Capacity Building of Key Stage 1

Teachers on Learning Recovery in

Literacy and Numeracy via School-
based Learning Action Cell
 Module 2
Session No. 3
Becoming Smarter in Applying
Strategies for Solving Routing
Problems in Numeracy
 Professional Standards Covered

Proficient Teachers

1.5.2 Apply a range of teaching strategies to develop

critical and creative thinking, as well as other higher-order
thinking skills.

1.4.2 Use a range of teaching strategies that enhance

learner achievement in literacy and numeracy skills
 Professional Standards Covered

Highly Proficient Teachers

1.5.3 Develop and apply effective teaching strategies to

promote critical and creative thinking, as well as other
higher-order thinking skills

1.4.3 Evaluate with colleagues the effectiveness of

teaching strategies that promote learner achievement in
literacy and numeracy
 Session Objectives

At the end of the session, the participants shall be able

to:

Proficient Teachers

develop an activity sheet incorporating strategies and

activities in solving routine problems involving subtraction
without or with addition of whole numbers including money
 Session Objectives
At the end of the session, the participants shall be able
to:

Highly Proficient Teachers

evaluate the developed activity sheet incorporating

strategies and activities in solving routine problems involving
subtraction without or with addition of whole numbers
including money
 Session Objectives
Specifically, they shall be able to:

1. discuss strategies in teaching solving routine

problems involving subtraction without or with
addition of whole numbers including money using
appropriate problem-solving strategies and tools;
 Session Objectives
Specifically, they shall be able to:

2. apply the strategies in teaching solving routine

problems involving subtraction without or with
addition of whole numbers including money using
appropriate problem-solving strategies and tools;
and
 Session Objectives

Specifically, they shall be able to:

3. express appreciation on the strategies used to

improve learners competencies in numeracy.
Let’s warm up!
Answer:
Let’s warm up!
Answer:
Let’s warm up!
Answer:
 Leading Activity
Activity:

Each group will be answering a

question upon reading the given
situation. Group 1 will answer Question
No. 1, Group 2 for No.2, Group 3 for No. 3,
and lastly Group 4 for No. 4. Each group
has 3 minutes to read and answer.
 Leading Activity

Situation:

In a class of 40 learners, the teacher at the end

of her class noticed that in the lesson solving
routine problems involving subtraction without
or with addition of whole number numbers, out
of the 40 learners 80% or 32 of the learners
have not mastered the lesson.
 Leading Activity
Probing Questions:

1.What do you think are the reasons for the

learners not to be able to master the lesson?

2.What do you think is the strategy the teacher

used to teach the lesson?
 Leading Activity
Probing Questions:

3. If you are the teacher, what strategies will

you use to see to it that the learners master
the lesson at the end of the session?

4. What strategies will you suggest to the

teacher in teaching the lesson?
 Self-Reflection

Now, let's consider how you currently

handle a variety of teaching strategies
that improve learner learning success in
numeracy.
 Self-Reflection
Knowledge

As a Proficient/Highly Proficient Teacher,

I Know…….example: a variety of
strategies to raise learners' numeracy
proficiency in solving problems.

______________________________________
 Self-Reflection
Skill

As a Proficient/Highly Proficient Teacher

I Do……..example: use a variety of
strategies to improve learners'
achievement in numeracy abilities in
problem solving.
___________________________________________________________
 Self-Reflection
Attitude

As a Proficient/Highly Proficient Teacher

I Feel…...example: that when the process
of problem solving is firmly established,
learners learn better and perform better in
solving problems.
__________________________________________________________.
 Key Concepts/Contents

CREATIVE THINKING refers to the ability to produce

a wide variety of ideas, to manipulate those ideas in
unique ways, and to connect those ideas in novel
ways in order to define novel options that have the
potential to tastefully accomplish a particular goal.

Source: (https://research.acer.edu.au/cgi/viewcontent.cgi?article=1038&context=ar_misc)
 Key Concepts/Contents

CRITICAL THINKING refers to the ability to

effectively assess information and make decisions.

