RE-ORIENTATION ON DEVELOPMENTALLY

APPROPRIATE STRATEGIES IN TEACHING

THE FUNDAMENTAL OPERATIONS IN
MATHEMATICS
 Teaching the Pre-requisite Competencies
Rote Counting
• Do it first! Rote count up to 100 and at the same time explain/emphasize the tips
in rote counting
• Guided practice: Start with 1- 20, then progress by 10, but counting should
always start with 1
• Independent Practice: Let each learner rote count individually.
• Inform the parents that the assignment is rote counting and encourage them to
guide their child in mastering rote counting from 1 - 100
• NEVER proceed to rational counting, unless rote counting up to 100 is mastered.
• Grade 2 class will introduce nos. 101 – 1000.
Rational Counting & Visualizing Numbers
• Start with rote counting (1 – 100)
• Model rational counting and at the same time integrate slowly visualizing
numbers.
• Let the learners practice rational counting starting from a number with a smaller
value and increasing it gradually, and after each task integrate visualizing numbers.
• Let the learners practice some more and once mastery of the competency is
already evident, integrate the concept of a number which is one more or one less
than a given number, as well as the idea of less than and greater than.
• Insert now the idea of representing a number as a group of tens and ones.
• After grouping the objects into groups of tens and ones is mastered, proceed to
the next competency.
• Grade 2 class will extend to groups of tens bundled into hundreds.
Recognizing Numbers
• Start with rote counting 1-100
• Show the numerals 1-100 through a number chart. Identify clearly all the
numbers. As you identify each number, let the learner repeat after you & let them
write the number in the air.
• For guided practice, let the learners identify numbers 1 – 10 first, then increase it
gradually by 10. Re-inforce visualizing and grouping from time to time by asking
also the learner to show/represent the number identified.
• Do this repeatedly until mastery is evident.
• Think of games which would promote mastery.
• As an assignment, provide each pupil with a number chart and request the parents
to assist their child in recognizing numerals using the chart which you provided.
• To promote mastery of recognition, point randomly to any number and let the
learner identify it. You can also re-inforce mastery through a flash card.
Writing Numerals
• Start with recognizing numbers using the chart & let the learner write
it on the air.
• For guided practice, let the learners practice writing the numbers
using a worksheet.
• For mastery, dictate a number and let the learner write it. You may
allow the learner to look on their number chart from time to time
until such time that they fully mastered the competency.
• Re-inforce visualizing numbers from time to time.
• Grade 2 – 3 will start with the review of numbers 1 – 100, then
proceed with the detailed discussions on reading and writing
numerals starting from 101.
 Special Note for Kindergarten Teachers
• You can teach rational counting, visualizing, recognizing, & writing
numbers altogether, but do it one number at a time.
• 100% mastery of ALL learners in the following competencies should
be ASCERTAINED:
1) Rote counting from 0 – 20
2) Rational counting from 1 – 10
3) Recognizing numbers 0 – 10
4) Writing numbers 0 - 10
 Teaching Addition Using Counters
• Show/Model how to read an addition sentence and explain the concept using
concrete objects/counters. Introduce the terms.
• Model how to add using counters.
• Give several & varied examples. Start with 1-digit by 1-digit increasing the
complexity of the example gradually. Let the learner practice addition after
each example.
• Always emphasize the need to arrange the addends in vertical order.
• Show clearly using counters the idea of regrouping.
• Let the learners practice more (guided practice)
• End with an independent practice.
• Conduct RRE if necessary.
• Re-inforce the lesson with an assignment
 Teaching Addition without counters
• Start with mental math using flashcards (1-digit by 1-digit only). At the
start, allow the learners to use their counters in finding the sum but
eventually challenge them to find the sum without using counters.
• Continue the mental math activity until such time that mastery is
evident.
• Show/model how to add without the aid of counters. Give several and
varied examples.
• Guided practice using worksheets. Reinforce with flash cards &
introduce the commutative property.
• End with an independent practice
• Conduct RRE if necessary.
• Re-inforce the lesson with an assignment.
 Teaching Subtraction Using Counters
• Show/Model how to read a subtraction sentence and explain the concept using
concrete objects/counters. Introduce the terms.
• Model how to subtract using counters.
• Give several & varied examples. Start with 1-digit by 1-digit increasing the
complexity of the example gradually. Let the learner practice subtraction after
each example.
• Always emphasize the need to arrange the minuend and subtrahend in vertical
order.
• Show clearly using counters the idea of regrouping.
• Let the learners practice more (guided practice)
• End with an independent practice. Conduct RRE if necessary.
• Re-inforce the lesson with an assignment.
 Teaching Subtraction without counters
• Start with mental math using flashcards (1-digit by 1-digit only). At
the start, allow the learners to use their counters in finding the
difference but eventually challenge them to find the answer without
using counters.
• Continue the mental math activity until such time that mastery is
evident.
• Show/model how to subtract without the aid of counters. Give
several and varied examples.
• Guided practice using worksheets. Re-inforce using flashcards.
• End with an independent practice.
• Re-inforce the lesson with an assignment.
 Teaching Multiplication
• Show/Model how to read a multiplication sentence and explain the concept using concrete
objects/counters. Introduce the terms.
• Model how to find the product using counters.
• Let the learner represent multiplication sentences using counters (multiplication of
numbers 1 to 10 by 2, 3, 4, 5, & 10 for Grade 2 & by 6, 7, 8, & 9 for Grade 3)
• Visualize by table.
• Check mastery of the learner by asking them to show/represent a given multiplication
sentence using counters.
• Introduce the table & provide each with the table.
• Require each to master the multiplication table.
• Enhance mastery of the multiplication table through mental multiplication using flash cards.
Introduce the properties at this point.
• Re-inforce mastery through written tasks (guided practice & independent practice)
• Re-inforce further with an assignment
 Teaching Division
• Show/Model how to read a division sentence and explain the concept using concrete
objects/counters. Introduce clearly the terms.
• Model how to find the quotient using counters.
• Let the learner represent division sentences using counters (multiplication table of 2,
3, 4, 5, & 10 for Grade 2 & of 6, 7, 8, & 9 for Grade 3)
• Visualize by table.
• Check mastery of the learner by asking them to show/represent a given division
sentence using counters.
• Connect division to multiplication
• If possible, let the learner use the multiplication table to find a quotient.
• Enhance mastery through mental multiplication using flash cards.
• Re-inforce mastery through written tasks (guided practice & independent practice)
• Re-inforce further with an assignment.
 Bridging the Gap
• Ensure first the mastery of the critical competencies of the lower
grades before you introduce the competency of the grade level.
Example:
Before a Grade 2 teacher introduce numbers 101 – 100, he/she
should ensure first that all the learners had already mastered rote
counting, rational counting, recognizing, visualizing & writing
numbers 1 – 100.
thank you
&
good luck!