CHAPTER I

THE PROBLEM

Background of the Problem

Mathematics is the gate and key of all sciences. Anyone who is ignorant of it may not

know all the other sciences and the world around him and what is worse is that he will never

realize his own ignorance and so does not seek remedy (Berthelat, 1988).

Mathematics is considered as a very important field in man’s life because it is found in

everything we do. Man uses and deals with numbers every now and then. These are used in the

market, school’s stores, banks, and everywhere. Practically, mathematics is woven into fiber of

life. It is recognized as a common key to the communication and thoughts modes of modern

areas of special knowledge. It is a discipline of the mind, a body of knowledge which has

endured through time and space and should form the basis of one’s education (Acosta, 1995). It

has also played its role in every stage of human development and its functions have been found

indispensable to man’s challenging fast-paced society.

As technology goes through rapid changes in this information age, future workers will be

changing jobs more frequently. Each job will require retraining. Thus flexible work force

capable of dynamic lifelong learning is required. Problem solving which includes the ways in

which problems are represented, the meanings of the language of mathematics and the ways in

which are conjectures and reasons must be central to schooling so that students can explore,

create, accommodate to change conditions, and actively create new knowledge over course of

their lives.

Among all fundamental area in education, mathematics is one of the most indispensable

and integral component which play an important role from at least activities of man at home to

1
his greatest involvement in the community. Mathematics education should aim to provide

opportunity for all learners to become mathematically literate workers and lifelong learners.

Solving word problems is found to be the most difficult part of any math course. In most cases,

this involves applications of well-known formulas and understanding of the relationships

between quantities. The key idea in solving these problems is to identify the way in which the

quantities are being measured and to recognize which formula to apply.

Learning is an active process. In view of this, a learner should actively participate in

learning activities in order to assimilate knowledge and skills. Learner should be given varied

activities for what we call “hands-on minds-on” learning and opportunities to actively participate

in the classroom. One cannot apply what he has not full learned. So, if the pupils have not fully

learned the basic concepts and skills, they cannot apply these concepts in solving problems

through how simple they are.

According to Manzano (2005), learning by doing and learning by teaching others

increases retention rate. And that the more senses involved, the better and higher performance

level and that retention is affixed to the learner.

Wolfe (2001), stated that the humans intensely visual individuals. The eyes contain

nearly 70% of the body’s receptors and send millions of signals along the optic nerves to visual

processing centers of the brain. Thus, we take more information visually than through any other

senses.

In hands-on and minds on activities, the pupils manipulate objects and from the insights

derived from this, they discuss, explore, and discover mathematical ideas and concepts. This

strategy makes the learning process more concrete thus enhance better understanding and

appreciation of mathematics.

2
 As observed by many mathematics teachers, pupils’ performance in mathematics tests is

less than satisfactory. Most of the pupils performed poorly on achievement tests conducted at the

end of the school year, and Philippines is facing a crucial status in terms of its students’

academic performances particularly in mathematics. And based in my observations, the pupils

performed poorly and it is hard for them to solve word problem that leads them to hate

mathematics.

This scenario on pupils’ poor performance may be attributed to the inability of schools to

meet the pupils need. It could also be attributed to the failure of the mathematics teachers to

make mathematics learning more meaningful and relevant.

In keeping with these changes, the school must institute reforms in the classroom

especially in the teaching and learning of mathematics. The curriculum standard for mathematics

recommend that school should expose pupils to numerous activities and should be given the

opportunity to work with others while in the process of knowing and learning mathematics.

It is for these reasons that the researcher was motivated to undertake this study. It is the

aim of this study to find out how pupils may acquire mathematics skills when doing hands on

mathematics and while working in groups. Specifically, it is the aim of this study to find out the

effectiveness of practical work as a strategy in solving word problems on finding the

circumference of a circle.

