K To12 - Curriculum Guide in Mathematics Kinder To Grades 1-10

Republic of the Philippines
Department of Education
DepEd Complex,
Meralco Avenue
Pasig City
K to 12 CURRICULUM GUIDE
MATHEMATICS
(KINDERGARTEN - GRADE 10)
January 2013
K TO 12 MATHEMATICS
CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom and
the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.
The twin goals of mathematics in the basic education levels, K-10 are Critical Thinking and Problem Solving. We adopt the definition of
critical thinking by Scriven and Paul (1987):
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief
and action.
On the other hand, we define Problem Solving in mathematics using Polya’s (1945 & 1962) definition:
Mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.
These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and
processes, desirable values and attitudes, and appropriate tools, recognizing as well the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and
Number Sense, Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.
The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and
modeling; representing and communicating; conjecturing, reasoning, proving and decision-making, and: applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.
We recognize that the use of appropriate tools is needed in teaching mathematics. These include: manipulative objects,
measuring devices, calculators and computers, Smartphones and tablet PCs, and the Internet.
K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 2

K TO 12 MATHEMATICS
We define context as a locale, situation or set of conditions of Filipino learners that may influence their study and use of mathematics to
develop critical thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and
practices, and learner’s prior knowledge and experiences.
The framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning,
Reflective Learning, Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is
grounded in these theories.
Experiential learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential
learning theory defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from
the combination of grasping and transforming experience" (Kolb, 1984, p. 41). Situated learning, theorized by Lave and Wenger, is learning in
the same context on which concepts and theories are applied.
Reflective learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations.
Deeper learning occurs when learners are able to think about their experiences and process these allowing them the opportunity to make
sense and meaning of their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his own experiences
and connects them to new ideas that are encountered.
Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery and Inquiry-
based learning (Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships
and concepts.

K TO 12 MATHEMATICS
Figure 1. The Conceptual Framework of Mathematics Education

K TO 12 MATHEMATICS
BRIEF COURSE DESCRIPTION
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic and reasoning.
Mathematics is also a tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts
and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and
Probability. Numbers and Number Sense as a strand includes concepts of numbers, properties, operations, estimation and their applications.
Measurement as a strand includes the use of numbers and measures to describe, understand and compare mathematical and concrete
objects. It focuses on attributes such as length, mass and weight, capacity, time, money and temperature among others, as well as applications
involving perimeter, area, surface area, volume and angle measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning
and geometric modeling and proofs.
Patterns and Algebra as a strand studies patterns, relationships and changes among shapes and quantities and includes the use of
algebraic notations and symbols, equations and most importantly, functions, to represent and analyze relationships.
Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables and graphs,
understanding, analyzing and interpreting data, dealing with uncertainty and making predictions and outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides
necessary concepts and life skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of
our beloved country, the Philippines.

K TO 12 MATHEMATICS
LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics
as applied, using appropriate technology, in problem solving, 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 3, the learner At the end of Grade 6, the learner At the end of grade 10, the learner
demonstrates understanding and appreciation demonstrates understanding and appreciation demonstrates understanding and appreciation
of key concepts and skills involving numbers of key concepts and skills involving numbers of key concepts and skills involving numbers
and number sense, measurement, geometry, and number sense, measurement, geometry, and number sense, measurement, patterns and
patterns and algebra, statistics and probability patterns and algebra, statistics and probability algebra, geometry, probability and statistics,
as applied, using appropriate technology, in as applied, using appropriate technology, in and trigonometry as applied, using appropriate
critical thinking, problem solving, reasoning, critical thinking, problem solving, reasoning, technology, in critical thinking, problem solving,
communicating, making connections, communicating, making connections, communicating, reasoning, making
representations and decisions in real life. representations and decisions in real life. connections, representations, and decisions in
real life.

K TO 12 MATHEMATICS
GRADE LEVEL STANDARDS:
GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to
K 20, space and measurement, simple geometric figures, pre-algebra concepts and data collection as applied, using
appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
GRADE 1 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to
100, fractions, measurement, simple geometric figures, pre-algebra concepts, data collection and representation as
applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
1 000, fractions, measurement and geometric figures, pre-algebra concepts, data collection, representation and
analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
GRADE 3
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to
10 000, fractions, measurement, geometric figures, pre-algebra concepts, data collection, representation and
analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
100 000, fractions, decimals including money, ratio, angles, plane figures like square, rectangle, and triangle,
measurement (perimeter, area of triangle, parallelogram and trapezoids, volume of cubes and rectangular prisms,
pre-algebra concepts, data collection, representation and analysis as applied, using appropriate technology, in
critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in
real life.
10 000 000, fractions, decimals including money, ratio, percent, geometry (circles and five or more-sided polygons),
measurement (circumference, area of circle, volume of cubes and rectangular prisms, temperature) ,pre-algebra
concepts, data collection, representation and analysis as applied, using appropriate technology, in critical thinking,
problem solving, reasoning, communicating, making connections, representations and decisions in real life.
GRADE 6 The learner; demonstrates understanding and appreciation of key concepts and skills involving fractions, decimals
including money, ratio and proportion, percent, rate, integers, geometry (spatial figures), measurement (surface
area, volume, meter reading), pre-algebra concepts, data collection, representation and analysis, probability,
expressions and equations as applied, using appropriate technology, in critical thinking, problem solving, reasoning,

K TO 12 MATHEMATICS
communicating, making connections, representations and decisions in real life.

GRADE 7 The learner demonstrates understanding of key concepts and principles of number sense, measurement, algebra,
geometry, probability and statistics as applied, using appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections, representations and decisions in real life.
GRADE 8 The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and
statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations, and decisions in real life.
GRADE 9 The learner demonstrates understanding of key concepts and principles of algebra, geometry, and trigonometry as
applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
GRADE 10 The learner demonstrates understanding of key concepts and principles of number sense, algebra, geometry,
probability and statistics 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 50 50 50 50
mins mins mins mins mins
Weekly 4 4 4 4 4
hours hours hours hours hours

K TO 12 MATHEMATICS
KINDERGARTEN
CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS
The learner … The learner is able to… The learner…
Numbers and  demonstrates an  explore the concept  sorts and groups objects according to the following
Number Sense understanding of key of sets and elements attributes: color, shape, size and function.
concepts of sets and the of sets.  matches elements of sets (both objects and pictures) using
relationship between one-to-one correspondence.
numbers and quantities  recognizes sets of objects of up to 20 elements.
up to 20.  compares two or more sets of objects of up to 20 elements.
 explore the concepts  compares quantities to determine which is more than, less
of counting numbers than or if quantities are the same.
1 to 20 and 0.  counts and tells how many objects there are in a given set.
 recognizes and represents numbers of up to 20.
 recognizes and identifies numeral 0 to 20.
 matches numbers to a set of objects 1 to 20 and 0.
 matches numerals and number words.
 reads and writes numbers up to 20.
 begins to understand the  explore the concept  recognizes coins and bills up to P20 (pesos and centavos).
concept of money of coins and bills up
to 20.
 begins to understand  explore the concept  recognizes the words “put together,” “add to.” and “in all”,
simple addition and of addition and that indicate the act of adding whole numbers.
subtraction and use them subtraction of whole  recognizes the words “take away,” “less.” and “are left”, that
to solve problems. numbers and indicate the act of subtracting whole numbers.
recognize addition-  represents the concept of addition by combining elements
like and subtraction of two sets.
like situations.  represents the concept of subtraction by comparing
elements of two sets.

K TO 12 MATHEMATICS

STANDARDS
 recognizes situations that require addition and subtraction

of whole numbers.
 uses manipulative objects to explore the concept of addition
and subtraction with sums and differences between 0 and
10.
 matches addition and subtraction of whole numbers.
 estimate and  adds and subtracts up to quantities of 10 using concrete
compute for sums objects.
and differences and  subtracts up to quantities of 10 using concrete objects.
solve addition and  uses concrete objects to determine answers to addition
subtraction . and subtraction problems.
 solves number stories involving addition and subtraction up
to quantities of 10.
 matches addition and subtraction expressions with concrete
representations.
 writes addition and subtraction expressions with concrete
representations.
 writes addition and subtraction equations.
 counts groups of equal quantity using concrete objects

(beginning multiplication).
 counts groups of equal quantity using concrete objects
(beginning division).
 begins to understand the  explore the concept  recognizes a half and a fourth as parts of a whole.
concept of dividing wholes of halves and fourths.  represents a half and a fourth by dividing a whole object into
into equal parts. 2 and 4 equal parts, respectively.

K TO 12 MATHEMATICS

STANDARDS
 begins to identify the  identify and describe  identifies and describes the following attributes: color,
Geometry common attributes of an the color, shape and shape and size.
object and the common 2- size of objects.  Identifies objects based on the attributes of color, shape
to 3- dimensional objects in and size.
the environment.
 explore, visualize and  describes objects according to the attributes of color, shape,
model 2- to 3- and size.
dimensional shapes  describes objects that are similar or different based on the
and figures. attributes of color, shape, and size.
 explores the environment to observe, identify, describe, and
compare 2- to 3-dimensional objects.
 identifies objects in the environment that have a particular
2-dimensional and 3-dimensional shape.
 describes and compares shapes, sizes, and positions of 2-
to 3-dimensional objects.
 uses manipulatives to create 2- to 3- dimensional objects.
 identifies objects that have the same shapes and sizes.
 demonstrates an  explore the concept  identifies a sequence of events according to how they
Patterns and understanding of the key of a sequence. happen.
Algebra concept of a sequence.  identifies the event “ before and after”, the “first and last”
and the “next” in reference to a given event.
 arranges objects in sequence according to size: long,
longer, longest; wide, wider, widest; high, higher, highest;
etc.
 recognize various  extends a pattern or sequence of objects by color, shape
colors, shapes and and size.
sizes.  creates a pattern and sequence of objects by color, shapes,
and size.

K TO 12 MATHEMATICS

STANDARDS
 explore the concepts  identifies the number that comes before, after or in-
of order, number between.
patterns and  arranges three numbers from least to greatest/greatest to
sequences. least.
 counts numbers up to 10 in correct sequence.
 gives the number pairs for a given number up to 10 (e.g. 3
is 1 and 2,5 is 2 and 3).
 compares numbers up to 10.
 writes numbers 1 to 10 in an increasing and a decreasing
order.
 begins to understand the  explore the concept  observes sunrise and sunset to tell the time of the day
Measurement concept of time, length, of time. (morning, noontime, evening).
mass and capacity and the  tells the time of the day when activities are being done (e.g.
non-standard units to morning).
measure them.  tells the number of days in a week and the months in a
year.
 identifies the days of the week and months of the year.

 changes and describes rate of movement (going faster or
going slower).
 compares time intervals by determining which activities take
a longer or shorter time.
 recognizes the clock as a measure of time: hour, half hour.

K TO 12 MATHEMATICS

STANDARDS
 explain and  uses words that determine location: top/bottom, front/back,

represent the left/right.
concept of location,  tells if an object is near or far.
position and  uses body movement exercises to show understanding of
direction. positions and directions (top to bottom/bottom to top, left to
right/right to left).
 uses drawings to show understanding of enclosure and
boundaries.
 demonstrates an  use skills in collecting  collects data by observing and by asking questions.
Statistics and understanding of the key and organizing  organizes data using charts and graphs.
Probability concept to make a graph information and data.
or chart based on the
information gathered.

K TO 12 MATHEMATICS
GRADE 1

STANDARDS
Numbers and  demonstrates an  explore the concepts  recognizes cardinal numbers from 0 to 100.
Number Sense understanding of the key of numbers and  counts and tells the number of objects in a given set by
concepts of numbers. compare these in ones and tens.
various context.  identifies the number that is one more or one less from a
given number.
 composes and decomposes a given number.
 regroups sets of ones into sets of tens and sets of tens
into hundreds using objects.
 compares two sets using the expressions “less than,”
“more than,” and “as many as.”
 orders sets from least to greatest and vice versa.
 counts by 2’s, 5’s and 10’s through 100.
 reads and writes numbers up to 100 in symbols and in
words.
 identifies the place value and finds the value of a digit in
one- and two-digit numbers.
 renames numbers into tens and ones.
 compares numbers up to 100 using relation symbols.
 arranges numbers up to 100 in an increasing order and
vice versa.
 demonstrates an  explore the  recognizes coins and bills up to P100 (pesos and centavos)
understanding of the concepts of coins
terms and language used and bills up to
in relation to money. P100.
 reads and writes ordinal numbers: 1st, 2nd, 3rd up to
10th.

K TO 12 MATHEMATICS

STANDARDS
 identifies the 1st , 2nd, 3rd, up to 10th object in a given

set from a given point of reference.
 illustrates addition as putting together and subtraction as
taking away, comparing and adding up.
 illustrates the relationship of joining sets to addition of
whole numbers.
 illustrates that addition and subtraction are inverse
operations.
 identifies and constructs equivalent number expression
using addition and subtraction.
 identifies and creates patterns to compose and
decompose using addition.
 adds two one-digit numbers with sums up to 18 using the
order and zero properties of addition.
 adds two to three one-digit numbers horizontally and
vertically with sums up to 18.
 adds three one digit numbers having sums up to 18 using
the order and grouping properties of addition.
 uses expanded form to explain the meaning of addition
with regrouping.
 adds numbers with sums through 99 without or with
regrouping.
 adds mentally two to three one- digit numbers with sums
up to 18.
 adds mentally two-digit numbers and one-digit numbers
with regrouping.

