Republic of the Philippines

Surigao del Sur State University

Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

MODULE 3

MATH 101
TEACHING MATHEMATICS in the
PRIMARY GRADES

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

What this module is about

This module will give you an overview of what it means to teach and learn
mathematics in the primary grades. It will provide you with basic information about the
curriculum, the learners, and the learning theory that governs mathematics.

In this module, you will also learn about how to plan, develop, and execute
lessons in mathematics for the primary grades. You will go over the learning cycle, the
things to consider in lesson planning, and the different instructional planning models.

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Lesson 11 DESIGN THINKING

Objective

Execute the empathize, define, ideate, prototype, and test stages of the design
thinking process.

Introduction

Students find learning mathematics most engaging when they are involved in a
thinking process that results in an output that can be applied to a relevant context. The
design thinking process engages the students in such a thought-provoking and
purposeful activity.

Think

Design thinking is a progressive teaching strategy that allows students to look for
real-world problems and finding creative solutions. Students do this by focusing on the
needs of others, collaborating for possible solutions, and prototyping and testing their
creations. This can be summarized in five stages: empathize, define, ideate, prototype,
and test. These stages are adapted from the Institute of design at standard University.

Empathize

The goal of design thinking is for students to respond to a particular need (a real-
word problem), so it is fitting that the first stage is empathy. In this stage, the teacher
needs to be explicit in guiding the students to put themselves in the shoes of others
through activities like immersed observation and interviews. According to the
developmental stages, it is not natural for children in the primary grades to be
empathetic toward others. It is a common observation by teachers that students at
these levels often do not realize that their actions affect others. So, applying design
thinking in the classroom gives the children the opportunity to cultivate empathy, and at
the same time, develop their problem-solving skills.

Define

The next is for students to define the specific problem or issue that they want to
address. First, the students will identify an audience – the future users of the product
they will develop. Their audience can be students, teachers, family members, or just
anyone in their community. Then the students will use the information they gathered
from the Empathize stage and focus on one aspect of the problem. It is important that

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

the students be able to identify a true problem because it is impossible to successfully

complete the design thinking process without a meaningful problem to solve.

Ideate

The third stage of design thinking is the generation of ideas to solve the
identified problem. This involves brainstorming and research. The students are to be
encouraged to think out of the box and produce radical ideas. What sets this stage part
from the usual brainstorming is that all ideas must be written or illustrated. Ideas are
usually written or drawn on sticky notes and students, later on, organize them into a
mind map.

It is at this stage that the students will be able to apply their mathematical
knowledge and skills. Aside from being able to operate their problem-solving skills, they
will also be able to apply specific content knowledge like measurement, proportion,
geometry, and statistics.

Prototype and test

Finally, the students go through a repetitive cycle of prototyping and testing. A

prototype is anything that a user can interact with in order to, later on, provide feedback
about it. It can be made of easily accessible materials like paper, cardboard, sticky
tapes, recycled plastics, and so on. Once a prototype is created, they test it or allow a
user to test it and then make improvements, or possibly overhaul the design, depending
on their observations and the feedback of the user. In this stages, it is important to
emphasize that is totally fine to fail at the first attempt of prototyping. The trial-and-error
aspect of the design thinking process is glorified because it is believed that the students
learn a lot through their failures. Even though a physical product is the expected output
of design thinking, it should be emphasized that going through the process is what is
more important because it is where the learning takes place.

Experience

Below is a template of a sample worksheet that will guide the students through the
design thinking process. This is a simplified version of Stanford’s sample template. In
this example, the students are to create a project about their playtime experience.

Your challenge is to redesign your school’s playtime experience.

Empathize

Observe your classmates and teachers during playtime. Take time to casually
interview some of them about their usual playtime experience.

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Notes from your observation: Notes from your interview:

Discuss your observation and interview notes with your groupmates. Do you
have similar notes?

Define

Identify a user and define a problem that you want to address. Your group must come
up with one user and problem to address.

_____________________________

User

needs______________________________________________________________

user’s needs

because______________________________________________________________

____________________________________________________________________

Insight

Ideate

Write/Sketch at least four innovative ways to address your user’s needs. Be

specific with your measurements and/or proportions, if needed.

Idea 1: Idea 2:

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Idea 3: Idea 4:

Share your ideas with your groupmates. Get feedback. As a group, generate a
unified solution that incorporates the ideas and feedback from the members. It is not
necessary that all ideas will be seen in the unified solution. What is important is that all
members agree that the necessary ideas are integrated in the solution. Sketch your
group’s unified solution below.

Unified Solution

Prototype

Create a prototype of your unified solution. Use readily available materials like
papers, cardboards, coloring materials, sticky tapes, popsicle sticks, etc. Be accurate
with your measurements by using a ruler, compass, and/or measuring tape.

Test

Share your prototype with a user. Write your observations below.

What worked: What can be improved: More ideas:

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Assess

This lesson introduced design thinking as a thought-provoking and purposeful

strategy. Elaborate why you think design thinking was described as such.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Challenge

Many teachers are not informed about design thinking because it is a new, if not
the newest, strategy in teaching mathematics. The following activity will challenge you
to convince a teacher about the benefits of using this strategy.

1. Make an infographic about design thinking for the teachers who have not tet heard
about it. Sketch a draft of your infographic below.

2. Share your infographic to a Grade 4, 5, or 6 mathematics teachers. What are the

teacher’s questions or comments about design thinking? Were you able to answer
his/her questions? Do you share the same sentiments with him/her about design
thinking?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Harness

The design thinking process is best learned when done. Go over the steps
yourself with a partner. Empathize, define, ideate, prototype, and test to redesign your
school’s lunch experience. This activity will be part of the learning portfolio which you
will compile at the end of this module.

