Republic of the Philippines

Department of Education
REGION IV-A CALABARZON

Capacity Building of Key Stage 1 Teachers on Learning

Recovery in Literacy and Numeracy via School-based
Learning Action Cell

Module 2
Session No. 3
Becoming Smarter in Applying Strategies for
Solving Routing Problems in Numeracy

Address: Gate 2, Karangalan Village, Cainta, Rizal

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
Email Address: [email protected]
Website: depedcalabarzon.ph
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LAC Session Guide

Objectives

Terminal Objective

At the end of the session, the participants shall be able to:

Proficient Teachers

develop an activity sheet incorporating strategies and activities in solving

routine problems involving subtraction without or with addition of whole
numbers including money

Highly Proficient Teachers

evaluate the developed activity sheet incorporating strategies and activities in

solving routine problems involving subtraction without or with addition of
whole numbers including money

Enabling Objectives

Specifically, they shall be able to:

1. discuss strategies in teaching solving routine problems involving

subtraction without or with addition of whole numbers including money
using appropriate problem-solving strategies and tools.

2. apply the strategies in teaching solving routine problems involving

subtraction without or with addition of whole numbers including money
using appropriate problem-solving strategies and tools.
 3. express appreciation on the strategies used to improve learners
competencies in numeracy.

Expected Output:

- Developed Activity Sheet

- Accomplished Checklist for Evaluation of Developed Activity Sheets

PPST Alignment

Proficient Teachers

1.5.2 Apply a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills.

1.4.2 Use a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills

Highly Proficient Teachers

1.5.3 Develop and apply effective teaching strategies to promote critical and
creative thinking, as well as other higher-order thinking skills

1.4.3 Evaluate with colleagues the effectiveness of teaching strategies that

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promote learner achievement in literacy and numeracy

Key Understanding/Significance of the Session

Numeracy is employed in so many facets of our lives, numeracy abilities are

essential for accessing the wider curriculum. Having adequate numeracy skills
can significantly increase learners' achievement because they are used in
many facets of their daily life. Employability, reading, and numeracy abilities
are frequently combined in the workplace. These prerequisite abilities
frequently overlap and are essential for every task.

This session will introduce you to a variety of numeracy-promoting teaching

strategies as well as how improving these skills increases learners' access to
deeper understandings.

As you go through the pages of the module, there will be nostalgic

moments as to the existence of the classroom activities that you
consider working in the early days which might find excitement in the
hearts of the learners under your care.

This session guide was created to aid you in facilitating each session of
the SLAC. Kindly follow the flow and content to ensure the quality and
consistency of the package. Reading through all the SLAC package and
this guide may help you in familiarizing yourself with the flow and
structure of the sessions.

Remember to:
1. Read the session guide thoroughly and prepare expected answers for
the discussion questions.
2. Make sure that you have the materials and equipment necessary to
conduct the session.
3. Always take note of the time allotment for each session, and for each
part of the session so that you can manage your time effectively.
4. Be ready with any material that you must prepare in advance for
session
Session Requirements/Materials Needed

1. LCD projector

2. Laptops
 3. extension cord

4. Manila papers

5. Pentel pens

6. masking tape

7. Journal Notebook

Time Allotment

240 minutes

References

Department of Education, Bureau of Elementary Education, (2010).

Lesson Guide on Elementary Mathematics Grade 3: Chapter 1 Whole
Numbers Subtraction.

Mr. Wolfe's Classroom, (2022). Solving Subtraction Word Problems Using

the CUBES Method - Lesson 1.

https://www.youtube.com/watch?v=hngInIJVhCE

Partyk, N., (2014). RICE Strategy for Math Word Problems.

https://www.youtube.com/watch?v=u9YU3UJcR50

Patten, M., (2021). 15 Easy Prep Activities to Teach Subtraction.

https://educationtothecore.com/2021/10/15-easy-prep-activities-to-teach-
subtraction/

Printable Princess, 7 Engaging Subtraction Activities.