K TO 12 MATHEMATICS

STANDARDS
 analyzes and solves one-step word problems involving

numbers including money with sums up to 99 using
appropriate problem solving strategies.
 subtracts one-digit numbers with minuends through 18
(basic facts)
 subtracts one to two-digit numbers with minuends up to
99 without regrouping.
 uses the expanded form to explain subtraction with
regrouping.
 subtracts one to two-digit numbers with minuends up to
99 with regrouping.
 subtracts mentally one-digit numbers from minuends up to
18 without regrouping.
 subtracts mentally one-digit numbers from two-digit
minuends without regrouping.
 analyzes and solves word problems involving subtraction
of whole numbers including money with minuends up to
99 with and without regrouping using appropriate problem
solving strategies.
 demonstrates an  visualize, models  visualizes and identifies ½ and ¼ of a whole object.
understanding of the key and represent the  divides a whole into halves and fourths.
concepts of halves and concept of halves  divides the elements of objects into two groups of equal
fourths. and fourths using quantities to show halves of sets.
whole objects and  divides the elements of a set of object into four groups of
sets. equal quantities to show fourths of sets.
 draws the whole region or set given half of a region or a set.

K TO 12 MATHEMATICS

STANDARDS
 demonstrates an  model and represent  identifies, names and describes the four basic shapes
Geometry understanding of 2- 2-dimensional and (square, rectangle, triangle and circle) in a 2-dimensional
dimensional and 3- 3-dimensional and a 3-dimensional objects.
dimensional shapes. objects.  compares and classifies 2-dimensional and 3-dimensional
figures according to common attributes.
 draws the four basic shapes.
 constructs the three dimensional objects using
manipulative materials.
 demonstrates an  create patterns  identifies and explains simple repeating patterns.
Patterns and understanding of patterns using numbers  makes patterns of shapes, colors and numbers.
Algebra and mathematical colors. shapes, etc.  finds the missing number/digit in addition or subtraction
sentences. problems.
 finds and completes patterns of one or two of the following
attributes: shape, size, color, number and orientation.
 determines the next term ( figure/number) in a given
sequence and gives reason.
 demonstrates an  measure and use  names and tells the number of days in a week; months in
Measurements understanding of the non-standard units a year in the right order.
concepts of time, length, in measuring length ,  uses a calendar to determine a day or a month.
weight and capacity. weight, and  tells the time by an hour, half-hour and quarter-hour.
capacity.  compares objects using comparative words: short,
shorter, shortest; long, longer, longest; heavy, heavier,
heaviest; light, lighter, lightest.
 estimates and measures length using non- standard units
of linear measures.
 estimates and measures mass using non-standard units
of linear measures.
 shows and finds capacity using non-standard unit.

K TO 12 MATHEMATICS

STANDARDS
 demonstrates an  collect, organize,  collects and organizes data using tallies and tables.
Statistics and understanding of key represent, interpret,  represents data using pictographs without using scale.
Probability concepts of pictographs, analyze data and  reads and interprets pictographs.
outcomes and chances in make conjectures.  identifies cause and effect relationships.
games.  predicts and records outcome of experiments and chance
games.

K TO 12 MATHEMATICS
GRADE 2

STANDARDS
Numbers and  demonstrates an  explore the concept  visualizes and identifies numbers from 101 through 1000.
Number Sense understanding of the of whole numbers up  associates numbers with sets having 101 up to 500
concept of whole numbers to 1000 and objects and gives the number of objects.
up to 1000. compare these in  associates numbers with sets having 501 up to 1000
various contexts. subjects and gives the number of objects.
 counts and groups objects in ones, tens, and hundreds.
 gives the place value and finds the value of a digit in
three-digit numbers.
 counts numbers by 10s, 50s, and 100s.
 reads and writes numbers from 101 through 1000 in
symbols and in words.
 writes three-digit numbers in expanded form.
 compares numbers using >, < and =.
 orders numbers up to 1000 from least to greatest and vice
versa.
 demonstrates an  explore the concept  visualizes and identifies the 1st through the 20th object of a
understanding of the of ordinal numbers given set from a given point of reference.
concept of ordinal and use these in  reads and writes ordinal numbers from 1st through the
numbers various contexts. 20th.
 identifies and uses the pattern of naming ordinal numbers
from 1st to the 20th.

K TO 12 MATHEMATICS

STANDARDS
 demonstrates an  compute sums and  adds 2-digit by 3-digit numbers with sums up to 1000
understanding of the solve addition without and with regrouping.
concept of the four problems involving  adds 3-digit by 3-digit numbers with sums up to 1000
fundamental operations numbers of up to without and with regrouping.
of whole numbers and the 1000.  uses the following properties of addition in computing for
identity and zero sums of up to 1000: zero/identify property of addition,
properties of commutative property of addition, associative property of
multiplication. addition.
 adds mentally 1- to 2-digit numbers with sums up to 50.
 adds mentally 3-digit numbers by 1-digit numbers.
 adds mentally three -digit numbers by tens (multiples of
10 up to 90).
 adds mentally 3-digit numbers by hundreds (multiples of
100 up to 900).
 analyzes and solves word problems involving addition of
whole numbers including money with sums up to 1000
without and with regrouping using appropriate problem
solving strategies.
 compute for  subtracts 2- to 3-digit numbers with minuends up to 999
differences and without and with regrouping.
solve subtraction  subtracts mentally 1-digit numbers from 1 to 2-digit
problems. numbers with minuends up to 50.
 subtracts mentally 3-digit numbers by ones without
regrouping.
 subtracts mentally 3-digit numbers by tens without
regrouping.
 subtracts mentally 3-digit numbers by hundreds without

regrouping.

K TO 12 MATHEMATICS

STANDARDS

subtraction of whole numbers including money with
minuends up to 1,000 without and with regrouping using
appropriate problem solving strategies. .
 compute for sums  performs orders of operations involving addition and
and differences and subtractions of small numbers.
solve problems  analyzes and solves two-step word problems involving
involving both addition and subtraction of 2- to 3-digit numbers including
addition and money using appropriate problem solving strategies.
subtraction of
numbers.
 explore and illustrate  illustrates multiplication as repeated addition, arrays,
the concept of counting by multiples, and equal jumps on the number
multiplication of line.
whole numbers.  writes a related equation for each type of multiplication:
repeated addition, array, counting by multiples, and equal
jumps on the number line.
 illustrates the property of multiplication that any number
multiplied by one (1) is the same number.
 illustrates the property of multiplication that zero multiplied
by any number is zero.
 illustrates the commutative property of multiplication.

K TO 12 MATHEMATICS

STANDARDS
 compute products of  constructs and fills up the multiplication tables of 2,3,4,5,

numbers involving and 10.
2,3,4,5 and 10 and  multiplies mentally to fill up multiplication tables of 2,3,4,5
solve problems and 10.
involving  analyzes and solves one-step word problems involving
multiplication of multiplication of whole numbers as well as addition and
these numbers. subtraction including money.
 explore and model  models and describes division situations in which sets are
the concept of separated into equal parts.
division of whole  represents division as equal sharing, repeated
numbers. subtraction, equal jumps on the number line, and
formation of equal groups of objects.
 writes a related equation for each type of situation: equal
sharing, repeated subtraction, equal jumps on the number
line, and formation of equal groups of objects.
 divides numbers found in the multiplication tables of
2,3,4,5, and 10.
 compute quotients of  divides mentally numbers found in the multiplication tables

numbers found in 2,3,4,5 and 10.
the multiplication  analyzes and solves one-step word problems involving
tables involving division of numbers found in the multiplication tables
2,3,4,5 and 10 and 2,3,4,5 and 10.
solve problems
involving division of
these numbers.

K TO 12 MATHEMATICS

STANDARDS
 demonstrates an  visualize, model  visualizes and identifies unit fractions with denominators
understanding of the and represent the 10 and below.
concepts of halves and concept of halves  reads and writes unit fractions.
fourths. and fourths using  compares unit fractions using relation symbols
whole objects and  orders unit fractions.
sets.
 visualizes and identifies other fractions less than one with

denominators 10 and below.
 visualizes and identifies similar fractions (using group of
objects and number line).
 reads and writes similar fractions.
 compares similar fractions using relation symbols.
 apply number  reads and writes money in symbols and in words through
concepts in problem 100.
situation involving  counts and tells the value of a set of bills or a set of coins
money. through 100 in peso (coins only, bills only and coins and
bills).
 counts and tell the value of a set of bills or a set of coins
through 100 in centavo (coins).
 counts and tell the value of a set of bills or a set of coins
through 100 in combinations of pesos and centavos (peso
and centavo-coins only, bills and centavo-coins, coins and
bills).
 compares values of different denominations of coins and
paper bills through100 using relation symbols >.< and = .

K TO 12 MATHEMATICS

STANDARDS
Geometry  demonstrates an  model and  visualizes, identifies, classifies and describes half circles
understanding of 2- represents 2- and quarter circles.
dimensional and 3- dimensional and 3-  constructs squares, rectangles, triangle, circles half-
dimensional objects. dimensional objects. circles, and quarter circles using cut-outs and square
grids.
 explore the concept  identifies shapes/figures that show symmetry in a line.
of symmetry.  creates figures that show symmetry in a line.
 visualize, model and  recognizes shapes that can tessellate.
represent  tessellates a surface using triangles and squares.
tessellations.
 explore the concepts  identifies straight lines and curves, flat and curved
of lines, curves and surfaces in a 3-dimensional object.
surface on 3-  explains the differences between straight lines and curved
dimensional objects. lines, flat surfaces and curved surfaces.
Patterns and  demonstrates an  create patterns  identifies and explains simple repeating patterns.
Algebra understanding of patterns using numbers,  determines the next term (figure/number) in a given
and mathematical colors, shapes, etc. sequence and gives a reason.
sentences.  finds and completes patterns according to one or two of
the following attributes: shape, size, color, and orientation.
Measurement  deepens  measure time  tells and writes the time in minutes including a.m. and
understanding of time, p.m. using analog and digital clocks.
length, weight and  finds the duration of time elapsed using calendar, analog
capacity and digital clocks.
 solves simple word problems involving time.

K TO 12 MATHEMATICS

STANDARDS
 identify and compare  shows and uses the appropriate unit of length and their
the standard units, abbreviation cm and m to measure a particular object .
centimeter and  compares length in meters or centimeters.
meter.
 estimate and  measures objects using appropriate measuring tools in m

compute for lengths or cm.
of objects and solve  estimates and measures length using meter or centimeter.
problems involving  solves simple word problems involving length.
lengths using
centimeter and
meter.
 identify, use and  shows and uses the appropriate unit of weight and their
compare the abbreviations g and kg to measure a particular object or
standard units, gram situation
and kilogram.  compares weight in grams or kilograms
 estimate and  measures objects using appropriate measuring units in g
compute for the or kg.
mass/weight of an  estimates and measures mass using gram or kilogram.
object and solve  solves simple words problems involving mass.
problems involving
mass/weight.
 explore and illustrate  illustrates area as a measure of how much surface is
the concept of area covered or occupied by a plane figure.
 shows the area of a given figure using square-tile units¸
i.e. number of square-tiles needed.

K TO 12 MATHEMATICS

STANDARDS
 estimate and  estimates the area of a given figure using any shape.
compute for the area  finds the area of a given figure using square- tile units i.e.
of a plane figure number of square-tiles needed.
 measure capacity  shows and finds capacity using appropriate measuring
tools, e.g. amount of liquid needed.
Statistics and  demonstrates an  collect, organize,  collects and organizes data using tables and pictures.
Probability understanding of key represent, interpret,  reads and interprets data in a given pictograph.
concepts of pictographs, analyze data, and
outcomes and chances in make conjectures
games
 represent data using  forms scale representation of objects from the data
scales. collected.
 makes pictographs using scale representation.
 make conjectures  makes a guess on whether an event is less likely, more
and educated likely, equally likely or unlikely to happen based on facts.
guesses about the
likelihood of events.

K TO 12 MATHEMATICS
GRADE 3

STANDARDS
Numbers and  demonstrates an  explore the concepts  gives the place value and finds the value of a digit in 4- to
Number Sense understanding of the of numbers and 5-digit numbers.
concepts of numbers. compare these in  reads and writes the numbers through 10 000 in symbols
various contexts. and in words.
 rounds numbers to the nearest tens, hundreds and
thousands.
 compares 4- to 5-digit numbers using relation symbols
 orders 4- to 5-digit numbers in increasing order and vice
versa.
 identifies ordinal numbers from 1st to 100th.
 read and write  reads and writes the value of Roman numbers I to L in
numbers using Hindu-Arabic and vice versa.
Roman numerals up  reads and writes the value of Roman numbers L to C in
to M. Hindu-Arabic and vice versa.
 reads and writes the value of Roman numbers C to D in
Hindu-Arabic and vice versa.
 reads and writes the value of Roman numbers D to M in
Hindu-Arabic and vice versa.
 demonstrates an  add and subtract  illustrates the properties of addition (commutative,
understanding of the numbers up to associative, identity).
concepts of addition and 10,000 with  adds 3- to 4-digit numbers up to three addends with sums
subtraction of numbers up accuracy using up to 10 000 without regrouping.
to 10,000. manipulative.  adds 3- to 4-digit numbers up to three addends with sums
up to 10 000 with regrouping.
 estimates the sum of 3- to 4-digit addends and determines
the reasonableness of results.
 adds mentally without or with regrouping 2-digit and 1-
digit numbers and explains the strategies used.

