TEACHING MATH IN PRIMARY GRADES

Teacher: Mrs. Virginia Idmilao

Unit 1: Understanding the K to 12 Curriculum (9 hours)

Introduction
Understanding the curriculum is a way for an effective teaching of Mathematics. In teaching, it is
necessary to learn how the curriculum works and its components and standards to better deliver the
quality of education that we are aiming. This unit deals with the content of the K to 12 Mathematics
curriculum guides to familiarize you with; twin goals of critical thinking and problem solving, learning
area standard and key stage standards, and Mathematics in the K to 12 basic education curriculum.

Learning Outcomes
Upon the completion of this unit, you are expected to:
A. Identify the objectives and goals of the Key Stage 1 of the K to 12 Curriculum;
B. Discuss the goals and objectives of the Key Stage 1 of the K to 12 Education Program
Elementary Mathematics Curriculum;
C. Identify and discuss the content/ scope and sequence of Mathematics in the K to 12 basic
education curriculum (BEC) for the primary grades; and
D. Explain the importance of the alignment between the content standards performance
standards and learning competencies.
 Activating Prior Learning

Directions: Before we begin the discussion on the K to 12 basic education curriculum, let us evaluate
your understanding about the curriculum. Write “True” if the statement is correct and “False” if
incorrect.

Item Statement True or False

1 Key concepts and skills involving whole numbers
are taught only in the Kindergarten to Grade 3.

2 The curriculum aims to develop the learners’ skills

in critical thinking and problem solving.

3 Teaching using the teacher-centered approaches is

allowed in the K to 12 basic education curriculum.

4 Teaching the concepts of Algebra and Statistics

takes place even in the primary grades.

5 The use of gadget and other technologies is allowed

in teaching the primary grades.

6 The primary grades are only limited to the study of

counting numbers and the four fundamental
operations.

7 The curriculum focuses on honing values including

accuracy, creativity, and productivity.

8 Context in the K to 12 curriculum refers to the

beliefs, environment, and culture of the learners.

9 In the curriculum, 7 content areas are emphasized

based from the framework of MATHTED & SEI
(2010).

10 The curriculum allows the learners to construct their

own knowledge by drawing ideas from their
experiences.
Topic 1: Twin Goals of Critical Thinking and Problem Solving
Time Allotment: 3 hours

Learning Objectives

Upon the completion of this topic, you are expected to:

 Discuss the components necessary in teaching the primary grades under the K to 12
basic education curriculum;
 Compare and contrast the K to 12 basic education curriculum and the previous
curriculums; and
 Describe the significance of developing the skills in critical thinking and problem solving
among the K to 12 learners.

Presentation of Content

Goals of Mathematics in the Basic Education Levels

Stated from the conceptual framework of the Mathematics Basic Education Curriculum Guide that
Mathematics is a subject that pervades life at any age and any circumstances for its value goes beyond
the classroom and school. Thus, it must be learned comprehensively and with much depth.
To direct us in achieving the goals of the basic education curriculum, Mathematics aims to develop the
learners their skills in critical thinking and problem solving.

Critical Thinking
What is critical thinking and how important is it? According to Scriven and Paul (1987), critical thinking is
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered by, observation, experience, reflection, reasoning,
or communication, as a guide to belief and action.

Problem Solving
The other skill that we need to develop among the learners is problem solving. Polya (1945 & 1962)
defined mathematical problem solving as finding a way around a difficult, around an obstacle, and
finding a solution to a problem that is unknown.

Note: The two goals are to be achieved with an organized and rigorous curriculum content, a well-
defined set of high-level skills and processes, desirable values and attitudes, and appropriate tools,
taking into account the different contexts of Filipino learners.
Essential Components in Teaching Mathematics
In teaching the subject in the primary grades, you need to keep in mind that there are components
necessary to attain the goals of Mathematics and the curriculum.

Content Areas
The learners should be equipped with basic knowledge and skills on the following areas:
1. Numbers and Number Sense
2. Measurement
3. Geometry
4. Patterns and Algebra
5. Probability and Statistics

Skills and Processes

These are the skills and processes to be developed by the learners.
1. Knowing and Understanding
2. Computing and Solving
3. Visualizing and Modelling
4. Representing and Communicating
5. Conjecturing
6. Reasoning
7. Proving and Decision-Making
8. Applying and Connecting

Values and Attitudes

There are also values and attitudes to be honed as well.
1. Accuracy
2. Creativity
3. Objectivity
4. Perseverance
5. Productivity

Mathematical Tools
The following tools can be used and necessary in teaching and learning Mathematics.
1. Manipulative Objects
2. Measuring Devices
3. Calculators and Computers
4. Gadgets (e.g. smart phones, tablet, PC)
5. Internet Connection

Context
In the curriculum, context is defined 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.
It also refers to beliefs, environment, language and culture that includes traditions and practices, as well
as the learner’s prior knowledge and experiences.
Principles and Theories
The mathematics curriculum is grounded by principles and theories in which the framework is
supported. They include:
1. Experiential Learning
2. Situated Learning
3. Reflective Learning
4. Constructivism
5. Cooperative Learning
6. Discovery and Inquiry-Based Learning

Experiential Learning
It is learning that occurs by making sense of direct everyday experiences. Kolb (1984) defines learning as
the process whereby knowledge is created through the transformation of experience. Knowledge results
from the combination of grasping and transforming experience.

Situated Learning
As theorized by Lave and Wenger, this learning takes place in the same context in which concepts and
theories are applied.

