Educ 107 Module

QUIRINO STATE UNIVERSITY
CABARROGUIS CAMPUS
Cabarroguis, Quirino 3400
BACHELOR OF ELEMENTARY EDUCATION
SELF-PACED LEARNING MODULE
IN
EDUC 107
(TEACHING MATHEMATICS IN PRIMARY GRADES)
BY:
YSMAEL R. DRAMAN
Instructor I
Executed by:
EVELYN C. CASARENO
Instructor I
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
“Molding Minds, Shaping Future”

CABARROGUIS CAMPUS
Module 1 Mathematics in the Primary Grades

Competencies 1. Exhibit mastery on the current topics in mathematics
education related to content standards and topics of
standards, assessment, diversity, and lesson preparation.
2. Recall concepts used in Primary Grade Mathematics
Discussion Teaching mathematics in the primary grades requires that teachers

understand how children in this key stage learn. It is equally
important that teachers have a good knowledge of the concepts they
have to teach to first to third graders.
This module will introduce to prospective teachers the concepts that

primary graders have to learn in mathematics and the essential
competencies they have to master. The MELC of The Most Essential
Learning Competencies identified by the Department of Education
provides the list of the learning competencies.
The Most Essential Learning Competencies (MELCs)

The MELCs is the set of learning competencies released by the
Departnet of Education to develop resilient education systems, and
focus instruction on the most essential and indispensable
competencies that learners need to acquire.
Why MELC?
As defined by the DepEd, a competency is essential if:
1. It is aligned with national or local standards/frameworks
2. It connects to the higher concepts across content areas,
3. It is applicable to real-life situations
4. It would still be important for them even if they leave school,
5. It would not be expected for most students to learn this in
settings other than through formal education.
6.
The Content Standards for Mathematics Primary Grades
Grade One
The learner
1. demonstrates understanding of whole numbers up to 100,
ordinal numbers up to 10th, money up to PhP100.
2. demonstrates understanding of addition and subtraction of
whole numbers up to 100 including money
3. demonstrates understanding of fractions ½ and 1/4.
4. demonstrates understanding of continuous and repeating
patterns and mathematical sentences.
5. demonstrates understanding of time and nonstandard units of
length, mass and capacity.
6. demonstrates understanding of pictographs without scales
and outcomes of an event.
Grade Two
The Learner
1. demonstrates understanding of whole numbers up to 1000,
ordinal numbers up to 20th, and money up to PhP100.
2. demonstrates understanding of addition of whole numbers
up to 1000 including money.
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3. demonstrates understanding of subtraction and

multiplication of whole numbers up to 1000 including money
4. demonstrates understanding of division of whole numbers up
to 1000 including money.
5. demonstrates understanding of unit fractions.
6. demonstrates understanding of straight and curved lines, flat
and curved surfaces and basic shapes.
7. demonstrates understanding of time, standard measures of
length, mass and capacity and area using square-tile units.
8. deepens understanding of pictographs without and with
scales
Grade Three
The Learner:
1. demonstrates understanding of whole numbers up to 10 000,
ordinal numbers up to 100th, and money up to PhP1000.
2. demonstrates understanding of addition and subtraction of
whole numbers including money
3. demonstrates understanding of multiplication and division of
whole numbers including money.
4. demonstrates understanding of proper and improper, similar
and dissimilar and equivalent fractions.
5. demonstrates understanding of lines and symmetrical
designs
6. demonstrates understanding of continuous and repeating
patterns and mathematical sentences involving multiplication
and division of whole numbers.
7. demonstrates understanding of conversion of time, linear,
mass and capacity measures and area of square and
rectangle.
8. demonstrates understanding of bar graphs and outcomes of
an event using the terms sure, likely, equally likely, unlikely,
and impossible to happen.
To summarize the list, primary grade mathematics revolves
around the following concepts:
1. whole numbers, cardinal and ordinal,
2. addition and subtraction of whole numbers for the lower
grades with the inclusion of multiplication and division for
the higher grade levels,
3. representing and working on fractions,
4. number patterns,
5. measurements and,
6. graphical representation of numbers
Whole Numbers
Recall the basic facts about whole numbers. Some of them
you may have in mind but will give you a hard time explaining to a 6
or 8-year-old kid.
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1. What are whole numbers?
Whole numbers is the most basic mathematical concepts that

we learn. The whole number include number such as 0, 1, 2, 3, 4, 5,
6, 7, and goes on till infinity. Furthermore, whole numbers include
natural numbers that begin from 1 also they include positive
integers along with 0.
2. Is zero a whole number?

