Pinoy Math PDF
Pinoy Math PDF
Pinoy Math PDF
Citation:
SEI-DOST & MATHTED, (2011). Mathematics framework for philippine basic education.
Manila: SEI-DOST & MATHTED.
ISBN 978-971-8600-48-1
Published by:
Request for permission to use any material from this publication or for further information should be addressed to the copyright
holders.
This framework is the product of months of careful planning and discussions, with ideas
coming from the best minds in the field of mathematics, prior to the actual drafting of the
manuscript. Although there may have been opposing views during the development of this
framework, which is not unusual when experts meet, the final output is proof that individuals
with diverse backgrounds and beliefs could be united by a common vision and goal.
The Mathematics Framework for Philippine Basic Education contains resources that will help
curriculum developers, teachers, school administrators and policy makers to design and
implement mathematics curricula that empower students to learn to learn and cause them to
better understand and use mathematics in their everyday life. The strategies consider only
Grades 1-10, however, because of the progressive nature of the concepts, curriculum
It is hoped that this framework will be widely used and applied by the various stakeholders,
and that together we will work towards achieving the vision of scientifically, technologically,
This document hopes to provide a sampling of how we could concretely provide quality mathematics
education to all Filipino students. The goal of mathematics education in the Philippines is mathematical
empowerment. Discussions of how this could be achieved are endless but this framework stands by what
most of us believe to be the core ideas for the teaching and learning of mathematics in our schools. The
writers and supporters of this project will be the first to claim that this is not a perfect document but
hopefully a near perfect one, at least for the moment.
The Philippine Council of Mathematics Teachers Educators (MATHTED), Inc. and the Science Education
Institute of the Department of Science and Technology present the Mathematics Framework for Philippine
Basic Education. We hope that this document will be used widely, wisely and purposefully.
Chapter 2. Declarations 3
Bibliography 137
Acknowledgements 139
LIST OF TABLES
Table 1. Cognitive Demands for the study of Numbers and Number Sense at K3 12
Table 4. Cognitive Demands for the study of Patterns, Functions and Algebra at K3 15
Table 5. Cognitive Demands for the study of Data, Analysis and Probability at K3 16
Table 6. Cognitive Demands for the study of Numbers and Number Sense at 46 26
Table 9. Cognitive Demands for the study of Patterns, Functions and Algebra at 46 29
Table 10. Cognitive Demands for the study of Data, Analysis and Probability at 46 30
Table 11. Cognitive Demands for the study of Numbers and Number Sense at 7-10/11 42
Table 14. Cognitive Demands for the study of Patterns, Functions and Algebra at 7-10/11 45
Table 15. Cognitive Demands for the study of Data, Analysis and Probability at 7-10/11 46
Table 16. Content Strands and Sub-strands for Numbers and Number Sense 56
Table 19. Content Strands and Sub-strands for Patterns, Functions and Algebra 64
Table 20. Content Strands and Sub-strands for Data, Analysis and Probability 74
Table 21. Assessment Targets by General and Specific Objectives for Numbers and Number 76
Sense at the end of Grade 3
Table 22. Assessment Targets by General and Specific Objectives for Measurement at the end 79
of Grade 3
Table 23. Assessment Targets by General and Specific Objectives for Geometry at the end of 82
Grade 3
Table 24. Assessment Targets by General and Specific Objectives for Patterns, Functions and 87
Algebra at the end of Grade 3
Table 25. Assessment Targets by General and Specific Objectives for Data, Analysis and Prob- 90
ability at the end of Grade 3
LIST OF TABLES
Table 26. Assessment Targets by General and Specific Objectives for Numbers and Number 93
Sense at the end of Grade 6
Table 27. Assessment Targets by General and Specific Objectives for Measurement at the end 98
of Grade 6
Table 28. Assessment Targets by General and Specific Objectives for Geometry at the end of 100
Grade 6
Table 29. Assessment Targets by General and Specific Objectives for Patterns, Functions and 106
Algebra at the end of Grade 6
Table 30. Assessment Targets by General and Specific Objectives for Data, Analysis and Prob- 110
ability at the end of Grade 10/11
Table 31. Assessment Targets by General and Specific Objectives for Numbers and Number 115
Sense at the end of Grade 10/11
Table 32. Assessment Targets by General and Specific Objectives for Measurement at the end 117
of Grade 10/11
Table 33. Assessment Targets by General and Specific Objectives for Geometry at the end of 119
Grade 10/11
Table 34. Assessment Targets by General and Specific Objectives for Patterns, Functions and 124
Algebra at the end of Grade 10/11
Table 35. Assessment Targets by General and Specific Objectives for Data, Analysis and Prob- 131
ability at the end of Grade 10/11
Mathematics Framework Project
(Basic Education)
Project Director and Lead Researcher
Catherine P. Vistro-Yu, Ateneo de Manila University
Technical Staff
Maria Theresa Tulao, Ateneo de Manila University
Debbie Marie Bautista, Ateneo de Manila University
Eric Siy, Ateneo de Manila University
Support Staff
Amelita Tangilon
Lilibeth Villena
Advisory Group
Evangeline Golla, Philippine Normal University
Milagros Ibe, University of the Philippines (U.P.) and Miriam College
Ester Ogena, Science Education Institute
CHAPTER 1
INTRODUCTION
W hat is it about Mathematics that compels us to put so much emphasis and focus on its learning?
Mathematics is one of the subjects most studied, taken up at the Pre-K level all the way to college.
The Philippine mathematics basic education curriculum has undergone several revisions over the years. In
1983, the New Elementary School Curriculum (NESC) was implemented, followed by the New Secondary
Education Curriculum (better known as the Secondary Education Development Program or SEDP
Curriculum), which was launched in 1988. After curricular reviews that began in 1995, the Department of
Education, Culture and Sports (DECS, now Department of Education) decided to adopt the Refined Basic
Education Curriculum (RBEC) in 2002.
Despite the many changes to the curriculum, Mathematics as a way of making sense of the world
the goals of mathematics education at the basic More than just a set of isolated facts and concepts,
education level remain more or less the same: to mathematics provides us with ways of knowing,
provide opportunities for individuals to develop thinking and understanding (Bernardo, 1998).
skills and attitudes needed for effective participation Doing mathematics requires logical thought and
in everyday living and prepare them for further trains students to think both critically and creatively.
education and the world of work so that they make In school, students usually encounter specific
worthwhile contributions to the society at large problems that apply to the topic at hand, in addition,
(Pascua, 1993). the thought process that goes into understanding
the problem, differentiating what is essential from
Mathematics, as we see it, has the following roles what is not, being able to make connections among
in Philippine Education: facilitating participation the given information to generate a solution and
in productive life activities, providing a way of verifying its accuracy is surely something that
making sense of the world, serving as a means of students can apply even in non-mathematical
communication and operating as a gateway to settings.
national progress.
Mathematics provides students with the essential
Mathematics for facilitating participation in skills in reasoning, decision-making and problem
productive life activities solving to help them make sense of many aspects of
Everyone needs mathematics. Regardless of our rapidly changing world (FAPE, 1988). Further,
sex, culture, socio-economic status, religion or it promotes self-reflection and develops ones ability
educational background, all people have, one way or to face lifes problems (Manuel, 1979). In short,
another, needed to apply some form of mathematical mathematics is a means of empowerment and
knowledge in dealing with their day-to-day activities. understanding that everyone is entitled to.
One cannot deny the practical uses of mathematics
in, for example, making wise purchases, measuring Mathematics as a means of communication
distances, finding locations, estimating expenses and Mathematics provides us with a powerful means of
anticipating future problems to find solutions early communication an objective language that allows
enough, to name a few (Ogena and Tan, 2006). us to express quantifiable relationships concisely
!
2 | Introduction
(Ogena and Tan, 2006). Through mathematics, we of all graduates necessary to prepare them for life
can formulate representations to model and interpret after basic education. In a country where only about
both physical and social phenomena. Mathematics is 19.1% of the population receives any education
the unifying and integral thread that runs through the beyond that in the high school level (NSO, 2003),
sciences (NRC, 1986), facilitating the connection of knowledge of mathematics courses offered at
ideas in an increasingly information and knowledge- the basic education level can be thought of as a
driven society (Ogena and Tan, 2006). gatekeeper for employability and a successful and
productive citizenship.
Mathematics as a gateway for national progress
Since a countrys economic progress relies heavily on On a national level, knowledge of mathematics is
its progress in science and engineering, this demands a valuable tool for social development and global
a strong foundation in mathematics (Pascua, 1993 competitiveness in our changing world. As we
and Ogena and Tan, 2006). Mathematics is seen develop the mathematical proficiency and literacy of
as an essential tool for intelligent participation in individual Filipino students, they, in turn, contribute
a technological society (FAPE, 1988). As the level to the skills, values and collective intellectual
of mathematics needed in the workplace continues resources of the Philippines, increasing our nations
to increase, its study is indispensable in order to funds of knowledge.
develop a scientifically and technologically literate
citizenry (UP NISMED, 2001). Roles of Mathematics Intertwined
These roles are not disjoint from one another
In many countries, mathematics courses are seen to and more often than not, are intertwined and
be gatekeeper courses that determine ones future complement one another. For the significant role it
success and acceptance into colleges and universities plays in our lives as Filipinos, mathematics is indeed
(Gates and Vistro-Yu, 2003; The College Board, worthy of the focus and attention it receives in our
2000, 1990). Such is not the case locally - Filipino curriculum.
students are not barred from attending a good
university directly on account of the lack of specific It is our hope that through this framework, we can
courses in their high school transcript. In general, help educators enrich their students lives as they
our students do not choose their own mathematics give them the gift of a high quality mathematics
electives; instead, most Philippine schools cover at education.
least a standard set of mathematical courses required
!
Declarations | 3
CHAPTER 2
DECLARATIONS
A ny important document must be grounded in fundamental ideas that are deemed acceptable by the
people concerned. The following non-negotiable principles represent these fundamental ideas put
together by the developers of the framework. In an effort to establish balanced views about mathematics
curriculum at the basic education levels, these principles offer a way of establishing a basic understanding of
the standards espoused by this document.
!
4 | Declarations
learning potential. They ought to join in discussions, of it, results are useful to both teachers and students.
ask questions, argue and reason out so that they It is through assessment, formal or informal,
see the many different aspects of mathematics that students know how much mathematics they
that they are studying. Likewise, even while their have learned and how much more they need to
mathematics teacher works out sample problems in know. Assessment tools must be varied in order
class, students, too, must do the problem themselves to understand the different dimensions of students
because doing so helps them learn and remember learning. While exams and quizzes have a place
the skills and processes used. in measuring skills, knowledge development and
acquisition, many aspects of mathematical learning
Principle 4. A deep understanding of mathematics could be more effectively measured by other means.
requires a variety of tools for learning.
Following from Principle 3, mathematical tools Principle 6. Students attitudes and beliefs about
allow students to be actively engaged in learning mathematics affect their learning.
mathematics and deepen their mathematical Like with any type of learning, students have to
understanding. These tools include manipulative maintain wholesome attitudes and positive beliefs
and hands-on materials that can be effective for about mathematics. Students should develop the
developing, clarifying and applying mathematical attitude that engagement in mathematics is essential
concepts. These materials should be carefully and that perseverance, persistence, reflection, self-
integrated into the instructional process. assessment and self-confidence are frequently keys
to success. Students can learn from each other;
Technology offers a variety of tools that must be used cooperative work develops a spirit of camaraderie,
judiciously. The use of technology should be driven by teamwork and common purpose. Working with
the needs of the students as learners of mathematics other students exposes students to multiple ways of
and should be used when it aids the learning solving and working with mathematics.
process. It should not be regarded as a substitute
for students understanding of quantitative concepts Principle 7. Mathematics learning needs the
and relationships. Caution is needed to ensure that support of both parents and other community
there is no loss of proficiency in basic computation groups.
and technique that would impede later mastery of TIMSS studies have shown that parental and home
mathematics. When properly used, tools such as support contributes to students success in learning
measuring instruments, scientific and graphing mathematics (De Guzman et al., 2007; Cajilig et
calculators and computers with appropriate software, al., 2007). Families should project positive attitudes
can contribute to a rich learning environment. For and beliefs towards mathematics and the learning of
example, calculators should be used with caution; it. Community support for mathematics learning is
elementary students should be able to perform basic also as valuable. It is through the community that
arithmetic operations independent of calculator use. students could see how mathematics is alive and
Well-crafted indigenous and alternative materials, utilized, particularly in day-to-day activities such
thoroughly researched and tested, could, likewise, as making purchases. Communities could provide
be effectively used to aid students in learning useful resources and other means for students
mathematics. Students and teachers do not need to enhance their learning. To enhance students
modern and sophisticated tools all the time. understanding of applications of mathematics,
schools rely on local communities for fieldwork and
Principle 5. Assessment in mathematics must site visits. These activities expose students to the
be valued for the sake of knowing what and how realities of everyday mathematics at work.
students learn or fail to learn mathematics.
