Mitzi B.

Sumadero BEED -2

GED 109

Experience
In Piaget’s four stages of cognitive development, students in the primary grades
fall under the second stage – the preoperational stage. Children in this stage begin
to think symbolically as they use words and pictures to represent real objects.
However, they still tend to think about concepts in very concrete manner.

Now study the curriculum of Grade 1 to 3. Do you think the mentioned cognitive
characteristics of children in the preoperational stage were considered in the content
standards of Grades 1 to 3 mathematics? Explain your thoughts.

- In Piaget's theory of cognitive development, the preoperational stage is the second

stage. This stage begins around the age of two, when children begin to talk, and
lasts until around the age of seven. Children begin to engage in symbolic play and
learn to manipulate symbols during this stage. They do not, however, understand
concrete logic, according to Piaget. However, because learning math should begin at
a young age, I believe that the teaching of mathematics should begin in the late
stages of the pre-operational stage. I believe it is proven that the content of
Mathematics in grade 1 until grade levels stage by stage like a stair for the students
to cope up in the late part of the pre-operational stage a child start taking their first
math classes in grades 1 to 3, and I believe it is verified that the content of
Mathematics in grade 1 until grade levels stage by stage like a stair for the students
to cope up in the late part of the pre-operational stage a child start taking their first
math classes in grades 1 to 3. The lessons change and progress each year, and I
believe the child is beginning to recognize patterns and learn problem-solving skills.
Because they can learn in self-task, a child in this stage can cope perfectly with the
contents of grades 1 to 3 mathematics.
Assess
A lot of teachers in the field are confused about the difference between content
standards, performance standards, and learning competencies. It is important that
you understand them and their importance as 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?

-The difference between these three, based on what I've learned in this lesson, may
not be significant, but it's important to know what it is. The Content Standards, or as I
like to call them, an elaborate definition of what students should learn from the
lesson, are very important to me. The Performance Standards, on the other hand,
are the tasks that students should be able to complete after learning some concepts
and techniques. After the lessons, it can be used in an application activity. In
mathematics, knowing the Performance Standard is required before moving on to
the next topic. It is believed that mastering the previous lesson is required in order to
participate effectively in the subsequent lesson. Learning competencies, or learning
objectives, are the objectives that should be met by students during their learning
period in order for them to meet the expected Content and Performance Standards.
Students' achievements or achievements are heavily reliant on these three; it is
critical to obtain these three for a more productive learning environment.
 Challenge
We can truly comprehend our own curriculum when we get a clear picture of
other’s curricula. This is the context of comparative studies in education. The
following activity will challenge you to study other countries’ curricula in order to
better understand the Philippines’ mathematics curriculum.

Read about the mathematics curriculum of the Philippines, Singapore, and

United States. Compare and contrast the curricula of the three countries in terms of
the five content areas.

