K To 12 Curriculum Guide: Republic of The Philippines Department of Education Deped Complex, Meralco Avenue Pasig City

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue Pasig City
K to 12 Curriculum Guide
MATHEMATICS
(Grade 1 to Grade 10)
August 2016
K to 12 Mathematics Curriculum Guide August 2016 Page 2 of 77

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION CURRICULUM
Figure 1.The Conceptual Framework of Mathematics Education CONCEPTUAL FRAMEWORK

Mathematics is one subject that pervades life at any age and 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.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully 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, according to Polya (1945 & 1962), 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, taking into account 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 modelling; 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 necessary in teaching mathematics. These include: manipulative objects, measuring devices, calculators and
computers, smart phones and tablet PCs, and the Internet.
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, as well as the 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 in 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 of and derive meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect them to new
ideas.
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 Learning 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.

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 include 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, 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 modelling and
proofs.
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It 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 about outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides 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 the Philippines.

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 4–6 7 – 10
At the end of Grade 6, the learner demonstrates At the end of grade 10, the learner demonstrates
At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and understanding and appreciation of key concepts and
understanding and appreciation of key concepts and skills involving numbers and number sense (whole skills involving numbers and number sense (sets and
skills involving numbers and number sense (whole numbers, number theory, fractions, decimals, ratio and real numbers); measurement (conversion of units);
numbers up to 10,000 and the four fundamental proportion, percent, and integers);measurement (time, patterns and algebra (linear equations and inequalities
operations including money, ordinal numbers up to speed, perimeter, circumference and area of plane in one and two variables, linear functions, systems of
100th, basic concepts of fractions); measurement (time, figures, volume and surface area of solid/space figures, linear equations, and inequalities in two variables,
length, mass, capacity, area of square and rectangle); temperature and meter reading); geometry (parallel exponents and radicals, quadratic equations,
geometry (2-dimensional and 3-dimensional objects, and perpendicular lines, angles, triangles, inequalities, functions, polynomials, and polynomial
lines, symmetry, and tessellation); patterns and algebra quadrilaterals, polygons, circles, and solid figures); equations and functions); geometry (polygons,
(continuous and repeating patterns and number patterns and algebra (continuous and repeating axiomatic structure of geometry, triangle congruence,
sentences); statistics and probability (data collection patterns, number sentences, sequences, and simple inequality and similarity, and basic
and representation in tables, pictographs and bar equations); statistics and probability (bar graphs, line trigonometry);statistics and probability (measures of
graphs and outcomes)as applied using appropriate graphs and pie graphs, simple experiment, and central tendency, variability and position; combinatorics
technology - in critical thinking, problem solving, experimental probability) as applied -using appropriate and probability) as applied - using appropriate
reasoning, communicating, making connections, technology - in critical thinking, problem solving, technology - in critical thinking, problem solving,
representations, and decisions in real life. reasoning, communicating, making connections, communicating, reasoning, making connections,
representations, and decisions in real life. representations, and decisions in real life.

GRADE LEVEL STANDARDS:

GRADE LEVEL GRADE LEVEL STANDARDS
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to
20, basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns and algebra (basic concept of sequence and
number pairs); measurement (time, location, non-standard measures of length, mass and capacity); and statistics and probability (data collection
K
and tables) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
100, ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole numbers, and fractions ½ and 1/4);geometry (2- and
GRADE 1 3dimensional objects); patterns and algebra (continuous and repeating patterns and number sentences); measurement (time, non-standard
measures of length, mass, and capacity);and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate
technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 1
000, ordinal numbers up to 20th, money up to PhP100, the four fundamental operations of whole numbers, and unit fractions); geometry (basic
GRADE 2 shapes, symmetry, and tessellations); patterns and algebra (continuous and repeating patterns and number sentences);measurement (time,
length, mass, and capacity); and statistics and probability (tables, pictographs, and outcomes) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
10 000; ordinal numbers up to 100th; money up to PhP1 000;the four fundamental operations of whole numbers; proper and improper fractions;
and similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations); patterns and algebra (continuous and repeating
GRADE 3
patterns and number sentences); measurement (conversion of time, length, mass and capacity, area of square and rectangle); and statistics and
probability (tables, bar graphs, and outcomes) as applied - using appropriate technology - in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in real life.
100 000, multiplication and division of whole numbers, order of operations, factors and multiples, addition and subtraction of fractions, and basic
concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals); patterns and algebra (continuous and repeating
GRADE 4
patterns and number sentences); measurement (time, perimeter, area, and volume); and statistics and probability (tables, bar graphs, and simple
experiments) 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 numbers and number sense (whole numbers up to
GRADE LEVEL GRADE LEVEL STANDARDS
10 000 000, order of operations, factors and multiples, fractions and decimals including money, ratio and proportion, percent); geometry (polygons,
circles, solid figures); patterns and algebra (sequence and number sentences); measurement (time, circumference, area, volume, and
temperature); and statistics and probability (tables, line graphs and experimental probability) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (divisibility, order of
operations, fractions and decimals including money, ratio and proportion, percent, integers); geometry (plane and solid figures); patterns and
algebra
GRADE 6
(sequence, expression, and equation); measurement (rate, speed, area, surface area, volume, and meter reading); and statistics and probability
(tables, pie graphs, and experimental and theoretical probability) as applied - using appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and real number system);
measurement (conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real numbers as applied in linear
GRADE 7 equations and inequalities in one variable); geometry (sides and angles of polygons); and statistics and probability (data collection and
presentation, and measures of central tendency and variability) as applied - using appropriate technology - in critical thinking, problem solving,
reasoning, communicating, making connections, representations, and decisions in real life.
The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic
expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic
GRADE 8 structure of geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and statistics and probability (probability
of simple events) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic
functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and basic concepts of
GRADE 9
trigonometry) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial
equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability,
GRADE 10
and measures of position) 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 min 50 min 50 min 50 min 50 min 50 min
Weekly 4 hours 4 hours 4 hours 4 hours

GRADE 7
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCY
CONTENT STANDARDS CODE LEARNING MATERIALS
The learner... The learner... The learner...
Grade 7- FIRST QUARTER
1. describes well-defined sets, M7NS-Ia-1 NFE Accreditation and
Numbers and demonstrates is able to formulate subsets, universal sets, and the Equivalency Learning Material.
Number understanding of key challenging situations involving null set and cardinality of sets. Sets, Sets and Sets. 2001. pp.
Sense concepts of sets and the sets and real numbers and 1.1 Defines and illustrates well-defined 5-18
real number system. solve these in a variety of set, subsets, universal sets, and null M7NS-Ia-1.1
strategies. sets
M7NS-Ia-1.2
1.2 Determines the cardinality of sets
2. illustrates the union and M7NS-Ia-2 NFE Accreditation and
intersection of sets and the Equivalency Learning Material.
difference of two sets. Sets, Sets and Sets. 2001. pp.
2.1 Shows the union and intersection of 20-25
M7NS-Ia-2.1
sets
2.2 Illustrates the difference of two sets M7NS-Ia-2.2
2.3 Shows the complement of sets M7NS-Ia-2.3
3. uses Venn Diagrams to represent NFE Accreditation and
sets, subsets, and set operations. M7NS-Ib-3 Equivalency Learning Material.
3.1 Represents sets and subsets using Sets, Sets and Sets. 2001. pp.
M7NS-Ib-3.1
Venn diagram 27-30
3.2 Uses Venn diagram to represent set M7NS-Ib-3.2
operation
4. solves problems involving sets. M7NS-Ib-4 NFE Accreditation and
4.1 Solves problems involving union Equivalency Learning Material.
and intersection of sets M7NS-Ib-4.1 Sets, Sets and Sets. 2001. pp.
4.2 Solves problems involving 18-19, 26, 31-38, 40-41
difference of two sets M7NS-Ib-4.2
4.3 Solves problems involving complement of
sets M7NS-Ib-4.3

CONTENT
PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
5. represents the absolute value of a 1. Elementary Algebra I. 2002.

number on a number line as the pp. 32-33*
distance of a number from 0. M7NS-Ic-5 2. Moving Ahead With
5.1 Illustrates a number on the number Mathematics II. 1999. p. 46*
line M7NS-Ic-5.1 3. NFE Accreditation and
5.2 Represents the absolute value of a Equivalency Learning Material.
number on the number line as the distance
Real Numbers. 2000. pp. 15-17
of a number from 0 M7NS-Ic-5.2
4. BEAM I – Module 2:
Operations on Numbers
1. Elementary Algebra I. 2002.

pp. 34-45*
2. NFE Accreditation and
Equivalency Learning Material.
Real Numbers. 2000. pp. 12-20
3. OHSP Math 1 – Quarter 1,
6. performs fundamental operations Module 1.4: Properties of
on integers M7NS-Ic-d-6 Addition
6.1 Adds integers using different 4. OHSP Math 1 – Quarter 1,
M7NS-Ic-d-6.1
approaches Module 1.5: Addition &
6.2 Subtracts integers using number line M7NS-Ic-d-6.2 Subtraction of Integers
and signed tiles 5. OHSP Math 1 – Quarter 1,
M7NS-Ic-d-6.3
6.3 Multiplies integers Module 1.6: Multiplication of
M7NS-Ic-d-6.4
6.4 Divides integers Integers
6.5 Solves problems involving operations M7NS-Ic-d-6.5 6. OHSP Math 1 – Quarter 1,
of integers Module 1.7: Division of
Integers
Operations on Numbers
8. DLM 1 – Unit 1: Real Number
System, Measurement and
Scientific Notation

