TEACHING MATHEMATICS

CONTENT THROUGH EXPLICIT

TEACHING
 Objectives
1. Describe explicit instruction as a strategy in teaching
Mathematics content.
2. Show how explicit instruction is implemented as
an approach to teaching mathematics
3. Design an instructional plan using explicit
instruction.
Competency:
Visualizes the ratio of 2 given numbers
(M5NS-IIh-122)
GELO JACK JILL
1:3 = 1:3 4:12 = 1:3 2:6 = 1:3
2:3 = 6:9 12:18
 Make models to show
that 1:5 is proportional
to 3:15
1:5 = 3:15
 P R O B L E M:

The ratio of red chips to blue

chips is 2:3. How many red chips
would there be if there are 12
blue chips?
Show the solution on the board.
ANALYSIS
 ANALYSIS
 How was your experience during the activity? Why?
 Was the task clear? Why did you say so?
 How were you able to get/ compare ratios?
 What was done after modeling?
 How did you master doing it?
 How were you guided by the facilitator/teacher?
 What was done after a series of practice? Were you
given a chance to do it on your own?
 Generally, how was the task given to you? Did the
procedure help you in accomplishing the task?
Basic Attributes of Explicit Instruction
Explicit Instruction

Modeling ( “ I do ” )

Guided practice ( “ We do ” )

Application ( “ You do ” )
 EXPLICIT INSTRUCTION
• a structured, systematic, and effective
1 methodology for teaching academic skills
• students are guided through the learning process with clear
statements about the purpose and rationale for learning the new
skill,
• clear explanations and demonstrations of the instructional
target,
2 • supported practice with feedback until independent mastery has
been achieved

• with emphasis on proceeding in small steps

• checking for student understanding
• achieving active and successful participation by all
3 students
Principles of Explicit Instruction
Optimizes engaged time/time on task.
Promotes high levels of success.
Increases content coverage.
Have students spend more time in instructional
groups.
Scaffolds instruction.
Addresses different forms of knowledge.
Basic Attributes of Explicit Instruction
Explicit Instruction

Modeling ( “ I do ” )

Guided practice ( “ We do ” )

Application ( “ You do ” )
 Explicit instruction/ direct
explanation
- is the purposeful explanation of the lesson
objective ( s ) and assessment tool ( s ) . Teacher
lets the students connect to prior knowledge and
experiences.
 Modeling
- is the act of demonstrating
skills/ strategies, concepts using
metacognitive strategies.
 Guided Practice
- is a teacher – led opportunity for
students to practice / reinforce the skill,
strategy. Teacher monitors student’s
understanding by providing corrective
feedback.
Independent Practice/ Application

- is independent practice of
the skill, strategy or concept
that was just practiced. It takes
the form of learning area work.
 Lesson Delivery
Explicit Instruction
How will I focus my students on what they need to learn?

Modeled Instruction
How will I show my students what they are expected to do?

Guided Practice
How will I help my students practice?
How will I incorporate collaborative structures?

Independent Practice
How will my students become independent learners?
 Attribute 1: EXPLICIT instruction
State objective, desired outcome.
Today, we are going to ……..

Explain why
This is why the skill is important . . .

Share assessment tool

How will I know you’ve learned it?
 Attribute 1: explicit instruction
Choose language that is clear,
precise, and student friendly
Make direct connection to
previously learned material
Pre – teach any pertinent
vocabulary
Attribute 2: Modeling the “I Do ” Piece
Show students how to achieve the objective.
Demonstrate:
Use metacognitive strategies
Limit language, speak clearly
make contact with students
( Check engagement)
Show how students will demonstrate proficiency
Provide and analyze examples of exemplary and / or non –
exemplary pieces
 Modeling (I Do)
Teacher Behavior: Learner Behavior:
Initiates Listens
Models Observes
Explains Creates an example
Thinks aloud based on teacher
Shows how to do it model
 Attribute 3 : Guided Practice
Practice
- has to parallel what you modeled
Monitoring
- walk around or listen for
participation of students
- use various methods to assess
mastery
Attribute 3 : Guided Practice
Discussion
- additional discussion/ instruction may be needed
when teacher observes poor student comprehension.

