Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Estancia, Iloilo

SCHOOL OF EDUCATION
Teacher Education Department

COURSE SYLLABUS IN EED 105- TEACHING MATHEMATICS IN THE PRIMARY GRADES ( BEED)
1st Semester 2019 – 2020

QUALITY POLICY

NIPSC commits itself to continually strive to provide quality and relevant instruction, research and extension activities adhering to quality standards and
regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual improvement of the management system.

VISION

“A globally competitive State University in Asia”

MISSION

“Human resources development through quality and relevant education, environment-friendly modern technologies and preservation of Filipino
values and culture for sustainable and improved quality of life.”

GOALS

The College shall have the following goals:

1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant undergraduate and
graduate programs;
3. Establish a university research culture responsive to community and global needs;
4. Enhance research-based extension programs and transfer of sustainable technologies;
5. Maximize productivity through efficient and effective resource management; and
6. Strengthen linkages with local, national and international partner-agencies.

CORE VALUES
C-ommunicative
R-esearch oriented
E-xcellent time manager
A-cademically competent
T-echnically equipped
I-nnovative
V-alues oriented
E-nvironment friendly

PURPOSES

The Northern Iloilo Polytechnic State College has the following purposes:

1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education, management, hospitality &
tourism, information technology, engineering, criminal justice and services as well as, continuing education;

2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences, education, management,
hospitality & tourism, information technology, engineering, criminal justice;

3. Undertake sustainable extension activities for technology transfer and solution of social problems, and;

4. Enhance its critical role in community development.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1 2 3 4 5
1.To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional
requirements, and gainful employment. / /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. / /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social
development. / /
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ / /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. / /
6.To enhance the management capabilities of key officials through the use of participatory decision making. / /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers
and members of civic, professional, religious, and other NGO’s in the service area, / /
8.To use research to generate knowledge and find solutions to social problem, / /
9.To make institutional development planning as a means for responding to changes / /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. / /

GOALS OF THE SCHOOL OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming useful and
productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of School of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to
become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their
potentials in becoming useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change / /
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /

PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and Bachelor in
Elementary Education (BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to make
them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work well;
 3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /

2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do
their work well; / /

3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive
citizens; / /

4.Instill in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

The graduates of BEED and BSEd programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher learning as well
as competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in order to
constantly improve their teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they are connected with but
of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the School of Education 1 2 3 4

1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher
learning as well as competence in the field of work. / /

2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices / /

3.engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole / /

4.practice and demonstrate professional and ethical requirements of the teaching profession / /
 Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR OF ELEMENTARY EDUCATION

CURRICULUM MAPPING

First COURSE RELATIONSHIP TO PROGRAM OUTCOME

Semester
a B c d E f g h i j k l
GE 1 Purposive Communication
GE 2 Readings in Philippine History
GE 3 Mathematics in the Modern World
1st year GE 4 Komunikasyon sa Akademikong Filipino
GE 5 Art Appreciation
GE 6 Understanding the Self
PEd 101 The Child and Adolescent Learners and Learning
Principles
PE 1 Physical Fitness
NSTP 1 CWTS / ROTC

Second COURSE RELATIONSHIP TO PROGRAM OUTCOME

Semester
a B c d E f g h i j k l
GE 7 Masining na Pagpapahayag/Retorika
GE 8 Ethics
GE 9 The Contemporary World
GE 10 Panitikan ng Pilipinas
1st year GE 11 Science, Technology and Society
GE 12 The Life and Works of Rizal
EEd 101 Building and Enhancing New Literacies Across the
 Curriculum
PE 2 Rhythmic Activities
NSTP 2 CWTS / ROTC

