Cmap 2022 2023

St. Jerome Emiliani School of Dinalupihan Bataan Inc.
CURRICULUM MAPPING
SUBJECT: EPP/TLE GRADE LEVEL: 4

Points of
Quarter/ UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES SKILLS RESOURCES
integration
Month CONTENT STANDARD STANDARD ASSESSMENT
(Subject/values

1st Area I – ICT Understand and Show how to use the ACQUISITION  Discussion Technology is a Learning and Living
and responsible use of internet and email,  Check your modern intervention in the 21st century 4
 Define a computer and Internet
Entrepreneurshi computer, internet, in a safe and understanding which when put to (Teacher’s Resource
 Cite dos and don’ts in using computer,
p and email. responsible manner. - Multiple good use can make Material – Revised
internet, and email.
Unit 1: life comfortable. Edition)
 Enumerate the steps in operating a choice
Information and Learning and Living
personal computer. - Fill in the
communications in the 21st century
technology. blanks (Worktext in Home
MAKE MEANING - Explain/essay
Lesson 1: Safe Economics and
Responsible Use  Explain how to secure a computer  Performance Livelihood Education
of Computers, from external and internal treats Task – Revised Edition)
Internet and  Self-Assessment
Email TRANSFER
 Practice the dos in using the computer
and the internet
Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

Grade 4 - Adviser School Principal
Vision Mission
To become one of the Leading Catholic education institutions in Bataan by 2035. To prepare students to Senior High School education by providing sufficient time for mastery of concepts and skills
and develop lifelong learners through enhanced human resource capabilities and school policies.
CURRICULUM MAPPING

Points of
integration
(Subject/values

1st Area I – ICT Understand how to Demonstrate the ACQUISITION  Discussion Persistence, interest, Learning and Living
and gather and organize steps in using web  Check your Values and understanding in the 21st century 4
 Define web browser, World Wide
Entrepreneurshi information in browser, in - Fill in the blanks the processes (Teacher’s Resource
Web, websites, search engine,
p using a web downloading a file, - Explain/essay involve in gathering Material – Revised
download, and computer file
Unit 1: browser, in and in making a system. and organizing Edition)
- Sequencing
Information and downloading a file, folder  Cite popular web browsers and information using Learning and Living
communications and making a  Performance Task the internet will in the 21st century
search engines
technology. folder.  Self-Assessment result in acquiring (Worktext in Home
Lesson 2: MAKE MEANING skill in its use. Economics and
Gathering and Livelihood Education
Organizing  Classify the steps in using a web – Revised Edition)
browser and in downloading a file
Information
or data, and in making a folder.
from the
Computer and
TRANSFER
Internet
 Demonstrate how to use a web
browser, download a file and make
a folder

Vision Mission
CURRICULUM MAPPING

Points of
integration
(Subject/values

1st Area I – ICT Gain knowledge Demonstrate the ACQUISITION  Discussion Creativity and skills Learning and Living
and and understanding steps in the use of  Check your in using productivity in the 21st century 4
 Cite the basic steps in using a word
Entrepreneurshi in the use of word processing understanding tools can further (Teacher’s Resource
processing tool and spreadsheet tool.
p productivity Tools tools and - Multiple your knowledge and Material – Revised
Unit 1: spreadsheet tools experience in the use Edition)
MAKE MEANING choice
Information and of computers Learning and Living
 Identify basic productivity tools - Fill in the
communications in the 21st century
technology. blanks (Worktext in Home
Lesson 3: TRANSFER - Explain/essay Economics and
Making Tables  Demonstrate how to follow the steps  Performance Livelihood Education
and Charts using in a word processing tool, and Task – Revised Edition)
Using spreadsheet tool.  Self-Assessment
Productivity
Tools

Points of
Quarter/ UNIT TOPIC: CONTENT PERFORMANC COMPETENCIES SKILLS RESOURCES
integration
Month CONTENT STANDARD E STANDARD ASSESSMENT
(Subject/values


Vision Mission
CURRICULUM MAPPING
1st Area I – ICT Gain knowledge Show how to ACQUISITION  Discussion Use email as a tool Learning and Living
and and understanding compose and send  Check your values of communication in in the 21st century 4
 Define an email
Entrepreneurshi in the use of email email and how to  Check your a most appropriate (Teacher’s Resource
 Cite the use of an email
p receive an email and ethical manner. Material – Revised
understanding
Unit 1: Edition)
MAKE MEANING - Multiple choice
Information and Learning and Living
communications  Explain how to create an email - Sequencing in the 21st century
technology. address; and - Explain/essay (Worktext in Home
Lesson 4: How  Explain how to send and receive  Performance Task Economics and
to Use the Email and email.  Self-Assessment Livelihood Education
– Revised Edition)
TRANSFER
 Develop how to send an email

Points of
Quarter/ UNIT TOPIC: CONTENT PERFORMAN COMPETENCIES SKILLS RESOURCES
integration
Month CONTENT STANDARD CE ASSESSMENT
(Subject/values
STANDARD
1st Area I – ICT and Understand the Explain the ACQUISITION  Discussion Conceptualized Learning and Living
Entrepreneurship meaning and meaning and  Check your values ideas into in the 21st century 4
 Define the meaning of
importance of importance of marketable (Teacher’s Resource
Vision Mission
CURRICULUM MAPPING
entrepreneurship
 Cite why entrepreneurship is
important
MAKE MEANING
 Do an interview of different
businessmen or entrepreneurs
Unit 2: entrepreneurship entrepreneurship online or in the community  Check your goods/services Material – Revised
Entrepreneurship understanding Edition)
and the Entrepreneur TRANSFER - Matching Type Learning and Living
Lesson 5: Meaning - Sequencing in the 21st century
 Instruct the importance of
and Importance of entrepreneurship in economic - Explain/essay (Worktext in Home
Entrepreneurship progress Economics and
 Performance Task
Livelihood Education
 Self-Assessment – Revised Edition)

Points of
Quarter/ UNIT TOPIC: CONTENT PERFORMAN COMPETENCIES SKILLS RESOURCES
integration
Month CONTENT STANDARD CE ASSESSMENT
(Subject/values
STANDARD
1st Area I – ICT and Understand the Explain the ACQUISITION  Discussion Short skit to reflect Learning and Living
Entrepreneurship meaning and meaning and  Check your values understanding of the in the 21st century 4
 Discuss the qualities of an
Unit 2: importance of importance of  Check your qualities of a (Teacher’s Resource
entrepreneur
Entrepreneurship entrepreneurship entrepreneurship successful Material – Revised
 Cite stories of successful Filipino understanding
and the Entrepreneur entrepreneur Edition)
entrepreneurs - Matching Type
Lesson 6: Qualities Learning and Living
Vision Mission
CURRICULUM MAPPING
MAKE MEANING
 Describe the following qualities of
an entrepreneur
of a Successful TRANSFER - Sequencing in the 21st century