The problem was chosen due to the budgeted time allotted to conduct this research. The

topic, finding the circumference of a circle, was chosen based from the learning competencies

the class has gone discussing. This was the next topic the learners is about to learn next.

When the researcher was about to teach the circumference of a circle to the pupils, he

found out that it was not easy for them to identify what is asked in the given problems, what

specific formulas to use and they forget to follow the steps in solving word problems. They tend

3
not to give correct answers from the given problems on the circumference of circle even figures

or illustrations were already given. They solve the problems right away not knowing what certain

solutions to be use. They can solve but there are still skills that were not identified, so they came

up with wrong answers.

The reason why pupils were not able to solve such problems is that they were not totally

exposed to the steps in problem solving like identifying the problem, identifying the given, what

certain operation to be use, what is the formula to be use and their complete solution. Their

knowledge in solving the circumference of a circle was not applied through varied activities. The

researcher decided to find out possible ways to improve the ability of pupils in solving word

problems on finding the circumference of a circle through hands-on and minds-on activities.

The pupils’ difficulties in solving word problems involving the circumference of a circle

are due to the instrumental materials and techniques. (http”//en,Wikipedia.org/wiki/Problem

solving).

Statement of the Problem

This action research was designed to improve the problem solving skills of the pupils by

through hands-on and minds on activities.

Specifically, it sought to answer the following questions:

1. What is the level of performance of the pupils in the pretest and post test?

2. What are the reactions of the pupils on the use of practical work in finding the

circumference of a circle?

4
Significance of the Action research

This study would prove significant to the pupils and teachers,.

To the pupils, this study will provide them alternatives in problem solving the easier

way. The result will also give them the hope that through hands-on and minds-on activities, it’s

not that really hard to solve problems in Mathematics.

To the teachers, the result of the study will help them teach problem solving,

particularly finding the circumference of a circle, easily. It provides a better perspective on how

pupils should be taught to improve the teaching-learning process in Mathematics.

Scope and Delimitation of the Study

This study was limited to the enhancement of the problem solving skills of pupils in

finding the circumference of a circle through practical work. . It involved 39 pupils, 17 Grade V

and 22 Grade VI, of Solsona Central Elementary School this school year 2016-2017.

Definition of Terms

To give the readers a clearer idea and understanding in this study, the following terms

are hereby defined as used in the study:

Activities. It refers to tasks given to the pupils to accomplish by group.

Circle. It is a round figure.

Circumference. It is the distance around the circle.

Enhance. It means to enrich or improve.

Mathematics. One of the core subjects in elementary curriculum along with English,

Filipino, Science and Makabayan.

Posttest. It is a set of test given to the respondents after using the intervention/strategy.

5
 Hands-on Minds-on Activities. It is a strategy in which learners will manipulate

concrete objects or perform activities to arrive at a conceptual understanding of phenomenon,

situation, or concept.

Pretest. It is a set of test given before applying the intervention/strategy.

Problem solving. A higher cognitive process that requires the modulation and control of

more routine or fundamental skills.

6
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This part of the study presents the review of literature, strategy and procedure that will

be done in gathering all the information needed for the accomplishment of this research. This

includes the sources of the data, the data gathering instruments, the data gathering procedures as

well as the statistical tools used in this study.

Problem and Problem Solving

A problem is an opportunity for improvement. A problem can be a real break, the stroke

of luck, opportunity knocking, a chance to get out of the rut of the everyday and make yourself

or some situation better. A problem is the difference between your current state and your goal

state. A problem can result from new knowledge or thinking. When you know where you are and

where you want to be, you have a problem to solve in getting to your destination

(http://www.virtualsalt.com/crebook3.htm).

Solution is the management of a problem in a way that successfully meets the goals

established for treating it (http://ardictionary.com/Solution/10946).

