any help or assistance for purposes of
further validation and verification.

B. Pre-Recorded Demonstration Teaching

Instruction: You will be submitting a pre-recorded demo teaching at the end of the
semester as your Final Exam.

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GRADING SYSTEM
=========================================================

No CRITERIA PERCENTAGE
1 Submission of outputs 30%
2 Quizzes and other activities 20%
3 Midterm and Final 50%

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 ==================================================================================

TABLE OF CONTENTS
=========================================================
Page
Introduction 2
Study Guide 3
Study Schedule 4
Evaluation 6
Grading System 6
Module 1 8
Module 2 11
Module 3 15
Module 4 20
Module 5 28
Module 6 35
Module 7 43
Module 8 48
Module 9 52
Module 10 56
Module 11 62
Glossary
References

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 MODULE 1

TITLE: Numbers and Number Sense: Whole Numbers and Number Theory

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:

• understand the key concepts and skills of the Curriculum content of Mathematics Education
for the intermediate level in the K-12 BEC,
• explain the importance of key concepts and skills of the Curriculum content of Mathematics
Education for the intermediate level, and
• perform the given activities accurately.

ACTIVITY:
Directions: Encircle the words found in the puzzle. Please answer legibly.

learn about research, its’ meaning, definition

ANALYSIS:
a. What are the words found in the puzzle?

b. As a teacher, are these words important to learn in teaching mathematics? Why do you
say so?

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 ABSTRACTION:

What are whole numbers?

Whole numbers are the set of numbers that include zero and all the positive numbers that
we count with, like 0, 1, 2, 3, 4, 5, etc. What this set doesn’t include are negative numbers and
numbers that are expressed as fractions or decimals. In other words, whole numbers include zero
and all positive integers. The set of whole numbers goes on forever.

A Little More About Terminology

The term “whole number” is sometimes used interchangeably with “natural number,”
although the set of natural numbers (or counting numbers) does not include zero. There is some
debate about whether or not zero is a whole number, but for the purpose of this tutorial, we will
consider it one.

Moreover, Whole numbers are the combination of positive numbers and zero. When you
put the number zero with all the counting numbers (e.g., 0, 1, 2, 3, 4…), you create whole numbers.
Whole numbers can continue until infinity, or without end. Whole numbers cannot be negative.
Also, a whole number cannot be a fraction or a decimal.
If you're looking at a number line, all the numbers starting at zero and going to the right are
whole numbers.

Number theory, branch of mathematics concerned with properties of the

positive integers (1, 2, 3, …). Sometimes called “higher arithmetic,” it is among the oldest and
most natural of mathematical pursuits. Number theory has always fascinated amateurs as well as
professional mathematicians. In contrast to other branches of mathematics, many of the problems
and theorems of number theory can be understood by laypersons, although solutions to the
problems and proofs of the theorems often require a sophisticated mathematical background. Until
the mid-20th century, number theory was considered the purest branch of mathematics, with no
direct applications to the real world. The advent of digital computers and digital communications
revealed that number theory could provide unexpected answers to real-world problems. At the same
time, improvements in computer technology enabled number theorists to make remarkable
advances in factoring large numbers, determining primes, testing conjectures, and solving
numerical problems once considered out of reach.
Modern number theory is a broad subject that is classified into subheadings such as
elementary number theory, algebraic number theory, analytic number theory, geometric number
theory, and probabilistic number theory. These categories reflect the methods used to address
problems concerning the integers.
Elementary number theory is the branch of number theory in
which elementary methods (i.e., arithmetic, geometry, and high school algebra) are used to solve
equations with integer or rational solutions.

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 APPLICATION

1. Why do decimals and fractions are not considered to be whole numbers?

2. In your own words, what is your understanding about Number Theory?

REFLECTION:
▪ What insight did you gain from this module?

ASSESSMENT
Directions: Use a Flow Chart to briefly discuss the following terms in your own words.

A. Number Theory
B. Whole Numbers
C. Positive Numbers
Mathematics Concepts

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 MODULE 2

TITLE: Numbers and Number Sense: Fractions and Decimals

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:
• understand the key concepts and skills of the Curriculum content of Mathematics
Education for the intermediate level in the K-12 BEC,
• explain the importance of key concepts and skills of the Curriculum content of
Mathematics Education for the intermediate level, and
• perform the given activities accurately.

ACTIVITY
Directions: Arrange the jumbled word in each number. Read and understand the given
clue to re-arrange the jumbled word. Please write your answers legibly.

1. You will miss one-fourth of your life if you’ll not join the field trip.
FTICNAOR

Answer:

2. Eight pesos and fifty centavos is the suggested retail price for a sachet of coffee.
DLICAMSE

Answer:

ANALYSIS

1. What are the words in our activity?

2. What is your idea about the words found in our activity? Briefly explain.

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ABSTRACTION

Fractions are numbers used to refer to a part of a whole. This includes measurements that
cannot be written as whole numbers. For example, the width of a piece of notebook paper is more than
8 inches but less than 9 inches. The part longer than 8 inches is written as a fraction. Here, you will
investigate how fractions can be written and used to represent quantities that are parts of the whole.

Identifying Numerators and Denominators

A whole can be divided into parts of equal size. In the example below, a rectangle has been divided
into eight equal squares. Four of these eight squares are shaded.

The shaded area can be represented by a fraction. A fraction is written vertically as two
numbers with a line between them. The denominator (the bottom number) represents the number
of equal parts that make up the whole. The numerator (the top number) describes the number of
parts that you are describing. So returning to the example above, the rectangle has been divided
into 8 equal parts, and 4 of them have been shaded. You can use the fraction 𝟒 to describe the
𝟖
shaded part of the whole.
In 𝟒, the 4 is the numerator and tells how many parts are shaded. The 8 is the denominator and tells
𝟖
how many parts are required to make the whole.

Parts of a Whole
The “parts of a whole” concept can be modeled with pizzas and pizza slices. For example,
imagine a pizza is cut into 4 pieces, and someone takes 1 piece. Now, 𝟏 of the pizza is gone
𝟒
and 𝟑 remains. Note that both fractions have a denominator of 4, which refers to the number of
𝟒
slices the whole pizza has been cut into.

Decimal numbers are numbers whose place values are based on 10s. Whole numbers are
actually decimal numbers that are greater than or equal to zero. The place-value chart can be
extended to include numbers less than one, which are sometimes called decimal fractions. A
decimal point is used to separate the whole number part of the number and the fraction part of the
number.

Let’s say you are measuring the length of a driveway and find that it is 745 feet. You would
say this number as seven hundred forty-five. Then, a more accurate measurement shows that it
is 745.36 feet. Let’s place this number in a place-value chart.

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 What you want to examine now are the place values of the decimal part, which are the
numbers and in the chart below.

Notice how the place-value names start from the decimal point. To the left of the
decimal point are the ones, tens, and hundreds places, where you put digits that represent whole
numbers that are greater than or equal to zero. To the right of the decimal point are the tenths and
hundredths, where you put digits that represent numbers that are fractional parts of one, numbers
that are more than zero and less than one.

Reading the Decimals

The easiest way to read a decimal number is to read the decimal fraction part as a fraction.
(Don’t simplify the fraction though.) Suppose you have 0.4 grams of yogurt in a cup. You would
say, “4 tenths of a gram of yogurt,” as the 4 is in the tenths place.
Electronics Curfew
Note that the denominator of the fraction written in fraction form is always a power of ten,
and theMany families
number establish
of zeros rules about electronics.
in the denominator is the sameWhile
as the some
numberfamilies limit places
of decimal screento the right
of the time to apoint.
decimal coupleSee
of hours per day,inothers
the examples set rules
the table belowabout what time
for further electronics need to
guidance.
be turned off. Setting a curfew for electronics before bedtime can help develop good
sleep hygiene for both children and parents which enables you to get a better night's
sleep for health.

