Republic of

the Philippines

Department of

MATATAG CURRICULUM
MATHEMATICS GRADES 1 -
10
 THE SHAPE OF THE
GRADES 1 TO 10 MATHEMATICS CURRICULUM

Mathematics is a powerful means of identification, description, and application of patterns and relationships; generalization;
and communication. It provides opportunities for challenge, creativity, and users’ recognition and appreciation of the nature, beauty
and power of mathematical processes, strategies, and reasoning.

The successful study of mathematics in Grades 1 to 10 is a key component of Filipino learners’ preparation for life in the 21st
century. For full participation in society, learners need to develop sound mathematical knowledge, skills, and understanding for
making informed decisions and for solving problems in a variety of contexts relevant to their daily lives.

Historically, mathematics arose from necessity of the human society, with real-world problems giving birth to its existence,
emphasizing problem solving at its core. In schools, mathematics serves as an ideal training ground, fostering the problem-solving
ability learners.

Additionally, in this age of scientific and technological innovations, being “numerate” is crucial for engaging in various
endeavors. The Organisation for Economic Co-operation and Development (OECD) defines numeracy as “the ability to access, use,
interpret, and communicate mathematical information and ideas, in order to engage in and manage the mathematics demands of a
range of situations in adult life.”

“Numeracy, a significant ancillary to problem solving, relates to a high proportion of the mathematics content of the Grades 1
to 10 Mathematics curriculum. Learners become increasingly ‘numerate’ as they develop the confidence and ability to:

•choose and use mathematics effectively in its application to situations that arise in their life at home, at work, and in the
community; and
•apply, evaluate, and communicate their mathematical thinking.

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Development of the Curriculum
Curriculum Goals

The main goal of the curriculum is for Filipino learners to become mathematically proficient and critical problem solvers.
The development of mathematical proficiency among learners involves the development of confidence and competence in
different aspects of mathematics and includes becoming increasingly aware of the value and usefulness of mathematics.

According to Polya (1981), problem solving is “finding a way out of a difficulty, a way around an obstacle, attaining an aim
which was not immediately attainable” (p. ix). Further, the National Council of Teachers of Mathematics (NCTM), (2000) asserts that
“solving problems is not only a goal of learning mathematics but also a major means of doing so” (p. 52).

In mathematics education, problem solving has been considered as a goal, as a process, and as a basic skill. The processes
involved in solving mathematical problems, from recognizing and understanding a problem, to modelling the problem through
different representations, to planning a solution, to executing the solution, and to finally checking whether the problem has been
solved, demonstrate that problem solving is a very important life skill for 21st-century citizens to possess.

Theoretical and Philosophical Bases

Mathematics is a diverse discipline. With its universal applicability, it finds widespread use in various fields of endeavor,
especially in solving real-world problems. It is essential that learners be mathematically proficient and critical thinkers to effectively
tackle such problems.

Effective mathematics teaching requires understanding what students know and need to learn, and then challenging and
supporting them to learn it well. It also requires knowing and understanding mathematics, students as learners, and pedagogical
strategies (NCTM, 2000).

The teaching practices recommended by NCTM are grounded in views of knowledge, learning, and teaching informed by a
constructivist perspective (e.g., Ball & Bass; Confrey, 1991; Gelman, 1994; Smith, diSessa & Roschelle, 1993). Teaching
mathematics through constructivist methods allows students to deepen their knowledge beyond rote memorization, to develop
meaningful contexts, and to take charge of the learning process as active participants rather than mere observers (WGU, 2020).
These constructivist theories point to active learning, cognitive development in the context of social interaction, and conceptual
understanding as critical in the teaching of mathematics.

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 Piaget’s theory of cognitive development (1977) states that all knowledge is constructed, and the instrument of instruction
includes cognitive structures that themselves are products of continued construction. In the preoperational stage, Piaget suggests
that elementary school children need concrete objects, pictures, actions, and symbols to develop a deep understanding of
mathematical concepts. In addition, Bruner concurs that conceptual learning begins from active engagement or experiences with
concrete tasks (‘enactive’), moves towards perceptual images (‘iconic’), and then to abstract (‘symbolic’) representations (Bruner,
1966). For instance, when teaching addition with regrouping for obtaining, for example, 8 + 6, Grade 1 learners should move blocks
in two groups to act out the idea of using part of one addend so that the other addend will become a complete “ten.” This hands-on
approach views numbers as quantities and not mere numerals, and progresses to pictorial representation of the same problem type.
Learners’ advancement leads to mental visualization and application of manipulations to abstract problems. Thus, the ultimate
objective of mathematics education, as outlined in the Concrete-Representational-Abstract (CRA) Model, is to guide learners towards
representations and operations that involve abstract symbols (Hui et al., 2017).

Vygotsky (1978), on the other hand, states that an individual cannot develop without interacting with the environment as
emphasized in his zone of proximal development. By incorporating this theory into their teaching practices, teachers can tailor
strategic instructional plans for groups or individual learners at various developmental stages. By effectively connecting complex
material to familiar concepts, teachers can offer appropriate scaffolding such as strategic social interactions, tailored learning
experiences, and instructions aligned with a learner’s prior performance, intuition, and current thought processes. This improves
the learner’s ability to make sense of new situations, build on prior knowledge, and transfer learning. In teaching mathematics,
these strategic instructional plans include the use of manipulatives, games, models, partial solutions, or making use of contextual
problems based on the learner’s interest.

Meanwhile, Glasersfeld (1987) claims that knowledge is not passively received but actively built up by the cognizing individual
and thus, knowledge is the result of a self-organized cognitive process. This suggests that all knowledge is constructed rather than
perceived through the senses. For instance, learning multiplication is not just about memorizing the multiplication facts, but it is
also important for learners to understand the concepts underlying multiplication. Learners who lack understanding of fundamental
concepts are more likely to struggle with higher-order thinking.

The use of representations in mathematics helps to demonstrate a learner’s thinking. Whether these representations are
concrete or abstract, they help them analyze the problem at hand, formulate an idea, and extend their reasoning. The NCTM
Standards (2000) include that curriculum should emphasize that learners create and use representations to organize, record, and
communicate mathematical ideas; select, apply, and translate mathematical representations to solve problems; and use
representations to model and interpret physical, social, and mathematical phenomena (cited in Fennell & Rowan, 2001).

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Curriculum Framework
The framework designed for the revised Mathematics curriculum for Grades 1 to 10 guides teachers in their preparation of
mathematically rich lessons and helps them in working towards the main curriculum goal.

To achieve the main goal, three facilitating facets have been developed: content, skills, and disposition.
The three facilitating facets are further reinforced by three supporting components: pedagogy, assessment, and resources,
with each of these being relevant to the learning context, the curriculum content, and the learning phases of the learners.

Figure 1 shows the diagrammatic representation of the framework designed for the revised curriculum.

Figure 1. The Revised Grades 1 – 10 Mathematics Curriculum Framework

Through the teaching and learning of the revised curriculum, it is also intended that learners exhibit the qualities emanating
from the five intertwining strands of mathematical proficiency as defined by the National Research Council (NRC, 2001).

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These strands are:

• Conceptual Understanding – comprehension of mathematical concepts, operations, and relations;

• Procedural Fluency – skill in carrying out procedures flexibly, accurately, efficiently, and appropriately;
• Strategic Competence – ability to formulate, represent, and solve mathematical problems;
• Adaptive Reasoning – capacity for logical thought, reflection, explanation, and justification; and
• Productive Disposition – habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in
diligence and one’s own efficacy (p. 116).

These intertwining strands of mathematical proficiency are also covered in the SEAMEO Basic Education Standards (SEA-
BES): Common Core Regional Learning Standards (CCRLS) in Mathematics and Science (2017). The SEA-BES CCRLS refers to: (1)
cultivating basic human characters through mathematical values, attitudes and habits of mind; (2) developing creative human
capital and process skills; and (3) the importance of knowledge of mathematics in cultivating well-qualified citizens.

Facione and Gittens (2016) define critical thinking as “the process of purposeful, reflective judgment” (p. 386). They further
asserted that “the critical thinking process applies cognitive skills of interpretation, analysis, inference, evaluation, explanation, and
self-regulation in an effort to judge what to believe or what to do” (p. 36).

The revised Mathematics curriculum will aim to develop among learners’ proficiency in solving mathematical problems
critically, grounded in strong conceptual knowledge, strategic use of mathematical skills and processes, and desirable values and
disposition in mathematics, thus assisting them to become productive and successful 21st-century citizens.

The Facilitating Facets

The three facilitating facets for achieving the curriculum goal of the Grades 1 to 10 Mathematics curriculum are content,
skills, and disposition.

Content
To become mathematically proficient and critical problem solvers, learners need to be equipped with strong mathematical
knowledge and understanding. Lessons that are logically sequenced and interconnected enable students to learn deeply and flexibly.

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 The revised mathematics curriculum will have three content domains: (1) Number and Algebra; (2) Measurement and
Geometry; and (3) Data and Probability.

Skills
As proficient problem solvers, learners need to possess a range of mathematical skills. Such skills enhance the ability to
analyze and evaluate mathematical situations and obtain solutions to real-world problems.

In today’s highly technological world, the teaching and learning of mathematics needs to include, and also go beyond,
calculations and algorithmic procedures. This is because such calculations and procedures can be carried out by calculation
devices and software applications.

Disposition
Disposition is closely related to “attitude” and “value.” Values are the “guiding principles that underpin what people believe to
be important when making decisions in private and public life … [while] attitudes are underpinned by values and beliefs and have
an influence on behaviour” (Organization for Economic Co-operation and Development [OECD], 2019, p. 4). Mathematical
disposition also incorporates appreciation of values intrinsic to mathematics such as its coherence and consistency, precision and
clarity, and generality and extendibility.

A sound mathematical disposition facilitates genuine learning and the development of the mathematical proficiency needed for
efficient and successful problem solving.

The Supporting Components

The three components designed to support the facilitating facets for achieving the curriculum goal of the Grades 1 to 10
Mathematics curriculum are pedagogy, assessment, and resources.

Pedagogy
Pedagogy is concerned with the methods used to deliver a curriculum. The quality of mathematics learning depends on the
quality of the various learning experiences employed to engage and instruct learners.

Assessment
Assessment complements pedagogical approaches and is a vital aspect of curriculum implementation in mathematics.

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 With the curriculum goal centered on developing mathematical proficiency, critical thinking, and problem solving, the
assessment process should not only record learners’ level of achievement in understanding concepts, reasoning, and the solution of
mathematics problems, but should also result in the development of appropriate feedback for improving instruction.

Assessments, whether for formative or summative purposes, should be administered in various forms.
Resources
The learning of mathematics needs to be supported with a variety of teaching and learning resources. Electronic and print
resources need to be carefully selected and judiciously used. Teachers and other instructional leaders are acknowledged as key
resources in the implementation of the curriculum.

