Mathematics 01aaa

Republic of the Philippines
Department of Education
DepEd Complex,
Meralco Avenue
Pasig City
K to 12 CURRICULUM GUIDE
MATHEMATICS
(KINDERGARTEN - GRADE 6)
September 2013
1
ROBESA R. HILARIO ABELARDO B. MEDES
CONCEPTUAL FRAMEWORK
Mathematics is one subject that pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom an d 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.
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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, a nd learner’s prior
knowledge and experiences.
The framework is supported by the following underlying learning principles and theo ries: 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.
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Figure 1. The Conceptual Framework of Mathematics Education
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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.
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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 demonstrates At the end of Grade 6, the learner demonstrates
understanding and appreciation of key concepts and understanding and appreciation of key concepts and
skills involving numbers and number sense (whole skills involving numbers and number sense (whole
numbers up to 10 000 and the four fundamental numbers up to 10 000 000, four fundamental
operations including money, ordinal numbers up to operations of whole numbers, fractions, decimals,
100th, basic concepts of fractions), measurement ratio and proportion, percent, and integers)
(time, length, mass, capacity, area of square and measurement (time, perimeter and area of plane
rectangle), geometry (2-dimensional and 3- figures, volume and surface area of solid/space
dimensional objects, lines, symmetry, and figures, meter reading), geometry (plane and solid
tessellation), patterns and algebra (continuous and figures), patterns and algebra (sequence,
repeating patterns and number sentences), statistics expression and equation), statistics and probability
and probability (data collection and representation in (data collection and representation in tables, line
tables, pictographs and bar graphs and outcomes) graphs and pie graphs, and experimental and
as applied, using appropriate technology, in critical theoretical probability) as applied, using appropriate
thinking, problem solving, reasoning, technology, in critical thinking, problem solving,
communicating, making connections, reasoning, communicating, making connections,
representations and decisions in real life. representations and decisions in real life.
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GRADE LEVEL STANDARDS:
GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole
K numbers up to 20, basic concepts on addition and subtraction), geometry (basic attributes of objects), patterns and algebra (basic
concept of sequence and number pairs), measurement (time, location, non-standard measures of length, mass and capacity), and
statistics and probability (data collection and tables) as applied, using appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections, representations and decisions in real life.
GRADE 1 The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole
numbers up to 100, ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and
1/4), geometry (2- and 3-dimensional objects), patterns and algebra (continuous and repeating patterns and number sentences),
measurement (time, non-standard measures of length, mass and capacity), and statistics and probability (tables, pictographs and
outcomes) as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
numbers up to 1 000, ordinal numbers up to 20th, money up to PhP100, four fundamental operations of whole numbers, and unit
fractions), geometry (basic shapes, symmetry and tessellation), patterns and algebra (continuous and repeating patterns and number
sentences), measurement (time, length, mass and capacity), and statistics and probability (tables, pictographs and outcomes) as
applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
numbers up to 10 000, ordinal numbers up to 100th, money up to PhP1000, four fundamental operations of whole numbers, proper
and improper, similar and dissimilar and equivalent fractions), geometry (lines, symmetry and tessellation), patterns and algebra
(continuous and repeating patterns and number sentences), measurement (conversion of time, length, mass and capacity, area of
square and rectangle), and statistics and probability (tables, bar graphs and outcomes) as applied, using appropriate technology, in
critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.
numbers up to 100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and
subtraction of fractions, basic concepts of decimals including money), geometry (lines, angles, triangles and quadrilaterals), patterns
and algebra (continuous and repeating patterns and number sentences), measurement (time, perimeter, area and volume), and
statistics and probability (tables, bar graphs and simple experiment) as applied, using appropriate technology, in critical thinking,
problem solving, reasoning, communicating, making connections, representations and decisions in real life.
numbers up to 10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion,
percent), geometry (polygons, circle, solid figures), patterns and algebra (sequence and number sentences), measurement (time,
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circumference, area, volume and temperature), and statistics and probability (tables and line graphs and experimental probability) as
applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
GRADE 6 The learner; demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (divisibility,
order of operations, fractions and decimals including money, ratio and proportion, percent, integers), geometry (plane and solid
figures), patterns and algebra (sequence, expression and equation), measurement (rate and speed, area, surface area, volume and
meter reading), and statistics and probability (tables and pie graphs and experimental and theoretical probability) as applied, using
appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and
decisions in real life.
GRADE 7
GRADE 8
GRADE 9
GRADE 10
Time Allotment:
Grade 1 2 3 4 5 6 7 8 9 10
Daily 50 mins 50 mins 50 mins 50 mins 50 mins 50 mins
Weekly 4 hours 4 hours 4 hours 4 hours
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Kindergarten
CONTENT PERFORMANCE LEARNING COMPETENCIES
CONTENT STANDARDS STANDARDS QUARTER CODE Kindergarten
AND NUMBERS
The learner … The learner is able to… WEEK The learner…
Numbers  demonstrates  recognize and represent  sorts and groups objects according to the following attributes:
and Number understanding of sets and whole numbers up to 20 in color, shape, size and function.
Sense the relationship between various forms and contexts.  matches elements of sets (both objects and pictures) using
numbers and quantities one-to-one correspondence.
up to 20.  recognizes sets of objects up to 20 elements.
 begins to understand  apply addition and subtraction  compares two or more sets of objects up to 20 elements.
addition and subtraction. of whole numbers up to 10 in
mathematical problems and  compares quantities to determine which is more than, less than
real-life situations. or if quantities are the same.
 counts and tells how many objects there are in a given set.
 recognizes and represents numbers up to 20.
 recognizes and identifies numeral 0 to 20.
 matches numbers to a set of objects from 0 to 20.
 matches numerals and number words.
 reads and writes numbers up to 20.
 recognizes coins and bills up to PhP20 (pesos and centavos).
 recognizes the words “put together,” “add to,” and “in all”, that
indicate the act of adding whole numbers.
 recognizes the words “take away,” “less,” and “are left”, that
indicate the act of subtracting whole numbers.
 represents the concept of addition by combining elements of
two sets.
 represents the concept of subtraction by comparing elements of
two sets.
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AND NUMBERS
 uses manipulatives to explore the concept of addition and

subtraction with sums and differences between 0 and 10.
 recognizes situations that require addition and subtraction of

whole numbers.
 adds up to quantities of 10 using concrete objects.
 subtracts up to quantities of 10 using concrete objects.
 uses concrete objects to determine answers to addition and

subtraction problems.
 writes addition and subtraction expressions and equation with
concrete representations.
 solves number stories involving addition and subtraction up to
quantities of 10.
 matches addition and subtraction expressions and equations
with concrete representations.
 counts groups of equal quantity using concrete objects up to 10
(beginning multiplication).
 separates objects into groups of equal quantity using concrete
objects up to 10 (beginning division).
 recognizes a half and a fourth as parts of a whole.
 represents a half and a fourth by dividing a whole object into 2

and 4 equal parts, respectively.
Geometry  demonstrates  recognize and describe the  identifies and describes the following attributes: color, shape
understanding of the common attributes of 2- or 3- and size.
common attributes of 2- or dimensional objects found in  identifies objects based on the attributes of color, shape and
3- dimensional objects. the environment. size.
 describes objects according to the attributes of color, shape,
and size.
 compares objects that are similar or different based on the
attributes of color, shape, and size.
10
AND NUMBERS
Patterns  demonstrates  apply knowledge of  identifies a sequence of events according to how they happen.
and Algebra understanding of sequence in real life e.g.
sequence and number situations and create number
pairs. pairs using addition and  identifies the event “ before and after”, the “first and last” and
subtraction. 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
 matches addition and subtraction of whole numbers
Measureme  begins to understand  apply knowledge of time and  observes sunrise and sunset to tell the time of the day
nt time, location, and non- non-standard units of linear, (morning, noontime, evening).
standard units of linear, mass and capacity measure  tells the time of the day when activities are being done (e.g.
mass and capacity in mathematical problems morning).
measure. and real-life situations.  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.
 tells if an object is near or far

 uses words that determine location: top/bottom, front/back,
left/right.
 uses body movement exercises to show understanding of
positions and directions (top to bottom/bottom to top, left to
right/right to left).
 uses drawings to show understanding of enclosure and
boundaries.
Statistics  begins to understand  represent and interpret data  collects data on one variable (e.g. sex or boys and girls)
data collection and in tabular form and describe through observation and asking a question.
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AND NUMBERS
and outcomes of an event. outcome of an event.  organizes data in tables.

Probability  interprets data presented in a table.
 draws inferences based on data presented in a table.
 solves routine and non-routine problems using data presented
in a table.
 tells all possible outcomes of a given event . (e.g. weather could
be sunny, cloudy, rainy, or stormy; passing and failing a test;
winning or losing in a game)
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Grade I
CONTENT STANDARDS STANDARDS QUARTER CODE
Grade I
AND WEEK NUMBERS
The learner … The learner is able to… The learner…
Numbers  demonstrates  recognize and represent 1st Q – Wk M1NS-Ia-1.1  visualizes numbers from 0 to 100.
and Number understanding of whole whole numbers up to 100, 1st Q – Wk M1NS-Ib-2.1  counts the number of objects in a given set by ones and tens.
Sense numbers up to 100, ordinal numbers up to 10th,
ordinal numbers up to 10th money up to PhP100 and 1st Q - Wk M1NS-Ib-3  identifies the number that is one more or one less from a
money up to PhP100 and fractions ½ and 1/4 in given number.
fractions ½ and 1/4. various forms and contexts. 1st Q – Wk M1NS-Ic-4  composes and decomposes a given number.
1st Q – Wk M1NS- Id-5  regroups sets of ones into sets of tens and sets of tens into
hundreds using objects.
1st Q – Wk M1NS-Id- 6  compares two sets using the expressions “less than,” “more
than,” and “as many as.”
1st Q – Wk M1NS-Ie-7  orders sets from least to greatest and vice versa.
1st Q – Wk M1NS-Ie-8.1  counts by 2s, 5s and 10s through 100.
1st Q – Wk M1NS-If-9.1  reads and writes numbers up to 100 in symbols and in
words.
1st Q – Wk 7 M1NS-Ig-  gives the place value and value of a digit in one- and two-digit
10.1 numbers.
1st Q – Wk 7 M1NS-Ig-11  renames numbers into tens and ones.
1st Q – Wk 8 M1NS-Ih-  compares numbers up to 100 using relation symbols.
12.1
1st Q – Wk 8 M1NS-Ih-  orders numbers up to 100 in increasing or decreasing order.
13.1
1st Q – Wk 9 M1NS-Ii-16.1  identifies the 1st , 2nd, 3rd, up to 10th object in a given set
from a given point of reference.
1st Q – Wk 9 M1NS-Ii-17.1  reads and writes ordinal numbers: 1st, 2nd, 3rd up to 10th.
1st Q – Wk 10 M1NS-Ij-19.1  recognizes coins and bills up to PhP100 and their notations
 demonstrates  apply addition and 2nd Q – Wk 1 M1NS-IIa-23  illustrates addition as “putting together or combining or
understanding of addition subtraction of whole numbers joining sets”
and subtraction of whole up to 100 including money in 2nd Q – Wk 1 M1NS-IIa-  adds two one-digit numbers with sums up to 18 using the
numbers up to 100 mathematical problems and 26.1 order and zero properties of addition.
13
Grade I
AND WEEK NUMBERS
including money. real- life situations. 2nd Q – Wk 2 M1NS-IIb-  adds three one-digit numbers having sums up to 18 using the
26.2 grouping property of addition.
2nd Q – Wk 2 M1NS-IIb-  adds two to three one-digit numbers horizontally and vertically
27.1 with sums up to 18.
2nd Q – Wk 3 M1NS-IIc-  uses expanded form to explain the meaning of addition with
27.2 regrouping.
2nd Q – Wk 3 M1NS-IIc-  adds numbers with sums through 99 without or with
27.3 regrouping.
2nd Q – Wk 4 M1NS-IId-  adds mentally two to three one- digit numbers with sums up
28.1 to 18 using appropriate strategies
2nd Q – Wk 4 M1NS-IId-  adds mentally two-digit numbers and one-digit numbers with
28.2 regrouping using appropriate strategies
2nd Q – Wk 5 M1NS-IIe-  solves one-step routine and non-routine problems involving
29.1 addition of whole numbers including money with sums up to
99 using appropriate problem solving strategies.
2nd Q – Wk 5 M1NS-IIe-  creates situations involving addition of whole numbers
30.1 including money with reasonable answers
2nd Q – Wk 6 M1NS-IIf-24  illustrates substraction as “taking away” or “comparing”
elements of sets
2nd Q – Wk 6 M1NS-IIf-25  illustrates that addition and subtraction are inverse
operations.
2nd Q – Wk 7 M1NS-IIg-  subtracts one-digit numbers with minuends through 18 (basic
32.1 facts)
2nd Q – Wk 7 M1NS-IIg-  subtracts one- to two-digit numbers with minuends up to 99
32.2 without regrouping.
2nd Q – Wk 8 M1NS-IIh-  uses the expanded form to explain subtraction with
32.3 regrouping.
2nd Q – Wk 8 M1NS-IIh-  subtracts one- to two-digit numbers with minuends up to 99
32.4 with regrouping.
2nd Q – Wk 9 M1NS-IIi-  subtracts mentally one-digit numbers from two-digit minuends
33.1 without regrouping using appropriate strategies.
14
Grade I
AND WEEK NUMBERS
2nd Q – Wk 9 M1NS-IIi-  solves routine and non-routine problems involving

