IX: Instructional Planning

Articulate K to 12 competencies in
Mathematics Learning with success
indicators (Enabling Skills)
What is K to 12 Program?
The K to 12 Program is an educational reform initiative
launched by the Department of Education (DepEd) in 2013
to enhance the quality of basic education in the Philippines.
The K to 12 Program covers Kindergarten and 12 years of
basic education (six years of primary education, four years
of Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts
and skills, develop lifelong learners, and prepare graduates
for tertiary education, middle-level skills development,
employment, and entrepreneurship.
Department of Education. (2021). K to 12
Basic Education Program. Retrieved
from https://www.deped.gov.ph/k-to-
12/basic-education-curriculum/
 4 5 6
K to 12 Curriculum
0 2
Guide
1 MATHEMATICS 3
(Grade 1 to Grade 10)
7 8 9
The Conceptual Framework of Mathematics Education
Twin goals of mathematics in the
basic education levels
Critical thinking, according to Scriven and Paul
(1987) is the intellectually disciplined process of
actively and skilfully 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.
Twin goals of mathematics in the
basic education levels
According to Polya (1945 & 1962),
mathematical problem solving is finding a
way around a difficulty, around an obstacle,
and finding a solution to a problem that is
unknown.
 CONCEPTUAL Knowing and
FRAMEWORK
understanding

Specific Estimating
Computing and solving

skills and Visualizing and modelling

Representing and
Processes communicating

to be
Conjecturing
Reasoning, proving and

Developed decision-making
Applying and connecting.
VALUES AND ATTITUDES E TO BE HONED
Accuracy Creativity Objectivity
Perseverance Productivity
 MATHEMATICAL TOOLS
Measuring Smart Phones
Devices and Tablet PCs

Manipulative Calculators and Internet

Objects Computers
 Beliefs

Environment

Contexts Language and Culture that

include Traditions and Practices

Learner’s Prior Knowledge

and Experiences.
 LEARNING PRINCIPLES
AND THEORIES
EXPERIENTIAL SITUATED REFLECTIVE
LEARNING LEARNING LEARNING
Learning that occurs by Learning in the same Learning that is
making sense of direct
context in which facilitated by reflective
everyday experiences. It
defines learning as "the concepts and theories thinking. It is not
process whereby are applied enough that learners
knowledge is created encounter real-life
through the situations.
transformation of
experience.
LEARNING PRINCIPLES
AND THEORIES
CONSTRUCTIVISM COOPERATIVE
LEARNING
Theory that argues
that knowledge is Active learning
constructed when the achieved by working
learner is able to draw with fellow learners as
ideas from his/her own they all engage in a
experiences and shared task.
connect them to new
ideas
 Five Content Areas in the Curriculum
(framework prepared by MATHTED & SEI 2010)

01 Number Sense 02 Geometry

03 Measurement 04 Algebra

Statistics and
05
Probability
Five Content Areas in the Curriculum
(framework prepared by MATHTED & SEI 2010)

01 Number Sense

Numbers and Number Sense as a strand

include concepts of numbers, properties,
operations, estimation, and their
applications. 03
Five Content Areas in the Curriculum
(framework prepared by MATHTED & SEI 2010)

02 Geometry

Geometry as a strand includes properties of

two- and three-dimensional figures and their
relationships, spatial visualization, reasoning,
and geometric modelling and proofs. 03
Five Content Areas in the Curriculum
(framework prepared by MATHTED & SEI 2010)

03 Measurement

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, as well as applications involving
perimeter, area, surface area, volume, and angle measure.
03
Five Content Areas in the Curriculum
(framework prepared by MATHTED & SEI 2010)

04 Algebra

Patterns and Algebra as a strand studies patterns,

relationships, and changes among shapes and
quantities. It includes the use of algebraic
notations and symbols, equations, and most
importantly, functions, to represent and analyze
03
Five Content Areas in the Curriculum
(framework prepared by MATHTED & SEI 2010)

Statistics and
05
Probability

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 about outcomes.
03
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.
 SUCCESS
INDICATORS
(ENABLING
SKILLS)
NUMBER SENSE

Recognizing numbers and

quantities
Ordering and comparing numbers
Estimating and rounding
numbers
Using different number
representations
GEOMETRY
Identifying and classifying
shapes
Understanding symmetry,
congruence, and similarity
Applying properties of
angles and lines
MEASUREMENT

Estimating and measuring

length, weight, and capacity
Converting units of
measurement
Understanding perimeter,
area, and volume
 ALGEBRA

Using variables and

symbols
Simplifying and solving
equations
Graphing and interpreting
functions
STATISTICS AND
PROBABILITY
Collecting and organizing
data
Interpreting and
analyzing data
Understanding basic
concepts of probability
 Importance of Enabling Skills
Enabling skills or success indicators play a
significant role in Mathematics Learning, as they
provide a foundation for learners to achieve the
desired competencies. These skills are the
building blocks that allow learners to develop a
deep understanding of mathematical concepts
and apply them to real-world situations.
About the material

At the end of the lesson, students should be able to

inspect the corresponding parts of the triangles and
identify its congruence using the four postulates
(SSS, SAS, ASA, AAS) .

Preliminary activities such as triangle construction

and review on topics about similar triangles can be
You can include in the
conducted before the lesson proper. presentation notes or
additional examples as
needed.