Problem solving is a mental process which is the concluding part of the larger problem

process that includes problem finding and problem shaping where problem is defined as a state

of desire for the reaching of a definite goal from a present condition that either is not directly

moving toward the goal, is far from it or needs more complex logic for finding a missing

description of conditions or steps toward the goal. It is considered as the most complex of all

intellectual functions, problem solving has been defined as a higher-order cognitive process that

requires the modulation and control of more routine or fundamental skills. Problem solving has

7
two major domains: mathematical problem solving and personal problem solving where, in the

second, some difficulty or barrier is encountered or problem, or the result of the process

(http://en.wikipedia.org/wiki/Problem_solving).

Hands-on and Minds-on Activities

According to Ambito (Modern Teacher, 2010), practical work is a strategy which learners

manipulate concrete objects or perform activities to arrive at a conceptual understanding of

phenomenon, situation or concept. Activities can be done in the garden, in the yard, in the school

grounds, or anywhere as long as the safety of the learners is assured. It is a wrong notion that

practical work is confined to the classroom or the laboratory only. Practical work activities can

execute by learners either individually or in small groups. While learners are doing practical

work at their own pace, they can also develop sense of independence and cooperation.

Practical work support students in moving to abstract understanding, but only if it is well

designed to focus on the mathematical ideas and to encourage student thinking. It includes clear

mathematical; communication, the expectation to justify ideas within a group as well as peer

teaching and learning. With these components, group work assists in developing mathematical;

reasoning skills. Practical work can improve students’ experiences of learning mathematics. It

can connect with communities and practices beyond the classroom, help in learning to work with

others and assist in providing each student with activities that are extending but attainable

(Ambito. Modern Teacher,2010).

Hands–on involved students in doing mathematics-experimenting first-hand with

physical objects in the environment and having concrete experience before learning abstract

mathematical concepts. They find new knowledge from their activities and students learned by

doing. It highlights the importance of motor learning even in non-motor tasks, and suggests that

8
it may be able to lay the foundation for new knowledge just by telling learners how to move their

hands. The students learn Mathematics with gesture. They are not still stuck on their seat when

they were given problems. On each problem during the lesson, they were told to repeat the words

or words/gestures they had been taught. Students can extract the information of the lesson from

their gesture. So the students can be active in the class and they can learn effectively. They can

also find something that so interesting in the learning classroom (Goldin-Meadow Susan, article

Gesturing Gives Children New Ideas About Math).

Minds-on (thinking about thinking) focused on the core concepts and critical thinking

processes needed for students to create and re-create mathematical concepts and relationships in

their own minds. Students improve their thinking and try to connect with their prior knowledge

to get the new information. They analyze and describe the components of Mathematical concepts

so; the students can develop their Mathematical thought. It allowed students to explore,

discover, discuss and meaningfully construct mathematical concepts and relationships in

contexts that involve real-world problems and projects that are relevant and interesting to the

learner. Students construct their thinking about Mathematical concept and then create a concept

in their mind. They can explore their knowledge and try to solve the real life problems to get

something new about the concepts (http://vaniuno.wordpress.com/2010/11/16/hands-on-minds-

on-authentic-learning-in-mathematics/).

9
 CHAPTER III

METHODOLOGY

This chapter presents the research design, the sources of data, instrumentation and

procedure and the tools for data analysis

Research Design

The action research utilized the pretest and post test design to assess the skills of the

pupils in finding the circumference of a circle before and after the intervention, respectively.. An

intervention was introduced and was tried to enhance the problem solving skills of the pupils.

Description included quantitative and qualitative . The formulation of a strategy / intervention

in teaching how to find the circumference of a circle was the output of the results of the study.

Locale of the Study

The study was undertaken in Solsona, Ilocos Norte. It is a fourth class municipality. It is

composed of twenty-five (25) barangays. It has nineteen (14) elementary schools . One of which

is the Solsona Central Elementary School.

Solsona Central Elementary School is a complete elementary school located at the heart

of the municipality of Solsona. It has a total population of 536 with 22 teachers including the

school head.

