Scribd
Upload
10 views

5 Strategies

Uploaded by

Kemalyn Navarro
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
10 views

5 Strategies

Uploaded by

Kemalyn Navarro
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
You are on page 1/ 7

5 STRATEGIES

AND
5 DIFFERENT TOPICS

SUBMITTED BY:
JELIEAN J. GIMENO BSED-3/MATHEMATICS

SUBMITTED TO:
SIR REX LIBERATO
GAME BASED LEARNING STRATEGY

A mathematics teaching techniques that create a balance between classroom


learning and educational games while enhancing the learning efficiency through
student-centered learning activities. This strategy encourages strategic
mathematical thinking. It has also positively impacted students when they are
learning mathematics. It is comprised of two types of cognitive domain;
knowledge and mathematical skills.
TOPIC: TYPES OF LINES
GAMES DIRECTION:
I will group students into 6 groups, and I will give those sticks, all they need to do
is to compose the types of lines using those sticks. Before performing this game the
leader of the group will be the one who pick a folded paper, for them to know
which types of lines they tasked to align using their sticks.
DISCUSSION
LINES – is one-dimensional figure, which has length but no width. A line is made
of a set of points which is extended in opposite directions infinitely.
TYPES OF LINES
1. PARALLEL LINES – two lines in the same planes that are at equal
distance from each other and never meet.
2. PERPENDICULAR LINES – two lines intersecting each other at 90˚ or at
a right angle.
3. INTERSECTING LINES - two or more lines cross each other in a plane.
Intersecting line share a common point, which exist on all the intersecting
lines.
4. COINCIDING LINES- lines that are on top of each other. They are neither
parallel lines nor perpendicular lines but are completely similar.
5. SKEW LINES- pair of lines that are not parallel to one another and do not
intersect with one another.
6. TRANSVERSAL LINES- lines that passes through two lines in the same
place at two distinct points in the geometry.
POLYA’S 4 STEP PROBLEM-SOLVING STRATEGY
Nearly 100years ago, a man named George Polya designed a 4-step method or strategy to
solve all kinds of problem solving. In fact the method or strategy is applicable to all areas of our
lives where we encounter problems not just math. This strategy will help students to solve
problem solving easy by using these steps:

Following the 4 steps problem solving strategy:

1. Understand the problem


2. Devise a plan
3. Carry out the plan
4. Look back (Check and interpret).

TOPIC: PROBLEM SOLVINGS (Discussing problem solving using polya 4


steps strategy)
EXAMPLE IN PERCENT PROBLEMS

A math class has 30 students. Approximately 70% passed their last math test. How many
students passed the last math test?

STEP 1: UNDERSTAND THE PROBLEM

We are looking for how many students passed the last math test?

We will let, x= number of students

STEP 2: DEVISE A PLAN

A number that is 70% of 30.

X= 0.7 (30)

STEP 3: CARRY OUT THE PLAN

X=0.7 (30)

X= 21

STEP 4: LOOK BACK (CHECK AND INTERPRET)

21 is 70% of 30.

Final answer: 21 students passed the last math test.


USE VISUAL AND IMAGES STRATEGY

It involves activating the memory by taking what is to be learned and


creating meaningful visual or kinesthetic images of the information. It can make
learners more engaged in the lesson and also facilitate further leanings. Images
tend to engage both sides of the brain of learners making it easier for them to
remember and recall the visual stimuli provided.

TOPIC: POLYGONS

(I will show them pictures of different kinds of polygons and the numbers of its
sides for them to recall and easy to identify the different kinds of polygons by the
numbers of its sides.)

DISCUSSION

Polygons- is a closed figure made up of line segments in a two-dimensional plane.


The characteristics for defining a polygons.
 It must be two dimensional figures.
 It must be a close plane figures.
 It composes of line segments.
We have two kinds of polygons the; regular and irregular polygons
Regular polygons means all sides of angles are equal
Example: Square
Irregular polygons means all sides nor angles are not equal
Example: a figure of a kite

CLASIFICATIONS OF POLYGONS

polygons Number of sides/angles


triangle 3
Quadrilateral 4
pentagon 5
hexagon 6
heptagon 7
octagon 8
nonagon 9
decagon 10
COOPERATIVE LEARNING STRATEGY

This strategy breaks the class into smaller groups where students can learn
by discussing things and working together to solve problems.

TOPICS: FINDING MEAN, MEDIAN, MODE, AND RANGE

(I will group students and give them number data to find and discuss to their group
about their opinions on getting the mean, median, mode, and range)

DISCUSSION

MEAN- the mean means average.

Adding all the numbers and divide the sum by the number of values in the data set.

MEDIAN- the middle number of the data set when in order from least to greatest.

MODE- the number that occurred the most often.

RANGE- the difference between the highest and lowest values. Subtracting the
lowest value from the highest value.

EXAMPLE DATA SET:

4, 2, 6, 4, 7, 1, 13

MEAN: 4+2+6+4+7+1+1

Mean= 5.29

MEDIAN: 1, 2, 4, 4, 6, 7, 13

MODE: 4

RANGE: 13-1 = 12
ACT IT OUT STRATEGY

This strategy will take on the role of people, things or process in the problem
and try to do what they do. It may sometimes be helpful to make use of objects to
represents the situation or problem.

TOPIC: PROBABILTY

(I will act the problems to reality and by using real objects to discuss the given
problem. This strategy will help students to understand, interpret, and analyze the
given problem for them to relate in real life situations.)

DISCUSSION

Probability – is the chance of an event occurring is called the probability of the


event happening. It tell us how likely it is for an event to happen. It does not tell us
what is going to happen. There is an even chance of an event happening.
(Happen/not happen).

For example:

1. You’re older today than yesterday (Certain to happen).


2. Tomorrow will be a cloudy day (Can happen but not certain).
3. A coin when tossed shall land up with head and tail. (Impossible to happen).

Formula: P(A)= Number of favorable outcomes

Number of total possible outcomes

Example:

A student randomly selected crayons from a box. The table below shows the
number of each color crayons in the box. Now, suppose the students were too
randomly. Select one crayon from the box.
Table bellows:

COLORS NUMBERS

Brown 10

Blue 5

Yellow 3

Green 3

Orange 3

Red 6

SOLUTION:

Probability of selecting a blue crayons 5/30= 1/6= 0.167% or 16.7%

Probability of selecting a brown crayon 10/30= 1/3= 0.333 or 33.3%

Probability of selecting a red crayon

Or yellow crayons. 9/30= 3/10= 0.3 or 30%

Probability of selecting a pink crayons 0/30= 0%

You might also like