Basic Education Curriculum 2010

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MATRIX IN MATHEMATICSBy Quarter

Quarter Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

1 I. WHOLE NUMBERS

Cardinal Numbers

Ordinal Numbers

I. WHOLE NUMBERS

Cardinal Numbers

Ordinal Numbers

Money

Addition

I. WHOLE NUMBERS

Cardinal Numbers

Odd & EvenNumbers

Money

Roman Numbers

Addition

I. WHOLE NUMBERS

Cardinal Numbers

Addition

Subtraction

I. WHOLE NUMBERS

Properties

Operations

Multiplication

II. RATIONAL NUMBERS

A. Fractions

Addition

Subtraction

Multiplication

I. WHOLE NUMBERS

Operations

Application ofoperations


A.Decimals and Money

Addition

Subtraction

Multiplication Division

2 Money

Addition

Subtraction

Multiplication

Subtraction

Multiplication

Division

Multiplication

Division


A. Decimals and Money

Addition andSubtraction

RatioB. Decimals and Money

Addition

Subtraction

Multiplication

B. Fractions

Addition

Subtraction

Multiplication

Division

3 Subtraction


Fractions

Division


Fractions

III. GEOMETRY

Shapes

Tessellation

Symmetry


Fractions

III. GEOMETRY

Line and LineSegments

IV. MEASUREMENT

Time

Area

B. Fractions

Addition andSubtraction

MultiplicationC. Ratio

III. GEOMETRY

Angles

Plane Figures

Division

Percent

III. GEOMETRY

Polygons

Circle

C. Ratio and ProportionD. Percent

III. GEOMETRY

Spatial Figures

IV. MEASUREMENT

Surface Area

Volume

4 III. MEASUREMENT

Time

Linear

Mass

Area

Capacity

IV. MEASUREMENT

Time

Linear

Mass

Capacity

Area

Capacity

V. GRAPHS

Pictograph

IV. MEASUREMENT

Perimeter

Area

Volume

IV. MEASUREMENT

Circumference

Area

Volume

Temperature

Meter Reading- Electric- Water

V. GRAPHS

Circle Graph

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Quarter Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

VI. CALCULATOR

Introduction toCalculator

V. GRAPHS

Bar graph

Average

V. GRAPHS

Line Graph

Average

VI. SIMPLE PROBABILITY

VII. INTRODUCTION TOALGEBRA

Integers

expressions andEquations

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ELEMENTARY MATHEMATICS

Goal: Demonstrate understanding and skills in computing with considerable speed and accuracy,estimating, communicating, thinking analytically and critically, and in solving problems in dailylife using appropriate technology

Grade One

Expectation: At the end ofGrade I, the child is expected to demonstrate understanding of basicconcepts and skills on whole numbers up to one hundred including money, fraction andmeasurement; perform addition and subtraction of 1 to 3-digit numbers; and apply theconcepts learned to solve problems.

I. WHOLE NUMBERS

Standard: The child shows a clear understanding of the concept of whole number and enjoysusing the concept to interpret and give meaning to objects and things including money that he/shesees in his/her environment.

A. Comprehension of Whole Numbers1. Recognize cardinal numbers from 0 to 100

.1 Identify common objects according to:

1.1.1 color

1.1.2 size (length, height, thickness, position, etc.)

1.1.3 shape

.2 Classify sets using common objects according to:

1.2.1 color

1.2.2 size (length, height, thickness, position, etc.)

1.2.3 shape

.3 Construct sets with objects 1 to 10 in

1.3.1 the one more order

1.3.2 the one less order

.4 Compare two sets using the expressions fewer than, more than, and as many as

.5 Order sets with 1 to 10 objects from least to greatest and vice-versa

.6 Associate numbers with sets having objects 0 to 10 and tell the number of objects in a

set

.7 Order numbers 0 to 10 from least to greatest and vice-versa

.8 Read and write numbers from 0 to 10 in symbols

.9 Tell the relationship of numbers from 0 to 10 using the expressions less than, greater

than, equal

10 Associate numbers with sets 11-50 and identify the number of objects

.11 Count by 1s through 50

.12 Skip count by 2s, 5s and 10s through 50

13 Associate numbers with sets having 51 up to 100 objects and identify the number of

objects in a set

2. Read and write numbers through 100 in symbols and in words

2.1 Read numbers from 11 through 100 in symbols and in words

2.2 Write numbers from 11 through 100 in symbols and in words

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2.3 Give the place value of each digit in a one to two-digit numbers

2.4 Regroup sets of ones into sets of tens and sets of tens into hundred using objects

2.5 Write numbers from 11 through 100 in expanded form

3. Read and write ordinal numbers 1st, 2nd, 3rd up to 10th

3.1 Identify the 1st, 2nd, 3rd up to the 10th object in a given set from a given set of

reference

4. Read and write money up to 50

4.1 Read and write the symbol of for centavo and for pesos

4.2 Tell the value of a given set of coins and paper bills up to 50

4.3 Compare values of the different denominations of coins and paper bills

through 50 using the relation symbols

4.4 Skip count by 5s, 10s up to 50

B. Addition and Subtraction of Whole Numbers

Standard: The child understands the concept of addition and subtraction of whole numbersincluding money and appreciates using them to solve everyday problems.

Addition of Whole Numbers1. Add one to two-digit numbers with sum through 99 without and with regrouping

1.1 Add two to three one-digit numbers horizontally and vertically with sums up to 18

1.1.1 Join two sets with one to nine objects

1.1.2 Show the relationship of joining sets to addition of whole numbers

1.1.3 Add two one-digit numbers having sums of :

- 6 and less

- 7 through 10 (after concept of 1-10)1.1.4 Illustrate that any given number plus zero is the same number

1.1.5 Show that changing the order of two addends does not affect the sum

1.1.6 Add three one-digit numbers having sums up to 18

1.1.7 Show that changing the grouping of three or more addends helps make

computation easy and does not change the sum

2. Add one to two-digit numbers with sums through 99

without regrouping

with regrouping

3. Add mentally two to three one-digit numbers with sums up to 18

4. Application of Addition

4.1 Solve one-step word problems involving addition of whole numbers including money with

sums up to 99 without and with regrouping

4.1.1 Analyze the word problem

4.1.1.1 Tell:

what is asked

what is/are given

the word clues

the operation to be used

4.2 Transform the word problem into a number sentence

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4.3 Use the correct operation

4.4 State the complete answer

Comprehension of Subtraction

1. Subtract one to two-digit numbers from one to two-digit numbers with minuends up to 99

without and with regrouping

Visualize situations when subtraction is used

Remove a subset from a given set of objects (taking away)1.1.1.1 Show the relationship of the removal of a group of objects from a given set

to subtracting of whole numbers

1.1.1.2 Show that subtraction is the inverse of addition

1.2 Subtract one-digit numbers with minuends through 18 (basic facts)

1.3 Subtract one to two-digit numbers with minuends up to 99

1.3.1 without regrouping

1.3.2 with regrouping

2. Subtract mentally one-digit numbers from minuends up to 18 without regrouping

3. Application of Subtraction

Solve word problems involving subtraction of whole numbers including money with

minuends up to 99 without and with regrouping

Analyze the word problems

3.1.1.1 Tell:

what is asked

what is/are given

the word clues

the operation to be used

Transform the word problem into a number sentence

Use the correct operation

State the complete answers


Standard: The child understands the concept of halves and fourths and derives satisfaction inapplying the concept in separating an object or a group of objects.