The school serves mostly the school children coming from the barangays of Juan and

Laureta.

10
 The school is a learning institution led by a competent and committed educational leader,

supported by effective, efficient and value-laden teachers working together with supportive

stakeholders for the development of responsible, productive and God-fearing school children.

Population and Sample

The population of the study were the seventeen Grade V and twenty-two Grade VI pupils

of Solsona Central Elementary School, Solsona District, Solsona, Ilocos Norte, this school year

2016-2017, as shown in Table 1. The study employed total sampling.

Table 1. Respondents of the Study

Name of School Grade Level Number of Respondents

Solsona Central Elementary Grade V 17
School
Solsona Central Elementary Grade VI 22
School
TOTAL 39

Research Instrument

The researcher made a test covering the topics on finding the circumference of a circle.

This was reviewed by selected mathematics teachers in the district. This was used in determining

the mathematical skills of the pupils as regards to the concept tested. The final format of the test

composed of a twenty-five (25) item test, was distributed as follows: sixteen (16) items for a

multiple choice test, five (5) items for identifying the parts and four (4) items for open-ended

problems on finding the circumference of a circle. To ensure context validity, the items in the

test were based on the minimum learning competencies of intermediate class on Mathematics

under K to 12.

11
The Strategy or Intervention

To enhance the problem solving skills like identifying the problem, identifying the given,

the operation to be used, the formula to be used and the complete solution in order to solve word

problem in the intermediate class in finding the circumference of a circle, I used hands-on and

minds-on activities to concretize the concepts being learned by the pupils. The pupils were given

real objects like clock, paper plate, plate, electric fan, cover of trash can and pictures of objects

such as pizza, merry-go-round and Ferris wheel so that they can measure the diameter, radius,

and the circumference of a circle using their tape measure, ruler and meter stick. The classes

were divided into different groups where each member of the groups were given chance to

manipulate, to participate in the activities. At the end of every activity, pupils’ works were

evaluated and performing groups were given rewards in accordance with the Reward Motivation

Theory which states that a reward is to be obtained after the execution of a task, an action or a

series of actions (www.theory.reward.motivation). Examples of rewards given were stars on the

performance chart, additional points for performance , and others.

Data Gathering Procedure

After securing permission to conduct the action research from the public schools district

supervisor, the researcher conducted the pretest to the pupils to determine their ability in

solving word problems on finding the circumference of a circle. The pupils’ responses to the

pretest were checked, recorded and tabulated to determine their competencies, as well as

weaknesses in solving word problem involving circumference. After a careful analysis of the

pretest results, we introduced the treatment instruction using practical works in solving word

problems.

12
 Demonstration lessons and hands-on and minds-on activities were provided, which led

to the enhancement of the ability of the pupils in solving word problems.

Four sessions were used in the intervention, that is for four consecutive days. On the first

day, they had their pretest. On the second day, the researcher conducted a lecture about finding

the circumference of a circle. Pictures of a Ferris wheel, Merry-go-round, pizza, clock, plate,

electric fan, and a figure of a circle were used. The pupils solved and measured the given figures

by finding the radius, diameter, and circumference. After measuring the given objects for every

group, they put their data in the manila paper and some of the group s draw the clock, paper

plate, cover of a trash can and the real plate. Afterwards, they present their work in front by

discussing how they get the radius, diameter, and the circumference of the circular objects. After

the group activities, they have the individual activities in order to have a better understanding

about finding the circumference of a circle.

On the third day, real objects figures like electric fan, plate, glass, and clock were used

and they have group activities in measuring the given figures. Using their compass, the pupils

drew a circle on their papers or coupon bonds then measured the diameter first then the radius

using their ruler or tape measure in order to find the circumference of the circle that they drew.

More activities were given on the fourth day using more real objects.

After four consecutive days of activities and instruction, the post test was given to measure the

effect of the practical work activities of the pupils on the last day.

