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Hazel Joy A. Araya
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17 views4 pages

Output Math

Uploaded by

Hazel Joy A. Araya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Prepared by: JESON V.

AUDITOR
Name Of School: MALOBAGO ELEMENTARY SCHOOL
District: MANITO DISTRICT

Design Thinking Project in mathematics


(A FRACTION-FRIENDLY FRACTION VISUALIZER
DEVICE)

I. THE PROBLEM

General Objective:
Visualize addition of fractions.

Specific Objective:
Visualize addition of fractions with denominator of 10 and below using prototype
teaching device.

II. THE DESIGN THINKING PROJECT

A. Empathize:
Show a video clip of a of struggling pupil in answering visualization of addition of
fraction using SLMs or any other form of instruction. After viewing the video, ask the
following questions.
1. What have you observed in the video?
Answer: ___________________________________

2. What did you feel when you see that the child hardly answers visualizing addition
of fractions?
Answer: ____________________________________

3. Why are you feeling that way?


Answer: ____________________________________

To strengthen your claim about the difficulty of a child in answering Fraction


back it up with some facts/ research about why learning fraction is essentially relevant
and important in everyday life.

- What materials in the classroom have you seen from the video? (Listing Method)
___________________ ____________________ _____________________
___________________ ____________________ _____________________

- Do you think these materials can be used to help the child in the video to visualize
fraction well? _____________________________

b. Define:
Say: The child in the video doesn’t have a way to help himself to a and concrete device to
help him in visualizing fraction that is why I believe we need to help him design a fractional
adding device.

- Do you think we can help the child in the video visualize fraction by using the
materials available in child’s home/classroom to make learning fraction more
comprehensive, easy and manipulative? ________________
If yes, how we do it? ___________________

(Expected answer: Create/design a device to help the child solve addition of Fraction
effectively.)

c. Ideate:
Visualization of fractions can be mastered using manipulative objects available at
home, using different materials.
(Present the materials to them)

Individual activity:
*From the materials let the child design a manipulative fractional device and draw the
design on the paper.

d. Prototype:
Group Activity:
Brainstorm and combine all the ideas written on the paper with your group and come
up with a fractional device design.
Label all the materials that you will use in your design.
Give the pupils 1 hour to brainstorm and design their device
The teacher prepares the materials for the device
E. Test:
Note:
(In case the fractional device was not successfully done, let the pupils re-
strategize in designing the device until they come up with a good result.)

- Help the child in refining their work.


- Record all the results successful or not.

1. How will did your group collaborate?


Answer: _____________________________________________________________

2. What could your group improve the device?


Answer: _____________________________________________________________

3. What suggestions/recommendations could you still add to enhance the quality?


Answer: _____________________________________________________________

Direction: Encircle the emoji “thumbs up” if the result is observed and “thumbs
down” if not observed.

TEST RESULTS YES NO


1. Was your device visually appealing?

2. Was your device creative and


innovative?

3. Was your device durable?

4. Was your device


economical/practical?

5. Was your device useful to the user?

6. Was your device environment


friendly?

III. Conclusion:
It shows that the fractional device is learner-centered, user- friendly, cost-efficient,
and effective in addressing the need of the learner in learning fractions with denominator 10
below.
Important/Additional Notes:
The device has its delimitation covering only on denominators 10 below and only
applicable to specific learning competencies. Therefore, it is recommended for further studies
and research for its effectivity and quality results and outputs.

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