Structure of the Learning Area

Big Ideas

Charles (2005) defines a big idea as “a statement of an idea that is central to the learning of mathematics, one that links
numerous mathematical understandings into a coherent whole” (p. 10).

The notion of Big Ideas lays the foundation for defining the context of the curriculum in terms of its mathematics content. The
formulation of these Big Ideas illustrates the connections across the various mathematical concepts in the different stages of the
learning process.

These Big Ideas are present in curriculum content domains and across the curriculum stages. They are interconnected and
support and reinforce the integration of key concepts, while supporting and reinforcing each other. With the notion of Big Ideas,
“mathematics is no longer seen as a set of disconnected concepts, skills, and facts. Rather, mathematics becomes a coherent set of
ideas” (p. 10).
The revised curriculum identifies twelve Big Ideas:

1. Numbers – Real numbers can be paired one-to-one with the

points on the number line, and so can quantify and describe a
mathematical or real-world object and its attributes.
2.
Measures – Some attributes of a mathematical or real-world
object can be quantified by using measures, so that they can be

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 3. Shapes, Space, and Graphs – Mathematical objects such as
geometric figures, solids, equations, inequalities, relations, and
4. data can be visualized using shapes and graphs and in space.
5. Patterns, Relations, and Functions – Mathematical rule, graph,
or table can be used to assign object(s) from one set to object(s)
6. from another set to show specific relations between the two sets.
7. Data – Data can be collected and processed to obtain
meaningful information.
Chance – The number 0 and 1 (inclusive) can be used to
quantify and describe the chances for an event to occur.
8.
Representations and Communications – Mathematical objects,
9. properties, operations, and quantities (known or unknown) can
be translated, represented, and communicated concretely or
visually in a precise manner by using numbers, symbols,
notations,
10.Properties and Applications – A mathematical object has properties variables,
that define expressions,
the object equations,
or describe geometric
its attributes, figures,
and these
properties and their logical consequences can be applied to mathematical and real-world problems.
11.Equivalence – Mathematical objects or statements can be represented or stated in different ways that have the same value,
form, or logical meaning.
12.Reasoning and Proof – Mathematical reasoning and proofs establish and communicate the truth and falsity of a mathematical
statement, computational and/or verbal procedure, and problem-solving process.

Through these Big Ideas, concepts and their competencies that are essential in the succeeding levels of the curriculum and
that prepare the learners for higher-level mathematics are selected. A concept or a skill is “essential” if it is indispensable in building
concepts and skills to equip learners for subsequent grade levels and, at the same time, for lifelong learning.

Developmental Sequence of Concepts

“Any subject can be taught in some intellectually honest form to any child at any stage of development (Bruner, 1977, p.33).”
Even the most complex mathematical concept can be learned at a young age if it is properly structured, suitably scaffolded, and
progressively revisited over a span of time, gaining mastery and rigor along the way.

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 Harden and Stamper (1999) present the following features of a curriculum that incorporates a developmental sequence of
concepts:

• topics are revisited;

• there are increasing levels of
• difficulty;
• new learning is related to previous
learning;

Developmental sequence of concepts is proposed in the structuring of the curriculum. Through this, mathematical knowledge
and skills increase in depth and breadth as the grade level increases. Mathematical concepts are revisited in higher grade levels
leading to increased complexity, increased conceptual understanding, and enhanced problem-solving skills.

Vertical and Horizontal Articulation

Vertical and horizontal articulation are used with the aim of ensuring that standards and competencies are logically
sequenced within the mathematics curriculum and across learning areas.

Vertical Articulation
Vertical articulation is concerned with the development of mathematical knowledge, skills, and understanding across the
grades in the curriculum. Key Stage 1 centers on foundational competencies in the three content domains. These competencies
gradually progress to Key Stages 2 and 3, with an emphasis on analysis, reasoning, and communicating mathematically to
confidently solve mathematical problems.

Emphasizing the key concepts identified, the Big Ideas reinforce the learning to achieve mathematical proficiency. Learners
are equipped with skills and processes to carry out mathematical procedures and to solve problems. They are then able to
communicate their reasoning and successfully complete tasks of higher cognitive demand.

Horizontal Articulation
Horizontal articulation is concerned with the role of mathematics across the curriculum. For instance, the concepts and skills
in Key Stage 1 are indispensable in the development of foundational skills in other learning areas. Predominantly falling under
languages learning areas, foundational skills in reading and writing are requisite to a fuller understanding of mathematical concepts
and skills, including in reading and writing numbers expressed using numerals and in words, determining place value, and
counting.

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 Meanwhile, concepts and skills in Mathematics are articulated vis-à-vis those in other learning areas. For example, describing
the motion of an object in terms of distance, velocity, and acceleration in Science requires knowledge of formulating equations and
finding solutions. Mensuration and calculation are core competencies in Edukasyon Pantahanan at Pangkabuhayan
(EPP)/Technology Livelihood Education (TLE).

It is also clear that skills in data management and analysis are required by learners, especially for dealing with big data.
Knowledge and skills in Number and in the use of money are fundamentally important in daily-life activities, including in budgeting,
spending, saving, and earning, which are key to the development of strong financial literacy. Proficiency in Mathematics arguably
facilitates better understanding in other learning areas, where it is used as a tool for learning the concepts and skills in those
learning areas.

Development of 21st Century Skills

The knowledge, skills, attitudes, and competencies that learners need to develop so that they can prepare for and succeed in
work and life in the 21st century are referred to as “21st century skills.” Through the facilitating facets and supporting components,
the mathematics curriculum promotes and develops information, media and technology skills; learning and innovation skills;
communication skills; and life and career skills (DepEd Order 21 S. 2019, p. 6).

To support learners in meeting the challenges of the 21st century, it is important to nurture their abilities to create innovative
solutions to real-world problems. This gives further emphasis to the main curriculum goal.

Through the various mathematical tasks that they undertake, learners are engaged in cognitive processes to understand and
solve problems using a variety of approaches, such as modelling, data analysis, and logical reasoning. Such approaches to solving
problems encourage learners to pursue other Learning and Innovation Skills such as creativity, critical thinking, and reflective
thinking. Presented with non-routine problems, learners can identify new connections between concepts and ideas, examine them
from various perspectives, consider alternative ideas or solutions, and demonstrate willingness to try other methods or strategies in
spite of previous unsuccessful attempts.

In developing skills in Information, Media and Technology, learners closely examine, interpret, and communicate
understanding of various objects, shapes, symbols, and text types to stimulate and nurture visual literacy. By considering different
objects, shapes and symbols, learners are able to bring their understanding of number, geometry, or data management to the
interpretation of data sets presented in tables and graphs, and to the creation of engaging presentations and infographics.

The development of communication skills is critical for learners to be able to express their ideas, explain their solutions, and
justify their reasoning in oral and/or written form. Learning tasks that involve activities that require teamwork and collaboration are
also avenues for the development of interpersonal skills, intrapersonal skills, interactive communication, and non-verbal
communication.

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 Life and career skills are evidenced in the curriculum through tasks that require skills for informed decision-making and
collaboration that foster adaptive leadership. Self-discipline, resilience, and adversity management may be manifested through
learners’ perseverance in solving mathematical problems by using different approaches or strategies.

Social Issues and Government Priorities

The learning competencies and performance standards of the curriculum are relevant in the address of some societal issues.
The curriculum equips learners with the mathematical concepts and skills that may be relevant to social justice, cultural
diversity, sustainable development, and disaster risk reduction and management. Mathematical modelling, for example, could be
utilized to address simple problems related to sustainable development and disaster risk reduction and management.

STEM
Science, Technology, Engineering, and Mathematics (STEM) is a government priority and is significant in the development of
problem solvers and innovative thinkers. As depicted in the STEM Framework, this is achieved through three learning areas in the K
to 12 curriculum – Science, Mathematics, and Technology and Livelihood Education (TLE), which may collectively employ the
Engineering Design Process (EDP) to attain curriculum goals. Though distinct and taught separately, these three learning areas are
interrelated, and each contributes knowledge and skills for the solution of real-world problems. Figure 2 shows a diagrammatic
representation of the STEM Framework.

Figure 2. The diagrammatic representation of the STEM Framework

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 Utilizing the EDP in the instruction allows learners to repeat steps as many times as needed to make improvements, learn
from unsuccessful attempts, and discover different or novel design possibilities to arrive at optimal solutions. In the curriculum,
EDP is exhibited through problem solving and investigative approaches where learners apply their mathematical, scientific, and
technological understanding to formulate, conjecture, reason, create and evaluate a solution to a real-world problem.

Financial Literacy
Financial literacy is “the ability to use knowledge and skills to manage one’s financial resources effectively for lifetime
financial security” (Mandell, 2009).

The Financial Education Policy (DO 22, s. 2021) targets the financial literacy and capability of learners. The policy reiterates
the need to integrate financial concepts across learning areas at different levels. In Mathematics, learners focus on concepts relating
to the identification and value of money and use these concepts to solve specific problems on investment, saving, budgeting, and
spending.

Pedagogy, Assessment and Resources

The achievement of the Mathematics curriculum goals requires explicit guidance on instruction, on the role of assessment, on
the use of resources for teaching and learning, and on the use of student context.

Pedagogy
In broader terms, there are two types of knowledge at play in a mathematics classroom: the mathematical knowledge that the
learners have gained from their everyday experiences and the mathematical knowledge articulated in the curriculum. Relating
learners’ informal knowledge of mathematical concepts and facilitating learners’ internalization of school mathematics are major
tasks of teaching. It necessitates teaching strategies that bring into the fore what learners already know, such as using in tasks
situations that are familiar to the learners to draw out the mathematics that they already know in this context.

For achieving the Mathematics curriculum goal, a variety of pedagogical approaches can be used. Strategies that can be
adopted include: guided discovery learning, inquiry-based learning, reflective learning, experiential learning, and the concrete-
representational-abstract (CRA) instructional approach, among others. In addition, pedagogical approaches that include guided or
direct instruction coupled with opportunities for learners’ inquiry in generating their own solutions, collaborative learning with
peers, and independent learning, may also be employed. Mastery learning is also emphasized to ensure that learners reach a certain
level of proficiency to be able to engage in a new learning task successfully.

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 The curriculum views the attainment of its goals with all learners in mind. Through its standards and competencies, the
curriculum acknowledges the different needs of learners, fosters their engagement with learning, and promotes the use of
appropriate language and technologies to make learning accessible.

The curriculum is informed by reviews that have identified the different levels of performance of Filipino learners. At the same
time, diversity, equity, and inclusion need to be continually considered throughout the teaching and learning of Mathematics.

Assessment
As a vital aspect of curriculum implementation in Mathematics, assessment plays a key role in shaping learners’ thinking
about their mathematical potential, moving away from performance and towards an emphasis on growth and learning (Boaler,
Dance & Woodbury, 2018).

