Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

MINISTRY OF BASIC, HIGHER AND TECHNICAL EDUCATION
UPI AGRICULTURAL SCHOOL
Nuro, Upi, Maguindanao

Math 212 – Teaching Mathematics in Primary Grades

Bachelor in Elementary Education II

CHAPTER I: WHOLE NUMBERS

Module 1.1: Place Value

Introduction

Whole numbers is one of the basic sets of numbers which includes zero and all counting numbers- no
fractions or decimals (0, 1, 2, 3, …). This chapter will focus on the general properties of whole numbers as well as
the specific properties of each individual numbers and the way two numbers interact. Starting with the general
principles of our number system, this chapter will move toward characteristics that distinguish one number from one
another. We will then see how these numbers are related to each other.

The first module will introduce our numeration system and meaning of place value and how to describe
numbers by their place value and the value of the digit in the numerals. This topic is important when doing
arithmetic. We need it to regroup when doing subtraction. We will also use it in addition and multiplication to
regroup into the next place value. We need to understand it in order to estimate and round numbers.

Intended Learning Outcomes: At the end of this module, the students must be able to:

1. Identify the place value and value of the digit in the numerals.

2. Read and write numbers through 1 000 in symbols and in words.

3. Solve word problems involving place value.

Did you know?

By the end of the 7th century, decimal

numbers begin to appear in inscription in Southeast
Asia as well as in India. Some scholars hold that they
appear even earlier. A 6th century copper-plate grant
at Mankani bearing the numeral 346 (corresponding
to 594 CE) is often cited. But its reliability is subject
to dispute. The first indisputable occurrence of zero
(0) in an inscription occurs at Gwalior in 876 CE,
containing numeral “270” in a notation surprisingly
similar to ours.

Let’s Discuss

Hindu-Arabic/Decimal System our numeration system. It uses place value which makes it easier to read
numbers unlike another numeration system, the Roman Numeration. Let us take a look at the following place value
chart.

Place Value Chart

Place Value Chart

THOUSANDS HUNDREDS TENS ONES
1 000 100 10 1

In a four – digit number, the place value of each digit from left to right are: thousands, hundreds, tens and ones.

The place value chart below shows the number 5 092. How do we read this number?

Math 212 – Teaching Mathematice in the Primary Grades

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*** Use a comma between periods (ten thousands up) when writing numbers in words.

Place Value Chart

Place Value in words THOUSANDS HUNDREDS TENS ONES
Place Value in figures 1 000 100 10 1
Given number 5 0 9 2

The number 5 092 is read as “five thousand ninety-two”.

The table below shows the place value and value of each digit in the number 5 092. Observe that the value
is simply the product of the digit and its place value.

Place Value
Digit Value
word figure
2 ones 1 2x1=2
9 tens 10 9x 10 = 90
0 hundreds 100 0 x 100 = 0
5 thousands 1000 5 x 1 000 = 5 000

One way of making students visualize place value is by using blocks such as ones shown. The number
represented by the blocks is 1 thousand, 1 hundred, 1 ten and 1 one or 1 000 + 100 +10+1 which is equal to 1 111.

Let’s Do These

Instead of using blocks, an alternative material is to use a drinking straw.

Place straws in a container labelled ONES PLACE, starting with one straw, two, three, and so on up to ten.
When it reaches ten, show that 10 ones may now be renamed as 1 ten by binding the ten straws with a rubber band
and placing it in the container labelled TENS PLACE Repeat the process a few more times.

What happens when there are already 10 bundles each with ten straws in the container labelled TENS
PLACE?

Since 10 tens equals 1 hundred, then we may bundle together the 10 tens straws and place them in the
container labelled HUNDREDS PLACE. It shows that 1o tens equal 1 hundred.

SELF – ASSESSMENT:

A. Give the place value and the value of the digit 8 in each numeral.

Number Place Value Value

1. 485

2. 825

3. 8 032

4. 7 908

5. 1 873

Math 212 – Teaching Mathematice in the Primary Grades

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B. Write the following numbers in words.

1. 461 _________________________________________________________

2. 809 _________________________________________________________

3. 4 045 _________________________________________________________

4. 7 420 _________________________________________________________

5. 3 004 _________________________________________________________

C. Write the following in symbols.

1. five hundred eight __________

2. two hundred forty-six __________

3. three thousand eight hundred seventy __________

4. eight thousand nine hundred thirty seven __________

5. eleven thousand 0ne __________

D. Answer the following.

1. What is the digit with the biggest value in 1 459?

2. What is the sum of the digits in the tens and thousands place in the numeral 9 087?

3. What is the sum of the values of the digits in the ones and hundreds place in the numeral 9 837?

4. Which digit has the smallest value in the numeral 1 089?

5. I am a three digit number. My tens digits 3 more than my ones digit. My hundreds digit is an odd number less
than 3. What number I am?

Evaluation:

A. Find all numbers that satisfy the following conditions. (No two students have the same answer.)

1. The number has three digits.

2. The ones digit is twice the hundreds digit.

3. The tens digit is more than the ones digit.

Module 1.2: Addition and Subtraction of Whole Numbers

Introduction

This module covers addition and subtraction for the primary grades - moving from meanings and models
for addition and subtraction as well as through properties of addition.

Math 212 – Teaching Mathematice in the Primary Grades

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Working with whole numbers and performing the basic calculations is the backbone of all mathematics.
We will often have a calculator on hand to do calculations, but a quick refresher will help us better understand how
to work with numbers so that complex equations are less daunting.

Dealing with the properties of addition is a great opportunity to build and expand our math vocabulary:
addends, addition symbol, equal sign, commute, etc. It is important for us to learn and use the math vocabulary
when discussing mathematical concepts or else how are we going to understand word problems.

Intended Learning Outcomes: At the end of this module, you must be able to:

1. Visualize the concept of addition and subtraction.

2. Explain the terms related to addition and the properties of addition.

3. Add or subtract one to three – digit numbers.

4. Relate subtraction with addition.

5. Solve word problems involving addition and subtraction.

1.2.1. ADDITION OF WHOLE NUMBERS

Did you know?

According to news update published on CNN

Philippines, the latest finding registered a total of 534
new islands in the Philippines which is more than 400
previously announced. From just 7 107 the Philippines
now has a total of 7 641 islands.

Let’s Discuss

Originally, the Philippines has a total of 7 107

islands. Lately, 534 new islands are added which makes
our total number of islands as 7 641. It means that 7 107
+ 534 = 7 641.

In the addition sentence 7 107 +534 = 7 641, 7 107 and 534 are called addends (Addends are the numbers
being added) while 7 641 is called sum (sum is the result in addition).

Addition is the process of putting two or more numbers or things together. For instance, let us illustrate the
following: 3 mangoes added by four mangoes total 7 mangoes.

The illustration above clearly shows that to find the total number of mangoes, we can simply count them
from left to right. The addition sentence would be 4 + 3 = 7.

Math 212 – Teaching Mathematice in the Primary Grades

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Another way to illustrate addition is through block model which is shown below.

4 3

Properties of Addition

1. Commutative property of Addition (CPA)

You learned that 4 + 3 = 7. What would the answer be if we change the order of the addends into 3 + 4?
3 4

It shows that 4 + 3 = 3 + 4+ 7. This is called Commutative Property of Addition. It says that the order of the
addends does not affect the sum.

2. Associative Property of Addition. It says that the grouping of the addends does not affect the sum. For
example, the sum of (8 + 7) + 2 is equal to the sum of 8 + (7 + 2).

(8 + 7) + 2 = 8 + (7 + 2)
15 + 2 = 8 + 9
17 = 17

3. Identity Property of Addition (IPA). It states that the sum of a number and zero is the same number.

Examples: 8 + 0 = 8 0 + 35 = 35 1+0=1

Adding Two to Three – Digit Numbers

To add two to three – digit numbers, follow the steps below.

Step 1: Arrange the numbers in column so that digits of the same place value are aligned. For Example, let’s find the
sum of 52 and 564.

Hundreds Tens Ones

Place Place Place
5 2
+ 5 6 4

Step 2: Add the digits in ones place, tens place then the hundreds place.

Hundreds Tens Ones

Place Place Place
5 2
+ 5 6 4
6

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In the tens place, since 5 tens plus 6 tens totaled 11 tens, then rename11 tens as 1 hundred and 1 tens; write
the 1 tens in the tens digit of the sum and regroup the 1 hundred with the hundreds digit s of the addends, then add.

Hundreds Tens Ones

Place Place Place
1
5 2
+ 5 6 4
6 1 6

The sum of 52 and 564 is 616.

Let’s Do These: Perform the activity in groups of five students.

Find the sum of the following:

1. Numbers of chairs and tables and chairs in the classroom.

2. Amount of daily allowance of the members of the groups.

3. Number of members of the families of the members of the group.

4. Ages of all the members of the group.

5. Number of students in all year level in school.

Let’s Recall

 Addition is the process of putting together two or more numbers.

 The numbers being added are called addends while the answer is called sum or total.
 Commutative property of addition (CPA) states that the order of the addends does not affect the sum.
Associative Property of Addition (APA) states that changing the grouping of the addends does not affect
the sum, while Identity Property of Addition (IPA) says that when zero is added to a number, the sum is
the number.

SELF - ASSESSMENT

A. Give the missing addend or sum. Then, identify the property of addition shown in each number. Write CPA, APA
and IPA only.

1. 3 + 9 + 6 = ___ +9 + 3 ___________

2. (8 + 3) + ____ = 8 + (3 + 6) ___________

3. ___ + 8 = 8 ___________

4. 12 + 9 = 9 + ___ ___________

Math 212 – Teaching Mathematice in the Primary Grades

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B. Solve the following problems.

1. Ryza has 24 marbles. Melba has 8 more than Ryza. How many marbles do the two girls have in all?

2. At the mall, Karl spent Php45 on the first store and Php248 in the second store. After which, he has Php120 left.
How much money did he start with?

3. Michael and Nicko each pick a number from a box. Nicko’s number is twice as large as that of Michael’s. The
sum of their number is 42. What is Nicko’s number?

C. Use the property of Addition to solve the following.

1. 1 + 2 + 3 + … + 9 + 10 =

2. (49 + 63) +51 =

3. 15 + 38 + 47 + 62 + 53 =

4. 999 + 999 + 999 + 999 + 999 =

5. 809 + 803 + 806 + 801 + 807 + 804 =

Evaluation:

Read the problem below and answer the questions that follow. (No two students have the same answer in one of
the two given questions.)

1. Jonalyn has five discs each with different counting number printed on one face. However, she lost three discs and
all she can remember is that the sum of the five numbers is 50 and the numbers and the numbers in the two
remaining discs are 12 and 9.

1. What is the greatest possible value of one of the numbers?

2. What can be the possible values of the three other numbers?

1.2.2: SUBTRACTION OF WHOLE NUMBERS

Did you know?

The saltwater crocodile (Crocodylus porosus), is the

largest of all the living reptiles. It is found in suitable
habitats from Northern Australia through Southeast Asia to
the eastern coast of India. An adult male saltwater
crocodile’s weight is 409 to 1 000 kilograms and length is
normally 4.1 to 5.5 meters.

Let’s Discuss

Subtraction is the process of taking away one number from another. For instance, if an older saltwater
crocodile has a length of 6 meters while the younger has a length of 4 meters, then what is the difference in their
lengths?

Math 212 – Teaching Mathematice in the Primary Grades

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To find the difference, we subtract 4 from 6. Let us represent this situation using an illustration.

Difference

older

younger

The illustration shows that difference between 6 and 4is 2. It means that 6 – 4 = 2.
Another way of showing this is by the inverse operation of subtraction which is addition. That is 4 + ___ = 6. So
what should be added to4 to get a sum of 6? This shows that subtraction is like finding the missing addend.

