LESSON 8:

INDUCTIVE LEARNING
OBJECTIVE :

•PLAN A LESSON THAT ALLOWS

STUDENTS TO INDUCTIVELY
LEARN A CONCEPT
INTRODUCTION

• IN OUR CONTEMPORARY SOCIETY, TEACHERS ARE

DISCOURAGED TO SPOON-FEED INFORMATION TO
LEARNERS. INSTEAD, TEACHERS ARE TO PROVIDE
OPPORTUNITIES FOR STUDENTS TO DISCOVER
CONCEPTS ON THEIR OWN. ONE WAY OF DOING
THIS IS THROUGH THE INDUCTIVE LEARNING
STRATEGY
THINK

• THE INDUCTIVE LEARNING STRATEGY, SOMETIMES CALLED

DISCOVERY LEARNING, IS BASED ON THE PRINCIPLE OF INDUCTION.
INDUCTION MEANS TO DERIVE A CONCEPT BY SHOWING THAT IF IT IS
TRUE TO SOME CASES, THEN IT IS TRUE FOR ALL. THIS IS IN
CONTRAST TO DEDUCTION WHERE A CONCEPT IS ESTABLISHED BY
LOGICALLY PROVING THAT IT IS TRUE BASED ON GENERALLY
KNOWN FACTS. THE INDUCTIVE METHOD IN TEACHING IS
COMMONLY DESCRIBED AS "SPECIFIC TO GENERAL," "CONCRETE TO
ABSTRACT," OR "EXAMPLES TO FORMULA." WHEREAS THE VICE VERSA
ARE USED TO DESCRIBE THE DEDUCTIVE METHOD.
• IN AN INDUCTIVE LEARNING LESSON, TEACHERS DESIGN AND
FACILITATE ACTIVITIES THAT GUIDE THE LEARNERS IN
DISCOVERING A RULE. ACTIVITIES MAY INVOLVE COMPARING AND
CONTRASTING, GROUPING AND LABELING, OR FINDING PATTERNS.
IN MATHEMATICS CLASSES, LEARNERS ENGAGE IN INDUCTIVE
LEARNING WHEN THEY OBSERVE EXAMPLES AND THEN, LATER ON,
GENERALIZE A RULE OR FORMULA BASED ON THE EXAMPLES.
THERE ARE FOUR PROCESSES THAT THE STUDENTS GO THROUGH
WHEN GIVEN AN INDUCTIVE LEARNING ACTIVITY-(1) OBSERVE, (2)
HYPOTHESIZE, (3) COLLECT EVIDENCE, AND (4) GENERALIZE.
OBSERVE

• CHILDREN LOVE LOOKING FOR PATTERNS! WHEN GIVEN A

LOT OF EXAMPLES, IT IS NATURAL FOR THEM TO LOOK
FOR SIMILARITIES AND ASSUME RULES. SO, THE KEY IS TO
GIVE THEM EXAMPLES TO OBSERVE. THESE EXAMPLES
MUST BE WELL-THOUGHT-OF SO THAT THE STUDENTS
WOULD EVENTUALLY ARRIVE AT A COMPLETE RULE. FOR
INSTANCE, IF YOU WANT YOUR STUDENTS TO DISCOVER
THE RULE IN MULTIPLYING BY POWERS OF 10, IT IS
BETTER TO USE THE EXAMPLES IN SET B THAN THOSE IN
 6 * 10 = 60 6 * 10 = 60
18 * 10 = 180 18 * 10 = 180
321 * 10 = 3, 210 10 * 321 = 3, 210
457 * 10 = 4, 570 40 * 10 = 400
BOTH SETS WILL LEAD STUDENTS TO DISCOVER THAT THE
TECHNIQUE IN MULTIPLYING BY 10 IS PLACING A 0 AFTER
THE NUMBER BEING MULTIPLIED. HOWEVER, THE VARIETY
OF EXAMPLES IN SET B ALLOWS STUDENTS TO ESTABLISH
THAT THE RULE WORKS EVEN WHEN EXCHANGING 10 AND
THE OTHER FACTOR (18 * 10 = 180) AND IF THE OTHER
FACTOR ENDS WITH A ZERO, THAT ZERO IS NOT
NEGLECTED (40 * 10) SET B ALLOWS STUDENTS TO HAVE A
MORE COMPREHENSIVE UNDERSTANDING OF THE RULE
HYPOTHESIZE