34.1 subtraction of whole numbers including money with minuends
up to 99 with and without regrouping using appropriate
problem solving strategies and tools.
2nd Q – Wk M1NS-IIj-  creates situations involving substraction of whole number
10 35.1 including money with reasonable answers.
 demonstrates  recognize and represent 3rd Q – Wk 1 M1NS-IIIa-37  counts groups of equal quantity using concrete objects up to
understanding of fractions ½ and 1/4 in 50 and writes an equivalent expression.
fractions ½ and 1/4. various forms and contexts. e.g. 2 groups of 5
3rd Q – Wk 1 M1NS-IIIa-48  separates objects into groups of equal quantity using
concrete objects up to 50.
e.g. 10 grouped by 5s
3rd Q – Wk 2 M1NS-IIIb-  visualizes and identifies ½ and ¼ of a whole object.
72.1
3rd Q – Wk 3 M1NS-IIIc-73  divides a whole into halves and fourths.
3rd Q – Wk 3 M1NS-IIIc-  divides the elements of sets into two groups of equal
74.1 quantities to show halves.
3rd Q – Wk 4 M1NS-IIId-  divides the elements of sets into four groups of
74.2 equal quantities to show fourths
RCMKS1
3rd Q – Wk 4 M1NS-IIId-75  draws the whole region or set given its ½ and/or ¼
Geometry  demonstrates  describe and construct 2- 3rd Q – Wk 5 M1GE-IIIe-1  identifies, names and describes the four basic shapes
understanding of 2- dimensional and 3- (square, rectangle, triangle and circle) in 2-dimensional
dimensional and 3- dimensional objects. (flat/plane) and 3-dimensional (solid) objects.
dimensional figures. 3rd Q – Wk 5 M1GE-IIIe-2  compares and classifies 2-dimensional (flat/plane) and 3-
dimensional (solid) figures according to common attributes.
3rd Q – Wk 6 M1GE-IIIf-3  draws the four basic shapes.
3rd Q – Wk 6 M1GE-IIIf-4  constructs three dimensional objects (solid) using
manipulative materials.
Patterns  demonstrates  apply knowledge of 3rd Q – Wk 7 M1AL-IIIg-1  determines the missing term/s in a given continuous
and Algebra understanding of continuous and repeating pattern using one attribute (letters/ numbers/
continuous and repeating patterns and number events).
patterns and sentences in various e.g.
15
Grade I
AND WEEK NUMBERS
mathematical sentences. situations. A,B,C,D,__

2,3,__5,6,7
__,Wed, Thur, Fri
Aa, Bb, Cb, __,___
3rd Q – Wk 7 M1AL-IIIg-2  determines the missing term/s in a given repeating
pattern using one attribute (letters, numbers,colors,
figures, sizes, etc.).
e.g.
A,B,C,A,B,C,A,__
_
3rd Q – Wk 8 M1AL-IIIh-8  constructs equivalent number expression using addition
and substraction.
3rd Q – Wk 9 M1AL-IIIi-9  identifies and creates patterns to compose and decompose
using addition.
3rd Q – Wk M1AL-IIIj-10  finds the missing number in an addition or subtraction
10 sentence e.g.
n+2=5
5–n=3
Measureme  demonstrates  apply knowledge of time 4th Q – Wk 1 M1ME-IVa-1  tells the days in a week; months in a year in the right order.
nt understanding of time and non-standard measures
and non-standard units of length, mass, and 4th Q – Wk 1 M1ME-IVa-2  determines the day or the month using a calendar.
of length, mass and capacity in mathematical 4th Q – Wk 2 M1ME-IVb-3  tells and writes time by hour, half-hour and quarter-hour using
capacity. problems and real-life analog clock.
situations. 4th Q – Wk 2 M1ME-IVb-4  solves problems involving time.
4th Q – Wk 3 M1ME-IVc-  compares objects using comparative words: short, shorter,
19 shortest; long, longer, longest; heavy, heavier, heaviest; light,
lighter, lightest.
4th Q – Wk 4 M1ME-IVd-  estimates and measures length using non- standard units of
20 linear measures.
4th Q – Wk 5 M1ME-IVe-  estimates and measures mass using non-standard units of Formatted: Font: 10 pt, Bold, Font color: Text 1
21 mass measure.
4th Q – Wk 6 M1ME-IVf-22  shows and finds capacity using non-standard unit.
RCMKS1
Statistics  demonstrates  create and interpret simple 4th Q – Wk 7 M1SP-IVg-  collects data on one variable through simple interview.
16
Grade I
AND WEEK NUMBERS
and understanding of representations of data 1.1

Probability pictographs and (tables and pictographs) and 4th Q – Wk 7 M1SP-IVg-  organizes data in tabular form and presents this into a
outcomes of an event. describe outcomes of pictograph without scales.
2.1
familiar events.
4th Q – Wk 8 M1SP-IVh-  interprets data presented in a pictograph without scales.
3.1
4th Q – Wk 8 M1SP-IVh-  solves routine and non-routine problems using data
4.1 presented in pictograph without scales.
4th Q – Wk 9 M1SP-IVi-5.1  draws inferences based on data presented in a pictograph
without a scale.
4th Q – Wk 9 M1SP-IVi-  tells whether an event is likely or unlikely to
7.1 happen.
4th Q – Wk M1SP-IVj-  describe events in real-life situations using the phrases “
10 8.1 likely” or “unlikely to happen”.
17
Grade II

CONTENT STANDARDS STANDARDS QUARTER CODE Grade II
The learner … The learner is able to… AND WEEK NUMBERS The learner…
 demonstrates  recognize and represent 1 Q – Wk 1

st
M2NS-Ia-1.2  visualizes numbers from 0-1000 with emphasis on numbers
understanding of whole whole numbers up to 1000, 101 - 1000.
numbers up to 1000, ordinal numbers up to 20th, 1st Q – Wk 2 M2NS-Ib-2.2  groups objects in ones, tens, and hundreds.
ordinal numbers up to and money up to PhP100 in
20th, and money up to various forms and contexts. 1st Q – Wk 2 M2NS-Ib-  gives the place value and finds the value of a digit in three-
PhP100. 10.2 digit numbers.
 demonstrates  apply addition of whole
understanding of addition numbers up to 1000 including 1st Q – Wk 2 M2NS-Ib-8.2  counts numbers by 10s, 50s, and 100s.
of whole numbers up to money in mathematical
1000 including money. problems and real-life 1st Q – Wk 3 M2NS-Ic-9.2  reads and writes numbers up to 1000 in symbols
situations.
and in words.
RCMKS1
1st Q – Wk 3 M2NS-Ic-14  writes three-digit numbers in expanded form.
1st Q – Wk 4 M2NS-Id-  compares numbers up to 1000 using relation symbols.

12.2
1st Q – Wk 4 M2NS-Id-  orders numbers up to 1000 in increasing or decreasing
13.2 order.
1st Q – Wk 5 M2NS-Ie-  identifies the 1st through the 20th with the emphasis on 11th
16.2 to 20th object ina given set from a given point of reference.
1st Q – Wk 5 M2NS-Ie-  reads and writes ordinal numbers from 1st through the 20th.
17.2
1st Q – Wk 5 M2NS-Ie-18  identifies and uses the pattern of naming ordinal numbers
from 1st to the 20th.
1st Q – Wk 6 M2NS-If-20.1  reads and writes money in symbols and in words through
PhP100.
1st Q – Wk 6 M2NS-If-21  counts the value of a set of bills or a set of coins through
PhP100 (peso-coins only; centavo-coins only; peso-bills only
and combined peso-coins and peso-bills).
1st Q – Wk 6 M2NS-If-22.1  compares values of different denominations of coins and
paper bills through PhP100 using relation symbols.
18
1st Q – Wk 7 M2NS-Ig-  illustrates the properties of addition (commutative,

26.3 associative, identity).
1st Q – Wk 7 M2NS-Ig-  adds 2-digit by 3-digit numbers with sums up to 1000 without
27.4 and with regrouping.
1st Q – Wk 8 M2NS-Ih-  adds 3-digit by 3-digit numbers with sums up to 1000 without
27.5 and with regrouping.
1st Q – Wk 8 M2NS-Ih-  adds mentally 1- to 2-digit numbers with sums up to 50 using
28.3 appropriate strategies.
1st Q – Wk 9 M2NS-Ii-28.4  adds mentally 3-digit numbers by 1-digit numbers using
appropriate strategies.
1st Q – Wk 9 M2NS-Ii-28.5  adds mentally three -digit numbers by tens (multiples of 10 up
to 90) using appropriate strategies.
1st Q – Wk 9 M2NS-Ii-28.6  adds mentally 3-digit numbers by hundreds (multiples of 100
up to 900) using appropriate strategies.
1st Q – Wk M2NS-Ij-29.2  solves routine and non-routine problems involving addition of
10 whole numbers including money with sums up to 1000 using
appropriate problem solving strategies and tools.
1st Q – Wk M2NS-Ij-30.2  creates problems involving addition of whole
10 numbers including money with reasonable
answers.
RCMKS1
 demonstrates  apply subtraction and 2nd Q – Wk 1 M2NS-IIa-  subtracts 2- to 3-digit numbers with minuends up to 999
understanding of multiplication of whole 32.5 without and with regrouping.
subtraction and numbers up to 1000 including
multiplication of whole money in mathematical 2nd Q – Wk 2 M2NS-IIb-  subtracts mentally 1-digit numbers from 1- to 3-digit numbers
numbers up to 1000 problems and real-life 33.2 without regrouping using appropriate strategies.
including money. situations. 2nd Q – Wk 2 M2NS-IIb-  subtracts mentally 3-digit numbers by tens and by hundreds
33.3 without regrouping using appropriate strategies.
2nd Q – Wk 3 M2NS-IIc-  solves routine and non-routine problems involving subtraction
34.2 of whole numbers including money with minuends up to 1000
using appropriate problem solving strategies and tools.
2nd Q – Wk 4 M2NS-IId-  creates problems involving subtraction of whole numbers
35.2 including money with reasonable answers.
19
2nd Q – Wk 4 M2NS-IId-  performs orders of operations involving addition and

