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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 3

STUDY GUIDE FOR MODULE NO. 3

MODULE 3
Curriculum Content of Mathematics
Education for the Intermediate Level in
the K-12 BEC
MODULE OVERVIEW

In this module, we will explore an in-depth understanding of key concepts and skills of the
Curriculum content in Mathematics Education for the intermediate level. More importantly, it will
explore ways on how you can better teach these concepts and skills in your classrooms.

MODULE LEARNING OBJECTIVES

At the end of the module, you should be able to:

1. demonstrate in-depth understanding of key concepts and skills of the Curriculum content of
Mathematics Education for the intermediate level in the K-12 BEC
2. design activities that would help develop and improve children's mathematical skills and
competencies.
3. develop activities that motivates learners to work productively and assume responsibility for
their own learning.

LEARNING CONTENTS

INTRODUCTION

The current Mathematics curriculum was introduced in SY 2012-2013. In addition to

emphasizing the importance of acquiring subject matter knowledge and skills, the mathematics
curriculum at the intermediate levels aims to help students develop critical thinking and problem-
solving skills as well as build up positive values and attitudes toward mathematics. At the same time
recognizes the use of appropriate tools as well as emphasizes the role of information technology in
teaching mathematics.

Mathematics from K-10 is a skill subject. By itself, it is all about quantities, shapes and
figures, functions, logic, and reasoning. Mathematics is also a tool of science and a language
complete with its own notations and symbols and “grammar” rules, with which concepts and ideas
are effectively expressed.

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 3

The contents of mathematics 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.

These concepts provide 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.

LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of

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

KEY STAGE STANDARDS: At the end of Grade 6, the learner demonstrates understanding and
appreciation of key concepts and skills involving rational numbers, measurement, geometric figures,
pre-algebra concepts, simple probability and data analysis as applied, using appropriate technology,
in critical thinking, problem solving, reasoning, communicating, making connections, representations
and decisions in real life.

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 3

GRADE LEVEL STANDARDS:

Grade Level Grade Level Standards

Grade 4 The learner demonstrates understanding and appreciation of key concepts and
skills involving whole numbers up to 100 000, fractions, decimals including
money, ratio, angles, plane figures like square, rectangle, and triangle,
measurement (perimeter, area of triangle, parallelogram and trapezoids, volume
of cubes and rectangular prisms, pre-algebra concepts, data collection,
representation and analysis as applied, using appropriate technology, in critical
thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
Grade 5 The learner demonstrates understanding and appreciation of key concepts and
skills involving whole numbers up to 10 000 000, fractions, decimals including
money, ratio, percent, geometry (circles and five or more-sided polygons),
measurement (circumference, area of circle, volume of cubes and rectangular
prisms, temperature), pre-algebra concepts, data collection, representation and
analysis as applied, using appropriate technology, in critical thinking, problem
solving, reasoning, communicating, making connections, representations and
decisions in real life.
Grade 6 The learner is expected to have mastered the concepts and operations on whole
numbers; demonstrates understanding and appreciation of the key concepts and
skills involving fractions, decimals including money, ratio and proportion, percent,
rate, integers, geometry (spatial figures), measurement (surface area, volume,
meter reading), pre-algebra concepts, data collection, representation and
analysis, probability, expressions and equations as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
*K to 12 Curriculum Guide – version as of January 31, 2012

Students in the upper elementary grades of 4 to 6 enter their adolescent years – years
that are marked by a lot of psychological and physical changes in their bodies. Cognitively, they are
ready for a more experimental approach to learning. They are more adept with manipulations and
are ready to do more than explore.

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 3

Mathematics at these grade levels is different. The following characteristics mark the kind of
mathematics learned:
 Exploration and experimentation
 Well-defined algorithms and procedures
 The transition from informal to formal language
 Problem-solving

Consequently, mathematics instruction given at these levels is characterized by the following:

 Experimentation and investigation

 Focused problem-solving with an emphasis on multiple solutions and approaches
 Use of more efficient and practical procedures and algorithms
 Grasp of useful notations, symbols, and theories
 Informal proofs

1.1 NUMBERS AND NUMBER SENSE

A “good intuition about numbers and their relationships. It develops gradually as a result of
exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not
limited by traditional algorithms” (Howden, 1989).

The Mathematics Framework for Philippine Basic Education states that students in these
grades (4-6) demonstrate an understanding of concepts and show mastery of the operations of
whole numbers, decimals, fractions, ratio and proportion, percent, and integers. They are able to
apply these concepts and operations to a variety of real-life problems.

Number sense refers to a person's general understanding of numbers and operations along
with the ability to use this understanding in flexible ways to make mathematical judgments and to
develop useful strategies for solving complex problems (Burton, 1993; Reys, 1991).

