MODULE

1
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

Chapter 1
The Nature, Structure, and Content of the K to 12 Mathematics
Curriculum

Learning Outcome
At the end of the chapter, learners are expected to analyze the nature,
structure, and content of the K to 12 mathematics curriculum

Mathematics is one subject that pervades life at any age and 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.
Critical thinking, according to Scriven and Paul (1987) 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, according to Polya (1945 & 1962), 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, taking into account the different
contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework
prepared by MATHTE & SEI (2010): Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics.
The mathematics curriculum consists the grade level delineation of what we
expect from the learners by the end of the year. Its structure shows the alignment of
content, learning standards and learning competencies. The learning standards are
classified into two: content and performance. Content standards specify the essential
knowledge, skills and attitudes while performance standards are statements that
describe what the learners should know and be able to do in order to demonstrate the
intended outcome. The 21st century and functional literacy core skills are embedded in
the formulation of content and performance standards. The learning competencies are

2
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

specific skills that provide teachers with a very clear information about what specific skill
should be taught and learned by the learners.
The mathematics curriculum has been viewed as the guide for teaching
embodying outlines of knowledge and skills to be taught to learners by grade level.
When teachers understand the entire math curriculum, then they can be guided in
planning math instructional programs and learning activities for the learners. Its content
and focus have changed over time and can be considered to have reflected the needs
of the times.
Source: DepEd’s K to 12 Mathematics Curriculum Guide: December, 2013

The Structure of the Mathematics Curriculum

Mathematics is one subject that pervades life at any age and 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.
Critical thinking, according to Scriven and Paul (1987) is the intellectually
disciplined process of actively and skilfully 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, according to Polya (1945 & 1962), 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, taking into account 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 necessary in teaching
mathematics. These include: manipulative objects, measuring devices, calculators and
computers, smart phones 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

3
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

include traditions and practices, as well as the learner’s prior knowledge and
experiences.

The Conceptual Framework of the K to 12 Mathematics Curriculum

4
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

The Key Stage Standards

The table below shows what learners will be able to learn and do at the end of each key
stage.
K – Grade 3 Grade 4 - 6
At the end of Grade 3, the learner… At the end of Grade 6, the learner….

Demonstrates understanding and Demonstrates understanding and

appreciation of key concepts and skills
involving numbers and number sense
(whole numbers up to 10,000 and the four
fundamental operations including money,
ordinal numbers up to 100th, basic
concepts of fractions);measurement(time,
length, mass, capacity, area of square
and rectangle); geometry (2-dimensional
and 3-dimensional objects, lines,
symmetry and tessellation); patterns, and
algebra(continuous and repeating
patterns and number sentences);
statistics and probability( data collection
and representation in tables, pictographs
and bar graphs and outcomes) as applied
using appropriate technology in critical
thinking , problem solving, reasoning
communicating, making connections,
representations, and decisions in real life
appreciation of key concepts and skills
involving numbers and number
sense(whole numbers, number theory,
fractions, decimals, ratio and proportion,
percent, and integers); measurement (
time, speed, perimeter, circumference
and area of plane figures, volume and
surface area of solid/space figures,
temperature, and meter
reading);geometry (parallel and
perpendicular lines, angles, triangles,
quadrilaterals, polygons, circles, and
solid figures); patterns and algebra
(continuous and repeating patterns,
number sentences, sequences, and
simple equations); statistics and
probability ( bar graphs, line graphs and
pie graphs, simple experiment and
experimental probability) as applied –
using appropriate technology – in critical
thinking, problem solving , reasoning,
communicating, making connections,
representations, and decisions in real life.

5
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

Grade Level Standards

The table below presents the learning standards by grade level from Kindergarten to
Grade10.
Grade Standards
Level
The learner demonstrates understanding and appreciation of key concepts
and skills involving numbers and number sense(whole numbers of to 20,
basic concepts on addition and subtraction); geometry (basic attributes of
K objects), patterns and algebra(basic concept of sequence and number
pairs);measurement (time, location, non-standard measures of length, mass
and capacity); and statistics and probability(data collection and tables) 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 numbers and number sense (whole up to 100, ordinal
numbers up to 10th, money up to Php100, addition and subtraction of whole
numbers, and fractions ½ and ¼ );geometry(2 and 3 dimensional
1 objects);patterns and algebra (continuous and repeating patterns and
number sentences); measurement(time, non-standards measures of length
, mass, and capacity); and statistics and probability (tables, pictographs, and
outcomes) as applied-using appropriate technology – in critical thinking,
problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
The learner demonstrates and appreciation of key concepts and skills
involving numbers and number sense( whole number up to 1000, ordinal
numbers up to 20th, money up to Php100, the four fundamental operations
of whole numbers, and unit fractions); geometry (basic shapes, symmetry,
2 and tessellations); patterns and algebra(continuous and repeating patterns
and number sentences); measurement (time, length, mass, and capacity);
and statistics and probability (tables, pictographs, and outcomes) 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
3 and skills involving numbers and number sense(whole numbers up to
10,000; ordinal numbers up to 20th, money up to Php 1000; the four
fundamental operations of whole numbers; proper and improper fractions;
and similar, dissimilar, and equivalent fractions); geometry (lines, symmetry,
and tessellation);patterns and algebra(continuous and repeating patterns
and number sentences);measurement (conversion of time, length, mass and
capacity, area of square and rectangle); and statistics and probability (tables,
bar graphs, and outcomes) as applied – using appropriate technology – in