A. Comprehension of Fractions

1. Recognize21 and

41 of a whole

2. Separate a whole object into halves/fourths

3. Separate group of objects into halves/fourths

III. MEASUREMENT

Standard 4: The child understands that things around him/her differ and that the differencescan be compared and measured in different ways.

A. Comprehension of time measure

1. Tell the number of days in a week; months in a year using the calendar

2. Indicate time to the hour/half hour

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2.1 Show that 60 minutes make an hour

2.2 Express the relationship between the hour hand and the minute hand of the clock

3. Indicate time to the nearest 15 minutes of an hour like 1:15, 1:30, 1:45

4. Read and write time as shown on the clock

B. Comprehension of Linear Measure

1. Make measurement using non-standard units of linear measures

2. Compare among the non-standard units of mass measure in terms of consistency andaccuracy

C. Comprehension of Mass Measure

1. Measure mass using non-standard units of mass measures

2. Compare among the non-standard units of mass measure in terms of consistency and

accuracy

D. Comprehension of Area

1. Measure area using non-standard units

2. Compare among the non-standard units of measuring area in terms of consistency and

accuracy

E. Comprehension of Capacity

1. Measure capacity using non-standard units

2. Compare among the non-standard units of capacity measure in terms of accuracy of

measurement

Grade Two

Expectation: At the end ofGrade II, the child is expected to demonstrate understanding of conceptsand skills on whole numbers up to one thousand including basics of geometry; perform addition andsubtraction of 3 to 4-digit numbers, understand basic facts of multiplication and division; and apply theconcepts learned to solve problems.

I. WHOLE NUMBERS

Standard: The child shows a clear understanding of the concept of larger whole numbersincluding money by displaying proficiency in associating whole numbers with objects around him aswell as reading and writing these numbers in symbols and in words.

A. Comprehension of Whole Numbers1. Identify numbers from 101 through 1000

1.1 Associate numbers with sets having 101 up to 500 objects/ things and tell the numberof objects

1.2 Associate numbers with sets having 501 up to 1000 objects/ things and tell the numberof objects

2. Read and write numbers from 101 through 1000 in symbols and in words

2.1 Read numbers through 1000 in symbols and in words

2.2 Write numbers through 1000 in symbols and in words

2.3 Give the place value of each digit in a three-digit number

2.4 Write three-digit numbers in expanded form

2.5 Compare numbers using >, < and =

2.6 Order numbers from 101 to 1000 from least to greatest and vice versa

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3. Skip count by 50s up to 1000

4. Read and write ordinal numbers from 11th through the 20th

5. Identify the 11th through the 20th objects of given sets from a given point of reference

6. Identify and use the pattern of naming ordinal numbers e.g. 21st, 22nd, 23rd, 24th, etc.

7. Read and write money value through 100

7.1 Read money in symbols through 100

7.2 Express money as pesos and centavos through 100

7.3 Compare values of the different denominations of coins and paper bills through 100using the relation symbol

Standard: The child understands the concept of the four operations of whole numbers and appliesthe concept in a variety of problem situations.

B. Comprehension of Addition1. Add two to three-digit numbers with sums up to 999

1.1 without regrouping

1.2 with regrouping

2. Add two to three-digit numbers with zero in any of the addends without regrouping withsums up to 999


2.2 with regrouping

3. Show the properties of addition

3.1 Show the zero/identify property of addition

3.2 Show the commutative property of addition

3.3 Show the associative property of addition

4. Add mentally one to two-digit numbers with sums up to 50


5.1 Solve word problems involving addition of whole numbers including money with sumsup to 999 without and with regrouping


5.1.1.1 Tell:

what is asked

what is/are given

the word clues

the operation to be used5.1.2 Transform the word problem into a number sentence

5.1.3 Use the correct operation

5.1.4 State the complete answer

C. Comprehension of Subtraction1. Subtract two to three-digit numbers with minuends up to 999 without and with regrouping

1.1 Illustrate how subtraction is used when:

1.1.1 taking away from a given set

1.1.2 finding a missing addend

1.2 Subtract two to three-digit numbers without regrouping

1.3 Subtract two to three-digit numbers with regrouping

1.3.1 in the tens place without or with zero difficulty

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1.3.2 in the hundreds place without or with zero difficulty

2. Use addition to check subtraction

3. Subtract mentally one-digit number from one to two-digit numbers with minuends up to 50without regrouping


4.1 Solve one-step word problems involving subtraction of whole numbers including moneywith minuends up to 999 without and with regrouping


4.1.1.1 Tell:

what is asked

what is/are given

the word clue/s




5. Application of Addition and Subtraction5.1 Solve two-step word problems involving addition and subtraction of two to four-digit

numbers including money

5.1.1 Analyze the word problems

5.1.1.1 Tell:

what is asked

what is/are given

the word clue/s

the hidden question




D. Comprehension of Multiplication

1. Multiply one to two-digit numbers by one-digit numbers with products up to 81

1.1 Multiply one-digit by one-digit number with or without regrouping with products up to45

1.1.1 Show the relationship of putting together two or more sets having the samenumber of elements to repeated addition

1.1.2 Show multiplication of whole numbers as repeated addition using the number

line or array, etc.

