MATHEMATICS - K To 12 Curriculum Guide

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
MATHEMATICS
(Grade 1to Grade 10)
January 31, 2012

K TO 12 MATHEMATICS
CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom and the school.
Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10 are Critical Thinking and Problem Solving. We adopt the definition of critical thinking
by Scriven and Paul (1987):
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, we define Problem Solving in mathematics using Polya’s (1945 & 1962) definition:
Mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and processes, desirable
values and attitudes, and appropriate tools, recognizing as well the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and Number Sense,
Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: Knowing and Understanding; Estimating, Computing and Solving; Visualizing and Modelling;
Representing and Communicating; Conjecturing, Reasoning, Proving and Decision-making, and: Applying and Connecting.
The following values and attitudes are to be honed as well: Accuracy, Creativity, Objectivity, Perseverance, and Productivity.
We recognize that the use of appropriate tools is needed in teaching mathematics. These include: manipulative objects, measuring devices,
calculators and computers, Smartphones and tablet PCs, and the Internet.
We define context as a locale, situation or set of conditions of Filipino learners that may influence their study and use of mathematics to develop critical
thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and practices, and learner’s prior
knowledge and experiences.
*K to 12 Curriculum Guide – version as of January 31, 2012 2

K TO 12 MATHEMATICS
The framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning, Reflective Learning,
Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories.
Experiential learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential learning
theory defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of
grasping and transforming experience" (Kolb, 1984, p. 41). Situated learning, theorized by Lave and Wenger, is learning in the same context on which
concepts and theories are applied.
Reflective learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper
learning occurs when learners are able to think about their experiences and process these allowing them the opportunity to make sense and meaning of their
experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his own experiences and connects
them to new ideas that are encountered.
Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery and Inquiry-based
learning (Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships and concepts.

K TO 12 MATHEMATICS
Figure 1. The Conceptual Framework of Mathematics Education

K TO 12 MATHEMATICS
BRIEF COURSE DESCRIPTION
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic and reasoning. Mathematics is also a
tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability.
Numbers and Number Sense as a strand includes concepts of numbers, properties, operations, estimation and their applications.
Measurement as a strand includes the use of numbers and measures to describe, understand and compare mathematical and concrete objects. It
focuses on attributes such as length, mass and weight, capacity, time, money and temperature among others, as well as applications involving perimeter,
area, surface area, volume and angle measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning and geometric
modeling and proofs.
Patterns and Algebra as a strand studies patterns, relationships and changes among shapes and quantities and includes the use of algebraic
notations and symbols, equations and most importantly, functions, to represent and analyze relationships.
Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables and graphs, understanding,
analyzing and interpreting data, dealing with uncertainty and making predictions and outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary
concepts and life skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of our beloved country, the
Philippines.

K TO 12 MATHEMATICS
LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics
as applied, using appropriate technology, in problem solving, communicating, reasoning, making
connections, representations, and decisions in real life.
KEY STAGE STANDARDS:
K–3 4–6 7 – 10
At the end of Grade 3, the learner demonstrates At the end of Grade 6, the learner demonstrates At the end of grade 10, the learner
understanding and appreciation of key concepts understanding and appreciation of key concepts demonstrates understanding and appreciation
and skills involving whole numbers up to ten and skills involving rational numbers, of key concepts and skills involving number
thousand, fractions, measurement, simple measurement, geometric figures, pre-algebra sense, measurement, algebra, geometry,
geometric figures, pre-algebra concepts and concepts, simple probability and data analysis as probability and statistics, and trigonometry as
data representation and analysis as applied, applied, using appropriate technology, in critical applied, using appropriate technology, in
using appropriate technology, in critical thinking, thinking, problem solving, reasoning, critical thinking, problem solving,
problem solving, reasoning, communicating, communicating, making connections, communicating, reasoning, making
making connections, representations and representations and decisions in real life. connections, representations, and decisions in
decisions in real life. real life.

K TO 12 MATHEMATICS
GRADE LEVEL STANDARDS:
Grade Level Grade Level Standards
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100, fractions,
measurement, simple geometric figures, pre-algebra concepts, data collection and representation as applied, using appropriate
Grade 1
technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real
life.
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 1 000, fractions,
measurement and geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using appropriate
Grade 2
life.
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000, fractions,
measurement, geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using appropriate
Grade 3
life.
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 100 000,
fractions, decimals including money, ratio, angles, plane figures like square, rectangle, and triangle, measurement (perimeter, area of
Grade 4 triangle, parallelogram and trapezoids, volume of cubes and rectangular prisms, pre-algebra concepts, data collection, representation
and analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 10 000 000,
fractions, decimals including money, ratio, percent, geometry (circles and five or more-sided polygons), measurement (circumference,
Grade 5 area of circle, volume of cubes and rectangular prisms, temperature) ,pre-algebra concepts, data collection, representation and
analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
The learner is expected to have mastered the concepts and operations on whole numbers; demonstrates understanding and
appreciation of the key concepts and skills involving fractions, decimals including money, ratio and proportion, percent, rate, integers,
Grade 6 geometry (spatial figures), measurement (surface area, volume, meter reading), pre-algebra concepts, data collection, representation
and analysis, probability, expressions and equations as applied, using appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections, representations and decisions in real life.

K TO 12 MATHEMATICS
Grade Level Grade Level Standards
The learner demonstrates understanding of key concepts and principles of number sense, measurement, algebra, geometry,
Grade 7 probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and statistics as applied,
Grade 8 using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations
and decisions in real life.
The learner demonstrates understanding of key concepts and principles of algebra, geometry, and trigonometry as applied, using
Grade 9 appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
The learner demonstrates understanding of key concepts and principles of number sense, algebra, geometry, probability and
Grade10 statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making

K TO 12 MATHEMATICS
GRADE 1
Content Content Standards Performance Standards Learning Competencies

Numbers and Number Sense The learner demonstrates The learner is able to… The learner…
understanding of…
 number notation and place  explore the concept of  recognizes cardinal numbers from 0 to 100.
value, cardinal and ordinal cardinal numbers up to 100
numbers, and comparing and and compare these numbers  counts and tells the number of objects in a
ordering numbers up to 100. in various contexts. given set by ones and tens.
 identifies the number that is one more or one

less from a given number.
 composes and decomposes a given number.
 regroups sets of ones into sets of tens and

sets of tens into hundred using objects.
 compares two sets using the expressions

“fewer than,” “more than,” and “as many as.”
 orders sets from least to greatest and

viceversa.
 counts by 2’s, 5’s and 10’s through 100.
 reads and writes numbers up to 100 in

symbols and in words.
 identifies the place value and finds the value

of a digit in a one- and two-digit numbers.
 renames numbers into tens and ones.

 compares numbers up to 100 using relation
symbols.

K TO 12 MATHEMATICS

The learner demonstrates The learner is able to… The learner …
understanding of…
 arranges numbers up to 100 in increasing
order and vice versa.
 recognizes coins and bills up to P100 (pesos

and centavos).
 explore the concept of ordinal  reads and writes ordinal numbers 1st, 2nd,
numbers. 3rd up to 10th.
 identifies the 1st, 2nd, 3rd up to the 10th

object in a given set from a given point of
reference.
 determines the position of an object using

1st to 10th from a given point of reference.
 addition and subtraction up to  illustrate addition and  illustrates addition as putting together and
100. subtraction of whole numbers. subtraction as taking away, comparing and
adding up.
 illustrates the relationship of joining sets to

addition of whole numbers.
 illustrates that addition and subtraction are

inverse operations.
 identifies and constructs equivalent number

expressions using addition and subtractions.
 identifies and creates patterns to compose

and decomposes numbers using addition.

K TO 12 MATHEMATICS

understanding of…
 compute for sums and solve  adds two one-digit numbers with sums up to
addition problems. 18 using the order and zero properties of
addition.
 adds two to three one-digit numbers

horizontally and vertically with sums up to
18.
 adds three one-digit numbers having sums

up to 18 using the order and grouping
properties of addition.
 uses expanded form to explain the meaning

of addition with regrouping.
 adds numbers with sums through 99 without

or with regrouping.
 mentally adds two to three 1-digit numbers

with sums up to 18.
 mentally adds a 2-digit number and 1-digit

number with regrouping.
 solves one-step word problems involving

addition of whole numbers including money
with sums up to 99 using appropriate
problem solving strategy.
 compute for differences and  subtracts one-digit numbers with minuends

solve subtraction problems. through 18 (basic facts).

K TO 12 MATHEMATICS

understanding of…  subtracts one to two-digit numbers with
minuends up to 99 without regrouping.
 uses the expanded form to explain

subtraction with regrouping.
 subtracts one to two-digit numbers with

minuends up to 99 with regrouping.
 mentally subtracts 1-digit numbers from

minuends up to 18 without regrouping.
 mentally subtracts a 1-digit number from 2-

digit minuends without regrouping.
 solves word problems involving subtraction

of whole numbers including money with
minuends up to 99 with and without
regrouping using appropriate problem
solving strategy.
 the concepts of halves and  visualize, model and  visualizes and identifies ½ and ¼ of a whole
fourths and applies them in represent the concept of object.
dividing a whole or set halves and fourths using
equally. whole objects and sets.  divides a whole into halves and fourths.
 divides the elements of a set of objects into

two groups of equal quantities to show
halves of sets.
 divides the elements of a set of objects into

four groups of equal quantities to show
fourths of sets.

K TO 12 MATHEMATICS

The learner demonstrates The learner is able to… The learner…
understanding of…
 given half of a region or a set, draws the
whole region or set.
Geometry
 2-D and 3-D shapes through  explore the properties of 2-  identifies, names and describes the four
identifying, classifying and and 3-dimensional figures. basic shapes in 2- and 3-dimensional
constructing figures using cut- objects: square, rectangle, triangle and
outs and concrete models. circle.
 compares and classifies 2- and 3-

dimensional figures according to common
attributes.
 model and represent 2- and  draws the four basic shapes.

3-dimensional objects.
 constructs three-dimensional objects using
manipulative materials.
Patterns and Algebra  simple patterns.  identify and create number  identifies and explains simple repeating
and attribute patterns. patterns.
 makes patterns of shapes, colors and

numbers.
 complete number and  finds the missing number/digit in addition or

attribute patterns. subtraction problems.
 finds and completes patterns of one or two

of the following attributes: Shape, Size,
Color, Number, Orientation.
 determines the next term (figure/number) in

a given sequence and give a reason.

K TO 12 MATHEMATICS

Measurement The learner demonstrates The learner is able to… The learner …
understanding of…
 names and tells the number of days in a
 the concepts of time and  give different measures week; months in a year in the right order.
measures and compares of time.
objects using direct  uses a calendar to determine a day or
comparison and non-standard month.
units of length, mass and
capacity.  tells the time by an hour, half-hour and
quarter-hour.
 estimate and compute for  compares objects using the comparative

measurements of length, words: Short, shorter, shortest; Long, longer,
mass and capacity. longest; Tall, taller, tallest; High, higher,
highest; Heavy, heavier, heaviest; Light,
lighter, lightest.
 estimates and measures length using non-

standard units of linear measures.
 estimates and measures mass using non-

standard units of mass/weight measures.
 shows and finds capacity using non-

standard unit.
Statistics and Probability  organizing, representing and  organize and interpret data.  collects and organizes data using tallies and
comparing data using tables.
pictographs without scale
representations and  represents data using pictographs without
probability, and explores using a scale.
games and activities.
 reads and interprets a pictograph.

K TO 12 MATHEMATICS

The learner is able to… The learner …
 make conjectures about  identifies cause and effect relationships.

games and activities.
 predicts and records outcome of
experiments and chance games.

K TO 12 MATHEMATICS
GRADE 2

understanding of…
 explore the concepts of  visualizes and identifies numbers from 101
 the relationships between numbers up to 1000, read through 1000.
numbers and place value of and write these numbers.
whole numbers up to 1000  associates numbers with sets having 101 up
and of ordinal numbers up to to 500 objects and give the number of
20th. objects.
 associates numbers with sets having 501 up

to 1000 objects and give the number of
objects.
 counts and groups objects in ones, tens, and

hundreds.
 reads and writes numbers from 101 through

1000 in symbols and in words.
 counts numbers by 10s, 50s and 100s.
 reads and writes numbers through 1000 in

symbols and in words.
 gives the place value of each digit in a three-

digit number.
 writes three-digit numbers in expanded form.
 compares numbers using >, < and =.
 orders numbers up to 1000 from least to

greatest and vice versa.

