Rosas, Roland Ace S.

BEEd-3A

CONTENT GRADE 1 GRADE 2 GRADE 3

NUMBER 1. VISUALIZING *Visualizes and*Visualizes and *Visualizes numbers up
AND AND represents numbers represents numbers to 10,000 with
NUMBER REPRESENTING from 0-100 usingfrom 0-1000 with emphasis numbers
SENSE NUMBERS, variety of materials emphasis numbers 1001-10000
COMPARING 101-1000 using variety
NUMBERS/ARR *Counts the number of of materials
ANGING objects in a given set *Compares numbers up
NUMBERS by ones and tens to 10,000 using relation
*Group objects in ones, symbols
*Identifies the number tens, and hundreds
that is one more or one
less from a given *Orders 4- to 5-digit
number *Visualizes and counts numbers in increasing
numbers by 10s, 50s, or decreasing order
*Compares two sets and 100s
using the expressions
“less than” “more than”
and “as many as” and *Compares numbers
orders sets from least up to 1000 using
to greatest and vice relation symbols and
versa orders numbers up to
1000 in increasing or
*Visualizes and counts decreasing order
by 2s, 5s, and 10s
through 100.

*Compares numbers
up to 100 using relation
symbol and orders
them in increasing or
decreasing order

2. PLACE Value of a digit in one- Value of a digit in Value of a digit in 4- to

VALUE and two-digit numbers three-digit numbers 5-digit numbers.

3. READING *Reads and writes *Reads and writes Reads and writes
AND WRITING numbers up to 100 in numbers up to 1000 in numbers up to 10,000
NUMBERS IN symbols and in words symbol and in words in symbols and in
WORDS words
*Renames numbers *Write three-digit
into tens and ones numbers in expanded
form
4. ROUNDING Rounds numbers to the
OF NUMBERS nearest ten, hundred
and thousand

5. ORDINAL 1st, 2nd, 3rd, up to 10th 1st through the 20th 21st to 100th object
NUMBERS object object

6. BILLS AND Up to PhP100 and their Through PhP100 Through PhP1000

COINS notation (pesos-coins only; using relations
 centavo-coins peso-
bills only and combined
peso-coins and peso-
bills)

7. ADDING *Illustrates addition as *Illustrates the *Adds 3- to 4-digit

NUMBERS “putting together or properties of addition numbers up to three
combining or joining (commutative, addends with sums up
sets” associative, identity) to 10,000 without and
and applies each in with regrouping
*Visualizes and adds appropriate and
the ff. numbers using relevant situations *Estimates the sum of
appropriate techniques: 3- to 4-digit addends
a. two one-digit *Visualizes, represents, with reasonable results
numbers with sums up and adds the following
to 18 numbers with the sums *Adds mentally the
b. three one-digit to 1000 without and following numbers
numbers with regrouping: using appropriate
c. numbers with sums a. 2-digit by 3-digit strategies:
through 99 without and numbers a. 2-digit and 1-digit
with regrouping b. 3-digits by 3-digit numbers without or with
numbers regrouping
*Visualizes and solves b. 2- to 3- digit numbers
one-step routine and *Adds mentally the with multiples of
non-step routine following numbers hundreds
problems involving using appropriate
addition of whole strategies: *Solves routine and
numbers including a. 1- to 2-digit numbers non-routine problems
money with sums up to with sums to 50 involving addition of
99 using appropriate b. 3-digit numbers and whole numbers with
problem solving 1-digit numbers sums up to 10,000
strategies c. three-digit numbers including money using
and tens (multiple of 10 appropriate problem
up to 900) solving strategies and
tools.
*Solves routine and
non-routine problems
involving addition of
whole numbers
including money with
sums up to 1000 using
appropriate problem
solving strategies and
tools

8. *Illustrates subtraction Visualizes, represents, *Estimates the

SUBTRACTING as “taking away” or and subtracts 2- to 3- difference of two
NUMBERS “comparing” elements digit numbers with numbers with three to
of sets minutes up to 1000 four digits with
using appropriate reasonable results.
*Visualizes, represents, solving strategies and
and subtracts the tools *Subtracts mentally the
following numbers: following numbers
a. one-digit numbers using appropriate
with minuends through strategies:
18 (basic facts) a. 1- to 2-digit numbers
 b. one- to two-digit without and with
numbers with regrouping
minuends up to 99 b. 2- to 3-digit numbers
without regrouping multiples of hundreds
c. one- to two- digit without and with
numbers with regrouping
minuends up to 99 with
regrouping *Solves routine and
non-routine problems
*Subtracts mentally involving subtraction
one-digit numbers from without or with addition
two-digit minuends of whole numbers
without regrouping including money using
using appropriate appropriate problem
strategies solving strategies and
tools
*Visualizes, represents,
and solves routine and
non-routine problems
involving subtraction of
whole numbers
including money with
minuends up to 99 with
and without regrouping
using appropriate
problem solving
strategies and tools