In 6 – 4 = 2, 6 is called minuend. It is a number being subtracted from. The number 4 is called

subtrahend or the number used to subtract. Then, 2 is called difference or remainder, which is the answer in
subtraction.

Subtraction is the inverse operation of addition. It means that 6 – 4 = 2 may be translated into an addition
sentence which is:

Subtraction sentence Addition sentence

6–4=2 2 + 4 = 6 or 4 + 2 = 6

Subtraction of two to three-digit numbers

Let us learn how to subtract two – digit numbers by solving the following word problems.

Problem 1:
James has Php 79. He bought a piece of sandwich at Php 25. How much money does he had left?

To solve the problem, we subtract 25 from 79.

To subtract two – digit numbers, we may use the following steps:

Step 1: Arrange the number so that digits of the same place value fall on the same column..

Tens Place Ones Place

7 9
- 2 5

Step 2: Subtract the ones digits. Since the ones digit of the minuend is 9, which is greater than that of the subtrahend,
which is 5, then we can proceed to subtraction right away.

Tens Place Ones Place

7 9
-2 5
4

Step 3: Subtract the tens digits.

Tens Place Ones Place

7 9
- 2 5
5 4

Math 212 – Teaching Mathematice in the Primary Grades

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Therefore, 79 – 25 = 54 or James had Php54 left.

Problem 2:
Enya has a collection of 342 keychains. Of these, 157 are foreign and the rest are Philippine made. How
many of her keychains are Philippine made?

To find the answer, subtract 157 from342.

Step 1: Arrange the numbers in column.

Hundreds Tens Ones

Place Place Place
3 4 2
- 1 5 7

Step 2: Subtract the digits in the ones place. Observe that 2 ones of the minuend is less than 7 ones of the
subtrahend. In this, case, rename 4 tens of the minuend as 3 tens and 10 ones, then regroup the 10 ones with 2 ones
to make 12 ones. Now subtract 7 from12.

Hundreds Place Tens Place Ones Place

3 12
3 4 2
- 1 5 7
5

Step 3: Subtract the tens place. Since 3 tens of the minuend is again smaller than 5 tens of the subtrahend, then
rename 3 hundreds of the minuend as 2 hundreds and 10 tens, then regroup 10 tens with 3 tens to make 13 tens.
Subtract the tens digits.

Hundreds Tens Ones

Place Place Place
2 13 12
3 4 2
- 1 5 7
1 8 5

Step 4: Subtract the hundreds digits.

Therefore, Enya has 185 Philippine keychains.

Practice: Virtual pair. Look for a partner then find the difference between:

1. the amount of your weekly allowance 4. amount of time spent in studying per day
2. number of siblings 5. number of pets at home
3. approximate distance of house from school

Let’s Recall
 Subtraction is the process of taking away. It is also the inverse operation of addition.
 Minuend is the number being subtracted from; subtrahend is the number used to subtract while the difference is
called to the answer in subtraction.

Math 212 – Teaching Mathematice in the Primary Grades

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SELF - ASSESSMENT

A. Find the missing addends.

1. 8 + ___ = 16 2. ___ + 9 = 17 3. ____ + 8 = 15

B. Find the difference.

1. 25 2. 59 3. 458
- 18 - 37 - 273

C. Solve the following word problems.

1. JM harvested 378 mangoes. Mia Joy harvested 89 mangoes less than JM. How many mangoes did Mia Joy
harvest?

2. Roice and Chat have a total savings of Php874. Chat saved Php86 more than Roice. How much did student save?

3. Ralph has Php750. He spent Php256 on food, Php125 for his fare, Php345 for his project and save the rest. How
much did he save?

Evaluation.

1. Solve the following in as many ways as possible.

The sum of two numbers s 48 while their difference is 8. What are the numbers?

2. You have learned about the properties of addition which are Commutative, Identity and Associative in the
previous lesson. Relate these properties with subtraction.

Are they also true with subtraction? Explain your answer by giving examples.

Module 1.3: Multiplication and Division of Whole Numbers

Introduction

In this module, we will multiply and divide whole numbers. It shows how multiplication is expressed as
repeated addition as well as division as repeated subtraction. It does not only cover 1 – digit multiplication and 1 –
digit division but also discuss the different properties of multiplication and solve word problems.

The ability to rehearse and understand multiplication and division will enable you to become a future
teacher who can confidently and skillfully teach mathematical subjects in the primary grades.

Intended Learning Outcomes: At the end of this module, you should be able to:

1. Find the product/quotient of the given operations.

2. Express multiplication as repeated addition.

3 Identify the properties of multiplication.

4. Relate division as repeated subtraction.

Math 212 – Teaching Mathematice in the Primary Grades

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5. Express division as inverse operation of multiplication.

6. Solve multi – step word problems involving multiplication, divisions and other operations.

1.3.1: MULTIPLICATION OF WHOLE NUMBERS

Did you know?

The giraffe (Giraffa Camelopardalis) is an

African even-toed ungulate mammal and the tallest living
terrestrial animal in the world. It stands 5 -6 m tall and
has an average weight of 830 kg for females and about
twice as much for males.

Let’s Discuss

In Did you know?, the average weight of the

male giraffe is around twice that of the female. The word
“twice” means double or multiply by 2. Since the average
weight of a female giraffe is 830 kg, then, that of the male is around 830 x 2 which I 1660 kg.

Multiplication as Repeated Addition

In the multiplication sentence 830 x 2 = 1 660, 830 and 2 are called factors while 1 660 is called product.

Find the sum of the following.

1. 4 + 4 + 4 + 4 + 4 + 4 + 4 =

2. 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 =

3. 8 + 8 + 8 + 8 + 8 =

In the exercises above, observe that the same numbers are being added repeatedly. In this case, we can find
the answer using another operation which is multiplication.

Multiplication is called repeated addition since adding the same number repeatedly may be expressed as
multiplication instead. Let’s take a look at the following examples.

Addition Multiplication Answer

1 4+4+4+4+4+4+4 7 groups of 4 or 7 x 4 28
2 3+3+3+3+3+3+3+3 8 groups of 3 or 8 x 3 24
3 8+8+8+8+8 5 groups of 8 or 5 x 8 40

Basic Multiplication Facts

The basic multiplication facts are easy to memorize by using the multiplication table, skip counting or the
concept of multiples. Use of flash cards would be of great help too. Make a multiplication table of 2 to 10.

Properties of Multiplication

1. Commutative Property of Multiplication (CPM)

When the order of the factors is changed, the product is still the same.
Example: 3 x 5 = 5 x 3 15 = 15

Math 212 – Teaching Mathematice in the Primary Grades

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2. Associative Property of Multiplication (APM)
The grouping of the factors does not affect the product.

Example: (2 x 8) x 5 = 2 x (8 x 5)
16 x 5 = 2 x 40
80 = 80

3. Identity Property of Multiplication (IPM)

When a number is multiplied by 1, the product is the number itself.

Example: 10 x 1 = 10 1x6=6

4. Zero Property of Multiplication (ZPM)

Any number multiplied by zero is zero.

Example: 0x9=0 15 x 0 = 0

Let’s Recall
 Multiplication is repeated addition.
 The numbers being multiplied are called factors while the answer is called product.
 The properties of multiplication are:
 The Identity Property states that the product of 1 and another numbers is the number.
 Zero property states that the product of any number and zero is zero.
 Commutative Property order of the factors does not affect the product.
 Associative Property shows that changing the grouping of the factors does not affect the product.

SELF –ASSESSMENT
A. Speed Test. Complete the multiplication grid
x 4 9 8 2 0 7 5 3 1 6
2
5
8
0
1
7
6
3
4
9

Math 212 – Teaching Mathematice in the Primary Grades

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B. Give the multiplication sentence and the product.
1. 5 + 5 + 5= ____________
2. 7 + 7 = ____________
3. 3 + 3 + 3 + 3 + 3 + 3 + 3 = ____________
4. 4 + 4 + 4 + 4 + 4 = ____________
5. 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2= ____________

C. Express the following as repeated addition.

1. 3 x 4 = ______________________________________
2. 5 x 6 = ______________________________________
3. 8 x 2 = ______________________________________
4.7 x 3 = ______________________________________
5. 9 x 4 = ______________________________________

D. Supply the missing number.

1. 3 x _____ = 21
2. ____ x 8 = 40
3. ____ x 4 = 36
4. 5 x ____ = 45
5. 6 x ____ = 48

E. Fill in the blanks with the number that will make the number sentence correct, then identify the property shown
by each number sentence.
1. ____ x 8 = 0; ________________________________________

2. 1 x ___ = 7; ________________________________________

3. 8 x__ x 9 = 0; ________________________________________

4. 7 x 3 = __ x 7; _______________________________________

5. 8 x ___x 4 = 4 x 6 x 8; _______________________________

Evaluation
A. Solve the following problems.
1. Ian has 9 bags. Four bags contain 9 balls, 3 bags contain 8 balls and the rest of the bags contain 6 balls. How
many balls in all does Ian have in his bags?

2. Myrine has twice as many marbles as Mirel while Mirel has thrice as many marbles as Machel. If Machel has 8
marbles, how many marbles do the three girls have in all?

B. Let’s Create

1. Use any one – digit numbers and any operation to have a result of 12.

2. Continue the multiplication below. Look for the pattern and give the value of n
1 x1 = 1
11 x 11 = 121
111 x 111 = 12321
.
.
.
.
111 111 111 x 111 111 111 = n

Math 212 – Teaching Mathematice in the Primary Grades

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1.3.2. DIVISION OF WHOLE NUMBERS

Did you know?

Messages from the human brain travel along the nerves at up to
200 miles an hour (322km/h).

Let’s Discuss
The process of division can be expressed as: 10 2 = 5 or =5
or 2 10
where,
10 is called the dividend or the number being divided;
2 is called the divisor or the number that divides and
5 is called quotient or the answer in the division.

Division as Repeated Subtraction

Division is called repeated subtraction. To answer the question, “How many 2s are in 10?”, we may either
subtract 2 from ten repeatedly or simply divide.

To find the number of 2s in10 using repeated subtraction, we subtract 2 from 10 repeatedly until the
difference is 0.

10 -2 = 8
8–2=6
6–2=4
4–2=2
2–2=0

The process above shows that there are five 2s in 10.

Division as Inverse Operation of Multiplication

Division is inverse operation of multiplication. For instance, 10 2= 5 may be written as 5 x 2 = 10 or 2 x

5 = 10. It means that dividend divisor = quotient may be written as divisor x quotient = dividend.

If you can master the basic multiplication facts, then division would also be easy. Let’s have the following
examples.

Division Sentence Multiplication Sentence Answer

72 8 = ____ 8 x ____ = 72 Since 8x 9 = 72, then 72 8 = 9.
56 7 = ____ 7 x ____ = 56 Since 7 x 8 = 56, then 56 7=8

Basic Division Facts

Construct division table of 2, 5 and 8.

Let us now apply all the operations we have learned by solving the following word problem.

Machel has Php100. She gave Php 35 to each of her two friends. She then spent a third of the amount left.
How much does she have now?

Math 212 – Teaching Mathematice in the Primary Grades

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Illustration: 100

35 35

100 – (2 x 35) = 100 – 70 = 30. But, spent a third of the remaining amount, then the next illustration would be

100

35 35

It shows that the amount left, which is Php30, is to be divided into three equal parts. So, 30 3 = 10. Since
she spent a third of the remaining amount or php10, then what she has left is 30 – 10 = 20.Therefore, Machel has
Php20 left.

Let’s Recall
 Division is called repeated subtraction. It is also considered as the inverse operation of multiplication.
 The number being divided is called dividend; the n umber used to divide is divisor and the result is called
quotient.

