AGRO-INDUSTRIAL FOUNDATION COLLEGE OF THE PHILIPINES

Bolton Riverside, Ecoland, Matina, Davao City

Title: Art of Mathematical Thinking
Grade Level & Section : Grade 7 -am!ag"ita
Teacer: Mr# Bernie C# $ringase
Date & Ti!e: %"ly &'-&(, )*&+ &,**-),** !m
D"ration: ) ho"rs
General Standard,
The learner demonstrates "nderstanding of key conce!ts and !rinci!les of n"m-er
and n"m-er sense as a!!lied to comm"nicating mathematically and solving
!ro-lems in real life#
STAGE #
Content Standard:
The learner demonstrates "nderstanding of key conce!ts of Mathematical Thinking#
Per$or!ance Standard:
The learner form"lates real life !ro-lems involving Mathematical Thinking and solves
these "sing a variety of strategies#
E%%ential Under%tandin&'%(:
Daily tasks involving Mathematical Thinking making "se of real n"m-ers#
The learner .ill kno.,
/ the art of mathematical thinking
/ the strategies of mathematical thinking
E%%ential )"e%tion'%( :
0o. "sef"l is the art of mathematical thinking1
The learner .ill -e a-le to,
/ identify2give e3am!les of art of mathematical thinking
/ "se the a!!ro!riate strategy to a given sit"ation
/ solve !ro-lems related to mathematical thinking
STAGE *
Prod"ct or Per$or!ance Ta%+,
$ro-lems form"lated
&# are real 4life related .hich involve mathematical thinking
Evidence at te level o$ "nder%tandin&
5earner sho"ld -e a-le to demonstrate "nderstanding of mathematical thinking
Evidence at te level o$ ,er$or!ance
Assessment of !ro-lems form"lated -ased on the follo.ing ,
/ real-life related !ro-lems
/ !ro-lems involve mathematical thinking#
/ !ro-lems are solved "sing a variety of strategies
STAGE -
Teacin&.Learnin& Se/"ence
#0 E1,lore
At this stage, the teacher sho"ld -e a-le to,
a/ !rovide e3am!les of art of mathematical thinking
-# Disc"ss the meaning and give the different strategies
Activit2 #0
5et the st"dents identify the first !ict"re !resented -efore them and let them
reali6e the sifnificance of the conce!t to the s"-7ect matter#
8 Dirty t"dy Room
Activit2 *0
Choose t.o st"dents to go in front and ans.er the 9"estion !resented#
&# :hich sym-ol in the Ans.er ;ig"re com!letes the se9"ence in the $ro-lem ;ig"re 1
)# :hich of the Ans.er ;ig"res -elongs in neither gro"!1
*0 Fir! U,
At this stage, the teacher sho"ld -e a-le to give each gro"! of st"dent a ' min"tes
of analy6ing the !resented !ro-lem, then "sing the card-oard, they .ill raise their
ans.ers after the given time#

Activit2 -0
3at i% te !i%%in& n"!4er5
# 6 7 5 *8
3at i% te !i%%in& letter in ti% %erie%:
a c e 5 i

3at i% te !i%%in& letter in ti% %erie%:
$ & e d i c 5
Divide 69 42 al$ and add ten0 3at i% te an%:er5
3at do co:% drin+5
-0 Dee,en
At this stage, the teacher sho"ld -e a-le to,
give activities that .ill !rovide the learner the o!!ort"nity to reflect on, revisit, or
rethink the lesson#
a# E3!lain e3!lain the im!ortance of mathematical thinking to o"r lives thro"gh
oral recitation on its s"mmary#
60 Tran%$er
The learner form"lates real life !ro-lems involving Mathematical Thinking and solves
these "sing a variety of strategies#
$resent it to the class ne3t meeting#