EED9 PRELIM EXAM

APRIL 22, 2023

Each item is equivalent to ten points.

1. According to the Math conceptual framework of the K to 12 Curriculum

Guide, what are the two big goals of the teaching of Math? Explain each.

Mathematics is very crucial in our everyday lives which it help and

assists us to be more educated.The two big goals or twin goals is Critical
Thinking and Problem Solving. “Critical Thinking is the intellectually discipline
process of actively and skilfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide
to belief and action.” -Scriven and Paul (1987). The students acquire critical
thinking skills through mathematical problems and equations that they
encounter and by knowing the various steps in finding answers from simple to
complex.

In dealing with mathematics in order to find the answer the learners

must have a solution or have a problem solving skills for them to be able to
find the answer. According to Polya, (1945 & 1962) “Problem Solving is
finding a way around a difficulty, around an obstacle, and finding a solution to
a problem that is known.” Learners are able to find solutions in any given
equation by using the problem solving skills which obtain the right and correct
answers.

2. Examine the K to 12 Curriculum Guide in mathematics and using your own

illustration {concept map} show the alignment of contents, grade level
standards, key stage standards, and learning area standards, lay in a way
that can be easily seen if they are aligned.
 K TO 12 CURRICULUM

LEARNING AREA STANDARD- the learner demonstrates understanding and appreciation of key concepts
and principles of mathematics as applied - using appropriate technology - in problem solving,
communicating, reasoning, making connections, representations, and decisions in life.

The learners demonstrates understanding and appreciation of key concepts and skills involving
number and sense, measurement, geometry, patterns and algebra, statistic and probability as
applied using appropriate technology - in problem solving, communicating, reasoning, making
connections, representations, and decisions in life.

KEY STAGE KEY STAGE

CONTENT
STANDARDS STANDARDS

NUMBERS AND NUMBER SENSE (whole

K numbers up to 10,000 & the four fundamental
operations including money, ordinal numbers up
to 100, Basic concept of fraction)
MEASUREMENT (Time, length, mass, capacity
1 area of rectangale and square,) GEOMETRY(2-3 Number and Number
dimentional objects, lines symmetry, tessellation) Sense
PATTERNS AND ALGEBRA (continuous &
repeating patterns and number senmtence)
2 STATISTICS ANS PROBABILITY (data
collection & representation in table, pictographs
and bar graphs and outcomes)
3
NUMBERS AND NUMBER SENSE (whole
numbers, number theory,fractions, decimals,
Measurement
percent,integers, ratio and proportion)
4 MEASUREMENT (time, speed perimeter,
circumference and area of plane figures,
temperature and water reading) GEOMETRY
(parallel & perpendicular lines, angles triangles,
5 quadrilaterals, polygons, circles and solid figures)
PATTERNS AND ALGEBRA (continous & Geometry
repeating patterns, number sentences, sequence,
& simple equtions) STATISTICS AND
6 PROBABILITY (bar graphs, line graphs, & pie
graphs, simple expirement, & experimental
probability)
7
NUMEBERS AND NUMBER SENSE (whole
numbers, number theory, fractions, decimals, ratio Patterns and Algebra
8 and proportion, percent and integers)
MEASUREMENTS (time, speed, perimeter,
circumference and area of plane figures,
temperature and meter reading) GEOMETRY
9 (parallel and perpendicular lines, angles,
triangles, quadrilaterals, polygons, circles, solid
figures) PATTERNS AND ALGEBRA (continuous
and repeating patterns, number sentence, Statistics and
10 sequences, simple equations) STATISTICS AND Probability
PROBABILITY (bar graphs, line graphs, pie
graphs, simple experiment, experintial probability)
3. Give one sample activity for the following teaching methods in Mathematics.
Use any topic from the reports/discussion.

A. Problem solving technique

As a future educator, for me the suitable activity for problem solving is
BOARD WORK where students solve the problems on the board.
For example, ratio and proportion.
The students can site or share some example of ratio and proportion on the
board. After that the teacher will divide the class or group the class and give
each group at least 2 or 3 problems, they will answer it as a group and
choose 2 or 3 student each group that will answer it on the board and
discuss it in front on how they solve the problem. In that way the students
will engage, cooperate and share their ideas on how to solve the problem
as a group. The students will learn on how to communicate with their peers
or group to work as a team or help each other.

B. Concept attainment strategy

As a future educator, for me the suitable activity for concept attainment
strategy is identifying the shape in geometry where the teacher prepare a set
of shapes including triangles, parallelogram, kites and etc. Students can
easily understand the concept through the set of samples given. After
identifying the shapes, the teacher will now ask the students to apply the
concept by finding or drawing their own shape that is related to geometry.

C. Direct instruction
As a future educator, for me the suitable activity for direct instruction is
DISCUSSION where the teacher discuss the lesson to the students. For
example, in teaching ratio and proportion. The teacher will begin to discuss
what is the ratio and proportion and give some examples on how to solve it.
After discussing the teacher will evaluate the students through asking
question, problem solving and quizzes to know if they listen or they
understand the lesson.

SUBMITTED BY: AUREO, LORENA A.

SUBMITTED TO: JHON RAY AÑOVER