My Portfolio

PROFILE
PERSONAL INFORMATION
Name: Juliana P. Ocsona
Address: B8 L10 Lhinette Homes ,
Saog,Marilao, Bulacan
Date of Birth: July 4, 1963
Place of Birth: Pangasinan
Age: 50 years old
Civil Status: Married
Citizenship: Filipino
Height: 157 cm.
Weight: 56 kg

EDUCATIONAL ATTAINMENT
Elementary: San Gabriel Elementary School
Bayambang, Pangasinan
1969-1975
Secondary: Bayambang National High School
Bayambang, pangasinan
1976-1979
Tertiary:
Pangasinan State University
Bayambang, Pangasinan
1980- 1983

FAMILY BACKGROUND
Name of Spouse: Rafael L. Ocsona
Name Of Children: Ralph Lester P. Ocsona
Emil Knievil P. Ocsona
Trojan Troy P. Ocsona
Kristine Joy P. Ocsona
Jan Person P. Ocsona

Introduction
PSM is a new approach to teach Math and learn Math. The proposed
model is not very sophisticated. It does not require overwhelming fancy software or
taking a long training program, it is not a new curriculum with changes in the
material you currently used to teach in your classes. In fact the process is very
simple, but requires viewing the purpose of learning math in different light. It is not
about WHAT we teach, but HOW to teach math.
The course objective is to understand the problem associated with the
traditional approach to improve math education, discuss the basic thinking skills
needed to solve math problems, learn Problem Solving Maps to enhance student
thinking skills, understand the strategies to incorporate PSM in the classroom and
explore alternative application of Problem Solving Maps.
In this portfolio, you can find examples of Example-Conclusion Graph,
multi-rule Branch and Math Breaker. Samples of my pupils output are also included
here. I hope that this compilation about PSM helps us to solve problems in math
and any problems that comes in our life .

Acknowledgement
I am proud and honored to be part of the sixty scholars of this Online
Training Workshop (Problem Solving Maps). I would like to express my special
thanks and gratitude to Madam Jenilyn Rose Corpuz, Madam Victoria Tafalla,
Madam Norlita Santos, Madam Marichu R. Escalona, for recommending me in this
wonderful training and most of all to our online professor/speaker, Danilo Sirias,
Ph. D. from Michigan (Author of Problem Solving Maps Workbook). I gained a lot
of knowledge , especially in the methods and new techniques on how to teach
math in fun and easy way. Whatever knowledge I gained in this training, will surely
be imparted to my pupils and to my colleagues. This achievement will paved the
way to my ultimate goal in life which is to be part of my pupils success. I believed
that this new knowledge I gained will be cascaded to my pupils and in the end will
help them to be successful especially in learning Mathematics. So help me God.

Purpose of the Example Conclusion Graph

The main teaching objective
is for students to uncover math rules by seeing a
pattern from specific examples

Math Rules
Math rules are the foundation to solve more
complicated problems.
A math rule can be summarized in one
sentence.
Rules can be expressed as a generic formula

8% of 300

.08 x 300 = 24
P = 24
25% of 140

85% of 360
.85 x 360 = 306
P= 306

.25 x 140 = 35
P= 35

Your own example

MULTI-RULE
BRANCH

In MULTI-RULE

BRANCH ...

It is applying generic rules to specific steps.

To solve MULTI-RULE PROBLEMS ...

St udents are required to subsequently select math rules from

a menu of possibilities to solve a problem.
The skills needed are the ability to select the right rule and then
To apply it correctly.

The main purpose of MULTI-RULE BRANCH

The main teaching objective is for students to provide the steps

to solve a problem along with the topi ( using math rules ) s
upporting each step.

Solving for Discount

and Sale Price
If a gold watch Is on sale at 25% discount. How much will be its new
price if the original price is 1 500?

1 500 x .25 = 375

Multiply

1 500 - 375 =1 125

Subtract

1 125

New price of
the watch

MATH
BREAKER

MATH BREAKER
Breaking problems into
smaller sub- problems

A salesman has a basic salary of 3 000 a month and a 6% commission on all sales
beyond 50 000. How much did he earn in a month when his total sales
amounted to 236 350?
How much did he earn in a month?

3 000 + 11 181.00 = 14 181.00

How much is her basic salary?

How much is her commission on all his

sales beyond 50 000?

3 000.00

186 350 x .06 = 11 181.00

How much is her total sales?

236 350.00

How much is her total sales beyond 50

000?

236 350 - 50 000 = 186 350

PUTTING ALL TOGETHER

A salesman has a basic salary of 4 000 a month and a commission of 15% on all
sales beyond 50 000. On a certain month , his total sales was 362 550. How
much did he earn for that month?

How much did he earn for that month?

4 000 + 46 882.50 = 50 882.50

A sewing machine is marked 12 450. It was

reduced to 15%. How much is the sale price ?

How much is his basic salary?

Multiply

4 000
How much was his commission
beyond 50 000?

5% of 50 000

12 450 x 15%
6% of 550.00

Subtract

312 550 x .15

How much was his total sales

beyond 50 000?

12 450 - 1867.50

Final
answer

362 550 - 50 000

How much is his total sales for

the month?
362 550

10 582.50

25% of 850.00

Group
Activities

Appreciation
Appreciation of
of pupils
pupils output
output

Individual Activity

Group
Activities

Reporting &
discussion

Appreciation of
pupils output

Presentation & Discussion

Implementing PSM in the classroom

Problem Solving Maps Are graphical representation of important
thinking skills needed to solve math problems successfully. The maps are the 1)
Example Conclusion Graph , 2) Multi-rule Branch, 3) The Math Breaker. There is
one to one relationship to the Math Hierarchy and the Problem Solving Maps. The
use of these maps is twofold: 1) to provide support in learning a specific topic and
2) to map out problem solving strategies that are generic enough to be used on a
large variety of math content
The goal of Problem Solving Maps is to teach us many topics as possible
so that students internalize the thinking skills to the extent that they use them to
solve future problems on their own.

Problem Solving Maps was truly a great help to improve our

thinking skills. It makes each topic easier for students . After using/
implementing PSM in the classroom , pupils improve their critical
thinking skills, They have gained their confidence in solving simple to
more complex problems and even made their own example.
Cooperative learning is also enhance among students. I really see their
enjoyment working in pairs and groups. This strategy will truly lead to
better performance for teachers as well as for students. Im looking
forward to use this strategy in the future