Writers:

Lodyvina G. Angeles, Ph.D.

Florida F. Remolazo
Mariel R. Tapadera, M.A.Ed., LPT
Mark Ren D. Villaflor

1
Hello everyone! I hope that all of you are fine
and doing well inside your houses. In this
pandemic, learning is a challenge for
everyone, especially for you my dearest
students. But we got you! We, your professors
in EED 4, created this module to help and
assist you while you are learning in your
house. This module consisting of four (4) units
is intended to be tackled for 1st semester,
Academic Year 2022-2023. The parts of the
module that you will encounter are: (1)
Activating Your Prior Knowledge, for you to
answer so that you will have a background
knowledge about each unit; (2) Expanding
Your Knowledge to assist you to know and
learn more about the unit being studied; and
(3) Synthesizing Your Knowledge to serve as a
measuring tool or assessment of how well you
learned the topics presented.

Stay safe and let’s continue to learn even you

are not in school.

2
 UNIT MATHEMATICS TEACHING AND LEARNING:
ITS FOUNDATIONS, CONTENTS AND
I PROCESSESS
OVERVIEW
Mathematics introduces children to skills that are vital to their everyday life.
Often, Mathematics, of all the subjects, is considered by almost everybody as the most
difficult subject because of the challenges in dealing with numbers, computations, and
solving problems. However, this unit provides a clear picture of the nature and goals of
Mathematics to education, especially at the primary level. In this sense, the fear to get the
subject may change to the enjoyment of taking the subject. In the same manner, the K-12
Curriculum Framework created by the Department of Education is highly emphasized in
this unit to guide teachers on the theories, competencies, and depths when teaching
Mathematics at the primary level. Moreover, in this unit also you will encounter the
contents and processes to be taught to elementary learners, specifically in primary grades.

Class, this is Unit 1. I expect that

you will love Math after this. But,
aside from that, what am I
expecting from all of you? Please
refer to the objectives and
together let’s reach it.

OBJECTIVES
At the end of the unit, I am able to:
1. explain the nature of mathematics as a subject;
2. enumerate the aims of mathematics in education; and
3. analyze comprehensively the mathematics K-12 Curriculum Framework.
4. differentiate the Math content and processes according to complexity;

For you to have

background
knowledge, answer
the following activity.

ACTIVATING YOUR PRIOR KNOWLEDGE

A. Picture Analysis
Before you start reading this unit, write down your own understanding of
teaching mathematics at the primary level. What must be the nature and goals of
teaching the aforementioned?

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 Source: https://www.teachingideas.co.uk/maths/mega-maths-mat

Figure 1.

Nature of Mathematics
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Goals of Mathematics to Education:

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B. Directions: Read and comprehend each of the questions or statements below.
Choose the appropriate answer. (This is also available in Google Form for the
students to have easy access.)
1. When do we start teaching Mathematics in the K to 12 Curriculum?
A. Kinder B. Grade 1 C. Grade 2 D. Grade 3
2. Among the given principles and theories, which of the following does not support the
Philippines’ Mathematics Curriculum Framework?
A. Experiential Learning B. Cooperative Learning
C. Discovery Learning D. None of the Choices
3. The following are the contents of the K to 10 Mathematics except:
A. Numbers and Number Sense B. Measurement
C. Business Mathematics D. Probability and Statistics
4. In what grade level will you start teaching Algebra?
A. Grade 1 B. Grade 2 C. Grade 3 D. Grade 4
5. When do we start teaching Statistics and Probability?
A. Grade 1 B. Grade 2 C. Grade 3 D. Grade 4

I know that you

want more, right?
So, let us discuss.

