Course Syllabus in GED110

Teaching Math in Intermediate Grades

First Semester A.Y. 2023-2024

MINDANAO STATE UNIVERSITY-MAIN CAMPUS Revision Number: 003

College of Education Date Last Revised: June 24, 2022
Revision Date: June 23, 2023
Department of Elementary Teaching
Semester Adopted: First Semester, AY 2023-2024
MSU Vision MSU Mission

MSU System aspires to be a Center of Excellence in Instruction, MSU System is committed to:
Research, and Extension transforming itself into a premier and 1. Lead in social transformation through peace education and
globally competitive national peace university. integration of the Muslims and other cultural minority groups into
the mainstream society;
2. Ensure excellence in instruction, research development,
innovation, extension, and environmental education and
discovery;
3. Advance national and international linkages through collaboration
and;
4. Demonstrates greater excellence, relevance and inclusiveness for
Mindanao and the Filipino nation.
MSU-Main Campus Core Values

Derive from the MSU Charter Mandate, MSU-MAIN is a community characterized by “Unity in Diversity” motivated with the following core
values:
1. Mutual Respect. The university stakeholders and constituents respect and understand individual regardless of race, culture, and
religion.
2. Service Oriented. The university stakeholders provide efficient and effective services.
3. Unity and Teamwork. The university stakeholders collaboratively exercise in all aspects in to national and global standards, interlink
with colleagues and in other academic institutions, government, and industry through sharing and collaboration of knowledge expertise
and skills towards career development and job placement.
4. Multiculturalism with Means-tested Benefits. Acceptance and tolerance of other cultures geared towards social welfare and
development.
5. Academic Excellence. The university maintain its highest standard of excellence both in academic and service performance as its
 mandated through instruction, research, extension, community services, peace development, innovations, production, entrepreneurship,
and globalization.
6. Integrity and Trustworthiness. The university lead with Transparency, Respect, Understanding, Service, and Teamwork (TRUST) in
upholding public trust, different activities are or will be performed with the highest standard of honesty, accountability, and
transparency.
7. Nobility and Professionalism. The university ensures strong camaraderie among stakeholders, intellectual discourse among other
colleagues is encouraged upholding the great ideals of ethical behavior and genuine understanding with each other.
College Goal

To develop highly skilled, competent, and globally competitive teachers, educational leaders, and citizens.
Program Goal (CMO No. 76, s. 2017)

The BEED degree Program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for
elementary education.
Program Outcomes (CMO No. 76, s. 2017)

The minimum standards for the BEEd degree program are expressed in the following set of learning outcomes. At the end of the program,
the graduates should be able to:
1. Common to all programs in all types of schools. The graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice.
b. Effectively communicate in English and Filipino, both orally and in writing.
c. Work efficiently and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams.
d. Act in recognition of professional, social, and ethical responsibility.
e. Preserve and promote “Filipino historical and cultural heritage” based on RA 7722.
2. Common to the discipline (Teacher Education)
f. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
g. Demonstrate mastery of subject matter/discipline.
h. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments.
i. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
j. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
k. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
l. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
m. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
3. Specific to the Bachelor of Elementary program
 n. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
o. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
p. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
q. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
r. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
s. Manifest a desire to continuously pursue personal and professional development
Bachelor of Elementary Education Program Objectives

The Department of Elementary Teaching aims to:

1. Equip prospective teachers of the pre-school and elementary education with the comprehensive knowledge on child development and
the art of teaching young learners compliant to the K to 12 standard competencies.
2. Develop future teachers a sense of understanding and appreciation towards the value of inclusive education.
3. Instill to the prospective teachers the virtue of committed service to the community thus enabling them to serve as role models of
democratic principles and practices.
4. Train pre-service teachers in designing innovative, culturally relevant and developmentally appropriate instructional and assessment
tools for pre-school and elementary grade learners
5. Inculcate proper sense of values and prepare future teachers for collaborative relationship between and among different stakeholders
of the curriculum.
6. Infuse positive values and respect among prospective teachers in becoming a professional imbued with the necessary ethical and
professional standards.
7. Develop future teachers to become skilled and competent researchers of the discipline and other related fields.
8. Provide training programs for pre-school and elementary grade teachers of public and private institutions in the region to upgrade
their teaching competencies, work value and attitude; and,
9. Inculcate in the future teachers the value of professional development and life-long learning.

