Republic of the Philippines

Bulacan State University

City of Malolos, Bulacan
Tel/Fax (044) 791-0153

COURSE SYLLABUS
TEACHING MATH IN THE INTERMEDIATE GRADES
2nd Semester, AY 2023 – 2024

COLLEGE: Education
DEPARTMENT: BEEd
COURSE CODE: GEd 306
COURSE TITLE: Teaching Math in the Intermediate Grades
CREDIT UNITS: 3 units
PRE-REQUISITE: Teaching Math in the Primary Grades
FACULTY: LOUIS ROBERT C. SISON, LPT
CONSULTATION HOURS:

COURSE DESCRIPTION:
The course aims to equip the prospective teachers with the necessary
pedagogical content knowledge for the teaching of basic contents in mathematics
in the intermediate grades. Understanding and appreciation of key concepts and
skills involving numbers and number (whole numbers, number theory, fractions,
decimals, ratio and proportion, percent and integers); measurement (time, speed,
perimeter, circumference and area of plane figures, volume and surface area of
solid/ space figures, temperature and meter reading); geometry (parallel and
perpendicular lines, angles, triangles, quadrilaterals, polygons, circles and solid
figures); patterns and algebra (continuous and repeating patterns, number
sentences, sequences and simple equations); statistics and probability (bar
graphs, line graphs and pie graphs, simple experiment and experimental
probability) as applied using appropriate technology in critical thinking, problem
solving, reasoning, communicating, making connections, representations and
decisions in real life. Various principles and appropriate teaching approaches,
methods and techniques associated with Mathematics Instruction towards
assuming responsibility for independent learning will be emphasized.

University Vision
Bulacan State University is a progressive knowledge-generating
institution, globally-recognized for excellent instruction, pioneering research,
and responsive community engagements.

University Mission
Bulacan State University exists to produce highly competent, ethical and
service-oriented professionals that contribute to the sustainable socio-economic
growth and development of the nation

Core Values: SOAR BulSU!

Service to God and Community
Order and Peace
Assurance of Quality and Accountability
Respect and Responsibility
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The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity
as:
a. highly and globally competent;
b. ethical and service-oriented citizen;
c. analytical and critical thinker; and
d. reflective life-long learner.

Program Educational Objectives (PEO)

Program Educational Objectives (PEO) University Mission

AIG-a AIG-b AIG-c AIG-d

1. To provide high quality academic ̸

instruction for personal development.
2. To provide career and professional
readiness to the advancing information ̸
technology.
3. To equip the learner with relevant
knowledge and skills for a life of service ̸
to humanity.
4. To cultivate the spirit of inquiry so that
prospective secondary teachers may
̸
become effective agents of change both in
the school and in the community.
5. To become familiar with the different
principles, philosophical outlooks,
theories, methods and techniques that ̸ ̸ ̸
will equip the learner in his area of
specialization.

Program Outcomes (PO)

On completion of the course, the student is expected to be able to do the
following:

Program Educational Objectives

PROGRAM OUTCOMES PEO PEO PEO PEO PEO
1 2 3 4 5

a. Demonstrate in-depth
/ / / /
understanding of the diversity of
learners in various learning areas
b. Manifest meaningful and
comprehensive pedagogical / / /
content knowledge (PCK) of the
different subject areas
c. Utilize appropriate assessment
/ / /
and evaluation tools to measure
learning outcomes
d. Manifest skills in communication,
higher order thinking and use of / / /
tools and technology to accelerate
learning and teaching

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 e. Demonstrate positive attributes of
/ / /
a model teacher, both as an
individual and as a professional

Course Outcomes and Relationship to Program Outcomes

Course Outcomes Program Outcomes

After completing this course, the pre-service

a b c d e
teacher must be able to:

1. Demonstrate content knowledge and

skills in teaching the K-12 BEC E D E E D
Mathematics for the intermediate grades
to promote literacy and numeracy skills.
2. Demonstrate research-based pedagogical
content knowledge and skills in teaching
the K-12 BEC Mathematics curriculum D D E E E
for the intermediate grades through
learning environments that nurture and
inspire learner participation.
3. Apply appropriate teaching strategies
that develop critical and creative thinking D D D D E
and/or other higher- level thinking skills.
4. Show skills in the selection, development
and use of a variety of teaching and
learning resources, including ICT, to I E I D E
address learning goals aligned to meet
curriculum requirements.
5. Show knowledge and skills in designing,
selecting and using assessment tools
aligned with the curriculum requirement E E D E E
in teaching mathematics in the
intermediate level.

Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D) Demonstrative
Course to an Outcome

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LEARNING EPISODES:

Course
TOPIC Week Learning Activities
Outcomes
BulSU VMGO and Aspirations Lecture/ Discussion
Class Orientation
1. Introduction Game-Playing
Week Group Dynamics
LO1 CHAPTER 1: Teaching Math in the
1
Intermediate Grades: An Overview
Brainstorming/
CHAPTER 2: Other Approaches in Creation of a Display
Teaching Mathematics Board

Interactive Class
CHAPTER 3: Preparation of Week Discussion
LO2 Instructional Materials in 2
Mathematics Reflective Log/ Think-
Pair-Share

Case Analysis
LO3 Week
CHAPTER 4: Assessment of
Teaching and Learning in Teaching Workshop on Crafting
LO5 3
Mathematics Lesson Plan for
Intermediate Grades

Interactive Class
CHAPTER 5: Teaching Whole Discussion
Numbers Up to Billions
Week Microteaching
2. Representing Whole Numbers
LO1 up to Billions 4 Drills/ Speed Tests/
3. Multiplication and Division of Board Work
Whole Numbers up to Millions
4. The Order of Operations Quiz no. 1

Interactive Class
CHAPTER 6: Teaching Number
Discussion
Theory
LO1 Week
Microteaching
5. Prime and Composite 5
LO4
Numbers Drills/ Speed Tests/
6. Divisibility Rules
Board Work
7. GCF and LCM
Interactive Class
Discussion

CHAPTER 7: Teaching Fractions Microteaching

LO1 Week
8. Changing Improper Fractions Drills/ Speed Tests/
LO4 to Mixed Number and Vice 6-7 Board Work
Versa
9. Operations on Fractions Preparation of
Instructional
Materials

CHAPTER 8: Teaching Decimals Week Interactive Class

LO1
8 Discussion
10. Visualization of Decimals

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LO4 11. Conversion of Decimals to Microteaching
Fraction
12. Place Value and Value of Drills/ Speed Tests/
Decimals Board Work
13. Rounding and Comparing
Decimals Quiz no. 2
14. Operations on Decimals
Week
MIDTERM EXAMINATION
9
Interactive Class
CHAPTER 9: Teaching Ratio,
Discussion
Proportion, and Percent
LO1 Week
Microteaching
15. Ratio and Proportion 10
LO4
16. Visualization of Percent Drills/ Speed Tests/
17. Percentage, Base, and Rate
Board Work
18. Real-life Applications
Interactive Class
CHAPTER 10: Teaching Integers Discussion

LO1 19. Concepts on Integers Microteaching

Week
20. Comparing and Arranging
LO4 Integers 11 Drills/ Speed Tests/
21. Operation on Integers Board Work

Individual Recitation

Interactive Class
Discussion
CHAPTER 11: Teaching Geometry
LO1 Week Microteaching
22. Angles
LO4 23. Triangles 12 Drills/ Speed Tests/
24. Quadrilaterals Board Work
25. Circles
Quiz no. 3

CHAPTER 12: Teaching Interactive Class

Measurements Discussion
LO1 Week
26. Speed, Distance and Time Microteaching
LO4 13-14
27. Perimeter and Circumference
28. Area Drills/ Speed Tests/
29. Surface Area Board Work
30. Volume
CHAPTER 13: Teaching Statistics Interactive Class
and Probability Discussion
LO1 Week
31. Double Bar Graph Microteaching
LO4 15
32. Line Graph
33. Pie Graph Drills/ Speed Tests/
34. Experimental and Theoretical Board Work
Probability
CHAPTER 14: Teaching Pre-Algebra Interactive Class
LO1 Week Discussion
35. Sequence 16
LO4
36. Number Sentences Microteaching
37. Expression and Equation

