TEACHING MATH IN PRIMARY GRADES

What is the IMPORTANCE of math IN the EARLY YEARS?

1. Kids need Math to be able to count. Counting is something they will need every single day of their
lives. From the little things to the big things in life, counting is in every aspect of our lives.

2. Math will help your child get their numerals right. One of the most important things a child will
be working on figuring out for a huge chunk of their adult life is money. Not to mention shopping
and dealing with change which requires basic Math skills such as adding, subtraction, multiplication,
and division.

3. Many essential life skills fall under Math. Skills like being able to read a clock to tell the time,
calculating time in terms of hours, days, weeks or months, reading temperature and so much more.
A lot of flights could be missed if one is unable to calculate military time.

4. Math is the basis for a whole array of other subjects, ranging from Accounting to Statistics to
Economics and even certain Sciences such as Physics and Chemistry. Without knowing Math, a
child’s options of higher studies narrow down.

5. Math helps develop critical thinking skills, a skill which is a huge requirement once kids enter
the real world. With the ongoing competition in the job market, developing and excelling in Math is
becoming more and more of a requirement to get ahead.

The Learning Trajectories (Paths) Approach

1. Learning substantial math is critical for primary grade children. The early years are especially
important for math development. Children’s knowledge of math in these years predicts their math
achievement for later years—and throughout their school career. Furthermore, what they know in
math predicts their later reading achievement as well. Given that early math learning predicts later
math and reading achievement, math appears to be a core component of learning and thinking.

2. All children have the potential to learn challenging and interesting math. Primary grade children
have an often-surprising ability to do abstract math—that is, math that is done by reasoning
mentally, without the need for concrete objects. Listen to the worries of this first-grader.

Primary grade children often know, and can definitely learn, far more challenging and interesting
math than they are taught in most U.S. classrooms. That does not necessarily mean math pushed
down from higher grades. It means letting children invent their own strategies for solving a variety of
types of problems. How can teachers best support creative thinking in mathematics?

3. Understanding children’s mathematical development helps teachers be knowledgeable and

effective in teaching math. Children’s thinking follows natural developmental paths in learning
math. When teachers understand these paths and offer activities based on children’s progress along
them, they build math learning environments that are developmentally appropriate and particularly
effective. A useful tool in understanding and supporting the development of children’s mathematical
reasoning is a math learning trajectory. There are learning trajectories for mathematics at all age
levels, from birth throughout the school years, and for learning all kinds of content—from specific
math concepts such as number and operations to specific science concepts like understanding
electricity.
Learning Trajectories

 Math learning trajectories have three parts: a mathematical goal, a developmental path
along which children’s math knowledge grows to reach that goal, and a set of instructional
tasks, or activities, for each level of children’s understanding along that path to help them
become proficient in that level before moving on to the next level. Let’s examine each of
these three parts.
 Goal. The first part of a learning trajectory is the goal. Goals should include the big ideas of
math, such as “numbers can be used to tell us how many, describe order, and measure” and
“geometry can be used to understand and to represent the objects, directions, and locations
in our world, and the relationship between them of knowing how to solve a variety of
addition and subtraction problems.
 Developmental path. The second part of a learning trajectory consists of levels of thinking,
each more sophisticated than the last, leading to achieving the mathematical goal. That is,
the developmental path describes a typical learning route child follow in developing
understanding of and skill in a particular mathematics topic.
 Learning trajectories are important because young children’s ideas and their interpretations
of situations are different from those of adults. Teachers must interpret what the child is
doing and thinking and attempt to see the situation from the child’s viewpoint. Knowledge
of developmental paths enhances teachers’ understanding of children’s thinking, helping
teachers assess children’s level of understanding and offer instructional activities at that
level. Similarly, effective teachers consider the instructional tasks from the child’s
perspective.
 Instructional tasks. The third part of a learning trajectory consists of sets of instructional
tasks or activities matched to each level of thinking in a developmental progression. The
tasks are designed to help children learn the ideas and practice the skills needed to master
that level. Teachers use instructional tasks to promote children’s growth from one level to
the next.

Role of a Teacher

 is to create an engaging encouraging environment for young learners to thrive in.

o Math Classroom
o Peer teaching in math
o Conducive to learning environment
o Be creative in giving some activities
o Have a resourceful and creative Learning Materials
o Give appropriate activity according to their level of learning and understanding (not
so difficult and so easy)
o Have groupings in some activities

Who are the primary grades?

