Teaching Mathematics in the Intermediate Grades College of Teacher Education

Agusan del Sur State College of Agriculture and Technology

Bunawan, Agusan del Sur

EEd.8 – TEACHING MATHEMATICS IN THE INTERMEDIATE GRADES

COURSE LEARNING PACKET (CLP)

Prepared by:
ANGELITA H. BALANTAC
INSTRUCTOR
Faculty from the College of Teacher Education
Agusan del Sur State College of Agriculture and Technology

Table of Contents
Teaching Mathematics in the Intermediate Grades College of Teacher Education

Cover Page 1
Table of Contents 2
ASSCAT Vision, Mission & Quality Policy 3
Introduction to the Course Learning Packet 4
Flexible Learning Course Syllabus 5-12
Chapter 1. Whole Number 13-16
Chapter 2. 17-21
Chapter 3. 22-

ASSCAT Vision, Mission & Quality Policy

Teaching Mathematics in the Intermediate Grades College of Teacher Education

Vision
ASSCAT as the premier agro-industrial Higher Education Institution in CARAGA Region capable of producing morally upright,
competent and globally competitive human resource capable to effectively undertake and implement sustainable development.

Mission
ASSCAT shall primarily provide higher professional, technical and special instructions for special purposes and to promote
research and extension services, advanced studies and progressive leadership in agriculture, education, forestry, fishery, engineering, arts
and sciences and other relevant fields.

Quality Policy
Agusan del Sur State College of Agriculture and Technology’s vision to be a premier agro-industrial Higher Education Institution
in Caraga Region is fostered by the following principles:

• sustaining quality education experience and community engagement;

• encouraging optimum resource management;
• developing an environment that is conducive for intellectual and personal growth; and
• generating relevant knowledge through innovative thinking.
• To continually improve our Quality Management System, we commit to comply with all applicable requirements and provide service
excellence in our four-fold functions.

Introduction to the Course Learning Packet

Welcome to the Course Learning Packet for EEd. 8 - Teaching Mathematics in the Intermediate Grades.
Teaching Mathematics in the Intermediate Grades College of Teacher Education

This toolkit is intended to facilitate the instructional teaching and learning delivery of the said course using flexible modality. The Course
Learning Packet (CLP) serves as a springboard to learn the content in focus. This course is information-intensive, and many books with a title
teaching mathematics in the intermediate grades contains the basic knowledge and concept of the content. We also encourage everyone to
explore other relevant resources available in various means. Likewise, it will assist students to achieve the Course Intended Learning Outcomes
(CILOs) within the term, even with very limited technological capabilities and minimum supervision.
The learning activities incorporated in this CLP are designed to engage students in asynchronous and synchronous learning tasks. This
CLP follows four (3) phases for its instructional design. Critical understanding of each phase will help in making sense of the given activities
under each phase. With the principle of flexibility in mind, the stated activities in phase are suggestive in nature.
Four (3) phases:
1. Let’s Discuss
2. Let’s Analyze
3. Let’s Practice

This CLP may be accessed through flash drives or printed materials.

