SPEC 102 – Content and Pedagogy for the Mother Tongue Module 3

IV. USE OF MOTHER TONGUE IN TEACHING MATHEMATICS

Objectives:
1. Discussed conceptual framework of Mathematics Curriculum in the K-12 Program
2. Constructed a lesson plan in the mother tongue

Time Frame: Week 10-12

Discussion:

Mathematics is a very important subject. Its use cannot be understated. It pervades life at any age and in any
circumstances. Hence, its value goes beyond the classroom and the school. Because of this reason, mathematics, as a
school and skills subject, has to be learned comprehensively and with depth.
In K to 3, mathematics is taught using the mother tongue as the medium of instruction. In this module we will
know common terms in mathematics and lesson plan exemplars.
We will begin by knowing the twin goals of the mathematics curriculum in the basic education levels which
are critical thinking and problem solving.
These two goals are to be achieved through the following:
1. An organized and rigorous curriculum content
2. A well-defined set of high- level skills and processes
3. Desirable values and attitudes
4. Appropriate tools
5. Different contexts of Filipino learners

There are five content areas in the curriculum which was adapted from the framework prepared by
MATHTED and SEI (2010)
1. Numbers and number sense as a strand include concepts of numbers, properties, operations, estimation
and their applications.
2. Measurement as a strand includes the use of numbers and measures to describe, understand, and compare
mathematical and concrete objects. It focuses on attributes such as length, mass and weight, capacity,
time, money and temperature, as well as applications involving perimeter, area, surface area, volume and
angle measure.
3. Geometry as a strand includes properties of two-and-three dimensional figures and their relationships,
spatial visualization, reasoning and geometric modeling and proofs.
4. Patterns and algebra as a strand studies patterns, relationships and changes among shapes and quantities. It
includes the use of algebraic notations and symbols, equations and most importantly, functions, to
represent and analyze relationships.
5. Probability and statistics as a strand is all about developing skills in collecting and organizing data using
charts, tables and graphs; understanding, analyzing and interpreting data; dealing with uncertainty;
making predictions about outcomes.

The specific skills and processes to be developed are:

1. Knowing and understanding
2. Estimating, competing and solving
3. Visualizing and modeling
4. Representing and communicating
5. Conjecturing, reasoning, proving and decision- making
6. Applying and connecting
The values and attitudes which are to be honed are:
1. Accuracy
2. Creativity
3. Objectivity
4. Perseverance
5. Productivity
The tools necessary in teaching mathematics include:
1. Manipulative objects
2. Measuring devices
3. Calculators and computer
4. Smart phones and tablet PC’s

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5. Internet driven and digital tools

Context is the locale, situation or set of condition of Filipino learners that may influence the study and use
of mathematics to develop critical thinking and problem solving skills. It also includes the beliefs,
environment, language and culture that include traditions and practices, including the learners’ prior
knowledge and experiences. The framework is supported by the following underlying learning principles and
theories: Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative Learning and
Discovery and Inquiry-based Learning. The mathematics curriculum is grounded on these theories.
To have a picture of the interrelationships of the different aspects, shown below is the conceptual
framework of mathematics education.

ENRICHMENT ACTIVITY
Activity 1. Building Mathematics Vocabulary
After knowing the basics of mathematics curriculum, let us focus on vocabulary building. Yehey! Are you
ready?
Let’s start with the English names, then Hiligaynon and lastly, your own.

ENGLISH HILIGAYNON EXAMPLE MOTHER TONGUE WORDS

A. Colors
Blue Asul
Green Berde
Yellow Dalag
Orange Kahel
Violet Ube
Black Itum
Brown Kaki
Red Pula
White Puti
Pink Rosas
B. Shapes
Circle Bilog/ timbulog
Square Kwadrado
Oblong Oblong
Oval Obalo
Star Bituon
Diamond Dyamante
Heart- Shaped Porma Tagapisuon
Rectangle Rektanggulo/ apat ka pamusod
Triangle trianggulo/ tatlong pamusod
C. Number

