COURSE SYLLABUS

(Undergraduate)

COLLEGE OF EDUCATION
IFUGAO STATE UNIVERSITY COLLEGE OF EDUCATION

VISION Second Term School Year: 2022-2023 VISION

A globally recognized University upholding
excellence amidst rich cultural heritage I. Course Code : MATH 222 An academic center producing
excellent educators and leaders
MISSION II. Course Title : Teaching Math in the Intermediate Grade who are prime movers of peace
Produce employable graduates who are and progress.
III. Credit Units : 3 units
morally upright, socially and culturally
responsible professionals through quality,
IV. Course Description: MISSION
relevant, and innovative instruction, research,
extension, and resource generation As preparation for teaching in the intermediate grades, this To provide responsive and
course emphasizes the integration of technological pedagogical committed professional towards
GOALS social transformation.
content knowledge that include topics on patterns and algebra,
Goal 1. Academic excellence
number and number sense, statistics and probability, geometry GOALS
Objectives: 
1. To assure quality of programs and measurements. This course is capped with microteaching
1. To pursue meaningful teaching
2. To ensure effective student lifecycle that utilizes appropriate teaching strategies for the development experiences in the profession.
management and career development of critical and problem solving, reasoning, communicating, 2. To design education-related
3. To Provide unique and lifelong learning
making corrections, representations and decisions in real life programs, systems,
experience in the entire student lifecycle
4. To integrate internationalization perspective situations. technology, and information
towards global connectedness V. Course Outcomes: towards improved quality of life
5. To strengthen student welfare services for a through research and
successful academic formation of students The students: extension; and
6. To integrate Indigenous Knowledge, 1. Demonstrate awareness regarding the VMGO of the 3. To produce committed,
System and Practices (IKSP) in the University, Goals of the College and Objectives of the empowered, and accountable
academic programs to intensify Program; members of the society.
conservation of the rich cultural heritage

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 Goal 2. Strong research leadership and culture PROGRAM OBJECTIVES
Objectives:  2. Read, write and understand the meaning, order and relationship among
1. To establish a strong brand and strengthen numbers and sets of numbers A. Bachelor in Elementary
image building of IFSU as a research leader 3. Understand the meaning of and relationships between factors and Education:
2. To intensify conduct of research and multiples of numbers
dissemination of RD outputs 4. Understand, use and interpret readings from different instruments and The Graduate:
3. To intensify conservation of the rich cultural measuring devices
heritage 5. Choose and use different strategies to compute, estimate and predict 1. Practice dynamic professional
effects on measures
Goal 3. Sustainable extension and community
and ethical requirements of the
6. Explore the characteristics and properties of two and three dimensional
engagement geometric shapes and formulate significant geometric relationships
teaching professions.
Objectives:  7. Use coordinate geometry to specify locations and describe spatial 2. Leads socio-economic,
1. To package and transfer knowledge and relationships cultural, historical, and political
technologies relevant to the needs of the clientele 8. Represent and understand quantitative relationships using mathematical enrichment through research
2. To create a widely shared organizational culture models and extension services.
that encourages, promotes, and rewards 9. Understand and interpret data found in charts, tables and graphs of 3. Manifests respect for human
extension and community engagements different kinds dignity and sensitivity to
3. To establish/strengthen/sustain linkages with 10. Develop appropriate skills for collecting, organizing and analyzing data diverse cultures; and
LGUs, industries, and other organizations/ 11. Develop skills in estimating probabilities and use probabilities for making 4. Adopts holistic approaches
stakeholders for resource sharing, extension predictions of events.
program, and service complementation
and life-long skills for a solid
foundation in the elementary
VI. Grading System education.
Goal 4. Excellent public service and good
governance PROGRAM OUTCOMES
Objectives: 
2 1
Midterm Grade = x Class Standing + X Midterm Exam 1. Demonstrate in-depth understanding of the
1. To ensure efficient, transparent and accountable 3 3 diversity of learners in various learning
delivery of administrative services areas.
2. To forge strong network system and resource- 2 1 2. Manifest meaningful and comprehensive
sharing through collaborative activities Tentative FG = x Class Standing + X Final Exam
3 3 pedagogical content of knowledge (PCK) of
conducted regularly different subject areas.
3. To strengthen the university’s local and 3. Utilize appropriate assessment and
international visibility
2 1
Final Grade = x TFG + x MG evaluation tools to measure learning
4. To enhance efficiency in resource generation 3 3 outcomes.
and mobilization 4. Manifest skills in communication, higher order
5. To upgrade the competencies and capabilities VII. Course Requirements thinking and use tools and technology to
of human resources accelerate learning and teaching.
6. To technologize front line services and other Regular class attendance Lesson Plan 5. Demonstrate positive attributes of a model
services of the University teacher, both as an individual and as a
7. To ensure a clean, green, safe, and GAD- Active class participation Demo Teaching professional.
responsive University environment Quizzes Interactive PPT 6. Manifest desire to continuously pursue
8. To intensify conservation of the rich cultural personal and professional development.
heritage integrating culture in the administrative Term exams
and support services

