This document outlines the K to 12 mathematics curriculum guide for the Philippines from Kindergarten to Grade 10. It discusses the conceptual framework, course description, learning area and grade level standards, time allotment, and sample content for Grade 1. The goals are critical thinking and problem solving. Key concepts covered include numbers, measurement, geometry, patterns and algebra, and statistics. The curriculum is supported by theories of experiential learning and constructivism.
The document provides a detailed lesson plan for a grade 4 mathematics class on adding and subtracting fractions. The lesson plan outlines objectives, subject matter, procedures used, and examples worked through step-by-step with the class. The key topics covered are: adding and subtracting fractions with similar and dissimilar denominators, as well as adding and subtracting mixed numbers with similar and dissimilar denominators. The teacher leads the class through examples of each process.
The lesson plan aims to teach students about relationships between angles. It defines complementary angles as two angles whose measures sum to 90 degrees, supplementary angles as two angles whose measures sum to 180 degrees, adjacent angles as two angles that share a vertex and side, and vertical angles as two non-adjacent angles formed by two intersecting lines. The lesson involves identifying these relationships in diagrams and adding angle measures. Students will complete an evaluation to assess their understanding of these concepts.
The document provides an overview of the K to 12 Mathematics curriculum guide for grade 1 in the Philippines. It discusses the conceptual framework, which identifies critical thinking and problem solving as the twin goals of mathematics education. It also outlines the five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The guide is grounded in learning principles like experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area standards, key stage standards, grade level standards, and sample grade level content for Grade 1. The goals of mathematics education are developing critical thinking and problem solving skills. Key concepts include numbers, measurement, geometry, patterns and algebra, and probability and statistics. The curriculum is based on theories of experiential learning, constructivism, and inquiry-based learning.
This document outlines a lesson plan on integer operations with the following objectives:
1) Define integers and integer operation rules
2) Solve problems involving integer operations
3) Relate integers to real-world applications
The lesson will include motivation games to introduce integers, group activities with flashcards to practice operations, and a discussion of integer definitions and rules. It will conclude by connecting integers to a real-world video example and giving an evaluation of integer operation problems.
Teaching and learning framework in mathematicsCarlo Magno
This document outlines a teaching and learning framework for mathematics education. It discusses important skills like critical thinking and problem solving. It also covers key content areas and processes to develop, like numbers, measurement, geometry, and representing and communicating. Principles for both teaching and learning mathematics are provided, such as the need for active engagement and using a variety of tools. Learning theories like constructivism, cooperative learning, and discovery-based learning are also referenced. Examples of experiential and reflective learning activities are given to help students learn mathematics concepts through real-world experiences and reflection.
This document outlines the K to 12 mathematics curriculum for grades 1 to 10 in the Philippines. It discusses the goals of critical thinking and problem solving. It describes the content areas of numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. It provides the standards and competencies for each grade level, with a focus on applying mathematical concepts to real-life problem solving. Time allotment for mathematics is 4 hours per week for grades 1 to 6 and 50 minutes daily for grades 7 to 10.
Solving routine and non routine problems involving multiplication without or ...EMELITAFERNANDO1
This document contains a demonstration on teaching mathematics involving operations with decimals, percentages, and word problems. It includes examples of identifying numbers to satisfy mathematical expressions, solving word problems involving addition, subtraction, multiplication and division of decimals and percentages, analyzing word problems to identify the key information needed to solve them, writing mathematical equations from word problems, and checking answers. The document emphasizes correctly analyzing word problems before writing equations and calculating answers.
This lesson plan details teaching students about the circumference of circles. It includes reviewing circles and radii from prior lessons. Students will read a poem about circles and observe examples of circles with different circumferences. Working in groups, students will use measuring tools like tape measures to find the circumferences of different sized cylinders. To evaluate their understanding, students will be asked to calculate the circumference of various circles and present their work.
The document is a curriculum guide for mathematics education in the Philippines from grades K-10. It outlines the conceptual framework, course description, learning area standards, and grade level standards for mathematics. The goals of mathematics education are developing critical thinking and problem solving skills. The curriculum covers 5 content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. It is based on theories of experiential learning, situated learning, reflective learning, constructivism, cooperative learning, and discovery learning. The guide describes the key concepts and skills students should demonstrate at different grade levels.
Reading and Writing Numbers up to 10 000 (Math 3)menchreo
The document provides information about writing and reading numbers in the Philippines. It discusses writing numbers up to 10,000 in symbols and words. It notes the Philippines has over 7,600 islands with a total land area of 300,000 square kilometers. The three largest islands are Luzon, Visayas, and Mindanao. Numbers in the document like island counts, distances, and land areas are provided in both standard numerical form and written out words. The document also outlines rules for reading and writing numbers based on their place value in the thousands, hundreds, tens, and ones columns.
Final lesson plan in Math (4A's Approach)Joseph Freo
1. The document outlines a teacher's daily lesson plan on teaching students about the formula for calculating the area of triangles.
2. The lesson includes an opening prayer and greeting, reviewing the previous lesson on parallelograms, a hands-on activity to discover the triangle area formula, worked examples, and a short quiz as homework.
3. Key points covered are that the area of a triangle is one-half the area of the rectangle or parallelogram upon which it is based, and the formula for calculating triangle area is 1/2 x base x height.
This document outlines the K to 12 Mathematics Curriculum Guide for the Philippines, which aims to develop critical thinking and problem solving skills. It covers 5 content areas from K to 10: Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Probability and Statistics. The curriculum is supported by experiential learning theories and focuses on developing skills like problem solving while fostering attitudes like accuracy and perseverance. Grade level standards are provided for each grade from K to 10.
This document contains a semi-detailed lesson plan for teaching students how to multiply 2 to 4 digit numbers by 1 to 2 digit numbers without regrouping. The lesson plan includes learning objectives, materials, and a sequence of activities: practicing multiplication facts with flash cards, reviewing key concepts, presenting sample problems, allowing students to practice problems in groups and individually, evaluating students abilities, and assigning additional problems as homework. The overall goal is for students to learn and demonstrate accurate and careful multiplication of multi-digit numbers.
Lesson guide gr. 3 chapter i -subtraction v1.0EDITHA HONRADEZ
1) The document is a lesson guide for grade 3 elementary mathematics on subtraction.
2) It covers subtracting 3-digit and 4-digit numbers from 4-digit and 5-digit numbers without and with regrouping in the tens, hundreds, thousands, and ten thousands places.
3) The guide provides learning objectives, content, experiences, and activities to teach subtraction skills and apply them to word problems, including estimating differences and mental subtraction. It integrates values, multiple intelligences techniques, and higher-order thinking skills.
This document contains a detailed lesson plan for a 7th grade mathematics class on quadrilaterals. The lesson plan includes the following:
1) Objectives of defining and identifying different types of quadrilaterals, as well as comparing, drawing, and describing them.
2) A variety of activities to engage students in discovering properties of quadrilaterals, including games, group work, and story problems.
3) An evaluation at the end to assess student understanding of quadrilaterals through drawing, defining, and identifying true/false statements about their properties.
4) An assignment for students to work in groups to create a jingle summarizing what they learned about quadrilaterals
This document provides a lesson guide for teaching division of 2- to 3-digit numbers using renaming. It includes learning objectives, content, experiences, and an evaluation. The key points are:
- Renaming 2- to 3-digit numbers into hundreds, tens, and ones makes division computation easier. Examples show dividing numbers written in expanded and short forms.
- Activities include games to practice basic facts and renaming numbers. Sample word problems are presented and solved using illustrations, expanded form, and the short division method.
- Students work in pairs and groups to practice renaming dividends and finding answers. Generalization identifies the steps to use renaming for division. An application evaluates students' skills.
This document provides a summary of the Grade 3 mathematics curriculum guide from the Department of Education of the Philippines:
- It outlines the key concepts students should understand in numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. It also describes the goals of developing critical thinking and problem solving skills.
- The guide explains that mathematics should be taught using learning theories like constructivism and inquiry-based learning. It also provides the standards and competencies students are expected to demonstrate in specific content areas over the school year.
- For the first quarter, the guide lists 22 learning competencies related to numbers and number sense that students should master, such as understanding place value in 4-5
The document provides the conceptual framework for mathematics education in the K to 12 Basic Education Curriculum in the Philippines. It outlines that the twin goals of mathematics education from K-10 are critical thinking and problem solving. It also describes the five content areas, specific skills and processes, values and attitudes, appropriate tools, and contexts that make up the framework. The framework is supported by theories of experiential learning, situated learning, reflective learning, constructivism, cooperative learning, and discovery and inquiry-based learning.
The document provides the curriculum guide for mathematics from grades 7 to 10 in the Philippines. It outlines the conceptual framework, content standards, performance standards, and learning competencies for patterns and algebra in grade 8. Specifically, it covers factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, and systems of linear equations and inequalities in two variables. It also provides the time allotment and describes the expectations for student understanding and demonstration of key concepts in this strand.
Teacher's Guide, Learner's
Materials, Manipulatives
represent, and order
ordinal numbers up to
10th.
3. is able to recognize,
represent, and identify
fractions 1⁄2 and 1/4 in
various forms and
contexts.
Grade 1- SECOND QUARTER
Numbers and
Number
Sense
demonstrates
understanding of addition
and subtraction of whole
numbers up to 100.
1. is able to add and
subtract whole
numbers up to 100
using concrete
materials and
standard algorithms.
2. is able to solve word
problems involving
addition and
subtraction of whole
numbers up to 100.
This document outlines the conceptual framework and curriculum guide for mathematics education in the Philippines from Kindergarten to Grade 10. The goals of mathematics education are developing critical thinking and problem solving skills. The curriculum covers 5 content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. It is grounded in theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery learning. The curriculum guide describes the learning standards and expectations for each key stage of learning.
This document outlines the K to 12 Mathematics Curriculum Guide for the Philippines' Department of Education. It presents the conceptual framework for mathematics education with the goals of critical thinking and problem solving. It describes five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. It also discusses the underlying learning theories that ground the mathematics curriculum, including experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.
This document outlines the K to 12 Mathematics Curriculum Guide for the Philippines' Department of Education. It presents the conceptual framework for mathematics education with the goals of critical thinking and problem solving. It describes five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. It also discusses the underlying learning theories that ground the mathematics curriculum, including experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.
Math Curriculum Guide with tagged math equipmentJohndy Ruloma
The document is a curriculum guide for mathematics education in the Philippines from grades 1 to 10. It outlines the conceptual framework, goals, content areas, skills, and standards for mathematics learning at each grade level. The goals are critical thinking and problem solving. The content areas are numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The guide describes the standards and expectations for what students should understand and be able to do at each grade level. It also includes the time allotment for mathematics instruction per week.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines, outlining the conceptual framework, course description, learning area and grade level standards. The goals of critical thinking and problem solving are discussed. Five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics - are covered from grades 1 to 10. Learning theories of experiential learning, reflective learning, constructivism, cooperative learning and discovery-based learning form the basis of the curriculum.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines. It outlines the conceptual framework, which identifies critical thinking and problem solving as the twin goals of mathematics education from K-10. It also identifies five content areas (numbers and number sense, measurement, geometry, patterns and algebra, probability and statistics) and six skills and processes. The curriculum is grounded in experiential learning theories and aims to develop understanding and appreciation of mathematics that can be applied to problem solving and decision making in real life. The document provides grade-level standards and learning competencies for Grade 1 that focus on developing understanding of numbers, operations, fractions, measurement, geometry and patterns.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area and grade level standards for teaching mathematics. The goals are developing critical thinking and problem solving skills through organizing curriculum content around five areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The framework is supported by theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines, outlining the conceptual framework, course description, learning area and grade level standards. The goals of critical thinking and problem solving are discussed. Five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics - are covered from grades 1 to 10. Learning theories of experiential learning, reflective learning, constructivism, cooperative learning and discovery-based learning form the basis of the curriculum.
The document is the K to 12 Curriculum Guide for Mathematics from Grade 1 to Grade 10 in the Philippines. It outlines the conceptual framework, course description, learning area and grade level standards for teaching mathematics. The goals are developing critical thinking and problem solving skills through five content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. Key learning theories of experiential learning, constructivism and inquiry-based learning support the curriculum.
The document outlines the elementary mathematics curriculum in the Philippines. It covers 5 key content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The goals are to develop critical thinking and problem solving skills through experiential learning, reflection, constructing knowledge, cooperation, and discovery. Key learning outcomes are defined for each grade level, focusing on mastery of core math concepts and applying skills to solve real-world problems.
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
Similar to Mathematics K to 12 Curriculum Guide (20)
This document discusses differential cost analysis and decision making alternatives that managers face. It outlines several decision making alternatives that managers may consider, such as whether to make or buy a product, sell or further process goods, or continue or discontinue a business segment. The document also describes the decision making process, which involves defining the problem, setting criteria, identifying alternatives, determining consequences, evaluating options, selecting the best alternative, and making the decision. Sample computations and accounting problems are referenced for evaluating each alternative.
Philippine TRAIN Law (Tax Reform for Acceleration and Inclusion Act)) Dr. Joy Kenneth S. Biasong, BSA, BSC-BA, CPE, DSpEd., MPA, MBA, MEd.,D.M., Ed.D., Ph.D.
