DATA CENTER COLLEGE OF THE PHILIPPINES

Laoag City
Bachelor of Elementary Education Department

LEARNING MODULE IN

TEACHING MATHEMATICS IN THE

PRIMARY GRADES
A.Y 2020-2021

Prepared by:

Maria Vanessa R.Calantoc

Jonel B. Barruga
Instructors

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Introduction

Students have different starting points. Not all will have the same interests and natural abilities to learn
mathematics. Some will find it enjoyable; others will find it challenging. Some will find the theorems and results
intriguing; others will find the formulae and rules bewildering. It is therefore important for the mathematics
curriculum to provide differentiated pathways and choices to support every learner in order to maximize their
potential. The curriculum must engage the 21st century learners, who are digital natives comfortable with the
use of technologies and who work and think differently. The learning of mathematics must take into cognizance
the new generation of learners, the innovations in pedagogies as well as the affordances of technologies.

© Copyright 2012 Curriculum Planning and Development Division.

Ministry of Education, Singapore.

For primary grades, learners demonstrates understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers up to 10,000 and the four fundamental operations
including money, ordinal numbers up to 100th, basic concepts of fractions); measurement (time, length, mass,
capacity, area of square and rectangle); geometry (2-dimensional and 3-dimensional objects, lines, symmetry,
and tessellation); patterns and algebra (continuous and repeating patterns and number sentences); statistics
and probability (data collection and representation in tables, pictographs and bar graphs and outcomes)as
applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.

K to 12 Mathematics Curriculum Guide August 2016

Learning Outcomes:

At the end of the course, you should be able to:

1. create opportunities to develop 21st century competencies;

2. understand mathematics as a subject;

3. promote self-directed and collaborative learning through ICT-based.

4. explain the roles of assessment in mathematics and its ranges;

5. justify the degree of accuracy of their results using appropriate measures of assessment;

6. integrate assessment with instructions.

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 Let’s Read!

LESSON 2
Goals and Aims of Teaching
and Learning Primary Mathematics
and
It’s Nature

Objectives. At the end of the lesson, you should be able to:

1. create opportunities to develop 21st century competencies;
2. understand mathematics as a subject;
3. promote self-directed and collaborative learning through ICT-based.

The goal of the mathematics curriculum is to ensure that all students will achieve a level of mastery of
mathematics that will serve them well in life, and for those who have the interest and ability, to pursue
mathematics at the highest possible level.

The aims of mathematics education:

1. Acquire and apply mathematical concepts and skills.

2. Develop cognitive and metacognitive skills through a mathematical approach to problem solving.

3. Develop positive attitudes towards mathematics.

It’s Nature
Mathematics is largely hierarchical in nature. Higher concepts and skills are
built upon the more foundational ones and have to be learned in sequence. A spiral
approach is adopted in the building up of content across the levels.

The mathematics curriculum consists of different topics to cater to the different needs and abilities of
students and to give teachers a better understanding and appreciation of the mathematics curriculum as a
whole.

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 Learner’s Activity
Corner
Math, Me and My Philosophy

Direction.
1. Discuss your personal history and relationship with mathematics from elementary school through
college followed by your philosophy of teaching and learning in mathematics.

2. Write your answers inside the box.

My Learning Experiences with Mathematics

You may include;

What is mathematics to you as a subject?
Who influences you to study math?
Was learning math enjoyable, frustrating?
......describe your experiences in learning mathematics.

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My Personal Mathematical Philosophy

(Why do we need math in everyday life?)

(How can learning mathematics influence you?)
Why do you need to study math?

Let’s Read!
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 LESSON 2
Conceptual Framework

Objectives. At the end of the lesson, you should be able to:

1. familiarize the conceptual framework of the subject mathematics.

Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes
beyond the classroom and the school.
Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10, are Critical Thinking and Problem
Solving.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way
around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.
The framework is supported by the following underlying learning principles and theories:
Experiential and Situated Learning
Reflective Learning, Constructivism
Cooperative Learning and Discovery
Inquiry-based Learning.

The mathematics curriculum is grounded in these theories.

