Which of the following descriptions refer to accuracy?

It is the quality of being correct and precise

It is the firmness in finishing a task despite difficulties and obstacles.

It is the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.

It is the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective conditions.

Which of the following descriptions refer to creativity?

It is the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.

It is the quality of being correct and precise

It is the firmness in finishing a task despite difficulties and obstacles.

It is the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective conditions.

Which of the following descriptions refer to objectivity?

It is the quality of being correct and precise

It is the firmness in finishing a task despite difficulties and obstacles.

It is the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.

It is the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective conditions.

Which of the following descriptions refer to perseverance?

It is the firmness in finishing a task despite difficulties and obstacles.

It is the quality of being correct and precise

It is the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.

It is the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective conditions.

Which of the following descriptions refer to the skills of connecting?

It is the skill of integrating mathematics to other school subjects and other areas in life.

It is the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result

It is the skill of formulating mathematical theories that still need to be proved

It is the skill of roughly calculating or judging a numerical value or quantity.

Which of the following descriptions refer to the skills of estimating?

It is the skill of roughly calculating or judging a numerical value or quantity.

It is the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result

It is the skill of integrating mathematics to other school subjects and other areas in life.

It is the skill of formulating mathematical theories that still need to be proved

Which of the following descriptions refer to the processes of knowing and understanding?

It is the meaningful acquisition of concepts that include memorizing and recalling of facts and procedure

It is the process of using figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.

It is the use of one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts

It is the process of explaining using sound analyses, following the rules of logic.

Which of the following descriptions refer to the processes of reasoning?

It is the process of explaining using sound analyses, following the rules of logic.

It is the process of using figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.

It is the use of one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts

It is the meaningful acquisition of concepts that include memorizing and recalling of facts and procedure

Which of the following descriptions refer to the processes of representing?

It is the process of using figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.

It is the use of one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts

It is the meaningful acquisition of concepts that include memorizing and recalling of facts and procedure

It is the process of explaining using sound analyses, following the rules of logic.

Which of the following descriptions refer to the processes of visualizing?

It is the process of using figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.

It is the use of one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts

It is the meaningful acquisition of concepts that include memorizing and recalling of facts and procedure

Which of the following refers to Republic Act No. 10533?

Enhanced Basic Education Act of 2013

Governance of Basic Education of 2013

Guidance and Counseling Act of 2004

Which of the following refers to Republic Act No. 11476?

Enhanced Basic Education Act of 2013

Governance of Basic Education of 2013

Guidance and Counseling Act of 2004

Which of the following situations is true about constructivist teaching?

Mrs. Bacalla encourages students to check ideas in the internet and use it for their class project

Mrs. Estrella invites her students to question the other students' ideas to test who will be the best in class

Mrs. Gavin invited the Municipal Engineer to talk about the uses of mathematics in his line of work

Mrs. Chan stuck to her instructional strategies in the process of teaching even if her students are having difficulty in class

Which of the following situations shows a constructivist classroom?

Mrs. Panapio helps her students to create their own knowledge.

Mrs. Razon allows her students to listen to her discussion

Mrs. Timms insists that her students work alone in solving problems

Mrs. Olson uses a curriculum emphasizing the basic skills and concepts

Which of the following situations shows a traditional classroom?

Mrs. Balan uses a curriculum which begins with the whole and expands to the parts

Mrs. Danilo conducts dialogue with students to construct their knowledge

Mrs. Endigo applies cooperative learning in her mathematics classroom

Mrs. Kenzo discusses all the time in her mathematics class

Which of the following situations shows the step of identifying the objectives in the teaching cycle?

Mrs. Amancia identified 'subtraction as taking away or comparing elements of sets' as the goal of her lesson

Mrs. Ceballos provided five problems on solving subtraction of whole numbers to gauge their understanding

Mrs. Villarte thought of applying the constructivist approach to help her pupils to learn the technique in subtraction of whole numbers

Mrs. Santa Maria asked some pupils to show their solutions on the board and let the rest of the class point out the mistakes of the solutions.

Which of the following situations shows the step of planning instruction in the teaching cycle?

Mrs. Amancia identified 'subtraction as taking away or comparing elements of sets' as the goal of her lesson

Mrs. Ceballos provided five problems on solving subtraction of whole numbers to gauge their understanding

Mrs. Villarte thought of applying the constructivist approach to help her pupils to learn the technique in subtraction of whole numbers

Mrs. Santa Maria asked some pupils to show their solutions on the board and let the rest of the class point out the mistakes of the solutions.

Which of the following situations shows the step of checking for understanding in the teaching cycle?

