Grade 1 DCCM

Republika ng Pilipinas
Kagawaran ng Edukasyon
DepEd Complex, Meralco Avenue
Lungsod ng Pasig
DISTRICT CONTEXTUALIZED CURRICULUM MATRIX (DCCM)

GRADE 1
Disyembre 2013
K to 12 BASIC EDUCATION CURRICULUM
Lungsod ng Pasig
K to12 Gabay Pangkurikulum
ARALING PANLIPUNAN
Baitang 1
K to 12 Araling Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 2 ng 120

MAKAHUBOG NG MAMAMAYANG MAPANURI, MAPAGNILAY,

PRODUKTIBO, MAKAKALIKASAN, MAKABANSA AT MAKATAO
AT PANDAIGDIGANG PANANAW AT PAGPAPAHALAGA SA M SA
LIPUNAN, SA NAKARAAN, KASALUKUYAN AT HINAH
Pagkamalikh.'iin
ft
Pamaraang Tematiko- Pamamaraang Paslyasat Integrasyon

Kronolohlkal/ Paksain/ Interdisiplinaryo
Konseptwal Multldlsiplinaryo
Konstruktiblsmo Magkaluw
na
ang at Pangkonteksto
Pagkatuto
Figure 1. The Conceptual Framework of Araling Panlipunan
K to 12 Araling Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 3 ng 120

BALANGKAS NG ARALING PANLIPUNAN
Deskripsyon
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng "Edukasyon para sa Lahat 2015" (Education for All 2015) at ang K-12 Philippine Basic
Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng "functionally literate and
developed Filipino." Kaya naman, tiniyak na ang mga binuong nilalaman, pamantayang pangnilalalaman at pamantayan sa pagganap sa bawat baitang ay makapag-
aambag sa pagtatamo ng nasabing mithiin. Sa pag-abot ng nasabing mithiin, tunguhin (goal) ng K-12 Kurikulum ng Araling Panlipunan ang makahubog ng
mamamayang mapanuri, mapagmuni, mapanagutan, produktibo, makakalikasan, makabansa at makatao na may pambansa at pandaigdigang pananaw at
pagpapahalaga sa mga usaping pangkasaysayan at panlipunan.
Katuwang sa pagkamit ng layuning ito ay ang pagsunod sa teorya sa pagkatuto na kontruktibismo, magkatuwang na pagkatuto (collaborative learning), at
pagkatutong pangkaranasan at pangkonteksto at ang paggamit ng mga pamaraang tematiko-kronolohikal at paksain/ konseptuwal, pagsisiyat, intregratibo,
interdesiplinaryo at multisiplinaryo. Sa pagkamit ng nasabing adhikain, mithi ng kurikulum na mahubog ang pag-iisip (thinking), perpekstibo at pagpapahalagang
pangkasaysayan at sa iba pang disiplina ng araling panlipunan ng mag-aaral sa pamamagitan ng magkasabay na paglinang sa kanilang kaalaman at kasanayang
pang-disiplina.
Mula sa unang baitang hanggang ika-labindalawang baitang, naka-angkla (anchor) ang mga paksain at pamantayang pang-nilalaman at pamantayan sa
pagganap ng bawat yunit sa pitong tema: I) tao, kapaligiran at lipunan 2)panahon, pagpapatuloy at pagbabago, 3) kutlura, pananagutan at pagkabansa, 4) karapatan,
pananagutan at pagkamamamayan 5) kapangyarihan, awtoridad at pamamahala, 6)produksyon, distibusyon at pagkonsumo 7) at ungnayang pangrehiyon at
pangmundo Samantala, ang kasanayan sa iba't-ibang disiplina ng araling panlipunan tulad pagkamalikhain, mapanuring pag-iisip at matalinong pagpapasya ,
pagsasaliksik/ pagsisiyasat, kasanayang pangkasaysayan at Araling Panlipunan, at pakikipagtalastasan at pagpapalawak ng pandaigdigan pananaw, ay kasabay
na nalilinang ayon sa kinakailangang pag-unawa at pagkatuto ng mag-aaral sa paraang expanding.
Sa ibang salita, layunin ng pagtuturo ng K-12 Araling Panlipunan na malinang sa mag-aaral ang pag-unawa sa mga pangunahing kaisipan at isyung
pangkasaysayan, pangheograpiya, pampulitika, ekonomiks at kaugnay na disiplinang panlipunan upang siya ay makaalam, makagawa, maging ganap at
makipamuhay (Pillars of Learning). Binibigyang diin sa kurikulum ang pag-unawa at hindi pagsasaulo ng mga konsepto at terminolohiya. Bilang pagpapatunay ng
malalim na pag-unawa, ang mag-aaral ay kinakailangang makabuo ng sariling kahulugan at pagpapakahulugan sa bawat paksang pinag-aaralan at ang pagsasalin
nito sa ibang konteksto lalo na ang aplikasyon nito sa tunay na buhay na may kabuluhan mismo sa kanya at sa lipunang kanyang ginagalawan.
Batayan ng K to 12 Araling Panlipunan Kurikulum
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng "Edukasyon para sa Lahat 2015" (Education for All 2015) at ang K-12 Philippine Basic
Education Curriculum Framework. Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng "functionally literate and
developed Filipino." Nilalayon din ng batayang edukasyon ang pangmatagalang pagkatuto pagkatapos ng por mal na pag-aaral (lifelong learning). Ang istratehiya
K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 4 ng 120

sa pagkamit ng mga pangkalahatang layuning ito ay alinsunod sa ilang teorya sa pagkatuto na konstruktibismo, magkatuwang na pagkatuto (collaborative learning),
at pagkatutong pangkaranasan at pangkonteksto.
Ang sakop at daloy ng AP kurikulum ay nakabatay sa kahulugan nito:
Ang Araling Panlipunan ay pag-aaral ng mga tao at grupo, komunidad at lipunan, kung paano sila namuhay at namumuhay, ang kanilang ugnayan at
interaksyon sa kapaligiran at sa isa't isa, ang kanilang mga paniniwala at kultura, upang makabuo ng pagkakakilanlan bilang Pilipino, tao at miyembro ng lipunan at
mundo at maunawaan ang sariling lipunan at ang daigidig, gamit ang mga kasanayan sa pagsasaliksik, pagsisiyasat, mapanuri at malikhaing pag-iisip, matalinong
pagpapasya, likas- kayang paggamit ng pinagkukunang-yaman, at mabisang komunikasyon. Layunin ng Araling Panlipunan ang paghubog ng mamamayang
mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makabansa, at makatao, na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga
usapin sa lipunan sa nakaraan at kasalukuyan, tungo sa pagpanday ng kinabukasan.
Layunin ng AP Kurikulum
Nilalayon ng AP kurikulum na makalinang ng kabataan na may tiyak na pagkakakilanlan at papel bilang Pilipinong lumalahok sa buhay ng lipunan, bansa at
daigdig. Kasabay sa paglinang ng identidad at kakayanang pansibiko ay ang pag-unawa sa nakaraan at kasalukuyan at sa ugnayan sa loob ng lipunan, sa pagitan
ng lipunan at kalikasan, at sa mundo, kung paano nagbago at nagbabago ang mga ito, upang makahubog ng indibiduwal at kolektibong kinabukasan. Upang
makamit ang mga layuning ito, mahalagang bigyang diin ang mga magkakaugnay na kakayahan sa Araling Panlipunan: (i) pagsisiyasat; (ii) pagsusuri at
interpretasyon ng impormasyon; (iii) pananaliksik; (iv) komunikasyon, lalo na ang pagsulat ng sanaysay; at (v) pagtupad sa mga pamantayang pang-etika.
Tema ng AP Kurikulum
Upang tuhugin ang napakalawak at napakaraming mga paksa na nakapaloob sa Araling Panlipunan, ito ang magkakaugnay na temang gagabay sa buong AP
kurikulum, na hango sa mga temang binuo ng National Council for Social Studies (Estados Unidos). 1 Hindi inaasahan na lahat ng tema ay gagamitin sa bawat
baitang ng edukasyon dahil ilan sa mga ito, katulad, halimbawa, ng ika-anim na tema, Produksyon, Distribusyon at Pagkonsumo, ay mas angkop sa partikular na
kurso (Ekonomiks) kaysa sa iba, bagamat tatalakayin din ang ilang mga konsepto nito sa kasaysayan ng Pilipinas, ng Asya at ng mundo. Iaangkop ang bawat tema
sa bawat baitang ngunit sa kabuuan, nasasakop ng kurikulum ang lahat ng mga tema.
1. Tao, Lipunan at Kapaligiran

Ang ugnayan ng tao sa lipunan at kapaligiran ay pundamental na konsepto sa Araling Panlipunan. Binibigyang diin ng temang ito ang pagiging bahagi ng tao
hindi lamang sa kanyang kinabibilangang komunidad at kapaligiran kundi sa mas malawak na lipunan at sa kalikasan. Sa ganitong paraan, mauunawaan ng
mag-aaral ang mga sumusunod:
1 Mga panganib sa kapaligiran at kalikasan, ang pangangalaga nito at mga hakbang na maaaring gawin ng mga mag-aaral at ng komunidad upang matugunan ang mga panganib
na ito;

1.1 Ang mga batayang konsepto ng heograpiya, gamit ang mapa, atlas at simpleng teknolohikal na instrumento, upang mailugar niya ang kanyang sarili
at ang kinabibilangan niyang komunidad;
1.2 Ang impluwensiya ng pisikal na kapaligiran sa tao at lipunan at ang epekto ng mga gawaing pantao sa kalikasan;
1.3 Ang mobilidad (pag-usad) ng tao at populasyon, at mga dahilan at epekto ng mobilidad na ito; at
1.4 Ang pananagutan ng indibidwal bilang miyembro ng lipunan at taga-pangalaga ng kapaligiran at tapagpanatili ng likas kayang pag-unlad
2. Panahon, Pagpapatuloy at Pagbabago
Mahalagang makita ng mag-aaral ang pag-unlad ng lipunan mula sa sinaunang panahon hanggang sa kasalukuyan upang lalo niyang maunawaan ang kanyang
sarili at bansa at sa ganoong paraan ay makapagbuo ng identidad (pagkakakilanlan) bilang indibiduwal at miyembro ng lipunan, bansa at mundo. Sentral sa pag-
aaral ng tao, lipunan at kapaligiran ang konsepto ngpanahon (time), na nagsisilbing batayang konteksto at pundasyon ng pag-uunawa ng mga pagbabago sa
buhay ng bawat isa, ng lipunang kanyang kinabibilangan, at ng kanyang kapaligiran. Ang kaisipang kronolohikal ay hindi nangangahulugan ng pagsasaulo ng
mga petsa o pangalan ng tao at lugar, bagamat mayroong mga mahahalagang historikal fact (katotohan/ impormasyon) na dapat matutunan ng mag-aaral, kundi
ang pagkilala sa pagkakaiba ng nakaraan sa kasalukuyan, ang pagpapatuloy ng mga paniniwala, istruktura at iba pa sa paglipas ng panahon, ang pag-unawa
ng konsepto ng kahalagahang pangkasaysayan (historical significance), pagpahalaga sa konstekto ng pangyayari sa nakaraan man o sa kasalukuyan, at ang
mga kaugnay na kakayahan upang maunawaan nang buo ang naganap at nagaganap.
3. Kultura, Pagkakakilanlan at Pagkabansa

Kaugnay sa dalawang naunang tema ang konsepto ng kultura, na tumutukoy sa kabuuan ng mga paniniwala, pagpapahalaga, tradisyon, at paraan ng
pamumuhay ng isang grupo o lipunan, kasama ang mga produkto nito katulad ng wika, sining, at iba pa. Nakaangkla sa kultura ang identidad ng grupo at ng
mga miyembro nito, na sa bansang Pilipinas at sa ibang bahagi ng mundo ay napakarami at iba-iba. May mga aspeto ng kultura na nagbabago samantala ang
iba naman ay patuloy na umiiral sa kasalukuyan. Sa pag-aaral ng temang ito, inaasahan na makabubuo ang mag-aaral ng sariing pagkakakilanlan bilang
kabataan, indibidwal at Pilipino, at maunawaan at mabigyang galang ang iba't ibang kultura sa Pilipinas. Ang pagkakakilanlan bilang Pilipino ay magiging basehan
ng makabansang pananaw, na siya namang tutulong sa pagbuo ng mas malawak na pananaw ukol sa mundo. 2

paniniwalang pampulitika, kultural, kasarian, etnisidad, kulay ng balat, pananamit at personal na pagpili. Kasama rito ang paggalang sa opinyon ng iba kahit hindi
ito sang- ayon o katulad ng sariling pag-iisip, at respeto sa pagkatao ng sinuman sa bansa at mundo. Ang pag-unawa sa karapatang pantao at ang pananagutang
kaakibat dito ay mahalagang bahagi ng AP kurikulum upang makalahok ang magaaral nang ganap at sa makabuluhang paraan sa buhay ng komunidad, bansa
at mundo.
1. Kapangyarihan, Awtoridad at Pamamahala

Bahagi ng pagkamamamayan ay ang pag-unawa sa konsepto ng kapangyarihan, ang paggamit nito sa bansa at sa pang-araw-araw na buhay, ang kahulugan
at kahalagahan ng demokratikong pamamalakad, at ang uri ng pamahalaan sa Pilipinas. Sakop din ng temang ito ang Saligang Batas, na nagsasaad ng mga
2 Karapatan, Pananagutan at Pagkamamamayan

Nakabatay ang kakayahang pansibiko sa pag-unawa sa papel na ginagampanan ng bawat isa bilang mamamayan at kasapi ng lipunan at sa pagkilala at pagtupad ng mga karapatan at
tungkulin bilang tao at mamamayan. Pananagutan ng mamamayan na igalang ang karapatan ng iba, anuman ang kanilang pananampalataya,

karapatan at pananagutan ng mamamayan at ng sambayanang Pilipino. Ang pag-unawa sa konsepto ng awtoridad at liderato sa iba-ibang antas at aspeto ng
pamahalaan, kasama ang mabigat na tungkulin sa pagiging isang lider, ay tatalakayin sa AP kurikulum. Ang karanasan din ng mga bansa sa Asya at sa ibang
bahagi ng daigidig ngayon at sa nakaraan ay pinagmulan ng maraming halimbawa at aralin ukol sa temang ito.
2. Produksyon, Distribusyon at Pagkonsumo

Paano gagastusin ang sariling allowance o kita ng magulang? Paano palalaguin ang naipong pondo ng pamilya? Ang sagot sa mga simpleng tanong na ito ay
may kinalaman sa batayang konsepto ng pagpili (choice), pangangailangan, paggastos (expenditure), halaga at pakinabang (cost and benefit) na sakop unang-
una ng Ekonomiks, ngunit ginagamit din sa pag-aaral ng kasaysayan ng Pilipinas at mga lipunan sa rehiyon ng Asya at daigidig. Sa pag-aaral ng temang
Produksyon, Distribusyon at Pagkonsumo, magagamit ng mag-aaral ang mga konseptong ito sa sariilng buhay at mauunawaan ang ibang konsepto katulad ng
inflation, GDP, deficit, na karaniwang nababasa sa dyaryo o naririnig sa balita sa radyo. Mahalaga ring maunawaan ng mag-aaral ang panlipunang epekto ng
desisyon ng indibidwal na konsyumer at ng mga kumpanya, katulad ng epekto ng kanilang pagpapasya sa presyo ng bilihin o ang epekto ng patakaran ng
pamahalaan sa pagdebelop ng ekonomiya, gamit ang pamamaraang matematikal. (Consumer Ed. Financial Literacy, Pag-iimpok)
3. Ugnayang Panrehiyon at Pangmundo

Sinusuportahan ng temang ito ang layunin ng AP kurikulum na makabuo ang mag-aaral ng pambansa at pandaigdigang pananaw at pagpapahalaga sa mga
pangunahing usapin sa lipunan at mundo. Araling Asyano sa baitang 7, Kasaysayan ng Daigdig sa baitang 8, Ekonomiks sa baitang 9 at Mga Kontemporaryong
Isyu sa baitang 10. Makatutulong ang kaalaman tungkol sa ibang bansa sa pag-unawa ng lugar at papel ng Pilipinas sa rehiyon at mundo, at kung paano
maaaring kumilos ang Pilipino at ang bansa sa paglutas ng mga suliranin bilang kasapi ng pandaigdigang komunidad.
Inaasahan na sa ika-11 at ika-12 na baitang ay magkakaroon ng mga elektib na kursong tatalakay sa iba't ibang isyu (lokal, pambansa, panrehiyon, at
pandaigidig) upang lumawak ang kaalaman ng mga mag-aaral at malinang ang kanilang mga mapanuring kakayahan. Sa ganitong paraan din ay lalong mahahasa
ang pagkakadalubhasa ng bawat AP na guro sa pagdisenyo ng nilalaman ng kurso at sa istratehiya ng pagturo nito alinsunod sa pangkalahatang balangkas ng AP.
Ilang halimbawa ng mga paksa ng elektib na kurso ay: 1 3 4 5
Mga Kakayahan
Ang mga kakayahan ng bagong AP kurikulum ay nakaugat sa mga layunin ng batayang edukasyon: ang kapakipakinabang (functional) na literasi ng
lahat; ang paglinang ng "functionally literate and developed Filipino;" at ang pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (lifelong learning).
Makikita ang mga pangkalahatang layuning ito sa mga partikular na kakayahan ng AP katulad halimbawa, ng pagsisiyasat at pagsusuri. Samakatuwid, ang AP
kurikulum ay di lamang base sa nilalaman (content-based) kundi rin sa mga kakayahan (competence-based). Sadyang inisa-isa ang mga kakayahan ng AP upang:
(a) ipakita ang ugnayan nito sa mga layunin ng batayang edukasyon, at (b) bigyang diin ang mga mapanuring kakayahan na hindi malilinang sa pamamagitan ng
pagsasaulo ng impormasyon.
3 Ang layunin at pilosopiya ng isang batas o patakarang opisyal, ang epekto nito sa tao at lipunan (at kalikasan), ang mga problema sa implementasyon at posibleng solusyon sa
problema
4 Ang ugnayan ng kultura sa pagsulong ng lipunan (komunidad, bansa) at mga isyung kaugnay sa kaunlaran ng lipunan
5 Mga pandaigdigang problema sa klima, kalamidad (natural at likha ng tao), at ang paglutas ng mga suliraning ito

Sa ibaba ang kabuuan ng mga pangkalahatang kakayahan sa AP kurikulum at sa bawat kakayahan, ang mga partikular na kasanayan. Magkakaugnay
ang mga kakayahan at kapwa nagpapatibay ang mga ito sa isa't isa. Nilalayong linangin ang mga kakahayan sa debelopmental na pamamaraan na angkop sa
bawat antas ng batayang edukasyon at sa proseso ng scaffolding, upang maitatag ang pundasyon ng mga kasanayan para sa mas malalim (at mas komplex) na
kakayahan.
Kakayahan Partikular na Kasanayan
Pagsisiyasat 1. Natutukoy ang mga sanggunian o pinagmulan ng impormasyon

2. Nakagagamit ng mapa at atlas upang matukoy ang iba't ibang lugar, lokasyon at ibang impormasyong pangheograpiya
3. Nakagagamit ng mga kasangkapang teknolohikal upang makakita o makahanap ng mga sanggunian ng impormasyon
1. Nakababasa ng istatistikal na datos
2. Nakagagamit ng pamamaraang istatistikal o matematikal sa pagsuri ng kwantitatibong impormasyon at ng datos
Pagsusuri at
penomenong pang- ekonomiya
interpretasyon ng datos
3. Nakababasa sa mapanuring pamamaraan upang maunawaan ang historikal na konteksto ng sanggunian at ang motibo at
pananaw ng may-akda
1. Nakauunawa ng kahulugan, uri at kahalagahan ng primaryang sanggunian at ang kaibahan nito sa sekundaryang
sanggunian
2. Nakabubuo ng kamalayan sa mga pagpapahalaga, gawi at kaugalian ng panahon at nakikilala ang impormasyon
pagkakaiba at/o pagkakatulad ng mga iyon sa kasalukuyan
3. Nakikilala ang historikal na perspektibo ng awtor o manlilikha
4. Natutukoy ang pagkakaiba ng opinyon at fact
5. Nakatataya ng impormasyon sa pamamagitan ng pagkilala sa bias o punto de bista ng awtor/manlilikha
6. Nakakukuha ng datos mula sa iba't ibang primaryang sanggunian
Pagsusuri at 7. Nakahihinuha mula sa datos o ebidensya
interpretasyon ng 8. Nakapag-aayos at nakagagawa ng buod ng impormasyon—pangunahing katotohanan at ideya sa sariling salita
impormasyon 9. Nakauunawa ng ugnayang sanhi at epekto (cause and effect)
10. Nakapaghahambing ng impormasyon mula sa mga magkaugnay na sanggunian at nakikilala ang mga punto ng
pagkakasundo at di pagkakasundo
11. Nakabubuo ng interpretasyon tungkol sa magkaiba at posibleng magkasalungat na paliwanag ng isang pangyayari
12. Nakapagbibigay ng historikal na kahalagahan sa mga tao, grupo, pangyayari, proseso o kilusan at institusyon
13. Napag-iisipan ang sariling ideya o pagtingin tungkol sa pinag-uusapan at mga natutuhan mula sa sanggunian
14. Nakapaghahambing ng sariling kaisipan sa kaisipan ng awtor/manlilikha at naipaliliwanag kung saan at bakit sumasang-
ayon o hindi ang dalawang kaisipanNakauunawa ng mobilidad at migrasyon ng populasyon, ang distribusyon nito, dahilan
at epekto
15. Nakauunawa ng papel at epekto ng heograpiya sa pagbabagong panlipunan at pangkalikasan

Kakayahan Partikular na Kasanayan

14.1 Nakagagamit ng pamamaraang matematikal sa pag-unawa ng mga batayang konsepto ng Ekonomiks at sa
pagsusuri ng kwantitatibong datos
14.2 Nakabubuo ng konklusyon base sa interpretasyon ng impormasyon
13.1 Nakasasagot ng tanong base sa angkop at sapat na ebidensya
Pagsasaliksik 13.2 Nakapag-aayos ang resulta ng pagsasaliksik sa lohikal na paraan
13.3 Nakagagamit ng teknolohikal na instrumento sa pagsasaliksik, pagsusuri ng datos, pagsulat ng sanaysay o papel, at
paghanda ng presentasyon ng pananaliksik
3.1 Nakapag-uugnay ng sari-saring impormasyon mula sa mga angkop na sanggunian

3.2 Naipakikilala ang sipi mula sa sanggunian at nagagamit ito nang tama
3.3 Naipararating sa malinaw at maayos na paraan ang sariling kaisipan tungkol sa kaganapan o isyung pinag-aaralan na
Komunikasyon
pinatitibay ng nararapat na ebidensya o datos
3.4 Nakabubuo ng maikli ngunit malinaw na introduksyon at konklusyon kapag nagpapaliwanag
3.5 Nakasusulat ng sanaysay (na may habang 3-5 pahina sa mataas na baitang) na nagpapaliwanag ng isang pangyayari, isyu o
penomeno, gamit ang nararapat at sapat na impormasyon o ebidensiya sa angkop na pamamaraan
1. Nakauunawa ng karapatan at tungkulin bilang mamamayan upang makalahok sa makabuluhang paraan sa buhay ng
pamayanan, bansa at dagidig
2. Naigagalang at nabibigyang kahalagahan ang pagkakaiba ng mga tao, komunidad, kultura, at paniniwala, at ang kanilang
karapatang pantao
Pagtupad sa
pamantayang pang-etika 3. Nagiging maingat sa sariling naisin, paniniwala, punto de bista o posisyon
4. Nakapagpapakita ng pantay na pakikitungo at paggalang sa mga may ibang pag-iisip kahit hindi ito sumasang-ayon sa
sariling ideya, posisyon o pagtingin
5. Natutukoy ang sangguniang ginamit sa papel (reaksyon, maikling sanaysay) bilang pagkilala sa karapatan sa pag-aaring
intelektuwal ng awtor/manlilikha
Pamantayan sa Programa (Core learning Area Standard):
Naipamamalas ang pag-unawa sa mga konsepto at isyung pangkasaysayan, pangheograpiya, pang-ekonomiya, pangkultura,
pampamahalaan, pansibiko, at panlipunan gamit ang mga kasanayang nalinang sa pag-aaral ng iba't ibang disiplina at larangan ng araling
panlipunan kabilang ang pananaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong pagpapasya, pagkamalikhain, pakikipagkapwa,
likas-kayang paggamit ng pinagkukunang-yaman, pakikipagtalastasan at pagpapalawak ng pandaigdigang pananaw upang maging isang
K to 12 Araling Panlipunan Gabay Pangkurikuium Disyembre 2013 Pahina 9 ng 120

mapanuri, mapagnilay, mapanagutan, produktibo, makakalikasan, makabansa at makatao na papanday sa kinabukasan ng mamamayan
ng bansa at daigdig.
Pamantayan sa Bawat Baitang/ Antas (Grade Level Standards):
Baitang Pamantayan sa Pagkatuto
Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan sa
K
kapaligirang sosyal.
Naipamamalas ang kamalayan at pag-unawa sa sarili bilang kasapi ng pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal gamit ang
1 konsepto ng pagpapatuloy at pagbabago, interaksyon, distansya at direksyon tungo sa pagkakakilanlan bilang indibidwal at kasapi ng pangkat ng
lipunan.komunidad.
Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng
pagpapatuloy at pagbabago,kapangyarihan, pamumuno at pananagutan, pangangailangan at kagustuhan, pagkakilanlan, mga simpleng
2
konseptong heograpikal tulad ng lokasyon at pinagkukunang-yaman at ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga labi ng
kasaysayan.
Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng
3 bansa batay sa (a) katangiang pisikal (b) kultura; (c) kabuhayan; at (d) pulitikal, gamit ang malalim na konsepto ng pagpapatuloy at pagbabago,
interaksyon ng tao at kapaligirang pisikal at sosyal.
Pangunahing Pamantayan ng Bawat Yugto (Key Stage Standards):

K-3 4-6 7 - 10
Naipamamalas ang panimulang pag-unawa at Naipamamalas ang mga kakayahan bilang Naipamamalas ang mga kakayahan bilang kabataang
pagpapahalaga sa sarili, pamilya, paaralan, at batang produktibo, mapanagutan at mamamayang Pilipino na mapanuri, mapagnilay,
komunidad, at sa mga batayang konsepto ng makabansang mamamayang Pilipino gamit malikhain, may matalinong pagpapasya at aktibong
pagpapatuloy at pagbabago, ang kasanayan sa pagsasaliksik, pakikilahok, makakalikasan, mapanagutan,produktibo,
distansya at direksyon gamit ang mga kasanayan tungo pagsisiyasat, mapanuring pag-iisip, makatao at makabansa, na may pandaigdigang
sa malalim ng pag-unawa tungkol sa sarili at matalinong pagpapasya, pagkamalikhain, pananaw gamit ang mga kasanayan sa pagsisiyasat,
kapaligirang pisikal at sosyo-kultural , bilang kasapi ng pakikipagkapwa, likas-kayang paggamit ng pagsusuri ng datos at iba't ibang sanggunian,
sariling komunidad at ng mas malawak na lipunan pinagkukunang-yaman at pakikipagtalastasan pagsasaliksik, mabisang komunikasyon at pag-unawa
at pag-unawa sa mga batayang konsepto ng sa mga batayang konsepto ng heograpiya,
heograpiya, kasaysayan, ekonomiya, kasaysayan, ekonomiya, politika at kultura tungo sa
pamamahala, sibika at kultura tungo sa pagpapanday ng maunlad na kinabukasan para sa
K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 pagpapanday ng maunlad na kinabukasan bansa. Pahina 10 ng 120
para sa bansa.
Baitang Pamantayan sa Pagkatuto
Naipagmamalaki ang pagka- Pilipino at ang bansang Pilipinas na may pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino batay sa
4 paggamit ng mga kasanayan sa heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at pagpapahalaga sa mga mithiin
ng bansang Pilipinas.
Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa mga
malalaking pagbabagong pang-ekonomiya at ang implikasyon nito sa lipunan sa simula ng ika-labing siyam na siglo, gamit ang batayang
5 konsepto katulad ng kahalagahang pangkasaysayan (historical significance), pagpapatuloy at pagbabago, ugnayang sanhi at epekto tungo sa
paglinang ng isang batang mamamayang mapanuri, mapagmuni, responsable, produktibo, makakalikasan, makatao at makabansa at may
pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng maunlad na kinabukasan para sa bansa.
Naipamamalas ang patuloy na pag-unawa at pagpapahalaga sa kasaysayan ng Pilipinas mula sa ika-20 siglo hanggang sa kasalukuyan, tungo sa
pagbuo ng tiyak na pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas Naipamamalas ang malalim na pag-unawa sa kasaysayan ng
6
Pilipinas base sa pagsusuri ng sipi ng mga piling primaryang sangguniang nakasulat, pasalita, awdyo-biswal at kumbinasyon ng mga ito, mula sa
iba-ibang panahon, tungo sa pagbuo ng makabansang kaisipan na siyang magsisilbing basehan ng mas malawak na pananaw tungkol sa mundo
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa kamalayan sa heograpiya , kasaysayan, kultura, lipunan, pamahalaan at
7 ekonomiya ng mga bansa sa rehiyon tungo sa pagbubuo ng pagkakakilanlang Asyano at magkakatuwang na pag-unlad at pagharap sa mga
hamon ng Asya
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa sama-samang pagkilos at pagtugon sa mga pandaigdigang hamon sa
8 sangkatauhan sa kabila ng malawak na pagkakaiba-iba ng heograpiya, kasaysayan, kultura, lipunan, pamahalaan at ekonomiya tungo sa
pagkakaroon ng mapayapa, maunlad at matatag na kinabukasan
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang mga
9 kasanayan at pagpapahalaga ng mga disiplinang panlipunan tungo sa paghubog ng mamamayang mapanuri , mapagnilay, mapanagutan,
makakalikasan, produktibo, makatarungan, at makataong mamamayan ng bansa at daigdig
Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa mga kontemporaryong isyu at hamong pang-ekonomiya, pangkalikasan,
pampolitika, karapatang pantao, pang-edukasyon at pananagutang sibiko at pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang
10
panahon gamit ang mga kasanayan sa pagsisiyasat, pagsusuri ng datos at iba't ibang sanggunian, pagsasaliksik, mapanuring pag-iisip, mabisang
komunikasyon at matalinong pagpapasya
Saklaw at Daloy ng Kurikulum
Naipamamalas ang kamalayan bilang batang Pilipino sa katangian at bahaging ginagampanan ng tahanan, paaralan at pamayanan tungo sa

paghubog ng isang mamamayang mapanagutan, may pagmamahal sa bansa at pagmamalasakit sa kapaligiran at kapwa.
Grado Daloy ng Paksa Deskripsyon Tema

Pagkilala sa sarili at pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng
K Ako at ang Aking kapwa 1-2
kamalayan sa kapaligirang sosyal
Ang sarili bilang kabahagi ng pamilya at paaralan tungo sa pagkakakilanlan bilang
1 Ako, ang Aking Pamilya at 1-3
Paaralan indibidwal at kasapi ng komunidad, gamit ang konsepto ng pagpapatuloy at pagbabago,
interaksyon distansya at direksyon at ang pagpapahalaga sa kapaligirang pisikal at
paaralan
Pag-unawa sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang
Ang Aking Komundad, Ngayon at konsepto ng pagpapatuloy at pagbabago, interaksyon, pagkakasunod-sunod ng
2 1-5
Noon pangyayari, mga simpleng konseptong heograpikal tulad ng lokasyon at pinagkukunang
yaman, at konsepto ng mga saksi ng kasaysayan tulad ng tradisyon oral at mga labi ng
kasaysayan sa pinagmulan at pag-unlad ng sariling lalawigan at rehiyon kasama ang
Pag-unawa
3 Ang Mga Lalawigan sa Aking 1-6
Rehiyon aspektong pangkultura, pampulitika, panlipunan at pangkabuhayan gamit ang malalim na
konsepto ng pagapapatuloy at pagbabago, interaksyon ng tao at kapaligirang pisikal at
sosyal
Pagpapahalaga sa pambansang pagkakakilanlan at ang mga kontribosyon ng bawat
rehiyon sa paghubog ng kulturang Pilipino at pambansang pag-unlad gamit ng mga
4 Ang Bansang Pilipinas 1-6
kasanayan sa heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala
at pagpapahalaga sa mga mithiin ng bansang Pilipinas.
Pagkakabuo ng kapuluan ng Pilipinas at mga sinaunang lipunan hanggang sa simula ng
5 Pagbuo ng Pilipinas bilang 1-6
Nasyon ika-20 siglo gamit ang batayang konseptong katulad ng kahalagahang pangkasaysayan
(historical significance), pagbabago, pag-unlad at pagpapatuloy.
Mga Hamon at Tugon sa Ang Pilipinas sa harap ng mga hamon at tugon ng ika-20 siglo hanggang sa kasalukuyan
6 Pagkabansa tungo sa pagbuo ng tiyak na pagkakakilanlang Pilipino at matatag na pagkabansa (strong 1-6
nationhood)
Pag-unawa at pagpapahalaga sa kamalayan sa heograpiya , kasaysayan, kultura,
lipunan, pamahalaan at ekonomiya ng mga bansa sa rehiyon tungo sa pagbubuo ng
7 Araling Asyano 1-7
pagkakakilanlang Asyano at magkakatuwang na pag-unlad at pagharap sa mga hamon ng
Asya

Grado Daloy ng Paksa Deskripsyon Tema
Pag-unawa at pagpapahalaga sa sama-samang pagkilos at pagtugon sa mga

pandaigdigang hamon sa sangkatauhan sa kabila ng malawak na pagkakaiba-iba ng
8 Kasaysayan ng Daigdig 1-7
heograpiya, kasaysayan, kultura, lipunan, pamahalaan at ekonomiya tungo sa
pagkakaroon ng mapayapa, maunlad at matatag na kinabukasan.
Pag-unawa sa mga pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang
mga kasanayan at pagpapahalaga ng mga disiplinang panlipunan tungo sa paghubog ng
9 Ekonomiks 1-7
mamamayang mapanuri , mapagnilay, mapanagutan, makakalikasan, produktibo,
makatarungan, at makataong mamamayan ng bansa at daigdig
Pag-unawa at pagpapahalaga sa mga kontemporaryong isyu at hamong pang-ekonomiya,
pangkalikasan, pampolitika, karapatang pantao, pang-edukasyon at pananagutang sibiko
10 Mga Kontemporaryong Isyu at pagkamamamayan sa kinakaharap ng mga bansa sa kasalukuyang panahon gamit ang 1-7
mga kasanayan sa pagsisiyasat, pagsusuri ng datos at iba't ibang sanggunian,
pagsasaliksik, mapanuring pag-iisip, mabisang komunikasyon at matalinong pagpapasya
BIL ANG NG ORAS SA PAGTUTURO: 10 weeks/quarter; 4 quarters/year
Grade Time Allotment

1-2 30 min/day x 5 days
3-6 40 min/day x 5 days

7-10 3 hrs/week


BAITANG 1
Pamantayang Pagkatuto:Naipamamalas ang kamalayan, pag-unawa sa sarili bilang Pilipino at kasapi ng pamilya at paaralan at pagpapahalaga sa
kapaligirang pisikal gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon, distansya at direksyon tungo sa pagkakakilanlan bilang
indibidwal at kasapi ng komunidad.
NILALAMAN PAMANTAYANG PAMANTAYAN PAMANTAYAN SA

PANGNILALAMAN SA PAGGANAP PAGKATUTO CODE LEARNING MATERIALS
(Content )
(Content Standard) (Performance Standard) ( Learning Competencies)
UNANG MARKAHAN - Ako ay Natatangi

A. Pagkilala sa Sarili Ang mag-aaral ay… Ang mag-aaral ay… 1. Nasasabi ang batayang 1. * Sibika at Kultura
impormasyon tungkol sa Batayang Aklat 1. 2001
naipamamalas ang pag- buong pagmamalaking sarili: pangalan, magulang, .
unawa sa kahalagahan ng nakapagsasalaysay ng kaarawan, edad, tirahan, pp. 10, 22-26
2. * Pagsibol ng Lahing
pagkilala sa sarili bilang kwento tungkol sa paaralan, iba pang Pilipino 2. 2003.
Pilipino gamit ang konsepto sariling katangian at pagkakakilanlan at mga pp. 2-14
ng pagpapatuloy at pagkakakilanlan bilang katangian bilang Pilipino 3. * Sibika at Kultura
pagbabago Pilipino sa malikhaing Batayang Aklat 3. 2000
pamamaraan . * Nasasabi ang batayang .
impormasyon tungkol sa pp. 131-141.
sarili: pangalan, magulang, 4. * Ang Bayan Kong
kaarawan, edad, tirahan, Mahal 1.1998.pp.2-
paaralan, iba pang 20.
pagkakakilanlan at mga 5. * Pilipinas: Bansang
AP1NAT-Ia-
katangian bilang Pilipino Minamahal Batayang
1 Aklat 1.1997.pp.2-17.
tulad ni Cornelio Alforte.
6. * Sibika at Kultura
Batayang Aklat 1.
1997. pp. 1-10.
7. * Pilipinas Bayan Mo,
Bayan Ko Batayang
Aklat 1.1997.pp. 1-8.
8. * Pilipinas ang Ating
Bansa Batayang Aklat
1.1999.pp.2-4.
Pilipino Batayang
Aklat 1.1997.pp.2-6.
Batayang Aklat 1
1998.pp.2-18.

