Course Syllabus in GED110

Teaching Math in Intermediate Grades

First Semester A.Y. 2022-2023

MINDANAO STATE UNIVERSITY-MAIN CAMPUS Revision Number: 002

College of Education Date Last Revised: June 25, 2021
Revision Date: June 24, 2022
Department of Elementary Teaching
Semester Adopted: First Semester, AY 2022-2023
MSU Vision MSU Mission

MSU System aspires to be a Center of Excellence in Instruction, MSU System is committed to:
Research, and Extension transforming itself into a premier and 1. Lead in social transformation through peace education and
globally competitive national peace university. integration of the Muslims and other cultural minority groups into
the mainstream society;
2. Ensure excellence in instruction, research development,
innovation, extension, and environmental education and
discovery;
3. Advance national and international linkages through collaboration
and;
4. Demonstrates greater excellence, relevance and inclusiveness for
Mindanao and the Filipino nation.
MSU-Main Campus Core Values

Derive from the MSU Charter Mandate, MSU-MAIN is a community characterized by “Unity in Diversity” motivated with the following core
values:
1. Mutual Respect. The university stakeholders and constituents respect and understand individual regardless of race, culture, and
religion.
2. Service Oriented. The university stakeholders provide efficient and effective services.
3. Unity and Teamwork. The university stakeholders collaboratively exercise in all aspects in to national and global standards, interlink
with colleagues and in other academic institutions, government, and industry through sharing and collaboration of knowledge expertise
and skills towards career development and job placement.
4. Multiculturalism with Means-tested Benefits. Acceptance and tolerance of other cultures geared towards social welfare and
development.
5. Academic Excellence. The university maintain its highest standard of excellence both in academic and service performance as its
 mandated through instruction, research, extension, community services, peace development, innovations, production, entrepreneurship,
and globalization.
6. Integrity and Trustworthiness. The university lead with Transparency, Respect, Understanding, Service, and Teamwork (TRUST) in
upholding public trust, different activities are or will be performed with the highest standard of honesty, accountability, and
transparency.
7. Nobility and Professionalism. The university ensures strong camaraderie among stakeholders, intellectual discourse among other
colleagues is encouraged upholding the great ideals of ethical behavior and genuine understanding with each other.
College Goal

To develop highly skilled, competent, and globally competitive teachers, educational leaders, and citizens.
Program Goal (CMO No. 76, s. 2017)

The BEED degree Program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for
elementary education.
Program Outcomes (CMO No. 76, s. 2017)

The minimum standards for the BEEd degree program are expressed in the following set of learning outcomes. At the end of the program,
the graduates should be able to:
1. Common to all programs in all types of schools. The graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice.
b. Effectively communicate in English and Filipino, both orally and in writing.
c. Work efficiently and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams.
d. Act in recognition of professional, social, and ethical responsibility.
e. Preserve and promote “Filipino historical and cultural heritage” based on RA 7722.
2. Common to the discipline (Teacher Education)
f. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
g. Demonstrate mastery of subject matter/discipline.
h. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments.
i. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
j. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
k. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
l. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
m. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
3. Specific to the Bachelor of Elementary program
 n. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
o. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
p. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
q. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
r. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
s. Manifest a desire to continuously pursue personal and professional development
Bachelor of Elementary Education Program Objectives

The Department of Elementary Teaching aims to:

1. Equip prospective teachers of the pre-school and elementary education with the comprehensive knowledge on child development and
the art of teaching young learners compliant to the K to 12 standard competencies.
2. Develop future teachers a sense of understanding and appreciation towards the value of inclusive education.
3. Instill to the prospective teachers the virtue of committed service to the community thus enabling them to serve as role models of
democratic principles and practices.
4. Train pre-service teachers in designing innovative, culturally relevant and developmentally appropriate instructional and assessment
tools for pre-school and elementary grade learners
5. Inculcate proper sense of values and prepare future teachers for collaborative relationship between and among different stakeholders
of the curriculum.
6. Infuse positive values and respect among prospective teachers in becoming a professional imbued with the necessary ethical and
professional standards.
7. Develop future teachers to become skilled and competent researchers of the discipline and other related fields.
8. Provide training programs for pre-school and elementary grade teachers of public and private institutions in the region to upgrade
their teaching competencies, work value and attitude; and,
9. Inculcate in the future teachers the value of professional development and life-long learning.

