2.D: Module 2 Review - Mathematics


The purpose of this lesson is to review Module 2 in preparation for the assessment.


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In this lesson we have reviewed:

  • Proving Triangle Congruence
  • Other Triangle Properties
  • Bisectors, Medians, and Altitudes

Eureka Math 2nd Grade End of Module Review Bundle Escape Room In Class & Digital

These are fun games that are perfect for the module reviews or an end of the year review.

This is an interactive game where students answer questions and solve clues to escape. This is similar to a scavenger hunt where students will be moving around the room, looking for clues to unlock their envelopes. The clues work for both in class and at home. A paper is provided for students to show their work. Students must have an answer that matches an envelope in order to continue. If the answers do not match, they can’t open or “unlock” the envelope, and must rework the question. For the digital version, students must answer the questions correctly to advance to the next section, and eventually escape.

I give step by step instructions, with pictures, on how to set up the game.

*Teachers must provide their own envelopes*

This escape room is sure to capture the attention of your class.

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LDM 2 Module 2 Answer Key

Module 2 Lesson 1
Activity 1
1. The closure of schools around the world due to the global pandemic posed serious challenges to the delivery of quality basic. education. As a teacher, what do you think are the fundamental concerns in terms of curriculum standards that need to be addressed in order to ensure learning continuity? Cite a spec for example. Do you think these concerns could be solved by teachers alone? Why or why not?

Ans: With this global pandemic we have today, this makes education for children more difficult to achieve. This also brings a big challenge to the Department of education to conduct education in this new normal situation. The best way to address the problem is to adapt this new normal learning by shifting to distance or modular learning. With this strategy, we can ensure
learning continuity. These concerns are not for teachers alone but also with the collaboration of all the dead forces teaching and non-teaching staff. And of course through parents’ learners and stakeholders support.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to be one of the hindering factors on the poor performance of Filipino learners. Do you agree with this observation? Why or why not?

Ans: Yes, I agree, in the department of education several curriculums had been laid and adapt for the purpose of achieving higher standard education and can produce a globally competitive learner. But due to the congested curriculum, we cant achieve our goals. Students cant cope up with the content standard sometimes it takes time to finish a full quarter subject with a limited time allotment.

Activity 2
1. What are the general and specific purposes of the development of MELCs?
-The Department of Education’s Bureau of Curriculum Development developed MELCs to cope with the drastic change in the educational atmosphere due to COVID 19 pandemic. The focus of instruction was streamlined to the most essential or the most indispensable learning
-MELCs is also developed in response to UNESCO’s fourth sustainable development goal and that is to develop resilient education systems, most especially during emergencies.
-MELCs can be used as a mechanism to ensure educational continuity.
-the MELCs intend to assist schools in navigating the limited number of school days as they employ multiple delivery schemes by providing them ample instructional space
2. How does curriculum review aid in the identification of essential learning competencies?
-Analysis of the Interconnectedness of prerequisite knowledge and skills among the learning competencies for each subject area.
-Curriculum review mapped the essential and desirable learning competencies within the curriculum. It also led to the identification of gaps, issues, and concerns within and across learning areas and grade levels. It helped in the identification of areas for improvement that would enhance the learning engagement, experience, and outcomes and consequently

recommend solutions. In addition, it analyze the interconnectedness of prerequisite knowledge and skills among the learning competencies for each subject area.
4. Now were the most essential learning competencies identified? What were the decisions made in order to trim down the number of the essential learning competencies further?
Learning competencies are identified by knowing the following characteristics.
-it is applicable to real-life situations
-it would be important for students to acquire the competency after s/he left that particular grade level

–it is aligned with national, state, and/or local standards/ frameworks (e.g., scientifically- literate Filipinos)

-it would not be expected that most students would learn this through their
parents/communities if not taught at school
-it connects the content to higher concepts across content areas
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
-MELCS serves as a teacher guides in preparing our lesson (weekly home learning plan) and instructional materials (Self- Learning Modules)
-MELCs ensures delivery of quality instruction as it becomes the primary reference in determining and implementing learning delivery approaches that are suited to the local context and diversity of learners while adapting to the challenges posed by COVID-19.