11. * Lahing Pilipin
Batayang Aklat
1997. pp.2-6.
12. * Lahing Pilipin
Batayang Aklat
1997.pp.2-9.
13. * Pilipino Ako,
Pilipinas ang B
Ko Batayang A
1997. pp.2-5, 8
14. * Pilipinas: Ban
Maganda Bata
Aklat 2. 2000.
25.
15. * Sibika at Kul
Batayang Aklat
1997. pp.4-11,
26.
16. * Ang Bayan K
Mahal 2. 2000.
11.
17. * Kulturang Pil
Batayang Aklat
2000. pp. 2-11
18. * Pamayanang
Pilipino Bataya
Aklat 2. 1997.
16.
19. * Ang Bayan K
Mahal 3. 1998.
97-109.
20. * Pagsibol ng
Pilipino Bataya
Aklat 3. 1997.
95.
21. * Pilipinas ang

PANGNILALAMAN SA PAGGANAP PAGKATUTO CODE LEARNING MATERIAL
(Content )
Bansa Batayang A
3. 1999. pp. 104-1
2. Nailalarawan ang pisikal na 1. * Sibika at Kultura
katangian sa pamamagitan Batayang Aklat 1.
ng iba’t ibang malikhaing 2001. pp. 4-5.
pamamaraan 2. * Ang Bayan Kong
Mahal 1. 1998. pp.
21-32.
3. * Pilipinas: Bansang
Minamahal Batayang
Aklat 1. 1997. pp. 18
29.
Batayang Aklat 1.
1997. pp. 16-21.
5. * Pilipinas Bayan Mo
AP1NAT-Ia- Bayan Ko Batayang
2 Aklat 1. 1997. pp. 10
13.
Bansa Batayang Akl
1. 1999. pp. 6-10.
Pilipino Batayang
Aklat 1. 1997. pp. 8-
10.
Batayang Aklat 1
1998. pp. 20-26.
9. * Lahing Pilipino
Batayang Aklat 1.
1997. pp. 7-11
K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 17 of 280

3. Nasasabi ang sariling 1. * Sibika at Kultura
pagkakakilanlan sa iba’t AP1NAT-Ib- Batayang Aklat 1.
ibang pamamaraan 3 2001. pp. 6-7
2. Bahagi Ako ng Aking
Bansa Batayang Akl
3. 1999. pp. 104-115
2. Nailalarawan ang pisikal na 1. * Sibika at Kultura
katangian sa pamamagitan Batayang Aklat 1.
ng iba’t ibang malikhaing 2001. pp. 4-5.
pamamaraan 2. * Ang Bayan Kong
Mahal 1. 1998. pp.
21-32.
Minamahal Batayang
Aklat 1. 1997. pp. 18
29.
Batayang Aklat 1.
1997. pp. 16-21.
AP1NAT-Ia- Bayan Ko Batayang
2 Aklat 1. 1997. pp. 10
13.
Bansa Batayang Akl
1. 1999. pp. 6-10.
Pilipino Batayang
Aklat 1. 1997. pp. 8-
10.
Batayang Aklat 1
1998. pp. 20-26.
Batayang Aklat 1.
1997. pp. 7-11

3. Nasasabi ang sariling 1. * Sibika at Kultura
pagkakakilanlan sa iba’t AP1NAT-Ib- Batayang Aklat 1.
ibang pamamaraan 3 2001. pp. 6-7
2. Bahagi Ako ng Aking
*Nasasabi ang sariling Pamayanan
pagkakakilanlan sa iba’t (Philippines Nonforma
ibang pamamaraan Education Project).
katulad 1998. pp. 5-8.
ni Ernesto Janer kilala 3. Ako, at ang Aking
bilang “ Bino/Maestro Kakayahan
Bino” na nakilala sa (Philippines Nonforma
panggagamot. Education Project).
1998. pp. 6.
Minamahal Batayang
Aklat 1. 1997. pp.
144-149.
Batayang Aklat 1
1998. pp. 31.
Batayang Aklat 2.
1997. pp. 182-188.
7. * Pilipino Ako,
Pilipinas ang Bayan
Ko Batayang Aklat 2
1997. pp. 175-184.
8. * Pamayanang
Pilipino Batayang
Aklat 2. 1997. pp.
168-172

4. Nailalarawan ang pansariling 1. * Sibika at Kultura
pangangailan: pagkain, Batayang Aklat 1.
kasuotan at iba pa at 2001. pp. 164-167,
mithiin AP1NAT-Ib- 172-183
para sa Pilipinas 2. * Ang Bayan Kong
4
Mahal 1. 1998. pp.
144-168, 184-186.
Minamahal Batayang

Aklat 1. 1997. pp.
124-144, 170-177,
184-193.
Batayang Aklat 1.
1997. pp. 182-191.
Bayan Ko Batayang
Aklat 1. 1997. pp.
124-126, 178-193.
Bansa Batayang Akl
1. 1999. pp. 82-87,
176.
Pilipino Batayang
Aklat 1. 1997. pp. 95
100, 104-107, 134-
139.
Batayang Aklat 1
1998. pp. 159-169.
Batayang Aklat 1.
1997. pp. 174-181.
Batayang Aklat 2.
1997. pp. 156-165.
11. * Pilipino Ako,
Pilipinas ang Bayan
Ko Batayang Aklat 2
1997. pp. 156-160.
Maganda Batayang
Aklat 2. 2000. pp.
206-213.
(Content )

Batayang Aklat 2.
1997. pp. 130-131,
164-173.
14. * Ang Bayan Kong
Mahal 2. 2000. pp.
136-139.
15. * Kulturang Pilipino
Batayang Aklat 2.
2000. pp. 144-154.
5. Natatalakay ang mga 1. Ako, ang Pamilya a
pansariling kagustuhan ang Aking Komunida
tulad (Philippines
ng: paboritong kapatid, Nonformal Education
pagkain, kulay, damit, Project). 2001. pp. 5
laruan 10.
atbp at lugar sa Pilipinas 2. * Pilipinas: Bansang
na AP1NAT-Ic- Minamahal Batayang
gustong makita sa Aklat 1. 1997. pp.
5
malikhaing pamamaraan 138.
Batayang Aklat 1
1998. pp. 71.
4. * Pilipino Ako,
Pilipinas ang Bayan
Ko Batayang Aklat 2
1997. pp. 153
B. Ang Aking Kwento 6. Natutukoy ang mga
mahahalagang pangyayari
sa buhay simula isilang AP1NAT-Ic-
hanggang sa kasalukuyang 6
edad gamit ang mga
larawan
7. Nailalarawan ang mga AP1NAT-Id-
personal na gamit tulad ng 7
laruan, damit at iba pa
mula

noong sanggol hanggang sa
kasalukuyang edad
8. Nakikilala ang timeline at AP1NAT-Id- * HEKASI Para Sa Mg
ang gamit nito sa pag-aaral 8 Batang Pilipino 4. 2000
ng mahahalagang pp. 276-277.
pangyayari sa buhay
hanggang sa kanyang
kasalukuyang edad
*Nakikilala ang timeline at

ang gamit nito sa pag-aaral
ng mahahalagang
pangyayari sa buhay
hanggang sa kanyang
kasalukuyang edad/
kamatayan gamit ang
pagkakakilanlan
sa buhay ni Cornelio Alzona
Alforte.
9. Naipakikita sa pamamagitan AP1NAT-Ie- * HEKASI Para Sa Mg
ng timeline at iba pang 9 Batang Pilipino 4. 2000
pamamaraan ang mga pp. 276-277.
pagbabago sa buhay at mga
personal na gamit mula
noong sanggol hanggang sa
kasalukuyang edad
10. Nakapaghihinuha ng
konsepto ng pagpapatuloy at
pagbabago sa pamamagitan AP1NAT-If-
ng pagsasaayos ng mga 10
larawan ayon sa
pagkakasunod-sunod
11. Naihahambing ang sariling
kwento o karanasan sa AP1NAT-Ig-
buhay sa kwento at 11
karanasan ng mga kamag-
aral

C. Pagpapahalaga sa Sarili 12. Nailalarawan ang mga 1.
PRODED Learning
pangarap o ninanais para sa Guide in Heograpiya
sarili Kasaysayan/ Sibika:
12.1 Natutukoy ang mga Ang Mga
pangarap o ninanais AP1NAT- Pagpapahalagang
12.2 Naipapakita ang Ih-12 Nakatutulong at
pangarap sa Nakahahadlang sa
malikhaing Kaunlaran ng Bansa
pamamaraan 6. 2003. pp. 1-8
2. * Pilipinas: Bans
Minamahal Batayang
Aklat 1. 1997. pp.
142
13. Naipaliliwanag ang Ako, ang Pamilya at an
kahalagahan ng AP1NAT-Ii- aking komunidad
pagkakaroon ng mga 13 (Philippines Nonformal
pangarap o ninanais para sa Education Project).
sarili 2001. pp. 6-9.
14. Naipagmamalaki ang Ako, ang Pamilya at an
sariling AP1NAT-Ij- aking komunidad
pangarap o ninanais sa 14 (Philippines Nonformal
pamamagitan ng mga Education Project).
malikhaing pamamamaraan 2001. pp. 6.
IKALAWANG MARKAHAN – Ang Aking Pamilya

A. Pagkilala sa mga kasapi ngAng mag-aaral ay… Ang mag-aaral ay… 1. Nauunawaan ang konsepto 1. * Sibika at Kultura
Pamilya ng pamilya batay sa Batayang Aklat 1.
naipamamalas ang pag- buong pagmamalaking bumubuo nito (ie. two- 2001. pp. 132-134.
unawa at pagpapahalaga sa nakapagsasaad ng parent family, single-parent 2. * Ang Bayan Kong
sariling pamilya at mga kwento ng sariling family, extended family) Mahal 1. 1998. pp.
kasapi nito at bahaging pamilya at bahaging 116-121
ginagampanan ng bawat isa ginagampanan ng bawat 3. * Pilipinas: Bansang
kasapi nito sa malikhaing Minamahal Batayang
pamamaraan Aklat 1. 1997. pp.
AP1PAM- 104-114
IIa-1
Batayang Aklat 1.
1997. pp. 113-115
Bayan Ko Batayang
Aklat 1. 1997. pp.
112-114
Bansa Batayang Akla
1. 1999. pp. 75-78
Pilipino Batayang Ak
Minamahal Batayang
Aklat 1. 1997. pp.
142
13. Naipaliliwanag ang Ako, ang Pamilya at an
kahalagahan ng AP1NAT-Ii- aking komunidad
pagkakaroon ng mga 13 (Philippines Nonformal
pangarap o ninanais para sa Education Project).
sarili 2001. pp. 6-9.
14. Naipagmamalaki ang Ako, ang Pamilya at an
sariling AP1NAT-Ij- aking komunidad
pangarap o ninanais sa 14 (Philippines Nonformal
pamamagitan ng mga Education Project).
malikhaing pamamamaraan 2001. pp. 6.
IKALAWANG MARKAHAN – Ang Aking Pamilya

A. Pagkilala sa mga kasapi ngAng mag-aaral ay… Ang mag-aaral ay… 1. Nauunawaan ang konsepto 1. * Sibika at Kultura
Pamilya ng pamilya batay sa Batayang Aklat 1.
naipamamalas ang pag- buong pagmamalaking bumubuo nito (ie. two- 2001. pp. 132-134.
unawa at pagpapahalaga sa nakapagsasaad ng parent family, single-parent 2. * Ang Bayan Kong
sariling pamilya at mga kwento ng sariling family, extended family) Mahal 1. 1998. pp.
kasapi nito at bahaging pamilya at bahaging 116-121
ginagampanan ng bawat isa ginagampanan ng bawat 3. * Pilipinas: Bansang
kasapi nito sa malikhaing Minamahal Batayang
pamamaraan Aklat 1. 1997. pp.
AP1PAM- 104-114
IIa-1
Batayang Aklat 1.
1997. pp. 113-115
Bayan Ko Batayang
Aklat 1. 1997. pp.
112-114
Bansa Batayang Akla
1. 1999. pp. 75-78
1. 1997. pp. 89-90
Batayang Aklat 1
1998. pp. 109-110
Batayang Aklat 1.
1997. pp. 87-94

2. Nailalarawan ang bawat 1. * Sibika at Kultura
kasapi ng sariling pamilya sa Batayang Aklat 1.
pamamagitan ng likhang 2001. pp. 127-128.
sining 2. * Pilipinas Bayan Mo
* Nailalarawan ang bawat AP1PAM- Bayan Ko Batayang
kasapi ng sariling pamilya sa Aklat 1. 1997. pp.
IIa-2
pamamagitan ng likhang 107, 107-111, 117-
sining tulad ng mga produktong 119.
yari sa abaka at mga 3. * Pilipinas ang Ating
produktong galing sa gilingan ng Bansa Batayang Akla
tubo 1. 1999. pp. 74.
3. Nailalarawan ang iba’t ibang 1. * Sibika at Kultura

papel na ginagampanan ng Batayang Aklat 1.
bawat kasapi ng pamilya sa 2001. pp. 118-123,
iba’t ibang pamamaraan 168-172
Minamahal Batayang
Aklat 1. 1997. pp.
104, 129, 131-133.
AP1PAM- 3. * Pilipinas Bayan Mo
IIa-3 Bayan Ko Batayang
Aklat 1. 1997. pp.
108-111.
Bansa Batayang Akla
1. 1999. pp. 90-94.
1. 1997. pp. 82-85.
Batayang Aklat 1
1998. pp. 124-130.
Batayang Aklat 1.
1997. pp. 115-120.

4. Nasasabi ang kahalagahan 1.
* Sibika at Kultura
ng bawat kasapi ng pamilya Batayang Aklat 1.
2001. pp. 121-123.
AP1PAM- Batayang Aklat 1.
IIa-4 1997. pp. 138-141,
196.
Batayang Aklat 2.
1997. pp. 87-94
B. Ang Kwento ng Aking 5. Nakabubuo ng kwento AP1PAM-
Pamilya tungkol sa pang-araw-araw IIb-5
na gawain ng buong pamilya
6. Nailalarawan ang mga 1.

* Sibika at Kultura
gawain ng mag-anak sa Batayang Aklat 1.
pagtugon ng mga 2001. pp. 128.
pangangailangan ng bawat 2. Ako, ang Pamilya a
kasapi ang aking komunida
AP1PAM- (Philippines
IIb-6 Nonformal Education
Project). 2001. pp.
12-13.
Batayang Aklat 1.
1997. pp. 12, 138-
141.
7. Nakikilala ang “family tree” AP1PAM- 1. PRODED Learning
at ang gamit nito sa pag- Guide in Heograpiya
IIc-7
aaral ng pinagmulang lahi Kasaysayan/ Sibika:
ng Pagkamamamayan
pamilya
2003. pp. 5-10.

Batayang Aklat 1.
1997. pp. 103

8. Nailalarawan ang Ako, ang Pamilya at ang
pinagmulan ng pamilya sa AP1PAM- aking komunidad
malikhaing pamamaraan IIc-8 (Philippines Nonformal
Education Project). 2001
pp. 11-12
9. Nailalarawan ang mga * HEKASI Para Sa Mga
mahahalagang pangyayari AP1PAM- Batang Pilipino 4. 2000.
sa buhay ng pamilya sa pp. 276-277.
IIc-9
pamamagitan ng
timeline/family tree
10. Nailalarawan ang mga Ako, ang Pamilya at ang
pagbabago sa AP1PAM- aking komunidad
nakagawiang IId-10 (Philippines Nonformal
gawain at ang pinapatuloy Education Project). 2001
na tradisyon ng pamilya pp. 14-16.
11. Naipahahayag sa AP1PAM-
malikhaing IId-11
pamamamaraan ang
sariling
kwento ng pamilya
12. Naihahambing ang kwento AP1PAM-
ng sariling pamilya at
IId-12
kwento ng pamilya ng mga
kamag-aral
13. Naipagmamalaki ang AP1PAM-
kwento IIe-13
ng sariling pamilya.
C. Mga Alituntunin sa 14. Naiisa-isa ang mga Bahagi Ako ng Aking
Pamilya alituntunin ng pamilya AP1PAM- Pamayanan (Philippines
IIe-14 Nonformal Education
Project). 1998. pp. 17-18
15. Natatalakay ang mga AP1PAM-
batayan ng mga alituntunin
II0-15
ng pamilya
16. Nahihinuha na ang mga AP1PAM-

2003. pp. 5-10.
Batayang Aklat 1.
1997. pp. 103
8. Nailalarawan ang Ako, ang Pamilya at ang
pinagmulan ng pamilya sa AP1PAM- aking komunidad
malikhaing pamamaraan IIc-8 (Philippines Nonformal
Education Project). 2001
pp. 11-12
9. Nailalarawan ang mga * HEKASI Para Sa Mga
mahahalagang pangyayari AP1PAM- Batang Pilipino 4. 2000.
sa buhay ng pamilya sa pp. 276-277.
IIc-9
pamamagitan ng
timeline/family tree
10. Nailalarawan ang mga Ako, ang Pamilya at ang
pagbabago sa AP1PAM- aking komunidad
nakagawiang IId-10 (Philippines Nonformal
gawain at ang pinapatuloy Education Project). 2001
na tradisyon ng pamilya pp. 14-16.
11. Naipahahayag sa AP1PAM-
malikhaing IId-11
pamamamaraan ang
sariling
kwento ng pamilya
12. Naihahambing ang kwento AP1PAM-
ng sariling pamilya at
IId-12
kwento ng pamilya ng mga
kamag-aral
13. Naipagmamalaki ang AP1PAM-
kwento IIe-13
ng sariling pamilya.
C. Mga Alituntunin sa 14. Naiisa-isa ang mga Bahagi Ako ng Aking
Pamilya alituntunin ng pamilya AP1PAM- Pamayanan (Philippines
IIe-14 Nonformal Education
Project). 1998. pp. 17-18
15. Natatalakay ang mga AP1PAM-
batayan ng mga alituntunin
II0-15
ng pamilya

16. Nahihinuha na ang mga AP1PAM-
alituntunin ng pamilya ay IIe-16
tumumutugon sa iba-ibang
sitwasyon ng pang-araw-
araw na gawain ng pamilya
17. Nakagagawa ng wastong AP1PAM-
pagkilos sa pagtugon sa IIf-17
mga
alituntunin ng pamilya
18. Naihahambing ang AP1PAM-
alituntunin ng sariling
IIf-18
pamilya sa alituntunin ng
pamilya ng mga
kamag-aral
D. Pagpapahalaga sa Pamilya 19. Naipakikita ang Bahagi Ako ng Aking
pagpapahalaga sa AP1PAM- Pamayanan (Philippines
pagtupad IIf-19 Nonformal Education
sa mga alituntunin ng Project). 1998. pp. 19.
sariling pamilya at pamilya
ng mga kamag-aral
20. Nailalarawan ang
batayang AP1PAM-
pagpapahalaga sa sariling IIg-20
pamilya at nabibigyang
katwiran ang pagtupad sa
mga ito
21. Naihahahambing ang mga AP1PAM-
pagpapahalaga ng sariling IIg-21
pamilya sa ibang pamilya
22. Natutukoy ang mga AP1PAM-
halimbawa ng ugnayan ng
IIg-22
sariling pamilya sa ibang
pamilya

23. Nakabubuo ng konklusyon Bahagi Ako ng Aking
tungkol sa mabuting Pamayanan (Philippines
pakikipag-ugnayan ng AP1PAM- Nonformal Education
sariling pamilya sa iba Project). 1998. pp. 20-21
IIh-23
pang
pamilya sa lipunang
Pilipino.
IKATLONG MARKAHAN – Ang Aking Paaralan
Ang mag-aaral ay… Ang mag-aaral ay… 1. Nasasabi ang mga 1.
* Sibika at Kultura
A. Pagkilala sa Aking Paarala batayang Batayang Aklat 1.
n naipamamalas ang pag- buong pagmamalaking impormasyon tungkol sa 2001. pp. 149-152.
unawa sa kahalagahan ng nakapagpapahayag ng sariling paaralan: pangalan 2. * Ang Bayan Kong
pagkilala ng mga batayang pagkilala at nito (at bakit ipinangalan AP1PAA- Mahal 1. 1998. pp.
impormasyon ng pisikal na pagpapahalaga sa ang paaralan sa taong ito), IIIa-1 44.
kapaligiran ng sariling sariling paaralan lokasyon, mga bahagi nito,
paaralan at ng mga taong taon ng pagkakatatag at
bumubuo dito na ilang taon na ito, at mga
nakakatulong sa paghubog pangalan ng gusali o silid (at
ng kakayahan ng bawat bakit ipinangalan sa mga
batang mag-aaral taong ito)
2. Nailalarawan ang pisikal na AP1PAA- PRODED Learning Guid

kapaligiran ng sariling in Sibika at Kultura: Ituro
IIIa-2
paaralan Mo 2. 2003. pp. 1-8.
3. Nasasabi ang epekto ng

pisikal na kapaligiran sa AP1PAA-
sariling pag-aaral (e.g. IIIb-3
mahirap mag-aaral kapag
maingay, etc)
4. Nailalarawan ang mga * Pilipinas ang Ating
tungkuling ginagampanan ng AP1PAA- Bansa Batayang Aklat 1
mga taong bumubuo sa 1999. pp. 127-130.
IIIb-4
paaralan (e.g. punong guro,
guro, mag-aaral, doktor at
nars, dyanitor, etc

B. Ang Kwento ng Aking 5. Naipaliliwanag ang AP1PAA- * Pilipinas Bayan Mo,
Paaralan kahalagahan ng paaralan sa Bayan Ko Batayang Akla
IIIc-5
sariling buhay at sa 1. 1997. pp. 156-157.
pamayanan o komunidad.\
6. Nasasabi ang mahahalagang AP1PAA-
pangyayari sa pagkakatatag IIIc-6
ng sariling paaralan
7. Nailalarawan ang mga AP1PAA-
pagbabago sa paaralan tulad IIId-7
ng pangalan, lokasyon,
bilang ng mag-aaral atbp
gamit ang timeline at iba
pang pamamaraan
8. Naipapakita ang pagbabago
ng sariling paaralan sa AP1PAA-
pamamagitan ng malikhaing IIId-8
pamamaraan at iba pang
likhang sining
9. Natutukoy ang mga AP1PAA-
alituntunin ng paaralan IIIe-9
10. Nabibigyang katwiran ang AP1PAA-

pagtupad sa mga alituntunin IIIe-10
ng paaralan
11. Nasasabi ang epekto sa sarili

at sa mga kaklase ng AP1PAA-
pagsunod at hindi pagsunod IIIf-11
sa mga alituntunan ng
paaralan
C. Pagpapahalaga sa Paarala 12. Nahihinuha ang kahalagahan AP1PAA-
n ng alituntunin sa paaralan at
IIIg-12
sa buhay ng mga mag-aaral

13. Naiisa-isa ang mga gawain 1. * Pilipinas: Bansang
at pagkilos na nagpapamalas Minamahal Batayang
ng pagpapahalaga sa sariling Aklat 1. 1997. pp.
paaralan (eg. Brigada 146.
Eskwela) AP1PAA- 2. * Pilipinas Bayan M
IIIh-13 Bayan Ko Batayang
Aklat 1. 1997. pp.
204-207.
Bansa Batayang Ak
1. 1999. pp. 144-145
14. Natatalakay ang AP1PAA-
kahalagahan ng pag-aaral IIIi-j-14
14.1 Nakapagsasaliksik ng
mga kwento tungkol
sa mga batang
nakapag-aral at hindi
nakapag-aral
14.2 Nasasabi ang maaring
maging epekto ng
nakapag-aral at hindi
nakapag-aral sa tao
IKAAPAT NA MARKAHAN – Ako at ang Aking Kapaligiran

A. Ako at ang Aking TahananAng mag-aaral ay… Ang mag-aaral ay… 1. Nakikilala ang konsepto ng 1. * HEKASI Para Sa
distansya at ang gamit nito Mga Batang Pilipino
naipamamalas ang pag- 1. nakagagamit ang sa pagsukat ng lokasyon 4. 2000. pp. 8-9.
unawa sa konsepto ng konsepto ng 2. PRODED Learning
distansya sa paglalarawan ng distansya sa * Nakikilala ang konsepto Guide in Heograpiya
sariling kapaligirang paglalarawan ng ng Kasaysayan/ Sibika:
ginagalawan tulad ng pisikal na distansya at ang gamit nito Ang Iskala 4. 2003.
tahanan at paaralan at ng kapaligirang sa pagsukat ng lokasyon pp. 1-4.
kahalagahan ng ginagalawan gamit ang mga sumusunod na 3. * Ang Bayan Kong
pagpapanatili at sinaunang bahay Mahal 1. 1998. pp.
pangangalaga nito 2. nakapagpakita ng 1. Alforte Ancestral House 43, 45-52.
payak na gawain sa na matatagpuan sa AP1KAP- 4. * Sibika at Kultura
pagpapanatili at Zone 4, Apad, Ragay, Batayang Aklat 1.
IVa-1
pangangalaga ng Camarines Sur. 1997. pp. 29-30.
kapaligirang 2. Clemente House na 5. * Pilipinas Bayan M
ginagalawan matatagpuan sa Bayan Ko Batayang
Poblacion Iraya, Aklat 1. 1997. pp. 2
Ragay,Camarines Sur. 30.
3. Barcelona House na 6. * Sibika at Kultura
matatagpuan sa Batayang Aklat 1
Poblacion Iraya, Ragay, 1998. pp. 46-48
Camarines Sur 7. * Lahing Pilipino
sa pamamagitan Batayang Aklat 1.
ng paghakbang patungo sa 1997. pp. 18-22.
paaralan. 8. * Lahing Pilipino
Batayang Aklat 2.
2. Nagagamit ang iba’t ibang 1. * Sibika at Kultura
katawagan sa pagsukat ng Batayang Aklat 1.
lokasyon at distansya sa AP1KAP- 2001. pp. 34-38.
pagtukoy ng mga gamit at IVa-2 2. * Pagsibol ng Lahin
lugar sa bahay (kanan, Pilipino 2. 2003. pp.
kaliwa, itaas, ibaba, harapan 11-15
at likuran)
3. Nailalarawan ang kabuuan at AP1KAP- PRODED Learning Guid
mga bahagi ng sariling in Sibika at Kultura: Ituro
IVb-3
tahanan at ang mga Mo 2. 2003. pp. 6.
lokasyon nito

4. Nakagagawa ng payak na 1. PRODED Learning
mapa ng loob at labas ng Guide in Sibika at
tahanan Kultura: Mga Sagisa
AP1KAP- o Pananda sa Mapa
IVb-4 pp. 1-6.
Minamahal Batayang
Aklat 1. 1997. pp. 5
5. Naiisa-isa ang mga bagay at * Pilipinas: Bansang
istruktura na makikita sa AP1KAP- Minamahal Batayang
nadadaanan mula sa IVc-5 Aklat 1. 1997. pp. 103.
tahanan patungo sa
paaralan
6. Naiuugnay ang konsepto ng
lugar, lokasyon at distansya
sa pang-araw-araw na AP1KAP-
buhay sa pamamagitan ng
IVc-6
iba’t ibang uri ng
transportasyon mula sa
tahanan patungo sa
paaralan
B. Ako at ang Aking Paaralan 7. Nailalarawan ang pagbabago AP1KAP-
sa mga istruktura at bagay
IVd-7
mula sa tahanan patungo sa
paaralan at natutukoy ang

1997. pp. 18-20.
9. * Pilipino Ako,
Pilipinas ang Bayan
Ko Batayang Aklat 2
1997. pp. 32-35.
Maganda Batayang
Aklat 2. 2000. pp. 4
51.
Batayang Aklat 2.
1997. pp. 46-47.
Mahal 2. 2000. pp.
21-24.
13. * Kulturang Pilipino
Batayang Aklat 2.
2000. pp. 23-25.
14. * Pamayanang
Pilipino Batayang
Aklat 2. 1997. pp. 3
34.
Batayang Aklat 3.
1997. pp. 82-94.
Mahal 3. 1998. pp.
20-22
17. * Pagsibol ng Lahin
Pilipino Batayang
Aklat 3. 1997. pp. 1
15.
Bansa Batayang Ak
3. 1999. pp. 15-17.

(Content )

mga mahalagang istruktura
sa mga lugar na ito.
8. Nakagagawa ng payak na 1. * Sibika at Kultura
mapa mula sa tahanan Batayang Aklat 1.
patungo sa paaralan AP1KAP- 2001. pp.42.
IVd-8 2. * Pilipinas: Bansang
Minamahal Batayang
Aklat 1. 1997. pp.
103.
9. Natutukoy ang bahagi at 1. PRODED Learning
gamit sa loob ng silid-aralan/ Guide in Sibika at
paaralan at lokasyon ng Kultura: Ituro Mo 2.
mga ito 2003. pp. 1-3, 7.
Batayang Aklat 1.
AP1KAP- 1997. pp. 22.
IVe-9 3. * Pilipino Ako,
Pilipinas ang Bayan
Ko Batayang Aklat 2
1997. pp. 38.
4. * Pamayanang
Pilipino Batayang
Aklat 2. 1997. pp. 3
31.
mapa ng silid- Guide in Sibika at
aralan/paaralan AP1KAP- Kultura: Ituro Mo 2.
2000. pp. 7.
IVf-10
2. * Ang Bayan Kong
Mahal 1. 1998. pp.
44.
11. Naipaliliwanag ang konsepto
ng distansya sa AP1KAP-
pamamagitan ng nabuong
IVg-11
mapa ng silid-aralan at
paaralan
mga mahalagang istruktura
sa mga lugar na ito.

8. Nakagagawa ng payak na 1. * Sibika at Kultura
mapa mula sa tahanan Batayang Aklat 1.
patungo sa paaralan AP1KAP- 2001. pp.42.
IVd-8 2. * Pilipinas: Bansang
Minamahal Batayang
Aklat 1. 1997. pp.
103.
9. Natutukoy ang bahagi at 1. PRODED Learning
gamit sa loob ng silid-aralan/ Guide in Sibika at
paaralan at lokasyon ng Kultura: Ituro Mo 2.
mga ito 2003. pp. 1-3, 7.
Batayang Aklat 1.
AP1KAP- 1997. pp. 22.
IVe-9 3. * Pilipino Ako,
Pilipinas ang Bayan
Ko Batayang Aklat 2
1997. pp. 38.
4. * Pamayanang
Pilipino Batayang
Aklat 2. 1997. pp. 3
31.
mapa ng silid- Guide in Sibika at
aralan/paaralan AP1KAP- Kultura: Ituro Mo 2.
2000. pp. 7.
IVf-10
2. * Ang Bayan Kong
Mahal 1. 1998. pp.
44.
11. Naipaliliwanag ang konsepto
ng distansya sa AP1KAP-
pamamagitan ng nabuong
IVg-11
mapa ng silid-aralan at
paaralan

11.1 distansya ng mga
bagay sa isa’t isa sa
loob ng silid-aralan
11.2 distansya ng mga
mag-aaral sa ibang
mga bagay sa silid-
aralan
11.3 distansya ng silid-
aralan sa iba’t ibang
bahagi ng paaralan
12. Nakapagbigay halimbawa ng 1. * Sibika at Kultura
mga gawi at ugali na Batayang Aklat 1.
makatutulong at 2001. pp. 75-82.
nakasasama sa sariling 2. * Ang Bayan Kong
kapaligiran: tahanan at Mahal 1. 1998. pp.
paaralan 89-98.
Minamahal Batayang
Aklat 1. 1997. pp. 6
AP1KAP- 71.
IVh-12 4. * Sibika at Kultura
Batayang Aklat 1.
1997. pp. 77-79, 81.
5. * Pilipinas Bayan M
Bayan Ko Batayang
Aklat 1. 1997. pp. 5
60, 68, 72-81, 83.
Bansa Batayang Ak
1. 1999. pp. 46-47,
67, 71.
C. Pagpapahalaga sa 13. Naipakikita ang iba’t ibang 1. * Pilipinas: Bansang
Kapaligiran pamamaraan ng Papaunlad. 2000. pp
pangangalaga ng AP1KAP- 96-103.
kapaligirang ginagalawan IVi-13 2. * Sibika at Kultura
13.1 sa tahanan Batayang Aklat 3.

13.2 sa paaralan 2000. pp. 91-95.
13.3 sa komunidad 3. * Pagsibol ng Lahing
Pilipino 2. 2003. pp.
69-70.
4. * Ang Bayan Kong
Mahal 1. 1998. pp.
68-71, 90-98.
Batayang Aklat 1.
1997. pp. 72-77,
142-146.
6. * Pilipinas Bayan M
Bayan Ko Batayang
Aklat 1. 1997. pp.
133-134, 146-150.
Bansa Batayang Ak
1. 1999. pp. 64-66,
68-70, 146-148, 184
188.
8. * Pagsibol ng Lahin
Pilipino Batayang
Aklat 1. 1997. pp. 4
47, 127-131.
Batayang Aklat 1
1998. pp. 79-87.
Batayang Aklat 1.
1997. pp. 63-66, 133
Batayang Aklat 2.
1997. pp. 51-55.
12. * Pilipino Ako,
Pilipinas ang Bayan
Ko Batayang Aklat 2


(Content )
1997. pp. 75-85.
Maganda Batayang
Aklat 2. 2000. pp.
109-114.
Batayang Aklat 2.
1997. pp. 80-81.
14. Naipakikita ang 1. * Sibika at Kultura
pagpapahalaga sa AP1KAP- Batayang Aklat 1.
kapaligirang ginagalawan sa 2001. pp. 83-85.
IVj-14
iba’t ibang pamamaraan at 2. * Ang Bayan Kong
likhang sining. Mahal 1. 1998. pp.
89.

Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue Pasig City
K to 12 Curriculum Guide
ENGLISH
Grade 1
December 2013
THE FRAMEWORK

I. PHILOSOPHY AND RATIONALE

Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated.
Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture
which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences,
reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples‟ intellectual, social and
emotional development and has an essential role in all key learning areas12.
Language is the foundation of all human relationships. All human relationships are established on the ability of people to
communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language.
This process allows students to understand better the world in which they live and contributes to the development of their personal
perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in
the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse
communities, and to learn about the role of language in their own lives, and in their own and other cultures.
II. GUIDING PRINCIPLES
The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing
principles.
All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other
languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or
CUP) provides the base for the development of both the first language (L1) and the second language (L2)3. It follows that any expansion
of CUP that takes place in one language will have a beneficial effect on the other language(s). This principle serves to explain why it
becomes easier and easier to learn additional languages.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and
1
2
. English Curriculum Framework. Australia
3
Cummins, J. 1991. The Acquisition of English as a Second Language in Spangenberg-Urbschat. K and Pritchard, R. (eds.) Reading Instruction for ESL Students Delaware:
International
Reading Association

recursive throughout students‟ lives. Students enhance their language abilities by using what they know in new and more complex
contexts and with increasing sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their
language and understanding. By learning and incorporating new language structures into their repertoire and using them in a variety of
contexts, students develop language fluency and proficiency. Positive learning experiences in language-rich environments enable
students to leave school with a desire to continue to extend their knowledge, skills and interests.
Learning requires meaning1. We learn when we use what we know to understand what is new. Start with what the students know;
use that to introduce new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge,
experiences, and beliefs. They make connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term „text‟
refers to any form of written (reading and writing), oral (listening and speaking) and visual communication involving language2. The
texts through which students learn about language are wide-ranging and varied, from brief conversations to lengthy and complex forms
of writing. The study of specific texts is the means by which learners achieve the desired outcomes of language, rather than an end in
itself. Learners learn to create texts of their own and to engage with texts produced by other people.
Successful language learning involves viewing, listening, speaking, reading and writing activities 3. Language learning should include a
plethora of strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence,
including the use of non-standard forms of the language, and extending the range of language available to students. Through
language learning, learners develop functional and critical literacy skills. They learn to control and understand the conventions of the
target language that are valued and rewarded by society and to reflect on and critically analyze their own use of language and the
language of others.
An effective language arts and multiliteracies curriculum satisfies the following principles 45.
1
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
2
Anderson and Anderson. 2003. Text Types in English 1. Malaysia: MacMillan
3
Malone, Susan. 2006. Manual on MTB-MLE (Community-Based Program). UNESCO
4
5
.Guiding Principles for English Language Arts and Literacy Programs in Massachusetts

1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students‟ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge;
5. develops students‟ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students‟ sense of their common ground in using language/s for communication as present or future global citizens to prepare
them to participate in school and in civic life, and;
10. assesses and reflects the students‟ ability to interpret and/or communicate in the target language12.
III. NEEDS OF THE LEARNERS : THE CONTEXT
The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete
technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life
without technology. Hence, they are often termed as digital natives and are extremely comfortable with technology. They can email, text
and use computers without any problems. In addition, members of Generation Z can understand and master advancement in
technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on the members. They rather stay indoors
and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health problems later on.
For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing
to share intimate details about themselves with complete strangers. They have virtual friends and for them hanging out with friends
means talking to them over the cell phones, emails and text messages. However, at the same time, this generation is considered to be
creative and collaborative and will have a significant impact on the way companies work when they join the workforce.
Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to
reduced attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data
2
. Second Language Studies. Standard Course of Study and Grade Level Competencies. Public Schools of Carolina. State Board of Education. Department of Instruction.

and information as they cannot focus for very long.
While we don‟t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse
environment will make the grade schools of the next generation the most diverse ever. Higher levels of technology will make significant
inroads in academics allowing for customized instruction, data mining of student histories to enable diagnostics and remediation or
accelerated achievement opportunities.
Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y
forerunners.
IV. OUTCOMES
The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions,
principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for
themselves in whatever field of endeavour they may engage in.
1. Communicative Competence
Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to
perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of
discourse.1
Communicative competence is classified into the following competencies.
1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic
rules and lexical items.
2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values,
norms, and other sociocultural conventions in social contexts. They are the context and topic of discourse, the participant‟s social
status, sex, age, and other factors which influence styles and registers of speech. Since different situations call for different types of
1
Canale, M. and M. Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics

expressions as well as different beliefs, views, values, and attitudes, the development of sociolinguistic competence is essential for
communicative social action.
3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate
combination of communicative actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of
discourse are crucial in interpreting utterances for social meaning, particularly when the literal meaning of an utterance does not
lead to the speaker‟s intention easily.
4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as
self-correction and at the same time to enhance the effectiveness of communication such as recognizing discourse structure,
activating background knowledge, contextual guessing, and tolerating ambiguity.
2. Multiliteracies
Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional
literacy practices using texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses
how we communicate and exchange meaning in our society while professional literacy links with the notion of literacy for school of the
workplace.
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is
the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore,
the curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects
changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselv es and the
world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and
understand that the meaning of any form of communication depends on context, purpose and audience.
IV. CONCEPTUAL FRAMEWORK

The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world.
Students in this age must be prepared to compete in a global economy, understand and operate complex communication and information systems,
and apply higher level thinking skills to make decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English
follow a unified framework which allows easy transition from acquiring and learning one language to another.
The curriculum has five (5) components. Each component is essential to the learners‟ ability to communicate effectively in a language leading them
to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart
and core of LAMC is making meaning through language and aims to develop graduates who are communicatively competent and multiliterates.
Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning
and therefore serves as guiding principles for language teaching.
Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding
language, processes and strategies) which will be developed through language arts (macro-skills).
Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading,
viewing and responding; writing and representing) and the development of thinking skills (critical thinking, creative thinking and metacognition)
allowing students to make meaning through language.
Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to
students, teachers, school administrators, and curriculum developers.
COMPONENT 1: Language Learning Process
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles.
These principles explain the natural process of language development.

1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and
sophistication. This will allow students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying
language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization
skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way,
together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may
come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration).
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students‟ needs, abilities and
interests. Effective pedagogies will be used to engage them and to strengthen their language development.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example,
lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical
items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points
will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they
will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to
reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of
meaning.

