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TEACHING MATH
IN
For Educational

INTERMEDIATE Purpose Only

Not For sale

GRADE
(EED 9)

MARK REN D. VILLAFLOR

MARIEL R. TAPADERA, M.A.ED., LPT
SHERYL C. BUENAVENTURA, LPT
Writers

PAULINE JOY R. GELACIO, MA

Editor
TEACHING MATH IN INTERMEDIATE GRADE EED 9

Preface
This module has been made to provide students with basic knowledge on the subject-
TEACHING MATH IN IN INTERMEDIATE GRADE. This will allow the students to integrate
technological pedagogical content knowledge that includes rational numbers, measurement,
geometric figures, pre-algebra concepts, and application of simple probability and data analysis.
The discussion and exercises in this module are created in a way that the students can easily
understand, which can lead them in capped with microteaching that utilizes appropriate teaching
strategies for the development of critical and problem solving, reasoning, communicating, making
corrections, representations, and decisions in real-life situations.

Disclaimer
The information contained in this module is for educational purposes only. The information
provided is from different reliable authors of various books and websites. The developer of this
module does not own the pictures, figures and videos and any other source of information related
to the subject. This module will not be used elsewhere aside from classroom use.
 TOPICS PAGE NUMBER

UNIT I: MATHEMATICS
IN THE GRADE 4-6 PROGRAM:
MATH CONTENT AND PROCESSES
Overview ………………………………………………………………… 2
Standards in Teaching Mathematics in K to 12 Curriculum…………….. 3
Grade 4 Math Content and Processes ……………………………………. 4
Grade 5 Math Content and Processes ……………………………………. 6
Grade 6 Math Content and Processes ……………………………………. 8

UNIT II: INTERMEDIATE

GRADE MATH CURRICULUM
WITH PROBLEM SOLVING
Overview …………………………………………………………………… 11
Number and Number Sense………………………………………………… 11
Measurement ……………………………………………………………….. 15
Geometry………… ………………………………………………………… 19
Patterns and Algebra ……………………………………………………….. 21
Statistics and Probability …………………………………………………… 22

UNIT III: ASSESSMENT IN MATHEMATICS FOR PRIMARY

GRADES
Overview ………………………………………………………………… 25
Recommendations for Student Assessment in
Mathematics for Intermediate Grades …………………………………… 25

UNIT IV: LESSONPLANNING IN MATHEMATICS FOR

GRADE 4 to GRADE 6
Overview ……………………………………………………………….. 29
Writing Lesson Plan in Mathematics for Intermediate Grades…………. 29
TEACHING MATH IN INTERMEDIATE GRADE EED 9

MATHEMATICS IN THE GRADE 4-6

UNIT PROGRAM: MATH CONTENT AND
I PROCESSES

OVERVIEW
This unit will allow you, future elementary teachers, for the 4th to 6th grade level, to have a
better image of the content of the mathematics subject. As it pervades life at any age, you may also
have an understanding of the significance of the subject of mathematics. You will have to instill
in your heart and mind that improving logical thinking and problem-solving abilities are the twin
goals of teaching mathematics to your potential students. So, any time you teach your students,
you have to give your best. This is a continuation of your lesson from your EED 4.

OBJECTIVES

At the end of the unit, I am able to:

a. differentiate the Math content and processes according to complexity;

b. discuss the importance of knowing the Math content and processes in Grade 4 to 6;
c. use the knowledge in Math content and processes in designing a lesson plan; and
d. utilize the K to 12 Curriculum Guide in Mathematics.

Expanding Your Knowledge

According to K to 12 Mathematics Curriculum Guide, August 2016 “We define context
as a locale, situation, or set of conditions of Filipino learners that may influence their study and
use of mathematics to develop critical thinking and problem-solving skills. Contexts refer to
beliefs, environment, language and culture that include traditions and practices, as well as the
learner’s prior knowledge and experiences”
Let us recall the contents of mathematics which include Numbers and Number Sense,
Measurement, Geometry, Patterns & Algebra, and Statistics and Probability.
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.
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 our
beloved country, the Philippines.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of

key concepts and principles of mathematics as applied - using appropriate technology - in
problem solving, critical thinking, communicating, reasoning, making connections,
representations, and decisions in real life.

KEY STAGE STANDARDS:

4-6
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);
Grade 4
patterns and algebra (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 number sentences); measurement
Grade 5
(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,
Grade 6 expression, and equation); measurement (rate, 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.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

LESSON 1. GRADE 4 MATH CONTENT AND PROCESSES

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
understanding of… ➢ recognize and 000 with emphasis on
➢ whole numbers represent numbers 10 001 – 100 000.
up to 100,000. whole ✓ gives the place value and
➢ multiplication numbers up to value of a digit in numbers up
and division of 100,000 in to 100 000.
whole numbers various forms ✓ reads and writes numbers up
including and contexts to hundred thousand in
money. symbols and in words.
✓ rounds numbers to the nearest
thousand and ten thousand
✓ Compares numbers up to 100
000 using relation symbols..
✓ orders numbers up to 100 000
in increasing or decreasing
order.
✓ multiplies numbers up to 3-
digit numbers by up to 2-digit
numbers without or with
regrouping.
✓ estimates the products of 3- to
4-digit numbers by 2- to 3-
digit numbers with reasonable
results.
✓ 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.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

✓ divides 3- to 4-digit numbers

by 1-to 2-digit numbers
without and with remainder
Geometry ➢ the concepts of ➢ construct and ✓ describes and illustrates
parallel and describe parallel, intersecting, and
perpendicular parallel and perpendicular lines.
lines, angles, perpendicular ✓ draws perpendicular and
triangles, and lines, angles, parallel lines using a ruler and
quadrilaterals. triangles, and a set square.
quadrilaterals ✓ describes and illustrates
in designs, different angles (right, acute,
drawings and and obtuse) using models.
models.

