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Contents of Primary
Mathematics (K-3)
Module Starter
This module contains topics which are aligned to the K to 12 Curriculum. The lessons in
this module is constructed to suit your needs as future teachers. This is designed to equip you
with pedagogical content knowledge for the teaching of basic contents in mathematics in the
primary level. Understanding of key concepts and skills of selected topics are applied using
Module Outcomes
1. Develop meaning for the operations by modeling and discussing a rich variety of
problem situations;
9. Formulate and solve problems that involve collecting and analyzing data;
Fractions)
Many of us take whole numbers for granted, not fully appreciating that whole numbers
have many significant applications and they provide the basis for working with fractions,
decimals and integers. Whole numbers help us locate streets and houses. They help us keep
track of how many bananas we have. They help us keep track of the budget and the amount of
unemployment.
People first used numbers to count objects. Before people understood the abstract idea
of a number such as “ four,” they associated the number 4 with sets of objects such as four
cows or four stars. A major breakthrough occurred when people began to think of “four” as an
abstract quantity that could measure the sizes of a variety of concrete sets.
No one knows probably, but the first numeration system was a tally system. The first
Five thousand years ago, the ancient Egyptians improved the tally system by inventing
additional symbols for 10, 100, 1000 and so on. Symbols are called numerals. Most of our
knowledge about Egyptian numerals from the Moscow Papyrus(1850 B.C.) and the Rhind
Papyrus(1650 B.C.). Egyptian numerals are rather attractive symbols called hieroglyphics.
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
Using symbols for groups as well as for single objects was a major advance that made it
possible to represent large quantities much more easily. The ancient Egyptioan numeration
system uses ten as a base, whereby a new symbol replaces each group of 10 symbols. The
Egyptian system is additive, since the value of a number is the sum of the values of the
on place value, in which the value of a numeral changed according to its position. A place
The Babylonians used place value (for numbers greater than 59), a base of 60, and two
symbols: < for 10 and Y for 1. The 3800- year- old tablet below shows Babylonian
numerals.
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
The Roman Numeration System can still be found today in books, outlines, movies, and
monuments.
Roman Numeral I V X L C D M
Add when the symbols are alike or decrease in value from left to right. Subtract when
the value of a symbol is less than the value of the symbols to its right. For example, XI is 11
and IX is 9. The Roman numeration system was developed between 500 B.C. and A.D. 100,
but the subtractive principle was not introduced until the Middle ages.
Base-Ten Place-Value System or the Hindu Arabic Numeration System was developed
between A.D. 200 and 1000. The Hindus and the Mayans were the first to treat 0 not only as a
The Hindu-Arabic numerals 0,1,2,3,4,5,6,7,8, and 9 were developed from 300 B.C. to
A.D. 1522. It has three (3) important features: (1) a symbol for zero, (2) a way to represent any
whole number using some combination of ten basic symbols(called digits) , and (3) base-ten
specific power of ten. Each place has ten times the value of the place immediately to its right.
This chart shows the place value chart in the Hindu-arabic numeration system.
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
The number 4 728 is read as “ four thousand, seven hundred twenty-eight”. The table
below shows the place value and value of each digit in the number 4 728. Observe that the
value is simply the products of the digit and its place value.
Place Value
8 Ones 1 8x1=8
2 Tens 10 2 x 10 = 20
Activity 6.1.1
A. Give the place value and value of the digit 8 in each numeral.
Ordinal Number also called ordinal numeral is any of the numbers that express degree,
First 1st
Second 2nd
Third 3rd
Fourth 4th
Fifth 5th
Sixth 6th
Seventh 7th
Eighth 8th
Ninth 9th
Tenth 10th
Eleventh 11th
Twelfth 12th
Twentieth 20th
Twenty-first 21st
Thirtieth 30th
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3. First ( 1st) = ___________________________(smiley)
nd
Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
In the addition sentence 7 107 + 534 + = 7 641, 7 107 and 534 are called addends while 7
641 is called sum. Addends are numbers being added while sum is the result of addition.
Addition is the process of putting two or more numbers or things together. For instance, let
T h e i l l u s t r a t i
simply count them from left to right. The addition sentence would be 2 + 3 = 5.
Another way to illustrate addition is through block model which is shown below.
3 2
Properties of Addition
1. Commutative Property of Addition (CPA) – the order of the addends does not affect
the sum.
Ex. 2+3=3+2 =5
( 8 + 7) + 2 = 8 + (7 + 2)
15 + 2 = 8 + 9
17 = 17
3. Identity Property of Addition (IPA) - the sum of a number and zero is the same number.
Ex. 8 + 0 = 8 0 + 35 = 35 1+0=1
Subtraction is the process of taking away one number from another. For instance, Dan had 6
fishes. Two of them died. How many are left? To find the difference, we subtract 2 from 6. Let
The illustration shows that the difference between 6 and 2 is 4. It means that 6 - 2 = 4.
