DEVELOPING NUMERACY ACTIVITIES: OPERATION OF WHOLE NUMBERS

CONDUCTING LAC TEMPLATE

Procedure and Time Task Description

Allotment

Before Learning Session

Before the meeting The facilitator reminds the LAC members of the
session date/time, topic to be discussed which is
Developing Numeracy Activities on Operation of
Whole Numbers and ask them to prepare for the
study session by looking for references (may be from
the internet, audio-visual or print) and studying
ahead.

The LAC members read/study the references

that he or she gathered and bring sample activities
related to the operations of whole numbers.

During Learning Session

Discussion of previous LAC members report the success or failure of

learning session the implementation of a strategy introduced from the
previous learning sessions (if any).

Presentation of a I. Introduction
topic
Elementary school children often classify
A. Facilitated Mathematics as a difficult subject to grasp. The
Group abstract nature of the concept often makes it
Learning challenging to explain to young learners. Teaching
Activity elementary Mathematics is easier with the help of
variety of numeracy activities related to the
operation of whole numbers. Knowing this can
provide the learners with strong foundation for their
later mathematical development.

This session will enrich your knowledge on the

key learning points pertaining to numeracy activities

MATHEMATICS
that will help learners understand the different
operations of whole numbers and at the same time
develop these numeracy activities to be utilized by
them.

II. Mini-Lecture

A. Priming Activity

A Letter Jumble Game

Let the participants form the words

Mathematics and Numeracy from the jumbled letters
provided.

B. Lecture Proper
⮚ Address LAC members’ misconceptions or
deepen their understanding on the
differences of Numeracy and Mathematics.

The main difference between Numeracy and

Mathematics is that Numeracy is the knowledge,
skills, behaviors and dispositions that students need in
order to use Mathematics in a wide range of
situations. It involves recognizing and understanding
the role of Mathematics in the world and having the
dispositions and capacities to use mathematical
knowledge and skills purposefully while Mathematics
is a way of thinking in logical or organized way. It is
the study of the relationships among numbers,
shapes, and quantities. It uses signs, symbols and
proofs and includes Arithmetic, Geometry and
Measurement, Statistics and Probability, Algebra,
Calculus and Trigonometry.

⮚ Discuss the key learning points that pertains to

the operation of whole numbers
(Ref: DAP – ELLN)

MATHEMATICS
1. Understanding of Arithmetic evolves from
children’s early counting experiences. Informal
concept of addition (adding more) and subtraction
(taking away something) guide children’s efforts to
construct informal arithmetic procedures.

2. When addition (or subtraction) is an objective in a

child’s daily play activities, he uses his logic and
eventually remembers results. When knowing “facts”
is the objective, children are taught techniques to
get “facts” and are drilled to internalize them. When
a child learns to add quantities by using his own
logic, repeats the same action everyday in
interaction with other people, he will inevitably
remember the result, without pressure.

3. The understanding of addition and subtraction

involves: the logic of inclusion and reversibility of
thought.

4. The process of multiplication requires children to

think about and count groups of objects rather than
single objects.

5. The process of division involves sharing or dividing

a quantity into smaller groups of a particular size. The
logic of multiplication (and division) involves an
understanding of the one-to-one correspondence or
equivalence of two or more sets and reversibility of
thought.

Group the participants into 4. Let them explore

4 stations wherein they will analyze numeracy
activities that will help them better understand how
children conceptualize the operation of whole

MATHEMATICS
numbers.

III. Question and Answer

1. How was your experience in exploring the

numeracy activity in each station?

2. Based from the activities you have explored, how

do you think children conceptualize the four major
Mathematical operations of whole numbers?

3. What activities will help them understand easily the

operations of whole numbers?

4. How do you understand the relationship between

thinking skills, counting skills and the four operations of
whole number?

IV. Mechanics of the Workshop

⮚ Group the LAC Members into four (4)

⮚ Assign them to work on numeracy activities for

each operation of whole numbers

Group 1 - Develop Numeracy Activities along

Addition of Whole Numbers

Group 2 - Develop Numeracy Activities along

Subtraction of Whole Numbers

Group 3 - Develop Numeracy Activities along

Multiplication of Whole Numbers

Group 4 - Develop Numeracy Activities along Division

of Whole Numbers

⮚ Complete the task in thirty (30) minutes

V. Workshop Proper

Each group will prepare a numeracy activity in

the operation assigned to them.

MATHEMATICS
 VI. Presentation of Outputs

Have one representative from each group

present the output.

VII. Processing of Outputs

1. How did you find the activity?

2. What challenges did you meet along the

preparation of numeracy activities?

3. How can these numeracy activities help

the learners understand the operations of whole
numbers?

VIII. Synthesis and Closure

1. Let the LAC Members express their realization by

completing the sentence:

The LAC session conducted ADD ___________________,

SUBTRACT ______________,

MULTIPLY _______________,

and DIVIDE_____________.

2. End the session with a saying, “There are no short

cuts to Learning Math”

Share The LAC members share their experiences in

using numeracy activities along teaching
Mathematics. They clarify concepts and ideas or
share how they understand the topic and its
implications on their teaching practice. The group
then comes up with a collective understanding of
the topic using their developed numeracy activities.

MATHEMATICS
Synthesize The facilitator summarizes the key concepts
from what the LAC members have shared.

What to do next The facilitator instructs the LAC members to

incorporate the numeracy activities they have
developed in their preparation of Daily Lesson Plan
along operation of whole numbers.

