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Student’s Name:
Last Name First Name M.I.

Course and Year: Major (if any):

No. of Units: 3 units Duration of the Module: _4 weeks

Student’s Signature Over Printed Name

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TEACHING SCIENCE AND MATH IN THE PRIMARY GRADES
SEMI-FINAL MODULE

Copyright © 2021
Calbiga Western Samar College
Polangi, Calbiga, Samar

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: GILBERT D. PACAYRA, LPT

Part-Time College Instructor

Management Team:

ATTY. JUAN C. TEOCO, JR., CPA

College President

MANUEL Z. ISANAN, PhD, LlB

College Dean

EVELYN A. LABITAG, EdD

Assistant College Dean

ANALYN P. ESCALANTE
College Librarian

ELMER ESCALANTE
IT Administrator

Calbiga Western Samar College (CWSC) has no responsibility for the persistence or accuracy of

URLs for external or third-party internet websites referred to in this publication and does not

guarantee that any content on such websites is, or will remain, accurate or appropriate.
 TEACHING MATH IN THE PRIMARY GRADES

OVERVIEW
Teaching mathematics is wonderful and challenging. The challenge in teaching is
to create experiences that enabile the learner to engage actively to support his/her own
explanation and application of mathematics models needed to make these experiences
sensible and meaningful.
This Module present some approarches that can be used in teaching mathematics
concepts. They have been proven effective in helping you become better future
mathematics teacher.

DESIRED LEARNING OUTCOMES

At the end of this module, the learners is expected to:
1. Discuss the educational theories on which the teaching of math is anchored;
2. Cite the implication of these educational theories to the teaching of math;
3. Distinguish among approach, method, and techniques.
4. Apply appropriate mathematics teaching strategies and techniques in given
learning situations.

LEARNER ENGAGEMENT ACTIVITY

Answer the following questions:
1. How do teaching approach, method, and technique differ?
_

2. How should each method be used to ensure its effectiveness?

_
 3. What pedagogical advantage do the exploratory approaches have over those of
the direct approaches?
_

SELF-LEARNING ESSENTIALS

Teaching Approach, Strategy, Method, and Technique

Teaching approach is a set of principles, beliefs or ideas about the nature of
learning whch is translated into the classroom. It springs from a teacher’s own philosophy
of education, the nature of education, the role of the teacher and that of the student.

Teaching strategy is a long term plan of action design to achieve a particular goal.
Strategy applies to many disparate fields such as military strategy, economic strategy,
teaching strategy, and the like.

Teaching method is a systematic way of doing something.it implies an orderly

logical arrangements of steps. It is more procedural.

Teaching technique is a well-defined procedure used to accomplish a specific

activity or task. It is a teacher’s particular style or trick used to accomplish an immediate
objective. More than one technique may be available for accomplishing a specific activity
or task.

Tecnniques are consistent with a given approach, strategy, and method.

The relationship among the three is shown below:

Approach Strategy Method Technique

An approach gives rise to a strategy which may use more than one method of
teaching. One teaching method may be employed differently bybtwo different teachers
whose teaching style may lead to the use of different techniques. Technique has
something to do with teacher’s personal style of teaching.
Educational Theories on which Math Teaching is Grounded
Experiential Learning theory defines learning as "the process whereby knowledge
is created through the transformation of experience. Knowledge results from the
combination of grasping and transforming experience" (Kolb, 1984, p. 41). Situated
Learning, theorized by Lave and Wenger, is learning in the same context in which
concepts and theories are applied.

Reflective Learning refers to learning that is facilitated by reflective thinking. It is

not enough that learners encounter real-life situations. Deeper learning occurs when
learners are able to think about their experiences and process these, allowing them the
opportunity to make sense of and derive meaning from their experiences.

Constructivism is the theory that argues that knowledge is constructed when the
learner is able to draw ideas from his/her own experiences and connect them to new
ideas.

Cooperative Learning puts premium on active learning achieved by working with

fellow learners as they all engage in a shared task.

The mathematics curriculum allows for students to learn by asking relevant

questions and discovering new ideas. Discovery Learning and Inquiry-based Learning
(Bruner, 1961) support the idea that students learn when they make use of personal
experiences to discover facts, relationships, and concepts.

