REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION

MELCs
Definitive Budget of Work
(DBOW)

MATHEMATICS
 MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
This Definitive Budget of Work in Mathematics for Grades 1 to 10 is based on the Most Essential Learning Competencies (MELCs)
in Mathematics which were sub-tasked to ensure the full coverage of the MELCs given the number of school days in the school
calendar in this time of pandemic. This aims to serve as a guide to Mathematics teachers in the National Capital Region on the
topics they need to teach in order to meet the standards of the curriculum.

Features/Elements

The MELCs Definitive Budget of Work (DBOW) in Mathematics has the following components:

A QUARTER 1
B Content Standard:
C Performance Standard:
D E MELC G Number of H Remarks
# days
taught
1 E
F Day 1:
Day 2:
Day 3:
Day 4:

A: is the quarter covered by the DBOW on the particular grade level in Mathematics
B: lists down the content standard/s for the particular math domain
C: lists down the performance standard/s for the particular math domain
D: is the continuous numbering of MELCs in the grade level. In this way, it would be easier to identify any MELC in any grade level.
It can be noted that there are 544 MELCs in Mathematics from Grades 1 to 10 which is breakdown as follows:
Grade 1 – 38 Grade 3 – 56 Grade 5 – 75 Grade 7 – 53 Grade 9 – 46
Grade 2 – 54 Grade 4 – 67 Grade 6 – 62 Grade 8 – 52 Grade 10 – 41
E: is the list of MELCs in the identified quarter. Note that those in bold font are the original MELCs issued by the central office.
F: is the unpacked/sub-tasked MELCs broken down into smaller learning competency (LC) distributed to the number of days
indicated in the time allotment of MELCs. However, most of the time, the DBOW writers veered away from the time allotment
since the issued MELCs of the Central Office contains 9 weeks per quarter in Mathematics, but the school calendar only has 8
weeks per quarter. There are also instances that the MELC cannot be unpacked since the MELC is already too specific.
G: shows the number of days the specified MELCs should be taught.
H: contains the remarks indicating the prerequisite skills that needed to be taught prior to the teaching of the specified MELC. It
also contains tips and advice on how to better foster among learners the mastery of the indicated MELC.

Prerequisite competencies that were indicated in column H came from the quarterly MELCs audit conducted by the Curriculum
and Learning Management Division (CLMD) of DepEd-NCR during the SY 2020-2021. The MELCs audit showed competencies that
were not covered by teachers in the said school year. This is to address learning gaps that might occur since the mathematics
curriculum is in a spiral progression.

How to Use this MELCs DBOW in Mathematics

This MELCs DBOW in Mathematics is a guide for teachers that they can use as a reference in crafting their learning plan as
well as the Weekly Home Learning Plan for learners.

Math teachers should:

 be aware of the features/elements of this DBOW as discussed in the previous section.
 look for the grade level being handled and the quarter at the time of teaching.
 identify the MELC that needs to be taught for the quarter.
 be conscious of the prerequisite competency/ies indicated in column H that they need to discuss prior to the teaching of
the current competency. It is recommended that the discussion and exercises for the prerequisite competency be given
during Saturdays as a remediation activity addressing the learning gap.
 consider the tips or advice also placed under column H in order to enhance the mastery of the competencies.
 examine and implement the LC per day in order to fully cover the MELC.
 design lessons using the DBOW considering the number of days the MELC must be taught.
 deliver the LCs as specified in the DBOW using varied platforms considering the learning modality of the learner.

Note that the DBOW only covers instructional time – the time devoted for teaching. The DBOW does not include the time for
orientations, formative and summative assessments, remediation, and other teaching and learning activities to give way for the
academic freedom of teachers. According to the school calendar, there are around 52 days every quarter and yet the maximum
number of instructional days that can be seen in this DBOW is only 40 days. This means that the teacher has at least 12 days to
devote for more opportunities for exercises through the formative assessment, orientation, conduct of summative assessments,
intervention activities, etc.

