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Guiding our Teachers: A Briefer on Using The Math MELCs

About the Process

Though the country is placed under health emergency brought about by the COVID-19 pandemic, the Department of Education strongly believes that education
must continue and not be hampered despite this global crisis. Learners should be given opportunities for learning experiences to continually develop
foundational concepts and skills which are crucial in their formative years.

To ensure continuous learning of young Filipino learners in spite of shortened academic year, the Department of Education, through the Bureau of Curriculum
Development-Curriculum Standards Development Division, identified the most essential learning competencies (MELCs) per quarter of each grade level for all
learning areas. This is to ensure that the grade level standards with its corresponding content and performance standards are covered and are still achieved.

Hence, the Bureau specialists considered ENDURANCE as a crierion in identifying the MELCS in Mathematics (Grades 1-10, SHS subjects). Endurance as a
criterion is necessary for lifelong learning. In classroom instruction, this happens when concepts and skills that play an important part in the succeeding lessons,
consequently building a solid foundation to acquiring higher skills. This is also in recognition of competencies articulated in the Math curriculum that once
mastered, learners are better problem solvers and critical thinkers. As such, the focus of the MELCs is more on the development of numeracy skills and higher-
order thinking skills in Math rather than the development of its content-knowledge. Actions taken on identifying the MELCs may be one or a combination of
the following:
1. Learning competencies having the same mathematical focus or foundational skills are merged/clustered and rephrased.
2. Learning competencies that may be subsumed to a preceding learning competency are recommended for omission.
3. Learning competencies that may be learned through other readily available software are recommended for omission.
4. Learning competencies that can stand alone or need not be clustered or rephrased are retained.

Examples:

Grade 1: Quarter 1
Learning Competencies Comments/Recommendation Identified MELCs
Visualizes and represents numbers from 0 to 100 using Clustered as counting the Visualizes and represents numbers from 0 to 100 using a variety of
a variety of materials number of objects subsumed materials
Counts the number of objects in a given set by ones and or is part of visualizing and
tens representing numbers
Visualizes and count by 2s, 5s, and 10s through 100
Composes and decomposes a given number, e.g. 5 is 5 Omitted as this will is also
and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4 and 0 and 5 discussed in Quarter 3
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Learning Competencies Comments/Recommendation Identified MELCs

Visualizes, represents and compares two sets using
expressions “less than,” “more than,” and “as many as”
Visualizes, represents and orders sets from least to
greatest and vice versa
Visualizes, represents and compares numbers up to 100
using relation symbols
Visualizes, represents and orders numbers up to 100 in
increasing or decreasing order
Identifies the 1st, 2nd, 3rd up to 10th object in a given set
from a given point of reference
Reads and writes ordinal numbers: 1st, 2nd, 3rd up to 10th
Clustered and rephrased Compares two sets using the expressions “less than,” “more than,”
and “as many as” and orders sets from least to greatest and vice
versa
Clustered and rephrased Compares numbers up to 100 using relations symbols and ordering
them in increasing and decreasing order
Clustered and rephrased Identifies, reads and writes ordinal numbers: 1st, 2nd, 3rd, up to 10th
object in a given set from a given point of reference

Grade 2, Quarter 4
Learning Competencies Comments/Recommendation Identified MELCs
Visualizes and finds the elapsed time in days Omitted, subsumed in the next Visualizes, represents and solves problems involving time (minutes
LC including a.m and p.m and elapsed time in days)
Shows and uses the appropriate unit of length and their Clustered and rephrased Measures objects using appropriate measuring tools and units of
abbreviation cm and m to measure a particular object length in m or cm
Measures objects using appropriate measuring tools in
m or cm
Compares length in meters or centimeters Clustered and rephrased; the Compares the following unit of measures:
Compares mass in grams or kilograms mathematical focus is on the a. Length in meters or centimeters
comparing measures b. Mass in grams or kilograms
c. Capacity in mL or L
Shows and uses the appropriate unit of weight and Clustered and rephrased Measures objects using appropriate measuring tools and
their abbreviations g and kg to measure a particular measuring units in g or kg
object
Measures objects using appropriate measuring units in
g or kg

Learning Competencies Comments/Recommendation Identified MELCs

Illustrates area as measure of how much surface is Omitted, subsumed in the LC of finding the
covered or occupied by a plane figure area using square tiles
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Learning Competencies Comments/Recommendation Identified MELCs

