Grade 1 Mathematics in the K to 12 Curriculum

Soledad Ulep, PhDUP NISMED

K TO 12 MATHEMATICS

KEY STAGE STANDARDS: K – 3

At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to ten thousand, fractions, measurement, simple geometric figures, pre-algebra concepts and data representation and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations , and decisions in real life.

GRADE LEVEL STANDARDS: Grade 1

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100, fractions, measurement, simple geometric figures, pre-algebra concepts, data collection and representation as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real life.

Features of the Teaching Guides• Combine several learning competencies to show connections

among concepts and deepen understanding• Model teaching mathematics through problem solving and

open-ended mathematical tasks• Provide details on how to develop concepts through the

questions that the teacher will ask and the responses that the pupils are expected to give

• Show alternative solutions to problems• Provide possible pupils’ responses and how to deal with their

misconceptions or errors• Show how to process pupils’ responses and results of

mathematical tasks• Give hints to the teacher on what to emphasize, focus or watch

out for

Organization of the Teaching GuidesI. TopicII. Objectives of the lessonIII. Prerequisite concepts and skillsIV. MaterialsV. Instructional procedures

A. Posing the problem/presenting the taskB. Solving the problem in different ways/performing the taskC. Processing the solutions and answers/ results of the taskD. Reinforcing the concepts and skillsE. Summarizing the lessonF. Applying to new and other situations

Features of the Learning Package• Has a refresher which synthesizes the important

concepts, skills, strategies, etc. which the pupils learned

• Has worksheets which the pupils will do; require the application and extension of learned concepts, skills, strategies, etc. in a variety of contexts to strengthen pupils’ understanding

• Has home activity that further strengthens pupils’ understanding through work requiring more time

Organization of the Learning Package

• Refresher• Worksheets to strengthen understanding • Home activity

Pedagogical or Instructional Design/Framework in Mathematics

Teaching mathematics through problem solvingvs

Teaching mathematics for problem solving

Comparison of the BEC and the K to 12 Mathematics Curriculum

• All the topics in the BEC are also in the K + 12. But there are additional topics in the K +12 such as in geometry, patterns and algebra, statistics, and probability.

• In the K + 12, there is spiraling and integration of topics.

Integration of Science in Mathematics

Use science as context for developing mathematics concepts, skills and processes

Examples:• Measurements (e.g. mass, capacity)• Presenting data using pictograph• Predicting the chance of an event (e.g. rain)

Using the Mother Tongue in Teaching and Learning Mathematics

• Explain the mathematics in the mother tongue but keep the technical terms in English.

• Include more story problems• Encourage pupils to understand story problems

rather than rely on key words