TEACHING MATH IN

INTERMEDIATE GRADE
MATHEMATICS IN THE GRADE 4-6 PROGRAM: MATH
CONTENT
• Numbers and Number Sense as a strand includes concepts of numbers,
properties, operations, estimation, and their applications.
• Measurement as a strand includes the use of numbers and measures to describe,
understand, and compare mathematical and concrete objects. It focuses on
attributes such as length, mass and weight, capacity, time, money, and temperature
among others, as well as applications involving perimeter, area, surface area,
volume, and angle measure.
• Geometry as a strand includes properties of two- and three-dimensional figures
and their relationships, spatial visualization, reasoning and geometric modeling,
and proofs.
• Patterns and Algebra as a strand studies patterns, relationships and changes
among shapes and quantities and includes the use of algebraic notations and
symbols, equations, and most importantly, functions, to represent and analyze
relationships.
• Statistics and Probability as a strand is all about developing skills in collecting
and organizing data using charts, tables and graphs, understanding, analyzing and
interpreting data, dealing with uncertainty and making predictions and outcomes.
 KEY STAGE STANDARDS:
• At the end of Grade 6, the learner demonstrates understanding and
appreciation of key concepts and skills involving numbers and number
sense (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.
Grade Level Standards:

Grade Level Grade Level Standards

The learner demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense (whole
numbers up to 100 000, multiplication and division of whole numbers,
order of operations, factors and multiples, addition and subtraction of
fractions, and basic concepts of decimals including money); geometry
(lines, angles, triangles, and quadrilaterals); patterns and algebra
Grade 4 (continuous and repeating patterns and number sentences); measurement
(time, perimeter, area, and volume); and statistics and probability (tables,
bar graphs, and simple experiments) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in
real life.
 The learner demonstrates understanding and appreciation of
key concepts and skills involving numbers and number sense
(whole numbers up to 10 000 000, order of operations,
factors and multiples, fractions and decimals including
money, ratio and proportion, percent); geometry (polygons,
circles, solid figures); patterns and algebra (sequence and
Grade 5
number sentences); measurement (time, circumference, area,
volume, and temperature); and statistics and probability
(tables, line graphs and experimental probability) as applied
- using appropriate technology - in critical thinking, problem
solving, reasoning, communicating, making connections,
representations, and decisions in real life.
 The learner demonstrates understanding and appreciation of
key concepts and skills involving numbers and number sense
(divisibility, order of operations, fractions and decimals
including money, ratio and proportion, percent, integers);
geometry (plane and solid figures); patterns and algebra
(sequence, expression, and equation); measurement (rate,
Grade 6
speed, area, surface area, volume, and meter reading); and
statistics and probability (tables, pie graphs, and experimental
and theoretical probability) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and
decisions in real life.
Grade 4
Content Content Performance Learning Competencies
Standards Standards
Numbers and The learner The learner is able The learner…
Number Sense demonstrates an to…  visualizes numbers up to 100 000 with emphasis on numbers 10 001 – 100
understanding  recognize and 000.
of… represent  gives the place value and value of a digit in numbers up to 100 000.
 whole whole  reads and writes numbers up to hundred thousand in symbols and in words.
numbers up numbers up to  rounds numbers to the nearest thousand and ten thousand
to 100,000. 100,000 in  Compares numbers up to 100 000 using relation symbols...
 multiplication various forms  orders numbers up to 100 000 in increasing or decreasing order.
and division and contexts  multiplies numbers up to 3- digit numbers by up to 2-digit numbers without
of whole or with regrouping.
numbers  estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers
including with reasonable results.
money.  r multiplies mentally 2-digit by 1-to 2-digit numbers with products up to 200
and explains the strategies used
 solves routine and nonroutine problems involving multiplication of whole
numbers including money using appropriate problem-solving strategies and
tools
 solves multi-step routine and non-routine problems involving multiplication
and addition or subtraction using appropriate problem-solving strategies
and tools
 creates problems (with reasonable answers) involving multiplication or with
addition or subtraction of whole numbers including money.
 divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with remainder
Geometry  the concepts  construct and  describes and illustrates
of parallel and describe parallel, intersecting,
perpendicular parallel and and perpendicular lines.
