Republic of the Philippines

Department of Education
DepEd Complex,
Meralco Avenue
Pasig City

K to 12 CURRICULUM GUIDE

MATHEMATICS
(Grade 1 to 2)

December 2012
 K TO 12 MATHEMATICS

CONCEPTUAL FRAMEWORK

Mathematics is one subject that pervades life at any age, in any circumstance. Thus, its value goes beyond the classroom and
the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.

The twin goals of mathematics in the basic education levels, K-10 are Critical Thinking and Problem Solving. We adopt the definition of
critical thinking by Scriven and Paul (1987):

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief
and action.

On the other hand, we define Problem Solving in mathematics using Polya’s (1945 & 1962) definition:

Mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.

These two goals are to be achieved with an organized and rigorous curriculum content, a well-defined set of high-level skills and
processes, desirable values and attitudes, and appropriate tools, recognizing as well the different contexts of Filipino learners.

There are five content areas in the curriculum, as adopted from the framework prepared by MATHTED & SEI (2010): Numbers and
Number Sense, Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.

The specific skills and processes to be developed are: knowing and understanding; estimating, computing and solving; visualizing and
modeling; representing and communicating; conjecturing, reasoning, proving and decision-making, and: applying and connecting.

The following values and attitudes are to be honed as well: accuracy, creativity, objectivity, perseverance, and productivity.

We recognize that the use of appropriate tools is needed in teaching mathematics. These include: manipulative objects,
measuring devices, calculators and computers, Smartphones and tablet PCs, and the Internet.

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We define context as a locale, situation or set of conditions of Filipino learners that may influence their study and use of mathematics to
develop critical thinking and problem solving skills. Contexts refer to beliefs, environment, language and culture that include traditions and
practices, and learner’s prior knowledge and experiences.

The framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning,
Reflective Learning, Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is
grounded in these theories.

Experiential learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential
learning theory defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from
the combination of grasping and transforming experience" (Kolb, 1984, p. 41). Situated learning, theorized by Lave and Wenger, is learning in
the same context on which concepts and theories are applied.

Reflective learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations.
Deeper learning occurs when learners are able to think about their experiences and process these allowing them the opportunity to make
sense and meaning of their experiences.

Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his own experiences
and connects them to new ideas that are encountered.

Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and discovering new ideas. Discovery and Inquiry-
based learning (Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships
and concepts.

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Figure 1. The Conceptual Framework of Mathematics Education

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BRIEF COURSE DESCRIPTION

Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic and reasoning.
Mathematics is also a tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts
and ideas are effectively expressed.

The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and
Probability. Numbers and Number Sense as a strand includes concepts of numbers, properties, operations, estimation and their applications.

Measurement as a strand includes the use of numbers and measures to describe, understand and compare mathematical and concrete
objects. It focuses on attributes such as length, mass and weight, capacity, time, money and temperature among others, as well as applications
involving perimeter, area, surface area, volume and angle measure.

Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning
and geometric modeling and proofs.

Patterns and Algebra as a strand studies patterns, relationships and changes among shapes and quantities and includes the use of
algebraic notations and symbols, equations and most importantly, functions, to represent and analyze relationships.

Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables and graphs,
understanding, analyzing and interpreting data, dealing with uncertainty and making predictions and outcomes.

The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it p rovides
necessary concepts and life skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of
our beloved country, the Philippines.

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LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of key concepts and principles of mathematics
as applied, using appropriate technology, in problem solving, critical thinking, communicating, reasoning, making connections,
representations, and decisions in real life.

KEY STAGE STANDARDS:

K–3
At the end of Grade 3, the learner
demonstrates understanding and appreciation
of key concepts and skills involving numbers
and number sense, measurement, geometry,
patterns and algebra, statistics and probability
as applied, using appropriate technology, in
critical thinking, problem solving, reasoning,
communicating, making connections,
representations and decisions in real life.
4–6
At the end of Grade 6, the learner
demonstrates understanding and appreciation
of key concepts and skills involving numbers
and number sense, measurement, geometry,
patterns and algebra, statistics and probability
as applied, using appropriate technology, in
critical thinking, problem solving, reasoning,
communicating, making connections,
representations and decisions in real life.
7 – 10
At the end of grade 10, the learner
demonstrates understanding and appreciation
of key concepts and skills involving numbers
and number sense, measurement, patterns and
algebra, geometry, probability and statistics,
and trigonometry as applied, using appropriate
technology, in critical thinking, problem solving,
communicating, reasoning, making
connections, representations, and decisions in
real life.

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GRADE LEVEL STANDARDS:

GRADE LEVEL GRADE LEVEL STANDARDS

The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to
K 20, space and measurement, simple geometric figures, pre-algebra concepts and data collection as applied, using
appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
GRADE 1 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to
100, fractions, measurement, simple geometric figures, pre-algebra concepts, data collection and representation as
applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.