SELF – ASSESSMENT

A. Find the quotient by showing that division is repeated subtraction.

1. 24 8 4. 56 8

2. 42 7 5. 48 6

3. 36 4

B. Find the missing numbers.

1. 3 x ____ = 27 5. 9 x ____ = 81 9. 18 ___ = 2

2. _____ x 7 = 28 6. 32 ___= 8 10. ____ 6=9

3. ____ 7=4 7. ____ x 8 = 32

4. 6 x ____ = 42 8. 45 ___ = 5

C. Solve the following problems.

1. The dividend is 48 and the quotient is 6. What is the divisor?

2. When Melchor divided a number by 7, the quotient is 9. What is the number?

3. A vendor has 40 eggs which she arranged in trays, each containing 6 eggs. How many trays did she use? How
many eggs are in the last tray?

Math 212 – Teaching Mathematice in the Primary Grades

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4. 59 children and 6 teachers went to a field trip. They took private cars which can carry 8 passengers. How many
cars did they use? Are all the cars filled up with 8 passengers?

5. Ramon saves from his daily allowance Php50 every Mondays, Php40 on Tuesdays, Php30 on Wednesdays, Php20
Thursdays and Php10 on Fridays. From that amount he saved after four weeks, he deposited Php500, he gave Php60
to his church and spent the rest for an ice cream. How much did he spend for an ice cream?

Evaluation:

A. Answer the following.

1. How can you divide a square cake into eight equal parts with three straight cuts? Illustrate your solution.

2. Some dividends cannot be exactly divided by the divisor. The amount which remains after division is completed
is called remainder. For instance, when you divide 20 by 6, the answer is 3(since 6 x 3 = 18), but there is a
remainder of 2 (20 -18 = 2).

To check, 6 x 3 = 18 + 2 = 20.

What is the sum of the possible remainders if the divisor is 20.

B. Create 2 word problems for each of the following topics. See rubric A for your guide

Multiplication of whole numbers

Division of whole numbers

CHAPTER II – FRACTIONS

Introduction

In getting accurate measurement, basic arithmetic skills are important. The study of arithmetic begins with
whole numbers and later on with fractions. A weak knowledge on fractions can make a supposedly well – built
skyscraper break down into pieces and impair public safety.

In this chapter we will define and illustrate fractions. We will also distinguish the different set of fractions,
apply the four fundamental operations and solve word problems involving them.

Module 2.1: The Concept of Fractions

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Illustrate fractions as part of a whole, set, region and unit.

2. Distinguish kinds of fractions.

3. Solve word problems involving fractions.

Did you know?

Manny Pacquiao has won 60 out of 69 bouts of 2018.

Math 212 – Teaching Mathematice in the Primary Grades

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Let’s Discuss

Sixty wins out of 69 bouts may be written as which can be read as “sixty – sixty –ninths” This is an
example of a fraction, where 60 is called numerator while 69 is called denominator. The fraction bar or the line
that separates the numerator from the denominator is called vinculum

Let’s have another example.

Dovie brought home a plate of rectangular banana cake. She sliced the cake into 4 equal parts. Her son, Jai,
ate one of it. What part of the cake did Jai eat?

The number above the fraction bar is called numerator. It tells the number of slices of banana cake Jai ate.
The number below the
fraction bar is called
denominator. It tells
the number of equal
parts into which the
whole banana cake is
divided.

Fractions
could also be used to
identify part of the set.
Example: In a box,
there are 5 marbles. Two marbles are black. What part of the marbles is black?

Since, there are 2 black marbles and there are 5 marbles in all, black marbles represent of the marbles.

In this example, 2 is the numerator and 5 is the denominator.

Kinds of Fractions

1. Proper fraction – is a fraction whose value is less than 1. Its numerator is less than its denominator.

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Examples: ¼, 2/5
2. Improper fraction – is a fraction whose value is equal to or greater than 1. Its numerator is equal to or greater than
its denominator. It can be converted into a mixed number.

Example: ,

Mixed Numbers – is composed of a whole number and a fractional part such as 1 , 4 .

Unit fraction – is a fraction with a numerator of 1.

Example: ,

Perform the following tasks. Virtual interview.

Activity 1
Conduct a group survey on the favorite color of the class. Find the part of the group who like

A. blue B. yellow C. pink

Activity 2
Conduct a group survey on the favorite sports of the familyclass. Find the part of the group who like

A. badminton B. basketball C. volleyball

Activity 3
Conduct a group survey on the favorite Original Pinoy Music (OPM) genres of the class. Find the part of
the group who like
A. Pop B. Pinoy Rock C. Hip Hop

Let’s Recall

 A fraction is a part of a region or set

 A fraction is composed of a numerator, denominator and a fraction bar or vinculum.
 Fractions can be classified as proper fraction, improper fraction or mixed number.

SELF – ASSESSMENT

A. Identify the fraction shown by the shaded part.

Math 212 – Teaching Mathematice in the Primary Grades

19
B. Color the part pf the set to show the given fractions

C. What fraction is shown

by the colored part?

Math 212 – Teaching Mathematice in the Primary Grades

20
D. Identify the following as proper fraction, improper fraction or mixed number.
1. _______________________ 4. _______________________

2. _______________________ 5. _______________________

3. 1 _______________________

Evaluation:. Write the fractions being asked in the following problems.

1. Nanay Lydia bought 3 red, 5 blue and 6 white shirts. What fractions of the shirts were red?

2. Cherie scored 17 in a 20- item test. What fraction of the test did Cherie answer incorrectly?

3. During the liga, a friendly basketball competition among barangays, Team Bo – ok won 9 games out of 11 games
that they played. What fraction of the total games played did they lose?

4. The Grade 3 class of Mabait Elementary School has 18 boys out of 31 learners. What fraction of the class are
girls?

5. In a basket with 15 fruits, there are nine atis. What fraction of the fruits is atis?

6. Show in different ways.

Module 2.2: Equivalent Fractions, Comparing and Ordering Fractions

Introduction

This module covers equivalent fractions, comparing and ordering fractions.

Fractions are one of the most important topics learners should understand in order to be successful in
algebra and beyond. As a future teacher, it is imperative that you should understand fractions well in order to present
it as interesting and important, and commit to help learners understand the big ideas (pearsonhighered.com).

Intended Learning Outcomes: At the end of this module, you should be able to:

1. Recognize, equivalent fraction, similar and dissimilar fractions.

2. Generate equivalent fractions from the given fractions.

3. Find the missing part of the given fractions.

4. Compare and arrange fractions.

5. Solve word problems involving fractions.

2.2.1: Equivalent Fractions

Did You Know?

Mars has 2 moons – Deimos and Phobos.

Math 212 – Teaching Mathematice in the Primary Grades

21
Let’s Discuss
Deimos is one out of the 2 moons of Mars which is in
fraction form. One – half could be represented as this:

If we divide the same figure equally into 4 equal parts, the shaded figure
represents two – fourths as shown below.

We didn’t change the shaded region but we only divided the figure into
smaller parts.

In this case, and look differently but they have same values. and look different but they have same
values. and are called equivalent fractions.
The word equivalent means ‘equal’ or ‘same value’. Thus, equivalent fractions are fractions which are
equal or with the same value.

becomes by multiplying it by a fractions equal to1, which is . We can illustrate this as x =

We can also generate more equivalent fractions for by multiplying it by a fraction equal to 1.

Study the Equivalent Fractions chart below.

Math 212 – Teaching Mathematice in the Primary Grades

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The illustration above clearly shows that is equal to two s (read as one-fourths) or four s (read as one –
eights); it is also equal to s (read as one – sixteenths).
Example: Give the equivalent fractions of .

Sixteen-twentieth could be represented as follows:

Maximizing the number of divisions of the same figure, we could illustrate it as follows.

4/5

Thus, and are equivalent fractions to .

Divide by a fraction equal to 1which is , in symbols, = .

While = .

In other words, we can generate equivalent fractions by dividing both numerator and denominator by the
same numbers.

If there are no numbers that can exactly divide both numerator and denominator, then the fraction is already
in simplest form or lowest term.

Examples in simplest form: , ,

Perform the following tasks.

Activity 1
Make five fractions equivalents to one – half using the fraction tiles. Sketch your work, label the
parts, shade each fraction and name each fraction.

Activity 2
Make four fractions equivalent to one – third using the fraction tiles. Sketch your work, label the
parts, shade each fraction and name each fraction.

Activity 3
Make four fractions equivalent to one – fourth using the fraction tiles. Sketch your work, label the
parts, shade each fraction and name each fraction.

Math 212 – Teaching Mathematice in the Primary Grades

23
Let’s Recall

 Equivalent fractions are fractions that look different but have the same value.

 To find the equivalent fraction of a given fraction, multiply or divide its numerator and
denominator by the same numbers.

 To express fractions in simplest form, divide the numerator and the denominator by the same
number until no number except 1 can divide both of them.

SELF- ASSESSMENT

A. Shade the part/s of the figure to show equivalent fractions. Then, write the equivalent fractions generated on the
blank.

B. Give the five equivalent fractions from the given fraction

1. 1/3 = _________________________________________

2. ¾=___________________________________________

3. 12/15 = _______________________________________

4. 30/60 = _______________________________________

5. 35/70 = _______________________________________

Math 212 – Teaching Mathematice in the Primary Grades

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C. Find the missing numerator or denominator to make the fraction equivalent.

D. Express in simplest form.

1. 3/9 = _______________ 6. 4/10 = _______________________

2. 12/24 = _____________ 7. 18/27 = ______________________

3. 16/20 = _____________ 8. 14/21 = ______________________

4. 15/27 = _____________ 9. 6/15 = _______________________

5. 42/56 = _____________ 10. 39/52 = _____________________

Evaluation
A. Solve the following problems.

1. There are 6 white chairs and 3 green chairs in the classroom. How do you write the fraction of the chairs that are
green n simplest form?

2. The proper fractions , and are in their simplest forms. What value/s of a is/are between20 and 30?

3. There are 24 pupils from the school who participated in as Math Camp. Eighteen of them are boys and the rest are
girls. What fractions of the school’s delegation are girls? Express your answer in its simplest form.

B. Show that and are equivalent fractions in as many ways as possible.

2.2.2. Comparing Fractions

Did you know?

Twins are two people who

came from the same mother and are
usually born on the same day. Twins
can be classified as identical or
fraternal. Identical twins look the
same while fraternal twins look
different from one another.

Math 212 – Teaching Mathematice in the Primary Grades

25
Let’s Discuss

Identical twins look similar while fraternal twins look different or dissimilar.

Classification of fractions

1. similar fractions are wholes divided into equal parts or they are fractions with the same denominators.
e.g 2/5 and 3/5

2. dissimilar fractions are fractions whose whole are not divided equally or have different denominator.
e.g. 2/5 and ½; 3/5 and 1/2

2/5 3/5 1/2

Fractions can be compared using relation symbols such as greater than ( ), less than ( ) or equal to ( )

e.g. Royce drank 2/5 pitcher of orange juice while Jeremy drank 3/5 pitcher. Who between the boys drank a
greater amount of orange juice?

Illustration of the fractions: The shaded part is the part of the juice being drank.

2/5 3/5

Based on the shaded part, we can say that 2/5 is less than 3/5. In symbol, 2/5 3/5.

Therefore, Jeremy drank a greater amount of orange juice than Royce.

Similar fractions can be compared based on their numerators, that is, the bigger the numerator, the greater
the fraction is.

We can also arrange fractions in increasing or decreasing order.

2/5 ½ 3/5

Based on the illustration, the arrangement in increasing order would be: 2/5, ½ and 3/5.

Math 212 – Teaching Mathematice in the Primary Grades

26
If we arrange the fractions in decreasing order, we come up with the arrangement 3/5, 1/2and 2/5.

Do These. Perform the following task.

Activity 1 – Fraction Butterfly

1. Materials needed: Bondpaper and colored pencils

Procedure:
1. Give two fractions. Using the black colored pencil, write the fraction next to each other.

2. Enclose the numerator of the fraction on the left and the denominator of the fraction on the right with an oblong
using the blue colored pen.