Make Amends When You Hurt Someone

Teach kids to take responsibility for their behavior by creating a rule about how to
respond if they’ve hurt someone. Sometimes an apology may be enough and at other
times, you may need to institute restitution as a consequence.
APPLICATION
A. Give the fraction of each word problem.
Tell the Truth
1. Joaquim bakes a blueberry pie for a potluck dinner. The total pie is cut into 6 equal
Stressing
slices.the importance
After everybodyof eats
honesty willonly
dessert, onlyone
be effective if you
slice of the role model
pie remains. the fraction of
What
behavior.
the pieIfremains?
you tell your kids to always tell the truth, but claim your 13-year-old is
only 12 so you can get a lower-priced movie ticket, your words won’t be effective.
Kids can’t tell the difference between “white lies” and other lies so if you’re going to
Answer:
stress the importance of honesty, show that you're honest.

Practice Good Dental and Body Hygiene

Washing hands, brushing teeth, and bathing must be done for good health. Establish
these as a rule so your children develop good habits, and don't shirk them yourself.
2.
Answer:

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 Bmxj
3. What is the place value 3 in 4, 279.386?
Answer:

4. Give the place value of 6 in in 4, 279.386?

Answer:

5. Write 4.379 in word form?

Answer:

REFLECTION:
▪ What insight did you gain from this module?

ASSESSMENT
A. Give the decimal notation of the following fractions:
66
1.
100

2. 4
10

B. Give the word form of the following decimals.

3. 2.50

4. 0.917

5. 11.6521

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 MODULE 3

TITLE: Ratio and Proportions, Percent and Integers

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:
• understand the key concepts and skills of the Curriculum content of Mathematics
Education for the intermediate level in the K-12 BEC,
• explain the importance of key concepts and skills of the Curriculum content of
Mathematics Education for the intermediate level, and
• perform the given activities accurately.

ACTIVITY
Directions: Observe and analyze the given picture below. Answer the questions after.

Source: https://images.app.goo.gl/iYEim18MRSwreLSV7

ANALYSIS

1. What are your observations about the presented picture above?

WARNING!!!
“When you are surfing the web, you may think you are anonymous, but there are various
ways that information about you or your activities can be collected without your
2. Is there an involvement of mathematical operations in the given picture? Why do you
consent.”
say so?

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 ABSTRACTION

Ratios are used to compare amounts or quantities or describe a relationship between two
amounts or quantities. Ratios compare quantities using division. This means that you can set up a
ratio between two quantities as a division expression between those same two quantities.

For example, a ratio might be used to compare the number of cars to the total number of
boxes as presented in our picture earlier. Another example is it can be used to compare the elephants
to the total number of animals in a zoo, or the amount of calories per serving in two different brands
of ice cream.

From the given picture, you can write the ratio using words, a fraction, and also using a
colon as shown below.

Source: https://images.app.goo.gl/iYEim18MRSwreLSV7

Ratio of cars to boxes:

7
Fraction Form=
14
Using Word= 7 to 14
Using a Colon= 7 : 14

Proportion is an equation that states that two ratios are equal. If you know one ratio
in a proportion, you can use that information to find values in the other equivalent ratio.
Using proportions can help you solve problems such as increasing a recipe to feed a larger
crowd of people, creating a design with certain consistent features, or enlarging or reducing
an image to scale.
𝟗
When two ratios are equal, a proportion is formed. For example, = 𝟏𝟓 or
𝟑𝟐𝟒 𝒏
9:324 = 15:n. Meanwhile, 9 and n are the extremes, while 324 and 15 are the means.
Let’s find the value of n.

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 9 9 x n = 324 x 15
9n = 4860
9 9
n = 540
𝟗 𝟏𝟓
So, = 𝟓𝟒𝟎 . Thus, the product of the means is equal to the product of the
𝟑𝟐𝟒
extremes.

Another example is to identify whether the ratios are proportion.

𝟔 𝟑
A. ,
𝟏𝟒 𝟕
Solution:
𝟔 𝟑
= Write the proportion.
𝟏𝟒 𝟕

6 x 7 = 14 x 3 Form a cross products. Then multiply.

42 = 42 Since both products are equal, therefore the
ratio 𝟔 and 𝟑 are proportion.
𝟏𝟒 𝟕

Percent comes from the Latin term per centum which means per hundred.
Percent is the ratio that compares a number to 100. You can write percent as a
fraction wit a denominator of 100. The symbol % is called the percent sign. In
general, the notation n% means n per hundred.

To write a fraction as percent

Write an equivalent fraction with a denominator of 100. Or think of a number that,

when multiplied by the denominator will result to 100. Multiply the same number
by the numerator. Then, write as percent

Let’s have some examples about fraction to percent.

Example 1. Write each fraction as percent.

𝟏 𝟏 𝐱 𝟐𝟓 𝟐𝟓
= = = 25%
𝟒 𝟒 𝐱 𝟐𝟓 𝟏𝟎𝟎

𝟐 𝟐 𝒙 𝟐𝟎 𝟒𝟎
= = = 40%
𝟓 𝟓 𝒙 𝟐𝟎 𝟏𝟎𝟎

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 Example 2. Change the following fractions to percent.

𝟐 𝟏𝟐𝟕 𝟏𝟐𝟕 𝒙 𝟒 𝟓𝟎𝟖

5 = = = = 508%
𝟐𝟓 𝟐𝟓 𝟐𝟓 𝒙 𝟒 𝟏𝟎𝟎

𝟕 𝟖𝟕 𝟖𝟕 𝒙 𝟏𝟎 𝟖𝟕𝟎
8 = = = = 870%
𝟏𝟎 𝟏𝟎 𝟏𝟎 𝒙 𝟏𝟎 𝟏𝟎𝟎

A proportion can also be used to express a fraction to percent. Consider the given
example below.

Example 3. Change 𝟓 to percent.

𝟖

Solution:
Write a proportion wherein the fraction 𝟓 is equivalent to 𝒏 . Find the
𝟖 𝟏𝟎𝟎
value of n by getting the product of the extremes and the means.
5:8 = n:100

500 = 8n Write the equation.

500 8𝑛
= Divide both sides by 8.
8 8

62.5 = n

Thus, 𝟓 = 𝟔𝟐.𝟓 = 62.5%

𝟖 𝟏𝟎𝟎

Integers are like whole numbers, but they also include negative numbers ... but still
no fractions allowed!

So, integers can be negative {−1, −2,−3, −4, ... }, positive {1, 2, 3, 4, ... }, or zero {0}
We can put that all together like this:

Integers = { ..., −4, −3, −2, −1, 0, 1, 2, 3, 4, ... }. Integers can be positioned and ordered
on a number line. From the number line above, we can see that a positive integer is greater than
zero. Similarly, negative integers are less than zero.

Let’s have some example of integer used in a situation. Write the integer represented by
each situation.

1. The temperature is 18°C below 0. Answer: _-18

2. The altitude is 75m above sea level. Answer: _+75

3. The corals are 15m below sea level. Answer: _-15

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 REFLECTION:
▪ What insight did you gain from this module?

APPLICATION
If you are a Grade 6 mathematics teacher, create a two (2) simple formative assessments
for each of the following.

