Mathematics for All: The Role of

Numeracy in the National

Math Program
MARITES V. MANALOTO
Math- Leader

JOE MARIE O. DIZON

Grade III Adviser
Presentation Outline
Session Objectives
Brain Exercises
Introduction: K to 10 Mathematics
Curriculum Framework
Numeracy
Key Components of Numeracy

National Mathematics Program

Wrap Up
Session Objectives
At the end of the session, participants will be able
to:

 gain deeper knowledge and understanding of

numeracy and its key components;
 discuss and explain the features of the
National Mathematics Program; and
 foster adaptability and openness to
embracing the National Mathematics
Program.
Enhanced Basic Education Act of 2013
Conceptual Framework of
Mathematics Education

Critical Thinking

Problem Solving
Mathematical literacy…a serious problem in the Philippines
Philippines rank 2nd to worst in
Grade 5 students’ reading, math
skills in South-east Asia
The average score of Filipino Grade 5 students in
mathematics assessment was 288, indicating that
they can generally apply number properties and
units of measurement, but only 17 percent had
the ability to perform mathematical operations,
including fractions, and interpret tables and
graphs.
What is early numeracy?
Numeracy or “numerical literacy” refers to
the ability to reason with numbers and
apply mathematical concepts
Numeracy
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.
Numeracy
The National Council of Teachers of Mathematics
(NCTM) defines numeracy as the ability and
disposition to use mathematics to meet the practical
demands of life at home, in the workplace, and in
society.
Numeracy

The Australian Council for Educational Research

(ACER) defines numeracy as the capacity,
confidence, and disposition to use mathematics to
meet the needs of everyday life.
Why is “numeracy” important?
“To function in today’s society, mathematical literacy (what the
British call “numeracy”) is as essential as verbal literacy. These
two kinds of literacy, although different, are not unrelated. Without
the ability to read and understand, no one can become
mathematically literate. Increasingly, the reverse is also true:
without the ability to understand basic mathematical ideas, one
cannot fully comprehend modern writing such as that which
appears in the daily newspapers.”

-- National Research Council, 2001

Why is “numeracy” important?
 Helps children observe, organize and find meaning
in their environment
 Focuses on reasoning, connecting ideas and
thinking logically – important tools children can use
to make sense of their world
Why is “numeracy” important?
 Relates to other curriculum areas, such as science,
social studies, and music
 Math knowledge, interest, and skill are basic
to children’s success in school
What does the research say about early numeracy?
According to the National Council of Teachers
of Mathematics (NCTM)…
 Learning about math is neither short-term nor rote
(e.g. chanting 1-10)
 Children need to manipulate objects and
explore math concepts in a materials-rich
environment
What does the research say about early numeracy?
 This means they need to have the opportunity to touch
things when they count
 Use a variety of different things to count: blocks, dolls,
cars, dried peas or beans etc.
 To give children the opportunity to understand
mathematical concepts through real events e.g. time,
length, weight etc
What does the research say about early numeracy?

 Technology if used age appropriately, can be one

component of early math education
 Children need time and freedom to construct, test,
and reflect on (think about) their ideas about math
What does the research say about early numeracy?

 Natural conversations with adults help

children extend their thinking about math
 Activities/concepts should be grounded in
the familiar and their everyday life.
What does the research say about early numeracy?
According to the authors of “Mathematical Language
in Early Childhood Settings: What Really Counts?”
 Language is an important tool for
teaching
mathematics
 The most effective mathematics instruction occurs
when people working with children take a “playful
approach”
What does the research say about early numeracy?
According to the authors of “Mathematical Language
in Early Childhood Settings: What Really Counts?”
 We need to “stack the deck” so that children have
a wealth of opportunities to encounter interesting
mathematics
In other words,…

We support young children’s numeracy

development when we purposefully introduce and
use mathematical language and concepts during
enjoyable activities and everyday experiences.
Some people call this process “mathematizing”
Key Components of Numeracy

Basic Arithmetic Skills Spatial Reasoning

Problem-Solving Data Interpretation

Mathematical
Critical Thinking
Communication

Quantitative Literacy
Key Components of Numeracy

Basic Arithmetic Skills

Fundamental operations like

subtraction, multiplication, addition, and
form the foundation of numeracy.
division
Key Components of Numeracy