To illustrate this, Day 1 (September 13, first day of classes) doesn’t mean to be the Day 1 of instruction here in DBOW since we
all know that orientation is usually conducted during the first day of class. Hence, Day 1 of instruction might fall on Day 2 or
even Day 3 of the school year depending on the class schedule of the learner and the strategy of the teacher.
 MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN MATHEMATICS 1 TO 10 FOR SY 2021-2022
TECHNICAL WORKING GROUP

This MELCs Definitive Budget of Work in Mathematics for Grades 1 to 10 has been made possible because of the following people:

Grade Level Role Name Position School SDO

Team Leader Jennifer B. Mondoy Math EPS Caloocan City
G1 Writer Ma. Cristina Frondozo MT 1 Potrero ES 1 Malabon City
Writer Ma. Cristina E. Dullas MT 1 Bgumbayan Elementary School Navotas City
Team Leader Emelita Bautista Math EPS Muntinlupa City
G2 Writer Vanessa A. Pasion T3 La Huerta Elementary School Paranaque
Writer Sherly A. Alday T3 Isaac Lopez Integrated School Mandaluyong City
Team Leader Emma Cunanan Math EPS Paranaque City
G3 Writer Judy Anne C. Santiago MT 1 Bangkulasi Elem School Navotas City
Writer Belen R. Dizor MT 1 San Juan ES San Juan
Team Leader Joel Feliciano Math EPS Quezon City
G4 Writer Wilma L. Garcia T3 EMS Signal Village ES Taguig City and Pateros
Writer Sharon M. Sergio MT 1 Don Carlos Village ES Pasay
Remylinda Soriano Math EPS Manila City
Team Leaders
Rogelio Junio Math EPS Pasay City
G5 Writer Samuel Z. Sison T3 Placido del Mundo ES Quezon City
Writer Allan G. Salonatin MT 1 Caybiga ES Caloocan
Teresita Tagulao Math EPS Pasig City
Team Leaders
Mirasol Rongavilla Math EPS Taguig City and Pateros
G6 Writer Nely D. Baylon MT II Beata ES Manila
Writer Eliza Junio MT I Caniogan ES Pasig
Gina Aguitez Math EPS Las Pinas City
Team Leaders
Evelyn Callada Math EPS Malabon City
G7 Writer Lovely Rose D. Bamba T3 Bagumbong HS Caloocan
Writer Bielynda C. Daelo MT 1 Jesus Dela Peña NHS Marikina City
Michael Lee Math EPS Makati City
Team Leaders
Helen Acedo Math EPS San Juan City
G8
Writer Gabriel T. Vargas II MT 1 Tinajeros NHS Malabon City
Writer Dianne V. Pellazar T1 Veinte Reales National HS Valenzuela
Grade Level Role Name Position School SDO
Restituto Rodella Math EPS Mandaluyong City
Team Leaders
Dominador Villafria Math EPS Marikina City
G9 Writer Krystelle R. Dumlao T3 Muntinlupa National High School TA Muntinlupa
Writer Marvin Ocampo T1 Gen. Pio del Pilar NHS Makati
Alberto Tiangco Math EPS Navotas City
Team Leaders
Marilyn Soriano Math EPS Valenzuela City
G10 Writer Diana Grace B. Aniban MT I Manila Science HS Manila
Writer Helen M. Tan MT1 Las Pinas East National High School Las Pinas
Over-all Focal Person Bernadeth C. Daran Math EPS Regional Office, DepEd-NCR
Learning Area: MATHEMATICS Grade Level: 10