Entrepreneur  Perform an entrepreneurial test to - Explain/essay (Worktext in Home
find out your entrepreneurial  Performance Task Economics and
qualities  Self-Assessment Livelihood Education
– Revised Edition)

Points of
integration
(Subject/values

1st Area I – ICT and Acquire Classify businesses as: ACQUISITION  Discussion Demonstrate how to Learning and Living
Entrepreneurship knowledge and 1. Manufacturing  Check your values classify businesses in the 21st century 4
 Cite examples of each type
Unit 2: understanding of 2. Services; or  Check your according to types (Teacher’s Resource
of business
Entrepreneurship different types of 3. retailing Material – Revised
understanding
and the Entrepreneur business Edition)
MAKE MEANING - Matching Type
Lesson 7: Different Learning and Living
Types of Business  Identify the types of - Sequencing in the 21st century
business or entrepreneurial - Explain/essay (Worktext in Home
activities  Performance Task Economics and

Vision Mission
CURRICULUM MAPPING
 Describe each type of
business
TRANSFER
 Self-Assessment Livelihood Education
 Illustrate the types of – Revised Edition)
business
SUBJECT: Filipino GRADE LEVEL: 4

Quarter/ UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES SKILLS Points of integration RESOURCES
Month CONTENT STANDARD STANDARD ASSESSMENT (Subject/values

1st MAKATAO: Naipapamalas ang Nakasasali sa mga ACQUISITION  Makinig at Naipagmamalaki ang Yamang Filipino
Aralin 1: Maaari pagpapahalaga at usapan at talakayan, magsalita sariling wika sa (Batayan at
 Nakikinig nang Mabuti sa
po ba? (Diyalogo kasanayan sa pagkukuwento, pagtula,  Magbasa at pamamagitan ng Sanayang Aklat sa
nagsasalita upang maulit at
– Uri, Kasarian, paggamit ng wika sa at pagsulat ng sariling Unawain paggamit nito Filipino – Binagong
mabigyang-kahulugan ang
at Kailanan ng komunikasyon at tula at kuwento mga pahayag Edisyon)
 Mag-isip at
Pangngalan) pagbasa ng iba’t  Natutukoy ang mga element
ibang uri ng tumugon
ng kuwento: tagpuan,
panitikan  Magsulat at mag-
tauhan, at batayan
ugnay
MAKE MEANING  Magtaya at
magpahalaga
 Nabibigyang- Kahulugan
Vision Mission
CURRICULUM MAPPING
ang salita sa pamamagitan
ng pormal depinisyon
TRANSFER
 Nagagamit ang magagalang
na salita sa iba’t ibang
sitwasyon tulad ng pagbili sa
tindahan


1st MAKATAO: Naipapamalas ang Nakasasali sa mga ACQUISITION  Makinig at Naipapamalas ang Yamang Filipino
Aralin 2: Ang pagpapahalaga at usapan at talakayan, magsalita paggalang sa ideya, (Batayan at
 Natutukoy ang detalye at
Tama, Hindi ang kasanayan sa pagkukuwento, pagtula,  Magbasa at damdamin, at kultura Sanayang Aklat sa
paksa ng tula
Mali (Tula – Uri paggamit ng wika sa at pagsulat ng sariling Unawain ng may -akda ng Filipino – Binagong
 Natutukoy ang damdamin ng
ng Pangngalan komunikasyon at tula at kuwento tekstong napakinggan Edisyon)
tagapagsalita ayon sa tono,  Mag-isip at
Ayon sa pagbasa ng iba’t diin, bilis, at intonasyon o nabasa
Konsepto) ibang uri ng tumugon
MAKE MEANING
ugnay
 Naiuugnay ang sariling  Magtaya at
karanasan sa napakinggang
magpahalaga
teksto
TRANSFER
 Nagagamit nang wasto ang
mga pangngalan sa
pagsasalita tungkol sa mga
bagay at pangyayarisa
Vision Mission
CURRICULUM MAPPING
paligid


1st MAKATAO: Naipapamalas ang Nakasasali sa mga ACQUISITION  Makinig at Nagagamit ang wika Yamang Filipino
Aralin 3: pagpapahalaga at usapan at talakayan, magsalita bilang tugon sa (Batayan at
 Naibibigay ang Kahulugan
Medalya para sa kasanayan sa pagkukuwento, pagtula,  Magbasa at sariling Sanayang Aklat sa
ng mga salitang pamilyar at
Pilipinas (Balita- paggamit ng wika sa at pagsulat ng sariling Unawain pangangailangan at Filipino – Binagong
di-pamilyar sa pamamagitan
Gamit ng komunikasyon at tula at kuwento ng pag-uugnay sa sariling sitawsyon Edisyon)
 Mag-isip at
Pangngalan) pagbasa ng iba’t karanasan
ibang uri ng tumugon
MAKE MEANING
ugnay
 Naipapahayag ang sariling  Magtaya at
opinyon o reaksiyon sa isang
magpahalaga
mnapakinggang isyu o
usapan
TRANSFER
 Nagagamit nang wasto ang
mga pangngalan sa
pagsasalita tungkol sa sarili,
mga tao, hayop, lugar,
bagay, at pangyayari sa
paligid

Vision Mission
CURRICULUM MAPPING

Quarter/ UNIT TOPIC: CONTENT PERFORMA COMPETENCIES SKILLS Points of integration RESOURCES
Month CONTENT STANDARD NCE ASSESSMENT (Subject/values
STANDARD
1st MAKATAO: Naipapamalas ang Nakasasali sa ACQUISITION  Makinig at Nagagamit ang wika Yamang Filipino
Aralin 4: Kanya – pagpapahalaga at mga usapan at magsalita bilang tugon sa (Batayan at
 Naibibigay ang detalye ng kuwentong
Kanyang kasanayan sa talakayan,  Magbasa at sariling Sanayang Aklat sa
binasa
Pangalan paggamit ng wika sa pagkukuwento Unawain pangangailangan at Filipino – Binagong
 Naisasalaysay muli ang binasang
(Diyalogo – komunikasyon at , pagtula, at sitwasyon Edisyon)
teksto nang may tamang  Mag-isip at
Panghalip) pagbasa ng iba’t pagsulat ng pagkakasunod-sunod ng mga
ibang uri ng sariling tula at tumugon
pangyayari (larawan)
panitikan kuwento  Magsulat at mag-
ugnay
MAKE MEANING
 Magtaya at
 Nasasagot ang mga tanong tungkol sa
magpahalaga
tekstong binasa
 Nasasagot ang mga tanong na bakit at
paano
TRANSFER
 Nagagamit ang iba’t ibang uri ng
panghalip (panao at pananong – isahan
at maramihan) sa usapan at pagsasabi
tungkol sa sariling karanasan

