math for grade 4 to 5

1. Mathematics
in the
Intermediate
Grades

2. The work of a teacher does not start and
end in teaching per se. The teaching process
is not a linear activity that starts with planning
and ends with testing. Instead, it is a cycle of
repeating stages until the students acquire an
understanding of the targeted concepts and
skills. You may think of the teaching cycle as
a spring-you go through the same process
over and over again, but each time with a
more informed objective and a better
understanding of what it means to learn and
teach mathematics.

3. There are many models of the
teaching cycle that various educators
have developed throughout the years.
However, all models boil down to six
common stages: (1) identify objectives,
(2) plan instruction, (3) implement plan,
(4) check for understanding, (5) reflect
on teaching, and (6) assess learning and
reflect on results.

5. 1. Identify
objectives
What knowledge and/or skills
do the students need to learn? You
must be guided by the content
standards, performance standards,
and the learning competencies that
are found in the curriculum guide.

6. 2. Plan Instruction
What strategies must be implemented
for the students to achieve the objectives
targeted in the previous stage? In planning
instruction, it is important that you have
mastered the content of the lesson that you
are about to teach. It is also beneficial to be
familiar with your students-what they know,
how they learn, etc. You will learn more
about instructional planning in the next
chapter.

7. 3. Implement plan
This is the stage where you
conduct the learning activities that you
have prepared during the planning
stage. A word of advice: even though
you have carefully and delicately
planned for the lesson, you must be
flexible with the possible changes that
you need to accommodate. How will
you know whether change is needed?

8. 4. Check for understanding
Teaching is about helping students learn.
During the implementation of the lesson plan,
you must every now and then check whether the
students have understood what you have
covered so far. Facial reactions and verbal cues
help in assessing whether or not the students
can move on to another concept or skill. If not,
you might need to give a more elaborate
explanation, more examples, or whatever you
think is needed based on the students' reactions.
This stage also makes use of formative

9. 5. Reflect on teaching
You must evaluate every teaching period
that you finished. Were the objectives achieved?
Were the implemented strategies effective? How
can instruction be improved? Your answers to
the last two questions will give you insight on
how to improve instruction the next time you
teach the same lesson. However, if your answer
in the first question is no, i.e., the objectives
were not met, then you need to plan again. What
do you need to do differently in order to achieve
the objectives?

10. 6. Assess learning and reflect
on the results
This stage gives you a concrete measure of
what the students have learned. In math, this is
usually through a paper-and-pen examination.
However, some authentic assessments may also
be implemented as you will learn in the later
chapters of this book. Take note that this stage
does not end in assessing learning. You need to
reflect on the results. What can you learn about
student learning and teaching practice based on
the results?

11. Things to Consider
in Planning
Instruction in
Mathematics in the
Intermediate Grades