Number and Number Sense Content Standards for Grade 4:

1. Understand number notation and place value of numbers up to 100000, and of factors and
multiples of numbers up to 100, and of the greatest common factor and least common
multiple.
2. Understand multiplication, division, and MDAS of whole numbers.

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 3

3. Understand a fraction as part of a set of objects, as a number, as division, and of the

different kinds of fractions and applies them in real-life situations.
4. Understand the operation of fractions.

Number and Number Sense Content Standards for Grade 5:

1. Understand number notation and place value of numbers up to 10 million and of some
number theory concepts.
2. Mastery of concepts and operations/series of operations (PMDAS) of whole numbers.
3. The ability to perform the four fundamental operations on similar and dissimilar fractions.
4. Understand the concept of decimals and addition and subtraction of decimals up to
hundredths.
5. Understand the use of ratio, proportion, and percent.

Number and Number Sense Content Standards for Grade 6:

1. Understand the concept of integers, exponents, base, and scientific notation.

2. Mastery of the operations of fractions and decimals.
3. Understand ratio and proportion and percent.

Other tips and tricks in teaching Number and Number Sense:

https://www.youtube.com/watch?v=LcSTTVmIUus
https://www.youtube.com/watch?v=dyr83KSBjVE
https://www.youtube.com/watch?v=lsFaxUH5ioM

1.2 MEASUREMENT

Measurement is an important human activity. It is an everyday skill. It is an essential tool of

science, and it provides a useful link between the real world and mathematics. Measurements are
as diverse as the length of a straight line, the I.Q. of a human being, and the speed of light.
Measurement skills include simple dexterity. The techniques of calculus, and the ability to construct
models of human thought and behavior.

In simple terms, measurement involves the comparison of an amount of an attribute with a

unit amount to determine a number. For example, to measure the amount of the attribute length
possessed by a pencil one might compare the pencil with a unit of length such as the centimeter to

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determine a number, say 15.

The Mathematics Framework for Philippine Basic Education states that in grades 4-6,
students continue their work in measurement with physical measurements of properties of objects.
They continue to use tools and devices in measuring such as the ruler or meter stick, weighing
scale, graduated cylinder, protractor, and calculator. They explore the approximate nature of
measurement and use different strategies in estimating reasonable measures. They begin to
understand the equivalence of some measures (e.g., 1 cu. dm = 1 L = 1 kg of water).

At this level, students can make calculations and measure amounts involving decimals and
convert from one unit of measure to another. Students learn to read maps and charts with scaled
measures. They explore the relationship between the perimeter and area of plane figures, the
circumference and diameter of circles, and discover the formulas used in finding perimeter, area,
and volume. They solve real-life problems involving measuring and investigating measurements
used in different areas such as work, the performing arts, sports, and leisure. Further, students
learn to appreciate the usefulness of measurement in dealing with real-life problems and
environmental issues such as pollution and climate change.

Measurements Content Standards for Grade 4 require the students to understand measures
of perimeter and area of squares, rectangles, triangles, parallelograms and trapezoids, and their
related figures, and volume of rectangular prism.

While Measurements Content Standards for Grade 5 require an understanding on

measurement in metric units to approximate measure and to compute for the circumference, area,
volume, and temperature.

Lastly, Measurements Content Standards for Grade 6 require the students’ understanding of
circumference and area of circle, perimeter, and area of figures related to square, rectangle, triangle
and circle, surface area and volume of rectangular prisms and capacity. As well as an
understanding of electric and water consumption, time, rate, and speed.

Measurement tips and tricks:

https://www.youtube.com/watch?v=YQj3h7isWcc
https://www.youtube.com/watch?v=zsv7bYSrzMU

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1.3 GEOMETRY

Geometry is essential for helping children understand spatial relationships. Spatial

relationships are important even for young children because it helps them understand their place in
the world. It teaches them to determine how large a room is, how far away a desk is, or which way
to move. Geometry allows students to connect mapping objects in the classroom to real-world
contexts regarding direction and place.

The following quotations will provide a basis for discussion and clearly indicate the scope of
geometry.

“Geometry is sometimes thought of an investigation or discovery of pattern and relationship

in shape, size and place (location). These are observed in and derived from the immediate
environment and the much wider world, both natural and man-made.”

“Geometry is exploration of space. A child, from the moment he is born, explores space.
First, he looks at it, then reaches out to it, and then he moves in it…”

The Mathematics Framework for Philippine Basic Education states that pupils in the upper
elementary grades develop a better understanding of shapes and figures because they are able to
study and analyze their properties. The geometry that is taught must allow them to observe, try
things, vary the given, observe, record, etc. as they try to consolidate what they have learned
informally in the lower elementary grades. Formal definitions may be introduced but only with the
intention of raising the level of understanding of geometric concepts at this stage and only when
they are deemed ready.

