GED 109
TEACHING
MATHEMATICS IN
PRIMARY GRADE
MS. ROWENA S. BONGOLTO, LPT
LECTURER
MINDANAO STATE UNIVERSITY
LESSON OBJECTIVES
❖ Describe the nature of teaching
primary Mathematics
❖ Explain the goals of teaching
primary Mathematics
ACTIVITY
Get to know
ANALYSIS
❖ Which indicator in the bingo card was the
most challenging to find?
❖ What strategy did you use to complete the
bingo?
❖ Did your knowledge of your classmates help
you finish the activity? How?
ABSTRACTIO
N
NATURE, AIMS, AND GOALS OF
TEACHING MATHEMATICS IN
PRIMARY GRADE
NATURE OF TEACHING
PRIMARY MATHEMATICS
The nature of teaching primary
01 Mathematics involves building a strong
foundation of mathematical
understanding and skills among young
learners. This process goes beyond
teaching basic arithmetic and focuses on
02
cultivating numeracy, logical reasoning,
and problem-solving abilities in a way
that is age-appropriate and engaging.
Key Features of Teaching
Primary Mathematics
Active and Experiential Learning: Let students explore math
through play, games, puzzles, and real-life examples to make
learning fun and meaningful.
Conceptual Understanding: Help students understand the reasons
behind math procedures instead of just memorizing steps.
Building
02 Problem-Solving Skills: Teach students to solve simple
problems by thinking critically, recognizing patterns, and creating
strategies.
Key Features of Teaching
Primary Mathematics
Developmentally Appropriate Learning: Use teaching methods
and content that match the age and understanding of young
students. Start with hands-on activities to gradually teach abstract
ideas.
Integration with Other Subjects: Connect math with science, art,
02 subjects to show its real-world use.
and other
MATATAG CURRICULUM
Curriculum Goals
The main goal of the curriculum is for Filipino learners to become
mathematically proficient and critical problem solvers.
The development of mathematical proficiency among learners involves
the development of confidence and competence in different aspects of
02
mathematics and includes becoming increasingly aware of the value and
usefulness of mathematics.
K-12 VS. MATATAG MATH
CURRICULUM
Five (5) content areas Three (3) content domains
• Numbers and Number • Number and Algebra
Sense • Measurement and
• Measurement Geometry
• Geometry • Data and Probability
• Patterns and Algebra
• Probability and Statistics
STRUCTURE OF LEARNING AREAS
Big Ideas
Charles (2005) defines Big Ideas as key concepts central to learning
mathematics, linking various mathematical understandings into a
unified whole. They form the foundation of the curriculum, illustrating
connections between mathematical concepts across different learning
stages.
02With the notion of Big Ideas, “mathematics is no longer seen as a
set of disconnected concepts, skills, and facts”
STRUCTURE OF LEARNING AREAS
The revised curriculum identifies twelve Big Ideas:
1. Numbers – Real numbers can be paired one-to-one with the
points on the number line, and so can quantify and describe a
mathematical or real-world object and its attributes.
2. Measures – Some attributes of a mathematical or real-world
02can be quantified by using measures, so that they can be
object
studied further.
STRUCTURE OF LEARNING AREAS
3. Shapes, Space, and Graphs – Mathematical objects such as
geometric figures, solids, equations, inequalities, relations, and
data can be visualized using shapes and graphs and in space.
4. Patterns, Relations, and Functions – Mathematical rule, graph,
or table can be used to assign object(s) from one set to object(s)
from another set to show specific relations between the two sets.
02
5. Data – Data can be collected and processed to obtain
meaningful information
STRUCTURE OF LEARNING AREAS
6. Chance – The number 0 and 1 (inclusive) can be used to quantify
and describe the chances for an event to occur.
7. Representations and Communications – Mathematical objects,
properties, operations, and quantities (known or unknown)
8. Relationships – The relationships that exists between
mathematical concepts (e.g. objects, statements)
9. Operations
02 and Transformations – Meaningful operations or
transformations can be performed on a collection of mathematical
objects or statements
STRUCTURE OF LEARNING AREAS
10. Properties and Applications – A mathematical object has
properties that define the object or describe its attributes, and
these properties
11. Equivalence – Mathematical objects or statements can be
represented or stated in different ways that have the same value,
form, or logical meaning.
12. Reasoning
02 and Proof – Mathematical reasoning and proofs
establish and communicate the truth and falsity of a mathematical
Statement.
Key Stage Curriculum and Standards
Key Stage 1 - Key Stage 1 (KS 1) of the Mathematics
curriculum focuses on Grades 1 to 3 learners.
Key Stage 2 - Key Stage 2 (KS 2) of the Mathematics
curriculum focuses on Grades 4 to 6 learners.
Key Stage 3 - Key Stage 3 (KS 3) of the Mathematics
02
curriculum focuses on Grades 7 to 10 learners.
Key Stage 1
This stage focuses on developing early numeracy by
enhancing learners' understanding of 1-to-4-digit
numbers, measures, basic shapes, and simple data. It
builds fluency in performing operations using various
representations (concrete, contextual, verbal, visual,
symbolic), forming a foundation for mastering
02
advanced concepts and solving complex problems.
Key Stage 2
At this stage, the curriculum extends numbers,
algebra, measures, geometry, data and
probability. The coverage includes more complex
properties, operations, and problems in different
contexts that demand efficient written and
mental
02 methods of calculation
Key Stage 3
This stage focuses on self-directed learning,
covering algebra, measurement, geometry, and
data and probability. It includes topics such as
sets, real numbers, functions, equations,
inequalities, sequences, geometry, triangle
congruence
02 and similarity, basic trigonometry,
statistical measures, and probability.
APPLICATIO
N MEMORY LANE…
TRIP DOWN
Reflect on your elementary school experience. How
has the way mathematics is taught now changed
compared to when you were in elementary school?
Thanks!
DO YOU HAVE
ANY QUESTIONS?
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