MYSTICAL ROSE COLLEGE OF SCIENCE AND TECHNOLOGY

Pogonlomboy, Mangatarem, Pangasinan

COURSE SYLLABUS
Course Title: Teaching Mathematics on Primary Grades
No. of Units: 3 units

I. Course Description:
This course equips prospective teachers with pedagogical content knowledge for the teaching of basic contents in mathematics in the primary level.
Understanding of key concepts and skills of whole numbers up to 10,000, fractions, measurements, simple geometric figures, pre-algebra concepts, and data
interpretation and analysis are applied using proper technology. Teaching strategies include problem solving, critical thinking, differentiated instruction,
inquiry-based learning with the use of manipulatives based on cultural context will be emphasized.

This course provides basic information about the curriculum, the learners, and the learning theory that governs mathematics. It equips the teachers about how to
plan, develop, and execute lesson planning, and the different instructional planning models. The prospective teachers will learn how to assess student’s learning
for formative and grading purposes, and the contemporary types of authentic assessment, as well.

II. Instructional Goals and Purposes:

The purpose of this course is to provide substantive knowledge of geography as a science, including its leading concepts, theories, perspectives, themes, tools,
and vocabulary. The science of geography provides a methodological framework for exploring the varied physical and human features of Earth’s surface in a
spatial context. Having a well-developed geographic perspective helps individuals better understand and explain the distribution of features and conditions in
the world about us—where things are, what they are like, why they are located in particular places, and why they are important to us—in essence, the
fundamental geographic question is “what is where, why there, and why care?” in regard to the varied natural and human features and conditions of Earth’s
surface.

III. Learning Outcomes:

After studying all materials and resources presented in the course, the student will be able to:

Knowledge
1. Describe the importance of mathematics in the primary grades
2. Demonstrate understanding and appreciation of the mathematics curriculum and instructional planning in the primary grades.

Skills
3. Plan a lesson that uses different strategies.
4. Develop a game to motivate students, cater mathematical investigation, or practice a mathematical skill.
5. Develop a manipulative to aid mathematical instruction
6. Incorporate values education into existing mathematics curricula

Values
7. Recognize and appreciate the increasing importance of mathematics.
8. Appreciate the beauty of mathematics in daily lives.

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

Course Outline and Timeframe

Week Topic
1-5 Course Orientation: Grading system, Requirements, Relevance of the course
I. The mathematics curriculum in the Primary Grades
a. Mathematics in the Primary Grades
b. Mathematics Curriculum in the Primary Grades
c. Constructivist Theory in Teaching Mathematics in the Primary Grades
6-10 II. Instructional Planning
a. The teaching cycle
b. Things to consider in planning instruction in mathematics in the primary
grades
c. Instructional planning models
11-15 III. Instructional Strategies for Mathematics in the Primary Grades
a. Problem Solving
b. Inductive Learning
c. Concept Attainment
d. Mathematical Investigation
e. Design thinking
f. Game-based Learning
g. Use of manipulatives
h. Values Integration
i. Collaboration
j. Teaching by asking
16-18 IV. Assessment Strategies for Mathematics in the Primary Grades
a. Assessing Learning
b. Traditional Assessment
c. Authentic Assessment
Teaching Math in Primary Grades Learning Plan

LEARNING TOPIC METHODOLOGY RESOURCES ASSESSMENT

OUTCOMES
To determine students’ Course Orientation: Group discussion: Oral
expectations of the Grading system, Recitation A course Module for Teaching Math in the Primary Grades In your own words,
course Requirements, Why study mathematics by Riza C. Gusano, Mark Zoel J. Masangkay, Lady Angela M. describe the importance
Relevance of the in primary grade? Rocena, and Melanie C. Unida, 2020 of teaching mathematics
course Why do we need math? in the primary grades.

