Kindergarten, Science Math

Question 1

What is kindergarten science called

Answer 1

Physical and natural environment

Question 2

School with special science program permitted to have science in

Answer 2

Grade 1

Question 3

Deped K-12 Curriculum states that Science as a subject officially starts?

Answer 3

Grade 3

Question 4

Kindergarten-Science Curriculum
3

Answer 4

Life Science
Physical Science
Earth Scienc

Question 5

Tell and describe the different kinds of weather
Observe and record the weather daily, what we wear
Identify simple ways of taking care of the environment
Cause-effect relationship on familiar situation

Answer 5

Environment and the weather

Question 6

solid liquid & gases as affected by temperature

Answer 6

Changes that Matter undergo

Question 7

observe and identify different sources of Iight, heat, sound, electricity. in their environment and uses in everyday life

Answer 7

Energy

Question 8

describe the natural objects that they see in the sky

Answer 8

Astronomy

Question 9

describe what makes up their environment, begin with landforms and bodies of water found in their community

Answer 9

Geology

Question 10

Describe the different types of local weather

Answer 10

Meteorology

Question 11

learn different kinds of living things are found in different places

Answer 11

Biodiversity and Evolution

Question 12

learn that living things reproduce and certain traits are passed on to their offspring

Answer 12

Heredity: Inheritance and variation

Question 13

lam that living things depend on their environment for tood, air, and water to survive

Answer 13

Ecosystem

Question 14

Observe and explore and investigate how things around them move and can be moved

Answer 14

Force and motion

Question 15

When learners observe different objects & materials, they have aware of their different characteristics.

Answer 15

Properties of matter

Question 16

Learners observe and describe the different parts of living things focusing on the sense organs of human and more external parts of animal and plants
Distinguish living things and non living things

Answer 16

Pants and function of animals and plants

Question 17

Learners will identify body parts and their uses, demonstrate
movements using the body parts, use the senses to observe the environment and to practice ways on how to take care of one’s body.

Answer 17

Body and the senses

Question 18

Learners will identify characteristics and growth of common
plants, grouping of plants according to certain characteristics, its usefulness ways to care for them.

Answer 18

plants

Question 19

Learners will identify characteristics and needs of animals,
how they grow and grouping of animals according to certain characteristics.

Answer 19

Animals

Question 20

Learners will classify objects according to observable
properties like size, color, shape, texture, and weight;
demonstrate an understanding that objects are made from
one or more materials like metal, plastic, wood, paper;

Answer 20

Properties and change

Question 21

communicate changes observed; explores how objects can
be moved like pushing, pulling, rising, sinking, blowing;

Answer 21

Force

Question 22

describe movement of objects like, straight, round and
round, back and forth, fast and slow; use objects and materials safely.

Answer 22

motion

Question 23

The learners will learn about properties and attribute matching, sorting, classifying, of object such as colors, size and shape.

Answer 23

logic

Question 24

The learners will learn about the concepts of size, length, weight,
time and money.

Answer 24

measurement

Question 25

The learners will learn about 2 or 3 – dimensional objects.

Answer 25

geometry

Question 26

The learners will learn about rote counting up to 20; count objects;
identify sets with one more or one less element; recognize and identify numerals from 0 to 10; read and write numerals from 0 to 10; match numerals to set of concrete objects, number sequence.

Answer 26

Number and Number Sense

Question 27

The learners will learn about organizing and interpreting data.

Answer 27

STATISTICS AND PROBABILITY (SP)

Question 28

The learners will learn about whole numbers up to 100, ordinal
numbers up to 10th, money up to PhP100 and fractions ½ and ¼; addition and subtraction of whole numbers up to 100 including money.
In Grade 13

Answer 28

NUMBERS AND NUMBER SENSE

Question 29

The learners will learn about 2-dimensional and 3-dimensional
figures.
In Grade 1-3

Answer 29

Geometry

Question 30

The learners will learn about understanding of time and nonstandard units of length, mass and capacity.

Answer 30

measurement

Question 31

The learners will learn about pictographs without scales and
outcomes of an event using the terms likely and unlikely to happen.
In Grade 1-3

Answer 31

STATISTICS AND PROBABILITY

Question 32

draws from the goals
of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF

Answer 32

The Kindergarten Curriculum Framework (KCF

Question 33

Kindergarten learners need to have a _________. to the content-based curriculum of Grades 1 to 12

Answer 33

smooth transition

Question 34

The items in rectangles in the Figure show the theoretical bases for
teaching-learning in the early years, which are founded on constructivism, integrative, thematic, collaborative, inquiry–based, and reflective teaching in play-based approaches with application of the

Answer 34

Developmentally Appropriate Practices (DAP)

Question 35

The outermost layer indicates the Curricular Themes upon which the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed. It has been crafted using the

Answer 35

Thematic or integrated approach

Question 36

The body of knowledge, skills and attitudes expected to be learned by all students, generally related to a set of subjects and learning areas that are common to all students, such as languages, mathematics, arts, physical education, science and social studies.
 This standard defines the learners’ learnings in terms of content and acquired skills.