Next Steps The group confirms the topic and the date of
the following learning session.

After Learning Session

Implementation The LAC Members apply what they have

learned by incorporating numeracy activities in their
preparation of Daily Lesson Plan to be utilized in Class
Observation.

The LAC members document their experiences and

insights in their LAC journals.

Prepared by:

LEA R. REBETA
Teacher III
Mathematics
Oas South Central School
Oas South District

TASK CARD 1:

LIFT THE BOWL

MATHEMATICS
 Competencies:

⮚ Combine elements of two sets using concrete objects to

represent the concept of addition

⮚ Add quantities up to 4 using concrete objects

⮚ Use a variety of materials and communicate strategies used to

determine answers to addition problems
Materials: bowl or cup, any kind of available materials such as pebbles
or sticks

Procedure:

⮚ Give each LAC Member 4 counters and a bowl

Separate counters in different ways to make 4 and verbalize the

combinations that result. (The leader of the group will give the
instruction, under “teacher says”)

⮚ Get the counters showing combinations in both hands

Teacher Says… Learner Says… Number

Combinations

“How many seeds are on the

bowl?, Now lift the bowl, how “None and four is four,
0 + 4 = 4
many seeds are under the zero and four is four”
bowl?”

“Place one seed on the bowl” “One and three is four” 1 + 3 = 4

“Place two seeds on the bowl” “Two and two is four” 2 + 2 = 4

“Place three seeds on the

“Three and one is four” 3 + 1 = 4
bowl”

“Four and none, four

“Place four seeds on the bowl” 4 + 0 = 4
and zero is four”

MATHEMATICS
 ⮚ State your realization on the concept of addition.

TASK CARD 2:

HAND GAME
Competencies:

⮚ Count objects with one-to-one correspondence

⮚ Match numerals to a set of concrete objects

⮚ Separate elements of two sets using concrete objects to

represent the concept of subtraction
Materials: any kind of available materials such as pebbles or sticks

Procedure:

⮚ Give each LAC Member 4 counters

⮚ Separate counters in different ways and verbalize the results.

(The leader of the group will give the instruction, under “teacher
says”)

⮚ Show the combinations in both hands

Teacher Says… Learner Says… Number

Combinations

“Place four stones in your right hand, “Four less than 4 - 1 = 3

then get one of the stones and put it in one is three”
your left hand. What happened to the

MATHEMATICS
 number of stones in your right hand?”

“Place four stones in your right hand,

then get two of the stones and put it in “Four less than
4 - 2 = 2
your left hand. What happened to the two is two”
number of stones in your right hand?”

“Place four stones in your right hand,

then get three of the stones and put it in “Four less than
4 - 3 = 1
your left hand. What happened to the three is one”
number of stones in your right hand?”

““Place four stones in your right hand,

then put nothing on your left hand. What “Four less than
4 - 0 = 4
happened to the number of stones in zero is four”
your right hand?”

⮚ State your realization on the concept of subtraction.

TASK CARD 3:

COUNTING MARBLES IN A JAR

Competency: Combine and represent groups of equal quantities using
objects up to 30.

Materials : marbles, jars

Procedure:

⮚ Let the LAC Members through the leader of the group read

the instruction in the task card.

⮚ Let the LAC Members perform the task that will be stated by the
leader.

MATHEMATICS
 ⮚ Let them verbalize the results.

Teacher Says… Learner Says… Number

Combinations

“A group of
“Place all the marbles inside a jar” thirty marbles is 1 x 30 = 30
thirty”

“Place all the marbles equally in two “Two groups of

2 x 15 = 30
jars” fifteen is thirty”

“Place all the marbles equally in three “Three groups

3 x 10 = 30
jars” of ten is thirty”

“Place all the marbles equally in five “Five groups of

5 x 6 = 30
jars” six is thirty”

“Place all the marbles equally in six “Six groups of

6 x 5 = 30
jars” five is thirty”

“Place all the marbles equally in ten “Ten groups of

10 x 3 = 30
jars” three is thirty”

⮚ State your realization on the concept of multiplication.

TASK CARD 4:

COUNTING BOTTLE CAPS

MATHEMATICS
 Competency: Separate and represent groups of equal quantities
using objects up to 30.

Materials : bottle caps and cans

Procedure:

⮚ Let the LAC Members through the leader of the group read
the instruction in the task card.

⮚ Let the LAC Members perform the task that will be stated by the
leader.

⮚ Let them verbalize the results.

Teacher Says… Learner Says… Number

Combinations

“Get one can and place all the bottle “Thirty divided
30 ÷ 1 = 30
caps” by one is thirty”

“Thirty divided
“Divide all the marbles equally in two
by two is 30 ÷ 2 = 15
jars”
fifteen”

“Divide all the marbles equally in three “Thirty divided

30 ÷ 3 = 10
jars” by three is ten”

“Divide all the marbles equally in five “Thirty divided

30 ÷ 5 = 6
jars” by five is six”

“Divide all the marbles equally in six “Thirty divided

30 ÷ 6 = 5
jars” by six is five”

“Divide all the marbles equally in ten “Thirty divided

30 ÷ 10 = 3
jars” by ten is three”

MATHEMATICS
State your realization on the concept of division.

RUBRICS:
Please check if the criterion is observable or not.

Criteria Yes No

Activities are appropriate to the learners’

grade level

The instructions are brief, clear and easy to

understand.

The objectives are well-defined and

achievable.

Activities are learner-centered.

Activities meet the required competencies.

MATHEMATICS