PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
MAILYN G. ELACRE
Math Ed-801
TASK for Lesson 1
Choose 5 released items of at least moderate difficulty from any of the 3 international
assessments - TIMSS, PISA, or SEA-PLM.
ITEM #1
Question:
Lines m and n are parallel.
What is the value of b?
Solution:
The corresponding angle of 60°
at the bottom left is also 60°
Which will therefore provide the 2nd angle of the triangle created by the
two transversal lines.
b = 180°−70 °−60°
¿ 50 °
What skill(s) are Reasoning, Analytical Thinking
tested?
What makes the item Most of the students usually encounter one transversal. In the given
challenging for our problem there are two transversal lines, and it will most likely confuse
students? them.
How should you teach
math, in general, and Review the students regarding the relationship between transversal
that topic, in particular, lines and parallel lines. The angles formed the corresponding,
to enable the students alternating, adjacent, and vertical angles.
to answer the
Review them also about the total angle of a triangle.
question?
These reviews will lead them to the idea of how to find the missing
value.
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
ITEM #2
Question:
Here is a pattern:
3–3=0
3–2=1
3–1=2
3–0=3
What will the next line in the pattern be?
Solution:
3 – (-1) = 4 or
3+1=4
What skill(s) are
tested? Reasoning, Analytical Thinking
What makes the item Some students find it confusing and difficult to answer problems that
challenging for our require reasoning. Some may think that the next pattern will be 3 – 1 =
students? 2. They will think that it will go back to zero.
How should you teach The pattern may look confusing, but I will lead them to focus on the
math, in general, and patterns of answers to the following equation and the subtrahend so
that topic, in particular, that they may get the idea that the pattern of answers is consecutive
to enable the students from lowest to highest as well as highest to lowest to the subtrahend.
to answer the question?
So, if the last equation is
3 – 0 = 3, the next equation should be
3 – (-1) = 4
Or 3 + 1 = 4
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
ITEM #3
Question:
In the figure above, what is the value
of x?
A. 30°
B. 40°
C. 45°
D. 65°
Solution:
Find the 3rd angle of the triangle with given 45°∧30 ° .
180°−45 °−30 °=105 °
Therefore, the small angle adjacent to 105° is75 ° .
Now, Given 65° +75 °=¿140°
So, x = 180°−140 °
x = 40°
What skill(s) are
tested? Reasoning, Analytical Thinking
What makes the item Students will have difficulty analyzing because there are three triangles
challenging for our involved. And maybe confusing for them if they do not know the
students? concept of the total angle of a triangle.
How should you teach Begin by introducing the concept of the total angle of a triangle. Also,
math, in general, and the concept of adjacent and vertical angles.
that topic, to enable the
students to answer the Having knowledge of the properties of the triangles and angles, it will
lead them on solving the value of the missing part.
question?
Step by step per triangle.
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
ITEM #4
Question:
Solution: Median of 40 + 60 is 50.
It is solved by adding and dividing.
40+60 = 100/2 =50
Do the same process to
32 + 48 = 80 / 2 = 40
What skill(s) are Applying
tested?
What makes the item Some students focus only on what is given. And in the given problem,
challenging for our 50 is not given. Some would be confused about where is 50.
students?
How should you teach Lead the students first on where and how to find or get 50 centimeters.
math, in general, and Doing the process of getting the median between 40 and 60 they will get
that topic, in 50.
particular, to enable
Then let them do the same process in finding the shadow length of a 50
the students to answer
cm bush.
the question?
ITEM #5
Question: (0, -1), (1,3)
Which equation is satisfied by BOTH of these pairs of numbers (x, y)?
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
A. x + y = −1
B. 2x + y = 5
C. 3x − y = 0
D. 4x − y = 1
Solution: Slope
y 2−¿ y 3−(−1) 4
m=
X 2−¿ X ¿
1
¿ = 1−0
= 1
=4
1
Solve for b using the y intercept
y = mx + b
3 = 4(1) + b
3–4=b
-1 = b
Substitute the value of slope and b
y = mx + b
y = 4x + (-1)
4x + y = 1
What skill(s) are Applying, Problem Solving
tested?
What makes the item You cannot simply get the answer by substituting the values of x and y
challenging for our in all the given choices and it’s time-consuming. Some may resort to
students? doing it if they don’t know the right formula.
How should you teach Introduce the right approach in solving these kinds of problems. That
math, in general, and there is a method/technique in solving/finding the right equation using
that topic, in particular, a formula.
to enable the students
Steps to find the equation of a line from two points:
to answer the question?
Find the slope using the slope formula.
Use the slope and one of the points to solve for the y-intercept (b).
One of your points can replace the x and y, and the slope you just
calculated replaces the m of your equation y = mx + b. Then b is the
only variable left. Use the tools you know for solving for a variable to
solve for b.
Once you know the value for m and the value for b, you can plug these
into the slope-intercept form of a line (y = mx + b) to get the equation
for the line.
What insights did you gain while doing this task?
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
I learned about the various test question types used in PISA, TIMSS, and SEA-PLM
while doing the task. I realized the complex nature of educational assessment. The variety of
test problems requires reasoning, analytical, and critical thinking from the students. It makes
sense why certain children did poorly on the PISA, TIMSS, and SEA-PLM exams. Our
learners' level did not prepare them for these kinds of exams. Despite switching to K–12
programs to satisfy these international standards, we still didn't perform well. A
comprehensive and futuristic approach to education is required to provide students with the
abilities and understanding required for success in a world that is becoming more complex
and interconnected. The need for conceptual understanding and the value of practical
application and problem-solving skills. In addition, the task introduced me to the various
methods and strategies that I must generally impart to students. Teaching those who struggle
in math can be a difficult but rewarding task. Every student is different, and we are aware that
what works for one student might not work for another. To help children overcome their
challenges may require time and perseverance, therefore let's be patient and flexible in our
teaching methods.