The Spiral Progression Approach

The teaching of Math makes use of the spiral progression appraoch. This means
that the basics of Math are revisited in every Grade level but are taught in increasing
depth and breadth as one goes up in Grade level of the K to 12. This means that the four
subjects that are taught in high schoool such as Mathematics, Algebra, Geometry, and
Statistics and Probability are taught beginning with Kindergarten up to Grade 7
considering the developmental stages of students. See figure below.

Grades
7-10

Grades
4-6

Grades
1-3

K-
Algebra,
Geometry,
Statistics
and
Probability
Principles of Teaching Math
1. Balanced Principle. The teaching of math should be a balanace of conceptual
and procedural approach. Marzano (2003) states that it is ineffective to emphasize
a high degree of procedural proficiency without developing conceptual knowledge.
It is necessary to provide focused instruction that moves the student from the
concrete to the abstract and then to the application of the concept. Focusing only
the conceptual knowledge is not enough to help students achieve in the classroom
and in the real-world situations.
The procedural approach is the traditional teacher-led, direct instruction that
depends heavily on memorization of rules or procedures for solving problems.
While procedural-based instruction provides mathematics facts, algorithms, and
formulas that can be used to solve mathematical problems, conceptual-based
instruction seeks to provide the reasons why the algorithms and formulas work.
the emphasis is on the students learning important concepts of mathematical
connections, relationships, and applications.
Frei (2008) cites some features of the balanced approach in Math teaching:
 Standards-based
 Integrated
 Engaging
 Open to and practices differentiated instruction
 Makes use of problem-solving
 Guided practice
 Makes use of manipulatives, games and calculators
 Assessment-driven and data-driven instruction.
2. Three-tiered Principle (J. Bruner). Teach Math beginning with the enactive level
proceeding to thw iconic level and finally to the symbolic level. The enactive level
involves encoding action-based information and storing it in our memory. In the
iconic level, information is stored visually in the form of images (a mental picture
in the mind’s eye). This may explin why, when we are learning a new subject, it is
often helpful to have diagrams or illustrations to accompany verbal information. In
the symbolic level, information is stoted in the form of a code or symbol, such as
words, matheatical formula or other symbol systems.
If you teach the concept of fraction, do not begin with the definition. Get a
cake or any material, ask the pupil to divide it into two, show that one part is called
one half and the other is another half. Draw/diagram that cake on the board, label
one part ½ and the other also ½. Then tell them ½ is called fraction in reltion to the
whole. Finally, you define fraction as a part of a whole.
3. For effective nath teaching, employ experiential and situaed learning, reflective
learning, reflective learning, constructivism, cooperative learning and discovery
and inquiry-based learning. Exploration of math concepts through manual
manipulation of mathematical concepts is vital to understanding and mastery. The
mathematics curriculum is grounded on these theories.
Teaching Methods
1. Problem Solving Method. A teaching startegy that employs the scientific method
in searching for information. Here are the steps of the problem solving:
a. Understanding the problem.
b. Planning and communicationg a solution.
c. Reflecting and generalizing.
d. Extenstion
Other techniques in roblem solving:
a. Obtain the answer by trial and error.
b. Use an aid, model or sketch.
c. Search for a pattern.
d. Elimination strategy.
2. Concept Attainment Strategy. This strategy allows the students to discover the
essential attributes of a concept. It can enhance students’ skills in (a) separating
important from unimportant information; (b) sarching for patterns and making
generalizations; and (c) defining and explaining concepts. Here are the steps:
a. Select a concept and identify its essential attributes.
b. Present examples and non-examples of the concepts.
c. Let students identify or define the concept based on its essentil attributes.
d. Ask students to generate additional examples.
3. Concept Formation Strategy. This strategy is used when you want the students
to make conncetcions between and among essential elements of the concept: here
are the steps:
a. Present a particular question or problem.
b. Ask students to generate data relevant to the question or problem.
c. Allow the students to group data with similar attributes.
d. Ask students to label each group of data with similr attributes.
e. Have students explore the relationships between and among the groups.
4. Direct Instruction. Aimed at helping students acquire procedural knowledge
which is knowledge exercised in the performance of some task.

APPLICATION OF LEARNING:
Activity 1: Answer the following:
1. Discuss each educational theories on which the teaching of math is anchored.
 2. Cite the implication of these educational theories to the teaching of math in the
primary grades.