K TO 12 MATHEMATICS

understanding of…
 identify ordinal numbers  visualizes and identifies the 1st through the
through 20th. 20th object of a given set from a given point
of reference.
 reads and writes ordinal numbers from 1st

through the 20th.
 identifies and uses the pattern of naming

ordinal numbers from 1st to the 20th.
 the concept of the four  compute sums and solve  adds numbers with sums up to 1000 without
operations of whole numbers addition problems involving and with regrouping: 2 digit and 3-digit.
and the identity and zero numbers of up to 1000.
properties of multiplication.  adds numbers with sums up to 1000 without
and with regrouping: 3 digit and 3-digit.
 uses the following properties of addition in

computing for sums of up to 1000:
zero/identity property of addition,
commutative property of addition,
associative property of addition.
 mentally adds 1- to 2-digit numbers with

sums up to 50.
 mentally adds 3-digit numbers by ones (up

to 9).
 mentally adds 3-digit numbers by tens

(multiples of 10 up to 90).
 mentally adds 3-digit numbers by hundreds

(multiples of 100 up to 900).

K TO 12 MATHEMATICS

understanding of…
 analyzes and solves word problems
involving addition of whole numbers
including money with sums up to 1000
without and with regrouping.
 compute differences and  subtracts 2- to 3-digit numbers with

solve subtraction problems minuends up to 999 without and with
involving numbers of up to regrouping.
1000.
 mentally subtracts 1-digit numbers from 1 to
2-digit numbers with minuends up to 50.
 mentally subtracts 3-digit by ones without

regrouping.
 mentally subtracts 3-digit by tens without

regrouping.
 mentally subtracts 3-digit by hundreds

without regrouping.
 analyzes and solves one-step word

problems involving subtraction of whole
numbers including money with minuends up
to1000 without and with regrouping.
 compute for sums and  performs order of operations involving

differences and solve addition and subtraction of small numbers.
problems involving both
addition and subtraction of  solves two-step word problems involving
numbers. addition and subtraction of 2- to 3-digit
numbers including money using appropriate
procedures.

K TO 12 MATHEMATICS

understanding of…
 explore and illustrate the  illustrates multiplication as repeated addition,
concept of multiplication of arrays, counting by multiples, and equal
whole numbers. jumps on the number line.
 writes a related equation for each type of

multiplication: repeated addition, array,
counting by multiples, and equal jumps on
the number line.
 illustrates the property of multiplication that

any number multiplied by one (1) is the
same number.
 illustrates the property of multiplication that

zero multiplied by any number is zero.
 illustrates the commutative property of

multiplication.
 compute products of numbers  constructs and fills up the multiplication

involving 2, 3, 4, 5 and 10 and tables of 2, 3, 4, 5 and 10.
solve problems involving
multiplication of these  multiplies mentally to fill up multiplication
numbers. tables of 2, 3, 4, 5 and 10.

problems involving multiplication of whole
numbers including money.
 analyzes and solves two-step word problems

involving multiplication of whole numbers as
well as addition and subtraction including
money.

K TO 12 MATHEMATICS

understanding of…
 explore and model the  models and describes division situations in
concept of division of whole which sets are separated into equal parts.
numbers.
 represents division as equal sharing,
repeated subtraction, equal jumps on the
number line, and formation of equal groups
of objects.
 writes a related equation for each type of

situation: equal sharing, repeated
subtraction, equal jumps on the number line,
and formation of equal groups of objects.
 compute quotients of  divides numbers found in the multiplication

numbers found in the tables of 2, 3, 4, 5, and 10.
multiplication tables involving
2, 3, 4, 5 and 10 and solve  mentally divides numbers found in the
problems involving division multiplication tables of 2, 3, 4, 5 and 10.
of these numbers.
problems involving division of numbers
found in the multiplication tables of 2, 3, 4, 5,
and 10.
 unit fractions, proper fractions  explore the concept of unit  visualizes and identifies unit fractions with
and similar fractions, and fractions and other fractions denominators 10 and below.
identification of money value less than 1 and compare
through 100. these fractions.  reads and writes unit fractions.
 compares unit fractions using relation

symbols.
 orders unit fractions.

K TO 12 MATHEMATICS

understanding of…
 visualizes and identifies other fractions less
than one with denominators 10 and below.
 visualizes and identifies similar fractions

(using group of objects and number line).
 reads and writes similar fractions.
 compares similar fractions using relation

symbols.
 orders similar fractions.
 apply number concepts on  reads and writes money with value through
problem situations involving 100.
money.
 counts and tells the value of a set of bills or
a set of coins through 100 in peso ( coins
only, bills only and coins and bills).

a set of coins through 100 in centavo (coins).

a set of coins through 100 in combinations of
pesos and centavos (Peso and centavo
coins only, bills and centavo coins, coins and
bills).
 reads and writes money in symbols and in

words through 100.
 compares values of different denominations

of coins and paper bills through 100 using
relation symbols >, < and =.

K TO 12 MATHEMATICS

Geometry The learner demonstrates The learner is able to… The learner …
understanding of…
 the basic properties of  visualize and model half-  visualizes, identifies, classifies and
geometric shapes, simple circles and quarter circles as describes half-circles and quarter circles.
tessellations and symmetry. well as other common
shapes.  constructs squares, rectangles, triangle,
circles, half-circles and quarter circles using
cut-outs and square grids.
 explore the concept of  identifies shapes/figures that show symmetry

symmetry. in a line.
 creates figures that show symmetry in a line.
 visualize, model and  recognizes shapes that can tessellate.

represent tessellations.
 tessellates a surface using triangles and
squares.
 explore the concept of lines,  identifies straight lines and curves, flat and
curves and surface on 3- curved surfaces in a 3-dimenional object.
dimensional objects.
 explains the differences between straight
lines and curved lines, flat surfaces and
curved surfaces.
Patterns and Algebra  patterns on numbers and  argue and justify patterns.  identifies and explains simple repeating
geometric objects. patterns.
 determines the next term (figure/number) in

a given sequence and give a reason.

K TO 12 MATHEMATICS

understanding of…
 apply their understanding and  finds and completes patterns according to
strategies in completing one or two of the following attributes: shape,
patterns. size, color, orientation.
Measurement  the concept and application of  compute for measures of time  tells and writes the time in minutes including
time and of using standard and solve problems involving a.m. and p.m. using analog and digital
units in measuring length, time. clocks.
mass, area and capacity.
 finds the duration of time elapsed using
calendar, analog and digital clocks.
 solves simple word problems involving time.
 identify and compare the  shows and uses the appropriate unit of
standard units centimeter and length to measure a particular object and
meter. their abbreviations cm and m.
 compares length in meters or centimeters.
 estimate and compute for  measures objects using appropriate

lengths of objects and solve measuring tools in m or cm.
problems involving lengths
using centimeter and meter.  estimates and measures length using meter
or centimeter.
 solves simple word problems involving

length.
 identify, use and compare the  shows and uses the appropriate unit of mass
standard units gram and to measure a particular object or situation
kilogram. and their abbreviations g and kg.
 compares mass in grams or kilograms.

K TO 12 MATHEMATICS

understanding of…
 estimate and compute for the  measures objects using appropriate
mass/weight of an object and measuring units in g or kg.
mass/weight.  estimates and measures mass using gram
or kilogram.
 solves simple word problems involving

mass.
 explore and illustrate the  illustrates area as a measure of how much

concept of area. surface is covered or occupied by plane
figure.
 shows the area of a given figure using

square tile units, i.e. number of square tiles
needed.
 estimate and compute for the  estimates the area of a given figure using
area of a plane figure. any shape.
 finds the area of a given figure using square

tile units i.e. number of square tiles needed.
 measure capacity.  shows and finds capacity using appropriate

measuring tools, e.g. amount of liquid
needed.
Statistics and Probability  pictographs with scale  organize and interpret data.  collects and organizes data using tables and
representations and the idea pictures.
of likelihood.
 reads and interprets data in a given
pictograph.

K TO 12 MATHEMATICS

understanding of…
 represent data using scales.  forms scale representation of objects from
the data collected.
 makes pictographs using scale

representation.
 make conjectures and  makes a guess on whether an event is less

educated guesses about the likely, more likely, equally likely or unlikely to
likelihood of events. happen based on facts.

K TO 12 MATHEMATICS
GRADE 3

Numbers and Number Sense The learner demonstrates The learner is able to… The learner …
understanding of…
 the concepts of whole  explore the concepts of  reads and writes the numbers through 10
numbers up to 10000, ordinal numbers up to 10 000, count, 000 in symbols and in words.
numbers up to 100th and read and write these numbers
Roman numerals up to M. and identify ordinal numbers  identifies the place value and find the value
of up to 100th. of a digit in 4- to 5-digit numbers.
 compares 4- to 5-digit numbers using

relation symbols.
 orders 4- to 5-digit numbers in increasing

order and vice versa.
 rounds numbers to the nearest tens,

hundreds and thousands.
 identifies ordinal numbers from 1st to 100th.
 read and write numbers using  reads and writes the value of roman
Roman numerals up to M. numbers in Hindu-Arabic and vice versa I to
L.
 reads and writes the value of roman

numbers in Hindu-Arabic and vice versa L to
C.
 reads and writes the value of Roman

numbers in Hindu-Arabic and vice versa C to
D.
 reads and writes the value of Roman

K TO 12 MATHEMATICS

numbers in Hindu-Arabic and vice versa D to
M.

understanding of…
 use properties of addition to  illustrates the properties of addition
 the four operations of whole estimate and compute for (commutative, associative, identity).
numbers and of the concept sums and solve addition
of identity, commutative, problems involving numbers  adds 3- to 4 -digit numbers up to three
associative and distributive of up to 10 000. addends with sums up to 10 000 without
properties of addition and regrouping.
multiplication.
 adds 3- to 4 -digit numbers up to three
addends with sums up to 10 000 with
regrouping.
 estimates the sum of 3- to 4-digit addends

by rounding.
 mentally adds without or with regrouping 2-

digit and 1-digit numbers and explain the
strategies used.
 mentally adds without or with regrouping two

2-digit numbers and explain the strategies
used.
 mentally adds without or with regrouping 2-

digit and 3-digit multiples of hundreds and
explain the strategies used.
 solves word problems involving addition of

whole numbers with sums up to 10 000
including money using appropriate problem
solving strategy.

K TO 12 MATHEMATICS

understanding of…
 estimate and compute for  subtracts 3-digit numbers from 3- to 4-digit
differences and solve numbers without and with regrouping and
subtraction problems with and without zeros in the digits.
involving numbers of up to 10
000.  subtracts 3- to 4-digit numbers from 4-digit
numbers without and with regrouping and
with and without zeros in the digits.
 estimates the difference of two numbers with

three to four digits by rounding.
 mentally subtracts without and with

regrouping 2-digit and 1-digit numbers and
explain the strategies used.

regrouping two 2-digit numbers and explain
the strategies used.

regrouping 2-digit to 3-digit numbers from
multiples of hundreds and explain the
strategies used.

subtraction of whole numbers including
money using appropriate problem solving
strategies.
 solves two-step word problems involving

addition and subtraction of whole numbers
solving strategies.

K TO 12 MATHEMATICS

understanding of…
 estimate and multiply 2- and  constructs and completes the multiplication
3-digit numbers by 1-digit to tables of 6, 7, 8 and 9.
2-digit numbers and solve
multiplication problems  states basic multiplication facts for numbers
involving these numbers. up to 10.
 applies the commutative property of

multiplication.
 multiplies 2-digit by 1-digit by using the

distributive property of multiplication.
 multiplies three 1-digit numbers by using the

associative property of multiplication.
 multiplies 2- to 3-digit numbers by 1-digit

numbers without or with regrouping.
 multiplies 2-digit numbers by 2-digit numbers

without regrouping.
 multiplies 2-digit numbers by 2-digit numbers

with regrouping.
 multiplies 2- to 3-digit numbers by multiples

of 10 and 100.
 multiplies 1- to 2-digit numbers by 1000.
 estimates the product of 2- to 3-digit

numbers by 1- to 2-digit numbers by
rounding.