1. Experiential Learning as advocated by David Kolb is learning that occurs by making sense of direct
everyday experiences. Experiential Learning theory defines learning as "the process whereby
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 knowledge is created through the transformation of experience. Knowledge results from the
combination of grasping and transforming experience"
(Kolb, 1984, p. 41).

2. Situated Learning, theorized by Lave and Wenger, is learning in the same context in which concepts
and theories are applied.
3. Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough that
learners encounter real-life situations. Deeper learning occurs when learners are able to think about
their experiences and process these, allowing them the opportunity to make sense of and derive
meaning from their experiences.

4. Constructivism is the theory that argues that knowledge is constructed when the learner is able to
draw ideas from his/her own experiences and connect them to new ideas.
5. Cooperative Learning puts premium on active learning achieved by working with fellow learners as
they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering
new ideas.
6. Discovery Learning and Inquiry-based Learning (Bruner, 1961) support the idea that students learn
when they make use of personal experiences to discover facts, relationships, and concepts.

Mathematics from K-10 is a skills subject. By itself, 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.

The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns
& Algebra and Statistics and Probability.
Numbers and Number Sense as a strand include concepts of numbers, properties, operations,
estimation, and their applications.

The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12.
More importantly, it provides necessary concepts and life skills needed by Filipino learners as they proceed to
the next stage in their life as learners and as citizens of the Philippines.

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 Let’s Read!

LESSON 3
Math in Daily Life

Objectives. At the end of the lesson, you should be able to:

1. develop thinking, reasoning, communication and modelling skills
through a mathematical approach to problem-solving.
2. connect ideas within mathematics and between mathematics and other disciplines through
applications of mathematics;
3. appreciate the value of mathematics in making informed decisions in life.

The central focus of the framework is mathematical problem solving, that is, using mathematics to solve
problems. The framework sets the direction for and provides guidance in the teaching, learning, and
assessment of mathematics at all levels, from primary to pre-university. It reflects
also, the 21st century competencies.
.

Beliefs Monitoring of one’s

Interest own thinking.
Appreciation Self-regulation of
Confidence learning Perseverance.
Perseveranc
e

Mathematical
Problem Reasoning,
Numerical calculation
Algebraic manipulation Solving communication
Spatial visualization and connections
Measurement Applications and
Use of mathematical Concept modelling
tools Thinking skills
Estimation Perseverance
Numerical
Algebraic
Geometric
Statistical
The framework stresses Probabilistic conceptual understanding, skills proficiency and
mathematical processes, and Analytical gives due emphasis to attitudes and metacognition.
These five components are inter- related.

Concepts
Mathematical concepts can be broadly grouped into numerical, algebraic,
geometric, statistical, probabilistic, and analytical concepts. These content categories are connected and
interdependent. At different stages of learning and in different syllabuses, the breadth and depth of the content
vary.
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 To develop a deep understanding of mathematical concepts, and to make
sense of various mathematical ideas as well as their connections and applications,
students should be exposed to a variety of learning experiences including hands-on activities and use of
technological aids to help them relate abstract mathematical concepts with concrete experiences.

Skills
Mathematical skills refer to numerical calculation, algebraic manipulation,
spatial visualization, data analysis, measurement, use of mathematical tools, and
estimation. The skills are specific to mathematics and are important in the learning
and application of mathematics. In today’s classroom, these skills also include the
abilities to use spreadsheets and other software to learn and do mathematics. To develop proficiencies in
mathematics skills, students should have opportunities to use and practice the skills. These skills should be
taught with an understanding of the underlying mathematical principles and not merely as procedures.

Processes
Mathematical processes refer to the process skills involved in the process of acquiring and applying
mathematical knowledge. This includes reasoning, communication and connections, applications and
modelling, and thinking skills and heuristics that are important in mathematics and beyond.
In the context of mathematics, reasoning, communication and connections
take on special meanings:
 Mathematical reasoning refers to the ability to analyze mathematical situations and construct logical
arguments. It is a habit of mind that can be developed through application of mathematics in different
contexts.
 Communication refers to the ability to use mathematical language to
express mathematical ideas and arguments precisely, concisely and logically. It helps students develop
their understanding of mathematics and sharpen their mathematical thinking.
 Connections refer to the ability to see and make linkages among mathematical ideas, between
mathematics and other subjects, and between mathematics and the real world.
The Mathematical Modeling Process
Real World Mathematical World

Real World Mathematical

Problem Model

Reflect on the Select and use

real-world solution appropriate
Improve the mathematical
model methods.

