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Problem

Solving
Maps
MARILYN C. RESURRECCION
Tugatog Elementary School

I. Personal Information

Name:
MARILYN C. RESURRECCION
Date of Birth: DECEMBER 7, 1964
Place of Birth: CALAPAN CITY, Or. Mindoro
Address:
116 Sampaguita St., Paliwas, Obando, Bulacan
Contact Number: +632-9192131361
E-mail address: mc_resurreccion7@yahoo.com
Civil Status: Married
Nationality: Filipino
Spouse Name: NOEL S. RESURRECCION
Name of Child: NEAL IVAN C. RESURRECCION

II. Educational Background


Elementary: ADRIATICO MEMORIAL SCHOOL
1971 - 1977
Secondary: OR. MINDORO HIGH SCHOOL
1977 - 1981
Tertiary: DIVINE WORD COLLEGE OF CALAPAN
1981 1985
(Bachelor of Commerce Accounting Major)
La Salle University (GAUF) 21 Special Units in Education
Graduate Studies: BULACAN STATE UNIVERSITY
Master of Arts in Education 18 units in Mathematics
Master of Arts in Education Major in Educational Management
(Complete Academic Requirements with Compre)

1999 - 2000
2000 - 2002

Using Math To
Improve Critical
Thinking Skills.

A Proposed
Solution

An Ideal Math Learning


Process Would:
Be effective
Teach students tools that are
transferable from one topic to another
Allow teachers to teach a variety of
topics
Be easily incorporated into the existing
curriculum
Not require an enormous amount of
training

The ABC Model


Information must be broken down to make
it easier to absorb
But at the same time it has to be connected
to make sense as a big picture
So Analyze

Breakdown

Connect

The guiding principle is to present the thinking


skills as a set of connected chunks of information

Thinking Skills

Problem
Solving
Maps

ABC Model

Example
Conclusion Graph

Suggested Procedure To Use The


Example- Conclusion Graph in Class
1. Begin by covering the basic terminology related to the math topic
2. Ask students to get in groups not greater than 5
3. Provide Example-Conclusion graphs with their corresponding
examples (on the board, posters or whiteboards)
4. Explain examples to students and ask them to work in groups to
figure out the pattern (Ask what is the same and what is not)
5. Provide students 5 to 10 minutes to discuss
6. Invite students to the board to place their thoughts, their conclusion,
and example
7. LEAD the discussion to the right conclusion. Do not provide the
answer unless it is obvious that they are not getting it.
8. Formalize the rule (e.g. write the theorem; provide the generic
formula, etc.)

Reflection
The use of this tool inside the classroom
amazed me because my students enjoy the activity
so much. They worked collaboratively in the group. It
is very easy now handling Grade 3 for the first time.
Conclusion graph is very effective strategy for
students who are fond of discoveries, they are active
in class discussion they can easily express their
thoughts.
Example Conclusion Graph
marilynresurreccion Feb 7, 2014

very informative ... thank you sir... this could help us on how to have an easy presentation for our
students, It can help us how to have a group activities in a well healthy environment because all members in the
group can cooperate if they are a group of 4 or 5. They can easily understand the lesson.

Example-Conclusion
Graph

Finding the
Area of a
Square

15 cm

5m

5m

Area = 15cm X 15CM


= 225 m2

15 cm

Area= 5m X 5m
=25m2

8 dm

To find the area of a


square, you multiply
side by side.
The Formula is:
A = S x S or S2

Give your own example by


groups

Area= 8m X 8m
=64 m2

8dm

EXAMPLE CONCLUSION
GRAPH
Marilyn C. Resurreccion
Team 1

Application On
Conclusion- Graph

LEADERS explained their


group work impressively.
Good Job!

They enjoyed their


work. Great!

They enjoyed
their work. Great!

Math Wizards
Group worked
cooperatively
with their
conclusion
graph.

The group drew


impressively.

Angelo explained
their work.