RELATIONSHIP TO PROGRAM OUTCOME

First COURSE
Semester a b c d E f g h i j k l
PEd 108 Technology for Teaching and Learning 1
PEd 105 Facilitating Learner-Centered Teaching
EEd 102 Teaching Science in Elementary Grades (Biology and
Chemistry)
2nd year
EEd 103 Teaching Math in the Primary Grades
EEd 104 Teaching Social Studies in the Elementary Grades
(Culture and Geography)
EEd 105 Pagtuturo ng Filipino sa Elementarya (1) – Estruktura
at Gamit ng Wikang Filipino
EEd 106 Good Manners and Right Conduct (Edukasyon sa
Pagpapakatao)
GE EL 4 Environmental Science
PE 3 Individual/Dual Games

Second RELATION TO PROGRAM OUTCOME

Semester COURSE
a b c d E f g h i j k L
PEd 102 The Teaching Profession
PEd 104 Foundations of Special and Inclusive Education
EEd 107 Teaching Science in Elementary Grades (Physics,
Earth and Space Science)
EEd 108 Teaching Math in the Intermediate Grades
2 year
nd
EEd 109 Content and Pedagogy for the Mother Tongue
EEd 110 Teaching Social Studies in Elementary Grades
(Philippine History and Government)
 EEd 111 Edukasyong Pantahanan at Pangkabuhayan
GE EL 5 Gender and Society
PE 4 Team Sports and Games

First RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a B c d E f g h i j k L
EEd 112 Teaching English in the Elementary Grades
(Language Arts)
PEd 109 Teacher and the School Curriculum
EEd 113 TTL2 – Technology for Teaching and Learning in the
Elementary Grades
3rd year PEd 106 Assessment of Learning 1
EEd 114 Teaching Music in the Elementary Grades
E115 Teaching English in the Elementary Grades Through
Literature
EEd 116 Teaching Arts in the Elementary Grades

Second RELATIONSHIP TO PROGRAM OUTCOME

Semester COURSE
a B c d E f g h i j k L
EEd 117 Elective: Teaching Multi-Grade Classes
EEd 118 The Teacher and the Community School Culture and
Organizational Leadership
PEd 107 Assessment of Learning 2
3rd year EEd 119 Teaching PE and Health in the Elementary Grades
EEd 120 Pagtuturo ng Filipino sa Elementarya (II) Panitikan
ng Pilipinas
EEd 121 Research in Education
EEd 122 Edukasyong Pantahanan at Kabuhayan with
Entrepreneurship
First RELATIONSHIP TO PROGRAM OUTCOME
Semester COURSE
a B c d E f g h i j k L
FS 1 Field Study 1
FS 2 Field Study 2
PEd 111 Undergraduate Thesis

4rh year

Second COURSE RELATION TO PROGRAM OUTCOME

Semester a B c d E f g h i j k L
PEd 112 Problems Met in Teaching Internship
4th year
PEd 113 LET Enhancement/Review, Pre-board
PEd 114 Teaching Internship

Legend:
a. Articulate and discuss the latest developments in the specific field of practice;
b. Effectively communicate orally and in writing using both English and Filipino;
c. Work effectively and independently in multi-disciplinary and multi-cultural teams;
d. Act in recognition, social, and ethical responsibilities;
e. Preserve and promote “Filipino historical and cultural heritage” ( based on RA 7722 )
f. Generate and share knowledge relevant to specific fields in the study of business administration;
g. Participate in the formulation and implementation of business administrative developments plans and programs;
h. Apply scientific method in the conduct of research activities;
i. Understand and apply the concepts of business administrative productivity and sustainability in the context of national, regional, and global developments;
j. Engage in business production and post-production activities;
k. Promote sound administrative technologies to various clients and in the manpower development for business administration;
l. Employ relevant tools in information technology in solving business administration-related problems.
 I – Introduce P – Practice D – Demonstrate

Detailed Teaching Syllabus

School: Northern Iloilo Polytechnic State College
Program: Bachelor of Elementary Education

 Prepared by: Reviewed by: Recommending Approval: Approved by:

JUNE REY S. SULATRA, Ph. D.