Answer 36

Core learning area standard

Question 37

are the learning standards and academic expectations for a particular grade or grade span in schools.
 This refers to the specific skills that is expected to be acquired by specific grade levels.

Answer 37

Grade level standard

Question 38

This shows the degree or quality of proficiency that the learner is able to demonstrate in each key stage after learning a particular learning area in relation to the core learning area standard.

Answer 38

Key stage standard

Question 39

in the K – 3 is determined by standards that tackle different area to provide holistic learning in terms of Science Curriculum.

Answer 39

Science curriculum

Question 40

At the end of Grade 3, the learners should have acquired
healthful habits and have developed curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts.

Answer 40

Science key stage standards k to 3

Question 41

The learners demonstrate understanding of basic science
concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment.

Answer 41

Science core learning area standard

Question 42

The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.

Answer 42

Science kindergarten level

Question 43

At the end of , learners will use their senses to explore and describe the functions of their senses, compare two or more objects and using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important , decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.

Answer 43

Science grade two level

Question 44

At the end of , learners can describe the functions of the different parts of the body and things that make up their surroundings –rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity. Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures.

Answer 44

Science grade three level

Question 45

At the end of , learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).

Answer 45

Grade one science

Question 46

The learners will demonstrate an emerging understanding
of the parts of their body and their general functions; plants, animals and varied materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.

Answer 46

Grade level standard science

Question 47

The learners demonstrate understanding of basic
science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment.

Answer 47

Core learning area standard

Question 48

At the end of Grade 3, the learners should have
acquired healthful habits and have developed curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts.

Answer 48

Key stage standard

Question 49

The learner demonstrates understanding and appreciation of
key concepts and principles of mathematics as applied - using appropriate technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.

Answer 49

Core learning area standard math

Question 50

At the end of Grade 3, the learner demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense (whole numbers up to 10,000 and the four fundamental operations including money, ordinal numbers up to 100th, basic concepts of fractions); measurement (time, length, mass, capacity, area of square and rectangle); geometry (2-dimensional and 3-dimensional objects, lines, symmetry, and tessellation); patterns and algebra (continuous and repeating patterns and number sentences); statistics and probability (data collection and representation in tables, pictographs and bar graphs and outcomes)as applied -using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Answer 50

Math key stage standard k-3

Question 51

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100, ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and 3dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences); measurement (time, non-standard measures of length, mass, and capacity);and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Answer 51

Math grade one level standard

Question 52

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 1 000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time, length, mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Answer 52

Math grade two level standard

Question 53

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 20, basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of sequence and number pairs); measurement (time, location, non-standard measures of length, mass and capacity); and statistics and probability (data collection and tables) as applied using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.

Answer 53

Math kinder level standard

Question 54

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 10 000; ordinal numbers up to 100th; money up to PhP1 000;the four fundamental operations of whole numbers; proper and improper fractions; and similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences); measurement (conversion of time, length, mass and capacity, area of square and rectangle); and statistics and probability (tables, bar graphs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Answer 54

Math grade three level

Question 55

At the end of Grade 3, the learner demonstrates understanding and
appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 10,000 and the four fundamental operations including money, ordinal numbers up to 100th, basic concepts of fractions); measurement (time, length, mass, capacity, area of square and rectangle); geometry (2dimensional and 3-dimensional objects, lines, symmetry, and tessellation); patterns and algebra (continuous and repeating patterns and number sentences); statistics and probability (data collection and representation in tables, pictographs and bar graphs and outcomes)as applied -using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Answer 55

Key stage standard math

Question 56

The learner demonstrates understanding and appreciation
of key concepts and principles of mathematics as applied using appropriate technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.

Answer 56

Core learning area standard math

Question 57

The learner demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense (whole numbers up to 1 000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time, length, mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

Answer 57

Grade level standard math

Question 58

It is an approach which gives and exposes children to an opportunity to solve and understand scientific problems independently or with peers, guided with systematic steps.
In using this approach, the teacher should start by presenting science-related problems. With this, children will think of possible solutions to the problem based on their prior knowledge. The problem is known as a hypothesis that is defined as an educated guess.
To find solution to their hypothesis, children should engaged in self-study, mutual discussions, and practical works.