Source: (https://www.scribbr.com/working-with-sources/critical-thinking/)
 Key Concepts/Contents

LEARNER ACHIEVEMENT refers to the realization

by a learner of academic material or content
knowledge within a given period. Within a given
period, teachers have a certain amount of academic
material they need to teach and learners need to
learn. Learner achievement increases when
teachers provide quality teaching aligned with set
standards.
 Key Concepts/Contents

LEAST MASTERED COMPETENCY refers to

competencies that were identified to have not yet
been mastered as a result of the conduct of
assessment.
 Key Concepts/Contents

HIGHER ORDER THINKING SKILLS refers to

a kind of inquiry used by teachers to assist
their learners to go from lower order,
knowledge-based learning to higher order
learning, which places more emphasis on
critical thinking abilities.
Source: https://www.igi-global.com/dictionary/higher-order-thinking-skills-hots/73019
 Key Concepts/Contents

NUMERACY refers to the ability to

understand and use mathematical
knowledge for calculating, problem
solving, and interpreting information in
order to arrive at educated and well-
informed decisions.
 Key Concepts/Contents

PROBLEM SOLVING refers to

mathematical tasks that have the
potential to provide intellectual
challenges for enhancing learners'
mathematical understanding and
development.
 Key Concepts/Contents

ROUTINE PROBLEM SOLVING

stresses the use of sets of known or
prescribed procedures to solve
problems.
 Key Concepts/Contents

NON-ROUTINE PROBLEM SOLVING stresses

the use of heuristics and often requires little to
no use of procedures. Unlike procedures,
heuristics are procedures or strategies that do
not guarantee a solution to a problem but
provide a more highly probable method for
discovering a solution.
 Key Concepts/Contents

TEACHING STRATEGIES. These refer to

techniques, practices, approaches, and
systems teachers employ in their
classroom practice to advance learner
learning.
 Suggested Teaching- Learning Activities

Activity 1: Open Number Line

Number lines are frequently employed by

learners for adding, and they can also be used
for subtracting. Number lines can help your child
show their answer and demonstrate the idea of
taking a quantity away when solving
straightforward two-digit problems.
Activity 1: Open Number Line
 Suggested Teaching- Learning Activities

Activity 1: Open Number Line

1. As a teacher, when you're going to use open number
lines, preview the issue beforehand and make sure the
number line you make has the right range. In order to
solve problems, simplify the procedure by using it to
show how to count backwards and reduce from a
number. When answering a problem using standard
form, keep it close at hand for checking your work.

Watch the link to know the process of the activity

https://youtu.be/R01g6yHGrmg
Source:https://www.kidsacademy.mobi/storytime/teaching-subtraction-with-regrouping/
https://youtu.be/R01g6yHGrmg
 Suggested Teaching- Learning Activities

Activity 2: Base Ten Blocks or Counter

Learners utilize base ten blocks, counters, or other small

manipulatives to represent ones, tens, and hundreds to
aid in problem-solving whether learning place value,
elementary addition, or starting subtraction. These also
help in learning how to regroup.
Source: Youtube. Math | Place Value & Base 10 Blocks for kids | Tens and Ones | The Learning Horizon
 Suggested Teaching- Learning Activities

Activity 2: Base Ten Blocks or Counter

1. Give learners a graphic organizer to use that is divided
into two columns to represent ones and tens.

2. Learners are given a problem in standard form, and they

are instructed to add the proper number to the tens and
ones spaces using base blocks or counters, which can
be anything from dry beans to marbles to even Lego
pieces.

Source: https://www.kidsacademy.mobi/storytime/teaching-subtraction-with-regrouping/
 Suggested Teaching- Learning Activities

Activity 2: Base Ten Blocks or Counter

3. Demonstrate to learners how to solve a

standard form problem by talking them
through each step, starting with subtracting
from the ones space before going on to the
tens, and adjusting the manipulatives as you
proceed.
Source: https://www.kidsacademy.mobi/storytime/teaching-subtraction-with-regrouping/
 Suggested Teaching- Learning Activities

Activity 2: Base Ten Blocks or Counter

Note:

Learners should be told that the numbers

must be rearranged if the number in the
bottom one's column is greater than the
top. Before demonstrating it in writing, use
the blocks to demonstrate how it would
work.
Source: https://www.kidsacademy.mobi/storytime/teaching-subtraction-with-regrouping/
 Suggested Teaching- Learning Activities

Activity 2: Base Ten Blocks or Counter

Note:

For instance, if the task was to solve the equation 26-8,

your learner would realize right away that there are only 6
ones in the column. Instead, take a ten from the tens
column to regroup and carry-on subtracting. Your learner
will gain a visual understanding of why one must regroup
to solve the problem by doing this.