Regardless of whether assessment is formal or informal, assessment tools should be varied in order to understand the
different dimensions of students’ learning (SEI-DOST, 2011). While examinations and quizzes have a place in measuring skills
learned, and knowledge development and acquisition, many aspects of mathematical learning could be effectively measured by other
means such as interview tasks, analysis of student work samples, presentations by learners, and questioning by teachers.

Formative and summative assessment tasks that are appropriate to the grade level and relevant conceptual understanding
and skills, should be developed in conjunction with other learning areas. For example, developing a healthy menu plan for a week
may be primarily in Health or Science, may include Mathematics on the computation of a budget for the daily meal, English for the
written presentation of the menu, and Arts for the visual presentation of the menu.

Together with data from international assessments, results from classroom assessments need to be analyzed and used to
improve planning for further instruction and learning.

Formative and summative assessments provide opportunities for learners to demonstrate higher-order mathematical
thinking, justify their solutions, communicate their understanding, and express their ideas well in written and/or oral form. For
instance, portfolios of learner’s mathematical work on meaningful tasks (e.g., drawing interconnections of mathematical concepts
across various disciplines), as well as reports, including mathematical investigations, may be employed.

As envisioned for the revised curriculum, the continuous interaction of teaching and learning may be realized through
assessment tasks that are information driven and are seamlessly designed to communicate the goals of successful learning.

Resources
Appropriate resources are fundamental to supporting the delivery of a quality curriculum. Such resources are developed and
disseminated to schools for the various learning areas and grades.

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 Teaching and learning have been assisted and made more inclusive through the use of technology. From calculating devices,
instructional manipulatives and software applications, to assistive and adaptive devices, the curriculum strongly recommends the
use of these available technologies to facilitate the teaching and learning of concepts and skills, and to enhance problem solving.

In particular, the curriculum presupposes the use of instructional manipulatives and software applications in Key Stages 1, 2
and 3, calculating devices as additional technological support in Key Stage 3, and assistive and adaptive devices for learners with
special needs.

The TIMSS 2019 results show that “there is a modest positive association between home educational resources and average
mathematics achievement at the country level” (Mullis et al., 2020, p. 285). Relevant to the level of these home resources are the
availability of Internet connection, books, and one’s own room, as well as parents’ level of education. The learners’ home
environment, together with the availability of technological resources, plays a significant role in supporting the implementation of
the curriculum.

The Role of Language

Mathematics has its own specialized terminology to name objects such as numbers, polygons and functions; its own
specialized symbolic and representational system; and its own rules for working with these objects.

Foundational understanding of mathematics is contingent on the learner’s ability to communicate in the language of
mathematics. The use of particular mathematical terms and representations demonstrates how a learner’s thinking processes
evolve. For example, at an early stage of learning, a learner may describe a square as “a shape with four equal sides,” then at a
middle stage, “a rectangle with four equal sides,” and, at a later stage, “a quadrilateral with four equal angles and four equal sides.”

For mathematical terms in a multi-lingual classrooms, it is recommended that the English terms be adopted. Furthermore,
the learner’s language can be used as a tool in learning and understanding mathematics across all levels.

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Key Stage Curriculum and Standards
Key Stage 1 Curriculum
Key Stage 1 (KS 1) of the Mathematics curriculum focuses on Grades 1 to 3 learners. At this stage, the curriculum addresses
the development of early numeracy by focusing on the learners’ understanding of 1-to-4-digit numbers, measures, basic shapes, and
simple data. It also develops their fluency in carrying out procedures or operations involving these mathematical objects in their
various representations (concrete, contextual, verbal, visual, and symbolic). Mastery of early numeracy concepts lays the
groundwork for understanding more complex mathematical concepts and solving more complex problems.
Learning experiences include basic mathematical explorations of these objects and operations that will engage learners in a variety
of thinking processes in real, in situated, and in purely mathematical contexts. The goal of learning experiences is to support and
strengthen the young learners’ interest and appreciation of mathematics as a tool for solving problems and for communicating ideas
in everyday situations.
The learning standards of the Key Stage 1 Mathematics curriculum aim to ensure that learners:

● accurately understand and apply concepts, operations,

procedures, and relationships in solving routine and non-routine
problems related to their day-to-day lives.
●
acquire high-level skills and fluency in the procedures and
processes of mathematics through varied frequent practice and
●
meaningful learning experiences.
●
communicate and represent mathematical concepts and
● understanding using developmentally appropriate

Key Stage 1 Standards

At the end of Grade 3, the learner demonstrates knowledge, skills, and understanding in relation to the curriculum content
domain Number and Algebra (whole numbers up to 10 000; ordinal numbers up to 100 th; addition and subtraction of numbers of up
to 4 digits, and money up to ₱10 000; multiplication and division using 6, 7, 8 and 9 multiplication tables; estimation of products of
two numbers; determination of missing terms contained in patterns; generation of patterns; division of 2- to 4-digit numbers;
estimation of quotients; addition and subtraction of similar fractions); Measurement and Geometry (areas of squares and rectangles;
points, lines, line segments, and rays; parallel, perpendicular, and intersecting lines; measures of mass and capacity; line symmetry;
resulting figure translation; duration of time, elapsed time, and telling and writing time in hours and minutes (using a.m. and p.m.);
composite figures made up of squares, rectangles, triangles, circles, half-circles, and quarter-circles; perimeter of triangles, squares,
and rectangles); Data and Probability (data presented in tables, pictographs, and single bar graphs; outcomes from experiments and

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real-life situations). This knowledge, skills and understanding is applied, with the use of technology, to the processes within
Mathematics of critical thinking, problem solving, communicating, reasoning, and making connections between topic areas.

Key Stage 2 Curriculum

Key Stage 2 (KS 2) of the Mathematics curriculum focuses on Grades 4 to 6 learners. At this stage, the curriculum extends
numbers, algebra, measures, geometry, data and probability. The coverage includes more complex properties, operations, and
problems in different contexts that demand efficient written and mental methods of calculation.
The learning standards of the KS 2 Mathematics curriculum aim to ensure that learners:
●use efficient mental and written mathematical concepts, operations, procedures, relationships, and tools to solve routine and
non-routine real-world problems.
●reason and communicate using precise mathematical language to discuss ideas, investigate problems, and justify solutions.
●exhibit willingness and confidence to explore alternative solutions, and to take risks necessary to solve real-world problems.
●acquire problem-solving and critical thinking skills through real, situated, or purely mathematical problems; and
●enhance appreciation, curiosity, interest, creativity, and other desirable values, attitudes and dispositions in mathematics.

Key Stage 2 Standards

At the end of Grade 6, the learner demonstrates knowledge, skills, and understanding in relation to the curriculum content
domain Number and Algebra (the four operations with decimals; the four operations with different combinations of fractions, whole
numbers, and mixed numbers; ratio and proportion; percentages, and their relationships with fractions and decimals; exponential
form, including calculation using the GEMDAS rules; greatest common factors, least common multiples); Measurement and
Geometry (right, acute, and obtuse; tessellation of shapes; resulting figure after translation, reflection and rotation; units of volume
and capacity; volume of cubes and rectangular prisms; properties of triangles and quadrilaterals; perimeter and area of triangles,
parallelograms, trapezoids; parts of a circle, including circumference; area of a circle; composite figures composed of any two or more
of: triangle, square, rectangle, circle, semi-circle; prisms and pyramids; surface area of solid figures; symmetric figures and designs;
12- and 24-hour time, and world time zones); Data and Probability (presentation and interpretation of data in tabular form and in a
single line graph; double bar graphs and double line graphs; theoretical probability; pie graphs). This knowledge, skills and
understanding is applied, with the use of technology, to the processes within Mathematics of critical thinking, problem solving,
communicating, reasoning, and making connections between topic areas.

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Key Stage 3 Curriculum
Key Stage 3 (KS 3) of the Mathematics curriculum focuses on Grades 7 to 10 learners. At this stage, the curriculum covers
algebra, measurement, geometry, and data and probability with greater emphasis on cognitive development towards self-
directedlearning.
Dealing with more complex and abstract forms, Key Stage 3 concentrates on sets and real numbers, functions, equations,
inequalities, sequences, axiomatic structure of geometry, triangle congruence and similarity, basic trigonometry, basic statistical
measures, and probability.
The learning standards of the KS 3 Mathematics curriculum aim to ensure that learners:
● apply mathematical concepts, operations, procedures, facts,
relationships, and tools to describe, explain, investigate, model,
● and predict phenomena.
reason mathematically, construct plausible arguments, evaluate
● the reasoning of others, and ask useful questions to clarify or
improve arguments.
●
access, use, interpret and communicate mathematical
information and ideas to engage in and manage the
● mathematical demands in various 21st-century contexts.
utilize mathematical thinking in decision making and acquire
problem-solving and critical thinking skills through real,

Key Stage 3 Standards

At the end of Grade 10, the learner demonstrates knowledge, skills, and understanding in relation to the curriculum content
domain Number and Algebra (use of rates; sets and subsets, and the union and intersection of sets; Venn diagrams; operations
using scientific notation; rules for obtaining terms in sequences; earning money, profit and loss, ‘best buys’, buying on terms;
relations and functions; graphs of linear functions, and the identification of domain and range, slope, intercepts, and zeros; direct
and inverse variation; quadratic inequalities in one variable and in two variables; absolute value equations and inequalities in one
variable, and their graphs; radical expressions; the roots of a quadratic equation; quadratic functions; equations reducible to
quadratic equations; equation of a circle and the graph of a circle; compound interest and depreciation); Measurement and
Geometry (volume of square and rectangular pyramids, and cylinders; measures of length, area, surface area, volume, time, and
temperature; volume of pyramids, cones, and spheres; the Pythagorean Theorem; triangle inequality theorems; perpendicular and
parallel lines, and angles formed by parallel lines cut by a transversal; congruence of triangles; congruence proofs; similarity of
polygons; special triangles; triangle theorems and triangle inequality theorems; the laws of sines and the laws of cosines;
translations, reflections, and rotations in the

Page 18 of 68
Cartesian plane; central angles, inscribed angles, and angles and lengths formed by intersecting chords, secants, and tangents of a
circle; sectors and segments of a circle, and their areas); Data and Probability (Fundamental Counting Principle; probabilities of
simple and compound events; box-and-whisker plots, and cumulative frequency histograms and polygons; quartiles, deciles, and
percentiles; interquartile range, and outliers; evaluation of statistical reports; union and intersection of events, dependent and
independent events, and complementary events). This knowledge, skills and understanding is applied, with the use of technology, to
the processes within Mathematics of critical thinking, problem solving, communicating, reasoning, and making connections between
topic areas.

