COURSE OF STUDY OUTLINE

Level 2 – Elementary
S.Y. 2023- 2024
By: Emalie Grace Wilson

COURSE TITLE: Mathematics

Grade Level: Grade 1
Length: 40 minutes (5 Periods per week)
Number of Credits: N/A
Prerequisites: N/A

COURSE DESCRIPTION:

Grade 1 Mathematic Class focuses on the introduction of mathematical concepts,

students will have knowledge about counting, reading, and writing numbers from 0 to
100. They will learn the basic principles of fundamental number operations using
counters and colorful manipulatives. They will love working in the centers with variety
of games and fun activities to enrich their understanding in fractions, geometrical
shapes, and counting money. Students will use equipment such as weighing scales to
measure the weight, cylinders for mass and volume, meter sticks to measure the
length, and both digital and analog clocks to determine the time. With this course
students will have a chance to develop skills and strategies in solving simple math
problems and interpreting number stories with the use of formulas, tables, and
graphs. Children will have fun learning data analysis and probability by collecting
first-hand information through conducting surveys and performing simple
experiments. With math games, fun activities, and hands-on materials, it is
impossible for the children to be passive in the classroom.

RATIONALE FOR THE COURSE:

• To conceptualize numbers and operations.

• To apply learned skills and strategies in measuring, interpreting data and
solving math problem
• To apply math principles in everyday life.
ESLGs EMPHASIZED:
• Critical Thinker
• Effective Communicator
• Exemplary Worker
• Self-Manager
• Caring Citizen
STANDARDS and B ENCHMARKS, STUDENTS PERFORMANCE
OBJECTIVES
Standards & Benchmarks
Standard 1: Number Operations
Students would be able to use basic and advanced concept of number system in their daily
math problem.
Benchmarks
1.1. Demonstrates mastery in
counting, reading and renaming
numbers.
1.2.. Uses multiple models to
develop initial understanding of
place value and the basic-ten
number system.
Indicators
1.1.1 Count on by 2s (≤ 20 to ≤ 100; from an even or odd
number; next number)
1.1.2 Count forward by 5s (≤ 50 to 100; next number)
1.1.3 Count forward by 3s (≤ 20; next number)
1.1.4 Recognize the number word for a given numeral (≤
20, 50, 100; base-ten blocks shown or read aloud)
1.1.5 Represent a given set of objects as a numeral (≤ 20,
50, 100, 1000; base-ten blocks; ten-frames)
1.1.6 Represent a given numeral using base-ten blocks (≤
20, 100; place value mat; using manipulatives)
1.1.7 Identify all the odd or even numbers in a group of
numbers
(≤ 20)
1.1.8 Sort numbers into two groups (odd and even;
numbers ≤ 5, 10, 20)
1.1.9 Count to 120, starting at any number less than 120.
In this range, read and write numerals and represent a
number of objects with a written numeral.
1.2.1 Identify the number of 10s and 1s in a given
numeral
(≤ 100)
1.2.2 Identify the number of groups of 10 – 100 (1, 2, 3,
4, 5, - 9 groups; base-ten blocks)
1.2.3 Decompose a given 2-digit number into 10 and the
correct number of 1s (≤ 20)