Philippine TRAIN Law (Tax Reform for Acceleration and Inclusion Law) by Dr. Joy Kenneth S. Biasong, BSA, BSC-BA, CPE, DSpEd., MPA, MBA, MEd.,D.M., Ed.D., Ph.D.
This document discusses the key aspects and processes involved in conducting a feasibility study for a proposed business project. It explains that a feasibility study involves systematically gathering and analyzing data to determine if a project is practical and profitable. The major components that are analyzed include management, marketing, technology, taxation, legal issues, the environment, financial projections, and socio-economic impacts. Guidelines and examples are provided for how to structure a feasibility study report and financial projections.
This document provides an overview of various financial analysis tools and techniques including financial statements, analytical tools, ratio analysis, and interpreting financial ratios. It discusses income statements, balance sheets, cash flow statements, and statements of retained earnings. It also covers horizontal analysis, vertical analysis, liquidity ratios, activity ratios, solvency ratios, profitability ratios, and market tests. The purpose is to analyze a company's performance and financial health using these different analytical methods and financial metrics.
This document provides an overview of the topics to be covered in a financial management course taught by Joy Kenneth Sala Biasong. The course will cover basics of finance and financial management, financial goals of businesses including revenue maximization and customer satisfaction, financial statement analysis, budgeting, working capital management, and internal and external auditing. Biasong has degrees in business administration, public administration, education, and several doctorates.
The document discusses the basics of financial management including sound financial management practices, competencies in accounting, auditing, and budgeting. It also covers financial goals of maximizing revenue and customer satisfaction for businesses. Additional topics include financial statement analysis, revenue and cost management, time value of money, financing, budgeting, working capital management, and auditing.
A feasibility study aims to determine the practicality and profitability of a proposed business venture through systematic data gathering and analysis. It examines the nature, benefits, processes, and roles involved in project feasibility studies. Major aspects covered include management, marketing, technology, taxation, legal issues, financing sources, profitability, and social impacts. Financial studies are a key part, projecting statements, financing options, and analyzing projections. Examples of feasibility study formats and guidelines are provided.
This document outlines topics for a discussion on business planning, including defining a business plan, the structure and anatomy of start-up business plans, SWOT and competitor analysis, using business plans as decision-making tools, operational versus strategic planning, who uses business plans, revisiting business plans, and profit maximization versus customer satisfaction. It also describes an activity for students to work in assigned groups to craft business plans for sample start-up service, manufacturing, merchandising, or agricultural businesses using a required template.
This document outlines various analytical tools and techniques for analyzing financial statements including income statement, balance sheet, cash flow statement, and statement of retained earnings. It discusses horizontal analysis, vertical analysis, and various ratio analyses for testing liquidity, solvency, profitability, and market performance. These ratios and analyses help interpret financial statement performance and can be used to compare performance across time periods and companies.
This document outlines an activity for crafting business plans for different types of start-up ventures. It discusses key topics like the definition and structure of business plans, types of plans, SWOT and competitor analysis, and using plans as decision-making tools. Students will work in assigned groups to develop business plans for sample service, manufacturing, merchandising, or agricultural businesses using a required template.
Revised Guidelines on the Establishment, Merging, Conversion and Naming/Renaming of Public Schools and Separation of Public School Annexes in Basic Education
This industrial arts curriculum map outlines the courses offered from grade 7/8 through grade 12, including exploratory courses covering common competencies in grade 7/8. It lists 11 vocational tracks like automotive servicing, carpentry, and plumbing, some of which can be completed in 2 years to allow students to take the National Certificate exam, while others require 4 years of study. The map provides the framework for vocational education and certification from middle school through post-secondary school.
The document is an agriculture and fishery arts curriculum map that outlines the courses offered from grade 7/8 through grade 12. It includes exploratory courses in grade 7/8 covering common competencies and then more specialized courses from grade 9 through 12 for qualifications like Crop Production, Animal Production, Horticulture, Food Processing, and Aquaculture that align with National Certification courses. Prerequisites are noted for some of the certification courses.
The document is a curriculum map for home economics courses from grades 7 through 12. It outlines 16 different specializations or tracks for students including courses in beauty, caregiving, cookery, household services, tourism, and handicrafts. Some certifications like NC II can be earned upon completion of courses from grades 7 through 12 while others result in a Certificate of Completion if not taken continuously from lower grades. The map provides the different course options and prerequisites for certification in each grade level.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
1. Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
December 2013
K to 12 Curriculum Guide
MATHEMATICS
(Grade 1 to Grade 10)
2. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 2 of 109
Figure 1.The Conceptual Framework of Mathematics Education
3. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 3 of 109
CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and 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.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully 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, according to Polya (1945 & 1962), 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, taking into account 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 modelling; 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 necessary in teaching mathematics. These include: manipulative objects, measuring devices, calculators and
computers, smart phones and tablet PCs, and the Internet.
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, as well as the learner’s prior knowledge and
experiences.
4. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 4 of 109
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 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 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.
5. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 5 of 109
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 include 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, 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 modelling and
proofs.
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.
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 about outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it pro vides 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 the Philippines.
6. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 6 of 109
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.
KEY STAGE STANDARDS:
K – 3 4 – 6 7 – 10
At the end of Grade 3, the learner demonstrates
understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers up
to 10,000 and the four fundamental operations including
money, ordinal numbers up to 100th
, basic concepts of
fractions); measurement (time, length, mass, capacity,
area of square and rectangle); geometry (2-dimensional
and 3-dimensional objects, lines, symmetry, and
tessellation); patterns and algebra (continuous and
repeating patterns and number sentences); statistics and
probability (data collection and representation in tables,
pictographs and bar graphs and outcomes)as applied -
using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
At the end of Grade 6, the learner demonstrates
understanding and appreciation of key concepts and skills
involving numbers and number sense (whole numbers,
number theory, fractions, decimals, ratio and proportion,
percent, and integers);measurement (time, speed,
perimeter, circumference and area of plane figures,
volume and surface area of solid/space figures,
temperature and meter reading); geometry (parallel and
perpendicular lines, angles, triangles, quadrilaterals,
polygons, circles, and solid figures); patterns and algebra
(continuous and repeating patterns, number sentences,
sequences, and simple equations); statistics and
probability (bar graphs, line graphs and pie graphs,
simple experiment, and experimental probability) as
applied -using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
At the end of grade 10, the learner
demonstrates understanding and appreciation of key
concepts and skills involving numbers and number sense
(sets and real numbers); measurement (conversion of
units); patterns and algebra (linear equations and
inequalities in one and two variables, linear functions,
systems of linear equations, and inequalities in two
variables, exponents and radicals, quadratic equations,
inequalities, functions, polynomials, and polynomial
equations and functions); geometry (polygons, axiomatic
structure of geometry, triangle congruence, inequality
and similarity, and basic trigonometry);statistics and
probability (measures of central tendency, variability and
position; combinatorics and probability) as applied - using
appropriate technology - in critical thinking, problem
solving, communicating, reasoning, making connections,
representations, and decisions in real life.
7. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 7 of 109
GRADE LEVEL STANDARDS:
GRADE LEVEL GRADE LEVEL STANDARDS
K
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 20,
basic concepts on 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, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and 3-
dimensional objects); patterns and algebra (continuous 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 number sense (whole numbers up to
10 000; ordinal numbers up to 100th
; money up to PhP1 000;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 real life.
GRADE 4
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and subtraction of fractions, and basic
concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals); patterns and algebra (continuous and repeating
patterns and number sentences); measurement (time, perimeter, area, and volume); and statistics and probability (tables, bar graphs, and simple
experiments) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
GRADE 5
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion, percent); geometry (polygons,
circles, solid figures); patterns and algebra (sequence and number sentences); measurement (time, circumference, area, volume, and temperature);
and statistics and probability (tables, 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.
8. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 8 of 109
GRADE LEVEL GRADE LEVEL STANDARDS
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, speed, area, surface area, volume, and meter reading); and statistics and probability
(tables, 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
The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and real number system); measurement
(conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real numbers as applied in linear equations and
inequalities in one variable); geometry (sides and angles of polygons); and statistics and probability (data collection and presentation, and measures
of central tendency and variability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
GRADE 8
The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of
geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple
events) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
GRADE 9
The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic
functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and basic concepts of
trigonometry) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
GRADE 10
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial
equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and
measures of position) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
9. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 9 of 109
Time Allotment:
Grade 1 2 3 4 5 6 7 8 9 10
Daily 50 min 50 min 50 min 50 min 50 min 50 min
Weekly 4 hours 4 hours 4 hours 4 hours
10. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 10 of 109
GRADE 1
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Grade 1- FIRST QUARTER
Numbers and
Number
Sense
demonstrates
understanding of whole
numbers up to 100,
ordinal numbers up to
10th,
money up to PhP100
and fractions ½ and 1/4.
1. is able to recognize,
represent, and order
whole numbers up to
100 and money up to
PhP100 in various
forms and contexts.
2. is able to recognize,
and represent ordinal
numbers up to 10th
,
in various forms and
contexts.
1. visualizes and represents numbers
from 0 to 100 using a variety of
materials.
M1NS-Ia-1.1
BEAM LG Gr.1 Module 2-
Sets of Whole Numbers
Lesson Guide in Elem.
Math Grade 1 p. 70
2. counts the number of objects in a given
set by ones and tens.
M1NS-Ib-2.1
Lesson Guide in Elem.
Math Grade 1 pp. 49, 54,
73, 84
3. identifies the number that is one more
or one less from a given number.
M1NS-Ib-3
4. composes and decomposes a given
number. e.g. 5 is 5 and 0, 4 and 1, 3
and 2, 2 and 3, 1 and 4, 0 and 5.
M1NS-Ic-4
5. regroups sets of ones into sets of tens
and sets of tens into hundreds using
objects.
M1NS- Id-5
BEAM LG Gr.1 Module 2-
Reading and Writing of
Whole Numbers
6. visualizes, represents, and compares
two sets using the expressions “less
than,” “more than,” and “as many as.”
M1NS-Id- 6
BEAM LG Gr.1 Module 2-
Sets of Whole Numbers
7. visualizes, represents, and orders sets
from least to greatest and vice versa.
M1NS-Ie-7
BEAM LG Gr.1 Module 2-
Sets of Whole Numbers
Lesson Guide in Elem.
Math Grade 1 p. 40
8. visualizes and counts by 2s, 5s and 10s
through 100.
M1NS-Ie-8.1
BEAM LG Gr.1 Module 2-
Reading and Writing of
Whole Numbers
Lesson Guide in Elem.
Math Grade 1 pp. 76, 79,
82
9. reads and writes numbers up to 100 in
symbols and in words.
M1NS-If-9.1
BEAM LG Gr.1 Module 2-
Reading and Writing of
Whole Numbers
Lesson Guide in Elem.
Math Grade 1 pp. 90, 94
11. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 11 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
10. visualizes and gives the place value and
value of a digit in one- and two-digit
numbers.
M1NS-Ig-10.1
BEAM LG Gr.1 Module 2-
Reading and Writing of
Whole Numbers
Lesson Guide in Elem.
Math Grade 1 p. 88
11. renames numbers into tens and ones. M1NS-Ig-11
Lesson Guide in Elem.
Math Grade 1 p. 97
12. visualizes, represents, and compares
numbers up to 100 using relation
symbols.
M1NS-Ih-12.1
Lesson Guide in Elem.
Math Grade 1 p.67
13. visualizes, represents, and orders
numbers up to 100 in increasing or
decreasing order.
M1NS-Ih-13.1
Lesson Guide in Elem.
Math Grade 1 p. 58
14. identifies the 1st , 2nd, 3rd, up to 10th
object in a given set from a given point
of reference.
M1NS-Ii-16.1
BEAM LG Gr.1 Module 2-
Reading and Writing of
Whole Numbers
15. reads and writes ordinal numbers: 1st,
2nd, 3rd up to 10th.
M1NS-Ii-17.1
Lesson Guide in Elem.
Math Grade 1 p. 104
16. recognizes and compares coins and
bills up to PhP100 and their notations.
M1NS-Ij-19.1
BEAM LG Gr.1 Module 2-
Reading and Writing of
Whole Numbers
Lesson Guide in Elem.
Math Grade 1 p. 109
Grade 1- SECOND QUARTER
Numbers and
Number
Sense
demonstrates
understanding of
addition and
subtraction of whole
numbers up to 100
including money
is able to apply
addition and
subtraction of whole
numbers up to 100
including money in
mathematical
problems and real-
life situations.
17. illustrates addition as “putting
together or combining or joining sets”
M1NS-IIa-23
Lesson Guide in Elem.
Math Grade 1 p. 123
18. visualizes and adds two one-digit
numbers with sums up to 18 using the
order and zero properties of addition.
M1NS-IIa-26.1
BEAM LG Gr.1 Module 4-
Addition
Lesson Guide in Elem.
Math Grade 1 pp. 135, 137
19. adds two one-digit numbers using
appropriate mental techniques e.g.
adding doubles and/or near-doubles.