Statistical Treatment of Data

The results of the pretest and post test of the respondents were tabulated and analyzed

using frequency distribution, standard deviation and means. The measures were used to describe

the level of performance of the pupils in their problem solving ability before and after

13
intervention using the following range of scores with their corresponding description or

interpretation.

Range of Scores Descriptive Interpretation

21-25 Excellent
16-20 Very Satisfactory
11-15 Satisfactory
6-10 Fair
0-5 Poor

14
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The data gathered to assess skills of the pupils in solving for the circumference of a circle

of the pupils of Solsona Central Elementary School, Solsona District, Solsona, Ilocos Norte are

presented in this chapter. These data were analyzed and interpreted to provide sufficient basis to

determine the effectiveness of hands-on and minds-on activities in teaching mathematics

particularly in finding for the circumference of a circle.

Findings and Interpretations

Before the intervention was introduced, a pretest was administered to determine the level

of the pupils when it comes to mathematics as well as to determine the problem solving skills

they have already.

It was found out that the Grade Five and Six pupils have fair performances as indicated

by the means 8.75 and 9.39 respectively, as shown in Table 2 . This showed that the pupils

really lack some skills in problem solving or they don’t have the mastery of the problem solving

skills involving finding the circumference of a circle. And this was supported by the result of

identifying the problem solving skills the pupils have mastered already presented in Table 3.

15
Table 2. Frequency Distribution of Mean and Standard Deviation of the Pretest and Post test of
the Grade V and Grade VI.

Range Descriptive Pretest Posttest

of Interpretation
Scores Grade V Grade VI Grade V Grade VI
F % f % f % f %
21-25 Outstanding 0 0 0 0 7 41 8 40
16-20 Very Satisfactory 2 12 4 18 8 47 12 50
11-15 Satisfactory 3 18 3 14 2 12 2 10
6-10 Fair 7 41 7 32 0 0 0 0
0-5 Poor 5 29 8 36 0 0 0 0
TOTAL 17 100 22 100 17 100 22 100
MEAN 8.75( Fair ) 9.39(Fair) 20.00 ( Very Satisfactory) 20.20(Very Satisfactory)
STANDARD DEVIATION 4.76 5.25 3.27 3.38

After the implementation of the intervention, posttest was administered to both grades.

The mean of 20.00 for Grade Five and 20.20 for Grade Six showed that the pupils performed

very satisfactorily after using the intervention.

The standard deviation score on the pretest ( 4.76 ) and posttest ( 3.27 ) for the

Grade V and pretest ( 5.25 ) and posttest ( 3.38 ) for the Grade VI indicate that generally,

there is an improvement of the pupils’ performance in finding the circumference of a circle.

This indicates that when pupils were exposed to hands-on minds-on activities, there was

a remarkable improvement in the problem solving skills of the pupils.

Table 3. Number of Pupils With the Following Problem Solving Skills Before and After the
Implementation of the Intervention

Before the Use of the After the Implementation

Problem Solving Skills Intervention of the Intervention
Grade V Grade VI Grade V Grade VI
Identifying what is asked in the 7 9 17 22
problem
Identifying what are the given 5 8 17 22
informations
Determining the operation to be use 4 6 16 22
Giving the correct Number Sentence 3 5 16 22
(Formula)
Solving for the correct answer 1 2 15 20

16
 Table 3 shows the number of pupils who excel on the different problem solving skills

before the implementation of the intervention. It can be noted that not all the pupils can do all

these skills. Most of them tend to forget these skills. After the use of practical work, there was a

great improvement on the pupils’ understanding of the different problem solving skills in finding

the circumference of a circle. It can be noted also that after they were exposed to practical work

activities, there is a remarkable improvement on the performance of the learners.

Supplementary evidence was the comments of the respondents gathered after the post

test.

“Sir, thanks a lot for teaching us how to solve problems involving the

circumference of a circle.”

Sir, thank you for teaching us Math and making problem solving easier

to understand.”