QUARTER 1
Content Standard: The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
Performance Standard: The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
equations in different disciplines through appropriate and accurate representations.
# MELC Number of days Remarks
taught
1 generates patterns. (M10AL-Ia-1) 4 days
Day 1: describes and generates patterns.
Day 2: finds the next five terms of the sequence given the
general or nth term of the sequence.
Day 3: finds the general term or nth term of a sequence given
the first few terms (linear expressions).
Day 4: finds the general term or nth term of a sequence given
the first few terms (fractional, radical expressions, etc).
2 Illustrates an arithmetic sequence. (M10AL-Ib-1). 2 days
Day 5: identifies the patterns generated by arithmetic
sequence and find the next few terms.
Day 6: finds the missing term, common difference, and
number of terms in an arithmetic sequence.
3 determines arithmetic means, nth term of an arithmetic 4 days
sequence and sum of the terms of a given arithmetic
sequence. (M10AL-Ib-
2)
Day 7: finds the indicated number of arithmetic means
between any two terms.
Day 8: finds the general term or nth term of an
arithmetic sequence.
Day 9: finds the sum of the terms of an arithmetic sequence
given the first and the last terms.
Day 10: finds the sum of the first n terms of a given
arithmetic sequence.
4 illustrates a geometric sequence. (M10AL-Id – 1) 2 days
Day 11: identifies the patterns generated by geometric
sequence and find the next few terms.
Day 12: finds the missing term, common ratio, and
number of terms of a given geometric sequence.
# MELC Number of days Remarks
taught
5 differentiates a geometric sequence from an arithmetic 2 days
sequence. (M10AL-Id-2)
Day 13: tells whether a given sequence is geometric, arithmetic
or
neither geometric nor arithmetic.
Day 14: differentiates a finite geometric sequence from an
infinite geometric sequence.
6 determines geometric means, nth term of a geometric 5 days
sequence and sum of the terms of a given finite or infinite
geometric
sequence. (M10AL-Id-3)
Day 15: finds the indicated number of geometric means
between any two terms.
Day 16: finds the general term or nth term of a given
geometric
sequence.
Day 17: finds the sum of the terms of a given finite geometric
sequence.
Day 18: tells whether a given infinite geometric series is
convergent (has a sum) or divergent (sum does not exist)
using the
common ratio.
Day 19: finds the sum of the terms of a given infinite
geometric sequence.
7 solves problems involving sequences. (M10AL-If-2) 3 days
Day 20: solves problems applying the concepts of
arithmetic sequences and series.
Day 21: solves problems applying the concepts of finite
geometric
sequences and series.
Day 22: solves problems applying the concepts of
infinite geometric sequences and series.
8 performs division of polynomials using long division and synthetic 4 days
division. (M10AL-Ig-1)
Day 23: divides polynomials using long division.
Day 24: divides polynomials using synthetic division. teachers may explore using
divisors of degree greater than
1
Day 25: divides polynomials with missing terms using synthetic
division
Day 26: finds the divisor given the dividend and quotient or find
the dividend given the divisor and quotient using
synthetic division.
# MELC Number of days taught Remarks
9 proves the Remainder Theorem and Factor Theorem. (M10AL-Ig-2) 3 days
Day 27: finds the remainder when the given polynomial is
divided by (x – c) using the Remainder Theorem.
Day 28: uses the Factor Theorem to determine whether or not
the
given binomial (x – c) is a factor of a given polynomial.
Day 29: applies factor theorem and remainder theorem in
solving
problems (i.e. find the value of k)
10 factors polynomials. (M10AL-Ih-1) 2 days
Day 30: finds the factors of polynomial expressions/equations
of at most degree 2.
Day 31: finds factors of polynomial expressions/equations of
degree 3 and above.
11 Illustrates polynomial equations. (M10AL-Ii-1) 2 days
Day 32: applies the Fundamental Theorem of Algebra in finding
the number of zeros/roots of polynomial equations.
Day 33: describes and finds the integral zeros/roots of
polynomial equations of degree greater than 2 using the
Integral Zero
Theorem.
12 proves the Rational Roots Theorem. (M10AL- Ii -2) 4 days
Day 34: determines the list of possible rational zeros/roots
of a given polynomial equation using the Rational Roots
Theorem.
Day 35: describes and finds the rational zeros/roots of
polynomial equations of degree greater than 2.
Day 36: solves polynomial equations of degree
greater than 2.
Day 37: creates polynomial equations given the roots of
the polynomial equation.
13 solves problems involving polynomials and polynomial 3 days
