Methods of Teaching Mathematics

Methods of Teaching
MATHEMATICS
Genalyn R. Obias
Marian Angeli A.
Palma
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LAGUNA STATE POLYTECHNIC UNIVERSITY
Siniloan (Host) Campus
VISION
A premier university at CALABARZON

offering academic programs and related
services designed to respond to the
requirements of the Philippines Economy
particularly Asian countries.
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MISSION
The university shall primarily provide

advance educational professions, technical and
vocational instructions in agriculture, fisheries,
forestry, science engineering, industrial
technology, teachers education, medicine, law,
arts and sciences, information technology, and
other related fields. It shall undertake research
and extension services provide progressive
leadership in its area of specialization.
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GOALS
In pursuit of the college vision/mission

the college of education is committed to
develop potentials the full potentials of the
individuals and equip them with knowledge,
skills and attitudes in Teacher Education allied
fields to effectively respond to the increasing
demands, challenges and opportunities of
changing time for global competitiveness.
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OBJECTIVES
Produce graduates who can demonstrate and
practice the professional and ethical requirement for
the Bachelor of Secondary Education such as;
1. to serve as positive and role model in the pursuit

of learning thereby maintaining high regard to
professional growth;
2. focus on the significance of the providing
wholesome and desirable learning environment;
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3. facilitate learning process in diverse type of
learners;
4. use varied approaches and activities,
instructional materials, and learning resources;
5. use assessment date to plan and revise the
teaching learning plans;
6. direct and strengthen the links between
schools and community activities;
7. conduct research and development in teacher
education and other related activities.
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FOREWORD
This Teachers Module entitled Methods of
Teaching Mathematics is part of the requirements
in Educational Technology 2 under the revised
Education curriculum based on CHED Memorandum
Order (CMO)-30, Series of 2004. Educational
Technology 2 is a three (3)-unit course designed to
introduce both traditional and innovative
technologies to facilitate and foster meaningful and
effective learning where students are expected to
demonstrate a sound understanding of the nature,
application and production of the various types of
educational technologies.
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The students are provided with guidance and
assistance of selected faculty members of the
College through the selection, production and
utilization of appropriate technology tools in
developing technology-based teacher support
materials. Through the role and functions of
computers especially the Internet, the student
researchers and the advisers are able to design and
develop various types of alternative delivery
systems. These kinds of activities offer a
remarkable learning experience for the education
students as future mentors especially in the
preparation of instructional materials.
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The output of the groups effort may serve as an
educational research of the institution in providing
effective and quality education. The lessons and
evaluations presented in this module may also
function as a supplementary reference for secondary
teachers and students.
GENALYN R. OBIAS
Module Developer
MARIAN ANGELI A. PALMA

Module Developer
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FOREWORD
This Teachers Module entitled Methods of
Teaching Mathematics is part of the requirements
in Educational Technology 2 under the revised
Education curriculum based on CHED Memorandum
Order (CMO)-30, Series of 2004. Educational
Technology 2 is a three (3)-unit course designed to
introduce both traditional and innovative
technologies to facilitate and foster meaningful and
effective learning where students are expected to
demonstrate a sound understanding of the nature,
application and production of the various types of
educational technologies.
contents back next
The students are provided with guidance and
assistance of selected faculty members of the
College through the selection, production and
utilization of appropriate technology tools in
developing technology-based teacher support
materials. Through the role and functions of
computers especially the Internet, the student
researchers and the advisers are able to design and
develop various types of alternative delivery
systems. These kinds of activities offer a
remarkable learning experience for the education
students as future mentors especially in the
preparation of instructional materials.
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The output of the groups effort may serve as an
educational research of the institution in providing
effective and quality education. The lessons and
evaluations presented in this module may also
function as a supplementary reference for secondary
teachers and students.
FOR-IAN V. SANDOVAL
Computer Instructor / Adviser
Educational Technology 2
DELIA F. MERCADO
Module Consultant
LYDIA R. CHAVEZ
Dean College of Education
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ACKNOWLEDGEMENT
The authors, who was given an incredible privilege
to make this module, have a little congratulatory to
themselves for such great performance that they gave.
they would like to thank many dearest people who gave
them the thrill of life and make this module possible.
Dr. Corazon N. San Agustin, trained them and

gives knowledge during Education 4A in making a
module;
For Ian V. Sandoval, approved the title of their
module and give us the information that they needed in
making our module;
Prof. Lydia R. Chavez, Dean of education,
approved and guide them in making this module;
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Mr. Ricky R. Obias, for drawing the cover;
Their parents, for understanding and motivation to

not give up which adds to their determination in
studying education;
The people that is important to them, they want to

say THANK YOU SO MUCH for being with.
Most especially, they want to thank GOD who give

His support and love to prove to ourselves that we can
always do things possible.
THE AUTHORS
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INTRODUCTION
Mathematics is a creative endeavor. It is a human
activity which arises from experiences and becomes an integral
part of culture and society, of everyday life and work. Teaching
Mathematics effectively is quit hard to attain, sometimes the
students found Mathematics as a boring subject they had, but
as a student teacher, you must prepare yourself in these
problems, you have to be flexible enough and creative enough
to achieve your objectives and goals. Method is a procedure
that one fallows in order to attain objectives, it stands for a
specified course which serves as a guide in order not to get
lost on the way. As a teacher someday, you must have a lots of
methods know in teaching your subject in order to be more
effective and more creative in the process of learning.
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In this module entitled METHODS OF
TEACHING MATHEMATICS, will promote
different methods in teaching mathematics, it
will give ideas and information in different
methods that can be used in teaching math. We
are hoping that this module will help you to
develop teaching mathematics in more easily
and encouraging way.
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GENERAL OBJECTIVES
This module aims to present different methods
in teaching Mathematics. Here are some expected
outcomes to ensure the development of the student
teachers. We intend to help you:
1. learn more about some methods in order to undertake

lessons attainable in Mathematics;
2. identify the different methods and its origin;
3. determine the ability to adopt in the method we present;
4. know the effectiveness of using methods in teaching;
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5. introduce the quality and capability of different methods
for the student teacher to balance the advantages and
disadvantages of using these methods;
6. appreciate teaching Mathematics using different
methods;
7. organize a creative and effective way of teaching;
8. relate to the present the capacity to teach math;
9. apply the different methods in teaching math;
10. get better acquainted with the methods;
11. construct simple mathematical activities that can apply
these methods;
12. use the method on actual teaching; and
13. make lessons more motivated with the use of the
methods.
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TABLE OF CONTENTS
VMGO
Foreword
Acknowledgement
Introduction
General Objectives
Table of Contents
Chapter I Teach Kids Math with Model Method

Lesson 1 Model Method
Lesson 2 Teaching Basic Math Using Model method
Lesson 3 Advantages and disadvantages of using Model Method
Chapter II Teaching Mathematics Using Socratic Method

Lesson 4 Socratic Method
Lesson 5 Application of Socratic Method in Teaching
Mathematics
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Lesson 6 Advantages and Disadvantages of Using Socratic Method
Chapter III Teaching Mathematics Using Kumon Method

Lesson 7 Kumon method
Lesson 8 Strength of Kumon Method
Lesson 9 Kumon Math
Chapter IV Teaching Method that can be Use in Teaching Mathematics

Lesson 10 Lecture Method
Lesson 11 Deductive Method
Lesson 12 Inductive Method
Lesson 13 Project Method
References
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CHAPTER I
TEACHING KIDS MATH WITH
MODEL METHOD
Objectives:
Objectives:
AtAtthe
theend
endofofthe
thechapter,
chapter,the
thestudents
studentsare
areexpected
expectedto:
to:
1.1. identify
identifythe
theSingapore
Singaporemodel
modelmethod
methodand
anditsitsorigin;
origin;
22. give some examples that will practice specific math
. give some examples that will practice specific math
problems
problemsusing usingmodel
modelmethod;
method;and
and
33. to improve teaching mathematics with the use of
. to improve teaching mathematics with the use of
model
modelmethod.
method.
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LESSON 1
THE MODEL METHOD
Objectives:
Objectives:
Atthe
At theend
endofofthe
thelesson,
lesson,the
thestudents
studentsare
areexpected
expectedto:
to:
1.1.determine
determinewhere
wherethethemodel
modelmethod
methodoriginated;
originated;
22. .know
knowthe
theway
wayofoflearning
learningmathematics
mathematicsininSingapore;
Singapore;and
and
33. .measure
measurethe
thecapacity
capacitytotoadopt
adoptmodel
modelmethod.
method.
Origin of model method
Singapore model math is a pedagogical strategy that was

developed by a team of curriculum specialist in the Singapore ministry of
education in the early 1980s to address the issue of students having
difficulty with word problems in early years of school. It has since become
a distinguishing feature of the Singapore primary mathematics curriculum.
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Using this method, students represent the information in the problem
pictorially using bars to represent numbers. The model show explicitly the
problem structure, the known and unknown quantities, and provides a
visual tool that enable students to determine what operations to use to
solve the word problems.
Singaporean Mathematics
Singapore Math is the generic name of the math curriculum or
syllabus that is created by the creation ministry in Singapore for use in
Singapore schools. Singapores math curriculum gained worldwide
recognition when Singapore was ranked first in mathematics in the Third
International Mathematics and Science study (TIMSS) in 1995 and Third
International Mathematics and Science Study (TIMSS) in 1999. As more
and more people around the world become fascinated with the outstanding
success of Singapore students in mathematics, they began referring to
Singapores math curriculum as simply Singapore math.
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Singapore math is not confined to the primary school levels. The
Singapore math curriculum extends beyond the primary school levels (first
grade through sixth grade) to the secondary levels (seventh grade through
tenth grade) and the junior college levels (eleventh grade through twelfth
grade). The Singapore math curriculum for the primary school levels is also
known as the Singapore Primary Math curriculum. The Singapore math
curriculum for the secondary school levels is also known as the Singapore
Secondary Math curriculum.
Students in Singapore (and probably everywhere else) typically find

word problems difficult due to various reasons: they are weak in the
Mathematical language; they have limited understanding of the arithmetic
operations; they are unable to relate the known to the unknowns when the
problem structure is difficult to understand; and they are unable to analyze
problem situations.
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What is Model method?
The model approach requires kids to draw rectangular boxes to represent

part-whole relationships and math values (both known and unknown values)
in the math problems. The word problems are typically designed to depict
real-life situations such as grocery shopping and division of money.
By drawing such boxes/blocks, they can visualize the math problems more
clearly and are able to make tacit knowledge explicit. Word problem solving is
a major part of the curriculum in Primary Mathematics in Singapore.
This technique of model building is a visual way of picturing a situation.