1.1.3 Transform an addition sentence into a multiplication sentence

1.1.4 Identify the parts of a multiplication sentence

1.1.5 Show that any number multiplied by one (1) is the same number

1.1.6 Show that zero multiplied by any number is zero

1.2 Give the factors of a given number

1.3 Multiply one to two-digit numbers by one-digit number with products up to 81

1.4 Multiply mentally one-digit numbers with products up to 81 without regrouping

2. Application of Multiplication2.1 Solve one-step word problems involving multiplication of whole numbers including

money


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2.1.1.1 Tell:

what is asked

what is/are given

the word clue/s




2.2 Solve two-step word problems involving multiplication of whole numbers as well asaddition and subtraction including money following the steps in solving 2-step problem

E. Comprehension of Division

1. Divide whole numbers with dividends through 81 by one-digit divisors

1.1 Show division

by partition (including the equal parts of a number)

by distribution (finding how many times a number is contained in a given number)

as repeated subtraction

as inverse of multiplication1.2 Identify the parts of a division sentence

1.3 Transform a division sentence into multiplication sentence and vice versa

1.4 Divide one to two-digit numbers by one-digit numbers

1.5 Divide two-digit numbers with dividends through 81

2. Application of Division

2.1 Solve one-step word problems involving division of whole numbers with dividends up to81


2.1.1.1 Tell:

what is asked

what is/are given

the word clue/s




2.2 Solve two-step word problem involving division of whole numbers as well asaddition/subtraction/multiplication including money following the steps in solving 2-step

problem


2.2.1.1 Tell:

what is asked

what is/are given

the word clue/s

the hidden question

the operations to be used2.2.1.2 Transform the word problems into a number sentence



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Standard: The child displays a clear understanding of unit fractions and enjoys/appreciatesapplying the concept in separating an object or group of objects and comparing them.

A. Comprehension of Unit Fractions

1.1 Identify 31 , 5

1 , 61 of a given whole/group of objects

1.2. Read and write 31

, 51

, 61

in symbols and in words

1.3 Identify other unit fractions

1.4 Read and write other unit fractions in symbols and in words

1.5 Compare other unit fractions using relation symbols

B. Comprehension of Other Fractions Less Than One

2.1 Identify other fractions less than one

2.1.1 Recognize fractional parts of a whole

2.1.2 Separate a whole or group of objects into fractional parts

2.1.3 Read and write other fractions less than one in symbols and in words

III. Geometry

Standard: The child understands and appreciates the basic properties of geometric shapes andapplies them in simple tessellation and symmetry.

A. Comprehension of Shapes

1. Identify different shapes common at home and in the school

2. Classify shapes according to numbers of sides and corners

2.1 Describe shapes according to number of sides

2.2 Describe shapes according to number of corners

2.3 Compare shapes according to number of sides and corners

3. Tessellate a surface using triangles and squares

4. Identify shapes/figures that show symmetry

IV. Measurement

Standard: The child understands the basic concept of measurement and enjoys measuring,describing and estimating by using standard units.

A. Comprehension of Time Measure

1. Use the calendar to tell the number of:

1.1 weeks in a month

1.2 days in a month

1.3 months in a year

1.4 weeks in a year

1.5 days in a year2. Determine the number of days in a given number of

weeks

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months3. Tell the time using the digital clock

4. Compare the digital clock and analog clock (a clock with minute and hour hands)

5. Application of time measure

5.1 Solve simple word problems involving time without conversion of standard units

B. Comprehension of Linear Measure

1. Make measurement using standard units of linear measure (metre: base unit)2. Approximate measurement of length, width, height and distance

C. Comprehension of Mass Measure

1. Make measurement using standard units of mass measure (gram: base unit)

2. Approximate measurement of mass

3. Investigate accuracy in measuring mass and quantity of things bought

e.g. knowledge in using the weighing scale

D. Comprehension of Capacity

1. Make measurement using standard units of capacity measure (litre: base unit)

2. Approximate measurement of capacity

E. Comprehension of Area

1. Find the area of a given figure using the square units

1.1 Visualize plane figures in square units

1.2 Tell the number of square units covering a given plane figure

Grade Three

Expectation: At the end of Grade III, the child is expected to demonstrate understanding of concepts

and skills on whole numbers up to one hundred thousand, fractions, geometry, measurement andgraphs, perform the four fundamental operations of whole numbers and measurement; and apply theconcepts learned in solving problems.

I. Whole Numbers

Standard: The child understands the concept of whole numbers, place value and derivessatisfaction in counting, rounding, comparing and using them in real-life situation.

A. Comprehension of Whole Numbers

1. Read and write the numbers through 100 000 in symbols and in words

1.1 Identify cardinal numbers1.1.1 1000 through 10 000

1.1.2 10 001 though 100 000

1.2 Give the place value of each digit in four to five-digit numbers

1.3 Read numbers through 100 000 in symbols and in words

1.4 Write numbers through 100 000 in symbols and in words

1.5 Write four to five-digit numbers in expanded form

1.6 Express the relationship of numbers using expressions "less than"

greater than and equal to (> < =)

2. Round off numbers to the

2.1 nearest tens and hundreds

2.2 nearest thousands and ten thousands

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3. Tell when a number is odd or even

4. Read and write money in symbols through 1000

4.1 Read money value in symbols through 1000

4.2 Write money value in symbols through 1000

4.3 Compare value of the different denominations of coins and bills through 1000

5. Express Roman numbers through M in Hindu-Arabic symbols and vice versa

5.1 Read and write the value of Roman numbers in Hindu-Arabic and vice versa5.1.1 I to L

5.1.2 L to C

5.1.2 C to D

5.1.3 D to M

Standard: The child shows improvement in performing the basic operations of whole numbersthrough the correct use of regrouping, estimating, mental operations and apply them in a variety ofproblems.

B. Comprehension of Addition

1. Add four to five-digit numbers up to four addends with sums up to 99 999


1.2 with regrouping in

1.2.1 tens and hundreds places

1.2.2 thousands and ten thousands places

2. Estimate the sums of three to five-digit addends

3. Add mentally one to two-digit numbers with sums up to 100 without regrouping


4.1 Solve word problems involving addition of whole numbers with sums up to 99 999including money following the steps in problem solving

4.2 Solve mentally one-step word problems involving addition with sums up to 100 without

regrouping

C. Comprehension of Subtraction

1. Subtract three to four-digit numbers from four to five-digit numbers with minuends up to

99,999 without and with regrouping and with zero difficulty

1.1 Subtract three digit number from four to five-digit numbers with minuends up to 99,999

without regrouping

1.2 Subtract three to four-digit numbers from four to five-digit numbers with regrouping

1.2.1 in the thousands place

1.2.2 in the ten thousands place

1.2.3 with zero difficulty

2. Estimate the difference of two numbers with three to four digits

3. Subtract mentally two-digit numbers with minuends up to 99 without regrouping


4.1 Solve one-step word problems involving subtraction of whole numbers including

money with minuends up to 99,999 without and with regrouping following the steps inproblem solving