EXPANDING YOUR KNOWLEDGE

Mathematics introduces children to concepts, skills, and thinking strategies that

are essential in everyday life and support learning across the curriculum. It helps children
make sense of the numbers, patterns, and shapes they see in the world around them;
offers ways of handling numbers in an increasingly digital world; and makes a crucial
contribution to their development as successful learners. It brings delight to children to
solve a problem, especially when it leads them to an unexpected discovery or new
connections. As their confidence grows, they look for patterns, use logical reasoning,
suggest solutions, and try out different approaches to problems. Mathematics offers
children a powerful way of communicating. They learn to elaborate and expound their
knowledge using symbols, diagrams, and spoken and written language. They start to
discover how mathematics has developed over time and contributes to our economy,
society, and culture. Studying mathematics stimulates curiosity, fosters creativity, and
equips children with the skills they need in life beyond school.

National Council of the Philippines defines the nature of Mathematics as follows:

1. It is the study of patterns and

relationships
Mathematics concepts are
interconnected from one
another; hence, the students
should discover that connection
by finding or discovering the
pattern and relationships
between two mathematical
ideas.
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 2. It helps students to think.
The problem-solving exercises help students to
acquire different ways of thinking and to
develop the way students think in solving
everyday problems.

3. It is an art.
Mathematics is systematic and reliable.
Numbers and geometric figures can show us
several patterns. You can see mathematics in
different forms of arts, some of these are
tessellations, weaving, and tiling. By exploring
the orderliness and consistency of Mathematics,
people acknowledge its beauty.

4. It is a language.
Through symbols and mathematical terms, we
can communicate easily. For example, when we
are asking the weight and length of subjects, we
easily understand that using the different SI
systems, right?

5. It is a tool.
Mathematics can be used in all
occupations and jobs. For example, we
teachers need mathematics to compute
grades.

Goals of Mathematics to Education

The following five broad goals were given by the National Council of Teachers of
Mathematics, (NCTM, 1989) Standards for School Mathematics to address the needs of
students in Mathematics for the 21st century. In connection with this, teachers must help
students to:

1. Value Mathematics
Students should see how important mathematics is in their everyday lives.

2. Reason out Mathematically

Through mathematics, students should be able to think critically and
logically. For example, the teachers must give activities or tasks as tools in
sharpening the higher-order-thinking-skills (HOTS) of students.

3. Communicate Mathematics
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 Students should use mathematical symbols and terms in communicating.
For example, when comparing things, children should know which is greater and
lesser.

4. Solve Problems
Since this is mathematics, of course, it is a must for the students to solve
problems at the end of a particular lesson or topic. Furthermore, they need to
apply the concepts to their everyday life.

5. Make students feel confident

Instead of letting students feel the stigma and fear towards mathematics,
why not boost their confidence that if they will learn math, they will be
successful someday, because Mathematics is present in all fields.

Mathematics K-12 Curriculum Framework

Figure 2

Mathematics is a subject that we can apply in our daily lives because its
application goes beyond the classroom and the school. Therefore, it should be taught
comprehensively and deeply. In the K-10 goal, mathematics should develop the critical
thinking and problem solving of students.

According to skillsyouneed.com Critical thinking refers to the ability of a man to

think clearly and rationally, and to understand the logical connection between ideas.

Moreover, as cited in the module entitled, “Learning Mathematic in the Primary

Grades” by Math Division Madison Metropolitan School District (2006), problem
solving is using a variety of strategies to solve problems.

The two goals mentioned above can be reached by organizing the curriculum
content in a rigorous and well-organized manner, defining a set of high-level skills and
processes, introducing desirable values and attitudes, and using appropriate tools
considering the nature of Filipino learners.

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 There are five content areas in the curriculum, as adapted from the framework,
prepared by MATHTED & SEI (2010): Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics.

The specific skills and processes to be developed are: knowing and understanding;
estimating, computing and solving; visualizing and modeling; representing and
communicating; conjecturing, reasoning, proving and decision making; and applying and
connecting.

The following values and attitudes are to be honed as well: accuracy, creativity,
objectivity, perseverance, and productivity.

We recognize that the use of appropriate tools is necessary for teaching mathematics.
These include manipulative objects, measuring devices, calculators and computers,
smartphones, and tablet PCs, and the internet.

