Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City
September !, "#
K to 12 Curriculum Guide
MATHEMATICS
$%rades &'#"(
K TO 12 MATHEMATICS
CONCEPTUAL FRAMEWORK
Mathematics is one sub)ect that pervades life at any age, in any circumstance* +hus, its value goes beyond the classroom and the
school* Mathematics as a school sub)ect, therefore, must be learned comprehensively and ,ith much depth*
+he t,in goals of mathematics in the basic education levels, -'#" are Critical +hin.ing and Problem Solving* /e adopt the definition of critical
thin.ing by Scriven and Paul $#01&(2
Critical thin.ing is the intellectually disciplined process of actively and s.illfully conceptuali3ing, applying, analy3ing, synthesi3ing, and4or
evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and
action*
5n the other hand, ,e define Problem Solving in mathematics using Polya6s $#078 9 #0!( definition2
Mathematical problem solving is finding a ,ay around a difficulty, around an obstacle, and finding a solution to a problem that is un.no,n*
+hese t,o goals are to be achieved ,ith an organi3ed and rigorous curriculum content, a ,ell'defined set of high'level s.ills and processes,
desirable values and attitudes, and appropriate tools, recogni3ing as ,ell the different contexts of :ilipino learners*
+here are five content areas in the curriculum, as adopted from the frame,or. prepared by MA+;+ED 9 SE< $"#"(2 =umbers and =umber
Sense, Measurement, %eometry, Patterns and Algebra, and Probability and Statistics*
+he specific s.ills and processes to be developed are2 -no,ing and >nderstanding? Estimating, Computing and Solving? @isuali3ing and
Modelling? Representing and Communicating? Con)ecturing, Reasoning, Proving and Decision'ma.ing, and2 Applying and Connecting*
+he follo,ing values and attitudes are to be honed as ,ell2 Accuracy, Creativity, 5b)ectivity, Perseverance, and Productivity*
/e recogni3e that the use of appropriate tools is needed in teaching mathematics* +hese include2 manipulative ob)ects, measuring
devices, calculators and computers, Smartphones and tablet PCs, and the <nternet*
/e define context as a locale, situation or set of conditions of :ilipino learners that may influence their study and use of mathematics to develop
critical thin.ing and problem solving s.ills* Contexts refer to beliefs, environment, language and culture that include traditions and practices, and
learner6s prior .no,ledge and experiences
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+he frame,or. is supported by the follo,ing underlying learning principles and theories2 Experiential and Situated Aearning, Reflective
Aearning, Constructivism, Cooperative Aearning and Discovery and <nBuiry'based Aearning* +he mathematics curriculum is grounded in these
theories*
Experiential learning as advocated by David -olb is learning that occurs by ma.ing sense of direct everyday experiences* Experiential learning
theory defines learning as Cthe process ,hereby .no,ledge is created through the transformation of experience* -no,ledge results from the combination
of grasping and transforming experienceC $-olb, #017, p* 7#(* Situated learning, theori3ed by Aave and /enger, is learning in the same context on
,hich concepts and theories are applied*
Reflective learning refers to learning that is facilitated by reflective thin.ing* <t is not enough that learners encounter real'life situations* Deeper
learning occurs ,hen learners are able to thin. about their experiences and process these allo,ing them the opportunity to ma.e sense and
meaning of their experiences*
Constructivism is the theory that argues that .no,ledge is constructed ,hen the learner is able to dra, ideas from his o,n experiences and
connects them to ne, ideas that are encountered*
Cooperative Aearning puts premium on active learning achieved by ,or.ing ,ith fello, learners as they all engage in a shared tas.* +he
mathematics curriculum allo,s for students to learn by as.ing relevant Buestions and discovering ne, ideas* Discovery and <nBuiry'based
learning $Druner, #0!#( support the idea that students learn ,hen they ma.e use of personal experiences to discover facts, relationships and concepts*
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K TO 12 MATHEMATICS
BRIEF COURSE DESCRIPTION
Mathematics from -'#" is a s.ills sub)ect* Dy itself, it is all about Buantities, shapes and figures, functions, logic and reasoning* Mathematics is
also a tool of science and a language complete ,ith its o,n notations and symbols and EgrammarF rules, ,ith ,hich concepts and ideas are effectively
expressed*
+he contents of mathematics include =umbers and =umber Sense, Measurement, %eometry, Patterns 9 Algebra and Statistics and Probability*
=umbers and =umber 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
ob)ects* <t focuses on attributes such as length, mass and ,eight, capacity, time, money and temperature among others, as ,ell as applications
involving perimeter, area, surface area, volume and angle measure*