GRADE 2 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to
1 000, fractions, measurement and geometric figures, pre-algebra concepts, data collection, representation and
analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
GRADE 3
The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to
10 000, fractions, measurement, geometric figures, pre-algebra concepts, data collection, representation and
analysis as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
GRADE 4 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to
100 000, fractions, decimals including money, ratio, angles, plane figures like square, rectangle, and triangle,
measurement (perimeter, area of triangle, parallelogram and trapezoids, volume of cubes and rectangular prisms,
pre-algebra concepts, data collection, representation and analysis as applied, using appropriate technology, in
critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in
real life.
GRADE 5 The learner demonstrates understanding and appreciation of key concepts and skills involving whole numbers up to
10 000 000, fractions, decimals including money, ratio, percent, geometry (circles and five or more-sided polygons),
measurement (circumference, area of circle, volume of cubes and rectangular prisms, temperature) ,pre-algebra
concepts, data collection, representation and analysis as applied, using appropriate technology, in critical thinking,
problem solving, reasoning, communicating, making connections, representations and decisions in real life.
GRADE 6 The learner; demonstrates understanding and appreciation of key concepts and skills involving fractions, decimals
including money, ratio and proportion, percent, rate, integers, geometry (spatial figures), measurement (surface
area, volume, meter reading), pre-algebra concepts, data collection, representation and analysis, probability,
expressions and equations as applied, using appropriate technology, in critical thinking, problem solving, reasoning,

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communicating, making connections, representations and decisions in real life.

GRADE 7 The learner demonstrates understanding of key concepts and principles of number sense, measurement, algebra,
geometry, probability and statistics as applied, using appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections, representations and decisions in real life.
GRADE 8 The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and
statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations, and decisions in real life.
GRADE 9 The learner demonstrates understanding of key concepts and principles of algebra, geometry, and trigonometry as
applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
GRADE 10 The learner demonstrates understanding of key concepts and principles of number sense, algebra, geometry,
probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning,
communicating, making connections, representations and decisions in real life.

Time Allotment:

Grade 1 2 3 4 5 6 7 8 9 10
Daily 50 50 50 50 50 50 min
min min min min min
Weekly 4 4 4 4
hours hours hours hours

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GRADE 1

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

Numbers and demonstrates an
Number Sense understanding of the key
concepts of numbers.
demonstrates an
understanding of the
terms and language used
in relation to money.
explore the concepts recognizes cardinal numbers from 0 to 100.
of numbers and counts and tells the number of objects in a given set by
compare these in ones and tens.
various context. identifies the number that is one more or one less from a
given number.
composes and decomposes a given number.
regroups sets of ones into sets of tens and sets of tens
into hundreds using objects.
compares two sets using the expressions “less than,”
“more than,” and “as many as.”
orders sets from least to greatest and vice versa.
counts by 2’s, 5’s and 10’s through 100.
reads and writes numbers up to 100 in symbols and in
words.
identifies the place value and finds the value of a digit in
one- and two-digit numbers.
renames numbers into tens and ones.
compares numbers up to 100 using relation symbols.
arranges numbers up to 100 in an increasing order and
vice versa.
explore the recognizes coins and bills up to P100 (pesos and centavos)
concepts of coins
and bills up to
P100.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

reads and writes ordinal numbers: 1st, 2nd, 3rd up to

10th.
identifies the 1st , 2nd, 3rd, up to 10th object in a given
set from a given point of reference.
illustrates addition as putting together and subtraction as
taking away, comparing and adding up.
illustrates the relationship of joining sets to addition of
whole numbers.
illustrates that addition and subtraction are inverse
operations.
identifies and constructs equivalent number expression
using addition and subtraction.
identifies and creates patterns to compose and
decompose using addition.
adds two one-digit numbers with sums up to 18 using the
order and zero properties of addition.
adds two to three one-digit numbers horizontally and
vertically with sums up to 18.
adds three one digit numbers having sums up to 18 using
the order and grouping properties of addition.
uses expanded form to explain the meaning of addition
with regrouping.
adds numbers with sums through 99 without or with
regrouping.
adds mentally two to three one- digit numbers with sums
up to 18.
adds mentally two-digit numbers and one-digit numbers
with regrouping.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

analyzes and solves one-step word problems involving

demonstrates an
understanding of the key
concepts of halves and
fourths.
numbers including money with sums up to 99 using
appropriate problem solving strategies.
subtracts one-digit numbers with minuends through 18
(basic facts)
subtracts one to two-digit numbers with minuends up to
99 without regrouping.
uses the expanded form to explain subtraction with
regrouping.
subtracts one to two-digit numbers with minuends up to
99 with regrouping.
subtracts mentally one-digit numbers from minuends up to
18 without regrouping.
subtracts mentally one-digit numbers from two-digit
minuends without regrouping.
analyzes and solves word problems involving subtraction
of whole numbers including money with minuends up to
99 with and without regrouping using appropriate problem
solving strategies.
visualize, models visualizes and identifies ½ and ¼ of a whole object.
and represent the divides a whole into halves and fourths.
concept of halves divides the elements of objects into two groups of equal
and fourths using quantities to show halves of sets.
whole objects and divides the elements of a set of object into four groups of
sets. equal quantities to show fourths of sets.
draws the whole region or set given half of a region or a set.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