K TO 12 MATHEMATICS

understanding of…
 mentally multiplies 2-digit by 1-digit numbers
without regrouping involving products of up
to 100.

multiplication of whole numbers including
strategies.
 solves two-step word problems involving

multiplication as well as addition and
subtraction including money using
appropriate problem solving strategies.
 explore the concepts of  states multiples of 1- to 2-digit numbers.

factors and multiples.
 differentiates prime and composite numbers.
 estimate and divide 3-digit  divides numbers found in the multiplication

numbers by up to 2-digit tables of 6, 7, 8, 9.
numbers and solve division
problems involving these  states basic division facts of numbers up to
numbers. 10.
 divides 2- to 3-digit numbers by 1-digit

numbers without remainder.
 divides 2- to 3-digit numbers by 1-digit

numbers with remainder.
 divides 2-digit numbers by 2-digit numbers.
 divides numbers by 10 and 100.

K TO 12 MATHEMATICS

understanding of…
 estimates the quotient of 2- to 3-digit
numbers by 1- to 2-digit numbers.
 mentally divides 2-digit numbers by 1-digit

numbers without remainder.
 solves one-step word problem involving

division of 2- to 4-digit numbers by 1- to 2-
digit numbers including money using
appropriate problem solving strategies.
 solves word problems involving division and

other fundamental operations, including
money, using appropriate problem solving
strategies.
 the basic kinds of fractions,  explore the concepts of  visualizes and identifies fractions that are
know how to simplify and dissimilar fractions, improper equal to one and greater than one.
order them, and to apply to fractions and mixed numbers.
problem solving money  reads and writes fractions that are greater
through 100. than one in symbols and in words.
 relates and changes improper fractions to

mixed numbers and vice versa.
 visualizes and identifies dissimilar fractions.
 compares dissimilar fractions.
 arranges dissimilar fractions in increasing or

decreasing order.

K TO 12 MATHEMATICS

understanding of…
 recognizes and generates equivalent
fractions of commonly used fractions.
 changes fractions to lowest forms.
 apply number concepts to  reads and writes money in symbols through

solve problems involving 1000.
money through 1000.
 compares values of the different
denominations of coins and bills through
1000.
 solves real-life problems involving money

through 1000.
Geometry  the basic elements of angles,  explore the concepts of point,  recognizes and draws a point, line, line
lines and rays. line, line segment and ray. segment and ray.
 recognizes and draws perpendicular lines,

parallel lines and intersecting lines.
 visualizes, identifies and draws congruent

line segments.
 explore symmetry in plane  identifies and draws the line of symmetry in

figures and the environment. a given symmetrical figure.
 identifies and visualizes symmetry in the

environment and in design.
 completes a symmetric figure with respect to

a given line of symmetry.

K TO 12 MATHEMATICS

understanding of…
 tessellates the plane using triangles,
squares and other shapes that can
tessellate.
Patterns and Algebra  patterns of numbers,  explore the concept of odd  tells when a number is odd or even.
operations, geometric objects and even numbers.
and relationships.  finds the pattern using odd and even
numbers with objects, pictures and words.
 identify the rule for a pattern  determines the pattern of a given sequence
and complete the number and state the rule.
pattern.
 finds the missing number or digit in a
pattern.
Measurement  the concept and application of  convert time measures from  converts time measure from seconds to
time (in minutes), length, one unit to another. minutes, minutes to hours, hours to day.
mass, area and capacity.
 converts time measure from days to weeks
and months, and convert weeks, months and
years to days.
 finds the exact time between dates.
 solves word problems involving time

measure.
 recognize, perform and use  converts common units of measure from
conversions of common units. larger unit to smaller unit and vice versa:
meter and centimeter, kilogram and gram,
liter and milliliter.
 solves word problems involving conversions

of common units of measure.

K TO 12 MATHEMATICS

understanding of…
 explore the concept of area  estimates the area of a square and rectangle
and find areas of squares and using non-standard units.
rectangles using cm2 and m2.
 finds the area of a square in cm2 and m2.
 finds the area of a rectangle in cm2 and m2.
 solves word problems involving areas of

squares and rectangles.
 measure capacity using  finds the capacity of a container using

milliliter and liter. milliliter/liter.
 solves word problems involving capacity

measure.
Statistics and Probability  tables, bar graphs and  organize and interpret data  collects and organizes data in a table.
probability. presented in tables and bar
graphs.  reads and interprets a table.
 constructs a bar graph.
 reads and interprets a bar graph.
 make simple predictions of  tells whether an event is most likely to

events. happen, equally likely to happen or unlikely
to happen based on facts.

K TO 12 MATHEMATICS
GRADE 4

understanding of…
 number notation and place  read, write, compare and  reads and writes numbers through hundred
value of numbers up to arrange numbers through 100 thousands in symbols and in words.
100000, and of factors and 000 and round off numbers to
multiples of numbers up to the nearest thousands and  identifies numbers up to 100 000.
100, and of the greatest ten thousands.
common factor and least  gives the place value of each digit in a six-
common multiple. digit number.
 reads and writes numbers up to hundred

thousands in symbols and in words.
 compares numbers up to hundred

thousands.
 arranges numbers up to hundred thousands.
 investigate the concepts of  identifies factors of a given number up to

factors and multiples. 100.
 identifies the multiples of a given number up

to 100.
 makes conjectures about common factors of

numbers.
 find the greatest common  differentiates prime numbers from composite

factor and the least common numbers.
multiple of given numbers.
 finds the prime factors of a number.

K TO 12 MATHEMATICS

understanding of…
 writes a given number as a product of its
prime factors.
 gives the common factors and the greatest

common factor (GCF) of two numbers using
the following methods: listing, factor tree.
 gives the common multiples and least

common multiple (LCM) of two numbers:
listing, factor tree, continuous division.
 finds the GCF and LCM of 2 given numbers.
 multiplication, division and  estimate and multiply 3-digit  multiplies numbers up to 3-digit numbers by
MDAS of whole numbers. numbers and solve up to 2-digit numbers without regrouping and
multiplication problems with zero in any of the factors.
involving these numbers.
 multiplies numbers up to 3-digit numbers by
up to 2-digit numbers with regrouping and
with zero in any of the factors.
 estimates the products of three to four digits

by two to three-digit numbers.
 mentally multiplies two-digit numbers with

products up to 200 and explain the
strategies used.

involving multiplication of whole numbers
solving strategies.

K TO 12 MATHEMATICS

 analyzes and solves two-step word problems

involving multiplication and addition or
subtraction using appropriate problem
solving strategies.
 creates and solves word problems involving

multiplication and any of the two operations
involving whole numbers and money.
 estimate and divide 3- to 4-  divides 3- to 4-digit numbers by 1- to 2- digit

digit numbers by 1- to 2- digit numbers without remainder.
numbers and solve division
problems involving these  divides 3- to 4-digit numbers by 1- to 2- digit
numbers. numbers with remainder.
 divides 3- to 4-digit numbers by 1- to 2- digit

numbers with zeros in the middle or
continuous zeros in the dividend.
 divides 3- to 4-digit numbers by multiples of

10 and 100 or by 1000.
 estimates the quotient of 3- to 4-digit

dividends by 1- to 2- digit divisors by
rounding up or rounding down dividends or
divisors.
 mentally divides 2- to 3-digit numbers by 1-

digit numbers without remainder and explain
the strategies used.

K TO 12 MATHEMATICS

understanding of…
problems involving division of 3- to 4-digit
numbers by 1- to 2- digit numbers including
strategies.
 analyzes and solves 2- to 3-step word

problems involving division and any one or
two of the other fundamental operations
solving strategies.
 creates and solves 1- to 2- step word

problems involving multiplication and any
other operations involving whole numbers
and money.
 perform series of operations  interprets and explains MDAS correctly.

following the MDAS rule.
 performs a series of two or more operations.
 a fraction as part of a set of  identify fractions on a number  illustrates fractions using regions, sets and
objects, as a number, as line and investigate fractions the number line.
division, and of the different as part of a set of objects.
kinds of fractions and applies  divides sets of objects into smaller sets of
them in real-life situations. equal amounts to recognize and identify
fractional parts of a set.
 compare and arrange similar  identifies similar and dissimilar fractions from
and dissimilar fractions. a given set of fractions.
 compares and arranges similar fractions

from least to greatest and vice versa.

K TO 12 MATHEMATICS

understanding of…
 compares and arranges dissimilar fractions
 convert improper fractions to  identifies proper fraction/ improper

mixed numbers and vice fraction/mixed numbers from a given set of
versa. fractions including those with denominators
of 10 and 100.
 changes improper fraction to mixed numbers

and vice versa.
 converts one (1) to a fraction and vice versa.
 operation of fractions.  add and subtract fractions  visualizes and adds similar fractions.
and solve problems involving
addition and subtraction of  visualizes and subtracts similar fractions.
fractions.
 visualizes and subtracts a fraction from a
whole number.
 adds and subtracts dissimilar fractions.
 solves word problems involving addition and

subtraction of fractions using appropriate
problem solving strategies.
Geometry  parallel and perpendicular  investigate the concepts of  describes and illustrates different angles
lines, measures of angles, parallel and perpendicular (right, acute and obtuse) using models.
symmetry, plane figures up to lines and angles.
4 sides, and 2-D  draws perpendicular and parallel lines using
representation of a 3-D solid. a ruler and set squares.

K TO 12 MATHEMATICS

The learner demonstrates The learner is able to… The learner is able to…
understanding of…
 identifies parts of an angle and name angles
using notation such as ABC , x , and 2
in plane figures.
 draws a given angle using a protractor.
 describes and illustrates parallel and

perpendicular lines.
 identifies parallel and perpendicular lines

and use these terms to describe geometric
figures.
 describe various plane figures  uses concrete objects/ models to

up to four sides and discuss explore/describe plane figures according to
their properties. their attributes/properties of triangles and
quadrilaterals.
 identifies and describes the different kinds of

triangles: acute, right, obtuse, scalene,
isosceles, equilateral, equiangular.
 identifies and describes the different kinds of

quadrilaterals: square, rectangle,
parallelogram, trapezoid, rhombus.
 explore symmetry in plane  identifies and visualizes symmetry in the

figures and the environment. environment and in design.
 completes a symmetric figure with respect to

a given line of symmetry.

K TO 12 MATHEMATICS

understanding of…
 explore different geometric  visualizes and describes geometric solids.
solids.
 makes models of different geometric solids:
cube, prism, cylinder.
Patterns and Algebra  patterns and number  describe the rule in a pattern  searches for a pattern given a set of objects
sentences. in order to complete the or figures.
pattern.
 determines the next object or term or figure
from a given pattern.
 complete number sentences.  finds the missing value in a number

sentence involving one of the four
operations of whole numbers.
Measurement  measures of perimeter and  find the perimeter of a plane  describes and illustrates the perimeter of a
area of squares, rectangles, figure and solve problems given figure.
triangles, parallelograms and involving perimeter.
trapezoids, and their related  finds the perimeter of triangles, squares,
figures, and volume of rectangles, parallelograms and trapezoids.
rectangular prism.
 solves word problems involving perimeter of
squares and rectangles, triangles,
parallelograms and trapezoids.
 find the area of a plane figure  estimates the area of an irregular plane
and solve problems involving figure made up of squares and rectangles
area. using non-standard units.
 derives inductively the formulas for the area

of squares and rectangles.

K TO 12 MATHEMATICS

understanding of…
 finds the area of a figure made up of squares

and rectangles using cm2 and m2.
 estimates the area of triangles,

parallelograms and trapezoids using non-
standard units.
 derives inductively the formulas for the area

of triangles, parallelograms and trapezoids.
 finds the area of triangles, parallelograms

and trapezoids using cm2 and m2.
 solves word problems involving the area of a

figure made up of squares and rectangles.
 solves word problems involving the area of a

triangle, parallelogram and trapezoid.
 explore the concept of volume  visualizes and builds rectangular prisms

of a solid and solve problems using unit cubes.
involving the volume of a
solid.  derives inductively the formula for the
volume of rectangular prisms.
 finds the volume of a rectangular prism using

cubic units.
 solves word problems involving the volume

of a rectangular prism.

