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Teaching Math in the

Intermediate Grades
Learning Module No. 01#

Learning Module on Teaching Math in the Intermediate Grades

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Lesson 1: “Teaching and Learning Mathematics in the Intermediate Grades”

This lesson will provide you with an understanding of what pupils and teachers are
expected to do in the intermediate grades, a preview of the math content/curriculum, and
the teaching and learning principles and theories for Math instruction. This serves as an
introduction for the course.

Lesson Objectives:
At the end of the lesson, the students should be able to:
1. Recognize what is expected from both pupils and teachers in the intermediate grades
2. Describe how one should teach math in the intermediate grades in general
3. Affirm the elementary teacher’s role in teaching math in the intermediate grades

Getting Started:

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”

-Benjamin Franklin

How would you relate this statement by Benjamin Franklin to the way you teach math
to elementary pupils? How does involving the pupils make them learn more?

Discussion:
Teaching math to elementary level is based on the idea of “learning by doing”.
Compared to primary grades where pupils explore concepts through manipulatives and
hands-on activities, intermediate grade pupils do not just explore, they become more adept
to manipulations and are ready for a more experimental approach to learning. Specifically,
children at this level are expected to:
* apply mathematical concepts and operations to solve a variety of real-life problems
* explore relationships between two or more mathematical concepts
* develop better understanding of figures and its properties
* make generalizations and representations, and to
* work systematically

According to the Mathematics Framework for Philippine Basic Education (2011), the
following characteristics mark the kind of mathematics learned:
* exploration and experimentation
* well-defined algorithms and procedures
* a transition from informal to formal language, and
* problem solving

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Consequently, mathematics instruction given at this level is characterized by the

following:
* Experimentation and investigation
* Focused problem solving with emphasis on multiple solutions and approaches
* Use of more efficient and practical procedures and algorithms
* Grasp of useful notations, symbols, and theories, and
* Informal proofs

What, then, are expected from elementary teachers?

Primarily, elementary teachers must ensure that the mathematics children learn at this
level is correct. It is important to make them understand math’s underlying concepts and
principles. Without a solid foundation, they would probably have a hard time learning higher
math in the years to come. It is vital then for a teacher to plan his/her delivery of instruction
very well.

At the intermediate level, teachers ought to:

✓ Consider each learner’s diverse background when choosing or designing problems
✓ Provide ample opportunity for each student to learn new concepts and build proficiency
in mathematical reasoning and computation
✓ Assess individual progress regularly and re-direct instruction accordingly
✓ Design, select, or adjust and supplement textbook materials into a coherent sequence to
address standard competencies

The mathematics curriculum is grounded on the following principles and theories:

1. Experiential Learning
Instruction is designed to engage learners in direct experiences which are tied to real
world problems and situations in which the instructor facilitates rather than directs student
progress (Kumar, 2020). You can use models, manipulatives, and give collaborative hands-
on activities that will allow them to learn things on their own.
2. Reflective Learning
Involves learners thinking about what they have read, done, or learned, relating the
lesson at hand to their own lives and making meaning out of the material (Gray, 2020). You
may want to make them keep a math journal where they put in whatever they have learned
for the day or provide them with contextualized problems.
3. Constructivism
An approach to learning that holds that people actively construct or make their own
knowledge and that reality is determined by the experiences of the learner (Elliot, et. al.

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2000). Take advantage of and assess what the pupils already know so you can come up
with a strategy to help them build upon what they have learned from the previous lessons.
4. Cooperative Learning
An instructional strategy that enables small groups of students to work together on a
common assignment (Lewis, 2019). Always make sure that the groups are heterogeneous so
both weakness and strengths of the pupils will be addressed. Doing activities by group
makes the task lighter since children have their peers to whom they can easily come to.

All these are necessary to make teaching math in the intermediate grades
meaningful. However, it is of utmost importance that you as their teacher understands the
basics of math particularly that of what is taught in the intermediate grades to build
children’s solid foundation of the subject. You play a great role in developing learners to be
good pupils in Math.

Application:
How would you apply the four principles and theories learned from this lesson in
teaching Mathematics in the intermediate grades? Provide specific scenarios.

Summary of the Lesson:

Teaching and learning math in the intermediate grades require an understanding of
the things which are expected from both pupils and teachers to do, the content to teach as
demanded by the math curriculum, and the underlying principles and theories of teaching
math. It also requires that the elementary teacher should understand the concepts
themselves to be able to teach it correctly to the pupils.

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Assessment:
Answer briefly and concisely: Although math is not your specialization, why is it
important for you to understand the math that you will be teaching?

Enrichment Activity:
Search for strategies that may seem helpful in teaching math in the intermediate
grades. List it down and describe the strategy.

References/Attributions:

K to 12 Mathematics Curriculum Guide May 2016

SEI-DOST and MATHTED (2011), Mathematics Framework for Philippine Basic Education
Madison Metropolitan School District (2007), Learning Mathematics in the Intermediate
Grades

Learning Module on Teaching Math in the Intermediate Grades