Real World Mathematical

Solution solution

Metacognition
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 Metacognition, or thinking about thinking, refers to the awareness of, and the ability to control one's
thinking processes, in particular the selection and use of problem-solving strategies. It includes monitoring of
one's own thinking, and self-regulation of learning. To develop metacognitive awareness and strategies, and
know when and how to use the strategies, students should have opportunities to solve non-routine and open-
ended problems, to discuss their solutions, to think aloud and reflect on what they are doing, and to keep track
of how things are going and make changes when necessary.

Attitudes
Attitudes refer to the affective aspects of mathematics learning such as:
 beliefs about mathematics and its usefulness;
 interest and enjoyment in learning mathematics;
 appreciation of the beauty and power of mathematics;
 confidence in using mathematics; and
 perseverance in solving a problem.
Students’ attitudes towards mathematics are shaped by their learning experiences. Making the learning of
mathematics fun, meaningful and relevant goes a long way to inculcating positive attitudes towards the subject.
Care and attention should be given to the design of the learning activities to build confidence in and develop
appreciation for the subject. Above all, students’ beliefs can influence their attitudes in learning, especially in
student-centered learning where students are encouraged to take on more responsibility for their own learning.

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 Alert!

Short Quiz

Test I. Multiple Choice.

Direction. Answer the following questions correctly. Select your answer from the given choices. Write the letter
of your answer at the space provided before each item.

___1. What is the adopted approach for the implementation of the K-12 Mathematics curriculum?
A. Spiral approach C. laddered approach
B. Self-paced D. none of the above
___2. What is the main goal of the mathematics curriculum?
A. To provide mathematics geniuses.
B. To ensure that all students will achieve a level of mastery of mathematics.
C. To provide a more understandable and easier way of solving real life problems.
D. To cater to each and every learner a more comprehensive mathematical views that may help them
in the future.
___3. Which of the following statement is true?
A. The mathematics curriculum consists of only one topic and already enough to cater to the needs
and abilities of students.
B. Mastery of a certain topic is not necessary in learning math.
C. Higher concepts and skills are built upon the more foundational ones and have to be learned in
sequence.
D. The teaching and learning process of mathematics does not necessarily affect learners’
experiences.
___4. All of the following are aims of the mathematics education, except one. Which is not?
A. Acquire and apply mathematical concepts and skills.
B. Develop cognitive and metacognitive skills through a mathematical approach to problem solving.
C. Develop positive attitudes towards mathematics.
D. Provide similar topics to each level.
___5. Among the following educational theorists, who advocated experiential learning?
A. David Kolb C. Lave
B. Wenger D. Bruner
___6. What is David’s Kolb belief on experiential learning?
A. Learning that is facilitated by reflective thinking
B. The process whereby knowledge is created through the transformation of experience.
C. Knowledge is constructed when the learner is able to draw ideas from his/her own experiences and
connect them to new ideas.
D. Learners are able to think about their experiences and process these, allowing them the opportunity
to make sense.
___7. What is the theory stated by Lave and Wenger wherein learning in the same context in which concepts
and theories are applied?
A. reflective Learning C. situated Learning
B. constructivism D. experiential Learning
___8. According to Polya, Mathematical problem solving is __________?
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 A. Trying to solve a numerical problem.
B. Solving a problem without asking for help.
C. Giving solutions to problems through computations only.
D. Finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is
unknown.
___9. Scriven and Paul states that the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated
by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action is?
A. Critical thinking C. Reflective thinking
B. Analytical thinking D. Logical thinking
___10. What is discovery learning according to Bruner?
A. Students learn when they make use of personal experiences to discover facts, relationships, and
concepts.
B. Students learn when they use virtual aids in learning.
C. Students learn better when they are allowed to play while learning.
D. all of the above.

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 Let’s Read!

