Teacher-, your role is to create an engaging achieve the required content and

and encouraging environment for young performance standards

learners to thrive in.
This is the goal across levels in each topic of
Jean Piaget (1963)-, a Swiss psychologist mathematics contents. The important
known for his theory on children’s cognitive principles in teaching and learning
development, believed that children’s mathematics such as reflective learning;
developmental stages in cognition were done active and student-centered
through stages of thought process – teaching/learning; communications allowing
sensorimotor, preoperational, concrete the learners to articulate their understanding
operational, and formal operational. or express their thoughts;
numbers can be already learned by children COMMUTATIVE PROPERTY OF ADDITION
at an early age. According to this property, when two
numbers or integers are added, the sum
The K-12 mathematics curriculum remains the same even if we change the
categorizes content into five content order of numbers/integers. 10 + 5 = 5 + 10
areas: Numbers and Number Sense, 15 = 15
Measurement, Geometry, Patterns and
Algebra, and Statistics and Probability ASSOCIATIVE PROPERTY OF ADDITION As
per this property or law, when we add three
1.Numbers and Number Sense – concepts numbers, the association of numbers in a
of numbers, properties, operations, different pattern does not change the
estimation, and their applications result.5 + (3 + 4) = (5 + 3) + 4
Number and Number Sense • Whole 5+7=8
numbers up to 10000 • The four +4
fundamental operations (including
applications on money) • Ordinal numbers up 12 =
to 100th, basic concepts of fractions 12
2. Measurement – the use of numbers and DISTRIBUTIVE PROPERTY OF ADDITION
measures to describe, understand, and This property is completely different from the
compare mathematical and concrete objects; Commutative and Associative property. In
attributes such as length, mass and weight, this case, the sum of two numbers multiplied
capacity, time, money, and temperature, by the third number is equal to the sum
when each of the two numbers is multiplied
Measurement • Time, length, mass, by the third number. A × (B + C) = A × B + A
capacity • Area of square and rectangle ×C
3. Geometry – properties of two- and three- 1)5 × (3 + 4) = 5 × 3 + 5 × 4
dimensional figures and their relationships,
spatial visualization, reasoning, and 5 × 7 = 15 + 20
geometric modeling and proofs.
35 = 35
Geometry • 2-dimensional and 3-
dimensional objects • Lines • Symmetry • ADDITIVE IDENTITY PROPERTY OF
Tessellation ADDITION This property states, that for
every number, there is a unique real number,
4. Patterns and Algebra – as a strand which when added to the number gives the
studies patterns, relationships, and changes number itself. Zero is the unique real
among shapes and quantities; use of number, which is added to the number to
algebraic notations and symbols, equations, generate the number itself. Hence, zero is
and most importantly, functions, to represent called here the identity element of addition.
and analyze relationships. A + 0 = A or 0 + A = A
Continuous and repeating patterns • Number Subtraction is the process of determining
sentences the remainder when part of the total is
removed.
5. Statistics and Probability – as a strand
is all about developing skills in collecting and The number immediately in front of or the
organizing data using charts, tables, and minus symbol is called the minuend,
graphs; understanding, analyzing, and
interpreting data; dealing with uncertainty; while the number immediately following or
and making predictions about outcomes. below the minus symbol is called the
subtrahend
• Data collection and representation in tables
• Pictographs • Bar graphs • Outcomes CLOSURE PROPERTY When one whole
number is subtracted from another, the
content standards are broad descriptions difference is not always a whole number. 5 −
of what the students should learn. 7 = −2 (not a whole number)
performance standards outline what the COMMUTATIVE PROPERTY OF
students should be able to do once the SUBTRACTION The commutative property
concepts and skills are taught. of subtraction states that the order of
numbers is very important in subtraction. As
learning competencies are logically
on swapping the order of subtrahend and
arranged objectives that must be aimed in
minuend (numbers to be subtracted) the
classroom instruction for the students to
value of the answer or difference also critical thinking, allowing students to take an
changes. A – B is not equal to B – A 5 – 3 is active role in learning.
not equal to 3 – 5
• It is a method where students first
ZERO PROPERTY OF SUBTRACTION When experience or observe examples, data, or a
a number is subtracted from itself the problem before developing a generalization,
difference is always 0. A – A = 0 or 5 – 5 = 0 rule, or theory. • It encourages active
learning and critical thinking
If a and b are any whole numbers, then a ⋅ b
Commutative Property of Multiplication:

