Overview of the Handouts

A. Course Title:

Teaching Mathematics in the Intermediate Grades

B. Course Description
 
This course emphasizes the integration of technological pedagogical content
knowledge that includes topics on rational numbers, measurement, geometric figures, pre-
algebra concepts, application of simple probability, and data analysis.

This course is capped with microteaching that utilizes appropriate teaching strategies
for the development of critical and problem-solving skills, reasoning, communicating,
making corrections, representations, and decisions in real-life situations.

C. Course Guide
 
This handout on teaching mathematics in the intermediate grades is a continuation of
Teaching Mathematics in the Primary Grades.
 
This handout is divided into 11 chapters, which contain essential competencies in
mathematics in the intermediate grades and are patterned from the Curriculum Guide of the
Department of Education to prepare you to become the best elementary mathematics teacher
in the future.

It consists of the following chapters, to wit:

 Whole Numbers
 Number Theory
 Fractions
 Decimals
 Proportion and Ratio
 Integers
 Geometry
 Measurement
 Introduction to Algebra
 Statistics and Probability for Primary Learners' Solving
 Each chapter can be learned in a self-paced or individual format, and it is the student's
responsibility to make the most of their time and effort. And determined in completing the
course with the best learning outcomes. However, the content presented in this module may
not be enough for their learning needs, so it is suggested to consider reading other references
related to the topics.

For every lesson of each chapter, there are lesson outcomes, which enumerate the expected
objectives that you need to attain at the end of every lesson; Lesson Opener which is a word
problem that serves as a springboard for the lesson; Let’s Focus, which provided an in-
depth discussion of the topic utilizing appropriate strategies and techniques; Let’s and Let's
Reflect, which puts your metacognitive skills to the test as you devise a suitable motivational
activity, teaching strategy, and mode of assessment that can cover the entire lesson.
 
 

D. Course Outcomes:

Having completed the handouts, the students are anticipated to meet the following
outcomes:

a) Demonstrate mastery of fundamental mathematical concepts in the grades.

b) Gained pedagogical knowledge and utilized a variety of effective strategies for
teaching and learning mathematics.
c) Utilized technology and online resources to deepen mathematics competency
d) Applied problem solving and critical thinking skills in solving routine and non-
routine problems
e) Showed mastery of subject matter, applied appropriate strategies to facilitate
learning and gave appropriate assessment through microteaching.

Unit Lesson:

Lesson 1 – Multi-Digit Multiplication

Lesson 2 – Division of 3- to 4 Digit Numbers by 1 – to 2 – Digit
Numbers
Lesson 3 – Order of Operations
Lesson 4 – Exponential Notation
 MODULE 3 - FRACTIONS

LESSON 1 CHANGING IMPROPER FRACTION TO

MIXED NUMBER AND VICE VERSA

Learning Outcomes
At the end of the lesson, the student should be able to:

a) Recognize and visualize mixed numbers and improper fractions.

b) Convert an improper fraction to a mixed number and the other way around.
in reverse;
c) Solve word problems involving changing improper fractions to mixed numbers.
and vice versa.

Analysis

The mother brought home plates of buko Pie. Illustrate and

change is an improper fraction.
 Abstraction

Two and one-half can be illustrated as follows:

can also be written as which is an improper fraction. That is by

multiplying the whole number by the denominator (number found at the
bottom of the fraction bar) and adding the numerator (number found at the top of the
fraction bar). The answer will become the new numerator. Then, copy the same denominator.

How about if an improper fraction is given, and you are tasked to change it
into a mixed number? For example, change To a mixed number.

To change an improper fraction to a mixed number, we will divide the numerator by

the denominator. The quotient will become the whole number and the remainder will
become the numerator of our fraction. Finally, copy the same denominator.
15 divide by 4 is 3 r 3, which gives us as the improper form of
Application

A. Convert

Let’s Wrap up

 A mixed number or mixed fraction is composed of a whole number

and fraction while an improper fraction has a numerator which is
greater than or equal to the denominator.
 To change a mixed number to an improper fraction, multiply the whole
number by the denominator, then add the numerator. The answer will become
the new numerator. Finally, copy the same denominator.
 To change an improper fraction to a mixed number, divide the
numerator by the denominator. The quotient will become the whole
number, while the remainder will become the numerator. Lastly, copy the
same denominator.
Reflection:
MODULE 2 - NUMBER THEORY

LESSON 2 DIVISIBILITY RULES

Learning Outcomes
At the end of the lesson, the student should be able to:

a) identified the divisibility rules for one-digit numbers and selected two-digit
numbers, and
b) Solve routine and non-routine problems involving divisibility rules.