M1NS-IIa-28.1a
12. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 12 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
20. visualizes and adds three one-digit
numbers using the grouping property
of addition.
M1NS-IIb-26.2
BEAM LG Gr.1 Module 4-
Addition
Lesson Guide in Elem.
Math Grade 1 p. 141
21. visualizes and adds two to three one-
digit numbers horizontally and
vertically.
M1NS-IIb-27.1
BEAM LG Gr.1 Module 4-
Addition
Lesson Guide in Elem.
Math Grade 1 p. 144
22. uses expanded form to explain the
meaning of addition with regrouping.
M1NS-IIc-27.2
23. visualizes and adds numbers with
sums through 99 without or with
regrouping.
M1NS-IIc-27.3
BEAM LG Gr.1 Module 4-
Addition
Lesson Guide in Elem.
Math Grade 1 pp. 149, 152
24. adds mentally two to three one- digit
numbers with sums up to 18 using
appropriate strategies.
M1NS-IId-28.1b
Lesson Guide in Elem.
Math Grade 1 p. 147
25. adds mentally two-digit numbers and
one-digit numbers with regrouping
using appropriate strategies.
M1NS-IId-28.2
26. visualizes and solves one-step routine
and non-routine problems involving
addition of whole numbers including
money with sums up to 99 using
appropriate problem solving
strategies.
M1NS-IIe-29.1
BEAM LG Gr.1 Module 5-
Application of Addition
Lesson Guide in Elem.
Math Grade 1 p. 169
27. creates situations involving addition of
whole numbers including money .
M1NS-IIe-30.1
28. illustrates subtraction as “taking away”
or “comparing” elements of sets.
M1NS-IIf-24
BEAM LG Gr.1 Module 6-
Subtraction
29. illustrates that addition and
subtraction are inverse operations.
M1NS-IIf-25
30. visualizes, represents, and subtracts
one-digit numbers with minuends
through 18 (basic facts)
M1NS-IIg-32.1
BEAM LG Gr.1 Module 6-
Subtraction
Lesson Guide in Elem.
Math Grade 1 p. 190
13. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 13 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
31. visualizes, represents, and subtracts
one- to two-digit numbers with
minuends up to 99 without
regrouping.
M1NS-IIg-32.2
BEAM LG Gr.1 Module 6-
Subtraction
Lesson Guide in Elem.
Math Grade 1 p. 194
32. uses the expanded form to explain
subtraction with regrouping.
M1NS-IIh-32.3
33. visualizes, represents, and subtracts
one- to two-digit numbers with
minuends up to 99 with regrouping.
M1NS-IIh-32.4
BEAM LG Gr.1 Module 6-
Subtraction
Lesson Guide in Elem.
Math Grade 1 p. 197
34. subtracts mentally one-digit numbers
from two-digit minuends without
regrouping using appropriate
strategies.
M1NS-IIi-33.1
BEAM LG Gr.1 Module 6-
Subtraction
Lesson Guide in Elem.
Math Grade 1 p. 209
35. visualizes, represents, and solves
routine and non-routine problems
involving subtraction of whole
numbers including money with
minuends up to 99 with and without
regrouping using appropriate problem
solving strategies and tools.
M1NS-IIi-34.1
BEAM LG Gr.1 Module 7-
Application of Subtraction
Lesson Guide in Elem.
Math Grade 1 p. 235
36. creates situations involving subtraction
of whole number including money.
M1NS-IIj-35.1
Grade 1- THIRD QUARTER
37. counts groups of equal quantity using
concrete objects up to 50 and writes
an equivalent expression.
e.g. 2 groups of 5
M1NS-IIIa-37
38. visualizes, represents, and separates
objects into groups of equal quantity
using concrete objects up to 50.
e.g. 10 grouped by 5s
M1NS-IIIa-48
14. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 14 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Numbers and
Number
Sense
demonstrates
understanding of
fractions ½ and 1/4.
is able to recognize,
represent, and
compare fractions ½
and 1/4 in various
forms and contexts.
39. visualizes and identifies ½ and ¼ of
a whole object.
M1NS-IIIb-72.1
Lesson Guide in Elem.
Math Grade 1 pp. 239,
242
40. visualizes, represents, and divides a
whole into halves and fourths.
M1NS-IIIc-73
BEAM LG Gr.1 Module 8-
Fractions
Lesson Guide in Elem.
Math Grade 1 pp. 246,
249
41. visualizes, and divides the elements
of sets into two groups of equal
quantities to show halves.
M1NS-IIIc-74.1
BEAM LG Gr.1 Module 8-
Fractions
Lesson Guide in Elem.
Math Grade 1 p. 254
42. visualizes, represents, and divides
the elements of sets into four groups
of equal quantities to show fourths
M1NS-IIId-74.2
BEAM LG Gr.1 Module 8-
Fractions
Lesson Guide in Elem.
Math Grade 1 p. 258
43. visualizes and draws the whole
region or set given its ½ and/or ¼
M1NS-IIId-75
BEAM LG Gr.1 Module 8-
Fractions
Geometry demonstrates
understanding of 2-
dimensional and 3-
dimensional figures.
is able to describe,
compare, and
construct 2-
dimensional and 3-
dimensional objects
44. identifies, names, and describes the
four basic shapes (square, rectangle,
triangle and circle) in 2-dimensional
(flat/plane) and 3-dimensional (solid)
objects.
M1GE-IIIe-1
BEAM LG Gr.2 Module -
Shapes
45. compares and classifies 2-
dimensional (flat/plane) and 3-
dimensional (solid) figures according
to common attributes.
M1GE-IIIe-2
46. draws the four basic shapes. M1GE-IIIf-3
47. constructs three dimensional objects
(solid) using manipulative materials.
M1GE-IIIf-4
15. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 15 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Patterns and
Algebra
demonstrates
understanding of
continuous and
repeating patterns and
mathematical
sentences.
is able to apply
knowledge of
continuous and
repeating patterns
and number
sentences in various
situations.
48. determines the missing term/s in a
given continuous pattern using
one attribute (letters/
numbers/events).
e.g.
A,B,C,D,__
2,3,__5,6,7
__,Wed, Thur, Fri
Aa, Bb, Cb, __,___
M1AL-IIIg-1
49. determines the missing term/s in a
given repeating pattern using one
attribute(letters, numbers, colors,
figures, sizes, etc.).
e.g.
A,B,C,A,B,C,A,__
_
M1AL-IIIg-2
50. constructs equivalent number
expression using addition and
subtraction.
e.g. 6 + 5 = 12 - 1
M1AL-IIIh-8
Lesson Guide in Elem.
Math Grade 1 p. 184
51. identifies and creates patterns to
compose and decompose using
addition.
e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3 + 4, 4 +
3, 5 + 2, 6 + 1, 7 + 0
M1AL-IIIi-9
Lesson Guide in Elem.
Math Grade 1 pp. 39 – 41;
57 – 63
52. visualizes and finds the missing
number in an addition or subtraction
sentence using a variety of ways
e.g.
n + 2 = 5
5 – n = 3
M1AL-IIIj-10
16. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 16 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Grade 1- FOURTH QUARTER
Measurement demonstrates
understanding of time
and non-standard
units of length, mass
and capacity.
is able to apply
knowledge of time and
non-standard
measures of length,
mass, and capacity in
mathematical
problems and real-life
situations
53. tells the days in a week; months in a
year in the right order.
M1ME-IVa-1
BEAM LG Gr.1 Module 5-
Measurement: Time
Measure
Lesson Guide in Elem.
Math Grade 1 pp. 262,
267
54. determines the day or the month using
a calendar.
M1ME-IVa-2
55. tells and writes time by hour, half-hour
and quarter-hour using analog clock.
M1ME-IVb-3
Lesson Guide in Elem.
Math Grade 1 pp. 270,
274, 281
56. solves problems involving time (days in
a week, months in a year, hour, half-
hour, and quarter-hour)
M1ME-IVb-4
57. compares objects using comparative
words: short, shorter, shortest; long,
longer, longest; heavy, heavier,
heaviest; light, lighter, lightest.
M1ME-IVc-19
58. estimates and measures length using
non- standard units of linear measures.
M1ME-IVd-20
BEAM LG Gr.1 Module 10-
Linear Measure
Lesson Guide in Elem.
Math Grade 1 p. 284
59. estimates and measures mass using
non-standard units of mass measure.
M1ME-IVe-21
BEAM LG Gr.1 Module 11-
Mass Measure
Lesson Guide in Elem.
Math Grade 1 p. 292
60. estimates and measures capacity
using non-standard unit.
M1ME-IVf-22
Lesson Guide in Elem.
Math Grade 1 p. 298
17. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 17 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Statistics and
Probability
demonstrates
understanding of
pictographs without
scales and outcomes
of an event using the
terms likely and
unlikely to happen.
is able to create and
interpret simple
representations of data
(tables and pictographs
without scales) and
describe outcomes of
familiar events using
the terms likely and
unlikely to happen.
61. collects data on one variable through
simple interview.
M1SP-IVg-1.1
62. sorts, classifies, and organizes data in
tabular form and presents this into a
pictograph without scales.
M1SP-IVg-2.1
63. infers and interprets data presented in
a pictograph without scales.
e.g. finding out from the title what the
pictograph is all about, comparing
which has the least or greatest …
M1SP-IVh-3.1
64. solves routine and non-routine
problems using data presented in
pictograph without scales.
M1SP-IVh-4.1
65. tells whether an event is likely or
unlikely to happen.
M1SP-IVi-7.1
66. describe events in real-life situations
using the phrases “ likely” or “unlikely
to happen”. e.g. Tomorrow it will rain.
M1SP-IVj-8.1
18. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 18 of 109
GRADE 2
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Grade 2- FIRST QUARTER
Numbers and
Number
Sense
1. demonstrates
understanding of
whole numbers up
to 1000, ordinal
numbers up to 20th
,
and money up to
PhP100.
2. demonstrates
understanding of
addition of whole
numbers up to
1000 including
money.
1. is able to recognize,
represent, compare,
and order whole
numbers up to 1000,
ordinal numbers up to
20th
, and money up
to PhP100 in various
forms and contexts.
2. is able to recognize
and represent ordinal
numbers up to 20th
in
various forms and
contexts.
3. is able to apply
addition of whole
numbers up to 1000
including money in
mathematical
problems and real-life
situations.
1. visualizes and represents numbers
from 0-1000 with emphasis on
numbers 101 – 1 000 using a variety of
materials.
M2NS-Ia-1.2
BEAM LG Gr. 2 Module 1-
Whole Numbers
Lesson Guide in Elem.
Math Grade 2 p. 1
2. groups objects in ones, tens, and
hundreds.
M2NS-Ib-2.2
3. gives the place value and finds
the value of a digit in three-digit
numbers.
M2NS-Ib-10.2
BEAM LG Gr. 2 Module 1-
Whole Numbers
Lesson Guide in Elem.
Math Grade 2 p.12
4. visualizes and counts numbers by
10s, 50s, and 100s.
M2NS-Ib-8.2
BEAM LG Gr. 2 Module 1-
Whole Numbers
Lesson Guide in Elem.
Math Grade 2 p.24
5. reads and writes numbers up to
1 000 in symbols and in words.
M2NS-Ic-9.2
BEAM LG Gr. 2 Module 1-
Whole Numbers
Lesson Guide in Elem.
Math Grade 2 p.15
6. visualizes and writes three-digit
numbers in expanded form.
M2NS-Ic-14
BEAM LG Gr. 2 Module 1-
Whole Numbers
Lesson Guide in Elem.
Math Grade 2 p.18
7. visualizes and compares numbers
up to 1 000 using relation
symbols.
M2NS-Id-12.2
BEAM LG Gr. 2 Module 1-
Whole Numbers
Lesson Guide in Elem.
Math Grade 2 p.21
8. visualizes and orders numbers up
to 1 000 in increasing or
decreasing order.
M2NS-Id-13.2
19. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 19 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
9. identifies the 1st through the
20th with the emphasis on 11th
to 20th object in a given set from
a given point of reference.
M2NS-Ie-16.2
BEAM LG Gr. 2 Module 2-
Presenting Whole
Numbers
Lesson Guide in Elem.
Math Grade 2 p.28
10. reads and writes ordinal numbers
from 1st through the 20th.
M2NS-Ie-17.2
BEAM LG Gr. 2 Module 1-
Whole Numbers
11. identifies and uses the pattern of
naming ordinal numbers from 1st
to the 20th.
M2NS-Ie-18
BEAM LG Gr. 2 Module 1-
Whole Numbers
Lesson Guide in Elem.
Math Grade 2 p.40
12. reads and writes money in
symbols and in words through
PhP100.
M2NS-If-20.1
BEAM LG Gr. 1 Module 1-
Reading and Writing
Whole Numbers
Lesson Guide in Elem.
Math Grade 2 p.42
13. 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).
M2NS-If-21
BEAM LG Gr. 2 Module 3-
Money
14. compares values of different
denominations of coins and
paper bills through PhP100 using
relation symbols.
M2NS-If-22.1
BEAM LG Gr. 2 Module 3-
Money
Lesson Guide in Elem.
