Course Description: Principles of Education 2 – Methods and Strategies of

Teaching
General Objective: Demonstrate competence in applying the principles of
effective
teaching and learning in respective areas of
specialization

Engage

Overview
This module help you analyze the nature, structure , and content of the
Philippine K to 12 mathematics curriculum You will learn what appropriate
teaching strategies and assessment techniques to apply in a specific
learning situation. You will be able to construct instructional plans based on
the nature ,structure, content, teaching strategies and instructional
materials of the K to 12 mathematics curriculum
Engage
To stimulate your mind get started with a word game. Good luck and have
fun!
Directions: Find and encircle the words from the list below in the word
search. Words maybe printed horizontally, vertically, diagonally, forward
and backward.

Word List
Curriculum knowledge mathematics attitude
Standards structure skills content
Wow! You figured it out correctly! Amazing! You have just encountered
words/terms necessary to learn in this module.

What do you Know?

What makes a great teacher? Teaching is one of the most complicated
jobs today. It demands broad knowledge of subject matter, curriculum,
and standards; enthusiasm, a caring attitude, and a love of learning;
knowledge of discipline and classroom management techniques; and a
desire to make a difference in the lives of young people. Do you still
remember in your Principles of Teaching I - how good you are in imbibing all
these qualities required?
Try to check again! Ready?
Directions: Tell if the statement below described a teaching principle.
Put/draw a smiley face on the blank provided before each number and
an X mark if the statement is incorrect.

1. The goal of education is to improve learning for all learners,

including teachers.

2. Learning is enhanced when learning experiences are meaningful,

engaging, and hands-on.

__x__ 3. Teach only subject matter that you like and can actively share to
your students
4. Students learn best when they have choice and adaptive options on
how to learn and how to demonstrate their learning.

5. Engaging parents and families in student learning strengthens the

learning experience.

6. Ongoing assessment designed to improve learning is the most

helpful assessment for students.

Explore

Brainstorming
The K to 12 Mathematics Curriculum
Activity 1

Directions: In a group try to generate ideas and analyze the nature ,

structure, and content of K to 12 Mathematics curriculum refer to the
conceptual framework , core learning area standard and grade level
standards below. You can create your own group chat or you can use the
iBrainstorm app. To gain additional insights you may download the
complete curriculum guide from the website of the Department of Education
at www.deped.gov.ph .
Source: DepED’s K to 12 mathematics Curriculum Guide: August 2016

Guide Questions:
Answer the following questions. You are expected to come up with an
overview of the K to 12 mathematics curriculum

1. What are the two main goals of the K to 12 mathematics education?

The goals of mathematics in the basic education levels are Critical Thinking and Problem
Solving.

2. What are the underlying learning principles and theories in teaching

mathematics?
The learning principles and theories include Experiential and Situated Learning,
Reflective Learning, Constructivism, Cooperative Learning and Discovery and Inquiry
Based.

3. What are contents of Mathematics learning curriculum?

The five content areas un the curriculum include numbers and number sense,
measurement, geometry, patterns and algebra, and probability and statistics.

4. What skills and processes are emphasized in the curriculum?

Specific skills and process that are highlighted in the curriculum are knowing and
understanding, estimating, computing and solving, visualizing and modeling, representing
and communicating, conjecturing, reasoning, proving and decision-making, applying and
connecting.

5. What desirable values and attitudes must be developed to learners?

It is important to hone accuracy, creativity, objectivity, perseverance and productivity
among the learners.

6. What are the different contexts of Filipino learners?

The beliefs, environment, language, culture and learner’s prior knowledge and
experiences are the several contexts that may influence the learning and use of Math for
Filipinos.