A. COURSE INFORMATION

Course Code GED110

Course Title Teaching Mathematics in the Intermediate Grades

Course Credit 3 units

Units (3 hours/ week & 54 hours / semester)
(hrs/wk & hrs/sem)
Course Description The course aims to equip the prospective teachers with the necessary pedagogical content knowledge for the
teaching of basic contents in mathematics in the intermediate grades. Understanding and appreciation of key
concepts and skills involving numbers and number (whole numbers, number theory, fractions, decimals, ratio and
proportion, percent and integers); measurement (time, speed, perimeter, circumference and area of plane figures,
volume and surface area of solid/ space figures, temperature and meter reading); geometry (parallel and
perpendicular lines, angles, triangles, quadrilaterals, polygons, circles and solid figures); patterns and algebra
(continuous and repeating patterns, number sentences, sequences and simple equations); statistics and probability
(bar graphs, line graphs and pie graphs, simple experiment and experimental probability) as applied using
appropriate technology in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life. Various principles and appropriate teaching approaches, methods and
techniques associated with Mathematics Instruction towards assuming responsibility for independent learning will
be emphasized.

Course Learning At the end of the course, the pre-service teachers will be able to:
Outcomes
1. Demonstrate content knowledge and skills in teaching the K-12 BEC Mathematics curriculum for the
intermediate grades to promote critical and creative thinking skills.
2. Demonstrate research-based pedagogical content knowledge and skills in teaching the K-12 BEC
Mathematics curriculum for the primary grades through learning environments that nurture and inspire
learner participation.
3. Demonstrate knowledge of learning environments that motivate learners to work productively by assuming
responsibility for their own learning.
4. Show skills in the selection, development and use of a variety of teaching and learning resources, including
ICT, to address learning goals aligned to meet curriculum requirements.
5. Show knowledge and skills in designing, selecting and using assessment tools aligned with the curriculum
requirement in teaching mathematics in the intermediate level.

Prerequisite(s) GED109

Textbooks & Camarista, G. G., & Oranio, I. B. (n.d.). Teaching mathematics in the intermediate grades. Lorimar Publishing.
References
 Gusano, R., et al. (2000). A course module for teaching math in the intermediate grades. Quezon City: REX Book
Store.

Course Major Exams

Requirements Topic Reporting
Teaching Demonstration
Journal

Grading System Major Exams- 30%

Written Works- 20%
Performance Tasks- 10%
Topic Reporting- 10%
Attendance- 5%
Demonstration teaching-25%

Classroom Policies 1. Attendance and Punctuality: Students are expected to attend all classes regularly and on time. Absences
must be justified with valid reasons, and excessive unexcused absences may result in penalties or affect
grades.
2. Class Participation: Active participation in class discussions and activities is encouraged. Respect for
others' opinions and maintaining a collaborative environment is expected at all times.
3. Submission of Assignments: Assignments must be submitted on or before the specified deadlines. Late
submissions may incur penalties unless prior arrangements have been made with the instructor.
4. Academic Integrity: Plagiarism, cheating, and other forms of academic dishonesty will not be tolerated.
Students must adhere to the college’s code of conduct regarding academic integrity.
5. Use of Technology: Laptops and mobile devices should only be used for class-related activities. Personal
use of devices during lectures is prohibited unless explicitly allowed by the instructor.
6. Respect and Professionalism: Students are expected to maintain a respectful and professional attitude
toward instructors and peers, both in behavior and communication.
7. Classroom Environment: Keeping the classroom clean and organized is a shared responsibility. Eating and
drinking (except water) may be prohibited depending on class requirements.
 8. Consultation and Communication: Students should follow the proper channels for communicating with
their instructor, including email etiquette, office hours, and scheduling appointments for consultations.

