Republic of the Philippines

BATANGAS STATE UNIVERSITY JPLPC-Malvar

Malvar, Batangas
Tel. Nos.: (043) 778-2170/ (043) 406-0830 loc. 124
Website Address: http://www.batstate-u.edu.ph

COLLEGE OF TEACHER EDUCATION

Elementary Education Program

COURSE SYLLABUS WITH SPECIFICATION

UNIVERSITY VISION
A globally recognized institution of higher learning that develops competent and morally
upright citizens who are active participants in nation building and responsive to the
challenges of 21st century

UNIVERSITY MISSION
Batangas State University is committed to the holistic development of productive citizens by
providing a conducive learning environment for the generation, dissemination and utilization
of knowledge through innovative education, multidisciplinary research collaborations, and
community partnerships that would nurture the spirit of nationhood and help fuel national
economy for sustainable development.

COURSE CODE : BEEd 211

COURSE TITLE : Teaching Math in the Primary Grades

CREDIT UNIT : 3 units

COURSE PREREQUISITE : None

ACADEMIC YEAR : 2019 - 2020

REFERENCE CMO : CMO #74 S., 2017

PROGRAM EDUCATIONAL OBJECTIVES

The BEEd program aims to produce elementary teachers who have the ability to:

1. demonstrate comprehensive and up-to-date knowledge in various learning areas in the

elementary education curriculum by engaging in scholarly and research activities and
by maximizing opportunities for lifelong learning;

2. provide meaningful learning experiences to elementary pupils by using emerging

educational technologies for quality and effective teaching and by creating an
environment that encourages positive social interaction, active engagement and self-
motivation;

3. demonstrate competence in teaching and testing through the design, adoption and
utilization of teaching methods, instructional materials, and assessment tools that are
appropriate to the cognitive, affective and psychomotor development of elementary
learners;

4. observe the professional code of ethics for teachers and internalize the importance of
continuous professional development, as well as the need to work cooperatively and
harmoniously with all members of the academic community; and

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5. establish sustainable partnerships and linkages with the professional community and
provide assistance to the underserved, depressed, illiterate and less skilled members of
society through extension activities and community service.

PHILOSOPHY
This course equips prospective teachers with pedagogical content knowledge for the
teaching of basic contents in mathematics in the primary level. Understanding of key
concepts and skills of whole numbers up to 10, 000, fractions, measurement, simple
geometric figures, pre-algebra concepts and data representation and analysis are applied
using appropriate technology. Teaching strategies include problem solving, critical thinking,
differentiated instruction; inquiry-based learning with the use of manipulatives based on
cultural context will be emphasized.

AUDIENCE
The course is intended for students enrolled in Bachelor in Elementary Education.

STUDENT OUTCOMES
The graduates of the BEEd program have the ability to:
a. demonstrate in-depth understanding of the diversity of learners in various

learning areas;
b. manifest meaningful and comprehensive pedagogical content knowledge

(pck) of different subject areas;
c. utilize appropriate assessment and evaluation tools to measure learning

outcomes;
d. manifest skills in communication, higher order thinking and use of tools and

technology to accelerate learning and teaching;
e. demonstrate positive attributes of a model teacher, both as an individual and

as a professional; and
f. manifest a desire to continuously pursue personal and professional

development

INTENDED LEARNING OUTCOMES

By the end of the course, students will be able to:
ILO 1. describe the nature of Math and roles of Math in Philippine Education
ILO 2. examine the DepEd Curriculum Guide for Primary Mathematics
ILO 3. demonstrate enhanced knowledge and understanding of the topics in primary
mathematics
ILO 4. discuss the educational theories and guiding principles on which the Teaching of
Math is anchored
ILO 5. apply effective and appropriate teaching strategies in specific grade levels for
teaching Primary Math
ILO 6. write lesson plans in Primary Math which engage elementary pupils in an
experiential and hands-on, contextualized, integrated and authentic teaching-
learning process
ILO 7. create manipulative objects and utilize appropriate technology as instructional
materials for teaching Primary Math