Activity 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and a corresponding list of
MELCs. Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and accomplish the following table and compare the two documents to determine which learning competencies were retained, dropped, or merged.

In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions about the MELCs that need clarification as well. Share your thoughts and let your co-teachers articulate their insights regarding your questions. Jot down all the insights shared in the discussion, including your own. Insights:

Lesson 2
Activity 1
1. What Is the importance of unpacking and combining the MELCs?
-We need to unpacked MELCS to help us systematize learning activities and effectively address the varying needs of learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each. In unpacking MELCs we must consider the following:
-Alignment on the Content and Performance Standards- The MELCS are not a departure from the standard-based design. We must consider this to achieve a quality teaching output.
-Prerequisite knowledge and skills – curriculum objective must be hierarchy. Mastering Fundamental knowledge Is a must before going to the other level of learning.
-Logical sequence of learning objectives – We cant give a better learning ideas to our students if our objective is not logical sequence. Planning what are the most important objective is key frame in achieving better understanding of our learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
-The teacher may unpacked or combined the MELCS depends on sequence of the lesson, the progress and needs of learners as long as the content and standard will be achieved.

Activity 2
1. Form a group of four members within your LAC, preferably with fellow teacher’s in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives.
Discussion and processing will follow each presentation. Suggestions and insights from each group will be considered in enhancing the learning objectives

Activity 3
Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your outputs.

Please note

Each of the views expressed above is an individual's very particular response, largely unedited, and should be viewed with that in mind. Since modules are subject to regular updating, some of the issues identified may have already been addressed. In some instances the faculty may have provided a response to a comment. If you have a query about a particular module, please contact your Regional Centre.

To send us reviews on modules you have studied with us, please click the sign in button below.

High-Leverage Practices (HLP)

  • HLP12: Systematically design instruction toward a specific learning goal.
  • HLP16: Use explicit instruction.

Although all students benefit from explicit, systematic instruction, students with mathematical disabilities and difficulties often require it if they are to learn foundational grade-level skills and concepts.

Steps in an Explicit, Systematic Instruction Lesson

Orientation to the Lesson

  • Teacher gains students’ attention.
  • Teacher connects today’s lesson to a previously related one.
  • Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life.
  • Teacher uses essential questions to assess students’ background knowledge and to activate students’ thinking.
  • Teacher reviews any previously learned important vocabulary, concepts, or procedures.
  • Teacher models skill or procedure, while describing the problem-solving process (i.e., uses “think alouds”).
  • Teacher leads students through several problems.
  • Teacher points out difficult aspects of the problems.
  • Teacher continually asks students questions to check for understanding and to keep them engaged.

Teacher-Guided Practice

  • Students actively work to solve problems individually or in small groups while the teacher provides prompts and guidance or solves problems with the students.
  • Teacher scaffolds instruction.
  • Teacher monitors each student’s written work or small-group discussions.
  • Teacher provides corrective feedback in a positive manner.

Constructive comments provided as soon as possible following the implementation of an activity in order to help an individual improve his or her performance.

  • Students complete problems independently.
  • Teacher checks student performance on independent work.
  • Teacher identifies students with continuing difficulty and reteaches the skills.
  • Teacher plans for opportunities to practice the skill or concept in an ongoing manner (e.g., cumulative practice).
  • Teacher identifies and provides instruction for students who need reteaching or additional practice.

Source: Bender (2009), pp. 31 – 32 National Center on Intensive Intervention (2016)

The videos below illustrate explicit, systematic instruction being implemented during mathematics instruction, first at the elementary level and then at the high school level.

Elementary School Example (time: 3:08)

Transcript: Explicit, Systematic Instruction: Elementary

Narrator: In this video, the teacher uses explicit, systematic instruction. During the first step of explicit, systematic instruction, the teacher readies the students for the lesson.

Teacher: All right, boys and girls, today during math class we are going to be adding one-digit numbers by drawing pictures. Now, in the past, we used ten frames to help us out. Show me a thumbs up if you remember ten frames to help you out. I see lots of thumbs up out there. Lots of you remember.