4.2 Solve mentally one-step word problems involving subtraction without regrouping

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4.3 Solve two-step word problems involving addition and subtraction of whole numbers

including money following the steps in solving 2-step problems

D. Comprehension of Multiplication

1. Multiply two to four-digit numbers by one to two-digit numbers without and with regrouping

in any or all places

1.1 Multiply two to four-digit numbers without and with regrouping

1.1.1 Show that changing the order and/or regrouping inmultiplication makes computation easy (commutative/associative)

1.1.2 Multiply two to four-digit numbers by one to two-digit numbers without

regrouping

1.1.3 Multiply two to four-digit numbers by one to two-digit numbers with regrouping

1.1.4 Multiply two to four-digit numbers by one-digit numbers with zero in any of the

factors

1.1.5 Multiply two to four-digit numbers by multiples of 10 and 100

2. Estimate the product of two to four-digit numbers by one to four-digit numbers

3. Multiply mentally two-digit numbers by one-digit numbers without regrouping with products

up to 100

4. Application of Multiplication

4.1 Solve one-step word problems involving multiplication of whole numbers including

money following the steps in problem solving

4.2 Solve two-step word problems involving multiplication as well as

addition/subtraction including money following the steps in solving 2-step problems


1. Divide two to four-digit numbers by one to two-digit numbers without or with remainderand with zero difficulty

1.1 Show that renaming two to three- digit dividend help make computation easy

1.2 Divide two to three-digit numbers by one-digit number without remainder

1.3 Divide two to three-digit numbers by one-digit number with remainder

1.4 Divide two to three-digit numbers by multiples of 10 up to 90

1.5 Divide two to three-digit numbers by one to two-digit numbers with zero difficulty

1.6 Divide three to four-digit numbers by one to two-digit numbers without or with

remainder and with zero difficulty

1.6.1 Divide three to four-digit numbers by one-digit number without remainder

1.6.2 Divide three to four-digit numbers by one to two-digit numbers with remainder

1.6.3 Divide three to four-digit numbers by one to two-digit numbers with zero

difficulty

2. Divide multiples of 5 by 5

3. Divide multiples of 10 by 10 and 100

4. Estimate the quotient of two to four-digit numbers by one to two-digit numbers

5. Divide mentally two-digit numbers through 99 by one-digit numbers without remainder

6. Application of Division6.1 Solve one-step word problem involving division of two to four-digit numbers by one to

two-digit numbers including money following the steps in solving problems

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6.2 Solve two-step word problems involving division and any one of the fundamental

operations including money following the steps in solving 2-step problems

6.3 Solve three- step word problems involving division and any two of the other

fundamental operations including money following the steps in solving 2-step problems

II. Rational Numbers

Standard: The child begins to understand the basic kinds of fractions and enjoys simplifying,ordering and relating them in day to day situation.

A. Comprehension of Fractions

1. Order fractions less than one/equal to one/more than one

1.1 Identify fractions less than one

1.2 Identify fractions equal to one

1.3 Comprehend fractions more than one

1.3.1 Recognize fractions more than one

1.3.2 Separate group of objects to show fractions more than one

1.3.3 Read and write fractions more than one in symbols and words1.4 Order fractions less than one/equal to one/more than one with the same

denominator

2. Change fractions to lowest forms

2.1 Find the greatest common factor (GCF) of two given number

2.2 Reduce fractions to lowest terms

III. Geometry

Standard: The child shows understanding of the concept of lines, tessellation and symmetry and

finds satisfaction in constructing and relating to things in their environment.

A. Comprehension of Line and Line Segment

1. Distinguish perpendicular, parallel and intersecting lines

1.1 Visualize perpendicular, parallel and intersecting lines

1.2 Identify perpendicular, parallel and intersecting lines

2. Draw congruent line segments

2.1 Visualize congruent line segments

2.2 Identify congruent line segments

3. Determine which motion turn, flip or slide creates a given tessellation

4. Form simple symmetrical designs out of given shapes

IV. Measurement

Standard: The child extends his/her understanding on the concept and application of time, areaand capacity measures and appreciates using them to solve daily life problems.

A. Comprehension of Time Measure

1. Convert time measure from smaller to larger units and vice versa1.1 seconds to minutes, minutes to hours, hours to day

1.2 days to years, years to days

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2. Find the exact time between dates

3. Application of time measure

3.1 Solve one-step word problems involving time measure following the steps in problem

solving

B. Comprehension of Area

1. Find the area of a figure in square centimetres/metres

1.1 Visualize the area of a rectangle1.2 Visualize the area of a square

1.3 Derive a formula for finding the area of a rectangle/square

2. Application of concept of area

2.1 Solve word problems involving area of rectangle/square following the steps in

problem solving

C. Comprehension of Capacity

1. Find capacity using standard units of measure (litre: base unit)

2. Convert capacity measure from smaller to larger units and vice versa

3. Application of measurement of capacity

3.1 Solve word problems involving capacity measure following the steps in problem

solving

V. Graphs

Standard: The child shows appreciation of the pictograph through reading, interpreting andorganizing data.A. Comprehension of Pictograph

1. Interpret data presented in a pictograph

1.1 Name the following parts of a pictograph

a. title

b. legend

c. labels

1.2 Interpret the graph

2. Construct pictograph

2.1 Organize data in a pictograph

VI. Calculator

Standard: The child begins to recognize the basic parts of calculator and appreciates its functions.

1. Identify the parts of a calculator

2. Tell the function of each part of a calculator

Grade Four

Expectation: At the end of Grade IV, the child is expected to demonstrate understanding ofconcepts and perform skills of whole numbers up to millions and billions including money, decimals,fractions, geometry and graphs; exact and estimated computation on the four fundamental operations;and apply the concepts learned to solve problems.

I. WHOLE NUMBERS

Standard: The child shows mastery of the concept of whole numbers and enjoys giving the placevalue and rounding numbers.

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1. Read and write numbers through millions in symbols and in words

1.1 Identify numbers from 100 001 through millions/ billions

1.2 Give the place value of each digit in a six or more digit numbers

1.3 Read and write numbers through millions/billions in symbols

1.4 Read and write numbers through millions/billions in words

2. Round off numbers to the nearest

2.1 tens, hundreds, thousands

2.2 ten thousands, hundred thousands

2.3 millions, billions

Standard: The child shows mastery of the four operations, estimation and involving mentalcomputations involving whole numbers and exhibits confidence in solving problems

B. Comprehension of Addition1. Add six or more digit numbers with four or more addends with sums through billions


1.2 with regrouping in any two or more places

2. Estimate the sum of six or more digit addends

3. Add mentally two to three-digit numbers with sums up to 300 without regrouping


4.1 Solve word problems involving addition of whole numbers including money with sums

through millions and billions without and with regrouping following the steps in problem

solving

4.2 Solve mentally one-step word problems involving addition with sums up to 300 withoutregrouping

C. Comprehension of Subtraction

1. Subtract five or more digit numbers from six or more digit numbers without and with regrouping

in any or all places and involving three or more zeros both in the minuend and subtrahend

