1 Module 1 – The Pedagogy of Primary Mathematics Instruction

2 Module 1 – The Pedagogy of Primary Mathematics Instruction

Lesson 2
The General Principles, Standards, and Expectations of Teaching Mathematics in the Primary Grades

Lesson Learning Outcomes

In this lesson, you will be able to:
1. enumerate the general principles, standards, and expectations of teaching mathematics in the
primary grades by conducting a research;
2. explain each of the general principles, standards, and expectations of teaching mathematics in the
primary grades;
3. construct own principles, standards, and expectations of teaching mathematics in the primary grades;
and
4. make a collage to illustrate the use and importance of principles, standards, and expectations of
teaching mathematics in the primary grades;

PRE-ASSESSMENT

Instruction: Read the following statements. Put / if you agree or X if you disagree with the statements.

Statements Agree (/) Disagree (X)

1. Excellence in mathematics education requires
equity—high expectations and strong support for all
students.
2.Effective mathematics teaching requires
understanding what students know and need to
learn and then challenging and supporting them to
learn it well.
3. Technology is essential in teaching and learning
mathematics; it influences the mathematics that is
taught and enhances students' learning.
4. A curriculum is more than a collection of
activities: it must be coherent, focused on important
mathematics, and well-articulated across the grades
5. Assessment should support the learning of
important mathematics and furnish useful
information to both teachers and students.
6. Students must learn mathematics with
understanding, actively building new knowledge
from experience and prior knowledge.
7. Educational decisions made by teachers, school
administrators, and other professionals have
important consequences for students and for
society.
8. The standards for teaching mathematics in the
primary grades should describe the mathematical
understanding, knowledge, and skills that students
should acquire.
9. Standards should be described through examples
3 Module 1 – The Pedagogy of Primary Mathematics Instruction

that demonstrate what each standard looks like and

what the teacher's role is in achieving it.
10. There must be principles, standards, and
expectations of teaching mathematics in the primary
grades.

LESSON MAP

The lesson map illustrates that in teaching mathematics in the primary grades, you should be able
to learn the six (6) principles and five (5) content standards with its expectations in general. This
will serve as your guide along the process of learning this lesson.

CONTENT

ENGAGE ENGAGING MYSELF ON THE DIFFERENT PRINCIPLES IN TEACHING MATHEMATICS IN

THE PRIMARY GRADES
Activity 1: Construct Me!
Instruction: Construct your own principles, standards, and expectations if you are to teach the Mathematics
subject in the primary grades with some of the basic contents. List down at least 3 for each grade level
(Grade 1-3) as indicated on the following. God Bless you!

A. Grade 1:

1.__________________________________________
____________________________________________________________________________

2.__________________________________________________________________________
____________________________________________

3.__________________________________________________________________________
____________________________________________

B. Grade 2:

1.__________________________________________________________________________
____________________________________________
4 Module 1 – The Pedagogy of Primary Mathematics Instruction

2.__________________________________________________________________________
___________________________________________

3.__________________________________________________________________________
____________________________________________

B. Grade 3:

1.__________________________________________________________________________
____________________________________________

2.__________________________________________________________________________
____________________________________________

3.__________________________________________________________________________
____________________________________________

EXPLORE DELVING THE DIFFERENT PRINCIPLES IN TEACHING MATHEMATICS IN THE PRIMARY

GRADES

Activity No. 2 – Read Me!

Instruction: Closely read the text below.

Educational decisions made by teachers, school administrators, and other professionals have
important consequences for students and for society. The principles for teaching mathematics provide
guidance in making these decisions.
The six principles address overarching themes are:
 Equity. Excellence in mathematics education requires equity—high expectations and strong support
for all students.
 Curriculum. A curriculum is more than a collection of activities: it must be coherent, focused on
important mathematics, and well-articulated across the grades
 Teaching. Effective mathematics teaching requires understanding what students know and need to
learn and then challenging and supporting them to learn it well.
 Learning. Students must learn mathematics with understanding, actively building new knowledge from
experience and prior knowledge.
 Assessment. Assessment should support the learning of important mathematics and furnish useful
information to both teachers and students.
 Technology. Technology is essential in teaching and learning mathematics; it influences the
mathematics that is taught and enhances students' learning.
The standards for teaching mathematics describe the mathematical understanding, knowledge, and
skills that students should acquire from prekindergarten through grade 12. Each standard consists of two to
four specific goals that apply across all the grades.