RELATIONSHIP TO STUDENT OUTCOMES

Mapping of Intended Learning Outcomes to Student Outcomes
Applicable Student Outcomes
Intended Learning Outcomes
a b c d e f
ILO 1   
ILO 2   
ILO 3  
ILO 4   
ILO 5     

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 ILO 6      
ILO 7      

Mapping of Specific Objectives to Intended Learning Outcomes

Intended Learning Outcomes

Topics ILO ILO ILO ILO ILO ILO ILO
1 2 3 4 5 6 7
Introduction to Teaching Primary Math
 describe the nature of Math and
roles of Math in Philippine 
Education
 discuss the intended learning
outcomes, the scope, guidelines
and guiding principles in 
teaching Primary Math with the
aid of PowerPoint presentation
 examine the alignment of goals,
standards and content in the 
teaching of Primary Math
Mathematics and Children
 describe the nature of primary
 
math learners
 evaluate the beliefs and
principles of teaching and
learning of basic mathematics

as adopted from the framework
prepared by MATHTED & SEI
(2011)
 discuss the demands for
learning Math in terms of 
cognitive skills and values
Educational Theories on which Math Teaching is Anchored
 discuss the educational theories
on which Teaching Math is
anchored
- Experiential Learning

- Situated Learning
- Reflective Learning
- Discovery Learning
- Cooperative Learning
Content Areas in Primary Mathematics Curriculum
 demonstrate knowledge and
skills on Numbers and Number
Sense, Measurement, 

Geometry, Patterns and
Algebra, and Probability and
Statistics
Teaching Methods, Techniques, and Strategies
 Discuss the methods of
Teaching Math
 Site examples of learning
activities in each 
method/strategy
- Problem-Solving
- Concept Attainment strategy

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 - Concept formation strategy
- Direct instruction
Assessment Strategies in Primary Math
 Analyze samples of written
tests and performance tests in 
Primary Math
Lesson Planning in Primary Math
 Analyze samples of Primary
 
Math lesson plans
 Write lesson plans in Primary
Math which engage elementary
pupils in an experiential,    
contextualized, and authentic
teaching-learning process
Instructional Materials and Educational Technology in Teaching Mathematics
 Construct manipulative objects
in teaching mathematics
concepts
 Utilize appropriate educational
tools in teaching such as:
measuring devices, calculators,    
computers, smart phones and
tablet PCs, and the Internet
 Use appropriate educational
applications in Primary
Mathematics

TEACHING, LEARNING AND ASSESSMENT STRATEGIES

Teaching and Learning Strategies

This course will be taught through a combination of lecture, discussion, reporting,
multimedia presentation, demonstration, group dynamics, integrated teaching strategy and
other related strategies as applied to specific topic.

Assessment Strategies
Students will be assessed using any or combination of paper and pencil tests, recitation, and
performance-based assessment. Proficiency in acquiring the expected skills and knowledge
from the course shall be gauged through the multimodal presentations, written examinations,
and individual/group projects and demonstrations.

COURSE REQUIREMENTS
Quizzes and Examination
Conventional pen-and-paper quizzes shall be regularly given to students to monitor their
progress and ensure that they acquire the required competencies prior to the conduct of
major tasks. There will be four (4) major examinations within the semester: Preliminary,
Midterm, Semi-final and Final Examinations. In order to adhere to the tenets of outcomes-
based education and activity-oriented learning, there will be (3) written major examination,
which will be given during the Preliminary, Midterm and Semi-final. Detailed lesson plan
with instructional materials will be their final requirement for the course.

These performance-based examinations shall be objectively scored using the standard

rubrics for each major task. These shall be distributed to the students prior to the deadline/
actual presentation so they will have an idea as to what is expected of them and as to how
their performance will be scored. The professor shall ensure that students have sufficient
time to do research and prepare for each major task.