Instead of forming simultaneous equations and solving for the variables,
model building involves using blocks or boxes to solve the problem. The
power of using models can be best illustrated by problems, often involving
fractions, ratios or percentages, which appear difficult but if models can be
drawn to show the situation, the solution becomes clearer, sometimes even
obvious.
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Name: __________________________ Date: ____________________________
Course/Yr/Sec; __________________ Rating: __________________________
WORKSHEET NO.1
Direction: Read the questions properly and write the answer in the given line.
1. Is the model method of the Singapore also applicable in teaching

mathematics here in Philippines? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. As a student teacher, do you agree that solving mathematical problems
are difficult to teach in the primary school? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Lesson 2
SOLVING MATHEMATICAL PROBLEM USING
MODEL METHOD
Objectives:
Objectives:
Atthe
At theendendofofthe
thelesson,
lesson,the
thestudents
studentsare
areexpected
expectedto:
to:
11. .identify
identifythe
theability
abilityofofmodel
modelmethod
methodininteaching;
teaching;
22. .learn
learnhow
howtotodraw
drawaadiagram;
diagram;and
and
33. .apply
applymodel
modelmethod
methodininsolving
solvingproblems.
problems.
The Part-Whole Concept

The Part-Whole Concept is one of the three main concepts in
the Model Method which all math models are derived from, the other two
being the Comparison Concept and the Change Concept . The
Singapore Math Primary Curriculum adopts a concrete-pictorial-abstract
progressive approach to help pupils tackle seemingly difficult and
challenging word problems. Mathematics Teachers in Singapore usually
make use of concrete objects to allow students to make sense of the
part-whole relationship between two or more parts.
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Once the pupils can visualize the part-whole relationships, they will then
move on to put these relationships in rectangular bars as pictorial
representations of the math models concerned.
To illustrate the part-whole concept, take a look at the following

problem:
Ann has 3 balls. Bob has 2 balls. How many balls do they have
altogether?
We can first give the child concrete objects, like 3 balls and
another 2 balls, and let the child put the two groups of objects together to
find the total.
When they are comfortable with adding concrete objects, we can

then proceed to teach them to draw pictures of the concrete objects within
boxes to illustrate the equation 3 + 2 = 5
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After that, we can teach the kids to go on to draw the boxes without the
objects.
Eventually, the equation can be visualized as a whole made up of 2

parts and the pupils can easily see that to find the whole, they just
need to add up the 2 parts.
So, 3 + 2 = 5
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Therefore, they have 5 balls altogether.
Hence, we can see that the relationship among the 3 quantities (the whole
and 2 parts) can be summarized as follows:
To find the whole given two parts, just add the two parts together:
Part + Part = Whole
To find one part when we are given the whole and the other part,
just subtract the given part (or known part) from the whole.
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Whole - Part = Part the Comparison Concept
The Comparison Concept is one of the three main concepts in

the Model Method which all math models are derived from, the other two
being the Part-Whole Concept and the Change Concept . The
Singapore Math Primary Curriculum adopts a concrete-pictorial-abstract
progressive approach to help pupils tackle seemingly difficult and
challenging word problems. Mathematics Teachers in Singapore usually
make use of concrete objects to allow students to make sense of the
comparison concept by comparing two or more quantities. Once the
pupils can visualize how much one quantity is greater than or smaller
than another quantity, they will then move on to put these relationships in
rectangular bars as pictorial representations of the math models
concerned.
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To illustrate the comparison concept, take a look at the following
problem:
Peter has 5 pencils and 3 erasers. How many more pencils than
erasers does he have?
We can first give the child concrete objects, like 5 pencils and 3
erasers, and let the child put the two groups of objects side-by-side to
match the 2 types of items, i.e., 1 pencils match with 1 eraser. Then, he
will be able to see that there are 2 more pencils which cannot be
matched with any erasers because he has run out of erasers to do that.
When they are comfortable with comparing concrete objects, we
can then proceed to teach them to draw pictures of the concrete objects
within boxes to illustrate the equation 5 - 3 = 2
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Solving mathematical problems using Model method
After that, we can teach the kids to go on to draw the boxes without the
objects.
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Eventually, the equation can be visualized as a comparison between
the 2 quantities given in the question and the pupils can easily see
that to find the difference; they just need to subtract the smaller
quantity from the larger quantity.
So, 5 - 3 = 2
Therefore, Peter has 2 more
pencils than erasers.
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Hence, we can see that the relationship among the larger quantity,
the smaller quantity and the difference can be summarized as
follows:
To find the difference given two unequal quantities, just subtract

the smaller quantity from the larger quantity: Larger Quantity - Smaller
Quantity = Difference
To find the larger quantity given the difference and the smaller
quantity; just add the smaller quantity to the difference: Smaller
Quantity + Difference = Larger Quantity
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To find the smaller quantity given the difference and the
larger quantity, just subtract the Difference from the larger quantity:
Larger Quantity - Difference = Smaller Quantity
The Change Concept
The Change Concept is one of the three main concepts in the

Model Method which all math models are derived from, the other two
being the Part-Whole Concept and the Comparison Concept . You will,
however, notice that the Change Concept is seemingly familiar when
compared with the Part-Whole Concept and the Comparison Concept.
The Singapore Math Primary Curriculum adopts a concrete-pictorial-
abstract progressive approach to help pupils tackle seemingly difficult
and challenging word problems. Mathematics Teachers in Singapore
usually make use of concrete objects to allow students to make sense
of the relationship between the new value of a quantity and its original
value after an increase or decrease takes place. Once the pupils can
visualize the change caused by the increase or decrease in quantity,
they will then move on to put these relationships in rectangular bars as
pictorial representations of the math models concerned
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To illustrate the change concept involving an increase, take a
look at the following problem:
Peter has 3 marbles. Caleb gives Peter 1 more marble. How
many marbles does Peter have now?
We can first give the child concrete objects, like 3 marbles

and another 1 marble, and let the child display the 3 marbles first and
increase the total of the group by putting in 1 extra marble into the
group to find the new value after the increase of 1 marble.
When they are comfortable with increasing the original value
to the new value with the concrete objects, we can then proceed to
teach them to draw pictures of the concrete objects within boxes to
illustrate the equation 3 + 1 = 4
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After that, we can teach the kids to go on to draw the boxes without
the objects.
Eventually, the equation can be visualized as an original value

being increase by a certain value to obtain the new value. To find the
new value after the increase for the above problem, they just need to
add the "increase" to the original value.
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So, 3 + 1 = 4
Therefore, Peter has 4 marbles now.
Hence, we can see that the relationship among the original value,
the increase and the new value can be summarized as follows:
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To find the new value given the original value and the increase,
just add the increase to the original value:
Original Value + Increase = New Value
to find the original value given the new value and the increase, just
subtract the increase from the new value:
New Value - Increase = Original Value
to find the increase given the new value and the original value, just
subtract the original value from the new value:
New Value - Original Value = Increase
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The Equal Concept
The Equal Concept is derived from the Comparison Concept . It

compares two or more fractions, decimals or percentages, etc that
represent equal quantities. In this concept, we first draw a model to
represent the first variable given and mark out the part of it that will
be equal in quantity to a given part in the second variable
represented by a second model.
To illustrate this concept, consider the following question,
1/4 of A is equal to 1/3 of B. A is greater than B by 40. What is the
value of A and B?
Step 1: Draw a long bar to represent the whole of A. Divide the

bar into 4 equal boxes and label 1 box as the equal part.
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Step 2: Next, draw a box below the model of A to represent the
part of B that is equal to 1/4 of A, i.e., 1/3 of B.
Step 3: Since the first box of B drawn represents 1/3 of B, we will

need to draw another 2 boxes to its right to represent the remaining
2/3 of B.
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Step 4: Since A has 4 units and B has 3 units, the extra 1 unit of A
must be equal to 40(given in question).
1 unit ----------> 40
3 units ----------> 3 X 40 = 120
4 units ----------> 4 X 40 = 160
Therefore, A is 120 and B is 160.
1 unit ----------> 40
3 units ----------> 3 X 40 = 120
4 units ----------> 4 X 40 = 160
Therefore, A is 120 and B is 160.
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The Remainder Concept
The Remainder Concept is derived from the Part-Whole Concept .

Very often, questions which require the use of this Concept have the
word "remainder" embedded in them. In this concept, we first draw a
model to represent the whole and mark out the parts that were used or
taken away from the whole. Then the "remainder part" of the model is
subdivided according to the requirements given in the question.
Eventually, all the known parts should be properly labeled with values
and all the unknown parts should be divided equally so that we can
work out their values.
To illustrate this concept, consider the following question,
Brandon gave 1/5 of his monthly salary to his mother. He gave of

the remainder to his wife and saved the rest each month. He manage
to save $400 every month. How much did he earn a month?
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Step 1: Draw a long bar to represent the total of his salary
Step 2: Divide the model into 5 equal parts and label 1 part as
given to his mother.
Step 3: Notice that there are 4 units left after giving 1/5 of his salary
to his mother. Since he gave 3/4 of his salary to his wife, we label 3
of the remaining 4 units as given to his wife(3/4 is 3 out of 4 equal
units).
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Step 4: Since he had $400 left after that and there is only 1 unit of
the model left, the last unit must be equal to $400.
Hence,1 unit ----------> $400

5 units ----------> 5 X $400 = $2000
Therefore, Brandon earns $2000 a month.
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The Constant Difference Concept
The Constant Difference Concept is derived from the