Collects data on one variable using questionnaire
Sorts, classifies, and organizes data in tabular form and
present this into a pictograph without and with scales
Tells whether an event is likely, equally likely, unlikely
to happen
Describe events in real-life situations using the phrases
“likely to happen” or “unlikely to happen” or “equally
likely to happen”
Omitted, learners have better grasps of this
LC in Grade 4 be as they may not be
somehow struggling in reading and writing
Omitted as this may also be taken in Grade
3 for the discussion of probability of events

Grade 6 Quarter 2
Learning Competencies Comments/Recommendation Identified MELCs
Sets up proportions for groups of objects or numbers omitted
and for given situation
Identifies real-life situations that make use of integers Clustered and rephrased Describe the set of integers and identify real-life
Describes the set of integers situations that make use of it
Represents integers on the number line LC is subsumed to the next LC Compares and arranges integers on the number line
Compares and arranges integers

Grade 8 Quarter 2
Learning Competency Comments/Recommendations Identified MELCS
Illustrates linear inequalities in two variables Clustered, rephrased Illustrates and graphs linear inequalities in two
Graphs linear inequalities in two variables variables
Illustrates a linear function Clustered and rephrased Graphs and illustrates a linear function and its (a)
Graphs a linear function and its (a) domain; (b) range; domain; (b) range; (c) table of values; (d) intercepts;
(c) table of values; (d) intercepts; and (e) slope and (e) slope

As Math competencies are recurring and progressing from simple to complex content, teachers should ensure that the foundational skills are developed. Bear
in mind that the mathematical focus is more on developing the learning competency or the math concept and skill rather than on the learning content.
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Grade Level: Grade 4

Subject: Mathematics

Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

Q1 visualizes numbers up to 100 000 with emphasis on numbers 10 001–100 000. Week 1
1. demonstrates 1. is able to recognize gives the place value and value of a digit in numbers up to 100 000.
understanding of and represent whole reads and writes numbers, in symbols and in words, up to hundred thousand and
whole numbers up to numbers up to 100,000 compare them using relation symbols
100,000. in various forms and rounds numbers to the nearest thousand and ten thousand. Week 2
contexts. orders numbers up to 100 000 in increasing or decreasing order.
2. demonstrates multiplies numbers up to 3-digit numbers by up to 2-digit numbers without or with Week 3
understanding of 2. is able to apply regrouping.
multiplication and multiplication and estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers with
division of whole division of whole reasonable results.
numbers including numbers including multiplies mentally 2-digit by 1-to 2-digit numbers with products up to 200 and Week 4
money. money in mathematical explains the strategies used.
problems and real-life solves routine and non-routine problems involving multiplication of whole
situations. numbers including money using appropriate problem solving strategies and
tools.
solves multi-step routine and non-routine problems involving multiplication and Week 5
addition or subtraction using appropriate problem solving strategies and tools.
divides 3- to 4-digit numbers by 1-to 2-digit numbers without and with remainder. Week 6
divides mentally 2- to 4-digit numbers by tens or hundreds or by 1 000 without and
with remainder.
estimates the quotient of 3- to 4-digit dividends by 1- to 2-digit divisors with Week 7
reasonable results.
solves routine and non-routine problems involving division of 3- to 4-digit numbers Week 8
by 1- to 2-digit numbers including money using appropriate problem solving
strategies and tools.
solves multi-step routine and non-routine problems involving division and any of
the other operations of whole numbers including money using appropriate
problem solving strategies and tools.
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Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