3. Get the product of the number enclosed in the oblong and write it on the top of the numerator of the first fraction.

4. Enclose the numerator of the fraction on the right and the denominator of the fraction on the left with an oblong
using the green colored pencil.

5. Get the product of the number enclosed in the oblong and write it on the top of the numerator of the second
fraction.

6. Compare the products. The fraction whose product above its numerator is greater has the bigger value.

Let’s Recall

 Similar (like) fractions are fractions with the same denominators.

 Dissimilar (unlike) fractions are fractions with different denominators.
 To compare fractions, we use relation symbols such as , or +.
 Cross multiplication can also be used in comparing and arranging fractions.

SELF - ASSESSMENT

A. Write the fraction for the shaded part of each figure on the blank. Then, determine whether they are similar
fractions or dissimilar fractions.

Math 212 – Teaching Mathematice in the Primary Grades

27
B. Shade the parts of the figure based on the given fractions and compare them using relation symbol by putting ,
or = in the box.

C. Use butterfly method to compare fractions. Write , or = on the blank..

1. 3/5 _____ 4/7 4. 4/5 _______ 3/11

2. 12/18____ 2/3 5. 8/9 _______ 16/18

3. ½ _______ 6/7

Math 212 – Teaching Mathematice in the Primary Grades

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D. Illustrate each if the fraction in the given box and arrange them in increasing order by putting 1 to 3 on the
blank, 1 as the greatest and 3 as the least.

E. Illustrate each of the given fractions in the box in the given box and arrange in decreasing order by putting 1 to 3
on the box, 1as the greatest and 3 as the least.

Math 212 – Teaching Mathematice in the Primary Grades

29
F. Solve the following problems.
1. Camille is looking in her footwear box. If of her footwear are shoes and are slippers, which footwear does she
have more?

2. Adela brought home one plate of bibingka sliced into eighths for her three children. Angelie ate , Frenche ate
and Charish ate of the bibingka. The eldest child ate the smallest part of the bibingka while the youngest are the
largest. Who among them is the middle child?

3. The distance of faith’s house from school is of a kilometer while Kian’s house is of a kilometer away from
school. Who among the two children has a house farther from school?

4. It took Zendrex of an hour to finish the household chores assigned to him while it took Ella of an hour to
complete her household chores. Who between them worked faster?

5. In a recent survey conducted by the Grade III learners at ABC Elementary School, of the learners surveyed said
that their favorite color is blue, said pink and said green. What color was favored by the greatest number of
learners.

Evaluation.

Create one (1) problem for comparing and one (1) for arranging fractions in ascending and descending
orders with key answer. See rubrics A for scoring.

Module 2.3: Addition and Subtraction of Similar Fractions and Mixed Numbers

Introduction
This module introduces addition and subtraction of similar fractions and mixed numbers through
illustrations. Using illustrations will help learners visualize how similar fractions work.

Working with similar fractions and mixed numbers is a firm foundation of learners’ understanding of
addition and subtraction before moving to unlike fractions.

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Illustrate addition and subtraction of similar fractions

2. Add/ subtract similar fractions and mixed fractions.

3. Create word problems involving fractions and mixed fractions.

2.3.1. Addition of Similar Fractions and Mixed Numbers

Did you know?

Based on the 2015 census, Iloilo Province ranked first in the most highly urbanized province/city in Panay
and Guimaras Islands. Occupying about of the island’s population. Capiz ranked second occupying about of the
islands’ population.

Math 212 – Teaching Mathematice in the Primary Grades

30
Let’s Discuss
What fraction of the population of Panay and Guimaras islands is the combined population of Iloilo and
Capiz?

Add the population of Iloilo and Guimaras.

Number sentence: + = N, where N represent the total population of the provinces.

Illustration of the number sentence:

Counting the number of shaded parts, we can say that there are three shaded parts or there are three fifths.
We could illustrate it as follows:

Therefore, Iloilo and Capiz comprise of the islands’ population.

Perform the following task.

Activity 1
Weigh kilogram of onions and set it aside. Weigh kilogram of garlic. Combine the onions and garlic
which you have weighed. What is their total weight in kilograms?

Activity 2
Get 2 of a buko pie and put it on empty plate. Get a pineapple pie which of the same size as the buko pie,
and combine it with the part of the buko pie which you’ve taken at first. What is the total part of the pie
transferred to the plate?

Activity 3
Combine 2 liters and 1 liters of water and pour it into 1 – liter bottles. Pour another 1 liters of water in
another set of water bottles. Combine the amount of water. How many one – liter water bottles did you fill
in all? How many bottles were used?

Math 212 – Teaching Mathematice in the Primary Grades

31
Let’s Recall

 To add similar fractions, add the numerators of the given fractions and copy the
denominator.
 To add mixed numbers with similar fractions, follow these steps:
a) Add the fractional part.
b) Add the whole numbers
c) Simplify the answer.

SELF - ASSESSMENT

A. Add the shaded fractional parts.

1.

2.

B. Add the following fractions.

1. 4/8 + 3/8 = _________________ 4. 4/6 + 3/6 = ______________

2. 2/11 + 4/11 = ______________ 5. ¾ + 2/4 = _______________

3. ½ + ½ = __________________

Math 212 – Teaching Mathematice in the Primary Grades

32
C. Add and subtract the shaded part.

D. Add.
1. 4 + = 4. 12 + 10 5. 2 +5 =

2. 2 + 3. 7 +

Math 212 – Teaching Mathematice in the Primary Grades

33
Evaluation. Solve the following problems.
1. Ann bought 2 kilograms of kamote and 1 kilogram of singkamas. How many kilograms of rots crops did she
buy in all?

2. Kent and Michael filled the tank with water. Kent filled the tank with 3 gallons of water. Michael filled the tank
with 2 gallon of water more than Kent. How many gallons of water did the two boys fill the tank with in all?

3. Father painted our fence. He used 3 liters of blue paint and 5 liters of white paint. How many liters of paint
did father use in all?

4. Korina, Angelie and Osa have the same amount of money. Korina spent of her money. Angelie spent of her
money. Osa spent of her money. What part of their money did the three girls spend in all?

5. Venice has a plate of rectangular pizza sliced into thirty – sixths. She ate 5 parts of it and each of her five friends
ate 4 parts. What part of the pizza did Venice and her friends eat in all?

2.3.2. Subtraction of Similar Fractions and Mixed Numbers

Did you know?

Let’s Discuss
What is the difference between the fractions and that represent the land areas of Negros Occidental and
Iloilo?

Since the question has a clue word “difference” , this means that we are going to use subtraction. In
number, that’s - = N.
Illustration:

Math 212 – Teaching Mathematice in the Primary Grades

34
Based from the illustration, we will be taking away one shaded part. Thus, - =

Perform the following task.

Activity 1
Given of a banana cake, take away 2 slices. What part of the whole banana cake was left?
Activity 2
Divide the construction paper into eight equal parts. Cut two parts. Determine what part of the construction
paper was left.

Activity 3
Given the three bottles with sand inside it, pour out the sand in bottle and of the sand in another bottle.
What fraction of sand in the bottles was left?

Let’s Recall

 To subtract similar fractions, subtract the numerators of the given fractions and copy the
same denominator.
 To subtract mixed numbers of fractions with the same denominators, follow these steps:
a) Subtract the fractional parts.
b) Subtract the whole numbers.
c) Simplify the answer.

Math 212 – Teaching Mathematice in the Primary Grades

35
SELF – ASSESSMENT

A. Name the fraction for the shaded parts in the first and second figures, then subtract. Shade the part of the third
figure that represents the difference.

B. Subtract the following fractions.

1. 4/6 – 1/6 = ________________ 4. 9/10 – 3/10 = ___________________

2. 5/7 – 3/7 = ________________ 5. 22/25 – 17/25 = _________________

3. 4/9 – 2/9 = _______________

Math 212 – Teaching Mathematice in the Primary Grades

36
C. Find the value of n using illustrations.

1. - =n

2. 2 – 1 = n

3. 3 – 1 = n

4. 6 – 2 = n

5. 15 – 9 =n

D. Subtract.

1. 8 – 4 = _________ 4. 6 – 2 = _________

2. 5 – 3 = ________ 5. 15 – 9 = _________

3. 11 – 9 = ________

Evaluation. Solve the following problems.

1. Mother bought1 kilogram of brown sugar. She used ½ kilogram of it for her ginataan. How many kilograms of
sugar was left?

2. Lydia has 3 meters of cloth. She used 1 meters for her blouse. How many meters of cloth was left?

3. Marjon used 3 kilograms of flour in making doughnut and 2 kilograms in making maja blanca. If he has 10
kilograms of flour, what part of the flour was left?

4. Daniela has 6 kilograms of banana. She boiled 1 kilograms for her friends. After cooking, she found out that it
was not enough for her friends. She cooked another 1 kilograms. How many kilograms of banana was left?

5. My house is 7 kilometers away from school. In going to school, I walked kilometer from our house to the
tricycle parking station which is 6 kilometer away from the unloading station. From the unloading station, I walk
another distance to finally reach the school. What is the distance from the unloading station to school?

Evaluation: Create one word problem for each of the following. Give the correct answer for every problem. Don’t
forget to give instructions in every problem created. See rubric A for your guide.

1. addition of similar fractions and mixed numbers

2. subtraction of similar fractions and mixed numbers

Math 212 – Teaching Mathematice in the Primary Grades

37
Chapter III. Geometry

Module 3.1: Simple Geometric Figures and Two – Dimensional Objects

Introduction

In this chapter, we will learn geometrical concepts to describe the things around us. We can see so many
geometrical figures in our surrounding. These are made – made creation and even God’s creations. The buildings,
bridges are examples of made creations with geometric figures while God’s creations is the natural landscape of the
world like mountains. Furthermore, we will also discuss the two – dimensional objects as well as the three –
dimensional objects.

In this module, we will learn the basic geometrical figures, two – dimensional and solve word problems.
We will also draw the illustrations of the basic geometric figures, name some illustrations of basic geometrical
figures, construct two – dimensional figures and discover them in some objects.

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Identify, name, and describe simple geometric figures and the four basic shapes (square, rectangle,
triangle and circle) in 2 – dimensional (flat/ plane) and 3 – dimensional (solid) objects.

2. Solve word problems involving simple geometric figures.

3. Sketch your dream house using the basic terms in geometry.

4. Create any figure/object that can be seen in your surroundings using cut outs of four basic shapes.

3.1.1: Simple Geometric Figures

Did you know?

Bahay Kubo or nipa hut symbolizes house in the Philippines. It is made of Bamboo and nipa. Bahay is the
Filipino term for house and kubo is from Spanish cubo which means cube.

Math 212 – Teaching Mathematice in the Primary Grades

38
Let’s Discuss

Bahay Kubo can be drawn, like the one at the left, using
the basic geometric terms such as point, line, line segment and ray.

Point is a location in space. It has no length, width and

height. It is represented by a dot. It is named by a capital letter.
ExampleS of point in the figure are: point A, point B, point
C, point D, etc. It can be represented as •A, •B, •C, •D.

Line is a continuous collection of points. It has no

endpoint. It can be extended infinitely in both directions. It has a
length but no width and height. It can be named by two capital
letters or one small letter written in script.

Examples of line in the figure are

Line segment is a part of a line. It is a finite set of points on a straight path. It has two endpoints. It can be
named by two capital letters starting from the endpoint.

Examples: BC and DF

Ray is also part of a line. It has one endpoint and it can be extended in one direction only. It is named by
two capital letters starting from the endpoint.

Example: CG

When to rays meet at their common endpoint, they form an angle such as ∠BAE or ∠EAB. (In bahay
Kubo)

Perform the following task.

Activity 1
Parallel lines are lines that do not meet no matter how long you extend them. Lines that can be
found in the pedestrian lane are examples of parallel lines. List down other parallel lines that can be found
in the surroundings.

