Learning Material EED 103: Teaching Mathematics in The Primary Grades

Republic of the Philippines
CATANDUANES STATE UNIVERSITY

Virac, Catanduanes
Learning Material
EED 103
TEACHING MATHEMATICS
IN THE PRIMARY GRADES
EEd 103; Teaching Math in the Primary Grades Dr. L.S Turbolencia,
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DISCLAIMER:
This learning material is used in compliance with the flexible

teaching-learning approach espoused by CHED in response to the
pandemic that has globally affected educational institutions. Authors
and publishers of the contents are well-acknowledged. As such, the
college and its faculty do not claim ownership of all sourced
information. This learning material is solely for instructional purposes
and not for commercialization. Moreover, copying and/or sharing part/s
of this learning material in any form (such as, but not limited to, social
media like Facebook, Messenger, Instagram, etc.) is highly
discouraged.
College of Education
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EEd 103: Teaching Mathematics in the Primary Grades
Table of Contents
Page
Cover Page 1
Disclaimer 2
Quote on Mathematics 3
Table of Contents 4
Overview 5
Learning Outcomes 5
Core Instructional Activities 5
K TO 12 CURRICULUM GUIDE IN MATHEMATICS 6
1. Figure 1.The Conceptual Framework of Mathematics Education 6
2. The Conceptual Framework (Explanation) 7
3. Brief Course Description 8
4. Learning Area Standard 9
5. Key Stage Standards For K – 3 (K-3) 9
6. Grade Level Standards (Grades 1-3) 10
7. Grade 1 Content and Performance Standards 11
SELF-ASSESSMENT ACTIVITIES 57
CHECKLIST IN WRITING DETAILED LESSON PLAN 58
SAMPLE LESSON PLANS
1. Detailed Lesson Plan in Math 3 (4As Approach) 59
2. Detailed Lesson Plan in Math 3 for Online Distance Learning (Using
Mother Tongue-Tagalog) 67
3. Semi-Detailed Lesson Plan In Mathematics 3 73
REFERENCES 75
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Learning Material in EEd 103

The Teaching of Mathematics in the Primary Grades
Overview
This Learning Material (LM) is composed of DepEd Curriculum Guide (CG) which
contains the Conceptual Framework of K to 12 Mathematics Education, brief course
description, the nature of Math, goals of Math teaching and the guiding Principles
/theories & teaching approaches & methods in the teaching of Math.
This also includes learning area standard with focus on the key stage and grade
level standards from Kinder to Grade III as the focus of teaching mathematics in the
primary grades.
This LM uses the Curriculum Guide in teaching mathematic because this is the
main tool used by the students or the pre-service teacher because this covers all the
topics and learning outcomes per main topics such as numbers and number sense,
measurement, geometry, patterns and algebra, and probability and statistics.
Learning Outcomes:
At the end of the Learning Material (LM) you are expected to:
1. Gain a clear understanding on the conceptual framework of Math education.

2. Discuss the intended outcomes, scope, guiding principles, approaches and methods
in teaching Math in the primary grades.
3. Examine the alignment of learning outcomes to standards-key, stage, learning area-
to the goals of teaching Math.
4. Discuss & explain the guiding principles & the educational theories in teaching math.
5. Construct lesson plans in Teaching Math in the Primary Grades
 Prepare appropriate instructional aids/visual aids suited to the lesson/subject
matter.
 Apply the appropriate methods and approaches in teaching Math in the Primary
Grades
 Integrate Values in teaching the subject matter
6. Micro teach the lesson plans they have developed with the application of the
following:
 Use appropriate instructional aids/visual aids suited to the lesson/subject matter.
 Apply the appropriate methods and approaches in teaching Math in the Primary
Grades.
 Integrate Values in teaching the subject matter in Math in the Primary Grades
Core Instructional Activities

1. Read the module
2. Answer/Do the Self-Assessment Test (SAT) or activity/activities.
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Figure 1.The Conceptual Framework of

Mathematics Education
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CONCEPTUAL FRAMEWORK (Explanation)
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 skilfully 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.
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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
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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.
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, and
reasoning, making connections, representations, and decisions in real life.
KEY STAGE STANDARDS for K – 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 LEVEL STANDARDS
KINDER
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
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collection and tables) as applied - using appropriate technology - in critical thinking,

problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
GRADE 1
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.
GRADE 2
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.
GRADE 3
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.
GRADE 1
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CONTENT AND PERFORMANCE STANDARDS
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GRADE 2
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GRADE 3
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SELF-ASSESSMENT ACTIVITIES
1. Draw and explain the conceptual framework of Math Education
2. Discuss the intended outcomes, scope, guiding principles, approaches and methods
in teaching Math in the primary grades.
3. DLP Critiquing (Using a checklist in writing a DLP)
 Examine whether the alignment of learning outcomes, standards-key stage,

learning area-to the goals of teaching math in the primary grades are correct or
not.
 Check whether appropriate instructional aids/visual aids suited to the

lesson/subject matter.
 Check if the appropriate methods and approaches in teaching Math in the