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VIII. LEARNING ACTIVITY PLAN

Learning Teaching &

Course Online /Face to Offline/Independent Assessment
Outcomes Course Contents Learning Resources
Schedule Face Topics Learning Topics Tasks
The students will Strategies
At the end of PRELIMINARY Week 1
the unit, the INTRODUCTION (1hour)
students will be TO THE COURSE
able to:
A. School &
 Comply the Classroom
school and policies
classroom B. Computation of
policies Midterm and
 Compute the Final Grades
A. School &
grades based C. Vision, Mission,
Classroom
on example Goals and
policies VMGO and Printed
scores given Objectives Short
B. Computation grading VMGO with
 Demonstrate of Midterm and response/
system grading
awareness Final Grades essay
reading system
regarding the C. Vision,
VMGO of the Mission, Goals
University, and Objectives
Goals of the
College and
Objectives of
the Program
Identify the
roles of
students in the
attainment of
the VMGO of
the University
 Identify INTRODUCTORY Week 1-3 1. How to make Big Group Module
different TOPICS (8 hours) interactive Discussion Create Email/Gmail
teaching Power Point Interactive Online
1. How to make Reflective Power Point
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 strategies in interactive Power
mathematics Point Presentation
 Craft lesson Presentation 2. Hyperlinking Learning
Presentation
plan 2. Hyperlinking 3. Interactive
resources
 Apply 3. Interactive Online Online Independent
Identify and
strategies in Platform Platform learning
use interactive Messenger/
teaching 4. Lesson Planning 4. Lesson online Google
Peer tutoring
mathematics 5. Strategies in Planning platform Classroom/
teaching 5. Strategies in IFSU LMS
 Create Collaborative
mathematics Quiz
interactive teaching Learning
power point mathematics
presentation

Numbers and CHAPTER I: Week 4-6 1. Rounds PowerPoint

Number Sense Number and (9 hours) numbers to Demonstrative Demonstration Presentation
as a strand Number Sense the nearest Learning Teaching
Benjamin Books
include 1. Rounds numbers hundred
Joyce Ann
concepts of to the nearest Precious thousands
and millions Independent Quiz E-books
numbers, hundred Jenalyn
learning
properties, thousands and Maribel M5NS-Ia-15.3
Mary Grace Reflective Curriculum
millions 2. orders numbers
operations, Rea Paper Guide
M5NS-Ia-15.3 up to 100 000
estimation, and Norielyn
2. orders numbers in increasing or Peer tutoring Create DepEd
their
up to 100 000 in decreasing Interactive MELCs
applications. order
increasing or Tricia Power Point
decreasing order Catchi M4NS-Ib-13.4 Presentation Uploaded
Rizza 3. Multiplies Printed
M4NS-Ib-13.4
Jessa Collaborative Identify and Handouts
3. Multiplies numbers up to
Swifany Learning use interactive
numbers up to Karen 3digit numbers
by up to 2-digit online
3digit numbers by Marla
Nadia numbers platform
up to 2-digit
numbers without without or with
or with M4NS-Ic43.7