A. COURSE INFORMATION

Course Code GED110

Course Title Teaching Mathematics in the Intermediate Grades

Course Credit 3 units

Units (3 hours/ week & 54 hours / semester)
(hrs/wk & hrs/sem)
Course Description The course aims to equip the prospective teachers with the necessary pedagogical content knowledge for the
teaching of basic contents in mathematics in the intermediate grades. Understanding and appreciation of key
concepts and skills involving numbers and number (whole numbers, number theory, fractions, decimals, ratio and
proportion, percent and integers); measurement (time, speed, perimeter, circumference and area of plane figures,
volume and surface area of solid/ space figures, temperature and meter reading); geometry (parallel and
perpendicular lines, angles, triangles, quadrilaterals, polygons, circles and solid figures); patterns and algebra
(continuous and repeating patterns, number sentences, sequences and simple equations); statistics and probability
(bar graphs, line graphs and pie graphs, simple experiment and experimental probability) as applied using
appropriate technology in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life. Various principles and appropriate teaching approaches, methods and
techniques associated with Mathematics Instruction towards assuming responsibility for independent learning will
be emphasized.

Course Learning At the end of the course, the pre-service teachers will be able to:
Outcomes
1. Demonstrate content knowledge and skills in teaching the K-12 BEC Mathematics curriculum for the
intermediate grades to promote critical and creative thinking skills.
2. Demonstrate research-based pedagogical content knowledge and skills in teaching the K-12 BEC
Mathematics curriculum for the primary grades through learning environments that nurture and inspire
learner participation.
3. Demonstrate knowledge of learning environments that motivate learners to work productively by assuming
responsibility for their own learning.
4. Show skills in the selection, development and use of a variety of teaching and learning resources, including
ICT, to address learning goals aligned to meet curriculum requirements.
5. Show knowledge and skills in designing, selecting and using assessment tools aligned with the curriculum
requirement in teaching mathematics in the intermediate level.

Prerequisite(s) GED109

Textbooks & Camarista, G. G., & Oranio, I. B. (n.d.). Teaching mathematics in the intermediate grades. Lorimar Publishing.
References
 Gusano, R., et al. (2000). A course module for teaching math in the intermediate grades. Quezon City: REX Book
Store.

Course Major Exams

Requirements Topic Reporting
Teaching Demonstration
Journal

Grading System Major Exams- 30%

Written Works- 20%
Performance Tasks- 10%
Topic Reporting- 10%
Attendance- 5%
Demonstration teaching-25%

Classroom Policies 1. Attendance and Punctuality: Students are expected to attend all classes regularly and on time. Absences
must be justified with valid reasons, and excessive unexcused absences may result in penalties or affect
grades.
2. Class Participation: Active participation in class discussions and activities is encouraged. Respect for
others' opinions and maintaining a collaborative environment is expected at all times.
3. Submission of Assignments: Assignments must be submitted on or before the specified deadlines. Late
submissions may incur penalties unless prior arrangements have been made with the instructor.
4. Academic Integrity: Plagiarism, cheating, and other forms of academic dishonesty will not be tolerated.
Students must adhere to the college’s code of conduct regarding academic integrity.
5. Use of Technology: Laptops and mobile devices should only be used for class-related activities. Personal
use of devices during lectures is prohibited unless explicitly allowed by the instructor.
6. Respect and Professionalism: Students are expected to maintain a respectful and professional attitude
toward instructors and peers, both in behavior and communication.
7. Classroom Environment: Keeping the classroom clean and organized is a shared responsibility. Eating and
drinking (except water) may be prohibited depending on class requirements.
 8. Consultation and Communication: Students should follow the proper channels for communicating with
their instructor, including email etiquette, office hours, and scheduling appointments for consultations.

Class Information Instructor’s Information

Section Gg Instructor’s Name Prof. Norhanifah D. Guro

Schedule Monday and Office Designation Faculty

Wednesday

Time 2:30-4:00PM Office 08:00-5:00PM

Hours/Consultation MW 2:30-5:30pm, TH 2:30-5:50pm, F 11:00-12nn
Hours

Venue CED Room 1, New Office Telephone N/A

Building

Term 2nd Sem. AY. 2023-2024 Email Address [email protected]

Course Goal PROGRAM OUTCOMES

Higher Education
Teacher Education Elementary Education
Institution
a b c d e f g h i j k l m n o p q r s
1. Demonstrate
content knowledge
and skills in
teaching the K-12
BEC Mathematics
curriculum for the
intermediate
grades to promote
critical and
creative thinking
skills.