We’ve also used counters before to help us out. Show me a thumbs up if you remember using counters. I see lots more thumbs up, too. Lots of you remember.

Well, today, we’re going to be adding by drawing pictures, and we’re going to do this because you aren’t always going to have counters in your pockets or ten frames in your backpacks to help you. So today I’m going to teach you how you can draw a picture that’s going to help you add two numbers together.

Narrator: During the next step, the teacher leads the students through several problems, modeling the procedures.

Teacher: We’re going to start with this problem here: 2+4. To start, I’m going to draw dots to show my first number, two. One. Two. Dominique, how many dots did I draw?

Dominique: Two.

Teacher: That’s right. I drew two dots. Next, I need to draw four dots. Mateo, how many dots do I need to draw next?

Mateo: Four.

Teacher: That’s right. I need to draw four dots. I’m going to come over here and draw four dots. Now, I want to make sure that my picture matches the problem, so I’m going to count and make sure I have one, two, and then here I have one, two…

You know, those dots are kind of messy. If I’m going to be drawing a picture, I need my dots to be nice and neat. So I’m going to draw my dots down below…two, three, four. Now I’ve drawn four dots.

My last step is to count all the dots to see how many dots I have all together. I have one, two, three, four, five, six dots. Carlos, how many dots do I have?

Carlos: Six.

Teacher: That’s right! I have six dots. So I know that 2+4=6. Now something I want you to remember: When you’re adding, sometimes you may know the answer right away, and that’s awesome. Other times, you may not know the answer right away, and that is one example of a time when you may want to draw a picture to help you add.

Narrator: After the teacher leads students through several problems, she then implements teacher-guided practice.

Teacher: Now, I’m going to have you do the next three problems with a partner. I’m going to walk around the class. I’m going to answer any questions or help you as needed.

Narrator: After the teacher has monitored the students during teacher-guided practice and provided corrective feedback, she asks students to complete problems independently. To ensure maintenance, the teacher plans for opportunities for ongoing practice and provides instruction for students who have not mastered the concept or procedure.

High School Example (time: 4:58)

Transcript: Explicit, Systematic Instruction: High School

Narrator: In this video, the teacher uses explicit, systematic instruction during a mathematics lesson. During the first step of explicit, systematic instruction, the teacher prepares the students for the lesson.

Teacher: Today during math class, we are going to use the tangent function to help us find the height of objects. And if you recall, this week we’ve been learning all about right triangles. Mateo, do you remember what angle makes right triangles so special.

Mateo: Ninety degrees.

Teacher: That’s right. They always contain a 90-degree angle. And when we have a right triangle, we know we can figure out the other angles or the lengths of the sides of the triangle using special functions. And we learned the phrase Soh Cah Toa to help us remember what these ratios are. Raise your hand if you remember what the “S” stands for. Yes, Jermaine.

Jermaine: Sine.

Teacher: That’s right. The “S” stands for “sine.” The “C” stands for the “cosine.” And, Susan, do you remember what the “T” stands for?

Susan: Tangent.

Teacher: That’s right. The “tangent.” This is what we’re going to be focused on today.

Teacher: So using this knowledge and thinking about Soh Cah Toa to help us remember what those ratios are, we are going to solve a problem and figure out the height of a flagpole. Now, you wouldn’t normally be able to climb a flagpole or have a tape measure in your pocket at all times to help you find the height of the flagpole, so you can use one of these functions to help you figure out what the height is without having to go climb it.

Narrator: During the next step, the teacher models several problems, asking questions throughout to check for understanding and to ensure student engagement.

Teacher: So, to start, I’m going to draw a picture to help me figure out what the problem’s telling me. I have a flagpole, and I know that 11 feet from the base of the flagpole is Juan.