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 Drills/ Speed Tests/
Board Work

Quiz no. 4

Interactive Class
Discussion
CHAPTER 15: Classroom
Week
LO5 Management and Budgeting of Reflective Log/ Think-
17
Instructional Time Pair-Share

Group Presentation

Week
FINAL EXAMINATION 18

MIDTERM COURSE OUTPUT:

To demonstrate a concrete form of mastery of the content knowledge, as
well as an application of the current trends in ICT in teaching mathematics for
learners in Grades 4-6, the pre-service teachers are assigned to produce a
relevant instructional material containing key concepts from the topic cluster
assigned to the group with provisions for assessment, activities, and follow-ups.
This instructional material will be utilized in their demonstration teaching and
other future educational endeavors.

RUBRICS FOR ASSESSMENT:

Refer to the assessment rubric from the Oklahoma State Department of
Education. Below is the accessible link.
https://sde.ok.gov/sites/default/files/2022%20Grades%20PreK-
12%20General%20Instructional%20Materials%20Evaluation%20Rubric%20%2
82021%20REVISED%29.pdf

FINAL COURSE OUTPUT:

As evidence of attaining the above learning outcomes, the student is
required to conduct a group demonstration teaching. Through the traditional
face-to-face teaching and learning modality, the student is expected to
demonstrate mastery of the subject matter and an engaging pedagogy suited for
intermediate learners. The demonstration teaching must be backed with an
approved detailed lesson plan.

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 RUBRICS FOR ASSESSMENT:

Demonstration Teaching for Intermediate Grades Mathematics

TO THE OBSERVER: Below is a checklist of competencies that a good teacher normally
considers whenever a lesson is to be taught correctly: Opposite each of the items, encircle the
number that indicates your evaluation. The following interpretation will be used:

5 – Outstanding; 4 – Very Satisfactory; 3 – Satisfactory; 2 – Moderately Satisfactory;

and 1 – Needs Improvement.

COMPETENCIES
I. PREPARATION
1. Relates previous lesson to present. : 5 4 3 2 1
2. Prepares the learners well. : 5 4 3 2 1
3. Attracts learner’s attention. : 5 4 3 2 1
4. Arouses and sustains learner’s interest. : 5 4 3 2 1
5. Lesson plan is well written. : 5 4 3 2 1
6. Attendance is systematically checked. : 5 4 3 2 1
TOTAL
AVERAGE
II. PRESENTATION
1. Has a modulated voice, speaks distinctly and emphatically. : 5 4 3 2 1
2. Organizes and presents teaching points in a natural & effective way. : 5 4 3 2 1
3. Explains, shows & illustrates carefully one point at a time. : 5 4 3 2 1
4. Displays showmanship in the use of visual aids & other devices. : 5 4 3 2 1
5. Sticks to the teaching points. : 5 4 3 2 1
6. Presents meaningful technical information. : 5 4 3 2 1
7. Uses good, understandable, and simple language. : 5 4 3 2 1
8. Utilizes appropriate instructional materials effectively. : 5 4 3 2 1
9. Demonstration is appealing to the learners. : 5 4 3 2 1
10. Introduces appropriate resources/ technologies. : 5 4 3 2 1
11. Observes proper shop/classroom management. : 5 4 3 2 1
12. Possesses mastery of the subject matter. : 5 4 3 2 1
13. Provides good situation to apply teaching points learned. : 5 4 3 2 1
14. Provides opportunities for free expression of ideas. : 5 4 3 2 1
15. Asks questions to strengthen learners’ understanding. : 5 4 3 2 1
16. Corrects errors of learners tactfully. : 5 4 3 2 1
17. Rephrases questions that learners find hard to answer. : 5 4 3 2 1
18. Helps student process data through leading questions or clues : 5 4 3 2 1
whenever necessary.
19. Praises correct answers/efforts generously. : 5 4 3 2 1
20. Maintains classroom discipline in any means possible. : 5 4 3 2 1
21. Provisions for appropriate assessments are seen. : 5 4 3 2 1
22. Assessments match with the objectives. : 5 4 3 2 1
23. Feedback in assessments are appropriately and timely given. : 5 4 3 2 1
24. Provisions for follow-up/assignment is appropriately given. : 5 4 3 2 1
25. Suggests ways to accomplish the assignment successfully. : 5 4 3 2 1
TOTAL
AVERAGE
III. TEACHER’S OVERALL PERSONALITY
1. Shows effective and creative live teaching style. : 5 4 3 2 1
2. Is free from mannerisms. : 5 4 3 2 1
3. Shows patience and resourcefulness in explaining. : 5 4 3 2 1
4. Shows evidence of self-confidence. : 5 4 3 2 1
5. Uses gestures/strategies/techniques for emphasis and : 5 4 3 2 1
understanding.
6. Exhibits proper manner and pleasant appearance. :5 4 3 2 1
7. Possesses good communication skills both oral and written. :5 4 3 2 1
TOTAL
AVERAGE