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https://www.theprintableprincess.com/7-engaging-subtraction-activities/

Philippine Professional Standards for Teachers, (2017). Learning Resource

Package Module 2

Ramalingam, D., Anderson, P., Duckworth, D., Scoular, C., & Heard, J.
(2020). Creative thinking: Definition and structure. Australian Council for
Educational Research. https://research.acer.edu.au/ar_misc/43

Robinson, S., & Knight, B. (2019). Handbook of Research on Critical

Thinking and Teacher Education Pedagogy.

https://www.igi-global.com/dictionary/higher-order-thinking-skills-hots/
73019

Ryan, E. (2022). What Is Critical Thinking? | Definition &

Examples. Scribbr. Retrieved January 25, 2023

https://www.scribbr.com/working-with-sources/critical-thinking/

Starr, J. 7 Favorite Subtraction with Regrouping Games and Activities.

https://jillianstarrteaching.com/subtraction-with-regrouping/

Strategies for Teaching Subtraction with Regrouping, (2019).

https://www.kidsacademy.mobi/storytime/teaching-subtraction-with-
regrouping/

Procedures

I. Introduction

Say: Good morning, everyone. We are gathered here again for

a common cause, that is to help our learners acquire the
skills expected. I welcome you in today’s session on

Becoming Smarter in Applying Strategies for Solving Routing

 Problems in Numeracy.

Building a solid foundation in reading and numeracy among learners

is a key aspect of our duty as instructors since it improves their
capacity to engage in learning, realize their potential, and fully
participate in society.

Numeracy is employed in so many facets of our lives, numeracy

abilities are essential for accessing the wider curriculum. Having
adequate numeracy skills can significantly increase learners'
achievement because they are used in many facets of their daily
life. Employability, reading, and numeracy abilities are frequently
combined in the workplace. These prerequisite abilities frequently
overlap and are essential for every task.

Do: Facilitator states the terminal and enabling objectives to the

teachers.

Say: Here are the objectives of this session:

Terminal Objective:

At the end of this module, teachers shall be able to model the

strategies on teaching the “Solves routine problems involving
subtraction without or with addition of whole numbers including
money using appropriate problem-solving strategies and tools.”

Enabling Objective:

Specifically, the teachers shall be able to:

1. Identify strategies to address the least mastered skill

“Solves routine problems involving subtraction without or
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with addition of whole numbers including money using

appropriate problem-solving strategies and tools” in
numeracy.

2. Demonstrate skill to apply the strategies on teaching the

“Solves routine problems involving subtraction without or
with addition of whole numbers including money using
appropriate problem-solving strategies and tools.”

3. Appreciate strategies they will use to improve learners

competencies in numeracy.

Say: I hope that at the end of this session, you have learned new
strategies that will help you teach the learners Solves routine
problems involving subtraction without or with addition of whole
numbers including money using appropriate problem-solving
strategies and tools

II. Activity

Say: Let’s start the session with this activity

Do: The facilitator will group the teachers in 4 groups and present the
situation questions found in the module, refer to page:

Say: On the screen is a situation, each group will be answering a question

upon reading the given situation. Group 1 will answer Question No. 1,
Group 2 for No.2, Group 3 for No. 3, and lastly Group 4 for No. 4.
Each group has 3 minutes to read and answer.

Situation:

In a class of 40 learners, the teacher at the end of her class noticed

that on the lesson about solving routine problems involving
subtraction without or with addition of whole number numbers, out of
the 40 learners 80% or 32 of the learners have not mastered the
 lesson.

Probing Question:

1. What do you think are the reasons for the learners not to be
able to master the lesson?

2. What do you think is the strategy the teacher used to teach

the lesson?

3. If you are the teacher, what strategies will you use to see to it
that the learners mastered the lesson at the end of the
session?

4. What strategies will you suggest to the teacher in teaching

the lesson?

Do: Distribute manila papers to the 4 groups to write their answers.

Say: Write your group answers on the provided paper.

Do: After the groups have finished working their task ask them to post
their work on the board.

III. Analysis

Say: Now that you have posted your output on the board. Let me ask one
representative from each group to discuss their answers on each
question they are in-charge.

Do: The facilitator listens to each group's answer and at the same time
processes the answer while facilitating the discussion with the
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participants.