COMPONENT 2: Effective Language Use
There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and
Strategies). They are described as the knowledge and skill areas which are essential to effective language use demonstrated through the
language macro-skills.
1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures
of the world, including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the
language (Mother Tongue, Filipino, and English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document
as taking into account the social significance of linguistic forms and the linguistic implications of social facts. Language is a complex social
practice that reflects and reinforces shared understandings about appropriate actions, values, beliefs and attitudes within a community. These
shared understandings determine not only what is communicated and when and how it is communicated, but also who does the communicating.
These collectively constitute the sociolinguistic features of language.
Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features
in the life of a society. Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into
different values and belief systems and acknowledge the cultural contexts which underpin them. They make sense of the social fabric of the
target language community. They understand that the natural and physical environments – as well as the social, economic, historical and political
environments – influence the language speaking groups and their cultural traditions.
2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create
meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and
informational) to make meaning. They apply this knowledge and understanding to create their own spoken, written and visual texts. Differences
in language systems are expressed in a variety of ways: for example, in grammatical differentiations, variations in word order, word selection,
or general stylistic variations in texts. By comparing the system of the language with the systems of other languages, students understand that
each language is different, but has identifiable patterns within its own system.

3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way
language works for a variety of purposes in a range of contexts. They deliberate on how they use language and apply different language
strategies, depending on their purpose, context and audience. They use language as a way of coming to grips with new ideas, resolving
difficulties or solving problems. They use strategies such as brainstorming and discussion as a way of developing ideas. They experiment, take
risks and make approximations with language as a way of developing their language skills. They clarify what they need to know when seeking
information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts such as tables
of contents, headings, indexes, forewords and glossaries as aids in locating information. They assess the usefulness of information for particular
purposes.
They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic
representations of information and combine information from different sources into a coherent whole by summarizing, comparing and
synthesizing.
Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and
information, and of presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing
conventions appropriately. They take into account the possible effects of and responses to the presentation of ideas and information.
COMPONENT 3: Making Meaning through Language
Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should
focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students
must be able to adapt to various situations where communication demands greatly vary.
The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication.
This design allows students to progress from the foundational level to higher levels of language use.
The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening,
speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication
across curricula (Matrix 1).

The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students
at the end of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum
(LAMC) but fleshes out the areas that children need to learn and that teachers need to teach in greater detail. Below is the matrix that presents
the spread and alignment of the language and literacy domains with the 5 sub-strands.
Alignment of the Language and Literacy Domains with the 5 sub-strands
Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING
1. Oral Language √ √
2. Phonological Awareness √
3. Book and Print Knowledge √
4. Alphabet Knowledge √ √ √ √ √
5. Phonics and Word Recognition √ √ √
6. Fluency √ √
7. Spelling √ √
8. Writing and Composition √ √ √ √
9. Grammar Awareness & Structure √ √ √ √
10. Vocabulary Development √ √ √ √ √

11. Reading Comprehension

11.1 schema & prior knowledge
11.2 strategies √ √ √
11.3 narrative text
11.4 informational text
12. Listening Comprehension √ √
13. Attitudes towards language, literacy and literature √ √ √ √ √
14. Study Strategies √ √ √ √ √
Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum
Domains K-3 4-6 7-10 11-12
Oral language
Phonological awareness
Book and Print knowledge
Alphabet knowledge
Phonics and word recognition
Fluency

Spelling
Writing and composition
Grammar awareness and structure
Vocabulary development
Reading comprehension
Listening comprehension
Attitude towards language, literacy

and literature
Study strategies
Viewing
Coherence with the Basic Education Program Goals
1. The K-12 languages curriculum ensures that processes and products of learning actively foster and contribute to the achievement of the
basic education program goals.
2. Competencies are spiraled across the curriculum and year levels. Upper level courses will focus on writing, comprehension and study
strategies.
3. Content includes print and electronic texts that are age, context and culture appropriate.

COMPONENT 4: Holistic Assessment
Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our
assessment practices should go beyond summative evaluation and move towards a more holistic approach.
Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing
qualitative and quantitative feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching
practices and guides them in the design and delivery of student learning. It will also enable parents to support their children's development and
growth.
Characteristics of Assessment
1. Proximity to actual language use and performance
Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic
communicative value. These activities are based on actual performance in authentic situations which the learner is likely to encounter in
his or her daily life.
2. A holistic view of language
Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology,
grammar, and vocabulary, among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are
seen to be parts of a structurally integrated whole. Assessment approaches should be used for communication and self-expression.
Assessment also takes into account the whole learner and his or her social, academic, and physical context.
3. An integrative view of learning
Assessment attempts to capture the learner‟s total array of skills and abilities. It measures language proficiency in the context of specific
subject matter. Assessment procedures are based on the idea that various aspects of a learner‟s life, both academic and personal, are
integral to the development of language proficiency and cannot be ignored. These dimensions include not only processes such as acquiring
and integrating knowledge, extending and refining knowledge, and using knowledge meaningfully, but also issues such as varying student
attitudes towards learning.

4. Developmental appropriateness
Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This
characteristic of assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and
who may have atypical educational experiences.
5. Multiple referencing
Assessment entails obtaining information about the learner from numerous sources and through various means.
For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to
assume responsibility for their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into
what their children are doing in school. For teachers, the primary advantage of assessment is that it provides data on their students and their
classroom for educational decision-making. In addition, it reports the success of the curriculum and provides teachers with a framework for
organizing student‟s works.
Definitions of the Content Standards for the Integrated Language Arts

Curriculum for the K to 12 Basic Education Program of the Department
of Education
Content Standards Performance Standards at the end of Grade 3
Have sufficient facility in English to understand spoken discourse and to talk and interact with others about
Oral Languages in English
personal experiences and text listened to or read
Phonological Skills Be able to demonstrate phonological awareness at the levels of the syllable and the phoneme
Book and Print Knowledge Demonstrate and use concepts of print, such as directionality, spacing, punctuation and configuration
Alphabet knowledge Recognize, name and sound out all the upper and lower case letters of the alphabet.

Use sight word recognition or phonic analysis to read and understand words in English that contain complex
Phonic and Word Recognition letter combinations, affixes and contractions
Fluency Read aloud grade level texts effortlessly and accurately, without hesitation and with proper expression
Spelling Spell words with two or more syllables using phonic, semantic, and morphemic knowledge
Writing /Composition Express their ideas effectively in formal and informal compositions to fulfill their own purposes for writing
Handwriting Write legibly in manuscript or cursive writing
Grammar Awareness and • Demonstrate grammatical awareness by being able to read, speak and write correctly
Structure • Communicate effectively, in oral and written forms, using the correct grammatical structure of English
Vocabulary Acquire, study, and use English vocabulary words appropriately in relevant contexts
Reading Comprehension and Study Strategies
Use of Content and Prior

Knowledge Activate prior knowledge conceptually related to text and establish a purpose for reading
Comprehension Strategies Be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
Comprehending Literary Text Respond to literary text through the appreciation of literary devices and an understanding of story grammar
Comprehending Informational
Locate information from expository texts and use this information for discussion or written production
Text
Attitude Demonstrate a love for reading stories and confidence in performing literacy-related activities/task
Viewing Demonstrate critical understanding and interpretation of visual media
Study Strategies Organize, process and use information effectively
KEY STAGE STANDARD

GRADE 6 - Student should be able to construct meanings and communicate them using creative, appropriate and grammatically correct oral and
written language.
GRADE 3 - Students should be able to demonstrate eagerness to explore and experience oral and written texts and to communicate meanings
and feelings effectively .
GRADE 1
rd
(3 Quarter Oracy) Quarterly and Weekly Articulation
Learning Competencies
WEEK LC OL Oral PA G V
Listening Comprehension Language Phonological Awareness Grammar Vocabulary Development

EN1LC-IIIa-j- 1.1 EN1OL-IIIa-e-1.5
Listen to short stories/poems Use/Respond EN1PA-IIIa-e-2.2 EN1G-IIIa-e-1 EN1V-IIIa-e-5
and appropriately to polite Recognize rhyming Sentences Use words that are related
expressions words in nursery rhymes, • EN1G-IIIa-1.1 to self, family, school,
1. note important details poems, songs heard Recognize sentences community, and concepts
• EN1OL-IIIa-1.5.1
pertaining to and non-sentences such as the names
greetings EN1PA-IIIa-b- 3.1 for colors, shapes, and
a. character
• EN1OL-IIIb-1.5.2 Give the number of numbers
b. setting Recognize sentences
c. events
leave takings syllables of given words and non-sentences in
• EN1OL-IIIc-1.5.3 the story about the
Note important Give the number of
details pertaining to expressing Ancestral House in
syllables of the given Apad, Ragay Cam.
the character, gratitude
words from the indigenous Sur
setting and events and apology materials found in Ragay
of the folk about the • EN1OL-IIId-1.5.4 Camarines Sur such as
• EN1G-IIIb-1.4
Big Bagulayan asking permission mortar, vise, mill stone,
Recognize simple
located at Sitio • EN1OL-IIIe-1.5.5 kerosene.
1-5 sentences
Ogtoc, Buenasuerte offering help
2. Give the correct sequence • Recognize simple
of three events EN1OL-IIIa-b – 1.17 sentences about the
3. Infer the character local product of
Talk about oneself and
feelings and Salvacion,Ragay
one’s family
traits Camarines Sur
4. Identify cause and/or which is Abaka.
effect of events EN1OL-IIIb-c 1.3.3
Identify the cause and/or Talk about one’s personal
• EN1G-IIIc-1.3;
effect of events happen in experiences pertaining to EN1GIIId-1.3; EN1G-
the folk about the the family, one’s pets, and IIIe-
Maglaging- lagging Falls personal experiences 1.3
at Caditaan Ragay Recognize telling
Camarines Sur
EN1OL-IIIc – 1.17.1 and
5. 5.Identify the speaker in
Relate one’s asking sentences
the story or poem

6. Predict possible ending of activities/responsibilities at
a story read home
7. Relate story events to
one’s experience EN1OL-IVd- 1.3.4
Talk about topics of
Relate the story events to
interest
one’s experience such as
the life of Ernesto Janer (likes and dislikes)
from Sitio Ogtoc ,
Buenasuerte Ragay Talk about topics of
Camarines Sur to one’s interest
experience. (likes and dislikes) such as
the
8. Discuss, illustrate,
dramatize specific events
 different tourists
9. Identify the problem and
solution spots in Ragay
6-10 10. Retell a story listened to Camarines Sur
such as falls like
the Bagacay Falls
at Panaytayan, ,
Binaliw Falls at
Cabadisan Mainit
falls at Panaytayan
Nuevo, Maglaging-
Ling Falls at
Caditaaan,
 different beaches
like Big Bagulayan
at Sito Ogtoc
Buenassuerte,
Dematera Beach

Resort at Lower
Ommon,
 Antiques such as
vise (Sitio
Batbat,GRS), mill
stone(Liboro),
bayuhan
(Liboro) ,kerosene
Lamps(Binahan
Proper )
EN1OL-IIIa-e – 1.5
Use common expressions
and
polite greetings
EN1OL-IIIa-j-1.3.1
Talk about stories heard
when and where it took
place
• the characters and
• some important
details of the story
EN1OL-IIIa-j-1.2.9

Participate in some
sharing
activities
• News sharing
• Show and tell
• “I Spy” games
• Recite rhymes,
poem
(4TH Quarter Oracy) Quarterly and Weekly Articulation

EN1LC-IIIa-j- 1.1
Listen to short stories/poems EN1OL-IVa-j-1.3 EN1PA-IVa-b-2.3 EN1G-IVa-e-3 EN1V-IVa-e-3
and Talk about pictures Distinguish rhyming words Sort and Classify familiar
presented using from non-rhyming words Verbs words into basic
1. note important details appropriate local EN1G-IVa-e-3.4 categories (colors,
pertaining to terminologies with ease and EN1PA-IVc-e-2.4 Recognize common action shapes, foods, etc)
a. character confidence Supply rhyming words in words in stories listened to
b. setting response to spoken words
c. events
EN1OL-IVa-j-1.3.1
2. Give the correct sequence
Talk about stories heard
of three events
when and where it took
3. Infer the character feelings place
and
traits
• some important
4. Identify cause and/or effect details of the story
of events
5. Identify the speaker in the Talk about story heard
1-5
story or poem about the Ancestral
6. Predict possible ending of House located at Apad,
a story read Ragay, Camarines Sur
7. Relate story events to when and where it took
one’s experience place
Relate story events of • some important
Cornelio Alforte of Apad, details of the story
Ragay, Camarines Sur to
one’s experience. EN1OL-IVa-j-1.2.9
Participate in some sharing
8. Discuss, illustrate, activities
dramatize specific events • News sharing
9. Identify the problem and • Show and tell
solution • “I Spy” games
10. Retell a story listened to • Recite rhymes,
poem

EN1OL-IVf-1.17.2 EN1G-IVf-j-5 EN1V-IVf-j-12.1
Ask simple questions Adjectives Give the meaning of words
EN1LC-IVg-h-3.6 Recognize describing using clues (TPR, pictures,
6-10 Follow one-to-two step words for people, objects, body movements, etc.)
directions things and places (color,
EN1OL-IVi-j-1.17.1 shape, size, height, weight,
length, distance,
Give one-to-two step etc.)
directions ,
Listen to narrative and
informational text or poem and
EN1LC-IVa-j-2.1
1. Note important details
EN1LC- IVa-j-3.12
2. Give one’s reaction to an
event or issues
EN1LC- IVa-j-2.8
3. Infer important details
EN1LC- IVa-j-2.7
4. Sequence events when
appropriate
EN1LC- IVa-j-1.13.2.1
5. Listen and respond
through discussions,
illustrations, songs,
dramatization and art

GLOSSARY
A account - reason given for a particular action or even acquainted - having personal knowledge as a result of study, experience, etc.; informed
act - a division or unit of a drama adverb of manner - describes how an action or activity is performed adverbs of frequency - indicate “how
often” an action is done adverbs of place - words that indicate location adverbs of time - words that indicate when affix - a word element that
can be attached to a base or root to form a new word aggressive communication- a style in which individuals express their feelings and
opinions and advocate for their needs in a way that violates the rights of others; thus, aggressive communicators are verbally and/or physically
abusive; aggressive communication is born of low self-esteem (often caused by past physical and/or emotional
abuse), unhealed emotional wounds, and feelings of powerlessness.
analytical listening- making a decision by looking at all the factors involved, and examines the elemental parts of something related to the study
of small parts of a whole. Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For
example, someone talking to you can say hello. On the surface it seems friendly, but the way they say hello to you can convey a lot of
different meanings. If they say it in a very short and abrupt way, it may be apparent that they are angry at you, not happy to see you; these
gestures come across in a more subtle way with music. It is important to understand that the emotional intention of a musical performance is
reflected in the sound. Everything in a music production must reflect this intention in order for the feeling of the song to be properly conveyed
to the listener.
antagonist - a person or a situation that opposes the protagonist‟s goals or desires apostrophe - a punctuation mark (') used to indicate either
possession or the omission of letters or numbers archetype - idealized model of a person or concept from which similar instances are copied
or emulated expressions argumentative texts - are essays aimed to persuade the readers to agree to the writer‟s points of view; writers do
so, not just by presenting information, but by showing the pros and cons of an issue
articulation - the clear and precise pronunciation of words aside - a comment by a character that the audience hears but other characters on
stage do not assertive communication - a style in which individuals clearly state their opinions and feelings, and firmly advocate for their rights
and needs without violating the rights of others. Assertive communication is born of high self-esteem. These individuals value themselves, their
time, and their emotional, spiritual, and physical needs and are strong advocates for themselves while being very respectful of the rights of
others.
B bias – a mental preference, leaning, or inclination,
especially one that inhibits impartial judgement. Bias is an inclination of temperament or outlook to present or hold a partial perspective and
a refusal to even consider the possible merits of alternative points.
blocking - is a theatre term that refers to the precise movement and positioning of actors on a stage in order to facilitate the performance of a
play, ballet, film, etc. blurbing - a brief advertisement or announcement, especially a laudatory one; She wrote a good blurb for her friend's novel;
verb (used with object); with pictures brainstorming - a group or individual creativity technique by which efforts are made to find a conclusion for
a specific problem by gathering a list of ideas
bullying - any deliberate action that
inflicts physical or psychological
harm
C capsule biography- a brief summary to condense or
summarize an account of a person‟s life written, composed, and produced by another; a biography in which all the important elements of the
person's life are included

cast of characters - a list of people who play a part in the story character - refers to a person, creature, or entity with specific and distinguishing
attributes portrayed by the actor in a play character sketch - a portrait of a person drawn in words; its purpose is to create a vivid impression of
the person characterization - the process of creating a believable character by exploring the character's physical, social, and psychological
aspects of the role characters – people involved in the story climax- the point of greatest dramatic tension in a theatrical work; the highest or
most intense point in the development or resolution comedy - a theatrical work that is intentionally humorous conceptualize - to form (an idea,
picture, etc.) of something in your mind conclusion- the last main division of a discourse usually containing a summary of points and a
statement of opinion or decisions conflict - opposition of persons or forces giving rise to dramatic action; the element that occurs in every drama;
it does not have to be quarrels and argument; more often it is much more calm situations; it could be the inability to help, double loyalty or a dying
man enjoying life
conflicts man needs to contend with - conflict is the struggle between the opposing forces on which the action in a work of literature depends
conquer - to take control of (a country, city, etc.) through the use of force; to defeat (someone or something) through the use of force; to gain
control of context–appropriate - due consideration given to the background, surroundings, landscape of some central objects; this also covers
appropriacy of materials and instruction to the target situation
conscience alley- technique for exploring any kind of dilemma faced by a
character communication style - the manner of saying things as influenced
by culture and personality craft - a job or activity that requires special skill
crisis - decisive point in the plot of a play on which the outcome of the remaining action depends
D depict - to represent or characterize in words; describe
dialogue - the words the character say to each other; the words each character says are written next to his or her name discard - to
throw (something) away because it is useless or unwanted; to remove discourse - denotes written and spoken communications
disposition - the usual attitude or mood of a person or animal; a tendency to act or think in a particular way drama - refers to acting, and
to the set up of the play which includes the theater, the hall, the accessories, the green room, costumes, music and the like drama
atmosphere and mood - created by the set, the lighting, the furnishings, the music or sound effects, the opening dialogue, the facial
expressions and gestures of the actors, and the growing tension of the plot
dramatic convention - a device that a playwright uses to present a dramatic performance on stage that the audience
accepts as realistic dramatic irony - where the audience or reader is aware of something important, of which the
characters in the story are not aware dramatic poetry - poetic forms that articulates emotions or feelings
dynamic - always active or changing
E external conflict - a conflict between a character and
an outside force element - a part of something, one that is essential or characteristic exposition - detailed information revealing the facts
of a plot
exterior monologue - an act of speaking one's thoughts aloud when by oneself or regardless of any hearers
F figurative language - use of words that go beyond its
literal meaning; examples of figurative language or devices are simile, metaphor and hyperbole among others foil - a character who is

meant to represent characteristics, values, ideas, etc. which are directly and diametrically opposed to those of another character, usually
the protagonist fourth wall - the imaginary invisible wall at the front of the stage through which the audience sees the action
G generalization - a general statement, a statement about
a group of people or things that is based on only a few people or things in that group; the act or process of forming opinions that are based
on a small amount of information; a statement drawn from particular facts that is generally true about a broad category of things.
genre - the main types of literary form
H habitat for humanity - a non-profit organization with
worldwide affiliates building and repairing houses all over the world using volunteer labor and donations; its partner families purchase
these houses through no-profit, no-interest mortgage loans or innovative financing methods hyperbole - exaggerated statements or
claims not meant to be taken literally
I improvisation - spontaneous invention and
development of drama from within a role infidelity - marital disloyalty; adultery; is the subjective feeling that one's partner has violated a
set of rules or relationship norms infographic - visual representation of data or knowledge interior monologue - this is where the actor
speaks as if to himself
J juncture - an important point in a process or activity;
joint, connection; the manner of transition or mode of justify - to provide a good reason for the actions of
K
kinds of listening and reading strategies
1. noting details
2. getting specific information
3. determining the speaker‟s purpose
4. understanding the message
5. relating/ finding connection with knowledge/experience and the subject heard
6. activating prior / background knowledge about the subject
7. connecting new information to old information
8. predicting information/ anticipating what will come next
9. making projections for the future
10. learning new vocabulary
11. using visual clues (facial expression, gestures the setting, the interaction) to understand the ideas heard 12. checking the accuracy of
your predictions
13. deciding on the truthfulness or falsity of the ideas heard
14. asking for clarification or repetition from the speaker or ask

15. asking additional questions
16. evaluating information
17. paraphrasing what one heard
18. responding to what one heard through creative writing, drawing, drama, etc.
19. distinguishing facts from opinions
20. determining supported vs. unsupported ideas
21. drawing conclusions
22. inferring thoughts, feelings, purpose of the speaker
23. discussing the process and strategies to be used in listening
24. making / constructing meaning
25. setting expectations
26. interpreting what is heard
27. summarizing information
28. distinguishing fact from opinion
29. distinguishing fantasy from reality
30. interpreting tone, mood and purpose of the speaker
31. making decision
32. planning and deciding what effective strategy to use
33. monitoring one‟s comprehension
34. evaluating the effectiveness of one‟s listening strategies
L
literary device - refers to any specific, deliberate constructions of language which an author uses to convey meaning
M man vs. man - a character struggles with
another character like the protagonist versus the antagonist man vs. fate - fight for choice; fight against destiny man vs. nature
- a character struggles with a force of nature (natural disaster, desolation, animal etc.) ; usually, the character is struggling to
survive man vs. society - in this conflict, a character or group of characters fight against the society in which they live. A
character might fight against social traditions or rules.
man vs. supernatural - conflict with ghosts, spirits,
aliens etc. man vs. technology - fight against
computers, machines, utensils etc. magnificence -
n. greatness or lavishness of surroundings;
splendour; grand or imposing beauty materialism -

preoccupation with or emphasis on material objects,
comforts, and considerations, with a disinterest in or
rejection of spiritual, intellectual, or cultural values
metaphor - a figure of speech that makes an
implicit, implied or hidden comparison between two
things or objects monologue - long speech by a
character on stage with other characters listening
mood - the feeling the reader gets when reading
N narrative – is a special kind of story that is
valued very highly in English-speaking cultures. Narratives are structured to be entertaining and to teach cultural values. In
narratives, normal events are disrupted and language is used to build up suspense around the disruption so it reaches a crisis
point. The way the characters in the story confront and resolve the crisis teaches the audience about ways of behaving which are
valued in the culture.
narration - a technique whereby one or more performers speak directly to the audience to
tell a story narrative paragraph - a group of sentences that tells readers what happened
at a particular place and time
O octet - first eight lines of a sonnet one-act
play - a play that takes place, from beginning to end, in a single act; it can range from one minute to one hour long one-act
radio play - a one-act play scripted for radio presentation
P passive aggressive communication - a
style in which individuals appear passive on the surface but are really acting out anger in a subtle, indirect, or behind-the-scenes
way
passive communication - a style in which individuals have developed a pattern of avoiding expressing their opinions or feelings, protecting their
rights, and identifying and meeting their needs. Passive communication is usually born of low self-esteem.
propaganda strategies – a systematic propagation of information reflecting the views and interests of those advocating such doctrine/
or cause projective listening- made from current information, or when one assumes that someone has the same emotions or feelings
that he/or she does pantomime - the telling of a story without words participle - is a verbal that functions as an adjective passion – a
strong feeling of enthusiasm or excitement for something or about doing something play - the art of producing drama works; a literary
piece consisting of dialogues between various characters, epilogue, monologue, prologue and an end; it refers to composition; the stage
representation of an action or a story
play bill - a poster announcing a theatrical performance
plot - the ordered structure of a play as the action progresses through the story; the series of events that comprise the whole story that is told in
a novel, play, movie, or
T.V. show plot structure - also called the dramatic structure of a story, novel or script includes the events that make up the idea of the
writing; these are often laid out as a series of beginning, middle and end details and include five basic elements as well as a conflict
pork barrel - the appropriation of government spending for localized projects secured solely or primarily to bring money to

a representative's district portrait poem - a lyrical means for the depiction of the writer‟s self-perception, or feelings for
another prefix – a word part placed before the root of a word prologue - introduces the action of a play; it is usually at
the beginning and literally means "first words”
prominent - important and well-known; easily noticed or seen; sticking out in a way that is
easily seen or noticed props – the objects used onstage in the play protagonist – the
central or main figure of a story
punctuation – the use of standard marks and signs in writing and printing to separate words into sentences, clauses, and phrases in order to
clarify meaning
R recount - a story genre which is used to tell what happened.
When we tell recounts we reveal the significance of the people and events in the story by sharing our personal feelings about them.
readers theatre – a style of theatre in which the actors do or do not memorize their lines; actors use vocal expression to help the audience
understand the story rather than visual storytelling such as sets, costumes, and intricate blocking
rectify - to set right; remedy; to purify; to correct re-enactment - the
acting out or repetition of a past event or situation renewed - to make
new or as if new again requiem - a Christian religious ceremony for a
dead person; a mass for the dead resolution - the part of the story‟s plot
line in which the problem of the story is resolve rhyme - one of two or
more words or phrases that end in the same sounds rising action - the
part of a plot consisting of complications and discoveries that create
conflict rite - an established, ceremonious, usually religious act root word
– the form of a word after all affixes are removed
S scene - a division of an act, in which a certain portion of the
play unfolds, usually separated by location (in the bedroom, at the dinner table), or time (e.g. in the morning, then the following evening); a
section of the play that happens in one time and place
scenery – the background art or structures onstage to help show the settings script - the written words for the play; this is what everyone reads
in order to perform a play; a written version of a play or movie - If you're auditioning for a movie, you'll get the script to practice a scene or two.
serger- usually an overlock sewing machine will cut the edges of the cloth as they are fed through sestet - final six lines of a sonnet setting -
the place and time where the events of the drama take place; in a play it dominates the audience in a play it dominates the audience's
experience of the drama; it quite literally forms the backdrop for the action
simile - a figure of speech in which two essentially unlike things are compared, often in a phrase
introduced by like or as skit – a short, usually comic dramatic performance or work slideshow -
a presentation supplemented by or based on a display of projected images or photographic
slides soliloquy - a long speech by a character who is alone on stage with no other characters
listening sonnet - a poetic form comprised of 14 lines which are divided into two parts: octet and
sestet spectacle- the visual elements of a performance including scenery, lights, costumes, and
movement of actors stage – the platform on which the actors perform stage directions –
instructions (in italics); they describe the setting and tell about the action

static - showing little or no change, action, or progress stock character - relies heavily on cultural types or stereotypes for its personality and
manner of speech style - the distinctive and unique manner in which a writer arranges words to achieve particular effects suspense - in
situations which rouse our concern for the welfare of the characters can be created in many ways in a play; it can be accomplished through a
series of crises and a major crisis or climax, foreshadowing, surprise or use of the unexpected, withholding information, disguise, and the
intervention of chance or fate
T target audience -a group or assembly of spectators or
listeners; those attending a stage or film production or viewing a television program; in writing, this could mean a target group in relation to a
particular literary genre
technical terms for drama and theater - these are terms necessary to understand the whole structure, organization and production of a drama
play; some of these are the elements (characters, dialogue, etc.) and stage directions. Stage directions give information to the reader and to
the performers, mostly about where and how actors should move and speak, the scenery or decorations on stage, and the props to be used
by the actors.
technical vocabulary - words or phrases that are used primarily in a specific line of work or profession. These words or phrases are not easily
recognized by people outside the profession they are used in.
text - printed words, including dialogue and the stage directions for a script theater – a collaborative art form including the composition,
enactment, and interpretation of dramatic presentations for an audience; the structure within which theatrical performances are given; usually
includes an orchestra or seating area, and a stage
theme - the basic idea of a play; the idea, point of view, or perception that binds together a work of art tone - is the writer's attitude toward the
subject he or she is writing about tragedy - a play in which the main character(s) suffers a major downfall; a play that demonstrates a
character‟s fall from grace, power, position, or moral standing through their own actions
U
universe of text – the realm in which something (words in a written work) exists or takes place.
V video - is an extremely dense medium, one which
incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken language.
video materials – usually provide guidance for teachers; the most sophisticated part of these are usually part of multimedia package that, in addition
to the videos themselves, includes viewing guides, student textbooks, teacher manuals and audiocassettes; in contexts geared to students‟
interest and are accompanied by students workbooks featuring a variety of viewing activities; teachers need to lead students to an appreciation
of video as a valuable tool for language learning and help them to develop viewing skills which they can apply to their video and television
viewing experience outside the classroom.
vignette - a short literary sketch chiefly descriptive and characterized usually by delicacy, wit and subtlety; a short, well written sketch or
descriptive scene; it does not have a plot which would make it a story, but it does reveal something about the elements in it; it may reveal
character, or mood or tone; it may have a theme or idea of its own that it wants to convey; it is the description of the scene or character that is
important verbal - a verb form that functions in a sentence as a noun or a modifier rather than as a verb

CODE BOOK LEGEND
Sample: EN4G-If-2.5
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Alphabet Knowledge AK

Strand/ Subject or English
Specialization Book and Print Knowledge BPK
First Entry EN4 Fluency F
Grade Level Grade 4 Grammar G
Listening Comprehension LC
Domain/Content/
Uppercase Letter/s Grammar G
Component/ Topic
Oral Language OL
-
Phonics and Word Recognition PWR
Roman Numeral Phonological Awareness PA

Quarter First Quarter I
*Zero if no specific quarter
Reading Comprehension RC
Lowercase Letter/s
*Put a hyphen (-) in between Week Week six f
letters to indicate more than Spelling S

a
specific week Study Strategies SS
-
Viewing Comprehension VC
Compose clear and
coherent sentences Vocabulary Development V
Arabic Number Competency 2.5
using appropriate
grammatical structures Writing and Composition WC
Lungsod ng Pasig
K TO 12 CURRICULUM GUIDE
EDUKASYON SA PAGPAPAKATAO
(EsP)
BAITANG 1-6
May 2016
ANG BATAYANG KONSEPTWAL NG EDUKASYON SA PAGPAPAKATAO
Ang tunguhin o ”outcome” ng pag-aaral sa batayang edukasyon ay ang panlahatang pag–unlad taglay ang mga kasanayan sa ika–dalawampu’t
isang siglo. Taglay ito ng isang mag-aaral kung mayroon siyang mga kakayahang pangkaalaman, pandamdamin at pangkaasalan na
magbibigay sa kanya ng kakayahan upang:
1. mamuhay at magtrabaho
2. malinang ang kanyang mga potensiyal
3. magpasiya nang mapanuri at batay sa impormasyon
4. makakilos nang epektibo sa lipunan at pamayanan sa konteksto ng sandaigdigan upang mapabuti ang uri ng kanyang pamumuhay at ng
kanyang lipunan (Literacy Coordinating Council, Setyembre 1997).

Ibinatay ang kahulugan at ang limang palatandaan nito sa Apat na Batayan (Pillar) ng Edukasyon at sa konsepto ng UNESCO tungkol sa mga
panghabambuhay na kakayahan (life skills) na binuo ng International Commission on Education para sa ika-21 siglo. Ang sumusunod ang
limang palatandaan nito: (a) may kakayahang makipagtalastasan, (b) nag-iisip nang mapanuri at may kakayahang lumutas ng suliranin, (c)
ginagamit ang mga likas na yaman nang mapanagutan para sa susunod na salinlahi at (d) produktibo, napauunlad ang sarili at ang
pakikipagkapwa, at (e) may malawak na pananaw sa daigdig.
Sa Edukasyon sa Pagpapakatao (EsP), ang palatandaan o batayang kakayahan ng functional literacy ay nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat. Ibig sabihin, nilalayon ng EsP na linangin at paunlarin ang pagkataong etikal ng mag-aaral. Ang
EsP ay naglalayong gabayan ang magaaral na mahanap / matagpuan ang kabuluhan ng kanyang buhay, ang papel niya sa lipunang Pilipino
upang makibahagi siya sa pagtatayo ng pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at pagmamahal. Upang maipamalas ito,
kailangang taglay niya ang limang pangunahing kakayahan (macro skills)*: pag-unawa, pagninilay, pagsangguni, pagpapasiya at pagkilos.
1. Pag-unawa. Mahalagang maipamalas niya ang kakayahang mahinuha ang mga konsepto at prinsipyong nagbibigay-paLiwanag sa sariling
karanasan, mga sitwasyong namasid, sinuri at pinagnilayan gamit ang obhektibong pamantayan ng moral na pamumuhay.
2. Pagninilay. Sa gitna ng mabilis na daloy ng impormasyon at ingay ng kapaligiran, kailangang mag-ukol ng panahon ang mag-aaral sa
maingat at malalim na pag-iisip sa mga sitwasyong naobserbahan at mga konseptong natutuhan tungkol sa moral na pamumuhay.
3. Pagsangguni. Kailangang humingi siya ng payo o gabay sa mga taong may higit na kaalaman o kasanayan sa moral na pamumuhay at
marunong magsala (weigh) ng mga impormasyong mula sa iba’t ibang uri ng media batay sa obhektibong pamantayan ng moral na
pamumuhay.
4. Pagpapasiya. Kailangang matuto siyang bumuo ng sariling posisyon, paniniwala, paninindigan o kilos na isasagawa batay sa obhektibong
pamantayan ng moral na pamumuhay.
5. Pagkilos. Mahalagang mailapat niya ang konsepto o prinsipyong nahinuha mula sa mga konkretong sitwasyon ng buhay at maipakita ang
kahandaang isabuhay ang mga mabuting ugali (virtues) na natutuhan batay sa obhektibong pamantayan ng moral na pamumuhay.
Ang mga pangunahing kakayahang ito ay nililinang sa apat na tema sa bawat taon sa paraang “expanding spiral” mula Kindergarten hanggang
Grade 12. Ang sumusunod ang apat na tema: (a) Pananagutang Pansariliat Pagiging Kasapi ng Pamilya , (b) Pakikipagkapwa at Katatagan ng
Pamilya, (c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d) Pagkamaka-Diyos at Preperensya
sa Kabutihan. Pitong pangunahing pagpapahalaga (core values) ang nililinang sa mga temang ito: Kalusugan at Pakikiisa sa Kalikasan,
Katotohanan at Paggalang, Pagmamahal at Kabutihan, Ispiritwalidad, Kapayapaan at Katarungan, Likas-kayang Pag-unlad, Pagkamaka-Pilipino
at Pakikibahagi sa Pambansang Pagkakaisa (Values Education for the Filipino: 1997 Revised Version of the DECS Values Education Program,
ph. 10-11).

Ang Pilosopiya at mga Batayang Teorya ng Pagtuturo-Pagkatuto
Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao ay batay sa pilosopiyang Personalismo tungkol sa pagkatao ng tao at sa Etika ng
Kabutihang Asal (Virtue Ethics). Ayon sa pilosopiya ng Personalismo, nakaugat lagi sa pagpapakatao ang ating mga ugnayan. Nililikha natin
ang ating pagpapakatao sa ating pakikipagkapwa. Sa Virtue Ethics naman, sinasabing ang isang mabuting tao ay nagsasabuhay ng mga virtue
o mabuting gawi (habits) at umiiwas sa mga bisyo o masamang gawi. Samakatwid, ang nagpapabuti sa tao ay ang pagtataglay at ang
pagsasabuhay ng mga mabuting gawi.
Sa murang edad na 6 hanggang 12 taon, maaaring hindi pa lubos na maunawaan ng isang bata ang kanyang pagkatao bilang tao ayon sa
paLiwanag ng pilosopiyang Personalismo. Ngunit maaari siyang sanayin sa mga virtue at pagpapahalaga upang lumaki siyang isang mabuting
tao. Sa mga edad na ito, mauunawaan niya na dapat siyang magpakabuti hindi lamang sapagkat ito ang inaasahan sa kanya ng lipunan kundi
dahil tao siya - may dignidad at likas ang pagiging mabuti. May dignidad ang tao dahil siya ay bukod-tangi at may ugnayan sa kanyang kapwa,
sa Diyos, at kalikasan.
Ang Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura, Pagkatutong Pangkaranasan (Experiential Learning) ni
David Kolb, Konstruktibismo (Constructivism) at Teorya ng Pamimili ng Kurso (Theory of Career Development) ni Ginzberg, et. al. at Super ang
iba pang teorya na nagpapaLiwanag kung paano natututo ang mag-aaral sa EsP.
Ayon sa paLiwanag ng Interaktibong Teorya ng Pagkatuto (Social Learning Theory) ni Albert Bandura, maaaring makuha sa pagmamasid sa
ibang tao ang mga pagkatuto tulad ng pagkakaroon ng mabuting ugali at bagong impormasyon. Ayon pa rin sa teoryang ito, mahalaga ang mga
iniisip ng tao sa kanyang pagkatuto ngunit hindi nangangahulugang magbubunga ito ng pagbabago sa kilos.
Ang mga karanasan din ang pinagkukunan ng mga pagkatuto ayon kay David Kolb at sa Teorya ng Pagkatuto ng Konstruktibismo. Ayon
saTeorya ng Pagkatutong Pangkaranasan ni Kolb, ang mga nasa edad (adults) ay natututo sa pamamagitan ng kanilang pagninilay sa kanilang
mga karanasan, pagbuo ng mga konklusyon o insight mula sa mga ito, at paglalapat ng mga ito sa angkop na mga sitwasyon ng buhay.
Sinusuportahan ang pananaw ni Kolb ng Teorya ng Konstruktibismo. Sinasabi ng teoryang ito nanagkakaroon ng pagkatuto ang tao at
gumagawa ng kabuluhan (meaning) batay sa kanyang mga karanasan.
Naipamamalas ito sa pagtuturo sa pamamagitan ng pagbibigay ng tuon sa mag-aaral. Nagkakaroon siya ng mga bagong pagkatuto gamit ang
mga tanong ng guro at ng kanyang malikhaing paraan.
Nailalapat ang mga pagkatutong ito sa paggawa ng mga pasiya tulad ng kukuning kurso o propesyon. Ayon sa Teorya ng Career Development
nina Ginzberg, et. al. at Super, dumadaan sa iba’t ibang yugto ang pagpapasya ng bata ukol sa kurso o propesyon batay sa kanyang pagtingin
sa sarili (self-concept), saloobin (attitude) at mga pagpapahalaga. Tinatanggap o tinatanggihan niya ang isang kurso o trabaho batay sa
obserbasyon niya (halimbawa, mga kilos ng kanyang magulang ayon sa propesyon nito) at sa tinuturing niyang mahalaga (halimbawa, malaking

sweldo o paglilingkod sa lipunan).
Mga Disiplina ng Edukasyon sa Pagpapakatao
Ang nilalaman at istraktura ng Edukasyon sa Pagpapakatao ay nakaankla sa dalawang disiplina: Ethics at Career Guidance. Ang Etika ay ang
siyensya ng moralidad ng kilos ng tao. Samantalang Career Guidance naman ang paggabay sa mag-aaral na magpasiya ng kursong
akademiko, sining at isports o teknikalbokasyonal na tugma sa kanyang mga talento, kakayahan at aptitude at mga trabahong kailangan ng
industriya.
Mga Dulog sa Pagtuturo
Ang mga pangunahing dulog na gagamitin sa pagtuturo ng mga konsepto ay ang pagpapasyang etikal (ethical decision making) sa pamamagitan
ng pagsusuri ng suliranin o isyu), ang Panlipunan–Pandamdaming Pagkatuto (Social-Emotional Learning), at pagpaplano ng kursong akademiko
o teknikal-bokasyonal.
Ang paggawa ng pagpapasyang etikal o moral ay ang pagbuo ng pasiya na may preperensya sa kabutihan at magpapatingkad o maglilinang ng
pagkatao ng tao. Proseso ito na kinapapalooban ng (a) pag-alam sa mga detalye ng sitwasyon at (b) maingat na pagsasaalang-alang ng mga
moral na pagpapahalaga na mahalaga sa isang sitwasyon. Mahalaga rin dito ang pagiging sensitibo sa mga aspetong moral ng mga sitwasyon
sa pang-araw-araw na buhay at ang kamalayan sa mga tao o pangkat na maaapektuhan ng pasiya.
Ang Panlipunan–Pandamdaming Pagkatuto (Social-Emotional Learning) ay ang pagkakaroon ng mga kakayahang kailangan sa pagkilala at
pamamahala ng sarili, paglinang ng pagmamalasakit sa kapwa, paggawa ng mapanagutang pasiya, pakikipag-ugnayan, at pagharap nang
epektibo sa mga mapanghamong sitwasyon. Paraan ito ng paglinang ng mga kakayahan ng mag-aaral upang magtagumpay sa mga gawain sa
buhay. Nahahati sa limang uri ang mga kakayahang ito: Kamalayang Pansarili, Pamamahala ng Sarili, Kamalayang Panlipunan, Pamamahala
ng Pakikipag-ugnayan at Mapanagutang Pagpapasiya.