Comparison Concept . This concept is applicable when the problems
deal with an equal quantity being transferred in or transferred out of
the two variables concerned. This leaves the two variables with an
equal increase or decrease in value. The unique feature in this
concept lies in the fact that after the transfer in or transfer out of
quantities, the difference between the two variables remains
unchanged, hence the name "Constant Difference" Concept.
To illustrate this concept, take a look at the following problems.
(A) Equal Amount Transferred into 2 Variables
Question: Ken had 14 pens and Ben had 2 pens. When they
received an equal number of pens from their teacher, the ratio of
Ken's pens to Ben's pens became 3:1. How many pens did each of
them receive from their teacher?
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Answer: For this question, we will work backwards. It is always
easier to start drawing models where a multiples-relationship exist,
i.e., a variable is a multiple of another variable. In this example, Ken
is 3 times of Ben after the transfer in.
Step 1: Since the ratio of Ken's pens to Ben's pens after the transfer
in is 3:1, we draw 3 boxes to represent the number of units that Ken
had and 1 box to represent the number of units that Ben had.
Step 2: Since an equal amount was transferred in, we mark out an

equal amount from both Ken's and Ben's model bars to show this
amount.
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Step 3: Next, we label the models with the number of pens they each
have at first.
Step 4: After all information have been put into the model, we can
then mark out all the known parts and try to make all the unknown
parts equal.
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Step 5: From Ken's bar, we can see that,
2 units + 2 pens + 2 pens + 2 pens ----------> 14 pens
2 units + 6 pens ----------> 14 pens
2 units ----------> 14 pens - 6 pens = 8 pens
1 unit ----------> 8 pens / 2 units = 4 pen
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Name: __________________________ Date: ____________________________
Course/Yr/Sec; ___________________ Rating: __________________________
WORKSHEET NO.2
1. Can you adopt the model method in your teaching career someday?
How?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Name: __________________________ Date: ____________________________
WORKSHEET NO.3
Direction: Solve the mathematical problem using model method and

indicate the steps of solving.
1.Janet brought a box of cookies for her friends. If she gives each of them
4 cookies, she will have 4 cookies left. If she gives each of them 5
cookies she will need 5 more cookies. How many cookies are there in the
box?
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Lesson 3
ADVANTAGES and DISADVANTAGES
OF USING BAR DIAGRAM
Objectives:
Objectives:
Atthe
At theend
endofofthe
thelesson,
lesson,the
thestudents
studentsare
areexpected
expectedto:
to:
1.1.show
showthe
theimportance
importanceofofModel
Modelmethod;
method;
22. .share
sharethe
theidea
ideaofofusing
usingModel
Modelmethod;
method;andand
3.3.prepare
preparefor
forthe
thedisadvantages
disadvantagesofofusing
usingbar
bardiagram.
diagram.
Advantages of using bar diagrams:
pictorial representation of abstract relationships

fewer (and less abstract) rules to learn
intuitive, easy to understand by students who have played with
blocks
flexible, applying in many situations
diagrams eventually serve as a lead-in to algebra, giving
students a way to visualize equations contents back next
Disadvantages of using bar diagrams:
pictorial approach may not be intuitive to some students (or

teachers)
may not work in every situation
takes plenty of practice to learn to use well
In bar diagrams, quantities (both known and unknown) are

represented by block-like rectangles. The student imagines moving
these blocks around or cutting them into smaller pieces in order to
find a useful relationship between the known and unknown quantities.
In this way, the abstract puzzle of the word problem becomes a 2-D
visualization puzzle: How can we fit these blocks together? For many
students, this pictorial approach makes the problem much easier to
understand.
In the above problem, we would draw a rectangular bar to represent

all the children. Then we would divide it into two parts, representing
the boys and the girls:
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As problems get more complex, the bar may be split into more
than two parts. Also, the parts may be related to each other in ways
that require a more involved diagram. However complicated the
story, though, you usually begin by drawing a long bar to represent
one whole thing and then dividing it into parts.
Again, the student must learn some basic but important rules:
The Whole Is the Sum of Its Parts

All bar diagrams descend from one very basic diagram showing
the inverse relationship between addition and subtraction: The
whole is the sum of its parts. If you know the value of both parts,
you can add them up to get the whole. If you know the whole total
and one of the parts, you subtract the part you know in order to find
the other part.
In a picture
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Simplify to a Single Unknown Part (called a unit)
You cannot solve for two unknown numbers at once, so you

must use the facts given in your problem and manipulate the blocks
in your drawing until you can connect one unknown unit (or a group
of same-size units) to a number. Once you find that single unknown
unit, all the other quantities in your problem will fall into P
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Name: __________________________ Date: ____________________________
WORKSHEET NO.4
1. Now that you know the disadvantages of using mol method, do you still
want to use it as a method of teaching mathematics? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. When you become a teacher someday, can you balance the advantages
and disadvantages of teaching math?
___________________________________________________________
___________________________________________________________
___________________________________________________________
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CHAPTER II
SOCRATIC METHOD:
Teaching by asking instead by telling
Objectives:
Objectives:
AtAtthe
theend
endofofthe
thechapter,
chapter,the
thestudents
studentsare
areexpected
expected
to:
to:
11. describe Socrates as an educator;
. describe Socrates as an educator;
22. familiarize the student-teacher about the
. familiarize the student-teacher about the
Socratic
Socraticmethod;
method;and
and
33. apply Socratic method in actual teaching.
. apply Socratic method in actual teaching. contents back next
Lesson 4
THE SOCRATIC METHOD
Objectives:
Objectives:
Atthe
At theendendofofthe
thelesson,
lesson,the
thestudents
studentsare
areexpected
expectedto:
to:
11. .define
defineSocratic
SocraticMethod
Methodas asaamethod
methodininteaching;
teaching;
2.2.impart
impartthe
theknowledge
knowledgeabout
aboutSocrates;
Socrates;and
and
33. .appreciate
appreciateteaching
teachingmath
mathusing
usingSocratic
SocraticMethod.
Method.
Socrates as an Educator
Socrates as a Greek thinker and teacher. He was born
in Athens about 470 B.C.and was put to death therein 399. He
was married to Xanthippe, who was such a scold that her name is
now used to mean shrew. For some time Socrates worked as a
stoneman and sculptor. He spent the rest of his life thinking about
philosophy and discussing it with practically everyone he met.
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Socrates did not teach in the regular way. He held no
classes and gave no lectures and wrote no books. He simply asked
questions. What is courage? Why do people do wrong actions?
when got an answer he asked more questions, like a cross-
examination, until very often the other man admitted he could not
give any answer.
Socrates asked his students in order to make people think

about ideas they took for granted. Some man admired this very
much. They become fast friends of Socrates and join his
philosophical discussion for many years. Others thought he was
simply trying to destroy good old ideas about religion and morality
without putting anything in their place. Some of the young man
whom he knew well become traitors to their country and led a
rebellion that overthrew the democratic government. The Athenians
rose against them and killed tem. After democracy had been
restored. Socrates was brought to trial. He was accused of
introducing new goods to Athens and of corrupting young mens
minds.
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Socrates did not take this seriously and would not ask for mercy.
So he was condemned to die by drinking a cup of hemlock. Many
people, then and later, thought the sentence was unjust because it
denied freedom of speech. Others believed that he deserved to
die because his pupils nearly destroyed the Athenian state. His
most famous pupil, Plato, become a great philosopher and made
Socrates the chief character in most of his books.
Socrates and the Socratic Method:

Socrates is known for the Socratic method (elenchus),
Socratic irony, and the pursuit of knowledge. Socrates is famous for
saying that he knows nothing and that the unexamined life is not
worth living. The Socratic method involves asking a series of
questions until a contradiction emerges invalidating the initial
assumption. Socratic irony is the position that the inquisitor takes that
he knows nothing while leading the questioning
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Socratic Method
Definition: Method of teaching pioneered by Socrates, the

great Greek philosopher. The Method was a series of questions, by
which Socrates made the people who answered the questions
understand not only the point he was trying to make but also that they
didn't know as much as they thought they did. An example of the
Socratic Method is below:
A single, consistent definition of the Socratic Method is not
possible due to the diversity with which 'the method' has been used in
history. There are many styles of question oriented dialogue that claim
the name Socratic Method. However, just asking a lot of questions
does not automatically constitute a use of the Socratic Method. Even
in the dialogues of Plato, which are the most significant and detailed
historical references to Socrates, there is not just one Socratic
Method. The exact style and methodology of the Platonic Socrates
changes significantly throughout the dialogues. If there is a 'classic'
Socratic Method, this designation must refer to the style of the
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Socratic Method found primarily in the early dialogues (also called
the Socratic Dialogues) and some other dialogues of Plato. In these
dialogues, Socrates claims to have no knowledge of even the most
fundamental principles, such as justice, holiness, friendship or virtue.
In the Socratic dialogues, Socrates only wants short answers that
address very specific points and refuses to move on to more
advanced or complicated topics until an adequate understanding of
basic principles is achieved. This means that the conversation
is often stuck in the attempt to answer what appears to be an
unanswerable basic question. This image of Socrates'
conversations, with their typical failure to find an answer, is the
most widely recognized portrait of Socrates and his method. In
the dialogues of Plato, the portrayal of Socrates and his
method were diverse and ranged from the portrait of Socrates
in the early dialogues to a richer diversity of conversational
styles and ideas in latter dialogues. This diversity in the
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dialogues was so great that Plato even decided to drop both
Socrates and his method in some of his writing. In a later
Platonic dialogue The Laws, there is still conversation but
Socrates is replaced with the stranger and his method is gone
as well. Socrates and his method are most vividly seen in the
early and middle dialogues.
Two Styles of the Socratic Method

In spite of their differences, both styles of the Socratic Method
have some common aspects. Both can inspire people to increase
their love of good questions. Both can draw people into a more
thoughtful mode of thinking. The Modern Socratic Method can be
used to good effect for leading a person to work out their own
understanding of static knowledge such as mathematics. The Classic
Socratic Method is a profoundly useful tool to facilitate improvements
in critical thinking and to elevate the quality of human discourse
regarding difficult and controversial issues. A contemporary example
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of the Classic Socratic Method is the dialogue,
The Moral Bankruptcy of Faith, where the Classic Socratic Method
is used to demonstrate the necessity of caution when making overly
broad statements about morality. The more difficult, ambiguous or
controversial the issue, the more powerful the usefulness of the
Classic Socratic Method will be in our conversations. This is
because the need to think critically increases with the complexity
and ambiguity of the issue or problem under discussion. Although
some commonly shared level of problem solving and evaluative
ability, which sometimes passes for critical thinking is used in our
daily lives, the full and rich depth of the human capacity to think
critically is much greater than ordinarily realized. Many people's
ability to think with some measure of critical quality serves them fine
in solving some practical problems. If, however, a problem has
complex ethical dimensions or otherwise ambiguous qualities,
the average ability to think critically is often not adequate. This
inadequacy is especially evident when we are required to think
critically about our own cherished beliefs and ideas. Although the
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Classic Socratic Method is superior with regard to its impact on
developing critical thinking, the Modern Socratic Method has a
valuable influence on the development of critical thinking to the
extent that it makes people comfortable questioning their own
ideas. The good news about the Socratic Method is that some of its
most powerful benefits are delivered to people in a way that does
not require great philosophical prowess or teaching skill (Modern
Socratic Method). A cup of open mindedness, a pinch of humble
servility and a passion to explore makes up most of the recipe for
putting the Modern Socratic Method to productive use. However,
the most powerful aspect of the Socratic Method (the classic style)
is very difficult to employ. Both styles of the Socratic Method are
described below.
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The Classic Socratic Method
There are two phases in the Classic Socratic Method. I refer