GRADE LEVEL STANDARDS

GRADE GRADE LEVEL STANDARDS
LEVEL
GRADE 1 The learner demonstrates knowledge, skills, and understanding
in relation to the curriculum content domains Number and
Algebra (whole numbers up to 100; ordinal numbers up to 10 th;
addition of numbers with sums up to 20; place value in any 2-
digit number; addition of numbers, with sums up to 100;
subtraction of numbers where both numbers are less than 100;
repeating patterns, fractions ½ and ¼; the denominations and
values of Philippine coins and bills up to ₱100; addition of money
where the sum is up to ₱100 and subtraction of money where
both amounts are less than ₱100); Measurement and Geometry
(simple 2-dimensional shapes; measurement of length and
distance using non-standard units;the movement of objects in
GRADE 2 The learner demonstrates knowledge, skills, and understanding
in relation to the curriculum content domains Number and
Algebra (whole numbers up to 1000, ordinal numbers up to 20 th,;
addition of numbers with sums up to 1000; the denominations
and values of Philippine coins and bills up to ₱1000, and the
addition of amounts of money with sums up to ₱1000;
subtraction of numbers where both numbers are less than 1000;
increasing patterns and decreasing patterns; multiplication and
division of whole numbers using the 2, 3, 4, 5, and 10
multiplication tables; odd and even numbers; unit fractions and
similar fractions with denominators 2, 3, 4, 5, 6, and 8);
Measurement and Geometry (circles, half circles, quarter circles
and composite figures made up of squares, rectangles, triangles,
Page 19 of 68
 the use of technology, to the processes within Mathematics of
critical thinking, problem solving, communicating, reasoning,
and making connections between topic areas.
GRADE 3 The learner demonstrates knowledge, skills, and understanding
in relation to the curriculum content domains Number and
Algebra (whole numbers up to 10 000; ordinal numbers up to
100th; addition and subtraction of numbers of up to 4 digits, and
money up to ₱10 000; multiplication using 6, 7, 8 and 9
multiplication tables; estimation of products of two numbers by
first rounding to the nearest multiple of 10; determination of
missing terms contained in repeating and increasing patterns
and repeating and decreasing patterns; generation of repeating
and increasing patterns, and repeating and decreasing patterns;
division using the 6, 7, 8 and 9 multiplication tables; division of
2- to 4-digit numbers; estimation of quotients by first rounding
the divisor and dividend to the nearest multiple of 10, addition
and subtraction of similar fractions); Measurement and
GRADE 4 The learner demonstrates knowledge, skills, and understanding
in relation to the curriculum content domains Number and
Algebra (whole numbers up to 1 000 000; addition of numbers
with sums up to 1 000 000 and subtraction of numbers where
both numbers are less than 1 000 000; multiplication of whole
numbers with products-up to 1 000 000; division of up to 4-digit
numbers by up to 2-digit numbers, and the MDAS rules;
addition and subtraction of similar fractions, including mixed
numbers; dissimilar and equivalent fractions; factors and
multiples of numbers up to 100; addition and subtraction of
dissimilar fractions; simple patterns; number sentences; decimal
numbers and their relationship to fractions); Measurement and
Geometry (right, acute, and obtuse angles; properties of
GRADE 5 triangles
The learner and quadrilaterals;
demonstrates perimeter
knowledge, of and
skills, quadrilaterals,
understandingand
in relation to the curriculum content domains Number and
Algebra (the GMDAS rules for operations with numbers;
multiplication and division of fractions; decimal numbers with
decimal parts up to ten thousandths; addition and subtraction of
decimal numbers; divisibility rules; prime and composite
numbers; multiplication and division of decimal numbers;
GMDAS rules when performing three or more operations with
fractions and decimals); Measurement and Geometry (12- and 24-
Page 20 of 68
 communicating, reasoning, and making connections between
topic areas.
GRADE 6 The learner demonstrates knowledge, skills, and understanding
in relation to the curriculum content domains Number and
Algebra (the four operations with decimals; the four operations
with different combinations of fractions, whole numbers, and
mixed numbers; ratio and proportion; percentages, and their
relationships with fractions and decimals; exponential form,
including calculation using the GEMDAS rules; common factors,
greatest common factors, common multiples, and least common
multiples); Measurement and Geometry (tessellation of shapes;
translation, reflection, and rotation with shapes; units of volume
and capacity; volume of cubes and rectangular prisms;
perimeter and area of triangles, parallelograms, trapezoids, and
GRADE 7 composite
The figures composed
learner demonstrates of triangles,
knowledge, skills, and squares, and
understanding
in relation to the curriculum content domains Number and
Algebra (application of percentages; use of rates; rational
numbers; square roots of perfect squares, cube roots of perfect
cubes, and irrational numbers; sets and subsets, and the union
and intersection of sets; Venn diagrams; the set of integers, and
comparing and ordering integers; the four operations with
integers; simplification of numerical expressions involving
integers; absolute value of an integer; the solution of simple
equations; the evaluation of algebraic expressions following
substitution; the rearrangement of a formula to make a different
variable the subject of the formula; operations using scientific
notation); Measurement and Geometry (regular and irregular
GRADE 8 polygons
The learnerand their features/properties;
demonstrates determination
knowledge, skills and understanding of
in relation to the curriculum content domains Number and
Algebra (algebraic expressions and operations with monomials,
binomials, and multinomials; special products for binomials,
and factorization of polynomials; rational algebraic expressions
and equations; rules for obtaining terms in sequences; plotting
points, and finding distance and the midpoint of line segments
on the Cartesian coordinate plane; earning money, profit and
loss, ‘best buys,’ buying on terms; linear equations in one
variable; linear inequalities in one variable and their graphs;
linear equations in two variables and their graphs; systems of
Page 21 of 68
 technology, to the processes within Mathematics of critical
thinking, problem solving, communicating, reasoning, and
making connections between topic areas.
GRADE 9 The learner demonstrates knowledge, skills, and understanding
in relation to the curriculum content domains Number and
Algebra (relations and functions; graphs of linear functions, and
the identification of domain and range, slope, intercepts, and
zeros; quadratic equations and graphs of quadratic functions;
the solution of quadratic equations; direct and inverse variation);
Measurement and Geometry (simple geometric concepts and
notations; perpendicular and parallel lines, and angles formed
by parallel lines cut by a transversal; quadrilaterals and their
properties; congruence of triangles; congruence proofs; similarity
of polygons; special triangles; triangle theorems and triangle
GRADE 10 inequality
The learner theorems;
demonstratestheknowledge,
trigonometric ratios
skills, and and their
understanding
in relation to the curriculum content domains Number and
Algebra (quadratic inequalities in one variable and in two
variables; absolute value equations and inequalities in one
variable, and their graphs; radical expressions; the roots of a
quadratic equation; quadratic functions; equations reducible to
quadratic equations; equation of a circle and the graph of a
circle; compound interest and depreciation); Measurement and
Geometry (the laws of sines and the laws of cosines;
translations, reflections, and rotations, in the Cartesian plane;
central angles, inscribed angles, and angles and lengths formed
by intersecting chords, secants, and tangents of a circle; sectors
and segments of a circle, and their areas); and Data and

Page 22 of 68
Grade 1
CONTENT DOMAIN CONTENT STANDARDS LEARNING COMPETENC
The learners should have knowledge and
understanding of ...
Quarter 1
Measurement and 1. simple 2-dimensional shapes and their 1. identify sim
Geometry features. (triangle, r
(MG) 2. and in diff
3. compare a
shapes acc
Number 2. whole numbers up to 100. 4. count up t
and 5. down from
3. ordinal numbers up to 10th. 4. addition of
Algebra number th
(NA) numbers with sums up to 20. 6. number).
models (e.g., number line, block or bar
models, and numerals).
7. compare two numbers up to 20.
8. order numbers up to 20 from smallest to
largest, and vice versa.
9. describe the position of objects using ordinal
numbers: 1st, 2nd, 3rd, up to 10th. 10.compose
and decompose numbers up to 10 using
concrete materials (e.g., 5 is 5 and 0; 4 and
1; 3 and 2; 2 and 3; 1 and 4; 0 and 5).
11.illustrate addition of numbers with
sums up to 20 using a variety of concrete
and pictorial models and describes
addition as “counting up,” and “putting
together.” 12.illustrate by applying the
Performance Standards
By the end of the quarter, the learners are able to …
• identify and distinguish simple 2-dimensional shapes. (MG)
•count, recognize and represent whole numbers up to 100. (NA)
•use ordinal numbers up to 10th to describe position. (NA)
•compare and order numbers up to 20 and perform addition of numbers with sums up to 20. (NA)

Page 23 of 68
Grade 1
Quarter 2
Measurement and 1. measurement of length and distance using 1.
Geometry non-standard units. 2.
(MG)
3.
Number 2. place value in any 2-digit number. 4.
and 5.
3. addition of numbers, with sums up
Algebra 6.
to 100.
(NA)
b.the value of a digit, and

7.
8.
9.
p
i
c
t
o
Performance Standards
By the end of the quarter, the learners are able to …
• use non-standard units to compare and measure length and distance. (MG)
• order and decompose (into tens and ones) numbers up to 100. (NA)
• perform addition of numbers with sums up to 100. (NA)

Page 24 of 68
Grade 1
Quarter 3
Data 1. a pictograph without a scale for the 1. collect data
and representation of data. 2. through a
Probability (DP) 3. present da
4. without a s
Number 2. subtraction of numbers where both numbers 5. illustrate s
and are less than 100. to 20 using
Algebra 6. pictorial m
3. repeating patterns.
(NA) as “taking
7.
find the mi
8. subtraction
to 20.
than 20.
9. subtract nu
less than 1
models, wi
a. 2-digit m
10.subtract numbers by expressing
minuends and subtrahends as tens
and ones (expanded form), without
regrouping.
11.determine the next term/s in a
repeating pattern (patterns could
Performance Standards
By the end of the quarter, the learners are able to …
•represent and interpret data in a pictograph without a scale. (DP)
•perform subtraction of numbers where both numbers are less than 100. (NA)
•extend existing repeating patterns and create new repeating patterns. (NA)

Page 25 of 68
Grade 1
Quarter 4
Number 1. 1 1
1.
and 2 and 4.
fractions 2.
Algebra 2. the denominations and values of Philippine
3.
(NA) coins and bills up to ₱100.
4.
3. addition of money where the sum is up to 5.
₱100 and coins) up to ₱100.
subtraction of money where both amounts 6.
are less than ₱100.
7.

Measurement and 4. the movement of objects in half turn or 8.