Gen. Ed. Supervisor, Mathematics

FRESAN R. MAGNATE, LPT, MAEd SUNNY G. GABINETE, LPT, Ph. D. HELEN A. GASAPO, LPT, Ed. D. ALMA R. DEFACTO, Ed. D.
Instructor/Professor Chairperson, BEEd Program Dean, School of Education Vice Pres., Academic Affairs

Course Code: Descriptive Title:

EED 105 Teaching Math in the Primary Grades

Course Credit (s): 3 units Lecture Hours/Week: 3 hours/week Laboratory Hours/Week: none
Pre- requisites:
None

Course Description:

This course equips prospective teachers with pedagogical content knowledge for the teaching of basic contents in mathematics in the primary level. Understanding of key concepts and skills
of whole numbers up to 10,000, fractions, measurement, simple geometric figures, pre-algebra concepts and data representation and analysis are applied using appropriate technology. Teaching
strategies include problem solving, critical thinking, differentiated instruction, inquiry-based learning with the use of manipulatives based on cultural context will be emphasized.

Course Outcomes:

At the end of the course, the students should be able to:

 Knowledge
1. Know how to effectively design mathematics instruction in the primary grades.
Skills
1. Use the different approaches in presenting the mathematics in the primary grades.
Values
1. Affirm honesty and integrity in the application of different methods, approaches or strategies used in teaching mathematics in the primary learners in their teaching
endeavors.

Teaching/Learning Teaching Equipment Textbook (T) Time

Intended Learning Outcomes Topics Activities and Materials and Assessment Allot- Remarks
(ILO) (TLA) (TEAM) References (R) Task Tool ment

1. Familiarized with the Mission, Vision, 1. Vision, Mission, Goals and Interactive Class Chalkboard/Whiteboard NIPSC Student 1 hour
Goals and Objectives of the College and of Objectives of the College discussion Handbook
the Department; and 2. Grading System, Admission Power point
2. Aware of the grading system, admission and Retention Policies of the presentation
and retention policies of the Department. Department

Video watching
1. Describe how instruction can be tailored Chapter 1: Designing Effective Small Group Multi media 1. A Guide in
to promote excitement, meaningful learning, Mathematics Instruction Sharing Whiteboard and pen Teaching Short
and critical thinking  Guidelines in Teaching Journal Writing Guide questions Mathematics in Oral responses
Mathematics Class discussion Power point the Primary Written Essay writing 3 hours
Presentation Grades Synthesis
paper

Chapter 2: Whole Number 1.5

hours
1. Know the procedure on how to teach Lesson 1: Counting Individual or small T-1 Class Rubric for
forward counting and backward counting;  Forward Counting group exercise TV Screen Demonstr Class
2. Identify the different activities that can be  Backward Counting Whole class HDMI ation Demonstrati
integrated in teaching counting; and Discussion Computer / Laptop on
3. Perform a demonstration teaching in Peer teaching White board and Pen
counting. Android Phone

Lesson 2: Place Value 1.5

1. Know the procedure how to teach the TV Screen hours
place value; Individual or small HDMI T-1 Class Rubric for
2. Identify activities that can be integrated in group exercise Computer / Laptop Demonstr Class
teaching place value; and Whole class White board and Pen ation Demonstrati
3. Perform a demonstration teaching in Discussion Android Phone on
place value. Peer teaching

1. Know the procedure how to teach the Lesson 3: Addition of Whole TV Screen
addition of Whole Number; Numbers Individual or small HDMI
2. Identify activities that can be integrated in group exercise Computer / Laptop Class Rubric for
teaching Addition of whole number; and Whole class White board and Pen T-1 Demonstr Class 1.5
3. Perform a demonstration teaching in Discussion Android Phone ation Demonstrati hours
addition of whole numbers. Peer teaching on

1. Know the procedure how to teach the Lesson 4: Subtraction of Whole Individual or small TV Screen
subtraction of Whole Number; Numbers group exercise HDMI
2. Identify activities that can be integrated in Whole class Computer / Laptop Class Rubric for
teaching subtraction of whole number; and Discussion White board and Pen T-1 Demonstr Class 1.5
3. Perform a demonstration teaching in Peer teaching Android Phone ation Demonstrati hours
subtraction of whole numbers. on

