c. Ask each group to explain their problem and its solution. d.

Instructor: As students explain their problems, identify and list the mathematics concepts which have been used. 2. Remainder of
a. Check

the lesson

time. Ifthere is time, havs students: If time is short,

use the

-Prepare and solve a second problem.

first

problem or,

-Explain the second problem. -Develop a lesson plan for upper elementary level children, using either the first or second problem and telt how it was developed. b. Instructor: As students explain their problems, identi$r and list the mathematics concepts which have been used.
c. Ask students about the learning experience itself. d. If there is time, bring up a simila. mathematics lesson on the intemet and discuss with learners.

REINFORCEMENT
The second problem and its solution will be used to reinforce the use of the procedure followed in the anticipatory set. lf time does not allow use of a second problem, complete during the next
lesson.

ASSDSSMENT
Determine whether sfudents have used the given mathematics strand, content standard and benchmarks to correctly identiff appropriate mathematics concepts and used them to solve a related problem.
1.

2. Have they been able to draft a lesson plan in which the concepts in the problems could be taught to upper elementary level students?
3. Have they been able to analyze the lesson in which they participated and identify various pedagogical features which have been incorporated?