Yes, but it is not a counting number since you can’t count zero.
3. Is fraction a whole number?

No. a fraction is not whole number because they do not
represent a whole or complete number. Example is 3/5. It is not a
whole number because 2 parts is still missing.
4. Is a decimal a complete number?

A decimal is not a whole number, either. But they can be made
whole number by rounding them off to the nearest whole number. For
example, 4.78 can be made a whole number if we round it off to 5.
5. What is cardinal and ordinal numbers?

A Cardinal Number is a number that says how many of
something there are, such as one, two, three, four, five.
An Ordinal Number is a number that tells the position of
something in a list, such as 1st, 2nd, 3rd, 4th, 5th etc.
Adding and Subtracting Whole Numbers
How do children add or subtract whole numbers? Children
may start addition and subtraction by representing numbers with
objects or written numerals.
Say a child is asked to add two whole numbers, say 2 and 5,
the teacher may give the child two marbles in one hand and five on
the other. The child may be asked to count how many marbles he has.
That maybe the best to introduce before introducing the concept of
written numerals to represent numbers.
As children move further up, they are ready to discover that
Subtraction has an inverse relationship with addition.
Multiplying and Dividing Whole Numbers
One basic strategy to help children grasp the concept of

multiplication is though skip counting. If pupils 2 skip count, say by
2s, they say 2, 4, 6, 8, 10. As a teacher, you may point out that each
number in this sequence is 2 more than the number that comes
before it. As they move forward, you can guide them to realizing that
they are actually naming the different multiples of 2 in such a way
that three groups of 2 is actually 6. This idea of “joining equal groups”
is the basic meaning for whole-number multiplication.
The concept of division could be illustrated using the same

“equal groups” idea. For example, you may use the illustration that
the total in 2 groups of 4, or 4 taken 2 times, is written as 2 × 4 = 8.
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This time you The numbers being multiplied are the factors; the
answer is the product.
Now, how do we introduce division in this illustration? One

strategy could be working backwards. In the figure, students by this
time may realize that the product is 8! Try representing this figure
using numbers
4 4
Ask the children to draw out groups of 4 from the box of 8 and
let them discover how many groups they have. Generalize the
statement 8÷4 = 2.
The Concept of Fractions

The concept of fraction maybe a simple idea. Locally, this can
be introduced by the Ilocano term “gudwa” which means to cut in
halves. This reflects the children’s tendency to divide goods equally
among themselves, fair share. Commonly, it is basic to start with
halves because children are very confident with this concept. With
this technique, the child starts by dividing an object into two parts.
Example, you want to equally divide a foot-long hotdog among four
children. It would be achieved by first halving the hotdog and halving
the halves further. At this point a teacher might ask the child "How
much has each person got?" Also, ask how many new pieces were
formed. You may get the reply that each got 1 piece of the four new
pieces because they are counting fragments rather than seeing the
equal share as part of a whole.
At this moment, you may now introduce the idea that the four
new pieces of hotdog are actually not 4 but 1 piece of foot-long hotdog
cut into 4. The idea that each piece is actually 1 of 4 pieces or
essentially ¼ of the whole hotdog.
Partitioning
You can guide children to partition areas approximately
equally. For example: children were asked to divide a rectangle into
eight pieces and then colour two of the pieces blue in a diagram
similar to the one below.
It is expected that, when asked what part of the rectangle the

shaded part is, children would readily answer, 2 of 8 or 2/8. Then try,
presenting a rectangle of the same size, this time other partitions
removed:
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Using the figures, guide the children to understand the

concept of equivalency, that is, 2/8 is actually ¼!
Two-dimensional and Three-dimensional Figures