We define context as a locale, situation, or set of conditions of Filipino learners that

may influence their study and use of mathematics to develop critical thinking and
problem-solving skills. Contexts refer to belief, environment, language, and culture that
include traditions and practices, as well as the learner’s prior knowledge and experiences.

The framework is supported by the following underlying principles and theories:

Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative
Learning and Discovery, and Inquiry-Based Learning. The Mathematics curriculum is
grounded in these theories.

Experiential Learning, as advocated by Kevin Kolb, is learning that occurs by making

sense of direct everyday experiences. Experiential learning theory defines learning as
“the process whereby knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping and transforming experience” (Kolb,
1981: p. 41). Situated learning, theorized by Lave and Wenger, is learning in the same
context in which concepts and theories are applied.

Reflective learning refers to learning that is facilitated by reflective thinking. It is not

enough that learners encounter real-life situations. Deeper learning occurs when learners
are able to think about their experiences and process these, allowing them the opportunity
to make sense and derive meaning from their experiences.

Constructivism is a theory that argues that knowledge is constructed when the learner
is able to draw ideas from his/her own experiences and connect them to new ideas.

Cooperative Learning puts a premium on active learning achieved by working with

fellow learners as they all engaged in a shared task. The mathematics curriculum allows
the student to learn by asking relevant questions and discovering new ideas. Discovery
learning and Inquiry-Based Learning (Bruner, 1961) support the idea that students learn
when making use of personal experiences to discover facts, relationships, and concepts.

Grade 1-3 Program’s Math Content and Processes

Here is the brief course description of Mathematics from K to 10 in the
Philippines as implemented by the Department of Education for you to have a
background on the different contents and objectives of teaching Mathematics in the
elementary and secondary levels.
Mathematics from K to10 is a skill subject. By itself, it is all about quantities,
shapes and figures, functions, logic, and reasoning.

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 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.
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. The K
to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11
to 12. More importantly, it provides 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 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:

K–3
At the end of Grade 3, the learner demonstrates understanding and appreciation of key
concepts and skills involving whole numbers up to ten thousand, fractions, measurement,
simple geometric figures, pre-algebra concepts and data representation and analysis as
applied, using appropriate technology, in critical thinking, problem-solving, reasoning,
communicating, making connections, representations and decisions in real life.

Grade Level Standards:

Grade Grade Level Standards
Level
Grade The learner demonstrates understanding and appreciation of key concepts
1 and skills involving whole numbers up to 100, fractions, measurement,
simple geometric figures, pre-algebra concepts, data collection and
representation as applied, using appropriate technology, in critical thinking,
problem-solving, reasoning, communicating, making connections,
representations and decision in real life.
Grade The learner demonstrates understanding and appreciation of key concepts
2 and skills involving whole numbers up to 1 000, fractions, measurement and
geometric figures, pre-algebra concepts, data collection, representation and
analysis as applied, using appropriate technology, in critical thinking,
problem-solving, reasoning, communicating, making connections,
representations and decision in real life.
Grade The learner demonstrates understanding and appreciation of key concepts
3 and skills involving whole numbers up to 10 000, fractions, measurement,
geometric figures, pre-algebra concepts, data collection, representation and
analysis as applied, using appropriate technology, in critical thinking,
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 problem-solving, reasoning, communicating, making connections,
representations and decision in real life.

Now here is the detailed content in Grade 1-3:

Grade 1

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Isa, Dalawa, Tatlo Barya ng Pilipinas Pagbabawas ng Paggamit ng

Isahang Bilang na Kalendaryo – Mga
May Minuend Araw sa Isang
Hanggang 18 Linggo

Apat, Lima, Anim Perang Papel Pagbabawas ng 1-2 Paggamit ng

Bilang Hanggang 99 Kalendaryo – Mga
nang Walang Buwan sa Isang
Pagpapangkat Taon

Pito, Walo, Siyam Ma Ordinal na Bilang Pagbabawas ng Paggamit ng

Isa, Pangalawa, Bilang na May Kalendaryo – Petsa
Pangatlo, hanggang Pangkatan sa ng Buwan
Pansampu Pinahabang
Pamamaraan o
Expanded Form

