Journey to the

world of
mathematics
(EED 4: Teaching Mathematics in Primary Grades)

Writers:

Lodyvina G. Angeles, Ph.D.

Florida F. Remolazo

Mariel R. Tapadera, M.A.Ed., LPT

Mark Ren D. Villaflor

Hello everyone! I hope that all of you are fine
and doing well inside your houses. In this
pandemic, learning is a challenge for everyone,
especially for you my dearest students. But we
got you! We, your professors in EED 4, created
this module to help and assist you while you are
learning in your house. This module consisting
of six (6) units is intended to be tackled for 1 st
semester, Academic Year 2020-2021. The parts
of the module that you will encounter are: (1)
Activating Your Prior Knowledge, for you to
answer so that you will have a background
knowledge about each unit; (2) Expanding Your
Knowledge to assist you to know and learn
more about the unit being studied; and (3)
Synthesizing Your Knowledge to serve as a
measuring tool or assessment of how well you
learned the topics presented.

Stay safe and let’s continue to learn even you

are not in school.
TOPICS PAGE NUMBER

UNIT I: FOUNDATIONS OF MATHEMATICS TEACHING AND LEARNING

Overview ………………………………………………………………………… 1
The Nature of Mathematics …………………………………………………. 3
The Goals of Mathematics Education ……………………………………... 4
Mathematics K to12 Curriculum Framework ………………………………. 5

UNIT II: MATHEMATICS IN THE GRADE 1-3 PROGRAM: MATH CONTENT

AND PROCESSES
Overview ………………………………………………………………………… 10
Standards in Teaching Mathematics in K to 12 Curriculum……………. 11
Grade 1 Math Content and Processes ……………………………………. 12
Grade 2 Math Content and Processes ……………………………………. 16
Grade 3 Math Content and Processes ……………………………………. 22

UNIT III: LOWER GRADE MATH CURRICULUM WITH PROBLEM SOLVING

Overview ………………………………………………………………………… 31
Number and Algebra …………………………………………………………. 32
Measurement …………………………………………………………………… 49
Space and Shapes …………………………………………………………….. 56
Data Handling ………………………………………………………………….. 65

UNIT IV: STRATEGIES IN TEACHING MATHEMATICS

Overview ………………………………………………………………………… 86
Research-based Strategies ………………………………………………….. 87
Factors in Choosing a Method or Strategy ………………………………. 88
Interactive Direct Instruction ………………………………………………… 89
Rathmell Triangle Model ……………………………………………………… 89
Cooperative Learning …………………………………………………………. 90
Inquiry Method …………………………………………………………………. 91
Problem-based Learning………………………………………………………. 92

UNIT V: ASSESSMENT IN MATHEMATICS FOR PRIMARY GRADES

Overview ………………………………………………………………………… 97
Recommendations for Student Assessment in
Mathematics for Primary Grades …………………………………………… 98

UNIT VI: LESSON PLANNING IN MATHEMATICS FOR

GRADE 1 to GRADE 3
Overview ………………………………………………………………………… 105
Writing Lesson Plan in Mathematics for
Grade 1 to 3 and Sample Lesson Plans …………………………………… 109
 UNIT FOUNDATIONS OF MATHEMATICS
I TEACHING AND LEARNING

OVERVIEW
Mathematics introduces children to skills that are vital to their everyday life. Often,
Mathematics, of all the subjects, is considered by almost everybody as the most difficult
subject because of the challenges in dealing with numbers, computations, and solving
problems. However, this unit provides a clear picture of the nature and goals of
Mathematics to education, especially at the primary level. In this sense, the fear to get the
subject may change to the enjoyment of taking the subject. In the same manner, the K-12
Curriculum Framework created by the Department of Education is highly emphasized in
this unit to guide teachers on the theories, competencies, and depths when teaching
Mathematics at the primary level.

Class, this is Unit 1. I expect that

you will love Math after this. But,
aside from that, what am I
expecting from all of you? Please
refer to the objectives and
together let’s reach it.

OBJECTIVES
At the end of the unit, I am able to:
1. explain the nature of mathematics as a subject;
2. enumerate the aims of mathematics in education; and
3. analyze comprehensively the mathematics K-12 Curriculum Framework.

For you to have

background knowledge,
answer the following
activity.

ACTIVATING YOUR PRIOR KNOWLEDGE

A. Picture Analysis
Before you start reading this unit, write down your own understanding of
teaching mathematics at the primary level. What must be the nature and goals of
teaching the aforementioned?

1
 Source: https://www.teachingideas.co.uk/maths/mega-maths-mat

Figure 1.

Nature of Mathematics
___________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Goals of Mathematics to Education:

___________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
_________
2
B. Fact or Bluff? Identify the following statements if Fact or Bluff. Use the space provided
for your answer.

1. Mathematics offers children a powerful

way of communicating.
2. Mathematics prevents chaos to make our
life orderly.
3. Through mathematics, students can
acquire essential skills such as decision-
making and solving mathematical
problems but it does not help us to cope
with this changing world.
4 All people use mathematical knowledge
every day.
5. Mathematics is a spectator sport.

I know that you

want more, right?
So, let us discuss.

EXPANDING YOUR KNOWLEDGE

Mathematics introduces children to concepts, skills, and thinking strategies that are
essential in everyday life and support learning across the curriculum. It helps children make
sense of the numbers, patterns, and shapes they see in the world around them; offers ways
of handling numbers in an increasingly digital world; and makes a crucial contribution to
their development as successful learners. It brings delight to children to solve a problem,
especially when it leads them to an unexpected discovery or new connections. As their
confidence grows, they look for patterns, use logical reasoning, suggest solutions, and try
out different approaches to problems. Mathematics offers children a powerful way of
communicating. They learn to elaborate and expound their knowledge using symbols,
diagrams, and spoken and written language. They start to discover how mathematics has
developed over time and contributes to our economy, society, and culture. Studying
mathematics stimulates curiosity, fosters creativity, and equips children with the skills they
need in life beyond school.

National Council of the Philippines defines the nature of Mathematics as follows:

1. It is the study of patterns and

relationships
Mathematics concepts are
interconnected from one
another; hence, the students
should discover that connection
by finding or discovering the
pattern and relationships
between two mathematical
ideas.

3
 2. It helps students to think.
The problem-solving exercises help students to
acquire different ways of thinking and to
develop the way students think in solving
everyday problems.

3. It is an art.
Mathematics is systematic and reliable.
Numbers and geometric figures can show us
several patterns. You can see mathematics in
different forms of arts, some of these are
tessellations, weaving, and tiling. By exploring
the orderliness and consistency of Mathematics,
people acknowledge its beauty.

4. It is a language.
Through symbols and mathematical terms, we can
communicate easily. For example, when we are
asking the weight and length of subjects, we easily
understand that using the different SI systems,
right?

5. It is a tool.
Mathematics can be used in all
occupations and jobs. For example, we
teachers need mathematics to compute
grades.

Goals of Mathematics to Education

The following five broad goals were given by the National Council of Teachers of
Mathematics, (NCTM, 1989) Standards for School Mathematics to address the needs of
students in Mathematics for the 21st century. In connection with this, teachers must help
students to:

1. Value Mathematics
Students should see how important mathematics is in their everyday lives.

2. Reason out Mathematically

Through mathematics, students should be able to think critically and
logically. For example, the teachers must give activities or tasks as tools in
sharpening the higher-order-thinking-skills (HOTS) of students.

3. Communicate Mathematics
Students should use mathematical symbols and terms in communicating.
For example, when comparing things, children should know which is greater and
lesser.
4
 4. Solve Problems
Since this is mathematics, of course, it is a must for the students to solve
problems at the end of a particular lesson or topic. Furthermore, they need to apply
the concepts to their everyday life.

5. Make students feel confident

Instead of letting students feel the stigma and fear towards mathematics,
why not boost their confidence that if they will learn math, they will be
successful someday, because Mathematics is present in all fields.

Mathematics K-12 Curriculum Framework

Figure 2

Mathematics is a subject that we can apply in our daily lives because its application
goes beyond the classroom and the school. Therefore, it should be taught comprehensively
and deeply. In the K-10 goal, mathematics should develop the critical thinking and problem
solving of students.

According to skillsyouneed.com Critical thinking refers to the ability of a man to think

clearly and rationally, and to understand the logcal connection between ideas.

Moreover, as cited in the module entitled, “Learning Mathematic in the Primary

Grades” by Math Division Madison Metropolitan School District (2006), problem solving
is using a variety of strategies to solve problems.

The two goals mentioned above can be reached by organizing the curriculum
content in a rigorous and well-organized manner, defining a set of high-level skills and
processes, introducing desirable values and attitudes, and using appropriate tools
considering the nature of Filipino learners.

There are five content areas in the curriculum, as adapted from the framework, prepared
by MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry,
Patterns and Algebra, and Probability and Statistics.

5
 The specific skills and processes to be developed are: knowing and understanding;
estimating, computing and solving; visualizing and modeling; representing and
communicating; conjecturing, reasoning, proving and decision making; and applying and
connecting.

The following values and attitudes are to be honed as well: accuracy, creativity,
objectivity, perseverance, and productivity.

We recognize that the use of appropriate tools is necessary for teaching mathematics.
These include manipulative objects, measuring devices, calculators and computers,
smartphones, and tablet PCs, and the internet.

We define context as a locale, situation, or set of conditions of Filipino learners that may
influence their study and use of mathematics to develop critical thinking and problem-
solving skills. Contexts refer to belief, environment, language, and culture that include
traditions and practices, as well as the learner’s prior knowledge and experiences.

The framework is supported by the following underlying principles and theories:

Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative
Learning and Discovery, and Inquiry-Based Learning. The Mathematics curriculum is
grounded in these theories.

Experiential Learning, as advocated by Kevin Kolb, is learning that occurs by making

sense of direct everyday experiences. Experiential learning theory defines learning as “the
process whereby knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping and transforming experience” (Kolb,
1981: p. 41). Situated learning, theorized by Lave and Wenger, is learning in the same
context in which concepts and theories are applied.

Reflective learning refers to learning that is facilitated by reflective thinking. It is not

enough that learners encounter real-life situations. Deeper learning occurs when learners
are able to think about their experiences and process these, allowing them the opportunity
to make sense and derive meaning from their experiences.

Constructivism is a theory that argues that knowledge is constructed when the learner
is able to draw ideas from his/her own experiences and connect them to new ideas.

Cooperative Learning puts a premium on active learning achieved by working with

fellow learners as they all engaged in a shared task. The mathematics curriculum allows
the student to learn by asking relevant questions and discovering new ideas. Discovery
learning and Inquiry-Based Learning (Bruner, 1961) support the idea that students learn
when making use of personal experiences to discover facts, relationships, and concepts.

To see if you really learn from our

discussion, answer the following
activity. Make sure to answer it
correctly.

6
SYNTHESIZING YOUR KNOWLEDGE

Activity 1
Name:_________________________________________ Date: ____________________________
Section: ________________________________________ Score: ___________________________

This activity is called the Prior Knowledge, Present Knowledge, and Gained
Knowledge (PPG) where you are to cite all concepts that you know about the nature of
Mathematics. Write all the concepts that you know about the lesson, and enumerate the
insights gained in the lesson. This will also compare your previous answer on the nature of
Mathematics. Are there similarities in your answer or none?

Prior Knowledge (P) Present Knowledge (P) Gained Knowledge (G)

(cite all the concepts that you (write all the concepts discussed) (enumerate insights gained in the
know about the lesson) lesson)

7
 Activity 2

Based on the goals of mathematics in education discussed in this unit, cite a

classroom scenario to clearly show how each goal can be achieved.

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

1.Value Mathematics

2. Reason Mathematically

3. Communicate Mathematics

4.Solve Problems

5.Develop confidence

8
Activity 3

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Create your own paradigm of the K-12 Mathematics Curriculum based on the
conceptual framework cited by the Department of Education. Your work will be graded
using the following criteria: content, relevance to the topic, organization, and creativity.

REFERENCES

Critical Thinking Skills You Need. 2020. Retrieved August 5, 2020 from
https://www.skillsyouneed.com/learn/critical-thinking.html

Nivera, Gladys C. 2013. Curriculum and Instruction: The Teaching of Mathematics.

Teacher Education Council, Department of Education.
https://www.slideshare.net/knowellton/module-63-mathematics

K to 12 Mathematics Curriculum Guide. 2016. Department of Education.DepEd

Complex, Meralco Avenue Pasig City

Learning Mathematic in the Primary Grades. 2006. Madison Metropolitan School

District. Retrieved from www.madison.k12.wi.us

That was tough! But I believe that

you enjoy Unit I, right? So, let us
proceed to Unit II.

9
 MATHEMATICS IN THE GRADE 1-3
UNIT
PROGRAM: MATH CONTENT AND
II
PROCESSES

OVERVIEW

This unit will let you, future elementary teachers, to have a clearer picture of the
contents of the Mathematics subject for 1st to 3rd-Grade level. You may also have an
understanding of the importance of the Mathematics subject as it pervades life at any age.
You also have to inculcate in your heart and mind that the twin goals of teaching
mathematics to your future students are to develop critical thinking and problem-solving
skills. So, you have to give your best every time you are teaching your students. Please be
generous in sharing the ideas that you have. Happy teaching!

Class, welcome to our next

session. To know what our
targets for this session, read
the objectives below.

OBJECTIVES

At the end of the unit, I am able to:

1. differentiate the Math content and processes according to complexity;
2. discuss the importance of knowing the Math content and processes in Grade
1 to 3;
3. use the knowledge in Math content and processes in designing a lesson plan;
and
4. utilize the K to 12 Curriculum Guide in Mathematics.

I know that this unit seems

hard, right? But, before having
that conclusion, answer the
activities below.

ACTIVATING YOUR PRE-KNOWLEDGE

Directions: Read and comprehend each of the questions or statements below. Choose the
appropriate answer. (This is also available in Google Form for the students to
have easy access.)
1. When do we start teaching Mathematics in the K to 12 Curriculum?
A. Kinder B. Grade 1 C. Grade 2 D. Grade 3
10
 2. Among the given principles and theories, which of the following does not support
the Philippines’ Mathematics Curriculum Framework?
A. Experiential Learning B. Cooperative
Learning
C. Discovery Learning D. None of the
Choices
3. The following are the contents of the K to 10 Mathematics except:
A. Numbers and Number Sense B. Measurement
C. Business Mathematics D. Probability and
Statistics
4. In what grade level will you start teaching Algebra?
A. Grade 1 B. Grade 2 C. Grade 3 D. Grade 4
5. When do we start teaching Statistics and Probability?
A. Grade 1 B. Grade 2 C. Grade 3 D. Grade 4

Triggered by that
activity? Feeling
excited? So, let us
now discuss.

EXPANDING YOUR KNOWLEDGE

Here is the brief course description of Mathematics from K to 10 in the Philippines

as implemented by the Department of Education for you to have a background on the
different contents and objectives of teaching Mathematics in the elementary and secondary
levels.
Mathematics from K to10 is a skill subject. By itself, 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.
The contents of mathematics include Numbers and Number Sense,
Measurement, Geometry, Patterns & Algebra, and Statistics and Probability.
Numbers and Number Sense as a strand includes concepts of numbers, properties,
operations, estimation, and their applications.
Measurement as a strand includes the use of numbers and measures to describe,
understand, and compare mathematical and concrete objects. It focuses on attributes such
as length, mass and weight, capacity, time, money, and temperature among others, as well
as applications involving perimeter, area, surface area, volume, and angle measure.
Geometry as a strand includes properties of two- and three-dimensional figures
and their relationships, spatial visualization, reasoning and geometric modeling, and
proofs.
Patterns and Algebra as a strand studies patterns, relationships and changes
among shapes and quantities and includes the use of algebraic notations and symbols,
equations, and most importantly, functions, to represent and analyze relationships.
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 and outcomes. The K to
10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to
12. More importantly, it provides necessary concepts and life skills needed by Filipino
learners as they proceed to the next stage in their life as learners and as citizens of our
beloved country, the Philippines.
11
Learning Standard: The learner demonstrates understanding and appreciation of key
concepts and principles of Mathematics as applied, using appropriate technology, in
problem-solving, communicating, reasoning, making connections, representations, and
decisions in real life.

Key Stage Standards:

K–3
At the end of Grade 3, the learner demonstrates understanding and appreciation of key
concepts and skills involving whole numbers up to ten thousand, fractions, measurement,
simple geometric figures, pre-algebra concepts and data representation and analysis as
applied, using appropriate technology, in critical thinking, problem-solving, reasoning,
communicating, making connections, representations and decisions in real life.

Grade Level Standards:

Grade Level Grade Level Standards
Grade 1 The learner demonstrates understanding and appreciation of key concepts
and skills involving whole numbers up to 100, fractions, measurement,
simple geometric figures, pre-algebra concepts, data collection and
representation as applied, using appropriate technology, in critical
thinking, problem-solving, reasoning, communicating, making
connections, representations and decision in real life.
Grade 2 The learner demonstrates understanding and appreciation of key concepts
and skills involving whole numbers up to 1 000, fractions, measurement
and geometric figures, pre-algebra concepts, data collection,
representation and analysis as applied, using appropriate technology, in
critical thinking, problem-solving, reasoning, communicating, making
connections, representations and decision in real life.
Grade 3 The learner demonstrates understanding and appreciation of key concepts
and skills involving whole numbers up to 10 000, fractions,
measurement, geometric figures, pre-algebra concepts, data collection,
representation and analysis as applied, using appropriate technology, in
critical thinking, problem-solving, reasoning, communicating, making
connections, representations and decision in real life.

GRADE 1
Content Content Performance Learning Competencies
Standards Standards
Numbers and The learner The learner is The learner…
Number demonstrates an able to… recognizes cardinal
Sense understanding ➢ explore the numbers from 0 to 100.
of… concept of counts and tells the number
➢ number cardinal of objects in a given set by
notation and numbers up ones and tens.
place value, to 100 and identifies the number that is
cardinal and compare one more or one less from a
ordinal these given number.
numbers, and numbers in composes and decomposes
comparing and various a given number.
ordering contexts. regroups sets of ones into
numbers up to sets of tens and sets of tens
100. into hundred using objects.
compares two sets using the
expressions “fewer than,”
“more than,” and “as many
as.”

12
 orders sets from least to
greatest and vice versa.
counts by 2’s, 5’s and 10’s
through 100.
reads and writes numbers
up to 100 in symbols and in
words.
identifies the place value
and finds the value of a digit in
a one- and two-digit numbers.
renames numbers into tens
and ones.
compares numbers up to 100
using relation symbols.
arranges numbers up to 100
in increasing order and vice
versa.
recognizes coins and bills
up to P100 (pesos and
centavos).
➢ explore the reads and writes ordinal
concept of numbers 1st, 2nd, 3rd up to
ordinal 10th.
numbers. identifies the 1st, 2nd, 3rd
up to the 10th object in a given
set from a given point of
reference.
determines the position of
an object using 1st to 10th
from a given point of
reference.
➢ addition and ➢ illustrate the illustrates addition as
subtraction up addition and putting together and
to 100. subtraction subtraction as taking away,
of whole comparing and adding up.
numbers. illustrates the relationship
of joining sets to the addition
of whole numbers.
illustrates that addition and
subtraction are inverse
operations.
identifies and constructs
equivalent number
expressions using addition
and subtractions.
identifies and creates
patterns to compose and
decomposes numbers using
addition.
➢ compute for The learner …
sums and adds two one-digit numbers
solve addition with sums up to 18 using the
problems. order and zero properties of
addition.
adds two to three one-digit
numbers horizontally and
vertically with sums up to 18.
13
 adds three one-digit
numbers having sums of up to
18 using the order and
grouping properties of
addition.
uses expanded form to
explain the meaning of
addition with regrouping.
adds numbers with sums
through 99 without or with
regrouping.
mentally adds two to three
1-digit numbers with sums up
to 18.
mentally adds a 2-digit
number and 1-digit number
with regrouping.
solves one-step word
problems involving the
addition of whole numbers
including money with sums up
to 99 using appropriate
problem-solving strategy.
➢ compute for subtracts one-digit numbers
differences with minuends through 18
and solve (basic facts).
subtraction subtracts one to two-digit
problems. numbers with minuends up to
99 without regrouping.
uses the expanded form to
explain subtraction with
regrouping.
subtracts one to two-digit
numbers with minuends up to
99 with regrouping.
mentally subtracts 1-digit
numbers from minuends up to
18 without regrouping.
mentally subtracts a 1-digit
number from 2-digit
minuends without regrouping.
solves word problems
involving subtraction of
whole numbers including
money with minuends up to
99 with and without
regrouping using appropriate
problem-solving strategy.
➢ the concepts of ➢ visualize, visualizes and identifies ½
halves and model and and ¼ of a whole object.
fourths and represent the divides a whole into halves
applies them concept of and fourths.
in dividing a halves and divides the elements of a set
whole or set fourths using of objects into two groups of
equally. whole objects equal quantities to show
and sets. halves of sets.

14
 divides the elements of a set
of objects into four groups of
equal quantities to show
fourths of sets.
given half of a region or a
set, draws the whole region or
set.
Geometry ➢ 2-D and 3-D ➢ explore the identifies, names and
shapes properties of describes the four basic shapes
through 2- and 3- in 2- and 3-dimensional
identifying, dimensional objects: square, rectangle,
classifying figures. triangle and circle.
and compares and classifies 2-
constructing and 3-dimensional figures
figures using according to common
cut-outs and attributes.
concrete ➢ model and draws the four basic shapes.
models. represent 2- constructs three-
and 3- dimensional objects using
dimensional manipulative materials.
objects.