= b ⋅ a. • Multiplicative Identity
TYPES OF INDUCTIVE TEACHING
1. Inquiry-Based Learning: Students ask
Property: If a is any whole number, then a ·
questions, explore, and seek answers.
1 = a and 1 · a = a
2. Problem-Based Learning (PBL):

represents any whole number, then a ⋅ 0 = 0

Multiplication Property of Zero: If a Learners work on solving a complex, real-

and 0 ⋅ a = 0. • The Associative Property

world problem. 3.
Project-Based Learning: Students create a
project based on their findings or
whole numbers, then a ⋅ ( b ⋅ c ) = ( a ⋅ b ) ⋅ c
of Multiplication: If a, b, and c are any
understanding. 4. Case-
Based Teaching: Students analyze cases or
In the statement, 75 / 5 = 15, the whole situations to derive general principles.
number 75 is called the dividend, the whole
number 5 is called the divisor, and the WHEN TO USE INDUCTIVE TEACHING
whole number 15 is called the quotient. 1. For introducing new concepts or complex
Note that this division bar notation is ideas.
equivalent to 75÷5=15
2. To encourage critical thinking and problem
Closure Property: This tells us that the solving. 3. In subjects like science, math,
result of the division of two Whole Numbers social studies, or language arts.
might differ. For example, 14 ÷ 7 = 2 (whole
number) but 7 ÷ 14 = ½ (not a whole 4. When fostering collaborative learning and
number). active participation
Commutative Property: The commutative The CRA Approach (Concrete
property of division of the Whole Numbers is Representational-Abstract) is a three-step
not commutative. For example, 14 ÷ 7 is not instructional strategy often used in teaching
equal to 7 ÷ 14 mathematics. It helps students transition
from concrete understanding to abstract
Associative Property: Change in the order concepts by providing a scaffolded learning
of division changes the result. For example, experience.
100 ÷ (25 ÷ 5) = 20 which is not equal to
(100 ÷ 25) ÷ 5 = 4 ÷ 5 A three-phase instructional method
used to teach mathematics concepts.
Visualization through drawings. Utilize 1. Begins with Concrete learning through
simple drawings and graphics to represent physical manipulation. 2.
addition and subtraction problems. For Moves to Representational learning using
example, draw apples to represent the visual models.
amount of fruit in a box then add or subtract 3. Ends with Abstract learning using
apples in order to resolve problems mathematical symbols
Mathematical tales. Look for tales and Concrete Stage: Students manipulate
stories that include basic operations. tangible objects to understand mathematical
Tables and graphics. Use simple tables and concepts. Representational Stage:
graphics to help children organize the Students use drawings, diagrams, or other
information from addition, subtraction, visual representations of the objects.
multiplication and division problems. This will Abstract Stage: Students use abstract
help them visualize and resolve the problems symbols (numbers, equations) to represent
in a more effective manner mathematical ideas.

