GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

e-Mail: [email protected]

“Do your best to present yourself to God as one approved, a worker who does not need to be
ashamed and who correctly handles the word of truth.” - 2 Timothy 2:15

FINAL EXAMINATION
Principles and Strategies in Teaching Mathematics

Name: ________________________________ Date: _____________________

I. Directions: Below are items which are LET-type questions. Read them with
comprehension and choose the best answer from the options provided. Write the
letter of your choice on the blank provided before each number. (1 point each)

______1. What does it mean by professional development of Math teachers?

A. That the Math teacher has his licensure to teach competently in any of the Grade
levels.
B. That the Math teacher attends post graduate studies for additional knowledge of
content.
C. That the Math teacher designs engaging activities to effectively transfer Math
content to his class.
D. That the Math teacher includes reflections in his Daily Lesson Log.

______2. Which of the following is TRUE about a competent Math teacher?

A. He must have knowledge, understanding and sound competencies in the content
he is teaching.
B. He must have varied knowledge and use of varied teaching approaches, learning
theories, assessment principles and modes of teaching.
C. He must have a variety of strategies to manage the class environment like setting
up the seating arrangements of his students.
D. All of these

______3. Which of the following statements describes an emerging Math teacher?

A. He has a strong mathematical foundation which is seen from the variety of
learning materials he uses in the conduct of Math class.
B. He graduated as a civil engineer and took some units and education to be able
to take Licensure Examination for Teachers.
C. He can combine excellently content and skills when conducting a Math class.
D. He knows which strategy is appropriate in the mastery of the principles of
differentiation and integration.

______4. Which principle of should a Math teacher follow if all students must be taught of the
content and skills?
A. Math is best learned when students are actively engaged.
B. Math can never be learned in an instant.
C. Math is for everyone regardless of sex, culture, socio-economic, religion and
education contexts.
D. Math teacher must not stop learning.

______5. Which of the following situations best applies the principle that technology plays an
important role in teaching and learning mathematics?

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 A. Aldrin uses geogebra in showing the graph of an inverse function.
B. Mica utilized the Pearson r correlation coefficient to treat the data gathered.
C. Jessica employed the stratified sampling in a total population of 3,000.
D. Donna used the calculator to find the product of 23 and 4.

______6. Which of these principles are NOT for Mathematics?

A. Teachers must never stop acquiring new concepts.
B. Concepts can never be learned right away. It requires rigorous work and diligence.
C. Teachers must design activities aligned to the objectives.
D. Teaching requires more than just explanation of concepts.

______7. Which learning principle is applied when Marlo who is a Grade 10 student had to tutor
his seat mate to impart what he has learned in solving for an unknown side of a triangle?
A. Being mathematically competent, Marlo must have the ability to compute and
perform algorithms and do mathematical procedures.
B. The physical and social growth of Marlo contribute to his success in learning
mathematics.
C. Assessment in mathematics must be valued by Marlo for the sake of knowing what
and he learns or fail to learn mathematics.
D. Mathematics learning needs the support of both Marlo’s parents and other
community groups.

______8. Which of the following actions of Teacher Johnny describes him as the novice
teacher?
A. When he is the coach of M-TAP champions held in Bangued.
B. When he can be a substitute teacher in Grade 8 Math class.
C. When he lacks knowledge in managing his class for effective Math concept
transfer.
D. When he is a fresh graduate and display sound knowledge and skills in managing
his class and teach for understanding effectively.

______9. Which of these activities describes an argumentation?

A. It is an Agree-Disagree activity where students put a check mark under the
circumstance whether they agree to do not to the given statement.
B. It is a board work activity where after solving, the student needs to explain how he
was able to arrive at the solution.
C. It is a problem set that students need to work on their own to be submitted after
two class meetings.
D. It is a decoding activity where students need to match the items found in the first
column with the second column items and find the hidden message after
matching.

______10. How will Teacher Gemma apply conflict resolution in her Grade 9 Math class?
A. She will let her students prove the theories underlying the construction of a closed
figure with congruent sides and congruent angles.
B. She will use video presentation to have students get the procedure in solving
problems applying the She will start with a problem and let her students find the
answer using the content and skill she has just taught.
C. She will show an illustration of a circle with its parts and components and ask the
students to find the measurement of arcs and angles from the tangent, tangent,
chords, radius, circumference, and diameter concepts taught the other day.
D. She will use a real-life problem on how Mang Juan can divide equally his parcel of
land which has an irregular shape for his three sons.

______11. Which of these exercises uses patterning strategy in teaching series and sequence?
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 A. When the teacher asked his students the age of the second son when the father’s
age is four less than twice the third son’s age and the 3rd son’s age is 2 less than
that of the second son.
B. When the teacher demonstrates the correct procedure in finding the quotient of
a three-digit number and a two-digit number on the board.
C. When the teacher uses bricks to show the next number of arrangements.
D. When the teacher employs collaborative quiz to measure the students’
understanding about quadratic equations.

