Jenny Rose W.

Fabros
BEED 1A
ELEM ED 103 – WTH 1:30 – 3:30 PM

Assessment

After understanding the different underlying principles under the conceptual framework of mathematics
education, propose activities that would best represent the principles that you had learned by completing
the matrix below:

TOPIC
(MATHEMATICS TOPI JUSTIFICATION
ACTIVITY
CS FROM GRADES 1-3)
PRINCIPLE (How can the
(Include: Title/Name of Activity
Note: Base it on the K-12 principle be related
and Activity Description)
Mathematics Curriculum to the activity?) 
Guide

Experiential and visualizes, and divides the It’s Groupings Time! The principles are
Situated elements of sets into two related to the activities
groups of equal quantities - Learners will count the because learners
to show halves. total number of blocks (20 experience dividing
pieces). Then, they will and comparing the two
M1NS-IIIc-74.1 divide it into two equal group of blocks,
groups. observing that it has
- After that, learners will the same quantities,
count the numbers of both and conceptualizing
groups. the problem. Learners
- Learners will be able to also tried it again by
compare and observe that using different
they have an equal materials.
number. Furthermore, they will
- Learners will be able to be able to analyze the
conclude that when a problem in the situated
whole group divides into learning activity
two equal quantities, it because they have an
will have the same idea of how to answer
number. the given problem.
- Learners tried it again but
this time using a group of
pens (10 pieces).

Problem Solving!
- After the activity earlier,
problem-solving will be
given.
 Question:

Vida has a total of 20 candies, she

wants to give them to her two best
friends, Anya and Lira. How will
Vida divide the 20 candies
equally? Answer it by drawing.
The principle is related
to the activity because
it involves the
Reflection Paper
experience and
visualizes, and divides the
feelings of the
elements of sets into two - After the activity in the
students. Furthermore,
groups of equal quantities experiential and situated
Reflective through reflection
to show halves. learning, tell the students
paper, learners will be
to make a reflection paper
able to determine
M1NS-IIIc-74.1 on their score in the
what’s their weakness
situated activity.
and how will they
come up with a
solution.

The principle is related

Cards Time!
adds mentally 2- to 3-digit
numbers with multiples of
hundreds using appropriate
Cooperative
strategies.
M3NS-Ie-28.8
to the activity because
using flashcards helps
- The teacher will
the learners to solve
flashcards that have math
the problem mentally.
problems such as 42 + 56
Also, it promotes
= ? learners will answer
cooperation and active
the math flashcards
engagement in the
problem as a whole group.
class.

Active Prior Knowledge

- Ask the students if they

determines the missing
term/s in a given
continuous pattern using
Constructivism two attributes (any two of
the following: figures,
numbers, colors, sizes, and
orientations, etc.)
M2AL-IIIj-3
are familiar with the
words missing terms or
The principle is related
continuous patterns.
to the activity because
- Give a problem of missing
we just recalled the
terms in a given
lesson in grade one
continuous pattern using
(M1AL-IIIg-1). After
one attribute and ask the
recalling the pre-
students what they have
existing knowledge of
observed in the problem
the learners, I provide
and ask the students to
another example to the
answer the problem.
students but this time it
- After that, make another
was much harder than
example but this time it
the previous one.
will be two attributes, and
ask the students to answer
it.
 Four-pics-one-word
identifies, names, and
describes the four basic
shapes (square, rectangle,
triangle and circle) in 2-
Discovery and
dimensional (flat/plane)
Inquiry-based
and 3- dimensional (solid)
objects.
M1GE-IIIe-1
- Present a 4pics1word to
the students. (Pictures that
can easily identify by the
learners)
- Ask the students, what
they have observed, and
identify and name what is
inside the picture.
- After identifying the
names of the inside of the
pictures, ask them to
answer the problem.
(Provide clues if it is
really necessary).
- After answering problem
one, proceed to problem
two until problem 8.
The principles are
related to the activity
because learners will
be able to discover
new concepts and
identify and analyze
the four basic shapes
in the problem. It also
promotes active
engagement in the
class and sharing ideas
with their schoolmates.