Patterns and ➢ concepts of ➢ identify the determines the missing term/s

Algebra continuous and missing in a sequence of numbers (e.g.
repeating element in a odd numbers, even numbers,
patterns and pattern and multiples of a number, factors of
number number a number, etc.) e.g. 3,6,9,__
sentences. sentence. 4,8,12,16,__ (e.g. odd numbers,
even numbers, multiples of a
number, factors of a number,
etc.) 1 2 3 4 5 6 7 ____
➢ complete finds the missing number/digit
number and in addition or subtraction
attribute problems.
patterns. finds and completes patterns
of one 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.
Measurement ➢ the concepts of ➢ give different names and tells the number of
time and measures of days in a week; months in a year
measures and time. in the right order.
compares uses a calendar to determine a
objects using day or month.
direct tells the time by an hour, half-
comparison and hour, and quarter-hour.
non-standard ➢ estimate and compares objects using the
units of length, compute for comparative words: Short,
mass, and measurements shorter, shortest; Long, longer,
capacity. of length, mass, longest; Tall, taller, tallest; High,
and capacity. higher, highest; Heavy, heavier,
heaviest; Light, lighter, lightest.
estimates and measures length
using non-standard units of
linear measures.
estimates and measures mass
using non-standard units of
mass/weight measures.
shows and finds capacity using
the non-standard unit.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

Statistics and ➢ organizing, ➢ organize and collects and organizes data

Probability representing and interpret data using tallies and tables.
comparing data represents data using
using pictographs without using a
pictographs scale.
without scale reads and interprets a
representations pictograph.
and probability, ➢ make identifies cause and effect
and explores conjectures relationships.
games and about games predicts and records the
activities. and activities. outcome of experiments and
chance games.

LESSON 2. GRADE 5 MATH CONTENT AND PROCESSES

GRADE 5

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
understanding ➢ recognize and 000 with emphasis on numbers
of… represent whole 10 001 – 100 000.
➢ whole numbers numbers up to reads and writes numbers up to
up to 100,000 100,000 in 10 000 000 in symbols and in
and various forms words.
multiplication and contexts. rounds numbers to the nearest
and division of ➢ apply hundred thousand and million.
whole numbers multiplication uses divisibility rules for 2, 5,
including and division of and 10 to find the common
money. whole numbers factors of numbers.
including uses divisibility rules for 3, 6,
money in and 9 to find common factors.
mathematical uses divisibility rules for 4, 8,
problems and 12, and 11 to find common
reallife factors.
situations.
Geometry ➢ polygons, ➢ construct and ✓ visualizes, names, and
circles, and describe describes polygons with 5 or
solid figures polygons, more sides
circles, and solid ✓ describes and compares
figures. properties of polygons
(regular and irregular
polygons).
✓ . draws polygons with 5 or
more sides.
✓ visualizes congruent
polygons.
✓ visualizes and describes a
circle.
✓ identifies the terms related to a
circle.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

✓ 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 and ➢ the concept of ➢ apply the ✓ formulates the rule in finding
Algebra sequence and knowledge of the next term in a sequence.
solving simple sequence in e.g. 1, 3, 7,15, (15 x 2+1)
equations. various Possible answers: (x 2 + 1)
situations. (+2, +4, +8, +16)
➢ use different ✓ uses different strategies
problem solving (looking for a pattern, working
strategies backwards, etc.) to 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)
Measurement ➢ time and ➢ apply knowledge ✓ measures time using a 12-
circumference. of time and hour and a 24-hour clock.
circumference in ✓ calculates time in the different
mathematical world time zones in relation to
problems and the Philippines.
real-life ✓ solves problems involving
situations. 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 and ➢ create and ✓ collects data on one to two
Probability experimental interpret variables using any source.
probability.. representations ✓ organizes data in tabular form
of data (tables and presents them in a line
and line graphs) graph.
and apply ✓ interprets data presented in
experimental different kinds of line graphs
probability in (single to double-line graph).
mathematical ✓ solves routine and nonroutine
problems and problems using data presented
real-life in a line graph.
situations. ✓

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

LESSON 3. GRADE 6 MATH CONTENT AND PROCESSES

GRADE 6

Content Content Performance Learning Competencies

Standards Standards
Numbers and The learner The learner is able The learner…
Number Sense demonstrates an to… ✓ adds and subtracts simple
understanding ➢ apply the four fractions and mixed numbers
of… fundamental without or with regrouping.
➢ the four operations ✓ solves routine and non-
fundamental involving routine problems involving
operations fractions and addition and/or subtraction of
involving decimals in fractions using appropriate
fractions and mathematical problem solving strategies
decimals. problems and and tools.
real-life ✓ creates problems (with
situations. 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,
figures: cube, cone, and sphere.
prism, pyramid,✓ differentiates solid figures
cylinder, cone, from plane figures.
and sphere. ✓ illustrates the different solid
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 knowledge ✓ formulates the rule in finding
Algebra forming rules, of sequence, the nth term using different
expressions and expressions, and strategies (looking for a
equations. equations in pattern, guessing and
mathematical checking, working backwards)
problems and e.g. 4,7,13,16,…n (the nth
real-life term is 3n+1)
situations. ✓ differentiates expression from
equation.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

✓ gives the translation of real-

life verbal expressions and
equations into letters or
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, ➢ apply knowledge ✓ calculates speed, distance, and
and of area and of speed, area, time.
surface area of and surface area ✓ solves problems involving
plane and of plane and average rate and speed.
solid/space solid/space ✓ finds the area of composite
figures. figures in figures formed by any two or
mathematical more of the following:
problems and triangle, square, rectangle,
real-life circle, and semi-circle.
situations ✓ . 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 and ➢ pie graphs and ➢ create and ✓ collects data on one or two
Probability experimental interpret variables using any source.
probability. representations ✓ constructs a pie graph based
of data (tables on a given set of data.
and pie graphs) ✓ interprets data presented in a
and apply pie graph.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

experimental ✓ solves routine and non-routine

probability in problems using data presented
mathematical in a pie graph.
problems and ✓ creates problems that can be
real-life answered using information
situations. 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”.

SYNTHESIZING YOUR KNOWLEDGE

Activity 1
Teaching Material Making

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Directions: After learning the contents and processes of Grades 4 to 6 Mathematics, I

will randomly assign you topics in Mathematics and 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. You have to submit six (6) pictures (two [2] pictures of the
materials, two [2] pictures while you are doing it, and another two [2] pictures of the finished
product). Submission will be through our Facebook Group. Comment down your pictures with
captions on my post “Teaching Material Making.” The deadline for submission will be discussed
by the whole class, especially for those who do not have access to internet. 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.

REFERENCES

K to 12 Mathematics Curriculum Guide. 2016. Department of Education.DepEd Complex,

Meralco Avenue Pasig City

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

INTERMEDIATE GRADE MATH

UNIT
CURRICULUM WITH PROBLEM
II SOLVING
OVERVIEW
This unit will help you to understand and appreciate the various key concepts and skills
involving numbers and number sense, measurement, geometry, patterns and algebra, statistics and
probability as applied -using appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations, and decisions in real life.
OBJECTIVES:
At the end of the unit, I am able to:

1. understand whole numbers, number theory, fractions, decimals, ratio and proportion,
percent, and integers;
2. differentiate and solve time, speed, perimeter, circumference and area of plane figures,
volume and surface area of solid/space figures, temperature and meter reading;
3. distinguish parallel and perpendicular lines, angles, triangles, quadrilaterals, polygons,
circles, and solid figures;
4. determine and solve continuous and repeating patterns, number sentences, sequences, and
simple equations;
5. use bar graphs, line graphs and pie graphs, simple experiment, and experimental
probability in real-life application.