Vision Mission
CURRICULUM MAPPING

Points of
integration
(Subject/values

1st MAKATAO: Naipapamalas ang Nakasasali sa mga ACQUISITION  Makinig at Naipapamalas ang Yamang Filipino
Aralin 5: pagpapahalaga at usapan at talakayan, magsalita paggalang sa ideya, (Batayan at
 Natutukoy ang elemento ng
Nagbago Ako kasanayan sa pagkukuwento, pagtula,  Magbasa at damdamin, at Sanayang Aklat
kuwentong binasa (tagpuan,
(Kuwento – paggamit ng wika sa at pagsulat ng sariling Unawain kultura ng may - sa Filipino –
tauhan, banghay)
Panghalip na komunikasyon at tula at kuwento akda ng tekstong Binagong
 Natutukoy ang bahagi ng binasang  Mag-isip at
Panaklaw) pagbasa ng iba’t kuwento (simula, kasukdulan, napakinggan o Edisyon)
ibang uri ng tumugon nabasa
katapusan)
ugnay
MAKE MEANING
 Magtaya at
 Nasasagot ang mga tanong tungkol
magpahalaga
sa mahahalagang detalye ng
napakinggang balita
 Naisasalaysay muli ang
napakinggang teksto gamit ang
mgaa larawan
TRANSFER
 Nagagamit ang iba’t ibang uri ng
panghalip panaklaw
- Tiyakan (isahan/kalahatan)
- Di-tiyakan sa usapan at pagsasabi


Vision Mission
CURRICULUM MAPPING
1st MAKATAO: Naipapamalas ang Nakasasali sa mga ACQUISITION  Makinig at Naipapakita ang hilig Yamang Filipino
Aralin 6: pagpapahalaga at usapan at talakayan, magsalita sa pagbabasa sa (Batayan at
 Naibibigay ang iba’t ibang
Pagbabago kasanayan sa pagkukuwento, pagtula,  Magbasa at pamamgitan ng pagpili Sanayang Aklat sa
uri ng pangungusap sa
Tungo sa Pag- paggamit ng wika sa at pagsulat ng sariling Unawain ng mga babasahing Filipino – Binagong
usapan at pagsasabui tungkol
unlad (diyalogo – komunikasyon at tula at kuwento sa sariling karanasan angkop sa edad Edisyon)
 Mag-isip at
Uri at kaukulan pagbasa ng iba’t
ng Panghalip na ibang uri ng tumugon
MAKE MEANING
Pamatlig) panitikan  Magsulat at mag-
 Nasasagot ang bawat ugnay
pangungusap ng tamang  Magtaya at
panghalip na pamatlig
magpahalaga
TRANSFER
 Nagagamit ang iba;t ibang
uri ng panghalip (pamatlig)
sa usapan at pagsasabi
- Patulad (pahimaton, paukol)
- Paari (panlunan, paturol)
SUBJECT: SCIENCE GRADE LEVEL: 4


1st Unit I: Characteristics Demonstrates  Recognize proper ACQUISITION  Experiential Environment: Science Links
of Matter understanding of handling of Activity Garbage, Garbage (Revised
 Define effects of decaying
Lesson 1: Classifying grouping different products  Performance Garbage Everywhere Edition) -Rex
materials on one’s health and
Different Materials materials based on according to their Task Book store
safety
Based on Their their properties properties  Self - Assessment
Properties MAKE MEANING
 Safely handles
and stores  Classify materials based on
Vision Mission
CURRICULUM MAPPING
these properties:
- Absorb water, float and sink,
 Classify the matter based on
Rough or smooth
Hard, soft and brittle
properly labeled - Decaying and non-decaying
products
TRANSFER
 Practices proper
disposal of  Perform an experiential
wastes activity


1st Unit I: Characteristics Demonstrates  Recognize proper ACQUISITION  Experiential Environment: Science Links
of Matter understanding of handling of Activity Garbage, Garbage, (Revised
 Define the importance of
Lesson 2: Importance grouping different products  Performance Garbage Everywhere Edition) -Rex
interpreting product labels
of Interpreting materials based on according to their Task Book store
Product Labels and their properties properties MAKE MEANING  Self - Assessment
Proper Disposal of
 Safely handles  Synthesize and make
Wastes
and stores connections between
properly labeled materials found at home and
products their use *(critical thinking
 Practices proper and problem solving)

Vision Mission
CURRICULUM MAPPING
TRANSFER
 Demonstrate disposal of
disposal of wastes according to the
wastes properties of its materials


1st Unit II: Changes that Changes that Evaluate whether ACQUISITION  Experiential Science and Science Links
material undergo material changes in materials Activity Environment (Revised
 Describe changes in solid and liquid
Lesson 1: Changes in undergo when are useful or harmful  Performance Edition) -Rex
materials
the Properties of exposed to to one’s Task Book store
Materials certain environment Teacher
MAKE MEANING  Self - Assessment
conditions Resource
 Distinguish physical change from Materials
chemical change
TRANSFER
 Show changes in materials when they
are bent, pressed, hammered, cut

Vision Mission
CURRICULUM MAPPING


 Describe changes when in the
Lesson 2: Changes in undergo when are useful or harmful  Performance Edition) -Rex
properties of materials when exposed
Properties of exposed to to one’s Task Book store
to certain conditions such as
Materials When certain environment temperature when mixed with other Teacher
 Self - Assessment
Exposed to certain conditions materials Resource
Conditions Materials
MAKE MEANING
 Explain in the effects of change in
materials to the environment
TRANSFER
 Demonstrate changes in materials
whether useful or harmful to one’s
environment

Vision Mission
CURRICULUM MAPPING


 Define the Harmful Effects of
Lesson 3: Useful and undergo when are useful or harmful  Performance Edition) -Rex
Changes in the Environment
Harmful effects of exposed to to one’s Task Book store
changes in materials certain environment Teacher
MAKE MEANING  Self - Assessment
conditions Resource
 Identify the changes in materials Materials
whether they are useful or harmful to
one’s environment
TRANSFER
 Recommend others on how certain
changes in materials to the
environment

Vision Mission
CURRICULUM MAPPING
SUBJECT: ENGLISH GRADE LEVEL: 4


1st Unit I: I Love The learner listens Demonstrates ACQUISITION  Interaction Take individual and Essential English
My Family and critically to various confidence in use of activities collective action for active
 Define the meaning of noun and its
School text types and the language to meet  Performance toward addressing Learners
type
Lesson 1: expresses ideas everyday needs and Task environmental (Worktext for
 Read words, phrases, poems, or
My Family accurately in both read independently challenges Reading and
stories with long a sound  Self - Assessment
(Nouns) oral and written and gets relevant Language) – Rex
forms information from MAKE MEANING Book Store
various text types
 Locate information using print and
nonprint resources
 Determine the use of plural form of
regular nouns
TRANSFER
 Show willingness and enthusiasm in
reading or listening to a literary text
 Create two or three sentences about
the characters in literary text read

