Module 1 -LESSON 2:

Concepts
and Approaches in
Teaching Numeracy
GROUP 1
FATIMA ANGELINE NASAYAO
LIWAY G. MERJUDIO
KRISTEL ZAINA MONTEROSO
 What is Math Concept?

 A math concept is the ‘why’ or ‘big idea’ of math.

Knowing a math concept means you know the
workings behind the answer. You know why you got
the answer you got and you don’t have to memorize
answers or formulas to figure them out.
 Children use math everyday all day long!
 During every activity from counting the steps they
climb, to sorting blocks and stating “there are more red
ones”, to separating the carnivores from the herbivores
(for the dinosaurs own safety of course!). Children are
using math.
What are the 16 Basic Concept for kindergarten?

Observation
Problem-solving
Language
One-to-one Correspondence
Number sense
Shapes
Spatial sense
Sets and Classifying
Ordering/Seriation
Comparing
Patterning
Counting
Measurement
Parts and Wholes
Numbers and Symbols
Graphing
 1. Observation: Using the senses
Observing is the first
step in gathering and
organizing information.
Children use their
senses to observe. When
given a collection of
items (for example
apples) children use
their senses to observe
attributes such as color,
size, sweet/sour,
texture, and
soft/crunchy.
 2. Problem Solving

Convergent problem solving is the ability

to gather individual pieces of information
together in one’s mind and come to a
single solution to a problem.

Divergent problem solving is the ability to

gather many pieces of information and
consider a variety of possible solutions to a
problem.
 3. Language:

 Use math language throughout the day as

well as during activities. Introduce new
words with activities such as “This is a
pattern! Red, white, red, white.”

 Other examples of math language we use in

preschool are heavy, light, short, round,
rectangular. Add to take away, etc.
 4. One-to-one Correspondence

 His the understanding that one group

of items has the same number of
items as another. It is any activity
where the children match on thing to
another things.
 For example: 1 button for each bear
(see picture below) or 1 paper cup for
1 child, each hand has a mitten.
5. Numbers Sense

 Number Sense is the

concept of
understanding
number.
 It helps children to
understand the
connections between
quantities,
counting, more,
less, etc.
 6. Shapes

 Shapes are also known as early

geometry! That’s right…… what is
geometry but the study of shapes?
 At this age, children will not work with
formulas for diameters and
circumferences, but rather with
identifying basic shapes names and
comparing, sorting, classifying and
drawing them.
 7. Spatial Sense

Spatial sense is the ability to place

items in the correct spaces or places
using a logical design or a pattern. As
an Example, we see this when
children are working on puzzles.
 8. Sets and Classifying

 Creating sets id the ability to make groups of

items in a logical way. It requires the skill of
classifying.
 Classifying is the higher level skill than
comparing. After observing and comparing. The
children can take the information learned and
begin sorting, classifying and grouping in logical
ways.
 They begin to separate items based on
observations. They may separate apples by those
with and without stems, by size, by color, etc.
 9. Ordering/Seriation

 Order Seriation is another higher level skill than

comparing.
 When ordering or seriating items, the child
compares more than two items or groups and
places the items in a logical sequence.
 they may place items in order based on size or
shape (such as placing fruit in order from smallest
to largest)
 Or they may place items in order based on first to
last (such as placing pictures on a flannel board in
order of when they happened in a story).
 10. Comparing:

 Comparing is the ability to identify

similarities in items of groups.
 Once children have had time to explore
items, they begin to compare.
 They begin to notice similarities as
well as differences such as same and
different colors, weights, and sizes of
apples.
 11. Patterning

 Patterns are the ability to place items in a

specific order that repeats such as;
 Patterning a pompom caterpillar in an AB
pattern – yellow, blue, yellow, blue
 Patterning the children in a line – boy, girl,
boy, girl.
 12. Counting

There are 2 types of counting

 Rote Counting – reciting numbers
in order form memory.

 Rational Counting – is counting

items in a group and then
understanding that the last number
stated IS the amount for the set.
 13. Measurement

 Measuring includes many

areas such as volume, weight,
length, height, temperature,
and time.
 14. Parts and Wholes

 Parts & wholes is an early fraction skill!