34.3 subtractions of small numbers.
2nd Q – Wk 5 M2NS-IIe-  solves multi-step routine and non-routine problems involving
34.4 addition and subtraction of 2- to 3-digit numbers including
money using appropriate problem solving strategies and
tools.
2nd Q – Wk 5 M2NS-IIe-  creates problem involving addition and subtraction of whole
35.3 numbers including money with reasonable answers.
2nd Q – Wk 6 M2NS-IIf-38  illustrates multiplication as repeated addition using
- groups of equal quantities
- arrays
- counting by multiples
- equal jumps on the number line
2nd Q – Wk 6 M2NS-IIf-39  writes a related equation for each type of multiplication:
repeated addition, array, counting by multiples, and equal
jumps on the number line.
2nd Q – Wk 7 M2NS-IIg-  illustrates the property of multiplication that any number
40.1 multiplied by one (1) is the same number.
2nd Q – Wk 7 M2NS-IIg-  illustrates the property of multiplication that zero multiplied by
40.2 any number is zero.
2nd Q – Wk 7 M2NS-IIg-  illustrates the commutative property of multiplication.
40.3
2nd Q – Wk 8 M2NS-IIh-  visualize multiplication of numbers 1 to 10 by 2,3,4,5 and10.
41.1
2nd Q – Wk 9 M2NS-IIi-  multiplies mentally 2,3,4,5 and 10 using appropriate
42.1 strategies.
2nd Q – Wk 9 M2NS-IIi-  solves routine and non-routine problems involving
45.1 multiplication of whole numbers including money using
2nd Q – Wk M2NS-IIj-  solves routine and non-routine problems involving
10 45.2 multiplication and addition or subtraction of whole numbers
including money using appropriate problem solving strategies
and tools.
20
2nd Q – Wk 10 M2NS-IIj-  creates problems involving multiplication only and

46.1 multiplication with addition or subtraction of whole
numbers including money with reasonable
answers.
RCMKS1
 demonstrates  apply division of whole 3rd Q – Wk 1 M2NS-IIIa-49  represents division as equal sharing, repeated subtraction,
understanding of division numbers up to 1000 including equal jumps on the number line and using formation of equal
of whole numbers up to money in mathematical groups of objects
1000 including money. problems and real-life 3rd Q – Wk 1 M2NS-IIIa-50  writes a related equation for each type of situation: equal
situations. sharing, repeated subtraction, equal jumps on the number
 demonstrates  recognize and represent unit line, and formation of equal groups of objects.
understanding of unit fractions in various forms 3rd Q – Wk 2 M2NS-IIIb-  visualizes division of numbers up to 100 by 2,3,4,5, and 10
fractions. and contexts. (multiplication table of 2, 3, 4, 5 and 10).
51.1
3rd Q – Wk 2 M2NS-IIIb-  divides mentally numbers by 2,3,4,5 and 10 using
52.1 appropriate strategies (multiplication table of 2, 3, 4, 5 and
10).
3rd Q – Wk 3 M2NS-IIIc-53  illustrates that multiplication and division are inverse
operations.
3rd Q – Wk 3 M2NS-IIIc-  solves routine and non-routine problems involving division of
56.1 numbers by 2,3,4,5 and 10 and with any of the other
operations of whole numbers including money using
3rd Q – Wk 3 M2NS-IIIc-  creates problems involving division of whole numbers
3rd Q – Wk 4 M2NS-IIId-  visualizes and identifies unit fractions with denominators of 10
72.2 and below.
3rd Q – Wk 4 M2NS-IIId-  reads and writes unit fractions.
76.1
3rd Q – Wk 5 M2NS-IIIe-  compares unit fractions using relation symbols.
77.1
3rd Q – Wk 5 M2NS-IIIe-  arranges unit fractions in increasing or decreasing order.
78.1
3rd Q – Wk 5 M2NS-IIIe-  identifies other fractions less than one with denominators 10
79.1 and below.
21
3rd Q – Wk 6 M2NS-IIIf-  visualizes similar fractions (using group of objects and

72.3 number line).
3rd Q – Wk 6 M2NS-IIIf-  reads and writes similar fractions.
76.2
3rd Q – Wk 6 M2NS-IIIf-  compares similar fractions using relation symbols.
77.2
3rd Q – Wk 7 M2NS-IIIf-  arranges similar fractions in increasing or
78.2 decreasing order.
RCMKS1
Geometry  demonstrates  recognize and construct 3rd Q – Wk 7 M2GE-IIIg-5  visualizes, identifies, classifies and describes half circles
understanding of basic basic shapes and create and quarter circles.
shapes, symmetry, and simple designs that show 3rd Q – Wk 7 M2GE-IIIg-6  constructs squares, rectangles, triangles, circles, half-
tessellations. symmetry and tessellation. circles, and quarter circles using cut-outs and square grids.
3rd Q – Wk 8 M2GE-IIIh-  identifies shapes/figures that show symmetry in a line.

7.1
3rd Q – Wk 8 M2GE-IIIh-  creates figures that show symmetry in a line.
7.2
3rd Q – Wk 8 M2GE-IIIh-  recognizes shapes that can tessellate.
8.1
3rd Q – Wk 9 M2GE-IIIi-8.2  tessellates a surface using triangles and squares.
3rd Q – Wk 9 M2GE-IIIi-9  identifies straight lines and curves, flat and curved surfaces
in a 3-dimensional object.
3rd Q – Wk 9 M2GE-IIIi-10  explains the differences between straight lines and curved
lines, flat surfaces and curved surfaces.
Patterns  demonstrates  apply knowledge of 3rd Q – Wk M2AL-IIIj-3  determines the missing term/s in a given continuous
and Algebra understanding of continuous and repeating 10 pattern using two attributes (any two of the following:
continuous and patterns and number figures, numbers, colors, sizes, and orientations, etc.)
repeating patterns and sentences in various e.g.
mathematical sentences. situations.
1, A, 2,B,3,C,__,__
1 , 2 , 3 , 4 __
22
3rd Q – Wk 10 M2AL-IIIj-11  finds the missing value in a number sentence involving

multiplication or division of whole numbers using 2, 3, 4, 5
& 10 only.
e.g.
5 x __ = 30
30 ÷ __ = 6
Measureme  demonstrates  apply knowledge of time and 4th Q – Wk 1 M2ME-IVa-5  tells and writes time in minutes including a.m. and p.m.
nt understanding of time standard measures of using analog and digital clocks.
and standard measures length, weight, and capacity 4th Q – Wk 1 M2ME-IVa-6  finds the elapsed time in days.
of length, mass and in mathematical problems 4th Q – Wk 1 M2ME-IVa-7  solves problems involving time.
capacity. and real-life situations.
RCMKS1
4th Q – Wk 2 M2ME-IVb-  shows and uses the appropriate unit of length and their
23 abbreviation cm and m to measure a particular object .
4th Q – Wk 2 M2ME-IVb-  compares length in meters or centimeters.

24
4th Q – Wk 2 M2ME-IVb-  measures objects using appropriate measuring tools in m
25 or cm.
4th Q – Wk 3 M2ME-IVc-  estimates and measures length using meter or centimeter.
26
4th Q – Wk 3 M2ME-IVc-  solves routine and non-routine problems involving length.
27
4th Q – Wk 4 M2ME-IVd-  shows and uses the appropriate unit of weight and their
28 abbreviations g and kg to measure a particular object.
4th Q – Wk 4 M2ME-IVd-  compares weight in grams or kilograms.
29
4th Q – Wk 4 M2ME-IVd-  measures objects using appropriate measuring units in g or
30 kg.
4th Q – Wk 5 M2ME-IVe-  estimates and measures mass using gram or kilogram.
31
4th Q – Wk 5 M2ME-IVe-  solves routine and non-routine problems involving mass.
32
23
4th Q – Wk 6 M2ME-IVf-33  illustrates area as a measure of how much surface is

covered or occupied by a plane figure.
4th Q – Wk 6 M2ME-IVf-34  finds the area of a given figure using square- tile units i.e.
number of square-tiles needed.
4th Q – Wk 7 M2ME-IVg-  estimates the area of a given figure using any shape.
35
4th Q – Wk 7 M2ME-IVg-  solves routine and non-routine problems involving any
36 figure using square tiles.
4th Q – Wk 7 M2ME-IVg-  shows and finds capacity using appropriate measuring
37 tools, e.g. amount of liquid needed.
4th Q – Wk 8 M2ME-IVh-  creates problems involving length, mass and capacity with
38 reasonable answers.
Statistics  deepens understanding  create and interpret simple 4th Q – Wk 8 M2SP-IVh-  collects data on one variable using a
and of pictographs and representations of data 1.2 questionnaire.
Probability outcomes of an event. (tables and pictographs) and 4th Q – Wk 8 M2SP-IVh-  organizes data in tabular form and presents this
describe outcomes of
familiar events.
2.2 into a pictograph without and with scales.
4th Q – Wk 9 M2SP-IVi-3.2  interprets data presented in a pictograph without and with
scales.
4th Q – Wk 9 M2SP-IVi-4.2  solves routine and non-routine problems using data
presented in a pictograph without and with scale.
4th Q – Wk 9 M2SP-IVi-5.2  draws inferences based on data presented in a pictograph
with scale.
4th Q – Wk M2SP-IVj-7.2  tells whether an event is likely, equally likely, unlikely to
10 happen.
4th Q – Wk M2SP-IVj-8.2  describe events in real-life situations using the phrases
10 “ likely to happen” or “unlikely to happen” or “equally likely
to happen”.
24
Grade III
Grade III
AND NUMBERS
Numbers  demonstrates  recognize and represent 1st Q – Wk 1 M3NS-Ia-1.3  visualizes numbers up to 10 000 with emphasis on numbers
and Number understanding of whole whole numbers up to 10 000, 1001 - 10000.
Sense numbers up to 10 000, ordinal numbers up to 100th, 1st Q – Wk 1 M3NS-Ia-  gives the place value and value of a digit in 4- to 5-digit
ordinal numbers up to and money up to PhP1000 10.3 numbers.
100th, and money up to in various forms and
PhP1000. contexts.
1st Q – Wk 1 M3NS-Ia-9.3  reads and writes numbers up to 10 000 in symbols
 demonstrates  apply addition and subtraction and in words.
understanding of addition of whole numbers including RCMKS1
and subtraction of whole money in mathematical 1st Q – Wk 2 M3NS-Ib-  rounds numbers to the nearest ten, hundred and thousand..
numbers including problems and real-life 15.1
money. situations. 1st Q – Wk 2 M3NS-Ib-  compares numbers up to 10 000 using relation symbols.
12.3
1st Q – Wk 2 M3NS-Ib-  orders 4- to 5-digit numbers in increasing or decreasing
13.3 order.
1st Q – Wk 3 M3NS-Ic-  identifies ordinal numbers from 1st to 100th with emphasis on
16.3 the 21st to 100th object in a given set from a given point of
reference.
1st Q – Wk 3 M3NS-Ic-  recognizes coins and bills up to PhP1000.
19.2
1st Q – Wk 3 M3NS-Ic-  reads and writes money in symbols and in words
20.2 through PhP1000 in pesos and centavos.
1st Q – Wk 4 M3NS-Id-  compares values of the different denominations of coins and
22.2 bills through PhP1000 using relation symbols.
1st Q – Wk 4 M3NS-Id-  adds 3- to 4-digit numbers up to three addends with sums up
27.6 to 10 000 without and with regrouping.
1st Q – Wk 5 M3NS-Ie-31  estimates the sum of 3- to 4-digit addends using appropriate
strategies.
1st Q – Wk 5 M3NS-Ie-  adds mentally 2-digit and 1-digit numbers without or with
28.7 regrouping using appropriate strategies.
1st Q – Wk 5 M3NS-Ie-  adds mentally 2- to 3-digit numbers with multiples of
28.8 hundreds using appropriate strategies.
25
Grade III
AND NUMBERS
1st Q – Wk 6 M3NS-If-  solves routine and non-routine problems involving