K TO 12 MATHEMATICS

STANDARDS
 adds mentally without or with regrouping two 2-digit

numbers and explains the strategies used.
 adds mentally 2- to 3-digit numbers with multiples of
hundreds and explain the strategies used.
 analyzes and solves word problems involving addition of
whole numbers with sums up to 10 000 including money
using appropriate problem solving strategies.
 estimate and  subtracts 3-digit numbers from 3- to 4-digit numbers

compute for without and with regrouping and with and without zeros in
differences and the digits
solve subtraction  subtracts 3-to 4-digit numbers from 4-digit numbers
problems involving without and with regrouping and with and without zeros in
numbers of up to the digits.
10000.  estimates the difference of two numbers with three to four
digits and determines the reasonableness of results.
 subtracts mentally without and with regrouping 2-digit and
1-digit numbers and explains the strategies used.
 subtracts mentally without and with regrouping 2- to 3-
digit numbers with multiples of hundreds and explain the
strategies used.
subtraction of whole numbers including money using
 analyzes and solves two-step word problems involving
addition and subtraction of whole numbers including
money using appropriate problem solving strategies.

K TO 12 MATHEMATICS

STANDARDS
 demonstrates mastery of  estimate and  constructs and completes the multiplication tables of
multiplication facts for multiply 1 - to 3-digit 6,7,8, and 9.
numbers 0 – 10. numbers by 1- digit  states basic multiplication facts for numbers up to 10.
to 2-digit numbers  applies the commutative property of multiplication.
and solve  multiplies 2-digit by 1-digit numbers by using the
multiplication distributive property of multiplication.
problems involving  multiplies three 1-digit numbers by using the associative
these numbers. property of multiplication.
 multiplies 2- to 3-digit numbers by 1-digit numbers without
or with regrouping.
 multiplies 2-digit numbers by 2-digit number without
regrouping.
 multiplies 2-digit number by 2-digit numbers with
regrouping.
 multiplies 2- to 3-digit numbers by multiples of 10 and
100.
 multiplies 1- to 2-digit numbers by 1 000.
 estimates the product of 2- to 3-digit numbers and 1- to 2-
digit numbers and determines the reasonableness of
results .
 multiplies mentally 2-digit by 1-digit numbers without
regrouping with products of up to 100.
multiplication of whole numbers including money using
 analyzes and solves two-step word problems involving
multiplication as well as addition and subtraction including
money using appropriate problem solving strategies.

K TO 12 MATHEMATICS

STANDARDS
 explore the concepts  states multiples of 1- to 2-digit numbers

of factors and  differentiates prime and composite numbers
multiples
 estimate and divide  divides numbers found in the multiplication tables of
3-digit numbers by 6,7,8,and 9.
up to 2-digit  states basic division facts of numbers up to 10.
numbers and solve  divides 2- to 3-digit numbers by 1 digit numbers without
remainder.
division problems
 divides 2- to 3-digit numbers by 1 digit numbers with
involving these remainder.
numbers.  divides 2-digit by 2-digit numbers without or with
remainder.
 divides 2-3 digit numbers by 10 and 100 without or with
remainder.
 estimates the quotient of 2- to 3- digit numbers by 1- to 2-
results.
 divides mentally 2-digit numbers by 1-digit numbers
without remainder.
 analyzes and solves one-step word problem involving
division of 2- to 4-digit numbers by 1- to 2-digit numbers
including money using appropriate problem solving
strategies.
 analyzes and solves word problems involving division and
other fundamental operations including money using

K TO 12 MATHEMATICS

STANDARDS
 apply number  reads and writes money in symbols through 1000

concepts to solve  compares values of the different denominations of coins
problems involving and bills through 1000.
money through  solves real-life problems involving money through 1000.
1000.
 demonstrates an visualize, model and  visualizes and identifies fractions that are equal to one
understanding of the key represent the and greater than one.
concepts of proper and concepts of proper  reads and writes fractions that are greater than one in
improper fractions and and improper symbols and in words.
similar and dissimilar fractions and similar  relates and changes improper fractions to mixed numbers
fractions. and dissimilar and vice versa.
fractions.  visualizes and identifies dissimilar fractions.
 compares dissimilar fractions.
 arranges dissimilar fractions in increasing or decreasing
order
 recognizes and generates equivalent fractions of
commonly used fractions.
 changes fractions to lowest forms.
Geometry  demonstrates an  model and represent  recognizes and draws a point, line, line segment and ray
understanding of 2- 2-dimensional and  recognizes and draws perpendicular lines, parallel lines
dimensional and 3- 3-dimensional and intersecting lines.
dimensional shapes. objects.  visualizes, identifies and draws congruent line segments.
 explore symmetry in  identifies and draws the line of symmetry in a given
plane figures and symmetrical figure.
the environment.  identifies and visualizes symmetry in the environment and
in design
 completes a symmetric figure with respect to a given line
of symmetry
 tessellates the plane using triangles, squares and other
shapes that can tessellate.

K TO 12 MATHEMATICS

STANDARDS
Patterns and  demonstrates an  create patterns  tells when a number is odd or even
Algebra understanding of patterns using numbers,  finds the pattern using odd and even numbers with
and mathematical colors, shapes, etc. objects, pictures and words.
sentences.
 identify the rule for a  determines the pattern of a given sequence and states the
pattern and rule.
complete the  shows a pattern of a given sequence.
number pattern.
Measurement  demonstrates an  measure time.  converts time measure from seconds to minutes, minutes
understanding of concepts to hours, and hours to a day.
of time, length, weight and  converts time measure from days to weeks and months,
capacity. and convert weeks, months and years to days.
 finds the exact time between dates.
 solves word problems involving time measure.
 recognize, perform  converts common units of measure from larger to smaller
and use conversions unit and vice versa: meter and centimeter, kilogram and
of common units of gram, liter and milliliter
length, mass and  solves word problems involving conversions of common
capacity. units of measure.
 explore the concept  estimates the area of a square and rectangle using non-
of area and find standard units.
areas of squares  finds the area of a square in cm2 and m2.
and rectangles using  finds the area of a rectangle in cm2 and m2.
cm2 and m2.  solves word problems involving areas of squares and
rectangles.
 measure capacity  finds the capacity of a container using milliliter/liter.
using milliliter and  solves word problems involving capacity measure.
liter.

K TO 12 MATHEMATICS

STANDARDS
Statistics and  demonstrates an  collect, organize,  collects and organizes data in a table.
probability understanding of key represent, interpret,  reads and interprets a table.
concepts of pictographs, analyze data, and  constructs a bar graph.
outcomes and chances in make conjectures.  reads and interprets a bar graph.
a game.  tells whether an event is most likely to happen, equally
likely to happen or unlikely to happen based on facts.

K TO 12 MATHEMATICS
GRADE 4

STANDARDS
Numbers and  demonstrates an  read, write,  identifies numbers up to 100 000.

Number Sense understanding of whole compare, and  gives the place value and finds the value of a digit in six-
numbers up to 100,000, arrange numbers digit numbers.
their factors and multiples. through 100,000 and  reads and writes numbers up to hundred thousands in
round numbers to symbols and in words.
the nearest  rounds numbers to the nearest thousands and ten
thousands and ten thousands.
thousands.  compares numbers up to 100 000 using relation symbols.
 arranges numbers up to 100 000 in increasing or
decreasing order.
 investigate the  identifies factors of a given number up to 100.
concepts of factors  identifies the multiples of a given number up to 100.
and multiples.  makes conjectures about common factors of numbers.
 differentiates prime numbers from composite numbers.
 finds the prime factors of a number.
 writes a given number as a product of its prime factors.
 gives the common factors and the greatest common
factor (GCF) of two numbers using the following methods:
listing, and factor tree.
 gives the common multiples and least common multiple
(LCM) of two numbers: listing, factor tree, and continuous
division.
 finds the GCF and LCM of 2 given numbers .

K TO 12 MATHEMATICS

STANDARDS
 demonstrates an  estimate and  multiplies numbers up to 3-digit numbers by up to 2-digit

understanding of multiply 3-digit numbers without regrouping and with zero in any of the
multiplication, division and numbers and solve factors.
order of operation (MDAS) multiplication  multiplies numbers up to 3-digit numbers by up to 2-digit
of whole numbers. problems involving numbers with regrouping and with zero in any of the
these numbers. factors.
 estimates the products of 3- to 4-digit numbers by 2- to 3-
results.
 multiplies mentally two-digit numbers with products up to
200 and explains the strategies used.
 analyzes and solves word problems involving
multiplication of whole numbers including money using
 analyzes and solves two step word problems involving
multiplication and addition or subtraction using
 creates and solves word problems involving multiplication
and any of the two operations involving whole numbers
and money.
 estimate and divide  divides 3- to 4-digit numbers by 1-to 2-digit numbers
3- to 4-digit numbers without remainder.
by 1- to 2-digit  divides 3- to 4-digit numbers by 1- to 2-digit numbers with
numbers and solve remainder.
division problems  divides 3- to 4-digit numbers by 1- to 2-digit numbers with
involving these zeros in the middle or continuous zeros in the dividend
numbers. without and with remainder.
 divides 3- to 4-digit numbers by multiples of 10 and 100 or
by 1000 without and with remainder.

K TO 12 MATHEMATICS

STANDARDS
 estimates the quotient of 3- to 4- digit dividends by 1- to 2-

digit divisors by rounding up or rounding down dividends
or divisors and determines the reasonableness of results.
 divides mentally 2-to 3-digit numbers by 1-digit numbers
without remainder and explains the strategies used.
division of 3-to 4-digit numbers by 1-to 2-digit numbers
including money using appropriate problem solving
strategies.
 analyzes and solves 2- to 3-step word problems involving
division and any 1-or 2- of the other fundamental
operations including money using appropriate problem
solving strategies.
 creates and solves 1-to 2- step word problems involving
division and any other operations involving whole
numbers and money.
 perform series of  interprets and explains MDAS correctly.
operation following  performs a series of two or more operations.
the rules of MDAS.
 demonstrates an  identify and  illustrates fractions using regions, sets and the number
understanding of the investigate fraction. line.
concepts of fractions and  divides sets of objects into smaller sets of equal amount
its kind. to recognize and identify fractional parts of a set.
 compare and  identifies similar and dissimilar fractions from a given set
arrange similar and of fractions.
dissimilar fractions.  compares and arranges similar fractions from least to
greatest and vice versa.
 compares and arranges dissimilar fractions from least to
greatest and vice versa.

K TO 12 MATHEMATICS

STANDARDS
 identifies proper fraction/improper fraction/mixed numbers

from a given set of fractions including those with
denominators of 10 and 100.
 changes improper fraction to mixed numbers and vice
versa.
 converts one (1 whole) to a fraction and vice versa.
 demonstrates an  solve problems  visualizes and adds similar fractions.
understanding of the involving addition  visualizes and subtracts similar fractions.
concept of addition and and subtraction of  visualizes and subtracts a fraction from a whole number.
subtraction of fractions fraction using  visualizes and adds dissimilar fractions.
various strategies.  visualizes and subtracts dissimilar fractions.
 analyzes and solves word problems involving addition and
subtraction of fractions using appropriate problem solving
strategies.
 demonstrates an  visualize and  describes and illustrates parallel and perpendicular lines.
understanding of the key illustrate lines, other  identifies parallel and perpendicular lines and uses these
concepts of lines, other geometric and plane terms to describe figures.
geometric figures, plane figures using  draws perpendicular and parallel lines using a ruler and a
and solid figures. appropriate models. set of squares.
 describes and illustrates different angles (right, acute and
obtuse) using models.
 identifies parts of an angle and name angles using
notation such as ∟ABC, ∟x, and ∟2 in plane figures
 draws a given angle by using protractor.
 uses concrete objects/models to explore/describe plane
figures according to their attributes/properties of triangles
and quadrilaterals.
 identifies and describes the different kinds of triangles:
acute, right, obtuse, scalene, isosceles, equilateral,
equiangular.

K TO 12 MATHEMATICS

STANDARDS
 identifies and describes the different kinds of

quadrilaterals: square, rectangle, parallelogram,
trapezoid, and rhombus.
 create model of real  identifies and visualizes symmetry in the environment and
life objects which in design.
illustrate symmetry.  completes a symmetric figure with respect to a given line
of symmetry.
 create different  visualizes and describes geometric solids.

geometric solids  makes models of different geometric solids: cube, prism,
through various cylinder.
appropriate models.
Patterns and  demonstrates an  create various types  searches for a pattern given a set of objects or figures.
Algebra understanding of concepts of pattern.  determines the next object, term or figure from a given
of patterns and numbers pattern.
sentences.
 complete number  finds the missing value in a number sentence involving
sentences. one of the four operations of whole numbers.
Measurement  demonstrates an  solve problems  describes and illustrates the perimeter of a given figure.
understanding of concept involving perimeter  finds the perimeter of triangles, squares, rectangles,
of perimeter and area. using various parallelograms, and trapezoids.
strategies.  solves word problems involving perimeter of squares and
rectangles, triangles, parallelograms, and trapezoids.
 find the area of  derives inductively the formulas for the area of squares
irregular figure, and rectangles and irregular figure.
parallelogram,  estimates the area of an irregular plane figure made-up of
triangle and squares and rectangles using non-standard unit.