I’m going to look back at my problem, and I notice that it says “the angle of elevation from Juan’s feet to the top of the flagpole—so here to here—is 70 degrees. So I’m going to label that on my diagram. And looking back at the problem, I’ve created a diagram showing me everything the problem is telling me. But I notice something else. I notice that this flagpole and the ground make a 90-degree angle, which means this is a right triangle, and we can use one of our ratios to help us figure out the height of the flagpole. And for this I know I want to figure out the side opposite to the 70-degree angle. So looking back up there, I notice that tangent is the ratio between the side opposite and the side adjacent to my target angle, so that’s what I’m going to use. Sophie, remind me what the ratio for tangent is.

Sophie: Opposite over adjacent.

Teacher: That’s right! The tangent is the ratio of the opposite side over the adjacent side. Great thinking, Sophie. Given this equation, I’m going to then fill in all the information I have from the problem. So what is my angle in this problem? Yes.

Student: Seventy degrees.

Teacher: Great! It is 70 degrees. So the tangent of 70 degrees equals the opposite. I don’t know what the opposite side is, so I’m just going to leave in the word “opposite” over the adjacent side. I notice my side adjacent to the 70-degree angle is 11 feet, so I can write “11” right there. Now that my equation is written, all I have to do is solve…equals 30.25. So I know the length of the side opposite to my target angle is, which is also the height of the flagpole, is 30.25 feet.

Narrator: After the teacher leads the students through several more problems, she implements guided practice.

Teacher: Next, I’m going to have you work with a partner on the next two problems. Again, you’re going to be solving for the tangent function, and I’m going to be walking around, answering questions or providing help as needed.

Narrator: After the teacher has monitored guided practice and provided corrective feedback to each pair of students, she asks the students to complete problems independently. To ensure maintenance, the teacher plans opportunities for ongoing practice and provides additional instruction for students who have not mastered the concept or procedure.

Case Example for Experimental Study

Experimental Studies — Example 1

An investigator wants to evaluate whether a new technique to teach math to elementary school students is more effective than the standard teaching method. Using an experimental design, the investigator divides the class randomly (by chance) into two groups and calls them "Group A" and "Group B." The students cannot choose their own group. The random assignment process results in two groups that should share equal characteristics at the beginning of the experiment. In Group A, the teacher uses a new teaching method to teach the math lesson. In Group B, the teacher uses a standard teaching method to teach the math lesson. The investigator compares test scores at the end of the semester to evaluate the success of the new teaching method compared to the standard teaching method. At the end of the study, the results indicated that the students in the new teaching method group scored significantly higher on their final exam than the students in the standard teaching group.

Experimental Studies — Example 2

A fitness instructor wants to test the effectiveness of a performance-enhancing herbal supplement on students in her exercise class. To create experimental groups that are similar at the beginning of the study, the students are assigned into two groups at random (they can not choose which group they are in). Students in both groups are given a pill to take every day, but they do not know whether the pill is a placebo (sugar pill) or the herbal supplement. The instructor gives Group A the herbal supplement and Group B receives the placebo (sugar pill). The students' fitness level is compared before and after six weeks of consuming the supplement or the sugar pill. No differences in performance ability were found between the two groups suggesting that the herbal supplement was not effective.

A New, Complete Solution

Eureka Math features the same curriculum structure and sequence as Engage NY Math —but with a suite of resources to support teachers, students, and families.



Print Materials - Teacher Edition

Bound books containing lesson plans, all materials from the Student Edition workbook, and answers to each problem and assessment item

Print Materials - Student Edition

Module materials, Application Problems, Sprints, and more (available in both our original Student Edition and our Learn, Practice, and Succeed books)

Teacher Resource Pack

A variety of tools for instruction, including pacing and preparation guides and materials lists

Family Math Night Materials

A set of resources to help families support their child at home

Digital Suite

Two online resources: the Navigator, an interactive digital version of the full PK–12 curriculum, and the Teach Eureka video series of on=demand PD

Parent Tip Sheets

Suggested strategies and models, key vocabulary, and tips for how families can help their child at home (K–8, English and Spanish)

Eureka Math Equip

Digital premodule assessments designed to help teachers identify and address knowledge gaps so students can fully engage with the upcoming schedule

Homework Helpers

Grade-level books that provide step-by-step explanations for working problems similar to those in Eureka Math homework assignments (K–12)

Digital mid- and post module assessments to help teachers gauge students' success with the current module

A fun and engaging way to help build math fluency (all skill levels, K–12)

Resource Overview Webinars

Free webinars on Eureka Math resources like the Digital Suite and Teacher Resource Pack


Tools chosen by Eureka Math writers to develop student understanding and maximize coherence between grades

Virtual Professional Development

Live, facilitator-led sessions to help teachers learn how to implement Eureka Math with confidence

Identify 2D Shapes

In the first worksheet, students are asked to identify squares, rectangles, triangles and circles . The second worksheet covers rectangles, pentagons and hexagons.

