UNIT I

THE MATHEMATICS
CURRICULUM IN THE
INTERMEDIATE GRADES

This unit will give you an overview of what it means to teach and learn mathematics
in the primary grades. It will provide you with basic information about the curriculum, the
learners, and the learning theory that governs mathematics.

Lesson 1
Mathematics in the Intermediate Grades

Objective
To understand the purpose of learning mathematics in the intermediate grades.

Introduction
Mathematics as a subject has a unique nature that demands a special and distinct
approach to make learning interesting, challenging, and fun for the learners. This unique
nature of mathematics must be learned and understood by mathematics teachers.

Think
In the Philippines, mathematics in the Intermediate levels includes five content areas:
Numbers and Number Sense, Geometry, Patterns and Algebra, Measurement, and Statistics
and Probability. The contents and topics are sequentially arranged with and acquire the skills
for every topic to avoid gaps and future difficulties. For example, in the elementary levels, the
skills in the operation on whole numbers must be learned first before the operation on
decimals and fractions.
Knowing that the five contents areas are just part of the whole discipline, the
questions now are: what is the purpose of learning whole number up to 10,000,000? What is
the purpose of learning to measure the area, perimeter, circumference, surface area, and
volume of two- to three-dimensional objects? What is the purpose of learning to collect and

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present data in tables, bars, and pie graphs? These learning standards in the mathematics
curriculum, in intermediate levels in particular, are part of the whole mathematics education
program because it has roles in achieving the goals of mathematics education – to acquire
the skills needed to be analytic, critical, and a problem solver in real life. Moreover, they are
necessary prerequisites to higher level of mathematics. For instance, learning the linear
equations in algebra is more than representing mathematical problems symbolically and
finding the value of an unknown variable, it is finding patterns and predicting certain
behaviors or phenomena, then to realizing that a certain cause will lead to a specific results.
To relate the graph of equations to business supply and demand, then Mathematics lesson in
the Intermediate grades should be leading to this kind of realization for the learners.
Learning mathematics is more than getting good grades. It must be applied beyond
the walls of the classroom. The main goal of mathematics education is to develop lifelong
skills so that the students will be ready to interact with the real world. Therefore, it is a
challenge for the mathematics teacher to make mathematics lesson as real as real-life
situations and for the learners to acquire the skills such as critical thinking, analytical thinking,
and problem-solving.

Experience

“I am not good at math.”

“I fear attending my math class.”
“There is an upcoming math test, I am stressed out!”

The above are few statements given by students who experience math anxiety. Math
anxiety is fear, tension, or stress associated with mathematics usually due to repetitive
failures. The development of mathematics skills begins in the primary and intermediate levels,
so when repeated failures and disappointments happen in these levels, the mathematics
anxiety begins to manifest at the intermediate grades. If not addressed, it will have a definite
influence on their future performances, future choices and decisions in mathematics. By
Grade 7, when they enter junior high school, the learners have already a fix, solid mental
models of mathematics learning. With their experiences in the elementary levels, the learners
by Grade 7 are vocal in saying: “Mathematics is difficult.” It is therefore important that the
students’ mind-set toward mathematics be address in the elementary levels.

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Assess
Answer the following question to verbalize your understanding of teaching
mathematics in the intermediate grades.

Why is it important to learn mathematics in the intermediate grades? Cite some

experiences to support your answer.

Challenge
The following questions will practice you reflective-thinking skills. As you will learn
later, it is important for teachers to develop these skills as they evaluate their lessons.
Have you experienced mathematics anxiety? If not, do you know someone who did?
Describe your experience below. Focus on how you viewed math, math class, and your math
teacher during the times when you had mathematics anxiety.

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Harness
The following activity will require you to interact with students in the intermediate
levels. This experience will give you a broader understanding of the learners in this level and
will also enhance your communication skills with them. This activity will be part of the learning
portfolio that you will compile at the end of this module.
1. Survey at least five students in Grades 4, 5, and 6. Ask them the following questions:
Are you afraid of math? Why or why not? Record their response in the table below.

Are you
afraid of
Why/why not?
Math?
yes no
Student
1

Student
2

Student
3

Student
4

Student
5

2. Based on the students’ responses in #1, suggest a classroom setup (including

classroom rules) that will help reduce math anxiety among the students.

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Summary
Learning math in the intermediate grades is important because it provides the
necessary prerequisites to learning a higher-level of mathematics. Many students develop
math anxiety in these levels, so it is crucial that teachers present math in a way that does not
elicit fear.