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 M4NS-Ic43.7 4. Divides 3- to 4-
4. Divides 3- to 4- digit numbers
digit numbers by by 1-to 2-digit
1-to 2-digit numbers
numbers without without and
and with with remainder
remainder M4NS-If-54.3
M4NS-If-54.3 5. Differentiates
5. Differentiates prime from
prime from composite
composite numbers.
numbers. M4NS-IIb66
M4NS-IIb66 6. Multiplies
6. Multiplies simple simple fractions
fractions and and mixed
mixed fractions. fractions.
M6NS-Ib-90.2 M6NS-Ib-90.2
7. Divides simple 7. Divides simple
fractions and fractions and
mixed fractions. mixed fractions.
M6NS-Ic-96.2 M6NS-Ic-96.2
8. Multiply simple 8. Multiply simple
fractions and fractions and
mixed fractions mixed fractions
M6NS-Ib-90.2 M6NS-Ib 90.2

Geometry as a CHAPTER II. Week 7-9 1. Parallel, PowerPoint

strand includes Geometry (7.5 hours) intersecting, Demonstrative Demonstration Presentation
properties of 1. Parallel, and Learning Teaching
intersecting, Charrie perpendicula Books
two- and three- Raychelle
and r lines.
dimensional perpendicular Crisita M4GE-IIIa- Independent Quiz E-books
figures and Althea
lines. 12.2 learning
Sarah
their M4GE-IIIa-12.2 Reflective Curriculum
Rose Marie
relationships, 2. Different angles 2. Different Paper
IFSU-VPAA-INS-F004
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 spatial (right, acute, Mae Ann angles (right, Guide
visualization, and obtuse) Marielle acute, and Peer tutoring Create
reasoning, and M4GE-IIIb-14 obtuse) Interactive DepEd
3. Triangles Odelia M4GE-IIIb- Power Point MELCs
geometric Desiree
according to 14 Presentation
modelling and Ilarose
sides and Kristine
Uploaded
angles. Sheena 3. Triangles Collaborative Identify and Printed
proofs.
M4GE-IIIc-16 Cherry Lyn according to Learning use interactive Handouts
Erica sides and online
Lailanie angles. platform
M4GE-IIIc-16

