Don Carlos Polytechnic College

Purok-2, Poblacion Norte, Don Carlos, Bukidnon

MATH 1: Teaching Mathematics in the Primary Grades

Intended Learning Outcomes
On completion of this module, the student is expected to:
A. Determine the missing term/s in a given continuous pattern using one or two
attributes
B. Determine the missing term/s in a given repeating pattern using one or two
attributes
C. Determine the missing term/s in a given combination of continuous and repeating
pattern
D. Appreciate the concept of continuous and repeating pattern.

Discussion
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Continuous and Repeating Pattern

➢ A pattern is formed when things such as numbers, letters, colors and
shapes are repeated following a rule of rules.
➢ Continuous pattern is a sequence where each term is one more than the
previous term.
➢ Repeating pattern is a sequence of terms that repeats itself.

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 Assessment
Direction: Answer the following.
A. What’s next in the pattern?
1.
_________
2. 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, _______
3. 6, 13, 20, 27, 34, _______
4. 6, 24, 96, 384, 1 536 ________
B. Observe the pattern and find the missing figure.

1. _______

2. ↑ → ↓ ____ ↑→ ↓ ← ↑ →
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3. 10, Z, 20, Y, 30, ___ , 40, W

4. 4, 9, 16, 25, 36, 49, 64, ___, 100
C. Answer the following problems.
1. In writing numbers from 1 to 10, we use 11 digits. In writing numbers from 1
to 20, we use 31 digits. In writing number from 1 to 30, we use 51 digits.
How many digits are there if you will write numbers from 1 to 100.
2. A rectangle table can seat 6 people. Two rectangular tables put end to
end can seat 10 people. Three rectangular tables put end to end can
seat 14 people. How many people can be seated when 6 tables are put
end to end?

v
v

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 Don Carlos Polytechnic College
Purok-2, Poblacion Norte, Don Carlos, Bukidnon

MATH 1: Teaching Mathematics in the Primary Grades

Intended Learning Outcomes
On completion of this module, the student is expected to:
A. Construct equivalent number expressions using addition and subtraction
B. Find the missing value in a number sentence involving multiplication or division of
whole numbers
C. Solve word problems involving numbers sentences
Discussion
Number Sentences
The table here shows the distance from Quezon City to the next two big cities
based on land area in NCR.

City Distance from Quezon City (km)

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Caloocan City 14
Pasig City 17

From Quezon City, how much farther is Pasig City than Caloocan City?
To find the answer, we may first have a number sentence which is 17 – 14 = N. By
translating the quation into number sentence, we can easily find the relationship between
the given data.
Thus, by performing the operation, 17 minus 14 will give us 3 as an answer.
Let’s have another exmaple of finding the missing term in the number sentence.
32 ÷ N = 4
This means that 32 divided by what is 4. Thus, we can conclude that N is .
The illustration below shows an addition of example on number sentence.

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 Assessment
A. Find the missing number in the number sentence.
1. 15 x 4 = N + 17
2. N ÷ 6 = 98 + 16
3. N x 5 = 125 – 15

B. Translate into number sentence

1. 10 is the divisor of t if the qoutient is 8.
2. Subtract the quotient of 70 divided by 2 from 60 results to 25.
3. 2 multiplied by itself 10 times is a number n.
4. The sum of 6 and 7 and divide it by the sum of 10 and 3 becomes 1.
5. 5 is the difference when 4 is subtracted from 9.
6. 62 less than the product of 22 and 3 is 4.
7. Thrice a number c added to nine results to fifty-one.

C. Read the following word problems. Write a number sentence and then solve.
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1. After 14 years, Dionn will be 35 years old. How old is Dionn now?
2. There are 26 mint candies in the jar. There are 5 less mango candies than mint
candies in the jar. How many candies are there in the jar altogether?
3. In a classroom, the number of chairs is twice the number of desks. The number
of books is 10 more than the number of chairs. If there are 50 books in the
classroom, how many desks are there?

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 Don Carlos Polytechnic College
Purok-2, Poblacion Norte, Don Carlos, Bukidnon

MATH 1: Teaching Mathematics in the Primary Grades

Intended Learning Outcomes
On completion of this module, the student is expected to:
A. Collect and organize data in a table
B. Read and interpret a table
C. Appreciate the concept of data collection and representation in tables
Discussion
Data Collection and Representation on Tables
The top five smallest cities in the Philippines in terms of land area are:

San Juan City- 5.94 sq.km

Mandaluyong City – 9.29 sq. km
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Navotas City- 10.77 sq. km

Cavite City- 10.89 sq. km
Pasay City - 13.97 sq. km

This list of cities with their corresponding land areas can be called as data. Data is
information, especially facts or numbers, collected to be examined and considered.
The data above can be presented in a table. A table is made up of columns and
rows which is used to make presentation of data or information clearer, more organized
and more attractive. The title of the table is written at the top center. Each column has a
title which is called column header.

