ARTICULATION OF PERFORMANCE STANDARDS INTO COMPETENCIES

Definition:

Articulation explains the connectivity of learning that creates seamless

learning throughout a student’s educational experience.

Content Standards spell out what students should know and be able to do
in core subjects.

Performance Standards give meaning to content standards by indicating

what students must demonstrate to show that they have achieved the
standards.

Competencies are combinations of knowledge, skills, and attitudes that

students develop apply for successful learning.

Learning Progression sequencing of standards across grades or stages of

academic progress. In each subject area, standards are typically organized
by grade level or grade span-consequently, they may be called grade- level
expectations or grade- level standards.
Mathematics from K-10 is a skills subject. By itself, it is all about
quantities, shapes and figures, functions, logic, and reasoning. Mathematics
is also a tool of science and a language complete with its own notations and
symbols and “grammar” rules, with which concepts and ideas are effectively
expressed.

The contents of mathematics include Numbers and Number Sense,

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

 Measurement as a strand includes the use of numbers and measures

to describe understand and compare mathematical and concrete
objects. It focuses on attributes such as length, mass and weight,
capacity, time, money, and temperature among others, as well as
applications involving perimeter, area, surface area, and 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 and includes the use of
algebraic notations and symbols, equations and most importantly,
functions, to represent and analyze relationships.

 Statistics and Probability as a strand is all about developing skills in

collecting and organizing data using charts, tables, and graphs,
understanding, analyzing, and interpreting data, dealing with
uncertainty, and making predictions and outcomes.

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

GRADE LEVEL STANDARDS:

GRADE LEVEL- K

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)
 Statistics and probability (data collection and tables)
as applied - using appropriate technology - in critical thinking, problem
solving, reasoning, communicating, making connections, representations and
decisions in real life.

GRADE LEVEL- 1

The learner demonstrates understanding and appreciation of key concepts

and skills involving:

 Numbers and number sense (whole numbers up to 100, ordinal

numbers up to 10th, money up to PhP100, addition and subtraction of
whole numbers, and fractions 1⁄2 and 1/4)
 Geometry (2- and 3- dimensional objects)
 Patterns and algebra (continuous and repeating patterns and number
sentences)
 Measurement (time, non-standard measures of length, mass, and
capacity)
 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.

Example:

GRADE LEVEL- 2

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 shapes, symmetry, and tessellations)
 Patterns and algebra (continuous and repeating patterns and number
sentences)
 M4easurement (time, length, mass, and capacity)
 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.

Example:

GRADE LEVEL- 3

The learner demonstrates understanding and appreciation of key concepts

and skills involving:

 Numbers and number sense (whole numbers up to 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 patterns and number
sentences)
 Measurement (conversion of time, length, mass and capacity, area of
square and rectangle)
 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.

Example:

GRADE LEVEL- 4

The learner demonstrates understanding and appreciation of key concepts

and skills involving:

 Numbers and number sense (whole numbers up to 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 patterns and number
sentences)
 Measurement (time, perimeter, area, and volume)
 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.

Example:
 GRADE LEVEL- 5

The learner demonstrates understanding and appreciation of key concepts

and skills involving:

 Numbers and number sense (whole numbers up to 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)
 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.

Example:
 GRADE LEVEL- 6

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 (sequence, expression, and equation)
 Measurement (rate, speed, area, surface area, volume, and meter
reading)
 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.

Example:
 GRADE LEVEL- 7

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 equations and inequalities in one variable)
 Geometry (sides and angles of polygons)
 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.

Example:
 GRADE LEVEL- 8

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 structure of geometry, triangle congruence,
inequalities in a triangle, and parallel and perpendicular lines)
 Statistics and probability (probability of simple events)

as applied - using appropriate technology - in critical thinking, problem

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

Example:
 GRADE LEVEL- 9

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)
 Geometry (parallelograms and triangle similarities and basic concepts
of trigonometry)

as applied - using appropriate technology - in critical thinking, problem

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

Example:
 GRADE LEVEL- 10

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)
 Statistics and probability (combinatorics and probability, and measures
of position)

as applied - using appropriate technology - in critical thinking, problem

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

Example:

Conclusion:

The relationship between content standards, performance standards, and

competencies is hierarchical and sequential. Content standards establish the
broad educational goals and knowledge areas that students need to master.
Performance standards translate these goals into specific, measurable
criteria for student achievement, detailing how well students must perform
to meet the standards. Competencies, derived from performance standards,
break down these expectation into precise skills and behaviors that student
should exhibit. Essentially, content standards define what to teach,
performance standards outline how well it should be learned, and
competencies specify the practical skills and knowledge required for
students to demonstrate their learning effectively.