Week 9 (1.5 hours) MIDTERM EXAMINATION

Geometry as a CHAPTER II. Week 10-11 PowerPoint

strand includes Geometry (6 hours) 4. Different Demonstrative Demonstration Presentation
properties of 4. Different kinds kinds of Learning Teaching
of quadrilaterals Books
two- and three-
quadrilaterals M4GE-IIIc-17
dimensional M4GE-IIIc-17 Independent Quiz E-books
figures and 5. Polygons learning
their 5. Polygons with 5 with 5 or Reflective Curriculum
relationships, or more sides. more sides. Paper Guide
spatial M5GE-IIIc-19 M5GE-IIIc-19
visualization, Peer tutoring Create DepEd
6. differentiates 6. differentiates Interactive MELCs
reasoning, and
solid figures solid figures Power Point
geometric from plane from plane Presentation Uploaded
modelling and figures. figures. Printed
M6GE-IIIa-28 M6GE-IIIa-28 Collaborative Identify and Handouts
proofs. Learning use interactive
7. identifies the 7. identifies the online
terms related to terms related platform
a circle. to a circle.
IFSU-VPAA-INS-F004
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 M5GE-IIId-23.2 M5GE-IIId-
8. different solid 23.2
figures: cube, 8. different solid
prism, pyramid, figures: cube,
cylinder, cone, prism,
and sphere pyramid,
M6GE-IIIc-31 cylinder,
cone, and
sphere
M6GE-IIIc-31
Measurement CHAPTER III. Week 12-14 1. Elapsed PowerPoint
as a strand Measurements (9 hours) time in Demonstrative Demonstration Presentation
includes the 1. Elapsed time in minutes Learning Teaching
use of numbers minutes and and Books
and measures seconds. Joan seconds.
to describe, M4ME-IIIf-11 Roan M4ME-IIIf- Independent Quiz E-books
understand, 2. Perimeter of Irene 11 learning
and compare triangles, Blessy 2. Perimeter Reflective Curriculum
mathematical squares, Kris of triangles, Paper Guide
and concrete rectangles, Shella squares,
objects. It parallelograms, Carlette rectangles, Peer tutoring Create DepEd
focuses on and trapezoids. Zandra parallelograms, Interactive MELCs
attributes such M4ME-IIIi-51 and Power Point
as length, 3. Area of Marissa trapezoids. Presentation
mass and triangles, Danica M4ME-IIIi-51 Uploaded
weight, parallelograms Ashly 3. Area of Collaborative Identify and Printed
capacity, time, and trapezoids Biverly triangles, Learning use interactive Handouts
money, and using sq. cm Lucky parallelogr online
temperature, and sq. m Rosabelle ams and platform
as well as M4ME-IVb-58 Marjorie trapezoids
applications 4. Measures time using sq.
involving using a 12hour cm and sq.
perimeter, and a 24-hour m M4ME-
area, surface clock. IVb-58
area, volume, M5ME-IIIg-14 4. Measures
and angle 5. Circumference time using
measure. of a circle. a 12hour
IFSU-VPAA-INS-F004
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 M5ME-IIIi-7 and a 24-
6. Area of hour clock.
composite M5ME-IIIg-14
figure 5. Circumfere
M6ME-IIIH-89 nce of a
7. Surface area circle.
of cubes, M5ME-IIIi-
prisms, 7
pyramids, 6. Area of
cylinders, composite
cones, and figure
spheres M6ME-IIIH-89
M6ME-IIIi-93 7. Surface
8. Calculates area of
speed, cubes,
distance and prisms,
time pyramids,
M6ME-IIIg-17 cylinders,
cones, and
spheres
M6ME-IIIi-93
8. Calculates
speed,
distance and
time
M6ME-IIIg-17
Chapter IV. Week 15-16 1. Interprets data PowerPoint
Statistics and Statistics and (6 hours) presented in Demonstrative Demonstration Presentation
Probability as a Probability different kinds Learning Teaching
1. Interprets data Ivory of bar graphs Books
strand is all
presented in Cory Naya M4SP-IVg-3.4
about Ermie
different kinds 2. Interprets data Independent Quiz E-books
developing of bar graphs Jamaica
learning
presented in
skills in Mary Rose
M4SP-IVg-3.4 Creselle different kinds Reflective Curriculum
collecting and 2. Interprets data of line graphs Paper Guide
Mika
organizing data presented in Princess M5SP-IVh-3.5
different kinds of 3. Interprets data Peer tutoring Create DepEd
IFSU-VPAA-INS-F004
Rev.01(Oct.05,2021)
using charts, line graphs Interactive MELCs
presented in a
tables, and M5SP-IVh-3.5 Power Point
Abigail pie graph.
graphs; 3. Interprets data Presentation Uploaded
Rosal M6SP-IVf-3.6
presented in a Printed
understanding, Letty 4. Organizes data
pie graph. Collaborative Identify and Handouts
analyzing and Lovelyn in tabular form
M6SP-IVf-3.6 Hazel
Learning use interactive
interpreting and presents
4. Organizes data Blaize online
data; dealing them in a line
in tabular form Cheeki Ann platform
graph.
with and presents
M5SP-IVg-2.5
uncertainty; them in a line
5. Record
and making graph.
outcome of an
M5SP-IVg-2.5
predictions experiment
5. Record outcome
about M4SP-IVi-9
of an experiment
outcomes. 6. Describe the
M4SP-IVi-9
meaning of
6. Describe the
 probability M
meaning of
M6SP-IVg-19
probability M
7. Makes listings
M6SP-IVg-19
and diagrams
7. Makes listings
of outcomes
and diagrams of
M6SP-IVi-22
outcomes
8. simple
M6SP-IVi-22
predictions of
8. simple
events based
predictions of
on the results
events based on
of
the results of
experiments
experiments
M6SP-IVi-23
M6SP-IVi-23
Patterns and Chapter V. Week 17-18 1. Rule in PowerPoint
Algebra as a Patterns and (4.5 hours) finding the Demonstrative Demonstration Presentation
strand studies algebra next term Learning Teaching
patterns, 1. Rule in finding in a Books
relationships, the next term in a Ching May sequence
and changes sequence Wendy M5AL-IIIf-6 Independent Quiz E-books
Maricel
among shapes M5AL-IIIf-6 2. Differentiat learning
Jopay
and quantities. 2. Differentiates es Reflective Curriculum
IFSU-VPAA-INS-F004
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 It includes the expression from Kristine expression Paper Guide
use of equation. Sunshine from
algebraic M6AL-IIId-15 Vanesa equation. Peer tutoring Create DepEd
notations and 3. Defines a M6AL-IIId-15 Interactive MELCs
Dorothy
symbols, variable in an 3. Defines a Power Point
Arianne
equations, and algebraic Lycka
variable in Presentation Uploaded
most expression and Jaira an Printed
importantly, equation. Cherry Anne algebraic Collaborative Identify and Handouts
functions, to M6AL-IIIe-17 Almaira expression Learning use interactive
represent and 4. Solves routine Jennylyn and online
analyze and non-routine equation. platform
relationships. problems M6AL-IIIe-17
involving different 4. Solves
types of routine and
numerical non-routine
expressions and problems
equations involving
M6AL-IIIf-19 different
5. Creates routine types of
and nonroutine numerical
problems expression
involving s and
numerical equations
expressions and M6AL-IIIf-19
equations 5. Creates
M6AL-IIIf-20 routine and
6. Determines the nonroutine
missing term/s in problems
a sequence of involving
numbers numerical
M4AL-IIIe-5 expression
7. Presents s and
quantities in real- equations
life situations M6AL-IIIf-20
using algebraic 6. Determines the
expressions and missing term/s
equations. in a sequence
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 M6AL-IIIe-18 of numbers
M4AL-IIIe-5
7. Presents
quantities in
real-life
situations
using algebraic
expressions
and equations.
M6AL-IIIe-18
Week 18 (1.5 hours) FINAL EXAMINATION