Pilosopiya ng Personalismo

Figure 1. Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao Deskripsyon ng Asignatura
Ang Edukasyon sa Pagpapakatao (EsP) ay isa sa mga asignatura ng Pinaunlad na Programa ng Batayang Edukasyon na K to 12 na
gagabay at huhubog sa mga kabataan. Tunguhin nito ang paghubog ng kabataang nagpapasya at kumikilos nang mapanagutan tungo sa
kabutihang panlahat. Nangangahulugan ito na lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral. Upang maipamalas ito,
kailangang magtaglay siya ng limang pangunahing kakayahan (macro skills): pag-unawa, pagninilay, pagsangguni, pagpapasya at pagkilos.
Nililinang sa apat na tema sa bawat antas mula Kindergarten hanggang Baitang 10 ang mga pangunahing kakayahang ito: (a)
Pananagutang Pansarili at Mabuting Kasapi ng Pamilya, (b) Pakikipagkapwa-tao, (c) Paggawa Tungo sa Pambansang Pag-unlad at Pakikibahagi
sa Pandaigdigang Pagkakaisa, at (d) Pananalig at Pagmamahal sa Diyos at Paninindigan sa Kabutihan.
MGA PAMANTAYAN SA PROGRAMA (LEARNING AREASTANDARDS)
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto sa pananagutang pansarili, pamilya, kapwa, bansa/daigdig at Diyos;
nakapagpapasiya at nakakikilos nang mapanagutan tungo sa kabutihang panlahat upang mamuhay nang maayos at maligaya.
PANGUNAHING PAMANTAYAN NG BAWAT YUGTO (KEYSTAGE STANDARDS)
K – Baitang 3 Baitang 4 – 6 Baitang 7 – 10
Naipamamalas ng mag-aaral ang pag-unawa

Naipamamalas ng mag-aaral ang pag-unawa Naipamamalas ng mag-aaral ang pag-unawa
sa mga konsepto sa pananagutang pansarili,
sa konsepto at gawaing nagpapakita ng sa konsepto at gawaing nagpapakita ng
pagkatao ng tao, pamilya at pakikipagkapwa,
pananagutang pansarili, pampamilya, pananagutang pansarili, pampamilya, lipunan, paggawa at mga pagpapahalagang
pagmamahal sa kapwa/ pamayanan, sa bansa pagmamahal sa kapwa, sa bansa/ daigdig at moral at nagpapasiya at kumikilos nang
at sa Diyos tungo sa maayos at masayang sa Diyos tungo sa kabutihang panlahat. mapanagutan tungo sa kabutihang panlahat
pamumuhay. upang mamuhay nang may kaayusan at
kaligayahan.

ANG BATAYANG KONSEPTWAL NG EDUKASYON SA PAGPAPAKATAO
Grade Level Standards (Pamantayan sa Bawat Baitang/Antas)
BAITANG PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa pagkakaroon ng kamalayan sa paggalang at pagmamahal sa sarili, kapwa
K at Diyos bilang gabay tungo sa maayos at masayang tahanan.
Naipamamalas ng mag-aaral ang pag-unawa sa mga paraan ng paggalang sa sarili, kapwa, bansa at Diyos bilang gabay
1
tungo sa maayos at masayang tahanan at paaralan.
Naipamamalas ng mag-aaral ang pag-unawa sa pagpapakikita ng mga kilos na nagpapahalaga sa sarili, kapwa, bansa,
Diyos at sa Kanyang mga nilikha bilang patnubay sa maayos at masayang paaralan at pamayanan.
2
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na nagpapakita ng pagpapahalaga tungo sa maayos at
3 masayang pamumuhay na may mapanagutang pagkilos at pagpapasiya para sa sarili, kapwa, pamayanan, bansa at Diyos .
Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang gawain na may kaakibat na pagpapahalaga tungo sa
4 wasto, maayos, masaya at mapayapang pamumuhay para sa sarili, kapwa, bansa at Diyos.
Naipamamalas ng mag-aaral ang pag-unawa sa masusing pagsusuri sa pagpapahayag, pagganap ng tungkulin na may
pananagutan at pagsasabuhay ng mga ito tungo sa masaya, mapayapa at maunlad na pamumuhay para sa sarili/ mag-
5
anak, kapwa/ pamayanan, bansa/ daigdig at Diyos.
BAITANG PAMANTAYAN
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na tumutulong sa pag-angat ng sariling dignidad,
pagmamahal sa kapwa na may mapanagutang pagkilos at pagpapasiya tungo sa maayos, mapayapa at maunlad na
6
pamumuhay para sa kabutihang panlahat.
7 Naipamamalas ng mag-aaral ang pag-unawa sa mga angkop na inaasahang kakayahan at kilos sa panahon ng
pagdadalaga / pagbibinata, kakayahan at talento, hilig at pagkatao ng tao tungo sa pagtupad ng mga tungkulin sa sarili, sa
kapwa, sa bansa/ daigdig at sa Diyos at pagtatakda ng mithiin upang mapanagutan ang kahihinatnan ng mga pasya at
kilos.
8 Naipamamalas ng mag-aaral ang pag-unawa sa layunin at kahalagahan ng pamilya at pakikipagkapwa upang maging
mapanagutan sa pakikipag-ugnayan sa iba tungo sa makabuluhang buhay sa lipunan.
9
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa lipunan at paggawa bilang paglilingkod
tungo sa tamang pagpili ng kurso o hanapbuhay na magiging makabuluhan at kapaki-pakinabang sa kanya at sa
lipunan.
10
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol sa pagkatao ng tao, makataong kilos,
pagpapahalagang moral at mga isyung moral at nagpapasya at kumikilos nang may preperensya sa kabutihan upang
maging matatag sa gitna ng mga isyung moral at impluwensya ng kapaligiran.
K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum Mayo 2016 Pahina 83

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textooks that have ben delivered to schools.
ng 153
BAITANG 1
Pamantayan Para Naipamamalas ng mag-aaral ang pag-unawa sa mga paraan ng paggalang sa sarili, kapwa, bansa at Diyos bilang gabay tungo
sa Baitang 1 sa maayos at masayang tahanan at paaralan.
BATAYANG PAMANTAYAN
PAMANTAYANG
PAGPAPAHALAGA/ SA PAGGANAP PAMANTAYAN SA PAGKATUTO LEARNING
PANGNILALAMAN CODE
MGA KAUGNAY NA (Performance ( Learning Competencies) MATERIALS
(Content Standard)
PAGPAPAHALAGA Standard)
I. Tungkulin Ko Sa Aking Sarili at Pamilya – Unang Markahan
1. Pagkilala sa sarili Naipamamalas ang Naipakikita ang 1. Nakikilala ang sariling:

pagunawa sa kakayahan 1.1. gusto
1.1. kalakasan/ kahalagahan nang may tiwala sa sarili 1.2. interes EsP1PKP
potensyal ng pagkilala sa sarili at 1.3. potensyal - Ia-b – 1
1.2. kahinaan sariling
1.4. kahinaan
1.3. damdamin
kakayahan,pangangalaga
1.5. damdamin / emosyon
sa sariling kalusugan at

pagiging mabuting kasapi 1. Wastong Pag-
2. Pagpapahalaga sa ng pamilya. uugali sa
Sarili (self-esteem) Makabagong
Panahon 1
2.1. Pagtitiwala sa (Batayang
sarili (self- Aklat). 1997.
confidence) pp. 88-
90.*
2. Naisasakilos ang sariling kakayahan sa 2. Edukasyon sa
iba’t ibang pamamaraan Wastong
EsP1PKP
2.1. pag-awit Paguugali at
- Ib-c – 2
2.2. pagsayaw Kagandahang
2.3. pakikipagtalastasan Asal 1
2.4. at iba pa (Batayang
Aklat). 1997.
pp. 106-
114.* 3. Pilipino
sa Ugali at Asal
2
(Batayang
Aklat). 1997.
pp. 57-68.*
ng 153

BATAYANG
PAMANTAYANG PAMANTAYAN
PAGPAPAHALAGA/ PAMANTAYAN SA PAGKATUTO LEARNING
PANGNILALAMAN SA PAGGANAP CODE
MGA KAUGNAY NA ( Learning Competencies) MATERIALS
(Content Standard) (Performance Standard)
PAGPAPAHALAGA
1. Liwanag 1
3. Pagiging Naisabubuhay nang may (Patnubay ng
responsable sa wastong pag-uugali ang Guro). 2000.
pangangalaga sa iba’t ibang paraan ng pp. 2-13, 25-
sarili pangangalaga sa sarili at 30.*
kalusugan upang 2. GMRC 1
3.1. Kalinisan at mapaunlad ang anumang (Patnubay ng
Kalusugan kakayahan. Guro). 1996.
pp. 2-12.*
(Cleanliness/
Wellness) 3. Edukasyon sa
Wastong
Paguugali at
Kagandahang
3. Nakapaglalarawan ng iba’t ibang gawain na Asal 1
maaaring makasama o makabuti sa (Batayang
kalusugan EsP1PKP
Aklat). 1997.
- Id – 3 pp. 1-13.*
3.1 nakikilala ang iba’t ibang gawain/paraan 4. Kagandahang
na maaaring makasama o makabuti sa
Asal at
kalusugan
Wastong
Paguugali 1
(Batayang
Aklat). 1998.
pp. 2-6, 37-
41.*
5. Salamin ng
Kagandahang
Asal at
Wastong
Paguugali 1
(Batayang
Aklat). 1997.
pp. 2-20.*
6. Pilipino sa
Ugali at Asal
1
(Batayang
BATAYANG
PAGPAPAHALAGA
Aklat). 1997.
pp. 2-8, 130-
134.*
7. Mabuting Asal
at Wastong
Pag-uugali 1
(Batayang
Aklat). 2000.
pp. 2-12.*
8. Wastong
Paguugali sa
Makabagong
Panahon 1
(Batayang
Aklat). 1997.
pp. 2-9.*
9. Liwanag 2
(Batayang
Aklat). 2000.
pp. 2-9.*
10. Kagandahang
Asal at
Wastong Pag-
Uugali 2
K to 12 Music Curriculum Guide May 2016 Page 87of 280
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
(Batayang
Aklat). 1998.
pp. 30-39.*
11. Basic Literacy
Learning
Material
(BALS). 2013.
Ang ‘K’ ng
Buhay.
12. Basic Literacy
Learning
Material.
BALS.
BATAYANG PAMANTAYAN
PAMANTAYANG
PANGNILALAMAN CODE
(Content Standard)
2013.
Kalusugan ay
Kayamanan!
Aralin 1.
3.2 nasasabi na nakatutulong sa
EsP1PKP
paglinang ng sariling kakayahan
- Ie – 4
ang wastong pangangalaga sa sarili

1. Liwanag 1
3. Pampamilyang Naisasagawa nang may (Patnubay
Pagkakabuklod pagmamahal at ng Guro).
pagmamalasakit ang 2000. pp.
3.1. Pagkakabuklod/ anumang kilos at gawain 21-27,
Pagkakaisa na magpapasaya at 145-148.*
(Unity/Oneness) magpapatibay sa 2. Pilipino sa
3.2. Pagmamalasakit ugnayan Ugali at Asal
ng mga kasapi ng 1 (Patnubay
pamilya ng Guro).
1997. pp. 1-
5, 106-
112.*
3. Pilipino sa
Ugali at Asal
1
4. Nakapagpapakita ng wastong pag- EsP1PKP (Batayang
uugali sa pangangalaga sa sarili - If- 5 Aklat). 1997.
pp. 130-134.*
4. Wastong
Pag-
uugali sa
Makabagong
Panahon 1
(Batayang
Aklat). 1997.
pp. 129-132.*
5. Mabuting
Asal at
Wastong
Pag-uugali 1
(Batayang
Aklat). 2000.
pp. 18-21.*

BATAYANG
PAGPAPAHALAGA
6. Kagandahang
Asal at
Wastong Pag-
Uugali 2
(Batayang
Aklat).
1998.pp.
3541.*
7. Uliran 2
(Batayang
aklat). 1997.
pp. 41-46.*
1. PRODED
EPP. Asal sa
HapagKainan.
2. GMRC 1
(Patnubay ng
Guro). 1996.
pp. 19-24.*
3. Wastong
5. Nakakikila ng mga gawaing nagpapakita ng Paguugali sa
pagkakabuklod ng pamilya tulad ng Makabagong
5.1. pagsasama-sama sa pagkain Panahon 1
(Batayang
5.2. pagdarasal
Aklat). 1997.
5.3. pamamasyal
pp. 188-190.*
5.4. pagkukuwentuhan ng masasayang 4. Edukasyon sa
pangyayari Wastong
Nakakikilala ang mga gawaing Paguugali at
pagkakabuklod ng pamilya tulad ng Kagandahang
pamamasyal sa Dematera Beach Asal 1
Resort na matatagpuan sa Lower EsP1PKP (Batayang
Omon. - Ig – 6 Aklat). 1997.
pp. 48-50.*
5. Mabuting Asal
at Wastong
BATAYANG
PAGPAPAHALAGA

Pag-uugali 1
(Batayang
Aklat). 2000.
pp. 130-
134.* 6.
Salamin ng
Kagandahang
Asal at
Wastong
Paguugali 1
(Batayang
Aklat). 1997.
pp. 33-41.*
7. BALS
Video. I’m
Proud to be
a Filipino.
Close
Family
Ties.
8. BALS
Video. I’m
Proud to be
a Filipino.
Trust God.

1. Liwanag
1
(Patnubay ng
Guro). 2000.
pp. 180-182.*
2. Pilipino sa
Ugali at Asal
1
6. Nakapagpapahayag na tungo sa (Batayang
EsP1PKP
pagkakaisa ang pagsasama-sama ng Aklat). 1997.
- Ih– 7
pamilya pp. 169-176.*
3. Kagandahang
Asal at Wastong
Pag-uugali 1
(Manwal ng
Guro). 1997.
pp. 174-181.*
BATAYANG
PAGPAPAHALAGA

4. Wastong
Paguugali sa
Makabagong
Panahon 1
(Batayang
Aklat). 1997. pp.
154-158,
167-174.*
5. Edukasyon sa
Wastong
Paguugali at
Kagandahang
Asal 1
(Batayang
Aklat). 1997.
pp. 149-158.*
6. Basic Literacy
Learning
Material. BALS.
2005. Pinoy
Kami. Aralin 1,
2.
1. Liwanag 1
(Patnubay ng
Guro). 2000.
7. Nakatutukoy ng mga kilos at gawain na pp. 126-139.*
nagpapakita ng pagmamahal at 2. Pilipino sa Ugali
pagmamalasakit sa mga kasapi ng at Asal 1
pamilya Hal. EsP1PKP (Patnubay ng
1. pag-aalala sa mga kasambahay - Ii– 8 Guro). 1997. pp.
2. pag-aalaga sa nakababatang 96-100,
kapatid at kapamilyang maysakit 145-151.*
3. Pilipino sa Ugali
at Asal 1
(Batayang
Aklat). 1997.

BATAYANG
PAGPAPAHALAGA
pp. 57-62, 118-
123.*
4. Wastong
Paguugali sa
Makabagong
Panahon 1
(Batayang
Aklat). 1997. pp.
124-125.*
II. Mahal Ko, Kapwa Ko - Ikalawang Markahan
1. Pilipino sa
Pagmamahal sa kapwa Naipamamalas ang Naisasabuhay ang Ugali at Asal 1
pagunawa sa wastong pakikitungo sa (Batayang
1. Pagdama sa kahalagahan ng ibang kasapi ng pamilya Aklat). 1997.
damdamin ng iba wastong pakikitungo at kapwa sa lahat ng pp. 124-129.*
(Empathy) sa ibang kasapi ng pagkakataon. 2. Wastong
pamilya at kapwa tulad Paguugali sa
ng pagkilos at Makabagong
pagsasalita ng may Panahon 1
paggalang at (Batayang
pagsasabi ng Aklat). 1997.
katotohanan para sa
kabutihan ng 3. pp. 103-110.*
Mabuting Asal
nakararami at Wastong
Pag-uugali 1
8. Nakapagpapakita ng pagmamahal at (Batayang
paggalang sa mga magulang EsP1P- Aklat). 2000.
IIa-b – 1 pp. 109-113.*

4. BALS Video.
I’m Proud to be
a Filipino.
Respect for
elders.
9. Nakatutukoy ng mga wastong paraan ng 1. Pilipino sa
EsP1P-
pakikitungo sa mga kasambahay Ugali at Asal 1
IIb – 2
(Patnubay ng
BATAYANG
PAGPAPAHALAGA
Guro). 1997.
pp. 125-133.*
2. Pilipino sa
Ugali at Asal
1
(Batayang
Aklat). 1997.
pp. 142-160.*
EsP1P-
10. Nakapagpapakita ng pagmamahal sa
IIc-d –
pamilya at kapwa sa lahat ng pagkakataon
3
lalo na sa oras ng pangangailangan

1. GMRC 1
2. Pagkamagalang Naisasabuhay ang (Patnubay ng
(Respect) pagiging magalang sa Guro). 1996.
kilos at pananalita pp. 74-83.*
2. Liwanag 1
(Patnubay ng
Guro). 2000.
pp. 100-110.*
3. Pilipino sa
Ugali at Asal
11. Nakapagpapakita ng paggalang sa 1 (Patnubay
pamilya at sa kapwa sa pamamagitan ng Guro).
ng: 1997. pp. 81-
11.1. pagmamano/paghalik sa 4. 95.* Pilipino
nakatatanda sa
11.2. bilang pagbati Ugali at Asal
11.3. pakikinig habang may nagsasalita 1
11.4. pagsagot ng “po" at “opo” (Batayang
11.5. paggamit ng salitang “pakiusap” EsP1P- Aklat). 1997.
at 11.6. “salamat” IIe-f– 4 pp. 105-111.*
5. Wastong
Paguugali sa
Makabagong
Panahon 1
(Batayang
Aklat). 1997.
pp. 113-116.*
BATAYANG
PAGPAPAHALAGA
6. BALS Video.
I’m Proud to
be a Filipino.
Respect for

Elders.
3. Pagkamatapat Naisasabuhay ang 1. Liwanag 1

(Honesty) pagiging matapat sa lahat (Patnubay ng
ng pagkakataon Guro). 2000.
pp. 71-80,
108-110.*
2. Pilipino sa
Ugali at Asal
1 (Patnubay
ng Guro).
1997. pp. 55-
3. 59.* Pilipino
sa
Ugali at Asal
1
(Batayang
12. Nakapagsasabi ng totoo sa magulang/ 4.
Aklat). 1997.
nakatatanda at iba pang kasapi ng mag- pp. 71-83.*
anak sa lahat ng pagkakataon upang Wastong
maging maayos ang samahan Paguugali sa
12.1. kung saan papunta/ nanggaling Makabagong
12.2. kung kumuha ng hindi kanya Panahon 1
12.3. mga pangyayari sa paaralan na (Batayang
nagbunga ng hindi pagkakaintindihan Aklat). 1997.
12.4. kung gumamit ng computer sa EsP1P- pp. 48-52,
paglalaro imbis na sa pag-aaral IIg-i– 5 6162.*
5. Mabuting
Asal at
Wastong
Pag-uugali
(Batayang
Aklat). 2000.
pp. 65-69.*
BATAYANG
PAGPAPAHALAGA
III. Para Sa Kabutihan ng Lahat, Sumunod Tayo – Ikatlong Markahan

1. Edukasyon sa
1. Pagmamahal sa Naipamamalas ang Naisasabuhay ang Pagpapakatao
Komunidad na pagunawa sa pagiging masunurin at 2. Tagalog.
Kinabibilangan kahalagahan ng magalang sa tahanan, 2013. pp.
pagiging masunurin, nakasusunod sa mga 3749.
1.1. Pagkamasunurin
pagpapanatili ng alituntunin ng paaaralan 2. Liwanag 1
kaayusan, kapayapaan at naisasagawa nang (Patnubay ng
(Obedience)
at kalinisan sa loob ng may pagpapahalaga Guro). 2000.
tahanan at paaralan ang karapatang pp. 58-61,
1.2. Pagkamagalang 118-121, 162-
tinatamasa
(Respect) 165.*
3. GMRC 1
1.3. Pagpapahalaga 13. Nakapagpapakita ng iba’t ibang (Patnubay ng
sa Karapatan paraan ng pagiging masunurin at Guro). 1996.
(Appreciation of magalang tulad ng: pp. 82-86.* 4.
One’s Rights) 13.1. pagsagot kaagad kapag tinatawag Pilipino sa Ugali at
ng kasapi ng pamilya EsP1PPP- Asal 1 (Patnubay
1.4. Kaayusan at 13.2. pagsunod nang maluwag sa dibdib IIIa – 1 ng Guro). 1997.
Kapayapaan kapag inuutusan pp.92-95, 101-
(Peace and 13.3. pagsunod sa tuntuning itinakda ng: 105.*
order) 5. Pilipino sa Ugali
 tahanan
 paaralan at Asal 1
(Batayang
Aklat). 1997.
pp.112-117.*
6. Kagandahang
Asal at
Wastong
Paguugali 1
(Manwal ng
Guro). 1997.
pp. 60-73.*
7. Kagandahang
Asal at

BATAYANG
PAGPAPAHALAGA
Wastong
Paguugali
(Batayang
Aklat) 1. 1998.
pp.170-175.*
8. Mabuting
Asal at
Wastong
Pag-uugali 1
(Batayang
Aklat). 2000.
pp. 81-86,
114-119.*
9. Salamin ng
Kagandahang
Asal at
Wastong
Paguugali 1
(Batayang
Aklat). 1997.
pp. 134-
140.* 10.
Liwanag 2
(Batayang
Aklat). 2000.
pp. 97-100.*
11. Kagandahang
Asal at
Wastong
Paguugali 2
(Batayang
Aklat). 1998.
pp. 7-12, 132-
142.*
12. PILOT
MTBMLE ESP
3. pp.
114122.
BATAYANG PAMANTAYAN
PAMANTAYANG
PANGNILALAMAN CODE
(Content Standard)
14. Nakapagpapakita ng
pagpapahalaga sa mga
EsP1PPP-
karapatang tinatamasa Hal.
IIIb-c– 2
Pagkain ng masusustansyang
pagkain Nakapag-aaral
15. Nakapagpapakita ng mga paraan upang
makamtam at mapanatili ang kaayusan at EsP1PPP
kapayapaan sa tahanan at paaralan tulad -IIId-e –
ng: 3
15.1. pagiging masaya para sa tagumpay
ng ibang kasapi ng pamilya at ng
kamagaral
15.2. pagpaparaya
15.3. pagpapakumbaba

2. Likas-kayang Naisasagawa nang may 1. GMRC 1
Pagunlad (Sustainable kusa ang mga kilos at (Patnubay ng
Development) gawain na nagpapanatili Guro). 1996.
ng kalinisan, kaayusan pp. 13-18.* 2.
2.1. at katahimikan sa loob Pilipino sa Ugali
Pagmamalasakit ng at Asal 1
sa kapaligiran tahanan at paaralan (Patnubay ng
(Care of the 16. Nakatutulong sa pagpapanatili ng Guro). 1997.
environment) kalinisan at kaayusan sa loob ng pp. 6-10.*
tahanan at paaralan para sa 3. Pilipino sa
mabuting kalusugan Hal. EsP1PPP- Ugali at Asal
Pagtulong sa paglilinis ng tahanan IIIf-h – 4 1
Pagtulong sa paglilinis ng paaralan (Batayang
Pag-iwas sa pagkakalat Aklat). 1997.
pp. 9-23.*
4. Edukasyon
sa Wastong
Paguugali at
Kagandahang
Asal 1
(Batayang
Aklat). 1997.
BATAYANG
PAGPAPAHALAGA

pp. 25-32.*
5. Kagandahang
Asal at
Wastong
Paguugali 1
(Batayang
Aklat). 1998.
pp. 17-21.*
6. Salamin ng
Kagandahang
Asal at
Wastong
Paguugali 1
(Batayang
Aklat). 1997.
pp. 21-32.*
7. Mabuting
Asal at
Wastong
Pag-uugali
(Batayang
Aklat). 2000.
pp. 27-31,
3749.*
8. Pilipino sa
Ugali at Asal 2
(Batayang
Aklat). 1997.
pp. 2-13.*
1. FL-EP 1,
Aralin2:
17. Nakagagamit ng mga bagay na patapon EsP1PPP- Nagiimpok Ka
ngunit maaari pang pakinabangan IIIi – 5 Ba? Paano ?.
2. p. 14.
Kagandahang

Asal at
Wastong Pag-
BATAYANG
PAGPAPAHALAGA
uugali 1
(Batayang
Aklat). 1998.
pp. 22-26.*
3. Basic Literacy
Learning
Material.
BALS. 2005.
Patapon Man:
Inaalagaan
din . Aralin 1,
2.
IV. Paggawa nang Mabuti, Kinalulugdan ng Diyos – Ikaapat na Markahan

1. FL-EP,
1. Pagmamahal sa Naipamamalas ang Naipakikita ang Aralin5-
Diyos (Love of pagunawa sa pagmamahal sa Para sa
God) kahalagahan ng magulang at mga Magandang
pagmamahal sa Diyos, nakatatanda, paggalang 2. Bukas 1. p.
paggalang sa sa paniniwala ng kapwa 26.
paniniwala ng iba at at palagiang pagdarasal
2. Pag-asa (Hope) Liwanag 1
pagkakaroon ng pag- (Patnubay ng
asa Guro). 2000.
3. pp. 114-117,
122-125,
140143.*
GMRC 1
(Patnubay ng
18. Nakasusunod sa utos ng magulang at EsP1PD- Guro). 1996.
nakatatanda IVa-c– 1 pp. 30-34.*
4. Pilipino sa
Ugali at Asal 1
(Patnubay ng
Guro). 1997.
pp. 50-54.*
5. Pilipino sa
Ugali at Asal 1
(Batayang
Aklat). 1997.
pp. 63-70, 84-
BATAYANG
PAGPAPAHALAGA
90.*

6. Kagandahang
Asal at
Wastong
Paguugali 1
(Batayang
Aklat). 1998.
pp. 71-75.*
1. Mabuting Asal
at Wastong
19. Nakapagpapakita ng paggalang sa EsP1PD- Pag-uugali 1
paniniwala ng kapwa IVd-e – 2 (Batayang
Aklat). 2000.
pp. 184-189.*
1. GMRC 1
(Patnubay ng
Guro). 1996.
pp. 42-51.*
2. Wastong
Paguugali sa
Makabagong
Panahon 1
(Batayang
Aklat). 1997.
p. 63.*
3. Edukasyon sa
Wastong
Paguugali at
Kagandahang
Asal 1
(Batayang
20. Nakasusunod sa mga gawaing EsP1PD- Aklat). 1997.
panrelihiyon IVf-g– 3 pp. 84-90.*
4. Mabuting Asal
at Wastong
Pag-uugali 1

BATAYANG
PAGPAPAHALAGA
(Batayang
Aklat). 2000.
pp. 98-102.*
5. Salamin ng
Kagandahang
Asal at
Wastong
Paguugali 1
(Batayang
Aklat). 1997.
pp. 78-84.*
6. Liwanag 2
(Batayang
Aklat). 2000. pp.
66-75, 80-
86.*
7. Kagandahang
Asal at
Wastong
Paguugali 2
(Batayang
Aklat). 1998.
pp. 71-75.*
8. Uliran 2
(Batayang
Aklat). 1997.
pp. 97-106.*
9. Pilipino sa
Ugali at Asal 2
(Batayang
Aklat). 1997.
pp. 95-104.*
10. Magandang
Asal 2
(Batayang
Aklat). 2000.
pp. 97-104.*
11. Basic Literacy
Learning
Materials.
BALS. 2005.
Ang Aming
mga Gawain.
Aralin 3.
Mabuting Asal at
Wastong
EsP1PD- Paguugali 1
21. Nakapagdarasal nang mataimtim
IVh-i – 4 (Batayang Aklat).
2000. pp. 190-
194.*

GLOSARI
antas ng kabuhayan pang-ekonomiyang katayuan
dedikasyon pag-uukol, pag-aalay, paghahandog ng oras o panahon, talino o anumang kakayahan para maisakatuparan ang isang
gawain
dignidad pagiging kagalang-galang, may dangal at karangalan bilang isang tao
disaster risk management pangangasiwa ng paghahanda sa kapahamakan sa panahon ng kalamidad
etiko sa paggawa wastong pamantayan sa paggawa
experiential learning karanasan sa pagkatuto
kaisipang/kamalayang
pampamuhunan may kaalaman sa mga gawaing makadaragdag sa kabuhayan gaya ng pangangapital
(entrepreneurial spirit)
kamalayan (awareness) pagkakaroon ng kaalaman sa anumang bagay
kamalayang pansibiko
pagkakaroon ng kaalaman sa mga gawaing may kaugnayan sa pagpapabuti ng pamayanan o bansa
(civic consciousness)
karapatang pantao mga karapatang o bagay na dapat matamasa ng isang mamamayan
kasambahay kasama sa bahay o kapamilya kadalasan
katatagan ng loob
mapanindigan
(fortitude)
likas-kayang pag-unlad
tamang paggamit at pangangasiwa sa mga likas yaman at pag-iingat sa mga ito para sa pangangailangan ng susunod na
(sustainable
henerasyon
development)
magiliw malambing / malapit sa …
makabuluhan mahalaga , may pakinabang
makamtam matamo/ makuha

mapanagutan
(responsibility/ alam na may dapat gawin o kayang magawa nang may komitment
accountability)
mapanuring pag-iisip
may kakayahang magsuri at mapag-aralan muna ang isang bagay bago magpasiya
(critical thinking)
mapagbantay (vigilant) palaging handa, listo, maingat, mapagmatyag, pagiging matapang humarap o magsabi ng anuman para sa ikauunlad o
ikabubuti
GLOSARI
masinop matipid
masusi at matalinong
ginamit ang mga pamanatyan sa wastong pagpapasiya bago magdesisyon
pagpapasiya
mataimtim pormal at malalim na pagninilay
matalino/responsableng
mahusay na mamimili na ginagamit ang mga pamantayan sa pamimili at hindi napaloloko sa anumang bibilhin
mamimili
mulat nagising o natutuhan mula sa …
nilikha ng Diyos nilalang ng panginoon gaya ng kalikasan
pag-iimpok at matalinong edukasyon o kaalaman sa pagsasanib ng pagtitipid habang napamamahalaan ang anumang yaman (likas man o gawa ng tao
pamamahala ng resources at puhunan )
pagiging produktibo pagiging kapakipakinabang – laging may nagagawa na ayon sa pinagkasunduan
Pagkabukas-isipan mabuting pagtanggap ng anumang mungakahi o puna na makatutulong sa anumang gawain para sa ikabubuti nito
pagkabukas-palad tumutulong nang walang alinlangan sa mga nangangailangan anumang panahon kalamidad o ...
pagkakaroon ng disiplina maayos na pagkilos na naayon sa pamantayan ng lipunang ginagalawan
pagkamahabagin pagkamaawain
pagkamahinahon nakapagtitimpi sa lahat ng pagkakataon, hindi agad-agad nagagalit o nabibigla

pagkamasigasig mapagpursigi o sinisikap gawin ang lahat ng makakaya
pagkamatapat ipinakikita ang pagiging totoo at hindi nagsisinungaing ; naniniwla sa katotohanan
tunay na bumubuo sa pagiging isang nilalang bunga ng pakikipagkapwa o pakikisalamuha sa iba na naipakikita sa pagkilos,
pagkatao
pagsasalita at pag-aksyon sa isang sitwasyon
paglinang pagpapaunlad
pagmamahal sa
kapwa/pagdama sa pagpapakita at paggawa ng mabuti sa kapwa at pakikiramay sa kapwa . hal. kung malungkot , kung masaya
damdamin ng iba
pagmamahal sa
pinaniniwalaan at pinaninindigan ang lahat ng bagay batay sa totong pangyayari o nangyayari at may ebidensya
katotohanan
pagpapamalas pagpapakita
GLOSARI
pagpaparaya inuuna ang kapakanan ng iba kaysa sarili
pagtitiwala sa sarili aktibo, magiting na naipadarama ang damdamin, talento o kakayahan nang hindi nangingimi o nahihiya
pakikiangkop sa oras ng
kayang tumugon sa gitna ng mga hamon o problema sa ibat ibang pagkakataon
pangangailangan
pakikibahagi sa
pagtugon sa pangangailangan di lamang ng sariling bansa kundi ng buong daigdig
pandaigdigang pagkakaisa
pakikisalamuha pakikipag-ugnayan , paglahok sa mga gawain ng iba ng may kasanayang makiangkop
pampublikong kagamitan mga gamit para sa lahat na maaaring gamitin nang walang bayad
ang pananakit ng kapwa bata pisikal man o berbal ay isang anyo ng bullying, ang “bullying”, isang anyo ito ng paulit-ulit na
pananakot, pang-aapi
pananakit o pang-aapi sa isang bata o tao
pananalig sa Diyos paniniwala, pagtitiwala sa panginoon sa pamamagitan ng pagsunod sa kanyang mga kautusan para sa ibubuti ng lahat
pangangasiwa pamamahala

pangkat-etniko pangkat o grupo ng mga tao sa ibat ibang pamayanan na bumubuo sa bansa gaya ng mga Tagalog, Manobo, Ifugao
paninindigan sa kabutihan ipinaglalaban kung ano ang tama at mabuti
positibong pagkilala sa magandang pagtingin at pagkakilala sa sarili na maaaring ipagmalaki at ibahagi sa kapwa
sarili
responsableng
tagapangalaga ng may komitment sa pangangasiwa ng kapaligiran para sa likas-tuluyang pag-unlad
kapaligiran
sensitibo nararamdaman ang pangangailangan o kailangang tugunan
talino potensyal o natatanging kaalaman o kasanayan
tinatamasa nakukuha , nagagawa
REFERENCES
Borba, Michelle, Building Moral Intelligence, (USA: Jossey-Bass, 2001)
David, Isaacs, Character Building, A Guide for Parents and Teachers, (Ireland: Four Courts Press, 2001)
De Torre, Joseph M. Social Morals The Church Speaks on Society. 2nd ed. (Manila: Southeast Asean Science Foundation, 1987).
Department of Education, Culture and Sports, “Values Education Program Framework, The Seven Core and Corresponding Related Values,” in Values Education for the
Filipino: 1997 Revised Version of the DECS Values Education Program, (Pasig City: Department of Education, 1997)
Esteban, Esther, Education in Values: What, Why and for Whom, (Manila: Sinag-tala Publishers, Inc., 1989)
Landa, Jocano F., Notion of Value Filipino Culture, (Q.C.: Punlad Research House, 1992)
Landa, Jocano F., Teaching Beyond Content, (Q.C.: Great Books Trading, Inc., 1982)
Lickona, Thomas, Stages of Moral Reasoning Raising Good Children, (New York: Bantam Books, 1994)
Maritain, Jacques. The Person and the Common Good. (UK: University of Notre Dame Press, 1966).
Punzalan,Twila, An Evaluation of the Implementation of BEC Values Integration Program, (Manila: Philippine Normal University Center for Continuing Education and
Educational Leadership, 2006).
Ramirez, Veronica, The Six Core Moral Values, (Philippines: University of Asia and the Pacific, 2007).
Shahani, Leticia Ramos, A Values Handbook of the Moral Recovery Program, (Quezon City: Vibal Publishing House, Inc., 2003).
"Thomas Aquinas on the Common Good." Accessed October 2, 2013. http://www.hyoomik.com/aquinas/commongood.html.