Problem-Solving

The capacity to apply mathematical

concepts to solve real-world problems,
make decisions, and analyze situations.
Key Components of Numeracy

Critical Thinking

The ability to think logically and critically

about quantitative information, assess
its relevance, and draw meaningful
conclusions.
Key Components of Numeracy

Spatial Reasoning

Understanding and interpreting spatial

relationships, shapes, and structures,
which is crucial in fields such as
geometry and engineering.
Key Components of Numeracy

Data Interpretation

Analyzing and interpreting data

presented in various forms, including
tables, graphs, and charts.
Key Components of Numeracy

Mathematical Communication

Expressing mathematical ideas clearly

and effectively through written, oral, or
visual means.
Key Components of Numeracy

Quantitative Literacy

Having a general understanding of

numerical information and its
implications in different contexts, such
as finance, science, and everyday
decision-making.
Early Grade Mathematics Assessment (EGMA)
NATIONAL MATHEMATICS PROGRAM
National Mathematics Program
National Mathematics Program (NMP)
The National Mathematics Program (NMP) is a
proactive approach that addresses the diverse needs
of Key Stage 1 learners by providing more focused,
targeted instruction and reinforcement aligned with
the national curriculum to learners with the greatest
need for personalized attention.
National Mathematics Program (NMP)
Guided by the principles of collaborative learning,
differentiated instruction, play-based approach, and
hands-on learning, this program will enable learners
to enhance their foundational mathematical skills and
knowledge, preparing them to navigate an
increasingly math-driven world.
National Mathematics Program (NMP)
Cultivating mathematical proficiency at the
foundational level and fostering a culture of positive
attitude towards Math, this program operates on the
following guiding principles:
 A shared belief that all learners can learn and
progress as a result of strong foundational
skills acquired during the formative years of
instruction.
National Mathematics Program (NMP)
 A shared commitment to quality classroom instruction that is
informed by relevant and quality learning and
assessment resources anchored on the standards.
 Targeted mathematics instruction that requires recognizing what
students need to know and learn and then challenging and
supporting them to learn it well. This entails designing instruction
that is adaptive and fluid i.e., not determined by specific placement
or categories, but supported by data from the diagnostic
assessment, progress monitoring, and how a learner responds to
the mathematics learning experience.
National Mathematics Program (NMP)
 A leadership team that clearly provides constant guidance
and is actively engaged in addressing issues (such
as identifying and removing learning barriers),
coupled with technical assistance (planning to
promote collaboration and teaching discussion,
and mobilizes resources (provision of relevant
tools and materials) to the learners and teachers for
the smooth implementation of the program.
Goals and objectives of the NMP
Enhance mathematical
understanding

Address individual
learning needs

Foster a positive attitude

toward Math
Goals and objectives of the NMP
Enhance mathematical understanding
Provide engaging, fun, and interactive learning
experiences that allow learners to solidify their
understanding of fundamental mathematical concepts and
enhance early numeracy skills that will help and prepare
them to progress to higher mathematical concepts and skills
in later schooling.
Goals and objectives of the NMP
Address individual learning needs
Cater to the diverse learning needs of students
by offering targetted instruction tailored to their
abilities based on sound assessment practices.
Goals and objectives of the NMP
Foster a positive attitude towards Math
Cultivate learners with a positive attitude
towards math in which social-emotional learning
coincides with academics, and each can
helpother resulting in a more engaged and
strengthen the
active learner.
 National Mathematics Program
Strategically support and
accelerate learning progress
Grades 1 to 3
on the mathematical
fundamental skills and learners
numeracy among key
stage 1 learners

