Strategy in teaching mathematics

1. MATHEMATICS
LABORATORY
AN APPROACH IN
TEACHING MATHEMATICS
LUCRESIA P. ANTIGA
Agusan del Sur NHS

2. Objectives:
1. Identify types of Mathematics laboratory method.
2. Apply instructional laboratory method of teaching
Mathematics
3. State the advantages and disadvantages of
teaching laboratory method.

3. Factors, Prime Numbers and Composite Numbers
In this activity, pupils must be able to:
1. Give the possible factors of a whole number using
square cards.
2. Fill in the needed data in the worksheet.
3. Identify whole numbers with only one product
expression and with more than one product
expressions .
4. Define the Prime numbers and Composite Numbers.
ACTIVITY:

4. What to do?
- Follow the procedure stated in your worksheet.
ACTIVITY
- Then complete the given table based on your
observation.
Note: Apply what you have learned on the formula in
finding the area of a rectangle.
l x w = Area
What are the materials needed?
• at least 20 square cards for each pupil
• worksheet

5. ACTIVITY
In finding factors or product expression of a number 6,
you have to get 6 square cards to form a rectangle.
One Example is given for you.
Possible forms:
2 x 3 = 6
1 x 6 = 6
The factors of 6 are: 1, 2, 3 and 6

6. Factors, Prime Numbers and Composite Numbers
Whole Numbers Product Expressions List of all Factors Prime Number or
Composite Number
2
3
4
5
6 ,
7
8
9
10
11
12
13
14
1 x 6 = 6 2 x 3 = 6 1, 2, 3, and 6 composite

7. Expected Output
Factors, Prime Numbers and Composite Numbers
Whole Numbers Product Expressions List of all Factors Prime Number or
Composite Number
2 1 x 2 1 and 2 Prime
3 1 x 3 1 and 3 Prime
4 1 x 4 ; 2 x 2 1, 2, and 4 Composite
5 1 x 5 1and 5 Prime
6 1 x 6 ; 2 x 3 1, 2, 3, and 6 Composite
7 1 x 7 1 and 7 Prime
8 1 x 8 ; 2 x 4 1, 2, 4 and 8 Composite
9 1 x 9 ; 3 x 3 1, 3, and 9 Composite
10 1 x 10 ; 2 x 5 1, 2, 5 and 10 Composite
11 1 x 11 1 and 11 Prime
12 1 x 12 ; 2 x 6 ; 3 x 4 1, 2, 3, 6, and 12 Composite
13 1 x 13 1 and 13 Prime
14 1 x 14 ; 2 x 7 1, 2, 7 and 14 Composite

8. Definition of Prime Numbers and Composite Numbers
Prime Number
Source:
https://www.google.com.ph/search?q=definition+of+prime+numbers&oq=definition+of+prim
e+numbers&aqs=chrome..69i57j0l5.7207j1j1&sourceid=chrome&ie=UTF-8
A prime number is a whole number greater than 1 whose
only factors are 1 and itself.
Examples: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29
Composite Number
A number that has more than two factors is called
composite number.
Examples: 4, 6, 8, 9, 10, 12, 18, 20, 21, 22

9. What is Mathematics Laboratory Approach?
It is a method of teaching where a
student deals with firsthand
experiences regarding materials or
facts obtained from investigation or
experimentation as he resolves
problems and develops concepts,
skills and values.

10. What are the types Mathematics
Laboratory Approach?
1. Experimental - aims to train
students in problem solving with
incidental acquisition of
information and motor skill.

11. What are the types Mathematics
Laboratory Approach?
2. Observational - is a process of
presenting facts or principles by
performing something in the
presence of others.
- the acquisition of facts is the
dominant aim of this type.

12. Procedures:
 Introductory Step.
 Work period.
 Culminating activities.
Includes the determination
of the work to be done.
No matter what they are working
on, the learners will gain experience in
scientific procedure, handling raw material,
and using tool.
The class may get
together to discuss and organize their
individual/group outputs.

13. Other Example:
OBJECTIVE: To derive the formula of the cone
MATERIALS AND INSTRUMENT: cone and
cylinders of the same diameter and
height, at least 3 sets of varying
dimensions, sawdust, rice grain or
sand.
Relationship Between Cylinder and Cone

14. Relationship Between Cylinder and Cone
PROCEDURE: Ask the students to do the following activity:
Take each pair of cylinder and cone having the same diameter
and height
Note down the diameter and height
Fill the cone with saw dust / water or sand and empty into the
cylinder till the cylinder is full.
Count the number of times the cone is emptied into the cylinder
and note it down in a tabular column.
Repeat the same experiment with the other two sets of cone and
cylinder and note down the reading as before.
S.NO.
DIAMETER OF
CONE /
CYLINDER
HEIGHT OF
CONE/
CYLINDER
NO. OF
MEASURES OF
CONETO FILLTHE
CYLINDER
1 3 CM 5 CM 3
2 5 CM 7 CM 3
3 6 CM 10 CM 3

15. Relationship Between Cylinder and Cone
DRAWING CONCLUSIONS:
Guide the learners to:
S.NO.
DIAMETER OF
CONE /
CYLINDER
HEIGHT OF
CONE/
CYLINDER
NO. OF
MEASURES OF
CONETO FILLTHE
CYLINDER
1 3 CM 5 CM 3
2 5 CM 7 CM 3
3 6 CM 10 CM 3
 formulate that it takes 3 measures of cone to fill the cylinder.
Hence, Volume of cone = 1/3 volume of cylinder
But volume of cylinder = 𝝅r2h
Therefore: Volume of cone =
𝟏
𝟑
𝝅r2h

16. Give some topics that we could apply math lab approach.
 Factors, Prime numbers and Composite Numbers
 Relationship Between Cylinder and Cone
 Sum of Interior Angles of a Triangle
 Product of Two Binomials

17. What are Advantages of Math Laboratory Approach?
 A successful experiment is a source of joy and
encouragement to the learner.
 The application of mathematics becomes
increasingly evident to the learner. Thus the subject
becomes functional and meaningful to him.
 Some topics of mathematics are best
understood through this method.

18. What are Disadvantages of Math Laboratory Approach?
 All the topics of mathematics cannot exclusively
be taught by this method.
 It needs thorough planning and supervision,
otherwise students may just play with instruments
without deriving any substantial gain.
 It is not at all easy to make the students
discover mathematical facts experimentally,
especially in lower classes.

19. Healthy Balance
We can never assume that one
single method can be the best way
to present Mathematics. Nothing is
perfect. So as teachers, it is all in
our hands when and how to
present Math!
-Anonymous-