Pasig City

K to 12 Gabay Pangkurikulum
FILIPINO
(Baitang 1)
May 2016
BAITANG 1

Nagagamit ang wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling
PAMANTAYAN NG pangnilalaman, magamit ang angkop at wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o
PROGRAMA karanasan nang may lubos na paggalang sa kultura ng nagbibigay at tumatanggap ng mensahe.
PAMANTAYAN NG BAWAT Sa dulo ng Baitang 3, nakakaya ng mga mag-aaral na ipakita ang kasanayan sa pag-unawa at pag-iisip sa
YUGTO mga narinig at nabasang teksto at ipahayag nang mabisa ang mga ibig sabihin at nadarama.
Pagkatapos ng Unang Baitang, inaasahang nauunawaan ng mga mag-aaral ang mga pasalita at di-pasalitang
PAMANTAYAN NG BAWAT paraan ng pagpapahayag at nakatutugon nang naaayon. Nakakamit ang mga kasanayan sa mabuting pagbasa
BILANG at pagsulat upang maipahayag at maiugnay ang sariling ideya, damdamin at karanasan sa mga narinig at
nabasang mga teksto ayon sa kanilang antas o nibel at kaugnay ng kanilang kultura.
IKALAWANG MARKAHAN
Pagsasalita Pagbasa Pagsulat Pagpap
Pakikinig
Kaalama a halaga
(Pag-unawa Kamalayan Pag-unlad Palabigkas Estratehi
LINGG Gramatika n Paguna sa Wika,
sa (Wikang g ng an at Pagsulat at Komposi ya sa
O at
Napakingg Binibigkas) (Kayarian sa Aklat
Ponolohiy Talasalitaa Pagkilala
wa sa
Pagbaybay syon Pagaaral
ng Wika) at Binasa Panitik
an) a n sa Salita
Limbag an
Naipamama Naipamamalas ang Nauunawa Naisasaga Naipamama Naipama Nagkakaro Nauunaw Naipamam
las ang kakayahan at tatas sa an ang wa ang las ang iba’t ma on ng aa n na ala
kakayahan pagsasalita at ugnayan mapanurin ibang las ang papaunlad may s ang iba’t
sa pagpapahayag ng sariling ng simbolo g pagbasa kasanayan kamalaya na iba’t ibang ibang
mapanuring ideya, kaisipan, karanasan at ng mga upang upang n sa mga kasanayan dahilan ng kasanayan
pakikinig at at damdamin tunog mapalawa makilala at bahagi ng sa wasto pagsulat upang
pagunawa k mabasa ang aklat at at maayos mauunawa
sa ang mga sa na an
napakingga talasalitaan pamilyar at ugnayan pagsulat ang iba’t
n di-pamilyar ng ibang
na salita simbolo teksto
at wika
F1F-0a-j-1 F1F-0-j-2 F1F-0a-j-3 F1F-0a-j-4
TATA Nakikinig at Naipapahayag ang Nababasa ang usapan, tula, talata, kuwento nang may Nakasusulat nang may
S nakatutugon ideya/kaisipan/damdamin/r tamang bilis, diin, tono, antala at ekspresyon wastong baybay,
nang eaksy on nang may bantas at mekaniks ng
angkop at wastong tono, diin, bilis, pagsulat
wasto antala at intonasyon
Pagsasalita Pagbasa Pagsulat

Kaalama Pagpapa
Pakikinig Kamalaya Pag- Palabigkas Pagsulat
LING Gramatika n Paguna Estratehiya sa halaga sa
(Pag-unawa sa (Wikang ng unlad ng an at at Kompo
GO Pagaaral Wika, at
Napakinggan) Binibigkas) (Kayarian Ponolohiy Talasalit Pagkilala sa Aklat wa sa Pagbayba si syon
ng Wika) at Binasa Panitikan
a aan sa Salita y
Limbag
F1PN-IIa- 3 F1PS-IIa-2 F1WG-IIa- F1PP-IIa-1 F1PU- F1EP-IIa1.1 F1PL-0a-
1 II j2
a- Napagsusuno
Nasasagot ang Nakapagtata Nasasabi 1.11: d-sunod ang Nagagam
mga tanong no ng Nagagami ang c 1.2; mga it ang
tungkol sa tungkol sa t ang mensaheng 1.2a alpabeto wika
napakinggang isang magalang nais ipabatid Nakasus (unang letra ng bilang
pabula larawan na ng ulat nang salita) tugon
pananalita nabasang may sa sariling
sa angkop pananda tamang panganga
na patalastas laki at ila ngan
1 sitwasyon babala o layo sa at
pagpapaki paalala isa't isa sitwasyon
lala ng ang
sarili mga letra
Nakasus
ulat ng
malalaki
at maliliit
na letra

F1PN-IIb-5 F1KP-IIb- F1PT-IIb- F1AL – F1KM- F1PL-0a-
1 f-6 IIb-1 IIb- j-
Naisasakilos Nasasab 1 3
ang Nabibigk Natutuko i ang Nasisip Naipama
napakinggang as nang y ang nilalama i nang mal as
awit wasto kahulug n ng wasto ang
ang an ng aklat at paggalan
tunog ng salita batay sa malina g sa
bawat batay sa pabalat w ang ideya,
2
letra ng kumpas, salita damdami
alpabeton galaw, mula n
g ekspresy sa at kultura
Filipino on ng huwara ng may
mukha; n akda ng
ugnayang tekstong
salita- napaking
larawan ga n o
nabasa
F1PN-IIc-6 F1PS-IIc-3 F1WG-IIc- F1KP-IIc- F1AL – F1PU-II F1PL-0a-
f2 2 IIc2 a-1.1-c- j-
1.2.; 4
Naiguguhit ang Naiuulat Nagagamit Natutuko 1.2a
naibigang nang nang Nabibilan y ang Nakasus Napahah
bahagi ng pasalita ang wasto ang g ang pamagat, ulat nang ala gahan
napakinggang mga pangngala salita sa may- may ang
kuwento (batay naobserbah n sa isang akda, tamang mga
3 sa tunay na ang pagbibigay pangungu tagaguhit laki at tekstong
buhay) pangyayari ng sap ng aklat layo sa pampaniti
sa paaralan pangalan o isa't isa ka
ng tao, kuwento ang n sa
lugar, mga letra pamama
hayop, gita n ng
bagay at aktibong
pangyayari Nakasus pakikilah
ulat ng ok sa
malalaki usapan
at maliliit at
na letra gawaing
pampanit
i kan
Kaalama
Kamalaya Pag- Palabigkas Pagsulat
Gramatika n Paguna
(Wikang ng unlad ng an at at Kompo
(Kayarian sa Aklat wa sa
Binibigkas) Ponolohiy Talasalit Pagkilala Pagbayba si syon
ng Wika) at Binasa
a aan sa Salita y
Limbag
F1PN-IId- 1.1 F1PS-IId- F1WG-IIc- F1KP-IId- F1PT-IIb- F1PP-IId-3 F1PL -
8.1 f- 3 f-6 0aj-3
Nakasusunod 2 Napagyaya Naipama
sa Nakapagbib Nagagamit Napapanti Natutuko man ang mal as
napakinggang igay ng nang g ang y ang talasalitaan ang
panuto na may maikling wasto ang mga salita kahulug sa paggalan
1 hakbang. panuto na pangngala an ng pamamagit g sa
may 1 – 2 n sa salita an ng ideya,
hakbang pagbibigay batay sa pagbubuo damdami
ng kumpas o ng mga n
4 galaw at kultura
pangalan salita gamit
ng tao, ekspresy ang mga ng may
lugar, on ng pantig akda ng
hayop, mukha; tekstong
bagay at ugnayang napaking
pangyayar salita- ga n o
i larawan nabasa
Pambalan
a/
pantangi

F1PN-IIe-2 F1WG-IIc-f F1KP-Iie- F1PP-IIe-2 F1PY-IIe- F1EP-IIe-2 F1PL-0a-
- 4 i- j-
Nagagamit ang 2 Nababasa 2.1: f 2.2 Nabibigyangkahu 5
naunang Nagagamit Nabibilan ang mga Nababay lugan ang mga Nauuna
kaalaman o nang g ang salitang bay nang simpleng mapa waa n
karanasan sa wasto ang pantig sa batayan wasto ang
pag-unawa ng pangngala isang ang mga kahalaga
napakinggang n sa salita salitang ha n ng
5 alamat pagbibigay may nilalama
ng tatlo o n ng
pangalan apat na napaking
ng tao, pantig ga ng
lugar, natutuha teksto
hayop, n sa
bagay at aralin
pangyayar
i
F1PN-IIf-8 F1PS-IIf-6.1 F1WG-IIc- F1KP-IIf- F1PT-IIb- F1PY-IIf- F1PL-0a-
f- 5 f-6 2.2 j-
Napagsusunods Naisasalay 2 Nababay 6
unod ang mga say muli Nagagamit Nakikilala Natutuko bay nang Naipakikit
pangyayari sa ang nang ang mga y ang wasto a ang
napakinggang napakingga wasto ang tunog na kahulug ang mga hilig sa
kuwento sa ng teksto pangngala bumubuo an ng salitang pagbasa
tulong ng mga sa tulong n sa sa salita natutuha
larawan ng pagbibigay pantig ng batay sa n sa
6
larawan ng mga salita kumpas o aralin
pangalan galaw
ng tao, ekspresy
lugar, on ng
hayop, mukha;
bagay ugnayang
at salita-
pangyayari larawan

F1WG-IIc-
f-
2.1
Natutukoy
ang
kailanan
ng
pangngala
n
F1PN-IIg-9 F1PS-IIg-7
F1WG-IIg- F1PP-IIg- F1AL- F1KM- F1PL-0a-
h- 4.1 IIg- IIg- j-
Nahuhulaan ang Nakapagsas 3 4 2 7
7 susunod na alay say ng Nagagami Nababasa Nasusun Naisus Naibabah
orihinal t ang mga ang mga dan ulat agi ang
salita ang nang
may

Pakikinig
Kaalama Pagpapa
(Pag-unawa Gramatik Pag- Palabigka Pagsulat
LING Kamalayan n Paguna Estratehiya sa halaga sa
sa (Wikang a unlad ng san at at Komposi
GO g sa Aklat wa sa Pagaaral Wika, at
Napakingga Binibigkas) (Kayarian Talasalita Pagkilala Pagbayba syon
Ponolohiya at Binasa Panitikan
n) ng Wika) an sa Salita y
Limbag
mangyayari na kuwento salitang gamit ang pagkaka wastong karanasa
sa na kaugnay pamalit palatandaa sul at ng baybay at n sa
napakingga ng sa ng teksto bantas pagbasa
ng kuwento napakinggan ngalan konpigurasy ayon sa ang upang
g kuwento ng tao on larawan estilo mga makahika
(ako, salitang ya t ng
ikaw, ididikta pagma
siya)
ng guro mahal sa
pagbasa
F1PN-IIh- F1PS-IIh-9
F1WG- F1AL- F1KM- F1EP-IIe-2 F1PL-0a-j-
10 IIg-i- IIh- IIb- 7
Nasasabi 3 3 1 Nabibigyangkahul Naibabah
Naibibigay ang Nagaga Natutuko Nasisipi ugan ang mga agi ang
ang paksa mensahe ng mit ang y ang ang mga simpleng mapa karanasa
ng talatang isang babala mga salita/pa salita n sa
napakingg salitang ng mula sa pagbasa
8
an pamalit ungusap huwaran upang
sa sa isang makahika
ngalan talata ya t ng
ng tao pagma
(ako, mahal sa
ikaw, pagbasa
siya)
F1PN-IIi-11 F1 PS-IIi-1 FIWG- F1KP-IIi-6 F1PP-IIi-5 F1PY-IIf- F1PL-0a-j-
Nailalarawa Naipapahay IIg-i- Napapalitan Nakapag- 2 7
n ang ag ang 3 at uuriuri ng Nababay Naibabah
damdamin sariling Nagaga nadadagda mga salita bay nang agi ang
ng isang ideya/damd mit ang gan ang ayon sa wasto karanasa
tauhan sa ami n o mga mga tunog ipinahihiwa ang mga n sa
kuwentong reaksyon salitang upang tig ng salitang pagbasa
9 napakingga tungkol sa pamalit makabuo kaisipang may tatlo upang
n napakingga sa ng bagong konseptwal o apat na makahika
ng sa ngalan salita pantig ya t ng
kuwento ng tao natutunan pagma
(tayo, sa mahal sa
kayo, aralin pagbasa
sila)

F1WG-II-
i
2.2
Natutuko
y ang
kasarian
ng
pangngal
an
F1PN-Ii-j-4 F1PS-IIj-5j- F1WG- F1KP-IIi-6 F1AL-IIj- F1KM-Ij- F1PL-0a-j

6.11 IIg-i- 5 3
Naiuugnay Nagagamit 3 Napapalitan Nagagamit
ang ang Nagaga at Natutuko Nakasusu ang wika
sariling magagalang mit ang nadadagda y ang lat nang bilang
karanasan na mga gan ang ugnayan may tugon
sa pananalita salitang mga tunog ng teksto wastong sa sariling
napakingg sa pamalit upang at baybay, pangangail
ang pagpapahay sa makabuo larawan bantas, a ngan at
ag ng ngalan ng bagong sitwasyon
kuwento gamit ng
sariling ng tao salita malaki at
karanasan (tayo, maliit na
10 kayo, letra
*Nagagamit sila) upang
ang maipaha
magagalang
na
pananalita
sa
pagpapahay
ag ng
sariling
karanasan
sa pagpunta
sa Campo.

Pakikinig
Kaalama Pagpapa
(Pag-unawa Gramatik Pag-unlad Palabigkasa Pagsulat
LINGG Kamalayan n Pagunaw Estratehiya sa halaga sa
sa (Wikang a ng n at at Komposi
O g sa Aklat a sa Pagaaral Wika, at
Napakingga Binibigkas) (Kayarian Talasalita Pagkilala sa Pagbayba syon
Ponolohiya at Binasa Panitikan
n) ng Wika) an Salita y
Limbag
yag ang
ideya,
damdamin
o
reaksyon
sa isang
paksa o
isyu
pangu
ngusap
IKATLONG MARKAHAN
Pakikinig
Kaalama Pag- Pagpapaha
LINGG (Pag-unawa Pag-unlad Estratehi
Gramatika Kamalayan Palabigkas n unaw laga sa
O sa (Wikang ng Pagsulat at Komposi ya sa
(Kayarian g an at sa Aklat a sa Wika, at
Napakingga Binibigkas) Talasalitaa Pagbaybay syon Pagaaral
ng Wika) Ponolohiya Pagkilala at Binas Panitikan
n) n
sa Salita Limbag a

Naipamamal Naipamamalas ang Nauunawa Naisasaga Naipamamal Naipama Nagkakaro Nauuna Naipama
as ang kakayahan at an ang wa ang as ma on ng wa an na mal
kakayahan tatas sa pagsasalita ugnayan mapanuring ang iba’t las ang papaunlad may iba’t as ang
sa atpagpapahayag ng sariling ng simbolo pagbasa ibang kamalaya na ibang iba’t ibang
mapanuring ideya, kaisipan, karanasan at tunog upang kasanayan n sa mga kasanayan dahilan kasanaya
pakikinig at at damdamin mapalawak upang bahagi ng sa wasto ng n upang
pagunawa ang makilala at aklat at sa at maayos pagsulat maunawa
sa talasalitaan mabasa ang ugnayan na an ang
napakingga mga ng pagsulat iba’t ibang
n pamilyar at simbolo at teksto
di-pamilyar wika
na salita
F1TA-0a-j-1 F1TA-0a-J-2 F1TA-0a-j-3 F1TA-0a-j-4
Nakikinig at Naipapahayag ang Nababasa ang usapan, tula, talata, kuwento nang may Nakasusulat nang
nakatutugon ideya/kaisipan/damdamin/re tamang bilis, diin, tono, antala at ekspresyon may wastong baybay,
TATAS
nang aksy on nang may wastong bantas at mekaniks ng
angkop at tono, diin, bilis, antala at pagsulat
wasto intonasyon
F1PN-IIIa- F1PS-IIIa-4 F1KP-IIIa- F1AL-IIb- F1TA-0a-j-
1.3 5- 1 2
Naiuulat nang Nasasa Nagagamit
Nakabubuo pasalita ang Nakikilala bi ang ang wika
ng mga mga ang mga nilalama bilang
tanong naobserbahan tunog na n ng tugon
1
matapos g pangyayari bumubuo aklat sa sariling
mapakingga sa loob ng sa batay sa pangangail
n ang silid-aralan pantig ng pamagat an gan at
kuwento mga sitwasyon
salita
Pagsasalita Pagbasa Pagsulat Pagpapah

Pakikinig Estratehi
Gramatika Pag- Kaalaman Pag- Pagsulat a laga sa
LING (Pag-unawa sa (Wikang Kamalayang Komposi ya sa
unlad ng sa Aklat at Wika, at
GO Napakinggan) Binibigkas) (Kayarian ng Ponolohiya Palabigkas unaw at
syon Pagaaral
Wika) an at Talasalita Limbag a sa Pagbayba Panitikan
Pagkilala an Bina y
sa Salita sa
F1PN-IIIb-1.2 F1WG-IIIb-1 F1PT-IIIb- F1PU- F1EP-IIIb- F1-0a-j-3-

2.1 IIIb- 1.2 Naipama
Nakasusunod sa Nagagamit 1.2 Napagsu mal as
napakinggang ang Nababasa Nakasus sunod- ang
panuto na may magalang na ang mga ulat nang sunod paggalan
1- 2 hakbang pananalita sa salita at may ang mga g sa
angkop na babala na tamang salita ideya,
sitwasyon madalas laki at batay sa damdami
2
pagbati makita sa layo sa alpabeto n at
paligid isa't isa (unang kultura ng
ang mga letra ng may akda
salita salita) ng
tekstong
napakingg
an o
nabasa
F1PN-IIIc-14 F1PS-IIIc- F1WG-IIIc-d- F1KP-IIIc-8 F1KM- F1PL-0a-
10.1 4 IIIb-1 j-
Nasasabi ang Nakapagtat Nakapagla Natutukoy Nasisipi 4
sariling ideya an ong larawan ng ang mga nang Napapaha
tungkol sa tungkol sa mga bagay, salitang wasto lag ahan
tekstong napakingga tao, hayop, magkakatug at ang
napakinggan ng kuwento pangyayari, ma malina mga
at lugar w ang tekstong
3
mga pampaniti
*Nakapagla salita sa kan sa
larawan ng huwaran pamama
mga bagay, gita n ng
tao, hayop, aktibong
pangyayari, pagsali sa
at lugar mga
tulad ng gawaing
Talon ng pampaniti
Binaliw. kan
F1PN-IIId-8.2 F1PS-IIId- F1WG-IIIc-d- F1PT-IIId- F1ALIIId-1 F1EP- F1PL-0a-
6.2 4 1.1 Natutukoy IIId3.2;3.3;3 j-
Napagsusunods Naisasalay Nakapaglala ang gawain .4 3
unod ang mga say muli raw an ng Nasasabi ng Natutukoy Naipama
pangyayari ng ang mga bagay, ang mayakda/ta ang mga mal as
kuwentong napakingga tao, mensahe ng gag uhit ng bahagi ng ang
napakinggan ng pangyayari, nais aklat o aklat at paggalan
batay sa teksto at lugar ipabatid ng kuwento ang g sa
pangungusap gamit ang mga babala kahalagah ideya,
4 an ng
mga o paalala damdami
pangungus bawat isa n at
ap Talaan ng kultura ng
Nilalaman may akda
Index ng
May-akda tekstong
Tagaguhit napakingg
an o
nabasa
F1PN-IIIc-15 F1PS-IIIe-9 F1WG-IIIe-g- F1KP-IIIe-7 F1AL-IIIe- F1KM- F1PL-0a-
IIIe-2
5 2 j5
Naisusul
Nakapagtatano Nasasabi Nagagamit Nasasabi Natutukoy Naiipakikit
at nang
n g ng kaugnay ang ang mga ang ang simula a ang
may
5 na mensahe salitang kilos pagkakatula ng pagtangg
wastong
impormasyon ng isang sa paguusap do pangungusa ap sa mga
baybay
para lalong babala tungkol sa pagkakaiba p/talata/ku ideya ng
at
mauunawaan iba’t ibang ng mga
pantig/salita bantas
ang
Pakikinig Pagsasalita Pagbasa Pagsulat
Pagpapah
(Pag-unawa Gramatika Pag-unlad Kaalama Pag- Pagsulat
LING Estratehiya sa a laga sa
sa (Wikang (Kayarian Kamalayang Palabigkas ng n unaw at Komposi
GO Pagaaral Wika, at
Napakinggan Binibigkas) ng Wika) Ponolohiya an at Talasalita sa Aklat a sa Pagbayba syon Panitikan
) Pagkilala an at Binas y
sa Salita Limbag a
ang gawain sa wento salita/pa napaking

napakinggan tahanan, ng gan g
paaralan, ungusa teksto/akd
at p na a
pamayana ididikta
n ng guro
F1PN-IIIf-9 P1PS-IIIf- F1WG-IIIe- F1PT-IIIf- F1KM- F1PL-0a-
5.2 g- 4.1;4.2 IIIe-2 j-
Nahuhulaan Nakasasali 5 Nababasa Nakasu 6
ang susunod sa isang Nagagamit ang mga sul Naipakikit
na usapan ang mga salita gamit at nang a ang hilig
mangyayari tungkol sa salitang ang may sa
sa isang kilos sa palatandaan tamang pagbasa
napakinggan napakinggan paguusap g laki at
6
g kuwento g kuwento tungkol sa konpigurasy layo
iba’t ibang on tunay na sa isa't
gawain sa bagay isa
tahanan, ang
paaralan, mga
at salita
pamayana
n
F1PN-IIIg-3 F1PS-IIIg-1 F1WG-IIIe-g- F1KP-IIIg-9 F1ALIIIg- F1EP-IIIg- F1PL-0a-
5 6 2.1 j-
Nasasagot Naipapahay Nagagamit Nakapagbibi Nasusun Nabibigyangkahul 7
sa mga ag ang ang mga gay ng mga dan ang ugan ang mga Naibabah
tanong sariling salitang salitang pagkakas simpleng talaan agi ang
7 kilos sa
tungkol sa ideya/damd magkakatug ul at ng karanasan
napakinggan a min o paguusap ma teksto sa
g tugma/tula reaksyon tungkol sa ayon sa pagbasa
tungkol sa iba’t ibang anyo upang
sa gawain sa makahika
napakingga tahanan, yat ng
ng paaralan, pagmama
tugma/tula at hal sa
pamayana pagbasa
n
F1PN-IIIh-5 F1WG-IIIh- F1KP-IIIh-j- F1PP-IIIh- F1EP-IIIh- F1PL-0a-

j- 6 1.4 4.1 Nagagamit j-
Naisasakilos 6 Natutukoy nang wasto at 7
ang Nasasabi Napapalita ang ayos ang Naibabah
napakinggan ang n at kahulugan silid-aklatan mga agi ang
g paraan, nadadagda ng salita dapat karanasan
tula o awit panahon gan ang batay sa ikilos o iasal sa
at mga tunog kasingkahu sa silid- aklatan pagbasa
8 lugar ng upang lug upang
pagsasag makabuo an makahika
awa ng ng bagong yat ng
kilos o salita pagmama
gawain sa hal sa
tahanan, pagbasa
paaralan at
pamayana
n
F1PN-IIIi-7- F1PS-IIIi- F1WG-IIIh- F1PT-IIIi-5 F1PU-IIIi- F1PL-0a-
8.2 j- 2.1;2.3 j-
Naibibigay Nakapagbibi 6 Nakapag- Nababay 7
ang paksa ga y ng Nasasabi uuriuri ng bay nang Naibabah
ng maikling ang mga salita wasto agi ang
9 napakinggan panuto paraan, ayon sa ang mga karanasan
g gamit ang panahon ipinahihiw salitang sa
tula lokasyon at atig na may pagbasa
lugar ng kaisipang tatlo o upang
*Nakapagbi pagsasaga apat
biga y ng wa
maikling
panuto
gamit ang
lokasyon sa
pagtungo sa
isang
makasaysay
ang lugar
tulad ng
Estasyon ng
Tren sa
Ragay.
Pakikinig
Gramatika Pag- Kaalama Pag- Pagpapah
LING (Pag-unawa (Kayarian Palabigkas unlad ng n unaw
Pagsulat Estratehiya sa a laga sa
GO sa (Wikang Kamalayang at Komposi
Talasalita sa Aklat Pagaaral Wika, at
Napakinggan Binibigkas) ng Wika) Ponolohiya an at a sa
Pagbayba syon
Pagkilala an at Binas Panitikan
) y
sa Salita Limbag a
ng kilos o konseptwal na pantig makahika
gawain sa batayang yat ng
tahanan, talasalita pagmama
paaralan at an hal sa
pamayana pagbasa
n

F1PN-IIIj-12 F1WG-IIIh- F1KP-IIIh-j- F1PT-IIIj-3 F1PP-IIIj-9 F1KM- F1PL-0a-
j- 6 IIIj j-
Nakapagbibi 6 Napagyaya Nagagami Nakasu 2
gay ng Nasasabi Napapalita man ang t ang mga sul at Nagagami
sariling ang n at talasalitaan natutuhan nang t ang wika
hinuha sa paraan, nadadagda sa g salita sa may bilang
napakingga panahon gan ang pamamagit pagbuo ng waston tugon
ng teksto. at mga tunog an ng mga g sa sariling
lugar ng upang pagbubuo simpleng baybay, pangangai
pagsasaga makabuo ng mga pangungus bantas, lan gan at
wa ng bagong salita gamit ap. gamit sitwasyon
ng kilos o salita ang mga ng
gawain sa pantig malaki
tahanan, at maliit
paaralan at na
pamayana letra
10
n upang
maipah
a yag
ang
ideya,
damda
min o
reaksyo
n sa
isang
paksa o
isyu
salita
pangu
ngusap

IKAAPAT NA MARKAHAN
Pakikinig a laga sa
(Pag-unawa Gramatik Palabigkas Pag-unlad
Kaalama Pag- Estratehi
LINGG Kamalaya Wika,
a an at ng
n unaw
sa (Wikang ng Pagsulat at Kompo ya sa Literasi at
O (Kayarian Pagkilala Talasalitaa
sa Aklat a sa
Napakingg Binibigkas) Ponolohiy Pagbaybay si syon Pagaaral Panitikan
an) ng Wika) sa Salita n at Binas
a
Limbag a
Naipamama Naipamamalas ang Nauunawa Naisasaga Naipamama Naipama Nagkakaro Nauuna Naipamam Napapahala
las ang kakayahan at tatas sa an ang wa ang las ma on ng wa an al gahan ang
kakayahan pagsasalita sa ugnayan mapanurin ang iba’t las ang papaunlad na may as ang wika at
sa pagpapahayag ng sariling ng simbolo g pagbasa ibang kamalaya na iba’t iba’t ibang panitikan sa
mapanuring ideya, kaisipan, karanasan at at ng mga upang kasanayan n sa mga kasanayan ibang kasanayan pamamagit
pakikinig at damdamin tunog mapalawak upang bahagi ng sa wasto dahilan upang an ng
pagunawa ang makilala at aklat at at maayos ng mauunawa pagsali sa
sa talasalitaan mabasa ang kung na pagsulat an usapan at
napakingga mga paano pagsulat ang iba’t talakayan,
n pamilyar at ang ibang paghiram
di-pamilyar ugnayan teksto sa
na salita ng aklatan,
simbolo pagkukuwe
at nt o,
wika pagsulat
ng tula at
kuwento
F1TA-0a-j-1 F1TA-0a-j-2 F1TA- F1TA-0a-j-4
Nakikinig at Naipahahayag ang 0a-j-3 Nakasusulat nang
nakatutugon ideya/kaisipan/damdamin/re Nababasa ang usapan, tula, talata, kuwento nang may may wastong baybay,
TATA nang aksy on nang may wastong tamang bilis, diin, tono, antala at ekspresyon bantas at mekaniks
S angkop at tono, diin, bilis, antala at ng pagsulat
wasto intonasyon

F1PN-IVa- F1PS-IVa-4 F1WG-IVa F1-IVa-b-5 F1PT-IVa-h- F1PU-IVa- F1PL-0a-j-2
16 1.5 1.2
Naiuulat nang Nagagamit Nakikilala Natutukoy Nakasusul Nagagamit
Natutukoy pasalita ang ang ang mga ang at ng mga ang wika
ang mga napanood magalang tunog na kahulugan salita nang bilang
mahahalaga na palabas sa na bumubuo ng salita may tugon
ng detalye telebisyon pananalita sa batay sa tamang sa sariling
kaugnay ng sa angkop pantig ng kasalungat laki at layo pangangail
1 paksang na mga sa isa't isa an gan at
napakinggan sitwasyon salita sitwasyon
pagpapakil
ala ng
ibang
kasapi ng
pamilya
F1-IVb-2 F1PS-IVb-1 F1-IVa-b-5 F1AL- F1KM- F1PL-0a-j-
IVb- IVb-1.1 3
Nagagamit Naipapahayag Nakikilala 7 Nasisipi Naipamam
ang ang sariling ang mga Natutuko nang ala s ang
naunang ideya/damda tunog na y ang wasto paggalang
kaalaman o min o reaksyon bumubuo gamit at sa ideya,
karanasan tungkol sa sa ng maliit malinaw damdamin
sa pag- napakinggang pantig ng at ang at kultura
2
unawa ng tekstong mga malaking pangun ng may
napakinggan pangimpormas salita letra gu sap akda ng
g teksto yon tekstong
napakingg
an
o nabasa
Pagsasalita Pagbasa Pagsulat Pagpapaha

Pakikinig
LINGG Kaalam Pag- Pagsulat Komposi Estratehiya laga sa
O
(Pag-unawa sa (Wikang Gramatik Kamalayang Palabigkas Pag-
sa Pagaaral Wika,
Napakinggan) Binibigkas) a Ponolohiya an at unlad ng an unaw at syon Literasi at
(Kayarian Pagkilala Talasalita sa Aklat a sa Pagbayba Panitikan
ng Wika) sa Salita an at Binas y
Limbag a
F1PN-IVc-8.3 F1PS-IVc- F1WG- F1PP-IVc-e- F1EP- F1PL-0a-j-4
6.3 IVa 1.1 IVc1.3
Napagsusunodsu Naisasalays Nasasabi napag Naipapamal
nod ang mga ay muli ang Nagaga ang susunodsu as ang
pangyayari ng napakingga mit ang mensaheng nod ang pagpapahal
kuwentong ng teksto magalan nais mga salita ag a sa
napakinggan sa g na ipabatid, batay sa tekstong
tulong ng mga pananalit babala o alpabeto pampanitik
pamatnubay na a sa paalala unang an
tanong angkop dalawang sa
3 na letra ng pagpapakit
sitwasyo salita a ng
n tulad sigasig/inte
ng re s sa
pagpa pakikinig
pakilala
ng ibang
kasapi
ng
pamilya
F1PN-IVd-6 F1WG- F1KP-IVd-8 F1PP-IVd- F1PY- F1PL-0a-j-3
IVd-f- 4.1 IVd-
Naiguguhit ang 7 Natutukoy 2.1 Naipamam
naibigang bahagi Nagaga ang mga Nababasa Nababayb ala s ang
ng tulang mit nang salitang ang mga ay nang paggalang
napakinggan wasto magkakatug salita gamit wasto ang sa ideya,
4
ang ma ang mga damdamin
mga palatandaan salitang at kultura
pang- g may tatlo ng may
ukol konpigurasy o apat akda ng
on na pantig tekstong

napakingg
an o
nabasa
F1-IVe-9 F1PS-IVe- F1WG- F1PP-IVc-e- F1KM- F1PL-0a-j-5

3.8.3 IVd-f- 1.1 IVe-2
Nahuhulaan ang Nakasasali 7 Nasasabi Naisusul Naipakikita
susunod na sa isang Nagaga ang at nang ang
mangyayari sa usapan mit nang mensaheng may pagtangga
napakinggang tungkol sa wasto nais wastong p sa mga
kuwento isang ang ipabatid,bab baybay ideya ng
5
pangyayari mga ala o paalala at nabasang
ng pang- bantas akda/teksto
naobserbah ukol ang
an sa loob salita/
ng paaralan pangung
u sap na
ididikta

Pakikinig Gramatik Palabigkas Pag-unlad Kaalam Pag- a laga sa
LINGG (Pag-unawa Pagsulat Estratehiya sa Wika,
a Kamalayan an at ng an unaw
O sa (Wikang at Kompos Pagaaral Literasi
(Kayarian g Pagkilala Talasalitaa sa Aklat a sa
Napakinggan) Binibigkas) ng Wika) Ponolohiya sa Salita n at Bina
Pagbayba i syon at
y Panitikan
Limbag sa

F1PN-IVf-5 F1WG-IVd- F1PP-IVi- F1AL- F1EP-IVf-5 F1PL-0a-j-
f- 2.2 IVf- 6
Naisasakilos 7 8 Nagagamit nang
ang Nagagamit Nababasa Natutuk wasto ang Naipakikita
napakinggang nang ang mga oy ang Talaan ng ang hilig
6
tula o awit wasto ang salitang gamit ng Nilalaman sa
mga pang- nautuhan iba’t pagbasa
ukol sa aralin at ibang
sa ibang bantas
asignatura
F1PN-IVg-1.2 F1PS-IVg- F1KP-IVg-9 F1PL-0a-j-
8.3 7
Nakasusunod Nakapagbib Nakapagbibi
sa iga y ng gay ng mga Naibabah
napakinggang maikling salitang agi ang
panuto ( 1- 2 panuto magkakatug karanasan
hakbang) gamit ang ma sa
7
simpleng pagbasa
mapa upang
makahika
yat ng
pagmama
hal sa
pagbasa
F1PN-IVh-3 F1PS-IVh- F1PT-IVa-h- F1PY-IVh- F1EP-IVh- F1PL-0a-j-
10.2 1.5 2.2 2.2 7
Nasasagot ang Nakapagtat Natutukoy Nababay Nabibigyangkahul
mga tanong an ong ang bay nang ugan ang mga Naibabah
tungkol sa tungkol sa kahulugan wasto simpleng agi ang
8 napakinggang isang ng salita ang mga pictograph karanasan
tekstong napakingga batay sa natutuhan sa
pangimpormas ng kasalungat g salita pagbasa
yon balita mula sa upang
mga makahika
aralin yat ng
pagmama
hal sa
pagbasa
F1PN-IVi-12 F1WG-IVi- F1KP-IVi-6 F1PP-IVi- F1EP-IVi- F1PL-0a-j-

j-8 2.2 4.2 Nagagamit 7
Nakapagbibiga Nakapagpap nang wasto
y ng sariling Nakabubu alit at Nababasa at maayos ang Naibabah
hinuha sa o nang nakapagdar ang mga silidaklatan agi ang
napakinggang wasto at agd ag ng salitang pangangalag a sa karanasan
kuwento payak na mga tunog natutuhan mga kagamitang sa
pangungus upang sa aralin at makikikita sa pagbasa
9
ap na may makabuo ng sa ibang silid-aklatan upang
tamang bagong asignatura makahika
ugnayan salita yat ng
ng simuno pagmama
at panag- hal
uri sa sa
pakikipag- pagbasa
usap
Pakikinig a laga sa
(Pag-unawa Gramatika Palabigka Pag-unlad Kaalam Pag-
LING Pagsulat Estratehiya sa Wika,
sa (Kayarian Kamalayan san at ng an unaw
GO (Wikang at Kompos Pagaaral Literasi at
ng Wika) g Pagkilala Talasalitaa sa Aklat a sa
Napakinggan Binibigkas) Pagbayba i syon Panitikan
) Ponolohiya sa Salita n at Bina
y
Limbag sa

F1PN-IVj-7- F1WG-IVi- F1KP-IVi-6 F1PT-IVj-2 F1KM- F1PL-0a-j-
j-8 IVj-3 2
Naibibigay ang Nakapagpap Napagyaya Nakasus
paksa ng Nakabubu alit at ma n ang ul at Nagagami
napakinggang o nang nakapagdar talasalitaan nang t ang wika
tekstong wasto at agd ag ng sa may bilang
pangimpormas payak na mga tunog pamamagit wastong tugon
yon paliwanag pangungu upang an ng baybay, sa sariling
sap na makabuo ng pagbubuo bantas, pangangai
may bagong ng mga gamit ng lan gan at
tamang salita salita malaki sitwasyon
ugnayan /paghahan at maliit
ng simuno ap ng mga na
10 at panag- salita sa letra
uri isang salita upang
maipaha
ya g ang
ideya,
damdam
in o
reaksyo
n sa
isang
paksa o
isyu
pangung
u sap
LEARNING COMPETENCY LEARNING MATERIALS

Ang Learning Materials ay naka-upload sa CODE *Ang mga Learning Materials na ito ay mahahanap sa mga aklat na
http://lrmds.deped.gov.ph/. ipinadala sa mga paaralan.
IKALAWANG MARKAHAN
Una
Nasasagot ang mga tanong tungkol sa F1PN-IIa- 3 1. Landas sa Wika at Pagbasa 2. 1999. pp. 9-12. (mula sa DANE Publishing
napakinggang pabula House Inc.)*
Nakapagtatanong tungkol sa isang larawan F1PS-IIa-2
Nagagamit ang magalang na pananalita sa F1WG-IIa-1 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 71. ( Sagutin, no. 5)*
angkop na sitwasyon pagpapakilala ng sarili 2. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 4-5*
Nasasabi ang mensaheng nais ipabatid ng F1PP-IIa-1 1. PRODED Filipino. Masundan Mo Kaya? 13-A-B.1997
nabasang pananda patalastas babala o 2. Ang Bagong Batang Pinoy.Filipino 2.2013.p.279
paalala
Nakasusulat nang may tamang laki at F1PU-IIa-1.11: c 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.21,25*
layo sa isa't isa ang mga letra 1.2; 1.2a
Nakasusulat ng malalaki at maliliit na letra
Napagsusunod-sunod ang mga alpabeto F1EP-IIa-1.1
(unang letra ng salita)
Nagagamit ang wika bilang tugon sa sariling F1PL-0a-j-2
pangangailangan at sitwasyon
Ikalawa

Naisasakilos ang napakinggang awit F1PN-IIb-5 1. Filipino 2 Wika at Pagbasa. Ika-2.1992, 1996.pp.173-177*
2. Sibol 3. 2000. pp. 97-100. (mula sa Rex Bookstore)*
Nabibigkas nang wasto ang tunog ng bawat F1KP-IIb-1 1. Landas sa Wika at Pagbasa 1. 1999. p.25. (letter C)*
letra ng alpabetong Filipino 2. Pagdiriwang ng Wikang Filipino 1. 1997. p. 23*
3. Ang Bagong Batang Pinoy Filipino 2. 2013. p. 55 (Basahin Natin)
Natutukoy ang kahulugan ng salita batay sa F1PT-IIb-f-6 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.102,103
kumpas, galaw, ekspresyon ng mukha;
ugnayang salita-larawan
Ikatlo
Ikaapat
Nakasusunod sa napakinggang panuto na F1PN-IId- 1.1 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 37-40*
may 1 hakbang. 2. BALS. Kapaligiran Natin: Alagaan!. 2005