Zero Pagtukoy sa Pagbabawas ng Paggamit ng Araw –

pagkakasunod-sunod ng Isahan-Dalawahang Pagsasabi at
mga bagay Bilang Hanggang 99 Pagsusulat ng Oras
na May
Pagpapangkat

Sampu Ang pagdaragdag Pagkukuwenta sa Paghahambingin ng

bilang pagsasama at Isip ng Pagbabawas mga Bagay ang
bilang pagsasama ng ng Isahang Bilang salitang Maikli, Mas
mga Pangkat at mula sa Minuends Maikli, Pinakamaili
Pagbabawas Bilang na Hanggang 18 at Mahaba, Mas
Pag-aalis o Mahaba at
Pagtatanggal Pinakamahaba

Labing-isa hanggang Subtraction as Pagkukuwenta sa Paghahambingin ng

dalawampu Comparing and Adding Isip ng Pagbabawas mga Bagay ang
Up ng Isahang Bilang salitang Matangkad,
mula sa Minuend Mas Matangkad,
Hanggang 99 Pinakamatangkad at
Mataas, Mas Mataas
at Pinakamataas

Dalawampu’isa Ang Pagdaragdag ay Paglutas ng Paghahambingin ng

hanggang limampu Kabaligtaran ng Suliranin na mga Bagay ang
Pagbabawas Ginagamitan ng salitang Magaan,
Pagbabawas Mas Magaan,
Pinakamagaan at
Mabigat, Mas
10
 Mabigat at
Pinakamabigat

Limampu’t isa Pattern sa Composing at Paglutas ng Pagsukat ng Haba

hanggang isangdaan Decomposing ng Bilang Suliranin na Gamit ang Walang
Gamit ang Pagdaragdag Ginagamitan ng Batayang Yunit
Pagbabawas

Labis ng Isa Pagdaragdag ng Sangkapat ng Isang Pagtantiya at

Dalawang Tig-isahang Buo Pagsukat ng
Bilang na ang Kabuuan Laki/Timbang/Bigat
ay Hanggang 18 na Gamit ang Walang
Ginagamit ng Ayos o Batayang Yunit
Kakanyahan ng Zero sa
Pagdaragdag

Kulang ng Isa Pagdaragdag ng Tatlo- Sangkapat ng Isang Pagtantiya ng

isahang Bilang nang Buo Kapasidad/Laman
Pahalang o Patayo na Gamit ang Walang
may Kabuuang 18 Batayang Yunit
gamit ang Kaayusan at
Katangiang
Pagpapangkat sa
Pagdaragdag

Mas kaunti at Mas Paggamit ng Expanded Sangkapat (1/4) ng Pagkilala ng Datos

marami Form/Mahabang isang Set Gamit ang
Pamamaraan sa Pictograph
Pagpapaliwanag ng
Kahulugan ng
Pagdaragdag

“Kasindami ng” Pagdaragdag ng mga Hugis ng mga Ugnayang Sanhi at

Bilang na ang kabuuan Bagay Bunga
ay 99 na gumagamit ng
pagpapangkat

Pagsusunod-sunod ng Pagsasama sama ng Pagguhit ng Hugis Alamin at Itala ang

mga Pangkat ng Bagay Tatlo na Isahang Bilang Kinalabasan ng
mula Maliit – Palaki o na may Kabuuan Pagsubok at
Malaki – Paliit na hanggang 18 sa Pakikipagsapalarang
Bilang ng Elemento Pamamagitan ng Isip Laro
lamang

Paghahambing ng mga Pagsasama sama ng Three-Dimensional

Bilang Hanggang 100 Dalawa at Isahang Objects
Gamit ang mga Bilang ng may
Simbolo Pagpapangkat sa
Pamamagitan ng Isip
Lamang