• THE STUDENTS FORM RULES IN THEIR MINDS AS THEY

OBSERVE. IN THIS STAGE, ENCOURAGE THE STUDENTS TO
SHARE THEIR THOUGHTS. ASSURE THEM THAT THERE ARE
NO WRONG HYPOTHESES. ACKNOWLEDGE THE VARIETY
OF THE STUDENTS' IDEAS BUT ALSO STREAMLINE THEM
TO, LATER ON, TEST ONLY THE UNIQUE HYPOTHESES.
COLLECT EVIDENCE

• HERE THE STUDENTS WOULD TEST THEIR HYPOTHESIS.

HOW? BY APPLYING THEIR HYPOTHESIS TO OTHER
EXAMPLES. IF THERE ARE MORE THAN ONE HYPOTHESIS
GENERATED BY THE CLASS, INTENTIONALLY GIVE A
COUNTEREXAMPLE FOR THEM TO TEST.
GENERALIZE

• FINALLY, THE STUDENTS WOULD NOW FORMALIZE THEIR

HYPOTHESIS TO A RULE. SUPPORT THE STUDENTS SO THAT
THEY WOULD USE MATHEMATICAL TERMS IN STATING
THEIR RULE. DOING THIS WOULD DEVELOP THE STUDENTS'
MATHEMATICAL VOCABULARY AND THEREFORE THEIR
OVERALL MATHEMATICAL COMMUNICATION SKILLS.
EXPERIENCE

• STUDY THE LESSON PLAN ON THE NEXT PAGE. TAKE NOTE

THAT THE PLAN ONLY SHOWS THE DEVELOPMENT OF THE
LESSON, WHICH INVOLVES THE INDUCTIVE LEARNING
STRATEGY; OTHER PARTS ARE NOT INCLUDED. IN THIS
LESSON, INDUCTIVE LEARNING WAS NOT USED TO
DISCOVER A RULE BUT RATHER TO DISCOVER A
RELATIONSHIP
TOPIC: MULTIPLICATION AND DIVISION AS INVERSE OPERATIONS
GRADE LEVEL: 2
TARGET LEARNING COMPETENCY:
BY THE END OF THE LESSON, THE STUDENTS WILL BE ABLE TO
DESCRIBE MULTIPLICATION AND DIVISION AS INVERSE
OPERATIONS
OBSERVE

ASK THE STUDENTS TO FILL IN THE BLANKS BY DIVIDING

OR MULTIPLYING. THEN LEAD THEM TO OBSERVE EACH
PAIR OF DIVISION AND MULTIPLICATION NUMBER
SENTENCES.
GIVE SOME TIME FOR THE STUDENTS TO OBSERVE THE
EXAMPLES. FAST LEARNERS MAY BECOME TOO EXCITED
TO SHARE THEIR HYPOTHESIS BUT DO NOT ALLOW THEM
TO SPILL IT. THE GOAL IS FOR ALL STUDENTS TO HAVE THE
"AHA!" MOMENT.
HYPOTHESIZE

STRUGGLING STUDENTS MAY NOT SEE THE PATTERN RIGHT

AWAY. HELP THEM BY FOCUSING THEIR ATTENTION TO THE
QUOTIENT AND THE FIRST FACTOR. CALL SOME STUDENTS
TO EXPLAIN THEIR HYPOTHESES. AFTER EACH
EXPLANATION, ASK WHO HAS THE SAME HYPOTHESIS
COLLECT EVIDENCE

•APPLY THE HYPOTHESES TO

EACH EXAMPLE TO SEE IF THEY
ALWAYS WORK
GENERALIZE

• BASED ON THE RESULT OF THE "COLLECT EVIDENCE"

STAGE, ASK THE STUDENTS WHICH HYPOTHESIS IS TRUE
FOR ALL. THEN INSTRUCT THE STUDENTS TO WRITE,
USING THEIR OWN WORDS, THE RULE IN THEIR
NOTEBOOK. HAVE TWO TO THREE STUDENTS READ
ALOUD WHAT THEY HAVE WRITTEN.