to the Classic Socratic Method as a Two-Phase Freestyle form of
dialectic. The Modern Socratic Method is often constrained to a pre-
designed set of questions that are known to generate a range of
predictable answers and elicit knowable facts. The Classic Socratic
Method is freestyle because, due to the nature of the questions, it
cannot predict the responses to questions, anticipate the flow of the
conversation or even know if a satisfactory answer is possible. The
main portrait of how Socrates functioned in the classic style is in the
early Dialogues of Plato (and some later dialogues). Plato wrote in
the form of dialogues. In these dialogues Socrates would talk to
people that had a reputation for having some knowledge of, or some
interest in, the subject of the dialogue. In the classic style, Socrates
would ask the primary question of the dialogue in the form of What is
X?. (e.g. What is justice?) The respondents would answer.
Socrates would then ask more questions and the
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respondents answers would end up refuting the definition to the
question "What is X?", which they had originally given. Once the
respondent realized that the definition was not valid she would be
asked again, What is X?. This process would often repeat until the
end of the dialogue. With each new definition the respondent is
subjected to more questions and continues to fail to define X. The
conclusion of the dialogue would be an admission of failure to find a
proper definition of X. Apparently this Socratic questioning had quite
an effect on the respondents.
In the Socratic dialogue called Meno, Socrates is asked by
Meno if he believes that virtue can be taught. Meno was shocked
and could scarcely believe it when Socrates tells him that he not
only does not know if virtue can be taught, but does not understand
the nature of virtue. Furthermore, Socrates tells Meno that he never
knew anyone else who had an understanding of virtue. Menos
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reluctance to believe Socrates never knew anyone who understood
what virtue is was bason his belief that any grown and properly
educated man would have some knowledge of virtue. Meno
believed that he understood the nature of virtue. Meno is then
exposed to Socratic questioning. Plato gives us a description of the
effect this questioning had on Meno when Meno tells Socrates,
O Socrates, I used to be told, before I knew you, that you were

always doubting yourself and making others doubt; and now you are
casting your spells over me, and I am simply getting bewitched and
enchanted, and am at my wits' end. And if I may venture to make a
jest upon you, you seem to me both in your appearance and in your
power over others to be very like the flat torpedo fish, who torpifies
(makes numb) those who come near him and touch him, as you
have now torpified me, I think. For my soul and my tongue are really
torpid, and I do not know how to answer you; and though I have
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been delivered of an infinite variety of speeches about virtue before
now, and to many persons-and very good ones they were, as I
thought. At this moment I cannot even say what virtue is. And I think
that you are very wise in not voyaging and going away from home,
for if you did in other places as do in Athens, you would be cast into
prison as a magician. - from Meno
Meno had been moved from a sense of security over his knowledge
about virtue to the uncomfortable realization that he cannot even say
what virtue is. With Menos words above we see the effect of the
Classic Socratic Method. This effect has two main possibilities.
Either a person will be inspired to better and more vigorous thinking
about a question or they will get discouraged by having their
perspective challenged.
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Name: __________________________ Date: ____________________________
WORKSHEET NO.5
1. Describe Socrates base on what you have been read.

____________________________________________________________
__________________________________________________________
2. Why some people think that questions and answers seemed to bizarre
or tricky instead of logical?
___________________________________________________________
___________________________________________________________
3. Is the Socratic Method guide the students to clear thinking? How?

___________________________________________________________
_________________________________________________________
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Lesson 5
APPLICATION OF SOCRATIC METHOD

Objectives:
Objectives:
Atthe
At theendendofofthe
thelesson,
lesson,the
thestudents
studentsare
areexpected
expectedto:
to:
1.1. determine
determinethetheuse
useofofSocratic
SocraticMethod
Methodininteaching
teaching
Mathematics;
Mathematics;
2.2.prove
provethetheSocratic
SocraticMethod
Methodasasananeffective
effectiveMethod;
Method;
and
and
3.3.apply
applySocratic
SocraticMethod
Methodininteaching.
teaching.
Socratic Teaching
The oldest, and still the most powerful, teaching tactic for
fostering critical thinking is Socratic teaching. In Socratic teaching
we focus on giving students questions, not answers. We model an
inquiring, probing mind by continually probing into the subject with
questions. Fortunately, the abilities we gain by focusing on the
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elements of reasoning in a disciplined and self-assessing way, and
the logical relationships that result from such disciplined thought,
prepare us for Socratic questioning. Thankfully, there is a predictable
set of relationships that hold for all subjects and disciplines. This is
given in the general logic of reasoning, since every subject has been
developed by those who had:
* shared goals and objectives (which defined the subject focus)

* shared questions and problems (whose solution they pursued)
* shared information and data (which they used as an empirical
basis)
* shared modes of interpreting or judging that information
* shared specialized concepts and ideas (which they used to help
them organize their data)
shared key assumptions (that gave them a basis from which to
collectively begin)
a shared point of view (which enabled them to pursue common goals
from a common framework)
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Each of the elements represents a dimension into which
one can delve in questioning a person. We can question goals and
purposes. We can probe into the nature of the question, problem,
or issue that is on the floor. We caninquire into whether or not we
have relevant data and information. We can consider alternative
interpretations of the data and information. We can analyze key
concepts and ideas. We can question assumptions being made.
We can ask students to trace out the implications and
consequences of what they are saying. We can consider
alternative points of view. All of these, and more, are the proper
focus of the Socratic questioner.
As a tactic and approach, Socratic questioning is a highly
disciplined process. The Socratic questioner acts as the logical
equivalent of the inner critical voice which the mind develops when
it develops critical thinking abilities. The contributions from the
members of the class are like so manythoughts in the mind. All of
the thoughts must be dealt with and they must be dealt with
carefully and fairly. By following up all answers with further
questions, and by selecting questions which advance the
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discussion, the Socratic questioner forces the class to think in a
disciplined,intellectually responsible manner, while yet continually
aiding the students by posing facilitating questions.
A Socratic questioner should:
a) keep the discussion focused

b) keep the discussion intellectually responsible
c) stimulate the discussion with probing questions
d) periodically summarize what has and what has not been dealt
with and/or
resolved
e) draw as many students as possible into the discussion.
Here is an example of using Socratic Method in actual teaching.
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I am the subject of the experiment, not you. I want to see
whether I can teach you a whole new kind of arithmetic only by
asking you questions. I won't be allowed to tell you anything about it,
just ask you things. When you think you know an answer, just call it
out. You won't need to raise your hands and wait for me to call on
you; that takes too long." [This took them a while to adapt to. They
kept raising their hands; though after a while they simply called out
the answers while raising their hands.] Here we go.
1) "How many is this?" [I held up ten fingers.]

TEN
2) "Who can write that on the board?" [virtually all hands up; I toss
the chalk to one kid and indicate for her to come up and do it]. She
writes
10
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3) Who can write ten another way? [They hesitate than some hands
go up. I toss the chalk to another kid.]
4) Another way?
5) Another way?
2 x 5 [inspired by the last idea]
6) That's very good, but there are lots of things that equal ten, right?
[student nods agreement], so I'd rather not get into combinations
that equal ten, but just things that represent or sort of mean ten. That
will keep us from having a whole bunch of the same kind of thing.
Anybody else?
TEN
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7) One more?
X [Roman numeral]
8) [I point to the word "ten"]. What is this?
THE WORD TEN
9) What are written words made up of?

LETTERS
10) How many letters are there in the English alphabet?

26
11) How many words can you make out of them?

ZILLIONS
12) [Pointing to the number "10"] What is this way of writing numbers
made up of?
NUMERALS
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13) How many numerals are there?
NINE / TEN
14) Which, nine or ten?

TEN
15) Starting with zero, what are they? [They call out, I write them in
the following way.]
0
1
2
3
4
5
6
7
8
9
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16) How many numbers can you make out of these numerals?
MEGA-ZILLIONS, INFINITE, LOTS
17) How come we have ten numerals? Could it be because we have

10 fingers?
COULD BE
18) What if we were aliens with only two fingers? How many
numerals might we have?
2
19) How many numbers could we write out of 2 numerals?

NOT MANY /
[one kid:] THERE WOULD BE A PROBLEM
20) What problem?

THEY COULDN'T DO THIS [he holds up seven fingers]
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21) [This strikes me as a very quick, intelligent insight I did not
expect so suddenly.] But how can you do fifty five?
[he flashes five fingers for an instant and then flashes
them again]
22) How does someone know that is not ten? [I am not really happy
with my question here but I don't want to get side-tracked by how to
logically try to sign numbers without an established convention. I like
that he sees the problem and has announced it, though he did it with
fingers instead of words, which complicates the issue in a way.
When he ponders my question for a second with a "hmmm", I think
he sees the problem and I move on, saying...]
23) Well, let's see what they could do. Here's the numerals you
wrote down [pointing to the column from 0 to 9] for our ten numerals.
If we only have two numerals and do it like this, what numerals
would we have.
0, 1
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24) Okay, what can we write as we count? [I write as they call out
answers.]
0 ZERO
1 ONE
[silence]
25) Is that it? What do we do on this planet when we run out of
numerals at 9?
WRITE DOWN "ONE, ZERO"
26) Why?
[almost in unison] I DON'T KNOW; THAT'S JUST THE WAY YOU
WRITE "TEN"
27) You have more than one numeral here and you have already
used these numerals; how can you use them again?
WE PUT THE 1 IN A DIFFERENT COLUMN
28) What do you call that column you put it in?
TENS
29) Why do you call it that?
DON'T KNOW
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30) Well, what does this 1 and this 0 mean when written in these
columns?
1 TEN AND NO ONES
31) But why is this a ten? Why is this [pointing] the ten's column?
DON'T KNOW; IT JUST IS!
32) I'll bet there's a reason. What was the first number that needed
a new column for you to be able to write it?
TEN
33) Could that be why it is called the ten's column?! What is the
first number that needs the next column?
100
34) And what column is that?
HUNDREDS
35) After you write 19, what do you have to change to write down
20?
9 to a 0 and 1 to a 2
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36) Meaning then 2 tens and no ones, right, because 2 tens are
___?
TWENTY
37) First number that needs a fourth column?
ONE THOUSAND
38) What column is that?
THOUSANDS
39) Okay, let's go back to our two-fingered aliens arithmetic. We
have
0 zero
1 one.
What would we do to write "two" if we did the same thing we do over
here [tens] to write the next number after you run out of numerals?
START ANOTHER COLUMN
40) What should we call it?