K TO 12 MATHEMATICS

STANDARDS
trapezoid using  finds the area of a figure made up of squares and

standard and non- rectangles using cm2 and m2.
standard unit of  estimates the area of triangles, parallelograms and
measurement. trapezoids using non-standard units.
 derives inductively the formulas for the area of triangles,
parallelograms and trapezoids.
 finds the area of triangles, parallelograms and trapezoids
using cm2 and m2.
 solves word problems involving the area of a figure made
up of squares and rectangles.
 solves word problems involving the area of a triangle,
parallelogram and trapezoid.
 explore the concept  visualizes and builds rectangular prisms using unit cubes.
of volume of a solid  derives inductively the formula for the volume of
and solve problems rectangular prisms.
accurately involving  finds the volume of a rectangular prism using cubic units.
the volume of solid.  solves word problems involving the volume of a
rectangular prism.
Statistics and  demonstrates an  solve problems  organizes data in tables.
Probability understanding of the key accurately using  constructs bar graphs and organizes data using bar
concepts of statistics and presented data. graphs.
probability.  reads and interprets data presented in tables and bar
graphs.
 solves problems using data presented in bar graphs and
tables.
 make simple  gathers and records favorable outcomes from an activity
predictions of events with different results (e.g. rolling a die, drawing a card,
based on data tossing coins, etc.)
records  analyzes the chance of a result using spinners.

K TO 12 MATHEMATICS
GRADE 5

STANDARDS

Numbers and  demonstrates an  read and write large  visualizes and represents whole numbers up to
Number Sense understanding of the whole numbers and 10,000,000.
concepts of whole round whole  reads and writes whole numbers up to 10,000,000.
numbers up to 10,000,000 numbers to the  rounds whole numbers to the nearest thousands and
and some of theory nearest thousands millions.
concepts. and millions.
 find the greatest  writes a given number as a product of its prime factors.
common factor and  gives the common factors and the greatest common
least common factor (GCF) of two numbers using the following methods:
multiple of given listing, factor tree, continuous division.
numbers.  gives the common multiples and least common multiple
(LCM) of two numbers: listing, factor tree, continuous
division.
 finds the GCF and LCM of 2 given numbers.
 apply divisibility  uses divisibility rules for 2, 5 and 10 to find the common
rules for factors of numbers.
2,3,4,5,6,8,9,10, 11  uses divisibility rules for 3, 6 and 9 to find common
and 12 on different factors.
context.  uses divisibility rules for 4, 8, 12 and 11 to find common
factors.
 solves problems involving factors, multiples and
divisibility rules for 2,3,4,5,6,8,9,10,11 and 12.
 demonstrates an  simplify a series of  states, explains and interprets the PMDAS or GMDAS
understanding of the key operations on whole rule.
concepts of series of numbers and solve  simplifies a series of operations on whole numbers
operations (PMDAS or problems involving involving more than two operations using the PMDAS or
GMDAS) of whole these. GMDAS rule.
numbers.  analyzes and solves problems involving series of
operations.

K TO 12 MATHEMATICS

STANDARDS

 demonstrates an  perform the four  represents the four operations on dissimilar fractions and
understanding of the fundamental mixed numbers using concrete and pictorial models.
concept of the four operations on  estimates sums, differences, products and quotients of
fundamental operations on fractions and mixed fractions and mixed numbers and determines the
similar and dissimilar numbers and solve reasonableness of results.
fractions. related problems.  adds fractions and mixed numbers without and with
regrouping.
 subtracts fractions and mixed numbers with and without
regrouping.
 multiplies fractions and mixed numbers.
 finds a fractional part of a whole number or of a fraction.
 multiplies mentally fractional units.
 divides fractions and mixed numbers.
 simplifies fractions and mixed numbers to their lowest
terms.
 analyzes and solves1 – 3 step word problems involving
addition, subtraction, multiplication, division of fractions,
and mixed numbers using appropriate strategies.
 investigate the  uses model to illustrate fractions as division of two
relationship between numbers.
fractions and  visualizes decimal numbers using models like blocks,
decimal numbers. grid, number line and money.
 visualizes decimal numbers using models/pictures to
show the relationship to fractions.
 reads and writes common fractions in decimal number
form through thousandths.
 renames decimal numbers to fractions with denominators
of 10,100,1000, and 10000 and vice versa.

K TO 12 MATHEMATICS

STANDARDS

 explore the concept  gives the place value and finds the value of a digit of a
and value of decimal given decimal number through thousandths.
numbers  reads and writes decimal numbers through thousandths.
 rounds decimal numbers to the nearest tenths and
hundredths.
 compares and arranges decimal numbers from least to
the greatest value and vice versa.
 demonstrates an  add and subtract  estimates the sum or difference of decimal numbers.
understanding of the decimal numbers  adds and subtracts decimal numbers through
concepts of the four with values through thousandths without and with regrouping.
fundamental operations on thousandths and  analyzes and solves problems involving addition and
decimals. solve problems subtraction of decimal numbers including money.
involving these.
 multiply decimal  represents multiplication of decimal numbers using
numbers of values pictorial models
up to the hundredths  estimates the products of decimal numbers.
and solve problems  multiplies decimal numbers by multiples of 10 and 100.
involving these  multiplies decimal numbers of values up to hundredths.
numbers.  multiplies mixed decimals with tenths and hundredths by
whole numbers.
 multiplies mixed decimals by mixed decimals with tenths
and hundredths.
 multiplies decimals mentally by 0.1, 0.01,10 and 100.
 analyzes and solves word problems involving
multiplication of decimals including money.
 represents division of decimal numbers using pictorial
models.
 estimates the quotients of decimal numbers.
 divides decimal number of values up to the hundredths.
 analyzes and solves 1 – 3 step word problems of various
types using whole numbers, fractions and decimals.

K TO 12 MATHEMATICS

STANDARDS

 demonstrates an  solve problems  visualizes the ratio of 2 given sets of objects.
understanding on the use involving ratios and  expresses the ratio using either the colon (:) or fraction.
of ratio, proportion and proportions.  expresses one value as a fraction of another given their
percent. ratio and vice versa.
 finds how many times one value is as large as another
given their ratio and vice versa.
 identifies and writes equivalent ratios.
 expresses ratio in their simplest forms.
 finds the missing term in a pair of equivalent ratios.
 defines and describes a proportion.
 recognizes when two quantities are in direct proportion.
 solve problems  uses model to illustrate the concept of percent and its
involving percents. relationship to fractions, ratios and decimal numbers.
 gives the relationship
- among fractions, ratios, and percents.
- between percents and decimal numbers.
- among fractions, ratios, decimal numbers and
percents.
 defines percentage, rate or percent, and base.
 identifies the base, percentage and rate in a problem.
 finds the percentage in a given problem.
 analyzes and solves problems involving percentage.
Geometry  demonstrates an  explore polygons  describes, models and draws polygons.

understanding of polygons with up to 10 sides.  names polygons with 5 or more sides.
up to 10 sides, congruence  describes and compares properties of polygons.
and similarities of  represents similar polygons using models.
polygons, and circle and  identifies and describes similar polygons.
its parts.

K TO 12 MATHEMATICS

STANDARDS

 explore circles  visualizes and describes a circle.
 identifies the terms related to a circle.
 draws a circle with different radii using a compass.
Patterns and  demonstrates an  solve for the  uses models to illustrate mathematical sentences.
Algebra understanding of a simple unknown values in  determines the pattern in completing mathematical
equation. simple equations sentences.
involving one or  uses pattern to solve for the unknown in simple equations
more operations on involving one or more operations on whole numbers and
whole numbers and fractions.
fractions.
Measurement  demonstrates an  describe and find the  represents and describes the circumference of a circle.
understanding on circumference of a  uses a model to represent the circumference of a circle.
measurement in metric circle and solve  derives a formula in finding the circumference of a circle
units to approximate related work using formula/s derived.
measure and to compute problems.  solves problems involving circumference.
for the circumference, area,
volume and temperature.
 convert units of  estimates and uses appropriate units of measure for
measure for area area.
and volume and  converts sq cm to sq m and vice versa.
select appropriate  names the appropriate unit of measure used for
units and tools for measuring area.
consistency and  estimates and uses appropriate units of measure for
accuracy. volume.
 converts one cubic unit of measure to a larger unit or
smaller unit.
 names the appropriate unit of measure used for
measuring the volume of a cube and a rectangle prism.
 describe the area of  represents and describes the area of a circle.
a circle measure and  uses a model to find the area of a circle.
use it to solve  derives a formula for finding the area of a circle.

K TO 12 MATHEMATICS

STANDARDS

problems.  finds the area of a circle using appropriate formulas and
procedures.
 describe the volume  describes the volume of a cube and a rectangular prism.
of a cube and a  derives formula in finding the volume of a cube and a
rectangular prism rectangular prism.
and use it to solve  solves problems involving volume of a cube and
problems. rectangular prism using appropriate formulas and
procedures.
 describe  describes and estimates the temperature inside the
temperature classroom.
measure and use it  reads and measures temperature using thermometer
to solve problems. (alcohol and/or digital) in degree Celsius.
 solves problems involving temperature.
Probability and  demonstrates an  reads and interprets data presented in a line graph and in
Data Analysis understanding of a line its corresponding table of data.
graphs and probability of  constructs a line graph using the corresponding table of
experiments. data.
 describes and estimates the average value of sets of
data.
 finds the average value of a set of data that includes
whole numbers ,fractions and decimal numbers.
 solves problems involving line graphs and the average of
set of data.
 make simple  describes a probability experiment.
predictions of events  performs a probability experiment and records result by
of probability listing.
experiment.  analyzes data obtained from chance using experiments
involving letter cards (A to Z) and number cards (0 to 20).

K TO 12 MATHEMATICS
GRADE 6

STANDARDS
Numbers and  demonstrates an  explore the concepts  describes the set of integers.
Number Sense understanding of the of integers and its  identifies real-life situations that make use of integers.
concept of integers, application to real  represents integers on the number line.
powers and scientific life.  compares integers with other numbers such as whole
notation. numbers, fractions and decimals.
 compares and arranges integers from least to greatest
and vice versa.
 compare with  describes the exponent and the base in a number
justification the expressed in exponential notation.
numbers expressed  gives the value of numbers expressed in exponential
in different notations. notation.
 expresses positive whole numbers in expanded notation
using exponential notation and vice versa.
 finds and compares the value of numbers expressed in
either expanded or exponential notation.
 reads and writes numbers up to trillions in scientific
notation.
 formulate and solve  determines the value of a number expressed in scientific
problems involving notation.
the four basic  describes and interprets the basic operations on integers
operations on using materials such as algebra tiles, counters, chips and
integers, whole cards.
numbers, decimal  states the rules for addition, subtraction, multiplication and
numbers, and division of integers.
fractions with  performs the basic operations of integers.
perseverance.  solves problems involving basic operations of integers.
 interprets and explains the GEMDAS rule.

K TO 12 MATHEMATICS

STANDARDS
 performs two or more different operations on whole

numbers with or without exponents and grouping symbols.
 solves problems involving a series of operations on whole
numbers.
 estimates sums and differences of fractions and decimals
in simple or mixed forms and determines the
reasonableness of results.
 rounds decimals through thousandths.
 adds and subtracts fractions in simple or mixed forms
without or with regrouping.
 adds and subtracts decimals and mixed decimals through
ten thousandths without or with regrouping.
 solves problems involving addition and subtraction of
fractions and decimals in simple or mixed forms without
and with regrouping.
 illustrates multiplication of fractions and decimals using
models.
 estimates products of whole number fractions and
decimals and determines the reasonableness of results.
 multiplies fractions in simple and mixed forms .
 shows that multiplying a fraction by its reciprocal is equal
to 1.
 multiplies decimals and mixed decimals through
thousandths without and with regrouping and with “0”
difficulty.
 solves problems involving addition, subtraction, and
multiplication of numbers in mixed forms.
 illustrates division of fractions and decimals using models.
 estimates quotients of whole numbers, fractions and
decimals and determines the reasonableness of results.

K TO 12 MATHEMATICS

STANDARDS
 divides fraction and decimals numbers in a whole number.

 divides whole numbers (two- to five-digit dividends) by
decimals (one- to two-digit divisors).
 divides decimals by whole numbers and vice versa.
 divides decimals by 10, 100, and 1,000 mentally.
 divides decimals by 0.1, 0. 01, and 0.001.
 differentiates between terminating from repeating, non-
terminating decimal quotients.
 solves problems involving division of fraction and
decimals in mixed forms.
 solves 1- 3 step word problems involving operation on
whole numbers, fractions and decimals in real life.
 demonstrates an  use proportion in a  defines and illustrates the meaning of ratio and proportion
understanding of ratio and variety of ways. using concrete or pictorial models.
proportion.  sets up proportions for groups of objects or numbers and
for given situations.
 finds a missing term in a proportion.
 solves problems involving direct proportion, partitive
proportion, and inverse proportion in different contexts
such as distance, rate and time.
 demonstrates an  solve problems  defines and illustrates percentage through models.
understanding of involving percentage  determines the percentage, rate and base in a given
percentage in a variety of ways. problem.
 solves problems involving finding the percentage, rate and
base.
 solves percentage problems such as percent of
increase/decrease (discounts, original price, rate of
discount, sale price, marked-up price), commission,
sales tax and simple interest.