2. Demonstrate
research-based
pedagogical
content knowledge
and skills in
teaching the K-12
BEC Mathematics
curriculum for the
primary grades
through learning
environments that
nurture and inspire
learner
participation.

3. Demonstrate
knowledge of
learning
environments that
motivate learners
to work
productively by
assuming
responsibility for
their own learning.

4. Show skills in
the selection,
development and
use of a variety of
teaching and
learning
resources,
including ICT, to
address learning
goals aligned to
meet curriculum
requirements.

5. Show
knowledge and
skills in designing,
selecting and
using assessment
tools aligned with
the curriculum
requirement in
teaching
mathematics in
the intermediate
level.
Learning Plan 1:
Unit Outcome Week Topic Remarks
(Intended Learning Teaching-Learning Resource
Outcomes/ILOs) Objectives Assessment Tasks
Activities Materials

Unit 1- THE
MATHEMATICS Math Activity
CURRICULUM IN At the end of the Lesson, Due:
THE students will be able to: 1. Begin with a
INTERMEDIATE discussion on the Peer review
GRADES challenges of teaching Due:
1. Describe the mathematics to
Lesson 1: Instructional All of the
principles of 1. Prepare a math intermediate learners.
Mathematics in Materials: Chart students will get
teaching activity that 2. In groups, create a
the Intermediate paper, markers, at least 75%
mathematics in integrates lesson plan that
Grades manipulatives, rating for each
the intermediate differentiation for incorporates
digital tools (e.g.,
learners with differentiated teaching output.
grades. whiteboard
2. Demonstrate diverse needs. strategies.
apps).
effective methods 2. Peer review of 3. Guide students in
for teaching each other's using multiple teaching
Assessment
mathematical activities, providing approaches to meet the
Tools: Rubric for
operations. constructive needs of various
lesson plan
3. Appreciate the feedback on learners, emphasizing
evaluation, peer
importance of inclusivity. hands-on activities.
feedback forms.
inclusivity in 4. Use visual aids and
teaching manipulatives to ensure
mathematics to all learners can engage
intermediate with the content.
learners.

Unit 1- THE At the end of the Lesson, 1. Students will 1. Begin with a class Instructional Curriculum
MATHEMATICS students will be able to: work in pairs to discussion on the Materials: map
CURRICULUM IN design a importance of Curriculum Due:
THE curriculum map curriculum planning and guides, chart
INTERMEDIATE for a specific its impact on teaching. paper, digital Reflection
1. Understand the
GRADES math topic in 2. Have students review tools for Due:
structure and goals
of the mathematics intermediate the current curriculum curriculum
Lesson 2: grades. and work in groups to mapping. All of the
curriculum for
Mathematics 2. Reflect on the create a curriculum students
intermediate
Curriculum in inclusivity and map for a topic. will get at
grades.
the adaptability of 3. Discuss the different Assessment least 75%
2. Demonstrate a
Intermediate the curriculum components of the Tools: Rubric rating for
curriculum
Grades each
output.

mapping exercise curriculum and how

for curriculum
for intermediate they support diverse
map creation,
math topics. learners.
reflection
3. Appreciate the role 4. Encourage group
map. prompts for
of curriculum discussions to ensure
inclusivity
design in all voices are heard,
and
supporting all especially from diverse
adaptability.
students. backgrounds.

Unit 1- THE At the end of the Lesson, 1. Begin with a group Instructional
MATHEMATICS students will be able to: discussion on how Materials: Design Math
CURRICULUM IN students learn best Manipulatives, Activities
THE 1. Students will share Due:
and connect it to chart paper,
INTERMEDIATE their designed
1. Understand the constructivist theory. digital tools
GRADES math activities in Reflection
key principles of 2. In pairs, students will (e.g., online
small groups and Due:
constructivist design a math activity whiteboards).
Lesson 3: receive feedback.
theory in teaching that incorporates
Constructivist 2. Reflect on how the
mathematics. hands-on learning,
Theory in activity can be All of the
2. Design a math reflecting constructivist Assessment
Teaching adapted for students will
activity that principles. Tools: Activity
Mathematics in diverse learners. get at least
promotes active 3. Explain constructivist rubric, peer
the learning based on theory and how it feedback 75% rating
Intermediate constructivist applies to teaching form. for each
 Grades output.

mathematics,
principles.
emphasizing active,
3. Develop a
student-centered
positive attitude
learning.
towards using
4. Incorporate diverse
constructivist
learning materials and
methods to
provide options for
support diverse
different learning
learners in math.
styles.

