teaching-math-in-the-intermediate-grades-240204104047-7f32f49b.pptx

STRATEGY

1. Strategies in Teaching Numeracy Prepared by: ALMA D.TAYABAN

2. OBJECTIVES 1.Comprehend the purpose and features of learning mathematics in the elementary grades 2.Follow the teaching cycle in teaching Mathematics 3.Demonstrate and appreciate the most common models in planning instructions in mathematics 4.Adapt and apply new strategies in teaching mathematics

3. Teacher ,why? The hardest time I had was in Math class. I really liked math and thought I was good at it. But, my math teacher always marked my homework and tests wrong, and it made me cry every day. The problem was that I kept getting the positive and negative signs mixed up, even though I knew how to do the problems. Sadly, my answers were always wrong because of the sign mix-ups. Reflect; The scenario illustrates the difficulties experience by some unfortunate learners .But can we afford to let such kind teachers? They affect the way our learners feel about math. Therefore it depends upon every teacher to strive to improve her/his teaching style to increase the number of children liking and even loving math. Thus, use of varied and appropriate approaches can entice more learners to like and love math

4. Mathematics in the Elementary Why do we need to learn and teach math? What are the goals across all levels in each topic of the mathematics contents? What are the important principles in teaching and learning mathematics?

5. What are the goals across all levels in each topic of the mathematics contents?

6. What are the important principles in teaching and learning mathematics?

7. The Teaching Cycle It involves a repetitive cycle of defining objectives, planning and implementing instruction, assessing learning, and reflecting on teaching and learning

8. Things to consider in planning Instruction in Mathematics

9. Things to consider in planning Instruction in mathematics Learners Learning environment

10. Things to consider in planning Instruction in mathematics Resources As teacher, before writing a lesson, teacher is expected to thoughtfully contemplate on the objectives, review the content, and get to know the learners.

11. Instruction Planning Models in Mathematics ADIDAS ACTIVITY- motivation part DISCUSSION- be good in asking questions/art of questioning INPUT- pupils share the concepts learned/explain further DEEPENING- ask questions to deepen their understanding ACTIVITY – pupils verify what they learned by solving mathematical problems SYNTHESIS- summary of the lesson .It should come out form the pupils 5 E’S ENGAGE- prior knowledge EXPLORE- pupils discover new concepts like doing observations. manipulations EXPLAIN- teacher facilitate the discussion from what the pupils discover ELABORATE- pupils expand their understanding of the concept EVALUATE- teacher give evaluation to pupils

12. Activity 1 Dis you notice any similarity between the ADIDAS and the 5E’s model? Match the components of the two models to summarize the similarities that you saw .

13. ACTIVITY 2 Extract parts of a lesson plan and exhibits the components of ADIDAS and 5E’s Models

14. Instructional Strategies for Mathematics 1.GAME-BASED Learning Objective: To develop a game to motivate learners, cater mathematical investigation, or practice a mathematical skill. It is a strategy that takes advantage of learners love games. Applying this strategy is good in reducing math anxiety How to use game based learning strategy? 1.lay down rules clearly 2.observe,assess and process learners understanding 3.work with the learners who need additional help. Examples of game based learning(card game,board games and video games,blocks,crossword puzzles,)

15. Instructional Strategies for Mathematics E xample : TOPIC: Addition of Fractions Material: Spinner 2 sets of fraction pieces, different colored set for each player ( rectangles,squares,tringles , and smaller representing 1, ½, ¼ ,and 1/8 respectively)

16. Mechanics 1.Players take turns to spin 2.After each spin, the player picks fraction piece(s)that represent(s) the fraction indicated on the spinner and adds it on the game board. 3.A player may exchange two or more of his/her adjacent fraction pieces on the game board for an equivalent fraction piece. 4.A fraction piece placed on the game car cannot be moved unless for exchanging purpose. 5.When the game board has been competently covered, the player whose fraction pieces cover up a large area is the winner. 6.In case of a tie, the payer who used less fraction pieces is the winner.

17. Instructional Strategies for Mathematics 2.COLLABORATION OBJECTIVE:To design collaborative activities that will encourage involvement, interdependence, and fair division of labor among the learners. It is designed for the learners to work in group /peers in broadening their learning areas,allowing small groups of pupils to work together to share knowledge,exchange ideas and solve problems together. Groups/collaborative activities encourage participation from the learners. It also allows the learners to develop a stronger sense of empathy among them.

18. How to prepare, monitor and process collaborative tasks/activities? 1.Identify the Instructional objectives 2.Determine the group size 3.Decide how will you divide the class 4.Give team building task before assigning the actual task 5.Delegate a specific task to each member 6.Share the reasons why doing the collaborative work 7.Give your instructions clearly 8.Go around and keep your ears open 9.provide closure to the group activities.

19. Examples of doing collaborative activities BUZZ group Topic: Perimeter Objective: To discuss various solutions to a geometric problem involving perimeter Time:15 minutes Task: The rectangular playground has 214m long and 367m wide .can you tell the perimeter of the playground? Activity: Ask the pupils to solve in their own. After 5 minutes let them turn to their seatmates to discuss their understanding in solving the problem.

20. QUESTIONS TO ASK: -What are the things that you don’t understand in the problem? -What are the possible solutions to solve the problem? -What method can be used to check if the solutions are correct? After 5 minutes, reconvene as a class and have a general discussion in which pupils share their ideas or questions that arose within their subgroups.

21. Example: Snowball technique How to do it? It is a technique for pupils/leaners to teach each other important concept and information. The students begin by working individually. Next, they collaborate with a partner. Afre that, partners form groups of four. Groups of four join together to form groups of eight etc.. This snowballing effect continues until the class is working together as one large group. Identify a topic in intermediate math in which this collaboration activity can be used. Write down a sequence of increasingly complex that can be given in this activity.

22. Instructional Strategies for Mathematics 3.BANSHO A method of teaching developed in Japan that focuses on teaching math through problem solving . It allows learners to see the connections and progressions of thinking involved when developing strategies to solve a problem.

23. What is “ bansho ”? Bansho is an instructional strategy that captures the development of students’ individual and collective thinking. Bansho allows students to: solve problems in ways that make sense to them build understanding of tools, strategies, and concepts by listening to, discussing, and reflecting on their peers’ solutions build understanding of concepts through explicit connection-making facilitated by the teacher’s board writing to complete the lesson without having to erase anything from the whiteboard. Keeping everything on the whiteboard allows students to see connections and progressions of the thinking involved when developing strategies to solve a problem. It also allows students to compare and contrast the various methods shared.  

24. Steps in implementing a math lesson using BANSHO? 1.Showing the problem 2.Showing the task 3.Showing pupils ideas/solutions 4.Arranging the ideas 5.Summarizing the ideas 6.Doing the exercises 7.What has been learnt?(reflection) Note :This can be done during presentation of lessons or during group activities after discussion of the new lesson

25. A Blackboard Plan

26. Example: Using the blackboard plan”BANSHO ” Problem: Find area of a lot with Task: Find the area of a rectangle Exercises 4 m length and 7 m width? or present this through illustration. Summary: In finding the area of a 4m rectangle,multiply the length and the width 7m Pupils Ideas /Solutions: Pupil 1 Pupil 2 Pupil 3 What has been learnt? (4x7) 4+4 x 7+7 (reflection part) =28sq.m = 2sq.m I learned to find the area of a rectangle

27. Activity 1 Design a “ Bansho ” Plan for your lesson planned

28. Thank you for listening!