Activity 2
Intersecting lines are lines that meet at one point. Two roads that meet are like intersecting lines.
List down other intersecting lines that can be found in the surroundings.

Activity 3
Perpendicular lines are lines that form right angle. The lines formed by the corner of the room is
an example of perpendicular lines. List down other perpendicular lines that can be found in the
surroundings.

Let’s Recall

 The basic terms in geometry are point, line, line segment and ray.
 A point is best represented by a dot. It has no length, width or height. It can be named by a capital
letter.
 A line is made up of infinite number of points in a straight path which can be extended indefinitely in
both directions. It has a length. It can be named

Math 212 – Teaching Mathematice in the Primary Grades

39
SELF – ASSESSMENT

A. Identify the following.

.
__________________________________

__________________________________

__________________________________

__________________________________

_________________________________

B. Answer the crossword puzzle with the basic terms in geometry. Clues are given.

Across
3. It has one endpoint and one
arrowhead.
6. These are lines that meet at one
point.
7. It can be extended in two
directions endlessly.
8. It has two endpoints.

Down
1. These are lines that form right
angles.
2. It is formed when two rays
meet.
4. A pair of lines that never meet.
5. It is represented by a dot.

C. Draw the following.

1. point X 4. line segment MN

2. line CY 5. ray K

3. angle IBO

D. Solve the following problems.

1. What is the least number of points needed to form a line?

2. How many straight segments does a paper clip have?

3. How many segments can be named by the figure below?

Math 212 – Teaching Mathematice in the Primary Grades

40
4. How many angles are there in the figure below?

5. How many rays are there in the figure below?

Evaluation
Sketch your dream using the basic terms in geometry.

3.1.2: Two – Dimensional Objects

Did you know?

A tangram is a Chinese puzzle consisting of seven flat

shapes that can be arranged to make various figures.

Let’s Discuss

What shape is used in the tangram?

The pieces of a tangram are one square, one

parallelogram and five triangles. These are examples of two –
dimensional shapes or 2D. They can only be drawn on a flat
surface such as paper. They have two dimensions – length and
width. Two dimensional shapes are also called plane figures.

Examples of some common 2D shapes

This is a triangle. It has three sides. This is a square. It has four equal sides.
It has four right angles.

This is a rectangle.
It has two opposite sides of equal lengths. This is pentagon. It has five equal sides.
It has four right angles.

Math 212 – Teaching Mathematice in the Primary Grades

41
A circle has no length or width but it is also considered as a two – dimensional shape. When you divide the
circle into two equal parts, each part is called a half circle. When you divide the circle into four equal parts, each
part is called a quarter circle.

Circle Half Circle Quarter Circle

Perform the following tasks.

Activity 1
Using a cut out shapes (1 triangle, 1 square, 2 quarter circles and 2 rectangles), form a house.

Activity 2
Using a cut out shapes (1 half circle, 1 rectangle, 1 triangle), form a boat.

Activity 3
Using a cut out shapes (5 half circles, 3 rectangle, 1 circle), form a turtle.

Let’s Recall
 Two –dimensional shapes are also called plane shapes. They have two dimensions – length and width.
 Common two – dimensional shapes are circle, triangle, square and rectangle.
 Polygons are two – dimensional shapes that are made up of segments.

SELF – ASSESSMENT

A. Identify the shapes represented by the following objects.

B. Draw the following.

1. rectangle 4. quarter circle

2. circle 5. square
3. triangle

Math 212 – Teaching Mathematice in the Primary Grades

42
C. Who am I?

1. I have four square sides and four right angles. Who am I?

2. I have a shape like a doughnut. Who am I?
3. I have two pairs of equal sides. I have four right angles. Who am I?
4. I am made up of three segments. Who am I?
5. I am a closed plane figure made up of five sides. Who am I?

D. On the figure below, color all the triangles yellow, circles green, rectangles brown and squares orange.

E. Count the number of shapes asked.

1. Count the number of quarter circles and half circles in the figure. Sizes may vary.

2. Count the number of triangles in the figure. Sizes may vary

3. Count the number of squares in the figure. Sizes may vary.

Math 212 – Teaching Mathematice in the Primary Grades

43
Evaluation:
Using the cut outs triangles, squares, rectangles, circles, half circles and quarter circles, make any figure
that can be seen in your surroundings. See rubric C for your guide.

Module 3.2 Three – Dimensional Objects

Introduction

Learning geometry is important for every learner because it provides a natural environment for the
development of students’ ability to think and demonstrate (NCTM, 200).

This module discusses concept of three – dimensional objects together with its nets. Construction of solids
will also tackle. Identification and categorization of solids in our surroundings will also consider.

As a future teacher your spatial visualization and spatial orientation should be developed in order to draw
accurately and to interpret the drawings properly and be able to teach geometry effectively in the primary grades.

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Identify and describe three – dimensional objects.

. 2. Differentiate two – dimensional from three – dimensional object.

3. Construct three dimensional objects using manipulatives.

4. Solve word problems involving geometric shapes.

Did you know?

The great pyramid of Giza is currently the only monument of the 7 Wonders of the Ancient World found on
foot. It is designed and built by architect Hemiuno for Pharoah Khufo, located in Egypt. 2 300 000 blocks were used
for the structure.

Let’s Discuss
Pyramids are examples of 3 – dimensional figures. Other 3 – dimensional shape are cubes, rectangular
prism, cone, cylinder and sphere.

Math 212 – Teaching Mathematice in the Primary Grades

44
A pyramid can be represented as follows:Pyramid is a three –
dimensional object. It has length, width and height.

Looking at the pyramid, we could see that it is made up of a

rectangular base and triangular faces.

Three – dimensional objects are also called solids.

Other common three – dimensional objects or solid figures are shown in the table below.

Figure Name Common Characteristics

It has 6 squares, 8 corners or vertices and 12

Cube
edges

It has 6 rectangular faces, 8 corners and 12

Rectangular Prism
edges.

Sphere It has a curved surface but no edge and corner.

It has 2 circular faces, 2 curved edges, and a

Cylinder
curved surface, but has no corner.

It has one circular face, a curved surface, one

Cone
corner and one curved edge.

Perform the following tasks.

Activity 1
Make a cube, rectangular prism and triangular prism out of recycled folders. Describe the solids which you
have constructed based on their faces, edges and vertices.

Activity 2
Make a cylinder, cone and sphere out of the used newspapers. Describe the solids which you have
constructed based on their faces, edges and vertices.

Math 212 – Teaching Mathematice in the Primary Grades

45
Activity 3
Make a rectangular pyramid, square pyramid and triangular pyramid out of used illustration boards.
Describe the solids which you have constructed based on their faces, edges and vertices.

Let’s Recall
 Three – dimensional shapes have length, width and height. The common 3 D shapes are
cube, rectangular prism, pyramid, cylinder, cone and sphere. Each has its own unique
characteristics.

SELF - ASSESSMENT

A. Identify the solids represented by the objects.

B. Cross out the two – dimensional shapes.

C. Draw the following:

1. rectangular prism 3. triangular prism 5. cone

2. square pyramid 4. sphere

Math 212 – Teaching Mathematice in the Primary Grades

46
Evaluation

A. Who am I?

1. I have 8 faces. All of them are squares. Who am I?

2. Mayon Volcano is a representative of me. Who am I?

3. I look like a trash bin with two circular bases and one curved surface. Who am I?

4. A box is a representation of me. All my faces are rectangles. Who am I?

5. I have more than two faces. None of them are circles. I have on square face and the rest are triangles.

Who am I?

B. Identify the solid figures that can be formed by the following.

1. 2. 3.

4. 5.

C. Construct at least four (4) three – dimensional object. It must be put in a hand – made bag using the basic shapes.
See rubrics C for scoring.

Module 3.3: Symmetry

Introduction

This module introduces symmetry. It focuses on the shapes or figures that shows symmetry, illustrate the
line of symmetry in the given figure and at the same time completing a symmetrical figure with respect to a given
line of symmetry.

Symmetry helps us organize our world conceptually. The concept of symmetry is used by people as part of
their careers. Choreographers, musicians, mathematicians, etc are some example of careers that incorporate the ideas
of symmetry (scholarworks.umt.edu).

By showing learners that symmetry and its properties surrounds us in the world we live in gives them a
greater appreciation for the wide-reaching arms of mathematics and how we really do math throughout our lives
beyond the basic of four fundamental operations.

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Identify shapes/ figures that show symmetry in a line.

2. Draw the line of symmetry in a given figure.

Math 212 – Teaching Mathematice in the Primary Grades

47
3. Complete the symmetrical figure with respect to a given line of symmetry.

4. Draw an object that has symmetry.

Did you know?

Here in the Philippines, there are more than 900

species of butterfly. Three hundred fifty – two of them are
endemic.

Let’s Discuss

The image of the butterfly can be divided into two equal parts as
shown in the left.

Symmetry means that a figure forms two equal parts or mirror image of the other when folded. Th line that
divides the figure into two equal parts is called the line of symmetry.

The heart has one line of symmetry while the square has four lines of symmetry.

In a square, you can draw one line of symmetry either vertically or horizontally. Two slanting lines of
symmetry can also be drawn. This means that there are four possible lines of symmetry which can be drawn in the
square.

Some figures don’t have line of symmetry as shown below. They are asymmetric.

Math 212 – Teaching Mathematice in the Primary Grades

48
Perform the following activity

Identify the letters of the English alphabet that are symmetrical. Indicate the number of lines of symmetry
in each.

Let’s Recall
 Symmetric means that a figure forms two equal parts or mirror image of the other
when folded.
 A line that divides the figure into two equal parts is called the line of symmetry.
 Figures that are not symmetrical are called asymmetric.

SELF – ASSESSMENT

A. Which of the following figures have correct drawing of line of symmetry?

1. 2. 3.

4. 5.

B. Draw the line of symmetry in each shape.

C. Complete the shapes/figures by drawing the other half to make them symmetrical. The line of symmetry will be
your guide.

Math 212 – Teaching Mathematice in the Primary Grades

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Evaluation

A. Tell how many lines of symmetry can be drawn on the following shapes/figures.

B. Choose one object that has symmetry. Draw it on the illustration board. Fill it with indigenous materials such as
seeds to make it attractive. See rubric D for scoring.

Module 3.4: Tessellation

Introduction

Tessellation can be found in many areas of life. Art, architecture, hobbies and many other areas hold
examples of tessellation found in our everyday surroundings.

This module tackles tessellation. We will recognize shapes that tessellate and we will utilize the plane
figures in making tessellation.

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Recognize shapes that can tessellate.

2. Tessellate the plane using triangles, squares and other shapes.

3. Make a tessellation design.

Did you know?

Eugenio Torre is an Ilonggo who became Asia’s First grandmaster. He won a silver medal in the Chess
Olympiad held in Nice, France in 1997.

Math 212 – Teaching Mathematice in the Primary Grades

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Let’s Discuss

The chess board is one of the examples of tessellations. Tessellation is a pattern of shapes that perfectly fit
together. This means that there are no gaps or overlaps in between shapes.

These are other examples of tessellations.

In the first figure, triangles are used to form tessellation.

The center figure is made up of two shapes repeated to form tessellation. They are squares and rhombuses.

The last figure from the left is a combination of three shapes repeated – squares, triangles and hexagons.

As you can see, there are no gaps and overlaps among the shapes. All these examples satisfy the definition
of tessellation.

Perform the following task.

Activity 1
Make rectangles in two colors, form a repeated pattern on the graphing paper. Make sure that there are no
gaps or spaces between them.

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Activity 2
Make hexagon and triangles, form a repeated pattern on the graphing paper. Make sure that there are no
gaps or spaces between them.

Activity 3
Make squares and triangles, form a repeated pattern on the graphing paper. Make sure that there are no
gaps or spaces between them.

Let’s Recall
 A tessellation is any pattern made of repeating shapes that covers a surface completely without
overlapping or leaving any gaps.