Another way to show this is by using the inverse operation of subtraction which is
addition. That is 2 + _____ = 6. So, what should be added to 2 to get a sum of 6? This shows
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
is called the subtrahend or the number used to subtract. Then, 4 is called difference or
6–2=4 4 + 2 = 6 or 2 + 4 = 6
Activity 6.1.2
1. James has P79.00. He bought a piece of sandwich at P25.00. How much money does
he have left?______________
2. Ryza has 24 marbles. Melba has 8 marbles more than Ryza. How many marbles do the
3. The sum of two numbers is 48 while their difference is 8. What are the numbers?
_____________
In the multiplication sentence 830 x 2 = 1 660; 830 and 2 are called factors while 1
1. 4 + 4 + 4 + 4 + 4 + 4 + 4 =
2. 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 =
3. 8 + 8 + 8 + 8 + 8 + 8 =
In the exercise above, observe that the same numbers are being added repeatedly. In this
case, we can find the answer using another operation which is multiplication.
Multiplication is used in a variety of applications, which usually fall into one of five
categories.
1. Repeated Sets. Find the total number of objects, given a certain number of equivalent
Ex. I bought 3 packages of tomatoes. Each package contained 4 tomatoes. How many
2. Repeated Measures. Find the total measure that results from repeating a given
Ex. On a long car trip, I average 50 miles per hour. How far will I travel in 6 hours?
50 50 50 50 50 50
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
3. Array. Find the total number of objects needed to occupy a given number or rows and
columns.
Ex. A class has 4 rows of desks with 3 desks in each row. How many desks are there?
4. Area (Measures). Find the total measure in square units, given the width (number of
rows of squares) and length (number of columns of squares). This category establishes
P1 S1P1
4 feet
P2 S1P2
S1 P3 S1P3
P4 S1P4
5. Cartesian Product (Pairings). Find the total
P1 S2P1
number of different pairs by pairing any objects
P2 S2P2
from one set with any object from a second set. S2 P3 S2P3
Ex. I have three shirts and 4 pairs of pants. How many
P4 S2P4
different shirt-pants outfits can I create?
P1 S3P1
S3 P2 S3P2
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P3 S3P3
P4 S3P4
Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
P1 P2 P3 P4
S1 X X X X
S2 X X X X
S3 X X X X
In elementary school, repeated sets, repeated measures, arrays, area and Cartesian
Division Definition
multiplication.
The connections among whole number operations are summarized in the following
diagram:
Repeated Addition
ADDITION MULTIPLICATION
Inverse Inverse
Operations Operations
Repeated
Subtraction
SUBTRACTION DIVISION
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
serves 2 cookies per person and she want to figure out how many people she can serve. She
8 – 2 = 6; 6 - 2 = 4; 4 - 2 = 2 – 2 = 0
Whole number division problems such as 8 ÷ 2 can be thought of as asking how many
1. Repeated Sets. Find how many sets of a certain size can be made from a group of
objects.
Ex. I have a dozen eggs, how many 3-egg omelets can I make?
2. Repeated Measures. Find how many measurements of a certain size equal a given
measurement.
Ex. A walk is 12 miles long. How long will it take if a walker averages 3 miles per hour?
3 3 3 3
0 1 2 3 4 5 6 7 8 9 10 11 12
3. Partition Sets. Find how many are in each group when you divide a set of objects
Ex. We have 12 yummy strawberries for the 3 of us. How many will each person get if
4. Partition Measures. Find the measure of each part when you divide a given
Ex. Let’s divide this delicious 12-inch sandwich equally among the 3 of us. How long, a
12
? ? ?
5. Array. Find the number of rows (or columns) given an array of objects and the number
Ex. Twelve people are seated in 3 rows. How many people are there kin each row?
6. Area. Find the length (or width) of a rectangle, given its area and its width (or length).
Ex. A rug had an area of 12m2 and a length of 3 m. What is its width?
?m
3m
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
Division by Zero
0÷4? According to the definition of division, 4 ÷ 0 and 0 ÷ 0 are undefined because you cannot
have 0 as a divisor. However, 0 ÷ 4 is defined. Children wonder why one problem is defined,
Expression involving division of zero are most easily examined by converting the
expression to a related multiplication equation. They can also be analyzed using any of the six
Using repeated sets, 4÷ 0 would mean “How many sets of 0 will make 4?” No number of
In elementary school, we simply teach children that they cannot divide a number by
zero, after doing some examples such as 4 ÷ 0 and 2 ÷ 0. The difference between 0 ÷ 0 and
these other examples is not discussed. You are unlikely to find 0 ÷ 0 in an elementary school
Exercise 6.1.3
number?