29.3 addition of whole numbers with sums up to 10 000
including money using appropriate problem
solving strategies and tools.
RCMKS1
1st Q – Wk 6 M3NS-If-  creates problems involving addition of whole numbers
1st Q – Wk 7 M3NS-Ig-  subtracts 3-to 4-digit numbers from 3- to 4-digit numbers

32.6 without and with regrouping.
1st Q – Wk 8 M3NS-Ih-36  estimates the difference of two numbers with three to four
digits.
1st Q – Wk 8 M3NS-Ih-  subtracts mentally 1- to 2 – digits numbers without and with
33.5 regrouping using appropriate strategies.
1st Q – Wk 9 M3NS-Ii-  subtracts mentally 2- to 3 – digits numbers with multiples of
33.6 hundreds without and with regrouping using appropriate
strategies.
1st Q – Wk 9 M3NS-Ii-  solves routine and non-routine problems involving subtraction
34.5 without or with addition of whole numbers including money
1st Q – Wk 10 M3NS-Ij-  creates problems involving addition and/or subtraction of
35.4 whole numbers including money with reasonable answers.
 demonstrates  apply multiplication and 2nd Q – Wk 1 M3NS-IIa-  visualizes multiplication of numbers 1 to 10 by 6,7,8 and 9.
understanding of division of whole numbers 41.2
multiplication and division including money in 2nd Q – Wk 1 M3NS-IIa-  states basic multiplication facts for numbers up to 10.
of whole numbers mathematical problems and 41.3
including money. real-life situations.
2nd Q – Wk 2 M3NS-IIb-  applies the commutative property of multiplication.
40.4
2nd Q – Wk 2 M3NS-IIb-  multiplies 2-digit by 1-digit numbers using the distributive
40.5 property of multiplication.
2nd Q – Wk 2 M3NS-IIb-  multiplies three 1-digit numbers using the associative property
40.6 of multiplication.
26
Grade III
AND NUMBERS
2nd Q – Wk 3 M3NS-IIc-  multiplies 2- to 3-digit numbers by 1-digit numbers without or

43.1 with regrouping.
2nd Q – Wk 3 M3NS-IIc-  multiplies 2-digit numbers by 2-digit numbers without
43.2 regrouping.
2nd Q – Wk 3 M3NS-IIc-  multiplies 2-digit number by 2-digit numbers with regrouping.
43.3
2nd Q – Wk 4 M3NS-IId-  multiplies 2- to 3-digit numbers by multiples of 10 and 100.
43.4
2nd Q – Wk 4 M3NS-IId-  multiplies 1- to 2-digit numbers by 1 000.
43.5
2nd Q – Wk 4 M3NS-IId-  estimates the product of 2- to 3-digit numbers and 1- to 2-digit
44.1 numbers with reasonable results .
2nd Q – Wk 5 M3NS-IIe-  multiplies mentally 2-digit by 1-digit numbers without

42.2 regrouping with products of up to 100.
2nd Q – Wk 5 M3NS-IIe-  solves routine and non-routine problems involving
45.3 multiplication without or with addition and
subtraction of whole numbers including money
using appropriate problem solving strategies and
tools.
RCMKS1
2nd Q – Wk 6 M3NS-IIf-  creates problems involving multiplication or with addition or
46.2 subtraction of whole numbers including money with
reasonable answers.
2nd Q – Wk 6 M3NS-IIf-47  states the multiples of 1- to 2-digit numbers.
2nd Q – Wk 7 M3NS-IIg-  visualizes division of numbers up to 100 by 6, 7, 8, and 9
51.2 (multiplication table of 6, 7, 8, and 9).
2nd Q – Wk 7 M3NS-IIg-  states basic division facts of numbers up to 10.
51.3
2nd Q – Wk 8 M3NS-IIh-  divides 2- to 3-digit numbers by 1- to 2- digit numbers without
54.1 and with remainder.
2nd Q – Wk 8 M3NS-IIh-  divides 2-3 digit numbers by 10 and 100 without or with
remainder.
27
Grade III
AND NUMBERS
54.2
2nd Q – Wk 9 M3NS-IIi-  estimates the quotient of 2- to 3- digit numbers by 1- to 2-

55.1 digit numbers with reasonable results.
2nd Q – Wk 9 M3NS-IIi-  divides mentally 2-digit numbers by 1-digit numbers without
52.2 remainder using appropriate strategies.
2nd Q – Wk M3NS-IIj-  solves routine and non-routine problems involving
10 56.2 division of 2- to 4-digit numbers by 1- to 2-digit
numbers without or with any of the other
operations of whole numbers including money
using appropriate problem solving strategies and
tools.
RCMKS1
2nd Q – Wk M3NS-IIj-  creates problems involving division or with any of the other
10 57.2 operations of whole numbers including money with
reasonable answers.
 demonstrates  recognize and represent 3rd Q – Wk 1 M3NS-IIIa-  identifies odd and even numbers.
understanding of proper proper and improper, similar 63
and improper, similar and and dissimilar and equivalent 3rd Q – Wk 1 M3NS-IIIa-  visualizes fractions that are equal to one and greater than
dissimilar and equivalent fractions in various forms 72.4 one.
fractions. and contexts.
3rd Q – Wk 2 M3NS-IIIb-  reads and writes fractions that are greater than one in
76.3 symbols and in words.
3rd Q – Wk 2 M3NS-IIIb-  represents fractions using regions, sets, and the number line.
72.5
3rd Q – Wk 3 M3NS-IIIc-  visualizes dissimilar fractions.
72.6
3rd Q – Wk 4 M3NS-IIId-  compares dissimilar fractions.
77.3
3rd Q – Wk 4 M3NS-IIId-  arranges dissimilar fractions in increasing or decreasing
78.3 order.
3rd Q – Wk 5 M3NS-IIIe-  visualizes equivalent fractions.
72.7 RCMKS1
28
Grade III
AND NUMBERS
Geometry  demonstrates  recognize and represent 3rd Q – Wk 5 M3GE-IIIe-  recognizes and draws a point, line, line segment and ray.
understanding of lines, lines in real objects and 11
symmetry, and designs or drawings and 3rd Q – Wk 6 M3GE-IIIf-  recognizes and draws parallel, intersecting and
tessellation. create simple designs that 12.1 perpendicular lines.
show symmetry and
tessellation. 3rd Q – Wk 6 M3GE-IIIf-  visualizes, identifies and draws congruent line segments.
13
3rd Q – Wk 7 M3GE-IIIg-  identifies and visualizes symmetry in the environment and
7.3 in design.
3rd Q – Wk 7 M3GE-IIIg-  identifies and draws the line of symmetry in a given
7.4 symmetrical figure.
3rd Q – Wk 8 M3GE-IIIh-  completes a symmetric figure with respect to a given line of
7.5 symmetry.
3rd Q – Wk 8 M3GE-IIIh-  tessellates the plane using triangles, squares and
8.3 other shapes that can tessellate.
RCMKS1
Patterns  demonstrates  apply knowledge of 3rd Q – Wk 9 M3AL-IIIi-4  determines the missing term/s in a given combination of
and Algebra understanding of continuous and repeating continuous and repeating pattern.
continuous and patterns and number e.g.
repeating patterns and sentences in various
mathematical sentences. situations. 4A,5B, 6A,7B,__
1 2 3 4 ___
3rd Q – Wk M3AL-IIIj-  finds the missing value in a number sentence

10 12 involving multiplication or division of whole
numbers.
e.g.
n x 7 = 56
56 ÷ n = 8
RCMKS1
Measureme  demonstrates  apply knowledge of time, 4th Q – Wk 1 M3ME-IVa-  converts time measure from seconds to minutes, minutes to
understanding of time, linear, mass and capacity 8 hours, and hours to a day and vice versa.
29
Grade III
AND NUMBERS
nt linear, mass and measures and area of 4th Q – Wk 1 M3ME-IVa-  converts time measure
capacity measures and rectangle and square in 9 - days to week,month and year and vice versa
area. mathematical problems and - weeks to months and year and vice versa
real-life situations. - months to year and vice versa.
4th Q – Wk 2 M3ME-IVb-  solves problems involving conversion of time measure.
10
4th Q – Wk 2 M3ME-IVb-  converts common units of measure from larger to smaller
39 unit and vice versa: meter and centimeter, kilogram and
gram, liter and milliliter.
4th Q – Wk 3 M3ME-IVc-  solves routine and non-routine problems involving
40 conversions of common units of measure.
4th Q – Wk 3 M3ME-IVc-  measures area using appropriate unit.
41
4th Q – Wk 4 M3ME-IVd-  derives the formula for the area of a rectangle and a
42 square.
4th Q – Wk 4 M3ME-IVd-  finds the area of a rectangle and square in sq.cm and sq.
43 m.
4th Q – Wk 5 M3ME-IVe-  solves routine and non-routine problems involving areas of
44 squares and rectangles.
4th Q – Wk 5 M3ME-IVe-  finds the capacity of a container using milliliter and liter.
45
4th Q – Wk 6 M3ME-IVf-  solves routine and non-routine problems involving capacity
46 measure.
4th Q – Wk 6 M3ME-IVf-  creates problems involving area of rectangle and sqaure

47 and capacity with reasonable answers.
Statistics  demonstrates  create and interpret simple 4th Q – Wk 7 M3SP-IVg-  collects data on one variable using existing records.
and understanding of bar representations of data 1.3
Probability graphs and outcomes of (tables and bar graphs) and 4th Q – Wk 7 M3SP-IVg-  organizes data in tabular form and presents this into a
an event. describe outcomes of 2.3 vertical or horizontal bar graph.
familiar events.
4th Q – Wk 8 M3SP-IVh-  interprets data presented in different kinds of bar graphs
3.3 (vertical/ horizontal).
30
Grade III
AND NUMBERS
4th Q – Wk 8 M3SP-IVh-  solves routine and non-routine problems using data