The five content standards each encompass specific expectations, organized by grade bands:
1. NUMBER & OPERATIONS
Instructional programs from Grade 1-3 should enable each and every student to:
a. Understand numbers, ways of representing numbers, relationships among numbers, and number
systems
b. Understand meanings of operations and how they relate to one another
c. Compute fluently and make reasonable estimates

A. Understand Numbers, Ways of Representing Numbers, Relationships among Numbers, And Number
Systems
Grades 1-2 Expectations: In grades 1-2, each and every student should:
 count with understanding and recognize "how many" in sets of objects;
5 Module 1 – The Pedagogy of Primary Mathematics Instruction

 use multiple models to develop initial understandings of place value and the base-ten number
system;
 develop understanding of the relative position and magnitude of whole numbers and of ordinal
and cardinal numbers and their connections;
 develop a sense of whole numbers and represent and use them in flexible ways, including
relating, composing, and decomposing numbers;
 connect number words and numerals to the quantities they represent, using various physical
models and representations;
 understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2.

Grade 3 Expectations: In grade 3, each and every student should:

 understand the place-value structure of the base-ten number system and be able to represent
and compare whole numbers and decimals;
 recognize equivalent representations for the same number and generate them by
decomposing and composing numbers;
 develop understanding of fractions as parts of unit wholes, as parts of a collection, as
locations on number lines, and as divisions of whole numbers;
 use models, benchmarks, and equivalent forms to judge the size of fractions;
 recognize and generate equivalent forms of commonly used fractions, decimals, and percents;
 explore numbers less than 0 by extending the number line and through familiar applications;
 describe classes of numbers according to characteristics such as the nature of their factors.

B. Understand Meanings of Operations and How They Relate to One Another

Grades 1-2 Expectations: In grades 1-2, each and every student should:
 understand various meanings of addition and subtraction of whole numbers and the
relationship between the two operations;
 understand the effects of adding and subtracting whole numbers;
 understand situations that entail multiplication and division, such as equal groupings of objects
and sharing equally.

Grade 3 Expectations: In grade 3, each and every student should:

 understand various meanings of multiplication and division;
 understand the effects of multiplying and dividing whole numbers;
 identify and use relationships between operations, such as division as the inverse of
multiplication, to solve problems;
 understand and use properties of operations, such as the distributivity of multiplication over
addition.

C. Compute Fluently and Make Reasonable Estimates

Grades 1-2 Expectations: In grades 1-2, each and every student should:
 develop and use strategies for whole-number computations, with a focus on addition and
subtraction;
 develop fluency with basic number combinations for addition and subtraction;
 use a variety of methods and tools to compute, including objects, mental computation,
estimation, paper and pencil, and calculators.

Grade 3 Expectations: In grade 3, each and every student should:

 develop fluency with basic number combinations for multiplication and division and use these
combinations to mentally compute related problems, such as 30 × 50;
 develop fluency in adding, subtracting, multiplying, and dividing whole numbers;
 develop and use strategies to estimate the results of whole-number computations and to judge
the reasonableness of such results;
 develop and use strategies to estimate computations involving fractions and decimals in
situations relevant to students' experience;
 use visual models, benchmarks, and equivalent forms to add and subtract commonly used
fractions and decimals;
 select appropriate methods and tools for computing with whole numbers from among mental
computation, estimation, calculators, and paper and pencil according to the context and nature
of the computation and use the selected method or tools.
6 Module 1 – The Pedagogy of Primary Mathematics Instruction

2. ALGEBRA
Instructional programs from grades 1-3 should enable each and every student to:
a. Understand patterns, relations, and functions
b. Represent and analyze mathematical situations and structures using algebraic symbols
c. Use mathematical models to represent and understand quantitative relationships
d. Analyze change in various contexts

A. Understand Patterns, Relations, And Functions

Grades 1–2 Expectations: In grades 1-2, each and every student should:
 sort, classify, and order objects by size, number, and other properties;
 recognize, describe, and extend patterns such as sequences of sounds and shapes or simple
numeric patterns and translate from one representation to another;
 analyze how both repeating and growing patterns are generated.