 In the Philippines refers to kindergarten until Grade 3. Generally, primary grades completers
are expected to have a good sense of number, perform simple operations like addition and
subtraction, have the capacity progress from using physical examples and written
calculations to carrying out operations mentally, and have the ability to identify proper
strategies and techniques needed to come to conclusions and carrying out calculations when
solving mathematical problems.
Why do we teach Mathematics?

Three Major Reasons

1. Necessary Mathematics - mathematics for school, employment and economy.

2. Social and Personal Mathematics - mathematics for personal and social relevance.
3. Appreciation of Mathematics as an Element of Culture - the importance not only of
appreciating mathematics itself, but also its role in history, culture and society in general.

Necessary Mathematics in School

 Science
 Music
 Social Studies
 Home Economics
 Language – on how many syllables, words, phrase, sentence etc.

K to 12 Curriculum Guide MATHEMATICS (Grade 1 to Grade 10)

Conceptual Framework of Mathematics Education

CONCEPTUAL FRAMEWORK

 Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its
value goes beyond the classroom and the school. Mathematics as a school subject,
therefore, must be learned comprehensively and with much depth.
 The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and
Problem Solving.
 Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process
of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning,
or communication, as a guide to belief and action.
 On the other hand, according to Polya (1945 & 1962), mathematical problem solving is
finding a way around a difficulty, around an obstacle, and finding a solution to a problem
that is unknown.
 These two goals are to be achieved with an organized and rigorous curriculum content, a
well-defined set of high-level skills and processes, desirable values and attitudes, and
appropriate tools, taking into account the different contexts of Filipino learners.
 There are five content areas in the curriculum, as adopted from the framework prepared by
MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry, Patterns
and Algebra, and Probability and Statistics.
 The specific skills and processes to be developed are: knowing and understanding;
estimating, computing and solving; visualizing and modelling; representing and
communicating; conjecturing, reasoning, proving and decision-making; and applying and
connecting.
 The following values and attitudes are to be honed as well: accuracy, creativity, objectivity,
perseverance, and productivity.
 We recognize that the use of appropriate tools is necessary in teaching mathematics. These
include: manipulative objects, measuring devices, calculators and computers, smart phones
and tablet PCs, and the Internet.
  We define context as a locale, situation, or set of conditions of Filipino learners that may
influence their study and use of mathematics to develop critical thinking and problem-
solving skills. Contexts refer to beliefs, environment, language and culture that include
traditions and practices, as well as the learner’s prior knowledge and experiences.
 The framework is supported by the following underlying learning principles and theories:
Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative Learning
and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these
theories.
 Experiential Learning as advocated by David Kolb is learning that occurs by making sense of
direct everyday experiences. Experiential Learning theory defines learning as "the process
whereby knowledge is created through the transformation of experience. Knowledge results
from the combination of grasping and transforming experience" (Kolb, 1984, p. 41). Situated
Learning, theorized by Lave and Wenger, is learning in the same context in which concepts
and theories are applied.
 Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough
that learners encounter real-life situations. Deeper learning occurs when learners are able to
think about their experiences and process these, allowing them the opportunity to make
sense of and derive meaning from their experiences.
 Constructivism is the theory that argues that knowledge is constructed when the learner is
able to draw ideas from his/her own experiences and connect them to new ideas.
 Cooperative Learning puts premium on active learning achieved by working with fellow
learners as they all engage in a shared task.
 The mathematics curriculum allows for students to learn by asking relevant questions and
discovering new ideas. Discovery Learning and Inquiry-based Learning (Bruner, 1961)
support the idea that students learn when they make use of personal experiences to
discover facts, relationships, and concepts.

BRIEF COURSE DESCRIPTION

 Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and
figures, functions, logic, and reasoning. Mathematics is also a tool of science and a language
complete with its own notations and symbols and “grammar” rules, with which concepts and
ideas are effectively expressed.
 The contents of mathematics include Numbers and Number Sense, Measurement,
Geometry, Patterns & Algebra and Statistics and Probability.
 Numbers and Number Sense as a strand include concepts of numbers, properties,
operations, estimation, and their applications.
 Measurement as a strand includes the use of numbers and measures to describe,
understand, and compare mathematical and concrete objects. It focuses on attributes such
as length, mass and weight, capacity, time, money, and temperature, as well as applications
involving perimeter, area, surface area, volume, and angle measure.
 Geometry as a strand includes properties of two- and three-dimensional figures and their
relationships, spatial visualization, reasoning, and geometric modelling and proofs.
 Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes
and quantities. It includes the use of algebraic notations and symbols, equations, and most
importantly, functions, to represent and analyze relationships.
  Statistics and Probability as a strand is all about developing skills in collecting and organizing
data using charts, tables, and graphs; understanding, analyzing and interpreting data;
dealing with uncertainty; and making predictions about outcomes.
 The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades
11 to 12. More importantly, it provides necessary concepts and life skills needed by Filipino
learners as they proceed to the next stage in their life as learners and as citizens of the
Philippines.
 K to 12 BASIC EDUCATION CURRICULUMS LEARNING AREA STANDARD: 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.