lines, angles, perpendicular  draws perpendicular and
triangles, and lines, angles, parallel lines using a
quadrilaterals. triangles, and ruler and a set square.
quadrilaterals  describes and illustrates
in designs, different angles (right,
drawings and acute, and obtuse) using
models. models.
Patterns  concepts of  identify the  determines the missing term/s in a
and continuous missing element sequence of numbers (e.g. odd
Algebra and in a pattern and numbers, even numbers, multiples of a
repeating number number, factors of a number, etc.) e.g.
patterns sentence. 3,6,9, __ 4,8,12,16, __ (e.g. odd
and numbers, even numbers, multiples of a
number number, factors of a number, etc.) 1 2
sentences. 3 4 5 6 7 ____
 complete  finds the missing number/digit in
number and addition or subtraction problems.
attribute  finds and completes patterns of one
patterns. or two of the following attributes:
Shape, Size, Color, Number,
Orientation.
 determines the next term
(figure/number) in a given sequence
and give a reason.
Measur  the  give  names and tells the number of days in a
ement concepts of different week; months in a year in the right order.
time and measures  uses a calendar to determine a day or month.
measures of time.  tells the time by an hour, half-hour, and
and quarter-hour.
compares  estimate  compares objects using the comparative
objects and words: Short, shorter, shortest; Long, longer,
using direct compute longest; Tall, taller, tallest; High, higher, highest;
comparison for Heavy, heavier, heaviest; Light, lighter, lightest.
and non- measurem  estimates and measures length using non-
standard ents of standard units of linear measures.
units of length,  estimates and measures mass using non-
length, mass, and standard units of mass/weight measures.
mass, and capacity.  shows and finds capacity using the non-
capacity. standard unit.
Statistics  organizing,  organize and  collects and organizes
and representing interpret data data using tallies and
Probability and tables.
comparing  represents data using
data using pictographs without using a
pictographs scale.
without scale  reads and interprets a
representatio pictograph.
ns and  make conjectures  identifies cause and effect
probability, about games and relationships.
and explores activities.  predicts and records the
games and outcome of experiments
activities. and chance games.
GRADE 5
Content Content Performance Learning Competencies
Standards Standards
Numbers The learner The learner is able The learner…
and demonstrates an to…  visualizes numbers up to 100 000
Number understanding  recognize and with emphasis on numbers 10 001 –
Sense of… represent whole 100 000.
 whole numbers up to  reads and writes numbers up to 10
numbers up to 100,000 in various 000 000 in symbols and in words.
100,000 and forms and  rounds numbers to the nearest
multiplication contexts. hundred thousand and million.
and division of  apply  uses divisibility rules for 2, 5, and
whole multiplication and 10 to find the common factors of
numbers division of whole numbers.
including numbers including  uses divisibility rules for 3, 6, and 9
money. money in to find common factors.
mathematical  uses divisibility rules for 4, 8, 12,
problems and and 11 to find common factors.
reallife situations.
Geometry  polygons,  construct  visualizes, names, and describes
circles, and polygons with 5 or more sides
and solid describe  describes and compares properties of
figures polygons, polygons (regular and irregular
circles, polygons).
and solid  . draws polygons with 5 or more sides.
figures.  visualizes congruent polygons.
 visualizes and describes a circle.
 identifies the terms related to a circle.
 draws circles with different radii using
a compass.
 visualizes and describes solid figures.
 makes models of different solid
figures: cube, prism, pyramid, cylinder,
cone, and sphere using plane figures.
Patterns  the concept  apply the  formulates the rule in
and Algebra of sequence knowledge of finding the next term in a
and solving sequence in sequence. e.g. 1, 3, 7,15, (15
simple various x 2+1) Possible answers: (x 2
equations. situations. + 1) (+2, +4, +8, +16)
 use different  uses different strategies
problem- (looking for a pattern,
solving working backwards, etc.) to
strategies solve for the unknown in
simple equations involving
one or more operations on
whole numbers and
fractions e.g. 3 x _ + 1 = 10
(the unknown is solved by
working backwards)
Measurem  time and  apply knowledge of  measures time using a 12- hour
ent circumference. time and and a 24-hour clock.
circumference in  calculates time in the different
mathematical world time zones in relation to
problems and real- the Philippines.
life situations.  solves problems involving time.
 visualizes circumference of a
circle.
 measures circumference of a
circle using appropriate tools.
 derives a formula in finding the
circumference of a circle.
 finds the circumference of a
circle.
 solves routine and non-routine
problems involving circumference
of a circle.
Statistics and  line graphs  create and  collects data on one to
Probability and interpret two variables using any
