Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue, Pasig City

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

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

The successful study of mathematics in Grades 1 to 10 is a key component of Filipino learners’ preparation for life in the 21st
century. For full participation in society, learners need to develop sound mathematical knowledge, skills, and understanding for
making informed decisions and for solving problems in a variety of contexts relevant to their daily lives.
Historically, mathematics arose from necessity of the human society, with real-world problems giving birth to its existence,
emphasizing problem solving at its core. In schools, mathematics serves as an ideal training ground, fostering the problem-
solving ability learners.
Additionally, in this age of scientific and technological innovations, being “numerate” is crucial for engaging in various
endeavors. The Organisation for Economic Co-operation and Development (OECD) defines numeracy as “the ability to access,
use, interpret, and communicate mathematical information and ideas, in order to engage in and manage the mathematics
demands of a range of situations in adult life.”
“Numeracy, a significant ancillary to problem solving, relates to a high proportion of the mathematics content of the
Grades 1 to 10 Mathematics curriculum. Learners become increasingly ‘numerate’ as they develop the confidence and ability to:

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

GRADE 7 Page 2 of 8
Grade 7
CONTENT CONTENT STANDARDS LEARNING COMPETENCIES
DOMAIN The learners should have The learners …
knowledge and understanding
of ...
Quarter 1
Measuremen 1. regular and irregular 1. draw and describe regular and irregular polygons with 5, 6, 8, or 10 sides, based on
t and polygons and their measurements of sides and angles, using a ruler and protractor.
Geometry features/properties. 2. draw triangles, quadrilaterals, and regular polygons (5, 6, 8, or 10 sides) with given
(MG) angle measures.
2. determination of measures
of angles and number of 3. describe and explain the relationships between angle pairs based on their measures.
sides of polygons. 4. classify polygons according to the number of sides, whether they are regular or
irregular, and whether they are convex or non-convex.
5. deduce the relationship between the exterior angle and adjacent interior angle of a
polygon.
6. determine the measures of angles and the number of sides of polygons.
Number 3. application of percentages. 7. solve problems involving:
and a. percentage increase, and
Algebra 4. use of rates.
b. percentage decrease.
(NA) 5. rational numbers. 8. solve money problems involving percentages (e. g., discount, commission, sales tax,
simple interest).
9. create a financial plan.
10. identify and explain the uses of rates.
11. solve problems involving rates (e.g., speed).
12. describe given rational numbers as fractions, decimals, or percentages.
13. order rational numbers on a number line.
14. perform operations on rational numbers.

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

Grade 7
Quarter 2
Number 1. square roots of perfect 1. determine the square roots of perfect squares and the cube roots of perfect cubes.
and squares, cube roots of 2. identify irrational numbers involving square roots and cube roots, and their locations
Algebra perfect cubes, and irrational on the number line.
(NA) numbers.
Measuremen 2. conversion of units of 3. convert units of measure within the International System of Units (SI) and across
t and measure. different systems of measure.
Geometry 4. explain inductively the volume of a cylinder using the area of a circle, leading to the
3. volume of square and
(MG) identification of the formula.
rectangular pyramids, and
cylinders. 5. find the volume of a cylinder.
6. solve problems involving the volumes of cylinders.
7. explore inductively the volume of square and rectangular pyramids using rectangular
prisms, leading to the identification of the formula.
8. estimate volumes of square and rectangular pyramids.
9. solve problems involving volumes of square or rectangular pyramids.

Number 4. sets and subsets, and the 10. describe sets and their subsets, the union of sets, and the intersection of sets
and union and intersection of 11. illustrate sets and their subsets, the union of sets, and the intersection of sets,
Algebra sets using Venn diagrams through the use of Venn diagrams.
(NA) 12. illustrate the different subsets of real numbers.
5. subset of real numbers.

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Performance Standards
By the end of the quarter, the learners are able to …

• determine square roots of perfect squares and cube roots of perfect cubes, and identify irrational numbers. (NA)
• convert units of measure from different systems of measure. (MG)
• find the volume of square and rectangular pyramids, and the volume of cylinders. (MG)
• describe sets and their subsets, and the union and intersection of sets. (NA)
• illustrates sets and subsets, and union and intersection of sets, using Venn diagrams. (NA)

Grade 7
Quarter 3
Data 1. data collection and sampling 1. investigate different data collection and sampling techniques.
and techniques, and the 2. organize statistical data in a frequency distribution table.
Probability presentation of data in 3. use appropriate graphs to represent organized data: pie graph, bar graph, line
(DP) appropriate tables and graph, and stem-and-leaf plot.
graphs.
4. interpret statistical graphs.
2. interpretation of statistical
graphs.