Duration: 5 weeks (3
Pre and Post-
days each week =
Assessment Tools
15 days, from Tuesday
Rapid Mathematics
to Thursday)
Assessment (RMA)
Allotted time: 90
minutes per day
Implementing Guidelines
Rapid Mathematics Assessment (RMA)
RMA refers to the set of carefully crafted assessment
tasks aligned with MELC that aim to identify the strengths
and recognize the current mathematical knowledge and
skills of key stage 1. This assessment resource package
contains a teacher’s booklet, learner’s assessment
materials, and scoring sheets that will be used as pre and
post-assessment tools.
Implementing Guidelines
This oral assessment will gauge learners' current
mathematical abilities based on the Most Essential
Learning Competencies (MELC) and identify their
strengths and areas that need improvement. The
RMA pre-assessment will be conducted during the
first week while the post-assessment will happen on
the 5th week.
Implementing Guidelines
Designing Mathematics Learning Experiences
Considering the critical concepts and skills that key stage 1 learners
must practice given the five-week program duration, careful selection and
identification of math MELC will serve as the key content lessons. Explicit
and active learning experiences focused on mathematical foundational skills
are designed, with a strong emphasis on play-based, collaborative, and
hands-on learning approaches, and are evident in classroom practices
through well-designed activities that provide opportunities for learners to
practice and apply concepts and skills attained.
Implementing Guidelines
RECOMMENDED APPROACHES IN DESIGNING
MATHEMATICS LEARNING EXPERIENCES
Collaborative Concrete Pictorial
Approach Abstract Approach

Differentiated Play-based
Instruction Learning

Hands-On-Learning
Implementing Guidelines

Collaborative Approach
The collaborative approach allows learners to
share ideas between and among themselves thus
developing the value of cooperation, respect,
camaraderie, and tolerance.
Implementing Guidelines
Concrete Pictorial Abstract
Approach
The concrete pictorial abstract builds on children’s prior
knowledge from the manipulation of concrete materials, followed
by learning through pictorial representations then progresses
through solving problems using abstract notations. In other
words, it teaches mathematical concepts in tangible ways until
learners can start solving problems using abstract mathematical
symbols.
Implementing Guidelines
Math is learned from Levels of difficulty build
concrete to abstract up as the lessons
progress.
Implementing Guidelines
Differentiated Instruction
Differentiated instruction takes into consideration the
unique individualities of learners based on their interests,
abilities, and readiness in flexible grouping and using
different instructional strategies to differentiate content,
process, product, and learning environment.
Implementing Guidelines
Hands-On-Learning

Hands-on-learning emphasizes kinesthetic-based

activities where learners carry out physical activities
to solve problems, manipulate objects while exploring
the concept, and play strategic games.
Implementing Guidelines
Different Activities for
Telling Time
• Large Clock
Manipulative. Use a print-out of a
large clock, and have students
label the numbers and cut out
clock hands. Giving
prompts, them have them
the clock tomanipulate
show the correct time.
Implementing Guidelines
Different Activities for
Telling Time
• Matching cards
Use cards with different
ways to write times and have
the students match them.
Puzzles are a fun way to
practice matching different
representations of time.
Implementing Guidelines
Different Activities for
Telling Time
Time to Color is a fun and simple
way to tell time. Students can color
the picture based on a set of times
given per color. It also develops the
mastery of the different colors and
develops the psychomotor skill of
the learners.skills
Implementing Guidelines
Play-based Learning
Play-based learning uses purposeful and well-thought-
out tasks where learners can communicate, solve, and
strategize through fun and challenging games that
appeal to their current interests and support socio-
emotional development.
Implementing Guidelines
MATH Gamification
✔ Math Scavenger Hunt
✔ Math Jeopardy
✔ Math Card Games
✔ Math Puzzles
✔ Math Trivia
✔ Online and Offline
Computer Based Games
✔ Math Trail
✔ Math Bingo
 Math
Jeopardy
 Math Jeopardy Rules
The class will be divided into five (5) groups.
In each round, the group must choose a player to
answer the question. E a ch question corresponds to
a specific point. The player who gets the correct
answer will receive the corresponding score for their
team. The group that achieves the highest score will
be declared the winners.
5 5 5 5 5

10 10 10 10 10

20 20 20 20 20
Addition
Subtraction
Multiplication
Division
Problem

Solving
ADDITION SUBTRACTION MULTIPLICATIO DIVISION PROBLEM
N SOLVING

5 5 5 5 5

10 10 10 10 10

20 20 20 20 20
 E1
9
8
7
6
5
4
3
25
nd

ADDITION (5 PTS)