Answer 58

Program based learning

Question 59

In this type of activity, children are exposed to different places outside the classroom for them to experiences and learn an intended concept in the most realistic manner.

Answer 59

Field trip

Question 60

Types of field trip

Answer 60

Formal field trip
Informal field trip
Non school related field trip

Question 61

This is less structured and offers children some control and choice concerning their activities or
the environment. The focus may be individualized, less atmosphere of competition, the interaction is unforced, and social interaction is

Answer 61

Informal field trip

Question 62

This is somehow related to the informal field trip. It is a family activity that also contributes significantly to children’s learning.

Answer 62

Non school related field trip

Question 63

This type of field trip is well-planed and organized. The experience one pupil is the same as
the other children who are enjoining the trip.

Answer 63

Formal field trip

Question 64

It is an instructional strategy that enables small groups of children to work together on a common assignment.
It plays an important role in the growth of various domains. Children who are working together become active participants in learning that lead to the development of problemsolving skills, critical and creative thinking skills, and most importantly develop social skills.

Answer 64

Cooperative learning

Question 65

Types of group size

Answer 65

Pair
triad
Quad

Question 66

In this type of group, a child is working with two more creates a six-way interaction.

Answer 66

Triad

Question 67

A type of group wherein a child is working with three more children. Twelve-way interactions are created.

Answer 67

Quad

Question 68

In this group, a child is working with another child. It creates two-way interactions.

Answer 68

Pair

Question 69

It is an act of sharing a tale or a series of events.
 Using stories in presenting a Science concept to children boost their interest in learning the concept. It provides them with a meaningful, coherent, and memorable context.

Answer 69

Storytelling

Question 70

Types of stories

Answer 70

Fable
Folktales
Legend
Personal stories
Histories

Question 71

these stories are similar to fairy tales, but longer and do not involve supernatural interventions.

Answer 71

Folktales

Question 72

these are stories about you or your family, or famous personalities like heroes. These are based on facts or truth.

Answer 72

Personal stories

Question 73

a short story where animals are commonly the main characters.

Answer 73

Fable

Question 74

these are stories that explain how things got to be the way they were

Answer 74

Legends

Question 75

these are stories that happened to someone we do not personally know

Answer 75

Histories

Question 76

Are also known as cognitive organizers.  These are visual representation of presenting and organizing knowledge and ideas.
 When choosing a graphic organizer, it is important to consider the objective that you want to achieve and the concept that you want to teach.

Answer 76

Graphic organizer

Question 77

Types of graphic organizer

Answer 77

Conceptual graphic organizer
Concept map
Venn diagram
Kwl
Hierarchical graphic designer
Cyclical graphic organizer
Sequential graphic organizer

Question 78

These organizers are used to show the sequence of events.

Answer 78

Sequential graphic organizer

Question 79

This category is used to rank information according to qualities, such as importance, and how sublevels show such qualities.

Answer 79

Hierarchical graphic organizer

Question 80

These types of organizers are designed to show the natural cycle of various concepts.

Answer 80

Cyclical graphic organizer

Question 81

It is used to represent logical similarities and
concepts.

Answer 81

Venn diagram

Question 82

is a graphical organizer designed to help children to
means “Know-Want-Learn”

Answer 82

Kwl

Question 83

This category is appropriate for
central idea with supporting information.

Answer 83

Conceptual graphic organizer

Question 84

It is a diagram that shows the relationships of one
concept to other concepts or between concepts.

Answer 84

Concept map

Question 85

It is anchored on the principles of constructivism, and has regard to a process of personal discovery by the learners.
 The process involves children in their learning by generating relevant questions, finding appropriate ways to investigate and answer questions using critical thinking skills, and then building a new understanding, meaning and knowledge.

Answer 85

Inquiry-based Leaming

Question 86

This strategy is used to show objects to the group of young children and to communicate ideas with the aid of visuals, such as slide presentations, posters, flip charts, and others.
 The use of demonstration involves teaching children to do a task in a systematic and stepby-step process.

Answer 86

Demonstration

Question 87

Steps in demo

Answer 87

Planning and Preparation
Introducing the lesson
Presentation of Subject Matter
During the demo
Instructional Material
Evaluation

Question 88

It is described as organizing any collections of different items and showcasing through display in public.
 It is a display of learning of the children, and even the complete process of teaching and learning.
 Science exhibitions are a great opportunity for the children to display the knowledge that hey have learned from science.

Answer 88

Exhibitions

Question 89

focuses on the display model. The models are explained using multimedia technology.

Answer 89

Multimedia Exhibition

Question 90

children present their model and explain the interpretation orally to their audience.

