Teaching Subtraction of Two Digit Numbers by Two through the Use of Model among Grade One Pupils in Malagonlong Elementary School

Abstract

INTRODUCTION

Effective learning of mathematics can be achieved only through proper understanding of its structure and underlying construct. The researcher intends to explore their knowledge in teaching subtraction using models to easily attract the attention of the pupils and surely make them understand the lesson. The researcher used the model in teaching Subtraction of 2 digit numbers by 2 among the Grade One Pupils in Malagonlong Elementary School. The study focused on the teaching of "Subtraction of 2 digit numbers by 2 through the use of model among Grade One pupils in Malagonlong Elementary School. It discussed the distinct feature of the model as used in teaching "Subtraction of 2 digit numbers by 2 with lessons about "Subtraction with and without regrouping."

METHODS

The researchers use the descriptive method to know that the students easily understand the lesson. The grade one pupils were the respondents of this study. The study applied the documentary analysis about the model and writing a lesson plan using two lesson plans with each part starting with objectives, subject matter, procedures, evaluation, and assignment. The objectives were "Subtract 2 -digit number with or without regrouping". The strategy used was a model of an object like a chips sandwich. The statistical tools used were frequency, percentage, and ranking.

RESULTS

Mathematical modeling can be taught at every stage of a student's mathematical education, from kindergarten to undergraduate school and beyond, as a basis for developing problem-solving skills and mathematical habits of mind. The researcher used Modeling in teaching Subtraction to retain more information, understand the concept more rapid and productive. The study revealed that Modeling strategy helped the learners understand the lesson easily on subtraction without regrouping and with regrouping. The lessons about subtraction like subtraction with regrouping and subtraction without regrouping were discussed using symbolic model. Majority of the pupils who had an average performance on subtraction without regrouping and with regrouping manifested great improvement in working with numbers after using the Model strategy.

DISCUSSIONS

Modeling strategy used in teaching Mathematics lessons in the primary grades was deemed to be a successful way of improving Mathematical skills of children. Pupils do not only learn but enjoy the activity as they become well aware of the process as demonstrated by the teacher before challenging the pupils to perform on their own.