MODULE 3 GROUPING 9

GROUP MEMBERS:
EMIA, CHARISE
CODILLA, JOHN KEVIN
MAHINAY, RIMON

TOPIC:
Ordinal Numbers
SUBJECT:
Mathematics
GRADE LEVEL:
Grade 2
QUARTER:
Quarter 1

BRIEF LESSON OUTLINE:

In Mathematics lesson, the elementary teachers in UCLM wants to teach their grade 2 students
about Ordinal Numbers on their first quarter. The teachers introduced this topic through a
classroom discussion. They create the objectives focusing on ordering numbers up to 20 from
smallest to largest, and vice versa. And describing the position of objects using ordinal numbers:
1st, 2nd, 3rd, up to 10th. The teacher started the lesson through a storytelling wherein teacher
will tell a short story to the class and letting them arrange what happens first up to the end. This
strategy is used in order to introduce the topic and showcase what are the prior knowledge of the
students about the topic. After that, teacher will present some picture cards to the students and
letting them familiarize the picture presented so that they will be able to arrange them in order.
They can also use music during the deliberation because we all know that the population are the
Grade 2 learners wherein in this stage, students can learn fast and easier when we incorporate the
lesson with music. For example, singing 12 days of Christmas. Teacher used an engagement
strategy such as storytelling, picture analysis, and incorporating it with music and lyrics during
the deliberation. Nevertheless, the evaluation involves students completing an oral recitation and
a seatwork.
THEORY INTEGRATION:
The instructional design theory that relates our chosen lesson is Cognitivism. This paradigm
emphasizes the role of mental processing in learning.

SHORT EXPLANATION:
Cognitivism, a learning theory that focuses on the internal processes of the mind, has significant
contributions to the field of instructional design. By understanding how learners encode, store,
and retrieve information, instructional designers can create more effective and engaging learning
experiences.