Name: PLATERO, RACHEL E.

Course & Section: BEED- 2A

Assess

Answer the following questions to verbalize your understanding of game-based learning.

1. What are the benefits of using games in mathematics lessons?

The advantages of employing games in mathematics lessons are that they help to establish a
relaxed atmosphere in the classroom. Students can share and defend their ideas while also
learning from one another in a fear-free environment through games. Because every game has
a goal to attain, kids learn strategic and creative thinking as well as problem-solving skills
naturally.

2. What do you think are some disadvantages of game-based learning strategy?

Some disadvantages of game-based learning strategies, in my opinion, include the potential for
distraction and a lack of skill transferability for students.

Assess
Answer the following questions to verbalize your understanding of the use of manipulatives in
mathematical instruction.
1. Give an analogy that involves the use of manipulatives and the use of games in classroom
instruction.

Manipulatives: Blocks games: Building a blocks

2. The first guideline in using manipulatives is to let the students play with the material. Why do
you think is this so?

I believe that we should allow adequate time for students to explore and engage with the
content in order for them to learn and become comfortable with it.

Assess
Do the following to help you think creative ways to integrate values in your lesson.
1. Browse the DepEd mathematics curriculum guide. Choose a topic from Grades 1 to
3. Write the topic and grade level below.

Topic: Using the Calendar-Month of the year

Grade level: Grade 2

How would you inject values to this particular topic? Put it in a situation where the students can
relate to. Imagine you are talking to your students. Write your script below. If you plan to use
materials, write a note about it.

Teacher Pupils

A. Preparatory Activities

a. Prayer

b. Greetings

c. Song d. Checking of Attendance

1. Review
-We have studied about the days of the week.
Before we start our lesson for today, let us
review your past lesson yesterday. What have
you studied yesterday? -There are 7 days in a week.
So, can you tell me what are the days of How -The days of the week are Monday, Tuesday,
many days are there in a week? the week? Wednesday, Thursday, Friday, Saturday, and
Sunday.

(Write the days of the week in order and let

the pupils read them twice.) (The pupils will answer the questions and
share their own. experiences.)

2. Motivation

When is your birthday?

When is Christmas celebrated?

When is our town and barangay

fiestacelebrated?

B. Developmental Activities

1. Presentation

I will read you a story about a Grade 1 pupil

named Allan. Listen as I read the story

After the end of classes on March, Allan was

excited because next month, he will go to
Manila to spend hist vacation at his cousin's
place. When the month of April came, he went
to Manila. There, he visits his cousin John. John
take him to the park and they also played at
the playgrounds there. They also shop at the
mall. He did not notice. that it is already the
end of April and he has to go home. He went
back home on May. He was so excited and he
can't wait to tell his friends what he
experienced during his vacation in Manila.

(after reading, ask the pupils)

Who was the Grade one pupil in the story?

When did their classes ended?

-Allan.
What did he do after their classes ended?
When did he went to Manila? -March..

When did he went back home? -He went on a vacation. He went to Manila on
April

2. Posing a Problem In the story, Allan was -May.

excited after classes because he will go for a
vacation next month after the end of classes.
So what month would Allan go for a vacation?

3. Discussion
In the story, Allan's classes ended on March
then he went to Manila on April then stayed
there for one month so he went home on May.
(write the month on the board)

What other months do we have? Can you give

one?

(Using flash cards of months and calendar

show to the class the name of months that
>January
they give.)
>February
How many months do we have in all? How
many months are there in a year? Let us count. >March

Let us arrange the months of the year in the ► April

right order. (Let the pupils arrange the months
> May
in a pocket chart while asking them specific
celebrations to guide them to arrange the ➤ June
months in the right order. Ask questions which
relate to their individual experiences.) ► July

(Show a calendar) This is a calendar, this is ► August September

where we see the dates and months in a year. > October
What do we call this again? What did you
observe? How do we use a calendar >November

> December

(count together)

There are twelve months in all, Therefore,

there are twelve months in a year.

(Read the months in the pocket chart in a right

order after arranging them.)

(Let the calendar)children

(Pupils' answers)

4. Generalization
There are twelve months in a year. The first
month is January.
(Let the group read their work in front of the
The twelve months are January, February, class.)
March, April, May, June, July, August,
September, October,November, December,

5. Individual Activity Trace the name of each

month. Then write the month again on the (Guide the class in enumerating the months of
right side. (Give the class an individual activity the year without looking at the calendar or
sheet) chart.).