CONTENT
PERFORMANCE
STANDARDS
CODE LEARNING MATERIALS
7. illustrates the different properties of 1. NFE Accreditation and

operations on the set of integers. M7NS-Id-7 Equivalency Learning Material.
7.1 States and illustrates the different Real Numbers. 2000. pp. 21-25
properties of operations on the set of M7NS-Id-7.1 2. EASE I – Module 4: Up and
integers Down The Line
7.2 Uses the different properties of M7NS-Id-7.2
operations on the set of integers
8. expresses rational numbers from 1. Elementary Algebra I. 2002.
fraction form to decimal form and pp. 45-50*
vice versa. M7NS-Ie-8 2. EASE I – Module 5: Part of It
8.1 Defines and illustrates rational 3. DLM 1 – Unit 1: Real Number
numbers M7NS-Ie-8.1 System, Measurement and
8.2 Compares rational numbers Scientific Notation
M7NS-Ie-8.2
8.3 Expresses rational numbers from
M7NS-Ie-8.3
fraction form to decimal form
( terminating and repeating and non-
terminating)
8.4 Expresses rational numbers from M7NS-Ie-8.4
decimal form to fraction form

9. arranges rational numbers on a
pp. 51-53*
number line.
M7NS-Ie-9 2. DLM 1 – Unit 1: Real Number
Scientific Notation
CONTENT
PERFORMANCE
STANDARDS

10. performs operations on rational M7NS-If-10 1. Elementary Algebra I. 2002.

numbers pp. 54-61*
10.1 Adds and subtracts rational numbers M7NS-If-10.1 Module 2.3: Polynomials
in fraction form 3. DLM 1 – Unit 1: Real Number
10.2 Multiplies and divides rational M7NS-If-10.2
numbers in fraction form Scientific Notation
10.3 Adds and subtracts rational numbers 4. DLM 1 – Unit 4: Rational
in decimal form M7NS-If-10.3
Algebraic Expressions
10.4 Multiplies and divides rational M7NS-If-10.4 5. DLM 2 – Unit 3: Rational
numbers in decimal form Expressions and Rational
Equations

11. describes principal roots and tells
pp. 68-69*
whether they are rational or M7NS-Ig-11
irrational.
Module 2.3: Polynomials
12. determines between what two Elementary Algebra I. 2002.
integers the square root of a M7NS-Ig-12 pp. 70-71*
number is.
13. estimates the square root of a whole OHSP Math 1 – Quarter 2,
number to the nearest hundredth. M7NS-Ig-13 Module 2.3: Polynomials
14. plots irrational numbers (up to square

roots) on a number line.*** M7NS-Ig-14
14.1 Plots irrational numbers on the
M7NS-Ig-14.1
number line
14.2 Plots square roots on the number line M7NS-Ig-14.2
CONTENT
CONTENT PERFORMANCE
LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS

15. illustrates the different 1. Elementary Algebra I. 2002. pp. 24-26*

M7NS-Ih-15
subsets of real numbers. 2. Integrated Mathematics III. 2001. pp. 248-249*
16. arranges real numbers in 1. EASE 1 – Module 3: The Real Thing
increasing or decreasing M7NS-Ih-16 2. DLM 1 – Unit 1: Real Number
order. System, Measurement and
16.1 Assembles real numbers in M7NS-Ih- Scientific Notation
increasing order 16.1
16.2 Arranges real numbers in
decreasing order M7NS-Ih-
16.2
17. writes numbers in scientific 1. Integrated Mathematics III.

notation and vice versa. 2001. pp. 208-209*
17.1 Determines the significant M7NS-Ii-17 2. OHSP Math 1 – Quarter 1,
digits in a given situation Module 1.10: Expressing
M7NS-Ii-1 7.1
17.2 Expresses numbers in Numbers in Scientific Notation
scientific notation M7NS-Ii-17.2 and its Application in Different Disciplines
17.3 Writes numbers from 3. BEAM I – Module 5: Scientific Notation
scientific notation to M7NS-Ii-17.3 DLM 1 – Unit 2: Measurements and Scientific
decimal notation Notation
18. represents real-life

situations which involve
M7NS-Ii-18
real numbers.
18.1 Describes and illustrates the
real number system M7NS-Ii-18.1
18.2 Represents real-life
situations which involves M7NS-Ii-18.2
real numbers
19. solves problems involving M7NS-Ij-19

M7NS-Ij-19.1
real numbers.
M7NS-Ij-19.2
19.1 Applies the set of M7NS-Ij-19.3

operations and relations to
sets of real numbers
19.2 Solves problems which
involve integers and rational
numbers
19.3 Solves problems which
involve square roots of
M7NS-Ij-19.4
rational numbers and
irrational numbers
19.4 Applies ordering and
operations of real numbers
in modelling and solving
real-life situations
Grade 7- SECOND QUARTER

20. illustrates what it means to
M7ME-IIa-1
Measurement demonstrates is able to formulate measure.
understanding of the real-life problems 21. describes the development 1. Elementary Algebra I. 2002. pp. 2-4*
key concepts of involving of measurement from the 2. DLM 1 – Unit 2: Measurements and Scientific
measurement. measurements and primitive to the present M7ME-IIa-2 Notation
solve these using a international system of
variety of strategies. units.
22. approximates the measures M7ME-IIa-22 1. OHSP Math 1 – Quarter 1, Module 1.9: Measuring
M7ME-IIa-22.1 Devices and Conversion of Units of Measure
of quantities particularly
M7ME-IIa-22.2
length , weight/mass, M7ME-IIa-22.3 2. BEAM 1 – Module 1: Measurement
volume, time, angle and 3. EASE I – Module 1: Be Precise and Accurate
temperature and rate. 4. DLM 1 – Unit 2: Measurements and Scientific
22.1 Estimates the measures of Notation
quantities particularly
length and weight/mass
22.2 Approximates the measures
of volume, time and rate
22.3 Approximates the measures
of angle and temperature

23. converts measurements
from one unit to another in
both Metric and
English systems.***
23.1 Converts the measures of
length and weight/mass in
both Metric and English
systems M7ME-IIb-23
M7ME-IIb-23.1
M7ME-IIb-23.2
volume, time and rate in M7ME-IIb-23.3
both
Metric and English systems
angle and temperature in
both Metric and English
systems
CONTENT
PERFORMANCE
STANDARDS CODE LEARNING MATERIALS
24. solves problems involving conversion 1. Elementary Algebra I. 2002.
of units of measurement.*** pp. 21-23*
24.1 Solves problems involving conversion M7ME-IIb-24 2. NFE Accreditation and
on length, weight/mass, and volume M7ME-IIb-24.1 Equivalency Learning Material.
24.2 Solves problems involving conversion M7ME-IIb-24.2 Measuring Length. 2001. pp.
on time, rate, angle and temperature 34-45
M7AL-IIc- 1. Elementary Algebra I. 2002.

Patterns and demonstrates is able to model situations 25 pp. 82-84*
Algebra understanding of key using oral, written, 25. translates English phrases to 2. NFE Accreditation and
concepts of algebraic graphical, and algebraic mathematical phrases and vice Equivalency Learning Material.
methods in solving
expressions, the properties problems Equations (Part 1). 2002. pp.
of real numbers as applied involving algebraic 6-10
in linear equations, and expressions, linear 3. EASE I – Module 6: Express,
versa.
inequalities in one variable. equations, and inequalities Translate and Evaluate
in one variable. 4. DLM 1 – Unit 3: Algebraic
Expressions
26. interprets the meaning of anwhere n M7AL-IIc- 1. Integrated Mathematics III.
is a positive integer. 26 2001. p. 195*
p. 79*
Studying Polynomials. 2001.
pp. 4-13
27. differentiates between constants and 3. OHSP Math 1 – Quarter 2,
M7AL-IIc-
variables in a given algebraic Module 2.1: Algebraic
27
expression. Expressions
4. BEAM I – Module 1: Contants,
Variables and Algebraic
Expressions and Simplifying
Numerical Expressions
5. EASE I – Module 6: Express,
Translate and Evaluate
CONTENT
PERFORMANCE

pp. 85-86*
Studying Polynomials. 2001.
pp. 4-11
28. evaluates algebraic expressions for M7AL-IIc-
given values of the variables. 28
Module 2.1: Algebraic
Expressions BEAM 1 – Module
3: Evaluating Algebraic
Expressions
4. EASE I – Module 6: Express,
Translate and Evaluate
29. classifies algebraic expressions which Equivalency Learning Material.
M7AL-IId-
are polynomials according to degree Studying Polynomials. 2001.
29
and number of terms. pp. 4-13
2. EASE I – Module 8: Power of 0
1. Moving Ahead With
Mathematics II. 1999. pp.
166-168*
30. adds and subtracts polynomials.
M7AL-IId-30 Studying Polynomials. 2001.
30.1 Identifies the base, coefficient, terms
M7AL-IId-30.1 pp. 14-19, 21-23
and exponents in a given polynomial M7AL-IId-30.2 3. BEAM I – Module 6:
30.2 Adds and subtracts polynomials Polynomials
4. EASE I – Module 8: Power of 0
5. DLM 1 – Unit 3: Algebraic
Expressions
CONTENT
PERFORMANCE
STANDARDS

31. derives the laws of exponent. 1. Integrated Mathematics III.
31.1 Derives and illustrates the Laws of 2001. pp. 195-202*
Exponent on Power of Powers and 2. BEAM I – Module 4: Laws of
product of Powers ( restricted to Exponents
M7AL-IId-e31 3. DLM 1 – Unit 3: Algebraic
positive integers)
M7AL-IId-e31.1
31.2 Derives and illustrates the Laws of M7AL-IId-e31.2
Expressions
Exponent on Quotient of a Power (
restricted to positive integers) and
Zero Exponent
32. multiplies and divides polynomials. 1. Moving Ahead With