demonstrates an model and represent identifies, names and describes the four basic shapes
Geometry understanding of 2- 2-dimensional and (square, rectangle, triangle and circle) in a 2-dimensional
dimensional and 3- 3-dimensional and a 3-dimensional objects.
dimensional shapes. objects. compares and classifies 2-dimensional and 3-dimensional
figures according to common attributes.
draws the four basic shapes.
constructs the three dimensional objects using
manipulative materials.
demonstrates an create patterns identifies and explains simple repeating patterns.
Patterns and understanding of patterns using numbers makes patterns of shapes, colors and numbers.
Algebra and mathematical colors. shapes, etc. finds the missing number/digit in addition or subtraction
sentences. problems.
finds and completes patterns of one or two of the following
attributes: shape, size, color, number and orientation.
determines the next term ( figure/number) in a given
sequence and gives reason.
demonstrates an measure and use names and tells the number of days in a week; months in
Measurements understanding of the non-standard units a year in the right order.
concepts of time, length, in measuring length , uses a calendar to determine a day or a month.
weight and capacity. weight, and tells the time by an hour, half-hour and quarter-hour.
capacity. compares objects using comparative words: short,
shorter, shortest; long, longer, longest; heavy, heavier,
heaviest; light, lighter, lightest.
estimates and measures length using non- standard units
of linear measures.
estimates and measures mass using non-standard units
of linear measures.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

shows and finds capacity using non-standard unit.

demonstrates an collect, organize, collects and organizes data using tallies and tables.
Statistics and understanding of key represent, interpret, represents data using pictographs without using scale.
Probability concepts of pictographs, analyze data and reads and interprets pictographs.
outcomes and chances in make conjectures. identifies cause and effect relationships.
games. predicts and records outcome of experiments and chance
games.

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GRADE 2

CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

Numbers and demonstrates an explore the concept visualizes and identifies numbers from 101 through 1000.
Number Sense understanding of the of whole numbers up associates numbers with sets having 101 up to 500
concept of whole numbers to 1000 and objects and gives the number of objects.
up to 1000. compare these in associates numbers with sets having 501 up to 1000
various contexts. subjects and gives the number of objects.
counts and groups objects in ones, tens, and hundreds.
gives the place value and finds the value of a digit in
three-digit numbers.
counts numbers by 10s, 50s, and 100s.
reads and writes numbers from 101 through 1000 in
symbols and in words.
writes three-digit numbers in expanded form.
compares numbers using >, < and =.
orders numbers up to 1000 from least to greatest and vice
versa.
demonstrates an explore the concept visualizes and identifies the 1st through the 20th object of a
understanding of the of ordinal numbers given set from a given point of reference.
concept of ordinal and use these in reads and writes ordinal numbers from 1st through the
numbers various contexts. 20th.
identifies and uses the pattern of naming ordinal numbers
from 1st to the 20th.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

demonstrates an compute sums and adds 2-digit by 3-digit numbers with sums up to 1000
understanding of the solve addition without and with regrouping.
concept of the four problems involving adds 3-digit by 3-digit numbers with sums up to 1000
fundamental operations numbers of up to without and with regrouping.
of whole numbers and the 1000. uses the following properties of addition in computing for
identity and zero sums of up to 1000: zero/identify property of addition,
properties of commutative property of addition, associative property of
multiplication. addition.
adds mentally 1- to 2-digit numbers with sums up to 50.
adds mentally 3-digit numbers by 1-digit numbers.
adds mentally three -digit numbers by tens (multiples of
10 up to 90).
adds mentally 3-digit numbers by hundreds (multiples of
100 up to 900).
analyzes and solves word problems involving addition of
whole numbers including money with sums up to 1000
without and with regrouping using appropriate problem
solving strategies.
compute for subtracts 2- to 3-digit numbers with minuends up to 999
differences and without and with regrouping.
solve subtraction subtracts mentally 1-digit numbers from 1 to 2-digit
problems. numbers with minuends up to 50.
subtracts mentally 3-digit numbers by ones without
regrouping.
subtracts mentally 3-digit numbers by tens without
regrouping.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