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Your challenge is to redesign your school’s lunch experience.

Empathize

Observe your classmates, teachers, and canteen managers during lunchtime.

Take time to casually interview some of them about their usual lunch experience.

Notes from your observation: Notes from your interview:

Discuss your observation and interview notes with your partner. Do you have
similar notes?

Define

Identify a user and define a problem that you want to address. You and your
partner must come up with one user and problem to address.

___________________________________

User

needs _______________________________________________________________

user’s needs

because _____________________________________________________________

____________________________________________________________________

insight

Ideate

Write/ Sketch at least four innovative ways to address your user’s needs. Be
specific with your measurements and/ or proportions, if needed.

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Idea 1: Idea 2:

Idea 3: Idea 4:

Share your idea with your partner. Get feedback. Then generate a unified
solution. Sketch your unified solution below.

Unified Solution

Prototype

Create a prototype of your unified solution.

Test

Share your prototype with a user. Write your observations below.

What worked: What can be improved: More ideas:

Summary:

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Design thinking is a contemporary teaching strategy that fosters creativity by

allowing students to come up with concrete and tangible solutions to authentic problems
that the students themselves identified.

Lesson 12

GAME-BASED LEARNING

Objective

Develop a game to motivate students, cater mathematical investigation, or

practice a mathematical skill

Introduction

Play is children’s work and they love it! Well-designed lessons using game-based
learning strategy takes advantage of children’s natural love for play to lead them toward
complex problem-solving.

Think

Children find games both motivating and enjoyable, so it is not a surprise that
teachers harness games to cater to learning. There are many ways in which games are
used in the classroom. Games are sometimes used as lesson starters to get the
students engaged. In some lessons, games are used to explore mathematical concepts
and processes or cater mathematical investigation. But most of the time, games are
used to practice mathematical skills.

Not only do games make the lesson engaging for young learners but the also create a
relaxed environment in a mathematics class. Games associate mathematics woth
positive feelings like excitement, victory, and fun competition. So, students who might
have developed mathematics anxiety, or those who simply hate math, might begin to
open up and be more receptive. The students love for play may translate to love for
math. Moreover, games give a venue for students to communicate and defend their
ideas while at the same time learning from each other in a fear-free environment. And
because in every game a goal has to be achieved, students naturally develop strategic
and creative thinking and problem-solving skills. Games that require students to work in
groups advance their social skills as well.

However, not all games that involve mathematical processes are considered to
have instructional value. For example, the game of monopoly involves computations
and strategies to maximize scores, but it is considered to have little instructional value.
According to Koay Phong Lee (1996) in his article “The Use of Mathematical Games in
Teaching Primary Mathematics,” a game that has instructional value has the following
characteristics:

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

1. The game has two or more opposing teams.

2. The game has a goal and the players have to make a finite number of moves to
reach the goal stated. Each move is the result of a decision made.

3. There is a set of rules that govern decision-making.

4. The rules are based on mathematical ideas.

5. The game ends when the goal is reached.

The 4th characteristic is what separates mathematical games from other games.
This suggests that a good mathematical game is not only about “having fun” but also
about “doing math” in itself.

A teacher has three important tasks in a lesson that implements game-based

learning strategy: (1) lay down rules clearly, (2) observe, assess, and process students’
understanding, and (3) work with students who need additional help.

Experience

Following a guessing game to develop the students’ sense of weight. Weight is

probably the most abstract measurement for children because they do not see it (unlike
length and area). This game will help them makes sense of weight.

Topic:

Estimating weight.

Materials:

1. Weighing scale

2. Various objects (may be brought by students)

Mechanics:

1. Before the game starts, let the students carry a 1 kg weight and a 500 g weight.
Providing this experience will give the students a basis for their estimates.

2. Divide the class into two groups.

3. Each group will take turns to estimate the weight of a given object.

4. In each turn, the guessing team will announce their estimate then the other group will
say whether they think the actual object weighs higher or lower than their opponent’s
estimate.

5. If the non-guessing team’s answer is correct, they get the point. Otherwise, the
guessing team earns the point.

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

6. For the students to have a basis of their estimate, pass the object around before the
guessing starts in each turn.

Some students might want to go back to carrying 1 kg or 500 g and then

comparing it to the given. This may be allowed for the first 2 items. The game may be
modified to accommodate other measurements like length, area, or volume.

Assess

Answer the following questions to verbalize your understanding of game-based

learning.

1. What are the benefits of using games in mathematics lessons?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What do you think are some disadvantages of game-based learning strategy?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Lesson 13

Using of Manipulatives

Objectives

Develop a manipulative to aid mathematical instruction

Introduction

Mathematics is an abstract subject which is the reason why many students find it
difficult. One way to concretize mathematics for young learners is through the use of
manipulatives.

Think

Manipulatives are concrete concrete objects like blocks, tiles, and geometric
figures, that students can interact with ( touch and move) in order to develop conceptual
understanding of mathematics concepts. Use of manipulatives is not at all new;
manipulatives have helped people learn mathematics since ancient times. For example,
the early Chinese had the abacus and the Incas use knotted strings called quipo to aid
in counting. In modern times, educators Friedrich Froebel and Maria Montessori were
the ones who advanced the use of manipulatives in classroom instruction. At present in
the Philippines, the DepEd mathematics curriculum calls for manipulatives to be used in
teaching a variety of competencies.

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Aside from helping the students acquire a deeper understanding of mathematics,

the use of manipulatives also gives you, the teacher, the chance to genuinely assess
their students’ mathematical thinking. You can move around, observe, and take note of
students’ discussions and ways of manipulating. Moving around will let you give
immediate feedback and taking notes of observations will help you improve your future
lesson.