SUM OF AVERAGES = _______________________

FINAL AVERAGE = _________________________

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 TRANSMUTATION TABLE

AVERAGE EQUIVALENT GRADE AVERAGE EQUIVALENT GRADE

4.95 – 5.00 100 3.55 – 3.64 79
4.90 – 4.94 99 3.45 – 3.54 78
4.85 – 4.89 98 3.35 – 3.44 77
4.80 – 4.84 97 3.25 – 3.34 76
4.75 – 4.79 96 3.15 – 3.24 75
4.70 – 4.74 95 3.10 – 3.14 74
4.65 – 4.69 94 2.95 – 3.09 73
4.60 – 4.64 93 2.80 – 2.94 72
4.55 – 4.59 92 2.65 – 2.79 71
4.50 – 4.54 91 2.50 – 2.64 70
4.45 – 4.49 90 2.35 – 2.49 69
4.40 – 4.44 89 2.20 – 2.34 68
4.35 – 4.39 88 2.05 – 2.19 67
4.30 – 4.34 87 1.90 – 2.04 66
4.25 – 4.29 86 1.75 – 1.89 65
4.15 – 4.24 85 1.60 – 1.74 64
4.05 – 4.14 84 1.45 – 1.59 63
3.95 – 4.04 83 1.30 – 1.44 62
3.85 – 3.94 82 1.15 – 1.29 61
3.75 – 3.84 81 1.00 – 1.14 60
3.65 – 3.74 80

OTHER REQUIREMENTS AND ASSESSMENTS:

• Attendance/ Proper Behavior
• Major Examinations and Quizzes
• Active Participation/ Written and Oral Recitation
• Learning Log
• Midterm and Final Project
• Learning Tasks (e.g. graphic organizers, sample instructional
materials, collaborative works, case analysis, game development etc.)

GRADING SYSTEM:
Midterm / Final Examination 30%
Learning Tasks / Project 20%
Quizzes 20%
Recitation/ Participation 20%
Class Attendance / Attitude 10%
TOTAL 100%

MIDTERM GRADE + FINAL TERM GRADE

Final Grade =
2
Note:
• The passing raw score is equivalent to 50% of the total items of an
assessment.
• This is equivalent to a transmuted grade of 75 or 3.00.

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BulSU Grading System

Range Grade
97-100 1.00
94 – 96 1.25
91 – 93 1.50
88 – 90 1.75
85 – 87 2.00
82 – 84 2.25
79 – 81 2.50
76 – 78 2.75
75 3.00
74 and below 5.00

References:

Allsopp, D. H., Lovin, L. H., & Ingen, S. V. (2018). Teaching mathematics

meaningfully: Solutions for reaching struggling learners. Paul H Brookes
Publishing.

Ballado, R.S., & Tan-Adalla, M.J.F. (2017). Problem Solving. Quezon City: Great
Books Trading.

Camarista, G., & Oranio, I. (2020). Teaching Mathematics in the Intermediate

Grades. Quezon City: LORIMAR Publishing, Inc.

