Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum Guide
MATHEMATICS
(Grade 7)

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.

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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.

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 K TO 12 MATHEMATICS

Figure 1. The Conceptual Framework of Mathematics Education

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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.

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 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

The learner demonstrates understanding. . . The learner demonstrates understanding. . . 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.
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.
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.

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 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 20, space and
K 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.

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
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 10 000, fractions,
measurement, geometric figures, pre-algebra concepts, data collection, representation and analysis as applied, using appropriate
Grade 3
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 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
connections, representations and decisions in real life.

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 K TO 12 MATHEMATICS

Grade Level Grade Level Standards

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.

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
connections, representations and decisions in real life.

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 K TO 12 MATHEMATICS
Content Content Standards
Numbers and Number Sense The learner demonstrates
understanding of…
 the key concepts of sets, the
real number system,
estimation / approximation of
a square of a number and the
measures of quantities, and
the applications of real
numbers to measurements.
*K to 12 Curriculum Guide – version as of January 31, 2012
GRADE 7
Performance Standards
The learner is able to…
 explore set concepts and set
operations.
 apply various procedures and
manipulations on the different
subsets of the set of real
numbers.
Learning Competencies
The learner…
 describes and illustrates well-defined sets,
subsets, universal set and the null set.
 defines and describes the union and
intersection of sets and the complement of a
set.
 uses Venn Diagrams to represent sets,
subsets and set operations.
 solves problems involving sets.
 describes and illustrates the absolute value
of a number on a number line as the
distance of the number from 0.
 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.
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 K TO 12 MATHEMATICS
Content Content Standards
The learner demonstrates
understanding of…
*K to 12 Curriculum Guide – version as of January 31, 2012
Performance Standards Learning Competencies
The learner is able to… The learner …
 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.
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 K TO 12 MATHEMATICS
Content Content Standards
The learner demonstrates
understanding of…
Measurement  the different types of
measures.
*K to 12 Curriculum Guide – version as of January 31, 2012
Performance Standards
The learner is able to…
 extend concepts of
measurements to include
different types of measures
and all the subsets of the set
of real numbers to solve
measurement problems.
Learning Competencies
The learner …
 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.
 describes what it means to measure.
 describes the development of measurement
from the primitive to the present international
system of units.
 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).
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 K TO 12 MATHEMATICS

Content Content Standards Performance Standards Learning Competencies

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

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Content Content Standards Performance Standards Learning Competencies

The learner demonstrates The learner is able to… The learner …

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.

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 K TO 12 MATHEMATICS
Content Content Standards
Geometry The learner demonstrates
understanding of…
 the key concepts of geometry
of shapes and sizes,
geometric construction and
the application of
measurements in geometric
figures.
*K to 12 Curriculum Guide – version as of January 31, 2012
Performance Standards
The learner is able to…
 analyze and investigate in a
more formal environment the
basic concepts in geometry.
 analyze and investigate the
different kinds of triangles,
quadrilaterals, convex
polygons and circles.
Learning Competencies
The learner …
 represents a point, line and plane using
concrete and pictorial models.
 defines, identifies and names the subsets of
a line.
 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.
 uses a compass and straightedge to bisect
line segments and angles and construct
perpendiculars and parallels.
 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.
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 K TO 12 MATHEMATICS
Content Content Standards
The learner demonstrates
understanding of…
Statistics and Probability  the key concepts, uses and
importance of statistics and
probability, data
collection/gathering and the
different forms of data
representation.
*K to 12 Curriculum Guide – version as of January 31, 2012
Performance Standards Learning Competencies
The learner is able to… The learner …
 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.
 engage in statistical  explains the basic concepts, uses and
investigations. importance of Statistics.
 poses questions and problems that may be
answered using Statistics.
 collects or gathers statistical data and
organizes the data in a frequency table
according to some systematic
considerations.
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 K TO 12 MATHEMATICS

Content Content Standards Performance Standards Learning Competencies

The learner is able to… The learner …

 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.

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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.

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 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).

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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

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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
5. Maxima J. Acelajado DLSU

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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
9. Dr. Juanita A. Ferido Education Supervisor II DepEd NCR

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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

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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
10. Larry Samala Dep. Ed. R-IVB

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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
Enrile North Central School – Enrile,
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 School
11. Arnel R. Lumbo
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

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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
St. Francis of Assisi School
3. Rufa T. Temblor
Lahug, Cebu City. Region VII
Leon Elem. School
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

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

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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

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
SECRETARIAT

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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
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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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