______12. Which of these statements is one of the objectives of measurement?

A. Choose and use different strategies to compute, estimate and predict dimensions
of closed figures.
B. Chose and use different strategies to compute and estimate.
C. Use spatial visualization, reasoning and geometric modelling to solve routine and
nonroutine problems.
D. Represent and understand quantitative relationships using mathematical models.

______13. “To use algebraic symbols to represent and analyze mathematical situations”.
Which of these strands has this general objective?
A. Data, analysis, and probability
B. Geometry
C. Measurement
D. Patterns, Functions, and Algebra

______14. Which of these refer to understanding concepts, memorizing, and recalling facts
and procedures?
A. Visualizing
B. Computing
C. Knowing
D. Proving

______15. Which of these DOES NOT belong to the general categories of cognitive demands
of Mathematics education?
A. Solving
B. Applying
C. Proving
D. Analyzing

______16. How does the cognitive value of introspection be made in a Math class?
A. When the students find the error in a given solution and suggest best ways to solve
the problem.
B. When the students check their own work.
C. When the students seek for the signature of their parents attesting that their
homeworks were done by them.
D. When the students simulate a situation where addition and subtraction are done
in a school canteen.

______17. How can flexibility and creativity as cognitive values achieved in learning
Mathematics be shown in a classroom scenario?
A. A Grade 9 student knows how to measure the area of their backyard garden.
B. A Grade 10 student measures the volume of their rice bin with the use of a foot
ruler and express the measurement in liters.
C. A Grade 8 student finds the angle measurement using the example from his
textbook.
D. All of these

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______18. Which of these are the essential components of constructivist teaching?
A. using prior knowledge to construct new knowledge
B. validating the prior knowledge with several interactive activities
C. applying the new knowledge and making conclusions
D. all of these

______19. Which of these is NOT a process of constructivist mathematics classroom?

A. Presenting the content from the teacher’s view and knowledge
B. Reflection of what has been learned
C. Eliciting the prior experience before presenting the lesson
D. Overarching meaning of understanding concepts through real-life activities

______20. Which of these tell about the learners write their questions on the board and find
their answers from a laboratory activity or any interactive activity designed by the teacher?
A. Problem-based Learning
B. Inquiry-based Learning
C. Cooperative Learning
D. Peer Learning

______21. Which of these dimensions of teaching for understanding is described as having

students explain the relationships between different concepts and establish linkages between
content and procedures?
A. Procedural fluency
B. Strategic Competence
C. Reasoning
D. Conceptual Understanding

______22. The students perform mathematical procedures accurately and efficiently and use
a particular procedure to solve a math problem. What is this?
A. Conceptual Understanding
B. Reasoning
C. Learner-Centered Classroom
D. Procedural Fluency

______23. Which of this best describes a learning-centered Math classroom?

A. There is interaction between the teacher and the learners.
B. The students talk about the concepts of Math using their own language.
C. There are designed activities suitable to the level of the students.
D. All except B

______24. The teacher who sees Math as a body of knowledge which students need to actively
engage will
A. Make learners make sense of the Math content
B. Make students express their ideas
C. Make students ask clarifications from their teachers
D. All of these

______25. Which of these defines a strategic competence?

A. It is the approach that focuses on technical and procedural aspects of
mathematics.
B. It is the ability of the students to formulate and represent and solve math
problems.
C. It is the ability to use procedure applicable to solve a problem.
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 D. It is the ability to see connections of one concept to another.
______26. Behavioral terms like reconstruct, generate, design, devise is under what categories
of cognitive domain?
A. Evaluating
B. Analyzing
C. Applying
D. Creating
______27. There are several reasons why problem solving is taught in Math. Which is the LEAST
important?
A. It is the main goal for the study of Math.
B. It provides the content in which concepts and skills are learned and applied.
C. It provides an opportunity to develop critical and analytical thinking.
D. It provides learners an opportunity to relate Math in the real world.
______28. Which should not be considered in the context of objective.
A. Begin with the end in mind.
B. Share lesson objectives with the students.
C. Work on significant and relevant lesson objectives.
D. Lesson objective must not be aligned with the aims of education as embodied in
the Philippine Constitution.
______29. It means every learner must be actively engaged in the learning process.
A. Learning is an active process.
B. The more senses that are involved in learning, the more and the better the
learning.
C. A non-threatening atmosphere enhances learning.
D. Emotion has the power to increase retention and learning.
______30. Teachers should have the following principles except _________.
A. Consistency
B. Proactiveness
C. Pessimistic Mindset
D. Discipline

II. Direction: Make a graphic organizer showing your learning about the different
principles and strategies in teaching Mathematics. (20 points)

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Prepared by:
SIR JEORGE O. HUGNO
Instructor
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