A. Ratio
1.
2.

B. Proportion
1.
2.

C. Percent
1.
2.

D. Integers
1.
2.

ASSESSMENT
Directions: Briefly explain the following terms. Please write legibly.

1. Ratio

2. Proportion

3. Percent and Integer

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 MODULE 4

TITLE: Time, Speed, Perimeter, Circumference and Volume

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:

• understand the key concepts and skills of the Curriculum content of Mathematics
Education for the intermediate level in the K-12 BEC.
• design activities that would help develop and improve children’s mathematical skills and
competencies, and
• perform the given activities accurately.

ACTIVITY
Directions: Analyze and observe the given picture below.

Source: https://images.app.goo.gl/DJu4mJr388M7R1xw7

ANALYSIS
1. What are your observations about the presented picture above?

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 2. Is there an involvement of mathematical operations in the given picture? Why do you
say so?

ABSTRACTION
SPEED, DISTANCE AND TIME
The relationship among speed, distance and time can be expressed in the following
equations:

𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆
Speed =
𝒕𝒊𝒎𝒆

Distance = speed x time

𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆
Time =
𝒔𝒑𝒆𝒆𝒅

SPEED is a scalar quantity that refers o ‘how fast an object is moving.”. Speed can be thought as
the rate by which an object covers distance.
DISTANCE is the total length between two positions.
TIME is the quantity measured or measurable period during which an action, process, or
condition exists or continue.

The following table lists units in common use for speed and their abbreviations.
Distance Time Speed Abbreviation
miles hours miles per hour mph
kilometers hours kilometers per hour km/h or kph
meters seconds meters per second m/s
feet seconds feet per second f.p.s or ft per sec
centimeter seconds centimeters per cm/sec or cm/s
second

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 Example 1.
If a car travels 100 kilometers in 2 hours, find the average speed.
Solution:
Using the average speed formula:

Speed = 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 = 𝟏𝟎𝟎 = 50 kph

𝒕𝒊𝒎𝒆 𝟐

Answer: The average speed of the car is 50 kph.

Reminder: The car does not travel at a constant speed of 50 kph. Its speed varies during the
journey.

Example 2.
Vincent’s motorcycle’s average speed on a motorcycle is 50 km/h. If he drives it for
𝟏
4 hours, how far does he travel?
𝟐

Solution:
Using the formula to find the distance:
distance = speed x time
= 50 x 4 𝟏
𝟐
distance = 225 kilometers

Answer: He can travel a distance of 225 kilometers.

Example 3.
Marisa decided to travel to Boracay Island for a summer vacation. The airplane flew at an
average rate of 300 mph and covered 367.45 mile. How long did the flight take?

Solution:
Using the formula to find time:

𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆
Time =
𝒔𝒑𝒆𝒆𝒅
𝟑𝟔𝟕.𝟒𝟓
=
𝟑𝟎𝟎

Time = 1.22 hours

Answer: The flight took 1.22 hours.

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 PERIMETER

The perimeter is the length of the outline of a shape. To find the perimeter of a rectangle
or square you have to add the lengths of all the four sides. x is in this case the length of the
rectangle while y is the width of the rectangle.

The perimeter, P, is:

P = x+x+y+y
P = 2x+2y
P = 2(x+y)

Example
Find the perimeter of this rectangle:

P=7+7+4+4
P=2⋅7+2⋅4
P=2⋅(7+4)
P=2⋅11
P=22in

AREA OF PLAIN FIGURES

For finding the area of a polygon, we consider the enclosed region of the polygon. Let us
consider an illustration to clarify the idea.

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 Example 1: Find the area of a square whose side is 8 cm.
Solution: Area of square
= side × side
= 8 cm × 8 cm
= 64 cm2

Example 2: Find the area of a rectangle whose length is 21 cm and breadth is 5 cm.
Solution: Area of a rectangle
= length × breadth
= 21 cm × 5 cm
= 105 cm2

Example 3.
Solution:
Area of the rectangle DEFG = l × b
= 7 cm × 3 cm = 21 cm2

Area of the rectangle ABCG l × b

= 7 cm × 3 cm = 21 cm2

Area of the complete figure

= Area of rectangle DEFG
= 21 cm2 + 21 cm2
= 42 cm2

SURFACE AREAS AND VOLUME

Surface area and volume are calculated for any three-dimensional geometrical shape. The
surface area of any given object is the area or region occupied by the surface of the object.
Whereas volume is the amount of space available in an object.
In geometry, there are different shapes and sizes such as sphere, cube, cuboid, cone,
cylinder, etc. Each shape has its surface area as well as volume. But in the case of two-dimensional
figures like square, circle, rectangle, triangle, etc., we can measure only the area covered by these
figures and there is no volume available. Now, let us see the formulas of surface areas and volumes
for different 3d-shapes.
Total surface area refers to the area including the base(s) and the curved part. It is total of
the area covered by the surface of the object. If the shape has curved surface and base, then total
area will be the sum of the two areas.
Curved surface area refers to the area of only the curved part of the shape excluding its
base(s). It is also referred to as lateral surface area for shapes such as a cylinder.
The amount of space, measured in cubic units, that an object or substance occupies is called
volume. Two-dimensional doesn’t have volume but has area only. Example, Volume of
Circle cannot be found, though Volume of the sphere can be. It is so because a sphere is a three-
dimensional shape.

Surface Area and Volume Formulas

Below given is the table for calculating Surface area and Volume for the basic geometrical
figures:

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 Curved Surface
Total Surface
Area/Lateral Volume Figure
Perimeter Area
Surface Area

Square 4a a2 —-

Rectangle 2(w+h) w.h —-

Parallelogram 2(a+b) b.h —-

Trapezoid a+b+c+d 1/2(a+b).h —-

Circle 2πr π r2 —-

Ellipse 2π√(a2 + b2)/2 π a.b —-

Triangle a+b+c 1/2 * b * h —-

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 Cuboid 4(l+b+h) 2(lb+bh+hl) 2h(l+b) l*b*h

Cube 6a 6a2 4a2 a3

Cylinder —- 2 π r(r+h) 2πrh π r2 h

Cone —- π r(r+l) πrl 1/3π r2 h

Sphere —- 4 π r2 4π r2 4/3π r3

Hemisphere —- 3 π r2 2 π r2 2/3π r3

REFLECTION
What insights did you gain from this module?

24 | P a g e
 APPLICATION
Directions: Create an activity adopting the lesson/s from this module. Assume that this
activity sheet will be used for your demo teaching. Please be guided with the rubrics below.
5 points 4 points 3 points 2 points 1 point
Activity is very Activity is neat. Activity is untidy,
Activity is neat ad Activity is untidy
neat and But, disorganized disorganized with
Neatness organized with
organized with few
with smudges and
and more smudges
more smudges and
smudges or tears. smudges and tears. tears. and tears. tears.
The contents of The contents of the The contents of The contents of The contents of
Accuracy the activity are activity are mostly the activity needs the activity are the activity are
all correct. correct. revision. incorrect. irrelevant.
Submitted the
Submitted the Submitted the Submitted the Submitted the
activity sheet on
Timeliness or before the
activity sheet 1 day activity sheet 2 activity sheet 3 activity sheet 4
given schedule. late. days late. days late. days late.

ASSESSMENT
Directions: Answer the questions below. Please write legibly.

1. What is the difference between Perimeter and Area?

2. A dog runs from one side of a park to the other. The park is 80.0 meters across. The
dog takes 16.0 seconds to cross the park. What is the speed of the dog?

