MATHEMATICS

LUCMAN L. MANUPAC
EPS, CLMD
DepED, RO-IX, Airport Road,
Tiguma, Pagadian City
 REGIONAL TRAINING PROGRAM ON
CURRICULUM REVIEW ON CONTENT,
PEDAGOGY AND LEARNING MATERIALS ON
THE EMPHASIS TO INCREASE ACADEMIC
ACHIEVEMENT (NAT Results)

September 3-6, 2019

Manuel’s Resort, Piñan
Zamboanga del Norte
We are all here as Administrators
for the implementation of the
K to 12 Basic Education

This will be a
COLLABORATION of all of us.

We will create a COMMUNITY OF

EDUCATORS to share, support and help
our co-administrators and teachers to
improve academic performance of
learners in Mathematics
 OUTLINE

National Achievement Test Results related to

Mathematics Academic Performance

Teaching Pedagogy / Graphic Organizers

 Examples of Pedagogies and Graphic Organizers in

the Teaching – Learning Process

Assessment  Examples of Test Questions

Clarification of Ideas
The Conceptual
Framework for
Mathematics
Education
CONTENT
Numbers and
Number Sense

Measurement

Geometry

Patterns and
Algebra

Statistics and
Probability
Where is Mathematics in the
National Achievement Test?
(Region IX)
Comparative Results of
NAT MPS for Grade 6

2016-2017
2017-2018
 Grade 6
Learning Areas 2016-2017 2017-2018
Filipino 46.62 45.42
English 36.30 31.87
Mathematics 32.30 33.72
Science 27.88 26.54
HEKASI 33.42 31.43
Regional Office 35.30 33.80
 COMPARATIVE RESULTS OF NAT
GRADE 6 MPS
2016-2017 and 2017-2018
50
46.62
45.42
45

40
36.3
35.3
35 33.72 33.42 33.8
31.87 32.3
31.43
30 27.88
26.54
25

20

15

10

0
Filipino English Math Science HEKASI Regional Office IX
2016-2017 2017-2018
Comparative Results of NAT
MPS for Grade 10

2016-2017
2017-2018
 Grade 10
Learning Areas 2016-2017 2017-2018
Filipino 48.43 53.04
English 41.72 38.95
Mathematics 36.19 31.91
Science 33.54 33.26
Araling Panlipunan 43.37 44.66
Regional Office 40.65 40.36
 COMPARATIVE RESULTS OF NAT
GRADE 10 MPS
2016-2017 and 2017-2018
60

53.04

50 48.43

44.66
43.37
41.72
40.6540.36
40 38.95
36.19
33.5433.26
31.91
30

20

10

0
Filipino English Math Science ArPan Regional Office IX
2016-2017 2017-2018
Comparative Results of NAT
MPS for Grade 12
(Learning Areas)

2017-2018
 Grade 12
By Subject MPS Rank
Media & Information Literacy 42.23 1
Language & Communication 35.67 2
Philosophy 34.57 3
Humanities 33.94 4
Social Studies 33.75 5
Science 29.99 6
Mathematics 28.58 7
Regional Office IX 34.05
 COMPARATIVE RESULTS OF NAT
GRADE 12 MPS by Learning Areas)
2017-2018
45 42.23

40
35.67 34.57
35 33.94 33.75 34.05
29.99
30 28.58

25

20

15

10

2017-2018 Column1
LEAST-LEARNED SKILLS
Grade 6 Mathematics
- Solves routine and non-routine problems involving
division without or with any of other operations of
fractions and mixed fractions using appropriate
problem solving strategies and tools. (M6NS-Ic-97.2)

- Solves problems involving direct, partitive and inverse

proportion in different contexts such as distance, rate
and time using appropriate strategies and tools.
(M6NS-IIc-134)

- Solves percent problems such as percent of increase/

decrease (discounts, original price, rate of discounts,
sale price, and marked-up price), commission, sales
tax and simple interest.(M6NS-IIe-144)
LEAST-LEARNED SKILLS
Grade 6 Mathematics
- Solves routine and non-routine problems involving
experimental and theoretical probability. (M6SP-IVj-24)

- Finds the surface area of cubes, prisms, pyramids,

cylinders, cones and spheres. (M6ME-III-i-93)

- Finds the volumes of cylinders, pyramids, cones and

spheres. (M6ME-IVb-97)

- Reads and interprets electric and water meter readings.

(M6ME-IVd-100)

- Reads and interprets data presented in a pie graph.