Answer 90

oral Exhibition

Question 91

Steps in developing exhibition

Answer 91

Planning stage
Design stage
Construction of Installation stage
Occupancy Stage
Remedial stage

Question 92

This stage focuses on examining different factors like the flow of traffic visitors usage, attitudes, interests, learning, cost-effectiveness, and attendance.

Answer 92

occupancy stage of Exhibitions

Question 93

This stage focuses on adjustments that need to be done during the installations to correct post-occupancy problems.

Answer 93

Remedial stage of Exhibitions

Question 94

This stage focuses on the preparation, designing and development of the venue.

Answer 94

Design Stage of Exhibitions

Question 95

– This stage involves the placement of materials according to the approve designs.

Answer 95

Construction of Installation Stage of Exhibition

Question 96

The science teacher will select the theme and identify the target audience, venue, materials, and other matters needed to be considered

Answer 96

Planning Stage of Exhibition

Question 97

It involves students being challenged to collaboratively solve real-world math problems which they have not yet previously encountered.
It is student-centered and promotes critical and creative thinking skills, problem-solving abilities, and communication skills.
Not all word problems develop problem-solving skills. a good use of the problem-solving strategy involves a realistic problem, ample time for students to think about the problem, and a venue to engage students in mathematical discourse.

Answer 97

Problem solving in Math

Question 98

It is sometimes called Discovery Learning. It is based on the principle of induction.
Inductions means to derive a concept by showing that if it is true to some cases, then it is true for all.
This method of teaching is commonly described as “specific to general”, “concrete to abstract”, or “examples to formula”.
Inductive learning is about the students discovering the mathematical concepts by themselves with the teacher as guide. In this strategy, students observe, hypothesize, collect evidence, and generalize.

Answer 98

Inductive Learning in Math

Question 99

It is an instructional strategy that is anchored to the constructivist learning theory.
In this strategy, the concept is not directly taught to students. Instead, the students understand and learn concepts by identifying common attributes through comparison and contrast of examples and non-examples.
Mathematics is considered a language with its own set of jargons. Mathematical terms can also be defined through discovery by applying the concept attainment strategy

Answer 99

Concept Attainment in Math

Question 100

 It is an open-ended mathematical task which involves not only problem-solving but equally importantly, problem-posing as well.
 In this strategy, the word “investigation” does not refer to the process that may occur when solving a close-ended problem, but an activity that in itself promotes independent mathematical thinking.
 It is an open-ended teaching strategy that capitalizes on the students’ ability to identify a problem. A word problem can be transformed into a mathematical investigation by limiting the given information and omitting the specific question that is asking

Answer 100

Mathematical investigation

Question 101

It is a progressive teaching strategy that allows students to look for real-world problems and finding creative solutions. Students can do this by focusing on the needs of others, collaborating for possible solutions, and prototyping and testing their creations.
 Design thinking is a contemporary teaching strategy that fosters creativity by allowing students to come up with concrete and tangible solutions to authentic problems that the students themselves identified.

Answer 101

Design Thinking in Math

Question 102

understand the audience and have compassion for whom you are designing.

Answer 102

Emphasize in Design thinking

Question 103

design a prototype to test your solution.

Answer 103

Prototype

Question 104

engage in an iterative continuous improvement process for testing your innovation.

Answer 104

Test

Question 105

generate ideas, conduct research, and brainstorm possible solutions. Develop your solution.

Answer 105

Ideate

Question 106

clearly articulate the issue or problem you need to solve.

Answer 106

Define

Question 107

It is a strategy that take advantage of children’s love for games. Applying this strategy is good in reducing math anxiety.

Answer 107

Game based Leaming in Math

Question 108

Manipulatives are concrete objects like blocks, tiles, and geometric figures, that the students can interact with in order to develop conceptual understanding of mathematics concept.

Answer 108

Use of Manipulatives in Math

Question 109

Associating values or standards of behavior with mathematical concepts can serve as a source of motivation for students.
 It will help students get life lessons through math.  The valuing part can be done before closing the lesson.
 Teacher need to be intentional about values integration and reflect on ways to inject values in math lessons.

Answer 109

Value Integration

Question 110

 It branches out from the Zone of Proximal Development Theory of Lev Vygotsky.  It encourages active participation from learners.
 Group activities can foster collaborated when thoughtfully designed and carefully facilitated. Group size and composition are some of the considerations in designing group activities. It also helps to explain to the students why doing the activity as a group is essential in learning the lesson where it is applied.

Answer 110

collaboration in Math

Question 111

Teachers can effectively facilitate meaningful discussion by asking the right questions. Questioning is a beautiful art which scaffolds students learning.
 In this strategy, it is important that you have already created a learning environment that is open to questioning.

Answer 111

Teaching by Asking in Math