LESSON 4
Teaching, Learning and Assessment of Mathematics
(Teaching and Learning Experiences)

Objectives. At the end of the lesson, you should be able to:

1. appreciate the usefulness, power and beauty of mathematics;
2. enjoy mathematics and develop patience and persistence when solving problems;
3. develop the knowledge, skills and attitudes necessary to pursue further studies in
mathematics.

“It matters how students learn”

Learning mathematics is more than just learning concepts and skills. Equally important are the
cognitive and metacognitive process skills.
These processes are learned through carefully constructed learning experiences. For example,
To encourage students to be inquisitive, the learning experiences must include opportunities where
students discover mathematical results on their own.
To support the development of collaborative and communication skills, students must be given
opportunities to work together on a problem and present their ideas using appropriate mathematical language
and methods.
To develop habits of self-directed learning, students must be given opportunities to set learning goals
and work towards them purposefully.
Students should have opportunities to:
 take notes and organize information meaningfully.
 practice basic mathematical skills to achieve mastery.
 use feedback from assessment to improve learning.
 discuss, articulate and explain ideas to develop reasoning skills.

Phases of Learning
Effective instruction of a unit typically involves three phases of learning:
Readiness, Engagement and Mastery.
Phase 1 - Readiness
Student readiness to learn is vital to learning success. In the readiness phase of learning, teachers
prepare students so that they are ready to learn. This requires considerations of prior knowledge, motivating
contexts, and learning environment.
 Prior Knowledge
For students to be ready to learn, teachers need to know students’ prior knowledge in relation to the new
learning. This requires knowing whether students have the pre-requisite concepts and skills. Some form of
diagnostic assessment is necessary to check that students are ready to learn.
 Motivating Contexts
For students to be ready to learn, teachers need to provide motivating contexts for learning. These
contexts should be developmentally appropriate.
For example, younger students may like contexts such as stories and songs, and play-based activities
such as games, whereas older students may appreciate contexts related to everyday life so that they can see

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the relevance and meaningfulness of mathematics. For the more advanced students, applications in other
disciplines can serve as motivation for learning.
 Learning Environment
Shared rules help promote respectful and emotionally-safe interactions between teacher and students and
among students that are necessary for productive and purposeful learning. Established procedures for
organizing students and managing resources will also facilitate a smooth start and transitions during lessons.

Phase 2 - Engagement
This is the main phase of learning where teachers use a repertoire of pedagogies to engage students in
learning new concepts and skills. Three pedagogical approaches form the spine that supports most of the
mathematics instruction in the classroom. They are not mutually exclusive and could be used in different parts
of a lesson or unit.
For example, the lesson or unit could start with an activity, followed by teacher-led inquiry and end with
direct instruction.
 Activity-based learning
This approach is about learning by doing. It is particularly effective for teaching mathematical concepts and
skills at primary and lower secondary levels, but is also effective at higher levels. Students engage in activities
to explore and learn mathematical concepts and skills, individually or in groups. They could use manipulatives
or other resources to construct meanings and understandings. From concrete manipulatives and experiences,
students are guided to uncover abstract mathematical concepts or results.
 Teacher-directed inquiry
This approach is about learning through guided inquiry. Instead of giving the answers, teachers lead
students to explore, investigate and find answers on their own. Students learn to focus on specific questions
and ideas and are engaged in communicating, explaining and reflecting on their answers.
 Direct instruction
This approach is about explicit teaching. Teachers introduce, explain and demonstrate new concepts and
skills. Direct instruction is most effective when students are told what they will be learning and what they are
expected to be able to do.

Phase 3 - Mastery
This is the final phase of learning where teachers help students consolidate
and extend their learning. The mastery approaches include:
 Motivated Practice
Students need practice to achieve mastery. Practice can be motivating and fun. Practice must include
repetition and variation to achieve proficiency and flexibility. Structuring practice in the form of games is one
good strategy to make practice motivating and fun, while allowing for repetition and variation. There should be
a range of activities, from simple recall of facts to application of concepts.
 Reflective Review
It is important that students consolidate and deepen their learning through tasks that allow them to reflect
on their learning. This is a good habit that needs to be cultivated from an early age and it supports the
development of metacognition.
 Extended Learning
Students who are mathematically inclined should have opportunities to extend their learning. These can be in
the form of more challenging tasks that stretch their thinking and deepen their understanding.