Math Grade 2 p.50
15. illustrates the properties of
addition (commutative,
associative, identity) and applies
each in appropriate and relevant
situations.
M2NS-Ig-26.3
BEAM LG Gr. 2 Module 4-
Addition
Lesson Guide in Elem.
Math Grade4 p.24
DLP Gr. 4 Modules 9, 10,
11; Gr. 5 Module 2
20. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 20 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
16. visualizes, represents, and adds
2-digit by 3-digit numbers with
sums up to 1000 without and
with regrouping .
M2NS-Ig-27.4
BEAM LG Gr. 2 Module 4-
Addition
Lesson Guide in Elem.
Math Grade 2 p.59
17. visualizes, represents, and adds
3-digit by 3-digit numbers with
sums up to 1000 without and
with regrouping.
M2NS-Ih-27.5
BEAM LG Gr. 2 Module 4-
Addition
Lesson Guide in Elem.
Math Grade 2 p.59
18. adds mentally 1- to 2-digit
numbers with sums up to 50
using appropriate strategies.
M2NS-Ih-28.3
BEAM LG Gr. 2 Module 4-
Addition
Lesson Guide in Elem.
Math Grade 2 p.83
19. adds mentally 3-digit numbers
and 1-digit numbers using
appropriate strategies.
M2NS-Ii-28.4
20. adds mentally three -digit
numbers and tens (multiples of
10 up to 90) using appropriate
strategies.
M2NS-Ii-28.5
21. adds mentally 3-digit numbers
and hundreds (multiples of 100
up to 900) using appropriate
strategies.
M2NS-Ii-28.6
22. solves routine and non-routine
problems involving addition of
whole numbers including money
with sums up to 1000 using
appropriate problem solving
strategies and tools.
M2NS-Ij-29.2
BEAM LG Gr. 2 Module –
Application of Addition
Lesson Guide in Elem.
Math Grade 2 p.87
23. creates problems involving
addition of whole numbers
including money.
M2NS-Ij-30.2
21. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 21 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Grade 2- SECOND QUARTER
Numbers and
Number
Sense
demonstrates
understanding of
subtraction and
multiplication of whole
numbers up to 1000
including money.
is able to apply subtraction
and multiplication of whole
numbers up to 1000
including money in
mathematical problems and
real-life situations.
24. visualizes, represents, and
subtracts 2- to 3-digit numbers
with minuends up to 999 without
and with regrouping.
M2NS-IIa-32.5
BEAM LG Gr. 2 Module 6-
Subtraction
Lesson Guide in Elem.
Math Grade 2 p.105
25. subtracts mentally 1-digit
numbers from 1- to 3-digit
numbers without regrouping
using appropriate strategies.
M2NS-IIb-33.2
BEAM LG Gr. 2 Module 6-
Subtraction
LessonGuide in Elem.
Math Grade 2 p.123
26. subtracts mentally 3-digit
numbers by tens and by
hundreds without regrouping
using appropriate strategies.
M2NS-IIb-33.3
27. solves routine and non-routine
problems involving subtraction of
whole numbers including money
with minuends up to 1000 using
appropriate problem solving
strategies and tools.
M2NS-IIc-34.2
BEAM LG Gr. 2 Module –
Application of Subtraction
Lesson Guide in Elem.
Math Grade 2 p.126
28. creates problems involving
subtraction of whole numbers
including money.
M2NS-IId-35.2
29. performs orders of operations
involving addition and
subtractions of small numbers.
M2NS-IId-34.3
30. solves multi-step routine and
non-routine problems involving
addition and subtraction of 2- to
3-digit numbers including money
using appropriate problem
solving strategies and tools.
M2NS-IIe-34.4
BEAM LG Gr. 2 Module 8-
Application of Addition
and Subtraction
22. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 22 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
31. creates word problems involving
addition and subtraction of whole
numbers including money.
M2NS-IIe-35.3
32. illustrates multiplication as
repeated addition using
32.1 groups of equal quantities
32.2 arrays
32.3 counting by multiples
32.4 equal jumps on the
number line
M2NS-IIf-38
Lesson Guide in Elem.
Math Grade 2 p.140
33. writes a related equation for each
type of multiplication: repeated
addition, array, counting by
multiples, and equal jumps on
the number line.
M2NS-IIf-39
Lesson Guide in Elem.
Math Grade 2 p.148
34. illustrates the property of
multiplication that any number
multiplied by one (1) is the same
number.
M2NS-IIg-40.1
Lesson Guide in Elem.
Math Grade 2 p.157
35. illustrates the property of
multiplication that zero multiplied
by any number is zero.
M2NS-IIg-40.2
Lesson Guide in Elem.
Math Grade 2 p.160
DLP Gr. 4 Module 27
36. illustrates the commutative
property of multiplication.
M2NS-IIg-40.3
37. visualizes multiplication of
numbers 1 to 10 by 2,3,4,5
and10.
M2NS-IIh-41.1
BEAM LG Gr. 2 Module -
Multiplication
38. multiplies mentally 2,3,4,5 and 10
using appropriate strategies.
M2NS-IIi-42.1
BEAM LG Gr. 2 Module –
Multiplication
Lesson Guide in Elem.
Math Grade 2 p.166
23. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 23 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
39. solves routine and non-routine
problems involving multiplication
of whole numbers including
money using appropriate problem
solving strategies and tools.
M2NS-IIi-45.1
BEAM LG Gr. 2 Module –
Multiplication
Lesson Guide in Elem.
Math Grade 2 p.169
40. solves routine and non-routine
problems involving multiplication
and addition or subtraction of
whole numbers including money
using appropriate problem
solving strategies and tools.
M2NS-IIj-45.2
Lesson Guide in Elem.
Math Grade 2 p.177
41. creates problems involving
multiplication only and
multiplication with addition or
subtraction of whole numbers
including money with reasonable
answers.
M2NS-IIj-46.1
Grade 2- THIRD QUARTER
Numbers and
Number
Sense
1. demonstrates
understanding of
division of whole
numbers up to 1000
including money.
2. demonstrates
understanding of unit
fractions.
1. is able to apply
division of whole
numbers up to 1000
including money in
mathematical
problems and real-life
situations.
2. is able to recognize
and represent unit
fractions in various
forms and contexts.
42. visualizes and represents division as
equal sharing, repeated subtraction,
equal jumps on the number line and
using formation of equal groups of
objects
M2NS-IIIa-49
BEAM LG Gr. 2 Module
11– Application of Division
Lesson Guide in Elem.
Math Grade 2 p.181
43. creates and writes a related
equation for each type of
situation: equal sharing, repeated
subtraction, equal jumps on the
number line, and formation of
equal groups of objects.
M2NS-IIIa-50
DLP Gr. 3 Module 24
44. visualizes division of numbers up
to 100 by 2,3,4,5, and 10
(multiplication table of 2, 3, 4, 5
and 10).
M2NS-IIIb-51.1
BEAM LG Gr. 2 Module
11– Application of Division
24. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 24 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
45. divides mentally numbers by
2,3,4,5 and 10 using appropriate
strategies (multiplication table of
2, 3, 4, 5 and 10).
M2NS-IIIb-52.1
46. illustrates that multiplication and
division are inverse operations.
M2NS-IIIc-53
DLP Gr. 3 Module 28
Lesson Guide in Elem.
Math Grade 2 p.206
47. solves routine and non-routine
problems involving division of
numbers by 2,3,4,5 and 10 and
with any of the other operations
of whole numbers including
money using appropriate
problem solving strategies and
tools.
M2NS-IIIc-56.1
BEAM LG Gr. 2 Module
11– Application of Division
48. creates word problems involving
division of whole numbers
including money.
M2NS-IIIc-57.1
49. visualizes, represents and
identifies unit fractions with
denominators of 10 and below.
M2NS-IIId-72.2
BEAM LG Gr. 2 Module 13
– Fractions
Lesson Guide in Elem.
Math Grade 2 p.231
50. reads and writes unit fractions. M2NS-IIId-76.1
Lesson Guide in Elem.
Math Grade 2 p.240
51. compares unit fractions using
relation symbols.
M2NS-IIIe-77.1
Lesson Guide in Elem.
Math Grade 2 p.245
52. arranges unit fractions in
increasing or decreasing order.
M2NS-IIIe-78.1
53. identifies other fractions less than
one with denominators 10 and
below.
M2NS-IIIe-79.1
DLP Gr. 3 Module 35
25. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 25 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
54. visualizes similar fractions
(using group of objects and
number line).
M2NS-IIIf-72.3
55. reads and writes similar
fractions.
M2NS-IIIf-76.2
56. compares similar fractions
using relation symbols.
M2NS-IIIf-77.2
DLP Gr. 3 Module 36
57. arranges similar fractions in
increasing or decreasing order.
M2NS-IIIf-78.2
Lesson Guide in Elem.
Math Grade 4 p.205
MISOSA Module Gr. 4 –
Ordering Similar Fractions
Geometry demonstrates
understanding of straight
and curved lines, flat
and curved surfaces,
basic shapes, symmetry
in a line, and
tessellations using
triangles and squares.
is able to recognize and
construct straight and
curved lines, flat and
curved surfaces, basic
shapes and create simple
designs that show
symmetry in a line and
tessellation using
triangles and squares.
58. visualizes, identifies, classifies
and describes half circles and
quarter circles.
M2GE-IIIg-5
59. constructs squares, rectangles,
triangles, circles, half-circles,
and quarter circles using cut-
outs and square grids.
M2GE-IIIg-6
60. identifies shapes/figures that
show symmetry in a line.
M2GE-IIIh-7.1
BEAM LG Gr. 2 Module
Geometry – Tessellations
Lesson Guide in Elem.
Math Grade 2 p.266
61. identifies and draws the line
of symmetry in a given
symmetrical figure.
M2GE-IIIh-7.4a
62. creates figures that show
symmetry in a line.
M2GE-IIIh-7.2
63. recognizes shapes that can
tessellate.
M2GE-IIIh-8.1
64. tessellates a surface using
triangles and squares.
M2GE-IIIi-8.2
Lesson Guide in Elem.
Math Grade 2 p.263
26. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 26 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
65. identifies straight lines and
curves, flat and curved
surfaces in a 3-dimensional
object. This is not reflected in
the performance standards.
M2GE-IIIi-9
66. explains the differences
between straight lines and
curved lines, flat surfaces and
curved surfaces. This is not
reflected in the performance
standards.
M2GE-IIIi-10
Patterns and
Algebra
demonstrates
understanding of
continuous patterns using
two attributes and
mathematical sentences
involving multiplication
and division of whole
numbers using 2, 3, 4, 5
and 10 only.
is able to apply
knowledge of
continuous patterns
using two attributes
and number sentences
involving multiplication
and division using 2, 3,
4, 5 and 10 only in
various situations.
67. determines the missing term/s in
a given continuous pattern using
two attributes (any two of the
following: figures, numbers,
colors, sizes, and orientations,
etc.)
e.g.
1, A, 2,B,3,C,__,__
1 , 2 , 3 , 4 __
M2AL-IIIj-3
68. visualizes and finds the missing
value in a number sentence
involving multiplication or division
of whole numbers using 2, 3, 4,
5 and 10 only.
e.g.
5 x __ = 30
30 ÷ __ = 6
M2AL-IIIj-11
27. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 27 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Grade 2- FOURTH QUARTER
Measurement demonstrates
understanding of time,
standard measures of
length, mass and capacity
and area using square-tile
units.
is able to apply knowledge
of time, standard measures
of length, weight, and
capacity, and area using
square-tile units in
mathematical problems and
real-life situations.
69. tells and writes time in minutes
including a.m. and p.m. using
analog and digital clocks.
M2ME-IVa-5
BEAM LG Gr. 2 Module 9 –
Time Measure
Lesson Guide in Elem.
Math Grade 2 p.285
70. visualizes and finds the elapsed
time in days.
M2ME-IVa-6
71. visualizes, represents, and solves
problems involving time (minutes
including a.m. and p.m. and
elapsed time in days).
M2ME-IVa-7
BEAM LG Gr. 2 Module 9 –
Time Measure
Lesson Guide in Elem.
Math Grade 2 p.304
72. shows and uses the appropriate
unit of length and their
abbreviation cm and m to
measure a particular object.
M2ME-IVb-23
73. compares length in meters or
centimeters.
M2ME-IVb-24
74. measures objects using
appropriate measuring tools in m
or cm.
M2ME-IVb-25
Lesson Guide in Elem.
Math Grade 2 p.309
75. estimates and measures length
using meter or centimeter.
M2ME-IVc-26
Lesson Guide in Elem.
Math Grade 2 p.312
76. solves routine and non-routine
problems involving length.
M2ME-IVc-27
77. shows and uses the appropriate
unit of weight and their
abbreviations g and kg to
measure a particular object.
M2ME-IVd-28
78. compares mass in grams or
kilograms.
M2ME-IVd-29
BEAM LG Gr. 2 Module 18
– Mass and Capacity
79. measures objects using
appropriate measuring units in g
or kg.
M2ME-IVd-30
BEAM LG Gr. 2 Module 18
– Mass and Capacity
Lesson Guide in Elem.
Math Grade 2 p.317
28. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 28 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
80. estimates and measures mass
using gram or kilogram.