Children would learn the topic better if teachers use objects
that the children can see and hold. This topic requires illustrations
and actual objects for both two and three dimensional figures.
According to the Jeff Todd of the learning site saddler.com, the
stages of development for student geometrical thinking and how they
relate to 3 dimensional figures are the following.
Stage 1: Students cannot discriminate between different 3
dimensional figures.
Stage 2: Students are able to identify examples of these
shapes—it’s a sphere—but cannot tell why. At this stage, students
might have trouble differentiating between cubes and other
rectangular prisms.
Stage 3: Students are able to describe the characteristics of 3
dimensional figures such as faces, edges, vertexes, and straight lines
or curves. The student at this stage can tell the difference between a
cube and a non-cubic rectangular prism
Teaching the concept to first graders requires using 2-D and
3-D models. The following could help you in teaching the concept at
different stages:
• First Grade: Students are expected to differentiate

between a cube and a rectangular prism as well as how
to compose (put together shapes to “build” other
shapes) and decompose (take apart shapes to form
separate shapes) solid figures.
• Second Grade: Students begin to draw three -
dimensional figures, specifically cubes, and recognize
the attributes of a cube (all edges equal length, all
faces made of squares, all right angles).
Number Patterns
What are number patterns? More importantly, how do we teach

this concept to first to third graders?
Number pattern is a sequence in a series of numbers. This
pattern generally establishes a common relationship between all
numbers. This comes in such a way that it is easy to predict what
number comes next after another.
Try this: 11, 18, 25, 32, 39, 46, 53… Can you guess what
comes next? Sure enough, you guessed it right! You know that the
next number is 60!
In this pattern, we see that every term (the term we use to call
every element of the set) in the sequence has grown or increased by 7
or the difference between any two consecutive numbers is 7. So, we
can get the next term by adding 7 to the previous term. Did you find
it easy? Perhaps, yes, but what about the kid in front of you who is
struggling with numbers?
In teaching number patterns, you may use objects like dots,
sticks, or pebbles which will give aid the children in determining
patterns.
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In the given examples, we found out the pattern by finding the

dots that were added to the next figure.
Number patterns are good exercises for students to predict

what is likely to happen. Take this:
Ans:
You guessed it right again! Can you give more examples?
Measurements
Measurements are part of our daily lives. Children measure the

time they spent playing, the amount of milk they use, the amount of
juice drink they share. Interestingly, they learn math and
measurement skills before they learn those words, according to
National Council of Teachers of Mathematics. Teach kids the different
kinds of measurements they need to learn and the tools they can use
to measure certain things. Help them remember measurement terms
and conversions, and provide plenty of hands-on activities to
experience all types of measurements.
Pre-Measurement Activities
You can start by making comparisons like, long vs. short; big
vs. small, than introduce the use of measurement to numercally
compare the object.
Help the children discern volume. You can perform with them
some activities like a half glass of water is the same volume when
transferred to a different container. After which, the same is
measured to reinforce the concept of volume. Let them children tell
you when their water container is half-full or when the lunch box is
empty.
Teach the units of measurement to children. Show them

measurement printouts to help them read measurements. Help them
grasp the concepts of different units of measurement, like grams,
kilograms and pounds, or minutes to hours or seconds. Increase the
learning of the units of measurement for older classes. Review the
basics and then present more difficult concepts.
Reinforce their learning interest by allowing them to use tools
to measure properties of objects. Allow them to measure objects that
they see or use daily, like the doors, their lunch boxes.
Graphs
Graphs are visual objects that are used in analysing data.