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 Let’s Read!

Module 5
Assessment of Learning Mathematics

Objectives. At the end of the lesson, you should be able to:

1. explain the roles of assessment in mathematics and its ranges;
2. justify the degree of accuracy of their results using appropriate measures of assessment.
3. integrate assessment with instructions.

Role of assessment
Assessment is an integral part of the interactive process of teaching and
Learning.
 It is an ongoing process by which teachers gather information about students’ learning to inform and
support teaching.
 An important product of assessment is feedback. Feedback must be timely and rich.
 It must inform students where they are in their learning and what they need to do to improve their
learning.

Range of assessment
Assessments can be broadly classified as summative, formative, and diagnostic.
 Summative assessments, such as tests and examinations, measure what
students have learned. Teachers usually report the assessment result as a score or a grade.
 Formative and diagnostic assessments are used as assessment for learning to provide timely feedback
to students on their learning, and to teachers on their teaching.
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Assessment in the classroom should focus on helping students improve their learning. Therefore, they are
primarily formative and diagnostic in purpose.

Integrating assessment with instruction

It is important that teachers know what and when to assess student learning, and how to embed the
assessment in the learning process. Assessment can be integrated into classroom discourse and activities
using different assessment strategies.
For example:
 Teachers
 Teachers may also engage students in assessing their own work and reflecting on their own learning
and how to improve it.
 Effective questioning can scaffold learning and probe understanding.
Teachers can integrate performance assessments into the instructional process to provide additional
learning experiences for students. This type of assessment requires students to apply their knowledge and
skills in context, and the focus is on mathematical processes rather than on mathematics content. A rubric is
useful to show teachers what to look for in students’ work, but more importantly, it shows what is expected of
students in terms of processes and quality of work. The rubric also provides a structured means of giving
qualitative feedback. Teachers may allow students to assess their own performances so that they can reflect
on their work and make improvements.

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 Learner’s Activity
Corner

LESSON 6
Creating Rubrics for Mathematics

Holistic rubrics
 single criteria rubrics (one-dimensional) used to assess participants' overall achievement on an activity
or item based on predefined achievement levels;
 performance descriptions are written in paragraphs and usually in full sentences.
Example

Analytic rubrics
 two-
dimensional rubrics
with levels of
achievement as
columns and
assessment criteria
as rows.
 Allows you to
assess participants'
achievements based
on multiple criteria
using a single rubric.
 You can
assign different
weights (value) to
different criteria and
include an overall
achievement by
totaling the criteria;
 written in a
table form.

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 Learner’s Activity
Corner

Rubrics for Mathematics

Direction.
1. Choose from the given topics for mathematics primary grades.
2. From your preferred topic, create a holistic and analytical rubric.
3. Use the space provided at the next page.

Topics
a. Counting the number of objects. (unto 10)
b. Counting the number of objects in tens.
c. Adding 2 2-digit numbers.
d. Identifying ordinal numbers.
e. Reading and writing numbers in numerals.
f. Reading and writing numbers in words.

Holistic Rubric
Topic:

Analytic Rubric
Topic:

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 Learner’s Activity
Corner

Creating E-Learning Materials

Use the following format in making your e-learning module.

Select 2-3 topics only, example;

a. Counting the number of objects. (unto 10)

b. Counting the number of objects in tens.
c. Adding 2 2-digit numbers.
d. Identifying ordinal numbers.
e. Reading and writing numbers in numerals.
f. Reading and writing numbers in words.

You may have any topic or lesson taught in Kindergarten to grades 3 of your choice. (primary grades only)
Cover Page
Title
Sub title
Name of Student
Author(you)

Preliminaries
i. Author’s Greetings (you)
ii. Acknowledgement
iii. Table of Contents

!. Introduction
II. Learning objectives
III. The Course
The Course Discussion and Activities
example
Module 1
Module 3
Learner’ Activities…...

Time frame for this activity: 4 -6 weeks

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