One drawback in using manipulatives is that it may cause confusion, especially

to struggling students, if they are not presented with proper guidance and instruction
from the teacher. Moreover, careless use of manipulatives might result in students
believing that there are two different worlds of mathematics_ the manipulative and the
symbolic. It is, therefore, important that the teacher carefully plans how to integrate
manipulatives in classroom discussion in such a way that there is a smooth transition
from concrete to abstract. Following are some guidelines in using manipulatives in the
classroom.

1. Orient the students on how to use the manipulative. Give some time for the students
to play with the manipulative. Allow them to explore the object and what they can do
with it.

2. Give clear and specific instructions. State the goal of the activity and how the
manipulative can help them achieve the goal.

3. While the students are at work, pay attention to their mathematical talk. Use their
ideas to enhance the discussion that follows after the activity.

4. If some students are struggling, ask them “why” and “how” questions to scaffold their
way through the activity.

Many manipulatives are commercially available; the common ones are base 10
blocks (for learning value, place value, decimals, etc.), geoboards (for learning
properties of plane figures), play money, and paper clock. However, you may also
create manipulatives using readily available materials like popsickle sticks, buttons,
boards, fasteners, etc. Making your own manipulatives is much cheaper and it gives you
the benefit of customizing them according to your need.

EXPERIENCE

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Below is an example of a do-it-yourself manipulative. It is a protractor customized

for young children and useful for measuring angles of inclined surfaces. Using this
manipulative will help primary students develop a sense of angle measure without the
intricacies of using an actual protractor which is more suitable for older children.

How to make: (see separate sheet)

Assess

Answer the following questions to verbalize your understanding of the use of

manipulatives in mathematical instruction.

1. Give an analogy that involves the use of manipulatives and the use of games in
classroom instruction.

Manipulatives: _____________________ games: _____________________________

2. The first guideline in using manipulatives is to let the students play with the material.
Why do you think is this so?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Lesson 14

Values Integration

Objective

To plan a lesson in which values education can be incorporated into existing

mathematics curricula.

Introduction

You do not just teach math. You teach students_ with young and impressionable
brains. Primary teachers play an important role in developing young learners’ hearts
and minds. What students learn in primary years can mold the persons they will
become. Instilling good values in children early will help them grow into successful and
responsible citizens of the nation. Mathematics can be used as a tool for values
integration. Values such as honesty, patience, and resilience in facing failures are some
of the many values that can be developed through mathematics. In this lesson, you will
learn how to deliberately integrate positive values into your mathematics topics.

Think

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Integrating Math into Other Subject Areas

Integrating mathematics into the curriculum can be quite challenging and

rigorous. However, math is connected to a lot of disciplines and should not be isolated
from other subjects. Our complex brain looks for patterns and interconnections as its
way of making sense of things. Our learners develop an appreciation for mathematics
and a deeper understanding of concepts when they make connections with prior
experiences or with different areas of learning.

Tapping into the Affective Domain

Dr. Benjamin Bloom classified three domains of educational learning: cognitive,

affective, and psychomotor. In the formal classroom set-up, the bulk of the teacher’s
lesson planning focuses on the cognitive and psychomotor aspects of the teaching-
learning process. The third domain, which is the affective domain, is often overlooked.
The affective domain includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, motivations, and attitude (Kratwohl, 1964). This
particular domain, when tapped during the learning process, can really make students
reflect on the connection between mathematical concepts and values or standards of
behavior that will help them deal with the pressures and difficulties in life. As future
teachers, you want to form not only competent students but students with moral
courage, clear values, and excellent character.

Values Integration and Retention of Information

Associating values or standards of behavior with mathematical concepts can

serve as a source of motivation for students. Values integration will help students get
life lessons through math. If students find a learning material engaging and meaningful,
then they will ask for more (since curiosity will start to kick in). Curiosity is the force
behind lifelong learning!

Experience

The valuing part can be done before closing the lesson. Listed below are the
mathematical concepts vis-à-vis the sample questions and/or moral lessons that you
might want your learners to reflect on.

You may ask your students to reflect on and write about mathematical concepts
in relation to values or standards of behavior related to their lesson.

Math Topic Values Integration Point

1. Zero as a Zero is considered as a number that does not worth anything on

placeholder its own. But in reality, zero makes a lot of difference. For example,
the number 5,034. Without the number zero, how you express the
substantial difference between 5,034 and 534? Sometimes, we
develop a feeling of worthlessness but remember that we are

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

irreplaceable and valuable to other people. We make a difference

in their lives.

2. Equivalent Notice that despite the differences in form, color, ethnicity, gender,
fractions faith, socioeconomic status, mental health condition, etc., our life
is worth the same and worth saving. We are born equal, but not
the same.

3. Shapes Let the students reflect on this.

What is the SHAPE of your life right now?
Spiritual gifts (What are the blessings that you received?)
Hindrances (What are the problems that you encountered?)
Abilities (What are the lessons that you understand? Do not
understand?)
Persons (Who inspires you? Who makes you feel sad?)
Experiences (How have your past experiences helped you grow
as a student?)

4. Whole Numbers Connect the lesson to the concept of ‘Wholeness’ _ comprising the
full quantity, the start of forming a complete and harmonious
whole, the state of being unbroken and undamaged.

1. What were your experiences in the past that make you feel
‘whole’ or ‘complete’?

2. Bullying can make a person’s heart break/not whole. Cite a

specific happening in the past wherein you or a classmate of yours
have experienced bullying (in any form). How did you respond to
the situation? What can you do to stand up against persons who
break or damage people’s heart?