Flexible Learning Course Syllabus

 FLEXIBLE TEACHING- VALUES ALLOCATIO
FTLA ASSESSMENT
LEARNING ACTIVITIES (FTLAs) RESOURCES INTEGRATIO N TIME
TASKS (ATs)
SPECIFIC INTENDED N
Teaching Mathematics
WEEK TOPICS in the Intermediate
LEARNING OUTCOMES Grades Online Modular Online Modular College of Teacher Education
(SILOs) (Synchronous/ (Digitized& (Synchrono (Digitized
Asynchronous) Printed IMs) us/ or Printed
Asynchrono IMs)
us)
1 ASSCAT At the end of the unit, the Orientation of Orientation of Laptop/ Laptop/ --Friendliness 3 hours
VMGO, Distance students shall be able to: FTLA, course the FTLA cell phone/ cell phone/ -Sense of
Learning Policies requirement and guidelines desktop desktop belongingness
and Guidelines a. discuss College VMGO and grading system -Reading of the Students -Unity
Course Overview Quality Policy through messenger, course syllabus Students Handbook -Awareness and
Grading System b. explain the presented course e-mail and other e- and other Handbook acceptance of
objectives learning platforms requirements of Syllabus each other
c. disseminate course rules and (edmodo) the course and Softcopy of Hard/ -Obeying rules
policies grading system Syllabus Softcopy of and regulations
d. Accomplish learning contract through printed Syllabus
materials
2-3 Whole Numbers At the end of the unit, the Online: Self- study on -Laptop -Laptop Guide and motivating -building Self- 6 hours
students shall be able to: Self - study on digitized and - - questions for every topic confidence
1. Multiplication Digitized Teacher non-digitized Smartphones Smartphon and lesson:
with and without a. visualize the concept of made activity/ activities -Wi-Fi es - How to multiply -Enhance
regrouping multiplication and division; video reflected in the -PPT -Wi-Fi number with critical thinking
learning packet. presentation - and without
2. Division of 3 to b. Master y of multiplication Research online -eBooks Soft/Hardc regrouping? - building self-
4 digit numbers by and division of large numbers; activities related to Research - Messenger, opy of - How to divide reliance
1 to 2 digit number c. Simplify series of this lessons. activity. Zoom, module number with 3
3. Order of operation on whole numbers; Google -Soft/Hard t0 4 digit -Unity
Operation d. Write numbers in Online activities are classroom, of dividend by 1 to
4. Exponential exponential notation. available in the and other Learning 2 digit divisor?
Notation internet. online Activity - How to
platforms. Sheets simplify series
- eBooks of operation on
the numerals?
- How to write
exponential
form of
numbers?
Summative test at the end
of chapter through Google-
form/ reflected in the
learning packet
4-5 Number At the end of the unit, the Online: Self- study on -Laptop -Laptop Guide and motivating 6 hours
Theory students shall be able to: Self - study on digitized and - - questions for every topic
Digitized Teacher non-digitized Smartphones Smartphon and lesson: Responsible
1.Prime a.differentiate prime made activity/ activities -Wi-Fi es - How to differentiate
and from composite video reflected in the -PPT -Wi-Fi prime from composite
Compos numbers; learning packet. presentation - numbers?
ite Research online -eBooks Soft/Hardc - How to express a given Honesty
b.express a given
Number activities related to Research - Messenger, opy of numbers as a product of its
2.Divisi numbers as a this lessons. activity. Zoom, module prime numbers?
bility product of its prime Google -Soft/Hard - What are the divisibility Self- reliant
Rules numbers Online activities are classroom, of rules of the numbers?
3.Greate c.identify the available in the and other Learning - How to find GCF and
st divisibility rules internet. online Activity LCM of the given
Commo d.identify factors platforms. Sheets numbers?
n Factor - eBooks Summative test at the end
and multiples of
( GCF) of chapter through Google-
4.Least numbers; form/ reflected in the
Commo e.solve for GCF and learning packet.
n Factor LCM of two or more
( LCM) numbers using
Teaching Mathematics in the Intermediate Grades College of Teacher Education

COURSE REFERENCES (5 years publication recency, include journal and e-materials)

1. Camarista, G. G. Ph.D. and Orano, I.B. ( 2020) Teaching Mathematics in the Intermediate Grades: 1st Edition Lorimar Publishing Inc. ISBN # 978- 621- 8035-91-
Copyright 2020
2. Camarista, G.G. Ph.D. and Oranio, I.B. (2019) Teaching Mathematics in the Primary Grades: 1st Edition. Lorimar Publishing Inc. ISBN # 978-621-8035-57-7
Copyright 2019
3. Van de Walle, J. (2013) Elementary and Middle School Mathematics: Teaching Developmentally. 8 th Edition. NY: Longman Publishing ISBN # 0-205-483925.
4. Massachusetts Department Elementary and Secondary Education. Massachusetts Curriculum Framework for Mathematics ( Incorporating the Common Core State
Standards) Malden, MA: Malden, MA: Massachusetts Department of Elementary and Secondary Ed. Download from httpp://www.doe.mass.edu/frameworks//
current.html
5. Cuisinary Math Manipulative Kit ( Bring to every class)
6. Math at Hand ( 2012) Great Source Education Group
7. http://www.ibe.unesco.org/curricula/zimbabwe/rh-lpr-mt_ 2006 eng.pdf

GRADING SYSTEM

Criterion Reference

Students Output (non- laboratory courses) 60%

Quizzes/Performance Task - 40%
Requirements/Project - 20%

Term Exam 40%

100%
Semestral Grade:

