1. May 15, 2014
Department of Education

2. Objectives
In this session, the participants will be able
to:
 gain clearer understanding on the
contents and processes in teaching
Grade 9 Mathematics Q2 lessons;
Department of Education

3.  identify and discuss perceived difficulties
and other concerns associated to the
teaching of Grade 9 Mathematics Q2
lessons;
 identify means of addressing these
difficulties
Objectives
Department of Education

4. Pre-Activity
Department of Education

5. Let us play the word picture puzzle called
REBUS.
Look at the images in each item and try to
work out what they mean.
For example:
CAR
Department of Education

6. Department of Education

7. Department of Education


8. Department of Education

9. Department of Education

10. Department of Education

11. Department of Education

12. Department of Education

13. Activity
Instructions:
1. Form into six learning groups.
2. Examine the contents and processes
involved in Modules 3 & 4 (both TGs and
LMs)
3. Identify the lessons which are difficult to
teach/learn.
Department of Education

14. Activity
Group 1 – Module 3, Lesson 1 & 2
Group 2 – Module 3, Lesson 3
Group 3 – Module 3, Lesson 4
Group 4 – Module 4, Lesson 1
Group 5 – Module 4, Lesson 2
Group 6 – Module 4, Lesson 3
Department of Education

15. 4. Give comments on them and suggests
some appropriate means, strategies, or
practices to address this difficulties.
5. Write your group outputs on a manila
paper using the following templates:
Department of Education
Activity

16. Activity
Lessons/
Contents
Comments Suggestions
Module __________
6. Present and report the group’s outputs to
the large group.
7. Do this activity for 30 minutes only.
Department of Education

17. QUESTIONS:
Analysis
1. How did you find the activity?
2. As you browse through the TG’s and
LM’s, what are the common answers
between group’s outputs? Which outputs
are different?
Department of Education

18. 3. Aside from the comments and suggestions
given by the other groups, what else can
you share about the lessons that they find
difficult to teach or to learn?
4. What other concerns have been surfaced
in the discussion?
Department of Education
Analysis

19. 5. What other practices and strategies can
you suggest?
6. As a teacher, how will you maximize the
use of TGs and LMs in teaching
Variations and Radical expressions?
Department of Education
Analysis

20. Abstraction
Review on the following:
• Conceptual Framework in Mathematics
• Walkthrough the TGs and LMs
• Input on the difficult or critical contents /
topics / competencies and or processes.
Department of Education

21. I realize that I need to do the following in
order to improve the delivery of the lessons
in ____________.
• ___________________________________
___________________________________
• ___________________________________
___________________________________
Application
Journal Writing/ Self-Reflection:
Department of Education

22. Department of Education