Read and Learn

Teaching Mathematics
Chapter 1. The Nature, Structure, and the Content of the K to 12
mathematics Curriculum
Nature of Mathematics
Mathematics is a core subject of basic education that encompasses life at
any stage. Its importance goes beyond the lesson and the school. It provides
learners with the answer to many questions about the world they live in. It
plays a vital role in many fields including natural science, social sciences,
engineering, finance, and many more. Its application to these fields makes
use of new mathematical innovations in which new disciplines are
developed.
The K to 12 Mathematics Basic Education Curriculum provides learners
with essential knowledge and mathematical skills in Numbers and Number
sense, Geometry, Patterns and Algebra, Measurement, and Statistics and
Probability. The specific skills and processes to be developed are: knowing
and understanding, estimating, computing and solving, visualizing and
modelling: representing and communicating : conjecturing, Reasoning,
proving and decision making; and applying and connecting. It encourages
teachers to help learners become confident and self-motivated , through the
application of underlying learning principles and theories, namely:
experiential and inquiry-based learning. To help you better understand the
program, the K to 12 Mathematics Framework is presented below.
Content of Mathematics curriculum
The Mathematics curriculum consists the grade level delineation of what we
expect from the learners by the end of the year. Its structure shows the
alignment of content, learning standards and learning competencies.
Two classification of learning standard:
 Content standard
 Performance standard
**Content standard – specify the essential knowledge ,skills and attitudes
**Performance standards- are statements that describe what the learners
should know and be able to do in order to demonstrate the intended
outcome (competency)
The 21st century and functional literacy core skills are embedded in the
formulation of content and performance standards.
**Learning competencies – are specific skills that provide teachers with a
very clear information about what specific skill should be taught and
learned by learners.
The mathematics curriculum has been viewed as a guide on teaching,
embodying outlines of knowledge and skills to be taught to learners by grade
level. When teachers understand the entire math curriculum they can be
guided in planning math instructional materials and learning activities for
the learners. Its content and focus have changed over time and can be
considered to have reflected the needs of the times. For example, this new
curriculum provides a solid foundation for mathematics at Grades 11 to 12
to better prepare learners for higher education or employment after senior
high school. Likewise it provides necessary concepts and skills needed by
every Filipino learner in the 21st century.
To help you better understand of what are expected to be developed to the
learners about mathematics, refer to the core learning area standard and
grade level standard that you have analyzed in your activity.
K to 12 Mathematics Core Learning Area Standard
From your activity you were able to demonstrate understanding and
appreciation of the key concepts and principles of mathematics -using
appropriate technology in problem solving, critical thinking, communicating,
reasoning, making connections, representations, and decisions in real life.
Mathematics Scope and Sequence
It can be very important to a teacher to take a look at the scope and
sequence of the curriculum, as it can greatly affect the decision making
process for teaching and learning activities. This provides specific details of
the content to be taught in a particular subject area. One usually finds a list
of all the major concepts covered by the grading period or quarter. Below is
the scope and sequence of the K to 12 Mathematics curriculum.
Grade Level
Quar G1 G2 G3 G4 G5 G6
ter
Q1 Numbers Numbers Numbers Numbers Numbers Numbers
and and and and and and
Number Number Number Number Number Number
Sense Sense Sense Sense Sense Sense
Q2 Numbers Numbers Numbers Numbers Numbers Numbers
and and and and and and
Number Number Number Number Number Number
Sense Sense Sense Sense Sense Sense
Q3 Numbers Numbers Numbers
Geometry Numbers Geometry
and and and and
Number Number Number Number
Sense Sense Sense
Patterns Sense Patterns
and and
Algebra Algebra
Geometry Geometry Geometry Geometry

Measure Measure
Patterns Patterns Patterns ment Patterns ment
and and and and
Algebra Algebra Algebra
 Algebra

Measure
ment
Q4 Measure Measure Measure Measure Measure Measure
ment ment ment ment ment ment

Statistics Statistics Statistics Statistics Statistics Statistics

and and and and and and
Probabilit Probabilit Probabilit Probabilit Probabilit Probabilit
y y y y y y

Grade Level
Quarte G7 G8 G9 G10
r
Q1 Numbers and Patterns and Patterns and Patterns and
Number Algebra Algebra Algebra
Sense
Q2 Measurement Patterns and Patterns and Patterns and
Patterns and Algebra Algebra Algebra
Algebra
Geometry Geometry
Q3 Geometry Geometry Geometry Statistics and
Probability
Q4 Statistics Geometry Geometry Statistics and
and Probability
Statistics
Probability
and
Probability
Source: DepED’s K to 12 mathematics Curriculum Guide: August 2016
Generally, the scope and sequence is helpful because the information listed
in there shows exactly what will be taught to learners in every quarter and
in the entire school year.
Math Concepts: The Spiral Approach
The Mathematics K to 12 curriculum is seamless. This ensures smooth
transition between grade levels and a continuum of competencies through
spiral progression where learning of knowledge, skills, values and attitudes
increases in depth and breadth. There is also a continuity of competencies
and standards from elementary to secondary level through a unified
curriculum framework. The unified standards and competencies ensure
integration of what learners learn across grade levels and across learning
areas for a more meaningful learning. Below is an example of a spiralling of
concepts about numbers and Number Sense and Geometry from
Kindergarten to Grade 3
Kindergarten Grade 1 Grade 2 Grade 3
Number and Number Sense
Demonstrates an Demonstrates an Demonstrates an Demonstrates an
understanding of understanding of understanding of understanding of
key concepts of key concepts of key concepts of key concepts of
sets and numbers whole numbers numbers
relationship up to 100
between
numbers and
quantities up to
20.
Geometry
Begins to Demonstrates an Demonstrates an Demonstrates an
identify the understanding of understanding of understanding of
common 2 dimensional 2 dimensional 2 dimensional
attributes of an and 3 and 3 and 3
object and the dimensional dimensional dimensional
common 2 to 3 shapes objects shapes
dimensional
objects in the
environment
In this example, the concepts about the numbers and number sense as well
as geometry would be built up over a period of time. Still within the
framework of the spiral approach, more subconcepts would be introduced in
succeeding grades until the study of concepts had been fully informed.
Apply