Now, I began to love Math. I wish all the other teachers will give a lot

of activities”.

“You made Math enjoyable for me sir. Thanks!”

Based on the comments of some of the respondents, the researcher have seen the big

effects of using practical works in teaching problem solving. With this, he was determined that

teachers should give also varied activities and use some practical works in teaching to provide

the learners interests in solving Math problems and concretize their experience for the learners

17
 CHAPTER V

SUMMARY, CONCLUSION and RECOMMENDATIONS

SUMMARY

This action research was conducted to enhance the use of practical work in finding the

circumference of a circle. It was conducted at Solsona Central Elementary School, Solsona

District, Solsona, Ilocos Norte involving the 17 Grade V and 22 Grade VI pupils. Before giving

the intervention, a pretest was given and after the intervention, post test was given at the end.

The result showed that the pupils had very satisfactory performance from fair after they

were exposed to activities with practical work.

FINDINGS

The pretest mean score of the Grade V pupils is 8.75 indicating that generally, they

have fair performance when it comes to finding circumference of a circle. While their post test

mean score of 20.00 indicates that generally, the pupils performed very satisfactorily in finding

the circumference of a circle.

The standard deviation score on the pretest ( 4.76 ) and post test ( 3.57 ) indicate that

generally, there is an improvement in finding the circumference of a circle.

The pretest mean score of the Grade VI pupils (9.39) and the standard deviation score

(5.25) indicate generally that they had fair performance when it comes to finding the

circumference of a circle.

Based on the comments of some of the respondents, the researcher have seen the big

effects of using practical works in teaching problem solving. With this, he was determined that

18
teachers should give also varied activities and use some practical works in teaching to provide

the learners interests in solving Math problems and concretize their experience for the learners

CONCLUSION

The results of the study confirmed that the use of practical works in teaching

Mathematics enhanced the pupils’ ability and word problem solving skills involving finding the

circumference of a circle. With the use of practical hands-on and minds-on activities, learners’

tend to understand more the lessons and give them the interest to learn on Mathematics.

RECOMMENDATIONS

Based on the conclusion, the following recommendations are offered:

Mathematics teachers are encouraged to use hands-on and minds-on activities in

teaching pupils to solve word problems in finding the circumference of a circle. In order to

provide learners with varied, enjoyable and concrete experiences and sustain their interests.

The school administrator should encourage their teachers to use hands-on and minds-on

as a strategy to enhance pupils’ ability in solving word problems and a better understanding.

Teachers of other disciplines are also encouraged to use hands-on and minds-on

activities.

19
 LITERATURE CITED

Ambito, Dionabelle F., Modern Teacher June, 2010.

E.E. Biggs., Education Studies in Mathematics. Volume II, pages 469-475.

Grafit, DFebbie Y., et.al,. 2003.Transformation Math 6: Phoenix Publishing House Incorporation

Goldin-Meadow Susan, article Gesturing Gives Children New Ideas About Math.

http://www.virtualsalt.com/crebook3.htm).

(http://ardictionary.com/Solution/10946).

(http://en.wikipedia.org/wiki/Problem_solving).

(http://vaniuno.wordpress.com/2010/11/16/hands-on-minds-on-authentic-learning-in-

mathematics/).

20
APPENDICES

21
 APPENDIX A

TABLE OF SPECIFICATION

Level Objectives Number of Items Item Number/s Percentage

Knowledge Identify and define the 5 1–5 20
circle and its parts
Comprehension Select the parts of a circle 5 14 – 18 20
Application Find and use the formulas 3 6–8 12
in finding the
circumference of a circle
Analysis Solve and analyze 12 9 – 12 48
problems involving 19 – 25
circumference
TOTAL 25 100