Pagsusunod-sunod ng Paglutas sa isang Pagbuo ng mga

mga bilang hakbang na Pasalitang Salitang Hugis
Suliranin Gamit ang
Pagdaragdag ng Buong
Pagbilang nang Bilang at Katangian
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dalawahan Bilang ng Pera ng mga Patterns

Skip counting by 5’s

Skip counting by 10’s

Composing and
Decomposing numbers

Grade 2

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Visualizing and Subtracting Mentally 1- Writing a Division Creating

Identifying Numbers Digit Numbers from 1- Sentence for Equal Shapes/Figures that
from 101 – 500 to 2-Digit Numbers Sharing Show Symmetry in a
with Minuends up to 50 Line

Visualizing and Subtracting Mentally 3- Writing a Division Tessellations

Identifying Numbers Digit Numbers by Ones Sentence for
from 501 – 1000 Repeated
Subtraction

Associating Numbers Subtracting Mentally 3- Writing a Division Straight Lines and

with Sets from 101 – Digit Numbers by Tens Sentence for Equal Curved Lines
500 Jumps on a
Numberline

Associating Numbers Subtracting Mentally 3- Writing a Division Flat and Curved

with Sets from 501 – Digit Numbers by Sentence for Surfaces in a 3-
1000 Hundreds Formation of Equal Dimensional Object
Groups of Objects

Counting Ones, Tens, Solving One-Step Word Dividing Numbers Identifying Simple
and Hundreds Problems Involving Found in the Repeating Patterns
Subtraction Multiplication
Tables of 2, 3, 4, 5,
and 10

Reading and Writing Performing Order of Dividing Mentally Extending and

Numbers Operations Numbers Found in Completing the
the Multiplication Patterns
Tables of 2, 3, 4,5,
and 10

Counting by 10s, 50s, Analyzing Two-Step Analyzing One-Step Telling and Writing
and 100s Word Problems (What Word Problems the Time in Minutes
Is Asked/Given) Involving Division Using Analog Clock

12
Reading and Writing Analyzing Two-Step Solving One-Step Telling and Writing
Numbers Word Problems Word Problems the Time in Minutes
(Operations to Be Used Involving Division Using Digital Clock
and Number Sentence)

Identifying Place Value Solving Two-Step Visualizing and Finding the Duration
Word Problems Identifying Unit of Time Elapsed
Involving Addition and Fractions Using a Clock
Subtraction

Writing Numbers in Illustrating Reading and Writing Solving Word

Expanded Form Multiplication as Unit Fractions Problems involving
Repeated Addition Time Using a Clock

Comparing Numbers Illustrating Comparing Unit Finding the Duration

Multiplication as Fractions of Time Elapsed
Counting by Multiples Using a Calendar

Ordering Numbers Illustrating Ordering Unit Solving Word

Multiplication as Equal Fractions Problems involving
Jumps in a Numberline Time Using a
Calendar

Visualizing and Writing a Related Fractions Less than Appropriate Unit of

Identifying Ordinal Equation for One with Length, Centimeter
Numbers Multiplication as Denominators10 and (cm) or Meter (m)
Repeated Addition Below

Reading and Writing Writing a Related Visualizing and Measuring Length

Ordinal Numbers Equation for Identifying Similar Using Centimeter or
Multiplication as Fractions Meter
Counting by Multiples

Identifying and Using Writing a Related Reading and Writing Measuring Length
the Pattern of Naming Equation for Similar Fractions Using Centimeter or
Ordinal Numbers Multiplication as Equal Meter
Jumps in the
Numberline

Adding 3-Digit and 2- Identity Property of Comparing Similar Estimating Length

Digit Numbers without Multiplication Fractions Using Centimeter or
Regrouping Meter

Adding 3-Digit and 2- Zero Property of Ordering Similar Solving Word

Digit Numbers with Multiplication Fractions Problems Involving
Regrouping Length

Adding 3-Digit and 3- Commutative Property Reading and Writing Appropriate Unit of
Digit Numbers without of Multiplication Money through 100 Mass, Gram (g)or
or with regrouping Kilogram (kg)