Grade 3 Expectations: In grade 3, each and every student should:

 describe, extend, and make generalizations about geometric and numeric patterns;
 represent and analyze patterns and functions, using words, tables, and graphs.

B. Represent and Analyze Mathematical Situations and Structures Using Algebraic Symbols
Grades 1-2 Expectations: In grades 1-2, each and every student should:
 illustrate general principles and properties of operations, such as commutativity, using specific
numbers;
 use concrete, pictorial, and verbal representations to develop an understanding of invented
and conventional symbolic notations.

Grade 3 Expectations: In grade 3, each and every student should:

 identify such properties as commutativity, associativity, and distributivity and use them to
compute with whole numbers;
 represent the idea of a variable as an unknown quantity using a letter or a symbol;
 express mathematical relationships using equations.

C. Use Mathematical Models to Represent and Understand Quantitative Relationships

Grades 1–2 Expectations: In grades 1-2, each and every student should:
 model situations that involve the addition and subtraction of whole numbers, using objects,
pictures, and symbols.

Grade 3 Expectations: In grade 3, each and every student should:

 model problem situations with objects and use representations such as graphs, tables, and
equations to draw conclusions.

D. Analyze Change in Various Contexts

Grades 1–2 Expectations: In grades 1-2, each and every student should:
 describe qualitative change, such as a student's growing taller;
 describe quantitative change, such as a student's growing two inches in one year.

Grade 3 Expectations: In grade 3, each and every student should:

 investigate how a change in one variable relates to a change in a second variable;
 identify and describe situations with constant or varying rates of change and compare them.

3. GEOMETRY
Instructional programs from grades 1-3 should enable each and every student to:
a. Analyze characteristics and properties of two- and three-dimensional geometric shapes and
develop mathematical arguments about geometric relationships
b. Specify locations and describe spatial relationships using coordinate geometry and other
representational systems
c. Apply transformations and use symmetry to analyze mathematical situations
d. Use visualization, spatial reasoning, and geometric modeling to solve problems
7 Module 1 – The Pedagogy of Primary Mathematics Instruction

A. Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop
mathematical arguments about geometric relationships
Grades 1-2 Expectations: In grades 1-2, each and every student should:
 recognize, name, build, draw, compare, and sort two- and three-dimensional shapes;
describe attributes and parts of two- and three-dimensional shapes;
investigate and predict the results of putting together and taking apart two- and three-
dimensional shapes.

Grade 3 Expectations: In grade 3, each and every student should:

 identify, compare, and analyze attributes of two- and three-dimensional shapes and develop
vocabulary to describe the attributes;
 classify two- and three-dimensional shapes according to their properties and develop
definitions of classes of shapes such as triangles and pyramids;
 investigate, describe, and reason about the results of subdividing, combining, and
transforming shapes;
 explore congruence and similarity;
 make and test conjectures about geometric properties and relationships and develop logical
arguments to justify conclusions.

B. Specify locations and describe spatial relationships using coordinate geometry and other representational
systems
Grades 1-2 Expectations: In grades 1-2, each and every student should:
 describe, name, and interpret relative positions in space and apply ideas about relative
position;
 describe, name, and interpret direction and distance in navigating space and apply ideas
about direction and distance;
 find and name locations with simple relationships such as "near to" and in coordinate systems
such as maps.

Grade 3 Expectations: In grade 3, each and every student should:

 describe location and movement using common language and geometric vocabulary;
 make and use coordinate systems to specify locations and to describe paths;
 find the distance between points along horizontal and vertical lines of a coordinate system.

C. Apply Transformations and Use Symmetry to Analyze Mathematical Situations

Grades 1-2 Expectations: In grades 1-2, each and every student should:
 recognize and apply slides, flips, and turns;
 recognize and create shapes that have symmetry.

