This document discusses the mathematics curriculum in the intermediate grades in the Philippines. It outlines the five content areas covered: numbers and number sense, geometry, patterns and algebra, measurement, and statistics and probability. These content areas are sequentially arranged and mastery of each topic is important for future success. The purpose of learning these standards is to develop skills like critical thinking, analytical thinking, and problem solving that can be applied to real-life situations. The document also discusses how math anxiety can develop from repeated failures in primary and intermediate grades, influencing future math performance and choices, so it is important for teachers to address students' mindsets toward math starting in elementary school.

1. KIMBERLY JOYCE M. ARDAIS
INSTRUCTOR 1

2. 
LESSON 1:
MATHEMATICS IN
THE INTERMEDIATE
GRADES
UNIT 1: THE MATHEMATICS CURRICULUM IN THE
INTERMEDIATE GRADES

3. 
 INTRODUCTION
-Mathematics as a subject has a
unique nature that demands a special and
distinct approach to make learning
interesting, challenging and fun for the
learners. this unique nature of
mathematics must be learned and
understood by mathematics teachers.
OBJECTIVE:
TO UNDERSTAND THE PURPOSE OF
LEARNING MATHEMATICS IN THE
INTERMEDIATE GRADES.

4. 
In the Philippines, Mathematics in the Intermediate
levels includes five content areas;
1. Numbers and Number sense
2. Geometry
3. Patterns and Algebra
4.Measurement
5.Statistics and Probability
The content and topics are sequentially arranged
with each topic being a prerequisite. It is therefore
imperative to understand each topic and acquire the
skills for every topic to avoid gaps and future
difficulties.

5. 
 For example;
The skills in the operation on whole numbers
must learned first before the operation on decimals
and fractions.
Knowing that the five content areas are just part of
the whole discipline, the questions now are:
• What is the purpose of learning these standards
in the intermediate levels?
• What is the purpose of learning whole number up
to 10,000,00?
• What is the purpose of learning to measure the
area,perimeter,circumference,surface area and
volume of two-to-three dimentional objects?

6. 
• What is the purpose of learning to collect and
present data in tables,bars,and pie graphs?
These learning standards in the mathematics
curriculum, in intermediate levels in particular, are
part of the whole mathematics education program
because it has roles in achieving the goals of
Mathematics Education- to acquire the skills needed
to be analytic, critical and a problem solver in real
life.
Moreover, they are necessary prerequisites to
higher level of mathematics. For instance learning
the linear equations in algebra is more than
representing mathematical problems symbolically and
finding the vaue of unknown variable,

7. 
it is finding patterns and
predicting certain behaviors or
phenomena, then to realizing that
certain cause will lead to a specific
result. To relate the graph of
equations to business supply and
demand, then mathematics lessons
in the intermediate grades should
be leading to this kind of
realization for the learners.

8. 
Learning Mathematics is more that getting
good grades. It must be applied beyond the wall
of the classroom. The main goal of mathematics
education is to develop lifelong skills so that the
students will be ready to interact with the real
word.
Therefore, it is a challenge for the
mathematics teacher to make the mathematics
lesson as real as real-life situations and for the
learners to acquire the skills such as critical
thinking, analytical thinking and problem solving.

9. 
‘ I am not good at math’
‘I fear attending my math class’
‘There is an upcoming math test, I am
stressed out!
The above are few statements given by
students who experience math anxiety.
Math anxiety is fear, tension or stress
associated with mathematics usually
due to repetitive failures.

10. 
The development of mathematics skills begins in the
primary and intermediate levels, so when repeated
failures and disappointments happen in these levels,
the mathematics anxiety begins to manifest at the
intermediate grades. If not addressed, it will have a
definite influence on their future performances,
future choices and decisions in mathematics.
By grade 7, when they enter junior high school the
learners have already a fix solid, mental models of
mathematics learning. With their experiences in the
elementary Grades the learners by grade 7 are vocal
saying’
‘Mathematics is difficult’.It is therefore, important
that the students mindset toward mathematics be
addressed in the elementary grades.

11. 
END OF LESSON 1