Subtract five or more digit numbers from six or more digit numbers without regrouping

Subtract five or more digit numbers from six or more digit numbers with three continuous or non-

continuous zeros in both minuends and subtrahend and with regrouping in any or all places

Estimate the difference of numbers with four to six digits

2. Subtract mentally numbers with minuends up to 300 without regrouping


3.1 Solve one-step word problems involving subtraction of whole numbers including money

without and with regrouping following the steps in problem-solving

3.2 Solve mentally one-step word problems involving subtraction without regrouping following

the steps in problem solving

4. Application of Addition and Subtraction

4.1 Solve two-step word problems involving addition and subtraction including money

following the steps in solving 2-step problemsD. Comprehension of Multiplication

1. Show the properties of multiplication

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Zero Property

Identity Property

Distributive Property of Multiplication over Addition

2. Multiply five or more factors by three to five-digit factors without and with regrouping

and with zero in any of the factors

Multiply five or more digit factors by three- to five-digit factors without regrouping

Multiply five or more digit factors by three- to five-digit factors with regrouping

Multiply five or more digit factors having one to three zeros in both factors without and with regrouping

Multiply five or more digit factors by multiples of 10, 100 and 1,000

3. Estimate the products of five or more digits by two to three-digit numbers

4. Multiply mentally two-digit numbers with products up to 200 without regrouping


5.1 Solve word problems involving multiplication of whole numbers including money following


5.2 Solve two-step word problems involving multiplication and any of addition/ subtraction

following the steps in solving two-step problems


1. Divide five or more digit numbers by three or more digit numbers without or with remainder and

with zero difficulty.

Divide five or more digit number by three or more digit numbers without remainder

Divide five or more digit numbers by three or more digit numbers with remainder

Divide five or more digit numbers by three or more digit numbers with zeros in the middle or

continuous zeros in the dividend

2. Divide multiples of 10 by 10 or 100 or 1000

3. Estimate the quotient of five or more digit dividends by three or more digit divisors

4. Divide mentally two to three-digit numbers by one-digit numbers without remainder

5. Application of Division

Solve one-step word problems involving division of five or more digit numbers by three or more

digit numbers including money following the steps in problem solving

Solve two to three-step word problems involving division and any one or two of the other

fundamental operations learned including money following the steps in solving two-step

problems


Standard: The child understands the concept of decimals and money and enjoys reading andwriting, rounding, renaming and giving the place value of decimals.

A.Comprehension of Decimals and Money

1. Read and write common fractions in decimal form through hundredths

1.1 Visualize common fractions as decimals using models like blocks, grid and money

1.2 Write common fractions in decimal form

1.3 Read and write decimal numbers through hundredths1.4 Rename fractions whose denominators are 10 and 100 in decimal form and vice versa

1.5 Give the place value of each digit of a given decimal through hundredths

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2. Express money as pesos/centavos

3. Round decimal to the nearest tenths

Standard: The child demonstrates understanding of addition and subtraction of decimals andapplies them in problem solving.

B.Comprehension of Addition and Subtraction of Decimals1. Add and subtract decimals through hundredths without and with regrouping

1.1 Add decimals through hundredths without and with regrouping

1.2 Subtract decimals through hundredths without or with regrouping

2. Add and subtract mixed decimals with regrouping

2.1 Add mixed decimals with regrouping

2.2 Subtract mixed decimals with regrouping3. Application of addition and subtraction of decimals

3.1 Solve word problems involving either addition or subtraction of decimals including money

following the steps in problem solving

3.2 Solve one to two-step word problems involving addition and subtraction of decimals

including money following the steps in solving two-step problems

C. Comprehension of Fractions

Standard: The child understands differentiating, ordering and renaming fractions and enjoysusing the knowledge in everyday life situation.

1. Differentiate fractions including those with denominators of 10 and 100

Identify proper fraction/ improper fraction/mixed forms from a given set of fractions including

those with denominators of 10 and 100

1.1.1 Identify fractions using regions, sets and number line

1.1.2 Use fraction to represent division

Identify similar and dissimilar fractions from a given set of fractions

2. Order similar fractions written in different forms from least to greatest and vice versa

3. Change improper fraction to mixed forms and vice versa

4. Change one (1) to fraction form and vice versa

5. Rename decimals to fractions

D. Comprehension of Addition and Subtraction of Fraction

Standard: The child performs addition, subtraction and multiplication of fractions and appliesthem to solve everyday life problems.

1. Add similar fractions and whole numbers without regrouping

Visualize addition of similar fractions

Add similar fractions

Add a fraction and a whole number

Add mentally similar fractions

2. Subtract similar fractions without regrouping

Visualize subtraction of similar fractions

Subtract similar fractions

Subtract a fraction from a whole number

Subtract mentally similar fractions

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3. Application of Addition and Subtraction of Fractions

Solve word problems involving addition of similar fractions without regrouping following


Solve word problems involving subtraction of similar fractions without regrouping following the

steps in problem solving

E. Comprehension of Multiplication of Fractions1. Multiply fractions

1.1 Visualize multiplication of fractions (visual models)

1.2 Find a fractional part of a number

1.2.1 Translate expressions such as:

2

1of

3

2,

3

2of

6

1

1.3 Multiply a fraction by another fraction


2.1 Solve word problems involving multiplication of fractions following the steps in problem

solving

III. GEOMETRY

Standard: The child describes and classifies angles and plane figures like square, rectangle andtriangles; enjoys constructing and exploring similar objects around him/her.

A. Comprehension of Angles and Plane Figures

1. Describe different kinds of angles

1.1 Visualize different kinds of angles

1.2 Identify parts of an angle

1.2 Name different kinds of angles such as right angle, acute angle and obtuse angle

1.3 Classify angles as right, acute or obtuse

1.4 Identify congruent angles

1.5 Draw congruent angles

2. Describe plane figures according to their sides, corners and their functional use

2.1square

2.2 rectangle2.3 triangle

parts

types according to sides

types according to angles

3. Illustrate three or four-sided plane figures using ruler and protractor

IV. MEASUREMENT

Standard: The child understands the attributes of perimeter, area and volume and enjoysmeasuring, comparing approximating and applying the formulas in solving variety of problems.

A. Comprehension of Perimeter1. Find the perimeter of regular polygons

1.1 triangle

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1.2 quadrilateral

1.3 pentagon, etc.