Depending on the age of the students, an appropriate type of
graphical representation of data is used.
Teachers can gather data from the classroom. One such
interesting strategy to use graphs is through a pocket chart. With my
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experience as a school head, I have seen different kinds of pocket

charts and I tell you, pocket charts are multipurpose. I am sharing
you a graph form a pocket chart from weareteachers.com:
The pocket chart on the

right tells you a story. Which
Zoo animal do the students like
best? I believe even a pre-
schooler can tell you the
answer.
Graph making can be an
exciting activity for the kids and
is greatly dependent on the
creativity of the teacher. Can
you share some interesting
ideas?
Another graphing
strategy credit to
weareteachers.com is shown below:
Using the graph, it becomes easy
and interesting to study and present
data. And children will enjoy the
learning of the concept.
Teaching Primary Grades Mathematics

The foundation to learning mathematics is counting.
Understanding of arithmetic evolves from children’s early counting
experiences. Traditionally, parents start training the child to count
using fingers. Eventually, the child learns that he/she has ten fingers.
The informal concept of addition (adding more) and subtraction
(taking away something) guide children’s efforts to construct informal
arithmetic procedures.
Addition and Subtraction: The “Concept of Three”

The objective of this strategy is to teach the addition and
subtraction. There are several ways in we can introduce addition and
subtraction to the child.
1. Give the child two (say marbles) identical objects in one
hand and a third one on the other.
2. Ask the student to count the objects on each hand. And ask
him/her how many objects he/she has altogether.
3. For subtraction, you can ask the child to return to you the
object/s in either hand.
4. Ask him/her how many objects he has now. This time, you
can process the fact that addition and subtraction involves
reversibility of thought.
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5. Another variation could be objects in and out of a bowl; in

and out of the box.
6. Reinforce by adding written numbers for children to grasp
the idea of adding and subtracting abstract numbers.
Beginning Multiplication
The process of multiplication requires children to think about
and count groups of objects rather than single objects. Terms such
as stacks of, rows of, groups of, and NOT ‘times’, help children think
and visualize problems. In the figure, you can see how the concept of
multiplication is introduced:
Problems like this encourage students to take into context

multiplication. Learning is concrete if they use real objects or replicas
in learning the concept. Try this:
Beginning Division
There are two situations that call for division:

1. The grouping process is the dividing of a quantity of objects
into smaller groups of a particular size to determine the
number of groups that can be made.
2. The sharing process is the dividing of a quantity of objects into
a particular number of groups to determine the number of
objects in each group.
To introduce the concept to primary graders, it is

recommended that children use manipulative objects in counting.
Take as an example the following table:
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Using manipulative objects doing this activity. For example, for

the first row, let the students place 4 chairs in each table to find out
how many chairs will there be in each table. For the concept of
remainder, take the second row. Let them discover that a remainder
comes if the objects cannot be divided equally physically. Eventually,
use numbers to represent the division statement.
Developing Math Thinking Skills
1. LOGICAL THINKING: ONE-to-ONE CORRESPONDENCE

Matching is the simplest and most direct way children compare
whether collections of objects are equivalent or the same. Matching
can be through the following:
• Matches object to object
• Matches object to picture
• Matches picture to picture
• Matches set of objects to numeral
• Matches numeral to number word
2. LOGICAL THINKING: CLASSIFICATION

Children sort and group things together based on common
attributes and properties. Classifying is a basic strategy children use
to organize the materials, people and events.
• Grouping objects based on attribute like classifying based on
shape, putting altogether objects of the same color, grouping
according to number, according to use, etc.
Classifying based on single

attribute, eg. color
grouping and regrouping objects based on

multiple attributes
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• relationship between two sets of objects: subsets, intersecting

sets
3. LOGICAL THINKING: SERIATION

Children assign a logical order to a series of objects based
- on gradual variations in a single attribute (e.g. length, size)
- on a sequence of attributes that repeats (e.g. color, shape)
• arranges a set of 10 objects in a series based on a given
attribute
• arranges two sets of 10 objects in a

series and makes a one-to-one
correspondence between the two
sets (serial correspondence)
• understands ordinal
correspondence
• recognizes patterns or a sequence of attributes that repeats

