Republic of the Philippines

Surigao del Sur State University

Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.sdssu.edu.ph

Lesson 1
Methods of Teaching Math in Primary Grades
Introduction

This lesson will introduce you to the methods of teaching math in elementary and on
how students learn mathematics. This module is built around three main themes:
helping children make sense of mathematics, incorporating practical experiences, and
using research to guide teaching and help those who are or will be teachers of
mathematics in elementary schools help children develop understanding and proficiency
with mathematics so they can solve problems.

LESSON NO. 1
LESSON TITLE Methods of Teaching Math in Elementary Grades
DURATION/HOURS
Specific Learning During the learning engagement, the learners should be
Outcomes: able to:

1. Define what is mathematics

2. Identify and discuss methods and strategies
teaching mathematics in the Elementary
Classroom.
3. Appreciate the importance of teaching methods in
teaching math
TEACHING LEARNING ACTIVITIES

1. WHAT IS MATHEMATICS?

The view of mathematics in elementary school has changed from being mainly
about numbers, especially computation, to a broader view. Numbers are essential, but
algebra, geometry, measurement, and data analysis are also important.

Although we can consider mathematics as a collection of separate strands such

as geometry and algebra, this may not be the best way of looking at it. It may be helpful
to broaden your view of mathematics. Five views are presented to help you think of
mathematics as being more than a collection of strands. Before reading these different
views, take a minute to look at the quilt on the cover of this book. Do you see patterns
and relations among the different parts of the quilt? Do you see the thinking underlying
the quilt—the careful placement of the cloth pieces to make a whole? Do you see the
quilt as art? What words or symbols would you use to describe the quilt? Do you see
the quilt as a tool — something that would keep you warm? Similarly, you can look at
mathematics in these ways:

1.1 Mathematics is a study of patterns and relationships. Mathematics is filled with

patterns and relationships providing threads that unify the curriculum. Children should
come to see how one idea is like another. For example, children in first grade can see
how one basic fact (say, 3 + 2 = 5) is related to another basic fact (say, 5 − 3 = 2). Older
 children can relate measuring to the nearest centimeter to rounding to the nearest
hundred.
1.2. Mathematics is a way of thinking. Mathematics provides people with
strategies for organizing, analyzing, and synthesizing information. Often symbolizing a
real-life problem reduces it to a well-known mathematical procedure, making the
problem easier to solve.
1.3. Mathematics is an art, characterized by order and internal consistency. Many
children think of mathematics as a confusing set of discrete facts and skills that must be
memorized. Children need guidance to recognize and appreciate the underlying
orderliness and consistency to understand and use mathematics.
1.4. Mathematics is a language that uses carefully defined terms and symbols.
Learning these terms and symbols enhances our ability to communicate about science,
real-life situations, and mathematics itself. As with any language, you need to
understand the meaning of these words and when it is appropriate to use them.
1.5. Mathematics is a tool. Mathematics has become an essential part of our
world, both in everyday life and in the workplace. Children appreciate why they are
learning mathematics if they know it is useful.

2. WHAT DETERMINES THE MATHEMATICS BEING TAUGHT?

Mathematics plays a prominent role in the elementary school program. It is second

only to reading in the amount of time devoted to it and in the amount of money spent for
curricular materials. Its importance is reflected in the degree of concern about school
mathematics voiced by parents, politicians, and other social groups.

2.1 Three factors that influenced what mathematics is to be taught in schools.

2.1.1 Needs of the subject

The nature of mathematics helps determine what is taught and when it is taught
in elementary grades. For example, number work begins with whole numbers, then
fractions and decimals. Length is studied before area. Such seemingly natural
sequences are the result of long years of curricular evolution. This process has involved
much analysis of what constitutes a progression from easy to difficult, based in part on
what is deemed necessary at one level for the development of ideas at later levels.
Once a curriculum is in place for a long time, however, people tend to consider it the
only proper sequence. Thus, omitting a topic or changing the sequence of topics often
involves a struggle for acceptance. However, research shows that all students do not
always learn in the sequence that has been ingrained in our curriculum.