M2ME-IVe-31
BEAM LG Gr. 2 Module 18
– Mass and Capacity
Lesson Guide in Elem.
Math Grade 2 p.323
81. solves routine and non-routine
problems involving mass.
M2ME-IVe-32
82. measures objects using
appropriate measuring tools in
mL or L.
M2ME-IVf-33
83. creates problems involving
length, mass and capacity.
M2ME-IVf-34
84. illustrates area as a measure of
how much surface is covered or
occupied by a plane figure.
M2ME-IVg-35
BEAM LG Gr. 2 Module 12
– Area
85. finds the area of a given figure
using square-tile units i.e.
number of square-tiles needed.
M2ME-IVg-36
86. estimates the area of a given
figure using any shape.
M2ME-IVh-37
87. solves routine and non-routine
problems involving any figure
using square tiles.
M2ME-IVh-38
29. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 29 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Statistics and
Probability
deepens understanding of
pictographs without and
with scales and outcomes
of an event using the
terms likely, equally likely
and unlikely to happen.
is able to create and
interpret simple
representations of data
(tables and pictographs
without and with scales)
and describe outcomes of
familiar events using the
terms likely, equally likely
and unlikely to happen.
88. collects data on one variable
using a questionnaire.
M2SP-IVh-1.2
89. sorts, classifies, and organizes
data in tabular form and
presents this into a pictograph
without and with scales.
M2SP-IVi-2.2
90. infers and interprets data
presented in a pictograph
without and with scales.
M2SP-IVi-3.2
BEAM LG Gr. 3 Module 15
– Pictograph
91. solves routine and non-routine
problems using data presented in
a pictograph without and with
scales.
M2SP-IVi-4.2
92. tells whether an event is likely,
equally likely, unlikely to happen.
M2SP-IVj-7.2
93. describe events in real-life
situations using the phrases
“ likely to happen” or “unlikely to
happen” or “equally likely to
happen”.
M2SP-IVj-8.2
30. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 30 of 109
GRADE 3
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Grade 3- FIRST QUARTER
Numbers and
Number
Sense
1. demonstrates
understanding of
whole numbers up
to 10 000, ordinal
numbers up to
100th
, and money up
to PhP1000.
2. demonstrates
understanding of
addition and
subtraction of whole
numbers including
money
1. is able to recognize,
represent, compare,
and order whole
numbers up to 10
000, and money up
to PhP1000 in
various forms and
contexts.
2. is able to recognize
and represent,
ordinal numbers up
to 100th
in various
forms and contexts.
3. is able to apply
addition and
subtraction of whole
numbers including
money in
mathematical
problems and real-
life situations.
1. visualizes numbers up to 10 000 with
emphasis on numbers 1001 - 10000.
M3NS-Ia-1.3
Lesson Guide in Elem.
Math 3 pp. 1 – 14
BEAM LG Gr. 3 Module 1.1
– Whole Numbers
2. gives the place value and value of a
digit in 4- to 5-digit numbers.
M3NS-Ia-10.3
Lesson Guide in Elem.
Math 3 pp. 15 – 17
BEAM LG Gr. 3 Module 1.1
– Whole Numbers
MTB-MLE Group –
Teacher’s Guide
3. reads and writes numbers up to 10
000 in symbols and in words.
M3NS-Ia-9.3
Lesson Guide in Elem.
Math 3 pp. 18 - 27
BEAM LG Gr. 3 Module 1.1
– Whole Numbers
MTB-MLE Group –
Teacher’s Guide
4. rounds numbers to the nearest ten,
hundred and thousand..
M3NS-Ib-15.1
Lesson Guide in Elem.
Math 3 pp. 37 – 40
BEAM LG Gr. 3 Module 1.2
– Whole Numbers
DLP Gr. 4 Module 5
MTB-MLE Group –
Teacher’s Guide
5. compares numbers up to
10 000 using relation symbols.
M3NS-Ib-12.3
BEAM LG Gr. 3 Module 1.1
– Whole Numbers
MTB-MLE Group –
Teacher’s Guide
6. orders 4- to 5-digit numbers in
increasing or decreasing order.
M3NS-Ib-13.3
MTB-MLE Group –
Teacher’s Guide
31. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 31 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
7. identifies ordinal numbers from 1st to
100th
with emphasis on the 21st
to
100th
object in a given set from a
given point of reference.
M3NS-Ic-16.3
MTB-MLE Group –
Teacher’s Guide
8. recognizes coins and bills up to PhP1
000.
M3NS-Ic-19.2
9. reads and writes money in symbols and
in words through PhP1 000 in pesos
and centavos.
M3NS-Ic-20.2
Lesson Guide in Elem.
Math 3 pp.49 – 51
BEAM LG Gr. 3 Module 1.3
– Whole Numbers
DLP Gr. 3 Module 8, Gr. 4
Module 48
MTB-MLE Group –
Teacher’s Guide
10. compares values of the different
denominations of coins and bills
through PhP1 000 using relation
symbols.
M3NS-Id-22.2
Lesson Guide in Elem.
Math 3 pp.52 – 56
BEAM LG Gr. 3 Module 1.3
– Whole Numbers
MTB-MLE Group –
Teacher’s Guide
11. adds 3- to 4-digit numbers up to three
addends with sums up to 10 000
without and with regrouping.
M3NS-Id-27.6
Lesson Guide in Elem.
Math 3 pp.70 – 80
DLP Gr. 3 Module 12, 13
MTB-MLE Group –
Teacher’s Guide
12. estimates the sum of 3- to 4-digit
addends with reasonable results.
M3NS-Ie-31
LG in Elem. Math 3 pp.81
– 84
DLP Gr. 3 Module 14
MTB-MLE Group –
Teacher’s Guide
13. adds mentally 2-digit and 1-digit
numbers without or with regrouping
using appropriate strategies.
M3NS-Ie-28.7
Lesson Guide in Elem.
Math 3 pp.85 – 90
DLP Gr. 3 Module 15
MTB-MLE Group –
Teacher’s Guide
32. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 32 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
14. adds mentally 2- to 3-digit numbers
with multiples of hundreds using
appropriate strategies.
M3NS-Ie-28.8
LG in Elem. Math 4 pp.35
– 36
MTB-MLE Group –
Teacher’s Guide
15. solves routine and non-routine
problems involving addition of whole
numbers with sums up to 10 000
including money using appropriate
problem solving strategies and tools.
M3NS-If-29.3
Lesson Guide in Elem.
Math 3 pp.95 – 99
DLP Gr. 3 Module 16
MTB-MLE Group –
Teacher’s Guide
16. creates problems involving addition of
whole numbers including money.
M3NS-If-30.3
17. subtracts 3-to 4-digit numbers from 3-
to 4-digit numbers without and with
regrouping.
M3NS-Ig-32.6
Lesson Guide in Elem.
Math 3 pp.100 – 144
BEAM LG Gr. 3 Module 1 –
Subtraction
DLP Gr. 3 Module 17, 18
MTB-MLE Group –
Teacher’s Guide
18. estimates the difference of two
numbers with three to four digits with
reasonable results.
M3NS-Ih-36
Lesson Guide in Elem.
Math 3 pp.145 – 148
BEAM LG Gr. 3 Module 1 –
Subtraction
MTB-MLE Group –
Teacher’s Guide
19. subtracts mentally 1- to 2 – digits
numbers without and with regrouping
using appropriate strategies.
M3NS-Ih-33.5
Lesson Guide in Elem.
Math 3 pp.149 – 154
BEAM LG Gr. 3 Module 1 –
Subtraction
MTB-MLE Group –
Teacher’s Guide
20. subtracts mentally 2- to 3 – digits
numbers with multiples of hundreds
without and with regrouping using
appropriate strategies.
M3NS-Ii-33.6
MTB-MLE Group –
Teacher’s Guide
33. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 33 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
21. solves routine and non-routine
problems involving subtraction without
or with addition of whole numbers
including money using appropriate
problem solving strategies and tools.
M3NS-Ii-34.5
Lesson Guide in Elem.
Math 3 pp.155 – 169
BEAM LG Gr. 3 Module 2 –
Application of Subtraction,
Module 3 – Application of
Addition and Subtraction
DLP Gr. 3 Module 19, Gr.
4 Module 19
MTB-MLE Group –
Teacher’s Guide
22. creates problems involving addition
and/or subtraction of whole numbers
including money.
M3NS-Ij-35.4
Grade 3- SECOND QUARTER
Numbers and
Number
Sense
demonstrates
understanding of
multiplication and division
of whole numbers including
money.
is able to apply
multiplication and division of
whole numbers including
money in mathematical
problems and real-life
situations
23. visualizes multiplication of numbers 1
to 10 by 6,7,8 and 9.
M3NS-IIa-41.2
BEAM LG Gr.2 Module –
Multiplication
MTB-MLE Group –
Teacher’s Guide
24. visualizes and states basic
multiplication facts for numbers up to
10.
M3NS-IIa-41.3
MTB-MLE Group –
Teacher’s Guide
25. applies the commutative property of
multiplication.
M3NS-IIb-40.4
Lesson Guide in Elem.
Math 3 pp.170 – 174
DLP Gr. 5 Module 3
MTB-MLE Group –
Teacher’s Guide
26. multiplies 2-digit by 1-digit numbers
using the distributive property of
multiplication.
M3NS-IIb-40.5
DLP Gr. 4 Module 29
MTB-MLE Group –
Teacher’s Guide
34. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 34 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
27. multiplies three 1-digit numbers using
the associative property of
multiplication.
M3NS-IIb-40.6
DLP Gr. 4 Module 26, Gr.
5 Module 3
MTB-MLE Group –
Teacher’s Guide
28. multiplies 2- to 3-digit numbers by 1-
digit numbers without or with
regrouping.
M3NS-IIc-43.1
Lesson Guide in Elem.
Math 3 pp.185 – 193
MTB-MLE Group –
Teacher’s Guide
29. multiplies 2-digit numbers by 2-digit
numbers without regrouping.
M3NS-IIc-43.2
MTB-MLE Group –
Teacher’s Guide
30. multiplies 2-digit number by 2-digit
numbers with regrouping. M3NS-IIc-43.3
MTB-MLE Group –
Teacher’s Guide
31. multiplies 2- to 3-digit numbers by
multiples of 10 and 100.
M3NS-IId-43.4
Lesson Guide in Elem.
Math 3 pp.194 – 203
MTB-MLE Group –
Teacher’s Guide
32. multiplies 1- to 2-digit numbers by
1 000.
M3NS-IId-43.5
MTB-MLE Group –
Teacher’s Guide
33. estimates the product of 2- to 3-digit
numbers and 1- to 2-digit numbers
with reasonable results .
M3NS-IId-44.1
MTB-MLE Group –
Teacher’s Guide
34. multiplies mentally 2-digit by 1-digit
numbers without regrouping with
products of up to 100.
M3NS-IIe-42.2
Lesson Guide in Elem.
Math 3 pp.212 – 215
MTB-MLE Group –
Teacher’s Guide
35. solves routine and non-routine
problems involving multiplication
without or with addition and
subtraction of whole numbers including
money using appropriate problem
solving strategies and tools.
M3NS-IIe-45.3
Lesson Guide in Elem.
Math 3 pp.216 – 222
MTB-MLE Group –
Teacher’s Guide
35. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 35 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
36. creates problems involving
multiplication or with addition or
subtraction of whole numbers including
money.
M3NS-IIf-46.2
37. visualizes and states the multiples of 1-
to 2-digit numbers.
M3NS-IIf-47
MTB-MLE Group –
Teacher’s Guide
38. visualizes division of numbers up to
100 by 6,7,8,and 9 (multiplication table
of 6, 7, 8, and 9).
M3NS-IIg-51.2
BEAM LG Gr.2 Module 11
– Division
MTB-MLE Group –
Teacher’s Guide
39. visualizes and states basic division facts
of numbers up to 10.
M3NS-IIg-51.3
BEAM LG Gr.2 Module 11
– Division
MTB-MLE Group –
Teacher’s Guide
40. divides 2- to 3-digit numbers by 1- to
2- digit numbers without and with
remainder.
M3NS-IIh-54.1
Lesson Guide in Elem.
Math 3 pp.229 – 236
DLP Gr. 3 Module 29
MTB-MLE Group –
Teacher’s Guide
41. divides 2-3 digit numbers by 10 and
100 without or with remainder.
M3NS-IIh-54.2
Lesson Guide in Elem.
Math 3 pp.270 – 275
BEAM LG Gr.3 Module –
Application of Division
DLP Gr. 3 Module 32
MTB-MLE Group –
Teacher’s Guide
42. estimates the quotient of 2- to 3- digit
numbers by 1- to 2- digit numbers.
M3NS-IIi-55.1
MTB-MLE Group –
Teacher’s Guide
43. divides mentally 2-digit numbers by 1-
digit numbers without remainder using
appropriate strategies.
M3NS-IIi-52.2
Lesson Guide in Elem.
Math 3 pp.276 – 280
DLP Gr. 3 Module 39
MTB-MLE Group –
Teacher’s Guide
36. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 36 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
44. solves routine and non-routine
problems involving division of 2- to 4-
digit numbers by 1- to 2-digit numbers
without or with any of the other
operations of whole numbers including
money using appropriate problem
solving strategies and tools.