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Identity Property of Constructing and Filling Value of a Set of Comparing Mass
Addition Up Multiplication Bills and Coins
Tables of 2, 3, 4 through 100 in Peso

Commutative Property Constructing and Filling Value of a Set of Estimating Mass

of Addition Up Multiplication Coins in Centavo
Tables of 5 and 10

Associative Property of Multiplying Mentally to Value of a Set of Solving Word

Addition Fill Up the Coins through 100 Problems Involving
Multiplication Tables of in Peso and Centavo Mass
2, 3, 4, 5, and 10

Adding Mentally 1- to Solving One-Step Word Value of a Set of Illustrating Area

2-Digit Numbers Problems Involving Coins through P100
Multiplication in Peso

Adding Mentally 3- Solving Two-Step Value of a Set of Area of a Figure

Digit Numbers by Ones Word Problems Bills through P100 Using Square Tile
Involving in Peso Units
Multiplication as well
as Addition and
Subtraction of Whole
Numbers

Adding Mentally 3- Modelling Division as Value of a Set of Area of a Square or

Digit Numbers by Tens Separating Sets into Bills and Coins a Rectangle Using
(10 – 90) Equal Parts through 100 in Peso Square Tile Units
and in Centavo

Analyzing Word Representing Division Reading and Writing Estimating Area of a

Problems (What Is as Equal Sharing Money in Symbols Figure
Asked / What Are and in Words
Given) through 100

Analyzing Word Representing Division Comparing Money Appropriate Unit of

Problems (Word Clues as Repeated Subtraction through 100 Measure of Capacity
and Operations to Be
Used)

Analyzing Word - Representing Division Half-Circles and Collecting and

Problems (Number as Equal Jumps on a Quarter Circles Organizing Data
Sentences and Stating Numberline
the Complete Answer)

Subtracting 2- to 3- Representing Division Identifying Reading and

Digit Numbers without as Formation of Equal Shapes/Figures that Constructing a
Regrouping Groups of Objects Show Symmetry 87 Pictograph
Constructing
Squares, Rectangles,
Triangles, Circles, Likelihood of an
Half-Circles and Event
Quarter Circles in a

14
 Line

Grade 3

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Visualizing Numbers Subtracting Numbers Solving Problems Perpendicular,

up to 5 000 with Regrouping involving Parallel and
Multiplication with Intersecting Lines
Addition and/ or
Subtraction of
Whole Numbers

Visualizing Numbers Estimating Differences Creating Problems Symmetry in the

up to 10 000 involving Environment and in
Multiplication Design
without or with
Addition or
Subtraction

Giving the Place Value Subtracting Mentally 1- Multiples of 1- to 2- Line of Symmetry in

and Value of Numbers to 2- Digit Numbers Digit Numbers a Given Symmetrical
up to 10 000 without and with Figure
Regrouping

Reading and Writing Subtracting Mentally 2- Dividing Numbers Completing a

Numbers up to 10 000 to 3- Digit Numbers up to 100 by 6,7,8, Symmetric Figure
with Multiples of and 9
Hundreds

Rounding Off Numbers Solving One-Step Stating Division Tessellating a Plane

to the Nearest Tens, Problems Involving Facts of Numbers up Figure
Hundreds, and Subtraction to 10
Thousands

Comparing Numbers Solving Two-Step Dividing 2- to 3- Determining the

up to 10 000 involving Addition and Digit Numbers by 1- Missing Term in a
Subtraction Digit Numbers Pattern

Ordering Numbers up Creating Problems Dividing 2- to 3- Finding the Missing

to 10 000 involving Addition and Digit Numbers by 2- Value in a Number
Subtraction Digit Numbers Sentence
without or with
Remainder

Ordinal Numbers from Visualizing Dividing 2- to 3- Converting Time

1st to 100th Multiplication of the Digit Numbers by Measure involving
Numbers 6 and 7 10 and 100 Seconds, Minutes,
Hours and Days