4.3 presented in a single-bar graph.
4th Q – Wk 9 M3SP-IVi-5.3  draws inferences based on data presented in a single-bar
graph.
4th Q – Wk 9 M3SP-IVi-7.3  tells whether an event is sure, likely, equally likely, unlikely,
and impossible to happen.
4th Q – Wk M3SP-IVj-8.3  describes events in real-life situations using the phrases
10 “sure to happen,“ likely to happen”, “equally likely to
happen”, “unlikely to happen”, and “impossible to happen”.
31
GRADE IV

CONTENT STANDARDS STANDARDS QUARTER/ CODE Grade IV
WEEK NUMBERS
Numbers  demonstrates  recognize and represent st

1 Q - Wk 1 M4NS-Ia-1.4  visualizes numbers up to 100 000 with emphasis on
and Number understanding of whole whole numbers up to 100000 numbers 10 001 – 100 000.
Sense
numbers up to 100 000. in various forms and 1st Q - Wk 1 M4NS-Ia-10.4  gives the place value and value of a digit in six-digit
contexts. numbers.
 demonstrates  apply multiplication and 1st Q – Wk 1 M4NS-Ia-9.4  reads and writes numbers up to hundred thousand in
understanding of division of whole numbers symbols and in words.
multiplication and division including money in 1st Q – Wk 2 M4NS-Ib-5.2  rounds numbers to the nearest thousand and ten
of whole numbers mathematical problems and thousand.
including money. real-life situations. 1st Q – Wk 2 M4NS-Ib-12.4  compares numbers up to 100 000 using relation
symbols.
1st Q – Wk 2 M4NS-Ib-13.4  orders numbers up to 100 000 in increasing or
decreasing order.
1st Q – Wk 3 M4NS-Ic-43.7  multiplies numbers up to 3-digit numbers by up to 2-
digit numbers without or with regrouping.
1st Q – Wk 3 M4NS-Ic-44.2  estimates the products of 3- to 4-digit numbers by 2- to
3- digit numbers and determines the reasonableness of
results.
1st Q – Wk 4 M4NS-Id-42.3  multiplies mentally 2-digit by 1-to 2-digit numbers with
products up to 200 and explains the strategies used.
1st Q – Wk 4 M4NS-Id-45.4  solves routine and non-routine problems involving
multiplication of whole numbers including money using
1st Q – Wk 5 M4NS-Ie-45.5  solves multi-step routine and non-routine
(pictorial/word) problems involving multiplication and
addition or subtraction using appropriate problem
1st Q – Wk 5 M4NS-Ie-46.3  creates problems involving multiplication or with
addition or subtraction of whole numbers including
money with reasonable answers.
1st Q – Wk 6 M4NS-If-54.3  divides 3- to 4-digit numbers by 1- to 2-digit numbers
without and with remainder.
32
WEEK NUMBERS
1st Q – Wk 6 M4NS-If-54.4  divides 3- to 4-digit numbers by tens or hundreds or by

1000 without and with remainder.
1st Q – Wk 7 M4NS-Ig-55.2  estimates the quotient of 3- to 4- digit dividends by 1- to
2-digit divisors with reasonable result
1st Q – Wk 7 M4NS-Ig-52.3  divides mentally 2-to 3-digit numbers by 1-digit
numbers without remainder using appropriate
strategies
1st Q – Wk 8 M4NS-Ih-56.3  solves routine and non-routine problems involving
division of 3-to 4-digit numbers by 1-to 2-digit numbers
including money using appropriate problem solving
strategies and tools.
1st Q – Wk 8 M4NS-Ih-56.4  solves multi-step routine and non-routine
problems involving division and any of the
other operations of whole numbers including
money using appropriate problem solving
RCMKS2
1st Q – Wk 9 M4NS-Ii-57.3  creates problems involving division or with any other
operations of whole numbers including money with
reasonable answers
1st Q – Wk 9 M4NS-Ii-61.1  represents and explains MDAS correctly.
RCMKS2
1st Q – Wk M4NS-Ij-62.1  performs a series of two or more operations.
10
 demonstrates  apply knowledge of factors 2nd Q – Wk 1 M4NS-IIa-64  identifies factors of a given number up to 100.
understanding of factors and multiples and addition 2nd Q – Wk 1 M4NS-IIa-65  identifies the multiples of a given number up to 100.
and multiples and and subtraction of fractions in 2nd Q – Wk 2 M4NS-IIb-66  differentiates prime from composite numbers.
addition and subtraction mathematical problems and
of fractions. real-life situations.
2nd Q – Wk 2 M4NS-IIb-67  writes a given number as a product of its prime factors.
 demonstrates  recognize and represent 2nd Q – Wk 3 M4NS-IIc-68.1  finds the common factors and the greatest common
understanding of improper fractions and mixed factor (GCF) of two numbers using the following
improper fractions and numbers in various forms methods: listing, prime factorization. and continuous
division
33
WEEK NUMBERS
mixed numbers . and contexts. 2nd Q – Wk 3 M4NS-IIc-69.1  finds the common multiples and least common multiple
(LCM) of two numbers using the following methods:
listing, prime factorization and continuous division.
2nd Q – Wk 4 M4NS-IId-70.1  solves real-life problems involving GCF and LCM of 2
given numbers .
2nd Q – Wk 4 M4NS-IId-71.1  creates problem involving GCF and LCM of 2 given
number with reasonable answers.
2nd Q – Wk 5 M4NS-IIe-79.2  identifies proper fraction,improper fraction andmixed
numbers
2nd Q – Wk 5 M4NS-IIe-80  changes improper fraction to mixed numbers and vice
versa.
2nd Q – Wk 5 M4NS-IIe-81  changes fractions to lowest forms.
2nd Q – Wk 6 M4NS-IIf-82.1  visualizes addition and subtraction of similar fractions.
2nd Q – Wk 6 M4NS-IIf-82.2  visualizes subtraction of a fraction from a whole

number.
2nd Q – Wk 7 M4NS-IIg-82.3  visualizes addition and subtraction of dissimilar
fractions.
2nd Q – Wk 7 M4NS-IIg-83  performs addition and subtraction of similar and
dissimilar fractions
2nd Q – Wk 8 M4NS-IIh-87.1  solves routine and non-routine problems involving
addition and/or subtraction of fractions using
2nd Q – Wk 8 M4NS-IIh-88.1  creates problems involving addition and/or subtraction
of fractions with reasonable answers.
2nd Q – Wk 9 M4NS-IIi-99  visualizes decimal numbers using models like blocks,
grid, number line and money to show the relationship to
fractions.
2nd Q – Wk 9 M4NS-IIi-100  renames decimal numbers to fractions and fractions
whose denominators are factors of 10 and 100 to
decimals.
2nd Q – Wk 9 M4NS-IIi-101.1  gives the place value and the value of a digit of a given
decimal number through hundredths.
2nd Q – Wk 10 M4NS-IIj-102.1  reads and writes decimal numbers through hundredths.
34
WEEK NUMBERS
2nd Q – Wk 10 M4NS-IIj-103.1  rounds decimal numbers to the nearest whole number

and tenth.
2nd Q – Wk 10 M4NS-IIj-104.1  compares and arranges decimal numbers.
Geometry  demonstrates  construct and describe 3rd Q – Wk 1 M4GE-IIIa-12.2  describes and illustrates parallel, intersecting and
understanding of the parallel and perpendicular perpendicular lines.
concepts of parallel and lines, angles, triangles and 3rd Q – Wk 1 M4GE-IIIa-12.3  draws perpendicular and parallel lines using a ruler and
perpendicular lines, quadrilaterals in designs, a set square.
angles, triangles and drawings and models . 3rd Q – Wk 2 M4GE-IIIb-14  describes and illustrates different angles (right, acute
quadrilaterals. and obtuse) using models.
3rd Q – Wk 2 M4GE-IIIb-15  describes the attributes/ properties of triangles and
quadrilaterals using concrete objects or models.
3rd Q – Wk 3 M4GE-IIIc-16  identifies and describes triangles according to sides
and angles
3rd Q – Wk 3 M4GE-IIIc-17  identifies and describes the different kinds of
quadrilaterals: square, rectangle, parallelogram,
trapezoid, and rhombus.
3rd Q – Wk 4 M4GE-IIId-18.1  relates triangles to quadrilaterals
3rd Q – Wk 4 M4GE-IIId-18.2  relates one quadrilateral to another quadrilateral (e.g.
square to rhombus).
Patterns  demonstrates  identify missing element in a 3rd Q – Wk 5 M4AL-IIIe-5  determines the missing term/s in a sequence of
and Algebra understanding of pattern and number numbers (e.g. odd numbers, even numbers, multiples
concepts of continuous sentence . of a number, factors of a number, etc.)
and repeating patterns e.g.
and numbers sentences.
3,6,9,__
4,8,12,16,__
(e.g. odd numbers, even numbers, multiples of a

number, factors of a number, etc.)
1 2 3 4 5 6 7 ____
35
WEEK NUMBERS
3rd Q – Wk 5 M4AL-IIIe-13  finds the missing number in an equation involving

properties of operations. ( e.g. (4+__ ) + 8 = 4 + ( 5 +
___)
Measureme  demonstrates  apply the concepts of time, 3rd Q – Wk 6 M4ME-IIIf-11  finds the elapsed time in minutes and seconds.
nt understanding of the perimeter, area and volume 3rd Q – Wk 6 M4ME-IIIf-12  estimates the duration of time in minutes.
concept of time, in mathematical problems
3rd Q – Wk 7 M4ME-IIIg-13  solves problems involving elapsed time.
perimeter, area and and real-life situations.
volume. 3rd Q – Wk 7 M4ME-IIIg-48  visualizes the perimeter of any given plane figure in
different situations.
3rd Q – Wk 8 M4ME-IIIh-49  measures perimeter of any given figure using
appropriate tools
3rd Q – Wk 8 M4ME-IIIh-50  derives the formula for perimeter of any given figure
3rd Q – Wk 9 M4ME-IIIi-51  finds the perimeter of triangles, squares,
rectangles, parallelograms, and trapezoids.
RCMKS2
3rd Q – Wk 9 M4ME-IIIi-52  solves routine and non-routine problems in real life
situations involving perimeter of squares and
rectangles, triangles, parallelograms, and trapezoids.
3rd Q – Wk M4ME-IIIj-53  differentiate perimeter from area
10
4th Q – Wk M4ME-IIIj-54  converts sq. cm to sq. m and vice versa.
10
4th Q – Wk 1 M4ME-IVa-55  finds the area of irregular figures made up of squares
and rectangle using sq. cm and sq. m.
4th Q – Wk 1 M4ME-IVa-56  estimates the area of irregular plane figures made up of
squares and rectangles
4th Q – Wk 2 M4ME-IVb-57  derives the formulas for the area of triangles,
parallelograms and trapezoids.
4th Q – Wk 2 M4ME-IVb-58  finds the area of triangles, parallelograms and
trapezoids using sq. cm and sq. m.
4th Q – Wk 3 M4ME-IVc-59  estimates the area of triangles, parallelograms and
trapezoids
36
WEEK NUMBERS
4th Q – Wk 3 M4ME-IVc-60  solves routine and non-routine problems involving