Source: https://www.kidsacademy.mobi/storytime/teaching-subtraction-with-regrouping/
 Suggested Teaching- Learning Activities

Watch the video below on the process of the activity

https://youtu.be/cQFAZxarm3Y
 Suggested Teaching- Learning Activities

Activity 3: Deconstruction Zone

Learners utilize base ten blocks represent

ones, tens, and hundreds to aid in
problem-solving through subtraction.
These also help in learning how to
regroup.
 Suggested Teaching- Learning Activities

What to do:

Learners need four materials:

•A building board
•A set of construction zone cards (these
differentiate)
•A set of base ten blocks
•A recording sheet
 Suggested Teaching- Learning Activities

How to do:

Steps for playing:

• Set up one building board with a matching set of

cards (Pick a set from any of the four stages of
teaching from above). All cards should be face-down
in a pile.
• Flip over one card to receive a subtraction problem.
• Build the first number (the minuend) with base ten
blocks. Place the tens on the left side and those on
the right inside the tens frame.
 Suggested Learning Activities

• Next, remove the subtrahend (the number being

subtracted) from your base ten blocks.
• If you don’t have enough ones, “break” or
decompose a ten rod into ten ones and place those
in the ten-frame on the right.
• After, count the total base-ten blocks you have (by
tens and ones). That’s your difference!
• Record your final answer!

Source: https://jillianstarrteaching.com/subtraction-with-regrouping/
 Suggested Teaching- Learning Activities

Activity 4: Using expanded notation subtraction

and standard algorithm subtraction
 Suggested Teaching- Learning Activities

Activity 5: Column Relay

Present the following problem below.

Daniel earned 35 by delivering water to several houses. He

gave 15 of his earnings to his mother and 12 to his sister. How
much money was left to him?
 Suggested Teaching- Learning Activities

Activity 5: Column Relay

Directions:

1. Divide the class into 6 groups. Each member will

answer one column.

2. Give the first pupil a copy of the questions. He

answers the question then passes the copy to the second
pupil. The second pupil answers the end question and then
passes the copy to the 3rd pupil and so on.
 Suggested Teaching- Learning Activities

3. Read the problem posted on the board, then answer

each question below:
a. What are given? ___________________________________
b. What is being asked? _______________________________
c. What operation/s is/are needed to solve? _______________
d. What equation will represent the problem?
_______________
e. Solve the operation:
f. Label and look back.
Source:
Department of Education, Bureau of Elementary Education, (2010). Lesson Guide on Elementary Mathematics Grade 3: Chapter 1 Whole Numbers
Subtraction.
 Suggested Teaching- Learning Activities

Activity 6: Cooperative Learning Activity: “Rally

Table”

1. Group the class in pairs; players A and B.

2. Each member of the pair takes turn in answering the
questions posted on the board.
3. Present these problems on the board.
 Suggested Teaching- Learning Activities

Activity 6: Cooperative Learning Activity: “Rally

Table”

Rules:
● Player A writes the hidden question.
● Player B answers the hidden question.
● Player A writes the equation that will solve the problem.
● Player B answers/solves the equation.
 Suggested Teaching- Learning Activities

1. Mang Carlos raised 35 piglets for sale. He sold 10

piglets to his mother and 5 piglets to his friend. How
many piglets were left to him?

2. Danilo arranged 564 books in the library. The next day,

he arranged 345 books. There are 1 500 books in the
library. How many more books will Danilo arrange?

3. In the pupils’ government election, Alexis received 112

votes. Brylle received 186 votes. The winner Joric
received 312 votes. How many more votes did Joric
receive than Alexis and Brylle?
 Suggested Teaching- Learning Activities

Ask the following questions to learners.

1. Do you think you can solve the problems
without following the steps?
2. Was your solutions correct? Was your answer
correct?
3. If your answer was not correct, in what part
did you commit a mistake?
Source:
Department of Education, Bureau of Elementary Education, (2010). Lesson Guide on Elementary Mathematics Grade 3: Chapter 1 Whole Numbers
Subtraction.
 Steps to Problem Solving (Polya)

Source:
https://www.youtube.com/watch?v=tjXwKEeYkb8
https://problemsolvinginmathematics.weebly.com/the-inquiry-process-4-step-model.html
 PROBLEM SOLVING STRATEGIES ON
SUBTRACTION OF WHOLE NUMBERS
Strategy 1:
Solving Problems using RUCSAC
Method

RUCSAC method is a problem-solving

process in mathematics. It contains
instructions on how to solve math
problems, including one- and two-step
word problems. RUCSAC stands for
Read, Understand, Choose, Solve,
https://www.youtube.com/watch?v=
Answer and Check. LgtbLMEmEEg
 PROBLEM SOLVING STRATEGIES ON
SUBTRACTION OF WHOLE NUMBERS