Gusano, R., Masangkay, M.J., Rocena, L.A., & Unida, M. (2020). A Course
Module for Teaching Math in the Intermediate Grades. Manila: Rex Book
Store, Inc.

Manes, M. (2017). Mathematics for Elementary Teachers. Honolulu, HI:

University of Hawaii Manoa.

Shapiro, S. (n.d.). Problem solving: Acting it out or using concrete materials.

Blake’s Topic Bank. New South Wales: Blake Education

Shapiro, S. (n.d.). Problem solving: Drawing a diagram. Blake’s Topic Bank. New
South Wales: Blake Education

Shapiro, S. (n.d.). Problem solving: Using simpler numbers. Blake’s Topic Bank.
New South Wales: Blake Education

Shapiro, S. (n.d.). Problem solving: Working backwards. Blake’s Topic Bank. New
South Wales: Blake Education

Small, M. (2017). Teaching mathematical thinking: Tasks and questions to

strengthen practices and processes. Teachers College Press.

Online Resources:
https://lrmds.deped.gov.ph/
http://innovativelearning.com/teaching/teaching_methods.html

Page 9 of 12
Required Readings:
Department of Education. (2015). Policy guidelines on classroom assessment
for the K to 12 basic education
program (8). https://www.deped.gov.ph/2015/04/01/do-8-s-2015-
policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-
education-program/
Department of Education. (2016). K to 12 Mathematics Curriculum Guide. Pasig
City.

Class Policies:
1. All cell phones, smartphones, and other electronic devices must be
turned off (or on vibrate) and hidden from view during class time except
whenever deemed necessary in classroom activities. Failure to follow
this policy means a penalty in the Behavior grade.
2. Plan to arrive to class on time and to stay for the entire class period.
Regular attendance is expected. Attending classes is critical to student
success.
3. Students are responsible for what transpired if they miss a class. It is
the student’s responsibility to contact a classmate to determine what
was missed. It is NOT the responsibility of the instructor to check to
see that you get assessments or resources that you may have missed.
4. Students should wear the prescribed school uniform. Failure to wear
the appropriate school uniform means a penalty in the Behavior grade.
5. No special examinations or activities will be administered to
absentees unless an excuse letter from parent/guardian or medical
certificate noted by the COEd guidance counselor and class adviser is
presented.
6. Learning Checkpoints and Speed Tests are done on an on-the-spot
basis.
7. Cheating in any form, during examination will give a score of 5.0 after
warning.
8. Assignments/Projects are to be submitted on time. Failure to submit
assignments on time is equivalent to a grade of 5.0. If a requirement
is not submitted on time due to a valid reason stipulated in the Student
Handbook, the student must refer to the instructions stated in Class
Policy # 5.
9. Be polite and respectful towards others, instructor, and other students.
It is a must that respect begins with oneself.
10. Queries, clarifications, and concerns are duly entertained via face-
to-face or electronic means. Observe proper netiquette whenever
dealing with electronic communication.

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Prepared by:

LOUIS ROBERT C. SISON, LPT

Instructor

Evaluated by:

JOEL B. FAUSTINO, MAEd, LPT

Program/Area Chair

Recommending Approval:

REMELIE R. ROBLES, EdD, LPT

College Secretary

Approved:

RAFAEL DJ. DAYAO, PhD, LPT

Dean

Page 11 of 12
Declaration
I have read and understood the above syllabus in full and in participating in this course I agree to
the above rules. I have a clear understanding of the policies and my responsibilities, and I have
discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher
with due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor
in class or on any social media site at any time

______________________________________ ____________________ _______________

Student’s Printed name Signature Date

______________________________________ ____________________ _______________

Parent’s Printed name Signature Date

Student’s Copy

-------------------------------------------------------Cut here----------------------------------------------------------

Declaration

I have read and understood the above syllabus in full and in participating in this course I agree to
the above rules. I have a clear understanding of the policies and my responsibilities, and I have
discussed everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher
with due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor
in class or on any social media site at any time

______________________________________ ____________________ _______________

Student’s Printed name Signature Date

______________________________________ ____________________ _______________

Parent’s Printed name Signature Date
Instructor's Copy

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