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
2. A vendor has 40 eggs which she arranged in trays, each containing 6 eggs/
How many trays did she use? How many eggs are in the last tray?
3. April has twice candy as Angelika while Angelika has thrice as many
“What part” refers to a fraction. This means that fraction is a part of a whole. One slice
1 Numerator
Fraction ¯¿
4 denominator
The number above the fraction bar is called numerator. It tells the number of slices of
cake is considered. The number below the fraction bar is called denominator. It tells the
number of equal parts into which the whole cake is divided. The fraction bar or the line that
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
Example: In a box, there are 5 marbles. Two marbles are black. What part of the
marbles is black?
2
If your answer is , then you are right. There are 2 black marbles out of a total
5
2
What are some different things the fraction can represent in mathematics or in
3
everyday life?
equal parts.
2
2. Part of a set (or group): means to divide a set into 3 equal groups and shade 2 out
3
of every 3.
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
2
3. Location on a number line: is a number between 0 and 1. Divide the interval from 0
3
2
to 1 into 3 parts, and count 2 parts over from 0 to 1. In other words, go of the way
3
from 0 to 1.
1 2
0 1
3 3
2
4. Division: means 2 ÷ 3, the numerator divided by the denominator.
3
Kinds of Fractions
Fractions can be classified as proper, improper and mixed number.
A proper fraction is a fraction whose value is less than 1. Its numerator is less than its
2 2
denominator. From the previous examples, and are proper fractions.
3 5
5 11
numerator is equal to or greater than its denominator. Examples are and ,
5 3
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
7
A mixed number is composed of a whole number and a fractional part such as 1 and
9
1
3 ∧1
4 5 . A fraction with a numerator of one is called unit fraction. Examples are 6 .
9
Equivalent Fractions are fractions which are equal or with the same value. Examples:
1 2
and look different but they have the same value.
2 4
Fractions with the same denominators are called similar fractions. Thus, we can say
2 3
that and are similar because they have the same denominators.
5 5
2 1
Fractions with different denominators are dissimilar fractions. Examples: and
5 2
Fractions can be compared using relation symbols such as greater than (>), less than (<),
2 3
or equal (=). Example: Jay drank pitcher of orange juice while Roger drank pitcher. Who
5 5
2 3
5
(Jay)
5
(Roger)
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
2 3
Based on the shaded parts, we can say that is less than . In symbols, we can say
5 5
2 3
that < , therefore we can say that Roger drank a greater amount of orange juice than Jay.
5 5
2 3
Since we already known that and are “similar fractions” we can now generalize
5 5
that without illustration, we can compare the fractions based on their numerators. That is, the
bigger the numerator, the greater the fraction is or the smaller the numerator, the lesser the
fraction is.
3
2 ∧1
arrange , 5 in ascending order? By illustration, we can represent
5
2
them as follows:
2 3 1
5 5 2
2 1 3
Based on the illustration, we can say that is the least, is the middle and is the last
5 2 5
because it is the greatest among the three. If we arrange the fractions in decreasing order, we
3 1 2
come up with the arrangement , , .
5 2 5
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
To add similar fractions, add the numerators of the given fractions and copy the same
1 2 3
denominator, reduce the answer to lowest term if necessary. Examples: + =
5 5 5
To add mixed numbers with similar fractions, we follow the same steps. Add the
numerators, add the whole numbers and copy the common denominator.
2 3 5
Example: 1 +2 =3
7 7 7
To subtract similar fractions, subtract the numerator of the given fractions and copy the
3 1 2
same denominator. Example: - = , to illustrate:
5 5 5
- =
To subtract mixed numbers of fractions with the same denominators, we simply subtract
the fractional parts, subtract the whole numbers and copy the common denominator. Simplify if
4 2 2
needed. Example: 3 -2 =1
5 5 5
Exercise 6.1.4
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Module 6. Contents of Primary Mathematics | Espinar, Mae joy Tan
1. Cherrie scored 17 in a 20-item test. What fraction of the test did Cherrie answer
incorrectly?
2. The Grade 2 class of UEPLES has 18 boys out of 35 learners. What fraction of the class
are girls?
1 2
3. Ayah is looking in her footwear box. If of her footwear are shoes and are slippers,
3 3
2
4. Keith and Noel filled the tank with water. Keith filled the tank with 3 gallons of water.
5
3
Noel filled the tank with 2 gallons of water more than Keith. How many gallons of
5
water did the two boys fill the tank with in all?
3
5. Perla has 3 meters of cloth. She used 1 meters for her blouse. How many meters of
5
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