Lesson 2

Lesson 2
Mathematics Curriculum in the

Primary Grades
Objectives
Demonstrate understanding and appreciation of the mathematics curriculum in the
primary grade.
Introduction
“Mathematics is a skills subject. It is all about quantities, shapes and figures, functions,
logic, and reasoning. Mathematics is also a tool of science and a language complete with its
own notations and symbols and grammar rules with which concepts and ideas are effectively
expressed” (DepEd Mathematics Curriculum Guide, August 2016).
This lesson will guide you in understanding the Philippine’s mathematics curriculum in
the primary grades.
Think
The K-12 mathematics curriculum categorizes content into five content areas:
Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics
and Probability.
1. Numbers and Number Sense – concepts of numbers, properties, operations,
estimation, and their applications
2. Measurement – the use of numbers and measures to describe, understand, and

compare mathematical and concrete objects; attributes such as length, mass and
weight, capacity, time, money, and temperature, as well as applications involving
perimeter, area, surface area, volume, and angle measure
3. Geometry – properties of two- and three-dimensional figures and their relationships,

spatial visualization, reasoning, and geometric modeling and proofs
4. Patterns and Algebra as a strand studies patterns, relationship, and changes among
shapes and quantities; use of algebraic notations and symbols, equations, and most
importantly, functions, to represent and analyze relationships
5. Statistics and Probability as a strand is all about developing skills in collecting and
organizing data using charts, tables, and graphs; understanding, analyzing, and
interpreting data; dealing with uncertainty; and making predictions about outcomes
The primary grades include Grades 1 to 3. At the end of Grade 3, students are expected
to demonstrate understanding and appreciation of key concepts and skills on the
following:
Numbers and Number Sense
 Whole numbers up to 10,000

 The four fundamental operations (including applications on money)
 Ordinal numbers up to 100th, basic concepts of fractions
Measurement
 Time, length, mass, capacity

 Area of square and rectangle
Geometry
 Two-dimensional and three-dimensional objects

 Lines
 Symmetry
 Tessellations
Patterns and Algebra
 Continuous and repeating patterns

 Number sentences
Statistics and Probability
 Data collection and representation in tables

 Pictographs
 Bar graphs
 Outcomes
The mathematics curriculum is not simply a list of competencies. It is logically arranged

and organized. For the teachers’ reference, content standards, performance standards, and
the learning competencies are explicitly stated. See an example:
LEARNING
Content Standards Performance Standards
Contents COMPETENCY
The learner… The learner… The learner…
Grade 1 – First Quarter
Numbers demonstrates 1. is able to recognize, 1. visualizes and
and understanding of represent, and order represents
Number Sense whole numbers up whole numbers up to numbers from 0
to 100, ordinal 100 and money up to to 100 using a
numbers up to 100php in various variety of
th
10 , money up to forms and contexts; materials;
100php and and 2. counts the
fractions ½ and ¼ 2. is able to recognize, number of objects
and represent ordinal in a given set by
numbers up to 10th, ones and tens;
in various forms and and
contexts. 3. identifies the
number that is
one more or one
less from a given
number.
The content standards are broad descriptions of what the students should learn. The
performance standards outline what the students should be able to do once the concepts
and skills are taught. The learning competencies are logically arranged objectives that must
be aimed in classroom instruction for the students to achieve the required content and
performance standards.
The Philippines’ mathematics curriculum framework put critical thinking and problem-
solving skills as the goals in learning and teaching mathematics. This is the goal across levels
in each topic of mathematics contents. The important principles in teaching and learning
mathematics such as reflective learning; active and student-centered teaching/learning;
communications allowing the learners to articulate their understanding or express their
thoughts; making connections is so important that prior learning/prerequisite skills are always
considered; and mathematics in the context of real-life situations should be the main
considerations in designing mathematics activities.
Experience
In Piaget’s four stages of cognitive development, students in the primary grades fall
under the second stage – the preoperational stage. Children in this stage begin to think
symbolically as they use words and pictures to represent real objects. However, they still tend
to think about concepts in very concrete manner.
Now study the curriculum of Grade 1 to 3. Do you think the mentioned cognitive
characteristics of children in the preoperational stage were considered in the content
standards of Grades 1 to 3 mathematics? Explain your thoughts.
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Assess
A lot of teachers in the field are confused about the difference between content
standards, performance standards, and learning competencies. It is important that you
understand them and their importance as they serve as the skeleton of the mathematics
curriculum.
In your own understanding, explain the difference among content standards,
performance standards, and learning competencies. What is the importance of each?
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Challenge
We can truly comprehend our own curriculum when we get a clear picture of other’s
curricula. This is the context of comparative studies in education. The following activity will
challenge you to study other countries’ curricula in order to better understand the
Philippines’ mathematics curriculum.
Read about the mathematics curriculum of the Philippines, Singapore, and United
States. Compare and contrast the curricula of the three countries in terms of the five
content areas.
Content Area Philippines Singapore United States
Numbers and Number Sense
Measurement
Geometry
Patterns and Algebra
Statistics and Probability

Harness
In every math lesson, the teacher must keep three things in mind: (1) what is to be
learned. (2) Where the students are coming from. And (3) where the students are going with
what they will learn. The following activity will help you develop the skill of mapping every
competency you teach. This will be part of the learning portfolio that you will compile at the
end of this module.
Choose three learning competencies in Grade 2. In each competency, find the
prerequisite competencies in Grade 1 and competencies in Grade 3 wherein your chosen
Grade 2 competency is prerequisite of.
Prerequisite Grade 1 Future Grade 3

Grade 2 Competency
Competency Competency
Summary
The Philippine Mathematics curriculum under the K – 12 program promotes critical
thinking and creativity. Moreover, content standards, performance standards, and learning
competencies are explicitly stated to guide teachers in developing their lessons.

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Lesson 2

Mathematics Curriculum in the

2. Measurement – the use of numbers and measures to describe, understand, and

3. Geometry – properties of two- and three-dimensional figures and their relationships,

Numbers and Number Sense

 Whole numbers up to 10,000

 Time, length, mass, capacity

 Two-dimensional and three-dimensional objects

Patterns and Algebra

 Continuous and repeating patterns

Statistics and Probability

 Data collection and representation in tables

The mathematics curriculum is not simply a list of competencies. It is logically arranged

Content Area Philippines Singapore United States

Numbers and Number Sense

Patterns and Algebra

Statistics and Probability

Prerequisite Grade 1 Future Grade 3

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