Try this…
Group Name:______________ Date:_______ Course:______________
Create a concept map to illustrate the components of the k to 12 mathematics
curriculum. You may need to draw arrows to connect the key words and write some
ideas along the arrows to explain the links. Discuss with your groupmates the flow
of ideas in the diagram. Be ready to present and explain your output with the other
groups. ( This well be done next meeting through zoom or google meet)

KNOWING AND UNDERSTANDING, ESTIMATING,

COMPUTING AND SOLVING, VISUALIZING AND
MODELING, REPRESENTING AND COMMUNICATING,
CONJECTURING, REASONING, PROVING AND DECISION-
MAKING, APPLYING AND CONNECTING

SKILLS AND
MANIPULATIVE TOOLS, PROCESSES BELIEFS, ENVIRONMENT,
MEASURING DEVICES, LANGUAGE, CULTURE AND
CALCULATORS, COMPUTERS, LEARNER’S PRIOR
SMARTPHONES, INTERNET KNOWLEDGE AND
EXPERIENCES
TOOLS
PROBLEM CONTEXTS

SOLVING AND
CRITICAL
THINKING

VALUES
AND CONTENTS
ATTITUDES
ACCURACY, CREATIVITY, NUMBERS AND NUMBER
OBJECTIVITY, PERSEVERANCE SENSE , MEASUREMENT,
AND PRODUCTIVITY GEOMETRY, PATTERNS AND
ALGEBRA, AND PROBABILITY
AND STATISTICS

Buzz session
Discuss the output of your activity to the class. Within each group, every student
contributes thoughts and ideas. Discussion and collaboration among the students
within each group is highly encouraged. Everyone should learn from each other’s input
and experiences
Assess

Name:__________________________________________
Date:____________________________
Course:_________________________________________

What did you learn in studying the nature, content and structure of the K to
12 mathematics curriculum? Write your analysis on each of the curriculum
components.
Mathematics Curriculum My Analysis
Component
Curriculum Framework
Learning Area Standards
Key Stage Standards
Grade level Standards
Scope and Sequence
Content Standards
Performance Standards
Learning Competencies

How are you Graded?

Rubrics
Content Exemplary Good Needs Unsatisfactor
8 points 6 points Improvement y
4 points 2 points
Summary Demonstrate Good Summary show Major issues
an excellent understandi some with
understandi ng of the misunderstandi articulating
ng of the material, but ng of major the key
material, wellthe synthesis points, is elements of
synthesized borrows too missing the material
with an heavily or is elements
appropriate not
amount ofarticulated in
qouting a clear
manner
Argument Argument is Argument is Argument lacks Argument is
well reasonable the support unsupported
articulated but is not necessary to otherwise
and convincingly convince the not
addressed articulated reader completely
the issues articulated
Grammar No major A few content Consistent Significant
and grammatical problems problem with problems
Mechanic issues with grammar or with
s grammar or mechanics that grammar
mechanics could have been and
solved with mechanics
further editing
Formattin Citations are Minor Citation format Few or no
g in the proper citation is citations
citations format and formatting misunderstood
paper layout errors or or citations
and small issues missing
formatting with paper
follow class layout and
standard formatting

Reflection: Write for one minute on a specific question. It might be

generalized to “what was the most important thing you learned today”. 

Prepared by:

Evangeline Q. Omoy
Part-Time Lectuer