Vision Mission
CURRICULUM MAPPING


1st Unit I: I Love The learner listens Demonstrates ACQUISITION  Interaction Demonstrate integrity Essential English
My Family and critically to various confidence in use of activities and ethical behavior in for active
 Define the meaning of noun and its
School text types and the language to meet  Performance assuming Learners
type
Lesson 2: Juan expresses ideas everyday needs and Task responsibility (Worktext for
Tamad and the accurately in both read independently Reading and
stories with long a sound  Self - Assessment
Killer Flea oral and written and gets relevant Language) – Rex
(Irregular forms information from MAKE MEANING Book Store
nouns) various text types
 Locate information using print and
nonprint resources
 Analyze the setting of the story
TRANSFER
 Demonstrate synonyms as context
clues to find the meanings of
unfamiliar words
 Create two or three sentences about
the characters in literary text read

Vision Mission
CURRICULUM MAPPING


1st Unit I: I Love The learner listens Demonstrates ACQUISITION  Interaction Show willingness and Essential English
My Family and critically to various confidence in use of activities enthusiasm in reading for active
 Define the other irregular nouns
School text types and the language to meet  Performance or listening to a Learners
 Read words, phrases, poems, or stories
Lesson 3: The expresses ideas everyday needs and Task literary text (Worktext for
with long a sound
Poor Ragged accurately in both read independently Reading and
 Self -
Man (More oral and written and gets relevant Language) – Rex
MAKE MEANING Assessment
Irregular forms information from Book Store
Nouns) various text types  Analyze the setting of a story
TRANSFER
 Create a simple composition letter in
response to a story read

Vision Mission
CURRICULUM MAPPING


 Define the Count nouns and Mass
nouns
Lesson 4: The expresses ideas every day needs and Task literary text (Worktext for
 Sequence events in a story
Doko (Count accurately in both read independently Reading and
Nouns and oral and written and gets relevant Language) – Rex
MAKE MEANING
Mass Nouns) forms information from Book Store
various text types  Analyze the setting of a story
 Identify clear and coherent sentences
employing appropriate grammatical
structures: mass/count
TRANSFER
 Read riddles clearly using appropriate
pronunciation and intonation



Vision Mission
CURRICULUM MAPPING
 Define the quantifiers of nouns
Lesson 5: The expresses ideas every day needs and Task literary text (Worktext for
stories with long a sound
Wooden Horse accurately in both read independently Reading and
of the Greeks oral and written and gets relevant Language) – Rex
MAKE MEANING
(Quantifiers of forms information from Book Store
Nouns) various text types  Give oral directions
TRANSFER
 Use Clear and coherent sentences
employing appropriate grammatical
structures: quantifiers of mass nouns


1st Unit I: I Love The learner listens Demonstrates ACQUISITION  Interaction Make connections Essential English
My Family and critically to various confidence in use of activities among ideas given and for active
 Define possessive nouns
School text types and the language to meet  Performance synthesize them into Learners

Vision Mission
CURRICULUM MAPPING
MAKE MEANING
 Analyze feelings and traits of
characters based on a story heard
Lesson 6: expresses ideas every day needs and TRANSFER Task clear information (Worktext for
Bobby, the accurately in both read independently  Self - Assessment Reading and
 Compose clear and coherent
Faithful Dog oral and written and gets relevant Language) – Rex
sentences employing appropriate
(Possessive forms information from grammatical structures: possessive Book Store
nouns) various text types nouns


1st Unit I: I Love The learner Demonstrates ACQUISITION  Interaction Manage work to Essential English
My Family and listens critically confidence in use of activities achieve intended for active
 Define concrete and abstract nouns
School to various text the language to meet  Performance results Learners
Lesson 7: types and everyday needs and Task (Worktext for
Listening and read independently Reading and

Vision Mission
CURRICULUM MAPPING
MAKE MEANING
 Locate information using a print
material dictionary
Reading expresses ideas and gets relevant TRANSFER  Self - Assessment Language) – Rex
(Collective accurately in information from  Demonstrate definition as a context Book Store
nouns) both oral and various text types clue to find meanings of unfamiliar
written forms words


1st Unit I: I Love The learner listens Demonstrates ACQUISITION  Interaction Manage work to Essential English
My Family and critically to various confidence in use of activities achieve intended for active
 Define collective nouns
School text types and the language to meet  Performance results Learners
Lesson 8: expresses ideas everyday needs and Task (Worktext for
Swiss Family accurately in both read independently Reading and
Robinson, the oral and written and gets relevant Language) – Rex
MAKE MEANING
Ideal Family forms information from Book Store 4

Vision Mission
CURRICULUM MAPPING
material dictionary
TRANSFER
various text types
 Demonstrate collective nouns
SUBJECT: EDUKASYON SA PAGPAPAKATAO GRADE LEVEL: 4


1st Unit I: Naipapamalas ang Naisasagawa nang ACQUISITION  Identification Nakapagsasabi ng Marangal 4 -
Pananagutang pag-unawa sa may Mapanuring  Self-assessment katotohanan anuman Edukasyon sa
 Nalalaman ang kahalagahan ng
Pansarili kahalagahan ng pag-iisip ang tamang ang maging bunga Pagpapakatao(Ep
pagsasabi ng totoo
Aralin 1: pagkakaroon ng pamaramaraan nito. heisians
Nagsasabi ako katatagan ng loob, /pamantayan sa Publishing Inc.)-
MAKE MEANING
ng Totoo mapanuring pag-iisip, pagtuklas ng Tektbook
pagkamatiyaga, katotohanan  Nasasabi ang bentahe ng pagiging Marangal 4 -
pagkamatiis, matapat at disbentahe ng pagiging Edukasyon sa
pagkabukas-isip, sinungaling Pagpapakatao(Ep

Vision Mission
CURRICULUM MAPPING
TRANSFER
 Nakapagsasabi ng katotohanan
anuman ang maging bunga nito
pagkamahinahon at heisians
pagmamahal sa Publishing Inc.) -
katotohananna Teacher;s Guide
magpalaya sa
anumang alalahanin

Points of
integration
(Subject/values

1st Unit I: Naipapamalas ang Naisasagawa nang ACQUISITION  Identification Natututong gumawa Marangal 4 -
Pananagutang pag-unawa sa may Mapanuring  Matching Type ng tama Edukasyon sa
 Nasasabi ang kahalagahan ng
Pansarili kahalagahan ng pag-iisip ang tamang  Self-assessment Pagpapakatao(Eph
pagsangguni sa taong kinauukulan
Aralin 2: pagkakaroon ng pamamaraan/pamata eisians Publishing
Pagsangguni sa katatagan ng loob, yan sa pagtuklas ng Inc.)- Tektbook
MAKE MEANING
Taong mapanuring pag- katotohanan Marangal 4 -
Kinauukulan iisip,  Nakapagsasagungguni sa taong Edukasyon sa
pagkamatiyaga, kinauukulan Pagpapakatao(Eph
pagkamatiis, eisians Publishing
pagkabukas-isip, TRANSFER Inc.) -Teacher;s
pagkamahinahon at  Napapahalagahan ang pagtiyak sa Guide
pagmamahal sa kawastuhan ng impormasyon
katotohananna
magpalaya sa
anumang alalahanin