25 | P a g e
 MODULE 5
TITLE: Geometry, Patterns and Algebra, Probability

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:
• understand the key concepts and skills of the Curriculum content of Mathematics
Education for the intermediate level in the K-12 BEC.
• design activities that would help develop and improve children’s mathematical skills and
competencies, and
• perform the given activities accurately.

ACTIVITY
Directions: Imagine and draw a simple house using different shapes. Color your activity to
make it more attractive and colorful. Use the empty bow below to draw.

ANALYSIS
1. How did you create your house? What is your implication using the different shapes in
creating a simple drawing?

26 | P a g e
 ABSTRACTION
Parallel lines and Perpendicular Lines
The two lines in the graph below are parallel lines: they will never intersect. Notice that
they have exactly the same steepness which means their slopes are identical. The only difference
between the two lines is the y-intercept. If we shifted one line vertically toward the y-intercept of
the other, they would become the same line.

Parallel lines.

We can determine from their equations whether two lines are parallel by comparing their
slopes. If the slopes are the same and the y-intercepts are different, the lines are parallel. If the
slopes are different, the lines are not parallel. Unlike parallel lines, perpendicular lines do intersect.
Their intersection forms a right or 90-degree angle. The two lines below are perpendicular.

Perpendicular lines.
Perpendicular lines do not have the same slope. The slopes of perpendicular lines are
different from one another in a specific way. The slope of one line is the negative reciprocal of the
slope of the other line. The product of a number and its reciprocal is 1. If m1 and m2m1 and m2 are
negative reciprocals of one another, they can be multiplied together to yield −1−1.
m1∗m2=−1m1∗m2=−1
To find the reciprocal of a number, divide 1 by the number. So the reciprocal of 8 is 1, and
8
the reciprocal of 1 is 8. To find the negative reciprocal, first find the reciprocal and then change
8
the sign.

27 | P a g e
 Angles

What is an Angle?
In geometry, an angle can be defined as the figure formed by two rays meeting at a
common end point. An angle is represented by the symbol ∠. Here, the angle below is ∠AOB.

Angles are measured in degrees, using a protractor.

Parts of an Angle:
Arms: The two rays joining to form an angle are called arms of an angle. Here, OA and OB are
the arms of the ∠AOB. Vertex: The common end point at which the two rays meet to form an
angle is called the vertex. Here, the point O is the vertex of ∠AOB.

We can find angles in various things around us, such as in a pair of scissors, a hockey
stick, a chair.

Types of Angles
Angles can be classified on the basis of their measurements as
- Acute Angles - Right Angles - Obtuse Angles
- Straight Angles - Reflex Angles - Complete Angles

28 | P a g e
 Triangle
A triangle is a polygon with three edges and three vertices. It is one of the
basic shapes in geometry. A triangle with vertices A, B, and C is denoted

TYPES OF TRIANGLE BY LENGTHS OF SIDES

Triangles can be classified according to the lengths of their sides:
1. Equilateral Triangle has three sides of the same length. An equilateral triangle is also a regular
shape with all angles measuring 60°.

2. Isosceles Triangle has two sides of equal length. An isosceles triangle also has two angles of the
same measure, namely the angles opposite to the two sides of the same length.

3. Scalene Triangle has all its sides of different lengths. Equivalently, it has all angles of different
measure.

TYPES OF TRIANGLE BY INTERNAL ANGLES

Triangles can also be classified according to their internal angles, measured here in degrees.

1. Right Triangle (or right-angled triangle, formerly called a rectangled triangle has one of its
interior angles measuring 90° (a right angle). The side opposite to the right angle is the hypotenuse,
the longest side of the triangle. The other two sides are called the legs.

2. A triangle with all interior angles measuring less than 90° is an acute triangle or acute-angled
triangle. If c is the length of the longest side, then a2 + b2 > c2, where a and b are the lengths of the
other sides.

3. A triangle with one interior angle measuring more than 90° is an obtuse triangle or obtuse-angled
triangle. If c is the length of the longest side, then a2 + b2 < c2, where a and b are the lengths of the
other sides.

29 | P a g e
 QUADRILATERALS

What is Quadrilateral?
In geometry, a quadrilateral can be defined as a closed, two-dimensional shape which has
four straight sides.
The polygon has four vertices or corners.

We can find the shape of quadrilaterals in various things around us, like in a chess board,
a deck of cards, a kite, a tub of popcorn, a sign board and in an arrow.

Types of Quadrilaterals
Quadrilaterals can be classified into Parallelograms, Squares, Rectangles and Rhombuses.
Square, Rectangle and Rhombus are also Parallelograms.

Here’s a list of the types of quadrilaterals with their name, pictures and properties:

30 | P a g e
 POLYGONS

What is a polygon?
In geometry, a polygon can be defined as a flat or plane, two-dimensional closed
shape with straight sides. It does not have curved sides.

Here are a few examples of polygons.

Polygons can be of two types:

1. Regular Polygons – Polygons that have equal sides and angles are regular polygons.

Here are a few examples of regular polygons.

2. Irregular Polygons – Polygons with unequal sides and angles are irregular polygons.

Here are a few examples of irregular polygons.

31 | P a g e
APPLICATION
Directions: Create an activity adopting the lesson/s from this module. Assume that this
activity sheet will be used for your demo teaching. Please be guided with the rubrics below. You
may use separate sheet/s for your activity.
5 points 4 points 3 points 2 points 1 point
Activity is very Activity is neat. Activity is untidy,
Activity is neat ad Activity is untidy
neat and But, disorganized disorganized with
Neatness organized with
organized with few
with smudges and
and more smudges
more smudges and
smudges and tears. and tears.
smudges or tears. tears. tears.
The contents of The contents of the The contents of The contents of The contents of
Accuracy the activity are activity are mostly the activity needs the activity are the activity are
all correct. correct. revision. incorrect. irrelevant.
Submitted the
Submitted the Submitted the Submitted the Submitted the
activity sheet on
Timeliness or before the
activity sheet 1 day activity sheet 2 activity sheet 3 activity sheet 4
given schedule. late. days late. days late. days late.

REFLECTION:
1. What insights did you gain from this module?

ASSESSMENT
Directions: Answer the questions below. Please write legibly.

1. Explain the importance of learning Geometry in the elementary grades.

32 | P a g e
 MODULE 6

TITLE: Geometry, Patterns and Algebra, Probability

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:
• understand the key concepts and skills of the Curriculum content of Mathematics
Education for the intermediate level in the K-12 BEC.
• design activities that would help develop and improve children’s mathematical skills and
competencies, and
• perform the given activities accurately.

ACTIVITY
Directions: Follow the instructions written in the picture below. Answer legibly.

ANALYSIS
1. Explain your observation while answering the activity.

33 | P a g e
 ABSTRACTION

Patterns are an important focus in the early stages of the development of algebraic thinking.
The patterns in algebra fall into two broad categories: repeating patterns and growth patterns.

A repeating pattern is defined as a pattern in which there is a discernible unit of repetition

— a cyclical structure that can be generated by the repeated application of a smaller portion of the
pattern. The following example is a repeating pattern:

RED BLUE RED BLUE

Growth patterns have discernible units commonly called terms and each term in the
pattern depends on the previous term and its position in the pattern. For example:

Number patterns are constructed of numbers but are generally limited to those patterns in
which the numerical value of the elements is important.
For example, 1 2 2 1 2 2 1 2 2 is not considered a number pattern whereas 3 7 11 15 19 is
a number pattern. Number patterns, therefore, are growth patterns.

