ELEM 0323

TEACHING MATH
IN THE PRIMARY
GRADES
 LESSON 3
PARTS OF A
LESSON PLAN
DepEd Order No. 70 s. 2012
Teachers of all elementary and secondary schools will
not required to prepare detailed lesson plans. They may
adopt daily lesson logs which contain the needed
information and guide from the Teachers Guide (TG)
and Teacher Manual (TM) reference material with page
number, interventions given to the students and remarks
to indicate how many students have mastered the lesson
or needing remediation.
DepEd Order No. 70 s. 2012…
However, teachers with less than 2 years of teaching
experience shall be required to prepare Daily Lesson Plans
which shall include the following:
I. Learning Objectives (Intended Learning Outcomes – ILO)
II. Subject Matter (SM)
III. Procedure (Strategies of Teaching)
IV. Assessment (Assessment of Learning Outcomes – ALO)
V. Assignment (Agreement)
Intended learning outcomes
(ILO)

These are the desired learning that will

be the focus of the lesson. Learning
outcomes are based on taxonomy of
objectives presented to us as cognitive,
affective and psychomotor.
 Include different kinds of outcomes. The most common are
cognitive objectives (learning facts, theories, formulae, principles
etc.) and performance outcomes (learning how to carry out
procedures, calculations and processes, which typically include
gathering information and communicating results).
In some contexts, affective outcomes are important too (for
developing attitudes or values, e.g. those required as a person and
for a particular profession).
Bloom’s Taxonomy Revised Bloom’s by
(1956) Anderson (2001)
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Revised Bloom’s Taxonomy : A Quick Look
There are three major changes in the revised taxonomy.
These are:

a) Changing the names in the six categories from

nouns to verbs.
b) Rearranging these categories.
c) Establishing the levels of the knowledge
level in the original version.
 Categories Example key words
Remembering: recall or retrieve Defines, describes, identifies, labels,
previous learned information lists, outlines, selects, states,
Understanding: comprehend Comprehends, explains,
meaning, translation, state problem distinguishes, estimates, gives
in own words, making meaning examples, interprets, predicts,
rewrites
Applying. Use concept in new Applies, changes, computes,
situation, applies what has been operates, constructs, modifies, uses,
learned in a new situation manipulates, shows, solves, prepares
Analyzing. Separate materials or Breaks down, compares, contrast,
concepts into component parts so diagrams, differentiates, selects,
that the organization is clear. separates, outlines, relates
Evaluating. Make judgements about Appraises, compares, criticizes,
the value of ideas or materials. defends, describes, evaluates,
Creating. Build a structure or pattern Composes, compiles, designs,
from various elements. generates, modifies, organizes
Levels of knowledge

1. Factual knowledge
Ideas, specific data or information

2. Conceptual knowledge
Words or ideas known by common name,
common features, multiple specific examples
which may either be concrete or abstract
3. Procedural knowledge

How things work, step by step actions,

methods and inquiry.

4. Metacognitive knowledge

Knowledge of cognition in general, awareness

of knowledge of one’s own cognition, thinking
about thinking.
Intended learning outcomes (ILO) should be written in
a SMART way, Specific, Measurable, Attainable,
Result Oriented (OUTCOMES) and Time Bound.

Subject matter or content (SM) comes

from a body of Knowledge (Facts,
concepts, procedure and meta cognition)
that will be learned through the guidance
of the teacher. Subject matter is the
WHAT in teaching. In a plan, this is
followed by the references.
Reference
It tells where the content or subject
matter has been taken. The reference
may be a book, a module, or any
publication. It must bear the author of
the material and if possible, the
publications.
Procedure or Methods or
Strategies. This is the crux of the
curriculum implementation. How a
teacher will put life to the intended
outcomes and the subject matter to
be used depends on this component.
• There are many ways of teaching for the different kinds
of learners.
Corpuz and Salandanan (2013) enumerated the following
approaches and methods, which maybe useful to the different
kinds of learners.

1. Direct demonstration method: guided exploratory/

discovery approach, inquiry method, problem based
learning (PBL), project method.
2. Cooperative leaning approaches: peer tutoring,
learning action cells, think-pair-share

3. Deductive or Inductive Approaches: project

method, inquiry-based learning.

