NAME OF SCHOOL

SCHOOL ADDRESS
OBE CURRICULUM MAP
SUBJECT: MATHEMATICS GRADE LEVEL:7 QUARTER: FIRST
DESIGNED BY: ARVIN P. ARQUILETA (SPC BALAYAN) SCHOOL YEAR: 2018-2019
JEFFERSON L. URMINITA (OLPS)
GINA R. VILLON (OLPS)
LIFE PERFORMANCE OUTCOME:
LPO1: Mindful, Self-directed LEARNERS and ROLE MODELS
I am a mindful, self-directed learner and role model, consciously expressing my Faith.
LPO2: Courageous, Resourceful EXPLORERS & PROBLEM SOLVERS
I am a courageous, resourceful explorer and problem solver, demonstrating my creativity and charism.
LPO3: Credible, Responsive COMMUNICATORS and TEAM PLAYERS
I am a credible, responsive communicator ad team player, building harmonious community through active collaboration.
LPO4: Conscientious, Adept PERFORMERS & ACHIEVERS
I am a conscientious, adept performer and achiever, competently pursuing my mission in life.
LPO5: Caring, Committed ADVOCATES for Peace and Universal Well-Being
I am a caring, committed advocate for peace and universal well-being, impelled by compassion and charity for all.
PROGRAM OUTCOME/S:
All SPCEM Graduates can:
PO1: Accurately apply fundamental mathematical concepts, skills, processes, and tools to address appropriate real-life situations and derive workable solutions to them.

All SPCEM Math Specialists can:

PO2: Accurately apply advanced analytical mathematical concepts, skills, processes, and tools to address and formulate plausible solutions to problems commonly
encountered in specialized professional fields.
ESSENTIAL PERFORMANCE PERFORMANCE CONTENT LEARNING TEACHING STRATEGIES TIME FRAME
OUTCOMES STANDARDS RESOURCES

EPO1: Assess and strengthen Assess and strengthen their
their own mathematical own mathematical skills in
skills for continued solving word problems
learning and personal involving sets for continued
fulfillment (LPO1, PO1) learning and personal
fulfillment (LPO1, PO1)
1. Solving word problems  e-Math 7 (Oronce,  Problem-solving to strengthen Week 2, Day 3-4
involving sets 2017) mathematical skills;
 Worksheet 1  Self-assessment checklist for continued
 Self-assessment learning and personal fulfillment
checklist
EPO2: Describe and explain the
new critical thinking and
problem-solving abilities
they have developed as
the result of self-initiated
learning experiences
and projects (LPO2,
PO1)
EPO3: Seek out issues,
possibilities, and
sources of related
information willingly for
further investigation and
development
(LPO2,PO1)
EPO 5: Take the risk of trying out
combinations of data,
materials, methods and
techniques to derive and
test potential solutions to
existing problems even
at the risk of criticisms
(LPO 2, PO1)
EPO 6: Consistently seek
feedback from informed,
credible individuals on
the accuracy, clarity,
authenticity, and
objectivity of their
mathematical reasoning
and practice revising
and restating them until
they are accurate (LPO
3, PO1)
EPO 8: Continually set and re-
set challenging
improvement goals for
themselves that require
persistence, self-
motivation, and self-
regulation which others
can monitor and validate
(LPO 4, PO1)
Describe and explain the new
critical thinking and problem-
solving abilities involving the
types of sets that they have
developed as the result of
self-initiated learning
experiences and projects
(LPO2, PO1)
Seek out issues, possibilities,
and sources of data involving
sets willingly for further
investigation and
development (LPO2, PO1)
Take the risk of trying out
combinations of data,
materials, methods and
techniques to derive and test
potential solutions in solving
word problems involving sets
Consistently seek feedback
from informed, credible
individuals on the accuracy,
clarity, authenticity, and
objectivity of their
mathematical reasoning in
solving problems involving
sets and practice revising and
restating them until they are
accurate
Continually set and re-set
solutions to problems
involving real numbers that
require persistence, self-
motivation, and self-regulation
which others can monitor and
validate
1. Developing types of sets
1. Using survey to seek out
issues, possibilities and
sources of data involving sets
(Union, intersection, Venn
Diagram)
1. Solving word problems
involving sets using
combinations of data,
methods and techniques
1. Develop mathematical
reasoning in definition, types,
union and intersection of sets,
Venn diagram, and problem
solving through consistent
feedback and revision of
solutions/answers
1. Setting and re-setting of
solutions to problems
involving real numbers
1. Projector  Categorizing Week 1, Day 1-2
2. Animal Pictures  Describing and explaining
3. Laptop (or Manila  Developing sets according to their
Paper/writing interest
materials)
1. Survey Sheet  Designing and Conducting Student- Week 1, Day 3
Created Survey, and Data Analysis
 Facilitating Focus Group Discussion for
further investigation and development
1. Worksheet 1 1. Problem-solving using combinations of Week 2, Day 1-2
data, methods and techniques
1. Peers 1. Collaborative Activity (FLIP) to develop Week 1, Day 1-2
mathematical reasoning through Week 1, Day 3-4
consistent feedback and revision of
solutions/answer
1. Worksheet 2 1. Testing of solutions to solve word Week 3-9
problems involving real numbers
2. Collaborative activity (FLIP) to monitor
and validate solutions to word problems
involving real numbers
 APPLIED PERFORMANCE COMMITMENTS
APO1: Using mathematical proficiency, initiate and sustain efforts that draw attention to environmental issues and propose workable measures to reduce and eventually eliminate them
APO2: Join others in operating local projects that tangibly protect and preserve the environment and all life forms
APO3: Resolutely understand, address, and resolve issues or problems of their communities