Activities- Reyzalina

Assess

Answer the following questions to verbalize your understanding of teaching mathematics in the primary
grades.

1. In your own words, describe the importance of teaching mathematics in the primary grades.

Math development is very essential in the early years. Arithmetic knowledge in early years predicts
math success in subsequent years—and throughout a child's school career. In addition, what kids know
in math predicts their reading ability later on. Math appears to be a basic component of learning and
thinking, since early math acquisition predicts later math and reading performance. It is vital to provide
children with engaging, substantial educational experiences in math since it is so important to their
performance in school, in the primary grades, and in future learning. Learning trajectories are an
effective tool for including all students in the creation and comprehension of arithmetic problems.

2. Why is it important for children to develop a positive disposition in learning mathematics?

Because young children's experiences affect their attitudes toward mathematics, it's critical to provide
an interesting and supportive environment for children's early contacts with arithmetic. It's critical for
young children to have confidence in their capacity to comprehend and apply mathematics—in other
words, to perceive mathematics as something they can do. Furthermore, good experiences with
applying mathematics to solve problems aid in the development of dispositions like as curiosity,
imagination, adaptability, ingenuity, and tenacity, all of which contribute to a child's future success both
in and out of school.

Challenge

Research about some arguments of educators who believe that mathematics should not be taught in the
primary grades. Write each argument in the left column. Then, write a rebuttal for each claim.

Arguments on why mathematics should not be Rebuttals

taught in the primary grades
Learning foundational math is similar to learning
to read - children will take the initiative.
It's pointless to teach math beyond the
fundamentals. Instead, you should educate
inquiry.
You don't have to teach your child arithmetic if
they are strong at it.
I believe that studying fundamental arithmetic
should continue to be directed, as incorrect math
information or understanding might lead to
problems in subsequent stages.
I think that teaching math beyond the basics is
essential, and that mathematics may be applied
in everyday life. Advance arithmetic, or what we
may term "beyond basic math," is a continuation
of primary math that should not be overlooked.
Leaving a smart youngster with what he can learn
from himself is like leaving a cut diamond without
polishing it. Just as polishing a diamond may
make it shine brighter, training your child can still
make a difference.
Harness
Observe a grade 1 math class. Focus your observation on the characteristics of the students. On the right
column of the table below, write specific examples of how the characteristics on the left column are
exhibited by the children you observed.
Characteristics of primary learners
Physical Extremely active and enjoys
physical activity
Social Beginning to have a choice of
friends but frequently quarrels
with them
Emotional Becoming sensitive to criticism
and other’s feelings; eager to
please the teacher
Cognitive Sees patterns, engages in
problem-solving activities learns
a lot through self-talk
Examples based on classroom
observation
 Children are still quite busy
and require pauses such as
recess to improve their
cognitive performance.
 Children still require rest
since they are easily tired.
 Fine coordination is still
superior to large-muscle
control.
 Small print or objects might
be difficult for children to
focus on.
 Children have a proclivity
for going to extremes in
their physical activities.
 The process of bone
formation is not yet
complete.
 Children grow more choosy
in their friend choices and
are more likely to have a
long-term best buddy.
 Children enjoy structured
games, but they may get
too preoccupied with the
rules.
 There are still a lot of fights.
 Children are sensitive to
criticism and mockery, and
they may struggle to cope
with failure.
 The majority of students
want to please their
instructor.
 Children of this age are
growing more aware of
others' sentiments.
 Children learn that there
are many ways to learn
things and that some
 methods are better than
others. 
 They also learn that learning
and memory are driven by
cognitive processes that
they can regulate.
 This age group does not
learn as quickly as older
youngsters.
 Between the ages of six and
seven, children's ability to
speak loudly to themselves
(private speech) reaches a
peak.
What other characteristics have you observed?

Other characteristics that I observed in a room are young children find security in rhythm, ritual, and
repetition; they learn through play; they want to belong to a community that is safe, beautiful, and
good; they explore the world with wonder; they “understand” the world first through their bodies; they
seek independence and mastery; they thrive in the natural world; they use stories to construct meaning;
and they seek patterns in the natural world.

Assess

In your own understanding, explain the difference between content standards, performance standards,
and learning competencies. What is the importance of each?