32.1 Multiplies monomial by monomial, Mathematics II. 1999. pp.
monomial by polynomial with more 170-182*
than one term M7AL-IIe-32 2. NFE Accreditation and
M7AL-IIe-32.1 Equivalency Learning Material.
32.2 Multiplies binomial by binomial and
M7AL-IIe-32.2
polynomial with more than one term Studying Polynomials. 2001.
to polynomial with three or more M7AL-IIe-32.3 pp. 25-40
terms 3. EASE I – Module 8: Power of 0
32.3 Finds the quotient of polynomials 4. DLM 1 – Unit 3: Algebraic
Expressions
33. uses models and algebraic methods M7AL-IIe-g33 1. Moving Ahead With
M7AL-IIe-g33.1 Mathematics II. 1999. pp.
to find the: (a) product of two
M7AL-IIe-g33.2
binomials; (b) product of the sum 183-188*
M7AL-IIe-g33.3
and difference of two terms; (c) M7AL-IIe-g33.4 2. Elementary Algebra I. 2002.
square of a binomial; (d) cube of a pp. 186-190*
binomial; (e) product of a binomial 3. NFE Accreditation and
and a trinomial.*** Equivalency Learning Material.
33.1 Uses models and algebraic methods Special Products and
to find the product of two binomials Factoring. 2001. p. 36
and product of
33.2 Uses models and algebraic methods to

find the square of a binomial

find the cube of a binomial
find the product of a binomial and a
trinomial
34. solves problems involving algebraic 1. NFE Accreditation and

expressions. Equivalency Learning Material.
34.1 Performs problems involving addition Studying Polynomials. 2001.
and subtraction of algebraic M7AL-IIg-34 pp. 16-17, 19-20, 22-24, 26,
expressions M7AL-IIg-34.1 29, 32-33, 36-37, 41-43, 45
34.2 Solves problems involving M7AL-IIg-34.2
multiplication and division of algebraic

expressions
35. differentiates between algebraic M7AL-IIh-

expressions and equations. 35
36. translates English sentences to 1. Elementary Algebra I. 2002.
M7AL-IIh-
mathematical sentences and vice pp. 82-84*
36
versa. 2. NFE Accreditation and
CONTENT
PERFORMANCE
Equations (Part 1). 2001. pp.
6-10
p. 117*
37. differentiates between equations and M7AL-IIh-
2. DLM 1 – Unit 5: First Degree
inequalities. 37
Equations and Inequalities in
One Variable
38. illustrates linear equation and M7AL-IIh-38 1. NFE Accreditation and
M7AL-IIh-38.1
inequality in one variable. Equivalency Learning Material.
M7AL-IIh-38.2

38.1 Expresses linear equation in one Equations (Part 1). 2001. pp.
variable 10-12
38.2 Illustrates linear inequality in one
variable

39. finds the solution of linear equation Equivalency Learning Material.
or inequality in one variable. Equations (Part 1). 2001. pp.
39.1 Finds the solution of linear equation 13-14
using properties of equality M7AL-IIi-39 2. NFE Accreditation and
39.2 Finds the solution of linear M7AL-IIh-39.1 Equivalency Learning Material.
inequality by guess and check M7AL-IIh-39.2 Inequalities. 2001. pp. 11-18
M7AL-IIh-39.3
39.3 Finds the solution of linear 3. EASE I – Module 10: Guess,
inequality using properties of Try and Check
inequality 4. DLM 1 – Unit 5: First Degree
Equations and Inequalities in
One Variable
40. solves linear equation or inequality in 1. Elementary Algebra I. 2002.
one variable involving absolute pp. 120-125
value by: (a) graphing; and (b) 2. NFE Accreditation and
algebraic methods. Equivalency Learning Material.
40.1 Identifies the slope and y-intercept Inequalities. 2001. pp. 18-23
of the linear equation 3. OHSP Math 1 – Quarter 2,
M7AL-IIi-j-40 Module 2.6: Solving First
40.2 Identifies the slope and y-intercept of
M7AL-IIi-j-40.1
the linear inequality M7AL-IIi-j-40.2 Degree Equations and
40.3 Graphs the linear equation given the M7AL-IIi-j-40.3 Inequalities in Variables
two points ; slope and a point M7AL-IIi-j-40.4 4. DLM 2 – Unit 1: System of
M7AL-IIi-j-40.5
Linear Equations and Rational
M7AL-IIi-j-40.6
40.4 Graphs linear equation given the slope Equations
and y-intercept
40.5 Graphs the linear equation given the x
and y intercepts
40.6 Graphs linear inequality using the
algebraic method.

CONTENT
PERFORMANCE
41. solves problems involving equations 1. NFE Accreditation and
and inequalities in one variable. Equivalency Learning Material.
41.1 Identifies and solves problems involving Equations (Part 1). 2001. pp.
linear equation and inequalities in one M7AL-IIj-41
24-28, 38-39
variable. M7AL-IIj-41.1 2. EASE I – Module 10: Guess,
41.2 Solves problems involving linear M7AL-IIj-41.2 Try and Check
M7AL-IIj-41.3
equation in one variable
41.3 Solves problems involving linear
inequalities in one variable
Grade 7- THIRD QUARTER

1. Geometry III. 2013. pp. 3-4*
42. represents point, line and plane using M7GE-IIIa-
Geometry demonstrates is able to create models of 2. BEAM I – Module 1: Points,
concrete and pictorial models. 42
understanding of key plane figures and formulate Lines, Planes and Angles
concepts of geometry of and solve accurately 43. illustrates subsets of a line. M7GE-IIIa- 1. BEAM I – Module 1: Points,
shapes and sizes, and authentic problems involving 43 Lines, Planes and Angles
geometric relationships. sides and angles of a 2. EASE III – Module 1:
polygon Geometry of Shape and Size
3. OHSP Modules – Module 1:
Geometry of Shape and Size
4. DLM 3 – Module 1: Geometry
of Shapes

Mathematics II. 1999. pp. 78-
84*
44. classifies the different kinds of Trigonometric Functions I.
angles. 2000. pp. 3-11
44.1 Defines and identifies the parts of an M7GE-IIIa-44 3. BEAM I – Module 1: Points, Lines,
M7GE-IIIa-44.1 Planes and Angles
angle M7GE-IIIa-44.2 4. EASE III – Module 1: Geometry of
44.2 Classifies the different kinds of angles Shape and Size
5. OHSP Modules – Module 1:
Geometry of Shape and Size
6. DLM 3 – Module 1: Geometry of
Shapes
CONTENT
PERFORMANCE
45. derives relationships of geometric M7GE-IIIb-45 1. NFE Accreditation and
M7GE-IIIb-45.1
figures using measurements and by Equivalency Learning Material.
M7GE-IIIb-45.2
inductive reasoning; supplementary M7GE-IIIb-45.3 Trigonometric Functions I.
angles, complementary angles, M7GE-IIIb-45.4 2000. pp. 7-8
congruent angles, vertical angles, M7GE-IIIb-45.5 2. EASE III – Module 1:
adjacent angles, linear pairs, Geometric Relations
perpendicular lines, and parallel 3. DLM 3 – Module 1: Geometric
lines.*** Relations
45.1 Derives relationships of geometric
figures using measurements and by
inductive reasoning on supplementary
inductive reasoning on congruent
inductive reasoning on
inductive reasoning on perpendicular
lines
inductive reasoning on parallel lines
46. derives relationships among angles M7GE-IIIc-46

M7GE-IIIc-46.1
formed by parallel lines cut by a
M7GE-IIIc-46.2
transversal using measurement and M7GE-IIIc-46.3
by inductive reasoning. M7GE-IIIc-46.4
46.1 Derives relationships among angles M7GE-IIIc-46.5
M7GE-IIIc-46.6
transversal using measurement and
by inductive reasoning on alternate
interior angles
46.2 Derives relationships among angles

by inductive reasoning on angles on
the same side of the transversal
by inductive reasoning on alternate-
exterior angles
transversal using measurement
and by inductive reasoning on opposite
interior angle

transversal using measurement
and by inductive reasoning on opposite
exterior angles
47. uses a compass and straightedge to

bisect line segments and angles and
construct perpendiculars and
parallels.
47.1 Identify the parts of a compass and its
uses
47.2 Enumerates the steps of constructing M7GE-IIIde-47
an angle using the straight edge and a M7GE-IIIde-47.1
compass M7GE-IIIde-47.2
M7GE-IIIde-47.3
47.3 Constructs a line and an angle using a M7GE-IIIde-47.4
compass and straight edge M7GE-IIIde47.5
47.4 Constructs and bisects a line using a M7GE-IIIde-47.6
compass and a straight edge
47.5 Constructs and bisects an angle using a
compass and a straight edge
47.6 Constructs perpendicular and parallel
lines using a compass and straight edge
48. illustrates polygons: (a) convexity; 1. BEAM I – Module 2: Geometry

(b) angles; and (c) sides. of Shape and Size: Types of
48.1 Identifies and classifies polygons Polygons
according to convexity 2. EASE III – Module 2:
M7GE-IIIe-48
48.2 Identifies and illustrates polygons Geometry of Shape and Size
M7GE-IIIe-48.1
according to angles M7GE-IIIe-48.2 3. OHSP Modules – Module 2:
48.3 Identifies and illustrates polygons M7GE-IIIe-48.3 Geometry of Shape and Size
M7GE-IIIe-48.4 4. DLM 3 – Module 2: Geometry
according to sides
48.4 Illustrates polygons according to of Shape and Size
convexity, angles and sides
49. derives inductively the relationship of M7GE-IIIf-49 1. BEAM I – Module 3: Angles of

M7GE-IIIf-49.1
exterior and interior angles of a
convex polygon. Polygons
49.1 Recalls the basic concepts of the
interior angle of convex polygon
49.2 Recalls the basic concepts of the
exterior angles of convex polygon
49.3 States the basic concepts of exterior
and interior angles of convex polygons M7GE-IIIf-49.2
M7GE-IIIf-49.3
49.4 Illustrates the basic concepts of the
M7GE-IIIf-49.4
exterior and interior angles of convex M7GE-IIIf-49.5
polygon
49.5 Illustrates and interprets the relation
of the exterior and the interior angles
of a convex polygon
50. illustrates a circle and the terms 1. Geometry III. 2013. p. 22*
related to it: radius, diameter chord, 2. BEAM I – Module 18: Circle
center, arc, chord, central angle, and and their Properties
inscribed angle. 3. EASE III – Module 1: Circles
50.1 Gives examples of real objects 4. DLM 3 – Module 1: Circles
M7GE-IIIg-50
representing circles M7GE-IIIg-50.1
50.2 Defines circle and the terms related to M7GE-IIIg-50.2
a circle M7GE-IIIg-50.3
M7GE-IIIg-50.4
50.3 Identifies the parts of a circle
M7GE-IIIg-50.5
50.4 Compares radius with the diameter, a
chord and a secant, a central angle and
inscribed angle
50.5 Illustrates a circle containing its parts
51. constructs triangles, squares, M7GE-IIIh-i51 Geometry III. 2013. pp. 1115*
M7GE-IIIh-i51.1
rectangles, regular pentagons, and
M7GE-IIIh-i51.2
M7GE-IIIh-i51.3
M7GE-IIIh-i51.4
M7GE-IIIh-i51.5
M7GE-IIIh-i51.6