1. Know the procedure how to teach the Lesson 5: Multiplication of Individual or small TV Screen
multiplication of Whole Number; Whole Numbers group exercise HDMI
2. Identify activities that can be integrated in Whole class Computer / Laptop Class Rubric for
teaching multiplication of whole number; and Discussion White board and Pen T-1 Demonstr Class 1.5
3. Perform a demonstration in teaching Peer teaching Android Phone ation Demonstrati hours
multiplication of whole numbers. on

1. Know the procedure how to teach the Lesson 4: Division of Whole Individual or small TV Screen
division of Whole Number; Numbers group exercise HDMI
2. Identify activities that can be integrated in Whole class Computer / Laptop Class Rubric for
teaching division of whole number; and Discussion White board and Pen T-1 Demonstr Class 1.5
3. Perform a demonstration teaching in Peer teaching Android Phone ation Demonstrati hours
division whole numbers. on

1. Know the basic concepts and how it Chapter 3: Fractions Individual or small TV Screen Creating a
works; and group exercise HDMI checklist
2. Identify activities that can be integrated in Lesson 1: The Concept of Whole class Computer / Laptop of Rubric for
teaching concepts of fraction and know to a Fraction Discussion White board and Pen T-1 resources checklist 1 hour
properly represent a fraction using resources Peer teaching Android Phone or
that are in the environment. materials
that can
be utilized
in
representi
ng a
fraction a
part of a
whole.

1. Know the procedure how to teach the Lesson 2: Equivalent Fractions Individual or small TV Screen
equivalent fractions; group exercise HDMI
2. Identify activities that can be integrated in Whole class Computer / Laptop Class Rubric for
teaching equivalent fractions; and Discussion White board and Pen T-1 Demonstr Class 1.5
3. Perform a demonstration teaching in Peer teaching Android Phone ation Demonstrati hours
concept of fraction and equivalent fractions. on

1. Visualize similar and dissimilar fractions; Lesson 3: Comparing and Individual or small TV Screen
2. Compare fractions using relation symbols; Ordering Fractions group exercise HDMI
3. Order fractions in increasing and Whole class Computer / Laptop Class Rubric for
decreasing order; Discussion White board and Pen T-1 Demonstr Class 1.5
4. Apply teaching pedagogy in teaching how Peer teaching Android Phone ation Demonstrati hours
to compare and order fractions on
5. Identify activities that can be integrated in
teaching fractions comparison and ordering
fractions; and
6. Perform a demonstration teaching in
comparing and ordering fraction

1. Illustrate addition or subtraction of similar Lesson 4: Addition and Individual or small TV Screen
fractions; Subtraction of Similar Fractions group exercise HDMI
2. Add or subtract fraction and mixed and Mixed Numbers Whole class Computer / Laptop Class Rubric for
numbers; Discussion White board and Pen T-1 Demonstr Class 1.5
3. Apply teaching pedagogy in teaching Peer teaching Android Phone ation Demonstrati hours
addition and subtraction of fractions; on
4. Identify activities that can be integrated in
teaching addition and subtraction of
fractions; and
5. Perform a demonstration teaching in
addition and subtraction on similar fractions.

1. Identify and visualize simple geometric Chapter 4: Geometry Individual or small TV Screen Creating a
figures; group exercise HDMI checklist
2. Identify activities that can be integrated in Lesson 1: Simple Whole class Computer / Laptop of Rubric for
teaching simple geometric figures; Geometric Figures Discussion White board and Pen T-1 resources checklist and 1.5 hour
3. Identify possible resources or materials Peer teaching Android Phone or class
can be utilized in teaching geometric figures; materials demonstratio
and that can n
4. Perform demonstration teaching in simple be utilized
geometric figures. in
representi
ng a
fraction a
part of a
whole.