22
 APPENDIX B

PRETEST AND POSTTEST

CIRCUMFERENCE OF A CIRCLE

I. Direction: Write the letter of the best answer on your paper.

1. A plain figure that connect all points having the same distance from the center.
a. circle b. center c. circumference d. radius
2.The circumference of a circle is __________ .
a. the center of the circle
b. the segment joining any two points in the circle
c. the line that intersect the circle at two different points
d. the distance around the circle
3. A line segment that connects two points on the circle.
a.arc b. diameter c. chords d. radius
4. What instrument do you use in drawing a circle?
a. compass b. ruler c. cone d. protractor
5. Which of the following is not a part of a circle?
a. angle b. point c. chord d. arc
6. What formula is use in finding the circumference of a circle?
a. C=2r b. C=2 x 3.14 c. C=2 d. C=2rd D
7. What is the radius of the circle?
a. AD b. AB c. AC d. ABC
8. Which of the following is the chord of the circle ? A B
a. AD b. AB c. AC d. ABC
C
9. Gab bought a circular clock and has a radius of 6 cm. What is its circumference?
a. 34.68 cm b. 35.68 cm c. 36.78 cm d. 37.68 cm
10. What is the circumference of the place if its diameter is 10 inches?
a. 30.04 inches b.30.05 inches c. 31.40 inches d.31.50 inches

23
11. If Chichay has to make a cross stitch with a circular shape in a cloth with a diameter of 15
cm, what will be its circumference?
a. 46.10 cm b. 47.10 cm c. 48.01 cm d. 49.01 cm
12. Tristan cooked a bibingka with a diameter of 7 cm, what is its circumference?
a. 21.89 cm b.21.98 c.22.89 cm d. 22.98 cm
13. What is the circumference of a wheel with a radius of 3m?
a.9.42 cm b.9.43m c. 18.84 m d. 18.48 m

14-18. Name the parts of the circle. Choose your answer in the box below.

Point chord diameter circumference radius

16.
174

15.

17.

18.

II. Find the circumference of the circle.

19. 20.

13cm

D=10m

24
21. d=5m 22.

34 cm

III. Read and solve the following using AGONS.

23. Papa Bear constructed a merry-go-round. From the middle to any point of the merry-go-
round, it measures 56 cm. What is its circumference?
24. Father is plowing a circular field with a radius of 34meters. How wide is the field?
25. What is the distance around the plastic plate with a radius of 80 cm?

25
 APPENDIX C

SEMI DETAILED LESSON PLAN IN MATHEMATICS V-VI

I. Objectives
Given set of activities, the pupils should be able to:
1. arrange the puzzle about finding the circumference of a circle;
2. identify the parts of a circle;
3. define the parts of a circle;
4. analyze the problem involving finding the circumference;
5. give the formula for circumference; and
6. measure and solve problems involving circumference of a circle.

cooperation

II. Subject Matter: Finding the Circumference of a Circle

Reference: Making Connections in Mathematics V, pages 302-307
Materials: compass. Ruler, meter stick, pictures, real objects, activity cards

III. Procedure
A. Preparation
Conduct a group game – puzzle game
Ask what pictures are formed.
Have them give examples of objects with circle shape.

B. Presentation
Present a picture of a circle.
Ask: What is this?
What is a circle?
What are the parts of a circle?

C. Comparison and Abstraction

What is a point?
Have the pupils draw the following in a circle, point, radius, diameter, chord.
Have them define each.
What is circumference?
What is the formula for circumference?
Read and analyze a word problem on finding the circumference of a circle.
Mina went to a market and bought a round table which has a diameter of 5 cm.
What is the circumference of the round table?

D. Generalization
What is a circle?
What are the parts of a circle?
How do you find the circumference of a circle?

26
E. Application
Each group will solve for the circumference of the objects in their box.
Examples: clock, wheel, round plate, etc.

IV. Evaluation
A. Complete the table
Circle Radius (cm) Diameter Circumference
1 5
2 47
3 34
4 79
5 2.56

B. Identify the parts of the circle.

2.
1.

3.

4.

27