The
Mathematician
Group did
great work.

Multi-Rule
Branch

Purpose of the Multi-Rule Branch


The main teaching objective is for students to provide
the steps to solve a problem along with the logic (using
math rules) supporting each step.

Building a Multi Rule Branch


1.Write a list of new rules needed to solve a problem
(not more than 5)
2.Start with an appropriate problem.
3.Write in the cloud, the rule needed to move the problem
forward
4. Do the step
5. Continue 2-4 until the problem is completed

Using the MultiRule Branch


inside the Classroom
Provide access to the rules related to the topic
Prepare problems where you:
Provide the steps and ask for the rules
Provide some steps and some rules
Provide the rules and ask for the steps
Provide the initial problems and ask for everything
Provide an example with mistakes and ask students
to find them
Use the Branch to diagnose where students are having
difficulties

Reflection
This TOOL is applicable to a more
complicated topic. It is a less talk approach
And the pupils easily understand the lesson
step by step. It also developed critical thinking,
they can state the rules by their own through
their own examples.

Example of
Multi-rule Branch

MARILYN C. RESURRECCION
Public School Teacher
February 18, 2014

The square garden plot


measures 2 m in one side.
What is the area of the
garden plot?

Area of the square garden


Look for the
Given facts.

2m = length of sides
Formula to
be used.

A= S x S or S2
Multiplication
Property

A = 2m x 2m
Answer

A = 4m2

M
U
L
T
I
R
U
L
E
B
R
A
N
C
H

MARILYN C. RESURRECCION
Public School Teacher
February 18, 2014

R
A
T
I
O

12 : 6 = 10 : X
Property of
Multiplication

&
P
R
O
P
O
R
T
I
O
N

( 6 ) (10 ) = 12 X
Property of Division

X = 60
12

X = 5

Answer

M
U
L
T
I
R
U
L
E
B
R
A
N
C
H

Application on
Multi-rule Branch

Pupils were busy doing


their individual work on
Multi-rule Branch.

Math-Breaker

Building a Math-Breaker
Do the problem as you normally would teach it
For each step, write a brief explanation (make the
invisible visible)
Write the steps and instructions in individual boxes
Draw arrows to indicate precedence

Using the Math-Breaker in the Classroom


Provide the Math-Breaker as an intermediate step towards
mastering the process
Provide portions of the Math-Breaker and ask the students to
complete it
Provide the steps and ask students to sequence them
Ask students to do the Math-Breaker by themselves

Example of
Math -Breaker

Marilyn C. Resurreccion
Grade 3 Teacher
Tugatog Elem. School
Group 1 MATH Breaker

A rectangular garden has a length of 5 m


and a width of 2 m. Find the area of
the garden.

Find the area of the


garden.
What is the length
of the garden?

What is the width of


garden?

Multiply the length and the width.


Area= l x w

Write the complete answer.

Application on
Math-Breaker

Implementing PSM in the


classroom
marilynresurreccion Feb 3, 2014

1. Know the subject matter.


2. Look for the necessary references.
3. Make a plan on how to implement / impart learning (know
the different individual of your class)
4. Prepare for the necessary devices...instructional aids ( ask
the expert)
5. Prepare yourself as facilitator of learning...
6. ENJOY dealing with your students and be ready for their
queries/questions. God Bless!
norlita_nato_santos Feb 22, 2014

Perfect learning interaction!!!


leisan74 Feb 27, 2014

It's a great pleasure learning with you Dr. Sirias. I would like to assure you that whatever
knowledge we gain in this training will be imparted to our pupils. Thank you very much and
hope to see you in the future.

At Malinta National High School, during the demonstration


of Mr. Rick de Leon.

The On-line Math Teachers (TOCFE) at Malinta National High


School- Lesson Demonstration of Mr. Rick De Leon

During the post-conference and sharing of experiences with Dr. Jeni Corpus

Maam Jeni Corpus and Sir Danilo Sirias

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