K TO 12 MATHEMATICS

STANDARDS
Geometry  demonstrates an  use appropriately  describes the properties of angles on a straight line,
understanding of angles the different angle angles at a point and vertically opposite angles.
and their properties in properties in finding  determines the sum of the angles in a triangle and a
geometric and spatial unknown angle quadrilateral.
figures. measure in  finds unknown angles using angle properties in
geometric figure. geometrical figures such as a square, rectangle,
parallelogram, rhombus, trapezoid, and triangle.
 illustrate the different  identifies the different spatial figures
spatial figure and  illustrates the different spatial figures using various
their properties concrete and pictorial models.
using various  visualizes and describes the different spatial figures:
concrete and cube, prism, cylinder, sphere, pyramid, cone, etc.
pictorial model.  identifies the nets of the following spatial figures: cube,
prism, cylinder, pyramid and cone.
Measurement  demonstrates an  solve problems  finds the area of composite figures, formed by any two or
understanding in involving measures more of the following: triangle, square, rectangle, circle,
measuring plane and solid of plane and solid and semi-circle
figures. figures in a variety of  solves word problem involving area of composite figures
ways. formed by any two or more of the following: triangle,
square, rectangle, circle, and semi circle.
 identifies the faces of a geometric solid.
 visualizes and describes surface area and names the unit
of measure used for measuring the surface area of solids.
 derives a formula for finding the surface area of cubes,
prisms and cylinders.
 finds the surface area of cubes, prisms and cylinders
 solves word problems involving measurement of surface
area.
 describes the meaning of the volume of a solid.

K TO 12 MATHEMATICS

STANDARDS
 determines the relationship between the volume of a

rectangular prism and of a pyramid and between a
cylinder and a cone.
 obtains formulas for finding the volumes of cylinders,
pyramids and cones.
 finds the volume of a cylinder, pyramid or a cone.
 solves problems involving volumes of solids.
 demonstrates an  read and interpret  reads and interprets electric and water meter reading.
understanding of electric accurately meter  solves problems involving electric and water consumption.
and water consumption, readings.
time, rate, and speed.
 measure time in a  estimates the duration of time in seconds and minutes.
variety of ways and  measures time using a 12-hour and a 24-hour clock.
solve problems  calculates time in the different world time zones.
involving time, rate  calculates speed, distance and time.
and speed in a  solves problems involving average rate and speed.
variety of strategies.
Statistics and  demonstrates an  make feasible  reads and interprets data represented in circle graph.
Probability understanding of the key decision based on  constructs a circle graph based on a table of data.
concept of data prediction analyzed data.  makes inferences and hypothesis on data presented in a
and analytical probability. circle graph.
 describes the meaning of probability such as 50% chance
of rain and one in a million chance of winning.
 quantifies the phrases “most likely to happen” and
“unlikely to happen”.
 performs experiments and records outcomes.
 makes listing and diagrams of outcomes and tells the
number of favorable outcomes and chances using these
listings and diagrams.

K TO 12 MATHEMATICS

STANDARDS
 makes simple predictions of events based on the results

of experiments.
Patterns and  demonstrates an  differentiates between and expression and an equation.
Algebra understanding of concepts  gives a verbal translation of an equation and an
of algebraic expression in expression using real-life contexts and vice versa.
one variable.  solves problems involving different types of numerical
expressions and equations such as 7+ 9 =___ + 6.
 replaces a quantity in a numerical equation or expression
with a letter or symbol and writes the equation or
expression in different forms.
 model appropriately  writes an algebraic expression involving one letter or
quantity in real-life symbol.
situation using  describes the use of a letter or symbol in an algebraic
algebraic expression: placeholder, patterns, generalize unknown
expression. value (e.g. + ) and label.
 defines a variable in an algebraic expression.
 simplifies algebraic expressions in one variable.
 evaluates algebraic expressions involving one variable.
 represents quantities in real-life situation using algebraic
expressions.
 identifies the pattern in a given series of objects and
numbers.
 determines the quantity to be represented by a letter or a
symbol in a pattern.
 writes the algebraic expression that represents the pattern
in a given series of objects or numbers.
 determines the next object or number in a given series
using the algebraic expression for the pattern.

K TO 12 MATHEMATICS
GRADE 7

STANDARDS
Numbers and Number The learner demonstrates The learner is able to formulate The learner…
Sense understanding of key intellectually challenging
 describes and illustrates well-defined sets,
concepts of sets and the situations involving sets and real
subsets, universal sets and the null set and
real number system. numbers and solve these in a
cardinality of sets
variety of strategies
 describes the union and intersection of sets
and the complement of a set.
 uses Venn Diagrams to represent sets,
subsets and set operations
 solves problems involving sets.
 describes and illustrates the absolute value of
a number on a numberline as the distance of
a number from 0.
 performs fundamental operations on integers.
 states and illustrates the different properties
of operations on the sets of integers.
 illustrates rational numbers and arrange them
on a numberline.
 expresses rational numbers (both repeating
and terminating/non-repeating and non-
terminating) from fraction form to decimal
form and vice versa.
 performs operations on rational numbers and
illustrate their properties.
 describes principal roots and tells whether
they are rational or irrational.

K TO 12 MATHEMATICS
 determines between what two integers the

square root of a number is.
 estimates the square root of a number to the
nearest tenth.
 illustrates and graphs irrational numbers
(square roots) on a numberline with and
without technology.***
 describes, represents and compares the
different subsets of real numbers.
 finds the union, intersection and complement
of the set of real numbers and its subsets.
 arranges real numbers in increasing or
decreasing order.
 determines the significant digits in a given
situation.
 writes very large and very small numbers in
scientific notation.
 describes and represents real-life situations
which involve integers, rational numbers,
square root of rational and irrational numbers.
 solves problems involving real numbers.
Algebra The learner demonstrates The learner is able to model The learner …
understanding of key situations using oral, written, o translates verbal phrases to mathematical
concepts algebraic graphical and algebraic phrases and vice versa.
expressions, the properties methods in solving problems
of real numbers as applied in involving algebraic expressions, o differentiates between constants and
linear equations and linear equations and inequalities variables in a given algebraic expression.
inequalities in one variable. in one variable. o evaluates algebraic expressions for given
values of the variables.
o gives examples of algebraic expressions
which are polynomials and classifies these

K TO 12 MATHEMATICS
as to number of terms.
o Interprets the meaning of an where n is a
positive integer.
o adds and subtracts polynomials
o interprets the meaning of an where n is a
positive integer.
o multiplies and divides polynomials
o derives the laws of exponent.
o finds inductively using models the (a) product
of two binomials; (b) product of the sum and
difference of two terms; (c) square of a
binomial; (d) cube of a binomial; (e) product
of a binomial and a trinomial.
o finds algebraically the (a) product of two
binomials; (b) product of the sum and
difference of two terms; (c) square of a
binomial; (d) cube of a binomial; (e) product
of a binomial and a trinomial. ***
o differentiates between mathematical
expressions and mathematical equations.
o translates English sentences to
mathematical sentences and vice versa.
o differentiates between equations and
inequalities.
o illustrates the meaning of absolute value.
o finds the solution of an equation or inequality
involving one variable, including one that
involves absolute value (a) from a given
replacement; (b) intuitively by guess and
check; (c) by algebraic procedures (applying
properties of equalities and inequalities); (d)

K TO 12 MATHEMATICS
graphing.
o solves problems that use equations and
inequalities.
Measurement The learner demonstrates The learner is able to formulate The learner …
understanding of the key real-life problems and solve o describes what it means to measure.
concepts of measurement these using a variety of
strategies. o describes the development of measurement
from the primitive to the present international
system of units.
o estimates or approximates the measures of
quantities particularly length , weight/mass,
volume, time, angle and temperature.
o uses appropriate instruments to measure
quantities such as length, weight/mass,
volume, time, angle and temperature.***
o converts measurements from one unit to
another for each type of measurement
including the English system.***
o solves problems involving measurements
such as perimeter, area, weight/mass, time,
speed, temperature, volume/capacity and
utilities usage.***
Geometry The learner demonstrates The learner is able to create The learner ..
understanding of key artistically models of plane o presents point, line and plane using
concepts of geometry of figures, formulate and solve with concrete and pictorial models.
shapes and sizes, and accuracy authentic problems
geometric relationships. involving geometric shapes and o names the subsets of a line.
sizes. o illustrate and classify the different kinds of
angles.
o derives relationships of geometric figures
using measurements and by inductive
reasoning; supplementary angles,
complementary angles, equal angles,

K TO 12 MATHEMATICS
vertical angles, adjacent angles, linear

pairs, perpendicular lines and parallel
lines.***
o derives relationships between vertical
angles and among angles formed by
parallel lines cut by a transversal using
measurement and by inductive reasoning.
o uses a compass and straight edge to
bisect line segments and angles and
construct perpendiculars and parallels.
o classifies triangles according to their
angles and according to their sides.
o illustrates and names different kinds of
triangles.
o derives relationships among the sides and

angles of a triangle using measurement
and inductive reasoning.
o illustrates and names different kinds of
quadrilaterals.
o derives relationships among the sides and
angles of a quadrilateral using
measurement and inductive reasoning.
o illustrates convex polygons.
o derives the relationship of exterior and
interior angles of any convex polygon
using measurement and inductive
reasoning.
o illustrates a circle and the terms related to
it; radius, diameter, center, arc and central
angle.

K TO 12 MATHEMATICS
Statistics and Probability The learner demonstrates The learner is able to collect The learner …
understanding of key and organize data o explains the basic concepts, uses and
concept, uses and systematically and make the importance of Statistics.
importance of Statistics, data necessary representation to
collection/gathering and the solve problems in research, o poses questions and problems that may be
different forms of data business, education, answered using Statistics.
representation. technology, science, o collects or gathers statistical data and
economics, etc. organizes the data in a frequency table
according to systematic consideration.
o uses appropriate graphs to represent
organized data: pie chart, bar graph, line
graph and a histogram.***
o analyzes, interprets accurately and draws
conclusions from graphic and tabular data.
*** Suggestion for ICT enhanced lesson when available and where appropriate

K TO 12 MATHEMATICS
GRADE 8

STANDARDS
Algebra The learner demonstrates The learner is able to formulate The learner…
understanding of key real-life problems involving
 identifies polynomials which are special
concepts of special special products and factors,
products: polynomials with common monomial
products and factors of rational algebraic expressions,
factors, trinomials that are product of two
polynomials, rational algebraic expressions with
binomials, trinomials that are product of
algebraic expressions, integral exponents, linear
squares of a binomial, and products of sum
algebraic expressions with functions, and systems of linear
and difference of two terms.***
integral exponents, linear equations and inequalities in two
functions, and systems of variables and solve these with  finds special products and factors of certain
linear equations and utmost accuracy using a variety polynomials: product of two binomials, product
inequalities in two of strategies. of sum and difference of two terms, square of
variables. a binomial, cube of a binomial, and product of
special case of multiplying a binomial with a
trinomial.
 factors completely different types of
polynomials (polynomials with common
monomial factors, a difference of two squares,
sum and difference of two cubes, perfect
square trinomials, general trinomials) using
special formulas, grouping and other
techniques.
 solves problems involving polynomials and
their products and factors.
 describes and illustrates rational algebraic
expressions.
 simplifies rational algebraic expressions
 performs operations on rational algebraic
expressions.

K TO 12 MATHEMATICS
 simplifies complex fractions.

 solves problems involving rational algebraic
expressions.
 interprets zero and negative exponents
 evaluates and simplifies algebraic
expressions involving integral exponents.
 describes and illustrates the rectangular
coordinate system and its uses.***
 describes and plots positions on the
coordinate plane using coordinate axes. ***
 Illustrates a relation and a function.
 determines if a given relation is a function
using ordered pairs, graphs and equations.
 differentiates between dependent and
independent variables.
 describes the domain and range of a function.
 describes a linear function using its points,
equation and graph.
 identifies the domain and range of a linear
function.
 illustrates the meaning of a slope of a line.
 finds the slope of a line given two points,
equation and a graph.
 writes the linear equation ax + by = c in the
form y = mx + b and vice versa.
 graphs a linear equation given (a) any two
points; (b) the x – and y – intercepts; (c) the
slope and a point on the line.***

K TO 12 MATHEMATICS
 describes the graph of a linear equation in

terms of its intercepts and slope.***
 finds the equation of a line given (a) two
points; (b) the slope and a point; (c) the slope
and its intercepts.
 solves problems involving linear functions and
linear patterns.
 differentiates between mathematical

expressions and mathematical equations.
 differentiates between mathematical
equations and inequalities.
 illustrates linear inequalities in two variables.
 graphs linear inequalities in two variables on
the coordinate plane.
 describes systems of linear equations and
inequalities using practical situations and
mathematical expressions.
 identifies which given systems of linear
equations have graphs that are parallel,
intersect and coincide.
 graphs systems of linear equations in two
variables.***
 solves systems of linear equations by (a)
graphing; (b) elimination; (c) substitution.***
 graphs system of linear inequalities in two
variables.***
 solves a system of linear inequalities in two
variables by graphing.***

K TO 12 MATHEMATICS
 solves problems involving systems of linear

equations and inequalities in two variables.
Geometry The learner demonstrates The learner is able to The learner ..
understanding of key communicate mathematical o identifies the hypothesis and conclusions of
concepts of axiomatic thinking with coherence and if-then and other types of statements.
development of geometry, clarity in formulating,
triangle congruence, investigating, analyzing, and o formulates the inverse, converse and
inequalities in triangles and solving real-life problems contrapositive of an implication.
parallel and perpendicular involving parallelism and o distinguishes between inductive and
lines. perpendicularity of lines and deductive reasoning.
congruent triangles using
appropriate and accurate o provides formal arguments that explain
representations results of a phenomenon or a situation.
o writes formal arguments as a series of

statements that make up a proof (both direct
and indirect).
o illustrates the undefined terms in geometry.
o explains the need for defined terms
previously introduced.
o differentiates between postulate and theory
and give the importance of each.
o iIllustrates triangle congruence.***
o states and illustrates the SAS, ASA and SSS
congruence postulates.***
o applies the postulates and theorems on
triangle congruence to prove statements on
congruence, including right triangles.
o applies triangle congruence to geometric
constructions to perpendicular and angle
bisector.
o states and illustrates the theorems on