Incorporate the use of technology. CONCRETE STAGE Definition: Hands-on

Educational applications and online games learning using physical objects like blocks,
can be useful to practice basic operations in counters, or measuring tools. Objective: Help
an interactive way. In addition, these tools students understand math concepts through
can provide feedback instantly, which helps direct manipulation. Examples: • Using
children correct errors and strengthen their blocks to represent addition or subtraction. •
skills. Measuring liquids with cups to learn about
volume. Benefit: Develops a tangible
Inductive teaching is a learner centered understanding of mathematical operations.
approach that begins with specific REPRESENTATIONAL STAGE Definition:
observations or problems, leading students Visual or pictorial representations of the
to general conclusions or theories. It concrete objects. Objective: Transition from
contrasts with deductive teaching, where physical manipulation to visualization of
students start with a general rule and apply concepts. Examples: • Drawing pictures or
it to specific instances. Inductive teaching diagrams to solve math problems. • Using
emphasizes exploration, discovery, and bar models or number lines to represent
fractions or operations. Benefit: Reinforces
understanding through visual aids and figures. . • Visual and Hands-On Learning:
prepares for abstract thinking. Geometry is highly visual, making it ideal for
ABSTRACT STAGE Definition: Use of concept attainment.
abstract symbols, such as numbers and STRATEGIES TO SUPPORT CONCEPT
operation signs, to represent mathematical ATTAINMENT IN GEOMETRY • Use
ideas. Objective: Solve problems using Manipulatives: Provide physical shapes for
mathematical notation without physical or students to handle, trace, or build. • Draw
visual aids. Examples: • Solving equations and Compare: Encourage students to draw
like 5 + 3 = 8. • Working with formulas like shapes and classify them on their own. • Use
Area = Length × Width. Benefit: Mastery of Technology: Utilize apps or digital tools that
abstract thinking and symbolic allow students to manipulate and explore
representation. shapes interactively. • Group Work: Allow
students to discuss and compare shapes in
CRA APPROACH IN ACTION small groups to develop their understanding
Example 1: Addition Concrete: Students use collaboratively
counting blocks to add 3 + 2.
Representational: Students draw 3 circles Storytelling is a powerful and creative
and 2 circles, then count them. Abstract: instructional strategy for teaching math to
Students write and solve the equation 3 + 2 young learners in primary grades. By
= 5. embedding mathematical concepts into
engaging narratives, students can better
Concept Attainment is an instructional grasp abstract ideas and see how math
strategy that helps students understand a
applies to everyday life. • Storytelling in
concept by distinguishing between examples
Math involves embedding mathematical
(known as "yes" examples) and non-
concepts into engaging narratives. • It helps
examples (known as "no" examples). It
make abstract math concepts more concrete
encourages critical thinking as students
and relatable for young learners.
compare and contrast examples to discover
defining attributes. Insert Image EXAMPLE OF MATH STORYTELLING:
ADDITION Story Example: “Once upon a
WHAT IS CONCEPT ATTAINMENT? •
time, there were 4 birds on a tree. Soon, 3
Concept Attainment is a strategy where
more birds flew in to join them. How many
students learn by sorting examples into
birds are there now?” • Concept: Basic
categories of yes and no based on specific
addition (4 + 3 = 7). • Engagement:
attributes. • Helps students discover
Students can visualize and relate to the
concepts through inquiry and comparison. •
characters in the story BENEFITS OF
Engages students in active learning and
STORYTELLING IN MATH INSTRUCTION •
critical thinking.
Improves Memory Retention: Students
WHY USE CONCEPT ATTAINMENT FOR remember math concepts better when they
TEACHING GEOMETRY? • Visual Learning: are part of a fun, memorable story. • Fosters
Geometry involves shapes, which are visual Critical Thinking: Stories often involve
and easy to sort. • Interactive: Students challenges that require problem-solving and
actively engage with examples and non- creative thinking. • Encourages Student
