Enhancing

Mathematics
Learning

July 8th , 2024

by Deswari, [Link].
Math is Fun
What happens
in Math Class?
 Diagnostics Test
Non-
Cognitive Cognitive

1. To know the students’ activities when out of

school.
1. Identify student competency achievements. Non-Cognitive 2. To identify the learning styles, characters
2. To adjust the process of learning activities in and interests that students have.
Empowering students with personalized
classroom to the average competency of students.
tablets or laptops that allow them to
3. Provide remedial classes or additional lessons to
learn at their own pace, access online
students whose competency scores are below
resources, and explore math concepts
average.
interactively.
Definition Concept High Order Thinking Skill (HOTS)
Evaluate
1 Assess, examine, and criticize

Analyze
2
Decomposing, differentiating, and organizing

Applying
3
Implement, use and execute

Understanding
4
Explain, interpret, and exemplify

Knowledge
5
Remembering, recognizing and mentioning

HOTS (High Order Thinking Skill) is a high-level thinking ability that includes cognitive abilities ranging from analyzing, evaluating, to creating. This ability is more
complex and requires students to not only remember, but also be able to apply, analyze and create new knowledge.
Enhancing Engagement with Interactive Lessons
Visualizations
1 Bring math concepts to life with dynamic, interactive visualizations.

Gamification
2 Motivate students through engaging, skill-building math games.

Collaborative Activities
3 Foster teamwork and problem-solving with
group-based exercises.
Principles of HOTS-Based Mathematics Learning

Students-centered Contextual Reflective Thinking Collaborative

HOTS-based learning must Learning materials and Students are encouraged to HOTS-based learning creates
place students at the center activities must be linked to reflect on their thought opportunities for students to
of activities, with teachers real situations that are processes, identify effective work together, share ideas,
acting as facilitators who relevant to students' lives, so strategies, and continually and give each other input,
help students explore and that they can apply improve problem-solving thereby developing social
develop higher-order mathematical concepts in abilities. and communication skills.
thinking abilities. facing everyday challenges.
HOTS Based Mathematics Learning Strategy

Asking HOTS Collaborative Problem Based Technology Integration

Questions Learning Learning The use of digital technology,
Teachers ask open-ended Students work together in Students are faced with such as simulations,
questions that encourage groups to exchange ideas, contextual math problems that visualization and mathematical
students to think critically, discuss, and complete encourage curiosity and urge applications, helps students
analyze, and solve complex challenging math assignments. them to think out of the box. explore mathematical concepts
mathematical problems. effectively.
Scan me here..!
 Why bar model?
1. Aligned with Jerome Bruner’s CPA, bar model is a visual/pictorial
representation of a word problem.
2. It helps students solve word problems that requires abstract thinking or
sometimes higher-level mathematics (such as algebra).
3. It helps students see the deeper structure of a math problem…[a visual
tool that] shows them which calculations (add, subtract, multiply, or
divide) are needed.

“…when solving word problems, it is often not the calculation that children
can’t do – rather they are not sure which calculation they need to do.” [NCETM,
2013]
 Example:
Jane and Mila collect some stickers.
They have 63 stickers altogether.
Jane has 13 more stickers than Mila.
How many stickers does each person
have?
 Example:
Jane and Mila collect some stickers.
They have 63 stickers altogether. Jane
has 13 more stickers than Mila.
How many stickers does each person
have?
Jane’s Mila’s Total
stickers stickers
26 13 39 Is this method
50 13 63 effective? Is there an
alternative method?
23 10 33
28 15 43
… … …
38 25 63
 Example:
Jane and Mila collect some stickers.
They have 63 stickers altogether.
Jane has 13 more stickers than Mila.
How many stickers does each person have?

Let the number of stickers

that Mila has be: 𝒙
𝒙 + 𝒙 + 𝟏𝟑 = 𝟔𝟑
𝟐𝒙 + 𝟏𝟑 = 𝟔𝟑
𝟔𝟑 − 𝟏𝟑 = 𝟐𝒙
𝟐𝒙 = 𝟓𝟎; 𝒙 = 𝟐𝟓
Example:
Jane and Mila collect some stickers.
They have 63 stickers altogether.
Jane has 13 more stickers than Mila.
How many stickers does each person
have?
Alternative:
 Why bar model?

4. Develop students’ understanding instead of rote

memorization of procedures
**highlighting keywords can often be misleading.
i.e.: more than…sometimes means addition, other times
means subtraction.
27 is how many more than 23?
Find 23 more than 27!
 Why bar model?

5. Simple and flexible---paper and pencil are sufficient. Linking

cubes or paper strips can be used to introduce the model in the
earlier stage.
 Primary 2 (part-whole model)
Mandy has 8 yellow cubes.
Sharifah has 7 red cubes.
How many cubes do they
have altogether?
Understand: Plan:
• Who are the people in • What can we use to
this story? solve the problem?
• What do they have?
• Are there any words
that you do not
understand?

My Pals are Here! Maths Pupil's Book 1B (3rd Edition) pp.28

 Primary 2 (part-whole model)

Check:
How do we know that
we have obtained the
correct answer?

My Pals are Here! Maths Pupil's Book 2A (3rd Edition) pp.62

 Primary 2 (part-whole model)

Understand:
• Do you like mangoes?
• How many mangoes are there
altogether?
• What happened to some of the
mangoes?
• How do we solve the problem?