ANSWER:

12 + 15 𝟐𝟕
 E137
6
5
4
2
1
9
8n8
9
4
1
3
0
7d
ADDITION (10 PTS)
ANSWER:

37 + = 65 28
 E1
2
1115
4
3
2
9
8
67n8
9
7
8
1
3
6
4
06d
ADDITION (20 PTS)

If 17 + + = 31 ANSWER:

then how m u c h is
worth? 𝟕
 E1
9
8
7
6
5
4
3
25
nd

SUBTRACTION (5 PTS)

ANSWER:

28 - 19 9
 E138
7
6
5
4
2
1
9n0
7
6
1
3
4
9d

SUBTRACTION (10 PTS)

ANSWER:

- 27 = 16
𝟒𝟑
 E1
121
8
7
6
4
3
2
95n8
6
5
1
2
3
7
9
0
01d

SUBTRACTION (20 PTS)

ANSWER:

𝟕𝟎
Subtract the
difference between
70 and 40 from the
sum of 20 and 80.
What is the result?
 E1
9
8
7
6
5
4
3
25
nd

MULTIPLICATION (5 PTS)

9x8 ANSWER:

72
 E163
2
1
5
9
8
7
4n9
6
8
1
3
4d
MULTIPLICATION (10 PTS)

ANSWER:

x 12 = 120
10
 E1
2
1184
3
2
1
7
9
56n5
9
7
6
1
2
0
5
8
04d
MULTIPLICATION (20 PTS)

ANSWER:

3x x 8 = 120
5
 E1
9
8
7
6
5
4
3
25
nd

DIVISION (5 PTS)

ANSWER:
56 ÷ 7
𝟖
 E118
7
6
5
4
3
2
9n0
3
5
7
9
1d
DIVISION (10 PTS)

ANSWER:

÷ 12 = 12
𝟏𝟒𝟒
 E2
1
2273
2
1
5
9
8
46n9
8
0
1
3
4
6
7
9
5
24d
DIVISION (20 PTS)

ANSWER:
4050 ÷ 25
162
 E5
9
8
7
6
4
3
2
15
nd

PROBLEM SOLVING (5 PTS)

There are 45 houses ANSWER:

in a
houses
painted
street.
21 have
been
24
many white.
not been painted?How
houses
 E158
2
1
3
9
7
6
4n5
4
0
7
9
6d
PROBLEM SOLVING (10 PTS)

There are 3,786 ANSWER:

8966
men, 3,672 women
and 1,508 children
in a village. Find the
total population of
the village.
 E2
2
113
7
6
5
42
1
89n2
8
9
1
3
5
7
64d
PROBLEM SOLVING (20 PTS)

A carton holds ANSWER:

24
packets of biscuits.

𝟏𝟐𝟗𝟔𝟎
Each packet has 12
biscuits. How many
biscuits can be
packed in 45
cartons?
INSTRUCTIONAL MATERIALS

PRINT
AUDIO
ELEVCISTURA
OLNIC
AINUTDEIROAV
CISTUIVAEL
TYPES OF INSTRUCTIONAL MATERIALS
Educate learners and help the teaching-learning process
be more effective and meaningful.

PRINT AUDIO VISUAL AUDIOVISUAL ELECTRONIC

INTERACTIVE
TYPES OF INSTRUCTIONAL MATERIALS

Reading
Materials
Syllabus
Lessons
Assignments
Rubrics
and
Handouts
PRINT
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Cassettes
Microphones
Podcast

AUDIO
TYPES OF INSTRUCTIONAL MATERIALS

Photographs
Charts
Cartoons
Paintings
Drawings
Manipulative
s and
Real-life
Objects
VISUAL
TYPES OF INSTRUCTIONAL MATERIALS

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Demonstrations
Short clips
E-
lectures
Animations
AUDIOVISUAL
Trailers
TYPES OF INSTRUCTIONAL MATERIALS

Computers
Graphing
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Tablets

ELECTRONIC
INTERACTIVE
"Teaching mathematics is not
about imparting knowledge,
but about fostering the seeds
of curiosity and inquiry."
- Unknown