Geometry quarter turn, in clockwise or counter 9.
(MG) clockwise direction.
10.give the days of the week and months of the
5. time measured in hours, half hours, quarter year in the correct order.
hours, days, weeks, months, and years. 11.determine the day and month of the year
using a calendar.
12.solve problems involving time (hour, half
hour, quarter hour, days in a week, and months
Performance Standards in a year).
By the end of the quarter, the learners are able to …
• illustrate and compare the fractions 1 1
2 and
• recognize, and determine the value of, Philippine coins and bills up to ₱100. (NA)
• add money where the sum is up to ₱100 and subtract money where both amounts are less than
• ₱100. (NA)
• identify the position of an object following a half turn or quarter turn, in clockwise or counter-
clockwise direction. (MG) identify and work with time measured in hours, half hours, quarter

Page 26 of 68
Grade 2
CONTENT DOMAIN CONTENT STANDARDS LEARNING COMPETENC
The learners should have
knowledge and understanding of ...
Quarter 1
Measurement and 1. circles, half circles, quarter 1. 2.
Geometry circles and composite figures made up of
(MG) squares, rectangles, triangles, circles, half 3.
circles, and quarter circles.
shapes and figures.
2. one step slides and flips of basic shapes
and figures.

Number 3. whole numbers up to 1000. 4. count up to 1000.

and 5. read and write
4. ordinal numbers up to 20th. 5. addition of
Algebra numerals up to 1000.
(NA) numbers with sums up to 1000. 6. recognize and
represent numbers
up to 1000 using a
variety of concrete
and pictorial models,
and numerals.
count by 2s, 5s, 10s,
20s, 50s, and 100s (not
beyond 1000). 7.
8. order numbers up
to 1000 from smallest to
largest, and vice versa.
9. describe the
position of objects using
ordinal numbers up to
20th.

Page 27 of 68
Performance Standards
By the end of the quarter, the learners are able to …
• represent and describe circles, half circles and quarter circles. (MG)
• compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles. (MG) •
describe and draw the effect of one-step slides or flips in basic shapes and figures. (MG)
• count, recognize, and represent, whole numbers up to 1000. (NA)
• use ordinal numbers up to 20th to describe position. (NA)
• perform addition of numbers with sums up to 1000. (NA)

Page 28 of 68
Grade 2
Quarter 2
Number and 1.the denominations and values of Philippine 1. determine and write the value of a number of
Algebra (NA) coins and bills up to ₱1000, and the addition bills, or a number of coins, or a combination of
of amounts of money with bills and coins up to ₱1000 (centavo coins only,
sums up to ₱1000. peso coins only, peso bills only, combined peso
coins and peso bills).
2.
3.
Measurement and 2. measurement, comparison, and estimation of 4.
Geometry length and distance using appropriate tools
5.
(MG) and units.
6.
7.
Number and 3. subtraction of numbers where both numbers 8. illustrate subtraction of 2-digit by 1-digit on
Algebra (NA) are less than 1000. the number line and as an inverse of addition.
4. increasing patterns and decreasing 9. subtract numbers where both
patterns. numbers are less than 100 with
regrouping: a. 2-digit
minus 1-digit numbers, and
b. 2-digit minus 2-digit
numbers.
10.solve problems (given orally or in pictures)
involving subtraction where both numbers are
less than 100, with and without
regrouping.
Performance Standards
By the end of the quarter, the learners are able to …
• determine, and compare the value of, combinations of Philippine coins and bills up to ₱1000. (MG)
• perform addition of amounts of money with sums up to ₱1000. (NA)
• measure, compare, and estimate, length and distance using appropriate units. (MG)
• perform subtraction of numbers where both numbers are less than 1000. (NA)
• extend existing increasing patterns and decreasing patterns and create new increasing patterns and decreasing patterns. (NA)

Page 29 of 68
Grade 2
Quarter 3
Data 1. a pictograph with a scale for the 1. present raw data, or data in tabular form, in
and representation of data. a pictograph with a scale, or vice versa.
Probability (DP) 2. interpret data in tabular form and in a
pictograph with or without scale.
Number 2. multiplication and division of whole numbers 3.
and using the 2, 3, 4, 5, and 10 multiplication
4.
Algebra tables.
p
3. odd and even numbers.
i
c
t
o
r
i
a
l

m
o
d
e
l
s

a
n
Performance Standards
By the end of the quarter, the learners are able to…
•represent and interpret data in a pictograph with a scale. (DP)
•perform multiplication and division of whole numbers using the 2, 3, 4, 5, and 10 multiplication tables. (NA)
•distinguish even and odd numbers. (NA)

Page 30 of 68
Grade 2
Quarter 4
Number 1. unit fractions and similar 1.
and fractions with denominators 2, 3, 4, 5, 6, and 2.
Algebra 8. 3.
(NA) 4.

5.
6.

Measurement and 2. duration of time, elapsed time, and telling and 7. describe the duration of an event in
Geometry writing time in hours and minutes (using terms of number of days and/or weeks
(MG) a.m. and p.m.). using a calendar.
3. straight and curved lines, and flat and curved 8. read and write time in hours and minutes,
surfaces. with a.m. and p.m., using an analog clock. 9.
solve problems involving elapsed time
4. the perimeter of triangles, squares, and (minutes in an hour, hours in a day, days in a
rectangles. week), including timetables.
10.identify and explain the difference between
straight and curved lines, and flat and curved
surfaces of 3-dimensional objects.
Performance Standards
By the end of the quarter, the learners are able to …
•represent, identify, and order unit fractions and similar fractions with denominators 2, 3, 4, 5, 6, and 8.
(NA)•identify and work with time measured in hours, half-hours, quarter hours, days, weeks, months, years. (MG)
•describe duration of time and elapsed time, and read and write time in hours and minutes. (MG)
•distinguish between straight and curved lines, and between flat and curved surfaces. (MG)
•find the perimeter of triangles, squares, and rectangles. (MG)

Page 31 of 68
Grade 3
CONTENT DOMAIN CONTENT STANDARDS
The learners should have knowledge and The learners …
understanding of ...
Quarter 1
Measurement and 1. areas of squares and rectangles. 1. illustrate a
Geometry 2. or rectang
2. points, lines, line segments, and rays.
(MG) explore in
3. parallel, perpendicular, and intersecting 3. formulas f
lines. 4. rectangle
5. find the ar
6. cm and sq
7. solve prob
rectangles
Number 4.whole numbers up to 10 000. 5.ordinal 8. represent numbers up to 10 000 using
and numbers up to 100th. pictorial models and numerals.
Algebra 9. read and write numbers
(NA) up to 10 000 in numerals
and in words. 10.describe
the position of objects using
ordinal numbers up to
100th.
11.deter
min
Performance Standards
By the end of the quarter, the learners are able to …
•determine the area of squares and rectangles. (MG)
•recognize and draw points, lines, lines segments, rays, and parallel and perpendicular lines.
(MG)•represent, round, compare, and order numbers up to 10 000. (NA)

Page 32 of 68
Grade 3
Quarter 2
Measurement and 1. measures of mass and capacity. 1. measure
Geometry and/or m
(MG) 2. measurin
3. estimate
4. kilograms
5. compare
6. of a balan
Number and Algebra (NA) 2. addition and subtraction of numbers of up to 4 6. read and
digits and money up to ₱10 000. money in
and using
7. a. Philipp
8. currency
9. (
₱
10.subtract numbers, where both
numbers are less than 10 000, with
and without regrouping.
11.estimate the difference of two numbers of up
to 4 digits.
12.perform addition and subtraction of 3 to
4 numbers of up to 2 digits, observing
Performance Standards
By the end of the quarter, the learners are able to …
• measure, estimate, and compare mass of objects. (MG)
• measure and estimate capacity. (MG)
• add and subtract whole numbers (including amounts of money) of up to 4 digits. (NA)

Page 33 of 68
Grade 3
Quarter 3
Data 1. data presented in tables and single bar 1. collect da
and graphs. number o
Probability (DP) 2. or tossing
2. outcomes from experiments and real-life
3. present d
situations.
4. (horizonta
5. interpret
(horizonta
solve pro
Number 3. multiplication using 6, 7, 8, and 9 6. multiply numbers using the 6, 7, 8, and 9
and multiplication tables. multiplication tables.
Algebra 7. illustrate and apply properties of
4. properties of multiplication
(NA) multiplication for the 6, 7, 8, and 9
5. multiplication of numbers with and without multiplication tables: a. one multiplied by any
regrouping number is equal to the number;
b. zero multiplied by any number is zero;
6. estimation of products of two numbers by
c. changing the order of the numbers being
first rounding to the nearest multiple of 10.
multiplied does not change the product; d.
7. determination of missing changing the grouping of the numbers being
terms contained in repeating and increasing multiplied does not change the
patterns, and repeating and decreasing product; and
patterns. e. multiplying the sum of two addends by a
number is the same as the sum of the products
8. generation of repeating and increasing
of a number by each addend.
patterns, and repeating and decreasing
8. multiply numbers with an
patterns.

products up to 10 000.
9. estimate the product of 2
factors using multiples of 10.
Performance Standards
By the end of the quarter, the learners are able to …
• present and interpret data in tables and single bar graphs. (DP)
• describe and compare outcomes of events. (DP)
• multiply using 6, 7, 8, and 9 multiplication tables. (NA)
• illustrate and applies properties of multiplication. (NA)
• multiply numbers with and without regrouping. (NA)
• estimate products of two numbers by first rounding to the nearest multiple of 10. (NA)
• find a missing term and generate repeating and increasing patterns, and repeating and decreasing patterns. (NA)
Page 34 of 68
Grade 3
Quarter 4
Number and 1. division using the 6, 7, 8, and 9 1. illustrate division through equal
Algebra (N/A) multiplication tables. jumps on the number line and as
inverse of multiplication.
2. division of
2. divide numbers using the
2- to 4-digit
3. find the missing number
numbers.
3. multiplication or division
estimation of 4. ÷ __= 7).
and dividend to the nearest multiple of
10. b. 2-digit
numbers by
4. addition and subtraction of similar
1-digit
fractions.
number with
remainder,
and c. 2- to
4-digit
Measurement and 5. 6. line symmetry. 9. describe and draw the effect of a two-
Geometry direction multi-step slide (or translation) in
resulting
(M/G) basic shapes and figures.
figure after a
translation. 10.identify shapes or figures that show line
symmetry by drawing the line of symmetry.
Performance Standards
By the end of the quarter, the learners are able to …
•use the 6, 7, 8, and 9 multiplication tables to divide numbers. (N/A)
•divide 2- to 4-digit numbers. (N/A)
•estimate quotients by first rounding the divisor and dividend to the nearest multiple of 10. (N/A)
•add and subtract similar fractions. (N/A)
•identify a symmetrical shape and draw the line of symmetry. (M/G)