The arithmetic pattern is also known as the algebraic pattern. In an arithmetic pattern, the
sequences are based on the addition or subtraction of the terms. If two or more terms in the sequence
are given, we can use addition or subtraction to find the arithmetic pattern.

For example, 2, 4, 6, 8, 10, , 14, . Now, we need to find the missing term in the
sequence. Here, we can use the addition process to figure out the missing terms in the patterns.

In the pattern, the rule used is “Add 2 to the previous term to get the next term”.

In the example given above, take the second term (4). If we add “2” to the second term (4), we get
the third term 6.

Similarly, we can find the unknown terms in the sequence.

First missing term: The previous term is 10. Therefore, 10+2 = 12.

Second missing term: The previous term is 14. So, 14+2 = 16

Hence, the complete arithmetic pattern is 2, 4, 6, 8, 10, 12, 14, 16.

34 | P a g e
 ALGEBRA
The first thing to grasp is that when we have an equation, both sides have exactly the
same value. Let's start with:
8=8
That is an equation. Simple enough? Now we change the equation a little by introducing
simple arithmetic operations that you already know:
5+3=8
8=2×4

Thus: 5 + 3 = 2 × 4

Easy to follow so far? OK, the next step is something you may done in arithmetic quizzes
in grade school:
5+☐=2×4
If you are asked to fill in the box, you can do the simple arithmetic and know that the
answer should be 3. Now we are ready for basic algebra. Let's substitute the box with the letter 'k'
and we have:
5+k=2×4

In the equation above, the letter 'k' is known as a variable.

Of course we know that it is 3, so why is it called a variable? Well, that's the way algebra is - there
are just some terms where the meaning is not as straightforward. You may think of it this way - if
you were just given the equation

5+k=2×4
without any of the earlier discussions, then k would be unknown until you solve the arithmetic.
That's the idea for variables in algebra. Anyway, variables are defined as numbers that can change
value or represent a missing value (an unknown value). Variables are usually represented by letters
of the alphabet, and the letters x, y, and z are most commonly used.

Let’s try to answer a simple equation. Let’s say 2x = 10

Solution:
2x = 10

𝟐𝒙 𝟏𝟎
= ➔ Use cancelation method to cancel 2. Only the variable (x) will remain.
𝟐 𝟐

𝟏𝟎
x=
𝟐
➔ divide 10 by 2.

x=5 ➔ the value of x is 5.

35 | P a g e
 ELEMENTARY PROBABILITY

Probability is the likelihood of happening of something with respect to the total number of
outcomes. For example, soon or later, most of us have asked ourselves the following questions:

Question: What is the likelihood that when flipping a coin, it will land on tail?

The question above is easier to answer.

Since a coin has two sides, it has 50% chance of landing on tail. It also has 50% chance of
landing on head.

Fundamental Counting Principle

We will introduce the fundamental counting principle with an example. This counting principle is
all about choices we make when there are different possibilities.

Suppose most of your clothes are dirty and you are left with 2 trousers and 3 shirts. How many
choices do you have or in how many different ways can you dress? Let’s call the pair of
trousers: trousers 1 and trousers 2. Lets call the shirts: shirt 1, shirt 2, and shirt 3. So, you can try
trouser 1 with shirt 1 or shirt 2 or shirt 3, so there are 3 possibilities, or three cases. In the same
way, if you take trouser 2, you can wear it with shirt 1 or shirt 2 or shirt 3 and again there are three
possibilities or three different cases.

Now you can’t wear both the trousers at the same time, hence that cannot be considered an option.

Hence the total number of possibilities or cases is 6 (3+3)

We can also say, total number of possibilities is equal to , because there are two different
trousers and three different shirts

In general, if you have choices for a first task and choices for a second task, you
have choices for both tasks

Another Example:

You go a restaurant to get some breakfast. The menu says pancakes, waffles, or home fries and in
beverages you can choose from coffee, juice, hot chocolate, tea. How many different choices of
food and beverage do you have?

There 3 choices for food and 4 choices for beverage.

Thus, you have a total of choices.

36 | P a g e
 THEORETICAL PROBABILITY

The theoretical probability is found whenever you make use of a formula to find the
probability of an event. To find the probability of an event, also called likelihood of an event, use
the formula below:

The number of favorable outcomes is the likelihood to get a specific outcome.

For example, suppose you throw a die numbered from 1 to 6. Count all the possible numbers you
can get. This is called number of possible outcomes. All the possible numbers are 1, 2, 3, 4, 5, and
6. Thus the number of possible outcomes is 6.

Example:

Throw a die once. What is the probability of getting a number less than 6?

Ask yourself, “How many number are less than 6?”

Since there are 5 numbers less than 6, the number of favorable outcomes is 5

Since the die had a total of 6 numbers, the number of possible outcomes is 6. Probability of
getting a number less than 6.

Probability of getting a number less than 6

Probability of getting a number less than 6 = 0.8333

Probability of getting a number less than 6 = 83.33%

Probability of getting a yellow ball = 0.3333

This means that it is very likely you will get a number less than 6

PROBABILITY OF COMPOUND EVENTS

The probability of compound events combines at least two simple events. The probability,
that a coin will show head when you toss only one coin, is a simple event. However, if you toss
two coins, the probability of getting 2 heads is a compound event because once again it combines
two simple events.

37 | P a g e
 Suppose you say to a friend, “I will give you 10 dollars if both coins land on head.”

Let’s see what happens when your friend toss two coins:

The different outcomes are HH, HT, TH, or TT.

As you can see, out of 4 possibilities, only 1 will give you HH.

Therefore, the probability of getting 2 heads is

Your friend has 25% chance of getting 10 dollars since one-fourth = 25%.

The example above is a good example of independent events.

APPLICATION
Directions: Create an activity adopting the lesson/s from this module. Assume that this
activity sheet will be used for your demo teaching. Please be guided with the rubrics below. You
may use page 41 for your activity.
5 points 4 points 3 points 2 points 1 point
Activity is very Activity is neat. Activity is untidy,
Activity is neat ad Activity is untidy
neat and But, disorganized disorganized with
Neatness organized with
organized with few
with smudges and
and more smudges
more smudges and
smudges or tears. smudges and tears. tears. and tears. tears.
The contents of The contents of the The contents of The contents of The contents of
Accuracy the activity are activity are mostly the activity needs the activity are the activity are
all correct. correct. revision. incorrect. irrelevant.
Submitted the
Submitted the Submitted the Submitted the Submitted the
activity sheet on
Timeliness or before the
activity sheet 1 day activity sheet 2 activity sheet 3 activity sheet 4
given schedule. late. days late. days late. days late.

38 | P a g e
39 | P a g e
 REFLECTION:

What insight did you learn from this module?

ASSESSMENT

Directions: Explain the importance of each term below in teaching to the elementary
pupils. Briefly explain your answer. Please write legibly.

1. Probability

2. Algebra

40 | P a g e
 MODULE 7

TITLE: Naturalistic Informal Structured Behaviorism

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:

• Discuss the behaviorism as a learning theory in Mathematics,

• Cite Mathematics learning situations where each behaviorism is applicable,
• Perform the activities with accuracy.

ACTIVITY
Directions: Create a scenario that teacher does a reward system during class discussion. Write
your output in the space provided below.

ANALYSIS
Directions: Answer the given questions. Please write your answers legibly.