Vision Mission
CURRICULUM MAPPING
sa buhay ng tao
bilang kasapi ng


1st Unit I: Naipapamalas ang Naisasagawa nang ACQUISITION  Identification Marangal 4 -
Pananagutang pag-unawa sa may Mapanuring  Self-assessment Edukasyon sa
 Nasasabi ang mga dapat at hindi
Pansarili kahalagahan ng pag-iisip ang tamang Pagpapakatao(Ep
dapat na gawin kap[ag gumagamit ng
Aralin 3: pagkakaroon ng pamamaraan/pamata heisians
social networking sites
Hmmmm… katatagan ng loob, yan sa pagtuklas ng Publishing Inc.)-
Totoo kaya ito? mapanuring pag-iisip, katotohanan MAKE MEANING Tektbook
pagkamatiyaga, Marangal 4 -
pagkamatiis,  Nagiging mapanuri sa mga Edukasyon sa
pagkabukas-isip, impormasyong napanonood o Pagpapakatao(Ep
pagkamahinahon at naririnig heisians
TRANSFER
magpalaya sa  Naipapamalas ang matalinong
anumang alalahanin paghuhusga sa mga mensaheng dala
sa buhay ng tao ng midya
bilang kasapi ng
pamilya

Vision Mission
CURRICULUM MAPPING


1st Unit I: Naipapamalas ang Naisasagawa nang ACQUISITION  Identification Nakapagsasabi ng Marangal 4 -
Pananagutang pag-unawa sa may Mapanuring  Self-assessment katotohanan anuman Edukasyon sa
 Nasasabi ang kahalagahan ng
Pansarili kahalagahan ng pag-iisip ang tamang ang maging bunga Pagpapakatao(Ep
pagtutulungan upang mapabilis na
Aralin 4: pagkakaroon ng pamamaraan/pamata nito. heisians
matapos ang isang gawain
Paboritong katatagan ng loob, yan sa pagtuklas ng Publishing Inc.)-
Libangan: mapanuring pag-iisip, katotohanan MAKE MEANING Tektbook
Ating Alamin pagkamatiyaga, Marangal 4 -
pagkamatiis,  Naiisa-isa ang kahalagahan ng Edukasyon sa
pagkabukas-isip, pagsasagawa ng pananaliksik Pagpapakatao(Ep
pagmamahal sa TRANSFER Publishing Inc.) -
katotohananna  Nagagamit ang kaalamang natutuhan Teacher;s Guide
magpalaya sa
anumang alalahanin
sa buhay ng tao
bilang kasapi ng
pamilya



Vision Mission
CURRICULUM MAPPING
 Natututo sa sariling pagkakamali
upang hindi na ito maulit pang muli
Aralin 5: Sinisi pagkakaroon ng pamamaraan/pamata heisians
abg Lahat, katatagan ng loob, yan sa pagtuklas ng Publishing Inc.)-
MAKE MEANING
Subalit Hindi mapanuring pag-iisip, katotohanan Tektbook
ang Sarili pagkamatiyaga,  Natatanggap ang sariling pagkakamali Marangal 4 -
pagkamatiis, Edukasyon sa
pagkabukas-isip, TRANSFER Pagpapakatao(Ep
pagkamahinahon at  Nagiging responsible sa kilos at mga heisians
pagmamahal sa pasiya Publishing Inc.) -
magpalaya sa
anumang alalahanin
sa buhay ng tao
bilang kasapi ng
pamilya


 Nasasabi kung biro ay isang
magandang biro o masamang biro
Aralin 6: Sorry pagkakaroon ng pamamaraan/pamata heisians
po, Hindi na katatagan ng loob, yan sa pagtuklas ng Publishing Inc.)-
MAKE MEANING

Vision Mission
CURRICULUM MAPPING
 Naisaalang-alang ang damdamin ng
kapuwa sa mga biro na ginawa
TRANSFER
 Naiiwasan ang paggawa ng
masasamang biro
Mauulit mapanuring pag-iisip, katotohanan  Nakakahingi ng kapatawaran ang Tektbook
pagkamatiyaga, damdamin ng kapuwa sa mga biro na Marangal 4 -
pagkamatiis, ginawa Edukasyon sa
pagkabukas-isip, Pagpapakatao(Ep
SUBJECT: MUSIC GRADE LEVEL: 4

Month CONTENT STANDARD STANDARD ASSESSMENT (Subject/values/Skill
s)
1st Unit I: The learner The learner creates ACQUISITION  Completing Math – Fraction and Mapeh
Quarter Rhythmic demonstrates rhythmic patterns in: Sentences Division Adventures in
 State the meaning of the different
Symbols understanding of - Simple time  Oral the 21st Century
rhythmic patterns
Lesson 1: Let’s concepts pertaining signatures 4 – Teacher’s
 Performance task
Read Music to rhythm and - Simple one- Resource
MAKE MEANING  Self-assessment
musical symbols measure Material (Rex
 Identify different kinds of notes Book Store)
ostinato
 Organize notes and rests according to
pattern simple meters (grouping notes and
rests into measures given simple

Vision Mission
CURRICULUM MAPPING
meters)
TRANSFER
 Demonstrate the meaning of rhythmic
patterns by clapping in time signature
SUBJECT: MUSIC GRADE LEVEL: 4


1st Unit I: The learner The learner creates ACQUISITION  Performance Math – Addition Mapeh
Quarter Rhythmic demonstrates rhythmic patterns in: task Araling Panlipunan - Adventures in
 Respond to metric pulses of music
Symbols understanding of - Simple time  Self-assessment Nationalism the 21st Century
heard with appropriate conducting
Lesson 2: The concepts pertaining signatures 4 – Teacher’s
gestures
Life of Music: to rhythm and - Simple one- Resource
Rhythm, Meter, musical symbols measure MAKE MEANING Material (Rex
and Time ostinato pattern Book Store)
Signature  Identify accented and unaccented
pulses
TRANSFER
 Use the bar line to indicate