Patterns and ➢ simple ➢ identify and identifies and explains

Algebra patterns. create number
simple repeating patterns.
and attribute makes patterns of shapes,
patterns. colors, and numbers.
➢ complete finds the missing
number and number/digit in addition or
attribute subtraction problems.
patterns. finds and completes
patterns of one or two of the
following attributes: Shape,
Size, Color, Number,
Orientation.
determines the next term
(figure/number) in a given
sequence and give a reason.
Measurement ➢ the concepts of ➢ give different names and tells the number
time and measures of of days in a week; months in a
measures and time. year in the right order.
compares uses a calendar to determine
objects using a day or month.
direct tells the time by an hour,
comparison half-hour, and quarter-hour.
and non- ➢ estimate and compares objects using the
standard units compute for comparative words: Short,
of length, measurements shorter, shortest; Long,
mass, and of length, longer, longest; Tall, taller,
capacity. mass, and tallest; High, higher, highest;
capacity. Heavy, heavier, heaviest;
Light, lighter, lightest.
estimates and measures
length using non-standard
units of linear measures.
estimates and measures
mass using non-standard units
of mass/weight measures.
15
 shows and finds capacity
using the non-standard unit.
Statistics and ➢ organizing, ➢ organize and collects and organizes data
Probability representing interpret data using tallies and tables.
and comparing represents data using
data using pictographs without using a
pictographs scale.
without scale reads and interprets a
representations pictograph.
and ➢ make identifies cause and effect
probability, conjectures relationships.
and explores about games predicts and records the
games and and activities. outcome of experiments and
activities. chance games.

Those are the standards

that you need to remember
when you about to teach
Grade 1 Math. Now, let us
proceed on Grade 2.

GRADE 2

Content Content Performance Learning Competencies

Standards Standards
Numbers and The learner The learner is The learner…
Number demonstrates an able to… visualizes and identifies
Sense understanding ➢ explore the numbers from 101 through
of… concepts of 1000.
➢ the numbers up associates numbers with
relationships to 1000, read sets having 101 up to 500
between and write objects and give the number of
numbers and these objects.
place value of numbers. associates numbers with
whole sets having 501 up to 1000
numbers up to objects and give the number of
1000 and of objects.
ordinal counts and groups objects in
numbers up to ones, tens, and hundreds.
20th. reads and writes numbers
from 101 through 1000 in
symbols and in words.
counts numbers by 10s, 50s,
and 100s.
reads and writes numbers
through 1000 in symbols and
in words.

16
 gives the place value of
each digit in a three-digit
number.
writes three-digit numbers
in expanded form.
compares numbers using >,
< and =.
orders numbers up to 1000
from least to greatest and vice
versa.
➢ identify visualizes and identifies the
ordinal 1st through the 20th object of
numbers a given set from a given point
through the of reference.
20th. reads and writes ordinal
numbers from 1st through the
20th.
identifies and uses the
pattern of naming ordinal
numbers from 1st to the 20th.
➢ the concept of ➢ compute adds numbers with sums up
the four sums and to 1000 without and with
operations of solve addition regrouping: 2 digit and 3-digit.
whole problems adds numbers with sums up
numbers and involving to 1000 without and with
the identity numbers of regrouping: 3 digit and 3-digit.
and zero up to 1000. uses the following
properties of properties of addition in
multiplication. computing for sums of up to
1000: zero/identity property of
addition, commutative
property of addition,
associative property of
addition.
mentally adds 1- to 2-digit
numbers with sums up to 50.
mentally adds 3-digit
numbers by ones (up to 9).
mentally adds 3-digit
numbers by tens (multiples of
10 up to 90).
mentally adds 3-digit
numbers by hundreds
(multiples of 100 up to 900).
analyzes and solves word
problems involving addition
of whole numbers including
money with sums up to 1000
without and with regrouping.
➢ compute subtracts 2- to 3-digit
differences numbers with minuends up to
and solve 999 without and with
subtraction regrouping.
problems mentally subtracts 1-digit
involving numbers from 1 to 2-digit
numbers of numbers with minuends up to
up to 1000. 50.
17
 mentally subtracts 3-digit
by ones without regrouping.
mentally subtracts 3-digit
by tens without regrouping.
mentally subtracts 3-digit
by hundreds without
regrouping.
analyzes and solves one-
step word problems involving
subtraction of whole numbers
including money with
minuends up to1000 without
and with regrouping.
➢ compute for performs order of
sums and operations involving addition
differences and subtraction of small
and solve numbers.
problems solves two-step word
involving problems involving addition
both addition and subtraction of 2- to 3-digit
and numbers including money
subtraction of using appropriate procedures.
numbers.
➢ explore and illustrates multiplication as
illustrate the repeated addition, arrays,
concept of counting by multiples, and
multiplication equal jumps on the number
of whole line.
numbers. writes a related equation for
each type of multiplication:
repeated addition, array,
counting by multiples, and
equal jumps on the number
line.
illustrates the property of
multiplication that any
number multiplied by one (1)
is the same number.
illustrates the property of
multiplication that zero
multiplied by any number is
zero.
illustrates the commutative
property of multiplication.
➢ compute constructs and fills up the
products of multiplication tables of 2, 3, 4,
numbers 5, and 10.
involving 2, multiplies mentally to fill
3, 4, 5, and up multiplication tables of 2,
10 and solve 3, 4, 5, and 10.
problems analyzes and solves one-
involving step word problems involving
multiplication multiplication of whole
of these numbers including money.
numbers. analyzes and solves two-
step word problems involving
multiplication of whole
18
 numbers as well as addition
and subtraction including
money.
➢ explore and models and describes
model the division situations in which
concept of sets are separated into equal
division of parts.
whole represents division as equal
numbers. sharing, repeated subtraction,
equal jumps on the number
line, and formation of equal
groups of objects.
writes a related equation for
each type of situation: equal
sharing, repeated subtraction,
equal jumps on the number
line, and formation of equal
groups of objects.
➢ compute divides numbers found in
quotients of the multiplication tables of 2,
numbers 3, 4, 5, and 10.
found in the mentally divides numbers
multiplication found in the multiplication
tables tables of 2, 3, 4, 5, and 10.
involving 2, analyzes and solves one-
3, 4, 5 and 10 step word problems involving
and solve division of numbers found in
problems the multiplication tables of 2,
involving 3, 4, 5, and 10.
division of
these
numbers.
➢ unit fractions, ➢ explore the visualizes and identifies
proper concept of unit fractions with
fractions and unit fractions denominators 10 and below.
similar and other reads and writes unit
fractions, and fractions less fractions.
identification than 1 and compares unit fractions
of money compare using relation symbols.
value through these orders unit fractions.
100. fractions. visualizes and identifies
other fractions less than one
with denominators 10 and
below.
visualizes and identifies
similar fractions (using a
group of objects and number
line).
reads and writes similar
fractions.
compares similar fractions
using relation symbols.
orders similar fractions.
➢ apply number reads and writes money
concepts on with value through 100.
problem counts and tells the value of
situations a set of bills or a set of coins
19
 involving through 100 in peso ( coins
money. only, bills only and coins and
bills).
counts and tells the value of
a set of bills or a set of coins
through 100 in centavo
(coins).
counts and tells the value of
a set of bills or a set of coins
through 100 in combinations
of pesos and centavos (Peso
and centavo coins only, bills
and centavo coins, coins, and
bills).
reads and writes money in
symbols and in words through
100.
compares values of
different denominations of
coins and paper bills through
100 using relation symbols >,
< and =.
Geometry ➢ the basic ➢ visualize and visualizes, identifies,
properties of model half- classifies, and describes half-
geometric circles and circles and quarter circles.
shapes, simple quarter- constructs squares,
tessellations, circles as well rectangles, triangle, circles,
and symmetry. as other half-circles, and quarter-
common circles using cut-outs and
shapes. square grids.
➢ explore the identifies shapes/figures
concept of that show symmetry in a line.
symmetry. creates figures that show
symmetry in a line.
➢ visualize, recognizes shapes that can
model, and tessellate.
represent tessellates a surface using
tessellations. triangles and squares.
➢ explore the identifies straight lines and
concept of curves, flat and curved
lines, curves, surfaces in a 3-dimensional
and surface object.
on 3- explains the differences
dimensional between straight lines and
objects. curved lines, flat surfaces, and
curved surfaces.
Patterns and ➢ patterns on ➢ argue and identifies and explains
Algebra numbers and justify simple repeating patterns.
geometric patterns. determines the next term
objects. (figure/number) in a given
sequence and give a reason.
➢ apply their finds and completes
understanding patterns according to one or
and strategies two of the following
in completing attributes: shape, size, color,
patterns. orientation.

20
Measurement ➢ the concept ➢ compute for tells and writes the time in
and measures of minutes including a.m. and
application of time and p.m. using analog and digital
time and of solve clocks.
using standard problems finds the duration of time
units in involving elapsed using a calendar,
measuring time. analog, and digital clocks.
length, mass, solves simple word
area, and problems involving time.
capacity. ➢ identify and shows and uses the
compare the appropriate unit of length to
standard units measure a particular object
centimeter and their abbreviations cm and
and meter. m.
compares length in meters
or centimeters.

➢ estimate and measures objects using

compute for appropriate measuring tools in
lengths of m or cm.
objects and estimates and measures
solve length using meter or
problems centimeter.
involving solves simple word
lengths using problems involving length.
centimeter
and meter.
➢ identify, use, shows and uses the
and compare appropriate unit of mass to
the standard measure a particular object or
units gram situation and their
and kilogram. abbreviations g and kg.
compares mass in grams or
kilograms.
➢ estimate and measures objects using
compute for appropriate measuring units in
the g or kg.
mass/weight estimates and measures
of an object mass using grams or
and solve kilograms.
problems solves simple word
involving problems involving mass.
mass/weight.
➢ explore and illustrates area as a measure
illustrate the of how much surface is
concept of covered or occupied by the
area. plane figure.
shows the area of a given
figure using square tile units,
i.e. number of square tiles
needed.
➢ estimate and estimates the area of a given
compute for figure using any shape.
the area of a finds the area of a given
plane figure. figure using square tile units
i.e. the number of square tiles
needed.
21
 ➢ measure shows and finds capacity
capacity. using appropriate measuring
tools, e.g. the amount of liquid
needed.
Statistics and ➢ pictographs ➢ organize and collects and organizes data
Probability with scale interpret data. using tables and pictures.
representations reads and interprets data in
and the idea of a given pictograph.
likelihood. ➢ represent data
using scales. forms scale representation
of objects from the data
collected.
makes pictographs using
scale representation.

➢ make makes a guess on whether

conjectures an event is less likely, more
and educated likely, equally likely or
guesses about unlikely to happen based on
the likelihood facts.
of events.

I know that you notice

something, right? I am happy to
hear that.

GRADE 3

Content Content Performance Learning Competencies

Standards Standards
Numbers and The learner The learner is The learner…
Number demonstrates an able to… reads and writes the
Sense understanding ➢ explore the numbers through 10 000 in
of… concepts of symbols and in words.
➢ the concepts numbers up identifies the place value
of whole to 10 000, and find the value of a digit in
numbers up to count, read 4- to 5-digit numbers.
10000, ordinal and write compares 4- to 5-digit
numbers up to these numbers using relation
100th, and numbers and symbols.
Roman identify orders 4- to 5-digit numbers
numerals up ordinal in increasing order and vice
to M. numbers of versa.
up to 100th. rounds numbers to the
nearest tens, hundreds, and
thousands.

22
 identifies ordinal numbers
from 1st to 100th.
➢ read and reads and writes the value of
write roman numbers in Hindu-
numbers Arabic and vice versa I to L.
using Roman reads and writes the value of
numerals up roman numbers in Hindu-
to M. Arabic and vice versa L to C.
reads and writes the value of
Roman numbers in Hindu-
Arabic and vice versa C to D.
reads and writes the value of
Roman
➢ the four ➢ use properties
operations of of addition to illustrates the properties of
whole estimate and addition (commutative,
numbers and compute for associative, identity).
of the concept sums and
of identity, solve adds 3- to 4 -digit numbers
commutative, addition up to three addends with sums
associative, problems up to 10 000 without
and involving regrouping.
distributive numbers of
properties of up to 10 000. adds 3- to 4 -digit numbers
addition and up to three addends with sums
multiplication. up to 10 000 with regrouping.
estimates the sum of 3- to 4-
digit addends by rounding.
mentally adds without or
with regrouping 2-digit and 1-
digit numbers and explain the
strategies used.
mentally adds without or
with regrouping two 2-digit
numbers and explain the
strategies used.
mentally adds without or
with regrouping 2-digit and 3-
digit multiples of hundreds and
explain the strategies used.
solves word problems
involving the addition of whole
numbers with sums up to 10
000 including money using
appropriate problem-solving
strategy.
➢ estimate and subtracts 3-digit numbers
compute for from 3- to 4-digit numbers
differences without and with regrouping
and solve and with and without zeros in
subtraction the digits.
problems subtracts 3- to 4-digit
involving numbers from 4-digit numbers
numbers of without and with regrouping
up to 10 000. and with and without zeros in
the digits.

23
 estimates the difference of
two numbers with three to four
digits by rounding.
mentally subtracts without
and with regrouping 2-digit
and 1-digit numbers and
explain the strategies used.
mentally subtracts without
and with regrouping two 2-
digit numbers and explain the
strategies used.
mentally subtracts without
and with regrouping 2-digit to
3-digit numbers from multiples
of hundreds and explain the
strategies used.
solves one-step word
problems involving
subtraction of whole numbers
including money using
appropriate problem-solving
strategies.
solves two-step word
problems involving addition
and subtraction of whole
numbers including money
using appropriate problem-
solving strategies.
➢ estimate and
multiply 2- constructs and completes the
and 3-digit multiplication tables of 6, 7, 8,
numbers by and 9.
1-digit to 2- states basic multiplication
digit numbers facts for numbers up to 10.
and solve applies the commutative
multiplication property of multiplication.
problems multiplies 2-digit by 1-digit
involving by using the distributive
these property of multiplication.
numbers. multiplies three 1-digit
numbers by using the
associative property of
multiplication.
multiplies 2- to 3-digit
numbers by 1-digit numbers
without or with regrouping.
multiplies 2-digit numbers
by 2-digit numbers without
regrouping.
multiplies 2-digit numbers
by 2-digit numbers with
regrouping.
multiplies 2- to 3-digit
numbers by multiples of 10
and 100.
multiplies 1- to 2-digit
numbers by 1000.
24
 estimates the product of 2- to
3-digit numbers by 1- to 2-digit
numbers by rounding.
mentally multiplies 2-digit
by 1-digit numbers without
regrouping involving products
of up to 100.
solves one-step word
problems involving
multiplication of whole
numbers including money
using appropriate problem-
solving strategies.
solves two-step word
problems involving
multiplication as well as
addition and subtraction
including money using
appropriate problem-solving
strategies.
➢ explore the states multiples of 1- to 2-
concepts of digit numbers.
factors and differentiates prime and
multiples. composite numbers.
➢ estimate and divides numbers found in
divide 3-digit the multiplication tables of 6,
numbers by 7, 8, 9.
up to 2-digit states basic division facts of
numbers and numbers up to 10.
solve division divides 2- to 3-digit numbers
problems by 1-digit numbers without a
involving remainder.
these divides 2- to 3-digit numbers
numbers. by 1-digit numbers with a
remainder.
divides 2-digit numbers by
2-digit numbers.
divides numbers by 10 and
100.
estimates the quotient of 2-
to 3-digit numbers by 1- to 2-
digit numbers.
mentally divides 2-digit
numbers by 1-digit numbers
without a remainder.
solves one-step word
problem involving division of
2- to 4-digit numbers by 1- to
2-digit numbers including
money using appropriate
problem-solving strategies.
solves word problems
involving division and other
fundamental operations,
including money, using
appropriate problem-solving
strategies.
25
 ➢ the basic ➢ explore the visualizes and identifies
kinds of concepts of fractions that are equal to one
fractions, dissimilar and greater than one.
know how to fractions, reads and writes fractions
simplify and improper that are greater than one in
order them, fractions, andsymbols and in words.
and to apply mixed relates and changes
to problem- numbers. improper fractions to mixed
solving numbers and vice versa.
money visualizes and identifies
through 100. dissimilar fractions.
compares dissimilar
fractions.
arranges dissimilar fractions
in increasing or decreasing
order.
recognizes and generates
equivalent fractions of
commonly used fractions.
changes fractions to the
lowest forms.
➢ apply number reads and writes money in
concepts to symbols through 1000.
solve compares values of the
problems different denominations of
involving coins and bills through 1000.
money solves real-life problems
through 1000. involving money through
1000.
Geometry ➢ the basic ➢ explore the recognizes and draws a
elements of concepts of point, line, line segment, and
angles, lines, point, line, ray.
and rays. line segment, recognizes and draws
and ray. perpendicular lines, parallel
lines, and intersecting lines.
visualizes, identifies, and
draws congruent line
segments.
➢ explore identifies and draws the line
symmetry in of symmetry in a given
plane figures symmetrical figure.
and the identifies and visualizes
environment. symmetry in the environment
and in design.

completes a symmetric
figure with respect to a given
line of symmetry.
tessellates the plane using
triangles, squares, and other
shapes that can tessellate.
Patterns and ➢ patterns of ➢ explore the tells when a number is odd
Algebra numbers, concept of or even.
operations, odd and even finds the pattern using odd
geometric numbers. and even numbers with
objects, pictures, and words.

26
 objects, and ➢ identify the determines the pattern of a
relationships. rule for a given sequence and state the
pattern and rule.
complete the finds the missing number or
number digit in a pattern.
pattern.
Measurement ➢ the concept ➢ convert time converts time measure from
and measures seconds to minutes, minutes to
application of from one unit hours, hours to days.
time (in to another. converts time measure from
minutes), days to weeks and months, and
length, mass, convert weeks, months, and
area, and years to days.
capacity. finds the exact time between
dates.
solves word problems
involving time measures.
➢ recognize, converts common units of
perform, and measure from a larger unit to
use smaller unit and vice versa:
conversions meter and centimeter, kilogram
of common and gram, liter and milliliter.
units. solves word problems
involving conversions of
common units of measure.
➢ explore the estimates the area of a
concept of square and rectangle using
area and find non-standard units.
areas of finds the area of a square in
squares and cm2 and m2.
rectangles finds the area of a rectangle
2
using cm in cm2 and m2.
2
and m . solves word problems
involving areas of squares and
rectangles.
➢ measure finds the capacity of a
capacity container using milliliter/liter.
using solves word problems
milliliter and involving capacity measure.
liter.
Statistics and ➢ tables, bar ➢ organize and collects and organizes data
Probability graphs, and interpret data in a table.
probability. presented in reads and interprets a table.
tables and bar constructs a bar graph.
graphs. reads and interprets a bar
graph.
➢ make simple tells whether an event is
predictions of most likely to happen, equally
events. likely to happen or unlikely to
happen based on facts.

27
 What can you say about the Math
content and processes for Grade
1, 2, and 3? Is that easy? Or too
difficult for them?

SYNTHESIZING YOUR KNOWLEDGE

Activity 4. Journal Making

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Directions: Your task is to make a journal answering the questions below. You have to
write it in cursive in a long bond paper.

1. What are the three most important things that I have learned today?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. As a future teacher, what are my realizations about the topics that have been tackled?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. What are the things that are not yet clear to me about today’s lesson?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. State the difference of Mathematics contents and processes from Grade 1 to 3.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. Why is it important to know the Mathematics contents and processes in Grade 1 to 3?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

28
Activity 5. Teaching Material Making
Name:_________________________________________ Date: ____________________________
Section: ________________________________________ Score: ___________________________

Directions: After learning the contents and processes of Grades 1 to 3

Mathematics, I will randomly assign you topics in Mathematics and your task is to make
an original teaching material in any form (traditional or modern) as if you will be teaching
students in a particular grade level with a particular topic. You have to submit six (6)
pictures (two [2] pictures of the materials, two [2] pictures while you are doing it, and
another two [2] pictures of the finished product). Submission will be through our Facebook
Group. Comment down your pictures with captions on my post “Teaching Material
Making.” The deadline for submission will be discussed by the whole class, especially for
those who do not have access to internet. The criteria for grading your output will be as
follows:
Appropriateness and Correctness – 40%
Physical Appearance – 30%
Resourcefulness – 20%
Timeliness – 10%
Total – 100%
Note: You just have to make instructional materials intended for the presentation of the
topic. You may utilize the K to 12 Mathematics curriculum as your reference.

How was your Unit II

experience? I-KMJS na yan?
Just kidding! I hope you enjoy
our session today.

REFERENCES

K to 12 Mathematics Curriculum Guide. 2016. Department of Education.DepEd

Complex, Meralco Avenue Pasig City

29
 LOWER GRADE MATH
UNIT
CURRICULUM WITH PROBLEM
III
SOLVING

OVERVIEW
This unit introduces the different types of numbers like whole numbers, decimals,
fractions, and percentages which are essential in the description of real-world phenomena.
The skills of counting and of natural numbers are not enough to satisfy all the requirements
of a mathematician. Consequently, the newly expanded number system was created. This
unit will also introduce the four fundamental operations as well as its properties. The
concept of exponents will also be introduced. The measurement process will also be
discussed along with the standard systems of measurement. Data presented in tables and
graphs will be analyzed and interpreted.