Middle Term - 40%

Final Term - 60%
100%
Teaching Mathematics in the Intermediate Grades College of Teacher Education

Major Requirements:

1. Lesson Plan
2. Video Presentation ( Demo Teaching)

Prepared by: Checked and Reviewed by:

ANGELITA H. BALANTAC EMELYN F. SAGRADO, MAELT

Course Instructor Program Chairperson, BEEd

Recommending Approval:

MARY GRACE O. REYES CHERRY J. AMADOR

Dean, College of Teachers Education Director, Quality Assurance and Management

Approved by:

SHIELA G. REYES
Teaching Mathematics in the Intermediate Grades College of Teacher Education

Vice President, Academic Affairs and Quality Assurance

Chapter I Whole Number

Course Learning Intended Apply the concepts of multiplying and dividing bigger numbers in solving problem . (“ Whole Number” )
Outcomes
Essential Questions 1. How to multiply numbers with and without regrouping?
2. How to divide number with 3 t0 4 digit dividend by 1 to 2 digit divisor?
3. How to simplify series of operation on the numerals?
4. How to write exponential form of numbers?

Overview This lesson is designed to provide and equip the pre-service teacher the basic knowledge and concept, about
multiplying and dividing numbers and reflect how it can be learned by their future pupils in a more effective, creative
and meaningful way.
Learning Targets At the end of the chapter the students should be able to:
1. visualize the concept of multiplication and division;
2. Master y of multiplication and division of large numbers;
3. Simplify series of operation on whole numbers;
4. Write numbers in exponential notation.
Teaching Mathematics in the Intermediate Grades College of Teacher Education

Let’s discuss:

A. Multi-Digit Multiplication

I have here a problem:

The Circle of Mathematicians of 123 Elementary School solicits notebooks to be donated to the schools of far-flung area of a certain
municipality. They collected a total of 232 packs of notebooks. If each pack contains 12 notebooks, how many notebooks did the organization
collect?

To visualize the problem, We need to know what are the given? 232 packs contains 12 notebooks
What is asked in the problem? How many notebooks did the organization collect?
What operation to be used? Multiplication

What is the number sentence? 232 packs

X 12
464
232
2784 notebooks

Therefore, the Circle of Mathematicians donated 2784 notebooks.

Another method which we can use in multiplying multi-digit numbers is by applying the Distributive Property of multiplication over
Addition ( DPMA):

Our number sentence is 232 x 12= N

12 can be renamed as 10 + 2.
Teaching Mathematics in the Intermediate Grades College of Teacher Education

So, our new equation is 232 x ( 10 + 2)=N

Working the equation:

( 232 x 10) + ( 232 x 2)
2 320 + 464
2 784

B. Division of 3-4 digit Numbers by 1 t0 2 Digit Numbers

This will be the problem:

A youth organization in Brgy. Zone 1 have raised 1 704 cans of sardines to be distributed among typhoon victims. If they will put 24
cans of sardines per box for transport, how many boxes will they need?

To answer, let’s follow the steps in solving problem:

1. What are the given? 1 704 cans of sardines, 24 cans of sardines per box.
2. What is asked? How many boxes will they need?
3. What is the operation to be used? Division
4. What is the number sentence? 1 704 ÷ 24

To divide large numbers we can use this method:

Step 1: Divide Repeat the process.

7 Step 1: Divide
24 1704 71
24 1704
Step 2: Multiply - 168__
24
7
24 1704
-168_
Teaching Mathematics in the Intermediate Grades College of Teacher Education

71
Step 3: Subtract and bring down Step 2: Multiply 24 1704
- 168__
7 24
24 1704 24
- 168_
24 Step 3: Subtract 71
24 1704
- 168_
24
- 24_
0
Since we do not have any more digit to bring down, we stop here. Therefore, the youth organization needs 71 boxes to transport the
cans of sardines.
How can we be sure that our answer is correct? To check, Quotient x Divisor = Dividend
71 x 24 = 1704

C. Order of Operation

Examine the problem: A pen cost ₱ 7.00 while a notebook costs thrice as the cost of pen. Noel bought 5 notebooks and 2 pens. He gave the
cashier a ₱ 200-bill. How much change did he get?