1.3. Connecting number words
and numerals to the qualities they
represent, using various physical
models and representations.
1.4. Classifying and representing
commonly used fractions such as
¼, 1/3, and ½.
1.5. Analyzing various meanings
of addition and subtraction of
whole numbers and the
relationship between the two
operations;
1.2.4 Represent a given set of objects as a number of 10s
and 1s (≤ 100; ten-frames; base-ten blocks)
1.2.5 Represent a given place value description as a
numeral
( ≤ 100 - 1000; number of ones, tens, and
hundreds)
1.2.6 Identify the numeral in the tens and hundreds place
in a given number (≤ 1000)
1.3.1 Understand the concept of one less or ten less than a
number (≤ 10, 20, 100; number line; number chart)
1.3.2 Understand the concept of one more or ten more
than a number (≤ 10, 20, 100; number line; number chart)
1.3.3 Compare numbers using the term less than, greater
than, largest, smallest (≤ 10, 20, 100, 1000; number line;
number chart; base-ten blocks)
1.3.4 Order sets of objects or numbers from the group
with the smallest number to the largest number (≤ 10, 20,
100; number line; number chart)
1.3.5 Understand the concept of a number coming right
before or after another number when counting (≤ 20)
1.3.6 Identify the ordinal position of an object or number
in a line
1.3.7 Compares numbers using the greater than, less than,
and equal symbols (≤ 10; 1-digit numbers; multiple
comparison)
(≤ 100; 1- and 2-digit numbers; multiple comparison)
(≤ 1000; 2- and 3-digit numbers; multiple comparison)
1.3.8 Round a given number to the nearest 10 or 100 (≤
100-1000; 2- and 3-digit number; number line)
1.4.1 Represent part of a whole or set as ¼ (manipulative
shown)
1.4.2 Represent ½ as part of a set or a whole
(manipulative shown; three of six objects, etc.)
1.4.3 Describe parts of a whole or set ( 1/3, 1/5, etc.;
manipulatives)
1.4.4 Describe and read fractions in words.
1.5.1 Determine the value of a collection of coins (sum ≤
20 ¢ - 50 ¢; $1.00; like & unlike coins group together;
symbol shown)
1.5.2 Solve an addition word problem (whole $ amounts;
≤ $10; $ symbol shown)
1.5.3 Determine the value of a collection of bills ( sum ≤
$20; like/unlike bills grouped together)

1.6. Identifying situations that
entail multiplication and division,
such as equal groupings of
objects and sharing equally.
Standard 2: Algebra
1.5.4 Solve an addition word problem(sum ≤ $5.00 -
$10.00; no regrouping; symbol and decimal point
shown)
1.5.5 Determine basic addition facts (sum ≤ 20; 9 + 7;
vertical and horizontal representation)
1.5.6 Determine the sum (three 1-digit addends; sum of ≤
20 vertical & horizontal representation)
1.5.7 Determine the sum (2-digit addends; sum ≤ 100; no
regrouping; manipulatives given; horizontal
representation)
1.5.8 Solve an addition word problem (1- to 2-digit
addends; sum ≤ 10 - ≤ 20; manipulative shown for one
addend)
1.5.9 Estimate the solution to an addition word problem (
1- and 2-digit addends; estimated sum ≤ 20 to ≤ 100)
1.5.10 Solve a subtraction word problem (difference ≤ 5;
≤ 10; ≤ 20; ≤ 50; ≤ 100; no regrouping; base-ten
blocks, ten- frames; multiple steps and numeral shown)
1.5.11 Determine basic subtraction facts (difference ≤ 5;
≤ 10; ≤ 20; ≤ 50; ≤ 100; vertical & horizontal
representations; no regrouping; manipulatives)
1.5.12 Determine which number sentences are correct
(difference ≤ 10; numbers ≤ 10; 3 – 4 equations given)
1.5.13 Describe the fact family of an equation in addition
& subtraction (sum or difference ≤ 10; ≤ 20;
horizontal representation; bond)
1.6.1 Solve a multiplication word problem (1-digit
factors; product ≤ 10; ≤ 15; ≤ 20; manipulatives given;
equal sharing)
1.6.2 Determine basic multiplication facts (product ≤ 10;
≤ 20; vertical & horizontal representation)
1.6.3 Make a multiplication stories from a repeated
addition (product ≤ 20; ≤ 50; manipulatives)
1.6.4 Solve a multiplication word problem (1- and 2-digit
factors; product ≤ 20; ≤ 50)
1.6.5 Solve division word problem (1- and 2-digit
dividend and divisor; dividend ≤ 10; ≤ 20; ≤ 100; equal
sharing; manipulatives; repeated subtraction; numerals
shown)
1.6.6 Demonstrate how to find the number of equal
groups in a set (dividend ≤ 10; ≤ 20; manipulatives)
Students will be able to apply algebraic concepts and processes to solve problems.
Benchmarks
2.1. Demonstrates ability in
sorting and classifying objects,
constructing patterns and lists,
tables, charts, and diagrams
2.2. Demonstrates ability in
writing number sentence,
equations, and inequalities
Indicators
2.1.1 Extend a repeating pattern (ABB; next three letters;
next three objects; manipulatives shown)
2.1.2 Extend a repeating pattern (AB; next two objects or
numerals; manipulatives shown)
2.1.3 Extend a repeating pattern (ABC; C position start,
next four objects; using manipulatives)
2.1.4 Illustrate the repeating portion of a pattern( ABCC;
numbers shown)
2.1.5 Interpret a repeating pattern (ABB; using letters;
different objects; manipulative shown)
2.1.6 Extend an arithmetic pattern (add 2; or subtract 1;
last number; next set of objects)
2.1.7 Determine the missing number in an arithmetic
pattern (add 2; missing number in middle of pattern)
2.1.8 Infer a rule for arithmetic pattern ( Add 2; add 4; add
1; subtract 2; manipulatives)
2.1.9 Interpret a repeating pattern (same rule, different
objects; AAABBC; manipulative shown)
2.2.1 Determine equality using addition (≤ 10; objects
placed randomly; using manipulatives)
2.2.2 Explain the result of adding zero or subtracting
zero from a number ( 1 – 2-digt numerals; sum ≤
5/≤10/≤20)
2.2.3 Understand an addition/subtraction word problem
results in a change quantity ( more than; less than)
2.2.4 Represent a given horizontal expression in vertical
format (addition; using numerals)
2.2.5 Represent the description of a number sentence as
an equation (using symbols)
2.2.6 Infer two missing facts from a fact family (1- and 2-
digit numerals; addition/subtraction; numbers ≤ 20)
2.2.7 Determine the sums and subtractions in a fact
family (1- and 2-digit numerals)
2.2.8 Match an equivalent expression that is equal to a
given expression (addends ≤ 5; Commutative property of
addition)
2.2.9 Match a vertical expression to the equivalent
horizontal format or vice versa (addition; subtraction)
2.2.10 Select the symbol to make an equation true
(difference ≤ 5/ ≤ 10; manipulatives shown in place of
numbers)
2.2.11 Infer the missing subtraction fact from a fact
family (1- and 2-digit numerals; numbers ≤ 20)