Now we are here in Unit

III! So brace yourselves,
everyone, because there’s
a lot of numbers coming.

OBJECTIVES
At the end of the unit, I am able to:

1. explain numbers, their representations, and quantities;

2. demonstrate the ability to be accurate and efficient, as wells as being confident in
calculating mentally and in the paper;
3. acquire the ability to solve;
4. determine patterns and relationships in mathematics;
5. show the ability to write symbols, notations, graphs, and diagrams to show
mathematical relationships;
6. express knowledge and understanding of measurements, their application, and
interpretation;
7. demonstrate accuracy and reliability in measuring;
8. describe two-dimensional and three-dimensional figures and their relation to
geometry;
9. obtain spatial awareness and be able to use it;
10. use geometrical models in solving problems;
11. utilize appropriate statistical treatment in collecting, analyzing, and interpreting
data; and
12. interpret data presented in different data presentations.

30
 I hope that you are going to be more
focused in this Unit because the
content is also very important to a
Math teacher like you. But before
that, let us have a pre-assessment.

ACTIVATING PRIOR KNOWLEDGE

Identify the term described by the statements below.

1. Group of numbers we use for counting.
2. This property is derived from its root word that means to unite.
3. Division by this number is undefined.
4. This number is the multiplicative identity or the identity number for
multiplication.
5. This system of measurement originated in France.
6. What do you call the special name given to the “perimeter” or length
of the circle?
7. It is the longest side of a right triangle.
8. It is defined as the amount of space that an object occupies.
9. It is a pattern of numbers arranged in a particular order.
10. A diagram showing the relation between variable quantities,
typically of two variables.

Want to discover the

answers? Let us discuss
the concepts then. Let
us begin with NUMBERS.

EXPANDING YOUR KNOWLEDGE

Number and Algebra

The natural numbers are those numbers with which we count discrete objects. By
including 0 in the set, we obtain the set of whole numbers.
1. Natural Numbers
{1, 2, 3, 4, …} is the set of natural numbers.

2. Whole Numbers
{0, 1, 2, 3, …} is the set of whole numbers.

These numbers, along with many others, can be represented in a number line like
the one pictured in Figure 3. We draw the number lines by locating any point on the line
31
and calling it 0. Choose any point to the right of 0 and call it 1. The distance between 0 and
1gives the unit of measure used to locate other points as shown in Figure 1. The points
labeled in Figure 1 and those continuing in the same way to the right correspond to the set
of whole numbers.

0 1 2 3 4 5 6
Figure3
All the whole numbers starting with 1 are located to the right of 0 on the number
line. But numbers may also be placed to the left of 0. These numbers, written -1, -2, -3, and
so on, are shown in Figure 4. (The negative sign is used to show that the numbers are
located to the left of 0.

Negative Numbers Zero Positive Numbers

-5 -4 -3 -2 -1 0 1 2 3 4 5
Figure 4
The numbers to the left of 0 are negative numbers. The numbers to the right of 0
are positive numbers. The number 0 itself is neither positive nor negative. Positive numbers
and negative numbers are called the signed numbers.

There are many practical applications of negative numbers. For example,

temperatures sometimes fall below zero. The lowest temperature ever recorded in the
meteorological record was -128.6˚F at Vostok, Antarctica, on July 22, 1983. Altitudes
below sea level can be represented by negative numbers. The shore surrounding the Dead
Sea is 1312 feet below sea level, this can be represented as -1312 feet.

The set of numbers shown in Figure 4 is part of the set of integers, including
positive and negative numbers and zero.

3. Integers
{…, -3, -2, -1, 0, 1, 2, 3, …} is the set of integers.
1
Not all numbers are integers. For example, 2 is not; it is a number halfway between
1
the integers 0 and 1. Also 3 is not an integer. Several numbers that are not integers are
4
graphed in Figure 5. The graph of a number is a point in the number line. Think of the
graph of a set of numbers, as the picture of the set. All the numbers in Figure 5 can be
written as quotients of integers. These numbers are examples of rational numbers.

(Figure 5 will be shown clearly in a PowerPoint Presentation which will be

discussed by the professor, for better understanding.)
2
Notice that an integer, such as 2, is also a rational number; for example, 2 = 1.

4. Rational Numbers

{x | x is a quotient of two integers, with denominator not equal to 0} is the set of

rational numbers.

Although a great many numbers are rational, not all are. For example, a square that
measures one unit on a side has a diagonal whose length is the square root of 2, written √2.

32
It will be shown later that √2 cannot be written as a quotient of integers because it is
rational.

5. Irrational Numbers

{x | x is a number on the number line that is not rational} is the set of irrational
numbers. Examples of irrational numbers include √3, √7, −√10, and π, which is the ratio
of the distance around a circle (the circumference) to the distance across it (the diameter).
All numbers that can be represented by a point on a number line are called real numbers.

6. Real Numbers
{x | x is a number that can be represented by a point on the number line} is the set
of real numbers.

Real numbers can be written as decimal numbers. Any rational numbers can be
written as a decimal that will come to an end (terminate), or repeat in a fixed “block” of
2
digits. For example, 5. Real numbers can be written as decimal numbers. Any rational
numbers can be written as a decimal that will come to an end (terminate), or repeat in a
2 27
fixed “block” of digits. For example, = .4 and 100 = .27 are rational numbers with
1 3
terminating decimals; 3 = .3333 and 11 = .27272727… are repeating decimals. The decimal
representation of an irrational number will neither terminate nor repeat.
Rational Numbers Irrational Numbers
4 5 11
, − 8, 7
9
Integers -√8
-11, -6, -4
Whole Numbers
0 √15

√23
Natural
Numbers π
1, 2,3, 4, 5, 37,
40 𝜋
4

All numbers shown above are real numbers.

Example 1. List the numbers in the set

2 13
{-5, - 3, 0, √2, , 5, 5.8}
4

that belong to each of the following sets of numbers:

1. Natural numbers
The only natural number in the set is 5.

2. Whole numbers
The whole numbers consist of natural numbers and 0. So the elements of the set
that are whole numbers are 0 and 5.

33
 3. Integers
The integers in the set are -5, 0, and 5.

4. Rational numbers
2 13
The rational numbers are -5, - 3, 0, 4 , 5, and 5.8, since each of these numbers
58 29
can be written as a quotient of two integers. For example, 5.8 = 10 = .
5

5. Irrational numbers
The only irrational number in the set is √2.

6. Real numbers
All numbers in the set are real numbers.

Now that you are familiar with

NUMBERS, let us discuss the
different operations. Let us
back to basic.

A. Whole Numbers Operations and Properties

1. Addition and Its Properties

Finding the sum of two whole numbers is one of the first mathematical ideas that
children encounter after learning the counting chant “one, two, three, four, …” and the
concept of number. In particular, the question, “How many is 3 and 2?” can be answered
using both the set model and the measurement model.

1.1 Set Model

To find “3 + 2,” find two disjoint sets, one with three objects and one with two
objects.

Definition

Addition of Whole Numbers

Let a and b be any two whole numbers. If A and B are disjoint sets with a = n(A)
and b = n(B), then
a + b = n (A U B).

The number a + b is called the sum of a and b, and a and b are called addends or
summands of a + b.

Example 1. Use the definition of addition to find the sum of 4 + 5.

Solution:
Let A = {a, b, c, d) and B = {e, f, g, h, i}. Then n(A) = 4 and n(B) = 5. Also, A and B have
been chosen to be disjoint.
34
Therefore, 4 + 5 = n (A U B}
= n {a, b, c, d } U {e, f, g, h, i}
= n {a, b, c, d, e, f, g, h, i}
=9

Addition is called a binary operation because two (“bi”) numbers are combined to
produce a unique (one and only one) number. Multiplication is another example of a binary
operation with numbers. Intersection, union and set difference are binary operations using
sets.

1.2 Measurement Model

Addition can also be represented on the whole number line. Even though we have
drawn a solid arrow starting at zero and pointing to the right to indicate that the collection
of whole numbers is unending, the whole numbers are represented by the equally spaced
points labeled 0, 1, 2, 3, and so on. The magnitude of each number is represented by its
distance from 0.

The addition of whole numbers is represented by directed arrows of whole-number

lengths. The procedure used to find the sum 3 + 4 using the number line is illustrated in the
figure below. Hence, the sum of 3 and 4 is found by placing arrows of lengths 3 and 4 end
to end, starting at 0 to get a total of 7. Notice that the numbers 3 and 4 are placed end to
end and are disjoint, just as in the set model.

Next, we examine some fundamental properties of addition of whole numbers that

can help simplify computations. These properties, as well as similar properties, should
become an integral part of the way you view mathematics.

1.3 Properties of Whole Number Addition

Closure Property for Whole- Number Addition

The sum of two whole numbers is a whole number.

When an operation on a set satisfies a closure property, the set is said to be closed
with respect to the given operation. Knowing that a set is closed under operation is helpful
when checking certain computations. For example, consider the set of all even whole
numbers, {0, 2, 4, …}, and the set of all odd whole numbers, {1, 3, 5, …}. The set of even
numbers is closed under addition since the sum of two even numbers is even. Therefore, if
one is adding a collection of even numbers and obtain an odd sum, an error has been made.
The set of odd numbers is not closed under addition since the sum of 1 + 3 is not an odd
number.

Many children learn how to add by “counting on.” For example, to find 9 + 1, a
child will count on 1 more from 9, that is, “nine, then ten.” However, if asked to find 1 +
9, a child might say “1, then 2, 3, 4, 5, 6, 7, 8, 9, 10.” Not only is this inefficient, but the
child might lose track of counting on 9 more from 1. The fact that 1 + 9 = 9 + 1 is useful
in simplifying this computation and is an instance of the following property.

Commutative Property for Whole-Number Addition

Let a and b be any whole numbers. Then,

a+b=b+a

35
 Note that the root word of commutative is commute, which means“to interchange.”
Suppose that a child knows all the addition facts through the fives, but wants to find 6 + 3.
A simple way to do this is to rewrite 6 + 3 as 5 + 4 by taking 1 from 6 and adding it to 3.
Since the sum of 5 + 4 is known to be 9, the sum of 6 + 3 is 9, too. In summary, this
argument shows that 6 + 3 can be thought of as 5 + 4 by following the reasoning: 6 + 3 =
(5 + 1) + 3 = 5 + (1 + 3) = 5 + 4. The next property is most useful in simplifying
computations in this way.

Associative Property for Whole-Number Addition

Let a, b, and c be any whole numbers. Then,

(a + b) + c = a + (b + c).

The root word for associative is associate, which means to “unite,” or, in this case, reunite.”

Identity Property for Whole-Number Addition

There is a unique whole number, namely 0, such that for all whole numbers a,

a + 0 = a = 0 + a.

Because of this property, zero is called the additive identity or the identity for addition

The previous properties can be applied to help simplify computations. They are
especially useful in learning the basic addition facts (that is, all possible sums of the digits
0 to 9). Although drilling with flashcards or similar electronic devices helps learn the facts,
an introduction to learning the facts via the following thinking strategies will pay rich
dividends later as students learn to perform multi-digit addition mentally.

2. Subtraction

2.1 The Take Away Approach. There are two distinct approaches to subtraction. The take
away approach is often used to introduce children to the concept of subtraction. The
problem “If you have 5 coins and spend 2, how many do you have left?” can be solved
with a set of a model using take away approach. Also, the problem ”If you walk 5 miles
from home and turn back to walk 2 miles toward home, how many miles are you from
home?” can be solved with a measurement model using the take away approach.

This approach can be stated using sets.

2.2 Subtraction of Whole Numbers: Take Away Approach

Let a and b be any whole numbers and A and B be sets such that a = n(A), b = n(B)
and B󠄇⊆ A. Then

a - b = n(A - B)

The number “a – b” is called the difference, where a is called the minuend and b
the subtrahend. To find 7 – 3 using sets, think of a set with 7 elements, say {a, b, c, d, e, f,
g}. To use set difference, take away a subset of 3 elements, say {a, b, c}. The result is the
set {d, e, f, g}, so 7 – 3 = 4.

2.3 The Missing Addend Approach

36
 The second method of subtraction, which is called the missing addend approach, is
often used when making change. For example, if an item costs 76 cents and 1 peso is
tendered, a clerk will often hand back the change by adding up and saying “76 plus 4 is 80,
and 20 is a peso” as 4 coins and 2 cents are returned.

2.4 Subtraction of Whole Numbers: Missing Addend Approach

Let a and b be any whole numbers. Then, a – b = c, if and only if a = b + c for some
whole numbers c.
In this alternative definition of subtraction, c is called the missing addend. The
missing addend approach to subtraction is very useful for learning subtraction facts because
it shows how to relate them to the addition of facts via four-fact families.
Notice that this alternative definition of subtraction does not guarantee that there is
an answer for every whole number subtraction problem. For example, there is no whole
number c such that 3=4 + c so the problem 3 – 4 has no whole number answer. Another
way of expressing this idea the set of whole numbers is not closed under subtraction.

Finally, the reason for learning to add and subtract is to be able to solve problems.
In particular, it is crucial to decide which operations to use in solving a problem. Consider
the problem “If Larry has 7 pesos and Judy has 3 pesos, how much more money does Larry
have?” Neither the take away approach nor the missing addend approach can be applied
literally since Judy’s 3 pesos is not a subset of Larry’s 7 pesos. However, Judy’s 3 pesos
can be matched with three of Larry’s 7 pesos, leaving a difference of 4. This approach to
subtraction is called the comparison approach. In this approach, we begin with two distinct
sets. Then we match the elements of the sets having fewer elements with a subset of the
larger set and use either the take away or missing addend approach to find the difference.
We can solve the preceding problem by rephrasing it in missing addend format.
3 + c = 7 so 7 – 3 = 4

3. Multiplication

Multiplication and Its Properties

There are many ways to view multiplication.

3.1 Repeated Addition Approach. Consider the following problems: There are five
children, and each has three one peso coin. How many peso coin do they have altogether?
The peso coin are about 1 inch wide. If the peso coin are laid in a single row with each
peso coin touching the next, what is the length of the row? These problems can be modeled
using the set model and the measurement model.
(For better understanding, the model will be presented thru a PowerPoint
Presentation)
These models look similar to the ones that we used for addition, since we are merely
adding repeatedly. They show that 3 + 3 + 3 + 3 + 3 = 15, or 5 × 3 = 15.

3.2 Multiplication of Whole Numbers: Repeated Addition Approach

Let a and b be any whole numbers, where a ≠ 0, then

ab = b + b + . . . + b

If a = 1, then ab = 1 ⸱ b = b; also 0 ⸱ b = 0 for all b .

37
 Since multiplication combines two numbers to form a single number, it is a binary
operation. The number ab is called the product of a and b. The numbers a and b are called
factors of ab.

Rectangular Array Approach. If the one peso coin in the preceding problem are arranged
in a rectangular array, multiplication can be viewed in a slightly different way

3.3 Multiplication of Whole Numbers: Rectangular Array Approach

Let a and b be any whole numbers. Then ab is the number of elements in a

rectangular array having a rows and b columns.

3.4 Multiplication of Whole Numbers: Cartesian Product Approach

Let a and b be any whole numbers. If a = n(A) and b = n(B), then

Ab = n(A × B).

For example, to compute 2 ⸱ 3, let 2 = n({a, b)} and 3 = n(x, y, z}). Then 2⸱3 is the
number of ordered pairs in {a, b} × {x, y, z}. Because {a, b} ×{x, y, z} = {(a, x), (a, y),
(a, z), (b, x), (b, y), (b, z)} has 6 ordered pairs, we conclude that 2⸱3 = 6.

3.5 Properties of Whole Number Multiplication

You have probably observed that whenever you multiply any two whole numbers,
your product is always a whole number. The fact is summarized by the following property.

Closure Property for Multiplication of Whole Numbers

The product of two whole numbers is a whole number.

When two odd whole numbers are multiplied together, the product is odd; thus, the
set of odd numbers is closed under multiplication. Closure is a useful idea. If we multiply
two (or more) odd numbers and the product we calculate is even, we can conclude that our
product is incorrect. The set {2, 5, 8, 11, 14, …}is not closed under multiplication, since 2
⸱ 5 = 10 is not in the set.

The next property can be used to simplify learning the basic multiplication facts.For
example, by the repeated addition approach, 7 × 2 represents 2 + 2 + 2 + 2 + 2 + 2 + 2,
whereas 2 × 7 means 7 + 7. Since 7 + 7 has been learned as an addition fact, viewing 7 × 2
as 2 ×7 makes this computation easier.

Commutative Property for Whole -Number Multiplication

Let a and b be any whole numbers. Then,

ab = ba

The example in the figure below should convince you that the commutative
property for multiplication is true.

3 columns

38
 5 columns

3 rows

5 rows

The product 5 ⸱ (2 ⸱ 13) is more easily found if it is viewed as (5 ⸱ 2) ⸱ 13.

Regrouping to put the 5 and 2 together can be done because of the next property.

Associative Property for Whole-Number Multiplication

Let a, b, and c be any whole numbers. Then,

a(bc) = (ab)c

Identity Property for Whole-Number Multiplication

The number 1 is the unique whole number such that for every whole number a,

a⸱1=a=1⸱a .

Because of this property, the number 1 is called the multiplicative identity or the
identity for multiplication

Distributive Property of Multiplication over Addition

Let a, b, and c be any whole numbers. Then,

a(b + c) = ab + bc

Because of commutativity, we can also write (b + c) a = ba + ca. Notice that

distributive property “distributes” the a to b and to c.

Example 1. Rewrite each of the following expressions using the distributive property.
1. 3 (4 + 5)
2. 5 ⸱ 7 + 5 ⸱ 3
3. am + an
4. 31 ⸱ 76 + 29 ⸱ 76
5. a (b + c + d)

Solution
1. 3 (4 + 5) = 3 ⸱ 4+ 3 ⸱ 5
2. 5 ⸱ 7 +5 ⸱ 3 = 5 (7 + 3)
3. am + an = a (m + n)
4. 31 ⸱ 76 + 29 ⸱ 76 = (31 + 29) 76
5. a (b + c + d) =ab + ac + ad

Let’s summarize the properties of whole-number addition and multiplication.

Whole-Number Properties

39
 Property Addition
Multiplication
Closure Yes Yes
Commutativity Yes Yes
Associativity Yes (zero) Yes (one)
Identity Yes Yes
Distributivity of multiplication
over addition Yes

In addition to these properties, we highlight the following properties:

Multiplication Property of Zero

For every whole number, a,

a⸱0=0⸱a=0

Using the missing addend approach to subtraction, we will show that a(b–c) = ab–
ac is a whole number. In words, multiplication distributes over subtraction.

Distributivity of Multiplication over Subtraction

Let a, b, and c be any whole numbers where b ≥ c.Then,

a(b – c) = ab + ac

4. Division

Just as with addition, subtraction, and multiplication, we can view division in

different ways.

4.1 Division of Whole Numbers: Missing -Factor Approach

If a and b are any whole numbers with b ≠ 0, then a ÷ b = c, if and only if, a = bc
for some whole number c.

The symbol a ÷ b is read “a divided by b.” Also, a is called the dividend, b is called
the divisor, and c is called the quotient or missing factor.

Example 2. Find the quotients of the following:

1. 24 ÷ 8
2. 72 ÷ 9
3. 52 ÷ 4
4. 0 ÷ 7

Solution
1. 24 ÷ 8 = 3, since 24 = 8 × 3
2. 72 ÷ 9 = 8, since 72 = 9 × 8
3. 52 ÷ 4 = 13, since 52= 4 × 13
4. 0 ÷ 7 = 0, since 0 = 7 × 0

4.2 Division Property of Zero

If a ≠ 0, then 0 ÷ a = 0.
Next, consider the situation of dividing by zero. Suppose that we extend the missing
factor approach of division to dividing by zero. Then we have the following two cases:

40
CASE 1:a ÷ 0, where a ≠ 0. If a ÷ 0 =c, then a = 0 ⸱ c, or a = 0. But a ≠ 0. Therefore, a ÷
0 is undefined.
CASE 2: 0 ÷ 0.If 0 ÷ 0 =c , then 0 = 0⸱ c. But any value can be selected for c, so there is
no unique answer c. Thus, division by zero is said to be indeterminate, or undefined here.
These two cases are summarized in the following statements.

Division by zero is undefined

4.3 The Division Algorithm

If a and b are any whole numbers with b ≠ 0, then there exists unique whole number q
and r such that
a = bq + r, where 0 ≤ r ˂ b.

Here, b is called the divisor, q is called the quotient, and r is the remainder. Notice
that the remainder is always less than the divisor. Also, when the remainder is 0, this result
coincides with the usual definition of whole number division.

Example 3. Find the quotient and remainder of these problems.

1. 57 ÷ 9
2. 44 ÷ 13
3. 96 ÷ 8
Solution
1. 9 × 6 = 54, so 57 = 6× 9 + 3.The quotient is 6 and the remainder is 3.
2. 13 × 3 =39, so 44 = 3× 13 + 5.The quotient is 3 and the remainder is 5.
3. 8 × 12 = 96, so 96 = 12× 8 + 0.The quotient is 12 and the remainder is 0

B. Ordering and Whole-Number Operations

“Less Than” for Whole Numbers

For any two whole numbers a and b, a ˂ b (or b ˃ a), if and only if, there is a nonzero
whole number n such that a + n = b

For example, 7 ˂ 9 since 7 + 2 = 9 and 13 ˃ 8 since 8 + 5 = 13. The symbols “≤ and

≥” means “less than or equal to” and “greater than or equal to,” respectively. One useful
property of “less than” is the transitive property.