IX. Class Policy (Netiquette, data privacy, etc.)

Submission of Requirements

1. Submit requirements on or before the set deadline. Late requirements will have unsatisfactory consequences; however, submission of
requirements can be extended depending on the situation.
2. Requirements can be submitted personally or through online.
3. INVALID reasons of not submitting requirements will not be entertained. Thus, submitted requirements with lame reasons may not be
accepted.

Attendance

1. Attend class during virtual meetings for synchronous learning. Attendance will be checked upon the start of the lesson and before the
lesson ends.
2. Attendance will be checked through messenger for asynchronous learning.

Exam and Quizzes

1. Exam and quizzes can be taken online and offline.

2. Use scientific calculators ONLY. Cellphones are NOT ALLOWED as replacement of calculator during examinations and quizzes.
3. Any form of cheating is NOT ALLOWED. Copied outputs directly from the resources will not be recorded.
4. Use blue or black ball point pen. NEVER use correction pen or pencil (for paper and pencil test).
5. NEVER hesitate to ask questions to your instructor for clarifications.
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X. Statement of Disclosure

This statement of disclosure is intended for a smooth flow of the flexible learning to be implemented throughout the semester. Thus, as a student
of Ifugao State University – Potia Campus, I declare and fully aware that …

a. … the IFSU – Potia Campus, College of Education is implementing blended/flexible learning due to the threat of COVID-19 Pandemic.
b. … the IFSU – Potia Campus, College of Education is following the protocols prescribed by CHED, IATF and DOH prior to the opening
of this semester.
c. … the faculty administer the lesson on this subject using different modalities in offline and online status.
d. … the faculty is practicing utmost leniency in administering the lesson and in giving activities.

Now, as a student enrolled on this course and as a student that upholds the ideals and virtues of IFSU, I fully understand that …

Institution

a. … I enrolled on this institution with full cognizance on the threat of the COVID-19 pandemic.
b. … I will comply with the directives of the institution throughout the semester.

Health

c. … I will practice the minimum health standard prescribed by the DOH and IATF whenever I will enter the premises of IFSU-Potia
campus.
d. … I am physically fit and healthy whenever I will meet my instructor on this subject.

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 e. … I will fill out the logbook at the main gate properly and legibly indicate my name, address and contact details when entering the
campus.
f. … it is a part of my responsibility to curtail the transmission of the COVID-19 disease.

Teaching-Learning Process

g. … I am enrolled in this institution; thus, I will prioritize my learning as if I am having a regular class on “normal” situations even though
that I am practicing distance learning.
h. … I must do the activities with pure honesty and integrity and to practice self/independent learning using the different modalities given
by the instructor. I will face consequences when I fail to comply with this premise.
i. … I am willing to engage myself to the platforms given by the instructor and that I must participate to all the given tasks without
hesitations.
j. … I am willing to ask questions to my instructor regarding the topic using the different platforms.
k. … I will not use social media to rant unsatisfaction to the faculty or the institution.
l. … I agree to the classroom policies given by the instructor.