M7GE-IIIh-i51.7
CONTENT
PERFORMANCE
regular hexagons.
51.1 Defines and illustrates a
triangle, square and rectangle
51.2 Differentiates a square from a
rectangle
51.3 Constructs a triangle, square
and rectangle with specific
measures
51.4 Defines and illustrates a regular
pentagon
51.5 Defines and illustrates a regular
hexagon
51.6 Constructs a regular pentagon

with specific measures
51.7 Constructs a regular hexagon
with specific measures
52. solves problems involving sides and

angles of a polygon.
52.1 Finds the area and perimeter of a M7GE-IIIj-52
triangle, a square and a rectangle M7GE-IIIj-52.1
52.2 Measures and finds the area and
M7GE-IIIj-52.2
perimeter of a regular hexagon M7GE-IIIj-52.3
52.3 Measures and find the area and M7GE-IIIj-52.4
perimeter of a regular pentagon
52.4 Solves real-life problems involving
sides and angles of polygons
Grade 7- FOURTH QUARTER
Statistics and demonstrates is able to collect and 1. Moving Ahead With
Probability understanding of key organize data systematically Mathematics II. 1999. pp.
concepts, uses and and compute accurately 215-216*
importance of Statistics, measures of central 2. Advanced Algebra,
data collection/gathering tendency and variability and Trigonometry and Statistics
and the different forms of apply these appropriately in IV. 2003. pp. 264-265*
data representation, data analysis and M7SP-IVa- 3. Advanced Algebra,
measures of central interpretation in different 53. explains the importance of Statistics. 53 Trigonometry and Statistics
tendency, measures of fields. IV. 2009. pp. 232-233*
variability, and probability. 4. BEAM I – Module 14: Basic
Statistics
5. EASE IV – Module 1: Statistics
6. DLM 4 – Module 1: Statistics
54. poses problems that can be solved
using Statistics.
54.1 Cites problems that can be solved M7SP-IVa-54
M7SP-IVa-54.1
using statistics M7SP-IVa-54.2
54.2 Solves problems using statistics
55. formulates simple statistical

instruments.
M7SP-IVa-55
55.1 Identifies and differentiates different
M7SP-IVa-55.1
statistical instruments M7SP-IVa-55.2
55.2 Formulates interview or survey
questionnaires
56. gathers statistical data. M7SP-IVb-56 1. Advanced Algebra,
M7SP-IVb-56.1
56.1 Defines and differentiates sample and Trigonometry and Statistics
M7SP-IVb-56.2
population M7SP-IVb-56.3 IV. 2003. pp. 266-272*
56.2 Defines and compares sampling M7SP-IVb-56.4 2. Advanced Algebra,
techniques M7SP-IVb-56.5 Trigonometry and Statistics
56.3 Cites examples of sampling IV. 2009. pp. 233-240*
techniques
56.4 Applies appropriate techniques in
solving illustrative examples

56.5 Makes a survey of data
57. organizes data in a frequency 1. Advanced Algebra,
distribution table. Trigonometry and Statistics
57.1 Defines organized data and frequency IV. 2003. pp. 273-275*
distribution table 2. Advanced Algebra,
M7SP-IVc-57
57.2 Differentiates textual form from Trigonometry and Statistics
M7SP-IVc-57.1
tabular form of organizing data M7SP-IVc-57.2
57.3 Identifies the parts of the given data M7SP-IVc-57.3
57.4 Interprets the given data by M7SP-IVc-57.4
M7SP-IVc-57.5
identifying the title and the source of
data
57.5 Makes a simple frequency distribution
table of the given data
CONTENT
PERFORMANCE
IV. 2009. pp. 241-243*
3. BEAM I – Module 14: Basic
Statistics
4. EASE IV – Module 1: Statistics
5. DLM 4 – Module 1: Statistics
58. uses appropriate graphs to represent M7SP-IVd-e-58 1. Advanced Algebra,

organized data: pie chart, bar graph, M7SP-IVd-e-
Trigonometry and Statistics
58.1
line graph, histogram, and IV. 2003. pp. 276-285*
M7SP-IVd-e-
ogive.*** 58.2 2. Advanced Algebra,
58.1Defines and illustrates the following: M7SP-IVd-e- Trigonometry and Statistics
a. line graph 58.3
IV. 2009. pp. 244-253*
b. bar graph M7SP-IVd-
e58.4-
58.2Defines, differentiates, and illustrates
M7SP-IVd-e-
the ff: 58.5
c. pie/circle graph M7SP-IVd-e-
58.6
d. pictograph
58.3Defines, differentiates, and illustrates
the ff:
e. histogram /ogive
58.4 Constructs the line graph and the bar
graph of the given data
58.5 Constructs the pie chart and histogram
of the given data
58.6 Uses appropriate graphs to represent
organized data
59. illustrates the measures of central 1. BEAM I – Module 14: Basic

tendency (mean, median, and Statistics
mode) of a statistical data. 2. EASE IV – Module 1: Statistics
M7SP-IVf-59
59.1Defines and identify the mean, median, M7SP-IVf-59.1 3. DLM 4 – Module 1: Statistics
and mode of the given data M7SP-IVf-59.2 4. BALS Video – Mean, Median
59.2 Illustrates the mean of the given data M7SP-IVf-59.3 and Mode
M7SP-IVf-59.4
59.3 Shows the median of the given data
59.4 Shows the mode of the given data
60. calculates the measures of central M7SP-IVf-g60 1. Integrated Mathematics III.

tendency of ungrouped and grouped M7SP-IVf-g60.1
2001. pp. 257-269*
M7SP-IVf-g60.2
data. 2. Advanced Algebra,
M7SP-IVf-g60.3
60.1Identifies illustrates the mean, median M7SP-IVf-g60.4 Trigonometry and Statistics
and mode of the ungrouped data M7SP-IVf-g60.5 IV. 2003. pp. 290-301*
60.2 Find the mean of the given grouped
3. Advanced Algebra,
data
60.3 Solves the median of the given
IV. 2009. pp. 258-269*
grouped data
60.4 Computes the mode of the given 4. EASE IV – Module 2: Statistics
grouped data 5. DLM 4 – Module 2: Statistics
60.5 Solves problems involving the

measures of central tendency

61. illustrates the measures of variability 1. Advanced Algebra,

(range, average deviation, variance, Trigonometry and Statistics
standard deviation) of a statistical IV. 2003. p. 302*
data. 2. Advanced Algebra,
61.1 Defines average deviation, variance, M7SP-IVh-61 Trigonometry and Statistics
standard deviation, and range of the M7SP-IVh-61.1 IV. 2009. p. 270*
given statistical data M7SP-IVh-61.2
61.2 Determines the average deviation M7SP-IVh-61.3
61.3 Shows the variance of a statistical data M7SP-IVh-61.4
61.4 Solves the standard deviation of a

given statistical data
CONTENT
PERFORMANCE
62. calculates the measures of variability M7SP-IVh-i62 1. Advanced Algebra,
of grouped and ungrouped data. M7SP-IVh-i62.1
M7SP-IVh-i62.2
62.1 States and explains steps of the IV. 2003. pp. 302-307*
M7SP-IVh-i62.3
measures of variability of ungrouped M7SP-IVh-i62.4 2. Advanced Algebra,
data M7SP-IVh-i62.5 Trigonometry and Statistics
M7SP-IVh-i62.6
IV. 2009. pp. 270-275*
62.2 Computes the measures of variability
3. BEAM I – Module 15: Measures
of ungrouped data
of Variability
62.3 Enumerates the steps of the measures
of variability of grouped data
62.4 Makes a table of the measures of

variability of grouped data
62.5 Solves the measures of variability of

grouped data
62.6 Calculates and interprets the measures

of variability
63. uses appropriate statistical measures 1. Advanced Algebra,

in analyzing and interpreting Trigonometry and Statistics
statistical data. IV. 2003. pp. 308-311*
63.1 Computes the measures of central 2. Advanced Algebra,
tendency of the given problem M7SP-IVj-63 Trigonometry and Statistics
M7SP-IVj-63.1
63.2 Solves the measures of standard IV. 2009. pp. 276-278*
M7SP-IVj-63.2
deviation of the given problem M7SP-IVj-63.3
63.3 Interprets the result of the standard

deviation/central tendency
64. draws conclusions from graphic and 1. BEAM I – Module 15: Measures
tabular data and measures of central of Variability
tendency and variability. M7SP-IVj-64
64.1 Analyzes the given graphical and M7SP-IVj-64.1
tabular data M7SP-IVj-64.2
64.2 Formulates conclusion based on the
given graphical and tabular data
Unpacked by:
NELLIE L. OMISOL CARLOS C. CANTOMAYOR GLORY FE C. DAPAT
NUEVA VIDA NHS ALEOSAN NHS CARMEN NHS

*** Suggestion for ICT enhanced lesson when available and where appropriate GRADE 8
PERFORMANCE

1. Elementary Algebra I.
Patterns and demonstrates is able to formulate real-life 2000. pp. 200-211*
Algebra understanding of key problems involving factors of 2. Moving Ahead With
concepts of factors of polynomials, rational 1. factors completely different types Mathematics II. 1999.
polynomials, rational algebraic expressions, linear of polynomials (polynomials with pp. 194-209
algebraic expressions, equations and inequalities in common monomial factor, 3. NFE Accreditation and
linear equations and two variables, systems of difference of two squares, sum M8AL-Ia-b-1 Equivalency Learning
inequalities in two linear equations and Material. Special
and difference of two cubes,
variables, systems of linear inequalities in two variables
perfect square trinomials, and Products and Factoring.
equations and inequalities and linear functions, and
general trinomials). 2000. pp. 11-18
in two variables and linear solve these problems
functions. accurately using a variety of 4. BEAM I – Module 16:
strategies. Factoring
2. solves problems involving factors of 1. Elementary Algebra I.
M8AL-Ib-2
polynomials. 2000. pp. 212-216*
3. illustrates rational algebraic M8AL-Ic-1 2000. pp. 78-79* 2.
expressions. EASE II – Module 1:
Rational Algebraic
Expressions