Transitive Property of “Less Than” for Whole Numbers

For all whole numbers a, b, and c, if a ˂ b and b ˂ c, then a ˂ c.

The following is a more formal argument to verify the transitive property. It uses
the definition of “less than” involving addition.

a ˂ b means a + n = b for some nonzero whole number n.

41
 b ˂ c means b + m = c for some nonzero whole number m.

Adding m to a + n and b, we obtain

a+n+m=b+m

Thus, a + n + m = c since b + m = c

Therefore, a ˂ c since a + (n + m) = c and n + m is a nonzero whole number

Note: The transitive property of “less than” holds true if “˂” (and “≤”) is replaced
with “greater than” for “˃” (and “≥”) throughout.

There are two additional properties involving “less than.” The first involves
addition (or subtraction).

Less Than and Addition for Whole Numbers

If a ˂ b, then a + c ˂ b + c

Less Than and Multiplication for Whole Numbers

If a ˂ b and c ≠ 0, then ac ˂ bc

C. Exponents

Whole-Number Exponent

Let a and m be any two whole numbers, where m ≠ 0. Then

am = a ⸱ a ⸱ ⸱ ⸱ a

The number m is called the exponent or power of a, and a is called the base. The
number am is read “a to the power m” or “a to the mth power.”
For example, 52, read “5 to the second power” or “5 squared,” is 5 ⸱ 5 = 25; 23, read
“2 to the third power” or “2 cubed,” equals 2 ⸱ 2 ⸱ 2 = 8; and 34 = 3 ⸱ 3 ⸱ 3 ⸱ 3 = 81.

There are several properties of exponents that permit us to represent numbers and
to do many calculations quickly.

Example 1. Rewrite each of the following expressions using a single exponent.

1. 23 ⸱ 24
2. 35 ⸱ 37

Solution

1. 23 ⸱ 24 = (2 ⸱ 2⸱ 2) (2 ⸱ 2 ⸱ 2 ⸱ 2) = 27
2. 35 ⸱ 37 = (3 ⸱ 3 ⸱ 3 ⸱ 3⸱ 3) (3 ⸱ 3 ⸱ 3 ⸱ 3 ⸱ 3 ⸱ 3 ⸱ 3) = 312

The fact that exponents are added in this way can be shown to be valid in general. The
result is stated next as a theorem. A theorem is a statement that can be proved based on
known results.
Theorem: Let a, m, and n be any whole numbers where m and n are nonzero. Then,

am ⸱ a n = a m + n

42
Example 2. Rewrite the following expressions using a single exponent
1. 23 ⸱ 53
2. 32 ⸱72 ⸱ 112

Solution

3. 23 ⸱ 53 = (2 ⸱ 2 ⸱ 2) (5⸱ 5 ⸱5) = (2 ⸱ 5) (2 ⸱ 5) (2 ⸱ 5) = (2 ⸱ 5) 3
4. 32 ⸱ 72 ⸱ 112 = (3 ⸱ 3) (7 ⸱ 7) (11 ⸱ 11) = (3 ⸱ 7 ⸱ 11) (3 ⸱ 7 ⸱ 11) = (3 ⸱ 7 ⸱ 11)2

The results suggest the following theorem.

Theorem: Let a, b, and m be any whole numbers where m is nonzero. Then,

am ⸱ bm = (ab)m

The next example shows how to simplify expressions of the form (a m)n

Example 3. Rewrite the following expressions with a single exponent.

1. (53)2
2. (78)4

Solution

1. (53)2 = 53 ⸱ 53 = 53 + 3 = 56 = 53 ⸱ 2
2. (78)4 = 78 ⸱ 78 ⸱ 78 ⸱ 78 = 732 = 78 ⸱ 4

In general, we have the next theorem:

Theorem: Let a, m, and n be any whole numbers, where m and n are nonzero.

(am)n = amn

The next example concerns the division of numbers involving exponents with the
same base number.

Example 4. Rewrite the following quotients with a single exponent.

1. 57 ÷ 53
2. 78 ÷ 75

Solution
1. 57 ÷ 53 = 57 – 3 =54
2. 78 ÷ 75 = 78 – 5 = 73

In general, we have the following result.

Theorem: Let a, m, and n be any whole numbers, where m ˃ n and a is nonzero.

Then

am ÷ an = a m – n

Zero as an Exponent a0 = 1 for all whole numbers a ≠ 0.

Notice that 00 is not defined. To see why, consider the following two patterns.

PATTERN 1 PATTERN 2
43
 30 = 1 03 = 0
20 = 1 02 = 0
10 = 1 01 = 0
00 = ? 00 = ?

Pattern 1 suggests that 00 should be 1 and pattern 2 suggests that 00 should be 0.

Thus to avoid such an inconsistency, 00 is undefined.

D. Patterns

Patterns are regular, repeated, or recurring forms or designs. A pattern of number

in a particular order is called a number sequence, and the individual numbers in the
sequence are called terms of the sequence. The counting numbers 1, 2, 3, 4, …give rise to
many sequences. Here are some of the sequences that arise from counting numbers.

Sequence Name
2, 4, 6, 8. … The even (counting) numbers
1, 3, 5, 7, … The odd (counting) numbers
1, 4, 9. 16, … The square (counting) numbers
30, 31, 32, 33, … The powers of three
1, 1, 2, 3, 5, 8, … The Fibonacci sequence

Inductive reasoning is used to draw conclusions or make predictions about a large

collection of objects or numbers, based on small representative sub-collection. For
example, inductive reasoning can be used to find the ones digit of the 400 th term of
sequence 8, 12, 16, 20, 24, … B󠄇y continuing this sequence for a few more terms 28, 32,
36, 40, 44, 48, 52, 56, 60, 64, one can observe that the ones digit of every 5th term starting
with term 24 is 4. Thus, the ones digit of the 400th term must be 4.

Example. Use inductive reasoning to predict the next number in each of the following:
a. 3, 6, 9, 12, 15, _____
b. 1, 3, 6, 10, 15, _____

Solution
a. Each successive number is 3 larger than the preceding number. Thus, we predict
that the next number in the list is 3 larger than 15, which is 18.
b. The first two numbers differ by 2. The second and third numbers differ by three. It
appears that the difference between the two numbers is always one more than the
preceding difference. Since 10 and 15 differs by 5, we predict that the next number
in the list will be 6 larger than 15, which is 21.

After knowing the important

concepts about numbers. Let
us move to measurement!

Measurement

44
 The measurement process allows us to analyze geometric figures using real
numbers. For example, suppose that we use a sphere to model the earth. Then we can ask
many questions about the sphere, such as “How far is it around the equator? How much
surface area does it have? How much space does it take up?” Questions such as these can
lead us to the study of the measurement of length, area, and volume of geometric figures,
as well as other attributes.

Measurement with Nonstandard and Standard Units

Nonstandard Units

The measurement process is defined as follows:

1. Select an object and an attribute of the object to measure, such as its length, area,
volume, weight, or temperature.
2. Select an appropriate unit with which to measure the attribute.
3. Determine the number of units needed to measure the attribute. (This may require
a measurement device.)

For example, to measure the length of an object, we may see how many times our hands
will span the object. For measuring longer distances, we might use the length of our feet
placed heel to toe or our pace as a unit of measurement. For shorter distances, we might
use the width of a finger as a unit. Regardless, in every case, we can select some appropriate
unit and determine how many units are needed to span the object. This is an informal
measurement method of measuring length since it involves naturally occurring units and is
done in a relatively imprecise way.

To measure the area of a region informally, we select a convenient two-dimensional

shape as our unit and determine how many such units are needed to cover the region. For
our example, how to measure the area of a rectangular rug, using square floor tiles as the
unit of measure. By counting the number of squares inside the rectangular border and
estimating the fractional parts of the other squares that are partly inside the border we can
determine the area of the rug.

Measurement using nonstandard units is adequate for many needs, particularly when
accuracy is not essential. However, there are many other circumstances when we need to
determine measurements more precisely and communicate them to others. That is, we need
standard measurement units.

Standard Units

The English System. The English System of units arose from natural, nonstandard
units. For example, the foot was literally the length of a human foot and the yard was the
distance from the tip of the nose to the end of the outstretched arm (useful in measuring
cloth or “yard goods”). The inch was the length of three barleycorns, the fathom was the
length of a full arm span (for measuring rope), and the acre was the amount of land that a
horse could plow in one day.

Length. The natural English units were standardized so that the foot was defined
1
by a prototype metal bar, and the inch defined as of a foot, the yard the length of 3 feet,
12
and so on for other lengths. A variety of ratios occur among the English units of length.
For example, the ratio of inches to feet is 12:1, of feet to yards is 3:1, of yards to rods is 5
1
:1, and of furlongs to miles is 8:1. A considerable amount of memorization is needed in
12
learning the English system of measurement.

45
 Area. Area is measured in the English system using the square foot (written ft 2) as
the fundamental unit. That is, to measure the area of a region, the number of squares, 1 foot
on a side, that are needed to cover the region is determined. This is an application of
tessellating the plane with squares. Other polygons could be used as fundamental units of
area. For example, a right triangle, an equilateral triangle, or a regular hexagon could also
be used as a fundamental unit of area. For the large region, square yards are used to measure
areas, and for very large regions, acres and square miles are used to measure areas.

Unit Multiple of 1 Square Foot

Square inch 1/144 ft2
Square foot 1 ft2
Square yard 9 ft2
Acre 43 560 ft2
Square mile 27 878 400 ft2

Volume. In the English system, the volume is measured using the cubic foot as the
fundamental unit. To find the volume of a cubical box that is 3 feet on each side, imagine
stacking as many cubic feet inside the box as possible. The box could be filled with 3 × 3
× 3 = 27 cubes, each measuring 1 foot on an edge. Each of the smaller cubes has a volume
of 1 cubic foot (written ft3) so that the larger cube has a volume of 27 ft 3. The larger cube
is, of course, 1 cubic yard (1yd3). It is common for topsoil and concrete to be sold by the
cubic yard, for example. In the English system, we have several cubic units used for
measuring volume.

Unit Fraction or Multiple of a

Cubic Foot
Cubic inch (1 in3) 1/ 1 728ft3
Cubic foot 1 ft3
Cubic yard(yd3) 27 ft3

Weight. In the English system, weight is measured in pounds and ounces. There
are two types of measures of weight– troy ounce and pounds (mainly for precious metals),
and avoirdupois ounces and pounds, the latter being more common. We will use
avoirdupois units. The weight of 2,000 pounds is 1 English ton. Smaller weights are
measured in grams and grains.

English System units of Weight (Avoirdupois)

Technically, the concepts of weight and mass are different. Informally, mass is the
measure of the amount of matter of an object and weight is a measure of the force with
which gravity attracts the object. Thus, although your mass is the same on Earth and on the
Moon, you weigh more on Earth because the attraction of gravity is greater on Earth. We
will not make a distinction between weight and mass. We will use the English units of
weight and metric units of mass, both of which are used to weigh objects.

Temperature. Temperature is measured in degrees Fahrenheit in the English

system. The Fahrenheit temperature scale is named for Gabriel Fahrenheit, a German
instrument maker, who invented the mercury thermometer in 1714. The freezing point and
the boiling point of water are used as reference temperatures. The freezing point is
arbitrarily defined to be 32˚ Fahrenheit and the boiling point 212 ˚ Fahrenheit. This gives
an interval of exactly 180˚ from freezing to boiling.

46
 THE METRIC SYSTEM In contrast to the English system of measurement units,
the metric system of units (or Systeme Internationa d’ Unites) incorporates all of the
following features of an ideal system of units.

An Ideal System of Units

1. The fundamental unit can be accurately reproduced without reference to a

prototype.
2. There are simple (e.g., decimal) ratios among units of the same type.
(Convertibility).
3. Different types of units (e.g., those for length, area, and volume) are defined in
terms of each other, using simple relationships. (Interrelatedness)
1
Length. In the metric system, the fundamental unit of length is the meter (about 39 2
inches). The meter was originally defined to be a one-tenth millionth of the distance from
the equator to the North Pole along the Greenwich-through-Paris meridian. A prototype
platinum-iridium bar representing a meter was maintained in the International Bureau of
Weights and Measures in France. However, in science, this definition was changed so that
the meter could be reproduced anywhere in the world. Since 1960, the meter has been
defined to be precisely 1, 650, 763 .73 wavelengths of orange-red light in the spectrum of
the element Krypton 86. Although this definition may seem highly technical, it has the
advantage of being reproducible in a laboratory anywhere. That is, no standard meter
prototype needs to be kept. This is a clear advantage over older versions of the English
system. We shall see that there are many more.

The metric system is a decimal system of measurement in which multiples and fractions
of the fundamental unit correspond to powers of ten. For example, one thousand meters is
a kilometer, one-tenth of a meter is a decimeter, one-hundredth of a meter is a centimeter,
and one-thousandth of a meter is a millimeter.

Unit Symbol Fraction or Multiple of 1 Meter

1 millimeter 1 mm 0.001 m
1 centimeter 1 cm 0.01 m
1 decimeter 1 dm 0.1 m
1 meter 1m 1m
1 dekameter 1 dam 10 m
I hectometer 1 hm 100 m
11 kilometer 1 km 1 000 m

Area. In the metric, the fundamental unit of area is the square meter. A square that
is 1 meter long on each side has an area of 1 square meter, written 1 m 2. Areas measured
in square feet or square yards in the English system are measured in square meters in the
metric system.

Smaller areas are measured in a square centimeter. A square centimeter is the area
of a square that is 1 centimeter long on each side. Very smaller areas, such as on a
microscope slide, are measured using square millimeters. A square millimeter is the area
of the square whose sides are each 1 millimeter long.

In the metric system, the area of a square that is 10 m on each side is given the
special name are (pronounced “air”). An are is approximately the area of the floor of a
large two-car garage and is a convenient unit for measuring the area of building lots. There
are 100 m2 in 1 are.

47
 An area equivalent to 100 ares is called a hectare, written as 1 ha. Notice the use of
the prefix “hect” (meaning 100). The hectare is useful for measuring areas of farms and
ranches. We can show that 1 hectare is 1 square hectometer by converting each to square
meters, as follows:

ha = 100ares =100 × (100 m2) = 10 000 m2

Also,
hm2 = (100m) (100m) = 10 000 m2
Thus, 1 ha= 1hm2

Finally, very large areas are measured in the metric system using square kilometers.
One square kilometer is the area of a square that is 1 kilometer on each side. Areas of cities
or states, for example, are reported in square kilometers

Unit Abbreviation Fraction or Multiple of 1

m2
Square millimeter mm2 0.000001 m2
Square centimeter cm2 0.0001 m2
Square decimeter dm2 0.01 m2
Square meter m2 1 m2
Are(Square dekameter) a (dam2) 100 m2
Hectare (Square hectometer) ha (hm2) 10 000 m2
Square kilometer km2 1 000 000 m2

Volume. The fundamental unit of volume in the metric system is the liter. A liter,
abbreviated L, is the volume of a cube that measures 10 cm on each edge. We can also say
that a liter is 1 cubic decimetre since the cube is measured 1 dm on each side. Notice that
the liter is defined with reference to the meter, which is the fundamental unit of length. The
liter is slightly larger than a quart. Volume in the metric system can also be measured using
cubic centimeter, cubic milliliter, and cubic meter

Unit Abbreviation Fraction or Multiple of 1

Litre
Milliliter mL (cm3) 0.001L
Litre (cubic decimeter) L (dm3) 1L
Kilolitre (cubic meter) kL (m3) 1 000 L

In the metric system, capacity is usually recorded in liters, milliliters, and so on.
We can make conversions among metric volume units using a metric converter.

Mass. In the metric system, a basic unit of mass is the kilogram. One kilogram is
the mass of 1 liter of water in its densest state. (Water expands and contracts somewhat
when heated or cooled.) A kilogram is about 2.2 pounds in the English system. Notice that
kilogram is defined with reference to the liter, which in turn, is defined relative to the meter.

Temperature. In the metric system, the temperature is measured in degrees

Celsius. The Celsius scale is named after the Swedish astronomer Anders Celsius, who
devised it in 1742. The scale was originally called “centigrade.” Two reference
temperatures are used, the freezing point of water and the boiling point of water. These are
defined to be, respectively, zero degrees Celsius (0˚C) and 100 degrees Celsius (100˚C). A
metric thermometer is made by dividing the interval from freezing to boiling into 100
degrees Celsius.

Example 1
0 Derive a conversion formula for degrees Celsius to degrees Fahrenheit.
1 Convert 37˚C to degrees Fahrenheit.
2 Convert 68˚F to degrees Celsius.
48
Solution
1. Suppose that C represents a Celsius temperature and F the equivalent Fahrenheit
temperature. Since there are 100˚Celsius for each 180˚ Fahrenheit, there is 1˚C for
each 1.8˚F. If C is the temperature above freezing, then the equivalent Fahrenheit
temperature, F, is 1.8˚C degrees above 32˚ Fahrenheit, or 1.8˚C + 32. Thus 1.8˚C +
32 = F is the desired formula. (This also applies to the temperature at freezing or
below, hence to all temperatures.)
2. Using 1.8˚C + 32 = ˚F, we have 1.8 (37) + 32 = 98.6˚ F, which is normal human
body temperature.
𝐹−32
3. Using 1.8˚C + 32 = ˚F and solving ˚C, we find ˚C = 1.8 . Hence, the room
68−32
temperature of 68˚F is equivalent to C = = 20˚ C.
1.8

Dimensional Analysis

When working with two (or more) systems of measurement, there are many
circumstances requiring conversions among units. The procedure known as dimensional
analysis can help simplify the conversion. In dimensional analysis, we use unit ratios that
are equivalent to 1 and treat these ratios as fractions. For example, suppose that we wish to
𝑖𝑛
convert 17 feet to inches. We use the unit ratio 1 𝑓𝑡 (which is 1) to perform the conversion.
12 𝑖𝑛
17 ft = 17 ft × 17 ft = 17 ft × 1 𝑓𝑡
= 17 × 12 in
= 204 in.

Hence, a length of 17 ft is the same as 204 inches. Dimensional analysis is

especially useful if several conversions must be made.

Example 2. A vase holds 4, 286 grams of water. What is the capacity in liters?

Solution
Since 1 mL of water weighs 1 gm and 1 L = 1 000 mL, we have
1𝑚𝐿 1𝐿
4 286 g = 4 286 g × × 1 000 𝑚𝐿
1𝑔

4 286 𝐿
= = 4.286 L
1 000

Example 3. The area of a rectangular lot is 25 375 ft2. What is the area of the lot in acres?
Use the fact that 640 acres = 1 mi2.
1 𝑚𝑖 2 640 𝑎𝑐𝑟𝑒𝑠
Solution 25 375 ft2 = 25 375 ft2 × × 27 878 400 𝑓𝑡 2 × 1 𝑚𝑖 2
25 375 ×640 𝑎𝑐𝑟𝑒𝑠
= = = 27 878 400 = 0.58 acres

1
Example 4. A pole vaulter vaulted 19 ft 4 2 in. Find the height in meters.
Solution
19 ft and 4.5 in = 232.5 in.
2.54 𝑐𝑚 1𝑚
= 232.5 in × × 100 𝑐𝑚
1 𝑖𝑛

232.5 ×2.54 𝑚
= = 5.9055 m
100 𝑚

49
Example 5. Suppose that a bullet train is traveling 200 mi/h. How many feet per second is
it traveling?
Solution
200 𝑚𝑖 200 𝑚𝑖 5280 𝑓𝑡 1ℎ
= ℎ × 1 𝑚𝑖 × 3600 𝑠
ℎ

200 ×5280 𝑓𝑡
= = 293.33fps
3600 𝑠

The density of a substance is the ratio of its mass to its volume:

𝑀𝑎𝑠𝑠
Density = 𝑉𝑜𝑙𝑢𝑚𝑒

Let us have a short throwback,

when you are in elementary,
how do you define shape?
What is your favorite shape?

Space and Shapes

Plane Figures
Perimeter. The perimeter of a polygon is the sum of the lengths of its sides. Peri
means “around” and meter represent “measure;” hence perimeter literally means“ the
measure around.” Perimeter formulas can be developed for some common quadrilaterals.
A square and a rhombus both have four sides of equal length. If one side is of length s, then
the perimeter of each of them can be represented by 4s.
In rectangles and parallelograms, pairs of opposite sides are congruent. If the
lengths of their sides are a and b, then the perimeter of a rectangle or a parallelogram is 2a
+ 2b.
Perimeters of Common Quadrilaterals
FIGURE Perimeter
Square with sides of length s 4s
Rhombus with sides of length s 4s
Rectangle with sides of lengths a and b 2a + 2b
Parallelogram with sides of lengths a and b 2a + 2b
Kite with sides of lengths a and b 2a + 2b

Example 1. Find the perimeters of the following figures.

a. A triangle with the lengths of 5 cm, 7 cm, and 9 cm on its sides.
b. A square with a length of 8 ft on each side.
c. A rectangle with a length of 9 mm on one side and 5 mm on another side.
d. A rhombus with a length of 7 in on one of its sides.
e. A parallelogram with a length of 7.3 cm and 9.4 cm on its sides.
f. A kite whose shorter sides are 2.5 yds and whose longer sides are 6.5 yds.
g. A trapezoid with lengths of 13.5 ft and 7.9 ft on its bases and 4.7 ft and 8.3 ft on its
sides.
Solution

50
 a. P = 5 cm + 7 cm + 9 cm = 21 cm
b. P = 4 × 8 ft = 32 ft
c. P = 2(9 mm) + 2(5mm) = 28 mm
d. P = 4 × 7 in = 28 in.
e. P = 2(7.3cm) + 2 (9.4 cm) = 33.4 cm
f. P = 2(2.5 yd) + 2(6.5yd) = 18 yd
g. P = 13.5 ft + 7.9 ft + 4.7 ft + 8.3 ft = 34.4 ft.