Assessment is an essential component of
mathematics learning. Whether the assessment is
carried out by teachers or external groups and during
or all throughout the learning period or at the end
!
The Framework | 5
CHAPTER 3
THE FRAMEWORK
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6 | The Framework
!
The Framework | 7
Students are expected to use the measurement Represent and understand quantitative
attributes of length, mass/weight, capacity, relationships using mathematical models.
time, money and temperature. Students should
demonstrate their ability to extend basic concepts in Students are expected to use algebraic notation and
applications involving perimeter, area, surface area, thinking in relevant contexts to solve mathematical
volume and angle measure. Students should be able and real-world problems. Students are required
to use measuring instruments and use technology to translate mathematical representations and use
for calculations with imprecise measurements. equations. They should be able to solve equations
and inequalities through various methods. They
Geometry should be able to use basic concepts of functions to
Geometry in Basic Education should enable describe relationships.
students to:
Explore the characteristics and properties of two Data, Analysis and Probability
and three dimensional geometric shapes and Data, Analysis and Probability in Basic Education
formulate significant geometric relationships; should enable students to:
Use coordinate geometry to specify locations
and describe spatial relationships;
Use transformations and symmetry to analyze Statistics and statistical concepts extend basic skills
mathematical situations; to include analyzing and interpreting increasingly
Use spatial visualization, reasoning and complex data. Dealing with uncertainty and making
geometric modeling to solve routine and non- predictions and outcomes require understanding of
routine problems; not only the meaning of basic probability concepts
Use geometric proofs to develop higher-order but also the application of those concepts in problem
thinking skills (HOTS). solving and decision-making situations. Students
are expected to apply their understanding of number
This content strand addresses the goal of developing and quantity in solving problems involving data and
reasoning skills in formal and informal settings. The to use data analysis to broaden their number sense.
extension of proportional thinking to similar figures They are expected to be familiar with various graphs.
and indirect measurement is an important aspect of They should be able to make predictions from data
this strand. and be able to explain their reasoning.
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8 | The Framework
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The Framework | 9
!
CHAPTER 4
LOWER ELEMENTARY
MATHEMATICS (K-3):
KINDERGARTEN TO GRADE THREE
12 | Lower Elementary Grades (K-3)
T
R5
he mathematics taught in K-3 must be marked
by the following characteristics:
Experiential and hands-on
Numbers and Number Sense
This strand focuses on students understanding
of numbers (counting numbers, whole numbers,
R5 Informal fractions and decimals) properties, operations,
R5 Rich in basic and foundational concepts and skills estimation and their applications to real-world
R5 Integrated and mathematical situations. This centers on the
fundamental concepts of what numbers are, how
Consequently, this framework recommends the people use them and how systems of numbers
following to be staple features of mathematics operate.
instruction at these grades:
R5 Purposeful play and manipulative activities Students learn how to read, write and say numbers
R5 Focused informal discussions from experience by counting, measuring and putting
R5 Sensible repetition, drill and practice objects in a collection. They appreciate mathematics,
R5 Reasonable amount of memorization its usefulness and practical applications. Through
personal experience, they develop an understanding
There is no doubt that the content emphasis at of relative size, equivalent forms of numbers and the
these grade levels is Numbers and Number Sense use of numbers to represent attributes of real world
but Geometry and Measurement are key areas as objects and quantities. They develop number sense --
well. Likewise, the study of patterns and data are a sense of how much and how many in increasingly
important for students at these levels to develop varied and complex situations. Students learn the
deeper understanding of the nature of numbers and meaning of the four basic operations at these grade
number relations. levels -- when to use them and how to use them.
Cognitive Demands
General Objectives Specific Objectives
Content
The K-3 Numbers
Sub-Strand
and Number Sense
In K-3, all students are expected to:
Curriculum should
enable students to:
Read, write and Use real objects and models to understand place value of
Whole understand the the Base Ten system;
numbers, meaning, order and Read, write and say whole numbers;
fractions, relationship among Use whole numbers to count, order, group and re-group
and decimals numbers and number sets of objects;
systems Represent commonly used fractions and decimals.
Explain the different meanings of the four basic
Understand the operations of whole numbers;
Operations on meaning, use and Use and give the relationship among the four basic
whole numbers relationships between operations of whole numbers;
operations Use the operation(s) appropriate to a given situation;
Apply the properties of addition and multiplication.
Use thinking strategies for whole number computations;
Master basic number combinations for the four basic
Computation
Choose and use operations;
and estimation
different strategies to Use relevant methods and tools for computing from
in problem
compute and estimate among mental computation, estimation and pencil and
solving
paper computations to solve real world problems and to
verify answers or solutions.
Table 1. Cognitive Demands for the Study of Numbers and Number Sense at K-3
!
Lower Elementary Grades (K-3) | 13
They learn properties of numbers and operations time in hours and minutes, temperature in degree
and how they are related to each other (order, Celsius, weight in grams, length in meters, net worth
density, inequality, factor, multiples, ratios). They in money, capacity in liters, electricity consumed in
learn numerical patterns. They learn to think with kilowatt hours, speed in km per hour and others.
and communicate using their language and connect They learn to join units to represent other attributes
to the language of mathematics through pictures, such as area, speed and acceleration. They estimate
numerals and other symbols. They learn to apply physical properties of objects and learn to choose
various ways of computing (exact computations appropriate devices and units. They learn to use and
mentally, with paper and pencil, with technology appreciate measurements across jobs, interests and
and approximate computations with estimation disciplines (See Table 2).
strategies). They exhibit flexibility and critical
thinking in solving problems. In K-3, childrens work in measurement begins
with comparing. They look at objects and sets of
Measurement objects and compare which is bigger/smaller, longer/
The Measurement strand focuses on finding actual shorter, lighter/heavier, warmer/colder, faster/slower,
measurements of objects and their attributes. more/less. They use non-standard units to compare
Students use real tools to measure objects and events. for example, they use their body parts: hand span,
Measurements needed in the modern world include footsteps, arm span; or common objects: paper clips,
Cognitive Demands
General Objectives Specific Objectives
Content
Sub-Strand The K-3 Measurement
Curriculum should In K-3, all students are expected to:
enable students to:
Use real objects and models to order and compare
Basic concepts Know and understand
length, mass, size, capacity, money and time;
of attributes basic attributes of
Compare non-standard and standard measures;
of objects and objects and the different
Compare the English and the metric system;
systems of systems used to measure
Compare values of bills and coins and sets of them;
measurement these attributes
Read prices of items sold.
Use instruments and measuring devices (e.g., ruler,
meter stick, scale, graduated cylinder, measuring cups,
Understand, use and
Use of instruments thermometer, clock, calendar, etc.);
interpret readings from
and measuring Read and write measures of length, mass, capacity,
different instruments
devices time and temperature;
and measuring devices
Choose and use appropriate devices and units for
measuring attributes of objects.
Estimate length, mass, capacity and time spent in an
activity or between two given events;
Computation Choose and use Give correct change for money in a given transaction;
and estimation different strategies to Calculate perimeters and areas of planar figures and
in problem compute, estimate and volumes of prisms;
solving involving predict changes on Use appropriate methods and tools for computing
measurements measures from among mental computation, estimation and
pencil and paper computations to solve real world
problems and to verify answers or solutions.
Table 2. Cognitive Demands for the Study of Measurement at K-3
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14 | Lower Elementary Grades (K-3)
books, shoes. Later on, they learn about standard measurement in daily life. They learn how people
units of measure: the English system and the metric of different eras and different cultures measure
system. They learn to measure using the units within attributes of objects (sundial, number of bushels,
the metric system: centimeter (cm), meter (m) and electronic scales, digital clocks, etc.).
kilometer (km), gram (g) and kilogram (kg), milliliter
(mL) and liter (L). Students also learn to combine Geometry
units to measure other attributes or properties such Children have the natural desire to learn
as area and volume. They measure attributes using mathematics. They acquire many mathematical
different tools: ruler, meter stick, thermometer, scale, ideas even before they enter school. They explore
clock and calendar. patterns and investigate relationships with models
or real life objects which allow them to naturally
Students also learn to choose appropriate units and acquire knowledge of the properties of shapes
tools to measure physical attributes. They learn and structures. Geometric ideas are gradually
to physically estimate and allow for some degree developed and strengthened when children sort
of error. They learn to appreciate applications of things, measure, classify models of two- or three-
Cognitive Demands
General Objectives Specific Objectives
Content
Sub-Strand The K-3 Geometry
Curriculum should In K-3, all students are expected to:
enable students to:
Observe, describe, copy and draw shapes of familiar
Explore the
objects;
characteristics and
Two- and three- Give physical properties and characteristics of two- and
properties of two- and
dimensional three-dimensional geometric figures and classify these
three-dimensional
shapes and figures accordingly;
geometric shapes
geometric Compare and contrast among the geometric shapes;
and formulate
relationships Name, describe, illustrate and identify basic geometric
significant geometric
concepts such as point, line and plane;
relationships
Name, define, illustrate and identify types of angles.
Coordinate Use coordinate Describe, name and interpret relative positions and apply
geometry geometry to specify ideas about directions;
and spatial locations and describe Find and name locations using simple terms such as
relationships spatial relationships above, under, behind, near, between, to the left of, etc.
Use transformations Recognize shapes that have symmetry;
Symmetry and and symmetry to Create mathematical designs using slides, flips and turns;
transformations analyze mathematical Describe, illustrate and explain mathematical situations
situations where transformations and symmetry are applied.
Make, model, draw and describe images of objects,
Use spatial
patterns and paths through tessellations;
Spatial visualization,
Use characteristics and properties of two- and three-
visualization, reasoning and
dimensional geometric figures, descriptions of locations
reasoning and geometric modeling
to solve real world problems;
geometric to solve routine
Investigate and predict results of combining, subdividing
modeling and non-routine
and changing shapes and use these results to solve related
problems
problems.
Table 3. Cognitive Demands for the Study of Geometry at K-3
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Lower Elementary Grades (K-3) | 15
dimensional figures and start talking about the students are equipped with powerful tools to solve
reasons for doing so. Through Geometry, students mathematical and real world problems.
develop spatial sense, logical reasoning, analytical
thinking and the ability to make sense of the real The foundation of algebra must start in the preschool
world. Geometry is necessary in solving problems in level and develop in succeeding levels. This strand
other areas of mathematics and modeling real world extends from simple patterns to basic algebra
situations (See Table 3). concepts at the elementary level to functions at the
secondary level. The earlier the exposure of a student
For K-3 students, the focus is on developing students to informal algebraic processes, the more adept they
understanding of shapes, properties, relations and become at using formal algebra in higher levels (See
structures of objects in the environment. Table 4).
Cognitive Demands
General Objectives Specific Objectives
Content
The K-3 Patterns,
Sub-Strand
Functions and Algebra
In K-3, all students are expected to:
Curriculum should enable
students to:
Arrange numbers and quantities according to patterns;
Arrange geometric objects according to patterns in
Recognize and describe
their physical properties;
patterns in numbers and
Patterns, Describe the numerical as well as physical attributes
quantities, relationships
functions and and changes that could arise;
of properties of shapes
relations Represent patterns using words, tables, pictures and
and effects of quantitative
other graphical representations;
changes that might occur
Make generalizations about patterns, relationships and
changes that could arise.
Illustrate the properties of operations;
Identify the properties of commutativity, associativity,
Use language, pictures distribution and identity of whole numbers and
Language,
and symbols to represent rational numbers;
symbols and
and analyze mathematical Use concrete, pictorial and verbal representations
representations
situations to develop an understanding of whole and rational
numbers;
Use equations to represent number sentences.
Represent and understand Represent situations involving addition, subtraction,
Mathematical quantitative relationships multiplication and division of whole numbers and
modeling using mathematical fractions using pictures, objects and symbols;
models Make models to represent number sentences.
Table 4. Cognitive Demands for the Study of Patterns, Functions and Algebra at K-3
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16 | Lower Elementary Grades (K-3)
Cognitive Demands
General Objectives Specific Objectives
Content
The K-3 Data, Analysis
Sub-Strand
and Probability
In K-3, all students are expected to:
Curriculum should enable
students to:
Understand and interpret Read data from various charts, tables and graphs;
Interpretation of
data presented in charts, Describe and interpret data from charts, tables and
data representations
tables and graphs graphs.
Collect and record data;
Classify/sort objects according to varied categories;
Develop appropriate
Collection and Construct pictures, tables, charts and graphs to
skills for collecting and
organization of data represent data;
organizing data
Formulate and solve problems that require collecting
and sorting data and relate them to real life situations.
Develop strategies for Analyze data from pictures, tables, charts and graphs;
Data analysis analyzing data and use Use data to learn and solve real life problems and
these appropriately situations across other math strands and disciplines.
Describe actions and events that involve chance;
Develop understanding of
Use the language of chance (might, will, sure, certain)
Concepts of chance the concept of chance and
in describing actions and events;
of making predictions
Make simple predictions of events.
Table 5. Cognitive Demands for the Study of Data, Analysis and Probability at K-3
!