At the end of the Lesson, 1. Present and 1. Start with a brief Lesson Plan
Unit 2- students will be able to: Instructional Due
discuss the discussion about common
INSTRUCTIONAL Materials:
sample teaching strategies and
PLANNING Lesson plan Reflection
lesson plan their effectiveness.
templates, Due:
1. Define the with peers, 2. In groups, students will
Lesson 4: The projector,
components of the receiving develop a sample lesson
Teaching Cycle sample lesson All of the
teaching cycle and feedback on plan that incorporates all
plans. students
their significance in clarity and stages of the teaching
lesson planning. inclusivity. cycle. will get at
Assessment least 75%
2. Develop a sample 2. Reflect on 3. Introduce the concept of
Tools: Rubric rating for
lesson plan that the the teaching cycle,
for evaluating each
demonstrates each challenges explaining each stage and
lesson plans, output.
stage of the teaching and benefits its relevance to effective
peer feedback
cycle. of using the teaching.
form.
3. Appreciate the teaching 4. Provide scaffolding for
importance of
students who may struggle
following a cycle in
with the concepts, such as
structured teaching planning
visual aids and clear
cycle for effective lessons.
examples.
instruction.
 Lesson
Plan
Unit 2- Due:
INSTRUCTIONAL
PLANNING 1. Start with a short Reflection
brainstorming activity Due:
Lesson 5: Things to At the end of the Lesson, asking students to list
Consider in Planning students will be able to: factors they consider All of the
Instruction in 1. Present when planning lessons. students
Mathematics in the lesson plans 2. In small groups, students will get at
1. Define the key Instructional
Intermediate Grades in pairs, will design a lesson plan least 75%
factors to consider Materials:
providing for an intermediate math rating for
when planning Lesson plan
peer topic, considering factors each
mathematics templates,
feedback on such as student diversity, output.
instruction in the chart paper for
intermediate grades. inclusivity learning objectives, and
brainstorming,
2. Design a detailed and teaching teaching methods.
projector for
lesson plan strategies. 3. Discuss the key factors in
presentations.
incorporating the 2. Self-reflect instructional planning for
essential on the lesson mathematics, such as
Assessment
considerations for planning understanding the
Tools: Peer
teaching process, learners, selecting
feedback
mathematics. identifying appropriate materials,
checklist, self-
3. Reflect on the strengths and and choosing effective
reflection
importance of areas for teaching methods.
journal.
considering the improvement 4. Use differentiated tasks
needs of diverse . where students can
learners when choose an approach to
planning lessons. planning based on their
understanding and
experience level.

At the end of the Lesson, 1. In pairs, 1. Start with a short interactive quiz Instructional
students will be able to: students will or Kahoot! to assess students' Materials: Lesson Plan
Unit 2- present their prior knowledge about Projector, Due:
INSTRUCTIONAL lesson plans, instructional planning models. slides with
PLANNING 1. Identify different focusing on how 2. Present different instructional examples of Reflection
instructional the chosen planning models (e.g., ADDIE, instructional Due:
planning models model supports Understanding by Design, 5E) and planning
Lesson 6: and their inclusivity and their application in mathematics. models,
Instructional applications in engagement. 3. Discuss the characteristics, Kahoot! quiz.
Planning Models
All of the
students
will get at
least 75%
rating for
each
mathematics output.
teaching. 2. Reflective
2. Develop a basic journaling on advantages, and limitations of
lesson plan using the strengths each model, encouraging Assessment
an instructional and students to consider their use in Tools: Peer
planning model. weaknesses of mathematics teaching. feedback
3. Reflect on how the chosen 4. Use think-pair-share activities checklist,
different models model in where students discuss how each reflective
can impact supporting model can address the needs of journal
diverse learners diverse learners with different abilities. template.
and promote learners.
inclusive
teaching.
 Group Work
Unit 3- Due:
Instructional
Strategies for
Mathematics in Reflective
the Intermediate Journaling
Grades Due
At the end of the Instructional
Lesson 7: Materials: All of the
Problem Solving Lesson, students will be students
able to: 1. Students will 1. Begin with a brief story or real- Word
work in groups world example of problem-solving problem will get at
to solve a in everyday life. handouts, least 75%
problem, then 2. Present a challenging word projector for rating for
1. Understand the explain their problem and guide students group each
role of problem- process to the through a group discussion on discussions, output.
solving in class. strategies for solving it. visuals/diagr
mathematics 2. Reflective 3. Teach problem-solving ams.
instruction. journaling on strategies, such as the use of
2. Solve a word the challenges diagrams, estimation, and logical Assessment
problem using a of problem- reasoning, encouraging student Tools:
step-by-step solving and involvement. Reflection
approach. group dynamics 4. Provide visual aids and step-by- journal
3. Value in collaborative step guides for learners needing template,
collaboration in learning. additional support. group
problem-solving presentation
activities. rubric.