2.3. Demonstrates ability in
finding patterns and relationship
Standard 3: Geometry
Students will be able to describe, classify, and apply geometric concept to solve problems in
real world situations.
Benchmarks
3.1. Demonstrates ability in
identifying plane, shapes and
solid figures
2.2.12 Apply a procedure to check an answer (inverse of
addition; difference ≤ 10/≤ 20; numbers ≤ 10/20)
2.2.13 Explain the result of adding zero to a number using
the term equal (1- and 2-digit addend; sum ≤ 10/20/100)
2.3.1 Determine the missing addend/minuend (1-digit
addend/minuend; sum ≤ 10; difference ≤ 5; equation
shown; manipulatives given)
2.3.2 Solve a part-unknown word problem (1-digit
numerals; sum ≤ 10/20; manipulative shown in place of a
number)
2.3.3 Solve a change-unknown word problem (1- and 2-
digit numerals; sum ≤ 10/20; difference ≤ 10/20/100)
2.3.4 Determine the missing factor word problem (1-digit
numerals; product ≤ 20)
2.3.5 Solve a missing factor word problem (1-digit
numerals; product ≤ 20)
Indicators
3.1.1 Classify shapes according to attributes ((three sides;
five geometric shapes shown)
3.1.2 Understand the attributes of a rectangle (number of
sides and corners; manipulative shown)
3.1.3 Name a shape according to attributes
(three/four/five angles/sides; real-world objects;
manipulative shown)
3.1.4 Classify shapes according to attributes ( four
sides/corners; 2 long sides & 2 short sides; 4 equal sides;
more than 5 corners; manipulative shown)
3.1.5 Compare attributes of triangles and squares (straight
lines)
3.1.6 Name a cube/cone/pyramid/cylinder/sphere
(manipulative shown; names of shape given; real-world
object)
3.1.7 Identify a cube ((2-D and 3-D figures shown)
3.1.8 Classify shapes that are divided into equal parts
(halves/thirds/fourths; circles; rectangles; manipulatives
shown)
3.1.9 Select the 2-D figure that can be formed by
removing component shapes (fourths/eights)
 3.2.Demonstrates ability in
categorizing the symmetry,
congruent figures and
transformations ( reflections,
translations and rotations)
Standard 4: Measurement
Students will be able to use concepts and tools of measurement to describe and quantify the
world.
Benchmarks
4.1. Demonstrates ability in
utilizing of calendar, time,
temperature, and money.
3.2.1 Understand location words (to the left of; next in
line; beside; farthest to the left; above; after; before;
manipulative shown)
3.2.2 Understand cardinal directions (east, west, north,
south; compass shown)
3.2.3 Select the 2-D figure that can be constructed from
two given geometric shapes (manipulative shown)
3.2.4 Select the 3-D figure that can be constructed from
two 3-D shapes (rectangular prism & others)
3.2.5 Identify that the face of a 3-D figure is a 2-D shape
(cube/cylinder/prisms/pyramid; manipulatives and words
shown)
3.2.6 Identify positions of objects (reflection, translation,
and rotation; manipulatives)
3.2.7 Illustrate symmetry (half of a symmetrical objects;
line of symmetry; multiple geometric shapes/letters)
3.2.8 Identify congruent shapes ( 2-D/3-D shapes;
manipulatives)
Indicators
4.1.1 Identify which month comes after/before the other
(calendar pages shown)
4.1.2 Understand the format of a calendar (name of
month)
4.1.3 Identify which day comes before/after a day (7 days
of the week; words shown)
4.1.4 Read a calendar for a given date/marked event/
number of days in a given month (days of the week;
Sunday)
4.1.5 Orders week days/includes weekends on a given
calendar (four consecutive days; using words)
4.1.6 Understand the amount of time of a given event
(day; week)
4.1.7 Identifies the number of minutes in an hour/hours in
a day/days in a week.
4.1.8 Read an analog clock to the nearest hour/half
hour/quarter hour.
4.1.9 Compare lengths of time (shortest/longest; hours;
minutes; numerals and words shown)