Reflective Learning
It 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 the m the opportunity to make sense of and derive meaning from their
experiences.

Constructivism
It is the 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
It puts premium on active learning achieved by working with fellow learners as they all engage in a
shared task. The mathematics curriculum allows for students to learn by asking relevant questions and
discovering new ideas.

Discovery Learning and Inquiry-based Learning

Bruner (1961) supports the idea that students learn when they make use of personal experiences to
discover facts, relationships, and concepts.
 Application

Activity 1
Directions: Can you still remember the curriculum during your primary grades? How does it differ with
the present curriculum? Compare and contrast by completing the following Venn diagram.

The Curriculum The Present

During My Time Curriculum

Activity 2

Directions: Critical thinking and problem solving are the twin goals of Mathematics in the K to 12
curriculum. As a future teacher, what skills do you need to enhance in order to become an effective
teacher in developing these skills to your learners? Place your answer in a separate sheet of paper in not
less than 5 sentences.
 Assessment

Directions: From what you have learned about the twin goals of Mathematics, explain how the
development of critical thinking and problem solving will impact the learners’ future. How can they be
able to utilize these skills in the school and the community? What do you think? Write your opinion in
not less than 8 sentences on a separate sheet of paper. The rubric below will be used to evaluate your
answer. (30 points)

Criteria Weight Exceeds Meets Approaches

Expectation Expectation Expectation
(3 points) (2 points) (1 point)
Content 6 Topic was Topic was Topic was addressed but
completely addressed. statements were not supported
addressed. Some by facts or examples.
Statements statements
were clearly were
supported by supported by
many facts and facts and
detailed examples.
examples.
Coherence 2 Arguments Arguments A few of the support details or
and support and support arguments are not in an
are provided in are provided in expected or logical order,
a logical order a fairly logical distracting the reader and
that makes it order that making the essay seem a little
easy and makes it confusing.
interesting to reasonably
follow the easy to follow
author's train the author's
of thought. train of
thought.
Clarity 2 All of the Most of the Some of the pieces of
evidence and evidence and evidence and examples are
examples are examples are relevant but contains
specific, specific, confusing explanations.
relevant and relevant and
explanations explanations
were stated were clearly
briefly and stated.
clearly.
Source: http://rubistar.4teachers.org/index.php?
screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&
Topic 2: Learning Area Standard and Key Stage Standards
Time Allotment: 3 hours

Learning Objectives

Upon the completion of this topic, you are expected to:

 Identify the set learning area standard and key stage standards for primary grades;
 Summarize the concepts and skills expected to demonstrate and understand by learners
in the primary grades; and
 Discuss the approaches to be employed for the attainment of the set standards.

Presentation of Content

Learning Area Standard

The learner demonstrates understanding and appreciation of key concepts and principles of
mathematics as applied using appropriate technology in problem solving, critical thinking,
communicating, reasoning, making connections, representations, and decisions in real life.

Key Stage Standards for Primary Grades

At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and
skills involving the following:
1. Numbers and number sense (whole numbers up to 10,000 and the four fundamental
operations including money, ordinal numbers up to 100th, basic concepts of fractions);
2. Measurement (time, length, mass, capacity, area of square and rectangle);
3. Geometry (2-dimensional and 3-dimensional objects, lines, symmetry, and
tessellation);
4. Patterns and Algebra (continuous and repeating patterns and number sentences);
5. Statistics and Probability (data collection and representation in tables, pictographs
and bar graphs and outcomes)as applied -using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.

Primary Grade Level Standards

Grade1
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers
and number sense (whole numbers up to 100, ordinal numbers up to 10th, money up to PhP100,
addition and subtraction of whole numbers, and fractions ½ and 1/4); geometry (2- and 3-dimensional
objects); patterns and algebra (continuous and repeating patterns and number sentences);
measurement (time, non-standard measures of length, mass, and capacity);and statistics and probability
(tables, pictographs, and outcomes) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real
life.
Grade 2
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers
and number sense (whole numbers up to 1
000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole
numbers, and unit fractions); geometry (basic shapes, symmetry, and tessellations); patterns and
algebra (continuous and repeating patterns and number sentences);measurement (time, length, mass,
and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.

Grade 3
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers
and number sense (whole numbers up to
10 000; ordinal numbers up to 100th; money up to PhP1000; the four fundamental operations of whole
numbers; proper and improper fractions; and similar, dissimilar, and equivalent fractions); geometry
(lines, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and
number sentences); measurement (conversion of time, length, mass and capacity, area of square and
rectangle); and statistics and probability (tables, bar graphs, and outcomes) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.

Application

Activity 1
Directions: There are different standards set in each grade level. Your task is to summarize the scope of
the various contents in Grades 1 to 3. Accomplish this activity by completing the following table.

Content Area Grade 1 Grade 2 Grade 3

1. Numbers and
Number
Sense
2. Measurement

3. Geometry

4. Patterns and
Algebra

5. Statistics and
Probability
 Assessment

 
Activity 2
Directions: As a future teacher, what necessary preparation will you do in order for your learners to
attain the standards set for the primary grades? Why do you need to equip yourself with the knowledge
on these learning standards? Present your ideas in 5 to 10 sentences.

