MODULE I and II
INTRODUCTION TO TEACHING MATHEMATICS IN THE INTERMEDIATE GRADES
[Link] is Mathematics?
Mathematics is a discipline that deals with numbers, quantities, structures, patterns, relationships, space,
and change. However, mathematics is more than simply performing computations or memorizing formulas.
It is a way of thinking, reasoning, solving problems, making connections, and describing relationships.
2. Nature of Mathematics
Mathematics has several important characteristics.
A. Mathematics is Logical
Mathematics involves reasoning based on rules, relationships, and evidence.
B. Mathematics is Pattern-Based
Mathematics allows us to identify and describe patterns.
C. Mathematics is Problem-Solving
Mathematics provides tools for solving problems encountered in real life.
D. Mathematics is Connected
Mathematical concepts are related to one another.
E. Mathematics is Used in Everyday Life
Mathematics is present in many everyday activities:
• budgeting money
• measuring ingredients
• telling time
• reading graphs
• calculating discounts
• measuring distances
• comparing quantities
• planning schedules
• interpreting information
3. Why Do We Teach Mathematics?
Mathematics is taught not simply so learners can perform calculations.
Mathematics education aims to develop learners who can:
• think logically
• reason mathematically
• solve problems
• make decisions
• communicate ideas
• recognize patterns
• analyze information
• apply knowledge in real-life situations
4. Who Are Intermediate-Grade Learners?
The intermediate grades generally refer to Grades 4, 5, and 6 in elementary education. At this stage, learners
are developing from basic mathematical understanding toward more abstract and complex mathematical
thinking. They are expected to move beyond simply manipulating concrete objects and begin understanding
mathematical representations and relationships.
5. Characteristics of Intermediate Learners
Intermediate learners:
1. Need meaningful experiences- Learners understand concepts better when mathematics is connected to
situations they know.
2. Still benefit from concrete materials-Even though learners are becoming more abstract thinkers,
manipulatives and visual representations remain useful.
3. Have different levels of understanding- Not all Grade 5 learners will have the same mathematical ability.
Some may already understand fractions well, while others may still struggle with basic operations.
Therefore, teachers need to consider individual differences.
4. Need opportunities to explain their thinking- A learner may have the correct answer but an incorrect
understanding of the concept.
6. Common Difficulties in Learning Mathematics
Some common difficulties include:
A. Memorization without understanding
B. Difficulty with mathematical language
C. Difficulty translating words into mathematical expressions
D. Mathematical anxiety
E. Procedural knowledge without conceptual understanding
7. Role of the Mathematics Teacher
The mathematics teacher is not simply a person who provides formulas and answers.
The teacher serves as a:
Facilitator- Helps learners construct understanding.
Questioner- Uses questions that encourage mathematical thinking.
Model- Demonstrates mathematical thinking and appropriate problem-solving strategies.
Assessor- Determines what learners understand and where they need support.
Motivator- Creates a classroom environment where learners feel safe making mistakes and asking
questions.
Learning Designer- Creates activities that match learners' needs, abilities, and learning goals.
PART II. MATHEMATICS CURRICULUM IN THE INTERMEDIATE GRADES
8. What is a Curriculum?
A curriculum is a planned set of learning experiences designed to achieve specific educational goals.
It tells us:
• what learners should learn
• why they should learn it
• how learning may be facilitated
• how learning will be assessed
For a mathematics teacher, the curriculum serves as a guide in planning instruction.
9. Mathematics Curriculum
The mathematics curriculum identifies the mathematical knowledge, skills, processes, and competencies
that learners are expected to develop. It provides a progression of learning.
10. Major Content Areas in Intermediate Mathematics
The intermediate mathematics curriculum generally includes areas such as:
1. Numbers and Number Sense
Examples:
• whole numbers
• fractions
• decimals
• integers
• ratio
• proportion
• percent
2. Measurement
Examples:
• length
• mass
• capacity
• time
• perimeter
• area
• volume
3. Geometry
Examples:
• points
• lines
• angles
• triangles
• quadrilaterals
• polygons
• circles
• solid figures
4. Patterns and Algebra
Examples:
• number patterns
• sequences
• mathematical expressions
• equations
• relationships
5. Statistics and Probability
Examples:
• collecting data
• organizing data
• tables
• graphs
• interpreting data
• simple probability
11. Learning Competencies
A learning competency describes what learners are expected to know, understand, or be able to do after
instruction.
12. Unpacking a Learning Competency
Unpacking means breaking down a competency into smaller, teachable components.
13. Prerequisite Skills
A prerequisite skill is knowledge or skill that learners need before they can successfully learn a new concept.
14. Curriculum Progression
Mathematics learning follows a progression.
15. Vertical and Horizontal Alignment
Vertical Alignment Refers to the progression of learning across grade levels.
16. Why Should Teachers Know the Curriculum?
A mathematics teacher should understand the curriculum because it helps the teacher:
1. identify what learners are expected to learn;
2. determine appropriate learning activities;
3. identify prerequisite knowledge;
4. avoid unnecessary repetition;
5. ensure that lessons are aligned with competencies;
6. develop appropriate assessments;
7. connect lessons across grade levels; and
8. provide appropriate support to learners.
17. From Curriculum to Classroom
The process can be viewed as:
Curriculum
↓
Learning Competency
↓
Learning Objectives
↓
Teaching and Learning Activities
↓
Assessment