Lower Elementary Grades (K-3) | 17
Objectives: At the end of the lesson, the students must be able to:
1. Concretely represent a number as a sum of two addends;
2. Translate the concrete representation into a number sentence;
3. Demonstrate the meaning of the equal sign in a number sentence;
4. Supply the missing addends in number sentences of the forms x = y + z and w + x = y + z, where w, x ,
y and z are whole numbers.
Materials Needed: Colored popsicle sticks, masking tape, markers, pencils, accompanying activity and
exercise sheets.
!
18 | Lower Elementary Grades (K-3)
Activity Sheet 1
Sample Sheet Sample Output
3 3
3 = 3 =
3 = 3+0
3 = 3 =
3 = 2+1
3 = 3 =
3 = 1+2
3 = 3 =
3 = 0+3
!
Lower Elementary Grades (K-3) | 19
Section Sample
(to be cut out from Activity Sheet 1 and taped to Activity Sheet 2)
2+1
Activity Sheet 2
Sample Sheet Sample Output
3 3
= =
3+0 1+2
= =
2+1 0+3
1. 8 = ___ + 4 1. 4 + 5 = ___ + 3
2. 9 = 7 + ___ 2. 2 + ___ = 5 + 1
3. ___ = 6 + 3 3. ___ + 3 = 6 + 2
4. 3 + 5 = ____ 4. 7 + 4 = 6 + ___
5. 2 + ___ = 6 5. If the length of two sticks is equal to 14
6. 5 = ___ + 3 paper clips, what could be the length of each
7. 4 = 2 + ___ stick? Give 6 different answers.
8. Give 3 different ways of expressing the
number 10 as a sum of two numbers.
!
20 | Lower Elementary Grades (K-3)
GEOMETRY
Grade/Level: 2
Concept: Symmetry with respect to a line
Type of Instruction: Informal
Prerequisite knowledge and skills: Observing, illustrating, classifying and differentiating shapes
Materials Needed: drinking straws, notebooks, pencils, colored pencils, ruler, Exercise Sheets 1 and 2
Answers are shown on the board and evaluated by the students under
the guidance of the teacher.
!
Lower Elementary Grades (K-3) | 21
Exercise Sheet 1
Instructions: Draw a line to divide each shape into two identical parts? Can you find more lines? Use your
ruler and coloring pencils. Use a different color for each line.
Exercise Sheet 2
Instructions: Complete the figure by drawing the missing half of each shape.
!
22 | Lower Elementary Grades (K-3)
Materials Needed: Large and small cubes (cubes with different shapes on their faces), large and small
cubes (cubes with faces of different colors), colored pencils, Exercise Sheet 1
The teacher uses the cubes and prepares a sequence wherein the number In the activity where students
of cubes is the basis for the pattern (e.g.,, 1, 3, 5, _____, 9). The students are arranged from shortest to
are requested to replicate this sequence on their desks using their small tallest, the class may be divided
cubes. The teacher goes around and checks if the students were able to into two or more groups since it
perceive and extend the growing pattern, then draws out the students may be easier for students to see
description of the given pattern and uses these answers to explain about the other groups arrangement
growing patterns. than their own.
!
Lower Elementary Grades (K-3) | 23
Exercise Sheet 1
Instructions: What is the pattern? Draw the next shapes.
!
CHAPTER 5
UPPER ELEMENTARY
MATHEMATICS (4-6):
GRADES FOUR TO SIX
26 | Upper Elementary Grades (4-6)
Cognitive Demands
General Objectives Specific Objectives
Content
The 4-6 Numbers
Sub-Strand
and Number Sense
In Grades 4-6, all students are expected to:
Curriculum should
enable students to:
Use real objects and models to understand place value
of the base ten or decimal number system;
Use the place value structure of the base ten or
decimal number system to read, write and count whole
numbers and decimal numbers;
Read, write and
Express large numbers in exponential, scientific and
Whole numbers, understand the meaning,
calculator notation;
fractions and order and relationship
Represent the different meanings and uses of fractions
decimals among numbers and sets
through the use of different models and situations;
of numbers
Express numbers in equivalent forms from fractions, to
decimals, to percent and vice versa;
Use ratio and proportion to show quantitative
relationships;
Give the different uses and interpretations of integers.
Understand the meaning
Illustrate the different situations that model
and applications of
multiplication and division of whole numbers through
Operations on operations as well as the
concrete representations and real life situations;
whole numbers relationships between
Explain the four operations and their inverse
operations on whole
relationships.
numbers
Identify factors and multiples of numbers;
Understand the meaning Identify the greatest common factor and least common
Basic number of and relationships multiple of numbers;
theory between factors and Determine whether a number is prime or composite;
multiples of numbers Solve problems that make use of theories related to
factors, multiples, prime and composite numbers.
Demonstrate fluency and proper use of algorithms in
Computation the four basic operations involving whole numbers,
Choose and use different
and estimation fractions, decimals and integers;
strategies to compute
in problem Use estimation strategies and exact computational
and estimate
solving strategies from among paper and pencil methods,
mental computation and use of technology.
Table 6. Cognitive Demands for the Study of Numbers and Number Sense at 4-6
!
Upper Elementary Grades (4-6) | 27
Consequently, mathematics instruction given at stick, weighing scale, graduated cylinder, protractor
these levels is characterized by the following: and calculator. They explore the approximate
Experimentation and investigation nature of measurement and use different strategies
Focused problem solving with emphasis on in estimating reasonable measures. They begin to
multiple solutions and approaches understand the equivalence of some measures (e.g.,
Use of more efficient and practical procedures 1 cu. dm = 1 L = 1 kg of water).
and algorithms
Grasp of useful notations, symbols and theories At this level, students can make calculations and
Informal proofs measure amounts involving decimals and convert
from one unit of measure to another. Students
Numbers and Number Sense learn to read maps and charts with scaled measures.
Students at these grades demonstrate an They explore the relationship between perimeter
understanding of concepts and show mastery of the and area of plane figures, the circumference and
operations of whole numbers, decimals, fractions, diameter of circles and discover the formulas used
ratio and proportion, percent and integers. They in finding perimeter, area and volume. They solve
are able to apply these concepts and operations to a real life problems involving measure and investigate
variety of real life problems (See Table 6). measurements used in different areas such as work,
the performing arts, sports and leisure. Further,
Measurement students learn to appreciate the usefulness of
In grades 4-6, students continue their work in measurement in dealing with real life problems and
measurement with physical measurements of environmental issues such as pollution and climate
properties of objects. They continue to use tools change. (See Table 7).
and devices in measuring such as the ruler or meter
Cognitive Demands
General Objectives Specific Objectives
Content
Sub-Strand The 4-6 Measurement
Curriculum should In Grades 4-6, all students are expected to:
enable students to:
Discuss advantages of using standard and non-standard
Know and understand
measures, English and metric systems;
basic attributes of objects
Systems of Distinguish between the English and the metric
and the different systems
measurement systems;
used to measure these
Convert measures within the same system or from one
attributes
system to another.
Use of Design and use models to measure attributes of
instruments Understand, use and objects;
and measuring interpret readings from Find perimeters, areas, volumes of regular and
devices with an different instruments and irregularly shaped objects in everyday life;
understanding of measuring devices Use a protractor to measure angles;
what a unit is Construct and interpret scales of measurements.
Use estimation strategies and exact computational
Computations
Choose and use different strategies from among paper and pencil, mental
and estimations
strategies to compute, strategies and use of technology to solve problems
in problem
estimate and predict involving measures;
solving involving
effects on measures Calculate perimeters, areas, volumes of different planes
measurements
and solids and state the precision of the final measure.
Table 7. Cognitive Demands for the Study of Measurement at 4-6
!
28 | Upper Elementary Grades (4-6)
Cognitive Demands
General Objectives Specific Objectives
Content
Sub-Strand The 4-6 Geometry
Curriculum should In Grades 4-6, all students are expected to:
enable students to:
Define, illustrate, identify and classify different types
of triangles;
Investigate, interpret and justify results of
investigations on combining and subdividing two and
Explore the three dimensional figures;
Two- and three- characteristics and Define, construct and illustrate parallel and
dimensional properties of two and perpendicular lines;
shapes and three dimensional Make and test conjectures on the properties of
geometric geometric shapes and quadrilaterals and other polygons;
relationships formulate significant Define circles and related terms;
geometric relationships Understand relationships among angles, lengths,
perimeters, areas and volumes of geometric objects
Understand geometric relationships (e.g., congruence
and similarity);
Apply geometric relations to solve real life problems.
Use rectangular grids to locate geometric objects;
Use the rectangular coordinate plane to investigate,
Coordinate Use coordinate geometry
discover and analyze properties of lines and simple
geometry to specify locations
geometric shapes;
and spatial and describe spatial
Solve problems involving lines and simple geometric
relationships relationships
shapes with the use of the rectangular coordinate
plane.
Use transformations and Explore and state the attributes of transformations;
Symmetry and
symmetry to analyze Illustrate and describe transformations and symmetry
transformations
mathematical situations mathematically.
Create and interpret two- and three-dimensional
geometric figures from different perspectives;
Spatial Use spatial visualization,
Use geometric models to represent and explain
visualization, reasoning and geometric
numerical and algebraic relationships;
reasoning and modeling to solve
Recognize and apply geometric ideas and
geometric routine and non-routine
relationships in areas outside mathematics classroom;
modeling problems
Construct informal proofs of geometric ideas and
relationships.
Table 8. Cognitive Demands for the Study of Geometry at 4-6
!
Upper Elementary Grades (4-6) | 29
Patterns, Functions and Algebra to answer questions and problems objectively. They
At these grade levels, the mathematics learned begin to consider the importance of data collection
in this content strand leans heavily on making instruments, the size of the population from where
generalizations and using a variety of representations they will get their data and the role of samples. They
to illustrate patterns, relationships and phenomena describe data displays, discuss patterns and trends
such as rates of change. There is an increased found in data. They make inferences and conclusions
emphasis on establishing relations between sets consistent with data they gather.
and numbers, generalizing procedures and results,
as well as using modeling techniques to investigate Students realize that many events are unpredictable.
quantitative changes (See Table 9). They start to conduct simple experiments and
simulations to determine the probability of an event
Data, Analysis and Probability occurring. They start to define sample spaces for
In grades 4-6, students continue their work in identified events and make predictions regarding
classifying, collecting and organizing data in more the probability of events happening (See Table 10).
systematic ways using a variety of data displays. They
start to plan surveys, investigations and simulations
Cognitive Demands
General Objectives Specific Objectives
Content
The 4-6 Patterns,
Sub-Strand
Functions and Algebra
In Grades 4-6, all students are expected to:
Curriculum should
enable students to:
Extend and make generalizations about geometric and
Recognize and describe number patterns;
Patterns,
patterns, relationships, Represent and analyze patterns and relations with
functions and
changes among shapes words, tables and graphs;
relations
and quantities Investigate situations that depict change and different
possibilities for rates of change.
Algebraic Use algebraic symbols
Apply introductory concepts of variables;
symbols and to represent and analyze
Use equations to represent mathematical relationships.
representations mathematical situations
Investigate how variables change and relate such
Represent and change to other variables;
Mathematical understand quantitative Represent change and rates of change using tables,
modeling relationships using equations and graphs;
mathematical models Draw conclusions from problem situations involving
quantitative relations.
Table 9. Cognitive Demands for the Study of Patterns, Functions and Algebra at 4-6
!
30 | Upper Elementary Grades (4-6)
Cognitive Demands
General Objectives Specific Objectives
Content
The 4-6 Data, Analysis
Sub-Strand
and Probability
In Grades 4-6, all students are expected to:
Curriculum should
enable students to:
Read and construct data displays;
Understand and interpret
Evaluate data displayed on charts, tables, graphs;
Data data found in charts,
Describe distinctive features of a data display;
interpretation tables and graphs of
Draw conclusions and generalizations based on data
different kinds
gathered from investigations.
Plan and conduct an investigation requiring collecting
and organizing data related to a relevant problem or
Develop appropriate
issue;
skills for collecting,
Statistics Collect appropriate data for an investigation and
organizing and analyzing
organize these as needed;
data
Analyze and interpret the data in relation to the
purposes of an investigation.
Use the language of chance in carrying out simple
experiments or simulations (e.g., toss a coin, a die,
Develop skills in
cards, red and blue marbles from a bowl);
estimating probabilities
Construct a sample space and identify probabilities of
Probability and use probabilities for
events;
making predictions of
Determine probabilities based on the sample space;
events.
Make predictions based on experiments and using
basic theories of probability.
Table 10. Cognitive Demands for the study of Data, Analysis and Probability at 4-6
!
Upper Elementary Grades (4-6) | 31
MEASUREMENT
Grade/Level: 4
Concept: Perimeter
Type of Instruction: Reinforcement
Prerequisite knowledge and skills: Addition, multiplication, length, polygon
Objectives: At the end of the lesson, the students must be able to:
1. Find the perimeter of polygons;
2. State the rule for finding the perimeter of polygons.
Materials Needed: Paper and pencil, piece of wire, cut-out polygons, tape, textbook
All around you see different kinds of geometric figures. These figures You may draw these polygons
we see are made up of line segments. If a figure made up of segments on the board.
is closed, it is called a polygon.