K TO 12 MATHEMATICS

Statistics and Probability The learner demonstrates The learner is able to… The learner is able to…
understanding of…
 tables, bar graphs and  solve problems involving data  organizes data in tables.
probability. presented in bar graphs and
tables.  constructs bar graphs and organize data
using bar graphs.
 reads and interprets data presented in tables

and bar graphs.
 solves problems using data presented in bar

graphs and tables.
 make simple predictions of  gathers and records favorable outcomes

events based on data from an activity with different results (e.g.,
records. rolling a die, drawing a card, tossing coins,
etc.).
 analyzes the chance of a result using

spinners.

K TO 12 MATHEMATICS
GRADE 5

Numbers and Number Sense The learner demonstrates… The learner is able to… The learner…
 understanding of number  read and write large whole  visualizes and represents whole numbers up
notation and place value of numbers and round off whole to 10 000 000.
numbers up to 10 million and numbers to the nearest
of some number theory thousands and millions.  reads and writes whole numbers up to 10
concepts. 000 000.
 rounds off whole numbers to the nearest

thousands and millions.
 find the greatest common  writes a given number as a product of its

factor and the least common prime factors.
multiple of given numbers.
 gives the common factors and the greatest
common factor (GCF) of two numbers using
the following methods: listing, factor tree,
continuous division.
 gives the common multiples and least

common multiple (LCM) of two numbers:
listing, factor tree, continuous division.
 finds the GCF and LCM of 2 given numbers.
 apply divisibility rules for 2, 3,  uses divisibility rules for 2, 5 and 10 to find
4, 5, 6, 8, 9, 10, 11 and 12 on common factors of numbers.
different contexts.
 uses divisibility rules for 3, 6 and 9 to find
common factors.
 uses divisibility rules for 4, 8, 11 and 12 to

find common factors.

K TO 12 MATHEMATICS

The learner demonstrates… The learner is able to… The learner …
 solves problems involving factors, multiples

and divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10,
11 and 12.
 mastery of concepts and  simplify a series of operations  states, explains and interprets the PMDAS
operations/series of on whole numbers and solve or GMDAS rule.
operations (PMDAS) of whole problems involving these.
numbers.  simplifies a series of operations on whole
numbers involving more than two operations
using the PMDAS or GMDAS rule.
 analyzes and solves problems involving

series of operations.
 the ability to perform the four  perform the four fundamental  represents the four operations on dissimilar
fundamental operations on operations on fractions and fractions and mixed numbers using concrete
similar and dissimilar mixed numbers and solve and pictorial models.
fractions. related problems.
 estimates sums, differences, products and
quotients of fractions and mixed numbers.
 adds fractions and mixed numbers without

and with regrouping.
 subtracts fractions and mixed numbers

without and with regrouping.
 multiplies fractions and mixed numbers.
 finds a fractional part of a whole number or

of a fraction.
 mentally multiplies fractional units.

K TO 12 MATHEMATICS

 divides fractions and mixed numbers.
 simplifies fractions and mixed numbers to

their lowest terms.
 solves problems involving addition,

subtraction, multiplication and division of
fractions and mixed numbers using the
appropriate strategies.
 understanding of the concept  investigate the relationship  uses models to illustrate fractions as division
of decimals, and addition and between fractions and of two numbers.
subtraction of decimals up to decimal numbers.
hundredths.  visualizes decimal numbers using models
like blocks, grid, number line and money.
 visualizes decimal numbers using

models/pictures to show the relationship to
fractions.
 reads and writes common fractions in

decimal form through thousandths.
 renames decimal numbers to fractions with

denominators of 10, 100, 1000,10000.
 explore, know and  gives the place value of each digit of a given
understand the concept and decimal through thousandths.
value of a decimal number.
 reads and writes decimal numbers through
thousandths.

K TO 12 MATHEMATICS

 rounds decimals to the nearest tenths and

hundredths.
 compares and arranges decimal numbers

 add and subtract decimal  estimates the sum or difference of decimal

numbers with values through numbers.
thousandths and solve
problems involving these.  adds and subtracts decimals through
thousandths without and with regrouping.
 adds and subtracts mixed decimals without

and with regrouping.
 analyzes and solves word problems,

including money problems, involving addition
and subtraction of decimal numbers.
 multiply decimal numbers of  represents multiplication of decimal numbers

values up to the hundredths using pictorial models.
these numbers.  estimates the products of decimal numbers.
 multiplies decimal numbers by multiples of

10 and 100.
 multiplies decimal numbers of values up to

hundredths.
 multiplies mixed decimals with tenths and

hundredths by whole numbers.

K TO 12 MATHEMATICS

 multiplies mixed decimals by mixed decimals

with tenths and hundredths.
 multiplies decimals mentally by 0.1, 0.01, 10

and 100.

involving multiplication of decimals including
money.
 divide decimal numbers of  represents division of decimal numbers

values up to the hundredths using pictorial models.
these numbers.  estimates the quotients of decimal numbers.
 divides decimal numbers of values up to the

hundredths.
 divides decimal numbers by whole numbers.
 analyzes and solves problems of various

types using whole numbers, fractions and
decimals.
 understanding on the use of  manipulate ratios and solve  visualizes the ratio of two given sets of
ratio, proportion and percent. problems involving ratios and objects.
proportions
 expresses the ratio of two numbers using
either the colon (:) or a fraction.
 expresses one value as a fraction of another

given their ratio and vice versa.

K TO 12 MATHEMATICS

 finds how many times one value is as large

as another given their ratio and vice versa.
 identifies and writes equivalent ratios.
 expresses ratios in their simplest forms.
 finds the missing term in a pair of equivalent

ratios.
 defines and describes a proportion.
 recognizes when two quantities are in direct

proportion.
 solves problems involving ratio and direct

proportion.
 know and understand the  uses models to illustrate the concept of

concept of percent and to percent and its relationship to fractions,
solve problems involving ratios and decimal numbers.
percents.
 gives the relationship among fractions, ratios
and percents, between percent and a
decimal number, among fractions, ratios,
decimal numbers and percents.
 defines the following: percentage, rate or

percent, base.
 identifies the base percentage and rate in a

problem.

K TO 12 MATHEMATICS

 finds the percentage in a given problem.
 analyzes and solves problems involving
percents.
Geometry The learner demonstrates… The learner is able to… The learner…
 understanding of polygons up  explore polygons with up to  describes, models and draws polygons.
to 10 sides, congruence and 10 sides.
similarities of polygons and  names polygons with 5 or more sides.
circle and its parts.
 describes and compares properties of
polygons.
 represents congruent polygons using

models.
 identifies and describes congruent polygons.
 represents similar polygons using models.
 identifies and describes similar polygons.
 finds the missing dimension in a pair of

similar polygons.
 explore circles.  visualizes and describes a circle.
 identifies and defines the terms related to a

circle.
 draws circles with different radii using a

compass.

K TO 12 MATHEMATICS

Patterns and Algebra The learner demonstrates… The learner is able to… The learner …
 understanding of simple  solve for the unknown values  uses models to illustrate mathematical
equations. in simple equations involving sentences.
one or more operations on
whole numbers and fractions.  determines the patterns in completing
mathematical sentences.
 uses patterns to solve for the unknown in

simple equations involving one or more
operation on whole numbers and fractions.
Measurement  understanding on  describe the circumference of  represents and describes the circumference
measurement in metric units a circle, measure and use it to of a circle.
to approximate measure and solve problems. the measure
to compute for the of circumference, area of a  uses a model to estimate the circumference
circumference, area, volume circle, volume of a cube and a of a circle.
and temperature. rectangular prism and
temperature.  derives a formula for finding the
circumference of a circle.
 finds the circumference of the given circle

using the formula/s derived.
 solves problems involving circumference.
 convert units of measure for  estimates and uses appropriate units of

area and volume and select measure for area.
appropriate units and tools for
consistency and accuracy.  converts sq cm to sq m and vice versa.
 names the appropriate unit of measure used

for measuring area for accuracy.
 estimates and uses appropriate units of
measure for volume.

K TO 12 MATHEMATICS

 converts one cubic unit of measure to a

larger or smaller unit.
 names the appropriate unit of measure used

for measuring the volume of a cube and a
rectangular prism for accuracy.
 describe the area of a circle,  represents and describes the area of a

measure and use it to solve circle.
problems.
 uses a model to find the area of a circle.
 derives a formula for finding the area of a

circle.
 finds the area of a circle using the formula/s

derived.
 solves problems involving area of circle

using appropriate formulas and procedures.
 describe the volume of a cube  describes the volume of cube and a

and a rectangular prism, rectangular prism.
measure and use it to solve
problems.  derives a formula for finding the volume of
cube and a rectangular prism.
 solves problems involving volume of a cube

and rectangular prism using appropriate
formulas and procedures.

K TO 12 MATHEMATICS

 describe temperature,  describes and estimates the temperature

measure and use it to solve inside and outside of the classroom.
problems.
 identifies the parts of a thermometer.
 reads a thermometer.
 measures temperature using the degree

Celsius.
 solves problems involving temperature.
Probability and Data Analysis  understanding to record,  construct, read and interpret a  reads and interprets data presented in a line
arrange, present, and line graph and its graph and in its corresponding table of data.
interpret data using tables, corresponding table of data
line graphs and probability. and solve problems involving  constructs a line graph using the
data from a table and a line corresponding table of data.
graph.
 describes and estimates the average value
of a set of data.
 finds the average value of a set of data that

includes whole numbers, fractions and
decimal numbers.
 solves problems involving line graphs and

the average of a set of data.
 make simple predictions of  describes a probability experiment.

events based on a probability
experiment.  performs a probability experiment and record
results by listing.

K TO 12 MATHEMATICS

 analyzes data obtained from chance using
experiments involving letter cards (A to Z)
and number cards (0 to 20).

K TO 12 MATHEMATICS
GRADE 6

Numbers and Number Sense The learner demonstrates… The learner is able to… The learner…
 understanding of the concept  explore the concept of  describes the set of integers.
of integers, exponents, base integers and compare
and scientific notation. integers with whole numbers,  identifies real-life situations that make use of
fractions and decimal integers.
numbers.
 represents integers on the number line.
 compares integers with other numbers such

as whole numbers, fractions and decimals.
 compares and arranges integers from least

to greatest and vice versa.
 use the notation and  defines and describes the exponent and the
computation of positive whole base in a number expressed in exponential
number powers to find values notation.
of numbers.
 gives the value of numbers expressed in
exponential notation.
 expresses positive whole numbers in

expanded notation using exponential
notation and vice versa.
 finds and compares the value of the

numbers expressed in either the expanded
or exponential notation.
 reads and writes numbers up to trillions in

scientific notation.

K TO 12 MATHEMATICS

The learner demonstrates… The learner is able to… The learner…
 determines the value of a number expressed

in scientific notation.
 perform the four basic  describes and interprets the basic operations
operations on integers on integers using materials such as algebra
tiles, counters, chips and cards.
 states the rules for addition, subtraction,

multiplication and division of integers.
 performs the basic operations on integers.
 solves problems involving basic operations

on integers.
 perform a series of operations  interprets and explains the GEMDAS rule.

following the GEMDAS rule
and solve problems involving  performs two or more different operations on
a series of operations on whole numbers with or without exponents
whole numbers. and grouping symbols.
 solves problems involving a series of

operations on whole numbers.
 mastery of the operations of  add and subtract fractions  estimates sums and differences of fractions
fractions and decimals. and decimal numbers and and decimals in simple or mixed forms.
these numbers.  rounds decimals through thousandths.
 adds and subtracts fractions in simple mixed

forms without or with regrouping.

K TO 12 MATHEMATICS

 adds and subtracts decimals and mixed

decimals through ten thousandths without or
with regrouping.
 solves problems involving addition and

subtraction of fractions and decimals in
simple or mixed forms without and with
regrouping.
 multiply fractions and decimal  illustrates multiplication of fractions and

numbers and solve problems decimals using models.
involving multiplication of
fractions and decimal  estimates products of whole numbers,
numbers. fractions and decimals.
 multiplies fractions in simple and mixed

forms.
 shows that multiplying a fraction by its

reciprocal is equal to 1.
 multiplies decimals and mixed decimals

through thousandths without and with
regrouping and with “0” difficulty.
 solves problems involving addition,

subtraction, and multiplication of numbers in
mixed forms.
 divide fractions and decimal  illustrates division of fractions and decimals

numbers and solve problems using models.
involving division of fractions
and decimal numbers.

