MARY JANE ANDES BEED-2 MC-MATH 2

ASSESS
Answer the following questions to solidify your understanding of the problem solving strategy.
1. How are the three possible solutions shown in experience different from
each other? what goes in the minds of the students who would possibly give
those solutions?
A Presentation Problem is written as one sentence or more that requires children
to apply their math’s knowledge to a 'real-life' scenario. A generation of
solutions, It gives students the tools to apply their mathematical knowledge to
solve hypothetical and real world problems. Problem solving is enjoyable. It
allows students to work at their own pace and make decisions about the way they
explore the problem. And the Processing of Solution , In general, a procedure is a
sequence of mathematical operations carried out in order. A solution procedure
is a sequence of steps that, when taken, solves an equation. Example. Procedures
can also be visualized as flowcharts, where each step is connected by arrows.
The solution for a problem comes to the minds of the students because they are
being familiarize to the type of problem they are given. This is where reading
comprehension of a student is tested. There are key words found on each
problems and from there they could now get the idea on what solution to use or
how to solve the problem. And if a student does not understand the problem
then that is the time that they will encounter the difficulty in solving the problem
themselves.

2. As a teacher, how would you ensure that the word problems you will give
genuinely promotes problem solving?
As a teacher, in order for me to ensure that the word problems I have given them
genuinely promotes problem solving I will think about the concepts or processes I
want my students to practice. How can students apply them in a straightforward
way? What types of mistakes are they likely to make? Will they be able to tell
immediately if their answer isn't sensible? Word problems should take all of these
into account. I will ask my students to review them. Talk about them in class. I
will ask my students not only how they solved them, but what they thought about
as they were solving them, and what confused them. And use that information to
focus the problems better. And for a better problem solving question I would ask
my colleagues to review the problems I made. Although this maybe is a little
embarrassing but at least I know that I have been corrected and was given an
advice on what is right to do.
CHALLENGE

As you may have noticed in the sample lesson plan, the problem is basically a usual division
problem that you may see in common mathematics assessments. It is not even a no routine
word problem. However, the students' thinking and creativity are challenged because (always
remember) it is the first time that they will encounter such a problem. So, the task of the teacher
is to present the problem in an engaging way. Do the following to practice this important task.

1. Browse the DepEd mathematics curriculum guide. Choose a topic from Grades: 4 to 6.
Write the topic and grade level below.
 Prime Factorization / Grade 5

Browse the DepEd mathematics teaching manual for the grade level you chose. Find a
word problem from your chosen topic. Write the problem below like how it is written in
the teaching manual.
 What is the Prime Factor of 12

How would you present your chosen problem in an engaging way? Put it in a situation
where the students can relate to. You may use your own experience, too (many times
children are interested in what's happening to their teachers" lives Of Imagine you are
talking to your students. Write your script below. If you plan to use materials, write a
note about it.
 Now, children, we are going to play. Are you ready? You may get your notebook
and pen first. Is everybody ready? Now, I have a question. What is the Prime
Factor of 12? If you are done answering raise your hands and the first 5 students
that raise their hands will write the answer on board. If their answer is correct
they will be given a reward.

2. The possible solutions in the sample lesson plan are written by real Grade 5 students. So
be convinced that Filipino students are actually capable of thinking! As would-be
teachers, your task is to anticipate such possible solutions. How? Consult with
experienced teachers! Show your problem to some teachers and ask them how they think
the students would answer if they are given the problem for the first time. You may also
ask the children themselves. Talk to your nephew niece, godchild, neighbor, etc. Share
with them your problem and have them explain to you how they think they can solve
Write the boxes three of the possible solutions that you have gathered.

POSSIBLE SOLUTION #1

What is the prime factors of 12?

12÷2=6

POSSIBLE SOLUTION #2

6 is not a prime number so we will divide it again into 2

6÷2=3
 POSSIBLE SOLUTION #3

Now 3 is the prime number, so we have the answer

12=2×2×3

HARNESS

Write a lesson plan that makes use of the problem-solving strategy. Use the topic, problem, and
possible solutions that you have answered in Challenge. This activity will be part of the learning
portfolio that you will compile at the end of this module.

Topic: Prime Factorization

Grade level: 5
Target learning competency:
By the end of the lesson, the learners will be able to:

 Define Prime Factorization

 Solve for the Prime Factorization
 Explain how factorization use in real life
Prerequisite knowledge and skills:
Multiplication and Division of Whole Numbers, Factoring
Presentation of the problem:
What are the Prime numbers of 48?

Now we will fined the prime numbers of 48. So how we can get the prime numbers of
48.? What will be the strategy to get easily the answer.?

Generation of solutions:
The students should analyze and understand the problem. They should focus on the
asking questions. What will be the strategy to get easily the answer.
Processing of solutions:
FACTOR TREE
48
↙↘
8 6
↙↘ ↙↘
4 2 3 2
↙↘
2 2

So, the factors are 2×2×2×3

CONTINOUS DIVISION BY PRIMES MAKING AN ORGANIZED LIST

48
24
2 12 3×1 3
2×6 12
2 6
2×12 24
3 2×24 48
2
1
3

So, the factors are 2×2×2×3 So, the factors are 2×2×2×3
SUMMARY

Successfully solving mathematical word problems requires both mental

representation skills and reading comprehension skills. However, students primarily
learn to apply the first of these skills in the context of word problem solving. Given
this, it seems legitimate to assume that students from a curriculum experience
difficulties when asked to solve semantically complex word problems.