Session No.

and Title Solving Non-Routine Word Problems using BLOCK METHOD APPROACH

Duration 1.5 hours

Target Participants Grade 4-6 Mathematics Teachers

Link to the Previous Solving Mathematics Word Problem is always part of the least mastered skills of the students. In order for the students to mastered
Session/Topic this, the students should know how to apply the knowledge that they have acquire previously in real life problems which is the
ultimate goal of us, Mathematics Teachers.
• Basic Operations of:
Whole Numbers, Fractions
• Transforming verbal Phrase into Mathematical Phrase

Link to the Next Understanding the topic Solving Mathematics Word Problems using BLOCK METHOD APPROACH could be beneficial the Students as
Session/Topic well as the Elementary Teachers for the reason that it will open the idea that there are other approach that we can use to solve
Mathematics Word Problems not only the traditional way.

How does this This session provides the teachers unusual strategy to teach Solving Non-Routine Word Problems in such a way that the students will
contribute to the be interested and suited to the level of their understanding.
program outcomes?

Learning Objectives At the end of the session, the participants will be able to

 Describing Non-Routine Mathematics Word Problem.

 Differentiating Routine and Non-Routine Mathematics Word Problems.
 Solves Non-Routine Mathematics Word Problems using BMA.

Key Understandings Routine Word Problem involves one or more mathematical operation and it can be solving through storytelling and relate it to real life
situation.
Non-Routine Word Problem require more than one mathematical operation it uses critical and creative thinking skills and various
strategies and methods to solve it.

References https://nzmaths.co.nz/why-teach-problem-solving
ttps://www.koobits.com
ttps://www.slideshare.net/iamkhat/cmo-no30s2004

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 Problem Solving by: Bolado and Tan-Adalla

Mahmud,Maizan.(2003).The use of Problem Solving heuristic and their

realationship to achievement .Journal of technical Education. 2. Kuala
Lumpur:Department of technical education, ministry of Education,
Malaysia.

https://depts.washington.edu/ccph/pdf_files/CARE_Dissemination_Strategies_FINAL_eversion

Prepared by  Oliver P. Baltazar Teacher-I (Taytay Nat’l High School Division of Rizal)

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METHODOLOGY/STAGE KEY POINTS TOOLS/ RESOURCES SLIDE TIME
NUMBER ALLOTMENT
INTRODUCTION Greet the participants and make them feel good and
comfortable. 3 mins

Present the objectives of the session.

At the end of the session, the participants will be able to: 2 mins
 Describing Non-Routine Mathematics Word Problem.
 Differentiating Routine and Non-Routine Mathematics
Word Problems.
 Solves Non-Routine Mathematics Word Problems using
BMA.

ACTIVITY Say: 15mins

I have here an Old Math Problem, let us analyze the problem
“ Mission 1 “ and give me your solution orally.
Waiting for response:
Say:
Some of you give shorter solutions and some of you give quite
longer solution, why?
Waiting for response:
Say:
Yes! It is because this problem is an specific example of Non-
Routine Word Problem. Different solution that will arrive at one
correct answer.

Discussing Routine and Non-Routine Mathematics Word

Problems.
Do:
Let the Participants Solve the problems mentally.
Allow them to use their own strategy.
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 Solve the problems as fast as they can.

Say:
Analysis What have you observed about the problems?
Have you notice something on the response of your co-
participants?
Waiting for response:
Say:
Yes! Some give the correct answer easily or solve the answer
easily and some find the problems quite hard but still give the
correct answer.

ABSTRACTION Do: 15 mins

 Each group will be given 1 problem and they are allowed to
use any method that they want and write their solution in
manila paper.
 Each group will be given 5 min to finish their work.
 The reporter of each group will be determine through
sampling using marbles.
 The other group will be the one to give grade to the
reporter using Like, Heart and Smiley show card.

Ask:
 What did you considered in identifying the strategies that
you will use?
 Have you encounter any difficulty/Difficulties is solving your
assign problem?
• What if, for instance one of your students is non-reader,
how you teach them solving word problem?

Do:
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LECTURETTE 15 mins

 Showing to the participants my solution in their assign

problems using Block Method Approach.
 Showing to the participants the BMA solutions of some
difficult problems in MTAP 4-6.

Do:
ACTIVITY  Divide the participants into groups. Cards/manila 30 mins
“EASIHAN NATIN”  Each group will be given easy problems in which they need papers/pentel pen
to used Block Method Approach.
 The other group needs to listen for critiquing.
“GRABEHAN NATIN” Do:
 Divide the participants into groups.
 Each group will be given Difficult problems in which they
need to used Block Method Approach.
 The other group needs to listen for critiquing.

ABSTRACTION Say:
• Based on the discussion from the previous activity, is there 5mins
anything that you can add to help our fellow math teachers
in discussing Solving Mathematics Word Problems?

Note to facilitator: You may ask some more questions which

you deemed necessary to create a more intelligent discussion.
CLOSURE Do:
 Wrap up the session by giving some suggestions on some 5 mins
strategies of teaching proving triangle similarity.
 Emphasize this idea:
 “You can do what I cannot do. I can do what you cannot do.
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 Together we can do great things.”

PREPARED BY:
OLIVER P. BALTAZAR
TEACHER I ( TAYTAY NATIONAL HIGH SCHOOL )

CORROBORATED BY:

MARIA ANGELICA S. SEVERINO RIZZALYN C. GANANCIOS SERGIO PAULO B. ESGUERRA

Teacher- Ampid NHS Teacher- Quiterio San Jose Elementary School Teacher- Casimiro A. Ynares Sr. MNHS

RUBEN C. SALVANTE
PRINCIPAL I, Dulongbayan ES

MA. CRISTINA C. CAMARSE

Education Program Supervisor I-Mathematics
Division of Rizal

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