K TO 12 MATHEMATICS

 estimates quotients of whole numbers,

fractions and decimals and determine the
reasonableness of results (add this to all
other competencies involving estimation).
 divides fractions and decimal numbers in

simple and mixed forms.
 divides whole numbers (two to five-digit

dividends) by decimals (one to two- digit
divisors).
 divides mixed decimals by whole numbers.
 divides whole numbers by decimals and

mixed decimals.
 divides mixed decimals by mixed decimals.
 divides decimals by 10, 100, 1,000 mentally.
 divides decimals by 0.1, 0.01, 0.001

mentally.
 differentiates between terminating and

repeating from non-terminating decimal
quotients.
 solves problems involving division of

fractions and decimals in mixed forms
including money.
 solves word problems involving all
operations on fractions.

K TO 12 MATHEMATICS

 analyzes and solves problems of various

types-mathematical tasks, word problems,
contextual questions and real-world settings
using whole numbers, fractions and
decimals.
 understanding of ratio and  use ratio and proportion in a  defines and illustrates the meaning of ratio
proportion and percent. variety of ways and solve and proportion using concrete or pictorial
problems in different contexts. models.
 forms ratios and sets up proportions for

groups of objects or numbers.
 tells whether two ratios make a proportion.
 finds a missing term in a proportion.
 sets up a proportion for a given situation.
 solves problems involving direct proportion,

partitive proportion, inverse proportion in
different contexts such as distance-rate-time.
 use percent in a variety of  defines and illustrates percent.

ways and solve problems in
different contexts.  determines the percentage, rate and base in
a given problem.
 computes common percentage problems

mentally: percent of increase or decrease,
discounts and sales, value-added tax and
service charge.

K TO 12 MATHEMATICS

 solves problems involving finding the

percentage, rate and base: commission,
sales, taxes and simple interest.
Geometry  understanding of angles in  find unknown angle measures  describes the properties of angles on a
geometric figures using in geometrical figures. straight line, angles at a point and vertically
various properties, attributes opposite angles.
of spatial figures, 2-D
representation of a 3-D solid  determines the sum of the angles in a
and identification of nets of triangle and a quadrilateral.
cube, prism and pyramid.
 finds unknown angles using angle properties
in geometrical figures such as a square,
rectangle, parallelogram, rhombus, trapezoid
and triangle.
 explore spatial figures.  identifies the different spatial figures.
 illustrates the different spatial figures using

various concrete and pictorial models.
 visualizes and describes the different spatial

figures: cube, prism, cylinder, sphere,
pyramid, cone, etc.
 identifies the nets of the following spatial

figures: cube, prism, cylinder, pyramid and
cone.
Measurement  understanding of  solve problems involving  finds the area of composite figures formed
circumference and area of a finding areas of composite by any two or more of the following: triangle,
circle, perimeter and area of figures. square, rectangle, circle and semi-circle.
figures related to square,

K TO 12 MATHEMATICS

rectangle, triangle and circle, The learner is able to… The learner …
surface area and volume of
rectangular prisms and  solves word problem involving area of
capacity. composite figures formed by any two or
more of the following: triangle, square,
rectangle, circle and semi-circle.
 explore the concept of  identifies the faces of a geometric solid.

surface area and find the
surface area of geometric  visualizes and describes surface area and
solids. name the unit of measure used for
measuring the surface area of solids.
 derives a formula for finding the surface area

of cubes, prisms and cylinders.
 finds the surface area of cubes, prisms and

cylinders.
 solves word problems involving

measurement of surface area.
 find the volume of solids and  describes the meaning of the volume of a
solve problems related to this. solid.
 determines the relationship between the

volume of a rectangular prism and of a
pyramid and between a cylinder and a cone.
 obtains formulas for finding the volumes of

cylinders, pyramids and cones.
 finds the volume of a cylinder, pyramid or a

cone.
 solves problems involving volumes of solids.

K TO 12 MATHEMATICS

 understanding of electric and  read and interpret meter  reads and interprets electric and water meter
water consumption, time, rate readings. readings.
and speed.
 solves problems involving electric and water
consumptions.
 measure time in a variety of  estimates the duration of time in seconds

ways and solve problems and minutes.
involving time, rate and
speed.  measures time using a 12-hour and a 24-
hour clock.
 converts measures of time from a 12-hour to

a 24-hour clock and vice versa.
 calculates time in the different world time

zones.
 calculates speed, distance and time.
 solves problems involving average rate and

speed.
Statistics and Probability  understanding to record,  construct and interpret circle  reads and interprets data presented in a
arrange, present and interpret graphs. circle graph.
data using tables and circle
graphs and understands the  constructs a circle graph based on a table of
meaning of probability. data.
 makes inferences and hypotheses on data

presented in a circle graph.

K TO 12 MATHEMATICS

 make simple predictions of  describes the meaning of probability such as

events based on experiments. “50% chance of rain” and “one in a million
chance of winning.”
 quantifies the phrases “most likely to

happen” and “unlikely to happen.”
 performs experiments and record outcomes.
 makes listings and diagrams of outcomes

and tell the number of favorable outcomes
and chances using these listings and
diagrams.
 makes simple predictions of events based

on the results of experiments.
Patterns and Algebra  understanding of constants,  explore the meaning of  differentiates between an expression and an
variables and algebraic numerical expressions and equation and differentiate the two.
expressions in one variable. equations.
 gives a verbal translation of an equation and
an expression using real-life contexts and
vice versa.
 solves problems involving different types of

numerical expressions and equations such
as 7 + 9 = + 6.
 use a letter or symbol to  replaces a quantity in a numerical equation

represent a quantity in a or expression with a letter or symbol and
simple algebraic expression write the equation or expression in different
and simplify an algebraic forms.
expression.

K TO 12 MATHEMATICS

 writes an algebraic expression involving only

one letter or symbol.
 describes the uses of a letter or symbol in an

algebraic expression: placeholder, pattern
generalizer, unknown, value (e.g.  ) and
label.
 defines a variable in an algebraic

expression.
 simplifies algebraic expressions in one

variable.
 evaluates algebraic expressions involving

one variable.
 represents quantities in real-life situation

using algebraic expressions.
 use a variable to generate a  identifies the pattern in a given series of

pattern in a series. objects and numbers.
 determines the quantity to be represented by

a letter or a symbol in a pattern.
 writes the algebraic expression that

represents the pattern in a given series of
objects or numbers.
 determines the next object or number in a

given series using the algebraic expression
for the pattern.

K TO 12 MATHEMATICS
GRADE 7

understanding of…
 explore set concepts and set  describes and illustrates well-defined sets,
 the key concepts of sets, the operations. subsets, universal set and the null set.
real number system,
estimation / approximation of  defines and describes the union and
a square of a number and the intersection of sets and the complement of a
measures of quantities, and set.
the applications of real
numbers to measurements.  uses Venn Diagrams to represent sets,
subsets and set operations.
 solves problems involving sets.
 apply various procedures and  describes and illustrates the absolute value
manipulations on the different of a number on a number line as the
subsets of the set of real distance of the number from 0.
numbers.
 performs fundamental operations on
integers: addition, subtraction, multiplication,
division.
 states and illustrates the different properties

of the operations on integers (commutative,
associative, distributive, identity, inverse).
 defines and illustrates rational numbers and

arrange them on a number line.

K TO 12 MATHEMATICS

understanding of…
 expresses rational numbers (both repeating
and terminating/non-repeating and non-
terminating) from fraction form to decimal
form and vice versa.
 performs operations on rational numbers

and illustrate their properties.
 describes principal roots and tells whether

they are rational or irrational.
 determines between what two integers the

square root of a number is.
 estimates the square root of a number to the

nearest tenth.
 illustrates and graphs irrational numbers

(square roots) on a number line with and
without appropriate technology.
 describes, represents and compares the

different subsets of real numbers.
 finds the union, intersection and complement

of the set of real numbers and its subsets.
 arranges real numbers in increasing or

decreasing order.
 determines the significant digits in a given

situation.

K TO 12 MATHEMATICS

understanding of…
 writes very large or very small numbers in
scientific notation.
 describes and represents real-life situations

which involve integers, rational numbers,
square roots of a rational numbers and
irrational numbers.
 solves problems involving real numbers.
Measurement  the different types of  extend concepts of  describes what it means to measure.
measures. measurements to include
different types of measures  describes the development of measurement
and all the subsets of the set from the primitive to the present international
of real numbers to solve system of units.
measurement problems.
 estimates or approximates the measures of
quantities particularly length, weight/mass,
volume, time, angle and temperature.
 uses appropriate instruments to measure

quantities such as length, weight/mass,
volume, time, angle and temperature.
 converts measurements from one unit to

another for each type of measurement
including the English system.
 solves problems involving measurements

such as perimeter, area, weight, time,
speed, temperature, volume/capacity and
utilities usage (meter reading).

K TO 12 MATHEMATICS

Algebra The learner demonstrates The learner is able to… The learner …
understanding of…
 simplify and evaluate  translates verbal phrases to mathematical
 the key concepts of algebraic algebraic expressions in one phrases and vice versa.
expressions as applied in or more variables.
solving problems.  differentiates between constants and
variables in a given algebraic expression.
 evaluates algebraic expressions for given

values of the variables.
 explore the concept of and  gives examples of polynomials, monomial,

manipulate polynomials. binomial, trinomial.
 identifies the base, coefficient, terms and

exponents in a given polynomial.
 defines and interprets the meaning of an

where n is a positive integer.
 derives inductively the laws of exponents

(Exponents restricted to positive integers).
 illustrates the laws of exponents.
 adds and subtracts polynomials.
 multiplies and divides polynomials.
 finds inductively using models the (a)

product of two binomials; (b) product of a
sum and difference of two terms; (c) square
of a binomial; (d) cube of a binomial; (e)
product of a binomial and a trinomial.

K TO 12 MATHEMATICS

understanding of…
 finds algebraically the (a) product of two

binomials; (b) product of a sum and
difference of two terms; (c) square of a
binomial; (d) cube of a binomial; (e) product
of a binomial and a trinomial.
 solve equations and  differentiates between mathematical

inequalities. expressions and mathematical equations.
 translates English sentences to

mathematical sentences and vice versa.
 differentiates between equations and

inequalities.
 defines and illustrates the meaning of

absolute value.
 finds the solution of an equation or inequality

involving one variable, including one that
involves absolute value (a) from a given
replacement; (b) intuitively by guess and
check; (c) by algebraic procedures (applying
the properties of equalities and inequalities);
(d) graphing.
 solves problems that use equations and

inequalities.

K TO 12 MATHEMATICS

Geometry The learner demonstrates The learner is able to… The learner …
understanding of…
 analyze and investigate in a  represents a point, line and plane using
 the key concepts of geometry more formal environment the concrete and pictorial models.
of shapes and sizes, basic concepts in geometry.
geometric construction and  defines, identifies and names the subsets of
the application of a line.
measurements in geometric
figures.  illustrates, names, identifies and defines the
different kinds of angles.
 derives relationships of geometric figures

using measurements and by inductive
reasoning: supplementary angles,
complementary angles, equal angles,
adjacent angles, linear pairs, perpendicular
lines and parallel lines.
 derives relationships between vertical angles

and among angles formed by parallel lines
cut by a transversal using measurement and
by inductive reasoning.
 analyze and investigate the  uses a compass and straightedge to bisect

different kinds of triangles, line segments and angles and construct
quadrilaterals, convex perpendiculars and parallels.
polygons and circles.
 classifies triangles according to their angles
and according to their sides.
 illustrates, names and identifies different

kinds of triangles and define the terms
associated with a triangle.