Paste cut out figures on the board. Ask the pupils to name each figure. Ask What are polygons?
Write each name below each figure.
Polygons are closed figures made up of line segments that meet at the
endpoints (corners) called vertices.
!
32 | Upper Elementary Grades (4-6)
If we are to measure the length of this wire, we will be getting the Straighten the wire to show
triangles perimeter. Measure the length of the wire. that its length is the perimeter.
What if you have other polygons and you cannot straighten the sides
like this triangle, what shall we do?
Group the pupils by five. Give each group the activity sheet and This is an indoor activity. If the
distribute the materials for the activity. Let the pupils do the activity. floor of the room is made of
wood, an illustration board or a
piece of plywood may be used.
Activity Sheet
Perimeter
Materials: string 100 cm long, styrofoam, push pins, ruler, marker Discuss with the class the ideas
from this activity.
Procedure (Step 4) The length of sides
1. Measure the string. may vary according to the
2. Form any polygon by marking the corners with the push pins on polygon made by the pupils
the styrofoam. but should have a perimeter
3. Tie the string around the push pins to serve as sides of the polygon. close to 100 cm*.
4. Measure the sides of the polygon with a ruler. Use the centimeter (Step 5) Add the lengths of
units. How long is its side? What is the perimeter of the polygon? the sides of the polygon.
5. The distance that is covered by the string is called the perimeter. (Step 6) The number
Perimeter is the distance around a figure. How did you find the sentence is the sum of the
perimeter of your polygon? lengths of all the sides of
6. For the polygon you have made, write a number sentence relating the polygon.
the lengths of its sides and perimeter. (Step 7) Yes. The perimeter
7. Do you think this way of finding the perimeter of your polygon can of every polygon is the
also be applied to other polygons? Explain. sum of the lengths of all its
8. Using your ruler (use the centimeter units), find the perimeter of sides. Peri means around
the polygon below. and meter means measure.
!
Upper Elementary Grades (4-6) | 33
Yes, the different answers of the pupils from each group confirm it. Pupils might answer multiply
How then do we find the perimeter of a polygon? the sum of the length and
To find the perimeter of a polygon, add the lengths of all its sides. width by two if they formed a
Draw a rectangle on the board. If the sides of this rectangle are labelled rectangle. For a square measure
side 1, side 2, side 3 and side 4, what number sentence would represent its side and multiply it by four.
its perimeter?
How do you find the perimeter of a hexagon? A hexagon has six sides.
Answer: Add the lengths of
Practice Exercises: its sides. There should be 6
Find the perimeter of each polygon. addends.
!
34 | Upper Elementary Grades (4-6)
Objectives: At the end of the lesson, the students must be able to:
1. Define an integer;
2. Represent quantities using integers.
-4 -3 -2 -1 0 +1 +2 +3 +4
!
Upper Elementary Grades (4-6) | 35
How are the negative integers indicated? By using a minus sign before
the whole number. 3 is read as negative three.
How are the positive numbers indicated? Using a plus sign before the
whole number. + 5 is read as positive five.
The pairs +5 and -5 are called additive inverses. +5 and -5 have the same
distance (or equal spaces) from zero.
On the number line below, only a few integers are indicated. What
integers corresponds to the points A, B, C and D?
A B C D
-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7
The arrows above the number line shown below are used to show the
direction of counting and the number of spaces counted. Where did the Expected Answers:
count indicated by each arrow begin? 7 corresponds to Point A;
A B C 2 corresponds to Point B;
+3 corresponds to Point C;
-7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +6 corresponds to Point D.
Draw a number line and indicate by an arrow the count of spaces that
begins at - 2 and goes 5 spaces to the right. Draw on the same line to
show 6 spaces to the left of zero. Expected Answer:
Arrow A begins at -3 going to
Summary -7, Arrow B begins at -1 going
The set of whole numbers together with their opposites make up the to +2 and Arrow C begins at +6
sets of integers. This can be clearly shown by a number line, going to +4 i.e.,
Using set notation, a set of integers can be written as
I = { , -3, -2, -1, 0, 1, 2, 3, .}
-6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5
For clarity, a positive number is written with a plus sign and a negative
number with a minus sign. It is because of this that integers are also
called signed whole numbers. However, zero is neither a positive nor a
negative number. Integers are sometimes referred to as directed numbers
because they are used to indicate direction with respect to a reference
point.
!
36 | Upper Elementary Grades (4-6)
B. Draw your own number line and locate each point described.
1. Point A is 4 units to the left of zero
2. Point B is 9 units to the right of zero D A C E B
3. Point C is 5 units to the left of +5 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
Assessment: Answers:
1. Use the number line to indicate each integer described. Use any 1.
letter to label the integer on the number line.
a. 7 units to the right of zero and then another 4 units to the right a. the point is at +11
of the number just identified.
b. 10 units to the right of -7 and then 5 units to the left of the b. the point is at 2
number just identified.
!
Upper Elementary Grades (4-6) | 37
Objectives: At the end of the lesson, the students must be able to:
1. Understand terms related to sets;
2. Use set notations;
3. Perform operations on sets.
Place 16 math books and 24 science books on the table. Engage three The object of the conversation
pupils in a conversation about the books. is to discuss informal notions
of sets and comparisons of
Beatrice: We have 16 new math books. We have 24 new science books. numbers of elements in a set.
There are 8 fewer books in the set of math books.
Armando: There are 8 more books in the set of science books.
Mario: I think both of you are correct, even if youre saying it differently.
!
38 | Upper Elementary Grades (4-6)
We need not list all the elements of the set. We mat use, three dots to An finite set if a set in which all
represent elements that are not listed but are members of the set. its elements can be completely
Examples: listed. Otherwise, it is called an
E = {1, 2, 3, 4, }, infinite set.
E is the set of counting numbers.
F = {2, 4, 6, 8, 10, , 18, 20},
F is the set of even numbers greater than 0 but less than 20.
G = {..., 2, 1, 0, 1, 2,...},
G is the set of all integers.
What do you call the set where elements that belong to A or to B? It The union of set A and B is a
is called the union of the two sets. Consider sets A and B above. Their set consisting of elements that
union is the set {1, 2, 3, 4, 5, 6, 7, 8, 9}. belong to either A or B.
How do you describe the elements that belong to set A and set B? It is The intersection of set A and B
called the intersection of A and B. In the example, the intersection of A is a set consisting of elements
and B is an empty set since there are no elements in common. that belong to both A and B.
An empty set is a set without
elements. It is also called null
set.
!
TEACHER / STUDENT ACTIVITY TEACHING NOTES
Practice Exercises: Expected Answers
A. List the elements of the following sets: A. 1. M = { I, V, X, L, D, C, M}
1. The members of set M are the Roman numerals used to write numbers 2. C = { Sunday, Monday,
one through one thousand. Tuesday, Wednesday,
2. The members of set C are the days of the week Thursday, Friday, Saturday}
3. The members of set D are the weekdays after Saturday and before 3. D = { }
Sunday. 4. F = { 5,7 }
4. The members of set F are the odd numbers between 3 and 9.
B. N= { set of even numbers
B. Describe the sets: N = { 0, 2, 4, 6, 8, 10}, P = { 1, 3, 5, 7, 9, 11} from zero to ten}. P = { set
of odd numbers from one to
C. Use the following sets to answer exercises 6 to 11. eleven}
Y = { A, E, R, T, U, V, X }
Z = { A, B, I, L, N, O, P, R, S, T, U }
C.
1. What members of set Y are also members of set Z? 1. {A, R, U }
2. List the members of the union of set Y and Set Z. 2. {A, B, E, I, L, N, O, P, R, S, T,
3. How many elements are in set Y? U, V, X}
4. How many elements are in Z? 3. 7 elements
5. How many are in the union of set Y and set Z? 4. 16 elements
6. Why is the number of elements in the union of Y and Z not the 5. 14 elements
same as the sum of the elements of each set? 6. Because common elements
are only counted once.
Assessment: Allot 10 Minutes
1. List in a set the distinct letters in the word MISSISSIPPI. Expected Answers
2. If set A contains the different numerals used in 70,306 and set B 1. {M, I, S, P}
contains the different numerals in 5,035, what is the union of A and 2. The union is {0, 3, 5, 6, 7}. The
B? What is the intersection of A and B? intersection is {0, 3}.
CHAPTER 6
HIGH SCHOOL
MATHEMATICS (7-10/11)
42 | High School Mathematics (7-10/11)
Cognitive Demands
General Objectives Specific Objectives
Content
The 7-10/11 Numbers
Sub-Strand
and Number Sense
In Grades 7-10/11, all students are expected to:
Curriculum should
enable students to:
Operations on Understand the meaning,
whole numbers, use and relationships Compare the properties of numbers and number sets;
fractions, of operations on whole Show the effect of multiplication, division,
decimals and numbers that include exponentiation and extraction of roots on the
rational exponentiation and magnitude of numbers.
numbers extraction of roots
Demonstrate fluency in identifying factors and
Deepen understanding multiples of a set of numbers;
of factors and multiples Demonstrate fluency in identifying the greatest
Basic number
of numbers, prime and common factor and least common multiple of a set of
theory
composite numbers and numbers;
parity of numbers Solve problems involving factors, multiples, prime
and composite numbers and parity of numbers.
Computation Choose and use different Demonstrate fluency in operations with real numbers
and estimation in strategies to compute using mental computations, paper and pencil and
problem solving and estimate technology.
Table 11. Cognitive Demands for the study of Numbers and Number Sense at 7-10/11
!
High School Mathematics (7-10/11) | 43
attributes that are not easily accessible (e.g., height In pursuit of making learners learn independently
of a building, distance of an object from another). or interdependently, the construction of
They use measurement in other disciplines such as mathematical proofs opens an opportunity for
statistics, natural sciences and social sciences. them to demonstrate understanding of geometric
concepts and relationships, by way of assimilating,
Geometry recognizing and taking advantage of the interplay of
The focus of geometry in high school is the analysis the different strands in solving problems and using
of the properties and relationships that exist the results of investigations in meaningful ways.
among the different shapes and figures and the The justifications they exhibit in the mathematical
use of mathematical arguments and reasoning to proofs is a manifestation of their ability to think
formulate significant geometric relationships, rules analytically and critically.
and concepts.
Patterns, Functions and Algebra
Geometry seems to be the mathematics best In high school, students are expected to be able to
suited to develop critical thinking among students. perform representational activities involving algebra.
Given enough freedom to work and interact This includes translating information into algebraic
with the objects within their culture, learners do expressions (in which one or more of the quantities
communicate mathematically, exercise and improve may be unknown), generating functions to describe
their mathematical reasoning, make meaningful patterns or sequences and drawing out rules behind
mathematical connections and solve routine and numerical relationships.
non-routine problems analytically.
Cognitive Demands
General Objectives Specific Objectives
Content
The 7-10/11
Sub-Strand
Measurement
In Grades 7-10/11, all students are expected to:
Curriculum should
enable students to:
Know and understand
basic attributes of objects Establish relationships among units within the same
Systems of
and the different systems system;
measurement
used to measure these Establish relationships from one system to another.
attributes
Use of
Select and make use of appropriate units and tools to
instruments Understand, use and
estimate and measure length, area, volume, mass, time,
and measuring interpret readings from
temperature and angles;
devices with an different instruments and
Design a model using trigonometry (e.g., radian
understanding of measuring devices
measure) to find and interpret measures.
what a unit is
Use a variety of methods to calculate areas and volumes
Computations of planes and solids;
Choose and use different
and estimations Use concepts of rate, speed, velocity and density to
strategies to compute,
in problem solve real-world problems;
estimate and predict
solving involving [Optional explore varied ways of calculating areas
effects on measures
measurements and volumes (e.g., trapezoid rule, Simpsons rule and
integration).]
Table 12. Cognitive Demands for the study of Measurement at 7-10/11
!
44 | High School Mathematics (7-10/11)
Cognitive Demands
General Objectives Specific Objectives
Content
Sub-Strand The 7-10/11 Geometry
Curriculum should In Grades 7-10/11, all students are expected to:
enable students to:
Determine and analyze properties and characteristics
Explore the
of two and three dimensional objects;
Two- and three- characteristics and
Explore relationships including congruence and
dimensional properties of two- and
similarity, among classes of two and three dimensional
shapes and three-dimensional
objects; formulate and test conjectures and solve
geometric geometric shapes and
problems about them;
relationships formulate significant
Use trigonometric relationships to determine lengths
geometric relationships
and angular measurements.
Represent and examine properties of geometric shapes
Coordinate using coordinate geometry;
Use coordinate geometry
geometry Analyze geometric situations using the Cartesian
to specify locations
and spatial coordinate system and other coordinate systems (e.g.,
and describe spatial
relationships polar);
relationships
Investigate conjectures and solve problems involving
two- and three-dimensional objects.