5. Order of Relate this lesson to the importance of obeying rules/ order for
Operations self-management and doing things one step at a time.

1. Why are rules important?

2. What aspect of obeying rules did you find quite challenging in

the past?

3. What step-by-step process do you follow in solving your

problems?

6. Factors and Associate this with the idea of organizing things.

Multiples
You group all items that have a common factor together.

1. What are some benefits of being organized?

2. How do you deal with people who are having a hard time
organizing things?

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

7. Addition and Relate this to the idea that most of us tend to be attracted to
Subtraction of people who are similar to ourselves.
Fractions
1. What are the qualities would you like your friends to have? Do
you also possess these qualities?

2. Reflect on the saying: “Opposite attract”. Do you believe in this

saying?

3. Should you listen to the opinion of a person that is not similar to

you? Why or why not?

Fractions that are dissimilar can still be combined. You just have
to do some modifications to the denominators to make them
similar. Just like in real life, you live in a very diverse world. Even if
two people are different (in faith, gender, socioeconomic status,
etc.), they can still work harmoniously. A key value that you need
to develop is modifying your attitude and genuinely respecting
other people.

8. Geometry Relate this lesson to the rigidity of triangles.

(Triangles)
Other polygons can be easily deformed. If you make a rectangle or
a square from metal wires with hinges at the corners, you will find
that it does not stay in that orientation. It can be transformed into
an ordinary parallelogram. In a triangle, each edge is supported by
the other two edges. This characteristic makes a triangle stable.
You have to act like triangles, you have to make sure that you
have a strong support group.

9. Patterns A person develops a patterns of behavior if he/she repeats an

activity over and over again.

1. What are the personal behavior patterns that you wish to break?
Why?

2. What are the personal behavior patterns that you wish to form?
Why?

10. Data Give examples where the use of bar graph or a pictograph can be
Presentation abused. You should not let your students be easily manipulated by
misleading statistics.

11. Polygons Increasing the number of sides of a polygon approximates a circle.

In ancient times, a circle is considered as a perfect shape. In life, if
you want to improve yourself, you shall undergo a lot of trials.
Increasing a number of trials means gaining new insights/
perspectives. These new insights will make you a better person.

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

12. Units of Why are units important?

Measurement
Units are like name. Their names help identify who they are.
Objects also have names. They can be identified and described
further using their units.

In our society, it is vital to educate people on the traditional values of our country.
There is a growing demand for teachers to deliberately teach values by setting a good
example and discussing/processing moral issues to learners. It is therefore crucial to
the formation of students that you deliberately use an eclectic mix of methods to convey
the important values that the students have to uphold.

Assess

Do the following to help you think creative ways to integrate values in your lesson.

1. Browse the DepEd mathematics curriculum guide. Choose a topic from Grades 1 to
3. Write the topic and grade level below.

_____________________________________________________________________

How would you inject values to this particular topic? Put it in a situation where the
students can relate to. Imagine you are talking to your students. Write your script below.
If you plan to use materials, write a note about it.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What is the most memorable life lesson you have learned from your former teacher?
Explain why.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Challenge

Reflect on these questions.

1. Do you foresee problems or difficulties in integrating values into your curriculum?

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. In what mathematics topics in Grade K to 3 do you think is this strategy most

appropriate? Why do you think so?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Harness

This activity will test your skill in spontaneously integrating values in a math class
setting. This activity will be part of the learning portfolio which you will compile at the
end of this module.

Consider this situation. A student consulted with you and raise the following
points.

“Hi, Teacher! Our lesson now on addition is not that hard. But why do I need to
study addition? My gadget can actually add for me? Why do I have to do it on my own?

How will you tap into your student’s affective domain for him/her to understand
the relevance of your lesson in his/her life?

Topic: Addition of Whole Numbers

Possible Values Integration Point

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Summary

There is a growing demand for teachers to deliberately teach values and this is
possible even in the mathematics classroom. All teachers need to do is to be intentional
about it and reflect on ways to inject values in their lessons.

Lesson 15

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 Republic of the Philippines
Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Collaboration

Objective

Design collaborative activities that will encourage involvement, interdependence,

and a fair division of labor among students.

Introduction

When transitioning from preschool to primary grades, children develop a really

strong bond with one friend. Some child psychologist point out that it is easier for some
kids to relate just one co-learner rather than socializing with a big group at the same
time. Teachers, however, can provide primary graders with many opportunities for
interaction. Within collaborating groups, children learn to try things out, conjecture,
explore, justify, evaluate, and convince others of their findings. Collaborative tasks
provide enriching opportunities for learners to explore other students’ perspectives that
may differ from their own. Thus, these can develop a stronger sense of empathy among
students.

Group activities, if facilitated carelessly, could waste classroom time. Because of

this, it is important for teachers like you to ensure that group activities are carefully
designed and successfully implemented. This lesson aims to prepare, monitor, and
process collaborative tasks in your classroom that will maximize your student’s capacity
to socialize with each other.

Think

Vygotsky’s Social Learning Theory

Collaborative learning branches out from the Zone of proximal development

theory of Vygotsky.

Vygotsky defined the zone of proximal development as follows:

“The zone of proximal development is the distance between the actual

developmental level as determined through problem-solving under adult guidance or in
collaboration with more capable peers.”

In the zone of proximal development, the learner is close to developing the new
skill, but they need supervision and assistance. For instance, if a student has already
mastered basic addition of fractions, then basic subtraction may enter their zone of
proximal development, that is, they have the capacity to gain mastery of subtraction of
fractions with assistance. The assistance may not be directly provided by the subject
teacher. A child seek to understand the actions or instructions provided by any skillful
peer and internalizes the information, using it to guide or regulate their own
performance.