9. DIVISION *Visualizes and *Visualizes division of

represents division, numbers up to 100 by
and writes a related 6, 7, 8, and 9
equation for each type (multiplication table of
of situation: equal 6, 7, 8, and 9).
sharing, repeated
subtraction, equal *Visualizes and states
jumps on the number basic division facts of
line, and formation of numbers up to 10
equal groups of
objects. *Divides numbers
without or with
*Visualizes division of remainder:
numbers up to 100 by a. 2- to 3-digit numbers
2,3,4,5, and 10 by 1- to 2- digit
(multiplication table of numbers
2, 3, 4, 5 and 10) b. 2-3 digit numbers by
10 and 100
*Divides mentally
numbers by 2,3,4,5 *Estimates the quotient
and 10 using of 2- to 3- digit numbers
appropriate strategies by 1- to 2- digit
(multiplication table of numbers.
2, 3, 4, 5 and 10)
*Divides mentally 2-
*Solves routine and digit numbers by 1-digit
non-routine problems numbers without
involving division of remainder using
 numbers by 2,3,4,5 appropriate strategies.
and 10 and with any of
the other operations of *Solves routine and
whole numbers non-routine problems
including money using involving division of 2-
appropriate problem to 4-digit numbers by 1-
solving strategies and to 2-digit numbers
tools. without or with any of
the other operations of
whole numbers
including money using
appropriate problem
solving strategies and
tools.

10. *Illustrates and writes a *Visualizes

MULTIPLICATIO related equation for multiplication of
N each type of numbers 1 to 10 by 6,
multiplication: repeated 7, 8 and 9
addition, array,
counting by multiples, *Visualizes and states
and equal jumps on the basic multiplication
number line. facts for numbers up to
10
*Illustrates the
following properties of *Illustrates the
multiplication and apply properties of
each in relevant multiplication in
situation: relevant situations
(a) identity, (commutative property,
(b) zero, and, distributive property o
(c) commutative. associative property.

*Visualizes *Multiplies numbers:

multiplication of a. 2- to 3-digit numbers
numbers 1 to 10 by by 1-digit numbers
2,3,4,5 and 10. without or with
regrouping
*Multiplies mentally b. 2-digit numbers by 2-
2,3,4,5 and 10 using digit numbers without
appropriate strategies regrouping
c. 2-digit numbers by 2-
*Solves routine and digit numbers with
non-routine problems regrouping
using appropriate d. 2- to 3-digit numbers
problem solving by multiples of 10 and
strategies and tools: 100
a. multiplication of e. 1- to 2-digit numbers
whole numbers by 1000
including money b.
multiplication and *Estimate the product
addition or subtraction of 2- to 3-digit numbers
of whole numbers and 1- to 2-digit
including money numbers with
reasonable results
 *Multiplies mentally 2-
digit by 1-digit numbers
without regrouping with
products of up to 100

*Solves routine and

non-routine problems
involving multiplication
without or with addition
and subtraction of
whole numbers
including money using
appropriate problem
solving strategies and
tools.

*Visualizes and states

the multiples of 1- to 2-
digit numbers.

11. FRACTION *Visualizes, represents *Visualizes and

and identifies unit represents fractions
fractions with that are equal to one
denominators of 10 and greater than one
and below. using regions,, sets and
number line
*Reads and writes unit
fractions *Reads and writes
fractions that are equal
*Compares using to one and greater than
relation symbol and one in symbols and in
arranges in increasing words
or decreasing order the
unit fractions. *Represents, compares
and arranges dissimilar
*Identifies other fractions in increasing
fractions less than one or decreasing order.
with denominators 10
and below. *Visualizes and
generates equivalent
*Visualizes (using fractions.
group of objects and
number line), reads
and writes similar
fractions

*Compares similar
fractions using relation
symbols.

*Arranges similar
fractions in increasing
or decreasing order.

GEOMETR 1. BASIC *4 basic shapes Constructs squares, *Recognizes and draws

Y SHAPES rectangles, triangles, a point, line, line
 Identifies, names, and circles, half-circles, and segment and ray.
describes the four quarter circles using
basic shapes (square, cut-outs and square *Recognizes and draws
rectangle, triangle and grids. parallel, intersecting
circle) in 2-dimensional and perpendicular
(flat/plane) and 3- lines.
dimensional (solid)
object. *Visualizes, identifies
and draws congruent
*Draws the basic line segments
shapes
*Identifies and
visualizes symmetry in
the environment and in
design.

*Identifies and draws

the line of symmetry in
a given symmetrical
figure.

*Completes a
symmetric figure with
respect to a given line
of symmetry.

