A PowerPoint for Teaching in Primary Math

1. Teaching Math in Primary
Grades
Prepared by: Shiela Mae S. Ucang, LPT

2. Content Areas in
Primary Mathematics
Curriculum

3. Introduction
The mathematics taught in K-3 must be marked by
the following characteristics:
● Experiential and hands-on
● Informal
● Rich in basic and foundational concept and skills
● Integrated

4. Introduction
Features of Mathematics Instruction in K-3
● Purposeful play and manipulative activities
● Focused informal discussions
● Sensible repetition, drill and practice
● Reasonable amount of memorizations

5. Content Areas
Numbers and
Number Sense
Geometry
Measurement
Patterns and Algebra
01
02
03
04
Probability and
Statistics
05

6. Numbers and
Number Sense
01

7. Numbers and Number Sense
They develop number sense---
This strand focus on student’s understanding of
numbers, properties, operations, estimation and
their applications to real-world and
mathematical situations.
Meaning of four basic operations---

9. Measurement
02

10. Measurement
They learn to join units to represent other
attributes--- area, speed, and acceleration.
This strand focus on finding actual
measurements of objects and their attributes.
They learn to use and appreciate
measurements across jobs, interests
and disciplines.

12. Measurement
In K-3, children’s work in measurement begins
with comparing.
Students will also learn combine units to measure
other attributes.
Students also learn to choose appropriate
units and tools to measure physical
attributes.

13. Measurement
They learn to physically estimate and allow for
some degree of error.
They learn to appreciate applications of
measurement in daily life.
They learn how people of different eras and
different cultures measure attribute of
objects.

14. Geometry
03

15. Geometry
Children have the natural desire to learn
mathematics.
Geometric ideas are gradually developed and
strengthened when children sort things, measure,
classify models of two- or three-dimensional figures
and start talking about the reasons for doing so.
Students developed spatial sens, logical
reasoning, analytical thinking and the ability to
make sense of the real world.

17. Geometry
For K-3 students, the focus is on developing
students’ understanding of shapes, properties,
relations and structures.

18. Patterns and Algebra
04

19. Patterns and Algebra
Algebra is a tool to communicate mathematics.
It provides procedures and techiniques to manipulate
symbols and variables to move from specific to
general.
The foundation of algebra must start in the
preschool level and develop in succeeding
levels.

20. Patterns and Algebra
This strand extends from simple patterns to basic
algebra concepts at the elementary level to functions
at the secondary level.

22. Patterns and Algebra
In K-3, the focus is on developing students’ keen
sense of identifying patterns and relations of
numbers, measures, shapes and figures and
facilitating the development of the correct language
and representations of these patterns and relations.

23. Probability and
Statistics
05

24. Probability and Statistics
The Probability and Statistics strand focuses on
developing statistical and probability concepts and
skills that will help students collect and organize data
in a variety of ways (tables, charts and graphs).
Students will also learn how to interpret data,
make inferences and conclusions from the
given data display and finally make decisions
based on their interpretations

25. Probability and Statistics
Students will also learn the basic concepts of
probability to make predictions of the likelihood of
events and outcomes.
They learn to conduct experiments and
simulations to estimate probabilities and
apply them in real life situations

27. Probability and Statistics
In K-3, children’s work in Data, Analysis and
Probability begins with collecting and classifying
information in a variety of ways.
They learn to record and represent data in
tables, charts and graphs (pictograph, bar
graph, line graph).

28. Probability and Statistics
Students are also made aware of actions and
events that involve unpredictability and become
conscious of their use of language that signifies
certainty and uncertainty: will, might,
possible/impossible, sure/ maybe/unsure.

29. CREDITS: This presentation template
was created by Slidesgo, including
icons by Flaticon and infographics &
images by Freepik
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