Mathematics 01aaa
Mathematics 01aaa
Mathematics 01aaa
Department of Education
DepEd Complex,
Meralco Avenue
Pasig City
K to 12 CURRICULUM GUIDE
MATHEMATICS
(KINDERGARTEN - GRADE 6)
September 2013
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ROBESA R. HILARIO ABELARDO B. MEDES
CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom an d the school.
Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10 are Critical Thinking and Problem Solving. We adopt the definition of critical thinking by
Scriven and Paul (1987):
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, we define Problem Solving in mathematics using Polya’s (1945 & 1962) definition:
Mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable
values and attitudes, and appropriate tools, recognizing as well the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense,
Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and modeling;
representing and communicating; conjecturing, reasoning, proving and decision-making, and: applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.
We recognize that the use of appropriate tools is needed in teaching mathematics. These include: manipulative objects, measuring devices,
calculators and computers, Smartphones and tablet PCs, and the Internet.
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ROBESA R. HILARIO ABELARDO B. MEDES
We define context as a locale, situation or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical
thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, a nd learner’s prior
knowledge and experiences.
The framework is supported by the following underlying learning principles and theo ries: Experiential and Situated Learning, Reflective Learning,
Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.
Experiential learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. 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 on 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 and meaning of their
experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his own experiences and connects
them to new ideas that are encountered.
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 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.
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ROBESA R. HILARIO ABELARDO B. MEDES
Figure 1. The Conceptual Framework of Mathematics Education
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ROBESA R. HILARIO ABELARDO B. MEDES
BRIEF COURSE DESCRIPTION
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic and reasoning. Mathematics is also a
tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability. Numbers
and Number Sense as a strand includes concepts of numbers, properties, operations, estimation and their applications.
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 among others, as well as applications involving perimeter,
area, surface area, volume and angle measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning and geometric
modeling and proofs.
Patterns and Algebra as a strand studies patterns, relationships and changes among shapes and quantities and includes the use of algebraic
notations and symbols, equations and most importantly, functions, to represent and analyze relationships.
Statistics and Probability 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 and making predictions and outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary
concepts and life skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of our beloved country, the
Philippines.
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ROBESA R. HILARIO ABELARDO B. MEDES
LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics
as applied, using appropriate technology, in problem solving, critical thinking, communicating, reasoning, making connections, representations, and
decisions in real life.
K–3 4–6 7 – 10
At the end of Grade 3, the learner demonstrates At the end of Grade 6, the learner demonstrates
understanding and appreciation of key concepts and understanding and appreciation of key concepts and
skills involving numbers and number sense (whole skills involving numbers and number sense (whole
numbers up to 10 000 and the four fundamental numbers up to 10 000 000, four fundamental
operations including money, ordinal numbers up to operations of whole numbers, fractions, decimals,
100th, basic concepts of fractions), measurement ratio and proportion, percent, and integers)
(time, length, mass, capacity, area of square and measurement (time, perimeter and area of plane
rectangle), geometry (2-dimensional and 3- figures, volume and surface area of solid/space
dimensional objects, lines, symmetry, and figures, meter reading), geometry (plane and solid
tessellation), patterns and algebra (continuous and figures), patterns and algebra (sequence,
repeating patterns and number sentences), statistics expression and equation), statistics and probability
and probability (data collection and representation in (data collection and representation in tables, line
tables, pictographs and bar graphs and outcomes) graphs and pie graphs, and experimental and
as applied, using appropriate technology, in critical theoretical probability) as applied, using appropriate
thinking, problem solving, reasoning, technology, in critical thinking, problem solving,
communicating, making connections, reasoning, communicating, making connections,
representations and decisions in real life. representations and decisions in real life.
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ROBESA R. HILARIO ABELARDO B. MEDES
GRADE LEVEL STANDARDS:
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ROBESA R. HILARIO ABELARDO B. MEDES
circumference, area, volume and temperature), and statistics and probability (tables and line graphs and experimental probability) as
applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
GRADE 6 The learner; demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (divisibility,
order of operations, fractions and decimals including money, ratio and proportion, percent, integers), geometry (plane and solid
figures), patterns and algebra (sequence, expression and equation), measurement (rate and speed, area, surface area, volume and
meter reading), and statistics and probability (tables and pie graphs and experimental and theoretical probability) as applied, using
appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
GRADE 7
GRADE 8
GRADE 9
GRADE 10
Time Allotment:
Grade 1 2 3 4 5 6 7 8 9 10
Daily 50 mins 50 mins 50 mins 50 mins 50 mins 50 mins
Weekly 4 hours 4 hours 4 hours 4 hours
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ROBESA R. HILARIO ABELARDO B. MEDES
Kindergarten
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Kindergarten
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
Numbers demonstrates recognize and represent sorts and groups objects according to the following attributes:
and Number understanding of sets and whole numbers up to 20 in color, shape, size and function.