2. Derive a formula for finding the perimeter of regular polygons

3. Find the perimeter of irregular polygons

3. Application of Perimeter

3.1 Solve word problems involving perimeter measures following the steps in problem solving

A.Comprehension of AreaFind the area of parallelogram and triangle in square metre/centimetre

1.1 Derive a formula for finding the area of a:

1.1.1 parallelogram

1.1.2 triangle

1.2 Find the area of parallelogram and triangle

2. Solve word problems involving the area of parallelogram and triangle following the steps in

problem solving

B.Comprehension of Volume

1. Make measurement using non-standard units:

cubes

marbles

2. Compare among the non-standard units of measuring volume in terms of consistency and

accuracy

3. Approximate measurement of volume

IV. Graphs

Standard: The child shows appreciation of the bar graph through reading, interpreting,constructing and finding average of data.

A. Comprehension of Bar Graph

1. Read and interpret data presented in a bar graph

.1 Read the following parts of a bar graph

a. title

b. legend

c. labels

.2 Interpret bar graphs

2. Construct bar graphs

2.1 Organize data in a bar graph

3. Find the average of data presented in a bar graph

Grade Five

Expectation: At the end of Grade V, the child is expected to have mastered the concepts andoperations of whole numbers; demonstrate understanding of concepts and perform skills on fractions,decimals including money, ratio, percent, geometry, measurement and graphs; exact and estimated

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computation of the four fundamental operations on rational numbers including money andmeasurement and apply the concepts learned in solving problems.

I. WHOLE NUMBERS


REVIEW

1. Properties of Whole Numbers

AdditionMultiplication

2. Operations of Whole Numbers through Problem Solving:

AdditionSubtractionMultiplicationDivision

3. Subset of Whole Numbers

3.1 Differentiate prime and composite numbers

3.2 Give the common factors of given numbers

3.3 Find prime factors of a number


Standard: The learner shows understanding of fraction through renaming, ordering dissimilarfractions as well as estimating.

A. Comprehension of Fraction1. Change dissimilar fractions to similar fractions

1.1 Visualize changing dissimilar fractions to similar fractions

2. Identify equal fractions using the cross product method

3. Change fractions to lowest/higher term (LCM/GCF)

4. Order dissimilar fractions written in different forms from least to greatest and vice versa

5. Estimate fractions close to 0, 21 , or 1

B. Comprehension of Addition of FractionsStandard: The learner performs addition, subtraction and multiplication of fractions and makes useof this knowledge to solve everyday problems.

1. Add similar and dissimilar fractions in mixed forms without and with regrouping

1.1 Add two to four similar fractions

1.2 Visualize addition of dissimilar fractions (using concrete and visual/pictorial models)

1.3 Add dissimilar fractions

1.4 Add dissimilar fractions and whole numbers

1.5 Add whole numbers and mixed forms

1.6 Add mixed forms and dissimilar fraction

1.7 Add mixed forms1.8 Estimate sum

1.9 Add mentally two fractional units with similar denominators

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2. Application of Addition of Fractions

2.1 Solve word problems involving addition of similar and dissimilar fractions without or with

regrouping following the steps in problem solving

C. Comprehension of Subtraction of Fractions

1. Subtract fractions and mixed forms with common denominators without and with regrouping

1.1 Visualize subtraction of fraction and mixed form (using concrete and visual/pictorial

models)

1.2 Subtract whole numbers from mixed forms without and with regrouping

1.3 Subtract fractions from whole numbers

1.4 Subtract fractions from mixed numbers without and with regrouping

1.5 Subtract mixed numbers from whole numbers

1.6 Subtract mixed numbers from mixed numbers (with similar fractions)

2. Subtract dissimilar fractions without and with regrouping

2.1 Visualize subtraction of dissimilar fractions

2.2 Subtract fractions from mixed numbers without and with regrouping

2.3 Subtract mixed numbers from mixed numbers without and with regrouping

3. Subtract mentally similar fractions

4. Application of Subtraction of Fractions

4.1 Solve word problems involving subtraction of fractions following the steps in problem

solving

4.2 Solve two-step word problems involving addition and subtraction of fraction following the

steps in solving 2-step problems

D. Comprehension of Multiplication of Fractions

1. Multiply fractions by whole number, mixed form by a fraction

1.1 fraction by a whole number

1.2 mixed form by a fraction

1.3 mixed form by a mixed form

2. Multiply mentally fractional units

3. Application of multiplication of fractions

3.1 Solve word problems involving multiplication of fractions following the steps in problem

solving

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3.2 Solve two-step word problems involving multiplication and any of addition and subtraction


E. Comprehension of Ratio

Standard: The learner understands the concept of ratio and applies knowledge inreducing/expressing to lower/higher terms and appreciates its application to daily life.

1. Express the ratio of two quantities

1.1 Visualize the ratio of two given sets of objects

1.2 Express the ratio of two numbers by using either colon (:) or a fraction

2. Reduce ratios to lowest terms.

3. Identify equivalent ratios

4. Application of Ratios

4.1 Solve word problems involving ratio following the steps in solving problems

F. Comprehension of Decimals

Standard: The learner understands the concept of renaming, rounding and giving the placevalue of decimals.

1. Read and write decimals through thousandths

1.1 Rename fractions whose denominators are powers of 10 in decimal form and vice versa

1.2 Give the place value of each digit of a given decimal

2. Round decimals to the nearest tenths and hundredths

G. Comprehension of Addition and Subtraction of Decimals

Standard: The learner understands and appreciates the basic operations on decimals and itsapplication to real-world and mathematical situations.

1. Add and subtract decimals through thousandths without and with regrouping

2. Add and subtract mixed decimals without and with regrouping

3. Add and subtract mixed decimals from whole numbers without and with regrouping4. Application of addition and subtraction of decimals

4.1 Solve word problems involving either addition or subtraction of decimals including money

following the steps in problem solving

4.2 Solve two-step word problems involving addition and subtraction of decimals money


H. Comprehension of Multiplication of Decimals1. Multiply decimals

1.1 Visualize multiplication of decimals using models

1.2 Multiply tenths by another tenths

1.3 Multiply hundredths by tenths and vice versa

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2. Multiply mixed decimals with tenths and hundredths by whole numbers

3. Multiply mixed decimals by mixed decimals with tenths and hundredths

4. Multiply decimals by 10 and 100

5. Multiply decimals mentally by 0.1, and 0.01

6. Application of Multiplication of Decimals

6.1 Solve word problems involving multiplication of decimals including money following the

steps in solving problems

I. Comprehension of Division of Decimals1. Divides decimals through hundredths

1.1 Visualize division of decimals using models

1.2 Divide decimals by decimals through hundredths

1.3 Divide decimals by whole numbers

2. Application of Division of Decimals

2.1 Solve word problems involving division of decimals following the steps in problem solving

J. Comprehension of Percent

Standard: The learner extends his understanding of percent (%) to fractions, ratios anddecimals to show relationship to one another.