TWO'S COLUMN?
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41) Right! Because the first number we need it for is ___?
TWO
42) So what do we put in the two's column? How many two's are
there in two?
1
43) And how many one's extra?
ZERO
44) So then two looks like this: [pointing to "10"], right?
RIGHT, BUT THAT SURE LOOKS LIKE TEN.
45) No, only to you guys, because you were taught it wrong [grin] --
to the aliens it is two. They learn it that way in pre-school just as you
learn to call one, zero [pointing to "10"] "ten". But it's not really ten,
right? It's two -- if you only had two fingers. How long does it take a
little kid in pre-school to learn to read numbers, especially numbers
with more than one numeral or column?
TAKES A WHILE
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46) Is there anything obvious about calling "one, zero" "ten" or do
you have to be taught to call it "ten" instead of "one, zero"?
HAVE TO BE TAUGHT IT
47) Ok, I'm teaching you different. What is "1, 0" here?
TWO
48) Hard to see it that way, though, right?
RIGHT
49) Try to get used to it; the alien children do. What number comes
next?
THREE
50) How do we write it with our numerals?
We need one "TWO" and a "ONE"
[I write down 11 for them] So we have
0 zero
1 one
10 two
11 three
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51) Uh oh, now we're out of numerals again. How do we get to four?
START A NEW COLUMN!
52) Call it what?
THE FOUR'S COLUMN
53) Call it out to me; what do I write?
ONE, ZERO, ZERO
[I write "100 four" under the other numbers]
54) Next?
ONE, ZERO, ONE
I write "101 five"
55) Now let's add one more to it to get six. But be careful. [I point to
the 1 in the one's column and ask] If we add 1 to 1, we can't write
"2", we can only write zero in this column, so we need to carry ____?
ONE
56) And we get?
ONE, ONE, ZERO
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57) Why is this six? What is it made of? [I point to columns, which I
had been labeling at the top with the word "one", "two", and "four"
as they had called out the names of them.]
a "FOUR" and a "TWO"
58) Which is ____?
SIX
59) Next? Seven?
ONE, ONE, ONE
I write "111 seven"
60) Out of numerals again. Eight?
NEW COLUMN; ONE, ZERO, ZERO, ZERO
I write "1000 eight"
[We do a couple more and I continue to write them one under the
other with the word next to each number, so we have:]
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0 zero
1 one
10 two
11 three
100 four
101 five
110 six
111 seven
1000 eight
1001 nine
1010 ten
61) So now, how many numbers do you think you can write with a
one and a zero?
MEGA-ZILLIONS ALSO/ ALL OF THEM
62) Now, let's look at something. [Point to Roman numeral X that one
kid had written on the board.] Could you easily multiply Roman
numerals? Like MCXVII times LXXV?
NO
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63) Let's see what happens if we try to multiply in alien here. Let's
try two times three and you multiply just like you do in tens [in the
"traditional" American style of writing out multiplication].
10 two
x 11 times three
They call out the "one, zero" for just below the line, and "one, zero,
zero" for just below that and so I write:
10 two
x 11 times three
10
100
110
64) Ok, look on the list of numbers, up here [pointing to the "chart"
where I have written down the numbers in numeral and word form]
what is 110?
SIX
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65) And how much is two times three in real life?
SIX
66) So alien arithmetic works just as well as your arithmetic, huh?
LOOKS LIKE IT
67) Even easier, right, because you just have to multiply or add
zeroes and ones, which is easy, right?
YES!
68) There, now you know how to do it. Of course, until you get used
to reading numbers this way, you need your chart, because it is hard
to read something like "10011001011" in alien, right?
RIGHT
69) So who uses this stuff?
NOBODY/ ALIENS
70) No, I think you guys use this stuff every day. When do you use
it?
NO WE DON'T
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71) Yes you do. Any ideas where?
NO
72) [I walk over to the light switch and, pointing to it, ask:] What is
this?
A SWITCH
73) [I flip it off and on a few times.] How many positions does it
have?
TWO
74) What could you call these positions?
ON AND OFF/ UP AND DOWN
75) If you were going to give them numbers what would you call
them?
ONE AND TWO/
[one student] OH!! ZERO AND ONE!
[other kids then:] OH, YEAH!
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76) You got that right. I am going to end my experiment part
here and just tell you this last part.
Computers and calculators have lots of circuits through
essentially on/off switches, where one way represents 0 and the
other way, 1. Electricity can go through these switches really fast
and flip them on or off, depending on the calculation you are doing.
Then, at the end, it translates the strings of zeroes and ones back
into numbers or letters, so we humans, who can't read long strings
of zeroes and ones very well can know what the answers are.
[at this point one of the kid's in the back yelled out, OH!
NEEEAT!!]
I don't know exactly how these circuits work; so if your teacher

ever gets some electronics engineer to come into talk to you, I want
you to ask him what kind of circuit makes multiplication or
alphabetical order, and so on. And I want you to invite me to sit in on
the class with you.
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Now, I have to tell you guys, I think you were leading me on
about not knowing any of this stuff. You knew it all before we
started, because I didn't tell you anything about this -- which by the
way is called "binary arithmetic", "bi" meaning two like in "bicycle". I
just asked you questions and you knew all the answers. You've
studied this before, haven't you?
NO, WE HAVEN'T. REALLY.
Then how did you do this? You must be amazing. By the
way, some of you may want to try it with other sets of numerals. You
might try three numerals 0, 1, and 2. Or five numerals. Or you might
even try twelve 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ~, and ^ -- see, you have to
make up two new numerals to do twelve, because we are used to
only ten. Then you can check your system by doing multiplication or
addition, etc. Good luck.
After the part about John Glenn, the whole class took only 25
minutes.
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Their teacher told me later that after I left the children talked about
it until it was time to go home.
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Name: __________________________ Date: ____________________________
WORKSHEET NO.6
1. Do you think that the study using Socratic Method is a student-
centered? Why?
__________________________________________________________
__________________________________________________________
2. How important logical thinking is, when it comes to Mathematics?

_________________________________________________________
_________________________________________________________
3. Do you agree that logical questions help the students to developed
thinking skill? How?
__________________________________________________________
________________________________________________________
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Lesson 6
ADVANTAGES AND DISADVANTAGES OF USING SOCRATIC METHOD
Objectives:
Objectives:
Atthe
At theendendofofthe
thelesson,
lesson,the
thestudents
studentsareareexpected
expectedto:to:
11. .know
knowthe
thecapacity
capacityand
andlimitations
limitationsofofSocratic
Socratic
Method;
Method;
22. .show
showthe
thegood
goodbenefits
benefitsofofusing
usingSocratic
SocraticMethod;
Method;
and
and
33. .compare
comparethetheMethod
Methodininother
otherMethod.
Method.
Advantages of using SM
The Socratic Method of teaching has been used by schools and

teachers for many generations. However, it is often more used in
higher education, which comes as a disadvantage to young
students. Young students should be taught by the Socratic Method
because it encourages critical thinking, in-class participation, and
other social skills that students will need to succeed at any level of
education
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The Socratic Method, first developed by Socrates, is an easy-to-
understand principle. It involves discussion; by discussing a certain
topic or book or thought, students can actively engage with their
knowledge instead of simply memorizing or retaining it. Students
can also exchange opinions and ideas, and develop excellent
speaking and communication skills. The Socratic Method can be
used in virtually every subject, although in slightly different ways.
For humanities teachers, the Socratic Method is easy to employ.

English, social science, and philosophy teachers will be able to use
the Socratic Method without even changing their curriculum. For
example, once your English class has finished reading a book,
place the students' desks in a circular shape and begin discussing
the theme, plot, or overall influences of that book. All of the ideas
which are discussed and evaluated can be used later on in
presentations, essays, summaries, etc.
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Science and mathematics-based teachers can also use the Socratic
Method on alternating days with their regular lesson plans. For
example, a calculus teacher may be able to lecture on Mondays,
Wednesdays, and Fridays, and hold Socratic Method seminars on
Tuesdays and Thursdays, in which the students may discuss
theorems and principles of calculus. By presenting a subject like
calculus in two different ways, calculus teachers will be able to really
instill the value of the subject in their students.
Socratic seminars, however, must be "refereed" constantly. If you do

not monitor your students' discussion, they might go off-topic and
begin debating about personal values or opinions that may be
influenced by race or political or religious backgrounds. These
conversations should be avoided or, at the very least, limited. These
discussions usually become very personal, and the discussion can
only go in circles. If you find that your students are in this situation,
change the topic immediately.
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The Socratic Method is a fun yet educational way to teach your
students how to make use of their knowledge. The Socratic Method
also teaches students how to think critically, accept others' opinions
or viewpoints, and apply their knowledge to the real world and to
other forms of knowledge.
Disadvantages of using SM
Assume Everyone Knows Nothing. Whether you are a Science
teacher, English, or even History teacher, you want to be well
researched and versed in your own studies as an educator. This way
you have some knowledge in which to pose questions to your pupils.
If you do not know your own material, then you will not have the
resources to formulate a question. Yet while in class, you should ask
a question without assuming that you know the answer. For
example, Wikipedia uses the phrase- "Courage is endurance of the
soul." At this point there should be opposing viewpoints to "stimulate
thinking and to illuminate ideas"
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Don't Bite the Agreement So Early. Even if a student readily
agrees with the statement you proposed, such as "Courage is
endurance of the soul" should you stop the discussion? No. This
method is used plenty in law schools of America. Students are asked
to review cases and form their own statements about it in their own
words. The same principle should apply in high school and beyond.
At this point you would probably call on someone else and both of
you would begin to "argue". At this juncture, you would probably
answer a question with a question. This is the true form of the
Socratic Method of teaching.
It is Imperative to Know You Can Be Wrong. Using the Socratic

way of conducting class, means that you as the teacher can be
proven wrong by a student, or have some fallacies in your
responses. The rule of the game is to know that no one is better than
anyone. Socrates was called wise by the Oracle and others because
he was wise enough to understand that even he knew nothing
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Name: __________________________ Date: ____________________________
WORKSHEET NO.7
1. How can you manage a lesson if your students are not interested with
the topic?
___________________________________________________________
_________________________________________________________
__________________________________________________________
2. What are the skills that are developed when teaching mathematics
using Socratic Method?
___________________________________________________________
___________________________________________________________
________________________________________________________
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Chapter III
KUMON METHOD
Objectives:
Objectives:
At
Atthe
theend
endofofthe
thechapter,
chapter,the
thestudents
studentsare
areexpected
expectedto:
to:
1.1. determine
determinewhat
whatkumon
kumonmethod
methodis; is;
2.2. distinguish
distinguishwhy
whykumon
kumonmethod
methodexist;
exist;and
and
33 appreciate
appreciatethe
theeffectiveness
effectivenessofofthis
thismethod.
method.
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Lesson 7
KUMON METHOD
Objectives:
Objectives:
Atthe
At theend
endofofthe
thelesson,
lesson,the
thestudents
studentsare
areexpected
expectedto:
to:
understand
understandandandexplain
explainthe
thekumon
kumonmethod;
method;and
and
explain
explainthe
thevision
visionand
andmission
missionofofkumon
kumonmethod.
method.
Kumon method was founded in 1958 by Mr. Toru Kumon , who was a
senior high school math teacher. When he taught his son math, he
found the traditional text book so boring that it hardly arouses any
interest in children. Mr. Toru believes that childrens potential in math
could be totally developed a self-study and independent learning
method supported by a gradual progress which is designed
according to their own abilities.
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Kumon is a unique method of study which aims to give each
and every child skills that lasts a lifetime. Focusing on the vital
subjects of math and English, you can help the children to develop
their learning skills and exceed expectations with the worksheets and
study center-based programs.
At Kumon, you are passionate about the childs development.
Whatever their age and ability, the programs helps the child:
Master math and English skills.