2.1.2 Needs of the child

The mathematics curriculum has been influenced by beliefs and knowledge
about how children learn and, ultimately, about how they should be taught. Before the
early years of the twentieth century, mathematics was taught to train “mental faculties”
or provide “mental discipline.” Struggling with mathematical procedures was thought to
exercise the mind (like muscles are exercised), helping children’s brains work more
effectively. Around the turn of the twentieth century, “mental discipline” was replaced by
connectionism, the belief that learning established bonds, or connections, between a
stimulus and responses. This led teachers to the endless use of drills aimed at
establishing important mathematical connections.

2.1.3 Needs of society

The usefulness of mathematics in everyday life and in many vocations has also
affected what is taught and when it is taught. In early America, mathematics was
considered necessary primarily for clerks and bookkeepers. The curriculum was limited
to counting; the simpler procedures for addition, subtraction, and multiplication; and
some facts about measures and fractions. By the late nineteenth century, business and
commerce had advanced to the point that mathematics was considered important for
everyone. The arithmetic curriculum expanded to include such topics as percentage,
ratio and proportion, powers, roots, and series.

This emphasis on social utility, on teaching what was needed for use in
occupations, continued into the twentieth century. One of the most vocal advocates of
social utility was Guy Wilson. He and his students conducted numerous surveys to
determine what arithmetic was actually used by carpenters, shopkeepers, and other
workers. He believed that the dominating aim of the school mathematics program
should be to teach those skills and only those skills.

Before you proceed to the next topic, let’s have an activity.

Activity 1: Directions: Answer the following questions. Write your answers on the
space provided.
1. What are the three general goals mentioned in the introduction? Which do
you think is the most important? Explain why?

2. Mathematics in the School. As you observe in a school, look for signs of the
role that mathematics plays in that school. Does it differ from class to class?

2. Strategies for Teaching Elementary Math

2.1. Make it hands-on

Elementary math can be difficult because it involves learning new, abstract

concepts that can be tricky for children to visualize. Try to imagine what it's like for a
five-year-old to see an addition problem for the very first time. Since it's a totally new
concept to them, it can be hard for them to visualize a scenario where one quantity is
added to another. Manipulative are hands-on tools that make math a lot easier for
young children to understand. Tools like Lego, clay, and wooden blocks can all be used
in the classroom to demonstrate how math ideas work.

For example, Lego is a great way to demonstrate number building, operations, fractions,
sorting, patterns, 3D shapes, and more.

2.2. Use visuals and images

While students will come across countless graphs and visuals in their math
textbooks, research shows this isn't the only place they should be utilized.
According to the National Council of Teachers of Mathematics, the most powerful way
to use graphics in elementary math is in conjunction with specific practice or guidance,
either from a teacher or another classroom tool like Mathseeds.

The Mathseeds online math program uses

colorful visuals, graphics, and catchy songs to
clearly demonstrate elementary math concepts in
a fun and engaging way. Students can revisit
lessons until they fully understand each topic.

2.3. Find opportunities to differentiate learning

It's important that students feel comfortable and are given the opportunity to learn
new math ideas at their own pace, without feeling rushed. But while the idea that 'given
enough time, every student will learn' is nothing new, it's easier said than done.

Mastery learning is about giving students as much time as they need to grasp a
specific skill or concept. It involves varying the time you give each student to succeed.
Technology-based classroom tools offer a powerful way to differentiate learning
while teaching elementary math, which is an effective way to help students in mixed-
ability classrooms to succeed.

2.4 Ask students to explain their ideas

Have you ever noticed how much more confident you feel about a concept after
explaining it to someone else?

Meta-cognition is the process of thinking about your options, choices, and

results, and it has a big impact on the way students learn. Before assigning a math
problem, ask students to brainstorm problem-solving strategies they can use.
Encourage students to work together to suggest different strategies in a respectful way.