1. If you are the teacher, would you do the same from the given scenario? Why?

2. Is the reward system necessary when having a class? Why?

41 | P a g e
 ABSTRACTION

HOW DOES LEARNING OCCUR?

Behaviorism equates learning with changes in either the form or frequency of observable
performance. Learning is accomplished when a proper response is demonstrated following the
presentation of a specific environmental stimulus. For example, when presented with a math
flashcard showing the equation “2 + 4 = ?” the learner replies with the answer of “6.” The equation
is the stimulus and the proper answer is the associated response. The key elements are the stimulus,
the response, and the association between the two. Of primary concern is how the association
between the stimulus and response is made, strengthened, and maintained.
Behaviorism focuses on the importance of the consequences of those performances and
contends that responses that are followed by reinforcement are more likely to recur in the future.
No attempt is made to determine the structure of a student’s knowledge nor to assess which mental
processes it is necessary for them to use (Winn, 1990). The learner is characterized as being reactive
to conditions in the environment as opposed to taking an active role in discovering the environment.

HOW DOES TRANSFER OCCUR?

Transfer refers to the application of learned knowledge in new ways or situations, as well
as to how prior learning affects new learning. In behavioral learning theories, transfer is a result of
generalization. Situations involving identical or similar features allow behaviors to transfer across
common elements. For example, the student who has learned to recognize and classify elm trees
demonstrates transfer when (s)he classifies maple trees using the same process. The similarities
between the elm and maple trees allow the learner to apply the previous elm tree classification
learning experience to the maple tree classification task.

WHAT TYPES OF LEARNING ARE BEST EXPLAINED BY THIS POSITION?

Behaviorists attempt to prescribe strategies that are most useful for building and
strengthening stimulus-response associations (Winn, 1990), including the use of instructional cues,
practice, and reinforcement. These prescriptions have generally been proven reliable and effective
in facilitating learning that involves discriminations (recalling facts), generalizations (defining and
illustrating concepts), associations (applying explanations), and chaining (automatically
performing a specified procedure). However, it is generally agreed that behavioral principles
cannot adequately explain the acquisition of higher level skills or those that require a greater depth
of processing (e.g., language development, problem solving, inference generating, critical thinking)
(Schunk, 1991).

HOW SHOULD INSTRUCTION BE STRUCTURED?

The goal of instruction for the behaviorist is to elicit the desired response from the learner
who is presented with a target stimulus. To accomplish this, the learner must know how to execute
the proper response, as well as the conditions under which that response should be made. Therefore,
instruction is structured around the presentation of the target stimulus and the provision of
opportunities for the learner to practice making the proper response. To facilitate the linking of
stimulus-response pairs, instruction frequently uses cues (to initially prompt the delivery of the
response) and reinforcement (to strengthen correct responding in the presence of the target
stimulus).

42 | P a g e
 APPLICATION
Directions: Create a reward system that will be of help in your future class. Describe your
reward system as well. A rubric is presented below for your guidance in
evaluating your output. You may use page 46 for your output.

5 points 4 points 3 points 2 points 1 point

Output is neat. Output is untidy,
Output is very Output is neat ad Output is untidy
But, disorganized disorganized with
Neatness neat and organized with few
with few smudges
and more smudges
more smudges and
organized. smudges and tears. and tears.
and tears. tears.
The contents and
The contents and The contents and The contents and
processes of the The contenr and
processes of the processes of the processes of the
reward system is processes of the
Accuracy reward system is
organized and
reward system is reward system is
reward system is
organized and organized But, is unorganized and
somehow irrelevant.
achievable. achievable. not achievable. needs revision.
Submitted the
Submitted the Submitted the Submitted the Submitted the
activity sheet on
Uniqueness or before the
activity sheet 1 day activity sheet 2 activity sheet 3 activity sheet 4
late. days late. days late. days late.
given schedule.

Reward System Description

43 | P a g e
44 | P a g e
 REFLECTION

What insight did you gain from this module?

ASSESSMENT

1. Is Behaviorism necessary in classroom teaching? Why?

2. How and when will you apply this theory?

45 | P a g e
 MODULE 8

TITLE: Naturalistic Informal Structured Constructivisim

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:

• Discuss the behaviorism as a learning theory in Mathematics,
• Cite Mathematics learning situations where each constructivism is applicable,
• Perform the activities with accuracy.

ACTIVITY
Directions: Create a scenario that teacher guides the students in solving addition using objects.
Write your output in the space provided below.

ANALYSIS
Directions: Answer the given questions. Please write your answers legibly.

1. How will you guide your students in doing an activity? Explain your answer.

2. Is guidance necessary in classroom teaching? Why?

46 | P a g e
 ABSTRACTION

The ‘constructivist’ teachers place a strong emphasis on learners developing

personal meaning through reflection, analysis and the gradual building of layers or depths of
knowledge through conscious and ongoing mental processing. Reflection, seminars, discussion
forums, small group work, and projects are key methods used to support constructivist learning.
Although problem-solving can be approached in an objectivist way, by pre-determining a
set of steps or processes to go through pre-determined by ‘experts’, it can also be approached in a
constructivist manner. The level of teacher guidance can vary in a constructivist approach to
problem-solving, from none at all, to providing some guidelines on how to solve the problem, to
directing students to possible sources of information that may be relevant to solving that problem,
to getting students to brainstorm particular solutions. Students will probably work in groups, help
each other and compare solutions to the problem. There may not be considered one ‘correct’
solution to the problem, but the group may consider some solutions better than others, depending
on the agreed criteria of success for solving the problem.

It can be seen that there can be ‘degrees’ of constructivism, since in practice the teacher
may well act as first among equals, and help direct the process so that ‘suitable’ outcomes are
achieved. The fundamental difference is that students have to work towards constructing their own
meaning, testing it against ‘reality’, and further constructing meaning as a result.

Constructivist philosophies focus on what students can do to integrate new knowledge with
existing knowledge to create a deeper understanding of the mathematics. Each philosophy
identifies the student as an active participant in the teaching and learning process. What a teacher
does to foster the integration and extension of knowledge among students can and should vary.
Indeed, Principles and Standards suggests that good teachers use different strategies at different
times for different purposes.

For example, there is great benefit to allowing students to construct their own algorithms
for addition and subtraction. However, this does not mean that the standard algorithms for addition
and subtraction cannot be taught in meaningful ways that help students integrate new knowledge
or procedures with existing understandings of addition and subtraction. Nor does teaching the
standard algorithm mean that standard algorithms are the first or only algorithms to which students
should be exposed. Certainly, teachers can foster a greater understanding of these operations by
using objects as referents for numbers and demonstrating the physical manipulations associated
with each operation.

APPLICATION
Directions: Discuss an example scenario which a teacher is employing the constructivism
approach. Choose a mathematics lesson from the previous modules that you
will use in your scenario. You may use page 50 for your output. Please write
legibly.

47 | P a g e
 Discuss your scenario here.

48 | P a g e
 REFLECTION:

What insight did you gain from this module?

ASSESSMENT
Directions: Answer the question below. Please write legibly.

1. How relevant is constructivism is the field of teaching? Support your answer.

49 | P a g e
 MODULE 9

TITLE: Jerome Bruner and Discovery Learning

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:

A. Identify the principles of Discovery Learning Theory in intermediate grades mathematics
class situation.
B. Discuss each principles of Discovery Learning Theory advocated by prominent
contemporary psychologist- Jerome Bruner.
C. Perform the activities embedded in this module.

ACTIVITY
Directions: Create a Concept Map about you understanding on the word Learning Theory.
Please utilize the space below for your output.