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Zero Siro
One Isa
Two Duha
Three Tatlo
Four Apat
Five Lima
Six Anum
Seven Pito
Eight Walo
Nine Siam
Ten Napulo
D. Measurement
Weight Bug-at
Bundle Bugkos
Many Damo
Hand span Dangaw
Few Diutay
Double Duha ka pilo
Arm’s length Dupa
Hundred Gatos
Slice Guray
Kilometer Kilometro
Length Laba
Thick Madamol
Long Malaba
Narrow Makitid
Wide Malapad
Short Malip.ot
Thin Manipis
Tall/ High Mataas
Meter Metro
As many as Pareho nga
Inch Kadamuon
One- half Pulgada
Pile Sampihak
Foot Tangkas
Midway Tapak
Same level Tungatunga Tupong

Activity 2: Concept Mapping of Number Concepts

Can you make your own concept map of some number concepts in your own mother tongue? Also write down
their English equivalents.

Example:
Concepts English Hiligaynon/Your mother tongue
Number Operations Addition pagdugang
Subtraction pagbuhin
Multiplication pagmuad
Division pagbahin bahin
Begin here:

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Standards of the Mathematics of the Grades where Mother Tongue is Used

Grade Level Grade Level Standards
Kindergarten The learner demonstrates understanding and appreciation of key concepts and skills
involving numbers sense (whole numbers up to 20, basic concept addition and
subtraction); geometry (basic attributes of objects). Patterns and algebra (basic
concept of sequence and number pairs); measurement (time, location, non-standard
measures of length, mass and capacity); and statistics and probability (data collection
and tables) as applied- using appropriate technology in critical thinking, problem
solving, reasoning, communicating, making connections, representations and
decisions in real life.
Grade 1 The learner demonstrates understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers up to 100, ordinal numbers up
to 10th, money up to Php100, additional and subtraction of whole numbers, and
fractions ½ and 1/4 ); geometry ( 2- and 3- dimensional objects); patterns and algebra
( continues and repeating patterns and number sentences) ; measurement (time, non-
standard measures of length, mass and capacity); and statistics and probability (tables,
pictographs and outcomes) as applied- using appropriate technology- in critical
thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
Grade 2 The learner demonstrates understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers up to 1,000, ordinal numbers
up to 20th, money up to Php100, the four fundamental operations of whole numbers
and unit fractions); geometry (basic shapes, symmetry and tessellations); patterns and
algebra (continuous and repeating patterns and number sentences); measurement
(time, length, mass and capacity); and statistics and probability (tables, pictographs
and outcomes) as applied using appropriate technology in critical thinking, problem
solving, reasoning, communicating, making connections, representations and
decisions in real life.
Grade 3 The learner demonstrates understanding and appreciation of key concepts and skills
involving numbers and numbers sense (whole numbers up to 10,000; ordinal numbers
up to 100th, money up to php 1000; the four fundamental operations of whole
numbers; proper and improper fractions and similar, dissimilar and equivalent
fractions); geometry (lines, symmetry and tessellations); patterns and algebra
(continuous and repeating patterns and number sentences); measurement (conversion
of time, length, mass and capacity, area of square and rectangle); and statistics and
probability (tables, bar graphs and outcomes) as applied using appropriate technology
in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in life.

Moreover, the new mathematics curriculum sees to it that there is continuity in learning from K to Grade 10. This is
because spiral progression is observed in the introduction of topics.

INTENSIFY LEARNING
After knowing the standards, let us anchor on them as we look at a lesson plan exemplar.
Sample 1- Lesson Plan in Mathematics
Teaching Math using the Problem Solving Strategy
ENGLISH HILIGAYNON
I. Objectives I. Mga Katuyu-an
At the end of the lesson, the learners have: Sa tulun-an nga ini, ang mga bata dapat nga:
A. Solved a two-step problem in addition and A. Makalubad sang dung a ka tikang nga
subtraction using 2 to 3 digit numbers without palaligban nga nagasakop sa pagdugang kag
regrouping. pagbuhin sang 2-3 digit nga numero nga wala
gagamit sang regrouping gamit ang nagakaigo
B. Identified the right process to use nga pamaagi;
B. Makahibalo sang nagakaigo nga proseso nga
C. Shown cooperation in solving the problem. ginagamit para makuha ang husto nga
sabat;kag
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C. Magpakita sang kooperasyon sa mga hilikuton