Say: Based on your answers, let's consider how you currently handle a
variety of teaching strategies that improve learner learning success
in numeracy.

Do: The facilitator will ask the participants to answer self-reflection and
will complete the phrases I know….., I do…., and I feel….

IV. Abstraction

Say: Let’s begin first with the key concepts which is part of the session

Do: The Facilitator discusses and presents the key concepts.

Say: Now, that we were able to know the different concepts. Let’s proceed
with the suggested learning activities for learners to understand the
subtraction.

Do: The facilitator discusses and presents the suggested learning

activities.

Say: Let’s now proceed on the discussion of the different strategies on

solving routine problems involving subtraction without or with
addition of whole numbers including money using appropriate
problem-solving strategies and tools.

Do: The facilitator discusses and presents the suggested strategies in

solving problems in Subtraction.

Say: Here are the different strategies in solving routine problems in

subtraction:

Strategy 1: Solving problems using RUCSAC Method

RUCSAC Method is a problem-solving process in mathematics. It contains
instructions on how to solve math problems, including one- and two-step word
problems. RUCSAC stands for Read, Understand, Choose, Solve, Answer and
Check.

Strategy 2: Solving problems using CUBES Method

The CUBES Method is a straightforward method that teachers can teach their
learners to provide them step-by-step instructions on how to analyze and
comprehend the questions asked in a problem.

Strategy 3: Solving Problems using RICE Method

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The RICE Method is a problem-solving strategy used to help your child

organize his thoughts and work to find an answer to math problems.

4: Solving Problems using QUACK Method

The QUACK Method is a problem-solving strategy used to help your child

organize his thoughts and work to find an answer to math problems.

Do: The facilitator since there are 4 groups, distributes problems and
which they will answer given a specific strategy.

Say: Each group is given a problem wherein you will use the strategy
indicated. You have at least 5 minutes to answer in the provided
 manila paper and afterwards post it on the board.

Do: The facilitator goes around to observe the groups answer the word
problems using the given strategy.

Say: Please post your work and one representative will discuss their work.

Do: The facilitator listens to the discussant of each group and

processes their answers. Then after the last group, the
facilitators discuss the strategies found on page ____ of the
module.

V. Application

Say: Let us see how much you have learned.

Do: The facilitator will ask the participants to make their own lesson
plan using one of the strategies they have learned in solving
routine problems involving subtraction.

Say: You are given 20 minutes to develop your own lesson plan using
what you have learned in this session.

Do: The facilitator asks the participants to work on their plan. And will
ask one of the participants to present their plan to the group.

Say: Any volunteer to present their developed plan. Ok, name of the
participant please present your output.

Do: The facilitator listens and critiques the plan. Seek also the
comments form the other participants.

APPLICATION
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Do: Provide the instructions for the activity.

Proficient Teachers

Instructions: Develop a learning activity sheet incorporating strategies and

activities in solving routine problems involving subtraction without or with
addition of whole numbers including money

Parts of the Activity Sheets

1.Introductory Concept

2. Activities

3. Rubric/Answer Key

4. References

Highly Proficient Teachers

Instructions:

1. Collaborate with proficient teachers in developing activity sheets in

incorporating strategies and activities in solving routine problems
involving subtraction without or with addition of whole numbers
including money

2. Evaluate the developed activity sheets to help them to refine these

Closure

“Math may not teach me how to add or love to hate, but it gives me a reason
to hope that every problem has a solution.”

-iliketoquote.com

Source:

https://quotesgram.com/img/subtract-quotes/11575961/

Note/s to the Facilitator:

1. Study the module thoroughly before the set schedule of the session.
2. Study the session guide prior to the conduct of the SLAC.
3. Look for the meanings of the unfamiliar expressions that you may
find in the module and session guide.
4. Try out the strategies given in the module for you to have a first-
hand experience of them.
5. Be sure to process all the responses of the participants.
6. You may add other concepts which are not in the module if
necessary.
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7. The Master Teachers shall quality assure the submitted Lesson

Exemplars.

Prepared by:

ANTHONY ZEUS C. CARINGAL

Education Program Supervisor - Mathematics