15
Recognizing Coins and Visualizing Dividing Mentally Converting Time
Bills up to Php 1000 Multiplication of the 2-Digit Numbers by Measure involving
Number 8 and 9 1-Digit Numbers Daysa, Weeks,
Without Remainder Months and Years

Reading and Writing Stating Multiplication Solving Problems Problems involving

Money in Symbols and Facts for Numbers 1 to involving Division Conversion of Time
in Words 10 Without or With any Measure
Other Operations of
Whole Numbers

Comparing Money Commutative Property Creating Problems Converting Common

Through Php 500 of Multiplication involving Division Units of Linear
or with any of the Measure
Other Operations of
Whole Numbers

Comparing Money Distributive Property of Odd and Even Converting Common

Through Php 1000 Multiplication over Numbers Units of Mass
Addition Measure

Adding 3- to 4- Digit Associative Property of Fractions Equal to Converting Common

Numbers Without Multiplication One and Greater Units of Capacity
Regrouping than One

Adding 3- to 4- Digit Multiplying 2- to 3- Reading and Writing Routine and Non-

Numbers with Digit Numbers by 1- Fractions Greater routine Problems
Regrouping Digit Numbers without than One involving
Regrouping Conversion of
Common Units of
Measure

Estimating Sums Multiplying 2- to 3- Representing Measuring Area

Digit Numbers by 1- Fractions using using Appropriate
Digit Numbers with Regions, Sets and Units
Regrouping Number Lines

Adding 1- to 2- Digit Multiplying 2- Digit Visualizing Area of a Rectangle

Numbers without and Numbers Dissimilar Fractions and a Square
with Regrouping

Adding Mentally 2- to Multiplying Numbers Comparing Routine and Non-

3- Digit Numbers with by Multiples of 10 and Dissimilar Fractions routine Problems
Multiples of Hundreds 100 Area of a Rectangle
and a Square

Solving Routine Multiplying 1- to 2- Arranging Capacity of a

Problems Involving Digit Numbers by 1000 Dissimilar Farctions Container Milliiliter
Addition or Liter

16
Solving Non-routine Estimating Products Equivalent Fractions Routine and Non-
Problems involving routine Problems
Addition involving Capacity
Measure

Creating Problems Multiplying Mentally 2- Point, Line, Line Collecting Data on

involving Addition Digit by 1-Digit Segment and Ray One Variable
Numbers with Products
up to 100

Subtracting Numbers Problems Involving Congruent Lien Organizing and

without Regrouping Multiplication of Segments Presenting Data in
Numbers Tables and Bar
Graphs

Interpreting Data in
a Bar Graph

Likelihood of an
Event

Math Processeses

The math processes are the verbs in the primary math curriculum, if the math content
strands are the nouns.

Learning methods cannot be the exclusive focus of a student's arithmetic education.

Today's students must be able to use their math knowledge and skills in a variety of ways that are
both flexible and efficient.

They must willingly participate in problem solving, regardless of whether the situation is
known or unfamiliar. Models should be built to represent their understanding of the situation.
They must be able to clearly communicate their thought processes and mathematical concepts.
They must reason about the veracity of their solutions and persuade themselves that their
responses are reasonable. They must look for trends and make assumptions about them. They
must anticipate to connect content strands both within and across them. In order to think
mathematically, today's kids must gain proficiency in all five processes.

The math processes are:

1. Problem Solving. Refers to utilizing a number of problem-solving tactics.

2. Representation. It is the process of organizing one's thoughts and recording

the processes taken to solve an issue using representations
(things, pictures, phrases, and symbols).

3. Communication. It is employing mathematical language to communicate and

explain mathematical concepts.

4. Reasoning and proof. Making conjectures, locating examples that illustrate

whether the conjectures are true or not, and pondering how
and why one perceives this to be so are all part of it.

17
 5. Connections. It's recognizing the connections between ideas in mathematics
and mathematics and everyday life.