Class Information Instructor’s Information

Section Gg Instructor’s Name Prof. Norhanifah D. Guro

Schedule Monday and Office Designation Faculty

Wednesday

Time 2:30-4:00PM Office 08:00-5:00PM

Hours/Consultation MW 2:30-5:30pm, TH 2:30-5:50pm, F 11:00-12nn
Hours

Venue CED Room 1, New Office Telephone N/A

Building

Term 2nd Sem. AY. 2023-2024 Email Address [Link]@[Link]

Course Goal PROGRAM OUTCOMES

Higher Education
Teacher Education Elementary Education
Institution
a b c d e f g h i j k l m n o p q r s
1. Demonstrate
content knowledge
and skills in
teaching the K-12
BEC Mathematics
curriculum for the
intermediate
grades to promote
critical and
creative thinking
skills.

2. Demonstrate
research-based
pedagogical
content knowledge
and skills in
teaching the K-12
BEC Mathematics
curriculum for the
primary grades
through learning
environments that
nurture and inspire
learner
participation.

3. Demonstrate
knowledge of
learning
environments that
motivate learners
to work
productively by
assuming
responsibility for
their own learning.

4. Show skills in
the selection,
development and
use of a variety of
teaching and
learning
resources,
including ICT, to
address learning
goals aligned to
meet curriculum
requirements.

5. Show
knowledge and
skills in designing,
selecting and
using assessment
tools aligned with
the curriculum
requirement in
teaching
mathematics in
the intermediate
level.
Learning Plan 2:
Unit Outcome Wee Topic Remarks
(Intended k
Learning Teaching-Learning
Objectives Assessment Tasks Resource Materials
Outcomes/ILOs) Activities

Unit 1- THE
MATHEMATICS Created
CURRICULUM IN Concept
THE INTERMEDIATE 1. Show a video of Due:
GRADES intermediate-grade
At the end of the Lesson, students learning Reflection
Lesson 1: students will be able to: math through real- Due:
Mathematics in the world examples.
Intermediate 2. Have students
Grades Instructional All of the
1. Understand the role create their own
Materials: Video clips, students will
of conceptual 1. Demonstrate how lesson plans based
real-life materials get at least
teaching in the created concept on real-life
(e.g., grocery items, 75% rating for
intermediate grades can be used in a examples (e.g.,
measuring tools), each output.
math. real classroom. shopping,
handouts.
2. Create and 2. Reflect on how the measuring).
demonstrate a activity can be 3. Provide an
math concept using adapted to support overview of
Assessment Tools:
real-life materials. various learners’ conceptual
Concept application
3. Value the needs. teaching and
rubric, reflective
connection between demonstrate its
journaling guide.
real-world use.
application and 4. Adapt the real-life
mathematical examples to be
understanding. culturally relevant
and relatable to all
students.

Unit 1- THE At the end of the Lesson, 1. Present the lesson 1. Start with an Instructional
MATHEMATICS
CURRICULUM IN Lesson Plan
THE Due:
INTERMEDIATE
GRADES Peer
assessment
Lesson 2: Due:
students will be able to: icebreaker activity
Mathematics
where students share
Curriculum in All of the
their favorite math
the students will
topics.
Intermediate 1. Identify key get at least
2. In pairs, students will
Grades components of 75% rating for
design a lesson plan Materials: Lesson
the intermediate plan to the class, each output.
that incorporates key plan templates,
grade highlighting the use of
curriculum projectors for
mathematics curriculum
components, focusing presentation, sample
curriculum. components.
on inclusivity. lesson plans.
2. Design a lesson 2. Peer assessment of
3. Provide examples of
plan incorporating the lesson plan’s
lesson plans that align Assessment Tools:
key curriculum alignment with
with curriculum goals, Lesson plan rubric,
components. curriculum goals and
emphasizing peer feedback
3. Develop a inclusivity.
engagement and forms.
positive attitude differentiation.
toward lesson 4. Incorporate varied
planning and learning styles and
student-centered differentiation
approaches. strategies.