4.2. Demonstrates ability in
measuring capacity,
weight/mass, length, width,
height, and perimeter
4.1.10 Identify the appropriate measurement unit for time
(a.m./p.m.; hour; words shown)
4.1.11 Represent a given time on a digital clock (to the
nearest 5/10/15/30 minutes; 11:15)
4.1.12 Match time in a word format with a given digital
clock or digital clock to a given time ( to the nearest 5
minutes or quarter)
4.1.13 Understand the temperature words for a given
situation (very cold; hot; words shown)
4.1.14 Identify the appropriate measurement tool for
temperature (thermometer; words shown; 0C/0F)
4.1.15 Compare temperatures (hottest/coldest/normal;
0 0
C/ F; temperature shown)
4.1.16 Understand the value of
penny/nickel/dime/quarter/half dollar/dollar ($; ¢; symbol
shown; manipulatives)
4.1.17 Identify both sides of the dollar coins
(manipulatives)
4.1.18 Represent an amount of money given in word form
with numerals and dollar symbols (≤ $5; $ symbol shown)
4.2.1 Identify the appropriate measurement unit for
capacity (cups, pint, quart, gallon; word shown; real-world
objects)
4.2.2 Order four objects by capacity (least capacity to the
most capacity; using manipulatives)
4.2.3 Infer the greatest amount of change in the capacity
of four objects, given pictures (word problem)
4.2.4 Estimate weight (less than/greater than one
pound/ounce/kilogram; manipulatives)
4.2.5 Identify the appropriate measurement unit for weight
(ounce, pounds, ton, kilogram; tools)
4.2.6 Identify the appropriate measurement tool for
length, height, and width ( ruler; tape measure; words
shown; manipulative shown; cm/in/ft/m)
4.2.7 Measure the length, width, height of an object using
a non-standard unit (square tiles; paper clip; blocks)
4.2.8 Read a ruler/tape measure (cm, inches; manipulative
shown)
4.2.9 Order three- five objects from longest to shortest or
vice versa (using manipulatives)
4.2.10 Understand that length is a measure of the distance
from end to end and weight for heaviness of an object
4.2.11 Measure the length/width/height of an object (ruler
given; cm; inches)