At the end of the 1. Groups will 1. Start with a brief video Instructional Inductive
Unit 3- Lesson, students will be present their showing an example of Materials: Reasoning
Instructional able to: inductive inductive reasoning in real- Video, set of Steps
Strategies for reasoning steps world problem-solving math Due:
Mathematics in and explain their scenarios. problems for
the 1. Understand the conclusions. 2. Present students with a set of pattern Reflective
Intermediate process of 2. Reflective mathematical problems and recognition, journaling
Grades inductive journaling where ask them to identify patterns. projector. Due:
reasoning in students assess Guide students in forming
Lesson 8: mathematics. their use of generalizations based on the Assessment All of the
Inductive 2. Apply inductive inductive observed patterns. Tools: Group students will
Learning get at least
75% rating
for each
output.

reasoning to
solve a
3. Teach the process of inductive
mathematical
reasoning, highlighting how
problem. reasoning and presentation
generalizations are formed
3. Appreciate the identify rubric,
from specific observations.
value of challenges faced reflective
4. Use visual aids and hands-on
inductive during the journal
manipulatives to help students
reasoning in activity. template.
with diverse learning needs
developing
grasp patterns.
mathematical
understanding.

At the end of the 1. Students will 1. Begin with a short Instructional Classification
Lesson, students will be present their demonstration showing the Materials: s of
Unit 3- able to: classifications of difference between examples PowerPoint examples
Instructional examples and and non-examples of a presentation, and non-
Strategies for non-examples to mathematical concept (e.g., set of examples
Mathematics in 1. Understand the the class, types of numbers). examples and Due:
the concept of explaining their 2. Have students work in pairs to non-examples
Intermediate concept reasoning. classify a set of examples and of a concept, Reflective
Grades attainment and 2. Reflective non-examples, discussing their whiteboard. journaling
its role in journaling where reasoning behind each Due:
Lesson 9: mathematics students assess classification.
Concept instruction. how the concept 3. Guide the class through the Assessment All of the
Attainment 2. Apply the attainment concept attainment model, Tools: Peer students will
concept model explaining how this strategy feedback form, get at least
attainment influences their helps in the development of reflective 75% rating
model in a teaching clear mathematical concepts. journaling for each
mathematics methods. 4. Use visual aids and real-life rubric. output.
context through examples to support diverse
examples and learners’ understanding.
non-examples.
3. Appreciate the
importance of
clear conceptual
understanding in
learning
mathematics.
 Investigation
Unit 3- Findings
Instructional Due:
Strategies for
Mathematics in Self-Assessment
the Due:
Intermediate At the end of the
Grades Lesson, students will be All of the
able to: students will get
Lesson 10: at least 75%
Mathematical 1. Students will rating for each
1. Present a real-world problem
Investigation share their Instructional output.
1. Understand the (e.g., finding the most efficient
investigation Materials:
role of way to organize school
findings with Whiteboard,
mathematical supplies) to spark curiosity.
peers and problem-
investigations in 2. Students will work in groups to
discuss the solving task
fostering investigate the problem, use
methods they handouts,
problem-solving trial-and-error, and apply
used to graphing
skills. mathematical principles.
approach the tools.
2. Engage in hands- 3. Guide students through the
problem.
on investigation investigation process,
2. Self-assessment Assessment
of mathematical modeling critical thinking and
checklist Tools: Peer
problems using collaborative problem-solving.
reflecting on the feedback
critical thinking. 4. Use visual aids and scaffolding
process of form, self-
3. Appreciate the techniques to support diverse
conducting a assessment
process of learners in grasping complex
mathematical checklist.
mathematical concepts.
investigation.
exploration and
collaboration in a
classroom
setting.