subtracts mentally 3-digit numbers by hundreds without

regrouping.
analyzes and solves one-step word problems involving
subtraction of whole numbers including money with
minuends up to 1,000 without and with regrouping using
appropriate problem solving strategies. .
compute for sums performs orders of operations involving addition and
and differences and subtractions of small numbers.
solve problems analyzes and solves two-step word problems involving
involving both addition and subtraction of 2- to 3-digit numbers including
addition and money using appropriate problem solving strategies.
subtraction of
numbers.
explore and illustrate illustrates multiplication as repeated addition, arrays,
the concept of counting by multiples, and equal jumps on the number
multiplication of line.
whole numbers. writes a related equation for each type of multiplication:
repeated addition, array, counting by multiples, and equal
jumps on the number line.
illustrates the property of multiplication that any number
multiplied by one (1) is the same number.
illustrates the property of multiplication that zero multiplied
by any number is zero.
illustrates the commutative property of multiplication.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

compute products of constructs and fills up the multiplication tables of 2,3,4,5,

numbers involving and 10.
2,3,4,5 and 10 and multiplies mentally to fill up multiplication tables of 2,3,4,5
solve problems and 10.
involving analyzes and solves one-step word problems involving
multiplication of multiplication of whole numbers as well as addition and
these numbers. subtraction including money.
explore and model models and describes division situations in which sets are
the concept of separated into equal parts.
division of whole represents division as equal sharing, repeated
numbers. subtraction, equal jumps on the number line, and
formation of equal groups of objects.
writes a related equation for each type of situation: equal
sharing, repeated subtraction, equal jumps on the number
line, and formation of equal groups of objects.
divides numbers found in the multiplication tables of
2,3,4,5, and 10.

compute quotients of divides mentally numbers found in the multiplication tables

numbers found in 2,3,4,5 and 10.
the multiplication analyzes and solves one-step word problems involving
tables involving division of numbers found in the multiplication tables
2,3,4,5 and 10 and 2,3,4,5 and 10.
solve problems
involving division of
these numbers.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

demonstrates an visualize, model visualizes and identifies unit fractions with denominators
understanding of the and represent the 10 and below.
concepts of halves and concept of halves reads and writes unit fractions.
fourths. and fourths using compares unit fractions using relation symbols
whole objects and orders unit fractions.
sets.

visualizes and identifies other fractions less than one with

denominators 10 and below.
visualizes and identifies similar fractions (using group of
objects and number line).
reads and writes similar fractions.
compares similar fractions using relation symbols.
apply number reads and writes money in symbols and in words through
concepts in problem 100.
situation involving counts and tells the value of a set of bills or a set of coins
money. through 100 in peso (coins only, bills only and coins and
bills).
counts and tell the value of a set of bills or a set of coins
through 100 in centavo (coins).
counts and tell the value of a set of bills or a set of coins
through 100 in combinations of pesos and centavos (peso
and centavo-coins only, bills and centavo-coins, coins and
bills).
compares values of different denominations of coins and
paper bills through100 using relation symbols >.< and = .

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

Geometry demonstrates an model and visualizes, identifies, classifies and describes half circles
understanding of 2- represents 2- and quarter circles.
dimensional and 3- dimensional and 3- constructs squares, rectangles, triangle, circles half-
dimensional objects. dimensional objects. circles, and quarter circles using cut-outs and square
grids.
explore the concept identifies shapes/figures that show symmetry in a line.
of symmetry. creates figures that show symmetry in a line.
visualize, model and recognizes shapes that can tessellate.
represent tessellates a surface using triangles and squares.
tessellations.

explore the concepts identifies straight lines and curves, flat and curved
of lines, curves and surfaces in a 3-dimensional object.
surface on 3- explains the differences between straight lines and curved
dimensional objects. lines, flat surfaces and curved surfaces.
Patterns and demonstrates an create patterns identifies and explains simple repeating patterns.
Algebra understanding of patterns using numbers, determines the next term (figure/number) in a given
and mathematical colors, shapes, etc. sequence and gives a reason.
sentences. finds and completes patterns according to one or two of
the following attributes: shape, size, color, and orientation.

Measurement deepens measure time tells and writes the time in minutes including a.m. and
understanding of time, p.m. using analog and digital clocks.
length, weight and finds the duration of time elapsed using calendar, analog
capacity and digital clocks.
solves simple word problems involving time.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

identify and compare shows and uses the appropriate unit of length and their
the standard units, abbreviation cm and m to measure a particular object .
centimeter and compares length in meters or centimeters.
meter.

estimate and measures objects using appropriate measuring tools in m

compute for lengths or cm.
of objects and solve estimates and measures length using meter or centimeter.
problems involving solves simple word problems involving length.
lengths using
centimeter and
meter.

identify, use and shows and uses the appropriate unit of weight and their
compare the abbreviations g and kg to measure a particular object or
standard units, gram situation
and kilogram. compares weight in grams or kilograms
estimate and measures objects using appropriate measuring units in g
compute for the or kg.
mass/weight of an estimates and measures mass using gram or kilogram.
object and solve solves simple words problems involving mass.
problems involving
mass/weight.
explore and illustrate illustrates area as a measure of how much surface is
the concept of area covered or occupied by a plane figure.
shows the area of a given figure using square-tile units¸
i.e. number of square-tiles needed.

