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Module 1

The document discusses the mathematics curriculum for intermediate grades in the Philippines. It covers the learning standards and concepts for grades 4-6, including numbers, geometry, patterns, measurement, statistics, and probability. It also explains the constructivist learning theory that forms the backbone of how mathematics is taught interactively and built upon students' prior knowledge through problem-solving.

Uploaded by

Jhun Rey Morales
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
34 views

Module 1

The document discusses the mathematics curriculum for intermediate grades in the Philippines. It covers the learning standards and concepts for grades 4-6, including numbers, geometry, patterns, measurement, statistics, and probability. It also explains the constructivist learning theory that forms the backbone of how mathematics is taught interactively and built upon students' prior knowledge through problem-solving.

Uploaded by

Jhun Rey Morales
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Module 1:

The Mathematics
Curriculum in the
Intermediate Grades
Activity

Find the value of n.


1) 1, 4, 9, ___, ___, 49
2) 21, 23, 25, ___, 29
Activity

Find the probability.


3) Getting a head in flipping a fair coin
4) Getting an even number in rolling a die
5) Drawing a face card from the 50 cards
Module 1:
The Mathematics
Curriculum in the
Intermediate Grades
02

01 03

Mathematics Curriculum
in the Intermediate
Mathematics in Grades Constructivist Theory in
the Intermediate Teaching Mathematics in
Grades the Intermediate Grades
01

Mathematics
in the Intermediate
Grades
Learning Outcomes

At the end of the lesson, the learner


should be able to:

• understand the purpose of learning


mathematics in the intermediate grades.
1.Numbers and
Number Sense

6.Probability 2.Geometry

Mathematics

5.Statistics 3.Patterns
and Algebra

4.Measurement
What is the purpose of learning
these standards in the
intermediate levels?
Learning mathematics is more than
getting good grades.

It must be applied
beyond the walls of the
classroom.
The main goal of
mathematics education

is to develop lifelong skills


so that the students will be
ready to interact with the real world.
Mathematics Anxiety
experienced by the students
02

Mathematics Curriculum
in the Intermediate Grades
Learning Outcomes
At the end of the lesson, the learner
should be able to:

• understand the features of the


Philippine mathematics curriculum and
the learning standards
for Grades 4 to 6
The Conceptual Framework of
Mathematics Education
Grade 4 Grade 5
The learner demonstrates The learner demonstrates
understanding and appreciation of key understanding and appreciation of key
concepts and skills involving numbers concepts and skills involving numbers
and number sense (whole numbers up and number sense (whole numbers up Grade 6
to 100 000, multiplication and division of to 10 000 000, order of operations, The learner demonstrates understanding
whole numbers, order of operations, factors and multiples, fractions and and appreciation of key concepts and
factors and multiples, addition and decimals including money, ratio and skills involving numbers and number
subtraction of fractions, and basic proportion, percent); geometry sense (divisibility, order of operations,
concepts of decimals including money); (polygons, circles, solid figures); fractions and decimals including money,
geometry (lines, angles, triangles, and patterns and algebra (sequence and ratio and proportion, percent, integers);
quadrilaterals); patterns and algebra number sentences); measurement geometry (plane and solid figures);
(continuous and repeating patterns and (time, circumference, area, volume, and patterns and algebra (sequence,
number sentences); measurement temperature); and statistics and expression, and equation); measurement
(time, perimeter, area, and volume); and probability (tables, line graphs and (rate, speed, area, surface area, volume,
statistics and probability (tables, bar experimental probability) as applied - and meter reading); and statistics and
graphs, and simple experiments) as using appropriate technology - in critical probability (tables, pie graphs, and
applied – using appropriate technology - thinking, problem solving, reasoning, experimental and theoretical probability)
in critical thinking, problem solving, communicating, making connections, as applied - using appropriate technology
reasoning, communicating, making representations, and decisions in real - in critical thinking, problem solving,
connections, representations, and life. reasoning, communicating, making
decisions in real life. connections, representations, and
decisions in real life.
03

Constructivist
Theory
Learning Outcomes
At the end of the lesson, the learner should be
able to:

• demonstrate understanding and appreciation


of the constructivist learning theory
• determine how the constructivist learning
theory is applied in teaching mathematics in
the early grades
DepEd (2016) specifically noted
constructivist theory
as the backbone of the curriculum.
Constructivism

Constructing
Conceptualized knowledge from
by Jean Piaget experiences
rather than from
discussions
Constructivist learning is described
as follows:
Learning builds on the learner’s prior knowledge and the approach is a
constructive process.
Learner involves in the processes to ensure self-regulated and self
directed process.
Learning is grounded in the context of the learners and fundamentally
social process. Interaction and communication are open and basic
elements of learning process.
Learning is more than the acquisition of knowledge. It is collaborative,
involves interaction and enculturation with community of practitioners.
Collaboration with experts is basic.
The learning processes do not only require cognitive but also
motivational and emotional domains.
In a constructivist mathematics class,
knowledge is constructed by the learners.

To teach is not to explain, not to lecture,


not to transfer mathematical knowledge;
instead, teaching is to create situations that
allow the learners to form the mental
construction.
Some recommendations on
how to apply constructivism in teaching mathematics:
pose problems that is relevant to the learners
use big concepts than segmented or disjoint topics. It invites the learners
to participate irrespective of learning styles and dispositions
create situations that will reveal the learner’s point of view. The teacher
must create opportunities for this to occur and must be willing to listen to
the learner’s reasoning and thinking processes
use authentic assessments, which includes interaction between the
teacher and learner and learner and peer.
THANKS
Do you have any questions?
april.custodio@vsu.edu.ph

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