Unit 3- At the end of the 1. Students will 1. Introduce a real-world Instructional Design
Instructional Lesson, students will be present their problem that requires Materials: Thinking
Strategies for able to: design thinking mathematical solutions (e.g., Whiteboard, Process
Mathematics in process, redesigning a classroom design Due:
the explaining the layout for better thinking
Intermediate 1. Understand the steps they took collaboration). templates, Peer feedback
Grades principles and to solve the 2. Students will work in groups to markers. Due:
Lesson 11:
Design Thinking All of the
students will
get at least
steps of Design 75% rating for
Thinking in the each output.
context of apply design thinking to the
teaching problem, following the steps:
mathematics. empathize, define, ideate,
problem.
2. Create a design prototype, and test.
2. Peer feedback
thinking 3. Guide students through each Assessment
on the process,
framework to step of the design thinking Tools: Peer
focusing on
solve a process with examples from feedback
creativity,
mathematical mathematical teaching form, self-
collaboration,
problem. scenarios. reflection
and problem-
3. Appreciate the 4. Use graphic organizers and rubric.
solving skills.
value of scaffolding to support diverse
innovative and learners in the design thinking
creative process.
problem-solving
in teaching
mathematics.

At the end of the 1. Introduce the concept of

Unit 3- Lesson, students will be game-based learning by Math Games
Instructional able to: Instructional Due:
showcasing a math game
Strategies for 1. Students will Materials:
(e.g., math bingo, fraction
Mathematics in present their Math game Reflection
war).
the math games, templates, Due:
1. Understand the 2. In groups, students will design
Intermediate explaining how dice, cards,
role of game- their own math games that
Grades they align with access to All of the
based learning in reinforce key concepts (e.g.,
learning goals. computers or students will
enhancing multiplication, fractions).
Lesson 12: 2. Reflect on the tablets. get at least
mathematics 3. Guide students through the
Game-based process of 75% rating
instruction. steps of creating effective and
Learning creating and Assessment for each
2. Create a math engaging math games,
testing the Tools: Game output.
game that focusing on student-centered
game, focusing presentation
incorporates key strategies.
on collaboration rubric, peer
mathematical 4. Provide multiple options for
and creativity. feedback
concepts. game creation (digital tools,
form.
3. Foster positive board games) to support
attitudes toward diverse learners.
using games as a
learning tool in
mathematics.
 Unit 3-
Instructional Manipulatives
Strategies for Due:
Mathematics in
the Reflection
Intermediate Due:
Grades
At the end of the Lesson, 1. Begin by asking students All of the
Lesson 13: Use students will be able to: about their experiences students will
of Students will with manipulatives in math get at least
demonstrate how Instructional
Manipulatives education. 75% rating for
manipulatives can Materials: Base
2. In groups, students will use each output.
1. Understand the be used to teach a ten blocks,
manipulatives (e.g., base
role and specific math counters,
ten blocks, counters) to
importance of concept (e.g., fraction circles,
solve math problems
manipulatives in fractions, geometric
related to a specific
teaching multiplication). shapes, digital
concept (e.g., addition,
mathematics. math tools.
subtraction).
2. Use manipulatives 3. Discuss the different types
1. Reflection on
to model of manipulatives and their
how Assessment
mathematical appropriate use in the
manipulatives Tools: Peer
concepts. classroom.
can enhance observation
3. Develop positive 4. Provide options for
student checklist, self-
attitudes toward students to use visual,
understanding of reflection form.
using tactile, or digital
math.
manipulatives in manipulatives based on
teaching. their learning preferences.