M3NS-IIj-56.2
Lesson Guide in Elem.
Math 3 pp.281 – 292
BEAM LG Gr.2 Module 11
– Division, Gr.3 Module –
Application of Division
MTB-MLE Group –
Teacher’s Guide
45. creates problems involving division or
with any of the other operations of
whole numbers including money.
M3NS-IIj-57.2
Grade 3- THIRD QUARTER
Numbers and
Number
Sense
demonstrates
understanding of
proper and improper,
similar and dissimilar
and equivalent
fractions.
is able to recognize and
represent proper and
improper, similar and
dissimilar and equivalent
fractions in various forms
and contexts.
46. identifies odd and even numbers. M3NS-IIIa-63
Lesson Guide in Elem.
Math 3 pp.44 – 48, Gr. 5
p. 27
DLP Gr. 3 Module 7
BEAM LG Gr.3 Module 1.2
MTB-MLE Group –
Teacher’s Guide
47. visualizes and represents fractions that
are equal to one and greater than one.
M3NS-IIIa-72.4
Lesson Guide in Elem.
Math 3 pp.305 – 311
DLP Gr. 3 Module 37
MTB-MLE Group –
Teacher’s Guide
48. reads and writes fractions that are
equal to one and greater than one in
symbols and in words.
M3NS-IIIb-76.3
BEAM LG Gr.3 Module 1-
Identify and Order
Fractions
MTB-MLE Group –
Teacher’s Guide
49. represents fractions using regions, sets,
and the number line.
M3NS-IIIb-72.5
Lesson Guide in Elem.
Math 4 p.188
BEAM LG Gr.6 Module 22
50. visualizes and represents dissimilar
fractions.
M3NS-IIIc-72.6
DLP Gr. 4 Module 58, 59
Lesson Guide in Elem.
Math 4 p.197
MTB-MLE Group –
Teacher’s Guide
37. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 37 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
51. visualizes, represents, and compares
dissimilar fractions.
M3NS-IIId-77.3
MISOSA Module Gr.6 –
Comparing Fractions
MTB-MLE Group –
Teacher’s Guide
52. visualizes, represents, and arranges
dissimilar fractions in increasing or
decreasing order.
M3NS-IIId-78.3
BEAM LG Gr.5 Module 2,
Gr.6 Module 29
MISOSA Gr. 5 Module –
Ordering Dissimilar
Fractions
MTB-MLE Group –
Teacher’s Guide
53. visualizes and generates equivalent
fractions.
M3NS-IIIe-72.7
Lesson Guide in Elem.
Math 5 p.63
BEAM LG Gr.5 Module 2
MISOSA Gr. 5 and 6
Modules –
Equal/Equivalent Fractions
MTB-MLE Group –
Teacher’s Guide
Geometry demonstrates
understanding of lines,
symmetrical designs, and
tessellation using square,
triangle and other shapes
that can tessellate.
is able to recognize and
represent lines in real
objects and designs or
drawings, complete
symmetrical designs, and
create patterns of designs
using square, triangle and
other shapes that can
tessellate.
54. recognizes and draws a point, line, line
segment and ray.
M3GE-IIIe-11
MTB-MLE Group –
Teacher’s Guide
55. recognizes and draws parallel,
intersecting and perpendicular lines.
M3GE-IIIf-12.1
Lesson Guide in Elem.
Math 3 pp.330 – 337
DLP Gr. 3 Module 42
BEAM LG Gr.3 Module 7 –
Line and Line Segment
MTB-MLE Group –
Teacher’s Guide
56. visualizes, identifies and draws
congruent line segments.
M3GE-IIIf-13
Lesson Guide in Elem.
Math 3 pp.338 – 344
DLP Gr. 3 Module 43
BEAM LG Gr.3 Module 7 –
Line and Line Segment
MTB-MLE Group –
Teacher’s Guide
38. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 38 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
57. identifies and visualizes symmetry in
the environment and in design.
M3GE-IIIg-7.3
DLP Gr. 3 Module 44
BEAM LG Gr.3 Module 7 –
Line and Line Segment
MTB-MLE Group –
Teacher’s Guide
58. identifies and draws the line of
symmetry in a given symmetrical
figure.
M3GE-IIIg-7.4
MTB-MLE Group –
Teacher’s Guide
59. completes a symmetric figure with
respect to a given line of symmetry.
M3GE-IIIh-7.5
Lesson Guide in Elem.
Math 3 pp.357 – 362
BEAM LG Gr.3 Module 7 –
Line and Line Segment
MTB-MLE Group –
Teacher’s Guide
60. tessellates the plane using triangles,
squares and other shapes that can
tessellate.
M3GE-IIIh-8.3
Lesson Guide in Elem.
Math 3 pp.345 – 356
MTB-MLE Group –
Teacher’s Guide
Patterns and
Algebra
demonstrates
understanding of
continuous and repeating
patterns and mathematical
sentences involving
multiplication and division
of whole numbers.
is able to apply knowledge
of continuous and repeating
patterns and number
sentences involving
multiplication or division of
whole numbers in various
situations.
61. determines the missing term/s in a
given combination of continuous
and repeating pattern.
e.g.
4A,5B, 6A,7B,__
1 2 3 4 ___
M3AL-IIIi-4
MTB-MLE Group –
Teacher’s Guide
62. finds the missing value in a number
sentence involving multiplication or
division of whole numbers.
e.g.
n x 7 = 56
56 ÷ n = 8
M3AL-IIIj-12
39. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 39 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
Grade 3- FOURTH QUARTER
Measurement demonstrates
understanding of
conversion of time, linear,
mass and capacity
measures and area of
square and rectangle
is able to apply knowledge
of conversion of time,
linear, mass and capacity
measures and area of
rectangle and square in
mathematical problems and
real-life situations
63. visualizes, and represents, and
converts time measure from seconds
to minutes, minutes to hours, and
hours to a day and vice versa.
M3ME-IVa-8
Lesson Guide in Elem.
Math 3 pp.368 – 372
MTB-MLE Group –
Teacher’s Guide
64. visualizes, and represents, and
converts time measure
64.1 days to week, month and year
and vice versa
64.2 weeks to months and year and
vice versa
64.3 months to year and vice versa.
M3ME-IVa-9
Lesson Guide in Elem.
Math 3 pp.363 – 367
BEAM LG Gr.2 Module 9-
Time Measure, Gr. 3
Module 8
MTB-MLE Group –
Teacher’s Guide
65. visualizes, and represents, and solves
problems involving conversion of time
measure.
M3ME-IVb-10
Lesson Guide in Elem.
Math 3 pp.376 – 379
BEAM LG Gr.3 Module 8
MTB-MLE Group –
Teacher’s Guide
66. visualizes, and represents, and
converts common units of measure
from larger to smaller unit and vice
versa: meter and centimeter, kilogram
and gram, liter and milliliter.
M3ME-IVb-39
DLP Gr. 3 Module 45
BEAM LG Gr.3 Module 1
MTB-MLE Group –
Teacher’s Guide
67. visualizes, and represents, and solves
routine and non-routine problems
involving conversions of common
units of measure.
M3ME-IVc-40
BEAM LG Gr.3 Module 2 –
Capacity
68. visualizes, and represents, and finds
the capacity of a container using
milliliter and liter.
M3ME-IVc-41
Lesson Guide in Elem.
Math 3 pp.406 – 409
BEAM LG Gr.2 Module 18
– Mass and Capacity, Gr.3
Module 1-Capacity
MTB-MLE Group –
Teacher’s Guide
40. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 40 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
69. visualizes, and represents, and solves
routine and non-routine problems
involving capacity measure.
M3ME-IVd-42
Lesson Guide in Elem.
Math 3 pp.413 – 416
MTB-MLE Group –
Teacher’s Guide
70. visualizes, and represents, and
measures area using appropriate unit.
M3ME-IVd-43
MTB-MLE Group –
Teacher’s Guide
71. derives the formula for the area of a
rectangle and a square.
M3ME-IVe-44
Lesson Guide in Elem.
Math 3 pp.388 - 397
72. visualizes, and represents, and finds
the area of a rectangle and square in
sq.cm and sq. m.
M3ME-IVe-45
BEAM LG Gr.3 Module 9 –
Area
MTB-MLE Group –
Teacher’s Guide
73. solves routine and non-routine
problems involving areas of squares
and rectangles.
M3ME-IVf-46
Lesson Guide in Elem.
Math 3 pp.398 – 405
BEAM LG Gr.3 Module 9 –
Area
MTB-MLE Group –
Teacher’s Guide
74. creates problems involving area of
rectangle and square.
M3ME-IVf-47
Statistics and
Probability
demonstrates
understanding of bar
graphs and outcomes of
an event using the terms
sure, likely, equally likely,
unlikely, and impossible to
happen.
is able to create and
interpret simple
representations of data
(tables and single bar
graphs) and describe
outcomes of familiar events
using the terms sure, likely,
equally likely, unlikely, and
impossible to happen.
75. collects data on one variable using
existing records.
M3SP-IVg-1.3
MTB-MLE Group –
Teacher’s Guide
76. sorts, classifies, and organizes data in
tabular form and presents this into a
vertical or horizontal bar graph.
M3SP-IVg-2.3
Lesson Guide in Elem.
Math 3 pp.430 – 433
BEAM LG Gr.4 Module 15
– Bar Graphs
MTB-MLE Group –
Teacher’s Guide
77. infers and interprets data presented in
different kinds of bar graphs
(vertical/ horizontal).
M3SP-IVh-3.3
Lesson Guide in Elem.
Math 3 p.426
DLP Gr. 4 Module 88, 89
BEAM LG Gr.4 Module 15
– Bar Graphs
MTB-MLE Group –
Teacher’s Guide
41. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 41 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner... The learner... The learner...
78. solves routine and non-routine
problems using data presented in a
single-bar graph.
M3SP-IVh-4.3
79. tells whether an event is sure, likely,
equally likely, unlikely, and impossible
to happen.
M3SP-IVi-7.3
MTB-MLE Group –
Teacher’s Guide
80. describes events in real-life situations
using the phrases
“sure to happen,“ likely to happen”,
“equally likely to happen”, “unlikely to
happen”, and “impossible to happen”.
M3SP-IVj-8.3
42. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 42 of 109
GRADE 4
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
Grade 4- FIRST QUARTER
Numbers and
Number
Sense
1. demonstrates
understanding of
whole numbers up to
100,000.
2. demonstrates
understanding of
multiplication and
division of whole
numbers including
money.
1. is able to recognize and
represent whole
numbers up to 100,000
in various forms and
contexts.
2. is able to apply
multiplication and
division of whole
numbers including
money in mathematical
problems and real-life
situations.
1. visualizes numbers up to 100 000 with
emphasis on numbers 10 001 –
100 000.
M4NS-Ia-1.4
BEAM LG Gr.3 Module 1.1
– Whole Numbers
2. gives the place value and value of a
digit in numbers up to 100 000.
M4NS-Ia-10.4
3. reads and writes numbers up to
hundred thousand in symbols and in
words.
M4NS-Ia-9.4
BEAM LG Gr.3 Module 1.1
– Whole Numbers
4. rounds numbers to the nearest
thousand and ten thousand.
M4NS-Ib-5.2
BEAM LG Gr.3 Module 1.1
– Whole Numbers
DLP Gr. 4 Module 6
5. compares numbers up to 100 000
using relation symbols.
M4NS-Ib-12.4
6. orders numbers up to 100 000 in
increasing or decreasing order.
M4NS-Ib-13.4
7. multiplies numbers up to 3-digit
numbers by up to 2-digit numbers
without or with regrouping.
M4NS-Ic-43.7
BEAM LG Gr.3 Module 1-
Multiplication
DLP Gr. 3 Module 20, 22,
Gr. 5 Module 6
8. estimates the products of 3- to 4-digit
numbers by 2- to 3- digit numbers
with reasonable results.
M4NS-Ic-44.2
BEAM LG Gr.3 Module 1-
Multiplication
DLP Gr. 3 Module 21
9. multiplies mentally 2-digit by 1-to 2-
digit numbers with products up to 200
and explains the strategies used.
M4NS-Id-42.3
BEAM LG Gr.3 Module 1-
Multiplication, Gr. 4 –
Module 4 – Multiplication
DLP Gr. 4 Module 31
10. solves routine and non-routine
problems involving multiplication of
whole numbers including money using
appropriate problem solving strategies
and tools.
M4NS-Id-45.4
BEAM LG Gr.3 Module 1-
Multiplication & Module on
Problem Solving, Gr. 4
Module 4 – Multiplication
DLP Gr. 4 Module 34
43. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 43 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
11. solves multi-step routine and non-
routine problems involving
multiplication and addition or
subtraction using appropriate problem
solving strategies and tools.
M4NS-Ie-45.5
BEAM LG Gr.4 Module 4-
Multiplication
DLP Gr. 4 Module 35
12. creates problems(with reasonable
answers) involving multiplication or
with addition or subtraction of whole
numbers including money.
