Forming Faith Building Future

Diocese of Cubao Educational System, Inc

CURRICULUM MAP IN MATHEMATICS 1

SY 2023-2024

First Trimester

Content Content Standards Performance Standards Formation Standards Transfer Goals Competencies
Numbers and Number The learner The learner will be able The learner will The learner will be able The learner…
Sense demonstrates the to… become… to independently use
understanding of… his learning to…
A. Whole 1. visualizes and represents
whole numbers up to 1. recognize, organized in doing numbers from 0 to 100
Numbers
100, ordinal numbers represent, and order their school work. Group and arrange using a variety of
1. Cardinal whole numbers up to 100 personal belongings materials.
up to 10th, money up (RESPONSIBLE)
Numbers to PHP 100 and money up to properly, thus becoming
a responsible individual 2. counts the number of
PhP100 in various forms
1.1 Arranging and in school and at home. objects in each set by
and contexts.
comparing numbers ones and tens.
(Creativity)
2. Counting 3. identifies the number that
is one more or one less
Numbers 1 to 100 thrifty in terms of their from a given number.
3. Writing and 2. recognize, and allowances.
represent ordinal 4. Composes and
Reading numbers up to numbers up to 10th. (SIMPLICITY) decomposes a given
100 number. e.g., 5 is 5 and
0, 4 and 1, 3 and 2, 2 and
4. Sets
3, 1 and 4, 0 and 5.
5. Skip Counting
5. regroups sets of ones
by 2s, 5s, 10s into sets of tens and sets

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6. Ordinal of tens into hundreds
Numbers using objects.
6. visualizes, represents,
and compares two sets
7. Place Value
using the expressions
1.1 Tens and Ones “less than,” “more than,”
8. Philippine and “as many as.”

Money 7. visualizes, represents,

and orders sets from
least to greatest and vice
versa.
8. visualizes and counts by
2s, 5s and 10s through
100.
9. reads and writes
numbers up to 100 in
symbols and in words.
10. visualizes and gives the
place value and value of
a digit in one- and two-
digit numbers.
11. renames numbers into
tens and ones.
12. visualizes, represents,
and compares numbers
up to 100 using relation
symbols.
13. visualizes, represents,
and compares numbers

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 up to 100 in increasing or
decreasing order.
14. identifies the 1st, 2nd,
3rd, up to 10th object in a
given set from a given
point of reference.
15. reads and writes ordinal
numbers: 1st, 2nd, 3rd up
to 10th.
16. recognizes and
compares coins and bills
up to PhP100 and their
notations.

Second Trimester
Content Content Standards Performance Standards Formation Standards Transfer Goals Competencies
The learner The learner will be able The learner will The learner will be able The learner…
A. Addition as demonstrates to… become… to independently use
part of the whole understanding of… his learning to…
1. illustrates addition as
1. Properties
1. apply addition “putting together or
1.1 Commutative Appreciative, grateful
addition and and subtraction of whole combining or joining
Property of the blessings
subtraction of whole numbers up to 100 apply and use the sets.”
1.2 Associative received and be
numbers up to 100 including money in concept of addition in 2. Visualizes and adds two
Property contented.
including money and mathematical problems putting things together in one-digit numbers with
1.3 Zero Property and real- life situations. (HUMILITY) sums up to 18 using the
fractions 1/2 and 1/4. school at home and the
community. order and zero properties
2. Visualize,
2. Addition of 2 of addition.
compare fractions ½ and
One-digit addends
1/4 in various forms and (Critical Thinking) 3. adds two one-digit
3. Adding
contexts. numbers using
numbers vertically with
sums up to 18 generous to their work with others to come appropriate mental

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4. Adding numbers classmates and other up with positive output in techniques e.g., adding
horizontally with sums people. school works and simple doubles and/or near-
up to 18 housework. doubles.
(CHARITY)
5. Mental Addition 4. visualizes and adds three
(Collaboration) one-digit numbers using
6. Solving Word the grouping property of
problems involving addition.
addition of whole
5. visualizes and adds two
numbers
to three one-digit
B. Subtraction of numbers horizontally and
Whole Numbers vertically.

1. Subtraction 6. uses expanded form to

Concepts explain the meaning of
addition with regrouping.
2. Subtraction of
One-digit numbers with 7. visualizes and adds
minuend through 18 numbers with sums
through 99 without or
3. Subtraction of with regrouping.
One-to-Two-digit
numbers with minuends 8. adds mentally two to
up to 99 without three one- digit numbers
regrouping with sums up to 18 using
appropriate strategies.
4. Mental
Subtraction 9. adds mentally two-digit
numbers and one-digit
5. Solving Word numbers with regrouping
Problems Involving using appropriate
Subtraction of Numbers strategies.
and Money
10. visualizes and solves one
C. Fractions step routine and non-
routine problems

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1. Recognizing involving addition of
Fraction whole numbers including
money with sums up to
1.1 One-half of a
99 using appropriate
Whole
problem solving
1.2 One-fourth of a strategies.
Whole
11. Creates situations
1.3 Fraction as Part involving addition of
of a Set or Group whole numbers including
money.
12. Illustrates subtraction as
“taking away” or
“comparing” elements of
sets.
13. Illustrates that addition
and subtraction are
inverse operations.
14. visualizes, represents,
and subtracts one-digit
numbers with minuends
through 18 (basic facts)

15. Visualizes, represents,

and subtracts one- to
two-digit numbers with
minuends up to 99
without regrouping.

