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Department of Education

DepEd Complex, Meralco Avenue

Pasig City

K to 12 Curriculum Guide

MATHEMATICS

(Grade 1)

January 31, 2012

K TO 12 MATHEMATICS

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

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 MATHEMATICS

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

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

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

Figure 1. The Conceptual Framework of Mathematics Education

K TO 12 MATHEMATICS

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

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

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

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

The learner demonstrates understanding. . .

At the end of Grade 3, the learner demonstrates

understanding and appreciation of key concepts

and skills involving whole numbers up to ten

thousand, fractions, measurement, simple

geometric figures, pre-algebra concepts and

data 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. . .

At the end of Grade 6, the learner demonstrates

understanding and appreciation of key concepts

and skills involving rational numbers,

measurement, geometric figures, pre-algebra

concepts, simple probability and data 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. . .

At the end of grade 10, the learner

demonstrates understanding and appreciation

of key concepts and skills involving number

sense, measurement, algebra, geometry,

probability and statistics, and trigonometry as

applied, using appropriate technology, in

critical thinking, problem solving,

communicating, reasoning, making

connections, representations, and decisions in

real life.

K TO 12 MATHEMATICS

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

GRADE LEVEL STANDARDS:

Grade Level Grade Level Standards

K

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to 20, space and

measurement, simple geometric figures, pre-algebra concepts and data collection as applied, using appropriate technology, in critical

thinking, problem solving, reasoning, communicating, making connections, representations and decision in real life.

Grade 1

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

technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real

life.

Grade 2

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

technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real

life.

Grade 3

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

technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decision in real

life.

Grade 4

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

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.

Grade 5

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,

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

connections, representations and decisions in real life.

K TO 12 MATHEMATICS

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

Grade Level Grade Level Standards

Grade 6

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,

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.

Grade 7

The learner demonstrates understanding of key concepts and principles of number sense, measurement, algebra, geometry,

probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,

making connections, representations and decisions in real life.

Grade 8

The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and statistics as applied,

using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations

and decisions in real life.

Grade 9

The learner demonstrates understanding of key concepts and principles of algebra, geometry, and trigonometry as applied, using

appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and

decisions in real life.

Grade10

The learner demonstrates understanding of key concepts and principles of number sense, algebra, geometry, probability and

statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making

connections, representations and decisions in real life.

K TO 12 MATHEMATICS

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

GRADE 1

Content Content Standards Performance Standards Learning Competencies

Numbers and Number Sense

The learner demonstrates

understanding of…

number notation and place

value, cardinal and ordinal

numbers, and comparing and

ordering numbers up to 100.

The learner is able to…

explore the concept of

cardinal numbers up to 100

and compare these numbers

in various contexts.

The learner…

recognizes cardinal numbers from 0 to 100.

counts and tells the number of objects in a

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

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

Content Content Standards Performance Standards Learning Competencies

The learner demonstrates

understanding of…

The learner is able to…

The learner …

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

numbers.

reads and writes ordinal numbers 1st, 2nd,

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

100.

illustrate addition and

subtraction of whole numbers.

illustrates addition as putting together and

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

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

Content Content Standards Performance Standards Learning Competencies

The learner demonstrates

understanding of…

The learner is able to…

compute for sums and solve

addition problems.

The learner …

adds two one-digit numbers with sums up to

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

solve subtraction problems.

subtracts one-digit numbers with minuends

through 18 (basic facts).

K TO 12 MATHEMATICS

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

Content Content Standards Performance Standards Learning Competencies

The learner demonstrates

understanding of…

The learner is able to…

The learner …

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

fourths and applies them in

dividing a whole or set

equally.

visualize, model and

represent the concept of

halves and fourths using

whole objects and sets.

visualizes and identifies ½ and ¼ of a whole

object.

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

*K to 12 Curriculum Guide – version as of January 31, 2012 13

Content Content Standards Performance Standards Learning Competencies

The learner demonstrates

understanding of…

The learner is able to…

The learner…

given half of a region or a set, draws the

whole region or set.

Geometry

2-D and 3-D shapes through

identifying, classifying and

constructing figures using cut-

outs and concrete models.

explore the properties of 2-

and 3-dimensional figures.

identifies, names and describes the four

basic shapes in 2- and 3-dimensional

objects: square, rectangle, triangle and

circle.

compares and classifies 2- and 3-

dimensional figures according to common

attributes.

model and represent 2- and

3-dimensional objects.

draws the four basic shapes.

constructs three-dimensional objects using

manipulative materials.

Patterns and Algebra simple patterns. identify and create number

and attribute patterns.

identifies and explains simple repeating

patterns.

makes patterns of shapes, colors and

numbers.

complete number and

attribute patterns.

finds the missing number/digit in addition or

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

*K to 12 Curriculum Guide – version as of January 31, 2012 14

Content Content Standards Performance Standards Learning Competencies

Measurement The learner demonstrates

understanding of…

the concepts of time and

measures and compares

objects using direct

comparison and non-standard

units of length, mass and

capacity.

The learner is able to…

give different measures of

time.

The learner …

names and tells the number of days in a

week; months in a year in the right order.

uses a calendar to determine a day or

month.

tells the time by an hour, half-hour and

quarter-hour.

estimate and compute for

measurements of length,

mass and capacity.

compares objects using the comparative

words: Short, shorter, shortest; Long, longer,

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

comparing data using

pictographs without scale

representations and

probability, and explores

games and activities.

organize and interpret data. collects and organizes data using tallies and

tables.

represents data using pictographs without

using a scale.

reads and interprets a pictograph.