Page 35 of 68
Grade 4
CONTENT DOMAIN CONTENT STANDARDS
The learners should have The learners …
knowledge and understanding of ...
Quarter 1
Measurement and 1. measures of angles 1. illustrate
Geometry 2. obtuse) u
2. properties of triangles and
(MG) 3. measure
quadrilaterals. draw and
4.
3. perimeter of quadrilaterals, and composite 5. quadrilate
figures composed of triangles and 6. classify tr
quadrilaterals. 7. to sides a
differentia
Number and 4. whole numbers up to 1 000 000. 8. read and
Algebra (NA) 9. 000 in nu
5. addition of numbers with sums up to 1 000
a.
000 and
th
subtraction of numbers where both numbers
e
are less than
pl
1 000 000.
ac
e
va
lu
e
Performance Standards
By the end of the quarter, the learners are able to …
• illustrate and measure different angles (MG)
• classify triangles and quadrilateral, and differentiate quadrilaterals, by applying their properties. (MG)
• find the perimeter of quadrilaterals and composite figures composed of triangles and quadrilaterals. (MG)
• read, write, and compare whole numbers up to 1 000 000. (NA)
• performs addition of numbers with sums up to 1 000 000 and subtraction of numbers where both numbers are less than 1 000 000. (NA)

Page 36 of 68
Grade 4
Quarter 2
Number and 1. multiplication of whole 1. multiply two numbers with
Algebra (NA) numbers with products-up to 1 000 000, and without regrouping:
division of up to 4-digit numbers by up to a. 3- to 4-digit numbers by a
2-digit numbers, and the 1-digit number, and
MDAS rules. b. 2- to 3-digit numbers by 2-
digit numbers, with products up to
1 000 000.
2.
3.
4.
a
.
Measurement and 2. conversion of units of length, mass, capacity, 8. convert common units of
Geometry and time. measure from larger to smaller
(MG) units, and vice versa: a.
meter and centimeter,
b. kilometer and meter,
c. kilogram and gram,
d. gram and milligram, and
e. liter and milliliter.
9.

b
.

m
i
Number and Algebra (NA) 3. addition and subtraction of similar n
11.identify proper fractions, improper fractions,
fractions, including mixed numbers. and mixed numbers.
12.rewrite improper fractions into mixed
numbers, and vice versa.
13.plot fraction (proper fractions, improper
fractions, and mixed numbers) with
denominators 2, 4, 5, and 10 on the
number line.
14.a

Page 37 of 68
Performance Standards
By the end of the quarter, the learners are able to …
•perform multiplication of whole numbers with products up to 1 000 000. (NA) •perform
division of up to 4-digit numbers by up to 2-digit numbers. (NA)
•perform different operations by applying the MDAS rules. (NA)
•convert units of length, mass, capacity, and time. (MG)
•perform addition and subtraction of similar fractions, including mixed numbers. (NA)

Page 38 of 68
Grade 4
Quarter 3
Number and 1. dissimilar and equivalent fractions. 1. represent dissimilar fractions, with
Algebra (NA) denominators up to 10, using models.
2. factors and multiples of numbers up to
2. compare dissimilar fractions using the
100.
symbols =, >, and <.
3. addition and subtraction of dissimilar 3. order dissimilar fractions from smallest to
fractions. largest, and vice versa.
4. generate equivalent fractions using models.
5. determine equivalent fractions.
6. identify the multiples of given numbers up to
100.
7. find all the factors of a given number up to
100.
8. reduce fractions to simplest form.
9. add and subtract dissimilar fractions using
models.
10.add and subtract dissimilar fractions:
Measurement and 4. symmetric figures with respect to a line 12.identify symmetry with respect to a line.
Geometry 13.complete a figure that is symmetric with
5. resulting images after applying
(MG) respect to a line.
reflection with respect to a line.
14.draws the image of an object after applying
reflection with respect to a line, including glide
reflection.
Performance Standards
By the end of the quarter, the learners are able to …
•represent, compare, and order dissimilar fractions. (NA)
•find factors and multiples of numbers up to 100. (NA)
•identify symmetry with respect to a line, and create figures that have line symmetry. (MG)•perform
reflection with respect to a line, including glide reflection, to obtain images of shapes. (MG)

Page 39 of 68
Grade 4
Quarter 4
Data 1. presentation and 1.
and interpretation of data in tabular form and in 2.
Probability (DP) a single line graph. 3.
4.

Number and 2. simple patterns. 5.

Algebra (NA) 6.
3. number sentences.
4. decimal numbers and their relationship
to fractions. 7.

8.
9.

b
.
t
h
e

Performance Standards
By the end of the quarter, the learners are able to …
•present and interpret data in tabular form and in a single line graph. (DP)
•generate a simple pattern and describe the rule used. (NA)
•complete number sentences to represent number properties and number facts. (NA)
•represent, compare, order, and round decimal numbers. (NA)
•convert decimal numbers to fractions and fractions (with denominators 10 or 100) to decimals. (NA)

Page 40 of 68
Grade 5
CONTENT DOMAIN CONTENT STANDARDS
The learners should have knowledge and The learners …
understanding of ...
Quarter 1
Measurement and 1. 12- and 24-hour time, and world 1. describe a
Geometry time zones. 2. convert 1
(MG) 3. vice-versa
4. solve prob
time.
5. compare
Philippines.
Number and 2. the GMDAS rules for operations with 6. perform t
Algebra (NA) numbers. 7. applying
8. multiply f
3. multiplication of fractions.
9. multiply a
involve addition or subtraction of fractions.
Measurement and 4. area of a parallelogram, triangle, 10.identify the height of a parallelogram, triangle,
Geometry and trapezoid. and trapezoid, in different orientations.
(MG) 11.find the area of a parallelogram,
triangle, and trapezoid, in sq. cm or sq.
m, using formulas.
12.estimate the areas of triangles and
Performance Standards
By the end of the quarter, the learners are able to …
• use 12- and 24- hour time. (MG)
• compare the time in world time zones with the time in the Philippines. (MG)
• use the GMDAS rules for 3 or more different operations. (NA)
• multiply fractions. (NA)
• determine the area of a parallelogram, triangle, and trapezoid. (MG)

Page 41 of 68
Grade 5
Quarter 2
Number and 1.division of fractions. 1. divide fra
Algebra (NA) 2. divide a f
2.decimal numbers with decimal parts up to
3. solve mul
ten thousandths.
fractions
3. addition and subtraction of decimal 4. other ope
numbers. a.the place value to
thousandths of a digit in
4. divisibility rules. a given decimal number,
5. prime and composite numbers. b.the value of a digit, and

c.the digit of a number,

given its place value.
5. read and
6. parts to t
7. convert te
8. vice versa
9. compare
10.solve multi-step problems involving
addition and/or subtraction of decimals,
including problems involving money.
Performance Standards
By the end of the quarter, the learners are able to …
•divide fractions. (NA)
•compare, order, and round decimals to the nearest one thousandth. (NA)
•add and subtract decimal numbers. (NA)
•use divisibility rules. (NA)
•distinguish prime numbers from composite numbers. (NA)

Page 42 of 68
Grade 5
Quarter 3
Data 1. double bar graphs and double line graphs. 1. collects b
and 2. questionn
2. theoretical probability.
Probability (DP) 3. sources.
4. graph or
5. of data. c
double lin
6. interpret
7. or a doub
8. draw con
Number and 3. multiplication and division of decimal 9. estimate each of two decimal numbers
Algebra (NA) numbers. to the nearest whole number to estimate
their product.
10.multiply decimal numbers with decimal parts
of up to 2 decimal places.
11.solve multi-step problems involving
multiplication of decimals that may or may
not also involve addition or subtraction of
decimals, including problems involving money.
12.estimate the quotient when dividing two
decimal numbers by estimating the dividend and
divisor to the nearest whole number.
13.divide:
Performance Standards
By the end of the quarter, the learners are able to …
• identify, construct, and interpret double bar graphs and double line graphs. (DP)
• draw conclusions and make inferences from data represented in double bar graphs and double line graphs. (DP) •
calculate theoretical probability. (DP)
• multiply and divide decimal numbers. (NA)

Page 43 of 68
Grade 5
Quarter 4
Number and 1. GMDAS rules when performing 1. solve mul
Algebra (NA) three or more operations with decimals
2.
fractions and decimals. other ope
problems
perform t
Measurement and 2. prisms and pyramids. 3. illustrate
Geometry 4. and picto
3. surface area of solid figures.
(MG) 5. relate pla
4. cubes and rectangular prisms. 6. concrete
7. describe a
5. resulting image after rotation
8. pyramids
9. edges. illu
10.describe and distinguish cubes and
rectangular prisms.
11.estimate the volume of a cube and of a
rectangular prism using non-standard units
of measurement.
Performance Standards
By the end of the quarter, the learners are able to …
•apply the GMDAS rules with operations with fractions and decimals. (NA)
•illustrate and describe solid figures and their nets. (MG)
•determine the surface area of solid figures. (MG)
•distinguish between cubes and rectangular prisms, and estimate their volumes.
(MG)•draw the image of an object after applying rotation about a point (MG)

Page 44 of 68
Grade 6
CONTENT DOMAIN CONTENT STANDARDS
The learners should have knowledge and The learners …
understanding of...
Quarter 1
Measurement and 1. tessellation of shapes. 1. explore whether or not a shape tessellates.
Geometry 2. tessellate a surface using different shapes,
2. translation, reflection and
(MG) including triangles, squares, and rectangles.
rotation with shapes 3. draw resulting images of shapes that
Number and 2. the four operations with decimals. undergo translation, reflection, rotation
4. add and s
Algebra (NA) of up to 4
3. the four operations with different combinations 5.
solve mul
of fractions, whole numbers, and mixed
6. and/or su
numbers.
problems
7. mentally
8. places by
1000.
a. 1- to 2-digit whole numbers resulting in a
repeating (non-terminating) decimal

9.
a. decimals of up to
4 decimal places by
0.1, 0.01, and 0.001,
and b. decimals of
up to 2 decimal
places by 10, 100,
and 1000.
10.solve problems involving division of
decimals that may or may not involve the
other operations with decimals
and/or whole numbers.
Performance Standards
By the end of the quarter, the learners are able to …
•tessellate a surface using different shapes. (MG)
•perform the four operations with decimals. (NA)
•perform the four operations with different combinations of fractions, whole numbers, and mixed numbers. (NA)

Page 45 of 68
Grade 6
Quarter 2
Number and 1.ratio and proportion. 1.
Algebra (NA)
2.percentages, and their relationships with
fractions and describe the
decimals. relationship
between
3. exponential form, quantities
including calculation using the GEMDAS using ratio
rules. for: a.
part-whole
relationship
s, and

2.
3.
4.
5.
Performance Standards
By the end of the quarter, the learners are able to …
• describe and apply the concepts of ratio and proportion. (NA)
• relate percentages to fractions and decimals. (NA)
• evaluate, and perform calculations with, numbers expressed in exponential form. (NA)

Page 46 of 68
Grade 6
Quarter 3
Measurement and 1. units of volume and capacity. 1. 2. 3. 4. 5. 6. 7.
Geometry
2. volume of cubes and rectangular
(MG)
prisms.
3. perimeter and area of
triangles, parallelograms, trapezoids, and
composite figures composed of
triangles, squares, and rectangles.
rectangles. 8. solve problems involving the perimeter
and area of triangles, parallelograms,
4. parts of a circle, including
trapezoids, and composite figures
circumference. composed of triangles, squares, and
rectangles.
9. draw circles with different radii using a pair
of compasses.
10.identify and describes the parts of a circle.
Performance Standards
By the end of the quarter, the learners are able to …
•convert between units of volume and capacity. (MG)
•find the volume of cubes and rectangular prisms. (MG)
•find the perimeter and area of triangles, parallelograms, trapezoids, and composite figures composed of triangles, squares, and rectangles. (MG)
•describe the parts of a circle. (MG)
•use pi (𝜋) to calculate the circumference of a circle. (MG)

Page 47 of 68
Grade 6
Quarter 4
Measurement and 1.area of a circle 1. 2. 3.
Geometry
2.composite figures
(MG)
composed of any two or more of: triangle,
rectangle, circle, and semicircle.
square, rectangle, circle, semi-
4. solve problems involving circumference and
circle.
area of circles, and composite figures.