16. uses the expanded form

to explain subtraction
with regrouping.

17. subtracts mentally one-

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 digit numbers from two-
digit minuends without
regrouping using
appropriate strategies.

18. Visualizes, represents,

and solves routine and
non-routine problems
involving subtraction of
whole numbers including
money with minuends up
to 99 with and without
regrouping using
appropriate problem-
solving strategies and
tools.

19. Creates situations

involving subtraction of
whole number including
money.

20. Counts groups of equal

quantity using concrete
objects up to 50 and
writes an equivalent
expression. e.g. 2 groups
of 5

21. Visualizes, represents,

and separates objects
into groups of equal
quantity using concrete
objects up to 50. e.g., 10
grouped by 5s.

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 22. Visualizes and identifies
½ and ¼ of a whole
object.

23. Visualizes, and divides

the elements of sets into
two groups of equal
quantities to show
halves.

24. Visualizes, represents,

and divides the elements
of sets into four groups of
equal quantities to show
fourths.

25. visualizes and draws the

whole region or set given
its ½ and/or ¼

Third Trimester
Content Content Standards Performance Standards Formation Standards Transfer Goals Competencies
The learner The learner will be able The learner will The learner will be able The learner…
demonstrates to… become… to independently use
1. Geometry understanding of his/her learning to…
2. Two the… 1. identifies, names, and
1. describe,
Dimensional describes the four basic shapes
compare, and construct
2- dimensional and 3- (square, rectangle, triangle and
2.1 Square 2-dimensional and 3- circle) in 2- dimensional
dimensional figures. dimensional objects. Managers of their own
time and make sure to (flat/plane) and 3-dimensional
2.2 Rectangle (solid) objects.
2. apply knowledge keep track of their
2.3 Triangle continuous and 2. compares and classifies
of continuous and activities at school, at
repeating patterns 2- dimensional (flat/plane) and 3-
repeating patterns and home and in the
2.4 Circle and mathematical dimensional (solid) figures
number sentences in community to make according to common attributes.

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3. Three sentences. various situations. sure they achieve their Create, interpret, and 3. Draws the four basic
Dimensional goals. make a simple shapes
3. apply knowledge 4. Constructs three
conclusion out of the
4. Patterns and of time and non-standard (WISDOM) dimensional objects (solid) using
time and non- given data.
Algebra measures of length, manipulative materials
standard units of
mass, and capacity in 5. Determines the missing
4.1 Identifying and length, mass, and (Creativity and term/s in a given continuous
mathematical problems Reflective on the pass
Completing Patterns capacity Information literacy) pattern using one attribute
and real-life situation events and continue to
grow and be like (letters/numbers/events)
4. create and
Jesus. E.g. A, B, C, D,__
5. Measurement pictographs without interpret simple
scales and outcomes representations of data (PURITY) 2,3, ___, 5, 6
5.1 Calendar (tables and pictographs
of an event using the
terms likely and without scales) and 6. Construct equivalent
5.1.1 Days number expression using
unlikely to happen. describe outcomes of
5.1.2 Weeks familiar events using the addition and subtraction
terms likely and unlikely E.g. 6+5=12-1
5.1.3 Month
to happen.
7. Identifies and creates
5.1.4 Year
patterns to compose and
5.2 Telling Time decompose using addition

5.2.1 Hour 7= 0+7, 1+6, 2+5

5.2.2 Half- Hour 8. Tells the days in a week;

months in a year in the right
5.2.3 Quarter- Hour order
9. Determines the day or
the month of the year using a
5.3 Non –Standard calendar.
Units
10. Tells and writes time by
5.3.1 Length hour, half hour and quarter hour
using analog clock.
5.3.2 Mass
11. Solves problems
5.3.3 Capacity involving time (days in a week,

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5.3.4 months in a year, hour, half-
hour, and quarter hour
6. Statistics and
Probability 12. Compares objects using
comparative words short,
6.1 Collecting and shorter, shortest; long, longer,
Interpreting Data longest
6.2 Reading and 13. Estimates and measures
Interpreting Picture length using non-standard units
Graph of linear and mass measures.
14. Estimates and measures
capacity using non-standard unit
15. Collects data on one
variable through simple interview
16. sorts, classifies, and
organizes data in tabular form
and presents this into a
pictograph without scales
17. infers and interprets data
presented in a pictograph
without scales.
18. finding out from the title
what the pictograph is all about,
comparing which has the least or
greatest
19. solves routine and non-
routine problems using data
presented in pictograph without
scales.
20. tells whether an event is
likely or unlikely to happen.

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21. describe events in real-
life situations using the phrases
“likely” or “unlikely to happen”.
e.g., Tomorrow it will rain.

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