Directions: What is the significance of setting the standards and expectations for the various grade level
in the K to 12 basic education curriculum? Will it really help in directing the learning of Mathematics? If
yes, in what ways? If no, why is it not necessary? Discuss in at least 10 sentences. The following rubric
will serve as the guide in checking and scoring your outputs. (30 points)

Criteria Weight Exceeds Meets Approaches

Expectation Expectation Expectation
(3 points) (2 points) (1 point)
Content 6 Topic was Topic was Topic was addressed
completely addressed. but statements were
addressed. Some not supported by
Statements statements facts or examples.
were clearly were
supported by supported by
many facts and facts and
detailed examples.
examples.
Coherence 2 Arguments Arguments A few of the support
and support and support details or arguments
are provided in are provided in are not in an
a logical order a fairly logical expected or logical
that makes it order that order, distracting the
easy and makes it reader and making
interesting to reasonably the essay seem a little
follow the easy to follow confusing.
author's train the author's
of thought. train of
thought.
Clarity 2 All of the Most of the Some of the pieces of
 evidence and evidence and evidence and
examples are examples are examples are relevant
specific, specific, but contains
relevant and relevant and confusing
explanations explanations explanations.
were stated were clearly
briefly and stated.
clearly.
Source: http://rubistar.4teachers.org/index.php?
screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&
Topic 3: Mathematics in the K to 12 Basic Education Curriculum
Time Allotment: 3 hours

Learning Objectives

Upon the completion of this topic, you are expected to:

 Define Mathematics in the K to 12 basic education curriculum;
 Identify the scope and sequence of Mathematics in the K to 12 BEC; and
 Describe the importance of learning and developing skills in Mathematics.

Presentation of Content

Mathematics
Mathematics is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and
reasoning. 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.

Content of Mathematics
Remember that the contents of mathematics in the K to 12 basic education curriculum include the
following:
1. Numbers and Number Sense
2. Measurement
3. Geometry
4. Patterns & Algebra
5. Statistics and Probability.

Numbers and Number Sense

It is a strand that includes the concepts of numbers, properties, operations, estimation, and their
applications.

Measurement
It deals with 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, as well as applications involving perimeter, area, surface area, volume, and angle measure.

Geometry
It encompasses the properties of two- and three-dimensional figures and their relationships, spatial
visualization, reasoning, and geometric modelling and proofs.

Patterns and Algebra

It studies patterns, relationships, and changes among shapes and quantities. It includes the use of
algebraic notations and symbols, equations, and most importantly, functions, to represent and analyze
relationships.
Statistics and Probability
It 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 about
outcomes.

Importance of Mathematics
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 the Philippines.

Application

Activity 1
Directions: Discussed in this topic is the scope of Mathematics which includes the five content areas. Do
you agree with the inclusion of all these subjects? Why or why not? Explain your side in three to five
sentences.

Activity 2
Directions: Conduct an interview with a niece or nephew who is at the primary grade. Ask the following
questions and record their answers. If possible, translate to the language that they can understand.
a. What subject do you like the most?
b. What subject do you find difficult?
c. Do you like to study Mathematics? Why or why not?
d. What skills have you developed in learning Mathematics?
e. Why is it important to study mathematics?
 Assessment

Directions: How are the contents of Mathematics addressing the kinds of 21 st century learners that we
have? Cite real life applications of the knowledge and skills that will be gained by the learners when they
complete the primary grades. Explain in at least 5 sentences on a separate sheet of paper. Refer to the
rubric below for the evaluation of your answers.

Criteria Weight Exceeds Meets Approaches

Expectation Expectation Expectation
(3 points) (2 points) (1 point)
Content 6 Topic was Topic was Topic was
completely addressed. addressed but
addressed. Some statements
Statements statements were not
were clearly were supported by
supported by supported by facts or
many facts and facts and examples.
detailed examples.
examples.
Coherence 2 Arguments Arguments A few of the
and support and support support details
are provided in are provided in or arguments
a logical order a fairly logical are not in an
that makes it order that expected or
easy and makes it logical order,
interesting to reasonably distracting the
follow the easy to follow reader and
author's train the author's making the
of thought. train of essay seem a
thought. little
confusing.
Clarity 2 All of the Most of the Some of the
evidence and evidence and pieces of
examples are examples are evidence and
specific, specific, examples are
relevant and relevant and relevant but
explanations explanations contains
were stated were clearly confusing
briefly and stated. explanations.
clearly.
Source: http://rubistar.4teachers.org/index.php?
screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&
 Summary

 Mathematics in the K to 12 basic education curriculum aims to develop the learners their
skills in critical thinking and problem solving.
 Critical thinking is the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered
by, observation, experience, reflection, reasoning, or communication, as a guide to belief and
action.
 Mathematical problem solving is finding a way around a difficult, around an obstacle, and
finding a solution to a problem that is unknown.
 The Mathematics standard in the K to 12 BEC is for learner to demonstrate understanding
and appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving, critical thinking, communicating, reasoning, making
connections, representations, and decisions in real life.
 There are various level of learning standards for the different grade level.
 The key concepts of Mathematics in the K to 12 BEC includes; Numbers and Number Sense,
Measurement, Geometry, Patterns & Algebra, and Statistics and Probability.

Reflection
A. Directions: How much have you learned in this unit? Are there things that you didn’t
understand? Place a tick on the corresponding option.
[ ] I cannot understand the concept on _____________________.
[ ] Now, I understand what the unit is all about.

B. Directions: How do you feel about the unit? Choose one from the following items.
1. When I finished the unit, I feel:
[ ] Happy [ ] Sad
[ ] Exhausted [ ] Satisfied
I feel that way, because _______________________________.