KEY STAGE STANDARDS

Kinder-Grade 3

 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.

Grade 4-Grade 6

 At the end of Grade 6, the learner demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense (whole numbers, number theory,
fractions, decimals, ratio and proportion, percent, and integers);measurement (time, speed,
perimeter, circumference and area of plane figures, volume and surface area of solid/space
figures, temperature and meter reading); geometry (parallel and perpendicular lines, angles,
triangles, quadrilaterals, polygons, circles, and solid figures); patterns and algebra
(continuous and repeating patterns, number sentences, sequences, and simple equations);
statistics and probability (bar graphs, line graphs and pie graphs, simple experiment, and
experimental probability) as applied -using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and
decisions in real life.

Grade 7-Grade 10

 At the end of grade 10, the learner demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense (sets and real numbers);
measurement (conversion of units); patterns and algebra (linear equations and inequalities
in one and two variables, linear functions, systems of linear equations, and inequalities in
two variables, exponents and radicals, quadratic equations, inequalities, functions,
polynomials, and polynomial equations and functions); geometry (polygons, axiomatic
structure of geometry, triangle congruence, inequality and similarity, and basic
trigonometry);statistics and probability (measures of central tendency, variability and
 position; combinatorics and probability) as applied - using appropriate technology - in critical
thinking, problem solving, communicating, reasoning, making connections, representations,
and decisions in real life.

Ano ang gamit ng "Learning Code" sa Curriculum Guide?

 Dahil nakageneralize ang objective of learning competencies kaya naglagay ng learning code
ang deped upang ma-decongest ang nasabing objective or maging specific ang nasabing
objective of learning competency. Nasa code kung ilang araw mo ituturo ang nasabing
learning competency o learning objective. Hahatiin mo ngayon ang mga content o topic sa
isang learning competency. Narito ang tamang paghahati-hati:
 Halimbawa sa curriculum guide ng Science grade 3 nakabilog ang learning competency at
code sa bandang kanan ng CG.
o S3MT-Ia-b-1
o S3 - Science 3
o MT - Matter
o I - First Grading
o a - First week
o b - second week
o 1 - competency no. 1

 Marami po ang nalilito dito kung paano ituturo ng guro sa loob ng 2 weeks ang learning
competency no. 1. Ide-decongest po ang isang learning competency sa 2 weeks may sample
naman po sa CG. kaya need na irevise ang competency no. 1 para kasya sa 2 weeks hindi po
ang parts ng lesson plan ang puputol-putulin.

 Since hanggang 2 weeks ang pagtuturo isang objective lamang ang gagamitin para very
specific to achieve mastery, ang ika -10 days summative assessment which is graded na siya
ang formative assessment tulad ng daily quiz ay recorded lamang di pa siya graded. May
remediation muna bago yung summative assessment para yung mahihina matuto rin. Kapag
nagagawa mo ang tamang pagtuturo maiiwasan ang di makakapasang bata sa klase.

Five Contents Areas in K-12 Mathematics Curriculum

1. Numbers and Number Sense

 concepts of numbers, properties, operations, estimations and their application.
2. Measurement
 the use of numbers and measures to describe, understand and compare mathematical
and concrete objects; attributes such as length, mass and weight, capacity, time, money
and temperature, as well as applications involving perimeter, area, surface area, volume
and anger measure.
3. Geometry
 properties of two and three-dimensional figures and their relationships, special
visualization, reasoning and geometric modeling and proofs.
4. Patterns and Algebra
 as a strand studies patterns, relationships and changes among shapes and quantities;
use of algebraic notations and symbols, equations, and most importantly, functions, to
represent and analyze relationships.
 5. Statistics and Probability
 as a strand it all about developing skills and collecting and organizing data using charts,
tables and graphs; understanding, analyzing and interpreting data; dealing with
uncertainty and making predictions about outcomes.

Mathematics Curriculum in the Primary Grades

• Is not simply a list of competencies. It is logically arranged and organized. For the teachers’
reference, content standards, performance standards and learning competencies.
The Content Standards
 are broad descriptions of what the students should learn.
Performance Standards
 what the student should be able to do once the concepts and skills are taught.
The Learning Competencies
 are logically arranged objectives that must be aimed in classroom instruction for the
students to achieve the required content and performance standards.