1. Relate fractions, ratios, decimals and percent

1.1 Visualize the meaning of percent (%)

1.2 Give the relationship

between fractions, ratios and percents (with visual models)

between percent and decimal (with visual models)

among fractions, ratios, decimals and percents

III. Geometry

Standard: The learner understands the attributes of circle and 5 or more sided polygons andrecognizes and appreciates similar things around him.

A. Comprehension of Polygons

1. Describe five or more sided polygons

1.1 Identify five or more sided polygons

1.2 Illustrate five or more sided polygons

2. Describe similar and congruent polygons

2.1 Visualize congruent polygons

2.2 Identify congruent polygons

2.3 Illustrate congruent polygons

2.4 Visualize similar polygons

2.5 Identify similar polygons

2.6 Illustrate similar polygons

3. Describe a circle

3.1 Visualize circle

3.2 Identify the parts of a circle (radius and diameter)

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3.3 Illustrate circles with different radii

IV. Measurement

Standard: The learner extends his/her understanding on concept of circumference, area, volumeand temperature measure and enjoys making and using measurement in everyday life.

A. Comprehension of Circumference of a Circle

1. Find the circumference of a circle in centimeter/ meter1.1 Visualize the circumference of a circle

1.2 Derive a formula for finding the distance around a circle

1.3 Find the circumference of the given circle

2. Application of Circumference

2.1 Solve word problems involving circumference measure following the steps in problem

solving

B. Comprehension of Area1. Find the area of trapezoid and circle in square metres/centimetres

1.1 Visualize the area of trapezoid and circle

1.2 Derive a formula for finding the area of trapezoid and circle

1.3 Find the area

2. Application of Measurement of Area

2.1 Solve word problems involving area of trapezoid and circle following the steps in problem

solving

C. Comprehension of Volume1. Find the volume of cube/ rectangular prism

1.1 Name the unit of measure used for measuring the volume of cube/ rectangular prism

1.2 Convert one cubic unit of measure to a larger or smaller unit

1.3 Derive a formula for finding the volume of cube/rectangular prism

2. Application of Measurement of Volume

2.1 Solve word problem involving measurement of volume following the steps in problem

solving

D. Comprehension of Temperature Measure1. Give body/weather temperature using degree Celsius

1.1 Identify the parts of a thermometer

1.2 Read a thermometer

2. Application of Temperature Measure

2.1 Solve word problem involving body/weather temperature following the steps in problem

solving

V. Graphs

Standard: The learner shows appreciation of line graph through reading, interpreting, constructingand finding average of data.

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A. Comprehension of Line Graph1. Read/Interpret data presented in a line graph

2. Construct a line graph

2.1 Organize data in a line graph

3. Find the average of data presented in a line graph

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Grade Six

Expectation: At the end of Grade VI, the child is expected to have mastered the concepts andoperations of whole numbers; demonstrate understanding of concepts and perform skills on decimals,fractions, ratio and proportion, percent, geometry, measurement, and graphs; understood concept ofprobability and simple algebra; exact and estimated computation of the four fundamental operationsinvolving decimals, money, fractions and measurement, and apply the concepts learned in solving

problems.

I. WHOLE NUMBERS

Standard: The learner understands the concept of the order of operations (PEMDAS) of wholenumbers and enjoys relating it to a variety of problem situation.


1. Perform operations on whole numbers following the correct order (PEMDAS)

1.1 Give the meaning of exponent and base

1.2 Give the value of numbers involving exponents

1.3 Interpret PEMDAS rule correctly

1.4 Perform two different operations on whole numbers

a. with or without exponents

b. with or without parenthesis or other grouping symbols

1.5 Perform more than two operations on whole numbers

a. with or without exponents

b. with or without parenthesis or other grouping symbols

2 Apply the order of operations in solving two to three-step word problems

2.1 Solve two to three-step word problems involving whole numbers following the steps in

solving two-step problems


A. Comprehension of Decimals

Standard: The learner enriches his/her understanding of decimals by translating them inexpanded and scientific notation.

1. Visualize thousandths and ten thousandths

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1.1 Name a decimal for a given model (region/blocks, money, number line, grid)

1.2 Use different models to show a given decimal (region/block, money, number

line, grid)

2. Rename fractions whose denominators are powers of 10 in decimal form

3. Read and write decimals through ten thousandths

3.1 Identify the value/place value of each digit in a given decimal

3.2 Read decimals through ten thousandths

3.3 Write decimals through ten thousandths in different notations

Standard Notation

Expanded Notation

Scientific Notation

4. Compare and order decimals through ten thousandths

5. Round decimals through thousandths

Standard: The learner shows mastery in performing the operations involving decimalsand enjoys using various strategies in solving problems.

B. Comprehension of Addition and Subtraction of Decimals1. Add and subtract decimals and mixed decimals through ten thousandths without or

with regrouping

1.1 Estimate sums and differences of decimals and mixed decimals

1.2 Add and subtract whole numbers and decimals

1.3 Add and subtract decimals through ten thousandths without and with

regrouping

1.4 Add and subtract mixed decimals with regrouping

1.5 Apply the different properties of addition to compute sums mentally

1.6 Application of addition and subtraction of decimals

1.6.1 Solve one to three-step word problems involving addition and

subtraction of decimals including money following the steps in solving

problemsC. Comprehension of Multiplication of Decimals

1. Multiply decimals and mixed decimals through thousandths without and with

regrouping and with zero difficulty

1.1 Estimate products of whole numbers and decimals

1.2 Multiply one to three-digit factors by one to two-digit factors of whole numbers

and decimals without and with regrouping and with zero difficulty

1.3 Multiply hundredths by hundredths

1.4 Multiply mixed decimals by mixed decimals with hundredths

1.5 Multiply mentally decimals by 10, 100 and 1,000

1.6 Multiply mentally decimals by 0.1, 0.01 and 0.001

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2. Apply the properties of multiplication to compute products

2.1 Commutative property of multiplication

2.2 Associative property of multiplication

2.3 Distributive property of multiplication over addition

3. Application of multiplication of decimals

3.1 Solve word problems involving multiplication of decimals including money following the

steps in solving problems3.2 Solve two to three-step word problems involving addition, subtraction and

multiplication of decimals including money following the steps in solving two-step

problems

D. Comprehension of Division of Decimals

1. Estimate quotients of whole numbers and decimals

2. Divide

2.1 whole numbers (two to five-digit dividends) by decimals (one to two- digit divisors)

2.2 Differentiate between terminating and repeating from non-terminating decimal

quotients

2.3 mixed decimals by whole numbers

2.3.1 Visualize division using money as model

2.4 whole numbers by decimals and mixed decimals

2.5 mixed decimals by mixed decimals

3. Divide decimals by 10, 100, 1,000 mentally

4. Divide decimals by 0.1, 0.01, 0.001 mentally

5. Application of division of decimals

5.1 Solve word problems involving division of decimals including money following the stepsin solving problems

5.2 Solve two to three-step word problems involving decimals including money following

the steps in solving two-step problems

B. Comprehension of Fractions

Standard: The learner shows clear understanding of equivalent fractions, finding the LCD andcomparing and ordering fractions.