Grade 3 Expectations: In grade 3, each and every student should:

 predict and describe the results of sliding, flipping, and turning two-dimensional shapes;
 describe a motion or a series of motions that will show that two shapes are congruent;
 identify and describe line and rotational symmetry in two- and three-dimensional shapes and
designs.

D. Use Visualization, Spatial Reasoning, and Geometric Modeling to Solve Problems

Grades 1-2 Expectations: In grades 1-2, each and every student should:
 create mental images of geometric shapes using spatial memory and spatial visualization;
 recognize and represent shapes from different perspectives;
 relate ideas in geometry to ideas in number and measurement;
 recognize geometric shapes and structures in the environment and specify their location.

Grade 3 Expectations: In grade 3, each and every student should:

 build and draw geometric objects;
 create and describe mental images of objects, patterns, and paths;
 identify and build a three-dimensional object from two-dimensional representations of that
object;
 identify and draw a two-dimensional representation of a three-dimensional object;
 use geometric models to solve problems in other areas of mathematics, such as number and
measurement;
8 Module 1 – The Pedagogy of Primary Mathematics Instruction

 recognize geometric ideas and relationships and apply them to other disciplines and to
problems that arise in the classroom or in everyday life.

4. MEASUREMENT
Instructional programs from grades 1-2, should enable each and every student to:
a. Understand measurable attributes of objects and the units, systems, and processes of
measurement
b. Apply appropriate techniques, tools, and formulas to determine measurements.

A. Understand Measurable Attributes of Objects and the Units, Systems, and Processes of Measurement
Grades 1-2 Expectations: In grades 1-2, each and every student should:
 recognize the attributes of length, volume, weight, area, and time;
 compare and order objects according to these attributes;
 understand how to measure using nonstandard and standard units;
 select an appropriate unit and tool for the attribute being measured.

Grade 3 Expectations: In grade 3, each and every student should:

 understand such attributes as length, area, weight, volume, and size of angle and select the
appropriate type of unit for measuring each attribute;
 understand the need for measuring with standard units and become familiar with standard
units in the customary and metric systems;
 carry out simple unit conversions, such as from centimeters to meters, within a system of
measurement;
 understand that measurements are approximations and how differences in units affect
precision;
 explore what happens to measurements of a two-dimensional shape such as its perimeter and
area when the shape is changed in some way.

B. Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements

Grades 1-2 Expectations: In grades 1-2, each and every student should:
 measure with multiple copies of units of the same size, such as paper clips laid end to end;
 use repetition of a single unit to measure something larger than the unit, for instance,
measuring the length of a room with a single meter stick;
 use tools to measure;
 develop common referents for measures to make comparisons and estimates.

Grade 3 Expectations: In grade 3, each and every student should:

 develop strategies for estimating the perimeters, areas, and volumes of irregular shapes;
 select and apply appropriate standard units and tools to measure length, area, volume,
weight, time, temperature, and the size of angles;
 select and use benchmarks to estimate measurements;
 develop, understand, and use formulas to find the area of rectangles and related triangles and
parallelograms;
 develop strategies to determine the surface areas and volumes of rectangular solids.

5. DATA ANALYSIS & PROBABILITY

Instructional programs from grades 1-2 should enable each and every student to:
a. Formulate questions that can be addressed with data and collect, organize, and display relevant
data to answer them
b. Select and use appropriate statistical methods to analyze data
c. Develop and evaluate inferences and predictions that are based on data
d. Understand and apply basic concepts of probability

A. Formulate Questions That Can Be Addressed With Data And Collect, Organize, And Display Relevant
Data To Answer Them
Grades 1-2 Expectations: In grades 1-2, each and every student should:
 pose questions and gather data about themselves and their surroundings;
 sort and classify objects according to their attributes and organize data about the objects;
 represent data using concrete objects, pictures, and graphs.
9 Module 1 – The Pedagogy of Primary Mathematics Instruction

Grade 3 Expectations: In grade 3, each and every student should:

 design investigations to address a question and consider how data-collection methods affect
the nature of the data set;
 collect data using observations, surveys, and experiments;
 represent data using tables and graphs such as line plots, bar graphs, and line graphs;
 recognize the differences in representing categorical and numerical data.