THEREFORE, I hereby certify that I have read and understood the aforementioned information. I also declare that I agree to the premises
stated above and that anything happens to me due to my own negligence will be my sole accountability and that I am willing to face the
consequences.

I am fully aware that the instructor discusses this premises before signing this declaration.

_________________________________
(Student signature over printed name)

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XI. References (APA format 7th edition/latest edition
Books:
 Buck, Mary et.al.(1999). Math Thematics 1. McDougal Little Inc.
 Coburn, John W. (2010) Algebra and Trigonometry (2nd edition). Mc-Graw-Hill Co. Inc.
 Concepcion, Benjamine Jr.(2012).Licensure Examination for Teachers (LET Reviewer:2012 Edition)
 De Leon, Cecile m. & Julieta G. Bernabe. (2000). Integrated Mathematics: Textbook for First Year. JTW Corporation. Quezon City.
 FETALVER, Mario A., et.al. (2012) Workbook in College Algebra. Philippines. Mutya Publishing Inc.
 Gabuyo, Yonardo A. & Gary C. Dy.(2013). Assessment of Learning 2: Textbook and Reviewer. Quezon City, Manila, Philippines. REX
 Printing Company, Inc.
 Harcourt Brace & Company.(1999). Math Advantage. Harcourt Brace & Company. United States of America.
 Jamison, R.E. (2000). Learning the language of mathematics Langauge and learning across Disciplines, 4(1), 45-54
 Kidd, Alice & Susan Ostergard.(1987). General Mathematics. Merill Publishing Company.
 Mathematics in the Modern World (2018). CENGAGE Learning Asia Pte Ltd. Rex Book Store, Inc.
 Rodriguez, Mary Joy J, et.al.(2018). Mathematics in the Modern World. Pp 151-162.NIEME PUBLISHING HOUSE CO. LTD., Quezon
City, Philippines.
 Oronce, Orlando A. & Marilyn O. Mendoza.(2010).E-math Geometry: work text in Mathematics. Revised Edition. Manila, Philippines:
REX Book Store.
Online References:
 Adam, J.: Mathematics in Nature: Modeling Patterns in the Natural World retrieved from
 https://press.princeton.edu/titles/7686.html
 Akiyama & Ruiz, Day’s Adventure in Math Wonderland retrieved from
https://www.worldscientific.com/worldscibooks/10.1142/6864
 A Mathematical Nature Walk: John A. Adam retrieved from https://www.amazon.com/Mathematical-Nature-Walk
JohnAdam/dp/0691152659
 Base Ten Blocks retrieved from https://www.hand2mind.com/resources/glossary.../ base-ten-blocks
 Basic Geometry Perimeter & Circumference retrieved from https://www.shmoop.com › ... › Examples › Perimeter &
Circumference Examples
 Beautiful Geometric Patterns retrieved from https://visme.co/blog/geometric-patterns/
 Breaking Numbers Apart retrieved from https://mathsolutions.com/tag/introduction-to-numerical-relationships-kindergarten-math/
 Burns, Carol., The Language of Mathematics (from One Mathematical Cat, Please!) retrieved from
www.onemathematicalcat.org/pdf_files/LANG1.pdf
 Children's mathematical thinking: A developmental framework for preschool, primary, and special education teachers retrieved
from
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 https://www.researchgate.net/publication/232594362_Children's_mathematical_thinking_A_developmental_framework_for_pres
chool_primary_and_special_education_teachers
 Children's Mathematical Thinking in Different Classroom Cultures retrieved from https://www.jstor.org/stable/30035059
 Counting and Place Value retrieved from amsi.org.au/teacher_modules/Counting_and_place_valueK-4.html
 Describing numerical relationships with polynomial identities (video presentation) retrieved from
https://www.khanacademy.org/.../ relationships-w-poly-identities
 Designing Effective Mathematics Instruction: A Direct Instruction Approach retrieved from
https://digitalcommons.tacoma.uw.edu/education_books/6/
 Designing Effective Mathematics Instruction: A Direct Instruction Approach (4th Edition) 4th Edition retrieved from
https://www.amazon.com/Designing-Effective-Mathematics-Instruction-Approach/dp/0131192442
 Developing Base Ten Understanding retrieved from www.uwosh.edu/.../concepts/.../Developing_Base_Ten_Understanding.pdf
 Early Math: How Children "Think Math" | Scholastic retrieved from https://www.scholastic.com/.../early-math-how-children-think-
math/
 Effective Educational Videos: Principles and Guidelines for maximizing student learning from video content retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/
 Effective Strategies for Mental and Written Arithmetic Calculation retrieved from citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.521...
 Efficient and flexible strategy use on multi-digit sums: a choice/no-choice study retrieved from
https://www.tandfonline.com/doi/abs/10.1080/14794802.2013.797745
 Focusing on informal strategies when linking arithmetic to early algebra retrieved from
https://link.springer.com/article/10.1023/B:EDUC.0000005237.72281.bf
 Guidelines on the Support of Instructional Materials | Maysnet retrieved from https://mays.tamu.edu/.../policies-guidelines-on-
the-support-of-instructional- materials/
 Informal and Formal Representations in Mathematics retrieved from mizar.org/trybulec65/6.pdf
 Informal Numeracy Skills: The Structure and Relations Among Numbering, Relations, and Arithmetic Operations in Preschool
retrieved from https://journals.sagepub.com/doi/10.3102/0002831212465332
 Instructional Materials Guidelines And Procedures retrieved from
nacisd.org/.../instructional_materials_guidelines_and_procedures/
 Instructional materials: selection, inspection, and reconsideration retrieved from http://www.urbandaleschools.com/policy/article-
600-educational-program/627-instructional-materials-selection-inspection-and-reconsideration/
 Math Antics - Multi-Digit Addition - YouTube retrieved from https://www.youtube.com/watch?v=mAvuom42NyY
 Mathematical expressions - Overleaf, Online LaTeX Editor retrieved from
https://www.overleaf.com/learn/latex/Mathematical_expressions
 Modelling Children's Informal Arithmetic Strategies | SpringerLink retrieved from https://link.springer.com/chapter/10.1007/978-
3-642-60927-5_2

