Time Intended Learning Outcomes (ILOs) Content Suggested Teaching Learning Suggested Assessment

Allotment Activities
Week 1 At the end of the week, the pre-service teacher I. Problem Solving and − Interactive Discussion and Punctuated Pen and Paper Problem Solving Test
(PST) should be able to: Mathematics Education Lectures with (Pre-conception check)
a. Problem Solving: Pre-conception Check where the teacher
Definition and Process administers a written assessment to get Graphic Organizer: Flow Chart of the Problem-
• articulate a definition of problem solving;
b. Problem Solving and baseline data about students’ knowledge Solving Steps with annotations
• differentiate between routine and non-
Mathematics Education − and skills in problem solving;
routine problems;
c. Problem Solving and the Definition Web where the students are KWL Activity Output
• outline the steps in problem solving from asked to create a definition web for
Conceptual Framework of
personal practice vis a vis those outlined by “problem solving” by putting together
the K to 12 Mathematics
Polya and others; ideas about what problem solving means
Curriculum
• explain the significance of problem solving and what the process entails
in mathematics education. − Graphic Organizer where students are
asked to capture in a flow chart the steps
in problem solving based on their actual
problem solving during the
Preconception
Check
− KWL activity sheet where students outline
what they know about the role of problem
solving in the Kto12 Mathematics
Framework, what they want to know, and
what they learned

Week 2-3 At the end of the week, the pre-service teacher d. Factors Affecting Interactive Discussion with 10-Minute Summary Group Report
(PST) should be able to: Problem − 10-Minute Summary Report of Big Ideas
Solving where students are grouped and each Graphic Organizer: Personal Problem-Solving
e. Lessons from Research group is asked to find a recent journal Framework (process and factors)
• describe factors that affect the problem
Studies on Implementing article on problem solving and to harvest
solving process culled from personal
Problem Solving from the article Reflection Paper where students are to write a
experience and journal articles;
• assertions about the factors affecting one-page paper describing the insights they
• explain important pedagogical elements in
problem solving gained from the discussions
the implementation problem solving in the
classroom; • research findings on implementing
problem solving in the classroom
• reflect on their experiences of problem
Graphic Organizer where students are
solving and articulate
asked to reflect on their actual
−
 personal problem-solving frameworks. problem solving experiences and prepare a one-
page personal Problem Solving Framework
depicting both the process and the factors
affecting problem solving with brief explanatory
annotations

Week 4 At the end of the week, the pre-service teacher II. Mathematical Investigation − Interactive Discussion and Punctuated Analogy Graphic Organizer
(PST) should be able to: and Modelling Lectures with
a. closed versus openended Study Session where the students are Open-ended Questions with conjectures
problems asked read the article
• contrast and compare problem solving and
mathematical investigation and modelling; b. problem posing “Mathematical Investigation: Task, Mathematical Investigation Project (students
c. mathematical − Process and Activity” by Yeo & Har are instructed to start working on a
• explain what constitutes a mathematical
investigation: process Yeap (2009) mathematical investigation project which shall
investigation;
versus activity Analogy Graphic Organizer where be the capstone requirement of the course to
d. mathematical modelling students delineate problem solving, be submitted before the final examination)
• formulate open-ended mathematical
and the real-world mathematical investigation, and
questions or problems at the start of open
− mathematical modelling
investigative tasks;
Guided Reciprocal Peer
• formulate and refine conjectures based on Questioning where students are asked to
data from investigative tasks involving write questions to ask each other for the
searching for a pattern purpose of clarifying understanding
− Group mathematical investigative activity
where students are asked to work on a
mathematical investigative task and to
formulate open-ended
questions/problems and conjectures

Week 5-6 At the end of the week, the pre-service teacher III. Problem Solving Heuristics Interactive Discussion with Double Entry Journal Log where students
(PST) should be able to: a. Search for a Pattern and − Problem Stations (similar to the concept of outline the solution to a problem in one column
• identify patterns from a systematic formulate conjectures learning stations) where students are grouped and describes his/her reasoning in the other
exploration of a problem situation and b. Make a Diagram into teams and tasked to solve problems rotating column
formulate conjectures; c. Organize Data and Use through the problem stations, spending at most
Logic 15 minutes at each station; Oral Presentation of consolidated solution
scripts including diagrams and tabulated data
to be evaluated using a grading rubric
 • can make a diagram to clarify − Think-Pair-Share problem solving activity
understanding of non-routine problems; where students are given problems to
• collect and record data systematically and solve. Students write initial Pen and Paper Test
use logic in solving a problem; solutions/proofs as a Double Entry Journal
• verify the correctness of a solution; Log, then are paired off to consolidate
solutions/proofs with a peer for sharing to
the whole class
• produce alternative solutions and make
connections among concepts;
• solve advanced (Olympiad level) multi-
step problems in various topics from the
secondary curriculum

