Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BEEd COURSE NO. EED MATH 2

SPECIALIZATION General COURSE Teaching Mathematics in the Intermediate
TITLE Grades
YEAR LEVEL 2 TIME FRAME 6 hrs. WK NO. 1-2 IM NO. 1

I. UNIT/CHAPTER TITLE
Unit 1: The Mathematics Curriculum in the Intermediate Grades

II. LESSON TITLE

Lesson 1. Mathematics in the Intermediate Grades

Lesson 2. Mathematics Curriculum in the Intermediate Grades
Lesson 3. Constructivist Theory in Teaching Mathematics in the Intermediate
Grades

III. LESSON OVERVIEW

Mathematics as a subject has a unique nature that demands a special and distinct
approach to make a learning interesting, challenging, and fun for the learners. This unique nature
of mathematics must be learned and understood by mathematics teachers.

The mathematics curriculum framework of the Philippines put critical thinking and
problem-solving skills as the goals of learning and teaching mathematics. The following lesson
will give you a deeper understanding of this curriculum that is currently implemented in the
country.

DepEd (2016) specifically noted constructivist theory as the backbone of the curriculum.
According to DepEd, knowledge is constructed when the learner is able to draw ideas from his/her
own experiences and connect them to new ideas. In this lesson, you will learn about the
constructivist learning theory and how it is applied in teaching mathematics in the intermediate
grades.

IV. DESIRED LEARNING OUTCOMES

At the end of the unit, the students are expected to:

a. understand the purpose of learning mathematics in the intermediate grades;

b. understand the features of the Philippine mathematics curriculum and the
learning standards for Grades 4 to 6;
c. demonstrate understanding and appreciation of the constructivist theory; and
d. determine how the constructivist learning theory is applied in teaching
mathematics in the early grades.

V. LESSON CONTENT

LESSON 1: MATHEMATICS IN THE INTERMEDIATE GRADES

In the Philippines, mathematics in the intermediate levels includes five content areas: Numbers

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

and Number Sense, Geometry, Patterns and Algebra, Measurement, and Statistics and Probability. The
contents and topics are sequentially arranged with each topic being a prerequisite. It is therefore
imperative to understand each topic and acquire the skills for every topic to avoid gaps and future
difficulties. For example, in the elementary levels, the skills in the operation on whole numbers must be
learned first before the operation on decimals and fractions.

Knowing that the five content areas are just part of the whole discipline, the questions now are:
what is the purpose of learning these standards in the intermediate levels? What is the purpose of
learning whole number up to 10, 000, 000? What is the purpose of learning to measure the area,
perimeter, circumference, surface area, and volume of two- to three-dimensional objects? What is the
purpose of learning to collect and present data in tables, bars, and pie graphs? These learning standards
in the mathematics curriculum, in intermediate levels in particular, are part of the whole mathematics
education program because it has roles in achieving the goals of mathematics education – to acquire the
skills needed to be analytic, critical, and a problem solver in real life. Moreover, they are necessary
prerequisites to higher level of mathematics. For instance, learning the linear equations in algebra is more
than representing mathematical problems symbolically and finding the value of an unknown variable, it
is finding patterns and predicting certain behaviors or phenomena, then to realizing that a certain cause
will lead to a specific result. To relate the graph of equations to business supply and demand, then
Mathematics lessons in the intermediate grades should be leading to this kind of realization for the
learners.

Learning mathematics is more than getting good grades. It must be applied beyond the walls of
the classroom. The main goal of mathematics education is to develop lifelong skills so that the students
will be ready to interact with the real world. Therefore, it is a challenge for the mathematics teacher to
make the mathematics lesson as real as real-life situations and for the learners to acquire the skills such
as critical thinking, analytical thinking, and problem-solving.

“I am not good at math.”

“I fear attending my math class.”
“There is an upcoming math test, I am stressed out!”

The above are few statements given by students who experience math anxiety. Math anxiety is
fear, tension, or stress associated with mathematics usually due to repetitive failures. The development
of mathematics skills begins in the primary and intermediate levels, so when repeated failures and
disappointments happen in these levels, the mathematics anxiety begins to manifest at the intermediate
grades. If not addressed, it will have a definite influence on their future performances, future choices, and
decisions in mathematics. By Grade 7, when they enter junior high school, the learners have already a
fix, solid mental models of mathematics learning. With their experiences in the elementary levels, the
learners by Grade 7 are vocal in saying: “mathematics is difficult.” It is therefore important that the
students’ mind-set toward mathematics be addressed in the elementary levels.

Learning math in the intermediate grades is important because it provides the necessary
prerequisites to learning a higher-level of mathematics. Many students develop math anxiety in these
levels, so it is crucial that the teachers present math in a way that does not elicit fear.

LESSON 2: MATHEMATICS CURRICULUM IN THE INTERMEDIATE GRADES

Critical thinking and problem-solving are the goals across the levels in each topic of the
mathematics contents. The important principles in teaching and learning mathematics (such as reflective
learning, active and student-centered teaching/learning, communications allowing the learners to
articulate their understanding or express their thoughts, and making connections) are important that prior
learning/attaining prerequisite skills is always considered. Moreover, mathematics in the context of real-
life situations is always the main consideration in designing mathematics activities.