nga paga-ubrahon.
II. Subject Matter II. Tulun-an
A. Topic: Addition and Subtraction of 2-3 Digit A. Topiko: pagdugang kag Pagbuhin sang 2-3
numbers Without Regrouping digit nga numero nga wala nagagamit sng
regrouping
B. References: Arceña, May Jenny C., et al. B. Palatukuran: Arceña, May Jenny C.,et. Al.
Mathematics 2, page 88, Verbal Publishing Mathematics 2, page 88, Verbal Publishing
House, Inc. House, Inc.
C. Materials: mini boards, chalk, picture of a C. Mga materyales: mini boards, chalk, laragway
coconut plantation, chart with the math sang tanuman sang lubi, ginsulat nga mga
problems palaligban sa manila paper ukon cartolina

III. Procedure III. Pamaagi

A. Motivation A. Pangganyat

Ano ang inyo Makita sa aton laragway?

What can you see in the picture? Ano ang gina-ubra sang tawo sa laragway?
What is the man doing in the picture? Subong, magabasa kita sang isa ka malip-ot nga istorya
We are going to read a story about the coconut nahanungod sa tanuman sang lubi.
plantation.

B. Pagbasa sang Palaligban

B. Reading of the Problem
Sa isa ka tanuman sang lubi, may gin-
In a coconut plantation, the farmer picked ani nga 20 ka kulabuon kag 15 ka mga
20 young coconuts and 15 mature lahin. Sa kabilugan sini, may ara sang
coconuts. From what he picked, he sold 12 12 nga ginbaligya. Pila ang nabilin nga
fruits. How many are left? lahin kag kulabuon?

( Pag- grupo sa mga bata)

(Magpili sang isa ka estudyante sa kada grupo para
C. Discussion magpakita kag magpaathag sang ila sabat.)
1. Set A Questions C. Pagproseso
a. How did you arrive to your answer? 1. Una nga mga Pamangkot
b. Why is that your answer? a. Paano ikaw nakalab-ot sa amo sini nga sabat?
2. Set B Questions b. Ngaa amo ina nga sabat ang imo ginsulat?
a. What did you like to find out from our 2. Sunod nga mga Pamangkot
problem? a. Gikan sa aton palaligban , ano ang aton gusto
b. What did you do to arrive to the answer? nga mabal-an?
c. What process did you do first? Second? b. Paano mo ginkuha ang ginapangayo nga sabat?
c. Ano nga proseso ang imo gin-una?ang
ikaduha?

20 young coconuts 20 ka mga kulabuon

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15 mature coconuts 15 ka mga lahin

D. Application D. Mga Hilikuton

(To be answered by small groups/ pairs) (Pag grupo sang klase ukon pwede man nga
pares- pares)
1. There are mangoes in the basket. Twelve 1. May nasulod nga mga mangga nga prutas
(12) are green mangoes and 11 are ripe. If sa basket. Ang hilaw nga mangga 12 ka
mother ate 13 mangoes, how many are left bilog ka gang luto nga mangga 11 ka
in the basket? kabilog. Pila ang nabilin kon ginkaon ang
13 kabilog nga mangga?
2. May ginhiwat nga programa ang
2. There is a program in school. There are 21 eskwelahan. May ara sang 21 ka Grade 2
Grade 2 and Grade 3 pupils who are kag 26 ka Grade # nga mga estudyante nga
present. Eighteen (18) participated in the nagtambong. Kon 18 ang nagpartisirar sa
program. How many did not participate? presentasyon, pila ang wala nagpartisipar?