1. Write the fraction described by a region, set and number line2. Rename fractions as decimals and vice versa

3. Form equivalent fractions

4. Solve for the missing terms in a pair of equivalent fractions

5. Reduce fractions to lowest terms

6. Change mixed numbers to improper fractions and vice versa

7. Estimate fractions close to 0, 21

or 1

8. Find the least common denominator (LCD) of a set of fraction

9. Compare fractions and mixed forms using

9.1 fraction sense, visual reasoning, renaming to like forms

9.2 cross products method

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9.3 LCD method

10. Order fractions in simple and mixed forms in ascending or descending order

Standard: The learner shows mastery of performing the basic operations of fraction and findsatisfaction in applying them in everyday problems.

F. Comprehension of Addition and Subtraction of Fractions1. Visualize addition and subtraction of fractions (using concrete and visual/ pictorial models)

2. Estimate sums and differences of fractions in simple and mixed forms

3. Add and subtract similar fractions in simple or mixed forms without regrouping

4. Add and subtract similar fractions in simple or mixed forms with regrouping

5. Add and subtract dissimilar fractions in simple or mixed forms without regrouping

6. Add and subtract dissimilar fractions in simple or mixed forms with regrouping

7. Add mentally similar fractions using the properties of addition

8. Application of addition and subtraction of fractions

8.1 Solve word problems involving addition or subtraction of fractions in simple or mixed

forms with or without regrouping following the steps in solving problems

8.2 Solve two-step word problems involving addition and subtraction of fractions in simple

and mixed forms without and with regrouping following the steps in solving two-step

problems

G. Comprehension of Multiplication of Fractions

1. Simplify factors by cancellation method before multiplying

2. Multiply fractions in simple and mixed forms

3. Show that multiplying a fraction by its reciprocal is equal to 1

4. Application of Multiplication of Fractions

4.1 Solve word problems involving multiplication of numbers in mixed forms following the

steps in solving problems

5.2 Solve two to three-step word problems involving addition, subtraction, and

multiplication of numbers in mixed forms following the steps in solving two-step

problems

H. Comprehension of Division of Fractions

1. Visualize division of a whole number by a fraction; a fraction by another fraction

2. Divide a fraction by a fraction

3. Divide a whole number by a fraction and vice versa

4. Divide mixed number by a fraction and vice versa

5. Divide mixed number by a whole number and vice versa

6. Divide mixed number

7. Application of Division of Fraction

7.1 Solve word problems involving division of fractions following the steps in solving

problems

7.2 Solve two to three-step word problems involving all operations on fractions following

the steps in solving two-step problems

I. Comprehension of Ratio and Proportion

1. Form ratio and proportion for groups of objects/numbers

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1.1 Visualize the meaning of proportion

1.2 Tell whether two ratios make a proportion

1.3 Find a missing term in a proportion

2. Application of Ratio and proportion

2.1 Set up a proportion for a given situation

2.2 Solve word problems with:

Direct proportion

Partitive proportion

Inverse proportion

J. Comprehension of Percent

1. Give the meaning of the elements used in solving percentage problems

1.1 Percentage

1.2 Rate or Percent

1.3 Base

2. Determine the percentage, rate and base in a given problem

2.1 Set up a proportion to solve problems

2.2 Solve the three types of percentage problems

2.2.1 Find the percentage when the rate and base are given

2.2.2 Find the rate or percent when the percentage and base are given

2.2.3 Find the base when the percentage or rate are given

3. Compute common percentage problems mentally

4. Solve word problems involving finding the percentage/rate/base

4.4.1 Percent of increase/decrease

Discounts

Original Price

Rate of Discount

Sale Price

Marked-up Price

4.4.2 Commission

Rate of Commission

Total Sales

Total Income

4.4.3 Sales Tax

Rate of Sales

Tax

Selling Price

4.4.4 Simple Interest

Principal Rate

Time

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III. GEOMETRY

Standard: The learner shows understanding of the attributes of spatial figures and enjoys theirfunctional use in their daily life

A. Comprehension of Spatial Figures

1. Describe different spatial figures

1.1 Visualize the different spatial figures, cube, prism, cylinder, sphere, pyramid, cone,

etc.

1.2 Identify the different spatial figures and their functional use

1.3 Illustrate the different spatial figures

IV. Measurement

Standard: The learner extends his understanding of area through surface area, volume andmeter reading and applies them in real-life situations.

A. Comprehension of Surface Area

1. Find the surface area of cubes, prisms, and cylinders

1.1 Identify the faces of solid

1.2 Name the unit of measure used for measuring the surface area of solids

1.3 Derive a formula for finding the surface area of:

cubes

prisms

cylinders

2. Application of Measurement of Surface Area

2.1 Solve the word problems involving measurement of surface area following the steps insolving problems

B. Comprehension of Volume

1. Find the volume of a solid

1.1 Name the unit of measure used for measuring the volume of solids

1.2 Convert one cubic unit of measure to a larger or smaller unit

1.3 Derive a formula for finding the volume of solids like:

cylinders

pyramids

cones

2. Application of Measurement of Volume

2.1 Solve word problems involving measurement of volume following the steps in solving

problems

C. Comprehension of Meter Reading

1. Read and interpret readings from:

1.1 electric meter

1.2 water meter

2. Solve word problems involving electric and water consumptions

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V. Graphs

Standard: The learner shows appreciation of circle graph through reading, interpreting,constructing and finding average of data.

A. Comprehension of Circle Graph

1. Read and interpret data presented in a circle graph

2. Construct a circle graph

2.1 Organize data in a circle graph

VI. Simple Probability

Standard: The learner understands the basic concept of probability and enjoys making simplepredictions and telling favorable outcomes as applied to real life situations.

1. Make simple predictions

2. Tell the number of favorable outcomes/chances

VII. Introduction to Algebra

Standard: The learner begins to understand the concept of expression, equation and integers.

A. Comprehension of Integers

1. Visualize integers in their order on a number line

2. Compares integers

3. Order integers in increasing/decreasing order

B. Expressions and Equations

1. Give the meaning of expression and equation

2. Differentiate expression from equation

Basic Education Curriculum 2010

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Transcript of Basic Education Curriculum 2010