B. Select and Use Appropriate Statistical Methods to Analyze Data

Grades 1-2 Expectations: In grades 1-2, each and every student should:
 describe parts of the data and the set of data as a whole to determine what the data show.

Grade 3 Expectations: In grade 3, each and every student should:

 describe the shape and important features of a set of data and compare related data sets, with
an emphasis on how the data are distributed;
 use measures of center, focusing on the median, and understand what each does and does
not indicate about the data set;
 compare different representations of the same data and evaluate how well each
representation shows important aspects of the data.

C. Develop and Evaluate Inferences and Predictions that are Based on Data
Grades 1-2 Expectations: In grades 1-2, each and every student should:
 discuss events related to students' experiences as likely or unlikely.

Grade 3 Expectations: In grade 3, each and every student should:

 propose and justify conclusions and predictions that are based on data and design studies to
further investigate the conclusions or predictions.

D. Understand and Apply Basic Concepts of Probability

Grade 3 Expectations: In grade 3, each and every student should:
 describe events as likely or unlikely and discuss the degree of likelihood using such words as
certain, equally likely, and impossible;
 predict the probability of outcomes of simple experiments and test the predictions;
 understand that the measure of the likelihood of an event can be represented by a number
from 0 to 1.

The five process standards are described through examples that demonstrate what each standard
looks like and what the teacher's role is in achieving it:
1. Problem Solving
2. Reasoning & Proof
3. Communication
4. Connections
5. Representation

EXPLAIN EXPLAINING THE DIFFERENT PRINCIPLES IN TEACHING MATHEMATICS IN THE

PRIMARY GRADES

Activity No. 3- Let Me Share!

Instruction: From the concepts presented above, answer the following process question. You may share
your answers during the online synchronous class schedule.

Process Question:

1. Explain the different principles in teaching mathematics in the primary grades.

10 Module 1 – The Pedagogy of Primary Mathematics Instruction
EXTEND EXTENDING THE DIFFERENT PRINCIPLES IN TEACHING MATHEMATICS IN THE
PRIMARY GRADES
Activity No. 4- An Interview!
Instruction: Conduct an interview with a primary mathematics teacher. Ask the following questions.
1. What are the principles that he/she consider in teaching the mathematics subject to the students?
2. What are the content standards that he/she follow as he/she teach his/her students the Mathematics
subject? Cite only one grade level.
3. What are his/her expectations in teaching the content standards to his/her students? (Focus the
expectations to at least one content standard).
EVALUATE EVALUATING THE DIFFERENT PRINCIPLES IN TEACHING MATHEMATICS IN THE
PRIMARY GRADES
Activity No. 5- Illustrate Me!
Instruction: Make a collage that illustrates the importance of principles, standards, and expectations in
teaching mathematics in the primary grades. Have your own title of the collage. Put it on the box given.
Follow the rubrics for your guide.
Rubrics:
CATEGORY 4 3
All of the graphics or
objects used in the
collage reflect creativity in
Creativity their
display. Student
utilizes numerous
materials for texture.
Graphics are cut to an
appropriate size,
shape and are
arranged neatly. Care
has been taken to
balance the pictures
across the area.
Design Items are glued neatly
and securely. NO
FRAYED EDGES! No
tape is showing from
the front! Looks
professional and could
be displayed with
confidence.
Number of The collage covers the entire
page, leaving no white space
Items showing.
Much time and effort
went into the planning
and design of the
collage. It is clear the
student worked at
Time and home as well as at
school. The project
Effort shows great detail and
followed the proposal
exactly. Student
worked on this project
at home and during
study hall.
Titles and text were
Titles and written clearly and
were easy to read
Text from a distance. NO
SPELLING OR
2 1
Most of the graphics or
objects used in the
Only a few graphics or
collage reflect student
objects reflect student None of the graphics
creativity in their
display. Student only
creativity, but the or objects reflects
ideas were typical student creativity.
uses pictures to depict
rather than creative.
the themes, symbols,
&/or characters.
Graphics are not an
1-2 graphics are
3-4 graphics are appropriate size
lacking in design or
lacking in design or shape. Glue marks
placement. There
placement. Too much evident. Most of the
may be a few
smudges or glue
background is background is
showing. There are showing. It appears
marks. No tape marks
noticeable smudges or little attention was
are obvious from the
glue marks. given to designing the
front.
collage.
The collage has a few
There are a few white
spaces showing. No
large pictures, but
The collage has more
white space than
repetition of pictures.
does not cover the
whole paper.
pictures.
It appears the student
Time was used wisely,
didn’t put in a lot of
but student could have Class time was not
put in more time and
effort before the
presentation. The
used wisely and the
effort at home. Project
was complete but only
project is unfinished or
student put in no
additional effort.
completed without
showed the basics.
color.
Titles and text were Titles and/or text are
Titles and text were
written clearly and
were easy to read
mostly clear and
hard to read, even
when the reader is
close-up. Possible
somewhat easy to
read close-up.
close.
minor spelling errors. Spelling/Grammar
11 Module 1 – The Pedagogy of Primary Mathematics Instruction