experimental representation source.
probability... s of data  organizes data in tabular
(tables and form and presents them in
line graphs) a line graph.
and apply  interprets data presented
experimental in different kinds of line
probability in graphs (single to double-
mathematical line graph).
problems and  solves routine and
real-life nonroutine problems
situations. using data presented in a
line graph.
GRADE 6
Content Content Standards Performance Standards Learning Competencies
Numbers and The learner The learner is able to… The learner…
Number Sense demonstrates an  apply the four  adds and subtracts simple fractions and
understanding of… fundamental mixed numbers without or with
 the four operations involving regrouping.
fundamental fractions and  solves routine and non-routine
operations decimals in problems involving addition and/or
involving fractions mathematical subtraction of fractions using
and decimals. problems and real- appropriate problem-solving strategies
life situations. and tools.
  creates problems (with reasonable
answers) involving addition and/or
subtraction of fractions.
 multiplies simple fractions and mixed
fractions.
 solves routine or non-routine problems
involving multiplication without or with
addition or subtraction of fractions and
mixed fractions using appropriate
problem-solving strategies and tools.
Geometry  solid figures.  construct and  visualizes and describes the
describe the different solid figures: cube,
different solid prism, pyramid, cylinder, cone,
figures: cube, and sphere.
prism,  differentiates solid figures from
pyramid, plane figures.
cylinder, cone,  illustrates the different solid
and sphere. figures using various concrete
and pictorial models.
 identifies the faces of a solid
figure.
 visualizes and describes the
different solid figures: cube,
prism, pyramid, cylinder, cone,
and sphere.
Patterns and  sequence in  apply  formulates the rule in finding the nth term
Algebra forming rules, knowledge of using different strategies (looking for a
expressions and sequence, pattern, guessing and checking, working
equations. expressions, and backwards) e.g. 4,7,13, 16… in (the nth
equations in term is 3n+1)
mathematical  differentiates expression from equation.
problems and  gives the translation of real-life verbal
real-life expressions and equations into letters or
situations. symbols and vice versa.
 defines a variable in an algebraic
expression and equation.
 represents quantities in real-life situations
using algebraic expressions and equations.
 solves routine and non-routine problems
involving different types of numerical
expressions and equations such as 7+ 9
=___ + 6.
 . creates routine and nonroutine problems
involving numerical expressions and
equations.
Measurement  rate and speed, and of  apply knowledge of  calculates speed, distance, and time.
area and surface area speed, area, and  solves problems involving average rate
of plane and surface area of plane and speed.
solid/space figures. and solid/space figures  finds the area of composite figures
in mathematical formed by any two or more of the
problems and real-life following: triangle, square, rectangle,
situations circle, and semi-circle.
 . solves routine and non-routine
problems involving area of composite
figures formed by any two or more of the
following: triangle, square, rectangle,
circle, and semicircle.
 visualizes and describes surface area and
names the unit of measure used for
measuring the surface area of
solid/space figures.
 derives a formula for finding the surface
area of cubes, prisms, pyramids,
cylinders, cones, and spheres.
 finds the surface area of cubes, prisms,
pyramids, cylinders, cones, and spheres.
 solves word problems involving
measurement of surface area.
Statistics  pie graphs  create and  collects data on one or two variables
and and interpret using any source.
Probability experimental representations of  constructs a pie graph based on a
probability. data (tables and given set of data.
pie graphs) and  interprets data presented in a pie
apply graph.
experimental  solves routine and non-routine
probability in problems using data presented in a
mathematical pie graph.
problems and real-  creates problems that can be
life situations. answered using information
presented in a pie graph.
 describes the meaning of probability
such as 50% chance of rain and one
in a million chance of winning.
 quantifies the phrases “most likely to
happen” and “unlikely to happen”.
 Activity 1
Teaching Material Making
 Directions: After learning the contents and processes of Grades 4 to 6 Mathematics, your task is to make
an original teaching material in any form (traditional or modern) as if you will be teaching students in a
particular grade level with a particular topic. The criteria for grading your output will be as follows:

Appropriateness and Correctness – 40%

Physical Appearance – 30%
Resourcefulness – 20%
Timeliness – 10%
Total – 100%

Note: You just have to make instructional materials intended for the presentation of the topic. You may
utilize the K to 12 Mathematics curriculum as your reference.