Rectangle - square - triangle - circle:

Rectangle - pentagons - hexagons:

K5 Learning offers free worksheets, flashcards and inexpensive workbooks for kids in kindergarten to grade 5. We help your children build good study habits and excel in school.

K5 Learning offers free worksheets, flashcards and inexpensive workbooks for kids in kindergarten to grade 5. We help your children build good study habits and excel in school.

Comparing 2D and 3D Shapes Worksheets

Does the face of a dice remind you of a 2D shape? Comprehending solid shapes in relation to 2D shapes is what awaits your kindergarten, grade 1, and grade 2 kids. Effectively interwoven in this package are printable comparing 2D and 3D shapes worksheets with activities to analyze plane and solid figures and tell the similarities and differences between the two. Building on what kids know about 2-dimensional shapes, gradually bring in the concept of 3d shapes with these pdfs. Sample our free worksheets for a sneak peek into what's in store.

Identifying Shapes as 2D and 3D

Kindergarten and grade 1 kids keenly observe each geometrical figure in this printable identifying 2D and 3D shapes worksheet, compare them and decide which of these are 2-dimensional and which are 3-dimensional and check the appropriate box.

Matching each 3D Shape to its 2D Lookalike

The flat surfaces or faces of 3D shapes are made up of 2D shapes. Page through this matching 2D and 3D shapes worksheet pdf, analyzing and making a one-to-one correspondence between each 3D figure and its 2D lookalike.

Coloring 2D and 3D Shapes

Foster creative spirit and help kids visually categorize the geometric shapes as 2D and 3D with this coloring activity. Distinguish between 2D and 3D shapes by coloring the former orange and the latter green.

Sorting 2D and 3D Shapes | Basic Shapes

Is triangle a 2D or 3D figure? Instruct kindergarten and 1st grade kids to look at the shapes in the picture box, sort and organize them as 2D and 3D, and write them in the columns.

Sorting Plane and Solid Shapes

Skill up kids with this sorting plane and solid shapes worksheet featuring shapes like prisms, pyramids, trapezoids, and more. Classify each as 2-dimensional and 3-dimensional and write in the T-chart.

2D vs. 3D Shapes | Cut and Glue

Grade 1 and grade 2 kids snip the shape cards, sort them as 2D and 3D, and glue them in their respective columns. Works great in comparing and analyzing the features the shapes have in common.

Identifying 2D Shapes on 3D Figures

The globe resembles a circle, and a sandwich looks like a triangle. Spot the flat surfaces on solid figures that resemble the given 2D shape in one part of this pdf and the 2D lookalike of the real-life objects in the other.

Identifying 2D Faces on 3D Shapes

Can your elementary school kid identify the faces of 3-dimensional shapes? This pdf worksheet helps test their ability in recognizing the flat faces of the 3D figures they see and correlate them with familiar 2D shapes.

Counting 2D Shapes on 3D Figures

This printable worksheet is just the ticket to explain how 3D shapes are composed of 2D shapes. Kids of grade 4 and grade 5 are tasked not only to identify 2D shapes as the faces of solid shapes but also count the number of each.

More geometry worksheets

Browse all of our geometry worksheets, from the basic shapes through areas and perimeters, angles, grids and 3D shapes.

K5 Learning offers free worksheets, flashcards and inexpensive workbooks for kids in kindergarten to grade 5. We help your children build good study habits and excel in school.

K5 Learning offers free worksheets, flashcards and inexpensive workbooks for kids in kindergarten to grade 5. We help your children build good study habits and excel in school.