Unit 3- At the end of the 1. Students will create 1. Begin by discussing real-life Instructional
Instructional Lesson, students will a lesson plan situations where math Materials: Value- Lesson Plan
Strategies for be able to: integrating a intersects with values (e.g., based math Due:
Mathematics in mathematical fairness in sharing). worksheets, real-
the concept and a 2. In small groups, students life case Reflection
Intermediate 1. Identify how specific value (e.g., will select a mathematical scenarios, Due:
Grades values can be honesty, fairness). concept (e.g., fractions, multimedia tools.
integrated into 2. Group reflection on data handling) and identify All of the
Lesson 14: math lessons. how values were a value to integrate into the Assessment Tools: students will
Values 2. Design a math integrated and their lesson. Lesson plan get at least
Integration activity that impact on students’ 3. Discuss strategies for rubric, peer 75% rating
 for each
output.

incorporates
values. integrating values into math
3. Appreciate the lessons and share examples
role of values in of real-world applications.
fostering learning. 4. Provide diverse examples feedback forms.
responsible that cater to different
citizenship cultural backgrounds and
through ensure equal participation.
mathematics.
Unit 3- Collaborativ
Instructional e Math
Strategies for activity
Mathematics in Due:
the
Intermediate Group
Grades Reflection
Due:
Lesson 15: At the end of the Lesson,
Collaboration students will be able to: All of the
1. Start by discussing examples
1. Develop and of collaboration in math Instructional students will
present a classrooms and its benefits. Materials: get at least
1. Understand the collaborative 2. In small groups, students will Whiteboard, 75% rating
importance of math activity design a math activity that collaboration for each
collaboration in the that requires promotes collaboration (e.g., guidelines output.
mathematics teamwork. solving problems in teams). handout, problem-
classroom. 2. Group 3. Discuss collaborative solving
2. Create a reflection on learning strategies, such as worksheets.
collaborative math how pair work, group discussions,
lesson plan. collaboration and peer teaching. Assessment Tools:
3. Appreciate the improved 4. Ensure diverse learners are Collaboration
value of learning and engaged in all tasks by rubric, peer
collaboration in engagement. providing differentiated feedback forms.
developing social roles.
skills and
teamwork.

Unit 3- 1. Students create 1. Start with a brainstorming Instructional Lesson

At the end of the Lesson,
Instructional a math lesson session on the types of Materials: Plan
students will be able to:
Strategies for plan that uses questions that encourage Whiteboard, Due:
Mathematics in questioning thinking in math. question
the techniques to 2. In groups, students design a prompts Peer
Intermediate 1. Understand the promote deep math activity using different handout, review
Grades importance of asking understanding. types of questions (e.g., open- lesson plan Due:
questions to foster 2. Peer review of ended, probing, clarifying). templates.
Lesson 16: critical thinking in the lesson plans 3. Discuss the importance of All of the
Teaching by math. with feedback on asking open-ended, thought- students
Asking 2. Design a math lesson the use of provoking questions that Assessment will get at
 least 75%
rating for
each
output.

incorporating
questioning
Tools: Peer
techniques. encourage active student
feedback
3. Develop an questioning participation.
forms,
appreciation for the strategies. 4. Use visual aids and group roles
questioning
role of questioning in to support diverse learners.
rubric.
promoting student
engagement.
Unit 4- Formative
ASSESSMENT Assessment
STRATEGIES Tool
FOR Due:
MATHEMATICS
IN THE Peer
INTERMEDIATE feedback
GRADES Due:
Instructional
At the end of the Lesson, 1. Start by asking students to
Lesson 17: Materials: All of the
students will be able to: 1. Students will recall their favorite methods of
Assessing Whiteboard, students will
design a being assessed and why they
Learning handouts with get at least
formative liked them.
assessment 75% rating
assessment 2. Discuss different types of
1. Understand various types and for each
tool and assessments (formative,
assessment methods examples, output.
present it in a summative, diagnostic) and
used to evaluate digital tools
group. their purposes.
student learning in for creating
2. Peer feedback 3. Teach strategies for creating
mathematics. assessments.
and self- assessments that meet
2. Design a formative reflection on diverse learner needs, using a
assessment tool for a Assessment
the student-centered approach.
mathematics lesson. Tools: Rubric
effectiveness 4. Encourage collaboration and
3. Reflect on the role of for peer
of the use multimodal resources
assessment in evaluation,
assessment (visual aids, audio
supporting students’ formative
tool. explanations) to support all
learning and growth. assessment
learners.
template.