M4NS-Ie-46.3
13. divides 3- to 4-digit numbers by 1-to 2-
digit numbers without and with
remainder.
M4NS-If-54.3
BEAM LG Gr.3 Module on
Division
DLP Gr. 3 Module 26, 27,
30, 33, 34, Gr. 4 Module
41, Gr. 5 Module 7
14. divides 3- to 4-digit numbers by tens or
hundreds or by 1 000 without and with
remainder.
M4NS-If-54.4
MISOSA Module Gr. 4 –
Division of Whole Numbers
by 10, 100 and 1000
15. estimates the quotient of 3- to 4-digit
dividends by 1- to 2-digit divisors with
reasonable results.
M4NS-Ig-55.2
MISOSA Module Gr.4 –
Estimating Quotients
16. divides mentally 2- to 3-digit numbers
by 1-digit numbers without remainder
using appropriate strategies.
M4NS-Ig-52.3
BEAM LG Gr.3 Module on
Division, Gr. 4 Module 5 -
Division
17. solves routine and non-routine
problems involving division of 3- to 4-
digit numbers by 1- to 2-digit numbers
including money using appropriate
problem solving strategies and tools.
M4NS-Ih-56.3
BEAM LG Gr.3 Module on
Division, Gr. 4 Module 5 –
Division
MISOSA Module Gr. 4 –
One-Step Word Problems
involving Division
18. solves multi-step routine and non-
routine problems involving division and
any of the other operations of whole
numbers including money using
appropriate problem solving strategies
and tools.
M4NS-Ih-56.4
BEAM LG Gr. 4 Module 5 –
Division
DLP Gr. 6 Module 3
MISOSA Module Gr. 4 –
Two- to Three-Step Word
Problems involving Division
44. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 44 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
19. creates problems involving division
without or with any other operations of
whole numbers including money, with
reasonable answers
M4NS-Ii-57.3
20. represents and explains Multiplication,
Division, Addition, Subtraction (MDAS)
correctly.
M4NS-Ii-61.1
21. performs a series of two or more
operations.
M4NS-Ij-62.1
Grade 4- SECOND QUARTER
Numbers and
Number
Sense
1. demonstrates
understanding of
factors and
multiples and
addition and
subtraction of
fractions.
2. demonstrates
understanding of
improper fractions
and mixed numbers
1. is able to apply
knowledge of
factors and
multiples, and
addition and
subtraction of
fractions in
mathematical
problems and real-
life situations.
2. is able to
recognize and
represent improper
fractions and mixed
numbers in various
forms and contexts.
22. identifies factors of a given number up
to 100.
M4NS-IIa-64
23. identifies the multiples of a given
number up to 100.
M4NS-IIa-65
24. differentiates prime from composite
numbers.
M4NS-IIb-66
BEAM LG Gr.5 Module 1 –
Subsets of Whole
Numbers, Gr. 6 Number
Theory
Lesson Guide in Elem.
Math Gr. 5 p. 30
MISOSA Gr. 5 Module –Prime
and Composite Numbers
25. writes a given number as a product of
its prime factors.
M4NS-IIb-67
BEAM LG Gr.5 Module 1 –
Subsets of Whole Numbers
DLP Gr. 5 Module 10
MISOSA Gr. 5 Module –
Prime Factors of a Number
26. finds the common factors and the
greatest common factor (GCF) of two
numbers using the following methods:
listing, prime factorization, and
continuous division.
M4NS-IIc-68.1
BEAM LG Gr.5 Module 1 –
Subsets of Whole Numbers
Lesson Guide in Elem.
Math Gr. 5 p.33
45. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 45 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
27. finds the common multiples and least
common multiple (LCM) of two
numbers using the following methods:
listing, prime factorization, and
continuous division.
M4NS-IIc-69.1
Lesson Guide in Elem.
Math Gr. 5 p.44
MISOSA Gr. 5 Module –
Least Common Multiple
28. solves real-life problems involving GCF
and LCM of 2 given numbers .
M4NS-IId-70.1
29. creates problems with reasonable
answers involving GCF and LCM of 2
given numbers.
M4NS-IId-71.1
30. identifies proper fractions, improper
fractions, and mixed numbers.
M4NS-IIe-79.2
BEAM LG Gr.4 Module 8 –
Fractions
DLP Gr. 4 Module 57
Lesson Guide in Elem.
Math Gr. 4 p.192
31. changes improper fraction to mixed
numbers and vice versa.
M4NS-IIe-80
BEAM LG Gr.4 Module 8 –
Fractions
DLP Gr. 4 Module 61, Gr. 6
Module 26
Lesson Guide in Elem.
Math Gr. 4 p.209, Gr. 6 p.
170
MISOSA Module Gr. 4 –
Improper to Mixed
Numbers
32. changes fractions to lowest forms. M4NS-IIe-81
BEAM LG Gr.3 Module 2 –
Fractions; Gr. 6 Module 7
Lesson Guide in Elem.
Math Gr. 6 p.166
33. visualizes addition and subtraction of
similar fractions.
M4NS-IIf-82.1
BEAM LG Gr.4 Module 9 –
Addition and Subtraction of
Fractions
Lesson Guide in Elem.
Math Gr. 4 p. 209, Gr. 5
p.124
46. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 46 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
34. visualizes subtraction of a fraction
from a whole number.
M4NS-IIf-82.2
BEAM LG Gr.4 Module 9 –
Addition and Subtraction
of Fractions
35. visualizes addition and subtraction of
dissimilar fractions.
M4NS-IIg-82.3
BEAM LG Gr.5 Module 3 –
Addition of Fractions
Lesson Guide in Elem.
Math Gr. 5 p. 83, 124
MISOSA Gr. 5 Module –
Visualization of Dissimilar
Fractions
36. performs addition and subtraction of
similar and dissimilar fractions.
M4NS-IIg-83
BEAM LG Gr.4 Module 9 –
Addition and Subtraction of
Fractions
DLP Gr. 4 Module 63, 64,
65, 66, Gr. 5 Module 14,
15, 18, 20, 21
Lesson Guide in Elem.
Math Gr. 4 217, 235, Gr. 5
p.79, 90, 94, 128 – 136
MISOSA Module Gr.4 –
Addition of Similar
Fractions, Fractions and
Whole Numbers,
Subtraction of Similar
Fractions
MISOSA Module Gr.5 –
Addition of Dissimilar
Fractions
MISOSA Module Gr.6 –
Subtraction of Dissimilar
Fractions in Simple Forms
47. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 47 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
37. solves routine and non-routine
problems involving addition and/or
subtraction of fractions using
appropriate problem solving strategies
and tools.
M4NS-IIh-87.1
BEAM LG Gr.4 Module 9 –
Addition and Subtraction of
Fractions, Grade 5 Module
4
DLP Gr. 4 Module 67, 68,
Gr. 5 Module 17
Lesson Guide in Elem.
Math Gr. 4 p. 242, 246
38. creates problems(with reasonable
answers) involving addition and/or
subtraction of fractions. M4NS-IIh-88.1
39. visualizes decimal numbers using
models like blocks, grids, number lines
and money to show the relationship
to fractions.
M4NS-IIi-99
BEAM LG Gr.4 Module 7 –
Decimals
DLP Gr. 6 Module 4
40. renames decimal numbers to
fractions, and fractions whose
denominators are factors of 10 and
100 to decimals.
M4NS-IIi-100
BEAM LG Gr.4 Module 7 –
Decimals; Gr. 4 Module 8 –
Fractions
DLP Gr. 4 Module 44, Gr. 6
Module 23
Lesson Guide in Elem.
Math Gr. 5 p.231, Gr. 6 p.
159
MISOSA Module Gr. 4 –
Common Fractions as
Decimals
MISOSA Module Gr.5 –
Renaming Fractions in
Decimal Form
41. gives the place value and the value of
a digit of a given decimal number
through hundredths. M4NS-IIi-101.1
BEAM LG Gr.4 Module 7 –
Decimals
MISOSA Module Gr. 4 –
Place Value of Decimals
48. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 48 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
42. reads and writes decimal numbers
through hundredths.
M4NS-IIj-102.1
BEAM LG Gr.4 Module 7 –
Decimals
DLP Gr. 4 Module 45
43. rounds decimal numbers to the nearest
whole number and tenth.
M4NS-IIj-103.1
BEAM LG Gr.4 Module 7 -
Decimals
44. compares and arranges decimal
numbers.
M4NS-IIj-104.1
Grade 4- THIRD QUARTER
Geometry demonstrates
understanding of the
concepts of parallel and
perpendicular lines,
angles, triangles, and
quadrilaterals.
is able to construct and
describe parallel and
perpendicular lines, angles,
triangles, and quadrilaterals
in designs, drawings and
models.
45. describes and illustrates parallel,
intersecting, and perpendicular lines. M4GE-IIIa-12.2
46. draws perpendicular and parallel lines
using a ruler and a set square. M4GE-IIIa-12.3
47. describes and illustrates different
angles (right, acute, and obtuse) using
models.
M4GE-IIIb-14
BEAM LG Gr.4 Module 11
– Angles and Plane Figures
DLP Gr. 4 Module 76, 77,
78, 79
Lesson Guide in Elem.
Math Gr. 4 p.287, 290, 293
MISOSA Module Gr. 4 –
Congruent Angles
48. describes the attributes/properties of
triangles and quadrilaterals using
concrete objects or models.
M4GE-IIIb-15
BEAM LG Gr.4 Module 11
– Angles and Plane Figures
DLP Gr. 4 Module 81
49. identifies and describes triangles
according to sides and angles.
M4GE-IIIc-16
BEAM LG Gr.4 Module 11
– Angles and Plane Figures
DLP Gr. 3 Module 41, Gr. 4
Module 73
Lesson Guide in Elem.
Math Gr. 4 p.298
50. identifies and describes the different
kinds of quadrilaterals: square,
rectangle, parallelogram, trapezoid,
and rhombus.
M4GE-IIIc-17
BEAM LG Gr.4 Module 11
– Angles and Plane Figures
49. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 49 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
51. relates triangles to quadrilaterals
M4GE-IIId-18.1
52. relates one quadrilateral to another
quadrilateral (e.g. square to
rhombus).
M4GE-IIId-18.2
Patterns
and
Algebra
demonstrates
understanding of concepts
of continuous and
repeating patterns and
number sentences.
is able to identify the
missing element in a
pattern and number
sentence.
53. determines the missing term/s in a
sequence of numbers (e.g. odd
numbers, even numbers, multiples of
a number, factors of a number, etc.)
e.g.
3,6,9,__
4,8,12,16,__
(e.g. odd numbers, even numbers,
multiples of a number, factors of a
number, etc.)
1 2 3 4 5 6 7 ____
M4AL-IIIe-5
54. finds the missing number in an
equation involving properties of
operations. (e.g. (4+__ ) + 8 = 4 +
( 5 + __)
M4AL-IIIe-13
Measurement demonstrates
understanding of the
concept of time,
perimeter, area, and
volume.
is able to apply the
concepts of time,
perimeter, area, and
volume to mathematical
problems and real-life
situations.
55. finds the elapsed time in minutes and
seconds.
M4ME-IIIf-11
56. estimates the duration of time in
minutes.
M4ME-IIIf-12
57. solves problems involving elapsed time. M4ME-IIIg-13
58. visualizes the perimeter of any given
plane figure in different situations.
M4ME-IIIg-48
59. measures the perimeter of any given
figure using appropriate tools.
M4ME-IIIh-49
DLP Gr. 4 Module 84
60. derives the formula for perimeter of
any given figure.
M4ME-IIIh-50
BEAM LG Gr.4 Module 18
– Perimeter
50. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 50 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
61. finds the perimeter of triangles,
squares, rectangles, parallelograms,
and trapezoids.
M4ME-IIIi-51
BEAM LG Gr.4 Module 18
– Perimeter
DLP Gr. 4 Module 82, 83,
86
Lesson Guide in Elem.
Math Gr. 4 p.302, 305
62. solves routine and non-routine
problems in real-life situations
involving perimeter of squares and
rectangles, triangles, parallelograms,
and trapezoids.
M4ME-IIIi-52
BEAM LG Gr.4 Module 18
– Perimeter
Lesson Guide in Elem.
Math Gr. 4 p.309
63. differentiates perimeter from area. M4ME-IIIj-53
64. converts sq. cm to sq. m and vice
versa.
M4ME-IIIj-54
Grade 4- FOURTH QUARTER
65. finds the area of irregular figures made
up of squares and rectangles using sq.
cm and sq. m.
M4ME-IVa-55
66. estimates the area of irregular plane
figures made up of squares and
rectangles.
M4ME-IVa-56
67. derives the formulas for the area of
triangles, parallelograms, and
trapezoids.
M4ME-IVb-57
BEAM LG Gr.4 Module 13
– Area
DLP Gr. 4 Module 85
Lesson Guide in Elem.
Math Gr. 4 p.315, 317,
321, 325
68. finds the area of triangles,
parallelograms and trapezoids using sq.
cm and sq. m.
M4ME-IVb-58
BEAM LG Gr.4 Module 13
– Area, Gr. 5 Module 14 –
Area
DLP Gr. 4 Module 48, Gr. 5
Module 47, 50
Lesson Guide in Elem.