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Class Participation
Students are expected to actively take part in the interactive discussions – both individually
and in groups – especially in giving their reactions, thoughts, or academic inputs after each
lesson. The professor shall also provide picture and video prompts and multimodal examples
to induce a more collaborative discussion. Class participation shall be part of the students’
class standing.

Reporting
Students are expected to report math concepts on their assigned topic from the content areas
of Primary Mathematics in a creative and engaging manner, incorporating games, songs,
dance and other learning activities which primary math learners may enjoy.

COURSE POLICIES

Grading System
The work of students shall be graded at the end of each term in accordance with the
following system:
Numerical Grade Percentage Equivalent Description
1.00 98-100 Excellent
1.25 94-97 Superior
1.50 90-93 Very Good
1.75 88-89 Good
2.00 85-87 Meritorious
2.25 83-84 Very Satisfactory
2.50 80-82 Satisfactory
2.75 78-79 Fairly Satisfactory
3.00 75-77 Passing
5.00 Below 75 Failure
Inc. *Incomplete
Drp Dropped

Students who will get a grade of 70-74 must be given a removal examination. A
grade of “3.0’ will be given to those who will pass the removal examination and those who
will fail will be given a grade of “5.0”.
*A grade of “Incomplete” must be complied with by the student within one (1)
semester or one hundred fifty (150) days. A student who fails to complete the
deficiency/deficiencies at the end of the succeeding semester shall automatically obtain a
grade of 5.0 in the course.
The computation of grades will be based on the given policy.
Average of Major Examinations 50%
Class Standing (20% report, 10% Class 50%
Participation, 10% attendance, 10% quiz )
TOTAL 100%
Attendance
Prompt and regular attendance of students is required. Total unexcused absences
shall not exceed ten (10) percent of the maximum number of hours required per course per
semester (or per summer term). A semester has 18 weeks. For example, a semestral subject
with:
 3 units (3 hrs lec), 10% x 3 x 18 = 5.4 hrs or 6 hrs.
 3 units (2 hrs lec, 3 hrs lab), 10% x 5 x 18 = 9 hrs.
 5 units (3 hrs lec, 6 hrs lab), 10% x 9 x 18 = 16.2 hrs or 16 hrs.
Please refer to the provisions in the Norms of Conduct for the full text of guidelines
for the attendance.

Missed Exams

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 Make up tests will only be given to a student having a valid reason for not taking the
examination on the prescribed date. This will be possible if one can present suitable
documents justifying the absence in the time of the examination. The instructor or the
university reserves the right to disapprove any explanations for absences presented without
prior notice and to void opportunity for a make-up test.

Academic Misconduct
Academic dishonesty includes acts such as cheating during examinations or
plagiarism in connection with any academic work. Such acts are considered major offenses
and will be dealt with according to the University’s Student Norms of Conduct.

Dropping
Dropping must be made official by accomplishing a dropping form and submitting it
at the Registrar’s Office before the midterm examination. Students who officially drop out
of class shall be marked “Dropped” whether he took the preliminary examination or not and
irrespective of their preliminary grades.
A student who unofficially drops out of class shall be given a mark of “5.0” by the
instructor.

ACADEMIC INFRASTRUCTURE

References:
R1 : Corpuz, B. and Salandanan, G. (2015). Principles of Teaching (with
TLE). Quezon City: Lorimar Publishing, Inc.
R2 : Ulit, E., Tabbada E., et al. (1995). Teaching the Elementary School
Subjects: Content and Strategies in Teaching Basic Elementary
School Subjects. Manila: Rex Book Store
R3 : SEI-DOST & MATHED, (2011). Mathematics Framework for
Philippine Basic Education. Manila: SEI-DOST & MATHED.
R4 : Musser, G., Burger, W. & Peterson B., (2018) Mathematics for Primary
Teachers. USA: John Wiley & Sons, Inc