Circumference The “perimeter” of a circle, namely the length of the circle, is given
the special name circumference. In every circle, the ratio of the circumference (C) to the
diameter (d), namely C/d, is a constant called π (the Greek letter “pi”). We can approximate
π by measuring the circumferences and diameters of several cylindrical cans, then
averaging the ratios of circumference to diameter.

Distances in a Circle
Let r, d, and C be the radius, diameter, and circumference of a circle, respectively.
Ten d = 2r and
C= πd = 2πr.

Area
RECTANGLES
To determine the area of a two-dimensional figure, we imagine the interior of the
figure completely filled with square regions called square units. To find the area of a
rectangle whose sides have whole number lengths, we determine the number of unit
squares needed to fill the rectangle.

Area of a Rectangle. The area A of a rectangle with perpendicular sides of lengths a and
b is

Area of a Square. The area A of a square whose sides of length s is

Triangles. The formula for the area of a triangle can also be determined from the
area of a rectangle. Consider first a right triangle ∆AB󠄇C. Construct rectangle AB󠄇DC where
∆DCB󠄇 is a copy of ∆AB󠄇C. The area of rectangle AB󠄇DC is bh, and the area of ∆AB󠄇C is
1
one-half the area of the rectangle. Hence, the area of ∆AB󠄇C = bh.
2

Area of a Triangle. The area A of a triangle with a base of length b and corresponding
height h is

Area of a Parallelogram. The area A of a parallelogram with base b and height h is

Area of a Trapezoid. The area A of a trapezoid with parallel sides of lengths a and b and
height h is

Area of a Circle. The area A of a circle with radius r is

The Pythagorean Theorem. The Pythagorean theorem, perhaps the most

spectacular result in geometry, relates the lengths of the sides in a right triangle; the longest
side is called the hypotenuse and the other two sides are called legs. The Pythagorean
theorem states that the square of the hypotenuse is equal to the sum of the squares of the
two legs.

51
In a right triangle, if the legs have lengths a and b and the hypotenuse has length c, then
c 2 = a 2 + b2

Volume and Surface Area

The volume of a three-dimensional figure is a measure of the amount of space that it
occupies.
Volume and Surface Area of a Box (Prism)
The volume (V) of a right rectangular prism whose dimensions are l = length, w = width,
and h = height is
V = lwh S = 2lw + 2lh + 2 hw
If the prism is a cube with edges
V = s3 S = 6s2
Example 1. Find the volume (V) and the surface area of a box with the following
dimensions: l = 14 cm, w = 7 cm, and h = 5 cm.
Solution
To find the volume, use the formula V = lwh
V = 14 cm × 7 cm × 5 cm
= 490 cm3
To find the surface area, use the formula S = 2lw + 2 lh + 2 hw
S = 2(14)(7) + 2(14) ( 5) + 2 (5)(7 )
= 406 cm2
Volume and Surface Area of a Right Circular Cylinder
If a right circular cylinder has height h and radius of its base equal to r, then the
volume (V) and the surface area (S) are given by the formulas
V = πr2h and S = 2πrh + 2πr2
In the formula for S, the areas of the top and bottom are included

Example 2. The right circular cylinder has a surface area of 288π square inches, and the
radius of its base is 6 inches.
a. Find the height of the cylinder.
b. Find the volume of the cylinder.
Solution
a. Since we know that S = 288π and r = 6, substitute into the formula for surface area
to find h.

S = 2πrh + 2πr2
288π = 2π(6)h + 2π(6)2
288π = 12πh + 72π
216π = 12πh Subtract 72π
h = 18 Divide by 12π
The height is 18 inches

b. Use the formula for volume, with r = 6 and h = 18

52
 V = πr2h = π(6)2(18) = 648π

The exact volume is 648π cubic inches, or approximately 2, 034.72 cubic inches using π =
3.14.

The three-dimensional analog of a circle is a sphere. It is defined by replacing the word

“plane” with “space” in the definition of a circle.

Volume and Surface Area of a Sphere

If a sphere has a radius (r), then the volume (V) and the surface area (S) are given by the
formulas
4
V = 3 πr3 and S = 4πr2

Example 3. Suppose that a spherical tank having a radius of 3 meters can be filled with
liquid fuel for Php. 200.00 . How much will it cost to fill a spherical tank with a radius of
6 meters with the same fuel?

Solution
We must first find the volume of the tank with a radius of 3 meters. Call it V1,
4
V = 3 πr3

4
V1 = 3 𝜋(3)3 = 36π

Now find V2, the volume of the tank having radius 6 meters.
4
V2 = 3 𝜋(6)3 = 288π

Notice that doubling the radius of the sphere from 3 meters to 6 meters, the volume has
increased 8 times, since
V2 = 288π = 8V1 = 8(36π)

Therefore, the cost to fill the larger tank is 8 times the cost to fill the smaller one:

8(Php. 200.00 ) = Php. 1 600.00

Volume and Surface Area of a Right Circular Cone

If a right circular cone has height h and the radius of its circular base is (r), then the volume
(V) and the surface area (S) are given by the formulas
1
V = 3 πr2h and S = πr√𝑟 2 + ℎ2 + πr 2

In the formula for S, the area of the bottom is included.

A pyramid is a space figure having a polygonal base and triangular sides

53
Volume of a Pyramid
If B represents the area of the base of a pyramid, and h represents the height (that
is, the perpendicular distance from the top, or apex, to the base), then volume (V) is given
by the formula
Example 4. What is the ratio of the volume of a right circular cone with a radius of the
base (r) and height (h) to the volume of a pyramid having a square base, with each side of
length r, and height h?
Solution
Using the formula for the volume of a cone, we have
1
V1 = volume of a cone = 3πr2h.

Since the pyramid has a square base, the area B of its base is r2. Using the formula for the
volume of a pyramid, we get
1 1
V2 = Volume of the pyramid = 3 Bh = 3r2h

The ratio of the first volume to the second is

1
𝑉1 𝜋𝑟 2 ℎ
3
= 1 2 = 𝜋
𝑉2 𝑟 ℎ
3

Do you love pie graph? Nah, because

the only thing I know is that I love
egg pie. Just kidding! Because in this
part, we will talk about data handling.

Data Handling

Elementary Statistical Concepts

Statistics is a branch of mathematics that deals with the collection, organization,
tabulation and presentation, analysis, and interpretation of data. It also deals with drawing
conclusions about a population from the knowledge of the properties of a smaller group
which is deemed representative of the population.
Statistics is a process of utilizing data to make sound conclusions. The two broad
areas of statistics are descriptive and inferential statistics.

Descriptive statistics refers to the process that is used in presenting describing data.

Inferential statistics refers to the process of making inferences about a large group,
called population, based on observations of a smaller group which is deemed representative
of the population called a sample.

A population consists of all the subjects (people, objects, events) that are being
studied. A sample refers to a group of subjects selected from a population of interest.

54
 The numerical value that describes the characteristics of a population is called a
parameter. Any quantity obtained from a sample is called a sample statistic or simply
statistic.

A variable is the thing that we measure, control, or manipulate in research. It is a

characteristic or attribute that can assume different values.

Continuous variables are variables that take any value within a defined range of
values. On the other hand, discrete variables are variables that take countable values only.

Examples of continuous variables are height, weight, distance. Examples of

discrete variables are the size of your family and the number of registered voters.

Independent variables are those that are manipulated whereas dependent variables
are only measured or registered.

Measurement is the systematic assignment of a number of ideas, events, or objects.

A variate is a value (measure or observation) that a variate can assume.

A datum (plural, data) constitutes the set of information gathered from elements
under investigation.

Data at the nominal level are only qualitative classification. Data are classified into
non-overlapping exhausting categories in which no order or ranking can be imposed. An
example is a gender.

Data at the ordinal level include variables that can be ranked or ordered in terms of
which has less and which has more of the quality represented by the variable. Examples of
ordinal variables are academic awards (Cum Laude, Magna Cum Laude, Summa Cum
Laude) and IQ level.

Data at the interval level take all the properties of ordinal variables and can be
quantified and compared. Interval variables have arbitrary zero values. Example: grading
system in a course.

Data at the ratio level take all the properties of interval level with an identifiable
absolute zero point. Measurements of heights, weights, and ages appropriately use the ratio
scale.

Collecting Data

Sampling and Sampling Technique. The process of obtaining samples is called

sampling. Random or probability sampling is a method by which every element of a
population has an equal chance of being included in a sample.

Most often, a researcher is confronted with a problem of gathering data from a

population. If material constraints dictate that a sample or a group of samples will suffice,
the problem is narrowed down to the choice of sampling technique and simple random
sampling. Under the concept of randomness, each member of the population has an equally
likely chance to be included in the sample gathered. There are various techniques for
gathering a random sample, the most common of which is through a lottery or through a
table of random numbers. A variation of this technique is collecting a stratified random
sample. The technique ensures in advance that as ample will contain the same proportion
of members of different groups as are in the larger populations. Other examples of sampling
techniques are quota sampling and multistage sampling.

55
Methods of Data Collection

Primary data – refer to information that is gathered directly from an original source or
which the researcher gathered himself.
1. Direct or interview method
2. Indirect or questionnaire method
3. Registration method
4. Observation
5. Experimentation

Secondary data- refer to information that is taken from published or unpublished data
previously gathered by other individuals or agencies.
1. Journals and periodicals
2. Newspapers
3. Tables
4. Unpublished or published research papers
5. Theses and dissertations

Data Presentation

Presenting data as pictures or graphics is sometimes more appealing than using

texts. Graphs give a more comprehensive but plain view of the numerical relationships
even without going into the longer time of reading discussions.

A frequency distribution table or simply frequency distribution is a listing of data

that pairs each entry in the list with the number of times it occurs.

Example 1. Below is a list of scores of students in Math examination arranged from lowest
to highest.

16 18 20 20 21 21 22 23 23 24 25
25 26 26 26 26 27 27 28 29 29 29
30 30 31 31 31 32 33 33 33 34 34
34 34 35 35 35 35 35 36 37 37 38
39 39 40 41 42 42 43 43 44 45 47

A grouped frequency distribution of the scores is shown on the table shown on the
next page. Observe that the table provides the reader with an easier way to analyze and
describe the data. However, the identity of the individual score is lost due to grouping.
Scores in Math Scores
Scores Frequency
(Class Intervals) (f)
45 – 49 2
40 – 44 7
35 – 39 11
30 – 34 13
25 – 29 12
20 – 24 8
15 – 19 2

There are 7 classes or class intervals in our grouped frequency table. The scores 45,
40, 35, 30, 25, 20, and 15 are called the lower limits while the scores 49, 44, 39, 34, 29,
24, and 19 are called the upper limits. The size of the class interval or the class width is the

56
number of scores contained in each class. The class width of the table above is 5. This is
obtained by actually counting from the lower limit to the upper limit in every class interval.

Graphical Presentation

The graphical presentation of data provides you with a picture of the significant
relationships between the facts or data presented. Such relationships are presented with
simplicity for easy comprehension.

Graphs refer to diagrams or drawings which show the successive values of a

changing quantity.

Histogram

The histogram is constructed as a sequence of touching vertical rectangles. Each

rectangle is drawn with a height corresponding to the frequency.

Frequency Polygon

The frequency polygon is a closed figure of n sides constructed by plotting the class
marks versus the frequencies.

Ogive is a line graph obtained by connecting points of intersection between the class
boundaries versus cumulative frequencies ‘less than” or “more than”.

Measures of Central Tendency

A measure of central tendency describes a set of data by locating the middle region
of the set. The common measures of central tendency are the arithmetic mean, the median,
and the mode. Each is an average because each describes the middle region of a data. In a
given situation, it may be more appropriate to use one as compared to the others.

Mean. The mean or arithmetic mean is the most known average. You have encountered it
many times. Instead of calling it mean, you probably called it an average. The arithmetic
mean or simply mean for a set of data or scores, is found by determining the sum of the
data and dividing this sum by the total number of elements in the set.

Example 1. Five students have scores of 7, 9, 1, 6, and 7. Find the mean.

Solution The arithmetic mean may be obtained by using the formula
𝛴𝑥 7+9+1+6+7
Mean = = =6
𝑛 5

In the previous example, there are 5 elements, so n = 5.

Example 2. Sarah’s grades last semester are shown in the table.

Sarah’s Grades Last Semester

Course Grade (x) Number of xw
Units (w)
Math Logic 90 3 270
Math Research 92 5 460
Calculus 88 5 440
English 85 3 255
P. E. 94 3 282
Filipino 90 3 270

57
 Field Study 88 1 88
Personality Education 89 1 89
Total 24 2 154

She computed the mean as follows:

2 154
= 89.75
24

Note that Sarah wanted to find the mean of her grades with each grade having a
different weight, unit, or degree of importance. The computed mean is called the weighted
mean and is obtained using this formula.
𝛴𝑥𝑤
Weighted Mean = 𝛴𝑤

Where: x is the value of each of the data

w is the weight for each datum

Example 3. The grouped frequency distribution of scores of students in a math

examination is shown in the following table. Let us get the midpoint of the lower and upper
limits of a given class interval. We find the midpoint by getting one-half of the sum of the
upper and the lower limits. Then we multiply each midpoint to each corresponding
frequency.

Scores in Math Frequency(f) Midpoint Fx

Exam (x)
45 – 49 2 47 94
40 – 44 7 42 294
35 – 39 11 37 407
30 – 34 13 32 416
25 – 29 12 27 324
20 – 24 8 22 176
15 – 19 2 17 34
Total 55 1 745

Using the formula for the mean of grouped data

𝛴𝑓𝑥 1 745
Mean for Grouped Data = = = 31.72
𝑛 55

Median. The median for a set of data is found by arranging the data in sequential
order and finding the middle datum. The median is the measure of central tendency that
gives the middle of a given set of data. It is the number, value, or score such that the number
of data below the median is the same as the number of data above the median.

Example 4. Find the median of the following set of data: 43, 10, 44, 48, 46.
Solution Arrange the score from lowest to highest or highest to lowest, then find the middle
score.
10 43 44 46 48
The median is 44.

Example 5. Given the following set of data 2.1 6.5 2 2.2 2.4 2.3
Solution Arrange the score from lowest to highest

2 2.1 2.2 2.3 2.4 6.5

58
 The middle scores are 2.2 and 2.3. To get the median, get the average of 2.2 and
2.3. The median is 2.25.

Mode. The mode for a set of data is the number, item, or value that occurs most frequently.

Example 6. The scores of 5 students on a quiz are 4, 25, 32, 25, and 14. The mode for these
scores is 25 because it occurs twice, whereas each of the other scores occurs only once.

There can be situations where a set of data has no mode because the values occur
an equal number of times. A set of data can have more than one mode.

Example 7. The result of a quiz in Trigonometry of 5 students is shown below.

43 44 46 48 10

Note that each value appears an equal number of times. Hence, there is no mode in the
given set of data.

Example 8. The contents of the different varieties of bottled water (in mL) are given below.
250 250 500 500 1000

Observe that 250 and 500 occur with the same number of times. Thus, there are two
modes in the set of data which are 250 and 500.

Finally, the discussion is over, so let

us answer the activities below. But
class in order not to find it a
burden, my suggestion is that, when
you finish a specific topic, answer
the activity immediately.

59
SYNTHESIZING KNOWLEDGE

Activity 6

Name:_________________________________________ Date: ____________________________

Section:
List ________________________________________
all numbers Score: ___________________________
from each set that are (a) natural numbers; (b) whole numbers; (c)
integers;
(d) rational numbers; (e) irrational numbers; (f) real numbers
1 3
1.{-9, -√7, - 14 , − , 0, √5, 3, 5.9, 7}
5

1
2. {-5.3, -5, - √3, -1, - , -1, -9, 0, 1.2, 1.8, 3, √11 }

3. Explain in your own words the different sets of numbers and give an example for each
kind.

4. What two possible situations exist for the decimal representation of rational numbers?

Activity 7
Name:_________________________________________Date: ____________________________
Section: _______________________________________Score: ___________________________

A. Which of the following sets are closed under addition? Why or why not?
1. {0, 10, 20, 30, …}
2. {0}
3. {0, 1, 2}
4. {1, 2}
5. {Whole number greater than 17.
6. {0, 3, 6, 9, …}
7. {1}
8. {1, 5, 9, 13, …}
9. {8, 12, 16, 20, …}
10. Whole number less than 1.

B. Identify the property or properties illustrated below.

11. 1279 + 3847 must be a whole number
12. 7 + 5 = 5 + 7
13. 53 + 47 = 50 + 50
14. 1 + 0 = 1
15. 1 + 0 = 0 + 1
16. (53 + 48) + 7 = 53 + (48 + 7)

C. Each of the following is an example of one of the properties of addition of whole

numbers. Fill in the blank to complete the statement, and identify the property.
17. 5 + ___= 5
18. 7 + 5 = ____+ 7
19. (4 + 3) + 6= 4 + ( ___ + 6)
20. (4 + 3) + 6 = ____ +(4 + 3)
21. (4 + 3) +6 = ( 3 + ____ )

D. Addition can be simplified using the associative property of addition. For example,
60
 26 + 57 = 26 + (4 +53) = (26 + 4) + 53
= 30 + 53 = 83

22. 39 + 68 = 40 + ____ + ____

23. 25 + 56 = 30 + _____+____
24. 47 + 23 = 50 + _____ +____

Activity 8

Name:_________________________________________Date: ____________________________
Section: _______________________________________Score: ___________________________

A. Which of the following sets are closed under multiplication? Why or Why not?
1. {2, 4}
2. {0, 2, 4, 6, …}
3. {0, 3}
4. {0, 1}
5. {1}
6. {0}
7. {5, 7, 9, …}
8. {0, 7, 14, 21, …}
9. {0, 1, 2, 4, 8, 16, …, 2k, …}
10. Odd whole numbers

B. Identify the property of whole numbers illustrated in the following:

11. 4 ⸱ 3 = 3 ⸱ 4
12. 6(3 + 2) = (3 + 2)6
13. 5(2 + 9) = 5 ⸱ 2 + 5 ⸱ 9
14. 1(x + y) = x + y
15. 3(5 – 2) = 3 ⸱ 5 – 3 ⸱ 2
16. 6(7 ⸱ 2) = (6 ⸱ 7) ⸱ 2
17. (4 + 7) ⸱ 0 = 0
18. (5 + 6) ⸱ 3 = 5 ⸱ 3 + 6 ⸱ 3
19. 4(x -y) = 4x – 4y
20. 6 ⸱ 7= 7 ⸱ 6

C. Rewrite each of the following expressions using the distributive property of

multiplication over addition or for multiplication over subtraction. Your answers
should contain no parentheses.
21. 4(60 + 37)
22. (21 + 35) ⸱ 6
23. 3(29 +30 +6)
24. 5(x – 2y)
25. 37(60 – 22)
26. a(7 – b + z)

D. Use distributive property of multiplication over subtraction to find n. For example,

4 ⸱ 58 =( 4 ⸱ 60) – (4 ⸱ 2) = 240 – 8 = 232
27. 6 × 99 = n
28. 5 × 49 = n
29. 7 × 19 = n
30. 6 × 47 = n

61
Activity 9
Name:_________________________________________Date: ____________________________
Section: _______________________________________Score: ___________________________

A. Using exponents, rewrite the following expressions in a simpler form.

1. 3⸱3⸱3⸱3
2. 2⸱2⸱3⸱2⸱3⸱2
3. 6⸱7⸱6⸱7⸱6
4. x⸱ y ⸱ y ⸱ x ⸱ y ⸱ y
5. a⸱b⸱b⸱a

B. Write each of the following expressions in expanded form, without exponents.

6. 53 ⸱ 54
7. 312 ÷ 32
8. 27 ⸱ 57
9. 8 ⸱ 25
10. 253 ÷ 52

C. Find the value of x.

11. 37 ⸱ 3x = 313
12. (3x)4 = 320

D. Evaluate.
13. 37 + 24
14. 2 ⸱ 56 – 3 ⸱ 23
93
15. 38

E. Arrange these numbers from smallest to largest

16. 53 62 35 27
17. 322 414 910 810

F. Solve for the value of n

18. If n2 = 121, what is n?
19. If n2 = 1 234 321, what is n?
20. If n2 = 12 345 654 321, what is n?

Activity 10

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

A. Find the missing term in each pattern.

1. 256, 128, 64, ____, 16, 8
2. 1, 1/3 , 1/9 , ____, 1/81
3. 7, 9, 12, 16, ____
4. 1, 3/2 , ____, 7/8 , 9/16
5. 10, 17, ____, 37, 50, 65

B. Complete the table and look for a pattern

Sum
1
62
 1+3
1+3+5
1+3+5+7
1+3+5+7+9

Answer
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___

How many odd whole numbers would have to be added to get a sum of 81?
How many odd whole numbers would have to be added to get a sum of 169?
How many odd whole numbers would have to be added to get a sum of 529?