squares, rectangles, triangles, parallelograms and
trapezoids
4th Q – Wk 4 M4ME-IVd-61  creates problems involving perimeter and area
involving squares, rectangles, triangles,
parallelograms and trapezoid with reasonable answers.
4th Q – Wk 4 M4ME-IVd-62  visualizes the volume of solid figures in different
situations using non-standard (e.g. marbles, etc.) and
standard units.
4th Q – Wk 5 M4ME-IVe-63  derives the formula for the volume of rectangular
prisms.
4th Q – Wk 5 M4ME-IVe-64  finds the volume of a rectangular prism using cu. cm
and cu. m.
4th Q – Wk 6 M4ME-IVf-65  solves routine and non-routine problems involving the
volume of a rectangular prism.
4th Q – Wk 6 M4ME-IVf-66  creates problems involving volume of rectangular prism
with reasonable answers.
Statistics  demonstrates  create and interpret simple 4th Q – Wk 7 M4SP-IVg-1.4  collects data on two variables using any source .
and understanding of the representations of data 4th Q – Wk 7 M4SP-IVg-2.4  organizes data in tabular form and presents this in a
concepts of bar graphs (tables and bar graphs) and horizontal or vertical bar graph.
Probability describe outcomes in simple
and simple experiment.
experiment.
4th Q – Wk 7 M4SP-IVg-3.4  interprets data presented in different kinds of
bar graphs (vertical/ horizontal, single/
double bars).
RCMKS2
4th Q – Wk 8 M4SP-IVh-4.4  solves routine and non-routine problems using data
presented in a single or double-bar graph.
4th Q – Wk 8 M4SP-IVh-5.4  draws inferences based on data presented in a double-
bar bar graph.
4th Q – Wk 9 M4SP-IVi-9  records favorable outcomes in a simple experiment.
(e.g. tossing a coin, spinning a wheel, etc.)
4th Q – Wk 9 M4SP-IVi-10  express the outcome in a simple experiment in words,
symbols, tables or graphs.
37
WEEK NUMBERS
4th Q – Wk 9 M4SP-IVi-11  justifies the outcomes in an experiment.
4th Q – Wk M4SP-IVj-13  creates problems involving a simple experiment.

10
38
GRADE V
CON CONTENT PERFORMANCE QUARTER/ CODE LEARNING COMPETENCIES

TENT STANDARDS STANDARDS WEEK NUMBERS Grade V
Numbers  demonstrates  recognize and represent 1st Q – Wk 1 M5NS-Ia-1.5  visualizes numbers up to 10,000,000 with
and Number understanding of whole large whole numbers in emphasis on numbers 100 001 – 10 000 000.
numbers up to various forms and contexts.
Sense RCMKS2
10,000,000.
1st Q – Wk 1 M5NS-Ia-9.5  reads and writes numbers up to 10,000,000 in symbols
 demonstrates  apply divisibility, order of
and in words.
understanding of operations, factors and
divisibility, order of multiples, and four
1st Q – Wk 1 M5NS-Ia-15.3  rounds numbers to the nearest hundred thousand and
operations, factors and fundamental operations million.
multiples, and four involving fractions in 1st Q – Wk 2 M5NS-Ib-58.1  uses divisibility rules for 2, 5 and 10 to find the common
fundamental operations mathematical problems and factors of numbers.
involving fractions. real-life situations. 1st Q – Wk 2 M5NS-Ib-58.2  uses divisibility rules for 3, 6 and 9 to find common
factors.
1st Q – Wk 2 M5NS-Ib-58.3  uses divisibility rules for 4, 8, 12 and 11 to find common
factors.
1st Q – Wk 3 M5NS-Ic-59  solves routine and non-routine problems involving
factors, multiples and divisibility rules for
2,3,4,5,6,8,9,10,11 and 12.
1st Q – Wk 3 M5NS-Ic-60  creates problems involving factors, multiples and
divisibility rules with reasonable answers.
1st Q – Wk 3 M5NS-Ic-61.2  states, explains and interprets the PMDAS or GMDAS
rule.
1st Q – Wk 4 M5NS-Id-62.2  simplifies a series of operations on whole numbers
involving more than two operations using the PMDAS or
GMDAS rule.
1st Q – Wk 4 M5NS-Id-68.2  finds the common factors and the greatest common
factor (GCF) of 2 – 4 numbers using continuous division.
1st Q – Wk 4 M5NS-Id-69.2  finds the common multiples and least common multiple
(LCM) of 2 – 4 numbers using continuous division.
1st Q – Wk 5 M5NS-Ie-70.2  solves real life problems involving GCF and LCM of 2 - 3
given numbers.
1st Q – Wk 5 M5NS-Ie-71.2  creates problem involving GCF and LCM of 3 given
numbers with reasonable answers
1st Q – Wk 5 M5NS-Ie-84  adds fractions and mixed fractions without and with
regrouping.
39
1st Q – Wk 6 M5NS-If-85  subtracts fractions and mixed fractions without and with
regrouping.
1st Q – Wk 6 M5NS-If-87.2  solves routine and non-routine problems involving
addition and/or subtraction of fractions using appropriate
1st Q – Wk 6 M5NS-If-88.2  creates problems involving addition and/or subtraction of
fractions using appropriate problem solving strategies
with reasonable answers.
1st Q – Wk 7 M5NS-Ig-89  visualizes multiplication of fractions using models.
1st Q – Wk 7 M5NS-Ig-90.1  multiplies a fraction and a whole number and another
fraction.
1st Q – Wk 7 M5NS-Ig-91  multiplies mentally proper fractions with denominators up
to 10.
1st Q – Wk 8 M5NS-Ih-92.1  solves routine or non-routine problems involving
multiplication and without or with addition or subtraction
of fractions and whole numbers using appropriate
1st Q – Wk 8 M5NS-Ih-93.1  creates problems involving multiplication of fractions with
reasonable answers.
1st Q – Wk 8 M5NS-Ih-94  shows that multiplying a fraction by its reciprocal is equal
to 1.
1st Q – Wk 9 M5NS-Ii-95  visualizes division of fractions
1st Q – Wk 9 M5NS-Ii-96.1  divides
- simple fractions
- whole numbers by a fraction and vice versa
1st Q – Wk M5NS-Ij-97.1  solves routine or non-routine problems
10 involving division without or with any of the
other operations of fractions and whole
numbers using appropriate problem solving
strategies and tools .
RCMKS2
1st Q – Wk M5NS-Ij-98.1  creates problems involving division or with any of the
10 other operations of fractions and whole numbers with
reasonable answers.
40
 demonstrates  recognize and represent 2nd Q – Wk 1 M5NS-IIa-101.2  gives the place value and the value of a digit of a given
understanding of decimals in various forms decimal number through ten thousandths.
decimals. and contexts. 2nd Q – Wk 1 M5NS-IIa-102.2  reads and writes decimal numbers through ten
thousandths.
 apply four fundamental 2nd Q – Wk 1 M5NS-IIa-103.2  rounds decimal numbers to the nearest hundredth and
operations involving decimals thousandth.
 demonstrates and ratio and proportion in 2nd Q – Wk 2 M5NS-IIb-104.2  compares and arranges decimal numbers.
understanding of four mathematical problems and
fundamental operations real-life situations. 2nd Q – Wk 2 M5NS-IIb-105  visualizes addition and subtraction of decimals.
involving decimals and
2nd Q – Wk 2 M5NS-IIb-106.1  adds and subtracts decimal numbers through
ratio and proportion.
thousandths without and with regrouping.
2nd Q – Wk 3 M5NS-IIc-107  estimates the sum or difference of decimal numbers with
reasonable answer.
2nd Q – Wk 3 M5NS-IIc-108.1  solves routine or non-routine problems involving addition
and subtraction of decimal numbers including money
2nd Q – Wk 3 M5NS-IIc-109.1  creates problems involving addition and/or subtraction of
decimal numbers including money with reasonable
answers.
2nd Q – Wk 4 M5NS-IId-110  visualizes multiplication of decimal numbers using
pictorial models.
2nd Q – Wk 4 M5NS-IId-111.1  multiplies decimals up to 2 decimal places by 1- to 2-digit
whole numbers.
2nd Q – Wk 4 M5NS-IId-111.2  multiplies decimals with factors up to 2 decimal places.
2nd Q – Wk 5 M5NS-IIe-112  estimates the products of decimal numbers with
reasonable answers.
2nd Q – Wk 5 M5NS-IIe-113.1  solves routine and non-routine problems
involving multiplication without or with addition
or subtraction of decimals and whole numbers
including money using appropriate problem
RCMKS2
2nd Q – Wk 6 M5NS-IIf-115  visualizes division of decimal numbers using pictorial
models.
2nd Q – Wk 6 M5NS-IIf-116.1  divides decimals with up to 2 decimal places.
41
2nd Q – Wk 6 M5NS-IIf-116.2  divides whole numbers with quotients in decimal form.

2nd Q – Wk 7 M5NS-IIg-117  estimates the quotients of decimal numbers with
reasonable answers.
2nd Q – Wk 7 M5NS-IIg-120.1  solves routine and non- routine problems involving
division without or with any of the other operations of
decimals and whole numbers including money using
2nd Q – Wk 7 M5NS-IIg-121.1  creates problems involving multiplication and/ or division
or with any of the other operations of decimals and whole
numbers including money with reasonable answers.
2nd Q – Wk 8 M5NS-IIh-122  visualizes the ratio of 2 given numbers.
2nd Q – Wk 8 M5NS-IIh-123  expresses the ratio using either the colon (:) or fraction.
2nd Q – Wk 9 M5NS-IIi-124  identifies and writes equivalent ratios.
2nd Q – Wk 9 M5NS-IIi-125  expresses ratio in their simplest forms.
2nd Q – Wk 9 M5NS-IIi-126  finds the missing term in a pair of equivalent ratios.

2nd Q – Wk M5NS-IIj-127  defines and describes a proportion.
10
2nd Q – Wk M5NS-IIj-128  recognizes when two quantities are in direct proportion.
10
 demonstrates  apply percent in mathematical 3rd Q – Wk 1 M5NS-IIIa-136  visualizes percent and its relationship to fractions, ratios
understanding of percent. problems and real-life and decimal numbers using models.
situations. 3rd Q – Wk 1 M5NS-IIIa-137  defines percentage, rate or percent, and base.
3rd Q – Wk 1 M5NS-IIIa-138  identifies the base, percentage and rate in a problem.
3rd Q – Wk 2 M5NS-IIIb-139  finds the percentage in a given problem.
3rd Q – Wk 2 M5NS-IIIb-140  solves problems routine and non-routine involving
percentage using appropriate strategies and tools.
3rd Q – Wk 2 M5NS-IIIb-141  creates problem involving percentage with reasonable
answers.
Geometry  demonstrates  construct and describe 3rd Q – Wk 3 M5GE-IIIc-19  visualizes, names and describes polygons with 5 or more
understanding of polygons, circles and solid sides
polygons, circles and figures . 3rd Q – Wk 3 M5GE-IIIc-20  describes and compares properties of polygons, (regular
solid figures. and irregular polygons).
3rd Q – Wk 3 M5GE-IIIc-21  draws polygons with 5 or more sides.
3rd Q – Wk 4 M5GE-IIId-22  visualizes similar polygons
42
3rd Q – Wk 4 M5GE-IIId-23.1  visualizes and describes a circle.