Activity 2: Distinguish teaching approach, method, techniques, and strategies using a

diagram. Utilize the space below.
Activity 3: Interview (virtual interview is recommended, however, if conducted face-to-
face, observe maximun health protocols for the safety purposes) a primary mathematics
teacher regarding the most commonly used teaching strategy, method and technique in
teaching mathematics to primary learners before and during the pandemic. Define each
and provide a detailed step-by-step process on how it is applied. Utilize the format below.
Use a separate sheet for this activity.
Teacher’s Name:
GRADE 1 No. of Years in Teaching:
BEFORE PANDEMIC DURING PANDEMIC

STRATEGY

METHOD

TECHNIQUE

Teacher’s Name:
GRADE 2 No. of Years in Teaching:
BEFORE PANDEMIC DURING PANDEMIC

STRATEGY

METHOD

TECHNIQUE

Teacher’s Name:
GRADE 3 No. of Years in Teaching:
BEFORE PANDEMIC DURING PANDEMIC

STRATEGY

METHOD

TECHNIQUE
Questions for the interviewee (student):
1. What is the most commonly used teaching strategy, method, and technique in
teaching mathematics in primary grades before the pandemic?

2. What is the most commonly used teaching strategy, method, and technique in
teaching mathematics in primary grades during the pandemic?

3. Which among the teaching strategy, method, and technique in teaching

mathematics in primary grades before the pandemic is the most effective? Explain.

4. Which among the teaching strategy, method, and technique in teaching

mathematics in primary grades during the pandemic is the most effective? Explain.

5. If you are to teach mathematics in the primary grade after the pandemic, what
teaching strategy, method, and technique? Why did you say so?
ASSESSMENT AND EVALUATION:
To fully understand the teaching of mathematics in the primary grades, below is a
list of important instructional components. Choose at least one (1) learning competencies
from the K to 12 Mathematics Curriculum Guide in any from these grade levels, Grade 1,
2, and 3. Suggest appropriate teaching strategies, learning activities, and assessment
tasks that will achieve the desired outcomes. You may use extra sheets for your answer.
Grade Level: Quarter/Grading Period:
Learning Teaching Learning Assessment
Content
Competency Strategies Activities Tasks

How did you get on with the task?

REFLECTION
Answer the following:

3 things I leaned from this module

2 things I will do to apply what I learned

1 question I have to ask about the lesson

SUGGESTED READINGS AND REFERENCES

Corpuz, B.B. and Salandanan, G.G. (2015) Principles of Teaching 2 (with TLE). Quezon
City: Lorimar Publishing, Inc.

DepEd K to 12 Mathematics Curriculum Guide

Serrano, E.D., Pilariza, C.A., & Bunga, J.B. (2016) Principles of Teaching 2. Quezon City:
Adriana Publishing Co., Inc.
 TEACHING SCIENCE IN THE PRIMARY GRADES

OVERVIEW
This Module discusses teaching by inquiry for successful science teaching and
learning. The use of each approach to maximize learners learning and how teachers
assess science learning are included in the discussion.

DESIRED LEARNING OUTCOMES

At the end of this module, the learners is expected to:
1. Analyze and select effective teaching strategy for teaching science;
2. Develop an instruction plan showing one effective strategy in teaching
science;
3. Equip oneself with significant knowledge and skills of the strategies in
teaching science.

SELF LEARNING ESSENTIALS

Study the following:
Nature of Science
 Science is a wonderful world. It deals with nature and natural phenomena.
 Science is evidence-based. It deals with the observable, the verifiable. It deals with
empirical data. It accepts as true only that which has been positively and empirically
proven to be true.
 Science has limits. Not all of reality is verifiable by the physical senses. The things
of the spirit cannot be proven by the physical senses and yet are as real as material
reality. GOD’s existence cannot be proven by looking through even the most
powerful electron microscope.
 Science knowledge is inherently uncertain. Scientific knowledge is tentative.
 Science is a field of scientific inquiry. This fundamental uncertainty makes science
a dynamic and expanding body of knowledge.
 Science is both a product and a process. It is information presented and also the
way in which the information has been collected.
 As a field of study, science demands eyes keen for observing, analytical,
synthesizing and bias-free minds, traits such as perseverance, diligence and
sacrifice.

Spiral Progression Approach

In the spiral progression approach, teaching begins with the basics but these
basics become more complex in treatment as they are taught across the grades. The
basic science concepts are revisited again and again as teacher teaches science across
the grades.