Furthermore here are some further elaboration and examples of different Math Skills.
More advanced mathematical skills are based on an early math “foundation”—just like a house is
built on a strong foundation. In the toddler years, you can help your child begin to develop early
math skills by introducing ideas like: (From Diezmann & Yelland, 2000, and Fromboluti & Rinck,
1999.)

1. Number Sense

This is the ability to count accurately—first forward. Then, later in

school, children will learn to count backwards. A more complex skill related to
number sense is the ability to see relationships between numbers—like adding
and subtracting. Ben (age 2) saw the cupcakes on the plate. He counted with his
dad: “One, two, three, four, five, six…”

2. Representation

Making mathematical ideas “real” by using words, pictures, symbols,

and objects (like blocks). Casey (aged 3) was setting out a pretend picnic. He
carefully laid out four plastic plates and four plastic cups: “So our whole family
can come to the picnic!” There were four members in his family; he was able to
apply this information to the number of plates and cups he chose.

3. Spatial sense

Later in school, children will call this “geometry.” But for toddlers it is
introducing the ideas of shape, size, space, position, direction and movement.
Aziz (28 months) was giggling at the bottom of the slide. “What’s so funny?” his
Auntie wondered. “I comed up,” said Aziz, “Then I comed down!”

4. Measurement

Technically, this is finding the length, height, and weight of an object

using units like inches, feet or pounds. Measurement of time (in minutes, for
example) also falls under this skill area. Gabriella (36 months) asked her Abuela
again and again: “Make cookies? Me do it!” Her Abuela showed her how to fill
the measuring cup with sugar. “We need two cups, Gabi. Fill it up once and put it
in the bowl, then fill it up again.”

5. Estimation

This is the ability to make a good guess about the amount or size of
something. This is very difficult for young children to do. You can help them by
showing them the meaning of words like more, less, bigger, smaller, more than,
less than. Nolan (30 months) looked at the two bagels: one was a regular bagel,
one was a mini-bagel. His dad asked: “Which one would you like?” Nolan
pointed to the regular bagel. His dad said, “You must be hungry! That bagel is
bigger. That bagel is smaller. Okay, I’ll give you the bigger one. Breakfast is
coming up!”

6. Patterns

Patterns are things—numbers, shapes, images—that repeat in a logical

way. Patterns help children learn to make predictions, to understand what comes
next, to make logical connections, and to use reasoning skills. Ava (27 months)
pointed to the moon: “Moon. Sun go night-night.” Her grandfather picked her up,
“Yes, little Ava. In the morning, the sun comes out and the moon goes away. At

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 night, the sun goes to sleep and the moon comes out to play. But it’s time for Ava
to go to sleep now, just like the sun.”

7. Problem-solving

The ability to think through a problem, to recognize there is more than

one path to the answer. It means using past knowledge and logical thinking skills
to find an answer. Carl (15 months old) looked at the shape-sorter—a plastic
drum with 3 holes in the top. The holes were in the shape of a triangle, a circle
and a square. Carl looked at the chunky shapes on the floor. He picked up a
triangle. He put it in his month, then banged it on the floor. He touched the edges
with his fingers. Then he tried to stuff it in each of the holes of the new toy.
Surprise! It fell inside the triangle hole! Carl reached for another block, a circular
one this time…

REFERENCES

Critical Thinking Skills You Need. 2020. Retrieved August 5, 2020 from
https://www.skillsyouneed.com/learn/critical-thinking.html

Nivera, Gladys C. 2013. Curriculum and Instruction: The Teaching of Mathematics.

Teacher Education Council, Department of Education.
https://www.slideshare.net/knowellton/module-63-mathematics

K to 12 Mathematics Curriculum Guide. 2016. Department of Education.DepEd

Complex, Meralco Avenue Pasig City

Learning Mathematic in the Primary Grades. 2006. Madison Metropolitan School

District. Retrieved from www.madison.k12.wi.us

That was tough! But I believe that

you enjoy Unit I, right? So, let us
proceed to Unit II.

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