Understand Represent transformations in the plane using graphs,
Symmetry and transformations and vectors and functions;
transformations symmetry to analyze Use transformations and symmetry to analyze
mathematical situations mathematical problems and situations.
Spatial Use spatial visualization,
visualization, reasoning and geometric
Use geometric models to solve problems;
reasoning and modeling to solve
Apply geometric models in other areas of mathematics.
geometric routine and non-routine
modeling problems
Learn to construct
Geometric geometric proofs and use Establish the validity of geometric conjectures using
proofs these to develop higher different types of proof and arguments.
order thinking skills
Table 13. Cognitive Demands for the study of Geometry at 7-10/11
!
High School Mathematics (7-10/11) | 45
Cognitive Demands
General Objectives Specific Objectives
Content
The 7-10/11 Patterns,
Sub-Strand
Functions and Algebra
In Grades 7-10/11, all students are expected to:
Curriculum should
enable students to:
Identify functions as linear and nonlinear; distinguish
their properties using tables, graphs or equations;
Represent and analyze patterns using tables, graphs,
words and symbolic rules;
Recognize and describe Relate and compare different forms of representation
Patterns,
patterns, relationships for a relationship;
functions and
and possible changes in Generalize patterns using functions;
relations
shapes and quantities. Compare properties of various classes of functions
exponential, polynomial, rational, trigonometric, etc.
Perform operations and transformations on functions
and equations;
Interpret representations of functions of two variables.
Use variables to represent unknown quantities;
Identify and recognize equivalent forms for algebraic
expressions;
Use algebraic symbols to represent situations and solve
problems;
Algebraic Use algebraic symbols Investigate relationships between algebraic functions
symbols and to represent and analyze and graphs of lines and curves;
representations mathematical situations. Classify equivalent forms of algebraic expressions,
equations, inequalities and relations;
Use algebraic symbols to represent and explain
mathematical relationships;
Write and solve equivalent forms of equations,
inequalities and systems of equations.
Model and solve problems using equations, graphical
and tabular representations;
Represent and
Determine functions that will model relationships
Mathematical understand quantitative
in a given situation by identifying the quantitative
modeling relationships using
relationship present;
mathematical models
Make conclusions about a situation represented by a
mathematical model.
Table 14. Cognitive Demands for the study of Patterns, Functions and Algebra at 7-10/11
!
46 | High School Mathematics (7-10/11)
Cognitive Demands
General Objectives Specific Objectives
Content
The 7-10/11 Data,
Sub-Strand
Analysis and Probability
In Grades 7-10/11, all students are expected to:
Curriculum should
enable students to:
Plan and implement surveys/investigations on current
issues or problems (e.g., environment, social events,
Develop appropriate
sports, music);
Descriptive skills for collecting,
Determine summary measures on data such as mean,
statistics organizing and analyzing
median, mode, range, standard deviation;
data
Discuss sampling and recognize its role in drawing
inferences and conclusions.
Understand, use and
Draw inferences, judgments from data displays;
Inferential interpret data presented
Use measures of central tendency, variability and
statistics in charts, tables and
association to describe and interpret data.
graphs of different kinds
Use probabilities of events to solve problems involving
chance;
Develop skills in
Use simulations to estimate probabilities;
estimating probabilities
Probability Apply concepts of probability to explain events in
and use probabilities for
genetics, sports and other games of chance;
making predictions
Use probability concepts in forecasting election results,
weather and other natural phenomena.
Table 15. Cognitive Demands for the study of Data, Analysis and Probability at 7-10/11
!
High School Mathematics (7-10/11) | 47
Objectives: At the end of the lesson, the students must be able to:
1. Identify an exponent, a base and a power;
2. Read an exponential expression correctly;
3. Simplify an exponential expression.
21 =2=2
22 = 2 (2) = 4
23 = 2 (2) (2) = 8
24 = 2 (2) (2) (2) = 16
25 = 2 (2) (2) (2) (2) = 32 The base is the number that is
taken as a factor, the exponent
Let us take the form 23 = 8. This is the exponential form of 8. The is the number of times the base
resulting number 8 is called the power, 2 is called the base and 3 is called is used as a factor and the power
the exponent. It is read as the third power of two is eight. is the product.
!
48 | High School Mathematics (7-10/11)
Synthesis:
Recall the previous activity on paper-folding. The paper remains a whole
if there are no more folds. So, 20 = 1
However, the paper has two parts after folding once. So, 21 = 2
Definition: a0 = 1 where a 0
i.e., any number raised to the zero power is equal to one.
Expected Answers:
243
35
Assessment:
Expected Answers:
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High School Mathematics (7-10/11) | 49
MEASUREMENT
Grade/Level: First Year
Concept: SI Base Units of Measure (with measuring tools); Attributes and properties Mass
Type of Instruction: Mastery
Prerequisite knowledge and skills: Whole numbers, fractions and exponents
Objectives: At the end of the lesson, the students must be able to:
1. Select and make use of appropriate units and tools to estimate and measure mass and weight
2. Interpret readings from different measuring devices for mass and weight.
!
50 | High School Mathematics (7-10/11)
A highway bridge should be built strong enough to carry 10 metric tons Answer: 1 000 kg
or more. How many kilograms is a metric ton?
Give some objects whose weight can be measure appropriately using Possible Answers
the following units: a) medicine pill
a) milligram b) carrot
b) gram c) truck
c) metric ton *or any other similar objects
As the converter shows, each unit is one-tenth the unit to its immediate
left. It can also be said that each unit is ten times the unit to its
immediate right.
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High School Mathematics (7-10/11) | 51
!
52 | High School Mathematics (7-10/11)
Objectives: At the end of the lesson, the students must be able to:
1. Differentiate range, standard deviation and variance;
2. Obtain/compute the range, standard deviation and variance of a given set of data;
3. Interpret the obtained value statistically.
Find the mean, median and mode for each set of data. Expected Answers:
a. 11, 12, 13, 14, 15 a. Mn = 13; Med = 13; no Mo
b. 11, 11, 13, 15, 15 b. Mn = 13; Md = 13; Mo = 11
c. 13, 13, 13, 13, 13 and 15
c. Mn = 13; Md = 13; Mo = 13
What do you notice?
We have three different sets of data but their mean and median are the
same.
Now, lets look at another aspect of the set of data. Which set is less
varied? Which set is more varied?
Lesson Proper:
You have studied how to obtain the range of a set of data. Obtain the Allot 40 minutes.
range of each set of data. Range = maximum value
minimum value.
a. 11, 12, 13, 14, 15 Expected Answers
b. 11, 11, 13, 15, 15 a. 4
c. 13, 13, 13, 13, 13 b. 4
c. 0
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High School Mathematics (7-10/11) | 53
Note: A smaller value of variability indicates that the data is less varied,
is homogeneous or uniformly distributed and/or consistent.
!
54 | High School Mathematics (7-10/11)
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Suggested Content Emphases and Nature of Instruction | 55
CHAPTER 7
SUGGESTED
CONTENT EMPHASES AND
NATURE OF INSTRUCTION
I n this chapter, tables that contain specific content topics for each of the five content strands are presented.
Each table indicates the nature of instruction that the framework suggests mathematics teachers follow
in their classes. The chart indicates which content topics are to be emphasized at each grade cluster and
the nature of instruction at the grade levels. Some content details and other details involving instructional
implementation (e.g., use of technology) are not covered in this document to give teachers and school
department heads more flexibility to implement the curriculum.
!
56 | Suggested Content Emphases and Nature of Instruction
Table 16. Content Strands and Sub-strands for Numbers and Number Sense
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
w u r p Q
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Suggested Content Emphases and Nature of Instruction | 57
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
2.4 Estimation w u r r p
2.5 Simplification w u r p Q Q
2.6 Evaluation of fraction
u r p
sentence
3. Decimals
3.1 Conceptual understanding
(includes reading, writing, w u r r r p
ordering, renaming)
3.2 The four operations
3.2.1 Addition u r p Q
3.2.2 Subtraction u r p Q
3.2.3 Multiplication u r p Q
3.2.4 Division u r p Q
3.3 Problem solving/application to
u r r p
real world situations
3.4 Estimation u r r p
3.5 Scientific Notation u r r p
4. Percent
4.1 Conceptual understanding
(includes renaming, reading, w u r p
writing, ordering, comparing)
4.2 Problem solving/application to
real world situations (includes u r p
% formula)
5. Ratio and Proportion
5.1 Conceptual understanding
(includes reading and writing, w w u r p
meanings and representations)
5.2 Unit rates u r p
5.3 Types of proportion (partitive,
w u r r p
direct, indirect)
5.4 Problem solving / application
w u r r p
to real world situations
6. Integers
6.1 Conceptual understanding
(includes reading, writing, w u r p Q Q
ordering)
w u r p Q
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Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
6.2 Operations (meaning,
properties, algorithms)
6.2.1 Addition u p Q
6.2.2 Subtraction u p Q
6.2.3 Multiplication u p Q
6.2.4 Division u p Q
6.3 Problem solving/application to
u r p
real world situations
6.4 Estimation u r p
6.5 Simplification (negative sign) u r p
6.6 Evaluation of number
u r p
sentences
7. Rational Numbers
7.1 Conceptual understanding
(meaning, representations, u r r r p
renaming)
7.2 The four operations u r r r p
7.3 Problem solving / application
u r r r p
to real world situations
7.4 Estimation u r r p
7.5 Simplification u r r p
8. Irrational Numbers
8.1 Conceptual understanding
(includes reading, writing, its u r r p
meaning and properties)
9. Real Numbers
9.1 Real Number System u r r r p
9.2 Properties u r r r p
9.3 Number Line w w u r r p
10. Complex Numbers (concept and
u r
expression)
w u r p Q
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Suggested Content Emphases and Nature of Instruction | 59
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
1. Measurement
1.1 Concept and meaning (including units) w w u u r p Q Q
1.2 Process of measuring w w w u r p Q Q
1.3 Estimation w w u r r r p
2. Systems of Measure
2.1 Non-standard w w u r r p Q Q
2.2 Standard w w u r r r p Q Q
2.2.1 Metric w u r r r r p
2.2.2 Others (e.g., English) w w w u r r p
2.2.3 Conversion of units u r r p
3. Physical attributes to be measured
3.1 Linear
3.1.1 Length/Distance w w u r r r r p
3.1.2 Perimeter w u r r p Q Q
3.1.3 Circumference w w u r r p Q Q
3.2 Area
3.2.1 Area of polygons w u r r r p Q Q
3.2.2 Area of a circle w w u r r p Q Q
3.2.3 Surface area w w u r r p Q Q
3.3 Volume and Capacity w w u r r r p Q Q
3.4 Time and Money w w u r r r p
3.5 Mass/Weight w w u r r p
3.6 Temperature w w u r r p
3.7 Angle w w w w u r r r p
4. Utilities
4.1 Water meter reading u r r p
4.2 Electric meter reading u r r p
5. Scales
5.1 Drawing and interpreting scales w w u r r p
5.2 Maps w w u r r p
6. Rate, Speed, Velocity and Density
6.1 Concept and meaning w u r r r p
6.2 Computation w u r r r p
w u r p Q
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60 | Suggested Content Emphases and Nature of Instruction
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
1. Basic Concepts in Geometry
1.1 Points (postulates and
w w u r r p
relationships)
1.2 Lines
1.2.1 Postulates w w u r r r p
1.2.2 Kinds of rines (e.g.,
curve, broken, vertical,
w w w w u r p
horizontal, diagonal/slant
lines)
1.2.3 Relationships among
lines
1.2.3.1 Intersecting lines w w w w w u r p Q Q
1.2.3.2 Perpendicular lines w w w w w u r p Q Q
1.2.3.3 Parallel lines w w w w w u r p Q Q
1.2.3.4 Skew lines w u r r p
1.2.3.5 Concurrent lines w w w u r r p
1.2.4 Line segments
1.2.4.1 Definition and
w w w u r r p
Notation
1.2.4.2 Properties of line
segments (e.g., distance
between two points,
midpoint and other w w w u r r p
segment bisectors,
congruence, segment
addition postulate)
1.2.5 Ray w w w u r p
1.3 Angles
1.3.1 Basic concepts (e.g.,
definition and notation, w w w w u r p
kinds of angles)
1.3.2 Properties of angles (e.g.,
congruence, comparison, w w w u r p
addition and bisection)
1.3.3 Construction w w w u r r p
w u r p Q
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Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
1.3.4 Angle relationships
(e.g., linear pair,
w u r p
adjacent, complementary,
supplementary, vertical)
1.3.5 Parallel lines, transversals
and angles formed by w u r p
them
2. Shapes
2.1 Polygons
2.1.1 Basic concepts (e.g.,
w w w w u r p Q Q
terms, classifications)
2.1.2 Properties of polygons
(e.g., number of diagonals, w w w w u r r p Q
angle sums)
2.1.3 Congruence w w w w w w u r r p
2.1.4 Similarity w w w w w w u r r p
2.1.5 Triangles
2.1.5.1 Classification
(according to sides and w w u r p Q Q
angles)
2.1.5.2 Angles in a triangle
(e.g., angle sum
w w w w u r r p Q Q
theorem, exterior angle
theorem)
2.1.5.3 Congruence w w w w w w u r r p
2.1.5.4 Similarity w w w w w w u r r p
2.1.5.5 Median, altitude and
w w w u r r p
angle bisector
2.1.5.6 Triangle inequality w w u r r p