Analysis

What is the smallest number that can be exactly divided by all numbers from 1 to 10?

Abstraction
 To answer the Lesson Opener, we need to know the divisibility rules for 1 to 10. It
means that we need to know when is a number divisible or can be exactly divided by 1,2, 3...,
or 10.

For instance, we can say that 24 is divisible by 8 since 24÷8=3, while 24 is not
divisible by 7 because 24÷7=3with a remainder of 3.

A Test for Divisibility by 1

Every number is divisible by 1

The Identity Property of Multiplication states that when a number is multiplied by 1,

the product is the number itself. Inversely, when a number is divided by 1, the quotient is the
number itself. This property supports that any number is divisible by 1.

A Test for Divisibility by 2

Every number is divisible by 1

A Test for Divisibility by 4, 8, 16 and other Powers of 2

Let n be a natural number. Then 4 divides n if and only f, and only if, 4 divides the
number named by the last two digits of n. Similarly, 8 divides n if, and only if, 8 divides
the number named by the last three digits of n.

A Test for Divisibility by 3 and 9

A natural number is divisible by 3 if, and only if, the sum of its digits is divisible by
3. Similarly, a natural number is divisible by 9, if and only if, the sum of the digits is
divisible by 9.

Example: Is 423 divisible by 3? To find out, we add 4 + 2 + 3; the answer is 9. Since

9 is divisible by 3, then 423 is divisible by 3. Similarly, 423 is also divisible by 9 since,
obviously, the sum which is 9 is divisible by 9.

A Test for Divisibility by 10

A Test for Divisibility by 5

Let n be a natural number. Then n is divisible by 10 if, and only if, its unit digit is 0
A Test for Divisibility by 5

Let n be a natural number. Then n is divisible by 5 if, and only if, its unit digit is 0
and 5.
 A Test for Divisibility by 7

A natural number is divisible by 7 if the last digit is doubled and subtracted from the
number formed by remaining digits, the result is divisible by 7.

Example: Find out if 203 is divisible by 7

 Double the last digit: 3 x 2 = 6

 Subtract that from the rest of the number 20 –6 = 14
 Check to see if the difference is divisible by 7. 14 is divisible by 7, therefore
203 is divisible by 7.

A Test for Divisibility by 11

A natural number is divisible by 11 if, and only if, the difference of the sums of the
digits in the event and odd positions in the numbers divisible by 11.

Example: Find out if 41, 019 is divisible by 11.

In 41, 019, the digits in the odd position (first, third and fifth) are 4, 0 and 9
are their sum is 13. On the other hand, the digits in the even position (second and fourth) are
1 and 1 and their sum is 2. The difference between the sums of the odd-placed and even-
placed digits 13 –2 = 11, is divisible by 11. Therefore, 41, 019 is divisible by 11

Application
A. How do you know if a number is divisible by the following numbers? Write
the rule and give an example.

NUMBER RULE

10
 Let’s Wrap up
 Every number is divisible by 1.
 A number is divisible by 2 if it is even.
 A number is divisible by 3 if the sum of its digits is a multiple of 3.
 A number is divisible by 4 if its last two digits are divisible by 4.
 A number is divisible by 5 if its last digit is either 0 or 5.
 A number is divisible by 6 if it is divisible by both 2 and 3.
 A number is divisible by 7 if the difference is twice the unit’s digit and the
remaining digit is divisible by 7.
 A number is divisible by 8 if the last three digits are divisible by 8.
 A number is divisible by 9 if the sum of its digits is divisible by 9.
 A number is divisible by 10 if the unit’s digit is zero.

Reflection:
 MODULE 2 - NUMBER THEORY

LESSON 3 GREATER COMMON FRACTION (GCF)

Learning Outcomes
At the end of the lesson, the student should be able to:

a) Find the factors of a number.

b) Find the common factors and the greatest common factor (GCF) of two to three
numbers using the following methods: listing, prime factorization, and continuous
division.
c) Solve real-life problems involving the GCF of 2-3 given numbers.