Strategy 2:
Solving Problems using CUBES
Method

The CUBES method is a

straightforward method that teachers
can teach their learners to provide
them step-by-step instructions on
how to analyze and comprehend the
questions asked in a problem. https://www.youtube.com/watch?v=
hngInIJVhCE
 PROBLEM SOLVING STRATEGIES ON
SUBTRACTION OF WHOLE NUMBERS

Strategy 3:
Solving Problems using RICE
Method

The RICE method is a problem-

solving strategy used to help
your child organize his thoughts
and work to find an answer to
math problems.
https://www.youtube.com/watch?v=
u9YU3UJcR50
 PROBLEM SOLVING STRATEGIES ON
SUBTRACTION OF WHOLE NUMBERS

Strategy 4:
Solving Problems using
QUACK Method

The QUACK Method is a

problem-solving strategy used to
help your child organize his
thoughts and work to find an
answer to math problems.
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https://www.teacherspayteachers.com/
Product/Math-Problem-Solving-Acronym
-4116084
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https://www.teacherspayteachers.com
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https://www.instagram.com/chalk.and.coffee/
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https:/www.chegos.pl%2Fwidebody-68-camaro%2F14
-effective-ways-to-help-your-students-conquer-math-
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https:/www.chegos.pl%2Fwidebody-68-camaro%2F14-effective-w
ays-to-help-your-students-conquer-math-
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
ttps://www.teacherspayteachers.com/Product/Ma
th-ROCKS-Poster-Problems-Solving-
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https://www.chegos.pl/solve-word-problem
s-with-steps-this-reading-mama-pp-76060
344
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:

https://www.teacherspayteachers.com/Product/
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https://www.weareteachers.com/struggling
-with-math-word-problems/
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:

https://www.weareteachers.com/struggling-with-math-word-problem
s
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https://www.maneuveringthemiddle.co
m/problem-solving-strategies/
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https://www.maneuveringthemiddle.co
m/problem-solving-strategies/
ADDITIONAL
PROBLEM SOLVING STRATEGIES

Source:
https://www.maneuveringthemiddle.co
m/problem-solving-strategies/
 Other Suggested Activities

1. Subtraction Bowling

What is it?

This activity for kindergarten is engaging and so

much fun for learners. They can play in whole
group or small groups.
 Other Suggested Activities
1. Subtraction Bowling

How to do it?

2. Set up 10 plastic party cups or toilet paper tubes

in the shape of bowling pins.
3. Stagger them in rows, 4 in the back row, then 3,
2, and 1 “bowling pin” in the front.
4. Use a small ball to go bowling.
5. Learners will take turns rolling the ball to see how
many bowling pins they knock over.
 Other Suggested Activities
1. Subtraction Bowling

How to do it?

5. Each learner will write the subtraction problem on

whiteboards and read the subtraction sentence aloud.

For example, if one learner knocks down 5 bowling

pins, all learners will write 10-5=5. This activity works
great if played in an open area of your classroom or
even in the hallway.
Source: https://www.theprintableprincess.com/7-engaging-subtraction-activities/
 Other Suggested Activities
2. Subtraction to 10 Boom Cards

This engaging subtraction activity for

kindergarten is the perfect way to incorporate
technology into your math lessons.
 Other Suggested Activities
2. Subtraction to 10 Boom Cards

Learners will solve subtraction problems on 30

digital task cards. Each task card has audio
directions so your learners know exactly what to
do to be successful. Use this as a whole group or
small group activity, independent learning center,
or assessment.
 Other Suggested Activities

2. Subtraction to 10 Boom Cards

Not only will your learners have fun moving the digital
bees into the honey jar to solve the problem and type
their answer, but they will love getting instant feedback
on their answers.

These subtraction to 10 Boom Cards are great for active

learners, visual learners, and auditory learners.
Source: https://www.theprintableprincess.com/7-engaging-subtraction-activities/
 Other Suggested Activities

3. Roll and Race

Roll and Race is a subtraction activity for

kindergarten. It brings an element of
excitement and competition to your
subtraction lessons that is highly motivating
for kids. There are 30 no prep games included,
10 addition, 10 subtraction, and 10 mixed
practice.
 Other Suggested Activities
3. Roll and Race
1. Learners will roll a dice and match the number to the
column on their game board.