ANALYSIS

Directions: Answer the given question. Please write your answers legibly.

1. What is your thought about the importance of having a theory?

50 | P a g e
 ABSTRACTION

The 5 Principles of Discovery Learning Model

The Discovery Learning Model integrates the following 5 principles:

• Principle 1: Problem Solving.

Instructors should guide and motivate learners to seek for solutions by combining
existing and newly acquired information and simplifying knowledge. This way,
learners are the driving force behind learning, take an active role and establish broader
applications for skills through activities that encourage risks, problem-solving and
probing.
• Principle 2: Learner Management.
Instructors should allow participants to work either alone or with others, and learn at
their own pace. This flexibility makes learning the exact opposite of a static
sequencing of lessons and activities, relieves learners from unnecessary stress, and
makes them feel they own learning.
• Principle 3: Integrating and Connecting.
Instructors should teach learners how to combine prior knowledge with new, and
encourage them to connect to the real world. Familiar scenarios become the basis of
new information, encouraging learners to extend what they know and invent
something new.
• Principle 4: Information Analysis and Interpretation.
Discovery learning is process-oriented and not content-oriented, and is based on the
assumption that learning is not a mere set of facts. Learners in fact learn to analyze
and interpret the acquired information, rather than memorize the correct answer.
• Principle 5: Failure and Feedback.
Learning doesn’t only occur when we find the right answers. It also occurs through
failure. Discovery learning does not focus on finding the right end result, but the new
things we discover in the process. And it’s the instructor’s responsibility to provide
feedback, since without it learning is incomplete.

The Discovery Learning Model Techniques

The discovery learning educational sessions should be well-designed, highly experiential
and interactive. Instructors should use stories, games, visual aids and other attention-grabbing
techniques that will build curiosity and interest, and lead learners in new ways of thinking, acting
and reflecting.

The techniques utilized in Discovery Learning can vary, but the goal is always the same,
and that is the learners to reach the end result on their own. By exploring and manipulating
situations, struggling with questions and controversies, or by performing experiments, learners
are more likely to remember concepts and newly acquired knowledge.

51 | P a g e
 The Discovery Learning Model Key Advantages and Drawbacks

Discovery learning has many key advantages, such as:

• It encourages motivation, active involvement, and creativity
• It can be adjusted to the learner’s pace
• It promotes autonomy and independence
• It ensures higher levels of retention

However, as all models, it has also few drawbacks that can be summarized as follows:
• It needs a solid framework, because the endless wandering and seeking for answers
might be confusing.
• It shouldn’t be used as a main instruction method, because it has limitations in
practice and might produce inadequate education.
• Instructors need to be well prepared and anticipate the questions they may receive,
and be able to provide the right answers or guidelines.
• At a certain level, it rejects the idea that there are significant skills and knowledge that
all learners should need to learn.

REFLECTION:

What insight did you gain from this module?

APPLICATION
1. If you are a teacher teaching Mathematics in the intermediate grades, how would you
apply the Discovery Learning as an approach to your teaching? Please discuss your answer.

52 | P a g e
 ASSESSMENT

Directions: Read each question carefully. Write the letter of the correct answer on the space
provided before each number.

1. Which principle that encourages and discovers students’ mistakes to greater

learning opportunity.
a. Principle 1 c. Principle 2
b. Principle 4 d. Principle 5
2. This principle helps students connect their prior knowledge to the new learning and
relate the learning to the real world.
a. Principle 5 c. Principle 3
b. Principle4 d. Principle 2
3. A teacher sets his activities to work by his students themselves following the task
card given to them. What Principle is being shown in the scenario?
a. Principle 5 c. Principle 3
b. Principle4 d. Principle 2
4. Which of the following activities is NOT for discovery learning approach?
a. Stories c. Paper and Pencil Activity
b. Visual Aids d. Role Play
5. Which of the following is NOT a key advantage in using the discovery learning
approach?
a. Motivates learners’ participation and boosts creativity.
b. Flexible technique designed for learners’ level of learning.
c. Enhances students’ responsibility in performance tasks.
d. A and B

53 | P a g e
 MODULE 10

TITLE: Robert Gagne’s Learning Hierarchy

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:
D. Identify the principles of the different learning theories in intermediate grades
mathematics class situation.
E. Discuss each principle of the different learning theories advocated by prominent
contemporary psychologists.
F. Perform the activities embedded in this module.

ACTIVITY
Directions: Observe and analyze the process of learning of the given picture below.

ANALYSIS
Directions: Answer the given question. Please write your answers legibly.
1. Discuss your observation and analysis about the picture presented above.

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 ABSTRACTION

Robert Gagne and Learning Hierarchy

In 1956, the American educational psychologist Robert M. Gagné proposed a system of
classifying different types of learning in terms of the degree of complexity of the mental
processes involved. He identified eight basic types, and arranged these in the hierarchy shown in
Figure 1. According to Gagné, the higher orders of learning in this hierarchy build upon the lower
levels, requiring progressively greater amounts of previous learning for their success. The lowest
four orders tend to focus on the more behavioral aspects of learning, while the highest four focus
on the more cognitive aspects.

Signal learning
This is the simplest form of learning, and consists essentially of the classical
conditioning first described by the behavioral psychologist Pavlov. IIn this type of learning the
animal or individual acquires a conditioned response to a given signal. Pavlov studied such learning
in great detail. In it the responses are diffuse and emotional and the learning is involuntary.
Examples are the withdrawal of the hand upon sight of a hot object, the salivation of a dog upon
hearing food poured into his metal feeding dish, and the tearing of the eyes upon sight of an onion.
Stimulus-response learning
This somewhat more sophisticated form of learning, which is also known as operant
conditioning, was originally developed by Skinner.In this kind of learning, exemplified by animal
training, the animal makes precise responses to specific stimuli. At first this training usually
requires the use of a leash and a choke chain. As the dog learns particular responses for particular
jerks of the leash and chain, his master rewards him with pats and praise. Later the master does not
have to use the leash and chain; the animal sits, stays, or lies down upon hearing the simple verbal
command.
Chaining
This is a more advanced form of learning in which the subject develops the ability to connect two
or more previously-learned stimulus-response bonds into a linked sequence. It is the process
whereby most complex psychomotor skills (eg riding a bicycle or playing the piano) are learned.
In this type of learning the person links together previously learned S-R’s. The links may involve
physical reactions such as an animal learning a series of tricks, each of which gives the cue to
perform the next trick. This type of learning often seems to occur so naturally that we do not notice
the specific series of events which led to it.

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 Verbal association
This is a form of chaining in which the links between the items being connected are verbal
in nature. Verbal association is one of the key processes in the development of language skills.This
learning is a type of chaining, but the links are verbal units. The simplest verbal association is the
activity of naming an object, which involves a chain of two links: An observing response enables
the child to identify properly the object he sees; and an internal stimulus enables the child to say
the proper name. When the child can name an object “ball” and also say “ the red ball” he has
learned a vernal association of three links. Gagne calls another common verbal
association translation responses; in these the learner frequently acquires verbal associations by
verbal mediation- an internal link which helps him associate.

Discrimination learning
This involves developing the ability to make appropriate (different) responses to a series of
similar stimuli that differ in a systematic way. The process is made more complex (and hence more
difficult) by the phenomenon of interference, whereby one piece of learning inhibits another.
Interference is thought to be one of the main causes of forgetting.In this type of learning the student
must learn different responses for stimuli which might be confused. The student learns to
distinguish between motor and verbal chains he has already acquired. Teachers, Gagne suggests,
engage in discrimination learning when the devise means for calling each student by his correct
name.