This process can be carried out at every stage of problem solving when teaching
elementary math. Once students have offered an answer, ask them to verbalize step-
by-step how they got that answer.

2.5 Incorporate storytelling to make connections to real-world scenarios

When it comes to igniting the interest of young minds, not much comes close to a good
story. Incorporate story problems into your classroom lessons allow students to see how
certain math concepts can apply to real life. Story problems are also a good way to help
students understand how to use math in everyday life, and see the relevance of math.

Example:
2.6. Show and tell new concepts

Elementary math teachers should normally begin each lesson with a 'show and
tell.' Telling is the process of sharing information and knowledge with students, while
showing involves modeling how to do something.

These days, teachers can really kick 'show and tell' up a notch with an interactive
whiteboard, using animations, and videos to clearly show and tell specific math
concepts in an engaging and interesting way.

2.7. Let your students regularly know how they're doing

Feedback is an important part of teaching elementary math and improving

students' results.

Let your students know how they have performed on a specific task, along with
helpful ways that they can further improve and extend their skills.

Remember, feedback is different to praise. Focus your feedback on the task itself
(rather than the student) and make sure they have a clear understanding of what they
did well and how they can improve next time.

Teaching Methods

1. Problem Solving

Word problem solving is one of those things that many of the children
struggle with. When used effectively, questioning and dramatization can be
powerful tools for the students to use when solving these types of problems.

The approach included the use of several literacy skills, like reading
comprehension and writing. First, we started the lesson with a “think aloud” modeled by
the teacher. We read and displayed the problem below but excluded ALL of the
numbers. See the images below:
 The purpose of reading the problem without the numbers is to get the
students to understand what is actually happening in the problem. Typically some
students focus solely on keywords when solving word problems, but others are not
using this approach exclusively. With math problems, the context of the problem
and actions in the problem determine how the child should go about solving it.

Read the Problem Without Numbers & Ask Questions:

After reading the problem (without numbers) to the students, I asked the following
questions:

 Can you describe what is happening in your own words?

 What is the main idea of the problem?
 How could you act this out?

Make a Plan & Ask Questions:

After the students articulated what was happening in the problem, you will make a plan
to solve the problem. And ask the following guiding questions:

 What information do we know?

 Sample Answers include- We know that Kai has some goldfish. Kai donated or
gave away some of the goldfish.
 What information do we need?
 Sample Answers include– We need to know how many goldfish Kai has. We
also need to know how many he gave anyway. We also need to know how
many bowls there are.
 Ultimately, what are we trying to find out? (What is the question wanting you to
find?)
 Sample Answers include- We need to find out how many fish belong in each
bowl.

The class discussed the answers to the questions above. As they discussed the
questions above the responses were written out on a problem solving template.

As part of this process, it clarified student understanding of the problem and

determined what you needed to find and do to solve the problem. Next, you walked the
students through the process of showing their work using pictures. Lastly, we checked
their answers by writing an equation that matched the pictures to finally solve the
problem.

2. Concept Attainment strategy

This strategy allows the students to discover the essentials attributes of a
concept. It can enhance students’ skills in (a) separating important from
unimportant information; (b) searching for patterns and making generalizations;
and (c) defining and explaining concepts.

Steps:
a. Select a concept and identify its essential attributes
b. Present examples and non0examples of the concepts
c. Let students identify or define the concept based on its essentials attributes.
 d. Ask students to generate additional examples.
Sample activity: Defining Proper fractions

The following are proper fractions;

1/5, 2/5, 3/5, 4/5, 1/8, 2/8, 3/8, 4/8, 5/8, 6/8, 7/8, 2/3, 2/4, 2/10, 12/15, 3/7, 25/43,
78/79

The following are not proper fractions:

5/5, 6/5, 7/5, 8/8, 9/8, 10/8

Which of the following are proper fractions?