3rd Q – Wk 4 M5GE-IIId-23.2  identifies the terms related to a circle.
3rd Q – Wk 5 M5GE-IIIe-24  draws circles with different radii using a compass.
3rd Q – Wk 5 M5GE-IIIe-25  visualizes and describes solid figures.
3rd Q – Wk 5 M5GE-IIIe-26  makes models of different solid figures, cube, prism,
pyramid, cylinder, cone and sphere using plane figures.
Patterns  demonstrates  describe the pattern or 3rd Q – Wk 6 M5AL-IIIf-6  formulates the rule in finding the next term in a sequence.
and Algebra understanding of strategy used in a sequence e.g.
continuous and or equation.
repeating patterns and 1, 3, 7,15, (15 x2+1)
simple equation.
Possible answers:
(x 2 + 1)
(+2, +4, +8, +16)
3rd Q – Wk 6 M5AL-IIIf-14  uses different strategies (looking for a pattern, working

backwards, etc.) to solve for the unknown in simple
equations involving one or more operations on whole
numbers and fractions.
e.g.
3 x _ + 1 = 10
( the unknown is solved by working backwards)
Measureme  demonstrates  apply knowledge of time and 3rd Q – Wk 7 M5ME-IIIg-14  measures time using a 12-hour and a 24-hour clock.
nt understanding of time circumference in 3rd Q – Wk 7 M5ME-IIIg-15  calculates time in the different world time zones in
and circumference. mathematical problems and relation to the Philippines.
real-life situations. 3rd Q – Wk 7 M5ME-IIIg-16  solves problems involving time.
3rd Q – Wk 8 M5ME-IIIh-67  visualizes circumference of a circle.
3rd Q – Wk 8 M5ME-IIIh-68  measures circumference of a circle using appropriate
tools.
3rd Q – Wk 9 M5ME-IIIi-69  derives a formula in finding the circumference of a circle.
3rd Q – Wk 9 M5ME-IIIi-70  finds the circumference of a circle.
43
3rd Q – Wk M5ME-IIIj-71  solves routine and non-routine problems involving

10 circumference of a circle.
 demonstrates  apply knowledge of area, 4th Q – Wk 1 M5ME-IVa-72  visualizes area of a circle.
understanding of area, volume and temperature in 4th Q – Wk 1 M5ME-IVa-73  derives a formula in finding the area of a circle .
volume and temperature. mathematical problems and 4th Q – Wk 1 M5ME-IVa-74  finds the area of a given circle.
real-life situations.
4th Q – Wk 2 M5ME-IVb-75  solves routine and non-routine problems involving area of
a circle.
4th Q – Wk 2 M5ME-IVb-76  creates problems involving circle with reasonable
answers.
4th Q – Wk 3 M5ME-IVc-77  visualizes the volume of a cube and rectangular prism.
4th Q – Wk 3 M5ME-IVc-78  names the appropriate unit of measure used for
measuring the volume of a cube and a rectangle prism.
4th Q – Wk 3 M5ME-IVc-79  derives formula in finding the volume of a cube and a
rectangular prism using cubic cm and cubic m.
4th Q – Wk 4 M5ME-IVd-80  converts cu.cm to cu. m and vice versa; cu.cm to L and
vice versa.
4th Q – Wk 4 M5ME-IVd-81  finds the volume of a given cube and rectangular prism
using cu. cm and cu. m.
4th Q – Wk 4 M5ME-IVd-82  estimates and uses appropriate units of measure for
volume.
4th Q – Wk 5 M5ME-IVe-83  solves routine and non-routine problems
involving volume of a cube and rectangular
prism in real life situations using appropriate
RCMKS2
4th Q – Wk 5 M5ME-IVe-84  creates problems involving volume of a cube and
rectangular prism in real life situations with reasonable
answers.
4th Q – Wk 6 M5ME-IVf-85  reads and measures temperature using thermometer
(alcohol and /or digital) in degree Celsius.
4th Q – Wk 6 M5ME-IVf-86  estimates the temperature. (e.g. inside the classroom)
4th Q – Wk 6 M5ME-IVf-87  solves routine and non-routine problems involving
temperature in real-life situations.
4th Q – Wk 7 M5ME-IVg-88  creates problems involving temperature with reasonable
answers.
44
Statistics  demonstrates  create and interpret 4th Q – Wk 7 M5SP-IVg-1.5  collects data on one to two variables using any source.
and understanding of line representations of data 4th Q – Wk 7 M5SP-IVg-2.5  organizes data in tabular form and presents this in a line
graphs and experimental (tables and line graphs) and graph.
Probability probability. apply experimental 4th Q – Wk 8 M5SP-IVh-3.5  interprets data presented in different kinds of line graph
probability in mathematical (single to double-line graph).
problems and real-life 4th Q – Wk 8 M5SP-IVh-4.5  solves routine and non-routine problems using data
situations. presented in a line graph.
4th Q – Wk 8 M5SP-IVh-5.5  draws inferences based on data presented in a line
graph.
4th Q – Wk 9 M5SP-IVi-14  describes experimental probability.
4th Q – Wk 9 M5SP-IVi-15  performs an experimental probability and records result
by listing.
4th Q – Wk 9 M5SP-IVi-16  analyzes data obtained from chance using experiments
involving letter cards (A to Z) and number cards (0 to 20).
4th Q – Wk M5SP-IVj-17  solves routine and non-routine problems involving
10 experimental probability.
4th Q – Wk M5SP-IVj-18  creates routine and non-routine problems involving
10 experimental probability.
45
GRADE VI
CON CONTENT PERFORMANCE QUAR CODE LEARNING COMPETENCIES

TENT STANDARDS STANDARDS TER NUMBERS Grade VI
Numbers  demonstrates  apply four fundamental 1 Q – Wk 1

st
M6NS-Ia-86  adds and subtracts simple fractions and mixed numbers
and Number understanding of four operations involving fractions without or with regrouping.
Sense fundamental operations and decimals in 1st Q – Wk 1 M6NS-Ia-87.3  solves routine and non-routine problems involving
involving fractions and mathematical problems and addition and/or subtraction of fractions. using appropriate
decimals. real-life situations. problem solving strategies and tools.
1st Q – Wk 1 M6NS-Ia-88.3  creates problems involving addition and/or subtraction of
fractions with reasonable answers.
1st Q – Wk 2 M6NS-Ib-90.2  multiplies simple fractions and mixed fractions .
1st Q – Wk 2 M6NS-Ib-92.2  solves routine or non-routine problems involving
multiplication without or with addition or subtraction of
fractions and mixed fractions using appropriate problem
1st Q – Wk 2 M6NS-Ib-93.2  creates problems involving multiplication or with addition
or subtraction of fractions and mixed fractions with
reasonable answer.
1st Q – Wk 3 M6NS-Ic-96.2  divides simple fractions and mixed fractions.
1st Q – Wk 3 M6NS-Ic-97.2  solves routine or non-routine problems
involving division without or with any of the
other operations of fractions and mixed
fractions using appropriate problem solving
RCMKS2
1st Q – Wk 3 M6NS-Ic-98.2  creates problems involving division or with any of the
other operations of fractions and mixed fractions with
reasonable answers.
1st Q – Wk 4 M6NS-Id-106.2  adds and subtracts decimals and mixed decimals through
ten thousandths without or with regrouping.
1st Q – Wk 4 M6NS-Id-108.2  solves 1 or more steps routine and non-routine problems
involving addition and/or subtraction of decimals and
mixed decimals using appropriate problem solving
1st Q – Wk 4 M6NS-Id-109.2  creates problems involving addition and/or subtraction of
46
decimals and mixed decimals with reasonable answers.
1st Q – Wk 5 M6NS-Ie-111.3  multiplies decimals and mixed decimals with factors up to

2 decimal places .
1st Q – Wk 5 M6NS-Ie-111.4  multiplies mentally decimals up to 2 decimals places by
0.1, 0.01,10 and 100.
1st Q – Wk 5 M6NS-Ie-113.2  solves routine and non-routine problems involving
multiplication of decimals and mixed decimals including
money using appropriate problem solving strategies.
1st Q – Wk 6 M6NS-If-113.3  solves multi-step problems involving multiplication and
addition or subtraction of decimals, mixed decimals and
whole numbers including money using appropriate
1st Q – Wk 6 M6NS-If-114  creates problems involving multiplication with/ without
addition or subtraction of decimals, mixed decimals and
whole numbers including money with reasonable
answers.
1st Q – Wk 7 M6NS-Ig-116.3  divides whole numbers by decimals up to 2 decimal
places and vice versa.
1st Q – Wk 7 M6NS-Ig-116.4  divides decimals/ mixed decimals with up to 2 decimal
places.
1st Q – Wk 8 M6NS-Ih-116.5  divides decimals up to 4 decimal places by 0.1, 0. 01,
and 0.001.
1st Q – Wk 8 M6NS-Ih-118  divides decimals up to 2 decimal places by 10, 100, and
1,000 mentally.
1st Q – Wk 9 M6NS-Ii-119  differentiates terminating from repeating, non-terminating
decimal quotients.
1st Q – Wk 9 M6NS-Ii-120.2  solves routine and non- routine problems involving
division of decimals, mixed decimals and whole numbers
including money using appropriate problem solving
1st Q – Wk 10 M6NS-Ij-120.3  solves multi-step routine and non-routine problems
involving division and any of the other operations of
decimals, mixed decimals and whole numbers including
money using appropriate problem solving strategies and
tools.
47
1) 1st Q – Wk M6NS-Ij-121.2  creates problems involving division or with any of the

10 other operations of decimal, mixed decimals and whole
numbers including money with reasonable answers.
 demonstrates  apply knowledge of order of 2nd Q – Wk 1 M6NS-IIa-129  expresses one value as a fraction of another given their
understanding of order operations, ratio and ratio and vice versa
of operations, ratio and proportion, percent, 2nd Q – Wk 1 M6NS-IIa-130  finds how many times one value is as large as another
proportion, percent, exponents and integers in given their ratio and vice versa.
exponents and integers. mathematical problems and 2nd Q – Wk 2 M6NS-IIb-131  defines and illustrates the meaning of ratio and proportion
real-life situations. using concrete or pictorial models.
2nd Q – Wk 2 M6NS-IIb-132  sets up proportions for groups of objects or numbers and
for given situations.
2nd Q – Wk 2 M6NS-IIb-133  finds a missing term in a proportion (direct, inverse and
partitive).
2nd Q – Wk 3 M6NS-IIc-134  solves problems involving direct proportion, partitive
proportion, and inverse proportion in different contexts
such as distance, rate and time using appropriate
2nd Q – Wk 3 M6NS-IIc-135  creates problems involving ratio and proportion with
reasonable answers.
2nd Q – Wk 4 M6NS-IId-142  finds the percentage or rate or percent in a given
problem.
2nd Q – Wk 4 M6NS-IId-143  solves routine and non-routine problems
involving finding the percentage, rate and
base using appropriate strategies and tools.
RCMKS2
2nd Q – Wk 5 M6NS-IIe-144  solves percent problems such as percent of
increase/decrease (discounts, original price, rate of
discount, sale price, marked-up price), commission, sales
tax and simple interest.
2nd Q – Wk 5 M6NS-IIe-145  creates problems involving percent with reasonable
answers.
2nd Q – Wk 6 M6NS-IIf-146  describes the exponent and the base in a number
expressed in exponential notation.
2nd Q – Wk 6 M6NS-IIf-147  gives the value of numbers expressed in exponential
notation.
48
2nd Q – Wk 6 M6NS-IIf-148  interprets and explains the GEMDAS rule.

2nd Q – Wk 6 M6NS-IIf-149  performs two or more different operations on
whole numbers with or without exponents and
grouping symbols.
RCMKS2
2nd Q – Wk 7 M6NS-IIg-150  identifies real-life situations that make use of integers.
2nd Q – Wk 7 M6NS-IIg-151  describes the set of integers.