SELF - ASSESSMENT

A. What shape is repeated in the figure shown below?

B. Which of the following figures show tessellation?

C. Make your own tessellation using the following shapes.

1. square 4. rectangle

2. circle 5. Hexagon and triangle

3. triangle

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Evaluation

Color the paper grid to make your own unique tessellation design.

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Chapter IV: Measurement

Module 4.1: Time Measure, Length, Mass and Volume

Introduction

Imagine a world where people build things without paying attention to its shapes and measurements.

In this chapter, we will discuss the different measurements: Time, length Mass and Volume, perimeter and
Area.

This module focuses on the respective units of the given measurements and some appropriate instruments
to be used as well as measuring an objects. Conversion of units from smaller to larger or larger to smaller will also
be introduced as well solving word problems.

An understanding of the processes of measurement, the concept of unit, and a familiarity with the tools and
common units of measurements, are all critical for us especially for you as future teacher to be able to teach this
effectively and as interesting to your future learners.

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Convert time measure into another, measure of length, mass and volume into another from smaller to
larger and vice versa. .

2. Compute for the exact amount of time between two given times.

3. Solve word problems involving time measurement, length, mass and volume.

4.1.1: Time Measurement

Did you know?

It would take someone typing 60 words per

minute, eight hours a day, around 50 years to type the
human genome.

Let’s Discuss

Time measurement is very important for us to

learn because we are using it almost the whole day
everyday. In did, you know?, the words minutes, hours,
days and years are all measures of time. How long is
each of these? Study the table and the examples that follow.

1min (minute) 60 s (seconds)

1 h (hour) 60 min
1 day 24 h
1 week 7 days
1 month 30 days (April, June, September, November)
31 days (January, March, May, July, August, October,
December
28 days (February on regular year)
29 days (February on a leap year

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1 y (year) 365 days (366 on a leap year)
1 decade 10 y
1 century 100 y

In converting from one unit to another, the role is:

multiply – if conversion is from bigger to smaller unit
divide – if conversion is from smaller to bigger unit

Example 1: How many minutes are in 3 hours?

Solution: Since 1 = 60 min, then multiply 60X 3 = 180. Thus, 3 h is equal to 180 min.

Example 2: How many hours are in ½ day?

Solution: There are 24 h in 1 day. For ½ day, multiply ½ X 24 or divide 24 by 2 to get 12 h.

Example 3: How many seconds are in 4 minutes?

Solution: There are 60 s in a minute, so in 4 min: (4X 60) + ( X 60) = 240 + 40 + 280 min.

Example 4: Roger started doing his project at 5:40 p.m. and finished it at 7:45 p.m. How long did he do his
project?
Solution: To find the time spent for the project, use the formula below:
Amount of time spent = Time finished – Time started

hour minute
Time finished 7 45
Time started 5 40
Time spent 2 5

Example 5: Genebibe went driving. She left at 10:30 a.m. and arrived at 3:15 p.m. How long did she drive?
Solution: Subtract 10:30 from 3:15
hour minute

Time arrived 3 15
Time left 10 30
Time travelled

Observe that the number of minutes in the minuend is smaller than that of the subtrahend. In this
case, rename the 3 hours as 2 hours and 60 minutes and regroup the 60 minutes with 15 minutes to make 75
minutes. The, proceed to subtraction.

hour minute
Time arrived 2 75
Time left 10 30
Time travelled 45

Since the number of hours in the minuend is smaller than that in the subtrahend, we can always
add 12 hours due to the fact that time is modulo 12. It means that the number of hours in the minuend will
become 14. We can now subtract

hour minute
Time arrived 14 75
Time left 10 30
Time travelled 4 45

It means that Genebibe drove for 4 hurs and 45 minutes.

Math 212 – Teaching Mathematice in the Primary Grades

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Perform the following

A. State your birthdate and compute the following:

How old are you in terms of

a. months b. weeks c. days

B. Give the instruments used for measuring time.

Let’s Recall
1 min = 60 s 1 month = 28 to 31 days
1 h = 60 min 1 year = 365 0r 366 days
1 day = 24 h 1 decade = 10 years
1 week = 7 days 1century = 100 years

SELF - ASSESSMENT

A. Complete the table.

1. 1 min = _______ s 3. 1 day = __________ h

2 min = _______ s 2 days = __________h
5 min = ________s 6 days = __________ h
½ min = _______ s 1/3 day = __________h
3 ½ min = _______ s 4 day = __________ h

2. 1 week = _______ days 4. 1 h = ___________ s

6 weeks = ______ days 37 days = _________ s
10 week = _______ days 300 min = _________h
weeks = ______ days 50 years _________ century
4 week = _______ days 8 years = ________ decade

B. Solve the following.

1. A pet dog is now 1 year and 4 months. How many months old is it now?

2. Alvin was able to run a race in 147 minutes. How many hours and minutes did he run the race?

3. One morning, the girl scouts started hiking at 5:50. They arrived at the camp site at 8:20. How long did they hike?

4. In a certain year, there were exactly four Fridays and exactly four Mondays in December. On day of the week did
the 25th of December fall that year?

Evaluation: Answer the following questions as creatively as possible.

1. What if there is no concept of time?
2. What if time was not categorized into years, months, hours, minutes and seconds?

Math 212 – Teaching Mathematice in the Primary Grades

56
4.1.2: Length, Mass and Volume

Did you know?

Popularly known as Cagayan River,

the Rio Grande de Cagayan Valley in the
northeastern part of Luzon is the longest and
largest river in the archipelago. It is 505
kilometers long and traverses through the
provinces of Cagayan, Isabela, Nueva
Vizcaya and Quirino.

Let’s Discuss

The length of Cagayan River is 505

km. Kilometer (km) is a unit of length or
distance; hence, it may also expressed in other
units such as meter (m), decimeter (dm), and
so on. For mass, the units used in the metric
system are kilogram (kg), gram (g), centigram
(cg) and so on. On the other hand, the units used for volume are litre (L), milliliter (mL) and so on.

For this lesson, we will only learn the units presented on the table now. Study the table and examples that follow.
Length Mass Volume
1m 100 cm 1 kg 1 000 g 1L 1 000 mL
1 km 1 000 m

When converting from one unit to another, the rules are:

From bigger to smaller units – multiply
From smaller to bigger unit – divide

Example1: How many meters are in4 kilometers?

Solution: 1 km = 1 000 m; So, 4 km = 4x1 000 = 4 000m

Example 2: How many centimeters are in ½ meter?

Solution: Since 1 m = 100 cm, then ½ x 100 = 50 cm.

Example 3: How many grams are in 3 ¼ kg?

Solution: Convert 3 ¼ to improper fraction. 3 ¼ = 13/4
1 kg = 1 000 g; 13/4 x 1 000 = 3 250 g

Example 4: How many liters are in 2 500 milliliters?

Solution: 1 l = 1 000 mL; 2 500 1 000 = 2 ½ L

Example 5: Virgie filled three containers with different amounts of water using different unites. In
container A, she placed1 250 mL; in container B, she poured 1 ½ L, while in container C, she poured 1 l
and 400 mL. Arrange the containers from the most to the least amount of water they contain.
Solution: To compare the three amounts of water, convert them into similar units.
Container A: 1 250 mL
Container B: 1 ½ L or 1 500 mL
Container C: 1 L and 400 mL or 1 400 mL

Therefore, the order of the containers from the most to the least amount of water contents is:
Container B, Container C, Container A.

Math 212 – Teaching Mathematice in the Primary Grades

57
Perform:

1. First make an estimate of the length, mass and volume of the objects. Then do the actual measurement for you to
compare your estimate with the actual one. Be sure to consider the appropriate unit to be used. For instance, for
shorter objects, the unit to use may be centimeter or meter while for long distances the more appropriate unit is
kilometer.

Station 1: Measure of length

Materials: pencil, meterstick and tape measure
Station 2: Measure of Mass
Materials: weighing scale, pebbles, books and pencil
Station 3: Measure of volume
Materials: containers of mineral water, soft drinks and shampoo

2. Name instruments used to measure the following:

a. length
b. mass
c. volume

Let’s Recall
 Some units of measure for length are centimeter, meter and kilometer; for mass are gram and
kilogram, while those of volume are millilitre and litre.
 100 cm = 1 c; 1 000 m = 1 km
 1 000 g = 1 kg
 1 000 mL = 1 L

SELF – ASSESSMET:
A. Give the equivalent measure.

Measure of Length Measure of Mass Measure of Volume

1. 2 m = ________ cm 6. 3 kg = ________ g 11. 11.5L = _______mL

2. 3 km = ________ m 7. kg = ________ g 12. L = ________mL
3. 300 k m = ______km 8. 5 kg = _______ g 13. 3 L= ________mL
4. 3 km = ________m 9. 2 000 kg = ______ kg 14. 2 000 mL = ______L
5. 1km = ________ cm 10.4 500 kg = ______k g 15. 800 mL = ______L

B. Solve the following.

1. It takes 1 ½ L of milk to make a pound of cheese. How many liters are needed to make 20 pounds of cheese? How
many millilitres is that?

2. A bag of peanuts weigh 2 kg. The peanuts were to be placed in smaller packs each weighing 250 g. How many
packs will there be in all?

3. Annaliza won the 5 000m run during the university sport fest. How many kilometers did she run?

4. How many 250 mL of oil are needed to fill a bottle with a capacity of 5 L?

5. Randy was able to sell five bottles of 350 mL perfume and three bottles of 750 mL perfume. How many liters of
perfume did he sell in all?

Math 212 – Teaching Mathematice in the Primary Grades

58
Evaluation:

From the given facts below, pose as many problems as you can.
Given Facts: A bottle of 500 mL alcohol costs Php95
A bottle of 1 alcohol costs Php 180.

Example:
How much will one save if he buys one bottle of 1 L alcohol than two bottles of 500 mL alcohol?

Module 4.2: Perimeter and Area

Introduction

This module deals with perimeter and area. These fundamental mathematical topics help us to quantify
physical space and also provide a foundation for more advanced mathematics found in algebra, trigonometry and
calculus (https://montereyinstituteorg).

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Describe perimeter and area

2. Find the perimeter of two – dimensional figures.

3. Solve word problems involving perimeter and area.

4. Draw a two – dimensional figure with the given perimeter/area that satisfies the given conditions.

4.2.1 Perimeter

Did you know?

The coastline of the Philippines is about twice as long as that of the United States of America.

Let’s Discuss

Though the Philippines is small in terms of land area, yet its coastline is very long because our country is
an archipelago comprising of 7 641 islands.

Math 212 – Teaching Mathematice in the Primary Grades

59
Since the coastline surrounds a certain place, then it can be compared to the perimeter of a figure. The word
perimeter of a figure coms from the Greek word perimetros which is a combination of the terms- peri which means
‘around’ and metron meaning ‘measure’. Perimeter, therefore, is the distance around the figure or the sum of all the
side lengths of the figure.

Perform the following activities

Activity 1
Find the perimeter of your house in terms of number of steps.

Activity 2
Use a drinking straw to measure the perimeter of dining table.

Activity 3
Find the perimeter of your receiving room using a meterstick.

Let’s Recall
 Perimeter is the distance around the figure.
 To find the perimeter of a figure, simply add all its side lengths.

SELF – ASSESSMENT

A. Find the perimeter of the following figures.

1. 2. 3.

4. 6 5. 8

19

B. Find the missing side length of the following figures.

1. Perimeter = 41 2. Perimeter = 76 3. Perimeter = 52

10 16
n n

n
27

Math 212 – Teaching Mathematice in the Primary Grades

60
C. Solve the following problems.

1. The perimeter of a rectangle is 48 dm while its length is 13 dm. How wide is it?

2. For his project in Science, Alvin cut a piece of wood into five sides. The perimeter of the resulting pentagonal
board is 65 dm. If the measures of the four sides are 9 dm, 12 dm, 14 dm, 15 dm, then what is the length of the fifth
side?