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 15

Content Content Standards Performance Standards Learning Competencies

The learner is able to…

make conjectures about

games and activities.

The learner …

identifies cause and effect relationships.

predicts and records outcome of

experiments and chance games.

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 16

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).

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 17

Estimating – the skill of roughly calculating or judging a numerical value or quantity.

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

*K to 12 Curriculum Guide – version as of January 31, 2012 18

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

*K to 12 Curriculum Guide – version as of January 31, 2012 19

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

Venue: Development Academy of the Philippines,Tagaytay City

Date: July 18-22, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Teresita P. Tagulao D.O. Pasig City

2. Remylinda T. Soriano D.O. Manila

3. Melvin Calanta Mangaldan High School

4. Nicanor M. San Gabriel Jr. Araullo High School

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 20

5. Maxima J. Acelajado DLSU

6. Elizabeth Catao BSE

7. Sonia E. Javier JSHS

8. Catherine P. Vistro - Yu Ateneo de Manila

9. Robesa Hilario BEE - CDD

10. Thomas Manuel L. Quiton BEE

C. Workshop on the Development of Learning Competencies Grades K to 3

Venue: Development Academy of the Philippines,Tagaytay City

Date: July 11-15, 2011

NAME DESIGNATION OFFICE/SCHOOL

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

NAME DESIGNATION OFFICE/SCHOOL

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

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 21

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

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

NAME DESIGNATION OFFICE/SCHOOL

1. Dr. Ian June L. Garces Associate Professor Ateneo de Manila University

2. Dr. Gladys C. Nivera Professor I Philippine Normal University

3. Dr. Ruth G. de Lara Retired Education Supervisor DCS Manila

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

*K to 12 Curriculum Guide – version as of January 31, 2012 22

F. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards

Venue: Development Academy of the Philippines,Tagaytay City

Date: May 10-13,2011

NAME DESIGNATION OFFICE/SCHOOL

6. Dr. Ian June L. Garces Associate Professor Ateneo de Manila University

7. Dr. Gladys C. Nivera Professor I Philippine Normal University

8. Dr. Ruth G. de Lara Retired Education Supervisor DCS Manila

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

NAME DESIGNATION OFFICE/SCHOOL

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

K TO 12 MATHEMATICS

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10. Larry Samala Dep. Ed. R-IVB

11. Ian June L. Garces Ateneo de Manila University

2. Regions I,II,III and CAR

Venue: Teachers’Camp, Baguio City

Date: April 29, 2011

NAME DESIGNATION OFFICE/SCHOOL

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

11. Arnel R. Lumbo

University of the Cordilleras – Grade School

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

Poblacion, Sta. Maria, Bulacan

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 24

3. Regions VI, VII and VIII

Venue: Ecotech Center, Lahug, Cebu City

Date: May 4, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Rosemary S. Achacoso Education Program Supervisor Maasin City Division – Region VIII

2. Feliciaro C. Buenate Jr. Education Program Supervisor RO VI – Western Visayas

3. Rufa T. Temblor

St. Francis of Assisi School

Lahug, Cebu City. Region VII

4. Ma. Emilie S. Gepison

Leon Elem. School

Division of Iloilo, Region VI

5. Jose Leover S. Illut

San Roque Child Dev’t School

YatiIliloan, Cebu – Region VII

6. Ann Marie C. Bandola EPS – I Math City of Naga Division, Region VII

7. Jeremy M. Movilla

Ormoc City Central School

Ormoc City Division, Region VIII

8. Romao D. Castante

Calbayog City NHS

Calbayog City Division – RO VIII

9. Suzette C. Martinez

Inocencio V FerrerMem. School of Fisheries

Talisay City, Neg. Occ., Div. of Neg. Occ.

10. Andreo G. Aba

Guihulangan National Agricultural School

Plagatasanon, Guihulangan City, Neg. Or.

Div. of Guih. City

11. Cesar L. Sanchez

University of San Jose Recoletos

BasakPardo, Cebu City

12. Adonis A. Torres

Tanjay City Science High School

Tanjay City Schools Division – Region VII

13. Lita B. Morales

Don Carlos Ledesma NHS

San Carlos City, Neg. Occ. – Region VI

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 25

4. Regions IX,X and ARMM

Venue: Regional Education Learning Center, Cagayan de Oro City

Date: May 5, 2011

NAME DESIGNATION OFFICE/SCHOOL

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

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

NAME DESIGNATION OFFICE/SCHOOL

1. Reynante A. Solitario DepEd ROXI, EPS

2. Araceu J. Dinopol DepEdSarangani Division Region XII

3. Junelo C. Fornolles Samal NHS – Ibalos Region XI

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 26

4. Agnes B. Ortega, RN Cotabato City Region XII

5. Aida M. Pescado MAG. I

6. Nempha F. Gonzales

Davao Christian Learning Center, Davao

City

7. Abdul – Aziz H. Iya

Bureau of Elementary Education DepEd –

ARMM RO

8. Levi B. Butihen

Polomolok West District Division of South

Cotobato

9. Eduard C. Amoguis

EPS – Math Division of Davao del Norte

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

NAME DESIGNATION OFFICE/SCHOOL

1. Abelardo Medes SDD – BEE

2. RobesaHilario CDD – BEE

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

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 27

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

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

K TO 12 MATHEMATICS

*K to 12 Curriculum Guide – version as of January 31, 2012 28

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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