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Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

It is, therefore, necessary that learners should be given opportunities to work with
their peers in broadening their learning experience, allowing small groups of students to
work together to share knowledge, exchange ideas, and to solve problems together. As
learners collaborate with their classmates and teachers, they adopt some of the learning
heuristics and develop more skills in problem-solving.

Designing Group Activities

Collaborative activities encourage active participation from learners. Instead of

passively accepting information from the teachers, learners discover new insights by
cooperatively working with other learners. As mentioned earlier, teachers should be
keen in selecting appropriate learning activities for students. Listed below are some tips
about preparing, monitoring, and processing collaborative tasks in your classroom that
will maximize your student’s capacity to socialize and learn from and with each other.

 Identify the instructional objectives.

When deciding whether or not to use group work for a specific task, reflect on the
following questions: What does the activity aim to achieve? How will that
objective be furthered by asking students to work in groups? Is the activity
complex enough that it requires group work? Will the project require true
collaboration? Is there any reason why the assignment should not be
collaborative? Are the objectives attainable within a given time frame?

 Determine the group site.

How many students will be assigned to each group? The size you choose will
depend on the total number of students in your classroom, the size of the venue
where the activity will be held, the variety of students needed in a group, and the
task assigned. If you want to have a diverse, productive, active, and cohesive
groups, then try dividing your class into groups with four to five members.

 Decide how you will divide the class.

Will you group them based on proximity? Will you group them according to their
own preference? The fastest way to group students is to divide the class based
on proximity. You might also want to randomly assign students to groups by
counting off and grouping them according to number. Another idea is to let
students get a piece of chocolate from a basket of different chocolates and group
students according to the flavor they chose. You may also strategically assign
them to groups instead of randomly assigning them. Prepare a list with names
vis-à-vis his/her prevailing attitude toward the subject. Divide the students
accordingly based on this list. Make sure that each group has a good mixture of
personalities. Other possible factors that you should consider include gender,
race, ethnicity, and behavior.

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

 Give a teambuilding task before assigning the actual task.

Give a preliminary task that will help each student establish a good rapport with
his/her group. These primer activities should be assigned in such a way that
positive relationships will be built and mutual respect between and among
members will be established. You may prepare a simple activity like asking each
member to answer questions about his/her favorite foods, books, places, or
hobbies. Students will be given the opportunity to find connections_things they
have been common with one another.

(Note: Feel free to remove this part if the class is already bonded and cohesive.)

 Delegate a specific task to each member of the group.

How do you get students to participate in the task? Come up with a task wherein
different roles are assigned to group members so that they are all involved in the
process. Each member should feel responsible for the success of their
groupmates and realize that their individual success depends on the group’s
success. If a student feels that other people are relying on them, then he/she will
be motivated to accomplish his/her part excellently.

 Have a contract signed by your participants.

Establish how group members should interact with one another. Make them sign
an agreement that explicitly states their expectations of one another. The
contract should also include the behaviors that you want them to avoid and the
values that you want them to observe and uphold.

 Share your reason(s) for doing collaborative activities.

The reason for doing collaboration has to be clearly articulated to your students.
Students must understand the benefits of collaborative learning. Explicitly
connect these activities to larger class themes and learning outcomes whenever
possible.

 Give your instructions clearly.

Giving instructions is not something that you take for granted. Giving clear set of
instructions contributes to the good performance of students in an activity. Failing
to do so can lead to a huge waste of time. If the students do not understand the

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

given task, then this will result to a lot of interruptions. As a facilitator of the
activity, you should tell exactly what your students have to perform and describe
what the final output of their group task will look like.

 Go around and keep your ears open.

As students accomplish their group task, go around and answer questions about
the task. Make sure to keep your ears open. Listen to their collaborative
dialogue. Pay attention to the interesting points that will surface from the
discussion. Talk about these interesting points during the subsequent closing /
processing of activity. Try not to interfere too much with the group’s way of
proceeding; give your participants the time to think about their own problems
before getting involved. Consider leaving the venue for a few minutes. Your
absence can increase students’ willingness to share uncertainties and
disagreements. If you find a group that is experiencing some sort of uncertainty
or disagreement, refrain from giving the answers or resolving the disagreement.
Allow your participants to feel some stretch/to experience struggle_ within
reason_to accomplish the task.

 Provide closure to the group activities.

Conclude the activity by having a session wherein students give a report. You
can ask each group to give a oral report or submit a written report. The reporting
should revolve around their insights. You may also ask them to reflect on how
they performed in the group. This will also give you an idea of their perceptions
about group work. Relate the points raised to your current lesson and the
objectives of the activity.

Experience

The following are sample collaborative activities that you might want your
learners to engage in.

Activity: Jigsaw

As in Jigsaw puzzles, each student holds a vital piece of the puzzle. They need
to assemble in order to complete the whole puzzle. In this collaborative activity, each
member of the group will be given a task to perform. The goal of the group is to gather
every member’s input to come up with a final output.

Topic: Graphical Presentation of Data

Objective: To work cooperatively with other students to ensure the attainment of your
group goals

Time frame: 55 minutes

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Task: Divide the class into groups. Ask each group to think of a question they would like
to survey their fellow classmates on. For instance, they might want to ask their
classmates about their favorite pizza flavor. Allot enough time for students to walk
around the room buzzing with each other to gather data. Instruct them to write down the
responses of their classmates.

Once they are done collecting data, ask them to represent their results graphically.
Remind them to label their graphs. Take a photo of each student’s graph, which you can
later print out to create a class collage to display.