Unit 4- At the end of the Lesson, 1. Students will 1. Start by discussing with Instructional
ASSESSMENT students will be able to: present their math the class how traditional Materials: Math Test
STRATEGIES tests to the class assessments are Sample math Due:
FOR and explain how commonly used in schools tests, handouts
MATHEMATICS 1. Understand the their assessment and the pros and cons of on assessment Peer
IN THE principles and aligns with the their use. principles, feedback
INTERMEDIATE types of traditional learning 2. Have students examine projector for Due:
GRADES assessments in objectives. sample traditional presenting
mathematics (e.g., 2. Peer feedback on assessments (e.g., quizzes, examples. All of the
Lesson 18: quizzes, tests). the clarity, tests) to identify key students will
Traditional 2. Design a traditional fairness, and components. Assessment get at least
Assessment 75% rating
for each
output.

3. Introduce the key

principles behind designing
math test focused
traditional assessments,
on a specific topic.
including question types, Tools: Peer
3. Develop a critical
grading rubrics, and test feedback form,
perspective on the appropriateness of
formats. rubric for
use of traditional the math test.
4. Use differentiated evaluating test
assessments in
questioning and provide design.
promoting student
visual aids to ensure all
learning.
students can engage with
the material.

Unit 4- At the end of the Lesson, 1. Begin with a discussion on

ASSESSMENT students will be able to: Authentic
the difference between
STRATEGIES Instructional Assessment
traditional and authentic
FOR Materials: Due:
assessments, including
MATHEMATICS 1. Present the Examples of
1. Understand the examples from everyday
IN THE designed authentic Peer Review
principles of life.
INTERMEDIATE authentic assessment tasks, Due:
authentic 2. Have students work in
GRADES assessment to handouts on
assessment in groups to design an
peers and justify authentic
mathematics. authentic assessment task,
Lesson 19: how it reflects assessment All of the
2. Design an such as solving a real-world
Authentic real-world math principles, students will
authentic math problem.
Assessment application. projector for get at least
assessment task 3. Discuss the key
2. Peer review of group work. 75% rating
that reflects real- characteristics of authentic
authenticity and for each
world application assessment, focusing on
real-world Assessment Tools: output.
of mathematical how it connects learning to
relevance of the Peer feedback
concepts. real-world contexts.
tasks created by forms, rubric for
3. Develop an 4. Ensure tasks are accessible
classmates. assessing the
appreciation for to diverse learners by
authenticity of the
how authentic allowing flexible modes of
tasks.
assessments presentation and
engage students expression.
in meaningful,
real-life tasks.
Unit 4-
ASSESSMENT Learning
STRATEGIES Portfolio
FOR Due:
MATHEMATICS
IN THE Peer
INTERMEDIATE Feedback
GRADES 1. Begin with a discussion on Due:
the purpose of learning
Lesson 20: At the end of the Lesson, portfolios and their benefits All of the
Designing students will be able to: 1. Present the in tracking progress over students
Instructional
Learning learning portfolio time. Show examples of will get at
Materials:
Portfolio 1. Understand the designed to the student portfolios. least 75%
Examples of
concept and class and explain 2. Have students work in pairs rating for
learning portfolios,
components of a how it can to design a learning portfolio each
portfolio design
learning portfolio. reflect the for a specific math concept output.
templates,
2. Design a sample progress and they have taught.
projector for
learning portfolio understanding of 3. Discuss the key components
presentation.
for a mathematics a math concept. of a learning portfolio and
topic. 2. Peer feedback how they allow students to
Assessment Tools:
3. Appreciate the on the portfolios, demonstrate growth, self-
Rubric for
role of learning focusing on reflection, and
evaluating portfolio
portfolios in clarity, understanding.
design, peer
student-centered organization, 4. Allow students to choose
feedback forms.
assessment and and inclusivity. digital or physical formats
self-reflection. for the portfolios to
accommodate diverse
learning preferences.
Prepared by: Recommending Approval: Approved by:

NORHANIFAH D. GURO, MAED NORHANIFAH D. GURO, MAED MINERVA-SAMINAH M. NAGA,

Faculty Chairperson Ph.D.
Dean
_________________________ _________________________
Date Date _________________________
Date
Received & Read by (student): Received & Read by (parent/guardian):

_______________________________ _______________________________
Signature over Printed Name of the Student Signature over Printed Name of the Student
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