ACTIVITY #4

NAME: ELVIRA A. CUESTA DATE: MAY 24, 2021

PROBLEM SOLVING AND INDUCTIVE LEARNING

1. Browse the DepEd mathematics curriculum guide. Choose a topic from Grades 4 to 6. Write a lesson
plan that makes use of the problem-solving strategy. Use the topic, problem and the possible solutions.

Topic: Place Value

Grade level: 5

Target learning competency: By the end of the lesson, the learners will be able to recognize the value of
a digit based on its location within a number.

Prerequisite knowledge and skills:

1. Whole numbers in the thousands

2. Numbers in words

3. Place value position of the digits in a numeral

4. Value of each digit in a numeral

Presentation of the problem:

Base-10 blocks can be used to help students understand the concepts behind place value. Base-
10 blocks also can be used to explain decimals. Other place-value manipulatives are Unifix cubes, snap
cubes, plastic clips, and bean sticks/beans.

Count to 120, starting at any number. (1)

Count within 1,000. (2)

•Practice with counting objects, on number lines, or on hundreds charts.

•Count the number of school days.

Hundreds Chart

Skip-count by 5s, 10s, and 100s. (2)

•Practice with counting sets of objects, on number lines, or on hundreds charts.

•Sing counting songs. (Many examples are provided on YouTube.)

Read and write numerals. (1)

Read and write numbers to 1,000. (2)

Read and write multidigit whole numbers. (4)

•Practice handwriting for writing numerals.

Check for appropriate pencil grip.

Use poems to remember how to write numerals.

Explicitly teach students how to write numbers, and practice correct procedure.

•Write an orally presented number.

Present numbers of increasing difficulty.

•Break 23 into tens and ones.

•Represent 2 tens and 3 ones as a number.

How many tens in 23?

How many ones in 23?

•Explain what each digit represents.

Generation of solutions:

Instead of teaching place value through lessons and learning videos and giving worksheets, Take a walk
with your students around the neighbourhood. Look for one-, two-, three-, and four digit numbers. Have
them to read it aloud. Discuss each number and ask how many ones, tens, hundreds, or thousands are in
the number. You can further ask them to compare the numbers and find the largest and smallest
number.

Processing of Solutions:

Have some pair/group write their solutions on the board and explain.

Count to 120, starting at any number. (1)

Count within 1,000. (2)

•Practice with counting objects, on number lines, or on hundreds charts.

•Count the number of school days.

Hundreds Chart

Skip-count by 5s, 10s, and 100s. (2)

•Practice with counting sets of objects, on number lines, or on hundreds charts.

•Sing counting songs. (Many examples are provided on YouTube.)

 Read and write numerals.

Read and write numbers to 1,000.

Read and write multidigit whole numbers.

•Practice handwriting for writing numerals.

Check for appropriate pencil grip.

Use poems to remember how to write numerals.

Explicitly teach students how to write numbers, and practice correct procedure.

•Write an orally presented number.

Present numbers of increasing difficulty.

•Break 23 into tens and ones.

23 = 2 tens, 3 ones

•Represent 2 tens and 3 ones as a number.

2 tens, 3 ones = 23

How many tens in 23?

How many ones in 23?

•Explain what each digit represents.

972 = 9 hundreds, 7 tens, and 2 ones

2. Write a lesson plan that allows the students to discover a rule inductively. If appropriate, use the
same topic above.

Observe

Hypothesize

Collect Evidence

Generalize
Study the following lesson plan. Take note that the plan only shows development of the lesson that involves the problem-solving strategy; other parts are
not includes

Topic: Division of fractions

Grade level: 5

Target learning competency: By the end of the lesson, the learners will be able to divide a whole number by a fraction.

Pre-requisite knowledge and skills:

1. Fraction as part of a whole

2. Fraction as repeated subtraction

3. Division of decimals

4. Multiplication of fractions

5. Reciprocal

Presentation of the problem:

I have 6 liters of milk. I will transfer the milk in to glasses. Each glass can hold liter. How many glasses can I fill?

Present the problem above in a narrative approach that will engage the students. See example below.

Have you heard of feeding programs? What do you know about feeding programs? Who benefits in feeding programs? Have you participated in such?
How many children usually participate? What kind of food is usually served in feeding programs?

Last weekend, I volunteered in a small feeding program. I got to meet some Grade 5 children like you. I was in charge of distributing milk. We brought
with us 6 liters of milk. My task was to pour the milk into glasses. If my estimate is right, each glass approximately contained liter of milk. The milk we
brought was just enough for all the children in the area. How many children do you think we served during the feeding program?

Generation of solutions:

The students will work in pairs or triads. Encourage the students to think about the problem and share their thoughts with their classmates. Assure them
that there is no one right solution. They may do calculations or draw; any solution is welcome as long as they can explain why they did such.

Watch out:

The students should realize that the given is a division problem. Their discussions with their partner/groupmates should revolve around figuring out how
many would "fit in" 6. Give guide questions to pairs/groups who may have not realized this. In giving guide questions, determine first what the students
know and then build on that.

Processing of solutions:

Have some pair/group write their solutions on the board and explain.