K TO 12 MATHEMATICS
triangle inequalities, e.g. exterior angle

inequality theorem, triangle inequality
theorem, hinge theorem.***
o applies theorems on triangle inequalities to:
(a) determine possible measures for the
angles and sides of triangles, and (b) justify
claims about the unequal relationships
between side and angle measures.
o applies the theorems on triangle inequalities
to prove results involving triangle inequalities.
o illustrates parallel and perpendicular lines.***
o illustrates and proves properties of parallel
lines cut by a transversal.***
o names the different kinds of quadrilaterals
and identify those that are parallelograms.
o determines the conditions that make a

quadrilateral a parallelogram,
o determines and proves the conditions under
which lines and segments are parallel or
perpendicular.
o uses properties to find measures of angles,
sides, and other quantities involving
parallelograms.
Statistics and Probability The learner demonstrates The learner is able to .. The learner …
understanding of key o compute accurately o finds the mean, median and mode of
concepts of measures of measures of central statistical data
central tendency and tendency and measures of
measures of variability of o describes and illustrates the mean, median
variability and apply these and mode of ungrouped and grouped data.
data and basic concepts of appropriately to data
probability analysis and interpretation o discusses the meaning of variability.
in fields such as research, o calculates the different measures of

K TO 12 MATHEMATICS
business, education, variability of a given set of data: (a) range; (b)

science, technology, average deviation; (c) variance; (d) standard
economics, etc. deviation.***
. o describes a set of data using measures of
central tendency and measures of variability.
o use precisely counting o describes an experiment, outcome, sample
techniques and probability space and event.***
in solving problems related o explains and interprets the probability of an
to different fields of event.
endeavor.
o differentiates between an experimental
probability and a theoretical probability.
o counts the number of occurrences of an
outcome in an experiment and organize
them using a table, tree diagram, systematic
listing and the fundamental counting
principle.***
o solves simple problems involving
probabilities of events.

K TO 12 MATHEMATICS
GRADE 9

STANDARDS
Algebra The learner demonstrates The learner is able to… The learner…
understanding of key o makes mathematical models to represent real-
concepts of quadratic  investigate thoroughly
mathematical relationships life situations using quadratic functions.
functions and equations,
rational algebraic equations in various situations and o recognizes quadratic functions and quadratic
and variations. formulate real-life problems equations.
involving quadratic functions
and equations, rational o differentiates a quadratic function from a
algebraic equations and quadratic equation.
variations and solve these o represents and describes a quadratic function
using a variety of strategies. using its: (a) tables of values; (b) graph; (c)
equation.
o finds the domain and range of a quadratic
function.
o graphs quadratic functions and determines or
describes its: (a) intercepts; (b) zeroes; (c)
axis of symmetry; (d) maximum or minimum
point; (e) shape.***
o writes the equation of a quadratic function
given: (a) a table of values; (b) graph; (c)
zeros.
2
o transforms the quadratic function y = ax + bx
2
+ c to y = a(x – h) + k.
o analyzes the effects of changing the values of
a, h and k in the equation y = a(x – h)2 + k of
a quadratic function on its graph.***
o solves quadratic equations by: (a) extracting
square roots; (b) factoring; (c) completing the

K TO 12 MATHEMATICS
square; (d) the quadratic formula.

o characterizes the roots of a quadratic
equation using the discriminant.
o describes the relationship between the
coefficients and the roots of a quadratic
equation.
o solves equations transformable to quadratic
equations.
o solves problems involving quadratic functions
and quadratic equations.
o recognizes equations that involve rational
algebraic expressions.
o solves equations involving rational algebraic
expressions.
o solves problems involving equations with
rational algebraic expressions
o recognizes relationships between two
quantities that involve the following variations:
(a) direct; (b) inverse; (c) joint; (d) combination
of any of these.
o translates statements that involve variations
to: (a) a table of values; (b) a mathematical
equation; (c) a graph and vice versa.
o identifies situations that involve quantities that
vary (a) directly; (b) inversely; (c) jointly; (d)
according to a combination of any of these.
o solves problems involving variation.
 create real-life problems  applies the laws involving positive integer

involving expressions with exponents to zero and negative exponents.
rational exponents and
 simplifies expressions with rational

K TO 12 MATHEMATICS
radicals and solve these exponents.

correctly.
 solves problems involving expressions with
rational exponents.
 identifies radical expressions.
 relates expressions with fractional exponents

to radical expressions.***
 writes expressions with rational exponent as
radicals and vice versa.
 proves the laws of radicals.
 simplifies radical expressions using the laws
of radicals.
 performs operations on radical expressions.***
 solves equations and problems involving
radical expressions.***
Geometry The learner demonstrates The learner is able to … The learner…
understanding of key  create, investigate, analyze o describes a proportion.
concepts of triangle and solve mathematical
similarities and o applies the fundamental theorems of
situations involving similarity proportionality to solve problems involving
quadrilaterals. through appropriate and proportions.
accurate representation.
o differentiates between triangle similarity and
triangle congruence and relate one to the
other.
o illustrates, explains, and proves the conditions
for similarity of triangles. ***
a. SAS similarity theorem
b. SSS similarity theorem
c. AA similarity theorem

K TO 12 MATHEMATICS
d. right triangle similarity theorem

e. special right triangle theorems
o applies the theorems to show that given
triangles are similar.
o derives and proves the Pythagorean theorem.
o solves problems that involve: (a) triangle
similarity; (b) Pythagorean theorem; (c)
special right triangles.***
 create various designs/ o describes the different quadrilaterals.

models of structures that o determines the conditions that make a
utilizes the properties of quadrilateral a parallelogram.
quadrilaterals. o uses properties of quadrilaterals to find
measures of angles, sides and other
quantities.
o proves theorems on the different kinds of
parallelogram (rectangle, rhombus, square).
o proves theorems on trapezoids and kites.
o proves the midline and intercept theorems.
o applies the properties of quadrilaterals in real
life.

K TO 12 MATHEMATICS
Patterns and Algebra The learner demonstrates The learner is able to apply the The learner …
(Trigonometry) understanding of the basic concepts of trigonometric ratios o defines the six trigonometric ratios: sine,
concepts of trigonometry. to solve real-life problems with cosine, tangent, secant, cosecant and
precision and accuracy. cotangent.
o finds the trigonometric ratios of special
angles.
o describes and illustrates angles of elevation
and angles of depression.
o uses trigonometric ratios to solve real-life
problems involving right triangles (e.g.,
navigation, surveying). ***

K TO 12 MATHEMATICS
GRADE 10

STANDARDS
Patterns and Algebra The learner demonstrates The learner is able to … The learner …
understanding of key
concepts of sequences and  create, analyze and solve o finds and generates pattern.***
polynomial functions. problems involving o describes and illustrates an arithmetic
sequences and series in sequence.
disciplines such as arts,
o gives examples of arithmetic sequences.
music, science, business,
agriculture, etc, through o finds the terms of an arithmetic sequence
appropriate and accurate including the general nth term of the
representations sequence.***
o finds the sum of terms of a given arithmetic
sequence.***
o describes and illustrates a geometric
sequence.
o gives examples of geometric sequences.
o differentiates a finite geometric sequence
from an infinite geometric sequence.
o differentiates an arithmetic sequence from a
geometric sequence.
o finds the terms of a geometric sequence
including the general nth term of the
sequence.***
o finds the sum of terms of a given geometric
sequence.***
o illustrates other types of sequences (e.g.,
harmonic, Fibonacci).
o solves problems involving sequences and
series.
 investigate thoroughly o describes polynomial functions.

K TO 12 MATHEMATICS
mathematical relationships o identifies and gives examples of polynomial

involving polynomial functions.
functions in business,
o differentiates polynomial functions from
economics, science, etc. to
polynomial expressions.
maximize profits, minimize
cost and as basis for o performs operations on polynomial
decision making. expressions.
o uses synthetic division in dividing polynomial

expressions.
o proves the remainder theorem and the factor
theorem.
o factors polynomial expressions using
synthetic division, the remainder theorem and
the factor theorem.
o finds the zeros of polynomial functions.
o sketches graphs of polynomial functions.***
o solves problems involving factors and zeros of
polynomial functions.
Geometry The learner demonstrates The learner is able to … The learner …
understanding of key  create, analyze and find o identifies and illustrates the terms related to
concepts of circles. solutions to intellectually circle such as chord, arc, central angle and
challenging situations inscribed angle.
involving circles and other o derives the relations among chords, arcs,
related terms in disciplines central angles and inscribed angles.
such as art, engineering,
architecture, navigation, etc. o proves the theorems related to chords, arcs,
through appropriate and central angles and inscribed angles.
accurate representations. o describes secant and tangent lines and
segments and sector of a circle.
o proves the theorems on secant and tangent
lines and segments.
o solves problems on circles.

K TO 12 MATHEMATICS
 solve problems involving o derives the distance formula.

geometric figures on the o applies the distance formula to derive and
rectangular coordinate prove some geometric properties.
plane with perseverance
and accuracy. o derives the center-radius form of the equation
of a circle.
o finds the center and radius of a circle given its
equation and vice versa.
o sketches the graph of a circle and other
geometric figures on the coordinate plane.***
o solves problems involving geometric figures
on the coordinate plane.
Statistics and Probability The learner demonstrates The learner is able to … The learner …
understanding of key  compute accurately the o describes and finds the following measures of
concepts of measures of measures of position and position: quartiles, deciles and percentiles.***
position, basic use these in interpreting
combinational concepts o explains and interprets quartiles, deciles and
data and making decisions
and probability. percentiles.
in different disciplines.
o calculates specified percentiles (e.g. 90th
percentile) of a set of data.
o uses measures of position to describe a set of
data and infer some information about the
data.***
o solves problems involving quartiles, deciles
and percentiles.
 use precise counting o records the number of occurrences of an
techniques and probability event using: (a) a grid table; (b) a tree
in formulating conclusions diagram; (c) systematic listing.
and making decisions. o explains the fundamental counting principle.
o uses the fundamental counting principle to
count the number of arrangements or ways
that a task can be carried out.

K TO 12 MATHEMATICS
o derives and uses the formula for finding the

permutation of n objects taken r at a time.
o derives and uses the formula for finding the
number of combinations of n objects taken r at
a time.
o differentiates permutation from combination of
n objects taken r at a time.
o solves problems involving permutations and
combinations.
o recognizes events, union of events and
intersection of events.
o finds the cardinality of a union of two sets.
o describes the probability of a union of two
events.
o finds the probability P(A ∩ B).

o describes events that are independent.
o finds the probability P(A U B.)
o solves problems involving probabilities of
union and intersection of events.

K TO 12 MATHEMATICS
CONTENT COVERAGE
Grade 7 – 10 Mathematics
QUARTER 1
GRADE 7 GRADE 8 GRADE 9 GRADE 10
Numbers and Number Algebra Algebra Patterns and Algebra
Sense 1. Special Products and 1. Quadratic Functions and 1. Sequences and Series
1. Basic Idea of Sets Factoring Equations 1.1 Sequences and Series from
1.1 Sets, Null 1.1 Special Products 1.1 Representations of Patterns
Set, Universal Set Quadratic Functions 1.2 The Characteristics of an
1.2 Factoring
and Subset 1.2 Quadratic Functions and Arithmetic Sequence and Series
1.3 Applications
Quadratic Equations 1.3 The Characteristics of a
1.2 Set Operations
1.3 Domain and Range of Geometric Sequence and Series
1.3 Venn Diagram 2. Rational Expressions
Quadratic Functions 1.4 Applications of Arithmetic and
1.4 Problems Involving 2.1 Zero and Negative
1.4 Graphs of Quadratic Geometric Sequences and
Sets Exponents
Functions Series
2. Real Number System 2.2 Simplification of
2.1 Absolute Value of a Rational Expressions  Intercepts 1.5 Other Sequences and Series
2.3 Operations on Rational  Zeros 1.6 Applications of Sequences and
Number
Expressions  Axis of Symmetry Series
2.2 Fundamental
2.4 Applications  Maximum or Minimum
Operations on Point
Integers 1.5 Writing the Equation of a
2.3 Properties of Real Quadratic Function
Numbers 1.6 Forms of Quadratic
2.4 Rational Numbers Function
2.5 Expressing 1.7 Effects on the graph of
changes in the values of a,
Rational h, and k in the quadratic
Numbers from function y = a(x – h)2 + k
Fraction form to 1.8 Roots of a Quadratic
Decimal form and Equation
Vice-versa 1.9 The Discriminant
2.6 Irrational 1.10 Coefficient and Roots of
Quadratic Equations
Numbers
1.11 Equations Involving
2.7 Principal Roots Rational Algebraic
and Expressions