Week 7-8 At the end of the week, the pre-service teacher d. Modify the Problem −Interactive Discussion with Oral Presentations of consolidated solution
(PST) should be able to: e. Divide into Cases Think-Interview-Solve-Share where scripts to be evaluated using a grading rubric
f. Consider Extreme Cases students are asked to read and
g. Look for Symmetry understand the problems individually Problem Posing Output
• break a problem into cases and consider
extreme cases when appropriate; a. pair up with a classmate and take
turns in interviewing each other Pen and Paper Test
• modify a problem, look for symmetry, or
using questions intended to clarify
make it simpler;
his/her understanding of the
problems
• explain the requirements of a problem
b. solve the problems independently
and its solution;
c. pair up with the same classmate to
contrast and compare solutions,
• check solutions using alternative evaluate answers and prepare
(or invented) solution methods; consolidated solutions for oral
presentation
• generate a new problem as an extension Group Problem Solving activity where
of a problem-solving task. students are asked to work cooperatively
in understanding problems, generating
− solutions,
 and checking solutions through
alternative or invented solution methods
− Problem Posing activity where students
are asked to generate a new problem as
an extension of a given problem-solving
task

Week 10- At the end of the week, the pre-service teacher e. Choose Effective −Interactive Discussion with Oral Presentation of consolidated solution
11 (PST) should be able to: Notation Think-Interview-Solve-Share where scripts to be evaluated using a grading rubric
f. Work Backward students are asked to read and
g. Pursue Parity understand the problems individually Analogy Organizer
• work backwards by reversing operations
h. Color and Prove a. pair up with a classmate and take
(or drawing deductions) after assuming
the conclusion in solving certain turns in interviewing each other to Pen and Paper Test
problems; solicit/share ideas on what two
possible heuristics to use in solving
• set and effectively use notations in
the problems
problems solving or proving;
b. agree as to who will use what
heuristic and solve the problems
• justify solutions using the pursue parity
differently and independently
technique and coloring proof;
c. pair up with the same classmate to
• contrast and compare multiple solutions
contrast and compare solutions,
to a problem;
evaluate answers and prepare final
multiple solutions for oral
presentation
Analogy Organizer where students
contrast and compare two different
methods (e.g., working backward versus
− use of effective notation) that are both
applicable in solving certain problems
 Week At the end of the week, the pre-service teacher IV. Some Important Principles −Interactive Discussion with
12-13 (PST) should be able to: a. Pigeonhole Principle Three-stay, One-stray problem-solving Double Entry Journal Log where students
b. Invariant principle activity where students are grouped with outline the solution to a problem in one
4 members each and are asked to: column and describes his/her reasoning in the
• identify what serves as pigeons and what
a. cooperatively solve a problem or other column
serves as pigeonholes and apply the
prove a proposition;
Pigeonhole Principle in proving existence
b. send one member (to stray) to Oral Presentation of solution/proof scripts to
propositions;
another group to describe their be evaluated using a grading rubric
• recognize invariants in problems involving progress so the receiving group can
algorithms or repeated tasks and reason gain alternative
accordingly toward a conclusion perspectives from the work of
another group Pen and Paper Test
c. finalize solutions taking into
considerations the inputs from the
other groups Think-Pair-Share
problem solving activity with Double
Entry Journal Log
−

Week At the end of the week, the pre-service teacher c. Principle of Mathematical Interactive Discussion with Oral Presentation of proof scripts to be
14-16 (PST) should be able to: Induction − Three-stay, One-stray proving evaluated using a grading rubric
d. Argue by Contradiction activity
− Think-Pair-Share proving activity with Double Entry Journal Log where students
• articulate induction arguments to prove
Double Entry Journal Log outline the solution to a problem in one
universal propositions;
column and describes his/her reasoning in the
other column
• formulate universal propositions based on
tabulated data from mathematical
exploration; Pen and Paper Test

• prove propositions by assuming the falsity

of the conclusion and in the process
derive a contradiction.
Week 17 At the end of the week, the pre-service teacher V. Reporting Results of a Interactive Discussion with Written Report of Mathematical
(PST) should be able to: Mathematical Investigation − Follow-up Questioning where the teacher Investigation Project
uses Q and A to probe into students’
• use technology in finding and presenting quality of reasoning Oral Presentation of Mathematical
results of a mathematical investigation − Peer Questioning Investigation
activity;