GRAMMAR ERRORS! errors are distracting

The student gives a
reasonable
illustration of how
every item in the
Attention collage is related to
to Theme valuing the importance of
principles, standards, and
expectations of teaching
mathematics in the primary
grades.
from the project.
The student gives a
reasonable
illustration of how
most item in the
collage is related to The student gives a The student's
valuing the importance fairly reasonable illustrations are weak
of principles, standards, illustration of how and shows difficulty in
and expectations of
teaching mathematics
most items in the
collage are related to
understanding how to
relate items to the
in the primary grades. the topic. topic.
For many of
the items, the
relationship is clear
without illustration.

TOPIC SUMMARY

In this lesson, you learned that:

 There are six (6) principles to consider in teaching mathematics in the primary grades. These are
comprised generally as to: Equity, Curriculum, Teaching, Learning, Assessment, and Technology.
 There are five (5) content standards in teaching mathematics in the primary grades. These are:
Number & Operations, Algebra, Geometry, Measurement, and Data Analysis & Probability.
 The five process standards are described through examples that demonstrate what each standard
looks like and what the teacher's role is in achieving it. These are the Problem Solving, Reasoning &
Proof, Communication, Connections, and Representation.
 Each of the content standards are enumerated with expectations.

POST-ASSESSMENT

Instruction: Read the following statements. Put / if you agree or X if you disagree with the statements.

Statements Agree (/) Disagree (X)

1. Excellence in mathematics education requires
equity—high expectations and strong support for all
students.
2.Effective mathematics teaching requires
understanding what students know and need to
learn and then challenging and supporting them to
learn it well.
3. Technology is essential in teaching and learning
mathematics; it influences the mathematics that is
taught and enhances students' learning.
4. A curriculum is more than a collection of
activities: it must be coherent, focused on important
mathematics, and well-articulated across the grades
5. Assessment should support the learning of
important mathematics and furnish useful
information to both teachers and students.
6. Students must learn mathematics with
understanding, actively building new knowledge
from experience and prior knowledge.
7. Educational decisions made by teachers, school
12 Module 1 – The Pedagogy of Primary Mathematics Instruction

administrators, and other professionals have

important consequences for students and for
society.
8. The standards for teaching mathematics in the
primary grades should describe the mathematical
understanding, knowledge, and skills that students
should acquire.
9. Standards should be described through examples
that demonstrate what each standard looks like and
what the teacher's role is in achieving it.
10. There must be principles, standards, and
expectations of teaching mathematics in the primary
grades.

REFERENCES

 https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Principles,-Standards,-and-
Expectations
 https://thelearningexchange.ca/wp-content/uploads/2017/01/Number-Sense-and-Numeration-1-3-
Revised.pdf
 https://mathseeds.com/articles/2018/02/01/teaching-elementary-math/