Describe the I. The mathematics A course Module for Teaching Math in the Primary Grades Why is it important for
importance of curriculum in the by Riza C. Gusano, Mark Zoel J. Masangkay, Lady Angela M. children to develop a
mathematics in the Primary Grades Rocena, and Melanie C. Unida, 2020 positive disposition in
primary grades a. Mathematics Why do primary students learning mathematics?
in the Primary Grades need to study math?
In your own
Demonstrate b. What is the mathematics understanding, explain
understanding and Mathematics curriculum in the the differences between
appreciation of the Curriculum in the Philippines? content standard,
mathematics Primary Grades performance standard,
curriculum in the and learning
primary grades competencies. What is
the importance of each?
Demonstrate c. What is a constructivist
understanding and Constructivist Theory theory? What is the
appreciation of the in Teaching constructivist theory?
constructivist learning Mathematics in the Explain in your own
theory Primary Grades words

Determine how the Expound why the

constructivist learning constructivist theory is
theory is applied in applicable in teaching
teaching mathematics mathematics
in the early grades

Demonstrate an II. Instructional A course Module for Teaching Math in the Primary Grades In which stage/s of the
understanding and Planning by Riza C. Gusano, Mark Zoel J. Masangkay, Lady Angela M. teaching cycle are the
appreciation of the a. The teaching What is teaching cycle? Rocena, and Melanie C. Unida, 2020 students involved?
instructional planning cycle
Which stage/s of the
Demonstrate b. Things to What are the things to teaching cycle requires
understanding and consider in planning consider when planning the teachers to reflect
appreciation of the instruction in instruction? on teaching and
things to consider in mathematics in the learning?
planning instruction in primary grades
mathematics in the Sketch an infographic
primary grades about the difference of
growth mindset and
Demonstrate c. Instructional What are the instructional fixed mindset.
understanding and planning models planning models?
appreciation of the Why is it important to
most commonly used be in consultation with
instructional planning the curriculum guide
models in the when planning
Philippines instruction?

Did you notice any

similarity between the
ADIDAS and the Five
Es model? Match the
components of the two
models to summarize
the similarities that you
saw.

Plan a lesson that uses III. Instructional A course Module for Teaching Math in the Primary Grades Browse the DepEd
problem-solving Strategies for by Riza C. Gusano, Mark Zoel J. Masangkay, Lady Angela M. mathematics curriculum
strategy Mathematics in the Rocena, and Melanie C. Unida, 2020 guide. Choose a topic
Primary Grades from K to Grade 3.
a. Problem What is problem-solving Write the topic and
Solving for instructional grade level below.
strategies?
Plan a lesson that b. Inductive What is inductive What possible
allows students to Learning learning? hypotheses would the
inductively learn a students come up with
concept given the problem in
page 50-51.
Plan a lesson that c. Concept What is concept
applies concept Attainment attainment? Interview a Kinder,
attainment strategy Grade 1, 2, or 3
mathematics teachers.
Generate investigative d. What is mathematical Ask him/her what
tasks and anticipate Mathematical investigation? mathematical term the
possible problems that Investigation students have a hard
may arise from the task time remembering, or
that which they find
Execute the empathize, e. Design What is design thinking? confusing. List three
define, ideate, thinking mathematical terms and
prototype, and test explain why each term
stages of the design is difficult to remember.
thinking process
Pose a problem, make a
Develop a game to f. Game-based What is game-based conjecture, and justify
motivate students, Learning learning? your conjecture given
cater mathematical the following situation.
investigation, or This task is adapted
practice a from Orton and
mathematical skill Frobisher’s Insights into
Teaching Mathematics
Develop a g. Use of What is use of (1996).
manipulative to aid manipulatives manipulatives?
mathematical Introduced design
instruction thinking as a thought-
provoking and
To plan a lesson in h. Values What is values purposeful strategy.
which values education Integration integration? Elaborate why you
can be incorporated think design thinking
into existing was described as such.
mathematics curricula
A game like the
Design collaborative i. What is collaboration? previous page presented
activities that will Collaboration requires materials. If
encourage resources are limited,
involvement, how would you modify
interdependence, and a the game to make it a
fair division of labor group activity so that
among students fewer materials need to
be prepared?
Formulate purposeful j. Teaching by What is teaching by
questions that asking asking? Make a customized
encourage students to protractor.
participate in
classroom discussions In what mathematics
 topics in grade K to 3
do you think is this
strategy most
appropriate? Why do
you think so?