4. Other approaches: blended learning, reflective

teaching, integrated learning, outcomes-based
approach
 Students have different learning style

There are many classification of

learning styles according to the
different authors. The multiple
Intelligence Theory of Howard
Garner implies several learning
style.
 Common characteristics Tips for teaching about
learners
VISUAL- uses graphs, charts, Turn notes into pictures,
pictures; tends to remember diagrams, maps, learn the big
things that are written in form picture than details. Make
mind maps and concept maps.
AUDITORY- recalls Record lectures and listen to
information through hearing these. Repeat materials out
and speaking; prefers to be loud “parrots” read aloud.
told how to do things orally;
learns aloud.
Kinesthetic- prefers hands-on Learn something while doing
approach ; demonstrate how another thing (eats while
to do, rather than explain; studying). Work while
likes group work with hands- standing. Like fieldwork. Do
on minds-on many things at one at a time.
Teaching and learning must be supported by
instructional materials (IMs)

Considering the teaching methodologies

and the learning styles, the different support
materials should be varied. This will ensure
that the individual differences will be
considered.
So what instructional support materials will
the teachers use, according to the learning
styles and the outcomes to be achieved?
Here some GUIDELINES.

1. Use of direct purposeful experience through

learning by doing retains almost all of the
learning outcomes.

2. Participation in class activities, discussion,

reporting and similar activities where
learners have the opportunity to say and
write.
3. Passive participation as in watching a movie,
viewing exhibit, watching demonstration will retain
around 50% of what has been communicated.
4. By just looking at still pictures, painting
illustration and drawings, will allow the retention
of around 30% of the material content.
5. By hearing as in lecture, sermon, monologues,
only a 20% is remembered.
6. Reading will ensure 10% remembering of the
material.
 The role of the technology in delivering the curriculum

Instructional media may also be referred to us media

technology or learning technology, or simply technology.
Technology placed a crucial role in delivering the instruction to
learners.
Technology offers various tools of learning and this range
form non-projected and projected media form which the teachers
can choose, defending on what he sees fit with the intended
instructional setting.
 Non-projected media Projected media

Real objects Overhead transparencies

Models Opaque projection
Field trips Slides
Kits Filmstrips/Films
Printed materials ( books, work Video (VCD,DVD)
sheets) Computer/multimedia
Visuals (drawings, presentations
photographs, graphs, charts,
posters,)
Visual boards (chalk board,
white board, flannel board,
etc.)
Audio materials
Factors in technology selection
1. Practicality
• is the equipment (hardware) or already prepared lesson
material (software) available? If not, what would be the
cause in acquiring the equipment or producing the
lesson in audial or visual form?

2. Appropriateness in relation to the learners

• is the medium suitable to the learners ability to
comprehend? Will the medium be a source of plain
amusement or entertainment, but not learning?
3. Activity/suitability
• will the chosen media fit the set instructional
event, resulting in either information, motivation or
psychomotor display.

4. Objective matching
• overall, does the medium help in
achieving the learning objectives?
The role of technology in curriculum delivery
For now, the primary roles of educational technology in
delivering the school curriculum instructional program have been
identified.
• Upgrading the quality of teaching and learning in schools.

• Increasing the capability of the teacher to effectively

inculcate learning, and for students to gain mastery of
lessons and courses
The role of technology in curriculum delivery
For now, the primary roles of educational technology in
delivering the school curriculum instructional program have been
identified.
• Broadening the delivery of education outside schools through
non-traditional approaches to formal and informal learning such
as open universities and life long learning to adult learning.
• Revolutionizing the use od technology to boost educational
paradigm shifts that give importance to student centered and
holistic learning.
Procedure / Teaching Methods / Strategies
These are the activities where the learners derive
experiences. It is always good to keep in the mind the
teaching strategies that the students will experience
(lecture, laboratory classes, fieldwork etc.) and make
competition as well as individualism or independent
learning among the students.
EXAMPLE
#01
Cooperative learning activities allow students to work together. Students are
guided to learn on their own to find solutions to their problems. The role of the
teachers to guide the learners. Democratic process is encouraged, and each one
contributes to the success of learning. Students learn from each other in ways.
Group projects and activities considerably enhance to the curriculum.
EXAMPLE
#02
Independent learning activities allow learners to develop
personal responsibility. The degree of independence to learn
how to learn is enhanced. This strategy is more appropriate
for fast learners.
EXAMPLE
#03
Competitive activities, where students will test their
competencies against another in a healthy manner allow learners
to perform to their maximum. Most successful individuals in
their adult life are competitive, even in early schooling. They
mostly become the survivors in a very competitive world.
EXAMPLE
#04
The use of various delivery modes to provide learning
experiences is recommended. Online learning and similar
modes are increasingly important in many curricula, but these
need to be planned carefully to be effective.
Assessment/Evaluation
Learning occurs effectively when students
receive feedback, when they receive
information to what they already (and have
not) learned. The process by which this
information is generated is assessment.
Assessment/Evaluation
Assessment may be formative (providing feedback to help students to
learn more) or summative (expressing a judgement on the student’s
tasks involve an element of both, e.g. an assignment that is marked
and returned to the student with detailed comments achievement by
reference to stated criteria).
 Assessment
Assessment provides important feedback about lessons,
student needs, curriculum changes and instructional
adaptations. It is important to use multiple measures to
determine student math performance.
Summative assessment (assessments intended to evaluate
student’s learning against an established benchmark or
standard at the end of a certain time period or unit of
instruction), ranging from statewide batteries to screening
tools to competency and proficiency tests to college entry
exams, are generally used for external evaluation.
 However, an effective teacher also frequently
uses formative assessments, or assessments
intended to monitor student’s learning and provide
feedback to guide adjustments to the curriculum
and interventions. Formative assessments can
include very informal classroom grading
checklists and observations, or slightly more
structured forms of progress monitoring, such as
curriculum – based measurement (CBM).
Summative Assessment
Summative assessment usually involves the
allocation of marks or grades. This helps the
teacher make decisions about the progress or
performance of the students.
Three main forms of assessment:

