MODULE 2:

MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)
MODULE OBJECTIVE
By the end of this Module, you will be able to:
1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT
Lesson 1. Background, Rationale, and Development of MELCs
Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

ESTIMATED TIME REQUIRED

3 hours
Reflection:

Caption: MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)

Reflection on module 2
Cheryl G. Balaba, September 22, 2020

The lesson that I have learned from this module

-how to unpack and combine the MELC

- to deliver quality instruction amidst the limited learning modalities and shortening
of the school should not depart on quality education we are aiming for.

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:
1. The closure of schools around the world due to the global pandemic posed serious challenges on the
delivery of quality basic education. As a teacher, what do you think are the fundamental concerns in terms
of curriculum standards that need to be addressed in order to ensure learning continuity? Cite a specific
example. Do you think these concerns could be solved by teachers alone? Why or why not?

The fundamental concern of this course in terms of the curriculum standards is how the learners
will master the competencies since there is no face to face learning. Some learners even encounters
difficulty when facing with a teacher in school, how much more if they answer the question and study
their lesson without the guidance of the teacher. In this time, collaboration between teacher and parents
should be emphasized because teacher cannot do it alone.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools nationwide, the
congested curriculum has been a perennial problem of teachers (Andaya, 2018). This is perceived to be one
of the hindering factors on the poor performance of Filipino learners. Do you agree with this observation?
Why or why not?

The congested curriculum is not the only issue that affects the learners’ performance in the school
because some learners did not also master the fundamental skills that are being stressed out before the
teaching process.

ACTIVITY 2.
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going through
the document, provide a brief and concise response to the following guide questions. Write your answers in your
Study Notebook.

1. What are the general and specific purposes of the development of MELCs?
MELCs general aims is to concentrate on the most essential skills a child requires to learnand to
uphold the quality of the curriculum.

2. How does curriculum review aid in the identification of essential learning competencies?
It will inform us to determine the most essential and attainable competencies that can be reached
both the learners and teacher and can be conveyed by the parents.

3. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning skills were identified as what the learners need, considered indispensable, to
develop skills and equip the learners for subsequent grade levels and for lifelong learning. On the other
hand, desirable learning competencies have been described as what can improve education but may not
be necessary to develop fundamental skills.

4. How were the most essential learning competencies identified? What were the decisions made in order to
trim down the number of the essential learning competencies further?
The competencies were identified according to the gaps, issues and concerns across learning areas.
The decisions were made due to the limited number of school days and based solely on the application to
real life situation.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
-MELCS serves as a teacher guides in preparing our lesson and instructional materials
-MELCs ensure delivery of quality instruction as it becomes the primary reference in determining and
implementing learning delivery approaches that are suited to the local context and diversity of learners
while adapting to the challenges posed by COVID-19.
ACTIVITY 3.
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant to your instructional needs. Copy and
accomplish the following table in your Study Notebook and compare the two documents to determine which
learning competencies were retained, dropped, or merged.
 K TO 12 LEARNING
Math 3 2nd quarter MELCS
COMPETENCIES

Applies the commutative property of Illustrate the properties of multiplication in

multiplication. (M3NS-IIb-40.4) relevant situations (commutative property,
distributive property or associative property)
Multiplies 2-digit by 1-digit using the
distributive property of multiplication
(M3NS-IIb-40.5) Multiplies numbers:
a. 2- to 3-digit numbers by 1-digit
Multiplies three 1-digit numbers using the numbers by 1-digit numbers without
associative property of multiplication or with regrouping.
(M3NS-11b-40.6) b. 2-digit numbers by 2-digit numbers
without regrouping
Multiplies 2- to 3-digit numbers by 1 digit c. 2-digit numbers by 2digit numbers
numbers without or with regrouping. with regrouping
(M3NS-IIc-43.1) d. 2- to 3-digit numbers by multiples of
MERGED/CLUSTERE 10 and 100
D Multiplies 2-digit number by 2-digit e. 1- to 2-digit numbers by 1000
numbers with regrouping (M3NS-IIc-43.3)

Multiplies 2- to 3-digit numbers by

multiplies of 10 and 100. (M3NS-IId-43.4)

Multiplies 1- to 2-digit numbers by 1000 Divides numbers without or with remainder:

(M3NS-IId-43.5) a. 2- to 3-digit numbers by 1- to 2- digit
numbers
Divides 2- to 3-digit numbers by 1- to 2-
digit numbers without and with b. 2-3 digit numbers by 10 and 100
remainder.
(M3NS-IIh-54.1)

RETAINED Visualize multiplication of numbers 1 to 10 Visualize multiplication of numbers 1 to 10

by 6, 7, 8 and 9. (M3NS-IIa-41.2) by 6, 7, 8 and 9.

Visualize the state’s basic multiplication Visualize the state’s basic multiplication
facts for numbers up to 10. (M3NS-IIa- facts for numbers up to 10.
41.3)
Estimates the product of 2- to 3-digit
Estimates the product of 2- to 3-digit numbers and 1- to 2-digit numbers with
numbers and 1- to 2-digit numbers with reasonable results.
reasonable results. (M3NS-IId-44.1

Multiplies mentally 2-digit by 1-digit Multiplies mentally 2-digit by 1-digit

numbers without regrouping with products numbers without regrouping with products
of up to 100. (M3NS-IIe-42.2) of up to 100. (M3NS-IIe-42.2)

Solves routine and non-routine problems Solves routine and non-routine problems
involving multiplication without or with involving multiplication without or with
addition and subtraction of whole numbers addition and subtraction of whole numbers
including money using appropriate including money using appropriate problem
problem solving strategies and tools. solving strategies and tools.
(M3NS-IIj-56.2)
Visualize and states the multiples of 1- to 2-
Visualize and states the multiples of 1- to digit numbers.
 2-digit numbers. (M3NS-IIf-47)
Visualizes division of numbers up to 100 by
Visualizes division of numbers up to 100 by 6, 7, 8, and 9 (multiplication table of 6, 7, 8,
6, 7, 8, and 9 (multiplication table of 6, 7, and 9).
8, and 9).
(M3NS-IIg-51.2)
Visualizes and states basic division facts of
Visualizes and states basic division facts of numbers up to 10
numbers up to 10 (M3NS-IIg-51.3)
Estimates the quotient of 2- to 3-digit
Estimates the quotient of 2- to 3-digit numbers by 1- to 2- digit numbers.
numbers by 1- to 2- digit numbers.(M3NS-
IIi-55.1) Divides mentally 2-digit numbers by 1-digit
numbers without remainder using
Divides mentally 2-digit numbers by 1-digit appropriate strategies.
numbers without remainder using
appropriate strategies. (M3NS-IIi-52.2)
Solves routine and non-routine problems
Solves routine and non-routine problems involving division of 2- to 4- digit numbers by
involving division of 2- to 4- digit numbers 1- to 2-digit numbers without or with any of
by 1- to 2-digit numbers without or with the other operations of whole numbers
any of the other operations of whole including money using appropriate problem
numbers including money using solving strategies and tools.
appropriate problem solving strategies
and tools. (M3NS-IIj-56.2)

Creates problem solving involving

multiplication or with addition or
subtraction of whole numbers including
money (M3NS-IIf-46.2)
DROPPED
Creates problems involving division or with
any of the other operations of whole
numbers including money. (M3NS-IIj-56.2)

K TO 12 LEARNING
MELCS
COMPETENCIES

MERGED/CLUSTERE
D

RETAINED
 DROPPED

ACTIVITY 4.
In your LAC Session, discuss and share your answers to Activities 1-3 in this lesson. Discuss any questions about the
MELCs that need clarification as well. Share your thoughts and let your co-teachers articulate their insights
regarding your questions. Jot down all the insights shared in the discussion, including your own, in your Study
Notebook.
Insights:
1. Unpacking and combining MELCS needs a lot of time.
2. MELC play a vital role in delivering quality education.
3. This module help us understand the process of crafting MELCS

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1.
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the
document, provide a brief and concise response to the following guide questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
-We need to unpacked MELCS to help us systematize learning activities and effectively address the varying needs
of learners and the challenges of instructional deliveries
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
In unpacking MELCs you need to consider the
-Alignment on the Content and Performance Standards- The MELCS are not departure from the standard-based
design. We must consider this to achieve a quality teaching output.
-Prerequisite knowledge and skills - curriculum objective must be hierarchy. Mastering Fundamental knowledge
Is a must before going to the other level of learning.

-Logical sequence of learning objectives - We cant give a better learning ideas to our students if our objective is
not logical sequence. Planning what are the most important objective is key frame in achieving better
understanding of our learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
No, I think it depends on the need to unpack or combine Learning Competencies based on the guidelines we
have.

ACTIVITY 2.
1. Form a group of four members within your LAC, preferably with fellow teachers in your respective learning
area.
 2. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and unpackthese into
learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and processing will follow each
presentation. Suggestions and insights from each group will be considered in enhancing the learning
objectives.

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of their
choice. Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of
the presentations in your Study Notebook.

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