performs a series of two or more operations applying Multiplication, Division, Week 9
Addition, Subtraction (MDAS) correctly.
Q2 identifies factors of a given number up to 100. Week 1
1. demonstrates 1. is able to apply identifies the multiples of a given number up to 100.
understanding of knowledge of factors and differentiates prime from composite numbers.
factors and multiples multiples, and addition writes a given number as a product of its prime factors. Week 2
and addition and and subtraction of finds the common factors, greatest common factor (GCF), common multiples and
subtraction of fractions in least common multiple (LCM) of two numbers using the following methods: listing,
fractions. mathematical problems prime factorization, and continuous division.
and real-life situations. solves real-life problems involving GCF and LCM of 2 given numbers. Week 3
2. demonstrates changes improper fraction to mixed numbers and vice versa. Week 4
understanding of 2. is able to recognize changes fractions to lowest forms.
improper fractions, and represent improper visualizes addition and subtraction of similar and dissimilar fractions. Week 5
mixed numbers and fractions, mixed visualizes subtraction of a fraction from a whole number.
decimals numbers and decimals performs addition and subtraction of similar and dissimilar fractions. Week 6
solves routine and non-routine problems involving addition and/or subtraction of
fractions using appropriate problem solving strategies and tools.
visualizes decimal numbers using models like blocks, grids, number lines and Week 7
money to show the relationship to fractions.
renames decimal numbers to fractions, and fractions whose denominators are
factors of 10 and 100 to decimals.
gives the place value and the value of a digit of a given decimal number through Week 8
hundredths.
reads and writes decimal numbers through hundredths.
rounds decimal numbers to the nearest whole number and tenth. Week 9
compares and arranges decimal numbers.
Q3 demonstrates is able to describe describes and draws parallel, intersecting, and perpendicular lines using ruler and Week 1
understanding of the parallel and set square.
concepts of parallel perpendicular lines, describes and illustrates different angles (right, acute, and obtuse) using models. Week 2
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Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

and perpendicular angles, triangles, and describes the attributes/properties of triangles and quadrilaterals using concrete
lines, angles, quadrilaterals objects or models.
triangles, and identifies and describes triangles according to sides and angles. Week 3
quadrilaterals. identifies and describes the different kinds of quadrilaterals: square, rectangle,
parallelogram, trapezoid, and rhombus.
relates triangles to quadrilaterals Week 4
relates one quadrilateral to another quadrilateral (e.g. square to rhombus).
demonstrates is able to identify the determines the missing term/s in a sequence of numbers (e.g. odd numbers, Week 5
understanding of missing element in a even numbers, multiples of a number, factors of a number, etc.)
concepts of pattern and number e.g. 3,6,9,__ 4,8,12,16,__ (e.g. odd numbers, even numbers, multiples
continuous and sentence. of a number, factors of a number, etc.)
repeating patterns 1 2 3 4 5 6 7 ____
and number finds the missing number in an equation involving properties of operations. (e.g.
sentences. (4+__ ) + 8 = 4 + ( 5 + __)
demonstrates is able to apply the finds the elapsed time in minutes and seconds. Week 6
understanding of the concepts of time, estimates the duration of time in minutes.
concept of time, perimeter, area, and solves problems involving elapsed time.
perimeter, area, and volume to mathematical visualizes the perimeter of any given plane figure in different situations. Week 7
volume. problems and real-life measures the perimeter of any given figure using appropriate tools.
situations. finds the perimeter of triangles, squares, rectangles, parallelograms, and
trapezoids.
solves routine and non-routine problems in real-life situations involving Week 8
perimeter of squares and rectangles, triangles, parallelograms, and trapezoids.
differentiates perimeter from area. Week 9
converts sq. cm to sq. m and vice versa.
Q4 finds the area of irregular figures made up of squares and rectangles using sq. cm Week 1
and sq. m.
finds the area of triangles, parallelograms and trapezoids using sq. cm and sq. m.
solves routine and non-routine problems involving squares, rectangles, triangles, Week 2
parallelograms, and trapezoids.
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Quarter Content Standards Performance Standards Most Essential Learning competencies Duration

The learner… The learner… The learner…

visualizes the volume of solid figures in different situations using non-standard (e.g. Week 3
marbles, etc.) and standard units.
finds the volume of a rectangular prism using cu. cm and cu. m.
solves routine and non-routine problems involving the volume of a rectangular Week 4
prism.
demonstrates is able to create and collects data on two variables using any source. Week 5
understanding of the interpret simple organizes data in tabular form and presents them in a single/double horizontal or
concepts of bar representations of data vertical bar graph.
graphs and simple (tables and bar graphs) interprets data presented in different kinds of bar graphs (vertical/horizontal, Week 6
experiments. and describe outcomes single/double bars).
in simple experiments. solves routine and non-routine problems using data presented in a single or
double-bar graph.
draws inferences based on data presented in a double-bar graph. Week 7
records favorable outcomes in a simple experiment (e.g. tossing a coin, spinning a
wheel, etc.)
expresses the outcome in a simple experiment in words, symbols, tables, or Week 8
graphs.
explains the outcomes in an experiment.
solves routine and non-routine problems involving a simple experiment. Week 9