Analysis

Ivan has three pieces of string with lengths of 48 m, 80 m, and 96 m. He wishes to cut
the three pieces of string into smaller whole meter pieces of equal length with no remainders.
What is the greatest possible length of each of the smaller pieces of string?
 Abstraction

Listing Method
One way to answer the problem above is to simply list down all the possible whole
meter pieces which each string can be cut into exactly. The list is arranged in rows below:

48 –1, 2, 3, 4, 6, 8, 12, 16, 24, 48

80 –1, 2, 4, 5, 8, 10, 16, 20, 40, 80
96 –1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96

To know if in which lengths of smaller pieces can the three strings be cut into, we
take the pieces common to all three strings, and these are: 1, 2, 4, 8 and 16. It means that the
longest piece in which the three strings can be cut into is 16 m.
The numbers 1, 2, 3, 4, 6, 8, 12, 16, 24 and 48 are factors of 48. These are numbers
that can exactly divide 48. The factors or 80 are 1, 2, 4, 5, 8. 10. 16, 20, 40, 80. On the other
hand, the factors of 96 are 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96.
The common factors of 48, 80 and 96 ate 1, 2, 4, 8 and 16. The greatest among the
common factor which is 16 is called the Greatest Common Factor (GCF) or Greatest
Common Divisor (GCD) of 48, 80 and 96.
The process used above to find the GCF of 48, 80 and 96 is called Listing Method.

Prime Factorization Method

To find the GCF of 48, 80 and 96 using the prime factorization method, simply find
the prime factorization of the given numbers-the product of the prime factors common to
all given numbers is their GCF. That is,
 Continuous Division Method
True to its name, in using the continuous method, we continue dividing the
given numbers by a common prime number until the quotients are relatively prime. Let’s take
a look at the process using the same numbers below.
 Application

Find the greatest common factor of the two numbers shown.

Let’s Wrap up

 Factors are numbers being multiplied to get the product.

 Greatest Common Factor (GCF) is the biggest number that can exactly
divide the given numbers.
 The methods of finding the GCF of two or more numbers are Listing,
Prime Factorization, Continuous Division.
Reflection:
MODULE 2 - NUMBER THEORY

LESSON 4 LEAST COMMON MULTIPLE (LCM)

Learning Outcomes
At the end of the lesson, the student should be able to:

a) Find the multiples of a number.

b) Find the common multiples and least common multiples (LCM) of two or more
numbers using the following listing, prime factorization, and continuous division
methods; and
c) Solve real-life problems involving given numbers.

Analysis

ESSU-Salcedo Campus has three bells. Bell A rings every 60 minutes, Bell B every 90
minutes and Bell C every 45 minutes. They all ring together at 7:00 a.m. When is the next time that
they will all ring together again?
 Abstraction

The most logical way to solve the problem is by listing the time from 7:00 and adding
60 minutes or one hour for Bell A, 90 minutes or one hour for Bell B, and 45 minutes for Bell
C, until. The first common time emerges. This, however, might take too long to do. The best
option is to solve it by finding the Least Common Multiple of the numbers (in minutes) and
converting them hours, then multiply by 7:00 
Let us first define “multiple”. What is multiple or what are multiples of a number?
Multiples are products of the natural numbers and the given number. For instance, the
multiples of 8 are 8, 16, 24, 32, 40 and so on. These are derived by multiplying 8 by1, 2, 3, 4,
5, and so on.
Let us now solve the problem using the Listing Method

Listing Method
Step 1: List the multiples of each number
60 –60, 120, 180, 240, 300...
90 –90, 180, 270, 360 ...
45 –45, 90, 135, 180...

Step 2: Find the common multiple of the numbers.

Since 180 is the first multiple common to all three numbers, then it is the LCM of the
numbers.

Prime Factorization
Step 1: Find the prime factorization of the numbers
60 –2 x 2 x 3 x 5
90 –2 x 3 x 5x 3
45 - 3x5x3

Step 2: Multiply the common multiples

2 x 2 x 3 x 5 x 3 = 180
 Observe that unlike in GCF where prime factor has to be common to all given
numbers, for LCM, even if a prime factor is common to only two numbers, it can
still be considered as a common prime factor.

Continuous Division Method

True to its name, in using the continuous method, we continue dividing the
given numbers by a common prime factor until the quotients are different relatively prime
numbers. Let’s take a look at the process using the same numbers above.

Step 3: The remaining numbers 2, 1, and 1 are now relatively prime. Therefore,
the prime factorization of 60, 90 and 45 is the product of the prime divisors and the
remaining quotient 3 x 2 x 3 x 5 x 2 = 180.
 Application

Find the lowest common multiple.

Let’s Wrap up

 Multiples are products of a given number and the natural/counting numbers.

 Least Common Multiples (LCM) is the least number that can exactly be divided by
the given numbers
 The three methods of finding the LCM f 2 or more numbers are Listing, Prime
Factorization, and continuous Division.

Reflection:
References:
https://www.mathsisfun.com/prime-composite-number.
https://grade5.modyul.online/math-5-module-1-
divisibility-rules-for-2-5-and-10/
https://www.youtube.com/watch?v=C_w8pPR-mbo
https://www.effinghamschools.com/cms/lib/GA01000314/
Centricity/Domain/1445/Unit%204%20Math/least
%20common%20multiple.ppt