- color pattern
- dot patterns
4. LOGICAL THINKING: CONSERVATION

Conservation is the ability to conclude that a certain quantity
will remain the same regardless of adjustments of the shape, or
apparent size, or orientation. Children develop an understanding of
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the idea that certain physical properties remain the same no matter
the dimensions of the spaces they occupy.
• conservation of number conservation the equivalence of
number
• conservation of fractions
• Conservation of length
• conservation of area
• conservation of volume (discontinuous substance)
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• conservation of volume (continuous substance)
• conservation of mass
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References A. Books
1. Boisier, D. C., Teaching Made Easy: Phoenix Publishing
House, Inc., 2004.
2. Leu, Donald J., et. al., Teaching with the Internet K-12:
New Literacies for New Times, Christopher-Gordon
Publishers, Inc., 2004.
3. Ornstein, Allan C., Strategies for Effective Teaching,
HaperCollinsPublishers, Inc., 1990.
B. Issuances:
1. DepEd MELC
C. Other Resources:
1. Developmentally Appropriate Practices in Early
Language Literacy and Numeracy Training Package
D. Internet
1. https://www.nctm.org/Handlers/AttachmentHandler.ashx?a
ttachmentID=MsSE7LaEr3Y%3D
ttachmentID=9oj%2BMYeR0tY%3D
3. https://nrich.maths.org/2550
4. https://classace.io/learn/math/3rdgrade/2d-shapes-3
5. https://www.sadlier.com/school/sadlier-math-blog/solid-
figure-activities-with-3-dimensional-figures-for-the-early-
grades
6. https://www.splashlearn.com/math-vocabulary/number-
sense/number-patterns
7. https://sciencing.com/teach-kids-units-measurement-
8688571.html
ttachmentID=LqBpwR2zmQk%3D
9. https://www.weareteachers.com/graphing-activities/
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QUIRINO STATE UNIVERSITY

SELF-PACED LEARNING MODULE

“Molding Minds, Shaping Future”

Module 1 Mathematics in the Primary Grades

Discussion Teaching mathematics in the primary grades requires that teachers

This module will introduce to prospective teachers the concepts that

The Most Essential Learning Competencies (MELCs)

“Molding Minds, Shaping Future”

3. demonstrates understanding of subtraction and

“Molding Minds, Shaping Future”

1. What are whole numbers?

Whole numbers is the most basic mathematical concepts that

2. Is zero a whole number?

3. Is fraction a whole number?

4. Is a decimal a complete number?

5. What is cardinal and ordinal numbers?

Multiplying and Dividing Whole Numbers

One basic strategy to help children grasp the concept of

The concept of division could be illustrated using the same

“Molding Minds, Shaping Future”

Now, how do we introduce division in this illustration? One

The Concept of Fractions

It is expected that, when asked what part of the rectangle the

“Molding Minds, Shaping Future”

Using the figures, guide the children to understand the

Two-dimensional and Three-dimensional Figures

• First Grade: Students are expected to differentiate

What are number patterns? More importantly, how do we teach

“Molding Minds, Shaping Future”

In the given examples, we found out the pattern by finding the

Number patterns are good exercises for students to predict

You guessed it right again! Can you give more examples?

Measurements are part of our daily lives. Children measure the

Teach the units of measurement to children. Show them

Graphs are visual objects that are used in analysing data.

“Molding Minds, Shaping Future”

experience as a school head, I have seen different kinds of pocket

The pocket chart on the

Teaching Primary Grades Mathematics

Addition and Subtraction: The “Concept of Three”

“Molding Minds, Shaping Future”

5. Another variation could be objects in and out of a bowl; in

Problems like this encourage students to take into context

There are two situations that call for division:

To introduce the concept to primary graders, it is

“Molding Minds, Shaping Future”

Using manipulative objects doing this activity. For example, for

Developing Math Thinking Skills

1. LOGICAL THINKING: ONE-to-ONE CORRESPONDENCE

2. LOGICAL THINKING: CLASSIFICATION

Classifying based on single

grouping and regrouping objects based on

“Molding Minds, Shaping Future”

• relationship between two sets of objects: subsets, intersecting

3. LOGICAL THINKING: SERIATION

• arranges two sets of 10 objects in a

• recognizes patterns or a sequence of attributes that repeats

4. LOGICAL THINKING: CONSERVATION

“Molding Minds, Shaping Future”

• conservation of volume (discontinuous substance)

“Molding Minds, Shaping Future”

• conservation of volume (continuous substance)

“Molding Minds, Shaping Future”