Presented by: Allen Paul Orejas

Marianne Joy Rosas

Topic: Measuring and Drawing Angles Using a Protractor

Angles are a part of our everyday lives, even from the corners of tables, the hands of a clock, to road signs
and buildings. Learning how to measure and draw angles allows students to understand shapes and spaces
more completely, also refining their problem-solving ability and accuracy.I chose this teaching approach from
the belief that students learn in the best way when doing something engaging, that will connect it to their
situations in real life. Experiential and Situated Learning enables those students to apply their knowledge in a
meaningful way that is also fun. And reflective learning offers them sufficient time to contemplate their
knowledge and their improvements. I search for some activities that will be engaging and I choose this activity
called the "treasure map adventures" why i choose this because this activity can help students learn and it
makes math fun and real. They learn the function of angles in real life instead of textbook problems. And
reflecting afterward on the activity additionally it will help them understand the topic.

How the "Treasure Map Adventure" works In this activity, I turn my students into young explorers of places
and their mission is to create a treasure map by using angles to guide them to the hidden treasure. But before
we start, I begin by telling them a brief story of a treasure hidden upon an island. While I was telling a story
they were making a map using angles to show the way to the treasure. Second, students are to use a
protractor, and directions, like, “Draw a path 4 cm long from point, Turn 45°, and draw another path 3 cm long,
Turn 90°, and draw the next path 5 cm long”. So it will help them learn to measure and draw angles step by
step. And when the activities are done i will ask the questions to the students like for example Was it easy or
hard to measure the angles? This helps them think about what they’ve learned in the activity.
Topic: Measurement of length and distance using non-standard units.
Educational principles: Constructivism, Cooperative

Students will learn how to measure length and distance in this lesson, but there will be a twist: they will use
non-standard units, such as their own hands, feet, or paper clips, in place of rulers or tape measures. A
fundamental component of constructivist learning is encouraging students to investigate and learn about
measurement on their own in order to better understand it. They will also work in groups, which introduces
cooperative learning, allowing them to exchange ideas and gain knowledge from one another.

To start the lesson, I present a straightforward question to get the students thinking: "How do you think we can
measure how long these things are if we don't have a ruler?" I show them a few everyday things such as a
pencil, a book, and a desk.There are always a variety of innovative responses—“We can use our hands!"Let's
use string to measure!"My foot might work!After confirming their theories, I tell them that today they will
measure using instruments like paper clips, shoe lengths, or their own hand spans.

After that, I divide the class into four-person groups, and I give each group a different measuring device.
Using whatever tool they have been given, they measure things like the desk, the distance between the door
and the board, and the length of a book. They begin to notice that the measurements vary depending on the
instrument as they take and record. While one group might receive 15 shoe lengths for the same desk,
another group might say, "The desk is 10 paper clips long." I gave them time to discuss it in their groups and
consider the possible causes of this.

We get back together to talk about the groups' findings after they are done. "Why do you think your
measurements weren't the same as someone else's?" is one of the questions I pose to them.What would
happen, in your opinion, if everyone measured using the same unit?This encourages them to consider the
rationale behind using common units, such as inches or centimeters, as opposed to using different
instruments for various measurements.

Each group constructs an obstacle course in the space and uses their non-standard unit to measure it for the
following task. They walk the course to test their estimate of how many units would be needed to complete it.
It allows them to put what they've learned into practice while also having a little fun.

We conclude the class with a reflection. Students pause to reflect on their learnings, challenges, and favorite
aspects of teamwork. Some people write it down, while others share it aloud. I keep track of their charts and
notes to assess their comprehension of the ideas, but the true lesson is how they developed as a result of
their exploration figuring things out together
By the end of the class, the pupils have not only understood the idea of measurement, but they have also
realized how important it is to use standard units. They have had the opportunity to collaborate and learn from
one another in addition to learning by doing, discussing, and trying new things. It's an entertaining, captivating
method of teaching math that students remember long after the class is over.

Topic: Draw and state the properties of triangles and quadrilaterals.

I choose one topic in matatag curriculum, and the topic is "Drawing and Stating the Properties of Triangles
and Quadrilaterals," and I wanted students to come to really understand shapes, instead of just memorize
them. I used two teaching approaches, and they are Discovery and Inquiry-Based Learning and the
Concrete-Representation-Abstract (CRA). These allow students to explore ideas in a step by step,
commencing with real activities that are hands-on while moving to thinking that is more abstract.

I will start the lesson using a fun activity, and it was a "Shape Hunt." Students would walk around the
classroom and the school, as they searched for actual objects shaped like quadrilaterals and triangles, such
as windows, signs, and tiles. They were excited as well as curious, and even before we discussed their
definitions, they were noticing things like equal sides with right angles already.

We then shifted to the concrete stage in class. I gave them several physical shapes cutouts and building
materials like straws and connectors. They explored, categorized, and discussed the features of each unique
shape. I didn’t give to them the answers I will asked to them questions such as, “What do you notice about all
of the sides?” and “How are these two shapes just the same or else different?” They began for themselves to
identify their properties on their own.

Next , we moved onto the representational phase, where students drew the shapes using both rulers as well
as graph paper. They took measurements of sides, angles, and noted all results. They started to ask
questions such as, “Can a square also be a rectangle?” and it led to various discussions about overlapping
properties of shapes.

Finally, in just the abstract phase, students worked within small groups in order to make short presentations
on the shapes that they studied. They used correct math terms to clarify what made their shape unique and
also shared practical illustrations. They truly showed the amount they’d learned, not merely about names, but
about shape relationships.

In the conclusion, I asked those people to reflect upon what exactly they discovered. A lot of students shared
that they never realized how many different types of triangles as well as quadrilaterals there are. In addition,
they never realized how often they see them in everyday life.

In general, the lesson ended up as a success. By guiding many students via hands-on discovery toward
drawing and eventually toward explaining their understanding, they developed a strong grasp for geometry
during a way that felt fun, engaging, and meaningful.