Content Area Philippines Singapore United States

Numbers and Understand the Negative numbers, Represent, interpret,
Number Sensev meaning, use and integers, rational or compare
relationships of numbers, and real expressions for real
operations on whole numbers, and the four numbers, including
numbers that include arithmetic operations expressions using
exponentiation and (addition, subtraction, exponents and
extraction of roots. multiplication, and logarithms. Represent
Deepen understanding of division). or interpret
factors and multiples of Calculation with expressions involving
numbers, prime and calculators. Prime very large or very
composite numbers, numbers, highest small numbers in
parity of numbers. common factor, and scientific notation.
Choose and use different lowest common Represent, interpret,
strategies to compute multiple. Ordering of or compare
and estimate. numbers. Use of expressions or
symbols including <, >, problem situations
≤, ≥. Approximation and involving absolute
estimation values. Order or
compare real
numbers, including
very large and very
small real numbers.
Measurement Know and understand Measurement of length, Recognize that
basic attributes of mass, volume, time, geometric
objects and the different and angle Area and measurements
systems used to measure perimeter of triangles, (length, area,
these attributes. squares, and perimeter,
Understand, use and rectangles, area and and volume) depend
interpret readings from circumference of on the choice of a
different instruments and circles, and volume of unit, and apply such
measuring devices. cubes and cuboids. units in expressions,
Choose and use different equations, and
strategies to compute, problem
estimate and predict solutions. Solve
effects on measures. problems involving
conversions within or
 between
measurement
systems, given the
relationshipbetween
the units. Understand
that numerical values
associated with
measurements of
physical quantities are
approximate, are
subject to variation,
and must be assigned
units of measurement.
Geometry Explore the Properties and Give precise
characteristics and construction of simple mathematical
properties of two- and geometric figures descriptions or
three-dimensional Angles associated with definitions of
geometric shapes and parallel lines Angles of geometric shapes in
formulate significant polygons Congruence the plane and in
geometric relationships. and similarity Area of three-dimensional
Use coordinate geometry plane figures, volume space. Use two
to specify locations and and surface area of dimensional
describe spatial three-dimensional representations of
relationships. Understand solids three dimensional
transformations and The Pythagorean objects to visualize
symmetry to analyze Theorem Trigonometric and solve problems.
mathematical situations. ratios of acute angles in Analyze properties of
Use spatial visualization, a right angled three-dimensional
reasoning and geometric triangle figures including
modeling to solve routine spheres and
and non-routine hemispheres. Apply
problems. Learn to geometric properties
construct geometric and relationships to
proofs and use these to solve problems in two
develop higher order and three dimensions.
thinking skills.
Patterns and Recognize and describe Algebraic expressions Recognize, describe,
algebra patterns, relationships and formulas. Algebraic or extend numerical
and possible changes in manipulation (linear and patterns,
shapes and quantities. quadratic). Functions including arithmetic
Use algebraic symbols to and graphs (linear and and geometric
represent and analyze quadratic). Linear progressions. Express
mathematical situations. equations with one linear and exponential
Represent and unknown. Simultaneous functions in recursive
understand quantitative linear equations with and explicit form given
relationships using two unknowns. a table, verbal
mathematical models. Quadratic equations. description, or some
Linear inequalities with terms of a sequence.
one unknown. Identify or analyze
distinguishing

Statistics and Develop appropriate skill Data analysis
Probability for collecting, organizing
and analyzing and analysis of various box plots, bar graphs,
data. Understand, use statistical
and interpret data representations)
presented in charts,
tables and graphs of
different kinds. Develop
skills in estimating
probabilities and use
probabilities for making
predictions.
properties of linear,
quadratic, rational,
exponential, or
trigonometric
functions from tables,
graphs, or equations.
Recognize and
analyze the general
forms of linear,
quadratic, rational,
exponential, or
trigonometric
functions. Determine
the domain and range
of functions given in
various forms and
contexts. Given a
function, determine its
inverse if it exists and
explain the contextual
meaning of the
inverse for a given
situation.
Histograms, line
(including interpretation graphs, scatter plots,
circle graphs, stem
and leaf plots,
frequency
distributions, and
tables, including two-
way tables. Calculate,
interpret, or use
summary statistics for
distributions of data
including measures of
typical value (mean,
median),
position(quartiles,
percentiles), and
spread (range,
interquartile range,
variance, and
standard
deviation).spread
(range, interquartile
range, variance, and
standard deviation).
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 2. In each competency, find

the prerequisite competencies in Grade 1 and competencies in Grade 3 wherein
your chosen Grade 2 competency is prerequisite of.

Prerequisite Grade 1 Grade 2 Competency Future Grade 3

Competency Competency

1. visualizes and visualizes and represents visualizes numbers up to

represents numbers from
0 to 100 using a variety of
materials.
2. counts the number of
Objects in a given set by
ones and tens.
numbers from 0-1000 with
emphasis on numbers 101 –
1000 using a variety of
materials.
groups objects in ones, tens,
and hundreds
10,000 with emphasis on
numbers 1001 - 10000.
gives the place value and
value of a digit in 4- to 5-digit
numbers.

3. reads and writes reads and writes numbers up compares numbers up to 10

numbers up to 100 in to 1 000 in symbols and in 000 using relation symbols.
symbols and in words. words.