Mathematics G2

UNIT II:
INSTRUCTIONA
L PLANNING
LESSON 4: The Teaching Cycle
LESSON 4: The Teaching Cycle
1. Identify Objectives
What knowledge and/or skills do the

students need to learn? You must be guided
by the content standards, performance
standards, and the learning competencies
that are found in the curriculum guide.
Example: Teacher Gina identified
“multiplication of whole numbers up to two
digits” as the goal of her lesson.
2. Plan Instruction
What strategies must be implemented

for the students to achieve the objectives
targeted in the previous stage?
Example: Teacher Gina thought it is best to
apply constructivist approach to help her
students learn techniques in multiplying
whole numbers. She planned a lesson that
incorporates the problem solving strategy.
3. Implement Plan
This is the stage where you conduct the

learning activities that you have prepared
during the planning stage.
Example: The class went on smoothly. The
activities that teacher Gina prepared were
successfully done by her students.
4. Checking for understanding
Educators reflect on the effectiveness of

their teaching strategies, assess student
performance, and identify areas for
improvement.
Example: To make sure that her students
understood the lesson teacher Gina give a
three-item exercise as an exit pass.
5. Reflect on teaching
Based on the reflection and assessment, teacher make
adjustments to their teaching methods, content delivery,
or assessment strategies to enhance student learning
outcomes.
Example: Based on the exit pass, teacher Gina found out
that many students have difficulty multiplying numbers
that involve the digit 8. So, she decided to do a find-your-
error the next day for the students to realize their
mistakes. She also plan to give a short drill on skip
counting by 8.
6. Assess learning and reflect on the results
Providing constructive feedback to

students based on their performance helps
guide their learning and improvement.
Example: Teacher Gina later on gave a
multiplication quiz, Ninety percent of the
students passed. She planned to give
remedial exercises to those who failed.
LESSON 5: Things to
Consider in Planning
Instruction in Primary
Grades
There are 5 components in lesson planning that
you need to consider – content, objectives, students,
learning environment and availability of resources.
1. Content
Research the subject matter that you will be
teaching. You should consult the curriculum and
teaching published by DepEd. Aside from books,
you can also visit to websites which will give you
information relevant to your subject area. You
should master the contents of your lesson before
you teach it.
2. Objectives
Before you begin planning, you need to

know what specific knowledge and skills you
want your students to develop during the
lesson or unit.
3. Students
 Get to know your students- where they

came from, what their interests are, what
they already know, their learning style,
attention span, special needs, etc.
• Fixed mindset- believe that their math skills
cannot be improved.
• Growth mindset- believe that they can be

better at math.
4. Learning Environment
It is also important to consider the social and

emotional learning environment of the class.
You need to make sure that you promote a
positive environment where students are
motivated and supportive for each other’ s
growth.
5. Availability of resources
Take into consideration the instructional

materials that you will be needing before you
write your lesson plan.
LESSON 6:
Instructional Planning
Models
There are many instructional planning
models that mathematics educators have
constructed, but the two most widely used in
the Philippines are the ADIDAS and the Five
Es models.
ADIDAS stands for Activity,
Discussion, Input, Deepening Activity
and Summary.
 Activity. The lesson begins with an activity that will
later facilitate a meaningful discussion about the topic
of the session.
 Discussion. The lessons proceeds with the processing
activity. In this part, the students, as facilitated by the
teacher, talks about their experiences during the
activity.
 Input. In traditional classroom, the Input is where the
teacher lectures. In a constructivist classroom, this is
the part where students would share the concepts that
they learned based on the activity and the discussion.
 Deepening. Here, the teacher asks
questions that will engage the students to
critical and creative thinking. Nonroutine
mathematical problems or real-life word
problems may be given.
 Activity. This is the part where the students
verify what they have just learned by solving
mathematical problems. Depending on the
need, the students may be engaged in
guided practice and/or individual practice.
 Synthesis. The students are given the
opportunity to express what they have
learned by verbally giving a summary. The
students may also be given a short
assessment to give the teacher feedback on
what they have learned.
The five Es are Engage, Explore, Explain,
Elaborate, and Evaluate.
 Engage. The students’ prior knowledge and engages

them into new concepts by doing short activities. The
aim of this part is to arouse the students curiosity.
 Explore. The students are exposed to different
experiences that will facilitate the discovery of new
concepts. It involves observation exercise, simulations,
or manipulations of instructional materials. The goal
here is for the students to discover something new.
 Explain. The students explain what they have
experienced in Explore, The role of the teacher
is to facilitate the discussion that should lead to
students seeing patterns that will help them to
describe the new concepts in their own words.
 Elaborate. Allows the students to expand their
understanding of the concept by applying the
concept that they have learned in solving
mathematical problems.
 Evaluate. Lets the teacher and the
students evaluate their learning. Through
giving sort of exercises are usually the
mode of evaluation.

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UNIT II:

What knowledge and/or skills do the

What strategies must be implemented

This is the stage where you conduct the

Educators reflect on the effectiveness of

Providing constructive feedback to

Before you begin planning, you need to

 Get to know your students- where they

• Growth mindset- believe that they can be

It is also important to consider the social and

Take into consideration the instructional

 Engage. The students’ prior knowledge and engages

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