2000. p. 80*
Equivalency Learning
Material. Understanding
4. simplifies rational algebraic Rational Expressions Part
M8AL-Ic-2
expressions. 1. 2001. pp. 4-9, 22-24
3. BEAM II – Module 5:
Simplifying Rational
4. DLM 2 – Unit 3: Rational
Expressions and
CONTENT
PERFORMANCE

Rational Equations 5.
EASE II – Module 1:
Rational Algebraic
Expressions

2000. p. 81*
Rational Expressions Part
1. 2001. pp. 10-13, 16-
19, 27-30, 33-37
1. 2001. pp. 17-21, 23-
5. performs operations on rational 26, 29-32
M8AL-Ic-d-1
algebraic expressions. 4. BEAM II – Module 6:
Operations on Rational
Expressions and
Rational Equations 7.
EASE II – Module 2:
Rational Algebraic
Expressions
8. EASE II – Module 3:
Rational Algebraic
Expressions
6. solves problems involving rational
M8AL-Id-2 2000. p. 82*
algebraic expressions.
CONTENT CODE LEARNING MATERIALS

PERFORMANCE
STANDARDS

1. 2001. pp. 8-9, 13-15,
20-25, 31-32, 38-41
2. 2001. pp. 21-22, 27-
28, 32-34
Rational Algebraic
Expressions
Mathematics II. 1999.
7. illustrates the rectangular pp. 1-4
M8AL-Ie-1
coordinate system and its 2. BEAM I – Module 1:
uses.*** Rectangular Coordinate
System
2000. pp. 146-151*
8. illustrates linear equations in two M8AL-Ie-3 pp. 6-7*
variables. 3. DLM 1 – Unit 6: Linear
Equations and
Inequalities in Two
Variables
2000. pp. 157-159*
M8AL-Ie-4
9. illustrates the slope of a line. 2. Moving Ahead With

CONTENT
PERFORMANCE

pp. 32-34*
2000. pp. 159, 162-164,
10. finds the slope of a line given two 167-169*
M8AL-Ie-5
points, equation, and graph. 2. Moving Ahead With
pp. 36-37*
11. writes the linear equation 2000. pp. 160-162*
2. DLM 1 – Unit 6: Linear
axbyc in the form ymxb M8AL-If-1
Equations and
and vice versa. Inequalities in Two
Variables
12. graphs a linear equation given (a) 2000. pp. 162-164*
any two points; (b) the x – and 2. DLM 1 – Unit 6: Linear
M8AL-If-2
y – intercepts; (c) the slope and a Equations and
point on the line.*** Inequalities in Two
Variables
2000. p. 159*
13. describes the graph of a linear
equation in terms of its intercepts M8AL-If-3
Graphs of Linear
and slope.***
Equations in Two
Variables
14. finds the equation of a line given 2000. p. 169*
(a) two points; (b) the slope and a 2. Moving Ahead With
M8AL-Ig-1 Mathematics II. 1999.
point; (c) the slope and its
intercepts. pp. 39-45*
Equations and
Inequalities in Two
Variables
CONTENT
PERFORMANCE

2000. pp. 170-172*
15. solves problems involving linear Material. Equations (Part
M8AL-Ig-2
equations in two variables. 1). 2001. pp. 29-35
Equations and
Inequalities in Two
Variables
Mathematics II. 1999. p.
55*
16. illustrates a system of linear
M8AL-Ih-1 2. NFE Accreditation and
equations in two variables.
Material. Equation (Part
2). 2001. pp. 4-9
17. graphs a system of linear 1. Moving Ahead With
equations in two variables.*** M8AL-Ih-2 Mathematics II. 1999. p.
58*
Graphs of the Systems
of Linear Equations
Systems of Linear
Equations and
Inequalities

18. categorizes when a given system
pp. 56-58*
of linear equations in two
variables has graphs that are
M8AL-Ih-3 Graphs of the Systems
parallel, intersecting, and of Linear Equations
coinciding. 3. EASE II – Module 1:
Systems of Linear
CONTENT
PERFORMANCE

Equations and
Inequalities
19. solves a system of linear 1. Moving Ahead With
equations in two variables by (a) M8AL-Ii-j-1 Mathematics II. 1999.
graphing; pp. 55-63*
(b) substitution; (c) 2. NFE Accreditation and
elimination.*** Equivalency Learning
2). 2001. pp. 4-19
Solution Set of the
Systems of Linear
Equations
4. DLM 2 – Unit 1:
Systems of Linear
Equations and
Inequalities
Systems of Linear
Equations and
Inequalities

pp. 65-66*
20. solves problems involving systems 2). 2001. pp. 20-37
of linear equations in two M8AL-Ij-2 3. EASE II – Module 3:
variables.
Systems of Linear
Equations and
Inequalities
PERFORMANCE

Moving Ahead With
Patterns and demonstrates key is able to formulate and 21. illustrates linear inequalities in two M8AL-IIa-1 Mathematics II. 1999.
Algebra concepts of linear solve accurately real-life variables. pp. 66-69*
inequalities in two problems involving linear 22. differentiates linear inequalities in
variables, systems of linear inequalities in two variables, two variables from linear M8AL-IIa-2
inequalities in two systems of linear equations in two variables.
variables and linear inequalities in two variables,
23. graphs linear inequalities in two M8AL-IIa-3 1. Moving Ahead With
functions. and linear functions. Mathematics II. 1999. p.
variables.
70*
Systems of Linear
Inequalities
Equations and
Inequalities in Two
Variables
24. solves problems involving linear
M8AL-IIa-4
inequalities in two variables.
Moving Ahead With
25. solves a system of linear
M8AL-IIb-1 Mathematics II. 1999.
inequalities in two variables.***
p. 70*
26. solves problems involving systems 71*
of linear inequalities in two M8AL-IIb-2 2. NFE Accreditation and
variables. Equivalency Learning
Material. Inequalities.
2001. pp. 24-28
pp. 13-18*
27. illustrates a relation and a function. M8AL-IIc-1
Trigonometry and
Statistics IV. 2003.
CONTENT
PERFORMANCE

pp.5-6*
Material. Relations and
Functions. 2002. pp. 6-
13
4. BEAM IV – Module 1:
Functions Generally

pp. 15-16*
Trigonometry and
28. verifies if a given relation is a Statistics IV. 2003. p. 6,
M8AL-IIc-2
function. 9*
Functions. 2002. pp.
1923
Moving Ahead With
29. determines dependent and
M8AL-IIc-3 Mathematics II. 1999.
independent variables.
p. 13*
20*
30. finds the domain and range of a 2. NFE Accreditation and
M8AL-IId-1
function. Equivalency Learning
Functions. 2002. pp.
2332
Trigonometry and
31. illustrates a linear function. M8AL-IId-2
Statistics IV. 2003. pp.
30-31*

PERFORMANCE
STANDARDS

Trigonometry and
30-31*
Rectangular Coordinate
System
4. DLM 4 – Module 1:
Linear Functions 5.
EASE IV – Module 1:
Linear Functions
Trigonometry and
36-38*
Trigonometry and
32. graphs a linear function’s (a)
domain; (b) range; (c) table of
M8AL-IId-e-1 39-41*
values; (d) intercepts; and (e)
slope. Linear Functions and
their Graphs
Linear Functions 5.
EASE IV – Module 1:
Linear Functions
Trigonometry and
Statistics IV. 2003. p.
58*
33. solves problems involving linear
M8AL-IIe-2 2. Advanced Algebra,
functions.
Trigonometry and
46-48*

CONTENT
PERFORMANCE

Linear Functions and
their Graphs
34. determines the relationship Geometry III. 2009. p.
Geometry demonstrates is able to communicate between the hypothesis and the M8GE-IIf-1 59*
understanding of key mathematical thinking with conclusion of an if-then statement.
concepts of logic and coherence and clarity in
Geometry III. 2009. p.
reasoning. formulating and analyzing 35. transforms a statement into an
M8GE-IIf-2 61*
arguments. equivalent if-then statement.
36. determines the inverse, converse,

and contrapositive of an if-then
statement. M8GE-IIg-1
37. illustrates the equivalences of: (a)

the statement and its
contrapositive; and (b) the M8GE-IIg-2
converse and inverse of a
statement.
38. uses inductive or deductive
M8GE-IIh-1
reasoning in an argument.
39. writes a proof (both direct and
M8GE-IIi-j-1
indirect).
40. describes a mathematical system. M8GE-IIIa-1
Geometry demonstrates 1. is able to formulate
understanding of key an organized plan 41. illustrates the need for an axiomatic Geometry III. 2009. pp.
concepts of axiomatic to handle a real-life structure of a mathematical system 3-4*
structure of geometry and situation. in general, and in Geometry in
M8GE-IIIa-c-1
triangle congruence. particular: (a) defined terms; (b)
undefined terms; (c) postulates;
and (d) theorems.