2. I think that this unit is:

[ ] Very Easy [ ] Average [ ] Very Difficult
[ ] Easy [ ] Difficult

C. Directions: Write your thoughts on the things that you have learned and what you
still need to improve by completing the following.
 ___________________________________
I have learned that ... ___________________________________
___________________________________

___________________________________
I still need to improve
___________________________________
myself on ...
___________________________________

___________________________________
I can understand the
___________________________________
topics better if ...
___________________________________

References

K to 12 Mathematics Curriculum Guide (2016)

RubiStar. http://rubistar.4teachers.org/index.php?
screen=CustomizeTemplate&bank_rubric_id=127&section_id=5&
V
 UNIT 1: Number and Number Sense
(7 hours)

To achieve in mathematics, students must acquire a good sense of numbers early in their academic
career.

Bradley S. Witzel

Introduction
An intuitive sense of number begins at a very early age. Children as young as two years of age can
confidently identify one, two or three objects before they can actually count with understanding
(Gelman & Gellistel, 1978). Piaget called this ability to instantaneously recognize the number of objects
in a small group 'subitizing'. As mental powers develop, usually by about the age of four, groups of four
can be recognized without counting. It is thought that the maximum number for subitizing, even for
most adults, is five. This skill appears to be based on the mind's ability to form stable mental images of
patterns and associate them with a number. Therefore, it may be possible to recognize more than five
objects if they are arranged in a particular way or practice and memorization takes place. A simple
example of this is six dots arranged in two rows of three, as on dice or playing cards. Because this image
is familiar, six can be instantly recognized when presented this way.

Usually, when presented with more than five objects, other mental strategies must be utilized. For
example, we might see a group of six objects as two groups of three. Each group of three is instantly
recognized, then very quickly (virtually unconsciously) combined to make six. In this strategy no actual
counting of objects is involved, but rather a part-part-whole relationship and rapid mental addition is
used. That is, there is an understanding that a number (in this case six) can be composed of smaller
parts, together with the knowledge that 'three plus three makes six'. This type of mathematical thinking
has already begun by the time children begin school and should be nurtured because it lays the
foundation for understanding operations and in developing valuable mental calculation strategies.

Learning Outcomes
Upon the completion of this unit, you are expected to:

1. Classify whole number according to the real number chart.

2. Discuss the properties of numbers
3. Demonstrate in-depth understanding of key concepts and skills on numbers

Activating Prior Learning

Directions:
I. Answer each of the following items.

1. What is a whole number?

2. What are the properties of whole number?
3. What are the four fundamental operations in Mathematics?
Four fundamental fractions
 Addition
 Subtraction
 Multiplication
 Division
4. The product of two negative numbers is negative. True or false? Why?
5. A man earns P10,215 every month. How much does he earn in 2 and a half years?
= 306,450
6. What is a proper and improper fraction? Show an example and explain why?

A proper fraction is
7. Which is the larger fraction: 4/5 or 7/9?
Which is the smaller fraction: 3/2 or 4/3?
a. Is 4/11 > 1/3?
b. Is 3/5 < 5/9?
8. What fraction of an hour is 35 minutes?
9. What fraction of a year are the months having 30 days?
10. Pedro ate 2/5 of a pie, Ruben ate 1/4 of a similar pie, who ate the most?
Topic 1: Whole Numbers
Time Allotment: 2 hours

Learning Objectives

Upon the completion of this topic, you are expected to:

 Appreciate the concept of whole number in real life scenarios
 Differentiate whole number from natural and real numbers
 Identify the properties of whole numbers

Presentation of Content

WHOLE NUMBERS

Question: What are whole numbers?

Answer: These are the most basic concept of mathematics and it is basic counting numbers. The whole
number include number such as 0, 1, 2, 3, 4, 5, 6, 7, and so on till infinity. Furthermore, whole numbers
include natural numbers that begin from 1 also they include positive integers along with 0.

Can whole numbers be negative?

Answer: No, the whole numbers cannot be negative. The whole numbers start from 0, 1, 2, 3, … and so
on. All the natural numbers are considered as whole numbers, but all the whole numbers are not natural
numbers. Thus, the negative numbers are not considered as whole numbers.

Which numbers are not whole numbers?

Answer: The numbers which do not exist between 0 and infinity are not whole numbers. Negative
integers, fraction or rational numbers are not whole. Examples are -1, -5, ½, 9/4, pi, etc. are not whole
numbers.

By definition:
The whole numbers are defined as the positive numbers including zero. The whole number does not
contain any decimal or fractional part. It means that it represents the whole thing without pieces. The
set of whole numbers is mathematically represented as: W = (0, 1, 2, 3, 4, 5,……}
17, 99, 267, 8107 and 999999999 are examples of whole numbers.
Whole numbers include natural numbers that begin from 1 onwards.

Whole numbers include positive integers along with 0.

Whole numbers are real numbers

Fun Facts
 a. There is no 'largest' whole number.
b. Except 0, every whole number has an immediate predecessor
or a number that comes before.
c. A decimal number or a fraction lies between two whole
numbers, but are not whole numbers.

Whole Numbers Properties

The properties of whole numbers are based on arithmetic operations such as addition, subtraction,
division and multiplication. Two whole numbers if added or multiplied will give a whole number
itself. Subtraction of two whole numbers may not result in whole numbers, i.e. it can be an integer too.
Also, division of two whole numbers results in getting a fraction in some cases. Now let us see some
more properties here;

Properties of Addition

Closure Property

Two whole numbers add up to give another whole number. This is the closure property of the whole
numbers. It means that the whole numbers are closed under addition. If a and b are two whole numbers
and a + b = c, then c is also a whole number. 3 + 4 = 7 (whole number).