EXPANDING YOUR KNOWLEDGE

LESSON 4 : NUMBER AND NUMBER SENSE

Whole Numbers = are the basic counting numbers 0, 1, 2, 3, 4, 5, 6, … and so on.

Example:
{0, 1, 2, 3, …} is the set of whole numbers.
Number Theory = The analysis of the properties of integers is an area of mathematics often
referred to as "higher arithmetic". Primes and prime factorization in number theory are
particularly important concepts.
Prime Numbers- a number which has exactly two factors i.e. '1' and number itself.
Examples:
2, 3, 5, 7, 11, …
Composite Numbers – this type of number has more than two factors, which means apart
from getting divided by number 1 and itself, it can also be divided by at least one integer
or number.
Examples:
4, 6, 8, 9, 10, 12, …
Prime Factorization – of a number is separating a number into a set of prime numbers that
are multiplied together to obtain the original number.
Example: Find the Prime Factorization of 228.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

Step 1: Start by dividing the number

by the first prime number 2 and
continue dividing by 2 until you get a
decimal or remainder. Then divide by
3, 5, 7, etc. until the only numbers left
are prime numbers.

Step 2: Write the number as a product

of prime numbers.

Finding the common factors and the Greatest Common Factor (GCF) of two numbers
using the following methods: listing, prime factorization, and continuous division.

o Greatest Common Factor (GCF) of a set of numbers is the largest number that is
a factor of all those numbers. For example, the GCF of the numbers 4 and 12 is 4
because 4 is the greatest number that’s a factor of both 4 and 12.
Method 1: Listing Method
When you are dealing with smaller numbers, this method for finding the GCF is
easier. List all the factors for each number in order to find the GCF of a set of numbers. The GCF
is the greatest factor appearing on any list.
Example: Find the GCF of 6 and 15

Factors of 6: 1, 2, 3, 6
Factors of 15: 1, 3, 5, 15. Since 3 is the greatest factor that appear both in 6 and 15 this
the GCF of 6 and 15.

Method 2: Prime Factorization or Factor Trees

For large numbers, where constructing lists of all variables can be time-consuming,
this also works better. First, you need to list all the prime factors of each numbers. Second, encircle
each common prime factor, that is, each prime factor that is a factor in the set of each number.
Lastly, multiply all the circled prime number and the result is the GCF.
Example: Find the GCF of 24 and 36.

Method 3: Continuous Division

Step 1: Write the numbers horizontally
Step 2: Find a common prime factor for the numbers and write it outside the line.
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TEACHING MATH IN INTERMEDIATE GRADE EED 9

Step 3: Divide the numbers by the factor and write the quotient below the numbers.
Step 4: Continuous the process, until there has no common factor.
Step 5: Multiply the factors.
Example: Find the GCF of 24 and 36

Finding the common factors and the Least Common Multiple (LCM) of two numbers
using the following methods: listing, prime factorization, and continuous division.
o Least Common Multiple (LCM) it the smallest number among the common
multiples of two or more numbers.
Method 1: Listing Method
To find the LCM of two numbers or more, we listing the multiples of each number
and find the smallest one that is common.
Example: Find the LCM of 5 and 6.

Method 2: Prime Factorization or Factor Trees

To find the LCM, first you need to find the prime factorization for each number using
exponents. Then for each prime factor, write the base with the greatest exponent and multiply.
Example: Find the LCM of 24 and 36.

Method 3: Continuous Division

Step 1: Write the numbers horizontally

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

Step 2: Find a common prime factor for the numbers and write it outside the line.
Step 3: Divide the numbers by the factor and write the quotient below the numbers.
Step 4: Continuous the process, until there has no common factor.
Step 5: Multiply the factors.

Fractions
Let us recall the definition of denominator and numerator. In a fraction, numerator is
the top number while the bottom number is called denominator and the bar between the
numerator and denominator is called fraction bar.
There are two types of fractions: Proper and Improper Fractions.
o Proper Fraction - A fraction whose numerator is less than its denominator.
o Improper Fraction - A fraction whose numerator is greater than or equal to its
denominator.
Mixed Number – is a number that consist of a whole number and a proper
fraction.

Decimals - are a shorthand way of writing fractions and mixed numbers with 10-power
denominators, such as 10,100,1000,10000, etc. If a number has a decimal point, then the
number of tenths is shown by the first digit to the right of the decimal point. The decimal
0.3, for instance, is the same as fraction 3/10 .

Ratio and Proportion

Please clink the link : https://tutors.com/math-tutors/geometry-help/ratios-and-
proportions

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

Percent
Since a percent is a ratio, it is possible to write a ratio as a fraction and to write a
fraction as a decimal. This means that it is possible to transform all of these types to any
of the others. Look at the chart below for comprehensive information about how
fractions, decimals, and percentages can be transformed.
Table 1: Conversion Techniques – Fractions, Decimals, Percents

To Convert a Fraction To Convert a Decimal To Convert a Percent

To a decimal: Move the
To a decimal: Divide the To a fraction: Read the
decimal point 2 places to
numerator by the decimal and reduce the
the left and drop the %
denominator. resulting fraction.
symbol.
To a percent: Convert
the fraction first to a To a percent: Move the To a fraction: Drop the
decimal, then move the decimal point 2 places to % sign and write the
decimal point 2 places to the right and add the % number "over" 100.
the right and add the % symbol. Reduce, if possible.
symbol.

For more example of conversion,

please click the link.

Integers – it refers to the all whole numbers together with their negative values and
doesn’t include decimal and fractions.

LESSON 5 : MEASUREMENTS
o Time - used to calculate, measure or compare the length or periods of
events and also the sequence of events between them.
With clocks and calendars, we calculate time in seconds, minutes, hours,
days, weeks, months and years. A day is around 24 hours.

Source: https://www.splashlearn.com/math-vocabulary/time/time

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

Circumference The “perimeter” of a circle, namely the length of the circle, is given the
special name circumference. In every circle, the ratio of the circumference (C) to the diameter (d),
namely C/d, is a constant called π (the Greek letter “pi”). We can approximate π by measuring the
circumferences and diameters of several cylindrical cans, then averaging the ratios of
circumference to diameter.