Assess

Answer the following questions to verbalize your understanding of collaboration

as a teaching strategy.

1. What are the possible drawbacks to collaborative activities? What can you do to
address these issues?

Drawback Response

2. Consider the activity given in the Experience unit. How do you plan to divide the task
equally among the members if this activity is to be accomplished by a group with five
members?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Challenge

The Snowball Technique is a way for students to teach each other important
concepts and information. Students begin by working individually. Next, they collaborate
with a partner. After that, partners form groups of four. Groups of four join together to
form groups of eight. This snowballing effect continues until the entire class is working
together as one large group.
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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Identify a topic in primary mathematics in which this collaborative activity can be

used. Write down a sequence of increasingly complex tasks that can be given in this
activity.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Harness

Design your own collaborative activity. Explain the mechanics of this activity
succinctly. This activity will be part of the learning portfolio which you will compile at the
end of this module.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Summary

Group activities can foster collaborated when thoughtfully designed and carefully
facilitated. Group size and composition are some of the considerations in designing
group activities. It also helps to explain to the students why doing the activity as a group
is essential in learning the lesson where it is applied.

Lesson 16 Teaching by Asking

Objective

Formulate purposeful questions that encourage students to participate in

classroom discussions.

Introduction

In a mathematics class, effective questioning is essential. Students will get bored

if his/her teacher merely states facts. An effective teacher does not just tell the
definitions and theorems but rather asks meaningful questions that lead the learners to
the correct ideas. Also, the teacher gets to identify students who are having a hard time

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

with the lesson and those with more advanced skills through questioning. It is through
questioning that a teacher gets to know the misunderstandings of the learners. If a
teacher is knowledgeable about the misunderstandings of the learners, then the teacher
will have the greatest understanding of his/her learners.

It is, therefore, necessary that teachers deliberately frame questions that will
keep the class discussion moving. The goal of this strategy is to keep the learners’
voices at the forefront of every classroom session. The challenge for you now is to think
of questions that you could ask that would get your students engaged.

Think

Discussion vs. Lecture

In the discussion-based strategy, the teacher’s role is to engage the learners in a

question-oriented dialogue. The teacher spends a significant amount of time to ask
scaffolding questions to help students understand an idea deeply. The interaction in this
method leans on both the teachers’ and students’ equal participation. This type of
strategy is different from that of a lecture. In a lecture, the teacher is the chief source of
information.

Art of Questioning

Not all questions are created equal. Some questions can be answered by a
simple yes or no. Some questions would require students to think more meaningfully.
Asking the right questions will help you understand what your learners know, do not
know, and need to know. Asking questions is an art. As with most arts, no specific
formula will work in all situations all the time. This lesson will enumerate general ideas
for your careful consideration when framing essential questions.

 Avoid ‘one-word response’ questions

Refrain from asking questions which only require a yes or no answer. In general,
questions that would require one-word answers do not provide much information to
check your learners’ thought processes. This type of questioning may not stretch the
mental muscles of your learners. Questions are posed to help students articulate
themselves, clarify concepts, challenge known assumptions, examine reasons, and
make significant connections to mathematical concepts.

 Foster a climate conducive to learning and questioning

Make sure that your learners feel comfortable to express his/her ideas and/or ask
questions at any time. Some students are reluctant to speak up because they are
afraid of what the teacher or classmates might think if they give an incorrect
response.

 My Question, My Answer is a no-no!

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Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Do not answer your own question. If you are not able to elicit responses from
your students, try rephrasing your questions. Do not rust learners to give responses
instantly.

 Frame questions that are accessible to all learners

Remind your students that the question is for all members of the class. Try not to
label the degree of difficulty of a question. Avoid saying: “I expect my fast
learners/challenged ones to answer this question”.

 Learners should be active questioners, too!

Demand your students to ask questions. Learners should practice directing

questions not only to you but also to their co-learners.

Lesson 17 Assessing Learning

Objectives

 Demonstrate understanding and appreciation of assessments

 Differentiate formative and summative assessments

Introduction

A very important concerns that demands urgent attention is the assessment,

specifically the classroom assessment which should be within the K to 12 Basic
Education framework and aligned with the learning standards of the enhanced
curriculum. Due to the need, the Department of Education issued the DepEd Order No.
8, s, 2015, which is the Policy Guidelines on Classroom Assessment for the K to 12
Basic Education Curriculum. This lesson will help you understand assessment and how
it is used in the classroom.

Principles of Assessment

1. Assessment should be consistent with the curriculum standards.

2. Formative assessment needs to scaffold the students in the summative assessment.

3. Assessment results must be used by teachers to help students learn better.

4. Assessment is not used to threaten or intimidate learners.

Lesson 18 Traditional Assessment

Objective

Develop a traditional assessment tool

Introduction

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Assessment has specific purposes, namely, to monitor student’s progress, to

gather data for instructional decisions, to evaluate student’s achievement and
performance, and to evaluate the program. Assessment results can be used differently
by different stakeholders. For the students, it is feedback on their learning; for the
teacher, it is feedback on their teaching; for the curriculum designer, it is a feedback on
the curriculum; and for the administrators, it is a feedback on the use of resources.

Principles of Traditional Assessment

1. The purpose of the assessment and whether the task fulfills that purpose.

2. The validity and reliability of the assessment that you are constructing.

3. The referencing of the assessment.

4. The construction quality of assessment items.

5. The grading of the assessment.

Lesson 19 Authentic Assessment

Objective

Construct a performance task in mathematics

Introduction

The criticisms of the traditional assessment measures and the new focus of
learning standards of acquiring the complex and essential skills needed in today’s
society pushed the need to rethink the criteria and nature of the learning assessment.
The proposal was to use open-ended problems, hands-on problems, computer
simulations of real-world problems, and the use of portfolio in learners’ work. These
types of measures are called authentic assessment where learners are asked to
perform real-world tasks, and the criteria are based on actual performance in the field of
work (Wiggins, 1989; Archbald & Newman, 1988).