Geometry Content Standards for Grade 4 require the students to understand parallel and
perpendicular lines, measures of angles, symmetry, plane figures up to 4 sides, and 2-D
representation of a 3-D solid.

While Geometry Content Standards for Grade 5 require the students to understand polygons
up to 10 sides, congruence, and similarities of polygons and circle and its parts.

Lastly, Geometry Content Standards for Grade 6 require the students' understanding of
angles in geometric figures using various properties, attributes of spatial figures, 2-D representation

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of a 3-D solid, and identification of nets of cube, prism, and pyramid.

Sample Geometry Video discussions:

https://www.youtube.com/watch?v=J-kLTQPNnPc

1. 4 PATTERNS AND ALGEBRA

Algebra is an important life skill worth understanding well. It moves us beyond basic math
and prepares us for statistics and calculus. It is useful for many jobs some of which a student may
enter as a second career. Algebra is useful around the house and in analyzing information in the
news. It also reinforces logical thinking and is beautiful.

According to Chambers dictionary, algebra is a method of calculating by symbols - by means

of letters employed to represent quantities, and signs to represent their relations, thus forming a
kind of generalized arithmetic.

The Mathematics Framework for Philippine Basic Education states that at these grade
levels, the mathematics learned in this content strand leans heavily on making generalizations and
using a variety of representations to illustrate patterns, relationships, and phenomena such as rates
of change. There is an increased emphasis on establishing relations between sets and numbers,
generalizing procedures and results, as well as using modeling techniques to investigate
quantitative changes.

Pattern and Algebra Content Standards for Grade 4 require the students to understand
patterns and number sentences. While Pattern and Algebra Content Standards for Grade 5 require
an understanding of simple equations. Lastly, Pattern and Algebra Content Standards for Grade 6
require the students' understanding of constants, variables, and algebraic expressions in one
variable.

To learn more about teaching algebra:

https://www.aplusteachingresources.com.au/teaching-algebra-top-5-tips/

1.5 STATISTICS AND PROBABILITY

In the primary curriculum, students learn to ask questions relevant to their experiences and
interests and to design ways of investigating their questions. They need to recognize when

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information has been displayed in a misleading manner that can result in false conclusions.

Data is factual information (either as measurements or statistics) used as a basis for

reasoning, discussion, or calculation. It is a set of values of qualitative or quantitative variables.
Students need to confidently interpret and understand data outputs and be skilled in using data in
their work and learning.

Probability is the chance that an event will occur. Probability is quantified as a number
between 0 and 1 (where 0 indicates impossibility and 1 indicates certainty). Teaching probability is
finding probabilistic knowledge, pedagogical and technological strategies, and materials to engage
students in order to: (1) develop critical thinking about the meaning of chance; and, (2) value the
importance of applying the concept of probability in real life.

The Mathematics Framework for Philippine Basic Education states that in grades 4-6,
students continue their work in classifying, collecting, and organizing data in more systematic ways
using a variety of data displays. They start to plan surveys, investigations, and simulations to
answer questions and problems objectively. They begin to consider the importance of data
collection instruments, the size of the population from where they will get their data, and the role of
the samples. They describe data displays and discuss patterns and trends found in data. They
make inferences and conclusions consistent with the data they gather.

Students realize that many events are unpredictable. They start to conduct simple
experiments and simulations to determine the probability of an event occurring. They start to define
sample spaces for identified events and make predictions regarding the probability of events
happening.

Statistics and Probability Content Standards for Grade 4 require the students to understand
tables, bar graphs, and probability. While Statistics and Probability Content Standards for Grade 5
require an understanding to record, arrange, present, and interpret data using tables, line graphs,
and probability. Lastly, Statistics and Probability Content Standards for Grade 6 require the
students' understanding to record, arrange, present, and interpret data using tables and circle
graphs and understand the meaning of probability.

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 3

LEARNING ACTIVITY 1

GUIDE QUESTIONS

Name: ______________________________ Course/Year/Section: ___________ Date: _________

Essay: Answer the following questions below briefly but precisely.

1. How similar/ different is the current curriculum compared to how you were taught?
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2. How are the contents of the current curriculum addressing the goal of the K to 12 Curriculum in
producing learners' critical thinking and problem-solving skills?
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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 3

SUMMARY

Math is so important to children's success in school, in the primary grades, and in future
learning, that it is critical to give children motivating substantive educational experiences. It is
important to give them an early background on the content areas of Mathematics. The contents of
mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra,
and Statistics and Probability.

REFERENCES

K-12 Curriculum Guide for Mathematics

Teacher Induction Program Curriculum and Instructions Module 6.4 Mathematics
Teaching Measurement Process in the Primary School
https://research.qut.edu.au/ydc/wp-content/uploads/sites/181/2018/02/Teaching-Measurement-
Processes-in-the-Primary-School.pdf
https://lessonresearch.net/content-resource/measurement-2/

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