Let’s illustrate the problem using models:

Pen ₱7.00

Pen ₱ 7.00

Notebook
Teaching Mathematics in the Intermediate Grades College of Teacher Education

Notebook Total Cost of the items that Noel bought

Notebook

Notebook

Notebook

1 unit = ₱ 7.00
17 units = ₱ 7.00 x 17 = ₱119 total cost of the items that Noel bought
₱ 200 - ₱119 = ₱81 change of Noel
Representing the problems using the models helps us visualize easily. But doing this take a lot of our time sometimes. Another way to
solve the problem is by translating the word problem into an equation or number sentence.
Since the cost of the notebook is thrice as that of pen, we know that a notebook costs ₱21. That is by multiplying ₱7by . Putting it into a
number sentence we can come up with this: 200 - ( 5x21) + ( 2x7) = N.
Looking at the number sentence can be confusing but remembering the rule on how to work on this will help us arrive at the correct
answer. Remember the mnemonics GEMDAS. This is the manner on how to solve the equation from left to right:

Grouping symbols
Exponents
Multiplication or Division
Addition or Subtraction
Let’s go back to our number sentence, 200- {( 15x 21) + ( 2 x 7)}= N.

First, we will work on the operations inside the grouping symbols parentheses, then brackets.
200- {( 15x 21)+ ( 2x7)} =N
200 - ( 105+ 14) = N
200 - 119 = N
81= N
Teaching Mathematics in the Intermediate Grades College of Teacher Education

Therefore, Noel received ₱ 81.00 as change.

D. Exponential Notation

Example: There are 28 cartoons of milk in the grocery store. How many cartoons of milk are there?

What does 28 mean? 28 is an example of a number written in an exponential notation. It is read as “ 2 to the eight power”, “ two to the
eighth” or “2 raised to 8”. 2 is the base. It is a number that gets multiplied repeatedly a certain number of times. It is written in regular size.
8 is the exponent. The exponent tells the number of times the base is to be multiplied by itself. It is written smaller in the upper right of
the base. When 28 is written in expanded form is equal to 2x2x2x2x2x2x2x2. The standard form is 256. Therefore, there are 256 cartoons of
milk in the grocery store.

The most common exponents which we always encounter are 2 and 3. They are read as “ squared” and “cubed”respectively. Examples
are the following:

Exponential form Read as Expanded Form Standard Form

52 Five squared 5x5 25
122 Twelve squared 12x12 144
43 Four cubed 4x4x4 64
103 Ten cubed 10x10x10 1000

Let’s analyze:

1. How to multiply larger numbers?

2. How to divide 2-3 digit number by 1-2 digit divisor?
3. How to answer multiple operation in a given problem?
Teaching Mathematics in the Intermediate Grades College of Teacher Education

4. How to write expanded notation?

Let’s apply and Practice:

A. Multiply the following numbers. B. Divide. Indicate the remainder if there is any.
1. 113 x 24 = _________________ 1. 560 ÷ 4 =
2. 104 x 21= __________________ 2. 664 ÷ 8 =
3. 474 x 67 = __________________ 3. 1 926 ÷ 2 =
4. 132 x 13 = __________________ 4. 3 586 ÷ 11=
5. 234 x 52 = _________________ 5. 2 408 ÷ 28 =

B. Solve the following using the order of operations. C. Write the expanded form
1. 17 + 3 - 42 = _____________ 1. 26
2. 2 x 5 + 72 = _____________ 2. 94
3. 4 x 7 + 9 ÷ 3 = ____________ 3. 36
4. 120 - 33 + 7 = _____________ 4. 75
5. 20 ÷ 4 x 3 - 5 + 28 = ____________ 5. 47

C. Solve the given problem:

1. Mr Rudy owned a square piece of land with side 27 meters. What is its area?
2. Gemma made 6 000 pieces of coconut balls. She placed 50 pieces in a pack. How many packs of coconut balls had she?
3. There are 24 bottles in one case of bottled water. How many bottles are there in 104 cases?
4. Nanay Lydia bought 5 dozens of atis for ₱ 10.00 each. She sold all, except 5 pieces for ₱ 12.00 each. How much profit did Nanay Lydia
make?
5. A gardener charges ₱270.00 per square foot to lay sod. If Sol has a square garden which measure 6 feet on each side, how much will he pay
the gardener?

End for Chapter 1.

Teaching Mathematics in the Intermediate Grades College of Teacher Education