%eometry as a strand includes properties of t,o' and three'dimensional figures and their relationships, spatial visuali3ation, reasoning and
geometric modeling and proofs*
Patterns and Algebra as a strand studies patterns, relationships and changes among shapes and Buantities and includes the use of
algebraic notations and symbols, eBuations and most importantly, functions, to represent and analy3e relationships*
Statistics and Probability as a strand is all about developing s.ills in collecting and organi3ing data using charts, tables and graphs,
understanding, analy3ing and interpreting data, dealing ,ith uncertainty and ma.ing predictions and outcomes*
+he - to #" Mathematics Curriculum provides a solid foundation for Mathematics at %rades ## to #* More importantly, it provides
necessary concepts and life s.ills needed by :ilipino learners as they proceed to the next stage in their life as learners and as citi3ens of our
beloved country, the Philippines*
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:igure #* +he Conceptual :rame,or. of Mathematics Education
K TO 12 MATHEMATICS
LEARNING AREA STANDARD2 +he learner demonstrates understanding and appreciation of .ey concepts and principles of mathematics
as applied, using appropriate technology, in problem solving, critical thin.ing, communicating, reasoning, ma.ing connections, representations,
and decisions in real life*
KEY STAGE STANDARDS:
- G H 7 G ! & G #"
At the end of %rade H, the learner
demonstrates understanding and appreciation
of .ey concepts and s.ills involving numbers
and number sense, measurement, geometry,
patterns and algebra, statistics and probability
as applied, using appropriate technology, in
critical thin.ing, problem solving, reasoning,
communicating, ma.ing connections,
representations and decisions in real life*
At the end of %rade !, the learner
demonstrates understanding and appreciation
of .ey concepts and s.ills involving numbers
and number sense, measurement, geometry,
patterns and algebra, statistics and probability
as applied, using appropriate technology, in
critical thin.ing, problem solving, reasoning,
communicating, ma.ing connections,
representations and decisions in real life*
At the end of grade #", the learner
demonstrates understanding and appreciation
of .ey concepts and s.ills involving numbers
and number sense, measurement, patterns and
algebra, geometry, probability and statistics,
and trigonometry as applied, using appropriate
technology, in critical thin.ing, problem solving,
communicating, reasoning, ma.ing
connections, representations, and decisions in
real life*
6
K TO 12 MATHEMATICS
GRADE LEVEL STANDARDS:
GRADE LEVEL %RADE AE@EA S+A=DARDS
K
+he learner demonstrates understanding and appreciation of .ey concepts and s.ills involving ,hole numbers up to ", space
and measurement, simple geometric figures, pre'algebra concepts and data collection as applied, using appropriate
technology, in critical thin.ing, problem solving, reasoning, communicating, ma.ing connections, representations and
decisions in real life*
GRADE 1
+he learner demonstrates understanding and appreciation of .ey concepts and s.ills involving ,hole numbers up to #"",
fractions, measurement, simple geometric figures, pre'algebra concepts, data collection and representation as applied, using
appropriate technology, in critical thin.ing, problem solving, reasoning, communicating, ma.ing connections, representations
and decisions in real life*
GRADE 2
+he learner demonstrates understanding and appreciation of .ey concepts and s.ills involving ,hole numbers up to # """,
fractions, measurement and geometric figures, pre'algebra concepts, data collection, representation and analysis as applied,
using appropriate technology, in critical thin.ing, problem solving, reasoning, communicating, ma.ing connections,
representations and decisions in real life*
GRADE 3
+he learner demonstrates understanding and appreciation of .ey concepts and s.ills involving ,hole numbers up to #" """,
fractions, measurement, geometric figures, pre'algebra concepts, data collection, representation and analysis as applied,
using appropriate technology, in critical thin.ing, problem solving, reasoning, communicating, ma.ing connections,
representations and decisions in real life*
GRADE 4
+he learner demonstrates understanding and appreciation of .ey concepts and s.ills involving ,hole numbers up to #"" """,
fractions, decimals including money, ratio, angles, plane figures li.e sBuare, rectangle, and triangle, measurement $perimeter,
area of triangle, parallelogram and trape3oids, volume of cubes and rectangular prisms, pre'algebra concepts, data collection,
representation and analysis as applied, using appropriate technology, in critical thin.ing, problem solving, reasoning,
communicating, ma.ing connections, representations and decisions in real life*
GRADE 5
+he learner demonstrates understanding and appreciation of .ey concepts and s.ills involving ,hole numbers up to #" """
""", fractions, decimals including money, ratio, percent, geometry $circles and five or more'sided polygons(, measurement