Vision Mission
CURRICULUM MAPPING
groupings of beats in 2/4, 3/4, and
4/4
 Place the accent (>) on the notation
of recorded music
SUBJECT: ARTS GRADE LEVEL: 4
Points of
Quarter/ UNIT TOPIC: CONTENT PERFORMANCE STANDARD COMPETENCIES SKILLS integration RESOURC
Month CONTENT STANDARD ASSESSMENT (Subject/value ES
s
1st Unit I: Attire The learner  The learner appreciates the attire and body ACQUISITION  Performan Language, Mapeh
Quarter and Body demonstrates accessories of different cultural communities ce task Speaking and Adventures
 Define the Cultural
Accessories of understandin  The learner understands the elements and  Quiz writing skills; in the 21st
Communities in Luzon
the Cultural g of lines, principles applied in the attire and body following Century 4 –
 Self-
Communities: texture, and directions; oral Teacher’s
accessories of different cultural communities MAKE MEANING assessmen
A Formal shapes; skills Resource
Introduction balance of  The learner understands the functionality and  Distinguish distinctive t Material
Lesson 1: The size; and practical use of the attire and body accessories characteristics of several (Rex Book
Cultural repetition of of different cultural communities cultural communities in Store)
Communities motifs and  The learner appreciates that cultural terms of attires, body
accessories, religious
of Luzon patterns communities wear during festivals and other
practices, and lifestyles
though special occasions.
drawing.  The learner applies the elements and principles TRANSFER
Vision Mission
CURRICULUM MAPPING
 Appreciates the rich variety
of cultural communities in
the Philippines and their
uniqueness
of art in doing crayon etching. - Luzon (Ivatan, Ifugao,
 The learner applies the elements and principles Bontoc, Kalinga, Gaddang,
of art in making crayon resist. and Agta
 The learner applies the elements and principles
Points of
Quarter/ UNIT TOPIC: CONTENT PERFORMANCE STANDARD COMPETENCIES SKILLS integration RESOURCE
Month CONTENT STANDAR ASSESSMEN (Subject/value S
D T s
1st Unit I: Attire The learner  The learner appreciates the attire and body ACQUISITION Performance Language – Mapeh
Quarter and Body demonstrate accessories of different cultural communities task Speaking skills, Adventures in
 Define the Cultural
Accessories of s  The learner understands the elements and Classifying and oral skills the 21st
Community of Visayas
the Cultural understandi principles applied in the attire and body Formative Century 4 –
Communities: ng of lines, assessment Teacher’s
accessories of different cultural communities MAKE MEANING
A Formal texture, and Quiz Resource
Introduction shapes;  The learner understands the functionality and  Distinguish distinctive Material (Rex
Lesson 2: The balance of practical use of the attire and body accessories of characteristics of several Book Store)
Visayan size; and different cultural communities cultural communities in
Cultural repetition of  The learner appreciates that cultural communities terms of attire, body
accessories, religious
Community motifs and wear during festivals and other special occasions.
practices, and lifestyles
patterns  The learner applies the elements and principles of
though art in doing crayon etching. TRANSFER
drawing.  The learner applies the elements and principles of
 Appreciates the rich variety
art in making crayon resist. of cultural communities in
 The learner applies the elements and principles of the Philippines and their
art in drawing. uniqueness

Vision Mission
CURRICULUM MAPPING
- Visayas (Ati)

Points of
Quarter/ UNIT TOPIC: CONTENT PERFORMANCE STANDARD COMPETENCIES SKILLS RESOURCES
integration
Month CONTENT STANDARD ASSESSMEN
(Subject/values
T
1st Unit I: Attire The learner  The learner appreciates the attire and ACQUISITION  Language – Mapeh
Quarter and Body demonstrates body accessories of different cultural Perfor Speaking skills, Adventures in
 Define the Colorful
Accessories of understanding communities mance and writing a the 21st Century
Communities if Mindanao
the Cultural of lines,  The learner understands the elements and task poem 4 – Teacher’s
Communities: texture, and Industrial Art – Resource
principles applied in the attire and body MAKE MEANING  Classif
A Formal shapes; Planning for the Material (Rex
accessories of different cultural  Distinguish distinctive ying
Introduction balance of making of Book Store)
Lesson 3: The size; and communities characteristics of several  Format improvised waste
Colorful repetition of  The learner understands the functionality cultural communities in terms ive bins; making of
Communities motifs and and practical use of the attire and body of attire, body accessories, assess improvised waste
accessories of different cultural religious practices, and ment
of Mindanao patterns bins (for boys)
lifestyles
though communities  Quiz Home Economics
drawing.  The learner appreciates that cultural – Planning for the
TRANSFER
communities wear during festivals and making of flower
 Appreciates the rich variety of vases and paper
other special occasions.
cultural communities in the flowers; making
 The learner applies the elements and Philippines and their of flower vases
principles of art in doing crayon etching. uniqueness and paper flowers
 The learner applies the elements and - Mindanao (T’boli, Yakan,
(for girls)
principles of art in making crayon resist. Tausug, Tiruray)
 The learner applies the elements and
principles of art in drawing.
SUBJECT: PHYSICAL EDUCATION GRADE LEVEL: 4

Vision Mission
CURRICULUM MAPPING

Points of
integration
(Subject/values

1st Unit I: Physical The learner The learner ACQUISITION  Web/Concept Map Technology – the Mapeh
Quarter Activities for demonstrates participates and  Oral recitation pupils will search Adventures in
 Assess regularly participation in physical
Physical understanding of assess performance  Quiz from the Net the the 21st Century
activities based on the Philippine physical
Fitness participation and in physical history of target 4 – Teacher’s
activity pyramid  Self-assessment
Lesson 1: assessment of activities games Resource
Physical physical activities  Picture Computer – The Material (Rex
MAKE MEANING Identification
Activities for and physical pupils will search Book Store)
Fitness fitness  Explain the indicators for fitness from the Net target
 Explain the nature/background of the games and their
games procedure
History – Along
TRANSFER with other factors,
 Perform the Physical Fitness Activities the pupils will learn
the making of target
games

Points of
integration
(Subject/values


Vision Mission
CURRICULUM MAPPING
 Assess regularly participation in physical
activities based on the Philippine physical
activity pyramid  Self-assessment
Physical physical activities  Picture Computer – The Material (Rex
MAKE MEANING Identification
Activities for and physical pupils will search Book Store)
Fitness fitness  Explain the indicators for fitness from the Net target
 Explain the nature/background of the games and their
games procedure
History – Along
TRANSFER with other factors,
 Perform the Physical Fitness Activities the pupils will learn
the making of target
games

Points of
integration
(Subject/values

 Describe the skills involved in the games
 Recognize the value of participation in
physical activities  Self-assessment
Vision Mission
CURRICULUM MAPPING
MAKE MEANING
 Explain the nature/background of the
games
 Explain health-and skill-related fitness
Target Games physical activities TRANSFER  Picture Computer – The Material (Rex
and physical Identification pupils will search Book Store)
 Show the different skills involved in the
fitness from the Net target
game
games and their
 Observe safety precautions
procedure
History – Along

Points of
integration
(Subject/values

 Describe the skills involved in the games
 Recognize the value of participation in
physical activities  Self-assessment
Popular Target physical activities  Game Performance Computer – The Material (Rex
MAKE MEANING  Hands in the air
Games and physical pupils will search Book Store)
fitness  Explain the nature/background of the from the Net target
games games and their

Vision Mission
CURRICULUM MAPPING
 Explain health-and skill-related fitness
TRANSFER
 Show the different skills involved in the procedure
game History – Along
 Observe safety precautions with other factors,
the pupils will learn
SUBJECT: Health GRADE LEVEL: 4

Points of
Quarter/ UNIT TOPIC: CONTENT STANDARD PERFORMANCE COMPETENCIES SKILLS RESOURCES
integration
Month CONTENT STANDARD ASSESSMENT
(Subject/values