examples of shapes. Participation: Story-based math encourages
STEPS IN CONCEPT ATTAINMENT students to engage actively, ask questions,
1. Select Concept: Choose a geometric and offer solutions. • Appeals to Different
concept (e.g., triangle, square, or circle). Learning Styles: Storytelling benefits visual,
2. Present Examples: Show students auditory, and kinesthetic learners by
examples that fit the concept (yes examples) combining verbal narration with imagination .
and non-examples (no examples). Contextualization Localization and are
3. Classify and Hypothesize: Students instructional strategies that help make
identify the common characteristics of the learning more meaningful and relevant by
yes examples and differentiate them from connecting the content to the students'
the no examples 4.Test experiences own and environment. WHAT
the Hypothesis: Provide more examples IS CONTEXTUALIZATION? •
and non-examples to test students' Contextualization is the process of
understanding. 5.Define the Concept: Once connecting mathematical concepts to real-
students identify the defining attributes, they life situations that are familiar and
state the concept in their own words. meaningful to students. • It helps students
see the relevance of math in their daily lives
EXAMPLE OF CONCEPT ATTAINMENT Concept: and understand how mathematical concepts
Triangle Yes Examples: Three-sided polygons apply to their own experiences. Example:
of different sizes and types (equilateral, Using family members' ages to teach
isosceles, scalene). No Examples: Squares, addition and subtraction.
circles, or polygons with more or fewer than WHAT IS LOCALIZATION? • Localization
three sides. Teacher's Role: involves adapting teaching content to the
Present shapes one by one, asking students local culture, environment, and experiences
if each is a "yes" or "no" example. of students. • Makes math learning more
BENEFITS OF CONCEPT ATTAINMENT culturally responsive by incorporating
FOR GEOMETRY • Active Engagement: familiar objects, settings, and scenarios that
Students participate in the learning process reflect students' local context. Example:
by comparing and classifying shapes. • Using local fruits or objects in word problems
Critical Thinking: Encourages students to to teach counting and measurement
identify patterns and attributes of geometric
Concept: Addition Contextualized Example: The visual study of shapes, sizes, patterns,
"You have 2 candies, and your friend gives and positions.
you 3 more. How many candies do you have BASIC GEOMETRY TERMS
now?“ Connection to Daily Life: Many POINT – An exact locationin space . has no
children share or count their candies with dimension
friends, making this relatable. LINE- Acollection of points along a straight
EXAMPLES Concept: Addition that extends continuously in both directions.
Localized "You have 2 mangos from the Has no beginning or end
market, and your sibling gives you 3 more. LINE SEGMENT- A part of a line having two
How many mangos do you have now?“ end points
Culturally Relevant: Use local fruits or RAY- A part ofa line having one endpoint ,
objects familiar to the community. has a beginning poinr but no endpoint.
STRATEGIES FOR CONTEXTUALIZING PARALLEL LINES- Lines in the same plane
AND LOCALIZING MATH • Relate to that do not intersect or cross each other,
Students' Interests: Use examples based on always the same distance apart.
students’ hobbies, sports, or games (e.g., PERPENDICULAR LINES- Intersecting lines
scoring in soccer for addition). • Local that form a right angle (90 degrees).
Environment and Culture: Incorporate INTERSECTING LINES – Two or more lines
familiar sights (e.g., parks, markets) into that meet or cross each other at a point.
problems involving directions, distance, or ANGEL- Made up of two rays called the
quantity. • Family and Community: Use “sides” with a same or common endpoint
family roles, daily chores, and community called the “vertex”, Measured using a
activities to frame math problems. • Example protactor.
for Counting: "Count the number of houses KINDS OF ANGLES
on your street, then count how many are
painted red." ACUTE ANGLES , 62 OBTUSE ANGLES,
135
SUBJECT INTEGRATION Integration of Math RIGHT ANGLES , 90 STRAIGHT
with Other Subjects in the primary grades ANGLES, 180
allows students to see connections between FULL ROTAION 360