Math Gr. 5 p.372, 377, Gr.
6 p. 373, 378
MISOSA Module Gr.5 –
51. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 51 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
Area of a Trapezoid
69. estimates the area of triangles,
parallelograms, and trapezoids
M4ME-IVc-59
70. solves routine and non-routine
problems involving squares,
rectangles, triangles, parallelograms,
and trapezoids.
M4ME-IVc-60
BEAM LG Gr.4 Module 13
– Area
Lesson Guide in Elem.
Math Gr. 5 p.386
71. creates problems(with reasonable
answers) involving perimeter and area
involving squares, rectangles,
triangles, parallelograms, and
trapezoids.
M4ME-IVd-61
72. visualizes the volume of solid figures in
different situations using non-standard
(e.g. marbles, etc.) and standard units.
M4ME-IVd-62
BEAM LG Gr.4 Module 14
– Volume
DLP Gr. 4 Module 87
Lesson Guide in Elem.
Math Gr. 5 p.328
73. derives the formula for the volume of
rectangular prisms.
M4ME-IVe-63
74. finds the volume of a rectangular prism
using cu. cm and cu. m.
M4ME-IVe-64
Lesson Guide in Elem.
Math Gr. 6 p.391
75. solves routine and non-routine
problems involving the volume of a
rectangular prism.
M4ME-IVf-65
76. creates problems(with reasonable
answers) involving volume of
rectangular prism.
M4ME-IVf-66
Statistics and
Probability demonstrates
understanding of the
concepts of bar graphs
and simple experiments.
is able to create and
interpret simple
representations of data
(tables and bar graphs) and
describe outcomes in
simple experiments.
77. collects data on two variables using any
source.
M4SP-IVg-1.4
78. organizes data in tabular form and
presents them in a single/double
horizontal or vertical bar graph.
M4SP-IVg-2.4
Lesson Guide in Elem.
Math Gr. 4 p.331, 337
79. interprets data presented in different
kinds of bar graphs
(vertical/horizontal, single/double bars).
M4SP-IVg-3.4
52. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 52 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
80. solves routine and non-routine
problems using data presented in a
single or double-bar graph.
M4SP-IVh-4.4
81. draws inferences based on data
presented in a double-bar graph.
M4SP-IVh-5.4
82. records favorable outcomes in a simple
experiment (e.g. tossing a coin,
spinning a wheel, etc.)
M4SP-IVi-9
83. expresses the outcome in a simple
experiment in words, symbols, tables,
or graphs.
M4SP-IVi-10
84. explains the outcomes in an
experiment. M4SP-IVi-11
85. solves routine and non-routine
problems involving a simple
experiment.
M4SP-IVj-12
86. creates problems involving a simple
experiment.
M4SP-IVj-13
53. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 53 of 109
GRADE 5
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
Grade 5- FIRST QUARTER
Numbers and
Number
Sense
1. demonstrates
understanding of
whole numbers up to
10 000 000.
2. demonstrates
understanding of
divisibility, order of
operations, factors
and multiples, and the
four fundamental
operations involving
fractions
1. is able to recognize
and represent whole
numbers up to 10 000
000 in various forms
and contexts.
2. is able to apply
divisibility, order of
operations, factors and
multiples, and the four
fundamental operations
involving fractions in
mathematical problems
and real-life situations.
1. visualizes numbers up to 10 000 000
with emphasis on numbers 100 001 –
10 000 000.
M5NS-Ia-1.5
DLP Gr. 3 Module 1, Gr. 4
Module 1
BEAM LG Gr. 4 Module 1-
Whole Numbers
Lesson Guide in Elem.
Math Gr. 4 p. 1
MISOSA Gr. 4 Module –
Numbers through Billions
2. reads and writes numbers up to
10 000 000 in symbols and in words.
M5NS-Ia-9.5
DLP Gr. 3 Module 3, Gr. 4
Module 3
BEAM LG Gr. 4 Module 1-
Whole Numbers, Gr. 5
Module 1
Lesson Guide in Elem.
Math Gr. 4 p. 7, Gr. 5 p. 1
3. rounds numbers to the nearest
hundred thousand and million.
M5NS-Ia-15.3
DLP Gr. 3 Module 6, Gr. 5
Module 4
BEAM LG Gr. 4 Module –
Rounding Off Numbers
Lesson Guide in Elem.
Math Gr. 4 p. 13
MISOSA Gr. 4 Module –
Rounding Numbers
4. uses divisibility rules for 2, 5, and 10
to find the common factors of
numbers.
M5NS-Ib-58.1
DLP Gr. 4 Module 4, Gr. 5
Module 1, 12
Lesson Guide in Elem.
Math Gr. 5 p.48
5. uses divisibility rules for 3, 6, and 9 to
find common factors.
M5NS-Ib-58.2
DLP Gr. 5 Module 1, 12
Lesson Guide in Elem.
Math Gr. 5 p.51, 57
6. uses divisibility rules for 4, 8, 12, and
11 to find common factors.
M5NS-Ib-58.3
DLP Gr. 5 Module 1, 12
54. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 54 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
7. solves routine and non-routine
problems involving factors, multiples,
and divisibility rules for
2,3,4,5,6,8,9,10,11, and 12.
M5NS-Ic-59
Lesson Guide in Elem.
Math Gr. 5 p.57
8. creates problems(with reasonable
answers) involving factors, multiples
and divisibility rules.
M5NS-Ic-60
9. states, explains, and interprets
Parenthesis, Multiplication, Division,
Addition, Subtraction (PMDAS) or
Grouping, Multiplication, Division,
Addition, Subtraction (GMDAS) rule.
M5NS-Ic-61.2
10. simplifies a series of operations on
whole numbers involving more than
two operations using the PMDAS or
GMDAS rule.
M5NS-Id-62.2
11. finds the common factors and the GCF
of 2–4 numbers using continuous
division.
M5NS-Id-68.2
DLP Gr. 5 Module 9
BEAM LG Gr. 6 – Number
Theory
Lesson Guide in Elem.
Math Gr. 5 p.33, Gr. 6 p.
148
12. finds the common multiples and LCM of
2–4 numbers using continuous division.
M5NS-Id-69.2
DLP Gr. 5 Module 11
BEAM LG Gr. 6 – Number
Theory
Lesson Guide in Elem.
Math Gr. 5 p.44, Gr. 6 p.
151
13. solves real-life problems involving GCF
and LCM of 2-3 given numbers.
M5NS-Ie-70.2
14. creates problems(with reasonable
answers)involving GCF and LCM of 2-3
given numbers.
M5NS-Ie-71.2
55. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 55 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
15. adds fractions and mixed fractions
without and with regrouping.
M5NS-Ie-84
DLP Gr. 5 Module 16, 22
Lesson Guide in Elem.
Math Gr. 5 p. 99 – 107
MISOSA Gr. 5 Modules on
Addition of Fractions and
Mixed Forms
16. subtracts fractions and mixed fractions
without and with regrouping.
M5NS-If-85
BEAM LG Gr. 5 Module 4 –
Subtraction of Dissimilar
Fractions
Lesson Guide in Elem.
Math Gr. 5 p. 140-166
MISOSA Gr. 5 Modules on
Subtraction of Fractions
and Mixed Forms
17. solves routine and non-routine
problems involving addition and/or
subtraction of fractions using
appropriate problem solving strategies
and tools.
M5NS-If-87.2
BEAM LG Gr. 5 Module 7 –
Application of Subtraction
of Fraction
Lesson Guide in Elem.
Math Gr. 5 p. 119, 172,176
MISOSA Gr. 5 Modules on
Addition and Subtraction of
Word problems involving
Fractions
18. creates problems (with reasonable
answers) involving addition and/or
subtraction of fractions using
appropriate problem solving strategies.
M5NS-If-88.2
19. visualizes multiplication of fractions
using models.
M5NS-Ig-89
DLP Gr. 4 Module 69
BEAM LG Gr. 4 Module 10
– Multiplication of Fractions
Lesson Guide in Elem.
Math Gr. 4 p. 250, Gr. 5
p.180
MISOSA Gr. 5 Module –
Visualization of
Multiplication of Fractions
56. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 56 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
20. multiplies a fraction and a whole
number and another fraction.
M5NS-Ig-90.1
DLP Gr. 4 Module 70, Gr. 5
Module 25
BEAM LG Gr. 4 Module 10
– Multiplication of Fractions
Lesson Guide in Elem.
Math Gr. 4 p. 254, 261, Gr.
5 p.187, 196, 200
MISOSA Gr. 5 Modules –
Multiplication of Fractions
21. multiplies mentally proper fractions
with denominators up to 10.
M5NS-Ig-91
22. solves routine or non-routine problems
involving multiplication without or with
addition or subtraction of fractions and
whole numbers using appropriate
problem solving strategies and tools.
M5NS-Ih-92.1
DLP Gr. 4 Module 71
BEAM LG Gr. 4 Module 10
– Multiplication of Fractions
Lesson Guide in Elem.
Math Gr. 4 p.264, 269
MISOSA Gr. 5 Modules –
Word problems on
Multiplication of Fractions
23. creates problems (with reasonable
answers) involving multiplication of
fractions.
M5NS-Ih-93.1
24. shows that multiplying a fraction by its
reciprocal is equal to 1.
M5NS-Ih-94
25. visualizes division of fractions. M5NS-Ii-95
26. divides
- simple fractions
- whole numbers by a fraction and
vice versa
M5NS-Ii-96.1
DLP Gr. 6 Module 38
MISOSA Modules Gr.6 –
Division of Fractions
27. solves routine or non-routine problems
involving division without or with any of
the other operations of fractions and
whole numbers using appropriate
problem solving strategies and tools .
M5NS-Ij-97.1
57. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 57 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
28. creates problems (with reasonable
answers) involving division or with any
of the other operations of fractions and
whole numbers.
M5NS-Ij-98.1
Grade 5- SECOND QUARTER
Numbers and
Number
Sense
1. demonstrates
understanding of
decimals.
2. demonstrates
understanding of
the four
fundamental
operations involving
decimals and ratio
and proportion.
1. is able to recognize
and represent
decimals in various
forms and contexts.
2. is able to apply the
four fundamental
operations involving
decimals and ratio and
proportion in
mathematical
problems and real-life
situations.
29. gives the place value and the value of
a digit of a given decimal number
through ten thousandths.
M5NS-IIa-101.2
DLP Gr. 6 Module 5
Lesson Guide in Elem.
Math Gr. 5 p.237, Gr. 6 p.
38
MISOSA Module Gr.6 –
Place Value of Decimals
30. reads and writes decimal numbers
through ten thousandths.
M5NS-IIa-102.2
DLP Gr. 4 Module 47,
Grade 5 Module 30, Gr. 6
Module 6
BEAM LG Gr. 5 Decimals,
Gr. 6 Module 2
Lesson Guide in Elem.
Math Gr. 5 p.241, Gr. 6
p.43
MISOSA Module Gr.6 –
Read and Write Decimals
31. rounds decimal numbers to the nearest
hundredth and thousandth.
M5NS-IIa-103.2
DLP Gr. 4 Module 49,
Grade 5 Module 31, Gr. 6
Module 8
BEAM LG Gr. 5 Decimals,
Gr. 6 Module 2
Lesson Guide in Elem.
Math Gr. 5 p.247, Gr. 6
p.49
MISOSA Gr. 5 and 6
Modules –Rounding
Decimals
58. K to 12 BASIC EDUCATION CURRICULUM
K to 12 Mathematics Curriculum Guide December 2013 Page 58 of 109
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE LEARNING MATERIALS
The learner… The learner… The learner…
32. compares and arranges decimal
numbers.
M5NS-IIb-104.2
DLP Gr. 6 Module 7
BEAM LG Gr. 6 Module 2
Lesson Guide in Elem.
Math Gr. 6 p. 46
MISOSA Module Gr.6 –
Compare and Order
Decimals
33. visualizes addition and subtraction of
decimals.
M5NS-IIb-105
34. adds and subtracts decimal numbers
through thousandths without and with
regrouping.
M5NS-IIb-106.1
DLP Gr. 4 Module 50, 51,
52, 53, Grade 5 Module 32,
34
BEAM LG Gr. 4 Module 7 –
Addition and Subtraction of
Decimals, Gr. 5 Module 7
Lesson Guide in Elem.
Math Gr. 5 p.117, 251,
254, 257, 264
MISOSA Gr. 4 and Gr. 5
Modules – Addition and
Subtraction of Decimals
35. estimates the sum or difference of
decimal numbers with reasonable
results.
M5NS-IIc-107
DLP Gr. 6 Module 9
36. solves routine or non-routine problems
involving addition and subtraction of
decimal numbers including money
using appropriate problem solving
strategies and tools.
M5NS-IIc-108.1
DLP Gr. 4 Module 54, 55,
56, Grade 5 Module 35
BEAM LG Gr. 4 Module 7 –
Addition and Subtraction of
Decimals, Gr. 5 Module 7
Lesson Guide in Elem.
Math Gr. 5 p.271
MISOSA Gr. 4 Modules –
Word Problems on Addition
and Subtraction of
Decimals