Develop excellent concentration and study habits.
Build lasting confidence and self belief.
Improve their all-around academic achievements.
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Kumons Mission
By discovering the potential of each individual and developing

his/her ability to the maximum, aim to foster sound, capable people
and thus contribute to the global community.
Kumons Vision
World peace through education.

Kumons vision is really quite simple, and yet incredibly
humanistic. The vision of world peace through education will be
realized by the fostering of as many capable individuals as possible.
Such individuals will progress the skills to overcome hardships and
difficulties using their own innate abilities. By doing so, we believe that
we can realize our vision, world peace, for a well-educated community
made up of capable individuals will be a peaceful community.
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Name: __________________________ Date: ____________________________
WORKSHEET NO.8
1. Are you agree that through the use of kumon method they can reach
their mission and vision? Explain.
__________________________________________________________
________________________________________________________
2. What can you say about kumon method?

__________________________________________________________
________________________________________________________
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Lesson 8
STRENGTHS OF KUMON METHOD
Objectives:
Objectives:
Atthe
At theendendofofthe
thelesson,
lesson,the
thestudents
studentsare areexpected
expectedto:
to:
11. .identify
identifyand
andexplain
explainthe
thestrengths
strengthsofofkumon
kumonmethod;
method;
and
and
2.2.appreciate
appreciatethe
theimportance
importanceofofits
itsstrengths.
strengths.
1. Individual Learning
The path of study is tailored according to students abilities.
The Starting Point, daily workload, projection, amount of repetition,
rate of advancement, are all designed with each individual in mind.
No students are alike. Those who exhibit mastery can advance forth;
those who need reinforcement would be assigned with repeated
practice and advance forth only when ready.
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2. Easy Starting Point
You may be surprised at the easy starting point set for
students. The easy starting point is set so that students can begin
their Kumon experience with success, attaining 100% with each set
and staring to build confidence in mathematics. It is also important
for other reasons. Whenever beginning any new ability such as
joggling or swimming, it is always best to take it easy first to ease
into the new routine. In Kumon, starting at an easy level facilitates
the development of concentration skills.
3. Self Learning
Kumon is designed in minute steps. This gives students the
ability to learn by themselves. Each set of work accomplish is a step
towards the next. The worksheets, used in the correct way, will give
the students the ability to solve problems. If learning will bring about
a greater understanding of the questions and mathematical process.
Examples are given when students start something new.
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4.Daily Study
Kumon is a daily program. The students spend only 10-30
minutes a day to do the worksheets. This will instill in them good
study habits and self discipline. Constancy and continuity are great
assets for the future education as well as self development. To skip
days or to allow homework to pile up is to invite problems or trouble.
The students may forget what they have learnt and they would
suffer or be discouraged by the pile of unfinished homework.
5. Repetition
Repetitions are one of the reasons for Kumons success. It
gives students adequate time to consolidate and master each area
covered in the Kumon program. So it is quite normal and natural for
students to be asked to repeat worksheets that have already been
completed. Excellence can always be achieved with adequate
consolidation. With repetition each level will be easier if the previous
level is consolidated.
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6. Standard Completion (STC)
Each set (10 pages back and front) of worksheets has a

specific standard time to be completed. This time has been
thoroughly tested and is well within the competent students reach. It
is not a race with the clock. If the STC is reach with the student
working at a normal face and writing neatly, you will see that these
worksheets have been mastered. If the student cannot complete the
worksheets within SCT then it is better to revise this work. The
student who doesnt reviser will eventually progress at a MUCH
LOWER rate.
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Name: __________________________ Date: ____________________________
WORKSHEET NO.9
1. Enumerate and discuss in your own words the strengths of kumon

method;
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Are the strengths that have mentioned effective? Why?

____________________________________________________________
____________________________________________________________
_________________________________________________________
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Lesson 9
KUMON MATH
Objectives:
Objectives:
Atthe
At theend
endofofthe
thelesson,
lesson,the
thestudents
studentsare
areexpected
expectedto:
to:
1.1.identify
identifythe
thedifference
differencebetween
betweenkumon
kumonmath
mathand
andtutoring;
tutoring;
2.2.know
knowthethedisadvantages
disadvantagesofofkumon
kumonmath
mathand
andhow
howitit
becomedisadvantages;
become disadvantages;and and
3.3.describe
describethe
therole
roleofofthe
theworksheets
worksheetsininkumon.
kumon.
Kumon Math follows the Kumon Method, a series of

graded math worksheets that students work through independently,
to master the basic skills of mathematics.
There are more than twenty graded levels within the Kumon
Maths program starting from toddler to college levels and students
work through them systematically, repeatingly and repeatingly each
contents back next

set as necessary, until they have mastered the skill being
taught in that series of worksheets. Each student is tested at the
start of their program, and begins at a level that is easy for them;
what kumon calls a comfortable starting point. This helps to
increase the students confidence and motivation whist reinforcing
basic skills.
One of the key features of the Kumon Method is that no

calculators are used. As a result students become fast and
accurate at basic arithmetic as more advanced mathematics.
Difference between Kumon Math and Tutoring
Kumon does not offer children individual tutoring. The

majority of the math worksheets are done at home and marked by
parents. Instead new concepts are introduced at the start of a new
worksheet booklet, providing a simple example, and the student
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then begins to attempt questions immediately. The work is graded
and introduced in such small steps that there appears to be a natural
progression. This avoids students becoming discouraged and losing
confidence.
Once or twice a week the students attends a kumon center

where a supervisor checks the completed work and assigns new
worksheets. They also administer any assessment tests that may be
required.
Students have to gain complete mastery of a subject before

they are allowed to more on to the next level. This is judged not only
by the accuracy of their work but by the time in which it is completed.
One of the disadvantages of is that it allows student to

progress at their own pace. Students are not required to study at
their grade level, rather, they progress to the level at which they are
comfortable. Often students may be studying 2- 3 years above their
school grade level.
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Many students of Kumon Math report improving their class positions
as well as greatly increasing their confidence in mathematics.
Disadvantages of Kumon Math
Whilst there is no question that for many children kumon works

at improving their confidence in their own abilities, there are also
disadvantages of the system.
One of these is that many students complain that the worksheets are
boring. Often students are required to repeat worksheets as many as 6 or 8
times. For some students it is hard to maintain their motivation for the
program.
Another disadvantage is the time involved. Kumon study usually
requires around 20 minutes of focused study each day. For some busty
families this proves a large stumbling block to following the program.
Whilst parents are not required to actively teach their children many
centers ask that they mark and correct the workbooks and also that
students times to complete worksheets are recorded.
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Although Kumon covers key elements of mathematics at
the primary school age it does not attempt to cover the whole
curriculum until high school age. This means that for junior school
pupils only 15-20% of the mathematics required is covered. Kumon
focuses on the key skills of addition, subtraction, multiplication, and
division in the early stages.
Another disadvantage is cost. In some countries the
program costs as much as S100 per subject a month. For many
facilities this can be prohibitively expensive.
Alternatives to the Kumon Program
Although the Kumon Program is fairly unique there are

several websites that offer online printable mathematics
worksheets. Many of those websites offer them by school year and
by concept to be learnt. These an provide an alternative for a
dedicated parent.
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Kumon themselves also published a huge range of kumon
worksheets for children to complete at home without actually
following the kumon program. Whilst these are not comprehensive
as the kumon program itself they are substantially cheaper and are a
good substitute foe someone looking for a most effective alternative.
Worksheets
Small steps lead to greater success.
Significant jumps from learning level to learning level are
discourage. This will only cause difficulties for students and impair
learning. The materials used by the kumon method have been
constructed in a manner in which students progress in small steps
through the learning process. At all times, each student is learning at
a level that is just right for him o her. Worksheets are constructed in
such a way that students never encounter problems with which they
are unfamiliar. Sample problems, that include many examples, are
always provided when moving into new areas of learning, assisting
students in learning these materials on their own. As a result,
students can affectively learn by themselves.
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The mathematics program consists of 4,540 worksheets
with 23 levels, from level 7A through Q, with these levels extending
in difficulty directly proportionate to the alphabetical listings, with 7A
being the easiest and Q the most difficult. The worksheets focus on
the development of strong calculation skills and aim to assist
students in advancing by them as directly as possible to high
school mathematics by avoiding all irrelevant concepts. This is the
prime feature of the kumon worksheets.
Kumon consistently checks to assume that no problem
areas exist within the materials that would cause hindrances to the
students. All worksheets are reviewed routinely, and continuous
revisions are made based upon feedback from students and
instructors. In every way, this is a learning method that continually
places the students at the core of the learning process.
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Name: __________________________ Date: ____________________________
WORKSHEET NO.10
1. As a future teacher, could you recommend this method to use in

teaching mathematics? Why?
____________________________________________________________
____________________________________________________________
_________________________________________________________
2. What can you say about the use of worksheets in this method?
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Chapter IV
TEACHING METHODS THAT CAN BE USED IN
TEACHING MATHEMATICS
Objectives:
Objectives:
At
Atthe
theend
endofofthe
thechapter,
chapter,the
thestudents
studentsare
are
expected
expectedto:to:
1.1. determine
determinewhat
whatteaching
teachingmethods
methodsarearecan
canbe
be
used
usedininteaching
teachingmathematics;
mathematics;andand
2.2. demonstrate
demonstrateandandexplain
explainhow
howtotoapply
applyteaching
teaching
methods presented.
methods presented. contents back next
Lesson 10
LECTURE METHOD
Objectives:
Objectives:
Atthe
At theend
endofofthe
thelesson,
lesson,the
thestudents
studentsare
areexpected
expectedto:
to:
1.1. discusshow
discuss howtotoprepare
preparelecture
lecturefor
forteaching;
teaching;
2.2. describehow
describe howtotouse
uselecture
lecturemethod;
method;and
and
3.3. understand
understandwhen
whentotouse
uselecture
lecturemethod.
method.
Other Factors. Teacher personality weighs a great deal in