Unit 1- THE At the end of the Lesson, 1. Present the lesson 1. Start with an Instructional
MATHEMATICS students will be able to: plan to the class interactive activity Materials: Lesson
CURRICULUM IN and receive (e.g., problem- plan templates,
THE feedback on the use solving challenge) whiteboard,
INTERMEDIATE 1. Explain the benefits of constructivist that encourages interactive math
GRADES of constructivist methods. active problems. Lesson Plan
teaching strategies 2. Peer review of participation. Due:
Lesson 3: in mathematics. lesson plans with a 2. In small groups, Assessment Tools:
Constructivist 2. Create a lesson plan focus on inclusivity students will Lesson plan rubric, Peer Review
Theory in Due:
Teaching develop a lesson
Mathematics in plan using inquiry-
the Intermediate based strategies
Grades aligned with
constructivist All of the
theory. students will get
3. Discuss the at least 75%
that incorporates
principles of rating for each
inquiry-based
constructivism, output.
learning.
emphasizing the
3. Reflect on how
importance of peer review
constructivist and engagement.
questioning, checklist.
teaching can help
problem-solving,
foster a deeper
and critical
understanding of
thinking in math.
math.
4. Ensure that the
lesson plan
includes strategies
for diverse
learning needs,
such as visual aids
or group work.

At the end of the Lesson, 1. Begin with a case

Unit 2- students will be able to: study of a lesson
INSTRUCTIONAL that effectively
PLANNING 1. Share and discuss
uses the teaching Instructional
the teaching
1. Identify the key cycle, followed by Materials: Case
Lesson 4: The activities with Teaching Cycle
stages of the teaching a discussion. study handouts,
Teaching Cycle peers, receiving Activities
cycle and their 2. Students will teaching activity
feedback on how Due:
relationship to design a teaching templates, digital
well the teaching
student engagement. activity that presentation tools.
cycle was Reflection
2. Create a teaching incorporates all
incorporated. Due:
activity that stages of the Assessment Tools:
2. Reflect on the
effectively integrates teaching cycle, Rubric for evaluating
application of the
the stages of the focusing on teaching activities,
teaching cycle in a
teaching cycle. engagement and peer feedback
real classroom All of the students
3. Reflect on how participation. checklist.
setting. will get at least
applying the teaching 3. Present each stage
of the teaching 75% rating for
cycle can enhance
cycle, with each output.
student learning and
 examples of how
they can be
applied in a math
classroom.
4. Encourage
engagement. collaboration and
peer support to
ensure all students
participate fully,
regardless of their
prior knowledge.
Unit 2- Flowchart
INSTRUCTIONAL Due:
PLANNING
Reflection
Lesson 5: Things Due:
to Consider in 1. Introduce a short
Planning At the end of the Lesson, interactive game
Instruction in students will be able to: that emphasizes
Mathematics in engagement in the All of the
the Intermediate learning process. students will get
Grades 2. Students will work at least 75%
1. Explain the 1. Present the in pairs to create a Instructional rating for each
relationship between flowchart to the flowchart of the Materials: Flowchart output.
instructional planning class, discussing instructional templates, colorful
and student the planning stages planning process markers, visual aids
engagement in and their impact on for mathematics. for math concepts.
mathematics. student learning. 3. Explain the
2. Create a flowchart or 2. Reflect on how well importance of
visual aid to the flowchart engagement in Assessment Tools:
demonstrate the addresses diverse lesson planning, Rubric for
process of planning learner needs and focusing on evaluating
effective math engagement diverse learning flowcharts, peer
instruction. strategies. needs and active feedback forms.
3. Understand the role participation.
of engagement and 4. Incorporate visual
student-centered aids and provide
learning in the extra time for
planning process. students who need
additional support.

