TEACHING MATH IN THE INTERMEDIATE GRADES (week 1)

Name: Evaristo Z Salve Jr

Lesson 1
Mathematics in the Intermediate Grades

Objective
To understand the purpose of learning mathematics in the intermediate grades.

Introduction
Mathematics as a subject has a unique nature that demands a special and distinct approach to make
learning interesting, challenging, and fun for learners. This unique nature of mathematics must be
learned and understood by mathematics teachers.

THINK
In the Philippines, mathematics in the intermediate levels include five content areas: Numbers and
Number Sense, Geometry, Patterns and Algebra, Measurement, and Statistics and Probability. The
contents and topics are sequentially arranged with each topic being a prerequisite. It is therefore
imperative to understand each topic and acquire the skills for every topic to avoid gasps and future
difficulties. For example, in the elementary levels, the skills in the operation on whole numbers must
be learned first before the operation on decimals and fractions.
Knowing that the five content areas are just part of the whole discipline, the questions now are: what
is the purpose of learning these standards in the intermediate levels? What is the purpose of learning
whole number up to 10, 000, 000? What is the purpose of learning to measure area, perimeter,
circumference, surface area, and volume of two- to three-dimensional objects? What is the purpose
of learning to collect and present data in tables, bars, and pie graphs? These learning standards in the
mathematics curriculum, in intermediate levels in particular, are part of the whole mathematics
education program because it has roles in achieving the goals of mathematics education—to acquire
the skills needed to be analytic, critical, and a problem solver in real life. Moreover, they are necessary
prerequisites to higher level of mathematics. For instance, learning the linear equation in algebra is
more than representing mathematical problems symbolically and finding the value of an unknown

1|Page
variable, it is finding patterns and predicting certain behaviors or phenomena, then to realizing that a
certain will lead to a specific result. To relate the graph of equations to business supply and demand,
then Mathematics lessons in the intermediate grades should be loading to this kind of realization for
the learners.
Learning mathematics is more than getting good grades. It must be applied beyond the walls of the
classroom. The main goal of mathematics education is to develop lifelong skills so that the students
will be ready to interact with the real world. Therefore, it is a challenge for the mathematics teacher
to make the mathematics lesson as real-life situations and for the learners to acquire the skills such as
critical learning, analytical thinking, and problem-solving.

EXPERIENCE
“I am not good at math.”
“I fear attending my math class.”
“there is an upcoming math test, I am stressed out.”

The above are few statements given by students who experience math anxiety. Math anxiety is fear,
tension, or tension, or stress with mathematics usually due to repetitive failures. The development of
mathematical skills begins in primary and intermediate levels, so when repeated failures and
disappointments happen in these levels, the mathematics anxiety begins to manifest at the
intermediate grades. If not addressed, it will have a definite influence on their future performance,
future choices, and decisions in mathematics. By Grade 7, when they enter junior high school, the
leaners have already a fix, solid mental models of mathematic learning. With the experiences in the
elementary levels, the learners by Grade 7 are vocal in saying: “Mathematics is difficult.” It is
therefore important that the students’ mind-set toward mathematics be addressed in the elementary
levels.

2|Page
ASSESS
Answer the following question to verbalize your understanding of teaching mathematics in the
intermediate grades.

1. Why is it important to learn mathematics to learn mathematics in the intermediate grades?

Because for me, based on my experience, intermediate mathematics are very useful when it comes
to work place even though if you have or going to stop at that level, showing it’s a logical learning that
always us to solve problems and even improve thinking skills. Real life problems are going to let us
realize Intermediate Mathematics are important to learn. Computations of geometric, algebra and
statistics are even more important when we are heading to another level of studies.
I experienced more often in real life when solving geometric patterns when it comes to making
furniture like tables, chair etc.

CHALLENGE
The following questions will practice your reflective-thinking skills. As you will learn later, it is
important for teachers to develop these skills as they evaluate their lessons.
Have you experienced mathematics anxiety? If not, do you know someone who did? Describe you
experience below. Focus on how you viewed math, math class, and your math teacher during the
times when you had mathematics anxiety.

Answer:

Math is easy to the way some people lived it in to the real life. But it makes me sad when remember
being to the situation with anxiety through the math. I had experienced this when I am in High School
with the topic of Division. I always put in my mind to learn hard about it, but sadly I can’t overcome
with what math teacher teach that took me to the point and realized that it is very difficult. Division
makes me taught that isn’t easy to solve especially lessons about big numbers. I don’t know if the
teacher makes me pressure or I am the only one who makes me for it. However later, I had overcome

3|Page
with it after practicing my self to be confident to answers or participates in any tasks that be given.
Realizing that Math is easy when you work hard for it.

Harness

The following activity will require you to interact with students in intermediate levels. This
experience will give you a broader understanding of the learners in this level and will also enhance
your communication skills with them. This activity will be part of the learning portfolio that you will
compile at the end of this module.

1. Survey at least five students in Grades 4, 5, or 6. Ask them the following questions: Are you
afraid of math? Why or why not? Record their response in the table below.
Are you afraid of
Math? Why/Why not?
Yes No
Student ✓ Because it is very hard to remember the
1 techinques on how to solve
Student ✓ It is easy for me to understand
2
Student ✓ It is crazy to read and solve numbers
3
Student ✓ Because it is hard to follow everyay topics
4
Student ✓ Easy to follow topics if you study hard
5

(Note: Show a proof of your survey conducted either face-to-face or any online flat forms.)

2. Based on the students’ responses in #1, suggest a classroom setup (including classroom rules)
that will help reduce math anxiety among students.
Answer:

What I can suggest for the student # 1 I had ask is making a Math Poster. For what we know about the
student#1, it is obviously ecessary to use this set up to overcome and remember the topic teavh
them. For example of posters are giving the challenge posters. So everytime they will see the set up
posters, they will remember those topicss in the pasts. It will give them an interest to solve and to
enjoy while answering.

4|Page
Summary
Learning math in the intermediate grades is important because it provides the
necessary prerequisites to learning a high-level of mathematics. Many students develop math
anxiety in these levels, so it is crucial that teacher presents math in a way that does not elicit
fear.

5|Page