Data 3. pie graphs. 5. find the angle measures and/or percentages

and based on the given data for a pie graph.
Probability (DP) 6. construct a pie graph using appropriate tools.
7. interpret data presented in a pie graph.
8. interpret data from digital media that are
presented in tabular or graphical form.
Number and 4. common factors, 11.determine the common factors and the
Algebra (NA) greatest common greatest common factor (GCF) of two numbers
factors, common using the following methods: listing, prime
multiples, and least common multiples. factorization, and continuous division.
12.find the common multiples and least common
multiple (LCM) of two numbers using the
Performance Standards
By the end of the quarter, the learners are able to …
• find the area of a circle. (MG)
• find the area of composite figures composed of any two or more of: triangle, square, rectangle, circle, semi-circle. (MG)
• construct and interpret pie graphs. (DP)
• find common factors, greatest common factors, common multiples, and least common multiples. (NA)

Page 48 of 68
Grade 7
CONTENT DOMAIN CONTENT STANDARDS
The learners should have The learners …
knowledge and understanding of ...
Quarter 1
Measurement and Geometry (MG) 1. regular and irregular polygons and 1. draw and describe regular and irregular
their features/properties. polygons with 5, 6, 8, or 10 sides, based on
measurements of sides and angles, using a
2. determination of measures of angles and
ruler and protractor.
number of sides of polygons.
2. draw triang
3. regular pol
given angle
4. describe an
and whether they are convex or non-convex.
5. deduce the
exterior an
Number and 3. application of percentages. 6.
7
Algebra (NA) .
4. use of rates.
5. rational numbers. s
o
l
v
e

p
r
Performance Standards o
By the end of the quarter, the learners are able to …
• draw, and describe the features/properties of, regular and irregular polygons. (MG)
• use percentages in different contexts. (NA)
• identify and use rates. (NA)
• create a financial plan. (NA)
• describe, order, and perform operations on, rational numbers. (NA)

Page 49 of 68
Grade 7
Quarter 2
Number and 1. square roots of perfect 1. determine
Algebra (NA) squares, cube roots of perfect cubes, and 2. and the cu
irrational irrational n
numbers. cube roots,
Measurement and 2. conversion of units of measure. 3. convert un
Geometry Internation
3. volume of square and 4.
(MG) across diffe
rectangular pyramids, and cylinders.
identification of the formula.
5. find the vol
6. solve probl
7. cylinders.
explore ind
8. rectangula
9. prisms, lea
formula.
Number and 4. sets and 10.describe sets and their subsets, the union of
Algebra (NA) subsets, and the sets, and the intersection of sets
11.illustrate sets and their subsets, the union
union and of sets, and the intersection of sets, through
5.
intersection of the use of Venn diagrams.
Performance Standards
By the end of the quarter, the learners are able to …
•determine square roots of perfect squares and cube roots of perfect cubes, and identify irrational numbers. (NA)
•convert units of measure from different systems of measure. (MG)
•find the volume of square and rectangular pyramids, and the volume of cylinders. (MG)
•describe sets and their subsets, and the union and intersection of sets. (NA)
•illustrates sets and subsets, and union and intersection of sets, using Venn diagrams. (NA)

Page 50 of 68
Grade 7
Quarter 3
Data 1.data collection and sampling techniques, and 1. investigate
and the 2. sampling te
Probability (DP) presentation of data in 3. organize st
appropriate tables and graphs. distribution
4. use approp
2.interpretation of statistical graphs.
organized d

Number and 3.the set of integers, and comparing and 5. describe th

Algebra (NA) ordering integers. 6. use positiv
describe di
4.the four operations with integers.
7. real-life sit
5.simplification of numerical 8. locate integ
expressions involving integers. 9. compare an
models (e.g., bar models, number lines), and
6.absolute value of an integer. with integers written as numerals.
10.multiply and divide integers.
11.simplify numerical expressions involving
integers using number properties and the order
of operations (GEMDAS).
Performance Standards
By the end of the quarter, the learners are able to …
•collect data, and organize data in a frequency distribution table. (DP)
•represent and interpret data in different types of graphs. (DP)
•compare and order integers, including through the use of the number line. (NA)
•perform the four operations with integers. (NA)
•simplify numerical expressions involving integers. (NA)
•identify the absolute value of an integer. (NA)

Page 51 of 68
Grade 7
Quarter 4
Number and 1. the 1. solve simpl
Algebra (NA) solution of 2. models to f
2. simple 3. distinguish
equations. 4. algebraic e
5. evaluate al
the evaluation 6. value/s of
3. of algebraic 7. translate v
formula to makeexpressions
a different variable the 8. expression
subject of the formula. 9. illustrate th
solve one v
Data 4. outcomes from experiments. 10.collect data from experiments (e.g.,
and number of heads obtained when
Probability (DP) tossing a coin, a number of times,
number of prime numbers obtained
when rolling a die a number of times).
11.express outcomes in words and/or symbols,
Number and 5. operations using scientific and represents
11.write numbers outcomes in tables
in scientific and/or
notation to
Algebra (NA) notation. represent very large or very small numbers,
and vice versa.
12.perform operations on numbers expressed in
Performance Standards
By the end of the quarter, the learners are able to …
•solve simple equations. (NA)
•substitute into an algebraic expression to evaluate the expression. (NA)
•rearrange a formula to make a different variable the subject of the formula. (NA)
•gather data from experiments and represent the data in different forms. (DP)
•write numbers in scientific notation and perform operations on numbers written in scientific notation. (NA)

Page 52 of 68
Grade 8
CONTENT DOMAIN CONTENT STANDARDS
The learners demonstrate knowledge and The learners…
understanding of...
Quarter 1
Data 1. measures of central tendency of ungrouped 1. determine measures of central tendency of
and data. ungrouped data.
Probability (DP) 2. draw conclusions from statistical data using
the measures of central tendency.
Number and 2. algebraic expressions and 3.
Algebra (NA) operations with monomials, binomials, 4.
and multinomials. 5.
3, special products for binomials, and 6.
factorization of polynomials. the distributive property with various
techniques and models.
4. rational algebraic expressions and 7.
equations. 8.
5. rules for obtaining terms in
sequences. 9.
10.simplify rational algebraic expressions.
11.perform operations on rational algebraic
expressions.
12.solve problems involving simple rational
algebraic equations (using cross-multiplication).
13.formulate the rule for finding the next term in
Performance Standards
By the end of the quarter, the learners are able to …
• determine measures of central tendency of ungrouped data and use the measures to draw conclusions. (DP)
• add and subtract monomials, and multiply combinations of monomials, binomials, and multinomials. (NA)
• obtain special binomial products. (NA)
• factorize different types of polynomials. (NA)
• simplify, and operate with, rational algebraic expressions and solve simple rational algebraic equations. (NA)
• obtain the rule for finding the next term in a sequence. (NA)

Page 53 of 68
Grade 8
Quarter 2
Number and 1. plotting points, and finding 1. illustrate
Algebra (NA) distance and the midpoint of line segments 2. coordinat
on the Cartesian coordinate plane. plot point
3. plane and
point on t
Measurement and 2. volume of pyramids (other than square and 4. explore inductively the volume of pyramids
Geometry rectangular other than square and rectangular pyramids.
(MG) pyramids), cones, and spheres. 5. find the volume of pyramids other than
3. the Pythagorean Theorem. square and rectangular pyramids.
6. solve problems involving volume of
4. triangle inequality theorems.
pyramids.
7. explore inductively the volumes of cones
and spheres, leading to their formulas.
8. find the volumes of cones and spheres.
9. solve problems involving the volume of
cones and spheres.
10.apply the Pythagorean Theorem in finding the
Number and 5. earning money, profit and loss, ‘best buys’, 12. solve financial problems involving:
Algebra (NA) buying on terms. a.earning money,
b.profit and loss,
c.buying amounts of products that
represent the best value (‘best
Performance Standards
By the end of the quarter, the learners are able to …
• plot points, find the distance between two points, and find the midpoint of line segments, on the Cartesian coordinate plane. (NA)
• finds the volume of pyramids other than square and rectangular pyramids, and the volumes of cones and spheres. (MG) •
use the Pythagorean theorem to find sides in right triangles and its converse to classify triangles. (MG)
• use the triangle inequality theorems to establish results for angles and sides in triangles. (MG)
• solve financial problems involving earning money, profit and loss, “best buys,” and buying on terms. (NA)

Page 54 of 68
Grade 8
Quarter 3
Number and 1. linear equations in one variable. 1.
Algebra (NA) 2.
2. linear inequalities in one variable and their
graphs.
3.
3. linear equations in two variables and their 4.
graphs. 5.
6.
4. systems of linear equations in two
7.
variables.
8.
5. linear inequalities in two variables.
b
.

t
h
e

s
l
o
p
e

a
Performance Standards
By the end of the quarter, the learners are able to …
• solve linear equations and linear inequalities in one variable. (NA)
• graph linear inequalities in one variable. (NA)
• graph linear equations in two variables. (NA)
• solve a system of linear equations graphically and algebraically. (NA)
• use linear inequalities in two variables in the solution of problems. (NA)

Page 55 of 68
Grade 8
Quarter 4
Data 1. measures of variability for ungrouped data. 1.
and
2. interpretation and
Probability (D/P) 2.
analysis of graphs from primary and
3.
secondary data.
4.
3. experimental and 5.
theoretical probability.
6.
4. the Fundamental Counting Principle.
7.

