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    Math1 MC Week 1.

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    hadesramos403
    The document discusses the importance of teaching mathematics in primary grades. It lays out stages of cognitive development in children and how these suggest that number concepts can be learned early. The document also outlines mathematics strands and expectations for what students should know in each grade level.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Math1 MC Week 1.

    Uploaded by

    hadesramos403
    11 views27 pages
    The document discusses the importance of teaching mathematics in primary grades. It lays out stages of cognitive development in children and how these suggest that number concepts can be learned early. The document also outlines mathematics strands and expectations for what students should know in each grade level.

    Original Title

    MATH1-MC-WEEK-1.

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    The document discusses the importance of teaching mathematics in primary grades. It lays out stages of cognitive development in children and how these suggest that number concepts can be learned early. The document also outlines mathematics strands and expectations for what students should know in each grade level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    11 views27 pages

    Math1 MC Week 1.

    Uploaded by

    hadesramos403
    The document discusses the importance of teaching mathematics in primary grades. It lays out stages of cognitive development in children and how these suggest that number concepts can be learned early. The document also outlines mathematics strands and expectations for what students should know in each grade level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 27

    Describe the importance of

    mathematics in the primary grades

     Demonstrate understanding and


    appreciation of the mathematics
    curriculum in the primary grade.
    Mathematics in the primary grades
    lays the foundations not only of
    mathematics content but also of life
    skills essential in the 21st century.

    Contrary to the common


    assumption that math is difficult,
    especially for children, young
    learners actually tend to enjoy and
    appreciate math.



     A Swiss
    psychologist
    known for his
    theory on
    children’s
    cognitive
    development
     He believed that
    children’s
    developmental
     Sensorimotor, stages in
    preoperational, cognition were
    concrete done through
    operational, and stages of thought
    formal operational. process-

     These stages
    suggest that the
    idea of numbers
    can be already
    learned by children
    at an early age.
    Teachers can
    develop and
    implement
    effective lessons
    only when they
    know their
    learners
    • Extremely active and enjoys physical
    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
    Arguments on Why
    Mathematics should
    NOT Rebuttals
    Think about some Be Taught in the
    arguments of educators who Primary Grades
    believe that mathematics
    should not be taught in the Argument #1
    primary grades. Write each
    argument in the left Argument #2
    column. Then, write a
    rebuttal for each claim. Argument #3
    “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 strands focus on student’s
    understanding of numbers, properties,
    operations, estimation and their applications
    to real-worlds and mathematical situations


     This strands focus on finding actual measurements
    of objects and their attributes


     Geometric ideas are gradually developed and
    strengthened when children sort things, measure,
    classify models of two-or three-dimensional figures
    and start talking about the reasons for doing so.
     Students developed spatial sense, logical
    reasoning, analytical thinking and the ability to make
    sense of the real world
     This strands extends from simple patterns to basic
    algebra concepts at the elementary level to
    functions at the secondary level.
     It provides procedures and techniques to
    manipulate symbols and variables to move from
    specific to general
     This strands focuses on developing statistical and
    probability concepts and skills that will help students
    collect and organize data in a variety of ways
     Students will also learn how to interpret data, make
    inferences and conclusions from the given data
    display and finally make decisions based on their
    interpretations
    Broad descriptions of what the
    students should learn.
    Ex: Demonstrate understanding of the four fundamental
    operations involving fractions and decimals
    Outline what the students should be
    able to do once the concepts and
    skills are taught.
    Ex: The learner is able to apply the four fundamental operations involving
    fractions and decimals in mathematical problems and real-life situations
    Logically-arranged objectives that must be aimed in
    classroom instruction for the students to achieve the
    required content and performance standards

    Ex: The learner adds and subtracts simple fractions and


    mixed numbers without or with regrouping

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