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Rev.01(Oct.05,2021)
  Mathematical Symbols retrieved from www.ohiouniversityfaculty.com/mohlenka/.../symbols.pdf
 Numbers and Operations on Numbers - HiSET: Math https://www.varsitytutors.com/.../numbers-and-operations-on-numbers
 Number Recognition and Counting retrieved from https://www.nctm.org/Handlers/AttachmentHandler.ashx?...
 Number Sense: Activities and Lessons for Kids retrieved from https://proudtobeprimary.com/building-number-sense-to-20/
 On the Design of Mathematical Concepts retrieved from www.cs.bham.ac.uk/~mmk/papers/02-Calculemus.html
 Place Value & Appropriate Computational Skills retrieved from https://www.utas.edu.au/mathematics.../place-value-and-
appropriate- computational-skills
 Operation on Fraction retrieved from http://www.mathnstuff.com/math/spoken/here/2class/70/frcompu.htm
 Place-Value Concepts retrieved from https://intensiveintervention.org/.../Place-Value_Concepts_508.pdf
 Probability retrieved from https://www.mathsisfun.com/data/probability.html
 Reading and wRiting mathematical notation in e-leaRning retrieved from elcrps.uoc.edu/elcrps/index.php/elcrps/.../1576-3997-1-
PB.pdf
 Solid Mensuration retrieved from licenses.creptool.io/solid_mensuration_richard_earnhart_solution.pdf
 Surface Area and Volume of Sphere retrieved from https://www.math.hmc.edu/funfacts/ffiles/20004.2-3.shtml
 Teaching Math to Young Children Practice Guide rerieved from
https://ies.ed.gov/ncee/wwc/.../wwc_empg_summary_020714.pdf
 The development of informal counting, number, and arithmetic skills and concepts retrieved from
https://www.researchgate.net/publication/294699314_The_development_of_informal_counting_number_and_arithmetic_skills_a
nd_concepts
 Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division
Problems retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6143804/

Prepared by: Reviewed by: Checked and Approved by:

DARRYL JHET P. BARTOLOME RASHID CEAZAR G. ORMILLA, EdD MATRONILLO M. MARTIN, EdD.
Instructor Program Chairperson College Dean

IFSU-VPAA-INS-F004
Rev.01(Oct.05,2021)