K TO 12 MATHEMATICS

understanding of…
 derives relationships among the sides and
angles of a triangle using measurement and
inductive reasoning.
 illustrates, names and identifies the different

kinds of quadrilaterals.
 derives relationships among the angles and

among the sides of a quadrilateral using
measurement and inductive reasoning.
 defines and illustrates convex polygons.
 derives the relationship of exterior and

interior angles of any convex polygon using
measurement and inductive reasoning.
 illustrates a circle and defines the terms

related to it: radius, diameter, center, arc and
central angle.
Statistics and Probability  the key concepts, uses and  engage in statistical  explains the basic concepts, uses and
importance of statistics and investigations. importance of Statistics.
probability, data
collection/gathering and the  poses questions and problems that may be
different forms of data answered using Statistics.
representation.
 collects or gathers statistical data and
organizes the data in a frequency table
according to some systematic
considerations.

K TO 12 MATHEMATICS

 uses appropriate graphs to represent

organized data: pie chart, bar graph, line
graph and a histogram.
 finds the mean, median and mode of

statistical data.
 describes the data using information from

the mean, median and mode.
 analyzes, interprets accurately and draws

conclusions from graphic and tabular
presentations of statistical data.

K TO 12 MATHEMATICS
GRADE 8

Algebra The learner demonstrates The learner is able to… The learner…
understanding of…
 special products and factors  recognize special products  identifies polynomials which are special
of polynomials and operations and factor polynomials. products: polynomials with common
rational expressions. monomial factors, trinomials that are
products of two binomials, trinomials that are
squares of a binomial, and products of the
sum and difference of two terms (e.g.
2 2 3 3
x  y , x  y ).
 finds special products and factors of certain

polynomials: product of two binomials,
product of sum and difference of two terms,
square of a binomial, cube of a binomial, and
product of the special case of multiplying a
binomial and a trinomial.
 factors completely different types of

polynomials (polynomials with common
monomial factors, a difference of two
squares, sum and difference of two cubes,
perfect square trinomial, general trinomials)
using special formulas, grouping and other
techniques.
 solves problems involving polynomials and

their products and factors.
 perform operations on rational  defines and illustrates rational expressions.

expressions.
 simplifies rational expressions.

K TO 12 MATHEMATICS

understanding of…
 multiplies and divides rational expressions.
 adds and subtracts rational expressions.
 simplifies complex fractions.
 solves problems involving rational

expressions.
 manipulate algebraic  defines and interprets zero and negative

expressions with integral exponents.
exponents.
 evaluates algebraic expressions involving
integral exponents.
 simplifies algebraic expressions involving

integral exponents.
 linear functions and their  explore the rectangular  describes the rectangular coordinate system
graphs. coordinate system. and its uses.
 defines and illustrates the coordinate axes,

the origin and a point on the coordinate
plane.
 describes and plots positions on the

coordinate plane using coordinate axes.
 explore the concept of a  defines and illustrates a relation and a

relations and a function. function.
 determines if a given relation is a function
using a table of ordered pairs, graphs and
equations.

K TO 12 MATHEMATICS

understanding of…
 differentiates between dependent and
independent variables.
 defines and describes the domain and range

of a function.
 explore the linear function, its  defines and describes a linear function using
equation and graph. its points, equation and graph.
 finds the domain and range of a linear

function.
 defines and illustrates the meaning of slope

of a line.
 finds the slope of a line given two points, a

table of values or list of ordered pairs, its
equation and graph.
 writes the linear equation Ax  By  C in the

form y  mx  b and vice versa.
 graphs a linear equation given (a) any two

points; (b) the x- and y-intercepts; (c) the
slope and a point on the line.
 characterizes the graph of a linear equation

in terms of its intercept and slope.
 finds the equation of a line given (a) two

points; (b) the slope and a point; (c) the
slope and its intercept.

K TO 12 MATHEMATICS

understanding of…
 solves problems involving linear functions
and linear patterns.
 linear equations and  graph linear inequalities in  differentiates between mathematical

inequalities. two variables. expressions and mathematical equations.
 differentiates between equations and

inequalities.
 defines and illustrates linear inequalities in

two variables.
 graphs linear inequalities in two variables on

the coordinate plane.
 explore and solve systems of  defines and describes systems of linear

linear equations and equations and inequalities using practical
inequalities in two variables. situations and mathematical expressions.
 identifies which given systems of linear

equations have graphs that are parallel, that
intersect and coincide.
 graphs systems of linear equations.
 solves systems of linear equations by (a)

graphing; (b) elimination; (c) substitution.
 graphs systems of linear inequalities in two

variables.
 solves a system of linear inequalities in two

variables by graphing.

K TO 12 MATHEMATICS

understanding of…
 solves problems involving systems of linear
equations and inequalities.
Geometry  axiomatic development of  engage in formal arguments,  identifies the hypothesis and conclusions of
geometry, triangle reason and proof. if-then and other types of statements.
congruence, inequalities in
triangles and parallel and  formulates the inverse, converse and
perpendicular lines. contrapositive of an implication.
 distinguishes between inductive and

deductive reasoning.
 provides formal arguments that explain

results of a phenomenon or a situation.
 writes formal arguments as a series of

statements that make up a proof (both direct
and indirect).
 gives and illustratesthe undefined terms in

geometry.
 explains the need for defined terms and

formally define all terms previously
introduced.
 differentiates between postulate and

theorem and give the importance of each.
 prove triangle congruence.  defines and illustrates triangle congruence.
 states and illustrates the SAS congruence

postulate and the ASA and SSS congruence
theorems.

K TO 12 MATHEMATICS

understanding of…
 applies the postulate and theorems on
triangle congruence to prove statements on
congruence, including right triangles.
 applies triangle congruence to geometric

constructions of perpendicular bisector and
angle bisector.
 explore situations involving  states and illustrates the theorems on

inequalities in triangles. triangle inequalities, e.g., exterior angle
inequality theorem, triangle inequality
theorem, hinge theorem.
 applies the theorems on triangle inequalities

to: (a) determine possible measures for the
angles and sides of triangles, and (b) justify
claims about the unequal relationships
between side and angle measures.
 applies the theorems on triangle inequalities

to prove results involving triangle
inequalities.
 prove results involving  defines parallel and perpendicular lines.

parallel and perpendicular
lines.  illustrates and proves properties of parallel
lines cut by a transversal.
 recalls the different kinds of quadrilaterals

and identify those that are parallelograms.
 determines the conditions that make a

quadrilateral a parallelogram.

K TO 12 MATHEMATICS

understanding of…
 determines and proves the conditions under
which lines and segments are parallel or
perpendicular.
 uses properties to find measures of angles,

sides and other quantities involving
parallelograms.
Statistics and Probability  measures of variability of data  explore the concept of  recalls the meaning and interpretation of the
and basic concepts of measure of variability. mean, median and mode of ungrouped data
probability. and extend them to grouped data.
 discusses the meaning of variability.
 calculates the different measures of

variability of a given set of data: (a) range;
(b) average deviation; (c) standard deviation.
 describes a set of data using measures of

central tendency and measures of variability.
 discuss the basic concepts of  defines an experiment, outcome, sample

probability and solve simple space and event.
problems involving
probabilities of events.  defines and discusses the probability of an
event.
 interprets the meaning of the probability of

an event.
 differentiates between an experimental

probability and a theoretical probability.

K TO 12 MATHEMATICS

 counts the number of occurrences of an
outcome in an experiment and organize
them using a table, tree diagram, systematic
listing and the fundamental counting
principle.
 solves simple problems involving

probabilities of events.

K TO 12 MATHEMATICS
GRADE 9

Algebra The learner demonstrates The learner is able to… The learner…
understanding of…
 explore the concepts  makes mathematical models to represent
 quadratic functions and involving a quadratic function real-life situations using quadratic functions.
equations, and variation. and its graph and solve
problems involving quadratic  recognizes quadratic functions and quadratic
functions and equations. equations.
 differentiates between a quadratic function

and a quadratic equation.
 represents and describes a quadratic

function using its: (a) tables of values; (b)
graph; (c) equation.
 finds the domain and range of a quadratic

function.
 graphs quadratic functions and determines

or describes its: (a) intercepts; (b) zeroes; (c)
axis of symmetry; (d) maximum or minimum
point; (e) shape.
 writes the equation of a quadratic function

given: (a) a table of values; (b) graph; (c)
zeroes.
 transforms the quadratic function

2
y  ax  bx  c into the form
y  a x  h   k .
2

K TO 12 MATHEMATICS

understanding of…
 analyzes the effects of changing the values
of a, h and k in the equation
y  ax  h  k of a quadratic function
2
on its graph.
 solves quadratic equations by: (a) extracting

square roots; (b) factoring; (c) completing
the square; (d) the quadratic formula.
 characterizes the roots of a quadratic

equation using the discriminant.
 describes the relationship between the

coefficients and the roots of a quadratic
equation.
 solves equations transformable to quadratic

equations.
 solves problems involving quadratic

functions and quadratic equations.
 solve equations involving  recognizes equations that involve rational

rational expressions. expressions.
 solves equations involving rational

expressions.
 identifies and solves equations involving

rational expressions that are transformable
to quadratic equations.

K TO 12 MATHEMATICS

understanding of…
 solves problems that use equations involving
rational expressions, including those in real-
life situations.
 explore relationships of  recognizes relationships between two

quantities that involve quantities that involve the following
variation and solve problems variations: (a) direct; (b) inverse; (c) joint; (d)
involving direct, indirect and combination of any of these.
joint variation.
 translates statements that involve variations
to: (a) a table of values; (b) a mathematical
equation; (c) a graph and vice versa.
 identifies situations that involve quantities

that vary (a) directly; (b) inversely; (c) jointly;
(d) according to a combination of any of
these.
 solves problems involving variation.
 expressions with rational  simplify expressions with  applies the concepts and laws involving
exponents and involving rational exponents and solve positive integer exponents to zero, negative
radicals. problems involving them. and rational exponents.
 simplifies expressions with rational

exponents.
 solves problems involving expressions with

different exponents (integers and rational).

K TO 12 MATHEMATICS

understanding of…
 perform fundamental  recognizes expressions with radicals.
operations on expressions
involving radicals and solve  relates expressions with fractional exponents
problems involving to expressions with radicals.
expressions and equations
with radicals.  writes expressions with rational exponent as
radicals and viceversa.
 states and proves the laws of radicals.
 simplifies expressions with radicals using the

laws of radicals.
 performs operations on expressions

involving radicals.
 solves equations involving expressions with

radicals.
 solves problems that involve equations with

radicals.
Geometry  triangle similarity and of  use the fundamental  defines a proportion.

quadrilaterals. theorems of proportionality.
 states and applies the different properties of
proportion.
 applies the fundamental theorems of

proportionality to solve problems involving
proportions.

K TO 12 MATHEMATICS

understanding of…
 prove and use concepts on  states, illustrates and explains the conditions
triangle similarity, particularly for similarity of triangles.
on similarity of right triangles
to solve problems.  proves the theorems on triangle similarity:
(a) SAS similarity theorem; (b) SSS
similarity theorem; (c) AA similarity theorem;
(d) right triangle similarity theorem; (e)
special right triangle theorems; (f) others
involving area and perimeter ratios.
 states and proves the Pythagorean theorem.
 differentiates between triangle similarity and

triangle congruence and relate one to the
other.
 applies the theorems to show that given

triangles are similar.
 solves problems that involve: (a) triangle

similarity; (b) Pythagorean theorem; (c)
special right triangles.
 prove and use theorems  defines the different quadrilaterals.

involving quadrilaterals.
 proves theorems on the properties of a
parallelogram.
 determines the conditions that make a

quadrilateral a parallelogram.
 proves theorems on the different kinds of

parallelogram (rectangle, rhombus, square).

K TO 12 MATHEMATICS

understanding of…
 proves theorems on trapezoids and kites.
 proves the midline and intercept theorems.
 uses properties to find measures of angles,

sides and other quantities involving
quadrilaterals.
Patterns and Algebra  the basic concepts of  explore the concept of  defines the six trigonometric ratios sine,
(Trigonometry) trigonometry. trigonometric ratios and use cosine, tangent, secant, cosecant and
these to solve problems on cotangent.
angles of elevation and
depression and navigation.  finds the trigonometric ratios of special
angles.
 describes and illustrates angles of elevation

and angles of depression.
 recognizes situations that involve angles of

elevation and depression.
 solves problems that involve angles of

elevation or depression.
 uses trigonometric ratios to solve problems

involving right triangles (e.g., navigation,
surveying).

