raymond walk through q2 radicals & variations
TRANSCRIPT
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May 15, 2014Department of Education
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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;
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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
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Pre-Activity
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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
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EXPONENTDepartment of Education
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DIRECT
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JOINT
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COMBINED
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INVERSEDepartment of Education
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RADICALS
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VARIATION
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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.
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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
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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:
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Activity
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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
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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
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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
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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?
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Analysis
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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.
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I realize that I need to do the following in order to improve the delivery of the lessons in ____________.• ___________________________________
___________________________________• ___________________________________
___________________________________
Application
Journal Writing/ Self-Reflection:
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Thank you for listening!!!
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