How would you draw the model? Plan:

21 6 15 21
15 6 • Use a model
15 • Form a subtraction equation
• Direct reasoning (using fact
families)

MPAH 2A, pupil’s book, pp. 65

 Part-whole model in upper primary

Discuss with someone in your table group. Try to

draw bar models for the following problems:
1. A shop has a sale where everything has 20% off. I
buy a pair of shoes for a discounted price of
$36. How much did they cost originally?

[Link] has a box of counters. One-third of them are

yellow. One-quarter of the remaining counters are
blue.
The other 24 counters are green.
How many counters does she have?

[Link]
 Part-whole model in upper primary
1. A shop has a sale where everything has 20% off. I buy a pair of shoes for a
discounted price of $36. How much did they cost originally?
2. Anya has a box of counters. One-third of them are yellow. One-quarter of
the remaining counters are blue. The other 24 counters are green. How many
counters does she have?
 Table-group discussion:

By comparing the part-whole models shown:

• Any similarities?
• Any differences?
• What might be challenging for students? How can
teachers help?
 Comparison Model (primary 2)

Understand:
1. Who are the people in our
story?
2. What do they have on their
farms?
3. Do we know how many
chickens they have?
4. What else do we know?
5. What are we trying to find?

Lesson 3: Comparing Two Sets MPAH 2A: Using Comparison Models To Solve Addition Problems: Finding The Greater Number (Learn)
 Comparison Model (primary 2)

Plan and Do:

1. What is the strategy?
2. What do you notice about
the bars?
3. What equation/operation
is used?

Lesson 3: Comparing Two Sets MPAH 2A: Using Comparison Models To Solve Addition Problems: Finding The Greater Number (Learn)
 Comparison Model (primary 2)

Check:
How do we check our
work?

Lesson 3: Comparing Two Sets MPAH 2A: Using Comparison Models To Solve Addition Problems: Finding The Greater Number (Learn)
 Comparison Model (primary 5)

Alvin, Brenda and Caleb had $6 000 altogether. Brenda

had $1 280. She had $856 less than Caleb. How much
did Alvin have?

Draw a model to show the amount of

money that Alvin, Brenda and Caleb had!

Lesson 4 Solving Word Problems MPAH5A: Pupil's Book: Lesson 4 Page 41 (TE)
 Comparison Model (primary 5)

Alvin, Brenda and Caleb had $6 000 altogether. Brenda

had $1 280. She had $856 less than Caleb. How much
did Alvin have?

Solution:
The amount of money that Alvin had: 6
000 – (1 280 + 1 280 + 856)
= 6 000 – 3 416
= 2 584
Alvin had $2 584

Lesson 4 Solving Word Problems MPAH5A: Pupil's Book: Lesson 4 Page 41 (TE)
 Surprise…!!!

When Michael was 6 years old, his little sister, Laura, was
half his age. If Michael is 40 years old today, how old is
Laura?
Answer: 37 years old
 Challenge 1
Mrs. Rohit gave a total of $64.90 to her three sons.
The eldest son received $4.30 more than the youngest son.
The second son received $7.80 less than the youngest son.
How much did the eldest son receive?

Use bar graph to figure out the solution to the problem

Source: My Pals Are Here! Workbook 5B, pp. 18

 Method
Mrs. Rohit gave a total of $64.90 to her three sons.
The eldest son received $4.30 more than the youngest son. The
second son received $7.80 less than the youngest son. How much
did the eldest son receive?

In method 1,
1 unit = the amount that the eldest son
receives

Source: My Pals Are Here! Workbook 5B, pp. 18

 Method 2
Mrs. Rohit gave a total of $64.90 to her three sons.
The eldest son received $4.30 more than the youngest son. The
second son received $7.80 less than the youngest son. How much
did the eldest son receive?

Source: My Pals Are Here! Workbook 5B, pp. 18

 Challenge 2
There were 4342 buttons altogether in three bags, A, B and C.
There were 18 more buttons in Bag B than in Bag A.
There were 3 times as many buttons in Bag C as in Bag B.
How many buttons were there in Bag A?

Given the model, finish

the solution!

Source: My Pals Are Here! Workbook 5A pp. 29

 There were 4342 buttons altogether in three bags: A, B and C.
There were 18 more buttons in Bag B than in Bag A. There
were 3 times as many buttons in Bag C as in Bag B.
How many buttons were there in Bag A?

Solution:
The amount in bag A = 1 unit
4342 − 4 × 18 = 4342 5 − 72 = 4270

4270 = 5 units
Hence,
1 unit = 4270 ÷ 5 = 854
There were 854 buttons in bag A.

Source: My Pals Are Here! Workbook 5A pp. 29

 Challenge 3
Louis had 135 action figures, Sam had 990 action
figures and Jane had 570 action figures.
After Jane gave an equal number of action figures to
both boys, Sam had 4 times as many action figures as
Louis. How many action figures did Jane have left?

Explain the solution to a partner!

Source: My Pals Are Here! Workbook 5A pp. 30

 Solution (with algebra)
Louis had 135 action figures, Sam had 990 action figures and Jane
had 570 action figures.
After Jane gave an equal number of action figures to both boys, Sam
had 4 times as many action figures as Louis. How many action figures did
Jane have left?
Using algebra:
Let the amount of action figures Jane gave be 𝑥.
Write the equation:
990 + 𝑥 = 4 135 + 𝑥
Solve for 𝑥.
𝑥 = 150
Subtract 570 with 2𝑥
570 − 2 150 = 570 − 300 = 270
Jane had 270 action figures left

Source: My Pals Are Here! Workbook 5A pp. 30

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