Distances in a Circle
Let r, d, and C be the radius, diameter, and circumference of a circle, respectively.
Then d = 2r and C= πd = 2πr.

o Area of Plane Figures/Shapes

RECTANGLES
To determine the area of a two-dimensional figure, we imagine the interior of the
figure completely filled with square regions called square units. To find the area of a
rectangle whose sides have whole number lengths, we determine the number of unit
squares needed to fill the rectangle.

Area of a Rectangle. The area A of a rectangle with perpendicular sides of lengths a

and b is
o
Area of a Square. The area A of a square whose sides of length s is

Triangles. The formula for the area of a triangle can also be determined from the area
of a rectangle. Consider first a right triangle ∆ABC. Construct rectangle ABDC where
∆DCB is a copy of ∆ABC. The area of rectangle ABDC is bh, and the area of ∆ABC
1
is one-half the area of the rectangle. Hence, the area of ∆ABC = bh.
2

Area of a Triangle. The area A of a triangle with a base of length b and

corresponding height h is

Area of a Parallelogram. The area A of a parallelogram with base b and height h is

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

Area of a Trapezoid. The area A of a trapezoid with parallel sides of lengths a and b
and height h is

Area of a Circle. The area A of a circle with radius r is

o Volume and Surface Area

The volume of a three-dimensional figure is a measure of the amount of space that it occupies.
Volume and Surface Area of a Box (Prism)
The volume (V) of a right rectangular prism whose dimensions are l = length, w = width, and h =
height is
V = lwh S = 2lw + 2lh + 2 hw
If the prism is a cube with edges
V = s3 S = 6s2
Example 1. Find the volume (V) and the surface area of a box with the following dimensions: l
= 14 cm, w = 7 cm, and h = 5 cm.
Solution
To find the volume, use the formula V = lwh
V = 14 cm × 7 cm × 5 cm
= 490 cm3
To find the surface area, use the formula S = 2lw + 2 lh + 2 hw
S = 2(14)(7) + 2(14) ( 5) + 2 (5)(7 )
= 406 cm2
Volume and Surface Area of a Right Circular Cylinder
If a right circular cylinder has height h and radius of its base equal to r, then the volume
(V) and the surface area (S) are given by the formulas
V = πr2h and S = 2πrh + 2πr2
In the formula for S, the areas of the top and bottom are included

Example 2. The right circular cylinder has a surface area of 288π square inches, and the radius
of its base is 6 inches.
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TEACHING MATH IN INTERMEDIATE GRADE EED 9

a. Find the height of the cylinder.

b. Find the volume of the cylinder.
Solution
a. Since we know that S = 288π and r = 6, substitute into the formula for surface area to find
h.

S = 2πrh + 2πr2
288π = 2π(6)h + 2π(6)2
288π = 12πh + 72π
216π = 12πh Subtract 72π
h = 18 Divide by 12π
The height is 18 inches

b. Use the formula for volume, with r = 6 and h = 18

V = πr2h = π(6)2(18) = 648π

The exact volume is 648π cubic inches, or approximately 2, 034.72 cubic inches using π = 3.14.

The three-dimensional analog of a circle is a sphere. It is defined by replacing the word “plane”
with “space” in the definition of a circle.

Volume and Surface Area of a Sphere

If a sphere has a radius (r), then the volume (V) and the surface area (S) are given by the
formulas
4
V = 3 πr3 and S = 4πr2

Example 3. Suppose that a spherical tank having a radius of 3 meters can be filled with liquid
fuel for Php. 200.00 . How much will it cost to fill a spherical tank with a radius of 6 meters with
the same fuel?

Solution
We must first find the volume of the tank with a radius of 3 meters. Call it V1,
4
V = πr3
3

4
V1 = 3 𝜋(3)3 = 36π

Now find V2, the volume of the tank having radius 6 meters.
4
V2 = 3 𝜋(6)3 = 288π

Notice that doubling the radius of the sphere from 3 meters to 6 meters, the volume has increased
8 times, since
V2 = 288π = 8V1 = 8(36π)

Therefore, the cost to fill the larger tank is 8 times the cost to fill the smaller one:

8(Php. 200.00 ) = Php. 1 600.00

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

Volume and Surface Area of a Right Circular Cone

If a right circular cone has height h and the radius of its circular base is (r), then the volume (V)
and the surface area (S) are given by the formulas
1
V = 3 πr2h and S = πr√𝑟 2 + ℎ2 + πr 2

In the formula for S, the area of the bottom is included.

A pyramid is a space figure having a polygonal base and triangular sides

Volume of a Pyramid
If B represents the area of the base of a pyramid, and h represents the height (that is, the
perpendicular distance from the top, or apex, to the base), then volume (V) is given by the
formula
Example 4. What is the ratio of the volume of a right circular cone with a radius of the base (r)
and height (h) to the volume of a pyramid having a square base, with each side of length r, and
height h?
Solution
Using the formula for the volume of a cone, we have
1
V1 = volume of a cone = 3πr2h.

Since the pyramid has a square base, the area B of its base is r2. Using the formula for the
volume of a pyramid, we get
1 1
V2 = Volume of the pyramid = 3 Bh = 3r2h

The ratio of the first volume to the second is

1 2
𝑉1 𝜋𝑟 ℎ
= 3 = 𝜋
𝑉2 1 2
𝑟 ℎ
3

o Temperature
In terms of any of several arbitrary scales, temperature is a measure of hotness or
coldness and indicates the direction in which heat energy will flow spontaneously, i.e.
from a hotter body (one at a higher temperature) to a colder body (one at a lower
temperature).

LESSON 6 : GEOMETRY
o Parallel Lines – two or more lines are said to be parallel if they are always the same
distance apart (called' equidistant'), lines are parallel and will never touch.
o Perpendicular lines – it defines as two lines intersecting at each other forming a right
angle measured 90°.
o Angles- it composed of to rays meeting in a common endpoint. There are three types
of angles namely: Right angles(measures exactly 90°); acute angle (measures less
than 90°); and obtuse angle (measures greater than 90° but less than 180°).

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

o Polygons – are two-dimensional shape and enclosed figures that made up of straight
lines.

o Triangles – is plane shapes that has 3 side and 3 vertices. It has different types
according to the measurement of its sides and angles.

o Quadrilaterals – is a type of plane shape/polygon that composes of four sides and four
vertices.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

o Circle – is a shape consisting of all points equidistant from a fixed point called center.

o Solid figures – unlike plane figure, these are 3-dimensional shapes that has faces of a
plane figure, width and height.

