Lesson 2: Mathematics Curriculum in the Primary Grades

known for his theory on children's cognitive development, believed that children's developmental stages in cognition were done through stages of thought process— sensorimotor, preoperational, concrete operational, and formal operational. These stages suggest that the idea of numbers can be already learned by children at an early age. Those who pursue teaching mathematics in the primary grades have the following arguments:

1. Learners find mathematics relevant in everyday life—telling time, handling money, measuring objects, etc.;

2. Teaching math in the primary grades provides opportunities for children to develop their thinking skills as they solve problems. These skills which include reasoning and creative thinking are important in upper-grade math and in life; and

3. Numerous researches have proven that the mathematical ability of children in the early grades predicts their performance not only in higher-level mathematics but also in reading.

Experience

Teachers can develop and implement effective lessons only when they know their learners. Following are the general characteristics of learners that you can expect when you enter a primary grade classroom.

Physical extremely active and enjoys physical activities

Social beginning to have a choice of friends but frequently quarrels with them

Emotional . becoming sensitive to criticism and other's feelings; eager to please the teacher

Cognitive sees patterns, engages in problem-solving activities, learns a lot through self-talk

Taking into account these characteristics will aid you in designing efficient, effective, and motivational learning activities.

Answer the following questions to verbalize your understanding of teaching mathematics in the primary grades.

1. In your own words, describe the importance of teaching mathematics in the primary grades.

2. Why is it important for children to develop a positive disposition in learning mathematics?

Challenge

The following activity will practice your research skills and reasoning ability. It will also strengthen your opinion on the importance of learning math in the primary grades.

Research about some arguments of educators who believe that mathematics should not be taught in the primary grades. Write each argument in the left column. Then, write a rebuttal for each claim.

Be Taught in the Primary Grades

Argument 1:

Argument 2:

Argument 3:

Rebuttals

Harness

The next activity will expose you to an actual mathematics class. You will do ■. serous classroom observations throughout this module. In this particular activity, you m focus your observation on the characteristics of primary grade students. This activity ■ be part of the learning portfolio which you will compile at the end of this module.

Observe a Grade 1 math class. Focus your observation on the characteristics of — e students. On the right column of the table below, write specific examples of how —e characteristics on the left column are exhibited by the children you observed.

Characteristics of Primary Learners Examples Based on Classroom Observation

Physical extremely active and enjoys physical activities

■r

Social beginning to have a choice of friends but frequently quarrels with them

Emotional becoming sensitive to criticism and other's feelings; eager to please the teacher

Cognitive sees patterns, engages in problem-solving activities, learns a lot through self-talk

What other characteristics have you observed?

S u m m a r y

Children's physical, social, emotional, and cognitive developmental characteristics give evidence of their innate interest and ability to learn mathematics and these must all come together in designing an engaging and encouraging mathematics learning environment.

Objectives

Demonstrate understanding and appreciation of the mathematics curriculum in the primary grade

In tro du ctio n

"Mathematics is a skills subject. It is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is also a tool of science and a language complete with its own notations and symbols and grammar rules with which concepts and ideas are effectively expressed" (DepEd Mathematics Curriculum Guide, August 2016).

This lesson will guide you in understanding the Philippines' mathematics curriculum in the primary grades.

T h i n k

The K-12 mathematics curriculum categorizes content into five content areas: Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability.

1. Numbers and Number Sense - concepts of numbers, properties, operations, estimation, and their applications

2. M easurement-the use of numbers and measures to describe, understand, and compare mathematical and concrete objects; attributes such as length, mass and weight, capacity, time, money, and temperature, as well as applications involving perimeter, area, surface area, volume, and angle measure

3. Geometry - properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning, and geometric modeling and proofs

4. Patterns and Algebra as a strand studies patterns, relationships, and changes amongshapesand quantities; use ofalgebraicnotationsand symbols, equations, and most importantly, functions, to represent and analyze relationships

5. Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables, and graphs; understanding, analyzing, and interpreting data; dealing with uncertainty; and making predictions about outcomes

The primary grades include Grades 1 to 3. At the end of Grade 3, students are expected to demonstrate understanding and appreciation of key concepts and skills on the following:

Numbers and number sense

• whole numbers up to 10000

• the four fundamental operations (including applications on money)

• ordinal numbers up to 100th, basic concepts of fractions

Measurement

• time, length, mass, capacity

• area of square and rectangle

Geometry

• two-dimensional and three-dimensional objects

• lines

• symmetry

• tessellation

Patterns and algebra

• continuous and repeating patterns

• number sentences

Statistics and probability

• data collection and representation in tables

• pictographs

• bar graphs

• outcomes