E. Pagbug-os
E. Generalization Sa pagkuha sang sabat sa isa ka palaligban, ano
To arrive to at the answer of a problem, what ang dapat naton tandaan?aton tandaan nga sa
should be done? pagsabat sang palaligban, basahun kag
(Read and understand the problem by knowing intindihun ang palaligban paagi sa paghibalo
what is asked, the important information and sang ginapamangkot, ang mga importante nga
the solution to the problem.) impormasyon ka gang solusyon sa pakaligban.
If the problem involves addition and Kung ang palaligban nagasakop sang pamaagi
subtraction, what has to be done first? Next? nga pagdugang kag pagbuhin, ano ang dapat
(Add first then subtract) naton unahon? Ang sunod?
(Dapat naton unahon ang pagdugang kag
isunod ang pagbuhin.)

IV. Evaluation IV. Pagtilaw

Solve. Sabtan ang mga ini.
1. In a toy store, there are 4 green plastic balls and 1. Sa balaligyaan sang mga hampanganan, may 4
6 red plastic balls. A customer came and ka berde nga plastic nga mga bola kag 6b ka
bought 5 of the plastic balls. How many balls pula ng mga plastic nga bola. Nag-abot ang
are left? manugbakal kag ginbakal ang 5 sang mga
plastic nga bola. Pila ka plastic nga bola ang
nabilin?
2. During the Family Day, 12 fathers and 16 2. Sa ginahiwat nga programa sa Adlaw sang
mothers came. If 29 chairs were prepared, how Pamilya, 12 sang mga lalaki kag 16 sang mga
many were not used? babaye ang nag-abot. Pila ka mga siya ang wala
magamit kon 29 ang ginpreparar?
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3. Mang Arnel planted & mango seedlings and 3 3. Gintanom ni Mang Arnel ang 7 sang mga
santol seedlings. After 2 weeks, Mang Arnel nahunol nga Indian mango kag 3 sang mga
saw that 2 of the seedlings died. How many nahunol nga santol. Pagkatapos sang isa ka
seedlings are growing well? semana, nakita niya nga 2 sang mga gintanum
ang napatay. Pila nalang sang mga gintanum
nga hunol ang nabuhi?

Lesson Plan of:

Baylon, Beverly C.
Bonite, Mary Rose A.
Heñvilla, Bob Vincent A.
Instructor : Dr. Rosemarie Galvez

V. USE OF MOTHER TONGUE IN TEACHING ELEMENTARY SCIENCE

Objectives:
1. Described elementary science in K to 3
2. Identified competencies needed to learn science ideas
3. Designed a lesson plan to guide in teaching science in the mother tongue

Time Frame: Week 13-15

Discussion:

Science literacy is the focus of the new K to 12 curriculum. Although science utilizes global language like
English, starting learning with the mother tongue for conceptual understanding in the early grades has more
advantages. Science becomes more relevant and meaningful because it will relate with the context of the learners. It
will connect meaningfully to the social, health and environmental concepts that are the foundations of early grades
learning.
In Kindergarten, science will be taught as part of the total development of the learners. Activities for all areas
of development will include science. While in Grade 1 and Grade 2, science concepts are embedded in subjects like
Mathematics, Araling Panlipunan, Music, Arts and Physical Education which will be taught in mother tongue.
Elementary Science will be taken as a separate subject in Grade 3 and will still use mother tongue as a medium of
instruction with gradual transition into English.
There will be four lessons in this module.
Lesson 1: Looking into Science in K to 3 with Mother Tongue as a Medium for Teaching and Learning
Lesson 2: Using the Common Science Terms and Concepts in the Mother Tongue to Teach and Learn
Lesson 3: The Science Process Skills for Learning and Teaching
Lesson 4: Getting Ready to Teach: Preparing the Lesson Plan
The K to 12 Science Curriculum of the Department of Education provide all teacher a guide for all teachers.
It underscores and recognizes how important science is, in the everyday life of human beings. Science integrates
technology in the social, economic, personal and ethical aspects of life. There are various concerns that science may
contribute in their solution. Some examples are hunger and food, climate change, population, pollution, weather
disturbances, and many more.
As a framework the Department of Education presents a conceptual diagram of what science education in the
Philippines is all about .