Standard 5: Data Analysis and Probability
Students will be able to use data collections and analysis techniques, statistical methods and
probability to solve problems.
Benchmarks
5.1. Shows ability in reading and
making graphs
5.2. Demonstrates ability in data
collections and analysis
4.2.12 Determine the perimeter of a
square/triangle/rectangle (non-standard units; manipulative
shown)
4.2.13 Infer the length of one side of a rectangle given the
length of three sides and the perimeter (inches; cm)
Indicators
5.1.1 Interpret data in a bar graph (vertical display;
horizontal display; five categories; most; less than)
5.1.2 Interpret data in a bar graph by locating information
(1 to 1 scale; vertical display/horizontal display; four
categories)
5.1.3 Interpret data in a bar graph using computation
strategies (1 to 1 scale; vertical display; four categories)
5.1.4 Interpret data in line plot (vertical display; five
categories; same)
5.1.5 Interpret data using pictograph by locating
information (vertical display; horizontal display; 3-5
categories; 1 to 1 scale)
5.1.6 Interpret numerical data in a table by locating
information/ data in frequency table (horizontal display;
five categories)
5.1.7 Interpret data in a circle graph (five categories;
most/more)
5.1.8 Determine the mode using the term most/ median
using the term middle
5.2.1 Represent data in a picture graph/ bar
graph/table/tally chart (vertical display; horizontal
display; 2 – 4 categories; using numerals and
manipulatives)
5.2.2 Illustrate given data with tally marks in the correct
format
5.2.3 Identify the title on a tally chart / bar graph
5.2.4 Select appropriate labels for a given bar graph
5.2.5 Select one/two common attributes giving a group of
four objects (round and no corners)

5.3. Demonstrates ability in
making probability
Standard 6: Problem Solving
Student will be able to utilize the mathematical concepts and strategies to formulate ways
in solving mathematical and non- mathematical problem solving.
Benchmarks
6.1. Develop skills and strategies
in solving problem
5.2.6 Summarize a tally chart (vertical/horizontal display;
5 categories; title)
5.2.7 Select a question that can be answered by collected
data
5.2.8 Select three common attributes given a group of
three objects (food, sweet, dessert/ large, fur, cat family)
5.3.1 Interpret likelihood given a set of shapes (most
likely; likely; less likely)
5.3.2 Predict future events based on data in a given
tally/pictograph (simple predictions / complex
predictions)
5.3.3 Interpret likelihood given a spinner / a set of objects
/ number of cards ( most likely; less likely; impossible)
5.3.4 Understand likelihood (most likely; unlikely; 6 – 14
objects in a given set)
Indicators
6.1.1. Analyze a word problem to decide the operation
(addition; sum ≤ 10/20; three numbers; operation symbol
shown; add and subtract words shown)
6.1.2.Identify extra or missing information from a given
facts (sum ≤ 10/20; subtraction ≤ 20; words shown;
manipulatives)
6.1.3 Select a strategy to solve and addition/subtraction
word problem given two pictures and expressions
(difference ≤ 5/10; sum ≤ 10/20)
6.1.4. Select a strategy to solve an addition word problem
given 2-3 pictures and subtracting expressions (difference
≤ 5; sum ≤ 10)
6.1.5. Make use a table or graph, acting or using objects to
solve given problems
6.1.6. Analyze a word problem to decide the operation
(addition; 3-4 numbers; 1- and 2-digit addends; sum ≤
100/1000; operation words shown)
6.1.7. Look for a pattern, try, check and revised
(manipulative; equation shown)
6.1.8 Apply learned strategies how to write number
sentence or equations
6.1.9. Evaluate solutions for reasonableness
 6.1.10 Select the strategy of using an equation to verify the
answer to an addition equation (inverse operation;
numbers ≤ 10; manipulatives and equations shown)
6.1.11 Represent the solution to a word problem on a
number line to verify the answer (difference ≤ 100;
numbers ≤ 100)