The figure in the next page shows that earth science, biology, chemistry, and
physics which used to be taught as separate disciplines are all taught in every grade level.
Teachers go back to the basic concepts in every grade level but teach them in increasing
sophistication as they go up the grade level.
 Grades
7-10

Grades
4-6

Grades
1-3

K - Earth
Science,
Biology,
Chemistry,
Physics

Educational Theories in Which Science is Grounded

 Constructivism. Based on the belief that learning occurs when learners are actively
involved in a process of meaning and knowledge construction.
 Social Learning Theory. Explains that learners have preferential individual learning
styles and therefore people may vary in their response to learning opportunities and
how they learn.
 Learning Style Theory. Science teachers make use of variety of teaching activities
to cater to various learning styles.
 Brain-based Learning Theory. The purposeful engagement of strategies based on
how our brain work.
 Experiential Learning Theory. Advocated by David Kolb (1975), learning that occurs
by making sense of direct everyday experiences.
 Situated Learning Theory. Theorized by Lave and Wenger (1990), learning in the
same context in which concepts and theories are applied.
 Reflective Learning Theory. Refers to learning that is facilitated by reflective
thinking.
 Discovery Learning Theory. Takes place in problem solving situations where the
learner draws on his/her experience and prior knowledge to solve a problem.
 Cooperative Learning. Provides learners with opportunities to interact with one
another in ways that enable their learning.
 Inquiry-based Learning Theory. Emphasizes the learner’s role in the learning
process. Learners are encouraged to explore the material, ask questions, and
share ideas.
Guiding Principles in Teaching Science
1. Constructivist principle. Find out the learners’ ideas and consider them in your
teaching. Give contextual setting for lessons, providing motivation, and
encouraging curiosity (Heibert and Carpenter, 1992).
2. Discovery principle; learning by doing principle. Don’t tell the answer. Make
children learn science by doing science not teaching about science. Make children
discover answers to their own questions with your guidance. Make them do
“hands-on-mind-on-hearts-on” activities.
3. Brain-based principle. Teach for meaning. Make your teaching meaningful.
Integrative and thematic teaching is more meaningful than teaching facts and
concepts in isolation. Give your lesson an emotional touch. Keep learning
atmosphere challenging but non-threatening. According to brain-based learning
theory all these practices make students perform.
4. Make students work together. Encourage collaborative learning. It is less
threatening.
5. Consider multiple intelligences and learning styles. Make use of varied teaching
methods and activities. Make use of cooperative learning but give opportunity for
twinning or individual work.

Teaching activities
Each of these activities uses some specific science ideas. Using these activities in
the context of this focus idea involves two broad learning agendas for students – the
content itself and the science process(es) the example illustrates.

Bring out students’ existing ideas. The purpose of this activity is to help students start
to discriminate between observations and inferences they draw about observations.
Firstly, have the students look at (but not touch) a single piece of chocolate that is
unwrapped and unidentifiable as a common brand (i.e. it does not have recognizable
commercial trademarks or a characteristic shape). Assure the students that you know the
object is composed of chocolate. Next, ask the students to respond to the question: ‘What
observations can you make about this piece of chocolate?’ Collect and record their
responses on a whiteboard or large sheet of paper for all the class to see. Now, show the
students a list of prepared statements describing the piece of chocolate that include some
observations and some that are not; for example:
The chocolate:
 is brown
 was made in Australia
 is hard
 smells sweet
 melts easily.
Assist the students to decide which of the statements are observations and which
are not (are inferences).
Finally, ask the students to reconsider the original class list of responses recorded
on the whiteboard with the aim of deciding which of the statements are inferences and
which are observations.
Collecting evidence
Students could observe some natural (fieldwork) situations such as:
 a plant growing or seeds germinating
 the movement or the changing face of the moon over many days
 the times of sunset and sunrise over a period of weeks or months
 changes that occur in chrysalids they have collected.
Discuss with students what they think will be good ways to record their observations
and how many they should make. When the students have recorded sufficient
observations have them identify patterns which may exist in the data. Students can then
use the patterns they identify to make predictions about what they might observe next
time with a similar event. Students should be encouraged to explain why they made these
predictions.