LESSON 7: PATTERNS AND ALGEBRA

Patterns
From your lesson in EED4, we define patterns as a regular, repeated, or recurring
forms or designs. A pattern of number in a particular order is called a number sequence,
and the individual numbers in the sequence are called terms of the sequence. The counting
numbers 1, 2, 3, 4, …give rise to many sequences. Here are some of the sequences that
arise from counting numbers.

Sequence Name
2, 4, 6, 8. … The even (counting) numbers
1, 3, 5, 7, … The odd (counting) numbers
1, 4, 9. 16, … The square (counting) numbers
30, 31, 32, 33, … The powers of three
1, 1, 2, 3, 5, 8, … The Fibonacci sequence

Number sentences/Mathematical sentence

MATHEMATICS

EXPRESSION
Namegiven to an object of Example:
interest:
1
5, 2+3,
2

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

SENTENCE
Example
a complete thought:
7+4 = 11
5+4 = 9

Simple Equations
Let x be the number

Phrase/Sentence Algebraic Equation

7 plus a number 7+x

Add 7 and a number 7+x

The sum of 7 and a number 7+x

7 increased by a number 7+x

7 more than a number x+ 7

7 is more than a number 7 >x

LESSON 8: STATISTICS AND PROBABILITY

STATISTICS has a great influence in almost all fields of human endeavor. It may have
different meanings. But what matters is that, to know how to understand statistics so that we can
make the proper judgments when a person or a company presents us with an argument backed by
data. There is a need for statistical data in every walk of life. The word “statistics” has been derived
from Latin word “status” or the Italian word “statista”, which “Political State” or a Government.

Statistics plays a vital role in the intricacies of life. It aids in decision-making, summarizes
or describes data, helps to forecast or predict future outcomes, aids in making inferences, and helps
in comparisons or establishing relationships. In education, statistics give information about a
school’s population change. In business and economics/government, statistics helps control and
maintenance of quality products and helps a financial analyst make investment decisions.
In presenting the data, we have different ways to present the data gathers. Some of these
are bar graph, line graph and pie graph.

o Bar Graph - it is a way of summarizing a set of categorical data. It displays the data using a
number of rectangles, of the same width, each of which represents a particular category. Bar
graphs can be displayed horizontally or vertically and they are usually drawn with a gap
between the bars (rectangles).

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

o Line Graph - is particularly useful when we want to show the trend of a variable over time.
Time is displayed on the horizontal axis (x-axis) and the variable is displayed on the vertical
axis (y-axis).

o Pie Graph - is used to display a set of categorical data. It is a circle, which is divided into
segments. Each segment represents a particular category. The area of each segment is
proportional to the number of cases in that category.

SYNTHESIZING YOUR KNOWLEDGE

Activity 3

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

A. Direction: Answer the following questions/statement comprehensively. (The maximum

point for each item is 20 points graded according to rubric below.)
Criteria Excellence Satisfactory Needs Improvement
The answer is based The answer is based The answer is
on the required topic on the required topic irrelevant.
Relevance to the
with more than 2 and the answer is (2 points)
Theme (8 points)
examples and fully fully discussed.
discussed. (8 points) (5 points)

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

The answer follows The answer follows The answer follows

the rule and the the rule and the the rule and the
content is well - content is organized content is somehow
Organization of
organized. with at most 2 organized with at
Content (6 points)
(6 points) unorganized ideas. least 2 unorganized
(4 points) ideas.
(2 points)
The paper is The paper is The paper is
Punctuality (6 submitted on time. submitted at most 2 submitted at least 2
points) (3 points) days after the days after the
deadline. (2 points) deadline. (1 point)

1. As a future teacher, what strategies would you apply to teach those lessons from Grade 4 to
Grade 6.
a. Number and Number Sense
b. Measurement
c. Geometry
d. Patterns and algebra
e. Statistics and Probability
2. Construct at least 2 real world-problem activities for each grade related to every content.
a. Number and Number Sense
b. Measurement
c. Geometry
d. Patterns and algebra
e. Statistics and Probability

REFERENCES

Bolanos, A. (1997). Probability and Statistics An Introduction. Rex book Store.

Marcelino, D. D. et. al. (2011). Contemporary Mathematics. Lorimar Publishing, Inc.
Miller, C. D. et. al. (2004). Mathematical Ideas Expanded Tenth Edition. Pearson Education, Inc.
Musser, G. L. et. al. (2003).Mathematics for Elementary Teachers, 6 th Ed. A Contemporary
Approach. John Wiley and Sons.

Online Link
https://www.riosalado.edu/web/oer/WRKDEV100-
20011_INTER_0000_v1/lessons/Mod02_ConvertingFracDecandPer.shtml#:~:text=The%20Rela
tionship%20between%20Fractions%2C%20Decimals,to%20any%20of%20the%20others.
https://jillwilliams.github.io/rcd_Circle/

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

UNIT ASSESSMENT IN MATHEMATICS FOR

III INTERMEDIATE GRADES

OVERVIEW
If there is no proof obtained that his or her students actually understood, a great teacher
should not be considered 'great.' The proof of being a successful teacher is expressed in the grades
of students in their tests, quizzes, performances, and portfolios in the teaching and learning
process. Therefore, the need for your experience and ability to make assessments. You can learn
the potential tests in this module that you will use while teaching mathematics in the primary
grades. As a potential teacher, whether you can teach, learning how to evaluate your students is a
must.

OBJECTIVE:
At the end of the unit, I am able to:
a. write assessment tools such as tests, exams, performances and quizzes which are
appropriate for Grade 4 to 6.
Expanding Your Knowledge
Let us recall the different assessment, you have learned from your EED 4 which we can
also use for Assessment in Mathematics for Intermediate Grades.
Recommendations for Student Assessment in Mathematics for Intermediate Grades
In this module we will categorize the assessment into three:
A. Written Assessment
B. Authentic Assessment
C. Performance Assessment
Written Assessment
1. Objective Tests – examples of these are multiple-choice, true or false, matching, and
completion.
1.1 Multiple Choice is considered the most advantageous objective test. However, it is the
toughest to compose. A multiple-choice item consists of two parts, the question which
is called the stem and the options (A, B, C, and D) which are called alternatives.
According to Wilen, et al (2000), there are tips in writing multiple-choice test items:
a. Avoid words that students will find difficult to comprehend.
b. Make sure that there is really one best answer.
c. Make sure that each alternative is plausible.
d. Keep choices for a question consistent in form and length
e. Do not use common determinants of terms and absolutes such as some, none,
always, and never.
f. Stop the use of double negatives.
g. Avoid using all of the above as distractors.
1.2. True or False Items
Here are the tips in writing true or false items:

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

a. Items should be entirely true or completely false.

b. Items should be short and meaningful.
c. Avoid using double negatives.
d. Avoid trivia.
1.3. Matching Type Items
Here are the tips in writing matching type items:
a. All items should concern one topic.
b. The possible answers should be more in number than in questions.
c. Items should be arranged in a logical, chronological, and alphabetical manner.
d. Directions should be clearly stated.
1.4. Completion Test Items
Here are the tips in writing completion test items:
a. The answer should be short and, if possible, it should be one word only.
b. All blanks should be of the same range.
c. Don't offer grammatical clues.
d. There should only be ONE blank in each item.