Unit 2- 1. Share concept 1. Begin with a Instructional

Atthe end of the Lesson,
INSTRUCTIONAL maps in small brainstorming Materials: Concept Concept Map
students will be able to:
PLANNING groups and discuss activity where map templates, Due:
how various models students recall real-life case study
Lesson 6: can be applied in instructional examples, Group Reflection
Instructional 1. Compare and real classroom planning whiteboards. Due:
Planning Models contrast instructional scenarios. experiences from
planning models and 2. Group reflection on their previous Assessment Tools: All of the
 courses. students will get
2. Introduce at least 75%
different planning rating for each
models through a output.
group discussion
and case studies.
Students will then
create a concept
map comparing
the features of
evaluate their each model.
effectiveness for 3. Provide a detailed
math instruction. how well each
explanation of
2. Create a concept map model supports
each planning Concept map rubric,
that compares the diverse learning
model, using real- group reflection
features of different needs in
life examples forms.
planning models. mathematics
from the
3. Appreciate the role of instruction.
mathematics
structured planning in classroom.
fostering an inclusive 4. Encourage group
learning environment. discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
Unit 3- At the end of the Lesson, 1. Begin with a
Instructional students will be able to: 1. Share concept maps
brainstorming
Strategies for in small groups and Concept Map
activity where Instructional
Mathematics in discuss how various Due:
students recall Materials: Concept
the Intermediate models can be
1. Compare and contrast instructional map templates,
Grades applied in real Group Reflection
instructional planning planning real-life case study
classroom Due:
models and evaluate experiences from examples,
Lesson 7: scenarios.
their effectiveness for their previous whiteboards.
Problem Solving 2. Group reflection on
math instruction. courses.
how well each
2. Create a concept map 2. Introduce Assessment Tools:
model supports All of the
that compares the different planning Concept map rubric,
diverse learning students will get
features of different models through a group reflection
needs in at least 75%
planning models. group discussion forms.
mathematics rating for each
3. Appreciate the role of and case studies.
instruction. output.
structured planning in Students will then
 create a concept
map comparing
the features of
each model.
3. Provide a detailed
explanation of
each planning
model, using real-
life examples
from the
fostering an inclusive mathematics
learning environment. classroom.
4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
Unit 3-
1. Begin with a
Instructional Concept Map
brainstorming
Strategies for At the end of the Lesson, Due:
activity where
Mathematics in students will be able to: students recall
the Intermediate Group Reflection
1. Share concept maps instructional
Grades Due:
in small groups and planning
Instructional
1. Compare and discuss how various experiences from
Lesson 8: Materials: Concept
contrast instructional models can be their previous
Inductive map templates,
planning models and applied in real courses.
Learning real-life case study
evaluate their classroom 2. Introduce
examples,
effectiveness for scenarios. different planning
whiteboards. All of the
math instruction. 2. Group reflection on models through a
students will get
2. Create a concept map how well each group discussion
Assessment Tools: at least 75%
that compares the model supports and case studies.
Concept map rubric, rating for each
features of different diverse learning Students will then
group reflection output.
planning models. needs in create a concept
forms.
3. Appreciate the role of mathematics map comparing
structured planning in instruction. the features of
fostering an inclusive each model.
learning environment. 3. Provide a detailed
explanation of
each planning
 model, using real-
life examples
from the
mathematics
classroom.
4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
1. Begin with a
Unit 3-
brainstorming
Instructional Concept Map
activity where
Strategies for Due:
students recall
Mathematics in
instructional
the Intermediate Group Reflection
At the end of the Lesson, planning
Grades Due:
students will be able to: experiences from
their previous
Lesson 9: 1. Share concept
courses.
Concept maps in small
2. Introduce Instructional
Attainment 1. Compare and groups and discuss
different planning Materials: Concept
contrast instructional how various models
models through a map templates,
planning models and can be applied in All of the
group discussion real-life case study
evaluate their real classroom students will get
and case studies. examples,
effectiveness for scenarios. at least 75%
Students will then whiteboards.
math instruction. 2. Group reflection on rating for each
create a concept
2. Create a concept map how well each output.
map comparing Assessment Tools:
that compares the model supports
the features of Concept map rubric,
features of different diverse learning
each model. group reflection
planning models. needs in
3. Provide a detailed forms.
3. Appreciate the role of mathematics
explanation of
structured planning in instruction.
each planning
fostering an inclusive model, using real-
learning environment. life examples
from the
mathematics
classroom.
4. Encourage group
discussions that
 emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.