(M6SP-IVf-3.6)
LEAST-LEARNED SKILLS
Grade 10 Mathematics
- Solves problems involving polynomials and
polynomial equations. (M10AL-Ij-2)

- Solves problems involving geometric figures on

the coordinate plane. (M10GE-III-j-1)

- Solves problems involving probability.

(M10SP-III-j-1)

- Solves problems involving measures of position.

(M10SP-IVd-e-1)
LEAST-LEARNED SKILLS
Grade 10 Mathematics
- Differentiates a finite geometric sequence from an
infinite geometric sequence. (M10AL-Id-3)

- Derives inductively the relations among chords, arcs,

central angles, and inscribed angles. (M10GE-IIc-1)

- Illustrates events, and union and intersection of

events. (M10SP-IIIf-1)

- Uses appropriate measures of position and other

statistical methods in analysing and interpreting
research data. (M10SP-IVj-j-1)
 Delivery of Teaching –
Learning Process

Teaching – Learning Activities

LEARNING
PROCESS

Objectives Assessment
Pedagogies /
Graphic
Organizers
in Teaching
Mathematics
 WHAT IS DEFINITION
PEDAGOGY
The science and art of
PEDAGOGY education and learning theory.
Just as there are fields of study
in other subjects, this is the
study of teaching.

Example:

Shaib Angcap a grade 6 pupil

feels good about the math
application he just installed
because his math teacher said it
has high pedagogical value.
 How Content is
presented
or delivered to learner

Connects with assets

Preparing that are needed to
Content present content

PEDAGOGY

Evaluation of the Put together these assets

learning process to create cognitive
whether it is psychology based
working correctly learning process
Graphic organizers are visual displays of
key content information designed to
benefit learners who
have difficulty organizing information
(Fisher & Schumaker, 1995).

Graphic organizers are meant to

help students clearly visualize how
ideas are organized within a text or
surrounding a concept.

Graphic organizers provide students

with a structure for abstract ideas.
 Learning Competencies

Identified Pedagogies and

Graphic Organizers in the
Teaching – Learning Process

Assessment
 Grade 6
Objective Pedagogy / Strategy

Reads and Teaching Process Using Open

Approach
interprets
data
presented
in a pie Open
Approach
graph.
(M6SP-IVf-3.6) 4)
3) Whole
Summarization
through Class
Connection Discussion
Students’ Math
Ideas
 Guided Problem Solving – Grade 6
A survey was given to the 40 students of San
Pedro Elementary School on their favorite
vegetables. Given is the distribution of their
choices. Read and interpret the data by
answering the questions using the graph.

20%
Potato
5%
Distribution of choices of
50% Cabbage
Ampalaya 40 students on their
25% Carrot favorite vegetables

40 students
 Whichvegetable is mostly liked by the
students?
 Whatpercent of the total number of
students like ampalaya?
 How many students like carrots? What
percent is it of the total number of
students?
 What is the total number of students
who like potato, ampalaya and cabbage?
 How many students eat potato more
than carrots?
Open Approach Assessment - Grade 6
A survey was given to the 40 students of San
Pedro Elementary School on their favorite
vegetables. Given is the distribution of their
choices. Read and interpret the data as
presented in the pie.

20% Distribution of choices of

Potato 40 students on their
5%
50% Cabbage favorite vegetables
Ampalaya

25% Carrot

40 students
Open Approach through Lesson Study
Innovative for Teaching Mathematics
 Focus on teaching Thinking Skills
- Teaching through Problem Solving
- Learning by solving their own problems

Knowledge In Classroom Thinking

Context

Teaching by delivering Teaching through Problem Solving

Teaching by receiving Learning by solving their own problem
Assessment by testing Assessment students’ idea
Traditional Didactic Triangles for
the 20th Century
Traditional Teaching
Approach
In this classroom….
Answer
Task 1

Answer

Student
Task 4 Task 2
1

Answer

Task 3
Answer
New Didactic Triangles for the
21st Century

Thinking Process

Teaching Process Learning Process

New Didactic Triangles for the
21st Century

Thinking Process

Ideas

Teaching Process Learning Process

Inprasita, 2003; 2006; 2011; 2016; 2017; 2018)

New Teaching Approach Focusing
on Developing Thinking Skills
In this classroom….
Student
1