6.2. Demonstrates ability in
reasoning, communicating, and
making connections
6.3. Demonstrates ability in
doing representations
6.2.1.Solve multistep word problem using logic (process
of elimination; substitution; using manipulatives; ≤
5/10/20)
6.2.2.Determine the rule by comparing two sets of
numbers (only one set follows the rule; in order)
6.2.3. Solve a multistep word problem using logic
(comparison; height/money/length)
6.2.4. Solve a multistep word problem using reasoning
strategies (equivalence; numbers ≤ 10; manipulative
shown)
6.2.5. Communicating ideas with objects, words, pictures
and numbers for solution process (manipulatives)
6.2.7. Recording observations using objects, words,
pictures and numbers
6.2.8. Making connections between mathematics strands
and other curriculum areas
6.2.10. Apply mathematical concept in daily life situation
6.3.1.Describe the whole number in addition/subtraction
using concrete/pictorial models
6.3.2. Describe the whole number in
multiplication/division using concrete/pictorial models
6.3.3. Apply skills in counting units to find length, area,
and volume (manipulatives)
6.3.4. Apply strategies in solving problems by drawing a
picture/diagrams (grouping objects; blocks)
6.3.5. Make use of graphs/charts/tables/diagrams in doing
representation
6.3.6.Make use of Number sentence and equations to
model real situations

General Objectives

• Count and recognize, read and write numbers (0 to 100) and the
corresponding number words (zero to one hundred).
• Learn how to add and subtract within 0 to 100 as well as the basic concept
of doing multiplication as interpreted as repeated addition.
• Learn the mathematical concept and skills as well as in solving mathematical
 problems.
• Express their creativity though mini-projects which attempt to show how it
applied to everyday life.
• Represent numbers as ones, tens, hundreds and thousands in a place value
table.
• Find the masses of things or objects.
• Write statements for mathematical problems to represent the problems and
their answers.

Grading System (Weight)

Assignment 35%
Exam 25%
Quiz 30%
Attendance and Participation 10%
Total 100%

Date/Quarter Standards and Content Assessment

Benchmarks
First Quarter Standard 1: Number Sense * Worksheets
Aug. 15-Oct. 12, 2023 Student should be Place Value *Quizzes
able to use basic ● ones, tens,hundreds *Project
and advance concept *Quarter Tests
of number system in Number Operations
their daily math Addition
problem ● 1-2 digits-regrouping
● 1-2 digits-without
BM: 1.2, 1.5 regrouping
Order of Operation
Fractions
Standard 2: ● Fractional parts
Students will be able
to apply algebraic Algebra
concept and Patterns
processes to solve ● Skip Counting 2-5
problems.
Geometry
 BM: 2.2, 2.3 Plain Shapes
● 2D shapes (circle,
Standard 6: Student square, triangle,
will be able to utilize rectangle, diamond)
the mathematical
concepts and Measurement
strategies to Length
formulate ways in ● Area and Perimeter
solving mathematical ● Standard Units
and non-mathematical ▪ inches, feet,
problem solving centimeter, meter
● Non-standard Units
BM: 6.1, 6.3 ▪ paper clips, cubes

Statistics
Organizing Data
● Tally marks
First quarter Examination
October 9-12, 2023
Second Quarter Standard 2: Number Sense * Worksheets
Oct. 16-Dec. 15, 2023 Students will be able Reading/Writing Whole *Quizzes
to apply algebraic ● one-one hundred *Project
concept and *Quarter Tests
processes to solve Number Operations
problems. Subtraction
2.1 ● 1-2 digits-regrouping
Demonstrates ability ● 1-2 digits-without
in sorting and Regrouping
classifying objects,
constructing patterns Algebra
and lists, tables, Patterns
charts, and diagrams. ● Repeating Patterns
2.3. Demonstrates
ability including Geometry
patterns and Solid Shapes
relationship. (Faces, vertices, edges)
● 3D shapes
Standard 3: (Cylinder, sphere,cube,
Students will be able pyramid,rectangular
to describe, classify, prism)
and apply geometric
concept to solve Measurement
problems in real Capacity
world situations. ● Standard (cups, pints,
3.1 Demonstrates quarts, gallons)
ability in identifying ● Non-standard
plane and solid
figures. Statistics
3.2 Demonstrates Graphs
ability in categorizing ▪ Pictographs
the symmetry, ▪ Bar graphs
congruent figures and
transformations.