Sense the relationship between various forms and contexts. matches elements of sets (both objects and pictures) using
numbers and quantities one-to-one correspondence.
up to 20. recognizes sets of objects up to 20 elements.
begins to understand apply addition and subtraction compares two or more sets of objects up to 20 elements.
addition and subtraction. of whole numbers up to 10 in
mathematical problems and compares quantities to determine which is more than, less than
real-life situations. or if quantities are the same.
counts and tells how many objects there are in a given set.
recognizes the words “put together,” “add to,” and “in all”, that
indicate the act of adding whole numbers.
recognizes the words “take away,” “less,” and “are left”, that
indicate the act of subtracting whole numbers.
represents the concept of addition by combining elements of
two sets.
represents the concept of subtraction by comparing elements of
two sets.
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Kindergarten
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
Geometry demonstrates recognize and describe the identifies and describes the following attributes: color, shape
understanding of the common attributes of 2- or 3- and size.
common attributes of 2- or dimensional objects found in identifies objects based on the attributes of color, shape and
3- dimensional objects. the environment. size.
describes objects according to the attributes of color, shape,
and size.
compares objects that are similar or different based on the
attributes of color, shape, and size.
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Kindergarten
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
Patterns demonstrates apply knowledge of identifies a sequence of events according to how they happen.
and Algebra understanding of sequence in real life e.g.
sequence and number situations and create number
pairs. pairs using addition and identifies the event “ before and after”, the “first and last” and
subtraction. the “next” in reference to a given event.
arranges objects in sequence according to size: long, longer,
longest; wide, wider, widest; high, higher, highest; etc
Measureme begins to understand apply knowledge of time and observes sunrise and sunset to tell the time of the day
nt time, location, and non- non-standard units of linear, (morning, noontime, evening).
standard units of linear, mass and capacity measure tells the time of the day when activities are being done (e.g.
mass and capacity in mathematical problems morning).
measure. and real-life situations. tells the number of days in a week and the months in a year.
Statistics begins to understand represent and interpret data collects data on one variable (e.g. sex or boys and girls)
data collection and in tabular form and describe through observation and asking a question.
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Kindergarten
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
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ROBESA R. HILARIO ABELARDO B. MEDES
Grade I
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade I
AND WEEK NUMBERS
The learner … The learner is able to… The learner…
Numbers demonstrates recognize and represent 1st Q – Wk M1NS-Ia-1.1 visualizes numbers from 0 to 100.
and Number understanding of whole whole numbers up to 100, 1st Q – Wk M1NS-Ib-2.1 counts the number of objects in a given set by ones and tens.
Sense numbers up to 100, ordinal numbers up to 10th,
ordinal numbers up to 10th money up to PhP100 and 1st Q - Wk M1NS-Ib-3 identifies the number that is one more or one less from a
money up to PhP100 and fractions ½ and 1/4 in given number.
fractions ½ and 1/4. various forms and contexts. 1st Q – Wk M1NS-Ic-4 composes and decomposes a given number.
1st Q – Wk M1NS- Id-5 regroups sets of ones into sets of tens and sets of tens into
hundreds using objects.
1st Q – Wk M1NS-Id- 6 compares two sets using the expressions “less than,” “more
than,” and “as many as.”
1st Q – Wk M1NS-Ie-7 orders sets from least to greatest and vice versa.
1st Q – Wk M1NS-Ie-8.1 counts by 2s, 5s and 10s through 100.
1st Q – Wk M1NS-If-9.1 reads and writes numbers up to 100 in symbols and in
words.
1st Q – Wk 7 M1NS-Ig- gives the place value and value of a digit in one- and two-digit
10.1 numbers.
1st Q – Wk 7 M1NS-Ig-11 renames numbers into tens and ones.
1st Q – Wk 8 M1NS-Ih- compares numbers up to 100 using relation symbols.
12.1
1st Q – Wk 8 M1NS-Ih- orders numbers up to 100 in increasing or decreasing order.
13.1
1st Q – Wk 9 M1NS-Ii-16.1 identifies the 1st , 2nd, 3rd, up to 10th object in a given set
from a given point of reference.
1st Q – Wk 9 M1NS-Ii-17.1 reads and writes ordinal numbers: 1st, 2nd, 3rd up to 10th.
1st Q – Wk 10 M1NS-Ij-19.1 recognizes coins and bills up to PhP100 and their notations
demonstrates apply addition and 2nd Q – Wk 1 M1NS-IIa-23 illustrates addition as “putting together or combining or
understanding of addition subtraction of whole numbers joining sets”
and subtraction of whole up to 100 including money in 2nd Q – Wk 1 M1NS-IIa- adds two one-digit numbers with sums up to 18 using the
numbers up to 100 mathematical problems and 26.1 order and zero properties of addition.
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade I
AND WEEK NUMBERS
The learner … The learner is able to… The learner…
including money. real- life situations. 2nd Q – Wk 2 M1NS-IIb- adds three one-digit numbers having sums up to 18 using the
26.2 grouping property of addition.
2nd Q – Wk 2 M1NS-IIb- adds two to three one-digit numbers horizontally and vertically
27.1 with sums up to 18.
2nd Q – Wk 3 M1NS-IIc- uses expanded form to explain the meaning of addition with
27.2 regrouping.
2nd Q – Wk 3 M1NS-IIc- adds numbers with sums through 99 without or with
27.3 regrouping.
2nd Q – Wk 4 M1NS-IId- adds mentally two to three one- digit numbers with sums up
28.1 to 18 using appropriate strategies
2nd Q – Wk 4 M1NS-IId- adds mentally two-digit numbers and one-digit numbers with
28.2 regrouping using appropriate strategies
2nd Q – Wk 5 M1NS-IIe- solves one-step routine and non-routine problems involving
29.1 addition of whole numbers including money with sums up to
99 using appropriate problem solving strategies.
2nd Q – Wk 5 M1NS-IIe- creates situations involving addition of whole numbers
30.1 including money with reasonable answers
2nd Q – Wk 6 M1NS-IIf-24 illustrates substraction as “taking away” or “comparing”
elements of sets
2nd Q – Wk 6 M1NS-IIf-25 illustrates that addition and subtraction are inverse
operations.
2nd Q – Wk 7 M1NS-IIg- subtracts one-digit numbers with minuends through 18 (basic
32.1 facts)
2nd Q – Wk 7 M1NS-IIg- subtracts one- to two-digit numbers with minuends up to 99
32.2 without regrouping.
2nd Q – Wk 8 M1NS-IIh- uses the expanded form to explain subtraction with
32.3 regrouping.
2nd Q – Wk 8 M1NS-IIh- subtracts one- to two-digit numbers with minuends up to 99
32.4 with regrouping.
2nd Q – Wk 9 M1NS-IIi- subtracts mentally one-digit numbers from two-digit minuends
33.1 without regrouping using appropriate strategies.
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade I
AND WEEK NUMBERS
The learner … The learner is able to… The learner…
Geometry demonstrates describe and construct 2- 3rd Q – Wk 5 M1GE-IIIe-1 identifies, names and describes the four basic shapes
understanding of 2- dimensional and 3- (square, rectangle, triangle and circle) in 2-dimensional
dimensional and 3- dimensional objects. (flat/plane) and 3-dimensional (solid) objects.
dimensional figures. 3rd Q – Wk 5 M1GE-IIIe-2 compares and classifies 2-dimensional (flat/plane) and 3-
dimensional (solid) figures according to common attributes.
3rd Q – Wk 6 M1GE-IIIf-3 draws the four basic shapes.
3rd Q – Wk 6 M1GE-IIIf-4 constructs three dimensional objects (solid) using
manipulative materials.
Patterns demonstrates apply knowledge of 3rd Q – Wk 7 M1AL-IIIg-1 determines the missing term/s in a given continuous
and Algebra understanding of continuous and repeating pattern using one attribute (letters/ numbers/
continuous and repeating patterns and number events).
patterns and sentences in various e.g.
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade I
AND WEEK NUMBERS
The learner … The learner is able to… The learner…
_
3rd Q – Wk 8 M1AL-IIIh-8 constructs equivalent number expression using addition
and substraction.
3rd Q – Wk 9 M1AL-IIIi-9 identifies and creates patterns to compose and decompose
using addition.
3rd Q – Wk M1AL-IIIj-10 finds the missing number in an addition or subtraction
10 sentence e.g.
n+2=5
5–n=3
Measureme demonstrates apply knowledge of time 4th Q – Wk 1 M1ME-IVa-1 tells the days in a week; months in a year in the right order.
nt understanding of time and non-standard measures
and non-standard units of length, mass, and 4th Q – Wk 1 M1ME-IVa-2 determines the day or the month using a calendar.
of length, mass and capacity in mathematical 4th Q – Wk 2 M1ME-IVb-3 tells and writes time by hour, half-hour and quarter-hour using
capacity. problems and real-life analog clock.
situations. 4th Q – Wk 2 M1ME-IVb-4 solves problems involving time.
4th Q – Wk 3 M1ME-IVc- compares objects using comparative words: short, shorter,
19 shortest; long, longer, longest; heavy, heavier, heaviest; light,
lighter, lightest.
4th Q – Wk 4 M1ME-IVd- estimates and measures length using non- standard units of
20 linear measures.
4th Q – Wk 5 M1ME-IVe- estimates and measures mass using non-standard units of Formatted: Font: 10 pt, Bold, Font color: Text 1
21 mass measure.
4th Q – Wk 6 M1ME-IVf-22 shows and finds capacity using non-standard unit.
RCMKS1
Statistics demonstrates create and interpret simple 4th Q – Wk 7 M1SP-IVg- collects data on one variable through simple interview.
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade I
AND WEEK NUMBERS
The learner … The learner is able to… The learner…
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ROBESA R. HILARIO ABELARDO B. MEDES
Grade II
1st Q – Wk 5 M2NS-Ie- identifies the 1st through the 20th with the emphasis on 11th
16.2 to 20th object ina given set from a given point of reference.
1st Q – Wk 5 M2NS-Ie- reads and writes ordinal numbers from 1st through the 20th.
17.2
1st Q – Wk 5 M2NS-Ie-18 identifies and uses the pattern of naming ordinal numbers
from 1st to the 20th.
1st Q – Wk 6 M2NS-If-20.1 reads and writes money in symbols and in words through
PhP100.
1st Q – Wk 6 M2NS-If-21 counts the value of a set of bills or a set of coins through
PhP100 (peso-coins only; centavo-coins only; peso-bills only
and combined peso-coins and peso-bills).
1st Q – Wk 6 M2NS-If-22.1 compares values of different denominations of coins and
paper bills through PhP100 using relation symbols.
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Grade II
The learner … The learner is able to… AND WEEK NUMBERS The learner…
1st Q – Wk 7 M2NS-Ig- adds 2-digit by 3-digit numbers with sums up to 1000 without
27.4 and with regrouping.
1st Q – Wk 8 M2NS-Ih- adds 3-digit by 3-digit numbers with sums up to 1000 without
27.5 and with regrouping.
1st Q – Wk 8 M2NS-Ih- adds mentally 1- to 2-digit numbers with sums up to 50 using
28.3 appropriate strategies.
1st Q – Wk 9 M2NS-Ii-28.4 adds mentally 3-digit numbers by 1-digit numbers using
appropriate strategies.
1st Q – Wk 9 M2NS-Ii-28.5 adds mentally three -digit numbers by tens (multiples of 10 up
to 90) using appropriate strategies.
1st Q – Wk 9 M2NS-Ii-28.6 adds mentally 3-digit numbers by hundreds (multiples of 100
up to 900) using appropriate strategies.
1st Q – Wk M2NS-Ij-29.2 solves routine and non-routine problems involving addition of
10 whole numbers including money with sums up to 1000 using
appropriate problem solving strategies and tools.
1st Q – Wk M2NS-Ij-30.2 creates problems involving addition of whole
10 numbers including money with reasonable
answers.
RCMKS1
demonstrates apply subtraction and 2nd Q – Wk 1 M2NS-IIa- subtracts 2- to 3-digit numbers with minuends up to 999
understanding of multiplication of whole 32.5 without and with regrouping.
subtraction and numbers up to 1000 including
multiplication of whole money in mathematical 2nd Q – Wk 2 M2NS-IIb- subtracts mentally 1-digit numbers from 1- to 3-digit numbers
numbers up to 1000 problems and real-life 33.2 without regrouping using appropriate strategies.
including money. situations. 2nd Q – Wk 2 M2NS-IIb- subtracts mentally 3-digit numbers by tens and by hundreds
33.3 without regrouping using appropriate strategies.
2nd Q – Wk 3 M2NS-IIc- solves routine and non-routine problems involving subtraction
34.2 of whole numbers including money with minuends up to 1000
using appropriate problem solving strategies and tools.
2nd Q – Wk 4 M2NS-IId- creates problems involving subtraction of whole numbers
35.2 including money with reasonable answers.
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Grade II
The learner … The learner is able to… AND WEEK NUMBERS The learner…
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Grade II
The learner … The learner is able to… AND WEEK NUMBERS The learner…
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Grade II
The learner … The learner is able to… AND WEEK NUMBERS The learner…
1 , 2 , 3 , 4 __
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Grade II
The learner … The learner is able to… AND WEEK NUMBERS The learner…
5 x __ = 30
30 ÷ __ = 6
Measureme demonstrates apply knowledge of time and 4th Q – Wk 1 M2ME-IVa-5 tells and writes time in minutes including a.m. and p.m.
nt understanding of time standard measures of using analog and digital clocks.
and standard measures length, weight, and capacity 4th Q – Wk 1 M2ME-IVa-6 finds the elapsed time in days.
of length, mass and in mathematical problems 4th Q – Wk 1 M2ME-IVa-7 solves problems involving time.
capacity. and real-life situations.
RCMKS1
4th Q – Wk 2 M2ME-IVb- shows and uses the appropriate unit of length and their
23 abbreviation cm and m to measure a particular object .
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ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Grade II
The learner … The learner is able to… AND WEEK NUMBERS The learner…
Statistics deepens understanding create and interpret simple 4th Q – Wk 8 M2SP-IVh- collects data on one variable using a
and of pictographs and representations of data 1.2 questionnaire.
Probability outcomes of an event. (tables and pictographs) and 4th Q – Wk 8 M2SP-IVh- organizes data in tabular form and presents this
describe outcomes of
familiar events.
2.2 into a pictograph without and with scales.
4th Q – Wk 9 M2SP-IVi-3.2 interprets data presented in a pictograph without and with
scales.
4th Q – Wk 9 M2SP-IVi-4.2 solves routine and non-routine problems using data
presented in a pictograph without and with scale.
4th Q – Wk 9 M2SP-IVi-5.2 draws inferences based on data presented in a pictograph
with scale.
4th Q – Wk M2SP-IVj-7.2 tells whether an event is likely, equally likely, unlikely to
10 happen.
4th Q – Wk M2SP-IVj-8.2 describe events in real-life situations using the phrases
10 “ likely to happen” or “unlikely to happen” or “equally likely
to happen”.
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ROBESA R. HILARIO ABELARDO B. MEDES
Grade III
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade III
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
Numbers demonstrates recognize and represent 1st Q – Wk 1 M3NS-Ia-1.3 visualizes numbers up to 10 000 with emphasis on numbers
and Number understanding of whole whole numbers up to 10 000, 1001 - 10000.
Sense numbers up to 10 000, ordinal numbers up to 100th, 1st Q – Wk 1 M3NS-Ia- gives the place value and value of a digit in 4- to 5-digit
ordinal numbers up to and money up to PhP1000 10.3 numbers.
100th, and money up to in various forms and
PhP1000. contexts.
1st Q – Wk 1 M3NS-Ia-9.3 reads and writes numbers up to 10 000 in symbols
demonstrates apply addition and subtraction and in words.
understanding of addition of whole numbers including RCMKS1
and subtraction of whole money in mathematical 1st Q – Wk 2 M3NS-Ib- rounds numbers to the nearest ten, hundred and thousand..
numbers including problems and real-life 15.1
money. situations. 1st Q – Wk 2 M3NS-Ib- compares numbers up to 10 000 using relation symbols.
12.3
1st Q – Wk 2 M3NS-Ib- orders 4- to 5-digit numbers in increasing or decreasing
13.3 order.
1st Q – Wk 3 M3NS-Ic- identifies ordinal numbers from 1st to 100th with emphasis on
16.3 the 21st to 100th object in a given set from a given point of
reference.
1st Q – Wk 3 M3NS-Ic- recognizes coins and bills up to PhP1000.
19.2
1st Q – Wk 3 M3NS-Ic- reads and writes money in symbols and in words
20.2 through PhP1000 in pesos and centavos.
1st Q – Wk 4 M3NS-Id- compares values of the different denominations of coins and
22.2 bills through PhP1000 using relation symbols.
1st Q – Wk 4 M3NS-Id- adds 3- to 4-digit numbers up to three addends with sums up
27.6 to 10 000 without and with regrouping.
1st Q – Wk 5 M3NS-Ie-31 estimates the sum of 3- to 4-digit addends using appropriate
strategies.
1st Q – Wk 5 M3NS-Ie- adds mentally 2-digit and 1-digit numbers without or with
28.7 regrouping using appropriate strategies.
1st Q – Wk 5 M3NS-Ie- adds mentally 2- to 3-digit numbers with multiples of
28.8 hundreds using appropriate strategies.
25
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade III
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
26
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade III
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
54.2
28
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade III
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
Geometry demonstrates recognize and represent 3rd Q – Wk 5 M3GE-IIIe- recognizes and draws a point, line, line segment and ray.
understanding of lines, lines in real objects and 11
symmetry, and designs or drawings and 3rd Q – Wk 6 M3GE-IIIf- recognizes and draws parallel, intersecting and
tessellation. create simple designs that 12.1 perpendicular lines.
show symmetry and
tessellation. 3rd Q – Wk 6 M3GE-IIIf- visualizes, identifies and draws congruent line segments.
13
3rd Q – Wk 7 M3GE-IIIg- identifies and visualizes symmetry in the environment and
7.3 in design.
3rd Q – Wk 7 M3GE-IIIg- identifies and draws the line of symmetry in a given
7.4 symmetrical figure.
3rd Q – Wk 8 M3GE-IIIh- completes a symmetric figure with respect to a given line of
7.5 symmetry.
3rd Q – Wk 8 M3GE-IIIh- tessellates the plane using triangles, squares and
8.3 other shapes that can tessellate.
RCMKS1
Patterns demonstrates apply knowledge of 3rd Q – Wk 9 M3AL-IIIi-4 determines the missing term/s in a given combination of
and Algebra understanding of continuous and repeating continuous and repeating pattern.
continuous and patterns and number e.g.
repeating patterns and sentences in various
mathematical sentences. situations. 4A,5B, 6A,7B,__
1 2 3 4 ___
n x 7 = 56
56 ÷ n = 8
RCMKS1
Measureme demonstrates apply knowledge of time, 4th Q – Wk 1 M3ME-IVa- converts time measure from seconds to minutes, minutes to
understanding of time, linear, mass and capacity 8 hours, and hours to a day and vice versa.
29
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade III
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
nt linear, mass and measures and area of 4th Q – Wk 1 M3ME-IVa- converts time measure
capacity measures and rectangle and square in 9 - days to week,month and year and vice versa
area. mathematical problems and - weeks to months and year and vice versa
real-life situations. - months to year and vice versa.
4th Q – Wk 2 M3ME-IVb- solves problems involving conversion of time measure.
10
4th Q – Wk 2 M3ME-IVb- converts common units of measure from larger to smaller
39 unit and vice versa: meter and centimeter, kilogram and
gram, liter and milliliter.
4th Q – Wk 3 M3ME-IVc- solves routine and non-routine problems involving
40 conversions of common units of measure.
4th Q – Wk 3 M3ME-IVc- measures area using appropriate unit.
41
4th Q – Wk 4 M3ME-IVd- derives the formula for the area of a rectangle and a
42 square.
4th Q – Wk 4 M3ME-IVd- finds the area of a rectangle and square in sq.cm and sq.
43 m.
4th Q – Wk 5 M3ME-IVe- solves routine and non-routine problems involving areas of
44 squares and rectangles.
4th Q – Wk 5 M3ME-IVe- finds the capacity of a container using milliliter and liter.
45
4th Q – Wk 6 M3ME-IVf- solves routine and non-routine problems involving capacity
46 measure.
30
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade III
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
31
ROBESA R. HILARIO ABELARDO B. MEDES
GRADE IV
32
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER/ CODE Grade IV
WEEK NUMBERS
The learner … The learner is able to… The learner…
33
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER/ CODE Grade IV
WEEK NUMBERS
The learner … The learner is able to… The learner…
mixed numbers . and contexts. 2nd Q – Wk 3 M4NS-IIc-69.1 finds the common multiples and least common multiple
(LCM) of two numbers using the following methods:
listing, prime factorization and continuous division.
2nd Q – Wk 4 M4NS-IId-70.1 solves real-life problems involving GCF and LCM of 2
given numbers .
2nd Q – Wk 4 M4NS-IId-71.1 creates problem involving GCF and LCM of 2 given
number with reasonable answers.
2nd Q – Wk 5 M4NS-IIe-79.2 identifies proper fraction,improper fraction andmixed
numbers
2nd Q – Wk 5 M4NS-IIe-80 changes improper fraction to mixed numbers and vice
versa.
2nd Q – Wk 5 M4NS-IIe-81 changes fractions to lowest forms.
2nd Q – Wk 6 M4NS-IIf-82.1 visualizes addition and subtraction of similar fractions.
34
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER/ CODE Grade IV
WEEK NUMBERS
The learner … The learner is able to… The learner…
Geometry demonstrates construct and describe 3rd Q – Wk 1 M4GE-IIIa-12.2 describes and illustrates parallel, intersecting and
understanding of the parallel and perpendicular perpendicular lines.
concepts of parallel and lines, angles, triangles and 3rd Q – Wk 1 M4GE-IIIa-12.3 draws perpendicular and parallel lines using a ruler and
perpendicular lines, quadrilaterals in designs, a set square.
angles, triangles and drawings and models . 3rd Q – Wk 2 M4GE-IIIb-14 describes and illustrates different angles (right, acute
quadrilaterals. and obtuse) using models.
3rd Q – Wk 2 M4GE-IIIb-15 describes the attributes/ properties of triangles and
quadrilaterals using concrete objects or models.
3rd Q – Wk 3 M4GE-IIIc-16 identifies and describes triangles according to sides
and angles
3rd Q – Wk 3 M4GE-IIIc-17 identifies and describes the different kinds of
quadrilaterals: square, rectangle, parallelogram,
trapezoid, and rhombus.
3rd Q – Wk 4 M4GE-IIId-18.1 relates triangles to quadrilaterals
3rd Q – Wk 4 M4GE-IIId-18.2 relates one quadrilateral to another quadrilateral (e.g.
square to rhombus).
Patterns demonstrates identify missing element in a 3rd Q – Wk 5 M4AL-IIIe-5 determines the missing term/s in a sequence of
and Algebra understanding of pattern and number numbers (e.g. odd numbers, even numbers, multiples
concepts of continuous sentence . of a number, factors of a number, etc.)
and repeating patterns e.g.
and numbers sentences.
3,6,9,__
4,8,12,16,__
1 2 3 4 5 6 7 ____
35
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER/ CODE Grade IV
WEEK NUMBERS
The learner … The learner is able to… The learner…
36
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER/ CODE Grade IV
WEEK NUMBERS
The learner … The learner is able to… The learner…
37
ROBESA R. HILARIO ABELARDO B. MEDES
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER/ CODE Grade IV
WEEK NUMBERS
The learner … The learner is able to… The learner…
38
ROBESA R. HILARIO ABELARDO B. MEDES
GRADE V
Numbers demonstrates recognize and represent 1st Q – Wk 1 M5NS-Ia-1.5 visualizes numbers up to 10,000,000 with
and Number understanding of whole large whole numbers in emphasis on numbers 100 001 – 10 000 000.
numbers up to various forms and contexts.
Sense RCMKS2
10,000,000.
1st Q – Wk 1 M5NS-Ia-9.5 reads and writes numbers up to 10,000,000 in symbols
demonstrates apply divisibility, order of
and in words.
understanding of operations, factors and
divisibility, order of multiples, and four
1st Q – Wk 1 M5NS-Ia-15.3 rounds numbers to the nearest hundred thousand and
operations, factors and fundamental operations million.
multiples, and four involving fractions in 1st Q – Wk 2 M5NS-Ib-58.1 uses divisibility rules for 2, 5 and 10 to find the common
fundamental operations mathematical problems and factors of numbers.
involving fractions. real-life situations. 1st Q – Wk 2 M5NS-Ib-58.2 uses divisibility rules for 3, 6 and 9 to find common
factors.
1st Q – Wk 2 M5NS-Ib-58.3 uses divisibility rules for 4, 8, 12 and 11 to find common
factors.
1st Q – Wk 3 M5NS-Ic-59 solves routine and non-routine problems involving
factors, multiples and divisibility rules for
2,3,4,5,6,8,9,10,11 and 12.
1st Q – Wk 3 M5NS-Ic-60 creates problems involving factors, multiples and
divisibility rules with reasonable answers.
1st Q – Wk 3 M5NS-Ic-61.2 states, explains and interprets the PMDAS or GMDAS
rule.
1st Q – Wk 4 M5NS-Id-62.2 simplifies a series of operations on whole numbers
involving more than two operations using the PMDAS or
GMDAS rule.
1st Q – Wk 4 M5NS-Id-68.2 finds the common factors and the greatest common
factor (GCF) of 2 – 4 numbers using continuous division.
1st Q – Wk 4 M5NS-Id-69.2 finds the common multiples and least common multiple
(LCM) of 2 – 4 numbers using continuous division.
1st Q – Wk 5 M5NS-Ie-70.2 solves real life problems involving GCF and LCM of 2 - 3
given numbers.
1st Q – Wk 5 M5NS-Ie-71.2 creates problem involving GCF and LCM of 3 given
numbers with reasonable answers
1st Q – Wk 5 M5NS-Ie-84 adds fractions and mixed fractions without and with
regrouping.
39
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUARTER/ CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS WEEK NUMBERS Grade V
The learner … The learner is able to… The learner…
1st Q – Wk 6 M5NS-If-85 subtracts fractions and mixed fractions without and with
regrouping.
1st Q – Wk 6 M5NS-If-87.2 solves routine and non-routine problems involving
addition and/or subtraction of fractions using appropriate
problem solving strategies and tools.
1st Q – Wk 6 M5NS-If-88.2 creates problems involving addition and/or subtraction of
fractions using appropriate problem solving strategies
with reasonable answers.
1st Q – Wk 7 M5NS-Ig-89 visualizes multiplication of fractions using models.
1st Q – Wk 7 M5NS-Ig-90.1 multiplies a fraction and a whole number and another
fraction.
1st Q – Wk 7 M5NS-Ig-91 multiplies mentally proper fractions with denominators up
to 10.
1st Q – Wk 8 M5NS-Ih-92.1 solves routine or non-routine problems involving
multiplication and without or with addition or subtraction
of fractions and whole numbers using appropriate
problem solving strategies and tools.
1st Q – Wk 8 M5NS-Ih-93.1 creates problems involving multiplication of fractions with
reasonable answers.
1st Q – Wk 8 M5NS-Ih-94 shows that multiplying a fraction by its reciprocal is equal
to 1.
1st Q – Wk 9 M5NS-Ii-95 visualizes division of fractions
1st Q – Wk 9 M5NS-Ii-96.1 divides
- simple fractions
- whole numbers by a fraction and vice versa
1st Q – Wk M5NS-Ij-97.1 solves routine or non-routine problems
10 involving division without or with any of the
other operations of fractions and whole
numbers using appropriate problem solving
strategies and tools .
RCMKS2
1st Q – Wk M5NS-Ij-98.1 creates problems involving division or with any of the
10 other operations of fractions and whole numbers with
reasonable answers.
40
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUARTER/ CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS WEEK NUMBERS Grade V
The learner … The learner is able to… The learner…
demonstrates recognize and represent 2nd Q – Wk 1 M5NS-IIa-101.2 gives the place value and the value of a digit of a given
understanding of decimals in various forms decimal number through ten thousandths.
decimals. and contexts. 2nd Q – Wk 1 M5NS-IIa-102.2 reads and writes decimal numbers through ten
thousandths.
apply four fundamental 2nd Q – Wk 1 M5NS-IIa-103.2 rounds decimal numbers to the nearest hundredth and
operations involving decimals thousandth.
demonstrates and ratio and proportion in 2nd Q – Wk 2 M5NS-IIb-104.2 compares and arranges decimal numbers.
understanding of four mathematical problems and
fundamental operations real-life situations. 2nd Q – Wk 2 M5NS-IIb-105 visualizes addition and subtraction of decimals.
involving decimals and
2nd Q – Wk 2 M5NS-IIb-106.1 adds and subtracts decimal numbers through
ratio and proportion.
thousandths without and with regrouping.
2nd Q – Wk 3 M5NS-IIc-107 estimates the sum or difference of decimal numbers with
reasonable answer.