Primary Grades is being used.
 Check if there is value integration in teaching the subject matter.
 Examine then comment/critique on the procedure giving importance on

differentiated activities, generalization, and evaluation and giving
assignments/enhancement activities.
4. Prepare developmentally sequenced Lesson Plan (Detailed LP) with well – aligned
learning outcomes and competencies based on the K to 12 Curriculum
requirements. (100pts)
Part 1-III = 30 pts. Part IV- Procedure = 70 pts.
5. Microteaching to be submitted in a CD or to be posted on the class private FB.
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CHECKLIST IN WRITING DETAILED LESSON PLAN
1.0 – 99-100% 1.6 – 93% 2.2 – 85% 2.8 – 79%

1.1 – 98% 1.7 – 92% 2.3 – 84% 2 9 – 78%
1.2 – 97% 1.8 – 91% 2.4 – 83% 3.0 – 75 - 77%
1.3 – 96% 1.9 – 90% 2.5 – 82% 5.0 - Failed
1.4 – 95% 2.0 – 87 – 89% 2.6 – 81% INC - Incomplete
Criteria Rating
A. Objectives
1. Measurable learning objectives/ learning competencies are identified.
2. All objectives/ learning competencies are well aligned with appropriate DepEd
standards (Content and Performance Standards).
3. Has complete objectives/learning competencies (cognitive, affective, &
psychomotor domains) appropriate to the topic.
B. Subject matter/Content/learning Resources

4. Accurate content/topic is well written
5. Appropriate and complete resources (DepEd Curriculum Guide Code &
page/pages) are identified.
6. Appropriate Instructional materials/tools are determined for the lesson.
7. Instructional materials shows creativity & resourcefulness
C. Procedure
8. Well-planned sequence of procedures, clearly organized and transitions is
clear and logical.
9. Authentic/accurate values are integrated.
.10. Lesson/activities design are highly motivating ,engaging, challenging,
meaningful, , student-centered, links to prior knowledge and aligned to all
assessments.
11. Provides enough/varied/possible learners’ answers.
12. Appropriate generalization to summarize the learning activities is provided.
D. Evaluation
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13..Evaluation are aligned/consistent with the learning objectives/competencies
E. Homework
14. Presents homework/agreement properly by providing clear purpose & clear
instructions for students
15. Check for understanding & provide opportunities to practice /apply/previews,
extends, and reinforces knowledge and skills.
1.5 – 94% 2.1 – 86% 2.7 – 80%
SAMPLE LESSON PLANS
1. Detailed Lesson Plan in Math 3 (4As Approach)
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Freo, J. (3/9/2015) Math Lesson Plan https://www.slideshare.net/JosephFreo/final-lesson-plan-in-

math-4as-approach
Modular Distance Modality

Learning Delivery Modality: Online Distance Learning
(Learner-Led Modality)
2. DETAILED LESSON PLAN IN MATH 3
Paaralan Baitang 3
LESSON Guro Asignatura Mathematics
EXEMPLAR
Petsa Markahan Unang Markahan
Oras Bilang ng Araw 1 araw
I. Layunin
Demonstrates understanding of whole numbers up to 10 000, ordinal numbers
up to 100th, and money up to PhP1000;
A. Pamantayang Pangnilalaman
Demonstrates understanding of addition and subtraction of whole numbers
including money.
Learner is able to recognize, represent, compare, and order whole numbers up
to 10 000, and money up to PhP1000 in various forms and contexts;
B. Pamantayan sa Pagganap Learner is able to recognize and represent, ordinal numbers up to 100th in
various forms and contexts;
Learner is able to apply addition and subtraction of whole numbers including

money in mathematical problems and real-life situations.
C. Pinakamahalagang Kasanayan sa  Visualizes numbers up to 10, 000 with emphasis on numbers 1,001-
Pagkatuto (MELC) 10,000; (M3NS-Ia-1.3)
D. Pagpapaganang Kasanayan Number sense; poagpapakita (Visualizing) ng bilang hanggang 5,000; at place
value at value ng bilang.
II. Nilalaman Aralin 1-Pagpapakita (Visualizing) ng Bilang Hanggang 10,000;
III. KAGAMITANG PANTURO
A. Mga Sanggunian
Most Essential Learning Competencies Mathematic 3 Unang Markahan,
PIVOT BOW R4 QUBE, Curriculum Guide pahina 205.
a. Mga Pahina sa Gabay ng Guro
Mathematics 3
b. Mga Pahina sa Kagamitang Mathematics 3, Kagamitan ng Mag-aaral sa Tagalog, pahina 2-18.