Mathematics education in the Philippines contains five general contents: Numbers and Number
Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability. The general
contents are the same across levels, from Kinder to Grade 10. The key stage standards for the
intermediate grades are shown below.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

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.

For better understanding, let us look at the standards per grade of the intermediate levels.

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
GRADE 4 (lines, angles, triangles, and quadrilaterals); patterns and algebra (continuous and
repeating patterns and umber 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 number and number sense (whole number 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
GRADE 5 (sequence and number sentences); measurement (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 decision
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
GRADE 6 solid figures); patterns and algebra (sequence, 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 corrections, representations, and decisions in real life.

Notice that there is a spiraling progression design in the curriculum standards. Spiral progression
ensures seamless integration of content standards. Each content and topic is a piece of the overall
curricular landscape. Hence, learning each mathematics content is fundamental because each is related
to the previous content and prerequisite to the next higher one. Moreover, a misconception of concept
and skills means a gap or discord in the whole mathematics curriculum.

Study the K-12 mathematics curriculum. What key components do you notice? The mathematics
curriculum is not simply a list of competencies. It is logically arranged and organized. For the teachers’
reference, the content standards, the performance standards, and the learning competencies are
explicitly stated. See the following example:

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

Content Standards Performance Learning

Content Standards Competency
The learner… The learner… The learner…
Grade 6 – FIRST QUARTERS
Numbers and demonstrates is able to apply the four adds and subtracts
Number Sense understanding of the fundamental operations simple fractions and
four fundamental involving fractions and mixed numbers without
operations involving decimals in or with regrouping.
fractions and decimals. mathematical problems
and real-life situations.

The content standards are broad descriptions of what the students should learn. The
performance standards outline what the students should be able to do once the concepts and skills are
taught. The learning competencies are logically – arranged objectives that must be aimed in classroom
instruction for the students to achieve the required content and performance standards.

The Philippine Mathematics curriculum under the K-12 program promotes critical thinking and
creativity. Moreover, content standards, performance standards, and learning competencies are explicitly
stated to guide teachers in developing their lessons.

LESSON 3: CONSTRUCTIVIST THEORY IN TEACHING MATHEMATICS IN THE INTERMEDIATE

GRADES

Constructivism was conceptualized by educational theorist Jean Piaget. Do you remember him
from your psychology classes? Piaget believed that young children learn by constructing knowledge from
experiences rather than from adults telling them about the world. According to Piaget and others who
practice constructivist education, the method that is the most likely to educate the students is the one in
which they experience their world. Constructivism is appropriately applied in teaching mathematics since
math is a cumulative and vertically structured discipline. One learns new math by building on the math
that has been previously learned.

Constructivist learning is described as follows:

• Learning builds on the learner’s prior knowledge and the approach is a constructive process.
• Learner involves in the processes to ensure self-regulated and self-directed process.
• Learning is grounded in the context of the learners and fundamentally social process. Interaction
and communication are open and basic elements of learning process.
• Learning is more than the acquisition of knowledge. It is collaborative, involves interaction and
enculturation with community of practitioners. Collaboration with experts is basic.
• The learning processes do not only require cognitive but also motivational ad emotional domains.

In a constructivist mathematics class, knowledge is constructed by the learners. To teach is not

to explain, not to lecture, not to transfer mathematical knowledge; instead, teaching is to create situations
that allow the learners to form the mental construction. The following are some recommendations on how
to apply constructivism in teaching mathematics:

• Pose problems that are relevant to the learners;

• Use big concepts than segmented or disjoint topics. It invites the learners to participate
irrespective of learning styles and dispositions;
• Create situations that will reveal the learner’s point of view. The teacher must create opportunities
for this to occur and must be willing to listen to the learner’s reasoning and thinking process; and
• Use authentic assessments, which includes interaction between the teacher and learner and
learner and peer.

The constructivist learning theory states that learning takes place when we build on what the
students already know. Moreover, it is student-centered, allowing the student to take ownership of their
own learning.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: EEDMATH2-2S-2024-2025

VI. LEARNING ACTIVITIES

1. Have you experienced mathematics anxiety? If not, do you know someone who did?
Describe your experience below. Focus on how you viewed math, math class, and
your math teacher during the times when you had mathematics anxiety.

2. It was discussed that the Philippine math curriculum is primarily concerned with critical
thinking and problem-solving skills. Why do you think this is so?

3. Expound why the constructivist theory is applicable in teaching mathematics.

VII. ASSIGNMENT

1. In your own understanding, explain the difference among content standards,

performance standards, and learning competencies. What is the importance of each?

2. What do you think could be the possible challenges in using constructivism in teaching
mathematics?

VIII. EVALUATION (Note: Not to be included in the student’s copy of IM)

Short Quiz

IX. REFERENCES

DepEd K to 12 Curriculum Guide (2017). Quezon City: Lorimar Publishing Co. Inc.

Gusano, R. C., Masangkay, MZ. J., Rocena, LA. M., & Unida, M. C. (2020). A Course
Module for Teaching Mathematics in the Intermediate Grades. Sampaloc, Manila: Rex
Book Store. Inc.

K-12 Curriculum Guide for Mathematics K-12 Textbooks for Mathematics