3. How long is one side of the square if its perimeter is 60 cm?

4. A rectangle has a perimeter of 70 cm. Its length is 3 cm more than its width. Find the width of the rectangle.
5. A rectangle school yard is 120 m long and 90 m wide. How many complete runs around it must a runner make to
be sure he has run 2 km?

Evaluation: Do the following.

1. Draw as many rectangles whose perimeter is 30 and whose length and width are both natural numbers.
Label the length and the width. How many rectangles can you make?

2. Use rubberbands on geoboards to create shapes with the following perimeter:

a. a triangle with a perimeter of 13 units
b. a square with a perimeter of 12 units
c. a rectangle with a perimeter of 14 units
d. a figure with a perimeter of 8 units.

4.2.2 Area

Did you know?

The largest city in the Philippines is Davao

City. With an area of 2 211 sq. km, it is about three
times the size of the national capital, Metro Manila.

Let’s Discuss

If the perimeter is the number of units

around a figure, then the area is the number of square
units contained in a figure.

For instance, below are two squares – the small black square and the big white one. The black square has a
side of 1 unit so its area is 1 sq. unit. The number of black squares that can fit inside the white square is the area of
the white square. This shows that area is the number of square units that a figure can contain.

Math 212 – Teaching Mathematice in the Primary Grades

61
Perform these.
Activity: Finding the formula of the area of a square and a rectangle

Materials: 24 small squares 1 unit on a side, big squares (2 X 2 units, 3 X 3units, 4 X 4 units), and
rectangles (2 x # units, 3 X 4 units, 4 X 6 units).

After you have worked on the formula of the square and rectangle, summarize the main idea using the squares you
used earlier.

What is the area of the bigger square? Using the small square as
unit of measure, we can find the area of the bigger square by placing as
many small squares inside the big square.

Observe that the big square has a side of 3 units. If there are three
squares in the first layer, then there would be three each on the second layer and
third layers since square sides are congruent.

Therefore, the area of a square can be solved by multiplying the side by itself or side by side.

Area of a square = side X side or s2

The area of a rectangle is just an extension of that of a

square. Let us find the area of the rectangle on the right by using
the same unit tiles.

The illustration below shows that the length of the rectangle is 4 units
while its width is 3 units.

Therefore,

Area of Rectangle = length x width

=4x3
= 12 square units

Math 212 – Teaching Mathematice in the Primary Grades

62
Let’s Recall
Area is the number of square units that ca fit in a figure.
The formula for the area of a square and rectangle are:
o Area of a square = side x side
o Are of a rectangle = length xwidth

SELF - ASSESSMENT

A. Use the given 1 - unit square tile to estimate the area of the given squares and rectangles.

B. Find the area of the following:

C. Solve the following problems.

1. Suzzette wants to buy tiles for her terrace. The length of the terrace is 72 dm while its width is 48 dm. How many
square tiles of side 4 dm will she buy?

2. Almar has a square table whose area is 81 sq. cm. How long is one side of the table?

Math 212 – Teaching Mathematice in the Primary Grades

63
3. The perimeter of a square lawn is 36 m. What is its area?

4. The top face of a box is rectangular with a width of 50 cm and a length of 65 cm. Flitcher wants to cover it with
plastic. How many square centimeters of plastic will he need?

5. The area of a square garden is 64 sq. m. The gardener walks along the side of the garden twice. What is the
distance he covered?

Evaluation: Do the following.

1. Draw as many rectangles whose area is 72 sq units and whose dimensions are natural numbers. Find the perimeter
of these rectangles. When is the perimeter biggest/ Least?

Chapter V: Introduction to Algebra

Module 5.1: Introduction to Algebra – Continuous and Repeating Pattern

Introduction

In this chapter we will enter the world of algebra and explore how numbers can be used in different ways
using letters or symbols combined with the basic operation. We will also learn how to identify the next term in a
pattern, translate number sentence into equations and their application to real life situations.

Pattern helps us understand the changes and that thing happen over time. Patterns help us make predictions
because they begin to understand what comes next. They also help us learn how to make logical connections and use
reasoning skills (https://www.canr.msu.edu)

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Identify the missing term/s in a given continuous pattern using one or two attributes.

2. Find the missing term in a repeating pattern using one attribute.

3. Look for the missing term/ in a given combination of continuous and repeating pattern.

4. Solve word problems involving pattern.

Did You Know?

Hablon came from Hiligaynon “habol” which means to weave. Iloilo is famous with this fabric. Hablon
communities in Iloilo are commonly found in Arevalo, Miag – ao and Oton.

Math 212 – Teaching Mathematice in the Primary Grades

64
Let’s Discuss

How do you describe the Hablon fabric?

Hablon utilizes a pattern in their designs. From the picture, the design is checkered. The horizontal spaces
form a pattern of colors violet, red, white, yellow and blue.

Let’s have an example.

A, Z, A, Z, A, ___

The pattern uses letters A and Z. These are the letters repeated alternately in the pattern. From the Pattern,
we can conclude that the next term is Z.

Observe this pattern.

3, C, 6, F, I, 12, _________________

This pattern is a combination of numbers and letters used alternately. The number pattern adds 3 to
previous term while the letters are their positions in the alphabet such as the third letter in the alphabet is C, the sixth
letter is F, the ninth is I and so on. Thus, we can conclude that L is the next term in the pattern because it is the 21st
letter in the alphabet.

Study this pattern, what comes next?

Based on the figure, the figure is moving clockwise by 90). Thus, the next figure is

Perform the following activities.

Activity 1

Make 12 squares of different colors, form a pattern of blue, green and yellow squares. Do these
until all shapes were used.

Activity 2

Draw two stars. Then, draw a diamond next to two stars. Draw again two stars and one diamond.
Continue drawing until you’ve drawn the fifth diamond.
Activity 3

Make a bracelet with pattern using a beads and a string.

Let’s Recall

 A pattern is formed when things such as numbers, letters, colors and shapes are repeated
following a rule or rules.

SELF – ASSESSMENT

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65
A. Draw  if the given form a pattern and  if not on the blank provided.

B. What’s next in the pattern?

C. Observe the pattern and find the missing figure.

Math 212 – Teaching Mathematice in the Primary Grades

66
D. Answer the following problems.

1. How many squares will there be on the next figure?

2. What is the next number in the pattern 2, 9, 23, 51… ?

Evaluation

Create your own pattern. You may use any of the letters, numbers, colors, figures or sizes or combination
of any of these.

Module 5.2: Number Sentence

Introduction

In this module, number sentence will be introduced which is the basis of algebraic equation.

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Construct equivalent number expressions using addition and subtraction.

2. Identify and create patterns to compose and decompose using addition

3. Find the missing value in a number sentence involving multiplication and division of whole numbers.

4. Solve word problems involving number sentence

Did You Know?
In National Capital Region, Quezon City has the largest land area. I is followed by Caloocan City and Pasig
City.

Math 212 – Teaching Mathematice in the Primary Grades

67
Let’s Discuss

The table shows the distance from Quezon City to the next two big cities based on the land area in NCR.

City Distance from Quezon City (km)

Caloocan City 14
Pasig City 17

How much farther Pasig City than Caloocan City from Quezon City?

To find the answer, we may first have a number sentence which is 17- 14 = N. By translating the questions
into a number sentence, we can easily find the relationship between the given data.

Thus, by performing the operation, 17 minus 14 will give us 3 as an answer.

Example: 32 N = 4, this means that 32 divided by what number is 4. Thus we can conclude that N is 8.
Let’s Do These

Conduct a group activity by three’s.

Find the number that should be placed in the box to make the number sentence correct.

1. 12 + = 25 2. – 11 =9 3. 6 x = 42

4. 36 4= 5. + 34 = 58

Let’s Recall

 A number sentence is a statement that shows the relationship between two or more values.

Math 212 – Teaching Mathematice in the Primary Grades

68
SELF - ASSESSMENT

A. Given the sum of numbers, write at least five (5) pairs of possible addends which are whole numbers.

1. 12 2. 16 3. 28

4. 30 5. 34

B. What number should replace m in each number sentence to make it correct?

1. m x 5 = 225 2. 136 x m = 208 3. 146 – m = 49

4. m 14 = 8 5. 56 + m = 234

C. Find the missing number in the number sentence.

1. 2 + N = 24 4 2.N x 5 = 35 – 5 3. N 8 = 38 + 18

4. 8 x N = N + 17 5. 9 + N = n x 4

D. Translate into number sentences.

1. The sum of 9 and 13 is a.

2. y is the product of 13 and 7

3. The difference between 23and 14 is r.

4. The quotient of 21 and f is 4.

5. 8 is the quotient of when q is divided by 6.

E. Read the following word problems. Write a number sentence and then solve.

1. a and b are two distinct numbers. a is 4 more than b. Their sum is 28. What are the two numbers?

2. After 14 years, Dionn will be 35 years old. How old is Dionn now?

3. There are 26 mint candies in the jar. There are 5 less mango candies than mint candies in the jar. How
many candies are there in all in the jar?

4. The distance from Cabanatuan to Santa Barbara is about19 kilometers. Santa Barbara is about15
kilometers away from Iloilo City. About how many kilometers is the distance from Cabanatuan to Iloilo
City?

5. In a classroom, the number of chair is twice the number of desks. The number of books is 10 more than
the number of chairs. If there are 50 books in the classroom, how many desks are there?

Evaluation

Choose any number less than 100 as your sum. Then, Write as many pairs of whole numbers equal to your
chosen sum. See rubric B for scoring.

How many pairs can you find?

Math 212 – Teaching Mathematice in the Primary Grades

69
Chapter 6. Statistics and Probability for Primary Learners

Module 6.1: Data Collection and Representation in Tables, Pictograph, Bar Graphs and Simple Probability

Introduction

This chapter will introduce data collection and presentation in tables, pictograph, bar graph and simple
probability.

The understanding of statistics and probability begins at introduction and use at the earliest levels of
schooling. Children are natural investigators and explorers - curious about the world around them, as well as about
the opinions and the habits of their classmates, teachers neighbors and families. Thus, a fertile setting already exists
in children for the development of statistics and probability skills and concepts (https://www.state.nj.us math).

As future teacher, you should be critical enough to the process and strategies being use in this topic so you
can be able to teach this effectively to the young learners because learning statistics and probability provides an
excellent opportunity for connections with the rest of the mathematics standards as well as with other disciplines.

Intended Learning Outcomes: At the end of this module, the students should be able to:

1. Interpret the table, pictograph and bar graph

2. Make a survey involving pictograph and bar graphs

3. Construct a questions related to the gathered data.

6.1.1: Data Collection and Representation in Tables

Did You Know?

Four of the top five smallest cities in the Philippines

in terms of land area are found in Metro Manila. These are San
Juan City, Mandaluyong City, Navotas City and Pasay City.

Let’s Discuss

The top five smallest cities in the Philippines in terms

of land area: San Juan City – 5.94 sq. km, Mandaluyong City –
9.29 sq. km, Navotas City – 10.77 sq. km, Cavite City – 10.89
sq. km and Pasay City – 13. 97 sq. km.

This list of cities with their corresponding land areas

can be called as data. Data is information, especially facts or
numbers, collected to be examined and considered.

The data above can be presented in a table. A table is made up of columns and rows which used to make
representation of data or information clearer, more organized and more attractive. The title of the table is written at
the top center. Each column has a title which is called column header.

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The table below shows the data in Did you Know?

5 Smallest Cities in the Philippines

Name of City Land Area (sq. km) Rank
San Juan City 5.94 1
Mandaluyong City 9.29 2
Navotas City 10.77 3
Cavite City 10.89 4
Pasay City 13.97 5

Title of the table: Top 5 Smallest Cities in the Philippines

Column headers: Name of City, Land Area (sq. km), and Rank

Observe that it is now clearer for us to identify the cities and their respective land areas and ranks because
they are arranged in the table.
Perform the following activity

1. Make a survey among your neighbors on the topic chosen (e.g. number of siblings, amount of daily
allowance, birth month) .