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CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCIES

STANDARDS

The learner … The learner is able to… The learner…

estimate and estimates the area of a given figure using any shape.
compute for the area finds the area of a given figure using square- tile units i.e.
of a plane figure number of square-tiles needed.
measure capacity shows and finds capacity using appropriate measuring
tools, e.g. amount of liquid needed.

Statistics and demonstrates an collect, organize, collects and organizes data using tables and pictures.
Probability understanding of key represent, interpret, reads and interprets data in a given pictograph.
concepts of pictographs, analyze data, and
outcomes and chances in make conjectures
games
represent data using forms scale representation of objects from the data
scales. collected.
makes pictographs using scale representation.
make conjectures makes a guess on whether an event is less likely, more
and educated likely, equally likely or unlikely to happen based on facts.
guesses about the
likelihood of events.

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GLOSSARY

Accuracy – the quality of being correct and precise.

Applying – the skill of using concepts, procedures, algorithms and other mathematical constructs on practical situations and phenomena.

Communicating – the use of notations, symbols, figures, equations and functions to convey mathematical ideas.

Computing – the skill of calculating using correct algorithms, procedures and tools to arrive at a final exact result.

Conjecturing – the skill of formulating mathematical theories that still need to be proven.

Connecting – the skill of integrating mathematics to other school subjects and other areas in life.

Constructivism – the theory that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connects
them to new ideas that are encountered.

Context - a locale, situation or set of conditions of students that may influence their study and use of mathematics to develop critical thinking
and problem solving skills.

Cooperative Learning - learning that is achieved by working with fellow learners as they all engage in a shared task.

Creativity – the skill of using available procedures in Mathematics and non-conventional methods to solve a problem and produce answers.

Critical Thinking - the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to
belief and action (Scriven & Paul, 1987).

Decision-making – the skill of arriving at a choice or decision based on sound, logical procedures and mathematical analyses.

Discovery Learning – learning that is achieved by allowing students to discover new ideas using their experiences (Bruner, 1961).

Estimating – the skill of roughly calculating or judging a numerical value or quantity.

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Experiential Learning – learning that occurs by making sense of direct everyday experiences (Kolb, 1984)

Inquiry-based Learning – learning that focuses on students asking questions and finding answers to their questions using their personal
experiences.

Knowing and Understanding – meaningful acquisition of concepts that include memorizing and recalling of facts and procedures

Mathematical Problem Solving - finding a solution to a problem that is unknown (Polya, 1945 & 1962).

Modeling – the use of functions and graphs to represent relationships between and among quantities in a phenomenon.

Objectivity – the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by
subjective conditions.

Perseverance – firmness in finishing a task despite difficulties and obstacles.

Productivity – the quality of pursuing an activity to arrive at a meaningful and useful result or product.

Proving – the skill of demonstrating the truth or falsity of a theory using reasoning and arguments.

Reasoning – the process of explaining using sound analyses, following the rules of logic.

Reflective Learning – learning that is facilitated by deep thinking.

Representing – the use of figures and shapes, variables, equations and functions to concretize and illustrate quantities and their relationships.

Situated Learning – learning in the same context on which concepts and theories are applied.

Solving – to find the answer to an algebraic or mathematical problem using any procedures and tools available.

Visualizing - using one’s creativity and imagination to produce images, pictures and other means to represent and understand mathematical
concepts (MATHTED & SEI, 2010).

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References

Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32.

Chamberlin, S. A. (n.d.) What is problem solving in the mathematics classroom. Retrieved July 19, 2011, from
http://74.125.153.132/search?q=cache:TKX2hdSKJ- gJ:people.exeter.ac.uk/PErnest/pome23/Chamberlin%2520What%2520is%
2520Math%2520Prob%2520Solving.doc+mathematical+Problem+Solving+ definition&cd=10&hl=tl&ct=clnk&gl=ph.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.

MATHTED & SEI. (2010). Mathematics framework for Philippine basic education. Manila: SEI & MATHTED.

Polya, G. (1945). How to Solve It. Princeton, NJ: Princeton University Press.

Polya, G. (1962). Mathematical discovery: On understanding, learning and teaching problem solving: Volume I. New York: John Wiley and
Sons, Inc.

http://www.criticalthinking.org/aboutct/define_critical_thinking.cfm

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CURRICULUM DEVELOPERS/WRITERS/REACTORS/REVIEWERS in the DEVELOPMENT of K to 12 CURRICULUM -

MATHEMATICS

A. Workshop on the Refinement of K to 12 Mathematics

Date: July 9-13, 2012

A. NAME DESIGNATION SCHOOL/OFFICE

B. 1. Beth Catao BSE-CDD
C. 2. Elsie ESmer BSE-CDD
D. 3. Melvin Callanta BSE-CDD
4. Sonia Javier BSE-CDD
5. Abelardo Medes BEE-CDD