Napapantig ang mga salita F1KP-IId-3 1. Ang Bagong Batang
Pinoy.Filipino 2.2013.p.162 2.
BALS. Ang Aming Mga Gawain.
2005.
kumpas o galaw ekspresyon ng mukha;
Napagyayaman ang talasalitaan sa F1PP-IId-3 1. Landas sa Wika at Pagbasa 1. 1999. pp. 73-74. (Letter D)*
pamamagitan ng pagbubuo ng mga salita
gamit ang mga pantig
Ikalima
Nagagamit ang naunang kaalaman o F1PN-IIe-2 1. Filipino 2.1992, 1996.pp.12-15*
karanasan sa pag-unawa ng napakinggang
alamat
Nababaybay nang wasto ang mga salitang F1PY-IIe-i-2.1: f 2.2 1. Filipino 2 Wika at Pagbasa.1992,1996.pp.57,66*
may tatlo o apat na pantig natutuhan sa
aralin
Ikaanim
Napagsusunod-sunod ang mga pangyayari F1PN-IIf-8 1.Pagdiriwang ng Wikang Filipino 2.2003.pp.182-185*
sa napakinggang kuwento sa tulong ng mga 2. Pagdiriwang ng Wikang Filipino 1.1997.pp.180-184*
larawan
Naisasalaysay muli ang napakinggang F1PS-IIf-6.1 1. Pagdiriwang ng Wikang Filipino 1. 1997. p. 184. (Gawin,letter A)*
teksto sa tulong ng larawan
Nakikilala ang mga tunog na bumubuo sa F1KP-IIf-5 1. Pagdiriwang ng Wikang Filipino 1.1997 pp.99-102,114-115,118,122*
pantig ng mga salita
kumpas o galaw ekspresyon ng mukha;
Nababaybay nang wasto ang mga salitang F1PY-IIf-2.2 1.Filipino 2 Wika at Pagbasa.1992,1996.p.109
natutuhan sa aralin
Ikapito

Nagagamit ang mga salitang pamalit sa F1WG-IIg-h-3 1. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 131-133*
ngalan ng tao (ako, ikaw, siya) 2. PRODED FILIPINO. Ako Ikaw Siya. 3-A
3. PRODED FILIPINO. Ako Ikaw Siya. 3-B
Naisusulat nang may wastong baybay at F1KM-IIg-2 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.122-126*

bantas ang mga salitang ididikta ng guro
Ikawalo
Naibibigay ang paksa ng talatang F1PN-IIh-10 1. Pagdiriwang ng Wikang Filipino 2. 2003. Pp. 186-189*
napakinggan
Nasisipi ang mga salita mula sa huwaran F1KM-IIb-1 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.25,30,181*
Ikasiyam
Nailalarawan ang damdamin ng isang F1PN-IIi-11 1. Filipino 2.1992, 1996.pp.178-180*
tauhan sa kuwentong napakinggan 2. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 180-183*
Naipapahayag ang sariling ideya/damdamin F1PS-IIi-1 1. Filipino 2. 1992, 1996. pp. 230*
o reaksyon tungkol sa napakinggang sa 2. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 182-183*
kuwento
Nagagamit ang mga salitang pamalit sa FIWG-IIg-i-3 1. Pagdiriwang ng Wikang Filipino 1. 1997.
ngalan ng tao (tayo, kayo, sila) pp. 131-133, 137-139* 2. Pagdiriwang ng
Wikang Filipino 2. 2003. pp. 140-144*

Natutukoy ang kasarian ng pangngalan F1WG-II-i 2.2 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 93-98*
Napapalitan at nadadagdagan ang mga F1KP-IIi-6 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.220,221;293,294;414
tunog upang makabuo ng bagong salita
Ikasampu
Naiuugnay ang sariling karanasan sa F1PN-IIj-4 1. Filipino 2. Ika-2.1992, 1996.pp.112-113*
napakinggang kuwento
Nagagamit ang magagalang na pananalita F1PS-IIj-5j-6.11 1. Pagdiriwang ng Wikang Filipino 2. 2003. p.80 (Magsanay, Letter B)*
sa pagpapahayag ng sariling karanasan

Napapalitan at nadadagdagan ang mga F1KP-IIi-6 1. Ang Bagong Batang Pinoy Filipino 2.2013.pp.220,221;293,294;414
tunog upang makabuo ng bagong salita
Natutukoy ang ugnayan ng teksto at larawan F1AL-IIj-5
Nakasusulat nang may wastong baybay, F1KM-Ij-3 1.Pagdiriwang ng Wikang Filipino 2.2003.pp.139,158-159*
bantas, gamit ng malaki at maliit na letra
upang maipaha yag ang ideya, damdamin o
reaksyon sa isang paksa o isyu pangu
ngusap
IKATLONG MARKAHAN
Ikalawa
Nakasusunod sa napakinggang panuto na F1PN-IIIb-1.2 1. Filipino 2 Wika at Pagbasa. Ika-2.1992, 1996.pp.117-118*
may 1- 2 hakbang
Nagagamit ang magalang na pananalita sa F1WG-IIIb-1 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 70-75*
angkop na sitwasyon pagbati
Nababasa ang mga salita at babala na F1PT-IIIb-2.1
madalas makita sa paligid
Nakasusulat nang may tamang laki at layo F1PU-IIIb-1.2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.21,25*
sa isa't isa ang mga salita
Ikatlo
Nasasabi ang sariling ideya tungkol sa F1PN-IIIc-14 1. BALS. Mga Karapatan: Alamin at Pangalagaan. 2005
tekstong napakinggan
Nakapagtatanong tungkol sa napakinggang F1PS-IIIc-10.1
kuwento
Nakapagla larawan ng mga bagay, tao, F1WG-IIIc-d-4 1. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 140-154*
hayop, pangyayari, at lugar 2. PRODED FILIPINO. Ilarawan Mo. 6-A
3. PRODED FILIPINO. Ilarawan Mo. 6-B
4. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 109-112*
Natutukoy ang mga salitang magkakatugma F1KP-IIIc-8

Nasisipi nang wasto at malinaw ang mga F1KM-IIIb-1 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.25,30,181*
salita sa huwaran
Ikaapat

Nakapaglalarawan ng mga bagay, tao, F1WG-IIIc-d-4 1. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 140-154*
pangyayari, at lugar 2. PRODED FILIPINO. Ilarawan Mo. 6-A
3. PRODED FILIPINO. Ilarawan Mo. 6-B
Nasasabi ang mensahe ng nais ipabatid ng F1PT-IIId-1.1 1. Ang Bagong Batang Pinoy.Filipino 2.2013.p.279
mga babala o paalala
Natutukoy ang mga bahagi ng aklat at ang F1EP-IIId-3.2;3.3;3.4 1. PRODED.Filipino.Mga Bahagi ng Aklat.12-A.1997.p.3-8
kahalagahan ng bawat isa Talaan ng
Nilalaman Index May-akda Tagaguhit
Ikalima
Nasasabi ang mensahe ng isang babala F1PS-IIIe-9 1. PRODED FILIPINO. Masundan mo kaya? 13-A. 1997
Nagagamit ang mga salitang kilos sa pag- F1WG-IIIe-g-5 1. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 155-157*
uusap tungkol sa iba’t ibang gawain sa 2. PRODED FILIPINO. Pandiwa. 7-A
tahanan, paaralan, at pamayanan 3. PRODED FILIPINO. Pandiwa. 7-B
4. PRODED FILIPINO. Pandiwa. 7-C
5. Pagdiriwang ng Wikang Filipino. 2003. pp. 117-125*
Nasasabi ang pagkakatulad o pagkakaiba F1KP-IIIe-7 1. Landas sa Wika at Pagbasa 1. 1999. p. 65. (letter B)*
ng mga pantig/salita

Natutukoy ang simula ng F1AL-IIIe-2
pangungusap/talata/kuwento
Naisusulat nang may wastong baybay at F1KM-IIIe-2 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.122-126*
bantas ang salita/pangungusap na ididikta
ng guro
Ikaanim
Nakasusulat nang may tamang laki at layo F1KM-IIIe-2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.21,25*
sa isa't isa ang mga salita
Ikapito
Nasasagot sa mga tanong tungkol sa F1PN-IIIg-3 1. Filipino 2. 1992,1996. pp. 222-226**
napakinggang tugma/tula 2. BALS. Laging Handa sa Panahon ng Sakuna. 2005
3. BALS. Bantayan, Labanan…Sakit ng Kapaligiran. 2005
Naipapahayag ang sariling F1PS-IIIg-1 1. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 176-177*
ideya/damdamin o reaksyon tungkol sa sa 2. BALS. Katapatan… Sandigan ng Katotohanan. 2005. (Aralin 2)
napakinggang tugma/tula
Ikawalo
Nasasabi ang paraan, panahon at lugar ng F1WG-IIIh-j-6 1. PRODED FILIPINO. Mga Pang-Abay. 17-A
pagsasagawa ng kilos o gawain sa tahanan, 2. Pagdiriwang ng Wikang Filipino 2. 2003. Pp. 128-134*
paaralan at pamayanan 3. PRODED FILIPINO. Paano ba ginawa?.19-A.1997
4. PRODED FILIPINO. Mga Pang-Abay 20-B.1997
5. PRODED FILIPINO. Saan Nangyari? 4-A.1997
6. PRODED FILIPINO. Saan Nangyari? 4-B.1997
7. PRODED FILIPINO. Saan Nangyari? 4-C.1997
8. PRODED FILIPINO. Kailan Nangyari? 5-A.1997
9. PRODED FILIPINO. Kailan Nangyari? 5-B.1997
10. PRODED FILIPINO. Kailan Nangyari? 5-C.1997
Natutukoy ang kahulugan ng salita batay sa F1PP-IIIh-1.4 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.62-65*
kasingkahulugan
Ikasiyam
Naibibigay ang paksa ng napakinggang tula F1PN-IIIi-7 1. Filipino 2. 1992, 1996. pp. 222-226*
2. BALS. Pagsibol Mo… Kayamanan Ko. 2005
Nakapagbibigay ng maikling panuto gamit F1PS-IIIi-8.2 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 40*
ang lokasyon
paaralan at pamayanan 3. PRODED FILIPINO. Paano ba ginawa?.19-A.1997

Nababaybay nang wasto ang mga salitang F1PU-IIIi-2.1;2.3 1. Filipino 2 Wika at Pagbasa.1992,1996.p.109*
may tatlo o apat na pantig
batayang talasalitaan
Ikasampu
Nakapagbibigay ng sariling hinuha sa F1PN-IIIj-12 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 190-192*
napakinggang teksto.
paaralan at pamayanan 3. PRODED FILIPINO. Paano ba ginawa?.19-A.1997.
Nakasusulat nang may wastong baybay, F1KM-IIIj 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.139,158-159*
upang maipaha yag ang ideya, damdamin o
reaksyon sa isang paksa o isyu salita
pangu ngusap
IKAAPAT NA MARKAHAN
Una
Natutukoy ang mahahalagang detalye F1PN-IVa-16 1. Landas sa Wika at Pagbasa 1. 1999. pp. 146-148. (mula sa DANE
kaugnay ng paksang napakinggan Publishing House, Inc.)*
Natutukoy ang kahulugan ng salita batay sa F1PT-IVa-h-1.5 1. Landas sa Wika at Pagbasa 2. 1999. p.77.(mula sa Dane Publishing
kasalungat House,Inc. )*
Nakasusulat ng mga salita nang may tamang F1PU-IVa-1.2 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.21,25*
laki at layo sa isa't isa
Ikalawa
Natutukoy ang gamit ng maliit at malaking F1AL-IVb-7 1. Pag-unlad sa Wika 3.1989,1991,1994 & 1996.pp.38-41*
letra
Nasisipi nang wasto at malinaw ang F1KM-IVb-1.1 1. Filipino 2 Wika at Pagbasa.1992,1996.pp.200-201,221*
pangungusap
Ikatlo
Napagsusunod-sunod ang mga pangyayari F1PN-IVc-8.3 1. Landas sa Wika at Pagbasa 1. 1999. p. 178. (mula sa DANE Publishing
ng kuwentong napakinggan sa tulong ng House Inc.)*
mga pamatnubay na tanong
Ikaapat
Naiguguhit ang naibigang bahagi ng tulang F1PN-IVd-6 1. Pagdiriwang ng Wikang Filipino 1. 1997. P. 177*
napakinggan
Nababaybay nang wasto ang mga salitang F1PY-IVd-2.1 1. Filipino 2 Wika at Pagbasa.1992,1996.pp.57,66*
may tatlo o apat na pantig
Ikalima
Naisusulat nang may wastong baybay at F1KM-IVe-2 1. Pag-unlad sa Wika 3.1989,1991,1994,1996.pp.122-126*
bantas ang salita/ pangungusap na ididikta
Ikaanim
Natutukoy ang gamit ng iba’t ibang bantas F1AL-IVf-8 1. Ang Bagong Batang Pinoy.Filipino 2.2013.pp.358-360*
Ikapito
Nakasusunod sa napakinggang panuto ( 1- F1PN-IVg-1.2 1.Pagdiriwang ng Wikang Filipino 2. 2003. pp. 37-40*
2 hakbang) 2.BALS. Patapon Man: Inaalagaan Din. 2005( aralin2)
Nakapagbibigay ng maikling panuto gamit F1PS-IVg-8.3 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 40*
ang simpleng mapa

Ikawalo
Nababaybay nang wasto ang mga F1PY-IVh-2.2 1. Filipino 2 Wika at Pagbasa.1992,1996.pp.57-66*
natutuhang salita mula sa mga aralin
Ikasiyam
Nakapagbibigay ng sariling hinuha sa F1PN-IVi-12 1. Pagdiriwang ng Wikang Filipino 2. 2003. pp. 190-192*
napakinggang kuwento
Nakabubuo nang wasto at payak na F1WG-IVi-j-8 1. Pagdiriwang ng Wikang Filipino 1. 1997. pp. 168-170*
pangungusap na may tamang ugnayan ng 2. BALS. Hagupit ng Init. 2005. (Aralin1)
simuno at panag-uri sa pakikipag-usap
Ikasampu
Nakabubuo nang wasto at payak na F1WG-IVi-j-8 1. Pagdiriwang ng Wikang Filipino 1. 1997. Pp. 168-170*
pangungusap na may tamang ugnayan ng 2. BALS. Hagupit ng Init. 2005. (Aralin1)
simuno at panag-uri
Nakasusulat nang may wastong baybay, F1KM-IVj-3 1. Pagdiriwang ng Wikang Filipino 2.2003.pp.139,158-159*
upang maipahayag ang ideya, damdamin o
reaksyon sa isang paksa o isyu
pangungusap


Pasig City
MUSIC, ARTS, PHYSICAL EDUCATION,

HEALTH
(MAPEH)
Grades 1 to Grade 6
May 2016
GRADE 1
ELEMENTS OF MUSIC
CONTENT PERFORMANCE LEARNING

CONTENT STANDARDS LEARNING COMPETENCY CODE MATERIALS
STANDARDS
FIRST QUARTER
I. RHYTHM demonstrates basic responds appropriately Pilot School
understanding of sound, to the pulse of the 1. identifies the difference MTB-
1. Distinction silence and rhythm sounds heard and between sound and silence MLE
Between Sound performs with accuracy accurately
MU1RH-Ia-1
and Silence the rhythmic Identifies the difference
2. Steady Beats patterns between sound and silence of Pictures of
3. Simple Rhythmic Pacolago river/Sagop lake. Pacolago river
Patterns and Sagop lake
4. Ostinato Pilot School
MTBMLE
Music, Arts,
Physical
2. relates images to sound and
Education and
silence within a rhythmic pattern
Health 2.Illagan,
Amelia M. et.al,
MU1RH-Ib-2
2013 pp.3-8
relates images to sound and
silence within a rhythmic
Picture of
pattern(sewing machine)
sewing
machine

Pilot School
3. performs echo clapping MU1RH-Ib-3
MTBMLE
4. maintains a steady beat when Pilot School
chanting, walking, tapping, MTBMLE
MU1RH-Ic-4
clapping, and playing musical
instruments
5. claps, taps, chants, walks Pilot School
and plays musical instruments MTBMLE
with accurate rhythm in
MU1RH-Ic-5
response to sound o in
groupings of 2s o in groupings
of 3s o in groupings of 4s
6. creates simple ostinato Pilot School
patterns in groupings of 2s, 3s, MTB-
and 4s through body MU1RH-Id-e-6 MLE
movements Music, Arts,
Physical

STANDARDS
I. RHYTHM demonstrates basic responds appropriately Education and
understanding of to the pulse of the Health
1. Distinction sound, silence and sounds heard and 2.Illagan,
Between Sound rhythm performs with accuracy Amelia M.
and Silence the rhythmic patterns et.al,
2. Steady Beats 2013 pp.25-31
3. Simple Rhythmic 7. performs simple ostinato Pilot School
Patterns patterns on other sound MU1RH-If-g-7 MTBMLE
4. Ostinato sources including body parts
MU1RH-Ih-8 Pilot School
MTBMLE
8. plays simple ostinato
Music, Arts,
patterns on classroom
Physical
instruments
Education and
8.1 sticks, drums, triangles,
Health
nails, coconut shells, bamboo,
2.Illagan,
empty boxes, etc.
Amelia M.
et.al,
2013 pp.32-33
SECOND QUARTER
II. MELODY demonstrates basic responds accurately to 1. identifies the pitch of a tone Pilot School
understanding of pitch high and low tones as high or low MTBMLE
1. Pitch and through body
2. Simple Melodic simple melodic movements, singing, Music, Arts,
Patterns patterns and playing other Physical
MU1ME-IIa-1
sources of Education and
sounds Health
2.Illagan,
Amelia M.
et.al,
2013 pp.43-45
2. matches the correct pitch of Pilot School

tones with other sound sources MTBMLE
Music, Arts,
Physical
MU1ME-IIb-2 Education and
Health
2.Illagan,
Amelia M.
et.al,
2013 pp.47-50
3.
sings simple melodic Pilot School
patterns MU1ME-IIb-3 MTBMLE
3.1 ( so –mi, mi –so, mi – redo)
4. matches the melody of a Pilot School
song with the correct pitch MTBMLE
vocally MU1ME-IIc-4
Music, Arts,
Physical

STANDARDS
II. MELODY demonstrates basic responds accurately to 4.1 greeting songs Education and
understanding of pitch high and low tones 4.2 counting songs Health
1. Pitch and through body 4.3 action songs 2.Illagan,
1. Simple Melodic simple melodic patterns movements, singing, Amelia M.
Patterns and playing other et.al,
sources of sounds 2013 pp.52-55
K to 12 Health Curriculum Guide August2016 Page 152 of 280

5. sings in pitch Pilot School
5.1 rote singing MTBMLE
5.2 greeting songs
5.3 counting songs Music, Arts,
5.4 echo singing Physical
MU1ME-IIc-5 Education and
Health
2.Illagan,
Amelia M.
et.al,
2013 pp.52-55
III. FORM demonstrates basic responds with precision 6. identifies with body Pilot School
understanding of the to changes in musical movements the MTBMLE
1. Musical Lines concepts of musical lines 6.1 beginnings
MU1FO-IId-1
2. Beginnings and lines, beginnings and with body movements 6.2 endings
Endings in Music endings in 6.3 repeats of a recorded
3. Repeats in Music music, and repeats in music example
music 7. identifies similar or Pilot School
dissimilar musical lines MTBMLE
with the use of:
7.1 body movements Music, Arts,
7.2 geometric shapes or Physical
objects MU1FO-IIe-2 Education and
Health
2.Illagan,
Amelia M.
et.al,
2013 pp.72-76
8. relates basic concepts Pilot School
of musical forms to MTBMLE
geometric shapes to
indicate understanding MU1FO-IIf-3 Music, Arts,
of: Physical
8.1 same patterns Education and
8.2 different patterns Health
2.Illagan,
Amelia M.
et.al,
2013 pp.72-76
9. chooses the exact geometric MU1FO-IIg-h-4 Pilot School

shapes that correspond to MTBMLE
musical form

STANDARDS
THIRD QUARTER
IV. TIMBRE demonstrates distinguishes accurately 1. identifies the source of Pilot School
understanding of the the different sources of sounds MTBMLE
1. Quality of Sound basic concepts of sounds heard and be 1.1 wind, wave, swaying of the
in Music timbre able to produce a trees, animal sounds, sounds Music, Arts,
2. Distinction variety of timbres produced by machines, Physical
Between transportation, through body Education and
Speaking and movements Health
Singing 2.Illagan,
Amelia M.
wind, wave, swaying of the MU1TB-IIIa-1 et.al,
trees, animal sounds, sounds 2
produced by sewing machine, 013 pp.97-102
transportation,like train and
jeepney through body
movements.
Picture of
transportation
and sewing
machine
2. responds appropriately to MU1TB-IIIa-2 Pilot School
differences in sounds heard MTBMLE
through body movement
3. replicates the sounds heard MU1TB-IIIb-3 Pilot School
from different sources MTBMLE
Music, Arts,
Physical
Education and
replicates the sounds heard Health
from different sources like 2.Illagan,
sounds of falls, rivers & trains. Amelia M. et.al,
2013 pp.103-
106
Pictures of
falls, rivers &
train.
4. uses voice and other MU1TB-IIIb-4 Pilot School

sources of sound to produce a MTBMLE
variety of timbres
V. DYNAMICS demonstrates creatively interprets 5. demonstrates dynamic Pilot School
MU1DY-IIIc-1
understanding of the with body movements changes with movements MTBMLE
1. Volume of Sound basic the dynamic levels to 6. uses the terms loud and soft Pilot School
in Music concepts of dynamics enhance poetry, chants, to identify volume changes MU1DY-IIIc-2
MTBMLE

2.Distinction drama, and 7. relates the concepts of Pilot School
Between musical stories dynamics to the MTBMLE
Loudness and movements of animals
Softness in Music 7.1 elephant walk – loud Music, Arts,
7.2 tiny steps of a mouse Physical
– soft. Education and
Health
Relates the concepts of MU1DY-IIId-3 2.Illagan,
dynamics to the sounds of train Amelia M. et.al,
& spring. 2013 pp.132-
Sounds of train– loud 134
Sound of spring– soft
Pictures of
train and
spring
8. interprets with body Pilot School
movements the dynamics of a MTBMLE
song MU1DY-IIIe-f-4
Music, Arts,
Physical

STANDARDS
V. DYNAMICS demonstrates creatively interprets with 8.1 small movement – soft Education and
understanding of the body movements the 8.2 big movement –loud Health
1.
Volume of Sound basic concepts of dynamic levels to 2.Illagan,
in dynamics enhance poetry, chants, Amelia M. et.al,
Music drama, and musical 2013 pp.132-
stories 134

2.
Distinction 9. applies the concepts of Pilot School
Between dynamic levels to MTBMLE
Loudness and Softness in enhance poetry,
Music chants, drama, and
MU1DY-IIIg-h-
musical stories
5
9.1 small movement
– soft
9.2 big movement –
loud
FOURTH QUARTER
VI. TEMPO demonstrates performs with accuracy 1. mimics animal Pilot School
understanding of the varied tempi through movements MTB-
1. Speed of Sound basic concepts of movements or dance 1.1 horse – fast MLE
In Music tempo steps to enhance 1.2 carabao – slow Music, Arts,
2. Distinction poetry, chants, Physical
Between drama, and musical MU1TP-IVa-1 Education and
Fastness and stories Health
Slowness 2.Illagan,
in Music Amelia M. et.al,
2013 pp.143-
145
2. demonstrates the basic MU1TP-IVa-2 Pilot School
concepts of tempo through MTBMLE
movements
Music, Arts,
Physical
Education and
Health
2.Illagan,
Amelia M. et.al,
2013 pp.137-
140

3. responds to varied Pilot School
tempo with MTBMLE
movements or dance
steps Music, Arts,
3.1 slow movement with Physical
slow music MU1TP-IVb-3 Education and
3.2 fast movement with Health
fast music 2.Illagan,
Amelia M. et.al,
2013 pp.137-
140
4. relates tempo changes Pilot School
MU1TP-IVb-4
to movements MTBMLE
5. uses varied tempo to Pilot School
enhance poetry, chants, drama, MU1TP-IVc-5 MTBMLE
and musical stories
STANDARDS
VII. TEXTURE demonstrates sings songs to involve 6. identify sounds alone, MU1TX-IVd-1 Pilot School
understanding of the oneself and experience sounds together MTBMLE
1.Distinction basic concepts of the concept of texture 7. demonstrates awareness of Pilot School
Between texture texture by using visual images MTBMLE
Thinness and
Thickness in Music Music, Arts,
2. Single Melodic Physical
Line or Education and
Simultaneous demonstrates awareness of MU1TX-IVe-2 Health
Occurrence of Multiple texture by using visual images 2.Illagan,
Melodic Lines of Vise (Gato) & Mill stone. Amelia M. et.al,
2013 pp.154-
159
Pictures of

Vise and Mill
stone
8. distinguishes accurately Pilot School
between single musical line MTBMLE
and multiple musical lines
which occur simultaneously in Music, Arts,
a given song Physical
MU1TX-IVf-3 Education and
Health
2.Illagan,
Amelia M. et.al,
2013 pp.160-
162
9. demonstrates the Pilot School
concept of texture by MTBMLE
singing two-part round
9.1 Are You Sleeping, Music, Arts,
Brother John? MU1TX-IVg-h- Physical
9.2 Row, Row, Row Your 4 Education and
Boat Health
2.Illagan,
Amelia M. et.al,
2013 pp.160-
162
PE GRADE 1
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
FIRST QUARTER /FIRST GRADING PERIOD

The learner . . . The learner . . . The learner . . .
Body Awareness demonstrates performs with 1. describes the different

understanding coordination enjoyable parts of the body and PE1BM-Ia-b-1
(Different body awareness of body parts movements on body their movements
parts in preparation for awareness . through enjoyable
and their participation in physical physical
movements) activities. activities
2. creates shapes by using
PE1BM-Ic-d-2
different body parts
3. shows balance on one,
two, three, four and five PE1BM-Ie-f-3 Misosa IV- M4
body parts
4. exhibits transfer of weight PE1BM-Ig-h-4 Misosa IV- M4
5. recognizes the
importance of
participating in fun and PE1PF-Ia-h-1
enjoyable physical
activities
6. engages in fun and
enjoyable physical
activities with
coordination
Suggested learning activities PE1PF-Ia-h-2

 action songs
 singing games
 simple games
 chasing and fleeing games
 mimetics
SECOND QUARTER/ SECOND GRADING
The learner . . . The learner . . .
Space demonstrates performs movement

Awareness understanding of space skills in a given space
awareness in with coordination. 7. identifies locomotor skills PE1BM-IIa-b-5 Misosa IV- M1
(Moving in preparation for
different directions participation in physical
at spatial levels) activities.

8. demonstrates moving
within a group without
PE1BM-IIc-e-6 Misosa IV- M1
bumping or falling using
locomotors skills
9. executes locomotor skills
while moving in different PE1BM-IIf-h-7
Misosa IV- M1
directions at different
spatial levels
enjoyable physical PE1PF-IIa-h-2
activities with coordination
11. illustrates/demonstrate
acceptable responses to
challenges, successes,
PE1PF-IIa-h-3
and failures during
participation in motor
fitness activities

12. demonstrates acceptable
responses to challenges,
successes, and failures
during participation in
physical
activities
Suggested learning activities PE1PF-IIa-h-4

 action songs
 singing games
 simple games
 mimetics
THIRD QUARTER/ THIRD GRADING

The learner . . . The learner . . . 13.describes the difference
Qualities of between slow and fast,
PE1BM-IIIa-b-8
Effort demonstrates performs movements of heavy and light, free and
understanding of varying qualities of bound movements
(Slow and fast, qualities of effort in effort with coordination.
heavy and light, preparation for 14. demonstrates contrast
free and bound participation in physical between slow and fast
activities. PE1BM-IIIc-d-9 Misosa IV -M1
movements) speeds while using
locomotor skills

15. demonstrates the
difference between heavy PE1BM-IIIe-f-10
and light while moving

16. demonstrates the difference PE1BM-IIIg-h-
between free and bound 11
17. demonstrates the difference
PE1PF-IIIa-h-2
between free and bound
enjoyable physical PE1PF-IIIa-h-6
activities
19. enumerates the
characteristics of a good PE1PF-IIIa-h-7
team player
20. differentiates sharing
PE1PF-IIIa-h-8
from cooperating
21. demonstrates the
characteristics of sharing PE1PF-IIIa-h-9
and cooperating in
physical
activities
Suggested learning activities

 action songs
 singing games
 simple games
 mimetics
FOURTH QUARTER/ FOURTH GRADING

The learner . . . The learner . . . 22. identifies movement PE1BM-IVa-b-
Movement relationships 12
Relationships demonstrates performs movements in 23. demonstrates PE1BM-IVc-e-
understanding of relation to a stationary or relationship of movement 13

(Relationship to a relationships of moving object/person 24. performs jumping over a
moving or movement skills in with coordination. stationary object several
stationary preparation for times in succession, Misosa VI -M1
object/person) participation in physical PE1BM-IVf-h-14
using forward- and- back
activities and side-to-side
movement patterns
enjoyable physical PE1PF-IVa-h-2
activities
26. shows interest in
participating in physical PE1PF-IVa-h-9
activities
27. follows simple
PE1PF-IVa-h-10
instructions and rules
28. enjoys participating in
physical activities
Suggested learning activities

 action songs PE1PF-IVa-h-11
 singing games
 simple games
mimetics

CONTENT CODE LEARNING MATERIALS
STANDARDS STANDARDS COMPETENCY
Grade 1 - NUTRITION – 1ST QUARTER (H1N)

A. Healthful and less The learner… The learner… 1. 2. BLLM PDF 24. Wastong Nutrisyon.
healthful foods Aralin 5.
1. Water and understands the practices Growing with Science and Health 1.
importance of healthful eating 3. Teacher’s Manual. Domanais,
milk vs.
good eating habits daily Lucia, et.al
soft drinks
2. Fruits and
habits and 1997. pp. 17-19.*
4.
vegetables behavior Moving Onward with Science and
vs. sweets, 5. Health 1.
salty and Teacher’s Manual. Dungan-
processed 6. Ramirez,
food Cristeta. 1997. p. 19.*
Science and Health 1. Teacher’s
Manual.
Coronel, Carmelita. 1997. pp. 24-
25.*
Science and Health Today 1.
The learner… Apolinario,
Nenita. 1997. pp. 37.*
1. distinguishes healthful Science for Everyone 1. de Lara,
from less healthful foods H1N-Ia-b-1 Ruth. 1997. pp. 20-21, No.4, 38.*
7. Science and Health Today 2.
Teacher’s Manual. Apolinario,
Nenita A. 1997. No.5 pp. 35-36.*
8. Science and Health For Life 2.
Caralde, Lourdes R. et. al. 1997. p.
31.*
B. Consequences of 2. tells the consequences
eating less healthful food of eating less healthful
H1N-Ic-d-2 Apolinario, Nenita A. 1997. pp. 39-
foods
40.*

C. Good eating habits 1. Growing with Science and Health 1.
1. Eat regular meals. Teacher’s Manual. Domanais, Lucia
2. Eat a healthful C. et. al. 1997. p. 19.*
breakfast daily. 2. Science and Health 1. Santiago,
3. Chew food Ma.
3. Lourdes B. 1997. pp. 20-21.*
thoroughly.
3. practices good Science and Health Today 1.
decisionmaking skill in Teacher’s
food choices Manual. Apolinario, Nenita A. 1997.
H1N-Ie-f-3 pp. 2528.*
Apolinario, Nenita A. 1997. p. 37.*
5. Growing with Science and Health 2.


Domanais, Lucia C. 1997. pp. 33-
C. Good eating The learner… The learner… 34.*
habits 1. Eat regular Science and Health Today 2.
meals. understands the practices Apolinario,
2. Eat a healthful
importance of healthful eating 6. Nenita A. 1997. pp. 40, 59.*
breakfast daily. good eating habits daily Science for Daily Use 2. Teacher’s
habits and 7. Manual.
3. Chew food
behavior Menguito, Perla B. et. al. 1997. pp.
thoroughly.
29-30.*
1. Science and Health 1. Banez,
Resurrection
2. S. et. al. 1997. p. 46.*
Manual.
3. Banez, Resurrection S. et. al. 1998.
pp. 13-
4. 14.*
5. Teacher’s
Manual. Apolinario, Nenita A. 1997.
6. pp. 27-
28.*
Apolinario,
8. Nenita A. 1997. pp. 38-39.*
Science for Everyone 1. Teacher’s
Manual. de Lara, Ruth G. 1997.
4. practices good eating Application p. 39.* Science for
habits that can help one Everyone 1. de Lara, Ruth G.
become healthy H1N-Ig-j-4 1997. p. 42.*
K to 12 Mathematics Curriculum Guide August 2016 Page 167of 280
INTO THE FUTURE: SCIENCE AND
HEALTH
2. Estrella, Sonia V. et. al. 1997. p.
17.* Science Around Us 2. Garcia,
Ligaya B. et.
al. 1997. pp. 27-28.*
9. Science and Health 2. Apostol, Joy

A. et. al. 1997. p. 36.*
10. Science and Health For Life 2.
Carale,
Lourdes R. et. al. 1997. pp. 36-37, 39.*
Apolinario, Nenita A. 1997. pp. 38-
39, 42-43.*
Teacher’s Manual. Balagtas,
Marilyn U. et.
al. 1999. pp. 57-59.*
13. Science and Health 3. Teacher’s
Manual. Jacinto, Emilio. et. al.
1997. pp. 36-38.*
14.


Grade 1 – PERSONAL HEALTH – 2ND QUARTER (H1PH)
A. Health habits and The learner… The learner… 1. Science and Health 1. Banez,
hygiene demonstrates Resurrection.
1. Proper behavior understanding of practices good 2. et. al. 1998. Teacher’s Manual. p.
during the proper ways health habits and 26.* Science and Health Today 1.
mealtime. of taking care of hygiene daily 1. identifies proper 3. Apolinario,
H1PH-IIa-b1
2. Proper hand one’s health behavior during mealtime Nenita. 1997. pp. 38-39.*
washing Science and Health Today 1.
2.1 before and after Teacher’s
eating Manual. Apolinario, Nenita. 1997.
2.2 after using the toilet pp. 2728.*
2.3 when the hands get 1. Science and Health Today 1.
dirty Teacher’s
3. Washing the feet 2. Manual. Apolinario, Nenita. 1997. p.
when dirty, 20.*
before going to 2. demonstrates proper 3. Science and Health Today 1.
H1PH-IIc-d2
bed, and after hand washing Apolinario,
wading in flood Nenita. 1997. pp. 23-24.*
waters Science and Health Today 2.
4. Taking a bath Apolinario,
every day Nenita. 1997. p. 32.*
5. Wiping hands 1. Science and Health Today 1.
and face with a Teacher’s
clean Manual. Apolinario, Nenita. 1997.
handkerchief 3. realizes the importance 2. pp. 20-
H1PH-IIe-3
6. Covering cough of washing hands 21.*
and sneeze with 3. Science and Health Today 1.
clean Apolinario,
handkerchief or Nenita. 1997. pp. 23-25.*

tissue paper Science for Daily Use 1. Menguito,
when coughing Perla.
or sneezing et. al. 1997. p. 49.*
7. Coughing or
sneezing into the
crook of the
elbow rather
than the hand 1. Growing with Science and Health 1.
8. Wearing clean Teacher’s Manual. Domanais, Lucia.
et. al.
2. 1997. pp. 27-29, 33-35.*
INTO THE FUTURE: Science and
3. Health 1.
Estrella, Sonia. et. al. 1997. pp. 18-
4. practices habits of 4. 30.* Moving Onward with Science
and Health 1.
keeping the body clean H1PH-IIf-i-4
Dungan-Ramirez, Cristeta. 1997.
& healthy
pp. 22-
28.*
Moving Onward with Science and
Health
1.Teacher’s Manual. Dungan-
Ramirez,
Cristeta. et. al. 1997. pp. 8-14, 25.*

clothes appropriate to The learner… The learner… 5. OUR WORLD of SCIENCE and
the activity demonstrates HEALTH 1. Santiago, Erlinda.
9. Having enough understanding practices good 1997. pp. 20-22, 25-26, 35-36.*
rest and sleep of the proper health habits and

10. Maintaining ways of taking hygiene daily 6. Science and Health 1. Teacher’s
good posture care of one’s Manual. Banez, Resurrection. et.
11. Engaging in health al. 1998. pp. 25-
physical activity 29.*
7. Science and Health 1. Banez,
Resurrection. et. al. 1998. pp. 16-
20.*
Apolinario, Nenita. 1997. pp. 23-
31, 53-56.*
Nenita. 1997. pp. 21, 23, 37-38.*
10. Science for Daily Use 1. Menguito,
Perla. et. al. 1997. pp. 49-50.*
11. Science for Everyone 1. de Lara,
Ruth.
1997. pp. 14-16 ,22-26, 31, 41, 44-45.*
12. Science for Everyone 1. Teacher’s
Manual.
de Lara, Ruth. 1997. No.1 p. 22, No.3 p.
23, Evaluation p. 39.*
13. Science and Health 2. Apostol,
Joy. 1997.
p. 39.*
14. Exploring Science 3. Alsim-
Madriaga, Lucita. 2000. pp. 30-
32.*
15. Growing with Science and Health
3.
Teacher’s Manual. Balagtas, Marilyn. et.
al. 1999. p. 57.*

1. Infed modules pdf (Street Children)
PDF. Pag aayos ng katawan.
2. Infed modules pdf (Street Children)
PDF. Bata Bata Maglaro Tayo.
5. realizes the 3. Infed modules pdf (various sectors
importance of practicing H1PH-IIj-5 and other groups). Ang galing ng
good health habits dating.
4. Growing with Science and Health
1.
Teacher’s Manual. Domanais, Lucia. et.
al. 1997. pp. 27-29, 33-35.*


A. Health habits and The learner… The learner… 5. Moving Onward with Science
hygiene demonstrates and Health 1.
1. Proper understanding of practices good Dungan-Ramirez, Cristeta. 1997. pp. 24-
behaviour during the proper ways health habits and 28.*
mealtime. 2. of taking care of hygiene daily 6. OUR WORLD of SCIENCE and
Proper hand washing one’s health HEALTH 1. Santiago, Erlinda. 1997.
2.1 before and after pp. 23, 37.* 7. Science and Health 1.
eating Teacher’s Manual. Banez,
2.2 after using the toilet Resurrection. et. al. 1998. pp. 16-
2.3 when the hands get
17, 25-29.*
dirty
3. Washing the
Apolinario, Nenita. 1997. p. 29.*
feet when dirty,
before going to
bed, and after Manual.
wading in flood de Lara, Ruth. 1997. pp.14-16, No.4&5
waters pp.24,37-38.*
4. Taking a bath 10. Science for Everyone 1. de Lara,
every day Ruth.
5. Wiping hands 1997. pp.14-16,22-23,25,29,41-42,45*
and face with a 11. Science and Health 2. Apostol, Joy.
clean 1997. pp.38-39*
handkerchief 12. Science and Health Today 2.
6. Covering cough Apolinario, Nenita. 1997.
and sneeze with Application pp.33-34, No.6 pp.36,
clean 41-42*
handkerchief or 13. Exploring Science 3. Madriaga,
tissue paper when Lucita, 2000 pp. 30-32,35*
coughing or sneezing
7. Coughing or
sneezing into the Teacher’s Manual. Balagtas, Marilyn, et.
crook of the al.
elbow rather than the SEMP/TEEP. 1999. pp.52-54*
hand