Mrs. Ceballos provided five problems on solving subtraction of whole numbers to gauge their understanding

Mrs. Amancia identified 'subtraction as taking away or comparing elements of sets' as the goal of her lesson

Mrs. Villarte thought of applying the constructivist approach to help her pupils to learn the technique in subtraction of whole numbers

Mrs. Santa Maria asked some pupils to show their solutions on the board and let the rest of the class point out the mistakes of the solutions.

Which of the following situations shows the step of reflecting on teaching in the teaching cycle?

Mrs. Santa Maria asked some pupils to show their solutions on the board and let the rest of the class point out the mistakes of the solutions.

Mrs. Amancia identified 'subtraction as taking away or comparing elements of sets' as the goal of her lesson

Mrs. Ceballos provided five problems on solving subtraction of whole numbers to gauge their understanding

Mrs. Villarte thought of applying the constructivist approach to help her pupils to learn the technique in subtraction of whole numbers

Which of the following situations shows the content selection in planning for instruction in Mathematics in the Primary Grades?

Mrs. Abaquita made use of the K-12 curriculum guide to determine the order of the topics she will be teaching for the school year

Mrs. Revilla considered the physical, emotional and social learning surroundings as part of the learning preparation

Mrs. Labroi identified the specific knowledge and skills she wanted her pupils to develop during the lesson

Mrs. Nolan considered the printed, digital, human and other resources that she will be using for her class

Which of the following situations shows the objective identification in planning for instruction in Mathematics in the Primary Grades?

Mrs. Labroi identified the specific knowledge and skills she wanted her pupils to develop during the lesson

Mrs. Abaquita made use of the K-12 curriculum guide to determine the order of the topics she will be teaching for the school year

Mrs. Revilla considered the physical, emotional and social learning surroundings as part of the learning preparation

Mrs. Nolan considered the printed, digital, human and other resources that she will be using for her class

Which of the following situations shows the learning environment preparation as part of the planning for instruction in Mathematics in the Primary Grades?

Mrs. Revilla considered the physical, emotional and social learning surroundings as part of the learning preparation

Mrs. Abaquita made use of the K-12 curriculum guide to determine the order of the topics she will be teaching for the school year

Mrs. Labroi identified the specific knowledge and skills she wanted her pupils to develop during the lesson

Mrs. Nolan considered the printed, digital, human and other resources that she will be using for her class

Which of the following situations shows the checking of the availability of the sources in planning for instruction in Mathematics in the Primary Grades?

Mrs. Nolan considered the printed, digital, human and other resources that she will be using for her class

Mrs. Abaquita made use of the K-12 curriculum guide to determine the order of the topics she will be teaching for the school year

Mrs. Revilla considered the physical, emotional and social learning surroundings as part of the learning preparation

Mrs. Labroi identified the specific knowledge and skills she wanted her pupils to develop during the lesson

Activity: Discussion::introduce the topic to the students:

facilitates a meaningful discussion about the topic

the students talk about their experiences as facilitated by the teacher during the activity

the students are given the opportunity to deepen their understanding of

Synthesis: Input: students express what they learned by giving a summary:

facilitates a meaningful discussion about the topic

the students talk about their experiences as facilitated by the teacher during the activity

the students are given the opportunity to deepen their understanding of the concepts that they have learned

Activity: Deepening: students solve mathematical problems as a way to verify what they learned:

facilitates a meaningful discussion about the topic

the students talk about their experiences as facilitated by the teacher during the activity

the students are given the opportunity to deepen their understanding of the concepts that they have learned

Engage: activates students’ prior knowledge:: Explore:

involves observation exercises, simulations, manipulations

facilitates the discussion that leads to students seeing patterns

allows students to expand their understanding of the concept

Evaluate: answering of short exercises:: Elaborate:

involves observation exercises, simulations, manipulations

facilitates the discussion that leads to students seeing patterns

allows students to expand their understanding of the concept

Explore: students discover something new:: Explain:

involves observation exercises, simulations, manipulations

facilitates the discussion that leads to students seeing patterns

allows students to expand their understanding of the concept

Mrs. Toledo is teaching in a mountain barangay. She received ten computer sets that she can use for her class. Can she use them and integrate the Schoology learning management system (LMS) for her mathematics instruction? Why or why not?

Yes, she can but the use of LMS would depend on the school’s internet connectivity

Yes, because there is an availability of resources for them to use

No, because the students do not know how to use computers

No, because the computer units are only for display

Mrs. Caneja is teaching in a private sectarian school in one of the big cities. The school provides state of the art technological resources enough for each student. Can she use virtual manipulatives for her mathematics class? Why or why not?