Concept learning
This involves developing the ability to make a consistent response to different stimuli that
form a common class or category of some sort. It forms the basis of the ability to generalise, classify
etc.In learning a concept we respond to stimuli in terms of abstract characteristics like color, shape,
position and number as opposed to concrete physical properties like specific wavelengths or
particular intensities. In concept learning the student’s behavior is not under the control of
particular physical stimuli but of the abstract properties of each stimulus. Concepts have concrete
references even though they are learned with the use of language.

Rule learning
. This is a very-high-level cognitive process that involves being able to learn relationships between
concepts and apply these relationships in different situations, including situations not previously
encountered. It forms the basis of the learning of general rules, procedures, etc.In learning a rule
we relate two or more concepts. Rules are, in effect, chains of concepts. We may represent
knowledge as a hierarchy of rules, in which we must learn two or more rules before learning
a higher order rule which embraces them. If the student has learned the component concepts and
rules, the teacher can use verbal instruction alone in leading the student to put the rules together.

Problem solving
This is the highest level of cognitive process according to Gagné. It involves developing the ability
to invent a complex rule, algorithm or procedure for the purpose of solving one particular problem,
and then using the method to solve other problems of a similar nature.

In the set of events called problem solving, individuals use rule to achieve some goal. When the
goal is reached, however the student has learned something more and is then capable of new
performances using his new knowledge. What is learned, is a higher order rule, the combined
product of two or more lower order rules. Thus the problem solving requires those internal events
usually called thinking.

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 APPLICATION
Directions: Simplify the concept of the learning theories by using graphic organizers. You
may use the space below and page 60 for your outputs.

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 ASSESSMENT

Directions: Read each question carefully. Write the letter of the correct answer on the space
provided before each number.
1. The basic form of learning in Hierarchy Learning of Robert Gagne.
a. Signal Learning c. Stimulus-Response Learning
b. Chaining d. Verbal Association
2. The stage of learning where stimulus is being used.
a. Signal Learning c. Stimulus-Response Learning
b. Chaining d. Verbal Association
3. When a child learns how to use the bicycle because he connects his previous learning
to present and continue the learning by himself.
a. Signal Learning c. Stimulus-Response Learning
b. Chaining d. Verbal Association
4. He is the proponent of the Hierarchy of Learning.
a. Jean Piaget c. Robert Gagne
b. Albert Einstein d. B.F. Skinner
5. A student can solve mathematical problem by using correct procedure. What type of
learning hierarchy is being emphasize in the situation.
a. Discrimination Learning c. Concept Learning
b. Problem Solving d. Rule Learning

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 MODULE 11

TITLE: Robert Gagne’s Learning Hierarchy

INTENDED LEARNING OUTCOMES

By the end of this module, you will be able to:
A. Discuss and use different approaches, methods and techniques in teaching Mathematics in the
intermediate grades.
B. Perform the activities embedded in this module.

ACTIVITY
Directions: Name at least 3 teaching methods or approaches in teaching that can be used in
mathematics. Use a concept map for this activity.
CONCEPT MAP

ANALYSIS
What made you think the above mentioned teaching methods or approaches in teaching
are being practiced in teaching mathematics. Please explain your answer.

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 ABSTRACTION

Discovery Approach
Discovery teaching is a type of instruction which focuses more attention on the student and
less attention on the teacher. Discovery teaching enables the student to do something beyond sitting
in his seat, trying to pay attention to the teacher. Instead of the student being a part-time spectator,
he becomes a participant. The teacher acts as a conductor by directing the learning activities for
the student so the student can discover for himself the desired mathematical goals. The teacher acts
as a coach in encouraging the student to find the desired concepts. The teacher acts as a "midwife,"
helping the mathematical ideas to be born in the students head. It is not an easy technique for the
beginning teacher to use since it must be continuously adapted to students responses, questions,
and experiences. It takes a great deal of planning to become effective and it takes patience on behalf
of the teacher. By patience, the teacher has to restrain himself in giving the answers too soon.
The basic objective in using the discovery method in teaching mathematics is to present
mathematics in such a way that it makes sense to the student. The student is learning mathematics
through his reactions and responses to his experiences. Meaning to the student becomes apparent
only through the individual’s experiences, interest, and imagination as an active participant.

Inquiry Approach
In inquiry-based learning, teachers use questions, problems, and scenarios to help students
learn through individual thought and investigation. Instead of simply presenting facts, the teacher
encourages students to talk about a problem and draw on their intuition to understand it. Inquiry-
based learning also focuses on letting students ask their own questions — essentially providing
their own inquiry. Student-led questions follow teacher-guided inquiry.
Instead of lecturing about learning goals, the teacher cultivates a learning environment
and helps students explore it through questions and experiences.

5 Characteristics of Inquiry-Based Teaching

1. Process focus
When students solve problems themselves, they internalize conceptual processes. Inquiry-based
teaching prioritizes process over product.
2. Investigation
The teacher may pose a problem derived from the class content or students’ questions. The
students then investigate the issue to find an answer.
3. Group learning
Students may work in pairs or in small groups when exploring a problem. Students assist one
another throughout the learning process, which enables them to share and build upon ideas as
well as articulate how they arrived at a solution.
4. Discussion monitoring
As the students work together, the teacher can move from group to group, listening to their
discussions. Teachers may ask questions to gauge students’ understanding and correct any
misconceptions.
5. Real-life application
Students solve math problems that have a meaningful life application. For example, a teacher
may present a multiplication problem as an interesting story: “Brittany has 2 bags of candy. Each
bag has 4 candies inside. How many candies does Brittany have altogether?”

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 Cooperative Learning
Cooperative learning" (i.e., jigsaw, learning together, group investigation, student teams-
achievement divisions, and teams-games-tournaments) is a generic term that is used to describe an
instructional arrangement for teaching academic and collaborative skills to small, heterogeneous
groups of students (Rich,1993; Sharan,1980). Cooperative learning is deemed highly desirable
because of its tendency to reduce peer competition and isolation, and to promote academic
achievement and positive interrelationships. A benefit of cooperative learning, therefore, is to
provide students with learning disabilities (LD), who have math disabilities and social interaction
difficulties, an instructional arrangement that fosters the application and practice of mathematics
and collaborative skills within a natural setting (i.e., group activity). Thus, cooperative learning has
been used extensively to promote mathematics achievement of students both with and without LD
(Slavin, Leavey, & Madden, 1984; Slavin, Madden, & Leavey,1984).
Cooperative learning is one example of an instructional arrangement that can be used to
foster active student learning, which is an important dimension of mathematics learning and highly
endorsed by math educators and researchers. Students can be given tasks to discuss, problem solve,
and accomplish.
Cooperative learning activities can be used to supplement textbook instruction by providing
students with opportunities to practice newly introduced or to review skills and concepts. Teachers
can use cooperative learning activities to help students make connections between the concrete and
abstract level of instruction through peer interactions and carefully designed activities.

Reflection
What insight did you learned from this module?

APPLICATION
Directions: Fill-out the given chart below with important details on the different methods
and approaches in teaching mathematics.

Approaches/Methods in
Description
Teaching Mathematics
Discovery Approach

Inquiry-Based Teaching

Cooperative Learning

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 ASSESSMENT

1. As a future mathematics educator, which do you think of the given approaches or methods in
teaching mathematics is likely to be more effective in learning Mathematical concepts. Explain
your idea.

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