K TO 12 MATHEMATICS
GRADE 10

Patterns and Algebra The learner demonstrates The learner is able to… The learner…
understanding of…
 sequences and polynomial  generate an arithmetic and a  observes and generalizes a pattern.
functions. geometric sequence, find the
sums of the terms in the  define and illustrate a sequence and some
sequence and solve problems types of sequences (e.g., harmonic,
involving these sequences. Fibonacci).
 defines, illustrates and graphs an arithmetic

sequence.
 gives examples of an arithmetic sequence.
 finds the terms of an arithmetic sequence

including the general nth term of the
sequence.
 finds the sum of terms of a given arithmetic

sequence.
 defines, illustrates and graphs a geometric

sequence.
 gives examples of a geometric sequence.
 differentiates between a finite and an infinite

geometric sequence.
 differentiates between an arithmetic and a

geometric sequence.

K TO 12 MATHEMATICS

understanding of…
 finds the terms of a geometric sequence
including the general nth term of the
sequence.
 finds the sum of terms of a given geometric

sequence, both finite and infinite.
 solves problems involving sequences and

their sums.
 explore polynomial functions.  defines and describes polynomial functions.
 recognizes and gives examples of

polynomial functions.
 recognizes that linear and quadratic

functions are also polynomial functions.
 differentiates between polynomial functions

and polynomial expressions.
 recalls how to perform operations on

polynomial expressions.
 describes, illustrates and performs the

synthetic division process for dividing
polynomial expressions by a binomial.
 states the remainder theorem and provides a

proof of the theorem.
 states the factor theorem and provides a

proof of the theorem.

K TO 12 MATHEMATICS

understanding of…
 factors polynomial expressions using
synthetic division, the remainder theorem
and the factor theorem.
 finds the zeroes of polynomial functions.
 sketches graphs of polynomial functions.
 solves problems involving factors and zeroes

of polynomial functions.
Geometry  concepts of circles.  find parts of a circle and solve  defines, identifies and illustrates the parts of
problems involving the circle a circle: the center, radius, diameter, interior
and its parts. and exterior, chord, arc, central angle,
inscribed angle.
 derives the relation among chords, arcs,

central angles and inscribed angles.
 states and proves the theorems relating

chords, arcs, central angles and inscribed
angles.
 defines secant and tangent lines and

segments, segment and sector of a circle.
 states and proves the theorems on secant

and tangent lines and segments.
 solves problems that involve parts of circles.

K TO 12 MATHEMATICS

understanding of…
 explore geometric figures on  derives the distance formula between two
the rectangular coordinate points on the plane.
plane.
 applies the distance formula to derive and
prove some geometric properties.
 derives and states the center-radius form of

the equation of a circle.
 finds the center and radius of a circle given

its equation and vice versa.
 sketches the graph of a circle on the

coordinate plane.
 solves problems involving geometric figures

in the coordinate plane.
Statistics and Probability  measures of Position.  describe a set of data using  defines and describes the following
measures of position. measures of position: quartiles, deciles and
percentiles.
 explains and interprets quartiles, deciles and

percentiles.
 calculates specified percentiles (e.g. 90th

percentile) of a set of data.
 uses measures of position to describe a set

of data and infer some information about the
data.

K TO 12 MATHEMATICS

understanding of…
 solves problems involving quartiles, deciles
and percentiles.
 constructs box plot from a set of data.
 basic combinational concepts  count occurrences of an  counts the number of occurrences of an

and probability. event and arrangements event using: (a) a grid table; (b) a tree
using the Fundamental diagram; (c) systematic listing.
Counting Principle,
Permutations and  states and explains the fundamental
Combinations. counting principle.
 uses the fundamental counting principle to

count the number of arrangements or
ways that a task can be carried out.
 recognizes groupings that require order and

groupings that do not require order.
 defines a permutation of n objects taken r at

a time.
 derives and uses the formula for finding the

permutation of n objects taken r at a time.
 defines a combination of n objects taken r at

a time as a subset.
 derives and uses the formula for finding the

number of combinations of n objects taken r
at a time.
 explains the relationship of a permutation to

K TO 12 MATHEMATICS

a combination of n objects taken r at a time.
 solves problems involving permutations and

combinations.
 find the probability of  recognizes events, union of events and

compound events. intersection of events.
 finds the cardinality of a union of two sets a

and b.
 defines the probability of a union of two

events using the definition of the probability
of an event e.
 finds the probability PA  B.
 defines events that are independent.
 finds the probability PA  B.
 solves problems involving probabilities of a

union and intersection of events.

K TO 12 MATHEMATICS
GLOSSARY
Accuracy – the quality of being correct and precise.
Applying – the skill of using concepts, procedures, algorithms and other mathematical constructs on practical situations and phenomena.
Communicating – the use of notations, symbols, figures, equations and functions to convey mathematical ideas.
Computing – the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result.
Conjecturing – the skill of formulating mathematical theories that still need to be proven.
Connecting – the skill of integrating mathematics to other school subjects and other areas in life.
Constructivism – the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects them to new
ideas that are encountered.
Context - a locale, situation or set of conditions of students that may influence their study and use of mathematics to develop critical thinking and problem
solving skills.
Cooperative Learning - learning that is achieved by working with fellow learners as they all engage in a shared task.
Creativity – the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.
Critical Thinking - the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven &
Paul, 1987).
Decision-making – the skill of arriving at a choice or decision based on sound, logical procedures and mathematical analyses.
Discovery Learning – learning that is achieved by allowing students to discover new ideas using their experiences (Bruner, 1961).
Estimating – the skill of roughly calculating or judging a numerical value or quantity.

K TO 12 MATHEMATICS
Experiential Learning – learning that occurs by making sense of direct everyday experiences (Kolb, 1984)
Inquiry-based Learning – learning that focuses on students asking questions and finding answers to their questions using their personal experiences.
Knowing and Understanding – meaningful acquisition of concepts that include memorizing and recalling of facts and procedures
Mathematical Problem Solving - finding a solution to a problem that is unknown (Polya, 1945 & 1962).
Modeling – the use of functions and graphs to represent relationships between and among quantities in a phenomenon.
Objectivity – the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective
conditions.
Perseverance – firmness in finishing a task despite difficulties and obstacles.
Productivity – the quality of pursuing an activity to arrive at a meaningful and useful result or product.
Proving – the skill of demonstrating the truth or falsity of a theory using reasoning and arguments.
Reasoning – the process of explaining using sound analyses, following the rules of logic.
Reflective Learning – learning that is facilitated by deep thinking.
Representing – the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.
Situated Learning – learning in the same context on which concepts and theories are applied.
Solving – to find the answer to an algebraic or mathematical problem using any procedures and tools available.
Visualizing - using one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical concepts
(MATHTED & SEI, 2010).

K TO 12 MATHEMATICS
References
Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32.
Chamberlin, S. A. (n.d.) What is problem solving in the mathematics classroom. Retrieved July 19, 2011, from
http://74.125.153.132/search?q=cache:TKX2hdSKJ- gJ:people.exeter.ac.uk/PErnest/pome23/Chamberlin%2520What%2520is%
2520Math%2520Prob%2520Solving.doc+mathematical+Problem+Solving+ definition&cd=10&hl=tl&ct=clnk&gl=ph.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
MATHTED & SEI. (2010). Mathematics framework for Philippine basic education. Manila: SEI & MATHTED.
Polya, G. (1945). How to Solve It. Princeton, NJ: Princeton University Press.
Polya, G. (1962). Mathematical discovery: On understanding, learning and teaching problem solving: Volume I. New York: John Wiley and Sons, Inc.
http://www.criticalthinking.org/aboutct/define_critical_thinking.cfm

K TO 12 MATHEMATICS
CURRICULUM DEVELOPERS/WRITERS/REACTORS/REVIEWERS in the DEVELOPMENT of K to 12 CURRICULUM
MATHEMATICS
----------------------------------------------------------------------------------------
A. Workshop on the Finalization of Learning Competencies

Venue: Development Academy of the Philippines,Tagaytay City
Date: August 8-12, 2011
NAME DESIGNATION OFFICE/SCHOOL
1. Remylinda Soriano Education Program Specialist I DCS - Manila
2. Teresita Tagulao Education Program Specialist I DCS - Pasig
3. Robesa Hilario Education Program Specialist DepEd – BEE – CDD
4. Elizabeth Catao Education Program Specialist DepEd – BSE – CDD
5. Sonia Javier Head Teacher III JSHS
6. Melvin Callanta Head Teacher VI Mangaldan High School
7. Nicanor San Gabriel Jr. Teacher I Araullo High School
8. Dr. Maxima Acelajado Professor De La Salle University
9. Dr. Catherine Vistro – Yu Professor I Ateneo De Manila University
10. Lydia Landrito Science Education Specialist University of the Philippines - NISMED
11. Dr. Florante C. Marmeto Principal IV Sucat Elementary School
B. Workshop on the Development of Learning Competencies and Teaching Guides

Date: July 18-22, 2011
1. Teresita P. Tagulao Education Program Specialist I DCS - Pasig
2. Remylinda T. Soriano Education Program Specialist I D.O. Manila
3. Melvin Calanta Head Teacher VI Mangaldan High School
4. Nicanor M. San Gabriel Jr. Teacher I Araullo High School
5. Maxima J. Acelajado Professor De La Salle University

K TO 12 MATHEMATICS
6. Elizabeth Catao Education Program Specialist DepEd – BSE – CDD

7. Sonia E. Javier Head Teacher III JSHS
8. Catherine P. Vistro - Yu Professor I Ateneo De Manila University
9. Robesa Hilario Education Program Specialist DepEd – BEE – CDD
10. Thomas Manuel L. Quiton BEE
C. Workshop on the Development of Learning Competencies Grades K to 3

Date: July 11-15, 2011
1. Teresita P. Tagulao D.O. Pasig City
2. Remylinda T. Soriano D.O. Manila
3. Robesa Hilario BEE - CDD
4. Abelardo B. Medes BEE – CDD
5. Thomas Manuel L. Quiton BEE
D. Experts’ Review of the Curriculum Standards

Venue: Bulwagan ng Karunungan, DepEd Complex, Pasig City
Date: July 15, 2011
1. Dr. Evangeline P. Bautista Associate Professor Ateneo de Manila University
2. Mr. Melvin M. Callanta DepEd BSE
3. Ms. Elizabeth G. Catao DepEd BSE
4. Sr. Iluminada C. Coronel President Mathematics Teachers Assoc. of the Phils.
5. Dr. Rosemarievic V. Diaz Philippine Normal University
6. Ms. Janet D. Dionio Manuel Roxas High School
7. Dr. Ruth G. de Lara Retired Education Supervisor DCS Manila
8. Mr. Emmanuel V. Dionisio Head Teacher III A.F.G. Bernardino Memorial Trade School
9. Dr. Juanita A. Ferido Education Supervisor II DepEd NCR
10. Dr. Flordeliza F. Francisco Assistant Professor Ateneo de Manila University
11. Dr. Ian June L. Garces Associate Professor Ateneo de Manila University

K TO 12 MATHEMATICS
12. Dr. Milagros D. Ibe UP Diliman and Miriam College

13. Dr. Sonia E. Javier Juan Sumulong High School
14. Dr. Ma. Nympha B. Joaquin UP Diliman
15. Ms. Lydia M. Landrito Science Education Specialist UP NISMED
16. Dr. Queena N. Lee-Chua Professor Ateneo de Manila University
17. Dr. Auxencia A. Limjap De La Salle University
18. Dr. Gladys C. Nivera Professor I Philippine Normal University
19. Mr. Nicanor M. San Gabriel Jr. DepEd BSE-CDD
20. Ms. Revie G. Santos Master Teacher II Rizal High School
21. Dr. Cornelia C. Soto Ateneo de Manila University
22. Dr. Merle C. Tan Director UP NISMED
23. Dr. Soledad A. Ulep UP NISMED
24. Dr. Catherine P. Vistro-Yu Professor Ateneo de Manila University
25. Dr. Aida A. Yap UP NISMED
E. Writeshop on the Finalization of the Curriculum Standards