Yes, she can since these resources are being paid by the students and must be used

Yes, she can use it when she feels like using it because using these resources can be very time consuming

No, because these resources are very expensive and they might be destroyed if students will use them

No, because they are just to be used during school accreditation and when there are visitors in school

Mrs. Canape will be teaching graphs to her Grade 2 mathematics class. Can she use the mentimeter as one of the online resources for her class? Why or why not?

Yes, provided that she has both the internet connectivity inside her classroom and a laptop for the teacher

No, it is not included in the school’s curriculum

Yes, she is free to use any resources for the class

It depends. If computers with internet connectivity are available for each pupil which is needed to use the mentimeter, then she can use it. Otherwise, she needs to look for alternative resources.

Is learning possible in an overcrowded curriculum? Why?

No, because curriculum overload can be an impediment to learning

Yes, because it has been studied very well by experts of the field

Yes, because the learners are required to learn what is provided to them by the curriculum

No, the teachers get stressed with the many paperwork that they are required to make

Do learning competencies need to be age-appropriate? Why?

Yes, because that is what the Department of Education is imposing to the teachers.

Yes, because learners’ brain development will be impaired when their maturity has not been formed.

No, the teachers can just choose any competency that she feels like teaching to her pupils.

No, it’s unimportant in the teaching learning process because finishing the whole curriculum matters.

Is progression necessary in learning? Why?

Yes, because foundational skills must be built first in order to understand the more complex ones

Yes, because that is how the curriculum is designed by the experts thus the need to follow it

No, the teachers are free to pick the topics that they are capable of teaching

No, it is the responsibility of the pupils to learn and accept what their teachers are giving them

Does learning begin with their prior knowledge and skills? Why?

Yes, because it provides a better learning environment and engagement

Yes, because that is what the Department of Education is imposing to the teachers

No, because it doesn’t really matter with how learning takes place in the classroom

No, because the goal is to finish the competencies in the curriculum guide

Are the prerequisite learning competencies in the K to 12 curriculum placed properly? Why?

No, because there is no perfect curriculum and it is the right time to evaluate them

Yes, because it has been made very well by experts of the field

No, because the curriculum were hurriedly crafted thus mistakes occur

Do you agree on the need to reduce the subject areas in the primary level as presented in the Matatag curriculum launching? Why?

Yes, because it has been reviewed very well by experts and went through a public review with 96% approval

Yes, because there are too many subjects that are reintroduced in the primary level

No, the learners have to experience the traditional way of learning the different subjects

No, the learners have to go through the same curriculums since it is still freshly-implemented.

Which of the following scenarios best illustrates a student-centered learning environment?

Mr. Santos assigns a project where students choose their own topics and methods of presentation

Mr. Reyes delivers a lecture on mathematical theories without student interaction

Mr. Cruz provides a worksheet for students to complete individually

Mr. Lim explains the concepts while students take notes passively

Midterm Examination in Math 1

Authored by Cherry Dumdum

Mathematics

University

Used 1+ times

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56 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

It is finding a way around a difficulty and finding a solution to a problem that is unknown.

critical thinking

mathematical computation

mathematical problem solving

reflective thinking

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

It is an intellectually disciplined process which was crafted by Scriven and Paul.

critical thinking

mathematical computation

mathematical problem solving

reflective thinking

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

It puts a premium on active learning achieved by working with fellow learners as they all engage in a shared task.

Cooperative Learning

Experiential Learning

Reflective Learning

Situated Learning

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

It allows learners the opportunity to make sense of and derive meaning from their experiences.

Cooperative Learning

Experiential Learning

Reflective Learning

Situated Learning

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

It is learning in the same context in which concepts and theories are applied.

Cooperative Learning

Experiential Learning

Reflective Learning

Situated Learning

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

It is learning that occurs by making sense of direct everyday experiences.

Cooperative Learning

Experiential Learning

Reflective Learning

Situated Learning

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

It includes concepts of numbers, properties, operations, estimation, and their applications.

Patterns and Algebra

Number and Number Sense

Measurement

Geometry

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Midterm Examination in Math 1

It is finding a way around a difficulty and finding a solution to a problem that is unknown.

It is an intellectually disciplined process which was crafted by Scriven and Paul.

It puts a premium on active learning achieved by working with fellow learners as they all engage in a shared task.

It allows learners the opportunity to make sense of and derive meaning from their experiences.

It is learning in the same context in which concepts and theories are applied.

It is learning that occurs by making sense of direct everyday experiences.

It includes concepts of numbers, properties, operations, estimation, and their applications.

It includes properties of two-and three-dimensional figures and their relationships, spatial visualization, reasoning, and geometric modeling and proofs.

It studies patterns, relationships, and changes among shapes and quantities.

It includes the use of numbers and measures to describe, understand, and compare mathematical and concrete objects.

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