1st Unit I:  The learner  the learner ACQUISITION  Web/Concept Map English – nouns and Mapeh
Quarter Nutrition understands the understands  Oral recitation adjectives Adventures in
 Define the information on
Lesson 1: Read importance of reading the  Quiz the 21st Century
the food label
Before You Eat food labels in significance 4 – Teacher’s
 Self-assessment
selecting healthier of reading Resource
MAKE MEANING  Photo to assess Material (Rex
and safer food. and  Explain the importance of learning Book Store)
 The learner interpreting reading food labels in
understands the food labels in selecting and purchasing
importance of selecting foods to eat
following food safety healthier and  Analyze the nutritional value
principles in safer food. of two or more food
products by comparing the

Vision Mission
CURRICULUM MAPPING
information in their food
labels
TRANSFER
 Demonstrate the ability to
preventing common  The learner interpret the information
foodborne diseases practices provided in the food label
 the learner daily
understands the appropriate
nature and prevention food safety

Points of
integration
(Subject/values

1st Unit I:  The learner understands  the learner ACQUISITION  Web/Concept Map English – nouns and Mapeh
Quarter Nutrition the importance of understands the  Oral recitation adjectives Adventures in
 Describe ways to
Lesson 2: Let’s reading food labels in significance of  Quiz the 21st Century
keep food clean and
Make Our selecting healthier and reading and 4 – Teacher’s
safe  Self-assessment
Food Safe safer food. interpreting food Resource
 Photo to assess Material (Rex
 The learner understands labels in selecting MAKE MEANING learning Book Store)
the importance of healthier and  Discuss the
following food safety safer food. importance of
principles in preventing  The learner keeping food clean
common foodborne practices daily and safe to avoid
disease
diseases appropriate food
 the learner understands safety habits to
TRANSFER
the nature and prevent
foodborne  Apply the ways on
prevention of foodborne
how to keep the food
diseases diseases clean and safe
Vision Mission
CURRICULUM MAPPING

Points of
integration
(Subject/values

1st Unit I:  The learner understands  the learner ACQUISITION  Web/Concept Map English – nouns and Mapeh
Quarter Nutrition the importance of understands the  Oral recitation adjectives Adventures in
 Describe general signs
Lesson 3: Let’s reading food labels in significance of  Quiz the 21st Century
and symptoms of
Not Eat Germs selecting healthier and reading and 4 – Teacher’s
foodborne diseases  Self-assessment
safer food. interpreting food Resource
 Photo to assess Material (Rex
 The learner understands labels in MAKE MEANING learning Book Store)
the importance of selecting  Identify common
following food safety healthier and foodborne diseases
principles in preventing safer food.
common foodborne  The learner TRANSFER
diseases practices daily  Practice the procedure
 the learner understands appropriate food how to prevent the
the nature and safety habits to foodborne diseases
prevention of foodborne prevent
diseases foodborne
diseases
SUBJECT: CLE GRADE LEVEL: 4

Vision Mission
CURRICULUM MAPPING

Points of
integration
(Subject/values

1st Unit I: We Are  The learners appreciate  The learners ACQUISITION  Web/Concept Map Reading and Afire with
Quarter Grateful For and understand the main absorb the  Oral recitation Analyzing: Mark Gratitude: We
 Express your own
God’s Gifts content of the lesson in desired contents  Quiz 4:35-41- Jesus Say To God’s
understanding of faith
Lesson 1: We different learning of the lesson Asleep During the Call to Love
 Self-assessment
Thank God for experiences Storm (Teachers
 The learners will MAKE MEANING  Photo to assess
the Gift of Love of God Resource
be given  Cite actions/works that learning
Faith (Pananalig at Material -Rex
references/oppor manifest your Pagmamahal sa Book Store)
tunities to commitment to God Diyos)
strengthen and  Parallel the faith story
supplement their of St. Arnold with
learning yours
TRANSFER
 Pray reverently the
“Act of Faith”

Vision Mission
CURRICULUM MAPPING

Quarte UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES SKILLS Points of RESOURCES
r/ CONTENT STANDARD STANDARD ASSESSMENT integration
Month (Subject/values

1st Unit I: We Are  The learners  The learners absorb ACQUISITION  Enumeration Respect, Afire with
Quarter Grateful for appreciate and the desired contents of  Reading Acceptance, and Gratitude: We
 Pray the verse that
God’s Gift understand the the lesson  Self-assessment Care for the Say To God’s
expresses what God calls
Lesson 2: We main content of  The learners will be Environment Call to Love
us to do with his creation  Oral recitation
Thank God for the lesson in (Paggalang, (Teachers
given
Mother Earth MAKE MEANING pagtanggap, at Resource
different learning references/opportuniti
Pagmamahal sa mga Material -Rex
experiences es to strengthen and  Analyze the command of likha) Book Store)
supplement their God about the way we
learning should relate with creation
and explain what it means
for us today
TRANSFER
 Create dialogue that tells
what you think God
would like to teach us
about creation

Quarte UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES SKILLS Points of RESOURCES
r/ CONTENT STANDARD STANDARD ASSESSMENT integration
Month (Subject/values

1 st
Unit I: We Are ACQUISITION Respect for Others Afire with

Vision Mission
CURRICULUM MAPPING
Quarter Grateful for  The learners  The learners absorb  Point out where your  Enumeration (Paggalang sa Gratitude: We
God’s Gift appreciate and the desired contents of life and dignity come  Reading Kapwa) Say To God’s
Lesson 3: We understand the the lesson from Call to Love
 Self-assessment
Thank God for main content of  The learners will be (Teachers
MAKE MEANING  Oral recitation
Our Life and the lesson in Resource
given
Dignity  Explain how people Material -Rex
different learning references/opportuniti
care for their life and Book Store)
experiences es to strengthen and
dignity
supplement their
learning TRANSFER
 Creatively express
gratitude to God for
giving you Life and
dignity


1st Unit I: We Are  The learners  The learners absorb ACQUISITION  Sharing Helping one another/ Afire with
Quarter Grateful for appreciate and the desired contents of  Reading Charity (Bayanihan Gratitude: We
 State why/how God’s
Vision Mission
CURRICULUM MAPPING
grace is present in
one’s life
 Define grace in your
own words
MAKE MEANING
 Write your own story
about receiving God’s
God’s Gift understand the the lesson amazing grace Spirit/Pagdadamayan, Say To God’s
 Self-assessment
Lesson 4: We main content of  The learners will be  Oral recitation Pagiging bukas-palad, Call to Love
Thank God for TRANSFER Pagkakawanggawa) (Teachers
the lesson in given
His Grace different learning references/opportuniti  Create a poster that Resource
experiences es to strengthen and will inspire others to Material -Rex
believe in God’s Book Store)
supplement their
learning grace
SUBJECT: ARALING PANLIPUNAN GRADE LEVEL: 4