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The diagram reveals that the ultimate aim of science is scientific, technological and environmental literacy. These can
be achieved if the learners can: 1) demonstrate scientific inquiry skills; 2) understand and apply scientific knowledge;
and 3) demonstrate scientific attitudes and values through different ways of delivery which are based on sound
learning theories.
1. Multi/inter disciplinary Approach
2. Science Technology, Society Approach
3. Problem Issue Based Learning
4. Inquiry – based Approach
5. Brain- based Learning
The recent learning theories which serve as bases for the different teaching methodologies include among others
Constructivism, Social Cognition Learning Model and Learning Style theory.
According to the DepEd guidelines, learners are science literate if they are:
1. Critical problem solves
2. Responsible stewards of nature
3. Innovative and creative citizens
4. Informed decision makers
5. Effective communicator
Science topics in the K to 12 Curriculum follow a spiral progression from basic concepts to more complicated
ones in the four areas, namely: Life Science, Physics, Chemistry, and Earth Science. There are reasons why spiral
progression is used and these are:
1. To avoid disjunction between stages of schooling
2. To allow learners to learn topics and skills appropriate to their developmental stages.
3. To strengthen the retention and mastery of topics and skills as they are revisited and consolidated.
A set of standard competencies support the framework and the learning progression in science learning. Let us see
how the competencies progress along Kindergarten, Grade 1, Grade 2, and Grade 3.
Kindergarten The learners will demonstrate an emerging understanding of the parts of their body
and their general functions; plants, animals and varied materials in their
environment. Understanding of their bodies and what is around them is acquired
through exploration, questioning and careful observation as they infer patterns,
similarities and differences that will allow them to make sound conclusions.

Grade 1 At the end of Grade 1, the learners will use their senses to locate and describe the
external parts of their body; to identify, external parts of animals and plants; to tell
shape, color, texture, taste and size of things around them; to describe the weather
and what to do in different situations; to use appropriate terms or vocabulary to
describe these features;to collect, sort, count, draw,take things apart or make
something out of the things; to practice healthy habits (e.g., washing hands properly,
choosing nutritious food) and safety measures (e.g., helping to clean or pack away
toys, asking questions and giving simple answers/ descriptions to probing
questions).

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Grade 2 at the end of Grade 2, learners will use their senses to explore and describe the
functions of their senses, compare two or more subjects and using two or more
properties, sort things in different ways and give a reason for doing so.,describe the
kind of weather or certain events in the home or school and express how these are
effecting them, do simple measurements of length, tell why some things around
them are important, decide if what they do is safe or dangerous ;give suggestions on
how to prevent accidents at home, practice electricity, water and paper conservation,
help take acre of pets or of plants and tell short stories about what they do, what they
have seen or what they feel.

Grade 3 At the end of Grade 3, the learners can describe the functions of the different parts
of the body and things that make up their surroundings- rocks and soil, plants and
animals, the Sun, Moon and Stars. They can also classify these things as solid, liquid
or gas. They can describe how objects move and what makes them move. They can
also identify sources and describe uses of light, heat, sound and electricity. Learners
can describe changes in the conditions of their surroundings. These would lead
learners to become more curious about their surroundings, appreciate nature and
practice health and safety measures.
The science concepts are learned and process skills are acquired through the various activities carried out in the
classroom. A well planned lesson plan is a tool that will help the teacher facilitate and conduct them.

*Let’s get ready by preparing a Lesson Plan

A LESSON PLAN is a detailed teacher’s description of teaching for particular unit of time with the desired
objectives through a subject matter.
The basic components of a lesson plan include the following:
I. Intended Learning Outcomes/ Objectives – sets the specific objectives to be achieved by the learner. It is
expressed in terms of Knowledge, Attitudes, Values and Skills. Objectives should be specific, measurable,
attainable, result oriented, time bound (SMART). This answer the question: Why teach?
II. Subject Matter- is the idea, or topic, concept to be taught to reach the objective. It is made up of chunks of
knowledge in the subject. This answers the question: What to teach?
III. Procedure: methods or strategies to carry out the objectives or achieve the intended outcomes. The
procedure may vary according to the subject matter and the strategy to be used. This answers the question:
How to teach?
A. Preparatory Activity
B. Lesson Proper
IV. Assessment of Learning Outcomes – procedure to determine if the objectives or the intended learning
outcomes have been achieved. This answers the question: Have the intended outcomes been achieved?

