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Department of Education

DepEd Complex,

Meralco Avenue

Pasig City

K to 12 CURRICULUM GUIDE

MATHEMATICS

(Grade 1 to 2)

December 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

modeling; 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.

K TO 12 MATHEMATICS

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.

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 MATHEMATICS

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 p rovides

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, critical thinking, communicating, reasoning, making connections,

representations, and decisions in real life.

K–3 4–6 7 – 10

At the end of Grade 3, the learner At the end of Grade 6, the learner At the end of grade 10, the learner

demonstrates understanding and appreciation demonstrates understanding and appreciation demonstrates understanding and appreciation

of key concepts and skills involving numbers of key concepts and skills involving numbers of key concepts and skills involving numbers

and number sense, measurement, geometry, and number sense, measurement, geometry, and number sense, measurement, patterns and

patterns and algebra, statistics and probability patterns and algebra, statistics and probability algebra, geometry, probability and statistics,

as applied, using appropriate technology, in as applied, using appropriate technology, in and trigonometry as applied, using appropriate

critical thinking, problem solving, reasoning, critical thinking, problem solving, reasoning, technology, in critical thinking, problem solving,

communicating, making connections, communicating, making connections, communicating, reasoning, making

representations and decisions in real life. representations and decisions in real life. connections, representations, and decisions in

real life.

K TO 12 MATHEMATICS

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

K 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 decisions 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 decisions 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 decisions 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 decisions 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.

GRADE 6 The learner; demonstrates understanding and appreciation of 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,

K TO 12 MATHEMATICS

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.

GRADE 10 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.

Time Allotment:

Grade 1 2 3 4 5 6 7 8 9 10

Daily 50 50 50 50 50 50 min

min min min min min

Weekly 4 4 4 4

hours hours hours hours

K TO 12 MATHEMATICS

GRADE 1

STANDARDS

Numbers and demonstrates an explore the concepts recognizes cardinal numbers from 0 to 100.

Number Sense understanding of the key of numbers and counts and tells the number of objects in a given set by

concepts of numbers. compare these in ones and tens.

various context. 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 hundreds using objects.

compares two sets using the expressions “less than,”

“more than,” and “as many as.”

orders sets from least to greatest and vice versa.

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

one- and two-digit numbers.

renames numbers into tens and ones.

compares numbers up to 100 using relation symbols.

arranges numbers up to 100 in an increasing order and

vice versa.

demonstrates an explore the recognizes coins and bills up to P100 (pesos and centavos)

understanding of the concepts of coins

terms and language used and bills up to

in relation to money. P100.

K TO 12 MATHEMATICS

STANDARDS

10th.

identifies the 1st , 2nd, 3rd, up to 10th object in a given

set from a given point of reference.

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 expression

using addition and subtraction.

identifies and creates patterns to compose and

decompose using addition.

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.

adds mentally two to three one- digit numbers with sums

up to 18.

adds mentally two-digit numbers and one-digit numbers

with regrouping.

K TO 12 MATHEMATICS

STANDARDS

numbers including money with sums up to 99 using

appropriate problem solving strategies.

subtracts one-digit numbers with minuends through 18

(basic facts)

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.

subtracts mentally one-digit numbers from minuends up to

18 without regrouping.

subtracts mentally one-digit numbers from two-digit

minuends without regrouping.

analyzes and solves word problems involving subtraction

of whole numbers including money with minuends up to

99 with and without regrouping using appropriate problem

solving strategies.

demonstrates an visualize, models visualizes and identifies ½ and ¼ of a whole object.

understanding of the key and represent the divides a whole into halves and fourths.

concepts of halves and concept of halves divides the elements of objects into two groups of equal

fourths. and fourths using quantities to show halves of sets.

whole objects and divides the elements of a set of object into four groups of

sets. equal quantities to show fourths of sets.

draws the whole region or set given half of a region or a set.

K TO 12 MATHEMATICS

STANDARDS

demonstrates an model and represent identifies, names and describes the four basic shapes

Geometry understanding of 2- 2-dimensional and (square, rectangle, triangle and circle) in a 2-dimensional

dimensional and 3- 3-dimensional and a 3-dimensional objects.

dimensional shapes. objects. compares and classifies 2-dimensional and 3-dimensional

figures according to common attributes.

draws the four basic shapes.

constructs the three dimensional objects using

manipulative materials.

demonstrates an create patterns identifies and explains simple repeating patterns.