equations. (M10AL-Ij-2)
Day 38: solves problems involving polynomials.
Day 39: solves problems involving polynomial equations.
Day 40: creates problems involving polynomials and polynomial
equations.
40 days
QUARTER 2
Content Standard: The learner demonstrates understanding of key concepts of polynomial functions.
Performance Standard: The learner is able to conduct systematically a mathematical investigation involving polynomial functions in
different fields.
# MELC Number of days taught Remarks
14 illustrate polynomial functions. (M10AL-IIa-1) 2 days
Day 1: determines whether a given algebraic
expression is a polynomial or not and
define polynomial functions.
Day 2: determines the degree, leading term, leading
coefficient, constant term in a given
polynomial function.
15 understand, describe, and interpret the graphs of 6 days Prior to teaching this competency,
polynomial functions. (M10AL-IIa-2) specifically Day 3, give inputs and
Day 3: uses the Leading Coefficient Test to exercises on:
determine 1. representation of quadratic
the end behavior of the graphs of polynomial function using(a) table of values;
functions and sketch the possible graphs. (b) graph; and (c) equation. (G9,
Day 4: sketches the graph of polynomial Q1)
functions using the intercepts, some points on the 2. graphs a quadratic function: (a)
graph, and the position of the curves determined domain; (b) range; (c) intercepts;
from the Table (d) axis of symmetry; (e) vertex;
of Signs and multiplicity of zeros. (f) direction of the opening of the
Day 5: sketches the graphs of polynomial functions parabola. (G9, Q1)
having an odd degree and a positive leading
coefficient.
Day 6: sketches the graphs of polynomial functions
having an odd degree and a negative leading
coefficient.
Day 7: sketches the graphs of polynomial functions
having an even degree and a positive leading
coefficient.
Day 8: sketches the graphs of polynomial
functions having an even degree and a negative
leading
coefficient.
16 solve problems involving polynomial functions. 1 day Prior to teaching this competency,
(M10AL-IIb-2) give inputs and exercises on:
Day 9: solves word problems applying the concepts
of polynomial functions. models real-life situations using quadratic
functions. (G9, Q1)
Content Standard: The learner demonstrates understanding of key concepts of circles and coordinate geometry.
Performance Standards:
1) The learner is able to formulate and find solutions to challenging situations involving circles and other related
terms in different disciplines through appropriate and accurate representations.
2) The learner is able to formulate and solve problems involving geometric figures on the rectangular coordinate plane
with
perseverance and accuracy.
# MELC Number of days taught Remarks
17 derives inductively the relations among chords, arcs, 6 days
central angles and inscribed angles. (M10GE-IIc-1)
Day 10: illustrates circle and its parts (center,
diameter, radius, chord, secant line, tangent line,
arcs and
angles).
Day 11: describes the relationship between central
angles and arcs of a circle and its degree
measures.
Day 12: finds the degree measure of arcs and
central angle of a circle using algebraic solutions.
Day 13: finds the length of an arc.
Day 14: describes the relationship between
inscribed
angles and arcs and its degree measures.
Day 15: finds the degree measure of arcs and
inscribed angle of a circle using algebraic solutions.
18 proves theorems related to chords, arcs, 2 days
central angles and inscribed angles. (M10GE-
IIc-d-1)
Day 16: proves and apply theorems on central
angles,
arcs, and chords.
Day 17: proves and apply theorems on
inscribed angles, arcs, and chords.
19 Illustrates secants, tangents, segments, and sectors of 3 days
a circle. (M10GE-IIe-1)
Day 18: illustrates secants, tangents, segments,
and
sectors of a circle.
Day 19: finds the area of a sector and segment.
Day 20: determines the different geometric
relationships involving tangents and secants
of a
circle. (ie. common internal tangents,
common external tangents, and the like)
# MELC Number of days taught Remarks
20 proves theorems on secants, tangents, and segments. 7 days
(M10NS-IIe-f-1)
Day 21: proves and applies the theorem on the
angles
formed by the intersection of two secants in
the exterior of the circle.
Day 22: proves and applies the theorem on angles
formed by the intersection of a tangent and a
secant
in the exterior of the circle.
Day 23: proves and applies the theorem on
angles formed by the intersection of two
tangents in the
exterior of the circle.
Day 24: proves and applies the theorem on
angles formed by the intersection of two
chords/secants in the interior of the circle.
Day 25: proves and applies the “segments of
secants
power theorem” in finding the unknown lengths.