Class
Demonstr
ation

1. Identify, name, and describe the four Lesson 2: Two and Three Individual or small TV Screen
basic shapes (square, rectangle, triangle Dimensional Objects group exercise HDMI
and circle) in 2-dimensional (flat/plane) and Whole class Computer / Laptop Class Rubric for
3 – dimensional (solid) objects; Discussion White board and Pen T-1 Demonstr Class 1.5
2. Identify activities that can be integrated in Peer teaching Android Phone ation Demonstrati hours
teaching two and three dimensional objects; on
3. Apply teaching pedagogy in teaching Two
and three dimensional objects; and
4. Perform a demonstration teaching in Two
and Three dimensional objects.

1. Identify shapes/ figures, objects or living Lesson 3: Symmetry and Individual or small TV Screen
things that show symmetry or tessellation; Tessellation group exercise HDMI
2. Identify activities that can be integrated in Whole class Computer / Laptop Class Rubric for
teaching symmetry and tessellation; Discussion White board and Pen T-1 Demonstr Class 1.5
4. Apply teaching pedagogy in teaching Peer teaching Android Phone ation Demonstrati hours
symmetry and tessellation; and on
5. Perform a demonstration teaching in
symmetry and tessellation

MIDTERM EXAMINATION 1 HOUR

1. Identify the equivalent units of time; Chapter 5: Measurement Individual or small TV Screen
2. Compute for the exact amount of time group exercise HDMI Creating a
between two given times; Lesson 1: Time Measurement Whole class Computer / Laptop checklist Rubric for
3. Solve word problems involving time Discussion White board and Pen T-1 of local Class 1.5
measurement. Peer teaching Android Phone knowledg checklist and hours
4. Identify activities that can be integrated in e with Demonstrati
teaching time measurement; applicatio on
5. Apply teaching pedagogy in teaching time n of time
measurement; and to
5. Perform a demonstration teaching in time localized
measurement. the lesson
in time
measure
ment

Class
Demonstr
 ation

Lesson 2: Length, Mass and Individual or small TV Screen Creating a

Volume group exercise HDMI checklist
1. Convert units of length, mass and volume Whole class Computer / Laptop of local Rubric for
from smaller to larger and vice versa; Discussion White board and Pen T-1 knowledg Class 2 hours
2. Solve word problems involving units of Peer teaching Android Phone e with checklist and
measurement of length, mass and volume; applicatio Demonstrati
3. Identify activities that can be integrated in n of on
teaching length, mass and volume; Length,
4. Apply teaching pedagogy in teaching Mass and
length, mass and volume; and Volume to
5. Perform a demonstration teaching in localize
length, mass and volume. the lesson
in length,
mass and
volume.

Create
checklist
of
activities
that can
be
integrated
in
teaching
length,
mass and
volume.

Class
Demonstr
ation

Lesson 3: Perimeter and Area Individual or small TV Screen Creating a

group exercise HDMI checklist
1. Visualize the concept of perimeter and Whole class Computer / Laptop of local Rubric for
area; Discussion White board and Pen T-1 knowledg Class 2 hours
2. Solve problems involving perimeter and Peer teaching Android Phone e with checklist and
area; applicatio Demonstrati
3. Identify activities that can be integrated in n of on
teaching perimeter and area; perimeter
4. Apply teaching pedagogy in teaching and area
perimeter and area; and to
5. Perform a demonstration teaching in localized
perimeter and area. the lesson
in
perimeter
and area.

Create
checklist
of
activities
that can
be
integrated
in
teaching
perimeter
and area.

Class
Demonstr
ation

Chapter 6: Introduction to Individual or small TV Screen

Algebra group exercise HDMI Create
1. Determine the missing term/s in given Whole class Computer / Laptop checklist Rubric for
continuous and repeating pattern using one Lesson 1: Continuous and Discussion White board and Pen T-1 of Class 1.5
or two attributes; Repeating Peer teaching Android Phone activities checklist and hours
2. Identify activities that can be integrated in that can Demonstrati
teaching continuous and repeating pattern; be on
3. Apply teaching pedagogy in teaching integrated
continuous and repeating; and in
4. Perform a demonstration teaching in teaching
continuous and repeating. continuou
s and
repeating.