Authentic assessment is also known as the “performance assessment” or

“performance task” where the students must complete real-life activities e.g., preparing
memo or policy recommendation, which involves reviewing and evaluating a series of
documents. Performance assessment measures the demonstrated ability to interpret,
analyze, and synthesize information (Silva, 2009).

Think

Mathematics education aims to develop learners with critical and analytical

thinking skills to solve real-life problems. Thus, mathematics classes must have tasks
and activities the same with how the mathematicians use mathematics outside the
classroom.

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

Principles of Authentic Assessment

1. Authentic mathematics requires essential skills which can be measured by the ability
to communicate and ask questions, to assimilate unfamiliar information, and to work
cooperatively with the team- the mathematical skills for lifelong learning with the
computer literacy. Part of the mathematics literacy is the ability to learn and assimilate
new information, hence there is a need for essential skills of flexibility and adaptability.
Related to communication is the ability of learners to articulate what they understand
and do not. Communication can be fostered in school if learners learn and use the
language of mathematics, activities provide opportunities to make conjectures and
reasons. Adaptability will be developed if learning provides multiple contexts that
promote the value of mathematical interpretation in a variety of interrelated experiences.

2. In authentic assessment, the use of multiple types of measures is possible. For

example, elementary levels may ask to find the trends among multiple points in the
data. And the most recommended question is to identify the multiple patterns or
understanding of the deeper structure of the data.

3. Authentic assessment is built on the accuracy of the mathematical content and

interdisciplinary integration. In geography, there are opportunities to use scaling,
proportions, and ratio. In genetics, there are opportunities to apply statistics and
probability. An interdisciplinary approach provides opportunities for different contexts. It
promotes attitudes of inquiry, investigation, and sensitivity on the interrelatedness
between contents and real world.

4. Authentic assessment measures the complete picture of learners’ intellectual growth.

It measures the various kinds of knowledge, measures either group or individual for
different purposes. An Authentic assessment is a combination of many measures. Small
group situations may be useful to measure the ability to talk and listen, while individual
assessment can be used to measure the ability to synthesize knowledge.

5. Authentic assessment uses the dynamic and adaptive form of feedback. This is also
called scaffolding feedback where the learner can identify the skills to model and reflect
and connect on their performances. Thus, assessment becomes learning opportunities
and assessment aims to measure not only the actual performance but more important
the potential.

6. Authentic assessment must take place in the context of the learning process.

7. It must consider both the learner and the situation in which the learner is assessed.

8. It must provide information on what the learner knows, what he/she does not know,
and on the development of changes in such learning.

9. Repeated measures of appropriate learning indicators must be made to obtain a clear

picture of the learner’s knowledge.

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Website: [Link]

____________________________________________________________________

10. Indicators must include cognitive and conative abilities to capture different
perpective.

11. Authentic assessment will require instruments that provide in-depth perspective on
learning. The use of at least three different mediums in assessment to obtain

Lesson 20 Designing Learning Portfolios

Objective

Create a learning portfolio in mathematics.

Introduction

Portfolio assessment is a detailed, unique, and personalized evaluation of what

the learners know and can do. A portfolio is a collection of pieces of evidence of efforts,
learnings, development, growth, and achievement. It emphasizes a learner’s milestone
on his/her development of concepts and skills. It contains not only outputs and works-in-
progress but also reflections on the learner’s strengths and progress toward the learning
goals.

Think

Portfolio assessment is an example of authentic and non-traditional assessment

of learning. The use of portfolio assessment is an answer to the need for continuous
assessment in the course of day-to-day instruction that traditional assessment like
standardized testing cannot address.

The portfolio assessment can measure a variety of skills that is not measurable
by single testing of traditional assessment. The portfolio can be written, oral, and
graphics outputs set and developed by learners themselves. These outputs have some
degree of quality that cannot be measured by traditional test.

A portfolio develops awareness of one’s own learning. Knowing the criteria of the
content and assessment, learner can always refer to these in each stage to verify the
progress in achieving the set of objectives and goals. Further, it also aims to develop
independent and active learning.

Portfolio assessment can address the heterogeneous groupings of learners since

part of the objectives is to exhibit the unique and personal effort, development, and
growth of each learner. This flexibility is also a way to provide opportunities to
demonstrate their abilities in a personal preferential manner.

Implicitly, engaging in learning portfolio promotes social interaction between

learner to teacher and learner to other learners. Additional interaction is between the
learner, teacher, and parent during the output presentation and feedbacking where the
collaborative comments of the parent and teachers are important for future

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

performances. The collaborative approach of portfolio assessment is important element

of the process.

More importantly, a portfolio can improve motivation in learning and achievement

because of higher engagement, and design according to learner’s preferences. The
learning portfolio is anchored on the theory of self-determination (Deci & Ryan, 2004).
Active engagement to exhibit evidence of growth can enhance individual’s sense of
independence, competence, and self-empowerment. These basic psychological needs
if satisfied together can improve the learner’s motivation, achievement, and future self-
options.