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Lesson 2
Mathematics Curriculum in the
Intermediate Grades

Objectives
To understand the features of the Philippine mathematics curriculum and the learning
standards for Grade 4 to 6

Introduction
The mathematics curriculum framework of the Philippines put critical thinking and
problem-solving skills as the goals of learning and teaching mathematics. The following lesson
will give you a deeper understanding of this curriculum that is currently implemented in the
country.

Think
The figure below presents the framework of the mathematics curriculum in the
Philippines.

K to 12 BASIC EDUCATION CURRICULUM

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 Critical thinking and problem-solving are the goals across the levels in each topic of
the mathematics contents. The important principles in teaching and learning mathematics
(such as reflective learning, active and student-centered teaching/learning, communications
allowing the learnings to articulate their understanding or express their thoughts, and making
connections) are important that prior learning/attaining prerequisite skills is always
considered. Moreover, mathematics in the context of real-life situation is always the main
consideration in designing mathematics activities.
Mathematics education in the Philippines contains five general contents: Numbers
and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and
Probability. These general contents are the same across level, from Kinder to Grade 10. The
key stage standards for the intermediate grades are shown below.

KEY STAGE STANDARDS

4-6
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); measurements (time,
speed, perimeter, circumference and area of plane figures, volumes and surface area of
solid/space figures, temperature and meter reading); geometry (parallel and perpendicular
lines, angles, triangles, quadrilaterals, polygons, circles, and solid figures); patters 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.

For better understanding, let us look at the standards per grade of the intermediate levels.

The learner demonstrates understanding and appreciation of key

concepts and skills involving numbers and number sense (whole numbers
up to 100,000, multiplication and division of whole numbers, order of
operations, factors and multiples, addition and subtraction of fractions,
and basic concepts of decimals including money); geometry (lines, angles,
GRADE 4 triangles, and quadrilaterals); patterns and algebra (continuous and
repeating patterns and number sentences); measurement (time,
perimeter, area, and volume); and statistics and probability (tables, bar
graphs, and simple experiments) as applied – using appropriate
technology – in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decision in
real life.

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 The learner demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense (whole numbers
up to 10,000,000, order of operations, factors and multiples, fractions
GRADE 5 and decimals including money, ratio and proportion, percent); geometry
(polygons, circles, solid figures); patterns and algebra (sequence and
number sentences); measurement (time, circumference, area, volume,
and temperature); and statistics and probability (tables, line graphs and
experimental probability) as applied – using appropriate technology – in
critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decision in real life.

The learner demonstrates understanding and appreciation of key

concepts and skills involving numbers and number sense (divisibility,
order of operations, fractions and decimals including money, ratio and
GRADE 6 proportion, percent, integers); geometry (plane and solid figures);
patterns and algebra (sequence, expression, and equation);
measurement (rate, speed, area, surface area, volume, and meter
reading); and statistics and probability (tables, pie graphs, and
experimental and theoretical probability) as applied – using appropriate
technology – in critical thinking, problem solving, reasoning,
communicating, making corrections, representations, and decisions in
real life.

Notice that there is a spiraling progression design in the curriculum standards. Spiral
progression ensures seamless integration of content standards. Each content and topic is a
piece of the overall curricular landscape. Hence, learning each mathematics content is
fundamental because each is related to the previous content and a prerequisite to the next
higher one. Moreover, a misconception of concept and skills means a gap or discord n the
whole mathematics curriculum.

Experience

Study the k – 12 mathematics curriculum. What key components do you notice? The
mathematics curriculum is not simply a list of competencies. It is logically arranged and
organized. For the teachers’ reference, the content standards, the performance standards,
and the learning competencies are explicitly stated. See the following example:

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 Content Content Standards Performance Learning
Standards Competency
The learner… The learner… The learner…
Grade 6 – FIRST QUARTERS
Numbers and Demonstrates Is able to apply the Adds and subtracts
Number Sense understanding of four fundamental simple fractions and
the four operations involving mixed numbers
fundamental fractions and without or with
operations involving decimals in regrouping.
fractions and mathematical
decimals. problems and real-
life situations.

The content standards are broad descriptions of what the students should learn. The
performance standards outline what the students 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.

Assess
Many teachers in the field are confused about the difference between content
standards, performance standards, and learning competencies. It is important that you
understand them in their importance because they serve as the skeleton of the mathematics
curriculum.
In your own understanding, explain the difference among content standards,
performance standards, and learning competencies. What is the importance of each?