The Philippines mathematics curriculum framework put critical thinking and problem-solving skills
as the goals in learning and teaching mathematics.

The Important Principles in teaching/learning Mathematics

1. Reflective learning
 is a way of allowing students to step back from their learning experience to help them
develop critical thinking skills and improve on future performance by analyzing their
experience? This type of learning, which helps move the student from surface to deep
learning, can include a range of activities, including self-review, peer review
2. Active and student-centered teaching/learning.
 focuses on the needs, abilities, interests, and learning styles of the students and has
many implications for the design of curriculum, course content, and interactivity of
courses. Accordingly, a prominent pedagogy will be teacher-as-coach, to provoke
students to learn how to learn and thus to teach themselves, rather than the more
traditional teacher-centered learning with teacher-as-deliverer-of-instructional-services,
which places the teacher at its center in an active role and students in a passive,
receptive role.
3. Communications allowing the learners to articulate or express their thoughts.
 The classroom talk register is well designed to help students articulate ideas and
thoughts, particularly when used in the context of discussion. In addition to the
conversational probes, like the ones we described in the previous section, there are
other ways to support students in expressing their ideas fully and clearly. One way is for
the teacher to check repeatedly on her own understanding of students' contributions as
a discussion unfolds.

4. Making connections is so important that prior learning/prerequisite skills are always

considered.
 Prerequisite skills are defined as skills that are necessary as a prior condition for
something. else to happen or exist. Therefore, prerequisite skills describe the skills or
 background. knowledge a student needs (prior condition) before working on a specified
concept.
5. Mathematics in the context of real-life situation should be the main considerations in
designing mathematics activities.

Constructivist Theory in Teaching

Constructivist Learning Theory

 States that the learning is an active process of creating meaning from different
experiences. In other words, students learn best by trying to make sense of something
on their own with a teacher as a guide.
 According to DepEd, knowledge is constructed when the learner is able to draw ideas
from his/her own experiences and connect them to new ideas.

Constructivism

 Was conceptualized by educational theorist Jean Piaget. He believed that young children
learn by doing, constructing knowledge from experiences rather than from adults telling
them about their world.
 According to Jean Piaget, and others who practice what is known as constructivist
education, the method most likely to truly educate the students is the one in which they
experience their world.

Characteristics of constructivist teaching: (Brooks and Brooks, 1993)

 Constructivist teachers invite students' questions and ideas.

 Constructivist teachers accept and encourage students’ invented ideas.
 Constructivist teachers encourage student’s leadership, cooperation, seeking information
and the presentation of ideas.
 Constructivist teachers modify their instructional strategies in the process of teaching based
upon students; thought, experience and interest.
 Constructivist teachers use printed materials as well as experts to get more information.
 Constructivist teachers encourage free discussions by way of new ideas inviting student
questions and answers.
 Constructivist teachers encourage or invite student predictions of the causes and effects in
relation to particular cases and events.
 Constructivist teachers helps the student to test their own ideas.
 Constructivist teachers invite students’ ideas before the student is presented with the ideas
and instructional materials.
 Constructivist teachers encourage student to challenge the concept and ideas of others.
 Constructivist teacher use cooperative teaching strategies through student interactions and
respect, sharing ideas and learning tasks.
 Constructivist teachers encourage student to respect, sharing ideas and learning task.
 Constructivist teachers encourage student to request.

How the constructivist classroom different from a traditional classroom?

In the constructivist classroom, the focus shifts from the teacher to the students. The
classroom is no longer a place where the students are seen as empty vessels to be filled by the
 teacher. In the constructivist classroom, the students are actively involved in their own learning.
The teacher functions as facilitator who guides, prompts and helps student to develop and
assess their own understanding.

Traditional Classroom Constructivist Classroom

Curriculum Curriculum begins with the parts of Curriculum emphasizes big concepts,
the whole, emphasizing basic skills beginning with the whole and
expanding to include the parts.

Teacher’s Teachers disseminate information Teachers have dialogue with

role to students; students are students, helping students construct
recipients of knowledge. their own knowledge.

Student’s Students work primarily alone Students work primarily in groups.

role

The Teaching Cycles

 The work of a teacher does not start and end in teaching. The teaching process is not a linear
activity that starts with planning and end in testing. Instead, it is a cycle of repeating stages
until a student acquire an understanding of the targeted concept and skills. You may think of
a teaching cycle as a spring-you go through the same process over and over again, but each
time with a more informed objective and better understanding of what it means to learn and
teach mathematics.