B. Workshop on the Finalization of Learning Competencies

Venue: Development Academy of the Philippines,Tagaytay City
Date: August 8-12, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Remylinda Soriano Education Program Specialist I DCS - Manila
2. Teresita Tagulao Education Program Specialist I DCS - Pasig
3. Robesa Hilario Education Program Specialist DepEd – BEE – CDD
4. Elizabeth Catao Education Program Specialist DepEd – BSE – CDD
5. Sonia Javier Head Teacher III JSHS
6. Melvin Callanta Head Teacher VI Mangaldan High School
7. Nicanor San Gabriel Jr. Teacher I Araullo High School
8. Dr. Maxima Acelajado Professor De La Salle University
9. Dr. Catherine Vistro – Yu Professor I Ateneo De Manila University

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10. Lydia Landrito Science Education Specialist University of the Philippines - NISMED
11. Dr. Florante C. Marmeto Principal IV Sucat Elementary School

C. Workshop on the Development of Learning Competencies and Teaching Guides

Venue: Development Academy of the Philippines,Tagaytay City
Date: July 18-22, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Teresita P. Tagulao D.O. Pasig City
2. Remylinda T. Soriano D.O. Manila
3. Melvin Calanta Mangaldan High School
4. Nicanor M. San Gabriel Jr. Araullo High School
5. Maxima J. Acelajado DLSU
6. Elizabeth Catao BSE
7. Sonia E. Javier JSHS
8. Catherine P. Vistro - Yu Ateneo de Manila
9. Robesa Hilario BEE - CDD
10. Thomas Manuel L. Quiton BEE

D. Workshop on the Development of Learning Competencies Grades K to 3

Venue: Development Academy of the Philippines,Tagaytay City
Date: July 11-15, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Teresita P. Tagulao D.O. Pasig City
2. Remylinda T. Soriano D.O. Manila
3. Robesa Hilario BEE - CDD
4. Abelardo B. Medes BEE – CDD

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5. Thomas Manuel L. Quiton BEE

E. Experts’ Review of the Curriculum Standards

Venue: Bulwagan ng Karunungan, DepEd Complex, Pasig City
Date: July 15, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Dr. Evangeline P. Bautista Associate Professor Ateneo de Manila University
2. Mr. Melvin M. Callanta DepEd BSE
3. Ms. Elizabeth G. Catao DepEd BSE
Mathematics Teachers Assoc. of the
4. Sr. Iluminada C. Coronel President
Phils.
5. Dr. Rosemarievic V. Diaz Philippine Normal University
6. Ms. Janet D. Dionio Manuel Roxas High School
7. Dr. Ruth G. de Lara Retired Education Supervisor DCS Manila
A.F.G. Bernardino Memorial Trade
8. Mr. Emmanuel V. Dionisio Head Teacher III
School
9. Dr. Juanita A. Ferido Education Supervisor II DepEd NCR
10. Dr. Flordeliza F. Francisco Assistant Professor Ateneo de Manila University
11. Dr. Ian June L. Garces Associate Professor Ateneo de Manila University
12. Dr. Milagros D. Ibe UP Diliman and Miriam College
13. Dr. Sonia E. Javier Juan Sumulong High School
14. Dr. Ma. Nympha B. Joaquin UP Diliman
15. Ms. Lydia M. Landrito Science Education Specialist UP NISMED
16. Dr. Queena N. Lee-Chua Professor Ateneo de Manila University
17. Dr. Auxencia A. Limjap De La Salle University
18. Dr. Gladys C. Nivera Professor I Philippine Normal University
19. Mr. Nicanor M. San Gabriel Jr. DepEd BSE-CDD
20. Ms. Revie G. Santos Master Teacher II Rizal High School
21. Dr. Cornelia C. Soto Ateneo de Manila University

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22. Dr. Merle C. Tan Director UP NISMED

23. Dr. Soledad A. Ulep UP NISMED
24. Dr. Catherine P. Vistro-Yu Professor Ateneo de Manila University
25. Dr. Aida A. Yap UP NISMED

F. Writeshop on the Finalization of the Curriculum Standards

Venue: Regional Education Learning Center, Region IV-A (CALABARZON), Malvar, Batangas
Date: May 19-21,2011

NAME DESIGNATION OFFICE/SCHOOL

1. Dr. Ian June L. Garces Associate Professor Ateneo de Manila University
2. Dr. Gladys C. Nivera Professor I Philippine Normal University
3. Dr. Ruth G. de Lara Retired Education Supervisor DCS Manila
4. Lydia M. Landrito Science Education Specialist University of the Philippines
5. Remylinda T. Soriano Education Program Supervisor I DCS Manila
6. Revie G. Santos Master Teacher II Rizal High School
A.F.G. Bernardino Memorial Trade
7. Emmanuel V. Dionisio Head Teacher III/ Documentor
School

G. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards
Venue: Development Academy of the Philippines,Tagaytay City
Date: May 10-13,2011

NAME DESIGNATION OFFICE/SCHOOL

6. Dr. Ian June L. Garces Associate Professor Ateneo de Manila University
7. Dr. Gladys C. Nivera Professor I Philippine Normal University
8. Dr. Ruth G. de Lara Retired Education Supervisor DCS Manila
9. Nicanor M. San Gabriel BSE – CDD
10. Elizabeth Catao BSE – CDD
11. Abelardo B. Medes BEE – CDD

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12. Robesa R. Hilario BEE – CDD

13. Revie G. Santos Master Teacher II Rizal High School
A.F.G. Bernardino Memorial Trade
14. Emmanuel V. Dionisio Head Teacher III/ Documentor
School

H. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards
1. Regions IV-A, IV-B,V and NCR
Venue: BulwaganngKarunungan, DepEd Complex, Meralco Avenue, Pasig City
Date: April 27, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Maria Gregoria P. Malihan St. Jude Catholic School
2. Loreto S. Sauz UST – EHS
3. Arnold G. Gerance AurolioArago, Oriental Mindoro
4. Cheryl G. Pauericio Division of Legazpi City
5. Abella A. Amican Niogan Elementary School
6. Arnulfo G. Mariano Division of Valenzuela City
7. Sr. Iluminada C. Coronel MTAP
8. Revie G. Santos Rizal High School
9. Juanita A. Ferido Dep. Ed. NCR
10. Larry Samala Dep. Ed. R-IVB
11. Ian June L. Garces Ateneo de Manila University

2. Regions I,II,III and CAR

Venue: Teachers’Camp, Baguio City
Date: April 29, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Carmelita S. Domantay Dagupan City NHS – Dagupan City

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Enrile North Central School – Enrile,

2. Rubielyn L. Babaran
Cagayan
Regional Science High School
3. Romel L. Ricardo
Tumauini, Isabela
St. Paul University Philippines
4. Janette T. Fermin
Tugeugarao City
5. Nestor A. Paat ESP II DepEdTugeugarao City
6. Nestor G. Villaflor ESP I DepEd – Div. Office, Ilocos Sur
7. Nestor P. Nuesca ESP II DepEd RO III
Tabuk c/s, Dagupan West, Tabuk City,
8. Janice Q. Nonog Teacher II
Kalinga
9. Ofelia A. Dolo Master Teacher II La Trinidad, Benquet, CAR
10. Jenny Jesusa J. Catubay Master Teacher II Sta. Maria Elem. School
University of the Cordilleras – Grade
11. Arnel R. Lumbo School
Baguio City
12. Susana E. Vanhoutte SLU – Lab. High School
University of the Cordilleras
13. Norma Maria P. Rutab
Baguio City
14. Daniel D. Peredo Dept. Head Benguet NHS, La Trinidad, Benquet
Sacred Heart Academy
15. Lauro C. Cruz Dept. Head
Poblacion, Sta. Maria, Bulacan

3. Regions VI, VII and VIII

Venue: Ecotech Center, Lahug, Cebu City
Date: May 4, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Rosemary S. Achacoso Education Program Supervisor Maasin City Division – Region VIII
2. Feliciaro C. Buenate Jr. Education Program Supervisor RO VI – Western Visayas
St. Francis of Assisi School
3. Rufa T. Temblor
Lahug, Cebu City. Region VII

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Leon Elem. School

4. Ma. Emilie S. Gepison
Division of Iloilo, Region VI
San Roque Child Dev’t School
5. Jose Leover S. Illut
YatiIliloan, Cebu – Region VII
6. Ann Marie C. Bandola EPS – I Math City of Naga Division, Region VII
Ormoc City Central School
7. Jeremy M. Movilla
Ormoc City Division, Region VIII
Calbayog City NHS
8. Romao D. Castante
Calbayog City Division – RO VIII
Inocencio V FerrerMem. School of
Fisheries
9. Suzette C. Martinez
Talisay City, Neg. Occ., Div. of Neg.
Occ.
Guihulangan National Agricultural
School
10. Andreo G. Aba Plagatasanon, Guihulangan City, Neg.
Or.
Div. of Guih. City
University of San Jose Recoletos
11. Cesar L. Sanchez
BasakPardo, Cebu City
Tanjay City Science High School
12. Adonis A. Torres Tanjay City Schools Division – Region
VII
Don Carlos Ledesma NHS
13. Lita B. Morales
San Carlos City, Neg. Occ. – Region VI

4. Regions IX,X and ARMM

Venue: Regional Education Learning Center, Cagayan de Oro City
Date: May 5, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Susan P. Kuyong DepEd Sulu II