Online References:
R5 : K to 12 Curriculum Guide Mathematics. (2016) Retrieved from:
https://www.deped.gov.ph/wp-content/uploads/2019/01/Math-CG.pdf
R6 : DO 42, s. 2016. Policy Guidelines on Daily Lesson Preparation for the K
to 12 Basic Education Program. 2016. Retrieved from:
https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-
on-daily-lesson-preparation-for-the-k-to-12-basic-education-program/

TENTATIVE COURSE OUTLINE/CALENDAR

The following is the list of topics and required readings for the course. However, the
instructor has the right to alter the outline any time due to inevitable circumstances such as
scheduling problems, affairs and official functions for the university, or presence of other
resources which he deems essential for the class. Such adjustments should be made for the
benefit of the students.
Teaching and
Assessment Assessmen Reference
Week Specific Topic/s Learning
Tasks t Tools s
Activities
Orientation and discussion Lecture and
1 of the course syllabus with interactive
specification, discussion
2 Introduction to Teaching Quiz Pen and R2; R3; R5
Primary Math Lecture and Paper Quiz
-Nature of Math interactive Reaction
-Role of Math to Philippine discussion Paper on K-3

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 Education
MathCurricul
-K-3 Math Curriculum Video
um Guide
Guide presentations
Mathematics and
Children

-Nature of Primary Math

Learners
-beliefs and principles of
teaching and learning of
basic mathematics
-demands for learning
Math in terms of
cognitive skills and
values
Lecture and
cognitive: knowing and interactive
understanding; discussion
estimating, computing
3-4 and solving; visualizing Presentations and Rubrics R2; R3
evaluation of
and modelling;
different
representing and multimedia
communicating; presentations
conjecturing, reasoning,
proving and decision-
making; and applying
and connecting

values: accuracy,
objectivity, flexibility
and creativity, utility,
cultural-rootedness,
introspection,
perseverance productive
disposition
5 PRELIMINARY EXAMINATION
Educational Theories
on which Math Group work
Teaching is Anchored and class
discussion Pen and
R1; R2;
6 - Experiential Learning Paper Quiz
Rubrics R3
- Situated Learning Simulated
- Reflective Learning activities
- Discovery Learning
- Cooperative Learning
Content Areas in
Primary Mathematics
Curriculum Pen and Paper
Quiz
Group work
- Numbers and Number
and class Group Pen and
Sense, R3; R4;
7-8 discussion Demonstrati Paper Quiz
- Measurement, Rubrics R5
- Geometry, on of
Demonstration assigned
- Patterns and
- Algebra, and topic
- Probability and
Statistics

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 9 MIDTERM EXAMINATION
Teaching Methods,
Lecture and class Pen and Paper
Techniques, and
discussion Quiz
Strategies
- Problem-Solving Group work Group Pen and
R1; R2;
10-12 - Concept Attainment and class Demonstrati Paper Quiz
Rubrics R4
strategy discussion on of
- Concept formation assigned
strategy Demonstration topic
- Direct instruction
13 SEMI-FINAL EXAMINATION
Writing
items for Sample
Group work
Math quiz Mathemati
Assessment Strategies and class
14 and rubric Rubrics cs Exam
in Primary Math discussion
for from
performance DepEd
task
Lesson Planning in
Primary Math Writing and
Presenting a
Collaborative
15-17 Instructional Materials contextualiz Rubrics R6
work
and Educational ed Math
Technology in Teaching Lesson Plan
Mathematics
FINAL EXAMINATION
18
Submission of all requirements

Prepared by:

Ms. RAGEENE VERA D. DUEÑAS

Course Instructor
Date Signed:

Reviewed by:

Dr. GENALYN P. LUALHATI

Elementary Education Program Chair, College of Teacher Education
Date Signed:

Approved by:

Dr. AMADO C. GEQUINTO

Dean of Colleges
Date Signed:

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