$circumference, area of circle, volume of cubes and rectangular prisms, temperature( ,pre'algebra concepts, data collection,
representation and analysis as applied, using appropriate technology, in critical thin.ing, problem solving, reasoning,
communicating, ma.ing connections, representations and decisions in real life*
GRADE 6 +he learner? demonstrates understanding and appreciation of .ey concepts and s.ills involving fractions, decimals including
money, ratio and proportion, percent, rate, integers, geometry $spatial figures(, measurement $surface area, volume, meter
reading(, pre'algebra concepts, data collection, representation and analysis, probability, expressions and eBuations as
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applied, using appropriate technology, in critical thin.ing, problem solving, reasoning, communicating, ma.ing connections,
representations and decisions in real life*
GRADE 7
+he learner demonstrates understanding of .ey concepts and principles of number sense, measurement, algebra, geometry,
probability and statistics as applied, using appropriate technology, in critical thin.ing, problem solving, reasoning,
communicating, ma.ing connections, representations and decisions in real life*
GRADE
+he learner demonstrates understanding of .ey concepts and principles of algebra, geometry, probability and statistics as
applied, using appropriate technology, in critical thin.ing, problem solving, reasoning, communicating, ma.ing connections,
representations, and decisions in real life*
GRADE !
+he learner demonstrates understanding of .ey concepts and principles of algebra, geometry, and trigonometry as applied,
using appropriate technology, in critical thin.ing, problem solving, reasoning, communicating, ma.ing connections,
representations and decisions in real life*
GRADE 1"
+he learner demonstrates understanding of .ey concepts and principles of number sense, algebra, geometry, probability and
statistics as applied, using appropriate technology, in critical thin.ing, problem solving, reasoning, communicating, ma.ing
connections, representations and decisions in real life*
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K TO 12 MATHEMATICS
GRADE 8
CONTENT CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES
Ale!r" +he learner demonstrates
understanding of .ey
concepts of special products
and factors of polynomials,
rational algebraic
expressions, algebraic
expressions ,ith integral
exponents, linear functions,
and systems of linear
eBuations and ineBualities in
t,o variables*
+he learner is able to formulate
real'life problems involving
special products and factors,
rational algebraic expressions,
algebraic expressions ,ith
integral exponents, linear
functions, and systems of linear
eBuations and ineBualities in t,o
variables and solve these ,ith
utmost accuracy using a variety of
strategies*
T#e le"r$er%
o identifies polynomials ,hich are special
products2 polynomials ,ith common monomial
factors, trinomials that are product of t,o
binomials, trinomials that are product of sBuares
of a binomial, and products of sum and difference
of t,o terms*III
o finds special products and factors of certain
polynomials2 product of t,o binomials, product of
sum and difference of t,o terms, sBuare of a
binomial, cube of a binomial, and product of
special case of multiplying a binomial ,ith a
trinomial*
o factors completely different types of polynomials
$polynomials ,ith common monomial factors, a
difference of t,o sBuares, sum and difference of
t,o cubes, perfect sBuare trinomials, general
trinomials( using special formulas, grouping and
other techniBues*
o solves problems involving polynomials and their
products and factors*
o describes and illustrates rational algebraic
expressions*
o simplifies rational algebraic expressions
o performs operations on rational algebraic
expressions*
&
o simplifies complex fractions*
o solves problems involving rational algebraic
expressions*
o interprets 3ero and negative exponents
o evaluates and simplifies algebraic expressions
involving integral exponents*
o describes and illustrates the rectangular
coordinate system and its uses*III
o describes and plots positions on the coordinate
plane using coordinate axes* III
o <llustrates a relation and a function*
o determines if a given relation is a function using
ordered pairs, graphs and eBuations*
o differentiates bet,een dependent and
independent variables*
o describes the domain and range of a function*
o describes a linear function using its points,
eBuation and graph*
o identifies the domain and range of a linear
function*
o illustrates the meaning of a slope of a line*
o finds the slope of a line given t,o points,
eBuation and a graph*
o ,rites the linear eBuation ax + by = c in the form
y = mx + b and vice versa*
o graphs a linear eBuation given $a( any t,o
points? $b( the x G and y G intercepts? $c( the
slope and a point on the line*III
o describes the graph of a linear eBuation in terms
of its intercepts and slope*III
o finds the eBuation of a line given $a( t,o points?