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2. Arnel L. Agaug DepEd

3. Rudilene D. Cael DepEd
4. Evelyn T. Villa DepEd
5. Ma. Theresa B. Miranda DepEd
6. Noelli B. Yap The Abba’s Orchard School
7. Reymundo B. Gimena DepEd – Dinagat Division
8. Gilda L. Taboclaon Dep. Ed
9. Rogelio J. Bahian Dep. Ed. R – X
10. Maria Conchita P. Bas CUBED
11. Editha J. Amper Corpus Christi School
12. Rhodora S. Amantorno OLLES
13. Reymundo B. Gimena Dep. Ed. Dinagat Island
14. Rosalina V. Eviota Dep. Ed. Dinagat Island
15. Arnold C. Solen Dep. Ed. Agusan del Norte
16. Noelli B. Yap The Abba’s Orchard

5. Regions XI,XII, ARMM (ShariffKabunsuan,Maguindanao)

Venue: Regional Education Learning Center, Davao City and CARAGA
Date: May 6,2011

NAME DESIGNATION OFFICE/SCHOOL

1. Reynante A. Solitario DepEd ROXI, EPS
2. Araceu J. Dinopol DepEdSarangani Division Region XII
3. Junelo C. Fornolles Samal NHS – Ibalos Region XI
4. Agnes B. Ortega, RN Cotabato City Region XII
5. Aida M. Pescado MAG. I
Davao Christian Learning Center, Davao
6. Nempha F. Gonzales
City
7. Abdul – Aziz H. Iya Bureau of Elementary Education DepEd –

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ARMM RO
Polomolok West District Division of South
8. Levi B. Butihen
Cotobato
EPS – Math Division of Davao del Norte
9. Eduard C. Amoguis
Region XI
10. Genelyn H. Morante Sultan Kudarat Division
11. Glenn A. Bisnan DepEd ROXII – EPS

I. Workshop on the K to 12 Curriculum Mapping

Venue: Development Academy of the Philippines, Tagaytay City
Date: March 16-18, 2011

NAME DESIGNATION OFFICE/SCHOOL

1. Abelardo Medes SDD – BEE
2. RobesaHilario CDD – BEE
3. ForcefinaFrias CDD – BEE
4. RanteMamerto Division of Muntinlupa
5. Elizabeth Catao CDD – BSE
6. Melvin Callanta Mangaldan NHS – Pangasinan
7. Sonia Javier Division of Quezon City
8. Dr. Maxima Acelajado Dela Salle University – Taft
World Bank Consultant – TUP Retired
9. Dr. Ruth Lara
Professor
10. Ms. Lydia Ladrito UP – NISMED
11. Dr. Carmela Oracion Ateneo de Manila Univ
12. Dr. Ronald San Jose UP College of Edu (UPIS)
13. Jannet Labu CDD – BEE

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SECRETARIAT

NAME DESIGNATION
1. Rachelle C. Fermin DepEd
2. Prescy Ong DepEd
3. Rozelyn M. Buyucan DepEd
4. Frederick G. Del Rosario BAHS – DepEd Support Staff
5. Emmanuel V. Dionisio AFGBMTS – DepEd Support Staff
6. Magdalena Mendoza DAP
7. Tristan Suratos DAP
8. Kimberly Pobre DAP
9. Cristina Villasenor DAP
10. Lani Garnace DAP
11. Kidjie Saguin DAP
12. Maria Boncan Accountant, DepEd
13. Daylinda Guevarra Accountant, DepEd
14. Fenerosa Maur Accountant, DepEd
15. Divina Tomelden Accountant, DepEd
16. Nilva Jimenez Disbursing Officer, DepEd

FACILITATORS/SUPPORT TEAM
NAME DESIGNATION
1. Irene C. De Robles CDD – BEE
2. Jose Tuguinayo, Jr. CDD – BSE
3. Marivic Abcede CDD – BSE
4. Mirla Olores SPED – BEE

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5. Simeona Ebol CDD – BEE

6. Fe Villalino SDD – BEE

ADVISORY TEAM
NAME DESIGNATION
1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC
2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig
3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig
4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd
5. Dr. Paraluman R. Giron Chair, K – 10 TWG
6. Dr. Avelina T. Llagas Consultant, TEC, DepEd
7. Dr. Dina Ocampo Dean, COE, UP Diliman
8. Dr. Ester B. Ogena President, PNU
Technical Adviser to the Office of USEC, Pograms and
9. Dr. Brenda B. Corpuz
Standards
10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov.
11. Dr. Merle Tan Director, UP – NISMED
12. Dr. Cristina Padolina President, CEU
13. Mr. Napoleon Imperial CHED
14. Diane Decker Consultant, MTB – MLE
15. Dr. Nelia Benito Director, NETRC
16. Dr. Socorro Pilor Director, IMCS
17. Dr. Beatriz Torno Executive Director, TEC
18. Dr. Carolina Guerrero Director, BALS
19. Dr. Irene Isaac Director, TESDA
20. Dr. Imelda Taganas Director, TESDA

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