Thales of Miletus developed the theorem that states, two triangles are congruent (of equal shape and size) if two angles and a side are equal. Which civilization did he belong to?

This civilization was able to solve quadratic and cubic equations.

He wrote Liber Abaci, a free rendition of Greek and Arabic works in Latin which taught the Hindu methods of calculation with integers and fractions, square roots, and cube roots.

He wrote wrote De triangulis omnimodis (1464), a systematic account of methods for solving triangles.

Which of the following is not considered one of the learning areas for the K to 12 Curriculum?

  Which of the following is not considered as a salient feature of the K-12 Education?

K to 12 education focuses on the ____________ development of the learner.

Which type of Philippine Educational curriculum considers the nature of the learner and aims to respond to local and global needs?

Which curriculum that was implemented in the Philippines contains 3 stages, with which the 3rd stage is characterized by plannned learning experiences and instructions?

  Which senior high school subject aims that students must know how to solve problems involving rational, exponential, and logarithmic functions; to solve business-related problems; and to apply logic to real-life situations?

 Which senior high school subject contains a content sub-standard about Concepts of conic sections and systems of nonlinear equations?

It includes a review of the fundamental mathematics operations using decimals, fractions, percentages, ratios, and proportions; mathematics concepts and skills in buying and selling; computing gross and net earnings; overtime and business data presentation; and analysis and interpretation.

This subject covers the study of mechanics and particles, rigid bodies, and fluids; waves and heat, and thermodynamics using the methods and concepts of algebra, geometry, trigonometry, graphical analysis, and basic calculus.

The concepts of estimation of population mean and population proportion. is being studied in this particular subject in senior high school.

 This type of instruction is best for Science classes. For example, the teacher presents a scenario where the students need to investigate a scientific phenomenon and will be challenged to solve a problem.

 It involves the teacher choosing the topic or questions, then the students are left to develop their own methods of inquiry and processes for moving through concepts.

It focuses on giving answers to real-life issues.

This type of inquiry instruction allows students to focus on how they arrive at the answers rather than the answers themselves.

 In this type of mathematical approach, teachers use questions, problems, and scenarios to help students learn through individual thought and investigation. Instead of simply presenting facts, the teacher encourages students to talk about a problem and draw on their intuition to understand it.

In Japanese education, the teaching of  English,  Philippine  History,  and  Character  Education was reserved for  Filipinos.

During pre-Spanish colonization, education was informal, unstructured, and devoid of methods.

National Elementary School Curriculum (NESC) was the first research-based curriculum in the country.

In the current curriculum of the Department of Education, a student will undergo 12 years of formal basic education.

K to 12 curricula emphasizes a teacher-led classroom.

Mathematical ideas can be applied in teaching orbits of the earth, a distance of celestial bodies, sizes of planets, rotation, and revolution, etc.

Calculating the speed of vehicles or any moving and falling objects is an example of an activity in Physics that does not require mathematical skills.

Numbers tell us a lot of information about a piece of music.

In nutrition and wellness, mathematical concepts are irrelevant.

Topics in symmetry, balance, and proportion of a certain artwork and even the price of a piece of art.

The foundation of algebra must start at the preschool level and develop at succeeding levels.

For high school students, the focus is on developing students’ understanding of shapes, properties, relations, and structures of objects in the environment.

In elementary education, specifically in Kindergarten to Grade 3 (K-3), the curriculum aims to develop students' understanding of numbers, basic operations, measurement, and geometric concepts.

Parental involvement does not affect the motivation of the child in dealing with difficult mathematical problems in elementary.

In grades kindergarten, students continue their work in measurement with physical measurements of properties of objects. They continue to use tools and devices in measuring such as the ruler or meter stick, weighing scale, graduated cylinder, protractor, and calculator.

Learner-centered teaching is an approach to mathematics instruction that places heavy emphasis on the students and on the teachers by taking responsibility for problem-solving and inquiry.

The learner-centered approach is a “hands-on” approach.

In the learner-centered approach, the teacher is the one given the authority to discuss and give a lecture about the mathematics topic.

Learner-centered teaching does not encourage democracy onside the classroom.     

Assessing must be understood as the process of recovering appropriate and relevant information about the teaching-learning environment that gives the teacher the needed feedback to determine if the course is achieving its goals with the class.

 Highly gifted students may require more intense modification such as grade skipping in mathematics.

Pretesting and compacting the curriculum allows for a diagnostic approach to planning the teacher’s instruction and allows educators to have a more accurate account of the skills and concepts students have mastered and those they have yet to be introduced to or need to strengthen.

Students develop critical thinking skills by learning through inquiry activities is emphasized in inquiry-based learning.

In a teacher-centered classroom, the teacher may pose a problem derived from the class content or students’ questions. The students then investigate the issue to find an answer.

Focus on nontraditional mathematical topics where uncertainty and limitations are most evident, as emphasized by Borasi, 1992.