Challenge
The following question will challenge your research and reasoning skills.
It was discussed that the Philippine math curriculum is primarily concerned with
critical thinking and problem-solving skills. Why do you think this is so? Research on the
importance of these skills and synthesize your learning.

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Harness
In every math lesson, the teacher must keep three things in mind: (1) what is to be
learned. (2) Where the students are coming from. And (3) where the students are going with
what they will learn. The following activity will help you develop the skill of mapping every
competency you teach. This will be part of the learning portfolio that you will compile at the
end of this module.
Choose three learning competencies in Grade 5. In each competency, find the
prerequisite competencies in Grade 4 and competencies in Grade 6 wherein your chosen
Grade 5 competency is prerequisite of.

Prerequisite Grade 4 Grade 5 Competency Future Grade 6

Competency Competency

Summary
The Philippine Mathematics curriculum under the K – 12 program promotes critical
thinking and creativity. Moreover, content standards, performance standards, and learning
competencies are explicitly stated to guide teachers in developing their lessons.

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Lesson 3
Constructivist Theory in Teaching Mathematics
in the Intermediate Grades

Objectives
• Demonstrate understanding and appreciation of the constructivist learning theory.
• Determine how the constructivist learning theory is applied in teaching mathematics
in the early grades.

Introduction
DepEd (2016) specifically noted constructivist theory as the backbone of the
curriculum. According to DepEd, knowledge is constricted when the learner is able to draw
ideas from his/her own experiences and connect them to new ideas. In this lesson, you will
learn about the constructivist learning theory and how it is applied in teaching mathematics
in the intermediate grades.

Think
Constructivism was conceptualized by educational theorist Jean Piaget. Do you
remember him for your psychology classes? Piaget believed that young children learn by
constructing knowledge from experiences rather than from adults telling them about the
world. According to Piaget and others who practice constructivist education, the method that
is the most likely to educate the students is the one in which they experience their world.
Constructivism is appropriately applied in teaching mathematics since math is a cumulative
and vertically structured discipline. One learns new math by building on the math that has
been previously learned.
Constructivist learning is described as follows:

• Learning builds on the learner’s prior knowledge and the approach is a constructive
process.
• Learner involves in the processes to ensure self-regulated and self-directed process.
• Learning is grounded in the context of the learners and fundamentally social process.
Interaction and communication are open and basic elements of learning process.
• Learning is more than the acquisition of knowledge. It is collaborative, involves
interaction and enculturation with community of practitioners. Collaboration with
experts is basic.
• The learning processes do not apply only require cognitive but also motivational and
emotional domains.

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Experience
In a constructivist mathematics class, knowledge is constructed by the learners. To
teach is not to explain, not to lecture, not to transfer mathematical knowledge; instead,
teaching is to create situations that allow the learners to form the mental construction. The
following are some recommendations on how to apply constructivism in teaching
mathematics:

• Pose problems that is relevant to the learners;

• Use big concepts than segmented or disjointed. It invites the learners to participate
irrespective of learning styles and dispositions;
• Create situations that will reveal learner’s point of view. The teacher must create
opportunities for this to occur and must be willing to listen to the learner’s reasoning
and thinking processes; and
• Use authentic assessments, which includes interaction between the teacher and
learner and learner and peer.

Assess
Answer the following questions to verbalize your understanding of the constructivist
learning theory.
1. What is the constructivist theory? Explain it in your own words.

2. Expound why the constructivist theory is applicable in teaching mathematics.

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Challenge
There is no perfect theory. The following questions will challenge your critical thinking
skills as they raise criticisms on the constructivist learning theory.

1. What do you think could be the possible challenges in using constructivism in teaching
mathematics?

2. What other learning theories could be implemented in teaching math that could
complement the down sides of constructivism?

Harness
The next activity will expose you to an actual mathematics class. You will do numerous
classroom observations throughout this module. In this activity, direct your observation skills
to the teaching style of the teacher. Note that this is not an activity to criticize the teacher.
The purpose is for you to develop keen observation skills on teaching styles implemented in
the classroom and later suggests ways to improve the learning activities. This activity will be
part of the learning portfolio that you will compile at the end of this module.
Observe a Grade 6 mathematics class. Did the lesson develop in a constructivist way?
If yes, describe the part of the lesson that followed constructivism. Otherwise, explain how
you would revise the lesson in order to facilitate a constructivist lesson.

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Summary
The constructivist learning theory states that learning takes place when we would
build on what the students already know. Moreover, it is student-centered, allowing the
students to take ownership of their own learning.

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