Venue: Regional Education Learning Center, Region IV-A (CALABARZON), Malvar, Batangas
Date: May 19-21,2011
4. Lydia M. Landrito Science Education Specialist University of the Philippines
5. Remylinda T. Soriano Education Program Supervisor I DCS Manila
6. Revie G. Santos Master Teacher II Rizal High School
7. Emmanuel V. Dionisio Head Teacher III/ Documentor A.F.G. Bernardino Memorial Trade School

K TO 12 MATHEMATICS
F. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
Date: May 10-13,2011
9. Nicanor M. San Gabriel BSE – CDD
10. Elizabeth Catao BSE – CDD
11. Abelardo B. Medes BEE – CDD
12. Robesa R. Hilario BEE – CDD
13. Revie G. Santos Master Teacher II Rizal High School
14. Emmanuel V. Dionisio Head Teacher III/ Documentor A.F.G. Bernardino Memorial Trade School
G. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards
1. Regions IV-A, IV-B,V and NCR
Venue: BulwaganngKarunungan, DepEd Complex, Meralco Avenue, Pasig City
Date: April 27, 2011
1. Maria Gregoria P. Malihan St. Jude Catholic School
2. Loreto S. Sauz UST – EHS
3. Arnold G. Gerance AurolioArago, Oriental Mindoro
4. Cheryl G. Pauericio Division of Legazpi City
5. Abella A. Amican Niogan Elementary School
6. Arnulfo G. Mariano Division of Valenzuela City
7. Sr. Iluminada C. Coronel MTAP
8. Revie G. Santos Rizal High School
9. Juanita A. Ferido Dep. Ed. NCR
10. Larry Samala Dep. Ed. R-IVB
11. Ian June L. Garces Ateneo de Manila University

K TO 12 MATHEMATICS
2. Regions I,II,III and CAR

Venue: Teachers’Camp, Baguio City
Date: April 29, 2011
1. Carmelita S. Domantay Dagupan City NHS – Dagupan City
2. Rubielyn L. Babaran Enrile North Central School – Enrile, Cagayan
3. Romel L. Ricardo Regional Science High School, Tumauini, Isabela
4. Janette T. Fermin St. Paul University Philippines, Tugeugarao City
5. Nestor A. Paat ESP II DepEdTugeugarao City
6. Nestor G. Villaflor ESP I DepEd – Div. Office, Ilocos Sur
7. Nestor P. Nuesca ESP II DepEd RO III
8. Janice Q. Nonog Teacher II Tabuk c/s, Dagupan West, Tabuk City, Kalinga
9. Ofelia A. Dolo Master Teacher II La Trinidad, Benquet, CAR
10. Jenny Jesusa J. Catubay Master Teacher II Sta. Maria Elem. School
University of the Cordilleras – Grade School
11. Arnel R. Lumbo
Baguio City
12. Susana E. Vanhoutte SLU – Lab. High School
13. Norma Maria P. Rutab University of the Cordilleras, Baguio City
14. Daniel D. Peredo Dept. Head Benguet NHS, La Trinidad, Benquet
15. Lauro C. Cruz Dept. Head Sacred Heart Academy, Pob, Sta. Maria, Bulacan
3. Regions VI, VII and VIII

Venue: Ecotech Center, Lahug, Cebu City
Date: May 4, 2011
1. Rosemary S. Achacoso Education Program Supervisor Maasin City Division – Region VIII
2. Feliciaro C. Buenate Jr. Education Program Supervisor RO VI – Western Visayas
St. Francis of Assisi School
3. Rufa T. Temblor
Lahug, Cebu City. Region VII
4. Ma. Emilie S. Gepison Leon Elem. School, Division of Iloilo, RO- VI
San Roque Child Dev’t School
5. Jose Leover S. Illut
YatiIliloan, Cebu – Region VII

K TO 12 MATHEMATICS
6. Ann Marie C. Bandola EPS – I Math City of Naga Division, Region VII
Ormoc City Central School
7. Jeremy M. Movilla
Ormoc City Division, Region VIII
Calbayog City NHS
8. Romao D. Castante Calbayog City Division – RO VIII
Inocencio V FerrerMem. School of Fisheries
9. Suzette C. Martinez
Talisay City, Neg. Occ., Div. of Neg. Occ.
Guihulangan National Agricultural School
10. Andreo G. Aba Plagatasanon, Guihulangan City, Neg. Or.
Div. of Guih. City
University of San Jose Recoletos
11. Cesar L. Sanchez
BasakPardo, Cebu City
Tanjay City Science High School
12. Adonis A. Torres
Tanjay City Schools Division – Region VII
Don Carlos Ledesma NHS
13. Lita B. Morales San Carlos City, Neg. Occ. – Region VI
4. Regions IX,X and ARMM

Venue: Regional Education Learning Center, Cagayan de Oro City
Date: May 5, 2011
1. Susan P. Kuyong DepEd Sulu II
2. Arnel L. Agaug DepEd
3. Rudilene D. Cael DepEd
4. Evelyn T. Villa DepEd
5. Ma. Theresa B. Miranda DepEd
6. Noelli B. Yap The Abba’s Orchard School
7. Reymundo B. Gimena DepEd – Dinagat Division
8. Gilda L. Taboclaon Dep. Ed
9. Rogelio J. Bahian Dep. Ed. R – X
10. Maria Conchita P. Bas CUBED
11. Editha J. Amper Corpus Christi School
12. Rhodora S. Amantorno OLLES

K TO 12 MATHEMATICS
13. Reymundo B. Gimena Dep. Ed. Dinagat Island

14. Rosalina V. Eviota Dep. Ed. Dinagat Island
15. Arnold C. Solen Dep. Ed. Agusan del Norte
16. Noelli B. Yap The Abba’s Orchard
5. Regions XI,XII, ARMM (ShariffKabunsuan,Maguindanao)

Venue: Regional Education Learning Center, Davao City and CARAGA
Date: May 6,2011
1. Reynante A. Solitario DepEd ROXI, EPS
2. Araceu J. Dinopol DepEdSarangani Division Region XII
3. Junelo C. Fornolles Samal NHS – Ibalos Region XI
4. Agnes B. Ortega, RN Cotabato City Region XII
5. Aida M. Pescado MAG. I
Davao Christian Learning Center, Davao
6. Nempha F. Gonzales
City
Bureau of Elementary Education DepEd –
7. Abdul – Aziz H. Iya
ARMM RO
Polomolok West District Division of South
8. Levi B. Butihen
Cotobato
EPS – Math Division of Davao del Norte
9. Eduard C. Amoguis
Region XI
10. Genelyn H. Morante Sultan Kudarat Division
11. Glenn A. Bisnan DepEd ROXII – EPS
H. Workshop on the K to 12 Curriculum Mapping

Venue: Development Academy of the Philippines, Tagaytay City
Date: March 16-18, 2011
1. Abelardo Medes SDD – BEE
2. RobesaHilario CDD – BEE

K TO 12 MATHEMATICS
3. ForcefinaFrias CDD – BEE

4. RanteMamerto Division of Muntinlupa
5. Elizabeth Catao CDD – BSE
6. Melvin Callanta Mangaldan NHS – Pangasinan
7. Sonia Javier Division of Quezon City
8. Dr. Maxima Acelajado Dela Salle University – Taft
9. Dr. Ruth Lara World Bank Consultant – TUP Retired Professor
10. Ms. Lydia Ladrito UP – NISMED
11. Dr. Carmela Oracion Ateneo de Manila Univ
12. Dr. Ronald San Jose UP College of Edu (UPIS)
13. Jannet Labu CDD – BEE
SECRETARIAT
NAME DESIGNATION
1. Rachelle C. Fermin DepEd
2. Prescy Ong DepEd
3. Frederick G. Del Rosario BAHS – DepEd Support Staff
4. Emmanuel V. Dionisio AFGBMTS – DepEd Support Staff
5. Magdalena Mendoza DAP
6. Tristan Suratos DAP
7. Kimberly Pobre DAP
8. Cristina Villasenor DAP
9. Lani Garnace DAP
10. Kidjie Saguin DAP
11. Maria Boncan Accountant, DepEd
12. Daylinda Guevarra Accountant, DepEd
13. Fenerosa Maur Accountant, DepEd
14. Divina Tomelden Accountant, DepEd
15. Nilva Jimenez Disbursing Officer, DepEd

K TO 12 MATHEMATICS
FACILITATORS/SUPPORT TEAM
NAME DESIGNATION
1. Irene C. De Robles CDD – BEE
2. Jose Tuguinayo, Jr. CDD – BSE
3. Marivic Abcede CDD – BSE
4. Mirla Olores SPED – BEE
5. Simeona Ebol CDD – BEE
6. Fe Villalino SDD – BEE
ADVISORY TEAM
NAME DESIGNATION
1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC
2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig
3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig
4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd
5. Dr. Paraluman R. Giron Chair, K – 10 TWG
6. Dr. Avelina T. Llagas Consultant, TEC, DepEd
7. Dr. Dina Ocampo Dean, COE, UP Diliman
8. Dr. Ester B. Ogena President, PNU
9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards
10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.
11. Dr. Merle Tan Director, UP – NISMED
12. Dr. Cristina Padolina President, CEU
13. Mr. Napoleon Imperial CHED
14. Diane Decker Consultant, MTB – MLE
15. Dr. Nelia Benito Director, NETRC
16. Dr. Socorro Pilor Director, IMCS
17. Dr. Beatriz Torno Executive Director, TEC
18. Dr. Carolina Guerrero Director, BALS
19. Dr. Irene Isaac Director, TESDA
20. Dr. Imelda Taganas Director, TESDA

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Republic of the Philippines

January 31, 2012

*K to 12 Curriculum Guide – version as of January 31, 2012 2

*K to 12 Curriculum Guide – version as of January 31, 2012 3

Figure 1. The Conceptual Framework of Mathematics Education

*K to 12 Curriculum Guide – version as of January 31, 2012 4

BRIEF COURSE DESCRIPTION

*K to 12 Curriculum Guide – version as of January 31, 2012 5

KEY STAGE STANDARDS:

*K to 12 Curriculum Guide – version as of January 31, 2012 6

GRADE LEVEL STANDARDS:

Grade Level Grade Level Standards

*K to 12 Curriculum Guide – version as of January 31, 2012 7

Grade Level Grade Level Standards

*K to 12 Curriculum Guide – version as of January 31, 2012 8

Content Content Standards Performance Standards Learning Competencies

 identifies the number that is one more or one

 composes and decomposes a given number.

 regroups sets of ones into sets of tens and

 compares two sets using the expressions

 orders sets from least to greatest and

 counts by 2’s, 5’s and 10’s through 100.

 reads and writes numbers up to 100 in

 identifies the place value and finds the value

 renames numbers into tens and ones.

*K to 12 Curriculum Guide – version as of January 31, 2012 9

Content Content Standards Performance Standards Learning Competencies

 recognizes coins and bills up to P100 (pesos

 identifies the 1st, 2nd, 3rd up to the 10th

 determines the position of an object using

 illustrates the relationship of joining sets to

 illustrates that addition and subtraction are

 identifies and constructs equivalent number

 identifies and creates patterns to compose

*K to 12 Curriculum Guide – version as of January 31, 2012 10

Content Content Standards Performance Standards Learning Competencies

 adds two to three one-digit numbers

 adds three one-digit numbers having sums

 uses expanded form to explain the meaning

 adds numbers with sums through 99 without

 mentally adds two to three 1-digit numbers

 mentally adds a 2-digit number and 1-digit

 solves one-step word problems involving

 compute for differences and  subtracts one-digit numbers with minuends

*K to 12 Curriculum Guide – version as of January 31, 2012 11

Content Content Standards Performance Standards Learning Competencies

 uses the expanded form to explain

 subtracts one to two-digit numbers with

 mentally subtracts 1-digit numbers from

 mentally subtracts a 1-digit number from 2-

 solves word problems involving subtraction

 divides the elements of a set of objects into

 divides the elements of a set of objects into

*K to 12 Curriculum Guide – version as of January 31, 2012 12

Content Content Standards Performance Standards Learning Competencies

 compares and classifies 2- and 3-

 model and represent 2- and  draws the four basic shapes.

 makes patterns of shapes, colors and

 complete number and  finds the missing number/digit in addition or