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LESSON 2
MATHEMATICS CURRICULUM IN THE
INTERMEDIATE GRADES
Objective To understand the features of the Philippine mathematics curriculum and the learning standards for Grades 4 to 6 Introduction The mathematics curriculum framework of the Philippines put critical thinking and problem-solving skills as the goals of learning and teaching mathematics. The following lesson will give you a deeper understanding of this curriculum that currently implemented in the country. Think The figure below presents the framework of the mathematics curriculum in the Philippines. K to 12 BASIC EDUCATION CURRICULUM
Critical thinking and problem-solving are the goals across the level of the mathematics contents. The important principles in teaching mathematics (such as reflective learning, active and student-centered teaching/learning communications allowing the learners to articulate their understanding or express their thoughts, and making connections) are important that prior learning/attaining prerequisite skills is always considered. Moreover, mathematics in the context of real-life situations is always the main consideration in designing mathematics activities. Mathematics education in the Philippines contains five general contents: Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability. These general contents are the same across levels, from Kinder to Grade
- The key stage standards for the intermediate grades are shown below. Key Stage Standards Grades 4- At the end of Grade 6, the learner demonstrates understanding and appreciation of the key concepts and skills involving Numbers and Number Sense (whole numbers, number theory, fractions, decimals, ratio and proportion, percent, and integers); Measurement (time, speed, perimeter, circumference and area of solid/space figures, temperature and meter reading); Geometry (parallel and perpendicular lines, angles, Triangles, quadrilaterals, polygons, circles and solid Figures);Patterns and Algebra (continuous and repeating patterns, Number sentences, sequences, and simple equations);Statistics and Probability (bar graphs, line graphs and pie Graphs, simple experiment, and experimental probability) As applied- using appropriate technology- in critical Thinking, problem solving, reasoning, communicating, Making connections, representations, and decisions in Real life. For better understanding, let us look at the standards per grade of the intermediate levels. Grade 4 The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 100,000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and subtraction of fractions, and basic concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals); patterns and algebra (continuous and repeating patterns, and number sentences); measurement (time, perimeter, area, and volume); and statistics and probability (tables, bar graphs, and simple experiments)
The content standards are broad descriptions of what the students should learn. The performance standards outline what the students should be able to do once The concepts and skills are taught. The learning competencies are logically- arranged objectives that must be aimed in classroom instruction for the students to achieve the required content and performance standards.