Commutative Property

This property of the whole numbers tells that the order of addition does not change the value of the sum. Let
a and b are two whole numbers, then a + b = b + a. Suppose a = 10 and b = 18 ⇒ 10 + 18 = 28 = 18 + 10.

Associative Property

When we add three or more whole numbers, the value of the sum remains the same. The order of addition of
numbers is not important. Or, in other words, the numbers can be grouped in any manner. The sum remains
the same. This is the associative property of addition.

If a, b, and c are three whole numbers, then a + (b + c) = (a + b) + c = (a + c) + b. For example, 10 + (5 + 12)

= (10 + 5) + 12 = (10 + 12) + 5 = 27

Additive Identity
This is the property of zero by which the value of the whole number remains the same when added to any
whole number. Zero is the additive identity of whole numbers. If w is a whole number, then w + 0 = w = 0
+ w. For example, 0 + 7 = 7 = 7 + 0.

Properties of Subtraction

Closure Property

When one whole number is subtracted from another, the difference is not always a whole number. This
means that the whole numbers are not closed under subtraction. If a and b are two whole numbers and a − b =
c, then c is not always a whole number. Take a = 7 and b = 5, a − b = 7 − 5 = 2 and b − a = 5 − 7 = −2 (not a
whole number).

Commutative Property

Subtraction of two whole numbers is not commutative. This means we cannot subtract two whole numbers in
any order and get the same result. Let a and b be two whole numbers, then a − b ≠ b − a. Take a = 7 and b =
5, 7 − 5 = 2 ≠ 5 − 7 = −2.

Associative Property

An associative property does not hold for the subtraction of whole numbers. This means that we cannot group
any two whole numbers and subtract them first. Order of subtraction is an important factor. If ‘a’, ‘b’, and ‘c’
are the three whole numbers then, a − (b − c) ≠ (a − b) − c. Consider the case when a = 8, b = 5 and c = 2, 8 −
(5 − 2) = 5 ≠ (8 − 5) − 2 = 1.

Subtractive Property of Zero

When we subtract zero from a whole number, the value of the whole number remains the same. Take an
example, a = 98, a − 0 = 98 − 0 = 98.

Properties of Multiplication

Closure Property

Multiplication of two whole numbers will result in a whole number. Suppose, a and b are the two whole
numbers and a × b = c, then c is also a whole number. Let a = 10, b = 5, 10 × 5 = 50 (whole number). The
whole number is closed under multiplication.

Commutative Property
The value of the product does not change when the order of multiplication gets changed. This is the
commutative property of multiplication. Let the two whole numbers be a and b, then a × b = b × a ⇒ 4 × 9 =
36 = 9 × 4.

Associative Property

When we multiply three or more whole numbers, the value of the product remains the same when they are
grouped in any manner. The associative property of multiplication holds for whole numbers. Thus, if ‘a’, ‘b’,
and ‘c’ are three whole numbers, then a × (b × c) = (a × b) × c = (a × c) × b. For example, 6 × (7 × 2) = (6 ×
7) × 2 = (6 × 2) × 7 = 84.

Multiplicative Identity

When we multiply 1 with any whole number, the product is the number itself. 1 is the multiplicative identity
of the whole numbers. If w is a whole number, then w × 1 = 1 × w.

Multiplicative Property of Zero

The product of a whole number and 0 is always 0 i.e., w × 0 = 0 = 0 × w. For example, 813 × 0 = 0 = 0 × 813.

Distributive Property of Multiplication over Addition

This property shows that multiplication of a whole number is distributed over the sum of the whole numbers.
If a, b, and c are the three whole numbers. We have, a × (b + c) = (a × b) + (a × c). Let a = 10, b = 20 and c =
5 ⇒ 10 × (20 + 5) = 250 and (10 × 20) + (10 × 5) = 200 + 50 = 250.

Distributive Property of Multiplication over Subtraction

This property tells that multiplication of a whole number is distributed over the difference of the whole
numbers. Suppose ‘a’, ‘b’, and ‘c’ are three whole numbers. From this property we have,a × (b − c) = (a × b)
− (a × c). Let a = 10, b = 20 and c = 5 ⇒ 10 × (20 − 5) = 150 and (10 × 20) − (10 × 5) = 200 − 50 = 150.

Properties of Division

Closure Property

The closure property of the division tells that the result of the division of two whole numbers is not always a
whole number. Whole numbers are not closed under division i.e., a ÷ b is not always a whole number. From
the property, we have, 14 ÷ 7 = 2 (whole number) but 7 ÷ 14 = ½ (not a whole number).
Commutative Property

Division of the whole numbers is not commutative. If a and b are the two whole numbers, then a ÷ b ≠ b ÷ a.
Take an example of a = 14, b = 7, 14 ÷ 7 ≠ 7 ÷ 14.

Associative Property

The Associative property does not hold for the division of whole numbers. If ‘a’, ‘b’, and ‘c’ are the three
whole numbers then, a ÷ (b ÷ c) ≠ (a ÷ b) ÷ c ⇒ 100 ÷ (25 ÷ 5) = 20 ≠ (100 ÷ 25) ÷ 5 = 4 ÷ 5.  Easy Way to
Remember the Properties of Whole Numbers

For more details: watch https://www.youtube.com/watch?v=FXevq-EISZI

https://www.youtube.com/watch?v=mqPqfR6UgqM

Application

Activity. Self-Reflection
Direction:

1. Narrate a unique experience where the concept of whole numbers was used in
home/school. (e.g. counting foot-steps from your college department to the school
canteen starting from initial point as zero).