2. is able to 1. Moving Ahead With
communicate 42. illustrates triangle congruence.*** M8GE-IIId-1 Mathematics II. 1999.
mathematical pp. 112-114*
PERFORMANCE

thinking with 2. Geometry III. 2009. pp.
coherence and 88-91*
clarity in
formulating,
investigating,
pp. 115-120*
analyzing, and
2. Geometry III. 2009. pp.
solving real-life
problems involving 91-97*
43. illustrates the SAS, ASA and SSS
congruent triangles M8GE-IIId-e-1 3. BEAM III – Module 10:
congruence postulates.***
using appropriate Triangle Congruence –
and accurate Triangles: Different and
representations. yet the same
Triangle Congruence
44. solves corresponding parts of
M8GE-IIIf-1 Mathematics II. 1999.
congruent triangles
pp. 114-115*
45. proves two triangles are congruent. M8GE-IIIg-1 pp. 121-123*
2. Geometry III. pp.
98100*
46. proves statements on triangle
M8GE-IIIh-1
congruence.
47. applies triangle congruence to
construct perpendicular lines and M8GE-IIIi-j-1
angle bisectors.
48. illustrates theorems on triangle

Geometry demonstrates is able to communicate inequalities (Exterior Angle
understanding of key mathematical thinking with Inequality M8GE-IVa-1
concepts of inequalities in coherence and clarity in Theorem, Triangle Inequality
a triangle, and parallel and formulating, investigating, Theorem, Hinge Theorem).***
perpendicular lines. analyzing, and solving real- 49. applies theorems on triangle M8GE-IVb-1
inequalities.
CONTENT
PERFORMANCE

life problems involving M8GE-IVc-1
50. proves inequalities in a triangle.
triangle inequalities, and
parallelism and 51. proves properties of parallel lines cut M8GE-IVd-1
perpendicularity of lines by a transversal.***
using appropriate and
52. determines the conditions under
accurate representations.
which lines and segments are M8GE-IVe-1
parallel or perpendicular.
53. illustrates an experiment, outcome, M8GE-IVf-1
Statistics and demonstrates is able to formulate and sample space and event.***
Probability understanding of key solve practical problems 54. counts the number of occurrences of
concepts of probability. involving probability of an outcome in an experiment: (a)
simple events. M8GE-IVf-g-1
table; (b) tree diagram; (c) systematic
listing; and (d) fundamental counting
principle.***
M8GE-IVh-1
55. finds the probability of a simple event.
56. illustrates an experimental probability

M8GE-IVi-1
and a theoretical probability.
57. solves problems involving probabilities M8GE-IVi-j-1
of simple events.
*** Suggestion for ICT enhanced lesson when available and where appropriate GRADE 9

PERFORMANCE
CONTENT STANDARDS LEARNING COMPETENCY LEARNING
CONTENT STANDARDS CODE
MATERIALS
Patterns and 1. BEAM Second Year

Algebra demonstrates is able to investigate Module 4 (TG)
understanding of key thoroughly mathematical 2. EASE Module Second
concepts of quadratic relationships in various Year Quadratic
equations, inequalities and situations, formulate reallife Equations Module 3
functions, and rational problems involving Chapter 2 Quadratic
quadratic equations, M9AL-Ia-1
algebraic equations. 1. Equations pp.44-46
inequalities and functions,
(LM)
and rational algebraic 3.
equations and solve them NFE Accreditation and
using a variety of Equivalency Learning
strategies. Material. Equation (Part
illustrates quadratic equations. 2). 2001. pp. 38-41
1. BEAM Second Year
Module 4 (TG)
2. EASE Module Second
Year Quadratic
Equations, Module 3
Chapter 2 Quadratic
Equations pp.47-
3. 53(LM)
DLM 2 – Unit 2 Lesson
2.2: Special Factoring
4.
Techniques
solves quadratic equations by: (a) DLM 2 – Unit 2 Lesson
extracting square roots; (b) factoring; 2.3: Solving Quadratic
(c) completing the square; and (d) Equations by Extracting
2. using the quadratic formula. M9AL-Ia-b-1 Square Roots
5. DLM 2 – Unit 2 Lesson
2.4: Solving Quadratic
Equations by Factoring
Equations by
CONTENT
PERFORMANCE
STANDARDS CODE
MATERIALS
Completing the
Squares
Functions by the
Quadratic Formula
Quadratic Functions
Trigonometry, and
88-90*
10. Integrated Mathematics
III. 2001. pp. 100-108*
2). 2001. p. 38-42
3. characterizes the roots of a quadratic M9AL-Ic-1 1. BEAM Second Year,
equation using the discriminant. Module 4 (TG)
Year Quadratic
Equations, Module 3
Chapter 2 Quadratic
Equations pp.53-59
(LM)
Trigonometry, and
103-104*
III. 2001. pp. 116-119*
CONTENT
PERFORMANCE
STANDARDS CODE
MATERIALS
1. BEAM Second Year
Module 4 (TG)
Year Quadratic
4. describes the relationship between the Equations, Module 3
coefficients and the roots of a Chapter 2 Quadratic
quadratic equation. Equations pp.53-59
M9AL-Ic-2 (LM)
III. 2001. pp. 120-121*
1. BEAM Second Year
Module 4 (TG) LM
5. solves equations transformable to
Year Quadratic
quadratic equations (including M9AL-Ic-d-1
Equations, Module 3
rational algebraic equations).
Chapter 2 Quadratic
Equations pp.53-59
(LM)
1. BEAM Second Year
Module 4 (TG)
Year Quadratic
Equations, Module 3
Chapter 2 Quadratic
6. solves problems involving Equations pp.61-64
quadratic equations and rational (LM)
3.
algebraic equations. M9AL-Ie-1 DLM 2 – Unit 2 Lesson
2.9: Application of
Quadratic Equations
III. 2001. pp. 109-115*
Trigonometry, and
95-99*
CONTENT
PERFORMANCE
STANDARDS CODE
MATERIALS
Trigonometry, and
79-83*
Material. Equations
(Part 2). 2001. pp.
4244
Trigonometry, and
100*
7. illustrates quadratic inequalities M9AL-If-1
Trigonometry, and
84*
APEX Chapter 3
Quadratic Functions
8. solves quadratic inequalities. M9AL-If-2
Lessons 18-19 pp.203-
217 (LM)
9. solves problems involving quadratic M9AL-If-g-1 APEX Chapter 3
inequalities. Quadratic Functions

Lessons 18-19 pp.203-
217 (LM)
10. models real-life situations using 1. BEAM Fourth Year,
quadratic functions. M9AL-Ig-2 Module 3
1. BEAM Fourth Year
Module 3 (TG)
11. represents a quadratic function
2. EASE Module Fourth
using: (a) table of values; (b) M9AL-Ig-3
Year Quadratic
graph; and (c) equation.
Equations, Module 1
(LM)
12. transforms the quadratic function 1. BEAM Fourth Year
defined byy = ax2 + bx + cinto M9AL-Ih-1 Module 3
the
PERFORMANCE
MATERIALS
formy = a(x – h)2 + k. 2. Math IV: Advanced
Algrebra, Trigonometry
and Statistics (Lesson
Plans) 2002 BEC (Week
8) pp.31-32 (TG)
Year Quadratic
Equations, Module 1
4. APEX Chapter 3
Quadratic Functions
Lesson 2 pp.101-105
(LM)
Quadratic Functions
6. Integrated
Mathematics III. 2001.
pp. 79-87*

Trigonometry and
69-70*
Trigonometry and
55-56*
1. BEAM Fourth Year,
Module 3 (TG)
Year Quadratic
13. graphs a quadratic function: (a) Equations, Module 1
domain; (b) range; (c) intercepts; (LM)
(d) axis of symmetry; (e) vertex; M9AL-Ig-h-i-1 3. Integrated
(f) direction of the opening of the Mathematics
parabola. 4. III. 2001. p. 78
Advanced Algebra,
Trigonometry and
70-73*
CONTENT
PERFORMANCE
STANDARDS CODE
MATERIALS
Trigonometry and
56-59*

1. BEAM Fourth Year
2. Math IV: Advanced
Algebra, Trigonometry,
8-9) pp.37-41 (TG)
Year, Module 2
4. APEX Chapter 3
14. analyzes the effects of changing Quadratic Functions
the values of a, h and k in the Lesson 2 pp.120-125
equation y = a(x – h)2 + k of a (LM)
quadratic function on its 5. DLM 4 – Module 2:
graph.*** M9AL-Ii-2 Quadratic Functions
Trigonometry and
76-82*
Trigonometry and
62-68*
Year Quadratic
Functions, Modules 3
and 4
2. APEX Chapter 3
15. determines the equation of a Quadratic Functions
quadratic function given: (a) a Lesson 1 pp.92-100,
table of values; (b) graph; (c) Lesson 13
zeros. M9AL-Ij-1 pp.165171(LM)
3. Integrated
Mathematics
CONTENT
PERFORMANCE LEARNING
CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS

III. 2001. pp. 96-99*
Trigonometry and
75-79*
Trigonometry and
91-95*
1. Math IV: Advanced
Algebra, Trigonometry,
8-9) pp.37-41 (TG)
Year Quadratic
16. solves problems involving Functions, Modules 3
quadratic functions. M9AL-Ii-j-2 and 4
3. APEX Chapter 3
Quadratic Functions
Lesson 14 pp.172-183
(LM)
Quadratic Functions
1. BEAM Second Year,

Patterns and demonstrates is able to formulate and Module 8 (TG)
Algebra understanding of key solve accurately problems 2. EASE Module Second
concepts of variation and involving radicals. Year Variations
radicals. Modules 1-3 Chapter 4
Variation pp.102-121
17.illustrates situations that involve the 3. (LM) DLM 2 – Unit 6
following variations: (a) direct; (b) Lesson
inverse; (c) joint; (d) combined. M9AL-IIa-1 6.1: Direct Variation

6.3: Inverse Variation
PERFORMANCE
MATERIALS
6.4: Joint Variation
6.5: Combined
Variation
III. 2001. pp. 126-128,
131-132, 134-135,
138140*
Module 8 (TG)
18.translates into variation statement a Year Variations,
relationship between two quantities
Modules 1-3 Chapter 4
given by: (a) a table of values; (b) a
Variation pp.102-121
mathematical equation; (c) a graph,
and vice versa. (LM)
III. 2001. pp. 126-128,
131-132, 134-
M9AL-IIa-b-1 135,138140*
Module 8 (TG)
Year Variations,
19.solves problems involving variation. Modules 1-3 Chapter 4
M9AL-IIb-c-1 Variation pp.102-(LM)
III. 2001. pp. 129-130,
132-133, 136-137,
140145*
PERFORMANCE
MATERIALS
Module 9 (TG)
2. Ease Module Second
Year Integral
Exponents, Modules 2
20.applies the laws involving positive Chapter 5 Integral
integral exponents to zero and Exponents pp.122-135
negative integral exponents. M9AL-IId-1 (LM)
III. 2001. pp. 203-207*
Module 9 (TG)
2. Ease Module Second
Year Integral
Exponents, Module 2
Chapter 6 Radical
Expressions pp.149
(LM)
3.
Advanced Algebra,
Trigonometry and
21.illustrates expressions with rational Statistics IV. 2003. pp.
exponents. M9AL-IId-2 154-157*
Trigonometry and
308-311*