the effectiveness of the lecture. A good voice, good pronunciation
and enunciation, proper facial expressions, gestures and manners
of lecturing should be taken into great consideration. The style of
delivery and the manner of lecturing should be appropriate to the
subject matter and comfortable for the teacher. The teacher should
talk in a poised, animated, conversational style and smile in the
right places. He should look at students and talk to them directly.
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I the lecture, the teacher has a great responsibility to guide the
thinking of the students and so he must make himself intelligible to
them. Unlike other methods where motivations can come from
subsequent activities, in the lecture, student interest depends largely
on the teacher.
Getting the attention is another factor the teacher must
master. Various aids may be utilized to master this problem, they are:
introducing visual aids, varying the pause and tempo of his
presentation, changing his voice, by using novelty, surprise and
illustrations. Getting and holding attention also depends upon
elimination of distractions.
Comprehension by the class is the measure of success of
the lecture to insure comprehension, two approaches may be used.
The first is to have repetition or
approach from another angle of thought. The second is to remove the
causes of difficulty by using verbal and concrete illustrations.
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Advantages of the Lecture Method
Gives the teacher the chance to expose students to all kinds of
material.
Allows the teacher to precisely determine the aims, content,
organization, pace and direction of a presentation.
Can be used to amuse interest in a subject.
Can complete and clarify text material.
Complements certain individual learning preferences.
Facilitates large-class communication.
Disadvantages of the Lecture Method
Places student in a passive rather than an active role, which
hinders learning.
Encourages one-way communication; therefore, the learner must
make a conscious problems and student understanding of content
without verbal feedback.
Requires a considerable amount of unguided student in time
outside of the classroom to enable understanding and long term
retention of content.
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Preparing the Teaching Lecture
1. Planning: The following four steps are followed in the planning

phase of preparation:
Establishing the objective and desired outcomes;
Researching the subject;
Organizing the material; and
Planning productive classroom activities.
In all stages of preparing for the teaching lecture, the
teacher should support any point to be covered with meaningful
examples, comparisms, statistics or testimony. While developing the
lesson, the teacher also should strongly consider the use of
examples and personal experiences related to the subject of the
lesson.
2. Rehearsing: After completing the preliminary planning and writing

of the lesson plan, the teacher should rehearse the lecture to build
self-confidence. It helps to smooth out the use notes, visual aids
and other instructional devices.
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Delivering a Lecture
1. Suitable Language: In the teaching lecture, simple rather than

complex words should be used whenever possible. The teacher
should not we substandard English. If the subject matter includes
technical terms, the teacher should clearly define each one so that
no student is in doubt its meaning. Whenever possible, the teacher
should use specific rather than general words.
2. Tone and Pace: Another way the teacher can add life to the
lecture is to vary his or her tone of voice and pace of speaking. In
addition, using sentences of different length also helps. To ensure
clarity and variety, the teacher should normally use sentences of
short and medium length.
3. Use of Notes: For a teacher notes are a must because they

help keep the lecture on track. The teacher should use them
modestly and should make no effort to hide them from the students.
Notes may be written legibly or typed and they should be placed
where they can be consulted easily.
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Strengths
The lecture may serve as a very effective means of amusing

appreciation. A work of art, a musical composition or a literary
selection may be better appreciated if preceded by a lecture that
explains its meaning and the circumstance of its creation. The
lecture may also serve to motivate a study; for instance, the life of
Edison: by telling the historical or biographical background, the
teacher may put the class in the right emotional tone.
New topics may be introduced by a lecture. The teacher
usually gives a short lecture at the beginning of a unit, problem or a
contract.
The lecture trains students to listen, they listen to radio, they
listen to the TV and at the movies. They have to listen to many
situations in life. Life includes relating incidents, telling stories,
explanations, etc. which are forms of the lecture.
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Weaknesses
The greatest objection is that it violates the principle of

learning by doing. This is the reason it is not often used in the
elementary and high school. Moreover, it fosters a passive attitude in
the class. Where students are immature, a sustained lecture will be
just a waste of time. It will be a waste of time if what is lectured can be
founded in the text, or if the material is available to the student, or if
the teacher lectures on what he assigned. The lecture may not hold
the attention of the class for various reasons, such as: (1) the teacher
may not know the techniques of lecturing; (2) the teacher may over-
use the lecture; (3) the listeners may be too young. The lecture may
also be ineffective as a method because (1) the students may not be
able to distinguish the important from the not-so-important points; (3)
students may not know how to analyze and summarize.
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Other disadvantages that may be mentioned are: students
lack the opportunity to study in advance. The learner becomes a
mere recipient instead of a thinker. Merely telling facts does not
guarantee that these will be thought about, learned and used. The
material may not be remembered or applied. There is lack of
opportunity of discussion and expression. During the lecture, there is
no way of finding out whether the class is getting the right ideas or
the wrong ones.
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Name: __________________________ Date: ____________________________
WORKSHEET NO.11
1. How important in this method the ability of a teacher to communicate

effectively?
__________________________________________________________
__________________________________________________________
2. Most of the teachers use this method in teaching, is it because of its
effectiveness?
__________________________________________________________
__________________________________________________________
3. Do you think this method is effective in teaching mathematics? Explain
your answer.
__________________________________________________________
________________________________________________________
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Lesson 11
DEDUCTIVE METHOD
Objectives:
Objectives:
Atthe
At theend
endofofthe
thelesson,
lesson,the
thestudents
studentsare
areexpected
expectedto:
to:
1.1.discuss
discussthe
thestrengths
strengthsand
andweaknesses
weaknessesofofdeductive
deductivemethod;.
method;.
2.2.describe
describethe
thedeductive
deductivemethod;
method;and
and
3.3.enumerate
enumerateand andexplain
explainthe
thesteps
stepsofofdeductive
deductivemethod.
method.
Deduction is the process of solving a problem by applying

to the problem or difficulty a generalization already formed. It is the
process of thought starting from general going to particular. The
deductive procedure starts with a rule that is applied to specific
cases for the purpose of testing its validity, illustrating or further
developing it, or solving the problem to which it applies.
The Deductive Methods is used for the following purposes:
to teach students to delay judgment until truth is proven and not to
judge even in the face of seeming certainly: to master difficulties by
utilizing truth established by others and: to remedy or overcome the
tendency to jump to conclusions at once.
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Deduction may be anticipatory deduction which forecast
details that will be found in a particular situation, or explanatory
deduction which connects facts at hand with principles that interpret
them. This type is often used in the classroom when the teacher
asks for the principle that explains this or that phenomenon. Most
textbooks teaching makes use of this method too. The principle or
explain it. From experience, this method works well with
comparatively slow moving groups of students.
Steps of the Deductive Method
Statement of the Problem. The problem should be
motivating and should arouse a desire to solve it. As much as
possible, it should be related to a life situation, should be real, vital
and within the ability and maturity of the student.
Generalization. Too or more generalizations may be
recalled. One of these will be the solution to the problem.
Inference. This is choosing from among the generalizations
the one that will fit the problem.
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Verification. This is trying out and securing the successful
generalization. It is determining the validity of the inference by
consulting accepted authorities such as the teacher, the textbook,
the encyclopedia, or other resource persons.
Merits of Deductive Methods

Deduction Method is short time-saving. It takes little time to solve
the problem by predetermined formulae.
In the Deductive Method, the teachers work is very much
simplified. He/she simply gives a rule and asks the pupils to verify it
by application to several concrete examples. For example, students
are told that the area of rectangle=LengthxBreath. Then a few sums
are solved before the students. The students apply these formulae to
solve these problems and they memorize it for future use.
This method is very useful for small children because will small
children we generally use story or telling method.
This method glorifies memory, as the students have to memorize a
considerable number of formulae and definitions.
This method is adequate and advantages during practice and
revision stage.
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Strengths
It makes the students think logically and scientifically.
What is learned is retained longer and is better understood.
The students are trained in problem solving and are able to solve
similar problems later.
Students go through a method of work both intellectually
challenging and psychologically right.
Weaknesses
It does not fit all subject matter areas.
It requires more time and is mentally taxing for slow learners.
Lack of available resources for the proper performance of activities
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Name: __________________________ Date: ____________________________
WORKSHEET NO.12
1. What can you say about deductive method?

___________________________________________________________
_________________________________________________________
__________________________________________________________
2. If you will use this method, how will you apply it?
__________________________________________________________
__________________________________________________________
__________________________________________________________
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Lesson 12
INDUCTIVE METHOD
Objectives:
Objectives:
Atthe
At theendendofofthe
thelesson
lessonthe
thestudents
studentsare
areexpected
expectedto: to:
11. .differentiate
differentiatedeductive
deductiveand
andinductive
inductivemethod;
method;and
and
22. .enumerate
enumerateand andexplain
explainthe
thesteps
stepsofofinductive
inductive
method.
method.
The Inductive Method is a method of solving a problem from the

particular to the general. Through the inductive procedure, one way
arrive at a fact, a principle, truth, or generalized. A lesson that
utilizes the inductive method usually calls attention to distinct but
related details that lead to the information of a conclusion, a
definition, a rule, a principle, or a formula. The inductive method
helps students discover important rules or truths for themselves
through careful observation of among specific examples that will
support the generalization, it makes meanings, explanations, and
relationship of ideas clean to students and enable them to carry
investigations for themselves independent of the teacher, through
the master of the inductive procedure. contents back next
Example 1: Ask pupils to draw a number of triangles. Ask them to
measure the three angles of each triangle and find their
sum. They will find that the sum of the three angles of all
triangles is 180:
Example 2: Ask pupils to find the sum of two odd numbers like
3+5=8, 5+7=12, 9+11=20, etc. they will find that the sum
of
two odd numbers is an even number.
Steps of the Inductive Method
1. Preparation this step contain the:

a. Appreciation
b. Motivation; and
c. Statement of the aim.
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The perceptive basis may be review of old facts or lessons that
may establish the proper mind set before the new lesson is
introduced. The motivation sets the goal to achieve and gives
direction to the activities to be accomplished. It is also in the
motivation that interest is aroused. The statement of the aim is simply
making the goal clear to the class, which may be in the form of a
problem.
2. Presentation specific cases or instances are presented to