Patterns and understanding of patterns using numbers makes patterns of shapes, colors and numbers.

Algebra and mathematical colors. shapes, etc. finds the missing number/digit in addition or subtraction

sentences. problems.

finds and completes patterns of one or two of the following

attributes: shape, size, color, number and orientation.

determines the next term ( figure/number) in a given

sequence and gives reason.

demonstrates an measure and use names and tells the number of days in a week; months in

Measurements understanding of the non-standard units a year in the right order.

concepts of time, length, in measuring length , uses a calendar to determine a day or a month.

weight and capacity. weight, and tells the time by an hour, half-hour and quarter-hour.

capacity. compares objects using comparative words: short,

shorter, shortest; long, longer, longest; 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 linear measures.

K TO 12 MATHEMATICS

STANDARDS

demonstrates an collect, organize, collects and organizes data using tallies and tables.

Statistics and understanding of key represent, interpret, represents data using pictographs without using scale.

Probability concepts of pictographs, analyze data and reads and interprets pictographs.

outcomes and chances in make conjectures. identifies cause and effect relationships.

games. predicts and records outcome of experiments and chance

games.

K TO 12 MATHEMATICS

GRADE 2

STANDARDS

Numbers and demonstrates an explore the concept visualizes and identifies numbers from 101 through 1000.

Number Sense understanding of the of whole numbers up associates numbers with sets having 101 up to 500

concept of whole numbers to 1000 and objects and gives the number of objects.

up to 1000. compare these in associates numbers with sets having 501 up to 1000

various contexts. subjects and gives the number of objects.

counts and groups objects in ones, tens, and hundreds.

gives the place value and finds the value of a digit in

three-digit numbers.

counts numbers by 10s, 50s, and 100s.

reads and writes numbers from 101 through 1000 in

symbols and in words.

writes three-digit numbers in expanded form.

compares numbers using >, < and =.

orders numbers up to 1000 from least to greatest and vice

versa.

demonstrates an explore the concept visualizes and identifies the 1st through the 20th object of a

understanding of the of ordinal numbers given set from a given point of reference.

concept of ordinal and use these in reads and writes ordinal numbers from 1st through the

numbers various contexts. 20th.

identifies and uses the pattern of naming ordinal numbers

from 1st to the 20th.

K TO 12 MATHEMATICS

STANDARDS

demonstrates an compute sums and adds 2-digit by 3-digit numbers with sums up to 1000

understanding of the solve addition without and with regrouping.

concept of the four problems involving adds 3-digit by 3-digit numbers with sums up to 1000

fundamental operations numbers of up to without and with regrouping.

of whole numbers and the 1000. uses the following properties of addition in computing for

identity and zero sums of up to 1000: zero/identify property of addition,

properties of commutative property of addition, associative property of

multiplication. addition.

adds mentally 1- to 2-digit numbers with sums up to 50.

adds mentally 3-digit numbers by 1-digit numbers.

adds mentally three -digit numbers by tens (multiples of

10 up to 90).

adds mentally 3-digit numbers by hundreds (multiples of

100 up to 900).

analyzes and solves word problems involving addition of

whole numbers including money with sums up to 1000

without and with regrouping using appropriate problem

solving strategies.

compute for subtracts 2- to 3-digit numbers with minuends up to 999

differences and without and with regrouping.

solve subtraction subtracts mentally 1-digit numbers from 1 to 2-digit

problems. numbers with minuends up to 50.

subtracts mentally 3-digit numbers by ones without

regrouping.

subtracts mentally 3-digit numbers by tens without

regrouping.

K TO 12 MATHEMATICS

STANDARDS

regrouping.

analyzes and solves one-step word problems involving

subtraction of whole numbers including money with

minuends up to 1,000 without and with regrouping using

appropriate problem solving strategies. .

compute for sums performs orders of operations involving addition and

and differences and subtractions of small numbers.

solve problems analyzes and solves two-step word problems involving

involving both addition and subtraction of 2- to 3-digit numbers including

addition and money using appropriate problem solving strategies.

subtraction of

numbers.

explore and illustrate illustrates multiplication as repeated addition, arrays,

the concept of counting by multiples, and equal jumps on the number

multiplication of line.

whole numbers. 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.

K TO 12 MATHEMATICS

STANDARDS

numbers involving and 10.

2,3,4,5 and 10 and multiplies mentally to fill up multiplication tables of 2,3,4,5

solve problems and 10.

involving analyzes and solves one-step word problems involving

multiplication of multiplication of whole numbers as well as addition and

these numbers. subtraction including money.

explore and model models and describes division situations in which sets are

the concept of separated into equal parts.

division of whole represents division as equal sharing, repeated

numbers. 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.

divides numbers found in the multiplication tables of

2,3,4,5, and 10.

numbers found in 2,3,4,5 and 10.

the multiplication analyzes and solves one-step word problems involving

tables involving division of numbers found in the multiplication tables

2,3,4,5 and 10 and 2,3,4,5 and 10.

solve problems

involving division of

these numbers.

K TO 12 MATHEMATICS

STANDARDS

demonstrates an visualize, model visualizes and identifies unit fractions with denominators

understanding of the and represent the 10 and below.

concepts of halves and concept of halves reads and writes unit fractions.

fourths. and fourths using compares unit fractions using relation symbols

whole objects and orders unit fractions.

sets.

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.

apply number reads and writes money in symbols and in words through

concepts in problem 100.

situation involving counts and tells the value of a set of bills or a set of coins

money. through 100 in peso (coins only, bills only and coins and

bills).

counts and tell the value of a set of bills or a set of coins

through 100 in centavo (coins).

counts and tell the value of a set of bills or a set of coins

through 100 in combinations of pesos and centavos (peso

and centavo-coins only, bills and centavo-coins, coins and

bills).

compares values of different denominations of coins and

paper bills through100 using relation symbols >.< and = .

K TO 12 MATHEMATICS

STANDARDS

Geometry demonstrates an model and visualizes, identifies, classifies and describes half circles

understanding of 2- represents 2- and quarter circles.

dimensional and 3- dimensional and 3- constructs squares, rectangles, triangle, circles half-

dimensional objects. dimensional objects. circles, and quarter circles using cut-outs and square

grids.

explore the concept identifies shapes/figures that show symmetry in a line.

of symmetry. creates figures that show symmetry in a line.

visualize, model and recognizes shapes that can tessellate.

represent tessellates a surface using triangles and squares.

tessellations.

explore the concepts identifies straight lines and curves, flat and curved

of lines, curves and surfaces in a 3-dimensional object.

surface on 3- explains the differences between straight lines and curved

dimensional objects. lines, flat surfaces and curved surfaces.

Patterns and demonstrates an create patterns identifies and explains simple repeating patterns.

Algebra understanding of patterns using numbers, determines the next term (figure/number) in a given

and mathematical colors, shapes, etc. sequence and gives a reason.

sentences. finds and completes patterns according to one or two of

the following attributes: shape, size, color, and orientation.

Measurement deepens measure time tells and writes the time in minutes including a.m. and

understanding of time, p.m. using analog and digital clocks.

length, weight and finds the duration of time elapsed using calendar, analog

capacity and digital clocks.

solves simple word problems involving time.

K TO 12 MATHEMATICS

STANDARDS

identify and compare shows and uses the appropriate unit of length and their

the standard units, abbreviation cm and m to measure a particular object .

centimeter and compares length in meters or centimeters.

meter.

compute for lengths or cm.

of objects and solve estimates and measures length using meter or centimeter.

problems involving solves simple word problems involving length.

lengths using

centimeter and

meter.

identify, use and shows and uses the appropriate unit of weight and their

compare the abbreviations g and kg to measure a particular object or

standard units, gram situation

and kilogram. compares weight in grams or kilograms

estimate and measures objects using appropriate measuring units in g

compute for the or kg.

mass/weight of an estimates and measures mass using gram or kilogram.

object and solve solves simple words problems involving mass.

problems involving

mass/weight.

explore and illustrate illustrates area as a measure of how much surface is

the concept of area covered or occupied by a plane figure.

shows the area of a given figure using square-tile units¸

i.e. number of square-tiles needed.

K TO 12 MATHEMATICS

STANDARDS

estimate and estimates the area of a given figure using any shape.

compute for the area finds the area of a given figure using square- tile units i.e.

of a plane figure number of square-tiles needed.

measure capacity shows and finds capacity using appropriate measuring

tools, e.g. amount of liquid needed.

Statistics and demonstrates an collect, organize, collects and organizes data using tables and pictures.

Probability understanding of key represent, interpret, reads and interprets data in a given pictograph.

concepts of pictographs, analyze data, and

outcomes and chances in make conjectures

games

represent data using forms scale representation of objects from the data

scales. collected.

makes pictographs using scale representation.

make conjectures makes a guess on whether an event is less likely, more

and educated likely, equally likely or unlikely to happen based on facts.

guesses about the

likelihood of events.

K TO 12 MATHEMATICS

GLOSSARY

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

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.

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.

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

MATHEMATICS

Date: July 9-13, 2012

B. 1. Beth Catao BSE-CDD

C. 2. Elsie ESmer BSE-CDD

D. 3. Melvin Callanta BSE-CDD

4. Sonia Javier BSE-CDD

5. Abelardo Medes BEE-CDD

Venue: Development Academy of the Philippines,Tagaytay City

Date: August 8-12, 2011

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

K TO 12 MATHEMATICS

10. Lydia Landrito Science Education Specialist University of the Philippines - NISMED

11. Dr. Florante C. Marmeto Principal IV Sucat Elementary School

Venue: Development Academy of the Philippines,Tagaytay City

Date: July 18-22, 2011

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

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

Venue: Development Academy of the Philippines,Tagaytay City

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

K TO 12 MATHEMATICS

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

Mathematics Teachers Assoc. of the

4. Sr. Iluminada C. Coronel President

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

A.F.G. Bernardino Memorial Trade

8. Mr. Emmanuel V. Dionisio Head Teacher III

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

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

K TO 12 MATHEMATICS

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

Venue: Regional Education Learning Center, Region IV-A (CALABARZON), Malvar, Batangas

Date: May 19-21,2011

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

A.F.G. Bernardino Memorial Trade

7. Emmanuel V. Dionisio Head Teacher III/ Documentor

School

G. 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

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

K TO 12 MATHEMATICS

13. Revie G. Santos Master Teacher II Rizal High School

A.F.G. Bernardino Memorial Trade

14. Emmanuel V. Dionisio Head Teacher III/ Documentor

School

H. 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

Venue: Teachers’Camp, Baguio City

Date: April 29, 2011

1. Carmelita S. Domantay Dagupan City NHS – Dagupan City

K TO 12 MATHEMATICS

2. Rubielyn L. Babaran

Cagayan

Regional Science High School

3. Romel L. Ricardo

Tumauini, Isabela

St. Paul University Philippines

4. Janette T. Fermin

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

Tabuk c/s, Dagupan West, Tabuk City,

8. Janice Q. Nonog Teacher II

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

11. Arnel R. Lumbo School

Baguio City

12. Susana E. Vanhoutte SLU – Lab. High School

University of the Cordilleras

13. Norma Maria P. Rutab

Baguio City

14. Daniel D. Peredo Dept. Head Benguet NHS, La Trinidad, Benquet

Sacred Heart Academy

15. Lauro C. Cruz Dept. Head

Poblacion, Sta. Maria, Bulacan

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

K TO 12 MATHEMATICS

4. Ma. Emilie S. Gepison

Division of Iloilo, Region VI

San Roque Child Dev’t School

5. Jose Leover S. Illut

YatiIliloan, Cebu – Region VII

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

Venue: Regional Education Learning Center, Cagayan de Oro City

Date: May 5, 2011

1. Susan P. Kuyong DepEd Sulu II

K TO 12 MATHEMATICS

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

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

7. Abdul – Aziz H. Iya Bureau of Elementary Education DepEd –

K TO 12 MATHEMATICS

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

Venue: Development Academy of the Philippines, Tagaytay City

Date: March 16-18, 2011

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

World Bank Consultant – TUP Retired

9. Dr. Ruth Lara

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

SECRETARIAT

NAME DESIGNATION

1. Rachelle C. Fermin DepEd

2. Prescy Ong DepEd

3. Rozelyn M. Buyucan DepEd

4. Frederick G. Del Rosario BAHS – DepEd Support Staff

5. Emmanuel V. Dionisio AFGBMTS – DepEd Support Staff

6. Magdalena Mendoza DAP

7. Tristan Suratos DAP

8. Kimberly Pobre DAP

9. Cristina Villasenor DAP

10. Lani Garnace DAP

11. Kidjie Saguin DAP

12. Maria Boncan Accountant, DepEd

13. Daylinda Guevarra Accountant, DepEd

14. Fenerosa Maur Accountant, DepEd

15. Divina Tomelden Accountant, DepEd

16. 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

K TO 12 MATHEMATICS

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

Technical Adviser to the Office of USEC, Pograms and

9. Dr. Brenda B. Corpuz

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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