Below is an example of a Lesson Plan in Elementary Science. Study this

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I. Intended Learning Outcomes/ Objectives

 Tell that force is applied to move objects.
 Describe that pushing or pulling with force moves objects.
 State that if the force moves objects towards the person it is a pull.
 State that if the force moves objects away from the person, it is a push.
II. Subject Matter
A. Topic: Pushing or pulling move objects.
B. Reference: Bilbao, P. (2010) Exploring Science is Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the objects near.
D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects like chairs, table, books, stones, big boxes and pictures
III. Procedure
A. Preparatory Activity
Review of past lesson/ prior learning
B. Lesson Proper
1. Motivation
1.1 Take children outside the classroom, to observe objects that move.
1.2 Ask children to report their observations inside the classroom.
2. Activity Proper
2.1 Demonstrate to the class the following:
a. Ball that is blown on the table.
b. Toy cart pulled on a string.
c. A chair pushed to the side of the room
d. A book pushed to the center of the table
2.2 Ask the following questions:
a. What have you observed when the ball was blown? Toy cart was pulled? Chair and the book were
pushed?
2.3 Experiential Activity: Group the class by 5’s. Let each group push or pull a chair, table, box and other
objects inside the classroom.
2.4 Conceptualization
After the activity, ask the following questions:
a. What is needed to move any object?
b. What force is needed to move the object away from you?
c. What force is needed to move the object near you
2.5 Application
1. Do you have enough force to push the wall? Try it
2. Do you have enough force to pull the box? Try it.
IV. Assessment of Learning Outcomes
Circle the letter of the correct answer from the items below.
1. If you throw the ball to a classmate, what force will you apply?
a.push b.Pull c.Slide
2. If you want the chair to be nearer you, what will you do?
a.Pull b. Push c. Carry

ENRICHMENT ACTIVITY:
PARTS OF THE LESSON PLAN: Translate to mother tongue this parts of the lesson plan.

ENGLISH HILIGAYNON
I. OBJECTIVES I.
II. SUBJECT MATTER II.
III. PROCEDURE III.
A. Motivation A.
B. Reading of the Problem B.
C. Discussion C.
D. Application D.
E. Generalization E.
IV. EVALUATION IV.
V. ASSIGNMENTS V.

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ASSESSMENT ACTIVITY: MULTIPLE CHOICES

Direction: Read the statement carefully and choose the correct answer of the statement. Write the letter of the answer.
Please write your answer on the space provided before the number.

1. In K to 3, is taught using the mother tongue as medium of instruction.

a) Mathematics b) science c) social studies d) Filipino
2. As a strand includes properties of two and three dimensional figures and their relationships and others.
a) Geometry b) Algebra c) Measurements d) Probability
3. As a strand includes the use of numbers and measures to describe, understand and compare mathematical
and concrete objects.
a) measurement b) geometry c)patterns and algebra d)statistics
4. Utilizes global language like English, starting with the mother tongue for conceptual understanding in the
early grades.
a) Science b) Mathematics c) Mother tongue d) Filipino
5. In kindergarten, will be taught as part of the total development of the learners.
a) Science b) Mathematics c) Araling Panlipunan d) Music
6. Science integrates in the social, economic, personal and ethical aspects of life.
a) recognizes b) technology c) provides d) develops
7. In the learning competencies progression: the learners will demonstrate an emerging understanding of the
parts of their body and their general functions:
a) grade 1 b) kindergarten c) grade 3 d) grade 2
8. A well planned is a tool that will help the teacher facilitate and conduct them.
a) topic b) lesson plan c) teaching aid d) classroom
9. Sets the specific objectives to be achieved by the learner.
a) Procedure b) Objectives c) Assessment of learning d) Subject matter
10. Is the idea or topic, concept to be taught to reach the objectives?
a) learning outcomes b) subject matter c) procedure d) lesson proper

REFERENCES:
ALCUDIA, F.F., et al. 2016. Mother Tongue: for Teaching and Learning. Metro Manila: Lorimar Publishing, Inc.

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