Extra Practice
- once the teacher has provided additional
instruction, he/she should also provide time for
additional guided practice.
 Guided Practice
Teacher Behaviors Student Behaviors
Demonstrates  Listens
Leads  Interacts
Suggests  Questions
Explains  Collaborates
Responds  Responds
Acknowledges  Tries out
Answers Questions  Participates
Attribute 4 : Independent “ You Do ”
Piece
Provide students with time to practice
independently
The practice should be parallel to the
skill modeled
Circulate to monitor individual
assist student/ pair/ group
 Independent
Student Behavior Teacher Behavior
 Applies learning  Scaffolds
 Validates
 Takes charge  Teaches as needed
 Practices  Evaluates
 Solve problem  Observes
 Encourages
 Approximates  Clarifies
 Self-corrects  Confirms
 Coaches
Scaffolding of Learning

Teacher responsibility

Student responsibility
 LESSON PLANNING
Children are sitting down
quietly
Ready to learn - Sitting in correct spot
- Eyes on the board and
teacher
Tune students into the
subject
Warm Up Review previous learning
Fluency drills
Spaced practice of prior
learning
Learning Intention
Learning Intention
State learning outcome / WALT
(what
are we learning today) WILF
(what am
I looking for)
Lesson Importance
Check for Understanding (CFU)
Activate Prior Knowledge
CFU
Write and read learning
outcome
- What will success look like?
Why are we learning this?
Call on non‐volunteers
Place new knowledge, skill,
strategy in the context of
what students already know
 Review any required sub‐skills
I DO Explain the knowledge,
strategy or rule
- Model the steps,
process, skill
- Think aloud
- Check for
understanding (non
volunteers)
 Guided practice as you work
WE DO through the examples step
by step with the children
- Check for understanding at
each point
- Unison oral responses, pair
and share, individual work
- If possible, begin with easier
and progress to harder
examples as students begin to
demonstrate the
knowledge, rule or strategy
- Extend more able students
and provide additional
examples for weaker students
 YOU DO  After students have achieved
success during guided
practice, test their knowledge.
- This can include differentiated
activities for individual
student needs
Review critical content (Playback) Review lesson, “in this lesson we have
learned about...”
have students demonstrated the
knowledge, rule or
strategy?
- Review the steps, process, knowledge
Closure
CLOSURE What are we learning next? How does
this knowledge fit
with what we are learning next
I. Objectives:
II. Subject Matter:
A. Concept:
B. Materials:
C. References:
D. Process Skills:
E. Values Integration
III. Procedure:
1. Explicit Instruction/Direct explanation
2. Modeling
3. Guided Practice
4. Independent Practice
5. Closure
IV. Evaluation
V. Assignment/ Agreement
I. OBJECTIVES:
A. CONTENT STANDARD:
The learner demonstrates understanding of divisibility, order
of operations, factors and multiples and the four fundamental
operations involving fractions.
B. PERFORMANCE STANDARD:
The learner is able to apply divisibility, order of operations,
factors and multiples, and the four fundamental operations
involving fractions in mathematical problems and real-life
relations.
C. LEARNING COMPETENCIES/OBJECTIVES:
Visualizes multiplication of fraction using models. M5NS-Ig-
89

II. CONTENT:
A. Topic: Visualizing Multiplication of Fractions Using Models
B. References: Curriculum Guide p. 114
Division Local Heritage Matrix ART CUL-
 III. PROCEDURE:

A. Introduction:
1. Singing a Song: Fractional Numbers
2. Review: PPT
Give/Name the equivalent improper fraction to mixed
numbers and vice versa.
5-items.
3. Motivation:
Ask:
What is of a whole? If you find ½ of that part again,
what answer will you get? (Let them fold the paper once
more in half and shade the part). How is the result compared
with ?
4. Introduction of the Lesson
Today you are going to learn about Visualizing Multiplication
of Fractions Using Models
1. Presentation:
Using problem opener and visual presentations
 During the barangay fiesta, France reserved of biko in a tray for her friends
and classmates. Not all of them arrived so only of the biko. She reserved
was consumed by the visitors. What fraction of the biko was consumed by
her visitors during the fiesta.