8. Wearing clean 15. Science and Health for Better Life
clothes 3.
appropriate to the Teacher’s Manual.PRODED.
activity IMDC/DepED.
9. Having enough Abracia,Norma M. et.al. 1985,1989.
rest and sleep pp.813
10. Maintaining 16. Science for Everyone 3. Teacher’s
good posture Manual.
de Lara, Ruth . 1997. pp.36-38*

11. Engaging in
physical
activity
Grade 1 – FAMILY HEALTH – 3RD QUARTER (H1FH)

A. Characteristics of The learner… The learner… The learner… 1. Growing with Science and Health 1.
a healthful home Teacher’s Manual. Domanais,
environment 1. understands the consistently 1. describes the Lucia, et.al.
Clean water importance of demonstrates characteristics of a 2. 1997. pp.164-165*
2. Clean indoor air keeping the healthful healthful home Science and Health Today 1.
home practices for a environment 3. Apolinario,
environment healthful home Nenita. 1997. pp.40-42*
4.
healthful. environment. Exploring Science 3. Alsim-
5. Madriaga,Lucita.
2000. pp.37*
H1FH-IIIa-1
Science around us 3. Garcia,Ligaya,
et.al.
1997. pp.39*
Science and Health for Better Life 3.
Teacher’s Manual.PRODED.
IMDC/DepED.
Abracia,Norma M. et.al. 1985,1989.
pp.13-
15
2. discusses the 1. BLLM PDF 24 , Ang Tubig ay
effect of clean water on Mahalaga.
one’s health 2. Aralin 1,2, Manwal
Science and Health 1. Santiago,
discusses the effect 3. Lourdes.
of clean water from 1997. pp.28*
4. Science and Health 1. Teacher’s
Malinao spring and H1FH-IIIb-2
Patalunan drinking spring. Manual. Coronel,Carmelita.1997.
5.
pp.90-92* Science for Everyone 1.
6. de Lara, Ruth.
1997. pp.19*
A. Characteristics of a Manual. de Lara, Ruth. 1997. No.4
The learner… pp.19*
The learner… Science and Health Today 2.
Apolinario,
Nenita. 1997. pp. 178*
Nenita. 1997. No.4 pp.
134-135*
3. discusses how to 1. Exploring Science 3. Alsim-

keep water at home clean Madriaga,Lucit.
2. 2000. pp.184*
H1FH-IIIc-3 Science and Health For Better Life
5.
PRODED. IMDC/DepED.
Abracia,Norma M.
et.al. 1987. pp. 125-126

healthful 4. practices water 1. Science and Health 1. Teacher’s
home understands the consistently conservation Manual.
environment importance of demonstrates 2. Santiago,Ma.Lourdes. 1997. pp.99*
1. Clean water keeping the healthful H1FH-IIIde4 Science and Health 1. Santiago,
2. Clean indoor air home practices for a 3. Ma.Lourdes. 1997. pp.165-166*
environment healthful home Science for Everyone 1. Teacher’s
healthful. environment. 4. Manual.
de Lara, Ruth. 1997. No.6 pp.131*

5. Exploring Science 3. Alsim-
Madriga, Lucita.
2000. pp.179-182*
7. Marilyn, et. al.
SEMP/TEEP. 1999. pp.171-173*
Science Around Us 3.
Garcia,Ligaya, et.al.
1997. pp.173-175*
Manual. Jacinto, Emilio, et al. 1997.
pp.166-167*
5. explains the effect 1. Moving Onward with Science and
of indoor air on one’s Health 1. Cristeta Dungan-Ramirez.
health 2. 1997. pp.33* Science for Everyone
1. de Lara, Ruth.
3. 1997. pp.18*
H1FH-IIIfg5 4. Manual. de Lara, Ruth. 1997. No.5
pp.20*
5.
Apolinario,
Nenita. 1997. pp. 180*
Nenita. 1997. No.5&6 pp. 135*

6. identifies sources of 1. Science for Everyone 1. de Lara,
The learner… indoor air pollution Ruth.
The learner… 2. 1997. pp.166*
3. Manual. de Lara, Ruth. 1997. No.7
H1FH-IIIfg6 pp.132*
Apolinario,
Nenita. 1997. pp. 185-186*
Science for Daily Use 2. Menguito,
Perla, et.al. 1997. pp.174-175*
7. practices ways to 1. Science and Health 1. Teacher’s
keep indoor air clean Manual.
2. Santiago, Ma.Lourdes,
H1FH-IIIfg7
1997.pp.101-102*
Science for Daily Use 2. Menguito,
Perla,

et.al . 1997. pp.176-177*
B. Ways to keep the understands the consistently 8. explains the effect 1. PILOT School MTB_MLE Health TG
healthful home importance of demonstrates of a home environment to Q1-Q4
environment keeping the home healthful the health of the people 2. Grade 3 . Q1 W9&10 pp.22-25
environment practices for a living in it Science for Everyone 1. Teacher’s
healthful. healthful home 3. Manual. de Lara, Ruth. 1997.
environment. pp.130-132*
INTO THE FUTURE: SCIENCE AND
HEALTH
2. Estrella, Sonia, et al. 1997
H1FH-IIIhi8 pp.152-153*
4. Science Around Us 2. Garcia,

Ligaya, et. al. 1997. pp.164-165*

Marilyn, et. al. SEMP/TEEP. 1999.
pp. 60-61.*
1. Pilot School MTB_MLE Health TG
Q1-Q4 Grade 3 Q1 W9&10 pp. 22-
2. 25.
BLLM PDF 24, Ang Aming mga
3. Gawain, Aralin 1, Manwal.
Moving Onward with Science and
Health 1.
4.
Dungan-Ramirez, Cristeta. 1997. pp.
190-
9. describes ways on 194.*
how family members can Moving Onward with Science and
share household chores Health 1.
in keeping a healthful Teacher’s Manual. Dungan-
home environment Ramirez,
H1FH-IIIhi9 Cristeta. 1997. pp. 85-87.*
5. Science for Everyone 1. de Lara,
Ruth. 1997. pp. 164-166.*
1. Pilot School MTB_MLE Health TG
Q1-Q4 Grade 3 Q1 W9&10 pp. 22-
2. 25.
Science and Health 1. Banez,
10. demonstrates how 3. Resurrection.
to keep the home
H1FH-IIIj10 et. al. 1998. pp. 178-180.*
environment healthful 4. Science Around Us 2. Garcia,
Ligaya. et. al.
1997. pp. 166-167.*
Exploring Science 3. Alsim-
Madriaga,

Lucita. 2000. pp. 38-41.*

Grade 1 – INJURY PREVENTION, SAFETY AND FIRST AID – 4th QUARTER (H1IS)
A. Knowing personal The learner… The learner… The learner…
information demonstrates
and ways to ask for help understanding of appropriately 1. identifies situations
safe and demonstrates when it is appropriate to
responsible safety behaviors ask for H1IS-IVa-1
behavior to in daily activities assistance from strangers
lessen risk and to
prevent injuries prevent injuries 2. gives personal
in day-today information, such as
living name and address to H1IS-IVb-2
appropriate persons
3. identifies appropriate
persons to ask for
H1IS-IVc-3
assistance

4. demonstrates ways to
H1IS-IVc-4
ask for help
B. Preventing 5. follows rules at home

childhood and in school. H1IS-IVd-5
Injuries
1. Safety rules at 6. follows rules during
home fire and other disaster H1IS-IVe-6
2. Safety rules in The learner… drills
school, demonstrates The learner…
understanding of 7. observes safety rules
including fire
safe and appropriately with stray or strange H1IS-IVf-7
and other
responsible demonstrates animals
disaster drills
3. Safety with behavior to safety behaviors 8. describes what may Science Around Us 3. Garcia, Ligaya. et.
lessen risk and in daily activities happen if safety rules are H1IS-IVg-8 al.
animals
prevent injuries to not followed 1997. pp. 71-73.*
in day-today prevent injuries
C. Ways by which living 9. describes ways people
people are intentionally can be intentionally
H1IS-IVh-9
helpful or harmful helpful or harmful to one
1. Good touch and another


MATHEMATICS
Grade 1
August 2016

K toK12
to BASIC
12 BASIC
EDUCATION
EDUCATION
CURRICULUM
CURRICULUM
Figure 1.The Conceptual Framework of Mathematics Education CONCEPTUAL FRAMEWORK

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 include traditions and practices, as well as the
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 in 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 of and derive
meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect
them to new
ideas.
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 Learning 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.
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 include 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, 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 modelling and
proofs.
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It 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 about 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 the Philippines.
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.
KEY STAGE STANDARDS:

K–3 4–6 7 – 10

At the end of Grade 6, the learner demonstrates At the end of grade 10, the learner demonstrates
understanding and appreciation of key concepts understanding and appreciation of key concepts
At the end of Grade 3, the learner demonstrates
and skills involving numbers and number sense and skills involving numbers and number sense
understanding and appreciation of key concepts
(whole numbers, number theory, fractions, (sets and real numbers); measurement
and skills involving numbers and number sense
decimals, ratio and proportion, percent, and (conversion of units); patterns and algebra (linear
(whole numbers up to 10,000 and the four
integers);measurement (time, speed, perimeter, equations and inequalities in one and two
fundamental operations including money, ordinal
circumference and area of plane figures, volume variables, linear functions, systems of linear
numbers up to 100th, basic concepts of fractions);
and surface area of solid/space figures, equations, and inequalities in two variables,
measurement (time, length, mass, capacity, area
temperature and meter reading); geometry exponents and radicals, quadratic equations,
of square and rectangle); geometry (2-dimensional
(parallel and perpendicular lines, angles, triangles, inequalities, functions, polynomials, and
and 3-dimensional objects, lines, symmetry, and
quadrilaterals, polygons, circles, and solid figures); polynomial equations and functions); geometry
tessellation); patterns and algebra (continuous and
patterns and algebra (continuous and repeating (polygons, axiomatic structure of geometry,
repeating patterns and number sentences);
patterns, number sentences, sequences, and triangle congruence, inequality and similarity, and
statistics and probability (data collection and
simple equations); statistics and probability (bar basic trigonometry);statistics and probability
representation in tables, pictographs and bar
graphs, line graphs and pie graphs, simple (measures of central tendency, variability and
graphs and outcomes)as applied using appropriate
experiment, and experimental probability) as position; combinatorics and probability) as applied
technology - in critical thinking, problem solving,
applied -using appropriate technology - in critical - using appropriate technology - in critical thinking,
reasoning, communicating, making connections,
thinking, problem solving, reasoning, problem solving, communicating, reasoning,
representations, and decisions in real life.
communicating, making connections, making connections, representations, and
representations, and decisions in real life. decisions in real life.
GRADE LEVEL STANDARDS:

GRADE LEVEL GRADE LEVEL STANDARDS
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole
numbers up to 20, basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic
concept of sequence and number pairs); measurement (time, location, non-standard measures of length, mass and capacity); and
K
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.
numbers up to 100, ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and
GRADE 1 1/4);geometry (2- and 3dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences);
measurement (time, non-standard 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.
numbers up to 1 000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit
fractions); geometry (basic shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and
GRADE 2
number sentences);measurement (time, length, mass, and capacity); and statistics and probability (tables, pictographs, and
numbers up to 10 000; ordinal numbers up to 100th; money up to PhP1 000;the four fundamental operations of whole numbers;
proper and improper fractions; and similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations);
GRADE 3 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 critical thinking, problem solving, reasoning, communicating, making connections, representations, and
decisions in real life.
numbers up to 100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and
subtraction of fractions, and basic concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals);
GRADE 4
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.
GRADE 5 The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole
numbers up to
10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion, percent);
geometry (polygons, circles, solid 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,

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
GRADE 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
The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and real number
system); measurement (conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real
numbers as applied in linear equations and inequalities in one variable); geometry (sides and angles of polygons); and statistics and
GRADE 7
probability (data collection and presentation, and measures of central tendency and variability) 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 patterns and algebra (factors of polynomials, rational
algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables);
GRADE 8 geometry (axiomatic structure of geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and
statistics and probability (probability of simple events) 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 patterns and algebra (quadratic equations and inequalities,
quadratic functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and
GRADE 9
basic concepts of trigonometry) 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 patterns and algebra (sequences, series, polynomials,
polynomial equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability
GRADE 10 (combinatorics and probability, and measures of position) 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 min 50 min 50 min 50 min 50 min 50 min
Weekly 4 hours 4 hours 4 hours 4 hours

GRADE 1
CONTENT PERFORMANCE
LEARNING COMPETENCY LEARNING MATH
CONTENT STANDARDS STANDARDS CODE
MATERIALS EQUIPMENT
The learner... The learner... The learner...
Grade 1- FIRST QUARTER
1. BEAM LG Gr.1
Numbers and demonstrates 1. is able to 1.visualizes and represents Module 2- Sets of
Number understanding of recognize, numbers from 0 to 100 Whole Numbers
Sense whole numbers up to represent, and using a variety of materials. 2. Lesson Guide in
100, ordinal numbers order whole visualizes and represents Elem. Math Grade 1
up to 10th,money up numbers up to numbers from 0 to 100 p. 70
100 and money M1NS-Ia- 3. Lesson Guide in
to PhP100 and using a variety of materials
up to PhP100 in 1.1 Elementary
fractions ½ and 1/4. like the 66-YEAR OLD
various forms Mathematics
and contexts. MAHOGANY TREE and
Grade 1. 2012. pp. 70-
the CENTURY-OLD
76, 84-87
2. is able to BINUANG TREE both
recognize, and found in Banga Caves,
represent Ragay, Camarines Sur.
ordinal 1. Lesson Guide in
numbers up to Elem.
10th, in various Math Grade 1. pp. 49,
forms and 54, 73, 84
contexts. 2. Elementary
2.counts the number of
M1NS-Ib- Mathematics
objects in a given set by
2.1 Grade 1. 2003. pp.
ones and tens.
72-
74*
3. Lesson Guide in
Elementary
Mathematics

Grade 1. 2012. p. 100
1. Proded Math. 2A, 2B

&
2C: Putting Sets in
Order
2. Lesson Guide in
3.identifies the number that is Elementary
one more or one less from M1NS-Ib-3 Mathematics
a given number. Grade 1. 2012. pp.
32-
40
3. Elementary
Mathematics
Grade 1. 2003. p. 79*

CONTENT
CONTENT PERFORMANCE
STANDARDS STANDARDS CODE
MATERIALS EQUIPMENT
4.Proded Math. I-A & I-B:
More or Less
4.composes and decomposes Elementary Mathematics
a given number. e.g. 5 is 5 Grade 1. 2003. p. 39*
and 0, 4 and 1, 3 and 2, 2 M1NS-Ic-4
and 3, 1 and 4, 0 and 5.
1. BEAM LG Gr.1 Beads, Ø16mm

Module 2- Reading
5.regroups sets of ones into and Writing of Whole
sets of tens and sets of Numbers
M1NS- Id-5 2. Lesson Guides in
tens into hundreds using
objects. Elem.
Math Grade 1. 2005.
pp. 96-99

1. BEAM LG Gr.1 Cuisenaire
Module 2- Sets of Rods/Number
Whole Numbers Sticks,
2. Lesson Guides in 250 pcs/set
Elem.
Math Grade 1. 2005.
pp.
6.visualizes, represents, and
40-48
compares two sets using
3. Lesson Guides in
the expressions “less
Elem.
than,” “more than,” and “as
Math Grade 1. 2010.
many as.”
pp.
visualizes, represents, and
40-48, 67-70
4. Proded Math. 5A, 5B,
M1NS-Id- 6 and 5C: Comparing
than,” “more than,” and “as Numbers
many as.” by comparing 5. Lesson Guide in
the age of the 66-YEAR Elementary
OLD MAHOGANY TREE Mathematics
and the CENTURY-OLD Grade 1. 2012. pp.
BINUANG TREE both 40-
found in Banga Caves, 48, 67-70
Ragay, Camarines Sur. 6. Elementary
Mathematics
Grade 1. 2003. pp. 9-
11*
7. Proded Math. I-B & I-
C:
Comparing Numbers
7.visualizes, represents, and 1.BEAM LG Gr.1 Module
orders sets from least to M1NS-Ie-7 2- Sets of Whole
Numbers

CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
greatest and vice versa. 2. Lesson Guide in
Elem. Math Grade 1
p. 40
3. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
23-32
4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
23-27, 27-32
5. Proded Math. IA, IB
and IC: Putting Sets
in Order
6. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
23-
32
7. Proded Math. I-A, I-B
&
I-C: Putting Sets In
Order

1. BEAM LG Gr.1
Module 2- Reading
and Writing of
Whole Numbers
2. Lesson Guide in
Elem.
Math Grade 1 pp. 76,
79, 82
3. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
73-76, 76-78, 79-81,
8.visualizes and counts by 2s, M1NS-Ie- 81-
5s and 10s through 100. 8.1 84
4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
76-84
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
76-
84
6. Elementary
Mathematics
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT

Grade 1. 2003. pp.
8081*
1. BEAM LG Gr.1
Module 2- Reading
and Writing of
Whole Numbers
2. Lesson Guide in
Elem.
94 3.Lesson Guides in
Elem.
Math Grade 1. 2005.
9.reads and writes numbers pp.
M1NS-If-
up to 100 in symbols and 60-64, 87-94
9.1
in words. 4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
62-67, 90-96
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
62-
66, 90-96

1. BEAM LG Gr.1 Place Value Pocket
Module 2- Reading Chart
and Writing of
Whole Numbers
2. Lesson Guide in
Elem. Math Grade 1
p. 88
3. Lesson Guides in
Elem.
10.visualizes and gives the Math Grade 1. 2005.
place value and value of a M1NS-Ig- pp.
digit in one- and two-digit 10.1 84-87
numbers. 4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
88-90
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
8890
1. Lesson Guide in
11.renames numbers into tens M1NS- Elem. Math Grade 1
and ones. Ig11 p. 97
2. Lesson Guide in
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT

Elementary
Mathematics
Grade 1. 2012. pp.
97-
98; 101
3.Elementary
Mathematic
Grade 1. 2003. pp.
7576*
1. Lesson Guide in
Elem. Math Grade 1
12.visualizes, represents, and p.67
M1NS-Ih- 2. Elementary
compares numbers up to
12.1 Mathematics
100 using relation symbols.
Grade 1. 2003. pp.
7778*
1. Lesson Guide in
13.visualizes, represents, and Elem. Math Grade 1
orders numbers up to 100 M1NS-Ih- p. 58
in increasing or decreasing 13.1 2. Proded Math. 3A, 3B
order. and 3C: Ordering
Numbers

1. BEAM LG Gr.1
Module 2- Reading
and Writing of Whole
Numbers
2. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
99-101
14.identifies the 1st , 2nd, 3rd, 3. Lesson Guides in
up to 10th object in a given M1NS-Ii- Elem.
set from a given point of 16.1 Math Grade 1. 2010.
reference. pp.
102-104
4. Elementary
Mathematics. 2003. p.
82
5. Lesson Guide in
Elementary
Mathematics
Grade 1. pp. 102-104
15.reads and writes ordinal 1. Lesson Guide in
numbers: 1st, 2nd, 3rd up Elem. Math Grade 1
M1NS-Ii-
to 10th. p. 104
17.1 2. Lesson Guides in
Elem.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT

Math Grade 1. 2005.
pp.
101-103
3. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
104-106
4. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
104-
106
5. Elementary
Mathematics
Grade 1. 2003. p. 83*
1. BEAM LG Gr.1
Module 2- Reading
and Writing of
Whole Numbers
2. Lesson Guide in
Elem. Math Grade 1
16.recognizes and compares
p. 109
coins and bills up to M1NS-Ij- 3. Elementary
PhP100 and their 19.1 Mathematics Grade 1.
notations. 2003. p. 129*
4. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
112116
Grade 1- SECOND QUARTER

1. Lesson Guide in Plastic Chips, 60
Numbers and demonstrates is able to apply Elem. Math Grade 1 pcs/set
Number understanding of addition and p. 123
Sense addition and subtraction of whole 2. Lesson Guides in
subtraction of whole numbers up to 100 Elem.
numbers up to 100 including money in Math Grade 1. 2005.
including money mathematical pp.
problems and real- life 116-120; 120-124
17. illustrates addition as 3. Lesson Guides in
situations. M1NS-
“putting together or Elem.
IIa23
combining or joining sets” Math Grade 1. 2010.
pp.
119-127
4. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
119127
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
5.Elementary
Mathematics
Grade 1. 2003. pp.
3738*

1. BEAM LG Gr.1
Module 4- Addition
2. Lesson Guide in
Elem. Math Grade 1
pp. 135,
137
3. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
18. visualizes and adds two 124-137
one digit numbers with 4. Lesson Guides in
M1NS-IIa-
sums up to 18 using the Elem.
26.1
order and zero properties Math Grade 1. 2010.
of addition. pp.
127-140
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
127-
140
6. Proded Math. II-A:
Add or Subtract?
19. adds two one-digit Lesson Guide in
numbers using Elementary Mathematics
appropriate mental M1NS-IIa- Grade 1.
techniques e.g. adding 28.1a 2012. pp. 147-148
doubles and/or near-
doubles.

1. BEAM LG Gr.1
20. visualizes and adds three Module 4- Addition
2. Lesson Guide in
one-digit numbers using
Elem. Math Grade 1
the grouping property of p. 141
addition. 3. Lesson Guides in
Elem.
. visualizes and adds three Math Grade 1. 2005.
M1NS-IIb-
one-digit numbers using pp.
26.2
the grouping property of 140-143
addition using the present 4. Lesson Guides in
fare in trains from the Elem.
RAGAY PNR STATION Math Grade 1. 2010.
located at Apad, Ragay, pp.
Camarines Sur. 141-143
5. Lesson Guide in
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Elementary
Mathematics
Grade 1. 2012. pp.
141-
147
6.Elementary
Mathematics
Grade 1. 2003. p. 62*

1. BEAM LG Gr.1
Module 4- Addition
2. Lesson Guide in
Elem. Math Grade 1
p. 144
3. Lesson Guides in
Elem.
Math Grade 1. 2005.
21. visualizes and adds two to pp.
M1NS-IIb- 137-140
three one-digit numbers
27.1 4. Lesson Guide in
horizontally and vertically.
Elementary
Mathematics
Grade 1. 2012. pp.
141-
143; 149
5. Elementary
Mathematics
Grade 1. 2003. p. 63*
1. Lesson Guide in
Elementary
Mathematics
22. uses expanded form to Grade 1. 2012. pp.
M1NS-IIc-
explain the meaning of 152-
27.2
addition with regrouping. 156
2. Elementary
Mathematics
Grade 1. 2003. p. 90*

1. BEAM LG Gr.1
Module 4- Addition
2. Lesson Guide in
Elem. Math Grade 1
pp. 149,
152
23. visualizes and adds 3. Lesson Guides in
numbers with sums M1NS-IIc- Elem.
through 99 without or with 27.3 Math Grade 1. 2005.
regrouping. pp.
146-148; 149-152
4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp. 149-152, 152-156
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
149-
155
6. Elementary
Mathematics Grade 1.
2003. p. 91*
7. Proded Math. II-A, II-B
& II-C: Addition of
Whole Numbers
(Without Regrouping)

8. Proded Math. II-A:
Addition of Whole
Numbers (With
Regrouping)
1. Lesson Guide in
Elem. Math Grade 1
p. 147
2. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
24. adds mentally two to three 143-145
one- digit numbers with M1NS-IId- 3. Lesson Guides in
sums up to 18 using 28.1b Elem.
appropriate strategies. Math Grade 1. 2010.
pp.
147-149
4. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012.
pp.147
25. adds mentally two-digit
numbers and one-digit
M1NS-IId-
numbers with regrouping
28.2
using appropriate
strategies.
26. visualizes and solves 1. BEAM LG Gr.1
onestep routine and non- Module 5- Application
routine problems M1NS-IIe- of Addition
involving addition of 29.1 2. Lesson Guide in
whole numbers including Elem. Math Grade 1
money with sums up to p. 169

99 using appropriate 3. Lesson Guides in
problem Elem.
Math Grade 1. 2005.
pp.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
solving strategies. 152-161, 171-177
4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
156-162; 169-175
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
169-
175
6. Proded Math. II-A &
IIC: Add or Subtract?
27. creates situations involving Elementary Mathematics
M1NS-IIe-
addition of whole numbers Grade 1. 2003. p. 138*
30.1
including money .

1. BEAM LG Gr.1 Plastic Chips, 60
Module 6- Subtraction pcs/set
2. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
177-181
3. Lesson Guides in
Elem.
28. illustrates subtraction as
Math Grade 1. 2010.
“taking away” or
M1NS-IIf24 pp.
“comparing” elements of
175-179
sets.
4. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
175-
184
5. Elementary
Mathematics
Grade 1. 2003. p. 44*
1. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
191-197
29. illustrates that addition and 2. Lesson Guides in
subtraction are inverse M1NS-IIf25 Elem.
operations. Math Grade 1. 2010.
pp.
184-189
3. Lesson Guide in
Elementary
Mathematics

CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 1. 2012. pp.177-
189
4.Elementary
Mathematics
Grade 1. 2003. p. 44*
1. BEAM LG Gr.1
Module 6- Subtraction
2. Lesson Guide in
Elem. Math Grade 1
p. 190
3. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
197-201
30. visualizes, represents, and 4. Lesson Guides in
subtracts one-digit Elem.
M1NS-IIg-
numbers with minuends Math Grade 1. 2010.
32.1
through 18
pp.
(basic facts)
190-193
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
190-
193
6. Elementary
Mathematics
Grade 1. 2003. pp.

45-
49; 57-61*
1. BEAM LG Gr.1
2. Lesson Guide in
Elem. Math Grade 1
p. 194
3. Lesson Guides in
Elem.
31. visualizes, represents, and Math Grade 1. 2005.
subtracts one- to two-digit pp.
M1NS-IIg-
numbers with minuends 201-204, 208-212
32.2
up to 99 without 4. Lesson Guides in
regrouping. Elem.
Math Grade 1. 2010.
pp.
194-197, 201-205
5. Lesson Guide in
Elementary
Mathematics
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 1. 2012. pp.
194-
197, 201-205
6.Proded Math. II-A, 16-
A
& 16-B: Subtraction
Without Regrouping
32. uses the expanded form to Elementary Mathematics
M1NS-IIh-
explain subtraction with Grade 1. 2003. pp. 92-
32.3
regrouping. 93*
1. BEAM LG Gr.1
2. Lesson Guide in
Elem. Math Grade 1
p. 197
3. Lesson Guides in
Elem.
Math Grade 1. 2005.
33. visualizes, represents, and pp.
subtracts one- to two-digit M1NS-IIh- 204-208; 213-216
numbers with minuends 32.4 4. Lesson Guides in
up to 99 with regrouping. Elem.
Math Grade 1. 2010.
pp.
197-201; 205-208
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
197-
201; 205-208
6. Proded Math. 17-A &
IIA: Subtraction With
Regrouping
1. BEAM LG Gr.1
2. Lesson Guide in
Elem. Math Grade 1
p. 209
34. subtracts mentally one- 3. Lesson Guides in
digit numbers from two- Elem.
M1NS-IIi-
digit minuends without Math Grade 1. 2005.
33.1
regrouping using pp.
appropriate strategies. 216-220
4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp. 209-213
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
5.Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
209213

1. BEAM LG Gr.1
Module 7- Application
of
Subtraction
2. Lesson Guide in
Elem. Math Grade 1
p. 235
solves routine and Elem.
nonroutine problems Math Grade 1. 2005.
involving subtraction of pp.
whole numbers including 220-231, 242-245
M1NS-IIi-
money with minuends up 4. Lesson Guides in
34.1
to 99 with and without Elem.
regrouping using Math Grade 1. 2010.
appropriate problem pp.
solving strategies and 235-238
tools. 5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
210,
213-224, 231-232,
234235
1. Lesson Guide in
Elementary
Mathematics
36. creates situations involving Grade 1. 2012. pp.
M1NS-IIj-
subtraction of whole 233,
35.1
number including money. 236, 238
2. Elementary
Mathematics
Grade 1. 2003. p. 136*
Grade 1- THIRD QUARTER

37. counts groups of equal 1. Plastic Chips, 60
quantity using concrete pcs/set
objects up to 50 and M1NS-
writes an equivalent IIIa37 2. Square
expression. Units/Tiles, 2.54 x
e.g. 2 groups of 5 2.54cm, plastic
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
38. visualizes, represents, Plastic Chips, 60
and separates objects into pcs/set
groups of equal quantity M1NS-
using concrete objects up IIIa48
to 50.
e.g. 10 grouped by 5s
Numbers and demonstrates is able to 1. Lesson Guide in Fraction Set
Number understanding of recognize, Elem. Math Grade 1
Sense fractions ½ and represent, and pp. 239,
1/4. compare fractions 242
½ and 1/4 in 2. Lesson Guides in
various forms and Elem.
contexts. Math Grade 1. 2005.
pp.
39. visualizes and identifies ½ M1NS-IIIb-
245-248, 249-252
and ¼ of a whole object. 72.1
3. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
239-246
4. Proded Math. 8A, 8B,
and 8C: Halves and
Fourths

5. Lesson Guide in
Elem.
Math Gr. 1. 2012. pp.
239-245
6. Elementary
Mathematics
Grade 1. 2003. pp.
102-
103*
&
I-C: Halves and
Fourths
1. BEAM LG Gr.1 Fraction Set
Module 8- Fractions
2. Lesson Guide in
Elem. Math Grade 1
pp. 246,
249
40. visualizes, represents, 3. Lesson Guides in
M1NS- Elem.
and divides a whole into
IIIc73 Math Grade 1. 2005.
halves and fourths.
pp.
252-264
4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT

246-249; 249-253
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
246-
253
6. Elementary
Mathematics
Grade 1. 2003. pp.
102-
103*
&
I-C: Halves and
Fourths
1. BEAM LG Gr.1 1. Plastic Chips, 60
Module 8- Fractions pcs/set
2. Lesson Guide in
Elem. Math Grade 1 2. Square
p. 254 Units/Tiles,
3. Lesson Guides in 10cm x 10cm,
Elem. plastic
41. visualizes, and divides the Math Grade 1. 2005.
elements of sets into two M1NS-IIIc- pp.
groups of equal quantities 74.1 264-268
to show halves. 4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
254-258
5. Lesson Guide in
Elementary
Mathematics

Grade 1. 2012. pp.
254-
258
6. Elementary
2003. p. 107*
&
I-C: Halves and
Fourths
1. BEAM LG Gr.1
Module 8- Fractions
42. visualizes, represents, 2. Lesson Guide in
and divides the elements Elem. Math Grade 1
M1NS-IIId-
of sets into four groups of p. 258
equal quantities to show
fourths Elem.
Math Grade 1. 2005.
pp. 268-273
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
258-262
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
258-

262
6. Elementary
2003. p. 109*
&
I-C: Halves and
Fourths

Module
43. visualizes and draws the 8- Fractions
whole region or set given M1NS-
2. Lesson Guide in
its IIId75
½ and/or ¼ Elementary
Mathematics
Grade 1. 2012. p. 262
1. BEAM LG Gr.2
Geometry demonstrates is able to describe, Module – Shapes
understanding of compare, and 2. Lesson Guide in
2dimensional and construct 2- Elementary
3dimensional dimensional and 44. identifies, names, and Mathematics
figures. 3dimensional objects describes the four basic Grade 3. 2012. pp.
shapes (square, 250-
rectangle, triangle and 253
M1GE-IIIe1
circle) in 2dimensional 3. Elementary
(flat/plane) and 3- Mathematics Grade 1.
dimensional (solid) 2003. pp. 117-118*
objects. 4.Proded Math. I-B & I-
C: Comparing Shapes
5.BALS Video – Shapes
and Figures Around
Us

45. compares and classifies Elementary 1. Basic
2dimensional (flat/plane) Mathematics 3Dimensional
and 3-dimensional (solid) Grade 1. 2003. pp. Models
figures according to 119120*
common attributes. 2. Pattern Blocks,
compares and classifies 250 pcs/set
2dimensional (flat/plane)
and 3-dimensional (solid)
figures according to
common attributes using
M1GE-IIIe2
the VINTAGE STOCK
POT(Banga, Ragay,
CamSur), ANTIQUE
MILLSTONE (Banga,
Ragay, CamSur),
GILINGANG-
BATO(Liboro, Ragay,
CamSur), and the
OLDEST US FLAG
(Apad, Ragay, CamSur).
46. draws the four basic M1GE-IIIf3
shapes.
47. constructs three
dimensional objects (solid)
using manipulative
materials.
constructs three dimensional
objects (solid) using
M1GE-IIIf4
manipulative materials
having
SUSAN THEATRE located at
Poblacion Ilaod, Ragay,
Camarinea Sur as an
example.

48. determines the
Patterns and demonstrates is able to apply missingterm/s in a given
Algebra understanding of knowledge of continuous pattern using
continuous and continuous and one attribute (letters/
repeating patterns repeating patterns numbers/events).
e.g. M1AL-IIIg1
and mathematical and number
sentences. sentences in various A,B,C,D,__
situations. 2,3,__5,6,7
__,Wed, Thur, Fri
Aa, Bb, Cb, __,___
49. determines the
missingterm/s in a given
repeating pattern using
one attribute(letters,
numbers, colors, figures,
sizes, etc.). M1AL-IIIg2
e.g.
A,B,C,A,B,C,A,__
_
50. constructs equivalent Lesson Guide in Elem. Number blocks
number expression Math Grade 1 p. 184
using addition and M1AL-IIIh8
subtraction.
e.g. 6 + 5 = 12 - 1
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT

51. identifies and creates Lesson Guide in Elem.
patterns to compose and Math Grade 1 pp. 39 –
decompose using 41;
addition. M1AL-IIIi9 57 – 63
e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3
+ 4, 4 + 3, 5 + 2, 6 + 1, 7
+0
52. visualizes and finds the Elementary Mathematics
missing number in an Grade 1. 2003. pp. 41,
addition or subtraction 5961*
sentence using a variety M1AL-
of ways IIIj10
e.g.
n+2=5
5–n=3
Grade 1- FOURTH QUARTER
1. BEAM LG Gr.1
Measurement demonstrates is able to apply Module 5-
understanding of knowledge of time Measurement: Time
time and non- and non-standard Measure
standard units of measures of length, 2. Lesson Guide in
length, mass and mass, and capacity in Elem. Math Grade 1
capacity. mathematical pp. 262, 267
problems and real-life 3. Lesson Guides in
situations 53.tells the days in a week; Elem.
M1ME-IVa- Math Grade 1. 2005.
months in a year in the
1 pp.
right order.
273-280
4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp. 262-267; 267-270
5. Elementary
Mathematics
Grade 1. 2003. pp.

150-
152*
6. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
262270
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
1. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. p.
268,
270
2. Lesson Guide in
Elementary
Mathematics
54. determines the day or the M1ME-IVa- Grade 2. 2012. pp.
month using a calendar. 2 270-
276
3. Elementary
Mathematics Grade
1. 2003. p. 149*
4. NFE Accreditation
and Equivalency
Learning
Material. 2001. The
Calendar. pp. 4-15

1. Lesson Guide in Demonstration
Elem. Math Grade 1 Clock
pp. 270, 274, 281 (Manipulative Clock,
2. Lesson Guides in Blackboard)
Elem.
Math Grade 1. 2005.
pp.
281-284; 284-287;
291-
293
3. Lesson Guides in
55. tells and writes time by Elem.
hour, half-hour and M1ME-IVb- Math Grade 1. 2010.
quarter-hour using analog 3 pp.
clock. 270-273; 274-277;
281-
283
4. Proded Math. 12A,
12B,
12C and 12D: Telling
Time
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. p.
270277, 281-283
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT

1. Lesson Guide in
56. solves problems involving Elementary
time (days in a week, Mathematics Grade 1.
M1ME-IVb-
months in a year, hour, 2012. p. 273
4
half-hour, and quarter- 2. Elementary
hour) Mathematics
Grade 1. 2003. p. 148*
57. compares objects using Elementary Mathematics
comparative words: short, Grade 1. 2003. pp. 3-8*
shorter, shortest; long, M1ME-
longer, longest; heavy, IVc19
heavier, heaviest; light,
lighter, lightest.
1.BEAM LG Gr.1 Module
10- Linear Measure
2.Lesson Guide in
Elem. Math Grade 1 p.
284
3. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
58. estimates and measures 294-298
M1ME-
length using non- standard 4. Lesson Guides in
IVd20
units of linear measures. Elem.
Math Grade 1. 2010.
pp.
284-288
10B and 10C: Linear
Measure
6. Lesson Guide in
Elem.
Math Grade 1. 2012.

p.
288-292
7. Elementary
Mathematics
Grade 1. 2003. pp.
161-
166*
&
I-C: Linear Measure
(Non-standard)
and Equivalency
Learning
Material. Measuring
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Length. 2001.pp.4-9
1.BEAM LG Gr.1 1. Double-pan
Module 11- Mass Balance, 500g
Measure 2.Lesson
Guide in Elem. Math 2. Set of
Grade 1 p. 292 Measuring cups
59. estimates and measures 3. Lesson Guides in and Spoons
M1ME-
mass using non-standard Elem.
IVe21
units of mass measure. Math Grade 1. 2005.
pp.
298-302
4. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
288-292
5. Lesson Guide in
Elem.
Math Gr. 1. 2012. pp.
288-289
1. Lesson Guide in
Elem. Math Grade 1
p. 298
2. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
308-313
60. estimates and measures 3. Lesson Guides in
M1ME- Elem.
capacity using non-standard
IVf22 Math Grade 1. 2010.
unit.
pp.
298-304
4. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
292;
298-304
Statistics and demonstrates is able to create and 61. collects data on one M1SP-IVg-
Probability understanding of interpret simple variable through simple 1.1
pictographs without representations of interview.

scales and data (tables and 62. sorts, classifies, and
outcomes of an pictographs without organizes data in tabular
M1SP-IVg-
event using the scales) and describe form and presents this into
2.1
terms likely and outcomes of familiar a pictograph without
unlikely to happen. events using the terms scales.
likely and unlikely to 63. infers and interprets
happen. data presented in a M1SP-IVh-
pictographwithout 3.1
scales.