2. CONSTRUCT Constructs three Identifies straight lines

DIMENSIONAL dimensional objects and curves, flat and
OBJECTS (solid) using curved surfaces in a 3-
USING manipulative materials dimensional object
MANIPULATIVE
MATERIALS

PATTERNS 1. CONTINUOUS *Determines the Determines the missing Determines the missing
AND PATTERNS missing term/s using term/s in a given term/s in a given
ALGEBRA (LETTERS/NUM one attribute in a given continuous pattern combination of
BERS/EVENTS continuous pattern using two attributes continuous and
IN A GIVEN (letters/ numbers/ (any two of the repeating pattern.
REPEATING events) and in a given following: figures,
PATTERNS repeating pattern numbers, colors, sizes,
(LETTER, (letters, numbers, and orientations, etc.)
NUMBER/COLO colors, figures, sizes, e.g. 1, A, 2,B,3,C,__,__
R/FIGURES/SIZE etc.)
S,ETC.)
*Constructs equivalent
number expression
using addition and
subtraction. e.g. 6 + 5
= 12 – 1

*Identifies and creates

patterns to compose
and decompose using
addition
e.g. 7= 0+7, 1+6, 2+5,
3+4, 4+3, 5+2, 6+1,
 7+0

*Visualizes and finds

the missing number in
an addition or
subtraction sentence
using a variety of ways
e.g. n + 2 = 5
5–n=3

MEASUREMENTS *Tells the days in a *Tells and writes time *Visualizes, represents,
week; months in a year in minutes including and converts time
in right order a.m. and p.m. using measure:
analog and digital a. from seconds to
*Determines the day or clocks. minutes, minutes to
the month using the hours, and hours to a
calendar *Visualizes, represents, day and vice versa
and solves problems b. days to week, month
*Tells and writes time involving time (minutes and year and vice
by hour, half-hour and including a.m. and p.m. versa
quarter-hour using and elapsed time in c. weeks to months and
analog clock. days). year and vice versa
d. months to year and
*Solves problems *Compares the vice versa.
involving time (days in following unit of
a week, months in a measures: *Solves problems
year, hour, half-hour, a. length in meters or involving conversion of
and quarter-hour) centimeters time measure.
b. mass in grams or
*Compares objects kilograms *Visualizes, and
using comparative c. capacity in mL or L represents, and
words: short, shorter, converts common units
shortest; long, longer, *Measures objects of measure from larger
longest; heavy, using appropriate to smaller unit and vice
heavier, heaviest; light, measuring tools and versa: meter and
lighter, lightest unit of length in m or centimeter, kilogram
cm and gram, liter and
*Estimates and milliliter.
measures length, *Estimates and
mass, and capacity measures length using *Visualizes, and
using non-standard meter or centimeter. represents, and solves
units. routine and non-routine
*Solves routine and problems involving
non-routine problems conversions of common
involving length. units of measure.

*Measures objects *Solves routine and

using appropriate non-routine problems
measuring tools and involving capacity
measuring units in g or measure.
kg.
*Visualizes, and
*Estimates and represents, and
measures mass using measures area using
gram or kilogram. appropriate unit.
 *Solves routine and
non-routine problems
involving mass.

*Measures objects
using appropriate
measuring tools in mL
or L.

*Finds the area of a

given figure using
square-tile units i.e.
number of square-tiles
needed.

*Estimates the area of

a given figure using
any shape.

STATISTIC AND *Infers and interprets *Infers and interprets *Infers and interprets
PROBABILITY data presented in a data presented in a data presented in
pictograph without pictograph without and different kinds of bar
scales. with scales. graphs (vertical/
horizontal)
*Solves routine and *Solves routine and
non-routine problems non-routine problems *Solves routine and
using data presented in using data presented in non-routine problems
pictograph without a pictograph without using data presented in
scale and with scales. a single- bar graph

How were the lessons in number and number sense arranged?

The lessons in number and number sense arranged in manner that children could understand the
lesson easier. Where in the in grade 1 level it teaches the basic facts of number and number sense then as the
learning progresses when the learner know more about the basic fact. That is the time it introduce more detail
in the next grade level. For every grade level more and more details are introduce while at the same time they
are related to the basic.

How were the lessons in geometry arranged?

The lessons in geometry arranged into basic facts of geometry such shapes. Going to the different
details of shapes such as the line segments. For example in grade 1 level it teaches basic shape such as
square, triangle etc. Then in grade 3 level It teaches the details that formed this shape such as line segments.
So through the curriculum topic are presented repeated but other details are added and teaches with deeper
understanding.

How were the lessons in statistics and probability arranged?

The lessons in statistics and probability arranged in the manner that learners build upon previously
learned knowledge for example in grade 1 level student learn to interprets data presented in pictograph without
scale but grade 2 level the previous learned knowledge will be the basis of learning the topic in grade 2 level
which is to interprets data presented in pictograph with and without scale .