K TO 12 MATHEMATICS
Square Roots Transformable to

2.8 Subsets of Real Quadratic Equations
Numbers 1.12 Zeros of a Quadratic
Function
2.9 Significant Digits
1.13 Applications of Quadratic
2.10 Scientific Notation Functions and Equations
2.12 Applications of
Real
Numbers
QUARTER 2
Algebra Algebra Algebra Patterns and Algebra
1. Algebraic Expressions 2. Variations 2. Polynomial Functions
1.1 Mathematical 3. Relations and Functions 2.1. The Types of 2.1 Polynomial Functions and
Phrases and 3.1 Rectangular Coordinate Variations Polynomial Expressions
English Phrases System  Direct 2.2 Linear Functions and Quadratic
1.2 Constants and 3.2 Representations of  Inverse Functions
Variables Relations and Functions  Joint 2.3 Operations on Polynomial
3.3 Linear Function
1.3 Evaluation of  Combined Expressions
Algebraic  Equations and Graphs 2.2. The Mathematical 2.4 Synthetic Division
Expressions  Graphing Linear Representation of a 2.5 The Remainder Theorem and
1.4 Algebraic Functions Variation Statement The Factor Theorem
Expressions  Domain and Range 2.3. Applications of Variation 2.6 Factoring Polynomial
1.5 Laws of Exponents  Slope of a Line Expressions
(Positive  Intercepts 3. Expressions with Rational 2.7 Zeros of Polynomial Functions
Exponents)  Finding the Equation Exponents, Radical Expressions
2.8 Graphs of Polynomial Functions
1.6 Addition and of a Line Applications of Polynomial
Subtraction of and Equations
3.4 Applications
Algebraic 4. Linear Inequalities in Two 3.1. Rational Exponents
Expressions Variables 3.2. Radical Expressions
1.7 Multiplication and 4.1 Mathematical 3.3. Writing Expressions with
Division of Expressions and Rational Exponent into
Algebraic Equations in Two

K TO 12 MATHEMATICS
Expressions Variables Radicals and vice-versa

1.8 Special Products 4.2 Equations and 3.4. Simplifying Radicals
(Optional) Inequalities in Two 3.5. Operations on Radicals
Variables
3.6. Radical Equations
2. Equations and 4.3 Graphs of Linear
Inequalities in Two 3.7. Applications
Inequalities in One
Variable variables
2.1 Mathematical 5. Systems of Linear Equations
Expressions and and Inequalities
Equations, and 5.1 Graphs of Systems of
Linear Equations
English Sentences
5.2 Solving Systems of
and mathematical Linear Equations
Sentences 5.3 Graphs of Systems of
Linear Inequalities in
2.2. Equations and Two Variables
Inequalities in One 5.4 Graphical Solutions of
Variable Systems of Linear
2.3. Properties of Inequalities in Two
Equations and Variables
Inequalities 5.5 Applications of Systems
2.4. Absolute of Linear Equations and
Value Equations Inequalities
2.5. Solving
equations and
Inequalities in One
Variable
2.6. Problems
Involving
Equations and
Inequalities in One
Variable
Measurement
1. Basic Concepts of
Measurement

K TO 12 MATHEMATICS
2. Estimating/
Approximating
Measures of Quantities
3. Measuring Devices/
Instruments
4. Conversion of Units of
Measures
5. Problems Involving
Measurements
6. Measures of Plane and
Solid Figures
6.1. Perimeter
(triangle, square,
rectangle)
6.2. Area
(triangle, square,
parallelogram,
trapezoid, circle)
6.3. Surface
Area (cube,
rectangular prism,
square pyramid,
cylinder, cone,
sphere)
6.4. Volume
(rectangular prism,
triangular prism,
pyramid, cylinder,
cone, sphere)

K TO 12 MATHEMATICS
QUARTER 3
Geometry Geometry Geometry Geometry
1. Geometry of Shapes 1. Reasoning and Proof 1. Circles
and Sizes 1.1 Inductive Reasoning 1. Similarity 1.1 Circles and the Related Terms
1.1 Undefined Terms 1.1 Basic Proportionality 1.2 Central Angles, Arcs, and
1.2 If-Then Statements
1.2 Subsets of a Line Theorem Chords
1.3 Angles 1.3 Deductive Reasoning 1.2 Triangle Similarity 1.3 Arcs and Inscribed Angles
1.4 Geometric 1.4 Writing Proofs 1.3 AA Similarity Postulate 1.4 Secant and Tangent Lines and
Relationships 2. Triangle Congruence 1.4 SSS and SAS Similarity Segments
Involving 2.1 Definition and Examples Theorems 1.5 Sector of a Circle
 Angle Pairs of Congruent Triangles 1.5 Right Triangle Similarity 1.6 Angles Formed by Tangent and
 Perpendicular 2.2 Conditions for Triangle 1.6 Pythagorean Theorem Secants
lines Congruence 1.7 Applications 1.7 Lengths of Chords, Tangent
 Parallel Lines  SAS Congruence 2. Quadrilaterals Segments, and Secant
1.5 Geometrical Postulate 2.1 Kinds of Quadrilaterals Segments
Constructions  SSS Congruence 2.2 Parallelogram and Its 1.8 Applications
Properties
 Using Compass Postulate
2.3 Special Parallelograms and
and  ASA Congruence 2. Plane Coordinate Geometry
Kite 2.1 Cartesian Plane and the Slope
Postulate
Straightedge 2.4 Trapezoid and Its
2.3 Proving Congruence of and Equation of a Line
 Bisecting Line Triangles
Properties 2.2 Parallel and Perpendicular Lines
Segments 2.5 Midline and Intercept 2.3 The Distance and Midpoint
2.4 Applications of Triangle
Theorems
 Bisecting Congruence Formula
2.6 Applications of the 2.4 Coordinate Proof
Angles 3. Triangle Inequality
Properties of Quadrilaterals 2.5 Equation of a Circle
2. Polygons 3.1 Inequalities for Sides and
Angles of a Triangle 2.6 Graph of a Circle on the
2.1 Triangles
3.2 Theorems on Triangle Coordinate Plane
2.2 The Different Kinds Inequality 2.7 Applications of Plane Coordinate
of Triangles 3.3 Applications of the Geometry
2.3 Relationships Theorems on Triangle
Among Sides and Inequality
Angles of a Triangle 4. Parallelism and
2.4 Quadrilaterals Perpendicularity
4.1 Theorems on
2.5 Relationships

K TO 12 MATHEMATICS
Among Sides and Perpendicular

Angles of a and Parallel Lines
Quadrilateral 4.2 Proving Properties of
2.6 Convex Polygons Parallel Lines Cut by a
2.7 Exterior and Interior Transversal
Angles of Convex 4.3 Proving Lines
Polygons Perpendicular
3. Circle and the Related or Parallel
Terms 4.4 Parallelograms
4.5 Conditions to Prove that
a
Quadrilateral is a
Parallelogram
4.6 Applications of
Parallelism
and Perpendicularity
QUARTER 4
Statistics and Statistics and Probability Patterns and Algebra Statistics and Probability
Probability 1. Measures of Central (Trigonometry) 1. Measures of Position
1. Introduction to Tendency (Grouped and 1.1 Measures of Position
Statistics Ungrouped Data) 1. Right Triangle Trigonometry  Quartiles
1.1 Definition of Terms
 Mean 1.1 The Six Trigonometric  Deciles
1.2 Data Gathering / Ratios  Percentiles
Collection  Median 1.2 Trigonometric Ratios of 1.2 Box Plot of a Set of Data
1.3 Data  Mode Special Angles 1.3 Problems Involving Measures of
Representation 2. Measures of Variability 1.3 Angles of Elevation and Position
 Frequency (Grouped and Ungrouped Angles of Depression 2. Basic Combinational Concepts
Distribution Data) 1.4 Applications 2.1 Experiments, Outcomes, and
 Graphical Sample Space
 Range
Representations 2.2 Fundamental Counting Principle
 Mean Absolute Deviation
1.4 Applications 2.3 Permutation

K TO 12 MATHEMATICS
 Variance 2.4 Combination

 Standard Deviation 2.5 Problems Involving Permutation
3. Basic Concepts of Probability and Combination
4. Probability of an Event 3. Probability of Compound Events
3.1 Union and Intersection of Events
5. Experimental Probability and
3.2 The Cardinality of the Union of
Theoretical Probability Two Events
6. Organizing Outcomes of an 3.3 Probability of the Union of Two
Event and the Fundamental Events
Counting Principle 3.4 Conditional Probability
7. Problems Involving 3.5 Independent Events
Probabilities of Events 3.6 Probability of the Intersection of
Two Events
3.7 Problems Involving the
Probabilities of a Union and
Intersection of Two Events

K TO 12 MATHEMATICS
GLOSSARY
Accuracy – the quality of being correct and precise.
Applying – the skill of using concepts, procedures, algorithms and other mathematical constructs on practical situations and phenomena.
Communicating – the use of notations, symbols, figures, equations and functions to convey mathematical ideas.
Computing – the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result.
Conjecturing – the skill of formulating mathematical theories that still need to be proven.
Connecting – the skill of integrating mathematics to other school subjects and other areas in life.
Constructivism – the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects
them to new ideas that are encountered.
Context - a locale, situation or set of conditions of students that may influence their study and use of mathematics to develop critical thinking
and problem solving skills.
Cooperative Learning - learning that is achieved by working with fellow learners as they all engage in a shared task.
Creativity – the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.
Critical Thinking - the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to
belief and action (Scriven & Paul, 1987).
Decision-making – the skill of arriving at a choice or decision based on sound, logical procedures and mathematical analyses.
Discovery Learning – learning that is achieved by allowing students to discover new ideas using their experiences (Bruner, 1961).
Estimating – the skill of roughly calculating or judging a numerical value or quantity.
Experiential Learning – learning that occurs by making sense of direct everyday experiences (Kolb, 1984)

K TO 12 MATHEMATICS
Inquiry-based Learning – learning that focuses on students asking questions and finding answers to their questions using their personal
experiences.
Knowing and Understanding – meaningful acquisition of concepts that include memorizing and recalling of facts and procedures
Mathematical Problem Solving - finding a solution to a problem that is unknown (Polya, 1945 & 1962).
Modeling – the use of functions and graphs to represent relationships between and among quantities in a phenomenon.
Objectivity – the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by
subjective conditions.
Perseverance – firmness in finishing a task despite difficulties and obstacles.
Productivity – the quality of pursuing an activity to arrive at a meaningful and useful result or product.
Proving – the skill of demonstrating the truth or falsity of a theory using reasoning and arguments.
Reasoning – the process of explaining using sound analyses, following the rules of logic.
Reflective Learning – learning that is facilitated by deep thinking.
Representing – the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.
Situated Learning – learning in the same context on which concepts and theories are applied.
Solving – to find the answer to an algebraic or mathematical problem using any procedures and tools available.
Visualizing - using one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical
concepts (MATHTED & SEI, 2010).

K TO 12 MATHEMATICS
References
Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32.
Chamberlin, S. A. (n.d.) What is problem solving in the mathematics classroom. Retrieved July 19, 2011, from
http://74.125.153.132/search?q=cache:TKX2hdSKJ- gJ:people.exeter.ac.uk/PErnest/pome23/Chamberlin%2520What%2520is%
2520Math%2520Prob%2520Solving.doc+mathematical+Problem+Solving+ definition&cd=10&hl=tl&ct=clnk&gl=ph.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
MATHTED & SEI. (2010). Mathematics framework for Philippine basic education. Manila: SEI & MATHTED.
Polya, G. (1945). How to Solve It. Princeton, NJ: Princeton University Press.
Polya, G. (1962). Mathematical discovery: On understanding, learning and teaching problem solving: Volume I. New York: John Wiley and
Sons, Inc.
http://www.criticalthinking.org/aboutct/define_critical_thinking.cfm

K TO 12 MATHEMATICS
CURRICULUM DEVELOPERS/WRITERS/REACTORS/REVIEWERS in the DEVELOPMENT of K to 12 CURRICULUM -

MATHEMATICS
A. Workshop on the Refinement of K to 12 Mathematics

Date: July 9-13, 2012
A. NAME DESIGNATION SCHOOL/OFFICE

B. 1. Beth Catao BSE-CDD
C. 2. Elsie ESmer BSE-CDD
D. 3. Melvin Callanta BSE-CDD
4. Sonia Javier BSE-CDD
5. Abelardo Medes BEE-CDD
B. Workshop on the Finalization of Learning Competencies

Venue: Development Academy of the Philippines,Tagaytay City
Date: August 8-12, 2011
NAME DESIGNATION OFFICE/SCHOOL

1. Remylinda Soriano Education Program Specialist I DCS - Manila
2. Teresita Tagulao Education Program Specialist I DCS - Pasig
3. Robesa Hilario Education Program Specialist DepEd – BEE – CDD
4. Elizabeth Catao Education Program Specialist DepEd – BSE – CDD
5. Sonia Javier Head Teacher III JSHS
6. Melvin Callanta Head Teacher VI Mangaldan High School
7. Nicanor San Gabriel Jr. Teacher I Araullo High School
8. Dr. Maxima Acelajado Professor De La Salle University
9. Dr. Catherine Vistro – Yu Professor I Ateneo De Manila University
10. Lydia Landrito Science Education Specialist University of the Philippines - NISMED

K TO 12 MATHEMATICS
11. Dr. Florante C. Marmeto Principal IV Sucat Elementary School
C. Workshop on the Development of Learning Competencies and Teaching Guides

Date: July 18-22, 2011

1. Teresita P. Tagulao D.O. Pasig City
2. Remylinda T. Soriano D.O. Manila
3. Melvin Calanta Mangaldan High School
4. Nicanor M. San Gabriel Jr. Araullo High School
5. Maxima J. Acelajado DLSU
6. Elizabeth Catao BSE
7. Sonia E. Javier JSHS
8. Catherine P. Vistro - Yu Ateneo de Manila
9. Robesa Hilario BEE - CDD
10. Thomas Manuel L. Quiton BEE
D. Workshop on the Development of Learning Competencies Grades K to 3