Unit 3-
1. Begin with a
Instructional Concept Map
brainstorming
Strategies for Due:
activity where
Mathematics in
students recall
the Intermediate Group Reflection
instructional
Grades Due:
planning
experiences from
Lesson 10: All of the
their previous
Mathematical students will get
At the end of the Lesson, courses.
Investigation at least 75%
students will be able to: 2. Introduce
rating for each
different planning
1. Share concept maps output.
models through a
in small groups and
group discussion Instructional
1. Compare and discuss how various
and case studies. Materials: Concept
contrast instructional models can be
Students will then map templates,
planning models and applied in real
create a concept real-life case study
evaluate their classroom
map comparing examples,
effectiveness for scenarios.
the features of whiteboards.
math instruction. 2. Group reflection on
each model.
2. Create a concept map how well each
3. Provide a detailed Assessment Tools:
that compares the model supports
explanation of Concept map rubric,
features of different diverse learning
each planning group reflection
planning models. needs in
model, using real- forms.
3. Appreciate the role of mathematics
life examples
structured planning in instruction.
from the
fostering an inclusive mathematics
learning environment. classroom.
4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
 responsive
teaching.
Unit 3- 1. Begin with a
Instructional brainstorming Concept Map
Strategies for activity where Due:
Mathematics in students recall
the Intermediate instructional Group Reflection
Grades planning Due:
experiences from
Lesson 11: Design their previous
Thinking courses. All of the
At the end of the Lesson, 2. Introduce students will get
students will be able to: different planning at least 75%
models through a rating for each
1. Share concept
group discussion output.
maps in small
and case studies. Instructional
1. Compare and groups and discuss
Students will then Materials: Concept
contrast instructional how various models
create a concept map templates,
planning models and can be applied in
map comparing real-life case study
evaluate their real classroom
the features of examples,
effectiveness for scenarios.
each model. whiteboards.
math instruction. 2. Group reflection on
3. Provide a detailed
2. Create a concept map how well each
explanation of Assessment Tools:
that compares the model supports
each planning Concept map rubric,
features of different diverse learning
model, using real- group reflection
planning models. needs in
life examples forms.
3. Appreciate the role of mathematics
from the
structured planning in instruction.
mathematics
fostering an inclusive classroom.
learning environment. 4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
Unit 3- At the end of the Lesson, 1. Share concept maps 1. Begin with a Instructional
Instructional students will be able to: in small groups and brainstorming Materials: Concept Concept Map
Strategies for discuss how various activity where map templates, Due:
Mathematics in models can be students recall real-life case study
the Intermediate 1. Compare and applied in real instructional examples, Group Reflection
Grades planning Due:
experiences from
Lesson 12: Game- their previous
based Learning courses. All of the
2. Introduce students will get
different planning at least 75%
models through a rating for each
group discussion output.
and case studies.
Students will then
contrast instructional create a concept
planning models and map comparing
classroom
evaluate their the features of
scenarios.
effectiveness for each model. whiteboards.
2. Group reflection on
math instruction. 3. Provide a detailed
how well each
2. Create a concept map explanation of Assessment Tools:
model supports
that compares the each planning Concept map rubric,
diverse learning
features of different model, using real- group reflection
needs in
planning models. life examples forms.
mathematics
3. Appreciate the role of from the
instruction.
structured planning in mathematics
fostering an inclusive classroom.
learning environment. 4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
Unit 3- At the end of the Lesson, Concept Map
1. Share concept maps 1. Begin with a
Instructional students will be able to: Instructional Due:
in small groups and brainstorming
Strategies for Materials: Concept
discuss how various activity where
Mathematics in map templates, Group Reflection
models can be students recall
the Intermediate real-life case study Due:
1. Compare and applied in real instructional
Grades examples,
contrast instructional classroom planning
whiteboards.
planning models and scenarios. experiences from
Lesson 13: Use of All of the
evaluate their 2. Group reflection on their previous
Manipulatives Assessment Tools: students will get
effectiveness for how well each courses.
Concept map rubric, at least 75%
math instruction. model supports 2. Introduce
group reflection rating for each
2. Create a concept map diverse learning different planning
forms. output.
that compares the needs in models through a
 group discussion
and case studies.
Students will then
create a concept
map comparing
the features of
each model.
3. Provide a detailed
explanation of
each planning
features of different
model, using real-
planning models.
life examples
3. Appreciate the role of mathematics
from the
structured planning in instruction.
mathematics
fostering an inclusive
classroom.
learning environment.
4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