Pangmag-aaral
c. Mga Pahina sa Teksbuk
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d. Karagdagang Kagamitang Panturo

mula sa Portal ng Learning
Resources
Printed Worksheets
B. Listahan ng mga Kagamitang
Panturo para sa mga Gawain sa
Pagpapaunlad at Pakikipagpalihan
IV. Pamamaraan
Pagsasanay 1 Sagutin ang worksheet para sa bilang panimula sa araling,
layunin nitong masukat ang antas ng kaalaman at kasanayan mula sa
nakaraang aralin, upang matukoy ang kahandaan sa susunod na aralin
Panuto;
Piliin ang katumbas na bilang na ipinapakita sa bawat set ng number disc.
Kung sa iyong palagay tama ang mga sagot mo sa pagsasanay na ito. Ikaw ay
handa na sa iyong bagong aralin.
Pasasanay 2
Sagutan ang worksheet para sa Gawain 2.
A. Introduction (Panimula)
Ang gawaing ito ang lilinang sa iyong kakayahan at kahandaan sa paksang
tatalakayin.
Paunang Pagtataya:
Subukin Natin: Pag-aralan ang mga larawan sa ibaba,subukin mong
sagutin ang mga tanong sa bawat larawan gamit ang isip lamang.
1' Pagmasdan ang larawan sa ibaba, Nasubukan mo na bang
manood ng sports na basketball o ang tinatawag na liga sa inyong
barangay? Kaya mo bang bilangin ang mga manood sa loob ng
gym? Paano sila mabibilang?
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2. Tignan at pag-araalan ang larawan ng popsicle sticks, kaya mo ba

itong bilangin? Masasabi mo ba sa akin ang eksaktong bilang ng
mga iyan? Paano mo maipapakita ang bilang ng mga popsicle sticks
na nasa larawan?
Tama kaya ang iyong naging mga sagot? Upang malaman kung
tama ang kasagutan, Halina't ating talakayin ang bagong aralin. Ang
dating kaalaman ay iyong pagyamanin . Sa araling ito matututuhan
mga angkop na paraan sa pagpapakita ng bilang.
B. Development (Pagpapaunlad) Bago umpisahan ang pag-aaral tungkol sa pagpapakita ng katumbas na
bilang, sagutin muna ang mga sumususunod na pagsubok upang malaman ang
iyong kaalaman ukol sa pagpapakita ng bilang.
Sagutan worksheet para sa Gawain 3

Panuto: Ano – ano sa mga sumusunod ang nawawalang bilang.
1. 100, __, 102, 103, __, 105 2. 457, 458, 459, ___, 161, ___, 163
3. 998, ____, 1,000, ___, 1,002, 4. 1,000, 2,000, ___, 4,000, 5,000,
_____
5. 9,995, 9,996, 9,997, 9,998, ____, _____.
Pagbubukas Susi ng mga Salita:
Pagpapakita (Visualizing)
Pagpapakita o visualizing ay ang paggamit ng isip sa

(100, 5, 231, 12,456) pagbuo ng larawan ayon sa nabasang teksto.
Place Value
halimbawa ang place value ng 4 sa 1 342 ay tens place number
disc,bundle of sticks (Thousand, Hundreds, Tens, Ones,)
Value
Halaga na kinakatawan ng isang digit batay sa posisyon
nito sa bilang. Halimbawa ang value ng 2 sa 1 234 ay 200.
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digit
simbolong ginagamit sa pagsususlat ng bilang
salita ng bilang
isang libo, isang daan, apat, dalawa etc
Representasyon ng bilang
ay maaaring matukoy bilang ang halaga na kinakatawan
ng isang digit sa isang bilang batay sa posisyon nito sa bilang. Blocks, flats,
longs, squares,
simbolo ng bilang
1, 2, 40, 41, 34
Aralin 1: Pagpapakita (Visualizing) ng Bilang Hanggang 10,000
Sa pagpapakita (visualizing) ng bilang tayo ay gagamit ng block, flat,

long at square upang maipakita ang katumbas na bilang.
Maaaring gumamit ng Number Disc sa pagpapakita ng bilang.
Isa rin sa mga paraan ng pagpapakita ng bilang ay ang pagbibigkis o pagtatali.