Date: July 11-15, 2011

1. Teresita P. Tagulao D.O. Pasig City
2. Remylinda T. Soriano D.O. Manila
3. Robesa Hilario BEE - CDD
4. Abelardo B. Medes BEE – CDD
5. Thomas Manuel L. Quiton BEE

K TO 12 MATHEMATICS
E. Experts’ Review of the Curriculum Standards

Venue: Bulwagan ng Karunungan, DepEd Complex, Pasig City
Date: July 15, 2011

1. Dr. Evangeline P. Bautista Associate Professor Ateneo de Manila University
2. Mr. Melvin M. Callanta DepEd BSE
3. Ms. Elizabeth G. Catao DepEd BSE
Mathematics Teachers Assoc. of the
4. Sr. Iluminada C. Coronel President
Phils.
5. Dr. Rosemarievic V. Diaz Philippine Normal University
6. Ms. Janet D. Dionio Manuel Roxas High School
7. Dr. Ruth G. de Lara Retired Education Supervisor DCS Manila
A.F.G. Bernardino Memorial Trade
8. Mr. Emmanuel V. Dionisio Head Teacher III
School
9. Dr. Juanita A. Ferido Education Supervisor II DepEd NCR
10. Dr. Flordeliza F. Francisco Assistant Professor Ateneo de Manila University
11. Dr. Ian June L. Garces Associate Professor Ateneo de Manila University
12. Dr. Milagros D. Ibe UP Diliman and Miriam College
13. Dr. Sonia E. Javier Juan Sumulong High School
14. Dr. Ma. Nympha B. Joaquin UP Diliman
15. Ms. Lydia M. Landrito Science Education Specialist UP NISMED
16. Dr. Queena N. Lee-Chua Professor Ateneo de Manila University
17. Dr. Auxencia A. Limjap De La Salle University
18. Dr. Gladys C. Nivera Professor I Philippine Normal University
19. Mr. Nicanor M. San Gabriel Jr. DepEd BSE-CDD
20. Ms. Revie G. Santos Master Teacher II Rizal High School
21. Dr. Cornelia C. Soto Ateneo de Manila University
22. Dr. Merle C. Tan Director UP NISMED

K TO 12 MATHEMATICS
23. Dr. Soledad A. Ulep UP NISMED

24. Dr. Catherine P. Vistro-Yu Professor Ateneo de Manila University
25. Dr. Aida A. Yap UP NISMED
F. Writeshop on the Finalization of the Curriculum Standards

Venue: Regional Education Learning Center, Region IV-A (CALABARZON), Malvar, Batangas
Date: May 19-21,2011

4. Lydia M. Landrito Science Education Specialist University of the Philippines
5. Remylinda T. Soriano Education Program Supervisor I DCS Manila
6. Revie G. Santos Master Teacher II Rizal High School
7. Emmanuel V. Dionisio Head Teacher III/ Documentor
School
G. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
Date: May 10-13,2011

9. Nicanor M. San Gabriel BSE – CDD
10. Elizabeth Catao BSE – CDD
11. Abelardo B. Medes BEE – CDD
12. Robesa R. Hilario BEE – CDD

K TO 12 MATHEMATICS
13. Revie G. Santos Master Teacher II Rizal High School

14. Emmanuel V. Dionisio Head Teacher III/ Documentor
School
H. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards
1. Regions IV-A, IV-B,V and NCR
Venue: BulwaganngKarunungan, DepEd Complex, Meralco Avenue, Pasig City
Date: April 27, 2011

1. Maria Gregoria P. Malihan St. Jude Catholic School
2. Loreto S. Sauz UST – EHS
3. Arnold G. Gerance AurolioArago, Oriental Mindoro
4. Cheryl G. Pauericio Division of Legazpi City
5. Abella A. Amican Niogan Elementary School
6. Arnulfo G. Mariano Division of Valenzuela City
7. Sr. Iluminada C. Coronel MTAP
8. Revie G. Santos Rizal High School
9. Juanita A. Ferido Dep. Ed. NCR
10. Larry Samala Dep. Ed. R-IVB
11. Ian June L. Garces Ateneo de Manila University
2. Regions I,II,III and CAR

Venue: Teachers’Camp, Baguio City
Date: April 29, 2011

1. Carmelita S. Domantay Dagupan City NHS – Dagupan City
Enrile North Central School – Enrile,
2. Rubielyn L. Babaran
Cagayan

K TO 12 MATHEMATICS
Regional Science High School

3. Romel L. Ricardo
Tumauini, Isabela
St. Paul University Philippines
4. Janette T. Fermin
Tugeugarao City
5. Nestor A. Paat ESP II DepEdTugeugarao City
6. Nestor G. Villaflor ESP I DepEd – Div. Office, Ilocos Sur
7. Nestor P. Nuesca ESP II DepEd RO III
Tabuk c/s, Dagupan West, Tabuk City,
8. Janice Q. Nonog Teacher II
Kalinga
9. Ofelia A. Dolo Master Teacher II La Trinidad, Benquet, CAR
10. Jenny Jesusa J. Catubay Master Teacher II Sta. Maria Elem. School
University of the Cordilleras – Grade
11. Arnel R. Lumbo School
Baguio City
12. Susana E. Vanhoutte SLU – Lab. High School
University of the Cordilleras
13. Norma Maria P. Rutab
Baguio City
14. Daniel D. Peredo Dept. Head Benguet NHS, La Trinidad, Benquet
Sacred Heart Academy
15. Lauro C. Cruz Dept. Head
Poblacion, Sta. Maria, Bulacan
3. Regions VI, VII and VIII

Venue: Ecotech Center, Lahug, Cebu City
Date: May 4, 2011

1. Rosemary S. Achacoso Education Program Supervisor Maasin City Division – Region VIII
2. Feliciaro C. Buenate Jr. Education Program Supervisor RO VI – Western Visayas
St. Francis of Assisi School
3. Rufa T. Temblor
Lahug, Cebu City. Region VII
Leon Elem. School
4. Ma. Emilie S. Gepison
Division of Iloilo, Region VI

K TO 12 MATHEMATICS
San Roque Child Dev’t School

5. Jose Leover S. Illut
YatiIliloan, Cebu – Region VII
6. Ann Marie C. Bandola EPS – I Math City of Naga Division, Region VII
Ormoc City Central School
7. Jeremy M. Movilla
Ormoc City Division, Region VIII
Calbayog City NHS
8. Romao D. Castante
Calbayog City Division – RO VIII
Inocencio V FerrerMem. School of
Fisheries
9. Suzette C. Martinez
Talisay City, Neg. Occ., Div. of Neg.
Occ.
Guihulangan National Agricultural
School
10. Andreo G. Aba Plagatasanon, Guihulangan City, Neg.
Or.
Div. of Guih. City
University of San Jose Recoletos
11. Cesar L. Sanchez
BasakPardo, Cebu City
Tanjay City Science High School
12. Adonis A. Torres Tanjay City Schools Division – Region
VII
Don Carlos Ledesma NHS
13. Lita B. Morales
San Carlos City, Neg. Occ. – Region VI
4. Regions IX,X and ARMM

Venue: Regional Education Learning Center, Cagayan de Oro City
Date: May 5, 2011

1. Susan P. Kuyong DepEd Sulu II
2. Arnel L. Agaug DepEd
3. Rudilene D. Cael DepEd

K TO 12 MATHEMATICS
4. Evelyn T. Villa DepEd

5. Ma. Theresa B. Miranda DepEd
6. Noelli B. Yap The Abba’s Orchard School
7. Reymundo B. Gimena DepEd – Dinagat Division
8. Gilda L. Taboclaon Dep. Ed
9. Rogelio J. Bahian Dep. Ed. R – X
10. Maria Conchita P. Bas CUBED
11. Editha J. Amper Corpus Christi School
12. Rhodora S. Amantorno OLLES
13. Reymundo B. Gimena Dep. Ed. Dinagat Island
14. Rosalina V. Eviota Dep. Ed. Dinagat Island
15. Arnold C. Solen Dep. Ed. Agusan del Norte
16. Noelli B. Yap The Abba’s Orchard
5. Regions XI,XII, ARMM (ShariffKabunsuan,Maguindanao)

Venue: Regional Education Learning Center, Davao City and CARAGA
Date: May 6,2011

1. Reynante A. Solitario DepEd ROXI, EPS
2. Araceu J. Dinopol DepEdSarangani Division Region XII
3. Junelo C. Fornolles Samal NHS – Ibalos Region XI
4. Agnes B. Ortega, RN Cotabato City Region XII
5. Aida M. Pescado MAG. I
Davao Christian Learning Center, Davao
6. Nempha F. Gonzales
City
Bureau of Elementary Education DepEd –
7. Abdul – Aziz H. Iya
ARMM RO
Polomolok West District Division of South
8. Levi B. Butihen
Cotobato

K TO 12 MATHEMATICS
EPS – Math Division of Davao del Norte

9. Eduard C. Amoguis
Region XI
10. Genelyn H. Morante Sultan Kudarat Division
11. Glenn A. Bisnan DepEd ROXII – EPS
I. Workshop on the K to 12 Curriculum Mapping

Venue: Development Academy of the Philippines, Tagaytay City
Date: March 16-18, 2011

1. Abelardo Medes SDD – BEE
2. RobesaHilario CDD – BEE
3. ForcefinaFrias CDD – BEE
4. RanteMamerto Division of Muntinlupa
5. Elizabeth Catao CDD – BSE
6. Melvin Callanta Mangaldan NHS – Pangasinan
7. Sonia Javier Division of Quezon City
8. Dr. Maxima Acelajado Dela Salle University – Taft
World Bank Consultant – TUP Retired
9. Dr. Ruth Lara
Professor
10. Ms. Lydia Ladrito UP – NISMED
11. Dr. Carmela Oracion Ateneo de Manila Univ
12. Dr. Ronald San Jose UP College of Edu (UPIS)
13. Jannet Labu CDD – BEE

K TO 12 MATHEMATICS
SECRETARIAT
NAME DESIGNATION
1. Rachelle C. Fermin DepEd
2. Prescy Ong DepEd
3. Rozelyn M. Buyucan DepEd
4. Frederick G. Del Rosario BAHS – DepEd Support Staff
5. Emmanuel V. Dionisio AFGBMTS – DepEd Support Staff
6. Magdalena Mendoza DAP
7. Tristan Suratos DAP
8. Kimberly Pobre DAP
9. Cristina Villasenor DAP
10. Lani Garnace DAP
11. Kidjie Saguin DAP
12. Maria Boncan Accountant, DepEd
13. Daylinda Guevarra Accountant, DepEd
14. Fenerosa Maur Accountant, DepEd
15. Divina Tomelden Accountant, DepEd
16. Nilva Jimenez Disbursing Officer, DepEd
FACILITATORS/SUPPORT TEAM
NAME DESIGNATION
1. Irene C. De Robles CDD – BEE
2. Jose Tuguinayo, Jr. CDD – BSE
3. Marivic Abcede CDD – BSE
4. Mirla Olores SPED – BEE
5. Simeona Ebol CDD – BEE
6. Fe Villalino SDD – BEE

K TO 12 MATHEMATICS
ADVISORY TEAM
NAME DESIGNATION
1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC
2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig
3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig
4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd
5. Dr. Paraluman R. Giron Chair, K – 10 TWG
6. Dr. Avelina T. Llagas Consultant, TEC, DepEd
7. Dr. Dina Ocampo Dean, COE, UP Diliman
8. Dr. Ester B. Ogena President, PNU
Technical Adviser to the Office of USEC, Pograms and
9. Dr. Brenda B. Corpuz
Standards
10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.
11. Dr. Merle Tan Director, UP – NISMED
12. Dr. Cristina Padolina President, CEU
13. Mr. Napoleon Imperial CHED
14. Diane Decker Consultant, MTB – MLE
15. Dr. Nelia Benito Director, NETRC
16. Dr. Socorro Pilor Director, IMCS
17. Dr. Beatriz Torno Executive Director, TEC
18. Dr. Carolina Guerrero Director, BALS
19. Dr. Irene Isaac Director, TESDA
20. Dr. Imelda Taganas Director, TESDA

K To12 - Curriculum Guide in Mathematics Kinder To Grades 1-10

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K To12 - Curriculum Guide in Mathematics Kinder To Grades 1-10

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Republic of the Philippines

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 2

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 3

Figure 1. The Conceptual Framework of Mathematics Education

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 4

BRIEF COURSE DESCRIPTION

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 5

KEY STAGE STANDARDS:

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 6

GRADE LEVEL STANDARDS:

GRADE LEVEL GRADE LEVEL STANDARDS

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 7

communicating, making connections, representations and decisions in real life.

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 8

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 9

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

 recognizes situations that require addition and subtraction

 counts groups of equal quantity using concrete objects

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 10

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 11

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

 identifies the days of the week and months of the year.

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 12

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

 explain and  uses words that determine location: top/bottom, front/back,

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 13

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 14

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

 identifies the 1st , 2nd, 3rd, up to 10th object in a given

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 15

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

 analyzes and solves one-step word problems involving

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 16

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 17

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 18

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 19

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

 subtracts mentally 3-digit numbers by hundreds without

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 20

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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

 analyzes and solves one-step word problems involving

K to 12 Curriculum Guide version as of January 2013 MATHEMATICS 21

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

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