If learning needs to be meaningful, and so is the assessment. Thus, study authentic

assessment.
Authentic Assessment
Here are the different definitions of authentic assessment as cited by different
authors:
According to Jon Mueller (2011), authentic assessment is a meaningful
application of essential knowledge and skills to create real-world tasks.
As cited by Grant Wiggins (1987), it is giving adult-like problems/situations to
students wherein they will solve it creatively and effectively.
Other definitions state that…
It is an alternative to traditional multiple-choice and standardized achievement
tests.
It is a direct examination of student performance on significant tasks that are
relevant to life outside school.
Lastly, it is a valid assessment system that provides details about particular tasks
on which students succeed or fail, but more importantly, it also presents tasks that are
important, meaningful, and useful – in short, “authentic”.
Look at the examples:
Assessment Description
Oral Interviews The teacher asks students mathematical questions
about their interests
Story or Test Retelling Students retell main ideas or selected details of
problems they need to solve (Since you are going to
teach in primary grades, you need to transform a
problem into a story.)
Projects/Exhibitions Students complete project in the content area,
working with themselves or in a dyad
Demonstrations Students demonstrate ways of solving problems.
Constructed-Response Items Students answer open-ended questions through
writing

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

Teacher Observations The teacher observes student attention, response to

instructional materials, or interactions with other
students
Portfolios Purposeful collection of students’ works

In order to cater your students who are kinesthetically intelligent, you need to know more
about Performance Assessment
Performance Assessment
According to Hart (1994), it is designed to test students ' ability to use their knowledge
and skills in a range of practical situations and contexts.
In using this type of assessment, according to Gronlund (1998), tasks should:
1. be realistic;
2. be hard to analyze or solve and new;
3. demand more time for assessment; and
4. require greater use of judgment in the score.
Furthermore, Hart (1994) classifies the types of performance task according to format
and uses into three broad categories:
1. Short Assessment Tasks
If you wish to assess the mastery of your students in basic math concepts, this
kind of task is suitable and appropriate.
1.1 Open-ended Tasks
In these tasks, the teacher presents an issue or condition and the student will be asked
to respond by explaining, addressing, analyzing, graphing, or predicting. It should
encourage students to solve the problem in different ways.
Example:
In how many times can you multiply 16 and 24?
Illustrate these ways.
1.2 Enhanced multiple-choice questions
It will be possible when teachers challenge and require the students to explain their
answers.
Example:
KC is planning to purchase a number of white T-shirts for the school year. A poster
for a T-shirt sale reads:
SALE! SALE! SALE! Regular price: Php 60.00
Take 30% off on the second T-shirt purchased
Take 50% off on the third T-shirt purchased
She has 150 in her pocket. She needs to save Php 16.00 for her fare. Does KC have
enough money to buy three T-shirts from the store??
A. KC’s money will be Php 2.00 short.
B. KC’s money will be Php 20.00 short.
C. KC will have Php 2.00 extra.
D. KC will have Php 20.00 extra.

2. Concept Mapping
A concept map is a cluster or network of knowledge created by students to reflect
their understanding of concepts and the relationship between ideas (Hart, 1994).
It's used to demonstrate how a student’s understanding changes over time.
3. Event Tasks
It takes a longer time to complete. Students need to work together.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

3.1 Problem-solving and analytical tasks

Here, students are asked to plan and figure out a solution to a practical scenario.
Example:
Your barkada plans to put up a coffee shop and you have one million budget.
How are you going to present a table of weekly expenses given that you will not
exceed the budget of Php 20, 000 per week?
3.2 Long-term projects
The project provides realistic content to the topic learned.
Example:
Prepare a map of your school, drawn on a scale. Discuss the calculation
techniques and the methods you used. The project is due in three weeks’ time.
Aside from the written output of the project, each group will be required to make
an oral presentation.

SYNTHESIZING YOUR KNOWLEDGE

Activity 3

Name: _________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Design at least three performance activities in Mathematics for Grade 4- using the given types.
1. Enhanced multiple-choice questions
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________.
2. Open-ended tasks
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________.
3. Long-term projects
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References
K to 12 Mathematics Curriculum Guide. 2016. Department of Education. DepEd Complex,
Meralco Avenue Pasig City
Nivera, Gladys C. 2013. Curriculum and Instruction: The Teaching of Mathematics.
Teacher Education Council, Department of Education.
https://www.slideshare.net/knowellton/module-63-mathematics
Santos Rosita D.G., Ph. D., 2007. Assessment of Learning. Mandaluyong: Lorimar
Publishing Inc.
Authentic Assessment. Indiana Department of Education. Office of English Language
Learning and Migrant Education.www.doe.in.gov/englishlanguagelearning

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

LESSON PLANNING IN
UNIT
MATHEMATICS FOR GRADE 4 to
IV GRADE 6
OVERVIEW
Lesson Plan it is a regular teacher's guide to what learners need to understand, how it will
be taught, and how to assess learning. Lesson plans allow teachers in the classroom to be more
successful by offering a comprehensive summary to follow and class time. In this unit, you will
learn how to make a lesson plan that will help you to plan everything before teaching and learning
takes place.
OBJECTIVES
At the end of the unit, I am able to:
a. create lesson plan for Grade 4 to 6 with application of different teaching strategies
discussed; and
b. show a demonstration teaching in Mathematics in Grade 4 to 6 using the written lesson
plan.
Expanding Your Knowledge
A lesson must be organized and well-prepared by paying attention to some important
aspects that support the plan. The teacher could make a plan by remembering the steps of the lesson
that must be taught. But to achieve a better one, the teacher administratively writes the plan with
sequenced and organized steps or format. Brown (2001), continued his statement that those
lessons, from the perception of teacher’s own and students’ time management, are practical,
tangible units of effort that serve to provide a rhythm to a lesson.

