MODULE 1

UNIT 1: The Nature of Math, Structure and Content of the K-12

Mathematics Curriculum in Primary Grades

INTRODUCTION

Hi! How are you feeling today? Are your eyes wide awake? Let’s start your day by
studying the two pictures above. What do they suggest about how students perceived
Math as a subject?
A number of students are scared of Math, struggle in their Math subjects for one reason
or another. Your job as a Math teacher in the future is to reduce if not eliminate, the
fear or the negative attitude towards Math. How should it be taught so that it becomes
a palatable menu and that students begin to like it and in effect fall in love with it.
Ergo, it is okay to fall in love in Math than to fall in love with the wrong person!
 LEARNING COMPASS

At the end of the unit, the students will be able to:

1. describe the nature of Math;
2. explain the goals in teaching Math;
3. analyze the nature, structure and content of the K-12 Mathematics Curriculum in
primary grades; and
4. give examples on how values inherent in Math can be integrated in the teaching of
Math in primary grades.

Shake your hands and take a deep breath because in a few seconds
you will describe the Naure of Math based on the chart below! Ready
set GO!

Mathematics is
the science of
patterns and
. relationship

Mathematics
Mathematics
is discipline
The is a way of
thinking
Nature
Of Math

Math is a Math is an
language Art

Describe the Nature of Math based on the organizer above!

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Take it slow! You are on the right track and We‘re on our Way
to more FUN!

Let’s first see the nature of Mathematics before we go in to the goals of Mathematics
Teaching in primary grades!

Mathematics is the science of patterns and relationship. Mathematics reveals

hidden pattern that help us understand the world around us. Bertrand Russell (1872-1970)
claimed it to be the “mother of all sciences” Without it our lives would be
incomprehensively pathetic.”

Mathematics is a way of thinking. It relies on logical and creativity and it is pursued

for a variety of practical purposes and for its intrinsic interest.

Math is an art. Numerous patterns can be found in numbers and in geometric figures.
Someone said: “ Mathematics, rightly viewed, possesses not only truth, but supreme beauty
– a beauty cold and austere, like that of sculpture, without appeal to any part of our weaker
nature, without the gorgeous trappings of painting or music, yet sublimely pure., and
capable of a stern perfection such as only the greatest art can show.”

Mathematics is a language. It has a language of its own. It is such a useful language

and toll that is considered one of the “basics” in our formal education system.

Mathematics is a discipline. You are familiar with lots of academic disciplines such
as archeology, biology, chemistry, economics, history, psychology, sociology; and
Mathematics is a broad and deep discipline that is continuing to grow in breadth and depth.

Math in primary grades according to the National Association for the Education of Young
Children, children's knowledge of math skills at the primary level "predicts their math
achievement for later years." Using different activities that allow children to use and develop
math skills develops strong logic and reasoning skills in children. Teaching math skills to
primary grades should be done using multiple teaching strategies to optimize student
learning

Goals

What do you think are the two main goals in teaching Math? If you know the answer please
put it inside the box.
What an amazing guess! Stay tuned answers will be revealed as you continue reading this module!
Based on the K-12 Curriculum Guide for Math, the two main goals of Math teaching are
critical thinking anf problem solving.

When is your thinking called critical thinking? Study the indicators of critical thinking drawn
from this holistic Critical Thinking scoring rubric.

Strong 4: Consistently does all or almost all of the following:

• Accurately interprets evidence, statements, graphics, questions, etc.
• Identifies the most important arguments (reasons and claims) pro and con.
• Thoughtfully analyzes and evaluates major alternative points of view.
• Draws warranted, judicious, non-fallacious conclusions.
• Justifies key results and procedures, explains assumptions and reasons.
• Fair-mindedly follows where evidence and reasons lead.
Acceptable 3: Does most or many of the following:
• Accurately interprets evidence, statements, graphics, questions, etc.
• Identifies relevant arguments (reasons and claims) pro and con.
• Offers analyses and evaluations of obvious alternative points of view.
• Draws warranted, non-fallacious conclusions.
• Justifies some results or procedures, explains reasons.
• Fair-mindedly follows where evidence and reasons lead.
Unacceptable 2: Does most or many of the following:
• Misinterprets evidence, statements, graphics, questions, etc.
• Fails to identify strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Draws unwarranted or fallacious conclusions.
• Justifies few results or procedures, seldom explains reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-
interest or preconceptions.

Significantly Weak 1: Consistently does all or almost all of the following:

• Offers biased interpretations of evidence, statements, graphics, questions, information,
or the points of view of others.
• Fails to identify or hastily dismisses strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Argues using fallacious or irrelevant reasons, and unwarranted claims.
• Does not justify results or procedures, nor explain reasons
The other big goal of the teaching of Math is problem solving skills. This will be explained
in detail under approaches to teaching Math.
Conceptual Framework of the k-12 Mathematics Curriculum

Let’s do some exercise I know you are overload with knowledge! Inhale and exhale! Shake
your hands and stretch a little bit. After doing that, please study the picture above and give
examples on how values inherent in Math can be integrated in the teaching of
Math in the primary grades.