Class
Demonstr
ation

Individual or small TV Screen

Lesson 2: Number Sentences group exercise HDMI Create
1. Construct equivalent number expressions Whole class Computer / Laptop checklist Rubric for
using addition and subtraction; Discussion White board and Pen T-1 of Class 1.5
2. Identify and create patterns to compose Peer teaching Android Phone activities checklist and hours
and decompose using addition; that can Demonstrati
3. Find the missing value in a number be on
sentence involving multiplication or division integrated
of whole numbers; in
4. Solve word problems involving number teaching
sentences; number
5. Identify activities that can be integrated in sentences
teaching number sentences; .
6. Apply teaching pedagogy in teaching
number sentences; and Class
7. Perform a demonstration teaching in Demonstr
numbers sentences. ation

Chapter 7: Statistics and Individual or small TV Screen

Probability for Primary group exercise HDMI Collect
1. Collect, organize, read and interpret a Learners Whole class Computer / Laptop data of Rubric for 1.5
table; Discussion White board and Pen T-1 top 5 Data hours
2. Identify activities that can be integrated in Lesson 1: Data Collection and Peer teaching Android Phone smallest representatio
teaching data collection and representation Representation in Tables cities in n and
in tables; the demonstratio
3. Apply teaching pedagogy in teaching data Philippine n
collection and representation in tables; and s and
4. Perform a demonstration teaching in data represent
collection and representation in tables. it in a
table.

Create
checklist
of
activities
that can
be
integrated
in
teaching
data
collection
and
represent
ation of
tables.

Class
Demonstr
ation

Individual or small TV Screen

Lesson 2: Pictographs and Bar group exercise HDMI Collect
1. Construct and interpret a pictograph or Graphs Whole class Computer / Laptop data of Rubric for 1.5
bar graph; Discussion White board and Pen T-1 top 5 bar graph hours
2. Identify activities that can be integrated in Peer teaching Android Phone smallest and
teaching pictograph and bar graph; cities in demonstratio
3. Apply teaching pedagogy in teaching the n
pictograph and bar graph; and Philippine
4. Perform a demonstration teaching in s and
pictograph and bar graph. construct
a bar
graph.

Create
checklist
 of
activities
that can
be
integrated
in
teaching
pictograph
and bar
graph.

Class
Demonstr
ation

Individual or small TV Screen Create a

Lesson 3: Simple Probability group exercise HDMI checklist
1. Tell whether an event is “sure to happen”, Whole class Computer / Laptop of real-life Rubric for 1.5
“likely to happen”, “equally to happen”, Discussion White board and Pen T-1 situations checklist and hours
“unlikely to happen”, and “impossible to Peer teaching Android Phone that “sure demonstratio
happen”; to n
2. Describe events in real-life situations happen”,
using the phrases “sure to happen”, “likely to “likely to
happen”, “equally to happen”, “unlikely to happen”,
happen”, and “impossible to happen”; “equally to
2. Identify activities that can be integrated in happen”,
teaching simple probability; “unlikely
3. Apply teaching pedagogy in teaching to
simple probability; and happen”,
4. Perform a demonstration teaching in and
simple probability. “impossibl
e to
happen”.

Create
checklist
of
activities
 that can
be
integrated
in
teaching
pictograph
and bar
graph.

Class
Demonstr
ation

FINAL EXAMINATION 1 HOUR

RESOURCES: (Textbook and References)

T-1: Camarista, G., & Oranio, I. (2019). Teaching Mathematics in the Primary Grades. Manila: Lorimar Publishing Inc.
T-2:

GRADING SYSTEM
Cognitive 60%
Quizzes 20%
Major Exams 30%
Class Participation 10%
Psychomotor 30%
Oral/Written 15%
Project of Practicum 15%
Affective 10%
RICH Values and Attendance
_________
TOTAL 100%