Module 9 & 10 (TG)
Year Radical
Expressions, Module 2
22.simplifies expressions with rational Chapter 6 Radical
exponents. Expressions pp.149-150
M9AL-IIe-1 (LM)
4.4: Simplifying
Rational
PERFORMANCE
MATERIALS
Exponents
III. 2001. pp. 223-224*
23.writes expressions with rational Module 10 Chapter 6
exponents as radicals and vice Radical Expressions
versa. M9AL-IIf-1 pp.150-151 (TG)
III. 2001. pp. 224-225*
Module 10 (TG)
24.derives the laws of radicals. M9AL-IIf-2
Year Radical
(LM)

Module 10 (TG)
Year Radical
Chapter 6 Radical
25.simplifies radical expressions using Expressions pp.152-156
the laws of radicals. M9AL-IIg-1 (LM)
5.2: Simplifying
Radicals
III. 2001. pp. 226-228*
Module 11 (TG)
26.performs operations on radical M9AL-IIh-1 Year Radical
expressions.*** Expressions Modules 4-
5 Chapter 6 Radical
Expressions pp.157-166
(LM)
PERFORMANCE
MATERIALS
5.3:
Addition/Subtraction of
Radical Expressions
5.4: Multiplication and
Division of Radical
Expressions
III. 2001. pp. 231-240*
1. BEAM Second Year
Module 11 (TG)
Year Radical
Expressions Module 6
Chapter 6 Radical
27.solves equations involving radical M9AL-IIi-1 Expressions pp.167-170
expressions.*** (LM)
III. 2001. pp. 241-244*
1. BEAM Second Year
Module 11 (TG)
Year Radical
Expressions Module 6
Chapter 6 Radical
M9AL-IIj-1 Expressions pp.171
28. solves problems involving radicals. (LM)
III. 2001. pp. 245-248*
1. BEAM Third Year

Geometry demonstrates is able to investigate, Module 12 (TG)
understanding of key analyze, and solve 29. identifies quadrilaterals that are M9GE-IIIa-1 2. APEX Lesson 1-7
concepts of parallelograms problems involving parallelograms. Quadrilaterals
Geometry
PERFORMANCE
MATERIALS
and triangle similarity. parallelograms and triangle Chapter 1 Geometry of
similarity through Shape and Size,
appropriate and accurate Quadrilaterals p.17
representation. Chapter 4

Quadrilaterals, 4.1.3
The Parallelogram and
its properties p.124
(LM)
1. BEAM Third Year
Module 12 (TG),
Geometry Chapter 4
Quadrilaterals 4.2.
Conditions which
guarantee that a
quadrilateral is a
30. determines the conditions that make a parallelogram p.132
quadrilateral a parallelogram. M9GE-IIIa-2 (LM)
Properties of
Quadrilateral
EASE Module Third
Year
31. uses properties to find measures of
Properties of
angles, sides and other quantities M9GE-IIIb-1
Quadrilaterals Module
involving parallelograms.
1
(LM)
32. proves theorems on the different kinds
of parallelogram (rectangle, rhombus,
square). M9GE-IIIc-1
33. proves the Midline Theorem. M9GE-IIId-1
34. proves theorems on trapezoids and

M9GE-IIId-2
kites.
EASE Module Third
Year Properties of
35. solves problems involving
M9GE-IIIe-1 Quadrilaterals Module
parallelograms, trapezoids and kites.
1
(LM)

CONTENT
PERFORMANCE
STANDARDS CODE
MATERIALS
1. BEAM Third Year
Module 15 (TG)
2. EASE Module Third
Year
3. Similarity Module 1
36. describes a proportion. M9GE-IIIf-1
APEX Math Triangles
Unit 4 Lesson 1-10,
Geometry Chapter 5
Similarity 5.1. Ratio and
Proportion p.145 (LM)
1. BEAM Third Year
2. Module 15
APEX Math Triangles
Unit 4 Lesson 1-10,
37. applies the fundamental theorems of Geometry Chapter 5
proportionality to solve problems M9GE-IIIf-2 Similarity 5.1. Ratio and
involving proportions. Proportion p.145
Similarity
1. BEAM Third Year,
Module 16 (TG)
Year
Similar Triangles,
38. illustrates similarity of figures. M9GE-IIIg-1 3. Module 2
APEX Math Triangles
Unit 4 Lesson 1-10
Geometry Chapter 5
5.2. Similarity between
triangles p.149 (LM)

PERFORMANCE
MATERIALS
1. BEAM Third Year,
Module 16 (TG)
Year
Similar Triangles,
3. Module 2
APEX Math Triangles
Unit 4 Lesson 1-10
39. proves the conditions for similarity of
Geometry Chapter 5
triangles. ***
Similarity, 5.2.4.
39.1 SAS similarity theorem Basic Similarity
39.2 SSS similarity theorem Theorems p.157 and
39.3 AA similarity theorem 5.4.
39.4 right triangle similarity theorem Similarities in Right
39.5 special right triangle theorems M9GE-IIIg-h-1 Triangles p.166 (LM)
Similar Triangles
1. BEAM Third Year,
2. Module 16 (TG)
EASE Module Third
Year
Similar Triangles,
40. applies the theorems to show that Module 2 Geometry
given triangles are similar. Chapter 5 Similarity
5.2.4. Basic Similarity
Theorems p.157 and
5.4. Similarities in
Right
M9GE-IIIi-1 Triangles p.166 (LM)
41. proves the Pythagorean Theorem. M9GE-IIIi-2 1. APEX Math Similarity of
Triangles Unit 4 Lesson
11-16 Geometry

Chapter 5 Similarity
5.4.2. The Pythagorean
Theorem p.169
PERFORMANCE
MATERIALS
1. BEAM Third Year,
Module 16 (TG)
2. EASE Module Third Year
Similarity, Module 3
3. APEX Math Similarity of
42. solves problems that involve triangle Triangles Unit 4 Lesson
M9GE-IIIj-1
similarity and right triangles.*** 11-16 Geometry
Chapter 5 Similarity 5.5.
Problems Involving
Similar Triangles and
Other Special Right
Triangles p.175 (LM)
Geometry demonstrates is able to apply the 1. BEAM Fourth Year,

understanding of the basic concepts of trigonometric Module 13 (TG)
concepts of trigonometry. ratios to formulate and 2. EASE Module Fourth
solve real-life problems with 43. illustrates the six trigonometric ratios: Year Triangle
precision and accuracy. sine, cosine, tangent, secant, Trigonometry, Module 1
cosecant, and cotangent. M9GE-IVa-1 (LM)
Circular Functions and
Trigonometry
44. finds the trigonometric ratios of
M9GE -IVb-c-1
special angles.

Module 13 (TG)
45. illustrates angles of elevation and 2. EASE Module Fourth
M9GE-IVd-1
angles of depression. Year Triangle
Trigonometry, Module 2
(LM)
46. uses trigonometric ratios to solve
Module 13 (TG)
real-life problems involving right M9GE-IVe-1
triangles. ***
Year Triangle
CONTENT
PERFORMANCE
STANDARDS CODE
MATERIALS
(LM)
Module 13 (TG)
Year Triangle
Math IV: Advanced
Algebra. Trigonometry,
Plans) 2002 EBEC
(Week 6-7) pp.50-56
47. illustrates laws of sines and cosines. M9GE-IVf-g-1 (LM)
Triangle Trigonometry
Module 13 (TG)
48. solves problems involving oblique 2. EASE Module Fourth
triangles. M9GE-IVh-j-1 Year
3. Triangle Trigonometry,
Module 2 (LM)

*** Suggestion for ICT enhanced lesson when available and where appropriate
GRADE 10
PERFORMANCE

1. generates patterns.*** M10AL-Ia-1

Patterns demonstrates is able to formulate and 2. illustrates an arithmetic sequence M10AL-Ib-1 1. Integrated Mathematics
CONTENT
PERFORMANCE
and
Algebra
understanding of key solve problems involving III. 2001. pp. 6-8*
concepts of sequences, sequences, polynomials 2. NFE Accreditation and
polynomials and and polynomial equations Equivalency Learning
polynomial equations. in different disciplines Material. Arithmetic
through appropriate and Sequence. 2000. pp. 3-
accurate representations. 9
3. DLM 2 – Unit 7:
Sequences and Series
3. determines arithmetic means and nth M10AL-Ib-c-1 1. Integrated Mathematics
term of an arithmetic sequence.*** III. 2001. pp. 9-12*
Material. Arithmetic
Sequence. 2000. pp.
10-
20
Arithmetic Sequences:
Always Come With A
Flow
4. DLM 2 – Unit 7:
III. 2001. pp. 14-16*
Material. Arithmetic
4. finds the sum of the terms of a given Sequence. 2000. pp.
M10AL-Ic-2
arithmetic sequence.*** 21-
32
Always Come With A
Flow
III. 2001. pp. 18-19*
5. illustrates a geometric sequence. M10AL-Id-1
CONTENT
PERFORMANCE

Material. Geometric
Sequence. 2000. pp. 3-
6
3. DLM 2 – Unit 7:
NFE Accreditation and
6. differentiates a geometric sequence Equivalency Learning
M10AL-Id-2
from an arithmetic sequence. Material. Geometric
Sequence. 2000. p. 6
7. differentiates a finite geometric
sequence from an infinite geometric M10AL-Id-3

sequence.
III. 2001. pp. 19-23*
Material. Geometric
Sequence. 2000. pp. 9-
8. determines geometric means and nth 16
M10AL-Ie-1
term of a geometric sequence.***
Always Come With A
Flow
4. DLM 2 – Unit 7:
III. 2001. pp. 17-26*
9. finds the sum of the terms of a given
finite or infinite geometric M10AL-Ie-2
Always Come With A
sequence.***
Flow
3. DLM 2 – Unit 7:
10. illustrates other types of sequences Integrated Mathematics
M10AL-If-1
(e.g., harmonic, Fibonacci). III. 2001. pp. 29-33*
CONTENT
PERFORMANCE

