Diones Geoffrey BEED II-A

Assess

Answer the following questions to verbalize your understanding of inductive learning.

1. Explain how inductive learning is related to the constructivist theory of learning discussed
in the previous unit.
Answer;
Inductive learning lends itself very well to the constructivist theory of learning as inductive
learning, means learning occurs when the student learns from a specific incident/ activities and
sees how such a specific point can be applied in general. Whilst, constructivism learning theory
is based on the notion that students learn by reflecting on their experiences, in this way they
‘construct’ their way of making sense of the world. New knowledge is added to previous
knowledge, and the student's mental maps are adjusted as a result.
2. What possible hypotheses would the students come up with given the problem in
Experience?
Answer;
- The possible hypotheses that students would come up with given the problem in experience is
to understand the objective, particularly in problem solving, where understanding the objective
and solving the problem is extremely difficult. Furthermore, when students present a problem,
possible hypotheses include how to solve the problem, the process or steps to solve the
problem in order to obtain the final answer, and finally, how they apply it in a real-life situation.

Challenge

The following activity will engage you in identifying mathematical concepts that can be taught
using the inductive learning strategy.

1. Browse the DepEd mathematics curriculum for Kinder to Grade 3. Write five mathematical
rules that you can teach using the inductive learning strategy.
 K to 12 BASIC EDUCATION CURRICULUM
Grade level Standards:

GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates understanding and appreciation of key concepts and
skills involving numbers and number sense (whole numbers up to 20, basic
concepts on addition and subtraction); geometry (basic attributes of objects),
K patterns and algebra (basic concept of sequence and number
pairs);measurement (time, location, non-standard measures of length, mass and
capacity); and statistics and probability (data collection and tables) as applied -
using appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and
skills involving numbers and number sense (whole numbers up to 100,ordinal
numbers up to 10th, money up to PhP100, addition and subtraction of whole
numbers, and fractions ½ and 1/4);geometry (2- and 3-dimensionalobjects);
patterns and algebra (continuous and repeating patterns and
1.
number sentences); measurement (time, non-standard measures of length,
mass, and capacity);and statistics and probability (tables, pictographs, and
outcomes)as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and
skills involving numbers and number sense (whole numbers up to 1 000, ordinal
numbers up to 20th, money up to PhP100, the four fundamental operations of
2. whole numbers, and unit fractions); geometry (basic shapes, symmetry, and
tessellations); patterns and algebra (continuous and repeating patterns and
number sentences); measurement (time, length, mass, and capacity); and
statistics and probability (tables, pictographs, and outcomes) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and
skills involving numbers and number sense (whole numbers up to10 000; ordinal
numbers up to 100th; money up to PhP1 000; the four fundamental operations
of whole numbers; proper and improper fractions; and similar, dissimilar, and
equivalent fractions); geometry (lines, symmetry, and tessellations); patterns and
3.
algebra (continuous and repeating patterns and number sentences);
measurement (conversion of time, length, mass and capacity, area of square and
rectangle); and statistics and probability (tables, bar graphs, and outcomes) as
applied - using appropriate technology - in critical thinking, problem solving,
reasoning, communicating ,making connections, representations, and decisions
in real life
5 mathematical rules that can teach using inductive learning strategy:
Squaring inductively.
Explore Area and Perimeter
Multiply a Fraction.
Exploring Circumference with Famous Circle
Play with Linear Graphs
2. The key to effective inductive learning is well-thought-of examples. Choose one topic from
your list in #1 and write examples that you can use in class to allow discovery. What were
your considerations in choosing your examples?
Multiply a Fractions is one of the topics I chose. My consideration in selecting this example is
how students analyze problems, particularly those involving multiplying fractions, and how they
go about multiplying the two fractions to arrive at their final answers. In addition to my
expertise, using an example, this is what I expected of my future students.
Multiply Fractions
Now let's look at teaching students to multiply fractions by allowing them to uncover patterns
and formulate the rule on their own.
Give the Examples
Again, I've carefully chosen examples to enhance the pattern. For example, none of these have a
simplification step at the end, making the pattern more obvious.
1/2×3/5=3/10
2/3 ×5/7=10/21
3/5×4/7=12/35
Students Identify Patterns
Eventually, someone will figure it out:
Student: Oh! I know! You multiply the numerators and then multiply the denominators! This
gives you the chance to formalize their definition, and make sure they're using the correct math
vocabulary.
Harness
Write a lesson plan that allows the students to discover a rule inductively. If appropriate,use the
same topic as in your Harness in Lesson 7. This activity will be part of the learning portfolio that
you will compile at the end of this module.

Observe;
A. Find the product
1. 6 x 9 = ____ 5. 5x9=_____
2. 7 x 8 = ____ 6. 6x3=_____
3. 9 x 7= ____ 7. 9x8=_____
4. 4x6= _____ 8. 11x3= ____
Ask students to fill the blanks by multiplying. Then lead them to observe each pair of
multiplication number sentences. Allow students to observe the examples for a while.
Allowing fast learners to share their hypotheses may cause them to become overly
excited, but do not allow them to do so. The goal is for every student to experience the
"Aha!" moment.
Hypothesize
Struggling students may not see the pattern right away. Help them by focusing theirattention o
n the multiplying the ones first then multiply the multiplier by the digit in the tens place. Call
a few students to speak about their hypotheses. After each explanation, check to see if anyone
else has the same hypothesis.
Collect Evidence
Apply the hypotheses to each example to see if they always work.
Generalize
Ask the students which hypothesis is true for all based on the results of the "collectevidence"
stage. The students should then be instructed to write the rule in their notebooks intheir own
words. Allow two to three students to read their work aloud.