MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

EDUC 154
ACTIVITY

Name: JENNIFER M. CASTRO

Year and Section: BSE MATH 3A
Course Code: EDUC 154

PART I

Get a copy of the Matatag curriculum guide of one JHS grade level. List all the learning competencies and
then classify them according to the levels of the cognitive domain using the following format:

GRADE LEVEL: Grade 7

LEARNING COMPETENCIES Level of Cognitive Domain
The learners…
 draw and describe regular and irregular polygons
with 5, 6, 8, or 10 sides, based on measurements Application
of sides and angles, using a ruler and protractor.

 draw triangles, quadrilaterals, and regular

polygons (5, 6, 8, or 10 sides) with given angle Application
measures.

 describe and explain the relationships between Comprehension

an angle pairs based on their measures.

 classify polygons according to the number of Analysis

sides, whether they are regular or irregular, and
whether they are convex or non-convex.

 deduce the relationship between the exterior Synthesis

angle and the adjacent interior angle of a
polygon.

 determine the measures of angles and the Application

number of sides of polygons.

Cognitive Domain Levels Explained:

 Application: Using knowledge in new situations.
 Comprehension: Understanding information and being able to explain it.
 Analysis: Breaking down information into parts to understand it better.
 Synthesis: Combining information in new ways or formulating new theories.

PART II

1. Select 3 different topics in JHS Mathematics.

2. For each topic, develop 5 learning objectives that are relevant to the subject area you chose.
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College of Teacher Education

3. For each learning objective, identify the domain of learning (Cognitive, Affective, or
Psychomotor) to which it belongs. Provide a brief explanation for your classification. Use the
following template.

MATH TOPIC 1: Algebra

Learning Objectives Domain of Learning Explanation
1. Use appropriate Affective This objective focuses on
algebraic terms and fostering positive attitudes
symbols in discussion. towards learning algebra by
encouraging communication and
engagement in the subject,
which relates to the affective
domain.

2. Simplify algebraic Cognitive This engages cognitive skills by

expressions involving like requiring students to understand
terms. and apply algebraic rules in
simplifying expressions.

3. Collaborate in pairs to Psychomotor This involves working alongside

solve linear equations. peers, showcasing cooperation
and communication skills while
physically manipulating
equations, which falls under the
psychomotor domain.

4. Explore real-world Affective This encourages students to

problems that can be appreciate the relevance of
solved using algebra. algebra in their daily lives,
promoting an emotional
connection to the subject,
integral to the affective domain.

5. Create and interpret Cognitive This objective invites critical

graphical thinking and analysis skills, as
representations of students must link equations to
equations. their visual representations,
highlighting cognitive learning.

MATH TOPIC 2: Geometry

Learning Objectives Domain of Learning Explanation
1. Demonstrate geometric Psychomotor This objective requires physical
constructions with manipulation and skill
precision (using compass development while creating
and straightedge). precise geometric shapes, which
falls under the psychomotor
domain.

2. Identify and classify Cognitive This involves analytical thinking

different types of and recognition of geometric
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College of Teacher Education

triangles and their characteristics inherent in

properties. cognitive learning.

3. Engage in discussions Affective This objective promotes an

about the aesthetics of emotional appreciation and
geometric shapes in art interest in geometry, fostering a
and architecture. love for the subject and its
applications, aligning with the
affective domain.

4. Use technology to model Psychomotor This aims at developing technical

and manipulate skills and using tools effectively,
geometric shapes. focused on the practical
application of technology to
learn geometry, thus associated
with the psychomotor domain.

5. Calculate the area and Cognitive This task engages reasoning and
perimeter of various application skills through formula
geometric shapes. use in problem-solving,
demonstrating cognitive abilities
in mathematics.

MATH TOPIC 3: Statistics and Probability

Learning Objectives Domain of Learning Explanation
1. Collect, organize, and Psychomotor This involves practical skills in
present data using data collection and presentation
various methods (charts, methods, focusing on hands-on
graphs). activities that fit into the
psychomotor domain.

2. Analyze and interpret Cognitive This objective centers on critical

statistical data to draw thinking and analysis processes,
meaningful conclusions. involving higher-level cognitive
skills necessary for interpreting
data effectively

3. Participate in discussions Affective Engaging students in critical

about ethical discussions about ethics fosters
considerations in data awareness and responsibility
representation. regarding data interpretation,
significantly marked in the
affective domain.
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College of Teacher Education

4. Design a simple survey Psychomotor This objective combines practical

and gather data on a execution (designing the survey)
community issue. with collaboration, requiring
students to actively engage in
the data-gathering process,
hence fitting into the
psychomotor domain.

5. Reflect on the Affective This objective addresses

importance of statistics students' values and attitudes
in daily decision-making. towards the relevance of
statistics in real life, fostering a
meaningful appreciation related
to the affective domain.

Then, answer the following questions in 3 to 5 sentences only.

1. Discuss the importance of each domain in the learning process. How do these domains work
together to create a holistic learning experience?
 Each domain of learning—Cognitive, Affective, and Psychomotor—plays a crucial role in
the educational process. The Cognitive domain focuses on intellectual skills and
knowledge acquisition, essential for problem-solving and analytical thinking. The
Affective domain fosters emotional engagement, motivation, and values, creating a
positive attitude towards learning. The Psychomotor domain involves the development
of physical skills through hands-on activities, supporting kinesthetic learners. Together,
these domains create a holistic learning experience by ensuring that students engage
intellectually, emotionally, and physically, thereby enhancing retention, application, and
enjoyment of the subject matter.

2. How can the classification of learning objectives be used to design effective instruction and
assessment?
 The classification of learning objectives into the three domains helps educators design
effective instruction and assessments tailored to students' diverse needs. By identifying
specific goals across cognitive, affective, and psychomotor domains, teachers can create
balanced lessons that address various learning styles and engage students fully. This
facilitates the development of comprehensive assessments that measure not only
knowledge but also attitudes and skills, ensuring a well-rounded evaluation of student
learning and progress. Ultimately, this classification aids in creating targeted
instructional strategies that promote deeper understanding and real-world application of
concepts.