Instructional Planning Models

• There are many instructional planning models that mathematics educators have
constructed, but the most widely used in the Philippines are the ADIDAS.

Planning for Instruction

• A-ctivity

• D-iscussion
• I-nput

• D-eepening

• A-ctivity
• S-ummary

Activity

• The lesson begins with an activity that will later facilitate a meaningful discussion about
the topic of the session. In other words, the activity introduces the topic to the students.
This activity must be motivating and engaging to catch the attention of the students.
Discussion

• The lesson proceeds with the processing of the activity. In this part the students, as
facilitated by the teacher, talks about their experiences during the activity. Here, the
questioning skills of the teacher is important because he/she must be able to direct the
discussion toward the targeted lesson.

Input

• In a traditional classroom, the input is where the teacher lectures. However, in a

constructivist classroom, this is the part where the students would share the concept
that they learned based on the activity and the discussion. Nevertheless, no matter
which learning theory is applied in the lesson, this is the part where the concepts are
clearly established.

Deepening

• Here the teacher asks questions that will engage the students to critical and creative
thinking. Nonroutine mathematical problems or real-life word problems may be given.
The purpose is to give students the opportunity to deepen their understanding of the
concepts that they have just learned.

Activity

• In mathematics, this is the part where the students verify what they have just learned
by solving mathematical problems. Depending on the need, the students may be
engaged in guided practice and/or individual practice. Sometimes, the teacher facilitates
games in this part of the lesson.
Synthesis

• The last part of the ADIDAS model. Here the students are given the opportunity to
express what they have learned by verbally giving a summary of what transpired in class
and what they have learned. The students may also be given a short assessment to give
the teacher feedback on what they have learned.
Instructional Planning Model (Five E’s)

1. Engage

• This part activates the students’ prior knowledge and engages them into new concepts
by doing short activities. The aim of this part is to arouse the students’ curiosity
2. Explore
• In this part, the students are exposed to different experiences that will facilitate the
discovery of new concepts. Explore may involve observation exercises, simulations, or
manipulations of instructional materials. The goal here is for the students to discover
something new.
3. Explain
• Here the students explain what they have experienced in Explore. The role of the
teacher is to facilitate the discussion that should lead to students seeing patterns that
will help them to describe the new concept in their own words.
4. Elaborate
• The Elaborate part of the lesson allows students to expand their understanding of the
concept by applying the concept that they have learned in solving mathematical
problems.
5. Evaluate
• The last part of the Five Es model, Evaluate, let the teacher and the students evaluate
their learning. Though giving short exercises are usually the mode of evaluation, the
teacher can be creative by implementing other evaluation activities.

INSTRUCTIONAL STRATEGIES FOR MATH IN THE PRIMARY GRADES

PROBLEM SOLVING

Objective

• Plan a lesson that uses problem-solving strategy.

Introduction

• Not all word problems promote problem-solving. In this lesson, you will learn the
characteristics of a good word problem, when it is best to give a word problem, and how
to process students’ varied solutions
Think

• The problem-solving strategy involves students being challenged to collaboratively solve

real-world math problems which they have not yet previously encountered. It is
student-centered and promotes critical and creative thinking skills, problem solving
abilities, and communication skills. The integral part of this strategy is the time given to
the students to struggle with the problem and its beauty is in the varied solutions that
the students would produce.
There are 3 Main Elements of Problem Solving

1. The word problem

2. The time given for the students to struggle with the problem.
3. The Mathematical discourse that happens during the struggle and during the

The word problem

• In many Filipino classrooms, word problems are given at the end of the lesson and
students are expected to answer them by applying the concept of skills that had just
been taught to them. In most cases, the teacher first demonstrates how to solve a
problem and then the students would independently answer a similarly-structured
problem.
• In this practice, the students are not doing problem solving- they already know how to
solve the problem. They know that the just-taught lesson is the key to solve the problem
and they pattern their solutions to what the teacher demonstrated. In using the
problem-solving strategy, the problem serves as a starting point of the learning
experience.
• Therefore, it is given at the beginning of the lesson. The challenge for you, the teacher,
is to choose or create a problem, which can be solved using the target concept of the
lesson at hand but can be also be answered using previously learned knowledge and
skills
• How you present the problem also matters especially for the primary grades. It is not
always helpful to introduce the problem by posting it on the board; doing this may
intimidate some students and reading and comprehension skills may intervene. Instead,
it is suggested to narrate the problem in a story-telling manner to engage the learners.
Encourage the students to imagine the scenario and allow them to clarify information if
they find some details confusing. Show drawings or real objects might help.