Na maaaring libuhan, sandaanan, sampuan at isahan. Ito ay ginagamit mga uri
ng sticks tulad ng makikita sa larawan sa ibaba.
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Kung ang pinag-uusapan naman ay ang tao, may paraan din ng pagpapakita
ng bilang, ito ay ang pagkakahilera, pagpila, paghanay, at paggrupo, na
maaaring libuhan, sandaanan, sampuhan, isahan, at iba pa.
Gawain 1
Sagutan ang worksheet na para sa Gawain 1
Tukuyin ang katumbas na bilang na ipinapakita sa larawan.
Gawain 2
Gamitin ang number disc para maipakita

ang katumbas na bilang na nakasaad sa ibaba.
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1. 7,850
2. 6,500
3. 9,853
4. 8,572
5. 10, 000
Mahilig ka bang manood ng balita sa TV? Alam mo ba ang dahilan kung bakit
tayo naka lockdown ngayon? Bilang panghuling gawain para sa aralin 1
gawin ang mga sumusunod:
1. Manood ng balita sa TV o sa social media.

2. Abangan ang ibabalita tungkol sa bilang ng mga taong apektado ng
Covid19 sa lugar ng Cavite sa kasalukuyang araw.
3. Ipakita ang kabuuang bilang ng mga taong naapektuhan ng Covid19 sa 3
Municipality ng Cavite ayon sa balitang napanood. Maaaring gumamit ng iba
C. Engagement (Pagpapalihan)
pang representasyon sa pagpapakita ng bilang.
4. Bilang isang mag-aaral ano ang maipapayo mo sa iyong kapwa mag-aaral
upang hindi mahawaan ng virus.
5. Gamitin ang talaan sa ibaba.
Municipality Bilang ng taong may Covid19

1.
2.
3.
Paano mo maipapakita ang bilang ng mga sumusunod? Ilarawan ang iyong
paraan ng pagpapakita ng bilang.(maaari itong iguhit)
1. 7,000 mangga
2. 10,000 bote ng softdrinks
3. 8,500 na tinapay
Ipagpatuloy ang pangungusap na ito:
D. Assimilation (Paglalapat)
1. Ang aking natutunan sa araling ito ay ang __________________.
2. Ang paggamit ng ____, ____, _____, _____, at bundles ay mga paraan ng
pagpapakita ng katumbas na bilang.
3. Ang iba’t ibang paraan ng pagpapakita ng katumbas ng malalaking bilang
ay ang ______________.
4. Ang kahalagahan ng natutunan ko sa araling ito ay ________.
V. REFLECTION ( Pagninilay)
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Reference: Lesson Exemplar in Elementary Mathematics Grade 3-Q1-W1-L1.do

https://icedrive.net/0/248W6NV2vb
3. SEMI-DETAILED LESSON PLAN IN MATHEMATICS III

I. Objective:
 Identify cardinal numbers from 10 001 – 100 000
Value: Orderliness
II. Subject Matter:

Identifying cardinal numbers from 10 001 to 100 000
References: BEC PELC – I A 1.1.2
Materials: Flashcards, place value charts
III. Procedure:
A. Preliminary Activities:
1. Drill:
Conduct a drill on reading four to five digit numbers using flashcards.
Examples: 3 254 4 581 8 206 7 005 6 796
2. Motivation:
a. Bring the pupils out of the classroom for a few minutes. Disarrange their chairs/desks but
be sure each chair/desk is numbered.
b. Tell the pupils to come in and find their seats?
Ask: Can you find your seats easily? Why? Why no? Let the children arrange their seats
in order.
B. Developmental Activities:
1. Presentation:
a. Present this problem
Mount Everest is the highest mountain on earth. It is part of the Himalayan ranges. It
is about 29 140 feet high.
Look at the place value chart and see how the digits are grouped.
Thousands Units
Hundreds Tens Ones Hundreds Tens Ones
2 9 1 4 0
We read: Twenty nine thousand one hundred forty

We write: 29 140
2. Practice Exercises:
Give the next number in pattern
1. 27 253 ______ 47 253 57 253
2. 85 578 86 578 ______88 578
3. 56 584 56 584 56 584 ______
3. Generalization:
How do you identify cardinal numbers through 100 000?
IV. Evaluation:
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Write the number that comes before and after.