Go, class! We are halfway

there! Grab a Kitkat, it will
boost your energy.

Activity 11

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

A. True or False
1. N (A UB) = n(A) + n(B) for all finite sets A and B.
2. If B ⊆ A, then n(A – B) = n(A) – n(B) for all finite sets A and B.
3. Commutativity does not hold for the subtraction of whole numbers.
4. Distributivity of multiplication over subtraction does not hold in the set of whole
numbers.
5. The symbol ma, where m and a are nonzero whole numbers, represents the product
of m factor of a.
6. If a is the divisor, b is the dividend and c is the quotient, then ab = c.
7. The statement “a + b = c if and only if c – b = a” is an example of the take away
approach to subtraction.
8. Factors are to multiplication as addend is to addition.
9. If n ≠ 0 and b + n = a, then a ˂ b.
10. If n(A) = a and n(B) = b, then A × B contains exactly ab ordered pairs.

B. Complete the following table for the operations on the set of whole numbers. Write
True in the box if the indicated property holds for the indicated operation on whole
numbers and write False if the indicated property does not hold for the indicated
operation.

ADD SUBTRACT MULTIPLY DIVIDE

Closure
63
 Commutative
Associative
Identity

C. Identify the property of whole numbers being illustrated.

1. a ⸱ (b ⸱ c) = a ⸱ (c ⸱ b)
2. (3 + 2) ⸱ 1 = 3 + 2
3. (4 + 7) + 8 = 4+ (7 + 8)
4. (6 – 5) ⸱ 2 = 6 ⸱ 2 – 5⸱ 2
5. (2 ⸱ 3) ⸱ 5 = 2 ⸱ (3 ⸱ 5)

D. Problem Solving
1. Find the quotient and remainder when 321 is divided by 5?
2. Find a whole number less than 100 that is both a perfect square and perfect cube

Activity 12

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

A. Convert the following to the nearest degrees

1. 350˚ F to ˚C
2. 60˚ F to ˚C
3. 20˚C to ˚F
4. – 10 ˚C to ˚F
5. - 5˚C to ˚F
6. 136˚F to ˚C
7. 90˚C to ˚F
8. -30˚C to ˚F
9. -126.9˚F to ˚C
10. -18˚C to ˚F

B. Choose the most realistic measures of the following

11. The length of a small paper clip
a. 28 mm
b. 28 cm
c. 28 mm

12. The height of a 12-year old boy

a. 48 mm
b. 148 cm
c. 48 m

13. The length of a shoe

a. 27 mm
b. 27 cm
c. 27 m

14. A juice container

a. 90 mL
b. 900 cL
c. 900 L

15. A tablespoon
a. 15 mL
64
 b. 15 cL
c. 15 L

16. A pop bottle

a. 473 mL
b. 473 cL
c. 473 L
17.A 16-year old boy
a. 23 mg
b. 23 g
c. 23 kg
18. A pencil
a. 10 mg
b. 10 g
c. 10 kg

19. Water temperature for swimming

a. 22˚C
b. 39˚C
c. 80˚C

20. A glass of lemonade

a. 20˚C
b. 5˚C
c. 80˚C

C. Using dimensional analysis, make the following conversions.

21. 3.6 lbs to oz
22. 55mi/h to ft/min
23. 35 mi/h to km/h
24. 50 kg to lbs

D. One inch is defined to be exactly 2.54 cm. Using this ratio, convert the following
measurements.
25. 6 inch to cm
26. 100 yd to m
27. 440 yd to m
28. 1km to mi

29. A gallon of water weighs about 8.3 pounds. A cubic foot of water weighs about
62lbs. How many gallons of water would fill a cubic foot container?

30. Density is always expressed in terms of grams per cubic centimeter (g/cm3). For
example, the density of copper is 8.94 g/cm3.
a. Express the density of copper in kg/m3.
b. A chunk of Firewood oak weighs about 2.85 kg and has a volume of4 100 cm 3.
Determine the density of oak in g/cm3.
c. A piece of iron weighs 45 ounces and has a volume of 10 in3. Determine the density
of iron in lbs/ft3

65
Activity 13

Name: _________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

A. Information is given about the rectangle. Find the information indicated. P =

perimeter, A = area
1. P = 45.6, b = 15.2. Find a and A
2. P = 37.6, a = 6.8. Find b and A
3. A = 501.96. a = 14.1. Find P and b

Hero’s formula can be used to find the area of a triangle if the lengths of the three sides are
known. According to this formula, the area of a triangle is
√𝑠 (𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐) , 𝑤ℎ𝑒𝑟𝑒 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐 are the lengths of the three sides and s =
(𝑎+𝑏+𝑐)
. B. Use Hero formula to find the area of the triangle whose sides are given (round
2
to one decimal place).
4. 5 cm, 12 cm, 13 cm
5. 4 m, 5m, 6 m

6. A ladder is leaning against a building. If the ladder reaches 20 ft high on the

building and the base of the ladder is 15 ft from the bottom of the building, how
long is the ladder?

7. George is building a large model airplane in his workshop. If the door to his
workshop is 3 ft wide and 6.5 ft high and the airplane has a wingspan of 7.1 ft, will
George be able to get his airplane out of the workshop?

8. Jason has an old trunk that is 16 inches wide, 30 inches long, and 12 inches high.
Which of the following objects would he be able to store in his trunk?
a. A telescope measuring 40 inches.
b. A baseball bat measuring 34 inches
c. A tennis racket measuring 32 inches.
9. Given are the lengths of the sides of a triangle. Indicate whether the triangle is a
right triangle. If not a right triangle, indicate whether it is an acute triangle or an
obtuse triangle.
a. 70,54, 90
b. 63, 16, 65
c. 24, 48, 52
d. 27, 36, 45
e. 48, 46, 50
f. 9, 40, 46
10. There is an empty lot on a corner that is 80 m long and 30 m wide. When coming
home from school, Gail cut across the lot diagonally. How much distance (to the
nearest meter) does she save?

66
Activity 14

Name :_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

A. Read and answer the following questions.

1. A cube has a volume of 64square inches. Find its surface area.
Find each volume. Use 3.14 as an approximation for π when necessary.
2. A coffee can, radius 6.3 cm, and height 15.8 cm.
3. A soup can, radius 3.2 cm, and height9.5 cm.
4. A pork and beans can, diameter 7.2 cm and height 2.5 cm.
5. A coffee mug, diameter 9 cm, and height 8 cm.
6. A conical portion of a witch hat for a Halloween costume, with height 12 in. and
base radius 4 in.
7. In order to determine the amount of leather it would take to manufacture a
basketball, would you need to use volume or surface area?
8. The areas of the sides of a rectangular box are30 in2=, 35 in2, and 42 in2.What is the
volume of the box?
9. The diameter of a circle is 8 inches. What is the perimeter of the inscribed square?
10. Find the volume of the Great Pyramid of Cheops, near Cairo – its base is square
230meters on a side while the height is137 meters.
11. What is the area of a circle whose circumference is 2?
12. What is the volume of the prism whose base is a rectangle with dimensions 7.2 cm?
by 3.4 cm.and whose height is 5.9 cm?
13. Find the volume of a pyramid whose base is a square with a perimeter 17 cm. and
area 13 sq. cm. and whose height is 12 cm.
14. Find the surface area and volume of the following solids:
a. Four faces are rectangles, the other two are trapezoids with two right angles.

b. Right circular cylinder.

15. Find the area of the shaded region in the following figure

67
 16. If 30ft. pole casts a shadow 45 ft. long, how tall is a post whose shadow is 30 ft.
long at the same time?
17. What is the measure of a diagonal of a rectangle that has a width of 20 meters and
a length of 21 meters?
18. Find (a) the volume and (b) the surface area of the following space figures. When
necessary use 3.14 as an approximation for π.
(a) Sphere with radius 6 in (b) right circular cylinder with a radius of 6 m and a
height of 14 m.
Activity 15

Name:_________________________________________Date: ____________________________
Section: _______________________________________Score: ___________________________

Read the following carefully. Do as indicated.

A. Consider the scores of students in a History examination.

27 33 39 41 46 48 50
27 35 40 44 46 49 50
28 36 40 44 47 49 50
30 37 40 45 47 49 50
30 37 40 45 47 49 50
32 38 41 46 48 49 50

1. How many students took the examination?

2. What is the lowest score?
3. What is the highest score?
4. Make each of the following using the given scores
a. Bar graph
b. Histogram
c. Cumulative frequency polygon.

Consider the scores of students shown on the table below

.
Scores Frequency
45 -49 2
40 -44 7
35 - 39 11
30 - 34 13
25 - 29 12
20 - 24 8
15 - 19 2

1. How many students took the examination?

2. What is the lowest score? The highest score?
3. How many got a score
a. Below 15?
b. Above 34?
c. Of at most 19?
d. Of at least 39?

68
Activity 16

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Read the following carefully. Do as indicated.

A. Identify the most appropriate average for each of the following

1. The time it takes each student in your school to get to school from home
2. The favorite television stations of first-year students in your campus.
3. The height of first-year students in your campus.
4. The costs of house rental in your barangay
5. The scores in Physics examination.

B. The nicotine contents for a random sample of 6 cigarette brands are found to be 2.3,
2.7, 2.9, 2.5, 3.1, and 1.9 milligrams. Give the mean, median, and mode.

C. The average number of text messages sent in a day by a random sample of 12

students was recorded as follows: 9, 10, 6, 10, 9, 9, 8, 8, 6, 10, 6 and 11. Determine
the mean, median, and mode.

D. Consider the scores of students in a Chemistry examination as shown in the table

below.

Scores Frequency
10 2
9 5
8 7
7 10
6 15
5 10
4 6
3 4
2 2

1. How many students took the examination?

2. What is the mean?
3. What is the median?
4. What is the mode?

E. Four students are vying for a scholarship. The College has agreed to give the
scholarship to the top student last semester. The table below gives the grades of the
four applicants in the five core courses.

Students English Science Math Filipino Social

Studies
Avel 84 89 95 90 92
Boner 82 88 94 89 98
Claire 83 97 94 81 95
Dhei 83 80 85 89 80

Determine the top student by taking the arithmetic mean grade for each student.
Students Avel Boner C;aire Dhei
Mean

69
F. Encircle the letter of the correct answer. If the options do not contain the answer, then
write E.
1. Data or inferring from a population by using only the sample.
A. Trigonometry C. Statistics
B. Logic D. Algebra

2. Which of the following gives a numerical value of the population?

A. Statistic C. Parameter
B. Variable D. Range

3. A set of data is arranged in descending order of magnitude and the middle value is
obtained. Which of the following corresponds to the middle value?
A. Mean C. Median
B. Mode D. Midrange

4. Which of the following is used in the calculation of standard deviation?

A. Mean C. Median
B. Mode D. Midrange

5. Which of the following is easily affected by an introduction of extreme values?

A. Mean C. Median
B. Mode D. Midrange

6. Which of the following is an example of an ordinal variable?

A. Religious affiliation of students in your class.
B. Monthly allowance of students in your campus.
C. Grades in Mathematics last semester of students in your class.
D. Degree of agreement or disagreement of students regarding the new set of rules.

For questions 7 – 10, refer to the table below.

Class Interval Frequency
118-127 3
128-137 5
138-147 11
148-157 12
158-167 5
168-177 3
178-187 1

7. What is the size of the class intervals?

A.8 C. 10
B. 9 D. 11

8. What is the midpoint of the first class?

A. 118 C.187
B. 40 D. 122.5

9. How many classes are there?

A. 40 C. 14
B. 10 D. 7

10. What do you call the table given above?

A. Frequency polygon C. Frequency distribution
B. Histogram D. Cumulative frequency
G. Solve the following problems accurately.
1. If the mean of the numbers 1, 3, x, 7, 11 is 9, what is x?
70
 2. A statistics professor gives an80 points test to his class, with the following scores:
35 44 48 55
56 57 60 61
62 62 63 64
67 70 71 71
75
To provide an example of how histograms might be constructed, he is considering
two options.
a. Grouping the data into subinterval of length 10, beginning with 71-80, 61-70,
etc.
b. Grouping the data into subinterval of length 8, beginning with 73-80, 65-72,
etc.
Draw the histogram for each option.

3. Determine the mean, median, and mode of the data set:

1 2 3 5 9 9 13 14 14
14

4. The average height of a class of students is 134.7 cm. the sum of all the heights is3
771.6 cm. There are 17 boys in the class. How many girls are in the class?

5. The average score on a reading test for 58 students was58 students 87.3. Twelve
more students took the test. The average of the 12 students was 90.7. What was the
average for all students?

Bravo! You finished all the

activities. So, it’s time for you
to rest, my dear one. See you
tomorrow!

REFERENCES

Bolanos, A. (1997). Probability and Statistics An Introduction. Rex book Store.

Marcelino, D. D. et. al. (2011). Contemporary Mathematics. Lorimar Publishing, Inc.

Miller, C. D. et. al. (2004). Mathematical Ideas Expanded Tenth Edition. Pearson
Education, Inc.

Musser, G. L. et. al. (2003).Mathematics for Elementary Teachers, 6 th Ed. A Contemporary

Approach. John Wiley and Sons.

Utuzzurum, J. et. al. (1997) College Statistics.

71
 UNIT STRATEGIES IN TEACHING
IV MATHEMATICS

OVERVIEW
In this Unit, you will learn the different ways on how you are going to teach the
different topics in Mathematics for students in Grade 1 to Grade 3. Here, you will be
acquainted with becoming an effective and efficient teacher by delivering the lesson using
the appropriate strategy. You will learn how and when to use a specific strategy given the
topic and the nature of your future students. As a future teacher, learning the content is not
enough, you should also be a master when it comes to pedagogy because an effective and
efficient teacher makes a hard and difficult topic a lot easier and more enjoyable for his or
her students, especially in Mathematics wherein, in reality, many students in Grade 1 to 3
are having difficulty.

A great teacher knows how to

teach. Want to be a great one?
So, let us start acquiring that.

OBJECTIVES
At the end of the unit, I am able to:
1. evaluate the use and application of different research-based strategies in teaching
Mathematics in Primary Grades;
2. identify the different factors in choosing a method or strategy;
3. critique the different strategies in teaching mathematics;
4. explain the different strategies in teaching mathematics;
5. determine when to use the different strategies in teaching mathematics;
6. describe the different strategies in teaching mathematics and its use in teaching
Mathematics in Primary Grades; and
7. expound the use of different strategies in teaching Mathematics in Primary Grades.

I heard that you love

answering multiple choice
items, then I give it to you.

ACTIVATING YOUR PRIOR KNOWLEDGE

A. Multiple Choice. Analyze each question carefully and encircle your answer.
1. If you are a learner in a constructivist classroom, what is your role?
a. Actively construct meaning from their experiences and environment
72
 b. The teacher and the environment offer stimuli and passively respond to
it.
c. Constantly scaffold in classroom performances
d. Obediently follows assigned tasks
2. Among the strategies given, which is under the inquiry approach?
a. Lecture c. Socratic
b. Discovery d. Deductive
3. When teaching solid figures, Ms. Abesamis uses manipulative and concrete
materials. Ms. Abesamis is utilizing what mathematics principle?
a. Communicating plays an important role in learning mathematics.
b. It is a developmental process.
c. In learning mathematics, a wide range of visual aids is necessary.
d. Mathematics learning is affected by metacognition.
4. Ms. Bianzon is teaching addition and multiplication rules of equality, which
among the following, is the most appropriate for her to follow?
a. Teach the rules orderly and clearly.
b. To illustrate the rules of equality, she needs to use a balance scale.
c. Tell the students to state the rules based on their comprehension.
d. Apply the rules in an equation.
5. Mr. Santiago is on the topic of percentage. If she wants to present it in a
meaningful way, which among the following is the best for her to follow?
a. Define the concept c. Start with a game and
and give examples. relate it to the topic.
b. Start the discussion d. Review the past
with a real-life lesson.
problem.
B. Self-assessment????
Fill out the chart below to assess your knowledge about the different strategies
in teaching mathematics in primary grades.

What I What I want

know? to know?

Did you enjoy our activity? Let

us now enlighten your minds
thru our discussion.

73
EXPANDING YOUR KNOWLEDGE
Research-based Strategies
Marzano, Gaddy, and Dean (2000, in Feden and Vogel, 2003) suggested good ways
on how to teach mathematics according to the result of their study:
1. Giving the details how objects differ and similar to one another. It is the start for
the child to identify patterns and relationships.
2. Ability to summarize and take notes. It can be done using tables, graphic
organizers, and concept mapping.
3. Following Skinner’s Operant Conditioning (giving rewards and recognition). By
doing this you will help the students to love mathematics and to accept difficult
topics with a positive perception and also it can enhance the self-efficacy of your
students. For example, when you often praise your students every time they
answered correctly, they will be more motivated to answer on every discussion.
You can also give tokens such as candies and chocolates because children love that,
hence motivating them more.
4. Homework and practice. Since most of the students in Grade 1-3 are having
difficulty in Mathematics it is better to give them follow-up activities at home.
5. Nonlinguistic representations. Following Piaget’s Cognitive Development
Theory, we can say that students from Grade 1-3 will learn best when we use visual
aids and other manipulative materials.
6. Cooperative learning. When students learn alongside their peers, there is a greater
possibility that they will learn better because they are more comfortable with their
classmates, for example, if they want to ask questions, it will be easier for them to
address it immediately.
7. Identifying the learning targets and giving opinions and suggestions about
student’s performance. It is very important that every time you discuss a lesson
you start by saying what are the things that your students need to do or to
accomplish on that particular day or lesson. Then, after accomplishing their
activities, as a teacher you need to give comments, suggestions, and opinions about
their work.
8. Making and proving an educated guess (hypothesis). In order to help your students
to easily solve a problem, you should let them make and prove their guess
(hypothesis). This is used when you will implement the inductive way of teaching
mathematics like inquiry approach and discovery learning.
Factors in Choosing a Method or Strategy
1. Instructional Objectives. You should base your method or strategy on your
objective and goal in teaching. For example, if you want your students to
memorize the multiplication table, the strategy should be more on repetition by
doing drill and practice.
2. The nature of the subject matter. You should look at how difficult and how
easy the subject or the topic is when you are going to choose a method or
strategy. For example, if the topic is too hard for your students, the use of the
inductive approach is a waste of time. However, when the topic is too easy,
normally, the deductive way is the most convenient to use.
3. The learners. Since they are our priority in the educative process, of course,
you should also put them in your criteria when you are choosing a method or
strategy. For example, when you encounter competent students you may use
complex and investigative strategies, however, when you have the opposite you
should give activities enhancing their mastery level.

74
 4. The teacher. You are the one who will carry out the method or strategy, hence
it is better to also ask yourself, what among those strategies you are able to
deliver effectively and efficiently.
5. School Policies. Certain schools adopt specific strategies for teaching.

What can you say about the

research-based strategies and
factors in choosing a method or
strategy? Are you familiar with
direct instruction? If not, please
read and learn.

Interactive Direct Instruction

It is considered as the oldest style way of teaching. It is teacher-centered and it is
an efficient means in covering content. One of the drawbacks of this method is that when
giving real-life experience, it is the least to be considered.
According to Gunter, Estes, and Schwab (1995), there are six (6) steps in the direct
instructional approach as follows:
1. Have a review.
2. State objective for the lesson
3. Presentation of the new lesson.
4. Have a practice exercise and immediate feedback.
5. Give independent practice and corrective feedback.
6. Review periodically and provide corrective feedback.

Please take note of that. Have

you heard Rathmell Triangle
Model? Lucky for those who
answer yes, but for ‘no,’ come on I
will help you.

Rathmell Triangle Model

It is a flexible framework for teaching Mathematics. Look at the example model
below.

75
 Photo credit: https://www.slideshare.net/knowellton/module-63-mathematics

We can infer from the above model that relationships must be discussed between
and among real-life situations, materials, language, and symbols to develop strong
mathematical ideas. It can be summarized below:
1. Model to Language Language to Model
2. Model to Symbol Symbol to Model
3. Language to Symbol Symbol to Language
This strategy utilizes realistic learning which makes the topic meaningful. It uses
concrete or visual materials to illustrate the concept before proceeding to the operation of
symbols. Also, the emphasis is placed on the mathematical language used.
Here they are. Look at the examples:
Interaction Activity
Model to Language The teacher shades 3 of 10 equal parts of a
circle and asks, “What fraction is shaded?”
Language to Model The teacher asks: “Shade 1/6 of a circle.”
Model to Symbol The teacher shows 5 parts shaded out of 6
equal parts and asks: “Write down the
fraction shaded in symbols.”
Symbol to Model The teacher directs the students to shade a
rectangle to show this fraction. She writes
3/8 on the board.
Language to Symbol The teacher says, “Write down four-
sevenths in symbols.”
Symbol to Language The teacher shows a card with 2/5 written
on it and says: “Say this out loud.”

Since, Mathematics is a challenge

for every learner in Grade 1-3,
learning together is an option,
right? So, let us look and learn.

