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Teaching Mathematics in The Intermediate Grades

This document provides instructional strategies for teaching mathematics in intermediate grades, including using investigative tasks, manipulatives, and questioning techniques. It presents an example of transforming a close-ended math problem into an open-ended investigative task using popsicle sticks. It also describes the design and use of a manipulative called the MDAS BlockBoard to teach addition, subtraction, multiplication, and division. Finally, it models how to ask scaffolding questions to help students understand an area problem by defining key terms and connecting the problem to definitions.

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Samantha Sojon
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455 views5 pages

Teaching Mathematics in The Intermediate Grades

This document provides instructional strategies for teaching mathematics in intermediate grades, including using investigative tasks, manipulatives, and questioning techniques. It presents an example of transforming a close-ended math problem into an open-ended investigative task using popsicle sticks. It also describes the design and use of a manipulative called the MDAS BlockBoard to teach addition, subtraction, multiplication, and division. Finally, it models how to ask scaffolding questions to help students understand an area problem by defining key terms and connecting the problem to definitions.

Uploaded by

Samantha Sojon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Topic: Instructional Strategies for Mathematics in the Intermediate Grades

Sub Topic: Mathematical Investigation

Week 1

Independent Learning:

Harness

Choose a close-ended problem from the DepEd mathematics teaching materials for Grades 4 to
6. Transform it inti an investigative task then list down the possible problems that the students
could given the task.

Close-ended problem:

Find the perimeter of the triangle whose side lengths are 3 units, 4 units, and 5 units.

Investigative task:

Distribute: 12 sticks per pair

Instruction: Investigate the following.

Possible student-generated problems:

1. What is the perimeter of the given triangle?

2. How many triangles can be formed using 12 popsicle sticks?

3. What types of triangles can be formed using 12 popsicle sticks?


Sub Topic: Use of Manipulatives

Week 2 to 3

Harness

Invent your own manipulative for a topic of your choice.

Topic: Addition, Subtraction, Multiplication and Division

Name of Manipulative: MDAS BlockBoard

Design:
Instructions:

1. Let the child free-play with a set of blocks to get used to them and also to explore her
own ideas about them.

2. Ask them to lay the rods out next to each other on a table in size order, from the smallest
block up to the longest block. She will find that they form a “staircase.”

3. Assign the blocks a numeric value from number 1 for the smallest to number 10 for the
biggest. Ask the student to point to the blocks as they repeat the values for each.

4. Place the number 3 block separately from the rest and ask the student to lay out two
other blocks that when placed end-to-end will be the same length as the number 3. She
will find that numbers 1 and 2 placed end-to-end will exactly match the length of the
number 3. Use this illustration to talk about addition.

5. Continue to use different lengths of the blocks to illustrate addition by asking the student
to form lines of different lengths and match them up.

6. Illustrate subtraction in the same way, by forming trains and then taking away blocks of
different values.

7. Move on to multiplication and division, using several sets of blocks, and again utilizing
trains. For instance, five number 1 blocks equal the length of one number 5 blocks,
demonstrating that 5 times 1 is 5.

Sub Topic: Teaching by Asking

Week 4

Independent Learning

A. Scaffolding questions

1. How does the given take shape?


2. What are the labels that have been provided?
3. Based on the statistics and labels provided, what do you think we're trying to solve?
4. What is your definition of the term "area"?
5. Now, based on your definition and the figures on the board, do you believe we're trying
to solve an area problem?
6. What makes you think that?
7. Are you ready to take the quiz now that the stakes have been raised?

TEACHER STUDENT

"Good morning class!" "Good morning ma'am"

"I have here some shapes that I'll put on the "Yes ma'am!"
blackboard. I want you to observe carefully
as it will be our lesson for today. Are you "Understood ma'am."
ready?"

"How does the given take shape?" "The shape is a polygon that has exactly four
sides. This also means that it is a
quadrilateral because it has exactly four
vertices, and exactly four angles."

"What are the labels that have been "The labels that have been provided are
provided?" length, width, height, and base."

"Based on the statistics and labels provided, "We're trying to solve the area of a
what do you think we're trying to solve?" quadrilateral."

"What is your definition of the term "area"?" "Area is the amount of space occupied by a
two-dimensional figure."

"Area can be defined as the space occupied


by a flat shape or the surface of an object."

"The area of a figure is the number of unit


squares that cover the surface of a closed
figure."

"Area is measured in square units such as


square centimeters, square feet, square
inches, etc."

"Now, based on your definition and the "Yes ma'am."


figures on the board, do you believe we're
trying to solve an area problem?"

"What make you think that?" "We're trying to solve an area problem
because we are identifying the number of unit
squares that cover the surface of a shape
using its given labels."

"Are you ready to take the quiz now that the "Yes ma'am."
stakes have been raised?"
"We are ready ma'am."

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