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:\CDD Files\BEC-PELC Finalized June 2010\COVER PELC - Math.docx
Printed: 8/12/2010 11:30 AM [Anafel Bergado]
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(Philippine Elementary Learning Competencies)
BASIC EDUCATION CURRICULUM
MATHEMATICS
Department of EducationRepublic of the Philippines
BUREAU OF ELEMENTARY EDUCATION
JUNE 2010
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ELEMENTARY MATHEMATICSINTRODUCTION
All Filipino pupils need a high-quality mathematics curriculum that will prepare themto choose from among a broad range of career paths. A curriculum that is completewhich provide pupils with the essentials of computational and procedural basic skills,conceptual understanding, and problem solving skills.This elementary mathematics curriculum was refined in consultation with curriculumdevelopment specialists, mathematics experts and teachers. Refinement was donebased on the feedback from implementers especially teachers.Educators are faced with the challenge of raising the bar of pupil achievementthrough a more defined curriculum and instruction, and to provide the supportnecessary for all pupils to meet or surpass the mathematics standards set forth bythe Department of Education.
DESCRIPTION
The 2010 Elementary Mathematics curriculum reflects recent developments andtrends in mathematics education. With this refined curriculum, pupils will be given theopportunities to develop and enhance their mathematical knowledge and skillsthrough creative thinking and critical reasoning; discover and apply new ways ofsolving problems and use various technologies available such as calculators andcomputer software tools.The standards defined in this curriculum identify what all pupils in the Philippinepublic schools should know and be able to do at each grade level.
Mathematics in Grades 1 and 2 includes the study of whole numbers, additionand subtraction, basic facts of multiplication and division, basics of geometry,metric and local measurements, the use of money and their application topractical problems based on real life activities.
Mathematics in Grades 3 and 4 deals with the study of whole numbers, thefour fundamental operations, fractions and decimals including money, angles,plane figures, measurement and graphs
In Grades 5 and 6 includes four fundamental operations of whole numbers formastery, using series of operation, decimals and fractions, ratio andproportion, percent, polygons and spatial figures, measurement, graphs andsimple probability, integers and simple algebra; and problem solvingapplications
TIME ALLOTMENTGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6Daily 80 80 80 60 60 60Weekly 400 400 400 300 300 300
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NOTES TO TEACHERS and SCHOOL ADMINISTRATORS:
The following are important components in implementing the intended mathematicscurriculum:
A. Assessment.
Assessment should be the basis for instruction and utilization ofdifferent types of assessment is encouraged
Pupils should be assessed regularly to determine whether or not theyare progressing steadily, and results of assessment should be madebasis for modifying curriculum and improving instruction
Assessment can improve instruction when teachers use results toanalyze how much and how well pupils learned
B. Instruction
The quality of instruction is the most important component in implementing thecurriculum
Teachers should possess an in-depth understanding of the contentstandards and the mathematics they are expected to teach andcontinually improve their knowledge of the content. If a teacher doesnot have a clear understanding of the content, he/she can seek thehelp of the school head, supervisor or master teachers in the learningarea.
Teachers should consider prerequisite skills in developing newConcept
Teachers using physical manipulative can assure better results
Teachers should use instructional strategies that are appropriate to theinstructional objectives and to pupils’ needs
Teachers should introduce different strategies in solving routine andnon-routine problems
Teachers should provide situations that will make children recognizeand use connections among mathematical ideas and betweenmathematics and other learning areas
Teachers should use assessment results in planning for instruction
C. Instructional Time
Instructional time for mathematics should be free from all interruptions.
Teachers should observe strictly the time allocated for each grade leveland must be utilized solely for instruction. Whenever possible,additional instructional time should be allocated for pupils who areperforming substantially below his/her grade level
Learning time is extended through remedial instruction, homework formore practice and mastery, or for pupils to apply their previouslylearned knowledge and skills to new learning situations.. However,homework should be checked by the teachers for pupils to value itsimportance.
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