Purposes of a Learning Portfolio

 The portfolio guides the learner and teachers to set and establish goals aligned
in the learning objectives.
 The process of making a portfolio ensures the active participation of the learners
and helps learners examine growth and development over time.
 The portfolio processes provide chances for self-evaluation and reflection.
 The portfolio enhances the student’s learning and current achievement and
showcases and documents the development and growth in a more
contextualized manner.
 The portfolio can evaluate teaching effectiveness. The portfolio provides flexibility
in curriculum and instruction planning because it considers the developmental
domains of the learners and content of the subject matter.
 The portfolio can help evaluate and improve the curriculum.
 The portfolio reinforces hands-on and concrete experiences.
 The portfolio can motivate parents and other stakeholders to become involved in
the learner’s evaluation plan.

Types of Learning Portfolio

 Documentary Portfolio involves a collection of work overtime showing the

growth and improvement reflecting students learning of identified outcomes. It is
also called growth portfolio. The collection and exhibit of items can be based on
specific educational goals or experiences of particular learning area.
 Process Portfolio demonstrates all facets or phases of the learning process,
hence the arrangement is based on the learner’s stages of metacognitive
processing. This portfolio contains reflective journals, think logs, and other
related evidence.
 Showcase Portfolio is the kind that shows only the best of the students’ outputs
and products.
 Evaluation Portfolio includes some work that had not previously been
submitted.

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Website: [Link]

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 Class Portfolio contains a student grade and evaluative assessment of the

student by the teacher.
 Ideal Portfolio contains all the work a student has completed.

In deciding the type of portfolio, the teacher needs to consider the level of the
course, the age of the student, and the portfolio will be used and evaluated.

Essential Characteristics of Portfolio Assessment

1. Portfolio is an assessment that is done together by the learners and the teacher. The
teacher guides the learner from planning, execution, and evaluation of contents of
learning portfolios, hence the interaction and discourse are important elements of the
process. They together formulate the objectives, which is based on the learning
standards. The teacher shall assist the learner in choosing the contents or items to be
included in the portfolio based on the objectives, but the learner has the final say on the
selection because the portfolio is supposed to be representing the unique and personal
preferences of the learner.

2. The portfolio should be an opportunity to exhibit the samples of work or outputs which
shows the growth, development, and achievement over time. In this purpose, the
learner shall reflect or do self-assessment of his/her own work to identify the strengths
and weakness, so that the weaknesses become improvement goals.

3. The criteria for selecting and assessing the portfolio especially the contents must be
clear both to the teachers and students at the outset of the process. The set of agreed
criteria can be referred by the learner in each step of the process to avoid inclusion of
unessential components and to avoid resorting to what is only available at the time. So
that necessary planning in each step of the process of portfolio development can be
done especially by the learner.

Experience

The table below presents the basic elements of learning portfolio which can be
given to students as a guide in creating a portfolio of their own.

The Basic Elements of Learning Portfolio

Cover Letter This part contains the “About the Author”,
brief context of what the portfolios shows
about the progress of development of
skills, abilities, and learnings. It
summarizes the evidence of progress and
learnings.
Table of Contents with numbered pages
Entries (both the Cores and Optional  The Core items are the mandatory
Items) items based on the assessment
 Cores are the items that need to criteria.

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____________________________________________________________________

be included 
The Optional items will be included
 Optional items are those based to show the uniqueness of the
on learner’s choice learner’s outputs, it may be the
“best pieces of work” or “the
trouble” or the less successful” with
respective explanation, but
ultimately shall be based on the
objectives set during the initial
stage.
Dates on all entries This is to document the proof of
development or growth over time.
Drafts of initial oral and written outputs The first drafts and the corrected versions-
and the revised versions to highlight the changes, identify
improvement, and explain the context.
Reflections The reflections can be at different stages
in the learning process, subjective
because it depends on the learners’
unique experiences.
For each item in the core and optional Provide a rationale for why the item is was
entries included as evidence of growth,
development, and learning. What did the
learner learn from it? What went well for
the learner? What needs to improve?
What were the problem areas? What is the
feeling of the learner on his/her
performance?

Assess

Verbalize your understanding of the portfolio assessment.

1. What are the essential characteristics of a learning portfolio?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. How does each part of a portfolio contribute to the assessment of student learning?

______________________________________________________________________

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Surigao del Sur State University
Tagbina Campus, Tagbina, Surigao del Sur 8308
Email Address: sdssutc2010@[Link]
Website: [Link]

____________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Challenge

The following questions will challenge your critical thinking skills as they raise
issues about the use of portfolio in assessing learning.

1. Does the portfolio assessment contribute to a better appreciation of

mathematics? How about its contribution to mathematics achievement? Share your
thoughts below.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. As a mathematics teacher, describe below the ideal portfolio for you. What are
the characteristics of a portfolio that you wish your students to submit?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

HARNESS

The following activity will guide you in creating a rubric for checking a learning
portfolio. This activity will be part of the learning portfolio, which you will compile at the
end of this module.

Based on your answer in Challenge #2, create a rubric for checking a learning
portfolio in mathematics.

Criteria Excellent Developing to Beginner

(___points) Excellent (____points)
(____points)

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Tagbina Campus, Tagbina, Surigao del Sur 8308
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Website: [Link]

____________________________________________________________________

Summary

The learning portfolio is one of the authentic assessments that DepEd

recommends. A portfolio is a collection of pieces of evidence of efforts, learnings,
development, growth, and achievement.

Final Activity

Compile all your HARNESS outputs into a learning portfolio. Remember to put a
date on each output. Your portfolio must also include the following:

 A short reflection about each activity- how you felt about it, what challenges you
faced in doing it, what you like most about doing it? What did you learn from the
activity?
 A final reflection about how you feel now that you have completed this module.
What are the changes in your belief about teaching and learning math?

Educ 4- Assessment in Learning 1 by Marites G. Polizon Page 35