Design your own

collaborative activity.
Explain the mechanics
of this activity
succinctly. This activity
will be part of the
learning portfolio which
you will compile.

If the class is too big, it

is difficulty for
everyone in the class to
participate. What
accommodations are
you willing to do to
encourage all your
students to participate in
classroom discussions.

Demonstrate IV. Assessment A course Module for Teaching Math in the Primary Grades What does the Zone of
understanding and Strategies for by Riza C. Gusano, Mark Zoel J. Masangkay, Lady Angela M. Proximal Development
appreciation of Mathematics in the Rocena, and Melanie C. Unida, 2020 say about assessment?
assessments Primary Grades
a. Assessing What is assessing Which traditional
Learning learning? assessment tool do you
usually see used in
Develop a traditional b. Traditional What is traditional mathematics classes?
assessment tool Assessment assessment? Why do you think is it
popular in assessing
Construct a c. Authentic What is authentic mathematics learning?
performance task in Assessment assessment?
mathematics How do performance
tasks assess the
achievement of 21st
century goals?
 What elements of the
authentic assessment
measure makes it better
than traditional
assessment? Why

Teaching Math in Primary Grades Course Map

G. E. Learning Outcomes Teaching Math in Primary Grades

A. Intellectual Competencies (Knowledge)
1. Analyze “text” (written, visual, oral etc.) critically O
2. Demonstrate Proficient and Effective Communication (writing, speaking, O
and use of new technologies)
3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical and creative thinking L
5. Apply different analytical modes n problem solving P
B. Personal and Civic Responsibilities (Values)
1. Appreciate the complexity of human condition L
2. Interpret the human experience from various perspectives O
3. Examine the contemporary world from both Philippines and Global O
Perspectives
4. Take responsibility for knowing and being a Filipino O
5. Reflect critically on shared concerns O
6. Generate innovative practices and solutions guided by ethical standards P
7. Make decisions based on moral norms and imperatives O
8. Appreciate various art forms O
9. Contribute to aesthetics L
10. Advocate Respects for human rights O
11. Contribute personally and meaningfully to the country’s development P
C. Practical Skills (Skills)
1. Work effectively in a group O
2. Apply computing tools to process information effectively P
3. Use current technology to assist and facilitate learning and research P
4. Negotiate the world of technology responsibly P
5. Create Solutions to problems in various fields P
 6. Manage one’s knowledge, skills and values for responsible and productive P
living
7. Organize one’s self for lifelong learning L

Legend:
L- Learned
P- Practiced
0- Opportunity to learn
Methods of Instruction/Course Format/Delivery:
Faculty may choose from, but are not limited to, the following methods of instruction: lecture, demonstration, discussion, internet, power point presentation, reporting,
collaborations and readings.

Major Assignments / Assessments:

The following items will be assigned and assessed during the semester and used to calculate the student’s final grade.
Assessment(s):

1. Performance
a. Recitation
b. Reporting
c. Final Project

2. Written Works
a. Quizzes
b. Written Activities

3. Major Exams
a. Prelim Examination
b. Midterm Examination
c. Semi-Final Examination
d. Final Examination

V. Course Grade:
The grading scale for this course is as follows:
• Performance 40%
• Written Works 30%
• Major Exams 30%
__________
Total 100%
VI. Texts, Materials, and Supplies:
Archbald, D. A., & Newman, F. M. (1998). Beyond standardized testing: Assessing authentic academic achievement in the secondary school. Reston, VA: National
Association of Secondary School Principals.
Bailey. K. M. (1998). Learning about language assessment: dilemmas, decisions, and directions. US: Heinle & Heinle
De Lange, J. (1987). Mathematics, insight and meaning. Utrecht: Freudenthal Institute
Department of Education (2016). K to 12 Curriculum Guide Mathematics. Pasig City, Philippines
Silva, E. (2009). Measuring 21st Century Skills. Phi Delta Kappan International, 90(9), 630-634

Withdrawing from a course is the student’s responsibility. Students who do not attend class and who do not withdraw will receive the grade earned for the course.

Prepared by:

DARL ANGELA O. SEBASTIAN

Instructor

Approved by:

DR. BILL BRYAN C. MANAOIS

School President