2. They’ll solve the first available problem, either

coloring in or covering the space with a manipulative
when they’ve solved it correctly.

3. They can play independently or with a partner to race

to see who can fill a column up first.
Source: https://www.theprintableprincess.com/7-engaging-subtraction-activities/
Suggested Assessment Strategies
Suggested Assessment Strategies
 Suggested Assessment Strategies

Assessment 2: Stepping Through Subtraction Word

Problems

Directions: Solve the word problems.

Class will be divided into four groups to answer the

problems below
Group 1: Use RUCSAC Method
Group 2: Use CUBES Method
Group 3: Use RICE Method
Group 4: Use QUACK Method
 Suggested Assessment Strategies
1.Peter is planning a picnic for the learners in his class. He
has 15 cans of root beer and 12 cans of lemonade. If he
needs a total of 32 cans, how many more cans should he
buy?

2.Kent reads for 30 minutes every night. Her new book is

427 pages long. She has read up to page 361. How many
pages does she have left?

3.Ana bought a notebook with 300 pages. She has been

writing stories in it all week. She only has 87 pages left.
How many pages has she already used?
 Suggested Assessment Strategies

4. Manly earned Php 6000 at his summer job. He

spent Php 1360.00 on a new skateboard and Php
250.00 on a new helmet. How much money does Geo
have left?

5. During the week 986 people visited the museum.

On Saturday the museum had 352 visitors and on
Sunday it had 207 visitors. What is the difference
between the number of visitors during the week and
on the weekend?
 Application

Proficient Teachers

Instructions: Develop a learning activity sheet incorporating

strategies and activities in solving routine problems involving
subtraction without or with addition of whole numbers including
money
 Application
Proficient Teachers

Parts of the Activity Sheets

1.Introductory Concept
2. Activities
3. Rubric/Answer Key
4. References
 Application
Highly Proficient Teachers

Instructions:
1. Collaborate with proficient teachers in developing activity
sheets in incorporating strategies and activities in
solving routine problems involving subtraction without
or with addition of whole numbers including money
2. Evaluate the developed activity sheets to help them to
refine these.
 Checklist in Evaluating Activity Sheets
Indicator Evident Not Evident Remarks
The activity sheets are free from
the following: Conceptual error,
Factual errors, and Typographical
errors

The activities are consistent with

the objectives

The activities and instructions are

clear and focused

The activities are age appropriate,

culturally relevant, and gender
sensitivity

The target competency is me.

 “Math may not teach me how to add or
love to hate, but it gives me a reason to
hope that every problem has a solution.”
 Resource Library
Department of Education, Bureau of Elementary Education, (2010). Lesson Guide on
Elementary Mathematics Grade 3: Chapter 1 Whole Numbers Subtraction.

Mr. Wolfe's Classroom, (2022). Solving Subtraction Word Problems Using the CUBES Method
- Lesson 1.https://www.youtube.com/watch?v=hngInIJVhCE

Partyk, N., (2014). RICE Strategy for Math Word Problems.

https://www.youtube.com/watch?v=u9YU3UJcR50

Patten, M., (2021). 15 Easy Prep Activities to Teach Subtraction.

https://educationtothecore.com/2021/10/15-easy-prep-activities-to-teach-subtraction/

Printable Princess, 7 Engaging Subtraction Activities.

https://www.theprintableprincess.com/7-engaging-subtraction-activities/

Philippine Professional Standards for Teachers, (2017). Learning Resource Package Module 2
 Resource Library
Ramalingam, D., Anderson, P., Duckworth, D., Scoular, C., & Heard, J. (2020). Creative
thinking: Definition and structure. Australian Council for Educational Research
https://research.acer.edu.au/ar_misc/43

Robinson, S., & Knight, B. (2019). Handbook of Research on Critical Thinking and Teacher
Education Pedagogy.
https://www.igi-global.com/dictionary/higher-order-thinking-skills-hots/73019

Ryan, E. (2022). What Is Critical Thinking? | Definition & Examples. Scribbr. Retrieved
January 25, 2023https://www.scribbr.com/working-with-sources/critical-thinking/

Starr, J. 7 Favorite Subtraction with Regrouping Games and Activities.

https://jillianstarrteaching.com/subtraction-with-regrouping/

Strategies for Teaching Subtraction with Regrouping, (2019).

https://www.kidsacademy.mobi/storytime/teaching-subtraction-with-regrouping/

Matchstick puzzles with answers for kids and adults.

https://logiclike.com/en/matchstick-puzzles