Unit 3- At the end of the Lesson, 1. Share concept maps 1. Begin with a Instructional
Instructional students will be able to: in small groups and brainstorming Materials: Concept
Strategies for discuss how various activity where map templates, Concept Map
Mathematics in models can be students recall real-life case study Due:
the Intermediate 1. Compare and applied in real instructional examples,
Grades contrast instructional classroom planning whiteboards. Group Reflection
planning models and scenarios. experiences from Due:
Lesson 14: Values evaluate their 2. Group reflection on their previous Assessment Tools:
Integration effectiveness for how well each courses. Concept map rubric,
math instruction. model supports 2. Introduce group reflection All of the
2. Create a concept map diverse learning different planning forms. students will get
that compares the needs in models through a at least 75%
features of different mathematics group discussion rating for each
planning models. instruction. and case studies. output.
3. Appreciate the role of Students will then
structured planning in create a concept
fostering an inclusive map comparing
learning environment. the features of
each model.
 3. Provide a detailed
explanation of
each planning
model, using real-
life examples
from the
mathematics
classroom.
4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
Unit 3-
1. Begin with a
Instructional Concept
brainstorming
Strategies for Map
activity where
Mathematics in Due:
students recall
the Intermediate At the end of the Lesson, instructional
Grades students will be able to: Group
planning
Reflection
1. Share concept maps experiences from
Lesson 15: Due:
in small groups and their previous
Collaboration Instructional
1. Compare and discuss how various courses.
Materials: Concept
contrast instructional models can be 2. Introduce
map templates, All of the
planning models and applied in real different planning
real-life case study students will
evaluate their classroom models through a
examples, get at least
effectiveness for scenarios. group discussion
whiteboards. 75% rating
math instruction. 2. Group reflection on and case studies.
for each
2. Create a concept map how well each Students will then
Assessment Tools: output.
that compares the model supports create a concept
Concept map rubric,
features of different diverse learning map comparing
group reflection
planning models. needs in the features of
forms.
3. Appreciate the role of mathematics each model.
structured planning in instruction. 3. Provide a detailed
fostering an inclusive explanation of
learning environment. each planning
model, using real-
life examples
from the
mathematics
 classroom.
4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
Unit 3-
1. Begin with a
Instructional
brainstorming
Strategies for Concept Map
activity where
Mathematics in Due:
students recall
the Intermediate
instructional
Grades Group Reflection
planning
Due:
experiences from
Lesson 16:
At the end of the Lesson, their previous
Teaching by
students will be able to: courses.
Asking All of the
2. Introduce
1. Share concept maps students will get
different planning
in small groups and at least 75%
models through a Instructional
1. Compare and discuss how various rating for each
group discussion Materials: Concept
contrast instructional models can be output.
and case studies. map templates,
planning models and applied in real
Students will then real-life case study
evaluate their classroom
create a concept examples,
effectiveness for scenarios.
map comparing whiteboards.
math instruction. 2. Group reflection on
the features of
2. Create a concept map how well each
each model. Assessment Tools:
that compares the model supports
3. Provide a detailed Concept map rubric,
features of different diverse learning
explanation of group reflection
planning models. needs in
each planning forms.
3. Appreciate the role of mathematics
model, using real-
structured planning in instruction.
life examples
fostering an inclusive from the
learning environment. mathematics
classroom.
4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
 instruction and
culturally
responsive
teaching.
Unit 4- 1. Begin with a Concept Map
ASSESSMENT brainstorming Due:
STRATEGIES FOR activity where
MATHEMATICS IN students recall Group Reflection
THE instructional Due:
INTERMEDIATE planning
GRADES experiences from
their previous All of the
Lesson 17: courses. students will get
Assessing 2. Introduce at least 75%
At the end of the Lesson,
Learning different planning rating for each
students will be able to:
models through a output.
1. Share concept maps
group discussion
in small groups and
and case studies. Instructional
1. Compare and discuss how various
Students will then Materials: Concept
contrast instructional models can be
create a concept map templates,
planning models and applied in real
map comparing real-life case study
evaluate their classroom
the features of examples,
effectiveness for scenarios.
each model. whiteboards.
math instruction. 2. Group reflection on
3. Provide a detailed
2. Create a concept map how well each
explanation of Assessment Tools:
that compares the model supports
each planning Concept map rubric,
features of different diverse learning
model, using real- group reflection
planning models. needs in
life examples forms.
3. Appreciate the role of mathematics
from the
structured planning in instruction.
mathematics
fostering an inclusive classroom.
learning environment. 4. Encourage group
discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.