8.
9.
10.calculate the probability of simple
combined events by listing, or by possibility
diagrams or tree diagrams.
11.solve problems involving experimental
Performance Standards
By the end of the quarter, the learners are able to …
• calculate measures of variability for ungrouped data. (DP)
• interpret and analyze graphs from primary and secondary data. (DP)
• determine the number of possible outcomes of an experiment using the Fundamental Counting Principle. (DP)
• calculate the probability of a single event and the probability of simple combined events. (DP)

Page 56 of 68
Grade 9
CONTENT DOMAIN CONTENT STANDARDS
The learners demonstrate knowledge and The learners …
understanding of ...
Quarter 1
Measurement and 1. simple geometric concepts and 1. illustrate and describe point, line, ray, line
Geometry notations. segment, angle, and plane using models and
(MG) geometric notations.
2. perpendicular
2. 3. 4. construct
and parallel
identify th
parallel lines cut by a transversal.
formed by
determine
Number and 3. relations and functions. 5. 6. identify re
Algebra (NA) the definit
4. graphs of linear functions, and the representations.
identification of domain and range, slope, 7. 8. express th
intercepts, and zeros. variables a
a
.

g
r
a
p
h
s
,

b
Performance Standards
By the end of the quarter, the learners are able to …
• illustrate and describe points, lines, rays, line
• segments, angles, and planes. (MG)
• construct perpendicular and parallel lines. (MG)
•
• determine the measure of the angles formed by
parallel lines cut by a transversal. (MG) identify

Page 57 of 68
Grade 9
Quarter 2
Measurement and 1. parallelism and 1. determine
Geometry perpendicularity of lines. 2. parallelism
(MG) 3. classify qu
2. different quadrilaterals and
definitions
their properties.
4. use prope
3. congruence of triangles. measures
5. height, an
4. congruence proofs.
6. solve prob
rectangles
7. applying t
8. prove prop
9. the releva
formulates proofs involving them.
10.use the triangle congruence
postulates and theorems to illustrate
congruence of triangles, including
CPCTC (definition of congruent
triangles).
11.solve problems involving right triangle
congruence theorems, isosceles triangle theorem,
perpendicular bisector theorem, and midline
theorem
Performance Standards
By the end of the quarter, the learners are able to …
•determine the conditions for lines to be parallel or perpendicular. (MG)
•use geometric properties to find unknown sides and angles of quadrilaterals. (MG)
•apply the triangle congruence postulates and theorems. (MG)
•construct and justify the construction of segments, angles, and triangles. (MG)
•construct proofs of the congruence of triangles. (MG)

Page 58 of 68
Grade 9
Quarter 3
Number and 1. quadratic equations and graphs of quadratic 1. represent
Algebra (N/A) functions. 2. modelled u
graph equ
2. the solution of quadratic equations.
3. represent
such as
4. interpret fe
and 𝑦= 𝑎𝑥2+ 𝑏𝑥+ 𝑐 into the form 𝑦=
𝑎(𝑥−ℎ)2+ 𝑘, and vice versa.
5. sketch the
6. expressed
and on the properties of the quadratic
function 𝑦= 𝑎(𝑥−ℎ)2+ 𝑘.
7. find the ze
factored a
8.
algebraica
s
b
Measurement and 3. similarity of polygons. 4. special 10.illustrate similarity of polygons.
Geometry triangles. 11.illustrate and apply triangle similarity
(MG) theorems in different situations.
12.solve problems involving triangle similarity.
13.solve problems involving measures of sides
Number and 5. direct and inverse variation. 13.illustrate real-life situations that involve
Algebra (NA) direct variation and real-life situations that
involve inverse variation.
14.translate a relationship between two
quantities into a variation statement
Performance Standards
By the end of the quarter, the learners are able to …
•represent quadratic relationships. (NA)
•interpret features of a parabola. (NA)
•express quadratic functions in different forms. (NA)
•sketch the graph of a quadratic function. (NA)
•solve quadratic equations. (NA)
•illustrate and apply similarity of polygons, including triangles. (MG)
•apply direct and inverse variation. (NA)

Page 59 of 68
Grade 9
Quarter 4
Measurement and 1. triangle theorems and triangle 1. solve prob
Geometry inequality theorems. bisector th
(MG) 2. theorems
2. the trigonometric ratios and their
3. midline th
application.
explain th
to the angles of the special triangles.
4. find the va
5. and tange
6. angle. use
7. in solving
trigonometric ratios.
Data 3. interpretation and analysis of data to assess 8. interpret and analyze data from the digital
and whether the data may be misleading. media that are in tabular or graphical form to
Probability (DP) assess whether the data may be misleading.
4. probabilities of simple and 9. illustrate simple and compound events.
compound events. 10.determine the probabilities of simple and
compound events.
11.solve problems involving probabilities of
Performance Standards
By the end of the quarter, the learners are able to …
•apply triangle theorems and triangle inequality theorems. (MG)
•apply trigonometric ratios to solve right triangles. (MG)
•interpret and analyze data to assess whether the data may be misleading. (DP)
•determine the probabilities of simple and compound events. (DP)

Page 60 of 68
Grade 10
CONTENT DOMAIN CONTENT STANDARDS
The learners demonstrate knowledge and The learners …
understanding of ...
Quarter 1
Measurement and 1. the laws of sines and the laws of 1. 2. 3. 4. apply laws
Geometry cosines. triangles,
(MG) 5. apply laws
2. translations, reflections, and oblique tri
rotations, in the Cartesian plane. describe t
Cartesian
Number and 3. quadratic inequalities in one variable 6. illustrate on the number line quadratic describe t
Algebra (NA) and in two variables. inequalities in one variable.
7. solve quadratic inequalities in one variable
4. absolute value equations and inequalities in
and expresses solutions in various notations. 8.
one variable and their graphs.
solve problems involving quadratic
inequalities in one variable.
9. solve quadratic inequalities in two variables.
10.determine the region of solutions of a linear or
quadratic inequality in two variables.
Performance Standards
By the end of the quarter, the learners are able to …
•find sides and angles in oblique triangles using the laws of sines and the laws of cosines. (MG)
•describe translations, reflections, and rotations in the Cartesian plane. (MG)
•solve and graph the solutions of quadratic inequalities in one variable and in two variables. (NA)
•solve absolute value equations in one variable and absolute value inequalities in one variable, and graph the solutions. (NA)

Page 61 of 68
Grade 10
Quarter 2
Data 1. box-and-whisker plots, and cumulative 1.
and frequency 2.
Probability (DP) histograms and polygons.
3.
2. quartiles, deciles, and
percentiles; interquartile range, and outliers.
4.
5.
Number and 3. radical expressions. 6. illustrate the laws of rational non-integral
Algebra (NA) exponents.
4. the roots of a quadratic equation.
7. simplify radical expressions.
5. quadratic functions. 8. perform operations involving radical
expressions, including rationalizing the
6. equations reducible to quadratic
denominator.
equations.
9. determine the nature of roots of a quadratic
equation using the discriminant.
10.determine the equation of a quadratic
function given:
a. a table of values
Performance Standards
By the end of the quarter, the learners are able to …
•construct and interpret box-and-whisker plots, and cumulative frequency histograms and polygons. (DP)
•calculate quartiles, deciles, and percentiles; interquartile range, and outliers. (DP)
•simplify, and perform operations, involving radical expressions. (NA)
•determine the nature of roots of a quadratic equation. (NA)
•determine the equation of a quadratic function. (NA)
•solve equations reducible to quadratic equations and radical equations. (NA)

Page 62 of 68
Grade 10
Quarter 3
Number and 1. equation of a circle and the graph of a 1.
Algebra (NA) circle. 2.
3.
4.

5.

Data 2. evaluation of statistical reports. 6.

and 7.
3. union and intersection of events,
Probability (DP) 8.
dependent and independent events,
9.
and complementary events.
a.union and intersection of events,
including mutually and non-mutually
exclusive events; b.dependent and
independent events, including conditional
probability where the solution is
limited to the use of contingency tables or
Performance Standards
By the end of the quarter, the learners are able to …
•transform the equation of a circle from center-radius form to general form, and vice versa, and determine the center and radius from a given
equation. (NA)
•graph a circle from a given equation of the circle. (NA)
•evaluate statistical reports. (DP)
•calculate probabilities in relation to union and intersection of events; dependent and independent events; and complementary events. (DP)

Page 63 of 68
Grade 10
Quarter 4
Number and 1. simple interest, compound interest, 1.
Algebra (NA) and depreciation. 2.
3.
4.
5.
a
m
o
u
n
t
s
Measurement and 2. central angles; inscribed 7. 8.
Geometry angles; and angles and
(MG) lengths formed by
intersecting chords, secants, and tangents of
a circle. b. inscribed
angles,
3. sectors and segments of a circle, and their
c. angles
areas.
formed by two
intersecting
chords,
d. angles
formed by two
secants
intersecting
outside the
circle, e.
angles formed
Performance Standards
By the end of the quarter, the learners are able to …
•calculate compound interest and depreciation. (NA)
•apply properties and relationships of central angles, inscribed angles, chords, secants, and tangents of circles. (MG)
•define sectors and segments of a circle, and find their areas. (MG)

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Curriculum Organization
It is proposed that the curriculum organizers described below are used together to form the curriculum description in the
Grades 1 to 10 Mathematics Curriculum Guide. The definitions (in italics) within this section are drawn from DepEd Order No. 8,
s.2015 and DepEd Order No. 21, s. 2019.

1) Standard – In its broadest sense, it is something against which

other things can be compared to for the purpose of determining
2) accuracy, estimating quantity or judging quality. It is a stated
expectation of what one should know and be able to do.
3) Key Stage – This refers to stages in the K to 12 Program reflecting
distinct developmental milestones. These are Key Stage 1
4) (Kindergarten – Grade 3), Key Stage 2 (Grades 4 – 6), Key Stage 3
(Grades 7 – 10), and Key Stage 4 (Grades 11 and 12).
after learning a particular learning area in relation to the core learning area standard.
5) Content Domain** – This is a particular strand (or ‘domain’) of the curriculum in which the scope and sequence of a set of related
topics and skills are covered.
6) Content Standard – The content standardsidentify and set the essential knowledge and understanding that should be
learned.They cover a specified scope of sequential topics within each learning strand, domain, theme, or component. Content
standardsanswer the question, “What should the learners know?”
7) Learning Competency – This refers to a
of difficulty and performance levels. It also refers to the ability to perform activities
according to the standards expected by drawing from one’s knowledge, skills, and
attitudes. 8) Performance Standard – The
in relation to the content standards andperformance
integration standards describe
of 21st century the The
skills.
integration of knowledge, understanding, andskills is expressed through creation,
innovation, and adding value to products/performance during independent work or
incollaboration with others.

*
presented provide guidance in the writing of the content standards, learning competencies and performance standards.

** The content domains proposed for the K to 10 Mathematics curriculum are Number and Algebra, Measurement and Geometry, and Data and Probability.

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