6
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

critical thinking, problem solving , reasoning communicating, making

connections, representations, and decisions in real life.
The learners demonstrates understanding and appreciation of key concepts
and skills involving numbers and number sense(whole numbers up to
100,000,multiplications and division of whole numbers, order of operations,
factors and multiples, addition and subtraction of fractions and basic
4 concepts of decimals including money);geometry (lines, angles, triangles,
and quadrilaterals); patterns and algebra (continuous and repeating patterns
and number sentences);measurement (time, perimeter, area, and volume);
and statistics and probability (tables, bar graphs, and simple experiments) as
applied – using appropriate technology – in critical thinking, problem solving,
reasoning, communicating, making connections, representations, and
decisions in real life.
The learners demonstrate understanding and appreciation of key concepts
and skills involving numbers and number sense (divisibility, order of
operations, factors and multiples, fractions and decimals including money,
ratio and proportion, percent); geometry ( polygons, circles, solid
5 figures);patterns and algebra (sequence and number sentences);
measurement (time, circumference, area, volume, and temperature); and
statistics and probability(tables , line graphs and experimental probability) 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 numbers and number sense(divisibility, order of
operations, fractions and decimals including money, ratio and proportion,
percent, integers); geometry (plane and solid figures); patterns and algebra
6 (sequence, expression, and equation); measurement (rate, speed, area,
surface area, volume and meter reading); and statistics and probability
(tables, pie graphs, and experimental and theoretical probability) as applied
– using appropriate technology – in critical thinking, problem solving,
reasoning, communicating, making connections, representations, and
decision in real life.

The Mathematics Scope and Sequence

It can be very important for a teacher to take a look at the scope and sequence
of the curriculum, as it can greatly affect the decision making process for teaching and
learning activities. The scope and sequence provides specific details of the content to
be taught in a particular subject area. One usually find as list of all of the major concepts
Covered by grading period/quarter. Below is the scope and sequence of the K to
12 Mathematics curriculum.

7
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

Grade Level
Quarter G1 G2 G3 G4 G5 G6
Q1 Numbers and Numbers and Numbers and Numbers and Numbers and Numbers and
Number Sense Number Sense Number Number Sense Number Number Sense
Sense Sense
Q2 Numbers and Numbers and Numbers and Numbers and Numbers and Numbers and
Number Sense Number Sense Number Number Sense Number Number Sense
Sense Sense
Numbers and Numbers and Numbers and Geometry Numbers and Geometry
Number Sense Number Sense Number Number
Geometry Sense Patterns and Sense Patterns and
Geometry Geometry Algebra Algebra
Q3 Patterns and Geometry
Patterns and Algebra Patterns and Measurement Measurements
Algebra Algebra Patterns and
Algebra

Measurement
Measurement Measurement Measurement Measurement Measurement Measurement
Q4
Statistics and Statistics and Statistics and Statistics and Statistics and Statistics and
Probability Probability Probability Probability Probability Probability

Math Concepts: The Spiral Approach

The Mathematics K to 12 curriculum is seamless. This ensures smooth transition
between grade levels and a continuum of competencies through spiral progression
where learning of knowledge, skills, values, and attitudes increases in depth and
breadth. There is also continuity of competencies and standards from elementary to
secondary level through a unified curriculum framework. The unified standards and
competencies ensure integration of what learners learn across grade levels and across
learning areas for a more meaningful learning. Below is an example of spiraling of
concepts about Numbers and Number Sense and Geometry from Kindergarten to
Grades 3.
Kinder Grade 1 Grade 2 Grade 3
Numbers and Number Sense
Demonstrates an Demonstrates an Demonstrates an Demonstrates and
understanding of understanding of understanding of understanding of
key concepts of the key concepts of the concept of the concepts of
sets and the numbers whole numbers up numbers.
relationship to 1000.
between numbers
and quantities up to
20
Geometry

8
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

Begins to identify Demonstrates an Demonstrates an Demonstrate an

the common understanding of 2- understanding of 2 understanding of 2
attributes of an dimensional and 3 – dimensional and – dimensional and
object and the – dimensional 3 – dimensional 3 – dimensional
common 2 – to 3- shapes. objects. shapes.
dimensional
objects in the
environment

In the example, the concepts about the numbers and number sense as well as
geometry would be built up over a period of time. Still within the framework of the spiral
approach, more sub concepts would be introduced in succeeding grades until the study
of concepts had been fully explored.

https://www.youtube.com/watch?v=7XMm4U_T-0U

https://www.youtube.com/watch?v=dxo-aQee4Wc
Reference:
K to 12 Mathematics Curriculum Guide August 2016. Page 2 of 257. Learning Materials
are uploaded at http://lrmds.deped.gov.ph/.

9
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist