CURRICULUM FOR CHILDREN WITH AUTISM

MATHEMATICS

GRADE I
CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES
Numbers and The learner... The learner... The learner...
Number Sense  demonstrates an  explores the concept of cardinal  recognizes cardinal numbers
understanding of the key numbers using concrete objects, from 0 to 100.
concepts. manipulative and visual  counts and tells the number of
 Awareness of concept illustration objects in a given set by ones
Cardinal and ordinal and tens.
numbers  compares in various contexts  identifies the number that is
using concrete objects, one more or one less from a
manipulative and visual given number.
 Ability to compare and illustration  composes and decomposes a
sequence numbers given number.
 regroups sets of ones into
sets of tens and sets of tens
into hundred using objects.
 compares two sets using the
expressions “fewer 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, picks out and writes
numbers up to 100 in symbols

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 demonstrates an
understanding of the terms
and language used in
relation to money.
 shows an understanding of
the concepts of ordinal
numbers
K to 12 Curriculum Guide in MATHEMATICS I for CWA version of January 2013
 illustrates the concepts of coins
and bills up to P100
 explores the concept of ordinal
numbers.
 uses ordinal numbers to show
the position of an object/picture
in a given set
 explores the concept of ordinal
numbers 1st to 5th using concrete
objects, manipulative and visual
illustration
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and in words.
 identifies the place value and
finds the value of a digit in a
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
increasing order and vice
versa.
 recognizes coins and bills up
to P100 (pesos and centavos).
 compares the values of
coins/bills(smaller/bigger,
greater than/lesser than)
 reads and writes ordinal
numbers 1st, 2nd, 3rd up to
10th.
 identifies the 1st, 2nd, 3rd up
to the 10th object /picture in a
given set from a given point of
reference.
 determines the position of an
object using 1st to 10th from a
given point of reference
indicates 1st, 2nd, 3rd to 10thth of
an object in a given set from a
given point of reference

The learner demonstrates
understanding of..
 addition and subtraction up
to 100.
The learner shows awareness
of…
 concept of addition and
subtraction using concrete
K to 12 Curriculum Guide in MATHEMATICS I for CWA version of January 2013
 illustrates addition and subtraction of
whole numbers.
 computes for sums and solve
addition problems.
 computes for sums and solve
addition problems.
 explores and illustrates the
concept of addition and
subtraction of whole numbers
using concrete objects,
manipulative and illustrations
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 determines the position of an
object using 1st to 10th from a
given point of reference
 Lines objects from a model
following the order
 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, using visual
prompts.
 identifies and constructs
equivalent number
expressions using addition
and subtractions.
 identifies and creates patterns
to compose and decomposes
numbers 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 one- digit numbers with
  sums up to 20, using finger
prompts.
 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/finger prompts.
 adds mentally two to three 1-
digit numbers with sums up to
18.
 adds mentally a 2-digit
number and 1-digit number
with regrouping.
 solves one-step word
problems involving addition of
whole numbers including
money with sums up to 99
using appropriate problem
solving strategy
 subtracts one-digit numbers
with minuends through 18
 subtracts one to two-digit
numbers with minuends up to
99 without regrouping.
 uses the expanded form to
explain subtraction with

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 regrouping.
 subtracts one to two-digit
numbers with minuends up to
99 with regrouping.
 subtracts mentally 1-digit
numbers from minuends up to
18 without regrouping.
 subtracts mentally a 1-digit
number from 2-digit minuends
without regrouping.
 solves word problems
involving subtraction of whole
numbers including money with
minuends up to 99 with and
without regrouping using
appropriate problem solving
strategy
 illustrates addition as putting
together and subtraction as
taking away using concrete
objects, manipulative and
illustrations
 adds two one-digit numbers
with sums up to 10 using
concrete objects, manipulative
materials and illustrations
 solves illustrated one-step
word problems involving
addition of whole numbers
(single-digit) with sums up to
10 using concrete objects,
manipulative materials and

K to 12 Curriculum Guide in MATHEMATICS I for CWA version of January 2013 Page 5

 illustrations

 subtracts one-digit numbers

with minuends through 8 using
concrete objects, manipulative
materials and illustrations
 solves illustrated one-step
word problems involving
subtraction of whole
. numbers(single-digit) with
minuends through 8 using
concrete objects, manipulative
materials and illustrations
 analyzes and solves one-step
word problems with sums up
to 18, with picture prompts.
 analyzes and solves one-step
word problems without picture
prompts
 solves one-step word
problems involving money,
 using appropriate problem-
solving strategies
 subtracts one digit numbers
with minuends through 18,
with/without picture prompts
 subtracts one to two-digit
numbers with minuends up to
99 without regrouping
 uses expanded form to explain
subtraction with regrouping

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. numbers from two-digit
 demonstrates an
understanding of the key
concepts of halves and
fourths
K to 12 Curriculum Guide in MATHEMATICS I for CWA version of January 2013
 examines models and represents
the concepts of halves and
fourths using whole objects and
sets
Page 7
 subtracts one to two- digit
numbers with minuends up to
99 with regrouping
 subtracts one to two-digit
numbers with minuends up to
99 using finger prompts
 subtracts mentally one-digit
numbers from minuends up to
18 without regrouping
 subtracts mentally one-digit
minuends without regrouping
 analyzes and solves one-step
word problems involving
subtraction of whole numbers
 analyzes and solves one-step
word problems involving
money without regrouping,
using appropriate problem
solving strategies
 recognizes the figures of ½
and ¼ of a whole
 divides a whole into halves
and fourths
 divides the elements of objects
into two groups of equal
quantities to show halves of
sets
 divides the elements of a set
of object into four groups of
equal quantities to show
 fourths of sets
 draws the whole region or set
given half of a region or a set

e.g.

 draws the whole region or set

given one-fourth of a region or
a set
.
e.g.

Geometry  demonstrates an  models and represents 2-  identifies names, and

understanding of 2- dimensional and 3-dimensional describes the four basic
dimensional and 3- objects shapes (square, rectangle,
dimensional shapes triangle and circle) in a 2-
dimensional and a 3-
dimensional 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
(modelling clay, construction
toys, and similar others).

Patterns and  demonstrates an  creates patterns using numbers,  identifies and explains simple

K to 12 Curriculum Guide in MATHEMATICS I for CWA version of January 2013 Page 8

Algebra understanding of patterns
and mathematical
sentences
Measurements  demonstrates an
understanding of the
concepts of time, length,
weight and capacity
K to 12 Curriculum Guide in MATHEMATICS I for CWA version of January 2013
colors, shapes, etc.
 measures and uses non-
standard units in measuring
length, weight and capacity
Page 9
repeating patterns
 makes patterns of shapes,
colors and numbers
 finds the missing number/digit
in addition or subtraction
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
 creates one’s own set of
patterns using concrete
objects, tangrams (different
shapes) pictures, other
materials
 names and tells the number of
days in a week, months in a
year in the right order
 uses a calendar to determine
a day or a month
 tells the time by an hour, half-
hour and quarter-hour
 compares objects using
comparative words: short,
shorter, shortest; long, longer,
longest; heavy, heavier,
heaviest, light, lighter, lightest;
thick, thicker, thickest; thin,
thinner, thinnest

Statistics and  demonstrates an
Probability understanding of key
concepts of pictographs,
outcomes and chances in
games
K to 12 Curriculum Guide in MATHEMATICS I for CWA version of January 2013
 collects, organizes, represents,
interprets, analyzes data and
makes conjectures
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 estimates and measures mass
using non-standard units of
linear measures, e.g. boxes,
jars, etc.
 shows and finds capacity
using non-standard unit
(different containers)
 collects and organizes data
using tallies and tables
 represents data using
pictographs without using
scale
 reads and interprets
pictographs
 identifies and matches cause
and effect relationships
 predicts and records outcomes
of experiments and chance
games
 checks predictions with actual
outcomes