Clarifying and consolidating ideas for communication to others. In fieldwork such as

that undertaken in the activities above, observing very carefully is important. For example,
there are many valuable teaching opportunities that can originate from fieldwork such as
collecting caterpillars from the local environment. When collecting caterpillars, students
can pick leaves from the host plant (i.e. leaves that the caterpillars are known to eat).
Students can also collect leaves from different plants, so that they can provide the
caterpillars with a mix of leaves when they construct a habitat for them in the classroom.
Consider using a digital camera to record the size of several different leaves of each type.
When the students return to the classroom, they can put the mixed leaves in with the
caterpillars for 1-2 days and then record the size of the same leaves again. Students can
be encouraged to answer the following questions:
1. What changes in the size of the leaves do they observe?
2. How could they measure this change?
3. Have they noticed a change in size of both sorts of leaves?
4. What do they predict will happen if they feed the caterpillars exclusively on each
type of plant?
Students should then be supported to tell their parents about what they have done,
with a focus on their parents being able to repeat the activity at home. Students should
appreciate that subjecting your work to the scrutiny of others is an important part of
verifying your work.

Open discussion via a shared experience. Considering how and what to measure is
another important part of scientific work. When engaging in activities like the one above,
it is important that students engage in discussion about what will be measured and when
measurements will be made (for example the size and type of leaves and how often to
measure them), and then how to best record these measurements.

Practise using and building the perceived usefulness of scientific models/

explanations. How will students know if they have made sufficient observations or
recorded enough measurements? The answers to these questions will lie in whether
students have enough data to identify patterns in the measurements which helps the
students in predicting the likely outcomes of future observations. For example, based on
observations of their daily food intake will the class mice have enough to eat and drink
over the weekend?

APPLICATION OF LEARNING
Activity 1: Answer the following:
1. Discuss each educational theories on which the teaching of science is
anchored.

2. Cite the implication of these educational theories to the teaching of science in

the primary grades.
Activity 2: Interview (virtual interview is recommended, however, if conducted face-to-
face, observe maximun health protocols for the safety purposes) a primary science
teacher regarding the most commonly used teaching strategy, method and technique in
teaching science to primary learners before and during the pandemic. Define each and
provide a detailed step-by-step process on how it is applied. Utilize the format below. Use
a separate sheet for this activity.
Teacher’s Name:
GRADE 1 No. of Years in Teaching:
BEFORE PANDEMIC DURING PANDEMIC

STRATEGY

METHOD

TECHNIQUE

Teacher’s Name:
GRADE 2 No. of Years in Teaching:
BEFORE PANDEMIC DURING PANDEMIC

STRATEGY

METHOD

TECHNIQUE

Teacher’s Name:
GRADE 3 No. of Years in Teaching:
BEFORE PANDEMIC DURING PANDEMIC

STRATEGY

METHOD

TECHNIQUE
Questions for the interviewee (student):
1. What is the most commonly used teaching strategy, method, and technique in
teaching science in primary grades before the pandemic?

2. What is the most commonly used teaching strategy, method, and technique in
teaching science in primary grades during the pandemic?

3. Which among the teaching strategy, method, and technique in teaching science in
primary grades before the pandemic is the most effective? Explain.

4. Which among the teaching strategy, method, and technique in teaching science in
primary grades during the pandemic is the most effective? Explain.

5. If you are to teach science in the primary grade after the pandemic, what teaching
strategy, method, and technique? Why did you say so?
ASSESSMENT AND EVALUATION:
To fully understand the teaching of science in the primary grades, below is a list of
important instructional components. Choose at least one (1) learning competencies from
the K to 12 Science Curriculum Guide in Grade 3. Suggest appropriate teaching
strategies, learning activities, and assessment tasks that will achieve the desired
outcomes. You may use extra sheets for your answer.
Grade Level: 3 Quarter/Grading Period:
Learning Teaching Learning Assessment
Content
Competency Strategies Activities Tasks

How did you get on with the task?

REFLECTION
Answer the following:

3 things I leaned from this module

2 things I will do to apply what I learned

1 question I have to ask about the lesson

SUGGESTED READINGS AND REFERENCES

Corpuz, B.B. and Salandanan, G.G. (2015) Principles of Teaching 2 (with TLE). Quezon
City: Lorimar Publishing, Inc.

DepEd K to 12 Science Curriculum Guide

Serrano, E.D., Pilariza, C.A., & Bunga, J.B. (2016) Principles of Teaching 2. Quezon City:
Adriana Publishing Co., Inc.