2.1.5.7 Right triangles
2.1.5.7.1 Pythagorean
w w w u r p
theorem
2.1.5.7.2 Special right
u r p
triangles
2.1.5.8 Area w u r r p Q Q
2.1.6 Quadrilaterals
2.1.6.1 Classification w w w w u r p Q Q
w u r p Q
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62 | Suggested Content Emphases and Nature of Instruction
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
2.1.6.2 Properties (e.g.,
parallel sides for
w w w u r p Q Q
parallelogram, right
angles for rectangle)
2.1.6.3 Area w u r r r p Q Q
2.2 Circles
2.2.1 Basic concepts
(e.g., definition and
identification of circle,
w w w w u r r r r r p
center, radius, diameter,
chord, tangent, secant, arc,
angles, )
2.2.2 Properties (e.g., Thales
u r r p
theorem)
2.2.3 Equation u r p
2.2.4 Area w w u u r p Q Q
2.2.5 Circumference w w u u r p Q Q
2.3 Construction (includes paper
w w w w w w w u r r r
folding and drawing)
2.4 Solids
2.4.1 Identification and
w w w w w u r p
classification
2.4.2 Volume w w u r r r p
2.4.3 Surface area w w u r r p
3. Logic and Proofs
3.1 Making and justifying
w w w u r r r r
assertions
3.2 Reading and interpreting
mathematical arguments
u r r r
(including determining the
validity of an argument)
3.3 Simple proofs (e.g., analogy,
inference, inductive and
w u r r r r r r
deductive reasoning, indirect
proof )
w u r p Q
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Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
3.4 Formal proof (including
conditional and biconditional
statements, logic, using u r
postulates, proving theorems
and corollaries)
4. Spatial Relationships
4.1 One-dimensional
4.1.1 Relative position (e.g.,
up-down, east-west-
w u r p
north-south, above-
below)
4.1.2 Directed distance u p
4.2 Two-dimensional / Cartesian
coordinate system
4.2.1 Basic concepts (e.g.,
coordinate axes, points on w w u r p
a plane)
4.2.2 Undirected distance w w u r p
4.2.3 Figures and shapes in a
w u r r p
Cartesian plane
4.2.4 Drawing points and
figures corresponding
w u r r p
to given properties on a
Cartesian plane
5.Transformations (optional) and Symmetry
5.1 Tessellations w w w w u r r r
5.1 Reflections (flips) w w w w w u r r
5.2 Translations (slides/glides) w w w w u r r
5.3 Rotations w w u r r
5.4 Symmetry
5.4.1 with respect to a line w w w u r r r r r r r
5.4.2 with respect to a point u r r r
5.5 Combinations of
u r r
transformations
w u r p Q
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64 | Suggested Content Emphases and Nature of Instruction
Table 19. Content Strands and Sub-strands for Patterns, Functions and Algebra
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
1.The Language of Algebra
1.1 Historical background and
w u r
development
1.2 Mathematical symbols (e.g.,
symbols of relations and w w u r r r r r r r
operations)
1.3 Algebraic concepts (variables,
w w w w w w u r r r p
constants and coefficients)
2. Sets
2.1 Basic concepts (e.g., set
notations, element, types, w w w w w w u r p
naming of sets)
2.2 Set relations (e.g., disjoint sets,
subsets, equal and equivalent w w w w w w u r p
sets)
2.3 Set operations (e.g., union,
intersection, complement of a w w w w w w u r r r p
set)
2.4 Problem solving w w w w w w u r r r p
3. Algebraic Expressions
3.1 Evaluating algebraic
w w w w u r p
expressions (formal, informal)
3.2 Simplifying expressions
(identifying and combining w w w w w u r p
like terms)
3.3 Other representations (formal,
informal)
3.3.1 Translating word phrases
to algebraic expressions w w w w w u r p
and vice versa
3.3.2 Translating pictorial
representations (e.g., area)
w w w w w u r p
to algebraic expressions
and vice versa
3.3.3 Patterns
3.3.3.1 Using mathematical
symbols to represent w w w u r r p
patterns
w u r p Q
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Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
3.3.3.2 Finding the next term
w w w w w u r r p
in a sequence
3.3.3.3 Building a sequence
(numerical and w w w w w u r r r r r
geometric)
3.3.4 Translating data from
tables and graphs to
w w w u r r p
algebraic expressions and
vice versa
4. Exponents
4.1 Basic concepts (e.g.,
w w u r r p
definitions and notations)
4.2 Laws of exponents w u r p
4.3 Forms of exponents (e.g., zero
exponent, negative exponent, w u r p
fractional exponent)
4.4 Solving exponential equations u r p
4.5 Problem solving and
u r r p
applications
5. Polynomials
5.1 Basic concepts (e.g., definition,
identifying and differentiating
u r p
polynomials from other
algebraic expressions)
5.2 Classification of polynomials
(e.g., according to number of u r p
terms and degree)
5.3 Operations
5.3.1 Addition, subtraction,
multiplication, division
u r r p
and synthetic division
(algorithmic)
5.3.2 Alternative
representations and
strategies for performing u r p
operations (e.g., algebra
tiles, lattice method)
5.4 Special products u r p
5.5 Factoring u r r p
w u r p Q
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66 | Suggested Content Emphases and Nature of Instruction
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
6. Roots and Radicals
6.1 Basic concepts (e.g., definition
and parts of a radical and w u r r p
radical expressions)
6.2 Simplifying roots and radical
expressions
6.2.1 Mental w u r
6.2.2 Paper and pencil u r r p
6.3 Radicals as expressions
u r r p
involving rational exponents
6.4 Operations
6.4.1 Addition and subtraction u r r p
6.4.2 Multiplication u r r p
6.4.3 Division (rationalizing
monomial and binomial u r r p
denominators)
6.5 Solving equations involving
u r r p
radicals
6.6 Problem solving and
applications (including
u r r p
solutions involving the
Pythagorean theorem)
7. Rational Expressions
7.1 Basic concepts (identifying
and differentiating from other u r r p
algebraic expressions)
7.2 Equivalent rational
expressions (e.g., reducing
to lowest terms and writing u r r p
rational expressions to higher
terms)
7.3 Operations (addition,
subtraction, multiplication, u r r p
division)
7.4 Complex fractions u r r p
w u r p Q
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Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
7.5 Solving rational equations u r r p
8. Equations in 1 Variable
8.1 Basic concepts
8.1.1 Differentiating algebraic
expressions from algebraic w u r
equations
8.1.2 Other representations
(formal, informal)
8.1.2.1 Translating word
sentences to algebraic w u r p
equations and vice versa
8.1.2.2 Translating
patterns and pictorial
representations (e.g., w u r p
area) to algebraic
equations and vice versa
8.1.2.3 Translating data from
tables and graphs to
w u r p
algebraic equations and
vice versa
8.1.3 Axioms of equality u r p
8.1.4 Algebraic proof u r r p
8.2 Solving linear equations in
u r p
one variable
8.3 Absolute value equations
8.3.1 Concept of |x| w u r p
8.3.2 Solving w u r r r
8.4 Problem solving and other
real life applications (patterns,
number, geometry, coin, w u r r p
mixture, distance/motion,
work, investment, etc)
9. Linear Inequalities in One Variable
9.1 Basic concepts (e.g., symbols
and notations: inequality, w u r r p
interval, graph, set)
w u r p Q
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68 | Suggested Content Emphases and Nature of Instruction
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
9.2 Other representations
translating to and from
mathematical inequality, word
w u r r p
sentences, patterns, pictorial
representations, tables and
graphs)
9.3 Solution of an inequality
9.3.1 Axioms and properties u r r p
9.3.2 Simple linear inequality u r p
9.3.3 Compound linear
u r r p
inequality
9.3.4 Absolute value inequality u r r
9.3.5 Quadratic inequality u r r
9.4 Problem solving and real life
u r r p
applications
10. Cartesian Coordinate System
10.1 Basic concepts (e.g., axes,
coordinates quadrants, point w u r r p
plotting)
10.2 Distance between 2 points
(having the same different x u r r p
and y coordinates)
10.3. Midpoint of a line segment u r r p
11. Linear Equations in two variables
11.1 Slope of a line u r p
11.2 Intercepts and solutions u r p
11.3 Vertical and horizontal lines u r p
11.4 Graphing a line given its
equation or satisfying given u r p
characteristics
11.5 Finding the equation of
a line given its graph or u r p
satisfying given characteristics
11.6 Parallel and perpendicular
u r p
Lines
11.7 Problem solving and real life
u r p
applications
w u r p Q
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Suggested Content Emphases and Nature of Instruction | 69
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
12. Linear Inequalities in Two Variables
12.1 Graphing linear inequalities
u r p
in two variables
12.2 Problem solving and
u r p
applications
13. Quadratic Equations and Functions
13.1 Basic concepts (e.g.,
u r r p
definition, standard form)
13.2 Translating from word
expressions to quadratic u r r p
equations and vice versa
13.3 Solving quadratic equations
(factoring, completing the
u r r p
square, using the quadratic
formula)
13.4 Nature of roots and the
u r r p
discriminant
13.5 Forming a quadratic equation
given its roots or properties u r r p
about its roots
13.6 Problem solving and real life
u r r p
applications
13.7 Parabola
13.7.1 Finding the vertex/
maximum/minimum and u r r r
the line of symmetry
13.7.2 Problem solving and
u r r p
real life applications
13.8 Expressing the quadratic
function as an equation in
standard form, critical point u r r p
form, a table of values or a
graph
13.9 Determining characteristics
of the graph (e.g., direction of
u r r p
opening, width, shifts) given
the equation
w u r p Q
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70 | Suggested Content Emphases and Nature of Instruction
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
14. Functions and Relations
14.1. Basic Concepts (e.g., terms,
notations and representations
such as set of ordered pairs, u r p
mapping diagram, table of
values, equations, graphs)
14.2 Differentiating functions and
relations using ordered pairs,
u r p
graph, the vertical line test,
function rule
14.3 Domain and range of a
function (function rule, word u r p
sentence, set of data and graph)
14.4 Special Functions and their
graphs (Constant, identity,
u r p
absolute value, rational, radical,
greatest integer, etc.)
14.5 Basic operations on functions
(addition, subtraction, u r p
multiplication, division)
14.6 Composition of functions u r p
14.7 Inverse of a function (finding
the inverse, graph, role of one- u r p
to-one correspondence)
14.8 Other important
characteristics used in graphing
u r p
(intercepts, symmetry and
asymptotes)
15. Polynomial Equations and Functions
15.1 Basic concepts u r p
15.2 Roots of polynomial
functions
15.2.1 Finding roots (synthetic
division, factoring, u r
rational root test)
15.2.2 Finding the equation
u r
given the roots
15.3 Important theorems factor,
remainder, fundamental u r
theorem of algebra
w u r p Q
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Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
15.4 Graphs of polynomial
u r
functions
15.5 (optional) Additional topics:
Pascal's Triangle and Binomial u r r
Theorem
15.6 Problem solving and real life
u r r r
applications
16. Sequences and Series
16.1 Basic concepts (e.g.,
u r p
definitions and notations)
16.2 Sigma notation u r
16.3 Arithmetic sequence and
u r p
series
16.4 Geometric sequence and
u r p
series
16.5 Problem solving and real life
u r r
applications
16.6 Other types of sequences u r
17. Variation
17.1 Basic concepts (e.g.,
definition and types)
17.1.1 Direct and inverse u r r p
17.1.2 Direct square u r
17.1.3 Joint u r
17.2 Translating statements into
from a table of values, word
u r r p
expression, graph or algebraic
equation
17.3 Problem solving and real life
u r r p
applications
18. Systems of Equations and Inequalities
18.1 Systems of two linear
equations in two unknowns
18.1.1 Types of systems u r r p
18.1.2 Solving systems
graphically and u r r p
algebraically
w u r p Q
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72 | Suggested Content Emphases and Nature of Instruction
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
18.1.3 Problem solving and
u r r p
real life applications
18.2 Systems of three linear
equations in three unknowns
18.2.1 Solving systems
graphically and u r r
algebraically
18.2.2 Problem solving and
u r r
real life applications
18.3 Systems of linear inequalities u r r
18.4 Non-linear systems u r r
18.5 (Optional) Using matrices
to solve systems of linear u r r
equations
19. Quadratic Relations
19.1 Other conic sections (circle,
ellipse, hyperbola, degenerate u r
conics)
20. Circles
20.1 Basic concepts (e.g., center,
radius, diameter, secant, w w w u r r p
tangent)
20.2 Finding the equation of a
u r r p
circle
20.3 Graphing a circle u r r p
20.5 Problem solving and real life
u r p
applications
21. Circular Functions and Trigonometry
21.1 The unit circle u r p
21.2 Angle measures u r r
21.3 Conceptual understanding of
u r r
circular functions
21.4 Evaluation of circular
u r r
functions
21.4.1 Special values u r
21.4.2 (Optional) Using
u r
trigonometric tables
21.4.3 Using technology u r
w u r p Q
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Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
21.5 Graphs and behavior of
u r
circular functions
21.6 Trigonometric identities
21.6.1 Fundamental identities u
21.6.2 Other trigonometric
u
identities
21.7 Inverse trigonometric
u
functions
21.8 Solving trigonometric
u
equations
21.9 Solving right triangles u r p
21.10 Solving oblique triangles u
22. Exponential and Logarithmic Functions
22.1 Differentiating from other
functions and identifying u r
given a table of values or graph
22.2 Properties and laws of
u r
logarithms
22.3 Domain and range u r
22.4 As inverse functions u r
22.5 Graphing u r
22.6 Solving exponential and
u
logarithmic equations
22.7 Problem solving and real life
applications (e.g., compound
u
interest, exponential growth
and decay)
w u r p Q
Informal Formal Introduction Reinforcement Mastery Review
!