11. solves problems involving sequences. M10AL-If-2 Integrated Mathematics
III. 2001. pp. 13, 1617,
23, 28*

2002. pp. 193-197*
Trigonometry and
304-305*
12. performs division of polynomials 3. NFE Accreditation and
using long division and synthetic M10AL-Ig-1 Equivalency Learning
division. Material. Studying
Polynomials. 2001. pp.
37-42
Polynomial Functions
5. EASE IV – Module 1:
Trigonometry and
120-122, 128-129*
13. proves the Remainder Theorem and Trigonometry and
M10AL-Ig-2 Statistics IV. 2013. pp.
the Factor Theorem.
94-96, 98-99* 3.
DLM 4 – Module 1:
Advanced Algebra,
Trigonometry and
14. factors polynomials. M10AL-Ih-1
306-307*

PERFORMANCE
STANDARDS

15. illustrates polynomial equations. M10AL-Ii-1
Trigonometry and
138-141*
16. proves Rational Root Theorem. M10AL-Ii-2
Trigonometry and
104-106*
17. solves polynomial equations. M10AL-Ij-1
18. solves problems involving polynomials
M10AL-Ij-2
and polynomial equations.
19. illustrates polynomial functions. M10AL-IIa-1
Patterns and demonstrates is able to conduct 1. Advanced Algebra,
Algebra understanding of key systematically a Trigonometry and
concepts of polynomial mathematical investigation Statistics IV. 2003. pp.
function. involving polynomial 134-138*
functions in different fields. 2. Advanced Algebra,
20. graphs polynomial functions. M10AL-IIa-b-1
Trigonometry and
109-113*
21. solves problems involving polynomial
M10AL-IIb-2
functions.
Geometry demonstrates 1. is able to formulate and 22. derives inductively the relations 189-197*
understanding of key find solutions to among chords, arcs, central angles, M10GE-IIc-1 2. BEAM III – Module 18:
concepts of circles and challenging situations and inscribed angles. Circles and their
coordinate geometry. involving circles and Properties
other related terms in 23. proves theorems related to chords,
different disciplines M10GE-IIc-d-1
arcs, central angles, and inscribed

CONTENT
PERFORMANCE

through appropriate and angles.
accurate
representations. 1. Geometry III. 2013. pp.
197-207*
2. is able to formulate and 24. illustrates secants, tangents, 2. DLM 3 – Module 2:
M10GE-IIe-1
solve problems segments, and sectors of a circle. Circles
involving geometric 3. EASE III – Module 2:
figures on the Circles
rectangular coordinate 25. proves theorems on secants, Geometry III. 2013. pp.
plane with perseverance M10GE-IIe-f-1
tangents, and segments. 197-207*
and accuracy.
26. solves problems on circles. M10GE-IIf-2
Geometry III. 2013. pp.
27. derives the distance formula. M10GE-IIg-1
237-239*
28. applies the distance formula to prove Geometry III. 2013. pp.
M10GE-IIg-2
some geometric properties. 243-248*
29. illustrates the center-radius form of Geometry III. 2013. pp.
M10GE-IIh-1
the equation of a circle. 249-250*
30. determines the center and radius of a
250-252*
circle given its equation and vice M10GE-IIh-2
2. BEAM III – Module 22:
versa.
Equation of a Circle
31. graphs a circle and other
geometric figures on the coordinate M10GE-IIi-1
plane.***
32. solves problems involving geometric Geometry III. 2013. pp.

M10GE-IIi-j-1 252-256*
figures on the coordinate plane.
M10SP-IIIa-1
Statistics demonstrates is able to use precise 33. illustrates the permutation of objects.
and Probability understanding of key counting technique and
concepts of combinatorics probability in formulating 34. derives the formula for finding the
and probability. conclusions and making number of permutations of n M10SP-IIIa-2
decisions.
objects taken r at a time.
CONTENT
PERFORMANCE

35. solves problems involving M10SP-IIIb-1
permutations.
36. illustrates the combination of objects. M10SP-IIIc-1
37. differentiates permutation from
combination of n objects taken r at M10SP-IIIc-2
a time.
38. derives the formula for finding the
number of combinations of n M10SP-IIId-1
objects taken r at a time
39. solves problems involving
M10SP-IIId-e-1
permutations and combinations.
40. illustrates events, and union and
M10SP-IIIf-1
intersection of events.
41. illustrates the probability of a union
M10SP-IIIg-1
of two events.
M10SP-IIIg-h-1
42. finds the probability of AB.
43. illustrates mutually exclusive events. M10SP-IIIi-1
44. solves problems involving probability. M10SP-IIIi-j-1

M10SP-IVa-1 Integrated Mathematics
Statistics and demonstrates is able to conduct 45. illustrates the following measures of III. 2001. pp. 270-277*
Probability understanding of key systematically a position: quartiles, deciles and
concepts of measures of miniresearch applying the percentiles.***
position. different statistical 46. calculates a specified measure of Integrated Mathematics
methods. M10SP-IVb-1
position (e.g. 90th percentile) of a set III. 2001. pp. 277-279*
of data.
47. interprets measures of position. M10SP-IVc-1
48. solves problems involving measures
M10SP-IVd-e-1
of position.
CONTENT
PERFORMANCE
49. formulates statistical mini-research. M10SP-IVf-g-1
50. uses appropriate measures of

position and other statistical methods
M10SP-IVh-j-1
in analyzing and interpreting
research data.
*** Suggestion for ICT enhanced lesson when available and where appropriate GLOSSARY
Accuracy the quality of being correct and precise.
Applying the skill of using concepts, procedures, algorithms and other mathematical constructs in 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.
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
Constructivism
that are encountered.
a locale, situation, or set of conditions of students that may influence their study and use of mathematics to develop critical thinking and
Context
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.
the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
Critical Thinking 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.
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
meaningful acquisition of concepts that include memorizing and recalling of facts and procedures
Understanding
Mathematical Problem
finding a solution to a problem that is unknown (Polya, 1945 & 1962).
Solving
Modeling the use of functions and graphs to represent relationships between and among quantities in a phenomenon.
the quality of judging, evaluating and making decisions based on mathematical facts and results without being influenced by subjective
Objectivity
conditions.
GLOSSARY
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 in 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).

Code Book Legend
Sample: M7AL-IIg-2
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and

Strand/ Subject or Mathematics
First Entry Specialization M7 Number Sense NS

Grade Level Grade 7

Geometry GE
Domain/Content/
Uppercase Letter/s
Component/ Topic
Patterns and Algebra AL
- Patterns and Algebra AL
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between Measurement ME
letters to indicate more than Week Week seven g
a
specific week
-
Solves problems involving Statistics and Probability SP
Arabic Number Competency
algebraic expressions
2
REFERENCES
Akihiko Takahashi, Ted Watanabe, and Makoto Yoshida. English Translation of the Japanese Mathematics Curricula in the course of Study, (Madison: Global
Education Resources L.L.C., 2008). http://ncm.gu.se/media/kursplaner/andralander/Japanese_COS2008Math.pdf
“Australian Math Curriculum,” Australian Curriculum, Assessment and Reporting Authority, accessed May 23, 2013,
http://www.australiancurriculum.edu.au/mathematics/curriculum/f -10?layout=1&y=1&y=2&y=3&y=4&y=5&y=6&s=NA&s=MG&s=SP

Bureau of Elementary Education, 2002 Basic Education Curriculum, (Pasig City: Department of Education, 2002)
Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports . Desired Learning Competencies New Secondary Education Curriculum Pasig
City,1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine Secondary Schools Learning
Competencies. Pasig City, 1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
California Department of Education, California Common Core States Standard: Mathematics (Electronic Edition), (California: Department of Education, 2013,
2014), http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
Ministry of Education Singapore, Mathematics Syllabus Primary, (Singapore: Ministry of Education, 2006).
https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/sciences/files/2007 -mathematics-%28primary%29-syllabus.pdf
South Africa Math Curriculum, Curriculum and Policy Statement, (South Africa: Department of Basic Education, 2011), file:///C:/Users/BLimuaco/Downloads/CAPS
%20IP%20%20MATHEMATICS%20GR%204-6%20web.pdf


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K to 12 Mathematics Curriculum Guide August 2016 Page 2 of 77

K to 12 BASIC EDUCATION CURRICULUM

Figure 1.The Conceptual Framework of Mathematics Education CONCEPTUAL FRAMEWORK

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BRIEF COURSE DESCRIPTION

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KEY STAGE STANDARDS:

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GRADE LEVEL STANDARDS:

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Daily 50 min 50 min 50 min 50 min 50 min 50 min

Weekly 4 hours 4 hours 4 hours 4 hours

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5. represents the absolute value of a 1. Elementary Algebra I. 2002.

1. Elementary Algebra I. 2002.

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7. illustrates the different properties of 1. NFE Accreditation and

1. Elementary Algebra I. 2002.

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10. performs operations on rational M7NS-If-10 1. Elementary Algebra I. 2002.

1. Elementary Algebra I. 2002.

14. plots irrational numbers (up to square

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15. illustrates the different 1. Elementary Algebra I. 2002. pp. 24-26*

17. writes numbers in scientific 1. Integrated Mathematics III.

18. represents real-life

19. solves problems involving M7NS-Ij-19

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Grade 7- SECOND QUARTER

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M7AL-IIc- 1. Elementary Algebra I. 2002.

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32. multiplies and divides polynomials. 1. Moving Ahead With

33.2 Uses models and algebraic methods to

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34. solves problems involving algebraic 1. NFE Accreditation and

multiplication and division of algebraic

35. differentiates between algebraic M7AL-IIh-

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1. NFE Accreditation and

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Grade 7- THIRD QUARTER

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46. derives relationships among angles M7GE-IIIc-46

46.2 Derives relationships among angles

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47. uses a compass and straightedge to

48. illustrates polygons: (a) convexity; 1. BEAM I – Module 2: Geometry

49. derives inductively the relationship of M7GE-IIIf-49 1. BEAM I – Module 3: Angles of

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51.6 Constructs a regular pentagon

52. solves problems involving sides and

54.2 Solves problems using statistics