Task/
Student Problem Student
4 2
Situation

Student
3
New Teaching Approach Focusing
on Developing Thinking Skills

Provide the
opportunities

Teacher Students

Facilitator of learning
Think by themselves

Active Learning
Open Approach in Teaching

More focus on “ Posing Phase “

using “Open-ended Problems”
with small group working and
whole class discussion…
to promote Active Learning in
Mathematics..
 What is Active Learning in
Teaching Mathematics
Bonwell and Eison (1991)
defines active learning as
“ instructional activities involving students
in doing things and thinking about what
they are doing”
Metacognition is a driving force
while students are
solving the problem..
(Lesh, Silver, Schoenfeld, 1982)
 Grade 6
Objective Pedagogy / Strategy
Solves routine and POLYA Method in Problem Solving
non-routine
problems involving
division without or
with any of other
operations of
fractions and mixed
fractions using
appropriate
problem solving
strategies and
tools.
(M6NS-Ic-97.2)
 Grade 6
Objective Pedagogy / Strategy
Solves routine and POLYA Method in Problem Solving
non-routine
problems involving
division without or
with any of other
operations of
fractions and mixed
fractions using
appropriate
problem solving
strategies and
tools.
(M6NS-Ic-97.2)
George Polya was a European-born scholar and
mathematician who moved to the U.S in 1940, to work
at Stanford University. When considering his classroom
experience of teaching mathematics, he noticed that
students were not presented with a view of
mathematics that excited and energized them.

Polya suggested that math should be presented in the

light of being able to solve problems. Polya suggests
that by presenting mathematical thinking as a way to
find “unknowns,” it becomes more engaging for
students. He identifies four basic principles of problem
solving which is used all over to aid people in problem
solving:
Step 1: Understand the problem.
Step 2: Devise a plan (translate).
Step 3: Carry out the plan (solve).
Step 4: Look back (check and interpret).
 Assessment - Grade 6

A hiking trail in a camping site

is 6 1/4 kilometers long. If a
boy scout averages 2 1/2
kilometers per hour, how
many hours will it take him to
reach the end of the trail?
 Grade 6
1. Understand - What are given in the
the Problem problem?
(Analysis)
- What kind of fractions are
6 ¼ and 2 ½ ?
- What is asked in the problem?

2. Devise a Plan - What mathematical operations are

(Planning) needed to solve the problem?
- Can we divide these at once?
- Divide to get the number of hours
needed to reach the end of the
trail.
6¼ 2½
 Grade 6
3. Carry-out the - Change 6 ¼ and 2 1/4 to improper
Plan fractions.
How will you change them?
(Implementation)
6¼  2½  25/4  5/2

- Recall how you divide a fraction by

another
fraction.
- Multiply the dividend by the reciprocal of
the
divisor.
- The reciprocal of 5/2 is _____.

- Can you use cancellation? If yes, do so.

- What is the answer? Is it simplified
already?
- Therefore, it will take 2½ hours to reach
the end of the trail.
 Grade 6

4. Look Back - Is the answer correct?

(Reflection) - Is it accurate?
- Are there any other methods
or solutions to solve the
problem?

POLYA Method in
Problem Solving
 Grade 6
Assessment:

1. An electrician has a piece of wire that

is 4 and 3/8 centimeters long. She
divides the wire into pieces that are 1
and 2/3 centimeters long. How many
pieces does she have?

A. 2 5/8 C. 2 2/4

B. 2 3/5 D. 2 2/3
 Grade 6
Frayer Model: This type of graphic organizer is used to
help students develop more comprehensive vocabulary
skills by offering not only a definition and examples of
what a given person, place, event, or thing is but also a
definition and examples what those things are not.
 Grade 6
Objective Pedagogy / Strategy

Finds the Cylinder is a three Pyramid a 3-dimensional

volumes of
dimensional shape with two round (solid) figure that has a polygon for
shapes at either end and two a base and has a single vertex that
parallel lines connecting the round is not in the plane of the polygon

cylinders,
ends. An example of cylinders a base. The Egyptian pyramids have
can of tomato soup. square bases and triangular sides,
meeting at the top, the vertex.

pyramids,
Spatial
cones and Cones Figure Sphere

spheres.
A cone is a solid that has a circular is a round solid figure with every
base and a single vertex. If the point on its surface equidistant from
vertex is over the center of the its center. It is perfectly
base, it is called a right cone. If it symmetrical. All points on the

(M6ME-IVb-97) is not, it is called an oblique cone. surface are the same distance from
the center. It has no corners.
 Grade 6
PRACTICAL WORK APPROACH (PWA)
The learners in this approach, manipulate concrete
objects and/or perform activities to arrive at a
conceptual understanding of phenomena, situation,
or concept. The environment is a laboratory where
the natural events/phenomena can be subjects of
mathematical or scientific investigations
Types of Graphic Organizers