different areas of learning, making math COMPLETE ANGLE
more meaningful and applicable to real-world
situations. By blending math with subjects ACUTE ANGLE – measure less than 90
like science, language arts, social studies, example: 62
and art, students develop a more holistic RIGHT ANGLE- measures 90
understanding of concepts. OBTUSE ANGLE- measures greater than 90
STRAGHT ANGLE- measure 180
WHAT IS SUBJECT INTEGRATION? REFLEX ANGLE- measures greater than 180
•Subject Integration refers to the practice of FULL ANGLE- measures 360, full rotation.
teaching multiple subjects together, showing COMPLEMENTARY ANGLES – Angles that
how they are interconnected. • In math add up to 90
integration, mathematical concepts are SUPPLEMENTARY ANGLES- angles that
taught alongside other subjects, allowing add up to 180
students to apply math in diverse contexts PLANE- a flat surface that extends
Game-based teaching involves using indefinitely in all directions
structured games or playful activities as a PLANE FIGURE- TWO DIMENSIONAL 2D
method to teach academic concepts. In the shape, any set of points on a plane
primary grades, it is especially effective for CIRCLE- a close curved with a set of points
teaching math, as it transforms learning into in one plane and the same distance from a
an engaging and enjoyable experience . center point, perimeter: circumference
(c)
KEY BENEFITS OF GAME-BASED POLYGON- a flat , two dimensional 2d shape
LEARNING IN MATH with straight sides that is fully closed (all the
• Hands-on Learning: Provides students sides are joined up) the sides must be
with the opportunity to physically manipulate straight.
objects, helping them grasp abstract TYPES OF POLYGONS- triangle,
concepts. • Immediate Feedback: Games quadrilateral, pentagon, hexagon,
provide instant results, allowing students to heptagon, octagon, nonagon, decagon
see the outcomes of their math solutions. • TRIANGLE- HAS 3 SIDES and 3 angles, the
Intrinsic Motivation: The fun and sum of the inside angles equals 180
competitive nature of games motivates QUADRILATERAL- has 4 sides ang 4
students to learn without even realizing they angles.
are doing so. EXAMPLE 1 – MATH BINGO PROPERTIES OF PARALLELOGRAMS – The
•Objective: Practice basic addition and opposites sides are parallel, the opposite
subtraction. •How to Play: •Students solve sides are congruent (equal in length).
math problems. •Mark answers on their SOLID FIGURE- THREE DIMENSIONAL 3D
Bingo card. • First to complete a row wins. SHAPE, has depth and takes us space
•Benefits: Encourages quick mental math ex. Rectamgular prism, sphere, cone,
and reinforces fluency in basic operations. cylinder, pyramid, cube.
GEOMETRY- Branch of mathematics SOLID FIGURE- FACE: the flat surface (side)
concerned with the properties and of the figure. EDGE: where two faces
relationship of points, lines, angles, curves, meet VERTEX OR VERTICES: corners
surfaces, and solids BASE: the face on wich the figure rests.
SPHERE – no faces, edges, or vertices,
completely round.
CONE: has one face,but no edges or
vertices, face is in the shape of a circle.
CYCLINDER- has two circular faces but also
no edges or vertices.
PYRAMID- has one base and at least three
triangular faces.
RECTANGULAR AND SQUARE PYRAMIDS-
have a rectangle- shaped or square- shaped
base.
Both have four triangular faces, five faces in
all. PRISM- two
congruent parallel faces and any number of
sides
CUBE- a prism where all the faces are
square.
WHAT IS SYMMETRY? - the quality of
being made up of exactly similar parts facing
each other or around an axis is called
symmetry, a line divide o figure into two
equal congruent half.
line symmetry- that is a figure which does
not change upon undergoing a reflection has
reflection ROTATIONAL
SYMMETRY- generally speaking, an object
with rational symmetry, is an object that
looks the same after a certain amountof
rotation.
TESSELLATION- a tessellation is a regular
pattern made up of flat shapes repeated and
joined together without any gaps or overlaps,
these shape do not all need to be same, but
the pattern should repeated.
REGULAR TESSELLATION- is a pattern
made by repeating a regular polygon.
OTHER TESSELLATION- there are also
demi- regular tessellation or polymorph
tessellation but they are difficult to define.,
described them as a tiling of the 3 regular
and 8 semi regular, but this is not the very
precise definition.