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K to 12 Mathematics

K to 12 Mathematics. SOLEDAD A. ULEP GLADYS NIVERA EDNA CALLANTA MARY JEAN G. DELA CRUZ MICHELLE S. SILVA LANNIE A. BASADA. K to 12 Mathematics. LEARNING AREA STANDARD:.

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K to 12 Mathematics

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  1. K to 12 Mathematics SOLEDAD A. ULEP GLADYS NIVERA EDNA CALLANTA MARY JEAN G. DELA CRUZ MICHELLE S. SILVA LANNIE A. BASADA

  2. K to 12 Mathematics

  3. LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied, using appropriate technology, in problem solving, communicating, reasoning, making connections, representations, and decisions in real life.

  4. Key Stage Standards:

  5. Grade Level Standards

  6. Comparison of the BEC and the K to 12 Mathematics Curriculum • Most of the topics in the BEC are also in the K to 12. But there are additional topics in the K to12 such as in geometry, patterns and algebra, statistics, and probability. • In the K to 12, there is still spiraling. There is more emphasis on integration of topics within Mathematics and across other learning areas.

  7. Using the Mother Tongue in Teaching and Learning Mathematics • Explain the mathematics and allow pupils to express their ideas in the mother tongue but keep the technical terms in English. • Include more problems that require pupils to think and communicate their ideas • Encourage pupils to understand story problems rather than rely on key words.

  8. Integration of Science in Grade 1 Mathematics Using science as context for developing mathematics concepts, skills and processes Examples: Measurements (e.g. mass, capacity) Presenting data using charts, etc Predicting the chance of an event (e.g. rain)

  9. Aling larawan ang nababadya na malapit nang umulan? Bakit?

  10. Mga ginagawa ng karaniwang bata sa loob ng isang araw

  11. Magkanoanghalagangito?

  12. Ano ang maari mong mabili sa halagang P50.00 ? • Ano ang mga gusto mong bilhin? P15.00 P8.00 P25.00 P20.00

  13. Anong buwan ang may pinakaraming ipinanganak? Jan Feb Mar May June April July

  14. Content :Geometry Content Standards Performance Standards • The learner demonstrates understanding of 2-D and 3-D shapes through identifying , classifying and constructing figures using cut-outs and concrete models. The learner is able to: • explore the properties of 2- and • 3-dimensional figures. • model and represent 2- and • 3-dimensional objects.

  15. Content Standards • Content : Patterns and Algebra Performance Standards • The learner demonstrates understanding • of simplepatterns. • The learner is able to: • identify and create number and attribute patterns. • complete number and attribute patterns.

  16. Example 1

  17. Example 2:

  18. Example 3:

  19. Example 4: 2 4 6 8 1? 1?

  20. Content : Measurement Content Standards Performance Standards • The learner demonstrates understanding of the concepts of time and • measures and compares objects using direct comparison and non-standard units of length, mass and capacity. • The learner is able to: • give different measures of time. • estimateand compute for measurements of length, mass and capacity.

  21. Predicting or guessing

  22. Content Standards • Content : Statistics and Probability Performance Standards • The learner demonstrates understanding of organizing, representing and comparing data using pictographs without scale representations and probability and explores games and activities. • The learner is able to: • organize and interpret data. • make conjectures about games and activities.

  23. Guess what color will fall under the pointer when you spin the circle? Explain your answer. .

  24. The school is having a bean bag toss contest. The person who tosses the most bean bags through the hoop wins. Nancy won the contest but made her mom guess how many bean bags she got through the hoop. Here are the clues Nancy gave. There are more than 35.There are fewer than 39.It is an odd number. How many bean bags did Nancy toss through the hoop? Finish the table, counting by ones, and usethe clues to write the number. _____

  25. Aspin hid bones in the backyard. John watched Aspin hide the bones. Jenny wanted to know how many bones Aspin hid. John gave her some clues. They are fewer than 12.They are more than 9.They are not 10. How many bones did Aspin hide? Write the number _____

  26. Problem Karen has a piece of square paper. She wants to share one-half of the paper to Jun. If you were Karen, how would you divide the paper?

  27. Different solutions: Solution 1 Solution 2 Solution 3 Solution 4

  28. Verification of Solution 4

  29. Other ways : Start with folding a sheet of square paper this way.

  30. Example:

  31. Instructional Design/Framework of the Teaching Guides and Learning Package Teaching Mathematics THROUGH Problem Solving vs Teaching Mathematics FOR Problem Solving

  32. Features of the Teaching Guides

  33. Organization of the Teaching Guides I. Topic II. Objectives of the lesson III. Prerequisite concepts and skills IV. Materials V. Instructional procedures A. Posing the problem/presenting the task B. Solving the problem in different ways/performing the task C. Processing the solutions and answers/ results of the task D. Reinforcing the concepts and skills E. Summarizing the lesson F. Applying to new and other situations

  34. Features of the Learning Package

  35. Organization of the Learning Package

  36. THANK YOU! PRISCILA C. DE SAGUN Asst. Schools Division Superintendent Officer-In-Charge DepEd- Makati

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