5/5, 6/5, 7/5, 8/8, 9/8, 10/8, 1/5, 2/5, 3/5, 4/5, 1/8, 2/8, 3/8, 4/8, 5/8, 6/8, 7/8, 2/3,
2/4, 2/10, 12/15, 3/7, 25/43, 78/79

(Expected answers): 1/5, 2/5, 3/5, 4/5, 1/8, 2/8, 3/8, 4/8, 5/8, 6/8, 7/8, 2/3, 2/4,
2/10, 12/15, 3/7, 25/43, 78/79
A proper fractions is
(Expected answer): A proper fractions is a fractions whose numerator is less than
the denominator.

3. Concept Formation Strategy

This strategy is used when you want the students to make connections between
and among essentials elements of the concept:

Steps:
a.Present a particular questions or problem
b.Ask students to generate data relevant to the questions or problem.
c.Allow the students to group data with similar attributes
d.Ask students to label each group of data with similar attributes
e.Have students explore the relationships between and among the
groups, they may group the data in various ways and some groups
may be subsumed in other groups based on their attributes.
4. Direct Instruction
This is the deductive method of teaching. How is it done in comparison to
concept attainment strategy and concept formation strategy? Examples are

Activities under Direct Instructions Activities under concept

Attainment
The Teacher will define proper The teacher will give a set of
fractions examples.
“A fraction a/b is proper if a<b”.
The following are proper fractions:
Then the teacher will give examples 1/5, 2/5, 3/5, 4/5, 1/8, 2/8, 3/8, 4/8, 5/8
(and non-examples).
Examples of proper fractions are 2/3, Then the teacher will give a set of not
2/5, 7/8. proper fractions:
5/5, 6/5, 7/5, 8/8, 9/8, 10/8
Examples of improper fractions 3/3,
5/2, 8/7. The Teacher will give the students the
opportunity to verify their conjecture
The teacher will give a task to the about the proper fractions by asking
students the following:

Determine if the given fractions are Which of the following are proper
proper or not: fractions: 5/5, 6/5, 7/5, 8/8, 9/8, 10/8,
5/5, 6/5, 7/5, 8/8, 9/8, 10/8, 1/5, 2/5, 1/5, 2/5, 3/5, 4/5, 1/8, 2/8, 3/8, 4/8,
3/5, 4/5, 1/8, 2/8, 3/8, 4/8, 5/8, 6/8, 5/8, 6/8, 7/8, 2/3, 2/4, 2/10, 12/15, 3/7,
 7/8, 2/3, 2/4, 2/10, 12/15, 3/7, 25/43, 25/43, 78/79.
78/79.
Expected answers): 1/5, 2/5, 3/5, 4/5,
1/8, 2/8, 3/8, 4/8, 5/8, 6/8, 7/8, 2/3,
2/4, 2/10, 12/15, 3/7, 25/43, 78/79

A proper fractions is

(Expected answer): A proper fractions

is a fractions whose numerator is less
than the denominator.

Synthesis

Instruction: Answer the following questions. Write your answer on the space
provided.

3 Things I learned from this lesson

2 Things I will do to apply what I learned

1 Question I have about the lesson

Assessment
Directions: Answer the following questions. Write your answers on the space
provided.

1. Research on heuristic and algorithm methods of problem-solving. How do

they differ? Which is more conceptual in approach? Which is more
constructivist?
2. Someone said “I believe the ‘supermarket curriculum’ the fashion which says”
if you can’t use it in the supermarket, let’s not teach it,’ is the biggest influence
in the decline in mathematics skills and knowledge in the past ten years. And
the tendency is to say: ‘if it’s too hard, let’s postpone teaching it”/ React to
these statements. Share your reactions on the space provided.

3. Which is easier to use: concept attainment, concept formation strategy or

direct instructions? Why?

Resources:

Corpuz, B. et.al. (2015) principles of teaching 2, Lolimar Publishing, Inc.

Reys, R.E., Lindquist, M. M., Lambdin, D. V., & Smith, N. L. (2014). Helping
children learn mathematics (11th Ed.). New York: John Wiley & Sons Inc..
ISBN :978-1-118-65410-1.