There are many models in teaching cycle and it boils down in to 6 common stages:

1. Identify objectives
o What knowledge and/or skills do the students need to learn? You must be guided
with the content standards, performance standards and the learning competencies
that are found in the curriculum guide.
2. Plan instruction
o What strategies must be implemented for the student to achieve the objectives
targeted in the previous stage? In planning instruction, it is important that you have
mastered the content of the lesson that you are about to teach. It is also beneficial
to be familiar with your students-what they know, how they learn etc.
3. Implement plan
o This is the stage where you conduct the learning activities that you have prepared
during the planning stage. A word of advice-even though have carefully and
delicately plan for the lesson, you must be flexible with the possible changes that
you need to accommodate. How will you know whether change is needed?

4. Checking for understanding

o Teaching is all about helping student learn. During the implementation of the lesson
plan, you must every now and then check whether the students have understood
 what you have covered so far. Facial reactions and verbal cues help in assessing
whether or not the students can move on to another concept or skill. If not, you
might need to give a more elaborate explanation, more examples, or whatever you
think is needed based on the students’ reactions.
5. Reflecting on teaching
o You must evaluate every teaching period that you finished. Where the objectives
achieved? Where the implemented strategies effective? How can instruction be
improved? Your answers to the last question will give you an insight on how to
improve instruction the next time you teach the same lesson. However, if you
answer on the first question is no, the objectives were not met, then you need to
plan again. What do you need to do differently in order to achieve the objectives?
6. Assess learning and reflect on the results
o This stage gives you a concrete measure of what the students have learned. In math,
this is usually through a paper and pen examination. However, some authentic
assessments may also be implemented. Take note that this stage does not end in
assessing learning. You need to reflect on the results. What can you learn about the
student learning and teaching practice based on the results?

Things to Consider in Planning Instruction in Mathematics in the Primary Grades

The 5 Important Elements in Lesson Planning

1. Content
o Research the subject matter that you will be teaching. You should consult the
curriculum and teaching guides published by DepEd. Aside from books, you can also
visit websites which will give you information relevant to your subject area. You
should master the contents of your lesson before you teach it.
o Remember, you cannot give what you do not have. Moreover, you would not want
to teach wrong contents to the student. It is easier to learn than to unlearn; it is
difficult to take back wrong contents that already have been taught. You have a big
responsibility as a teacher-master your content.
2. Objectives
o Before you begin planning, you need to know what specific knowledge and skills you
want your students to develop during the lesson or unit. Teachers often focus too
much on knowledge, forgetting about developing skills which is the long term are
more important than knowing mere facts. So, in planning your instruction, always
consider both knowledge and skills.
3. Students
o Get to know your students-where they came from, what their interest are, what
they already know, their learning style, attention span and special needs. These will
all help you determine your students’ needs.
o Remember that you need to prepare your lessons with all your students in mind and
your main goal should be to meet their needs
o And offer them enabling environments to learn their preferred way.
o Knowing your students will also help you build rapport with them which is important
if you want your students to be freely sharing their ideas with you and their
classmates.
Another important consideration that needs attention in teaching, especially mathematics, is the
students’ mindset.

You may have all things considered:

a. Lesson mastery
b. Focused objectives
c. Comprehensive understanding of students
and yet still find that the lesson is not coming through the students. This may be because the
students have closed their doors toward math.

Many school children have come to believe that math is difficult and never be good at it. This is
called fixed mindset.

Students with fixed mindsets believe that their math skill cannot be improved, which result in
underperformance in the subject. Reasons for fixed mindset include influence from adults who
dislike math, previous unpleasant experience in math class and others

Your goal as a teacher is to develop students with growth mindset.

Students with growth mindset believe that they can be better at math. They know that their efforts
are not wasted and that they can learn even in their failures

4. Learning Environment
o Aside from physical environment where the learner takes place, it also important to
consider the social and emotional leaning
o Environment of the class. You need to make sure that you promote a positive
environment where students are motivated and are supportive of each other’s
growth. The students must feel safe to express their thinking, without fear of being
embarrassed because of mistakes and different views.
o Most importantly, you must create an atmosphere where students are open to
learning through the activities you prepared and interactions with their classmates.
5. Availability of resources
o Take into consideration the instructional materials that you will be needing before
you write your lesson plan.
o Is the blackboard available? If not, can you improvise? Are there specific
manipulatives that you need? Where can you get them? Can you make them
instead? Do you need technology resources? Have you check whether your devices
are compatible with what are available in school?
o These are some questions than you can reflect on.