Content standards are broad statements that outline particular content areas that groups of students
should acquire at each grade level. They define the scope of each discipline's knowledge. For example, in
Earth Science, a content requirement for sixth-graders may be: “Students will comprehend the impacts
of the relative locations of the earth, moon, and sun.” Curriculum Standards or Subject Standards are
other names for these standards.

While, Performance Standards are guidelines for teaching, assessing, and evaluating student work.
These include Content Criteria and describe the degree of work required to demonstrate that the
standards have been met. Performance criteria separate and define the abilities required for problem-
solving, thinking, communicating, and connecting disparate pieces of information. They offer proof that
pupils have met subject requirements to all stakeholders, assisting instructors in determining what level
of work is acceptable.

On the other hand, Learning Competencies are a set of information, skills, and attitudes that children
acquire and use in order to be successful in school, at home, and at work. They place an emphasis on
characteristics of learning that relate to all academic areas. Students will be the future's artists,
scientists, philosophers, inventors, and leaders. They'll have to solve today's issues while also dreaming
and constructing a new tomorrow. Competencies are essential for providing students with the
information, skills, and attitudes they will need to succeed in their learning, living, and working journeys.
When students are confronted with novel or difficult situations, they use and build competencies.
Students may use competencies to expand on what they already know, how they think, and what they
can do. Through subject-area material and learning experiences, students acquire and apply
competencies in school.

Challenge

Read about the mathematics curriculum of the Philippines, Singapore, and United States. Compare and
contrast the curricula of the three countries in terms of the five content areas.

Content area Philippines Singapore United States

Numbers and number Whole numbers, Whole numbers,
Whole number
sense number theory, fractions, and decimals,
concepts, including
fractions, decimals, as well as the four place value and
ratios and proportions, arithmetic operations ordering
percent, and integers (addition, subtraction,
Using entire numbers
are all topics covered in multiplication, and
to add, subtract,
this course. division), calculator
multiply, and/or divide
calculations, factors
Multiples and factors;
and multiples, and odd and even numbers;
number ordering. fractions (fractions as
parts of a whole or of a
collection, or as a
location on a number
line); comparing and
ordering fractions;
decimals, including
place value and
ordering; number
sentences (finding the
missing number,
modeling simple
situations with number
sentences); decimals,
including place value
and ordering; decimals,
including place value
and ordering; decimals,
including place value
and ordering; decimals,
including place value
and ordering; decimals,
including place value
and (extending number
patterns, finding
missing terms)
Measurement Time, speed, plane Area and perimeter of Solving measurement
figures' perimeter, triangles, squares, and problems, estimating
circumference, and rectangles, area and time, money, and mass
area, solid/space circumference of intervals, converting
 figures' volume and circles, and volume of like measurement units
surface area, cubes and cuboids within a given
temperature, and measurement system,
meter readings measuring with
mathematical tools
(e.g., ruler and
protractor), finding and
estimating areas,
perimeters, and
volumes, organizing
data in pictographs, bar
graphs, and line plots,
reading data from
tables, pictographs,
and bar graphs, and
draping data from
tables, pictographs,
and bar graphs
Geometry Angles, triangles, Characteristics of basic Parallel and
quadrilaterals, geometric figures, nets perpendicular lines,
polygons, circles, and of simple solids, line comparing and
solid shapes, parallel symmetry, and sketching angles, basic
and perpendicular principles of geometric form
lines. tessellation characteristics, and
graphing points on the
coordinate plane to
solve real-world and
mathematical issues
Patters and algebra Patterns that repeat Approximation and Working with radicals
themselves, numerical estimation, and integer exponents,
phrases, sequences, percentage, ratio, solving simple linear
and basic equations are speed, and one- equations, solving
all examples of variable algebraic simple linear
continuous and expressions. inequalities, basic
recurring patterns. understanding of
simultaneous (two-
variable) equations
(graphical method
only), concepts of
numeric, algebraic, and
geometric patterns or
sequences (extension,
missing terms,
generalization of
patterns),
representation of
functions (slopes,
intercepts, etc.)
 Statistics and Simple experiments, Picture graphs, bar Analyzing data sets
probability bar graphs, line graphs, graphs, tables, line (drawing conclusions,
and pie graphs, as well graphs, and pie charts making predictions,
as experimental (including and predicting values
probability interpretation and between and beyond
problem-solving) and given data points),
averages using random sampling
to make population
inferences, building,
utilizing, and evaluating
probability models, and
investigating patterns
of association in
bivariate data
Harness

Choose three learning competencies in grade 2. In each competency, find the prerequisite competencies
in grade 1 and the competencies in grade 3 wherein your chosen grade 2 competency is a prerequisite
of.