2. Who is the first person who taught you of counting whole number? Why?

Assessment

Identify if the following are whole numbers. Write “whole number” if the answer is whole number while
“real numbers” if it is not.

1. 75 6. 0
2. 18.2 7. 1/ π
3. 4/5 8. 100
4. π 9. -3
5. 10 10. 5/0
1.
Topic 2: Four Fundamental Operations
Time Allotment: 2 hours

Learning Objectives

Upon the completion of this topic, you are expected to:

 Review addition, subtraction, multiplication, and division for positive and negative
numbers
 Make note of the relationships between the operations
 Identify which operations are commutative

Presentation of Content

The four basic mathematical operations--addition, subtraction, multiplication, and division--have

application even in the most advanced mathematical theories. Thus, mastering them is one of the keys
to progressing in an understanding of math and, specifically, of algebra. Electronic calculators have
made these (and other) operations simple to perform, but these devices can also create a dependency
that makes really understanding mathematics quite difficult. Calculators can be a handy tool for
checking answers, but if you rely too heavily on one, you may deprive yourself of the kind of rigorous
mental exercises that will help you not just to do math, but to fully understand what you are doing.

If you have difficulty performing the basic operations for simple numbers, one way to improve is
through the use of flash cards. Even cutting up a sheet of paper into sections is sufficient; just write the
numbers and an operation on one side (such as 3 8) and the answer (24, for our example) on the other.
In this way, you can practice your math skills without simply relying on a calculator. (But if you need the
calculator to accurately make your flash cards, by all means, use one!) We assume you have an
understanding of basic arithmetic, but if you are at all lacking in this area, you should be able to bring
yourself up to speed with a little time and practice.

Addition and Subtraction

Addition and subtraction are two complementary operations--we can actually define subtraction

in terms of addition. Addition is simply the combination of distinct sets of like entities (and we
must stress the word like). Thus, if we add one set of four squares to another set of five squares,
we get a total of nine squares. (Or, if you prefer, substitute anything you like for "squares"--dogs,
bananas, people, rocks, or anything else.)
 

The above diagram is an illustration of the process of addition. Note that the plus sign (+)
indicates the operation performed on the two terms. In this case, the summands are four squares
and five squares. The equal sign (=) indicates that what is on its left and what is on its right are
equivalent (or equal). On the right side is the sum, which is the result of the addition of the
summands. Of course, drawing pictures every time we wanted to represent an addition would be
highly annoying (and in some cases impossible). Thus, instead of talking about a certain number
of squares, apples, people, inches, or pesoss) for instance, we can simply deal with the numbers.

4+5=9

Furthermore, note that the order in which we add the squares makes no difference. Whether we
add four squares to five squares or vice versa, the result is always nine squares.

In mathematical parlance, addition is commutative; we can add two summands in any order and
always get the same result. Following our example,

4+5=9

5+4=9

4+5=5+4

Subtraction is the opposite of addition. Instead of adding two quantities (numbers), we are
removing one quantity from another. Thus, if we have nine squares and take away (subtract) five,
we are left with four squares. Using just the numbers, where the minus sign (–) represents the
subtraction operation,

9–5=4

Here, 9 and 5 are the terms of the operation, and 4 is the difference. Unlike addition, subtraction
is not commutative. That is to say, 9 – 5 and 5 – 9 are not the same-in fact, they yield quite
different results! (The symbol ≠ below simply means "does not equal.")

9 – 5 ≠ 5 – 9 

Negative Numbers
Addition (and any other of the basic operations) can involve the counting numbers (1, 2, 3, 4, 5,
and so on), the number zero (0), and any number in between (fractional values such as a half, for
instance). Also, we may encounter negative numbers, which are quantities that are less than
zero. If we think of positive numbers as quantities of something that we possess (say, for
instance, that we have 10 oranges), then a negative number would be a quantity of something
that we owe (if we owed someone 10 oranges, then we might say that we have negative 10
oranges). Negative numbers are typically expressed using a minus sign (–); thus, negative 10 can
be written as -10. The use of the minus sign is no coincidence-in fact, subtraction is nothing
more than addition involving a negative number! Imagine you have in your possession nine
apples (positive nine), but you owe a friend four apples (negative four). Thus, you take four
apples out of the nine that you have, leaving five.

9 – 4 = 5

Another way of looking at this operation is that you have nine apples, and you are  adding negative four
(nine are in your possession, but four belong to someone else). We can write the numbers for this
operation as follows. (Note that we use parentheses only for the purpose of avoiding confusion of the
plus and minus signs.)

9 + (–4) = 5

Then,

9 – 4 = 9 + (–4)

Multiplication and Division

Let's say we want to add a particular number, such as six, to itself many times. For instance, a
worker at a factory may wish to count the number of parts delivered in several boxes. Each box
contains six parts, and there is a total of five boxes. To find out how many parts he has, the
worker must add the number six to itself five times.

6+6+6+6+6

We can find the sum simply by performing the addition several times over. A shortcut, however,
is multiplication. Imagine the parts in each of the five boxes laid out in rows, as shown below
(we use a square to represent a part).

 
Each row above represents a box; in each row is six parts. We have a total of five rows. Thus,
instead of performing five additions of six, we simply multiply six by five to get a total of 30.
Multiplication is typically represented by an  , although sometimes a · is used instead. The two
numbers being multiplied are called factors, and the result is called the product.

 Like addition, multiplication is commutative. Imagine flipping the arrangement of squares shown above
so that instead of being five rows of six squares each, it is six rows of five squares each. We haven't
changed the total number of squares, but following the logic we've used, we can say that the total
number of squares is now six multiplied by (or times) five.