Fractions! In preschool? You bet!
 At this age, children learn the basics of
parts and wholes. Some examples in
preshool are:
 if we break a graham cracker (a whole) in
half we have 2 pieces and each of those
pieces (the parts) are rectangles!
 We can rip or cut a piece of paper (a
whole) in little pieces (parts)
 15. Numbers and Symbols

 When referring to Numbers and

Symbols, we are referring to the
understanding that a specific
number is a symbol and that
symbol for a set if specific items.
 16. Graphing

 Graphing is a way of recording

or communicating observations
and data that the children have
learned.
 Preschool math concepts
overlap and are interrelated
with preschool science
concept In the field of
Mathematics, the skills of
classifying, comparing and
measuring are referred to
as Math concepts. In the
field of Science, these
skills are referred to as
Process Skills
TECHNIQUES &
STRATEGIES IN
TEACHING
MATHEMATICS
 Discovery Approach

D I S CO V E RY L EA R N I N G I S “ I N T ER N AT I O NA L
L EA R N I N G ” . B O TH T H E TE A CH E R AN D T H E
LE A RN E R P L AY A C TI V E R O L ES I N D I S C O V ERY
L E A R N I N G D E P EN D I N G U P O N O N T H E R O L E
TH AT T H E T E A CH ER P L AY S , T H I S C A N TA N G E
F R O M G U I DE D DI S C O V ERY ( N E ED S S T RI C T
S UP E RV I S I O N) TO F R E E AS P U R E D I S C O V E RY
( V E RY L I T T L E S UP ERVI S I O N N E ED E D)
 Inquiry Teaching

I N Q UI RY T E A CH I N G I N VO LV E S P R O V I D I N G
LE A RN E R S W I T H C O N TE NT- RE L ATE D
P RO B L E M S T H AT S ERV E A S TH E F O CI F O R
C LA S S R E S E A R CH A C TI V I T I E S . TH E TE AC H E R
P R O V I DE S / P R E S E NT S A P RO BL EM T H EN TH E
L E A RN E R S I D EN T I F Y T H E P RO BL EM .
Demonstrations Approach

D E M O N S TR AT I O N A P P R O A C H I S A
T E A C H I N G S T R ATE G Y I N W H I C H
T H E T E AC H E R EN G A G ES “I N A
L E A RN I N G TAS K O TH E R TH AN
J U S T TA LK I N G AB O U T I T ”
Math-Lab Approach

T H E M AT H EM AT I C S L AB O R ATO RY
A P P R O A C H I S A M E TH O D O F
T E A C H I N G WH ER EB Y C H I LD RE N
I N S M AL L G RO U P S W O R K
T H R O U G H AN A S S I G NM E NT / TA S K
C AR D , LE AR N A ND D I S C O V E R
M AT H E M AT I C S F O R TH E M S ELV ES
 Practical Work Approach
(PWA)

T H E L E A R NE R S I N T H I S A P P R O A CH ,
M A NI P U L AT E CO NC R ET E O BJ EC T S AN D / O R
P E R F O R M A C TI V I T I E S TO A RR I VE AT A
C O NC E P T UA L U N D ER S TA ND I N G O F
P H E N O M E N A, SI T UAT I O N, O R C O N CE P T. T H E
E N VI RO N M E NT I S A L AB O R ATO RY W H ER E
T H E NAT U RA L E V EN TS / P H E N O M E N A C A N B E
S U B J E C T S O F M ATH E M ATI CA L O R
S CI E NT I F I C I N V ES TI G ATI O N S .
Individualized Instruction
Using Modules

T H E AP P LI C ATI O N O F
I N DI V I D U A LI ZE D I N S T RU C TI O N
P E R M I T S TH E L EA R NE R S TO
P RO G RE S S B Y M AS TE R I N G S T EP S
T H R O U G H TH E CU R R I C U LU M AT
H I S / H E R O WN R ATE AN D
I N DE P E N DE N TLY O F TH E
P R O G R E SS O F O TH ER P U P I LS
 Individualized Instruction
Using Modules