1. Self-Assessment
2. Pre-Assessment
3. Teacher Assessment
SELF-ASSESSMENT

through which students learn to monitor and

evaluate their own learning. This should be a
significant element in the curriculum because we
aim to produce graduates who are appropriately
reflective and self-critical.
PRE-ASSESSMENT
in which students provide feedback in each other’s
learning. This can be viewed as an extension of
self-assessment and presupposes trust and mutual
respect. Research suggests that students can learn
to judge each other’s work as reliably as staff.
Teacher ASSESSMENT

in which the teacher prepares and

administers tests and gives feedback on
the student’s performance.
ASSIGNMENT/ AGREEMENT

•Additional activities for application or

remediation.
•Based on formative assessments and will
provide learners with enrichment or remedial
activities.
 ASSESSMENT
TOOLS FOR EACH
LEVELS OF
LEARNING
OUTCOMES
TYPES OF TESTS

1. Objective Tests
2. Subjective Tests

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 OBJECTIVE TYPE
TESTS
Tests that require only one and one correct answer. It
is difficult to construct but easy to check.
PENCIL AND PAPER TEST

 the test is written on paper

and requires a pencil to
write the answer.
 electronic version:
paperless

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SIMPLE RECALL TEST

• This is the most common

to measure knowledge.
• Fill in the blanks,
Enumeration,
Identification and Simple
recall.

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ALTERNATIVE RESPONSE TEST
• This is the type of paper
and pencil test where two
options or choices are
provided.
• The items can be stated
in a question or in a
statement form.

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MULTIPLE CHOICE
• This type is identified as
the most versatile test type
because it can measure a
variety of learning
outcomes.
• It consists of a problem
and a list of suggested
solutions.
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• The incomplete statement or the
direct question is called stem.
• The list of suggested solutions in
words, numbers, symbols or
phrases are called alternatives,
options or choices.

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• There should be three to five
options in each item.
• The correct alternative is called
the answer while the remaining
choices or options are called
distracters, distractors or
decoys.
• Some multiple choice items are
resented with a stimulus
material.

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 MATCHING TYPE TEST

• The most common matching

type test is made up of two
parallel columns, the first
column (A) is the premise that
presents the problem and the
second column (B) provides
the answer.

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 SUBJECTIVE TYPE
TESTS
Learning outcomes which indicate learner's ability to originate
and express ideas is difficult to test through objective type test.
 ESSAY

• It allows students freedom to

response. Students are free to
select, relate and present ideas
in their own words.

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TYPES OF ESSAY

1. Extended Response Essay

2. Restricted Response Essay

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 PERFORMANCE
ASSESSMENT TOOLS
 CHECKLIST

• Checklist - is a tool that

consists of a list of qualities
that are expected to be
observed as present or absent.
• The presence is to be marked
✔ and the absence is marked
❌.

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 RATING SCALE

• Tool that uses a scale in a

number line as a basis to
estimate the numerical value of
performance or a product.
• The value is easier to score if
the points are in whole
numbers.

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 RUBRICS FOR PORTFOLIO
• A portfolio is a compilation of the
experiences as authentic learning
outcomes presented with evidence
and reflections.
• To assess the total learning
experience as presented in a holistic
package, an assessment tool called
rubrics is utilized.
•
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THANK
YOU!