Describe the importance of

mathematics in the primary grades

 Demonstrate understanding and

appreciation of the mathematics
curriculum in the primary grade.
Mathematics in the primary grades
lays the foundations not only of
mathematics content but also of life
skills essential in the 21st century.

Contrary to the common

assumption that math is difficult,
especially for children, young
learners actually tend to enjoy and
appreciate math.






  A Swiss
psychologist
known for his
theory on
children’s
cognitive
development
 He believed that
children’s
developmental
 Sensorimotor, stages in
preoperational, cognition were
concrete done through
operational, and stages of thought
formal operational. process-

 These stages
suggest that the
idea of numbers
can be already
learned by children
at an early age.
 Teachers can
develop and
implement
effective lessons
only when they
know their
learners
 • Extremely active and enjoys physical
Physical
activities

Social • Beginning to have a choice of friends but

frequently quarrels with them

Emotional • Becoming sensitive to criticism and other’s

feelings; eager to please the teacher

Cognitive • Sees patterns, engages in problem-solving

activities, learns a lot through self-talk
 Arguments on Why
Mathematics should
NOT Rebuttals
Think about some Be Taught in the
arguments of educators who Primary Grades
believe that mathematics
should not be taught in the Argument #1
primary grades. Write each
argument in the left Argument #2
column. Then, write a
rebuttal for each claim. Argument #3
“Mathematics is a skills subject. It is
all about quantities, shapes and
figures, functions, logic, and
reasoning. Mathematics is also a tool
of science and a language complete
with its own notations and symbols
and grammar rules with which
concepts and ideas are effectively
expressed” (DepEd Mathematics
Curriculum Guide, August 2016).



 This strands focus on student’s
understanding of numbers, properties,
operations, estimation and their applications
to real-worlds and mathematical situations


 This strands focus on finding actual measurements
of objects and their attributes


 Geometric ideas are gradually developed and
strengthened when children sort things, measure,
classify models of two-or three-dimensional figures
and start talking about the reasons for doing so.
 Students developed spatial sense, logical
reasoning, analytical thinking and the ability to make
sense of the real world
 This strands extends from simple patterns to basic
algebra concepts at the elementary level to
functions at the secondary level.
 It provides procedures and techniques to
manipulate symbols and variables to move from
specific to general
 This strands focuses on developing statistical and
probability concepts and skills that will help students
collect and organize data in a variety of ways
 Students will also learn how to interpret data, make
inferences and conclusions from the given data
display and finally make decisions based on their
interpretations
 Broad descriptions of what the
students should learn.
Ex: Demonstrate understanding of the four fundamental
operations involving fractions and decimals
 Outline what the students should be
able to do once the concepts and
skills are taught.
Ex: The learner is able to apply the four fundamental operations involving
fractions and decimals in mathematical problems and real-life situations
Logically-arranged objectives that must be aimed in
classroom instruction for the students to achieve the
required content and performance standards

Ex: The learner adds and subtracts simple fractions and

mixed numbers without or with regrouping