1'
$b( the slope and a point? $c( the slope and its
intercepts*
o solves problems involving linear functions and
linear patterns*
o differentiates bet,een mathematical expressions
and mathematical eBuations*
o differentiates bet,een mathematical eBuations
and ineBualities*
o illustrates linear ineBualities in t,o variables*
o graphs linear ineBualities in t,o variables on the
coordinate plane*
o describes systems of linear eBuations and
ineBualities using practical situations and
mathematical expressions*
o identifies ,hich given systems of linear
eBuations have graphs that are parallel, intersect
and coincide*
o graphs systems of linear eBuations in t,o
variables*III
o solves systems of linear eBuations by $a(
graphing? $b( elimination? $c( substitution*III
o graphs system of linear ineBualities in t,o
variables*III
o solves a system of linear ineBualities in t,o
variables by graphing*III
o solves problems involving systems of linear
eBuations and ineBualities in t,o variables*
G#$%#&'( +he learner demonstrates
understanding of .ey
concepts of axiomatic
development of geometry,
triangle congruence,
+he learner is able to
communicate mathematical
thin.ing ,ith coherence and
clarity in formulating,
investigating, analy3ing, and
+he learner **
o identifies the hypothesis and conclusions of if'
then and other types of statements*
o formulates the inverse, converse and
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ineBualities in triangles and
parallel and perpendicular
lines*
solving real'life problems
involving parallelism and
perpendicularity of lines and
congruent triangles using
appropriate and accurate
representations
contrapositive of an implication*
o distinguishes bet,een inductive and deductive
reasoning*
o provides formal arguments that explain results
of a phenomenon or a situation*
o ,rites formal arguments as a series of
statements that ma.e up a proof $both direct
and indirect(*
o illustrates the undefined terms in geometry*
o explains the need for defined terms previously
introduced*
o differentiates bet,een postulate and theory and
give the importance of each*
o i<llustrates triangle congruence*III
o states and illustrates the SAS, ASA and SSS
congruence postulates*III
o applies the postulates and theorems on triangle
congruence to prove statements on
congruence, including right triangles*
o applies triangle congruence to geometric
constructions to perpendicular and angle
bisector*
o states and illustrates the theorems on triangle
ineBualities, e*g* exterior angle ineBuality
theorem, triangle ineBuality theorem, hinge
theorem*III
o applies theorems on triangle ineBualities to2 $a(
determine possible measures for the angles and
sides of triangles, and $b( )ustify claims about
the uneBual relationships bet,een side and
angle measures*
o applies the theorems on triangle ineBualities to
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prove results involving triangle ineBualities*
o illustrates parallel and perpendicular lines*III
o illustrates and proves properties of parallel lines
cut by a transversal*III
o names the different .inds of Buadrilaterals and
identify those that are parallelograms*
o determines the conditions that ma.e a
Buadrilateral a parallelogram,
o determines and proves the conditions under
,hich lines and segments are parallel or
perpendicular*
o uses properties to find measures of angles,
sides, and other Buantities involving
parallelograms*
S&)&*+&*,+ )-. P'$/)/*0*&( +he learner demonstrates
understanding of .ey
concepts of measures of
central tendency and
measures of variability of data
and basic concepts of
probability
*
+he learner is able to **
o compute accurately
measures of central tendency
and measures of variability
and apply these appropriately
to data analysis and
interpretation in fields such as
research, business,
education, science,
technology, economics, etc*
+he learner J
o finds the mean, median and mode of statistical
data
o describes and illustrates the mean, median and
mode of ungrouped and grouped data*
o discusses the meaning of variability*
o calculates the different measures of variability of
a given set of data2 $a( range? $b( average
deviation? $c( variance? $d( standard deviation*III
o describes a set of data using measures of
central tendency and measures of variability*
o use precisely counting
techniBues and probability in
solving problems related to
different fields of endeavor*
o describes an experiment, outcome, sample
space and event*III
o explains and interprets the probability of an
event*
o differentiates bet,een an experimental
probability and a theoretical probability*
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o counts the number of occurrences of an
outcome in an experiment and organi3e them
using a table, tree diagram, systematic listing
and the fundamental counting principle*III
o solves simple problems involving probabilities of
events*
111 S233#+&*$- 4$' ICT #-5)-,#. 0#++$- 65#- )7)*0)/0# )-. 65#'# )88'$8'*)&#
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