76
Cooperative Learning
In this strategy, students are achieving a given goal while working together in small
mixed ability groups. If you want to increase the cooperation inside the class, this strategy
is very suitable. This strategy has three (3) purposes:
1. to increase achievement;
2. an alternative to a competitive structure; and
3. to provide human relations inside the classroom (Wilen, et al, 2000).
You need to use it:
1. when the given activity requires a collaborative effort;
2. the open-ended problem-solving task calls for clarification and a range of
techniques for the answer; and
3. limited resources.
In conducting this kind of strategy, you as the teacher has three roles: as a
facilitator, planner, and the one who monitors the group. On the other hand, the learners
have two roles also: support the other members and help other members in their learning.
Wilen, et al, (2000) suggested five usual ways on how to do cooperative learning:
1. Student Teams-Achievement Division (STAD) – In here, students complete
common tasks in groups and then are tested individually.
2. Think-Pair-Share – First the student will think individually, second the
students will form pairs in order to collaborate ideas with other classmates, and
last they share his/her understanding in the class.
3. Jigsaw – According to the Institute for Teaching and Learning Innovation of
the University of Queensland Australia, in this technique students are provided
the opportunity to become "experts" in a particular subject and share that
knowledge with their peers. It can be done using three crucial steps: (a) break
out into groups; (b) report back to the homegroup; and (c) discuss with the
homegroup.
4. Team Assisted Instruction – In a group, students will be assisted by their co-
members with the assigned material to them. When individual tests were
improved, the group scores also improved.
5. Group investigation – Here, the groups are responsible for their own learning.
For example, when you give them a problem and their group is free to solve the
problem with whatever technique they wanted.
To implement this strategy the following steps should be followed (Wilen, et
al, 2000):
1. Planning;
2. Preparing Students;
3. Monitoring and Intervening; and
4. Evaluating and Processing

We all know that children have

many questions in their minds,
right? We need to use that or we
need to take advantage of that.
How? Read the next method.

77
 Inquiry Method
Wilen, et al, define the inquiry method as a flexible instructional method
used to involve students in a process to analyze a problem or issue in a logical or
systematic way.
It has five (5) phase:
1. Entry: Presentation and Clarification of a Problem, an Issue, or a Question
a. State objectives and provide a rationale.
b. Identify a problem, a question, or a query.
c. Relate to the perspectives and lives of students.
d. Clarify the problem.
2. Formation of Hypotheses
a. Encourage the creation of a preliminary explanation and solutions.
b. Clarify hypotheses.
3. Collection of Data
a. Facilitate the identification of proof sources.
b. Assist in analyzing the proof.
4. Test Hypotheses
a. Assist in organizing data.
b. Assist in data processing and assessment.
5. Closure: Draw Conclusion
a. Facilitate the creation of a generalization, clarification, or solution.
b. Integration and transition.

In Mathematics, problems are

everywhere, hence, this next
method is of course, effective to
use in teaching Mathematics to
Grade 1 to 3 students.

Problem-based learning
According to Feden and Vogel (2003), this strategy is centered on posing a problem
and leading students through an investigative procedure to solve it. The teacher should give
a challenging problem in order to motivate the students and encourage participation among
students. It should also enhance Higher-Order-Thinking-Skills (HOTS). PBL offers
students an opportunity to identify and address ill-structured issues under the guidance
rather than under the supervision of the teacher.
Here are the ways in doing PBL:
1. Present problem statement.
You need to introduce an “ill-structured” problem. The problem should be
difficult enough for the students not to solve it easily.
2. Identify what you know already.
3. Write a problem statement.
4. Enumerate what is needed.
5. List potential actions, suggestions, ideas, or assumptions.
6. Show and support the solution
78
Students can use the organizer below to write down their plans.
What do we know about The things I need to The actions I need to do
that? know

This strategy is said to be successful when:

1. Students solve independently the problem.
2. Students work and solve together.
3. Students use trial-and-error methods to arrive in a solution.
4. Students use visual organizers to coordinate information and interpret
relationships between variables.
These are two tips when you decided to use this strategy:
1. Problems should be relevant and interesting.
2. Using questioning to direct students effectively.

I think that after knowing

those methods you will be able
to teach Garde 1-3 students,
right? I hope that your answer
is a big YES! Apply your
knowledge by answering the
activities below.

79
SYNTHESIZING YOUR KNOWLEDGE
Activity 17

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Read the questions carefully. Write your answer on the space provided.
1. Choose three research-based strategies and elaborate on how you can use each
research-based strategy in teaching mathematics in primary grades.
a. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________.
b. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________.
c. _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________.

2. Mrs. Dimautakan is teaching in mathematics in primary grades for 25 years. She

received many awards showing that she is really an exemplary teacher. In an
interview, she was asked by the interviewee about her secret. Mrs. Dimautakan
simply replied, “I always know first who are my students, afterward, I will choose
a specific strategy suited to them.” What is the factor being used by Mrs.
Dimautukan in her teaching? Explain.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________.
3. If you are a teacher how and when you will use cooperative learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________.
4. Teacher Merry will discuss the ways on how to divide numbers. Which do you
think is the most effective approach to use? Why?

80
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________.
5. Choose one topic in Math that you remember and apply the inquiry method of
teaching.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________________________________.

81
Activity 18

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Using the Rathmell Triangle Method, how are you going to teach “writing
numbers from 1-10” to your Grade 1 students? Draw the model in the box below.

82
 Activity 19

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

You have this competency lifted from Grade1 K to 12 Curriculum Guide:

“The students should be able to compare objects using comparative words: short,
shorter, shortest; long, longer, longest; heavy, heavier, heaviest; light, lighter,
lightest”
How you are going to teach this using cooperative learning? Use the guide
below.

1. Planning:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________.
2. Preparing Students
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________.
3. Monitoring and Intervening
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________.
4. Evaluating and Processing

REFERENCES
K to 12 Mathematics Curriculum Guide. 2016. Department of Education. DepEd
Complex, Meralco Avenue Pasig City
Nivera, Gladys C. 2013. Curriculum and Instruction: The Teaching of Mathematics.
Teacher Education Council, Department of Education.
https://www.slideshare.net/knowellton/module-63-mathematics
Jigsaw Technique. Teaching Toolkit Series. The University of Queensland. Australia.
https://itali.uq.edu.au/files/3077/Resources-teaching-methods-
jigsawtechnique.pdf

83
 UNIT ASSESSMENT IN MATHEMATICS FOR
V PRIMARY GRADES

OVERVIEW
A great teacher cannot be called ‘great’ if there is no evidence obtained that his or
her students really learned. In the teaching and learning process, the evidence of being a
good teacher is reflected in the scores of students in their examinations, quizzes,
performances, and portfolios. Hence, the need for your skills and ability in making
assessments. In this module, you will be learning the possible assessments which you can
use when you are teaching mathematics in primary grades. As a future teacher, if you can
teach, it is a must that you know how to assess your students.

I know that most of us hate

tests and exams, right? But
that is an indispensable part of
learning, that’s why, as a
teacher you should know how
to make tests and exams.

OBJECTIVES
At the end of the unit, I am able to:
1. write assessment tools such as tests, exams, performances, and quizzes which
are appropriate for Grade 1 to 3.

Who among you loves to play

word hunt? Wow, that’s good!
Today, we will play word hunt.
Come on, let us play!

84
ACTIVATING YOUR PRIOR KNOWLEDGE
Word Hunt
Find the five words that you already know about tests and examinations. Describe
each based on your understanding.
M U L T I P L E C H O I C E A B M C D N
E F G M R T J O D E T Y U O P A B N M O
S D F G B N M A R I E L R T T K I M Y I
J H O N A F L O R A N I R C R N M K O T
H U R L Y N P T A P A D H E U R A N M A
K I M B E R L Y A B E I S A E M I S H C
M A N U E L I T O S N J B M O M R T J I
A K S O D A P A S G T A C A R B N M K F
B R F G H J K L T P P H P M F T Y I O I
C I A W R T Y Y S D G H J K A M K L O T
D S B M R T P E G G P I E I L S A W D N
F T C U G E O U L O N G M A S N O K B E
G E D U C H A D I D A S B A E L I N G D
H L E I T R I T E N L I T E C O K E Z E
K L F J O S E P H B R Y A N M A N A N Q
M E G S T O T O M A N E R Z D O R I G I
Y P H R O P I Z Z A N G G A L L E C H E
A T J P L A N M I L K T E A I S L I F E
B O K B E L I E V E I N Y O U R S E L F
C L P E R F O R M A N C E J E J E J E H

The words that I found are: For me it is:

1. _________________________ _______________________
2. _________________________ _______________________
3. _________________________ ________________________
4. _________________________ ________________________
5. _________________________ ________________________

Those words are familiar,

right? That’s good, so you will
gain a lot of information about
them.

EXPANDING YOUR KNOWLEDGE

Recommendations for Student Assessment in Mathematics for Primary Grades
In this module we will categorize the assessment into three:
A. Written Assessment
B. Authentic Assessment
85
C. Performance Assessment
Written Assessment
1. Objective Tests – examples of these are multiple-choice, true or false, matching,
and completion.
1.1 Multiple Choice is considered the most advantageous objective test. However,
it is the toughest to compose. A multiple-choice item consists of two parts, the
question which is called the stem and the options (A, B, C, and D) which are
called alternatives.
According to Wilen, et al (2000), there are tips in writing multiple-choice test
items:
a. Avoid words that students will find difficult to comprehend.
b. Make sure that there is really one best answer.
c. Make sure that each alternative is plausible.
d. Keep choices for a question consistent in form and length
e. Do not use common determinants of terms and absolutes such as some,
none, always, and never.
f. Stop the use of double negatives.
g. Avoid using all of the above as distractors.
1.2. True or False Items
Here are the tips in writing true or false items:
a. Items should be entirely true or completely false.
b. Items should be short and meaningful.
c. Avoid using double negatives.
d. Avoid trivia.
1.3. Matching Type Items
Here are the tips in writing matching type items:
a. All items should concern one topic.
b. The possible answers should be more in number than in questions.
c. Items should be arranged in a logical, chronological, and alphabetical
manner.
d. Directions should be clearly stated.
1.4. Completion Test Items
Here are the tips in writing completion test items:
a. The answer should be short and, if possible, it should be one word only.
b. All blanks should be of the same range.
c. Don't offer grammatical clues.
d. There should only be ONE blank in each item.

If learning needs to be
meaningful, and so is the
assessment. Thus, study
authentic assessment.

86
 Authentic Assessment
Here are the different definitions of authentic assessment as cited by
different authors:
According to Jon Mueller (2011), authentic assessment is a meaningful
application of essential knowledge and skills to create real-world tasks.
As cited by Grant Wiggins (1987), it is giving adult-like problems/situations
to students wherein they will solve it creatively and effectively.
Other definitions state that…
It is an alternative to traditional multiple-choice and standardized
achievement tests.
It is a direct examination of student performance on significant tasks that
are relevant to life outside school.
Lastly, it is a valid assessment system that provides details about particular
tasks on which students succeed or fail, but more importantly, it also presents tasks
that are important, meaningful, and useful – in short, “authentic”.
Look at the examples:
Assessment Description
Oral Interviews The teacher asks students mathematical
questions about their interests
Story or Test Retelling Students retell main ideas or selected details of
problems they need to solve (Since you are
going to teach in primary grades, you need to
transform a problem into a story.)
Projects/Exhibitions Students complete project in the content area,
working with themselves or in a dyad
Demonstrations Students demonstrate ways of solving
problems.
Constructed-Response Items Students answer open-ended questions through
writing
Teacher Observations The teacher observes student attention,
response to instructional materials, or
interactions with other students
Portfolios Purposeful collection of students’ works

In order to cater your students

who are kinesthetically
intelligent, you need to know
more about Performance
Assessment.

Performance Assessment
According to Hart (1994), it is designed to test students ' ability to use their
knowledge and skills in a range of practical situations and contexts.
In using this type of assessment, according to Gronlund (1998), tasks should:

87
1. be realistic;
2. be hard to analyze or solve and new;
3. demand more time for assessment; and
4. require greater use of judgment in the score.
Furthermore, Hart (1994) classifies the types of performance task according to
format and uses into three broad categories:
1. Short Assessment Tasks
If you wish to assess the mastery of your students in basic math concepts,
this kind of task is suitable and appropriate.
1.1 Open-ended Tasks
In these tasks, the teacher presents an issue or condition and the student will be
asked to respond by explaining, addressing, analyzing, graphing, or predicting.
It should encourage students to solve the problem in different ways.
Example:
In how many times can you multiply 16 and 24?
Illustrate these ways.
1.2 Enhanced multiple-choice questions
It will be possible when teachers challenge and require the students to explain
their answers.
Example:
KC is planning to purchase a number of white T-shirts for the school year. A
poster for a T-shirt sale reads:
SALE! SALE! SALE! Regular price: Php 60.00
Take 30% off on the second T-shirt purchased
Take 50% off on the third T-shirt purchased
She has 150 in her pocket. She needs to save Php 16.00 for her fare. Does KC
have enough money to buy three T-shirts from the store??
A. KC’s money will be Php 2.00 short.
B. KC’s money will be Php 20.00 short.
C. KC will have Php 2.00 extra.
D. KC will have Php 20.00 extra.

2. Concept Mapping
A concept map is a cluster or network of knowledge created by students to
reflect their understanding of concepts and the relationship between ideas
(Hart, 1994). It's used to demonstrate how a student’s understanding
changes over time.
3. Event Tasks
It takes a longer time to complete. Students need to work together.
3.1 Problem-solving and analytical tasks
Here, students are asked to plan and figure out a solution to a practical
scenario.
Example:
Your barkada plans to put up a coffee shop and you have one million
budget. How are you going to present a table of weekly expenses given that
you will not exceed the budget of Php 20, 000 per week?
3.2 Long-term projects
The project provides realistic content to the topic learned.
Example:
Prepare a map of your school, drawn on a scale. Discuss the calculation
techniques and the methods you used. The project is due in three weeks’
time. Aside from the written output of the project, each group will be
required to make an oral presentation.
88
 Did you know that, HENRY
FISCHEL was the first person
who invented the "EXAMS”?

Apply your knowledge by

answering the following
activity below.

SYNTHESIZING YOUR KNOWLEDGE

Activity 20
Name:_________________________________________ Date: ____________________________
Section: ________________________________________ Score: ___________________________

Spot the error in each item and rewrite it.

1. Multiple-Choice item test
A fraction whose numerator is less than its denominator is called a
A. Proper fraction
B. Improper fraction
C. Unit fraction
D. Similar fraction
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________.

2. Multiple-Choice item test

What is the place value of 2 in 0.123?
A. tenths
B. hundredths
C. thousandths
D. all of the above
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________.

3. Multiple-Choice Item Test

None of the following is larger than 0.65, EXCEPT:
A. 0.641
B. 0.5
C. 0.7
D. 0.6000
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________.
89
4. True or False Test Item
A circle is a close plane figure and a polygon.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________.
5. True or False Test Item
Euclid was born in 300 BC.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________.
6. True or False Test Item
An isosceles triangle is usually an acute triangle.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________.
7-9. Matching Type Test (3 points)
Directions: Match column A with column B.
A B
1. triangle a. pentagon
2. polygon with five sides b. square
3. special triangle c. 30o-60o-90o
4. congruent d. 180o
5. rectangle with four equal sides e. ≅
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________.
10. Completion Test Item
A _____________ is a triangle with at least one acute angle.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________.

90
Activity 21
Name: _________________________________________ Date: ____________________________
Section: ________________________________________ Score: ___________________________

Construct two authentic assessment using the following competencies:

a. The learner should be able to determine the missing term/s in a given continuous
pattern using one attribute (letters/ numbers/events).
e.g.
A,B,C,D,__
2,3,__5,6,7
__,Wed, Thur, Fri
Aa, Bb, Cb, __,___
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________.
b. The learner should be able to group objects in ones, tens, and hundreds.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________.

Don’t get tired, you are almost

there!

91
Activity 22

Name: _________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Design at least three performance activities in Mathematics for Grade 1-3 using the given
types.
1. Enhanced multiple-choice questions
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________.
2. Open-ended tasks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________.
3. Long-term projects
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________.

References
K to 12 Mathematics Curriculum Guide. 2016. Department of Education. DepEd
Complex, Meralco Avenue Pasig City
Nivera, Gladys C. 2013. Curriculum and Instruction: The Teaching of Mathematics.
Teacher Education Council, Department of Education.
https://www.slideshare.net/knowellton/module-63-mathematics
Santos Rosita D.G., Ph. D., 2007. Assessment of Learning. Mandaluyong: Lorimar
Publishing Inc.
Authentic Assessment. Indiana Department of Education. Office of English Language
Learning and Migrant Education.www.doe.in.gov/englishlanguagelearning

92
 UNIT LESSON PLANNING IN
VI MATHEMATICS FOR GRADE 1
TO GRADE 3

OVERVIEW
Every person must have a plan when doing activities especially formal or academic
activities including teaching. For a teacher, teaching is not only an activity that must be
emphasized in the classroom, but a teacher must have a plan before beginning a lesson.
B󠄇rown (2001) claims that the term “lesson” popularly considered to be a unified set of
activities that cover a period of classroom time, usually ranging from forty to ninety
minutes. Today, you will be learning how to make a lesson plan which will enable you to
organize everything before the teaching-learning occurs. Happy learning!

Hello class! We are now in our

last Unit and to know our
targets please read the
objectives below.

OBJECTIVES
At the end of the unit, I am able to:
1. create a lesson plan for Grade 1 to 3 with applications of different teaching
strategies discussed; and
2. show a demonstration teaching in Mathematics for Grade 1 to 3 using the
written lesson plan.

Let us have a short pre-

assessment first.

ACTIVATING YOUR PRIOR KNOWLEDGE

Directions: Answer the following questions as honestly as you can. Write legibly.
1. What is lesson planning? List its parts.
__________________________________________________________________
__________________________________________________________________
93
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________.

2. How important is lesson planning for you as a future teacher?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________.

Did you find difficulty in

answering? Don’t worry, class,
we will answer your queries.

EXPANDING YOUR KNOWLEDGE

As a future teacher, it is very important for you to know how to plan a lesson. But
how can we really do it?

94
 A lesson must be organized and well-prepared by paying attention to some
important aspects that support the plan. The teacher could make a plan by remembering the
steps of the lesson that must be taught. But to achieve a better one, the teacher
administratively writes the plan with sequenced and organized steps or format. Brown
(2001), continued his statement that those lessons, from the perception of teacher’s own
and students’ time management, are practical, tangible units of effort that serve to provide
a rhythm to a lesson.

According to Brown (2001), there are variations of a lesson plan format, but
experienced teachers generally agree on what the essential elements of a lesson plan should
be.
1. Objectives
Objectives are most clearly captured in terms of stating what students will
do. You, as a teacher, must also try vague and unverifiable statements. In stating
objectives, you must also distinguish between the terminal and enabling objectives.
Terminal objectives are the final learning outcomes that the teacher will need to
measure and evaluate. Enabling objectives are interim steps that build upon each
other and lead to a terminal objective. Here in the Philippines, the most used format
of stating the lesson objectives is in behavioral terms – Knowledge, Skills, and
Attitude.

2. Subject Matter, Materials, and Equipment

After determining your lesson objectives, it is now time for you to identify
which subject matter or topics will let you attain your goals. For you to be able to
make it easy, always follow the prescribed curriculum guide in choosing the topic.
But sometimes you have to deviate from it depending on the ability of your learners.
A good plan includes what you, the teacher, need to arrange in the
classroom. It is important to list the materials and equipment that the teacher needs
to bring in the lesson. The commonly used materials and equipment are resource
books, bookwork, tape recorders, posters, etc.
In teaching Mathematics for Grade 1 to 3, you have to be very creative
because students at this stage learn from what they see. They can also learn using
manipulative materials.

3. Procedure
A procedure of lesson may include many variations, but in general, a set of
guidelines of planning includes:
a) An opening statement or activity as a warm-up. It is where you do the
motivation process. You as a teacher must catch the attention of your
students right at the beginning of the class for them to be interested and
engaged in the duration of the class.
b) A set of activities or techniques in which you have to consider an
appropriate proportion of time includes:
✓ Whole-class work
✓ Small group and pair work
✓ Teacher talk
✓ Student talk
You, as a teacher, will just have to facilitate the learning. Let your
students work together or individually. In that way, they will be
learning more.
c) Closure. Every end of the topic, the teacher must clarify things with gray
areas to the students. It is where the students are allowed to raised questions
and clarifications. By the way, you should always be on deck to answer your
students’ questions. It is also the right time to generalize and summarize
your lesson.

95
 4. Evaluation
Evaluation can take place not only at the end of the lesson but also in the
course of regular activity. You can determine whether the students have
accomplished the goals and objectives after they have sufficient learning. There are
two possibilities for evaluating the students’ outcome, assessing the success of the
students, or making adjustments in the next lesson plan for the next day.

Guidelines for Lesson Planning

1. How to Begin Planning
It is important to write the script of a lesson plan before teaching especially
for a teacher who has never taught before. The script will be useful and helpful to
the teacher in making specific details planning to prevent classroom pitfalls. The
script can cover:
a) Introduction to activities
b) Direction for a task
c) Statement of rules or organizations
d) Anticipated interchanges
e) Oral lesson technique
f) Conclusion to the activities

2. Variety, Sequencing, Pacing, Timing.

The teacher needs to consider four important things on how the lessons hold
together as a whole:
a) There are a variety of techniques and activities to gain students’ enthusiasm
b) Techniques and activities are sequenced logically. Easier aspects placed in
the beginning followed with a more difficult one.
c) The lesson as a whole placed adequately. The activities are neither too long
nor too short; anticipate how well the various techniques flow together, and
how well the teacher provides one activity to the next.
d) The lesson is appropriately timed, considering the minutes of the class hour.