Day 26: proves and applies the “intersecting
segments of chords” power theorem in finding the
unknown
lengths.
Day 27: proves and applies the “tangent-secant”
power theorem in finding the unknown lengths.
21 solves problems on circles. (M10GE-IIf-2) 2 days
Day 28: solves word problems involving relationships
of central angles, inscribed angles, chords, arcs and
sectors of a circle.
Day 29: solves word problems involving relationships
of tangents, secants, angles, arcs, and chords of a
circle.
22 applies the distance formula to prove some 3 days
geometric properties. (M10GE-IIg-2)
Day 30: derives the distance formula and find the
distance between any two points on the coordinate
plane.
Day 31: derives the midpoint formula and find the
coordinates of the midpoint of the segment
whose endpoints are given.
Day 32. applies distance formula and
midpoint formula to prove some geometric
properties.
# MELC Number of days taught Remarks
23 Illustrates the center-radius form of the equation of the 1 day
circle. (M10GE-IIh-1)
Day 33: determines the center and radius of a circle
given its center-radius form.
24 determines the center and radius of a circle given 4 days
its equation and vice versa. (M10GE-IIh-2)
Day 34: finds the equation of a circle in center-
radius form given its center and radius.
Day 35: finds the equation of a circle in center-
radius
form given some geometric conditions.
Day 36: transforms the equation of a circle
from center-radius form to general form.
Day 37: transforms the equation of a circle
from general form to center-radius form then
find the
center and radius.
25 graphs and solves problems involving circles 3 days
and other geometric figures on the coordinate
plane.
(M10GE-IIh-3)
Day 38: sketches the graph of a circle given
the standard form or the center-radius form
and other
geometric figures on the coordinate plane.
Day 39: sketches the graph of a circle given the
general form of the circle and other geometric
figures on the coordinate plane.
Day 40: solves word problems applying the
concepts
of distance formula, equation of a circle and other
geometric properties.
40 days
QUARTER 3
Content Standard: The learner demonstrates understanding of key concepts of combinatorics and probability.
Performance Standard: The learner is able to use precise counting technique and probability in formulating conclusions and making
decisions.
# MELC Number of days taught Remarks
26 illustrates the permutation of objects. (M10SP-IIIa-1) 6 days
Day 1: illustrates and uses Fundamental Counting Principle
(FCP) to visualize possible number of arrangements
Day 2: illustrates and uses tree diagram to visualize possible
number of arrangements
Day 3: defines and differentiates types of permutations of objects and
illustrates factorial notation
Day 4: illustrates the formula for repeated permutations
Day 5: illustrates the formula for finding the number of
permutations of N objects taken r at a time (distinct permutations)
Day 6: illustrates the formula for indistinguishable permutations and circular
permutations
27 solves problems involving permutations. (M10SP-IIIb-1) 4 days
Day 7: solves problems involving repeated permutations
Day 8: solves problems involving distinct permutations (n taken r at a
time)
Day 9: solves problems involving indistinguishable permutations
Day 10: solves problems involving circular permutations
28 illustrates the combination of objects. (M10SP-IIIc-1) 3 days
Day 11: defines combination of objects
Day 12: illustrates the formula for combinations of n objects taken
r at a time.
Day 13: solves simple problems involving combination of objects
29 differentiates permutation from combination of n objects taken r at a 3 days
time. (M10SP-IIIc-2)
Day 14: relates combination of objects to permutation of objects
Day 15: differentiates permutation from combination of n objects taken
r at a time.
Day 16: identifying whether a situation involves permutation or combination
of objects
30 solves problems involving permutations and combinations (M10SP-IIId-e-1) 4 days
Day 17: identifies the type of permutation illustrated in the problem
then solves it.
# MELC Number of days taught Remarks
Day 18: solves problems involving combination of objects
Day 19: solves problems involving permutations and combinations.
Day 20: creates problems involving permutations and combinations
31 illustrates events, union and intersection of events. (M10SP-IIIf-1) 4 days
Day 21: Uses Venn Diagram to represent sets, subsets, and set
operations.
Day 22: Illustrates compound events
Day 23: solves problems involving union and intersection of events using
Venn diagram.
Day 24: solves problems involving union and intersection of events
using table form.
32 illustrates the probability of a union of two events. (M10SP-IIIg-1) 3 days