Ask these questions:

 What part of biko in a tray was reserved by France?
 What part of biko in a tray she reserved was consumed by her
visitors?
 What is asked?
 What is the number sentence?
 How can we solve the problem?

2.  Modelling:
To find the answer, get , of
If the rectangle represents 1 whole hectare of land,
the shaded part represents the father’s land.
To find we have to divide the shaded equal parts
and take 1 of the equal parts.
The part of the whole representing the product of
x is the region that has been shaded twice.
Notice that the rectangle has been divided into 12
equal parts and 3 parts are shaded twice so x must be
, So hectare was planted with sweet corn.
 
STUDY THIS SAMPLE:
Let us use a region to find of or x

The region that is left has been divided into four parts of
same size. Therefor each part is of the whole region.
Ask: How many fourths are shaded? What part of the region is shaded?
Next, of the shaded part has been shaded in another direction. How
many small regions are double shaded?
Into how many parts the whole is divided So the whole value of N in the
number sentence x =
*So one way to visualize multiplication of fractions is to illustrate each
one in the same whole and draw each fraction: one horizontally and the
other vertically.

We can also do this activity by paper folding.

Teachers models/shows how it is done.


3.  GUIDED PRACTICE:
Group Activity:
Divide the pupils into 3 groups. Each group will be given an envelope with
the task card and materials.
Let them illustrate the given problem using models by presenting of
linukay in a tray and of the allotted linukay that was consumed.
Group 1 – Paper Folding
2- Drawing Broken Lines
3- Drawing and cutting/modeling clay.

Ask the following (Task Card)

1. What does model A represent? ( of the linukay in a tray)
2. What does model B represent? ( of the linukay in a tray)
3. What does the double shaded part in model C represent? ( It is the
intersection product of x )
-Presentation of Outputs
-Checking
GENERALIZATION
How do you visualize multiplication of fraction using
model?

*Multiplication equation of each visualization by

paper folding, drawing and like.
Independent Activity:
Write a multiplication equation for each visualization and
find the answer.
ABSTRACTION
Ask the following Question:
1. What are the key words that describe explicit instruction?
2.What are its attributes and how is each done?
3.What is the role of the teacher in this kind of instruction?
4.What are the guiding principles and elements in using
explicit instruction?
5.When is the use of explicit instruction suggested?
6.How will you compare this with the other approaches and
strategies in teaching Mathematics?
7.What advantages/ disadvantages do you foresee in using
this strategy?
1. What are the key words that describe explicit instruction?

Direct
Simple
Clear and Complete
Definite
Specific
Modelling
2. What are its attributes and how is each done?
3. What is the role of the teacher in this kind of instruction?

Introduce the topic.

Facilitate and guide the teaching-learning
process.
Demonstrate and model the
skill/topic/competency
Evaluate and assess the learning
4. What are the guiding principles and elements in using
explicit instruction?
5. When is the use of explicit instruction suggested?

For topic/s in mathematics like visualization and

operations where the teacher/s needs to
demonstrate the skill/competency
If the learner/s does not have any prior
knowledge or content regarding the topic
For struggling learners and primary learners
6. How will you compare this with the other approaches and
strategies in teaching Mathematics?

It is easy to follow and execute

It ensures clarity of the lesson presented
The teachers demonstrate the skills and
competencies and make sure that learners
acquired the needed skills.
7. What advantages/ disadvantages do you foresee in using this
strategy?
Advantages Disadvantages
Recommended for primary and Not recommended for advance
struggling learners and gifted learners
Easy to execute and implement Needs more preparation of IM’s
on the part of the teacher
Application:
Each participant will craft/design
their own DLP in Mathematics 4,5
0r 6 using Explicit Instruction as
the methodology/strategy. (Part of
their take home activity)
“The only way
to learn
Mathematics
is to do
Mathematics”
Thank
You!
MICHAEL JOHN S. RANADA
Principal - 1