3. Gauging Difficulties
It is like a teacher’s prediction when using a kind of technique or activity in
the classroom. The teacher must anticipate the difficulties which will possibly
emerge. The difficulties may come from tasks given to students, or linguistic
problems by students.

4. Individual differences
There are several steps to account individual differences:
a) Design techniques that have an easy and difficult aspect of items
b) Solicit responses to easier items from students
c) Use a judicious selection to assign members of small groups
d) Use small group and pair work time and give extra attention to those who
are below or above the norm

5. Student talk and teacher talk

There must be a balance between teacher talk and student talk in the lesson
plan. The teacher does not dominate the class, but students must also be given a
chance to talk, to state concepts, and share ideas or topics.

6. Adapting to an established curriculum

There are two factors that may be considered in curriculum planning.
Learners’ factor:
a) Who are the students? (age, education, occupation, general purpose in
taking English, entering proficiency level, etc)

96
 b) What are their specific language needs? (i.e. to read English scientific text,
to serve as a tour guide, to survive minimally in an English-speaking
country)
Institutional factors:
a) What are the practical constraints of the institution you are teaching in?
(budget, equipment, classroom space and size, philosophy of the institution,
etc.)
b) What supporting materials are available? (Textbook, audiovisual aids,
overhead projector, etc.)

7. Classroom lessons
The teacher can carry a lesson note into the classroom. The notes can be
made in various forms. An experienced teacher usually makes it no more than one
page. Some others prefer to put it on a series of index cards for easy handling. Too
many pages will make the teacher too focused on the note and will not make
teaching spontaneous.

Having no significant differences with B󠄇rown’s theory, the other experts also state
that the lesson plan could organize and arrange the lesson to be more effective and
accomplish the goals. Planning is a concrete process involving the enactment of particular
routines or recipes (Furlong, 2000 as cited in John 2006). It means that planning is
important for teachers even it has the same importance as the practice of teaching itself. As
Carlgren (1999: 54) points out, the practice of planning is as important as the practice of
teaching.

Harmer (2007) explains the reasons to make a plan for teachers and students. For
teachers, a plan gives a lesson a framework, an overall shape. For students, a plan shows
that the teacher has devoted time to thinking about the class. In addition, Harmer (2007)
states that a plan helps teachers identify and anticipate potential problems. He added that
plan is a proposal for action rather than scripts to be followed slavishly, whether they are
detailed documents or hastily scribbled notes. It means that teacher has prepared what they
are going to teach by writing all needed aspects in a document or note.

Before making a plan, you as a teacher also consider what to do in pre-planning.

The steps that must be known by the teacher were explored by Harmer (2007). The steps
are:
1. The teacher must understand the students’ characteristics such as their language
level, educational and cultural background, motivation to learn English, and
different learning styles. The teacher must know the content or organization of a
curriculum or syllabus.
2. The teacher must consider four main planning elements in teaching, as follows:
✓ Activities; what students will be doing in the classroom.
✓ Skills; which language skills of students that teacher wishes to develop
✓ Language; what language to introduce and have the students learn, research,
or use.
✓ Content; which content has a good chance of provoking interest and
involvement.
3. After knowing all four elements above and understanding the knowledge of the
classroom, the teacher finally can pass all thinking through the filter of practical
reality. All features are combined to focus on what teachers are actually going to
do.

Some Researches Related to Lesson Plan

The debate about the lesson plan is an important issue discussed by many teachers.
Mostly the debate considers the ability of teachers in making a good lesson plan. The other
one is about the difficulties found by the teacher in preparing a lesson plan.

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 A research conducted by Asfaw (2002) analyzes the use of lesson plan that
happened, whether teachers are able to make a good lesson plan or not. Specifically, it
analyzes teacher-made lesson plans for their appropriateness in guiding the teacher.
Unfortunately, the research result of 18 teachers who teach in 7th grade in Kafa School
shows that the lesson plans prepared by the teachers were not good materials of
communication. The lesson plans prepared by teachers were not dependable to guarantee
successful instruction.

Asfaw (2002) explains some problems that teachers experience when making
lesson plan, such as almost all teachers did not indicate instructional materials in their
lesson plans, teacher and learner activities are not clarified or specified, or all teachers there
seems to be carelessness or lack of skill in formulating instructional objectives.

Another research was done by Tashevska (2007). She analyzes the difficulties of
making a lesson plan for new teachers. There are 23 new teachers who were observed by
the researcher. As a result, it found that teachers had some difficulties in some aspects such
as timing (68%), anticipating problems (45%), and sequencing activities (36%).

The various meanings of lesson plans have been being an interesting issue and
being discussed by many researchers. Every researcher defines lesson plans in various
ways seen by the contents of it. Furthermore, there are also different models used by
teachers, it depends on the needs of each teacher. However, the difference in lesson plan
models sometimes confuses the teachers especially those who have not taught before. The
difficulties also become a particular reason why teachers do not always make a lesson plan.

The steps of pre-planning stated by Harmer (2007) is quite difficult to implement

by the teacher. For example, the teacher must understand the students’ characteristics such
as their language level, educational and cultural background, motivation to learn English,
and different learning styles. In some cases, the teacher needs several weeks of meeting to
understand all those aspects. Even for those who teach in many classes that consist of many
students in each class. Therefore, when the first step of making pre-planning needs more
time, it will obstruct the next other steps. As a result, the lesson plan may not be working
in the first few weeks of the teaching process. In a research done by Tashevska (2007), 23
teachers were given questionnaires and answered that the most difficult in making lesson
plans come from timing (68%), anticipating problems (45%), and sequencing activities
(36%). This research shows that making a lesson plan needs a deep understanding of all
aspects. It is hoped that the teacher especially an inexperienced one, is not stress or
confused because of too much thinking about how to make a good lesson plan. The result
is the teacher does not perform well while teaching.

In order to help you more,

kindly examine the sample
lesson plans.

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Sample detailed lesson plans from the Department of Education

To guide you in making your own lesson plan soon, here are some sample lesson
plans from Grade 1 to Grade 3 in mathematics subject.

Detailed Lesson Plan in Mathematics I

(Using a Calendar- Months of the Year)

I. LEARNING OBJECTIVES
At the end of the lesson, the pupils are expected to achieve at least a 75%
proficiency level in the following behavior:
Cognitive: Name and tell the months of the year in the right order.
Psychomotor: Trace and write the months of the year.
Affective: Show appreciation of being able to recognize months of the year.

II. SUBJECT MATTER

Topic: Using a Calendar- Months of the year
Prerequisite Skill: Counting and Enumerating
References: PELC Teacher’s Guide in Mathematics I
Materials: Calendar Activity Sheets
Flash card Pocket Chart
Teaching Approach: Collaborative, Interactive and Constructive Approach
Subject Integrated: English
Values focus: Cooperation and Attentiveness
Time Frame: 90 minutes

III. INSTRUCTIONAL PROCEDURE

Teacher’s Activity Pupil’s Activity

A. Preparatory Activities
a. Prayer
b. Greetings
c. Song
d. Checking of Attendance

1. Review
Before we start our lesson for today, let us
review your past lesson yesterday. What
have you studied yesterday? ➢ We have studied about the days of the
week.

How many days are there in a week? ➢ There are 7 days in a week.
➢ The days of the week are Monday,
So, can you tell me what are the days of the
Tuesday, Wednesday, Thursday, Friday,
week? Saturday, and Sunday.

(Write the days of the week in order and let

the pupils read them twice.)

2. Motivation
When is your birthday? (The pupils will answer the questions
When is Christmas celebrated? and share their own experiences.)

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 When are our town and barangay fiestas
celebrated?

B. Developmental Activities

1. Presentation

I will read you a story about a Grade 1 (The class will listen attentively as the
pupil named Allan. Listen as I read the story. teacher reads the story.)

After the end of classes in March, Allan

was excited because next month, he will go
to Manila to spend his vacation at his
cousin’s place. When the month of April
came, he went to Manila. There, he visits his
cousin John. John takes him to the park and
they also played at the playgrounds there.
They also shop at the mall. He did not notice
that it is already the end of April and he has
to go home.
He went back home in May. He was so
excited and he can’t wait to tell his friends
what he experienced during his vacation in
Manila.
(after reading, ask the pupils)
Who was the Grade one pupil in the ➢ Allan.
story? ➢ March.
When did their classes end? ➢ He went on a vacation.
What did he do after their classes ended? ➢ He went to Manila on April
When did he go to Manila? ➢ May.
When did he go back home?

2. Posing a Problem
In the story, Allan was excited after
classes because he will go for a vacation
(Let the pupils think and solve the
next month after the end of classes. So
problem.)
what month would Allan go for a
vacation?

3. Discussion
In the story, Allan’s classes ended in
(The pupils summarize the story in
March then he went to Manila in April
sequence emphasizing the months
then stayed there for one month so he
mentioned in it.)
went home in May. (Write the months on
the board.)

➢ January
What are the other months do we have?
➢ February
Can you give one?
➢ March
➢ April
➢ May
➢ June
➢ July
➢ August
➢ September
➢ October
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 ➢ November
➢ December
(Using flashcards of months and
calendar, show to the class the name of
the months that they give.) (Count together.)

How many months do we have in all? There are twelve months in total.
How many months are there in a year?
Therefore, there are twelve months in a
Let us count.
year.

Let us arrange the months of the year in

the right order. (Let the pupils arrange
the months in a pocket chart while asking (Read the months in the pocket chart in the
them specific celebrations to guide them right order after arranging them.)
in arranging the months in the right
order. Ask questions that relate to their
individual experiences.)

(Show a calendar) (Let the children observe the calendar)

This is a calendar, this is where we see
the dates and months in a year. What do (Pupils’ answers)
we call this again? What did you
observe? How do we use a calendar?

4. Group Activity
(Divide the class into 3 groups.)
Now, class, I will group you into 3. We
will have a group activity. But first, what (Let the children suggest standards. Then
should we do if we will have a group post a chart with written standards then let
activity? What are the standards in doing the children read it.)
group activity?
Standards to be followed in Group
Activity
• Read and follow the directions
carefully.
• Work quietly.
• Cooperate with the group.
• Maintain cleanliness and orderliness in
(Each group will have a set of flashcards your working area.
with the twelve months. In 10 minutes,
they will arrange the cards of months in (Each member should cooperate with the
order.) group.)
(Checking of the work of each group)
(Let the group read their work in front of
the class.)
5. Generalization
There are twelve months in a year.
The first month is January.
The twelve months are January,
February, March, April, May, June, July,
August, September, October, November, (Guide the class in enumerating the
December. months of the year without looking at the
calendar or chart.)
6. Individual Activity

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 Trace the name of each month. Then
write the month again on the right side.
(Give the class an individual activity (Pupils will do the activity.)
sheet.)

7. Assimilation
Board work:
Write the month in which the following
holidays are celebrated. 1. New Year’s Day (January)
1. New Year’s Day 2. All Saint’s Day (November)
2. All Saint’s Day 3. Christmas Day (December)
3. Christmas Day 4. Valentine’s Day (February)
4. Good Friday 5. Independence Day (June)
5. Independence Day

IV. EVALUATION
Direction: Arrange the months of the year in order by numbering it from 1 to 12.
(answer)
____ June
___6_ June
____ December ___12_ December
____ January ___1_January
___7_ July
____ July ___11_ November
____ November ___2_ February
____ February ___3_ March
___8_ August
____ March ___9_ September
____ August ___4_ April
___5_ May
____ September ___10_ October
____ April
____ May
____ October

V. Assignment
Read books on months of the year. Identify how many days are there in each
of the following months.

1. January
2. February
3. March
4. April
5. May
6. June
7. July
8. August
9. September
10. October
11. November
12. December

Prepared by: Noted:

EVA TUMANLAO MRS. CRISTINA MONTARDE

FS Student Resource Teacher
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 A DETAILED LESSON PLAN IN MATHEMATICS 2
(Using Practical Work Approach)

I. OBJECTIVE
At the end of the lesson, the pupils are expected to achieve at least a 75%
proficiency level in the following behavior:

Cognitive : Identity straight and curved lines; and flat and curved surfaces
on a 3-dimensional object.
Psychomotor : Differentiate objects with straight and curved lines and objects with
flat and curved surfaces.
Affective : Enhance perception on 3-dimensional objects.

II. SUBJECT MATTER

Skill : Identifying Lines and Surfaces on 3-dimensional Objects
Reference : Mathematics 2 Teacher’s Guide
Mathematics Learner’s Materials, pp. 234-237
Materials : pringle’s can, ball, stamp box, gift box, oblong-shaped coin
bank
aquarium, dice, marble, chocolate bar, notebook, globe,
Santa hat, glass,
milk box, gift box, cola can, chocolate box, heart-shaped
chocolate,
cube, dice
Values : Appreciation of objects
Time Frame : 60 minutes
Teaching Method: Practical Work Approach

III. PROCEDURES

TEACHER’S ACTIVITY PUPILS’ ACTIVITY

A. PREPARATORY ACTIVITIES

Routine:
• Prayer
• Energizer (“Square and Circle”)
• Checking of Attendance

1. Review
Yesterday, you have discussed tessellation.
Can you tell me what you have learned about
tessellation? Tessellation is tiling (covering) a
surface and forming patterns using
shapes.

What activities about tessellation did you We covered the surface of a paper
do? using different shapes.
We used squares, rectangles, and
triangles in tessellating surfaces.

What shapes did you use in tessellating

surfaces?

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 But first, what shapes are these? Triangle.
Square

I have here a big triangle.

Who can go to the board and cover this big
triangle’s surface with these shapes?

2. Motivation

Class, look around our classroom. What

different objects do you see? Can you give eraser-rectangle
me one and tell me its shape? electric fan-circle
charts-rectangle
flashcards-square

B. DEVELOPMENTAL ACTIVITIES
1. Presentation/Discussion
Class, I am going to show you a few objects.
Tell me what shape do they have and describe
their lines and surfaces.

What shape does this object have? Square.

What can you say about its edges? Its edges are straight.
How about its surface? It has a flat surface.
Very good! Now class, this object
is called a CUBE.
Again, what do we call this? Cube.

How about this? What shape

does it have? Its shape is a rectangle.
Describe its lines and surfaces. It has straight lines and a flat
We call this object a surface.
RECTANGULAR PRISM.
What kind of object is it?
Rectangular Prism
How about this? Can you describe its shape?
Does it have a straight or curved line? This object is triangle-shaped.
How about its surface? Is it flat or curve? It has a straight line.
This object is called a PYRAMID. It has a flat surface.
Again, what is it?
It is a Pyramid.
This object is called a CYLINDER.
Can you describe its lines ad surface?
Again, what do we call this object? It has curve lines and a flat surface.
Cylinder.

Now, I have here a box with different objects. I

will call some of you and get one here. Then,
you will name the object you got and describe
its lines and surface. Are you ready?

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 Yes Ma’am.

This is a Santa hat.

It has a straight line
and a flat surface.

This is a gift box.

It has a straight line
and a flat surface.

This is a milk box.

It has a straight line
and a flat surface.
2. Group Activity
This time, we will have a group activity, I will This is a glass.
group you into three groups based on your It has curve lines and
seats. Before the activity, may I ask, what are a curve surface.
the standards to be followed in doing a group
activity?

Standards

1. Share your ideas. /Cooperate

Distribution of Activity Sheets with the group.
I will give you some objects and a piece of 2. Read and follow directions
manila paper. You will follow the directions carefully.
found in the activity sheet I will give you. 3. Work quietly.
Directions: Fill the table with correct 4. Finish your work on time.
information from the object given to you.
Group 1: coke can, chocolate box, heart-
shaped chocolate, cube, dice, ball
Group 2: aquarium, dice, marble, chocolate
bar, notebook, globe
Group 3: pringle’s can, dice, ball, stamp box,
gift box, oblong-shaped coin bank
Reporting
Checking/Giving Marks

C. POST-ACTIVITY
1. Generalization
What characteristics of an object have we
discussed today?
Objects can have what kinds of lines?
How about surfaces, what kinds of a surface can
an object have?

What are the examples of objects with a straight Lines and surface of objects.
line and a flat surface? Straight and curve lines.

What are the examples of objects with curve It can be a flat or curved surface.
lines and curve surfaces?

2. Application Books, notebook, table, chairs,

Write curved or flat to describe the surface of blackboard
the following objects.

105
1. plate Balls, coke can, heart-shaped box,
2. television marble, aquarium, oblong-shaped
3.pail coin bank

Draw a straight or a curve line to describe the

lines of the following objects.
1. wheel
2. bed
3. kettle
4. pan

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IV. ASSIGNMENT
Draw 2 objects with a straight line and flat surface and 3 objects with a
curve line and curve surface.

Prepared by:

EVA O. TUMANLAO
Student Teacher

I am confident that you can

now create a lesson plan,
right? So, do the following
activity.

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SYNTHESIZING YOUR KNOWLEDGE

Activity 23. Lesson Plan Making

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Directions: Your task is to make a detailed lesson plan on the topic assigned to you when
I asked you to make teaching materials in Unit III. It will be submitted in a long bond paper
one week after our discussion today. You have to write it in cursive. The rubric to be used
in grading is the one that our college is using in evaluating the lesson plans of our practice
teachers.

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Activity 24. Demonstration Teaching

Name:_________________________________________ Date: ____________________________

Section: ________________________________________ Score: ___________________________

Directions: You are going to conduct a demonstration teaching using the lesson plan and
the teaching aids you made previously. The rubric for grading is the one that our college is
using during practice teaching. Drawing of lots will be the basis of the presentation order.
Schedules will be posted in our FB group.

See the guides below.

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 GUIDE TO OBSERVATION IN DEMONSTRATION TEACHING

Name of Student Teacher ____________________ Grade and Subject Taught

________________
Date & Time: _______________________________________
Rating: Relative to student teachers’ ability to MEET teaching performance standards.
1 – Does not 2 – Approaching 4 – On target 4.5 – High degree 5 – Exceptional
I. LESSON PLAN Remarks
1. Objectives stated in behavioral terms. 1 2 4 4.5 5
2. There is a congruence between:
3. Objectives and subject matter. 1 2 4 4.5 5
4. Objectives and teaching procedure. 1 2 4 4.5 5
5. Objectives and assessment. 1 2 4 4.5 5
II. TEACHING METHOD
1. The method used suited to student needs and capability. 1 2 4 4.5 5
2. The teacher executed lesson motivation and creative enough to
1 2 4 4.5 5
adapt his methods to the student’s capability.
3. There is more pupil activity rather than teacher activity and the
1 2 4 4.5 5
lesson is correlated to real-life situations.
4. The teacher makes use of visual aids examples to illustrate his
1 2 4 4.5 5
lesson.
5. The teacher makes effective use of the formative test after
1 2 4 4.5 5
teaching.
III. CLASSROOM MANAGEMENT
1. The teacher is systematic in the following:
2. Checking of the attendance. 1 2 4 4.5 5
3. Giving and checking of the assignment or homework. 1 2 4 4.5 5
4. Administering practice exercises and supervising group work. 1 2 4 4.5 5
5. Passing in and out of the room. 1 2 4 4.5 5
6. Correcting, distributing, and collecting papers. 1 2 4 4.5 5
IV. COMMUNICATION SKILLS
1. The teacher speaks clearly and loudly enough to be heard by the
1 2 4 4.5 5
class.
2. The teacher uses the correct pronunciation and grammar in
1 2 4 4.5 5
speaking.
3. The teacher was able to elicit the correct answer from the student
1 2 4 4.5 5
through skillful questioning.
4. The board work of the teacher is free from errors in grammar and
spelling and the handwriting on the board and lesson plan is legible 1 2 4 4.5 5
enough to be read and understood.
V. TEACHERS’ PERSONALITY
1. The teacher is neat and well-groomed. 1 2 4 4.5 5
2. The teacher is free from mannerisms that tend to disturb the
1 2 4 4.5 5
student’s attention.
TOTAL
Remarks:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________
Rating
94.5 – 100 Outstanding Rated by:
88.5 – 94.4 Very Satisfactory
83.5 – 88.4 Satisfactory
_________________________________________
79.5 – 83.4 Needs Improvement (Re demonstration) Signature over Printed
Name

110
20.0 – 79.4 Poor (Re demonstration)

REFERENCES

Asfaw, Abebe. (2002). Analysis of Lesson Plans: The Case of English Teaching in Kafa
Zone. School of Graduate Studies. Addis Ababa University.

Brown, H.Douglas. 2001. Teaching by Principles. An Interactive Approach to Language

Pedagogy. Englewood Cliffs: Prentice Hall.

Harmer, Jeremy. 2007. The Practice of English Language Teaching. Malaysia: Pearson
Education Limited.

Harmer, Jeremy. 2007. How to Teach English. China: Pearson Education Limited.

John, D. Peter. (2006). Lesson planning and the student-teacher: re-thinking the dominant
model. J. Curriculum Studies, Routledeg, Vol. 38, No. 4, pp. 489-498

Svetla Tashevska, Svetla. (2007). Some Lesson Planning Problems for new Teachers of
English. Cambridge ESOL, pp.20-21

Goodbye class! That ends our

semester. I hope that you have
learned a lot. Stay safe and
see you next semester.

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