 I N DI V I D U AL I Z I NG I N S TR U C TI O N DO ES
N O T I M P LY TH AT E V ERY P U P I L I N T H E
C L A S S M U S T BE I N VO LV ED I N A N AC TI V I T Y
S E PA R AT E S AN D D I S T I N C T F R O M TH AT O F
E V E RY O T H E R C H I L D . TH E R E A R E M AN Y
WAY S O F I N D I VI D UA LI Z I N G I NS T R UC T I O N:
G R O UP I N G , M O D U LE S , P R O G R AM M ED
M AT E R I A L S , D AI LY P RE S C RI P T I O NS ,
C O N TR A C TS , E TC .
 Brain Storming
I T I S A T E A CH I N G S T R ATE G Y I N
W H I C H T H E T E A C H E R E LI C I T S
F RO M T H E L E A RN E RS A S M A NY
I D E AS A S P O S S I B L E B UT R E F R AI N S
F R O M E VA L U AT I N G T H EM U NT I L
A LL P O S S I B L E I D EA S H AV E B EE N
G E N E R ATE D .
Brainstorming usually occurs
in 4 phases

1) PROBLEM IDENTIFICATION
2) IDEA GENERATION
3) IDEA EVALUATION, AND
4) SOLUTION
IMPLEMENTATION AND
EVALUATION.
 Problem Solving
P R O B L E M - S O LV I N G C A N B E S T D E F I N E D
A S A L E A R N E R - D I R E C T E D S T R AT E G Y I N
W H I C H L E A R N E R S “ T H I N K PAT I E N T LY
A N D A N A LY T I C A L LY A B O U T C O M P L E X
S I T U AT I O N S I N O R D E R T O F I N D A N S W E R
TO QUESTIONS”.
A PROBLEM IS DEFINED AS A
“ AT T E N T I O N I N W H I C H Y O U A R E
T RY I N G T O R E A C H S O M E G O A L , A N D
MUST FIND MEANS FOR GETTING
THERE”
 Problem-Solving
W H E N U S I N G P R O B L E M - S O LV I N G F O R T H E F I R S T
TIME:
 S E L E C T A S I M P L E P R O B L E M T H AT C A N B E
C O M P L E T E D I N A S H O RT A M O U N T O F T I M E
 C O N S I D E R L E A R N E R S I N T E R E S T, A B I L I T Y L E V E L ,
A N D M AT U R AT I O N L E V E L .
 M A K E S U R E R E S O U R C E S ( M AT E R I A L S O R
E Q U I P M E N T ) A R E AVA I L A B L E .
 M A K E S U R E T H AT L E A R N E R S A R E FA M I L I A R W I T H
BRAINSTORMING BEFORE YOU IMPLEMENT
P R O B L E M - S O LV I N G .
Cooperative Learning

C O O P E R AT I V E L EA R N I N G I S
H E L P F UL I N E LI M I N ATI NG
C O M P E T I T I O N AM O N G L EA R N ER S .
I T E N CO UR A G ES TH E M TO W O R K
TO G E T H ER TO WA R D S C O M M O N
G O A L S . I T F O S TE RS P O S I TI V E
I N T E R G RO UP AT TI TU D ES I N TH E
CL A S S R O O M .
Integrative Technique
T H E I N T E G R ATE D CU R R I C UL U M
M O DE ( I NT EG RATI VE TE A C H I N G TO
S O M E ) I S B O TH A “ M E TH O D O F
T E A CH I N G AN D A WAY O F
O R G A N I Z I N G T H E I N S T RU C TI O N AL
P R O G RA M S O T H AT M AN Y S U B JE C T
AR E A S A N D S K I L LS P R O V I D ED I N T H E
C UR R I CU L UM C AN B E L I N K E D TO O NE
A NO TH E R”
 Thank you for
Listening 
PRESENTED BY:
FATIMA ANGELINE NASAYAO
LIWAY G. MERJUDIO
KRISTEL ZAINA MONTEROSO

MS6: NUMERACY DEVELOPMENT

PROF. KATHRINE A. PELAGIO