Unit 4- At the end of the Lesson, 1. Share concept maps 1. Begin with a Instructional
ASSESSMENT students will be able to: in small groups and brainstorming Materials: Concept Concept Map
STRATEGIES FOR activity where Due:
MATHEMATICS IN students recall
THE instructional Group Reflection
INTERMEDIATE planning Due:
GRADES experiences from
their previous
Lesson 18: courses. All of the
Traditional 2. Introduce different students will get
Assessment planning models at least 75%
through a group rating for each
1. Compare and discussion and output.
contrast instructional discuss how various case studies.
planning models and models can be Students will then
map templates,
evaluate their applied in real create a concept
real-life case study
effectiveness for classroom map comparing
examples,
math instruction. scenarios. the features of
whiteboards.
2. Create a concept 2. Group reflection on each model.
map that compares how well each 3. Provide a detailed
Assessment Tools:
the features of model supports explanation of
Concept map
different planning diverse learning each planning
rubric, group
models. needs in model, using real-
reflection forms.
3. Appreciate the role of mathematics life examples from
structured planning instruction. the mathematics
in fostering an classroom.
inclusive learning 4. Encourage group
environment. discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
Unit 4- At the end of the Lesson, 1. Share concept 1. Begin with a Instructional Concept Map
ASSESSMENT students will be able to: maps in small brainstorming Materials: Concept Due:
STRATEGIES FOR groups and discuss activity where map templates,
MATHEMATICS IN how various models students recall real-life case study Group Reflection
THE 1. Compare and can be applied in instructional examples, Due:
INTERMEDIATE contrast instructional real classroom planning whiteboards.
GRADES planning models and scenarios. experiences from
evaluate their 2. Group reflection on their previous Assessment Tools: All of the
Lesson 19: effectiveness for how well each courses. Concept map students will get
Authentic math instruction. model supports 2. Introduce different rubric, group at least 75%
Assessment planning models rating for each
through a group output.
discussion and
case studies.
Students will then
create a concept
map comparing
the features of
2. Create a concept each model.
map that compares 3. Provide a detailed
the features of explanation of
different planning diverse learning each planning
models. needs in model, using real-
reflection forms.
3. Appreciate the role of mathematics life examples from
structured planning instruction. the mathematics
in fostering an classroom.
inclusive learning 4. Encourage group
environment. discussions that
emphasize
inclusive teaching
methods, such as
differentiated
instruction and
culturally
responsive
teaching.
Unit 4- At the end of the Lesson, 1. Present the 1. Introduce the Instructional Portfolio
ASSESSMENT students will be able to: portfolio to the concept of Materials: Due:
STRATEGIES FOR class, with a focus formative Portfolio
MATHEMATICS IN on how it captures assessment and templates, Self-
THE 1. Recognize the role the learning how it can be reflective writing Assessment
INTERMEDIATE of learning process and not captured prompts, project Checklist
GRADES portfolios in just the final through learning examples. Due:
formative product. portfolios.
Lesson 20: assessment. 2. Use a self- 2. Have students Assessment
Designing 2. Create a portfolio assessment create a section Tools: Self- All of the
Learning Portfolio that integrates checklist to of a portfolio, assessment students will
evidence of student evaluate the such as a checklist, rubric get at least
learning, such as quality of the reflection on a for portfolio 75% rating for
reflections, portfolios. math lesson evaluation. each output.
projects, and they’ve taught,
assessments. including
3. Reflect on the feedback from
value of portfolios students.
 3. Discuss the
different
elements that
make up a
learning
portfolio,
including self-
assessments,
as a tool for
reflections, and
promoting student
artifacts of
agency and
student work.
motivation.
4. Provide
templates and
examples in
multiple formats
(e.g., written,
visual) to
support diverse
learners.

Prepared by: Recommending Approval: Approved by:

NORHANIFAH D. GURO, MAED NORHANIFAH D. GURO, MAED MINERVA-SAMINAH M. NAGA,

Faculty Chairperson Ph.D.
Dean
_________________________ _________________________
Date Date _________________________
Date
Received & Read by (student): Received & Read by (parent/guardian):

_______________________________ _______________________________
Signature over Printed Name of the Student Signature over Printed Name of the Student
_________________________ _________________________
Date Date