According to Brown (2001), there are variations of a lesson plan format, but experienced
teachers generally agree on what the essential elements of a lesson plan should be.
1. Objectives
Objectives are most clearly captured in terms of stating what students will do. You,
as a teacher, must also try vague and unverifiable statements. In stating objectives, you
must also distinguish between the terminal and enabling objectives. Terminal objectives
are the final learning outcomes that the teacher will need to measure and evaluate. Enabling
objectives are interim steps that build upon each other and lead to a terminal objective.
Here in the Philippines, the most used format of stating the lesson objectives is in
behavioral terms – Knowledge, Skills, and Attitude.

2. Subject Matter, Materials, and Equipment

After determining your lesson objectives, it is now time for you to identify which
subject matter or topics will let you attain your goals. For you to be able to make it easy,
always follow the prescribed curriculum guide in choosing the topic. But sometimes you
have to deviate from it depending on the ability of your learners.
A good plan includes what you, the teacher, need to arrange in the classroom. It is
important to list the materials and equipment that the teacher needs to bring in the lesson.
The commonly used materials and equipment are resource books, bookwork, tape
recorders, posters, etc.
In teaching Mathematics for Grade 1 to 3, you have to be very creative because
students at this stage learn from what they see. They can also learn using manipulative
materials.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

3. Procedure
A procedure of lesson may include many variations, but in general, a set of
guidelines of planning includes:
a) An opening statement or activity as a warm-up. It is where you do the motivation
process. You as a teacher must catch the attention of your students right at the
beginning of the class for them to be interested and engaged in the duration of the
class.
b) A set of activities or techniques in which you have to consider an appropriate
proportion of time includes:
✓ Whole-class work
✓ Small group and pair work
✓ Teacher talk
✓ Student talk
You, as a teacher, will just have to facilitate the learning. Let your students
work together or individually. In that way, they will be learning more.
c) Closure. Every end of the topic, the teacher must clarify things with gray areas to
the students. It is where the students are allowed to raised questions and
clarifications. By the way, you should always be on deck to answer your students’
questions. It is also the right time to generalize and summarize your lesson.

4. Evaluation
Evaluation can take place not only at the end of the lesson but also in the course of
regular activity. You can determine whether the students have accomplished the goals and
objectives after they have sufficient learning. There are two possibilities for evaluating the
students’ outcome, assessing the success of the students, or making adjustments in the next
lesson plan for the next day.

Guidelines for Lesson Planning

1. How to Begin Planning
It is important to write the script of a lesson plan before teaching especially for a
teacher who has never taught before. The script will be useful and helpful to the teacher in
making specific details planning to prevent classroom pitfalls. The script can cover:
a) Introduction to activities
b) Direction for a task
c) Statement of rules or organizations
d) Anticipated interchanges
e) Oral lesson technique
f) Conclusion to the activities

2. Variety, Sequencing, Pacing, Timing.

The teacher needs to consider four important things on how the lessons hold
together as a whole:
a) There are a variety of techniques and activities to gain students’ enthusiasm
b) Techniques and activities are sequenced logically. Easier aspects placed in the
beginning followed with a more difficult one.
c) The lesson as a whole placed adequately. The activities are neither too long nor too
short; anticipate how well the various techniques flow together, and how well the
teacher provides one activity to the next.
d) The lesson is appropriately timed, considering the minutes of the class hour.

3. Gauging Difficulties
It is like a teacher’s prediction when using a kind of technique or activity in the
classroom. The teacher must anticipate the difficulties which will possibly emerge. The
difficulties may come from tasks given to students, or linguistic problems by students.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

4. Individual differences
There are several steps to account individual differences:
a) Design techniques that have an easy and difficult aspect of items
b) Solicit responses to easier items from students
c) Use a judicious selection to assign members of small groups
d) Use small group and pair work time and give extra attention to those who are below
or above the norm

5. Student talk and teacher talk

There must be a balance between teacher talk and student talk in the lesson plan.
The teacher does not dominate the class, but students must also be given a chance to talk,
to state concepts, and share ideas or topics.

6. Adapting to an established curriculum

There are two factors that may be considered in curriculum planning.
Learners’ factor:
a) Who are the students? (age, education, occupation, general purpose in taking
English, entering proficiency level, etc)
b) What are their specific language needs? (i.e. to read English scientific text, to serve
as a tour guide, to survive minimally in an English-speaking country)
Institutional factors:
a) What are the practical constraints of the institution you are teaching in? (budget,
equipment, classroom space and size, philosophy of the institution, etc.)
b) What supporting materials are available? (Textbook, audiovisual aids, overhead
projector, etc.)

7. Classroom lessons
The teacher can carry a lesson note into the classroom. The notes can be made in
various forms. An experienced teacher usually makes it no more than one page. Some
others prefer to put it on a series of index cards for easy handling. Too many pages will
make the teacher too focused on the note and will not make teaching spontaneous.

Having no significant differences with Brown’s theory, the other experts also state that the
lesson plan could organize and arrange the lesson to be more effective and accomplish the goals.
Planning is a concrete process involving the enactment of particular routines or recipes (Furlong,
2000 as cited in John 2006). It means that planning is important for teachers even it has the same
importance as the practice of teaching itself. As Carlgren (1999: 54) points out, the practice of
planning is as important as the practice of teaching.

Harmer (2007) explains the reasons to make a plan for teachers and students. For teachers,
a plan gives a lesson a framework, an overall shape. For students, a plan shows that the teacher
has devoted time to thinking about the class. In addition, Harmer (2007) states that a plan helps
teachers identify and anticipate potential problems. He added that plan is a proposal for action
rather than scripts to be followed slavishly, whether they are detailed documents or hastily
scribbled notes. It means that teacher has prepared what they are going to teach by writing all
needed aspects in a document or note.

Before making a plan, you as a teacher also consider what to do in pre-planning. The
steps that must be known by the teacher were explored by Harmer (2007). The steps are:
1. The teacher must understand the students’ characteristics such as their language level,
educational and cultural background, motivation to learn English, and different learning
styles. The teacher must know the content or organization of a curriculum or syllabus.
2. The teacher must consider four main planning elements in teaching, as follows:
✓ Activities; what students will be doing in the classroom.
✓ Skills; which language skills of students that teacher wishes to develop
✓ Language; what language to introduce and have the students learn, research, or use.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

✓ Content; which content has a good chance of provoking interest and involvement.
3. After knowing all four elements above and understanding the knowledge of the classroom,
the teacher finally can pass all thinking through the filter of practical reality. All features
are combined to focus on what teachers are actually going to do.

Some Researches Related to Lesson Plan

The debate about the lesson plan is an important issue discussed by many teachers. Mostly
the debate considers the ability of teachers in making a good lesson plan. The other one is about
the difficulties found by the teacher in preparing a lesson plan.