6. Assimilation. Board work:

(Pupils will do the activity)
Write which month does each holiday
celebrated..

1. New Year's Day 1. New Year's Day (January) 2. All Saint's Day
(November)
2. All Saint's Day
3. Christmas Day (December)
3. Christmas Day
4. Valentine's Day (February) 5. Independence
4. Good Friday Day June)
5. Independence Day:

IV. EVALUATION

V. ASSIGNMENT

2. What is the most memorable life lesson you have learned from your former teacher? Explain
why.

My old teacher taught me to never settle for less, especially when it comes to love. You must
love yourself first, put God first in whatever you do, and always remember to love your family.

Challenge
Reflect on these questions.
1. Do you foresee problems or difficulties in integrating values into your curriculum?
I anticipate issues or challenges in incorporating values into my curriculum, when values are an
unspoken element of the curriculum. The knowledge content will be based on what the society
values in the area where the curriculum is being implemented. In terms of values, beliefs, and
attitudes, children will learn about the school's norms, how to behave in class, how to interact
with their peers and teachers, and what is expected of them in terms of portraying the school's
mores.

2. In what mathematics topics in Grade K to 3 do you think is this strategy most appropriate?
Why do you think so?

I believe that game-based learning is the most appropriate technique for mathematics themes
in grades K to 3, because children find games to be both motivating and pleasant, thus it's no
surprise that teachers utilize games to cater to learning. In the classroom, games can be
employed in a variety of ways. Games are used to examine mathematical concepts and
procedures, as well as to facilitate mathematical research. However, games are typically used
to practice mathematical skills.

Harness

Consider this situation. A student consulted with you and raise the following points.
“Hi, Teacher! Our lesson now on addition is not that hard. But why do I need to study addition?
My gadget can actually add for me? Why do I have to do it on my own?
How will you tap into your student’s affective domain for him/her to understand the relevance
of your lesson in his/her life?

Possible Values Integration Point

By expressing how vital it is to master basic math in our lives, I will tap into my student's
affective domain to help him/her grasp the importance of my lesson in his/her life. Math
teaches us to think critically and logically by assisting us in thinking analytically and having
superior reasoning abilities. The ability to reason, inventiveness, abstract or spatial thinking,
problem-solving abilities, and even good communication skills are all attributes that
mathematics fosters.
Assess

Answer the following questions to verbalize your understanding of collaboration as a teaching

strategy.
1. What are the possible drawbacks to collaborative activities? What can you do to address
these issues?

Drawback Response

Someone may try to take over the group. Work as group and understand each other.

Quiet people may not feel comfortable. Build trust and promote open communication.

Sometimes people just don't get along. Establish flexible group norms.

People may not pull their weight. Establish group interactions.

2. Consider the activity given in the Experience unit. How do you plan to divide the task equally
among the members if this activity is to be accomplished by a group with five members?

If this work is to be completed by a group of five people, I plan to divide the task evenly
among them by counting off and grouping them according to their number.

Challenge
The Snowball Technique allows pupils to teach vital concepts and knowledge to one another.
Students start by working on their own. After that, they work with a partner. Following that,
partners form four-person groups. Four-person groups combine to produce eight-person
groups. Identify a topic in elementary mathematics where this collaborative activity can be
used. Make a list of increasingly difficult activities that could be assigned in this exercise.pp

Topic: Ratio and Proportion

Task: The class will be divided into groups, with one representative chosen from each group
to determine if each of the following assertions is proportional or not. She will then be given at
least 3 minutes to debate the questions with his or her partner, followed by partners from a
group of five. Five people will form a ten-person group, and they will determine together what
the solution to the statement presented to them is.
Harness
Design your own collaborative activity. Explain the mechanics of this activity succinctly. This
activity will be part of the learning portfolio which you will compile at the end of this module.

Activity: Think pair-share

1) Think about different kinds of numbers sense and numbers.

2) Pair up with your partner.

3) Partner on the right. Share your experiences with different types of waves with your partner.
(30 seconds)

4) Partner on the left Share your experiences with differing waves with your partner. (30
seconds)

Topic: Numbers sense and numeration

Objective: In this activity it gives them the opportunity to feel more comfortable sharing their
thoughts.

Time frame: 25 minutes

Task: Count off the students and divide them into groups based on their numbers. The teacher
asks a random question, which the students mull on for a minute or two. After then, each
student partners up with a partner and spends two to five minutes discussing the question.
Finally, the entire class participates in a discussion in which students raise their hands and share
all of their thoughts and ideas.