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______________________________________________________________________________
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Wait there’s more! Let’s Dig Deeper to the Content of Mathematics in

Primary Grades

The structure of teaching Math in primary grades shows the alignment of content,
learning standard and learning competencies. The learning standard are classified into two: content
and performance.

To help you understand what are expected to be developed to the learners about
mathematics in primary grades, refer to the core of learning area standard and grade area standard
that follow. You may also download the complete curriculum guide from the website of the
Department of Education.
 Key Stage Standard in Primary Grades
(K- Grade3)

At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers up to 10,000 and the four fundamental operations including
money, ordinal numbers up to 100th, basic concepts of fractions); measurement (time, length, mass, capacity, area of
square and rectangle); geometry (2-dimensional and 3-dimensional objects, lines, symmetry, and tessellation);
patterns and algebra (continuous and repeating patterns and number sentences); statistics and probability (data
collection and representation in tables, pictographs and bar graphs and outcomes)as applied -using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making

connections, representations, and decisions in real life.

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, ordinal numbers up
to 10th, money up to PhP100, addition and subtraction of whole numbers, and
fractions ½ and 1/4);geometry (2- and 3- dimensional objects); patterns and algebra
(continuous and repeating patterns and number sentences); measurement (time, non-
Grade 1 standard measures of length, mass, and capacity);and statistics and probability (tables,
pictographs, and outcomes) 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 1 000, ordinal numbers up
to 20th, money up to PhP100, the four fundamental operations of whole numbers, and
unit fractions); geometry (basic shapes, symmetry, and tessellations); patterns and
algebra (continuous and repeating patterns and number sentences);measurement
Grade 2 (time, length, mass, and capacity); and statistics and probability (tables, pictographs,
and outcomes) 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; ordinal numbers
up to 100th; money up to PhP1 000;the four fundamental operations of whole
numbers; proper and improper fractions; and similar, dissimilar, and equivalent
fractions); geometry (lines, symmetry, and tessellations); patterns and algebra
Grade 3 (continuous and repeating patterns and number sentences); measurement (conversion
of time, length, mass and capacity, area of square and rectangle); and statistics and
probability (tables, bar graphs, and outcomes) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
Good job! And I truly appreciate you for reading it thoroughly. Can you guess now

How Far have we gone?

Let’s continue moving and make some time to answer the questions below.

1. Describe briefly the nature of Math.

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2. What are the contents of the mathematics curriculum in primary grades?

______________________________________________________________________________
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3. According to Math conceptual framework of the K-12 Curriculum Guide, what are the
two big goals of the teaching of Math? Explain each.

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4. What skills and processes are emphasized in the teaching of Math in primary grades?

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 Create a concept map to illustrate the components of mathematics curriculum in
primary grades. You may connect arrows to connect the key words and write some ideas
along the arrows to explain the links.

Let’s walk extra mile.

In writing your reflection paper, please take note or the following criteria in grading
your paper. AJA!
 FOR RESEARCH AND REFLECTION

Would you consider the Math standards in primary grades developmentally

appropriate?

3 things I learned from this lesson

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2 things I will do to apply what I learned
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1 question I have about the lesson
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Extension of Learning
Please click the link below and write a comprehensive Narrative Report on what you have
learn on the Elementary Mathematics for the 21st century Education on pages 3-11.

http://deti-bilingual.com/wp-content/uploads/2014/06/Leonard-M.-Kennedy-Steve-Tipps-Art-
Johnson-Guiding-Childrens-Learning-of-Mathematics-11th-Edition-Wadsworth-Publishing-2007.pdf
 REFERENCES

Books:
Jaime B. Bunga, MA. Ed., et.al Principles of Teaching 2

Agno, Lydia N. (2010) Principles of Teaching 2. As Modular Approach: C&E Publishing Inc.
Quezon City Corpuz ,Brenda B. and Salandanan , Gloria G. Principles of Teaching ( with
TLE ),Quezon City,Lorimar Publishing, 2015. DepEd Order #8, s. 2015 Kennedy, L.M. & Tipps, S.
(1997). Guiding Children’s Learning of Mathematics. Belmont: California: Wadsworth Publishing
Company. (Chapter 3 & 4) K-12 Curriculum Guide for Mathematics K-12 Textbooks for
Mathematics Lardizabal, Amparo S. et.al, Principles and Methods of Teaching. Rex Publishing
Teacher Induction Program Curriculum and Instructions Module 6.3 Mathematics

WEB

https://uwf.edu/media/university-of-west-florida/academic-
affairs/departments/cutla/documents/Rubric-for-Essay-Exam-Answers.pdf

https://www.google.com/search?q=afraid+of+mathematics&sxsrf=ALeKk02gezSmF955wO6yhgv7d
ceEpSaOoQ:1598583046297&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi6hPn08bzrAhWJy4s
BHRb8AzAQ_AUoAXoECA8QAw&biw=1280&bih=913

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/

Principles of Teaching 2 by Jaime B. Bunga, MA. Ed., Carmelita A. Pilariza, Ed. D

https://www.academia.edu/33308395/K_to_12_Curriculum_Guide_MATHEMATICS

https://www.slideshare.net/benzxui/k-to-12-math-curriculum

https://uwf.edu/media/university-of-west-florida/academic-
affairs/departments/cutla/documents/Rubric-for-Essay-Exam-Answers.pdf