Prerequisite grade 1 Grade 2 competency Future grade 3 competency

competency
Uses a range of materials to Using a variety of materials, Numbers up to 10,000 are
visualize and represent integersvisualizes and depicts numerals visualized, with a focus on
from 0 to 100. from 0-1000, with a focus on numbers 1001 to 10,000.
digits 101–1000.
By ones and tens, counts the Visualizes and counts numerals Numbers are rounded to the
number of items in a given in tens, fiftys, and hundredths. closest tenth, hundredth, and
collection. thousandth.
Visualizes and counts from 2 to Expanded three-digit numerals Recognizes ordinal numbers
100 in 2s, 5s, and 10s. are seen and written. from 1 to 100, with a focus on
the 21st to 100th object in a set
from a particular reference
point.
5 equals 5 and 0, 4 and 1, 3 and Identifies, reads, and writes Using relation symbols,
2, 2 and 3, 1 and 4 and 0 and 5. ordinal numbers from 1 to 20 in compares the values of
a group of objects from a different denominations of
specified point of reference. coins and banknotes up to
PhP1,000.
Uses the phrases "less than," Counts the worth of a stack of With respectable results, it
"greater than," and "as many banknotes or coins up to calculates the sum of 3- to 4-
as" to visualize, represent, and PhP100 (peso-coins only; digit addends.
compare two collections. centavo-coins only; peso-bills
only and combined peso-coins
and peso-bills).
Sets are seen, represented, and Shows how to apply the Using suitable problem-solving
ordered from smallest to characteristics of addition methods and tools, solves
largest. (commutative, associative, and routine and non-routine
 identity) in appropriate and problems requiring addition of
relevant circumstances. whole numbers with sums up to
10,000, including money.
Uses relation symbols to Adds the following numbers in Subtracts three-to-four-digit
visualize, express, and compare his head using the following numbers from three-to-four-
numbers up to 100. strategies: a. 1- to 2-digit digits digit numbers, both without and
with up to 50-digit sums with regrouping
c. Three-digit and one-digit
numbers
c. tens and three-digit numbers
(multiples of 10 up to 90)
c. Numbers with three digits
and hundreds (multiples of 100
up to 900)
Numbers up to 100 are seen, Uses suitable problem-solving Multiplication of integers 1 to
represented, and ordered in methods and tools to handle 10 by 6,7,8,9 is shown.
rising or decreasing order. normal and non-routine issues
involving the addition of whole
numbers, including money, with
sums up to 1000.
Assess

Answer the following questions to verbalize your understanding of the constructive theory.

1. What is the constructivist theory? Explain it in your own words

Constructivism is a philosophy that says that instead of passively absorbing information, students should
actively construct knowledge. People create their own representations and incorporate new information
into their pre-existing knowledge as they encounter the world and reflect on it (schemas).

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

Constructivism is concerned with how kids learn and what teachers can do to help them comprehend.
There are at least two definitions of constructivism that may be used to explain how classroom
mathematics is taught. Mathematics should be taught emphasizing problem solving; interaction should
take place (a) between teacher and students and (b) among students; and students should be
encouraged to develop their own strategies for solving problem situations, according to a type of social
constructivism that applies specifically to mathematics education.

Challenge

How well do you understand the constructivist learning theory? Consider the following scenarios and
answer the questions that follow

Scenario 1

A teacher told the students, “Four glasses of water will fill this pitcher”

Scenario 2
A teacher provides a glass and lets the children pour water into the pitcher. They are learning how much
water it takes to fill the pitcher.

In which scenario do you think will the students learn better? Why do you think so?

Students learn more in scenario 2 because they utilize inquiry methods to ask questions, research a
topic, and find solutions and answers using a range of resources. Students form conclusions as they
research the issue, and then review those conclusions as their research progresses.

Harness

Choose a grade 3 mathematics class. Did the lesson develop in a constructivist way? If yes, describe the
part of the lesson that followed constructivism. Otherwise, explain how you would revise the lesson in
order facilitate a constructivist lesson.

Observing a Grade 3 mathematics class, I saw that the lesson progressed in a constructivist manner
because the instructor allowed the kids to build examples of scenarios that they would be the ones to
solve using the lesson that they covered.