Name:Debriel P.

Erong
Course/Year: BEED-II

Lesson 2

Experience
In Piaget’s four stages of cognitive development, students in the primary grades fall under the
second stage – the preoperational stage. Children in this stage begin to think symbolically as they use
words and pictures to represent real objects. However, they still tend to think about concepts in very
concrete manner.

Now study the curriculum of Grades 1 to 3. Do you think the mentioned cognitive characteristics
of children in the preoperational stage were considered in the content standards of Grades 1 to 3
mathematics? Explain your thoughts.

After reviewing the curriculum, I believe that some of the previously identified cognitive qualities of
children in the pre-operational stage were taken into account in the subject standards for grades 1
through 3. Because the pre-operational stage lasts from two to seven years, children in first grade still
think and learn symbolically. However, because of the cognitive qualities of grades 2 and 3, children are
required to perform an operation that falls under the third stage, the Operational Stage. However, I
believe that teachers teaching mathematics in primary and even lower secondary schools use symbols
or pictures to help students visualize or picture what the teachers are saying so that they can better
understand the topics.Furthermore, our curriculum is designed in a spiral format, which means that the
content is the same at each year level but with varying degrees of difficulty, just as children develop
each year and are able to adapt and learn according to their age and readiness.

Assess
A lot of teachers in the field are confused about the difference between content standards,
performance standards, and learning competencies. It is important that you understand them and their
importance as they serve as the skeleton of the mathematics curriculum.

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

Content standards, in my opinion, contain specific information about what should be taught or learned
by students. The value of a content standard is that it gives teachers a clear direction in how to design
their instruction for the learners. Performance standards, on the other hand, give meaning to content
standards by demonstrating what students have learned. This sets clear expectations for what students
should be able to do after learning the concepts. Finally, learning competences are the precise
information and abilities that learners should possess at the conclusion of the talk. This instructs
teachers on how to achieve the intended outcome while simultaneously meeting the relevant content
and performance standards.

Challenge
 We can truly comprehend our own curriculum when we get a clear picture of other’s curricula.
This is the context of comparative studies in education. The following activity will challenge you to study
other countries’ curricula in order to better understand the Philippines’ mathematics curriculum.

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 Philippines Singapore United States

Area
Number  The K-13 Numbers In Singapore Math,  concepts of whole
and and Number Sense: Numbers and Algebra are numbers, including
Number  Read, write and combined. place value and
Sense understand the  Whole numbers, ordering
meaning, order and fractions, and  adding, subtracting,
number systems decimals, and the multiplying, and/or
 Understand the four arithmetic dividing with whole
meaning, use and operations numbers
relationships (addition,  concepts of
between subtraction, multiples and
operations. multiplication, and factors; odd and
 Choose and use division) even numbers
different strategies  Calculation with  concepts of
to compute and calculators fractions (fractions
estimate.  Factors and as parts of whole or
 The 4-6 Numbers multiples of a collection, or as
and Number Sense:  Ordering of a location on a
 Read, write and numbers number line)
understand the  Approximation of  adding and
meaning, order and estimation subtracting with
relationship among  Percentage fractions;
numbers and sets  Ratio comparing and
of numbers.  Speed ordering fractions
 Understand the  Algebraic  concepts of
meaning and expressions in one decimals, including
application of variable place value and
operation as well as ordering
the relationships  number sentences
between operations (finding the missing
on whole numbers. number, modeling
 Choose and use simple situations
different strategies with number
to compute and sentences)
estimate.  number patterns
(extending number
patterns, finding
missing terms)
Measureme  The K-3  Measurement of  solving problems
nt Measurement: length, mass, involving
 Know and volume, time, and measurement,
understand basic of angle estimation of
objects and the  Area and perimeter intervals of time,
different systems of triangles, money, and mass
used to measure squares, and  converting like
these attributes. rectangles, area measurement units
 Understand, use and circumference within a given
and interpret of circles, and measurement
reading from volume of cube and system
different cuboids  measurement using
instruments and  Properties of mathematical tools
measuring devices. simple geometric (e.g., ruler and
 Choose and use figures protractor)
different strategies  Nets of simple  finding and
to compute, solids estimating areas,
estimate and  Line symmetry perimeters and
predict changes on  Ideas of tessellation volumes
measures.  organizing data in
 The 4-6 pictographs, bar
Measurement: graphs and line
 Know and plots
understand basic  reading data from
attributes of objects tables, pictographs,
and the different and bar graphs
systems used to  drawing conclusions
measure this from data displays
attributes.
 Understand, use
and interpret
readings from
different
instruments and
measuring devices.
 Choose and use
different strategies
to compute,
estimate and
predict effects on
measure.
Geometry  The K-3 Geometry: In Singapore Math,  Parallel and
 Explore the Measurement and perpendicular lines
characteristics and Geometry are combined.  Comparing and
properties of two drawing lines
and three  Elementary
dimensional properties of
geometric shapes common geometric
and formulate shapes
 significant  Graphing points on
geometric the coordinate
relationships. plane to solve real-
 Use coordinate world and
geometry to specify mathematical
locations and problems
describe spatial
relationships.
 Use transformation
and symmetry to
analyze
mathematical
situations.
 Use spatial
visualization,
reasoning and
geometric
modelling to solve
routine and non-
routine problems.
Patterns  The K-3 Patterns,  Simplifying and
and Algebra Functions and In Singapore Math, evaluating algebraic
Algebra: Numbers and Algebra are expressions
 Recognize and combined.  Working with
describe patterns in radicals and integer
numbers and exponents
quantities,  Solving simple linear
relationships of equations
properties of  Solving simple linear
shapes and effects inequalities
of quantitative  Basic understanding
changes that might of simultaneous
occur. (two variables)
 Use language, equations (graphical
pictures and method only)
symbols to  Concepts of
represent and numeric, algebraic,
analyze and geometric
mathematical patterns or
situations. sequences
 Represent and (extension, missing
understand terms,
quantitative generalization of
relationships using patterns)
mathematical  Representation of
models. functions as
 The 4-6 Patterns, ordered pairs,
Functions and tables, graphs,
 Algebra: words, or equations
 Recognize and  Qualitative
describe patterns, understanding of
relationships, properties of
changes among functions (slopes,
shapes and intercepts)
quantities.
 Use algebraic
symbols to
represent and
analyze
mathematical
situations.
 Represent and
understand
quantitative
relationships using
mathematical
models.
Statistics  The K-3 Data,  Picture graphs, bar  Characteristics of
and Analysis and graphs, table, line data sets including
Probability Probability: graphs, and pie mean, median,
 Understand and charts (including range, and shape of
interpret data interpretation and distribution
presented in charts, use of information  Interpreting data
tables and graphs. to solve problems) sets (drawing
 Develop  average conclusions, making
appropriate skills predictions, and
for collecting and estimating values
organizing data. between and
 Develop strategies beyond given data
for analyzing data points)
and use these  Using random
appropriately. sampling to draw
 Develop inferences about a
understanding of population
the concept of  Developing, using,
chance and making and evaluating
predictions. probability models
 The 4-6 Data,  Investigating
Analysis and patterns of
Probability: association in
 Understand and bivariate data
interpret data
found in charts,
tables and graphs of
different kinds.
 Develop
 appropriate skills
for collecting,
organizing and
analyzing data.
 Develop skills in
estimating
probabilities and
use probabilities for
making predictions
of events.