Points of
Quarter/ UNIT CONTENT PERFORMANCE COMPETENCIES SKILLS RESOURCES
integration
Month TOPIC: STANDARD STANDARD ASSESSMENT
(Subject/values
CONTENT
1 Quarter
st
Unit I: Ang Natatalakay ang Nakikila ang sariling bansa ACQUISITION  Identification Ang Pilipinas ay Bansang
Aking Bansa kamalayan at pag-unawa ang mga katangian at ang  Fill in the blanks isang bansa. Ito ang Pilipinas, Lahing
 Pagtalakay ng konsepto
Aralin 1: sa konsepto ng bansa at lokasyon na kinaroroonan nito  Self-assesment bansa ng mga Pilipino
ng bansa
Pagkilala sa pagpapahalaga sa Pilipino. Ito ang (Ephesians
Bansa Pilipinas bilang isang aking bansa. Publishing Inc.)
MAKE MEANING

Vision Mission
CURRICULUM MAPPING
 Pag-iisa-isa ng mga
katangian ng bansa
 Pagpapaliwanag na ang
Pilipinas ay isang bansa
TRANSFER
bansa. Araling
 Pagbibigay
Panlipunan 4
halimbawa ng bansa
 Pagbubuo ng
kahulugan ng bansa
SUBJECT: ARALING PANLIPUNAN GRADE LEVEL: 4

Points of
integration
(Subject/values

1st Quarter Unit I: Ang Natatalakay ang Nakikila ang sariling ACQUISITION  Identific Ang Pilipinas ay Bansang
Aking Bansa kamalayan at bansa ang mga ation isang bans. Ito ang Pilipinas, Lahing
 Pagtukoy sa relatibomng lokasyon ng Pilipinas
Aralin 2: Ano pag-unawa sa katangian at ang  Fill in bansa ng mga Pilipino
batay sa nakapaligid dito gamit ang pangunahin at
ang konsepto ng lokasyon na the Pilipino. Ito ang (Ephesians
pangalawang direksyon
kinalalagyan ng bansa at kinaroroonan nito aking bansa. Publishing Inc.)
blanks
Aking Bansa pagpapahalaga MAKE MEANING Araling
sa Pilipinas  Self- Panlipunan 4
bilang isang  Pagtalunton ng mga hangganan at lawak ng assesme
bansa. teritoryo ng Pilipinas gamit ang mapa nt
 Pagpapamalas ng pag-unawa sa pagkakakilanlan ng
bansa ayon sa mga katangiang heograpikal gamit
angt mapa

Vision Mission
CURRICULUM MAPPING
TRANSFER
 Pagtuturo sa mapa ng kinalalagyan ng bansa sa
rehiyong Asya at mundo
 Pagsasagawa ng interpretasyon tungkol sa
kinalalagyan ng bansa gamit ang mga batayang
heograpiya tulad ng iskala, distansya, at
direksyon.
SUBJECT: MATHEMATICS GRADE LEVEL: 4
Points of
Quarter/ UNIT CONTENT PERFORMANCE COMPETENCIES SKILLS integration RESOUR
Month TOPIC: STANDARD STANDARD ASSESSME (Subject/va CES
CONTENT NT lues
1st Understanding  The learner  The learner is ACQUISITION Safe, Place
Whole demonstrates able to Get Ready Engaged, Value
 Visualizes numbers up to 100, 000 with emphasis on numbers 10,
numbers, understanding recognize and Check your Supported, Chart
001 to 100, 000
Multiplication, of whole represent understandin and Math for
 Read and write numbers up to 100, 000 in symbols and words.
and Division numbers up to whole g Challenged Life
 Compare numbers up to 100, 000 using the relation symbols
Concepts: Practice (Revised
100, 000 numbers up to  Define and explain MDAS correctly
Apply Edition)
 The learner 100, 000 in  Recognize problems involving division with any other operations
Quiz
demonstrates various forms of whole numbers including money, with reasonable answers
understanding and contexts
MAKE MEANING
of  The learner is
multiplication able to apply  Identify the place value names and value of the digits in numbers
and division of multiplication up to 100, 000
 Round numbers to the nearest thousands and ten thousand
whole and division of
 Solve multi-step routine and non-routine problems involving
numbers whole
multiplication and addition or subtraction using appropriate
including numbers problem-solving strategies tools

Vision Mission
CURRICULUM MAPPING
 Solve one-step word problems involving multiplication
 Solve routine and non-routine problems involving multiplication of
what numbers including money, and using appropriate problem-
solving strategies and tools
 Solve one-step word problems involving division
 Solve routine and non-routine problems involving division of
whole numbers including money, using appropriate problem-
solving strategies and tools
TRANSFER
 Apply the place value and value of the numbers.
 Create number in words
 Order numbers up to 100, 000 in increasing or decreasing order
 Multiply three-digit numbers by two-digit numbers without
regrouping
 Multiplying three-digit numbers by two-digit numbers with
regrouping
money including  Estimate the product of three to four-digit numbers by two to three-
money in digit numbers with reasonable results
mathematical  Multiplying mentally two – digit numbers by one to two-digit
problems and numbers with products up to 200 and explain the strategies used
real-life  Create problems with reasonable answers involving multiplication
situations with addition or subtraction of whole numbers, including money
 Divide three-to-four-digit numbers by one-digit divisors without
remainder
 Divide whole numbers by tens or hundreds or by 1,000 without and
with remainder
 Estimate quotient of three to four-digit dividends by one-to two-digit
divisors with reasonable results
 Create problems involving division of whole numbers including
money, with reasonable answers
 Perform a series of two or more operations

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St. Jerome Emiliani School of Dinalupihan Bataan Inc.

SUBJECT: EPP/TLE GRADE LEVEL: 4

SUBJECT: EPP/TLE GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: EPP/TLE GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: EPP/TLE GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: EPP/TLE GRADE LEVEL: 4

SUBJECT: EPP/TLE GRADE LEVEL: 4

of a Successful TRANSFER - Sequencing in the 21st century

SUBJECT: EPP/TLE GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: Filipino GRADE LEVEL: 4

SUBJECT: Filipino GRADE LEVEL: 4

SUBJECT: Filipino GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: Filipino GRADE LEVEL: 4

SUBJECT: Filipino GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: Filipino GRADE LEVEL: 4

SUBJECT: SCIENCE GRADE LEVEL: 4

SUBJECT: SCIENCE GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: SCIENCE GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: SCIENCE GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: SCIENCE GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: ENGLISH GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: ENGLISH GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: ENGLISH GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: ENGLISH GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: ENGLISH GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: ENGLISH GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: ENGLISH GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: EDUKASYON SA PAGPAPAKATAO GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: EDUKASYON SA PAGPAPAKATAO GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: EDUKASYON SA PAGPAPAKATAO GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: EDUKASYON SA PAGPAPAKATAO GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: EDUKASYON SA PAGPAPAKATAO GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: MUSIC GRADE LEVEL: 4

Prepared by: Amy H. Barahil Noted by: Nora R. Babalo

SUBJECT: MUSIC GRADE LEVEL: 4