Multiplication of negative numbers carries with it some additional subtleties. Let's say someone
owes a friend five apples; in some sense, he then has –5 apples. We can also look at this situation
as that person owing his friend one apple five times over, which is –1 multiplied by 5. We
already know that he has –5 apples, so the product of –1 and 5 must be –5.

Thus, if one factor is positive and the other negative, their product is negative. What about the
product of two negative numbers? We can view this as the "negation of a negation," or a double
negative-the result is a positive number. (Imagine owing a friend a negative number of apples-
that would be the same as having those apples in the first place!) For instance, then,

Division is the inverse of multiplication. For instance, imagine that the factory worker mentioned
above has 30 parts and wants to distribute them among five boxes. He must divide 30 by 5; this
operation is shown using the division symbol ( ).
In other words, among the 30 parts, we can count 5 parts a total of 6 times. (Another way of
saying this is that 5 goes into 30 six times.) The number being divided (30 in this case) is called
the dividend, the number by which it is divided (5 in this case) is called the divisor, and the
result is called the quotient. Recall that we wrote the following product:

Note, then, that if the product of two factors is divided by one of the factors, the quotient is equal
to the other factor.

Division, unlike multiplication, is not commutative.

The rules for dividing negative numbers are the same as those for multiplication: if the dividend
and divisor are both positive or both negative, the quotient is positive, and if one is positive and
the other negative, then the quotient is negative.

Examples with solution:

For each pair of expressions, determine if they are equal.

a. 3 + (–4) and (–4) + 3    b. 4   2 and 2   4    c. 3 – 1 and (–1) + 3

Solution: Each pair of expressions above is equal. Let's take a look at why this is the case. For part a,
remember that addition is commutative. Thus, it doesn't matter what order we use for the terms,
regardless of whether the numbers are negative or positive. The same reasoning applies to part b:
multiplication is commutative. In part c, the two are also equal because subtraction is the same as
addition of a negative:

3 – 1 = 3 + (–1)

Also, addition is commutative:

3 – 1 = 3 + (–1) = (–1) + 3

3 – 1 = (–1) + 3

Nevertheless, you must be cautious, because 3 – 1 is not equal to 1 – 3.

Calculate each of the following.

a. (–5) + (–1)    b. (–2) ( –5)    c. 21 (–7) d. (–6) – (3)

e. 4 + (–8)    f. (–18)   6    g. 4 – (–3)    h. 9 (–7)

Solution: In each case, make careful note of the sign of the terms, factors, dividends, and divisors of the
operations, being sure to follow the rules as laid out earlier. Parts a and b are straightforward.

a. –6    b. 10

If you cannot recall the rules for signs when dividing, remember that the product of the quotient and the
divisor is the dividend. (In this case, the product of –3 and –7 is 21.)

c. –3

You can also rewrite part d using addition: (–6) – (3) = (–6) + (–3). The remainder of the parts follow the
basic rules already discussed or the strategies we have reviewed for this problem.

d. –9    e. –4    f. –3    g. 7    h. –63

For additional information you may watch: https://www.youtube.com/watch?v=HAhg0uXn9GA

https://www.youtube.com/watch?v=fXPWIzDdofo

Application

1. Add the following:

2 1 4 3 7 + 5 2 8 9 2 + 3 2 0 4 = 77,533
2. Subtract:
8 6 2 7 5 - 3 5 6 7 9 = 50,596
3. Simplify:
8457 + 3502 – 6989 = 4970
4. There are 2,983 boys and 2,175 girls in a school. Find the total enrolment of the school. Find also the
number of more boys than girls on the rolls of the school.
Total enrollment = 5158
Find also the number of more boys than girls on the rolls of the school = 808

5. What should be added to 79,415 to make it the greatest five-digit number? = It has a 5 digit number
already.
6. By how much is 89283 is greater than 79382?
= 9, 901
7. What should be subtracted from 98989 to get 88888?
= 10,101
 Assessment

1. Estimate the product of the following, rounding each number to the nearest ten:

(i) 259 and 132

(ii) 263 and 428

2. A man earns P1,955 every month. How much does he earn in 2 years? = 46,920

3. A book contains 236 pages. How many pages are there in 124 books? = 29264

4. A farmer plants 127 plants in a row. How many plants are needed for plantation in 127 rows?

= 16,129

5.  Fill in the blanks with the sign <, = or >:

(i) 60 x 15 ____<____ 61 x 15

(ii) 17 x 40 ___<_____ 17 x 41

(iii) 230 + 230 + 230 + 230 ___<_____ 5 x 230

6.
Topic 3: Fractions
Time Allotment: 3 hours

Learning Objectives

Upon the completion of this topic, you are expected to:

 Familiarize with the different types of fractions
 Convert between improper fractions and mixed numbers.

Presentation of Content

Fractions are commonly used in everyday language to express part of a whole number. Many
recipes use fractions to express the quantity of ingredients required. In general conversation,
people will talk about one fifth of a pie rather than the decimal equivalent 0.2 of a pie. People
may cut apples into quarters and eat three eights of a pizza. Footballers get to have a rest at half
time and a block of chocolate can easily be broken into fraction amounts. Fractions are the
preferred way to communicate parts of whole numbers, however, decimals are often preferred
for calculation because of the use of the metric system of measurement and the use of electronic
calculators.

The diagram is divided into 25 equal parts. 9 parts are shaded.

The shaded part can be written as the fraction 9/25, said as nine twenty fifths

The diagram is divided into 5 equal parts. 2 parts are shaded.