See the data below:

Top 5 Smallest Cities in the Philippines
Name of City Land Area (sq. km) Rank
San Juan City 5.94 1
Mandaluyong City 9.29 2
Navotas City 10.77 3
Cavite City 10.89 4
Pasay City 13.97 5

The title of the table is Top 5 Smallest Cities in the Philippines. On the other hand,
Name of the City, Land Area (sq. km) and Rank are called column headers.

Observe that it is now much clearer for us to identify the cities and their respective
land area and ranks because they are arranged in the table.

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 Assessment
A. Study the table and answer the questions below.
Top Five Largest Countries in the World

Rank Country Area in sq. km

1 Russia 17, 098, 242
2 Canada 9, 984, 670
3 United States 9, 826, 675
4 China 9, 596, 960
5 Brazil 8, 514, 877
1. What is the title of the table?
2. What are the column headers in the table?
3. What country has the largest area?
4. What country has the smallest area?
5. What are the countries whose land areas are bigger than 9 000 000 sq km?

B. Make an inventory in your house fixtures such as chairs, tables, etc. and present
the data you gather in a table.
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 Don Carlos Polytechnic College
Purok-2, Poblacion Norte, Don Carlos, Bukidnon

MATH 1: Teaching Mathematics in the Primary Grades

Intended Learning Outcomes

On completion of this module, the student is expected to:

A. Interpret pictographs
B. Construct pictographs
C. Appreciate the concept of pictographs
Discussion

Pictographs
A pictograph is a kind of graph used to present data o information using pictures that
represent numbbers. The pictograph has four parts – title, legend, pictures, and labels.
The title tells what the graph is all about. It is written at the center above the graph.
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The legend shows how much each picture represents and is found below the graph.
The pictures correspond to the actual value being represented.
The labels tell the objects being presented or compared.
Below is an example of a pictograph.

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COURSE MODULE

Assessment

A. Construct a graph for the following data.

Make a survey on the favorite flower of the members of your family. Then
construct a pictograph using the data collected.
B. Study the table and answer the questions below.

1. How many oranges did Peter pick on Wednesday and Friday?

2. How many oranges did he pick on the other 2 days?
3. How many more oranges did he pick on Friday than on Saturday?
4. On which day did he pick twice as many oranges than on Monday?
5. On which day did Peter pick 45 oranges more than on Saturday?
6. Peter needs 9 oranges for 1 liter of orange juice. How many liters of juice can he
make on Saturday?
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 Don Carlos Polytechnic College
Purok-2, Poblacion Norte, Don Carlos, Bukidnon

MATH 1: Teaching Mathematics in the Primary Grades

Intended Learning Outcomes
On completion of this module, the student is expected to:
A. Interpreted bar graphs
B. Constructed bar graphs
C. Understand the concept of probability
D. Tell whether an event is “sure to happen”, “likely to happen”, “equally likely to
happen”; “unlikely to happen”; and “impossible to happen”
E. Described events in real-life situations using the phrases “sure to happen”, “likely
to happen”, “equally likely to happen”; “unlikely to happen”; and “impossible to
happen”

Discussion
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1.1 Bar Graphs

A bar graph has a title, horizontal or vertical bars, and labels. In the vertical graph, the
labels at the left side of the graph are numerical values or descriptions of the things being
compared. The labels below the graph are the things being compared or presented and are
being represented by the bars. On the other hand, in horizontal bar graph, the labels at the
left side of the graph are the things being compared or presented while the labels below the
graph are the numerical values or descriptions of the things being compared.
To construct a bar graph:
1. Write the title at the top center.
2. Make the graph.
3. Write labels.
4. Draw the bars, the number of which corresponds to the number if things being
compared. The height or length of the bar must also correspond to the value of the
things they present.

Assessment
A. Construct a table for the following data.
Make a survey on the favorite sports of the members of your family. Construct a bar
graph from the data gathered. For each sport, present the number of boys and the
number or girls separately.

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 Don Carlos Polytechnic College
Purok-2, Poblacion Norte, Don Carlos, Bukidnon

MATH 1: Teaching Mathematics in the Primary Grades

Intended Learning Outcomes
On completion of this module, the student is expected to:
A. Tell whether an event is “sure to happen”, “likely to happen”, “equally like to
happen”, “unlikely to happen”, and “impossible to happen”; and
B. Describe events in real-life situations using the phrases “sure to happen”, “likely to
happen”, “equally like to happen”, “unlikely to happen”, and “impossible to
happen”.