!
74 | Suggested Content Emphases and Nature of Instruction
Table 20. Content Strands and Sub-strands for Data, Analysis and Probability
Knowledge/Skills K 1 2 3 4 5 6 7 8 9 10/11
1. Data Collection (observation,
investigation, interview, w w w w u r r r r r p
questionnaire)
2. Data Organization and Presentation
2.1 Tables (simple table, frequency
w w u r r r r r r r p
table)
2.2 Graphs
2.2.1 Pictographs w w u r p
2.2.2 Bar graphs w w u r p
2.2.3 Line graphs w w u r p
2.2.4 Circle graphs w w w u r p
2.2.5 Histograms w u r p
3. Data Interpretation
3.1 Pictographs w w u r p
3.2 Bar graphs w w u r p
3.3 Line graphs w w u r p
3.4 Circle graphs w w u r p
3.5 Histograms w u r p
4. Statistical Measures
4.1 Measures of central tendency
4.1.1 Mean w u r p
4.1.2 Median w u r r r p
4.1.3 Mode w u r r r p
4.2 Measures of dispersion
4.2.1 Range w w w u r r r
4.2.2 Variance w u r r
4.2.3 Standard deviation u r
5. Probability
5.1 Concept and definition w w w w w u r r r r
5.2 Permutations w w w u
5.3 Combinations w w w u
w u r p Q
Informal Formal Introduction Reinforcement Mastery Review
!
!
Assessment Targets | 75
CHAPTER 8
ASSESSMENT TARGETS
T o support the vision for school mathematics in the Philippine Basic Education curriculum, it is also
important to provide assessment strategies and guidelines. The assessment targets in this chapter
illustrate the high expectations each student should strive for and reach.
Whereas the prevailing belief was that successful The Assessment Tasks
mathematics learning is evidenced by computational
proficiency (National Research Council, 2001), Assessment tasks are given for each specific objective
this document emphasizes clarity in what a expected for each student. These examples must be
mathematically competent student is expected to do taken as a guide in helping educators gain evidence
at the terminal year of each cluster. In this light, of student achievement through varied methods.
the assessment tools given not only provide evidence Students are expected to be able to perform these
about a students computational facility but also tasks by the end of Grades 3, 6 and 10/11. Further,
about each students ability to apply mathematical the cognitive demand(s) associated with each of
concepts and reasoning to real-life situations, see these assessment targets are also indicated.
and generalize patterns in diverse situations, read
and communicate mathematics. This is done by
examples which require students to go beyond
answering problems with closed and clear-cut
answers. The questions are particularly chosen to
encourage students to investigate concepts, make
conjectures and connections, show reasoning and
communicate ideas.
!
76 | Assessment Targets
Visualizing
!
Assessment Targets | 77
Knowing, Proving
b) Use and give the relationship If 3 x 4 = (3 x 6) (3 x 2), use a similar property to fill in
among the four basic operations of the blanks.
whole numbers.
(a) 7 x 6 = (7 x 5) + _____
(b) ____ = (3 x 4) + (4 x 4)
Using the three digits 2, 4 and 8 and only one addition
sign, which arrangement would give the largest sum? (ex:
24 + 8 vs 28 + 4). What arrangement would give the small-
est product using one multiplication sign?
I want to buy a 95-peso book. If I have saved 63 pesos,
how much more money do I need?
Robert wants to give two candies apiece to himself, Maria,
Julius and Sandy. How many candies should he buy from
the store? Solve this problem (a) using addition and (b)
using multiplication.
Mother just bought a 500-gram pack of powdered orange
juice. If she uses 15 grams to make a single glass of juice,
Knowing, Computing, how many glasses can she make? How much powdered
Applying, Proving orange juice will be left over?
c) Use the operation(s) appropriate to My brother used 20 cacao tableas to bake two dozen
a given situation. cupcakes. How many tableas does he need to make half a
dozen cupcakes?
R5 It takes around 1945 kilograms of pineapple leaves to make
126 meters of pia cloth. How many kilograms of leaves
are used for 1 meter of pia cloth?
R5 Which store gives the better deal: one which sells shirts at
3 for 100 pesos or one which sells the same kind of shirts
at 4 for 125 pesos?
R5 In a given survey, 12573 people regularly ride the jeepney.
Of these, 4986 are students and 753 are senior citizens.
How many of the people who regularly ride jeepneys are
Computing, Solving, Applying neither students nor senior citizens?
!
78 | Assessment Targets
Computing
c) Use appropriate methods and tools 688 429 is closest to:
for computing from among mental (a) 200 (b) 300 (c) 400 (d) 250
computations, estimation and pencil
If 60 + 70 is 130, what is 65 + 77? Explain your method.
and paper computations to solve
real world problems and to verify Gemma went to the grocery with 100 pesos in her wallet.
answers or solutions If she wants to buy two packs of juice at 37 pesos each and
a bar of soap for 21 pesos, will she have enough money to
buy all three items?
A young boy needs 2755 calories per day. If he has already
eaten 1246 calories worth of food, how much more is
Computing, Applying, Proving needed to complete the requirement?
!
Assessment Targets | 79
!
80 | Assessment Targets
Computing, Solving
!
Assessment Targets | 81
Computing, Applying
!
82 | Assessment Targets
R5 Find and draw objects found in your school that has the following
shapes.
Visualizing, Knowing
b) Describe the physical R5 How many sides and corners do the following shapes have?
properties and a) square
characteristics of two and b) rectangle
three dimensional geometric c) triangle
figures and classify these d) pentagon
figures accordingly. e) hexagon
Visualizing, Knowing R5 Give examples of solids that roll.
c) Compare and contrast R5 Color the two shapes that match.
among the geometric shapes.
!
Assessment Targets | 83
a b c d
R5 Find out if it is possible to draw a triangle with
(a) exactly one acute angle
(b) three acute angles
(c) two right angles
(d) two acute angles and one right angle
Visualizing, Knowing, Proving (e) two obtuse angles.
2. Use coordinate geometry to specify locations and describe spatial relationships.
a) Describe, name and
interpret relative positions
and apply ideas about
directions.
!
84 | Assessment Targets
Vizualising, Applying
3. Use transformations and symmetry to analyze mathematical situations.
a) Recognize shapes that R5 Which of the following letters are symmetrical? Draw the line or
observe symmetry. lines of symmetry for each of the symmetrical figures.
Visualizing, Knowing
!
Assessment Targets | 85
Trace around the piece. Slide, flip orturn the piece to create the
following patterns.
R5 If the cube were tipped over to the left, which of the following will
you see?
Visualizing, Applying
c) Describe, illustrate R5 Find objects in your classroom that have a line of symmetry.
and explain situations R5 Find an object such as a table cloth which has a repeating pat-
where mathematical tern. Identify the basic pattern. Explain how the whole pattern was
transformations and obtained using flips, slides orturns.
symmetry are applied.
R5 Look for ethnic cloth/banig designs where reflections and rotations
Visualizing, Knowing, Proving are used to create the repeating pattern. Identify the basic design.
4. Use spatial visualization, reasoning and geometric modeling to solve routine and non-routine
problems.
a) Make, model, draw and R5 Design a tessellation unit by cutting one edge of a square and slid-
describe images of objects, ing it to the opposite edge. Use this piece to cover a large surface.
patterns and paths through How do you know that this tessellation unit could indeed cover a
tessellations. surface without overlapping and without any gaps?
Visualizing
!
86 | Assessment Targets
Visualizing
c) Investigate and predict R5 Can a square be formed using (a) 2, (b) 3, (c) 4, (d) 5, (e) 6 (f ) 7
results of combining, tangram pieces? Show your results. Use 5 tangram pieces to form
subdividing and changing a) a trapezoid and b) a rectangle that is not a square.
shapes and use these results R5 Fold a square any number of times and use a pair of scissors to cre-
to solve pertinent problems ate the following designs. Use as few cuts as possible.
Visualizing, Proving
!
Assessment Targets | 87
Visualizing, Knowing
b) Arrange geometric objects R5 Arrange the five objects so that objects that are beside each other
according to patterns in share a common property (size, shape orcolor).
their physical properties.
Visualizing
c) Describe the numerical as R5 Determine the next figure in the following pattern and explain
well as physical attributes your work.
and changes that could
arise
!
88 | Assessment Targets
Knowing
!
Assessment Targets | 89
Visualizing, Knowing
d)use equations to represent R5 Find an equation that represnts the following:
number sentences. a) Twelve times a number is thirty more than that number times
seven.
b) Thirty divided by the sum of 8 and a number is one-fourth the
Solving number of months in a year.
3. represent and understand quantitative relationships using mathematical models.
a) represent situations R5 In a farm, there are cows and chickens. If there are 20 heads and
involving addition, 60 legs, how many of each animal are in the farm?
subtraction, multiplication R5 Use fraction circles to answer the following questions and provide a
and division of whole fraction sentence which represents the situation.
numbers and fractions a) Four pieces of what color make one yellow (Y) piece?
using pictures, objects and b) How many reds (R) make one pink (P)?
symbols. c) One blue (B), one yellow (Y) and how many grays (G) make
up one whole circle?
!
90 | Assessment Targets
R5 How much does Jerry spend on food? How much does he save
in a week? How much more did he spend on school supplies as
compared to his entertainment expenses? How much is Jerrys
Solving, Applying allowance?
b)Describe and interpret data R5 Jason, Kevin and Mila joined a math contest. Their scores in the
from charts, tables, graphs. easy, average and difficult round are given below.
Easy Average Difficult
Jason 15 24 5
Kevin 17 24 10
Mila 13 27 0
Who scored the highest in each round? Who answered the most
Solving, Applying in the difficult round? Who won over-all?
2. Develop appropriate skills for collecting and organizing data
a) Collect and record data R5 Draw all possible 3-shape patterns that may be formed by lining up
a square, a triangle and a circle
R5 Gather data on the number of students celebrating their birthdays
on the same month as you.
b) Classify/Sort objects ac- R5 The Red team won 14 gold, 18 silver and 15 bronze medals in a
cording to different catego- sports competition. The Blue team won 12 gold, 21 silver and 10
ries. bronze medals and the Green team won 23 gold, 12 silver and 5
bronze medals.
a) List the teams from the most number of gold medals to the
least.
b) List the teams from the most number of medals to the least.
c) Identify what type of medal did each team win the most
Knowing, Solving number of times?
!
!
Assessment Targets | 91
!
92 | Assessment Targets
!
Assessment Targets | 93
!
94 | Assessment Targets
!
Assessment Targets | 95
R5 An elite runner is able to run 180 steps per minute. If this run-
ner was able to finish 10 km in 32 minutes, how many steps would
that be? How long is her average stride? Suppose the same runner
Visualizing, Knowing, increases her average stride by 5 cm. How long would it take her
Applying, Proving to run 10 km?
b)Explain the four operations R5 What number should be added to 2.45 to get 4?
and their inverse R5 Which number, when divided by one-half, gives 5?
relationship.
R5 Suppose that n = 5 0. What would be an equivalent multiplica-
tion statement? Are there any possible values for n in the multi-
plication statement? Use this exercise to explain why you cannot
Knowing, Proving divide by zero.
!
96 | Assessment Targets
!
Assessment Targets | 97
!
98 | Assessment Targets
!
Assessment Targets | 99
Knowing
d)Construct and interpret R5 Make a scale drawing of a playground. Use an appropriate scale to
scales of measurements show measurements and relative positions of the different objects
to be found in the playground.
R5 A scale model of a building is displayed where a scale of 5 cm = 4
m is being used. If it took 32,000 square centimeters of cardboard
to construct the exposed surfaces of the model, what is the area of
Knowing, Solving, Applying the exposed surfaces of the building in square meters?