A research conducted by Asfaw (2002) analyzes the use of lesson plan that happened,
whether teachers are able to make a good lesson plan or not. Specifically, it analyzes teacher-made
lesson plans for their appropriateness in guiding the teacher. Unfortunately, the research result of
18 teachers who teach in 7th grade in Kafa School shows that the lesson plans prepared by the
teachers were not good materials of communication. The lesson plans prepared by teachers were
not dependable to guarantee successful instruction.

Asfaw (2002) explains some problems that teachers experience when making lesson plan,
such as almost all teachers did not indicate instructional materials in their lesson plans, teacher and
learner activities are not clarified or specified, or all teachers there seems to be carelessness or lack
of skill in formulating instructional objectives.

Another research was done by Tashevska (2007). She analyzes the difficulties of making
a lesson plan for new teachers. There are 23 new teachers who were observed by the researcher.
As a result, it found that teachers had some difficulties in some aspects such as timing (68%),
anticipating problems (45%), and sequencing activities (36%).

The various meanings of lesson plans have been being an interesting issue and being
discussed by many researchers. Every researcher defines lesson plans in various ways seen by the
contents of it. Furthermore, there are also different models used by teachers, it depends on the
needs of each teacher. However, the difference in lesson plan models sometimes confuses the
teachers especially those who have not taught before. The difficulties also become a particular
reason why teachers do not always make a lesson plan.

The steps of pre-planning stated by Harmer (2007) is quite difficult to implement by the
teacher. For example, the teacher must understand the students’ characteristics such as their
language level, educational and cultural background, motivation to learn English, and different
learning styles. In some cases, the teacher needs several weeks of meeting to understand all those
aspects. Even for those who teach in many classes that consist of many students in each class.
Therefore, when the first step of making pre-planning needs more time, it will obstruct the next
other steps. As a result, the lesson plan may not be working in the first few weeks of the teaching
process. In a research done by Tashevska (2007), 23 teachers were given questionnaires and
answered that the most difficult in making lesson plans come from timing (68%), anticipating
problems (45%), and sequencing activities (36%). This research shows that making a lesson plan
needs a deep understanding of all aspects. It is hoped that the teacher especially an inexperienced
one, is not stress or confused because of too much thinking about how to make a good lesson plan.
The result is the teacher does not perform well while teaching.

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

GUIDE TO OBSERVATION IN DEMONSTRATION TEACHING

Name of Student Teacher ____________________ Grade and Subject Taught ________________

Date & Time: _______________________________________
Rating: Relative to student teachers’ ability to MEET teaching performance standards.
1 – Does not 2 – Approaching 4 – On target 4.5 – High degree 5 – Exceptional
I. LESSON PLAN Remarks
1. Objectives stated in behavioral terms. 1 2 4 4.5 5
2. There is a congruence between:
3. Objectives and subject matter. 1 2 4 4.5 5
4. Objectives and teaching procedure. 1 2 4 4.5 5
5. Objectives and assessment. 1 2 4 4.5 5
II. TEACHING METHOD
1. The method used suited to student needs and capability. 1 2 4 4.5 5
2. The teacher executed lesson motivation and creative enough to
1 2 4 4.5 5
adapt his methods to the student’s capability.
3. There is more pupil activity rather than teacher activity and the
1 2 4 4.5 5
lesson is correlated to real-life situations.
4. The teacher makes use of visual aids examples to illustrate his
1 2 4 4.5 5
lesson.
5. The teacher makes effective use of the formative test after
1 2 4 4.5 5
teaching.
III. CLASSROOM MANAGEMENT
1. The teacher is systematic in the following:
2. Checking of the attendance. 1 2 4 4.5 5
3. Giving and checking of the assignment or homework. 1 2 4 4.5 5
4. Administering practice exercises and supervising group work. 1 2 4 4.5 5
5. Passing in and out of the room. 1 2 4 4.5 5
6. Correcting, distributing, and collecting papers. 1 2 4 4.5 5
IV. COMMUNICATION SKILLS
1. The teacher speaks clearly and loudly enough to be heard by the
1 2 4 4.5 5
class.
2. The teacher uses the correct pronunciation and grammar in
1 2 4 4.5 5
speaking.
3. The teacher was able to elicit the correct answer from the student
1 2 4 4.5 5
through skillful questioning.
4. The board work of the teacher is free from errors in grammar and
spelling and the handwriting on the board and lesson plan is legible 1 2 4 4.5 5
enough to be read and understood.
V. TEACHERS’ PERSONALITY
1. The teacher is neat and well-groomed. 1 2 4 4.5 5
2. The teacher is free from mannerisms that tend to disturb the
1 2 4 4.5 5
student’s attention.
TOTAL
Remarks:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________________________________________________
Rating
94.5 – 100 Outstanding Rated by:
88.5 – 94.4 Very Satisfactory
83.5 – 88.4 Satisfactory
_________________________________________
79.5 – 83.4 Needs Improvement (Re demonstration) Signature over Printed Name
20.0 – 79.4 Poor (Re demonstration)

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TEACHING MATH IN INTERMEDIATE GRADE EED 9

SYNTHESIZING YOUR KNOWLEDGE

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Activity 4
Lesson Plan Making

Directions: Your task is to make a detailed lesson plan on the topic assigned to you when I asked
you to make teaching materials in Unit I. It will be submitted in a long bond paper one week
after our discussion today. You have to write it in cursive. The rubric to be used in grading is the
one that our college is using in evaluating the lesson plans of our practice teachers.

Activity 5
Demonstration Teaching

Directions: You are going to conduct a demonstration teaching using the lesson plan and the
teaching aids you made previously. The rubric for grading is the one that our college is using
during practice teaching. Drawing of lots will be the basis of the presentation order. Schedules
will be posted in our FB group.

REFERENCES

Asfaw, Abebe. (2002). Analysis of Lesson Plans: The Case of English Teaching in Kafa Zone.
School of Graduate Studies. Addis Ababa University.

Brown, H.Douglas. 2001. Teaching by Principles. An Interactive Approach to Language

Pedagogy. Englewood Cliffs: Prentice Hall.

Harmer, Jeremy. 2007. The Practice of English Language Teaching. Malaysia: Pearson
Education Limited.

Harmer, Jeremy. 2007. How to Teach English. China: Pearson Education Limited.

John, D. Peter. (2006). Lesson planning and the student-teacher: re-thinking the dominant model.
J. Curriculum Studies, Routledeg, Vol. 38, No. 4, pp. 489-498

Svetla Tashevska, Svetla. (2007). Some Lesson Planning Problems for new Teachers of English.
Cambridge ESOL, pp.20-21

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