- Hierarchical diagramming

- Sequence charts

- Compare and contrast charts

A Simple Hierarchical
Graphic Organizer

58
 A Simple Hierarchical
Graphic Organizer - example

Algebra Geometry

MATH

Calculus Trigonometry
A Simple Hierarchical
Graphic Organizer - example

Algebra Geometry

MATH

Calculus Trigonometry
 Another Hierarchical Graphic
Organizer

Category

Subcategory Subcategory Subcategory

List examples of each type

 Hierarchical Graphic
Organizer – example

Algebra

Equations Inequalities
 Compare and
Contrast: Category

Illustration/Example What is it? Properties/Attributes

Subcategory

Irregular set
What are some What is it like?
examples?
 Compare & Contrast:
Numbers

Illustration/Example What is it? Properties/Attributes

6, 17, 25, 100 Positive Integers

Whole
-3, -8, -4000 Numbers Negative Integers

0 Zero

Fractions
What are some What is it like?
examples?
Venn Diagram
Venn Diagram - example

Prime Numbers

5 7
11 13

2 3

Even Numbers
Multiples of 3
4 6
8 10 6 9 15 21
Multiple Meanings
Multiple Meanings – example
Right Equiangular
3 sides 3 sides

3 angles 3 angles

1 angle = 90° 3 angles = 60°

TRI-
ANGLES

Acute Obtuse
3 sides 3 sides
3 angles 3 angles
3 angles < 90° 68
1 angle > 90°
 Series of Definitions
Word = Category + Attribute

= = +

Definitions: ______________________
________________________________
________________________________
 Series of Definitions – example

Word = Category + Attribute

4 equal sides &

Square
= = Quadrilateral + 4 equal angles (90°)

Definition: A four-sided figure with four equal

sides and four right angles.
Four-Square Graphic Organizer

1. Word: 2. Example:

4. Definition 3. Non-example:
 Four-Square Graphic
Organizer – example

1. Word: 2. Example:
semicircle

4. Definition 3. Non-example:
A semicircle is half of
a circle.
 Matching Activity
 Which graphic organizer would be
most suitable for showing these
relationships?
 Why did you choose this type?
 Are there alternative choices?
 Problem Set 1
Parallelogram Rhombus
Square Quadrilateral
Polygon Kite
Irregular polygon Trapezoid
Isosceles Trapezoid Rectangle
 Problem Set 2
Counting Numbers: 1, 2, 3, 4, 5, 6, . . .
Whole Numbers: 0, 1, 2, 3, 4, . . .
Integers: . . . -3, -2, -1, 0, 1, 2, 3, 4. . .
Rationals: 0, …1/10, …1/5, …1/4, ... 33, …
1/2, …1
Reals: all numbers
Irrationals: π, non-repeating decimal
 Problem Set 3
Addition Multiplication
a+b a times b
a plus b axb
sum of a and b a(b)
ab

Subtraction Division
a–b a/b
a minus b a divided by b
a less b b) a
 Problem Set 4
Use the following words to organize into categories
and subcategories of Mathematics:

NUMBERS, OPERATIONS, Postulates,

RULE, Triangles, GEOMETRIC
FIGURES, SYMBOLS, corollaries,
squares, rational, prime, Integers,
addition, hexagon, irrational, {1, 2,
3…}, multiplication, composite, m ||
n, whole, quadrilateral, subtraction,
division.
 Resources:
 Maccini, P., & Gagnon, J. C. (2005). Math
graphic organizers for students with disabilities.
Washington, DC: The Access Center: Improving
Outcomes for all Students K-8. Available at
http://www.k8accescenter.org/training_resources/
documents/MathGraphicOrg.pdf

 Visual mapping software:

Inspiration and Kidspiration (for
lower grades) at
http:/www.inspiration.com

 Math Matrix from the Center for

Implementing Technology in
Education. Available at
http://www.citeducation.org/mathmatrix/
 Resources:
 Hall, T., & Strangman, N. (2002).Graphic organizers.
Wakefield, MA: National Center on Accessing the
General Curriculum. Available at
http://www.cast.org/publications/ncac/ncac_go.html

 Strangman, N., Hall, T., Meyer, A. (2003) Graphic

Organizers and Implications for Universal Design
for Learning: Curriculum Enhancement Report.
Wakefield, MA: National Center on Accessing the
General Curriculum. Available at
http://www.k8accesscenter.org/training_resources/u
dl/GraphicOrganizersHTML.asp
Wrap-Up
Questions