Day 25: illustrates experiment, outcomes, sample space and event
Day 26: Finds the probability of a simple events
Day 27: illustrates the probability of a union and intersection of two
events.
33 illustrates mutually exclusive events. (M10SP-IIIi-1) 3 days
Day 28: defines and illustrates mutually exclusive events.
Day 29: identifies whether two events are mutually exclusive or
non- mutually exclusive events.
Day 30: identifies whether three or more events are mutually exclusive
or
non-mutually exclusive events.
34 *finds the probability of (A B). (M10SP-IIIg-h-1) 6 days *finds the probability of
Day 31: finds the probability of (A B) given a Venn diagram compound events
representation
Day 32: finds the probability of (A B) if A and B are mutually exclusive
Day 33: finds the probability of (A B) if A and B are non-mutually
exclusive
Day 34: illustrates dependent and independent events
Day 35: finds the probability of independent events
Day 36: finds the probability of dependent events
35 solves problems involving probability. (M10SP-IIIi-j-1) 4 days
Day 37: solves problems involving the probability of (A B) if A and
B are mutually exclusive
Day 38: solves problems involving the probability of (A B) if A and
B are non-mutually exclusive
Day 39: solves problems involving the probability of independent and
dependent events.
Day 40: solve problems involving probability of compound events where
the given are represented in table form or Venn Diagram.
QUARTER 4
Content Standard: The learner demonstrates understanding of key concepts of measures of position.
Performance Standard: The learner is able to conduct systematically a mini-research applying the different statistical methods.
# MELC Number of days taught Remarks
36 illustrates the following measures of position: quartiles, deciles and 4 days
percentiles. (M10SP-IVa-1)
Day 1: recall of measures of central tendency (mean, Median, Mode)
Day 2: describes and visually represent quartiles,
Day 3: describes and visually represent deciles and percentiles
Day 4: identifies the similarities and differences of each
measures of position
37 calculates a specified measure of position (e.g. 90th percentile) of a set 7 days
of
data. (M10SP-IVb-1)
Day 5: calculates quartiles for ungrouped data
Day 6: calculates deciles, percentiles and percentile rank for ungrouped
data
Day 7: calculates percentile rank for ungrouped data
Day 8: calculates quartiles for grouped data
Day 9: calculates deciles for grouped data
Day 10: calculates percentiles for grouped data
Day 11: calculates percentile rank for grouped data
38 interprets measures of position. (M10SP-IVc-1) 4 days give situational problems
Day 12: analyze, compute and interpret data involving quartiles about quartiles,
Day 13: analyze, compute and interprets data involving deciles deciles, percentiles,
Day 14: analyze, compute and interprets data involving percentiles and percentile rank
Day 15: analyze, compute and interprets data involving percentile rank
39 solves problems involving measures of position. (M10SP-IVd-e-1) 5 days
Day 16: solve and interpret real-life word problems involving quartiles
Day 17: solve and interpret real-life word problems involving deciles
Day 18: solve and interpret real-life word problems involving
percentiles
Day 19: solve and interpret real-life word problems involving percentile
rank
Day 20: solve and interpret real-life word problems involving the
interpretation of different measures of position.
# MELC Number of days taught Remarks
40 formulates statistical mini research. (M10SP-IVf-g-1) 13 days
Day 21: formulates the problem for statistical mini research
Day 22: estimates number of samples using Slovin’s Formula
Day 23: estimates number of samples using Cochran’s Formula
Day 24: differentiates random sampling techniques: fishbowl and table of
random numbers
Day 25: differentiates random sampling techniques: stratified and cluster
sampling
Day 26: illustrates purposive sampling techniques
Day 27: creates survey questionnaires (e.g. printed, google forms,
etc.),
Day 28: creates interview questions
Day 29: gathers data for statistical mini research
Day 30: Organizes data gathered
Day 31: identify and uses appropriate statistical methods (measures of
position, central tendency, and variability)
Day 32: Analyzes and interprets computed research data to be able to
formulate conclusions and recommendations
Day 33: Presents the statistical mini research
41 uses appropriate measures of position and other statistical methods in 1 day
analyzing and interpreting research data. (M10SP-IVh-j-1)
Day 34: uses appropriate measures of position and other generate outputs using
statistical methods in analyzing and interpreting research data. statistical software
like excel, SPSS, etc.