Discussion

Simple Probability
Probability is the mathematical term for the likelihood that something will occur, such as
COURSE MODULE

winning the jackpot prize in Lotto, drawing an ace from a deck of cards or picking a green
piece of candy from a bag of assorted colors. In our daily life, there are a number of different
types of activities you engage in that involve probability and chance whether you realize it or
not. For example, you might wonder about the probability you will get a high enough grade
on a test you have taken or if you will be accepted for a job they applied for. You also use
probability to make decisions when you don’t know for sure what the outcome will be. Most
of the time, you won’t perform actual probability problems, but you’ll use subjective
probability to make judgment calls and determine the best course of action. Some of these
things, however, can be modeled and estimated effectively with probability and statistical
methods.
Probability is measured on a scale of 0 to 1, as shown in the probability scale below.

When can we say that a certain event can unlikely or can certainty happen? When we can
say that there is an even chance for an event to happen? Let us have some examples for us
to get to understand about probability better.
Example 1. On a very sunny morning in April, what is the chance that it will rain in the next
hour?
Answer: Impossible. Three factors support our answer.
1. It is a very sunny morning;
2. It is in the dry month of April; and
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 3. The time being asked that it will rain is within an hour from the time the observation is
done.
Example 2: When a die marked 1 to 6 is rolled, what is the chance that it will land with a
counting number on top?
Answer: The numbers on the die, which are 1 to 6, are all counting numbers. Therefore, there’s
a 100% chance that it will land with a counting number on top.
Example 3: There are 12 marbles in a bottle. Six of the marbles are red while the rest are blue.
What is the chance of picking a red marble?
Answer: There is the same number of red and blue marbles in the bottle, so there is an even
chance of picking a red marble.

Probability Formula:

𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑭𝒂𝒗𝒐𝒖𝒓𝒂𝒃𝒍𝒆 𝑶𝒖𝒕𝒄𝒐𝒎𝒆𝒔

P(E)=
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑷𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝑶𝒖𝒕𝒄𝒐𝒎𝒆𝒔
COURSE MODULE

Example 4: In 52 decks of cards, find the probability of each individual event.

1. What is the chance of picking an ace card?
2. What is the chance of picking a spade card?
3. What is the chance of picking an eight (8) card?

Answer:
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑭𝒂𝒗𝒐𝒖𝒓𝒂𝒃𝒍𝒆 𝑶𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝟒 𝟏
1. P(E)= = P(ace)= 𝟓𝟐 = 𝟏𝟑 = 0.077 = 7.7%
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑷𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝑶𝒖𝒕𝒄𝒐𝒎𝒆𝒔

Note: There are 4 aces in a deck of cards. There are 52 outcomes in a deck of
cards.
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑭𝒂𝒗𝒐𝒖𝒓𝒂𝒃𝒍𝒆 𝑶𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝟏𝟑 𝟏
2. P(E)= = P(spade)= = = 0.25 = 25%
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑷𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝑶𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝟓𝟐 𝟒

Note: There are 13 spades in a deck of cards. There are 52 outcomes in a deck of
cards.
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑭𝒂𝒗𝒐𝒖𝒓𝒂𝒃𝒍𝒆 𝑶𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝟒 𝟏
3. P(E)= = P(8)= = = 0.077 = 7.7%
𝑻𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑷𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝑶𝒖𝒕𝒄𝒐𝒎𝒆𝒔 𝟓𝟐 𝟏𝟑

Note: There are 4 eights in a deck of cards. There are 52 outcomes in a deck of
cards.

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 Assessment
A.
Use the Probability Scale to determine the chance of each event occurring by placing a
check on the appropriate column. (Week 17)
Event Impossible Unlikely Equally Most Certain
to happen to likely to likely to to
happen happen happen happen
Your favourite basketball team
will win against its opponent
which it has beaten four times
in the past four games
It will not rain in the whole
month of June
You will win the Lotto
You roll a die and get an odd
number
You toss a coin and abtain a
head
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You get a color yellow in a

spinner that has three colors
You grow 10 feet tall
You roll a die and get a number
greater than 2
You draw a heart from a deck
of cards
It will rain on a hot summer day

B. Answer the following. Use the formula of probability.

1. Find the probability of getting a numbered card when a card is drawn from the
pack of 52 cards.
2. What is the probability of getting heads when flipping a coin?
3. What is the probability of rolling a 3 on a six-sided die?
4. In a deck of cards, what is the probability of drawing a king?
5. A container contains 10 strawberry candies, 16 orange candies and 14 grapes
candies. What is the probability of drawing an orange candies?

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