3. Choose and use different strategies to compute, estimate and predict effects on measures
a) Use estimation strategies R5 Estimate the perimeter and area of the rectangle. Compute the
and exact computational actual value and compare with your estimate.
strategies from among paper
and pencil, mental strategies
and use of technology to
solve problems involving
measures. R5 There is an empty lot on a rectangular block which is 74 m long
and 45 m wide. Randy cuts across the lot diagonally. By how
much distance (to the nearest tenths of a meter) is his walk short-
ened? If he walks at a rate of 80 m/min, how much time does he
save?
R5 Suppose a liter of paint covers 20 square meters. If a room meas-
ures 5 meters by 6 meters and the ceiling is 3 meters high, how
many liters of paint will it take to paint the four sides and the ceil-
Computing, Solving, Applying ing of the room?
b)Calculate perimeters, R5 With truthful precision, find the surface area of the juice can hav-
areas, volumes of different ing radius 6.4 cm and height 16.7 cm.
objects and solids and state R5 Find the volume of the solid where a rectangular block was re-
the precision of the final moved, leaving a hole. Give your answer in the correct measured
measure. precision.
!
100 | Assessment Targets
Fold a rectangular sheet of paper twice such that the creases form
(a) parallel lines, (b) perpendicular lines, (c) intersecting lines which
Visualizing, Knowing are not parallel.
!
Assessment Targets | 101
Knowing
!
102 | Assessment Targets
!
Assessment Targets | 103
!
104 | Assessment Targets
Visualizing, Knowing
4. Use spatial visualization, reasoning and geometric modeling to solve routine and non-routine
problems.
a) Create and interpret two- R5 What shape is seen if the object below is viewed (a) from above?
and three-dimensional (b) from its side?
geometric figures from
different perspectives.
R5 In the figure, how many blocks are needed to construct the figure
below? Give the front, back and side view images of the stack of
cubes.
Visualizing
!
Assessment Targets | 105
!
106 | Assessment Targets
!
Assessment Targets | 107
!
108 | Assessment Targets
!
Assessment Targets | 109
!
110 | Assessment Targets
!
Assessment Targets | 111
!
112 | Assessment Targets
!
Assessment Targets | 113
!
114 | Assessment Targets
!
Assessment Targets | 115
Knowing, Computing
2. Deepen understanding of factors and multiples of numbers, prime and composite numbers, parity of
numbers.
a) Demonstrate fluency in R5 Give the divisibility tests for 2,3,4,5,6,8,9,10 and 11
identifying factors and R5 Express the following numbers in terms of its prime factors: a) 126
multiples of a set of numbers b) 220 c) 240 d) 504
Computing
b) Demonstrate fluency in R5 In the set {18, 96, 36, 27, 42}, a) find the pair of numbers with the
identifying the greatest greatest GCF, b) find the pair of numbers with the smallest LCM
common factor and least
common multiple of a set of
numbers.
Computing
!
116 | Assessment Targets
!
Assessment Targets | 117
Applying
b)Design a model using R5 Use measuring tools to gather the necessary information to find
trigonometry (e.g., radian the area of the circular sector and give the area according to truth-
measure) to find and ful precision.
interpret measures.
!
118 | Assessment Targets
R5 Using the fact that the volume of any pyramid is equal to one-third
the product of the area of the base and altitude, devise a method to
determine the volume of a regular octahedron with edge length m.
R5 The figure shows five concentric circles. If the width of each of the
rings formed is the same as the radius of the innermost circle, com-
pare the areas of the two shaded regions. Check that your answer
is sensible.
Computing, Applying
b)Use concepts of rate, speed, R5 What volume (in cm3) would be occupied by 39.18 grams of a
velocity and density to solve material with a density of 2015000 mg/L?
real-world problems. R5 A 600-mile, 5.5 hour plane trip was flown at two speeds. During
the first part of the trip, the average speed was 102 mph. But then,
strong winds in the direction of the plane allowed the plane to
speed up and the second part of the trip was flown at an average of
120 mph. How long were the first and second parts of the trip as
Computing, Solving, Applying indicated above?
c) (optional) Explore varied R5 Give an estimate of the area of the irregularly-shaped figure by us-
ways of calculating areas ing the trapezoid rule.
and volumes (e.g., trapezoid
rule, Simpsons rule and
integration)
!
Assessment Targets | 119
Visualizing, Knowing
b)Explore relationships, R5 TRUE OR FALSE.
including congruence and 1. All equilateral triangles are congruent.
similarity, among classes of 2. All rectangles are similar.
two- and three-dimensional 3. All regular pentagons are similar.
objects; formulate and 4. All squares are rectangles.
test conjectures and solve
R5 Given straws with lengths 3 cm, 4 cm and 6 cm, how many trian-
problems about them.
gles can be formed by connecting the straws ends together? Give a
conjecture and comment on the rigidity of triangles.
R5 Make one cylinder using cardboard. Construct a second one with
double the height of the original and a third one whose radius is
double the original. By filling the cylinders with sand, determine
how much the volume increased in the second and third cylinders
as compared to the original. Formulate a conjecture. Prove your
results algebraically.
R5 Given two right triangles, each having one leg congruent to the
other. Determine whether the two triangles are congruent if:
a. the hypotenuse of both triangles are also congruent.
b. the other leg of both triangles are also congruent.
c. one angle of both triangles are also congruent.
R5 A post is to be supported using cables, denoted by AB and AD. If
C is halfway between B and D, give a reason to show that ABC
, ADC.
!
120 | Assessment Targets
Visualizing, Solving
b) Analyze geometric R5 Which points on the segment from (1, 3) to (2, 6) divide the seg-
situations using the ment into three congruent parts?
Cartesian coordinate system R5 Show that the points (4, 1), (5,6) and (1,3) are vertices of an isos-
and other coordinate celes triangle and find its area.
systems (e.g., polar).
R5 Find the polar equation of the set of all points at a distance of 1
Visualizing, Solving unit from the point with Cartesian coordinates (2, 1).
c) Investigate conjectures and R5 Draw several trapezoids and their midsegments. What can you
solve problems involving observe about the midsegments? Prove using coordinate geometry.
two- and three-dimensional R5 Represent a parallelogram at a convenient location on a Cartesian
objects represented in the plane. Represent the length of each diagonal and show that if
rectangular coordinate these are equal, then the parallelogram is a rectangle.
system.
R5 Triangle ABC has vertices A(2, 1), B(2, 4) and C(4, 8). List the
angles in order from the least to the greater measure.
R5 Find the distance between the point P and the origin.
!
Assessment Targets | 121
Solving, Applying
!
122 | Assessment Targets
R5 Prove that each side of a triangle is less than half the perimeter of
the triangle.
R5 Under what condition does the median from A bisect A? Make
a hypothesis and prove.
!
Assessment Targets | 123
Proving
!
124 | Assessment Targets
d) y = 3x x+ 1
Knowing
b)Represent and analyze R5 The rates in a parking lot are as follows: 30 pesos for the first 2
patterns using tables, graphs, hours or less and 10 pesos for each additional hour orfraction
words and symbolic rules. thereof.
a) Graph the parking fees for time t = 0 to t = 8.
b) Set up a piecewise equation which represents the amount of
parking fees for this time interval.
R5 a) Use a table to compare the values of sin x and cos x for several x
values in the interval [2, ].
b) Use the table to determine a relationship between A and B so
Visualizing, Solving that sin A = cos B is true.
!
Assessment Targets | 125
!
126 | Assessment Targets
a. g(x) = f (x) 2
b. g(x) = f (x 1) + 3
Knowing c. g(x) = f (x) +1
g)Interpret representations of R5 The total distance traveled is given by d(r, t) = rt, where r is the
functions of two variables. average speed and t is the total travel time.
a.) Suppose t = k, where k is a constant. Graph the distance d as
a function of r on the rd-plane. How would you interpret the
relationship between distance and average speed?
b) Now, suppose that d = k, where k is a constant. Graph the
average speed r as a function of t on the tr-plane. How would
you interpret the relationship between average speed and total
time traveled?
R5 Suppose that a company sells two products. Let x be the number
of the first product sold and y the number of the second product
sold. If the first product makes 5 pesos each and the second 7 pe-
Knowing sos each, determine the profit function P as a function of x and y.
!
Assessment Targets | 127
!
128 | Assessment Targets
Knowing, Computing
!
Assessment Targets | 129
!
130 | Assessment Targets
!
Assessment Targets | 131
!
132 | Assessment Targets
!
Assessment Targets | 133
!
134 | Assessment Targets
!
Assessment Targets | 135
!
Bibliography | 137
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Fund for Assistance to Private Education (1988). Proceedings of the conference on the Participation of Private
Schools in the Secondary Education Development Project
Gates, P and Vistro-Yu, C (2003). Is Mathematics for All? In Keitel, C et al (Eds). Second International
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Ibe, M and Ogena, E (1998). Science Education in the Philippines: An Overview. In EB Ogena and FG
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pers presented at the National Science Education Congress, 1988. pp7- 28.
Manuel, J (1979). Closing Address. In I Coronel, et al (Eds). Mathematics in the Philippines 3: Proceed-
ings of the First Southeast Asian Conference on Mathematical Education. Manila, Mathematical
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National Research Council (2001). Adding It Up: Helping Children Learn Mathematics. J. Kilpatrick, J. Swaf-
ford and B. Findell (Eds). Mathematics Learning Committee, Center for Education, Washington,
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National Statistics Office. 2003 National Demographic and Health Survey from www.census.gov.ph
New Zealand Ministry of Education (1992). Mathematics in the New Zealand Curriculum. Retrieved Oc-
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Ogena, E and Tan, M (2006) Formulation of National Learning Strategies in Science and Mathematics Educa-
tion. First Draft. Basic Education Reform Agenda, Department of Education
Pascua, L (1993). Secondary Mathematics Education in the Philippines Today. Bell, G (Ed). Asian Perspectives
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Somerset, A (1998) Philippine Education for the 21st Century: 1998 Philippine Educational Sector Study.
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Acknowledgements | 139
ACKNOWLEDGEMENTS
MATHTED and SEI wish to thank the following individuals, institutions and groups for responding to our calls for
feedback, for serving as reviewers of the manuscript drafts and for participating in the various fora and workshops held
from the years 2006 and 2007. Their invaluable contributions and insights were most important in the revision of the
framework working draft.
Institutions and Groups Mathematics Teachers Association of the Philippines
De La Salle University (MTAP)
Department of Education Abelardo Medes
National Academy of Science and Technology Panfila Mozar,
Leana Patungan
Reviewers (Stage 1) Liza Permelona, Xavier School, Metro Manila
Ferdinand Aguila, Xavier School, Metro Manila Thomas Andrew Pinlac, Xavier School, Metro Manila
Joy Aliab, Division of Caloocan Joey G. Quizon, Capas High School, Tarlac
Teresita S. Arlante, Naga City National High School, Nicanor San Gabriel, Jr., Araullo High School
Camarines Sur Maureen G. Suarez, Tinurik National High School,
Violentina Asuncion, Parang High School, Marikina Batangas
Cristina Bacuyag-Rosales, Lal-lo National High School, Roldann Tabayoyong, Xavier School, Metro Manila
Cagayan Joey Tejamo, Xavier School, Metro Manila
Seno Banzon, Camp 7 National High School, Cebu Joe I. Titular, San Isidro National High School, Batangas
Julius Basilla
Thiel Batoon, Metro Manila Final Draft Workshop Participants
Josephine Bernadette Benjamin, University of Santo Jojie Aviles, Misamis Occidental National High School
Tomas, Manila Nympha Joaquin, University of the Philippines
Maria Caridad Caparal, San Joaquin-Kalawaan High Minie Rose Lapinid, De La Salle University
School, Metro Manila Rhett Anthony Latonio, Sotero B. Cabahug FORUM
Elizabeth Catao, Department of Education for Literacy, Cebu
Fritzi Ann S. Cecilio, New Ormoc City National High Gladys Nivera, Philippine Normal University
School, Leyte Cheryl Pavericio, Marcial O. Ranola Memorial School,
Violeta B. Cleofe, Bonga National High School, Albay Bicol
Veronica Cruz, Marikina High School, Marikina Cornelia Soto, Ateneo de Manila University
Eduardo dela Cruz, Jr., Mathematics Trainers Guild Lilibeth Villena, Ateneo de Manila University
Adelfa Ebisa, Medina National Comprehensive High
School Reviewers (Stage 2)
Linda May Hernandez, Xavier School, Metro Manila Alva Aberin, Ateneo de Manila University
Ligaya Lapitan, Los Baos National High School, Evangeline Bautista, Ateneo de Manila University
Laguna Josefina Fonacier, U.P. National Institute of Mathematics
Esperanze Laya, Division of Nueva Ecija and Science Education Development
Marie Rose Lugapo, Xavier School, Metro Manila Flordeliza Francisco, Ateneo de Manila University
Sueo Luzada, Jr., Division of Camarines Sur Nympha Joaquin, University of the Philippines
Sherna M. Magnaye, Balayan National High School, Cornelia Soto, Ateneo de Manila University
Batangas
Rubelyn Mangilaya, Florencio Urot Memorial National
High School, Cebu
Mathematics Group, U.P. National Institute of
Mathematics and Science Education Development