*** Suggestion for ICT enhanced lesson when available and where appropriate GLOSSARY
Accuracy the quality of being correct and precise.
Applying the skill of using concepts, procedures, algorithms and other mathematical constructs in 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.
the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects them
Constructivism
to new ideas that are encountered.
a locale, situation, or set of conditions of students that may influence their study and use of mathematics to develop critical thinking
Context
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.
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
Critical Thinking 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.
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
meaningful acquisition of concepts that include memorizing and recalling of facts and procedures
Understanding
Mathematical Problem
finding a solution to a problem that is unknown (Polya, 1945 & 1962).
Solving
Modeling the use of functions and graphs to represent relationships between and among quantities in a phenomenon.
the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by
Objectivity
subjective conditions.
GLOSSARY
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.
the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their
Representing
relationships.
Situated Learning learning in the same context in which concepts and theories are applied.
Solving to find the answer to an algebraic or mathematical problem using any procedures and tools available.
using one’s creativity and imagination to produce images, pictures and other means to represent and understand
Visualizing
mathematical concepts (MATHTED & SEI, 2010).
Code Book Legend
Sample: M7AL-IIg-2

Learning Area and
Strand/ Subject or Mathematics
Specialization Number Sense NS
First Entry M7
Grade Level Grade 7
Geometry GE
Domain/Content/
Uppercase Letter/s Patterns and Algebra AL
Component/ Topic
-
Patterns and Algebra AL
Roman Numeral
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in
Measurement ME
between
Week Week seven g
letters to indicate more than
a
specific week
-
Solves problems Statistics and Probability SP

Arabic Number Competency involving algebraic 2
expressions
REFERENCES
Akihiko Takahashi, Ted Watanabe, and Makoto Yoshida. English Translation of the Japanese Mathematics Curricula in the course of Study, (Madison:

Global Education Resources L.L.C., 2008). http://ncm.gu.se/media/kursplaner/andralander/Japanese_COS2008Math.pdf
“Australian Math Curriculum,” Australian Curriculum, Assessment and Reporting Authority, accessed May 23, 2013,
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1&y=1&y=2&y=3&y=4&y=5&y=6&s=NA&s=MG&s=SP
Bureau of Elementary Education, 2002 Basic Education Curriculum, (Pasig City: Department of Education, 2002)
Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum Pasig
City,1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning
Competencies. Pasig City, 1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
California Department of Education, California Common Core States Standard: Mathematics (Electronic Edition), (California: Department of Education, 2013,
2014), http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
Ministry of Education Singapore, Mathematics Syllabus Primary, (Singapore: Ministry of Education, 2006). https://www.moe.gov.sg/docs/default-
source/document/education/syllabuses/sciences/files/2007-mathematics-%28primary%29-syllabus.pdf
South Africa Math Curriculum, Curriculum and Policy Statement, (South Africa: Department of Basic Education, 2011),
file:///C:/Users/BLimuaco/Downloads/CAPS%20IP%20%20MATHEMATICS%20GR%204-6%20web.pdf


MATHEMATICS
Grade 1
August 2016

K toK12
to BASIC
12 BASIC
EDUCATION
EDUCATION
CURRICULUM
CURRICULUM
Figure 1.The Conceptual Framework of Mathematics Education CONCEPTUAL FRAMEWORK

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 include traditions and practices, as well as the
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 in 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 of and derive
meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect
them to new
ideas.
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 Learning 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.
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 include 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, 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 modelling and
proofs.
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It 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 about 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 the Philippines.
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.
KEY STAGE STANDARDS:

K–3 4–6 7 – 10

At the end of Grade 6, the learner demonstrates At the end of grade 10, the learner demonstrates
understanding and appreciation of key concepts understanding and appreciation of key concepts
At the end of Grade 3, the learner demonstrates
and skills involving numbers and number sense and skills involving numbers and number sense
understanding and appreciation of key concepts
(whole numbers, number theory, fractions, (sets and real numbers); measurement
and skills involving numbers and number sense
decimals, ratio and proportion, percent, and (conversion of units); patterns and algebra (linear
(whole numbers up to 10,000 and the four
integers);measurement (time, speed, perimeter, equations and inequalities in one and two
fundamental operations including money, ordinal
circumference and area of plane figures, volume variables, linear functions, systems of linear
numbers up to 100th, basic concepts of fractions);
and surface area of solid/space figures, equations, and inequalities in two variables,
measurement (time, length, mass, capacity, area
temperature and meter reading); geometry exponents and radicals, quadratic equations,
of square and rectangle); geometry (2-dimensional
(parallel and perpendicular lines, angles, triangles, inequalities, functions, polynomials, and
and 3-dimensional objects, lines, symmetry, and
quadrilaterals, polygons, circles, and solid figures); polynomial equations and functions); geometry
tessellation); patterns and algebra (continuous and
patterns and algebra (continuous and repeating (polygons, axiomatic structure of geometry,
repeating patterns and number sentences);
patterns, number sentences, sequences, and triangle congruence, inequality and similarity, and
statistics and probability (data collection and
simple equations); statistics and probability (bar basic trigonometry);statistics and probability
representation in tables, pictographs and bar
graphs, line graphs and pie graphs, simple (measures of central tendency, variability and
graphs and outcomes)as applied using appropriate
experiment, and experimental probability) as position; combinatorics and probability) as applied
technology - in critical thinking, problem solving,
applied -using appropriate technology - in critical - using appropriate technology - in critical thinking,
reasoning, communicating, making connections,
thinking, problem solving, reasoning, problem solving, communicating, reasoning,
communicating, making connections, making connections, representations, and
representations, and decisions in real life. decisions in real life.
GRADE LEVEL STANDARDS:

numbers up to 20, basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic
concept of sequence and number pairs); measurement (time, location, non-standard measures of length, mass and capacity); and
K
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.
numbers up to 100, ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and
GRADE 1 1/4);geometry (2- and 3dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences);
measurement (time, non-standard measures of length, mass, and capacity);and statistics and probability (tables, pictographs, and

numbers up to 1 000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit
fractions); geometry (basic shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and
GRADE 2
number sentences);measurement (time, length, mass, and capacity); and statistics and probability (tables, pictographs, and
numbers up to 10 000; ordinal numbers up to 100th; money up to PhP1 000;the four fundamental operations of whole numbers;
proper and improper fractions; and similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations);
GRADE 3 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 critical thinking, problem solving, reasoning, communicating, making connections, representations, and
decisions in real life.
numbers up to 100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and
subtraction of fractions, and basic concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals);
GRADE 4
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
GRADE 5 The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole
numbers up to
10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion, percent);
geometry (polygons, circles, solid 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,

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
GRADE 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
The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and real number
system); measurement (conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real
numbers as applied in linear equations and inequalities in one variable); geometry (sides and angles of polygons); and statistics and
GRADE 7
probability (data collection and presentation, and measures of central tendency and variability) 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 patterns and algebra (factors of polynomials, rational
algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables);
GRADE 8 geometry (axiomatic structure of geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and
statistics and probability (probability of simple events) 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 patterns and algebra (quadratic equations and inequalities,
quadratic functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and
GRADE 9
basic concepts of trigonometry) 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 patterns and algebra (sequences, series, polynomials,
polynomial equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability
GRADE 10 (combinatorics and probability, and measures of position) 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 min 50 min 50 min 50 min 50 min 50 min
Weekly 4 hours 4 hours 4 hours 4 hours

GRADE 1
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 1- FIRST QUARTER
4. BEAM LG Gr.1
Numbers and demonstrates 3. is able to 1.visualizes and represents Module 2- Sets of
Number understanding of recognize, numbers from 0 to 100 Whole Numbers
Sense whole numbers up to represent, and using a variety of materials. 5. Lesson Guide in
100, ordinal numbers order whole visualizes and represents Elem. Math Grade 1
up to 10th,money up numbers up to numbers from 0 to 100 p. 70
100 and money M1NS-Ia- 6. Lesson Guide in
to PhP100 and using a variety of materials
up to PhP100 in 1.1 Elementary
fractions ½ and 1/4. like the 66-YEAR OLD
various forms Mathematics
and contexts. MAHOGANY TREE and
Grade 1. 2012. pp. 70-
the CENTURY-OLD
76, 84-87
4. is able to BINUANG TREE both
recognize, and found in Banga Caves,
represent Ragay, Camarines Sur.
ordinal 4. Lesson Guide in
numbers up to Elem.
10th, in various Math Grade 1. pp. 49,
forms and 54, 73, 84
contexts. 5. Elementary
2.counts the number of
M1NS-Ib- Mathematics
objects in a given set by
2.1 Grade 1. 2003. pp.
ones and tens.
72-
74*
6. Lesson Guide in
Elementary
Mathematics

Grade 1. 2012. p. 100
4. Proded Math. 2A, 2B

&
2C: Putting Sets in
Order
5. Lesson Guide in
3.identifies the number that is Elementary
one more or one less from M1NS-Ib-3 Mathematics
a given number. Grade 1. 2012. pp.
32-
40
6. Elementary
Mathematics
Grade 1. 2003. p. 79*

CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
4.Proded Math. I-A & I-B:
More or Less
4.composes and decomposes Elementary Mathematics
a given number. e.g. 5 is 5 Grade 1. 2003. p. 39*
and 0, 4 and 1, 3 and 2, 2 M1NS-Ic-4
and 3, 1 and 4, 0 and 5.
3. BEAM LG Gr.1 Beads, Ø16mm

Module 2- Reading
5.regroups sets of ones into and Writing of Whole
sets of tens and sets of Numbers
M1NS- Id-5 4. Lesson Guides in
tens into hundreds using
objects. Elem.
Math Grade 1. 2005.
pp. 96-99
8. BEAM LG Gr.1 Cuisenaire

Module 2- Sets of Rods/Number
Whole Numbers Sticks,
9. Lesson Guides in 250 pcs/set
Elem.
Math Grade 1. 2005.
pp.
6.visualizes, represents, and
40-48
10. Lesson Guides in
Elem.
than,” “more than,” and “as
Math Grade 1. 2010.
many as.”
pp.
visualizes, represents, and
40-48, 67-70
M1NS-Id- 6 5B, and 5C:
than,” “more than,” and “as Comparing Numbers
many as.” by comparing 12. Lesson Guide in
the age of the 66-YEAR Elementary
OLD MAHOGANY TREE Mathematics
and the CENTURY-OLD Grade 1. 2012. pp.
BINUANG TREE both 40-
found in Banga Caves, 48, 67-70
Ragay, Camarines Sur. 13. Elementary
Mathematics
Grade 1. 2003. pp. 9-
11*
14. Proded Math. I-B
& I-C:
Comparing Numbers
7.visualizes, represents, and 1.BEAM LG Gr.1 Module
orders sets from least to M1NS-Ie-7 2- Sets of Whole
Numbers
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
greatest and vice versa. 8. Lesson Guide in
Elem. Math Grade 1
p. 40
9. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
23-32
Elem.
Math Grade 1. 2010.
pp.
23-27, 27-32
11. Proded Math. IA,
IB and IC: Putting
Sets in Order
12. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
23-
32
13. Proded Math. I-A,
I-B &
I-C: Putting Sets In
Order
7. BEAM LG Gr.1
Module 2- Reading
and Writing of
Whole Numbers
8. Lesson Guide in
Elem.
79, 82
9. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
73-76, 76-78, 79-81,
8.visualizes and counts by 2s, M1NS-Ie- 81-
5s and 10s through 100. 8.1 84
Elem.
Math Grade 1. 2010.
pp.
76-84
11. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
76-
84
12. Elementary
Mathematics
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 1. 2003. pp.

8081*
3. BEAM LG Gr.1
Module 2- Reading
and Writing of
Whole Numbers
4. Lesson Guide in
Elem.
94 3.Lesson Guides in
Elem.
Math Grade 1. 2005.
9.reads and writes numbers pp.
M1NS-If-
up to 100 in symbols and 60-64, 87-94
9.1
in words. 6. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
62-67, 90-96
7. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
62-
66, 90-96
6. BEAM LG Gr.1 Place Value Pocket

Module 2- Reading Chart
and Writing of
Whole Numbers
7. Lesson Guide in
Elem. Math Grade 1
p. 88
8. Lesson Guides in
Elem.
10.visualizes and gives the Math Grade 1. 2005.
place value and value of a M1NS-Ig- pp.
digit in one- and two-digit 10.1 84-87
numbers. 9. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
88-90
10. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
8890
3. Lesson Guide in
11.renames numbers into tens M1NS- Elem. Math Grade 1
and ones. Ig11 p. 97
4. Lesson Guide in
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Elementary
Mathematics
Grade 1. 2012. pp.
97-
98; 101
3.Elementary
Mathematic
Grade 1. 2003. pp.
7576*
3. Lesson Guide in
Elem. Math Grade 1
12.visualizes, represents, and p.67
M1NS-Ih- 4. Elementary
compares numbers up to
12.1 Mathematics
100 using relation symbols.
Grade 1. 2003. pp.
7778*
3. Lesson Guide in
13.visualizes, represents, and Elem. Math Grade 1
orders numbers up to 100 M1NS-Ih- p. 58
in increasing or decreasing 13.1 4. Proded Math. 3A, 3B
order. and 3C: Ordering
Numbers
6. BEAM LG Gr.1
Module 2- Reading
and Writing of Whole
Numbers
7. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
99-101
14.identifies the 1st , 2nd, 3rd, 8. Lesson Guides in
up to 10th object in a given M1NS-Ii- Elem.
set from a given point of 16.1 Math Grade 1. 2010.
reference. pp.
102-104
9. Elementary
Mathematics. 2003. p.
82
10. Lesson Guide in
Elementary
Mathematics
Grade 1. pp. 102-104
15.reads and writes ordinal 3. Lesson Guide in
numbers: 1st, 2nd, 3rd up Elem. Math Grade 1
M1NS-Ii-
to 10th. p. 104
Elem.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Math Grade 1. 2005.

pp.
101-103
6. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
104-106
7. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
104-
106
8. Elementary
Mathematics
Grade 1. 2003. p. 83*
5. BEAM LG Gr.1
Module 2- Reading
and Writing of
Whole Numbers
6. Lesson Guide in
Elem. Math Grade 1
16.recognizes and compares
p. 109
coins and bills up to M1NS-Ij- 7. Elementary
PhP100 and their 19.1 Mathematics Grade 1.
notations. 2003. p. 129*
8. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
112116
Grade 1- SECOND QUARTER
5. Lesson Guide in Plastic Chips, 60

Numbers and demonstrates is able to apply Elem. Math Grade 1 pcs/set
Number understanding of addition and p. 123
Sense addition and subtraction of whole 6. Lesson Guides in
subtraction of whole numbers up to 100 Elem.
numbers up to 100 including money in Math Grade 1. 2005.
including money mathematical pp.
problems and real- life 116-120; 120-124
17. illustrates addition as 7. Lesson Guides in
situations. M1NS-
“putting together or Elem.
IIa23
combining or joining sets” Math Grade 1. 2010.
pp.
119-127
8. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
119127
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
5.Elementary
Mathematics
Grade 1. 2003. pp.
3738*
7. BEAM LG Gr.1
Module 4- Addition
8. Lesson Guide in
Elem. Math Grade 1
pp. 135,
137
9. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
18. visualizes and adds two 124-137
one digit numbers with 10. Lesson Guides in
M1NS-IIa-
sums up to 18 using the Elem.
26.1
order and zero properties Math Grade 1. 2010.
of addition. pp.
127-140
11. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
127-
140
12. Proded Math. II-
A: Add or Subtract?
19. adds two one-digit Lesson Guide in
numbers using Elementary Mathematics
appropriate mental M1NS-IIa- Grade 1.
techniques e.g. adding 28.1a 2012. pp. 147-148
doubles and/or near-
doubles.
6. BEAM LG Gr.1
20. visualizes and adds three Module 4- Addition
7. Lesson Guide in
one-digit numbers using
Elem. Math Grade 1
the grouping property of p. 141
addition. 8. Lesson Guides in
Elem.
. visualizes and adds three Math Grade 1. 2005.
M1NS-IIb-
one-digit numbers using pp.
26.2
the grouping property of 140-143
addition using the present 9. Lesson Guides in
fare in trains from the Elem.
RAGAY PNR STATION Math Grade 1. 2010.
located at Apad, Ragay, pp.
Camarines Sur. 141-143
10. Lesson Guide in
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Elementary
Mathematics
Grade 1. 2012. pp.
141-
147
6.Elementary
Mathematics
Grade 1. 2003. p. 62*
6. BEAM LG Gr.1
Module 4- Addition
7. Lesson Guide in
Elem. Math Grade 1
p. 144
8. Lesson Guides in
Elem.
Math Grade 1. 2005.
21. visualizes and adds two to pp.
M1NS-IIb- 137-140
three one-digit numbers
27.1 9. Lesson Guide in
horizontally and vertically.
Elementary
Mathematics
Grade 1. 2012. pp.
141-
143; 149
10. Elementary
Mathematics
Grade 1. 2003. p. 63*
3. Lesson Guide in
Elementary
Mathematics
22. uses expanded form to Grade 1. 2012. pp.
M1NS-IIc-
explain the meaning of 152-
27.2
addition with regrouping. 156
4. Elementary
Mathematics
Grade 1. 2003. p. 90*
5. BEAM LG Gr.1
Module 4- Addition
6. Lesson Guide in
Elem. Math Grade 1
pp. 149,
152
23. visualizes and adds 7. Lesson Guides in
numbers with sums M1NS-IIc- Elem.
through 99 without or with 27.3 Math Grade 1. 2005.
regrouping. pp.
146-148; 149-152
8. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp. 149-152, 152-156
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
9. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
149-
155
10. Elementary
2003. p. 91*
A, II-B
& II-C: Addition of
Whole Numbers
(Without Regrouping)

A: Addition of Whole
Numbers (With
Regrouping)
5. Lesson Guide in
Elem. Math Grade 1
p. 147
6. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
24. adds mentally two to three 143-145
one- digit numbers with M1NS-IId- 7. Lesson Guides in
sums up to 18 using 28.1b Elem.
appropriate strategies. Math Grade 1. 2010.
pp.
147-149
8. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012.
pp.147
25. adds mentally two-digit
numbers and one-digit
M1NS-IId-
numbers with regrouping
28.2
using appropriate
strategies.
26. visualizes and solves 4. BEAM LG Gr.1
onestep routine and non- Module 5- Application
routine problems M1NS-IIe- of Addition
involving addition of 29.1 5. Lesson Guide in
whole numbers including Elem. Math Grade 1
p. 169
money with sums up to 6. Lesson Guides in

99 using appropriate Elem.
problem Math Grade 1. 2005.
pp.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
solving strategies. 152-161, 171-177
7. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
156-162; 169-175
8. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
169-
175
27. creates situations involving Elementary Mathematics
M1NS-IIe-
addition of whole numbers Grade 1. 2003. p. 138*
30.1
including money .
6. BEAM LG Gr.1 Plastic Chips, 60

Module 6- Subtraction pcs/set
7. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
177-181
8. Lesson Guides in
Elem.
28. illustrates subtraction as
Math Grade 1. 2010.
“taking away” or
M1NS-IIf24 pp.
“comparing” elements of
175-179
sets.
9. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
175-
184
10. Elementary
Mathematics
Grade 1. 2003. p. 44*
4. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
191-197
29. illustrates that addition and
5. Lesson Guides in
subtraction are inverse M1NS-IIf25
Elem.
operations.
Math Grade 1. 2010.
pp.
184-189
6. Lesson Guide in
Elementary
Mathematics
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 1. 2012. pp.177-
189
4.Elementary
Mathematics
Grade 1. 2003. p. 44*
8. BEAM LG Gr.1
9. Lesson Guide in
Elem. Math Grade 1
p. 190
Elem.
Math Grade 1. 2005.
30. visualizes, represents, and pp.
subtracts one-digit 197-201
M1NS-IIg- 11. Lesson Guides in
numbers with minuends
32.1 Elem.
through 18
(basic facts) Math Grade 1. 2010.
pp.
190-193
12. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
190-
193
13. Elementary
Mathematics
Grade 1. 2003. pp.
45-
49; 57-61*
14. Proded Math. II-A
& IIC: Add or
Subtract?
6. BEAM LG Gr.1
7. Lesson Guide in
Elem. Math Grade 1
p. 194
8. Lesson Guides in
31. visualizes, represents, and Elem.
subtracts one- to two-digit Math Grade 1. 2005.
M1NS-IIg- pp.
numbers with minuends
32.2 201-204, 208-212
up to 99 without
regrouping. 9. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
194-197, 201-205
10. Lesson Guide in
Elementary
Mathematics
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Grade 1. 2012. pp.
194-
197, 201-205
6.Proded Math. II-A, 16-
A
& 16-B: Subtraction
Without Regrouping
32. uses the expanded form to Elementary Mathematics
M1NS-IIh-
explain subtraction with Grade 1. 2003. pp. 92-
32.3
regrouping. 93*
7. BEAM LG Gr.1
8. Lesson Guide in
Elem. Math Grade 1
p. 197
9. Lesson Guides in
33. visualizes, represents, and Elem.
subtracts one- to two-digit M1NS-IIh- Math Grade 1. 2005.
numbers with minuends 32.4 pp.
up to 99 with regrouping. 204-208; 213-216
Elem.
Math Grade 1. 2010.
pp.
197-201; 205-208
11. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
197-
201; 205-208
12. Proded Math. 17-
A & IIA: Subtraction
With
Regrouping
5. BEAM LG Gr.1
6. Lesson Guide in
Elem. Math Grade 1
p. 209
34. subtracts mentally one- 7. Lesson Guides in
digit numbers from two- Elem.
M1NS-IIi-
digit minuends without Math Grade 1. 2005.
33.1
regrouping using pp.
appropriate strategies. 216-220
8. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp. 209-213
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
5.Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
209213
6. BEAM LG Gr.1
Module 7- Application
of
Subtraction
7. Lesson Guide in
Elem. Math Grade 1
p. 235
solves routine and Elem.
nonroutine problems Math Grade 1. 2005.
involving subtraction of pp.
whole numbers including 220-231, 242-245
M1NS-IIi-
money with minuends up 9. Lesson Guides in
34.1
to 99 with and without Elem.
regrouping using Math Grade 1. 2010.
appropriate problem pp.
solving strategies and 235-238
tools. 10. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
210,
213-224, 231-232,
234235
3. Lesson Guide in
Elementary
Mathematics
36. creates situations involving Grade 1. 2012. pp.
M1NS-IIj-
subtraction of whole 233,
35.1
number including money. 236, 238
4. Elementary
Mathematics
Grade 1. 2003. p. 136*
Grade 1- THIRD QUARTER
37. counts groups of equal 3. Plastic Chips, 60

quantity using concrete pcs/set
objects up to 50 and M1NS-
writes an equivalent IIIa37 4. Square
expression. Units/Tiles, 2.54 x
e.g. 2 groups of 5 2.54cm, plastic
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
38. visualizes, represents, Plastic Chips, 60
and separates objects into pcs/set
groups of equal quantity M1NS-
using concrete objects up IIIa48
to 50.
e.g. 10 grouped by 5s
Numbers and demonstrates is able to 8. Lesson Guide in Fraction Set
Number understanding of recognize, Elem. Math Grade 1
Sense fractions ½ and represent, and pp. 239,
1/4. compare fractions 242
½ and 1/4 in 9. Lesson Guides in
various forms and Elem.
contexts. Math Grade 1. 2005.
pp.
39. visualizes and identifies ½ M1NS-IIIb-
245-248, 249-252
and ¼ of a whole object. 72.1
Elem.
Math Grade 1. 2010.
pp.
239-246
8B, and 8C: Halves
and Fourths
12. Lesson Guide in

Elem.
Math Gr. 1. 2012. pp.
239-245
13. Elementary
Mathematics
Grade 1. 2003. pp.
102-
103*
14. Proded Math. I-
A, I-B &
I-C: Halves and
Fourths
Module 8- Fractions
6. Lesson Guide in
Elem. Math Grade 1
pp. 246,
249
40. visualizes, represents, 7. Lesson Guides in
M1NS- Elem.
and divides a whole into
IIIc73 Math Grade 1. 2005.
halves and fourths.
pp.
252-264
8. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
246-249; 249-253
8. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
246-
253
9. Elementary
Mathematics
Grade 1. 2003. pp.
102-
103*
I-B &
I-C: Halves and
Fourths
8. BEAM LG Gr.1 3. Plastic Chips, 60
Module 8- Fractions pcs/set
9. Lesson Guide in
Elem. Math Grade 1 4. Square
p. 254 Units/Tiles,
10. Lesson Guides in 10cm x 10cm,
Elem. plastic
41. visualizes, and divides the Math Grade 1. 2005.
elements of sets into two M1NS-IIIc- pp.
groups of equal quantities 74.1 264-268
to show halves. 11. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
254-258
12. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.

254-
258
13. Elementary
2003. p. 107*
I-B &
I-C: Halves and
Fourths
4. BEAM LG Gr.1
Module 8- Fractions
42. visualizes, represents, 5. Lesson Guide in
and divides the elements Elem. Math Grade 1
M1NS-IIId-
of sets into four groups of p. 258
equal quantities to show
fourths Elem.
Math Grade 1. 2005.
pp. 268-273
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
8. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
258-262
9. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
258-
262
10. Elementary
2003. p. 109*
I-B &
I-C: Halves and
Fourths
Module
43. visualizes and draws the 8- Fractions
whole region or set given M1NS-
4. Lesson Guide in
its IIId75
½ and/or ¼ Elementary
Mathematics
Grade 1. 2012. p. 262
4. BEAM LG Gr.2
Geometry demonstrates is able to describe, Module – Shapes
understanding of compare, and 5. Lesson Guide in
2dimensional and construct 2- Elementary
3dimensional dimensional and 44. identifies, names, and Mathematics
figures. 3dimensional objects describes the four basic Grade 3. 2012. pp.
shapes (square, 250-
rectangle, triangle and 253
M1GE-IIIe1
circle) in 2dimensional 6. Elementary
(flat/plane) and 3- Mathematics Grade 1.
dimensional (solid) 2003. pp. 117-118*
objects. 4.Proded Math. I-B & I-
C: Comparing Shapes
5.BALS Video – Shapes
and Figures Around
Us
45. compares and classifies Elementary 3. Basic
2dimensional (flat/plane) Mathematics 3Dimensional
and 3-dimensional (solid) Grade 1. 2003. pp. Models
figures according to 119120*
common attributes. 4. Pattern Blocks,
compares and classifies 250 pcs/set
2dimensional (flat/plane)
and 3-dimensional (solid)
figures according to
M1GE-IIIe2
common attributes using
the VINTAGE STOCK
POT(Banga, Ragay,
CamSur), ANTIQUE
MILLSTONE (Banga,
Ragay, CamSur),
GILINGANG-
BATO(Liboro, Ragay,
CamSur), and the
OLDEST US FLAG
(Apad, Ragay, CamSur).
46. draws the four basic M1GE-IIIf3

shapes.
47. constructs three
dimensional objects (solid)
using manipulative
materials.
constructs three dimensional
objects (solid) using
M1GE-IIIf4
manipulative materials
having
SUSAN THEATRE located at
Poblacion Ilaod, Ragay,
Camarinea Sur as an
example.
48. determines the
Patterns and demonstrates is able to apply missingterm/s in a given
Algebra understanding of knowledge of continuous pattern using
continuous and continuous and one attribute (letters/
repeating patterns repeating patterns numbers/events).
e.g. M1AL-IIIg1
and mathematical and number
sentences. sentences in various A,B,C,D,__
situations. 2,3,__5,6,7
__,Wed, Thur, Fri
Aa, Bb, Cb, __,___
49. determines the

missingterm/s in a given
repeating pattern using
one attribute(letters,
numbers, colors, figures,
sizes, etc.). M1AL-IIIg2
e.g.
A,B,C,A,B,C,A,__
_
50. constructs equivalent Lesson Guide in Elem. Number blocks
number expression Math Grade 1 p. 184
using addition and M1AL-IIIh8
subtraction.
e.g. 6 + 5 = 12 - 1
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
51. identifies and creates Lesson Guide in Elem.
patterns to compose and Math Grade 1 pp. 39 –
decompose using 41;
addition. M1AL-IIIi9 57 – 63
e.g. 7 = 0 + 7, 1 + 6, 2 + 5, 3
+ 4, 4 + 3, 5 + 2, 6 + 1, 7
+0
52. visualizes and finds the Elementary Mathematics

missing number in an Grade 1. 2003. pp. 41,
addition or subtraction 5961*
sentence using a variety M1AL-
of ways IIIj10
e.g.
n+2=5
5–n=3
Grade 1- FOURTH QUARTER
7. BEAM LG Gr.1
Measurement demonstrates is able to apply Module 5-
understanding of knowledge of time Measurement: Time
time and non- and non-standard Measure
standard units of measures of length, 8. Lesson Guide in
length, mass and mass, and capacity in Elem. Math Grade 1
capacity. mathematical pp. 262, 267
problems and real-life 9. Lesson Guides in
situations Elem.
Math Grade 1. 2005.
pp.
53.tells the days in a week; 273-280
M1ME-IVa- 10. Lesson Guides in
months in a year in the
1 Elem.
right order.
Math Grade 1. 2010.
pp. 262-267; 267-270
11. Elementary
Mathematics
Grade 1. 2003. pp.
150-
152*
12. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
262270
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
5. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. p.
268,
270
6. Lesson Guide in
Elementary
Mathematics
54. determines the day or the M1ME-IVa- Grade 2. 2012. pp.
month using a calendar. 2 270-
276
7. Elementary
Mathematics Grade
1. 2003. p. 149*
and Equivalency
Learning
Material. 2001. The
Calendar. pp. 4-15
6. Lesson Guide in Demonstration
Elem. Math Grade 1 Clock
55. tells and writes time by
pp. 270, 274, 281 (Manipulative Clock,
hour, half-hour and M1ME-IVb- 7. Lesson Guides in
quarter-hour using analog 3 Blackboard)
Elem.
clock. Math Grade 1. 2005.
pp.
281-284; 284-287;
291-
293
8. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
270-273; 274-277;
281-
283
12B,
12C and 12D: Telling
Time
10. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. p.
270277, 281-283
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
3. Lesson Guide in
56. solves problems involving Elementary
time (days in a week, Mathematics Grade 1.
M1ME-IVb-
months in a year, hour, 2012. p. 273
4
half-hour, and quarter- 4. Elementary
hour) Mathematics
Grade 1. 2003. p. 148*
57. compares objects using Elementary Mathematics

comparative words: short, Grade 1. 2003. pp. 3-8*
shorter, shortest; long, M1ME-
longer, longest; heavy, IVc19
heavier, heaviest; light,
lighter, lightest.
1.BEAM LG Gr.1 Module
10- Linear Measure
2.Lesson Guide in
Elem. Math Grade 1 p.
284
Elem.
Math Grade 1. 2005.
pp.
294-298
Elem.
Math Grade 1. 2010.
58. estimates and measures
M1ME- pp.
length using non- standard
IVd20 284-288
units of linear measures.
12. Proded Math.
10A, 10B and 10C:
Linear Measure
13. Lesson Guide in
Elem.
Math Grade 1. 2012.
p.
288-292
14. Elementary
Mathematics
Grade 1. 2003. pp.
161-
166*

I-B &
I-C: Linear Measure
(Non-standard)
16. NFE
Accreditation and
Equivalency Learning
Material. Measuring
CONTENT
CONTENT PERFORMANCE
MATERIALS EQUIPMENT
Length. 2001.pp.4-9
1.BEAM LG Gr.1 3. Double-pan
Module 11- Mass Balance, 500g
Measure 2.Lesson
Guide in Elem. Math 4. Set of
Grade 1 p. 292 Measuring cups
6. Lesson Guides in and Spoons
Elem.
Math Grade 1. 2005.
59. estimates and measures pp.
M1ME-
mass using non-standard 298-302
IVe21
units of mass measure.
7. Lesson Guides in
Elem.
Math Grade 1. 2010.
pp.
288-292
8. Lesson Guide in
Elem.
Math Gr. 1. 2012. pp.
288-289
5. Lesson Guide in
Elem. Math Grade 1
p. 298
6. Lesson Guides in
Elem.
Math Grade 1. 2005.
pp.
308-313
60. estimates and measures 7. Lesson Guides in
M1ME- Elem.
capacity using non-standard
IVf22 Math Grade 1. 2010.
unit.
pp.
298-304
8. Lesson Guide in
Elementary
Mathematics
Grade 1. 2012. pp.
292;
298-304
Statistics and demonstrates is able to create and 61. collects data on one M1SP-IVg-
Probability understanding of interpret simple variable through simple 1.1
pictographs without representations of interview.
scales and data (tables and 62. sorts, classifies, and
outcomes of an pictographs without organizes data in tabular
event using the scales) and describe M1SP-IVg-
form and presents this into
terms likely and outcomes of familiar 2.1
a pictograph without
unlikely to happen. events using the terms scales.
likely and unlikely to
63. infers and interprets
happen. M1SP-IVh-
data presented in a
pictographwithout 3.1
scales.
*** Suggestion for ICT enhanced lesson when available and where appropriate GLOSSARY
Accuracy the quality of being correct and precise.
Applying the skill of using concepts, procedures, algorithms and other mathematical constructs in 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.
the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects them
Constructivism
to new ideas that are encountered.
a locale, situation, or set of conditions of students that may influence their study and use of mathematics to develop critical thinking
Context
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.
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
Critical Thinking 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.
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
meaningful acquisition of concepts that include memorizing and recalling of facts and procedures
Understanding
Mathematical Problem
finding a solution to a problem that is unknown (Polya, 1945 & 1962).
Solving
Modeling the use of functions and graphs to represent relationships between and among quantities in a phenomenon.
the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by
Objectivity
subjective conditions.
GLOSSARY
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.
the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their
Representing
relationships.
Situated Learning learning in the same context in which concepts and theories are applied.
Solving to find the answer to an algebraic or mathematical problem using any procedures and tools available.
using one’s creativity and imagination to produce images, pictures and other means to represent and understand
Visualizing
mathematical concepts (MATHTED & SEI, 2010).
Code Book Legend
Sample: M7AL-IIg-2
Learning Area and

Strand/ Subject or Mathematics
Specialization Number Sense NS
First Entry M7
Grade Level Grade 7
Geometry GE
Uppercase Letter/s Domain/Content/ Patterns and Algebra AL
Component/ Topic
-
Patterns and Algebra AL
Roman Numeral
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in
Measurement ME
between
Week Week seven g
letters to indicate more than
a
specific week
-
Solves problems Statistics and Probability SP

Arabic Number Competency involving algebraic 2
expressions
REFERENCES
Akihiko Takahashi, Ted Watanabe, and Makoto Yoshida. English Translation of the Japanese Mathematics Curricula in the course of Study, (Madison: Global
Education Resources L.L.C., 2008). http://ncm.gu.se/media/kursplaner/andralander/Japanese_COS2008Math.pdf
“Australian Math Curriculum,” Australian Curriculum, Assessment and Reporting Authority, accessed May 23, 2013,
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1&y=1&y=2&y=3&y=4&y=5&y=6&s=NA&s=MG&s=SP
Bureau of Elementary Education, 2002 Basic Education Curriculum, (Pasig City: Department of Education, 2002)
Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum Pasig
City,1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning
Competencies. Pasig City, 1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
California Department of Education, California Common Core States Standard: Mathematics (Electronic Edition), (California: Department of Education, 2013,
2014), http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
Ministry of Education Singapore, Mathematics Syllabus Primary, (Singapore: Ministry of Education, 2006). https://www.moe.gov.sg/docs/default-
source/document/education/syllabuses/sciences/files/2007-mathematics-%28primary%29-syllabus.pdf
South Africa Math Curriculum, Curriculum and Policy Statement, (South Africa: Department of Basic Education, 2011),
file:///C:/Users/BLimuaco/Downloads/CAPS%20IP%20%20MATHEMATICS%20GR%204-6%20web.pdf

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Republika ng Pilipinas

DISTRICT CONTEXTUALIZED CURRICULUM MATRIX (DCCM)

K to12 Gabay Pangkurikulum

K to 12 Araling Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 2 ng 120

MAKAHUBOG NG MAMAMAYANG MAPANURI, MAPAGNILAY,

Pamaraang Tematiko- Pamamaraang Paslyasat Integrasyon

Figure 1. The Conceptual Framework of Araling Panlipunan

K to 12 Araling Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 3 ng 120

BALANGKAS NG ARALING PANLIPUNAN

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 4 ng 120

Ang sakop at daloy ng AP kurikulum ay nakabatay sa kahulugan nito:

1. Tao, Lipunan at Kapaligiran

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 5 ng 120

2. Panahon, Pagpapatuloy at Pagbabago

3. Kultura, Pagkakakilanlan at Pagkabansa

K to 12 BASIC EDUCATION CURRICULUM

1. Kapangyarihan, Awtoridad at Pamamahala

2 Karapatan, Pananagutan at Pagkamamamayan

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 6 ng 120

2. Produksyon, Distribusyon at Pagkonsumo

3. Ugnayang Panrehiyon at Pangmundo

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 7 ng 120

Pagsisiyasat 1. Natutukoy ang mga sanggunian o pinagmulan ng impormasyon

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 8 ng 120

Kakayahan Partikular na Kasanayan

3.1 Nakapag-uugnay ng sari-saring impormasyon mula sa mga angkop na sanggunian

Pamantayan sa Programa (Core learning Area Standard):

K to 12 Araling Panlipunan Gabay Pangkurikuium Disyembre 2013 Pahina 9 ng 120

Pamantayan sa Bawat Baitang/ Antas (Grade Level Standards):

Baitang Pamantayan sa Pagkatuto

Pangunahing Pamantayan ng Bawat Yugto (Key Stage Standards):

Baitang Pamantayan sa Pagkatuto

Saklaw at Daloy ng Kurikulum

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 11 ng 120

Grado Daloy ng Paksa Deskripsyon Tema

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 12 ng 120

Grado Daloy ng Paksa Deskripsyon Tema

Pag-unawa at pagpapahalaga sa sama-samang pagkilos at pagtugon sa mga

BIL ANG NG ORAS SA PAGTUTURO: 10 weeks/quarter; 4 quarters/year

Grade Time Allotment

3-6 40 min/day x 5 days

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 13 ng 120

K to 12 BASIC EDUCATION CURRICULUM

NILALAMAN PAMANTAYANG PAMANTAYAN PAMANTAYAN SA

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 14 ng 120

K to 12 Ara/ing Panlipunan Gabay Pangkurikulum Disyembre 2013 Pahina 15 ng 120

NILALAMAN PAMANTAYANG PAMANTAYAN PAMANTAYAN SA

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 17 of 280

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 18 of 280

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 19 of 280

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 20 of 280

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 21 of 280

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 22 of 280

*Nakikilala ang timeline at

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 23 of 280

IKALAWANG MARKAHAN – Ang Aking Pamilya

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 24 of 280

IKALAWANG MARKAHAN – Ang Aking Pamilya

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 25 of 280

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 26 of 280

3. Nailalarawan ang iba’t ibang 1. * Sibika at Kultura

K to 12 Edukasyon sa Pagpapakatao Gabay Pangkurikulum May 2016 Pahina 27 of 280

6. Nailalarawan ang mga 1.