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

and comparing and ordering 6. use positive and negative numbers to describe directions or opposites in real-life
Algebra integers. situations.
(NA) 7. locate integers on the number line.
4. the four operations with
integers. 8. compare and order integers.
9. add and subtract integers; using concrete models (e.g., counters, integer chips),
5. simplification of numerical pictorial models (e.g., bar models, number lines), and with integers written as
expressions involving numerals.
integers.
10. multiply and divide integers.
6. absolute value of an integer. 11. simplify numerical expressions involving integers using number properties and the
order of operations (GEMDAS).
12. identify the absolute value of an integer, and its meaning on the number line.

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Performance Standards
By the end of the quarter, the learners are able to …
• collect data, and organize data in a frequency distribution table. (DP)
• represent and interpret data in different types of graphs. (DP)
• compare and order integers, including through the use of the number line. (NA)
• perform the four operations with integers. (NA)
• simplify numerical expressions involving integers. (NA) • identify the absolute value of an integer. (NA)

Grade 7
Quarter 4
Number 1. the solution of simple 1. solve simple equations represented by bar models to find unknowns.
and equations. 2. distinguish a variable from a constant in an algebraic
Algebra 3. expression. evaluate algebraic expressions given the value/s of
(NA) 2. the evaluation of algebraic 4. the variable/s. translate verbal phrases into algebraic
expressions following expressions. illustrate the properties of equality.
5.
substitution. solve one variable in terms of the other variables in a formula. write equations
6. in algebraic form. find the value of an unknown in an equation where the
3. the rearrangement of a 7. unknown is non-negative.
formula to make a different 8. solve problems involving algebraic expressions and formulas
variable the subject of the 9.
formula.
Data 4. outcomes from experiments. 10. collect data from experiments (e.g., number of heads obtained when tossing a coin, a
and number of times, number of prime numbers obtained when rolling a die a number of
Probability times).
(DP) 11. express outcomes in words and/or symbols, and represents outcomes in tables and/or
graphs.
12. solve problems using the outcomes of experiments.

Number 5. operations using scientific 11. write numbers in scientific notation to represent very large or very small numbers,
and notation. and vice versa. perform operations on numbers expressed in scientific notation.
Algebra 12.
(NA)

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Performance Standards
By the end of the quarter, the learners are able to …
• solve simple equations. (NA)
• substitute into an algebraic expression to evaluate the expression. (NA)
• rearrange a formula to make a different variable the subject of the formula. (NA)
• gather data from experiments and represent the data in different forms. (DP)
• write numbers in scientific notation and perform operations on numbers written in scientific notation. (NA)

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

1) Standard – In its broadest sense, it is something against which other things can be compared to for the purpose of
determining accuracy, estimating quantity or judging quality. It is a stated expectation of what one should know and be
able to do.
2) Key Stage – This refers to stages in the K to 12 Program reflecting distinct developmental milestones. These are Key
Stage 1 (Kindergarten – Grade 3), Key Stage 2 (Grades 4 – 6), Key Stage 3 (Grades 7 – 10), and Key Stage 4 (Grades 11
and 12).
3) Key Stage Standard* – This shows the degree or quality of proficiency that the learner is able to demonstrate in each
key stage after learning a particular learning area in relation to the core learning area standard.
4) Grade Level Standard – This shows the degree or quality of proficiency that the learner is able to demonstrate in each
Grade after learning a particular learning area in relation to the core learning area standard.
5) Content Domain** – This is a particular strand (or ‘domain’) of the curriculum in which the scope and sequence of a set
of related topics and skills are covered.
6) Content Standard – The content standards identify and set the essential knowledge and understanding that should be
learned. They cover a specified scope of sequential topics within each learning strand, domain, theme, or component.
Content standards answer the question, “What should the learners know?”
7) Learning Competency – This refers to a specific skill performed with varying degrees of independence. It has different
degrees of difficulty and performance levels. It also refers to the ability to perform activities according to the standards
expected by drawing from one’s knowledge, skills, and attitudes.

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 8) Performance Standard – The performance standards describe the abilities and skills that learners are expected to
demonstrate in relation to the content standards and integration of 21st century skills. The integration of knowledge,
understanding, and skills is expressed through creation, innovation, and adding value to products/performance during
independent work or in collaboration with others.

* To ensure that the components of mathematical proficiency focused on problem solving are articulated in the revised curriculum, the key stage standards
presented provide guidance in the writing of the content standards, learning competencies and performance standards.

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

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