2nd Q – Wk 3 M5NS-IIc-108.1 solves routine or non-routine problems involving addition
and subtraction of decimal numbers including money
using appropriate problem solving strategies and tools.
2nd Q – Wk 3 M5NS-IIc-109.1 creates problems involving addition and/or subtraction of
decimal numbers including money with reasonable
answers.
2nd Q – Wk 4 M5NS-IId-110 visualizes multiplication of decimal numbers using
pictorial models.
2nd Q – Wk 4 M5NS-IId-111.1 multiplies decimals up to 2 decimal places by 1- to 2-digit
whole numbers.
2nd Q – Wk 4 M5NS-IId-111.2 multiplies decimals with factors up to 2 decimal places.
2nd Q – Wk 5 M5NS-IIe-112 estimates the products of decimal numbers with
reasonable answers.
2nd Q – Wk 5 M5NS-IIe-113.1 solves routine and non-routine problems
involving multiplication without or with addition
or subtraction of decimals and whole numbers
including money using appropriate problem
solving strategies and tools.
RCMKS2
2nd Q – Wk 6 M5NS-IIf-115 visualizes division of decimal numbers using pictorial
models.
2nd Q – Wk 6 M5NS-IIf-116.1 divides decimals with up to 2 decimal places.
41
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUARTER/ CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS WEEK NUMBERS Grade V
The learner … The learner is able to… The learner…
42
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUARTER/ CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS WEEK NUMBERS Grade V
The learner … The learner is able to… The learner…
(x 2 + 1)
3 x _ + 1 = 10
( the unknown is solved by working backwards)
Measureme demonstrates apply knowledge of time and 3rd Q – Wk 7 M5ME-IIIg-14 measures time using a 12-hour and a 24-hour clock.
nt understanding of time circumference in 3rd Q – Wk 7 M5ME-IIIg-15 calculates time in the different world time zones in
and circumference. mathematical problems and relation to the Philippines.
real-life situations. 3rd Q – Wk 7 M5ME-IIIg-16 solves problems involving time.
3rd Q – Wk 8 M5ME-IIIh-67 visualizes circumference of a circle.
3rd Q – Wk 8 M5ME-IIIh-68 measures circumference of a circle using appropriate
tools.
3rd Q – Wk 9 M5ME-IIIi-69 derives a formula in finding the circumference of a circle.
3rd Q – Wk 9 M5ME-IIIi-70 finds the circumference of a circle.
43
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUARTER/ CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS WEEK NUMBERS Grade V
The learner … The learner is able to… The learner…
Statistics demonstrates create and interpret 4th Q – Wk 7 M5SP-IVg-1.5 collects data on one to two variables using any source.
and understanding of line representations of data 4th Q – Wk 7 M5SP-IVg-2.5 organizes data in tabular form and presents this in a line
graphs and experimental (tables and line graphs) and graph.
Probability probability. apply experimental 4th Q – Wk 8 M5SP-IVh-3.5 interprets data presented in different kinds of line graph
probability in mathematical (single to double-line graph).
problems and real-life 4th Q – Wk 8 M5SP-IVh-4.5 solves routine and non-routine problems using data
situations. presented in a line graph.
4th Q – Wk 8 M5SP-IVh-5.5 draws inferences based on data presented in a line
graph.
4th Q – Wk 9 M5SP-IVi-14 describes experimental probability.
4th Q – Wk 9 M5SP-IVi-15 performs an experimental probability and records result
by listing.
4th Q – Wk 9 M5SP-IVi-16 analyzes data obtained from chance using experiments
involving letter cards (A to Z) and number cards (0 to 20).
4th Q – Wk M5SP-IVj-17 solves routine and non-routine problems involving
10 experimental probability.
4th Q – Wk M5SP-IVj-18 creates routine and non-routine problems involving
10 experimental probability.
45
ROBESA R. HILARIO ABELARDO B. MEDES
GRADE VI
46
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUAR CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS TER NUMBERS Grade VI
The learner … The learner is able to… The learner…
47
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUAR CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS TER NUMBERS Grade VI
The learner … The learner is able to… The learner…
48
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUAR CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS TER NUMBERS Grade VI
The learner … The learner is able to… The learner…
49
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUAR CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS TER NUMBERS Grade VI
The learner … The learner is able to… The learner…
Patterns demonstrates apply knowledge of 3rd Q – Wk 4 M6AL-IIId-7 formulates the rule in finding the nth term using
and Algebra understanding of sequence, expressions and different strategies (looking for a pattern, guess and
sequence in forming equations in mathematical check, working backwards)
rules and expressions problems and real-life e.g.
and equations. situations.
4,7,13,16,…n
50
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUAR CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS TER NUMBERS Grade VI
The learner … The learner is able to… The learner…
51
ROBESA R. HILARIO ABELARDO B. MEDES
CON CONTENT PERFORMANCE QUAR CODE LEARNING COMPETENCIES
TENT STANDARDS STANDARDS TER NUMBERS Grade VI
The learner … The learner is able to… The learner…
52
ROBESA R. HILARIO ABELARDO B. MEDES