The shaded part can be written as the fraction 2/5. The unshaded part is 3/5.

2 ← This number is called the numerator, it is the number of parts present

5 ←This number is called the denominator, it is the number of parts in the
whole

The bar between the numerator and the denominator is called the vinculum. The vinculum can
represent the operation division. Division by 0 is not possible (share among 0 people!), it is undefined, it
doesn’t make sense. Similarly, a fraction that has a denominator of 0 is also undefined. The definition of
a fraction includes this.

Any integer can be written as a fraction. The denominator is always 1. The integer 4 as a fraction is 4/1 ,
likewise, − 2 can be written as a fraction – 2/1.
Naming Fractions

When saying fractions, the format is: numerator denominator, with the denominator usually having the
suffix this. Fractions with denominators 2,3 and 4 are given special names.

For example:

1/2 -One half 1/3 -One third 1/4 -One quarter 1/5 -One fifth

3/8 -Three eighths 5/12 -Five twelfths 6/21 -Six twenty firsts

1/44 -One forty fourth

An alternative naming system is saying numerator over/on

denominator. For example: 5/7 can be said as five over seven or five
on seven.
 Types of fractions

There are two types of fractions: proper (or common) fractions and improper (or top heavy) fractions.

To be a proper fraction, the numerator must be less than the denominator, or the numerator <
denominator (In math, the symbol < means less than and the symbol > means greater than.) A proper
fraction is less than a whole.

To be an improper fraction, the numerator must be greater than or equal to the denominator, or
numerator ≥ denominator. An improper fraction is greater than or equal to one whole.

For example:

If numerator = denominator, then the result is 1 whole. It is like a pizza cut into 8 pieces and all 8 pieces
are present; this is obviously 1 whole pizza.

When a whole number and a fraction are combined, the result is a mixed number. A mixed number can
represent this story: The boys ate three and a quarter pizza last night. This is written and drawn as
below.
 Mixed Number to a Improper Fraction

You may watch this video for more information in the topic. https://www.youtube.com/watch?
v=uoycuKN74Io&feature=youtu.be

Improper Fraction to a Mixed Number

When changing an improper fraction back to a mixed number, divide by the denominator.
Remember that the denominator tells us how many pieces make up a whole. So, when you divide the
numerator by the denominator, the whole number part of the answer is the number of whole numbers
and the remainder is written as a fraction.

Watch this video on how to change improper fraction to mixed number.

https://www.youtube.com/watch?v=JE5DXOW7h_Y&feature=youtu.be

Application

I. Similar to the photo shown below using scratch but presentable paper creates one
piece of art work that shows concept of fraction.

Assessment
I. Convert each of these mixed numbers to an improper fraction.

a. 4/3 f. 23/4
b. -19/7 g. -27/8
c. 16/5 h. 67/9
d. 47/10 i. 49/13
e. 22/9
 II. Convert each of these improper fractions to mixed numbers.

Summary
This unit deals with

Whole Numbers
 Its main objective is for the learners to appreciate the concept of whole number in real life
scenarios and to differentiate whole number from natural and real numbers. Lastly, to
identify the properties of whole numbers

Four Fundamental Operations

 Commonly known as addition, subtraction, division and multiplication. Its primary concern
is to review addition, subtraction, multiplication, and division for positive and negative
numbers and make note of the relationships between the operations and to identify which
operations are commutative

 Fractions
Its goal is to let learners be familiarize with the different types of fractions and to convert
between improper fractions and mixed numbers.
 Reflection

D. Directions: How much have you learned in this unit? Are there things that you didn’t
understand? Place a tick on the corresponding option.
[ ] I cannot understand the concept on _____________________.
[ /] Now, I understand what the unit is all about.

E. Directions: How do you feel about the unit? Choose one from the following items.
3. When I finished the unit, I feel:
[ ] Happy [ ] Sad
[ ] Exhausted [ /] Satisfied
I feel that way, because _______________________________.

4. I think that this unit is:

[ ] Very Easy [ /] Average [ ] Very Difficult
[ ] Easy [ ] Difficult

F. Directions: Write your thoughts on the things that you have learned and what you
still need to improve by completing the following.

___________________________________
I have learned that ... ___________________________________
___________________________________

___________________________________
I still need to improve
___________________________________
myself on ...
___________________________________

___________________________________
I can understand the
___________________________________
topics better if ...
___________________________________

References

Internet:

1. https://www.math-only-math.com/
2. https://www.youtube.com/results?search_query=fractions
3. https://www.researchgate.net/publication/
306308914_Difficulties_of_6th_Grade_Elementary_School_Students_in_Solving_the_Four_
Basic_Fundamental_Operations_Addition_Subtraction_Multiplication_and_Division_of_Nat
ural_Numbers
4. https://www.universalclass.com/articles/math/pre-algebra/the-four-basic-mathematical-
operations.htm
5. https://www.nap.edu/read/9822/chapter/8#202
6. https://www.youtube.com/results?search_query=whole+number+application
7. https://www.youtube.com/watch?v=FXevq-EISZI
8. https://study.com/academy/lesson/the-closure-property-of-real-numbers.html#:~:text=Closure
%20properties%20say%20that%20a,closed%20under%20addition%20and%20multiplication.
9. https://byjus.com/maths/whole-numbers/
10. https://www.scu.edu.au/media/scueduau/current-students/study-resources/numeracy
11. https://www.prodigygame.com/blog/4-fun-classroom-activities-for-students-to-learn-
fractions/