VALUES-INTEGRATION-REVISION. .pptx

A PowerPoint presentation

1. COLLABORATION “FRACTION PIZZA PARTY” PROBLEM : Pupils are given a pizza divided into different fractions. They need to work collaboratively in small groups to determine the number of slices each person would get if they were to share the pizza equally. ACTIVITY : Organize pupils into small groups of 3-5 members. Each group receives a pizza template divided into various fractions. Pupils discuss and decide how to divide the pizza slices equally among the group members. They can use manipulatives or drawings to represent their solutions. Afterward, groups can present their strategies and compare their results with other groups.

2. COLLABORATION “GEOMETRY CONSTRUCTION CHALLENGE” PROBLEM : Pupils are given a challenge to construct specific geometric shapes using various materials, such as toothpicks and marshmallows or straws and clay. They need to work collaboratively to create the desired shapes. ACTIVITY : Pupils work in small groups and are given a set of instructions to construct specific geometric shapes. They collaborate to plan their construction, share ideas, and assist each other in creating the shapes. Afterward, groups can compare their constructions, discuss any challenges they faced, and share their strategies.

3. COLLABORATION “FRACTION PIZZA PARTY” “GEOMETRY CONSTRUCTION CHALLENGE” These collaborative activities not only reinforce mathematical concepts but also foster teamwork , communication , and critical thinking skills among pupils. By engaging in these activities, pupils learn to value diverse perspectives, share ideas, and work together towards a common goal.

4. CRITICAL THINKING “PATTERN RECOGNITION” PROBLEM : Pupils are given a sequence of numbers or shapes and asked to identify the pattern and predict the next element in the sequence. ACTIVITY : Pupils analyze the given sequence, look for patterns, and discuss their observations with their peers. They can then use critical thinking skills to make predictions and test their hypotheses.

5. CRITICAL THINKING “SHAPE INVESTIGATION” PROBLEM : Students analyze and classify geometric shapes based on their properties. ACTIVITY : Provide each student or group of students with a set of geometric shapes, such as triangles, quadrilaterals, or polygons. Instruct students to examine the given shape(s) closely and identify their properties, such as the number of sides, angles, and symmetry. Encourage students to discuss and compare their findings with their peers, noting any similarities or differences between the shapes. Ask students to classify the shapes into different categories based on their properties. For example, they can classify triangles as equilateral, isosceles, or scalene, or classify quadrilaterals as rectangles, squares, or parallelograms. After classifying the shapes, students can present their findings to the class, explaining their reasoning and the properties used for classification.

6. CRITICAL THINKING “PATTERN RECOGNITION” “SHAPE INVESTIGATION” Critical thinking skills are crucial in mathematics as they help students develop logical reasoning, problem-solving abilities, and the ability to analyze and evaluate mathematical concepts. By engaging in critical thinking activities, students learn to think independently, make connections, and develop a deeper understanding of mathematical concepts.

7. CREATIVITY “MATH ART” PROBLEM : Ask the pupils to create a picture/s using geometric shapes and colors. ACTIVITY : Provide students with various shapes (e.g., squares, triangles, circles) and colored materials. Please encourage them to arrange and combine the shapes to create visually appealing patterns. Students can explore shapes, transformations, and color combinations while expressing creativity. Integrating creativity in math education allows students to explore mathematical concepts visually and artistically. It encourages them to think outside the box, experiment with different approaches, and develop their unique problem-solving strategies. Creativity in math fosters a deeper understanding of mathematical concepts and promotes a positive attitude toward learning.

8. VALUES INTEGRATION IN TEACHING MATHEMATICS Teaching value integration in mathematics involves incorporating ethical, moral, and societal values into the teaching and learning of mathematical concepts

9. Real-World Contexts Connect mathematical concepts to real-world contexts that involve ethical considerations. For instance, when teaching about percentages, use examples related to budgeting, taxes, or charitable giving to highlight the importance of financial responsibility and fairness.

10. Problem-Solving Activities Design problem-solving activities that require students to consider ethical implications and make value-based decisions. For example, present students with scenarios where they must apply mathematical concepts to address environmental challenges.

11. Teacher Modeling Model ethical behavior and decision-making in your own teaching practices. Demonstrate how mathematical concepts can be applied ethically and responsibly in various contexts, and highlight examples of mathematicians who have made positive contributions to society.

12. ASSESSMENT Assess students' understanding of both mathematical concepts and ethical considerations through a variety of assessment methods,

13. Reflective Activities Incorporate reflective activities where students can think critically about the ethical dimensions of the mathematics they are learning. This could involve journaling, group discussions, or debriefing sessions after completing mathematical tasks

14. Determination “ Mathematical Maze Challenge” Pupils will navigate through a maze by solving math problems at each intersection. Each correct answer will lead them closer to the exit.

15. “ The Mystery of the Missing Cookies." A certain number of cookies have disappeared from the school cafeteria, and it's up to the students to solve the mystery. Problem: During lunchtime, a baker placed a tray of cookies on the cafeteria table. When he returned, he noticed that some of the cookies were missing. He counted the remaining cookies and found that there were only 15 left. The baker remembered that there were originally 30 cookies on the tray. How many cookies were taken?