2nd Q – Wk 7 M6NS-IIg-152  compares integers with other numbers such as whole
numbers, fractions and decimals.
2nd Q – Wk 8 M6NS-IIh-153  represents integers on the number line.
2nd Q – Wk 8 M6NS-IIh-154  compares and arranges integers from least to greatest
and vice versa.
2nd Q – Wk 8 M6NS-IIh-155  describes and interprets the basic operations on integers
using materials such as algebra tiles, counters, chips and
cards.
2nd Q – Wk 9 M6NS-IIi-156  performs the basic operations on integers.
2nd Q – Wk 10 M6NS-IIj-157  solves routine and non-routine problems involving basic
operations of integers using appropriate strategies and
tools.
Geometry  demonstrates  construct and describe the 3rd Q – Wk 1 M6GE-IIIa-27  visualizes and describes the different solid figures: cube,
understanding of solid different solid figures: cube, prism, pyramid, cylinder, cone and sphere.
figures. prism, pyramid, cylinder, cone 3rd Q – Wk 1 M6GE-IIIa-28  differentiates solid figures from plane figures.
and sphere. 3rd Q – Wk 2 M6GE-IIIb-29  illustrates the different solid figures using various
concrete and pictorial models.
3rd Q – Wk 2 M6GE-IIIb-30  identifies the faces of a solid figures.
3rd Q – Wk 3 M6GE-IIIc-31  visualizes and describes the different solid figures: cube,
prism, pyramid, cylinder, cone and sphere.
3rd Q – Wk 3 M6GE-IIIc-32  identifies the nets of the following space figures: cube,
prism, pyramid, cylinder, cone and sphere using plane
figures.
49
Patterns  demonstrates  apply knowledge of 3rd Q – Wk 4 M6AL-IIId-7  formulates the rule in finding the nth term using
and Algebra understanding of sequence, expressions and different strategies (looking for a pattern, guess and
sequence in forming equations in mathematical check, working backwards)
rules and expressions problems and real-life e.g.
and equations. situations.
4,7,13,16,…n
(the nth term is 3n+1)

3rd Q – Wk 4 M6AL-IIId-15  differentiates expression from equation.
3rd Q – Wk 5 M6AL-IIIe-16  gives the translation of real-life verbal expressions and
equations into letters or symbols and vice versa.
3rd Q – Wk 5 M6AL-IIIe-17  defines a variable in an algebraic expression and
equation.
3rd Q – Wk 5 M6AL-IIIe-18  represents quantities in real-life situation using
algebraic expressions and equations.
3rd Q – Wk 6 M6AL-IIIf-19  solves routine and non-routine problems involving
different types of numerical expressions and equations
such as 7+ 9 =___ + 6.
3rd Q – Wk 6 M6AL-IIIf-20  creates routine and non-routine problems involving
numerical expressions and equations .
Measureme  demonstrates  apply knowledge of speed, 3rd Q – Wk 7 M6ME-IIIg-17  calculates speed, distance and time.
nt understanding of rate area, and surface area of 3rd Q – Wk 7 M6ME-IIIg-18  solves problems involving average rate and speed.
and speed, area and plane and solid/space 3rd Q – Wk 8 M6ME-IIIh-89  finds the area of composite figures, formed by any two
surface area of plane figures in mathematical or more of the following: triangle, square, rectangle,
and solid/space figures. problems and real-life circle, and semi-circle.
situations.
3rd Q – Wk 8 M6ME-IIIh-90  solves routine and non-routine problems involving area
of composite figures formed by any two or more of the
following: triangle, square, rectangle, circle, and semi-
circle.
3rd Q – Wk 9 M6ME-IIIi-91  visualizes and describes surface area and names the
unit of measure used for measuring the surface area of
solid/space figures.
3rd Q – Wk 9 M6ME-IIIi-92  derives a formula for finding the surface area of cubes,
prisms, pyramids, cylinders, cones and sphere.
3rd Q – Wk 9 M6ME-IIIi-93  finds the surface area of cubes, prisms, pyramids,
cylinders, cones and sphere.
50
3rd Q – Wk 10 M6ME-IIIj-94  solves word problems involving measurement of

surface area.
 demonstrates  apply knowledge of volume 4th Q – Wk 1 M6ME-IVa-95  determines the relationship of the volume between
understanding of volume of solid figures and meter - a rectangular prism and a pyramid;
of solid figures and reading in mathematical - a cylinder and a cone;
meter reading. problems and real-life - and a cylinder and sphere.
situations. 4th Q – Wk 1 M6ME-IVa-96  derives the formula for finding the volume of cylinders,
pyramids, cones and sphere.
4th Q – Wk 2 M6ME-IVb-97  finds the volume of a cylinder, pyramid, cone, and
sphere.
4th Q – Wk 3 M6ME-IVc-98  solves routine and non-routine problems involving
volumes of solids.
4th Q – Wk 3 M6ME-IVc-99  creates problems involving problems involving surface
area and volume of solid/space figures with reasonable
answers.
4th Q – Wk 4 M6ME-IVd-100  reads and interprets electric and water meter reading.
4th Q – Wk 4 M6ME-IVd-101  solves routine and non-routine problems involving
electric and water consumption.
4th Q – Wk 4 M6ME-IVd-102  creates problems involving electric and water
consumption with reasonable answers.
Statistics  demonstrates  create and interpret 4th Q – Wk 5 M6SP-IVe-1.6  collects data on one to two variables using any source.
and understanding of pie representations of data 4th Q – Wk 5 M6SP-IVe-2.6  construct a pie graph based on a given set of data.
graphs and experimental (tables and pie graphs) and
Probability 4th Q – Wk 6 M6SP-IVf-3.6  interprets data presented in a pie graph.
probability. apply experimental
probability in mathematical 4th Q – Wk 6 M6SP-IVf-4.6  solves routine and non-routine problems using data
problems and real-life presented in a pie graph.
situations. 4th Q – Wk 7 M6SP-IVg-6  constructs problems that can be answered using
information presented in a pie graph.
4th Q – Wk 7 M6SP-IVg-19  describes the meaning of probability such as 50%
chance of rain and one in a million chance of winning.
4th Q – Wk 8 M6SP-IVh-20  quantifies the phrases “most likely to happen” and
“unlikely to happen”.
4th Q – Wk 8 M6SP-IVh-21  performs experiments and records outcomes.
4th Q – Wk 9 M6SP-IVi-22  makes listing and diagrams of outcomes and tells the
number of favorable outcomes and chances using
these listings and diagrams.
51
4th Q – Wk 9 M6SP-IVi-23  makes simple predictions of events based on the

results of experiments.
4th Q – Wk M6SP-IVj-24  solves routine and non-routine problems involving
10 experimental and theoretical probability.
4th Q – Wk M6SP-IVj-25  constructs problems involving experimental and
10 theoretical probability.
52

Mathematics 01aaa

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Republic of the Philippines

KEY STAGE STANDARDS:

GRADE LEVEL GRADE LEVEL STANDARDS

 recognizes and represents numbers up to 20.

 recognizes and identifies numeral 0 to 20.

 matches numbers to a set of objects from 0 to 20.

 matches numerals and number words.

 reads and writes numbers up to 20.

 recognizes coins and bills up to PhP20 (pesos and centavos).

 uses manipulatives to explore the concept of addition and

 recognizes situations that require addition and subtraction of

 subtracts up to quantities of 10 using concrete objects.

 uses concrete objects to determine answers to addition and

 represents a half and a fourth by dividing a whole object into 2

 matches addition and subtraction of whole numbers

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

 changes and describes rate of movement (going faster or

 tells if an object is near or far

and outcomes of an event. outcome of an event.  organizes data in tables.

2nd Q – Wk 9 M1NS-IIi-  solves routine and non-routine problems involving

mathematical sentences. situations. A,B,C,D,__

and understanding of representations of data 1.1

CONTENT PERFORMANCE LEARNING COMPETENCIES

 demonstrates  recognize and represent 1 Q – Wk 1

1st Q – Wk 4 M2NS-Id-  compares numbers up to 1000 using relation symbols.

1st Q – Wk 7 M2NS-Ig-  illustrates the properties of addition (commutative,

2nd Q – Wk 4 M2NS-IId-  performs orders of operations involving addition and

2nd Q – Wk 10 M2NS-IIj-  creates problems involving multiplication only and

3rd Q – Wk 6 M2NS-IIIf-  visualizes similar fractions (using group of objects and

3rd Q – Wk 8 M2GE-IIIh-  identifies shapes/figures that show symmetry in a line.

3rd Q – Wk 10 M2AL-IIIj-11  finds the missing value in a number sentence involving

4th Q – Wk 2 M2ME-IVb-  compares length in meters or centimeters.

4th Q – Wk 6 M2ME-IVf-33  illustrates area as a measure of how much surface is

1st Q – Wk 6 M3NS-If-  solves routine and non-routine problems involving

1st Q – Wk 7 M3NS-Ig-  subtracts 3-to 4-digit numbers from 3- to 4-digit numbers

2nd Q – Wk 3 M3NS-IIc-  multiplies 2- to 3-digit numbers by 1-digit numbers without or

2nd Q – Wk 5 M3NS-IIe-  multiplies mentally 2-digit by 1-digit numbers without

2nd Q – Wk 9 M3NS-IIi-  estimates the quotient of 2- to 3- digit numbers by 1- to 2-

3rd Q – Wk M3AL-IIIj-  finds the missing value in a number sentence

4th Q – Wk 6 M3ME-IVf-  creates problems involving area of rectangle and sqaure

4th Q – Wk 8 M3SP-IVh-  solves routine and non-routine problems using data

CONTENT PERFORMANCE LEARNING COMPETENCIES

Numbers  demonstrates  recognize and represent st

1st Q – Wk 6 M4NS-If-54.4  divides 3- to 4-digit numbers by tens or hundreds or by

2nd Q – Wk 6 M4NS-IIf-82.2  visualizes subtraction of a fraction from a whole

2nd Q – Wk 10 M4NS-IIj-103.1  rounds decimal numbers to the nearest whole number

(e.g. odd numbers, even numbers, multiples of a

3rd Q – Wk 5 M4AL-IIIe-13  finds the missing number in an equation involving

4th Q – Wk 3 M4ME-IVc-60  solves routine and non-routine problems involving

4th Q – Wk 9 M4SP-IVi-11  justifies the outcomes in an experiment.

4th Q – Wk M4SP-IVj-13  creates problems involving a simple experiment.

CON CONTENT PERFORMANCE QUARTER/ CODE LEARNING COMPETENCIES

2nd Q – Wk 6 M5NS-IIf-116.2  divides whole numbers with quotients in decimal form.

2nd Q – Wk 9 M5NS-IIi-126  finds the missing term in a pair of equivalent ratios.

3rd Q – Wk 4 M5GE-IIId-23.1  visualizes and describes a circle.

(+2, +4, +8, +16)

3rd Q – Wk 6 M5AL-IIIf-14  uses different strategies (looking for a pattern, working

3rd Q – Wk M5ME-IIIj-71  solves routine and non-routine problems involving

CON CONTENT PERFORMANCE QUAR CODE LEARNING COMPETENCIES

Numbers  demonstrates  apply four fundamental 1 Q – Wk 1

decimals and mixed decimals with reasonable answers.

1st Q – Wk 5 M6NS-Ie-111.3  multiplies decimals and mixed decimals with factors up to