2. Construct a table and enter the data.

3. Present the groups output in class.

Let’s Recall

 A table is made up of rows and columns and is used to present data in a clearer,
more organized and more attractive way.
 A table has a title, column headers and data.
 The column heard is called to the title of each column.

SELF – ASSESSMENT

A. Study the table and answer the questions below.

Top Five Largest Countries in the World

Rank Country Area in sq.km
1 Russia 17 098 242
2 Canada 9 984 670
3 United States 9 826 675
4 China 9 596 960
5 Brazil 8 514 877

1. What is the title of the table?

2. What are the column headers in the table?
3. What country has the largest area?
4. What country has the smallest area?
5. What are the countries whose land areas are bigger than 9 000 000
sq. km?

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B. Construct a table for the following data.

The following are five of the world’s smallest countries with their land area in square kilometers.
Monaco – 1.95, Tuvalu – 26, Vatican City – 0.44, San Marino – 61 and Nauro – 21.

6.1.2: Pictographs

Did You Know?

Mt. Pinatubo in the Philippine Island of

Luzon erupted on June 15, 1991 and created the largest
mushroom cloud in the world. Its eruption ejected 10
billion metric tons of magma and million tons of sulfur
dioxide into the stratosphere.
Let’s Discuss

The Philippines is one of the countries with

many volcanoes. In fact, it has 50 volcanoes which
make it the 9th country in the world with the most
number of volcanoes. The top countries with the most
number of volcanoes are: United State – 173, Russia –
166, Indonesia – 139, Iceland – 130 and Japan – 112.
Instead of simply enumerating or listing these data, we
may also present them in a pictograph.

A pictograph is a kind of graph used to present data or information using pictures that represent numbers.

four parts of the pictographs

1. title tells what the graph is all about. It is written at the center above the graph.

2. legend shows how much each picture represents and is found below the graph.

3. pictures corresponds to the actual value being represented.

4. labels tell the objects being presented or compared.

Example of pictograph:

The pictograph shows the kind and the number of fruits collected. We may make legend and assign the
actual number of fruits in the graph. For instance, if a represents 10 bananas, then the total number of
bananas collected is 4 x 10 or 40.

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To construct pictographs, we use the following steps.

Steps in Constructing Pictographs

1. Write the title at the top center

2. Draw a table with two columns. The number of columns may vary depending on the data to be collected.
3. Write the labels at the first column.
4. Write the legend below the table.
5. Draw the pictures that correspond to the value of the objects or labels, as shown in the legend.

Example: Draw a pictograph for the following data.

Grade 2 A: Boys – 20; Girls – 10
Grade 2 B: Boys – 20; Girls – 20
Grade 2 C: Boys – 10; Girls – 30

Number of Boys and Girls in Grade 2

The pictograph shows the number of boys and girls in the Grade 2 Classes. The labels at the left are the
grade and section of each class while that on top is the number of boys and number of girls

Perform

Study the pictograph below then interpret it by answering the questions that follow.

WVSU – Himamaylan City Campus Hinampang 2018 Results

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1. What is the title of the pictograph?

2. What does a represent?

3. What are the teams that joined the competition?

4. Which team won the championship?

5. What is the total number of gold medals garnered by the team which rank last?

6. How many gold medals garnered by the team win over the BSHM team?

7. How many gold medals in all were won by all teams?

Answers:

1. The title of the pictograph is WVSU- Himalayan City Campus Hinampang 2018 Results

2. A is equal to 5 gold medals.

3. The team which joined the competition are the BEED, BSED, BSHM and BSIT.

4. The team which won the championship is the BSED.

5. The team which ranked last is the BSHM. It won 20 medals. (4 x 5 = 20)

6. The BSED won 35 medals, the BSHM won 20 medals; so, 35 – 20 = 15. The BSED team won 15 medals
more than the BSHM team.

7. The total number of gold medals won by all team are:

BEED = 6 x 5 = 30
BSED = 7 x 5 = 35
BSHM = 4 x 5 = 20
BSIT = 6 x 5 = 30

So, 30 + 35 + 20 + 30 = 115gold medals or (6 + 7 + 4 + 6) x 5 = 23 x 5 = 115

Let’ Recall
 A pictograph is a kind of graph that uses pictures to represent actual numbers.
 The parts of the pictographs are: the title which tells what the graph is all about, the
legend which shows how much does each picture represents, the pictures which
corresponds to the actual value being represented and labels which tell the object being
compared.

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SELF – ASSESSMENT

A. Study the pictograph and answer the questions that follow.

Amount of Donation of Five Towns to the Typhoon Victims

1. How much does a coin represent?

2. How many towns are included in the pictograph?
3. Which town donated the least amount and how much is the amount?
4. Which town donated the big amount?
5. How much did Sta. Barbara donated?
6. What towns donated more than Php4 000?
7. What is the difference between the amount of donations of San Joaquin and Estancia?
8. What is the total donation of the five towns?

B. Construct a pictograph using the following data. Make your own questions about the graph?

Title: Books Displayed in Philippines University Library

Legend: big book = 500 copies; small books = 200 copies
Labels: Kinds of Books Number of Copies
History 700
Mathematics 1 200
Science 1 000
Literature 1 600
Documentary 900

C. Complete the pictograph below and answer the questions that follow.

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Answer the following questions:
1. What could be thegood titlw for the pictograph?

2. If the number of candy A is 40, Cnady B is25, Candy C is 30 and Cady D is 15, Then what would be the
legend?

3. What must bethelabel of the column at the left?

4. How many candy B are there in al?

5. What is the total number of candies?

6.1.3. Bar Graph

Did You Know?

The smallest city in the Philippines in terms of land area is San Juan
City. Its land area is 5.94 sq. km.
Completing the top five smallest cities in the Philippines are: Navotas City –
10.77 sq. km; Mandaluyong – 9.29 sq. km; Cavite City – 10.89 sq. km; Pasay
– 13.97 sq. km.

Let’s Discuss

A bar graph uses bars to compare two or more numbers. Bar graphs can either be vertical or horizontal. The
graphs below are examples of vertical and horizontal bar graphs.

A bar graph has a title, horizontal or vertical bars and labels. In the vertical graph, the labels at the left
side of the graph are the numerical values or descriptions of the things being compared. The labels below the graph
are the things being compared or presented and are being presented by the bars. On the other hand, in a horizontal
bar graph, the labels at the left side of the graph are the things being compared or presented while the labels below
the graph are the numerical values or descriptions of the things being compared.
To construct bar graph

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1. Write the title at the top center.
2. Make the graph.
3. Write the labels.
4. Draw the bars, the number of which corresponds to the number if things being compared. The height or
length of the bar must also correspond to the value of the things they represent.

Let us construct a vertical bar graph using the following data in the Did You Know?

The title is the Top 5 Smallest Cities in the Philippines. The labels at the left are the land area, which we
rounded off to the nearest whole numbers just for this exercise. Then, the label below is the name of the cities.

When completed, the bar graph looks like the one below.

Let’s Recall
 A bar graph uses bars to compare two or more numbers.
 A bar graph has a title, horizontal or vertical bars and labels.
 To construct a bar graph: 1. Write the title at the top center; 2. Make the graph; 3. Write the
labels and 4. Draw the bar graph.

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SELF - ASSESSMENT
A. Study the bar graph and answer the question that follow.

1. How many Lower Box tickets were sold?

2. What kind of tickets sold has the least sales?

3. How many more General Admission than Upper Box tickets were sold?

If the price of each kind of tickets are as follows:

Patron – Php2 000
Upper Box – Php1 000
Lower Box – Php500
General Admission – Php200

a. What is the total cost of all Patron tickets sold?

b. Which kind of tickets earned the most?

c. What is the total amount of all tickets sold?

B. Construct a bar graph using the following data.

Title: Tree Planting drive

Number of trees planted: First Year – 90; Second Year – 75;
Third Year – 80; Fourth Year -60

6.1.4: Simple Probability

Did You Know?

Dice, singular die, are polyhedrons used as implements for

gambling and the playing of social games. The most common form
of the die is cube, with each side marked with from one to six small
dots Sophocles reported that dice were invented by the legendary
Greek Palamedes during the siege of troy, whereas Herodotus
maintained that they were invented by the Lydians in the days of
King Atys. Both “inventions”, though, have been discredited by
numerous archeological finds demonstrating that dice used in many
earlier societies.

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Let’s Discuss

Probability is the mathematical term for the likelihood that something will occur, such as winning the
jackpot prize in Lotto, drawing an ace from a deck of cards or picking a green piece of candy from a bag of assorted
colors. In our daily life, there are a number of different types of activities you engage in that involve probability and
chance whether you realize it or not. For example, you might wonder about the probability you will get a high
enough grade on a test you have been taken or if you will be accepted for a job you applied for. You also use
probability to make decisions when you don’t know for sure what the outcome will be. Most of the time, you won’t
perform actual probability problems, but you’ll use subjective probability to make judgment calls and determine the
best course of action. Some of these things, however, can be modeled and estimated effectively with probability and
statistical methods.

Probability is measured on the scale of 0 to 1,as shown in the probability scale below.

When can we say that a certain event can unlikely or can likely happen? When can we say that there is an
even chance for an event to happen? Let us have some examples for us to get to understand about probability better.

Example 1: On a very sunny morning day of April, what is a chance that it will rain in the next hour?

Answer: Impossible. Three factors support our answer. 1. It is a very sunny morning; 2. It is in a dry month of
April; and3. The time being asked that it will rain is within an hour from the time the observation is done.

Example 2: When a die marked 1 to6 is rolled, what is the chance that it will land with a counting number
on top?

Answer: The numbers on the die, which are 1 to 6, are all counting numbers. Therefore, there’s a 100%
chance that it will land with a counting number of top.

Example 3: There are 12 marbles in the bottle. Six of the marbles are red while the rest are blue. What is the chance
of picking a red marble?

Answer: There is the same number or red and blue marbles in the bottle, so there is an even chance of
picking a red marble.

Perform any of the activity depends on the availability of materials at home. Record your observations. Continue the
given questions up to 5.

A. Tossing a coin
1. What is the possibility of getting a head?
2. What is the possibility of getting 1?

B. In a deck of cards
1. What is the possibility of getting a spade of Jack?, a spade of 8? and the like.

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C. Toosing a dice
1. What is the possibility of getting 6? Of odd numbers?and the like…

Let’s Recall
 Probability is the mathematical term for the likelihood that something will occur, such as drawing an
ace from a deck of cards or picking a green piece of candy from a bag of assorted colors. It is also
used to make decisions when you don’t know for sure what the outcome will be.
 Probability is measured on a scale of 0 to 1, with 0 as impossible and 1 as certain to happen.

Evaluation:

1. Use the probability Scale to determine the chance of each event occurring by placing a check on the appropriate
column.

Event Impossible to Unlikely to Equally Most Certain to

happen happen likely to likely to happen
happen happen
1. Your favorite basketball team
will win against its opponent which
it has beaten four times in the past
four games.
2. It will not rain the whole month
of June.
3. You win the Lotto.
4. You roll a die and get an odd
number.
5. You toss a coin and obtain a
head.
6. You get a color yellow in a
spinner that has three colors
7. You grow ten feet tall.
8. You roll a die and get a number
greater than 2.
9. You draw a heart from a deck of
cards.
10. It will rain on a hot summer day.

2. Make an inventory/ survey (e.g. favorite soprts, movie, snacks, etc) then, present the data gather in a table,
pictograph, bar graph and formulate five (5) questions regarding the chosen subject. At least you have 10
respondents. See rubric F for your guide.

(Note: You can choose your own subjects for inventory/survey)

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