the class. There should be enough cases from which to draw a
generalization. It is better to have more rather than too few cases.
Otherwise, students may get into the habit of drawing conclusions
from very few instances.
3. Comparison and Abstraction it is in this step that the

common element among the specific cases is delivered. Each case
should be gone over as this is the step that prepares the student to
state the generalization. Teachers sometimes hurry through this part,
thinking that the students minds are as quick as theirs and have
already perceived the common element.
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4. Generalization the common fact deduced from the specific
instances is stated as a generalization, a rule, a definition,
principle, or formula. The students ability to state the rule by
themselves is the test of the success of the lesson. The success of
the inductive method depends on clear organization of the lesson
for which the teacher is responsible.
5. Application this step test the student understands of the rule or
generalization just developed. He should be able to apply it to other
problems or exercises, if he understood it. For further mastery of
the rule, it is also necessary to apply it.
Merits of Inductive Method
This method is psychological. The student feels interested in

experiments, experiences and discoveries.
This method fosters independence and self-confidence in the pupil
which proves very useful in later life.
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In this method, children discover the solution themselves. Hence it
develops and encourages initiative and creative thinking.
All that is learn using inductive method is remembered easily as it is
self-acquired.
In this method, the pupils observe and analyze particular objects of
similar and different nature and try to arrive at general truth.
Inductive method takes into consideration all the maxims of good
teaching. The process of induction calls for perception, reasoning,
judgments and generalization.
Strengths
It makes the students think logically and scientifically.

What is learned is retained longer and is better understood.
The students are trained in problem solving and are able to solve
similar problems later.
Students go through a method of work both intellectually
challenging and psychologically right.
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Weaknesses
It does not fit all subject matter areas.
It requires more time and is mentally taxing for slow learners.
Lack of available resources for the proper performance of
activities.
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Name: __________________________ Date: ____________________________
WORKSHEET NO.13
1. If youre going to use the inductive method in teaching, what conditions

must be present to ensure it work?
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. If you are going to choose a method, will it be deductive or inductive?

Why?
__________________________________________________________
__________________________________________________________
_______________________________________________________
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Lesson 13
PROJECT METHOD
Objectives:
Objectives:
At the end of the lesson, the students are expected to:
At the end of the lesson, the students are expected to:
1.1.understand
understandand
andexplain
explainthe
theproject
projectmethod;
method;and
and
2. enumerate the guidelines of this method for effective use.

2. enumerate the guidelines of this method for effective use.
This methods aims to bring practically designed experience into

the classroom. Often conducted over a period of three to six
months, the projects give students an opportunity to work in a team
environment and apply theory learned in the classroom. There are
some parts of the curriculum in which children are necessarily
dependent on the teacher and others in which children can work
more independently.
Project work is more likely to continue the more informal
part of the program, the part where they have greater autonomy in
the development of their work than when involved in teacher
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Project work can be seen as providing complementary learning
opportunity to children in which they not only used to know how to
use a skill but also when to use it. They need to learn to recognize
for themselves the contexts in which the skill might be useful and the
purposes which it can most appropriately serve.
In project work they apply those skills in meaningful contexts.
The project work can be seen as the part of the curriculum which is
planned in negotiation with the children and which supports and
extends the more formal and teacher directed instructional elements.
Scope and Strategies
This method is appropriate for any level, but is often

employed for senior levels of education. Using projects usually
requires a lot of preparation by the teacher. Some tips in this regard
are as follows:
Realize that the product of the project is not as important as the
processes.
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It is not important that the students determine an optional design.
What is important, however, is that they experience the design
process.
It is important that the scope of the project is reasonable; care must
be taken to ensure that the scope of the project is reasonable; care
must be taken to ensure that the students are not overload.
When possible, divide the project into section and set dates for the
submission of each section.
Assign project to teams of two or three students to allow in-depth
efforts and to promote instruction among the students.
Advantages
1. It is a teaching strategy that emphasizes learning by doing.
2. Constructing project develops the students manipulative skill.
3. The planned design of the project tests the students originality in
choosing the materials to be used. They become resourceful and
innovative.
4. It can be employed among students who are weak in oral
communications. The finished product can serve as evidence of
leaning achieved.
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5. The completed project adds to ones feeling of accomplishment
and satisfaction, thus motivating students to continue constructing
new projects in school and at home.
6. It instills the values of initiative industry and creativity.
7. Workings on a project in groups develop the spirit of cooperation
and sharing of ideas.
8. In addition to learning a concept, student becomes productive and
enterprising.
Guidelines for the Effective Use

1. Assign the project to a student who is capable and interested.
2. The student must be clean about the objectives of the project
including the criteria that finished product.
3. The design of the project must be carefully checked before the
student starts.
4. The materials must be carefully selected as to suitability and
durability to avoid wastage.
5. There should be minimal supervision as soon as the construction
is going on.
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Mathematics Project Ideas for High School
Here is a selection of ideas for projects:
1. How is a Cricket Tournament Schedule worked out? How would you do
such a schedule bearing in mind distances between locations of games, home
team advantage, etc? Could you devise a good schedule for one of your local
competitions?
2. How do major hospitals schedule the use of operating theatres? Are they
doing it the best way possible so that the minimum number of operations is
done each day?
3. Build a physical model to prove the Pythagorean Theorem.
4. Find as many triangles as you can with integer sides and a simple linear
relation between the triangles. What about the special case when the triangle
is right-angled?
5. Build a true scale model of the solar system.
6. Investigate the theory of pi and find the ways in which it can be
approximated.
7. Construct a kaleidoscope. Investigate its history and the mathematics of
symmetry.
8. Explore the history and use of the abacus.
9. Investigate card tricks and other magic based in mathematics.
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Name: __________________________ Date: ____________________________
WORKSHEET NO.14
1. Think a project in mathematics for high school?

_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Is it effective to use often times? Why?

_________________________________________________________
_________________________________________________________
______________________________________________________
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References
Books
Corpuz, Brenda, B. Salandanan, Gloria, G. Principles of Teaching
1. Quezon, City: Lorimar Publishing, inc. 2007
Ferer, Lourdes, M. Teaching Mathematics in the Elementary
Grades.
Hidalgo, Fe, S. Tips on How to Teach Effectively, Quezon City:
REX PRINTING COMPANY, Inc.
Highet, Gilbert. The New Book of Knowledge. Scholastic Library
Publishing, Inc. 2007
Salandanan, Gloria, G. Methods of Teaching. Lorimar
Publishing Co. Inc. 2006
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Zulieta, Francisco, M. Principles and methods of Teaching.
2006
URL
http:www.google.com.ph/#hl=tl&source=hp&q=singapore+model+
method&btnG=Hanapin+sa+Google&meta=&aq=f&oq=sin
gapore+model+method&fp=4eca90d4b93771a9 11-09-09
http://www.singaporemath.com/Mathemtics s/1.htm 11-09-09
http:/www.sleplessinkl.com/2009/04/24/relearning-maths-using-
the-singapore-model-method 11-09-09
http:/www.singaporemath.com/Mathematics s/1.htm 11-28-09
http:/www.teach-kids-math-by-model-method.com/ 11-28-09
http:www/singaporemath.com/The Singapore Model Method for
learning Mathematics p/smmlm.htm 12-26-09
http:/search.yahoo.com/search?
p=singapore+model+method&togg
le=1&cop=mss&ei=UTF-8&fr=yfp-t-701 10-25-09
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http:www.google.com.ph/#hl=tl&source=hp&q=singapore+model+met
hod&meta=&aq+0&oq=singapore+mode+method+me&fp=ffec
8c89bd59b524 09-18-09
http:/home.sandiego.edu/~pmyers/singapore/kaur method of-
model.pdf 11-15-09
Images
001.http:/images.search.yahoo.com/search?p=singapore+model+met
hod&toggle=1&cop=mss&ei=UTF-8&fr=yfp-t-701 10-25-09
002.http:/images.search.yahoo.com/search/images?p=mathematics+l
ogoo&ni=20&ei=utf8&fr=ytp-t-701&fr2=sq
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Genalyn R. Obias graduated her tertiary at
Laguna State Polytechnic University (Siniloan,
Laguna) in the course Bachelor of Secondary
Education (Mathematics as her specialization) in
2012. She had finished her secondary at Balian
National High School (Balian, Pangil,Laguna) in
2008. And had finished her elementary at
Cornelio Celis Dalena Elementary School (Pakil,
Laguna) in 2004.
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Marian Angeli A. Palma graduated her tertiary at
Laguna State Polytechnic University (Siniloan,
Laguna) in the course Bachelor of Secondary
Education (Mathematics as her specialization)
in 2012. She had finished her secondary at
Balian National High School (Balian,
Pangil,Laguna) in 2008. And had finished her
elementary at Pangil Central Elementary (Pangil,
Laguna) in 2004.
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Methods of Teaching

A premier university at CALABARZON

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The university shall primarily provide

In pursuit of the college vision/mission

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1. to serve as positive and role model in the pursuit

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MARIAN ANGELI A. PALMA

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Dr. Corazon N. San Agustin, trained them and

Their parents, for understanding and motivation to

The people that is important to them, they want to

Most especially, they want to thank GOD who give

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1. learn more about some methods in order to undertake

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Chapter I Teach Kids Math with Model Method

Chapter II Teaching Mathematics Using Socratic Method

Chapter III Teaching Mathematics Using Kumon Method

Chapter IV Teaching Method that can be Use in Teaching Mathematics

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THE MODEL METHOD

Origin of model method

Singapore model math is a pedagogical strategy that was

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Students in Singapore (and probably everywhere else) typically find

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The model approach requires kids to draw rectangular boxes to represent

This technique of model building is a visual way of picturing a situation.

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Course/Yr/Sec; __________________ Rating: __________________________

1. Is the model method of the Singapore also applicable in teaching

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The Part-Whole Concept

To illustrate the part-whole concept, take a look at the following

When they are comfortable with adding concrete objects, we can

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Eventually, the equation can be visualized as a whole made up of 2

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The Comparison Concept is one of the three main concepts in

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To find the difference given two unequal quantities, just subtract

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The Change Concept is one of the three main concepts in the

We can first give the child concrete objects, like 3 marbles

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Eventually, the equation can be visualized as an original value

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Course/Yr/Sec; Rating: ________

Course/Yr/Sec; _ Rating: ________

Course/Yr/Sec; _ Rating: ________

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