Standard 4:
Students will be able
to describe, classify,
and apply geometric
concept to solve
problems in real
world situations.
4.1 Demonstrate
ability in utilizing of
calendar, time, and
temperature

Standard 6: Student
will be able to utilize
the mathematical
concepts and
strategies to
formulate ways in
solving mathematical
and
non mathematical
problem solving
 6.1: Develop
skills and strategies
in solving problem

Second Quarter Examination

December 8-15, 2023
Third Quarter Standard 1: Number Sense * Worksheets
Jan. 8- Mar. 15, 2024 Student should be Ordering and Comparing *Quizzes
able to use basic ● 1 and 2 digits *Project
and advance concept (Greater than, Less *Quarter Tests
of number system in Than)
their daily math
problem Number Operations
Multiplication (Repeated
BM: 1.2, 1.5 Addition)
● Array
● Repeated Addition
Standard 2:
Students will be able Algebra
to apply algebraic Patterns
concept and ● Odd and Even
processes to solve
problems. Geometry
Polygons
BM: 2.2, 2.3 (Triangle and
quadrilateral)
Standard 6: Student Congruence and
will be able to utilize Symmetry
the mathematical ● Sizes- similar/not
concepts and similar
strategies to ● Shapes-similar/not
formulate ways in similar
solving mathematical ● Objects
and non-mathematical ● Line of Symmetry
problem solving
Measurement
BM: 6.1, 6.3 Weight
● Kilograms, grams
 Standard 1: Statistics
Student should be Probability
able to use basic ▪ Likely and Unlikely
and advance concept Certain, Impossible
of number system in
their daily math
problem

BM: 1.2, 1.5

Standard 2:
Students will be able
to apply algebraic
concept and
processes to solve
problems.

BM: 2.2, 2.3

Standard 6: Student
will be able to utilize
the mathematical
concepts and
strategies to
formulate ways in
solving mathematical
and non-mathematical
problem solving

BM: 6.1, 6.3

Standard 1:
Student should be
able to use basic
and advance concept
of number system in
 their daily math
problem

BM: 1.2, 1.5

Standard 2:
Students will be able
to apply algebraic
concept and
processes to solve
problems.

BM: 2.2, 2.3

Third Quarter Examination

March 11-14, 2024
Fourth Quarter Standard 4: Students Number Sense * Worksheets
Mar. 18-May 30, 2024 will be able to describe, Money *Quizzes
classify, and apply
● dollars and baht *Project
geometric concept to
solve problems in real ▪ penny->nickel->dollar *Quarter Tests
world situations. ▪ dime->quarter
4.1 Demonstrate ▪ recognition of satang
ability in utilizing of
calendar, time, and
temperature Number Operations
Division
● Sharing (by sets-
Standard 1: Students objects)
would be able to use
● Repeated Subtraction
basic and advanced
concept of number
system in their daily Algebra
math problems. Patterns
1.2. Use multiple models ● Ordinals
to develop initial
understanding of place
value and the basic-ten Geometry
number system. Transformation
1.5. Analyzing various (Ways the shapes move)
meanings of addition and ● Translation-slide
subtraction of whole
 numbers and the ● Rotation-turn
relationship between the ● Reflection-flip
two operations.

Measurement
Time and Temperature
● Calendar
● Time
Standard 1: Students
would be able to use ● Temperature
basic and advanced
concept of number Statistics
system in their daily Probability
math problems.
▪ Likely and Unlikely,
1.2. Use multiple models
to develop initial Certain, Impossible
understanding of place
value and the basic-ten
number system.
1.5. Analyzing various
meanings of addition and
subtraction of whole
numbers and the
relationship between the
two operations.

Standard 6: Student will

be able to utilize the
mathematical concepts
and strategies to
formulate ways in
solving mathematical
and
nonmathematical
problem solving
6.1: Develop
skills and strategies in
solving problem
 Fourth Quarter Examination
May 24-30, 2024

SUGGESTED TEACHING STRATEGIES:

• STEM Projects
• Research Strategy
• Reporting
• Differentiated Learning
• Concept mapping
• Simulation
• Discovery and experimentation
• Inquiry
• Discussion

EVALUATION TECHNIQUES:
• Summative Assessment
• Recitation/Discussion
• Alternative assessment /Performance Assessment
• Topic Assessment

RESOURCES:
Text workbook
Online Resources

Revjul7