1. ________ 80 040 ________
2. ________ 53 456 ________
3. ________ 99 954 ________
V. Assignment:
Name the counting number between each of the following pairs of numbers.
1. 13 407 and 13 411

2. 41 880 and 41 885
3. 72 751 and 72 759
4. 94 970 and 94 975
5. 67 841 and 67 846
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
https://depedtambayan.org/grade-3-detailed-lesson-plan/
REFERENCES
1. DepEd K to 12 (August 2016) K to 12 Curriculum Guide MATHEMATICS

https://www.deped.gov.ph/wp content/uploads/2019/01/Math-CG_with-tagged-
math-equipment.pdf
2. Mark(9 March 2019) Semi-detailed Lesson Plan in Mathemetics 3, DepEd

Tambayan https://depedtambayan.org/grade-3-detailed-lesson-plan/
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3. Freo, J. (9 March 2015) Final Lesson Plan

https://www.slideshare.net/JosephFreo/final-lesson-plan-in- math-4as-approach
4. Icedrive (n.a, n.d) Lesson Exemplar in Elementary Mathematics Grade 3-Q1-W1

L1.do https://icedrive.net/0/248W6NV2vb
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CATANDUANES STATE UNIVERSITY

This learning material is used in compliance with the flexible

EEd 103: Teaching Mathematics in the Primary Grades

Learning Material in EEd 103

1. Gain a clear understanding on the conceptual framework of Math education.

Core Instructional Activities

Figure 1.The Conceptual Framework of

CONCEPTUAL FRAMEWORK (Explanation)

Critical thinking, according to Scriven and Paul (1987) is the intellectually

The specific skills and processes to be developed are: knowing and

We recognize that the use of appropriate tools is necessary in teaching

We define context as a locale, situation, or set of conditions of Filipino learners

The framework is supported by the following underlying learning principles and

Experiential Learning as advocated by David Kolb is learning that occurs by

Situated Learning, theorized by Lave and Wenger, is learning in the same

Reflective Learning refers to learning that is facilitated by reflective thinking. It is

Cooperative Learning puts premium on active learning achieved by working with

BRIEF COURSE DESCRIPTION

Mathematics from K-10 is a skills subject. By itself, it is all about quantities,

The contents of mathematics include Numbers and Number Sense,

Numbers and Number Sense as a strand include concepts of numbers,

Geometry as a strand includes properties of two- and three-dimensional figures

Patterns and Algebra as a strand studies patterns, relationships, and changes

The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics

LEARNING AREA STANDARD: The learner demonstrates understanding and

KEY STAGE STANDARDS for K – 3

At the end of Grade 3, the learner demonstrates understanding and appreciation

GRADE LEVEL STANDARDS

collection and tables) as applied - using appropriate technology - in critical thinking,

CONTENT AND PERFORMANCE STANDARDS

1. Draw and explain the conceptual framework of Math Education

3. DLP Critiquing (Using a checklist in writing a DLP)

 Examine whether the alignment of learning outcomes, standards-key stage,

 Check whether appropriate instructional aids/visual aids suited to the

 Check if the appropriate methods and approaches in teaching Math in the

 Check if there is value integration in teaching the subject matter.

 Examine then comment/critique on the procedure giving importance on

Part 1-III = 30 pts. Part IV- Procedure = 70 pts.

5. Microteaching to be submitted in a CD or to be posted on the class private FB.

CHECKLIST IN WRITING DETAILED LESSON PLAN

1.0 – 99-100% 1.6 – 93% 2.2 – 85% 2.8 – 79%

B. Subject matter/Content/learning Resources

13..Evaluation are aligned/consistent with the learning objectives/competencies

1.5 – 94% 2.1 – 86% 2.7 – 80%

SAMPLE LESSON PLANS

1. Detailed Lesson Plan in Math 3 (4As Approach)

Freo, J. (3/9/2015) Math Lesson Plan https://www.slideshare.net/JosephFreo/final-lesson-plan-in-

Modular Distance Modality

2. DETAILED LESSON PLAN IN MATH 3

Oras Bilang ng Araw 1 araw

Learner is able to apply addition and subtraction of whole numbers including

b. Mga Pahina sa Kagamitang Mathematics 3, Kagamitan ng Mag-aaral sa Tagalog, pahina 2-18.

d. Karagdagang Kagamitang Panturo

2. Tignan at pag-araalan ang larawan ng popsicle sticks, kaya mo ba

Sagutan worksheet para sa Gawain 3

Pagbubukas Susi ng mga Salita:

Pagpapakita o visualizing ay ang paggamit ng isip sa

Aralin 1: Pagpapakita (Visualizing) ng Bilang Hanggang 10,000

Sa pagpapakita (visualizing) ng bilang tayo ay gagamit ng block, flat,

Maaaring gumamit ng Number Disc sa pagpapakita ng bilang.

Isa rin sa mga paraan ng pagpapakita ng bilang ay ang pagbibigkis o pagtatali.