Harness
In every math lesson, the teacher must keep three things in mind – (1) what is to be learned, (2)
where the students are coming from, and (3) where the students are going with what they will learn.
The following activity will help you develop the skill of mapping every competency you teach.

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
Visualizes and represents Visualizes and represents Visualizes numbers up to 10 000
numbers from 0 to 100 using a numbers from 0-1000 with with emphasis on numbers 1001
variety of materials. emphasis on numbers 101 – 1 - 10000.
(M1NS-Ia-1.1 ) 000 using a variety of materials. (M3NS-Ia-1.3 )
(M2NS-Ia-1.2 )
Counts the number of objects in Groups objects in ones, tens, and Gives the place value and value
a given set by ones and tens. hundreds. of a digit in 4- to 5-digit
(M1NS-Ib-2.1 ) (M2NS-Ib-2.2 ) numbers.
(M3NS-Ia-10.3 )
Identifies the number that is one Gives the place value and finds Reads and writes numbers up to
more or one less from a given the value of a digit in three-digit 10 000 in symbols and in words.
number. numbers. (M3NS-Ia-9.3 )
(M1NS-Ib-3 ) (M2NS-Ib-10.2 )

Lesson 3

Answer the following questions to verbalize your understanding of the constructivist learning theory.
1. What is the constructivist theory? Explain it in your own words.

Students used their prior knowledge or experiences to connect or construct new ideas with the help of
teachers in constructivist theory. It enables students to create meaning or create their own words in
order to better comprehend the lesson.

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

I believe that constructivist theory can be used to teach mathematics in such a way that teachers can
allow students to explore the topic on their own, discover new information, and solve problems.
Teachers can designate one representative to explain their work to them. The students not only
demonstrated or used logical or problem-solving skills in this case, but they also assisted their peers
while working in a group. They share their knowledge, collaborate, or brainstorm on what's best for
their task to be right and completed on time, keeping students engaged in the activity while teachers
serve as facilitators.

Challenge

How well do you understand the constructivist learning theory? Consider the following scenarios
and the question that follow.
Scenario 1
"Four glasses of water will fill this pitcher," a teacher told the children.

Scenario 2
A instructor hands out a glass and instructs the students to pour water into the pitcher.
They're figuring out how much water they'll need to fill the pitcher.
In which scenario do you think will the students learn better? Why do you think so?

The students learn better in scenario 2. The moment the teacher lets the children pour the
water into the pitcher is where the learning occurs. The students are engaged in the activity. They are
learning by doing the task and constructing knowledge by experience.